unit 11 语法(新课标版高一英语教案教学设计)
第1篇：unit 11 语法(新课标版高一英语教案教学设计)
Step I Greeting
Step II Grammar
Word formation构词法
按照语言一定的规律创造新词的方法，叫构词法
International = inter + national
Telephone = tele- + phone
Mankind = man + kind
Broadband = broad + band
Extremely = extreme + -ly
Manned = man + -ed
Hi-tech = high + technology
e-school = electronic + school
IT = information technology
CSA = Chinese Space Agency
Study the ways of forming a word and explain their differences
Step III 构词法的分类
1、 合成法
把两个或两个以上独立的词合成一个新词的方法叫做合成法，也叫合词法
(1)合成名词
Spaceship highway afternoon
(2) 合成形容词
Cold-blooded hand-made hard-working
(3)合成动词
Safe-guard ill-treat
(4)合成副词
However anywhere anyway
(5)合成代词
Some, any, no可以和 -thing, -one, -body合成代词
2、 转换法
转换是指由一种词类转化为另一种词类。
(1)动词转化为名词
He visited the Summer Palace yesterday. 动词
He paid a visit to the scientist last week. 名词
英语中常用give, take, have, make 等动词构成这一累词组，表示一个动作。
give a a shout take a seat have a swim make a decision
(2)名词转化为动词
They have booked their plane tickets.
(3)形容词转化为动词
The room gradually quieted down.
(4)形容词转化为副词
How long is the line? 形容词
How long have you lived there? 副词
(5)形容词转化为名词
Something has gone wrong with the machine.
形容词
He didn’t know the difference between right and wrong. 名词
3、 派生法
派生法是由词根加词后缀构成新词。构成的新词称为派生词。词缀分为前缀和后缀。除少数前缀外，前缀一般只改变词的意义，不改变词性；后缀一般只改变词性，不引起词义变化。
前缀
a- （形容词、副词） asleep
dis- （否定） discourage
in-i-im-ir- （不、非） impossible
en- (使可能) enable
mis- (误) mistake
re- ( 重复、再) return
tele- （远程） telephone
un-on- (不、非) unfair
后缀
名词
-er -ese -ian -ist -ment -ness -or -tion
形容词
-al -an -ern -ful -ble -ish -ive -y -less
动词
-ly -iza
副词
-ly -ward(s)
形容词
-teen -ty -th
4、 缩略法
缩略法就是将原词缩短，在读音和写法上成为新的形式。
Bicycle ------- cycle
Examination-------- exam
Refrigeration-------- fridge
U.N------- the United Nations
USA------ the United States of America
Step Ⅳ Finish the exercises in the book.
Step V: Homework
第2篇：Teaching plan of unit 5(新课标版高一英语教案教学设计)
Teaching aims:
1. Topic
The qualities of a great person;
The lives of some great people.
2. Useful words and expressions:
hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely
lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to
3. Functional items:
A. Giving opinions:
Why do you think so?
What do you think of …?
What’s your opinion?
I agree/ don’t agree.
I think/don’t think….
I prefer….
In my opinion….
I’m afraid…
B. Making comments:
Good idea!
That’s an excellent idea.
4. Structures
The attributive clause (II)
由where, when, why, 介词+ which, 介词+ when 引导的定语从句。
The school where I studied only two years was three kilometers away.
This was a time when you had got to have a passbook to live in Johannesburg.
The reason why I got a job was because of my hard work.
…we were put in a position in which we had either to accept we were less important, or fight the Government.
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
Teaching procedures
Period 1 (Reading)
Step 1. Warming up
1. Ask Ss some questions:
What are the qualities you should find in a great person?
Who do you think is a great person?
What qualities do you have?
2. Ss finish the chart on page 33.
Step 2. Pre-reading
1. Show Ss some pictures about six great persons and let them guess who they are.
2. Ask Ss to tell why they are important persons in history.
Step 3. While-reading
1. First reading: Ss read the text and finish comprehending 1 on page 35.
2. Ss read again and make a timeline of Elias’ life until he met Nelson Mandela.
1940______________ 1942 ______________
1944 ______________ 1946 ______________
1948 ______________ 1950 _______________
1952 ______________ 1954 _______________
3. Ss read the whole passage and see how many parts the text can be divided into, and give the general idea of each part.
Suggested answers:
Part I paragraph 1-2
The life of Elias’ before he met Nelson Mandela.
Part II paragraph 3-5
The change of Elias’ life after he met Nelson Mandela and what Mandela did.
Step 4. After-reading
Ss discuss:
How the ANC Youth League fights the Government?
