高一英語必修教案全部

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1、 o 高一英，語必修教案全部 Unit 1 Festivals around the world I .單元教學目標 技能目標Goals ▲ Talk about festivals and celebrations ▲ Talk about the ways to express request and thanks ▲ Leani to use Modal verbs ▲ Wnte a similar stoiy with a different ending II .目標語言 Talk about festivals: * Festivals ar

2、e meant to celebrate important events. * What\ your favorite holiday of the year * What festivals or celebrations do you enjoy in your city or town * Do you like spending festivals with your family or with your friends * What part of a festival do you like best the music, the things to see, the

3、 功 visit or the food * Festivals and celebrations of all kinds are held everywhere. 能 *They lit fires and made music because they thought these festivals would bring a year of plenty. 句 *Some festivals are held to honor the dead or satisfy and please the ancestors. * Festivals can be held as an

4、honor to famous people or the gods. " *The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring. *Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while. Request: Could/Would you please..

5、. Could I have ... Could we look at... I look forward to .... May I see... Thanks Its veiy kind of you ... Thank you very niuch/Thanks a lot. rd love to. It was a pleasure... Dont mention it. You are most welcome. L四會詞匯 Beauty harvest celebration starve origin religious ancestor Mexico

6、feast bone belief trick poet arrival gain independence gather agriculture award rooster admire energetic Easter clothing Christian custom worldwide fool pennission 詞 匯 parking apologize drown sadness obvious wipe weep remind forgive 2 .認碳詞匯 Obon, incense, skull, Halloween, carnivaL lunar, para

7、de, Jesus, Trinidad, Valentine, weave, herd, the Milky Way, magpie 3 .固定詞組 ’- take place, in memory of, dress up, play a trick, look forward to, day and night, as though, have fim with, turn up, keep ones word, hold ones breath, set off, remind... of 4 .重點詞匯 starve, satisfy, lead, gather, admire

8、, apologize, drown, wipe, weep, forgive 語 法 Modal verbs: may/ might, can/ could, will/ would, shall/should, must/ can ▲ They lit fires and made music because they thought these festivals would bring a year of plenty. Pl ▲ Some festivals are held to honor the dead, or satisfy and please the ances

9、tors, who could return either to help or to do harm. P2 ▲ Festivals can be held as an honor to famous people or the gods. III.教材分析與教材重組 1 .教材分析 本單元以節(jié)日為話題，介紹古今中外節(jié)日的種類、由來、意義以及人們的活動和 習俗，旨在通過本單元的學習使學生不但了解我國的節(jié)曰，而且對外國的節(jié)日也有所了 解，進而拓展社會文化背景、增加跨國文化知識；使學生復習和鞏固運用請求和感謝的 表達法，掌握情態(tài)動詞的用法；并嘗試根據(jù)閱讀的文章寫一個不同的結局，能表達

10、自己 的觀點和想法。 Warming Up旨在通過表格引導學生討論并列舉出五個我國節(jié)曰的日期、慶祝內(nèi) 容和民俗?？梢詣倓傔^去的春節(jié)為話題導入對節(jié)日的討論；使他們由自己的經(jīng)歷談起， 擴展到別的節(jié)曰以及外國的重要節(jié)曰，激發(fā)學生的興趣，激活他們關于節(jié)曰的背景知 識，為本單元的學習做準備。 Pre-reading是Reading的熱身活動。主要通過兩個問題引導學生思考并討論自己 最喜歡的節(jié)日及歡度方式，進而了解學生對節(jié)曰的認識，以便為閱讀作好鋪墊。 Reading的五篇小短文分別介紹古代節(jié)日、亡靈節(jié)、紀念名人的節(jié)日、豐收節(jié)、 春天的節(jié)日等，使學生了解各種節(jié)曰的由來及其存在的意義。此部分載有Fe

