人教新课标版必修一《沁园春[大全5篇]

第一篇：人教新课标版必修一《沁园春

《沁园春·长沙》教案

教学目标：

1．掌握词的常识，提高形象思维能力；

2．体会词中的景物，学会鉴赏现代诗歌的方法；

3．感受词中的博大情怀和革命壮志，确立学生历史责任感和远大抱负。教学重点和教学难点：体会词中的景物 教学方法：诵读法、提问法、小组讨论法 教学时数：1课时 教学过程 ：

一、导入

自古文人多悲秋。宋玉《九辨》：“悲哉！秋之为气也”，欧阳修《秋声赋》：“噫嘻悲哉！此秋声也”。杜甫《登高》：“万里悲秋常作客，百年多病独登台。艰难苦恨繁霜鬓bìn，潦倒新停浊酒怀。”以叹时运不济jì，人生的艰难万苦。但也有不少古代文人为我们唱出了秋的赞歌。如唐朝刘禹锡《秋词二首》：“自古逢秋悲寂寥，我言秋日胜春朝，晴空一鹤排云上，便引诗情到碧霄。”催人奋发有为，大展鸿图，给人顽强奋斗的精神。今天，让我们一同走进一代伟人毛泽东给我们描绘的秋景，一同走进这位伟人的崇高心灵，体会这位伟人青年时代的宏大胸襟和抱负。

二、作者简介、词的基础知识和背景介绍

毛泽东（1893-1976），伟大的马克思主义者，伟大的无产阶级革命家、战略家和理论家。中国共产党和中国各族人民的伟大领袖，中国共产党、中国人民解放军和中华人民共和国的主要缔造者和领导人、诗人、书法家。词：词兴起于唐，盛行于宋，配乐歌唱，句式不齐，也称长短句。词最初称为“曲词”或“曲子词”，是配音乐的。后来词也跟乐府一样，逐渐跟音乐分离了，成为诗的别体，所以有人把词称为“诗余”。

词牌：就是词的格式的名称。词牌决定了这首词的字数、句数和平仄声韵。某些词牌的命名，与创始之作的内容有关联，但后人倚声或依谱继作，则不一定受此限制，可以赋词牌本意，也可以撇开词牌本意自由发挥。词的标题和词牌有着严格的区别，标题是词的内容的集中体现，它概括了词的主要内容。如沁园春是词牌，长沙是标题。

词的分类：词分为小令、中调、长调，这是依字数的多少来划分的。58字以内为小令；59至90字为中调；91字以上为长调。

学生介绍背景：这首词作于1925年，当时革命运动正蓬勃发展，农民运动蓬勃兴起。毛泽东直接领导了湖南的农民运动，创建了湖南第一个党支部：韶山支部。同时，国共两党的统一战线已经确立，国民革命政府已经在广州正式成立。但陈独秀看不到革命力量，想把革命领导权交给资产阶级。毛泽东看到了革命力量，看到了“星星之火，可以燎原”。1925年2月，毛泽东同志从上海回到韶山，从事革命活动。军阀赵恒惕要逮捕毛泽东同志，在韶山人民的掩护下，毛泽东同志秘密离开韶山，前往广州创办全国农民讲习所，途经长沙，独自去橘子洲头。面对绚丽的秋景和大好的革命形势，追忆了昔日的战斗岁月，不禁心潮起伏，浮想联翩，写下了这首气势磅礴的豪放词。

三、指导诵读，整体感知

1、下面，咱同学一块朗诵全词，注意朗诵技巧：上下阙的领词“看”和“忆”后要稍停顿下，“看”字引导的7句要读出作者的兴奋喜悦之情，抑扬顿挫要分明；“忆”字引导的8句要读出作者的慷慨激昂之情，语速要快，要充满自信。

2、我们听听配乐朗诵并跟诵，注意停顿、重音、抑扬顿挫和朗诵的情感色彩。有哪位同学来试一试。

3、齐读全词。词中呈现给我们的不仅是诗歌美，更有由语言组成的一幅幅图画，我们给词的上下阙所呈现的图画起个标题，同学们小组讨论，每个小组推荐一名同学写在黑板上，我们选一个最好的标题。注意标题的要求：概括主要内容，简短，有一定的文采。

上阕写景：湘江秋色图。下阕抒情：少年学子图

四、合作探讨，解决重难点

1、齐读。“独立寒秋，湘江北去，橘子洲头”的大意，交代了什么？独立寒秋”这句语法采用了倒装，倒装的目的在于强调，作者要强调的是哪个词呢？。

“独立”的含义在深秋的季节，我独自一人站在橘子洲头，望着江水日夜不息地向北奔流。独立—作者；寒秋—写作时间；橘子洲—地点；湘江北去—环境。独立 “独立不仅表明一开始作者就把自己置于秋水长天之中，同时也把读者带进了一个高远的深秋境界里，可以让读者想象出诗人中流砥柱的英雄气概，而倒装的目的就是要突出毛泽东身处险境却能“独立寒秋”坦荡从容、临危不惧的伟人形象。

2、自由读。让我们注意一个“看”字，它一直领起到那一句？ 万类霜天竞自由。《沁园春•长沙》的景美突出表现在景物的选择上，作者视野广阔，选取的景物或广博，或宏伟，或雄峻。尤其是“看”字领起的部分特别典型，我们重点分析这一部分，首先，作者选择了哪些景物？（思考）指名回答，其余同学补充：“万山”“层林”“漫江”“百舸”“雄鹰”“游鱼。从景物的状态看，有静态的火红的枫林，有动态的“争流”的“百舸”等。作者从远望到近观，从仰视到俯瞰，天长地阔，山红水绿，“笼天地于形内，挫万物于笔端”(陆机《文赋》)。

3、《沁园春•长沙》一词的景美还表现在描写景物上。景物的选择固然很重要，但景物的表达则更应别具匠心。诗人笔下的景物不应是客观的白描，而应是“灌注了生气的形象”(康德语)，毛泽东在《沁园春•长沙》中为了给选取的客观物象“灌注”更多的生气，很注重景物的表达。同学们小组讨论，找出并分析上阕中“看”字所总领的一组景物群中用得精彩的词。

明确：“万”字写出了山之多，“遍”字写出了红之广。“层”表现了树林的重重迭迭，“染”字活画出岳麓山一带枫林，仿佛人工染成一样的壮美景色。“漫”写出了江水溢满之壮，“透”表现了江水碧绿清澈，“万”“层”“漫”以及“遍”“尽”“透”这些词在范围、程度、层次等方面，使红绿两色更为突出，更为丰富，更为浓艳鲜明，令人感到可爱。“百”写舸之多，“争”给碧绿天尘的江面增加了昂扬奋进的气氛，活现出千帆竞发、争先恐后的热烈场面。“击”准确地形容了雄鹰展翅迅猛有力地拍打的矫健勇猛的雄姿。“翔”精当地把鸟不扇动翅膀的盘旋回飞的壮志用来描写游鱼在水中自如轻快的神态。

