高中阶段学习难度、强度、容量加大，学习负担及压力明显加重，不能再依赖初中时期老师“填鸭式”的授课，“看管式”的自习，“命令式”的作业，要逐步培养自己主动获取知识、巩固知识的能力，制定学习计划，养成自主学习的好习惯。一起看看重读高中英语教案！欢迎查阅！这次一秘范文为您整理了10篇《高一年级上册教案（语文 数学 英语 化学 物理）》，可以帮助到您，就是一秘范文小编最大的乐趣哦。
教学目标
1、知识目标：1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage
2、语言能力目标：1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading.
3、情感态度与文化意识目标：1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.
教学重难点
1、教学重点：a.To understudend the passage better b.To find the main idea of each paragraph 2、教学难点：a.Master the reading ability b.Develop the skills of reading
教学过程
教学设计
本节课共45分钟，具体教学步骤如下：
Step I Leading-in
播放一段小视频，内容为歌曲If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。随后，展示几张国内外流行乐队的图片，转入对本课阅读内容的探讨。
Step II While reading
Task I. Fast reading快速大声阅读文章，完成练习1和2.
1、 Read the passage and try to find out:
1) How many bands are mentioned in the passage? What are their names?
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
2) Which band is “The Band That Wasn’t”？
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
2.Read the passage quickly and match main ideas with paragraphs.
Para.1 How the Monkees formed the band?
Para.2 Dreaming of being famous.
Para.3 How the Monkees became popular and developed as a real band?
Para.4 The common way that bands form.
Task II. Careful reading分段阅读。分别默读每一段，完成相应练习。
1、 (Para.1) Read Para.1 carefully find out how do people form a band.
Step 1
To practice music XXXXXXXXXXXXXXXXXXXX.
Step 2
To play XXXXXXXXXXXXXXXXXXXXXXXXXX.
Step 3
To give performances XXXXXXXXXXXXXXXXXXXXXXXXXXXX.
Step 6
To make records XXXXXXXXXXXXXXXXXX.
2、 (Para. 3&4) Put the following steps in the right order.小组合作，比赛式进行。
A. Had to use actors
B. Broke up, then reunited
C. Produced their own records
D. Produced a new record
E. Relied on other musicians
F. Sang their own songs
G. To find four musicians
H. Advertised in a newspaper
I. Sang songs by others
J. Pretended to sing
The right orderXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
Step III Post-reading
Task I. Promotion and discussion.小组讨论，分组展示。
This is a press conference and your favorite band The Monkees is here. What do you want to say to them or what else do you want to know about them? Work in groups and do a role play. Four of you play as members of The Monkees and the others work as journalists. And you can refer to the following questions.
1、 How did your band start?
2、 What are the differences between… and… ？
3.Why did you change to sing your own songs?
4.What’s your future plan?
5、 What do you want to say to 。.。.？
Task II. Summary of the passage归纳总结所学。
The article is XXXXXXXXX (main) about the band --XXXXXX Monkees. It XXXXXXXXX(believe) that many people want to be famous singers or musicians, XXXXXXX they form a band through different XXXXXX(way) 。
However, there is a band XXXXXX is different from others. At first, they sang the songs XXXXXXXX (write) by other musicians. Later, they played and sang XXXXX (they) own songs. After XXXXXXX(reunite) in the 1980s, they made XXXXX new record in the 1990s.
Step IV Homework
1、 write a news report about the Monkees based on the interview.
2.Learn the song I'm a believer by the Monkees.
Step V enjoy the song I’m a believer by The Monkees.Here are the lines.
The Monkees------Now I'm A Believer
作词：Neil Diamond
I thought love was only true in fairy tales
Meant for someone else but not for me
Love was out to get me, that's the way it seemed
Disappointment haunted all my dreams
Then I saw her face, now I'm a believer
Not a trace of doubt in my mind
I'm in love, I'm a believer
I couldn't leave her if I tried
I thought love was more or less a given thing
Seems the more I gave the less I got
What's the use in tryin'？ All you get is pain
When I needed sunshine I got rain
Then I saw her face, now I'm a believer
Not a trace of doubt in my mind
I'm in love, I'm a believer
I couldn't leave her if I tried
教学目标
教学目标与要求
通过本单元教学，全面复习本册书所列出的重点日常交际用语项目，如：命令与要求、提出建议与忠告、表示个人看法等。全面复习本册书中所列出的重点语法项目，如：定语从句、直接引语和间接引语、被动请态、过去完成时和动词不定式作主语等用法。
教学要点和重点
1．日常交际用语
（1） Can I ask you for some advice?
（2） What can you suggest?
(3)I suggest you (should) ask. 。 。
（4） Ive got an idea.
