北师大版英语高中必修一教案
Unit 1 Communication Workshop参考教案
Teaching objectives:
To learn the right form of letter
To write a personal letter
To read a personal letter and match paragraghs and topics
Teaching procedures:
ⅠWarm up
T: Communication is very important in our life. We need to corporate in our work, exchange our idea or our feeling----every thing in human society. Think about what kinds of communication we need.
S: body language, talk by telephone. Send e-mail, write a letter
T: Though there are more modern means of communication, still writing letters is thought a good way to connect people. It’s convenient and especially for things people would not to say directly. Do you think so?
S:
T: You are to learn how to write a letter to somebody. Now, first, read the letter by Wang Ying and then try to write to someone in English.
ⅡReading
Do the exercise 1. Read Wang Ying’s letter. Match each paragraph with one of the following
a reason to end the letter
●questions about the other person
●information about Wang Ying’s life
●saying who are you
In order to help students to understand the text the teacher can ask students to listen to the tape them answer the following questions
1. Whom does WangYing write to?
2. When were they friends?
3. How many years haven’t they seen each other?
4. From whom did Wang Ying get Fang Lan’s address?
5. What job did Fang Lan want to choose in the past?
6. What is Wang Ying studying now?
Show a slide to teach students the form of letter
Write a letter to someone. Follow the steps:
1. Make an information card about what you are going to write..
1).About the person you are writing
2). About yourself
How to write address on the envelope (show slides)
ⅢSpeaking
Do the exercise 2
Students copy the table into their notebooks
Students listen to the cassette and complete the table
Play the cassette again, pausing for students to check their answer
Do the exercise 3
Play the cassette again, pausing after each question for students to write the question down
When students have written the questions, play the cassette again so they can mark the intonation up or down.
ⅣHomework:
Write a letter to yourselves in 20 years. Talk about anything you want to. Make sure there is an envelop along with.
?Step 1 Who are you going to write? Who are you?
?Step 2 Questions about the other person
?Step 3 What are you doing now?
?Step 4 A reason to end your letter.
?Step5 Sign off ( best wishes & your name)
Unit1 Lesson 1参考教案
Teaching objectives:
◆To develop students’ ability of reading
◆To know about a couch potato and a workaholic ‘s lifestyle.
Important and difficult points:
Learn how to sort information into sections
Improve their reading skills by fully participating in all the activities..
Teaching procedures:
Step 1 Lead-in:
Get students to think about the following questions:
?Is Brian a lazy person? Can you find two examoles of his lazy behaviour?
?What do you think “ you have got the world at your own fee” means.
?How does Bob spend his morning and evening?
?Why does Bob’s family complain?
?Why does Bob work so hard?
Step 2 reading
Please go through the Reading strategy
(make sure students know how to read.)
First reading:
Get students to read the text
Second reading
Get students to answer the following questions.
1.When Brian wakes up he gets up immediately.
2. In the evenings, Brian often watches old films
or sport and the news again.
3. Brian always takes his portable TV while going
out for a walk every afternoon.
4. Brian has a good wife, and they live a happy life.
5. Bob normally wakes up about five minutes after his alarm clock goes off.
6. Bob is very busy all day.
7. . Bob seldom has time for fun and other leisure activities with his family, but his family doesn’t complain.
Language points :
1. switch on 与turn on有什么区别
若是上下扳的开关，就用switch on 或off
;若是旋转方式的开关，就用turn on或off.
2. moment
He thought for a moment and then spoke. 他想了片刻, 然後说。
at the moment at the present time; now, considered as a shorter or longer period 此刻, 现在, 目前（可指较短或较长的时间）
for the `moment/`present temporarily; for now 暂时; 目前:
have one's/its `moments 有快乐的时候:
My job is not a very glamorous one but it does have its moments. 我的工作虽不算十分吸引人, 但也自有其乐趣所在.
in the heat of the moment => in a moment very soon 一会儿; 立刻; 马上: I'll come in a moment. 我一会儿就来.
3. go about着手做；承担：
Go about your chores in a responsible way.
