高一英語初中教案（精品14篇）
發表時間：2019-10-29高一英語初中教案（精品14篇）。
? 高一英語初中教案 ?
1.讓學生了解地球的形成和發展
2.讓學生體會并掌握各種閱讀技能和技巧
3.通過文章學習使學生認識地球對人類的重要意義，增強保護地球的意識。
Key points and difficulties：
1，通過閱讀了解地球的發展歷程
2，掌握不同的閱讀技巧，提高閱讀能力
Teaching procedures：
Step 1 Lead-in
Let students do a puzzle ---------the earth
A puzzle
It looks like a ball but you can’t play,
It is our home but so big,
It is round but we usually think it is flat.
It moves anytime but no one feels.
設計說明：展示該謎語，并讓學生齊讀，然后猜出答案--地球。利用齊讀的方式使學生精神振奮，通過猜謎語激發學生的興趣導入新課。
Step 2 Pre-reading
A. Let students enjoy the beauty of the earth.
B. Questions:
1, How did the earth come into being?
2, In China, there are some stories about the beginning of life.
Do you know?
設計說明：通過圖片讓學生感受地球，產生熱愛地球家園的體驗，同時讓學生產生了疑問，地球是怎么形成的，順利過渡到下一部分。
Step 3 Fast-reading
1, Let students read the text quickly and then answer the following questions.
(1) According to the text, how did the universe begin?
(2) What is the fundamental to the development of life?
(3) Where did life first begin, on the land or in the sea?
(4) Which kind of animal has become the most important animals on the planet today?
設計說明：設計幾個較為簡單卻有關全局的問題，讓學生帶著問題快速搜索所需信息，鍛煉學生快速閱讀的能力。讓學生迅速把握文章的脈絡，為接下來的仔細閱讀活動打下基礎。
2, Let the students read the text again and then finish the following exercise
Para1 a, the development of life
Para2 b, the important of water
Para3 c, the most important animals on the planet
Para4 d, the formation of the Earth
Para5 e, the “Big Bang”
設計說明：在上一活動的基礎上，通過此連線題進一步考察學生在規定時間內把握語篇大意和各段中心大意的能力。
Step 4 Careful-reading
1, Analyzing read the text and fill in the blanks
How life began on the earth
設計說明：在學生對文章的內容已經有了比較全面的了解后，用圖表的方式讓學生重新構建文章的主要內容。形式簡單、明了，便于知識的掌握和系統化。
2, Reading and answer the following questions.
1. Why was the earth different from other planets?
2. Why did the plants grow before the animals came?
3. Why is it wrong in films and stories to show dinosaurs and people together?
4. What problem is caused by human beings?
Step5 Consolidation
Retell how life began on the earth according to key words
? 高一英語初中教案 ?
Type of lesson: Word study
Teaching Contents: Vocabulary: thrill, educate, divide, prevent, risk and it seems/ed.
Teaching Aims：Help the students grasp the usages and meanings of the above words or phrases.
Teaching procedures:
Step I . Present the words to be learned to the students.
Ask the students to discuss in group and get the meanings of the underlined words or phrases
1. Many people come to theme park looking for thrills and entertainment.
2. A good example of a theme park that both educates and entertains is Ocean Park in Hong Kong.
3. The park is divided into two sections.
4. It seems that people just cannot get enough of scary rides and exciting adventures.
5. New technology allows us to experience almost anything without actually being in danger or risking injury.
6. He cut off the electricity quickly and prevented an accident.
Step II: Learn each word in detail
1. thrill
Ask the Ss to read the following sentences and match the underlined words with their proper meanings.
1) The magic of his music continues to thrill audiences.
2) Although Mary has been acting for years, she still get a thrill out of going on the stage.
3) Stories of adventure thrilled him.
A. To give great pleasure to; delight.
B. To cause to quiver, tremble, or vibrate.
C. A sudden strong feeling of excitement and pleasure.
Practice: complete the following sentences.
這位旅行者的經歷使我們驚駭不已。
1) The travelers ___________________ his stories. (thrilled us with)
我得知考試及格后很高興。
2) It ____________________ to know I had passed the examination. (gave me a thrill/ is a great thrill for me)
2. educate
Ask the Ss to read the sentences and discuss the meanings and usages of “educate” in a group of 4.
1) educate sb: 教育，指導某人
School teachers educate children.
2) educate oneself自學，自修
Some children educate themselves because their parents can’t afford them to the school.
3) educate sb about/ on sth 就。。。對。。。進行教育，指導
The campaign will educate the public about the dangers of smoking.
4) be educated for... 為特定目的而提供知識或進行訓練，培訓
I was educated for an English teacher.
Ask Ss to translate the following phrases.
①自學, 自修educate oneself
②受大學教育; 上大學be educated at [in] a college
③培養音樂興趣educate one's taste in music
④攻讀法律be educated for the law.
⑤大學教a college education.
3. divide
1) 分開；劃分（常與in, into連用）
Let's divide ourselves into several groups.
This class is too large; we shall have to divide it for oral practice.
2) 分開把…跟別的東西分開；分離：divide... from...
The teacher divided the boys from the girls for gym class.
3) 分，分食 （常與out連用）
“Children, divide the cake up between / among you.”
4) 除
15 divided by 3 is 5.
Three will not divide into eleven.
5) 使意見不合；使不和
Please don't let such a small matter divide us.
On some minor points members of the committee divide with one another.
Practice:
4. prevent
1) To keep from happening: 預防使防止發生：
It is the job of the police to prevent crime.
The government took steps to prevent the strike.
2) v. intr. To present an obstacle: 阻撓，阻止呈現出阻礙：
There will be a picnic if nothing prevents.
3)stop or hinder（常與from連用）阻止；制止；妨礙
We were prevented by heavy smog from seeing anything.
What prevented you from joining us last night?
4) To come before; proceed. 在…之前在…之前來；先于
Tom’s study always prevents his peers.
Practice: make up sentences according to the given key words and pictures.
Possible answers:
1) Your prompt action prevented a serious accident.
2) Italy famous football flayer Barkier has a leg injury that may prevent him from playing in tomorrow’s game.
3) Class 2’s basketball players tried their best to prevent us from winning.
5. risk
v. Ask the Ss to observe the following sentences and discuss the usage of risk.
1) risk sth
You should not have risked the confrontation with the government.
His action risked a sharp reprisal.
2) risk doing sth
Are you prepared to risk traveling without an guard?
Although he risked getting caught in a storm, Jim kept the appointment on time.
3) risk sth on sth
You’d be crazy to risk your money on an investment like that.
Tom’s Dad is a gambler. He once risked everything on a single throw.
4) risk one’s life
He risked his life when he saved the child from the river.
Martina risked her life to save her dog from the fire.
n. Ask the Ss to translate the risk-phrases in the following sentences.
1) He took a risk when he crossed the old bridge.
2) The firm’s reputation is at risk.
3) Anyone traveling without a passport runs a risk of being arrested.
4) At the risk of sounding stupid, can I ask a simple question?
5) You leave your wallet in the classroom at your own risk.
Practice
Complete the following blanks using what we learned about “risk”.
Last summer vacation, Xiao Ming _________________ (獨自冒險旅行)to the Huang Long Virgin Forest. Before his journey, he told his plan to his parents. Xiao Ming’s Dad agreed with him and said: “Being a man, we should ___________（冒險）to become stronger.” But, his mother was worried about him, because she thought Xiao Ming was too young to travel the virgin forest alone and he just____________.（冒生命危險）
Xiao Ming explained his plan and said he had been well prepared. He wouldn’t _________（處于危險中）. At last Mum gave in and said: “OK. Be well prepared! Once you are in danger, do call the police and us for help. ”
Three days later, Xiao Ming came back home safely. Although Tom was very tired, he said to his parents: “___________________.（這值得冒險）”
Possible answers:
risked traveling alone, take a risk , risked his life ,
be at risk. It’s worth the risk
6. It seems/seemed...
Ask the Ss to read following sentences and discuss the sentence pattern.
1) it seems that...
It seems to me that it will snow.
It seemed that he was ill. So I called in the doctor.
2) it seems as if/ like / though...
It seems as if it is going to rain.
“At that time, it seemed as if I couldn't think of the right word anyhow.”
3) ...seem + adj.
He seems quite happy.
Mary didn’t seem very sure about tomorrow’s exam.
4) sb/sth seems/ed to be/do/ have done
Danger seems to attend everything they have tried.
I seemed to hear a voice in the distance.
Practice: use “seem” to make up as many sentences as you can according to the pictures.
1)
2)
Practice
Choose the following words or phrases and use their proper forms to fill in the blanks: admire...for..., thrill, educate, divide...into..., base...on..., prevent, risk and it seems/ed.
Ocean Park Hong Kong
Ocean Park, situated on the southern side of Hong Kong Island, is one of the world’s acclaimed _________ theme parks covering more than 870,000 square meters of land. With 24 years of history, Ocean Park has established itself as one of the major tourist attractions in Hong Kong and Asia. Aside from entertainment through _______ rides and a wide variety of shows, the park _____________ its education and conservation programmers.
Ocean Park is divided into two sections: the Headland and Lowland. At the Headland, the visitors can ______ its many rides including the Crazy Galleon, Flying Swing, Raging River, space wheel, and so on. Another attraction is Dolphin Aquarium. Unlike some aquarium where the visitors ____________________ touching the dolphins, it allows the visitors to dive and play with the dolphins. ________________ people just can’t get enough entertainment and education in Ocean Park.
Possible answers:
educational, thrill, is based on, risk,
are prevented from, It seems that
? 高一英語初中教案 ?
6.________ vt. & vi. (使)震驚;震動
13.________ vt.損害;傷害→________ n.傷害;損害→________ adj.受傷的
14.________ n.電;電流;電學→________ adj.用電的;帶電的'→________ adj.與電有關的;電學的
1.a (great) number ________許多;大量的
8.tens ________ thousands of數以萬計
EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).
EX.1 All the towns were/lay in _____ (ruin) after the earthquake.
