高三英语unit11教案1

第一篇：高三英语unit11教案1

Unit 11 Key to success Fast-reading

1.what is team work?(Para.2)2.According to the author, what are requirements for teams to function well? All team members should respect each other, have clear roles, support and help each other.3.What is the function of group work? Group work makes us aware of the role that is most suitable for each of us, bring the benefit of getting experience working with other people, show us how other people’s roles fit the purpose of the group and teaches us to be patient and how to respect to different personalities.4.How are the tasks of the group divided? The tasks of the group are divided depending on the personalities and abilities of the individuals in the group.5.How can we make the best of working with our classmates? We should recognise their strengths and weaknesses.Their differences are the strength of the team.Knowing other people’s shortcomings can help us avoid embarrassing them.careful-reading what kinds of team do the writer write? try to compare them.Rugby team

Project team Similarities team work: individual people brought together, common goal , has a clear role, cooperate Differences

1.made up of a certain number

2.goal---to win a match 3.members have different skills

4.coach 5.atmosphere 6.members should respect, help and support each other

1).members: people of different personalities and abilities(Para.7)2).take into account how each individual member works best True or False 1.In a sports team, the coach must be a member of the team.2.In sports teams, group work can be successful when members respect, help and support each other.T 3.Sports teams require leaders, people to create ideas,people to develop ideas, people to do practical work, people to comment on and improve ideas, people to identify and solve problems, and people to suggest solutions.4.Only rules and regulations can help teams function well.5.Only people with the same personality work well together.6.The author thinks the statement that some team members work best in tasks alone is contradictory.Choose the best answers: 1.A team is ________.D A.a group of individual people brought together B.a group of people who can accomplish a task more efficiently or effectively than any member of the group alone C.a group of who will stay temporarily for a long time D.all the above 2.In sports games , a player _______.B A.often changes his role

B.has a clear role C.feels that players with different abilities make different contributions to the team D.accepts the same expectations and responsibilities as the other players 3.The author takes _____ for example to show how a team can work well

A A.the sports team B.the project team C.the rugby team D.a dynamic team 4.In order for a team to function well , people of the team must ______.D A.respect each other B.co-operate C.obey necessary rules and regulations D.all the above 5.Group work at school is important to students because _______.D A.it is an opportunity to learn more about team work B.it brings the benefit of getting experience working with others C.it teaches us to be patient and how to respond to different personalities D.it is a preparation for our working days to come 6.Why it is important in a team to know someone’s personality type and ability ? D A.We can know a great deal about that person

B.Lack of recognition of differences in human function can be avoided C.We can build strong and good relationships between members of a team D.Both B and C 7.What is the main idea of Paragraph 7 ?

C A.How a project team is different from a rugby team B.How a project team works C.In a project team , people who have different abilities and personalities have different roles in the team D.How the tasks of the group are divided depends on personalities and abilities of the individuals in the group 8.In the whole text , the author mainly talks about _______.A A.the elements that make the team work B.the importance of social relationships within a team C.the roles that different people of a group play D.the comparison between a project team and a rugby team 9.According to the text , which of the following statements is not right ?

A A.The coach of a sports team is not counted as a team member , so he is less important

B.Social relations are important within the team C.The atmosphere in the group affects the performance of the team D.It’s not necessary for all team members to be friends 10.We can infer from the test that ______.B A.the players in a rugby team should co-operate while the people in a project team needn’t B.the players in a rugby team have clear roles while people in a project team may not have C.the coach of a rugby team discusses strategy and makes decisions while the leader of a project team doesn’t D.the coach of a rugby team is important while the leader in a project team may not be as important summary

ask students to divide the passage into 3 parts.part 1:

Para 1-2

general introduction of team work part 2:

Para 3-6

sports teams(rugby teams)part 3:

Para 7-10

project teams further understanding Para.1: 1.Especially at school, it sometimes feels as if we are being asked to work in teams for the sake of just that.特别是在学校里,有时我们感觉好象是为了团体活动而组织团体活动。

Para.3: 2.It is important that all members of the team feel that each of them makes an equal contribution and that they help and support each other.Para.6: 3.As with sports teams, group work can …when group members respect…, while the work division…at the right level in the role that is …

Para.7: 4.整个段落用了三种不同的表达方式表达类似的意思 people who…

people…are the ones…

some are… Phrases: 1.stick with sb./sth.和某人/某物保持密切关系;继续，坚持，保持

be stuck with sth./sb.被…缠住

stick out伸出，坚持到底，忍下去

stick to坚持，尊循

stick up竖立，向上突出 2.through thick and thin不顾艰难;同甘共苦;祸福与共

3.suspect sth./+clause怀疑/以为…

suspect sb.to be… 怀疑/以为某人是…

suspect sb.of sth./doing sth怀疑某人做…

4.what if 倘使…将会怎样？即使…又有什么要紧 , 尽管…又有什么关系 含if的短语

only if 只有

if only要是…就好了

as if 好像

5.for the sake of=for one’s sake为了…，由于,看在…的份上

6.attach sth.to sth.将某物系在另一物上

将某物与另一物相联系 7.as with=as to =as for就…而言，至于…

8.keep an eye on=keep one’s eye on

密切注意，看守，看管，留神 一些与有关的短语 have an eye for 对…有鉴赏眼光

shut/close one’s eyes to

不理会，闭眼不见 get the eye

引人注目

catch one’s eyes

引起注意 by all eyes

聚精会神地

keep an eye out for 当心 keep an eye on

盯着

9.take into account = take into consideration= take account of

对…加以考虑, 顾及

Ticket to Success Talking What do you want to do after you graduate from high school? Different personality types 1.outgoing

2.caring

3.sympatheti

4.charming Lead in Most of us are studying here aimed at going to universities.Is it the only way to succeed? Fast reading Li yonghong made two important decisions in her life.What are they?(Para.1、2)1).Left school and took a one-year training course to become a hairdresser.2).Learnt how to do make-up.careful reading 1.Read the text quickly and explain what the text is about? The text is about choices in life and careers.It suggests that different people have different talent, and that in order to be successful ,society and people have to make the best of their talent.2.Li yonghong made two important decisions in her life.What are they?(1)She decided to start working instead of going to university.(2)She decided to save money while working and take training later in life.3.The author distinguished two personality types.What are they? Strong mental , intellectual type and strong practical ,hands-on experiences type 4.In order to become successful, what must you do?(Para.4、5、6)1).explore your talents and get to know yourself so as to find out where your real interests lie.2).follow what feels right.3).we must make the most of our special talents and interests.5.: What are the different learning styles:(Para.7)1).schools and universities 2).to try, experiment and find their way through hands-on experience Phrases: 1.have sb./sth.in mind 在想…,计划…

bear/keep sb./sth.In mind记住,记…在心里

have…on one’s mind 把…挂在心上 2.congratulate sb.on/upon(doing)sth

congratulate sb.on one’s marriage/ new job/ good exam results congratulate oneself on/upon(doing)sth认为自己幸运或成功 3.live up to

依照某事物行事,表现出符号某事物的标准 fail to live up to his parents’ expectations

4.make the most of =make the best use of 最好/最大限度地利用 make use of 利用,使用

make good/full use of 好好利用,充分利用 5.shame What a shame!遗憾的事，可惜 shameful可耻的 shameless不要脸的 ashamed羞耻，惭愧

I’m ashamed to do sty 不好意思做某事 shame的一些搭配: feel shame(at/for)感到羞耻

put…to shame 使感到羞耻,使蒙羞 bring shame on sb.给某人带来耻辱

What a shame to do sth.What a shame that… It’s a shame(that)…

It’s a shame to do sth.6.hands-on: practical亲身实践的，实习的 have hands-on experience 7.accommodate sth to sth 适应，迁就，迎合

第二篇：高一英语Unit 1 Friendship 教案

高一英语Unit 1 Friendship 教案

Unit1Friendship1.Teachingaimsanddemands类别课程标准要

求

掌

握的项

目

话

题Friendsandfriendship;interpersonalrelationships词汇add

point

upsetignore

calm

concern

loose

cheatreasonlistsharefeelingNetherlandsGermanoutdoorscrazynaturepurposedarethunderentirelypoweraccordingtrustindoorssufferteenageradvicequestionnairequizsituation

editor

communicate

habitaddup

calmdown

havegotto

beconcernedabout

walkthedog

gothrough

hideaway

setdown

aseriesof

onpurposeinorderto

facetoface

accordingto

getalongwith

fallinlovejoinin功能态度Areyouafraidthat---?I’vegrownsocrazyabout---Ididn’tdare---2.同意和不同意（agreementanddisagreement）

Iagree.Ithinkso.Exactly.Idon’tagree.Idon’tthinkso.I’mafraidnot.3.肯定程度（certainty）

That’scorrect.ofcoursenot.语法直接引语和间接引语:陈述句和疑问句陈述句“Idon’twanttosetdownaseriesoffactsinadiary.SaidAnne.-----Annesaidthatshedidn

”’twanttosetdownaseriesoffactsinadiary.一般疑问句Heasked,“

Areyouleavingtonight?

