新高一英语教案Unit 16
【简介】感谢网友“张文龙”参与投稿，以下是小编整理了新高一英语教案Unit 16（共9篇），希望你喜欢，也可以帮助到您，欢迎分享！
篇1：新高一UNIT16 (新课标版高一英语教案教学设计)
-----By Michelle 李芳芳
Teaching Material :“Franklin’s kite experiment”in Unit 16, Senior English Book 1 B.
Teaching Aims:
1. Learn and master the following:
Words: thunderstorm, string, ribbon, condenser, handkerchief.
2. Read the passage and learn how the scientist Franklin found lightning and electricity are the same.
3. Improve the Ss’reading ability through reading activities.
Teaching Important Points:
1. Learn the words above.
2. Train the Ss to improve their reading comprehension.
Teaching Difficult Point:
How to help the Ss understand the passage better.
Teaching Methods:
1. Question-and –answer method to make Ss interested in what they will learn.
2. Fast reading to get the general idea of the text.
3. Careful reading to answer some detailed questions.
4. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. A tape recorder 2. A computer
Teaching Procedures:
Step 1. Revision and Lead-in.
Ask the Ss whether they know some scientists and their discoveries, and then name who invented the plane?
Step 2. Pre-reading.
Get the Ss know some famous scientists and their discoveries.
Step 3. Presentation.
Tell the Ss that today we’re going to read a passage about Franklin’s famous kite experiment.
Step 4. Reading.
1. Learn the new words.
2. Ask the Ss to skim the passage for:
---- What does this experiment prove?
---- What materials are needed to do this experiment?
3. Get the Ss to scan the passage and finish Exx.1.( True or False ) in Post-reading.
4. Have the Ss read the passage in a low voice after the tape.
5. Get the Ss to finish Exx.3. Pick out the correct pictures.
6. Ask the Ss to make a report of the kite experiment.
Title Experimenter’s name Time
Purpose
Things needed
Process
Results
Conclusion
7. Let the Ss work in groups and discuss two questions on the screen.
----- Do you think Franklin’s experiment was dangerous? Explain.
----- What can you learn from the experiment and also Franklin?
Step 5. Summary and Homework.
1. Retell the experiment in your own words.
2. Write down the report of the kite experiment.
篇2：新高一英语教案Unit 20
Unit 20 humour
Period 1
(一)明确目标
1. Practice saying some tongue twisters.
2. Listen and number the pictures. Then answer the questions according to what the students hear.
(二)整体感知
Step 1 Presentation
Everyone wants and needs, to learn how to speak well if we can talk fluently and humorously, we feel we have friendly conversation. Today we will learn to say some tongue twisters and talk about the pictures on the book.
(三)教学过程
Step 2
Go through the twisters on the book and ask students to follow.
Step3
Deal with the points and talk about the skills of speaking.
Step 4
Practice the tongue twisters in pairs and then act them out.
Ask the students to listen and member, and then talk about the pictures on the book.
(四)总结，扩展
Step 5
Do the exercises after the pictures and then practice them. Make up short dialogues according to the questions.
（五）随堂练习
1. 你在车上吸烟，售票员对你说：“Smoking isn' t allowed here”。你应该说_______.
A. Don’t worry. B. I didn’t know that.
C. Excuse me. D. Oh, sorry.
2. 在车站上，一位老人对你说 may I ask you to buy a ticket for me” 你应该说_______.
A. can I have a book at the watch B. You are welcome.
C. I'll be glad to do it. D.I don't think I can.
3. 你站在柜台前，售货员对你说：“may I help you?” 你说：_______:
A. Can I have a look at the watch? B. Yes, you may.
C. The watch, please. D. It’s kind of you to help me.
4. 你那者报纸，有人问你 “Anything interesting in the papers? 你应该说：_____
A. Nothing special. B. Very interesting.
C. I have no newspapers D: I' am interested
5. 今天是元旦,以为朋友对你说”happy new year“你应该怎么说：_______ .
A. The New- Year’s in. B. The same to you.
C. I wish you health. D. Many happy returns!
1. D 2.C 3.A 4.A 5.B
Period 2
(一)明确目标
1. Lean) to interview a person.
2. To train the abilities of talking in English.
3. To learn some useful expressions in the interviewing.
(二)整体感知
Step I Presentation
Today we are going to learn how to interview somebody. Give an example to the students by asking an excellent student to help.
(三) 教学过程
Get the students to read and practice the dialogue in the text.
Step 2 Work in pairs
Ask one student play the part of a journalist the other a circus down. Make up a dialogue referring to the questions and pictures.
Step 3 practice
Practice the useful expressions in pairs first, and then act out at class using dialogues or making sentences.
Step 4
Play the tape for the students to listen and follow.
Step 5
Do a little quiz by speaking.
1. ----John sends his best wishes.
----________.
A. That’s nice of him B. Oh, he is too police
C. It’s kind of him to say so D. You are really kind to me
2. ---- What do you think sally is like?
----She______
A. isn't in good health B. doesn’t’ like eating too much
C. likes to eat fish D. is very pretty
3. ---- Do you mind my taking this seat?
---- _______
A. Yes, sit down please B. No, of course not
C. Yes, take it please D. No, you can't take it
4. -----Leaving for Chicago?
------_______.
A. Soon B. Lately
C. Late D. Sooner
5. -------Excuse me, have you got a light?
______. I don’t smoke.
A. Don’t mention B. Never mind
C. I'm afraid not D. Thanks a lot
1. A 2.D 3.B 4.A 5.C
Period 3
（一）明确目标
1. Get the students to know about comedies and humor.
2. Get the students to know more about the funny plays.
（二）整体感知
Step 1 Presentation
Questions: Do you know some comedians?
Do you know some comedy plays?
Today we are going to read a text about language matter.
Step 2
Look at the photos and talk about them, then answer the questions on the book.
（三）教学过程
Step 3
Read the text more carefully and then do the post-reading exercises on the book.
