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高一上Unit 3 Going places复习教案

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篇1：高一上Unit 7 Cultural relics 复习教案

心怡123

Period 1 Listening and speaking

Teaching aims:

1. To train the Ss’ listening ability.

2. To improve the Ss’ speaking ability.

3. To know something about some famous places.

4. To talk about the ways of how to protect cultural relics.

Important points:

Learn to talk about cultural relics

Difficult point: How to improve the Ss’ listening ability

Teaching methods:

1. Listening and answering activity to help the Ss get the meaning of the listening.

2. Pair work to practice speaking.

Teaching aids : Computer & recorder

Teaching procedures:

Step 1 Revision

Students’ activities Teacher’s activities

Do the revision together with the teacher 1. Using pictures to revise

2. Revise the words

Step 2 Lead in

Discuss about the pictures

Show some pictures to lead in the text

Step 3 Listening1.

1. Listen to the tape

2. Do the exercises Help the Ss to do the exercises

Step 4 Retelling

1. Using the information to form a text

2. Do the retelling.1. Do an example for the Ss

Help the Ss to do the retelling

Step 5 Speaking

1. Talk about the pictures Show some pictures on the screen

2. Prpare the dialogue

3.Show their dialogues1.

Help the Ss to talk about them

Step 6 Summary

1. Look at the screen.

2. Recall the main points. 1.Summarize the main points

2. Summarize the grammar

Step 7 Homework1.

Find more information about the topic

3. Prepare the reading text

4. Show the homework

Period 2 Reading

Teaching Aims:

1. To master the key phrases and sentences.

2. To experience the civilization of human beings.

3. To improve their awareness of protecting cultural relics.

4. To train the Ss the ability of watching carefully and effective learning during reading.

Teaching Difficulties:

1. To grasp the main idea of the passage

2. Find out the topic sentence of each paragraph.

Teaching Focus:

1. Some useful expressions about cultural relics.

2. Some important sentences in the unit.

Teaching Time: one period

Teaching methods: By discussing, watching, discussing , pair work and group work.

Teaching Aids: Common aids

Teaching steps:

Step 1 Revision

Dictate the following sentences.

1. Complete the map of each site based on what you hear on the tape.

2. It will be sent into space so that anyone who finds it will understand who we are.

3. Where there is a will, there is a way.

4. It was under attack for 900 days, but the people of the city never gave in.

5. Restoring the city seemed impossible, but the people would not gave up. We will do everything we can to make our city beautiful.

6. After years of hard work, modern Chinese artists have successfully brought the palace back to life.

7. Strong, proud and united, the people of St. Petersburg are the modern heroes of Russia.

8. I think one way to solve the problem is to put glass walls in front of the paintings.

9. The Aswan High Dam controls the waters of the Nile so that they now run regularly all through the year.

10. As a result of the dam, the water level of the lake was going to rise by 63 metres.

11. Today you can either fly to Abu Simbel or you can take a boat from across the lake.

Step 2 Reading 1

1. Ask the Ss some questions based on the text one.

Questions:

What makes a great city?

A great city has a long history.

A great city is usually the capital of a country and has a large population.

A great city will produce many great people.

A city will become great if something important one took place there.

A great city will produce many great people.

Question2: What are cultural relics?

They tell us our ancestors were and what their life was like.

Show the development of human civilization.

Help us better understand who we are and where we are from.

Ask the Ss to do exercises on page 46.

Deal with some language points.

Step 3 Reading 2

Ask the Ss to read text 2, answer some questions

Q1: where do you live?

Q2: What worried you most? How do you feel about it?

Q3: Does the pollution come from cars or factories?

Q4: What’s the best solution do you think to solve the problem?

Step 4 Reading 3

(Since all the Ss have learned the text before. Allow them some time to go over it, ask the teacher some questions if they have any.)(Omitted)

Homework:

Finish off the workbook.

Try to recite on e of the reading passage.

1941

the Germans---under attack---never gave in ---almost in ruins

300 hundred years

Peter the Great

Near the Neva River

Seemed impossible

Used old paintings and old pictures

Make something impossible possible

Rebuild the city without destroying its beauty

Hard work/patience/devotion/love for their country

Design on the Bb:

The building of the city

The destroy of the city

The restoring of the city

The heroes of the city

篇2：高一上Unit 1 Good friends复习教案

心怡123

Unit 1 Good friends

Teaching aims:

1) Learn to talk about friends (what should a good friend be like? list his/her qualities? Use the right adjectives.)

2) Talk about likes and dislikes.

3) Learn to make apologies.

4) Grammar item: direct speech/ in direct speech.

5) Write an E-mail, paying g attention to the form.

1. Warming- up

Step 1: learn some important t words and expressions, give some models.

Step 2: see if the students have a good friend, if they think they need a friend, and at last what should a good friend be like?

Step 3: list the adjective to describe a person , especially a friend. Learn how to choose.

Step 4: extend, see what should a good father/mother be like or a good teacher?

Language focus:

a. what … be like? What will the earth be like?

b. 5-star friend: a 5-storeyed building, a 500-meter long bridge.

2. Listening

Pre-listening : discuss what will they do if they meet with the

problems. Ask like these: if you get angry with each other

when talking something difficult, what will do? If you do ’t

know how to say sorry, how will you solve it? if your friend

tell others your secret, what will you do? (get angry with

each other , how to apologize, keep a secret)

Listening : listen once, the see the instructions and the task

with which the students listen once more to finish the

questions.

Check the answer: for situation one, the key should be: try to

understand your friend. For the second, it should be: say you

are sorry, which is enough. For the last, keep your secrets to

yourself.

Language focus:

argue: argue with somebody about something

Find it difficult to apologize

Rumor

Keep it to yourself

Deal with

Talk in an different way

3. Speaking

Step 1: act out the following situation s. The students

should play the roles.

Step 2: after reading the dialogues, ask the students to

introduce themselves, about their age, their likes and

dislikes.

Step 3: language focus

a. in pairs: in threes or fours, in groups,

b. I don ’t enjoy singing, nor do I like computers.

c. Especially & Specially

I came here specially to see you and say hello to you.

I love sports, especially basketball.

d. like/e joy, be interested in , be fond of, be into, favorite, interest( .)

e. dislike, hate, feel…terrible/boring

f. Rock music is OK, and so is skiing. So, so it is with sb.

It is the same with sb.. it is true with sb..

g. Make a list of: list

h. Gender: female/male sex

4. Pre-reading

Step 1: discuss and talk about the necessary equipment or tools they need at different situation s. Ask the situation to imagine.

Step 2: learn to choose. Give the students some things for them to choose just some at some special situation .

Step 3: language focus:

a. Imagine

b. All the things you use in your everyday life.初识定语从句

c. Everyday: adj. Daily; Every day: adv. Phrase

d. The three most useful; the first 3 winners

5. Reading

Step one: introduce the passage to the students. Introduce the film. Introduce the actor: Tom Hanks.

Step tw listen to the tape to get to know the general meaning of the passage.

Step three: ask the students to read the whole passage quickly.

Step four: ask them some questions. Some can be from this unit.

6. “post-reading. at the end of the teaching plan of this Unit.

Step five:

a. Tom Hanks plays a man named Chuck Noland.: named/called,

(Review “done”(the past participle) showing “passive”.)

b. Chuck is a businessman who is always so busy that he has little time for his friends.

再复习一下定语从句的构成. 学习so…that…表示结果, 结合so that/in order that表示目的来学习. 为将来学习such…that… 做准备

c. Review the following words: send, crash(v. &n .), survive, land, flight, deserted

d. all alone: all mea s completely/fully

e. The most difficult challenge is (how to survive without friends.)不定式做表语(学生懂得什么是表语), give more examples as follows:

e.g.: Our goal is to get there first. My Question is when to leave.

f. He has been always thinking about himself.现在完成进行时态,意为”一直以来”, 不同于”现在完成时态”

g. Even though/eve if; as though/ as if; though/although

h. Treat…as…, regard…as…, take…as…, look o …as…, think of…as…, consider… as…

i. Share… with…

j. He also learns that he should have cared more about his friends.:

should have done( indicate that someone should do

sth. in the past but he did ’t do it.)

k. We must give as much as we take. As…as…

Remember: 第一个as作为副词用,后面”紧跟”形容词/副词,在跟冠词+名词或者只有名词: As good a book as…; As high a price as…;

as much money as…; as fast as…;

as soon as…; as long as…; as far as….

第二个as 是连词,引导一个状语从句

l. such as…; and so on , for example/instance

The lesson we can learn from Chuck and all the others(the

other people) who have unusual friends is that friends are

teachers. 学会分析长句

Step 6: check the answer of the questions in “post-reading”.

6. Language study

Goal: see if the students have mastered the new words including some new points occurring in the part.

a. tell lies

b. regard…as…

c. be loyal to

d. be quick in …

7. Grammar(part 2)

What change when we change direct speech into in direct speech

and verse visa.

a. suppose

b. write down what Wilson says, using Direct Speech as i the

example.

8. Reading and writing

Learn to write an E-mail is necessary in information age. How

to do it? give some tips.

a. e-pal, key-pal

b. message

c. click away

d. drop me a line

9. tips:

a. less formal: not so formal

b. keep in mind: remember

c. as short as possible

10. 词汇归纳

(To test the students to see if they can use them freely and correctly.)

1) 好恶;爱憎___ and ___

2) 为某事想某人道歉___ an ___ ___ sb.__ sth.

3) 与某人辩论某事___ ___ sb. ____ sth.

4) 对古典音乐深感兴趣be___ ___ music

5) 喜欢唱歌be___ ___ singing

6) 上网___ the Intern et

7) 一个荒无人烟的岛a ___ ____

8) 为了___ ___ to

9) 与某人建立友谊___ a friendship ____ sb.

10) 关心;担心___ about

11) 例如____ as

12) 从某人身上得到启示learn a___ from sb.

13) 说谎___ a ___

14) 给某人写信(短信)___ sb. a ____

11. 加强: important points

1) 表示目的的方法in order to/ so as to ; in order not to/ so as not to…; in order that…, so that…;

2) 表示举例such as; for example/instance

12. 难点 difficult points :so/ nor倒装, should have done/should not have done

Examples:

e.g.: --- David has made great progress recently.

--- ___, and___.

So he has, and so have you.

e.g.: I was really anxious about you. You ___ home without a word.

Should ’t have left

13. 翻译

1) 如果你不步行去那里,我也不.( or/ either)

2) 你本不该一声招呼不打就拿走我的字典.(should have done sth.)

3) 他们在农场种了很多水果,诸如苹果.梨.和橘子.(such as)

4) 老师问有多少学生打算参加运动会

14. 篇章理解及回顾

This can be used to see if the students have understood the passage.

1) Tom Hanks___

a. is a successful businessman

b. does ’t have much free time

c. is the main actor in the movie Cast Away.

d. Had a plane accident over the Pacific

2) An deserted island____.

a. has no post office on it

b. lies in the middle of the Pacific Ocean

c. is an empty place where nobody lives.

d. Is a place where plane crashes are most likely to happen

3. To be short of___ is what makes it most difficult for Chuck

to live on the island.

a. volleyball b. fresh water c. friendship d. enough food

4. What can be learned from the last paragraph of the passage?

a. everyone needs an unusual friend.

b. Friends can learn from each other.

c. A friend in need is a friend indeed.

d. Animals and things can make better friends than human beings.

