当前位置：搜档网 › 人教新课标必修二 Unit 1 Cultural relics教案

人教新课标必修二 Unit 1 Cultural relics教案

Unit 1 Cultural Relics

Teaching goals教学目标

1). Ability goals能力目标

a. Learn some detailed information about the Amber Room.

b. Improve the students’ reading ability.

c. Train the students’ ability to grasp key information while listening.

d. Enable the students to have the ability of talking cultural relics and ways to protect them.

2). Learning ability goals学能目标

Help the Ss to learn how to give opinions clearly about cultural relics.

3)Emotion:情感目标

Train the students’ ability to cooperate with others.

Enable the Ss to talk about the story of the Amber Room

Teaching important points教学重点

1 ).The new words and expressions;

2). Learn some detailed information about the Amber Room;

3). Train the students’ ability to cooperate with others;

4). Train the students’ speaking ability.

Learn to discuss and act out the Ss’ opinions about cultural relics.

Teaching important points教学难点

1)Words: 新课标第一网

ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;

2)Phrases:

look into, belong to, in search of, in return, at war, take apart, think highly of;

3). Sentence patterns:

(1) There is no doubt that…..

(2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．

4). Improve the students’ reading ability.

Train the students’ ability to grasp key information while listening.

How to teach the students to speak out their opinions about cultural relics. Teaching methods教学方法

1). Watch some videos about the cultural relics. (individuals)

2). Have a discussion. (group work)

3). Write an article about the discussion. (individuals)

Teaching aids教学设备

A computer, a projector and some slides.

Teaching procedures and ways教学过程与方式

The first & second period (Vocabulary, Warming up and Pre-reading) Teaching goals:

1.Target language

Cultural, survive, remain, state, rare, dynasty, vase, belong to

2. Learning ability goals

Help the students learn how to talk about cultural relics and have the sense of protecting cultural relics.

Teaching important points

Talk about cultural relics and what should be done with them.

Teaching difficult points:

How to talk about cultural relics.

Teaching methods:

Group discussion and presentation.(cooperative learning)

The first &second period

Teaching procedures:

Step 1 New words teaching

Step 2 Warming-up

T: When talking about cultural relics, what comes to your mind?

S1: The Great Wall.

S2: The Pyramids in Egypt.

S3: …

T: Well done.

Teacher asks the Ss to look at the three groups of pictures and discuss these questions.

1. Do you know these places?

2. If you know, what do you know about the places?

3. Which one would you like to visit? Why?

I: As is known to all, China is a country with a history of more than 5,000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world famous. Now look at the pictures and guess what heritage they are.

All these are cultural relics.

Do you know any other cultural relics in the world?

T shows the Ss some cultural relics abroad.

Task 1: ask the Ss to make a dialogue by saying.

Imagine you have a chance to travel these places. Which place would you like to go? Why?when are you starting off? How are you getting there? How long are you staying?

Please make a dialogue with your partners.Then students answer the following questions:

What is your favorite city? Why?

What makes a city great and famous?

(a long history; cultural relics; many great people; important events taking place there)

T:Unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them.

Task 2: Now suppose that you work for the state office of cultural relics. You are sent to a small town where you find a relic that was stolen from a palace. It is a rare Ming

Dynasty vase. The man who has it insists that it belongs to his family. What will you say to him?

Work in pairs to discuss this question, and then I’ll ask some Ss to tell me your answers.

Step 3 Task 3 Speaking task on page 46

Debate Do you think China should save all of its cultural relics?

Do you think it necessary to rebuild yuanmingyuan in Beijing?

T: After watching so many pictures, now discuss with your partners the following question:

What is a cultural relics?

(Ss can find the answer from the Warming up.)

Step 4 Pre-reading

T: OK, class, do you think these cultural relics are beautiful?

Ss: Yes, very beautiful.

T: Suppose one of them got lost, how would you feel and what will you do with it?

S1: Try our best to find it.

S2: Protect the others in order that they will not lost. ……

T: Thanks for your good suggestions. If you find a cultural relic, what will you do with it? You can make a dialogue with your partner on this question.

T can practice it with a student to give an example.

Extending questions:To whom do cultural relics belong?

Step 5 Language points

1) survive

survive: vi. continue to live or exist.

vt. Continue to live or exist in spite of nearly being killed or destroyed by sth.

vt. Remain alive after sb., live or exist longer than

e.g: Many strange customs have survived from earlier times.

Her parents died in the accident, but she survived.

Few buildings survived the earthquake.

The man survived his sister by three years.

2) (a) part of

A part of the books have arrived.

A leg is a part of the body.

He gave me back only part of the money I lent him.

Part of the house was burnt in the fire.

Part of the passengers were injured in the accident.

*Part of it _________ good.

*Part of them _____________ good.

3) something

通常用于肯定句，而在疑问句、否定句、if/weather从句中用anything。

I want something to eat.

I din’t have anything today.

Is there anything wrong with this stove?

*Would you like something to eat?

但当说话者心中的肯定意识较强时，或实际上表示请求建议时，一般不用anything而用something.

4) remain

After the fire, very little remained of my house.

Much work remained to be done.

I’ll remain to see the end of the game.

He remained silent after class.

The door remained closed.

a. The rest of the book ___is______ not very interesting.

b. The rest of the group ___are_____ in the classroom.

5)the rest of ……的其余部分

6)imagine + n./ doing/ sb doing sth/ that- clause

Can you imagine life without electricity?

I could hardly imagine living in that kind of place.

I can’t imagine her marrying him.

Can you imagine how worried I was then?

I imagine that I have met you somewhere before.

7)look into 调查、了解、研究

1) The police are looking into all the records of the man.

2) He looks into her face with great interest.

