高一英语上册《Unit 1 Friendship》教案教学设计（精选13篇）由网友“ju3652008”投稿提供，今天小编在这给大家整理过的高一英语上册《Unit 1 Friendship》教案教学设计，我们一起来阅读吧!
篇1：高一英语上册《Unit 1 Friendship》教案教学设计
一、教材分析
1.本单元的主题是“友谊”，贴近学生生活，所以大部分的内容都是围绕该主题展开的。本节课的课型为词汇课，新课标要求学生掌握与友谊、交友有关的词汇;本节内容旨在一方面扩展学生 的词汇量，一方面帮助学生学会审视自己，引导
学生形成正确的价值观和处事原则，培养其高尚的品格。
2.学本节内容，首先是帮助学生学习更多有关友谊的知识;其次是增加与本单
元主题相关的词汇。
二、学情分析
“友谊”这一话题对学生而言是非常熟悉的，但本单元所选语言材料是原汁原味的英美人士所写的文章，词汇量大，句子结构复杂，长难句较多，对于刚刚
进入高中学习的高一新生来说难度是很大的。
三、教学目标
1. 帮助学生学习更多有关“友谊”的知识;
2. 增加与本单元主题相关的词汇。
四、教学重点和难点
1. Understand the meaning of Friendship.
2. Learn some new words about Friendship and friends.
五、教学过程
Step 1 Warming Up
Activity1: Doing a survey
1.Get the students to do a survey quickly and and add up the score
and then see how many points they can get.
2. Present some new vocabulary in warming up and the explanation on the screen.
(1)、survey n. 调查，概述;v. 测量，检查;
e.g. a. A recent survey showed most of those questioned were for the plan.
最近的民意测验显示大多数调查对象同意这项计划。
b. The governor surveyed the damage caused by the tsunami.
州长查看了海啸引起的破坏情况。
思维拓展： a.. make a survey of sth. 调查…
make a general survey of sth 纵观…
b. survey sth. 调查，评述，检查
survey the equipment 检查设备
(2)、add v. 增加，增添
e.g. a. Shall I add your name to the list? 我可以把你的名字写进名单吗?
b. A new wing was added to the building. 这座大楼新添了一座边房。
思维拓展： add up sth 把……加起来
add sth to sth 把……加到…… add to sth = increase 增加了…
add up to 合计;总共
指点迷津：a.. add sth to sth 是“把……加到……上去“，add to 不能分开用，意为“增加了……”, 相当于increase 或raise. 如：
e.g. a. He added some sugar to the coffee. 他给咖啡里加了些糖。
The bad weather added to our difficulty. 坏天气增加了我们的困难。
b. add还可表示“补充说“，后常接从句。
e.g. He added that he was satisfied with the talk. 它补充说他对会谈很满意。
词汇派生： addition n. 附加物 additional adj. 附加的
adding machine 加法机 in addition to 除……之外
(3)、upset v. 使不安，打乱adj. 心烦意乱的
e.g.a. His strange behavior upset his father. 他的奇怪行径困扰着他父亲。
b. I understand how upset you must be feeling. 我理解你心里有多难受。
思维拓展： a. upset sb. 使某人不安
upset the plan 搅乱了计划
upset the cup 打翻了杯子
It upsets sb that 让某人心烦的是……
It upsets sb to do sth 做……使某人不快。
b. be upset about 对……赶到心烦
指点迷津：(1). upset 指由于某事的发生而心烦意乱。
(2). nervous 在做某事的过程中紧张害怕的感觉。
(3). anxious 因担心某事的发生或不发生而焦虑不安。
词汇派生：upset-upset-upset-upsetting
(4.)、concern n. 担心，关心，关系;v. 涉及，有关
e.g. a. There is growing concern about violence on TV. 人们对电视上的暴力内容日见担忧。
b. Don’t be involved in what doesn’t concern you. 不要管那些与你无关的事。
思维拓展：a. show/express concern about/ for 对……表示关心/担心
b. concern oneself about/ for 担忧/关心……
concern oneself with 从事，参与……
concern sb./ sth 与……有关
词汇派生：concerned adj. 有关的;担心的
be concerned about/ over/for 关心;挂念
be concerned with/ in 牵扯进/参与……
as/so far as …be concerned 就……而言
e.g. As far as I’m concerned, the sooner, the better. 就我而言，越快越好。
(5)、 cheat v. 欺骗,作弊 n. 骗子, 作弊者
eg. He is accused of cheating the taxman. 他被控欺骗税务员.
eg. The two cheats set up tow looms. 这两个骗子支起两架织布机.
思维拓展： cheat sb. (out) of sth 骗取某人某物
cheat sb. into doing sth 骗某人做……
cheat sb. into the belief that 骗某人相信
catch sb. cheating in an exam 作弊被抓
[设计思路]本活动旨在引出话题，检测学生对友谊这个主题有哪些认识。问卷内容涉及日常生活中朋友之间可能发生的真实问题以及解决问题的办法帮助学生学会审视自己，引导其形成正确的价值观和处事原则。同时渗透与“友谊”有关
的一小部分词汇。
Step 2 Vocabulary learning
Activity2: Guessing game
Find the words or phrases for each of the following meanings from unit1.
1.______not insidde a building
2.______feeling disturbed
3.______to be worried about
4.______free, not tied up
5.______to experience something
6.______to take no notice of
7.______staying close to and looking at somebody
8.______to become quiet after nervous activity
9.______number of things that happen one after another
[设计思路]本活动属于利用英语解释本单元重点词汇，旨在训练学生用英语思维的能力。
Step3 Vocabulaary recitation
Sstudents will be asked to recite the following key words and try their best to set down them in the blanks.
________________ vt. 增加;添加;补充说 vi. 加;加起来;增添
________________ n. 点;尖端;分数
____________vt.& vi. (_______ ______ ______) 使不安;使心烦
adj. 心烦意乱的;不适的;不舒服的
____________ vt. 不理睬;忽视
____________adj.平静的;镇静的;vt.&vi.使)平静;(使)镇定
_____________ vt. 涉及;关系到 n. 关心;关注;(利害)关系
______________adj. 松的;松散的;松开的
_____________n. 欺骗;骗子 vt.&vi. 欺骗;骗取;欺诈;作弊
________________ n. 理由;原因
________________ vt. 列出
________________ vt. 分享;均分;分担 n. 一份;份额
________________ n. 感觉;感情
________________ n. 荷兰
________________ n. 德国人;德语 adj. 德国的;德国人的;德语的
________________ n. 连续;系列
________________ adv. 在户外;在野外
________________ adj. 疯狂的;狂热的
________________ n. 自然;自然界
________________ n. 目的;意图
________________ vt. &v. aux 敢;胆敢
________________ n. 雷;雷声; vi. 打雷;雷鸣
________________ adv. 完全地;全然地;整个地
________________ n. 能力;力量;权力
________________ adv. 依照
________________ adv. 按照;依据
________________ vt. & n. 信任;信赖
________________ adv. 在室内;入室内
________________ vt.& vi. 遭受;忍受;经历
________________ n. 十几岁的青少年
________________ n. 忠告;建议
________________ n. 调查表;问卷
These words are new to students, so make explanations if necessary.
[设计思路] 通过此任务，旨在提高学生的瞬时记忆能力。
Step 4 Practice:
Activity3： Group competition (group work)
1.Divide the class into 3 groups, and students should guess the words from the picture as soon as they can (The quickest student who tells right will get one score)
2. Hold a Competition in groups trying to write down words related to Friendship as many as possible and the group which can set down more words than any other groups will be the winner.
[设计思路] 通过小组间的活动能够进一步激发学生的学习词汇的热情，这是一个很好的方法。
Step5 Summary
Get a group to sum up this class and the teacher can add something if necessary.
[设计思路] 通过小节，强调本节课的重要内容。
Step6 Homework
Try to remember the vocabulary that the students have learned in class.
[设计思路]通过作业，巩固所学。
六、板书设计
Competition in groups
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
七、教学反思
本课设计了若干情景与活动，旨在让学生积极参与学习活动，在活动中学习。
1. 从教学实践来看，学生乐于在小组中进行合作学习。但是任务设计以及其难度是开展小组合作的重点和难点。本堂课总共设计了3次活动，每一次都有所侧重，要求由浅入深，在保证大部分学生能按时按质完成任务的同时，又能体现选拔的效果，鼓励一部分学生积极的展现自我。避免了活动流于形式，单纯地追求
“快乐”。
2. 课前做了大量的资料收集和整理，有选择的在教学中有效地使用图片和视频，大大提高了学生对学习的兴趣。
3. 不抛弃优秀的传统教法。在任务型教学中，也考虑融入传统的板书和语言形
式的操练，令到学生的操练更具目的性、指引性。
总体上，本设计以小组活动为桥梁，将英语学习与现实生活紧密结合，体现了以学生为中心、教师为指导的新课程理念，有效地完成了该堂课的任务，是一个不错的教学设计。
篇2：高一英语Unit12教案(新课标版高一英语上册教案教学设计)
Teaching aims and demands:
a. Achieve language skills and related knowledge about art and literature;
b. Learn to make decisions and give opinions
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
the Restrictive and Non-Restrictive Attributive Clause
Lesson 1
Main points
1.Words
exhibition; give opinions; show; local
2.Functional items
Making decisions and give opinions
Diffcult points
give opinions
Teaching procedures
Step 1 Lead-in
T: Do you like painting? Do you know anything about painting?
Ss talk about painting.
Step 2 Warming up
1.Look at the following paintings and match them with the correct painters.
2.Check answers and talk about the pictures and painters.
3.Ask students to discuss the first two questions in pairs.
4.Several pairs report answers.
Step 3 Listening
1.Make sure the students know what to do.
2.Play the tape two or three times as necessary. Pause at important points and give the students help.
3.Check the answers.
Step 4 Speaking
1.Choose one situation and read the instructions.
2.Read the useful expressions for making decisions &giving opinions.
3.Ss work in pairs to make a dialogue.
4.Several pairs act out.
Step 5 Language points
1. opinion n.
in one's opinion
Ep: In my opinion, he has done a very good job.
give/express one's opinion on/upon
Ep: He has given his opinion on this problem.
2. local adj.
the local doctor
locl customs
locl government
Homework
Practise giving opinions and making decisions.
Lesson 2
Main points
1.Words
magic; power; wonder; a series of; treat; in trouble; come across; believe in; habit; welcome; enough; be afraid of; tell &say
2.Sentence patterns
as...as...
Difficult points
be afraid of doing &be afraid to do
speak, tell &say
Teaching procedures
Step 1. Revision
Check the homework.
Step 2. Pre-reading
1.Q: Have you read any of the Harry Potter books or watched the films?
A: Any possible answers.
2.Harry Potter has magical powers .Do you know any other heroes who have strange powers?
A: Any possible answers.
Step 3. Reading
T: I think you are all interested in stories about magic. Then we'll read a passage about a boy with magic--Harry Potter. Read the text and find answers to the questions.
1.Q:What's Harry's life like before he goes to Hogwarts?
A:Unhappy.They treated him badly.
2.Q:What is taught in Hogwarts?
A:Witchcraft and wizardy.
Step 4 Post-reading
Ask students to read the text again and answers the following questions.
1.Q:Why is Harry's life miserable before he goes to Hogwarts?
A:His parents are dead and the family he is living with treats him badly.
2.Q:What does Harry learn about himself at Hogwarts?
A:Harry learns that he needs to be strong/he needs friends/it is difficult to do the right thing/life is more complicated than he thought/...
Then finish Ex 2 on P81 and check answers.
Step 5 Language points
1.magic
adj.
The music is really magic.
n.
Some people still believe in magic.
the magic of great poetry
2.be afraid to do/be afraid of doing
I'm afraid to tell her.
He was afraid of falling into the river.
3.as...as...
It's as cold as ice.
He drove as fast as he could.
Step 6 Listening to the tape
Homework
Recite the text and language points.
Lesson 3
Main points
Words
one after another; go hiking
Difficult points
go+v.-ing
Teaching procedures
Step 1 Revision
1.Check the homework.
2.Ask several students to say something. about music.
Step 2 Grammar
The Non-Restrictive Attibutive Clause
1.Revise the rules.
2.Give the Ss several minutes to do the exercises in pairs orally.
3.Check the answers.
Step 3 Do Ex on P153
Homework
Review the grammar.
Lesson 4
Main points
1.Words
shoulder; whisper; turn around; stupid; compare; announcement; noise,sound&voice; work; open up; each other
2.Sentence patterns
It sounds like...
such...that...
It looked as if...
...not all of them are safe
If only they could find a way to...
He was just about to say something when...
She didn't have time to finish before the wall...
Difficult points
If only...
Teaching procedures
Step 1 Revision
1.Review the grammar.
2.Make sentence with the following words and expressions:
exhibition; wonder; a series of
Step 2 Presentation
In this period we'll read a passage about Harry Porter again.
1.T helps the Ss understand the passage and what to do.
2.Ss write the ending.
3.Several students read their endings and let the Ss choose which is the best.
Step 3 Language points
1.noise, voice &sound
noise: loud and unpleasant sound
Another kind of pollution is noise.
voice: the sound made through the mouth, esp. of human beings ,in speaking or singing.
He shouted at the top of his voice.
sound: the sound of music
2. if only...
If only I had more money, I could buy some new clothes.
If only she would listen to me!
3. turn around=turn round
He turned around to find a policeman following him.
Step 4 Listening
Homework
Revise all the words and expressions in this unit.
篇3：Unit5 知识(人教版高一英语上册教案教学设计)
(一)如何使用marry一词
(1)marry在大多数情况下是及物动词，需要宾语或用被动语态。
e.g.When did she get married?
她是什么时候结婚的？
(2)在有副词修饰时，marry可作不及物动词用。
e.g.She married very early.
她结婚很早。
(3)“和某人结婚”不能说“marry with sb.”，应该说“marry to sb.”也可以不与介词搭配，将marry用作及物动词。
e.g.She married a doctor.
or:She was married to a doctor.
她和一个医生结了婚。
(4)marry和get married都是非延续性动词，因此不能与表示一段时间的状语连用，表示结婚已有一段时间应该用be married。
e.g.They have been married for ten years.
他们结婚已经了。
(5)问现在的婚姻状态时，可以说“Is she married (or single)?”但不能说“Has she married?”
(二)keep一词用法小结
keep是高考常考词汇之一，其含义丰富，与其搭配的短语也很多，其主要用法如下：
用作及物动词
(1)保留，保存，保持，留下
e.g.We’d better keep a seat for him.
我们最好给他留个座位。
He kept all the money in the bank.
他把所有的钱都存入了银行。
(2)履行(诺言)，遵守
e.g.One should keep one’s promise.
一个人应当遵守自己的诺言。
Everyone must keep the law.
人人都必须守法。
(3)赡养，养活，饲养
e.g.He has a large family to keep.
他有一大家人要养活。
The old man kept many animals like dogs，pigs and cats.
这位老人养了许多动物，像狗、猪、还有猫等。
(4)经营，管理
e.g.He kept a hotel in this city.
在这座城市里，他开了一家旅店。
She is good at keeping house.
她擅长管理家务。
(5)保守(秘密)，记(日记、账)
e.g.Can you keep a secret?
你能保守秘密吗？
The boy keeps a diary every day.
这个男孩每天记日记。
(6)使……处于某种状态(情况)
在这种情况下，keep常跟复合结构(keep+宾语+补语)。用作宾语补足语的词有现在分词、过去分词、形容词、副词以及介词短语。
e.g.He kept me waiting for half an hour.
他让我等了半个小时。
Keep your mouth shut and your eyes open.
少说话，多观察。
The doctor kept me in for a week.
医生一周没让我出去。
He always keeps his books in good order.
他总是把书放得整整齐齐。
用作不及物动词
(1)保持，继续(处于某种状态)(keep为系动词)
e.g.Please keep quiet.
请保持安静。
We’re keeping in very good health.
我们身体非常好。
(2)(食物)保持良好状态。
e.g.Will this fish keep till tomorrow?
这鱼能放到明天吗？
keep构成的一些短语
keep(sb.)away(from sth.)(使)离开(某物)
keep sb.from doing sth.阻止某人做某事
keep sth.in mind记住某事
keep sb./sth. out(of sth.)不让……入内
keep back忍住(眼泪)，扣下，隐瞒
keep in touch with 与……保持联系
keep(on)doing sth.继续做某事
keep off远离，避开
keep up 保持(不低落)，继续
keep up with 跟上，不落在后面
(三)afford的用法
及物动词，其主要用法如下：
(1)“担负得起(……的费用、时间)”，常与can，could，be able to连用，表示“有足够的(时间、金钱等)条件(做某事)”。
afford +n./pron.
e.g.Now many people can’t afford the medical treatment in the country.
现在在农村许多人看不起病。
I can’t afford the time for it.
这时间我花不起。
afford to do sth.
e.g.Before liberation many people couldn’t afford to go to school.
解放前，许多人上不起学。
We can’t afford to buy this new house.
我们买不起这新房子。
(2)提供，供给，给予(正式用语)
afford sth.
e.g.The trees afford a pleasant shake.
这些树提供阴凉。
afford sb.sth./afford sth.to sb.
e.g.Reading affords us pleasure.
阅读使我们快乐。
History affords lessons to us.
历史给我们提供经验教训。
(四)关系副词when/where不能替代“介词+which”的场合归纳。
在定语从句中，when/where往往可以代替某些“介词+which”。
e.g.Tell me the time when/at which the train leaves.
告诉我火车发车的时间。
You’ll have some spare time when/during which you can learn English at home.