15. Assessment and Reflection 评价和反思

Goals: Talk about friends, likes and dislikes, learn to make apologies

1. My friend is ___. He never tells lies.

2. I like pop music. She likes____ music, but we are good friends.

3. I think a good friend should not only share happiness, but also ___ with me.

4. Although father and I often ___ with each other, we are good friends.

5. Many people keep dogs as pets because dogs are regarded as ___ friends to people.

6. If you were alone on an deserted island, you would have to learn to collect water and ___ __ food.

7. The young man is very ___ ___ history. He reads books about it almost every day.

8. she is a ___ girl. She is ever afraid of anything.

9. There will be many people at the theater, so we will go there early __ __ __ get good seats.

10. If someone is quick in mind and action , we say he is ____

Design on the Bb(1)

a. tell lies

b. regard…as…

c. be loyal to

d. be quick in …

Main idea:

Friendship helps us understand who we are , why we need each other and what we can do for each other.

Design on the Bb(2)

Good Friends

good brave strong

nice

loyal weak mean

generous

honest

kind

popular

funny

warm-hearted clever

kind pretty

篇3：高一上Unit 3 Going places复习教案

心怡123

Teaching Aims:

1) Talk about traveling. Ask the following questions:

Do you like travel?

Where have you been ?

What impressed you most?

What you need when you have a trip?

For what should you watch out?

2) Talk about means of transportation.

After some students tell where they have been, ask how they go there.

List the possible means of transportation and make sure the students know the meanings and how to use them.

3) Grammar: present continuous tense for future actions.

E.g. I am leaving soon .

I am going to the city.

Present continuous can be used to express “present” and “future”.

4) Writing: write a travel letters.

1. warming up

Step1: to lead in , tell the students when we travel, we should remember what we can ’t do.(some don ’t).

Step 2: ask them to see the pictures in page 15. see if they know what they tell us.

Key: Don ’t litter.

Don ’t smoke.

Don ’t park.

Step3: talk about some means of transportation . Ask the students what kind they like, and why like this way:

If you will go to Beijing, how will you go if you can choose?

By train or by air? Why?

Review: the means of transportation

Language points:

a. anything wrong, something wrong, nothing wrong , something

different/special etc. Review indefinite pronoun .

b. Don ’t litter

c. Consider: think of

d. Means: singular and plural form are the same. 手段by all

means通过所有的手段, by no mean s绝对不

e.g.: Money is means not end.金钱是手段不是最终目的.

e. Means, way, method, solution, measure (take measures),

equipment, tool, weapon

f. By boat, by train , by air, by bus, bike, ---in a boat/the

boat/my boat; on the train , on a plane/ the plane/my plane; o

a bus/ the bus – on foot/ on horseback…

2.listening

Step 1: Make sure the students know what they will hear about?

What is the place? What is the task?

(Explain the following phrases and words:)

a. Boarding calls, flight umber, destination , gate, departure,

Step2: check together. For number 1, Ca1145, Tokyo, D45;

for 2, Ua 445, changsha , A15, for 3, Fe3765, Paris, E.

Step 3: listen to some details.

Step 4: learn to get the clues tonguess.

3. speaking

a. time machine

b. the past, the present, the future

c. wish sb. sth: wish you good luck/ wish you a happy trip

(hope is not right)

d. information, message, tips, words, lines, sentence

e. make a dialogue

f. I want to see what China will be like in the future. :

(review “ what… be like”)

4. Pre-reading

a. would like to d want to do. Would not like to do

5. Reading

Step 1: ask the students to listen to the first paragraph and introduce the passage telling the students we will get to know two popular activities: hiking and rafting.

See if they know anything about hiking and rafting.

Ask two questions of them: what should we do when hiking?

What should we do when rafting.

Step 2: discuss what they like?

Step3: check questions for post-reading. Key; a, b, d, d , c.

Step 4: language focus

a. adventure travel/ hiking(Hike) / raft(ing)

b. they want to visit places that are famous, interesting or beautiful.

(这里可以用that或which, 不可以省略,why,因为从句不能没有主语.)

This is the book that/which I need.(为什么that/which也可以省去)

This is the man that/who/x they are Looking for. (为什么这里不能用which)

c. to do表目的: People also travel to meet new friends, to try new kinds of food, to experience life in other parts of the world or simply to get away from cold weather.

另外要学习两个字:experience( .:经验,经历; v:体验) simple-simply(简单地)

d. Yet there are other reasons why people travel.

定语从句用关系副词引导,区分以下关系副词和关系代词,引导词除了 which/who/whom/that)之外剩下的都是关系副词(when , where, why, how), 结论是从句(找出从句很重要)缺主语和宾语使用:________,

不缺主语和宾语使用:_________. 完成下面的句子:

1) The year ____ I was born is 1979.

2) I have bee to the city ___ he lives.

3) I have bee to the city ___ he lives i .

4) Ca you understand the language ___ he speak.

5) I don ’t know the person is Talking with the boy.(错句)

6) The reason ____he is late is unknown .

e. a look at sth.: have a look at

f. instead of:复合介词 instead:副词 because of(adv.)/because(co j);

in front of; except for

Instead of living in the city, he we t to live in the country.

(He did ’t live in the city. I stead, he lived in the country.)

eg. speed … in doing sth./ on sth. 花费(不是”度过”的意思)

spend … on a bus在车上度过, spend … at the school, spend …

at the top of the hill,

e.g. He spent 3 hours in the study书房.

He spent the whole night locked in the room.

h. close t near, next t 隔壁

i. don ’t have t not necessarily

j. fun : interesting, exciting, great, ice

k. basic, important, main , necessary, vital,

l. watch out/ look out/be careful

m. protect… from免遭,从中 save…from…

n Cell phone, mobile phone

o. experience nature

p. fallen trees: falling trees

q. be careful not to hit rocks, trees and other dangers

r. The name “whitewater” comes from the fact that the water i

these streams and rivers looks white when it moves

quickly.初识”同位语从句”, 区别于定语从句

s. As with: 和.. 一样

t. Handle/control/deal with

u. U less: if…not…

v. Lifeboat, life jacket

w. Correct, right, exact, real, true

6. Post-reading

a. similar-similarity different-difference the same

b. match:配对

c. the present continuous现在进行时态

d. express: 表达

7.integrating skills

What does “travel responsibly” mean ? How to do it? develop the sense of environment-protection. We should respect nature. we should develop a healthy relation with environment. learn to express reasons why we choose a place to go for.

a. Eco-travel: eco生态zoology ecology生态学 environment(al)

b. Combine…with…

c. Cause problem/solve problem

d. On one hand, on the other hand

e. As well as 作为词组

f. Task, mission , plan , arrangement, goal, aim

8.writing

a. schedule安排表

b. unpack, unwrap, unlock, untie, undo, unread

c. list good ideas.

d. Make notes/ take notes of sth.

8.词汇归纳

1) 上船(车,飞机)的呼唤_____ call

2) 航班号___ umber

3) 逃离____ ___ from

4) 代替,而不是____ of

5) 同时at the ___ time

6) 注意,当心watch___ (for sth.)

7) 保护/保卫…免受…___ sb./sth. ____ sth.

8) 正如…一样___ with

9) 结合起来____ with

10) 另一方面on the other ___

11) 不仅…而且___ well ___

9.加强important points

a. as well as 的用法, 不同于not only… but also…; 注意”主谓一致”

a. do sth. by doing sth.通过做某事来达到

e.g.: The boy made a living by selling newspapers in the street.

c. Means, experience

10. 难点difficult points

The present continuous to express the future/ the present

e.g.: Selecting a mobile phone is not an easy task because technology ___ so rapidly. (is changing)

How many of you are coming to the party.

I am leaving.

11.translation

1) 我们的教室不仅宽大明亮,而且干净整洁.(as well as)

2) 你可以写信把结果告诉他.(by doing sth.)

3) 乘筏漂流另人激动,但另外一方面它有时也是危险的.

4) 正如许多家长一样,他的父亲尽力把他送到重点中学就读.(as with)

5) 在青海省,你可以体验自然的美丽.(experience)

12. 篇章理解和回顾

1. According to the passage, people like traveling not because they want to___

a. get away from hot weather

b. see some famous places of interest

c. have a relaxing holiday

d. keep out of dangerous and exciting activities.

2. Hiking is ___

a. different from adventure travel

b. a popular sport for people of all ages

c. a good way of getting close to nature

d. very exciting and not dangerous at all

3. when hiking, it is necessary for you to____.

a. take lots of money

b. take a cell phone

c. wear good shoes

d. wear thick and warm clothes

4. how is rafting different from hiking.

a. Rafting is more adventurous.

b. Hiking is a better way of experiencing nature.

c. When hiking you can ’t get close to the river.

d. When rafting you have to wear a life jacket.

5. people go on an eco-travel to have fun and ___.

a. help villagers make money

b. do something good for the environment

c. take care of birds and animals

d. learn to get along well with each other.

6. which of the following activities shows the difference between an eco-tourist and a normal tourist?

a. swimming in a river

b. going hiking in mountain s

c. Looking at birds and animals

d. plan ting trees near a river

13. Assessment and reflection评价和反思

Goals: talk about travel and mea s of transportation (on foot,

by bike, by bus, by train, by air, in a spaceship etc.)

Give the words which the following phrases mea . The first letter has been given .

1. any period of holiday: V______

2. the things needed for a particular activity : E______

3. to take care: w_____ out

4. to think about something: C_____

5. a place you are going t D______

6. being the main or important part of: B______

7. to be away from a place: G___ away from

8. having the effect of poison : P______

9. a means or way of carrying passengers or goods: T______

篇4：高一上Unit 6 Good manners复习教案

心怡123

Period 1&2: warming up & listening

Our task for this lesson :

1) read and study the new words and expressions generally

2) practice and learn to say sorry or apologize.

3) how to show your “good manners” by saying sorry (similar to task 2)

Words and Expressions:

1. Interrupt:

2. Apoligise/ze: say sorry-apology( .):make an apology

3. Introduce-introduction

4. Forgive: pardon

5. Fault

6. Manners: good manners/ bad manners

1. Make an apology

2. Make use of: make full/good use of

3. I am terribly/badly sorry.

4. It was ’t your fault. –it was my fault.

5. I guess: I believe (AmE)

6. Well, That’s life.

7. I’m sorry. I did ’t mean to …

Words and Expressions

Consolidate Task 1:

1) You should have good manners all the time.

It ‘s bad manners to talk with a full mouth.(礼貌,规矩)

2) why are you talking in such a strange manner(方式)?

