高一英语必修一 unit3语法课教案

第一篇：高一英语必修一 unit3语法课教案

Book1 unit3 Travel Journal（学案）

课型：语法课

设计人：邓婷婷 时间：2013-10-15 学习目标: 1.从本单元找出以下的重点短语并识记。

从...以后_ever since_关心；惦念__worry about____喜爱;喜欢__be fond of____ 下决心___make up one’s mind___ 让步;投降___give in____ 通常;照例____as usual___ 2.理解并记忆文章中的语言点；

3.灵活运用句型翻译句子并把句子整合成5句话

其中2是重点，3是难点

学习过程: 1．语言点学习

(1)When I told her the air would be hard to breathe and it would be very cold, she said it would be an interesting experience.(P18)

[句型]： 主语 + be + adj.+ 不定式 [例]： I am glad to meet you.很高兴遇见你。[点拨]：1）用不定式的主动形式表达被动含义。

2）该句型中adj.常用 easy /hard / beautiful等。

此句型还可以转换成It + be + adj.+ 不定式

[拓展]：如果要说明不定式表示的动作是谁做的，可以在不定式前加介词for或者of。此时句型结构为

It + be + adj.+ for / of + 代词(名词)+ 不定式

[观察句子] : 1)It is good of you to come and meet us.你能来看我们真是太好了。

2)It was selfish of you to do so.你那样做真的是自私了。

3)It is necessary for us to study hard.对我们来说努力学习是必要的。

4)It is possible for them to catch up with us in a short time.对他们而言，短期内赶上我们是有可能的。

[归纳]：在”It + be + adj.+ for / of + 代词(名词)+ 不定式”句型中，表示的形容词后常用of.这类词有kind/ nice/ careless等；而表示的形容词后常用for，如easy /difficult /possible等。

(2)现在进行时的用法 现在进行时的一般用法：

①表示正在进行的动作：She is watching TV.她正在看电视。

②表示发展中的或正在改变的情况。表示渐变的过程。

The weather is getting colder and colder.天气变得越来越冷了。③与副词always 连用，表示赞赏、厌烦、生气等情绪。You are always thinking about others.你总是为别人考虑。现在进行时的特殊用法： 现在进行时态表示将来，即表示按计划或安排将要发生的动作，但仅限于几个表示起止动作的动词，如：arrive, come, go, start, leave, stay, move.①I’m leaving tomorrow.我明天要离开。

②Are you staying here till next week? 你要在这儿待到下周吗？ ③I’m going.我就走了。

④We are leaving for Nanjing tomorrow.我们明天就去南京。⑤They are coming here this afternoon.他们今天下午来这儿。

(3)It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.（P18）

[句型]：强调句的结构It is / was +被强调成分+that/ who + 其它部分

[点拨] 1）强调距中it 不能更换；is / was 与”其余部分”的时态一致，不受被强调部分单复数的影响。

2）被强调部分可以是除以外的任何部分，如果强调的部分是人(主语),可用who,也可用that；强调的部分是人(宾语),可用whom；其他一律都用that。

(4)Although she didn’t know the best way of getting get to places, she insisted that she organize the trip properly.(P18)[点拨] 1).这是一个主从复合句。Although引导让步状语从句，不能再和but, and, however

连用。有时候从句的主语和be可省略.2).insist + that从句：”坚持要求(做某事)”，that从句用虚拟语气，谓语用”

(should)+动词原形”，3).insist on doing sth.”坚持要求(做某事)”

2,达标检测

(1)___little boys spent ____little time planting ______many trees.D

A.So;so;so

B.Such;such;so

C.So;such, so

D.Such;so;so(2)The teacher told the students to stop _____ to him.D

A.To write and listen

B.writing and listening C.writing and to listen(3).______，but he insisted on going to school.C

A.Though he was ill B.He was ill

C.Having been ill

D.To be ill(4)He is so _______that no one can persuade him to change his mind.D

A simple

B hard-working

C fortunate

D stubborn(5).To climb the mountain is ___ hard work and to go down the mountain is ___great danger.B

A.a;a

B.a;/

C./;/

D./, a

（6）________ will be sent to Ning Xia to work as a teacher.D

A.Do you think who

B.Whom do you think

C.Do you think whom

D.Who do you think（7）There are __________ many beautiful sweaters in the shop that I can’t decide which to choose.A

A.so

B.such

C.very

D.too（8）The doctor insisted that I __________ more fruit and vegetables.C A.took B.had taken C.would take D.take

第二篇：高一英语必修一unit3教案

Unit 3 Travel Journal Period1.Step 1.Warming up 1.Ask some questions:

2.Do you often travel? Where have you been? 3.2.Following the steps of the warm-up on page 17.Step2.Pre-reading

1.Show some traveling pictures of the teacher’s.2.Ask Ss : which river is the longest one in the world and which is the largest one;which river is the longest one in China.3.Ask Ss: how people who live along a river use it.Step3.While-reading

1.Scanning: Ss read quickly and answer: What are they going to do?