3) I’ll look into the matter as soon as possible. Just have a little patience.

8)insist + n/ that …(should) do /that…

insist on doing sth.

a. He insisted that the money __________________(return) to him at once.

b. He insisted that he ______________ (not steal)the money.

c. I insisted on his __________ (go)there right away.

9) belong to 属于（P1 L7）不可以用于被动语态，或进行时

Correct the mistakes

The house was belonged to an old lady.

China is a country that is belonging to the Third World.

As a writer, he really belongs the 18th century.

This map is belonging on the table.

10)do with

I didn’t know wha t to do with the old tree.

The new teacher didn’t know what to do with the class.

What have you done with the papers for the meeting?

We have nothing else to eat, you have to do with some bread.

I cannot do with loud noise.

What to do with the problem?

How to deal with the problem?

Homework

1.Preview the reading

2.Do the comprehending exercises

3. Write down the Main idea of each paragraph

4.Ask the Ss to look for more cultural relics. The students can go to the library or use the Internet to search for information.

Record after teaching:

The Third Period

(Reading and comprehending)

Knowledge:

Learn some new phrases and some new sentence patterns.

Ability:

1.Learn some detailed information about the Amber Room.

2.Improve the students’ reading ability.

3.Train the students’ ability to grasp key information while listening.

4.Train the students’ speaking ability.

Emotion:

1.Train the students’ ability to cooperate with others.

2.Enable the Ss to talk about the story of the Amber Room

Teaching important points:

1 .The new words and expressions;

2. Learn some detailed information about the Amber Room;

3. Train the students’ ability to cooperate with others;

4. Train the students’ speaking ability.

Teaching difficult points:

1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror,

wonder;

2. Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;

3. Sentence patterns:

(1) There is no doubt that…..

(2) This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it．

4. Improve the students’ reading ability.

5.Train the students’ ability to grasp key information while listening.

Teaching methods:

1.Listening to the tape.

2.Learning and practicing.

Teaching procedures:

Step 1 Greetings and lead-in

T: We learned some cultural relics yesterday. Do you still remember them? Give me some examples, please.

Students give their answers.

T: Very good. Today we’re going to learn another cultural relic. Look at the two pictures on pages1—2; do you know what it is called?

Ss: The Amber Room.

T: Yes, It’s called the Amber Room.

What do you know about the cultural relic“the Amber Room?

T shows the Ss some pictures of “the Amber Room”

Step 2 Fast reading:

T: Do you want to know more about the Amber Room? What does the text tell about the Amber Room? Read the passage first and try to answer the questions:

It tells us the strange history of the Amber Room, a cultural relic of two countries: Germany and Russia.

T:Why is it called the Amber Room?(It was given the name because almost seven thousand tons of amber were used to make it)

What happened to the Amber Room?(The Amber Room was given to the Russian people as a great gift by the king)

Read the text quickly, trying to get the main idea each paragraph.Discuss in your group of four.

Ask Ss to speak out the Main idea of each paragraph:

1.The Amber Room has a strange history and something about its design and building.

2.The history of the Amber Room and its functions in Russia.

3.Catherine II had the Amber Room moved to the palace outside St Petersburg and it became one of the great wonders.

4.The Nazi German army stole the Amber Room in 1941. After that what really happened to it remains a mystery.

5.The Russians and Germans have built a New Amber Room at the summer palace, following the old photos.

Pair work T or F questions:

1. The Amber Room was not easy to make.

2. Catherine II didn’t like everything about the Amber Room when she first saw it.

3. The Amber Room was taken to Konigsberg and hidden there in 1941.

4. The Russians didn’t care about the Amber Room.

5. The Russians don’t think the Amber Room will ever be found.

Step 3 Careful reading :Listen to the tape and follow it to read the text and answer the following questions:

1.What could the King of Prussia never think of his present to the Russian?

He could never think of his present would have such a strange history.

2. Why was the gift given the name the Amber Room?

Because about seven thousand tons of amber were melt to make it.

3. What shape can the amber be made into when heated? Any shape.

4. Is the Amber Room pure amber made with?

No. It’s also made with gold and jewels.

5. Was the Amber Room specially made to be a gift? No, it wasn’t.

6. What was the Amber Room made for? For the palace of Frederick I.

7. What did the Czar give the King of Prussia in return? 55 of his best soldiers.

8. Where was the Amber Room first placed?

In the Czar’s winter palace in St Petersburg.

9. What did Catherine II do to the Amber Room?

She had her artists add more details to its design.

10. Is the Amber Room still in Russia? No, it isn’t.

11. Where is it now? No one knows. It remains a mystery.

12. What happened to the Amber Room?It was stolen by the Nazis and is missing now.

13. When did the Amber Room disappear?During the Second World War.

14. What were saved from the Amber Room? The furniture and small art objects. Step 4 Comprehending

After finishing all the questions, ask the Ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises.

T: Now read the passage again and finish the exercises of comprehending.

The Ss begin to do the exercises. After a while, Teacher begin to collect the answers. Later, teacher gives the answers.

Detailed information (Do ex 1&2 on page 2&3)

1. The king of Prussia who gave the Amber Room as a gift to Russia was_______.

A.Frederick I

B. Frederick William I

C. Peter the Great

D. Catherine II

2. The king of Prussia gave the Amber Room to Russia because_____.

A.he wanted to marry Catherine II.

B. he was kind.

C. he needed better soldiers

D. he wanted to make friends

3. The Amber Room was stolen by______.

A.Russian soldiers

B. German soldiers

C. People in Konigsberg

D. People in St Petersburg

4. In 1941, the city of Konigsberg was in ___.新课标第一网

A.Germany

B. Russia

C. Sweden

D. France

5. The Russians didn’t hide the Amber Room because ______.

A.they were at war

B. the couldn’t find a place

C. the German soldiers arrived too soon

D. no train could take it away

Step 5 Post-reading

Discuss the following topic in groups, then show your opinions:

Do you think it is meaningful to rebuild the new Amber Room? Why?