11、stivals的重 要信息，還呈現(xiàn)了大量的詞匯和主要的語法一情態(tài)動詞的用法。處理時應作為重點、整 體處理，通過上下文來教詞匯、語法，并引導學生分析長句、難句和復雜句。 Comprehending是考察對閱讀內(nèi)容的進一步理解。 練習一：六個問題讓學生對文章內(nèi)容有淺層理解并考察課文細節(jié)，但又不能僅僅 拘泥于課文，要引導學生理解課文內(nèi)容的基礎上聯(lián)系現(xiàn)實生活。 練習二：要求學生討論哪些節(jié)日是最重要的，哪些是最有趣的，以表格的形式檢 查學生對所讀節(jié)曰的理解，并訓練他們舉一反三的歸納和推理能力。 練習三：要求學生找出各種節(jié)曰共有的三件事，然后討論為什么這些事對各地的 人們都很重要。這就要求學生不僅

12、要溫習文章內(nèi)容而且要結合實際，闡述自己的想法， 挖掘學生的思維能力和語言表達能力。 Learning about Language 分詞匯和語法兩部分。其中 Discovering useful words and expressions是本單元單詞的英文釋義練習和用文章中的詞匯的適當形式填空； Discovering useful structures是以文章內(nèi)容為載體在語境中練習語法，掌握情態(tài)動詞。由 此可以看出本教材已明顯地由結構為特征的傳統(tǒng)語法訓練轉變到以交際功能為特征的功 能語法訓練，充分體現(xiàn)了新教材話題、功能、結構相結合的特點。 Using Language是英語聽說讀寫的全面

13、運用的練習。 ①Listening是課文的延伸，通過聽幾位學生參加Trinidad Carnival節(jié)曰游行的 兩段對話，使學生體會參加節(jié)日游行的真實情景，既訓練聽力一通過問題訓練了他們的 分析能力。 ②Speaking分為兩部分。第一部分通過電話突出交際用語功能的訓練；第一部 分讓學生編對話，可以按自己的想象、經(jīng)歷為內(nèi)容，訓練思維和表達能力。 ③Reading是發(fā)生在情人節(jié)的一個令人傷心的愛情故事,其中又插入了一個“七 巧節(jié)”的故事，閱讀后的討論不僅幫助學生理解文章主旨大意，更重要的是讓學生學會 尋求解決問題的方法。 ④Writing的任務是寫一個與文章結尾不同的結局。旨在讓學生通過

14、思考寫出自 己的想法，嘗試自己解決問題。 總之，通過本單元的系統(tǒng)學習，讓學生了解世界各國的節(jié)日及民俗，學習有關節(jié) 日的詞匯，并能夠豐富語言知識，提升用英語表達觀點的能力。 2 .教材重組 口語從話題內(nèi)容和功能上分析Warming Up與Workbook中的Listening和 Talking相一致，旨在啟發(fā)學生討論、思考并引出本單元關于節(jié)日的話題，可以整和成 一節(jié)任務型“口語課工 精讀可將Pre-readings Readings Comprehending三個活動整和成一節(jié)“閱讀課”。 語言學習 將 Learning about Language 與 Workbook 中的 Usi

15、ng words && expressions Using structures結合在一起，上一節(jié)“語言學習課 聽力可將 Using language 中的 Listening 與 Workbook 中 Listening 和 Listening task 放在同一節(jié)課中處理，上一堂“聽力課”。（Using language中的Speaking可視聽力時間 而定，可課上處理亦可留做課下作業(yè)下堂課提問。） .泛讀可將 Using Language 中的 Reading &&Writing 和 Workbook 中的 Reading Task上成一節(jié)“泛讀課”。 復習、寫作 可將Workb

16、ook中的Speaking Task和Writing Task上成一節(jié)復習寫作課。 （Workbook中的Project && checking yourself,可視學生水平安排在本堂課或留做作 業(yè)。） 3 .課型設計與課時分配（經(jīng)分析教材,本單元可以用5課時教完。） 1st period Speaking 2nd period Reading 3rd period Learning about Language 4th period Listening 5th period Extensive Reading The 1st period Speaking 教學目標