Step4
Deal with the language points.
(The teacher lists them on the blackboard or on the screen. Ask the students to say the Chinese meanings and give some examples. )
Step 5
Play the tape for the students to listen and follow, and then ask the students to find out the main idea of each part of the text.
（四）总结、扩展
Step 6
Do exercises 3 choose the best verb to complete each sentence using the correct form. Referring to page 55.
（五）随堂练习
1. We send out the invitation cards quite early, but quite few people didn’t turn up at the party.
A B C D
2. Though he has been dead for many years, we still think that death is heavier than Mount Tai.
A B C D
3. The price of the fruit and vegetables were a little lower then we had expected.
A B C D
4. The harder you' 11 practice, the greater progress you will make.
A B C D
5. These shoes are the less expensive of all.
A B C D
参考答案
1. B 2.D 3.A 4.B 5.C
Period 4
(一)明确目标
1. Get the students to read some extra materials and discuss some questions.
2. Get the students to write a short story on a joke in English.
3. Revise the language points and grammar knowledge in this unit.
（二）整体感知
Step 1 Presentation
Can you know how to be polite? Can you know how to obey the traffic roles? Today we are going to read a text ”We've already met, haven’t we?“
Step 2
Read the text and finish the exercise after it.
（三）教学过程
Step 3
After finishing all the examines after the text, then ask the students write a short funny story or a joke in English at class.
Step 4
Revise the contents of the unit.
I .语言要点
l. look on...as 把…..看作
Do you look on him as an authority on the subject'? 你认为他是这问题的权威吗？
2.mosfiy 主要地，大部分，相当于 for most part, in most cases, almost all, chiefly 等意。
People who go to Antarctica are mostly scientists. 去南极的人多为科学工作者。
3.act the role 扮演角色；起某种作用
类似有：Play the role/part, take the role
He is fit to act tragic roles. 他适合扮演悲剧性人物。
4. make sb. do 使某人做
The teacher made us all laughs by saying the jokes. 老师说笑话逗我们笑。
5. date back to 起源于，相当于: date from,
The prosperity of the family dates from the war. 这家人的发迹始于大战时期。
6. The way of doing sth./the way to do sth.
The way that/in which/-clause. 做某事的方式
I like the way you speak and act. 我喜欢你的说话和行为方式。
Ⅱ.重要句型
1. It’s a song with a laugh in a tear.
2. I would like to reach a wide audience, though I mostly have adults in mind.
3. I was still so angry that I went up to tell him what I thought of him.
4. It is you that have told me the news.
Ⅲ 交际用语
1. What should I do now?
2. We’ve already met, haven’t we?
3. What do you think is the funniest part of the story?
Ⅳ 语法项目
学会掌握-ing形式充当定语和宾语补足语的知识。
Dustin Hoffman is famous for his role acting as a woman. At one moment in a show, you can see the audience laughing loudly.
篇3：新高一英语教案Unit 21
Period 1
（一）明确目标
1. Learn body language.
2. Study the language points connected with warming up. Listening and speaking.
(二) 整体感知
Step 1
1. Presentation.
Ask some students to the front and act out the correct emotions.
2. Ask students to make a dialogue in pairs using body language.
（三）教学过程
Step 2
Go through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.
Step 3
Deal with the language points.
Step 4
Listening and speaking.
（四）总结、扩展
Step 5
Work in pairs. Act out the situations.
Step 6
Finish off the exercises in the workbook.
1. When we _____ with others we ourselves not just by words. (make, talk understand )
2. Nodding the head ____ agreement, while ____ it _____ disagreement. (mean, shake)
3. The gestures are _____ both by Chinese and English speakers as the same meaning. (have, accept)
4. Scientists _____ some research on ”Touch“ in different countries. They ____ Pairs of people who in college coffee-shops for at least an hour. They how many times the
People _____ each other. (touch, do, sit, watch, count)
5. In Arab countries, you using the fingers of your right hand and the left hand is not ____ at all. (use, eat)
6.In parts of Asia you must not with your feet at another person. ( sit, point)
Answer:
1. talk; make; understood
2. means; shaking; means
3. accepted; having
4. have done; watched; were sitting; counted; touched
5. eat; used
6. sit pointing
Period 2
(一)明确目标
1. Learn to communicate with body language.
2. Train the students' reading ability.
（二）整体感知
Step 1
Read the passage ”Body Talk“, and let the students know people from different parts of the world use different body language.
（二）教学过程
Step 2
Get the students to read the text and discuss pre-reading and post reading questions.
(1) How is body language different from spoken language? What do they have in common?
(2) Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?
Step 3
Work in pairs. Complete the chart on page 60.
Step 4
Listen to the tape and read the passage.
Step 5
Deal with the language points. Ask the students to pick out the useful expressions, and then do some exercises to practise the language points.
（四）总结、扩展
Step 6
Do ”Word-study“
Step 7
Grammar The -ing Form (2)
Step 8
Do Exercise 2--3 on page 62.
（五）随堂练习
用适当的词填空:
Body language is used by people for sending messages to one another. It is very _____ because it can help you make ____ easily understood. When you are _______ with others, you are not just _____ words, but also using expressions _____ gestures. For example, waving one's hand _____ to say ”Goodbye“. Shaking hands ____ welcome, and clapping(拍 ) hands ____ congratulations. Nodding the head means ____, but shaking the head means____. The gestures are accepted both Chinese and foreigners as having same meanings.
Different countries _____ different body language. For ____, men in Russia, France ______Arab countries kiss each other _____they meet, but men in _____ or Australia shake hands instead _____ kissing. People in Puerto Rico ______ touching each other, but people in Britain do ____ touch each other. People in countries keep standing close to ____ another when they are talking, English people must keep a distance _____ when they are talking. When you use a foreign _____, it is very important to know the of gestures and movements in the foreign country. Following the ____ will help you communicate _____ people and make your stay there much more _____ and comfortable.