Play the tape for the students to listen and follow in order to let them know how to read the text.

Step 6 Homework

1.Read the text several times and try to find out the phrases and key points

2.Do exercises on Page3 &4.

3.Do exercise 1 on Page 42 (Ss’ Book)

Record after teaching:

The Fourth Period

(Text analyses and language points)

Knowledge:

1.Words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder;

Phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;

2. Sentence patterns:

(1)In 1770, the room was completed the way (that) she wanted it

(2) There is no doubt that the boxes were then put on a train for Kingsburg, at that times a German city on the Baltic Sea.

Ability:

1.Learn the usage of some difficult words and expressions.

2.Train the students’ ability to remove the difficulties while reading.

Emotion:

1.Train the students’ ability to cooperate with others.

2. Know what happened to the Amber Room

3.Know the importance of protecting the cultural relics by learning the story of amber room

Teaching important points:

1.Train the students’ ability to read different English names.

2.Train the students’ ability to cooperate with others.

Teaching difficulties:

1.The explanation of some difficult words and expressions.

2.Train the students’ ability to remove the difficulties while reading.

Teaching procedures:

Step 1 Revision

T: In the last period, we learned something about the Amber Room and we also know that this room has a strange history, could you tell me what happened to this room chronologically?

The Ss talk it about by themselves for some minutes, and then T gives the answer: Built in Prussia-- Frederick William I--- Sent it to Peter the Great (Russian)-- winter palace Czar--- Catherine II Move outside St Petersburg-- The war between(R&G) Nazi German Secretly stole--Sent to Konigsberg (G)—mystery--- Now Rebuilt

Step 2 Learning about the language points

Difficult sentences:

1.Although it feels as hard as stone, it easily melts when（it is）heated.

Feel here means: to give or produce the stated sensation (给人以某种感觉)

2.The design for the room was of the fancy style popular

in those days. (在句中做表语)

（定语后置）

3.There is no doubt that the boxes were then put on a train for konigsberg,at that time

a German city on the Baltic Sea.(同位语从句)

Ask S to Check up the phrases you have found in the reading text with your partner. Language points:

1. 情态动词+ have done 表示对过去发生的事情的

推测、批评、反悔等意。如：You should have told him about it yesterday.

could have done 可能做过；本来可以做（却未做）

might have done 或许做过；本来或许会做

may have done 或许做过

would have done 本来要做（却未做）

must have done 肯定已做过（表推测）

needn’t have done 本来没必要做（却已做）

should(n’t) have done 本来（不）应该做（却做了）

ought(n’t) to have done

2.when heated 是when it is heated 的省略形式。状语从句中，若其主语和主句的主语一致，同时谓语动词含有系动词be, 或it is/was结构，可省去该从句的主语和系动词be，留下其余部分。

3.once 为从属连词，意为“一旦”Once you see it, you’ll like it.

4. be made into 被制成

由……制成（能看出原材料）

由……制成（看不出原材料）

由……组成/构成

产于，生产于（某地/某时）

5. “be + of +名词(词组)” , 表示主语的某种形状、特性或特征。

e.g. I’m pleased to have been of help to you.

All of the boys in the class are of the same age.

6. fancy vt. 想象,推测,假想

fancy + that-/one’s doing sth/sb to be…/sb as/sth/doing sth

1) Don’t fancy that you can succeed without hard work.

2) I can’t fancy his doing such a thing.

3) I fancied him to be dead.

4) He fancies himself as a good writer.

5) Do you fancy a glass of coffee?

6) I don’t fancy walking in the rain.

7. in return (for): 回报,作为报酬

What can we do for them in return for all the help they have given us?

I gave him some books in return for his assistance.

in turn 轮流地,依次; 反过来

take turns轮流地

by turns 轮流地,时而…时而…

8.serve as 担任，充当

He served as a waiter there.

When you sleep in the open, old newspapers can serve as a blanket.

9.add…to…把……加进……里去

He added that he was very pleased with our work.

Please add some sugar to the milk.

Add the score up.

His being absent added to our difficulty.

The money he spent one day added up to about $100.

10.she wanted it 是定语从句修饰the way, 后面的关系代词可用that / in which / - She cooks chicken in the way I like.

11.at war 处于战争状态，介词at可表示状态或动作。

at peace at breakfast

at rest at table

at work at school

at the piano at one’s be st

12.There is no doubt= It’s clear= It’s beyond argument

There is no doubt 后接名词时，需用介词about / of ,

eg. There is no doubt about / of his honesty.

doubt 也可作不及物动词，“怀疑，不信”, 在肯定句中常接whether / if 从句，在否定句中常接that 从句

eg. I doubt whether we can get the first place in the competition.

I don’t doubt that he will tell us the truth.

Step 3 Homework

In order to master the usage of these words and expressions, please do some related exercises.

1.Translate the sentences on Page 43 into English. Write the English sentences in

one of your exercise book and hand it in tomorrow.

2.Finish the Reading Task on Page 44.

Record after teaching:

The Fifthth Period

(Learning about Language)

Knowledge:

1.Learn some new words of this unit.

2.Do some exercises of this unit.

Ability:

1.Learn to write out the words according to their explanation in English.

2.Improve the students’ ability of translating.

Emotion:

Train the students’ ability to cooperate with each other.

Teaching important points:

1.Learn the new words.

2.Train the students’ translating skills.

Teaching difficulties:

1. Learn to choose the correct words according to the meanings.

2. How to improve the students’ translating skills.

Teaching procedures:

Step 1 Revision.

