新教材高一英語UNIT11教案（精選10篇）

新教材高一英語UNIT11教案 篇1

　　A: aims

　　1. Talk about past experiences,

　　2. Describe people, things, events and people’s feelings,

　　3. Review the attributive clause and learn to use relative pronouns who, whom, whose, which and that,

　　4. Organise ideas in a text using First, Next, Then, Finally, and

　　5. Write about an unforgettable experience.

　　B: Difficult points and baffling questions

　　1. The uses of the relative pronoun: who, whom, whose, which and that,

　　2. Some language points in the unit,

　　3. How to organize ideas by using First, Next, Then and Finally, and

　　4. Writing speed

　　C: Steps (6 periods)

　　Ⅰ.The first period

　　1. Warming up

　　T: We have four pictures and some clues here. Do you know them? Now talk about the four pictures, using the attributive clause.

　　When we talk about people we use who, whom or whose in the attributive clause, while which /that refers to things in the attributive clause

　　S:

　　T: Why are these persons or things/events unforgettable?

　　S:

　　T: Who’d like to introduce some other persons or events or inventions?

　　S:

　　2. Listening

　　T: We’re going to listen to a man who survived the 1989 earthquake in San Francisco, U.S.A. Now read through the exercises, listen to the tape (twice) , just grasp the points to the questions, and complete the exercises.

　　After that, check the answers by the students telling their answers and then listen a third time.

　　T: Now let’s come to the listening on Page 103. We’re going to listen to a dialogue. There’re some people talking about four people at a party. What are they talking about? Their names, their jobs, their places, their age and their looks. So you should just grasp the description. Also we play the tape twice. In order to check your answers, we’re going to play a third time.

　　3. Homework

　　1. Write about an unforgettable thing/event within 50 words, using attributive clauses.

　　2. Practice the 4 pictures on Page 22.  

　　Ⅱ. The second period

　　Speaking. We have two kinds of speaking exercise here.

　　1. Speaking on page 23

　　We have a sample dialogue and three pictures under it. So we can work in pairs/ groups, to look at the pictures and to create a new dialogue for each picture. In the dialogue you must express your worries, fears and difficulties, using the useful expressions in the box on page 24.

　　After that, some pairs/groups will act their dialogue out

　　2. Talking on page 103

　　This is a role play. There’re two persons. One plays the person who discovered the important old tomb, the other plays a scientist from Beijing.

　　On page 104, we have some useful expressions to help you make up the dialogue. You’re asked to use “First, Next, Then and Finally”.

　　After the students are ready with their dialogue, some pairs/groups will act out their dialogue.

　　3. Homework

　　1. Practice the dialogue according to the pictures on page 23.

　　2. Disaster pictures collected for a show.

　　Ⅲ. The third and the fourth periods

　　Reading passage 1

　　1. Pre-reading

　　T: What kind of natural disasters do you know about?

　　S:

　　T: Have you had/experienced one of them?

　　S:

　　T: Describe what it was like and how you felt, using First…, Next…, Then…, and Finally. You can imagine it if you have never met with one.

　　S:

　　2. Reading

　　T: Now let’s come to the reading passage. Read in a low voice while listening to the tape.

　　Now tell me what the text is about.

　　S: (about flood and the fact that people in danger were rescued)

　　T: How did the character feel?

　　S: (Amazement and wonder→alarm→fear→panic)

　　Para 1        Para 1-Para 2  Para 3 Para 5

　　T: Will you have a try and find out some sentences that have metaphorical words in them?

　　S: (see pages 24-25, 6 places or so)

　　3. Post-reading

　　T: Now let’s come to some exercises about the reading material. Exercises on page 25.

　　S:

　　T: Now try to tell the story in your own words in brief,  using First…, Next…, Then…,and Finally…

　　4. Homework

　　1. Tell the story in your own words, by using First…, Next…, Then…, and Finally…,

　　2. Ex.1 Vocabulary on page 104.

　　Reading passage 2

　　5. Check their homework

　　One student tells the story and then some of the students read the sentences in Ex.1, Vocabulary on page 104.

　　6. Now let’s come to the text. I’m going to explain to you some difficult sentences (see pages 24-25), some useful phrases and words.

　　①hear

　　I heard them singing that song in English.

　　The boy saw his classmates playing football.

　　Try to find some more verbs that can take an v-ing.

　　②drag: pull sth./ sb. along the ground because they are too heavy to carry

　　Little Jerry dragged the table/her father/into the kitchen.

　　Pull: use your hand to make sth move towards you or in the direction that you’re moving

　　v. Help me move the piano; you push and I’ll pull.

　　He pulled his brother out of bed.

　　n. the pull of the moon

　　③seize: take hold of sth. suddenly and violently

　　He seized my hand and dragged me away

　　seize power/an opportunity/ a chance  of v-ing

　　to-v

　　④strike  struck, struck

　　A ball struck me (on the back of the head).

　　She struck a match.

　　The clock began to strike 12.

　　The workers are striking for…

　　The disease struck (the city).

　　⑤destroy  destroyed, destroyed, destroying

　　damage sth. so badly that it can’t be repaired or so that it no longer exists

　　The school was completely destroyed by fire.

　　⑥struggle: try extremely hard to achieve sth. even though it is very difficult and you have a lot of problems

　　The child struggled in the water.

　　He struggled along the road home.

　　⑦There’s some useful phrases in the text. Just learn then by heart.

　　fight for/against/with…

　　hold onto sb./sth.

　　get on one’s feet

　　look out of…/into…/at…/round

　　sweep away

　　be upon sb./sth.

　　fall/go /swallow/ sweep sb./sth down

　　pull sb./sth. up

　　move/run up

　　move up and down…

　　⑧5 v-ing forms as adverbials (see pages 24-25)

　　7. Homework

　　Ex in Word study on page 26 and translation on pages 104-105.

　　Ⅳ. The fifth period

　　Grammar: The Attributive Clause (1)

　　1. Introduction

　　T: A sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use  conjunctions : Relative pronouns who / whom / whose / that. Read the sentences in the box on page 26 and tell the two apart.

　　In what situation, these conjunctions are used?

　　2. Practice

　　T: Now 5 minutes for the students to do Ex1-2 on pages 26-27. And then Ex 1 on page 105 in class.

　　Then the students tell the answers one by one. During the teaching, we are going to lay stress on the structure and the uses of the relative pronouns.

　　Now make some other sentences with attributive clauses.

　　3. Homework

　　Ex. 2 on page 105

　　V. The sixth period

　　Integrating skills

　　1. Reading passage on page 27

　　First the students circle the relative pronouns “who, whose, which and that”, and the linking words “and, but” while reading the passage.

　　Next they write sentences about their unforgettable experience by answering the questions on page 28.

　　Then they should try to use attributive clauses and linking words “and, but”.

　　Finally some of the students read out their passages and their classmates will make comments on their passages.

　　2. Reading passage on page 106

　　After reading, the students should understand the text, correctly, complete the exercises after the text, have a clear knowledge of the damage of an earthquake and gain the ability to write a short passage about an earthquake by using some relative pronouns ,linking words: First, Next, Then and Finally. Also there’re some questions on page 108 for the students to refer to.

　　3. Assessing

　　The students do it by themselves after class.

　　4. Homework

　　1. Writing on page 108.

　　2. Read the new words in Unit 3

新教材高一英語UNIT11教案 篇2

　　A: aims

　　1. Talk about past experiences,

　　2. Describe people, things, events and people’s feelings,

　　3. Review the attributive clause and learn to use relative pronouns who, whom, whose, which and that,

　　4. Organise ideas in a text using First, Next, Then, Finally, and

　　5. Write about an unforgettable experience.

　　B: Difficult points and baffling questions

　　1. The uses of the relative pronoun: who, whom, whose, which and that,

　　2. Some language points in the unit,

　　3. How to organize ideas by using First, Next, Then and Finally, and

　　4. Writing speed

　　C: Steps (6 periods)

　　Ⅰ.The first period

　　1. Warming up

　　T: We have four pictures and some clues here. Do you know them? Now talk about the four pictures, using the attributive clause.

　　When we talk about people we use who, whom or whose in the attributive clause, while which /that refers to things in the attributive clause

　　S:

　　T: Why are these persons or things/events unforgettable?

　　S:

　　T: Who’d like to introduce some other persons or events or inventions?

　　S:

　　2. Listening

　　T: We’re going to listen to a man who survived the 1989 earthquake in San Francisco, U.S.A. Now read through the exercises, listen to the tape (twice) , just grasp the points to the questions, and complete the exercises.

　　After that, check the answers by the students telling their answers and then listen a third time.

　　T: Now let’s come to the listening on Page 103. We’re going to listen to a dialogue. There’re some people talking about four people at a party. What are they talking about? Their names, their jobs, their places, their age and their looks. So you should just grasp the description. Also we play the tape twice. In order to check your answers, we’re going to play a third time.