请以负责的态度去做你的工作
go along合作，配合：
They get along by going along.
通过合作他们相处很好
go around
1. 满足需求：满足需要或需求：
2. 走动：四处走动；从一处走到另一处
3. 传扬，传播：
go by
消失；经过：
as time goes by.
随时光流逝
短期访问，拜访：
My parents were away when we went by last week.
上周去看望我的父母，他们不在家
go for
1. 【非正式用语】爱好：对…有特别喜欢：
I really go for progressive jazz.
我十分爱好渐进式爵士乐
2. 攻击：
an opponent who is known to go for the jugular in arguments. 在辩论中以犀利有力而有名的对手
3. 用作：
a couch that also goes for a bed.
一个可用作床的长沙发
go in
1. 合伙，加入：加入共同的冒险：
went in with the others to buy a present.
同别人一起买礼物
2. 接近：前进，接近，如攻击前：
Troops went in at dawn.
军队在拂晓向敌人摸近
Homework：
Do exercise in the workbook
Unit1 Lesson 2参考教案
Teaching objectives:
To practise listening for specific information
To learn about ways of dealing with stress in everyday life
Teaching procedures:
ⅠWarm up
Work is very important in our life. We have to work, no matter what you are. With the development of modern society, people are fastening their steps of life. There is less time for relaxation. The problem is that more and more people feel stressed. How to get rid of the stress we are suffering from is what we are to talk about.
ⅡTalking
Task one
You are to do some listening, Before it think about your school life, list the things
( at least 3 ) you do and your feeling about them. ( A=Activity, F=Feeling )(目的是激发学生的兴趣，锻炼学生的口头表达能力，为听力内容做铺垫)
How do you get rid of the stress in your life?
Talk to each other about the activities you have listed. Say which is stressful and which is relaxing. Do it like this:
prepare for an exam; lie on the beach; wait for the result of; give a talk in English; do shopping with task two.
Interview your classmates to see what kind of stress they are suffering from and how they relax themselves or get rid of it.
ⅢListening
Do the exercise 2
Do the exercise 3
Read through the Strategies with the class and see if they can use any of these Strategies already.
In pairs, students read the questions and try to predict the answers. Point out that more than one answer is possible.
Students then exchange ideas to find out if they have made the same predictions if they have made different predictions, ask students to justify their opinions.
Do the exercise 5 and 6
Before listening the materials ask students to read the questions and first predict answers then listen the tape twice.
When students have checked their answers, ask them what advice they would give
to Mark to help him be less nervous before exams and before going to parties. Do the exercise 7
Students look at the exercise and see if they can remember or can guess any of the missing words.
Students listen to the cassette again and complete the sentences in the Function File.
Pronunciation
Do the exercise 9
In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?
Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.
Do the exercise 10
Before starting their talk, students can look at the sentences they wrote in Exercise 9
Students then put the exercise away and talk to their group without any notes, using as many hesitation words as possible.
ⅣHomework:
Writ a report about you interview in class. Write about the stress you and most of your classmates are suffering from. Find the causes of the stresses and give advice on how to relax yourselves.
Unit1 Lesson 3参考教案
Teaching objectives:
To listen for specific facts
To give opinions about voluntary work
To talk about future arrangements and intentions, using the Present Simple, the Present Continuous and going to
Teaching difficulties:
To listen for specific facts
Teaching procedures:
ⅠWarm up:
Teacher gives the pictures and map of Inner Mongolia and ask some questions about it.
Such as: look at the photo. Which part of China do you think of it is from?
What do you know about this part of China?
Does Inner Mongolia belong to developed areas?
Are the living conditions here good? If you graduate from a famous university will you work here as a volunteer?
Now look at the photo, guess what the girl is doing here? Is she traveling here? What can you say about the girl in the photo? Why does she came here? Now let’s listen the tape.
ⅡListening
Students first read the questions and predict the answers
Students listen to the tape and check their predictions
Check answer as a class.
In order to make students understand the text better, teacher can ask students to answer the following questions
1.Where is she determined to go?
2.What is she going to do there?
3.Why is she going to do so?