17、1) . knowledge & skills Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up Phrases: Would you like ... Could I have... Might I offer help... May I see... You should tiy... Could we like at... Can you suggest... We might take... 2) . process & method 3) . emotion, attitu

18、de & value emphasis on the difficulties ： preparation: Procedures; Step I Leading in T: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays 55: Yes. Of course! T: When did you feel most happy and excited 56: At the Spring Festival. T: Who can tell us wh

19、y Any volunteers 57: Because it is the most important festival in our country. 58: Because I got a lot of lucky money from my parents. 59: Because I neednt study at festivals and there was a lot of delicious food to eat. How great. 60: Because I met my cousins and friends who I hadnt seen for a

20、long time. T:Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few 61: New year, Yuan xiao festival... T: Quite right. Tliat/s called the Lanterns Festival. How about s

21、ome other festivals Ss: Tlie Anny Day, Inteniational Labours Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autunm Day... T: You have done a good job, boys and girls!. Step II Warming -up Festivals are meant to celebrate important events. Different countries have different

22、festivals. Work in groups and lost five Chinese festivals that you know. Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example. Festivals Time of year/date What does it celebrate What do people do Mid-Autumn F

23、estival Autumn/Fall The beauty of the full moon, harvest, time with family and friends Give/Eat mooncakes and watch the full moon with family and friends Step III Pre- reading Discuss in groups of four s your favourite holiday of the year Wliy festivals or celebrat

24、ions do you enjoy in your city or town Do you like spending festivals with your family or with friends What part of a festival do you like best---the music, the things to see, the visits or the food StepIV Assignment to the material again after class to be familiar with it. :Collect as much infor

25、mation about festivals as possible. StepV Reflection after teaching The 2nd period Reading 教學目標 ■ starve, starvation, plenty, satisfy ancestorsJampsJead,feast,bone,origin, in memory of,dress up,trick,poet,arrival,national,gain independence,gather agricultural,European,custom,awards,watermelon,h

26、andsome,rooster, admire, look forward to, religious, as though, have fun with, daily enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world enable the students to master some English expressions and phras

27、es about festivals. Teach the basic reading skills: skimming and scanning. Try to compare and make conclusion s of different festivals. Step I Revision the new words of this part. the studentshomework---festivals Step II Reading T: Open your books and turn to page one. rd like you to do the s

28、canning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3. (Ask the student to look through the questions and then read the text silently.) (Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.) reading

29、(Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details) T: Read the text loudly for a second time and them try to tell if these sentences are True or False. 1 . The ancient people neednt worry about theii fbod.(F ) used to

30、 be a festival intended to honor the dead. ( T ) Yuan was a great poet who people honor a lot in China. ( T ) Festival is held to celebrate the end ot autumn( F ) celebrates the birth of Jesus. ( F ) and discussion T: Read the text a third time and then work impairs to do Exercise 2 on Page 3.( Le

31、t the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their own experiences.) (In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the

32、new words; ask them to deal with the language points in the context.) T: Now I will discuss some important sentences and phrases in the passage. festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm. memory of India there is a na

33、tional festival on October 2 to honor Mahatma Gandhi, the leader who helped gain Indias independence from Britain. are grateful because their food is gathered for the winter, and because a season of agricultural work is over. most energetic and important festivals are the ones that look forward to

34、 the end of winter and to the coming of spring. country is covered with cherry flowers so that it looks as though it might be covered with pink snow. The suggested explanation: attributive clause. The sentence means people hold some festivals either to show respect to the dead or to make their a

35、ncestors happy in case they might come back to do harm. memoiy of... seiving to recall sb, to keep him fresh in people niinds. He wrote a poem in memory of his dearest wife, who died in an accident. in honor of ( showing great respect or high public regard) in hopes/the hope of (hoping) in defe

36、nce of (defending) noun phrase followed by an attributive clause as the appositive clauses for reason —energetic adj. ( full of or done with energy) look forward to (to is a preposition here.) devote to, be/get used to, get down to , stick to . Im looking fbnvard to hearing from you. Step III