(5)Why not do.。.？
(6)Why dont you do. 。 。 ？
(7)That is why. 。 。
(8)I thought that. 。 。
2．单词
recently, weigh, measure, lovely, cousin, secret, invite, reply, illness, pattern, actor, junior
3．词组
ask sb. for advice, be tired of, be fun, make fun of, tell lies, laugh at, used to, keep quiet, worry about, consider doing, because of, a place of interest, reply to
4．语法
过去将来时的用法
教学建议
本单元建议
1．本单元的内容非常贴近中学生生活。可就“Friendship”，“Telling Lies”等话题展开讨论，在讨论中学会如何表述心情、如何给予忠告等。
2．对重点句型做句子操练，如完成句子、翻译等。特别注意动词的用法。
3．在口头操练的同时，注意引导学生使用正确的英语句型结构，如：Why not do…；Why dont you do…等等。必要时做笔头操练。
4．在学习过去将来时的时候，同时兼顾对过去完成时态的复习。
5．以给笔友写一封信的方式训练学生的书信表达能力。
重点难点讲解
辨析be tired of ， be tired with
短语be tired of 意思为“厌倦或厌烦……”
I’m tired of his complaints.我对他的抱怨很反感。
He was tired of sleeping with the windows open.他讨厌开着窗户睡觉。
be tired with表示“因……而感到疲倦或劳累”
He was tired with such a long walk,走了这么长的路他感到很累。
We were quite tired with so much homework.做了如此多的作业后我们相当疲劳。
辨析lovely/ beautiful/pretty//handsome/good-looking
lovely吸引人的视、听、嗅、触四觉的，引起喜悦、赞赏的人或物，都可用lovely修饰，尤其指外貌，不包括四德。主要用于修饰女子外貌、天气、景色等。如：
lovely hair/weather（秀发/好天气）。
beautiful 对人而言，指最能给人带来满足的最高尚的和精神的美，包括精致、温柔、愉快、可爱诸因素。形容人时，适合女性。
A beautiful girl /face /flower /picture /garden /place /voice /color/dress/weather等。
pretty意为“美丽的，漂亮的，可爱的”，指逗人喜欢的人或物的精致、优雅、小巧、娇嫩、雅致等属性，有“女子气”及“小巧俏皮”的含义，常修饰女性，不用于男性。
handsome意为“漂亮，英俊”，含匀称、对称、雅致、悦目、吸引人之意，尤指仪表堂堂，举止文雅，具有男性气质。其美大半是修养和训练的结果，常用以修饰男性。
“good-looking” 特指外表容貌的美，多用于指男性。
辨析used to, be used to doing 与be used to do
used to后接动词原形，表示“过去常常（做某事）”，而现在不再做；
He used to be a worker, but now he becomes the manager of the company.
be used to doing / sth. 表示“习惯于做某事”。
She has been used to living alone in the country.
be used to do为use（使用）的被动语态形式，表示“被用来做”；
The hammer is used to break nail into the wall.
辨析reply 和answer
这是一对近义词，都有“回答”之意，但其用各有不同。
1）用作动词，后面都可接that从句，两者可以相通。如：
He answered/replied that he knew nothing about it.
他回答说对此事一无所知。
2）如果加间接宾语时，要用：
answer sb. that. 。 。 /reply to sb that. 。 。
3）当后面接名词或代词时，answer是及物动词， reply为不及物动词，是正式用语。如：
answer a question/reply to a question
answer a letter / reply to a letter
answer the door / doorbell / telephone
（不能说reply the door / doorbell / telephone）
4）作名词时，两者都可与介词搭配；answer还有“答案”之意。如：
the answer / rely / key to the problem. make no answer / reply
课文讲解
1．Well, I’ve recently started biology.我最近刚开始学生物。
Recently意为“近来，最近”多与现在时态连用。
He is not at home recently.他最近不在家。
How are you getting along recently?你近来过得还好吧？
2．You don’t need anything special.你不需要什么特别的东西。
用形容词修饰不定代词something, nothing, anything, somebody, anybody等时，这个形容词通常放在这类不定代词的后面。
Did you find anybody strange nearby? 你在附近看到过什么陌生人吗？
Do you have anything more to say? 你（们）还有什么话要说吗？
3．Then grow some tomatoes in one box,…。然后在盒子里种上一些西红柿
Then see which plants grow higher.
第一句中的grow是及物动词，作“种植（花或庄稼）”解；第二句中的grow 是不及物动词，作“生长，成长”
The young trees are growing well.这些小树长得很好。（vi.）
We grew a lot of flowers this spring.今年春天我们种了许多花。（vt.）
此外，grow还可以作连系动词，作“逐渐变得”，后面跟表语。
She is growing healthy.她的身体逐渐变好了。
4．However, I find it hard. 然而我发现交朋友很难。
句中的it 指上句的making new friends（交新朋友）。全句相当于I find it hard to make new friends.由于it作形式宾语的用法还没有出现过，此处暂不宜向学生解释。
Find作“发现，觉得”，后面可以跟带形容词的复合宾语（宾语+宾补）
I found him very funny.我现他很滑稽可笑。
你觉得这个问题难吗？
5．This is secret, so please don’t tell anybody else.这是一个秘密，因此，请别告诉其它任何人。
句中anybody else=any other person（其它任何人） else是形容词，作“别的，其它的”，常用somebody, something, anybody, anything, nobody, nothing等不定代词连用，并置于不定代词之后。如：
Do you want to see anybody else? 你还想见见别的人吗？
I have bought lots of bread. I’d like to buy something else.我买了许多面包，我还想买点别的东西。
else还可以同what, who, when, where等疑问代词或疑问副词连用。
What else would you like to have? 你还想要点别的什么吗？
过去将来时
1) 过去将来时的基本形式：
基本形式
例子
would+动词原形
I thought I would make lots of new friends.