He has a rude manner. I don ’t like him.(态度)

3. The captain made an apology to the passengers for the delay caused by bad weather. (apologized to…)

4. I ‘m sorry to ___ you, but there’s a phone call for you?

5. Who broke the cup?-it’s my___, I dropped it.

Words and Expressions

6. Mind your ___while you are at a formal Western dinner party.

7. I ___ to her for stepping on her foot.( )

The girl made an apologize to the teacher for not handing in the exercises on time.

8. You have little time left. So please __ __ __ of your time.

9. I do ’t like her manners in which she speaks to her parents.(manner)

10. While have a dinner, you should try not to make too much noise when chewing food.(have )

11.在餐桌上高声谈笑是不礼貌的.: ( talk and laugh loudly at table)

Have you learn t the new words?

Observe and Describe

Picture 1:

Who are Talking?

Where does the conversation take place?

Situation 1:

Picture 2:

Who are Talking?

What is the place?

Situation 2:

Apologizing and responding

To apologize: I am not exactly sure how to put it.

Excuse me for being late.

I’ve got to apologize for being so rude to you yesterday.

This is ’t easy to explain.

5. Forgive me.

To respond

Do ’t blame yourself for it.

It’s all right.

ever mi d.

Don ’t think a y more of it.

Don ’t’ worry about it.

Task 2: Make an apology

1. --___ , sir? Would you do me a favor?

--___. What is it? (excuse me; sure)

2.-sir, you can ’t be sitting in this waiting room. It is for women and children only.

-- ___ . I didn ’t know it. ( sorry)

3. – I wonder if I could use your phone. --___.

A. Yes, you could. B. oh, you could ’t.

C. sorry, it’s out of order. D. no wonder, here it is.

4. –sorry, I could ’t come to the party. I was sick that day.

--____.

( That’s all right. It does ’t matter. Apologize to others)

5. --___, I did n ’t mean to hurt you by doing so.

---_____.

A. Excuse me; no problem B. Excuse me; It’s ok this time.

C. I am terrible sorry; well. D. Forgive me; Oh, well, that’s ok.

Summary:

1.excuse me.

2. Sorry.

3. That’s all right.

4. Forgive me.

5. I did ’t mean to…

6. Do sb. a favor do sb. the favor to do

7. Out of order 8. no wonder

Listening and learning

Taking the bike without asking.

Losing the bike

2. Oh, I’m sorry.

3. That’s ok.

4. I really have to apologize.

5. Oh, that’s all right. That’s ok. Forget it.

6. I am really sorry about the bike.

Summarize and explain :

1. Apologize to sb. for sth.

2. Be sorry about

3. Will you?

You should learn to share with others, will you?

4. Anyway:

5. By doing

Key words or sentences:

1. It was you who took it.

2. Just ask me next time, will you.

3. Think– thought

4. There is a bit of problem.

5. Steal-stole-stole

6. Lock

7. Here is the key.

8. I suppose I should pay for it. (suppose, pay for)

9. Guess, fault

10. Forget it. It was an old bike anyway.

(Listen at least twice.)

( We can show the “key” before listening.(optional))

In a person’s home

When to arrive: it is not polite to arrive early when the hostess is not ready. It is also not polite to arrive half an hour late. You had better arrive ten minutes late.

The British are rather particular about table manners. The main thing is to sit up straight, copy everyone else, gaily asking what to do if you are not sure, and keep the conversation going.

When to leave: on rules, but it is most impolite stay too late. Often to leave between ten and eleven is acceptable.

Some do’s and don ’t s

1. Don ’t pick up the soup bowl and drink from it.

2. Don ’t reach across the table for some kind of food.

3. Don ’t put bones one the table. Just leave them on your plate.

4. Don ’t talk and laugh with food in your mouth.

5. Don ’t use your napkin to clean your face. Just put it on your lap.

Tips if invited to a dinner

1. Gifts: a jar of jam or a bottle of wine.

2. Clothing: for an outdoor barbecue, you need not ask about the style. For different type of party, choose different outfit. never wear a hat or a sleeveless shirt

3. napkin :place o your lap. A quarter is folded over at the top.

4. Posture: keep your elbow close to your body. Don ’t prop yourself up with your elbows on the table.

5. Grace: do ’t start to eat until the host/hostess pick up their fork.

6. noises: turn off the beeper and cell phone. Don ’t slurp soup or blow on hot foods and beverages. Don ’t speak with food in your mouth. Don ’t blow your nose.

7. When to leave: between 10-11 o’clock.

8. Follow-up: to than k, se t a note or make a call.

9. Tips: 15% of the bill as usual tip or 20 % for excellent service

Can you list any tableware(餐具)?

Chopstick, spoon , plate, bowl,

Knife, fork, napkin,

Bread & butter plate, dinner plate

Butter spreader

Fork: salad, dinner, dessert fork

Cup: water goblet, red wine, white wine

Spoon : soup spoon , teaspoon

Knife: dinner knife

Soup bowl

How to hold tableware?

Use your right hand to hold the “dinner knife or spoon ”.

Use your left hand to hold the “forks”.

Put the “napkin” on your lap. Let a quarter of it over on at the table.

Drinks and smoke

People drink white wine with fish, and red wine with meat.

never drink spirit during the dinner. Excessive drinking is never proper.

To swallow a whole glass of wine by way of “bottoms-up” would be bad manners. To toast, take a sip of their drink.

After a drink such as a coffee, people can have some strong alcoholic drinks(40%) such as liquors, brandy or whiskey.

Smoke is not permitted during the dinner

Reading: the development of the text & language focus

Before the dinner

start the dinner

Have the main course

Dessert

a. Apologize to sb. for sth.

b. Make a good impression

c. which, however,….

d. When drinking…, while having…

e. besides, beside; though

f. Wish sb. sth, may sb. do sth.

post-reading

to see if the students have master the text and get the basic difference of good manners between China and western countries.

To see if they can find what are impolite and what are polite behaviors

Extension : to see they can name more polite or impolite

behaviors. If they can act out some.

Language study:

Word formation using negative prefixes to change some words’ meanings to their opposite.

In , un, im , non

Examples: informal, unusual, impossible, non -smoker/non-stop

Vocabulary:

See if the students can choose the right words and use the

right form to complete the passage understanding the co text.

grammar: the difference between the restrictive attributive

clause and the o -restrictive attributive clause. For the

former, the extra information of it is necessary. For the

latter, the extra information ca be left out. It is also

different to translate them.

Finish the exercises. Give o e or two models. Ask the students

to have a try. check if they have understood the grammar item

and know how use it correctly.

Integrating skills:

Reading and writing

Learn how to write a than k-you letter, which often contain 3 paragraphs.

Choose one subject to talk orally.

Leave it as homework of writing.

Tips: some more good manners

on the bus: get up and give seats to older people.

to the disabled people: respect them, do ’t laugh at, stare at or make jokes about them.

Language manners: use “please” and “than k you” in specific situation .

About smoking during a meal: not smoke before a dinner is finished.

Checkpoint: 1) the non -restrictive attributive clause

2) useful expressions such as leave out, behave oneself, make a

good impression o , keep i mi d , stare at etc.

Workbook:

Listening about speaking of good manners.

Talking: other manners, good or bad. Ladies go first etc.

Vocabulary and grammar to consolidate

Reading: good manners the world over

Project:

Assessment and reflection:

I dare say I am successful in the Unit in that I give enough information about table manners to the students in the different forms. I let the students prepare enough for the class. I give them much opportunity to practice and express themselves. We act interactively enough. They almost master the words and the expressions and some useful patter s. They learn how to talk about table manners and how to apologize and answer. They like the Unit. They like to get to know different culture. They can nderstand others better and understand themselves better.

In all, I should prepare every Unit fully and I should get as much resource as possible before every Unit. I should try to stimulate the students to participate. I should let them know

what we will learn in next class. And ask the students to master the Unit as a whole. And I should remind them to remember practice and use are the best method to check their study. That is the secret. Remember.

篇5：高一上Unit 2 English around the world复习教案

心怡123

Aims:

1) know some basic difference between AmE and BrE such as in

spelling g, in meaning, in pronunciation. And know some reasons

why they became different. Get the sense that they can communicate we

will without too much difficulty with the difference, in spite of some of which are obvious

2) How to communicate well by mea s of some skills.

3) Learn to describe or talk deeply about the difference.

4)Learn to write out.

2. Warming up

Step 1: see what the students can see in the picture by asking “ turn to page 8 and look at the picture. What can you see? What is the problem with the person named “Joe”. How does it happen?”

Step 2: explain the situation , explain the difference between the key word in the dialogue “ toilet”, about which Americans and the British have different understanding?

Step 3: listen to the tape. Ask the students to pay attention to the tone.

Step 4: see if the students have understand the situation .

Step 5: language focus

a. what is it that Joe can ’t find in the bathroom?强调句型

b. we flew all the way from Seattle to Lo do

c. Make yourself at home.

d. I mean .: what I want to say is…

3. listening

Step1: read the instruction s and see what we should do after listening to the material.

See who are talking. What are they talking about? Try to imagine what we will hear.

Step 2: listen to get the basic meaning. Write down some key words.

Step3: learn one patter : ask sb. to do sth.

Step 4: listen to the detail and check with the students.

Possible key:

To put his coat on a peg. To put his coat in the closet.

To take off his shoes. To put his umbrella in the umbrella stand.

To lock the door. not to shower after 9:00.

To walk the dog etc.

Extension : see how do the students think of the landlady.

4. Speaking

Aim: how to speak correctly and how to get the exact information.

How to check what you hear is right?

Step 1: read the two dialogues. See what they are about before they listen to the tape

Step 2: ask the students about what they hear such as:

how do British people pronounce “kilometer” and what about

Americans. And what does Harry ask Ms smith to repeat?

Step3: ask some students to describe the two situation in their own words.

Language focus:

a. act out

b. Is there anything that isn ’t clear to you?定语从句

c. Can you repeat the address?

d. Forget to do/forget doing/having done; remember, regret

e. What do you mean by…

5. Reading

Step 1: introduce what we will read and study in the new

passage. Tell the students that English is used widely around

the world. Many people use it as native language and many use

it as the second language and many more are studying it. ask

if they know where they happen . List the names of the

countries.

Step2: listen to the tape to get the general meaning of the passage.

Step 3:find the topic sentence of every paragraph and write them on the blackboard and ask the students to look at them to see how they are related. Can they say something about any of the topic. Topic sentence: English is a language spoken all around the world. Many people learn English as a foreign language. English is most widely spoken and used in the world and it will become more and more important to have a good knowledge of English, why?

Step 4: finish the post-reading exercise. Possible key: find in the passage.

Step 5: if time permits, ask one or two students to

(summarize the passage using key words and sentences.)

Step 6: language focus

a. where 引导定语从句的理解:

There are more than 42 countries where the majority of the people speak English.

In China students learn English at school as a foreign language, except for

those in Hong Kong, where many people speak English as a first or a second language.

b. a umber of/ A large/small number of+可数名词; the number of…

c. now : of one’s own ; one’s now

d. develop int成为

e. Widely spoken :广泛地

f. With so many people communicating in English every day, it will become more and more important to have a good knowledge of English.告诉学生 with 是介词后面的动词不是谓语动词,要以”非谓语形式”出现(doing, to do, done)

With so many people helping him, he succeeded at last.