Check the homework exercises.

Have a dictation of some words and expressions of reading part.

Step 2 Learning about Language.

1. Ask the Ss to find the word that means each of the following (Discovering useful words and expressions.) from the reading passage.

The Ss begin to do this exercise. After a while, teacher begins to collect their answers and give the correct answers.

2.T: Look at the dictionary entry for the phrasal verb “belong to”, and match the meanings with the sentences in the right box.

belong to phr v (T)

a.to be the property of: That coat belongs to me.

b.to be a part of; be connected with: That top belongs to this box.

c.to be a member of: He belongs to a large family.

Warning:

“Belong” is not used in the continuous tense or the passive voice.

eg. The computer is belonging to my sister. (F)

The computer is belonged to my sister (F)

The computer belongs to my sister. (T)

The Ss begin to do this exercise. After a while, teacher begins to collect the answers. Later, teacher gives the right answers.

3.T: let’s look at exercise 3.The preposition sometimes indicates a state, condition or

a continuous activity. Look at the sentence of exercise 3 and try to express each of

them in another way.

After several minutes, T gives the answers.

Step 3 Translation (P43 SB)

Do this translating exercise with the Ss together. Tell the Ss how to do this kind of exercise.

Step 4 Grammar: Attributive Clause

Task 1: Ex. 2 (P4)

(1)Here are the farmers. They discovered the underground city last month.

Here are the farmers who / that discovered the underground city last month.

(2) Xi’an is one of the few cities with walls. Its walls remain as good as before.

Xi’an is one of the few cities with walls whose walls / the walls of which / of which

the walls remain as good as before

(3). Shanxi Province is a place with many cultural relics. Its relics are well looked after.

Shanxi Province is a place with cultural relics whose relics are well looked after.

(4). The woman remembered the day. She saw Nazis burying something near her home.

The woman remembered the day when she saw Nazis burying something near her home.

(5). The old man saw some Germans taking apart the Amber Room and moving it away. You are talking to an old man.

The old man (who / whom / that ) you are talking to saw some Germans taking apart the Amber Room and moving it away.

Task 2: Fill in the blanks using which, as, when, who, whom, where, when, why, that.

(1)St Petersburg is a very beautiful city, ________ was once called Leningrad.

(2)In Xi’an, I met a teacher, ______ has a strong love for cultural relics and took

me to visit the history museum.

(3)I don’t remember the soldier, ______ told me not to tell anyone what I had

seen.

(4)My grandfather was a child then, _____ people didn’t pay much attention to

cultural relics in the old days.

(5) They moved the boxes to a mine, _____ they wanted to hide them.

Task 3: Practice.

(1)What surprised me was not what he said but the way ____________ he said it.

(2)We’re just trying to reach a point______ both sides will sit down together and

talk. (06山东）

(3)____ is often the case, we have worked out the production plan.

(4)This is the very house _______ he lived

(5) Next winter, _____ you will spend in Harbin, I’m sure, will be another exciting holiday.

(6) That’s the reason ______ he was late.

(7) The pictures brought the days back to the old ______ they swam in the river.

(8) Robert and his songs _____ were famous in the U. S. are also popular in China.

(9) They are always smoking, _______ of course, will do harm to their health.

(10) The situation ______ you use the words is very clear in fact.

Correct the mistakes:

1.The reason why he explained at the meeting surprised us.

2.I can remember the days when we spent together.

3.The way in which you talked about is very important for us.

4. Put the book in which you can it easily.

Step 5 Homework

1.Finish Ex1 on P4: find out the sentences with attributive clause.

2.After class, read the passage on Page 5.

Record after teaching;

. The sixth period

Step 1 Revision

Dictation

1.There was no doubt that the house belonged to my grandfather.

2.We will look into the matter tomorrow, when the owner will be back.

3.I won’t go there if invited.

4.I’m pleased to have been of any help to you.

5.The girl was highly thought of for her good design.

Step 2 Reading, listening and writing

Discussion: What must a judge do in a trial?

?What are the differences between a fact and an opinion?

Step 3 Reading P 5

Task 1: Listen to the tape and make sure what the three people say about the missing Amber Room and try to find who is giving the most facts.

Step 4 Explanation

1.“疑问词+不定式”,构成不定式短语,在句中作主语,表语,宾语等成分.

(1)Where do go tomorrow has not been decided.

(2)He has to learn how to send e-mails.

(3)Will you show me how to surf the Internet?

(4)Perhaps the most difficult thing is how to survive without friends?

(5) I just want to know when to start?

2. consider (1) 考虑consider sth / doing sth

We are considering going abroad.

Have you considered his decision?

(2) 认为consider +that-clause consid er…as/ (to be)…

They all consider that we should start now.

He is considered as / (to be) the best player.

(3) considering 鉴于,考虑到,就…而言

She did very well, considering his age.

(注意:此处不可以改成considered)新课标第一网

3. rather than: 而不是other than 除了…

(1)He would die rather than give in.

(2)He prefers to stay at home rather than go outing.

(3)What I need now is money rather than advice.

(4) Other than England, there are no other places like this.

Step 5 Reading task (P44-45)

Task 1: Fast reading---main idea.

Why does Big Feng want to save cultural relics?

(Big Feng and his friends offer each other help whoever needs help. So Feng believes that his

work to save cultural relics is a way to thank his friends.)

Task 2: Careful reading – details.

Answer the questions on Page 45.

Step 6 Discussion

What should we to protect our cultural relics?

Step 7 Homework

Do a research about one of the cultural relics in China.

The Seventh Period

Period four Listening

Step 1 Revision

1.You should praise him _____________ (介词短语) scold him.

2.A fact is anything that can be ________ (动词).