EX.2過量吸煙損害健康，因此你應該戒煙。
Heavy smoking ruins your health, so you should give up smoking.
EX.3用ruin, destroy, damage填空：
① Her heart was slightly _______ as a result of her long illness.
② His life was ________ by drink.
③ The earthquake almost _______ all the bridges in this area.
Exs.
①The soldier was ______ in the arm in the war.
②She was ______ slightly in an accident during the work.
③This bright light will do great ______ to your eyes.
④I was very much ______ at his words.
看例句再歸納：
1. I was shocked to hear that 17 people died in the explosion at a restaurant in Anhui.
2. I was shocked at the news that 17 people died in the explosion at a restaurant in Anhui.
3. I was shocked that 17 people died
in the explosion at a restaurant in Anhui.
excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…
trap sb. into (doing) sth.
EX.1警察設圈套使他講出實情。
telling the truth.
他陷入交通堵塞中，感到很無助。
1) He ___________ (trap) in the traffic jam and felt helpless.
2) When he __________ (trap) in the traffic jam, he felt helpless.
3) When __________ (trap) in the traffic jam, he felt helpless.
set a trap to do sth./for…
① The army organized teams to dig out those who were trapped and to bury
② He has learnt to bury his feelings.
③ You’ll never solve your problems if you just bury your head in the sand----you have to face them.
bury…in…
把……埋到……里;使……沉浸于……
④ She buried her face in her hands and wept.
EX.1對比練習：
他埋頭學習，不知道他的同學們早已經離開了。
1. As he ____________ (bury) in his study, he didn’t know that his classmates had left.
2. As he __________ (bury) himself in his study, he didn’t know that his classmates had left.
3. _____ (bury) in his study, he didn’t know that his classmates had left.
4. ________(bury) himself in his study, he didn’t know that his classmates had left.
7. =right now/ at once/in no time
8. by the end of到時候為止(常與_________連用)
9. EX.2 By the end of last month, he _________(learn) 3,000 English
10. words or so.
11. EX.3我會用愛迪生的一句名言來結束。
12. I’ll end up with a famous saying from Edison.
14. a (great/large) number of +(pl.) n.
15. the number of+(pl.)n.
16. EX.1 The number of foreign students attending Chinese universities_________ (be) rising steadily since 1990.
17. EX.2 ----The number of students are in
19. ----Yes. The number of students
21. 11. Thousands of families were killed and many children were left without parents.
22. leave做使役動詞，意為___________________
23. leave+賓語+賓補{doing sth.
25. {to do sth.
27. EX.1 You shouldn’t have left water ___________(run).
28. EX.2 She ran away _____________________
29. _______________. (她跑開了，留下她的男友
31. 12. It seemed as if the world was at an end!
32. → as if用于陳述語氣中：
33. It looks as if it’s going to rain.
34. She closed her eyes as if she was tired.
35. → as if用于虛擬語氣中：
36. 1). She behaved as if nothing ______________(happen).
37. →as if___________ “似乎要做某事”
38. 2). He opened his mouth as if _________ something. (say)
39. 12. It seemed as if the world was at an end!
40. → as if用于陳述語氣中：
41. It looks as if it’s going to rain.
42. She closed her eyes as if she was tired.
43. → as if用于虛擬語氣中：
44. 1). She behaved as if nothing ______________(happen).
45. →as if___________ “似乎要做某事”
46. 2). He opened his mouth as if _________ something. (say)
47. 13.Translate the following sentences:
48. 1). All hope was not lost.
49.
50. 2). Not everyone has passed the exam.
51. 3). I don’t want both the ties.
52.部分否定/半否定:
53. all/both/every... not...(not all/both/every…)
55. EX.1 ________ people can understand you.
56. = _____ people can _____understand you.
57.并不是所有的人都能理解你。
全部否定：
no, never, none, neither, nobody,
nothing, no one, nowhere…
EX.2這兩個男孩對我們都不粗魯。
Neither of the boys is rude to us.
One night, everything began ___________ (shake), with the pipes _________ (burst) and the electricity cut off. It seemed that the world was ______ an end. Some people were ______ (injure), some buried in the _______ (ruin) and some missing. Judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. But all hope was not lost, ________ soldiers were soon sent to help ______. With the help of the soldiers, everything returned to _______ (peaceful).
? 高一英語初中教案 ?
A Mother Who Stole the Gift
For every kid, Children’s Day is a big day , because they can enjoy the festival and get presents from schools and parents. While on this happy day, a mother was caught stealing chicken leg in the supermarket. The media paid much attention to it, because the mother was trying to bring the chicken leg as a gift to her daughter. The poor mother was forgiven by the public, as they had sympathy for her. As the media reported this news, many people wanted to donate money to this mother, helping her to buy gifts to her daughter. Though the mother made a mistake, she did it for love. Mother is the greatest person in the world. She not only gives us life, but also takes care of us all the time. No matter how hard life is, she will never let us concern about it.
對于每一個孩子來說，兒童節是一個很重要的日子，他們可以享受這個節日并且從學校和家長那里得到禮物。在這快樂的一天，一位媽媽卻在超市被抓到在偷雞腿。媒體很關注這件事，因為這位媽媽想把偷來的雞腿作為禮物送給女兒。這個貧窮的母親被公眾原諒了，他們都很同情她。由于媒體報道了這個消息，很多人想捐錢給這個媽媽，幫助她給她的女兒買禮物。雖然這位媽媽的行為是不對的，但是她是為了愛才這樣做的。母親是世界上最偉大的人，她不僅給了我們生命，還照顧著我們的一切。無論生活多么困難，她永遠都不會讓我們擔憂。
? 高一英語初中教案 ?
一、教學目標
知識目標
1. Get students to learn some useful new words and expressions in this part.
2. Get students to read the play.
3. Let students learn the expressions of ordering food.
能力目標
1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
2. Enable students to understand and act out the play.
3. Have students learn how to use the expressions to order food.
情感目標
1. Stimulate students’ interests of learning English by reading and acting this play.
2. Develop students’ sense of group cooperation and teamwork.
二、教學重點
1. Develop students’ reading and speaking skills.
2. Let students read and act the play.
3. Have students learn to use the expressions to order food.
三、教學難點
1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.
2. Get students to act the play.
3. Have students make a dialogue at the restaurant.
教學過程
→Step 1 Revision
1. Check the homework exercises.
2. Ask two students to retell the content of Act I, Scene 3.in their own words.
→Step 2 Warming up
We have learned that Henry got a letter from the two old brothers ,so please predict what will happen next.
→Step 3 Reading
1. Read the play fast to understand the gist and decide whether the following statements are true or false.
1)The owner looked down upon Henry when he noticed Henry’s appearance.
2)Henry asked for more of the same food because he is an American who like to eat a lot.
3)When Henry saw the million pound bank note, he was happy and proud of it.
4)The owner didn’t believe that the bank note was real and he asked Henry to get out of the restaurant.
2. Read the play carefully and do the following:
1)Answer these questions in small groups.
(1)Whose behavior changes the most during this scene? Give examples.
(2)What kind of person is the owner of the restaurant?
(3)Why do you think the owner of the restaurant gave Henry a free meal?
2)Pay much attention to the different attitudes towards Henry.
Before Henry shows his million pound bank note:
Owner Hostess Waiter
That one’s reserved.
Well, we will have to take a chance.
. . . if you pay the bill. . . My goodness! He eats like a wolf.
It’ll cost a tiny bit.
Again, everything?
What’s there to wait for?
After Henry shows his million pound bank note:
Owner Hostess Waiter
I’m so sorry, sir, so sorry.
Oh, please, don’t worry, sir. Doesn’t matter at all.
Just having you sit here is a great honor! . . . bow. . . Screams
And you put him in the back of the restaurant!
bow
. . . bow. . .
3. Retell the story:
With the envelope in hand, Henry decided to enter a restaurant for a meal. He ordered some ham and eggs and a nice big steak together with a tall glass of beer. The waiter told him the meal would cost him a tiny bit. After eating his first order, Henry asked for more of the same.
When Henry opened the letter, he found it was a million pound bank note. He was surprised but the owner and the waiter were shocked. The owner was not sure if it was genuine or fake. They couldn’t believe Henry who was in rags could be so rich. At last, the note was proved to be real.
After knowing that the bill is genuine, the owner thanked Henry again and again for his coming to his little eating place and even asked Henry to forget the bill . The owner, hostess and waiter all bowed together as Henry left.
→Step 4 Language points
1.order n. 要(叫)的菜 eg. May I take your order?
n. 順序，次序 eg. The books are arranged in order of size.
n. 命令 eg. Soldiers must obey orders
v. 命令 eg. The officer ordered his soldiers to march
v. 預定，預購 eg. I have ordered a steak.
2.take a chance 碰運氣
Eg. As for whether he will win the game or not ,we must take a chance .
Maybe true love is a decision, a decision to take a chance with somebody.
也許真愛只是一個決定，一個與某個人一起冒險的決定。
3. genuine adj 1)真正的，真實的，名副其實的;非人造的，非偽造的
Eg. Her wedding ring is made of genuine diamond.
她的結婚戒指是真正的鉆石做得。
2) 真誠的，真心的，誠實的
My genuine friend is not such right?
我真正的朋友不是這樣的對嗎?
3. Well, I did hear that the Bank of England had issued two notes in this amount. . . Anyway, I don’t think it can be a fake.
我確實聽說英格蘭銀行發行了兩張這樣面值的鈔票……不管怎樣, 我覺得這不可能是假鈔。
助動詞do或其他形式does, did在肯定句中用于謂語動詞前, 表示強調。例如:
I did tell him what I thought of.
我的確告訴過他我的想法。
can表示推測, 與主句中的not結合在一起, 表示“不可能”。例如:
It can’t be Jim. I know him too well.
不可能是吉姆, 我太了解他了。
5. But he’s in rags! 但是他穿得破破爛爛的。
介詞in后面接表示顏色或衣物等的名詞時, 意思是“穿著; 戴著”。例如:
The girl in green is a good friend of mine.
