人教版高中英语book4 Unit1教案

第一篇：人教版高中英语book4 Unit1教案

Unit 1 Women of achievement Teaching aims: Revise important words and expressions.Describe people from their life, personality and character Word-formation: noun suffix Subject-verb agreement Focal points: Vocabulary: achievement, welfare, project, institute, specialist, connection, campaign, organization, behave, shade, worthwhile, nest, nod, observe, outspoken, respect, argue, entertainment, crowd, inspire, support, refer, audience, rate, sickness, intend, emergency, generation, kindness, considerate, consideration, deliver, modest phrases: make a great person;give reasons for…, improve prison conditions, concern oneself with…, show the connection between… and…;found an international campaign;drive…out of…, put sb.to death;become a specialist in;devote all one’s life to…, encourage sb.to do sth., leave sb.sleeping;wander off into the forest;make …all worthwhile, be determined to do sth., communicate with each other;work out…;, crowd in;gain a doctor’s degree

一、热点词汇

(1)achievement n．成就，成绩功绩(2)admire

vt.钦佩；欣赏(3)background n.背景

(4)birthplace

n.出生地；故乡(5)character

n.(汉)字，字体(6)characteristic adj.典型的

(7)content

adj.甘愿的，满意的n.内容

(8)contribution

n.贡献

(9)be strict with/in 对……要求严格(10)regard...as

认为……是

二、亮点词汇

(1)determination

n.决心

(2)humorous

adj.幽默的(3)occupation

n.职业，工作

(4)optimistic

adj.乐观的

(5)outgoing

adj.爱交际的，外向的(6)outspoken adj.直率的，坦诚的(7)sacrifice

vt.牺牲

(8)voluntary

adj.自愿的，主动的(9)warm-hearted adj.热心的

(10)be honored as 被誉为

(11)devote oneself/one's life to献身于，专心于

(12)make great contributions to对……做出巨大贡献(13)realize a dream

实现梦想(14)set a good example to为……做出好榜样(15)think highly/well of 对……高度评价 2．用亮点词汇改写句子

He was so energetic and skillful that many young players admired him a lot.→He was so energetic and skillful that many young players __________ him.三、核心单词：

1．____________ n．运动；战役 vi.作战；参加运动 2． ___________ n．荫；阴凉处 vt.遮住光线 3．____________adj.值得的；值得做的

4．____________ vt.& n．尊敬；尊重；敬意

5．_____________ n．人群；观众 vt.挤满；使拥挤 6．_____________n．& vt.支持；拥护

7．_____________n．成就；功绩→

vt.完成；达到

8．_____________vt.& vi.举动；(举止或行为)表现→

n．行为；举止；习性 9．_____________vt.观察；观测；遵守→_________ n．观察；观测

10．____________vt.& vi.讨论；辩论；争论→____________n．争论；争辩；争吵 11．_____________vt.鼓舞；激发；启示→_______adj.受到鼓舞的；有灵感的→ _______ adj.鼓舞人心的→_________n．鼓舞；灵感

12．____________vi.谈到；查阅；参考→________n．提及；涉及；参考；查阅 13．_____________vt.计划；打算→____________n．打算；目的；意图 14．______________ adj.考虑周到的→_______v．考虑；认为→ ________________ n．考虑；体谅→ _____________prep.考虑到

15．____________vt.递送；生(小孩儿)；接生；发表(演说等)→ _________ n．投递；交货；分娩

四:高频短语

1．move ________ 离开；起程；出发 2．lead a..._______

过着……的生活

3．crowd _________

(想法、问题等)涌上心头；涌入脑海 4．Look_______upon/on 蔑视；瞧不起 5．refer ________

查阅；参考；谈到 6．________ chance

碰巧；凑巧 7．Come_________(偶然)遇见；碰见 8．carry __________ 继续；坚持

9．devote..._______...献身于……；专心于……

10．be intended __________

专为……而设计；专供……而用

1．[教材原句]Once I stop, it all comes crowding in and I remember the chimps in laboratories.我一旦停下来，所有的一切都会涌上心头，我就会想起实验室里的黑猩猩。[句式解读]once引导条件状语从句，意为“一旦”。