3.A lot of ________ (evident) show that he had stolen many things from the house.

4.The answer ____ the question is very easy to find.

__________ (consider) his young age, he did a good job.

Step 2 Listening (P41)

Task 1: Leading-in

(1) Have you ever heard of Aswan Dam in Egypt? What is it used for?

(2) Do you know there is a similar project being carried out in China?

Task 2: Listen for main idea and some key points.

Task 3: Listen for detailed information.

1.Why was the Aswan Dam built? Was it successful?

(The dam was built to stop floods on the Nile River. It was built to give people more electricity.)

2. What problems were there during the building of the dam?

(The water in the lake behind the dam rose. 53,000 people had to move and some temples were in danger.)

3. The Aswan Dam is the largest dam in the world.

(1) True (2) False (3) It’s not mentioned on the tape.

4. Why did Abu Simbel need to be moved?

(The dam would put it under water.)

5. What problem did the engineers need to solve?

(The engineers needed to find a way to move the relic to safety.)

6. Abu Simbel is the most popular place for tourists who visit Egypt.

(1)True (2) False (3) It is not mentioned on the tape.

Step 3 Listening Task

Task 1: Leading-in

As we know, the Aswan Dam is one of the ancient cultural relics made by people in the old times. Now there are also some well-designed buildings that may become cultural relics in the future. Show some pictures.

1.The Bank of China Building in Hong

2. Kong designed by I M Pei

Questions:Do you want to know the story of the designer? Now, let’s listen to the tape about I M Pei, a famous architect

(Architect I M Pei has a lot to smile about.

The Bank of China Building in Hong Kong)

Task 2: Listen and get the main idea and some key points.

Task 3: Listen and finish Ex. 2(P44).

1.I M Pei studied at __________________, where he soon became a

_______________.

2.In 1951, he travelled to _________ to see its great _________ for

himself.

3.It was designed to look like both a __________ Chinese and

__________ Western hotel.

True or False questions:

(1)I M Pei designed a library for President John F Kennedy.( )

(2)He designed new parts of famous are museums in the capital cities of

the US and England. ( )

(3)Two famous Chinese universities honored him. ( )

Task 4: Make some notes about I M Pei’s life and finish Ex.1.(No.1&2)

Step 4 Role-playing

No.1: Play the roles of a reporter and I M Pei according to the notes.

No.2: Make a dialogue.

Step 5 Homework

Prepare for next period.

The Eighth Period Speaking and writing

Step 1 Cooperative learning

Discuss and make a dialogue

1.Are you sure he/she was telling the truth? How do you know that?

2.How can you be sure of that?

3.Why / why not?

4.I (don’t) believe…, because…

5.That can’t be true.

6.It is (not) a fact.

7. I (don’t) agree with you.8. I don’t agree that…

9. It can be proved. 10. The truth is (not) easy to know.

11. I think they have said useful things. 12. …has no reason to lie.

Situation 1:

Jane said she would join you in the game, but now she hasn’t turned up…Situation 2:

Li Hua promised to have a barbecue with you all on Saturday. But something unexpected happened. You don’t know whether it was true or not.

Step 2 Reading and writing

Task 1: Leading-in

We have talked about what we should do to protect the cultural relics; now we’ll learn a letter from a German newspaper. The writer gives his opinion about what should be done with a cultural relic that has been found.

Task 2: Read the letter and write a short reply to it. You may choose to agree or disagree and give reasons.

Model A

Dear Johann,

I must say that I agree with you. If you find __________, it should belong to you because ____________________________. Even if I lost something, I wouldn’t expect ______________. Once I lost a ________, I decided not to __________. People need to understand that ___________________. Your letter helps me to remember that people need to be careful with ___________. Then they won’t need to worry about ____________. So you see, Johann, I got two

rewards: one I could _______________ and one I could __________.

Model B

Dear Johann,

I must say that I don’t agree with you. Though you find _________. It doesn’t mean it belongs to, you should __________________. I’m sure you would wantsomeone to __________________. Once I found a beautiful ________. I want to_______. Then I remembered seeing one just like it in __________. I went to the ________ and found the ________ to whom it belonged. __________ was very ________ to get it back and gave me some delicious apples. So you see, Johann, I got two rewards: one I could eat and one I could keep in my heart.

Step 5 Explanation

1.think highly / much / well of… =sing high praise for…

think little / nothing of…

The headmaster thought highly of me for my good performance.

The little boy was well thought of by them.

He thought nothing of walking 40 miles. 走40英里, 他不当回事.

2. besides (adv): what’s more

It’s too late; besides, it’s starting to rain.

Step 6 Homework

Written work: Translation

人教版高中英语必修一unit1经典教案

龙文教育学科老师个性化教案教师学生姓名上课日期学科英语年级教材版本人教版学案主题必修一unit 1 课时数量（全程或具体时间）第（1）课时授课时段教学目标教学内容必修一unit 1个性化学习问题解决必修一unit 1 教学重点、难点难点：词汇重点：词汇教学过程一．词汇单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）

German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历

高一英语必修一unit3教案

Unit 3 Travel Journal Period1. Step 1.Warming up 1.Ask some questions: 2.Do you often travel? Where have you been? 3.2. Following the steps of the warm-up on page 17. Step2. Pre-reading 1. Show some traveling pictures of the teacher’s. 2. Ask Ss : which river is the longest one in the world and which is the largest one; which river is the longest one in China. 3. Ask Ss: how people who live along a river use it. Step3. While-reading 1. Scanning: Ss read quickly and answer: What are they going to do? 2. Skimming: Ss read again and finish comprehending 1 on page 19. Ss read and get the main ideas of each paragraph. Ss list the countries that the Mekong River flows through. Step4. After-reading Ss in pairs and discuss: Wang Wei’s and Wang Kun’s simil ar and different attitudes about the trip. Similar attitudes about the trip Different attitudes about the trip Both Wang Wei and Wang Kun think…1. Taking this trip is a dream