2.Skimming: Ss read again and finish comprehending 1 on page 19.Ss read and get the main ideas of each paragraph.Ss list the countries that the Mekong River flows through.Step4.After-reading

Ss in pairs and discuss: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.Similar attitudes about the trip Different attitudes about the trip Both Wang Wei and Wang Kun think…1.Taking this trip is a dream

come true.2.That they will enjoy this trip a lot.3.They should see a lot of the Mekong.4.That most of the Mekong will be found in Southeast Asia.Wang Wei believes…1.They must start in Qinghai where the river begins /see all of the Mekong.2.That they don’t need to prepare much Wang Kun believes…1.It is too cold and high to start in Qinghai.2.That using an atlas is very important.Step5.Assignment 1.Surf the internet and get more information about the Mekong River.2.Retell the passage use your own words.Period2.Step1.Warming up

Ask some Ss to retell the passage that they have learnt last period.Step2.Learning about the language

Teacher explains some language points in the text on page 18.1.Persuade sb.into /out of sth.: cause sb.(not)to do sth.by arguing or reasoning with him 说服或劝说某人（不）做某事

He is easily persuaded.Wang Kun couldn’t persuade his sister to change her mind.persuade sb.(that clause): cause sb.to believe sth.;convince sb.使某

人信服

How can I persuade you that I am telling the truth?

2.insist(v.): demand(sth)forcefully, not accepting a refusal 坚持或坚决要求； eg.Since he insisted, I had to stay.insist on sth/doing sth: require or demand;refuse to accept an alternative 一定要（某事物），坚决主张

She insists on getting up early and playing her radio loud.3.care about: be worried, concerned or interested 忧虑，关心，惦念 don’t you care about anybody? I don’t care about what happens to him.care for /to do: be willing or agree to do sth.;wish or like to do sth.Would you care a drink? Would you care to go for a walk? care for sb.1).Like or love sb.He cares for her deeply.2).Look after sb;take care of sb;be responsible for sb Who will care for your child if you are out?

4.Once she has made up her mind, nothing can change it.她一旦下了决心，什么也不能使她改变。once: adv.1).for one time 一次

I have only been here once.2).at some time in the past 一度；曾经 He once lived in Zambia.3).all at once: suddenly 突然

All at once the door opened.conj.= as soon as 一旦；一…就…

Once you understand this rule, you’ll have no further difficulty.Step 3.Practice

1.Ss finish Ex 1 and 2 on page 20 by themselves.2.check the answer.3.Ss do Ex 3.on page 20.4.Teacher gives Ss suggested answer and tell them why if the Ss have any problem.Step 4.Assignment

1.Learn the useful expressions by heart.2.Finish Wb.Ex1 on page 56.3.Finish Wb.Ex 2 on page 57.Period 3.Step1.Revision

Check the answers of Wb Ex 1 and 2 on page 56 and 57.Step2.Discovering useful structures

1.Ss look at the following sentences and underline the verbs.Are you working this evening?

We’re having an English party this weekend.He is leaving tomorrow.Let Ss themselves find the rules and tell what tense they are used.2.Ss finish the dialogue on page 21 and pay attention to the tense.Suggested answers:

are going, going, going/traveling, staying, are coming, coming, are going, 3.Ss finish part 3 on page 21.Step3.Talking

1.Ss four in one group and have a discussion about the topic on page 55.2.Ss make a list about the objects: which is the most useful and which is the least useful and why.2.the most useful objects the least useful objects 3.Ss show their result to the class.Step4.Speaking 1.Ss work in pairs and discuss: what do you think a dam does to a river and the people who live on it?

2.Make a list of some good and bad things a dam does.3.Discuss your report with your classmates and then show it in class.Step5.Assignment

Finish Wb Ex 1 using structures on page 57.Period4.Step1.Warming up

Ask Ss some questions about Journey Down The Mekong(I).1.What was Wang Kun and Wang Wei’s dream? 2.What can they see when they travel along the Mekong? 3.Will they have some difficulties in their journey? What are they? Step2.Reading

1.Ss read the passage: a night in the mountains and answer the following questions:

How does Wang Kun feel about the trip now? What do you think has changed his attitude?