你会有些在家你可以学习英语的业余时间。
This is the school where/at which I used to study.
这就是我过去上学的那所学校。
Think of a place where/to which we can go for dinner.
想出一个我们可以去吃晚饭的地方。
但在下列情况下，when/where不能代替“介词+which”。
(1)当since，until，after，before+which时，不能被when代替。
e.g.I met Jack in 1980，since which I have never seen him.
我是在1980年见过杰克的，自从那时以来再也没见他。
He came back at ten，until which we worked.
他十点钟回来的，直到那时我们还在劳动。
He went to school at 8，before which he read English.
他八点钟上学，这之前他读了英语。
(2)当on，behind，in front of，through，from，beside，around+which时，不能被where代替。
e.g.I saw a desk on which was a book.
我看见一张桌子上有本书。
The house，in front of which there is a tree，is my home.
那所房子是我的家，其前有棵树。
This is the window through which the thief came in.
这就是贼从那进来的那个窗户。
篇4：人教版高一Unit 1教案(人教版高一英语上册教案教学设计)
I Teaching Aims and Demands
1.Words and expressions
1)words
honest; brave; loyal; wise; handsome ;smart; argue; solution; classical; Joe; match;mirror;gun;hammer;saw;rope;compass;movie;cast;TomHanks;ChuckNoland;survive;
deserted;hare;sorrow;feeling;boardjairplane;parachute;lie;speech;adventure; notebook; scared; e-pal ;Carolina; admit ;opinion
2）useful expressions
be fond of ;treat…as…; make friends with ;hunt for; in order to; share…with
2.Oral demand
Talk about friend and friendship in English
3. Grammar
1）the indirect speech led by if/what /who/where/how…
2）review the usage of nouns and articles
4. Written demand
write an E-mail about friendship
5.Moral demand
Teach the Ss how to get on well with friends and treasure friendship.
II Teaching method
Co-orperating teachong
III Study method
Self-study guided by the teacher
IV Teaching aids
Computer,tape recorder,slide shoe,etc.
V Teaching steps
Period 1
Step 1 1. Ask the Ss the following questions to review some
Warming up words they know to describe their friends:
1) Do you have good friends?
2) What do you think of them? / Why do you think he / she is your good friend?
3) What kind of people do you want them to be your friends ?
4) Are there any other words we can use to describe a friend?
2. Review and learn some useful words:
Appearance:
tall short thin fat strong slim beautiful pretty handsome(attractive, fair) smart (quick, bright)
Qualities:
kind kind-hearted / warm-hearted polite
helpful gentle noble
honest trustworthy frank openhearted
brave great full of courage / courageous
loyal true faithful to a friend dependable
wise clever bright learned
3. Ask the Ss to use the following sentences to describe themselves or their friends, first practise in pairs, then the whole class.
1) I think I am ______, ______ and _______.
I think I am ________ because I ________. So when you ______, you can _______.
2) I think he / she is _______, _______ and ________.
I think he / she is _______ because __________.
4. Go over Part 2 on Page 87. Ask the Ss to make sentences as the example.
Step 2 1. Listen to the tape and finish the three situations one
Listening by one. Then ask the Ss to check the answers with
their partners.
2. Go over Part 1 in Listening on Page 85.
3. Go over Part 2 in Listening on Page 85.
Step 3 Written work: Part 2 on Page 87 in the exercise book.
Homework Reading: Go over Speaking Part on Page 2 and finish
the table on Page 3.
Summary
Period 2
Step1 1. Ask the Ss to tell what they learned in the last period
Revision and their opinions about what a good friend should be.
2. Ask the Ss to tell if there was anything unhappy that once happened between them and their friends and how did they solved it.
Step 2 1. Ask the Ss to go over Part 1 in Talking on Page 85, Talking first in pairs, then in class.
2. Let the Ss say what patterns we can use to make
apologies.
You said that you would … Why did / didn’t you …?
You promised to … Why didn’t you …?
Please forgive me.
I’m very sorry. …It won’t happen again.
I’m sorry I forgot.
3. Go over Part 2 on Page 86, first in pairs and then
with the whole class.
4. Go over Part 3. First ask the Ss to complete the role
cards in pairs. Then check some cards in class. And then ask the Ss to work in pairs to act out.
Step 3 1. Go over Speaking part on Page 2 by checking the
Speaking list. First ask some Ss to read this part. Then check
The answers to the list.
2. Ask the Ss which of the six students they want to
make friends with and why.
3. Ask the Ss to discuss in groups of four: Are friends
very important in our life? Why?
Ask some groups to report the result of their discussion.
Step 4 Written work: Part 3 on Page 87.
Homework Reading: Many-flavoured friends on Pages 88-89, and answer the questions.
Summary
Period 3
Step 1 1. Suppose you are alone on a deserted (empty, no one
Pre-reading lives there) island. You have to survive (remain alive, try not to die) without friends and all the things you use in your everyday life. Which of the items (things, articles) in the box would be the most useful to you on the island? List three most useful items and explain why you think they would be useful.
2. Ask the Ss to discuss their answers in groups of four and then ask some of them to report their answers.
3. Talk about the movie post of CAST AWAY.
Step 2 Ask the Ss to read the passage and find the answers
Reading to the questions:
1) What is the movie about?
2) Who is Chuck?
3) What happens to Chuck one day when he is flying across the Pacific Ocean?
4) How many years has he spent on the deserted island?
5) What becomes his best friend there? Why?
Step 3 1. Ask the Ss to find the answers to the first three
Post-reading questions in Post-reading part.
2. Ask the Ss to discuss the fourth one in groups of four, and then report to the whole class.
Step 4 Check the answers to the reading material on pages Workbook 88~89.
Step 5 1. Listen to and read the text again and again.
Homework 2. Find out the difficult sentences and go over the
notes to this text.
3. Look up the word learn in the dictionary and try to
find out different meanings of it.
Summary
Period 4
Step 1 1. Ask the Ss to tell what they have learned from the
Review text.
2. Ask some of the Ss to read the text paragraph by
paragraph and paragraph. And at the same time ask them to point out the sentences they don’t understand.
Step 2 1. Ask the Ss to find out the following phrases in the Paraphrasing text:
on a deserted island, hunt for food, make a fire,
be alone on the island, become / be fond of …, treat sb as…, share happiness and sorrow, make friends with …
2. Ask the Ss to make sentences with hunt for, be fond of, treat ab as …
3. Ask the Ss to put the follow sentences into Chinese.
1) Chuck is a businessman who is always so busy that he has little time for his friends.
2) One day Chuck is on a flight across the Pacific Ocean when suddenly his plane crashes.
3) Perhaps the most difficult challenge is how to survive without friends.
4) In order to survive, Chuck develops a friendship with an unusual friend - a volleyball he calls Wilson.
5) … it is important to have someone to care about.
6) He also learns that he should have cared more about his friends.
7)… we must give as much as we take.
8) The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.
Step 3 Ask the Ss to think over and answer the question:
Discussing 1) How can a volleyball become Chuck’s friend?
2) The text talks about giving and taking. How do you and your friends give and take?
3) Does a successful man or woman need friends? Why or why not?
4) What do friends teach us?
5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
Step 4 The usage of learn:
Word study 1. To gain knowledge or skill by study, experience or
being taught
learn a foreign language
We’re learning English now.
Have you learned how to drive a car?
One can learn from his mistakes.
2. fix in the mind or memory; memorize
Let’s try to learn the poem by heart.
3. realize; become aware
They learned that it was no use arguing with him.
4. know, get to know
They offered help as soon as they learned that we were in great trouble.
I learned of the accident only yesterday.
learn one’s lesson; learn a lesson from sb
learned a learned teacher
Step 5 Go over Part 1 in Vocabulary on Page 87.
Listening First go over all the words and ask some students to tell what these words mean and when we’ll use these words. Then listen to the tape and finish this exercise.
Step 6 1. Finish Word Study on Pages 4~5.
Homework 2. Go over the Grammar part on Page 5. Try to find out the difference between Direct Speech and Indirect Speech in statements and questions.
Summary
Period 5
Step 1 Go over this part by asking some Ss to read the ten Word study sentences one by one to check the answers.
Step 2 1. Ask the Ss to discuss the difference between Direct
Grammar Speech and Indirect Speech in pairs.
2. Summary:
In Statements
“I like reading adventure stories,” said John.
John said (that) he liked reading adventure stories.
“I don’t like computers,” Sarah said to her friends.
Sarah told her friends (that) she didn’t like computers.
In General Questions:
“Ann, have you see my blue notebook?” Peter asked.
Peter asked Ann if she had seen his blue notebook.
In Special Questions:
“How can you do that?” Mary asked Ann.
Mary asked Ann how she could do that.
“What difference does it make?” Peter asked Jim.
Peter asked Jim what difference it made.
3. Go over Part 1 on Page 5.
4. Go over Part 2 on Page 6.
Step 3 1. Go over Part 2 on Page 88.
Workbook 2. Go over Part 3 on Page 88 first in pairs, and then
check with the whole class.
3. Go over Part 1 by asking some Ss to write down
their sentences on the Bb.
Step 4 1. Review the reading material.
Homework 2. Finish all the exercises about the Grammar in this unit. And go over Parts 1 and 2 on Pages 177~180.
3. Ask the Ss to think about in what ways we can make friends with others.
Summary
Period 6
Step 1 Ask the Ss some questions and let some Ss report Revision these questions:
1) Do you want to study English? Why?
2) Why do you think English is very important?
3) What do you think a good friend should be?
4) Do you have any good friends?
5) How can we make friends with others?
6) Would you like to say something about one of your friends?
7) What do you often do together with your friends?
8) What do you think are good ways to make friends with a stranger?
9) Do you know how to make a pen friend or a pen pal?
10) Can we use the Internet to make friends? How to use it to make friends?
Step 2 1. Read the short passage on Page 6 and tell the main
Reading and idea of it.
Writing Questions:
1) What is a pen friend or pen pal?
2) What is an e-pal or key pal?
3) What is the advantage of e-mail?
2. Read the two e-pal ads and tell what kinds of
people do you think they are.
Jane: funny, humour, frank, openhearted, friendly
Jack: friendly, funny, humour, openhearted, honest
3. Go over the tips and then write an e-mail message.
And then check each other’s message with the
partner.
Step 3 1. Read the e-mail on Page 90 and tell what it is about.
Workbook 2. Talk about how to write a response.
Step 4 1. Go over Checkpoint 1.
Checkpoint 2. Ask the Ss to think about what they have learned in
this unit.
Step 5 1. Go over Learner Log on Page 90 to make sure that Assessing the Ss know what it means and how to fill in the
table correctly.
2. Go over Reflection and ask the Ss to finish the
sentences.
Step 6 1. Review the whole unit.
Homework 2. Write an e-mail to introduce yourself to an e-pal and send it to the teacher’s e-mail box.
Summary
Period 7
Step 1 1. Dictate the following passage and then choose a
Dictation title for it.
Pal Restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. It is different from other restaurants because its owners are a group of college students.
1. ….
But 2. …. “We can’t stop them but we want them to put study in the first place.” Teachers do not support them, either. 3. ….
4. …. 5. …. 6. ….
But Lin Tao says they are doing OK.
Title: Students Running Bar
Study First or BUSINESS First?
2. Some words and phrases in the listening text:
solve a problem / problems, common problem,
get mad, communicate, in a different way,
deal with, apologize, apology, keep a secret,
in a difficult situation,
rumour 谣[流]言, 传闻
The rumo(u)r has turned out to be true.
这谣传结果是真的。
Step 2 Review the whole unit.
Summary
篇5：高一(上)全套教案(人教版高一英语上册教案教学设计)
Unit 1
Teaching Aims：
1.Learn and master the following words and phrases
Survive, item, hunt for, make a fire on board,hammer,mirror, saw,care about,parachute
2.Important Ss’reading ability
3.Enable Ss to value the friendship between friends by learning the reading text
Teaching Important Points:
1.Important Ss’reading ability
2. Master the following phrases
Hunt for,make a fire,care about, on board
Teaching Difficult points:
How to make Ss understand the reading text better
Teaching Methods:
1.Discussion before reading to make Ss interested in what they will learn
2. Discussion after reading to make Ss understand what they’ve learned better
3. Fast reading to get a general idea of the text
4. Careful reading to get the detailed information in the text
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Greetings and Revision
Yesterday we learned some self-introduction . We know how to describe yourself and your friends in English . Now who can give us self-introduction in English?
Step 2 Pre-reading
Ok. Thank you for your self-introduction . We all know that we have lived with our parents, since we were born. We have never been left on a plane without your parents , brother or sister, friends and all the things we use in our daily life . Yes or No ?
Step 3 Fast reading
First I’ll give five minutes to read the text and then summrize the main idea of each para.
Par. 1 : Chuck’s plane lands on a deserted island
Par.2: Chuck has to learn to how to survive on the island
Par.3: Chuck learns a lot about himself when he is alone on the island
Par.4 Chuck has made an unusual friend on the island
Step 4 Careful reading
Read the text again in three minutes and then answer the following questions and choose the best answer
Questions:
1.Does Chuck Noland always have time to get together with his friends?why?
2. Where does he land after the crash?
3. What things must he learn to survive?
4. What is the most difficult for him.
5.Who is Wilson?
6. What does Chuck learn about himself when he is alone on the island?
7. What does Chuck learn from his experience on the deserted island?
8. What can we learn from Chuck’s experience?
9.If you were alone on a deserted island,what would you do in order to survive?
10. Imagine that four people are in an airplane that is going to crash. One is a policeman, one is a doctor, one is a teacher, and one is a scientist . There is only one parachute. Decide who should get the parachute and explain why.
Choose the best answer
1.Tom Hanks _____________ . C
A.is a successful businessman B. doesn’t have much free time
C. is the main actor in the movie Cast Away D. had a plane accident over the Pacific
2．A deserted island __________ . C
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 plane crashes are most likely to happen
3.. To be short of _______ is what makes it most difficultfor chuck to live on the island. C
A. volleyball B. fresh water C. friendship D. enough food
4. After 5 years alone on the island , chuck would probably disagree that _______ . A
A. a good friend should never think about himself
B. people can make friends with some unusual things like animals
C. friends are the people who can share your happiness and sorrow
D. as a good friend ,you must give as much as you take
5. which can be learned from the last paragraph of the passage ? B
A. Everyone need an unusual friends
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
Step 5 Repeat the story according to the following.：
plane crashed deserted island make friends with（Key words: learn to realise the lesson from Chuck friendship an unusual friend）
Step 6 Language points
1. ① manager n. 经理,管理者,经营者
这家公司的经理 the manager of the company
manage v. 控制, 管理, 经营 (口语:应付得来,做得来
Manage a business 管理商务 I can’t manage it alone.我一个人办不来.
2 crash n. 坠毁,碰撞,碰坏,哗啦啦地倒塌
他于飞机失事中丧生 He was killed in an air crash
v. 撞击, 坠毁, 冲入 公共汽车撞在树上了 The bus crashed into a tree
那架飞机坠毁了 The aircraft crashed
3. deserted adj. 无人居住的 , 荒废了的, 被抛弃了的
a deserted village/island 荒废的村庄/荒岛
4. develop v. 发展, 开发,(使)成长;(使)发育
植物由种子发育而成. eg.Plants develop from seeds
工农业飞速发展. Agriculture and industry develop very quickly
A developing country 发展中国家
A developed country 发达国家
With the development of 随着…….的发展
5.On the island,Chuck has to learn to survive all alone.
Alone与lonely的区别:
Alone adj,adv.作为adj时,只能用作表语,不能做定语. 意为”独自一人” 作为adv时,表示”独自,单独” 用在名词,代词之后,意为”只有”
lonely adj. 表示人 “孤独的, 寂寞的”.也可表示地方”荒凉的:, “人烟稀少的”,既可以做定语,也可以做表语.
虽然我独自一人,但是我并不寂寞 I am alone, but I don’t feel lonely.
他独自一人在荒岛上呆了四年 He lived alone on the lonely island for four years
6.In order to survive, Chuck developed
In order to 引导表示目的的状语,意为”为了”
他早起为了赶第一班车 He got up early in order to catch the first bus.
Unit 2
Teaching Aims：
1.Learn the text “English around the world”
2. Get Ss to master the useful expressions in the text
3. Train ss to read the text with correct pronunciation and intonation
Teaching Important Points:
1. How to improve Ss’ ability to read an article
2. How to get Ss to masterr the useful expressions
Teaching Difficult points:
The use of some useful expressions
Teaching Methods:
1. Fast-reading to train Ss’ reading speed
2.Reading comprehension to help Ss grasp the main idea of the text
3. Preactise getting Ss to master what they’ve learned
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
From the text we learned yesterday, we know that English is used widely around the world. People in many countries speak English as their first language, and among those countries are America and Britain. Then let’s look at two pictures. Can you tell me which one belongs to America and which one belongs to Britain?
The sceneries were so beautiful
But do you know that American English and British English are not the same. Then let’s have a revision of some differences between British English and American English.
e.g. a. Meaning: bathroom b. Spelling: color & colour
c. Pronunciation: hot d. Words: fall & autumn
I think most of our students are interested in the differences between American English and British English. Do you want to know more about it? Today we will learn the text named
Step 2 Reading Comprehension
ⅠFast Reading
Read the text quickly and answer the following question, then summarize the main idea of each para.
Question: Are the differences greater in the written language or the spoken language?
Answer: The differences are greater in the spoken language.
the main idea of each para.
Para.1 English is spoken as mother tongue and as a second language
Para.2 Many people learn English as a foreign language
Para.3 Many people communicate in English every day
ⅡCareful Reading
Questions:
1. When did American become independent?
2. When did the language begin to change?
3. Which country did the British take “Typhoon” from?
Which country did the Americans take “Tornado” from?