[佳句仿写]一旦扔掉，塑料袋就会长期存在，污染土壤和水源。

_________________________, plastic bags will exist for a long time and pollute soil and water.2．[教材原句]I did not know the answer until one evening when I sat down at the computer to do some research on great women of China.直到一天晚上当我坐在电脑旁搜索中国伟大女性的时候我才知道答案。[句式解读]not...until...“直到……才……”。[佳句仿写]直到会议结束他才到达。

____________ the meeting came to an end that he arrived.3．[教材原句]Suddenly it hit me how difficult it was for a woman to get medical training at that time.我突然想起在那个年代，一个女子去学医是多么难。[句式解读]“It hit(s)sb.＋从句”表示“某人突然想起……”。[佳句仿写]我突然想到我把护照落在厨房的桌子上了。

___________________I had left my passport on the table in the kitchen.4．[教材原句]There was story after story of how Lin Qiaozhi, tired after a day's work, went late at night to deliver a baby for a poor family who could not pay her.数不胜数的故事讲述着林巧稚如何在劳累一天之后，又在深夜去为贫苦家庭的产妇接生，而这些家庭常常是不可能给她报酬的。

[句式解读]tired after a day's work为形容词短语在句中作状语。[佳句仿写]他在风雪中度过了七天，又冷又饿。

He spent seven days in the wind and snow，.5．[教材原句]Why not study at medical college like Lin Qiaozhi and carry on her good work? 为什么不像林巧稚一样在医学院学习并继续她的美好事业呢？ [句式解读]Why not do sth.“为什么不做某事”。

[佳句仿写]为什么不养成锻炼身体的习惯来保持身体健康？ __________________________ exercising to keep fit? [高考佳句](2012·安徽任务型读写)We live in a global village, but this doesn't mean that we all behave in the same way.(我们住在地球村，但这并不意味着我们要按同一种方式做事。)(1)behave well/badly to/towards sb.对待某人礼貌/不礼貌 behave oneself

守规矩；表现得体(2)well-behaved adj.表现好的

badly-behaved adj.表现差的(3)behaviour n.举止；行为

They behaved badly to/towards the guests, which made us very disappointed.他们对待客人很不礼貌，这使我们非常失望。

I think all of us should mind our behaviour in public places.我认为我们大家都应该注意在公共场所的行为举止。[层级训练] A：基础练习(用behave的相关短语填空)The shop assistant ____________________customers.That's why we often go shopping there.②Do _______________in the public, my child.B：能力提升(根据提示完成小片段)③那个女孩在宴会中表现很好，每个人都表扬了她的得体行为。因此母亲也让我像她那样注意自己的行为举止。

The girl was ___________ at the banquet and everyone praised her decent _______.So my mother also asked me to follow her and ___________.[教材原句]She spent years observing and recording their daily activities.(她花了多年的时间来观察并记录它们的日常活动。)sb.do sth.观察某人做某事（全过程）

observe

sb.doing sth.观察某人正在做某事

that…注意到…

The police observed that the driver did not observe the traffic rules.警察注意到那位司机没有遵守交通规则。

Though having lived abroad for years, many Chinese still observe the traditional customs.许多中国人尽管在国外居住了多年，但仍遵守传统的习俗。

名师指津】 observe sb.do sth.在变成被动语态时，应添加省略的不定式符号“to”。The thief was observed to open the window and run away.有人发现窃贼开窗户逃跑了。

【语境串记】 When we attend the parade to observe National Day, we must observe the traffic regulations.If we observe someone run a red light, we should stop him.当我们参加游行庆祝国庆节的时候，必须遵守交通规则。如果我们看到有人闯红灯，我们就要阻止他。[层级训练] A：基础练习(写出下列句中observe的含义)Do they observe Christmas in that country?