　　3. Homework

　　1. Write about an unforgettable thing/event within 50 words, using attributive clauses.

　　2. Practice the 4 pictures on Page 22.  

　　Ⅱ. The second period

　　Speaking. We have two kinds of speaking exercise here.

　　1. Speaking on page 23

　　We have a sample dialogue and three pictures under it. So we can work in pairs/ groups, to look at the pictures and to create a new dialogue for each picture. In the dialogue you must express your worries, fears and difficulties, using the useful expressions in the box on page 24.

　　After that, some pairs/groups will act their dialogue out

　　2. Talking on page 103

　　This is a role play. There’re two persons. One plays the person who discovered the important old tomb, the other plays a scientist from Beijing.

　　On page 104, we have some useful expressions to help you make up the dialogue. You’re asked to use “First, Next, Then and Finally”.

　　After the students are ready with their dialogue, some pairs/groups will act out their dialogue.

　　3. Homework

　　1. Practice the dialogue according to the pictures on page 23.

　　2. Disaster pictures collected for a show.

　　Ⅲ. The third and the fourth periods

　　Reading passage 1

　　1. Pre-reading

　　T: What kind of natural disasters do you know about?

　　S:

　　T: Have you had/experienced one of them?

　　S:

　　T: Describe what it was like and how you felt, using First…, Next…, Then…, and Finally. You can imagine it if you have never met with one.

　　S:

　　2. Reading

　　T: Now let’s come to the reading passage. Read in a low voice while listening to the tape.

　　Now tell me what the text is about.

　　S: (about flood and the fact that people in danger were rescued)

　　T: How did the character feel?

　　S: (Amazement and wonder→alarm→fear→panic)

　　Para 1        Para 1-Para 2  Para 3 Para 5

　　T: Will you have a try and find out some sentences that have metaphorical words in them?

　　S: (see pages 24-25, 6 places or so)

　　3. Post-reading

　　T: Now let’s come to some exercises about the reading material. Exercises on page 25.

　　S:

　　T: Now try to tell the story in your own words in brief,  using First…, Next…, Then…,and Finally…

　　4. Homework

　　1. Tell the story in your own words, by using First…, Next…, Then…, and Finally…,

　　2. Ex.1 Vocabulary on page 104.

　　Reading passage 2

　　5. Check their homework

　　One student tells the story and then some of the students read the sentences in Ex.1, Vocabulary on page 104.

　　6. Now let’s come to the text. I’m going to explain to you some difficult sentences (see pages 24-25), some useful phrases and words.

　　①hear

　　I heard them singing that song in English.

　　The boy saw his classmates playing football.

　　Try to find some more verbs that can take an v-ing.

　　②drag: pull sth./ sb. along the ground because they are too heavy to carry

　　Little Jerry dragged the table/her father/into the kitchen.

　　Pull: use your hand to make sth move towards you or in the direction that you’re moving

　　v. Help me move the piano; you push and I’ll pull.

　　He pulled his brother out of bed.

　　n. the pull of the moon

　　③seize: take hold of sth. suddenly and violently

　　He seized my hand and dragged me away

　　seize power/an opportunity/ a chance  of v-ing

　　to-v

　　④strike  struck, struck

　　A ball struck me (on the back of the head).

　　She struck a match.

　　The clock began to strike 12.

　　The workers are striking for…

　　The disease struck (the city).

　　⑤destroy  destroyed, destroyed, destroying

　　damage sth. so badly that it can’t be repaired or so that it no longer exists

　　The school was completely destroyed by fire.

　　⑥struggle: try extremely hard to achieve sth. even though it is very difficult and you have a lot of problems

　　The child struggled in the water.

　　He struggled along the road home.

　　⑦There’s some useful phrases in the text. Just learn then by heart.

　　fight for/against/with…

　　hold onto sb./sth.

　　get on one’s feet

　　look out of…/into…/at…/round

　　sweep away

　　be upon sb./sth.

　　fall/go /swallow/ sweep sb./sth down

　　pull sb./sth. up

　　move/run up

　　move up and down…

　　⑧5 v-ing forms as adverbials (see pages 24-25)

　　7. Homework

　　Ex in Word study on page 26 and translation on pages 104-105.

　　Ⅳ. The fifth period

　　Grammar: The Attributive Clause (1)

　　1. Introduction

　　T: A sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use  conjunctions : Relative pronouns who / whom / whose / that. Read the sentences in the box on page 26 and tell the two apart.

　　In what situation, these conjunctions are used?

　　2. Practice

　　T: Now 5 minutes for the students to do Ex1-2 on pages 26-27. And then Ex 1 on page 105 in class.

　　Then the students tell the answers one by one. During the teaching, we are going to lay stress on the structure and the uses of the relative pronouns.

　　Now make some other sentences with attributive clauses.

　　3. Homework

　　Ex. 2 on page 105

　　V. The sixth period

　　Integrating skills

　　1. Reading passage on page 27

　　First the students circle the relative pronouns “who, whose, which and that”, and the linking words “and, but” while reading the passage.

　　Next they write sentences about their unforgettable experience by answering the questions on page 28.

　　Then they should try to use attributive clauses and linking words “and, but”.

　　Finally some of the students read out their passages and their classmates will make comments on their passages.

　　2. Reading passage on page 106

　　After reading, the students should understand the text, correctly, complete the exercises after the text, have a clear knowledge of the damage of an earthquake and gain the ability to write a short passage about an earthquake by using some relative pronouns ,linking words: First, Next, Then and Finally. Also there’re some questions on page 108 for the students to refer to.

　　3. Assessing

　　The students do it by themselves after class.

　　4. Homework

　　1. Writing on page 108.

　　2. Read the new words in Unit 3

新教材高一英語UNIT11教案 篇3

　　Teaching plan for SB1A Unit 9 Technology

　　Teaching goals:    Talk about science and technology

　　Describe things and how they work

　　Express agreement and disagreement

　　Use the present Continuous Passive Voice

　　Talk about the advantages and disadvantages of modern technology

　　Write a letter to Q12 about love and friendship

　　Time arrangement: 

　　Period 1   Warming up, listening, speaking

　　Period 2   Pre-reading, reading, post-reading

　　Period 3   Intensive reading

　　Period 4   Language study

　　Period 5   Integrating skills

　　Period 6   Workbook (Talking and Reading)

　　Period 7   Test

　　Period one  ( listening and speaking )

　　Warming up

　　Step I   Brainstorming about Technology

　　1. Is technology important to us? What will you think of when talking about technology?

　　2.  What qualities shall we have if we want to have advanced technology?

　　( to be creative , good at solving problems and thinking in new ways )

　　Step II   Activity

　　( Bring the items of a toothpick, plastic bag and left-handed glove if possible)

　　(Hold a competition of creativity among groups of students if necessary)

　　1.       Students work in groups to solve the problems

　　2.       Compare different solutions and talk about creativity.

　　Listening

　　Step I   Introduction

　　1.       Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)

　　Step II   listening

　　1.  First-listening:  what is being described?

　　2.       Second-listening:  what can the things be used for?

　　3.       Discussion in pairs:  what are the new uses for the objects in addition to the “normal” uses?

　　Step III   A riddle-guessing competition

　　1.  Read the instruction and the guided questions

　　2         Do a demonstration with a student.

　　Teacher: You seem to have something in your pocket. What does it look like? 

　　Student: It looks like … ….

　　T:  What is it made of ?

　　S:  It’s made of …….

　　T:  What is it used for ?

　　S:    … … …

　　3         Ss practice in pairs

　　4  Competition--- Who can guess it ?

　　One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.

　　Speaking

　　Step I    Brainstorming

　　1.       Present the situation

　　2.       Brainstorming about the advantages and disadvantages about cellphones

　　Step II   Expressions of agreement and disagreement

　　Teach new expressions

　　1)      Absolutely=Definitely=Exactly

　　2)      It depends.

　　3)      That’s a good point.

　　4)      That’s worth thinking about.

　　Step III   Activity

　　1.  Ss works in groups and prepare a role play.

　　2.  Ss present their dialogues.

　　3.  Debate: Players from different groups debate the advantages and disadvantages of a cellphone.

　　Homework:    1. Listening :  Workbook P133  Listening Ex 1&2

　　2. Speaking:  Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? ) 

　　3. Thinking :  P60 Ex 3  Design your cellphone--- to be creative!

　　Period Two ( extensive reading )

　　Revision

　　Check the listening homework on page 133.

　　Pre-reading

　　Step I   Discussion  (Question 2 of Pre-reading )

　　1.  Check the speaking homework of interview

　　How did people live 30 years ago?

　　What did people do at night without electricity?

　　How have inventions and new technology changed our way of life?

　　2.  Talk about the title---Life on the go

　　Life on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.

