2011高一英语教案：Unit 1 Friendship 教案(新人教版必修一)

第一篇：2011高一英语教案：Unit 1 Friendship 教案(新人教版必修一)

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2011高一英语教案：Unit 1 Friendship 教案(新人教版必修一)

一、学习要点

【单元话题】

谈论朋友和友谊

【交际用语】

学会描述朋友：

§ Ann is a tall, thin girl.She has got a long face, blue eyes and an upturned nose.She wears her long blond hair loose.She is often casually dressed in a T-shirt and jeans.§ John is a tall thin man with large blue eyes and full lips.§ Mary likes reading and watching old films.She also enjoys going to parties, but she never stays out late.【语法】

掌握直接/间接引语的用法:

“I broke your CD player.”

He told me that he had broken my CD player.“ Are you sure you didn’t do anything to this?”

He asked if I was sure that I hadn’t done anything to that.“A friend in need is a friend indeed,” mother said to me.Mother told me that a friend in need is a friend indeed.【写作】

学会写电子邮件，向新朋友介绍自己。

【词汇与短语】

§ be fond of

§ argue with

§ in order to

§ hunt for

§ care about

§ treat …as

二、难点解析

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１． crash vi.to(cause to)have a violent and noisy accident 使突然发生意外

eg.One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.The car crashed on the bend(转弯处),killing its driver and two passengers.vt.猛撞

eg.Yesterday he drank a lot and he crashed his car into a bridge.n.车祸

eg.All the passengers were killed in the car crash.He survived although others died in the air crash.2.survive vi.存下来，没死掉

eg.He is the only man who survived after the accident.These plants won’t survive without sun.vt.存留下来，幸存

eg.She survived the earthquake.Did anyone survive the earthquake?

3.desert vt.遗弃，离弃

eg.He is so selfish that all his friends have deserted him.Many people hurriedly deserted the city before the war broke out.He deserted his family.4.develop 发展，形成，培养

eg.In order to survive, Chuck developed a friendship with an unusual friend.He developed an interest in science.冲洗胶卷

eg.He developed the photos which he had taken.5.share 1)分享，分担

eg.Chuck learns that we need friends to share happiness and sorrow.We are friends.We should share joys and sorrows.I will share the cost with you.分担这笔费用

2）合用

eg.We share a small room between us.May I share your umbrella?

3)共同具有，有同样的

eg.She and Mary shared the same tastes and interests.Tom is the only person who shares my opinion.4)n.分得的一份

eg.This is my share of this apple pie.Tom, you’ve had more than your share of this apple pie.欢迎广大教师踊跃来稿，稿酬丰厚。www.xiexiebang.com 高考资源网（www.xiexiebang.com），您身边的高考专家

5)n.应分担或承受的一份（一般用于单数）

eg.We each paid our share of the bill for the meal.6.hunt for 找寻

eg.I have been hunting for you everywhere.I have found the book I was hunting for.7.treat 1)对待

eg.They treated me with respect.He treated his friends well.treat… as

eg.They treated my request as a joke.2)治疗

eg.The dentist is treating my tooth.3)招待（吃某物，请客)

eg.I will treat you all.I think you might treat me to an ice-cream.8．should have done 本应做而没做

eg.I should have studied hard.(In fact, I didn’t)

I should have helped you with your English, but I was terribly busy then.shouldn’t have done 不该做而做了

eg.I shouldn’t have told her the truth.(In fact, I did.)三．练习检测

I.单项填空

1.Could you tell me ________ the gold ring?

A.where Alice had put B.where had Alice put

C.where Alice has put D.where has Alice put

2.--Do you remember ________ he came?

--Yes, I do, he came by car.A.how B.when C.that D.if

3.First you must tell me ________.A.what is the size of the room B.how big the size the room is

C.how big the room is D.what size room is it

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4.I didn’t know what ________.A.was the matter B.is the matter C.the matter was D.the matter is

5.--I wonder if I could use your telephone?

--________.A.I wonder how B.I don’t wonder

C.Sorry, it’s out of order D.No wonder, here it is

6.I have grown very _______ my car and we are like old friends now.A.hunt for B.argue with C.fond of D.care about

7.My parents were a great _______ to me when I lost my job.A.support B.challenge C.interest D.hope

8.It’s Joe’s birthday today.He ______ his cake with his parents and friends at the moment.A.cut B.is describing C.is sharing D.was solving

9.-----What do you think of your college life?

----Tired!_____ win the scholarship, I have made a full schedule for study.A.So as to B.In order that C.So that D.In order to

10.Please don’t _____ what people think once you think your final decision is right.A.care for B.care about C.care to do D.take care of

II.词汇练习

A.Fill in the blanks with the proper words:

helpful, selfish, patient, brave, polite

1.Lifeguards have to be _____ ___ as they often find themselves in dangerous situations.2.A shop assistant has to be ____ _____ even when dealing with a rude customers.3.Mary is very ___ ______;when I have a lot of work to do, she always lends a hand.4.Teachers need to be very _ __________ as students sometimes take a long time to learn things.5.Tom is quite a ____ ____ child;he seldom shares his toys with his friends.B.Pick out the word that doesn’t belong with the other three in each group:

()1.A.scared B.loyal C.wise D.smart

()2.A.imagine B.survive C.express D.deserted

()3.A.parachute B.quality C.compass D.hammer 欢迎广大教师踊跃来稿，稿酬丰厚。www.xiexiebang.com 高考资源网（www.xiexiebang.com），您身边的高考专家