”---Heaskeduswhetherwewereleavingthatnight.特殊疑问句“whendidyougotobedlastnight?”fathersaidtoAnne.---FatheraskedAnnewhenshewenttobedthenightbefore.1.Suggestedteachingnotes1).AnalysesoftheteachingcontentsThisunitisaboutfriendship,andnearlyalltheteachingmaterialscenteronit.warmingup---Thequestionnaireleadsstudentstothinkandtalkabout

friendship,gettoknowtheproblemsbetweenfriends

andseeksolutions,whichmakespreparationsforthe

furtherteachingintopics,backgroundandvocabulary.Pre-reading---Thequestionspromptstudentstothinkcriticallyabout

friendsandfriendshipinreality,alertingthemtothefact

thatbesidespeople,adiarycanbeafriend,too.Reading---ThediarybythejewishgirlAnnegaveaglimpseofherlife

duringherfamily

’sshelterinAmsterdamfromtheGerman

Nazis

’killinginworldwar2.shetreatsthediaryasherbestfriend,andinitrevealsherlongingforanormallifeandclosecontactwithnature,whichhelpshergetthroughthedays.comprehending---Ithelpsstudentsfurtherunderstandthetextbydoing

multiplechoices,questionsandanswers,and

matching.Learningaboutlanguage---Itteachestheimportantexpressionsand

structuresandgrammar:directandindirect

speeches.Usinglanguage---Thetwoletters,listening,questionnairedesign,letter

writingandfunwritingpreparesstudentstofurther

talkaboutfriendship,especiallytheproblemswith

misunderstanding,andunfriendliness,thus

strengtheningstudents’abilitiestopractice

language,discover,andsolveproblems.Summingup---Itsummarizesthewholecontentsofthisunitfromthe

aspectsoftopics,vocabularyandgrammar.Learningtip---Thispartencouragesstudentstoformthehabitofwriting

adiary.Integratingskills---ThetextintroducesthewayHawaiiansexpress

friendship,togetstudentstorealizethecultural

differencesinthevaluesoffriendshipinaddition

itsimportanceinallcultures.2)makingoftheteachingplanThisunitcentersonfriendsandfriendship,exploringdifferenttypesoffriendshipwithparticularattentiontothatonecandevelopwithoneself,i.e.,thecomfortandsupportoneseeksfromanimaginaryfriend.Studentsareexpectedtocometobetrulyawareofthequalitiesandconductsthatmakeagoodfriend,displayanddeveloptheabilitytocopewithmisunderstanding,conflictsandproblemsrelatedtofriendship,andgiveadviceonit.Theconceptthatevenanordinarythingcanbeafriendshouldbreakdownthetraditionalbeliefintheinterpersonalnatureoffriendship.Also,thecomparisonofsimilaritiesdissimilaritiesinfriendshipcomprehensionbetweentheEastandthewestleadsstudentstoknowbetterthevaluesoffriendshipinwesterns’eyes.Allinall,thisunitpromisestounveilthetrueessenceoffriendshipandhelpsstudentstoleadamorefriendlyandharmoniouslife.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintofiveperiodsasfollows:Period1warmingupandspeakingPeriod2ReadingPeriod3GrammarPeriod4IntegratingskillsPeriod5Usinglanguage3.TeachingplansforeachperiodPeriod1warming-upandSpeaking1.Teachingobjectives:1)TargetlanguageIthink„„

Ithinkso.Iagree.Ibelieve„„

That’scorrect.Inmyopinion,„„2)Abilitygoalsa.DescribeyourfriendsinEnglishb.Figureouttheproblemsbetweenfriendsandthenfinddifferentwaystosolvetheproblems.3)

Learningabilitygoalsa.Toencouragestudentstothinkandtalkaboutfriendsandfriendshipbyusingsomephrasesandstructures.b.Tolearntosolveproblemsthatmayoccurbetweenfriends.c.TocultivatethestudentstoformthegoodhabitoflearningEnglishinSeniormiddleSchool.2.Teachingimportantpoints:a.Usethegivenadjectivesandsentencestructurestodescribeoneofyourfriends.b.Learntoevaluatefriendsandfriendship.3.Teachingdifficultpoints:a.worktogetherwithpartnersanddescribeoneofyourgoodfriends.b.Discusswithpartnersandfindoutwaystosolvetheproblems.4.Teachingmethodsa.Task-basedteachingandlearningb.cooperativelearningc.Discussion5.Teachingaids:cAI6.Teachingproceduresandways:Step1

Lead-inandwarming-upBeforethelesson,theteachercanarousethestudents

’interestsbyshowingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.Thestudentscantalkfreelyastheylike.1.Howdidyouspendyoursummerholidays?Howdidyoufeel?whatdidyoudoinyoursummerholidays?whatdidyoudoinyoursparetime?2.whatdoyouthinkofournewschool?Doyoulikeit?couldyousaysomethingaboutit?3.Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?wherearetheynow?Doyouhaveanyoldfriendsinourschool?Haveyoumadeanynewfriendsinourclass?Step2Thinkitover1.Giveabriefdescriptionofoneofyourfriends.Thefollowingphrasesandstructuresmaybehelpful:His/Hernameisyearsold.He/ShelikesHe/Sheenjoys

„

„„„

„„

He/Sheisanddislikesandhates

„

„„„

„„„„He/Sheisverykind/friendly/when/wherewegottoknoweachother.2.whattypesoffriendshipdoyouhave?Pleasetickthemout.Thenfillintheblanks.girlfriends

boyfriends

penfriendslong-distancefriends

friendsofthesameagee-friends

friendsacrossgenerationsunusualfriendslikeanimals,books

„

„1).______is/aremostimportanttoyou.2).youspendmostofyourfreetimewith____.3).youwillshareyoursecretswith_____.4).whenintrouble,youwillfirstturnto_____.Step3

makeasurvey1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffourtofindoutwhateachhaslisted.Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:Ithinkagoodfriendshouldbe

„

„Inmyopinion,agoodfriendissomeonewho„„1.Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard.2.Asktheclasswhetherornottheyagreewithallthequalitieslisted.3.Thenhavethestudentsdothesurveyinthetextbook.4.Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8.5.Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffriendship:

★4~7points:youarenotagoodfriend.youeitherneglectyourfriend

’sneedsorjustdowhathe/shewantsyoutodo.youshouldthinkmoreaboutwhatagoodfriendneedstodo.★8~12points:youareagoodfriendbutyousometimesletyourfriendshipbecometooimportant,oryoufailtoshowenoughconcernforyourfriend’sneedsandfeelings.Trytostrikeabalancebetweenyourfriend’sneedsandyourownresponsibilities.★13+points:youareanexcellentfriendwhorecognizesthattobeagoodfriendyouneedbalanceyourneedsandyourfriend’s.welldone.Step4Talkingandsharing1.Ifyourbestfrienddoessomethingwrong,whatwillyoudo?Trytousethefollowingphrases:

Ithink„„

Ithinkso.Iagree.Ibelieve„„

That’scorrect.Inmyopinion,„„

whattodo

reasons2.whatisafriend?ABritishnewspaperonceofferedaprizeforthebestdefinitionofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries,andexplainwhy.onewhounderstandsmysilence.Afriendinneedisafriendindeed.Friendsarejustthepeoplewhoshareyourhappinessandsorrow.whenyoulookatyourwatchat4am,butstillknowyoucancallthemandwakethemup,andtheyllstillwanttotalktoyou,that

’’sfriendship.Tohaveafriend,youneedtobeagoodfriend.Step5

GroupworkTheteachercangiveeachgrouponeofthesequestionsbelowtotalkabout.Thenlettheclasssharetheirideas.It

’sbettertostimulatethestudentstoexpresstheirownopinionsaboutthesequestions.1.Doyouthinkitisagoodideatoborrowmoneyfromyourfriend?whyandwhynot?2.whatfactorsmaycausethebreakdownofagoodfriendship?3.whatcanbeyourunusualfriendbesideshumanbeings?Andwhy?Step6

Homeworkwritedownashortpassageaboutyourideas/thefactors/yourunusualfriends.Prepareforthenewlesson.Period2Reading

“

Anne

’

sBestFriend

”’1.Teachingobjectives:1)Todevelopthestudentsreadingability,learntousesomereadingstrategiessuchasguessing,keysentences,skimmingandsoon;2).Togetthestudentstorealizetheimportanceoffriendsandfriendship,andtotelltruefriendsfromfalsefriends;3).Tograspsomeusefulwordsandexpressionsinthispassage,suchasonpurpose,becrazyaboutetc.;4).Tolearnthewritingstyleofthispassage.2.Teachingmethod:Task-basedteaching3).Teachingprocedure:Step1.Pre-reading1.Pleaseenjoythreepiecesofmusicandfindoutwhattheyareabout.2.whydoyouthinkfriendsareimportanttoyou?3.whatdoyouthinkagoodfriendshouldbelike?Listthegoodqualitiesagoodfriendshouldhave.4.Haveyoueverconsideredmakingfriendswithanimals,plantsorevenanobject?whyorwhynot?Step2.Reading1.TrytoguesswhatAnne

’sfriendisandwhatthepassageisaboutbyreadingthetitleandhavingaquickatthepicturesinthispassagewithoutreadingit.2.Skimmingthefirsttwoparagraphstoconfirmyourguessing.1)whatwasAnne

’sbestfriend?whydidshemakefriendswithit?2)Didshehaveanyothertruefriendsthen?why?3)whatisthedifferencebetweenAnne

’sdiaryandthoseofmostpeople?4)Doyoukeepadiary?whatdoyouthinkmostpeoplesetdownintheirdiaries?5)wearegoingtoreadoneofAnne’sdiaries.butbeforereading,canyoutellmewhatthediaryisaboutwiththehelpofonekeysentenceinthe2ndparagraph?3.ReadingofAnne

’sdiaryHowshefeltinthehidingplaceTwoexamplestoshowherfeelingsthenStep3.Post-reading1.whatwouldyoumissmostifyouwentintohidinglikeAnneandherfamily?Giveyourreasons.2.GroupworkworkingroupstodecidewhatyouwoulddoifyourfamilyweregoingtobekilledjustbecausetheydidsomethingtheEmperordidnotlike.wherewouldyouplantohide?

Howwouldyouarrangetogetfoodgiventoyoueveryday?

whatwouldyoudotopassthetime?

------3.Discoveringusefulwordsandexpressionscompletethefollowingsentences,usingwordsandexpressionsfromReading1)Shehasgrown_______aboutcomputergames.2)wasitanaccidentordidDaviddoiton_______?3)Fromthebeginning,Paulmadeitclearthathewouldbe______incontrol.4)Heusedtowork_______eveninthemiddleofwinter.5)justthe_______ofmorefoodmadeherfeelsick.6)youhadbetterhavea_________talkwithhim.7)Borninapoorfamily,themanager_________lotsofhardshipsinhischildhood.8)Adiaryisoftenkeptto________whathappensinpeople

’sdailylives.Step4.Talkingaboutfriendsandfriendship1.Therearemanyproverbsaboutfriendsandfriendship.choosetheoneyouagreewithandexplainwhy,thenchooseoneyoudisagreewithandexplainwhy.Afriendinneedisafriendindeed.Friendsarelikewine;theolder,thebetter.Afriendtoallisafriendtonone.Thesamemancannotbebothfriendandflatterer.Falsefriendsareworsethanopenenemies.walkingwithafriendinthedarkisbetterthanwalkingaloneinthelight.2.wehavetalkedaboutfriendsandfriendshiptoday,canyouwriteoneortwosentencestoexpressyourunderstandingoffriendsandfriendship.Step5.Homework:1.Interviewahighschoolstudent,abusinessman,apoliceofficerandahousewifetofindouttheiropinionsaboutfriendsandfriendship.writeareporttoshareitwiththewholeclass.2.Describeoneofyourbestfriendsfollowingthewritingstyleofthispassage.Ending:LetssingthissongaboutfriendstogetherPeriod3Grammar

．TeachingobjectivesLearntousedirectspeechandindirectspeech

’2.TeachingimportantpointSummarizetherulesofDirectSpeechandIndirectSpeech.3.TeachingdifficultpointLearnaboutthespecialcasesinwhichthetensesshouldn’tbechanged.4.TeachingmethodsDiscussing,summarizingandpracticing.5.TeachingproceduresStep1LeadinT:Inthelastlesson,welearnedAnneFranksstory.Sheistellingherstoriestotwoofherfriends

’—youandTom.Tomhassomethingwrongwithhisears,soyouhavetorepeatAnne

’ssentences,usingindirectspeech.SometimesyouexplainTom’ssentencestoAnne.“Ihavetostayinthehidingplace.”saidAnne.→Annesaidshehadtostayinthehidingplace.“Doyoufeelsadwhenyouarenotabletogooutdoors?

”→TomaskedAnne.TomaskedAnneif/whethershefeltsadwhenshewasnotabletogooutdoors.“

Idon

’twanttosetdownaseriesoffactsinadiary,”saidAnne.→Annesaidthatshedidntwanttosetdownaseriesoffactsinadiary.’“whatdoyoucallyourdiary?”Tomasked.→Tomaskedwhatshecalledherdiary.Ssgoonthistopicbythemselves.Step2

GrammarT:Nowlet

’slookatthesesentencesagain.IfwewanttochangeDirectSpeechintoIndirectSpeech,whatshouldbechanged?Ssdiscussbythemselves.Ss:sentencestructures,tenses,pronouns,adverbialsoftimeandplaceandverbsshouldbechanged.T:Quiteright.Lookattheformonthescreen.Thesearetherules.直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。1.直接引语是陈述句，变成间接引语时，由连词that引导。例如：

Shesaid,“Iamveryhappytohelpyou.”

→

Shesaidthatshewasveryhappytohelpyou.2.直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if引导。例如：

Heaskedme,“Doyoulikeplayingfootball?”→

Heaskedmeif/whetherIlikedplayingfootball.注意：大多数情况下，if和whether可以互换，但后有ornot,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：

Sheaskedmewhetherhecoulddoitornot.3.直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who,whom,whose,how,when,why,where等引导。例如： mysisteraskedme,“Howdoyoulikethefilm?”→

mysisteraskedmehowIlikedthefilm.4.直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell,ask,order

等的宾语。例如：

→ Thecaptainordered,“Bequiet.”Thecaptainorderedustobequiet.注意：此种情况的否定句，在动词

不定式

前加

not。

→ myteacheraskedme,“Don'tlaugh.”myteacheraskedmenottolaugh.5.一些注意事项间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：

HeaskedLucy,“wheredidyougo?”HeaskedLucywhereshewent.Tomsaid,“whatdoyouwant,Ann?”

→

→

TomaskedAnnwhatshewanted.直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：

Theytoldtheirson,“Theearthgoesroundthesun.”