想象能力训练 雨果说：想象是人类思维中最美丽的花朵。下面让我们展开想象的翅膀将诗人所描绘的绚丽多彩的秋色图，由文字变成形象的画面，在大脑荧屏上放映出来，分四步：

（1）勾勒形态：将群山、层林、江水、船只、雄鹰、游鱼„„的轮廓勾勒出来；（2）染上颜色：把黑白荧屏变为彩色荧屏，火红的枫林，蓝天碧水„„

（3）使画面动起来：秋风送爽，吹动满山的枫叶，像熊熊燃烧的烈火，江水流淌，大小各式船只争相竞发，雄鹰在翱翔，游鱼在清澈的水底自由轻快地嬉戏；

（4）让画面更细致、逼真：在脑海中来几个特写镜头，如：船上耀眼的白帆，游鱼的细鳞，水底的沙石。

4、作者对景物的选取，在很大程度上是制约于情的，古代文人墨客的“悲秋”“伤秋”“叹秋”等诗文就正是由他们特定的“意”所决定的。譬如，马致远的《天净沙•秋思》将“意”立在“断肠人在天涯”，所选之“象”便自然是“枯藤”“老树”“昏鸦”“瘦马”等。这首词的立意积极向上，昂扬奋进。正因为他的立意，他所取的“象”，自然就是那些竞相向上、生机勃勃的景物了，如万山、层林、百舸、雄鹰、游鱼等。

5、大家可以看到这几句都是写景，但又都是写情，我们分析时要注意情与景的交融。谁能告诉我，毛泽东笔下的秋景，给人的总体感觉是什么？

绚丽多彩，生机盎然。

为什么毛泽东笔下的秋如此绚丽多彩、充满生机呢？ 由物及人

生：身份，党的领导者；性格，胸怀大志；心境，广阔崇高；胸襟，以天下为己任。

6、“怅”、“寥廓”、“谁主沉浮”三个字词是什么意思？

生：“怅”：原意是失意，这里用来表达由深思而激昂慷慨的思绪； “寥廓”：指高远空旷；

“谁主沉浮”：谁主宰国家的命运、掌握民族的前途。

面对这一派生机勃勃的大千世界，怎不激起万端思绪！广阔无垠的大地，谁才是主宰兴衰的真正主人呢？ “怅„„”句运用了什么修辞手法？反问是无疑而问，设问是有问有答。

7、“携„„”中的“百侣”与上文那句话形成了对比，说明了什么？“峥嵘”“稠”什么意思？

独立 说明了当初一同志向的同学们现在只剩自己坚守志向。不平凡，多。1911年，18岁的毛泽东来到长沙，开始了他在此地长达13年之久的求学和革命斗争生活。

1913-1918年，他在湖南一师读书，常和同学在橘子洲一带游览游泳； 1915年9月，诗人印发反袁称帝的小册子；

1918年，与何叔衡创立了以改造中国和世界为奋斗目标的新民学会；

1919年，主编《湘江评论》，发表了一系列重要论文，引起了全国进步思想界的重视。1919年底组织和领导湖南驱逐军阀张敬尧的运动。这首词是哪几句诗形象地概括，请大家齐读。8、“曾„„”句，与上句的问句相答。

五、总结

从这首词的中，我们可以体察到毛泽东阔大的内心世界，五彩缤纷的精神视野，这不仅 仅是逆境中的拼搏，还是诗人灰色际遇中的亮色，是丰富多彩的底色，是“面对大海，春暖花开”，是“冬天到来了，春天还会远吗”的哲思，是冬天中的诗人心中的春天。所以，当他面临生命的威胁时候，能够“独立寒秋”“怅寥阔”，能够发出“曾记否，到中流击水，浪遏飞舟”的激动人心的呼声。

六、拓展延伸

我们不能把诗人这种拼搏简单地理解成“让暴风雨来的更狂烈些吧！”简单的单薄的呼喊。联系诗人以前的诗作，我们来看诗人的心路历程。咏蛙

一九零九年（１６岁）

独坐池塘如虎踞，绿荫树下养精神。

春来我不先开口，哪个虫儿敢作声。

毛泽东在东山书院读书，他的同学们大多是纨绔子弟，衣着华丽，看不起来自穷乡僻境、衣着很差的毛泽东。因为被许多同学疏远，毛泽东在精神上感到有些压抑，一种“知音世所稀”的孤独感不时袭上心头，毛泽东写下此诗。这首诗运用了托物言志的手法，通过对青蛙所处的环境和它的形象，心态的描述，表现了毛泽东在少年时代就有的抱负和胸怀，也可以说是霸气，很年轻时就显现的帝王之气。

毛泽东一九一零年秋所作的《七绝•呈父亲》则体现了诗人思想的进一步发展： 孩儿立志出乡关，学不成名誓不还。

埋骨何须桑梓地，人生无处不青山。

这首诗少了《咏蛙》诗的个人境遇不如意时情绪的宣泄，更多地体现了诗人对理想的执着追求。毛泽东要外出求学，父亲不支持他，但他毫不犹豫地离家而去。

到了写作本诗，已是１９２５年。三相比较，他的精神更丰富了，他的志向更明确了，他的人格更完善了。在自己的人生中，诗人不断地发展自己、丰富自己。这才是人生真谛。一个发展的人才能正确对待个人命运的升降起伏。得意而不忘形，悲哀而不丧志，“不管风吹浪打，胜似闲亭信步”。这对我们是很有教益的。这警省我们要与时俱进，一步一层楼，一层一重天。要记住，时时丰富自己，人生无止境，避免人生无谓的悲剧。像中国哈佛学子自杀事件，这个清华大学的学生，在国内学习是一路顺风，博得家长、老师、同学的赞扬，但到了哈佛，却忽然不优秀了，于是自残生命。今年发生了不少青年人坠楼的事件，也不是什么不得了的原因，无非感情、生活、事业受挫。这真是些沉痛的事件，如果从发展的角度来看，挫折不是终极目标，却是丰富自己的磨刀石，怎可因挫折而自戕。自戕，表现的是生命的苍白甚至乌有！毛泽东在个人政治境遇不如意的情况下，在生命受到威胁的险境下，却吟唱了一首昂扬的砺志之歌，这值得我们每一个人学习。

第二篇：人教新课标必修一 Unit1 Friendship[全套教案]