我曾经认为我会交上许多新朋友。
was/were + going to
I didn’t expect that I were to do the work by myself next week.我不希望下周自己做这个工作。
注意：would+动词原形。would可用于任何人称，这是美国英语的用法。在英国英语中，第一人称用 should，第二、三人称用 would。本教材采用美国英语的用法。此外，过去将来时还可以用“was/were + going to”来表示“原本打算干某事”的意思。另：be to do 不能用于人类不能控制的将发生的事情和动作；be about to do 不能和具体的时间连用。
2) 过去将来时的基本概念：
基本概念
例子
过去将来时表示对于过去某一时间而言将要发生的动作或存在的状态。它是一种相应的时态，总是同某一过去的时间或过去的动作相对应而存在。
The teacher told us he would give us a little test. 老师跟我们讲过，他将给我们来一次小测验。
He said he was going to start for Guangzhou next
工作简历：
现教班级：
质量自评：
校办联系电话：
个人联系电话：
说明：以下设计案例仅供参考，教师设计教学方案时不应局限于此。教学设计的教材分析、教学目标、教学过程主要以中文来撰写，不必全用英文。
Lesson Plan of Unit 4
Earthquake
（第3课时）
一、教材内容分析
覆盖内容：Discovering useful structures（Attributive clauses）
教材分析：本课时教学内容是阅读与语法教学相结合，在阅读材料的背景下来学习定语从句。前面进行的课文阅读教学、词汇和短语教学是本课时可利用的基础。如何通过感知、观察、对比、归纳、运用来学习掌握新的语法项目是本课时的重点。
二、教学目标
By the end of this class, the students will be able to
？Identify the attributive clauses and the relative pronouns with teacher’s illustrations.
？Select right proper pronouns for attributive clauses by practising.
？Modify somebody or something with an attributive clause flexibly either in written or oral work.
三、教学过程
Step 1 Lead-in and presentation （7 minutes）
1、 Listening to a story (class work)
Give a group of sentences which include attributives clauses. Ask the students to listen carefully and find what happened to my friend. The passage can be like this:
I have a good friend who was a volunteer in the Wenchuan earth quake-hit areas in 2008. He was extremely shocked when he arrived there. He found buildings that had stood in the downtown were destroyed. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains. The residents whose home had been completely destroyed were searching or digging for their family members, colleagues or friends.
2、 Retelling the story(pair work)
Ask the students try to retell the story with help of the following expressions:
a. I have a good friend
b. He found buildings
c. The highways
d. The residents
3、 Putting the sentences on the blackboard/screen and underlining the attributives clauses. (single work)
a. I have a good friend who was a volunteer in the Wenchou quake-hit areas in 2008.
b. He found buildings that had stood in the downtown were destroyed.
c. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains.
d. The residents whose home had been completely destroyed were searching or digging for their family members, students, colleagues, or friends.
【设计说明：本环节以一篇包含多个定语从句的短文引入目标语言结构，让学生通过听，说，看的形式，并在教师的提示下自我发现并关注感知目标语定语从句的形式与用法。】
Step 2 Discovering the grammar rules（12 minutes）
1、 Translating the sentences above(pair work)
Ask the students to translate the sentences above with the teacher’s help 。
2、 Finding out the function (class work)
Ask the students to focus on the underlined parts of each sentence, and pay attention to its structure function. Help them draw a conclusion: An attributive clause gives more information about someone or something referred to in the main clause.
3、 Discovering the structure(pair work)
With teacher’s illustrations,students try to sum up the structures of attributive clause : sb.sth. + that/which/who/whose + other parts of the clause
Antecedent + Relative pronoun + other parts of the clause
【设计说明：本环节先通过让学生接触大量含有定语从句结构的语言材料，再通过学生自己观察，发现，提取，加工及教师的适当引导，进而从中总结归纳出定语从句语法规则。这有利于学生探究学习和自主学习能力的提高。】
Step 3 Summing up the usage （10 minutes）
1、 Scanning (single work)
Ask the students to scan the text and find out the attributives clauses.
a. But the million of people of the city, who thought little of these events, were asleep as usual that night.
b. A huge crack that was eight kilometres long and thirty metres wide cut across houses, roads and canals.
c. The number of people who were killed or injured reached more than 400,000.
d. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone.
e. The army organized teams to dig out those who were trapped and to bury the dead.
f. Workers built shelters for survivors whose homes had been destroyed.
2．Comparing & finding the rules (group work)
Ask the students to compare the underlined sentences from the text and find the relative pronouns, then discuss in what cases those relative pronouns are used.
3．Filling in blanks and translating (single work)
Ask the students to complete and translate the sentences in Exercise 2 on page 29 in the textbook.
4、 Explaining the usage of the relative pronouns
Ask a few students to try to explain the usage of the relative pronouns with the sentences they found in the text. Then teacher gives a summary.
【设计说明：本环节采用的“观察？对比？分析？讨论？归纳”的语法教学模式让学生体验探究定语从句中关系代词的用法。】
Step 4 Practising（12 minutes）
1、 Making simple sentences (group work)
Ask the students to work in groups of 4 and make simple sentences. Put the sentences on the blackboard.
2、 Making complex sentences (group work)
Ask the students to work in groups to develop those simple sentences into complex sentences with attributives clauses. Have a check in group.
3、 Describing pictures with attributive clauses
Pictures in the Pre-reading can be reused here. Or some other pictures prepared by teacher.
【设计说明：本环节为定语从句的操练及运用阶段。要求学生先造简单句，再过渡到造复合句（含定语从句），操练的难度逐步加大，这符合学生的认知规律。同时让学生在具体运用中体会内化定语从句的结构与用法也是行之有效的。】
Step 5 Assessment and summary （3 minutes）
Ask the students to read out their sentences in class and give comments with each other. Then teacher give a brief summary for the usage of the attributives clauses.