→

Theytoldtheirsonthattheearthgoesroundthesun.直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。例如：

Hesaid,“Ihaven'tseenhertoday.”→

Hesaidthathehadn'tseenherthatday.注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。DirectSpeech

IndirectSpeechPresent

pastPast

pastandpastperfectPresentperfect

pastperfectPastperfect

pastperfectPresentcontinuous

pastcontinuousStep3

practiceT:TurntoPage5.Pleasechangethefollowingdirectspeechintoindirectspeechandindirectintodirect.1.“I’mgoingtohidefromtheGermans,”Annesaid.2.“Idon’tknowtheaddressofmynewhome,”saidAnne.3.“Icannotaskmyfatherbecauseitisnotsafetoknow,”shesaid.4.“Ihadtopackupmythingsveryquickly,”thegirlsaid.5.“whydidyouchooseyourdiaryandoldletters?”Dadaskedher.6.mumaskedherif/whethershewasveryhotwithsomanyclotheson.7.margotaskedherwhatelseshehadgot.8.Anneaskedherfatherwhentheywouldgobackhome.9.Anneaskedhersisterhowshecouldseeherfriends.10.motheraskedAnnewhyshehadgonetobedsolatethenightbefore.Step4

correctingmistakesTanalysesthecommonmistakesSshavemadeduringthepractice.T:Nowlet

’slookatthescreenandpayattentiontothesesentences.choosetherightsentenceandtellmewhytheotheroneiswrong.Step5

AgamePlayaguessinggame“whoismysecretfriend?”onestudentcomestothefrontwithhispartner.Thereststudentsaskhimquestionswhilehispartnerchangesthemintoindirectspeech.Intheend,thepersonwhohasguessedtherightanswercancometothefronttotaketheplaceofthefirststudent.Sothegamegoeson.Suggestedsentences:canyourfriendspeak?whatdoeshe/sheweartoday?Ishe/shetallorshort?whatdoyouandyourfrienddoinyourfreetime?Doyouquarrelwitheachother?...Step6

HomeworkDoExercise1onPage42.HereisanotherpageofAnne’sdiary.Readitthroughandthenuseindirectspeechtoretellthestory.Period4Integratingskills

“

FriendshipinHawaii

”1.Teachingobjectives:TolearnaboutwaysofshowingfriendshipinHawaiiandsharetheiropinionsonfriendship.Becauseitisalessonofintegratingskills,Ssarealsoaskedtowritesentencesonfriendship.2.Teachingprocedures:Step1

Lead-in1.Talkaboutdifferentwaysofshowingfriendshipofminoritygroupsinchina.2.comparechinesewaysofshowingfriendshipwithwesternways.Anddiscusswhythereisabigdifference.Therefore,showthesentence:Everyculturehasitsownwaystoshowfriendship.3.Askstudentsiftheycanthinkofanyplaceintheworldwherechineseandwesterncultureslivesidebyside.TheymaythinkofHongkong,macao,Singapore.Andtheteacherwilladdonemore-------Hawaii.Step2

Fastreading

.ItissaidthatHawaiiisaplacewheretheEasttrulymeetsthewest.considerhowpeopleshowtheirfriendshipinHawaii.Showapictureandfindtheinformationfromthetextbook.Explainwhatisa“lei”.2.ReadfastandfindoutmorewaystoshowfriendshipinHawaiitofillintheform.3.Accordingtotheform,askthemtoconsiderwhatfriendshipisinHawaiians.Step3

carefulreading1.Readthe2ndparagraphcarefullyandask“whydomanydifferentpeoplescallHawaiitheirhome?”Step4

writingtask1.Showproverbsaboutfriendsandfriendship.ExplainthemandaskSstochoosesometheyagreewithandsometheydisagreewithandexplainwhy.2.Discusswiththeirpartnerandtrytowritesomesimilarsentencestoshowtheiropinionsonfriendship.Step5

Homework

SurftheInternettocollectmaterialslikepoems,storiesaboutfriendship.Andsharethemwithyourfriends.Period5

Listening&writing1.TeachingobjectivesTopractisestudents’listeningability.Topractisestudents’writingskillsofhowtoofferadvice.Toimprovestudents’abilitytohelpotherssolveproblems.2.TeachingprocedureStep1Lead-inDoyourememberwhatAnn

’sbestfriendis?Isitamanorathing?HaveyouseenthefilmcastAway?whenTomisaloneonadesertedisland,whatdoeshemakefriendswith?Guesswhatmybestfriendis?Soyouseeamancanmakefriendswithanyoneandanything.Thenboys,wouldyouliketomakefriendswithgirls?Girls,wouldyouliketomakefriendswithboys?whatkindofgirlwouldyouliketomakefriendswith?Andwhatkindofboywouldyouliketomakefriendswith?Ifyouseeaboyclassmatemakesafriendwithagirl,willyousaysomethingaboutthembehind?Ifyouarethatboy/girl,wouldyouliketobegossipedabout?ButhereLisahassuchaproblem.Readtheletter.Lisaisaskingyouforhelp.whatadvicewillyougive?youaregiven2minutestodiscussingroupsandthenoffergroup’sopinions.Step2

ListeningBesidesyouLisaalsoasksmisswangofRadioforTeenagersforhelp.whatadvicedoesmisswanggivetoLisa?Let’slistentowhatshesays.Listenfor3timesanddolisteningexercises.Step3 Post-listeningDoyouthinkmisswang

’sadviceishelpful?NowsupposeyouareeditorsofRadioforTeenagers,herearesomeproblemsforyoutoofferadvice.1.Idon’thaveenoughpocketmoney.2.I’mnotsatisfiedwithmyappearance.3.mydeskmatehaslostareferencebook,she/hethinksthatI’mathief.4.IworkhardbutIhardlymakeprogress.5.IwanttotraveltowuZhenTownwithmyfiendsthisweekend,butmyparentsdon’tallowmetogo.6.Idon’tlikethewaymr.LiteachesusEnglish,soI’mnotinterestedinEnglishanylonger.7.mymotherhasjustgivenbirthtomylittlebrother.I’mworriedthatthebabywillrobmeofmyparentsloveandeveneverything.8.’

Iquarreledwithmybestfriend3daysago.Uptonow,wehaven’tsaidawordtoeachother.9.I

’dliketobemonitor,butatthesametimeIdoubtwhetherIhavesuchability.10.I

’moftenlateforschool.TheteacherissoangrythathethreatensthatifI’mlateagain,Iwillbedismissed.Step4

writingyouradviceisgoodandhelpful.Allofyouarequalifiededitors.NowIhavejustreceivedaletterfromalonelyboy.Readtheletter,whatishisproblem?whatisyouradviceforhim?writeareply.Step5

Homeworkwriteastoryaboutyouandyourfriend.

第三篇：研究生英语第六册Unit 1 教案

研究生英语第六册 Unit 1

Unit 1 Street Trees 1.Teaching Objectives

1)To know the meaning and usage of some important words, phrases and patterns 2)To to be famil iar with the contents of the text and make use of it in writing 3)To improve Ss reading skills by studying passage.Reading skills: Reading for the key idea in a sentence.4)To stimulate Ss to discuss the topic mentioned in the text.5)To read widely outside class.2.Time Allotment

Text(5 periods): Street trees

1st – 2nd periods: Pre-reading activities(theme-related questions for warming up)

While-reading activities(cultural notes;useful words and expressions;difficult sentences)

3rd – 4th period: While-reading activities(text structure;main ideas)5th period: Post-reading activities(comprehension questions;exercises)Passage(l period):

4th period: Practice of the reading skill(reading for the key idea in a sentence);

T checks on Ss' home reading by asking questions based on the passage.T explains some difficult sentences

Text: Street trees Teaching Procedures

I.Pre-reading Activities: Suggested steps for teaching:

1.Ask students to answer the warm-up questions in the student's book.2.Say a word about the author.3.Allow students 10 minutes to go over the text and then ask them some questions about it.4.Say a few words as an introduction to the text.5.Get students activity involved in analyzing and explaining the text.6.Help students grasp the main idea and the structure of the text.7.Help students learn in context the more frequently used words and phrases through a variety of drilling practice.8.Divide the class into groups to do oral practice in the student's book.9.Set aside 15-20 minutes for the classroom reading activity, through which to lead students to learn how to practice reading efficiently.10.Assign a composition as homework.Ⅱ.While-reading: 1.Introductory remarks

