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高一英語必修一unit1課件應(yīng)該怎么寫？課件實質(zhì)是一種，是在一定的學(xué)習(xí)理論指導(dǎo)下，根據(jù)教學(xué)目標(biāo)設(shè)計廳改侍的、反映某種教學(xué)策略和教學(xué)內(nèi)容的計算機(jī)。下面我給大家?guī)砀咭挥⒄Z必修殲纖一unit1課件，歡迎大家閱讀。
高一英語必修一unit1課件1
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;
扮吵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捷克共和國. 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!
高一英語必修一unit1課件2
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.
在理解的基礎(chǔ)上記憶并運用本單元重點詞匯。接下來我為大家推薦的是高一英語必修二unit2 課件，歡迎閱讀。
【高一英語必修二unit2課件】
【高一英語必修二unit2重點詞匯、短語】
1. because of 因為、由于
2. come up 走近、上來、提出
3. actually 實際上、事實上
4. base 以…為基礎(chǔ)，根基
5. at present 目前
6. make use of 利用
7. such as 例如
8. command 命令、指令、掌握
9. request 請求、要求
10. play a part/role in 扮演一個角色
11. recognize 辨認(rèn)出、承認(rèn)、公認(rèn)
12. straight 直接、挺直、筆直的
13. be different from 與…不同
be the same as 和…一樣
14. one another 相互，彼此（=each other）
15. at the end of 在…結(jié)束時
16. because of 因為（后接名詞或名詞性短語）
because 因為（后接句子）
17. be based on 根據(jù)，依據(jù)
18. at present 目前；當(dāng)今
19. especially 特別，尤其
specially 專門地
20. make use of 利用…
make the best of 充分利用…
21. a large number of 大量的，很多（作主語時，謂語動詞用復(fù)數(shù)）
the number of …消伏胡的數(shù)量（作主語時，謂語動詞用單數(shù)）拿攔
22. in fact = actually= as a matter of fact 事實上
23. make lists of… 列清單
24. included 包括（前面接包括的對象）
including包括（后面接包括的對象）
25. command sb. to do sth. 命令某人去做某事
command + that 從句（從句用should+V原）
26. request sb. to do sth. 要求某人做某事
request + that 從句(從句用should+V原)
【高一英語必修二unit2重點句型】
1. World Englishes come from those countries where English plays an important role as a first or second language, either because of foreign rule or because of its special role as an international language.（定語從句）
世界英語來自那些以英語為第一或第二語言的國家，英語在這些國家起重要作用，或是因為外國的統(tǒng)治，或是因為其作為國際語言的特殊地廳空位。
2. All languages change when cultures communicate with one another.
當(dāng)不同的語言互相溝通時，所有的語言都會發(fā)生變化。
3. Actually, the English spoken between about AD 450 and 1150 was based more on German than present day English.
實際上，從公元450年到1150年，人們所說的英語更多的是以德語為基礎(chǔ)的，而現(xiàn)代英語不是。
4. Would you please come up to my flat for a visit?
請到我的公寓里來坐坐，好嗎？
5. Believe it or not, he cheated in the exams.
信不信由你，他在考試中作弊。
6. Native English speakers can understand each other even if they don’t speak the same kind of English.
以英語作為母語的人，即使他們所講的語言不盡相同，也可以互相交流。
7. Today the number of people learning English in China is larger than even before.
目前在中國學(xué)習(xí)英語的人數(shù)比以往任何時候都多。
8. It is the duty of a government to provide education for the children of its country. （it作形式主語）
政府的責(zé)任是為其國家的小孩提供教育。
9. Reading is one of the best ways of improving your vocabulary and usage.
閱讀是幫助你改善詞匯及其用法的最好方法之一。
10. Giving commands is less polite than making a request.
發(fā)號命令比發(fā)出請求粗魯。
11. We asked her for directions and she told us to go round the corner on the left and keep going straight for two blocks.
我們向她問路，她告訴我們往左邊拐彎后直走兩個街區(qū)。
12. He knows several languages, such as English, French and German.
他懂幾種語言，例如英語、法語和德語。
導(dǎo)語：下面是我為你分享的高一英語定語從句課件，希望能夠為大家?guī)韼椭Ｍ蠹視矚g。同時也希望給你們帶來一些參考的作用，如果喜歡就請繼續(xù)關(guān)注我們的后續(xù)更新吧！
[典型例題]
1. Women _______ drink more than two cups of coffee a day have a greater chance of having heart disease than those ________ don’t. (2006 北京 31)
A. who; 不填 B. 不填; who C. who; who D. 不填表; 不填
解析：考查關(guān)系代詞who引導(dǎo)的定語從句。這兩個定語從句的先行詞都是指人，在第一個定語從句中引導(dǎo)詞作主語，可以用who或that；在第二個定語從句中，引導(dǎo)詞作主語，同時，先行詞又是those，引導(dǎo)詞應(yīng)該用who，所以選C項。
2. We saw several natives advancing towards our party, and one of them came up to us, _______ we gave some bells and glasses. (2006 湖南 30)
A. to which B. to whom C. with whom D. with which
解析：考查“介詞+whom”引導(dǎo)的定語從句。根據(jù)前面的one of them可以知道先行詞是人慶扮世，可以排除A和D項。表示“給某人某物”用詞組“give sth. to sb.”，引導(dǎo)詞中應(yīng)該用to，所以選B項。
3. We’re just trying to teach a point ____ both sides will sit down together and talk. (2006山東 26)
A. where B. that C. when D. which
解析：考查關(guān)系副詞where引導(dǎo)的定語從句。定語從句的先譽(yù)肢行詞是表示地點的名詞point，用where強(qiáng)調(diào)一個特定的地點，相當(dāng)于at the point，在從句中作狀語，所以選A項。
[語法講解]
定語從句也稱為形容詞性從句，由關(guān)系代詞或關(guān)系副詞引導(dǎo)，從句中的關(guān)系詞除了具有引導(dǎo)作用外，還指代前面的先行詞，并且在從句中擔(dān)當(dāng)一定的成分。根據(jù)關(guān)系詞的性質(zhì)，可缺滾以分為由關(guān)系代詞、關(guān)系副詞、準(zhǔn)關(guān)系代詞、復(fù)合關(guān)系代詞引導(dǎo)的定語從句。
1）關(guān)系代詞可以在定語從句中作主語
注意：關(guān)系代詞在定語從句中做主語時，從句謂語動詞的人稱和數(shù)要與先行詞保持一致。例如：The man dressed in black is the doctor who has operated on the seriously wounded man.
穿著黑衣服的那個人就是給那位嚴(yán)重受傷的病人做過手術(shù)的醫(yī)生。
2）關(guān)系代詞可以在定語從句中作賓語
注意：a) 在非正式文體的限制性定語從句中，用作賓語的關(guān)系代詞whom, who, that和which通常可以省略。例如：That is the man (who/whom/that) I met in London last year.他就是我去年在倫敦碰見的人。
b) 關(guān)系代詞作前置介詞的短語時，只能用whom指人，which指物；但是當(dāng)介詞后置時，就沒有這種限制。
例如：The person to whom I complained is the manager.我向他投訴的那個人是經(jīng)理。
The hotel which/that we stayed at was rather comfortable.我們住的那家旅館相當(dāng)舒服。
注意：在表示時間、地點和原因的限制性及非限制性定語從句當(dāng)中，關(guān)系副詞when, where和why可以用來代替“介詞+關(guān)系代詞”，在從句中只能作狀語。
[常見考點]
1．定語從句中只用that作為關(guān)系詞引導(dǎo)的情況：
a) 當(dāng)先行詞被一個最高級形容詞修飾時，必須用that。例如：That is one of the most exciting football games that I have ever watched.那是我所看過的最激動人心的一場足球比賽。
b) 當(dāng)先行詞被序數(shù)詞修飾時，必須用that。例如：The ninth plane that landed at the airport was from the USA.第九架降落在該機(jī)場的飛機(jī)來自美國。
c) 當(dāng)先行詞被限定詞 (the) very, (the) last, (the) only, the same, one, single, no, (a) little, (a) few, many, much, none, some, any, every, all等修飾時，必須用that。例如：This is the very pen that Mark Twain used when he was writing the novel.這正是馬克·吐溫寫那部時用過的筆。
d) 當(dāng)先行詞為不定代詞all, anything, everything, nothing, something等時，必須用that。例如：All that is needed now is a continuous supply of the necessities of life.現(xiàn)在所需要的是持續(xù)地供應(yīng)生活必需品。 e) 當(dāng)先行詞是指人、指物的兩個并列名詞時，必須用that。例如：
You can see a horseman and his horse that are crossing the flyover during the parade.
旅游期間你可以看見騎手和馬穿國天橋。
f) 當(dāng)關(guān)系代詞在定語從句中作表語時，必須用that，that可以指人、指物，但是往往被省略。
例如：The modern airplane is not the machine that it was when first invented.
現(xiàn)代的飛機(jī)不是剛發(fā)明時的那種飛機(jī)了。
g) 當(dāng)定語從句為there be結(jié)構(gòu)時，在從句中做主語的關(guān)系代詞只能是that，that往往被省略。
例如：The number of mistake that there are in this homework is simply surprising.
這份家庭作業(yè)中的錯誤簡直多得驚人。
h) 當(dāng)先行詞是who或what，而且后面跟定語從句時，只能用that。
例如：Who that works a great deal with a plane does not know about the engineer?
常和飛機(jī)打交道的人中，誰不了解那個工程師？
2．定語從句中只用which作為關(guān)系詞引導(dǎo)的情況：
a) 當(dāng)先行詞為that時，只能用which指物。例如：
I use the word not in the present sense, but in that which was held in the nineteenth century.
我用這個詞不是它當(dāng)今的意思，而是取其19世紀(jì)的意思。
b) 在非限制性定語從句中，只能用which指物。例如：These apple trees, which I planted three years ago, have not yet borne any fruit.這些蘋果樹是我三年前栽下的，尚未結(jié)果實。
c) 當(dāng)與介詞一起作為關(guān)系代詞引導(dǎo)從句時，只能用which指物。例如：They tried to think of a method by which they could solve the problem.他們要盡力想出一個能夠解決問題的辦法。
3．定語從句中只用who作為關(guān)系詞引導(dǎo)的情況：
a) 當(dāng)先行詞是everyone, everybody, someone, somebody, anyone, anybody時，關(guān)系代詞要用who或whom。例如：Is there anyone who can answer this question?有誰能回答這個問題嗎？
b) 當(dāng)先行詞是those或all時，關(guān)系代詞必須用who。例如：Those who want to go on the trip should put on their names on the list.想去旅游的人應(yīng)該在名單上寫上自己的名字。
Tom is shining example to all who want to be a successful. Tom對所有想成功的人來說是一個光輝的形象
c) 當(dāng)先行詞特指意義較強(qiáng)時，關(guān)系代詞通常用who。例如：The man who was killed in the car accident yesterday was his brother.昨天在車禍中死去的那個人是他的兄弟。
d) 當(dāng)指人的先行詞被其它成分隔開時，關(guān)系代詞通常用who。例如：There is one student in the school who I can see.在這個學(xué)校里我只見到了一個學(xué)生。
[實戰(zhàn)演練]
1．改正下列句子中的錯誤
(1) There are many organizations which sole purpose is to help mentally retarded children.
(2) The period during when people learned to smelt iron is called the Iron Age.
(3) Nobody believed his reason for being late why his car broke down on the way.
(4) They tried to think out a plan that they could complete their task ahead of time.
(5) As we know it, the telephone was the invention of Alexander Graham Bell.
(6) Many of our Welsh people are going to settle in North Carolina, which land is cheap.
(7) There are not many people in this city which own the houses they live in.
(8) The reason why I want to take this lesson is that the professor is supposed to be very eloquent.
(9) The goal with which he had fought all his life no longer seemed important to him.
(10) The day is bound to come that all the people in the world shall live in peace.
Keys: 1. which→whose 2. when→which 3. why→that 4. that→by which 5. 去掉it 6. which→where 7. which→who 8. that→because 9. with→for 10. that→when
2．從下列各項中選出最適合題意的選項
(1) _______ is our belief that improvements in health care will lead to a stronger, more prosperous economy.
(2006 浙江 4)
A. As B. That C. This D. It
(2) Nobody believed his reason for being absent form the class ______ he had to meet his uncle at the air port. (2006 重慶 33)
A. why B. that C. where D. because
(3) —— Do you have anything to say for yourselves?
—— Yes，there's one point ______ we must insist on. (2006 江西 33)
A．why B．where C．how D．/
(4) I have many friends, some are businessmen. (2005 全國卷Ⅰ24)
A．of them B．from which C．who of D．of whom
(5) I walked in our garden, _______ Tom and Jim were tying a big sign onto one of the trees. (2005 遼寧 28)
A．which B．when
C．where D．that
(6) — why does she always ask you for help?
— there is no one else ______, is there? (2005 北京 35)
A. who to turn to B. she can turn to C. for whom to turn D. for her to turn
(7) He transplanted the little tree to the garden _______ it was the best time for it. (2005 上海 34)
A. where B. when C. that D. until
(8) Danby left word with my secretary ______ he would call again in the afternoon. (2005 浙江 15)
A. who B. that C. as D. which
(9) — Did Jack come back early last night?
—Yes. It was not yet eight o’clock he arrived home. (2005 福建 24) A．before B．when C．that D．until
(10) The place _______ the bridge is supposed to be built should be________the cross-river traffic is the heaviest. (2005 江蘇 32)
A. which; where B. at which; which
C. at which; where D. which; in which
Keys: 1-5 ABDDC 6-10 BBBBC