人教版高中英语必修二Unit 1 Culture relics语言点教学案含答案

Unit 1 Culture relics 单元语言点目标认知重点词汇 rare, valuable, survive, doubt, remove, amaze, select, design, remain, worth, fancy 重点短语 belong to, in return, serve as, think highly of, part of 重点句型 1. … could never have imagined… 2. Nor do I think they should give it to any government. 知识讲解重点词汇 rare 【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】rare adj. 稀少的, 罕见的 It is rare to see a man over 160 years old. 很少见到一个人能活到160岁。稀薄的 The air is rare at high altitudes. 高处空气稀薄。【拓展】occasional, uncommon, scare, rare均含“稀罕的、很少发生”之意。 occasional 指偶然、间或发生的事，侧重无规律可循。 uncommon指一般不发生或很少发生的事情，故显得独特、异常与例外。 scare指暂时不易发现、不存在或数量不足，供不应求的东西。 rare指难得发生的事或难遇见的人或事，侧重特殊性。 valuable 【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】valuable adj. 很有用的，宝贵的；很值钱的，贵重的valuable experience 宝贵的经验 valuable jewelry 贵重的首饰 This is one of the most valuable lessons I learned. 这是我所学到的

人教版高一英语必修一Unit1friendship全单元教案上课讲义

Unit 1 friendship Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 School: Tai Zhou No.1 Senior Middle School 1.Teaching aims and demands 类别课程标准要求掌握的项目话题Friends and friendship; interpersonal relationships 词汇Add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in 功能 1.态度(attitudes) Are you afraid that---? I’v e grown so crazy about--- dare--- I didn’ｔ 2. 同意和不同意（agreement and disagreement） I agree. I think so. Exactly. think so. I’m afraid not. agree. I don’ｔ I don’ｔ 3.肯定程度（certainty） That’s correct. Of course not. 语法直接引语和间接引语(1): 陈述句和疑问句 1.陈述句 want to set down a series of facts in a diary.” Said Anne. “Ｉd on’ｔ want to set down a series of facts in a diary. ----Anne said that she didn’ｔ 2.一般疑问句 He asked, “Are you leaving tonight?” ---He asked us whether we were leaving that night. 3.特殊疑问句 “When did you go to bed last night?” father said to Anne. --- Father asked Anne when she went to bed the night before. 2.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center

人教版高中英语必修一 Unit1 Friendship 教案

教案人教版高一英语《英语1》第一单元Friendship 第1课时：Warming up and Pre-reading 一．教学目标 ①知识目标: ⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog ⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not. ②技能目标: 1．让学生学会用英语描述自己的朋友。 2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。 3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。 ③情感目标 1．让学生学会如何解决朋友间可能出现的问题。 2．培养学生在高中阶段形成学习英语的好习惯。二．教学重点 1．用给定的形容词和句子结构来描述他们的一个朋友。 2．学习评价朋友和友谊。三．教学难点 1．与搭档合作并描述他们的一个好朋友。 2．与搭档讨论并找出解决问题的方法。四．教学方法 1．任务型教学法 2．合作学习法 3．讨论法五．教学准备多媒体和其他常规教学工具六．教学过程 1.导入新课：友谊天长地久的视频来激发学生的学习兴趣,。这是新学期的第一节课。所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。 1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time? 2. What do you think of our new school? Do you like it? Could you say something about it? 3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class? (其他关于本单元的话题导入的建议:1。播放两首关于友谊的歌曲,然后问学生歌里都说了些有什么。2。让学生们展开关于友谊的讨论，并让他们列出好朋友应该具有哪三种品质。) 第二步：准备活动Warming-up 1．让一些学生站起来用一两句话告诉全班同学他/她的朋友是怎样一个人。下列形容词可能有用： brave loyal wise handsome pretty smart friendly

人教英语必修一Unit1Friendship教案3

Unit 1 Friendship (Listening and Writing) 整体设计从容说课 This is the sixth teaching period of this unit. We can first review some important language points the students learned in the last several periods. The emphasis of this period should be laid on listeni ng and writing. They are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to develop their ability to solve the problems. All of these lay the foundation for the next task—writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship. The two letters, listening and letter writing prepare students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthen students’ abilities to practice language, discover, and solve problems. 教学重点 Develop the students’ listening ability, especially listening to and understanding key words and speakers’ intention and attitude. 教学难点 Develop the students’ writing skills by reading, discussing and writing a letter to give advice on friendship. 教学方法 1. Task-based teaching and learning 2. Cooperative learning 3. Discussion 教具准备 A tape recorder and other normal teaching tools 三维目标 Knowledge aims: 1. Get the students to learn the following new words and useful expressions. teenager get along with fall in love advice questionnaire quiz editor communicate habit 2. Get the students to know how to write a letter to offer advice. Ability aims: 1. Enable the students to listen and understand the listening materials. 2. Enable the students to write a letter to offer advice on friendship. Emotional aims: Develop and improve the students’ ability to help others solve such problems as how to communicate with people, how to make and be good friends, and so on. 教学过程设计方案（一） →Step 1 Revision