With so many people to help him, he will succeed.

With so many people to be helped, he do ’t know who to help.

With his handed tied behind, he walked into the court.

With a book in his hand, he left the room

With his eyes open , he lay on the bed.

g. have a good knowledge of; have a good command of; have a good view of…

a. will be speaking将来进行时态 come to see me 8 o’clock. I will be waiting for you then .

b. As well as

c. Summary/summarize

6. Reading and writing

Aims: see what main differences exist between AmE and BrE.

List them on the blackboard. See the basic reason.

Step 1: listen to and read the passage. Deal with some difficult words or sentences.

Step 2: language focus

a. come about: vi. Eg.: how did it come about that….?

b. a quick answer to the Question: to/quick

c. stay the same: stay/keep vi

d. while(indicate at the same time): For a long time the language in American stayed the same, while the language in England changed.

The British took “typhoon ” from Chinese, while the Americans took “Tornado” from Spanish.

e. That’s why the words color, center and traveler are spelt

color, center and traveler in American English.表语从句其他例子

That’s how I came here this morning.

That’s where I live.

That is when I will get

That’s the city where I live.

That’s the time when I will get.

That ‘s the way how I came here.

That’s the reason why I was late./that’s why I was late.

f. Written English is more or less the same in both British and American English.:

more or less /about( to indicate/modify degree, not to show umber)

g. They do ’t have difficulty in understanding each other.

h. Statement/ fill in / chart

i. Over the centuries, over mea s “during”.

E g . : Can we have a talk over a drink. ?

Step three:

Check the Question for the passage to see if the students have understand well

6. tips

Talk about the communication skills. See if the students have more advice.

replace ….with…

give an description of

7. 词汇归纳和扩展

1) 别客气___ oneself ___ ___

2) 遍及全世界__ ___ the world

3) 大多数人the ___ of the people

4) 总共 __ total/all

5) 母语mother____

6) 除…之外___ for

7) 和某人交流____ with sb.

8) 脱掉 take ___

9) 不睡/熬夜 ___ up

10) 发生____ about

11) 以… 告终___ ___ with

12) 或多或少;左右____ or ___

13) 在某方面有困难have ___ ___ sth.

14) 引进___ in

15) 许多___ ___ many

8.加强important points

a number of/ the number of

knowledge: a wide/good/poor knowledge of

Ma y people agree that___ knowledge of English is a must i

international trade today.

9. 难点difficult points

with +复合结构;

With production up by 60%, the company has had another excellent year.

while 表对比/转折; You like sports, while I would rather read

except for…, except that/when /where…

I know nothing about the young lady except that she is from Beijing.

I went to the park every day except when it rained.

10. 翻译translate the following i to English.

1) 那么多人看着他,他紧张极了.(with 的复合结构)

2) 南方雨量充沛, 而北方雨量稀少.(while)

3) 除了几个拼写错误之外,他的作文写得很好.(except for)

4) 出席会议的人数大约有三千.(the number of)

5) 他完成这项工作毫无困难.(have no difficulty in doing sth. )

11. 篇章理解和回顾

1) People from the following countries Except ___ use English as their mother language.

a. new Zealand b. South African c. the Philippines d. Ireland

2) which is true about those who use English as a second language?

a. English is also their mother tongue.

b. More than two official languages are used in their country.

c. They learn English for five or six years at school.

d. They prefer to talk with family members at home in their native language.

3) What’s the situation used in China?

a. All Chinese students speak English as a foreign language.

b. Most Chinese students learn English at school as a second language.

c. The majority of Chinese speak English at school as a foreign language

d. The majority of people in Hong Kong use English as their mother tongue.

4. which of the following statements can not be inferred from the last paragraph?

a. In the past 50 years, the English language has developed very fast.

b. English is widely used in different fields around the world.

c. Those who can ’t speak good English will ever be successful in international trade.

d. More and more people around the world will be able to communicate in English .

5. The first American dictionary was published in ___.

a. 1707 b. 1828 c. 1776 d. 1911

6. where is the word “typhoon ” from?

a. Spanish b. India c. French d. China

7. The difference between the written English in AmE and BrE mainly lies in ____.

a. Spelling b. grammar c. meaning d. pronunciation

12. Assessment and reflection评价和反思

Goals: Learn about communication skills, learn about the difference between Am E and BrE.

Give the words which the following phrases mean . The first letter has been given .

1. a number of people or things that form more than half of a group: M_______

2. information and understanding about a subject: K______

3. the same: E________

4. a cupboard where you ca put clothes: C_______

5. to make something clear or easy to understand by describing or giving information about it: E____

6. native language: M_______ language

7. the activity of buying, selling or exchanging goods or services: T_______

8. to give information using speech, radio signals or body movement: C______

篇6：新编高一上 unit7 教案

新编高一上 unit7 教案

Teaching Procedures for the 1st Period

Step one Warming-up

1. Greeting.

2. Watching & Chatting：Watch a video which introduces some famous cultural sites across

Shaoxing, having a free chat with the Ss.

3. Questions & Answers：Show to the Ss three pictures, asking them:

① What do you know about the places in the pictures?

② Where are they?

③ Which one would you like to see most? Why?

Step two Pre-listening

1. Ticking：Listen to the tape and tick the things Ss hear.

2. Questions & Answers：Listen again and discuss the questions in groups

① Why is it important to protect cultural relics?

② Why is it difficult to find out how people lived in ancient times?

③ What do we know about life in ancient Egypt?

④ Why do we know so much about the way the ancient Egyptians lived?

⑤ What do you think we can do to protect our cultural relics?

Step three Listening

1. Language Input ：Well, now we're going to listen to a description of three cultural sites.

Please ① Listen to the tape and write down the name of the site in the form below.

② Listen to the tape again and write down about its importance.

Name of the site Why is it important? What is being done to protect it?

Site 1

Site 2

Site 3

③ Listen to the tape again and write down about “What's being done to protect it”.

Ss discuss their answers in groups and then check in class.

Step four Post-listening

1. Listen to a piece of news (T has previously taken from a news report) and ask Ss to have a discussion about the following topics：

① Why do our city government make such great effort to protect cultural sites?

② Do you think it necessary to spend so much money on the project?

Step five Error-finding

1. Language Input：Now we're going to listen to the description of the three maps. Please

① Listen to the tape and put the statues in the right place.

② Listen to the tape and put the temple and the museum in the right place.

③ Listen to the tape and put the Moon Tower and the Blue Waterfall in the right place.

Step six Game

1. Language Input：As is known to us all, China is a country with a history of more than 5,0000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world-famous. Now please look at the screen carefully and let's have a game!

[T divide the class into four groups, asking the Ss to say what the name of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. ]

Group A Group B Group C Group D

Score

Homework

1. Prepare a brief description of Ss’ favorite cultural site in China. The report must include the following： ① The name of the site ② Its size as well as its history

③ Its importance and what is being done to protect it.

(Better surf on the Internet!)

2. Preview “Speaking”.

Teaching Procedures for the 2nd Period

Step one Warming-up

1. Greeting.

2. Check the homework, asking individual Ss to come to the front to act out their report. The teacher may ask the others some questions about their reports.

Step two Pre-speaking

1. Brainstorming Ask the Ss one question：What do you think can represent Chinese culture?

[T collect the answers and write them on the blackboard.]

Step three Speaking

1. Language Input：Well, everybody is now asked to make a culture capsule with a size of 2×2 metres, which will be sent into space so that anyone who finds it will understand who we are. You can select five things that represent Chinese culture, but do remember that you cannot put any living things in it. Also you may include in the capsule a short message of about two sentences in any language, but remember that those who find it may not understand the language. Meanwhile please give the reasons for your choices. The following expressions may be helpful to you.

Asking for suggestions Making suggestions

● What shall we put in in your opinion?● Can't we put in …?● Should we put in …?● Which do you think is the more suitable thing we put in?● …… ● Let's put in….● Maybe we could put in ….● I think we'd better put in ….● I'd like to choose….● What / How about…?● Why not put in …?● Why don't you put in …?● ……

[ T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a dialogue.]

Things you want to put in Reasons for your choices

【Model】

SA：In my opinion we could put in ….

SB：That sounds a great idea. And I'd like to choose ….

SA：Sorry, I don't think that's the best choice.

SB：Then what about …?

……

2. Now divide the class into groups, each group discuss the project, trying to agree on the same five things. Each group select one student to finish a report and then ask some groups to report in front of the class..

Step four Useful Expressions --- Making suggestions

1. Language Input：In our everyday life, we quite often ask our friends or relatives for advice or suggestions on what to do or what not to do. And in English there're several ways of giving advice or making suggestions.

Ways of giving advice or making suggestions Ways of replying to others' advice or suggestions

Acceptance Refuse

1. Shall I / we …? 2. Let's …, shall we? 3.Why not …? 4. Why don't you / we …? 5. You'd better …. 6. I think it's better (for you / us) to …. 7.Would you like / love to …? 8.What / How about …? 9.I suggest (that) you (should)…. 10.I advise you (not) to …. 11.I wonder if you should…. 12.Have you considered …? ▲Note：除句型8和12后接动名词（短语）外，其余均需接动词原形。 1. All right. / OK. 2.That's all right. 3.Certainly. / Sure. 4.Good idea. / That's a good idea.5.That sounds great. 6. That sounds (like) a good idea.7. I'd like (love) to …. 1. I'm afraid that …. 2. I'm sorry, but …. 3. I'd like (love) to, but …. 4. It (That) sounds nice, but ….

Step five Dialogue Production

[T will provide certain situations, asking the Ss to work in pairs to make dialogues.]

Situation A：Two friends are discussing what to do in the coming weekends.

【Model】

A: It's said that there's going to be a wonderful film “Heroes”. Why not go to the cinema?

B: I'm afraid I won't. I have seen it twice.

A: What do you suggest doing, then?

B: Would you like to go out for an outing?

A: I'd like to, but it's going to rain in the next two days.

B: What a pity! Have you considered going to the library?

A: Good idea. Let's meet here at 8 o'clock tomorrow, shall we?

B: Sure.

Situation B：Jessica is poor in English. She is asking her friend, Susan for advice.

【Model】

Jessica: My English is poor. I wonder what I should do.

Susan: You should remember as many English words as possible.

Jessica: OK.

Susan: And you need to have more listening, speaking, reading and writing.

Jessica: It sounds nice, but I still don't know what to do.

Susan: I'm not certain, either. Why don't you ask Mr Wang?

Jessica: That's a good idea. Let's go together.

Susan: All right.

Step six Post-speaking

Workbook p. 121 “Talking”：Divide the whole class into four groups, each group taking the part of an expert, a businessman, villager A and villager B, while the monitor takes the role of the village leader. Ask the Ss to discuss the problem. Each group leader and the monitor prepare a report which is asked to report to the whole class.