4. Who wrote the first American dictionary?
5. What was his purpose?
6. What are the main three reasons for the differences?
Step 3 Practice
ⅠRead aloud the text
ⅡGo through the text and deal with some language points
1.come about: happen e.g. How did the accident come about?
2. at first e.g. At first she was afraid of water,but she soon learned to swim.
3. while e.g. Some people are rich while others are poor.
4. just as e.g. Just as you say, he is a honest boy.
5. end up with e.g. At the dinner w usually begin with soup and end up with fruit.
6. except for e.g. You composition is good except for some spelling mistakes.
Ⅲ Answer the following questions by choosing the best answer.
1. America stopped being a part of England in _______. C
A 1707 B 1828 C 1776 D 1911
2. Which of the following statements is true? D
A After 1828 American English and British English stayed the same.
B After 1828 British English changed but British English stayed the same.
C After 1828 British English changed but American English stayed the same.
D After 1828 both British English and American English changed.
3. British English is different from American English because________. C
A British decided to change the spelling of many American words
B American English changed but British English stayed the same
C the Americans and British took different words from other languages
D America is a bigger country
4. Noah Webster was_______. D
A an American president B a Spanish farmmer C a British teacher D an American writer
5. Which of the following statements is true?D
A In the future both American English and British English will stay the same.
B In the future American English will change but British English will not.
C In the future British English will change but American English will not.
D In the future both British English and American English will change.
Step 4 Consolidation
Retell the text according to key words:
differences, come about, change, borrow, Noah Webster, spelling, pronunciation
Step 5 Homework
Write a short passage about the differences between British and American English, mainly the reason and some examples of the differences.
The Design of the Blackboard
American English & British English
ⅠDifferences Ⅱ Keywords
a.Meaning: bathroom differences
b. Spelling: color & colour come about
c. Pronunciation: hot change
d. Words: fall & autumn borrow
Noah Webster
spelling
pronunciation
Unit 3
Teaching Aims：
1. Learn and master the following words and expressions:
Adventure simply rafting equipment paddle get away from get close to
2. Train Ss’ reading ability
Teaching Important Points:
1.Improve Ss’ reading ability
2.Enable ss to understand the text better
3.Master the following phrases:
get away from get close to instead of be careful (not )to do sth
Teaching Difficult points:
Master sentence structures
1. Yet there are other reasons why people trave
2.It is done rives and streams where the waster moves quickly
Teaching Methods:
1.Discussion before reading to make Ss interested in travel and adventure travel
2. Fast reading to get a general idea of the text
3. Careful reading toanswerthe detailed questions in the text
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Discussion:
1.Do you like traveling? Why or why not?
2.Where would you most like to travel? Why?
3.What is adventure(冒险) travel?
Step 2 Reading
Today we’ll read a text “adventure travel”and know something about it Read the passage quickly to get the general idea
Para.1 adventure travel
Para2 Hiking
Para3 Rafting
Answer the following questions
1.Why do many people travel?
see other countries visit places that are famous, interesting or beautiful. meet new friends try new kinds of food experience life in other parts of the world get away from cold weather
2.Why do people enjoy hiking?
…get close to nature and take exercise at the same time.
…is easy to do and doesn’t have to be very expensive.
The basic equipment you need for hiking is simple.
…anywhere you like.
3.Why do people enjoy rafting?
…exciting adventure?
…a good way to experience nature?
4.If you want a normal rafting, what should you do?
If you are looking for more excitement, …try whitewater rafting.
5.What should you think about if you want to go for a rafting?
…safety; …good clothes; …learn the basic skills of rafting; such as how to handle the raft, how to paddle and how to…
You should also know how to swim.
…wear a life jacket.
HIKING
1).What is hiking?
2).Why is hiking a kind of adventure travel?
3).Where can you go hiking?
RAFTING
1).What is rafting?
2).Where is rafting done?
3).Why is rafting a kind of adventure travel?
Step 3 Careful reading
Read the text again and fill in the below form
Safety tips for hiking:
1.tell someone your destination 2.Bring some necessities
3.Watch out for possible dangers 4.Take some protectors
Benefits of hiking
1.Fun and exciting 2.Get close to nature 3.Take exercise
Safety tips for rafting
1.Learn some basic rafting skills 2.Know how to swim
3.Wear good and strong clothes 4.Wear a life jacket
Benefits of rafting
1.Give excitement 2.Experience nature 3.Take adventure
Compare hiking and rafting.
Similarities: Both are examples of adventure travel.
*Both take place outdoors.
*Both are fun and exciting.
*Both make people get close to nature.
*Both have safety tips.
Difference:
Places: Hiking : In the mountains,in a forest,along a river,in a city
Rafting : On rivers and streams
Equipment: Hiking : good shoes, clothes,backpack map, water, sunscreen, cell phone, hat, etc.
Rafting: Boat,paddle,good clothes,lifejacket
Cost: Hiking : Inexpensive
Rafting: Somewhat expensive
Skills needed: Hiking: Good walking skills
Rafting :Good rafting and swimming skills
Possible dangers: Hiking: Getting lost,sunburn,poisonous animals or plants,hunger and thirst
Rafting: Hitting rocks, trees,falling into water
Step 4 POST-READING
Choose the correct answers.
1 Adventure travellers want to ______ A
A experience fun and excitement B meet new friends
C try new kinds of food D visit famous sites or beautiful places
2 Hiking is a kind of adventure travel because ______ B
A it is not expensive B it is exciting
C you need a lot of equipment for it D you will often put yourself in danger
3 While hiking or rafting, it is important to think about ______D
A cost B excitement C fun D safety
4 Before you go to rafting, you do not have to _____ D
A learn rafting skills B know how to swim C put on a life jacket D wear leather shoes
5 Which of the following is the most difficult? _____ C
A Normal rafting B Stream rafting C Whitewater rafting D Rock rafting
Unit 4
Teaching Aims：
1.Improve Ss’ reading ability
2.Learn how to organize ideas in a text using “First” “ Next ” “Then ” “Finally ”
3. Master some important words and expressions
Teaching Important Points:
Help ss to understand the passage better
Teaching Difficult points:
How to improve ss’reading ability
Teaching Methods:
1.Discussion to let Ss know something about natural disasters
2.Fast reading to get the general idea
3. Careful reading to help ss understand some detailed information
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Pre-reading
1.What natural disasters do you know? Flood drought typhoon earthquake volcano fire
2.Have you ever experienced a natural disaster?
Can you describe what it was like and how you feel?
Step 2 Fast reading:
1.What were Flora’s first two feelings when she turned around and saw the water coming?
She felt surprised and wondered/frightened
2.Why was Jeff looking for the chimney? Because chimney is the strongest part of the house and he thought it would stand in the flood
Step 3 Careful reading
1.Jeff was waving his arms___________. D
A.to ask flora to look around B.to make Flora think twice
C.to make Flora t hear a loud noise D.to warn Flora of the advancing water
2.Put the following things in right order. B
a.Flora turned around and saw Jeff waving his arms. b.Jeff dragged Flora toward the house.
c.Flora climbed the stairs. d.Flora started crying. e.Jeff opened the hall door.
f.Jeff seized Flora’s arm and told her to run.
g.Flora struggle in the water and managed to get on her feet
A.a,b,g,d,e,f,c B.a,f,b,g,e,c,d C.a,g,e,b,f,c,d D.a,e,c,f,b,g,d
In the garden
Flood: roar/a wall of water/swept down/swallow / wave/cold as ice/ flow
Reaction: Jeff: wave arms/seize/dragged ..towards /pull her up/hold onto a tree /
Flora: struggle / get on her feet / hold hands / fought for life / pull…up
Feelings: surprised / wondering/frightened
On the way to the house
Flood: go down / great roar / flowed around their legs
Reaction: Jeff: shouted / ran to the steps / opened the hall door
Flora: couldn’t move/ran / got to the steps
Feelings: anxious / frightened
Inside the house
Flood: water: wave/like a sea/swept past/wild/ cut down trees /deep / swept away
House: cracking noise /strange sounds/ moved / falling down
Tree: went down / cut down by water
Garden: completely destroyed/swept away
Reaction: Jeff: looked for the chimney
Flora: climbed the stairs / ran upstairs/ listened / started crying.
Feelings: scared / panic / anxious
Next to the chimney
Flood: house: noise/gone down/moved up and down
Chimney: stand like a tower
Reaction: Jeff: found the chimney / saved themselves
Flora:
Feelings: relieved
Step 4 Pairs work:
1.Find out the words and expressions that the writer used to describe the terrible flood.
She heard a loud noise,which……..
There she saw a wall of water……..
The next moment the first wave swept her…….
The water moved up like a sea.
Below,the water swept past the house……
A terrible noise went through the house.
2.Find out the words and expressions that the writer used to describe their struggle.
Step 5 Pro-reading
Work out what the underlined words refer to(指代）
1.Before she could move, she heard a loud noise, which grow to a terrible roar. A loud noise.
2.There she saw a wall of water that was quickly advancing towards her. Behind her
3.She wanted to watch it. A wall of water that was advancing towards her.
4.Flora, whose beautiful hair and dress were all cold and wet, started crying. Flora’s.
5.For some moments both were silent. Jeff and Flora.
Step 6 Discussion
1.Who do you think is braver, Jeff or Flora? Why?
2. How can we rescue ourselves in a flood?
3. How will the disaster change
Jeff and Flora’s future life?
Step 7 Retell the story in your own words with your partner,
using the following words: First…… Next……. Then……. Finally……..
Unit 5
Teaching Aims：
1.Train Ss’reading ability
2.Learn the following words and phrases:
Creat, acript,academy, work on ,take off, cut…in pieces go wrong follow-up win over in the end
Teaching Important Points:
1.How to make Ss understand the reading text better
2.Learn and master the following phrases:
work on ,take off, cut…in pieces ,go wrong ,follow-up, win over, in the end ,owe to
Teaching Difficult points:
1. The differences between the following pairs of words or phrases:
2.be afraid of doing sth / be afraid to do sth ,high/highly
Teaching Methods:
1.Fast reading to get a general idea of the text
2.Question-and-answer activity to get the detailed information in the text
3. Explanation
Teaching Aids: 1. a recorder 2. the blackboard
Teaching Procedures:
Meryl Streep
1.When and where was Meryl Streep born?
2.How did he begin to act in plays?
3.When did she began to act in her first film?
4. What about his family?
Keanu Reeves
1.When and where was Keanu Reeves born?
2.Where did Keanu Reeves grow up?
3.What about the time when he was young?
4. What did make him famous?
INTERVIEWING
Useful expressions
You studied/worked/acted at different…
First…and then… What did you do next?
Finally you found a job as … Later on…
What roles did you act? How long have you been working as…?
Four parts of the text
1.The first part (the first paragraph)
Steven Spielberg is a passionate about film from a very early age.
2.The second part (the second paragraph) –
He could not go to the Film Academy but later his career began to take off.
3.The third part (the next four paragraph) it is about several of Steven Spielberg’s successful films.
4.The forth part (the last paragraph) What Steven Spielberg has said and written.
Reading
Step 1 Lead-in
Do you know who is the director of the two film? Steven Spielberg
Talk about Spielberg.
Do you know the director ?
Do you know something about Spielberg?
Step 2 Read and fill in the chart.
Name Steven Spielberg
Age 57
Gender(性别) male
Year of birth 1946
Place of birth A small town in America
Name of his first film Firelight
Why are these years important for Spielberg?
1946--------- He was born in this year
1958--------- He made his first real film
1959--------- He won a prize for a short film
1962--------- He made a film called Firelight.
1975--------- He made a real blockbuster , Jaws
1982--------- He made another blockbuster, ET.
1993--------- He made the movie , Jurassic Park.
What are the movies about?
1. Jaws(1975) is about a big shark that attacks and eats swimmers.
2. ET(1982) is about a little creature that comes from outer space and wants to go home.
3. Jurassic Park(1993) is about an island where a very rich man keeps all kinds of dinosaurs.
4. Schindler’s List(1993) is about the cruelty of war/a German who saved thousands of Jewish people from being killed in the war.
5. Saving Private Ryan is also about the cruelty of war/an American captain who led his team to search for a soldier named Ryan.
Step 3 Read the text again and then summarize the main idea of each part
Three parts:
Part 1. (1-2) Talking about Spielberg’s earlier works and his live.
Part 2. (3-6) Talking about some of his films. Such as Jaws (1975), Jurassic Park (1993), Saving Private Ryan (1998) and so on.
Part 3. (7) Talking about Spielberg’s career and happy family.
Details for part 1
Childhood:
1946 born in a small town in American
1958 made his first real film
1959 won a prize for a short film
1962 Made his first film named FIRELIGHT
Youth Got a small job at a film and began his career
Details for part 2 & 3
Works: Jaws (1975) E. T. (1982) Jurassic Park(1993) Schindler’s List (1993)
Saving Private Ryan(1198)
Career: now is one of the top directors in the film industry
Family; met his wife when he was working and got married with her after seven years. Now they have seven children and live a very happy life.
Step 4 Ask and answer
1.Why did Spielberg study English instead of film?
Because his grades were not enough to go to the Film Academy.
2.why were people who saw the film Jaws afraid to swim in the sea?
Because they are afraid of the big shark in the sea
3.How important is his family to Spielberg’s career.
Spielberg says that he owes much of his career to his family.
4.What was Spielberg’s dream?
When he was young , his dream was to go to the Film Academy.
5.What is his wife’s name? Cate Capshaw ,a famous actress
6.What have you learnt from reading about Spielberg?
Working hard and believing in your dream will make your dreams come true.
Step 5 Multiple-choice:
1. How old is Steven Spielberg? ( A )
A 57 B 12 C 16 D 49
2. Why couldn’t Steven Spielberg go to the Film Academy as he wished? ( C )
A Because his family was too poor B Because he was too young to be accepted
C Because his grades were too poor D Because he hadn’t got enough experience
3. Which of the following are Steven’s war films? ( B )
A Fire&Jaws B Schindler’s List&Saving Private Ryan
C Jurassic Park&Schindler’s List D Jaws&Jurassic Park
4. This passage mainly tells about______ . ( A )
A Steven Spielberg’s life as a film director B Steven Spielberg’s life as an actor
C Steven Spielberg’s successful films D Steven Spielberg’s family life
Not One Less
Characters: Mr. Gao, Mr. Tian, Minzhi, Huike Some other pupils
Story: This film is about a 13-year-old girl, called Wei Minzhi, who takes care of the village school when the teacher, Mr. Gao, is away for a month. She has to make sure that all the students stay in the school. When one of them – Huike runs away to the city, she follows him and bring him back, together with the people from the TV station.
Comments: Many people like this film not only because the story itself is moving, but also because most of the people in the film use their real names and play themselves
Unit 6
Teaching Aims：
1.Learn some useful words and expressions
2.Train Ss’ reading ability
3. Get Ss to learn about table manners in western countries
Teaching Important Points:
1.Learn and master the folowing useful expressions:
Make a good impression, be close to a little bit ,start with ,keep silent ,ask for ,at table ,all the time ,drink to , too much
2.Help Ss understand the passage better
Teaching Difficult points:
How to help Ss understand the passage exactly ,especially the following sentences;
Teaching Methods:
1.Discussion to compare table manners in China with that in western countries
2.Fast reading and careful reading to understand the passage exactly
Teaching Aids: 1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
Please tranlate this sentence “ Do in Rome as Romans do”into Chinese Today we are going to read a passage about table manners at a dinner party.
Read the text fast and silently, find the answer to the question,
“Which of the following can be found in the text?”
how to place those things./ how to lay the table
Chinese table manners
how some Chinese start eating
the order of dishes
how to cook western food
how to use a napkin
things to pay attention to at dinner table
Step 2 Fast reading
Read the text quickly and summarize the main idea of each part
Part1 (Para1) laying the table and good table manners
Part2 (Para2-5) the order of dishes and good table manners
Part3 (Para6) table manners changing over time and places
Step 3 Careful reading
Read Para.carefully and answer the questions.
1.what can be found on a Western dinner table? What about on a Chinese one?
Is laying the table for a dinner party in Western countries and in China the same?
2. How is the table laid in Western dinner party?
Things found on a Western dinner table
a small plate; a large plate; a napkin; a small basket with a roll of bread; a glass for red wine;
a glass for white wine; a glass for water; two pairs of knives and forks of different sizes; a soup spoon; a dessert spoon
Things found on a Chinese dinner table
a bowl; a Chinese spoon; a pair of chopsticks; a small ornament to rest the chopsticks on; a small tray with a damp cloth; a napkin; a small glass fot spirits, a glass for beer of soft drinks.
How is the table laid ? a small,bread roll,glasses,knivesForks, plate, two spoons, napkin )
How to use the napkin at a western dinner party?
You can take your napkin , unfold it and put it on your lap when you sit down at the table .
Step 4 Read Para2-5 carefully and answer the questions.
1.Please number the follow dishes be served at a dinner party with the right order.
dessert 4 drinks 5 main course 3 starter 1 soup 2
What are good table manners ?
Pray and keep silent for a moment .Then say
“enjoy your meal”to each other and start eating .
Keep the knife in your right hand and the fork
in your left .
Never ask for a second bowl of soup.
Use your fingers when eating chicken or other birds.
Finish eating everything on your plate .
Speak quietly and smile a lot .
Raise your glasses and take only a sip.
Step 5 Read Para6 carefully and answer the questions.