【设计说明：本环节通过生生之间对学生练习的互评及教师的点评，学生能及时纠错，能对定语从句正确运用有更深刻的理解与记忆。教师对这节课重点内容的简单小结，帮助学生整理思路，形成清晰的概念，起着画龙点睛的作用。】
Step 6 Homework （1 minute）
1、 Choose 5 sentences you heard in class and write them down in the Exercise-book.
2、 Do Ex. 1 on Page 64 。
Unit 5 Nelson Mandela a modern hero教案
Unit 5 Nelson andela a modern hero教案
Unit 5 Nelson andela ？ a modern hero
1、 quality
（1）[u. c.]质，质量，品质
e.g. Quality is more important than quantity.
（2）[c.]性质，特性，特点
e.g. One quality of wood is that it can burn.
（3）[c.]品德，品性
e.g. odesty is one of his good qualities.
注：quality作“品性”讲时，经常指一个人性格中美好的部分。表示某物“具有……的品性”时用介词of。
2.warm ？ hearted
cold ？ hearted kind - hearted warm - blooded cold ？ blooded
3.mean
(1)adj.吝啬的，小气的
be mean with/about sth.对于……是吝啬的
(2)adj.（人或其行为）卑鄙的`，刻薄的
be mean to sb./sth.
e.g. They were mean to me.
(3)adj.熟练的，出色的
e.g. David Beckham is a mean football player.
(4)vt. 意思是；意味着表示……的意思；打算；有……目的
mean to do sth. mean doing sth.
4.active
（1）积极的
be active in sth.在……方面积极的
take an active part in sth.积极参加某事
e.g. The government took active measures to prevent the spread of the disease.
（2）（尤指体力上）忙碌的；活跃的
（3）（在思想上）充满活力的，活跃的
e.g. That child has a very active imagination.
5.devote
be devoted to sb./sth.
be devoted to doing sth.
devoted oneself to…
to: prep. pay attention to…
It is well know that he devoted his whole life to promoting world peace.（将他的一生奉献于促进世界和平）(devote, promote)
6.die for
（1）因……而死
（2）渴望，极想（进行时态）
e.g. I’m dying for a cup of water.
7、 fight
fight + n.
fight with sb.
fight against sb./sth.
fight for sth.
fight back
8.advice
a piece of advice
advice sb. (not) to do
advice sb. against doing sth.
advice doing
advice that-clause (should do)
advice sb. on sth.
advice wh- to do
辨析：
易混词辨析例句
advice“忠告，建议”为不可数名词，表示“提建议”用动词give或offer。He gave me some advice on how to improve my English.
suggestion“建议”，可数名词，表示“提建议”时用动词make。What suggestions did he make just now?
tip“指点，建议”，往往指内部的或专家性的指导或告诫。The following are tips for Internet surfers.
9.guidance
under/with the guidance of sb.
10.after
after后接doing作宾语时，doing的逻辑主语应和句子的主语一致，否则错误。
误：After getting up, the telephone rang.
正：After he got up, the telephone rang.
After getting up, he made the bed.
11.choose
choose chose chosen
choose n.
choose from/between
choose sb. as/for
choose sth. for sb.
cannot choose but to do
辨析：
易混词辨析例句
choose为“选择”的一般用语，指从较多的人或物中选出。We chose this book as a present for him.
select强调“精挑细选”，有“择优”和“分层次”之意。He has been selected for the team.
elect意为“选举”，指重大政治选举中选出某人担任某一职务。He was the first black to be elected president.
12.blow up
（1）炸毁
（2）吹胀，给……充气
blow away枪杀；彻底战胜；使（某人）大为惊讶
blow in不期而至
blow out吹灭，吹熄
blow off不重视，轻视
blow over吹倒，刮倒
13.equal
(1)be equal to
(2)be/feel equal to (doing) sth.胜任，经得起
(3)vt.等于，比得上
e.g. Four times five equals twenty.
14.power
have the power to do
take power; come into power
(be) in power
lose power
15.beg
（1）恳求，乞求
beg sb. for sth.
beg sth. of/from sb.
beg sb. to do sth.
beg to do sth.
（2）乞讨，讨要，行乞
beg for sth.
beg from sb.
beg sth. from sb.
教学目标
To help students learn to express attitudes, agreement & disagreement and certainty
To help students learn to read the text and learn to write diaries in English
To help students better understand “friendship”
To help students learn to understand and use some important words and expressions
To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text
教学重难点
Words
upset, ignore, calm, concern, settle, suffer, recover, pack
Expressions
add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack （sth.） up, get along with, fall in love, join in
Patterns
“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.
I stayed awake on purpose until half past eleven…
…it was the first time in a year and a half that I’d seen the night face to face…
教学工具
ppt
教学过程
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
1、 Warming up
⑴ Warming up by defining friendship
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted（限制）by definition（定义）。 It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.
Then what is your opinion about friendship?
Do you think that friendship is important to our life? Why?
⑵Warming up by learning to solve problems
Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.
Common problems among teenagers
Solution
Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.
Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.
Situation 1: Friends get angry with each other when they try to talk about something difficult.
Try to understand your friend/ Try to talk about the problem in a different way.
Situation 2: Friends don’t know how to apologize
Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.
Situation 3: Some friends don’t know how to keep secrets.
Keep your secrets to yourself
Tips on being a good friend
Treat your friends the way you want to be treated. Keep secrets that are told to you.
Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.
⑶Warming up by doing a survey
Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.
To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend （良师益友）。
Now please do the survey on page one.
Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.
