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2012高一英语教案：Unit 3 Travel journal Warming Up Pre-reading and Reading(新人教版必修1)

Unit 3 Travel journal

Warming-up

Teaching aims

1. Ss will be able to learn things related to travel, e.g. the place the fares and transport, etc. Teaching important points

1.To talk about travel.

Emotion goals:

There are so many beautiful places in China and the whole world. We should love our country, love the whole world and love nature.

Teaching aids

a computer

Teaching procedures:

Step 1 Warming up

Show the photos of some beautiful places visited by my son,ask ss to guess where they are.

Show the photos of some beautiful places on the PowerPoint. （The Great Wall; Yuanming Yuan ; Budala Palace; Venice; The Liberty Statue in New York,America; Fujiyama.）Ask students whether they know where they are.

T: Do you like traveling?

T: Why do you like traveling?

Enjoy beautiful scenery; Increase our knowledge; Make friends; Be good to health…

T :How will you prepare for traveling?(including the time, the place, the means, the cost, the things you’ll take along, … of traveling)

1. time: the Spring Festival; National Day; May Day; weekend;

summer( winter) vacation…

2.destination: Enjoy some beautiful pictures of famous places with the whole class:

3.What to do: Rock climbing; rafting; bengee; skiing; hiking

4.travel cost: talk with the Ss quickly.

5.things to take: ID cards(身份证) passports; money (cash); a book of maps; 等。

6.means of transportation: on foot; by bike; by bus; by car; by plane/by air; by boat/by ship/by sea

What do you have to consider before you decide which means of transportation you will use? Talk about advantages and disadvantages.

7. background information: history; customs; culture; language; religion; politics; weather;…

8. Points for attention:Don’t throw away waste;Don’t park your bike or car in the wrong parking lot; Don’t make a fire freely; Don’t feed animal; Protect animals and plants; Do as the guide tells you do; ….

Step 2 practice

While you are discussing with your partner , ask each other the following questions:

When are you leaving?Where are you going?How are you going to…?

How long are you staying in…?When are you arriving in/at…?When are you coming back?

Step 3 discussion

Imagine you are going to an isolated island to do research work, make a list of the following things you are going to take.List from the most important to the least important,and state your reasons.

Step4 homework

Preview the text

Unit 3 Travel journal---Reading

Teaching goals

1.Learn something about the Mekong River through reading.

2.Students can use what they have learned to describe a trip.

3.Students should realize if they want to be successful, what personalities they should have. Teaching important and difficult points:

1.Understand the text well.

2.Try to master the useful new words & expressions in this period.

Teaching aids: a computer & a projector

Teaching procedures

Step 1 warming up

Do you like traveling along a river, a great river?

As we all know, there are a lot of rivers in the world and also there are many great rivers. Now look at the chart. In the left column are names of some great rivers. In the right column are locations where the rivers lie. Please match them. What role does a river play in people’s life? In other words, how do people who live along a river use it?

Step 2 Lead In

If you plan to travel along a river, what will you do?

Step 3 Pre-reading

T: Have you visited the Mekong River? If no, let’s learn something about it.

Enjoy a clip of video.

2. Can you list the countries that the Mekong River flows through?

3.Enjoy the beautiful sights along the Mekong River to arouse their interest of it.

4.The countries the Mekong River flows through

Step 4 Reading

In this step, get the students to read the text and finish some tasks.

Task1: Scan the text quickly, then answer some questions

? 1. Who will travel in the text?

? 2. Where are they going ?

? 3. How are they getting there?

? 4.What did Wang Wei prepare for the trip?

1) Two years ago,…bought…

2) Then , …persuaded…

3) Last year,…visited…

4) Several months before our trip,…went to…

?5What didn’t she prepare for the trip?

?（1）。She didn’t know

（2）.She hadn’t

（3）.She doesn’t

?What kind of person is Wang Wei? Which answer is wrong?

A. stubborn

B. determined

C. careless

D. careful

5. Is it a difficult journey to cycle along the Mekong? Why?

6.What can you see when you travel along the Mekong River?

Task2: Listen to the tape and pay attention to the pronunciation, then do the T or F exercise.

1.Wang kun is a high school student.

2.Both Dao Wei and Yu Hang are Dai and they grew up in eastern Yunnan province

3.The source of Mekong is in Qinghai province .

4.Finally Wang Kun agreed with his sister to cycle with her.

5.They found few atlas and books about Mekong River in library.

6. Mekong river begins at glacier on a Tibet mountain. the water there is clear but not cold.

7. Only a small part of the river is in China.

8.As it enters Southeast Asia, it moves slowly.

Task3: Careful reading

Read the text again and try to complete a form.

The details of the Mekong River

? 1.It begins …

? 2.As it passes through valleys…

? 3. It enters…

? 4.After it leaves…

? 5. As it enters..

? 6. Its

Task4: Consolidation

Fill in the blanks

Wang Kun and Wang Wei have ______ about taking a great bike trip. when they __________ from college. They _________ to _________ along the Mekong River with their ________. Wang Wei is very _______. Once she is __________ to do something she will never __________ her mind. Although it is difficult to travel along the Mekong River by bike, she ________ that they find the ________ of the river and begin their journey there.

Step 5 Post-reading

Task1:Make comparison

An attitude is what a person thinks about something. Make lists of Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.

Task2: Debate

Which character do you like,Wang Kun or Wang wei? Why?