1. What will you do if you are not sure what to do? You can always follow your hosts.
2. Why is it difficult for people to follow good table manners?
Table manners change over Time and places.
Competition
1)You eat with little noise and movement. ( )
2)Use the napkin to wipe the silver or china. ( F )
3)Wait until all dishes are served. ( F )
4)Try every kind of new dish and appear to enjoy it. (F )
5)Bread is taken by a fork. ( F )
6)A soup spoon should be left on the table. ( F )
7)Do not put much food in your mouth at a time. ( )
8)Try not to get your lips greasy when drinking. ( )
9)Do not drop any food on the table cloth. ( )
10)Do not make any noise when you eat. ( )
11)Talk when there is food in your mouth. ( F )
Step 6 Discussion
A friend from Britain named Jack invites you to have a dinner at his home at 7:00 pm.
What will you do if you want to leave a good impression?
Arrive on time . Say thanks and goodbye Follow table manners Knowing the manners will help you make a good impression
Step 7 Summary
1.How do you use forks and knives at the table in Western countries ?
We keep the knife in our right hands and the fork in our left.
2. What table manners does the text tell about ?
How to lay the table How to use forks and knives etc. How to behave to the table.
How to eat. How to toast and drink
Step 8 Useful Expressions:
pay a visit to sb./sth.=Pay sb./sth. a visit 拜访某人/某地
2. make /leave a …impression on sb. 给某人留下……印象
3. be/sit at the table 坐在桌边 at table 在吃饭
be at table 正在吃饭 sit at table 入席,坐下吃饭
4. start with = begin with
5. drink to…=drink a toast to… 为……祝酒,为……干杯
drink (to) one’s health 为某人的健康干杯
e.g. Let’s drink to our friendship. We drank (to) each other’s health.
6. too much much too
e.g. I’m afraid I’ve put you too much trouble. I’m afraid the gift may be much too expensive.
Unit 7
Teaching Aims：
1. Master the following words and expressions:
Restore,replace,recreate, in ruins, under attack, give ,in pieces,bring…back to life ,come true
2.Learn the following sentence patterns:
It is true that…
3. Improve Ss’reading ability
4. Enable ss to be aware of the significance of protecting cultural relics
Teaching Important Points:
How to improve ss’reading ability
Teaching Difficult points:
1.How to grasp the main idea of a paragraph
2.How to help the Ss masterthe use of some useful words and expressions
3. How to enable the Ss to use the sentence patterns correctly.
Teaching Methods:
1. Discussion method to make the Ss understand what they’ve learned in class
2. Pair work or group work to get every student to take part in the teaching-and-learning activities
Teaching Aids:
1.a recoeder 2. the blackboard
Teaching Procedures:
Step 1 Study the title and guess
What is the difference between “A City of Heroes” and “Heroes of a City”?
“A City of Heroes” focuses on (着重；强调)a city, and there are many heroes; while “Heroes of a city” focuses on heroes, who live in a city.
Step 2 Read the text fast and answer:
What makes the city very great?
A. the people of the city. B. the location(位置）of the city. C. the cultural relics of the city.
Step 3 Read the passage again, and find the topic of each paragraph.
Para1: the building of the city.
Para2: the destroying of the city.
Para3: the rebuilding of the city
Para4: the present situation of the city.
Step 4 True or false(P46 Ex.2)
1.The city of St Petersburg was rebuilt by Peter the Great. F
2. The Germans attack St Petersburg a hundred years ago. F
3.A portrait of Peter the Great was destroyed by Germans.
4.It was difficult for the people to rebuild the palaces.
5.Workers and painters used old photographs to help them rebuild the city.
6. St Petersburg will never be as beautiful as it was before. F
Step 5 Answer the following questions:
1.Who built the city? When and where ? Peter the Great Three hundred years ago
2. Who wanted to destroy the city? When? The Germans. In 1941.
3. What damage did they do to the city?
They burned many of the palaces and St Petersburg was almost in ruins: building were destroyed, and paintings and statues lay in pieces on the ground.
4. How long did the attack last? What did the people of the city do?
900 days They never gave up; they tried their best to protect the city
5. After the attack, what did the people of the city do? They rebuilt the city.
6. Was it very hard to finish the work? How did they do it?
Yes. They did it with the help of old paintings and photographs.
Step 6 Read the text carefully and answer the questions of each Paragraph
Paragraph 1
1.By whom was St Petersburg built? The Russian Czar, Peter the Great.
Where and when was St Petersburg built?
In 1703,St Petersburg was built on the banks of the Neva River.
Paragraph 2
Why has the city become an important part of Russian culture and history?
St Petersburg has been the centre of many important events in history. The events is the reason.
Paragraph 3
What is the paragraph about?
Rebuilding the great city was difficult, but the people of St Petersburg succeeded
Paragraph 4
The people of St Petersburg are heroes of the city, why?
Why is the city a city of heroes? (多选题）
A: the events. B: the people of the city C: Czar peter D: the building
Step 7 Summary
St Petersburg:: was builded over 300 years ago on the bank of Nave River
Builder: Peter the Great
Destroyer: the Germans
Protectors: the people of the city
The people of St Petersburg are the modern heroes of Russia.
Peter the Great: 1. the Russian Czar 2. strong, proud, built a new capital city
3. Many new beautiful palaces like something out of a fairytale were built during his lifetime.
the Germans: 1. Tried to destroy the city in 1941 2. Burned many of the palaces as they left
3. St Petersburg was almost in ruins when they left.
the people of the city: 1. never gave in facing the attack by Germans for 900 days.
2. not gave up restoring the city and its cultural relics though it seemed impossible.
3. A lot of work was done on rebuilding the city and its culture though it was very difficul.
Unit 8
Teaching Aims：
1. Imporove the Ss’reading ability fast-reading and reading
2.Enable the Ss to master the new words and expressions , as well as the language points
3. Train the Ss to love and take an active part in the sports
Teaching Important Points:
1. How to improve the Ss’ reading ability
2.How to write a summary
Teaching Difficult points:
1.How to grasp the main idea of a paragraph
2.How to use some useful words and expressions
Teaching Methods:
1.Discussion method to make the Ss understand what they’ve learned better
2.Pair work or group work to get every Ss to take an active part in the teaching-and-learning activities
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
What do the five rings stand for?” Europe Africa America Asia Oceania
1.What is the themes (主题）of the Olympic Games?
The themes of the Olympic Games is the international friendship and world peace.
2.Which team enters the main stadium first, and which team enters last?
The Greek team enters first and the team of the host country enters last.
3. Where is the torch lit? It is lit in Olympia, Greece
Step 2 Fast Reading
When and where were the first Olympic Games in modern times?
Step 4 True or False
1.Both the summer and winter Olympics are held every four years. T
2. The modern Olympic Games began around the year 776 BC.
3. In the old times both men and women were allowed to take part in the Olympics Games.
4. The 27th Olympics were held in Los Angeles.
5. In Barcelona the Chinese team won 16 medals.
6.The 28th Olympic Games will be held in Beijing.
7、The first modern Olympic Games happened in the year 383 AD.( )
8、The Olympic Games were born in Greece.( T )
9、The 24th Summer Olympics were held in Barcelona in Spain.( )
10、Horse-riding is one of the unusual sports in the Olympic Games.( T )
Step 5 Careful Reading
Both the Summer and Winter Olympics are held every four years.
Time City
Atlanta
Sydney, Australia
(Winter Olympics) Salt Lake
Athens
Beijing
Step 6 Reading carefully and fill in the below form
Para2---4 Time Place Competitors Sports
the 1st old Olympics 776 BC Greece Olympia young men
women x (why?) (one item, one day)
the old Olympics running jumping wrestling….
393 AD stopped when Greece came under the rule of the Roman Empire (罗马帝国)
the 1st modern Olympics 1896 Greece Athens 311 (13 countries) many items
the 25th Summer Olympics 1992 Barcelona 8000 (150 countries) 250 (sailing,horse-
riding,shooting)
Step 7 Read Para5 and Listen to the tape
The Olympic motto : “Swifter, Higher, Stronger” “A nation(国家,民族）with a strong body
is the base(基础) upon which a society (社会) can be built into prosperity (繁荣) ”
Para 6: To hold the Olympic Games is a rich prize for a country.
Every country wants to be the sponsor(主办)of the Olympic Games. Why?
much richer ,stronger show national power(国力) famous
carry forward( 弘扬）the spirit of the Olympic Games
Step 8 Read the text again and Summary the main idea of each paragraph
What’s important Olympic events happened/will happen in the following years?
In 776BC: The ancient Olympic Games began
After about the year 393AD: the Olympic Games stopped.
In 1896: The first Olympic Games in modern times happened.
In 2000: The 27th Olympic Games was held in Sydney
In 2008: The 29th Olympic Games will will be held in Beijing
Summary the main idea of each paragraph
The 1st: The Olympic Games are held every four years.
The 2nd: Something about the old Olympic Games.
The 3rd: Something about the Olympics in modern times and the 27th Olympic Games.
The 4th: The Olympic motto and something about the track star: Carl Lewis and the Chinese team in Sydney Olympics.
The 5th: Beijing will host and is making preparations for the 29th Olympic Games.
Step 9 Discussion:
The 29th Olympic Games will be held in Beijing in 2008. What shall we Chinese do for the city? What will Beijing look like at that time?
Integrating skills
Fast reading:
Q1. What does Yao Ming do?
Q2. Why is he so famous?
Detail Reading:
Name : Yao Ming Sex : male Nationality: Chinese
Birthplace: Shanghai, China Date of birth: Sept.12.1980 Weight: 134Kg Height: 2.26m
Job: basketball player Position: centre Club: the Houston Rockets
His parents’ job: famous basketball players
His interest as a young boy: learn to play the world’s most popular games
Unit 9
Teaching Aims：
1. Train the Ss’reading ability
2.Learn and master the following words and phrases
Teenager, press, function ,image ,feature, throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to
Teaching Important Points:
1.Learn and master the following phrases
throughout the world ,more than,add…to, remind sb.about sth,obey the rules,stay in touch with,in case of, at least,according to
2.How to make the Ss understand the text better
Teaching Difficult points:
1.Master the difference between the following phrases: no matter wh-/wh-ever ,in case of/ in case
2.Understand the following sentences
(1) Having a cell phone also makes us feel safer , since we can for help in case of an emergency
(2) Wang Mei is one of many Chinese teenagers who live life on the go and use cell phones
Teaching Methods:
1.Discussion to arouse the Ss’interest in the text
2. Fast reading to let the Ss get the general idea of the text
3. Question-and-answer activity to let the Ss get the detailed information in the text
4. Making sentences to have the Ss master some language points
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
(Show a mobile phone to the students) Answer the following questions
1.Have you ever used a cell phone? Do any of your classmates have cell phones?
Step 2 Read the passage again ,and try to find the main idea of each paragraph
1.Wang Mei is an example of Chinese teenagers who have cell phones.
2.Cell phones can be used for many things.
3.Cell phones also cause problems
4.There are several reasons why teenager like cell phones
5.Wang Mei explains why she likes her cell phone and what she used if for.
Paragraph 1 Enjoy the life on the go
Paragraph 2 New functions are being added
Paragraph 3 Cellphones can not be used in school.
Paragraph 4 Several reasons why teenagers like cellphones.
Paragraph 5 We enjoy the life with cellphones.
The main idea
It discusses the increasing popularity of cellphone in Chinese society. Cellphones are everywhere and have positive and negative effects on our life.
Step 3 Look at the outline of paragraph 2,3 and 4 and try to fill in the blanks
2.Cell phones can be used for many things.
For example: Cell phones are used as cameras, Radios and electronic calendars, and to send E-mail,surf the Internet,play games and enjoy music.
Step 4 Answer the following questions:
1.What does the title “Life on the go” mean?
It means the high pace of modern life and to the fact that portable devices, like cellphones and laptops, are becoming popular.
2. Why do some schools not let students use cellphones?
Cellphones can distract students in class; cellphones may make students spend more time talking on the phone than doing homework
3. Why do teenagers like cellphones so much?
Safety and the cool factor; the desire to be liked by others.etc.
4.Wang Mei says that cellphones are the most useful? Why?
Step 5 Read the text once again, fill in the blanks below:
1. Tell us some functions of cellphones:
Talking to people
Sending messages and images(pictures)
Playing games
Taking photos
Listening to radios and music
Sending e-mail or surfing the Internet
Reminding you about appointments
(3G cellphone)talking to people face to face
2.Cellphones may cause problems,such as:
In school,cellphones may disturb lessons.
Students may spend too much time and money on phone calls.
3. Teenagers like cellphones because …
1. Cellphones help us stay in touch with friends and family.
2. They can call for help in case of an emergency.
3. They think the cellphone is a way to have fun and be cool.
Step 6 Read through the text and tell if the following statements are true or false:
Wang Mei will be back home 10 minutes later. T
We may talk to anyone who also has a cell phone in his pocket. T
Now cell phones can be used as cameras, but not to send email or surf the internet.
Some important days can be reminded about by the earliest cell phones.
Some students disobey the rules and using their phones in the classroom.
John’s parents gave him a cell phone as a Christmas gift, but don’t let him use it in school
Wand Mei calls her best friend at least once a day. T
Unit 10
Teaching Aims：
1. Do some reading to improve the Ss’ reading ability
2.Help the Ss to know that we mustdo what we can to protect the animals and plants around us
3.Learn some useful words and expressions
Teaching Important Points:
1. Improve the Ss’ reading ability
2.Master the use of some important words and expressions
Teaching Difficult points:
How to help the Ss improve their reading ability and help them to know the importance of environmental protection
Teaching Methods:
1. Fast reading and careful reading to get the general idea and detailed information of the passage
2. Discussion and explanation to help the students understand the passage better
3. Listening and reading to improve the Ss’ pronunciation
4．Pairwork and individual work to make every student work in class
Teaching Aids:
1. a recorder 2. the blackboard
Teaching Procedures:
Step 1 Listening
What kind of pollution is it? air pollution
What are the causes? Causes: cars, factories, burning coal and oil
What are the effects? Effect: Human beings and animals can not breathe fresh air any more and may be poisoned.
water pollution
Causes: factories and drainage
Effect: Dead fish everywhere. We can not use and drink the water.
waste pollution
Causes: tourists
Effect: The world around us will be ugly, dirty. We will have a really bad environment.
Step 2 Scanning ( T or F )
1.Human beings always do as they say.
2.It’s late for us to take measures to keep animals and plants from dying out.
3.A species may die out if humans or other animals use too much of a plant or kill too many animals.T
4.Planting a tree is a way to create more space for animals.T
5. We often take good care of ourselves and planet .
6.Since many living things have already died out,we must do something to protect other living things.T
7.Plants and animals will be endangered when they can’t adapt to the change of their habitat.T
8.Plants or animals don’t have to change when a new species comes.
Step 3 Intensive reading
1.Why do animals & plants become endangered?
2.What can we do to protect animals & plants that are being endangered?
Main reasons:
Destruction of human beings.
Introduction of a new species.
Overuse of a plant and over-hunt for animals.
Lack of food.
Pollution.
Main idea of the text.
It’s about why a species becomes endangered and what we can do to protect plants & animals from becoming endangered.
Para 1. Many animals and plants have died out and some others are in danger
Para 2. Why do animals and plants become endangered?
Para.3. What can we do to keep animals and plants from being endangered?
Step 4 Listen to Para 1, answer questions:
1. Who is Steve Jones?
2. What does an environmental expert do?
3. Why should we take care of the planet and ourselves?
Listen to Para2, answer questions:
1. Can you explain what the habitat is like?
2. What will happen if the habitat is changed?
3. Why do some original species become endangered if a new species arrives?
Listen to Para 3, answer questions
1. What can we do to protect the animals and the environment?
2. Is it possible that people would be endangered?
Why do animals and plants become endangered?
Habitats are changed
New species arrive
Resources are overused
Animals are are over killed
Environment is polluted
1. Why is it important to make sure that animals do not die out?
If animals die out, our ecosystems will be destroyed and we human beings will die out, too
2.What can we do to help endangered animals?
We can stop people cutting too many trees, killing animals and polluting rivers. We can tell people to protect from now on.
Step 5 Choose the best answers
1.Steve Jones talks to the group ______. B
A. in a lecture hall of a university B. when he ‘s showing them around a park
C. In a zoo in Birmingham D. In a green park in London
2. The environment in which certain animals or plants are used to living is known as their ______. D
A. land B.species C. Park D. habitat
3. How many reasons does Steve Jones list to show how a species become endangered? A
A.3 B.2 C. 4 D.1
4. In what way nature seems to be cleverer than human beings? A
A. it does not drink. B. it always stays calm. C. it is a better recycler D. it never makes mistakes
5. What does “reduce” means? C
A. we must reduce the amount of food we eat. B. we must smoke less.
C. we must throw away less rubbish. D. we must control the world’s population
6. Which of the following is a way of “respond”?B
A Reply when asked a question B Show others how to protect the environment.
C try not to use harmful things. D Repair things and use them longer.
7. Which can be used as another title for passage 1? C
A. a lecture on the Tour B. Steve Jones
C. The Green park on Birmingham D. Action speak louder than words
8. Which is the best title for passage 2? C
A. Ecosystems B.Air , water and Energy
C.Four ways to care about nature D.Reduce the amount rubbish
Step 6 Discussion:
Think of things you could do to protect the environment. Write a list like Jennifer
Unit 11
Teaching Aims：
1.Train the Ss’ reading ability
2.Improve the Ss’communicating ability
3. Let the Ss know about the different styles of music in the world
Teaching Important Points:
1.Learn and master the following words and phrases
On the radio,in common, combine,variety
2. Improve the Ss’ reading ability and help the Ss understand the passage exactly
Teaching Difficult points:
How to help the Ss further understand the passage and finish the relevant tasks correctly
Teaching Methods:
1.Fast reading and careful reading to train the Ss’reading ability and understand the passage better
2.Discussion to improve the Ss’ability to communicate with each other
Teaching Aids:
1. a recorder 2.the blackboard
Teaching Procedures:
Step 1 Skimming
What is the passage about ? It’s a brief look at some of the exciting musical styles from around the world.
