新教材高一英语UNIT5教案

2024-10-02

新教材高一英语UNIT5教案（10篇）

1.新教材高一英语UNIT5教案篇一

新教材高一英语UNIT11教案

Teaching plan forUnit 11

The Sounds of the world

Teaching goals:

1. Learn to enjoy different kinds of music

2. Be able to give opinions on music

3. Be able to retell the reading

4. Grasp the uses of some important points

5. Get the ability of using the passive voice freely

6. Write a short passage about music

Procedure:

Period 1:Warming up; Listening; Speaking.

Period 2: Listening in the workbook; pre-reading; reading comprehension and post reading.

Period 3: Deal with the important points in the parts above.

Period 4: Language study and the grammar.

Period 5: Integrating skills in the students book and integrating skills in the workbook.

Period 6: Deal with the practices in the workbook.

Period 7: A small test for Unit 11.

Period One

I. Warming up:

1. Brain storming questions:

1). What sound do you like best?

2). What sound do you like least?

3). What music do you like best?

4). Who is your favorite singer?

5). What instrument can you play?

If you are asked to choose, what instrument do you choose to play?

6). Do the practice in the text book.

II. Listening

III. Speaking

IV. Homework: Read and remember the new words and expressions

Period Two

I. Pre-reading

II. Play the tape and then ask the students to read the text for a while. After that the students should be able to answer some simple questions without looking at the book.

1. The music we hear on the radios or see on TV is all that exists in the world, isn’t it?

2. What kind of music is the blues?

3. Where does it come from? Why does it become an important part of American culture?

4. What other musical styles come from blues music?

5. What is the most important characteristic of rap music?

6. What does the singer in rap music do?

7. Where is Latin music from?

8. Among whom is it popular?

9.How famous are stars like Santana and Ricky Martin?

10. What’s the writer’s advice on buying a tape or a CD?

Ⅲ. Do the exercises in the post-reading.

Ⅳ. Retell the reading, introducing the musical styles in your own words.

Ⅴ. Homework: Try to recite several parts of the reading.

Period three

Ⅰ. Check the homework

Ⅱ. Study the use of the words:

1. turn n. duty, chance or right to do sth.

①It’s one’s turn to do sth

②take turns

③by turns

④in turn

e.g. 1). Whose turn is it to clean the room?

2). The three brothers took turns at looking after their sick mother.

3) .He asked each of us in turn what we had been doing.

2. in mind

①Remember several phrases about “mind”

②bear / keep in mind remember

③make up one’s mind be determined

④keep one’s mind on put one’s heart into.

⑤change one’s mind

⑥be in two minds hesitate

3. dance to done at the same time as music is being played.

e.g. 1). He sang to his guitar.

2). The poem has been set to music.

4. suggest doing

that sb (should) do

1). Tom suggested to Peter the plan.

2). Her parents suggested her buying a cellphone.

3). The assistant suggested that she (should) come another day.

But: Are you suggesting that I’m too old for the job?

(Now “suggest” means “hint or show” )

5. a world of a lot of, a great deal of

e.g. The holiday did him a world of good.

6. from around the world

from + prepositional phrase.

Other examples:

1). I took my watch from under the pillow.

2). I saw you first from across the street.

3). A bear came from behind me.

7. in common having the same feature sharing the some interests or experiences.

e.g. I haven’t a thing in common with my father.

8. Variety (u.c) ①consist of things which are different from each other

Susan’s idea of freedom was to have variety in her life style.

②a number of different kinds or examples of the same thing

West Hampstead has a variety of good shops and supermarkets.

Phrase: a variety of all kinds of

He offered a variety of excuses.

Ⅲ. Homework: Review what you have learnt

Period four

Ⅰ. Language study

Ⅱ. Grammar

1. Do the two exercises

2. Translate the following sentences; using the passive voice:

1). 这些工厂都由政府经营。

These factories are run by the government.

2). 到那个时候，这都没有被公开。

Up till then, this hadn’t been made public.

3). 大坝到现在应该已经完成了。

The dam ought to have been completed by now.

4). 这件事不需要如此匆忙。

It doesn’t have to be done in such a hurry.

5). 那些木房子即将被拆除。

Those wooden houses are all going to be pulled down.

6). 这样就使得我们省了很多麻烦。

We have thus been saved a lot of trouble.

7). 空调正在修。

The air conditioner is being repaired.

8). 他决定直到别人跟他讲话他才讲话。

He decided not to say a word until he was spoken to.

Period five

Ⅰ. Two items of integrating skills. You’d better prepare a few songs of the three kinds.

Ⅱ. Deal with some points as you like.

Period six

Deal with the workbook

2.新教材高一英语UNIT5教案篇二

爱护动物 Love animals.

保护环境 Protect the environment.

人人有责 It’s everyone’s duty.

Unit 10 The world around us (课件)

高一年级英语组胡章盛

(Boys and girls, today we are going to learn Unit 10. The world around us. Now please answer this question.)

What is the world made up of?

(It is made up of human beings, animals and plants.)

(Yes, our world is made up of human beings, animals, plants and other things. But do you know what have happened recent years? If you want know about these, please look at the following pictures and listen to the dialogues.)

Step one Warming-up

Show some pictures about the environment, plants and animals.

(Beautiful scenery)

We enjoy the breathtaking beauty of nature.

(Beautiful lake)

It’s clean and beautiful.

(The habitat of milu deer)

We love our home.

(The habitat of tigers)

How freely I am living!

(The picture of pandas)

It’s very delicious.

(The picture of tigers)

We need a good living environment.

(The picture of a forest)

The forest has been destroyed.

(The picture of some animals)

Some animals have been hunted by people.

Show some other pictures about the animals in the book. (With the sound of the dialogues)

Picture 1

Tigers(老虎)

A: Hurry! My darling!

B:Oh! Where should we go?

A:I don’t know where to go. Farmers cut down the trees. We can no longer hide and hunt for food.

B:You are right. And many of us are killed by people. They want to sell our fur and use our bones for medicine. We are in danger, too.

Picture 2

Pandas (熊猫)

A:Mum, I’m hungry.

B:Sorry, child. There is nothing to eat.

B:Why?

A:There are few areas left where we can live. And there is nothing for us to eat. Some of us died of hunger.

Picture 3

Tibetan antelopes

(藏羚羊)

A:Brother, what should we do?

B:I don’t know. There are many people around us. They want to hunt us for our wool. We are endangered.

A:I hate the human beings.

( We have just seen some pictures about endangered animals.)