The neighbourhood where Chavis lives used to be a good place.People there lived and worked in peace, if not in perfect contentment.But to Chavis’ s dismay, after the place was flooded with drugs and cheap liquor, it became crime-ridden.For

研究生英语第六册 Unit 1 example, in the past five years, 16 people have been murdered in her neighbourhood.Another problem Chavis has on her mind is that many people there seem to care little about the protection of the environment.A case in point is the sidewalks which are littered with cans, candy wrapper, brown bags and what not.To help save her neighbourhood from deteriorating, Chavis has done all she can think of: planting trees, recycling what she can...Obviously, it is unlikely that her efforts alone will be rewarded with great success.However, when more and more people come under her influence and choose to contribute their bit towards the solution of these problems, things will definitely look up.2.Information related to the text

As a private investigator for many years, Melody Ermachild Chavis works to defend people charged with capital crimes or who have been sentenced to death.In her fascinating career, she has worked on behalf of Geronimo Ji Jaga Pratt, who was exonerated in 1999 and she investigated the tragic events in Jonestown, Guyana.She has worked on the defence teams of 25 prisoners on California’s death row, and for others on the Federal death row.She is the author of a memoir, Altars in the street, Acclaimed by Bell Hooks.Chavic has published essays in Sierra, Yoga Journal...She wrote the foreword to death row prisoner Jarvis Master’s moving book Finding Freedom.Language points

1.shabby:(of things)in poor condition through much use or being badly cared for---Joe wore a shabby old overcoat, dirty and full of holes.2.stride: walk quickly with long steps

---The interviewer strode configently towards me and shook my hand.3.I press by palms to the glass..:I pressed my palms to the window..4.donate: make a gift of(sth.), esp.for a good purpose.---Everyone was asked to donate a day's pay to the city charities.5.wield

---Suddenly a wild-looking man ran out of one of the huts wielding a large stick.6.tag

---Have you put tags on your luggage?

7.at risk

---It is said that people with fair skin are more at risk of skin cancer.8.be flooded with

---The whole room was flooded with warm, golden sunshine.研究生英语第六册 Unit 1 9.police beat: the area of a town, city, etc.that a police officer regularly walks around.10.turn(a round)

---Someone called her name and she turned around.---A new director has been brought in to turn the company round.11.idle

---I never met such idle bunch of people in all my life!

---Almost half of the skilled workers in that country are now idle!

12.swing

---Monkeys were swinging in the street.13.peel

---It is easier to eat an apple when it has been peeled.14.fall victim to

---The company has fallen victim to increased competition.15.choke

---At lunchtime the street were choked with traffic.16.pathetic

---Her voice trembled.It sounded pathetic.---I'm fed up with her pathetic excuses for being late.17.give away

---We gave our old tale away when we moved house.---If you tell her any more you'll give the end of the film away.18.exemplify

---These female astronauts exemplify a new tradition among modem women.19.vacancy

---We wanted to book a hotel room in August but there were no vacancies.20.plot

---The captain plotted a new course.---It was alleged that they had plotted to blow up the White House.21.give up on

---He'd been unconscious for so long that the doctors had given up on him.研究生英语第六册 Unit 1 22.tackle

---It took 12 engineers to tackle the blaze.23.executive

---District sales executives will be visiting all the large stores.24.adapt

---We had to adapt our plans to fit Jack's timetable.25.thrive

---The business was thriving.We had one very successful store and had just opened two new ones.26.scratch

---She's scratched her hand on a nail.27.accept / take on faith

---You will have to accept my statements on faith.Ill.Post-reading activities

1.Have students done comprehension questions and exercises 2.passage understanding

Ⅳ.Homework

1.Finish the exercises.2.Write a composition explaining how you will contribute to the building of your neighbourhood into a more harmonious one.3.Preview Unit 2.

第四篇：Unit 1教案

Unit 1 My classroom

第一课时

一、教学内容

Part A Let’s talk & Let’s play

二、教学目标

1． 能在情景中运用“Where is…? ” “It’s in/ near…”询问和回答物品的位置。2． 能听懂、会说表建议的句子：Let’s go and see.3． 能听懂、会说并能恰当使用表示方位的词near。

三、教学重难点

1.学习句子“We have a new classroom.”“Where is it? ” 2.学习用near表示方位。3.区分where和what。

四、教学准备

1．学生自带一件物与已学过的英文单词有关的物品。2．录音机、磁带、教学课件、单词卡。

五、教学过程

Step 1热身（Warming-up）

1．复习已学句型：This is… I have… 教师手拿一个毛绒玩具，说：I have a dog.This is my new dog.让学生用事先准备好的实物模仿造句。

2．学生说出句子时，教师可提问：Where is it? 启发学生用学过的知识回答：It’s on/in/under/the …

3．在学生回答Where is it?时，教师可以利用物品演示near 的意思，并教读句子:“It’s near the…”。让学生在实际的情景中理解near 的含义。Step 2新课呈现（Presentation）1.学习Let’s talk

（1）教师介绍新人物并展示情景对话：出示面具This is Zhang Peng, he is Amy and Mike’s new classmate.They have a new classroom.Do you want to have a look? OK, Let’s go and see.(间接引出新句子)教师出示一张教室图并把它贴到黑板上：This is a new classroom.提问：What’s in the classroom?(让学生先熟悉一下对话情景。)（2）教师提出问题“Is the new classroom big?”和“Where is Sarah’s picture?”让学生带着问题观看本部分的教学课件。

（3）让学生通过视听来回答教师所提出的问题，有困难的地方教师给予必要的帮助。（4）老师播放Let’s talk的录音，学生跟读并模仿。

（5）请学生翻译“We have a new classroom.”让学生结合实际情况用“We have…”造句。教师结合动作讲解“Let’s go and have a look.” 并翻译句子。

（6）教师可让学生互相问一问在教室中物品所坐的位置。如“Where’s your schoolbag? It’s…”（7）再次观看本部分的教学课件，让学生根据画面内容分角色配音。（8）让小组成员两人一组，分角色表演对话。评选最佳表演奖。教师要注意学生使用what和where两词的准确性。最好让学生在说话时把这两个词的动作表演出来，以免混淆。2.学习Let’s play I spy：玩视觉大发现游戏。老师出示Let’s play的课件，找到一个物品（或物品的图片），用语言进行描述，但不说出确切的名字，让孩子猜一猜是什么东西，说出名称，或者指出来。老师可以描述物品的颜色、大小、位置等特征，也可以用肢体动作来辅助孩子理解。建议老师做一个“单筒望远镜”（把报纸卷起来），来增加游戏的趣味性，吸引孩子去观察周围的事物。老师先戴上Sarah的面具。全体学生扮演Wu Yifan。Sarah说：“I see a ‘c’”.WuYifan提问:“Where is it?” ”Sarah回答“It’s in a desk.” Wu Yifan看到物品，并作答:“It’s a crayon”。小组内分角色玩游戏。

Step 3 巩固与拓展（Consolidation and extension）

1.教师出示Let’s talk的课件，对话框挖空，让学生根据图片表演对话。

2.让学生抄写Let’s play的对话。让学生注意书写格式，字母大小写和标点符号。Step 4 总结（Summary）

六、课后反思

第二课时

一、教学内容

Part A Let's learn &Let’s do

二、教学目标

1． 能熟练运用What’s in the classroom? One blackboard…来进行问答。

2． 能听、说、认读本课时的主要单词：classroom, blackboard, light, picture, door, window。3． 能听懂并能按照指令做动作。

三、教学重难点

1.句型“What’s in the classroom?”及单词：classroom, blackboard, light, picture, door, window的学习。在回答“What’s in the classroom?”时，注意单词复数的读音，比如lights。2.window一词注意w的发音，不要与v的发音混淆，教师在教学中应及时纠正。

3.能够读出符合a-e发音规则的单词；能够根据单词的读音拼写出符合a-e发音规则的单词。

四、教具准备

教学课件、录音带、单词卡、一张教室挂图

五、教学过程

Step 1热身（Warming-up）

1.复习pencil, ruler, bag, book, pencil box, eraser, crayon, pen等单词。

2.引导学生用以上单词做问答练习，如：What’s in the bag? What’s in the pencil-case ? 3.在学生回答出问题后，教师可再追问：How many pencils/pens…?使学生能用单词的复数形式进行回答。如：What’s in the pencil-case? A ruler, two pencils… Step 2新课呈现（Presentation）

1.学习Let’s learn(1)教师把一张画有教室的大图贴到黑板上，说：This is a classroom.What’s in the classroom?(2)学生听懂后，教师可先试着让学生回答，能说出英文的学生给与表扬（desk, chair, picture都已学过），也可让学生用中文回答。

(3)告诉学生我们要学习有关classroom的内容，教读classroom。

(4)让学生观看本部分的教学课件。让学生看着课件的画面回答：What’s in the classroom?教师可针对学生回答的不同程度进行指导，鼓励学生完整的回答出来。如有困难，可再看一遍本部分的教学课件。T: What’s in the classroom?

