新教材高一英语UNIT11教案

新教材高一英语UNIT11教案（精选10篇）

新教材高一英语UNIT11教案 篇1

　　A: aims

　　1. Talk about past experiences,

　　2. Describe people, things, events and people’s feelings,

　　3. Review the attributive clause and learn to use relative pronouns who, whom, whose, which and that,

　　4. Organise ideas in a text using First, Next, Then, Finally, and

　　5. Write about an unforgettable experience.

　　B: Difficult points and baffling questions

　　1. The uses of the relative pronoun: who, whom, whose, which and that,

　　2. Some language points in the unit,

　　3. How to organize ideas by using First, Next, Then and Finally, and

　　4. Writing speed

　　C: Steps (6 periods)

　　Ⅰ.The first period

　　1. Warming up

　　T: We have four pictures and some clues here. Do you know them? Now talk about the four pictures, using the attributive clause.

　　When we talk about people we use who, whom or whose in the attributive clause, while which /that refers to things in the attributive clause

　　S:

　　T: Why are these persons or things/events unforgettable?

　　S:

　　T: Who’d like to introduce some other persons or events or inventions?

　　S:

　　2. Listening

　　T: We’re going to listen to a man who survived the 1989 earthquake in San Francisco, U.S.A. Now read through the exercises, listen to the tape (twice) , just grasp the points to the questions, and complete the exercises.

　　After that, check the answers by the students telling their answers and then listen a third time.

　　T: Now let’s come to the listening on Page 103. We’re going to listen to a dialogue. There’re some people talking about four people at a party. What are they talking about? Their names, their jobs, their places, their age and their looks. So you should just grasp the description. Also we play the tape twice. In order to check your answers, we’re going to play a third time.

　　3. Homework

　　1. Write about an unforgettable thing/event within 50 words, using attributive clauses.

　　2. Practice the 4 pictures on Page 22.  

　　Ⅱ. The second period

　　Speaking. We have two kinds of speaking exercise here.

　　1. Speaking on page 23

　　We have a sample dialogue and three pictures under it. So we can work in pairs/ groups, to look at the pictures and to create a new dialogue for each picture. In the dialogue you must express your worries, fears and difficulties, using the useful expressions in the box on page 24.

　　After that, some pairs/groups will act their dialogue out

　　2. Talking on page 103

　　This is a role play. There’re two persons. One plays the person who discovered the important old tomb, the other plays a scientist from Beijing.

　　On page 104, we have some useful expressions to help you make up the dialogue. You’re asked to use “First, Next, Then and Finally”.

　　After the students are ready with their dialogue, some pairs/groups will act out their dialogue.

　　3. Homework

　　1. Practice the dialogue according to the pictures on page 23.

　　2. Disaster pictures collected for a show.

　　Ⅲ. The third and the fourth periods

　　Reading passage 1

　　1. Pre-reading

　　T: What kind of natural disasters do you know about?

　　S:

　　T: Have you had/experienced one of them?

　　S:

　　T: Describe what it was like and how you felt, using First…, Next…, Then…, and Finally. You can imagine it if you have never met with one.

　　S:

　　2. Reading

　　T: Now let’s come to the reading passage. Read in a low voice while listening to the tape.

　　Now tell me what the text is about.

　　S: (about flood and the fact that people in danger were rescued)

　　T: How did the character feel?

　　S: (Amazement and wonder→alarm→fear→panic)

　　Para 1        Para 1-Para 2  Para 3 Para 5

　　T: Will you have a try and find out some sentences that have metaphorical words in them?

　　S: (see pages 24-25, 6 places or so)

　　3. Post-reading

　　T: Now let’s come to some exercises about the reading material. Exercises on page 25.

　　S:

　　T: Now try to tell the story in your own words in brief,  using First…, Next…, Then…,and Finally…

　　4. Homework

　　1. Tell the story in your own words, by using First…, Next…, Then…, and Finally…,

　　2. Ex.1 Vocabulary on page 104.

　　Reading passage 2

　　5. Check their homework

　　One student tells the story and then some of the students read the sentences in Ex.1, Vocabulary on page 104.

　　6. Now let’s come to the text. I’m going to explain to you some difficult sentences (see pages 24-25), some useful phrases and words.

　　①hear

　　I heard them singing that song in English.

　　The boy saw his classmates playing football.

　　Try to find some more verbs that can take an v-ing.

　　②drag: pull sth./ sb. along the ground because they are too heavy to carry

　　Little Jerry dragged the table/her father/into the kitchen.