人教版高中英语必修二Unit-1-Cultural-relics-教案

Unit 1 Cultural relics 随堂练习 1、Fill in the blanks with proper words（the first letter is given） The topic of this unit is cultural relics. A cultural relic is something that has survived for a long time, often a part of something that has remained when the rest of it has been destroyed; it tells people about the past. 2、Read the passage again and choose the best answer for each blank. ①The king of Prussia who gave the Amber Room as a gift to Russia was B. A Frederick Ⅰ B Frederick William Ⅰ C Peter the Great D Catherine Ⅱ 文中信息：Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange

history.（Parag1） ②The king of Prussia gave the Amber Room to Russia because D. A he wanted to marry Catherine Ⅱ B he was kind C he needed better soldiers D he wanted to make friends 文中信息：In 1716, Frederick William Ⅰ, gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian people.（Parag2） ③The Amber Room was stolen by B. A Russian soldiers B German soldiers C people in Konigsberg D people in St Petersburg 文中信息：But some of the Nazis secretly stole the Amber Room itself. ④In 1941, the city of Konigsberg was in A. A Germany B Russia C Sweden D France 文中信息：But some of the Nazis secretly stole the Amber Room itself. ⑤The Russians didn’t hide the Amber Room because C. A they were at war B they couldn’t find a p lace C the German soldiers arrived too soon D no train could take it away 文中信息：This was a time when the two countries were at war. 3、Look at every statement. If you are “sure” it is true, mark “S” to the left of it. If you are “not sure”, mark “NS”. （NS）1 The Amber Room was not easy to make. （S） 2 Catherine Ⅱ didn’t like everything about the Amber Room when she first saw it. （S） 3 The Amber Room was taken to Konigsberg and hidden there in 1941. （NS）4 The Russians didn’t care about the Amber Room. （NS）5 The Russians don’t think the Amber Room will ever be found. 课堂笔记 1、He insists it belongs to his family. 他坚持说这是他家的。动词insist后面所接的从句有两种情况，当表示“坚持要干某事”时，用虚拟语气；当表示“坚持认为（主张、想法和事实）”时，不用虚拟语气。 ①Mother insisted that I（should）use the old bicycle. 妈妈坚持要我骑那辆旧自行车。（坚持要别人干，虚拟语气） ②He insisted that he was right. 他坚持认为他是对的。（坚持认为，真实语气） 2、Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history. 普鲁士国王威廉一世决不可能想到他送给俄罗斯人的礼物会有这样一段离弃的历史。情态动词+have done表示对过去发生的事的推测、批评、反悔等意。 ①When you spoke in front of 300 people yesterday, you must have felt very nervous. 你昨天面对300人讲话时，一定很紧张吧。（推测） ②You failed again in exam. You should have studied hard. 你考试又没有及格。你本来应该好好学习（批评） ③It is raining hard now. I needn’t have watered the flower this morning. 下大雨啦！我本来不必给花浇水的。（反悔）

人教版高中英语必修一Unit1教案

Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着，用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.

He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

新人教版高一英语必修二unit1教案

The First Period (Warming up, one class) Teaching Aims: 1. To learn the knowledge of the cultural relics. 2. Discuss how to protect our cultural relics. 3. To learn the following words or phrases: Teaching Design Step One: Presentation (By showing them some photos of some famous cultural relics.) Hello, everybody, let’s look at the screen. Here are some pictures. They are all very famous places in China or in the world. Please think these over: A.Can you name them out? B.Who have the right to own and confirm them? (The shown pictures:①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Emperor and the Terracotta Warriors) Let the students name out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are. A. a cultural relic is sth. that survive d for a long time B. a cultural relic may be a part of old thing has remain ed when the rest of it had been destroyed C.or a cultural relic is something rather rare （while showing these photos, teach the new words in red: cultural relics, survive, remain, rare） 1. Get the students understand the identity of the cultural relics. 2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site. ( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li ) Step Two: Drills Let the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location. Here are some possible answers from the students: (The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Y uanmingyuan(圆明园), etc.) (The Sydney Opera; The White House; The Big Ben; The Amber Room, etc.) Step Three: Discussing 1 As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price. 1. Then can you tell the value of the cultural relic? (Have the students discussed for some time in teams, then get their answers by expressing in class.)

高一英语必修一Unit3单词讲义教案.doc

Book 1 Unit3 1.prefer vt 更喜欢，选择某物（而不选其他） ①prefer A/doing to B/doing 更喜欢A…比起B ②prefer to do rather than do 宁愿干…而不愿意干 ③prefer sb to do sth宁愿让某人干某事 ④preference n 偏爱，最喜欢的东西 I much 猫和狗之间我更喜欢狗。他更喜欢读书胜过玩。 He prefers reading .= He prefers to 2.fare(公共汽车，火车，出租车等的)车费，（飞机等的）票价 ①a bus/taxi fare 公共汽车费、出租车费 ② an air fare 飞机票价 ③ travel at half/full fare 半价、全价旅行辨析fare 与fee fare 指乘坐公共汽车、轮船、出租车等的交通工具费用。 fee 常用复数fees，指①给律师、医生等的专业人员的服务费、酬金②报名费entry fee ③（加入俱乐部）会费entrance fee If you want to join, there is of $20入会需缴会费20美元。 3.reliable adj.可信赖的，可靠的 ①rely vi 依靠，依赖 ②rely on sb/sth 依靠某人/某物 ③rely on sb to do sth依靠某人做某事 You can you.你尽管信赖我，我一定会帮你。 4.view ①[c]观点，看法②[c]风景，景色③[u]视野④vt 观看；看待拓展①in one’s view=in one’s opinion 据某人看来 ②in view of鉴于，考虑到，由于 ③in view 可以看到，在看得见的范围内反义词看不见，不在视野之内 ④come into view 进入视野 ⑤view作“景色”解时指从某一特定角度所看到的景色，尤指从高处或远处。have/get a good view of ，she is a fool.依我看，他是一个傻瓜 There was no shelter .举目四望，看不到可以栖身的地方。 This hotel has a very good location. You can have a good from here. 5.ever since 从那以后（至今），常与现在完成时态连用。 since 可作介词、连词或副词，所以其后可加时间名词、从句或单独使用。常与现在完成时态连用 I want to see how much he has changed . 我想看看自从上次看见他后，他的变化有多大。 She left school three years ago and as a nurse . She as a nurse three years ago. She as a nurse she school three years ago. 她三年前毕业，从那时起便一直当护士。拓展It is / has been +时间段+since从句，若从句谓语为瞬间动词，意为“自从…至今已经多久了”。若从句谓语为持续性动词，意为“自不…至今已经多久了”。 It’s five years since I started the project. It’s five years since I worked in the factory.