教学目标
通过本单元教学，使学生掌握有关提出建议或忠告的句型，对他人的一些具体问题提出自己的建议或忠告。复习有关看病的用语。通过对课文的学习，了解有关营养与卫生方面的基本常识，描写中国食谱与西方食谱之间的差异及优势。
1、重点词汇
examine;advise;contain;score;scores of;discuss;cause;suggestion;in (the)future;be rich in;put on weight;at the end (of)；lose weight
2、重要句型
1)I advise you not to eat fruit that isn't ripe in future.
2)The result is that many of them become fat.
3)There is as much sugar in it as eight pieces of sugar.
3、语法
学习英语中提出建议和忠告的句型
4、日常交际用语
a. Seeing the doctor：
1)What can I do for you? What was the matter?
2)Lie down and let me examine you.
3)I've got a pain/cough/headache.
4)I don't feel well.
5)There's something wrong with……
6)Take this medicine three times a day.
7)Drink plenty of water and have a good rest.
8)Take two pills now and two more in four hours'time.
b. Making suggestions and giving advice
1)You'd better have a good rest.
2)I advise you to do something.
3)I advise you not to do something.
4)I suggest that you do…
5)Why not do…？
6)Why don't you do…？
教学建议
写作建议
1、首先让学生们写在练习本上，然后与同组讨论，互相交换议建议。
2、谈论书中所给出的几个题目，练习学生们看病的用语。如：
I've got a pain/ There's something wrong，/I feel terrible./ I don't feel well，so on.
课文建议
Step1本篇课文是有关健康饮食的话题，通过对比中西方饮食的对比，让学生们能够对课文的了解，教师列表写在黑板上。(略)
Step2通过阅读，让学生掌握一些饮食的名称，如What's your favorite food?
duck/ chicken/egg/peanuts/jiaozi/noodles/chocolate/cream/cakes/potato crisps/butter，etc…
听力建议
Step1.Preparation for listening
让学生们准备去听听力，首先让他们看P121页的练习，使学生们能够了解练习的大概内容。
Setp2.每一道题先放一遍，提问学生们是否听懂，大概的内容是什么。然后再放两遍，让学生们单独去做练习。
Setp3.让学生们能够重复每一段小故事。如：Ex1.
I was in a chemistry lesson. I was carefully looking at something on the lab table and my hair caught fire. Luckily I wasn't badly hurt 。Next time I'll tie my hair back before I go into the lab. Long hair can be dangerous
重点难点讲解
辨析pain与ache
相同点：两者都表示疼痛。不同点：
pain要注意以下三个方面：
① 表示身体某部位不适时，属于可数名词；
I've a pain in my back. 我后背有点疼。
② 表示精神上的痛苦时，属于不可数名词；
He gave his mother much pain by failing all the subjects. 他所有的考试不及格使他妈妈很痛苦。
③作“努力”、“辛苦”讲时，只用复数形式，但不能用many，few修饰。
No pains，no gains. 不劳则无获。
ache表“疼痛”时，其主语是身体的某部位，而不是“人”。
My legs ache. = I have pains in my legs. 我脚疼。
注：head，tooth，stomach（胃)与ache一起构成复合名词，如：headache(头疼），但leg，foot，hand，forehead不行。
辨析asleep，sleepy 和sleeping
相同点：这三个词都具有形容词性质。不同点：
asleep意思是“睡着了，它是表语形容词，在句中只能作表语或宾语补足语，不能作定语。
The teacher found Tom asleep in class and kept him behind after school.
老师发现汤姆在课上睡着了，放学后把他留了下来。
sleepy意思是“想睡了”但并没有睡着。它可以在句中作定语。
I'm sleepy and I'd like to go to bed.老想睡了，我去房间休息了。
sleeping意思是“正在睡觉”。它可以在句中作定语。
They woke up the sleeping girl and asked her where her parents were.他们把那位正在睡觉的女孩叫醒，问她父母在哪儿。
辨析diet与food
相同点：diet，food都可作“食物”解。不同点：
diet指的是习惯的食物或规定的食物，特指维持健康的定量或定质的食物，如病人的疗养饮食。
The doctor has ordered me a special diet.医生给我安排了特殊的饮食。
注意：diet是可数名词，常与不定冠词a连用，如：
food是一般用法，凡能吃喝的具有营养的东西都称food. food是不可数名词，但在表示食品的种类时，可以用复数。
The doctor put him on a diet after operation.手术之后，医生规定了他的饮食。
Too many sweet foods will make you fat.太多的甜食会使你发胖。
辨析in the future 与 in future
相同点：这两个短语都表示“在将来”的意思，一般可以互换。不同点：
1)in future （= from now on）强调“从今以后/今后”，如：
Don't do that again. Be more careful in future. 别再那样做了，今后更要注意。
2)in the future （=time that has not come yet）侧重表示“将来某个时候/将来”，不一定就是从今立即开始，与in the past相对。
My sister wants to be an actress in the future. 我妹妹将来想当演员。
辨析 too much 与 much too
1)much too具有副词功能，作程度状语，常用来修饰形容词或副词原级，意为“实在太，非常”。它不能修饰动词。
It is much too expensive. 这实在太贵了。
2)too much具有形容词、名词和副词的功能，可用作主语、宾语、表语、定语或状语，意为“太多、过多、过分、太厉害”。中心词为much，too用于修饰much，表示程度，用以加强语气。其用法可以归纳为以下几种：
a. 用作形容词，修饰不可数名词；
b. 用作副词，修饰动词，作状语。
c. 用作名词，后常与of连用。
d. 用作代词；