　　Reading

　　Step I   Presentation

　　1.       Talk about the cellphone and present the new vocabulary.

　　( Ask Ss to bring cellphones of different brands to class if possible)

　　Questions: What functions does a cellphone have?

　　What features does your cellphone have?  etc.

　　Vocabulary: function, feature, image, an electronic calendar, remind ,appointment

　　2.       The top question:

　　Why are cellphones so popular with teenagers according to the passage?

　　Step II   Reading

　　1.       Skimming for the top question.

　　2.       Some T or F statements to check the general understanding of the passage.

　　3.       Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post—reading Ex 2 on Page 60 )

　　Step III  Activity

　　1.       Discussion in pairs ( Post—reading Ex 1 on Page 60 ).

　　2.       Design your own cellphone in groups.

　　Homework:  1. Read the text after the tape, marking the difficulties.

　　2. Reading comprehension: WB page 136.

　　Period Three  ( intensive reading )

　　Revision

　　Revise the text .

　　Language points

　　Vocabulary

　　1.        depend  v.    dependent  adj.    independent  adj.

　　1)      That depends. =It depends. =I’m not completely sure.

　　2)      depend on    依賴，信任，取決于

　　e.g.  His family depends on him.

　　We’re depending on you to finish the job by Friday.

　　Happiness often depends on your attitude to life.

　　2.  add   v.  

　　1)  增加， 相加， 補充說

　　e.g.  Add a few more names to the list.

　　If you add 5 and 3 you get 8.

　　I should like to add that we are pleased with the result.

　　2)  add to =to increase something

　　e.g.  The rise in electricity costs has added to our difficulties.

　　3)  add up to =amount to

　　e.g.  These numbers add up to 100.

　　3.  remind  v.

　　remind sb    to do sth.

　　of sth.

　　that –clause

　　e.g.   Remind me to write to Dave.

　　This hotel reminds me of the one we stayed in last year.

　　She reminded me that Sue was in Paris.

　　4.  touch   n.

　　get in touch with sb.                 lose touch with sb.

　　stay in touch with                   be in touch with    

　　keep in touch with                  be out of touch with  

　　5.  call    v.

　　call for =to demand sth. , to collect sb.

　　call at some place =visit some place

　　call on sb. =to visit sb., to ask sb. to do sth.

　　call in =to ask sb. to come in{

　　e.g.  Students are calling for more spare time and less homework.

　　I'll call for you at 8 o'clock.

　　I think we'd better call in a doctor.

　　I called on my uncle while I was in London.

　　6.  case   n.

　　in case                             in this case           

　　in case of + n./pron                   in any case       

　　in case --clause                      in no case =never       

　　e.g.  The meeting will be put off in case it rains.

　　In case he arrives before I get back, please ask him to wait.

　　In case of fire, ring the bell.

　　I don't think I need any money, but I'll bring some in case.

　　In no case should we give up dreaming about a better future.

　　7.  need    n.

　　[U]   缺乏； 需要

　　[C]   需要得東西； 必需品

　　in need of sth.

　　no need for sth.

　　e.g.  There’s a growing need for new housing in big cities.

　　She didn’t earn enough money to satisfy all her needs.

　　We’re collecting money for children in need.

　　Please come to me if ever you’re in need of help.

　　There’s no need for you to say sorry to me.

　　Sentence patterns

　　1.  Cellphones make it possible for us to talk to anyone from anywhere.

　　V. + 形式賓語 it + 賓補（adj./ n.） + for sb. to do sthsth.

　　e.g.  I think it necessary for her to stay in touch with her parents .

　　He found it possible for them to improve the working condition.

　　Our school makes it a rule for us to have an English Corner every Friday.

　　2.        We have a need to stay in touch with friends no matter where we are or what we are doing.

　　e.g.   Nobody believed him no matter what he said.

　　No matter where he goes, the thief can’t escape being caught.

　　She always goes swimming no matter how cold it is.

　　3.        She says that her cellphone helps her do whatever she wants to do.

　　e.g.   Whatever you do, wherever you go, I’ll be right here waiting for you.  

　　She always goes swimming, however cold it is.

　　Homework:  1. WB page 134-135  Vocabulary Ex1,2,3&4

　　Period Four ( Language study )

　　Word study

　　Step I    Page 61  Match the words with their meaning

　　Step II   Check the homework on page 134-135.

　　Step III   Reading for meaning ---guessing the words from the clues.

　　Page 63  Tips   Are you a smart reader?

　　Grammar

　　The passive voice (3) --- The Present Continuous Passive Voice

　　Step I    Study the examples                                

　　am/ is/ are  + being + done

　　Step II   Practice ( page 61 )

　　Step III  Activity     

　　Two students put on a performance of “雙簧”.

　　The door is being pushed open slowly and quietly. A chair is being taken into the room and put at the desk.  A piece of paper is being taken out of his pocket. The chair is being cleaned. Now he is sitting down. And some books are being moved to the side of the desk. The schoolbag is being opened, and an English book is being taken out…….

　　Homework:  1. WB page 136 Grammar 1&2

　　Period Five ( integrating skills )

　　Reading

　　Step I  Reading

　　What is the computer Q12 like ?

　　How does it control human beings?

　　What other suggestions will you make to solve the problem?

　　What will the earth be like if Q12 understands love and friendship?

　　Step II  Language points

　　1  take over   接管

　　e.g.  The company has been taken over by a American firm.

　　Sarah will take over my job when I leave.

　　2    break down   （機器）不運轉；失敗；

　　break up      結束； （關系）破裂

　　e.g.  The car broke down on the motorway.

　　The peace talks between the two countries have broken down

　　The meeting broke up after only half an hour.

　　Their relationship wasn’t working, so they decided to break up.

　　3  come up with  =to think of or suggest an idea 想出辦法，提出建議

　　e.g.  He couldn’t come up with an answer.

　　How have you come up with such a good idea?

　　4   success in                          manage to do sth.  

　　sucessful in                        

　　succeed in doing sth.                 fail to do sth.

　　e.g.  We had no success in finding a new flat.

　　Jane finally succeeded in passing the her driving test.

　　Writing 

　　Step I    Study the outline of the letter

　　Step II   Students have a discussion in pairs.

　　Step III  Ask a student to give a sample letter orally.

　　Homework:  1. write a letter to Q12

　　Period Six ( WB talking and reading )

　　Talking

　　WB page 134  Talk about modern technology.

　　Step I    Read the situation

　　Step II   Activity

　　Ss work in groups

　　First list the advantages and disadvantages of the inventions of cellphones, robots and computers.

　　Then Ss have a debate in groups.

　　Step III   Debate

　　Have 3 debates between groups.

　　( There are speakers representing each group, and the rest are judges)

　　Reading

　　WB page 136  Reading   Future travel:  teleportation

　　Step I   Fast reading and skimming

　　What does teleportation mean?

　　Step II   Scanning

　　How is teleportation different from transportation?

　　Why is it so difficult to teleport human beings?

　　Step III   Reading for words

　　Match the words with the best strategy on page 137.

　　Step IV   Activity

　　Discussion :  Will teleportation be realized?

　　Think of more impossible things that may be possible in the future.

新教材高一英語UNIT11教案 篇4

　　一、    電子教案：                                     題目：Unit 5 Silver Screen    

　　科目：英語                                          授課老師：馮珍妮

　　授課班級：高 一（七）、（九）                          課時數：6（+1測驗）

　　教案相對應授課日期：2003年10 月25號——11月1號   日期：10月24號

　　電子教案設計老師：馮珍妮

　　Teaching Plan for Unit 5

　　高一年級  馮珍妮

　　1 .Teaching goals and Learning goals:

　　Language skills: ①Talk about films, famous actors and directors                   ② Practise making comments and giving opinions                   ③Learn to write about a film Language knowledge: ①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also ②Patterns:

　　*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low. ③grammar

　　*關系副詞when, where, why引導的定語從句。 關系副詞when, where, why引導定語從句，在從句中分別作時間、地點或原因狀語。關系副詞的意思相當于“介詞+which結構”，其用法分類列類如下：

　　關系副詞

　　被代替的先行詞

　　從句中的作用

　　when(=at, in,on,during which)表示時間的名詞時間狀語where(=in,at which)表示地點的名詞地點狀語Why(=for which)只有reason原因狀語*由介詞+關系代詞（who, that, which）引導的定語從句。當關系代詞whom或which在定詞從句中用作介詞賓語時，介詞可放在whom或which之前，也可放在從句中原來的位置上。即放在從句的動詞之后；由不及物動詞構成的短語動詞一般不可拆開，必須連用，如關系代詞省略，則介詞必須與從句中的動詞連用，不能拆開。關系代詞that作介詞的賓語時，介詞一定不可位于that之前。 ④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous. 2 .Teaching plan in sequence:

　　Hour One    warming up, listening and speaking (Homework: preview “reading”     Hour Two    Reading (Homework: Recite Par 1—2)     Hour Three  Reading (Homework: p110—111,grammer,p182)     Hour Four   Language study (Homework: P112(3)     Hour Five   Integrating skills (Homework: P112—113 integrating skills)     Hour Six    Work book, listening, talking, writing (Homework: Write about a film)     Hour Seven  Test Hour One

　　Step One  Warming up (12 minutes) Step Two  Listening   (13minutes) Step Three Speaking   (15 minutes) Warming up Questions by teachers: （1）What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien) （2）Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …) （3）Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.) （4）Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It  succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed. Help students understand the following expressions. （1）interview    （2）leading part     （3）studio        （4）Melbourne （5）How did that come about?          （6）Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary  p 110—p 111 Hour Two

　　Step One : Check the homework in class orally Step Two: Pre-reading          Questions by teachers （1）What kind of movie will you make?      (fiction film, fantasy film, animation film, historical film) （2）Which one would you like to become?      An actor/actress,  producer or director? （3）If you are a director what actors/actress will you choose?      (Ask them to use imagination) Step Three： （1）Play the tape and Ss books closed （2）Ss read the material freely （3）Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:

　　Paragraph 1:yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire lightParagraph 2: He couldn’t go to the film Academy because of his low grades. He finally got a job which won him the youngest director in the world. Paragraph 3: His first blockbuster was Jaws made in 1975. Paragraph 4: Spielberg made two films about creatures that come from outer space. ET is one of the two. Paragraph 5: Another blockbuster Jurassic Park was made in 1993. Paragraph 6: His later films such as Schinder’s list and Saving Private Ryan are about the cruelty of war. Paragraph 7: He owes much of his success and happiness to his wife and children because he spends most of the time working. Homework: Ss recite any 2 paragraphs Hour Three

　　Step One:（1）Ask some of the Ss to recite the reading material Step Tw study Each paragraph. Point out the attributive clause with prepositions before. (L.3 and L16) and attributive clause with relative adverbs: where, when and why. Step Three: Language Points: ①詞典備用

　　silver n. a shiny grey metal that is very valuable 銀 hero n. a person who has done something brave or good 英雄 scene n. part of a play or film 場面；情景 law n. a rule of a country that says what people may and may not do 法律 career n. a job that you learn to do and then do for many years 事業；生涯 drama n. a story that you watch in the theatre or on television or listen to on the radio 戲劇 role n. the person you are in a play or film 角色 award n. a prize or money that you give to somebody who has done something very well 獎；獎品 actress n. a woman who acts in plays, films or television programmes 女演員 actor n. a man who acts in plays, films or television programmes 男演員 prize n. something that you give to the person who wins a game, race, etc. 獎賞；獎金 choice n. act of choosing 選擇；抉擇 degree n. universities and colleges give degrees to students who have completed special courses there 學位 director n. a person who controls a film or play, for example by telling the actors what to do導演 speed n. how fast something goes 速度 script n. the written words that actors speak in a play or film 劇本 studio n. a room where people make films, radio and television programmes, or records 演播室 creature n. any living thing that is not a plant 生物；動物 outer adj. on the outside 外部的；外面的 adult n. a person who has grown to the full size 成年人 follow-up n. something done to continue what has already been started or done 后續 cruelty n. being cruel 殘忍；殘酷 peace n. a time where there is no war, fighting or trouble between people or countries 和平 industry n. all the companies that make the same thing 行業 owe vt. to be indebted to as the source of 把……歸功于 happiness n. being happy 幸福；快樂 accept vt. say “yes” when somebody asks you to have or do something 接受；認可 boss n. a person who controls a place where people work and tells people what they must to 老板；上司 live adj. (of a broadcast) transmitted while actually happening, not recorded edited 實況轉 轉的 comment n. words that you say about something to show what you think 評論 action n. doing things 動作 ②學生易錯題練習： （1）The ice began/ started            .  A. melting               B. to melt          （B）因為主語為物 （2）She is beginning            .  A. to cook the dinner      B. cooking the dinner   （A）因為進行時后不再用ving （3）We             a famous team, so we             the football game.  A. beat; won             B. won; beat         （A） （4）It was not until I got home             I realized I had lost my keys.  A. when                B. that               （B）此題學生常記錯 （5）The reason             he did not come was             his mother wouldn’t allow him to.  A. why; because          B. why; that          （B） （6）Some children are playing            .  A. by sea                B. by the sea         （B） （7）This film is            .      A. a success              B. success           （A）      A success 指一件成功的事；failure 有相似用法。 （8）Spielberg             much success             his family.      A. owes; to              B. owes; for （9）We think             of the director.      A. high                 B. highly              （B） Hard but interesting expressions for Chinese Learners: （1）Spielberg’s career really took off. （2）love and piece will win over the war. （3）meat-eating dinosaurs （4）, which won him a job as the youngest… （5）Spielberg made several follow ups

　　（6）Jaws was a real blockbuster Howe work: Study the grammar rules on P.180. Finish off vocabulary practicing work on P.110 Language study. Hour Four

　　Step one: Check the work on P110. Step Two: Do the word study work together. Step Three: Study the Grammar P.33（1、2、3）together. Workbook P111—P112（1、2） Home work:：P112（3） Hour Five  Integrating skills

　　Step one: Play the tape. Step Two: Ask Ss read it individually or together. Step Three: Retell the story. Step Four: Fill in the chart. Useful language points in exams: ①moving story. 令人感動的故事。   I was moved by the movie. ②stay away for a month 學生易錯成  leave for a month. ③a 13-year-old 10-year work a 200-word article a 10-metre-long rope ④keep the students in the classroom keep + sb + preposition phrase + sb + adj + sb + ving + sb + done + sb + adv. ⑤determine to do sth. be de + ermined to do sth ⑥can’t afford to buy 沒錢買 can’t afford the time 抽不出時間 can’t afford a holiday 無法去度假 ⑦appear live on the air [laiv] a live TV broad cast a live concert It’s a live broad cast, not a recording Home work: P112—P113 Work book（integrating skills） Hour Six

　　Step one: Check the homework. Help Ss if necessary. Step tw Listening P109 Step Three: Talking and work on P114 Home work: Write about a film

新教材高一英語UNIT11教案 篇5

　　Unit 2 English around the world (Book 1 A)

　　I. Key points

　　1.       Words and expressions:flight,make oneself at home,address,ketchup,majority,in total,mother tongue,situation,equal,global,knowledge,communicate,on the radio,directly trade,come about,

　　Independent,stay the same,end up with,more or less,bring in,a great many,except for,closet,

　　Toilet,tourism,culture,pizza.

　　2.       Patterns:(1)An equal number of people learn English as a second language.

　　(2)People from the two countries don’t have any difficulty in understanding each other.

　　(3)Mother told me not to leave the door open after midnight.

　　(4)Most of the native speakers of English are found in……

　　3.       Grammar:Direct speech and indirect speech;requests and orders or commands.

　　4.       Goals:(1)Learn about differences between American English and British English.

　　(2)Learn about communication skills.

　　(3)Write a passage comparing Amecican English and British English.

　　II. Teaching plans:seven periods

　　1.       Period one:Warming up,listening,speaking,G1-YY-030926-1

　　Step1(close books)ask the students to listen to the dialogue and answer two questions.

　　①What is the relationship between the two.

　　②What are they talk about.

　　Step2 read the dialogue and answer another two questions.

　　①What is it that Joe can’t find in the bathroom?

　　②Why can’t he find it?

　　This is the best to deal with some language points.

　　1.       For the first time第一次,初次(介詞短語作狀語,后不接從句)

　　The first time(第一次…時,后可接從句)

　　This∕It is the first time(后接that引導的定語從句,用現在完成時)

　　eg.They were there for the first time.他們是第一次到那兒。

　　I remembered John the first time I saw him.我第一次見到約翰時就記住了他。

　　This is⁄It is my first time that I have been abroad.這是我第一次出國。

　　2.       We flew all the way direct from Seattle to London.句中all the way一路上;從遠道;一直

　　eg.He came all the way from Australia.他從澳大利亞遠道而來。

　　3.       Make yourself at home 別拘束(像在自己家里一樣)

　　be⁄feel at home感到安適,自在;精通。

　　eg.Make yourself at home and help yourself to these. 別拘束,隨便吃。

　　He is completely at home in chemistry.他精通化學。

　　Step3:Listen to the tape and ask the student to write down requests and demands.Then tell “requests” from “demands”.

　　Step4:ask the students to read the following dialogues in pairs or act them out if necessary and it is

　　good time to ask the students to report requests and demands.