Questions:

1. Why are they endangered?

(They are endangered because of the environment and the human beings.)

2. Do you know of any other endangered animals?

(Other endangered animals include the African elephant(非洲象), the Asian elephant(亚洲象), the blue whale(蓝鲸), the gorilla(大猩猩), the snow leopard(雪豹)(eastern Asia) and the black rhino(犀牛))

3. Any more/What else?

(There are also several endangered birds, fishes, and other animals.)

4. Can we help them? (Yes, we can.)

5. How to help them? Or what can we do to help them?

(We can help endangered animals by protecting their habitats, creating new habitats, protecting the environment)

3.新教材高一英语UNIT5教案篇三

2. Describe people, things and events, using Attributive Clause.

3. Practice students’ listening skills.

Aids: Tape-recorder.

Step1: Warming up

1.T: You just came back from your National Day holiday. So I want you to tell me something about your holiday.

Q: What did you do in your National Day holiday?

Q: Would you please use one word to describe your holiday?

T: Some of you enjoyed your holiday because it’s interesting. Will you forget it easily? (No). So we can say it’s …(Unforgettable). Some of you just stay at home, they just eating, watching TV, and sleeping, and they feel it’s boring. Now let’s see some unforgettable people, unforgettable things and unforgettable places together.

2.Turn to page 22, and ask students to talk about the pictures, and then make sentences using the words and phrases in a sentence with an Attributive Clause.

3. Students discuss in groups.

4. Q: What other things do you think unforgettable?

Step2.Listening

1. Arouse students’ background knowledge on earthquake

Q: Have you been in an earthquake?

Q: What is it like when an earthquake happens?

2. Make predictions:

Can you guess what might happen to Hank Stram?

3. Listen and check their predictions.

First time: listen and find the main idea

Second time: listen and write down the key words to answer the questions in part 1.

Third time: listen and check the answers.

4. Listen to part 2 and fill in the blanks.

5. Check the answers

Step3. Workbook

1. T: Jill and Grace are in a party and they are going to meet four people.

2. Listen to the tape for the first time.

3. Talk about the story in the listening part. Make sure that students are clear about the relationship about the six people.

4. Listen for the second time.

5. Check the answers.

6. Listen again.

Homework:

1. Prepare for talking and speaking.

2. Collect information on things to do or not to do when meeting a disaster.

外语组:范艺

4.新教材高一英语UNIT5教案篇四

Peer-assessment on group work

Listening

seldom

sometimes

often

always

HeShe listens to their partners carefully.

HeShe understands their partners well.

HeShe understand the reporters well.

HeShe follows the teacher’s oral instructions.

Speaking

HeShe pronounces words correctly.

HeShe speaks clearly and fluently.

HeShe uses body language properly while speaking.

HeShe uses linking words while speaking.

HeShe states the topic heir opinion briefly but clearly and completely.

Participation

HeShe involves himself in group work willingly.

HeShe works with their partners happily.

HeShe makes good preparations for group work in advance.

HeShe gives their reasonable suggestions.

HeShe follows their reasonable suggestions.

Comments and suggestions for improvement:

3) 自我检验(Self-testing)

5.新教材高一英语UNIT5教案篇五

Period Two

(Speaking)

Step 1 Listening

Have Ss listen to a piece of music and tell what kind of musical instrument the music is played with.

Step 2 Brainstorming

Have Ss tell as many kinds of musical instrument as possible by asking the question: What other kinds of musical instrument do you know? T collects kinds of musical instrument: organ, harp, piano, maracas, violin, saxophone, gone, cymbals, castanets, flute, timpani, tambourine, triangle, drum, xylophone, etc.

Step 3 Creating a situation (textual authenticity)

Have Ss work together with hisher partner. Take turns asking for and giving advice.

Student A

Student B

You want to buy a CD for your friend’s birthday, but you are not sure what to buy. Ask your partner to give some suggestions.

Your partner needs your advice. Please help him or her to make a decision.

Step 4 Listening

Listen to the sample dialogue and make sure what the dialogue is about.

Step 5 Practice

Practice reading the dialogue, using one of the names of musical instrument mentioned above to replace CD and paying attention to sentences of asking for and giving advice.

Step 6 Dialogue

Have Ss choose one from the following situations to create their own dialogue.

Student A

Student B

Your partner needs your advice. Please help him or her to decide what to do.

You want to find a good song to dance to. You like dancing, but you are not sure what song you should play.

Student A

Student B

Your partner needs your advice. Please help him or her to decide what to do.

Your classmates have asked you to pick a special song that will represent your class. It should be a song that everybody likes and that shows the spirit of your class. Ask your partner to help you.

Step 7 Demonstration

Have several pairs to demonstrate their dialogues.

Step 8 Sum-up

Have Ss think hard and summarize how to make suggestions and give advice and possible responses.(See Slide)

Step 9 Consolidation

Work in pairs or groups. Use one or more of the situations below to practise giving and asking for advice.

1. You want to learn to play the piano, but you don’t know how.

2. You would like to write a song about your mother, but you are not sure what you should write.

3. You want to learn an English song, but you don’t know which one.

Homework:

1. Finish off the workbook exercises.

2. Try to memorize names of different kinds of musical instrument.

6.高一英语新教材教学总结篇六

春光中学李晓晖

人教版高中英语教材是一套图文并茂、内容新颖、编排科学，有利于培养学生的创新精神和实践能力的好教材。新教材除了培养学生的语言技能和传授语言知识外，还注重对学生文化意识、情感态度以及学习策略的培养。

一、新教材特点：

1、新教材的教学目标更具先进性和时代性

新教材提出的教学目标是：在初中的基础上，巩固和扩大学生的听、说、读、写的基本技能，培养其综合语言运用能力。促进其心智、情感态度、学习策略、文化意识的发展，形成正确的人生观、世界观和价值观，整体提高人文素养，为其终身学习打好基础。