2.Ss make a dialogue about things happen the next morning before Wang Kun and Wang Wei leave their camp.3.show the dialogue to the class.Step3.Reading

1.Ss read the passage: The End Of Our Journey on page 59 2.Ss fill in the form with the information from the travel journal.Topic Laos Cambodia Vietnam Population Weather Learning Farming

Period5.(Writing)Step1.Pre-writing 1.Ss read the passage and get the general idea about it.2.Ss make a list of details from the travel journal that you believe are real and you don’t believe are real.Step2.While-writing

1.Ss write a short letter to Wang Wei as one of her friend and ask her to describe: how she feels, what she is doing, and some place you want to know about.Then wish her well on her journey by using some of the following expressions:

Have a nice/good time.Have a nice/good trip.Good luck on your journey.Say “Hello” to …

Give my love/best wishes to… Have fun.Take care.Write to me.2.Ss read their writing and check the mistakes by themselves.Ss exchange their writing and correct the mistakes.Ss rewrite the letter again.Step3.After-writing Choose some samples and show them in class.Tips on writing:

Pay attention to the form of writing a letter.Pay attention to the tense while writing.Pay attention to the structures of the sentences.Step4.Assignment

Ss in group 3-5, make an advertisement or finish the project on page 61.

第三篇：高一英语必修二 unit3 教案

Reading

Teaching goals

1.Target language

a.Important words and expressions

calculator, notebook, common, calculate, analytical, technological，revolution，universal，mathematical, simple, simple-minded, artificial intelligence, anyway, totally, network, truly b.Sentences

1)My real father was Alan Turing, who in 1936 wrote a book to describe how computers could be made to work, and built a “universal machine” to solve any mathematical problem.P18 2)As the years have gone by, I have been made smaller and smaller.P18

3)I became small and thin but I got cleverer and cleverer, quicker and quicker.P18 4)And my memory became so large that I couldn't believe it!P18 2.Ability goals

Enable the students to grasp the progress of computers.3.Learning ability goals

Enable the students to state the progress in chronology order.Teaching important points

Try to finish the exercises of Comprehending.Teaching difficult points

Enable the students to learn how to grasp the structure of the text.Teaching methods

a.Listening method.b.Skimming method.c.Task-based method.Teaching aids

A recorder and a computer.Teaching procedures & ways

Step I Revision

1.Greetings.2.Ask students the spelling and meaning of some important words and phrases in the text.Step II Pre-reading T: Boys and girls, from the last lessons Speaking and Listening, we have learnt something about computers.Now, please look at the screen and discuss these questions with your partner.Then I'll ask some students to report your work.Are you clear? Ss: Yes, sir / madam.Show the slide.1.What do you know about computers? 2.How have computers changed our lives? After a few minutes.T: Now, who'd like to answer the first question? Volunteer!

S1: Let me try.I think that our computers developed from large machines.They developed quickly and they are very useful....T: Quite right.A computer contains many small parts.If you are interested in computers, you may

go on studying them in your spare time.Next question!

S2: / think that computers are very useful.They change our lives greatly.We use the computers widely in our study, in our work, even in our games.In the modern society, using the computers means grasping a tool of controlling the world.We may communicate with each other from a very long distance by them.In short, we can not live freely without them.Step III Reading This material is the most important part of this unit.So let the students read it carefully and require the students to understand every sentence and grasp all the language points.T: Boys and girls, do you want to know more about computers? Do you want to know the history of computers? Well, let's learn the Reading carefully.Are you clear? Then get the general idea of the Reading in your mind.Are you ready? Ss: Yes, sir / madam.Students read carefully.T: Who would like to give the general idea of the text to the class? Volunteer!S1: The text is mainly about the history and development of computers.S2: What's more, it is also about the relationship between computers and humans.T: Quite right.Let's go on understanding the text.Step IV Explanation During this procedure, teacher will play the tape for students.The students will underline the difficult sentences.After listening to the tape, teacher will explain the text and ask the students to refer to Notes 1-9 on pages 79-80 and learn the words and phrases “thought, love, enough”.T: We have learned the main idea of the text.Now let's read the text carefully and pay special attention to some details.This time we will deal with some difficult language points.Next I'll play the tape for you.After listening.T: Now let's deal with some language points.Turn to page 18.Let's look at the sentences.1.I know this sounds very simple, but at that time it was a technological revolution!P18 Here “this” refers to the thing that “I followed instructions from cards with holes.Now, we can see, it is a very easy, simple thing.But at that time, exactly in 1822, it was a very big, important thing or a technological revolution.2.My real father was Alan Turing, who in 1936 wrote a book to describe how computers could be made to work, and built a ”universal machine“ to solve any mathematical problem.P18 T: Let's analyze the structure of this sentence.”who...wrote...to describe how...and built...problem“ is an attributive clause.In the clause, ”and“ connects two verbs: wrote and built.Step V Comprehending Task1 T: Class, please go over the story and discuss with your partner who you think is the speaker in this story.Who would like to tell me? Volunteer!

S1: / think in this story, the speaker is a computer.T: Quite right.Now write down three sentences from the story to support your idea.Who can? S2: / began only as a calculating machine in 1642 in France.S3: Then in 1822 I was built as an Analytical Machine by Charles Babbage.S4: Earlier I was not very big, but then I became huge!

T: Very good, there are some more similar sentences in the text.You may find them out in your spare time.Task 2 T: Now, please look at the timeline on page 19.Then fill in the blanks with information from the Reading above.Students will be asked to tell the details to the class.Now, who would like to give your answer? S5: 7642: A calculating machine was used in France.S6: 1822: The Analytical Machine was made by Charles Babbage.S7: 7936: Alan Turing wrote a book to describe how computers could be made to work and built a ”universal machine" to solve any mathematical problem.S8: 1960s: Computers got new transistors.S9: 1960s: The first family of computers connected to each Other.S10: 1970s: Computers were brought into people's homes.Sll: Now: Computers have been used by billions of people to deal with information and communicate with each other around the world by the Internet.T: Your details are quite right.From the details we can see the timeline of computer history.We must remember it.Are you clear? Step VI Homework 1.Recite the key sentences in the text.2.Prepare for Learning about Language.3

第四篇：高一英语第四单元语法课教案

A Teaching Plan Students: Senior Grade One students Teacher: XXX Date: October 17, 2009 Time duration：45 minutes Material: Grammar, Unit 4, New Senior English For China Student’s Book 1 Teaching goals: Learn and master the attributive clause.Teaching important points: Teach the students to use attributive clause.Teaching difficult points: Use attributive clause.Teaching aids: Chalk, blackboard, PPT and some pieces of paper.Teaching procedures: Step 1: Lead-in T: It’s 1:30 now.After half a day’s study, are you tired now? Ss: Yes.T: Yes, you are very tired now, so in order to help you to be relaxed, I’d like to show you some music.(Ss: No.T: OK.You’re not tired, and I think most of you must be very excited now, because the weekend is coming.You can go home soon, right? I’m also very excited now, and the reason is just the same as yours.So in order to celebrate our happiness, let’s enjoy a song together.)(Teacher plays the song.)T: Do you know the name of this song? Ss: Yes, it’s Lemon Tree.T: Yes, and do you know the relation between the word “lemon” and “tree”? Ss: “Lemon” can be used to describe “tree”.T: Yes, “lemon” can be used to describe “tree”.And also we can say that the word lemon can be regarded as an attributive.Please look at the lyric in the PPT.We can find that all the blue words have the same function as the word “lemon”.They can all be used to describe the red ones.T: From this, we can know that words, phrases all can be used to describe a noun.But can sentences be used to describe a noun? Ss: Yes.T：Do you know how a sentence can be used to describe a noun? Maybe we can see some examples.Step2:

T: Look at the PPT, and make a sentence according to these two sentences.(1)a.One million people of the city were asleep as usual that night.b.One million people thought little of these events.Can you do it all by yourself? If you have any difficulties, please open your text

book and turn to Page 26.Maybe you can find the answer in our text.Now, who can tell me the answer？

Ss: One million people of the city, who thought little of these events, were asleep as usual that night.T: Yes, well done.You are so clever.And let’s do another example.(2)a.It was felt in Beijing.b.Beijing is more than two hundred kilometers away.c.It was felt in Beijing, which is more than two hundred kilometers away.(3)a.A huge crack cut across houses, roads and canals.b.A huge crack was eight kilometers long and thirty kilometers wide.c.A huge crack that was eight kilometers long and thirty kilometers wide cut across houses, roads and canals.(4)a.Another big quake shook Tangshan.b.Another big quake was almost as strong as the first one.c.Another big quake which was almost as strong as the first one shook Tangshan.(5)a.The army organized teams to dig out those people.b.Those people were trapped.c.The army organized teams to dig out those who were trapped.(6)a.Workers built shelters for survivors.b.The survivors’ homes had been destroyed.c.Workers built shelters for survivors whose homes had been destroyed.T: The sentences we have made just now all can be called attributive clauses.They all use one sentence to describe another one.T: OK.Now, let’s enjoy a series of pictures.Do you know the men who were moving stone in the picture? Ss: They are soldiers.T: Yes, they’re soldiers.And the whole sentence is “The men who/ that were moving stone are soldiers.” And also we can say “The men we just saw in the picture are soldiers.”

T: relative pronoun Antecedent modify

Step3.While-reading 1.Skimming & scanning The students can comprehend the passage quickly and accurately, and meanwhile the students can form a good habit of reading.T: First please skim the passage fast to obtain/ get a general understanding of the whole passage.The passage can be divided into three parts.You should pay attention to the first sentences of each paragraph.In what order is the text written?(Group work)Ss: The text is written in time order.The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.T: Strange things were happening before the earthquake.The disaster happened and caused a lot of loss.Helps came to Tangshan.All hope was not lost.2.Careful-reading Read the passage again and try to get more detailed information.Paragraph 1: T: What strange things happened before Tangshan Earthquake?(Blank filling)Ss: The water in the village wells rose and fell, rose and fell.The well walls had deep cracks in them, and a smelly gas came out of the cracks.The chickens and pigs were too nervous to eat.Mice ran out of the fields looking for places to hide.Fish jumped out of their bowls and ponds.There were some bright lights in the sky.Sound of planes could be heard even when no planes were in the sky.The water pipes in some buildings cracks and burst.Paragraph 2-3: T: Now, let’s come to the details about these two paragraphs.(Blank filling)T: There are many data in these two paragraphs.Try to use the right data to fill in the blanks.Paragraph 4: T: In para.4, we can find what happened after the earthquake.People did every effort to help those who had suffered from the disaster.How did the army help the people in Tangshan? Ss: The army organized teams to dig out those who were trapped and to bury those who were trapped.Miners were rescued from the coal mines.Shelters were built for survivors whose homes had been destroyed.Fresh water was taken to the city.Step4.Post-reading(discussing)T: Suppose you are a news reporter, and you are interviewing a person who had experienced the Tangshan quake.Work with your partner and try to make a dialogue.If you have any difficulties, maybe you can make your dialogue according to these following questions: What were you doing when the earthquake happened? What did you do when you found the earth happened? What did you bring when the earthquake happened? What did Tangshan look like at that time? And what does it look like today? Homework: 1.Write a story about the Tangshan Earthquake according to the reading.2.Discover some useful expressions and structures.

第五篇：高一英语必修一Unit2lesson1教案

Unit2 heroes

Lesson1 modern heroes

Ⅰ.Background information

Chinese people have been dreaming of flying into space.This dream is realized in modern China with the development of scientific technology and economic ability.The first one is therefore become the modern hero.Ⅱ.Teaching objective

By the end of the lesson students should be able to:

1.Say and write the new words learned in the text.2.Describe the process of landing the moon of Yang Liwei in both spoken and written way.Proficiently using the words that go together.3.Make up interview between Yang Liwei and reporter using the Past simple and Past continuous.4.Learn to be brave to say English and ask questions in English.5.Know some commonsense about manned spaceship in China and foreign countries.Ⅲ.Teaching contents:

Vocabulary of manned spaceship

The use of time linkers, especially adverbs and conjunctions

To revise the use of Past Simple and Past Continuous

Ⅳ.Teaching aids: blackboard, chalk, PPT, pictures

Ⅴ.Type of lesson: vocabulary, grammar, speaking

Ⅵ.Teaching procedures:

Step1.Warming up

a)Ask questions to know what the students think of modern heroes.b)Introduce the spaceship situation in the world through pictures and words.Step2.Reading

a)Ask and answer questions before reading.b)Read the text and finish exercise3,4, 5 in the textbook.(pager22)c)Find the sentence of Past simple and Past continuous.Step3.Explaining the text

a)Teach new words

b)Explaining the text

c)Do exercise 6,7

d)Free talk: Why do you think Yang Liwei is a hero?

What can we learn from him?

Step5.Grammar

a)Guide student to study Grammar Summary 3, on page 92.b)Do the exercise 8,9,10

Step6.Make up an interview: do exercise 11

Step7.Homework:

a)Read the article space heroes on page 32

b)Writing: How is a spaceship launched?