Task3: Understand two mottos

Life is just a series of trying to make up your m ind.

Success belongs to the persevering

Task 4:discussion

If you and your friends want to go for a travel, what will you prepare, and why?

Different travelers may have different purposes to travel, what about you when you plan to travel? Do you know Xu Xiake? Do you think his way of traveling is meaningful? Why?

Step 6 Homework

1．Read the text again.

2．Write a passage about MeKong River

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人教版高中英语必修一全册教案

Unit 1 Friendship Ｉ．单元教学目标 II．目标语言

III. 教材分析和教材重组 1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。

高中英语必修三教案

Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言

III. 教材分析与教材重组 1. 教材分析本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固

运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。 1.6 Using Language 是英语听说读写的全面运用的练习。

外研社高一英语必修一教案

外研社高一英语必修一教案公司内部编号：（GOOD-TMMT-MMUT-UUPTY-UUYY-DTTI-

M o d u l e O n e M y f i r s t d a y a t S e n i o r h i g h Period One Teaching content a)Self-introduction b)Vocabulary and speaking c)Everyday English and function Teaching aims and demands a)have the students to introduce themselves b)have the students to know what you except from them c)have the students get familiar with some words of subjects d)have the students to learn the Everyday English and function Teaching methods a)speaking b)discussing c)pair-work& group-work Teaching steps Step1 Self-introduction (I) This is the first English class in Senior high, you are fresh to the students , so are the students. So it is necessary for you to introduce yourself to the students and get them to introduce them to you and other students , you must stress that the students must introduce them in English. If necessary, you can make an example first.

外研版高中英语必修五Module1教案

1、下列各项中加点字注音有误的一项是（）（2分） A宽恕（shù）胚(pēi)芽阔绰(chuò) 风雪载(zài)途 B收敛（liǎn）愧怍(zuò) 慰藉(jí) 妇孺(rú)皆知 C彷(páng)徨沉湎(miǎn) 繁衍(yǎn) 颔(hàn)首低眉 D哺(bǔ)育告罄(qìng) 馈(kuì)赠粗制滥(làn)造 2、下列加点字注音全部正确的一项是（）（2分） A、峥嵘（zhēng）黝黑（y?u）地窖（jiào）头晕目眩（xuán） B、慰藉（jí）攫取（jué）羁绊（bàn）水皆缥碧（pi?o） C、胆怯（qiè）蹿升（cuān）蓦然（mù）随声附和（hè） D、嗔视（chēn）干瘪（bi?）怄气（òu）气息奄奄（y?n） 3、下列词语中加点字的注音有错误的一项是（） A.觅食mì惧惮dàn 萧索xiāo 臆测yì B.山麓lù栈桥jiàn 惘然mǎnɡ煞白shà C.汲取jí诅咒zǔ孕育yùn 窒息zhì D.亵渎xiè搓捻cuō芳馨xīn 繁衍yǎn 4、下列各组词语中，加点字的注音不全正确的一项是（）（2分） A. 扒（pá）窃枯涸（hé）背（béi）包小心翼翼（yì） B. 稽（jì）首嫉（jì）妒屏（píng）蔽迥（jiǒng）异不同 C. 哽（gěng）咽亢（kàng）奋豆豉（ch?）苦心孤诣（yì） D. 蜷（quán）伏星宿（xiù）空乘（chéng）毛骨悚（sǒng）然 5、下列词语中加点的字，读音全部正确的一组是（3分） A．落难(nàn) 确凿(záo) 触(cù)目伤怀长吁(xū)短叹 B．称(chèn)职勾(gòu)当百鸟啾(jiū)啾大彻(chè)大悟 C．嗤(chī)笑倒坍(tā) 一抔(póu)黄土苦心孤诣(yì) D．绮( qí)丽执拗(niù) 影影绰(chuò)绰味同嚼(jiáo)蜡 6、下列各项中书写有误的一项是（）（2分） A瞻望深遂陨落翻来覆去 B疮痍伎俩迁徙沧海桑田 C嶙峋荒谬涟漪忍俊不禁 D点缀骸骨蓦然天伦之乐 7、下列词语书写全部正确的一项是（） A.禀告滑稽险象叠生随机应变 B.归咎潺弱骇人听闻恪敬职守 C.鄙夷阴霾囊萤印雪肃然起敬 D.匀称酬和望眼欲穿鳞次栉比 8、下列词语中有两个错别字的一项是（）（2分） A．高谈阔论坛花一现迫不及待窃窃私语 B．神采奕奕彬彬有礼破镜重圆月白风清 C．世外桃园晓风残月顺藤摸瓜事半功倍 D．四面楚歌挺而走险厚此薄彼貌和神离 9、下列词语中没有错别字的一项是 A．和谐其实是美丽的一种更高境界，它能够平和心境，净化心灵。 B．中华大地喜迎盛事，北京将张灯节彩迎接各地嘉宾。 C．正因为我们心中有盏红绿灯，我们的生活才能井然有绪，多姿多彩。

教学设计高一英语ppt课件教案人教版

新课标高一英语必修2 第5单元Music Reading教学设计一、设计思想根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。本节阅读课教学设计的最大特色是： (1)教学环节层次清楚，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前—阅读中—阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。 (2)采用了新课标提倡的任务型教学途径。《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。 (3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。（张丽丽）根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查；以小组为单位设计海报或制作多媒体课件；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。（黄小红）二、教材分析