S: A board, two lights, many desks and chairs…

当学生回答出board, light, desk and chairs 时，教师进一步再问:“How many?“引导学生说出：A board 或One board.Two lights.教师可以直接把many一词告诉学生。（5）教师分别指着黑板，灯，桌子和椅子让学生说出单词。

（6）出示单词卡，让学生进行认读。教师可以告诉学生一些记忆单词的方法。如观察单词的第一个字母和最后一个字母等。（把单词卡贴到黑板上）（7）播放录音，学生跟读。

（8）教师在学生学习了对话的基础上，扩充词汇量：There are many things in the classroom.What are they?（9）让学生做pair work: 根据教室中的实际情况，自编对话 2.学习Let’s do(1)教师和学生用英语进行交流，导入Let’s do的学习。I can do many things in the classroom.Open the door, turn on the light, close the window, put up the picture, clean the board.教师尽量把说话的速度放慢一些，边说边做出相应的动作，以便使学生理解。

(2)教师先说词组, 然后再让能力较强的学生代替教师发布指令，让其他学生根据指令做出相应的动作。建议全班参与，激发学生学习英语的兴趣。Step 3 巩固与拓展（Consolidation and Extension）

做“听一听，找一找”的游戏。以小组为单位，小组内的每个学生都被指定为一个本课所学单词，然后教师读单词。如：教师读door, 那么各组被指定为这个单词的学生就必须马上跑到教室门的位置。然后由各组的其他同学判断对错。对了加分，教师接着读下一个单词，游戏继续。最后，比一比哪个组得分最多，哪个组就获胜。Step 4 总结（Summary）

六、课后反思

第三课时

一、教学内容

Part A Let’s spell

二、教学内容

1．能够根据a-e的发音规则读出生词，并能通过对比不同的发音，听录音选词，强化学习发音规则。

2．能够跟读歌谣，在有节奏的说唱中强化学习a-e的发音规则。3．能够按照示范例词的提示，从歌谣中找出符合a-e发音规则的单词填入表格中。学生还可找出更多符合发音规则的例词。

三、教学重难点

1.观察回忆元音字母在每个单词中的发音并总结出规律，本课几个单词的正确书写。2.观察元音字母在每个单词中的发音并总结出规律以及听单词进行选择。

四、教学准备

录音机、磁带、教学课件、单词卡

五、教学过程

Step 1 Warming-up 让学生背诵字母表或唱字母歌。Step 2 Presentation 1.教师先出示字母卡并问：What’s it? An“ Aa”.用What’s the sound of letter “A”?引导学生说出元音字母a在单词中的发音/ei/。接着出示该部分的单词课件：cake face name make，让学生注意a-e的发音为/ei/。

2.让学生朗读Read, listen and tick的单词，教师播放录音，让学生勾选听到的单词。教师核对答案。

3.让学生观察Listen, circle and write的图片，教师播放录音，学生在四线格上写出听到的单词。让学生集体朗读单词，老师及时纠正错误。Step 3 Consolidation and extension 1.游戏1：小组比赛书写

抄写本课时的单词，书写完之后小组评一评写得最规范最漂亮的是谁。

2.游戏2：看谁记得快

将学生分成若干分小组出示图片，每个小组快速说出图片中的单词，看哪个小组最先全部完成单词记忆。Step 4 Summary

六、课后反思

第四课时

一、教学内容

Part B Let’s talk & Let’s play

二、教学目标

1． 能够在情境中恰当运用句型Let’s...和Let me...提出行动建议并作出正确反应。

2． 能够在语境中理解新词语teacher’s desk, clean, help的意思。3． 通过学习本课内容，教育学生要热爱班集体，热爱劳动，互相帮助。

三、教学重点

区分和正确使用Let’s…与Let me…

四、教具准备

教学课件、磁带、单词卡

五、教学过程 Step 1 Warming-up 1.播放录音，让学生跟唱We have a new classroom。

2．让学生翻开课本，让学生找每个部分的标题。通过这一环节让学生熟悉Let’s...这一句型。Step 2 Presentation 1.学习Let’s do（1）教师用学过的词组clean the window导出新词组。教师先出示卡片，让学生认读clean the window并做出相应的动作或说出中文意思。然后分别出示卡片并贴到黑板上：clean the classroom, clean the desks and chairs, clean the board，让学生认读词组，并启发学生说出中文。（2）教师创设情景，呈现新知。教师出示人物面具，让学生使用This is…介绍这些人物：Wu Yifan, Sarah, Amy, Zhang Peng, John, Mike, Chen Jie 和Miss White.教师创设情景：They are classmates.One day they are going to clean the classroom.Everyone wants to do something.Now let’s have a look!What do they want to do?（3）教师播放录音，学生跟读。

（4）教师进一步做讲解。Let’s…是建议让我们做什么事情，是一个人对其他人说的话，意思是让大家和自己一同做一件什么事。而Let me…也是一个人对其他人说的话，但是只是让自己做某事，没有让大家一起做的意思。

（5）让学生观看教学课件，给学生分小组，扮演对话中的人物进行对话。（此时，学生可以运用教材中的人物头饰。）

（6）让学生以小组为单位运用本课所学知识自编情景对话，教师可找1－2组进行展示，并及时进行评价。2.学习Let’s play 小组活动。教师把准备好的纸卡片发给每小组一套。图片上画的图分别表示：clean the window, clean the desk, clean the chair, clean the board, clean the classroom, open the door, turn on the light, put up the picture, sweep the floor.游戏规则：一名学生闭上眼晴，另一名学生站在他后面把图片放在他的头上，闭着眼睛的同要猜出图片上所表示的英文是什么，小组内的其他同学要根据他所说出的内容用Yes或No来判断。最后比一比哪个同学猜出的单词最多。Step 3 Consolidation and extension 复习本单元A部分Let’s do的内容，让学生听指令做动作。教师也可把这一练习改为Simon says的游戏。如果听到教师说Simon says: Open the door.学生必须要做出相应的动作，如果教师的指令中没有说Simon says，学生保持原来的姿势不动。Step 4 Summary

六、课后反思

第五课时

一、教学内容

Part B Let’s learn & Colour and say

二、教学目标

1．能听、说、认读本课主要单词和词组：computer, teacher’s desk, fan, wall, floor。2.能够熟练描述教室中各种物品的颜色，如The door is orange等。

三、教学重难点 1.学习单词：computer, teacher’s desk, fan, wall, floor和描述颜色。2.the 的发音与运用 3.表达复数时be动词的运用

四、教学准备

教学课件、磁带、单词卡、自制颜色转盘

五、教学过程 Step 1 Warming-up 教师出示自制的颜色大转盘，一个学生拨动上面的指针，使转盘转动。当转盘停止后，让大家说出指针所指的颜色。再让另一个学生继续转动转盘，直到所学的有关颜色的单词（red, yellow, green, blue, purple, white, black, orange, pink, brown）都被复习过一遍。Step 2 Presentation 1.学习Let’s learn（1）复习本单元A部分Let’s learn的内容。

T：Look！This is our classroom.What’s in the classroom?