②I felt he was observing everything I did.③I observed a stranger slip into the office.④Everyone should observe the rules and regulations.B：能力提升(句型转换)⑤The police observed the man enter the bank.(变为被动语态)→The man ___________________the bank by the police.⑥She observed the pond drying up.(变为复合句)→She observed that______________________

.C：链接高考 ⑦(2014·湖北高考)The old rules have to be________because they only applied to the circumstances that existed when they were made a hundred years ago.A．developed

B．established C．observed

D．revised 解析：考查动词辨析。句意：旧规矩必须要改一改了，因为它们只适用于一百年前定这些规矩时所在的环境。revise“修正，改变”，符合句意。develop“发展；培养”；establish“建立”；observe“观察，观测；遵守”。答案：选D [高考佳句](2013·广东写作)No matter how ordinary a job is, it plays a part in society and therefore deserves our due respect.(不管一份工作多么普通，它在社会中都起着一定的作用，因此，它值得我们应有的尊重。)1)respect sb.for sth.因某事而尊重某人(2)have/show respect for sb.尊重某人

give/send one's respects to sb.向某人表示敬意

out of respect for...出于对……的尊敬；顾及(3)in all/many respects

在各个方面/在许多方面 in respect of＝with respect to 关于；就……而言

I hope airlines can show more respect for passengers and improve service.我希望航空公司能多尊重乘客并提高服务水平。

Out of respect for the wishes of her family, the affair was not reported in the newspapers.考虑到她家人的意愿，此事没有在报纸上披露。

【熟词生义】 In this respect, I don't agree with you.(方面)[层级训练] A：基础练习(用respect的相关短语填空)①Please ________________them when you write to your parents.②____________________ your other suggestions, I am not yet able to tell you our decision.③Students should __________________their teachers.B：能力提升(高考小作文)④(2013·广东写作)所以，那些从事微不足道工作的人应该得到同工程师和教师一样的尊重。Consequently, those who do those most insignificant jobs

those being engineers or teachers.[教材原句]She has argued that wild animals should be left in the wild and not used for entertainment or advertisements.(她主张应该让野生动物留在野外生活，而不能用于娱乐或广告。)(1)argue for...为……而争论；为……而辩护 argue against

争辩(反对……)argue with sb.on/about/over sth.与某人争辩某事

argue sb.into/out of doing sth.说服某人做/不做某事 argue that...提出理由说明；主张……(2)argument n.争论；争辩；论点 beyond argument

无可辩解

It's no use arguing with him about the question for he won't change his opinion.关于这个问题和他争论是没有用的，他不会改变自己的观点的。

Some experts argue that more strict measures should be taken to make the road safer.一些专家认为要采取更严格的措施来确保道路更安全【联想发散】 试列举表示 “说服……做……”的其他表达形式。①

②

③

[层级训练] A：基础练习(介、副词填空)①As our family income decreased, Father argued _______ an increase in our pocket money.②The students argued ________ each other __________ the correctness of the answer.③We argued him _______going on such a dangerous journey ④说服农民相信科学种田是我们的任务。

④—1 It is our task____________________ scientific farming.(argue)④—2 _________________scientific farming is our task.(persuade)④—3 Our task is _____________________scientific farming.(convince)[教材原句]I looked carefully at the text and realized that it was intended for women in the countryside.(我细细地看了这篇文章，了解到那是为农村妇女写的。)(1)intend doing/to do sth.打算做某事 intend sb.to do sth.打算让某人做某事 intend that...打算……；主张…… had intended to do sth.intended to have done sth.本来打算做某事

be intended to do sth./for sth.专门为……；专门给……

(2)intention n.计划；打算

have no intention to do sth./of doing sth.无意做某事 without intention

无意中；不是故意地

What do you intend to do when you leave college? 你毕业后打算做什么？

The chair was intended for you, but she took it away.那把椅子是为你准备的，但是被她拿走了。[层级训练] A：基础练习(单句语法填空)①I _________(intend)to catch the early bus, but I didn't get up early.②I intended to ____________(tell)you the news but I forgot.③If I've hurt your feelings, it was quite without _________(intend)． B：能力提升(用intend的相关用法完成小片段)④越来越多的人打算在这儿投资，因此他打算让她去那里做些调查，但是她主张他应该亲自做这项工作。