　　Step5:exercises for period 1

　　翻譯下列句子

　　1.       我總共有2000冊書(total)

　　2.       英語發展成為世界上用得最廣泛的語言

　　3.       湯姆和另外三個孩子一起去看電影去了(as well as)

　　4.       這個人長相很好,只是滿頭白發(except for)

　　Period two:Pre-reading,Reading,Post-reading,G1-YY-030927-2

　　Step1:One question to draw the students’ attention:In what situation do you use English?

　　Step2:Listen to the tape once and then read the text.Answer somes about the text.

　　Step3:Read the text again and give the main idea of each paragraph.

　　Step4:Retell the text briefly (write some key words on the blackboard)

　　Exercises for period 2. (單項選擇)

　　1.       The child imagined______a plane to the moon and______there for a week.

　　A.to take,to live      B.to take,living      C.taking.living     D.taking,to live

　　2.       Wilson explained______the teacher why he was late______that week.

　　A.to ,every day       B.X,every day      C.to,everyday      D.X,everyday

　　3.       The Blacks were______a flight______the Pacific Ocean then.

　　A.in,on             B.for,across         C.to,over         D.on,across

　　4.       The plane crashed and the______on a______island in the Pacific Ocean.

　　A.landed,deserting              B.were landed,deserting

　　C.landed,deserted               B.were landed,deserted

　　5.       Paul likes to make______those who______other.

　　A.friends to,care about           B.friends with,care about

　　C.friend with,care about          D.friends with,care

　　6.       The people______all felt very safe.

　　A.on plane                    B.on board the plane

　　C.on the plane board            D.on board on plane

　　7.       Not only the the student but also Tom______about the answer.

　　A.is sure       B.are sure       C.sure       D.sures

　　8.  —I’ve got your invitation.    —Oh,good______. (2002春高考)

　　A.Can you come?     B.Thanks a lot     C.I’ll take it      D.May I help you?

　　Period3:Some language points in reading,word study,grammar:G1-YY-030928-3

　　Step1:Check homework or ask students to retell the text if necessary.

　　Step2:Deal with some language points.

　　1.       In only fifty years,English has developed into the language most widely spoken and used in the world. 

　　①develop vt\vi 發展,壯大,完善,生長

　　eg. Plants develop from seeds. 植物由種子發育而成。

　　Some children develop more slowly than others. 有些兒童比其他兒童發育得慢。

　　②沖洗

新教材高一英語UNIT11教案 篇6

　　Unit 2 English around the world (Book 1 A)

　　I. Key points

　　1.       Words and expressions:flight,make oneself at home,address,ketchup,majority,in total,mother tongue,situation,equal,global,knowledge,communicate,on the radio,directly trade,come about,

　　Independent,stay the same,end up with,more or less,bring in,a great many,except for,closet,

　　Toilet,tourism,culture,pizza.

　　2.       Patterns:(1)An equal number of people learn English as a second language.

　　(2)People from the two countries don’t have any difficulty in understanding each other.

　　(3)Mother told me not to leave the door open after midnight.

　　(4)Most of the native speakers of English are found in……

　　3.       Grammar:Direct speech and indirect speech;requests and orders or commands.

　　4.       Goals:(1)Learn about differences between American English and British English.

　　(2)Learn about communication skills.

　　(3)Write a passage comparing Amecican English and British English.

　　II. Teaching plans:seven periods

　　1.       Period one:Warming up,listening,speaking,G1-YY-030926-1

　　Step1(close books)ask the students to listen to the dialogue and answer two questions.

　　①What is the relationship between the two.

　　②What are they talk about.

　　Step2 read the dialogue and answer another two questions.

　　①What is it that Joe can’t find in the bathroom?

　　②Why can’t he find it?

　　This is the best to deal with some language points.

　　1.       For the first time第一次,初次(介詞短語作狀語,后不接從句)

　　The first time(第一次…時,后可接從句)

　　This∕It is the first time(后接that引導的定語從句,用現在完成時)

　　eg.They were there for the first time.他們是第一次到那兒。

　　I remembered John the first time I saw him.我第一次見到約翰時就記住了他。

　　This is⁄It is my first time that I have been abroad.這是我第一次出國。

　　2.       We flew all the way direct from Seattle to London.句中all the way一路上;從遠道;一直

　　eg.He came all the way from Australia.他從澳大利亞遠道而來。

　　3.       Make yourself at home 別拘束(像在自己家里一樣)

　　be⁄feel at home感到安適,自在;精通。

　　eg.Make yourself at home and help yourself to these. 別拘束,隨便吃。

　　He is completely at home in chemistry.他精通化學。

　　Step3:Listen to the tape and ask the student to write down requests and demands.Then tell “requests” from “demands”.

　　Step4:ask the students to read the following dialogues in pairs or act them out if necessary and it is

　　good time to ask the students to report requests and demands.

　　Step5:exercises for period 1

　　翻譯下列句子

　　1.       我總共有2000冊書(total)

　　2.       英語發展成為世界上用得最廣泛的語言

　　3.       湯姆和另外三個孩子一起去看電影去了(as well as)

　　4.       這個人長相很好,只是滿頭白發(except for)

　　Period two:Pre-reading,Reading,Post-reading,G1-YY-030927-2

　　Step1:One question to draw the students’ attention:In what situation do you use English?

　　Step2:Listen to the tape once and then read the text.Answer somes about the text.

　　Step3:Read the text again and give the main idea of each paragraph.

　　Step4:Retell the text briefly (write some key words on the blackboard)

　　Exercises for period 2. (單項選擇)

　　1.       The child imagined______a plane to the moon and______there for a week.

　　A.to take,to live      B.to take,living      C.taking.living     D.taking,to live

　　2.       Wilson explained______the teacher why he was late______that week.

　　A.to ,every day       B.X,every day      C.to,everyday      D.X,everyday

　　3.       The Blacks were______a flight______the Pacific Ocean then.

　　A.in,on             B.for,across         C.to,over         D.on,across

　　4.       The plane crashed and the______on a______island in the Pacific Ocean.

　　A.landed,deserting              B.were landed,deserting

　　C.landed,deserted               B.were landed,deserted

　　5.       Paul likes to make______those who______other.

　　A.friends to,care about           B.friends with,care about

　　C.friend with,care about          D.friends with,care

　　6.       The people______all felt very safe.

　　A.on plane                    B.on board the plane

　　C.on the plane board            D.on board on plane

　　7.       Not only the the student but also Tom______about the answer.

　　A.is sure       B.are sure       C.sure       D.sures

　　8.  —I’ve got your invitation.    —Oh,good______. (2002春高考)

　　A.Can you come?     B.Thanks a lot     C.I’ll take it      D.May I help you?

　　Period3:Some language points in reading,word study,grammar:G1-YY-030928-3

　　Step1:Check homework or ask students to retell the text if necessary.

　　Step2:Deal with some language points.

　　1.       In only fifty years,English has developed into the language most widely spoken and used in the world. 

　　①develop vt\vi 發展,壯大,完善,生長

　　eg. Plants develop from seeds. 植物由種子發育而成。

　　Some children develop more slowly than others. 有些兒童比其他兒童發育得慢。

　　②沖洗

新教材高一英語UNIT11教案 篇7

　　一、    電子教案：                                     題目：Unit 5 Silver Screen    

　　科目：英語                                          授課老師：馮珍妮

　　授課班級：高 一（七）、（九）                          課時數：6（+1測驗）

　　教案相對應授課日期：2003年10 月25號——11月1號   日期：10月24號

　　電子教案設計老師：馮珍妮

　　Teaching Plan for Unit 5

　　高一年級  馮珍妮

　　1 .Teaching goals and Learning goals:

　　Language skills: ①Talk about films, famous actors and directors                   ② Practise making comments and giving opinions                   ③Learn to write about a film Language knowledge: ①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also ②Patterns:

　　*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low. ③grammar

　　*關系副詞when, where, why引導的定語從句。 關系副詞when, where, why引導定語從句，在從句中分別作時間、地點或原因狀語。關系副詞的意思相當于“介詞+which結構”，其用法分類列類如下：

　　關系副詞

　　被代替的先行詞

　　從句中的作用

　　when(=at, in,on,during which)表示時間的名詞時間狀語where(=in,at which)表示地點的名詞地點狀語Why(=for which)只有reason原因狀語*由介詞+關系代詞（who, that, which）引導的定語從句。當關系代詞whom或which在定詞從句中用作介詞賓語時，介詞可放在whom或which之前，也可放在從句中原來的位置上。即放在從句的動詞之后；由不及物動詞構成的短語動詞一般不可拆開，必須連用，如關系代詞省略，則介詞必須與從句中的動詞連用，不能拆開。關系代詞that作介詞的賓語時，介詞一定不可位于that之前。 ④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous. 2 .Teaching plan in sequence:

　　Hour One    warming up, listening and speaking (Homework: preview “reading”     Hour Two    Reading (Homework: Recite Par 1—2)     Hour Three  Reading (Homework: p110—111,grammer,p182)     Hour Four   Language study (Homework: P112(3)     Hour Five   Integrating skills (Homework: P112—113 integrating skills)     Hour Six    Work book, listening, talking, writing (Homework: Write about a film)     Hour Seven  Test Hour One

　　Step One  Warming up (12 minutes) Step Two  Listening   (13minutes) Step Three Speaking   (15 minutes) Warming up Questions by teachers: （1）What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien) （2）Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …) （3）Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.) （4）Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It  succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed. Help students understand the following expressions. （1）interview    （2）leading part     （3）studio        （4）Melbourne （5）How did that come about?          （6）Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary  p 110—p 111 Hour Two

　　Step One : Check the homework in class orally Step Two: Pre-reading          Questions by teachers （1）What kind of movie will you make?      (fiction film, fantasy film, animation film, historical film) （2）Which one would you like to become?      An actor/actress,  producer or director? （3）If you are a director what actors/actress will you choose?      (Ask them to use imagination) Step Three： （1）Play the tape and Ss books closed （2）Ss read the material freely （3）Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:

　　Paragraph 1:yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire lightParagraph 2: He couldn’t go to the film Academy because of his low grades. He finally got a job which won him the youngest director in the world. Paragraph 3: His first blockbuster was Jaws made in 1975. Paragraph 4: Spielberg made two films about creatures that come from outer space. ET is one of the two. Paragraph 5: Another blockbuster Jurassic Park was made in 1993. Paragraph 6: His later films such as Schinder’s list and Saving Private Ryan are about the cruelty of war. Paragraph 7: He owes much of his success and happiness to his wife and children because he spends most of the time working. Homework: Ss recite any 2 paragraphs Hour Three

　　Step One:（1）Ask some of the Ss to recite the reading material Step Tw study Each paragraph. Point out the attributive clause with prepositions before. (L.3 and L16) and attributive clause with relative adverbs: where, when and why. Step Three: Language Points: ①詞典備用

　　silver n. a shiny grey metal that is very valuable 銀 hero n. a person who has done something brave or good 英雄 scene n. part of a play or film 場面；情景 law n. a rule of a country that says what people may and may not do 法律 career n. a job that you learn to do and then do for many years 事業；生涯 drama n. a story that you watch in the theatre or on television or listen to on the radio 戲劇 role n. the person you are in a play or film 角色 award n. a prize or money that you give to somebody who has done something very well 獎；獎品 actress n. a woman who acts in plays, films or television programmes 女演員 actor n. a man who acts in plays, films or television programmes 男演員 prize n. something that you give to the person who wins a game, race, etc. 獎賞；獎金 choice n. act of choosing 選擇；抉擇 degree n. universities and colleges give degrees to students who have completed special courses there 學位 director n. a person who controls a film or play, for example by telling the actors what to do導演 speed n. how fast something goes 速度 script n. the written words that actors speak in a play or film 劇本 studio n. a room where people make films, radio and television programmes, or records 演播室 creature n. any living thing that is not a plant 生物；動物 outer adj. on the outside 外部的；外面的 adult n. a person who has grown to the full size 成年人 follow-up n. something done to continue what has already been started or done 后續 cruelty n. being cruel 殘忍；殘酷 peace n. a time where there is no war, fighting or trouble between people or countries 和平 industry n. all the companies that make the same thing 行業 owe vt. to be indebted to as the source of 把……歸功于 happiness n. being happy 幸福；快樂 accept vt. say “yes” when somebody asks you to have or do something 接受；認可 boss n. a person who controls a place where people work and tells people what they must to 老板；上司 live adj. (of a broadcast) transmitted while actually happening, not recorded edited 實況轉 轉的 comment n. words that you say about something to show what you think 評論 action n. doing things 動作 ②學生易錯題練習： （1）The ice began/ started            .  A. melting               B. to melt          （B）因為主語為物 （2）She is beginning            .  A. to cook the dinner      B. cooking the dinner   （A）因為進行時后不再用ving （3）We             a famous team, so we             the football game.  A. beat; won             B. won; beat         （A） （4）It was not until I got home             I realized I had lost my keys.  A. when                B. that               （B）此題學生常記錯 （5）The reason             he did not come was             his mother wouldn’t allow him to.  A. why; because          B. why; that          （B） （6）Some children are playing            .  A. by sea                B. by the sea         （B） （7）This film is            .      A. a success              B. success           （A）      A success 指一件成功的事；failure 有相似用法。 （8）Spielberg             much success             his family.      A. owes; to              B. owes; for （9）We think             of the director.      A. high                 B. highly              （B） Hard but interesting expressions for Chinese Learners: （1）Spielberg’s career really took off. （2）love and piece will win over the war. （3）meat-eating dinosaurs （4）, which won him a job as the youngest… （5）Spielberg made several follow ups

　　（6）Jaws was a real blockbuster Howe work: Study the grammar rules on P.180. Finish off vocabulary practicing work on P.110 Language study. Hour Four

　　Step one: Check the work on P110. Step Two: Do the word study work together. Step Three: Study the Grammar P.33（1、2、3）together. Workbook P111—P112（1、2） Home work:：P112（3） Hour Five  Integrating skills

　　Step one: Play the tape. Step Two: Ask Ss read it individually or together. Step Three: Retell the story. Step Four: Fill in the chart. Useful language points in exams: ①moving story. 令人感動的故事。   I was moved by the movie. ②stay away for a month 學生易錯成  leave for a month. ③a 13-year-old 10-year work a 200-word article a 10-metre-long rope ④keep the students in the classroom keep + sb + preposition phrase + sb + adj + sb + ving + sb + done + sb + adv. ⑤determine to do sth. be de + ermined to do sth ⑥can’t afford to buy 沒錢買 can’t afford the time 抽不出時間 can’t afford a holiday 無法去度假 ⑦appear live on the air [laiv] a live TV broad cast a live concert It’s a live broad cast, not a recording Home work: P112—P113 Work book（integrating skills） Hour Six

　　Step one: Check the homework. Help Ss if necessary. Step tw Listening P109 Step Three: Talking and work on P114 Home work: Write about a film

新教材高一英語UNIT11教案 篇8

　　Teaching plan for SB1A Unit 9 Technology

　　Teaching goals:    Talk about science and technology

　　Describe things and how they work

　　Express agreement and disagreement

　　Use the present Continuous Passive Voice

　　Talk about the advantages and disadvantages of modern technology

　　Write a letter to Q12 about love and friendship

　　Time arrangement: 

　　Period 1   Warming up, listening, speaking

　　Period 2   Pre-reading, reading, post-reading

　　Period 3   Intensive reading

　　Period 4   Language study

　　Period 5   Integrating skills

　　Period 6   Workbook (Talking and Reading)

　　Period 7   Test

　　Period one  ( listening and speaking )

　　Warming up

　　Step I   Brainstorming about Technology

　　1. Is technology important to us? What will you think of when talking about technology?

　　2.  What qualities shall we have if we want to have advanced technology?

　　( to be creative , good at solving problems and thinking in new ways )

　　Step II   Activity

　　( Bring the items of a toothpick, plastic bag and left-handed glove if possible)

　　(Hold a competition of creativity among groups of students if necessary)

　　1.       Students work in groups to solve the problems

　　2.       Compare different solutions and talk about creativity.

　　Listening

　　Step I   Introduction

　　1.       Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)

　　Step II   listening

　　1.  First-listening:  what is being described?

　　2.       Second-listening:  what can the things be used for?

　　3.       Discussion in pairs:  what are the new uses for the objects in addition to the “normal” uses?

　　Step III   A riddle-guessing competition

　　1.  Read the instruction and the guided questions

　　2         Do a demonstration with a student.

　　Teacher: You seem to have something in your pocket. What does it look like? 

　　Student: It looks like … ….

　　T:  What is it made of ?

　　S:  It’s made of …….

　　T:  What is it used for ?

　　S:    … … …

　　3         Ss practice in pairs

　　4  Competition--- Who can guess it ?

　　One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.

　　Speaking

　　Step I    Brainstorming

　　1.       Present the situation

　　2.       Brainstorming about the advantages and disadvantages about cellphones

　　Step II   Expressions of agreement and disagreement

　　Teach new expressions

　　1)      Absolutely=Definitely=Exactly

　　2)      It depends.

　　3)      That’s a good point.

　　4)      That’s worth thinking about.

　　Step III   Activity

　　1.  Ss works in groups and prepare a role play.

　　2.  Ss present their dialogues.

　　3.  Debate: Players from different groups debate the advantages and disadvantages of a cellphone.

　　Homework:    1. Listening :  Workbook P133  Listening Ex 1&2

　　2. Speaking:  Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? ) 

　　3. Thinking :  P60 Ex 3  Design your cellphone--- to be creative!

　　Period Two ( extensive reading )

　　Revision

　　Check the listening homework on page 133.