4.Do the parents agree with her? What was their reaction?
5.Did she give in?
6.What do think of being volunteers?
ⅢVoice your opinion
Is it a good idea to do voluntary work? What reasons do people have for doing voluntary work?
Vocabulary
Do the exercise 5
Students work individually, thinking about the cues and what they are going to do .
Students read the sentences, decide which words to use , and then complete the sentences.
ⅣGrammar
Listen to the interview again. Pay attention to these sentences from the interview. What verb forms are used to talk about the future?
Guide students to draw the following conclusion:
present Simple
present Continuous
going to + infinitive
do consolidate exercise7, 8and 9
explain further grammar:
Expressing future arrangements and intentions:
be going to-- to express an intention to do something.
Present Continuous-- to talk about future events that we have already fixed or arranged.
Present Simple-- to talk about official events or timetables which we cannot change.
be going to do 与be doing 的区别
be going to do 表示事先经过考虑过，然后计划好将做某事；迹象将发生某事。We are going to go climbing this week.
My sister is going to go to Australia in a week.
It is going to snow.
be doing 指立刻决定的计划，没有经过一段时间的考虑, 意思上相当于be about to do, 但后者不能接时间状语；多用于表示位置移动的动词中，如：go,
come, arrive, leave, reach , start;
I am going to hometown this afternoon.
He is leaving.
We are playing the piano at six.
I am about to go out.
ⅤHomework
You have just started your senior high school. You must have a lot of plans. Choose from the following and write about one of your plans:
Your plan for the next three years.
Your plan for the coming holiday.
Your plan for the coming weekend.
Unit1 Lesson 4参考教案
Teaching objectives:
To practise reading for specific information
To express opinions orally and give reasons for them
Teaching procedures:
ⅠWarm up:
Before you start
Ask students to think about and answer the questions:
1.How are city and country lifestyles different in China?
2.Can you imagine city and country lifestyles in Britain?
Students will give their answers and teachers show some slides about countryside and city to make students compare them
Advantage of city:Shopping is easily done;entertainment;Convenient; Exciting Disadvantage of city: Crowded;Close to each other; Polluted air;Noisy; Dirty and dusty; Polluted water;Stressed and nervous: Tall buildings;Crowded street. Advantage of country: Endless fields;The vast countryside;Fresh air;Clean and fresh;Clear water;Free and relaxed
Disadvantage of country: Distant, Remote Countryside
ⅡReading
Guess what the two articles are about.
Now read the texts quickly and check your guesses
Task 1
Find details for each of the main ideas.
Relaxing weekend
Task 2
Do the exercise 4
Students read the texts again and complete the table with information from them Students write down information about their own life in the table
Students work in groups and talk about their life and compare their life with Debbie’s and Pauls.
ⅢVoice your opinion
First give the following materials to make students learn about city and country better.
Country life, is walking through a field of hay, as dusk paints orange and purple hues on the sky above.
The birds twitter and brood, streams babble and flow, horses graze and gallop, crops are sown and harvested without cease.
Life in the country is much more exciting than many city-dwellers would like to believe. In particular: it does you good ...
City Life is Greater Manchester's weekly listings and lifestyle magazine, covering areas such as clubbing, cinema, comedy, gay, food & drink, shopping, music, theatre, art, books, sport and travel
City life: a growing problem. What was life like inside the City walls?
Inside the crowded Citywalls, fine houses belonging to merchants often stood next to squalid houses belonging ...
Cities are the great havens for knowledge, culture, and social life.
Cultures are found in cities because it takes a large population to support museums, concert halls, sports teams, and night-life districts.
Which lifestyle do you prefer? Why?
Give students some time to discuss each other
Then give others’ opinion about the questions
Some people like to live in big cities. They say city life is colorful, convenient and exciting. There are shopping malls or supermarkets everywhere, so you can buy anything you like, while in the country, shops are very far away from your house. It is difficult to do shopping. In cities, people enjoy themselves in many ways in their spare time, going to the cinemas or theatres, taking a walk in the park, or watching a footfall game…
But others prefer to live in the countryside. They say cities are crowded with people and cars. It is noisy. While people are suffering from all kinds of noise, you can enjoy yourself by sitting on the hillside watching the cattle around you. And now cities are becoming dirtier and dirtier. Factories and cars send out poisonous gases, which pollute the air and sky over cities is often gray. Water pollution and white pollution are also big problems in cities. On the contrary, the sky is blue and
water is clear in the country.