穿綠衣服的女孩是我的一個好朋友。
in rags衣衫襤褸
The old man in rags used to be very rich.
衣著襤褸的那位老人過去很富有。
6. As for the bill, sir, please forget it.
至于賬單嘛, 先生, 請把他忘了吧。
as for: with regard to至于; 關于
As for you, you ought to be ashamed of yourself.
至于你, 你應該感到慚愧。
As for the hotel, it was very uncomfortable and miles from the sea.
至于旅館呢, 非常不舒服, 而且離海邊有好幾里地
→Step 5 Acting
1. Ask students to listen to the tape and role play the text. Remind them to remember that Henry has an American accent while the owner, the hostess and the waiters all have British accents. Let them pay more attention to correct pronunciation and intonation.
2. Have as many groups as possible to act out the play in front of the class.
→Step 6 Speaking
1. Ask students to read Act Ⅰ, Scene 4 again and underline all the expressions used to order food. Read them aloud.
2. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.
WAITER/WAITRESS
Can I help you?
I’ll take your order in a minute.
Are you ready to order, sir/madam?
What would you like. . . ?
Enjoy your meal!
Here’s your bill.
Here you are. CUSTOMER
I’d like. . .
I’ll have. . .
Do you have. . . ?
What do you suggest?
I’ll have that.
The bill, please.
Can I have the check, please?
2. Suppose the situation: Now imagine you are having a good meal in a restaurant. Make a dialogue with your partner, who acts as a waiter/waitress.
3. Give several minutes for the students to prepare their dialogues in pairs.
4. Ask as many pairs as possible to present their dialogues to the class.
→Step 7 Extension
Many people are crazy about buying lottery tickets (彩票). What do you think of it?
● What kind of role do you think money plays in our daily life?
● Is money everything?
Suggested Answers:
Money is not everything.
Money can buy a house, but not a home.
Money can buy a bed, but not sleep.
Money can buy a clock, but not time.
Money can buy a book, but not knowledge.
Money can buy you a position, but not respect.
Money can buy you medicine, but not health.
Money can buy a friend, but not love.
Money can buy you blood, but not life.
→Step 8 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Act out the play.
新課標高一英語教案 本學期，高一年級進行了文理分科，我擔任的是高一（x）（x）兩個班的教學工作。雖然這兩個班都是文科班，但由于它們整體基礎不一樣，本學期的教學工作較之前有了稍微的變化。現總結如下： 一、根據教材，改變教學側重點 之前的模塊x和x的教學我基本上是按部就班的在講解課本上的知識，這樣的教學感覺很平淡，所以這學期在老老師的指導下，在自己鉆研教材的基礎上，我漸漸地找到了教材上的重中之重，并一步一步的引導學生掌握這些重點。本學期課文已經進入模塊x的學習，課文變得越來越長，句子也越來越復雜。我盡量把這些句子拆成學生比較熟悉的句型，并且把里面的語法點提煉出來。在學生能夠掌握的基礎上再讓他們學著整合一些新的句型，希望學生從了解到掌握，再在背誦的基礎上，徹底地會使用這些句型。此外，本學期的教學過程中，我還切實落實新課標，緊密結合新課標里要求的文化意識目標，側重于幫助學生積累文化背景知識，提高文化意識。同時，學英語時多了解一些英語國家的文化，也有助于語言的學習。比如在講授模塊x第三單元《Backtothepast》時，我補充了很多關于四大文明古國方面的知識，學生很感興趣，對后面知識的講解也很有幫助。 二、根據實際情況，統籌安排 本學期由于會考、中考和高考等原因，使授課時間比較緊張，因此我靈活統籌安排將部分較難的內容刪去不講，對重點和基礎知識進行精講精煉，讓成績好的學生能更加鞏固所學知識，也讓差生能夠有所收獲。 同時，由于課文的聽力部分對我校學生來講，難度比較大。因此，我只挑選出了比較簡單的部分進行訓練，其他仍以英語周報聽力為主。并且由于時間緊湊，有時還利用課余時間進行不斷訓練。同時，本學期學習仍以側重鞏固學生的基礎知識做起，從單詞，句型出發。 由于兩個班學生的底子不一樣，我在備課上面花了很多的時間。在4班的教學方面，我把重要的知識點給他們提煉出來讓他們通過比較、聯系、讀、背和練來掌握書上的內容。每次上課前5分鐘通過講一些小故事，或跟讀單詞的方法來讓他們進入學習的狀態。因為這個班很多男生的英語基礎不太好，我經常表揚他們，提高了他們的自信心。而在x班的教學上，我慢慢的訓練他們自己找重點句型，找重點單詞的用法，講解知識點的能力。課堂上給他們討論和提問的機會，給他們到講臺前面和下面的學生對答案的機會。 三、發揮學生的主動性作用，以少帶多 這次，我所教授的兩個文科班里，均有個別女生學習比較拔尖，并且有膽量，可以像小老師一樣在班級里進行簡單的教授。因此，利用這個優勢，我經常讓這幾個同學在早讀時，起來帶動大家讀單詞，讀課文。既給大家指定了任務，使有的同學不會無所事事，同時鍛煉了學生能力，也提高了學習效率。 四、激勵優生，鼓勵后進生，進行培優扶差工作 本學期，我仍堅持培優扶差策略。對優生我對他們提出更高的要求，充分發揮他們的潛力，提高他們的積極性，并在平時給他們另外布置一些相對有難度的任務，讓他們不斷接受挑戰，拓寬領域，同時也不斷肯定他們的成果。而對班級里的差生，我盡可能給予更多的關心、幫助和鼓勵。 五、虛心請教，認真學習，提高自己的教務水平 我們組內的老師們都很敬業，教學能力都很強，這學期我還是堅持到她們的班級聽課，聽完課之后及時對比她們的講授方法和自己的講課方式，好好地進行教學反思。在組內集體備課的時候提出自己在教學方面的所困和所獲，認真聽取她們的建議。同時利用網絡資源學習一些名師的教學過程，閱讀一些關于有效教學的文章，不斷給自己“充電”，以適應時代的發展對于教師職業技能的要求。 當然在這學期的教學過程中還有很多地方值得我不斷地去改進。特別是在尖子生的提拔上，在后進生的補差方面需要我不斷地想辦法來解決。 總結這一年來，我覺得自己在不斷的進步。在接下來一年里，學生也將進入另一更高層次。因此在今后的教育教學工作中，我將更嚴格要求自己，努力工作，發揚優點，改正缺點，多向前輩學習，爭取能夠更好地提高自己！ Somewhere along the line, the generation gap evaporated. Age separates us now and little else. We agree on most everything, perhaps because weve learned there isnt much worth disagreeing about. However, I would like to mention that fly fishing isnt all youve cracked it up to be, Dad. You can say what you want about wrist action and stance and blah, blah, blah... Ive been happily drifting for a lot of years, Dad, and I didnt see you getting older. I suppose I saw us and our relationship as aging together, rather like a fine wine. Numbers never seemed important. But the oddest thing happened last week. I was at a stop sign and I watched as you turned the corner in your car. It didnt immediately occur to me that it was you because the man driving looked so elderly and fragile behind the wheel of that huge car. It was rather like a slap in the face delivered from out of nowhere. Perhaps I saw your age for the first time that day. Or maybe I saw my own. 就是如許，您我之間的代溝漸漸消掉了。如今歲數和其它一些問題的差別把您和我分隔隔離渙散，可我們在很多工作的上的見解都是一樣的，這多是因為我們曉暢了沒有那么多的工作值得我們辯論吧。但是，我想提示一下的是，爸爸，飛蠅垂綸是您最喜好的一種釣法，您可以說些您想做的手段動作，站姿和一些沒有效的話甚么的。 爸爸，固然我已漂流很多年了，然則我很康樂。但是，我卻發現您沒有變老，照樣那么年青。 在英語學習中，我們常常會接觸到許多諺語。這些諺語一方面可以幫助我們學習英語語言和文化，另一方面也蘊含著人生的智慧。經過一段時間的學習和思考，我深刻體會到了英語諺語的重要性和價值，下面我將從幾個方面談談我的心得體會。 第二段：理解。 英語諺語是英語民族智慧的結晶，往往能夠簡潔而深刻地表達一種普適的真理。對于初學者來說，理解這些諺語雖然可能存在一定的困難，但是我們可以從上下文和相關知識入手，逐漸掌握它們的含義。通過解讀和理解這些諺語，我們能夠拓寬語言的視野，豐富詞匯和表達方式，同時也能夠更好地理解和融入英語文化。 第三段：應用。 英語諺語不僅僅是語言學習的工具，更是實踐和應用的指南。無論是學習、工作還是人際交往，英語諺語都能為我們提供寶貴的經驗和指導。例如，“Romewasn'tbuiltinaday.”這句諺語告訴我們，成功需要時間和耐心，不能急于求成。又如，“Actionsspeaklouderthanwords.”這句諺語教導我們，不要只言而不行，應該用實際行動來證明自己。通過運用這些諺語，我們能夠更好地面對各種情況和困境，做出明智的決策。 第四段：反思。 我發現，英語諺語不僅僅對于英語學習和實踐有著積極的影響，更能夠引發對自我和人生的深思。通過閱讀和思考這些諺語，我們能夠反思自己的行為和思維方式，并且不斷提升自我。例如，“Afriendinneedisafriendindeed.”這句諺語告訴我們，在困境中，能夠伸出援手的才是真正的朋友。通過思考這句諺語，我意識到要從自己做起，成為別人需要的朋友。英語諺語讓我不僅僅是學習了語言，更是學習了做人和處事的智慧。 第五段：總結。 通過學習和應用英語諺語，我深刻體會到了它們的重要性和價值。諺語不僅幫助我們學習英語語言和文化，還能引發對自身和人生的思考。它們是言簡意賅而又博大精深的，是人生和實踐的真理之言。在今后的學習和生活中，我將繼續運用英語諺語，不僅提升自己的語言能力，更塑造自己的品格和智慧。 Check the homework with the whole class. Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures. T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?” S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time. S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set. T: That’s too terrible. S3: The noise when planes take off. S4: The sound of trains. T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂? Ss: No, we have no chance to hear that. T: If there is a sound like this, what is it? S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound. T: Terrific! You are using a literary way to express the sound. S6: When an earthquake happens. T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ? S7: The earth is shaking . All the buildings will fall down. S8: Many people will die. And perhaps many children will lose their parents. T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures? S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings. S2: From the picture of San Francisco,I can see that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large. T: Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion. There are two questions in this part. Both are very interesting. The first one c an more or less reveal the students’ values; while the second one can enlarge their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good. T: Now, let’s look at the pictures. What are the predictions of an earthquake? S1: Before an earthquake animals will become nervous. Cows, pigs, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes. T: Terrific! Where did you get this knowledge? S1: From geography. I like it. T: good. Sit down please. S2: Madam, I don’t know the meaning of the picture with two women. T: It doesn’t matter. You will know it soon after reading our text. OK. Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be? S3: I’ll take all my money. People can’t live without money. S4: I will take as much water as possible. Because it is said that people can keep alive for nearly 7 days by drinking without any food S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat. S6: I will carry my grandma. She is my most loved person in this world. She brought me up. T: What a dutiful child you are! I’m very glad to hear that. Sit down please! It seems that all of you know what you should do during an earthquake. OK. Let’s read our text, and see what it tells us. In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. Ask them to pay attention to the first sentence of each paragraph. This can help them finish exercise3 in Comprehention. It is about the main idea of each paragraph. Then ask them to read the text again carefully to obtain some details. Before reading for the second time, show some questions on the screen, and let the students read the questions first. These questions can guide them to have a good understanding about the text. They can also make preparations for Exs1-2,which are about details. T: At first I’d like to read the text quickly to get the general idea of the article. While reading, you should pay attention to the sentence of each paragraph. T: Have you got the general idea of the text? S1: There is no quick answer to this question . Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph? S1:OK. That’s easy. The main idea of the passage is some signs of the earthquake, and what would happen during the quake. T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (Teacher writes the word on the blackboard ) Do you understand the meaning of the word? T: Sequence means the order of the events. It can tell us which event happens first, and which happens later. Do you know the sequence that is used in our text? S3: Yes. At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake. T: Quite right! Now please look at the screen, these are the first sentences of each paragraph. Read them and think if they are the main idea of the text. If necessary, you may make some changes to make more exact. Teacher shows the screen and gives a little time to think it over. 1.Strange things were happening in the countryside in the northeast Hebei. 2.The disaster happened and caused a lot of loss. 3. All hope was not lost. T: Now, it’s time for us to read the text carefully. But before reading, you should read some questions first. These questions may help you get some information quickly and easily. Now look at the screen, and read the questions. 1.What natural signs of a coming disaster were there? 2.Can you think of some reasons why these signs weren’t noticed? 3.What events probably made the disaster worse? 4.What situations probably made the disaster worse? 5.How were the survivors held? Show the questions on the screen. 1.From whose point of view are events described? How do you know? 2.What is the mood of this passage? How is it created? 3.Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened? 4.Why is the title A NIGHT THE EARTH DIDN’T SLEEP? 5.What does the sentence “Slowly, the city began to breathe again.” mean? Answers: 1. He uses third-person to describe the quake. His description is very objective. For example, the second sentence in the third paragraph. The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we. 2.The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed. 3.Although the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting. 4.I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was. 5.Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to the city. The city will not die, she has hope and she can recover from the pain. 2.1. The walls of the villages wells had cracks in them. 3. Brick buildings were destroyed. 4. The army helped the survivors. 5. Shelters were put up for those with no homes. 3.1. Strange things were happening in the countryside in northeast Hebei.. 1.The disaster happened and caused a lot of loss. 2.All hope was not lost. 一、教學內容 pre-reading; reading; comprehending 二、教學目標 在本節課結束時，學生能夠 l 認識節日的分類以及節日對人們生活的影響，從更深入的層面理解各國節日的意義。 l 運用略讀(skimming)、找讀(scanning)、細讀(careful reading)等閱讀技巧來掌握篇章中心內容，獲取閱讀文章中的關鍵信息。 l 根據上下文，理解本課的生詞、詞組，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。 三、教學步驟 步驟一 略讀(skimming) 1.學生看reading中的圖片和標題，兩人一組討論閱讀材料中將介紹什么信息，完成pre-reading的練習2。鼓勵學生在班內發表個人的見解。 2.老師指導學生快速瀏覽文章中的小標題和每個自然段的首句，了解文章大意，即不同的節日或慶典類型代表著不同的含義，有些是紀念死者的，有些是紀念人士的，有些是慶祝冬天的結束春天的播種、秋天的豐收、以及獵人獵到獵物等等。 設計意圖：快速瀏覽圖片、標題信息、文章中的小標題和每個自然段的首句進行略讀，可以使學生在較短時間內準確地找到文章的基本信息。 步驟二 找讀(scanning) 1.老師先讓學生看“理解”中的練習1，了解節日的分類，老師可做必要的解釋。 設計意圖：學生在把握了節日的分類后，他們在完成下列各環節時更有針對性。 2.讓學生帶著練習1中的任務通讀一遍課文，重點閱讀和練習有關的內容，快速找出練習所要求的基本信息。 設計意圖：通過找讀，學生帶著任務就可以快速獲得練習1所要求的關鍵信息。 3. 在老師的指導下，全班合作填寫練習1表格中的第一行。然后，老師要求學生獨立完成余下的三行表格的填寫。學生完成表格的填寫后，老師作點評。 設計意圖：學生在第一環節中完成了節日的分類、第二環節中找到了練習1中的關鍵信息后，學生在本環節進一步整合信息，完成練習1表格的填寫。 步驟三 細讀(careful reading) 1. 學生仔細閱讀課文，獨立完成comprehending中練習2的問題1~3，然后請幾個學生回答，最后全班核對答案。 設計意圖：練習2中的問題1~3較4~5簡單，通過細讀全文，學生能夠獨立作答。 問題1~3的參考答案： 1) festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people. 2) autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished. 3) at spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring. 2. 學生4人一組討論問題4~5，然后每組選出一名代表，匯報討論結果，最后老師給予指導并得出盡可能一致的意見。 設計意圖：問題4~5是開放性的問題，通過討論，學生可以根據文章的線索進行推理，根據已有的知識和經驗得出問題的答案。在匯報中，學生就能夠分享彼此的成果。 問題4~5參考答案： 1) it is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while. 2) the chinese, japanese and mexican festivals of the dead all have customs to honour the dead. the chinese and japanese go to clean their ancestors’ tombs. 步驟四 歸納內容、對比 完成練習3~4的深層次的閱讀理解任務： 老師要求學生探討課文的整體結構和細節，從每個自然段中找出練習所需的具體的例證。然后老師指導學生完成表格的第一行。學生仿照第一行的填寫方法，完成表格其它行的填寫。在老師幫助下全班同學一起核對答案，力爭取得較一致的意見。 設計意圖：通過本環節的學習，學生能夠體驗歸納、總結、對比的學習過程，同時，為完成后續的寫作任務做鋪墊。 步驟五 解決閱讀中學生遇到的困難 老師要求學生朗讀課文。然后4人一組根據上下文討論在閱讀中遇到的難以理解的單詞和詞組，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等，先是組內探討解決，組內解決不了的，老師給予幫助。 設計意圖：解決閱讀中的障礙，培養學生根據上下文進行猜詞的能力。 步驟六 歸納整理、復述課文 1. 老師事先用投影呈現出本課信息圖，學生在老師的引導下，共同完成信息圖中的信息填寫，選一名學生填寫投影中的信息圖(可用詞或短語)。然后學生根據“信息圖”用自己的話復述課文： 設計意圖：教學生如何處理和加工信息，檢查學生對課文中的主要信息、事實、情節要點等是否清楚，訓練學生靈活運用所學語言表達自己的思想。 步驟七 作業 讓學生把復述的內容寫成短文。 設計意圖：進一步加強學生對課文中主要內容的掌握，培養學生寫summary的技巧。 萬瑤 李海棠 支明 一。英漢互譯 1．參加_______________________ 11.maintain a balance of__________________ 2.紀念…，向…表敬意_________________ 12.enter sth. into sth._____________________ 3在開幕式上__________________________ 13.look at doing sth._____________________ 4．打破記錄________________________ e up with a good idea________________ 5．對…做出貢獻_____________________ pete with sb. in sth.__________________ 6．試圖、努力做某事__________________(v.)16.join sb. in doing sth.___________________ _________________________________(n.) 17. with their attempts to push the limits of 7．在…中發揮作用，在…中扮演角 human achievements________________________ ______________________________ 18.be recognized as sth.__________________ 8．使…處于控制之下____________________ 19.be delighted to do____________________ 9．給…讓路，讓位給…_________________ 20.a lighted match____________________ 10．卷入做某事，專心做某事__________________ 二。根據首字母填寫單詞 1．i b______ $2,000 for the painting. 2. finish your tasks in time , o_________ i’ll punish you . 3. china will be the h_______ country for the olympics. 4. the doctor advised her to have a p__________ examination. 5. the suggestions he made at the meeting were of great s_____________. 6. the kids sleep in s_________ beds. 7. he r________ from the business when he was 60. 8. they had warned me on the p__________ day. 9. her o_________ left the tennis court in tears. 10. ioc stands for international olympic c___________. 三。