参考答案：
helpful/useful; yourself; talking; using; and; is; means; means; agreement; disagreement; by; the; have; example; and; when; China; of; like; not; Arab; one; but; away; language; meanings; customs; with; pleasant/easy
Period 3
（一） 明确目标
1. Get the students to know the importance of body language.
2. Train the students integrating skills.
（二）整体感知
Step 1
Show more gestures and let the students guess the meanings.
Step 2
Read the integrating skills.
(三) 教学过程
Step 3
Introduce Shuang huang.
Step 4
Work in pairs and make up a funny story.
Step 5
Practice Writing.
(四)总结扩展
Step 6
Compare the meanings of body language in China and the USA.
Meaning in China Body language Meaning in the USA
welcome a smile and a handshake welcome
Hello Goodbye ! waving one' s hand Hello! Hi! Goodbye!
disagreement shaking the head disagreement
agreement nodding the head agreement
May I ask a question? putting up a hand May I ask a question.'?
love kissing love
no such a gesture keeping one's fingers crassed hoping sth. good will happen
proud holding up one's head not afraid/proud
feeling sorry for having done hanging one's head feeling sorry for having done
feeling very happy waving one's arm feeling very happy
dislike, disagreement or pain making a face dislike, disagreement or pain
I'm full/ I' v eat stomachache touching one's stomach having a stomachache
（五）随堂练习
1. Choose the best answers according to the situations.
When you meet a foreign guest for the first time, you should say:
A. How do you do? B. How are you?
C. Hi! D. Hello! What can I do for you?
2. Yon are carrying some heavy boxes. Someone comes over to offer help. He may say ”Can I help you?“ If you need his help, you should say:
A. Of course, you can. B. That's a good idea.
C. Yes, go ahead. D. Thanks. That's very kind of you.
3. If you can carry the boxes yourself and don’t need his help, you should say to him:
A. No. I don’t need your help. B. It's none of your business.
C. No, thanks. I can manage it myself. D. Sorry, you can’t
4. When you see an old lady carrying a heavy bag and want to go over to help her, you should say:
A. Excuse me, madam. Would you like me to crazy it for you?
B. Hello! Let me carry the bag for you. It’s too heavy for an old lady like you.
C. Hi, Granny! Let me carry the heavy bag for you. You are old.
D. Excuse me. Is there anything else I can do for you?
2. Choose the right words for the blanks, using the right verb forms.
proud juice dining room realize were type comfortable.
(1) I hope you feel as __ as you are at home.
(2)The speaker ____ to the people in the hall before he left.
(3)You’d better make the apples into ____ for your baby; otherwise she can’t eat them.
(4) Before you send your article to the publisher, you’d better____ it out with a computer or a type-writer.
(5)The students needn't go home for lunch, because there is a _____ in the school.
(6)I didn't _____ they were a couple (夫妻) until the party was over.
(7) She looked so __ at the party that few people talked to her.
3. Make gestures and guess what they mean.
(1) Raise your hand. (5) Kiss your hand to someone.
(2)Put up your hands. (6)Thumbs (大拇指) up.
(3)Wave your hand. (7)Thumbs down.
(4) Cup your ear. (8) Bite your nails ( 指甲 ).
参考答案：
1. (1)A (2)D (3)C (4)A
2. (1)comfortable (2)waved (3)juice (4)type (5)dining-room (60realize (7)proud
3.
(1) To ask or answer a question. / To attract attention. / To say hello.
(2)To give up. / To surrender.
(3)To say goodbye.
(4)To say: ”I beg your pardon. / Sorry, I can’t hear you.“
(5)To say ”Goodbye“ to a dear friend or relative.
(6)To say ”Great! / Wonderful! / Well done! / Congratulations !“
(7)To say ”No good! / Terrible!“
(8)To mean ”thinking“ or “worrying”.
Period4 单元复习
Ⅰ．语言要点
1．keep my eyes open
使眼睛睁开着，这是keep跟带形容词的复合结构，例如：
①Good food keeps you healthy．
好的食品使你健康。
②Please keep the boy quiet．
请让这男孩安静。
另外keep还可以跟带分词、介词短语、副词的复合结构。
①She kept we waiting outside.
她让我在外面等着。
②He kept his eyes shut and stayed where he was．
他闭着眼睛待在原地。
③if your hands are cold，keep them in your pockets．
如果你手冷，把它们放在口袋里。
④The cold weather kept in doors．
寒冷的天气使我们待在家里。
2.be sure of／to do．
①He is sure of success = he is sure that he will succeed.
②He is sure to succeed= he will certainly succeed.
③I’m sure of the fact．
我确实相信这件事。
④.Be sure not to forget．
千万别忘记了。
3．disagree with=not agree
①Even friends some times disagree．
既使是朋友，有时意见也不相同。
②The reports from Rome disagree with those from Milan．
来自罗马的报导与来自米兰的报导不一致。
③The climate disagrees with me．
我不适应这气候。
4．vary from culture to culture
The weather varies from very cold to quite mild．
天气变化从很冷变得相当温和。
from．．．to．．．从……到……
①1wanttOknowaboutthisthingkombeginningtOend．
我想从头至尾了解这件事。
②They have always lived from hand to mouth．
他们一直过着勉强糊口的日子。
③She was trembling from head to foot．
她全身发抖。
5．There also differences as to how often…
As to：about concerning关于；至于
As to your brother，I’ll deal with him later．
至于你的兄弟，我以后对付他。
how可以和形容词和副词连用，用于询问句。
eg：how much，how many，how old，how tall，how high，how long，how soon，how far，how often等等。
①Howheavyi8yourschoolbag?
你的书包有多重?
②一How long does the flight take?
一At least three hours．
飞行时间需要多久?
至少三小时。
③一How often do you so there?
--Twice a month．
你多久去那儿一次?
一月两次。
④How far is it form your school to the post office?