Homework

1. Write a report about the culture capsule.

2. Practise ways of making suggestions.

3. Preview “Reading”.

Teaching Procedures for the 3rd Period

Step One Warming-up

1. Greeting.

2. Comment on the Ss’ report about the culture capsule.

3. Go over the ways of giving advice or making suggestions.

Step Two Pre-reading

1. Language Input：Throughout the world, there're many well-known cities, and quite a few of them are particularly great. Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics. Now let's have a free discussion about the following questions:

① Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great?

② What are your favorite cities?

③ What cultural relics are there in the place where you live? How important are they?

Step Three Reading

1. Scanning Ask the Ss to read the passage quickly, finding out where they have the problem understanding the whole story. Discuss the problems in pairs first and in groups later. Deal with some common problems in class.

2. Vocabulary Ask the Ss to complete the sentences with the right words from the passage. (Workbook p. 122 )

3. True or False Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.

Statements True or false

1. The city of St Petersburgh was built and rebuilt by Peter the Great. 2. Many great palaces in the city, which were large and beautiful, were built after Peter's death. 3. The Germans attacked St Petersburgh a hundred years ago. 4. When the palaces and buildings were rebuilt, people changed their old beauty.5. A portrait of Peter the Great was destroyed by the Germans. 6. It was difficult for people to rebuild the old palaces. 7. Workers and painters used old photographs to help them rebuild the city. 8. St Petersburgh will never be as beautiful as it was before.

4. Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph. Meanwhile the teacher may ask the Ss to answer some detailed questions.

Questions：① Where do people usually build a city? Why?

② What were the palaces like?

③ What were the palaces used for after the Czars' rule over the city ended?

④ What did the Germans do as they leftthe city?

⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why?

⑥ What did the people do to bring the city back to life?

5. Reading aloud Play the tape and ask the Ss to read along in a loud voice.

Step four Post-reading

1. Ask the Ss to discuss the following questions in groups:

① Why do people think St Petersburgh is a great city?

② Why was it so difficult for people to rebuild the old palaces?

③ What did people use to help them rebuild the city?

④ Why are the people of St Petersburgh heroes?

Step five Interview

Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front.

【Model】R-- reporter C--citizen of St Petersburgh

R: Good morning, I'm from Shaoxing Daily. May I ask you several questions?

C: Sure.

R: When was your city built and and who built the city?

C: ……

Step six Debate

Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation (topic).

Discussion With the fast development of economy, many parts of our old city is being rebuilt.In the area where you live, the city government plans to pull down quite a few low old buildings and put up some high buildings. There is an old building, which dates from the Ming Dynasty and in it there’re a lot of famous carved paintings. Do you think it necessary to pull down this old building or to leave it as it is?

Step seven Summary and homework

1. Summarize the passage and ask the Ss to retell the story.

2. Finish off the exercises on p. 46 “Word study”-2 and p.123 “Vocabulary”-2.

Teaching procedures for the 4th Period

Step one Warming-up

1. Greeting.

2. Ask individual Ss to retell the story.

3. Check the homework, giving some explanation if necessary.

Step two Lead-in

1. Ask the Ss to find out the sentences from the passage that they think read most beautiful or sound sweetest.

2. Enjoy the sentences Ss pick out, especially the sentence：“We will not let our history and culture be destroyed, and we will do everything we can to save our city! ”

Step three Reading

1. Scanning Ask the Ss to read the passage on page 124 and finish the following two exercises shown on the screen.

▲Fill in the blanks with the words from the passage1. The word which has similar meaning to “finish” is ________.2. ________ means to go or run quickly.3. The word ________ means to save.4. A ________ is a place where people worship ( v.崇拜) the god.5. To ______ large areas means that water covers large areas.6. If something is needed, it is ________.7. When you are seriously ill, your life could be ________.8. When you see people eating breakfast, you can say “They are ________.”9. The water of a river, a lake or a sea is called ________.10. To go up or to get higher means to ________.【KEYS】1.complete 2.To rush 3.rescue 4.temple 5.flood 6.necessary 7.in danger 8.at breakfast 9.waters 10.rise

▲ Fill in the blanks with proper words.1. A dam was built.________ a result, the water level of the lake rose ________ 63 meters.2. They decided to move the temple stone ________ stone.3. About 20～50% of the electricity which Egypt needs is produced ________ the water rushing ________ the base of the dam.4. Each stone was marked ________ a number and then all the stones were carried to the new place.5. The old temple, which dates ________ about 1250 BC, will be moved to a new place.6. The experts are trying to find ways of rescuing the animals ________ danger.7. Many fields will be covered ________ the waters of the new lake which will be finished ________ the end of this year.【KEYS】1.As; by 2.by 3.from; through 4.with 5.from 6.in 7.by / with; by / before

2. Skimming Ask the Ss to read the passage more carefully and try to answer the followings:

1.What are the only three man-made projects that can be seen from the earth? Where are they?

2.When was the Aswan High Dam completed?

3.What was the High Dam built for?

4.What problems were caused by building the High Dam?

5.What do you know about the temple at Abu Simbel?

6.How did the engineers decide to move the whole temple?

7.How long did the project last?

8.How much did the project cost?

9.When was the project completed?

10.How can you get to the temple at Abu Simbel?

Step four Post-reading

1. Discussion Divide the class into groups and ask each group to discuss the question:

① Do you think it necessary to spend so much money on rescuing this temple?

② Do you think that the Egyptian engineers solved the problem in the best way possible?

③ Are there other temples or buildings that we could not move?

④ What about the Great Wall or the Temple of Heaven?

⑤ Would it be right to move them if we had to build something where they stand today? Why or why not?

2. Fill in the blanks with proper words.

The Great Wall of China is one of the eight wonders of the world. It lies across North China ________ a huge dragon (巨龙). It is one of the few man-made projects on earth ________ can be seen from the moon.

The Great Wall ________ built more than 2,000 years ago. It was built ________ the reason of war. Now it is more than 6,000 kilometers ________ from east to west, 6-7 meters high, and 4-5 meters wide. In most places, it is wide ________ for five horses or ten people to walk side ________side along the top.

Today the Great Wall has become a great place of ________ .It interests tens of thousands of people ________ different parts of the world every day. So more and ________ people have come to know the famous Chinese saying：“He ________ does not reach the Great Wall is not a true man.”

【KEYS】like; that; was; for; long; enough; by; interest; from; who

Step five Discussion

1.Language input：In the world there’re many cultural relics. Sometimes people have to choose between protecting the relics of the past and building the roads and houses of the future. What do you think we need to think about when we make decisions about cultural relics?

[Divide the class into groups and ask them to discuss for a while, and then collect ideas or suggestions from each group.]

Step six Summary and Homework

1. Read the passages and finish off Workbook Ex 4 on p.126.

2. Write a report about the discussion.

Teaching procedures for the 5th Period

Step one Warming-up

1. Greeting.

2. Check the homework.

3. Ask individual Ss to act out their reports, making some comments if necessary.

Step two Language study

1. Group work Divide the class into groups, asking each group to find the verbs beginning with the letters “re-” and discussing the similarities among them.

restore; rebuild; replace; recreate;

2. Analyze the structure of the discussed words：prefix “re”+ V. → meaning “do sth. once again”.

3. Brainstorming Ask the Ss to think of other examples or look up the dictionary for words with the prefix “re-”and get the meaning of the words.

【Model】

⑴ reappear vi. appear again (esp. after disappearing)

⑵ recall v. call back

⑶ recollect v. call back to the mind

⑷ recount v. count again

⑸ redo v. do again

⑹ refill v. fill again

⑺ refit v. make (a ship, etc) ready for use again by renewing or repairing parts

⑻ reforest v. plant again with trees

⑼ re-form v. form again

⑽ rehouse v. provide with a new house

⑾ rejoin v. join (together) again

⑿ relay v. lay (a cable, carpet, etc) again

⒀ rename v. give a new name to; name again

⒁ reopen v. open again after closing or being closed

⒂ replay v. play (e.g. a football match that was drawn) again

⒃ reprint v. print again; print a new impression of

⒄ retell v. tell again

⒅ rethink v. think about again; reconsider

⒆ reunite v. bring together or come together again

⒇ rewrite v. write again

4. Structure (Grammar)

Ⅰ.Ask the Ss to put some sentences into English, going over the Present Perfect Tense.

① 在过去的'三个月里学生们已经收集了二千节旧电池(n.battery)。

② 园林工人已完成寺庙百分之八十的重建任务。

③ 他已将那台旧电视机送给邻居了。

④ 中国已向太空发射了几十颗人造卫星。

⑤ 史密斯先生已把词典和杂志归还给了图书馆。

Ⅱ.Ask them to change the sentences into passive voice, paying attention to the structure of the sentences.

Active Voice Passive Voice

① The students have collected two thousand old batteries in the past three months.② The garden workers have already finished 80% of the rebuilding of the temple.③ He has sent the old TV set to his neighbour.④ China has sent up scores of man-made satellites into space.⑤ Mr Smith has returned the dictionary and magazines to the library. ① Two thousand old batteries have been collected (by the students) in the past three months.② 80% of the rebuilding of the temple has been finished (by the garden workers).③ The old TV set has been sent to his neighbour.④ Scores of man-made satellites have been sent into space (by China).⑤ The dictionary and magazines have been returned to the library (by Mr Smith).

Ⅲ. Pair work Ask pairs of Ss to discuss and find out the differences between the above two columns, then the teacher gives some explanation if necessary.

Step three Practice

1. Ask the Ss to find the sentences in the passage which include the Present Perfect Tense and then change them into the Active Voice.

2. Drills Ask Ss to finish exercises on page 47 and 48, asking some questions about the two news stories.

① What is the first news story about?

② Why are some of the cultural sites not well protected?

③ What has happened to some ancient sites?

④ What are the villagers worried about?

⑤ What have they decided to do?

⑥ What is the second news story about?

⑦ What will be the result of the repair project?

⑧ What are the people of Beijing asked to do? And what’s the result?

⑨ When was the old city wall built?

⑩ Why do you think the city of Beijing plans to repair the old city wall?

Step four Summarise and Homework

1.Summarise what’s been studied, esp. word-formation and structure of the Present Perfect Tense.

2. Finish off workbook exercises on page 128.

3. Preview “Intergrating skills”.

Teaching procedures for the 6th Period

Step one Warming-up

1. Greeting.

2. Check the homework, giving some explanation if necessary.

Step two Reading

1. Language Input：Quite often in our daily life we may see or hear or read something that makes us fell happy, sad or even very angry. And we usually want to tell others about our own feelings. We have several ways of showing how we feel, for example, we can have a talk with our close friends or relatives; we can get a pen friend; we can make a phone call to the local radio or TV station; and we can also write to a newspaper, a magazine and so on. Now please read a letter and try to find what is going on.

Questions：

① Where does the writer live?

② What is the writer worried about?

③ How does the air pollution come about?

④ What suggestions does the writer make?

Step three Pre-writing

1.Fill in the form Ask the Ss to work in pairs, answering the questions by filling in the form.

Who are you? What problem do you want to talk about? How do you feel about it? What suggestions do you have about it?