()4.A.gender B.interest C.friendship D.manager

()5.A.unusual B.especially C.fond D.wise

四．答案

I.单选填空

1.A 2.A 3.C 4.A 5.C 6.C 7.A 8.C 9.D 10.B

解析:

6.grow fond of 相当于be fond of 但它更侧重渐进的过程

9.in order to 放句首，表目的。

10．care about 在乎，在意

II.词汇练习

A.1.brave（勇敢）2.polite（有礼貌）3.helpful（助人的）4.patient（耐心的）5.selfish（自私的）

B.1.A scared 2.D deserted 3.B quality 4.D manager 5.B especially

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第二篇：高一必修一英语教案范文

学英语最重要的还是培养兴趣，不求甚解的背诵，当然还有日复一日的坚持和积累。以下是高一必修一英语教案，欢迎阅读。

Step I.Revision

Check the homework with the whole class.Step II.Warming up

Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”

S1: The sound of wind that blew in a winter night when I was very young.It sounded like a ghost who was howling.I was very frightened at that time.S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife.Perhaps, they broke their TV set.T: That’s too terrible.S3: The noise when planes take off.S4: The sound of trains.T: Good!I agree that all of them are big sound.But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?

Ss: No, we have no chance to hear that.T: If there is a sound like this, what is it?

S5: When someone hears something unexpected and terrible.For example, when one of his loved families dies, he will feel this sound.T: Terrific!You are using a literary way to express the sound.S6: When an earthquake happens.T: Great!I have waited for this answer for a long time.Today we’ll learn something about earthquakes.I think most of us have heard of earthquakes.Can you imagine how terrible it is ?

S7: The earth is shaking.All the buildings will fall down.S8: Many people will die.And perhaps many children will lose their parents.T: Yeah, earthquakes are disasters to everybody.Now look at the two pictures of Tangshan and San Francisco.Can you describe what you see in the pictures?

S1: Tangshan is a beautiful city.It has beautiful gardens, broad roads and some tall buildings.S2: From the picture of San Francisco,I can see that it is a very big city.There are many tall buildings thickly standing on the earth.I think the population of the city is very large.T: Good!What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it.Then I’ll ask so me of you to show your opinion.Step III.Pre-reading

There are two questions in this part.Both are very interesting.The first one c

an more or less reveal the students’ values;while the second one can enlarge their imagination.No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.T: Now, let’s look at the pictures.What are the predictions of an earthquake?

S1: Before an earthquake animals will become nervous.Cows, pigs, horses and dogs will be upset.And people can see mice running about.If the earthquake happens during winter, people can even see snakes.T: Terrific!Where did you get this knowledge?

S1: From geography.I like it.T: good.Sit down please.S2: Madam, I don’t know the meaning of the picture with two women.T: It doesn’t matter.You will know it soon after reading our text.OK.Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?

S3: I’ll take all my money.People can’t live without money.S4: I will take as much water as possible.Because it is said that people can keep alive for nearly 7 days by drinking without any food

S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.S6: I will carry my grandma.She is my most loved person in this world.She brought me up.T: What a dutiful child you are!I’m very glad to hear that.Sit down please!It seems that all of you know what you should do during an earthquake.OK.Let’s read our text, and see what it tells us.Step IV.Reading

In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage.Ask them to pay attention to the first sentence of each paragraph.This can help them finish exercise3 in Comprehention.It is about the main idea of each paragraph.Then ask them to read the text again carefully to obtain some details.Before reading for the second time, show some questions on the screen, and let the students read the questions first.These questions can guide them to have a good understanding about the text.They can also make preparations for Exs1-2,which are about details.Skimming

T: At first I’d like to read the text quickly to get the general idea of the article.While reading, you should pay attention to the sentence of each paragraph.T: Have you got the general idea of the text?

Ss: Yes.T: What is it?

S1: There is no quick answer to this question.Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?

T: Sure.S1:OK.That’s easy.The main idea of the passage is some signs of the earthquake, and what would happen during the quake.T: Good, sit down please.In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit.(Teacher writes the word on the blackboard)Do you understand the meaning of the word?

Ss: No.T: Sequence means the order of the events.It can tell us which event happens first, and which happens later.Do you know the sequence that is used in our text?

S3: Yes.At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.T: Quite right!Now please look at the screen, these are the first sentences of each paragraph.Read them and think if they are the main idea of the text.If necessary, you may make some changes to make more exact.Teacher shows the screen and gives a little time to think it over.1.Strange things were happening in the countryside in the northeast Hebei.2.The disaster happened and caused a lot of loss.3.All hope was not lost.Careful reading

T: Now, it’s time for us to read the text carefully.But before reading, you should read some questions first.These questions may help you get some information quickly and easily.Now look at the screen, and read the questions.Show on the screen

1.What natural signs of a coming disaster were there?

2.Can you think of some reasons why these signs weren’t noticed?

3.What events probably made the disaster worse?

4.What situations probably made the disaster worse?

5.How were the survivors held?

Step V.Extension

Show the questions on the screen.1.From whose point of view are events described? How do you know?

2.What is the mood of this passage? How is it created?

3.Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?

4.Why is the title A NIGHT THE EARTH DIDN’T SLEEP?

5.What does the sentence “Slowly, the city began to breathe again.” mean?

