“知凌婧”通过精心收集，向本站投稿了13篇人教版高一unit9教学案例，这里小编给大家分享一些人教版高一unit9教学案例，方便大家学习。
篇1：人教版高一unit9教学案例
Unit 9 教学步骤
PERIOD 1
Ⅰ．TEACHING AIMS
1．To train the Students' ability of listening understanding and improve their oral English.
2．To learn how to make decisions and how to agree or disagree with other people.
3．To learn to use the following useful words and expressions.
improve although believe complete information go up
bring down at one time make a plan for thanks to keep a record
Ⅱ．TEACHING STEPS
Step 1 Make clear the teaching aims
Tell the Ss that in this period we are going to learn how to use different structures for making decisions.
Step 2 Presentation
1．Ask the following questions.
Have you ever seen/used a computer?
How often do you have your computer class?
Do you have a computer in your home?
What type of computer do you use in your computer class?
2．Tell the Ss that we are going to learn a dialogue.
In the dialogue Jenny and MeiGe are talking about buying a computer.
T: Please listen to the tape carefully with your books closed. While listening, try to find the answer to this question.
Which computer did they decide to buy?
(They haven't made a decision yet.)
Step 3 Drills
1．Get the Ss to listen to the tape again.
T: We are going to listen to the dialogue again. While listening, collect the information about the two different types of computer. You may need to take brief notes.
IBM PC 386:smaller;may need to change it in a few years' time.
IBM PC 586:bigger; more expensive; may be too big.
(If the teacher feels necessary, he or she may explain the following items now.)
IBM: International Business Machine Corporation
PC: Personal computer
2．Get the Ss to follow the tape this time to tell them to pay attention to the pronunciation.
3．Get the Ss to read the dialogue in pairs or groups. Allow them enough time to discuss any difficult sentences so as to understand the dialogue fully. If they still have problems after the discussion, they may ask the teacher to explain them.
4．Possible problems
1)Did you find out the price for the IBM PC 386?
(The students may ask why the phrase find out instead of find is used here.)
Teacher's explanation:“find”means discover someone or something after looking or simply by chance; while “find out” means learn something by asking or studying.
2)We might have to change it in a few years' time for a bigger one.
Teacher's explanation: Maybe several years later we will have to sell the old computer and buy a bigger one instead.“Might”is used here to suggest a kind
of future possibility and it's also a very polite way of showing one's different opinion.
3) We must decide which to buy.
We must decide which computer we are going to buy.
The teacher may explain that“whwords +to do”are often used as object and predicative. Some more examples may be given if the teacher feels necessary.
You can learn how to type here.
She considered how to answer the question.
The problem is where to find him.
Step 4 Practice
1．Tell the Ss that there are several useful words and
expressions in the dialogue.
The teacher may explain the following so that the students may get a better understanding of both meaning and the usage of them.
information: news; facts; what you tell someone
(Let the students notice that this word is uncountable. Similar words are news, advice, progress, development, etc.)
necessary: important; that you need.
go up: become higher in price. This phrase is also used to describe the rising of the water(in a river).(Notice that this phrase is intransitive, while bring down is transitive, which always needs an object.)
improve: become better; make someone or something become better.
“Improve”is a very important word. Listen to the following sentences and translate them into Chinese.
1）You must improve your writing.
2）It will help to improve your speaking.
3）The old man went to night school to improve himself.
4）The living conditions of the laid off workers need to be improved.
5）Everyone considered it greatly improved.
6）After tea his spirits improved and he went round for a walk.
7）I feel certain that things will greatly improve with you in a month or so.
8）His reading reading is improving.
9）He's improving in health.
Ask the students to sum up how the word “improve ”is used in the above sentences. Tell them that when used as an intransitive verb, it means to become better; when used as a transitive verb, it means to make someone or something become better.
2．Get the Ss to review the usage of each of the words and expressions and them write the structures on the Bb.(see WBb 1)
Allow the Ss several minutes to make sentences with the words and expressions on the Bb. Tell them to try to make as many sentences as they can. Top students are encouraged to make a short story using some of the words phrases.
2．Let some Ss speak out so that the others can hear their sentences clearly. Praise them if they've made good sentences.
Get the Ss to read the dialogue again to find out the expressions on making decisions. Write them on the Bb.(See WBb 2)
Step 5 Summary and further practice
1．Summary
Go over the useful expressions and structures on the Bb again and make sure they've learnt how to use them.
2．Communicative activities
Allow the Ss enough time to make a similar dialogue using the expressions and structures on the Bb. The students can refer to the phrases in Part Two. Now it's a good chance to introduce more items which are often used when people agree or disagree with other people.
1)How to agree strongly with an opinion.
I can't agree more!/Absolutely!
I'm with you on that ./That's just what I was thinking.
That's exactly what I think/my opinion.
2）How to half agree with an opinion. Yes, perhaps.
Well, yes.
Mmm, possibly.
I guess you could be right.
That's something in that, I suppose.
That's worth thinking about.
3）How to disagree politely with an opinion. I am not so sure really.
Do you think so?
Well,it depends.
I'm not so certain.
Well, I don't know.
4）How to disagree strongly with an opinion. I disagree.
I'm afraid I don't agree.
I'm afraid you are wrong there.
I really can't agree.You can't be serious.
You must be joking.
The following topics are for the Ss to choose from, or they may just talk about their own topics. The students can to use the above items in their dialogues.
（1）Choosing a computer
（2）Choosing a dress
（3）Discussing where to go for a holiday
3．Ask two or three pairs(groups)to act their dialogues out.
step 6 Homework
Ask the Ss to finish off the exercises on the Wb.
Ⅲ．WRITING ON THE BLACKBOARD
information necessary
improvemight
make a decision a waste of
go up bring down
2. 1）In my opinion ,we should…
2）What's your opinion?
3）I believe we should…
4）I don't think it's necessary to …
5）We must decide…
6．I hope we can make a decision.
PERIOD 2
Ⅰ．TEACHING AIMS
1．To train the ability of identifying the general idea and supporting details.
2．To learn to use some useful words and expressions.
3．To get the students to know what an important part the computer is playing in our life.
Ⅱ．TEACHING STEPS
Step 1 Revision
Check up the Wb exercises.
Step 2 Make clear the aims and demands of this period
Tell the Ss that we are going to read a passage from the newspaper this period. After that, the students will be required to decide the best title for the passage out of the three given.
Step 3 Presentation
1．Ask the Ss to answer the following questions.
1）Have you ever traveled by plane?
2）Do you know what CAAC stands for?
(CAAC= Civil Aviation Administration of China. This item is now translated as General Administration of Civil Aviation of China.)
2．Talk about the picture at the top of the page.
1）Where are these people?
(At an airport.)
2）What are they doing?
(Buying tickets.)
3）What is being used to help sell tickets?
(computers.)
T: Now we are going to read about a new computer owned by the CAAC. Go through the questions at the top of the page, read the passage in 3 or 4 minutes, and then decide which is the best title for the passage.
Step 4 Reading comprehension
1．Allow the students enough time to read the passage.
Ask some students which they think is the best title of the passage and also ask them to give the reason why they choose it. The students are encouraged to express different opinions.
2．Explain that a best title is a highly condensed phrase(or a sentence)from which the reader can predict the article in the right way, and it should be description about the major theme of the passage; there may be lots of words describing a concrete affair, but it may be just one of the supporting examples of the major theme.
3．Ask the Ss to scan the text to find the following specific information.
1）What is the newlybought computer used to do in CAAC?
(It's used to record the tickets which passengers buy.
It also keeps a record of the date on which they will travel.)
2）In what way can the computer help people?
(With the help of the computer, people can find out much faster which planes are full and which planes still have free seats on them, and passengers at the offices of the CAAC can now buy their plane tickets much faster.)
3）What were things like in the past?
(At one time, there were long queues of people waiting outside the CAAC offices. The passengers might not be able to buy their tickets three days before their travel.)
4．How many offices does the CAAC have?
(They have 200 offices in 200 cities in China and 70 cities abroad.)
5．What has happened since the computer was bought?
(Travellers and business people both at home and abroad have been greatly helped by this new computer. As a result, the number of people who travel by plane in China is larger than ever before.)
Step 5 Practice
1 ．Ask the Ss to read aloud the text to understand each sentence. Explain the difficult sentences if there are any. Possible problems.
1）free seats: seats which are not booked or taken(Some students may take it as seats which cost nothing.)
2）at home and abroad:(here)in and out of China
3）thanks to: because of
4）You might not be able to…traveled: here“might”refers to past possibility.
Step 6 Summary and further discussion
1．Write the following expressions on the Bb, help the Ss sum up how to use these words and expressions, and ask the Ss to retell the whole story with the help of the words and expressions on the Bb.(See WBb 1)
2．Ask the Ss to discuss the following topics in groups of four. Allow them enough time. The teacher ask several Ss to talk about their own opinions.
1）What changes has the computer brought to CAAC?
(Ask the Ss to fill in the form on the Bb; it can also be used to help the Ss retell the text. See WBb 2)
2）How much do you know about the development of the computer?
3）How widely is the computer used today? Give some examples.
4）In what way do you think that the computer will help you in your future life or work?
5）There isn't an operating system of our own in China for the computer. What do you think of that?
Step 7 Homework
1．Ask the Ss to finish Exercise 2 and 3 in the Wb.
2．Ask the Ss to choose one paragraph from the text and recite it fluently.
Ⅲ.WRITING ON THE BLACKBOARD
1. keep a record thanks to
make a plan forat one time
at home and abroad as a result
PERIOD 3
Ⅰ．TEACHING AIMS
1．To consolidate the words and useful expressions learnt in this unit.
2．To help the students use the important words and phrases with proficiency.
3．To help the students learn to use the Present Perfect Passive.
Ⅱ．TEACHING STEPS
Step 1 Make clear the aims
Tell the Ss that in this period we are going to have quite a lot of practice in order to consolidate what we've learnt in this unit.
Step 2 Revision
1．Check the homework in the Wb.
2．Ask some Ss to recite one paragraph from the text.
Praise those who recite with fluency and accuracy; help them with their pronunciation if they have any problems.
Step 3 Dictation
Tell the Ss that we are going to dictate several words.
In this dictation I'll give the English meaning of each word or phrase learnt in this unit, and you'll write down the word or phrase.
1．facts or news; what you tell someone
2．become better or make something or someone become better
3．think that something is true or right
4．someone who is traveling on a bus, train, ship, plane, etc.
5．become higher in price
6．in the past
7．written notes about things that happened
8．right; true; with no mistakes
9．mend something
10．because of
Answers:
1．Information 2．improve 3．believe 4．passenger 5．go up 6．at one time 7．record 8．correct 9．repair 10．thanks to
Step 4 Sentence making
Ask the Ss to make sentences with the above words and phrases. Encourage them to use as many words as they can. A story will be appreciated.(See WBb1)
Step 5 Grammar
1．Ask the Ss to study Part1. Lesson 35. Point out the forms of the Present Perfect Passive. Tell the Ss that The Present Perfect is used for something that happened very recently in the past and has something to do with the present. Also tell the students that we use the Passive voice when the doer is not important or unknown, or when we wish to highlight the object of an active sentence.
2．Let the students go over Part 2 and 3 in Lesson 35.Check the answers with the whole class. The teacher can also deal with Exercise 1, Lesson 35 of the Wb.
Step 6 Correction
Ask the Ss to correct the mistakes in the following sentences. There is only one mistake in each sentence.(See WBb 2)
step 7 Homework
Tell the Ss to finish off the exercises on the Wb.
Ⅲ．WRITING ON THE BLACKBOARD
1．Information 2．improve 3．believe 4．passenger 5．go up 6．at one time 7．record 8．correct 9．repair 10．thanks to
2. Corrections
1．We read mainly for informations, not for pleasure.
2．Although they are poor, but they are kindhearted.
3．Prices of meat and vegetables have been gone up.
4．Thank to the doctor I am well again.
5．Your health has improved great with the doctor's care.
6．At a time I used to play a lot of sport, but now I seem to have lost the interest.
7．I understand that it is hard for you to make decision over this problem.
8．You will keep a record what is being discussed at the meeting.
Suggested answers.
1．informations→information 2．去掉Although 或but 3．have been gone up→have gone up 4．Thank to→Thanks to 5．great→greatly 6．At a time→At one time 7．make decision→make a decision 8．keep a record→keep a record of
篇2：人教版高一阅读课教学案例--life in the future
一教学设计思想；
高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能，语言知识，情感态度，学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力的基础/情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率，发展自主学习能力的先决条件。文化意识则是得体运用语言的保障。
本节课是针对Unit 16的内容而为了扩充学生的知识而另自己加设的阅读课，中心话题是未来的生活，具体内容涉及未来的交通，商业，医药与健康，知识与教育等，激发学生的思维，引起学生对未来人类生活的幻想和想象。
二The record of the class
Teaching aims:
1. Have a good understanding of the text and learn some useful words and expressions.
2. Improve the Ss’ reading ability.
3. Know more about the future and enrich the Ss’ imagination.
Key points: Have a good understanding of the text through the exercises.
Difficulties: To talk about the questions in Post-reading
Teaching aids: computer, tape-recorder, handout
Teaching procedure:
Step 1lead in
T: What’s the date today?
S:Today is the 15th of November, .
T: Iftoday were a day of 3000 years, Can you imagine what your life will be like in the future? Use your heads and good imagination to describe your future life. You can refer to the questions if you like. Let’s have a discussion. (show the questions on the screen)
Where will you live in the future?
How will you travel in the future?
Where will you work and study in the future? What kind of money will you use?
Will you still get sick?
（设计意图：为了启发学生思考，设计了五个问题，涉及到了建筑，交通，职业，教育，商业和人类健康，激发学生的思维，引起学生对未来人类生活的幻想和想象，）
(Two minutes later), ask one or two of the students to something about the future life.
S1: In the future people will communicate more easily and conveniently. They can talk on the phone and send e-mails on the Internet, like shopping, reading, borrowing books, depositing money, ordering meals or tickets.
S2: Human beings will look healthier in the future. in spite of this they still get sick. However, scientists will have a better understanding of how cancer develops.
S3: in the future people will travel to different places. Not only do they enjoy local travel but also they travel abroad. Some even can afford to travel in space.
T: From your description, I can see you have a good imagination, maybe you can be an excellent director of scientific fiction film. Today, we will learn unit 6. life in the future. (write the title on the blackboard)
Step 2Pre-reading
T: First, let’s scan our text very quickly and find out in which paragraph you can find the answers to these questions of task 1.
How will people shop in the future?Para__3_____
How will people travel in the future?Para__2_____
What will schools be like in the future?Para___5____
What development is expected in health.Para___4____
What will the future be like in the future?Para__1 and 6_____
(设计意图：让学生快速浏览课文，找出能回答这五个问题的段落。这样既能激发学生探究这五个问题的答案。又能引导学生归纳主题，同时对学生的快速阅读能力提出了要求。)
three minutes later, ask some of them to speak out their answers.
T:Now, let’s check our answer together.
S: we can find the answer to question 1 in paragraph 3.
S: we can find the answer to question 2 in paragraph 2.
S: we can find the answer to question 3 in paragraph 5.
S: we can find the answer to question 4 in paragraph 4.
S: we can find the answer to question 5 in paragraph 1.
T: Usually, we can get a general idea about the text in the first paragraph.What can you know from the last paragraph? The writer usually drew a conclusion about the text. So you can find your answer to question 5 in both paragraph one and six.
T：Do you need to read the text sentence by sentence?
S: NO, we just need to read the subtitle.
Step 3. While reading
T: You did a good job. Now let’s read our text carefully this time and judge the statements of task 2 true or false. If the statement is false, tell me the reason why the statement is false. Read the statements carefully first. ( hold on the paper and show it to the students)
T：(Two minutes) Do you have any difficulty in understanding the sentences?
S：No.
T:If not, please read the text carefully and silently by yourselves.
1.Second reading for details
1) Ask the Ss to read the text again. Then judge the statements true or false.
It is not easy to predict the life in the future.
Although a new maglev train travels, it may do harm to the environment.
It is the internet that makes it easier for companies to keep in touch with customers.
New discoveries in genetics and biochemistry may change the way people make medicines and cure diseases.
In the future students will have no homework any longer.
The high-pace life style and highly-developed society requires people in the future to become lifelong learners.
(设计意图: 让学生在阅读的过程中，善于捕捉信息，并对信息进行处理，做出自己的判断。训练学生的处理信息的能力。)
(Five minutes later)
T: Let’s check the answers with the whole class Key: TFTTFT
S1: The first sentence is true.
S2: The second sentence is false because the new maglev train is environmentally friendly, so it won’t do harm to the environment.
S3: The third sentence is true.
S4: The fourth sentence is true.
S5: The fifth sentence is false, because homework will be always be homework. Even in the future, students will still have homework, but it may be a bit different.
S6: The last sentence is true.
T: Ok, How many fields does the writer talk about?
S: four fields ( together).
T: What are they?
S: Transportation, Business, Health and medicine, Education and knowledge.
T: Good, let’s go through our text again and fill in the chart using the information you get from the text. Try to use the key words and phrases. I will give you an example, What field does the writer talk about first? What will the transportation be like in the future? Why will it be like that? (Give them an example). Are you clear, Ok, let’s have a competition, the right three lines fill in the first two columns and the left three lines fill in the rest two columns, let’s see who can be the first to finish the task.
2. Third reading to finish the form.
Ask the Ss to work in pairs, go through the text again and then fill in the form below using key words and key points.
Life in the future Fields What will they become ? the reasons
Transportation cleaner
faster
safer 1 use new technology /develop new fuels and engines
2. travels at 430km/h
3 controlled by advanced computer system
Business on the internet
entertainment.
smart cards
Health and medicine longer
healthier
3. remain active even in old age 1. deal with new disease well
2 make new discoveries in genetics and biochemistry
Education and knowledge 1. study at home
2.more schools on the air /e-schools
lifelong learners
(设计意图: 培养学生的归纳能力，能运用关键词来总结主要内容。要让学生了解科学技术进步在未来生活中的巨大推动作用，让他们意识到只有用自己的智慧和勤劳的双手才能改造社会，为人类造福。并为读后的输出做铺垫。)
Ten minutes later, check the answer together.
T：After finishing our task, can you tell me what kind of life we will have in the future?
S：comfortable, convenient , longer, healthier, active .
T：Is that our whole life?
S；NO, That is just a part of our life, then in what other fields we can go on talking about? Let’s have brainstorm.
（The students will think up some other fields）
S： food, factory, energy, farm, language, house…
T：(write them on the blackboard). Now let’s talk about our future life in other fields. Try to use the phrases or the sentences you learned in this unit.
Step 4post reading(Group discussion)
Fields What will the become in the future
energy
language
houses
farm…
factory…
Five minutes later, ask three or four of them to report.
S：In the future people will live in different places. As the population is exploding, more people will prefer to live in faraway places, under the sea or even on the moon.
S2. In the future people will speak much fewer languages. Both English and Chinese lave become world languages.
S3: In the future, people can eat anything, people won’t need to worry about the food problem in the world.
S4.: In the future people can find many ways to deal with pollution, we can live a better environment.
Ending.
T: Good, you know, Everything has advantages and disadvantages, What should we do to make sure we will have a bright future?
S: We should study hard and be a lifelong learners.
T: Good. we should be lifelong learners and accept the change ,appreciate what is new and different, making great efforts to make our dreams come true.
三. 评价：
整体评价：这节英语课强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息，处理信息，分析问题和解决问题的能力。特别注重提高学生用英语进行思维和表达的能力；形成跨文化交际的意识和基本的跨文化交际能力；进一步拓宽视野，增强爱国主义精神和民族使命感，形成健全的情感，态度，价值观。为未来发展和终身学习奠定良好的基础。
本节课的中心话题是未来的生活，具体内容涉及未来的交通，商业，医药与健康，知识与教育等，激发学生的思维，引起学生对未来人类生活的幻想和想象。通过一系列的问题解决活动，促进和协调了学生多种智能的发展，使学生的语言运用能力，探究能力，创造能力，协作能力形成有机的整体，共同得到发展。
具体评价：
本节课以一系列问题组成的任务环，以学生的大胆预测来呈现主题life in the future,学生活动积极，能够充分展开幻想和想象，对未来生活进行描述在阅读的过程中通过找问题的答案来传授阅读技巧，形成有效的英语学习策略，教学设计合理。
通过判断句子正误及用关键词来总结文章内容来培养学生的发现信息，处理信息的能力。在处理信息过程中注重发展学生自主学习和合作学习的能力，综合语言运用能力,突出学习者在学习过程中的主体地位，切实调动和发挥学习者学习的积极性和主动性，有效地指导学习者获得学习上的成功。
四．课后反思
怎样才能使学生真正动脑筋，在兴趣中探索新的知识和掌握技能，改变以教师为主体的教学方式，是每个老师需要认真思考的问题。新教材知识面广，涉及的话题很新，贴近学生的生活，很容易引起他们的兴趣，教师应在吃透教材的基础上，选择合适的教学方法，真正地让学生动脑筋。。
篇3：Travel Journal 教学案例(人教版英语高一)
Lesson Planning for Microteaching
微格教学教案
Subject: English
Topic: Travelling
Planner: 王梦 NO：42
Date: 8th May,
Teaching aims:
1. Arouse students' interest in journey and enlarge their knowledge.
2. Let students make plans before their travel.
3. Develop students' speaking abilities with the words and phrases they have learned.
Time
(minute) Teaching
Behavior Teaching
Skill Learning
Activities Teaching
Media
0.5 1. Good morning everyone.
2. Are you ready for our today's magical travel?
3. OK, let's begin. To get students' attention and make them ready for the new lesson. 1. Good morning
2. 2. All: Yes.
1 1. Have you been to this place?
2. OK, it's The Hakka Park. It's in Meizhou, right?
3. The International Labor Day is coming, where would you like to spend your holiday?
4. Would you like to the Hakka Park?
5. As for myself, I would like to go there, because we are Hakka people, right? 1. To attract students' attention and provoke their interests in the lesson. 1. All: Yes or No..
2. All: Yes.
4. All: Yes or No.
The projector
1 1. Maybe you don’t like it, but we have other places to go. Now I am your tour guide, let us go over the world. OK, let's go.
2. First we come to the Great Wall, it's in ...(China).
And this is the Temple of Heaven. It's also in China. Next we see the Leaning of Piza. It's in Italy.
Then it's stonehenge. It's in England.
This is Terracotta Army. Of course, it's in China.
The picture is the Statue of Liberty in the USA.
Well, Fujiyama in Japan.
Holand
Windmill.
OK, Triumphal
Arch
In France.
The Grand
Canyon in the USA.
Pyramids in Egypt.
The last picture is Sydney. 1. To arouse student's interests in travelling.
3. All: In China.
In ......
........
.......
2 1. OK, when we go travelling, what basic equipment do we need? I will tell you. Let's see.....
1.Do you know what is this?
2.Yes. Next we will see....
1. To arouse student's interests in travelling.
3.All:compass
......
......
......
The projector
2 1. If you are going travelling, which kind of transportation will you use? Maybe this can help you. We can go travelling by subway, by ...
2. However, there are some advantages and disadvantages of each kind of transportation. Let's look at this table. What's your idea about this? You can discuss with your partner.
3. Here are my opinions. Maybe you have your own ideas,but it doesn't matter. 1.To arouse student's interests in travelling.
The projector(showing pictures and table)
2.5 1. OK, it's time to make a
dialogue with your partner . You can use the following sentences. I will give you 1 minute.
2.OK, come back. Student A and B, you two please.
3. Good job. Sit down please. 1. To encourage students make their own plans for their holiday after receviewing the above information.
2. To practice their ora English.
2.Two students:
A: where are you going for the International Labor Day?
B:......
A: So cool. When are you leaving?
B:.....
A: How are
The projector(showing dialogue )
you going to... ?
B: By ....
A: How long are you staying in …?
B: ....days.
A:Good luck on your journey.
B: Thank you.
1 1.Anybody knowes the river? What do we call it in English? What about student C?
2.Student:Yes. Have you heard any one travel down the Mekong? Now let's come to learn the reading: Journey down the Mekong and see what happened . Lead students into the new lesson“ Journey down the Mekong” and discuss various topics about travel. 1. All: The Mekong 1.the projector(showing picture of the Mekong )
篇4：人教版高一Unit 13 Healthy Eating教学案例
（一）单元双基学习目标
Ⅰ. 四会单词和词组：
Pain , in (the) future , be rich in , contain , fat ( n . ) , soft drink , score , scores of , discuss , discussion , at the end ( of )
三会单词和词组： Examine, ripe, advice, patient, energy, weight, put on weight, westerner, cause, unhealthy, lose weight, suggestion
Ⅱ. 交际英语：
人人都希望自己身体健康，工作顺利，生活愉快。人体就像一部机器，机器需要经常保养才能不停地正常运转，不出故障；人也需要营养合理的饮食、充足的睡眠、必不可少的休息与娱乐。倘若你为了省钱省时间而终日凑合着吃东西；倘若你为了挤出更多的时间对付艰苦的学习而挤掉了睡眠时间；倘若你为了多打工赚钱，几乎舍弃了所有的休息与娱乐；那么，生病就在所难免。万一人生了病就需要去医院诊断出故障的原因，这时就需要和医生打交道，下面是常用到的语句。(设计意图：让学生会使用日常生活中的看医生的用语，提高学生语言交际能力，做到学以致用！)
医生用语：
1. What can I do for you? / What was the matter? / What's the trouble?
2. Does it hurt here? / It's nothing serious. / Let me examine you. / Take this medicine three times a day. / And I advise you not to do …
3. Drink plenty of water and have a good rest. / You'd better have a good rest. / You'll be well soon.
4. Show me your tongue. / Stick out your tongue. / Did you cough much? / Fortunately , you only have the flu (流感) . / You'll have to be hospitalized (住院) .
5. How long have you been like this? / Well, let's see. Open your mouth and say “ah ”. / Keep warm and don't catch cold.
病人用语：
1. I've got a pain (cough, headache, toothache) . / I don't feel well. / There's something wrong with. / This place hurts. / I feel a great pain here. / I feel dizzy (头晕) . / I took some medicine last night, but they didn't help. / Doctor, please give me an examination.
2. I've had my temperature taken. I indeed have a fever. / I was hot and cold by turns.
3. I don't feel well, doctor. / I hope it won't last long. / I don't feel like eating anything.
4. I have a sore throat (喉咙痛) and my chest hurts. / It started bothering me yesterday afternoon. / I feel hot and feverish. / I'm aching all over.
5. I've been losing sleep . / My whole body feels weak . / I've lost my voice. / My ears are ringing , and my cheeks burning . / I feel a pain in my left leg .
Ⅲ. 语法重点：进一步学习提出建议和忠告的句型。
1. I advise you (not) to do … / you'd better (not) do … / I suggest that you (should) do … / Why not do … / Why don't you do …
2. It's better to be absolutely sure , even if it does take a bit more time and trouble .
3. Well , if I were you , I would spend about four days sightseeing in Beijing and two or three days in Shanghai for shopping .
4. Let me give you a bit of advice , if you don't mind . Stop smoking or at least cut down on it . Watch your diet and …
5. How / What about doing some shopping here ?
6. I think we'd better send for a doctor .
7. Well , if you go on the way you have , you're only going to make things harder for yourself .
8. Yes , I suppose so . / Yes , I certainly will . / That's a good idea . / Yes , but don't you think … ?
（二）单元重点词汇点拨（设计意图：提高学生的词汇量以及使用能力）
1. Contain 作及物动词是“包含；包括；能容纳，能装入”
Seawater contains salt.
This auditorium will contain 3,000 people.
〖点拨〗
(1) contain 和 include 虽然都有“包含”的意思，但 contain 可用于表示包含所含之物的全部或部分，而 include 则只是包含一部分。试对比：
The parcel contained a dictionary . 那包裹里装的是一本字典。
The parcel included a dictionary . 那包裹里也包括了一本字典。
The tour includes a visit to Paris . 这次旅行包括游览巴黎。
The basket contains a variety of fruits . 这篮子装有各种水果。
(2) including 可以作介词连接介词短语。试比较：
Many women were waiting to buy that kind of cloth , including my mother .
Many women were waiting to buy that kind of cloth , my mother included .
可以这样说，include 着重“被包含者只是整体中的一部分”。contain 着重“内有”。
2. advise 作及物动词是“忠告、劝告、建议”
The doctor advised a soft diet . 医生建议进软食。 〖点拨〗
(1) advise + doing
He advised getting plenty of sleep and eating good meals .
(2) advise sb to do 建议某人干……。advise sb not to do sth = advise sb against doing 建议某人不要干
The teacher advised us not to read carelessly . = The teacher advised us against careless reading .
对比：The teacher advised our reading carefully . (动名词复合结构)
(3) advise that + 主语 + (should) do
She advised that he spend his holidays in Heinan .
对比：（误）Sharon suggested me to ask Dr Yang for help .
（对）Sharon advised me to ask Dr Yang for help .
（对）Sharon suggested / advised that I should ask Dr Yang for help .
（对）Sharon suggested / advised my asking Dr Yang for help .
（对）I was advised to ask Dr Yang for help by Sharon .
(4) advice 是不可数名词，表达“一条建议”用：a piece / bit / word of advice 。
3. score (比赛的) 得分；（单复数相同）二十
The score at the end of the game was 5 to 4 against the visiting team. 比赛结果为 5 比 4 ， 客队败北。
What's the score now? 现在比分是多少 ？
〖点拨〗
(1) scores of 许多，大批
The exhibition has scores of visitors every day .
(2) score 前有数词时，score 用单数，其后的 of 常省略。但在代词或者起定语作用的指示代词及物主掉次前的 of 不能省略。
Three score of them are League members.
Three score of those eggs are his.
She has two score (of) eggs. (这种情况下最好不用 of )
4. Discuss 作及物动词是“讨论，议论”。名词形式是 discussion 。
I've something of great importance to discuss with you.
After careful discussion the two parties reached an agreement on this matter.
〖点拨〗
(1) discuss 后直接接名词、疑问词 + to do ，不接 about / on 。但discussion 后可以接about 。
（错）We have discussed about the problem .
（对）We have discussed the problem .
（对）We have had a discussion about the problem .
(2) discuss sth with sb 和某人讨论……
We will discuss the changes of our school with them later .
(3) discuss freely 自由讨论，discuss fully / thoroughly 充分讨论，discuss keenly 激烈讨论，under discussion 在讨论中，have a long discussion about / on sth 对……进行长时间的讨论， a heated / hot discussion 热烈的讨论。
5. suggestion 建议
Your suggestion is very helpful .
〖点拨〗
(1) 含有suggestion 的主语从句、表语从句、同位语从句、定语从句中主句谓语用 should 型虚拟式。
We agree to his suggestion that the book (should) be published once more .
(2) suggestion 的搭配有：make a helpful / timely suggestion 作出有益（适时）的建议。act on / at one's suggestion = act on / at the suggestion of sb 按照某人的建议做。
(3) suggestion , advice 和 opinion
advice 多指根据自己的学识和经验提出来的供人参考的意见。suggestion 指为改进工作、解决问题而提出的建议，比 advice 委婉。opinion 是日常用语，指对某事的观点、想法。另外，advice 是不可数名词。
Advice is seldom welcome . (谚语) 忠言逆耳。
In our opinion , these trees must be cut down at once .
We have decided to pay more attention to their suggestions .
（三）单元词组思维运用
1. at the doctor's 在诊所
At the doctor's you can have your eyesight tested .
2. visit a doctor = see a doctor 看医生，看病，就诊
He had to visit a doctor because of his heart trouble .
3. a piece of bread 一块面包
4. a bit 有点儿（修饰形容词）
These apples are a bit green . 这些苹果有些生。
5. have a good rest 好好休息一下
6. in four hours' time 四小时后，四小时内
Take two pills now and two more in fours' time .
They will arrive in two hours' time .
7. a diet of 一种……的食物
Every person needs water and a diet of healthy foods .
8 . different kinds of 不同种类的
There are different kinds of moon cakes on Mid-Autumn Day .
Different kinds of book ( = Different kinds of books = Books of different kinds ) are on show in the book fair .
9. in calories 以卡来计算
The energy is measured in calories . 这种能量以卡来计算。
10. be asleep 睡者（强调状态）。fall asleep 睡着（强调动作）
11. burn up 烧掉，烧毁；消耗掉。
While you are walking , your body is burning up 100 calories an hour .
If the satellite returns to the earth too fast , it burns up on the way .
The house burned up before the firemen got there .
12. as much as 像……那样多；多达；到达……的程度。as much as 用于不可数的物体，而 as many as 则用于可数的物体。该结构还可以变化为：as much + 不可数名词 + as 或者 as many + 可数名词 + as 的形式。
Here is a bottle of ink . You may use as much as you need .
The average distance of the sun from the earth is as much as 150 million kilometres .
太阳与地球的平均距离达一亿五千万公里。
You should rest as much as possible .
In the countries of Black Africa , there are as many as 700 languages .
When working there , she could earn as much as 500 dollars a week .
He is strong enough to carry as much as 200 jin .
13. be considered (to be ) + 名词或者形容词“被认为是……”
14. be rich in 含有大量的；充满
This kind of fish is rich in vitamins A and D .
A large stretch of land rich in coal is called a coal field .
注意其反义词组是：be low in 含量低。be high in 含有大量的……
15. too much 过于多的（修饰不可数名词、作主语、作宾语、作表语）。而much too修饰形容词和副词。
She gets up much too early , because she has too much work to do every day .
16 . take exercise 运动；锻炼
You need to take more exercise if you want to keep healthy .
She ate too much and did not take any exercise .
17. put on weight 增加体重；发胖。lose weight 减少体重。
Too many sweets and not enough exercise will make you put on weight .
To the great joy of her , she has lost much weight .
18. in the form of 以……的形式
He made the suggestion in the form of a question .
All sounds travel in the forms of waves .
Water exists in the form of ice , snow , steam , etc.
19. one person in ten = one-tenth = one person out of ten 十分之一的人
注意区别：ten to one 十有八九，有可能
20. by the age of 在……岁前；不超过……岁。by 在这里相当于 before 。
She had had three children by the age of 35 .
He had been in the army for two years by the age of 18 .
注意：at the age of 在……岁时。试对比：
She married at the age of 30 .
She had been married by the age of 30 .
21. put … in order 把……按照顺序排列好
22 . value for money 合算，花钱值得
23 . scores of 几十的，大量的，许多的（修饰可数名词）
24 . value of money 合算，花钱值得
25 . lose weight 减少体重
26 . die from heart illnesses 死于各类心脏疾病
评价：
整体评价：这节英语课强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息，处理信息，分析问题和解决问题的能力。特别注重提高学生用英语进行思维和表达的能力；以及日常生活用语能力。
本节课的中心话题是健康饮食，具体内容涉及健康饮食及饮食习惯，饮食与健康，知识与教育等，激发学生的思维，引起学生对健康人类饮食生活的了解。通过一系列的问题解决活动，促进和协调了学生多种智能的发展，使学生的语言运用能力，探究能力，创造能力，协作能力形成有机的整体，共同得到发展。
课后反思：
怎样让学生能够能积极参与问题的讨论，怎样让学生真正动脑筋，在兴趣中探索新的知识和掌握技能，改变以教师为主体的教学方式，是每个老师需要认真思考的问题。
篇5：人教版高一Unit 17 Great Women教学案例
1.教学设计：
英语作为重要的信息载体之一，是人类生活各个领域中使用最广泛的国际语言，社会对学习者的英语水平要求越来越高。作为英语教学四项基本技能之一，写作是英语教学中不可缺少的一环，它能够客观地反映学习者的思维组织能力和语言表达能力，能够反映学习者综合运用语言的能力。
按照新课标，情感态度是指兴趣、动机、自信、意志和合作精神等影响学生学习过程和学习效果的相关因素以及在学习过程中逐渐形成的祖国意识和国际视野。情感态度的培养为写作教学提供了充足的源泉。学生感兴趣和熟悉的题材会真实、生动地阐述自己的观点。
理论支撑：
多元智能理论
语言作为一种交流工具起着传情达意的作用，学生在语言学习过程中其言语智能（即通过文字获取和理解信息并用文字思考、表达思想的能力）得到最直接的操练和发展。此外，本单元的中心话题是伟大的女性及其对我们的生活的影响，因此以语言为媒介通过学习伟大女性中获得重要的人生哲理懂得尊重女性并激励自己，学生的人际智能、内省智能也可以得到不同程度的发展。
3 。教学重点及难点
重点：1.词汇，词组及句型结构。
2.正确描述人物品质。
3.按照时间为序有层次的刻画人物写作手法的掌握。
4.了解掌握主谓一致。
5.巩固fan-letter.
难点 ：1 .形象准确描述人物。
2 .讨论：男女平等性开放性话题。
3 .了解男女平等,美国黑人问题及黑人妇女状况等问题。
4 。课时计划
Period 1: warming up & listening
Period 2: speaking
Period 3&4: pre-reading , reading ,post-reading.
Period 5: language study.
Period 6: integrating skill.
5 .Teaching plan
Period 1 Warming up & Listening
Goals: 1. To know briefly some famous women
2.To know the reason why we admire them
3. To catch the key words to describe persons
Step one : Warming up
1. Daily report
2. Lead-in this unit by asking questions as follows
This month is March .Can you tell me the festivals of this month in the world ?
Can you tell me some days about women ?
In the world , do you know a woman who really inspires you ?Can you explain the reason ?
Can you tell me other famous women ?
Look at the pictures ,who are they ?
3. Listening
Now , I’d like you listen to some information about these four persons .After listening , tell me who I just describe .
She was born in Warsaw on Nov,7,1867. When she was 24 years old , she went to Paris to continue her studies in Physics and Mathematical sciences . There, she got married to Pierre .After the death of her husband , she took the place as Professor of Physics .She discovered polonium and radium. She received the Nobel Prize twice.-Madame Curie.
She was born in West Virginia, but she spent most of her life in China. In 1920s she began to publish stories and essays in magazines .Her first novel ,East Wind ,West Wind was publish in 1930. The Good Earth , her 2nd novel won her the Pulitzer Prize . She won the Nobel Prize in literature .She published over 70 books in her life time .---Pearl S. Buck
She was born on August 27 ,1910. When she was12,she determined to help the poor and India was her destination . At 18, she went to India and took her initial vows as a nun . She devoted herself to this place . She received the Nobel Peace Prize in 1979. She died in -Mother Teresa .(To keep a lump burning ,we have to keep putting oil in it –Mother Teresa)
She was born into a rich family . As the widow of Sun Yatsen , she became an important member of the elite of P.R.C. She was the vice-chairperson of the P.R.C. and devoted herself to the welfare activities for women and children.-Song Qinglin
4. Discussion
It has been said life is difficult as it is .For women it seems twice as difficult .Is it more difficult for women to become famous or get jobs in high positions. What do you think?
Step two : Pre-listening
Now ,we have few chances to talk with the famous women face-to –face . With the help of modern machines, we know of them . Yet in our daily life ,we have more pictures of our dear friends . Now Alice and Lucy are talking about the old friends .Listen carefully.
Step three : Listening (Extensive listening)
1. First time listening. Finish the blanks .
At first, Alice didn’t like lily because she thought she was very ____
Sandra and Lily were like ___ and ____
Jane and Rose could ___ ____ well .
Sandra ___ ___ a lot . She has her own ___together with a ____ of hers.
2. Second and third times listening. Finish the form
3. Group work: every group just chooses one role
课后记：
先进的教育理论对教育教学的指导意义无可置否，问题连续体理论给与教师很多启发和益处。问题的层次性和挑战性激发了学生的求知欲和学习兴趣，在解决问题的过程中，构建自己的知识体系，加强合作意识。本节课教师引导学生借助相关的材料关注伟大的女性及其对人类生活的影响这一重大问题，使他们在了解和思考以及表达过程中提高自身的人文素养和语言的运用能力，使外语的工具性、人文性和社会性得以充分体现。
引导学生深入理解、反思和表达的过程就是在关注学生在学习过程中的情感、态度和价值观，并给以合理恰当的引导和肯定，使学生获得愉悦感、成就感，增强自信心。
建议学生在通过获取信息来表达自己的思想和情感的同时，当在以后的语言学习和社会生活实践中多留心、多体验日常生活小事带给我们的感悟，不断提高个人的人文素养。
4.
篇6：人教版高一Unit 22 A world of fun教学案例（reading）
1教学设计：
从时间安排，本单元放在临近暑假期间，可以引起学生的特别关注。因为再过二十几天就要放暑假了，暑假哪里好玩，到哪里去度暑假这将是学生即将要面对的问题，这单元正好给以学生提供信息开阔眼界，而且有利于这单元的教学展开和落实！：
本单元中心话题为“主题公园”，具体涉及“什么是主题公园”，“主题公园提供哪些娱乐方式”，“主题公园为何吸引游客”等。语言技能和语言知识几乎都围绕介绍“主题公园”这一中心话题设计的：
本节课是以主题公园为中心话题，介绍了主题公园的概念以及世界著名的主题公园，而且介绍了主题公园与单纯的娱乐公园的不同是寓教于乐。
The record of the class
Teaching aims:
1. Have a good understanding of the text and learn some useful words and expressions.
2. Improve the Ss’ reading ability.
3. Know more about the theme parks and enrich the Ss’ imagination.
Key points: Have a good understanding of the text through the exercises.
Difficulties: To talk about the questions in Post-reading
Teaching aids: computer, tape-recorder, handout
Teaching procedure:
Period 1: warming up & listening
Period 2: speaking
Period 3&4: pre-reading , reading ,post-reading.
Period 5: language study.
Period 6: integrating skill.
5 .Teaching plan
Period 3 reading
Goals: 1. To know theme parks.
2.To know the theme parks different from traditional amusement parks
3. .To know the five theme parks and their common.
Step 1: lead in
1,greet the class as usual
T: good morning class! What’s the date today?
Ss: International Children’s Day!
T: Very good!!! Today is International Children’s Day! When you were child, how did you spent your Children’s Day with your parents?
Ss:………
T: Have you spent your Children’s Day with your parents in a park?
Ss: yes/no
T: Ok! Never mind! Today, please come with your daughter and go to all kinds of theme parks to spend your Children’s Day! Ok?
Ss: Ok!
T: Now, please look at these pictures that you can see in a theme park. Which words would you think about in this unit?(show some pictures on the screen)
Step2:
T: Ok! Just now ,we have go to a theme park. Now please answer my questions.
What can you see in a theme park?
rides shows buildings statues castles
What can you do in a theme park?
watch scary films and shows,
look at the exhibitions,
enjoy the rides and attractions,
meet many cartoons, etc
Step 3: Skimming
T: never mind! If you don’t know , please turn to passage66 “Theme parks” that will tell you something about theme parks. please go through the passage quickly and answer the following questions.
What is a theme park?
----A theme park is a collection of rides, exhibitions or other attractions that are based on a common theme.How many theme parks are mentioned in the passage? What are they?
Five.
They are World Park, China Ethnic Culture Park, Ocean Park, Disney Land, and Universal Studios.
Read the text second times and do the true or false exercises:
1)Like traditional amusement parks ,theme parks often want to teach visitors something.( )
(2) Many people come to Ocean Park looking for thrills and entertainment.( )
(3) At the China Ethnic Culture Park,people can learn about culture of China’s fifty-five minorities.( )
(4)Disneyland in Canada was one of the first theme parks to become popular around the world.( )
(5)At Universal, all the rides and activities are based on Universal Pictures movies.( )
(6) New theme parks are being built all over the world. ( )
Find the meanings
Find right words to match that mean the following
1.To make someone laugh or to entertain someone (para1)
2. something that makes people want to go to a place (para2)
3. a small national group of people in society (para1)
4. an exciting feeling (para2)
5. activities that entertain people (para2)
comprehension
1.Many people come to theme park looking for______.
A.rest and amusement
B.knowledge and entertainment
C.thrill and excitement
D.fun and relax
2.Which of the following is NOT true about Ocean Park?
A. The park is made up of two sections.
B.The people coming here can both have fun and experience something differentC. It’s in the ocean.
D. Pandas can be seen here.
3.Which of the following is NOT what people do at the Disney parks?
A.Meet Mickey Mouse and his friends.
B. Admire An An and Jia Jia ,the two giant pandas.
C. Enjoy rides and games.
D.Look at exhibitions.4.You may not experience
__________ in the park.
A. falling through the air
B. risking injury
C. taking off in a rocket
D. flying a helicopter or fight creatures in outer spaceStep 6 Post-reading:
1. Today is International Children’s Day, your English teacher wants to take you to one of these five parks: which one do you like best? Why?(Please talk with your partner and write down your idea!)
本节课以一系列问题组成的任务环，以学生的大胆预测来呈现主题these parks,学生活动积极，能够充分展开幻想和想象，对未来生活进行描述在阅读的过程中通过找问题的答案来传授阅读技巧，形成有效的英语学习策略，教学设计不够合理，以后还要继续努力！
英语作为重要的信息载体之一，是人类生活各个领域中使用最广泛的国际语言，社会对学习者的英语水平要求越来越高。作为英语教学四项基本技能之一，写作是英语教学中不可缺少的一环，它能够客观地反映学习者的思维组织能力和语言表达能力，能够反映学习者综合运用语言的能力。
按照新课标，情感态度是指兴趣、动机、自信、意志和合作精神等影响学生学习过程和学习效果的相关因素以及在学习过程中逐渐形成的祖国意识和国际视野。情感态度的培养为写作教学提供了充足的源泉。学生感兴趣和熟悉的题材会真实、生动地阐述自己的观点。
。
篇7：人教版高中英语必修一Unit 4 Earthquakes教学案例(人教版高一必修一教学案例)
一、教学设计
Teaching goals (教学目标)
1.skill goals (技能目标)
Know basic knowledge about earthquakes(了解地震的基本知识)
Know how to protect oneself and help others in disasters（了解如何自救与他救）
2. sensibility goals(情感目标)
get the students to be aware of the terrible disasters ,meanwhile get them to face it ,treat it in a proper way, and never get discouraged.（使学生对灾难有正确的认识，要用积极的态度来对待它。）
3．Ability goals(能力目标)
a.let the students collect the information from the internet by themselves.(独立搜集信息的能力)
b.Let the students pack up the information by themselves.(独立整理信息的能力)
c.Let the students design it for the purpose of showing in class.(设计制作课件的能力)
d.feed them back to students in class ,using what they have done.(课堂反馈与学生互动的能力)
Teaching important points（教学重点）
Let the students know what a correct attitude towards a disaster is and what we should do in a disaster for ourselves and for the other people(树立对于灾难的正确认识及面对灾难该如何应对)
Teaching difficult point(教学难点)
How to deal with the interaction between the students speakers and their classmates.(如何处理学生演讲者和同学之间的互动)
Teaching procedures:
Step 1: natural disaster
Show the students some top disasters in the world, by Deng Yuge Team and Zhuang Jinmao Team.
Step 2: famous earthquakes
Show them some famous earthquakes in this century in the world, by Lin Chuyin Team and Deng Yuge Team.
Step 3: Tangshan earthquake
a.show them some pictures about Tangshan earthquake by Zhuang JinMao Team.
b.Watch a video about Tangshan earthquake.
Step 4: Signs before earthquakes
1.Given by Wu mengni Team in the form of pictures and words.
2.Given by Lin Chuyin Team in the form of filling blanks.
Step 5: How to escape from the earthquake
a.given by Zeng Jiaxin Team in the form of pictures and words.
b.ven by Zhuang Jinmao Team in the form of T or F.
c.ven by Lin Gaoxiang Team in the form of T or F.
Step 6: Imaginary work
Suppose there is an earthquake now, and you can take nothing but one thing, what will you take? Is it money, water, fruits, mobile phones, or a torch light?
Step 7: Proverbs
Get the students to collect some proverbs from the internet, which are something related to how to deal with disasters, what right attitude we should take and so on., then ask them to write them on the blackboard, and explain them to the students one by one.
Step 8: Homework
a.pose an earthquake happens in the school hall, what should you do?
b.ppose an earthquake happens in the classroom , what should you do?
c.ppose an earthquake happens in the bedroom, what should you do?
二、教学反思
通过本课教学，我有如下几点反思：
1、创新，以教材为模板，重新设计教学内容。
上课前，我原来准备了reading，既The Night The Earth Didn’t Sleep 这一课的教学设计，但在制作课件过程中，发现我不知不觉已导入很多课外内容，如：地球上的灾难，本世纪的大地震，地震的前兆等等，而这些内容与本课息息相关，密不可分。如果加进去，容量过大，有舍本逐末之嫌，如果舍去，则少了许多必要的铺垫和导入，对于一篇记叙文来讲，过多挖掘课文内容已显多余。于是我想，何不把它分成两节课来处理？这一节我定它为课外知识拓展，有了这样的想法之后，思路豁然开朗，我可以以“地震”为母板，重新设定教学内容。于是，一会的工夫，本课模型已跃然纸上：
（1）地球上的灾难。（2）本世纪的大地震。（3）唐山大地震。（4）地震的前兆。（5）地震中的逃生。（6）想象性活动。（假如发生了地震，你只能拿一种东西，你会拿什么？）（7）相关谚语。（8）作业。
2、以学生为中心搜集、整理、设计、反馈教学内容，让学生在学习中体验成功和快乐。
模型出来后，我又开始重新制作课件，这样的设计无疑是要借助网络的，为什么不充分利用网络的力量？打如关键词搜索，便可得到大量的资料，寻找关于灾难和地震的资料并不难，难在筛选，我在这个过程中体验到了许多快乐和烦恼，有“得来全不费工夫”的快乐；也有“踏破铁鞋无觅处”的烦恼。于是，我想，信息的整合难道只是教师守在电脑旁，不眨眼地搜集和整理，为我所用？我得到的快乐，我在整合过程当中的种种滋味，何不让学生来体会一下？也许通过这种锻炼，他也会有意想不到的收获呢！新课改，更强调学生自主学习，主动学习，让他们亲自动手，一定有益！
3．把课堂交给学生，给他们一片天空，还他们一份自信。
学生们辛辛苦苦搞出来的作品，一定要给他们一个展示的机会啊！于是又一个念头跳出来，我把课堂交给他们，由他们去展示自己的东西，叫他们品尝一下成功的快乐，同时也给他们一个机会，叫他们生生之间进行互动，反馈，比我在上边要好得多。这么多小组，这么多作品，我从中精心挑选了八组，根据主题不同，每个主题选出两到四组,每组自定发言人（speaker）,这样，七个主题下来，就有二十余人有表演和展示的机会了，而且他们所展示的东西是他们用汗水和心血换来的，所以，展示过程中同学们没有矫揉造作，显得颇为自信，也游刃有余，精彩之处，不时换来同学们的热烈掌声，我想这掌声对他们参与者来说更是珍贵了，他们更在乎同学的评价。
5、一节课下来，我也有许多遗憾的地方。
比如：课件的制作，利用powerpoint 课件来制作英语课件，应该说是无庸置疑的，也是最好的，我的这节课因为都是学生唱主角，大多数时间是学生在台上穿梭往来，所以我设置了很多的超级链接，目的是节省时间，便于操作，但稍不小心，便会失去链接，只好从头再来，原因是有七大主题，而每个主题又有不同的学生，所以需多次重复操作，课前演练时觉得还问题不大，可是上课时还是有一次失去了链接，只好从来。还有，同学们都是以组为单位来制作自己的内容，组与组之间出现了某种主题的演示形式过于单一雷同的现象。如：地震中的逃生这一环节，有三组同学都用了正误判断的题型，且这种题型不利于同学的现场发挥，有个别同学在展示期间，明明知道同学们的答案是不一致的，需要解释原因了，可是，语言能力有限，卡在那里，成了“茶壶煮饺子，有货倒不出。”其实，假如我在课前指导时及时纠正，换成图文并茂的幻灯片，既利于台上同学表达，又利于台下同学理解，效果会更好。
根据自己的教学实践，提供一节你认为最值得交流的教学案例，同时反思这堂课的最成功之处在哪里？最不成功之处在哪里？哪些地方值得改进？（第四次
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教师评语：
篇8：新教材Book1 Unit10语篇教学(人教版高一英语上册教学案例)
【摘 要】文章阐述了语篇教学的重要性，以新教材 Book1 Unit10为例，谈谈自己在语篇教学中的一些做法。
【关键词】语篇教学案例
新大纲强调，“高中阶段要侧重培养阅读能力。”新大纲还指出“课文首先应作为一个整体来教”。近几年来国家教委考试中心公布的“考试说明”也越来越强调语篇理解的重要性，作为英语高考试题改革重要组成部分的几个大题，即完形填空、阅读理解以及短文改错，都是要求考生整体地接受文章内容，掌握其中心思想。由此可见，高考英语试题改革的精神与新大纲的精神是相吻合的，他们都要求教师贯彻课文语篇教学原则，让学生把握全篇文章的主旨，要见到森林，不要只见树木，不要孤立地识字，而要字不离句，句不离文，在语篇中寻找有助于理解的信息，努力去理解无法从字面上获取的含义，找出课文的中心思想，或推断出文章的深层主题。为此，教师应有意识地培养学生掌握一些必要的阅读技能，例如通过读能够抓住要点，理解文章的内涵，吸取书面的信息等。只有这样，才能使外语教学适应素质教育的要求。下面以新教材 Book1 Unit10为例，谈谈自己在语篇教学中的一些做法。
一、教学目标设计
（一）、知识目标。
1、使学生了解动物濒危的原因。
2、掌握下列短语
keep from doing something, die out, take measures, be used to sth, adapt to, first of all
（二）、能力培养目标。
使学生掌握略读、查读的技能。
（三）、思想教育目标。
通过本文学习，使学生了解濒危动物，树立保护动物、保护环境的意识。
二、教学内容及重点、难点分析
（一）、教学内容。Unit10 Are we endangered? 全文，本课文类型：说明文，处理课文应从动物的现状，动物濒危的原因，怎样保护动物入手。
（二）、教学重点。处理好在课堂上教师起指导作用，学生是主体的关系，教会学生阅读的技巧。
（三）、教材难点。How to protect the environment?(如何维护生态平衡)
三、教材对象分析
许多学生虽然学了几年英语，也读了一些书，但阅读能力仍然很差。英语教学重点应放在培养学生阅读能力上，教会学生略读、查读的技巧，帮助学生识别不同文体的特征,掌握各种体裁文章的阅读方法，提高他们的阅读能力。
四、教学策略及教法设计
（一）、教学设计从课文预测入手，并设计相关的问题，唤起学生的阅读兴趣，使他们思维活跃，从而取得最佳的教学效果。
（二）、采用启发式教学，鼓励学生踊跃参加课堂教学，充分体现教师的主导作用和学生是主体的原则。
（三）、对学生进行预测、略读、查读、讲解和巩固语言点和写作训练。
五、教学过程与分析
（一）、阅读前
1、根据图片和题目进行预测：
在阅读中，我注意引导学生有目的的运用储存在大脑中的原有知识图式进行选择、整理和加工，培养他们分析、预测、推理和判断的能力，我先让学生看课文的标题及图片，然后让学生预测，猜测这篇课文所讲述的大概内容。如新教材 Book1 ,Unit10 ,Are we endangered? 学生看到标题及动物图片就会联想:
1、Why are we endangered?
2、When we were in danger, what would happen to the animals?
3、What are the relations between human beings and animals?
4、How to protect the animals?
这些问题的讨论不仅能够激发学生讨论的兴趣，而且还能激发阅读欲望，有助于学生对课文的理解。
2．导入
设计相关的问题，唤起学生的阅读兴趣，加深对阅读对象的了解，如Are we in danger? 这篇文章就通过How do plants and animals live together?这个问题引导学生讨论动物与植物的关系，引出食物链，告诉学生各种动物与植物是互相联系，互相依存的，任何一种动物与植物的灭绝都会造成其它动物与植物的死亡。接着引导学生讨论:
1.What do human beings need to survive?
2.What about plants and animals?
引导学生讨论人和动物生存需要的条件，进一步提出问题:
But now how is the environment? Are they fit for the people and the animals?
层层导入，为课文的学习打下了基础。
(二)、阅读中
1、把握语篇体裁：引导学生分析文章的体裁，因为语篇题材框架是高度抽象化的篇章模式，它揭示了不同体裁语篇的本质特征和主要特点。了解体裁框架有助于学生更准确地了解特定语篇的含义，抓住其要点。新教材Book1 ,Unit10 ,Are we endangered?是一篇说明文（exposition)。说明文是对某个事物或某种现象的产生、发展特性、性质、状态功能等进行阐述、介绍、解释或说明的文章。根据说明文的特点，引导学生阅读文章的开始段和结束段以及每一段的段首句和结尾句，了解文章的大意。
2、运用各种方法进行阅读：
(1)、略读或粗读（Skimming）：要求学生尽快浏览文章标题，文章的开始段和结束段以及每一段的段首句和结尾句，了解文章的大意，并提出以下问题：
What is the article about?
让学生带着问题边读边找答案。这种训练对于提高学生的逻辑思维能力。
(2)、查读（Scanning）：要求学生迅速浏览，从材料中迅速找到特定信息和具体的事实，做以下True or False 练习。( 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.
④.Planting a tree is a way to creating more space for animals.
(3)、精读(Intensive Reading)：
通过精读，使学生通过有目标的阅读，加大信息输入量，掌握文章中所包含的信息，了解各语篇的含义，作者的写作意图，对文章进行深层的理解，让学生回答有关的问题，检查他们理解文章的程度，这些问题可以是记忆性问题（答案是课文中现成的，记住就能回答）；理解性问题（答案在课文里，但不一定是现成的）；应用性问题（答案要求应用课文中的知识或新的语言知识）；创造性问题（答案要求学生独立思考，发挥其创造性）或评价性问题（答案要求学生表示个人观点，发表不同意见）。如教新教材Book1A Unit10时，我设计了以下的问题：
①.记忆性问题
Who is Steve Jones?
②.理解性问题
A.Without all the plants and animals,can we survive?
B.What is one of the things that you can do to help them according to the expert?
C.Why do animals and plants become endangered?
③.创造性问题
A. A species can become endangered when its habitat is changed or destroyed. Can you think of things human beings do that may destroy or cause changes in a habitat?
引导学生讨论人类的各种活动对动物和环境的影响，随着人口增长和经济的发展，人为地造成生态环境的破坏，加速了物种灭绝的速度。而这种灭绝必然也会反作用于人类本身。人类生活所需要的一切都直接或间接地与动物有关，离开了动物，人类就无法很好的生存。那么
B.What can we do to protect animals and plants that are being endangered?
引导学生进一步讨论该怎样保护动物？
（三）.语言点处理
在整个阅读教学过程中，为了使学生更准确地理解文章内容，同时使学生说的、写的更准确，在阅读教学过程中，我将文中的词汇、短语、句型及语法，还有难句等语言点找出来，进行讲解，采用造句、编短文、针对所讲的内容进行提问、进行语言点的选择填空等方法，使知识在记忆中痕迹得到强化，形成牢固的联系，促进学生对所讲知识的理解和运用。
1、将语言点加以解释，对其中的语言点进行造句,通过造句练习，使学生充分发挥他们的想象力，形成英语思维，使对语言点的印象更为深刻。
(1).keep sb./sth.from doing something
eg.You'd better keep your son from smoking.
(2). die out
eg.The fire died out.
(3).take measures
eg.We should take measures to protect our environment.
(4).be used to doing/noun.与. used to do something
eg.①.I have been used to the weather of the south.
②.He is used to getting up early.
③.He used to go to school on foot.
(5).adapt to
eg.The animal has adapted to its new environment.
(6).first of all
eg.I want to read a lot of books,first of all,I want to read the books about Madam Curie.
2、运用语言点，编短文。
这篇课文的语言点如下：
keep from doing something, die out, take measures, be used to sth, adapt to, first of all
根据这些语言点，编成以下的短文:
Many animals and plants died out. How to save them? First of all,we should take measures to keep them from becoming endangered. When they are used to the new environment,they will adapt to the change.使语言点在语篇中重现。
（四）.复述课文，就课文内容进行改写、续写、缩写、扩写和写体会。学了课文后，就着手对所学的信息进行梳理、归纳和总结，使信息的吸收得到强化和巩固，同时使学生掌握的知识转化为技能。这一阶段的操练要突出知识的综合性和语言的交际功能，要让学生在理解和记忆的基础上进行创造性的练习，从而培养学生运用语言的能力，可以采用填空和复述等形式对学生进行训练，以此来调动学生的积极性，发挥学生的主动作用，让学生再次发挥他们的语言才能。根据新教材Unit10 ,Are we endangered?的内容，我设计了以下练习：
1．根据课文内容进行填充。
We human beings are not_____ in the world.There are animals and plants _____us, _____which we could not _____.Unluckily,many of the earth's animals and plants have already_____ _____ and some other species are _____ .We have to learn how to protect other living things in order to live a_____life and have a _____future.
However,what shall we do? _____ _____ _____we have to learn more about animals,plants and the _____.For example,we can help _____ _____more space for animals and plants.What's more,we don't _____.As a result,we can not only keep animals and plants but also _____from becoming endangered.
2．引导学生缩写，给出主题句。
（1).What's the environment around us?
（2).What causes endangerment?
（3).How to protect the environment?
六．总结
贯彻语篇教学原则，是对传统的课文分块教法，即“句句语法分析、词汇个个开花”的分段串讲方式的重大改革。课文教学的这种改革，真正的提高了学生的阅读理解能力。语篇教学要求教师在课堂教学中要不断注重向学生传授各方面的知识，扩大他们的知识面。具体说来，在课堂教学实践中，教师不能仅仅满足于对教材中的语言难点的分析和训练，而要善于挖掘教材中的那些含有民族文化背景知识和社会内容的语言现象，并结合这些语言现象，广泛地向学生传授文化、语用、认知、文体等方面的知识。这样才有可能真正提高外语应用能力。
【参考文献】
[1]、秦秀白 “体裁教学法述评”《 外语教学与研究》（外国语文双月刊）1月 第1期
[2]、赵代玲 “高中英语五层次阅读教学模式的探索”《中小学英语教学与研究》 第5期
[3]、杜萍 “高中英语阅读策略与教学方法的研究” 《中学外语教与学》 第1期
[4]、丁岩 “高中英语教学中不同文体的阅读指导” 《中小学外语教学》 20
[5]、肖丽芬，“高中英语的阅读教学”，《教育教学论文集》第九期，中国文联出版社
[6]、张长宗，“高中英语语篇教学课堂模式探讨”，《中学英语教学论文集》 陕西人民教育出版社
[7]、“学习新大纲，推进英语素质教育” 中国教育曙光网
篇9：Unit9 My favorite subject is science 教学案例(人教版英语七年级)
Unit 9 My favorite subject is science
Period 2
Teaching design
湛江师范学院外国语学院 09英教3班蔡广娣 教学对象：七年级
单元课题名称：My favorite subject is science
教学版本：人教版新目标
课型：综合应用课
Ⅰ Analysis of the teaching material
This unit mainly talk about school subjects and will be divided into five periods. This is the second period of this unit. It will continue to talk about the students’ favorite subjects and the reasons. It will review what have learned in the last period and focus on the usage of the special questions contain what, who, why, and when. Important sentence patterns are presented and flexible teaching methods are used to help students master the grammar.
ⅡTeaching objectives
1. Knowledge objectives
(1)To study the special questions contain what, who, why and when.
(2) To use the key sentence patterns to ask and answer questions.
2. Ability objectives:
(1) To develop the ability of speaking and writing.
(2) To use the special questions to talk about their favorite subjects freely.
3. Moral objectives:
(1) To increase students’ interest and develop their self-confidence in speaking English.
(2) To enhance the students’ friendship between each other.
Ⅲ Focal points and difficult points:
To enable students to understand the usage of the special questions.
To enable students to use the special questions to ask and answer questions.
ⅣTeaching aids: Multi-media
ⅤTeaching procedures: Period-2
Teaching steps Purpose Teacher’s activities Students’ activities Methods
Step1 Revision and lead-in
1. Review what have learned.
Lead-in the new language point. Ask some of the students what’s your favorite subject? and why do you like the...? Who’s your...teacher?What’s (his, her, Bob’s...) favorite subject; Why does Bob like...? When is your...class?
Ss: Answer questions use the sentence patterns: My favorite subject is...; because it is...; My...teacher is ...; Her/ his favorite subject is...; It’s on Monday. .
Step2 Grammar focus
Guide students to understand how to use what, who, why, and when to ask questions and how to answer the question including what, why, how, and when.
Ask students to summarize the usage of what, who, why, and when. .
Ss: Summarize the usage of what, who, why and when.
Step3 Guessing game
Show some pictures of the students in the class and ask other students to guess their favorite subjects.
Ask students to use what, why, who, and when to ask and answer questions.
Ss: 1.Guess the favorite subjects of the students in the pictures.
2. Ask and answer questions. Communicative
Step4 Pair work
Ask students to make dialogues with their partners use the sentence patterns: What’s your favorite subject? My favorite subject is...Why do you like...? Because it is... Who is your...teacher? My...teacher is... When is your...class? It is on...
Ss:1.Discuss and make dialogues with their partners
2. Show their dialogues to the class.
Step5 Fill in the blanks
Guide students to do the exercise in 3a and 3b
Check the answers.
Ss:1. Do the exercise carefully
2. Exchange their answers with their partners to make sure the answers are correct.
Step6 Interview and report
Guide the students to do the interview in 3c. The students are divided into several groups. Then give the survey to the students to discuss and show an example for them how to fill out the survey and do a report.
Ask students to find out the one who has the same favorite subject.
Ss:1.Do the survey in their group
Name Favorite subject Reason Teacher
and then the group leader should make a report in front of the class.
2. Find out those who has the same favorite subject.
Summary Consolidate what have learned in the class today.
Ss:Summarize the sentence patterns have learned. Listen carefully and answer the teacher’s questions.
Step7 Homework: Write a short passage about my favorite subject.
Blackboard design
Unit 9 My favorite subject is science
What’s your favorite subject? My favorite subject is...
Why does Bob like...? Because it is...
Who is your...teacher? My...teacher is...
When is your...class? It is on...
篇10：人教版 高三教学案例
温州十四中学 金炎
一、主题与背景
自从使用高中英语新教材以来，中学英语教师们一直都致力于一种有别于我国传统英语教学法的新教学方法的探索，然而不少教师感到困惑，新教材，“容量大，重运用“的特点不易于在教学活动中得到体现，甚至不少教师重操旧业，采用以轻车熟路的模式组织教学活动。课堂形式呆板，教师大力喷灌，学生机械记忆，忽略了语言学习在丰富而生动的交际活动中去完成。
国外权威语言学家认为：“英语是学会的而不是教会的。”此观点阐明: 英语教学活动应创设语言交际情景，教师应努力指导学生运用英语，而不是致力于英语知识的讲解。因为“说英语”不是英语教学的一种过程，而是英语学习的结果。把英语作为“死”的知识去分析其词语的用法，句子的结构以及课文的特点，不考虑其交际功能的体现是一种已经落后于时代的教学理念。采用新型的教学模式则能够扬长避短,体现新教材的特点,侧重于学生语言交际能力的培养。
这种教学模式首先把学生界定为教学活动的主体，一切教学活动皆围绕学生而进行，教师充当的角色是导演，学生是演员，要演活这场特殊的戏，教师应坚决摈弃落后的观念，不要担心学生不会学而越俎代庖。要求学生听课，作课堂记录是必要的，而整堂课学生都在紧张记录，而不运用英语思维、交谈，这种课势必缺乏创造性，将耗费学生宝贵的学习时间，更为严重的是这种方法培养出的学生能看能写但不能说。“哑巴”英语会严重阻碍英语交际能力的培养。如果我们以学生为中心，让学生充分发挥主体作用，不担心学生出错，不包办代替学生的学习活动，英语教学活动将结构合理、效果明显，教师从走进教室的第一分钟起就应该准确将自己进行角色定位，指导学生作好值日报告，抓好课堂教学的第一环节。让学生用英语谈论“天气，”“学生出勤”及“发生在周围的重大事件”等，学生在作值日报告时，不流于形式，想说，敢说，整个活动开展得自然有序。
二、情景描述
以阅读材料的内容为基础，结合个人的经历和感受，讨论有关学校教育的问题。重点训练阅读和表达能力。
1．导入：教师提出以下问题，让学生简要回答：我们为什么上学？学校教育的主要目的是什么？谁应该为学生的教育负责？
2．教师布置阅读任务：学生阅读一篇题为“Why Go to School？”的短文。要求学生一边阅读一边标出他们完全赞同和不太赞同的观点。
Why Go to School？
School is one of the first social situations that you go to outside your family．Your attitudes are deeply shaped by the type of education you receive，by the personalities of your school and its teachers，and by the suitability of the education for your career objectives．Although your first responses to your early educational environment were probably influenced by the attitudes of your family and friends，your later responses to life itself will be greatly affected by how and where you were educated．
Both you and your school are responsible for your education；it is a two-way street．Many people today argue that today's educational system does not meet the needs of its students．If this is true，then the entire system of our education must be examined and reorganized．If the statement is false，then it is the responsibility of the educational system to make people believe the system is a good one．No educational system，however，can do a good job for you，the student，unless you yourself make contribution to the educational process．
The main objective of a school should be to teach you to think for yourself，to find your own value，and to develop your potential．School is not a place where you simply learn the ideas of other people or the knowledge written in books．
In school，you must always ask yourself questions like these：Whose values am I learning？Where do the teachers' ideas come from？Is everything introduced in the teaching materials right and appropriate for me？
The best school is not the one that forces you，the student，to fit it，but the one that tries its best to fit you．So does your school fit your interests and your needs？
3．学生以组为单位（4-5人一组），交流他们的意见，
特别是与短文中观点不一致的意见。组长负责记录小组中较为集中的意见。
4．各组向全班汇报交流讨论的结果。教师在黑板上做简单的记录。
5．选择几种有争议的观点，问全班学生谁同意这些观点，谁反对这些观点。
6．重新分组：就某一问题，持相同观点的学生组成一组（4-5人为宜），然后讨论为什么支持（或反对）某一观点，列出几条理由。
7．各组派一名代表汇报结果。
8．就某一问题进行辩论。
三、问题讨论
1． 这个活动的主要目的是把阅读与表达有机地结合起来，重点是培养学生批判性思维能力和表述个人观点的能力。另外，学生可以结合自己的经历和体验发表观点，因而贴近学生现实生活。
2． 不论用什么方法教学，永远是一个教一个学双向的活动，先说教法，方法要多样化灵活能吸引学生的注意力，一定要有教学重点难点让学生知道本节课的知识点是什么
3． 不能只看课堂活跃热闹，要分层次教学从易到难，在教学中好学生差学生要分别对待：
较长较难的句子让好学生来翻译，容易的句子让差生来翻译，达到大部分同学能听懂以后增加难度。
4．做问答练习时把答题写在纸条上，每个学生发一张，问题在老师手上，老师问问题时同学看着自己的小条回答，这其中学生们也会互相提醒帮助，这个练习即练习了听练习了说又练习了读。达到了一切教学活动以学生为中心，老师只是起到引导作用。
5．尽量做到少批评多鼓励，这样学生就会有兴趣自觉学习，如果学生对学习英语产生了兴趣他们就会多学会少玩会，如果他们失去了学习兴趣，就会少学会多玩会，知识是学会的而不是教会的，所以教师一定要想出各种方法使学生爱学英语，激发起学生自觉学习的能力，才能达到提高学习成绩的目的。
四、诠释和研究
通过对以上案例的分析，我个人认为要注意以下几个问题：
1． 采取以学生为主体的教学模式，要求教师提供给学生极大的空间。
2． 着力于培养学生英语运用能力，教师应多鼓励学生使用英语同时允许学生出现失误，在语言运用中学生自发纠正自己的“错误”。
3． 不断地形成熟练的英语运用能力。教学过程中教师应积极地引导学生操练英语句型，进行情景会话，开展课堂表演等活动。
4． 整个教学设计应以指导学生为主，真正做到精讲多练，积极带领学生说英语、用英语，帮助学生从英语交际活动中获得愉悦，从而变被动接受知识为主动学习知识，锻炼语言交际能力。
篇11：学习手册Unit9 Technology(人教版高一英语上册教案教学设计)
=●学习目标
Ⅰ.单词和词组
creative,decide,image,add to,latest,remind,obey,dare,spend,call of,whatever,material,in the way,survive,allow,defeat,force,instead,succeed,imagine,describe,solve,call phone,mobile,role,
function,behavior,disturb,emergency,wear,shape,rule,wonder,expect,culture
Ⅱ.日常交际用语
I think …
-What does it looks like?
-It looks like…
Ⅲ.语法 学习被动语态的进行时的用法。
●学习障碍
Ⅰ.单词及短语
decide,word,add to,remind,allow,spend,call for,wear,material,in the way,defeat,force,succeed,
imagine,example,popular,dare
Ⅱ.语法
被动语态的进行时
●学习策略
Ⅰ.单词及短语部分
1.decide v.-decision n.
纵向归纳法：
(1)decide to do sth.
(2)make a decision
(3)make up one's mind
(4)determine to do sth.（强调动作）
We have determined to get the work done before October 1.
(5)be determined to do sth.(determined起形容词作用，说明一种状态，即：坚定不移的决心)
2.word
纵向归纳法：
(1)word 字，词；言语，话
He is a man of few words.(=He doesn't say much.)
(2)word 信息，消息
There's been no word from her for weeks.
(3)word 简短的交谈；谈话
Can I have a few words with you/a word with you?
I heard that they had words with each other.（我听说他们吵嘴了。）
3.add to
横向比较法：
（1）add A to B：把A加到B上/里
If you add 5 to 5,you get 10.
She added sugar to her tea.
(2)add to:增加，加强
This adds to our difficulties.
(3)add up to ①（数量）总计……；②（总起来看）说明……
The money I spend every month adds up to 1 000 yuan.
综合运用法：
Can you tell me what five ________,eighty is,boy?
A.adds B.added to
C.adds up D.adds up to
答案：B 指“加”。数学上的“加”可以用：and,plus和add to。
4.remind
纵向归纳法：
(1)remind sb. (of sth.):提醒……，使……想起……
I've forgotten his name ________ will you remind me of it?
(2)remind sb. to do sth.：提醒
Remind me to write to Mother.
(3)remind sb. that+从句：提醒
She reminded me that I hadn't written to Mother.
横向比较法：
需要用介词of的动词还有：
(1)warn sb. of sth.:警告，提醒
Warn him of the danger.
(2)inform sb. of sth.：通知，告知
I wasn't informed of the decision until too late.
(3)rob sb. of sth.：抢劫
The man robbed the old lady of her bag.
5.spend
纵向归纳法：
(1)spend 消磨（时间），度过（时间）
We spent our holiday in Beijing.
(2)spend 用（钱），花费
Would you spend $200 on a new coat?
Would you spend $200 (in) buying a new coat?
横向比较法：
“花费，用（钱）”在英语中一共有四个词：spend,pay,cost,take
(2)sb.+pay+金钱+for+sth.
(3)sth. cost sb.+金钱
I spend 20 yuan on the book/(in) buying the book.
I paid 20 yuan for the book.
The book cost me 20 yuan.
It took me 20 yuan to buy the book.
联系语境法：
Saving the boy ________ him his life.
A.lost B.cost
C.valued D.spent
答案：B “cost”除了指“花费”，还指“使……付出……代价”解。
6.in the way
纵向归纳法：
(1)in the way 妨碍，挡路，用……方法
That chair is in the way.Move it please.
I did the experiment in the way you told me.
横向比较法：
(1)on the way (to)
①在往（回）……的路上
I will come to Paris on my way back to England.
②(引起表语)即将到来（运到）
Better weather is on the way.
The new machine you ordered is on its way.
③(引起表语)正在走向
He is on the way to success.
(2)in this/that way 这样/那样
In this way,you can get rid of the flies.
(3)by the way 顺便说一句
Oh,by the way,have you seen John lately?
(4)by way of 经由，取道
I came by way of London.
(5)in a way 在某种程度上；in some way(s) 在某（些）方面，在某种程度上
The work is well done in a/some way.
(6)in no way 怎么也不，一点也不
We can in no way allow this to happen.
综合运用法：
（1）________from Paris to London,the plane stopped.
(2)I cooked this ________ you showed me.
(3)________,where is my coat?
(4)Yes,________he has been very successful.
(5)Children get ________ during the holidays.
答案：(1)On the way (2)in the way (3)By the way (4)in a way (5)in the way
7.example
纵向归纳法：
(1)take sth. for example 以……为例
Take health for example,it can't be lost.
(2)set an example to sb. 为……树立榜样
Lei Feng set a good example to us.
(3)for example=for instance/for example=e.g.
突破定式法：
改错：Parents should set a good example for their children.
答案：把for改成to。
8.imagine 想像，设想
纵向归纳法：
(1)imagine+n.
Can you imagine life on the moon?
(2)imagine+从句
You can't imagine how I missed the bird.
(3)imagine+动名词
Try to imagine being on the moon.
横向比较法：
(1)imagination n.想像，想像力
The difficulty is beyond my imagination.
(2)imaginative adj.富于想像的；善于想像的
This is imaginative writing.
(3)imaginary adj. 想像的，虚构的
All the characters in this book are imaginary.
9.force
纵向归纳法：
(1)force v.
强制，强迫，迫使
The soldiers forced their prisoners to give up their arms.
强行，突破
I've lost the key to my house,so I'll have to force an entry.（破门而入）
压入，挤入
It's foolish to force your foot into a shoe that's too small for you.
强作，勉强做出
Although he was in great pain,he forced a smile.
(2)force n.
力，自然力，力量
The force of the explosion broke all the windows in the building.
全力，暴力
The thief took the money from the old man by force.
武力，兵力（常用复数）
Both land and sea forces were employed in the war.
横向比较法：
(3)strength 力量，力气
10.latest adj.
横向比较法：
（1）latest adj. 最新的；也是late(晚,adj./adv.)的最高级，最晚的/地
（2）later adj./adv. 后来（的），过后。也是late的比较级。
（3）late adj./adv. 晚的/地
(4)lately adv. 最近地，与完成时连用
(5)later adj. 后者的，后面的 the former（前者），the latter（后者）
联系语境法：
用late的适当形式填空
(1)I was ________ for the meeting.
(2)His ________ novel(小说) is a great success.
(3)I'll call you again ________.
(4)I haven't seen him ________.
(5)He often sits up ________ at night.
(6)Two visitors came to see me.The former is Lucy and the ________ is Jim.
答案：（1）late (2)latest (3)lat
篇12：再别康桥 教学案例(高一)
再别康桥 教学案例(人教版高一)
导入：亲爱的同学们，我们已经学习了两首诗词，但是，在两首诗词里面，我们研究朗诵的切入点都是不一样的，《沁园春、长沙》的研读，是从诗歌的表达方式角度入手再结合领字的读法共同完成的，而《雨巷》这首诗歌的研读，我们则是从诗歌的意象入手挖掘其象征意义，从而实现对是本身意境的把握来完成的。那么，今天的这首《再别康桥》，我们应该从什么角度来完成对它的朗诵呢？
解题：从诗题来看，既然是“再别”，当属第二次离别。第一次离别时间是1922年8月，对康桥，徐志摩深信，此去身虽万里，梦魂必常绕汝左右，他下决心还要回来。8月10日，他写诗《康桥，再会吧》就说：“任地中海疾风东指，我亦必纡道西回，瞻望颜色”。他在诗的结尾写道：“我今去了，记好明春新杨梅/上市时节，盼我含笑归来，/再见吧，我爱的康桥！”可见，康桥是为徐志摩的精神依恋之乡”。 用徐志摩自己的话说：“我的眼是康桥教我睁的，我的求知欲是康桥给我拨动的，我的自我意识是康桥给我胚胎的。” 1928年7月底的一个夏天，他终于回来了，在英国哲学家罗素家中逗留一夜之后，事先谁也没有通知，一个人悄悄来到康桥找他的英国朋友。遗憾的是他的英国朋友一个也不在，只有他熟悉的康桥在默默等待他，一幕幕过去的生活图景，又重新在他的眼前翻飞展现。面对精神依恋之乡，再次别离的徐志摩离愁满怀。那就让我们一起走进再别康桥吧
同学们：刚才你们读书的声调，看起来非常平缓，用一个图来描绘的话就是这样,1 2 3 4 5 6 7
板书
那么这篇文章是不是该这样读呢？首先请看第一段。
第一段：开门见山，直呈主题。表达作者对康桥的依依不舍，但有个问题需要细想--这是母校，作者为什么偏偏与云彩作别呢？--借代指康桥美好的一切。用康桥太直接，这样更诗意，比之车水马龙等更能表现康桥的优美宁静。当年粉黛，何处笙箫。--《哀江南》。
在二三段：作者的`将眼光投向了金柳和水里的行草，为什么作者选择这两个意象，在作者眼里，他们有着怎样的魅力拴住了徐志摩的心呢？
柳的意象解读：杨柳。它源于《诗经小雅采薇》“昔我往矣，杨柳依依；今我来思，雨雪霏霏”，杨柳的依依之态和惜别的依依之情融合在一起。“柳”与“留”谐音，古人在送别之时，往往折柳相送，以表达依依惜别的深情，以至许多文人用它来传达怨别、怀远等情思。如柳永《雨霖铃》词中的“今宵酒醒何处？杨柳岸、晓风残月”等。《春夜洛城闻笛》
关于荇菜：诗经关雎
关关雎鸠，在河之洲。窈窕淑女，君子好逑。
参差荇菜，左右流之。窈窕淑女，寤寐求之。
求之不得，寤寐思服。悠哉悠哉，辗转反侧。
参差荇菜，左右采之。窈窕淑女，琴瑟友之。
参差荇菜，左右d之。窈窕淑女，钟鼓乐之。
这两个意象都是中国特有的，具有浓郁东方情味的意象，诗人通过柳，荇菜，寄寓了作者对于康桥深深地依恋之情，可见，作者在游览过程中，情感在慢慢深入。
第四节：作者为什么说那潭不是清泉，请同学们讨论--这是一种移情的手法，
《水龙吟次韵章质夫杨花词》 苏轼
似花还似非花，也无人惜从教坠。 抛家傍路，思量却是，无情有思。 萦损柔肠，困酣娇眼，欲开还闭。 梦随风万里，寻郎去处，又还被、莺呼起。
不恨此花飞尽，恨西园、落红难缀。 晓来雨过，遗踪何在？一池萍碎。 春色三分，二分尘土，一分流水。 细看来,不是杨花，点点是离人泪。
拜伦其人：乔治戈登拜伦（1788-1824），是英国19世纪初期伟大的浪漫主义诗人。其代表作品有《恰尔德哈罗德游记》、《唐璜》等。在他的诗歌里塑造了一批“拜伦式英雄”。拜伦不仅是一位伟大的诗人，还是一个为理想战斗一生的勇士；他积极而勇敢地投身革命，参加了希腊民族解放运动，并成为领导人之一。他的诗歌深深影响了徐志摩的创作。
徐志摩的梦：1922---1928的实践活动--梦：1923年，参与发起成立新月社，加入文学研究会。 1924年与胡适、陈西滢等创办《现代诗评》周刊，任北京大学教授。印度大诗人泰戈尔访华时任翻译。 1925年赴欧洲，游历苏、德、意、法等国，寻求实业救国之路。
1926年在北京主编《晨报》副刊《诗镌》，与闻一多、朱湘等人开展新诗格律化运动，影响到新诗艺术的发展。同年移居上海，任光华大学、大夏大学和南京中央大学教授。
1927年参加创办新月书店。次年《新月》月刊创刊后任主编。并出国游历英、美、日、印等国。
同学们，拜伦是一位悲剧的英雄，徐志摩的梦想也往往有始无终，拿诗中的一句话来说，全都揉碎了，没有实现他的理想，他的理想是什么呢--单纯信仰：爱自由美。可见，诗歌到此感情约有下降。读的时候要好好把握。
第五节：作者情不自禁地放歌，说明什么。在那一瞬间，他忘了自己要离开，他很愉悦。他似乎已经忘记了要离别康桥而去了完全忘情了。诗人对康桥迷恋的感情到了高潮。
第六节：夏虫会为我沉默吗？--移情/有我之境
第七节：请同学们看看第一节和最后一节。这两节有什么特点？
明确：第一节和最后一节在语意上相似，结构上也相似，读起来节奏也相同。这种方法叫做“回环往复”，在诗经中就叫做“复沓”。我们在《雨巷》中就接触过的。这样使得诗歌前后呼应，结构圆合，也增添了诗歌的节奏感。（板书：回环往复）
总结：有人说：本诗犹如一首优美宁静的小夜曲。曲调婉转悠扬，温柔浪漫。那是什么构成了本诗如此高的艺术魅力呢，首先，也是最重要的应该是本诗的韵律美，其次是诗歌的意象和意境美，最后，本诗在节奏上（建筑）也有其独自的特点，这正是徐志摩践行他的三美主张所致，所以，同学们，要想文章写得好，这个主张也应该适合你的吧。
张云
篇13：《穷人》教学案例(人教版五年级教学案例)
【教学片段】
师：桑娜自作主张抱回了西蒙的两个孩子，心里却忐忑不安，请同学们自由读第九段，想一想，你要读出什么样的语气呢？
（学生自由练读）
讨论：你觉得要读出什么样的语气？
生1：我觉得应该读出害怕的语气。因为桑娜怕丈夫打她，所以要读出害怕的语气。（该生朗读）
生2：我觉得要读出坚定的语气。因为桑娜为了救西蒙的孩子，这是对的，她自己已下定决心了，所以要读出坚定的语气。（该生朗读）
师：其他同学呢，你们同意谁的意见？
（学生各抒己见）
师：刚才同学们分别是站不同的角度上来理解的，所以你们的想法都是正确的。现在大家就根据自己的感受，有感情地朗读这一段。
（学生自由朗读）
指名学生朗读。
师：评一评，谁读得好？
生3：我觉得杨海静读得好，她读到“是他来啦？……不，还没来！”时，语调比较高，也读得比较快，读出了慌张不安的语气。
生4：我觉得杨广杰读得好，他在读“那也活该，我自作自受……揍我一顿也好！”时，语调比较低，也读得比较慢，读出了桑娜决心已定的语气。
生5：我认为从“自作自受”这个词，还能看出桑娜的心灵美。
教师及时给予肯定。
（该生再次朗读，全班仿读）
【反思】学生的感受是通过朗读来实现的，“读书百遍，其义自见”。在教学中，教师要充分信任学生，把读的权利还给学生，相信学生能读懂课文，鼓励学生不断探索，寻找自信的力量，在自悟自得中感受朗读的乐趣，培养了学生学习语文的乐趣。对同一篇课文，或同一个人物，学生站在不同的角度，往往会产生不尽相同的感受。教师应努力创设了一种民主、平等、宽容、和谐的教学气氛，尊重学生的独特感受，让学生们根据自己的理解，读出了不同的感情色彩。学生在朗读中，通过自己的情感体验，对桑娜宁可自己受苦也要救人的精神给予肯定，对这种行为表示赞赏，因此才会体验到桑娜的美好心灵；而从另一角度，学生们也体验到了生命的宝贵，教师在教学中鼓励学生大胆地发表自己的见解，体现审美价值的个性化、多元化。
[《穷人》教学案例(人教版五年级教学案例)]