人教版-必修一-U1-friendship- reading教学设计

《教学设计》基本格式英语学科高一英语备课组组员（签名）：一、教学内容（课题） Unit 1 Friendship 二、本课在教材中的地位和作用★★ 1.所在的课程模块：Module one 2.对课标的理解与把握英语的新课程标准是根据语言学习的规律和义务教育阶段学生的发展需求，从语言技能、语言知识、情感态度、学习策略和文化意识等五方面设计课程总目标和分级目标的。这五个方面相互联系，相辅相成，使英语课程既重视学生的语言基础知识和基本技能，也注重优化学习过程，引导学生形成有效的学习策略和一定的文化意识，培养积极向上的情感态度和价值观。 3.教学内容深度分析 “友谊”自古就是人们的永恒话题之一，本单元的中心话题就是“友谊”，该单元几乎所有的内容都是围绕这一中心话题展开的。

Warming up部分通过一个问卷调查的形式，让学生对于日常生活中朋友之间可能发生的真实问题以及如何解决这些问题有所了解。 Pre-reading部分设计了三个问题，一方面引导学生对“友谊”和“朋友”这两个概念进行思索；另一方面让学生知道友谊不仅仅存在于人与人之间，日记之类的东西也可以成为人们的朋友。 Reading节选了《安妮日记》的一部分，全部内容可分为四大部分： 1.谈论有关朋友的事情； 2.简单介绍安妮的一些情况； 3.为什么安妮把日记当作自己最好的朋友； 4.赏析部分《安妮日记》。 Comprehending部分主要是对课文的细节进行了解，共设计了4种形式的练习。第一部分是连句的形式；第二部分是回答问题的形式；第三、四部分是展开想象。 Learning about Language分两部分：一是巩固文中的词汇，共设计了四个题型： 1. 对单词的英英解释； 2. 用第一题以及Warming up中的一些单词和短语完成短文； 3. 用Warming up和Reading词的正确形式完成句

人教版高中英语必修一Unit1friendship阅读课教案

Lesson Plan 学科英语赖菲菲2015120101 Background information: Students:40 senior high school students, Grade 1. Lesson duration:45mins Teaching objectives: Knowledge objective: By the end of this lesson, students will be able to use some important words and phrases in the passage, for example, hide, outdoors, go through, on purpose, a series of and so on. Ability objective: By the end of this lesson, students will 1.learn some reading strategies about narration, such as paying attention to time, places and characters, finding out specific information, retelling and the like. 2.learn about the formats of a diary or a letter. Emotion objective: To get the students to realize the importance of friends and friendship. Teaching contents:Unit 1 Reading: Anne’s best friend Teaching aids:PPT, blackboard, chalk Type of the lesson:reading Teaching procedures: Step1: Pre-reading(8mins) 1. Warming-up(1min) Enjoy a piece of music and find out its theme. 2.Divide students into 3 groups and ask them to discuss two questions. Afterwards, choose representatives to show their answers.(3mins) ⑴Do you think friends are important to us? Why do you think so? ⑵Does a friend always have to be a person? What else can be our friend? 3. Go through the text quickly to find out:(1min) ⑴how many parts it contains? ⑵what the different parts are about?

人教版高中英语必修一unit1AnnesBestFriendreading教案.doc

人教版高中英语必修一unit1 Anne “s Best Friend reading 教案 Teaching Contents: The lesson is a passage about Anne“s Bes Friend Teaching Objectives: Knowledge Objectives: (1)Students are able to find out the main idea and the details of the passage.(2) Students can learn some background about Would War ll Ability Objective: (1) By reading the passage, students“ reading ability of skimming and scanni can beimproved. Emotional Objective: (1)After the class, students can cherish peace. Teaching Key and Difficult Points: (1)Teaching key point: Students can find the main about the passage and list somedetails. (1)Teaching difficult point: Students can train their reading skill and they can use thistopic in their daily life. Step1: Pre-reading (1)The teacher will give a VCR about the tragic life of the Jews during Would War ll(Justification: VCR can give Students a more intuitive feeling. Though watching VCR,they can know what they will learn in this class and their curiosity will be stimulated.)Step2: While-reading (1) Skimming The teacher will ask Students to read the whole passage quickly to get the main idea,then ask someone to share it with the whole class.

人教新课标必修二 Unit 1 Cultural relics教案

人教版高中英语必修一unit1经典教案

高一英语必修一unit3教案

最新[教案]_[人教新课标]高一英语必修一unit1全单元学案名师优秀教案

人教版高中英语必修二Unit 1 Culture relics语言点教学案含答案

人教版高一英语必修一Unit1friendship全单元教案上课讲义

人教版高中英语必修一 Unit1 Friendship 教案

人教英语必修一Unit1Friendship教案3

人教版高中英语必修二Unit-1-Cultural-relics-教案

人教版高中英语必修一Unit1教案

新人教版高一英语必修二unit1教案

高一英语必修一Unit3单词讲义教案.doc

人教版-必修一-U1-friendship- reading教学设计

人教版高中英语必修一Unit1friendship阅读课教案

人教版高中英语必修一unit1AnnesBestFriendreading教案.doc

相关文档

最新文档