選擇題 1. both the boys wanted to compete _____ the race. a.in b.for c.against d.with 2. no matter _____ hard it may be, i will carry it out. a.what b.whatever c.how d.however 3. european football is played in 80 countries, _____ it the most popular sport in the world. a.making b.makes c.made d.to make 4. there is a party tonight _____honor of our new president. a.for b.in c.with d.on 5. i shall be delighted ______ with you. a.go b.going c.to go d.to going 6. he found _____very difficult to get to sleep. a.this b.that c.its d.it 7. great changes _____ in china in the past few years. a.were taken place b.took place c.have been taken place d.have taken place 8 -----where and when _____ the first modern olymipcs held? -----1896 in athens,greece. a.were b.was c.are d.is 9. the founding of the people’s republic of china is a great ____ in the history. a.affair b.business c.matter d.event 10. a quarter of the class _____ students from the country. a.are b.is c.was d.have 11. i must answer all the questions, _____ i? a.mustn’t b.don’t c.shouldn’t d.won’t 12. i _____ there, but i couldn’t find time. a.would be b.should be c.should have been d.ought to be 13. you’d better bring an umbrella with you, _____ you? a.wouldn’t uldn’t c.shouldn’t d.hadn’t 14. we don’t allow _____ in the reading room. who has allowed you _____ here? a.smoking; to smoke b.to smoke; smoking c.smoking; smoking d.to smoke; to smoke 15. -----there is a lot of smoke coming out of the house. -----really? it _____be a fire, most probably. a.must b.might c,ought to d.can 16. -----where will you start your work after graduation? -----mmm, it’s not been decided yet. i _____ continue my study for a higher degree. a.need b.must c.would d.might 17. -----i telephoned you twice last night, but anyhow, i couldn’t get through to your house. -----i think that the lines might have been out of order, _____? a.don’t you b.haven’t they c.weren’t they d.hadn’t they 18. why _____ you insist on marrying that girl? you really disappoint me! a,should b.shall c.need d.must 19. the international agreement, _____ to encourage children not to smoke and help people kick the habit, was signed on february 27 this year. a.intending b.to intend c.intended to be intended 20. the teacher repeated the explanation several times _____ the child to understand it completely. a.in order to b.so as to c.in order that d.in order for 四、完成句子 1、since we’re not in a hurry ,we ____ _______ _______(不妨，不如做某事) wait for the next bus as this one is much too crowded . 2、--she looks very happy ,she _______ ________ _________(通過)the exam. --i guess so .it’s not difficult after all. 3、-i didn’t take notes at yesterday’s meeting because i had left my pen at home ---you ____ ________ ________ _________ (本可以借我的) wasn’t using it 4、he has a good way to _____ the students’ brains _______ (使學生頭腦動起來) . 5、________ women ______ ________ to _____ _______ _____ their own _________ at a _______ festival ______ _______ _______ the wife of the greek god zeus. 未婚女性被允許在另外一個節目中參加她們自己的比賽。 6、______ _______ ________ would _______ _______ __________ for countries and people to live________ __________ ________ _______ . 奧運會使得所有的國家和人民和平相處成為可能。 7、we have every reason to believe that ______ 2008 beijing olympic games will be _______ _________ . 我們有充足的理由相信奧運會會圓滿成功。 8、he is ______ ________ ___________ the greatest __________ ________ of ______ ______ . 他被廣泛地認可為有史以來最出色的長跑運動員。 9、______ me _____ _______ the olympic movement a successful future to _________ its _________ past. 讓我們共同祝愿奧林匹克運動有一個成功的未來，以映襯其輝煌的過去。 10、i email my parents every _______ _______（每兩天）. 11、the ioc has still not _________ the sport because it wants to ________ ______ __________ of sports. 國際奧委會目前還沒有批準該項目，因為它希望能夠維持比賽項目的平衡。 12、liu xiang _______ people ______ _______ ________ ________ when be became the first asian _____ _______ _________ _______ ________ in the men’s 110-metre hurdles. 當劉翔成為奪取男子110米跨欄的金牌的亞洲第一人時，他使全世界的人都為之激動。 m4 unit2的答案 二．寫單詞 1．bid 2. otherwise 3. host 4. physical 5. significance 6. separate 7. retired 8. previous 9. opponent 10. committee 三．選擇題 1---5: acabc 6---10: ddada 11---15: acdac 16---20: dcdcd 四．完成句子 1. might as well 2. must have passed 3. could have borrowed mine 4. get working 5. unmarried were allowed take part in competition separate in honor of 6. the olympic games make it possible peacefully side by side 7. the a success 8. widely recognized as distance runner all time 9. join in wishing match glorious 10. 2 days / second/other day 11.approved maintain a balance 12. excited all over the world to win the gold medal 110-metre 主備人 swan 授 課 時 間 .9． 教 學 目 標 make students pay attention to their health, and how to keep healthy. get the ss to improve oral english by talking about the pictures. students are expected to express their own opinions by comparing the importance of beauty and health 教學重、難點 (1) find the main points in the three letters and express them. (2) understanding the text. 教、 學 具 a projector and some slides 預 習 要 求 preview the new words and the expressions of this unit. 教師活動內容、方式 學生活動內容、方式 旁注 step 1 lead-in (1) some people are overweight, some are a little fat, and some are slim. find why people are fat. (2) discuss ways of losing weight. a) going on a diet b) exercising in the gym c) receiving surgical treatment d) taking weight-loss pills (3) talk about the advantages, disadvantages & examples of the ways of losing ways. step 2 reading comprehension (1) general questions: (1st reading) where does amy come from? what kind of pills did amy take? what caused amy’s liver to fall? (3) ex c1 choose the best answers. (2nd reading) questions: 1-6 step 3 further reading (1) ex c2 find the main points in the three letters (3rd reading) subjects main points 1 dying to be thin 2 recovering 3 re: recovering (2) ex d1 d2 detailed understanding and learning new words in the context. step 4 develop reading ability through usage (1) ex e complete the letter based on the text. step 5 consolidation and expansion (choose one of the following.) (1) suppose you are amy’s best friend. what advice or suggestions would you give to amy? (2) do you think pictures of film stars and models cause young people to worry about their looks? why or why not? (3) what do you think is the best way to keep healthy? why? step 6 homework read the whole text (1) to know what amy had to stay slim and how she recovered. (2) to learn some language usages step 7: look at the four pictures carefully. you can begin the activity like this: there are four pictures here. first of all, i would like yo7 to imagine the situation and try to describe it with your own words. e.g.: last sunday, after leaving school li ping went home feeling extremely tired. the wanted to have a good rest and relax. when his parents said hello to him, he was so impatient that he did not say anything and went straight to his own bedroom. though his patents were very confused, they did not ask him why and continued with the cooking. after a while, loud music came front li ping’s bedroom. his mother was very angry and she rushed into his room. do the following tasks: do you think appearance plays an important part in your life? which do you think is more important, looking good or feeling good? 2: find more examples: 3.discuss choose one picture and have a free talk. (1) who is the person? (2) the reason why he/she does so as the picture shows ask the students to use their imagination and talk about each pictures as fully as possible. ask them to share their opinions with the classes. 課 題 m1u2 課時 9-2 language points 主備人 swan 授 課 時 間 2008.9． 教 學 目 標 learn the language points in the task 教學重、難點 some words and phrases the rest + cn.\ un 教、 學 具 a projector and some slides 預 習 要 求 preview the new words and the expressions of this unit. 教師活動內容、方式 學生活動內容、方式 旁注 step 1: revision and lead in: review how to find the gist and how to write a diary and thank you letter. step 2: language points 1: mix v. eg: oil does not mix with water mixed a. his feeling about his daughter’s marriage are rather mixed. mixture n. air is a mixture of all kinds of gases. 2: score n. make a score\ keep the score eg: the score in the final was 4-3. vt. our team scored 3 points in the first half. 3: interest n. 1) have interest in he does not have much interest in sports. lose (an) interest in she lost interest in her work. 2) 利益 （常用復數） they looked after their won interest. phrases: 1： stay up he stayed up all night, doing his experiment. 2: after all \ in all \ first of all \ above all \ at all 3: rising or falling tone rising, falling 是現在分詞作定語 tones used in putonghua 4: be nervous about (of ) they are nervous about ( of ) their first trip abroad. be anxious to do \ be worried about 5: clear up the weather forecast says it will clear up this weekend. after you have finished your meal, please clear up the table. 句子： 1： ````the rest of the writing is merely supporting information. the rest of the books are```` the rest of the money is ````` 2: i can ride my bike at the weekends instead of waiting so long for the bus. instead of ```` he will attend the meeting instead of his boss. he stayed in bed instead of working. 