e. 一般不单独用在be动词之后，但可用在 “be too much for sb.”结构中，表示“对某人来说太难了（受不了）”。例如：
1)There was too much noise.（√)The noise was too much.(×）噪音太大了。
2)She is afraid the rip will be too much for her. 她怕受不了旅途的劳累。
3)You are asking for too much.你要的太多了。
4)Jack thinks too much of himself.杰克太自以为是。
It cost him too much. 他付出的代价太大了。
辨析advise和suggest
相同点：这二个动词都是提出建议和忠告，后面同时可接如下用法：
1)可接名词：He advised / suggested a rest.他建议休息一下。
2)代词：They advised / suggested nothing to us.他们对我们没有什么建议。
3)动名词：Tom advised / suggested sending for a doctor at once.汤姆建议立即叫医生。
4)that引导的宾语从句（that从句中用should+动词原形，should可省略，意思相近）。
I advised / suggested that he (should)eat more fruit.我建议他应多吃水果。
不相同点：
advise可以接宾语+不定式短语或疑问词引导的不定式短语，而suggest不能这样用。
The doctor advised me to rest for a week.医生建议我休息一星期。
I suggested to hold a meeting (×)
I suggested holding a meeting.(√)
John suggested us to go for a walk.(×)
John advised us to go for a walk.(√)
辨析die of 与die from
相同点：两者含有“由于……而死”之意，后均接名词或动词-ing形式。在因外界环境影到体内或疾病，衰弱，年迈而造成的死亡时，两者可互换。
He died of/from overeating/hunger/cold /illness.他因为消化不良/饥饿/寒冷/疾病而死亡。
不同点：
die of 可用来表示因内在感情而造成的死亡，或因直接原因导致死亡，常用于以下情况：
die of cancer/a cold/a fever/old age/sorrow/love
die from用来表示非人体的而是环境污染，事故等造成的死亡，或者说因间接原因导致死亡，常用以下情况：
die from polluted air /an accident/drinking too much/ a wound因污染的空气/事故/饮酒过度/受伤而死
分析句型as much /many as…
作“多达……程度”解。所涉及的数量如果是可数的，则用many，如果是不可数 的，则用much，如：
You can eat as much as you like.你爱吃多少就吃多少。
Here are plenty of magazines. Take as many as you want. 这里有大量的杂志，你要多少拿多少吧。
分析discuss用法
vt.讨论，商量，商讨
1、+疑问词+to do
We'll discuss when to hold the sports meeting.我们将讨论什么时候开支运动会。
2、 +从句
We discussed where we should go.我们讨论了我们该上哪儿去。
n.讨论，议论
We had a long discussion about the question.关于这个问题我们讨论了很长时间。
cause much discussion 引起议论
be under discussion 在讨论中。
1.When playing football or basketball，you might be using 400 calories an hour.
这句是状语从句中省略了主语和动词be.在表示时间、地点、条件、方式（比较）或让步等的状语从句中，如果谓语含有动词be，主语又和主句的主语一致，或其主语是it，那么从句中的主语和谓语的一部分（尤其是动词be）往往可以省略，如：
连词+V-ing
When (she was)walking along the river，she met the stranger.
连词+V-ed
He won't come unless （he is ）invited.
连词+adj/adv
The news will change all our plan，if （it is ）true.
另外，在比较状语从句或方式状语从句中，可根据需要省略相同的成份。
You can jump much higher on the moon than (you jump)on the earth.
2.What food do you think is healthy and which is unhealthy?
该句为“特殊疑问词+do you think+其他部分构成的，用以征询对方的看法或推测等。其中的do you think 是插入语，并不影响全句结构。可以用于这一结构的动词还有believe，imagine，suppose等，如：
Who do you think has got the first prize? 你认为谁获得了第一名？
Which do you suppose will be taken away next? 你认为接下来被拿走的是哪一个？
但是当think，believe，imagine，suppose等用在“think+宾语+to be”结构时，要慎重选择who（主格）或whom （宾格），试比较：
1)Whom do you think to be the best in our class?你认为谁是我们班的学生？
2)Who do you think will be our English teacher next term?你认为下学期谁会当我们英语教师？
句1为“think sb. to be”结构，是对sb.表示疑问。
句2是对I think 后宾语从句的主语表示疑问。
表示建议和提出忠告的方法
“建议”可以包括两个方面，即表示建议对方做某事和表示建议对方和自己一起做某事，第二种情况在现代汉语中可用“咱们”这个人称代词。“建议”有许多表达方法，有直接了当地提出自己的想法，也有转弯抹角地暗示自己的想法；有随时想起的提议，也有经过周密思考提出的建议。表达“建议”的常用方法有：
1)用“Let's” 开头的祈使句后面接动词原形，建议对方和自己一起做某事，句尾常常加 “shall we?”，“OK” 等用于征求对方看法的词语，从而使语气缓和得多。例如：
Let's cross over here while the light's green.
Let's call it a day now，OK?
Let's go upstairs，shall we?
“Let's…，shall we?” 句型可以和 “Shall we…？” 换用，肯定回答常用 “Yes，let's…” 。例如：
—Shall we listen to some music? —Yes，let's listen to some.
2)用 “Why don't you…” 句型建议对方做某事，可缩略为 “Why not…？”。 例如：
Why don't you sell the car if you need money?
Why not look in the local paper?
3)用“How/ What about…？” 句型，表达非正式的建议，征求对方意见，多数情况下建议对方和自己一起做某事。例如：
How about a trip to the beach on Sunday?
What about coming across the road for a break?