I live in a small village. Some people in my village want to …

I am …

Step four Writing

1. Questions and Answers Ask individual Ss to answer the questions according the above form.

2. Sentence writing Ask Ss to write down the answers to the questions in the form of sentences.

3. Sentence combining Ask Ss to combine the sentences one after another, using and, but, or, so, unless, although, because, etc.

4. Refining Ask Ss to read what they have done, making some necessary changes by using some more difficult conjunctions like which, that, when, what, when, where, etc.

5. Exchanging Ask pairs or groups of students to exchange what they have written and discuss each other’s writing. After the Ss have done it, ask several students to read out their letters.

Step five Proof Reading

T show the Ss a previously-prepared letter, asking them to correct the mistakes in it.

Dear editor, I live in a small village, it is a very beautiful village. Recently some 1. ____people in the village want to destroy the old temple so that they can 2.____ build a new car factory. The old temple has a history of more than 3. ____five hundred years. Inside the temple there are few stone figures and 4. ____carved paintings. If the temple was destroyed, all these things will be 5. ____losing, and I don't think it right for people to do that. I think one way 6. ____to solve the problem is to build the car factory in other place. Second 7. ____if the factory really need to be built, we'd better try our best to remove 8. ____the whole temple to somewhere else. We shouldn't let our history or 9. ____culture are destroyed, and we should do all we can to save the temple. 10. ____ Yours sincerely, Li Hua

【KEYS: 1.it→which 2.the→an 3.√ 4. ∧a (or few→some / several) 5. was→is

6. losing→lost 7. other→another 8. need→needs 9.or→and 10.are→be】

Homework

1. Ask the Ss to go over the whole unit.

2. Write a letter to the editor about any problem they come across.

篇7：新编高一上 unit7 教案

Teaching Procedures for the 1st Period

Step one Warming-up

1. Greeting.

2. Watching & Chatting：Watch a video which introduces some famous cultural sites across

Shaoxing, having a free chat with the Ss.

3. Questions & Answers：Show to the Ss three pictures, asking them:

① What do you know about the places in the pictures?

② Where are they?

③ Which one would you like to see most? Why?

Step two Pre-listening

1. Ticking：Listen to the tape and tick the things Ss hear.

2. Questions & Answers：Listen again and discuss the questions in groups

① Why is it important to protect cultural relics?

② Why is it difficult to find out how people lived in ancient times?

③ What do we know about life in ancient Egypt?

④ Why do we know so much about the way the ancient Egyptians lived?

⑤ What do you think we can do to protect our cultural relics?

Step three Listening

1. Language Input ：Well, now we're going to listen to a description of three cultural sites.

Please ① Listen to the tape and write down the name of the site in the form below.

② Listen to the tape again and write down about its importance.

Name of the site Why is it important? What is being done to protect it?

Site 1

Site 2

Site 3

③ Listen to the tape again and write down about “What's being done to protect it”.

Ss discuss their answers in groups and then check in class.

Step four Post-listening

1. Listen to a piece of news (T has previously taken from a news report) and ask Ss to have a discussion about the following topics：

① Why do our city government make such great effort to protect cultural sites?

② Do you think it necessary to spend so much money on the project?

Step five Error-finding

1. Language Input：Now we're going to listen to the description of the three maps. Please

① Listen to the tape and put the statues in the right place.

② Listen to the tape and put the temple and the museum in the right place.

③ Listen to the tape and put the Moon Tower and the Blue Waterfall in the right place.

Step six Game

[T divide the class into four groups, asking the Ss to say what the name of the cultural site is and where it is according to the given picture. The group which makes the most choices win the game. ]

Group A Group B Group C Group D

Score

Homework

1. Prepare a brief description of Ss’ favorite cultural site in China. The report must include the following： ① The name of the site ② Its size as well as its history

③ Its importance and what is being done to protect it.

(Better surf on the Internet!)

2. Preview “Speaking”.

Teaching Procedures for the 2nd Period

Step one Warming-up

1. Greeting.

2. Check the homework, asking individual Ss to come to the front to act out their report. The teacher may ask the others some questions about their reports.

Step two Pre-speaking

1. Brainstorming Ask the Ss one question：What do you think can represent Chinese culture?

[T collect the answers and write them on the blackboard.]

Step three Speaking

Asking for suggestions Making suggestions

[ T divide the class into pairs, letting them discuss and collect the information, and ask each pair to make a dialogue.]

Things you want to put in Reasons for your choices

【Model】

SA：In my opinion we could put in ….

SB：That sounds a great idea. And I'd like to choose ….

SA：Sorry, I don't think that's the best choice.

SB：Then what about …?

……

Step four Useful Expressions --- Making suggestions

Ways of giving advice or making suggestions Ways of replying to others' advice or suggestions

Acceptance Refuse

Step five Dialogue Production

[T will provide certain situations, asking the Ss to work in pairs to make dialogues.]

Situation A：Two friends are discussing what to do in the coming weekends.

【Model】

A: It's said that there's going to be a wonderful film “Heroes”. Why not go to the cinema?

B: I'm afraid I won't. I have seen it twice.

A: What do you suggest doing, then?

B: Would you like to go out for an outing?

A: I'd like to, but it's going to rain in the next two days.

B: What a pity! Have you considered going to the library?

A: Good idea. Let's meet here at 8 o'clock tomorrow, shall we?

B: Sure.

Situation B：Jessica is poor in English. She is asking her friend, Susan for advice.

【Model】

Jessica: My English is poor. I wonder what I should do.

Susan: You should remember as many English words as possible.

Jessica: OK.

Susan: And you need to have more listening, speaking, reading and writing.

Jessica: It sounds nice, but I still don't know what to do.

Susan: I'm not certain, either. Why don't you ask Mr Wang?

Jessica: That's a good idea. Let's go together.

Susan: All right.

Step six Post-speaking

Homework

1. Write a report about the culture capsule.

2. Practise ways of making suggestions.

3. Preview “Reading”.

Teaching Procedures for the 3rd Period

Step One Warming-up

1. Greeting.

2. Comment on the Ss’ report about the culture capsule.

3. Go over the ways of giving advice or making suggestions.

Step Two Pre-reading

① Some cities, like Paris and Beijing, are called great cities of the world. In your opinion, what makes a city great?

② What are your favorite cities?

③ What cultural relics are there in the place where you live? How important are they?

Step Three Reading

2. Vocabulary Ask the Ss to complete the sentences with the right words from the passage. (Workbook p. 122 )

3. True or False Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.

Statements True or false

4. Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph. Meanwhile the teacher may ask the Ss to answer some detailed questions.

Questions：① Where do people usually build a city? Why?

② What were the palaces like?

③ What were the palaces used for after the Czars' rule over the city ended?

④ What did the Germans do as they leftthe city?

⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why?

⑥ What did the people do to bring the city back to life?

5. Reading aloud Play the tape and ask the Ss to read along in a loud voice.

Step four Post-reading

1. Ask the Ss to discuss the following questions in groups:

① Why do people think St Petersburgh is a great city?

② Why was it so difficult for people to rebuild the old palaces?

③ What did people use to help them rebuild the city?

④ Why are the people of St Petersburgh heroes?

Step five Interview

Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front.

【Model】R-- reporter C--citizen of St Petersburgh

R: Good morning, I'm from Shaoxing Daily. May I ask you several questions?

C: Sure.

R: When was your city built and and who built the city?

C: ……

Step six Debate

Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation (topic).

Step seven Summary and homework

1. Summarize the passage and ask the Ss to retell the story.

2. Finish off the exercises on p. 46 “Word study”-2 and p.123 “Vocabulary”-2.

Teaching procedures for the 4th Period

Step one Warming-up

1. Greeting.

2. Ask individual Ss to retell the story.

3. Check the homework, giving some explanation if necessary.

Step two Lead-in

1. Ask the Ss to find out the sentences from the passage that they think read most beautiful or sound sweetest.

2. Enjoy the sentences Ss pick out, especially the sentence：“We will not let our history and culture be destroyed, and we will do everything we can to save our city! ”

Step three Reading

1. Scanning Ask the Ss to read the passage on page 124 and finish the following two exercises shown on the screen.

2. Skimming Ask the Ss to read the passage more carefully and try to answer the followings:

1.What are the only three man-made projects that can be seen from the earth? Where are they?

2.When was the Aswan High Dam completed?

3.What was the High Dam built for?

4.What problems were caused by building the High Dam?

5.What do you know about the temple at Abu Simbel?

6.How did the engineers decide to move the whole temple?

7.How long did the project last?

8.How much did the project cost?

9.When was the project completed?

10.How can you get to the temple at Abu Simbel?

Step four Post-reading

1. Discussion Divide the class into groups and ask each group to discuss the question:

① Do you think it necessary to spend so much money on rescuing this temple?

② Do you think that the Egyptian engineers solved the problem in the best way possible?

③ Are there other temples or buildings that we could not move?

④ What about the Great Wall or the Temple of Heaven?

⑤ Would it be right to move them if we had to build something where they stand today? Why or why not?

2. Fill in the blanks with proper words.

【KEYS】like; that; was; for; long; enough; by; interest; from; who

Step five Discussion

[Divide the class into groups and ask them to discuss for a while, and then collect ideas or suggestions from each group.]

Step six Summary and Homework

1. Read the passages and finish off Workbook Ex 4 on p.126.

2. Write a report about the discussion.

Teaching procedures for the 5th Period

Step one Warming-up

1. Greeting.

2. Check the homework.

3. Ask individual Ss to act out their reports, making some comments if necessary.

Step two Language study

1. Group work Divide the class into groups, asking each group to find the verbs beginning with the letters “re-” and discussing the similarities among them.

restore; rebuild; replace; recreate;

2. Analyze the structure of the discussed words：prefix “re”+ V. → meaning “do sth. once again”.

3. Brainstorming Ask the Ss to think of other examples or look up the dictionary for words with the prefix “re-”and get the meaning of the words.

【Model】

⑴ reappear vi. appear again (esp. after disappearing)

⑵ recall v. call back

⑶ recollect v. call back to the mind

⑷ recount v. count again

⑸ redo v. do again

⑹ refill v. fill again

⑺ refit v. make (a ship, etc) ready for use again by renewing or repairing parts

⑻ reforest v. plant again with trees

⑼ re-form v. form again

⑽ rehouse v. provide with a new house

⑾ rejoin v. join (together) again

⑿ relay v. lay (a cable, carpet, etc) again

⒀ rename v. give a new name to; name again

⒁ reopen v. open again after closing or being closed

⒂ replay v. play (e.g. a football match that was drawn) again

⒃ reprint v. print again; print a new impression of

⒄ retell v. tell again

⒅ rethink v. think about again; reconsider

⒆ reunite v. bring together or come together again

⒇ rewrite v. write again

4. Structure (Grammar)

Ⅰ.Ask the Ss to put some sentences into English, going over the Present Perfect Tense.

① 在过去的.三个月里学生们已经收集了二千节旧电池(n.battery)。

② 园林工人已完成寺庙百分之八十的重建任务。

③ 他已将那台旧电视机送给邻居了。

④ 中国已向太空发射了几十颗人造卫星。

⑤ 史密斯先生已把词典和杂志归还给了图书馆。

Ⅱ.Ask them to change the sentences into passive voice, paying attention to the structure of the sentences.