3: i did not think my mum missed talking with me, but he did. miss doing sth i missed buying the may number of the magazine. 課 題 m1u2 課時 9-3 language points 主備人 swan 授 課 時 間 2008.9． 教 學 目 標 language points 教學重、難點 surprised/ surprising, 介詞+關系代詞 介詞+關系代詞 教、 學 具 a projector and some slides 預 習 要 求 preview the new words and the expressions of this unit. 教師活動內容、方式 學生活動內容、方式 旁注 step 1:lead in: retell the text step 2: language points 單詞1: surprise n. eg:to our surprise, he could do it by himself alone. vt. eg: what he did surprise us all. surprising news\ exciting game\ surprised expression\ excited people 2: touch vt. eg: i felt someone touch me on the shoulder. his story touched all the people present. the young man touched the keys of the piano. 3: explain v. explain sth. to sb. eg: he explained the outline of his plan to us. explain to sb. wh-\ that eg: can you explain to us that she could not come because she was ill. 4: trust vt. trust sb. eg: you should not trust the man. trust sb. to do sth eg: you must trust him to do the work. you cannot trust the bus to run on time. n. (in) eg: please put\ place \ have trust in her. i have no trust in him. 6: punish vt. punish sb. for ( doing )sth. eg: the angry father punished his boy for not obeying him. n. punishment eg: prison is a punishment for those who break the law. adj. punishing 詞組7: be supposed to eg: we were supposed to be here at seven. who is supposed to look after the children? 8： deal with v. retell the text before the whole class. step 2: listen to the tape. while listening, follow the tape and find the difficult point in the book. ask the students to use their imagination and talk about each pictures as fully as possible. ask them to share their opinions with the classes. 課 題 m1u2 課時 9-4 language points 主備人 swan 授 課 時 間 2008.9． 教 學 目 標 get to know some differences between american and british english. get to know some colloquialisms. 教學重、難點 what is the meaning of the colloquialisms? how to guess the meaning of a colloquialism. 教、 學 具 a projector and some slides 預 習 要 求 preview the new words and the expressions of this unit. 教師活動內容、方式 學生活動內容、方式 旁注 step 1:revision and lead in: 1: revision: review the language points we learnt in the last class. 2: lead in: read some sentences. let students judge whether they right or wrong. (you can choose american english and british english. so all of them are right). then tell the students why. step 2: look more phrase and words. use the word the change the underlined words. and then check the answer. step 3: colloquialisms: 1: look at the pictures and the words. guess the meaning of the words. pare a) 2: guess and look up the meaning of the following italicized expressions mean and then look them up in a dictionary. (part b) review the language points. guess the meaning and translate them into chinese. guess and do the homework. 課 題 m1u2 課時 9-5 grammar 主備人 swan 授 課 時 間 2008.9． 教 學 目 標 attributive clause 教學重、難點 preposition + which \ preposition + whom preposition + which \ preposition + whom 教、 學 具 a projector and some slides 預 習 要 求 preview the new words and the expressions of this unit. 教師活動內容、方式 學生活動內容、方式 旁 注 step 1: revision: review some colloquialisms.( error correction) 1.these who have plenty of money will help their friend. 2.this is the longest train which i have ever seen. 3.which we all know, swimming is a very good sport. 4.i shall never forget those years which i lived in the farm which you visited last week. 5.the radio set which i bought it last week has gone wrong. step 2: 1: lead in: (make a difference) this is the house which i lived in two years ago. this is the house where i lived two years ago. this is the house in which i lived two years ago step 3: 介詞+關系詞 1: 說明： 1）介詞后面的關系詞不能省略。 2）that前不能有介詞。 he lived in london for 3 months, during that time he learned some english. 3） 某些在從句中充當時間，地點或原因狀語的“介詞+關系詞”結構可以同關系副詞when 和where 互換。 this is the house in which i lived two years ago. this is the house where i lived two years ago. do you remember the day on which you joined our club? do you remember the day when you joined our club? 2：介詞任何確定： 1） 根據后面的動詞搭配： eg: the school in which he studied one year ago has become ruins. 2) 根據前面的名詞： eg: do you remember the day on which you joined our club? 3) 根據前面的動詞與后面的名詞搭配： eg: he made a hole in the wall though which he can see what was happening in the room. 課 題 m1u2 課時 9-6 grammar and usage 主備人 swan 授 課 時 間 2008.9． 教 學 目 標 attributive clause 教學重、難點 how to help the students to learn the grammar efficiently. differences between where, when, and which 教、 學 具 a projector and some slides 預 習 要 求 preview the new words and the expressions of this unit. 教師活動內容、方式 學生活動內容、方式 旁 注 step 1: revision 1: this is the house _____i was born. 2: she is the girl ____you lent your bike. 3: this is the pen ___ i wrote the letter. 4: here is the address _____you should write. 5: we love the village ___we worked for 2 years. 6: those are the books ____ we are talking just now. 7: he is the students _____i lent my dictionary. 8: can you lend me a chair ___ i can sit? 9: the bus _____i often go to school has not come yet. 10: he is just the student ____you want to make friends. 11: the library ____ i borrowed a magazine is not very big. 12: this is the shop ___ i bought the bike. 13: the train ___ she was traveling was late. 14: there is no dictionary ___ you can find everything. 15: i will show you a chop ____you may find all you want. step 2: 關系副詞引導的定語從句 關系副詞可代替的先行詞是時間、地點或理由的名詞，在從句中作狀語。 1）when, where, why 關系副詞when, where, why的含義相當于“介詞+ which”結構，因此常常和“介詞+ which”結構交替使用，例如： there are occasions when (on which) one must yield. 任何人都有不得不屈服的時候。 beijing is the place where (in which) i was born. 北京是我的出生地。 is this the reason why (for which) he refused our offer? 這就是他拒絕我們幫助他的理由嗎？ 2）that代替關系副詞 that可以用于表示時間、地點、方式、理由的名詞后取代when, where, why和“介詞+ which”引導的定語從句，在口語中that常被省略，例如： his father died the year (that / when / in which) he was born. 他父親在他出生那年逝世了。 he is unlikely to find the place (that / where / in which) he lived forty years ago. 他不大可能 找到他四十年前居住過的地方。 3 判斷關系代詞與關系副詞 方法一： 用關系代詞，還是關系副詞完全取決于從句中的謂語動詞。及物動詞后面無賓語，就必須要求用關系代詞；而不及物動詞則要求用關系副詞。例如： this is the mountain village where i stayed last year. i'll never forget the days when i worked together with you. 方法二： 準確判斷先行詞在定語從句中的成分(主、謂、賓、定、狀)，也能正確選擇出關系代詞/關系副詞。 例1. is this museum ___ you visited a few days age? a. where b. that c. on which d. the one 例2. is this the museum ____ the exhibition was held. a. where b. that c. on which d. the one 答案：例1 d，例2 a 例1變為肯定句： this museum is ___ you visited a few days ago. 例2變為肯定句： this is the museum ___ the exhibition was held. 在句1中，所缺部分為賓語，而where, that, on which都不能起到賓語的作用，只有the one既做了主句的表語，又可做從句的賓語，可以省略關系代詞，所以應選d。 而句2中, 主、謂、賓俱全，從句部分為句子的狀語表地點，既可用副詞where，又因 in the museum詞組，可用介詞in + which 引導地點狀語。而此題中，介詞on 用的不對，所以選a。 關系詞的選擇依據在從句中所做的成分，先行詞在從句中做主、定、賓語時，選擇關系代詞 (who, whom, that, which, whose)； 先行詞在從句中做狀語時，應選擇關系副詞 ( where 地點狀語，when 時間狀語，why 原因狀語) get ss to fill in the blanks. learn the usage of when, where, why. 課 題 m1u1 課時 9-7 task 1 主備人 swan 授 課 時 間 2008.9． 教 學 目 標 improve students’ listening ability 教學重、難點 how to improve students’ listening ability how to understand tones in spoken english? 教、 學 具 a projector and some slides 預 習 要 求 preview the new words and the expressions of this unit. 教師活動內容、方式 學生活動內容、方式 旁注 step 1: revision and lead in: （改錯） 16.please put the letter which he can easily find it. 17.the house in the front of which there is a big tree was built more than 1000 years ago. 18. antarctic ,which we know very little is covered with thick ice all the year round. 19.the reason why i was away from school is because i was ill yesterday. 20.it was a meeting that importance i didn't realize at that time step 2: understand tones in spoken english. 1: understand the meaning of volume, rising or falling tone, stress on certain words, pauses in the sentences. 2: listen to the sentences on the tape. write the most correct emotional meaning in each blank. 3: listen to one more sentence. how do you think the speaker feels about the man? step 3: listen to the calls received by a radio talk show host and write the names of the callers in the spaces below. step 1: do the following exercises. step 2: listen and do the exercises 課 題 m1u1 課時 9-8 task 2 主備人 swan 授 課 時 間 2008.9． 