从你学校到邮局有多远?
6．Rest on停放，依靠
①Her elbows rested on the table。
她的胳膊支在桌面上。
②Our hope rests on you．
我们的希望在你身上。
7．Be used to do被用来做
Be used to doing习惯于
Used to do过去常做
①The money was used to buy a dictionary．
钱被用来买了一本字典。
②I have been used to this sort of thing．
我一向习惯于这类事情。
③There used to be an old pine tree here
从前这儿有一棵松树。
8．If we are feeling down or lonely …
如果我们情绪低落或感到孤独…
down指情绪低落、沮丧。
①He is down in spirits。
他意志消沉。
② he was down after losing his seat in the election.
他在选举中失去席位后变得很消沉。
③We will not let you down．
我们不会让你失望。
Ⅱ．重要句型
1．I call’t keep my eyes open．
2．Would you like me to help you with it?
3．I can manage it myself．
4．There ale also differences as to how often we touch each other．
5．h can be used to express almost any emotion．
6．in many countries，shaking one’s head means“no”and nodding means“yes”。
7．We can learn a lot about what a person is thinking by watching his or her body language.
8。A good way of saying “I am hungry” is patting the stomach before a meal.
Ⅲ．交际英语
1．一Can／Shall l help you with that?
一No，thanks．I Can manage it myself．
2．一is there anything else i can do for you?
一No，thank you. thanks for all your help.
Ⅳ．语法重点
动名词作主语、宾语、表语的用法：
① Reading without thorough comprehension is no good．
一知半解的阅读是不好的。
② it's no use waiting here.
在这儿等着没用。
③ I enjoy working with you.
我喜欢和你一起工作。
④Do you think it any good trying again?
你觉得再试会有好处吗?
⑤Seeing is believing．
眼见为实。
篇4：新高一英语教案Unit 16
Period 1
(一) 明确目标
1. Learn to express the student’s everyday life, especially their life on science study.
2. Train the student’s listening ability.
3. Improving the students speaking ability by debating with each other and describing.
4. Study the language points connected with the dialogue.
(二) 整体感知
Step 1
1. Presentation
When you are talking about studying, almost all of you think that studying can only happen in the classroom, and it only means listening to the teachers’ explanation. But there can be many means to study. For example, studying in the lab, reading the books by yourself. Now turn to page 22. And try to describe the four pictures listed in your text book.
2. After describing the pictures, let the students answer the following question.
(1) What are the names of the school subjects in which you study sciences?
(2) Give an example of what you learn about for each field of science.
(3) What are the rules when you do the experiments in the lab?
(三) 教学过程
Step 2
Listen to the tape and try to answer the exercises.
Step 3
Tell the differences between the rules they have talked about and the one listed in the tape. Then get to know the important to keep safe in the lab.
Step 4
Talk about the effect of the science of technology. Let the students know the application of science and technology does good to our society , at the same time , it also harm to the human beings or the environment.
Step 5
Practice in pairs to talk about some advantage and disadvantage of the scientific discoveries and applications listed in the book.
Step 6
Ask some pairs of students to act their dialogue out before their classmates.
Step 7
Deal with the language points.
(四) 总结扩展
Step 8
Make a conclusion of their performance.
Step 9
Do the exercise in the workbook.
(五) 随堂练习
用适当的介词填空
1. _____ my opinion, we should do it at once.
2. _____ the future, there are fewer animals in the world.
3. It is a waste _____ time to talk to him.
4. We should make good use _____ every opportunity we have.
5. It is necessary ___ children to sleep 9 hours a day.
6. It is silly ____ you to ask such a question.
7. It wise ____ you to take his advice.
8. I’ll travel ____ Beijing ____ shanghai by air.
参考答案：
1. in 2. in 3. of 4. of 5. for 6. of 7. of 8. from ，to
Period 2
（一）明确目标
1. Language knowledge: conduct change prove tear control doubt much too
2. Language ability: Improving the student’s reading ability, especially their kimming and scanning ability.
2. Enable the students to know the serious attitude to science.
（二）整体感知
Step 1 pre-reading
We all know that it is the scientists’ great effort that makes the great achievement on science. Could you name some scientists’names? And what are they famous for? Try to fill in the blanks of the following form, if you。Can’t, ask your classmate to help you．
Form: in the 18th & 19th centuries scientists all over the world made many important discoveries．
Give some example． ／Physics／Medicine／Chemistry／Biology
Step 2：Presentation
As we all know ,Benjamin Franklin is a famous politician．But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite．
(三)教学过程
Step 3
Get the students read the test and then decide if the following statements are true (T) or false (F).
1．In 1752 scientists already knew what electricity is. ( )
2．Franklin was helped by a friend to do the experiment. ( )
3．Franklin made the kite of silk because wet silk does not conduct electricity. 4．A condenser was used in the experiment to store electricity.
5．The key tied to the string was put into the door to stop he kite from flying away.
参考答案 1．T 2．F 3．F 4．T 5．F
Step 4 Read he passage and then find out the main idea．
Paragraph 1 Introduction of Franklin’s experiment．
Paragraph 2-3 The process Of出e experiment．
Paragraph 4-6 The tip of doing the experiment．
Step 5
Deal with the language points. Ask the students to pick out the useful expression from the text, give them more examples, and do some exercises to practice the language points.
Step 6
Play he tape for the students to listen and follow．
(四)总结、扩展
Step 7
Students make a conclusion of de process of Franklin’s experiment and retell the tips of doing the experiment．
Step 8
Do the exercises in the post-reading.
(五)随堂练习
单句改错
1．A great number of milk is produced in that factory every day．
2．Paper is made of a certain in kind of grass．
3．This cloth is felt smooth．
4．Use an umbrella to prevent you from the rain．
5．It is important of us to learn English.