Answers:

1.He uses third-person to describe the quake.His description is very objective.For example, the second sentence in the third paragraph.The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.2.The mood is serious and a bit sad.It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.3.Although the writer was not there, he felt sad for the people of Tangshan.He knows that some personal feelings will make the reading more interesting.4.I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet.But that night everything changed.The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.5.Here we can see that the writer compared the city to a person who suffered a lot in the disaster.He felt her pain, and he worried about her.So when he said that people came to help her, we can feel his feelings to the city.The city will not die, she has hope and she can recover from the pain.Step VI Comprehending

Answers to Exx1-

31.1.C 2.E 3.B 4.D 5.A

2.1.The walls of the villages wells had cracks in them..Roads got huge cracks

3.Brick buildings were destroyed.4.The army helped the survivors.5.Shelters were put up for those with no homes.3.1.Strange things were happening in the countryside in northeast Hebei..1.The disaster happened and caused a lot of loss.2.All hope was not lost.Step VII Homework

课后反思：总体感觉上，本节课上得比较成功，心情愉快。基本上完成了教学任务。学生们不但对地震有了一定的了解，而且能用英语进行简单的描述。但是同学们在讨论、汇报、回答问题时词汇单一，句式多是中国方的英语。在今后的教学中要加强语句表达方面的训练。

第三篇：《小狗包弟》教案_新人教必修一

金太阳新课标资源网

小狗包弟

巴金

金太阳新课标资源网wx.jtyjy.com

金太阳新课标资源网

鲜明的特质与基调。从文学史书中走向我们的课本，在他深刻的自省中，巴金老先生却在一只小狗面前显得不那么“光彩”，下面有哪位同学为我们介绍一下小狗包弟呢？

【板书包弟】初读课文，我们的小主人公给你留下的是怎样的印象呢？

学生回答出大概的印象后，教师进一步追问，让其举例证明，学生往往会忽视侧面描写，教师应给予适当的强调。

正面描写：

第２自然段“狗来了„„不停的作揖”──可爱。

第３自然段“它不咬人„„引客人发笑”──可爱、聪明。

侧面描写：

第３自然段写日本女作家在两年之后仍然对包弟念念不忘──可爱。第５自然段“听妹妹们说„„等候我们出来”──有情义、通人性。

一个是敦厚真诚的老人，一个是天真可爱通人性的小狗，养宠物对今天的我们来说本诗稀松平常的事情，然而包弟和巴金先生的相聚与分离却被打上浓重的时代阴影，我们刚刚说到，巴金老先生在小狗包弟面前显得不那么“光彩”，这个小狗在文中的遭遇是不可分离的。这就回到了预习课文时我给大家提出的问题，巴金先生和包弟之间发生了怎样的故事呢？请大家按照本文叙事情节的发展顺序分组，依次告诉我：【板书横坐标】

开端（２自然段）── 包弟来历。

发展（３～６自然段）── 七年相处。

结局（７～９自然段）── 一朝痛别。

尾声（１０～１３自然段）── 真心忏悔。

引子（１自然段）── 艺术家与狗的故事。（最后出现）

下面我们请全班同学按照本文的叙事线索分为四个小组，分小组品读文中作者和包弟的情感发展线索，注意找出文中表明作者情感的关键词：第一小组负责文章中的开端：第二小组则负责文章的“发展”，研究“我”和包弟的“七年相处”，第三小组则品读文中“一朝痛别”的部分；第四小组看看巴金老先生是如何“真心忏悔”的。下面给大家十分钟的时间分组讨论，请你们在品读课文的同时注意发现问题，待会儿可以把你们的发现向大家陈述。（十分钟后）：

学生分组起来分析课文，教师根据学生的回答进行初步总结同时播放相应的PPT，在学生回答的过程中对于以下问题是需要进一步追问和明确的：

第一部分中：作者为什么要对小狗的来历做细致的介绍？（为下文小狗的“出身”问题做铺垫）；第一部分的情感可概括为“和你在一起”；

第二部分的情感可以概括为“和你在一起”；

第三部分情感概括为“大难临头”，注意：“为什么包弟这么可爱的一只小狗在当时却没有人愿意收养？”明确当时环境的**和情况的特殊；

结局：一朝痛别：在小狗包弟送走后，作家的内心是如何变化的？下一位同学回答：轻松、沉重、自责。

⑴ 作家为什么会轻松？

明确：包袱解除了，从红卫兵开始上街抄四旧开始，小狗包弟就成了全家人的一个包袱，使他们整日生活在心惊胆战当中，害怕小狗包弟会给他们带来灾难，如今包弟送走了，没有包袱了，自然而然的就轻松了。

⑵ 他为什么会沉重？

明确：作家想到了解剖台上的小狗包弟的惨象，进而想到为了自保，自己将相处了七年，有着深厚情谊的包弟牺牲掉，心中便产生了深深的愧疚，这种内心的煎熬使他又背上了沉重的包袱。

金太阳新课标资源网

⑶ 这种包袱使作者不断的自我谴责，请大家找一下，那一句话是表明作家的自责的？自责的表现又是什么？

“不能保护一条狗„„我不能原谅我自己！”

“在我吞了两片眠尔通„„就这样可耻地开始了十年浩劫中逆来顺受的苦难生活” “自己也终于变成了包弟，没有死在解剖桌上，倒是我的幸运。”

“„„我好象作了一场大梦。满园的创伤使我的心仿佛又给放在油锅里箭熬。”“这样的煎熬是不会有终结的,„„还清了心灵上的欠债。”