More and more people _______________________here, so he _________________some research there but she ___________ he(should)do the task himself.[高考佳句](2011·上海阅读B)The name “humpback” refers to the typical curve shape the whale's back forms as it dives.(“座头鲸”指的是鲸鱼跳水时它的后背所形成的典型的弯曲形状。)1)refer to...as...把……称作……

refer...to...把……提交给……(以求获得帮助)(2)reference n.言及；提及；参考；查阅 in/with reference to

关于

without reference to

与……无关；不管

The scientist referred to the discovery as the most exciting new development in this field.这位科学家把这一发现称作是这个领域中最令人兴奋的新发展。If he gives any more trouble you refer him to me.如果他再找麻烦，叫他来找我。[层级训练] A：基础练习(写出下列句中refer to的含义)①The book referred to the details of the case.②If you don't know the exact meaning of the word, you may refer to the dictionary.③When giving the lecture, he referred to his note from time to time.B：能力提升(高考小作文)④(安徽写作)当我遇到(be faced with)困难时，我通常选择去查阅相关(relevant)学习材料或网页。

________________________________

C：链接高考 ⑤(2012·江西高考)You'd better write down the phone number of that restaurant for future

.A．purpose

B．reference C．progress

D．memory 解析：考查名词辨析。根据语境可知，记下电话号码是以备日后参考。reference“参考；查阅”，符合语境。答案：选B 教材原句]Why not study at medical college like Lin Qiaozhi and carry on her good work？(为什么不像林巧稚一样在医学院学习并继续她的美好事业呢？)with sth.carry on继续做某事(相当于go on with)doing sth.carry off 赢得；获得(奖品、荣誉等)carry out 实行；执行；进行；履行(诺言、义务等)carry through 帮……渡过(难关等)；维持；完成

If you carry on working like that, you will break down sooner or later.如果你继续那样工作，你迟早会累垮的。

The experiment shows that proper amounts of exercise, if carried out regularly, can improve our health.这项实验表明，如果有规律地进行适当的运动，能够改善我们的身体健康。层级训练] A：基础练习(介词填空)①He has made up his mind to carry___ the plan.②His strong determination carried him _____ his illness.③When the chairman left, I carried ___ her research.B：能力提升(高考小作文)④(2013·四川写作)如何养成习惯？第一步就是制订计划表，然后坚持去执行它，不要放弃。How to develop the habit? The first step, set a timetable, and____________________.(1)句中使用了“It hit(s)sb.＋从句”结构，意思是“某人突然想到……”，it在句中作形式主语。It hit me that I have my keys locked in the room.我突然意识到我把钥匙锁在屋里了。

It occurs to him that he should leave home to try his fortune in the city.It occurred to sb.that… It came to sb.that..It struck sb.that…

他忽然想到他应该离开家乡去城里碰碰运气。

It didn't occur to him that she would refuse his invitation.他没有想到她会拒绝他的邀请。

It strikes me that the phone number I told them is wrong.我忽然想到我告诉他们的电话号码是错的。[层级训练] A：基础练习(对比填空)我突然想到他们冤枉了她。

①－1 _________________________________________

－2

_________________________________________

①－3 ________________________________________

they had done great wrong to her.B：能力提升(翻译句子)②(2012·新课标卷完形)Then it hit me — I had been giving all of my attention to what was going wrong with my life rather than what was right!

___________________________________________________________________

教材原句：There was story after story of how Lin Qiaozhi, tired after a day’s work, went late at night to deliver a baby for a poor family who could pay her.形容词短语tired after a day's work在句中作状语，说明谓语动词发生时，主语所处的状态。For a moment she just stood there, unable to believe what had just happened.她在那儿呆呆地站了一会儿，不敢相信刚才发生的事情。[层级训练] A：基础练习(用形容词作状语完成句子)① ________________ , they went into a restaurant.由于又累又饿，他们走进了一家餐馆。②She finished the work，.她结束了工作，精疲力竭。B：能力提升(翻译句子)③He approached us, full of apologies.___________________________