学生利用所学知识回答问题。然后教师补充说：There is a floor, a teacher’s desk, a computer, two fans and four walls in the classroom, too.(教师一边说一边指着教室中的实物或使用教材相配套的教学课件。

（2）教师分别指着教室中的讲台桌，地面，墙，风扇和计算机问学生：What’s this? 让学生试着回答问题。教师可做适当提示。

（3）教师播放本部分的教学课件，通过视听使学生更有效地记忆单词。用鼠标点击讲台桌，地面，墙，风扇和计算机时闪烁。当再次点击时可显示英文单词。（4）教师利用课件显示英文单词并教读，及时纠正学生的发音。（5）教师播放课件中的句子部分。

（6）教师提出问题：What colour is the wall? What colour is the floor.通过让学生回答问题，学说句子The wall is white.The floor is green.教师注意及时纠正the的发音。（7）播放录音学生跟读并模仿Let’s learn 部分。

（8）让学生在本班教室的实际场景中利用所学句型进行操练。学生可以下位子在教室中一边看，一边说，一边指。以增加学生学习的兴趣。教师进行巡视，发现问题及时解决。（9）复习本单元所学有关classroom的所有单词。教师出示单词卡让学生认读，并把单词卡贴到黑板上。学生在读出单词的同时用手指向教室中相对应的事物。考查学生认读理解单词的能力。

2.学习Colour and say 游戏：Colour your classroom.教师发给学生一张印有教室的黑白图片，让学生根据自己的想象把教室中的物品涂上颜色，然后让几个学生用本部分的句型描述他们的图片。Step 3 Consolidation and extension 观看课件画面，适当增加句型，进行扩展会话练习。如：Look!This is my classroom.The wall is white.The floor is green.The fan is green, too.The computer is blue.The teacher’s desk is yellow.对表达有困难的学生，教师可用提问的方式加以引导：What colour is thefan/computer/teachers’ desk? Step 4 Summary

六、课后反思

第六课时

一、教学内容

Part B Read and write & Let’s check & Let’s sing & Part C Story time

二、教学目标

1．能用所学的句子描述物品所在的位置。2.能自主阅读短文并完成练习。3.会唱歌曲We have a new classroom。

3.能听懂并理解Story time中的情节和故事内容。

三、教学重难点

1.能够总结名词单复数的变化形式。

2.能掌握询问物品位置的句型“Where is it?”的正确使用及回答。

四、教学准备

录音机、磁带、教学课件

五、教学过程 Step 1 Warming-up 1.问候

T: Good morning, Class!S: Good morning, Teacher!…

2.教师播放We have a new classroom，带领学生一起跟唱。歌曲比赛：分成男生组和女生组，演唱歌曲，同时要把里面的职业换成其他职业。Step 2 Presentation 1.学习Read and write（1）让学生先阅读Read and tick or cross的内容，并在第一遍阅读时把句子中提问的物品的单词和该物品在教室中的位置圈出来。指导学生做题，把关键词划出来再做题。教学生如何划关键词。

（2）播放录音，学生逐句跟读。

（3）先让学生观察Look, choose and write图片，让学生根据情境图编对话。S1: Where is the bag/ it? S2: It’s in/on/under/near the…

（4）指导学生根据图片把单词写在四线格上，水平较高的学生可以自己观察图片书写单词。2.学习Let’s check（1）让学生观察Let’s Check的图片，提示学生在图片前打钩或划叉。（2）教师播放录音，然后核对答案。3.学习Story time（1）教师利用课件展示该部分的图片，并提问“What do you see?”引导学生回答“I see a bee.”教师继续提问“Where is the bee?”引导学生根据图片作答。

（2）教师播放第一遍录音给学生听，接着再次播放录音，学生逐句跟读。（3）教师出示课件，让学生分角色表演故事。老师及时纠正发音错误。（4）教师第三次播放录音，让学生把听到的句子翻译成汉语，鼓励学生抢答。Step 3 Consolidation and extension 1.进行“朗读之星”评比活动。全班分小组朗读本课时的句子和对话。2.让学生在四线格练习本上抄写Look and circle部分的句子。Step 4 Summary

六、课后反思

第五篇：Unit 1教案

Unit 1 What’s he like? 第一课时

一、教学内容： A Let’s try&Let’s talk

二、教学目标

1．能正确听，说，朗读：Who is …? He/She is…What’s he/she like? He/She is … Is he/she…?Yes, he/she is.No, he/she isn’t.2．能正确听，说，认读表示人物外貌与性格特征的形容词：old, young, funny, kind, strict, polite, hard-working, clever。

3.能听懂，会说，会表演Let’s talk 的内容并在真实场景中运用。

三、教学重难点

1.学生能够表演Main scene 和let’s talk的交际内容，能够根据实际情况用英语讨论人物。2.用英语准确询问并回答人物特征，如：“Who is …? He/She is…What’s he/she like? He/She is … Is he/she…?Yes, he/she is.No, he/she isn’t.”

四、教学准备

教学课件、教学录音带、单词卡

五、教学过程 Step 1 Warming-up

1.Let’s look and say the names.(通过多媒体播放一些卡通图片，分别展示年老，年轻，滑稽，有礼貌，工作努力，聪明，严格等外貌与性格特征，让学生认读，说一说这是谁，怎么样。)2.Let’s listen and sing Who’s your teacher? Step 2 Presentation 1.学习Main scene（1）出示Main scene中的部分教学挂图，让学生观察Who? What are they talking about?（2）学生看图片想象并回答老师的问题。Dialogue 1: Who: Wu Yifan, Amy, Oliver and a teacher.What are they talking about? The teacher introduces classmates to each other.Dialogue 2: Who: a girl, Oliver, Zoom and Zip.（3）教师引导学生将讨论的结果展示交流。（4）听录音，模仿朗读，理解对话内容。

（5）教师领读对话，学生模仿，齐读练习，生生对话，小组表演。2.学习Let’s try&Let’s talk

（1）Listen and tick.听录音，完成教材上的听力任务。

（2）创设情境：这节课让我们和Oliver，Wu Yifan一起去了解Mr Young好不好？教师播放课件图片，要求学生边听边模仿。

（3）看Let’s talk部分的课文插图，听录音，模仿朗读，理解意思。（4）根据Let’s talk内容尝试分角色朗读对话。

（5）学生表演，以检查学生对本课对话的掌握情况，对做得较好的学生予以表扬。3.Make a survey.S1: Who’s your…? S2: …

S1: What’s he/she like?

Step 3 Consolidation&Extension Play a game 游戏规则：优点大爆炸，发现小组内每个成员三个优点。S1: Who’s that…? S2: …

S1: What’s he/she like? S2: He/she is… S1: Is he/she…?

S2: Yes, he/she is./No, he/she isn’t.Step 4 Summary

六、课后反思

第二课时

一、教学内容： A Let’s learn&Ask and answer&Let's spell

二、教学目标

1.能够正确听，说，朗读“Who is …? He/She is…What’s he/she like? He/She is … Is he/she…?Yes, he/she is.No, he/she isn’t.”等询问某人是谁，外貌或性格怎么样的相关交际用语。

2.能够正确听，说，认读表示人物外貌和性格特征的形容词old, young, funny, kind, strict等词汇。

3.能够听懂，会说，会表演Let’s learn的内容并在真实场景中运用所学语言进行真实交流和运用。

三、教学重难点

1.学生能够表演Let’s learn的交际内容，能够根据实际情况用英语讨论人物。

2.用英语准确询问并回答人物特征，如“Who is …? He/She is…What’s he/she like? He/She is … Is he/she…?Yes, he/she is.No, he/she isn’t.”等。

四、课前准备

多媒体课件、录音机、磁带

五、教学过程 Step1 Warming-up 1.Sing a song Who’s your teacher? 2.Show pictures and say.出示一些学科教师图片，让学生快速说出来，如Chinese teacher/math teacher/English teacher/art teacher/music teacher.T: Who’s this man/woman? S: He/she is our…