请第三小组的同学推荐一名成员来为大家朗读文章的第十段，注意读出作者前后的情感变化。（教师适当点评）

尾声：可概括为“没有我的日子里”，作者包含歉意，进行沉痛的自我剖析。（情感线索至此梳理完毕）

在梳理完作者情感线索的同时，我们可以发现，作者的情感变化是与故事的情节发展紧密结合的，由此，我们可以列出这样的一个坐标轴：

（教师板书）：

特别值得注意的是作者是以一个小故事做引，展开正文的叙述。先写了艺术家的狗被打断腿而惨死，作者由这只小狗想到了自己养过的一只小狗，它是那么的活波、可爱，然而也难逃厄运，“包弟”被送上了解剖台。两条狗虽然品种不同，主人不同，品性不同，但是他们的悲惨结局却是相同的。作者正是通过他们不同的经历、相同的结局来告诉人们在那个的特定时期的社会**，人性的扭曲，及对人们的迫害和摧残。连无辜的对人忠诚的小狗也难逃一劫，更何况人呢？再来看我们的情感心电图，大家说，全文感情发生巨大变化的部分是？（文革时期来临，我和包弟一朝痛别）

作家秦牧曾这样描述一段文革期间的见闻，“一天早上，当我走回报社的时候，在一德路到人民路短短的一段距离内，竟见到八具吊在树上的这样的尸体──大多是被打破头颅、鲜血迸流的。”

这就要求我们必须了解并直面故事发生的背景——文革。

播放PPT请同学朗读内容，并观看小短片《蓝风筝》

我希望通过红卫兵震天的呐喊，同学们能多少感受到那个人人自危，动荡不安的年月的荒蛮。以及这种荒蛮对人性的一种扭曲。就像冯骥才先生说过的：

哪怕最成熟的性格也要接受它强制性的重新塑造。坚强的化为怯弱，诚实的化为诡诈，恬静的化为疯狂，豁朗的化为阴沉。人性、人道、人权、人的尊严、人的价值，所有含有人的最高贵的成分，都是它公开践踏的内容。虽然这不是大动干戈的战争，但是再惨烈的战争也难以达到如此残酷——灵魂的虐杀。众所周知，我们所熟悉的另一位老作家老舍，也是文革的受害者之一。1966年夏天，“文革”风暴呼啸而至，我们的国家和人民顷刻间陷入一场空前浩劫。8月23日，老舍去北京文联“参加运动”，受到了“造反派”和“红卫兵”的批斗。他们将莫须有的罪名强加到老舍头上，使老舍遭到了人格上的侮辱。如此不堪忍受的侮辱降临到头上，老舍毫不犹豫，平静而坚定地选择了死亡。8月24日，老舍来到德胜门外城西北角上的太平湖公园投湖自尽。（播放PPT）

在这场浩劫中，巴金先生得以保全性命，按照他自己的话说，他以小狗包弟作为牺牲，可耻地开始了十年浩劫中逆来顺受的苦难生活。人性中恶的部分，在灵魂的审判台上毕露无疑。在接下来的自白中，他将自己的内心情感变化真实地体现在了文字里。时间可以改变一切，但是时间的流逝有没有使巴金老先生的情感得到缓解呢？下面请同学们听课文最后三段的金太阳新课标资源网

录音，然后告诉我最打动你的地方是什么？

在对学生的回答中，教师要明确：《小狗包弟》的最大意义与其说是在批判，还不如说是在反思，具体的说，是对自身的反思，也是对以作者为代表的整个知识阶层的反思。作者的笔调是沉重的，自我解剖是严厉的，甚至到了残酷的地步。他仿佛站在灵魂的审判台前，拷问自己、鞭挞自己性格中的弱点。作者是那个时代的过来人，他曾经强忍着肉体与精神上的双重折磨，虔诚的接受思想改造。（播放PPT巴金的文革生涯）在造反派手里的大棒之下，“默默忍受、毫不申辩”；在来自全国各地的串连者面前，态度“顺从而认真”；在学习《语录》和《讲话》时“态度诚恳，身体力行”。在强大的专政机器下，富有独立品格的知识分子成为“逆来顺受”的软弱的臣民，直到运动后期，才终于看清这场历史的大骗局。在新时期，当巴金从历史的废墟中站起来回视那段历史时，除了发现历史的丑陋与黑暗之外，更进一步深刻地认识了自身的弱点：过于听话、过于天真、过于软弱，贪恋生命以至到苟活的地步。当年像摔掉包袱一样将包弟送上了医院的解剖桌，在自己的心上作者却承受了永远也摔不掉的重负。“不能保护一条小狗，我感到羞耻；为了想保全自己，我把包弟送到解剖桌上，我瞧不起自己，我不能原谅自己！我就这样可耻的开始了十年浩劫中逆来顺受的苦难生活。”这发自肺腑的自谴自责，具有慑人心魄的力量。相对于那些变节者、出卖亲友者、落井下石者、投机取巧者、混水摸鱼者，作者的所作所为实在算不了什么。从表面上看，这种灵魂的拷问已到了苛责的地步，却正指出了相当长的一段时间我们民族陷入灾难的原因：民族人格，尤其是作为大众精英与代表的知识分子人格的萎顿与贫弱。作者耿耿于怀，不能原谅自己，这笔“心灵的欠债”使作者的心永远在无边的忏悔中“煎熬”。但惟其如此，中国现代知识分子的蜕变与新生才有希望，整个民族的振兴才有希望。作者的拳拳之心灼然可见。读到这里，我想请各位同学换位思考一下，如果你是包弟，你会原谅巴金老先生吗？ 有两种意见，一种认为作家的行为是自私的，另一种认为作家的行为可以理解。这两种意见都有道理，持前一种意见的同学，他们的是非观念很强，能够在大是大非面前摆正自己的心态。而后一种同学，他们则多了一份理解，多了一份同情，我们没有亲历“文革”，对“文革”所知甚少，但是在文章的片断当中，我们仍能够看到社会的**，所以我们对于生存在那样的社会当中的身份特殊的作家，也应当给予一定的理解。