嘉兴英语教学网 www.xiexiebang.com 收集整理

Unit 1 Friendship Teaching goals:

*语言知识

1.to talk about friends and friendship, and interpersonal relationship 2.to practise expressing attitudes, agreement and disagreement, and certainty 3.to master some sentences about giving advice 4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions 5.to learn about communication skills

*语言技能和学习策略

1.to develop listening skills by doing exercises in listening task 2.to develop speaking skills by finishing the speaking task and other activities like discussion and oral practice 3.to develop reading skills through the reading materials in this unit 4.to learn to write a letter of advice

*文化意识

1.to know about friend and the real meaning of friend 2.to learn how to get along with others

*情感态度

1.to arouse the interest in learning English 2.to learn to express their feeling of friends and friendship

Teaching key points: 1.how to improve students’ speaking and cooperating abilities

2.learn to use the Direct Speech and Indirect Speech(1):statements and questions 3.master some words and expressions Teaching difficult points: 1.train the students’ speaking, listening, reading and writing abilities 2.how to improve students’ cooperating abilities Teaching methods: Student-focus approach and task-based approach Learning methods: Cooperative study Teaching aids: Computer

The First Period(Warming up &Speaking)Teaching aims: 1.to know about different kinds of friendship 嘉兴英语教学网 www.xiexiebang.com 收集整理

2.to learn some words of describing friend and friendship 3.to master some useful words and expressions Teaching methods: 1.discussing

2.cooperative learning

Teaching materials: Warming up Teaching procedures: Step One: Leading-in 1.Free talk: Something about friend and friendship Ask the Ss to describe one of their friends----their appearance, personality, hobbies, etc.Qs: What’s your friend like?

What does he/she like to do in his/her spare time?

What personality does he/she have? Step Two: Discussion

1.Writing the following statement on the blackboard We all agree that to have a good friend , you need to be a good friend.2.Ask the Ss: What do you think of this statement and how can you be a good friend? Let the Ss express their views 3.Have the Ss get into groups of four to list some qualities of a person they would like as a friend.Ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent… 4.Have a member of each group report on what their lists have and list them on the blackboard 5.Ask the class whether or not they agree with all the qualities listed Step Three: Doing the survey and explanation 1.Have the Ss do the survey in the textbook and let them work out their score.2.Teacher explain each item Question 1 deal with how thoughtful you are towards others.The scoring reflects your concern for others.So one point for A gets the lowest score because it is the most selfish response.B get the highest score because it show a concern for your friend as well as your wish to go to see a film.C gets a slightly lower score because although it shows you want to go with your friend(because you change the plan), you do not help your friend.Question 2 is concerned with fairness.A gets the lowest score because you are not giving your friend another chance to behave better this time.B gets a higher score because you let your friend borrow the camera again.This shows kindness and forgiveness or the trouble you had when it was returned broken.But you are not balancing his heeds against your own.That is why C gets the highest score.You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.嘉兴英语教学网 www.xiexiebang.com 收集整理

Question 3 deals with your concern for others.A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend.This is not responsible.You have things that you need to do.Of course your friend is important but not more important than you responsibilities.B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too.But it does not show any real interest in his / her problem.C get the highest score because it not only shows concern for your friend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend.A provides the correct amount of responsibility to your friend.You recognize that it was your fault and will put it right and pay for the damage.So it gets the highest score.B provides some understanding that you are responsible.You put the situation right but you do not pay for the damage yourself.So it does not get the highest score.C gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.Question 5 is concerned with honesty.If you let your friend look at your paper or somebody else’s paper, you are helping them to cheat.That is not honest, so answers A and C get no marks.But it takes courage to tell your friend that they should have studied and that they cannot look at your paper.That is also the honest answer.So you get 6 points for B, which is more than any other in the quiz.Step Four: Language points Teacher explain language points with some slides 1.add v.1)to put together with something else so as to increase the number, size, importance, etc.增加，添加

eg.Please add something to what I’ve said, John.2)to join numbers, amount, etc so as to find the total eg.Add up these figure for me, please.常用结构：

add up / together sth.把…加起来，合计 add sth.to sth.把…加到/进 add to(=increase)增加了… add up to 合计，共计 add in 包括…，算进

2.pay to get it repaired

花钱让人去修理

3.upset

adj.worred;annoyed 不安的；使心烦意乱的

v.cause to worry, to be sad, to be angry, not to be calm, etc.使不安；使心烦意乱

eg.He was upset when he heard the news.His cheating in the exam upset his teacher.4．ignore vt.to pay no attention to sth.忽视；对…不予理睬 eg.Ignore the child if he misbehaves and he’ll stop soon.ignorant adj.无知的；不知的 ignorance n.无知；愚昧 嘉兴英语教学网 www.xiexiebang.com 收集整理

5.calm

vt.to make sth./ sb.become quiet 使镇静；使平静

adj.not excited, nervous or upset 镇静的；沉着的

calm down 镇静；平静

calm down sb.=calm sb.Down

使某人镇静 sb.calm down(vi.)

某人平静下来 eg.The excited girl quickly calmed down.He took a few deep breaths to calm himself down.6.have got to do sth.(口语)=have to do sth.不得不做某事；必须做某事

eg.Since you’re no longer a child now, you have got to make money to support the family.*have got to在变疑问句或否定句时，不再另加助动词，而have to则须加助动词do.have got to前不用情态动词，而have to前则可以。如： eg.Have you got to writ an assignment for your teacher? 7.be concerned about / for : be worried about eg.We’re all concerned about her safety.8.cheat

vt.1)to act in a dishonest way in order to win

欺骗；作弊

eg.Any student caught cheating will have to leave the classroom.2)to take from(someone)in a dishonest way 骗；骗取

eg.They cheated the old woman(out)of her money by making her sign a document she didn’t understand.n.1)an act of cheating

作弊行为

2)one who cheats

骗子

Step Five: Speaking 1.Get the Ss to work in groups of 4.2.Ask the Ss to use the questionnaire in Warming up as an example and discuss about designing questions.3.Follow the steps in this part and start the discussion like this: A: Now let us design a questionnaire to find out what kind of friend one is.B: OK.First we must think of four questions and three possible answers to each question.C: What about the first question? Have you got one in mind? D: Suppose your friend has taken away your book by mistake.What will you do or say to him / her? …

4.Teacher go around in the classroom and check their discussion.Step Six: Assignments 1.Ask Ss to consider the following question;What is / are the most important quality / qualities that a friend needs to have? 2.Prepare for Reading

嘉兴英语教学网 www.xiexiebang.com 收集整理

The Second and Third Period

(reading and language points)Teaching aims:

1.to know about the story of Anne’s Diary

2.to promote the Ss’ abilities of reading comprehension 3.to learn about the following words and expressions: readon;list;go through;hide away;set down;a series of;outdoors;crazy;spellbound;on purpose;dare;happen to do sth.;It’s the first time that… Teaching methods: 1.reading and discussion 2.cooperative learning and speaking Teaching materials: Reading, Comprehending Teaching procedures: Step One: Leading-in Ask their opinions on the question mentioned in the assignment of last period.Step Two: Pre-reading Let the Ss think about the questions in Pre-reading, and express their own views to the whole class.Step Three: Reading

1.Ask the Ss to look at the pictures and the heading, guess what the text might be about.2.Get the Ss to skim the passage and answer the following questions: What’s Anne’s best friend?