参考答案 1．number改为deal 2．of改为from 3．Is felt改为feels 4．prevent改为protect 5．of改为for
Period 3
(一) 明确目标
1．Language knowledge: Know about some words that have different meanings．
2．Language ability: Learn one word formation-compounds．
3. Moral teaching work with perseverance.
(二) 整体感知
Step 1 Presentation
After having learnt many words, we find that some words have more than one part or speech or a meaning. For example, bank can lean not only the ground near a river, but also the establishment for keeping money . It is one factor of words and we may find that if some words are combined, a new word come into being. Today we’ll talk about these two phenomena.
(三) 教学过程
Step 2
Come to the word study, and finish the work.
Step 3
Let the students think more examples of words that have more than one meaning. Then make a conclusion to help them to decide word meaning in a specific situation.
Step 4
Come to grammar, and finish to exercise.
Step 5
Talk about the word formation, especially compounds. And the noun compounds and adjective compounds.
(四)总结，扩展
Step 6
Let the students talk about some compound words then conclude the conditions.
(五)随堂练习
辨别词义及词性
1．Ache
(1) He has an ache in his chest.
(2) I am aching all over.
2．Shock
(1) The shock of the blast shattered many windows.
(2) I was shocked at the news of her death.
(3) The result of the election came as a shock to us all.
3．Order
(1) Get your ideas into some kind of order before beginning to write.
(2) He gave his order to the waiter.
4. Lie
(1) Our school lies in Anqing.
(2) He tells a lie to his teacher.
5. Like
(1) I like the one on the left.
(2) They are not twins, but they’re very Michael Jackson.
参考答案：
1. (1) n continuous and dull pain 疼痛
(2) v suffer from a continuous dull pain 持续地隐隐作痛
2. (1) n violent blow or shake 强烈的冲击或震动
(2) v cause to feel surprised 震惊
(3) n. sudden violent disturbance of the mind and emotions 震惊
3. (1) n. condition in which everything is carefully and neatly arranged 整齐
(2) Request to make or supply 订购，订单
(3) command 命令
4. (1) exist, be 位于
（2）statement one knows to be untrue 谎言
篇5：新高一英语教案Unit 15
Period 1
（一）明确目标
1. Talk about drama and theatre.
2. Train the student’s listening and speaking abilities.
（二）教学过程
Step 1 warming up
Say to the Ss many of you must have heard of some good stories, including fairy tales. Can anyone tell us an interesting one?
(Let the Ss talk about some mysterious stories .look at the pictures and use them to make up a story.)
Today we are going to talk about some mysterious stories. Look at the pictures and use them to make up a story. (Let Ss discuss it first, and then ask them to tell the class and act out their stories.)
Step 2 listening
Listen to the short play to the tape. Ask the students to listen carefully and do the exercises of this part in their books.
After listening, let the students discuss the mystery.
Step 3 speaking
Divide the class into several groups after going though the 3 different situations given in the book. Help each group to choose one and discuss what will happen next.
After the discussion, one student of each group is asked to report their imagined story. Then the whole groups are required to act it out in class.
（三）总结扩展
Step 4
The aim of this class is to foster the abilities of listening and speaking, as well as imagination. If time permits, let one student gives a situation in each group, and the others create a good story accordingly.
Period 2
（一）明确目标
1. To learn something about the play.
2. To train the abilities of skimming and scanning the text.
（二）整体感知
Step 1 presentation
Today we are going to read a play about a necklace. The play is based on a French story written by a writer called Maupassant. There are 3 leading characters in the play: Mathilde Loisel, Pierre and Jeanne. We will come to 3 scenes given in the text.
（三）教学过程
Step 2 reading
1. Let’s the students read the first scene of the play as quickly as they can. Try to answer the following questions.
(1) what‘s the matter with Mathilde?
(2) Why didn’t Jeanne recognize her at first?
(3) Why has she been working so hard?
(4) Why did she need to borrow some jewellery?
2. The students are encouraged to find out more about the necklace in scene two. Now, the story goes back to ten years earlier. Some comprehension questions are also given.
(5) Why was Mathilde worried?
(6) What did Pierre suggest?
(7) What did they decide to do?
3. In scene 3, we’ll find out the ending of the story. Read it quickly and find what happened on the way home after the ball.(suggested answer: Mathilde saw the necklace was no longer around her neck.)
参考答案：
(1) She has been working hard for 10 years.
(2) She looks older than her age and she doesn’t look well.
(3) Because of the diamond necklace.
(4) She was invited to a ball at the palace so she needed to borrow some jewelley.
(5) She didn’t have an evening dress or any jewellery to wear.
(6) Pierre suggested borrowing some jewellery from a friend who might lend her some.
(7) Mathilde decided to go and borrow some jewellery from Jeanne.
Step 3
Listen to the tape of the 3 scenes one by one, and make sure the students understand it, dealing with some language points.
（四）总结扩展
Step 4 post-reading
1. Mathilde returns to the palace where the ball was held to ask about the necklace .ask the students to make a dialogue between Mathilde and another person in the palace.
2. Ask the students:” how do you think Mathilde felt when Jeanne told her the stone in the necklace were made of glass, not diamonds?”
Let the students continue the story and write a similar scene.
Period 3
（一） 明确目标
1. Consolidate the important new words and phrases in this unit.
2. Get students to know the use of the modal verbs: must, can /may /might
（二） 整体感知
Step 1 presentation
Today we are going to deal with the part “language study”. First, let’s come to “words study”, and then we’ll talk about the grammar.
（三）教学过程
Step 2 word study
1. Let the students do the two exercises in their books. Both of them can help to consolidate their learning of the new words and phrases. Allow them to discuss in pairs.
2. Grammar talks about possibilities
When you are very sure of something, you use “must” in positive sentences and “can not” or “can’t” in negative sentences.
When you think that something is very possible, you use “can”.
When you think that something is possible, but you are not very sure, you use “could”, “may” or “might”.
Go through the sentences in the book with the whole class.