包弟如何想，我们当然无从得知，但是我们知道的是，尽管相比较那些在文革中做出更残忍更丧尽天良的人，巴金迫于无奈对于小狗包弟的抛弃是情有可原的，但是巴金老先生自己却不能够原谅自己。于是忏悔和歉疚成了巴金先生在这篇文章中的主旋律，下面请同学们齐读最后一自然段，然后告诉我，本文的文眼是什么？“我怀念包弟，我想向它表示歉意。”（作者于质朴简洁的语言中，道出了自己的真情，毫无保留，毫无掩饰。这体现了他勇于解剖自己、敢于讲出真话的精神。朗读时，“不怕”一词要重读，要表现出坚决、无畏的态度；“表示歉意”要读出深深自责的情感。）

李存光先生在《巴金传》里曾经这样写道：《随想录》的独特之处，《随想录》的价值，主要在于它是一个受害者的严肃反思，一个正直心灵的痛苦自审，一个最无责任者对自己责任的拷问。这里有对生命的尊重，有对反省历史的呼号，有对光辉人性的呼唤。自责，忏悔，实际上就是呼唤人性，呼唤一个理性的合乎人性的新时代的到来；也是从另一方面对这种人性的讴歌和赞美。我想，这就是为什么，巴金老先生被称为是中国的良心。

【播放PPT】

在2003年CCTV为巴金先生授予了“感动中国人物”，从本文的角度来看，大家认为，在颁奖词中必然涉及到哪些关键词呢？（真诚、热情、忧患、良知）

播放PPT

下面我们进入本课的最后总结，（主要是请学生按照刚刚的分组进行讨论和总结，学生可以

金太阳新课标资源网

畅所欲言，而教师则需要根据学生的回答进行下面几个方面的启发）

以小见大：

真诚质朴：

巧用对比：

一、两只狗的经历对比

二、狗与人的对比

三、欢乐与悲伤的对比

四、真与伪的对比

“事”“情”结合：

反思精神：《小狗包弟》看似写物，实是写人，是《随想录》中众多“忏悔录”式散文中的佳作，作者以娴熟的笔法、巧妙的构思、真率强烈的感情，在批判专制时代黑暗与罪恶的同时，反省自身的弱点，是从觉醒了的现代知识分子心灵中流淌出来的诗篇，具有震撼人心的思想力度，又具有感人的艺术魅力。

课外拓展：

阅读巴金《怀念萧珊》；

认识你自己：

1.课外小组讨论：从“华沙之跪”看反思精神与人类社会

2.在你的成长经历中，是否也有伤害到他人甚至动物的“不光彩”时刻，请你以本文为出发，写下属于你自己的“歉意之信”

板书设计：

第四篇：高一英语教案：必修三Unit2教案

Unit 2 Healthy eating

Period 3 Learning about language: Grammar

整体设计

教材分析

This is the third teaching period of this unit.To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.Then lead in the new lesson.This teaching period mainly deals with the grammar: learn the use of ought to and review the use of can, could, may, might, will, would, shall, should, must, can’t.Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand.Firstly, the teacher can ask students to read the reading passage Come and Eat Here(1)again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese.Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences.Thirdly, do the exercises in Discovering useful structures on Page 13 and more exercises for students to master the related modal verbs.Finally, summarize the use of ought to and let students make it clear how each modal verb is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 54 and additional exercises for consolidation.教学重点 1.Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.2.Let students learn the use of ought to.教学难点

Enable students to learn how to use ought to correctly.三维目标 知识目标

1.Get students to know more about modal verbs.2.Let students learn the use of ought to.能力目标

Enable students to use modal verbs correctly and properly according to the context.情感目标

1.Get students to become interested in grammar learning.2.Develop students’ sense of group cooperation.教学过程

设计方案(一)

→Step 1 Revision

1.Check the homework exercises.2.Dictate some new words and expressions.3.Read the passage Come and Eat Here again to find words and expressions that mean the same.Alternative words and expressions Words and expressions from the text

should

run away after doing something wrong

something to make you thin by eating it

wish to know about something

get rid of something

Alternative words and expressions

parts of plants that help food move quickly through the body

changing food into something the body can use

proper amount of different kinds of food needed for good health

Give students about four minutes to find the suitable words and expressions.Then check the answers with the whole class.Suggested answers: Alternative words and expressions Words and expressions from the text should ought to run away after doing something wrong get away with something to make you thin by eating it slimming foods wish to know about something curiosity get rid of something throw away Alternative words and expressions Words and expressions from the text parts of plants that help food move quickly fibre through the body

changing food into something the body can use digestion proper amount of different kinds of food balanced diet needed for good health

→Step 2 Leading-in by revision Translate the following sentences and explain how each of these modal verbs is being used in the situations.1.He could hardly support his family before he found the new job.2.Where could/can the boy be now? 3.May/Might I come in? 4.You may/might catch sight of the sunrise from here when you get up before 5 in the morning.5.You must hurry up or you’ll be late.6.Whatever you want, you shall have.7.We should read English aloud every morning.8.He would sit there for hours, doing nothing at all.Suggested answers: 1.他在找到那份新工作前几乎无法养家糊口。(ability)2.那孩子现在能在哪儿呢？(guessing)3.我可以进来吗？(ask for permission)4.你在早晨五点钟以前起来, 或许能从这儿看到日出。(possibility)

5.你必须得快点儿, 不然会迟到的。(necessity)6.你想得到什么, 你就可以有什么。(promise)7.我们应该每天早晨朗读英文。(duty)8.他总是在那儿一坐就是几个小时, 什么都不干。(past habit)→Step 3 Grammar learning 1.Reading and discovering Ask students to turn back to Page 10 to read through the passage Come and Eat Here, let them pick out the sentences using modal verbs and translate them into Chinese.Suggested answers: 1)By lunchtime they would all be sold.到午饭时分, 它们都会卖完。