教 學 目 標 improve students’ speaking reading ability 教學重、難點 how to improve students’ reading ability how to get the main idea of a text how to understand a thank you letter 教、 學 具 a projector and some slides 預 習 要 求 preview the new words and the expressions of this unit. 教師活動內容、方式 學生活動內容、方式 旁 注 step 1: revision and lead in 1: review the attributive clause（ 改錯） 1oh the wall hung a picture, which color is blue. 2.whenever i met him , that was fairly often, i like his sweet and hopeful smile. 3.the visitor asked the guide to take his picture there stands the famous tower. 4.the boss whose department ms king worked ten years ago look down upon women. 5.i don't like the way which you speak to her. step 2: students may be asked to work in groups of four. have each of the group read and diary entry and find the main point and circle the words, which show the mood of the writer. then ask them to tell in turn what they have learnt after reading. answer: 1: today has been a great day because my parents bought me an expensive bike. (happy) 2: we had a maths test and do not i an nervous about my results.(tired, afrasid, nervous) 3: i failed the maths test and do not know how to tell my parents.(upset) 4: all that worrying was for njothing. (very happy, glad) step 3: read the thank you letter on page 35. ask them to find the answers to the following questions: 1:who wrote the letter? 2: to whom is the letter written? 3: why is the letter written? step 4: listen to the letter again. do true or false questions in the book. step 4: summary: the most important part of reading is to be able to understand the gist or the main point. often only a few words are used top make a main point, and the rest of this writing is merely supporting information. good readers learn to quickly get the gist of what they read. step 1: do the following tasks: 1: find some information about drama. 2: talk about the topic the teacher giving to them. step 2: read and answer the questions. 1) scanning and skimming 2: read and fill in the blanks step 3: fast reading step 4: careful reading step 5: get to know how to find the gist of a text or the main idea of a text. 課 題 m1u1 課時 9-9 assessment 主備人 swan 授 課 時 間 2008.9． 教 學 目 標 learn the language points in the task 教學重、難點 the form of a notice in english and understand the outline of starting a school club. 教、 學 具 a projector and some slides 預 習 要 求 preview the new words and the expressions of this unit. 教師活動內容、方式 學生活動內容、方式 旁 注 step 1: revision and lead in: review how to find the gist and how to write a diary and thank you letter. step 2: language points 單詞1: mix v. eg: oil does not mix with water mixed a. his feeling about his daughter’s marriage are rather mixed. mixture n. air is a mixture of all kinds of gases. 2: score o. make a score\ keep the score eg: the score in the final was 4-3. vt. our team scored 3 points in the first half. 3: interest n. 1) have interest in he does not have much interest in sports. lose (an) interest in she lost interest in her work. 2) 利益 （常用復數） they looked after their won interest. 詞組 1： stay up he stayed up all night, doing his experiment. 2: after all \ in all \ first of all \ above all \ at all 3: rising or falling tone rising, falling 是現在分詞作定語 tones used in putonghua 4: be nervous about (of ) they are nervous about ( of ) their first trip abroad. be anxious to do \ be worried about 5: clear up the weather forecast says it will clear up this weekend. after you have finished your meal, please clear up the table. 句子： 1： ````the rest of the writing is merely supporting information. the rest of the books are```` the rest of the money is ````` 2: i can ride my bike at the weekends instead of waiting so long for the bus. instead of ```` he will attend the meeting instead of his boss. he stayed in bed instead of working. 3: i did not think my mum missed talking with me, but he did. miss doing sth i missed buying the may number of the magazine. 本單元緊扣“女性”這一中心話題，通過介紹幾位生活在不同國度的杰出女性，探討女性在社會生活中的地位、價值和貢獻，關注她們所面臨的困難，謳歌她們在社會各個領域的成就。學習本單元內容有助于提高學生對婦女的社會角色的認識，培養學生（尤其是女學生）的自信心、事業心和社會責任感，建立正確的性別觀和社會觀。 “熱身”(warmingup)部分要求學生評論課本列出的六位女性，提出自己的觀點和理由。該部分呼應了模塊一中第五單元nelsonmandela－amodernhero的“讀前”部分。在學習這一單元時，學生們經過討論已總結出評定偉人的標準。因此，在教本單元時，教師可以讓學生沿用這一標準，并針對本單元具體內容進行討論，當然，學生也可以提出自己的看法。 “讀前”(pre-reading）部分提出了兩個問題：簡·古道爾為什么不在大學里進行專業的生物學研究而要到非洲去研究黑猩猩？你同意她的這種做法嗎？這兩個問題還要求學生思考兩種不同的研究方法（即實驗室研究法與野外研究法）的優勢與不足之處。然后，要求學生看課文中的標題和插圖。 “閱讀”（reading)部分以《非洲野生動物保護者》為題，描寫了簡與她的同事們在非洲原始森林觀察非洲黑猩猩的一個片段，并闡釋她從事這項工作的重要性以及她所取得的成就。盡管他們在野外的考察工作又臟又累，但他們覺得這樣做是值得的，他們有一些重要的發現是在學校的實驗室不可能獲得的，這正是簡·古道爾要到非洲原始森林來的原因。她通過許多年的研究，幫助人類了解黑猩猩的生活習性。她強烈呼吁讓動物回歸自然，反對用動物作廣告或從事娛樂活動，她力圖喚起人類理解動物、尊重動物和保護動物的意識，而她所取得的成就無疑是對有進取心的廣大婦女的莫大鞭策和鼓舞。“理解”(comprehending)部分有四項練習，分別從不同層面引導學生進行閱讀。前三個練習通過選擇題、歸納段落大意和填表格來檢查學生對閱讀篇章的表層理解程度。練習四要求學生必須在深刻理解課文內容的基礎上，對課文中簡的行為表達自己的看法。通過討論這四個開放性的話題，可以堅定學生保護動物的信念。 “語言學習”(learningaboutlanguage)部分主要著重于詞匯和語法的訓練。詞匯學習部分主要通過詞語釋義、同源詞對比、反義填空等多種形式的練習幫助學生熟悉構詞法、重點詞匯以及短語。語法部分緊扣“主謂語一致”這一語法項目，重點學習如何確定集合名詞的數，通過句子填空讓學生在語境中判斷幾何名詞單復數概念，并通過短文填空綜合操練主謂語一致。該部分不僅關注主謂語一致的語法形式和意義，也關注了主謂語一致的語用價值。 “語言運用”(usinglanguage)部分綜合訓練聽說讀寫的能力。閱讀部分介紹了另一位杰出女性一一林巧稚，我國的婦科疾病專家。她以其執著的追求和不懈的努力 教師備課系統──多媒體教案 獲得事業上的成功；她關注貧窮的婦女和母親，尤其是農村婦女，她以善良和愛心贏得人們的尊敬。不但如此，她還把畢生的心血全部貢獻給了她的病人和中國的醫療事業。這篇文章不僅僅要讓學生了解一位中國杰出女性的生平，更重要的是它在如何選擇未來事業的問題上給予學生一定的啟發。聽力部分要求學生在聽完錄音后，列出女性在通向成功道路上所面臨的特有的困難。說的部分要求學生運用介紹人物品質和個性的形容詞來描述生活中富有奉獻精神的女性，然后，把她的故事、品質和個性寫出來。寫的部分從內容和方法兩個方面給了四點提示。 “小結”（summingup）部分讓學生從內容、詞語和結構三個方面對本單元內容進行歸納總結。詞匯部分的小結可以從構詞法的角度進行適當的梳理和拓寬。 “學習建議”(learningtip）部分就人物描寫提出了建議，即選取典型事跡，抓住人物特征。 教學目標 teaching aims 1. language knowledge words: theme, fantasy, swing, attraction, unique, carpenter, engine, preserve, knight, cartoon, bald, craftsman, fairy tale, sword, pirate, whichever, wherever, tournament phrases: be famous for be modelled after no wonder 2. language skills ⑴.to help ss with the skills of remembering words. ⑵ .to help the students develop their reading ability. ⑶. to help the students learn about theme parks. 3. affection and attitude ⑴. let the students to understand what a theme park is. ⑵ .enable the students to learn about the various theme parks all over the world ⑶.develop student’s reading ability and let them learn different reading skills. 教學重難點 key points and difficulties 1. the main idea of each paragraph and a summary of the text. 2. how to help the students develop their reading ability. 學生在度過一個假期后，英語知識較生疏，教師應當復習好以前單詞，為學習新知打下基礎。Ｌet’s talk a部分很好地體現了這一點。good morning we have a……復習民第一冊中內容。“i’m from america”這一句為b let’s taik“where are you from？做了鋪墊，教師應充分注意這一點 boy、girl 、teacher student 、meet等單詞又是第一次出現，也需要我們特別關注。 二、教學目標： 1、能夠得簡單地表達自己心情，如：nice to meet you welcome back to school 2、能夠聽懂并回答 where are you from？ i’m from 3、認識、會說字母a——e 4、掌握a、b ler’s talk中單詞。 5、理解a、b ler’s talk中內容。 三、教學重、難點： 能夠聽懂并回答 where are you from？ 掌握a、b ler’s talk中單詞。 理解a、b ler’s talk中內容。 四、課時安排 第一課時 a llet’s talk let’s learn b let’s sing 第二課時 a let’s practise let’s play let’s chant 第三課時 b llet’s talk let’s learn 第四課時 blet’ssay let’spractise 第五課時 b let’s let’s 1、與有肝膽人共事，從無字句處讀書。 2、和書籍生活在一起，永遠不會嘆氣。 3、困難是人的教科書。 4、書籍是全世界的營養品。 5、不怕讀書難，就怕心不專。 6、讀萬卷書，行萬里路。 7、劍鋒從磨礪出，梅花香自苦寒來。 8、賭錢眾人罵，讀書眾人夸。 9、學者如禾如稻，不學者如蒿如草。 10、光陰似箭，日月如梭。 11、讀有字書，識沒字理。 12、立身以立學為先，立學以讀書為本。 13、沒有種子不開花，沒有文化難當家。 14、書籍是偉大的天才留給人類的遺產。 15、光說不練，枉學百年。 16、萬般皆下品，惟有讀書高。 17、問渠那得清如許，為有源頭活水來。 18、知識上的富有可以享受心靈上的滿足。 19、讀書有三到，謂心到，眼到，口到。 20、讀不盡的書，走不完的路。 21、精神能補物質的不足。 22、溫故而知新。 23、書房是文人精神的巢穴，生命的禪堂。 24、三天不念口干，三天不做手生。 25、樹不修，長不直，人不學，沒知識。 26、讀書足以怡情，足以傅彩，足以長才。 27、鐘不敲不響，人不學不靈。 28、處處留心皆學問。 29、活到老，學到老，七十八十還學巧。 30、吃飯細嚼慢咽，學習深鉆細研。 31、書房是文人精神的巢穴，生命的禪堂。 32、無巧不成書。 33、念書不用功。等于白搭工。 34、好書不厭百回讀。 35、至樂莫如讀書，至要莫如教子。 36、一日無書，百事荒蕪。 37、在學習中取得知識，在戰斗中取得勇敢。 38、沒有種子不開花，沒有文化難當家。 39、漏趁天晴，讀書趁年輕。 40、路漫漫其修道遠，吾將上下而求索。 41、水滴集多成大海，讀書集多成學問。 42、玉不琢不成器，人不學不知理。 43、問渠那得清如許，為有源頭活水來。 44、勿謂寸陰短，既過難再獲。 45、光陰給人經驗，讀書給人知識。 46、書中自有顏如玉，書中自有黃金屋。 47、虛心萬事能成，自滿十事九空。 48、舊書不厭百回讀，熟讀精思子自知。 49、知之為知之，不知為不知，是知也。 50、知識是智慧的火炬。 51、溫故而知新。 52、語言是心靈和文化教養的反映。 53、黑發不知勤學早，白頭方悔讀書遲。 54、少年不知勤苦學，老來方悔讀書遲。 55、鳥欲高飛先振翅，人求上進先讀書。 56、問遍千家成一家。 57、念書不用功，等于白搭工。 