（四）总结扩展
Step 3 practice
P19 exercise 1. Rewrite the sentences using modal verbs. Lets the students work in pairs. P20 exercise 2. Complete the dialogue.
1. When you are sure of something in the past, you use “must have done” or “can’t have done”.
2. When you think that something in the past is possible, you can see “may/might/could + have done”
篇6：新高一英语教案Unit 14
Period 1
（一）明确目标
1. Talk about the pictures and know something about festivals and customs.
2. Compare a Chinese festival with a festival from another country.
3. Deal with the language points: Dress up, go on trips, be allowed, and be celebrated
（二）整体感知
Step 1 presentation
Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.
（三）教学过程
Step 2
Get the students to look at the pictures and discuss the questions.
Step 3
Listen to the tape and finish the exercises.
Step 4
Deal with the language points.
Step 5
Work in groups of four and discuss why your holiday is the best one.
Four topics:
1. Peace Day 2. Happiness Day 3. Friendship Day 4. Nature Day
（四）总结、扩展
Step 6 Finish off the exercises in the workbook.
Period 2
（一）明确目标
1. Get the students to discuss something about the Spring Festival.
2. Answer the questions according to the reading material and help them to know
（二）整体感知
Step 1 Presentation
All Chinese know something about the Spring Festival. All Americans know something about Christmas. Both of them are important holiday in the world. Do you want to know about some other festivals, such as Kwanzaa? Today your curiosity will be met.
（三）教学过程
Step 2
Read the text fast and find out why and when Kwanzaa was born.
Get the students to read the text again and find the answers to the following questions.
1. When was Kwanzaa born?
2. Why did people celebrate Kwanzaa?
3. What was the largest language in Africa?
4. What are the seven principles of Kwanzaa?
5. When do people celebrate Kwanzaa?
参考答案：
1. In 1966
2. African-Americans wanted to celebrate their history and culture.
3. Swahili
4. Unity, Self-determination, living together, working together, purpose, creativity, Faith
5. From December 26 to January 1
Step 3
Do post-reading.
Step 4
Deal with the language points:
Hear about, give thanks for, as well as, do as much as sb. can, be lit by, each time, keep sth. alive, share hopes
Step 5
Play the tape and ask the students to listen and follow.
（四）总结、扩展
Step 6
Finish Wb. Exercises.
Period 3
（一）明确目标
1. Get the students to know about Modal Verbs(2)--must, have to, have got to.
2. Read the table in the integrating skills and know more about some festivals.
（二）整体感知
Step 1 Presentation
In the Spring Festival, something is not allowed. For example, floors may not be swept on the first day of New Year. Anyone who breaks a dish or a glass on this day must quickly say ”Peace for all time“ to avoid incurring misfortune. So if you want to say it is necessary for someone to do something, you use ”must“ or ”have to“. Today we'll learn Grammar-Modal Verbs: must, have to.
（三）教学过程
Step 2
Look at the table and decide which is necessary and which is not. Make sentences using ”must, have
Step 3
Read the text quickly and work in pairs and ask the questions according to the table.
One asks the question. The other answers. Try to form as many questions as possible.
Step 4
Deal with the language points:
Care about, the living and the dead, play tricks on, be taken in
Step 5
Play the tape for the students to listen.
（四）总结、扩展
Step 6
Create your own festival. Fill in the blank on Page 14.
篇7：新高一英语教案Unit 19
Period 1
(一)明确目标
1. To learn to read statistical graphs.
2. To train listening and speaking skills.
3. To grasp the necessary language points connected with the content.
（二）整体感知
Step 1 lead in /presentation
With the time passing by, people’s living standard is becoming higher and higher. As a result their eating habits have charged a lot. Today we are going to know some details about it by watching the graphs.
（三）教学过程
Step 2 warming up by brain storming
Topic: agricultural produce, people’s eating habits, favorite foods and so on.
Step 3
Go through the questions by discussing in small groups with the help of the graphs. Learn with language point at the same time
Step 4
Present the results form each groups.
Step 5
After brief conclusion come to listening task.
Step 6
Acting out a short play. “how to make use of the land.”
（四）随堂练习
用适当的词填空
1. ____ the years people’s ___ ____ are charging. That’s ____ _____ produce has charged ___ three years.
2. Girls are come ____ ____ flowers.
3. Last year the number of death increased try 2-3 ___ ____ the year before last.
4. They reason ___ he did not come is quite clear.
5. The desire that they wanted to make good money ___ ___ a disaster.
6. Do you think the medicine will have a food ___ ___ the boy？
7. The villagers didn’t take care about the ____ of nature. They cut down as many tresses as ____ in time; the area was ____ ____ a desert.
8. The young man is the only one ____ for the Jole.
9. Never ___ ____ nature or you can’t escape ___ punished.
10. If I ____ a bird ___ ___ to the moon ---doesn’t it sound _____?
1. over eating habits why agricultural 2. compared to 3. compared to /with 4. why 5. led to 6. effect on 7. protection possible charged into 8. possible 9. go against being 10. were would nice
Period 2
(一) 明确目标
1. To train the abilities of skimming and scanning the passage.
2. To learn the differences between traditional agriculture and modern one in china meanwhile any necessary common knowledge about fertilization and irrigation.
3. To encourage the students to learn more for the future of our country.
（二）整体感知
Step 1 Presentation
Let’s look at the pictures and reconstruct the text by comparing traditional and modern farming.
（三）教学过程
Step 2
Skimming the reading material as soon as possible and then finish the past reading, some more questions may be designed by teachers.
Step 3
Read the passage again and find out the main idea to each paragraph.
Step 4
Languages focus .ask the student to pick out the useful expressions from the text if possible and then explain briefly in their own words.
Step 5
Listen to the tape of the text. If time permit, have some students retell.