What can we learn from the text about Nelson Mandela?
Step 5. Extensive reading
Get the Ss to learn more about Nelson Mandela.
Ss read the passage: the rest of Elias’ story on page 38, and answer the following questions:
1. When did Elias lose his job?
2. Does Elias like his present work?
Homework
1. Recite the key sentences in the text.
2. Retell the text.
Period 2. (language learning and grammar)
Step 1. Revision
Ss try to retell the text, using their own words.
Step 2. Language points
1. The time when I first met Nelson Mandela was ….
2. advise…on
3. be …away
4. Less important than…
5. Only then did we decide to… (倒装句)
Step 3 discovering useful words and expressions
1. Ss read Elias’ story again and try to find words that mean the same in the form on page 35.
2. Ss read the passage on page 36, part 2 and try to complete the it with properate words.
Step 4. Grammar: The attributive clause
1. Ss read the following sentences and try to find the rules.
The mines where I got a job were 9km from my home.
The reason why I got a job was because of my hard work.
The time when I joined the ANC Youth League was late at night.
The government building where we voted was very grand.
The date when I arrived was the 5th August.
2. Practice: Ss finish the sentences on page 36, part 2.
Step 5. Practice
1. Ss do Wb using structures: exercise 1.
2. Ss do the exercise 2 on page 71, join two sentences into an attributive clause.
Period 3. Speaking
Step 1. Revision
Dictation: The teacher speaks the following sentences in Chinese, the Ss write them down in English.
1. The time when I first met Nelson Mandela was a very difficult period of my life.
2. Mandela had opened a black law firm to advise poor black people on their problems.
3. I was worried about whether I would be out of work.
4. We were put in a position in which we had either to accept we were less important, or fight the Government.
5. It was very dangerous because if I was caught I could be put in prison for years.
6. I knew it was to realize our dream of making black and white people equal.
Step 2. Talking
1. Ss answer the question:
What are the qualities you should find in a great person?
2. Ss in groups talk about their hero/heroine on page 69. When they discuss, try to use the following words:
Good idea!
That’s an excellent idea!
I agree/ don’t agree.
I prefer…
In my opinion…
I think/don’t think…
I’m afraid…
Why do you think so?
What do you think of …?
What’s your opinion?
Step 3. Speaking task
Ss in groups and try to finish the speaking task on page 74.
1. Ss read the passage and get to know what they are go to do;
2. Ss in groups and begin to discuss;
3. Ss should take notes while they are talking;
4. Ss should choose one to give a talk to the class.
5.
Step 4. Debating
Ss divide into two parts and debate.
Topic: Mao Zedong is a great person in history.
Mao Zedong is not a great person in history.
Period 4. Extensive reading
Step 1. Pre-reading
Show some pictures and ask Ss to say something about Bill Gates.
T: Do you know who he is?
S: Bill Gates.
T: Who can say something about him?
S: Bill set up his own company “Microsoft”.
He makes most people in the world use the computer.
He makes us learn about the world at home.
T: Do you think Bill Gates a great man?
Ss discuss and answer.
Step 2. Reading
Ss read the passage on page 73 and fill in the information sheet.
Information about Bill Gates
Job
Achievements
What did he give up for his beliefs?
Why does he have enemies?
Why attacked by the government?
Step 3. Discussion
Ss in groups discuss what kind of person Bill Gates is.
Suggested answers:
I think Bill Gates is a great man because he set up the biggest Internet cooperation “Microsoft” in the world. He made a lot of money with his software and gave his millions of dollars to help the education and health of many children around the world. His cooperation also provides a lot of job chances.
Period 5. Listening
Step 1. Using language- listening
Ss are asked to read the questions and multiple answers to find out the listening points first, then listen to the tape three times to choose the best answers and answer the two questions.
Ask the Ss pay much attention to these important points while listening. And tell them to take notes like this:
Passbook: a book…
Underground;
Surface:
Live:
Step 2. Listening
Ss turn to page 69 and listen to the tape three times. Before they listen, ask them to read the questions first.
Step 3. Listening task
1. First listening: Ss turn to page 72 and try to answer the four questions of part 1.
2. Ss listen again and complete the tables of part 2.
3. After listening: if time permits, ask two Ss to answer the question:
Who do you think caused the accident?
Period 6. Writing
Step 1. Pre-writing
1. Ask the Ss to say something about Nelson Mandela.
2. Ss read more about his life.
Step 2. While-writing
1. Ss collect their ideas for the letter. Write them down in order.
2. Ss begin the letter with their address and the date. They may begin like this:
Dear president,
I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free….