What does her diary mainly talk about?(1.Anne’s best friend is her diary.2.It’s about Anne’s feeling of hiding away.She especially missed going outside and enjoying nature.3.Let the Ss read the passage and discuss the following questions: 1)Imagine what it might be like if they had to stay in their bedroom for a whole year.You could not leave it even to go to the WC or get a cup of tea.How would they feel? 2)If you are only allowed to have five things with you in the hiding place because there is very little room, what would you choose? 3)Try to guess why the windows had to stay closed.4)Guess the meanings of the word “crazy” and “spellbound” according to the context.Step Four: Discussing the style Ask the Ss: 1.What do you think is the purpose of this passage? Why did Anne write it? 2.Do you think it is successful? Do you understand Anne’s feelings?

3.What is Anne’s tone? In other words, is the author angry, sad, happy or thrilled? 4.What is Anne’s point of view? Do you agree with it? If so, why? If not, why not? Step Five: Listen to the text and comprehend it Step Six: Language points 1.go through 嘉兴英语教学网 www.xiexiebang.com 收集整理

1)to examine carefully

仔细阅读或研究 eg.I went through the students’ papers last night.2)to experience 经历；遭受或忍受

eg.You really don’t know what we went through while working on this project.2.hide away 3)vi.to go somewhere where you hope you will not be seen or found 躲避；隐匿

hide away +地点

eg.The thief hid away in a friends’ house for several weeks after the robbery.4)to put or keep sth./sb.in a place where they / it can’t be seen or found 藏；隐蔽

hide away sth./ hide sth.away eg.Why do you hide your thoughts away from me? 3.set down 5)write down 写下；记下

eg.I’ll set down the story as it was told to me.6)put down 放下；搁下 set down sth./set sth.down eg.He set down a basket on the ground.4.series

n.（单复数同形）

a series of 一连串的；一系列的 5.crazy

adj.7)mad, foolish 疯狂的；愚蠢的

It is crazy of sb.to do sth.= sb be crazy to do sth.eg.It’s crazy to go out in such hot weather.8)wildly excited;very interested 狂热的；着迷的 grow / be crazy about sb./ sth.eg.The boys are crazy about the girl singer.9)like crazy 发疯似的；拼命地

eg.He talked like crazy;I couldn’t understand what he said.6.I wonder if it’s because I haven’tt been able to be outdoors for so long that ….*I wonder if / whether…

eg.I wonder if you can help me? *It’s because …

it is 后的表原因的从句中，只能用because来引导，不能用since或as.eg.Why did you go to school on foot?

It is because my bike had broken.7.spellbind

v.to hold the complete attention of 吸引人，迷人；使入迷

eg.The children watched spellbound as the magician took rabbits from his hat.9.stay

v.to continue to be in a particular state or situatioin 系动词，表是状态。后跟名词或形容词，不能用于被动语态和进行时态。eg.He stayed single all his life.10.on purpose 嘉兴英语教学网 www.xiexiebang.com 收集整理

1)故意地（反义：by chance / accident）

eg.I think she lost the key on purpose.2)on purpose to do sth.为了要…而特地

eg.He went to town on purpose to sell one of his paintings.10.far

adv.“过于；…得多” ,表示程度，经常与too或形容词、副词的比较级连用。

eg.She speaks English far better than I.This room is far too warm.cf.very, much, far 11.dare 1)modal.v.多用于否定句、疑问句、条件状语从句、whether(if)等名词性从句或有否定意义的句中，后接动词原形。没有人称和数的变化,其时态只有现在时和过去时。否定式在其后加not.eg.How dare he say such a word!

If you dare do that again, you’ll be punished.2)vt.敢，胆敢。有人称、数和时态的变化。在否定句和疑问句中，dare后的to可保留也可省略。

eg.I wonder how he dare to day such words.12．happen to do sth.It so(just)happened that… 不能用于进行时态。

eg.I happened to be out when he came.= It so happened that I was out when he came.13．It’s the first time that…

eg.It is the first time that I have seen the sea.Step Seven: Comprehending Get the Ss to do the exercises in this part.Step Eight: Consolidation Listen to the text again to appreciate it.Step Nine: Assignments 1.Read the key sentences in the text 2.do the exercises on Wb(Page 41-42)

The Fourth Period(Listening)Teaching aims: to train and develop listening skills by listening to the listening exercises in this unit Teaching methods: Listening and speaking Teaching materials: listening parts on Page 6 and Page 41 and Page 43 Teaching procedures: Step One: Revision Check the answers to the homework Step Two: Listening 1.Listen to the exercises on Page 6 嘉兴英语教学网 www.xiexiebang.com 收集整理

2.Guess the words by listening to the tape and write them down Step Three: Listening to the passage Fill in the blanks on Page 41 Step Four: Speaking

Listen to the tape and discuss questions in groups of four, express your own views.Step Five: Listening task 1.Discuss with the Ss whether they always do what their parents tell them.2.Have the Ss listen to the passage.3.Fill in the table

4.Work in pairs to give some advice to Anne Step Six: Assignments 1.Do the exercises on Page 42(Ex 1,2)2.Revise the Object Clause

The Fifth Period(Discovering Useful Structures)Teaching aims: Let the Ss use the Direct Speech and Indirect Speech Teaching methods: 1.discovery learning 2.cooperative learning Teaching materials: Page 5 Teaching procedures: Step One: Revision 1.Check the homework with the Ss 2.Revise the Object clause

Exercise: Rewrite the following sentences.1.I go to school by bike.(He said…)

2.Will you forget to do your homework?(Mary asked him…)3.When did you come here?(They asked me…)4.What has he said?(Do you know…)

5.Anne is watching TV now.(Mother told me …)Step Two: discovering useful structures 1.Present some sentences for Ss

1)My friend says, “ I will come here tomorrow?”