Different people have different choice. Where would you like to live, in cities or in the country?
ⅣVocabulary
Do the exercise 5
ⅤHomework
Write a composition
Life in city or country
Words: 100 or so
Use your own language and tell the reason why you like the lifestyle.
Unit1 Warm up参考教案
Teaching objectives:
◆To introduce and understand different lifestyle..
◆To develop speaking ability by talking about different people with different
lifestyles.
◆To know more about other people’s lifestyles.
Important and difficult points:
◆Get students to understand what lifestyle means.
◆Make students know why and how we should have a active lifestyle.. Teaching procedures:
Step 1 lead-in
?If each picture represents one lifestyle, which lifestyle do you think the best?
?What do you think about the images in these pictures represent ?
?Show students some pictures and ask them to guess which lifestyle they think of when looking at the pictures.
Step 2 Picture discussion
Ask Ss to look at the pictures and discuss each picture in groups of four.
Picture 1
?Who are the people in the picture?
?They are workers, farmers, students…What do you know about them? Picture 2
?What is the man in the picture?
?Do you like the lifestyle of his?
Step 3 Discussion
If you had to choose a lifestyle to represent your idea, what would you choose? Why?
Homework 书面表达
2010上海世博会的成功举办，对中国人的影响是深远的，包过生活方式的变化，请结合自己身边的一些变化，谈谈自己的一些感受。
Unit2 Lesson 1参考教案
Teaching objectives:
To practise extensive reading in order to understand the main idea of each paragraph and guess the meaning of new words from the context.
To use time linkers, especially adverbs and conjunctions
To revise the use of Past Simple and Past Continuous
To practise oral English
Teaching difficulties:
To use time linkers, especially adverbs and conjunctions
To revise the use of Past Simple and Past Continuous
Teaching Aids: computer and cassette
Teaching procedures:
ⅠWarming up
T: Who can explain hero’s meaning in English? Have a try.
S:…
T: A person, especially a man, who is admired by many people for doing something brave or good.
Now think about who is hero in your mind?
S: possible answers (Wen tianxiang, Yue Fey, Lin Zexu, Song Zhongshan, Mao Zedong
and Zhou Enlain and so on)
T: Yes. They are great heroes. They names have been recorded in history books. What character do you think heroes should have?
S:…
T: brave, selfless, calm, honest, generous, intelligent, warm-hearted, romantic…Today we talk about Modern Heroes who do you think can be called modern heroes? S:…
T: teacher can show students some pictures. Finally picture is Yang Liwei. Have you heard of Yang Liwei? How do you feel about him?
S:…
T: show a slide about information Yang Liwei (Born: June 21, 1965, Liao Ning Height: 168cm; Weight: 65kg; Training: 1998-2003; Crowned: Space Hero.
And say Yang Liwei is the first man to stand for Chinese to fly into space. He has become a spokesman of space industry. We can say he is national hero?
Show some pictures about Shenzhou V
How did you feel about China’s first manned space flight?
S:…
T: The launch of Shenzhou V shows China is becoming stronger and stronger. As Chinese, we are proud of being Chinese.
Ⅱ Reading
Do you want to know about Yang Liwei? Now let’s read the text and do the exercise to see how much you understand,
1. When the spaceship separated from the rocket, Yang could feel the high gravity.
2. Yang Liwei spoke with the ground control when the spaceship was circling the earth the sixth time.
3. Shenahou Ⅴcan change red because of the earth’s atmosphere.
4. When Yang Liwei was doing its sixth circle, he showed the flags of China and the US, expressing he wishes …
5. Yang Liwei felt the ship was shaking when Shenzhou V landed.
6. When he came back from space, he felt very excited.