58、書癡者文必工，藝癡者技必良。 59、讀書有三到，謂心到，眼到，口到。 60、好書如至友，永遠不相負。 61、和書籍生活在一起，永遠不會嘆氣。 62、困難是人的教科書。 63、知不足者好學，恥下問者自滿。 64、書到用時方恨少。 65、少年易學老難成，一寸光陰不可輕。 66、精神能補物質的不足。 67、走不盡的路，讀不完的書。 68、讀書百遍，其義自見。 69、書籍是全世界的營養品。 70、書籍是人類進步的階梯。 71、愿乘風破萬里浪，甘面壁讀十年書。 72、蜂采百花釀甜蜜，人讀群書明真理。 73、書卷多情似故人，晨昏憂樂每相親。 74、莫道君行早，更有早行人。 75、書籍是偉大的天才留給人類的遺產。 今天是本周的第x節課，但是已經是星期x了，第x節都是在星期x上的，由于星期x我們高一英語組要參加區里面x老師組織的教研活動，所以教務處把我周x的課調到周x上了，結果一天上了x天的課。星期x參加區教研活動，活動包括聽課和評課，還有x老師希望我們新加入xx的老師能夠寫一些教學心得和x月x日前上交三樣東西（1、這個學期的一份教案，2、寫一份說課稿，3、開一節公開課）。這個事情我還是很樂意做的，因為我本人本身就喜歡學習。回來學校召開緊急會議說是由于臺風“韋帕”的到來，學校放一天的假，結果星期x的課被擠掉了。 今天上了一節課，這不是一節公開課，所以不能公開課的標準來評這節課。如果講到心得，有這么兩個方面，一是比以前的內容量要稍微大一些，二是內容量還不夠大，大的原因是我把作業批了，批了之后，講起來目的性強一些，有針對性些，所以速度也就快一些，學生聽起來也就不是很累，如果老師什么內容都講，學生就會覺得老師哆嗦，就會產生聽覺疲勞，不愿意聽課，時間久了就會失去學習的興趣，所以老師講課一定要有充分的準備和目的。內容量不夠大的原因是老師需要在黑板上寫出大量的知識點，這樣會浪費大量的時間，不如學生有這樣的書，讓學生和老師共同閱讀來得快些，這們會節約時間，提高效率。再一個就是老師要很好地利用學生手中的材料，材料上有講解的直接拿來讓學生閱讀望就行了，比如我們學生訂的學英語報上第二版上就一些辨析的講解。所以這樣也可以提高學生的學習效率。 一、教學內容 Pre-reading; Reading; Comprehending 二、教學目標 在本節課結束時，學生能夠 l 認識節日的分類以及節日對人們生活的影響，從更深入的層面理解各國節日的意義。 l 運用略讀(skimming)、找讀(scanning)、細讀(careful reading)等閱讀技巧來掌握篇章中心內容，獲取閱讀文章中的關鍵信息。 l 根據上下文，理解本課的生詞、詞組，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。 三、教學步驟 步驟一 略讀(skimming) 1.學生看Reading中的圖片和標題，兩人一組討論閱讀材料中將介紹什么信息，完成Pre-reading的練習2。鼓勵學生在班內發表個人的見解。 2.老師指導學生快速瀏覽文章中的小標題和每個自然段的首句，了解文章大意，即不同的節日或慶典類型代表著不同的含義，有些是紀念死者的，有些是紀念著名人士的，有些是慶祝冬天的結束春天的播種、秋天的豐收、以及獵人獵到獵物等等。 教學意圖：快速瀏覽圖片、標題信息、文章中的小標題和每個自然段的首句進行略讀，可以使學生在較短時間內準確地找到文章的基本信息。 步驟二 找讀(scanning) 1.老師先讓學生看“理解”中的練習1，了解節日的分類，老師可做必要的解釋。 教學意圖：學生在把握了節日的分類后，他們在完成下列各環節時更有針對性。 2.讓學生帶著練習1中的任務通讀一遍課文，重點閱讀和練習有關的內容，快速找出練習所要求的基本信息。 教學意圖：通過找讀，學生帶著任務就可以快速獲得練習1所要求的關鍵信息。 3. 在老師的指導下，全班合作填寫練習1表格中的第一行。然后，老師要求學生獨立完成余下的三行表格的填寫。學生完成表格的填寫后，老師作點評。 教學意圖：學生在第一環節中完成了節日的分類、第二環節中找到了練習1中的關鍵信息后，學生在本環節進一步整合信息，完成練習1表格的填寫。 步驟三 細讀(careful reading) 1. 學生仔細閱讀課文，獨立完成Comprehending中練習2的問題1~3，然后請幾個學生回答，最后全班核對答案。 教學意圖：練習2中的問題1~3較4~5簡單，通過細讀全文，學生能夠獨立作答。 問題1~3的參考答案： 1) Festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people. 2) Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished. 3) At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring. 2. 學生4人一組討論問題4~5，然后每組選出一名代表，匯報討論結果，最后老師給予指導并得出盡可能一致的意見。 教學意圖：問題4~5是開放性的問題，通過討論，學生可以根據文章的線索進行推理，根據已有的知識和經驗得出問題的答案。在匯報中，學生就能夠分享彼此的成果。 問題4~5參考答案： 1) It is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while. 2) The Chinese, Japanese and Mexican festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors’ tombs. 步驟四 歸納內容、對比 完成練習3~4的深層次的閱讀理解任務： 老師要求學生探討課文的整體結構和細節，從每個自然段中找出練習所需的具體的例證。然后老師指導學生完成表格的第一行。學生仿照第一行的填寫方法，完成表格其它行的填寫。在老師幫助下全班同學一起核對答案，力爭取得較一致的意見。 教學意圖：通過本環節的學習，學生能夠體驗歸納、總結、對比的學習過程，同時，為完成后續的寫作任務做鋪墊。 步驟五 解決閱讀中學生遇到的困難 老師要求學生朗讀課文。然后4人一組根據上下文討論在閱讀中遇到的難以理解的單詞和詞組，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等，先是組內探討解決，組內解決不了的，老師給予幫助。 教學意圖：解決閱讀中的障礙，培養學生根據上下文進行猜詞的能力。 步驟六 歸納整理、復述課文 1. 老師事先用投影呈現出本課信息圖，學生在老師的引導下，共同完成信息圖中的信息填寫，選一名學生填寫投影中的信息圖(可用詞或短語)。然后學生根據“信息圖”用自己的話復述課文： 教學意圖：教學生如何處理和加工信息，檢查學生對課文中的主要信息、事實、情節要點等是否清楚，訓練學生靈活運用所學語言表達自己的思想。 步驟七 作業 讓學生把復述的內容寫成短文。 教學意圖：進一步加強學生對課文中主要內容的掌握，培養學生寫summary的技巧。 Unit 9 Technology Teaching Aims and Demands Words and Phrases item agreement disagreement disagree absolutely depend press throughout add remind appointment behavior obey dare case whatever according unexpected particular negative interview department electricity defeat force succeed break down stay in touch with in case of call for according to take over teenager image latest calendar clone planet wonder peaceful skip Spoken English: Agreement and disagreement: Absolutely That’s exactly what I was thinking. That’s a good point. That’s just how I see it. That’s worth thinking about. I disagree. /Well, yes, but … I’m afraid I don’t agree. You can’t be serious. I would have to disagree with that. I would have to disagree with that. Well, I am not so sure about that. Grammar: The Present Continuous Passive Voice: 1．用英語描述事物正受到某種影響或某種處理――使用現在進行時被動語態（is/are being +過去分詞）。例如： New functions are being added to the phones. Michael is being interviewed for the job. Modern cellphones are being used as cameras and radios. 2．用英語描述人物正受到某種影響或某種處理――使用現在進行時被動語態（is /am/are being+過去分詞）。例如： The new student is being introduced to the class. Look! The children are being led into the garden. Use of Language: 1. Master the function use of language as defined above. 2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about technology and finish the related exercises. Important points: the use of the Present Continuous Passive Voice. Difficult points: the use of the Present Continuous Passive Voice. Teaching aids: tape-recorder and computer. Way of Teaching: Communication way of teaching, discussion and group work. Lesson 1 Step 1 Warming-Up Because the first part is designed to arose the students interest about creativity and practice problem solving skills. So ask the students to finish the exercise in the warming-up part. Step 2 Listening Listen to the tape and finish the exercise in the listening part. Extension: Here we may encourage the students to make a guessing game. Encourage the students to supply more examples for guessing. Step 3 Speaking Divide the students into groups and make sure that the students know what they are going to do. If it is necessary put cards in front of each students to remind them which is which. In the meanwhile, list the key sentences they can use to show others their opinion. Agreement Absolutely. That’s exactly what I was thinking. That’s a good point. That’s worth thinking about. Disagreement I disagree. I’m afraid I don’t agree. Well, it depends. Well, I’m not sure about that. Step 4 Homework Ask the students to prepare some information about the development of new technology for the next class. Lesson 2 Step 1 Introduction First get the students to mention some important inventions of the world that they prepared last class. And then list the positive and negative effects on our life. Step 2 Reading Fast-reading Get the students to read the first paragraph of the text quickly to find the main idea of it. The main idea is: it discusses the increasing popularity of cellphone in Chinese society. Cellphones are everywhere and have positive and negative effects on our life. Carefully-reading The students read the text more carefully. Then answer the following questions 1-4 in the Post-reading part. Step 4 Post-reading Ask the students to find the outline of the text --- that is how the text is organized, if it is necessary, explain the language points in the text. Finish the exercise 2 as well. Step 5 Homework 1). Finish exercise 3 on page 60. the students may use the questions below it as a guide. 2). Translate the sentences in exercise 4 on page 135. Lesson 3 Step 1 Revision Ask several students to report their design of the new cellphone. Step 2 Word-study Finish the exercise in the word study part. Finish the exercises 1 and 2 on page 134 as well. Step 3 Grammar First ask the students to list the sentences containing the use of Present Continuous Passive Voice. 1.Words and images are being sent throughout the world. 2. … They are being used as cameras and radios, … 3.New functions are being added to the phones. 4.They are being used everywhere – sometimes where they shouldn’t. Then get the students to find the formation of the Present Continuous Passive Voice: be + being + pp. Step 4 Consolidation Finish the exercises on page 61. Step 5 Homework Finish the exercise about grammar on page 136. Lesson 4 Step 1 Revision Check the homework. Step 2 Reading Ask the students to read the text to find the main idea of the text: the world is ruled by the machines now and people lost happiness. Love and friendship do not exist any longer. There is only one hope --- that is you. Write a letter to the ruler Q12 to try manage to persuade it give up it inhuman ruling. Step 3 Writing Thinking that it is a little difficult for the students to write on such an abstract topic, we can first show them a letter as an example and try to analysis the way to write a good article. Here we may use the tips on page63 as aguide. Step 4 Homework Revise the text in this unit.? 高一英語初中教案 ?
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