2)By now his restaurant ought to be full of people.到了这个时候, 他的餐馆本该宾客盈门的。3)What could have happened? 发生了什么事呢？

4)Nothing could be better.再没有比这些更好（吃）的了。

5)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。

6)He could not believe his eyes.他简直不能相信他的眼睛。

7)Perhaps he should go to the library and find out.也许他应该去图书馆查查清楚。

8)He could not have Yong Hui getting away with telling people lies!他不可能让咏慧哄骗人们后跑掉。9)He had better do some research.他最好作一番调查。

10)They would become tired very quickly.他们很快就会到疲乏。

11)Perhaps with a discount and a new sign he could win his customers back.或许打折的方法和新的招牌能够帮他赢回顾客。

2.Thinking and discussing Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these modal verbs is being used in the situations.Use the function words below to explain the meaning of the modal verbs.If students have some difficulty, give them a hand.Intention Duty Permission Possibility Guessing Ability Suggested answers: 1)Possibility 2)Possibility 3)Possibility 4)Possibility 5)Guessing 6)Intention 7)Duty 8)Intention 9)Duty 10)Possibility 11)Ability 3.Summing up: the use of ought to ought to的用法

ought无人称和时态的变化, 后接带to的动词不定式。ought to可表示“义务”“要求”或“劝告”, 常译作“应该”“应当”等, 和should差不多, 只是语气稍重一些;有时表示“非常可能”的意思。否定式为ought not to(oughtn’t to), 疑问式为Ought I/you/...to...? 1.表示“责任或义务”

Such things ought not to be allowed, ought they? 这类事情不应该被准许, 是吗？ —Ought he to go? 他应该去吗？

—Yes, he ought to.是的, 他应该去。2.表示“适当, 合适或应该”

Coffee ought to be drunk while it is hot.咖啡应该趁热喝。

There ought to be more buses during the rush hours.在上下班高峰期, 公共汽车应当多一些。3.表示“可能性”

Harry ought to win this race.哈里应该会赢得这场比赛。

If he started at seven, he ought to be here now.假如他在七点出发的话, 现在大概到这儿了。4.表示“劝告或建议”

I think you ought to eat more body-building food.我认为你应当多吃些有营养的食物。

He said I ought to do that job.他说我适宜做那项工作。

5.表示“推测”, 意为“照说应该;想必一定”, 后跟不定式的一般时、进行时或完成时, 分别表示对现在、现在进行或过去情况的推测。

She has had working experience before.She ought to be fit for the job.她以前有过工作经验, 应该胜任这项工作。

It’s just 9 o’clock.Mary ought to be doing her homework in her room now.才刚九点, 按说玛丽应该在房间里做作业。

It ought to have rained last night.昨晚应该下过雨。6.表示“责备或后悔”

ought to后接不定式的完成式时, 表示“本应该做某事而事实上没做”;其否定式表示“本不应该做某事而事实上做了”。

You ought to have done these exercises because you were required to so during your holidays.这些练习你本应该做完的, 因为假期里就要求你做了。

She ought not to have told him the bad news, which had a bad effect on his examinations.她本不应该告诉他这个不幸的消息, 结果影响了他的考试。

→Step 4 Grammar practice 1.Turn to Page 13.Ask students to do Exercise 2 in Discovering useful structures.First let them discuss in pairs how each of these modal verbs is being used in the situations.Then check the answers with the whole class.Give some explanations if necessary.2.Turn to Page 50.Ask students to do Exercise 1 and Exercise 2.Check the answers after most of them finish.→Step 5 Asking and answering

Let students work in pairs.One asks a question and the other answers it.Remind them to use modal verbs in their answer.Show the following on the screen to students.Example: S1: What should you do after school? S2: I have to go home at once.I need to take the bus.I ought to do my homework as soon as I get home.Other possible questions: 1.Do you know what you have to do when you borrow books from the library? 2.Do you know what to do when your teethache? 3.Do you know what to do if you need to meet someone you don’t know at the airport? 4.Do you know what to do if you want to get a discount in a shop? 5.Do you know what you should do when you meet the hostess in your friend’s home? The following procedures may be followed: 1.Let students ask and answer the questions in pairs.2.Ask as many pairs as possible to perform their dialogue to the class.→Step 6 Closing down by a quiz

Show the following exercises on the screen.Let students finish them within three minutes to see if they have mastered the use of modal verbs.Five minutes later, check the answers with the whole class.1.—What’s the matter with you?

—Oh, I’m not feeling well in the stomach.I ______________ so much fried fish just now.A.shouldn’t eat B.mustn’t eat C.oughtn’t to have eaten D.mustn’t have eaten

2.—Mum, I climbed to get the Teddy Bear from the top of the shelf.—My goodness!You ______________ yourself.You ______________ do that again.A.must have hurt;mustn’t B.should have hurt;can’t C.may have hurt;mustn’t

D.might have hurt;won’t be able to

3.The train was ten minutes late, so I ______________ have run all the way from my house to the station.A.couldn’t B.shouldn’t C.needn’t D.mustn’t

4.You ______________ worry about the old man.He ______________ well already.A.needn’t;may get B.didn’t have to;gets C.mustn’t;got

D.needn’t;may have gotten 5.—Shall I tell John about it?