如果此时此地，你来转述，应该说：

My friend says she / he will come here tomorrow? 如果时间变了，地点不变，你来转述，应该说： My friend said she / he would come here the next day.如果地点变了，时间还是今天，你来转述，应该说： My friend sayd she / he will go there tomorrow.如果时间地点都变了，你来转述，应该说： My friend said She / he would go there the next day.嘉兴英语教学网 www.xiexiebang.com 收集整理

如果由别人转述，时间地点都变了，应该说：

He/ She said he /she would go there the next day.*使用直接引语和间接引语要注意具体语境。

2）“Do you go to the park yesterday?” He asked me.He asked me if / whether I went to the park the day before.3)Kate said to John, “What’s your favourite food?”

Kate asked John what his favourite food was.2.Get the Ss to have a look at Part 1 in “Discovering useful structures” and sum up this grammar point.人称、时态、指示代词、时间状语、地点状语等的变化。Step Three: Practice 1.Do the first tow sentences in Part 2 as examples.2.Check the answers together.Step Four: Assignments 1.Wb, Page 42, 43(Individual, Groups)2.Prepare for Reading on Page 44

The Sixth Period(Reading)Teaching aims:

1.to learn about friendship in Hawaii 2.to promote the Ss’ abilities of reading comprehension 3.to learn about the following words and expressions: way;the second important;It’s believed that…;in peace;those who …;etc.Teaching methods: 1.reading and discussion

2.cooperative learning and speaking Teaching methods: Reading(Page 44)Teaching procedures: Step One: Leading-in

1.Ask the Ss if they can think of any place in the world where Chinese and Western cultures live side by side.(Hong Kong, Macao, Singapore, the Philippines, San Francisco, etc.)Step Two: Reading 1.Get the Ss to read the passage and try to finish the table in Ex1.2.Read the passage carefully again and discuss the questions in Ex2.3.Report their discussion Step Three: Listening to the text and comprehend it Step Four: Language points 1.the way to do sth./ the way of doing sth.2.the second most important the second + adj.（最高级）the third + adj.（最高级）

eg.The Yellow River is the second longest river in China.嘉兴英语教学网 www.xiexiebang.com 收集整理

China is the third largest country in the world.3.to enjoy the land = in order to enjoy the land eg.To make the w8th Olympic Games the game ever, Beijing will make several changes.* to do和 in order to do可以置于句首、句末，而 so as to do只能置于句末。4.Indeed, Hawaii is a place where ….small communities.5.It’s believed that the islands can be a paradise ….It’s believed that …= People believe that …

eg.It’s believed that they arrived more than 30,000 years ago.6.in peace 7.… they are really talking about all those who live on the islands.those who…=people who … “凡…的人”

eg.The teacher praised those who had done good deeds.We find it our duty to help those who are in trouble.8.Living in peace, Hawaiians has developed …

现在分词短语作原因状语，相当于 As they are living in peace.9.Perhaps this is how most visitors will remember their new friendship.Step Five: Listening to the text and enjoy it

The Seventh Period(Speaking Task and Writing)Teaching aims: 1.to develop Ss’ speaking ability and learn to express their own views 2.enable Ss to write a letter of advice Teaching methods: 1.tasked-based learning 2.speaking Teaching procedures: Step One: Speaking task Task One: Ex1(Page 45)1.Get the Ss to work in pairs, have them read the situations and choose one to discuss.2.Ask the Ss to present their dialogue.Task Two: Ex2(Page 45-46)1.Ask the Ss to look at the pictures.2.Work in groups of four and talk about whether they are doing is cool or not.3.Try to express their own views to the whole class.Step Two: Writing

Task One: Ask the Ss to write a letter of advice 1.Get the S to read the letter on Page 7 and understand it.2.Ask the Ss to work in pairs and talk about how to answer the letter.3.Write the letter in reply down.10 嘉兴英语教学网 www.xiexiebang.com 收集整理

Task Two: Ask the Ss to write a passage about their opinions on friend and friendship 1.Read the proverbs carefully.2.Write a passage to express their own opinions.Step Three: Assignments 1.Fill in the form in Sum up(Page 8)2.Fill in the form in Checking yourself(Page 47)11

第三篇：人教新课标高中英语必修一知识点详细归纳总结

人教版新课标高中英语必修一知识点归纳总结（按单元分）

新课标必修1 Unit1 Friendship 重点词组：

be good to 对….友好 add up 合计 another time 改时间

get sth done 使…被做 calm down 镇定下来 have got to 不得不 walk the dog 遛狗 make a list of 列出 hide away 躲藏；隐藏 be concerned about 关心；挂念 share sth with sb 和某人分享某物

go through 经历；仔细检查 set down 放下；记下 a series of 一系列；一套 be crazy about 对…着迷 on purpose 故意 in order to/ so as to 为了

face to face 面对面地 get along with 与…相处 pack up 收拾，打理行装

according to 按照；根据…所说 have trouble with sb/sth 同某人闹意见；做…有困难 communicate with sb 和…交际 throw away the friendship 放弃/终止友谊 try out 试验；试用 join in 参加（活动）far and wide 到处 look to sth 注意，留心某事 fall in love 相爱

ignorant of 无知的

cheat sb(out)of sth 骗取某人某物 have the/a habit of doing sth 有做…的习惯

句子归纳：

1.I wonder if… 我想知道是否….2.It’s because… 这是因为….此从句中because不能用since或as 代替

3.What do you think a good friend should be like? 你认为一个好朋友应该是什么样的呢？ 4.While walking the dog, you were careless and it got loose and was hit by a car.=While you were walking the dog, …在遛狗时，你不小心让狗挣脱了绳子，结果狗被车撞了。（当while, when, before, after 等引导的时间状语从句中的主语与主句的主语一致时，可将从句中的主语和be动词省去。）

5.Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你想有一位无话不谈、能推心置腹的朋友吗？

6.I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.我已经

很久不能去户外，所以我变得对自然界的所有东西都很感兴趣。

7.I can well remember that there was a time when a deep blue sky, the song of birds, moonlight and flowers could never have kept me spellbound.我记得非常清楚，曾有一段时间，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未使我心醉神迷过。

8.It was the first time in a year and a half that I’d seen the night face to face.这是我一年半以来第一次目睹夜晚。

9.I would be grateful if you could give me some advice.如果您给我提些建议，我会非常感谢的。grateful if… 委婉客气提出请求）