　　Pull: use your hand to make sth move towards you or in the direction that you’re moving

　　v. Help me move the piano; you push and I’ll pull.

　　He pulled his brother out of bed.

　　n. the pull of the moon

　　③seize: take hold of sth. suddenly and violently

　　He seized my hand and dragged me away

　　seize power/an opportunity/ a chance  of v-ing

　　to-v

　　④strike  struck, struck

　　A ball struck me (on the back of the head).

　　She struck a match.

　　The clock began to strike 12.

　　The workers are striking for…

　　The disease struck (the city).

　　⑤destroy  destroyed, destroyed, destroying

　　damage sth. so badly that it can’t be repaired or so that it no longer exists

　　The school was completely destroyed by fire.

　　⑥struggle: try extremely hard to achieve sth. even though it is very difficult and you have a lot of problems

　　The child struggled in the water.

　　He struggled along the road home.

　　⑦There’s some useful phrases in the text. Just learn then by heart.

　　fight for/against/with…

　　hold onto sb./sth.

　　get on one’s feet

　　look out of…/into…/at…/round

　　sweep away

　　be upon sb./sth.

　　fall/go /swallow/ sweep sb./sth down

　　pull sb./sth. up

　　move/run up

　　move up and down…

　　⑧5 v-ing forms as adverbials (see pages 24-25)

　　7. Homework

　　Ex in Word study on page 26 and translation on pages 104-105.

　　Ⅳ. The fifth period

　　Grammar: The Attributive Clause (1)

　　1. Introduction

　　T: A sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use  conjunctions : Relative pronouns who / whom / whose / that. Read the sentences in the box on page 26 and tell the two apart.

　　In what situation, these conjunctions are used?

　　2. Practice

　　T: Now 5 minutes for the students to do Ex1-2 on pages 26-27. And then Ex 1 on page 105 in class.

　　Then the students tell the answers one by one. During the teaching, we are going to lay stress on the structure and the uses of the relative pronouns.

　　Now make some other sentences with attributive clauses.

　　3. Homework

　　Ex. 2 on page 105

　　V. The sixth period

　　Integrating skills

　　1. Reading passage on page 27

　　First the students circle the relative pronouns “who, whose, which and that”, and the linking words “and, but” while reading the passage.

　　Next they write sentences about their unforgettable experience by answering the questions on page 28.

　　Then they should try to use attributive clauses and linking words “and, but”.

　　Finally some of the students read out their passages and their classmates will make comments on their passages.

　　2. Reading passage on page 106

　　After reading, the students should understand the text, correctly, complete the exercises after the text, have a clear knowledge of the damage of an earthquake and gain the ability to write a short passage about an earthquake by using some relative pronouns ,linking words: First, Next, Then and Finally. Also there’re some questions on page 108 for the students to refer to.

　　3. Assessing

　　The students do it by themselves after class.

　　4. Homework

　　1. Writing on page 108.

　　2. Read the new words in Unit 3

新教材高一英语UNIT11教案 篇2

　　A: aims

　　1. Talk about past experiences,

　　2. Describe people, things, events and people’s feelings,

　　3. Review the attributive clause and learn to use relative pronouns who, whom, whose, which and that,

　　4. Organise ideas in a text using First, Next, Then, Finally, and

　　5. Write about an unforgettable experience.

　　B: Difficult points and baffling questions

　　1. The uses of the relative pronoun: who, whom, whose, which and that,

　　2. Some language points in the unit,

　　3. How to organize ideas by using First, Next, Then and Finally, and

　　4. Writing speed

　　C: Steps (6 periods)

　　Ⅰ.The first period

　　1. Warming up

　　T: We have four pictures and some clues here. Do you know them? Now talk about the four pictures, using the attributive clause.

　　When we talk about people we use who, whom or whose in the attributive clause, while which /that refers to things in the attributive clause

　　S:

　　T: Why are these persons or things/events unforgettable?

　　S:

　　T: Who’d like to introduce some other persons or events or inventions?

　　S:

　　2. Listening

　　T: We’re going to listen to a man who survived the 1989 earthquake in San Francisco, U.S.A. Now read through the exercises, listen to the tape (twice) , just grasp the points to the questions, and complete the exercises.

　　After that, check the answers by the students telling their answers and then listen a third time.

　　T: Now let’s come to the listening on Page 103. We’re going to listen to a dialogue. There’re some people talking about four people at a party. What are they talking about? Their names, their jobs, their places, their age and their looks. So you should just grasp the description. Also we play the tape twice. In order to check your answers, we’re going to play a third time.

　　3. Homework

　　1. Write about an unforgettable thing/event within 50 words, using attributive clauses.

　　2. Practice the 4 pictures on Page 22.  

　　Ⅱ. The second period

　　Speaking. We have two kinds of speaking exercise here.

　　1. Speaking on page 23

　　We have a sample dialogue and three pictures under it. So we can work in pairs/ groups, to look at the pictures and to create a new dialogue for each picture. In the dialogue you must express your worries, fears and difficulties, using the useful expressions in the box on page 24.

　　After that, some pairs/groups will act their dialogue out

　　2. Talking on page 103

　　This is a role play. There’re two persons. One plays the person who discovered the important old tomb, the other plays a scientist from Beijing.

　　On page 104, we have some useful expressions to help you make up the dialogue. You’re asked to use “First, Next, Then and Finally”.

　　After the students are ready with their dialogue, some pairs/groups will act out their dialogue.

　　3. Homework

　　1. Practice the dialogue according to the pictures on page 23.

　　2. Disaster pictures collected for a show.

　　Ⅲ. The third and the fourth periods

　　Reading passage 1

　　1. Pre-reading

　　T: What kind of natural disasters do you know about?

　　S:

　　T: Have you had/experienced one of them?

　　S:

　　T: Describe what it was like and how you felt, using First…, Next…, Then…, and Finally. You can imagine it if you have never met with one.

　　S:

　　2. Reading

　　T: Now let’s come to the reading passage. Read in a low voice while listening to the tape.

　　Now tell me what the text is about.

　　S: (about flood and the fact that people in danger were rescued)

　　T: How did the character feel?

　　S: (Amazement and wonder→alarm→fear→panic)

　　Para 1        Para 1-Para 2  Para 3 Para 5

　　T: Will you have a try and find out some sentences that have metaphorical words in them?

　　S: (see pages 24-25, 6 places or so)

　　3. Post-reading

　　T: Now let’s come to some exercises about the reading material. Exercises on page 25.

　　S:

　　T: Now try to tell the story in your own words in brief,  using First…, Next…, Then…,and Finally…

　　4. Homework

　　1. Tell the story in your own words, by using First…, Next…, Then…, and Finally…,

　　2. Ex.1 Vocabulary on page 104.

　　Reading passage 2

　　5. Check their homework

　　One student tells the story and then some of the students read the sentences in Ex.1, Vocabulary on page 104.

　　6. Now let’s come to the text. I’m going to explain to you some difficult sentences (see pages 24-25), some useful phrases and words.

　　①hear

　　I heard them singing that song in English.

　　The boy saw his classmates playing football.

　　Try to find some more verbs that can take an v-ing.

　　②drag: pull sth./ sb. along the ground because they are too heavy to carry

　　Little Jerry dragged the table/her father/into the kitchen.

　　Pull: use your hand to make sth move towards you or in the direction that you’re moving

　　v. Help me move the piano; you push and I’ll pull.

　　He pulled his brother out of bed.

　　n. the pull of the moon

　　③seize: take hold of sth. suddenly and violently

　　He seized my hand and dragged me away

　　seize power/an opportunity/ a chance  of v-ing

　　to-v

　　④strike  struck, struck

　　A ball struck me (on the back of the head).

　　She struck a match.

　　The clock began to strike 12.

　　The workers are striking for…

　　The disease struck (the city).

　　⑤destroy  destroyed, destroyed, destroying

　　damage sth. so badly that it can’t be repaired or so that it no longer exists

　　The school was completely destroyed by fire.

　　⑥struggle: try extremely hard to achieve sth. even though it is very difficult and you have a lot of problems

　　The child struggled in the water.

　　He struggled along the road home.

　　⑦There’s some useful phrases in the text. Just learn then by heart.

　　fight for/against/with…

　　hold onto sb./sth.

　　get on one’s feet

　　look out of…/into…/at…/round

　　sweep away

　　be upon sb./sth.

　　fall/go /swallow/ sweep sb./sth down

　　pull sb./sth. up

　　move/run up

　　move up and down…

　　⑧5 v-ing forms as adverbials (see pages 24-25)

　　7. Homework

　　Ex in Word study on page 26 and translation on pages 104-105.

　　Ⅳ. The fifth period

　　Grammar: The Attributive Clause (1)

　　1. Introduction

　　T: A sentence with an attributive clause is a combination of two shorter sentences. In an attributive clause, we must use  conjunctions : Relative pronouns who / whom / whose / that. Read the sentences in the box on page 26 and tell the two apart.

　　In what situation, these conjunctions are used?

　　2. Practice

　　T: Now 5 minutes for the students to do Ex1-2 on pages 26-27. And then Ex 1 on page 105 in class.

　　Then the students tell the answers one by one. During the teaching, we are going to lay stress on the structure and the uses of the relative pronouns.

　　Now make some other sentences with attributive clauses.

　　3. Homework

　　Ex. 2 on page 105

　　V. The sixth period

　　Integrating skills

　　1. Reading passage on page 27

　　First the students circle the relative pronouns “who, whose, which and that”, and the linking words “and, but” while reading the passage.

　　Next they write sentences about their unforgettable experience by answering the questions on page 28.

　　Then they should try to use attributive clauses and linking words “and, but”.

　　Finally some of the students read out their passages and their classmates will make comments on their passages.

　　2. Reading passage on page 106

　　After reading, the students should understand the text, correctly, complete the exercises after the text, have a clear knowledge of the damage of an earthquake and gain the ability to write a short passage about an earthquake by using some relative pronouns ,linking words: First, Next, Then and Finally. Also there’re some questions on page 108 for the students to refer to.

　　3. Assessing

　　The students do it by themselves after class.

　　4. Homework

　　1. Writing on page 108.

　　2. Read the new words in Unit 3

新教材高一英语UNIT11教案 篇3

　　Teaching plan for SB1A Unit 9 Technology

　　Teaching goals:    Talk about science and technology

　　Describe things and how they work

　　Express agreement and disagreement

　　Use the present Continuous Passive Voice

　　Talk about the advantages and disadvantages of modern technology

　　Write a letter to Q12 about love and friendship

　　Time arrangement: 

　　Period 1   Warming up, listening, speaking

　　Period 2   Pre-reading, reading, post-reading

　　Period 3   Intensive reading

　　Period 4   Language study

　　Period 5   Integrating skills

　　Period 6   Workbook (Talking and Reading)

　　Period 7   Test

　　Period one  ( listening and speaking )

　　Warming up

　　Step I   Brainstorming about Technology

　　1. Is technology important to us? What will you think of when talking about technology?

　　2.  What qualities shall we have if we want to have advanced technology?

　　( to be creative , good at solving problems and thinking in new ways )

　　Step II   Activity

　　( Bring the items of a toothpick, plastic bag and left-handed glove if possible)

　　(Hold a competition of creativity among groups of students if necessary)

　　1.       Students work in groups to solve the problems

　　2.       Compare different solutions and talk about creativity.

　　Listening

　　Step I   Introduction

　　1.       Describe an everyday object for Ss to guess. (color/ size/ shape/ use etc.)

　　Step II   listening

　　1.  First-listening:  what is being described?

　　2.       Second-listening:  what can the things be used for?

　　3.       Discussion in pairs:  what are the new uses for the objects in addition to the “normal” uses?

　　Step III   A riddle-guessing competition

　　1.  Read the instruction and the guided questions

　　2         Do a demonstration with a student.

　　Teacher: You seem to have something in your pocket. What does it look like? 

　　Student: It looks like … ….

　　T:  What is it made of ?

　　S:  It’s made of …….

　　T:  What is it used for ?

　　S:    … … …

　　3         Ss practice in pairs

　　4  Competition--- Who can guess it ?

　　One student thinks of or hides an object in his pocket, while the rest raise questions to guess what it is.

　　Speaking

　　Step I    Brainstorming

　　1.       Present the situation

　　2.       Brainstorming about the advantages and disadvantages about cellphones

　　Step II   Expressions of agreement and disagreement

　　Teach new expressions

　　1)      Absolutely=Definitely=Exactly

　　2)      It depends.

　　3)      That’s a good point.

　　4)      That’s worth thinking about.

　　Step III   Activity

　　1.  Ss works in groups and prepare a role play.

　　2.  Ss present their dialogues.

　　3.  Debate: Players from different groups debate the advantages and disadvantages of a cellphone.

　　Homework:    1. Listening :  Workbook P133  Listening Ex 1&2

　　2. Speaking:  Interview your parents the way of life 30 years ago ( Were there telephones , TVs or computers ? ) 

　　3. Thinking :  P60 Ex 3  Design your cellphone--- to be creative!

　　Period Two ( extensive reading )

　　Revision

　　Check the listening homework on page 133.

　　Pre-reading

　　Step I   Discussion  (Question 2 of Pre-reading )

　　1.  Check the speaking homework of interview

　　How did people live 30 years ago?

　　What did people do at night without electricity?

　　How have inventions and new technology changed our way of life?

　　2.  Talk about the title---Life on the go

　　Life on the go refers to a fast-paced lifestyle where people are always on the go---rushing from one place to another, doing many things at once, and using cellphones, computers, etc.

　　Reading

　　Step I   Presentation

　　1.       Talk about the cellphone and present the new vocabulary.

　　( Ask Ss to bring cellphones of different brands to class if possible)

　　Questions: What functions does a cellphone have?

　　What features does your cellphone have?  etc.

　　Vocabulary: function, feature, image, an electronic calendar, remind ,appointment

　　2.       The top question:

　　Why are cellphones so popular with teenagers according to the passage?

　　Step II   Reading

　　1.       Skimming for the top question.

　　2.       Some T or F statements to check the general understanding of the passage.

　　3.       Scanning for the main idea of each paragraph, comparing general statement and specific statement. ( Post—reading Ex 2 on Page 60 )

　　Step III  Activity

　　1.       Discussion in pairs ( Post—reading Ex 1 on Page 60 ).

　　2.       Design your own cellphone in groups.

　　Homework:  1. Read the text after the tape, marking the difficulties.

　　2. Reading comprehension: WB page 136.

　　Period Three  ( intensive reading )

　　Revision

　　Revise the text .

　　Language points

　　Vocabulary

　　1.        depend  v.    dependent  adj.    independent  adj.

　　1)      That depends. =It depends. =I’m not completely sure.

　　2)      depend on    依赖，信任，取决于

　　e.g.  His family depends on him.

　　We’re depending on you to finish the job by Friday.

　　Happiness often depends on your attitude to life.

　　2.  add   v.  

　　1)  增加， 相加， 补充说

　　e.g.  Add a few more names to the list.

　　If you add 5 and 3 you get 8.

　　I should like to add that we are pleased with the result.

　　2)  add to =to increase something

　　e.g.  The rise in electricity costs has added to our difficulties.

　　3)  add up to =amount to

　　e.g.  These numbers add up to 100.

　　3.  remind  v.

　　remind sb    to do sth.

　　of sth.

　　that –clause

　　e.g.   Remind me to write to Dave.

　　This hotel reminds me of the one we stayed in last year.

　　She reminded me that Sue was in Paris.

　　4.  touch   n.

　　get in touch with sb.                 lose touch with sb.

　　stay in touch with                   be in touch with    

　　keep in touch with                  be out of touch with  

　　5.  call    v.

　　call for =to demand sth. , to collect sb.

　　call at some place =visit some place

　　call on sb. =to visit sb., to ask sb. to do sth.

　　call in =to ask sb. to come in{

　　e.g.  Students are calling for more spare time and less homework.

　　I'll call for you at 8 o'clock.

　　I think we'd better call in a doctor.

　　I called on my uncle while I was in London.

　　6.  case   n.

　　in case                             in this case           

　　in case of + n./pron                   in any case       

　　in case --clause                      in no case =never       

　　e.g.  The meeting will be put off in case it rains.

　　In case he arrives before I get back, please ask him to wait.

　　In case of fire, ring the bell.

　　I don't think I need any money, but I'll bring some in case.

　　In no case should we give up dreaming about a better future.

　　7.  need    n.

　　[U]   缺乏； 需要

　　[C]   需要得东西； 必需品

　　in need of sth.

　　no need for sth.

　　e.g.  There’s a growing need for new housing in big cities.

　　She didn’t earn enough money to satisfy all her needs.

　　We’re collecting money for children in need.

　　Please come to me if ever you’re in need of help.

　　There’s no need for you to say sorry to me.

　　Sentence patterns

　　1.  Cellphones make it possible for us to talk to anyone from anywhere.

　　V. + 形式宾语 it + 宾补（adj./ n.） + for sb. to do sthsth.

　　e.g.  I think it necessary for her to stay in touch with her parents .

　　He found it possible for them to improve the working condition.

　　Our school makes it a rule for us to have an English Corner every Friday.

　　2.        We have a need to stay in touch with friends no matter where we are or what we are doing.

　　e.g.   Nobody believed him no matter what he said.

　　No matter where he goes, the thief can’t escape being caught.

　　She always goes swimming no matter how cold it is.

　　3.        She says that her cellphone helps her do whatever she wants to do.

　　e.g.   Whatever you do, wherever you go, I’ll be right here waiting for you.  

　　She always goes swimming, however cold it is