—No, you ______________, for I’ve told him already.A.needn’t B.wouldn’t C.mustn’t D.shouldn’t

Suggested answers: CCCDA →Step 7 Homework

1.Finish off the workbook exercises.2.Preview the reading passage Come and Eat Here(2)on Page 14, find the sentences in which modal verbs are used, and see if you can understand the situations.设计方案(二)

→Step 1 Revision 1.Check the homework exercises.2.Translate the following into English.1)平衡膳食 2)应该;应当 3)减肥;体重减轻

4)被放过;（做坏事）不受惩罚 5)说谎;撒谎

6)到了这个时候, 他的餐馆本该宾客盈门的。7)再没有比这些更好（吃）的了。

8)要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。9)他简直不能相信他的眼睛。

10)他不可能让咏慧哄骗人们后跑掉。

→Step 2 Warming up by asking and answering Let students work in pairs.One asks a question.The other answers it.Remind them to use modal verbs they have learned in their answers.Example: S1: What should you do after school? S2: I have to go home at once.I need to take the bus.I should do my homework as soon as I get home.→Step 3 Discovering useful structures

Ask students to underline the sentences containing modal verbs in the reading passage and use the function words below to explain the meaning of the modal verbs.Intention Duty Permission Possibility Guessing Ability →Step 4 Learning the use of ought to

1.Ask students to turn to Page 91 and learn the part 6 ought by themselves.2.Encourage them to ask as many questions as possible.Give them explanations if necessary.3.Let them do some additional exercises.4.Sum up.→Step 5 Practice

Ask students to finish the following exercises within 8 minutes.Then check the answers with the whole class.1.Exercise 2 in Discovering useful structures on Page 13.2.Exercise 1 in Using structures on Page 50.→Step 6 Consolidation

Let students work in pairs to choose one of the situations below and develop it into a conversation.Make sure they use as many modal verbs as possible.1.Your friend sees someone steal a purse from an old lady’s pocket.He/She does nothing but is very worried about this.He/She comes up to you for your advice.What would you tell him/her to do? 2.Your friend has borrowed your mobile phone and lost it while he was out with his friends.You are very angry with him.He is not concerned.What are you going to say to each other? →Step 7 Homework

1.Finish off the Workbook exercises.2.Practice your conversation with your partner and be ready to present it to the class.板书设计 Unit 2 Healthy eating the use of ought to Use Examples ought无人称和时态的变化, 后接带to的动词(1)There is something I ought to tell you 不定式。ought to可表示“义务”“要求”或“劝before you leave.告”, 常译作“应该”“应当”等, 和should差不(2)He ought not to do that.多, 只是语气稍重一些;有时表示“非常可(3)—Ought he to see the doctor? 能”的意思。否定式为ought not to(oughtn’t to), —Yes, he ought to.疑问式为Ought I/you/...to...?(4)If she is completely well, she ought to be

back at school today.活动与探究 After class, make up a dialogue with your partner to talk about food you like or dislike.Be ready to present your dialogue to the class.You must use the following expressions and as many words that are referred to as you know.Expressions Food words My favorite food/fruit/meat is...fried chicken smoked chicken roast I’m fond of...I don’t often eat...duckbarbecued mutton lemon beefsweet and I really hate...I can’t stand...sour fish steamed fish creamed tomatoes

make me gain/lose weight fried eggplant cucumber salad boiled eggs

stir-fried mushrooms The beginning is given to you.A: Do you know how to make soup? B: Yes, I put in mushrooms, tomatoes and eggs to make a vegetable soup.A: Oh, I can’t stand tomatoes....

第五篇：高一英语教案：必修三Unit1语法教案

Grammar Teaching Goals: 1.To check what has been learned yesterday.2.To enable Ss to master some new words and expressions.3.To get Ss to have knowledge of the grammar point: the model verb

Teaching Procedures: Step 1.Revision

1.Ask Some Ss to retell the reading text.2.Ask Ss to answer the following question to see whether they did their homework or not.How many festivals are mentioned in our text? Step 2.Word study Purpose: To consolidate the words and phrases in the text.Finish Ex1 Purpose: To enable Ss to master some new words and expressions.Ex2 Many people think that Christmas is a western __________, but in fact it is really a worldwide holiday.Christmas actually as a _______ festival celebrated by _________ around the world.Its ______ is around the 3rd or 4th century AD, when the _______ of remembering Jesus’ birth on December 25th first started.Today, of course, many people celebrate Christmas __________ it were just a holiday to ______________ family, rather than a holiday about a _______.Suggested Answers: celebration, religious, Christians, origin, custom, as though, have a fun with, belief Step 3.Grammar point 1.Explain for Ss the grammar point: the modal verb(1)can/could 可以表示能力、许诺、请求或某种可能性，could还可用于： ① 提出委婉的请求，（注意在回答中不可用could）。例如：

— Could I have the television on? 我能看电视吗？

— Yes, you can./ No, you can't.可以/不可以。② 在否定句、疑问句中表示推测或怀疑。例如： He couldn't be a bad man.他不大可能是坏人

(2)may/might 表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。might 表示推测时，不表示时态，只是可能性比may 小。

(3)will/would 克表示请求、许诺、同意、过去的习惯等。但需要注意：

① would like；would like to do = want to 想要，为固定搭配。例如：

Would you like to go with me? 想和我一块去吗？

② Will you„? Would you like„? 表示肯定含义的请求劝说时，疑问句中一般用some, 而不是any。例如：

Would you like some cake? 吃点蛋糕吧。

③ 否定结构中用will，一般不用would, won't you是一种委婉语气。

Won't you sit down? 你不坐下吗？

(4)shall/should可以表示推测、判断或建议。shall指现在，should指过去。(5)must/can’t指推测或猜想 must用在肯定句中表示较有把握的推测，意为“一定”，否定推测用can't。