3. Finish the letter like this:
Yours sincerely,
(Your name)
4. Choose some Ss to read their letters.
Suggested answers
Jinan No.1 Middle School
Shandong, China
October 27, 2004
Dear President,
I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free.
As we all know, people with different colors should be equal. Nelson Mandela devoted all his life to realize this dream. I n1994, he founded the ANC Youth League to call on people to struggle for their rights to vote. In 1952, he opened a law office to help the poor black people in Johannesburg on their problems. The black people loved him.
In 1962, Mandela encouraged people to use violence against anti-black laws to get their rights, so he was sentenced to five years hard labor. One year later, as one of the leaders of the ANC, he led them to blow up the government buildings to realize their dream of making black and white people equal, so that he was again sentenced to prison for life on Robben Island until now.
I think, what he did was for his people, his country, not for himself. He has an unselfish and brave heart. As he is a great man, you should set him free.
Best wishes!
Yours truly,
Li Hua
Step 3. Writing task
Ask the Ss write a great person in their eyes.
Give the Ss a possible version after they finish it.
Mother Teresa
Personal information Was born in Yugoslavia, on August 27, 1910, a nurse, got the Noble Peace Prize
Hard work
Achievement Help the poor and comforting the dying in the street of the city; her work spread to others parts of India
Good qualities Hard-working, kind-hearted, persistent
Your opinion A well-known person, worth the prize
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.
第3篇：高一unit 6单元教案(新课标版高一英语教案教学设计)
Period 1. Warning –up and Listening
Teaching Aims and Demands:
1. To learn some expression of apologies and response properly to apologies.
2. To listen focusing on key words and important sentences
Step 1 warming up
1. To invite two pairs to play two short plays.
First, Situation 1
Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that h
第4篇：unit 3 Going Places(新课标版高一英语教案教学设计)
I. Background knowledge
Tips for travelling abroad
Whether you are traveling overseas for business , pleasure or study , the best way to ensure a carefree and relaxing trip is to prevent problems before they happen . The more you learn about passports , visas , customs , and other travel basics , the less likely you are to have difficulties during your travels.
Before you go
There is much that you can do to prepare for your trip , depending on where y
第5篇：Unit 17 Famous Women(新课标版高一英语教案教学设计)
一、本单元课时安排：
The 1st period: Warming up and listening The 2nd period: Speaking
The 3rd period: Reading The 4th period: Reading
The 5th period: Language study The 6th period: Integrating skills
二、本单元知识要览：
1、重点单词:
inspire vt. 鼓舞、感动、激发、启示 admire vt. 赞美；钦佩；羡慕
regret. vt. 为……感到遗憾；后悔 increase vt, vi 增加；增大
value vt. 估价；评价；重视 threaten vt. 恐吓；威胁；预示危险
bother vt. 烦扰；打扰 vi. 烦恼；操心 generous adj. 慷概的；大方的
cheerful adj. 愉快的；高兴的 mean adj. 卑鄙的；吝啬的
warm-hearted adj. 热诚的，热心的 cold-
第6篇：高一unit 3 going places(新课标版高一英语教案教学设计)
I.Teaching aims and demands
1.Topics
1>.make a plan for a trip
2>.tips on a trip
3>.design an eco-travel for local tourism
4>.travel on holiday and write postcards or travel notes
2.Function:
1>intensions and plans
Where would you prefer going...? Where are you going off to...?
How would you like to go to...? How are you going to...?
2>wishes
Have a good/nice/pleasant trip!
3.Vocabulary
consider;means;transportation;board;experience;simply;vacation;nature;basi
第7篇：高一unit 7单元教案(新课标版高一英语教案教学设计)
Period 1 warming up/ listening
Teaching aims and demands:
1. To activate the Ss in classroom activities.
2. To develop the Ss’ ability of listening
3. To help the Ss know something about cultural relics.
Step 1 Warming up
1. Questions:
1) What are cultural relics?
The Great Wall in China; The Pyramids in Egypt; Stonehenge in England
2) What do they have in common?
They are all very old and are all symbols of their countries and their cultures. They are very
第8篇：unit 19 Modern agriculture(新课标版高一英语教案教学设计)
Periods:
Period1: Warming up, speaking
Period2-3: Reading
Period4: Language study, Grammar
Period5: Intergrating skills ,Writing, workbook
Period6: Listening
The First Period
Step 1. Lead-in
1. What do you have for breakfast / lunch / supper?
2. What did your parents have in their childhood?
3. What are the differences between the foods you have now and your parents had in the past?
Step 2. Warming up
As you know, with the time passing by, people’s living sta
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