④Brave, good and strong, Xiulian is the character we care about most in the martial arts film, Crouching Tiger, Hidden Dragon.________________________________________________________________

1．support [vt.& n．支持；拥护；赡养] support a family

赡养家庭 support oneself

自力更生

in support of sb./sth.支持或支援某人/某事

I'll mention some facts in support of my argument.我要举出几个事实来证明我的理论。

2．deliver [v.投递；发表；宣布；接生；生(小孩)] deliver sth.(to sb.)递送/传送某物(给某人)deliver a speech

发表演说

3．worthwhile [adj.值得的；值得做的] It is worthwhile to do/doing...做……是值得的 4．lead a...life [过着……的生活] 5．crowd in [(想法、问题等)涌上心头；涌入脑海]

涌上心头；涌入

crowd into one's mind/head脑海crowd in on sb.6．inspire [vt.鼓舞；激发；启示] inspire sb.to do sth.激励某人做某事 inspire sb.with sth.inspire sth.in sb.引起/激发起某人…… 7．by chance ＝ by accident [碰巧；凑巧] by design ＝ on purpose 故意地

8．come across ＝ run across/into ＝ meet by chance [(偶然)遇见；碰见]

第二篇：人教新课标高中英语必修1Unit2EnglishAroundtheWorld教案

Unit 2 English Around the World

Ⅰ单元教学目标

技能目标Goals

Talk about English and its development, Different kinds of English

Talk about difficulties in language communication

Learn to make dialogue using request & commands

Learn to transfer from direct into indirect speech

Learn to give opinions and organize ideas by way of brainstorming

Learn to make a poster showing your ideas clearly Ⅱ目标语言 功能句式

Talk about English and its development Refer to Introduction in the teachers’ book

Talk about difficulties in language communication

Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow you.Could you say that again, please? How do you spell it, please?

词汇

1.四会词汇

include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.认读词汇

Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定词组

play a role(in)because of come up such as play a part(in)

语法

Command & request

Open the door.Please open the door.Would you please open the door? Indirect Speech

He told(asked)me to open the door.Ⅲ.教材分析和教材重组: 1.教材分析

本单元的中心话题是 “English language and its development, different kinds of English”.通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。

1．1 Warming Up简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。

1．2 Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。

1．3 Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。

1．4 Comprehending主要是检测学生对课文基本内容的理解程度。

1．5 Learning About the Language主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request & Command and Indirect Speech）。

1．6 Using Language其中的reading and talking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。

2．教材重组

2．1 导入 把Warming Up 作为一堂课。

2．2 精读 把Pre-reading、Reading 和 Comprehending整合在一起作为一堂课精读课。

2．3 语言学习把Learning About Language和Workbook中的Using Words, Using Structures 结合在一起。

2．4 写作

2．5听和说 把课文中的听和说整合成一堂课。

2．6 练习课 workbook exercises & other Exx.3．课型设计与课时分配

1st period Warming Up

2nd period Reading &Language Study

3rd period Learning About Language r& grammar 4th period Writing

5th period Listening & Speaking 6th period Exercises

Unit 2 English around the world Period One Warming up

一、教学目标（teaching aims）student’s book;warming up

1、能力目标(ability aim)

a.Enable students to talk about the world Englishes

b.Enable students to talk about the differences between Am.English and Br.English

2、语言目标(language aim)

more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;

二、教学重难点(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教学方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Listening c.Discussion

四、教具准备(Teaching aids)

a computer;a tape-recorder;a projector

五、教学步骤(Teaching procedure)Step I.Leading-in

Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“language”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”

1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading

教学目标（Teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教学内容(Teaching contents)

Get the knowledge of English language and its development and different kinds of English.能力目标(Ability aim)

Get some knowledge of different kinds of English 语言目标(Language aim)

Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教学重难点(Teaching important points)The indirect speech of the imperative clause 教学方法(Teaching methods)task-based approach 教具准备(Teaching aids)multi-media computer

教学步骤(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2

Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3

Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions

b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4

Discussions:

1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?

3, Do you think Chinese will become the most popular language in the world instead of English in the future?

Step 5

Extension

Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century

The UK colonized Ireland and joined with Scotland long ago

Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English

American colonial rulers also brought their English to:

Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language

L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6

Homework

1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world

Period Three Learning about Language

一、教学目标（teaching aims）student’s book;Discovering useful structures

1、能力目标(ability aim)

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)

2、语言目标(language aim)

command;request;retell;polite;boss Indirect Speech(requests and commands)

二、教学重难点(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教学方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice

四、教具准备(Teaching aids)a computer;a projector

五、教学步骤(Teaching procedure Step 1.Warming-up(Revision)

Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth

Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing

教学目标（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming

b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教学内容(Teaching contents)Write a statement

能力目标(Ability aim)

Using the brainstorming way to collect sentences and then arrange them properly 语言目标(Language aim)I think, I believe，In my opinion…

We learn English to do…

教学重难点(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教学方法(Teaching methods)Brainstorming way

教具准备(Teaching aids)multi-media computer

教学步骤(Teaching procedure)Step1 Leading in

Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation

Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster

Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay

The title is “Do we need to learn English?”

Step5 Display the structure on how to write the essay.1.State your points of view.2.Show the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…

Step7 Give them a simple example which is not complete Do we need to learn English?

I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking

一、学目标(Teaching aims)

教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached

1、能力目标(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、语言目标(Language aim)distinguish some words used in British and American English、some dialect and accent

二、教学重难点(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent

三、教学方法(Teaching method)listening and talking

四、教学准备(Teaching aids)tape recorder and get students’ answer sheet printed out

五、教学步骤(Teaching procedure)Step 1 Listening

Listening 2(text book p14)

Listen to the tape, getting to know American dialect and accent.Step 2 Speaking

After listening to different dialects and accents, see if Ss know how to pronounce the following words:

ask after either neither kilometer box……and more

Unit Two :English Around the World The Sixth period Exercises

一．教学目标：(Teaching aims)Finish the exercises on the workbook 1．能力目标：(ability aim)

a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．语言目标：(language aim)Full understanding of the readings

二．教学重难点(Teaching important points)Understanding the main ideas of the passages 三．教学方法(Teaching method)a.Fast and careful reading

b.Individual, pair or group work to finish each task c.Discussion

四．教具准备(Teaching aids)a computer

五．教学步骤(teaching procedure)Step 1.Warming up

Step 2: speaking task(Review commands and requests)

Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:

Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.

第三篇：高中英语必修2·Unit5·Music-Reading教案(人教新课

Unit 5 Music

Reading---教案

Contents:(1)Enable students to appreciate and classify different kinds of music by doing the exercise in Warming

up

(2)Developing their abilities to express their feeling on music and enlarge their

knowledge on music

Procedures:

Step 1 warming up1、Introduce the topic of music through asking some question such as “Are you fond of music ,Are

you good at singing, Can you play a musical instrument”

Ask students to answer the 4 questions in groups actively while introducing different kinds of

music in the world.Step 2 pre—reading

(1)Get the students to discuss the questions with their partners and then ask them to report their

work..Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them if you have

(Beatles, Back—street boy, West—life)

2、Which one do you like best?

(2)Introduce something about “The Monkeys”

Step 3 skimming

Let the students listen to the tape and find out the answers to the following two questions.1、What are the benefits if students former a band to play in the street?

2、When did “The Monkeys” break up and when did it reunite?

Step 4 Second reading

In this part, students will read the text again and try to understand the sentences and the main idea of

each paragraph, and then finish the exercise 2 and 4 in Comp rending

Step 5 Homework: Fin out some language points in Reading and recite the new words in unit 5

Step 6:Feedback

第四篇：人教珍珠鸟教案

教学目标：

1、引导学生思考人与动物的关系，激发学生关爱动物，善待生命的情感；

2、培养学生独立阅读和合作、探究的学习方式；

3、品味文章的语言，学习文章细致生动的描写；

4、了解文章中深刻的哲理：信赖，往往创造出美好的境界。

教学重点：

人与动物之间充满爱和信赖的理想境界。

教学难点：

培养学生自学课文的能力，提高对课文的感知、感悟能力。

教学准备：

课件、钢琴曲、歌曲《爱的奉献》

教学时间：一课时

教学过程：

一、情境导入，激发兴趣。

（播放课件）同学们，请先看几幅鸟儿的图片。（学生欣赏课件）

我们生活在鸟语花香的世界中，鸟儿是我们人类的好朋友，人的存在，使鸟儿有了依托，鸟儿的存在，给我们的生活平添了很多的情趣。今天这节课，让我们共同学习一篇人与鸟和睦相处的赞歌——著名作家冯骥才先生的《珍珠鸟》。

二、明确阅读要求。

1、学生打开语文课本，开始默读“阅读提示”。

2、师生归纳、梳理阅读要求。（出示大屏幕）

A、用比较快的速度默读课文。

B、画出珍珠鸟在作者照料与呵护下发生变化的语句。

C、说说你对“信赖，往往创造出美好的境界”这句话的理解。

三、学生根据阅读提示中的“三个阅读要求”开始自学课文。

四、学生小组合作探究，教师巡视辅导。

1、珍珠鸟在作者照料与呵护下发生哪些变化。

2、理解“信赖，往往创造出美好的境界”这句话。

五、全班讨论交流：

1、珍珠鸟在作者照料与呵护下发生变哪些化？让学生读所划的语句,教师大屏幕出示：

有十处，讨论，教师结合鸟的变化随机点拨：

（1）、一开始躲进吊兰丛中〖师导：从这一出你体会到了什么？（作者精心的为珍珠鸟营造舒适、自由的如丛林般的生活环境。）〗

（2）、渐渐地敢伸出小脑袋瞅瞅“我”

一点点熟悉了。〖师导：看看作者又是怎么做的？（很少扒开叶蔓瞧它们）体会到什么（按耐住自己的好奇心，绝不打扰鸟儿）。〗

（3）、小家伙只在笼子四周活动

（4）、随后在屋子里飞来飞去（落在柜顶上书架上撞灯绳跳到画框上

（5）、渐渐地胆子大了，落在书桌上。〖师导：我这时又怎么做的？（不去伤害它。）〗

（6）、蹦到杯子上、低下头喝茶。〖我这时又有什么反应？（“只是微微一笑，依旧写东西”）这里体会到作者对鸟儿充分的理解和宽容。〗

（7）、跑到稿纸上，绕着笔尖蹦来蹦

（8）、啄“我”颤动地笔尖。〖师导：作者是这样做的？假如你就是作者，会对小鸟说些什么？〗

（9）、友好地啄两下“我”的手指。〖创设情境：假如你就是那只小鸟，会说些什么？〗

（10）、扒在我的肩头睡着了

2、同学们，你从描写小鸟的这些变化的语句中体会到了什么？

（A、小鸟胆子越来越大，越来越和我亲近、人鸟相亲……）

（B、作者喜欢小鸟，尊重小鸟，不打扰小鸟的生活方式……）

（C、人离不开鸟，鸟离不开人）

教师小结：作者为它们一家三口营造了舒适、自由的生活环境，尊重小鸟，不打扰小鸟的生活方式和生存空间，对珍珠鸟付出了爱，同时作者也得到了爱的回报。作者却以爱心和行动谱写了一曲人与动物的爱的颂歌！

3、教师语言过渡：同学们，鸟和人虽然不能进行语言的交流，但是小珍珠鸟却通过自己的一举一动与作者进行着情感的交流，表示对作者的友好和信任。在他们相处的过程中，最让你感动的是哪一处？