10.It’s a good habit for you to keep a diary.记日记对你来说是个好习惯。11.She found it difficult to settle and… 12.This series of readers is very interesting.13.A friend in need is a friend indeed.14.People are told that their actions should be as gentle as the wind that blows from the sea.新课标必修1 Unit2 重点词组：

in…ways 在…方面 such as 例如 believe it or not 信不信由你 come up with 提出 come up to a place 参观某地 ever before 从前 even if/ though 即使 at the end of 在…末期 be based on 在...基础上 close to 距离…近change…into 把…变成 in the early days 在早期 take…with…随身携带 the same…as 与…相同的 at present 目前 be absent from 缺席 be present at 在席；出席 carry out a rule 执行规则 be a native of 是…人 at sb’s request 应某人的要求 have a command of掌握 make a request 请求 request that …(should)+v原形 in one direction 朝一个方向 give commands 命令 be different from 与…不同 i n the 1600’s = in the 1600s as a rule 通常；照例 be native to 是…的土产动物/植物 as we know 正如我们所知

I would be（an international language 一门国际语言 an international organization 一个国际组织 play a role/ part(in)在…中担任角色；在…中起作用;扮演一个角色；参与 play an important role/ part 在…中起重要作用 because of 因为；由于 come up(vi)走进；上来；发生；被讨论 make(good/ full)use of（好好/充分）利用

from one place to another 从一处到另一处 present sth to sb / present sb with sth 句子归纳：

1.However, they may not be able to understand everything.（然而，他们可能不是什么都懂。）

2.This is because Britain ruled India from 1765 to 1947.(这是因为英国于1765年到1947年统治过印度。)3.All languages change when cultures communicate with one another.(当不同文化互相沟通时，所有的语言都会发生变化。)4.What the British call “petrol” the Americans call “gas”.(美国人把被英国人称作“petrol”的东西称作“gas”。此处what引导宾语从句)5.Actually, it was based more on German than present day English.(实际上，当时的英语更多地是以德语为基础的，而现代英语不是。)6.…those who reported the news were expected to speak excellent English.7.The US is a large country in which many different dialects are spoken.(in which= where, 其引导定语从句。美国是一个大国，国内说着许许多多的方言。)8.…there is more than one kind of English in the world.(more than one+单数可数名词，作主语时，谓语用单数)

9.It is not easy for a Chinese person to speak English as well as a native English speaker.(对于一个中国人来说把英语说得跟以英语为母语的人一样好是不容易的。)句型：It is + adj/n+ for sb to do sth 对于某人来说做某事是… 扩充：It is + adj+ of /for sb to do sth

当句式中形容词修饰to do sth 时用for;若形容词修饰sb，则用of.eg: It’s kind of you to help me carry the box.附：

1.either…or…和neither…nor…连接两个名词作主语，谓语动词采取就近原则。2.be different in 强调在某方面的不同

be different from 强调在各方面的不同 3.in the end 最后，最终 后无of 结构 三个表示最后最终的用法：

⑴finally: 按照顺序的最后，常与first, secondly 等连用 ⑵at last: 经过长时间等待直到最后

⑶in the end: 经过长期曲折斗争努力，终于… 如：战争等

4.与人交谈，常会有听不清楚或听不懂的情形，遇到这种情况该如何开口呢？ ⑴Pardon? ⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.对不起，我没听懂，请再说一遍好吗？

⑶Could you say that again, please? / Could you repeat that, please? 请再说一遍好吗？ ⑷Could you speak more slowly, please? 请你说得慢一点好吗？ 5.include ─ including;included identity ─ identify actually ─ actual(adj);

apidly ─ rapid(v)

government(n)─ govern(v)wide(adj)─ widen(v);

broad(adj)─ broaden(v)foreign ─ foreigner;solve(v)─ solution(n)

6.petrol------gas;lift------elevator;flat------apartment film------movie;sweets----candy;post------mail

新课标必修1 Unit3 Travel Journal 重点词组：

one-way fare 单程票 round-trip fare 往返票 graduate from 从…毕业

care about 忧虑，关心 care for喜欢，照顾 care to do愿意/同意做某事give in(vt)上交 give in(to)投降；屈服；让步 give up 放弃

give up doing/sth as usual 像往常一样 at midnight 午夜 at an altitude of 在…海拔上 attitude to/ toward(s)对…态度 change one’s mind 改变主意 to my mind = in my opinion make camp 野营，宿营 make up one’s mind to do 决心干某事 put up one’s tents 搭起帐篷 sth be familiar to sb某事为某人所熟悉

dream of/ about doing sth 梦想做某事 go for long bike rides 做长途自行车旅行 persuade sb to do sth= persuade sb into doing sth 说服某人做某事 persuade sb not to do sth= persuade sb out of doing sth 说服某人不做某事 determine to do sth(动作)/ be determined to do sth（心理）决心干某事 get sb interested in 使某人对..感兴趣 insist on(one’s)sth/ doing sth 一定要；坚持要 the best way of doing sth/ the best way to do sth 干某事的最好办法 sb be familiar with sth某人熟悉某事

can’t wait/ can hardly wait to do sth 迫不及待想干某事

for one thing… for another（用来引出某事的理由）一则… 二则… take one’s breath away 使某人大吃一惊 句子归纳：

1.It was my sister who first had the idea to cycle along the Mekong River.强调句基本句型：it is/ was….that….其中指人时可用who(主)，whom(宾)。

2.Although she didn’t know the best way of getting to places, she insisted that we(should)find the source of the river.insist that….(should)+ v原形 坚持要；坚持要求

insist that….陈述语气 坚持说；坚持认为

3.Have you ever seen snowmen ride bicycles?(metaphor)4.To climb the mountain road was hard work but to go down the hills was great fun.5.Good luck on your journey.6.The lake shone like glass in the moonlight.(simile)新课标必修1 Unit4 Earthquakes 重点词组句子归纳总结 重点词组：

have time to do 有时间做某事 happen to do 碰巧做某事 shake hands with sb 握手 burst into tears/ laughter in ruins 成为废墟 cut across 穿过、横穿 blow away 吹走、刮走 fall down 倒塌

rescue workers 救援人员 be pleased to do 乐意做某事 make/ give a speech 发表演说 judging….from 根据……来判断 tens of thousands of 成千上万 dig out 挖掘

burst out crying/laughing突然哭/笑起来 think little of 对……评价低

be proud of / take pride in 以……而自豪 invite sb to do sth 邀请某人做某事 invite sb for/ to sth think highly of 对……评价高 one-third 1/3 two-thirds 2/3 seventy-five percent 75% agree with sb give out 发出（气味等）；分发；耗尽 a great/ large number of =a great many/good 大量的 be trapped in/ under 陷入……/ 陷在……下面 the high school speaking competition 高中演讲比赛

have sb do sth= make sb do sth= let sb do sth 让某人做某事

come to an end(vi)= put/ bring sth to an end = put/ bring an end to sth 结束某事 agree to sth give off 发出（气味等）give back 归还

give away 赠送；泄露 agree on sth 达成一致意见 agree to do sth

right away= right now= at once= immediately 立刻 as you know 正如你所知道的

be known as 作为……而知名as is known to all 众所周知 be known for 因……而出名 as could be expected 正如可以预料到的 it is useless doing sth 干某事是无用的 happen= take place= come about= break out 偶发 有计划 偶发 战争等爆发 句子归纳：