Active Voice Passive Voice

Ⅲ. Pair work Ask pairs of Ss to discuss and find out the differences between the above two columns, then the teacher gives some explanation if necessary.

Step three Practice

1. Ask the Ss to find the sentences in the passage which include the Present Perfect Tense and then change them into the Active Voice.

2. Drills Ask Ss to finish exercises on page 47 and 48, asking some questions about the two news stories.

① What is the first news story about?

② Why are some of the cultural sites not well protected?

③ What has happened to some ancient sites?

④ What are the villagers worried about?

⑤ What have they decided to do?

⑥ What is the second news story about?

⑦ What will be the result of the repair project?

⑧ What are the people of Beijing asked to do? And what’s the result?

⑨ When was the old city wall built?

⑩ Why do you think the city of Beijing plans to repair the old city wall?

Step four Summarise and Homework

1.Summarise what’s been studied, esp. word-formation and structure of the Present Perfect Tense.

2. Finish off workbook exercises on page 128.

3. Preview “Intergrating skills”.

Teaching procedures for the 6th Period

Step one Warming-up

1. Greeting.

2. Check the homework, giving some explanation if necessary.

Step two Reading

Questions：

① Where does the writer live?

② What is the writer worried about?

③ How does the air pollution come about?

④ What suggestions does the writer make?

Step three Pre-writing

1.Fill in the form Ask the Ss to work in pairs, answering the questions by filling in the form.

Who are you? What problem do you want to talk about? How do you feel about it? What suggestions do you have about it?

I live in a small village. Some people in my village want to …

I am …

Step four Writing

1. Questions and Answers Ask individual Ss to answer the questions according the above form.

2. Sentence writing Ask Ss to write down the answers to the questions in the form of sentences.

3. Sentence combining Ask Ss to combine the sentences one after another, using and, but, or, so, unless, although, because, etc.

4. Refining Ask Ss to read what they have done, making some necessary changes by using some more difficult conjunctions like which, that, when, what, when, where, etc.

5. Exchanging Ask pairs or groups of students to exchange what they have written and discuss each other’s writing. After the Ss have done it, ask several students to read out their letters.

Step five Proof Reading

T show the Ss a previously-prepared letter, asking them to correct the mistakes in it.

【KEYS: 1.it→which 2.the→an 3.√ 4. ∧a (or few→some / several) 5. was→is

6. losing→lost 7. other→another 8. need→needs 9.or→and 10.are→be】

Homework

1. Ask the Ss to go over the whole unit.

2. Write a letter to the editor about any problem they come across.

篇8：高一上的语文教案

教学目的：

1、联系剧情，把握窦娥的性格，认识窦娥善良美好的灵魂。

2、认识元朝社会的黑暗与腐败。

3、感悟悲剧美，理解悲剧的教育作用。

教学重点：

对“三桩誓愿”的理解

教学难点：

1、“三桩誓愿”是浪漫主义手法

2、悲剧的教育作用

课时安排：

一课时

教学步骤：

一、导语。

鲁迅说：“悲剧是把有价值的东西毁灭给人看。”《祝福》展示了一位勤劳、善良的女性祥林嫂被毁灭的过程，显示了封建礼教的罪恶。“列之于世界大悲剧之中亦无愧色”的古典悲剧精品《窦娥冤》则展示了一位精神高尚的善良女性窦娥被毁灭的过程。

有价值而被毁灭是令人痛苦的，那窦娥究竟犯了何法要被毁灭呢?

二、介绍关汉卿。

关汉卿，号己斋叟，金末元初大都(现北京)人。元代杂剧的代表作家，也是我国戏剧最早最伟大的戏剧作家。他与郑光祖、白朴、马致远齐名，被称为“元曲四大家”。

元代人说他：“生而倜傥，博学能文，滑稽多智，蕴籍风流，为一时之冠。”他曾在散曲《南吕一枝花?不伏老》中说自己精音律，会吟诗，能吹萧弹琴，歌唱舞蹈，也会下棋射猎，多才多艺。

元代的阶级矛盾和民族矛盾十分尖锐，关汉卿不满社会现实，不仅写作剧本，有时还登台演唱，借杂剧来揭露黑暗现实，寄托自己的社会理想。他一生创作杂剧有60多部，但大都散失，现仅存15部。《窦娥冤》《救风尘》《望江亭》《拜月亭》《单刀会》等流传很广。其中的《窦娥冤》是我国十大古典悲剧之一。1956年，他的名字被列入世界文化名人之列。

三、介绍元杂剧：元杂剧有一套较严格的体制。

(1)结构：元杂剧一般是一本四折演一完整的故事，个别的有五折、六折或多本连演。

折是音乐组织的单元，也是故事情节发展的自然段落，它不受时间、地点的限制，每一折大都包括较多的场次，类似于现代戏剧的“幕”。有的杂剧还有“楔子”，通常在第一折之前起交代作用。相当于现代剧的序幕，用来说明情节，介绍人物。

杂剧每折限用同一宫调的曲牌组成的一套曲子。演出时一本四折都由正末或正旦独唱。(其他角色只有说白)，分别称为“末本”或“旦本”。

(2)角色：扮演的角色有末、旦、净、丑等。元杂剧每本戏只有一个主角，男主角称正末，女主角称正旦。此外，男配角有副末(次主角)、外末(老年男子)、小末(少年)等;女配角有副旦、外旦、小旦等。

净：俗称“大花脸”，大都扮演性格、相貌上有特异之处的人物。如张飞、李逵。

丑：俗称“小花脸”，大抵扮演男次要人物。

此外，还有孛(bó)老(老头儿)、卜儿(老妇人)、孤(官员)、徕儿(小厮)。

(3)剧本的构成：剧本由唱、科、白三部分构成。

唱词是按一定的宫调(乐调)、曲牌(曲谱)写成的韵文。元杂剧规定，每一折戏，唱同一宫调的一套曲子，其宫调和每套曲子的先后顺序都有惯例规定。

科是戏剧动作的总称。包括舞台的程式、武打和舞蹈。

白是“宾白”，是剧中人的说白部分。”宾白又分以下四种：对白：人物对话;独白：人物自叙;旁白：背过别的人物自叙心理话;带白：唱词中的插话。

宾白是元杂剧中重要的有机组成部分。所谓“曲白相生，方尽剧情之妙”，正说明这一点。

四、女生齐读[端正好]，男生思考：此曲中哪些字词说明窦娥是冤枉的，而且冤得很深?

生答，讨论，明确：“没来由”“不提防”可见窦娥是冤枉的，是蒙冤。“动地惊天”表明她冤屈之深。(板书：蒙冤)

窦娥临刑前不禁要将天地生埋怨。

五、在把握剧情的基础上揣摩试读[滚绣球]，共同思考：窦娥为何埋怨天地?

女生读，男生点评。男生读，老师点评。

感情是：信赖(天地)——怀疑(天地)——控诉(天地)——悲愤。

联系剧情讨论，明确：窦娥和婆婆在生活上相依为命，年仅二十的她只想安安分分地守自己的寡，苦度青春，但做个顺民而不得，真冤啊!冤之极，怨天地。明为怨天地，实为诉说自己蒙受了冤屈。

篇9：高一上的语文教案

【教学目标】

1、有感情地朗读全诗，学习、把握诗中的节奏和旋律，培养学生阅读诗歌的能力。

2、通过分析人物形象，理清诗人情感发展的脉络，体验诗人对劳动人民真挚、热烈的感情以及对旧世界的仇恨和诅咒，提高审美能力。

3、认识本诗通过记事写人以及直抒胸臆的特点，学习对比、反复、排比等表现方法。

【教学重、难点】

1、重点：

⑴通过分析人物形象，理清诗人情感发展的脉络，体验诗人对劳动人民真挚、热烈的感情以及对旧世界的仇恨和诅咒。

⑵学习排比、反复、对比等修辞手法在诗中的运用和作用。

2、难点：

使学生感知作者包含在诗歌中的真情实感，体会作者用情作诗的方法和重要性。

【教学方法】

诵读──鉴赏──讨论分析──合作探究。

【课时安排】

2课时。

【教学步骤】

第一课时

〖教学要点〗

1、有感情地朗读全诗。

2、理清诗的抒情结构。

〖教学过程〗

一、导入

艾青(1910～)，原名蒋海澄，我国现代诗人。代表性诗篇除课文外，还有《光的赞歌》、《我爱这土地》、《给乌兰诺娃》、《礁石》等。

1932年，艾青加入“中国左翼美术家联盟”。7月因为参加进步的美术活动而被捕，国民党政府以“危害民国紧急治罪法”、“政府”罪判处艾青有期徒刑六年。被捕之后，狱中生活使他由绘画转向了新诗写作。《大堰河──我的保姆》就是这样诞生的。1933年1月的一天早晨，牢房阴冷，铁窗临风，窗外晓雪飞舞，望着漫天飞舞的雪花，这位只有二十三岁的诗人，不禁想起了用乳汁把他养大的保姆，思念感激之情冲击着诗人的心。这是诗人第一次用“艾青”这个名字呈现给中国劳苦大众的一首赞美诗。它在《春光》杂志一卷三期上发表之后，立即轰动了全国，并受到了茅盾、胡风等文学前辈的好评。

二、整体感知，理清思路

1、播放本诗朗读录音带，以引起学生学习的动机和兴趣。

2、学生试读，除要求准确、清楚之外，还要注意表达出本诗的节奏和旋律。

3、理出本诗的抒情结构，初步说出大堰河形象特征：

第一部分(1～3节)怀念痛悼──身世悲苦低微。

第二部分(4～8节)眷念感激──勤劳善良无私。

第三部分(9～11节)同情控诉──命运悲惨。

第四部分(12～13节)讴歌赞美──灵魂高尚。

三、深入研究，体会构思特点

诗人在构思本诗时，把自己起伏的思绪，奔腾的激情作为最主要的依据，时而记人写事，时而直抒胸臆;时而回忆历史，进而直面现实;时而写保姆，时而写诗人自己;时而详写，时而略写，任意挥洒，无拘无束。请学生举例说明。在充分讨论的基础上，可作如下的归纳：

第一部分，诗人告诉我们，由于看到雪才想起保姆大堰河悲苦的一生，这是写本诗的导火线。在具体安排上，却一开始交代大堰河与我的关系，她没有姓，没有名，缺少独立的人格。这样的安排是为了突出诗人强烈的感情，给人留下深刻的印象。

第二部分，在激情的推动下，回忆大堰河对我的抚爱。为了充分地表现这种爱，诗人不惜笔墨进行铺排，又写他在自己家里的陌生、忸怩之感衬托大堰河的可亲可敬。

第三部分，用叙述方法，写大堰河死后的凄凉和一家人的悲惨遭遇。这是诗人最感痛苦的事。他用舒缓的笔调，边叙述，边叹息，更显得沉痛。

第四部分，用呼告的手法，直抒胸臆，把诗中的感情推向高潮。诗人的感情到了极致，往往要抛弃具体的叙述或描写，借助直抒胸臆的方式，宣泄自己心中火山喷发似的激情，第12、13节便是明证。第13节，感情烈，语句却最少。诗人的选择是正确的，语言罗嗦，就难以充分表现自己心中的强烈的激情。

四、分段朗读，揣摩体会诗的节奏和旋律

朗读提示：

第一部分：第1、2节充满怀念和同情，语调舒缓。第3节，感情沉痛、悲哀，语调低沉、有力。

第二部分，着重写回忆，感情上时喜时悲，变化不定。朗读时也要随之节奏多变，构成变化多端的旋律。

第三部分，写大堰河死的凄凉，节奏应放慢。

第四部分，是献给大堰河的赞美诗，感情炽热，因而要节奏强烈，旋律加快。最后一节，诗人的感情已走向高潮，朗读时也应热情奔放，把火山喷发似的感情传达出来。

五、课堂小结

这节课主要对作者艾青做了大致了解，初步体会了诗歌的韵律节奏，初涉了诗歌所表达的感情。通过反复朗读，对诗歌的层次及层意有了基本了解，理清了诗歌的结构。

六、布置作业

课外反复朗读课文，注意思考作者从哪些角度对大堰河进行塑造这一问题。

第二课时

〖教学要点〗

1、分析大堰河的形象。

2、分析诗歌的表现特点。

〖教学过程〗

一、讨论分析大堰河形象

1、布置预习思考题：

⑴从哪些地方表现出大堰河对诗人有慈母般的爱?