Step 2 Read the passage quickly and answer the following questions
1.How many styles of music does the author write about ? What are they?
Six They are blues, jazz, rock, hip-hop, rap, Latin music
2.Why does the author write this passage?
Because he wants to introduce some of the exciting music styles from around the world.
Step 3 Fast reading
3.Who are the two stars of Latin music mentioned in the passage?
Santana and Ricky Martin.
Step 4 Scanning
Read the passage slowly to get some details and then do the following :
I True or False questions and correcting the error
1.( ) There are only a few styles of music in the world.
2.( ) Blues is a new style of music.
3. ( ) Hip-hop and rap are completely different from blues and rock.
4. ( T ) Santana is a well-known Latin music artist.
5. ( ) Rappers sing the words to their music.
6. ( T ) There are many Spanish-speaking people in both North and South America.
Step 5 Intensive reading
kind Where is it from? Where is it popular?What are their characteristics?Famous singers/stars
Blues African songs US A way for…
Jazz Blues music US
Rock Blues music US
Hip- hop US fast/slow, combine
Rap US speak/“rap”
Latin music South/Latin America US/Spanish-speaking countries SantanaRicky Martin
Step 6 Choose the best answer
1. From Paragraph1 we can infer that___. A
A.There are many more kinds of music all over the world than we can hear on the radio or on TV.
B.There are not many kinds of music all over the world.
c.It is probable that few people like pop music.
D.Most of us probably have our favorite performers,stars or bands
2 .What is the most important characteristic of rap music?____ B
A.It combines other styles of music. B.The way it is sung is very special.
C.It can be fast or slow. D.It has something in common with blues and rock.
3.What do we know about Ricky Martin from the text?_______ D
A.He is popular in Spanish-speaking countries.
B.He is an American but speaks Spanish.
C.He is a rap singer.
D.He is not only well-known in Spanish-speaking countries but all over the world.
4.Where do you think Latin Music will be very much liked according to the text?______ B
A.Where there are many young people.
B.Where there are many Spanish-speaking people live.
C.Where there are many English-speaking people.
D.Where many Africans live.
5. Blues music comes from ________ . C
A. Latin America B. North America C. Africa D. Spain
6. The blues was brought to the US by _______ . B
A. African singers B. African artists C. African Musicians D. African slaves
7. The word “rap” in Paragraph 3 means “_______” . C
A. to sing and dance along with the beat. B. to peak the song words and dance along with the beat.
C. to sing and rap along with the beat. D. to speak the song words and rap along with the beat.
8. According to the passage, which of the following statements is true? D
A.Jazz, rock ,hip - hop , rap and Latin music are new musical styles.
B.Now blues is not popular in the US any more.
C.Hip - hop , rap and Latin music are very popular in the US.
D.Hip - hop and rap are completely the same as blues and rock.
9. In the US, where there are many Spanish – speaking , Latin music is a big part of the culture. The culture here refers to ______. B
A.African culture B. Spanish-speaking people’s culture C. Latin culture D. Spanish culture
Step 7 Post-reading
Listen to the tape and then have a discussion of the following questions:
1.Where does blues music come from?
Blues music came from Africa music that was brought to the United States by slaves.
2. What does the word “rap” mean?
To rap is to speak the words of a song along with the beat.
3. Why is Latin music so popular in the Us? Is it popular in China?
Latin music is popular in America partly because of the fact that the US has a large Spanish-speaking population, but also because of the success of such artists as Santana and Ricky Martin. No, it is not very popular in China.
4. What have you learned from the passage?
Different styles of music make the world more colorful.
Step 8 Find out the topic sentence of each paragraph.
Paragraph1: There is a world of music out there.
Paragraph2 Blues music has a long history
Paragraph3: Today’s American music culture contains many different styles.
Paragraph4: Latin music has spread all over the world
Paragraph5 There is a wide variety of new music to be discovered in every corner of the world.
Unit 12
Teaching Aims：
1.Train the Ss’reading ability
2. Learn and master the following phrases
In trouble, come across, fight against, succeed , share ,believe in
Teaching Important Points:
1. Let the Ss understand the text better
2. Tell the differences among the following phrases
Used to do/be used to do/ be used to doing
Teaching Difficult points:
1. Master the following sentence patterns
(1) make sb./sth +adj.
(2) It is +adj.+to do sth
2.Master sentence pattern
Teaching Methods:
1. Question-and-answer activity to help the students to go through with the whole passage
2. Careful reading to find out the detailed information about the passage
3.Pair work or group work to make every student work in class
Teaching Aids:
1.a recorder 2. the blackboard
Teaching Procedures:
Step 1 Lead-in
Have you seen the film”Harry Potter”? Can you tell us something about the film?
Step 2 Fast reading
Write the letter “T” if the sentence is true. Write “F” if the sentence is false, and then give the right information
1 ( ) Harry Potter is a world-famous writer.
2 ( T ) Harry is a boy with a scar on his forehead.
3 ( ) Harry is very happy before he goes to Hogwarts.
4 ( ) Harry goes to an ordianry school.
5 ( T ) Harry learns a lot about the real world at Hogwarts.
6 ( ) Rowling’s books are about magic and strange creatures, they don’t tell us something about the real world.
Step 3 Read the text again and summary the main idea of each paragraph
Para.1 It is a world of magic and wonders, a world where anything can happen
Para.2 Harry seems like a normal boy , but his life is miserable
Para.3 Hogwarts is an unusual school
Para.4 Harry has to fight against bad wizards and do the right thing
Step 4 Find out the key word of each paragraph as fast as you can. (team match)
JK Rowling , the author of the book and her books
Harry Potter, the hero in the books
Hogwarts , the place where the story happens
Harry’s feeling , which readers share
Step 5 Answer the following questions
1.Why is Harry Potter’s life miserable before he goes to Hogwarts?
Because his parents are dead and the family which he is living with treats him badly.
2.What does Harry learn about himself at Hogwarts?
At Hogwarts, Harry learns the truth about his past, a dark secret that will make his life and his choices more difficult.
3.Why does Rowling use strange creatures in her books?
Rowling uses strange creatures in her books to add to the magic effect of the story.
篇6：《登高》 教案教学设计(人教版高一上册)
一、教学目标：
学生能准确掌握文中的生字词，并能顺利朗读背诵。
学生能理清诗歌的情感线索，领会诗歌的内容。
学生能通过对诗句的鉴赏来把握诗人的思想感情。
教学重难点：
教学重点：诗的诵读与积累。
教学难点：对杜甫诗歌中沉郁风格的理解和领悟。
教学方法及辅助工具：
教学方法：讲授法，诵读法，讨论法
辅助工具：多媒体
课时安排：1课时
教学步骤：
、导入：春天，是万物复苏、鸟语花香的季节，在春天的时候我们喜欢做什么呀？踏春，去感受春天的勃勃生机。而在秋高气爽的时候，人们则喜欢登高望远、饮酒作诗。唐代诗人王维在《九月九日忆山东兄弟》里说道：“独在异乡为异客，每逢佳节倍思亲。遥知兄弟登高处，遍插茱萸少一人。”抒发的是思乡思亲的情感。今天，我们要学习的这首诗也是诗人杜甫在登高时创作的，诗名就叫《登高》。
、背景材料：
杜甫，被后人称为“诗圣”，其诗被称为“诗史”。
这首诗大约作于公元767年，唐代宗大历二年秋（普及一个知识），当时安史之乱已经结束4年，但各地的军阀又在不断混战，抢占地盘。杜甫因战乱而流离到夔（kui）州，此时的他已经56岁，身染重病，为了排解忧愁，又值重阳节之际，因而登高望远，在登高后看到的是深秋的萧条景色，由此想到国家正值战乱，感时伤怀而作。
、解析字词，理顺文章：
渚清沙白：渚，水中小洲；清，洲边的江水清澈；沙白，小洲上的白沙。
翻译：天高风急，猿啸声声似乎蕴含着无限的悲哀，孤洲沙白，只有沙鸥不时地回旋。无边无际的落叶纷纷飘坠，奔腾不息的长江滚滚而来。离家万里，悲叹自己经常漂泊他乡，衰老多病，寒秋中独自登临高台。世事艰难，可恨秋霜凝染了我的双鬓，穷困潦倒，不得不放下这浇愁的酒杯。
、品读课文：
俗话说“读书百遍其义自见”，学习一首古诗，肯定就是要读的，下面就请同学们自由朗读一遍，一定要注意有感情的朗读，把握好节奏。
接着播放一份朗读音频，让学生听。再请同学起来读一遍，最后全班齐读一遍。
、内容品读：
1、同学们刚才都读了这首诗，感觉到诗中一直贯穿着的一种情感是什么？
明确：忧愁、悲伤、孤独等。
诗人在诗中是怎么体现这个“悲”字的？（让学生讨论）
明确：首先体现在所见的深秋景色的悲上。首联和颔联“风急天高猿啸哀，……不尽长江滚滚来”。
首联和颔联中有些什么景物，也就是意象？分别有什么特点？
明确：八种。风，天，猿，渚，沙，鸟，落木，长江。特点是急风，高天，哀猿，清渚，白沙，回鸟，落木萧萧下和长江滚滚来。
这些各具特点的意象是怎么来表现诗人描写的秋景之悲的？
明确：（1）、急风，说明风很大，又是秋天的风，而且还是登高之后感受到的风，我们知道越往高处走，温度就越低，所以这时的风肯定是又冷又大的，这风不仅吹在诗人的身上，更在诗人的心上。
（2）、高天，天高阔远，在茫茫天地之间，诗人更觉得自己渺小，无限悲凉之情涌上心头。
（3）、哀猿，猿的叫声是哀伤的，这更为诗人悲凉的心境更添一层。
（4）、清渚和白沙，清和白都是冷色调，更显环境的冷清和凄凉。这又使得诗人更为悲伤。
（5）、回鸟，因为急风而不断盘旋不能往前飞的一只鸟儿，而且只有一只，它是孤独的，这让作者自己感到了自身的孤独。
（6）、落木萧萧，落木就是落叶，到了秋天，树叶纷纷落下，这意味着生命的终结，从落木中诗人也看到了自己的生命正在走向尽头，由此更显凄凉。
（7）、《论语》中有一句话，逝者如斯夫，不舍昼夜。苏轼在《赤壁赋》中也写到“哀吾生之须臾，羡长江之无穷”，都是在感叹生命的短暂，光阴的易逝。因此在这里也是诗人感叹人生苦短。
这些都是从写景来体现“悲”的。
除了秋景之外，作者还从什么方面来体现“悲”的？
明确：还体现在诗人的遭遇上。集中表现在颈联和尾联。“万里……浊酒杯”。
万里悲秋常作客：离家万里，悲叹自己经常漂泊作客他乡，壮志难酬，处境艰难。
百年多病独登台：诗人孤身一人抱病登台，倍感凄凉。
艰难苦恨繁霜鬓：如何理解“艰难”一词？双重意思，一是指国家要平息**的艰难和自身命运之艰，常年漂泊，生活艰难。
也许有人会说，他难道是神经病吗？连自身的生活都保证不了，还要去关心国家大事，这不就是吃饱了撑的吗？但是这就只是我们普通人的想法，而真正伟大的人就是他这样的，有着忧国忧民的崇高品质，若世间少了这些人，那么我们现在享受到的美好生活就会变得遥不可及。
潦倒新停浊酒杯：自古以来，中国人只要一有烦恼就会借酒浇愁，今天也不例外，而诗人内心苦闷，想要一醉解千愁，可是又以为自己年老多病，不得不戒酒，心中万千思绪无法排解，也就愁上加愁了。
、把握作者情感：
这首诗是由前四句的写景转到后四句的抒情，使之情景交融，作者的情感由“风急……鸟飞回”的孤独到“无边……滚滚来”的沉郁，再到“万里……独登台”的愁苦，最后到“艰难……浊酒杯”的无奈，由此看出全诗的感情基调就是一个字：悲。
（七）、总结：
全诗通过所见的秋江景色，倾诉了诗人长年漂泊、老病孤愁的复杂情感。可以说，这首诗是杜甫对生命的感悟、对时世的艰难、对漂泊的一生、对凄凉的晚景和对未酬的壮志的一个总结。它因其雄浑悲凉的意境、工整齐协的格律而被称为“古今七言律第一”。
、板书：
杨翼菁
[《登高》 教案教学设计(人教版高一上册)]
篇7：高一语文上册教学设计
教学目标：
1.了解希姆博尔斯卡的生平、创作风格和她的作品。
2.理解《底片》的内涵。
3.鉴赏这首诗的艺术手法。
教学中难点：
理解诗歌表达的思想内涵。
教学时间：
1课时。
教学过程：
一、作者简介：
希姆博尔斯卡，即维斯瓦娃·希姆博尔斯卡(Wislawa Szymborska)，1925年7月2日生于波兰波兹南省库尔尼克的布宁村。1931年举家迁居克拉科夫，从此希姆博尔斯卡就一直生活居住在克拉科夫。第二次世界大战期间，希姆博尔斯卡在地下秘密学校完成中学学业，随后在铁路部门工作。1945年波兰解放后，希姆博尔斯卡进入克拉科夫雅盖隆大学攻读波兰语言文学和社会学。同时开始写作，在《波兰日报》的青年副刊《斗争》上发表了她的第一首诗《寻找词句》(1945年)。1952年出版第一部诗集《我们为什么活着》，并于同年被吸收为波兰作家协会会员。
1953年成为《文学生活》周刊的编委，并主持该刊的诗歌部达20多年之久。
1954年出版了她的第二部诗集《询问自己》，并获当年的克拉科夫城市奖。
1956年以后，希姆博尔斯卡相继出版了诗集《呼唤雪人》(1957年)、《盐》(1962年)、《一百种乐趣)(1967年)、《任何情况》(1972年)、《巨大的数字》(1976年)、《桥上的人》(1986年)和《结束和开始》(1993年)。由于希姆博尔斯卡在诗歌创作上的杰出成就，她先后获得了波兰文化部颁发的国家文学二等奖(1963年)，德国的歌德奖(1991年)、赫尔德奖(1995年)。1995年波兹南的密茨凯维支大学还授予她“名誉博士”称号。，希姆博尔斯卡荣获诺贝尔文学奖，授奖词中说她的诗歌“以精确的讽喻揭示了人类现实中若干方面的历史背景和生态规律”。诗人表示，她将把这笔奖金的一半以上用于发展波兰的医疗卫生和文化事业，这对波兰非常重要。
希姆博尔斯卡的诗歌创作可以分为前后两期，前期以《我们为什么活着》和《询问自己》为代表。在这个时期里，她的诗歌揭露了法西斯战争的残暴和罪行，热情歌颂了祖国波兰的复兴和建设。1956年以后，希姆博尔斯卡的诗歌创作进入一个新的阶段，无论是题材、主题，还是形式和风格都发生了较大的变化，呈现出多姿多彩的态势，想象力更为丰富，也更富于哲理性和思辨性。其诗歌主题大多涉及人的生存环境和人与历史的关系、人在历史上和自然环境中的位置等重要问题。自然和动物、科技和发明、爱情与婚姻、贫穷和富裕、欢乐与痛苦……都在她的诗歌中得到了反映。然而作者在描写这些客体时，并不带有强烈的感情色彩，又不完全采取超然的态度，她对所描写的主题既深切关注，又保持了一定的距离。而且往往被自嘲、幽默、讥讽等冲淡和掩盖。在表现手段上，希姆博尔斯卡喜欢采用提问和对话的方式去提出一些极富哲理性的问题，她的诗歌语言也极富个性，往往明白如话而又含义深奥，带有警句和格言的意味，令人回味无穷，从而使她成为波兰当今最杰出的一位女诗人。
希姆博尔斯卡多年来磨练出她独特的诗风，她的诗艺建立在二十世纪诗歌传统和人道主义主流的基础之上，但是，本着一种强烈的个人主义品格，她始终置身于时兴的哲学、美学、文化潮流之外。按张振辉先生的观点，她的诗歌主题有三：一是哲理的思辨，二是对宇宙世界和人类社会的看法，三是日常生活中的事物、情感、见闻，涉及爱情、亲情、友情、命运、时间、生与死、不同个性的人甚至生活中的琐事等等。?
希姆博尔斯卡的诗歌风格清晰、直白、细腻，有人认为属于古典主义。她是驾驭反讽和悖论的高手，她在诗中时常进行的幽默调侃让人难以相信出自女性之手;她早年的诗歌歌颂过法国大革命，歌颂过苏联军队，但很快便向理性的方向转变，转而对普遍意义上的人和世界的深沉思索;在讽世谕世的同时，她也表现了一种广泛的、真挚的爱;她也有深情的一面，只是这种深情由于往往用平实的语言写成，反而容易被人忽视。?