1.It is always calm before a storm.2.Now, imagine there has been a big earthquake.此句为There be 句型 3.Mice ran out of the fields looking for places to hide.现在分词表伴随 4.It seemed that the world was at an end.5.Water, food and electricity were hard to get.句型：主语+ be + adj + to do 其中to do 用主动形式表示被动含义 6.All hope was not lost.all 与not 连用 表示部分否定 7.It’s never too late to learn.活到老，学到老。附：分词用法 之 作定语

falling leaves 正在落的叶子 boiling water 正在沸腾的水 fallen leaves 已经落在地上的叶子 boiled water 开水 新课标必修1 Unit5 Nelson Mandela 重点词组句子归纳总结 重点词组：

lose heart 丧失勇气 worry about 担心 lose one’s heart to sb/sth 爱上，喜欢上 be worried about 担心（状态）in trouble 处于不幸中 be sentenced to 被判处 be out of work = lose one’s job 失业 be equal to 相等的，平等的 be proud of / take pride in 以……而自豪 invite sb to do sth 邀请某人做某事 invite sb for/ to sth think highly of 对……评价高 one-third 1/3 two-thirds 2/3 seventy-five percent 75% agree with sb

give out 发出（气味等）；分发；耗尽 as a matter of fact = in fact = actually 事实上

blow up 充气 爆炸 beg for 乞讨 set up 建立，创立；设置，竖起 send up 发射，使上涨 set about 着手做某事(set about doing sth)go up 上升，增长；被兴建 set off 出发，动身 set up 设立，建立；设置，竖起 set out 陈列，摆出；开始（set out to do sth）stop sb(from)doing sth be active in = take an active part in 积极参与，在……活跃 keep sb from doing sth阻止某人做某事 die for 为……而死 die from 死于（外因）prevent sb(from)doing sth die of 死于（内因 如：饥饿，寒冷，疾病等）be proud of / take pride in 以……而自豪 invite sb to do sth 邀请某人做某事 invite sb for/ to sth agree with sb think highly of 对…评价高one-third 1/3

two-thirds 2/3 seventy-five percent 75% give out 发出（气味等）；分发；耗尽 put sb in prison= throw sb into prison= send sb to prison 把……投入监狱 advise sb to do sth 建议某人做某事 advice 不可数 a piece of advice advise doing sth fight for 为争取……而斗争 advise sb on sth fight against 为反对……而斗争 advise that(should)+ v原

fight with 同……并肩作战/ 同……斗争 have problems/ difficulty/ trouble with sth work out 算出 have a go= have a try break the law 违反法律

have problems/ difficulty/ trouble(in)doing sth be willing to do sth 乐于做某事 realize one’s dream of 实现…… 的梦想 answer violence with violence 以暴制暴 come to power 当权，上台 social activities 社会活动

equal(adj)---equally(adv)---equality(n)violence(n)------violent(adj)cruelty(n)---cruel(adj)---cruelly(adv)educated(adj)------education(n)willing----unwilling 不愿意的 active----inactive 不活跃的 句子归纳：

1.Only then did we decide to answer violence with violence.only 放在句首且后接状语时（作状语：副词；介词短语；状语从句），要使用部分倒装------才用一般疑问句语序。Only yesterday did his father tell him the truth.Only when his father came back did he go to bed.（从句无需倒装，主句要倒装）

2.He strongly believed in the three principles: nationalism;people’s rights;people’s livelihood.他主张三民主义：民主、民权、民生。3.I felt bad the first time I talked to the group.the first time 用法相当于连词用法，用来引导从句 链接：It’s the first time that 现在完成时 It was the first time that 过去完成时

4.He taught us during the lunch breaks and the evenings when we should have been asleep.（should have done 本应做而未做）

needn’t have done 本不应做而做了 can’t have done 过去不可能做过

新课标必修1 Unit6 重点词组：

in…ways 在…方面 such as 例如 believe it or not 信不信由你 come up with 提出 come up to a place 参观某地 ever before 从前 even if/ though 即使 at the end of 在…末期 be based on 在...基础上 close to 距离…近change…into 把…变成 in the early days 在早期 take…with…随身携带 the same…as 与…相同的 at present 目前

be absent from 缺席 be present at 在席；出席 carry out a rule 执行规则 be a native of 是…人 at sb’s request 应某人的要求 have a command of掌握 make a request 请求 request that …(should)+v原形 in one direction 朝一个方向 give commands 命令 be different from 与…不同 i n the 1600’s = in the 1600s

as a rule 通常；照例 be native to 是…的土产动物/植物 as we know 正如我们所知 an international language 一门国际语言 an international organization 一个国际组织 play a role/ part(in)在…中担任角色；在…中起作用;扮演一个角色；参与 play an important role/ part 在…中起重要作用 because of 因为；由于 come up(vi)走进；上来；发生；被讨论 make(good/ full)use of（好好/充分）利用

from one place to another 从一处到另一处 present sth to sb / present sb with sth 句子归纳：

1.However, they may not be able to understand everything.（然而，他们可能不是什么都懂。）

2.This is because Britain ruled India from 1765 to 1947.(这是因为英国于1765年到1947年统治过印度。)3.All languages change when cultures communicate with one another.(当不同文化互相沟通时，所有的语言都会发生变化。)4.What the British call “petrol” the Americans call “gas”.(美国人把被英国人称作“petrol”的东西称作“gas”。此处what引导宾语从句)5.Actually, it was based more on German than present day English.(实际上，当时的英语更多地是以德语为基础的，而现代英语不是。)6.…those who reported the news were expected to speak excellent English.7.The US is a large country in which many different dialects are spoken.(in which= where, 其引导定语从句。美国是一个大国，国内说着许许多多的方言。)8.…there is more than one kind of English in the world.(more than one+单数可数名词，作主语时，谓语用单数)

9.It is not easy for a Chinese person to speak English as well as a native English speaker.(对于一个中国人来说把英语说得跟以英语为母语的人一样好是不容易的。)句型：It is + adj/n+ for sb to do sth 对于某人来说做某事是… 扩充：It is + adj+ of /for sb to do sth 当句式中形容词修饰to do sth 时用for;若形容词修饰sb，则用of.eg: It’s kind of you to help me carry the box.附：