2.Ask Ss to find at least four sentences which use modal verbs in the reading text and translate them into Chinese.See who can make the best translation.Suggested Answers:(1)„ when they can dress up and go to their neighbors’ homes and ask for sweets.(line 9, part 2)那时他们可以化装并去邻居家要糖果。

(2)Some people might win awards for their , „(line 4, part 4)一些人可能会因他们的„„而获奖。

(3)„ and may give children lucky money in red paper.(line 3, part 5)也可能给孩子们用红包包起来的压岁钱。

3.Ask Ss to finish Ex3 on P6 and check the answers in pairs.Step 4.Homework 1.Ask Ss to review what has been learned in this period.2.Ask Ss to finish the exercises of Using Words And Expressions and Using

Structures on P42～P43.语法教学参考材料：情态动词的语法特征

1）情态动词 不能单独做谓语，除ought 和have 外，后面只能接不带to 的不定式。

2）情态动词没有人称，数的变化，但有些情态动词，如can、will也有一般式和过去式的变化。

3）情态动词的“时态”形式并不是时间区别的主要标志，不少情况下，情态动词的现在式形式和过去式形式都可用来表示现在时间、过去时间和将来时间。1)can 和could： 1)can的主要用法是： A.表示体力或脑力的能力：

eg.The girl can dance very well.B.表示说话的推测﹑事物的可能性等: eg.Can the news be true? C.在口语中, can可以表示请求或允许: eg.Can I sit here? 2)could的主要用法是：A.could 是can的过去式, 表示与过去 有关的能力和推测: eg.We all knew that the young man couldn’t be a doctor.B.could可以代替can表示请求, 但语气较can客气、委婉: eg.Could you lend me your dictionary? Could I use your bike? 3)can和could接动词的完成形式，表示可能已经做某事。can用在否定和疑问句中, 表示不相信、怀疑等态度。eg.They can't have gone out because the light is still on.may 和might ： may 常用来表示： A.表示请求、允许;比can较为正式: eg.May I come in ? You may go now.B.表示说话人的猜测: “也许” “可能”: 通常只用于肯定句和否定句中。eg.--I believe the man is from England.--But I may be wrong.The guest may arrive this afternoon.在肯定句中，may 的可能性比can 高，may 表示现实的可能性，can 表示理论上的可能性。如： The road may be blocked.这条路可能不通了。

The road can be blocked.这条路可能会是不通的。

在疑问句中，表示可能性用can。如：Where can he be? 他会在哪呢？ C.表示祝愿;但语气较正式: eg.May you succeed!May you have a good journey!might 的用法有: 多在间接引语中表示过去的可能和允许。如: She said that he might take her bike.她说他可以拿她的自行车去用。

除了在间接引语中以外，might 一般不表示过去的可能或者许可。如要表示过去的可能可以用could, 表示过去的许可可以用was(were)allowed to 或者 had permission to。

表示现在的可能，其可能性要比 may 小。如： She might go home tomorrow.表示现在的许可, 语气比may 较委婉, 一般用于疑问句(包括间接疑问句), 不可用于肯定句或者否定句。

如: Might I have a word with you? 我可以和你说句话吗？ will和would：

1.will是助动词或是情态动词？

will用于构成将来时是助动词。用于表示“意志”“决心”“请求”是情态动词。would亦同理。

eg.I will tell you something important.我要告诉你一些重要的事。

（助动词）Will you tell her that I'm here? 请您告诉她说我在这儿，好吗？（情态动词）2.在疑问句中用于第二人称，提出请求或询问。eg: If you want help-let me know, will you? 如果你需要帮助, 让我知道, 好吗? Will you type this, please?请打印这个，好吗？ Won't you sit down?请坐下，好吗？ 3.would比will客气委婉。eg: Would you help us, please? 请您帮助我们，好吗？ I’d go there with you.我要和你一块到那儿去。Teacher wouldn’t allow it.老师不会允许这件事。

shall和should： 1.shall用于构成将来时是助动词。shall用于征求对方的意见，表示 “决心” 是情态动词。eg: Perhaps I shall pay a visit to England this winter.可能今年冬天我会去英国观光。（构成一般将来时, 助动词）Shall we go by train, Mom? 妈

妈，我们乘火车去好吗？（用于征求对方的意见，情态动词）I shall go at once.我必须立即去。（表 “决心”，情态动词）

2.should表示义务、建议、劝告，意为 “应该”。“should+ have+过去分词”

表示本应该在过去做但没有做。eg: You should keep your promise.你应该遵守诺言。She should have passed the exam.她应该通过考试的。must和 have to 1.must用于一般问句中,肯定回答用must否定式用 needn’t或don’t have to，做 “不必”,mustn’t

表

示

“

禁止，不允

许

” — Must I finish all assignments at a time? Yes, you must.No, you needn't.2.表示“必须”这个意思时，must 和have to 稍有区别。must着重说明主观看法，have to 强调客观需要。另外，have to 能用于更多时态。I don’t like

this

TV

set.We

must

buy

a

new

one.There was no more bus.They had to walk home.3.must表示对某人某事的猜测，作“准是”，“一定”，一般用于肯定句中。对过去发生的事情作肯定判断用must have done You must be the new teacher.He must be joking.There is nobody here.They must have all gone home.4.must表示“偏要，硬要”，指做令人不快的事情

He must come and worry her with question, just when she was busy cooking the dinner.Of course，after I gave her my advice，she must go and do the opposite.教学反思：