希姆博尔斯卡是一位谦逊的诗人，她认为了解诗人的生平对理解她的作品无所助益，研究诗歌必须从哲学和语言角度入手。所以她从不写自传，不喜欢接受采访，更不愿意向他人吐露私生活。有关她的个人资料公开的非常稀少，给我们的搜寻带来很大困难。
二、这首诗比较难理解，可以让小组讨论，通过学生的争论，从不同角度尝试理解诗的内涵，这是要达到的主要目的。学生很少见到底片的样子，可以用幻灯展示几幅底片，帮助学生理解底片中的形象与真实形象的不同。学生阅读，小组讨论以下问题：
1.《底片》中写了底片和其所反映的真实的事物在哪几个方面的对比?
2.《底片》通过这些对比表达了什么思想?
三、小组交流。老师组织学生按小组发言，小组之间可以争论。让学生了解不同的观点和分析方法。老师及时评价学生的发言，适时提出自己的看法。
1.作者对底片的影像做了准确的描述，指出了底片中的景物和人，她写到了天空、乌云、太阳、樱桃树、花和底片上的人。她特别注意到了底片和其所反映的真实的事物在几个方面的对比：
第一，黑白色的对比。真实世界是五颜六色的，反映到底片中只有黑白两色，这就产生了一种奇妙的效果，既真实又不真实。
第二，左右位置的互换。底片从正面看和反面看，它所反映的影像是一样的，但是左右刚好相反，而看底片的人很难知道哪一面是正确的。
第三，鬼魂与活人的对比。真实世界生动的人物到了底片中，感觉就像鬼魂一样。
2.诗的内涵的理解：
理解一：因为上述这些对比构成的奇妙的感觉，模糊了真实与虚假的界线，将内心的感觉与真实的世界融为一体，所以就有了问候和提问，这也可以看作自己向自己问候和提问。心灵的自我沉思借底片这一独特的客体找到了一种表达的方式。
理解二：是对生活真实性的怀疑。
理解三：现实生活是无法用一种形式准确反映的。
四、师生探讨：《底片》有哪些独特的艺术特点?
本诗的语言明白如话却含义深奥，令人回味无穷。
在表现方法上，本诗采用了白描、独白的方式。
在内容和形式、现象和本质、单一和多样等等方面形成了一种张力，因此富于哲理性和思辨性。
篇8：高一语文上册教学设计
教学目标
1．根据文体特点和语言特色进行诵读。
2．在反复诵读中体会烛之武对国家强烈的责任意识。
3．在把握词义、句义的基础上，体会烛之武的游说艺术。
4．从字音、停顿、语气语调、表情达意等方面总结文言文诵读方法并在诵读中体验。
教学预设
一、引入
ppt:春秋无义战”
1.师讲述：春秋时期诸侯国为了获得自己最大的利益，以强凌弱、攻伐攻伐兼并。这是一个战争频繁的**年代。有一本书比较具体生动地记述了当时诸侯国之间的政治军事斗争，这就是《左传》。（板书）
2.生读注释，解释“传”的含义。
二、诵读
1.大家都感觉文言文学习很困难，今天老师给大家一把解决这个问题的钥匙，那就是：诵读法。
ppt:“先之以高声朗诵，以昌其气；继之以密咏恬吟，以玩其味。二者并进，使古人之声调拂拂然若与我喉舌相习。”——曾国藩《家训》
2.师引起开头段，开头主要是交代背景，叙述语句的朗读中速，语调平缓，若一位老者在向你娓娓的叙述那段历史。
生齐读：（教师点评，从字音、句读、情感上引导）。
3.检查文言词语落实
ppt 1.词类活用：晋军函陵、越国以鄙远、共其乏困、既东封郑、阙秦以利晋
2.古今词义不同：东道主、行李、夫人
3.特殊句式：夫晋，何厌之有？
重点引导：“封”甲骨文封字，像用手培土植树的样子，其本义为培土植树，又有聚土成坟的意思，引申为堆、冢之义。古人封土植树的目的是为了划分田界和疆域，所以封字还有疆界、界域之义。古代帝王把土地或爵位赐给臣子就叫做封，而诸侯或大夫所分得的土地就称为封地、封邑。
4.体味语气
（1）比较阅读：删去 “虚词”
（2）生反复自由读，特别要读出“虚词”的味道。
（3）大家试着揣摩一下这三个说话时的语气，结合句意，从这些虚词中读出了怎样的情感与人物形象？（选择几个有体会的词说说）
参考交流：
佚之狐：“矣”（心情沉重）“必”（ 坚定、胸有成竹）
郑伯：“也”（ 心平气和、引咎自责、情真意切）“然”“焉”（语意转折，以情感人）
烛之武：“犹”“矣”“也”（壮志未酬的伤感、无奈、委屈、牢骚）
（4）在学生表达基础上，教师可作点拨。
（5）分角色读。
三、品读
1.秦晋围郑，郑国的形势怎样？（文本依据）
明确：危在旦夕，国运悬于一线。依据：
“围郑”“晋军函陵，秦军氾南”“夜缒而出”（解释“缒”义）——进一步说明了郑国形势之严重。秦、晋已完全包围了郑国，连城门也打不开了。从侧面衬托烛之武这一形象，突出他的勇敢。
2.大军兵临城下，郑国危若累卵。受命于危难之际的烛之武，不费一兵一卒，不动一刀一枪，却使秦晋盟散约毁。那么，请问：那么烛之武是怎样劝退了秦军的呢？
ppT 烛之武退秦师，在（）加上一个词或短语。
勇退、智退……（板书）
3.活动：清代散文家魏禧少好《左传》，他赞叹“如此辞令，真无一字不妙，无一着不老靠圆密（稳妥可靠，完备周密）”。请你结合具体词句加以印证。
4.示范品读：秦晋围郑，郑既知亡矣。若亡郑而有益于君，敢以烦执事？
先由学生表达，教师适时补充。
ppT批注：（1）站在秦的立场上，替秦的利害着想，自然会引起秦伯的好感，“既”点出郑国自知会灭亡，显现弱势，使之解除戒意，从而为进一步打动秦伯提供了可能。（2）前面的叙述都是先说普，后说秦，而这里，说成“秦晋围郑”， 让秦伯充当郑国命运主宰者的角色，含有对秦伯的恭维之意。（3）“执事”运用敬辞。（4） “若”一词言外之意是：“亡郑”于你并无益处。这是以退为进
板书：以退为进措辞委婉
5.布置学生自主学习任务，老师到学生中间去，随时解答学生问题。
6.交流：
（1）越国以鄙远，君知其难也。焉用亡郑以陪邻？邻之厚，君之薄也。若舍郑以为东道主，行李之往来，共其乏困，君亦无所害。
批注（1）“厚薄”对比，言亡郑有害于秦，这不能不让秦伯动心，秦国当然不会帮助晋国成就霸业而使自己的国力相对削弱。秦与晋的盟约关系动摇。（2）攻郑与友郑的利弊对举，是以利益引诱秦伯了。（3）为秦穆公描绘了一幅美好的图景：秦国的使者出入往来于郑国，郑国热情款待，礼节周到，秦国可以把郑国当作东方一个可靠的盟友，让秦有利可图，得到实惠，这有什么不好呢?（4）君知其难也”，替秦伯作了仔细的盘算，用语熨帖，令人心服。
板书：利弊对举 利益引诱
（2）且君尝为晋君赐矣，许君焦、瑕，朝济而夕设版焉，君之所知也。夫晋，何厌之有？既东封郑，又欲肆其西封，若不阙秦，将焉取之？阙秦以利晋，唯君图之。
批注：（1）进一步引史为鉴,说明晋国曾对秦国过河拆桥，忘恩负义。自然会使穆公顿生“前事不忘，后事之师”的感慨。（2）“且”：况且，递进关系，层层递进，“而”：表承接，强调时间之快，揭示晋的虚伪面目（也可以理解为“转折”）。（3）“夫”，发语词，“那”的意思，表达对晋贪得无厌的反感。（4）“既……又……”“肆”强调了晋的贪得无厌，唯：句首语气词，表示希望，诚恳地提请秦伯定夺。
板书：引史为鉴 层层递进 揭示虚伪
小结：刚才同学们都对文本做了自己的解读，初步感悟了说辞的魅力。烛之武精妙的说辞和周密的言语策略语惊四座、言震天下，真可谓“一言之辩胜于九鼎之宝，三寸之舌强于百万之师。”我们来看看古人的评点。清金圣叹说：“妙在其辞愈委婉，其说愈晓畅。”清林云铭评论说：“烛之武为国起见，说秦之词，句句悚动，有回天之力，其中无限层折，犹短兵接战，不虑秦伯不落其彀（gòu）中也。”
当然，无论说辞多么精妙，无论言语策略多么周密，这一切都必须建立在实情至理的基础上，惟有如此，才能使说辞具有更强的说服力，这一点，《烛之武退秦师》为我们提供了一个很好的典范。（板书：至情至理）
7.朗读指导，生齐读。
四、结语
著名的中语特级教师韩军说过：没有文言，我们找不到回家的路。我们的传统文化我们了解不了，更谈不上继承我们的文化传统并把它发扬光大。他强调中学生一定要多学一些文言文。对此我深信不疑。作为一名中国人，最主要的不是因为我们具有中国籍，更重要的是我们肩负着中国的文化传承的使命，这包括继承我们传统的优秀文化，开拓我们崭新的未来文化。
教学反思
在当前的中学语文课堂教学中，文言文教学如烫手的山芋，摸涅不得。因为在文言文中承载着比较多的内容，有语言文字，也有人文的，要想在一堂课内很好的完成这些任务比较困难，而且有两个问题必须引起重视：一是教师习惯于越“文”讲“言”，强调各种古汉语语法规律，以为总结种种规律便能多快好省的学好文言文，忽视了对教学内容的审美观照；二是学生诵读感悟文本的时间被教师疏解文言字词句所挤占了。由于课堂教学“文”与“言”不能兼顾，以致教学效果严重削弱，这对培养学生的语文素养极为不利。
有鉴于上述情况，如何实施文言文教学呢？我认为文言文教学既要教“言”，也要教“文”，言文兼顾。首先要注重文言文语言教学，着力于必要的文字梳解、语言品味，走出了“重文轻言”的误区；其次要促进学生积淀民族优秀文化，要探究语言文字中的文化信息，挖掘教材文本中的文化因素并实现教学实施中的文化传递，走出“有言无文”的误区；最后要重视反复诵读，模仿练读，想象品读，实现 “文”“言”融合”。我认为张必锟先生提出的“一个转变”和“一个转移”是行之有效的方法。“一个转变”是课堂教学要从教师讲解为主转变为以学生练习诵读为主；“一个转移”是把立足点从讲翻译、谈语法转移到指导学生诵读上来。通过诵读以“文”引言，以言带文，实现“文”“言”两个要素的交融合一。海仙师姐评价我的上课风格是“男人天生的大气和女人自然地细腻”，这或许就是我在文言文教学中所要追求的。
当课堂进入品味烛之武最精彩的劝辞环节时，教室里的空气凝滞了。在试讲的几节课中都在这时出现问题。这是为什么呢？我曾经有过很多改变的策略：小组合作交流、标注关键词，教师引导示范批注但这些做法基本是徒劳。华为师兄的一席话让我惊醒：“教什么呢？指导意见说得很清楚，在朗读中品味劝辞的魅力，因声求气是这一课要教的重点。品味不是本课的教学内容”是呀，我居然没有明白编者把这篇文章放在此处的意图，连教的内容都有问题，还谈什么课堂效率呢？“因声求气”“以读带言”，朗读才是实现文言交融的最佳途径，如此精彩的劝辞脱离了朗读，理性的品析显得多么的枯燥乏味呀！
师傅以他丰富的教学经验指出文言文的处理要做到“文与言的相融相生，文与言的并举”可以用“以文率言”“以言悟文”“因气求声”“以读带文”四种有效的方式。对于师傅的教诲我们要“牢记在脑海里，融化在血液里，落实在行动中”。
【高一语文上册教学设计（通用8篇）】
篇9：高一语文上册教学设计
三维目标
知识与技能
1．感知体会文中浓浓的思乡情。
2．理解本文富有哲理的语言。
过程与方法
3．自主阅读，了解作者的情感，体会文中流露出来的浓浓的思乡情。
4．生能在阅读中发现思考探究问题，展开多方对话，表达阅读感受。
情感态度与价值观
理解家园之思的文化内涵。
教学重点
结合自身的情感体验，培养自主鉴赏散文的能力。
教学难点
揣摩作者饱含感情、富有哲理的语言。
教学课时：一课时
教学过程：
一、导入
同学们，我们一起用心倾听一首思乡的歌曲。【播放满文军的《望乡》】
几度芳草绿几度霜叶红，他乡山也绿他乡水也清。身在他乡的游子依然忍不住回头把故乡眺望。思乡是一曲永恒的歌谣，尽管忧伤，却不改灿烂。尤其是身在异乡他国，这种思念更是刻骨铭心，销魂蚀骨。著名作家韩少功，向我们展示了他的切身之感。
出示学习目标：1、体会作者刻骨铭心的家园之思2、揣摩作者饱含感情，富有哲理的语言。【学习目标】
二、研习文章【回到课题】
1、本文题目叫《我心归去》，作者的心去了哪里？（故乡）
作者写此文时身处何地？（法国；异乡）
法国生活条件不好妈？（雅静奢华）身在法国的心情如何？（冷清，空虚，发疯）如何渲染的？（运用反复的修辞手法，）
他思念的故乡是什么样的？（贫瘠脏乱）
对家乡又是什么心情？（亲切，激动，幸福）
（学生可以自由回答）【板书课文内容，对比】
2、什么力量让他对故乡魂牵梦绕？
学生可以据此再次阅读文章，找出并总结文中重要的句子
参考答案：
故乡让人感到亲切、温馨和激动（场景描写）；
故乡是我们生命的一部分，
有亲人、过去；
有你的血、泪和汗水，
故乡的美中含悲，
故乡意味着我们的付出。【板书课文内容】
3、问题研讨：（每组一题）
①如何理解“故乡有你的血、泪，还有汗水，故乡的美丽总是悲伤的”？
(有曾经的苦难，挫折，拼搏。不是每个人都在故乡留下血、泪，还有汗水的)
篇10：高一上册《鸿门宴》教学设计
第一课时
（一）垓下歌项羽
力拔山兮气盖世，时不利兮骓不逝。
骓不逝兮可奈何，虞兮虞兮奈若何！
提示：拔山，形容力大无比，甚至能把高山拔起来。盖世，气势高昂，可以压倒世上的一切。“逝”，奔驰。
这首楚刺体的诗歌大意是：自命不凡的天子不想承认眼前的现实，他认为这种局面是“时不利兮骓不逝”造成的，并非他的过错。而失败的关键是在历次战斗中一往无前的乌骓今天竞不肯率先冲出重围。他认为乌骓暗示着一切；过去的荣耀、现在的困境和未来的毁灭。最后，他走投无路，只有对勇敢跟随在身边的虞姬哭诉：“我可怎么安排你呀？”
大风歌刘邦
大风起兮云飞扬，威加海内兮归故乡，安得猛士兮守四方。
提示：这首歌是刘邦打败项羽，统一天下后在平定鲸布叛乱回京（长安）途中，转道故乡沛县时所作。流露出他得天下、归故里得沾沾自喜之情和对今后国防的忧心。第一句指包括刘邦在内的群雄在各地纷纷起义，而最终只有他刘邦威望远扬天下。
同为交战双方，为何胜败迥异呢？《鸿门宴》可以让我们窥一斑而知全貌
学习目标
1、了解司马迁与《史记》，了解鸿门宴会的时代背景。
2、了解“鸿门宴”斗争的起因、经过，认识这一斗争的性质，正确评价有关人物。
3、学习作者把人物放在激烈的矛盾冲突中，通过人物的语言、行动展示人物性格特征的写作方法。
4、积累课文中词类活用、古今异义词及其他重点文言字词，能够翻译重点语句。
学习重难点
掌握中古今异义词及其他重点文言字词，能够翻译重点语句
知识衔接
1、作者介绍：
司马迁（约前145～约前90），字子长，西汉著名史学家、文学家、思想家。字子长，夏阳（现在陕西韩城）人。继父职任太史令。因替投降匈奴的李陵辩护，入狱遭宫刑。出狱后任中书令（掌管皇帝机要文件），发愤著书，历尽艰辛，在公元前91年前后完成《史记》。
《史记》是我国第一部纪传体通史，记载了从传说中黄帝到汉武帝三千年间的历史。全书共130篇，含本纪12篇、年表10篇，书8篇，世家30篇，列传70篇。本纪记帝王，世家述诸侯，列传叙人臣，书记礼、乐、音律、历法、天文、封禅、水利、财用。刘向等人都认为此书“善序事理，辩而不华，质而不俚”。《史记》不但具有很高的史学价值，而且具有很高的文学价值，被鲁迅誉之为“史家之绝唱，无韵之《离骚》”。
2、楚汉之争概况简介
楚汉之争，又名楚汉战争、楚汉争霸、楚汉相争、楚汉之战等，即汉元年（公元前2）八月至汉五年十二月（约于前2年初），西楚霸王项羽、汉王刘邦两大集团为争夺政权而进行的一场大规模战争。楚汉之争以项羽败亡，刘邦建立西汉王朝而告终。
鸿门宴，指在公元前206年于秦朝都城咸阳郊外的鸿门（今陕西省西安市临潼区新丰镇鸿门堡村）举行的一次宴会，参与者包括当时两支抗秦军的领袖项羽及刘邦。这次宴会在秦末农民战争及楚汉战争皆发生重要影响，被认为是间接促成项羽败亡以及刘邦成功建立汉朝的原因。后人也常用“鸿门宴”一词比喻不怀好意的宴会。详细记述最早见于“史圣”司马迁的《史记项羽本纪》。后衍生出大量的相关文学作品。
学习过程
一、熟读全文，整体感知（扫清生字障碍）
鸿门宴是个大舞台，谁是演技最高超的演员？谁是演技最不过关的演员？幕后导演又是谁？。
1、根据标题，按照时间顺序，请将文章分为三部分，并用两个字概括三部分的内容，每部分各写了哪些事（提示：人物＋事件）？
三部分内容为：①②③
第一部分事件：
第二部分事件：
第三部分事件：
二、研读第一自然段，完成下列问题。
1、指出下面有下划线的词的意义和用法。
（1）沛公军霸上
（2）沛公欲王关中
（3）此其志不在小
2、解释下面句子中“为”字的意义和用法。
（1）使子婴为相
（2）为击破沛公军
（3）皆为龙虎
3、解释下列句子
（1）未得与项羽相见
（2）沛公左司马曹无伤使人言于项羽曰
（3）范增说项羽曰
（4）财物无所取
（5）沛公居山东时
（6）项羽大怒，曰：“旦日飨士卒，为击破沛公军！”
（7）吾令人望其气，皆为龙虎，成五采，此天子气也。
4、文段分析思考
（1）这一段记叙了几件事？这些事件对情节的展开起什么作用？
共记叙了两件事。第一件事是无伤告密，这是事件的导火索，矛盾挑开。第二件事是范增说羽。范增对形势的判断十分正确，对刘邦的用心了如指掌，劝项羽“急击勿失”，矛盾进一步激化，情节迅速发展。
三、研读第二自然段，完成下列问题。
1、指出下面句子中的通假字。
（1）私见张良，具告以事（2）距关，毋内诸侯
（3）张良出，要项伯（4）愿伯具言臣之不敢倍德也
（5）旦日不可不蚤自来谢项王
2、指出下面有下划线的词的意义和用法。
（1）素善留侯张良
（2）项伯乃夜驰之沛公军
（3）沛公今事有急，亡去不义
（4）秦地可尽王也
（5）君安与项伯有故
（6）项伯杀人，臣活之
（7）吾得兄事之
（8）籍吏民，封府库
3、指出下面“为”字的意义和用法。
（1）臣为韩王送沛公
（2）为之奈何
（3）谁为大王为此计者
（4）君为我呼入
（5）约（为婚姻
4、解释下面句子中“之”字的意义和用法。
（1）项伯乃夜驰之沛公军
（2）为之奈何
（3）项伯杀人，臣活之
（4）备他盗之出入与非常也
（5）愿伯具言臣之不敢倍德也
5、翻译下面句子。
（1）谁为大王此计者？
（2）距关，毋内诸侯，秦地可尽王也。
（3）君为我呼入，吾得兄事之。
（4）吾入关，秋毫不敢有所近，籍吏民封府库，而待将军
（5）所以遣将守关者，备他盗之出入与非常也。
（6）今人有大功而击之，不义也。不如因善遇之。
6、课文第二段写了哪几件事？对故事的发展有什么作用？
写了三件事。第一件事是项伯夜访张良，使紧张的形势出现了转机。第二件事是张良献计。这是情节变化的关键，刘邦被拉过去，为下文替刘邦说情及项庄舞剑时“以身翼蔽沛公”张本，刘邦逐步由被动转为主动。第三件事是项伯劝项羽勿击刘邦。
四、作业布置
1、复习导学案，掌握课文一、二段知识点。
2、自读课文三、四两段，利用工具书自行疏通课文。
第二课时
学习过程
一、研读第三自然段，完成下列问题。
（一）找出下面句子中的通假字
1、令将军与臣有S2、因击沛公于坐（）
（二）、找出下面句中古今异义的词，并加以解释。
（1）沛公奉卮酒为寿，约为婚姻
（2）所以遣将守关者
（3）备他盗之出入与非常也
（4）今将军战河北，臣战河南。
（三）、指出下列句子的类型。
1、将军战河北，臣战河南
2、籍何以至此
3、得复见将军于此
4、亚父者，范增也
5、若属皆且为所虏
6、然不自意能先入关破秦
（四）把下面的句子翻译成现代汉语。
（1）然不自意能先入关破秦，得图将军于此。
（2）范增数目项王，举所佩玉i以示之者三，项王默然不应。
（3）不者，若属皆且为所虏。
（4）君王与沛公饮，军中无以为乐，请以剑舞。
（5）项庄拔剑起舞，项伯亦拔剑起舞，常以身翼蔽沛公，庄不得击。
（五）文段分析思考。
二、研读第四自然段，完成下列问题。
（一）一词多义
意：（1）然不自意能先入关破秦
（2）其意常在沛公也
因：（1）不如因善遇之
（2）项王即日因留沛公与饮
（3）因击沛公于坐
（4）沛公起如厕，因招樊哙出
而：（1）哙拜谢，起，立而饮之
（2）拔剑切而啖之
（3）劳苦而功高如此
（4）而听细说，欲诛有功之人
与：（1）臣请入，与之同命
（2）则与斗卮酒
（3）备他盗出入与非常也
（4）项王即日因留沛公与饮
且：（1）若属皆且为所虏
（2）臣死且不避，卮酒安足辞
（二）解释下面句子中有下划线的词语的意义和用法。
（1）今者项庄拔剑舞
（2）臣请入，与之同命
（3）杀人如不能举，刑人如恐不胜
（4）窃为大王不取也
（三）指出下面句子中有下划线的词语的意义和用法。
（1）范增数目项王
（2）常以身翼蔽沛公
（3）交戟之卫士欲止不内
（4）头发上指，目眦尽裂
（5）刑人如恐不胜
（6）先破秦入咸阳者王之
（7）此亡秦之续耳
（四）把下面的句子译成现代汉语。
（1）臣死且不避，卮酒安足辞！
（2）夫秦王有虎狼之心，杀人如不能举，刑人如恐不胜，天下皆叛之。
（3）此亡秦之续耳，窃为大王不取也！
（五）文段分析思考。
1、这部分共写了几件事？
共写了四件事，即刘邦谢罪，范增举i，项庄舞剑，樊哙闯帐。这些事既反映了刘项双方的矛盾，又反映了刘邦集团能上下一心，共同应对危机。矛盾错综交织，有张有弛，波澜起伏，惊心动魄，扣人心弦。
2、“樊哙闯帐”是故事的高潮。课文从哪几个方面刻画樊哙这一人物的？写“樊哙闯帐”的目的是什么？
语言描写：“此迫矣！臣请入，与之同命。”语句短促急迫，紧张的形势，急迫的心态，忠勇的性格跃然纸上。
行动描写：“带剑拥盾入军门”，“侧其盾以撞，卫士仆地”，“立而饮之”，“拔剑切而啖之”，无所顾忌，无所畏惧，何等英武。
外貌描写：“_目视项王，头发上指，目眦尽裂”，着墨不多，极为传神。
浓墨重彩写樊哙，既衬托了项羽、刘邦，更突出了张良
三、发挥想象，描写《鸿门宴》中范增的心理活动（300字）。
第三课时
学习过程
一、研读第五至七自然段，完成下列问题。
（一）、一词多义
举：（1）举所佩玉i以示之者三
（2）杀人如不能举
谢：（1）旦日不可不蚤自来谢项王
（2）哙拜谢
（3）乃令张良留谢
（4）张良入谢
辞：（1）大礼不辞小让
（2）卮酒安足辞
（3）我为鱼肉，何辞为
（二）、指出下面有下划线的词语的意义和用法。
1、与樊哙、夏侯婴、靳强、纪信等四人持剑盾步走
2、道芷阳间行
3、沛公已去，间至军中
4、拔剑撞而破之
（三）、指出下列句子的类型。
1、大王来何操
2、我持白璧一双
3、沛公安在
4、如今人为刀俎，我为鱼肉
（四）、解释下面句子中有下划线的词语的意思。
1、公为我献之
2、相去四十里
3、沛公则置车骑
4、度我至军中，公乃入
5、沛公不胜杯杓
（五）把下面的句子翻译成现代汉语。
1、大行不顾细谨，大礼不辞小让。如今人方为刀俎，我为鱼肉，何辞为？
2、沛公不胜杯杓，不能辞。谨使臣良奉白璧一双，再拜献大王足下。
（六）下列句子中包含的'成语分别是什么？并解释
（1）吾入关，秋毫不敢有所近。
（2）庄拔剑起舞。项伯亦拔剑起舞，常以身翼蔽沛公，庄不得击。
（3）如今人方为刀俎，我为鱼肉。
（4）劳苦而功高如此，未有封侯之赏。
（七）文段分析思考
这部分共写了几件事？
这部分共写了三件事，即刘邦脱身逃走，张良入谢，刘邦诛杀内奸。
二、人物形象分析
（一）、项羽、刘邦的性格特点是什么？请作以分析。
（二）、张良、范增是两个什么样的人物？他们在“鸿门宴”处于什么地位？
（三）、如何评价项羽这个人物？（自主交流3分钟，言之成理即可）
六、拓展阅读
项羽何以输给刘邦？
项羽是贵族后代，是力能扛鼎的西楚霸王；刘邦是沛县小混混，是平头百姓一个。然而，两个人较量的结局是：刘邦知人善任，麾下群臣才华横溢，他们君臣携手，同心同德，最终打败了兵多将广、不可一世的项羽。作为对手，项羽完全未能意识到刘邦的强大。他孤傲自负、刚愎自用，一意孤行，一错再错，终于兵败垓下，自刎于乌江。那么，究竟是哪些个人因素造就了刘邦和项羽全然不同的命运和结局呢？
身世魅力相差悬殊
刘邦战胜项羽，常常让人觉得匪夷所思，不可思议。因为就家庭背景，集团力量和个人魅力而言，刘邦和项羽都是不可同日而语的。很多人觉得这个刘邦怎么会战胜项羽呢？项羽是个贵族，是个英雄；刘邦是个贫民，是个流氓。项羽的出身是相当高贵的，他的祖父叫项燕，是楚国名将，但到了项羽父亲他们这一代，这个家族就开始破落了――项羽早年追随叔叔项梁逃难逃到吴中，就是现在江苏省苏州市的吴县一带。不过破落，那也还是贵族，和刘邦不一样，刘邦是没有名也没有字的，他被唤做刘季，就是刘小的意思；项羽可是正儿八经有名字的，叫做项籍，也是有字的，叫项羽，也字子羽。总的来说，项羽的能力还是很强的，而且他非常勇敢。楚汉战争当中有一次出现这么一个情况，刘邦手下有一个神箭手叫楼烦，两军对垒的时候，刘邦就让这个楼烦站在阵前，项羽那边出来一个人，楼烦一箭就把他给射死了；再出来一个人，楼顶一箭又把他给射死了，连连射死了好多位项羽的兵将。项羽大怒，自己出来了，出来以后往那儿一站，大吼一声，楼烦被吓得屁滚尿流，调头就跑，跑进军营当中再也不敢出来了。所以项羽这个人的个人魅力是没的说。所以在灭秦和楚汉战争中，项羽几乎是战必胜，攻必克。那刘邦会干什么呢？刘邦的本事还是司马迁说的那四个字：好酒及色――喜欢酒色就是他的本事。在整个灭秦和楚汉战争中，没有一座城池是刘邦攻下来的，没有一个计谋是刘邦策划的，没有一场战争是刘邦指挥的。刘邦的本事只有一句话――为之奈何？问张良，问陈平，问韩信，我该怎么办啊？
性格决定命运
但是，我们如果冷静地做一个分析，就会发现刘邦的胜利是有道理的。刘邦和项羽两个人有着完全不同的性格，正是这些性格的差别决定了他们的成败和命运。
刘邦和项羽的第一点不同是：刘邦志向远大，项羽鼠目寸光。这一点我们可以通过他们在胜利面前表现出的心态来证明。秦二世三年的十月，刘邦攻进了关中，后来项羽也进入了咸阳，他们获得了推翻秦王朝的胜利。在这场胜利面前，刘邦和项羽的表现完全不同。刘邦不杀子婴，约法三章，不受犒赏，秋毫无犯，而且退出秦王宫，还军霸上。这是一个了不得的举动，这个举动的意义范增看出来了。范增对项羽说，项王，刘邦这个人可不能小看，据臣所知，刘邦原来在沛县的时候是喜欢钱财、喜欢酒肉、喜欢女人的人，现在这样一个人来到秦皇宫看见数不尽的金银财宝和美女珍馐居然不动声色、秋毫无犯，他有这么大的克制力，其志不在小，他的志向一定是很大的――他能够把这些东西都不放在眼里了，这个人是绝不可以小看的。但项羽听不进去，刘邦嘛，他有什么了不起？他其志不小又能怎么样？
项羽自己是怎么做的呢？杀子婴，烧宫室，屠咸阳……项羽做得很不好的一件事，就是他每攻下一座城池就屠城，史书上的记载是4个字：城无遗类。就是说项羽他把一个城攻下以后，这个城里面就没有活口了，那肯定是连妇女儿童都在屠杀之列了，而且项羽一把火烧掉了秦王朝的皇宫，这样做是不得人心的，项羽完全不动脑筋，就这么做了。做完以后，有人就出来劝说项羽，说咸阳这个地方是帝王之都，如果您想称皇称帝的话，应该定都咸阳。但是，这个时候秦的皇宫已经被项羽烧光了，也没地方住了，项羽又一门心思想回家去，回他的老家去。于是就说了这样的话：“富贵而不还乡，如衣锦夜行。”什么叫做衣锦夜行呢？就是穿着漂亮的衣服在黑咕隆咚的晚上走，谁看得见呢？应该穿上漂亮的衣服回家乡去，这个叫做衣锦还乡――“衣锦夜行”、“衣锦还乡”这两个成语就是从这儿出来的。
那么，我们再来看看他们在挫折面前的表现，这是刘邦和项羽不同的第二点。在失败面前，刘邦冷静沉着，项羽狂暴浮躁。楚汉战争当中有这么一件事情，就是两军处于对峙状态的时候，项羽攻刘邦久攻不下，就在军前架起了一口大锅，把刘邦的父亲刘太公五花大绑地推到了阵前，然后喊话，刘邦，你再不投降，我就把你爸下油锅了！刘邦怎么说呢？他不紧不慢地说，呵呵，项老弟，别忘了，我们两个在怀王手下的时候有个什么约定呢？咱俩是约为兄弟，咱俩既然是兄弟的，我爸就是你爸。你要是打算把咱们的爸爸煮了，别忘了给哥哥留碗肉汤喝！项羽没办法：下不了手。实际上项羽这个时候已经出了一个下策：你跟人家打仗打不过，就把人家的爸爸放到锅里去煮，这是种流氓手段，而项羽本身是一个贵族，一个贵族使用流氓手段，这就是下策，何况你的对手就是个流氓，你一个贵族使用流氓手段来对付流氓，你对付得了吗？所以我想，当时的这个情况，一定是项羽一肚子窝囊气，而刘邦是一副嬉皮笑脸的神情――我是流氓我怕谁――从心理上你项羽没有战胜人家刘邦。
当然，项羽这个人物的形象很具审美性，很帅也很酷，很好看的，但是没有用啊！在挫折面前，项羽表现出来的是心浮气躁，而不是镇定自若，由此可以证明项羽不是一个好的统帅。
以上说的是做事，再说做人。
在做人方面，刘邦和项羽有什么区别呢？刘邦豁达大度，项羽气量狭窄，这是他们两人的第三点不同。刘邦这个人你别看他没文化，你别看他大老粗，但他的肚量是很大的，敢作敢为，肯豁得出去。刘邦年轻的时候不是当泗水亭长吗？当时上面派给他一个任务，就是让他押送一批犯人到某个地方去。刘邦押着这些人走着走着，一不小心跑掉一个，走着走着，一不小心又跑掉一个，走到半路上，刘邦一算，跑了几个了，想想等走到目的地，恐怕犯人就该跑光了。你说刘邦该怎么办？刘邦是备下酒肉请这些囚犯们大吃大喝一顿，然后用剑把捆绑他们的绳子都解开，说，你们现在干脆都跑光了算了，我也跑算了。结果怎么样呢？有些人跑了，有些人不跑，留下来的人说，我们干脆跟着你干吧。这是说刘邦能豁得出去，我们说：“豁出去了豁出去了”，豁出去就能“了”。凡是成大业成大事的人，一定是能豁得出去的。
到了楚汉战争的最后关头，刘邦的军队已经打到了楚国境内，准备和项羽在垓下会战，这时韩信按兵不动，彭越按兵不动，英布也按兵不动。刘邦约定他们一起来合围，他们就是不动身。这时候刘邦就问张良，说，子房啊，看来这个天下也不是哪一个人的，我准备胜利以后把天下给分了，你看分给哪些人比较合适呢？张良说，一个彭越，一个英布，一个韩信。彭越和英布本来是在楚汉之间摇摆的，现在倾向于汉，韩信本来是你手下的，现在他独当一面。如果你愿意把土地分给他们的话，他们一定会南下来帮助你合围项羽的。刘邦说，好，行，就这么跟他们约定了，胜利以后什么什么地方给谁，什么什么地方给谁，给了给了，都给他们，不在乎。结果这几支军队全都来了，把项羽团团围住，予以消灭――这是刘邦的大度。
项羽呢？他为人小气。韩信就说，项王这个人婆婆妈妈的，我们将士如果有谁受了伤，他会亲自拎着饭篮到医院去探视，流着眼泪拉着你的手，说长道短。可是我们有了战功，他要封一个官爵，一颗印捏在手上，磨过来磨过去，直到方的变成圆的，他都不给人――这是项羽的小气。
刘邦和项羽的第四点不同，是刘邦心狠手辣，而项羽儿女情长。刘邦这个人心是比较狠的，我们曾经讲过，他在逃避的过程中曾三次把自己的儿子和女儿扔下车子，只顾自己逃命。他身边的人，一旦怀疑到谁，他可能不顾一切地就要把他杀掉。刘邦晚年有一件事情，就是他病了以后，突然怀疑起樊哙来了。照说樊哙是最不可能被怀疑的，樊哙是吕后的妹夫，跟刘邦两个的关系用北方人的话说叫“担儿挑”。而且在鸿门宴的时候，是樊哙挺身而出才救了刘邦一条命――连樊哙这样的人他也怀疑。刘邦他突然就觉得，樊哙就是巴不得我死，于是他下了一道命令，交给陈平：“平至军中，立斩哙头。”――陈平你拿着我的命令到军队里去，立马就给我把樊哙的脑袋砍下来。这个事情最后没做成，因为后来刘邦死了，陈平到了樊哙军中的时候也觉得这个事情不能干，樊哙毕竟是吕后的妹夫，同时也是功臣，哪是随便好杀的！但这说明什么？说明刘邦这个人狠起来他是真能下手的。
相反，项羽这个人就是显得太过儿女情长了。在楚汉战争的最后关头，当项羽被刘邦他们团团围住的时候，居然无心作战，就坐在自己的军账中，也不再考虑接下来的战争该如何进行，就惦记着两件事情：一个是他的宝马，一个是他的美人――他的乌骓马，他的虞姬，该怎么办？于是他在帐篷里点起火把，设下酒宴，又把虞姬请出来，自己拔剑起舞，咏歌：“力拔山兮气盖世，时不利兮骓不逝，骓不逝兮可奈何，虞兮虞兮奈若何。”什么意思呢？说小虞呀小虞啊，我可拿你怎么办啊？项羽唱着唱着流下眼泪，随从们都不敢抬头看，不敢仰视。一个将军，一个统帅，一个霸王，在战争的最后关头想到的不是天下，不是战争，不是事业，是宝马和美人，确实是太儿女情长了。项羽的这个性格博得了后世无限的同情，项羽这个人实在是太有人情味了，太招女孩子爱了，恐怕当时的女孩子们听到这个消息都会发出“嫁人要嫁项羽”这样的话了。
这是一个英雄的时代，是一个英雄辈出的时代。刘邦是英雄，项羽是英雄，韩信是英雄，张良、陈平、萧何、樊哙、这些人也都是英雄。只不过他们是不同的英雄而已；项羽是本色英雄，他所表现的是自己的英雄本色，是没有遮掩顾忌、不计利害成败地把它表现出来，因此在“成者王败者寇”这样一种历史传统中，项羽依然能得到人们的凭吊和同情。刘邦是时势造出来的英雄，他顺应了时代的潮流，完成了时代赋予他的历史使命，并通过不断地学习使得自己在这个过程中成为一个英雄。
篇11：高一上册历史教学设计
一、教学目标
1、掌握《南京条约》及其附件。
2、使学生认识到鸦片战争是中国遭受外国资本主义奴役的起点，它使中国由封建社会开始沦为半殖民地半封建社会。
二、重难点
1、中英《南京条约》及其附件的主要内容是重点。
2、条约对中国社会的影响，对一些专有名词的理解和把握是难点。
三、教学过程
导入：利用“洋火”等日常词汇，引起学生的注意。分析中国社会如何打开国门引入西方科技。
鸦片战争的原因：
直接原因:林则徐虎门硝烟引起英国不满
根本原因:英国企图打开中国市场,倾销产品,掠夺原料,把中国沦为其殖民地
鸦片战争过程：
1、1840、6-1841、1(定海、大沽、广东战事;所谓《穿鼻草约》;英军强占香港岛)
2、1841、1-1841、5(广东战事;《广州和约》;三元里抗英)
3、1841、8-1842、8(厦门、浙东、长江战事)
战争失败原因：
1、清朝社会制度的腐朽和经济、科技的落后。清王朝处于封建制度的衰败时期，政治昏暗，各种矛盾加剧，传统的自给自足的自然经济的禁锢，使得社会生产力低下，科学技术落后，财政拮据，军备废弛，武器低劣，封建统治自身已陷入严重危机，连其本阶级的有识士都感到面临“末世”，在这种情况下，御外必然受到很大限制。
2、统治集团昏庸。“时代呼唤巨人，上台的却是侏儒。”鸦片战争当中，清政府各级决策者错误频出，上层指挥简单低效，各级官员欺上瞒下，导致不知己不知彼，对战局应变低效。两年的战争过程中，同样的决策错误在各地重复上演。这既是由于清政府的所致，也是清政府的具体表现。正是在清朝统治集团的这种状况下，英国方面的优势才得以显示和发挥出来。
南京条约的内容：
1.宣布结束战争。两国关系由战争状态进入和平状态。
2.清朝政府开放广州、厦门、福州、宁波、上海等五处为通商口岸(史称“五口通商”)，准许英国派驻领事，准许英商及其家属自由居住。
3.赔款。清政府向英国赔款2100万银元，其中600万银元赔偿被焚鸦片，1200万银元赔偿英费，300万银元偿还商人债务。其款分4年交纳清楚，倘未能按期交足，则酌定每年百元应加利息5银元。中国向英国共赔偿二千一百万西班牙银元(一个赔款以“银元”为单位的不平等条约)。
4.割地。割香港岛给英国英军撤出南京、定海等处江面和岛屿。
5.废除清政府原有的公行自主贸易制度，准许英商与华商自由贸易。
南京条约影响：
社会性质的变化。条约签订前，中国是一个经济上自主的国家，自给自足的封建经济占着统治地位;条约签订后，中国领土、领海、司法等主权遭破坏。外国侵略者利用侵略特权，疯狂向中国倾销商品和掠夺原料，逐渐把中国市场卷入世界资本主义市场，中国自给自足的封建经济逐步解体。中国开始沦为半殖民地半封建社会。
社会主要矛盾的变化。社会的主要矛盾，由地主阶级和农民阶级的矛盾，开始转变为外国资本主义和中华民族的矛盾，封建主义和人民大众的矛盾;而外国资本主义和中华民族的矛盾，成为各种社会矛盾中最主要的矛盾。
3、社会革命任务(革命对象)的变化。条约签订后，中国人民肩负起反对外国资本主义侵略和反对本国封建统治的双重革命任务。中国从此进入了旧民主主义革命时期。
四、板书设计
第二节鸦片战争的影响
一、中英《南京条约》
1.中英《南京条约》
2.中英《五口通商章程》和《虎门条约》
二、中美《望厦条约》和中法《黄埔条约》
三、鸦片战争的影响
1.中国社会性质的变化
2.中国社会主要矛盾的变化
3.中国革命任务的变化
篇12：高一上册历史教学设计
教材分析：
本课内容主要包括三部分：“柯立芝繁荣”、冲击资本主义的大危机、意义深远的新政。
学习本课的目的主要在于使学生对资本主义世界经济危机以及罗斯福新政有比较全面而清晰的认识。1929—1933年经济危机不仅仅是资本主义世界在经济上的一次重大危机，也是整个资本主义制度的一场危机，对世界各国，特别是资本主义国家的经济、政治以及国际局势产生了重大影响，推动了世界整体性发展进程。而罗斯福新政则避免了美国经济的彻底崩溃，不仅保存巩固了美国的资产阶级民主制度，而且开创了国家大规模干预经济发展的新模式，为西方资本主义的发展树立了典范。所以本课在世界现代占有重要的地位。
学情分析：学生对经济危机和罗斯福新政等世界史内容接触较少，需借助更多的史料帮助学生理解分析历史现象和历史事件。
教学方法：直观教学法。针对本课中难度较大的问题，通过引导学生阅读多种形式的历
史资料，帮助学生认识历史现象，客观地去评价历史事件。
学习方法：自主研习、小组合作探究
教学目标：
知识目标：归纳1929—1933年资本主义世界经济危机特点和影响。
归纳罗斯福新政措施、效果，探究“新政”特点和影响、充分理解国家干预经济的政策对西方发展的影响。
能力目标:培养学生通过阅读课内外多种史料获取历史信息、认识历史现象、
分析探究历史问题的能力。
情感态度与价值观：学习罗斯福身残志坚、自强不息和勇于面对危机克服困难的精神。
认识到经济危机是资本主义的不治之症，只要资本主义制度存在，经济危机就不可避免。
重点：1929—1933年资本主义经济危机影响。罗斯福新政措施和影响
难点：全面客观地认识罗斯福新政
教学过程：
一.【导入新课】播放CCTV公益广告《读书-主持人篇》视频，
【教师活动】阅读可以提升我们的品味和文化素养。同样阅读丰富的史料也可以帮助我们认识历史现象，解决历史问题。今天我们大家一起以阅读课的方式来学习一下《罗斯福新政》。
大家跟老师一起迅速浏览课本，看一下共包括哪三个子目：
【师生共读】1.“柯立芝繁荣”;2.冲击资本主义的大危机3.意义深远的新政。
【投影展示】学习目标和重难点(略)
二.【新课探究】
(一)自主研习
1.自读课本33页小字回答：柯立芝繁荣的背后隐藏着什么矛盾?
2.自读课本33--34页内容归纳1929—1933年经济危机的特点。
3.自读课本35--36页内容归纳罗斯福新政涉及的领域、措施、影响。
(二)自学检测、合作探究、教师点拨强调
【教师引导】一战后，国际环境相对稳定，资本主义经济也出现了一度繁荣，历称为“柯立芝繁荣”，那么繁荣的背后隐藏着什么矛盾呢?
【投影展示】自学检测一：柯立芝繁荣的背后隐藏着什么矛盾?
【学生回答】略
【教师引导】生产的相对过剩，造成产品大量积压，最终引发了股票狂跌，企业倒闭、一些大股东瞬间变得一无所有【投影展示】资料和漫画
【教师引导】这样1929.10.24一场空前严重的经济危机就在美国爆发了，那么这场危机具有哪些特点呢?
【投影展示】自学检测二：归纳1929—1933年经济危机的特点。
【学生回答】学生根据材料分析说明
【教师引导】这场爆发于美国的经济危机迅速波及全球，对世界各国，特别是资本主义国家产生了重大影响，下面大家阅读以下史料探究”经济危机的影响”
【投影展示】反映经济危机影响的历史资料
【学生活动】学生根据材料从经济、政治、国际关系角度说明“经济危机的影响”
【教师引导】这次经济危机对资本主义经济、政治，乃至国际关系都产生了深远的影响。在这次经济危机中受害的是美国，灾难中的美国此时迎来了第32届总统大选。胡佛和罗斯福成为美国总统的候选人，下面大家共同读他们的竞选主题，
【投影展示】胡佛和罗斯福竞选画面和竞选主题
【学生活动】学生读竞选主题
【教师引导】假如你是美国的民众，你将把宝贵的一票投给谁呢?
【学生活动】投票
【教师引导】下面我们就加一个小插曲，【投影展示罗斯福的生平】据此阐述一下罗斯福最让你敬佩的地方在哪?
【学生自由发言】(略)
【教师引导】下面我们通过材料来了解一下罗斯福执政时遇到了那些棘手的问题?
罗斯福总统又是怎么解决的呢?
【投影展示】危机中美国面临的种.种问题和罗斯福新政的措施，
【教师引导】通过这些措施我们共同归纳一下罗斯福新政的特点。
【学生活动】小组讨论
【教师强调】新政的特点就在”在它抛弃了美国信奉的传统的“自由放任”政策，通过立法手段加强了国家对经济的全面干预，最后使美国成功渡过了危机。
【教师引导】下面我们通过材料来共同了解一下新政后的美国，归纳一下“新政的影响”
【投影展示】新政后美国社会发展的资料
【学生活动】合作探究根据材料从经济、政治、资本主义发展角度归纳新政效果。
【教师引导】新政的效果大家有目共睹，新政不仅挽救了美国，而且使资产阶级民主制度得以保存，更重要他开创的国家干预经济发展的新模式在二战后被资本主义国家广泛推广，迎来了资本主义发展的又一个黄金时期。就此能否新政“完美无缺”呢?我们又应该如何全面客观地认识‘罗斯福新政’呢?
(三)师生交流园、拓展延伸
【投影展示】
从来在美国没有另外一个人比我对于资本主义制度的私人企业、私有财产和私人利润有更坚强的信仰……当这个私人利润和自由企业制度面临到毁灭边缘的时候，是这个政府(即罗斯福政府)挽救了它。——罗斯福
作为一个国家，我们拒绝了任何彻底的革命计划。为了永远地纠正我们经济制度中的严重缺点，我们依靠的是旧民主秩序的新应用。——罗斯福
【教师引导】问题1.新政有没有改变资本主义私有制?
如何理解“新政依靠的是旧民主秩序的新应用”
2.新政能不能从根本上消除经济危机?
3.罗斯福新政的实质是什么?
【投影展示】全面客观评价罗斯福新政资料
【教师引导】目前我国改革不断深化发展，改革任重而道远，我们从成功的改革案例中用应该吸取哪些经验呢?
三.以史为鉴：改革路上的探索
【投影展示】列宁新经济策：——借鉴资本主义“市场经济”探索社会主义道路
罗斯福新政：——借鉴社会主义“计划经济”，加强国家对经济的干预和指导
【教师点拨】启示：开拓国际视野，相互学习、相互借鉴、不断发展进步，走适合本国国情的道路。
【教师引导】本节课我们利用大量的可内外资料探究了“罗斯福新政”的重点知识，下面大家根据老师提供的知识结构梳理一下本课内容，以便帮助我们构建一个整体的知识结构。
四.知识梳理、课堂小结
【投影展示】学生根据板书自行梳理知识结构
篇13：unit 1 phrases(人教版高一英语上册教案教学设计)
Phrases:
1. the then director of the Guiness Brewery
2. settle an argument
3. conclude that-clause
make/draw a conclusion
4. be popular with
5. hire sb to do sth
=employ sb to do sth
6. ever since
7. send in
8. set down the records
9. keep track of
10. in other ways
11. sth be put into different categories
12. amazing feats
13. live to be 100 years
14. reach a length of 10 meters
15. 10 meters long
16. blance a thing weighing 100 kilogrammes on his head
17. with an area of about 10 hectares
18. the most remote city
19. celebrate Hong Kong’s return to China
20. stand out
stand for
21.a moving life story
22.the fastest average speed
23.Impressive as the record is, it fades next to the story of Armstrong’s struggle against disease.
24.the then No.1 cyclist in the world
25.be diagnosed with cancer
26.mean the end of one’s career
27.go on to do sth
28.six years in a row
three times in a row
29.the same … that…
the same … as…
eg. This is the same pen as I lost.这只笔跟我丢的那只一样。
This is the same pen that I lost.这是我丢的那只笔。
30.lead sb to do sth导致/带领/使某人做某事
31.in the first place
32.be entertained by…
33.deeds and facts
34.be out to do sth 决心/企图做
35.make for interesting reading算的上是有趣的读物
make for good health对健康有好处
36.set a record创下一个记录
37.be dangerous to sb
38.contact sb
39.if all goes well,…
40.apply for the record
apply to sb for the job
41.inspect your attempt
42.a world record holder
43.try new tricks 尝试新的花样滑板
44.on the park’s skating ramp 在公园溜冰场
45.head down to sp 朝某地方走去
head for sp 前往某地方
46.hang ten玩滑板
47.a skilful skateboarder
48.give sb one’s permission
49.hold a grand opening 举行一个盛大的开幕式
50.see what it was all about 看个究竟
51.be around
52.sb be familiar with sth
sth be familiar to sb
53.be willing to do sth
54.overcome one’s fears
55.certer on
56.have fun
It is fun for sb to do sth 对于某人来说做某事是有趣的
57.fly through the air 在空中穿梭
58.wear helmet
59.enjor every minute 每分钟都很开心
60.a strong feeling of friendship
61.start a club 创办一个俱乐部
62.a new generation of sports 新一代的运动项目
Unit 1
1. 胡须；络腮胡子(n) 44.首先；第一；原先(p)
2. 钢丝(n) 45.突然猛烈地发出(p)
3. 八字胡(n) 46.将某人当中心(p)
4. 结束时说；达成；结束(v) 47.专心致志于(p)
5. 运动员的；体格健壮的(a)
6. 叙述；帐目；帐户(n)
7. 合适的；恰当的(a)
8. 长度；长(n)
9. 检查；视察(v)
10. 证实，确认(v)
11. 证明书(n)
12. 逐渐的；渐变的(a)
13. 空白；空隙(n)
14. 吸引；俘获；占领(v)
15. 熟悉的(a)
16. 因素；要素(n)
17. 头盔；安全帽(n)
18. 精力充沛的；充满活力的(a)
19. 外向的；爽直的(a)
20. 小心的；谨慎的(a)
21. 登记；注册；记录(v)
22. 航行者(n)
23. 峡谷(n)
24. 版本；版次(n)
25. 啤酒厂(n)
26. 租用；雇佣(v)
27. 技艺；功绩；伟业(n)
28. 公顷(n)
29. 凋谢；褪色；变弱(v)
30. 尝试；努力；试图(v)
31. 热情的；热心的(a)
32. 十年(n)
33. 委员会(n)
34. 迷住；使神魂颠倒(v)
35. 地球仪；球体(n)
36. 斜坡弯道(n)
37. 熟练的(a)
38. 滑板(n)
39. 管理；行政（机关）；经营(n)
40. 许可；同意(n)
41. 寄送某处进行处理(p)
42. 记下，写下；让某人下车(p)
43. 一个接一个地；连续不断地(p)
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