(四) 随堂练习
Fill in the blanks with proper words:
1. The biggest problem of Chinese farmers is the ___ of ___ land. Using the ___ technologies, Chinese scientists grow vegetables _____. The ____ of these vegetables are not planted in earth but ____ in water that ___all the nutrients they ___ to grow. In, a kind of tomato was ___ that was very different from any ___ before. It was developed ___ a technique known as GM.
参考答案
1. shortage arable latest greenhouse roots hang contains need
2. developed grown using
Period 3
（一） 明确目标
1. Word formation
2. Grammar focus: the use of “it” for emphasis
（二）教学重点及知识点
参看轻松学习
（三）教学过程
Step 1
Have a dictation of useful expressions and phrases. And then check them in class.
Step 2
Come to the practice shown in the student’s book.
（四）总结，扩展
Step 3
Ask the Ss translate the following sentences into English.
1. _____ （众所周知）that the Olympic game will the held in Beijing in five years.
2. ____ （就我所之）more advanced technical information ____ （没引进）from abroad in the 1980s.
3. The officer stared at the soldier and then left the room ____（一言不发）.
4. The servant ____（忠实于）his master and ____ his wishes.
5. ____ （为了）help the children in the poor areas, the government set up the fund.
6. ____ （最有效的方法）to protect the wild animals from dying out is to forbid hunting.
7. “GM”_____ （代表）genetically modified.
参考答案：
1. It is well know 2. As far as a know/was thought in 3. without any words 4. was devoted to, carried out 5. In order to 6. The most effective way 7. stands for
Period 4
(一) 明确目标
1. Get the students to realize the great contribution Chinese
2. Train the ability of writing
（二）整体感知
Step 1 presentation
TaskⅠ have you heard the name Jia SiXie before?
What was he famous for? What was the great (work) book he wrote? Do you know what it was about?
TaskⅠ encourage the students to find out any popular problems about the weather or farming they have know。
（三）教学过程
Step 2
After the team work, read the passage carefully to search more details about the topic.
Step 3 writing skill
TaskⅠwrite a brief introduction to Yia SiXie and his work.
TaskⅡ imagine you own a vegetable garden on something like that try to write a plan for it.
Step 4 check the writing
篇8：新高一英语教案Unit 13
Period 1
（一） 明确目标
1. Warming up to arouse the students' love in talking.
2. Do some listening to improve the students' listening ability.
3. Making simple dialogues to train the students' speaking ability.
(二) 整体感知
Step 1 Presentation
Every day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we're going to learn something about food.
（三）教学过程
Step 2
(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.
(2) Ask your classmates what they like to eat. And fill the table.
Step 3
Now let's have some listening training.
Step 4
Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we' re ill, we' d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.
（四）总结扩展
Step 5
Today we've done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
（五）随堂练习
用动词的适当形式填空：
1. Tomorrow (be) Friday.
2. The geography teacher told me tile earth (move) around the sun.
3. He thinks it (grow) taller next year.
4. He is always (think) of himself never thinking of others.
5. How you (get) along with your classmates?
6. Look! There (come) a bus.
参考答案：
1. is 2. moves 3. will grow 4. thinking 5. are getting 6. comes
Period 2
（一）明确目标
1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.
2. Develop the students' reading ability.
（二）整体感知
Step 1 Presentation
Today we come to the Reading. It's about a healthy diet and tells file importance of keeping a hal- mined diet. Read the text quickly and answer the following questions.
Step 2
1. What do traditional diets often have?
A. too much water
B. too much protein
C. too much fat and too many calories
D. nutrients we need
2. What can help our body fight disease and give us energy?
A. vitamins, fibre and minerals.
B. pork and fish
C. water
D. calcium
3. What contains a lot of protein?
A. vegetables
B. fruits
C. vitamins
D. fish, meat and beans
4. Why do some people become vegetarians?
A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..
B. Because they think meat is not “eco-foods”.
C. Because they think meat will make them Fat.
D. Because riley think meat will make them thin.
5. From the passage we can conclude that it is probably better, if
A. we eat less meat
B. we have more fruit
C. we have “eco-foods”
D. we buy good food and keep a balanced diet.
参考答案：CADAD
Step 3
Read the text carefully again, and give the students some explanations.
Step 4
Play the tape for the students to listen and follow.
Step 5
l. Do post-Reading 1.2.
2. Discuss the questions below, first in pair, then with the rest of the class.
(1)Why do people go to fast food restaurant?
(2)Why is it not good for you to eat too much sugar and fat?
(3)Why are crash diets and supplements so popular?
(4)What can we do to keep a balanced diet?
（五）随堂练习
单句改错
l. They made some Chinese friends in Beijing so as to improve their Chinese better.
2. He advised my giving up smoking.
3. They try to keep a balancing diet.
4. Only in this way we will be ready for the challenges in life.
5. If our diet including foods from all the food groups, we do not have to buy any supplements.
参考答案：
1. 去掉better
2. my giving 改为 me to give
3. balancing 改为balanced
4. we will 改为 will we
5. including 改为 includes
Period 3
（一）明确目标
1. Review the text learnt in the last period including useful words and expression.
2. Learn how to use “had better”, “should” and “ought to” while giving advice.
（二）整体感知
Step 1 Presentation
In the class we’re going to review the words we learnt and also learn how to give advice using “had better, should, and ought to”.
（三）教学过程
Step 2
Please open your books on page 5. On the top of it there are some words and phrases in the form. Match them with the proper expressions.
Step 3
After finishing the word-matching, the teacher can tell the students when people use “had better or had better not”, “should or should not”, “ought to or ought not to”. Then have the students fill in the blanks in a right way.
（四）总结扩展
Step 4
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “had better (not)', ”ought (not) to or should (not)'.
（五）随堂练习
完成句子
1. The teacher advised him __ (不要在马路上玩)
2. _________ (培养健康的饮食习惯) is my important.
3. _________(选择吃什么) is no longer as easy as it once was.
4. Because they think we _____________(不该杀动物来做食物 ).
5. ________ (代替) eating expensive foods, they did more exercises.