1.either…or…和neither…nor…连接两个名词作主语，谓语动词采取就近原则。2.be different in 强调在某方面的不同

be different from 强调在各方面的不同 3.in the end 最后，最终 后无of 结构 三个表示最后最终的用法：

⑴finally: 按照顺序的最后，常与first, secondly 等连用 ⑵at last: 经过长时间等待直到最后

⑶in the end: 经过长期曲折斗争努力，终于… 如：战争等

4.与人交谈，常会有听不清楚或听不懂的情形，遇到这种情况该如何开口呢？ ⑴Pardon? ⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.对不起，我没听懂，请再说一遍好吗？

⑶Could you say that again, please? / Could you repeat that, please? 请再说一遍好吗？ ⑷Could you speak more slowly, please? 请你说得慢一点好吗？ 5.include ─ including;included identity ─ identify actually ─ actual(adj);

apidly ─ rapid(v)

government(n)─ govern(v)wide(adj)─ widen(v);

broad(adj)─ broaden(v)foreign ─ foreigner;solve(v)─ solution(n)

6.petrol------gas;lift------elevator;flat------apartment film------movie;sweets----candy;post------mail

第四篇：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.

第五篇：苏教语文必修一沁园春长沙知识点整理

1.沁园春·长沙

独立寒秋，湘江北去，橘子洲头。看万山红遍，层林尽染；漫江碧透，百舸争流。鹰击长空，鱼翔浅底，万类霜天竞自由。怅寥廓，问苍茫大地，谁主沉浮？

携来百侣曾游，忆往昔峥嵘岁月稠。恰同学少年，风华正茂；书生意气，挥斥方遒。指点江山，激扬文字，粪土当年万户侯。曾记否，到中流击水，浪遏飞舟？

一、文学常识

作者毛泽东，字润之。马克思列宁主义者，中国无产阶级革命家、政治家、军事家，中华人民共和国和中国人民解放军的主要缔造者，伟大的革命领袖。

这首词写于1925年，当时革命运动正蓬勃发展，五卅运动和省港大罢工相继爆发，湖南、广东等地的农民运动日益高涨，毛泽东直接领导了湖南的农民运动。该词借景抒情，表现了诗人以天下为己任，蔑视反动派，改造旧世界的战斗精神。

二、拼音

百舸（gě）争流 挥斥方遒（qiú）浪遏（è）飞舟

三、词类活用

粪土当年万户侯 粪土：把„„看作粪土（意动用法）

四、重点词语

1.漫江 满江。漫：满、遍 2.百舸争流 舸：大船 争流：争着行驶 3.鹰击长空 击：搏击，这里指鹰飞得矫健有力

4.鱼翔浅底 翔：这里指鱼在清澈的水中轻快地游动

浅底：江水清澈，显得很浅 5.万类霜天竞自由 万类：一切生物

秋天：深秋

6.怅寥廓 怅：由深思而引发激昂慷慨的心绪

寥廓：高院空阔，指宇宙的广阔 7.谁主沉浮

主：主宰

沉浮：事物的盛衰、消长 8.峥嵘岁月稠 峥嵘：不平常

稠：多

9.恰同学少年 恰：正当、刚好 10.风华正茂：风采才华正盛

11.书生意气 书生：青年学生 意气：意志和概念 12.挥斥方遒

挥斥：奔放

遒：强劲有力

13.激扬文字 激扬：激浊扬清 14.粪土：把……看做粪土 15.击水：游泳 16.浪遏飞舟 遏：阻止

五、课文理解

1.词的上、下阙各写了什么内容？

上阙：写橘子洲头所见的湘江秋景。下阙：回忆往事，寄托胸襟和抱负。2.全词共有几幅画面？各取一个小标题。

4幅画面，独立寒秋图、湘江秋景图、峥嵘岁月图、中流击水图

3.①上阙写到了哪些景物（意象）？这些景物的特点是什么？（用词中的一句话概括）上阙中的景物（意象）：山、林、江、舸、鹰、鱼。特点：万类霜天竞自由。（绚丽多姿，生机勃勃）

②作者面对此情此景发出了怎样的感慨？

问苍茫大地，谁主沉浮？

4.“主沉浮”的深层含义是什么？在全词中起什么作用？

深意：词人由大自然的盛衰荣枯引出了“谁主沉浮”的问题，“主沉浮”在这里是主宰国家命运，掌握民族前途之意，实质是词人进入深沉的历史思索，提出革命领导权的问题。抒写出词人对国家命运的关切和天下为己任的博大胸怀和壮志豪情。

作用:上阙交代时间、地点，写绚丽多姿，生机勃勃的秋景，并生发感慨，设问；下阙回忆青年时代的革命活动，抒发自己的壮志情怀——巧妙作答。因此这三句在全词中起承上启下的作用。

5．在全文中起过渡作用的是哪一句？

携来百侣曾游。忆往昔峥嵘岁月稠。

6．中流击水图的情景中蕴含着词人怎样的感情？在全词中有什么作用？

“中流击水，浪遏飞舟”，采取象征的手法，表达了一代革命青年以天下为己任的凌云壮志，以及在新时代的大潮里，乘风破浪，鼓桨前进，立志振兴中华的慷慨豪情，含蓄地回答了上片提出的“谁主沉浮”的问题，“主沉浮”的正是我辈同学少年。7.《沁园春·长沙》是如何借景抒情的？

本文的“景”，由“看”领出。诗人看到山上“万山红遍，层林尽染”，水中“漫江碧透，百舸争流”，天上“鹰击长空”，水底“鱼翔浅底”，最后一句“万类霜天竞自由”则从眼前的山、林、水、船、鹰、鱼，一下扩展到世间万物，面对如此壮丽的山河和生机勃勃、奋发自强的大自然，作者情不自禁：“怅寥廓，问苍茫大地，谁主沉浮？”通过询问大自然盛衰荣枯应该由谁主宰的问题，表现出诗人博大胸怀和革命者的凌云壮志。从而实现了由“景”到“情”的飞跃，达到借景抒情的目的。

8.内容概括

在长沙逗留期间毛泽东重游橘子洲，面对湘江上美丽动人的自然秋景，联想起当年的革命形势，以“长沙”为题写下了这首《沁园春》，抒写了对革命事业的坚强信心，表现了毛泽东和他的战友们以天下为己任，蔑视反动派，改造旧世界的革命战斗精神。9.艺术手法

景中寓情，情景交融；用词准确，富有表现力。

六、拓展提升

1.毛泽东的“独立寒秋”的形象与柳宗元的《江雪》中“独钓寒江”的形象有什么不同？ 《江雪》是柳宗元政治革新失败后，被贬永州，身处逆境时所做，表现了诗人与恶势力不妥协的心志，两诗意境相似，然而士大夫与革命伟人的胸襟境界又不可相提并论。