4)用suggest，suggestion等词汇表示比较正式的建议，在会议和讨论中使用较多，也常用于书面语中。例如：
I suggest a meeting with the new members.
I suggest trying it once more.
I suggest (that)we (should)take the night train.
“劝告”偏重于为对方着想，替对方出主意、想办法，或者是长辈对晚辈、师长对学生、有经验的对无经验的人讲应该做什么或怎样去做。表达“劝告”的常用方法有：
1)“You'd better…。”句型表达随便的劝告，口语中有时省略had和主语you.例如：
You'd better take an umbrella. It's going to rain.
Better do it yourself. It's no good depending on others.
2)用should，ought to，might，could 等情态动词表达责任和义务。例如：
—Please tell me which courses to take in the first term.
—Well，you could take a history course. You might also take art course. You should certainly take a language course.
3)用advise，advice 等词汇。例如：
I strongly advise you to see the doctor.
My advice is： Go to the doctor right now.
教学准备
教学目标
Words
base, command, request, recognize
Expressions
because of, come up, at present, make use of, such as, play a part (in)
Patterns
…because of that, English began to b spoken in many other countries.
Actually all languages change and develop…
The latter gave a separate identity to American English spelling.
教学重难点
■ To help students get to know about English development
■ To help students better understand “learning English”
■ To help students understand and use some important words and expressions
■ To help students identify examples of Indirect Speech (II): request & commands in the text
教学工具
课件
教学过程
⑴Warming up by listing
Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.
English Countries Explanation
Mother tongue the United Kingdom
the United States of America
Canada
Australia
South Africa
Ireland
New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.
Second language India
Pakistan
Nigeria
the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.
Foreign language China
Germany
France
etc. The number of people who learn English as a foreign language is more than 750 million.
⑵Warming up by answering questions about English
Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?
●What is Standard English?
Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.
●What is a dialect?
A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.
●Do we have standard Chinese? What is it?
In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.
⑶Warming up by giving reasons
Unit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?
x English is one of the official languages of the Olympic Games and the United Nations.
x English dominates international websites and provides nearly all of the new computer terminology.
x Tourism and trade from Western Europe and North America has contributed to the spread of English.
x Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
2.Pre-reading
We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?
for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.
Go on with your reasons. I shall write your suggestions on the board as you make them.
3、 Skimming the text for general ideas
Now we go to page 9 to skim the text for the main idea of each paragraph.
Paragraph 1: The spread of the English language in the world
Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.
Paragraph 3: English changes and develops when cultures meet and communicate with each other.
Paragraph 4: By the 19th century English is settled.
Paragraph 5: English is spoken as a foreign language or second language in South Asia.
4、 Reading and filling
Read the text to complete the chart below.
Time English is influenced by…
AD 450-1150 German
1150-1500 French
In the 1600’s Shakespeare, who make use of a wider vocabulary than ever before
By the 19th century Samuel Johnson, Noah Webster
Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China
5、 Reading and copying
Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.
Useful expressions
at the end of…， make voyages, speak English as…， in the next century, change over time, communicate with…， be based on…， at present, become less like…， rule England, enrich the English language, make use of…， move to…， later in the 18th century, give a separate identity to…， have a very large number of…， fluent English speakers, become the language for…， develop one’s own identity, increase rapidly
一、教学背景分析
1、 单元背景分析
随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。
2、学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
二、教学目标分析
语言技能
听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确 www.1mi.net 的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
情感态度与文化意识
（1）。进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
（2）。引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。
（3）。指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。
（4）。意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。
语言知识
词汇：学习并使用一些与science 和scientists有关的词汇。
语法：进一步了解一词多义现象与合成词的构成。
功能：学习如何就某一事物给予别人指导与说明。
话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。
学习策略
指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。
三、教学内容分析
本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。
Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。
Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容）然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。
Reading讲述的是科学家 Franklin的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。
Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。
Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。
四、教学重点与难点
重点
（1）。能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unnecessary/ It brings people …/ It can help people…
（2）。掌握如何就某一话题给予别人指示与说明，能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。
（3）。能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。
教学目标
To learn to talk about kinds of music
To learn to read about bands
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学重难点
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学工具
课件
教学过程
I. Warming up
Warming up by describing
Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.
Warming up by discussing
Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.
Classical music Country music Rock ‘n’ Roll
Rap Orchestra Folk music
Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.
II. Pre-reading
1.Thinking and saying
Have you heard about any of the famous bands in the world? List some if you can.
For reference: I’ve heard about “The Beatles”， “Back Street Boys”， “The Eagles”， “West life” and “Pink Floyd”。
2.Listening, talking and sharing
Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
Do you know anything about “The Monkees”？
For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.
III. Reading
1.Reading aloud to the recording
Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2.Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THE BAND THAT WASN’T
dream of doing ， at a concert ， with sb. clapping and enjoying …， sing karaoke ， be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…， be based loosely on…， the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth.， the attractive performances, be copied by…， support them fiercely, become more serious about…， play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
3.Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: How do people get to form a band?
2nd paragraph: Most musicians meet and form a band.
3rd paragraph: One band started as a TV show.
4th paragraph: “The Monkees” became even more popular than “The Beatles”。
3.Reading and transferring information
Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.
How do people get to form a band?
Members High school students
Reasons They like to write and play music.
Places They practice their music in someone’s home.
Forms They may play to passers-by in the street or subway.
Results They can earn some extra money. They may also have a chance to dream of becoming famous.
How was The Monkees formed and became a real band?
The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones
beginning of the band It began as a TV show.
style of the performance They played jokes on each other as well as played music.
first music and jokes Most of them were based loosely on the band called “The Beatles”。
development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.
changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.