⑵大堰河的勤劳纯朴、宽厚善良、只求奉献的精神品质在哪些地方表现出来?

⑶为什么说大堰河的形象意义决不仅仅是对大堰河个人的讴歌与赞美?

⑷本诗除了通过对大堰河形象的塑造进行抒情外，还采用直抒胸臆的方法进行抒情。这具体表现在何处?

2、根据预习提纲，学生自学，再分小组讨论。讨论后，每组派代表一名回答一题，经师生评议、补充，统一认识，加深对课文的理解。

3、讨论小结：

这首诗选择了大堰河若干生活片段，一系列细节，多侧面地展示了她丰富的个性。大堰河勤劳纯朴、善良无私，在她身上概括了千百万劳动妇女的共同品质，她的悲剧命运很有典型性。通过这一形象的塑造，表达了诗人对劳动妇女的深切同情，也表达了对旧社会的愤怒控诉。

二、赏析诗歌艺术特点

1、是借叙事抒情。这首诗几乎通篇用的都是描述意象，它选择日常生活中真实存在的大量细节构成一幅幅画面，由诗人饱含深情的笔墨把它们化成叙事性的诗句，给人强烈的画面感和情感冲击力。例如诗的第4节，诗人连续用8个排比句，每一句都是一个大堰河日常生活的描述意象，集中塑造了大堰河这个勤劳、善良、朴实、贫苦的农村妇女形象，在叙事中抒发强烈的怀念、赞美、爱戴之情。

2、是对比、反复、排比修辞手法的运用。

提问：本诗哪些地方运用了上述手法?举出例子后，请谈谈它们所起的作用。

明确：学生可从重点语段如第4节中的八个排比句，第7节中六个排比句，第4、6、7、8、9、11节开头和结尾诗句的反复，第4、6节的对比等来回答。

妙用对比：两个家庭生活对比，体现社会制度不合理;两家的不同待遇对比，显示诗人的爱憎;生前的操劳和死后的凄惨;美丽梦境和凄惨死亡对比，深刻表现了文章主题。

大量反复：表现特有的感情，使诗句一唱三叹，增强表达效果。

多次排比：既使内容凝炼，形式整齐，也有助于表达强烈的感情。

三、激活思维，探究阅读

(学生自由发言，答案不尽一致，但只要有闪光点，教师都给予肯定和赞许)

探究课题：

关于“紫色的灵魂”的理解：

观点一：紫色是悲哀、不幸或伤痛、死亡的象征。

观点二：紫色应是高贵的象征。

观点三：特级教师韩军则认为：“痛苦”和“高贵”不矛盾，灵魂因“承受太多苦难”而“尊贵、伟大”!

四、课堂小结

本节课通过对重点问题的探讨进一步了解了人物形象和体会了作者的思想情感，并分析了该诗的艺术特色。这是一首抒情性很强的诗歌，但并不排斥叙事，甚至是细节描写，因此一定要让学生反复阅读，充分体会诗人满怀的激情。多种修辞手法的运用也是此诗一大特点，教师可以让学生在反复阅读中体会并学习这些修辞手法。

五、布置作业(二选一)

1、复习课文所学，联系生活现实，给母亲写首颂歌。

2、课外阅读艾青诗作《我爱这土地》、《礁石》、《给乌兰诺娃》等，写一篇评论谈谈你对艾青诗的认识。

高一上的语文教案

篇10：复习教案

一、学习目标：

1、使学生对长正方体的有关概念掌握得更加牢固。

2、进一步掌握长正方体的表面积和体积的计算。

3、体积单位的进率。

二、课前预习

一、复习单元的主要内容：（板书：长方体和正方体）

问：看到课题你能想到到哪些知识？

1、特征及关系：

长方体正方体

顶点 8个 8个

面 6个（相对的两个面相等）6个面都相等

棱12条棱（相对的棱长度相等）12条棱长度相等

正方体是特殊的长方体。

2、表面积：怎样求长正方体的表面积？（说出公式）

3、体积和容积：

（1）、体积单位：立方米、立方分米、立方厘米。

（2）、容积单位：一般用体积单位，计量液体时用：升、毫升。

（3）、体积和容积的计算：（说出公式）

三、课堂展示

填空：

（1）表面积和体积的意义不同，表面积是物体（）的大小，体积是物体所占（）的大小。

（2）、表面积和体积所用的计量单位不同，计量表面积用单位。常用的单位有（）、（）、（）；相邻的两个面积单位间的进率是。计量物体体积用单位，常用的有（）、（）、（）；相邻的体积单位间的进率是。

（3）、表面积和体积的计算方法不同。计算正方体的表面积是（）；计算正方体的体积是（）或（）。计算长方体的表面是（）；计算长方体的体积是或（）。

（4）、一个正方体，棱长是8分米，这个正方体的棱场之和是（）；表面积是（）；体积（）。

（5）、一个长方体，长2米，宽5分米，高0.4分米。这个长方体的表面积是（）；体积是（）。

（6）、一根长方体材料，宽3分米，厚2厘米，体积是0.12立方米。这根木材的长是（），放在地上占地面积最大是（）。

四、达标检测

判断：

（1）、长方体中可以有两个相同的面是正方形。（）

（2）、长方体中相对的4条棱长度相等。（）

（3）、正方体的6个面是完全一样的正方形。（）

（4）、长方体相邻的两个面一定不完全相同。（）

（5）、用同样大小的小正方体拼成一个大正方体，最少要用8个这样的`正方体。（）

（6）、长方体中有四个面是完全一样的长方形。（）

（7）、当正方体的棱长是6厘米时，它的表面积和体积就相同（）。

3、选择正确答案：

（1）、3.05立方米=( )

A 305立方分米 B 3050立方分米 C30.5立方分米

（2）、4560立方分米=（）

A、4.56升 B、4560升 C、4.56立方米

篇11：复习教案

复习目标

1、进一步理解巩固小数的意义，熟练掌握简单的小数加减法，解决相关的一些简单问题。

2、进一步感知平移、旋转和对称现象，掌握相应知识的技能技巧，并培养对图行的知觉能力和审美情趣。

3、进一步理解掌握两位数乘两位数的算理、算法，并能解决相应的简单的问题。

教具学具

投影设备或挂图等。

复习过程

一、导入谈话

老师：同学们，本学期我们已经学习了三个单元，内容有元、角、分与小数，对称、平移和旋转，乘法。今天，我们一起把这些知识进行整理和复习，看一看，同学们都掌握了哪些知识和技能，还存在哪些问题需要帮助。

二、组织活动

1、分小组。

每组大约8位同学。

2、看图说话。

（1）你想起了哪些知识。

（2）利用图中信息，提出一些数学问题小组同学一起解决。

（3）说一说，你在什么时候，什么地方。看到什么，然后，运用所学知识解决了什么问题。

（4）审视发言记录（知识要点），想一想，还存在什么问题需要帮助，请小组同伴给予帮助。

3、反馈练习。

（1）出示问题情境图：书包的单价是：28元5角；球拍的单价是：18元8角。

根据所学知识，你可以提出哪些问题？

问题：

1）28元5角和18元4角写成小数分别是多少？

2）两种商品单价相差多少？哪一种贵，哪一种便宜？

3）两种都买要花多少钱？

（2）解决问题。

1）出示题目：一头小猪每天需要吃15千克事物，，？

2）要求：学生一个提问题，一个解决问题。

问题有：10天要多少千克？

一个星期（或1个月）要多少千克？

4只小猪每天要多少千克？

一个星期4只小猪要多少千克？

4、动手画一画，剪一剪。

（1）准备一张方格。

（2）在方格里面一个自己喜欢的对称图，并涂上色彩。

（3）把图剪下来，沿对称轴对折，检查图形是否符合要求。

（4）与同伴交流。

三、巩固练习

1、课文第37页“练一练”中的1、2、3题。

2、选用的小黑板作业。

四、作业设计

“五星级”对应的练习。与“口算”书对应的练习。

五、板书设计（略）

教学后记

篇12：《和复习》教案

教学目标

1．培养学生养成及时已学过的内容、知识。

2．学会一个单元的知识，并知道一些解决问题的方法。

教学重点

简单图形的面积计算方法。

教学难点

知识的前后衔接和联系。

教具、学具

教师指导与教学过程

学生学习活动过程

设计意图

一、知识点

教师指导学生填写课本P28。帮助他们有条理的所学知识。

二、练一练

1．P29第1、2题。

指导学生找出28的因数和100以内的倍数。以及既是6的倍数又是72的因数的数。

2．Ρ29第3题。

教师组织学生讨论这4个图形之间的关系。

学生根据书上的提示进行知识的简单。

小组讨论你学习到的解决问题的策略，同学之间互相交流

学生运用举例的方法，根据题目中的要求，罗列符合条件的数，然后逐步进行筛选。

等底等高的平行四边形、三角形、梯形的面积有什么关系。

训练学生逻辑思维的能力。并学会，实际问题为知识体系。

复习因数和倍数的知识。

让学生深刻的体会等底等高的平行四边形、三角形、梯形的面积的关系。

教师指导与教学过程

学生学习活动过程

设计意图

3．第4题。

组织学生估一估这些图形的面积

4．第5题。

直角三角形的面积

引导学生用方程解答这道题。

5．第6、7、8、9题。

在教师的指导下学生尽可能的独立完成课本上的题目，

先估计这些图形的面积，在量出数据进行计算。

让学生理解要求直角三角形的面积只要知道直角三角形的两条直角边的长度就可以了。

学生练习。

帮助学生建立图形大小观念。

建立等量关系。

板书设计：

与复习

教学反思：

高一上Unit 3 Going places复习教案.doc

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