高一英语人教课件

英语也是与电脑联系最密切的语言，大多数编程语言都与英语有联系，而且随着网络的使用，使英文的使用更普及。下面是我为你带来的人教版高一英语必修二课件第三单元 ，欢迎阅读。

教学目标：

1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .

2.To learn by ourselves and cooperate with each other.

3.To be a hard-working，and practical student.

教学重难点

1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .

2.To learn by ourselves and cooperate with each other.

3.To be a hard-working，and practical student.

教学过程

一.必考单词速记

1.事实 n. ________________

2. (电脑)操作员,接线员__________

3. 性格;特点 ______________

4.科技;工艺 _______________

5.目标,目的 n. ______________

6. 出现;发生vi. ______________

7. 解决;解答vt. _______________

8.类型,打字 v.& n.____________

9.发信号 vi.& n ;信号._________

10.无论如何,即使如此adv. ______

二.写出下列单词的变化形式

1. operator n. 操作员; 接线员

→_____________v. 操作; 经营

→____________n. 操作; 经营

2. technology n.工艺; 科技; 技术

→_______________ adj. 科技的

3. intelligence n.智力; 聪明; 智能

→_________adj.智能的; 聪明的

4. appearance n. 外观; 外貌; 出现

→________________vi. 出现

5. application n. 应用; 用途; 申请

→_______________v. 应用; 申请

→___________n. 申请人; 求职者

6. explore vt.& vi. 探索; 探测

→___________n. 探险家; 勘探者

→_____________ n. 探索

7. personal adj. 私人的; 个人的;

→________adv. 就个人而言; 亲自

→_________n. 个性; 人格;

三、用所给词的适当形式填空

(1)Can you say dolphins are much more ____________than other animals?

Well, they are animals of high _____________. (intelligent)

(2) She expressed her _________ opinion yesterday. ____________ speaking, I agreed with what she said. (personal)

(3) Any ___________ who would like to _____________ to become an

assistant in our company should send us an ___________ .(apply)

四、语境助记——词不离句，句不离段

With the electronic technology revolution going on，simplified calculation is solved in the application on finance by universal exploration. Our goal of making life happier is certain to be realized through man's intelligence.

五、翻译下列必背短语?

1.在某种程度上_______________

2.依…看;据…认为_____________

3.从…时候起 _______________

4.结果 _______________

5.处理;安排;对付 ____________

6.弥补,补足;整理,编造_________

7.毕竟_______________?

8.看守,监视 _______________

9.在……帮助下_______________?

六.根据句子意思写出单词的正确形式。?

1.With the most difficult problem _____________(solve),I went to Qingdao for a good rest.?

2.With so many problems _____________(arise) unexpectedly, the manager was at a loss about what to do next.?

3.The team e_____________ the mountain for gold, finding nothing valuable there.

4.The policeman s__________ to the car to stop.?

5.They took turns to________(看守) their clothes while they were swimming .

6.________________(从现在起), I will spent too much of my time in writing _______________(以致于) I will no longer have time ______________(处理) those interpersonal relationships

七、单元考点作文串记(根据提示翻译句子)

1.近来，高智商(intelligent)的机器人出现(arise)了。

_______________________________________________________________

2.有些可以打字、发信号(signal)。

_______________________________________________________________

3.有些能处理(deal with)一些重要事情。

_______________________________________________________________

4.在某种程度上说(in a way)，电脑改变了我们的生活。

_______________________________________________________________

5.许多学生对电脑如此着迷以至于(so ... that ...)在电脑上花费了太多的时间。

_______________________________________________________________

6.部分学生在考试中失败。

_______________________________________________________________

7.但不管怎么说(anyhow)电脑在我们的日常生活中起很重要的作用。

_________________________________________________________________________

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.