37、 Listening T: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. Its up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending on Page 3). Step

38、IV Reflection after teaching The 3rd period Learning about language 教學目標 1. Let the students know the usage of modal verbs. 2. Enable the students to recognize the words and expressions in the reading passage according to what mean the same as them. Step I Greeting and Revision Ask some studen

39、ts to retell the text we learned . Step II e Practicing the useful words and expressions T: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure "verb+preposition+obj ects ” Can you give me some examples Ss: S

40、ure. Such as look at the picture, hear from my friends, listen to the radio and so on. T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given. 51: Tm looking fbnvard to hearing fbmi my friend 52: We are talking about verbs. 53: Would you like to talk

41、with me 54: Who can think of an effective solution to the problem 55: Please think about my proposal. StepIII Useful Structures T: Lets come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal

42、 verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94 StepIV Summing up and home work T: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verb

43、s. I think it is not easy for you to master them, after class you should review them. Homework 1. Practice of ,2,3. 2. Please find out 10 sentences with modal verbs, and try to get their meanings. Step V Reflection after teaching The 4th period Listening 教學目標 :go with, the big bands, musician

44、s, over and over again, for sale, get used to, the winners of this years awards for the best costumes the students to know how to get the key words to understand the conversation about the carnival parade, to talk about sth happened and express request and thanks. Step I Revision After checking t

45、he WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them. Step II Warming up T: By the way, whats the topic of this unit Ss: Festivals around the world. T: Would you like to know something more about festivals around the world Ss: Of course. T: Now

46、 I will show you several pictures. Whats the festival called Step III Listening T: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside the questions. For the second time, you should write down t

47、he answers and then check them with your partners. (Its important to encourage the students to adapt their present knowledge any skill to a variety of situations wherever they can. Make sure to allow various expressions of the answers. Do not demand the same words form all students.) StepIV Speakin

48、g This part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. The polite form of English are important and should be practiced in a variety of situations. Step V Listening task T: There are about 10 minutes le

49、ft. Lets come to listening task. Turn to page 43 and look at the pictures. They have something in common. Can you find it out Ss: They are all about festivals bout the dead. T: Thats right. I will play the tape for you. For the first time you should try to write down the name of the country where

50、the festival are held. For the next two times you should do Ex2. You can make a brief note first and then complete the chart, according to which you can make a report. StepVI Reflection after teaching The 5th period Extensive reading 教學目標 :heart-broken, trim up, keep ones word, hold ones breath,

51、 diown ones sadness in coffee, set off for, remind somebody of something, to compare the festivals in China and in western countries. Step I Revision Check homework Step 11 Reading (1) T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals

52、for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers festival一Qi Qiao and Valentines Day. Now please read it quickly and find out the sentence below are true or false. Tlie girl Li Fang loved and waited but she didnt timi up. But he didnt lose

53、 heart.(F....) Because her most lovely daughter got married to a human secretly, the Goddess got veiy angiy. .(...T.) Zhinv was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month, .(F....) Hu Jin had been waiting for

54、Li Fang for a long time with a gift for him. .(...T.) T: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8. Some language points: 1. turn up: appear her word: keep her promise his breath: wait without much hope ones s

55、adiiess/sonow in coffee: diiiik coflee in order to forget the sadness/ sorrow sb of sth: make sb think of sth Step III Discussion and writing T: Tliafs for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending Different people have differe

56、nt opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like. StepIV Reading(2) T: Lets come to another passage about carnival

57、 in Quebec. Please turn to Page 44, read it quickly and answer the questions in Page 45. Five minutes for you. 單元教學反思: Unit 2 Healthy eating 1 .單元教學目標 技能目標Skill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced me

58、nu II.目標語言 Practice talking about your ideas 功 能 句 式 Yes, I think so. I dont think so. I agree. I dont agree. Thats conect. Exactly. That 飛 exactly my opinion. Youre quite riglit. I dont think you are right. I quite agree with you. Im afraid I dont agiee / disagree with you. Of c