（珍珠鸟扒在作者肩头睡着了。）

（1）、让学生读第１４自然段。

（2）、创设情境：假如你就是这只可爱的小鸟，扒在作者的肩头睡着了，会做一个什么样的梦呢？

（1、作者正在给我喂好吃的食物。）

（2、“我”在屋子里与作者捉迷藏，真开心。）

（3、我们一起到公园里玩耍。）

……

（3）、（看课本145页插图）配乐朗读。边听边想象鸟儿趴在作者肩头睡着的情景。

4、师：你们的想象真丰富！在作者眼里，珍珠鸟太可爱了。小鸟是幸福的，作者也是幸福的，这是多么美好的境界呀！你能试着这幅图起个名字吗？请写在插图的旁边。

5、学生动笔起名，写后集体交流。

（幸福的一家；信赖；美好的境界；爱；深厚的友谊；甜美的梦，……）

教师适时评价，赞美有创意的名字。

6、理解“信赖，往往创造出美好的境界”的含义。

过渡语：你的想象真具有创造性！是呀，多么好听的名字！可见你们也是一群有爱心的孩子。这时候作者看到熟睡的小鸟，也写出了此时内心的感受，那就是——（齐读课文最后一句）信赖，往往创造出美好的境界。

（1）、谈谈你对这句话的理解。

（2）、延伸：

师：人与鸟竟能达到如此的境界，由此我们得到一些启示，人与人之间相处应该怎么做？

（互相信任。互相尊重，互相理解。要宽容，和睦相处。……）

（3）试着仿照作者的这个内心感受，写一句有关信赖方面你自己的格言。（学生开始动笔，写后交流）

集体交流，鼓励有创造性的学生：

（信赖，是友谊地久天长的标志。信赖，是创建友谊桥梁的工程师。信赖，会使我们的家园充满色彩。信赖，是打开和谐美满生活的金钥匙。信赖，虽不是金钱，但比金钱宝贵的多，因为它能使人与人变得理解、宽容。……）

六、全文总结：

是呀，人与人之间应互相坦诚，互相信赖、理解、宽容，和睦相处。只要人人献出一点爱，我们生活的这个世界将会变得更加美好！让我们在歌曲《爱的奉献》中结束这节课吧！（播放歌曲《爱的奉献》，学生倾听，可随唱，结束新课。）

第五篇：人教语文教案

人教语文教案

1、联系上下文，理解词语、句子及课文内容。

2、感受高尔基对小男孩的崇敬、热爱。

3、学习试着提出问题，讨论并解决问题的读书方法。

4、有感情地朗读课文。

1、上节课我们已经学习了这课的生字词，现在我们再来复习一次。

.课件出示词语：高尔基、突然、按照、摆弄、准备、侧面、胶卷、车辆、秘书、杂志社

2、板书课题：

6、小摄影师

读课题

你看着课题，有什么想问的？

假设问题：①、“摄影师”是干什么工作的？——

②、课文中的“小摄影师”是谁？——

③、小男孩给谁照相呢？——

④、谁了解高尔基？——

板书：高尔基

师：请同学们看课文动画，边看边听，同时动脑筋思考：课文主要讲了一件什么事？

师：小男孩要给高尔基照相，结果没照成，那到底发生了什么事情了呢？我们接下来学习课文内容。

1、请小组读第一自然段，其他同学思考，你准备提出什么问题？

假设学生会提出的问题：

①、纸团从窗外飞进来，高尔基为什么会感到“突然”呢？“突然”是什么意思？

②、纸团上写着什么内容？

③、“他们”指的是谁？“他们”为什么不放我进去？

师：高尔基看完纸团后，有没有同意让小男孩进来呢？他是怎么说的？我们继续往下看。

2、分角色读2—5自然段。

①、师：读了这几个自然段后，你想说什么？

②、.课件出示句子：小男孩站起来，鞠了个躬，“请让我进去吧！”

师：从这句话中你体会到什么？

师：对了，我们就是学习小男孩有礼貌，讲文明。那我们读这里的时候，就是应该读出有礼貌，尊敬的感情。我们再来读一次。

③、指导朗读。

师：从对话中，我们知道了高尔基接受了小男孩的请求，放他进来给自己照相。

板书：接受小男孩的拍照

3、学习第6——11自然段。

齐读6——11自然段，边读边思考问题：小男孩在给高尔基照相时，高尔基是怎么样做的？怎么说的？请画出有关的句子。

师问：我们读完文章后，要学会提出问题。现在你想提什么问题？

师：你们提的问题都很好，看看老师想提的是什么问题，看自己想到了没有。