参考答案：
1. not to play on the road
2. Developing/To develope healthy eating habits.
3. Choosing/To choose what to eat
4. should not kill animals for food.
5. Instead of
Period 4
（一）明确目标
1. Do some reading about Snacks.
2. Do some writing to develope the students' writing skill.
（二）整体感知
Step 1
Many students like having snacks. Is the habit good or bad? Let's read “Snacks“.
（三）教学过程
Step 2
After fast reading, do the following True-or-False exercises.
1. Our body doesn't need to refuel if we choose nutritious food for our main meals.
2. Good snacks should come from different food groups and should not have too much fat or sugar.
3. Fruits and vegetables don’t give us any vitamins.
4. Most fruits need cooking.
5. Fruits and vegetables are the only healthy snacks.
参考答案：
1. F 2.T 3.F 4.F 5F
Step 3
Give the students some explanations when necessary.
Step 4
Play the tape and have the students follow.
（四）总结扩展
Step 5
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
篇9：新高一英语教案Unit 13
高中英语学习网
新高一英语教案Unit 13
Period 1
（一） 明确目标
1. Warming up to arouse the students' love in talking.
2. Do some listening to improve the students' listening ability.
3. Making simple dialogues to train the students' speaking ability.
(二) 整体感知
Step 1 Presentation
Every day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we're going to learn something about food.
（三）教学过程
Step 2
(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.
(2) Ask your classmates what they like to eat. And fill the table.
Step 3
Now let's have some listening training.
Step 4
Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we' re ill, we' d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.
（四）总结扩展
Step 5
Today we've done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.
（五）随堂练习
用动词的适当形式填空：
1. Tomorrow (be) Friday.
2. The geography teacher told me tile earth (move) around the sun.
3. He thinks it (grow) taller next year.
4. He is always (think) of himself never thinking of others.
5. How you (get) along with your classmates?
6. Look! There (come) a bus.
参考答案：
1. is 2. moves 3. will grow 4. thinking 5. are getting 6. comes
Period 2
（一）明确目标
1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.
2. Develop the students' reading ability.
（二）整体感知
Step 1 Presentation
Today we come to the Reading. It's about a healthy diet and tells file importance of keeping a hal- mined diet. Read the text quickly and answer the following questions.
Step 2
1. What do traditional diets often have?
A. too much water
B. too much protein
C. too much fat and too many calories
D. nutrients we need
2. What can help our body fight disease and give us energy?
A. vitamins, fibre and minerals.
B. pork and fish
C. water
D. calcium
3. What contains a lot of protein?
A. vegetables
B. fruits
C. vitamins
D. fish, meat and beans
4. Why do some people become vegetarians?
A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..
B. Because they think meat is not ”eco-foods“.
C. Because they think meat will make them Fat.
D. Because riley think meat will make them thin.
5. From the passage we can conclude that it is probably better, if
A. we eat less meat
B. we have more fruit
C. we have ”eco-foods“
D. we buy good food and keep a balanced diet.
参考答案：CADAD
Step 3
Read the text carefully again, and give the students some explanations.
Step 4
Play the tape for the students to listen and follow.
Step 5
l. Do post-Reading 1.2.
2. Discuss the questions below, first in pair, then with the rest of the class.
(1)Why do people go to fast food restaurant?
(2)Why is it not good for you to eat too much sugar and fat?
(3)Why are crash diets and supplements so popular?
(4)What can we do to keep a balanced diet?
（五）随堂练习
单句改错
l. They made some Chinese friends in Beijing so as to improve their Chinese better.
2. He advised my giving up smoking.
3. They try to keep a balancing diet.
4. Only in this way we will be ready for the challenges in life.
5. If our diet including foods from all the food groups, we do not have to buy any supplements.
参考答案：
1. 去掉better
2. my giving 改为 me to give
3. balancing 改为balanced
4. we will 改为 will we
5. including 改为 includes
Period 3
（一）明确目标
1. Review the text learnt in the last period including useful words and expression.
2. Learn how to use ”had better“, ”should“ and ”ought to“ while giving advice.
（二）整体感知
Step 1 Presentation
In the class we’re going to review the words we learnt and also learn how to give advice using ”had better, should, and ought to“.
（三）教学过程
Step 2
Please open your books on page 5. On the top of it there are some words and phrases in the form. Match them with the proper expressions.
Step 3
After finishing the word-matching, the teacher can tell the students when people use ”had better or had better not“, ”should or should not“, ”ought to or ought not to“. Then have the students fill in the blanks in a right way.
（四）总结扩展
Step 4
We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not)', “ought (not) to or should (not)'.
（五）随堂练习
完成句子
1. The teacher advised him __ (不要在马路上玩)
2. _________ (培养健康的饮食习惯) is my important.
3. _________(选择吃什么) is no longer as easy as it once was.
4. Because they think we _____________(不该杀动物来做食物 ).
5. ________ (代替) eating expensive foods, they did more exercises.
参考答案：
1. not to play on the road
2. Developing/To develope healthy eating habits.
3. Choosing/To choose what to eat
4. should not kill animals for food.
5. Instead of
Period 4
（一）明确目标
1. Do some reading about Snacks.
2. Do some writing to develope the students' writing skill.
（二）整体感知
Step 1
Many students like having snacks. Is the habit good or bad? Let's read “Snacks”.
（三）教学过程
Step 2
After fast reading, do the following True-or-False exercises.
1. Our body doesn't need to refuel if we choose nutritious food for our main meals.
2. Good snacks should come from different food groups and should not have too much fat or sugar.
3. Fruits and vegetables don’t give us any vitamins.
4. Most fruits need cooking.
5. Fruits and vegetables are the only healthy snacks.
参考答案：
1. F 2.T 3.F 4.F 5F
Step 3
Give the students some explanations when necessary.
Step 4
Play the tape and have the students follow.
（四）总结扩展
Step 5
Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.