2、新教材的编排更具科学性和系统性

这套教材主要是以建构主义为指导思想，因此在教材编排上注重先是信息的大量输入（读和听），既而输出（说和写）――即语言运用的过程。

3、与旧教材相比，认识到旧教材词汇复现率低，NSEFC在词汇训练上作了相当大的调整，在每个单元都设置了大量形式多样的词汇训练。

4、听力练习有所增加，极大提高了学生的能力。

二、不足之处：

1.单元容量过大，内容过于全面，教师需要花大量精力进行取舍和删减。

2.听力材料篇幅较长，内容分布多（每个单元至少有三个），并且，无论材料的内容还是练习的设置，难度过大。

3.warming up 设计不科学，能说的话题少，学生的积极性不高。

三、新教材的处理：

课时安排：

1.Warming up & Reading

2.Learning about language：words，3.Listening（SB）& Reading（WB）

4.Reading2（SB）& Writing

教材处理：

1.对于大量增加的单词，主要采用集中识词，然后进行针对性练习。具体操作步骤为：由于初中不少学校不重视读音规则，学生的发音存在较严重的问题，因此可以在早、晚读时通过领读、齐读纠正学生发音；每个单元之前，课内抽出定量时间专门处理词汇。对重点单词的用法做简单的讲解，使学生初步接触新的知识，并通过造句检查学生的掌 1 expressions & grammar

握情况，注重落实。在教学过程中再对相关的重要单词进行进一步讲解，并通过补充练习（周报每单元的同步课堂练和自编练习）加大单词的复现率。

2.作好预习工作。学生笔头作业很多，如果只是让他们看一下课文，很少有同学会认真去做。因此，我们可以充分利用起手头资源，布置可供检查的预习作业。比如：每份英语周报同步课堂的第一版都会设置一些课堂活动的理解题，可以选取其中的一部分作为预习作业；

也可以让学生预习之后概括课文的段落大意或找出topic sentence；或者可以将Learning about language的词汇练习选取部分布置为预习作业，让学生事先学习一下阅读课的生词。

3.Warming up 在某种意义上就是读前活动，考虑到课时紧凑，而且热身的目的是为充分地进入阅读活动作准备，因此没有必要花费一节课的时间进行热身活动，可以直接插入到读前活动中，通过问卷调查、看图讨论、情景听说、思考问题等多种形式开展活动。阅读教学还是按照任务型教学模式展开教学，分读前、读中、读后，主要参考了台州市新教材评比课件和英语周报光盘课件，并根据自己备课的思路和学生的特点做适当的改动和增删。

4.语法教学不应淡化。我们应该明确语法教学的目的，改变语法教学的方式。语法教学不是最终目的，而是达到目的的有效手段：其最终目的不是简单地让学生记住一些语言规则，而是将语言的形式与其意义、交际功能有机结合，通过实际中的语言运用去内化语言规则，从而达到使学生能准确运用语言进行有效交际的目的。语法教学的形式可以多样，观察法，发现法，归纳法，演绎法，甚至任务型教学法都可以运用到语法教学中去，而且可以综合以上的多种方法。

5.由于新教材的听力训练难度明显加大，因此我们主要根据材料的难易程度对听力练习作了一定的处理和修改，比如：Unit 1 P6的听力训练材料内容并不难，但是练习要求学生把所获取的答案再转换成间接引语，对于高一新生而言难度比较大，我们就要求学生把答案找出即可。

6.新教材的口语训练部分仅仅提供了交流的情景或主题，而不给出功能句，这对于高一的学生来说，缺乏操作性。因此，我们可以把口语训练结合在阅读及听力活动之后（Post reading中的discussion其实就是speaking）；或者也可以根据口语训练部分提供的话题自行设计活动，并给出功能句来展开针对性训练。

作文训练应该遵循循序渐进、由简入难的原则，设计的写作题目能根据高一学生的认知水平，循序渐进地引导学生开展写作，帮助学生理清写作思路，同时给予一定的写作技巧指导，从给予有关写作内容的提纲，到如何开展大脑风暴的控制写作和指导写作，过渡到较自主地根据内容范围要点判断写作内容的自由写作。写作的形式可以多样化，可以是从初级阶段对文章的缩写、续写、改写逐步发展为较高层次的自主写作。要充分利用好教材中的写作指导，帮助培养学生的写作技巧。

7.每个单元还有两个语篇，与该单元主题有关。目的在于拓宽学生的文化视野，并为学生提供书面表达的示范。不同于精读课文，我们通常把他们当作泛读课文来处理，因此所花费的时间通常也相对教少。当然，如果文章内容较好，我们也可以把若干语篇作为精读来处理。

此外，教材还设置了学习建议Tips，复习要点Checkpoint，评价Assessing，而且每个单元设置了项目活动Project。这些活动有助于帮助学生自己检验所学知识，找出问题和困难及其解决方法，培养学生自主学习的能力。但是，根据新课标及我校的课时（40分/节）安排，在时间上不可能做到面面俱到。因此，我们在开学初让学生熟悉教材结构时，向学生指出这几块内容，要求学生自己在单元结束时利用起这些材料进行学前与学后的对比，反思自己的进步与问题，适时调整学习策略。

7.新教材高一英语UNIT5教案篇七

《做好就业与自主创业的准备》教学设计

省常中：谢晓虹

【教学依据】

依据新课程改革要求，政治教学应该贴近生活，贴近实际，贴近学生，要充分调动学生的积极性和主动性，让学生进行自主学习、探究学习、合作学习，达到教学的三维目标（即：知识和能力、过程和方法、情感态度价值观）。根据学生在实际生活中，对劳动者就业和创业形势有一定了解，设计本课。通过学生的情景模拟，角色扮演展开课堂教学，希望通过促使学生进行自主探究学习来理解市场经济条件下的就业和创业。

【教学设计】 [教学目的]：

高中生是未来社会主义现代化建设的主力军。设计这个综合探究的目的就是为了帮助学生初步认清就业前景，掌握就业常识，了解就业及自主创业必备的基本素质，从而为成就个人的事业打下良好的基础，为将来创造社会主义大业做出自己应有的贡献。

1知识目的：通过教学使学生理解就业和自主创业所必须的素质，设计一个择业应聘模拟活动方案。

2能力目标：能概括出当前就业形势和就业政策对劳动者素质的要求，理解良好的道德品质对择业就业的重要意义，能利用所学知识为家人或朋友的择业创业提出建设性意见。

3情感态度价值观目标：培养学生积极进取的意识和精神；培养学生为社会主义国家经济建设服务的观念和树立高尚正确的职业理想；促进学生自觉思考并积极行动以提高自身素质。

[教学构思]：情景剧方式导入——2015年同学聚会。

[教学流程]：主持人导入（小品2分钟）+十五位学生代表自我介绍（现在职业，10分钟）+讲讲自己的故事（三名同学发言，介绍自己的求职经历，演示模拟现场15分钟）+一名同学迟到（自主创业者的发言，5分钟左右）+同学评价，老师总结择业和创业原则。（8分钟）

[课前准备]：把全班按兴趣分为“择业组、创业组、招聘组、参谋组”。选出主持人一名。每一组选出组长1名，副组长1名，发言人1人。各组分头去准备本组应查找的资料。

[资料整理]：把自己和同学们查找所得的资料分类整理，去粗取精，整理成册。然后印发给学生，既可以给同学们一个展示自己学习成果的机会，又可以给同学们互相交流学习心得的舞台。[教学过程]：

（主持人）：十年了，学校还是这样安静、美丽，不能忘记人生在这里起步，我真想看看老师现在的样子，想当年她自己还是个小姑娘呢，却喜欢叫我小丫头！（老师）：走进教室，说：2005年的那届学生今年要聚会了，班长特意通知我这个当年的班主任一定来参加，我也真想看看他们成什么样儿了。满脸幸福状，注意外表的装扮>）：

（择业组发言人<要注意着装、座牌、标语>、电脑操作员闪亮登场）：（择业组同学代表十五人鱼贯入场）：

“老师好！”，“老师好！”，“老师好！”，“老师好！”

（老师）：你们都长大了，你们的爸爸妈妈都好吧，都快说说自己现在的情况！（择业组同学代表十五人轮流介绍）：我是股票专家„„，这是我的名片（递名片）

其他略。

主持人：我听说大家都走了一段不算很轻松的路，下面谁来说说自己的故事？（模拟招聘会现场，三名同学依次上台参加应聘，一名应聘教师岗位，一名竞聘中层管理岗位，一名竞聘外企技术工作岗位，过程略）

下面同学积极参与，献技献策„„

主持人小结：今天的故事真是精彩，可见，当初老师说电影永远比不上生活本身，真是这样的。

（李欢上，满头大汗，自言自语：差点忘了今天的聚会，要被班头骂了，其实今天还有其他重要的事，可是我答应了他们就必须守信啊……）

2（主持人）：看看是谁到了，是……不对，现在应该叫李老板了，笑（李欢）：憨笑……不好意思，不好意思……（老师）：哦，是李欢啊，怎么现在在做什么？

（同学甲）：他自己开了一家自助餐厅，生意可好了！真正的白手起家哦。（同学乙、丙）：快说说，怎么个“白手起家”法？

（李欢）：也没什么，但是这些年确实有些际遇，就当是向老师汇报吧！（略）（同学戊）：我们读大学时也搞过设计大赛的，只是没有坚持下去，李欢，你就再给我们说说，你觉得自主创业应该注意些什么呢？（李欢）：（略）只要诚信待人，路就会越走越宽哦！

（活动内容是本课精彩地方，老师可以发动学生大胆地回答，实话实说，然后根据学生的发言归纳）

（主持人）：还有王林同学，他还在国外学习不能来参加聚会，不过，他寄来了录象带，谈谈他的情况，我们一起来看一下吧。

（老师总结）：其实，不管在什么岗位上，都必须爱岗敬业，诚实守信，团结合作才行啊。

【教学反思】

1：探究活动要精心设计；

8.新教材高一英语UNIT5教案篇八

单词拼写练习：

1.There is a v_________（多样）of goods in the supermarket.2.They made a great p________（收益）by developing the new product.3.The e____________（设备）for teaching in our school is very a_____________（先进的）.4.Once a week, we’ll do an e_____________（实验）in the lab.5.In some culture theme parks, you can have pictures taken in the clothing of m________（少数）people.6.There are usually some a___________（运动员）competitions in a sports theme park.7.He likes to a_________（逗…笑）his friends with some jokes.8.He is skilled in the t___________（技巧）of describing nature.9.My wish is to be a t____________（翻译）in the future, so I must learn English hard now.10.The _________（设备）of Information Technology is expensive indeed.11.Only a m_______（少数）of students receive(s)the scholarship.12.Many people would agree that it is one of the most technologically _________（先进的）theme parks in the world after visiting Futuroscope on France.13.Stop looking for the perfect job---it’s just a ________(幻想).14.In science fictions, aliens are _________(生物)from the outer world.15.You’d better leave now if you want to _________(弄清楚)of getting there on time.16.You are very cool with your family, but with your friends you really ____________(活跃).17.What I said about Tom ________(对……适用)everyone in our class.18.Tasmania ___________(以……命名)its discoverer, A.J.Tasman.19.How many countries will ____________(参加)in the next Olympic Games, do you know? 20.The teacher said to Bruce that he should come to class on time_________(以后).21.Don’t _______(卷入)me in solving the troublesome situation.22.The architecture(建筑)in the town center is a successful _______(结合)of old and new.23.We should __________(准备)any trouble that may happen.24.Don’t worry, but I will try to _______(分摊,均分)the cost with you.25.To our great amusement, there are____________(不同的，各种各样的)colours to choose from.26.The deal(交易)will put the company in a __________(独一无二的)position to export goods to Eastern Europe.27.The society was set up to____________(保护，保留)endangered species from extinction.28.Only a small ____________(少数，少数民族)of students is/are interested in politics these days.29.This science and technology-based theme park in France uses the most___________(先进的)technology.30.She failed to gain_____________(允许进入，入场费)to the university of her choice.31.As you wander around the_____________(幻想，怪念头)______________(消遣，娱乐)park, you may see Snow White or Mickey Mouse in a parade or on the street.32.Disneyland also has many exciting rides, from giant ___________(摇摆的)ships to terrifying free-fall drops.9.With all these____________(吸引), no wonder__________(旅游业)is increasing where there is a Disneyland.10.People come from all over America to see __________________(木匠)and other _________________(能工巧匠)make wood, glass and iron objects in the old-fashioned way.33.Thunderhead is world-famous for having the most___________(长度)in the smallest space.34.Then the ____________(译员，翻译)took a trip to Brazil and experienced surviving an airplane crash in the __________(丛林)

35.I went to the bottom of the ocean to see strange blind ____________(生物，动物)that have never

seen____________(阳光).36.It has many excellent hotels nearby, most of which provide a ___________(航天飞机)service to the park.37.Haier is a top _____________(品牌，商标)in China.完成句子练习：

1．The novel written by him this year is ______________(两倍长)of the one last year.(length)

2．Some suggestions are made at the meeting that these traditional customs ________________(应该保留)．(preserve)3．I ________________(在伦敦居住)for many years，but I’ve never regretted my final decision to move back to China.(live)

4．We wrote a letter of thanks to ________________(凡是帮助过我们的人)．(whoever)

5．One side of the board shall be painted yellow and ________________(另一面要油漆成绿色)．(other)6．Asia，Africa，and Australia would civilised by England，and covered with new states ________________(模仿)the English fashion.(model)

7．So rapidly ________________(计算机技术的发展)that no book can ever be fully up to date.(advance)8．Such knowledge is still useful ________________(当应用)to similar situations in other countries.(when)9．My mother was so proud of all ________________(我所做的)that she rewarded me with a trip to Beijing.(do)

10．Last night’s TV news said that by then the death of the missing people ________________(未证实)yet.(prove)

11.The theme park you are probably __________________(对…熟悉)is Disneyland.12.With all these attractions , ________________(难怪，不足为奇)tourism is increasing wherever there is a Disneyland.13.It is______________________(因为-----而闻名)having the most length in the smallest space.14.________________________（于1987年开放）, Futuroscope is one of the largest space-age parks in the world.15.The amazing, ____________(最新的)information together with many opportunities for hands-on learning makes the world___________________(苏醒过来，恢复活力)in a completely new way for visitors.16.Tickets are also __________online.(可以得到的)

9.高一英语新教材第一单元教学设计篇九

省前中提供

Teaching Aims And Demands:

1. Learn and master the following words and expressions:

argue solution classical sorrow survive share cast deserted adventure scared…

be fond of in order to hunt for care about…

2. Review direct speech and indirect speech

3. Train the students’ ability of speaking.

4. Train the students’ ability of reading comprehension.

Teaching Important Points:

1. Everyday English:

1) Talk about friends

2) Practice talking about likes and dislikes

3) Learn to make apologies

2. The correct understanding of the passage

3. Grammar: direct speech and indirect speech

Teaching Difficult Points:

Train the students’ ability of reading comprehension

Teaching Methods:

1. Explanation to make the Ss understand the difficult languages in the passage.

2. Fast reading to find out the general information in the text.

3. Question and answer to help the students go through with the whole passage.

Teaching Aids:

1. tape recorder

2. multimedia

Teaching Procedures

Section 1

Step1. Lead-in ( warm up)

It’s the first time for you to leave your family to live all alone. And everything around you are strange, the strange school, the strange classmates, the strange teachers and so on. Most of you do not get used to the life here, especially some girls, they maybe cry at night, they miss their father, mother, sisters, brothers …, because they feel alone.

Question: What do you need when you feel alone?

Warm up

Most of you think that you need friends to talk, to care about each other when you feel alone. But not all friends are good, some of them maybe do harm to you. So what do you think a good friend should be like?…

Brainstorm:

You have talked much about good friends, and I think I will be one of your good friends, of course, I am not the smartest, but I am helpful; I am not the strongest, but I am kind; I am not the most handsome, but I am gentle. OK! I have described myself, your new friend. Now it’s your turn to describe yourselves and one of your good friends.

Step2. Listening

Good friends are helpful, they can bring you happiness, but sometimes they will

bring you some trouble too, because you can’t agree with each other on everything, so, of course, you will argue with them. Now let’s listen to this kind of argument between two friends. Please pay attention to what they are arguing about. And how do you think to solve their problem?

1. Listen to the tape.

2. Finish the questions.

3. Notes to the listening:

1) What’s the big deal?

2) What’s up?

Step3. Speaking

1. Speaking

From this material you maybe feel it important to choose people to make friends with, if there are too many differences between you, you will argue more against each other. Now, there are six persons for you to choose, the following is their information, please read it carefully and think who could be your friends and tell me your reason for your decisions.

2. Discussion

What quality of good friends is the most important? Why?

3. Make up dialogues

Situation1: You meet a new classmate, you want to make friends with him/ her.

Situation2: Two friends are arguing, because they have different opinions on something.

Step4. Language points

1. A good friend is someone who makes me happy.

make sb. / sth. +a. make sb. / sth. + n.

make sb. / sth. + pp. make sb. / sth. + do sth.

e.g. 1) We will make our country richer and stronger.

2) We make him our monitor.

3) He tried to speak clearly to make himself understood.

4) Don’t make him drink too much.

5) He is made to study by his parents, because he is not into studies

too much.

much too.

2. 他讲得太快了。

He spoke much too fast.

Tom昨天喝的酒太多了，我也是。

Tom drank too much wine yesterday, so did I.

3. Tom昨天没喝酒，我也没有。

Tom didn’t drink wine yesterday, neither / nor do I.

表示前面的情况也适合于下面时可以用so / neither / nor引起一个倒装来表示,其结构为so / neither / nor + 情态动词/帮助动词/ be + 主语

Tom昨天喝酒了，但喝得不多，我也是。

Tom drank wine yesterday, but he didn’t drank too much.

﹡如果表示前面两件或两件以上的事也适合于另一个人或物时，则用：

So it is / was with… 或 It is / was the same with…

﹡so / neither / nor 引起的倒装句其放在主语前面的助动词、情态动词或系动词应与前一句保持一致（人称和数作适当调整）。

﹡句中如用否定的派生词，后句使用so.

e.g. 1) I dislike coffee, so does she.

2) She is unmarried, so am I.

﹡如果下文表示的是对上文的肯定或赞成，则仅需把so放于句首，其后用正常语序。

e.g. ---- He came to school late yesterday.

---- So he did.

4. argue

argue (vi.) + with sb. about / over sth.

e.g. 1) They are arguing with their classmates about the solution to the problem.

Step5. Practice ( consolidation )

1. ---- I hear Bill likes playing basketball.

---- Yes, __________, and_________.

A. he does; so like me B. he is; either do I

C. so he does; so do I D. He does so, so am I

2. ---- Do you know which team won the game?

---- I don’t know, _____________.

A. nor do I care B. nor I care

C. neither will I D. I don’t care, too

3. These math problem are _______ difficult for me. Can you please help me out?

A. much too B. too much

C. very much D. very

Homework

1.Review what we have learned.

10.新教材高一英语UNIT5教案篇十

Period 1 Warming-up and speaking

Teaching Aims:

Goal: 1.In this lesson, students will enhance their speaking abilities through talking about films.

2. In this lesson, students will practice their skills of interviewing.

Objectives:

1. In this lesson, students will be able to describe the movie pictures.

2. In this lesson, students will be able to act out an interview.

Teaching Important Points:

How to improve the students’ speaking ability.

Teaching Aids:

1.a computer

Teaching Procedures:

Step 1: Warming-up

Activity1: Greetings

T: Class begins. Good morning, class!

Ss: Good morning, Miss Yang!

Activity 2: Talk about the types of film

T: Ok, class, do you like seeing films?

Ss: Yes.

T: Great minds think alike (英雄所见略同). I also like seeing films. What kind of film do you like? Let’s enjoy some film posters first.

(Show the posters on the screen)

T: Do you like these posters? Maybe except the last one. It is a bit terrible, right? Ok, the first poster tells a story of a lovely pig, and his name is “麦兜”. So, this kind of film is called cartoon film. Can you give any other examples? Such as “Finding Nemo” and Shrek. The second one is “E.T.”, so it’s science fiction film”. I think you’re very familiar with the third one, it’s “我的野蛮女友”, so it is a love story. The fourth one is “古墓丽影”, so it is adventure film. The fifth one is the latest Jackie Chan’s film, it’s “New Police Story”. We call it action film. Ok, now let’s come to the last one. It looks very terrible, right? So, it’s horrible film.

T: Which kind do you like best? Maybe most of girls like love stories, such as “Titanic”, while boys like action films, such as “New Police Story”.

T: Ok, ××, which film impressed you most? Why? Who is your favorite actor/actress? What do you think of him/her?

(Ask 2-3 students to answer)

Activity 3:Talk about the film posters

T: Ok, class. Just now we’ve talked something about “The silver screen”, it means “银屏” in Chinese. You know I’m also a movie fan. I like collecting film posters. I want to share them with you. Do you want to have a look?

(Show the film poster “Stuart Little”, and stick it on the blackboard)

T: Who is he? In Chinese we call him “精灵鼠小弟”. Yes, he is Stuart Little. Do you like him? I think he is so lovely! What is he different from other mice? He can speak, think and do everything a person can do. He has fingers, legs and he wears clothes and a hat. What clothes does he wear?

Ss: He wears a yellow T-shirt, a red sweater and blue trousers.

T: Yes, and he wears a pair of sport shoes. Maybe they are made in Wenzhou. He is so cool, right? What’s under his feet?

Ss: It’s a beautiful skateboard.

T: Ok, can you guess what is he going to do?

Ss: ……

T: Maybe he is going to rescue his friend, the little bird Margalo, from the mouth of Falco. Then what kind of film do you think this is?

Ss: It’s a cartoon film.

T: Very good. Now, I want to show you some other posters. Please open your books and turn to page 29. There are four film posters on the book. Please discuss them with your partner, asking as many questions as you can. You also can ask these questions on the screen.

Q1: What can you see in the poster?

Q2: What does he/she wear?

Q3: What’s the color of his/her clothes?

Q4: What is happening in this scene?

Q5: What do you think happens before this scene?

Q6: What do you think happens after this scene?

Q7: What kind of film do you think this is?

(Explain the first one to the students, then give students 3 minutes to prepare and ask 3 pairs to act them out)

Step 2: Speaking

Activity 1: Enjoy the video of “The Matrix”

T: Boys and girls, because all of you have done a good job, so I want to give you a reward. Now I will show you something interesting, please enjoy it.

(Show the video of “The Matrix”, about 2 minutes)

Activity 2: Introduce the two famous film stars to the students

T: What’s the name of this film?

Ss:……

T: Yes, it’s “The Matrix”. Do you like “Neo”? (Show his photos on the screen) I think he is pretty handsome. Do you know the actor’s name? He is “Keanu Reeves”. Before this class, I’ve heard a wonderful news: Keanu Reeves will come to China today with another famous American actress Meryl Streep. They will take part in CCTV’s interview program---Life of Art. To your surprise, Zhujun will choose our classroom to interview them and he will give the chance to you. You’re so lucky, right? I think we must make full preparation of it. Ok, please turn to page 30, read the two biographies first, and find out the difficult points. I will explain to you later.

(Give students 2 minutes to read, and then explain some language points)

Language points:

1.While still a student, ……= while she was still a student, ……

2.Play roles in : act roles in …

3.Meryl Streep made her first film, called Julia in 1977.

Called = which was called Julia

Activity 3: Interview the two famous film stars

T: Ok, now please read the two biographies again, and think out as many questions as you can. What you want to ask these two superstars? You can discuss with your partner and write the questions on the paper. If you like, you also can use the questions on the screen.

Questions:

Can you tell us something about the place where you grew up?

Can you tell us something about the time where you were young? What were your dreams? What made you decide to become an actor/actress?

What did you do next? Were there any special reasons why you started working in film?

What roles did you act?

How long have you been working as an actor/actress?

What do you like to do in your spare time?

What will you do if you are not an actor/actress?

When will you get married?

(Give students enough time to prepare)

T: Are you ready? Now I will act as Meryl Streep. You can ask any questions if you like. Hands up please!

(Give students 3 minutes to ask questions)

T: You have done a very good job. Let’s stop here. Now I’d like to choose a boy to act as Keanu Reeves. Who’d like to try?

(Choose a boy to act as Keanu Reeves, and ask him to come to the blackboard)

Step 3: Summary

T: Ok, Let’s stop here. In this class, we’ve talked about some famous films, actors and actresses. I’m very glad to see that all of you have done a good job. Ok, today’s homework:

1. Talk about your favorite film with your partner in English by using the sentences we have learned today.

2.Preview the reading part “Getting to know Steven Spielberg”.

Period 2 Reading

Getting to know Steven Spielberg

Teaching Aims:

1. Train the students’ reading ability.

2. Learn the following words and phrases: scene, script, academy, studio, take off, blockbuster, cut…into pieces, dinosaur, go wrong, follow-up, cruelty, in the end

Teaching Important Points:

1. How to make the students understand the reading text better.

2. Learn and master the following phrases: work on, take off, cut…into pieces, hit, go wrong, in the end, owe…to…

Teaching Different Points:

1. The differences between the following pairs of words or phrases: be afraid of doing sth. /be afraid to do sth. , high/highly

2. Learn the following sentence pattern: …love and friendship are the most important things in life.

Teaching Methods:

1. Fast reading to get a general idea of the text.

2. Question-and-answer activity to get the detailed information in the text.

3. Explanation for students to master some language points.

Teaching Aids:

1. A computer

Teaching Procedures:

Step 1: Greetings

Greet the whole class as usual.

Step 2: Pre-reading

T: In the last period, we learned something about the silver screen (write on the Bb). Now, let’s play a game. Please tell me something about the silver screen. I’ll divide you into 2 groups. These two are group A; these two are group B. Let’s have a competition. See, which group will win? Are you clear? Now I will give you an example first. For example: director. Let’s begin.

Bb: G.B. G.A.

director

(make) film/movie actor

scene actress

script Silver screen studio

(win) award (play, take, act) role

Oscar/Academy Award Hollywood

producermusic

(Play the game and decide which group is the winner)

T: Ok, just now we listed many things that are related to the Silver screen. Can you tell me which is the most important one?

Ss: …

T: In my opinion, I think director is the most important one. We can say director is the soul of a film. Do you know any Chinese director? Who are they?

Ss: Zhang Yimou, Chen Kaige, Tian Zhangzhang, and Feng Xiaogang…

T: Very good. Now I want to introduce an American director to you. Listen to me carefully and guess who he is? He is one of the top directors in the world. He is also a producer. He won 2 Oscar Awards for Best Director. Some of his films are very familiar to us, such as: Jurassic Park, E.T., Saving Private Ryan. And he found the Dream Work SKG. Who is he?

Ss: He is “Steven Spielberg”.

T: Very good. Do you like him? Now let’s learn something more about him. Please open your books and turn to page 31: “Getting to know Steven Spielberg”.

Step 3: Reading

Activity 1: Fast-reading

T: Please mark the paragraphs first. Now, please read the whole text as quickly as you can and answer the questions on the screen.

Questions:

1. What was Spielberg’s dream?

2. How many films are mentioned in the passage? What are they?

(Teacher gives students 5 minutes to read the passage and then asks some students to answer the questions.)

Suggested answers:

1. His dream was to go the Film Academy.

2. Five. They are “Jaws”, “E.T.”, “Jurassic Park”, “Schindler’s List” and “Saving Private Ryan”.

Activity 2: Careful-reading

T: Now we have a general idea of Steven Spielberg. Next, let’s learn more details about him. Please read the first 2 paragraphs slowly and carefully and fill in the table on the screen.

Name Sex

1946

1958(twelve)

1959(thirteen)

1962(sixteen)

Grades

Jobs

(Ask a group of students to answer)

T: You’ve done a very good job. Now please think over this question: “Why did Spielberg study English instead of film?”

(Ask one student to answer)

Suggested answers:

What we learn about Steven Spielberg is that his passion for film, hard work and perseverance have made him who he is.

Remember: Working hard and believing in your dream will make your dream come true.

Step 5: Summary

T: That’s all for today. At last, let’s enjoy a film, which was directed by Steven Spielberg.

(Enjoy the video of “Minority Report”, about 2 minutes.)

Step 6: Homework

1.Finish the Word study on page 32.

2.Finish Vocabulary 1 on page 110.

3.Find out the Attributive Clauses in the text.

Period 3 Grammar

Teaching Aims:

1. Review the text learned in the last period.

2. Learn the Attributive Clause with prepositions.

3. Learn the Attributive Clause introduced by relative adverbs “where, when and why”.

Teaching Important Points:

1. The usages of “prep. + the relative pronoun”.

2. The usages and functions of the relative adverbs.

Teaching Difficult Points:

1. The choice of the prepositions in the Attributive Clause.

2. The choice of the relative adverbs.

Teaching Methods:

1. Consolidate the words learnt using the review method.

2. Learn some usages of Attributive Clause using explanation and inductive methods.

3. Individual or pair works to make every student work in class.

Teaching Aids:

1. A computer

Teaching Procedures:

Step 1: Greetings

Greet the whole class as usual.

Step 2: Retell

T: In the last period, we’ve learned something about Steven Spielberg. Do you still remember him? Now, I’d like someone retell the text. You can use the information on the screen if you like.

NameSteven Spielberg Sex Male

Year of Birth 1946 Place of Birth Cincinnati, Ohio

Occupation Director, producer and screenwriter

1958(twelve) Made his first real film

1959(thirteen) Won a prize for a short film

1962(sixteen) Made a film called Firelight

DreamGo to the Film Academy

Jobs Got a small job at a film studio

FilmsJaws (1975), ET (1982), Jurassic Park (1993), Schindler’s List (1993),Saving Private Ryan (1998)

(Teacher asks a student to retell the text)

Step 3: Revision

T: In the last unit, we have learned the usages of the relative pronouns. Can you tell me how many relative pronouns are there? What are they?

Ss: Five. They are “who, whom, whose, that and which”.

T: Right. Now let’s do an exercise to review them. Look at the screen please.

Choose the proper relative pronouns to fill in the blanks.

1. October 1, 1949 is the day______ we’ll never forget.

A. when B. whose C. that D. it

2. Is this the shop_______ sells children’s clothing?

A. which B. where C. in which D. what

3. His parents wouldn’t let him marry anyone______ family was poor.

A. of whom B. whom C. of whose D. whose

4. Do you know the boy_______ is standing at the gate of our school?

A. who B. which C. whom D. whose

5. All_______ glitters is not gold.

A. that B. which C. / D. what

6. The woman_______ you saw just now is my aunt.

A. who B. whom C. which D. whose

(Teacher asks the students to give the answers. If they make mistakes, teacher points them out and corrects them.)

Suggested answers:

1.C 2.A 3.D 4.A 5.A 6.B

Step 4: Grammar Study

Activity 1: Learn “preposition + whom/which”

T: The relative pronouns are used as objects either after verbs or after prepositions. When they are used as the objects of prepositions, the position of the prepositions must be paid attention to. The preposition usually follows the verb in spoken English. “Who” “whom” “that” or “which” can be used and they are usually omitted in spoke English. If the preposition is used before the relative pronoun, “which” or “whom” can only be used and they cannot be omitted. That is “preposition + whom/which”. Please look at the examples on the screen.

e.g. 1. A. The woman who/whom Spielberg is married to is an actress.

B. The woman to whom Spielberg is married is an actress.

2.A. The person (who/that/whom) you should write to is Mr. Ball.]

B. The person to whom you should write is Mr. Ball.

T: Then, how can we choose the proper preposition? First, we can find out which verb the preposition is used with in the clause. Second, we can find out which noun or pronoun the clause modifies. Third, we can find out the meaning of the clause. Ok, I’ll show you some examples to make you clear. Please open your books and turn to page 33. Look at the examples of exercise 3.

e.g.: The painting at which I looked was painted by Vincent van Gogh.

The girl with whom you talked at the meeting is a college student.

(Explain the two examples to the students.)

T: Are you clear? Now please finish exercise 3 within 2 minutes.

(Ask a group of students to answer)

Activity 2: Check the Attributive Clauses in the reading passage.