59、ourse not. 詞 匯 1 .四會詞匯 diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fiber, digest, carrot, debt, glare, spy, l

60、imit, benefit, breast, garlic, sigh, combine 2 .認讀詞匯 、 ~ protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3 .詞組 、 、 get away from, balanced diet, ought to, lose weight, tell a lie, win... back, earn ones living, in debt, spy on, cut down, before long, put on weig

61、ht 語 法 The use of ought to 1. Statements You ought to cook fresh vegetables and meat without too much fat if you want to stay slim. You ought not to eat the same kind of food at every meal. 2. Difficulty Distinguish and summarize the usage of ought to and should. in.教材分析與教材重組 1 .教材分析 本單

62、元以“健康飲食”為中心話題,通過單元教學讓學生了解各種食物對人體的作 用，引導學生關注平衡膳食，促使學生養(yǎng)成健康飲食的習慣。針對現(xiàn)實中遇到的實際問 題發(fā)表自己的看法。最后讓學生運用所學知識，兩人一組研究中餐，設計食譜。 WARMING UP是本單元一個重要的組成部分。讓學生看圖討論不同食物 對人體的作用，了解飲食與人體健康的關系。通過幾個設問激發(fā)學生思考自己的飲食習 慣是否合理，運用已有的知識經(jīng)驗思考什么是Healthy Eating. PRE-READING通過一個表格和一個排序題引導學生對比不同食物中哪些 食物富含脂肪、纖維素、維生素和糖份?？商砑佑懻撊绾卧谂腼冎斜３质澄餇I養(yǎng)，從而 有

63、利于健康。 READING講述王鵬偉和詠慧開飯店的不同風格和顧客對不同食品的反 應，反映了現(xiàn)代人對飲食的關注和對時尚的追求。但王鵬偉和詠慧都沒有提供平衡的膳 食，經(jīng)過一段時間的磨合，他們決定合作，提供既有能量又有纖維的食品。戲劇性的結 尾增添了故事的趣味性。通過閱讀豐富學生的飲食文化，教會他們?nèi)绾胃纳骑嬍沉晳T； 在現(xiàn)實生活中碰到麻煩時，如何正確處理矛盾，解決問題。 COMPREHENING利用判斷和回答問題的形式考查學生對課文細節(jié)的理 解,對比兩家飯店所提供膳食的優(yōu)缺點。 LEARNING ABOUT LANGUAGE 是繼 Comprehending 之后的又一指導性 練習。注重考查詞

64、性的變化，課文中重點詞匯在語篇中的熟練運用及情態(tài)動詞的不同功 能，并設計連線和情景對話兩個題型予以鞏固。 USING LANGUAGE 體現(xiàn)了 學以致用的目的，從 Listening, Reading, Speaking, Writing四方面訓練學生，完成語言的輸入性學習和輸出性訓練的過程，結合 生活實際，讓學生兩人一組研究中餐設計食譜。 2 .教材重組 精讀把Warming up作為Reading的導入部分，把Pre-readings Reading和 Comprehending整合在一起作為一堂“精讀課 語言學習把 Learning About Language 和 Workb

65、ook 中的 Using words and expressions, Using Stnjctures 結合在一起上一節(jié)"語法課"。 聽力把 Using Language 中的 Listening 和 Workbook 中的 Listening, Listening Task放在一起上一堂“聽力課”。 泛讀 Using Lzanguage 中的 Reading 與 Workbook 中的 Reading Task 放在一起上一 堂“泛讀課工 語言運用 將 Speaking and Writing 和 Workbook 中的 Writing Task. Project 整合在 一起上

66、一堂”寫作課工 3 .課型設計與課時分配 1st period Warming up and Reading 2nd period Language study 3rd period Listening 4th period Extensive reading 5th period Writing The 1st period Warming up and reading Step I Warming up Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask th