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一. 教学内容：
Unit 2 Growing pains
二. 教学目标：
掌握Unit 1词汇及词性变化
三. 教学重难点：
掌握课文中的重点句型的结构、用法。
Unit 2 Growing pains
1. expect
1) … sth.
我想不会。
I don’t expect so./ I expect not.
这是我们一直期待的邮包。
This is the parcel____________________________.
2)… to do sth.
你别指望他会支持你。
You can’t expect him to support you.
别指望一个星期就能学会一门外语。
Don’t expect_______________________________.
3) … that clause
我预计星期日回来。
I expect that _________________________.
Keys:
1) which we have been expecting
2) to learn a foreign language well in a week
3) I will be back on Sunday
4) as expected
eg. 正如预报的那样，地震袭击了旧金山。
The earthquake struck San Francisco as expected.
贝克汉姆并未像预料的一样进了两球。
Beckham didn’t score two goals as expected.
5) than expected
——他比预料的要回来的早。
He came home earlier than expected.
——He came home earlier than he was expected.
6) be expected to do
eg. We’re expected to work hard.
预计你将六点到达北京。
You’re expected to arrive in Beijing at 6:00.
2. enter
1) come or go in
eg. 进门前你应先敲门。
You should knock the door before you enter.
检查客人们的邀请函，有邀请函的就让他们进来。
Check their invitation cards and let the ones with the invitation cards enter.
2) enter a place
eg. 小偷们从后门进入了大厦。
The thieves entered the building through the back door.
当法官走进法庭时，每个人都站了起来。
Everybody stood up when the judge entered the court.
3) put information into a computer
eg. 她将数据输进了电脑文档。
She entered data into the computer files.
3. surprise n./vt.in surprise vs in horror
to one’s surprise
be surprised to do
他们喜欢吃蜗牛，这让我很吃惊。
I was surprised to see that they were fond of eating snails.
We saw that they were fond of eating snails in surprise.
To my great surprise, they were fond of eating snails.
What greatly surprised me was that they were fond of eating snails.
surprised/surprising adj.
感情类动词 -ed
-ing
eg. move, tire, please, surprise, astonish, excite, amaze, etc.
Exercise:
The NBA match in Beijing was __________ (excite). People got ________ (excite) when they saw Yao Ming score.
From the ________(surprise) look on his face, I know that he hasn’t prepared well.
She has such a ____________(please) look that she has won a lot of favor from teachers.
From the ________(please) look on her face, I know she has done well in the exam.
Keys: exciting, excited, surprised; pleasing; pleased
4. followed by a big dog
过去分词短语作状语，表伴随状况
Though made with great care, the food was still not to her taste.
I won’t go to the party unless invited.
Seen from the top of the hill, the park looks like a garden.
5. looking at Daniel
现在分词做状语，表伴随情况
Walking in the street, I saw a friend of mine.
He sat at the table reading China Daily.
Working hard, you will succeed.
6. suppose
1) be supposed to
每个人都应带一瓶果汁到聚会来。
Everybody is supposed to bring a bottle of juice to the party.
这个佣人应该打扫窗户的外面呢，还是仅仅打扫里面呢?
Is the servant supposed to clear the outside of the windows or only the inside?
2) Suppose 假设……
假设你是那个经理，你会如何做?
Suppose you are the manager. What will you do?
3) do you suppose = do you think
你认为我们应该如何做以赢得他人的尊重呢?
What do you suppose should we do to earn respect from others?
7. do with 对待，处理
老师不知道怎么对待这个班级。
The teacher didn’t know what to do with the class.
政府不知道怎样处理那棵老树。
The government didn’t know what to do with the old tree.
我忍受不了噪音。
I cannot do with loud noise.
8. explain
explain sth to sb= explain to sb sth
n. explanation
eg. 那位领导向公众解释了这项新政策。
The leader explained the new policy to the public.
The leader explained to the public the new policy.
【模拟试题】(答题时间：15分钟)
一、单项选择
1. ________ children were calling for their mothers.
A. Frighten B. Frightening C. Frightened D. To frighten
2. ________ a company has a new breakfast cereal that it wants to well.
A. Suppose B. If C. With D. As
3. He looked very _________ at the _________ scene.
A. frightened; frightening B. frightening; frightened
C. frightened; frightened D. frightening, frightening
4. _______ at the news, we all stood there, ________ nothing.
A. Surprised; said B. Surprised; saying
C. Surprising; said D. Surprising; saying
5. After lunch, he is always sitting by the window, ______ about his work for a long time.
A. thought B. thinking C. thinks D. to think
6. The girl ran into the classroom, _______ by his father.
A. following B. followed C. to follow D. follows
7. ________ will you ________ the student?
A. How; do with B. What; deal with
C. What; do with D. How; deal
8. —Do you think the Stars will beat the Bulls?
—Yes. They have better players, so I _______ them to win.
A. hope B. prefer C. expect D. want
9. A great deal of attention has _________ the balance of nature.
A. paid to keeping B. been paid to keeping
C. paid to keep D. been paid to keep
10. Sorry, I can’t give you more reasons for what I do. Nothing else, I just like it. That _________ everything.
A. proves B. means C. explains D. makes
【趣味故事】
A clever boy
There was a boy who worked in a market. A man came in and asked to buy half a head of lettuce(莴苣). The boy told him that they only sold whole heads of lettuce, but the man replied that he did no need a whole head, only half. The boy said he would ask his manager about the matter.
The boy walked into the back room and said, “There is a fool out there who wants to buy half a head of lettuce.” As he was finishing saying this he turned around to find the man standing right behind him, so he added, “ And this gentleman wants to buy the other half.”
试题答案
一、1、C 2、A 3、A 4、B 5、B
6、B 7、C 8、C 9、B 10、C
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高一英语必修一unit1课件应该怎么写？课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面我给大家带来高一英语必修一unit1课件，欢迎大家阅读。
Student’s level: Senior 1, SEFC
Teaching material: Unit 1 Cultural Relics (listening and speaking part)
Teaching aims:
1、To improve students’ listening ability, such as global and detail listening; and the ability to get useful information from the listening material.
2、To improve students’ organization, creation and speaking ability; and urge them to use what they have learnt in daily life.
Teaching methods:
1、Review before listening to stimulate students’ memory and interests ;
2、To do the global, detail and global listening in turns with practices;
3、To stimulate students to discuss which person gave the best evidence, using the information in the formal section;
4、To let the students to judge the truth or lie in their daily life.
Teaching focus: to improve students’ listening and speaking ability;
Teaching aids:
1、video
2、diagram
3、pictures
Teaching Procedure
Ⅰ. Listening
1. Presentation
1.1 Lead in
T: Good morning boys and girls. How are you today?
S: Fine, thanks.
T: Look! What’s this?
S: The amber room.
T: Right! It’s the amber room. Last class, we have learnt an article named “in research of the amber room” do you still remember it?
S: Yes.
T: Good! Today we are going to listen to another story about the amber room. Do you want to know?
S: Yes.
1.2 Guessing
T: Ok! Please look at the blackboard, there are three WH-words: who, when and what. When we say the three WH-words what can you think about?
S: Some people’s names
T: Yes. What else?
S: Time words and something will happen.
T: Good! Let’s check your guessing. Before listening, you should keep the three WH-words in your mind and write it down when you hear the answer. Ok?
S: Ok.
2. Listening
2.1 Global Listening
T: but, before listening, I will give you some new words to help you. The first one is Czech Republic, it is a country like the People’s Republic of China, means捷克共和国. The second one is explode. Look at the picture and try to guess the meaning of it. What’s it.
S: Boom.
T: Yes. It’s boom, but when we fire it, it will bang, explode. Now do you know the meaning of it?
S: 爆炸。
T: Yes. Now let’s do our global listening. (Do the global listening)
T: Ok! I think you have got your answer. Who would like to share your answer with us? You please. Who?
S: Jan Hasek
T: Good! Who can tell me when? You please.
S: In April 1945.
T: Excellent. How about the what? You please.
S: He heard something and saw some soldiers.
T: Good. Good!
2.2 Detailed Listening
T: Next, I’d like you to fill in the tables. Let’s look at it. What he heard? Just as what you answer me just now, he must hear something. Right?
S: Right.
T: But what’s it? The second one is what his reflection when he heard something? How about you? Try to guess what you will do when you hear something? Lily?
S: Maybe I’d like to see what it is.
T: Good guessing. Let’s check it latter. The last one is what he saw? Just now you answer me he saw some soldiers. Guess, what the soldiers did? Who would like to share your opinion? You please.
S: Maybe they were doing their commissions.
T: Good guessing. Please keep the three questions in your mind and write down the answers when you hear it. Am I clear?
S: Yes.
(The teacher leads the students do the detail listening and stop in one segment.)
T: Who would like to share your opinion with us? You please the first question.
S: He heard something explode at midnight.
T: Well done! Did you guess correctly? Who’d like to answer the next question? You please.
S: He got up and ran outside.
T: Good job! Who would like to try the last question? You please.
S: They saw some German soldiers were taking wooden boxes from trucks and putting them in the mine.
T: Excellent! Please give her a big hand. You all have really done a very good job.
2.3 Global Listening
T: Now please keep all the questions and answers in your mind. And we will listen to the whole story again that you can have a general review on it.
Ⅱ. Speaking
2.1 Showing directions for discussion
T: Good morning, class!
S: Good morning, teacher!
T: And next, we will do a speaking exercise. What I need you to do first is to use the information in the formal section and to discuss in pairs which person gave the best evidence. Are you clear?
S: Yes!
2.2 Showing the useful expressions
T: Before your discussion, I will give you some useful expressions. The first one is “Do/Don’t you think that…?” The second one is “Are you sure that he/she was telling the truth?” The third one is “What are your reasons for saying that?” And now who can give me more expressions about this discussion? Yes, you please!
S: I think someone is telling the truth because…
T: Very good, thank you very much! Now, I need one more useful expression, who would like to try? You please!
S: Sorry, I don’t agree with you.
2.3 Group discussion
T: Excellent, thank you very much! Next, two students a group, you can begin your discussion. Don’t forget to use the useful expressions here. Five minutes later, I need one of your groups to present your discussion to the class! Clear?
S; yes!
T: Now, ready, go!
(Five minutes later)
2.4 Demonstrating the students’ dialogues
T: OK, the time is up! Who want to show your discussion? Yes, you two please!
S: …
T: Very good! Big hands for them! Next, we have a competition. At the very beginning, I need one of you to tell a short story about yourself. You can tell a lie or tell the truth. And after your story, I need one student to analyze what you have said is a lie or the truth, then to give the reasons. And at the same time I will record everyone’s right judgments, which will determine who is the winner of this competition. Are you clear?
S: Yes!
T: Now, who want to tell a short story? Very good, you please!
S: I was washing my clothes at five o’clock yesterday.
T: Now who can judge what she said is the truth or a lie! Ok, you please!
S: She has told a lie, because I saw her in the library at five o’clock yesterday!
T: Is her judgment right?
S: Yes!
T: OK, very good! Now, who want to tell another short story? Very good, you please!
S: I was playing computer games at eleven o’clock last night.
T: Now who can judge what she said is the truth or a lie! Ok, you please!
S: She has told a lie, because I saw her doing her homework in her dormitory at eleven o’clock last night!
T: Is her judgment right?
S: Yes!
2.5 Summary
T: OK, very good! Now, the competition is over. We can see that the Lisa’s flowers rank the number one. Certainly, she is the winner of this competition. Now, Lisa, congratulations to you! Let’s give big hands for her. After exercise, who can make a conclusion about what we have learnt today? OK, you please!
S: We have learnt how to discuss and judge who is telling the truth or telling a lie.
T: Very good! You really did a very good job today. I think we must stop here. No homework today. Good-bye!
S: Bye!
Teaching objectives:
1. Ability to work:
A. listen: get information and ideas from listening materials;
Talk: express your attitude or attitude toward friends and friends in appropriate words.
C. Read: to get Ss to get the main idea
Write: write some advice about making friends
2. Knowledge target:
Talk about friends and friendship; How to make friends; How to maintain friendships
B. Use the following expressions:
I think so. / I don't think so.
I agree with you. / I don't agree.
This is correct.
Of course not.
Exactly.
I'm afraid not.
The ss can control direct speech and indirect speech
D words: add some cheating in the upset without careless reason list to share feeling think Germany series "outdoor crazy moonlight" is the purpose of bold, believe that indoor intelligence test by teenagers advice editor is used to communication
Add calm to the dog's care and the walk to the dog has a certain purpose, in face to face with the love
3. Project emotional goals:
Cultivate students' interest in learning English;
Encourage students to be proactive in their activities and make students confident.
Develop the ability to cooperate with others.
4. Strategic objectives:
A. Cognitive strategy for developing Ss: taking notes while listening;
B. develop the ss communication strategy.
5. Cultural objective: to make students understand different opinions and make friends from different countries.
Teaching steps:
Cycle is 1
Step 1. Warm up
1. Work Ss listen to an English song, AULD LANG SYNE.
2. Brainstorming: let students introduce some friendly, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible, helpful... .
Step 2. Talk about your old friend
Work in junior high school talk about their old friends, talk about their appearance, personality, hobbies and so on.
2. self-introduction
Step 3. Make new friends
1. The students went around asking for information about their new friends and filling in the following forms
Name age/hobby/favorite sports, books...
2. Report to the class: who will be your friend?
Step 4. Do an investigation
Do an investigation in the text, P1
On September 5. Listening and speaking
Do the bank P41. When the students listen to the tape, ask them to pay attention to the speaker's idea of making friends.
When Ss talks, ask them to try the following expressions.
I think so. / I don't think so. I agree with you. / I don't agree.
This is correct. Of course not. Exactly. I'm afraid not.
Step 6. To discuss
Ss 4 was divided into one group and each group chose a topic for discussion. There are four themes.
Topic 1: why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: there is an old saying, "to have a good friend, you need to be a good friend." "How can you be a good friend?"
Topic 3: is a friend always a person? What else can your friend do? Why is that?
Topic 4: make a list of qualities that are not easy to make friends with.
Step 7. abstracts
Work allows students to sum up what is friendship and what is most important to make friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find out the answer to this question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a clear sky.
When I cry, I think friendship is a white handkerchief.
It can dry my tears.
When I am sad, I think friendship is a warm word.
It can bring me happiness.
When I am in trouble, I think friendship is a powerful hand.
It can help me avoid difficulties.
When I sit in a quiet place, I think friendship is a wonderful feeling.
It cannot be torn and torn, because it is in everyone's heart.
It's from the beginning of our lives to the end.
3. Tell students: make new friends and keep old; One is silver and the other is gold.
Step 8. appraise
Complete the following assessment form. Standard: A, B, C
The content is self-rated
I am very active in talking with people.
2. I actively cooperate with others.
I can express myself fluently, accurately and properly.
4. After this lesson, I learned more about friendship.
5. Do you think you need to improve yourself in some way? What aspects?
Homework:
Find new words and phrases in your warm up and reading dictionary.
2. Write an essay about your best friend.
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