两组师生示范后，进行生生问答。Step 2 Presentation 1.Look and guess.看图片，猜一猜。

教师出示刚才展示的教师图片，让学生猜一猜教师是什么性格。T: Guess, what’s he/she like? S: Is he/she strict/funny…? T: Yes, he/she is./No, he/she isn’t.两组示范后，教师将卡片交给学生，进行生生对话。2.展示Let’s learn 图片，快速让学生说出Mr还是Miss。3.Look at the pictures and say.看图说句子。如：Mr Young is our music teacher.He is old.4.播放课本插图，两人一组选择图片讨论。Step 3 Consolidation&Extension Group work:小组讨论任课老师。

1.准备好一张你喜欢的老师的画像，并向你的组员介绍。

2.让学生表演，以检查学生对本课句型的掌握情况，对做得好的学生予以表扬。

Step 4 Summary

六、课后反思

第三课时

一、教学内容：B Let’s try&Let’s talk

二、教学目标

1.继续学习“Who’s…?He/she is…What’s he/she like?” He/She is … Is he/she…?Yes, he/she is.No, he/she isn’t.”等询问某人是谁，性格怎么样的相关交际用语。

2.能够听懂，会说，会表演Let’s talk的内容并在真实场景中运用所学语言进行真实交流和运用。

3.在对话交流中使学生养成用英语交流的习惯，培养良好的语音语调和语感。

三、教学重难点

1.学生能够表演Let’s talk的交际内容。

2.能用Who’s …?He/She is … Is he/she…?Yes, he/she is.No, he/she isn’t.”进行真实交际。

四、教学准备 单词卡、课件

五、教学过程 Step1 Warming-up

1.Sing a song Who’s your teacher? 2.我做你说。

请几位同学上台借助肢体和其他道具表演old, funny, polite, hard-working, kind等词，其他同学观看并比赛猜词，同时将手中单词卡片展示出来。3.Let’s listen and chant.（同歌词）Step 2 Presentation 1.学习let’s try 和let’s talk（1）listen and tick What is Ms Wang like? A.quiet B.friendly C.funny(2)Listen and answer a.who is Ms Wang? b.Is she strict?(3)教师引导学生将讨论的结果展示交流。(4)听录音，模仿朗读，理解对话内容。

(5)教师领读对话，学生模仿，齐读练习，生生对话，小组表演。2.Let students talk about their teachers in pairs.Step 3 Consolidation&Extension Play a game: 我的偶像

游戏规则：介绍你喜欢的明星。S1: Who’s that…? S2: …

S1: What’s he/she like? S2: He/she is… S1: Is he/she…?

S2: Yes, he/she is./No, he/she isn’t.Step 4 Summary

六、课后反思

第四课时

一、教学内容：B Let’s learn&Match and say

二、教学目标

1.能够听说读写单词：polite，shy, helpful, hard-working, clever，并能够理解这些单词在不同情境中的意思。

2.能够听说读写句子：What’s he like? He’s polite.三、教学重难点

1.能够听说读写单词：polite，shy, helpful, hard-working, clever。2.能灵活运用句型What's …like? He/she is…进行问答练习。

四、教学准备 单词卡、课件

五、教学过程

Step 1 Warming-up 1．Greeting 2.闪现单词kind，young，old，strict，funny，学生抢答，拼写该单词。3.Free talk.Who’s your English/… teacher?

Is he/ she …？ Step 2 Presentation 1．教师出示图片并介绍：Look at Mr Young.He’s our music teacher.What’s he like? He’s old.Look at Mr Jones.He’s our art teacher.What’s he like? He’s young.教师板书What’s he like? He’s old.学生跟读

2.教师出示一些老师的图片，指着图片说：They are our teachers.Now let’s look at their students.根据图片分别教学polite，hard-working，clever。

3.教师说一个单词，请一个学生用这个单词夸一夸班上符合这个性格特征的同学。4.教师先出示一张女生的图片并介绍She’s beautiful.She’s shy.请学生扮演害羞的动作，What’s he like? 拼读单词shy。

出示一系列做家务的图片：They are helpful.跟读单词，Who’s helpful at home? Please stand up and say “I’m helpful.”

Step 3 Consolidation&Extension 1.师生互动，巩固所学单词。2.Work in pairs，利用图片练习对话。3.Match and say 四人小组活动，请学生将自己带来的卡片分两堆放在桌子上，一堆为人物，另一堆为形容词，每次挑出一张人物，两张形容词进行对话 —What’s … like?

—He’s …

—Is he …？

—Yes, he’s …/ No, he’s … Step 4 Summary

六、课后反思

第五课时

一、教学内容：B Read and write

二、教学目标

1.能听懂、会说句型：He can speak English and Chinese.He’s very helpful at home.He makes me finish my homework.2.能够在实际情境中正确应用这些句型。

3.能够听说读写句型：Is he young? No, he isn’t.What’s she like? She’s kind.三、教学重难点 1.学生能够理解Read and write短文内容。2.能用He/She is......进行真实交际。

四、教学准备 单词卡、课件

五、教学过程 Step 1 Warming-up 1.复习单词，教师说出汉语，学生说英语，拼写并造句。2.Free talk Who’s your …teacher? Is he/ she …？ Step 2 Presentation Read and write

1．Today I’ll introduce a robot.His name is Robin.What’s Robin like? Is he strong? Is he hard-working? Is he helpful at home? Let’s meet Robin now.2.教师板书表格tall，short，thin，strong，old，hard-working，helpful，strict，clever。3.请学生认真阅读，然后想一想主人是怎样描述机器人的，要求学生一边阅读一边思考表格。

4.学生完成表格后，核对答案，然后指导学生根据表格内容对Robin 进行描述，如：Look at my robot.His name is Robin.Robin is short but strong.He’s very clever.He’s hard-working.He’s strict, too.5.讲解语言难点

(1)My grandpa made him.(2)He makes me finish my homework.(3)Robin is short but strong.(4)He can speak English and Chinese.Step 3 Consolidation&Extension 1.请学生独立设计一个机器人，先画一张草图然后用语言对机器人的外貌特征加以描述，如：I have a robot.His name is …He’s … He …

2.教师出示一张人物画像，请一位基础好的学生，用三句话描述该人物，如：This is … She’s … She’s … Step 4 Summary

六、课后反思

第六课时

一、教学内容： B Let's check&Let's wrap it up&C Story time

二、教学目标

1.能够正确使用be动词。

2.能听懂“Let’s check”部分的录音，并完成任务。3.能读懂“Story time”部分的故事。

4.复习本单元学习的主要词汇和句型，培养学生的复习意识。

三、教学重难点

1.熟练运用重点句型。2.能够正确使用be动词。

四、教学准备

教学录音带、单词卡、图片

五、教学过程

Step 1 Warming-up 1.Greetings 2.Free talk Who’s your English/… teacher?

Is he/ she …? Step 2 Presentation 1.Let’s check的学习(1)明确听力任务。

T: There is a listening material.Please listen to the tape.(2)第一次播放教学录音，学生根据录音内容圈出正确答案。(3)第二次播放教学录音，回答问题，师生一起核对答案。2.Let’s wrap it up的学习

(1)教师先让学生感知人称代词的用法。

(2)引导学生观察is, are分别和he/she/it和we/you/they搭配的规则。(3)进行相应的练习。3.Story time的学习

(1)教师用课件出示情景图，学生根据情景图猜测故事内容。(2)介绍故事背景。

T: Zip and Zoom will have a new PE teacher.What is he like? Let’s read the story and see what happens.(3)第一次播放教学录音，学生验证自己的猜测是否正确。(4)第二次播放教学录音，学生听完录音后回答下面的问题：

①Who’s their new PE teacher? ②Is the new PE teacher a football player? ③What’s their PE teacher like?(5)学生在小组内练习分角色表演故事，然后教师请两三组学生上讲台表演，提醒学生表演时要带上适当的表情和动作，教师评选出“最佳表演组”，并给予表扬。Step 3 Consolidation&Extension 1.根据Story time编新对话并表演。2.小组内说说本单元的重要知识。Step 4 Summary

六、课后反思