4、 Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.
Closing down by having a discussion
Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?
For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.
Do you agree that the jokes were more important than the music for this band? Give a reason.
For reference: Yes. I think it is the jokes that really attract more fans.
No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.
Closing down by retelling the form of the band The Monkees.
I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.
课后小结
学了这节课你有什么收获？
课后习题
完成课后习题一、二。
板书
Unit 5 Music
《Unit 3 A taste of English humour》
教学准备
教学目标
Teaching Objectives
1、 Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.
2、 Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.
3、 Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.
教学重难点
Teaching difficult points
1、 How to guide students to search for and sort out related information according to the assigned task through the Internet.
2、 How to cu ltivate students’ learning ability through teamwork based on network.
Teaching important points
1、 Help students to get the general idea and detailed information of the text effectively by skimming and scanning.
2、 Help students to analyze the reasons for Charlie Chaplin’s success by interpreting the key sentences and get them inspired.
教学过程
Step 1
Lead-in(3 mins)
1.Students’ Activities：
2.The Purpose of Activities
Students are to appreciate a video clip performed by Mr. Bean.
Students will be guided to acquire the form of nonverbal humour in a vivid way,
thus eage r to learn about the main character of the text with interest.
Step 2
Network-based Interactive Learning(25 mins)
1.Students’ Activities
（1）。Students are divided into five groups to search for and sorted out the related information according to the assigned task online
(2)A representative of each group is to share the information with the others.
2.the Purpose of Activities
Students will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.
Step3 Text-based Reading(17 mins)
Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the little tramp”become Charlie Chaplin’ famous character ？3. Read Paragraph 4 and fill in the blanks
。4. Find out the sentences that can account for Charlie Chaplin’s success from the text.
2.The Purpose of Activities
(1)Students will get the general idea as well as the structu re of the text by skimming.
(2)Students will get the detailed information and have a deeper understanding of the text.
（3） Students will get inspired while analyzing the secret to Charlie Chaplin’s success by interpre ting and appreciating some key sentences in the text.
课后习题
Step 5 Homework
1、 Students are to read the text carefully again and underline the phrases and sentences difficult to understand after class.
2、 Write a summary (about 130 words)。
教学目标：
学生基本掌握meat,rice,noodles,fish,milk.懂得Do you like?？”是提问“你喜欢？?？”并能作出相应的回答。
通过说唱活动培养学生的英语语感，提高学生的思维能力和语言能力。 通过学习、合作、交流，激发学生的学习动机，培养学生学习的兴趣，充分调动学生学习的积极性；把所学语言知识与实际生活紧密结合。
遵循“以学生发展为本”的课改理念，面向全体学生，启发和引导每一个学生积极主动地参与到学习活动中，培养和提高学生合作学习的意识和能力。
教学重点：
掌握有关食物的英语单词，谈论并询问他人的喜好。
教学难点：
一般疑问句的用法。
教具准备：
多媒体课件，自制食物图片。
教学过程：
Step1 热身运动（反应游戏：Touch your face, Touch your nose）
通过TPR活动，有助于帮助学生集中注意力，做好上课的准备。
Step2 揭示课题
T: 同学们平时都喜欢吃什么食物？
S:肉、牛奶？?
T:同学们想知道这些食物用英语怎么说吗？今天我们就一起来学习。直接点明这堂课的学习任务。
Step3 师生交流
T:出示fish图片。I like fish.（表现出喜欢的样子）Do you like fish?引导学生回答 Yes,Ido.
T：Here you are.（做出给对方的样子）
S:Thank you.
教师可以和多几个同学练习。
T:出示noodles图片 Idon’t like noodles（表现出不喜欢的样子－摇头）Do you like noodles?引导学生回答 No,Idon’t
教学其他单词方法同上。
备课思路：师生的真实交流，让学生感受到语言与实际生活紧密结合，通过
这种自然的方式把新的语言项目呈现给学生，让学生体验获取知识的成就感，培养自信心。
Step 4 Let’s chant （多媒体课件）
noodles noodles是面条 面条noodles细又长
milk milk是牛奶牛奶milk白又甜
fish fish是鱼肉鱼肉fish鲜又鲜
meat meat是肉类 肉类meat真好吃
把单词编成chant,巩固学生记忆，将枯燥乏味的词汇学习，变得生动有趣。
Step 5 听歌并学唱歌曲
播放学生比较熟悉的旋律“How old are you?”然后根据旋律改歌词。 Do you like meat?
唱歌是学生喜欢的学习活动形式之一。在教学中充分利用教学资源，把歌谣作为学习一般疑问句、培养听力、检验知识掌握情况、复习巩固知识和发展学生语言能力的一种手段。
Step 6 课文教学
老师对学生说：“Ms Smart,Lingling,Sam,Amy,Tom正在吃饭，我们一起来看看他们喜欢的食物是什么。”
（多媒体课件）呈现活动1，请学生认真听，试着理解课文内容，听第一遍录音后，老师提问：“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”请学生带着问题听第二遍录音，最后，请学生边听边指向相应的图画，并模仿跟读。
Step 7合作学习
每组一个学生拿着食物图片问同桌：“Do you like?？”另一个学生根据自己的喜好回答：“Yes, I do. ∕ No, I don’t.
它山之石可以攻玉，以上就是一米范文范文为大家整理的10篇《高一年级上册教案（语文 数学 英语 化学 物理）》，能够帮助到您，是一米范文范文最开心的事情。