　　Pre-reading

　　Step I   Discussion  (Question 2 of Pre-reading )

　　1.  Check the speaking homework of interview

　　How did people live 30 years ago?

　　What did people do at night without electricity?

　　How have inventions and new technology changed our way of life?

　　2.  Talk about the title---Life on the go

　　Life on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.

　　Reading

　　Step I   Presentation

　　1.       Talk about the cellphone and present the new vocabulary.

　　( Ask Ss to bring cellphones of different brands to class if possible)

　　Questions: What functions does a cellphone have?

　　What features does your cellphone have?  etc.

　　Vocabulary: function, feature, image, an electronic calendar, remind ,appointment

　　2.       The top question:

　　Why are cellphones so popular with teenagers according to the passage?

　　Step II   Reading

　　1.       Skimming for the top question.

　　2.       Some T or F statements to check the general understanding of the passage.

　　3.       Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post—reading Ex 2 on Page 60 )

　　Step III  Activity

　　1.       Discussion in pairs ( Post—reading Ex 1 on Page 60 ).

　　2.       Design your own cellphone in groups.

　　Homework:  1. Read the text after the tape, marking the difficulties.

　　2. Reading comprehension: WB page 136.

　　Period Three  ( intensive reading )

　　Revision

　　Revise the text .

　　Language points

　　Vocabulary

　　1.        depend  v.    dependent  adj.    independent  adj.

　　1)      That depends. =It depends. =I’m not completely sure.

　　2)      depend on    依賴，信任，取決于

　　e.g.  His family depends on him.

　　We’re depending on you to finish the job by Friday.

　　Happiness often depends on your attitude to life.

　　2.  add   v.  

　　1)  增加， 相加， 補充說

　　e.g.  Add a few more names to the list.

　　If you add 5 and 3 you get 8.

　　I should like to add that we are pleased with the result.

　　2)  add to =to increase something

　　e.g.  The rise in electricity costs has added to our difficulties.

　　3)  add up to =amount to

　　e.g.  These numbers add up to 100.

　　3.  remind  v.

　　remind sb    to do sth.

　　of sth.

　　that –clause

　　e.g.   Remind me to write to Dave.

　　This hotel reminds me of the one we stayed in last year.

　　She reminded me that Sue was in Paris.

　　4.  touch   n.

　　get in touch with sb.                 lose touch with sb.

　　stay in touch with                   be in touch with    

　　keep in touch with                  be out of touch with  

　　5.  call    v.

　　call for =to demand sth. , to collect sb.

　　call at some place =visit some place

　　call on sb. =to visit sb., to ask sb. to do sth.

　　call in =to ask sb. to come in{

　　e.g.  Students are calling for more spare time and less homework.

　　I'll call for you at 8 o'clock.

　　I think we'd better call in a doctor.

　　I called on my uncle while I was in London.

　　6.  case   n.

　　in case                             in this case           

　　in case of + n./pron                   in any case       

　　in case --clause                      in no case =never       

　　e.g.  The meeting will be put off in case it rains.

　　In case he arrives before I get back, please ask him to wait.

　　In case of fire, ring the bell.

　　I don't think I need any money, but I'll bring some in case.

　　In no case should we give up dreaming about a better future.

　　7.  need    n.

　　[U]   缺乏； 需要

　　[C]   需要得東西； 必需品

　　in need of sth.

　　no need for sth.

　　e.g.  There’s a growing need for new housing in big cities.

　　She didn’t earn enough money to satisfy all her needs.

　　We’re collecting money for children in need.

　　Please come to me if ever you’re in need of help.

　　There’s no need for you to say sorry to me.

　　Sentence patterns

　　1.  Cellphones make it possible for us to talk to anyone from anywhere.

　　V. + 形式賓語 it + 賓補（adj./ n.） + for sb. to do sthsth.

　　e.g.  I think it necessary for her to stay in touch with her parents .

　　He found it possible for them to improve the working condition.

　　Our school makes it a rule for us to have an English Corner every Friday.

　　2.        We have a need to stay in touch with friends no matter where we are or what we are doing.

　　e.g.   Nobody believed him no matter what he said.

　　No matter where he goes, the thief can’t escape being caught.

　　She always goes swimming no matter how cold it is.

　　3.        She says that her cellphone helps her do whatever she wants to do.

　　e.g.   Whatever you do, wherever you go, I’ll be right here waiting for you.  

　　She always goes swimming, however cold it is.

　　Homework:  1. WB page 134-135  Vocabulary Ex1,2,3&4

　　Period Four ( Language study )

　　Word study

　　Step I    Page 61  Match the words with their meaning

　　Step II   Check the homework on page 134-135.

　　Step III   Reading for meaning ---guessing the words from the clues.

　　Page 63  Tips   Are you a smart reader?

　　Grammar

　　The passive voice (3) --- The Present Continuous Passive Voice

　　Step I    Study the examples                                

　　am/ is/ are  + being + done

　　Step II   Practice ( page 61 )

　　Step III  Activity     

　　Two students put on a performance of “雙簧”.

　　The door is being pushed open slowly and quietly. A chair is being taken into the room and put at the desk.  A piece of paper is being taken out of his pocket. The chair is being cleaned. Now he is sitting down. And some books are being moved to the side of the desk. The schoolbag is being opened, and an English book is being taken out…….

　　Homework:  1. WB page 136 Grammar 1&2

　　Period Five ( integrating skills )

　　Reading

　　Step I  Reading

　　What is the computer Q12 like ?

　　How does it control human beings?

　　What other suggestions will you make to solve the problem?

　　What will the earth be like if Q12 understands love and friendship?

　　Step II  Language points

　　1  take over   接管

　　e.g.  The company has been taken over by a American firm.

　　Sarah will take over my job when I leave.

　　2    break down   （機器）不運轉；失敗；

　　break up      結束； （關系）破裂

　　e.g.  The car broke down on the motorway.

　　The peace talks between the two countries have broken down

　　The meeting broke up after only half an hour.

　　Their relationship wasn’t working, so they decided to break up.

　　3  come up with  =to think of or suggest an idea 想出辦法，提出建議

　　e.g.  He couldn’t come up with an answer.

　　How have you come up with such a good idea?

　　4   success in                          manage to do sth.  

　　sucessful in                        

　　succeed in doing sth.                 fail to do sth.

　　e.g.  We had no success in finding a new flat.

　　Jane finally succeeded in passing the her driving test.

　　Writing 

　　Step I    Study the outline of the letter

　　Step II   Students have a discussion in pairs.

　　Step III  Ask a student to give a sample letter orally.

　　Homework:  1. write a letter to Q12

　　Period Six ( WB talking and reading )

　　Talking

　　WB page 134  Talk about modern technology.

　　Step I    Read the situation

　　Step II   Activity

　　Ss work in groups

　　First list the advantages and disadvantages of the inventions of cellphones, robots and computers.

　　Then Ss have a debate in groups.

　　Step III   Debate

　　Have 3 debates between groups.

　　( There are speakers representing each group, and the rest are judges)

　　Reading

　　WB page 136  Reading   Future travel:  teleportation

　　Step I   Fast reading and skimming

　　What does teleportation mean?

　　Step II   Scanning

　　How is teleportation different from transportation?

　　Why is it so difficult to teleport human beings?

　　Step III   Reading for words

　　Match the words with the best strategy on page 137.

　　Step IV   Activity

　　Discussion :  Will teleportation be realized?

　　Think of more impossible things that may be possible in the future.

新教材高一英語UNIT11教案 篇9

　　Teaching plan forUnit 11

　　The Sounds of the world

　　Teaching goals:

　　1. Learn to enjoy different kinds of music

　　2. Be able to give opinions on music

　　3. Be able to retell the reading

　　4. Grasp the uses of some important points

　　5. Get the ability of using the passive voice freely

　　6. Write a short passage about music

　　Procedure:

　　Period 1:Warming up; Listening; Speaking.

　　Period 2: Listening in the workbook; pre-reading; reading comprehension and post reading.

　　Period 3: Deal with the important points in the parts above.

　　Period 4: Language study and the grammar.

　　Period 5: Integrating skills in the students book and integrating skills in the workbook.

　　Period 6: Deal with the practices in the workbook.

　　Period 7: A small test for Unit 11.

　　Period One

　　I. Warming up:

　　1. Brain storming questions:

　　1). What sound do you like best?

　　2). What sound do you like least?

　　3). What music do you like best?

　　4). Who is your favorite singer?

　　5). What instrument can you play?

　　If you are asked to choose, what instrument do you choose to play?

　　6). Do the practice in the text book.

　　II. Listening

　　III. Speaking

　　IV. Homework: Read and remember the new  words and expressions

　　Period Two

　　I. Pre-reading

　　II. Play the tape and then ask the students to read the text for a while. After that the students should be able to answer some simple questions without looking at the book.