T: Next, let’s check the Attributive Clauses in the text. See, who will do the best job? Have you finished?

(Finds out the Attributive Clauses with the students and points out their mistakes.)

Activity 3: Learn the relative adverbs

T: We’ve mastered the usages of relative pronouns. Next, we’ll learn the usages of the relative adverbs: “where, when and why”. “When” is used for time, “where” for place and “why” for reason.

e.g.: Jurassic Park is about a park where a very rich man keeps different kinds of dinosaurs.

1958 was the year when Spielberg made his first real film.

The reason why Spielberg could not go to the Film Academy was that his grades were too low.

(Explain these sentences to the students)

T: Are you clear? Ok, now let’s do the first exercise on page 33.

(Check the answers with the students)

T: But we also should pay attention to some special cases. Look at the examples on the screen.

e.g. 1. Hangzhou is the place _______ I visited last summer.

2.Hangzhou is the place _______I went last summer.

3.The reason_______ she gave for not coming to the party is that her mother wouldn’t let her.

A. what B. why C. that D. as

(Explain these sentences to the students)

Suggested answers:

1. which/that 2 where 3. C

Activity 4: Learn “relative adverbs = preposition+ which”

T: The relative adverbs “when” “where” and “why” can be replaced by “preposition + which”.

When = in /on/at/during which

Where = in /at/on/ which

Why = for which

T: Then, how can we choose the right preposition? It depends on the noun or pronoun that the Attributive Clause modifies. Are you clear? Let’s look at some examples on the screen.

e.g. The reason ____________ Peter is so happy is that he passed the exam.

I remember the day ___________ my father died. I was only ten years old at that time.

I will go back to the place _____________ I grew up and live there forever.

Suggested answers:

1. why/for which 2. when/on which 3.where/in(at)which

T: Now let’s finish the second exercise on page33. Please do it carefully.

(Check the answers one by one)

Step 5: Homework

T: That’s all for today. Your homework:

1.Finish the Grammar parts of your workbook.

2.Preview the Integrating Skills “Not One Less”.

Period 4 Listening and Integrating Skills

Teaching Aims:

1.Train the students’ listening ability.

2.Train the students’ writing ability.

Teaching Important Points:

1.How to improve students’ listening ability.

2.How to make comments and give opinions.

3.How to train the students’ writing ability.

Teaching Difficult Points:

How to improve the students’ integrating skills.

Teaching Methods:

1.Listening and answer activity to help the students go through with the listening text.

2.Asking –and-answer activity to go through the reading material.

3.Individual or group work to train the students’ writing ability.

Teaching Aids:

1.a computer

Teaching Procedures:

Step 1: Greetings

Greet the whole class as usual.

Step 2: Listening

Activity 1: Pre-listening

T: In this unit, we’ve learned many things about the Silver screen, the films, the actors/actresses and the director-Steven Spielberg. What we have learned from him is that working hard and believing in your dream will make your dream come true. Today, I want to introduce Mr. Malcolm Langland, a famous actor to you. He is also such kind of person. Let’s listen to an interview of Mr. Langland. See, what had happened on him? And how he insisted on his dream?

Activity 2: While-listening

T: When you listen for the first time, please finish the exercises on the screen. Remember to take notes when you listen to the tape.

Choose the right answers:

1. What was Mr. Malcolm’s dream when he was young? ( )

A. He dreamt of being a teacher.

B. He dreamt of being a lawyer.

C. He dreamt of being a film star.

2. Why didn’t Mr.Langland study art? ( )

A. He had no chance.

B. His father did not want him to study art.

C. He liked law better than art.

3. When did Mr. Langland decide to become an actor? ( )

A. Before he joined the Student Club.

B. When he met his wife at the Student Club.

C. After he graduated from the school.

(Check the answers with the students)T: Now let’s listen again. This time please finish filling in the blanks on the screen. Before you do it, please read these questions carefully.

(Teacher gives students 1 minute to read)

T: Now, let’s begin. I’ll pause after important sentences.

Listen to the interview with Mr. Malcolm Langland and answer the following questions:

1.What do we know about the city where Malcolm grew up?

It was _______________ far from the _________.

2. What did he want to be when he was a student?

When Malcolm was young he wanted to be ___________.

3. What was the reason why Malcolm studied law?

The reason is ____________ wanted him to ___________.4. When did Malcolm really start his career in the theatre?

When he met __________, he started his career in the theatre.

5. Why was the film called The Dream Machine important to Malcolm?

It was important because he did not have any _____________.

(Check the answers with the students, and let them listen again if necessary.)

Step 3: Integrating Skills

T: Are you tired or not? Anyway, let’s relax for a while. Let’s enjoy some beautiful film posters.

(Show 4 film posters on the screen)

T: What’s the name of them?

Ss: They are “My father and Mother”, “Lover”, “Raise the Red Lanterns” and “Happy Time”.

T: Do you know who is the director of these 4 films? He is Zhang Yimou. Do you like him?

(Show some photos and biography of Zhang Yimou on the screen.)

Ss: …

T: Anyway, today I will introduce one of his films to you, that is “Not One Less”. Please open your books and turn to page 34. Read the whole passage by yourself. When you read, think out these 2 questions:

1.What kind of story is it?

2.Does it have a happy ending?

(Teacher gives students 4 minutes to read and then ask two students to answers the questions)

Suggested answers:

1.A moving but simple story.

2.Yes. The film has a happy ending.

T: Now please read the whole passage again and finish the table on page 35. You can discuss it with your partner.

Title: Director:

What’s the film about? Tell the story in your own words.

Does the film have a happy ending? Why?

What do you think about the story of the film? Why?

How do you feel about the ending of the film? Why?

(Ask some students to answer the questions first, and then give them the reference answer)

T: Did you see the film “Trueman’s Show” this Tuesday night? Have you written a review about it? How do you write a review in Chinese?

Ss: …

T: Ok, now let’s see how shall we write a review in English? Let’s look at the tips on page35 first.

(Explain the tips to the students)

T: Are you clear about it? Ok, now let’s look at the table above again. If we combine the answers together, you will find that is a review of “Not One Less”. Have you found it? Now I want to show you a review of the film “The Princess Diaries” to give you a deep impression.

(Show the film review on the screen)

Step 4: Homework

T: Ok, class over. Your homework: please write a review on the film you saw. You can use the structure on the screen.

1.The story is about___________.

2.I think the story is___________.

The actors/actresses are__________.

The ending of the film is__________.

The plot（情节） is________________.

The scenes（场景） are______________.

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