　　1. The music we hear on the radios or see on TV is all that exists in the world, isn’t it?

　　2. What kind of music is the blues?

　　3. Where does it come from? Why does it become an important part of American culture?

　　4. What other musical styles come from blues music?

　　5. What is the most important characteristic of rap music?

　　6. What does the singer in rap music do?

　　7. Where is Latin music from?

　　8. Among whom is it popular?

　　9.How famous are stars like Santana and Ricky Martin?

　　10. What’s the writer’s advice on buying a tape or a CD?

　　Ⅲ. Do the exercises in the post-reading.

　　Ⅳ. Retell the reading, introducing the musical styles in your own words.

　　Ⅴ. Homework: Try to recite several parts of the reading.

　　Period three

　　Ⅰ. Check the homework

　　Ⅱ. Study the use of the words:

　　1. turn  n.  duty, chance or right to do sth.

　　①It’s one’s turn to do sth

　　②take turns

　　③by turns

　　④in turn

　　e.g. 1). Whose turn is it to clean the room?

　　2). The three brothers took turns at looking after their sick mother.

　　3) .He asked each of us in turn what we had been doing.

　　2. in mind

　　①Remember several phrases about “mind”

　　②bear / keep in mind   remember

　　③make up one’s mind  be determined

　　④keep one’s mind on   put one’s heart into.

　　⑤change one’s mind

　　⑥be in two minds  hesitate

　　3. dance to   done at the same time as music is being played.

　　e.g. 1). He sang to his guitar.

　　2). The poem has been set to music.

　　n.

　　4. suggest  doing

　　that sb (should) do

　　1). Tom suggested to Peter the plan.

　　2). Her parents suggested her buying a cellphone.

　　3). The assistant suggested that she (should) come another day.

　　But: Are you suggesting that I’m too old for the job?

　　(Now “suggest” means “hint or show” )

　　5. a world of   a lot of, a great deal of

　　e.g. The holiday did him a world of good.

　　6. from around the world

　　from + prepositional phrase.

　　Other examples:

　　1). I took my watch from under the pillow.

　　2). I saw you first from across the street.

　　3). A bear came from behind me.

　　7. in common  having the same feature   sharing the some interests or experiences.

　　e.g. I haven’t a thing in common with my father.

　　8. Variety (u.c) ①consist of things which are different from each other

　　Susan’s idea of freedom was to have variety in her life style.

　　②a number of different kinds or examples of the same thing

　　West Hampstead has a variety of good shops and supermarkets.

　　Phrase: a variety of   all kinds of

　　He offered a variety of excuses.

　　Ⅲ. Homework: Review what you have learnt

　　Period four

　　Ⅰ. Language study

　　Ⅱ. Grammar

　　1. Do the two exercises

　　2. Translate the following sentences; using the passive voice:

　　1). 這些工廠都由政府經營。

　　These factories are run by the government.

　　2). 到那個時候，這都沒有被公開。

　　Up till then, this hadn’t been made public.

　　3). 大壩到現在應該已經完成了。

　　The dam ought to have been completed by now.

　　4). 這件事不需要如此匆忙。

　　It doesn’t have to be done in such a hurry.

　　5). 那些木房子即將被拆除。

　　Those wooden houses are all going to be pulled down.

　　6). 這樣就使得我們省了很多麻煩。

　　We have thus been saved a lot of trouble.

　　7). 空調正在修。

　　The air conditioner is being repaired.

　　8). 他決定直到別人跟他講話他才講話。

　　He decided not to say a word until he was spoken to.

　　Period five

　　Ⅰ. Two items of integrating skills. You’d better prepare a few songs of the three kinds.

　　Ⅱ. Deal with some points as you like.

　　Period six

　　Deal with the workbook

新教材高一英語UNIT11教案 篇10

　　Teaching plan forUnit 11

　　The Sounds of the world

　　Teaching goals:

　　1. Learn to enjoy different kinds of music

　　2. Be able to give opinions on music

　　3. Be able to retell the reading

　　4. Grasp the uses of some important points

　　5. Get the ability of using the passive voice freely

　　6. Write a short passage about music

　　Procedure:

　　Period 1:Warming up; Listening; Speaking.

　　Period 2: Listening in the workbook; pre-reading; reading comprehension and post reading.

　　Period 3: Deal with the important points in the parts above.

　　Period 4: Language study and the grammar.

　　Period 5: Integrating skills in the students book and integrating skills in the workbook.

　　Period 6: Deal with the practices in the workbook.

　　Period 7: A small test for Unit 11.

　　Period One

　　I. Warming up:

　　1. Brain storming questions:

　　1). What sound do you like best?

　　2). What sound do you like least?

　　3). What music do you like best?

　　4). Who is your favorite singer?

　　5). What instrument can you play?

　　If you are asked to choose, what instrument do you choose to play?

　　6). Do the practice in the text book.

　　II. Listening

　　III. Speaking

　　IV. Homework: Read and remember the new  words and expressions

　　Period Two

　　I. Pre-reading

　　II. Play the tape and then ask the students to read the text for a while. After that the students should be able to answer some simple questions without looking at the book.

　　1. The music we hear on the radios or see on TV is all that exists in the world, isn’t it?

　　2. What kind of music is the blues?

　　3. Where does it come from? Why does it become an important part of American culture?

　　4. What other musical styles come from blues music?

　　5. What is the most important characteristic of rap music?

　　6. What does the singer in rap music do?

　　7. Where is Latin music from?

　　8. Among whom is it popular?

　　9.How famous are stars like Santana and Ricky Martin?

　　10. What’s the writer’s advice on buying a tape or a CD?

　　Ⅲ. Do the exercises in the post-reading.

　　Ⅳ. Retell the reading, introducing the musical styles in your own words.

　　Ⅴ. Homework: Try to recite several parts of the reading.

　　Period three

　　Ⅰ. Check the homework

　　Ⅱ. Study the use of the words:

　　1. turn  n.  duty, chance or right to do sth.

　　①It’s one’s turn to do sth

　　②take turns

　　③by turns

　　④in turn

　　e.g. 1). Whose turn is it to clean the room?

　　2). The three brothers took turns at looking after their sick mother.

　　3) .He asked each of us in turn what we had been doing.

　　2. in mind

　　①Remember several phrases about “mind”

　　②bear / keep in mind   remember

　　③make up one’s mind  be determined

　　④keep one’s mind on   put one’s heart into.

　　⑤change one’s mind

　　⑥be in two minds  hesitate

　　3. dance to   done at the same time as music is being played.

　　e.g. 1). He sang to his guitar.

　　2). The poem has been set to music.

　　n.

　　4. suggest  doing

　　that sb (should) do

　　1). Tom suggested to Peter the plan.

　　2). Her parents suggested her buying a cellphone.

　　3). The assistant suggested that she (should) come another day.

　　But: Are you suggesting that I’m too old for the job?

　　(Now “suggest” means “hint or show” )

　　5. a world of   a lot of, a great deal of

　　e.g. The holiday did him a world of good.

　　6. from around the world

　　from + prepositional phrase.

　　Other examples:

　　1). I took my watch from under the pillow.

　　2). I saw you first from across the street.

　　3). A bear came from behind me.

　　7. in common  having the same feature   sharing the some interests or experiences.

　　e.g. I haven’t a thing in common with my father.

　　8. Variety (u.c) ①consist of things which are different from each other

　　Susan’s idea of freedom was to have variety in her life style.

　　②a number of different kinds or examples of the same thing

　　West Hampstead has a variety of good shops and supermarkets.

　　Phrase: a variety of   all kinds of

　　He offered a variety of excuses.

　　Ⅲ. Homework: Review what you have learnt

　　Period four

　　Ⅰ. Language study

　　Ⅱ. Grammar

　　1. Do the two exercises

　　2. Translate the following sentences; using the passive voice:

　　1). 這些工廠都由政府經營。

　　These factories are run by the government.

　　2). 到那個時候，這都沒有被公開。

　　Up till then, this hadn’t been made public.

　　3). 大壩到現在應該已經完成了。

　　The dam ought to have been completed by now.

　　4). 這件事不需要如此匆忙。

　　It doesn’t have to be done in such a hurry.

　　5). 那些木房子即將被拆除。

　　Those wooden houses are all going to be pulled down.

　　6). 這樣就使得我們省了很多麻煩。

　　We have thus been saved a lot of trouble.

　　7). 空調正在修。

　　The air conditioner is being repaired.

　　8). 他決定直到別人跟他講話他才講話。

　　He decided not to say a word until he was spoken to.

　　Period five

　　Ⅰ. Two items of integrating skills. You’d better prepare a few songs of the three kinds.

　　Ⅱ. Deal with some points as you like.

　　Period six

　　Deal with the workbook