牛津英语高一必修1各单元教案全套及相关习题(含答案)

牛津高中英语模块一（第1讲）

【教学内容与教学要求】

一、教学内容：

牛津高中英语模块一Unit 1 （上）

二、教学要求：

1．掌握和校园生活有关的常用单词、词组与句型。

2．学会描述校园生活和学校设施。

High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期Huge campus and low-rise building 学校面积大，没有高层建筑。

Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。

3．学习阅读技巧：skimming&scanning。

4．语法：定语从句（一）

【知识重点与学习难点】

一、重要单词：

access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax

二、重点词组：

class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪【难点讲解】

1.What is your dream school life like?

你理想中的学校生活是什么样子?

这里dream表示心目中最理想的. 如dream team (梦之队)。

2.Going to a British high school for one year was a very enjoyable and exciting experience for me.

去一所英国中学读书一年对我来说是一次令人愉快和兴奋的经历。

Going在本句里作动名词，它和后面的to a British high school for one year构成动名词短语作句子的主语。Go to a British high school本来是个动词词组，在go 后面加上ing 后，它就具备名词的特性可以在句子中充当主语、宾语或表语。

动词的现在分词和过去分词都可以作定语，但所表达的意思不同, 现在分词作定语常表示“令人…”、“正在….”;例如exciting news, sleeping dog; 过去分词则有被动或完成的意思,常表示“感到….的”、“被….的”,例如：an excited crowd of people, broken heart.

3.I was very happy with the school hours in Britain because school starts around 9 a.m. and ends

about 3.30 p.m.

我对英国学校的作息时间很满意因为学校大约上午9点开始上课，下午3点半左右放学。

Be happy with=be pleased with, around=about。

4.This means I could get up an hour later than usual as schools in China begin before 8 a.m.

这意味着我可以晚一小时起床，因为在中国学校8点钟上课。

as adv.同样地, 被看作, 象

prep.当做

conj.与...一样, 当...之时, 象, 因为

本单元多次出现as, 用法各不相同,应注意比较。另外as 还可以构成一些常用词组：as if 就好像, as far as就….而言, so as to以便于, as for至于, such as例如，等等。

mean: 意味着, 后面通常加名词或宾语从句。例如：

The attack of Pear Harbor meant a declaration of war with the United States.

The raise of salary means that I can send my daughter to a better school.

5.He also told us that the best way to earn respect from the school was to work hard and achieve

high grades.

他还告诉我们赢得学校尊敬的最好方法是努力学习并取得好成绩。

The best way to do sth is to…..结构用来表达做某事的最好方法是….., 例如:

The best way to learn English is to use it as often as possible.

6.I found the homework was not as heavy as what I used to get in my old school, but it was a bit

challenging for me at first because all the homework was in English.

我发现这儿的家庭作业没有我原来学校的多，但一开始对我有些挑战性，因为所有作业都是英语的。

As…..as, 中间加形容词或副词,一般要连接两个相同的句子成分, 请比较下面两句话: You hate him as much as I (=You hate him as much as I hate him).

You hate him as much as me(=You hate him as much as you hate me).

Used to 过去常常, 隐含的意思是现在的情况已经不同。例如:

She used to study very hard. ( She does not study so hard any more).

Used to 的否定形式是usedn’t to/ didn’t use to

注意：be used to sth/doing 表示习惯于….

7.Cooking was really fun as I learnt how to buy, prepare and cook food.

当我学着怎样买菜、洗菜、烧饭时，烹饪真的是一件有趣的事。

fun是名词,有趣的事情, 副词really并非修饰它,而是修饰前面的be动词was

试比较: He is really a funny guy. 和He is a really funny guy.这两句意思虽然相同, 但really 修饰的对象不同,因此说话的侧重点也不同。

8.I do like eating desserts after meals as you mentioned in your article.

就像你在文章中提到的那样，我的确喜欢在饭后吃甜食。

Do、did在陈述句中，用在动词前表示强调，可译作的确、确实。

9.Upon finishing his studies, he started travelling in China.

完成学业之后，他开始在中国旅行。

介词upon/ on加doing相当于带as soon as 的时间状语从句。

Upon finishing his study＝As soon as he finished his study

10.Former student return from China

一位校友重中国归来

former, past, old 虽然都和过去有关，但侧重点不同。former：“过去曾经是...的、前

任….”, past: “过去的” old“老的、从前的”。例如: former president前总统，past experience 以往的经验，my old school我的母校。

11.earn, achieve和gain

这三个单词的基本意思都是“get”但含义不尽相同, earn：get as the reward of work（挣，得到…作为工作的回报）, achieve：get what you want by effort(成就,通过努力达到某个目标), gain和“get”的用法最接近，它对得到的方法和内容都没有具体要求。常见搭配: earn money/ a living/ one’s respect/ one’s bread, achieve a gaol/ success/ purpose/ high grade, gain experience/ weight/ an advantage over/ time/ the upper hand( 占上风)/ ground(取得进步).

【语法】

定语从句(1)

用来说明主句中某一名词或代词（有时也可说明整个主句或主句中一部分）而起定语作用的句子叫作定语从句。定语从句的作用和作定语的形容词、介词词组、分词词组相似，有时可以相互转换，例如：金发女孩可译作a blonde girl ，a girl with blonde hair或a girl who has blonde hair。定语从句通常由关系代词that/ which/ who/ whom/ which/ as或关系副词when/ where/ why引导，这些词既指代主句中要说明的名词或代词, 又充当从句中的某个句子成分。请看例句：

1.Tom is the only person who can keep a cool head in time of crisis.(who指代主句中的先行词person,在从句中作主语)

2.Tom is the only friend whom(或who) I can rely on. (指代friend，在从句中作宾语, 所以常用代词who的宾格形式).

3.China is no longer the weak nation that she used to be. (关系代词that指代weak nation，在从句中作表语)

4.The school whose floor space is very limited can’t take in one more student. (关系代词whose指代the school’s ，从句中作floor space的定语)

5.I like to go to the gym where I can have a work-out after sittiong for a day. (关系副词where指代主句中的地点状语gym 在从句中作状语)

【阅读技巧】

Skimming & Scanning

Skimming略读，skim原意是轻轻掠过表面，作为阅读技巧是指通过浏览文章标题，主题句，插图和图表等方法了解文章的大意。Skan, 本意是扫描，这里指用眼光快速扫视书报等材料寻找我们想要的信息。他们的区别在于Skimming是为了了解文章的大意,而Scanning是为了寻找某些具体信息。Skimming & Scanning都是快速阅读的重要策略，也是信息时代我们必备的技能。尤其是在阅读英语时，注重练习Skimming & Scanning可以帮助克服逐字逐句的阅读习惯（如finger-point reading, lip reading），提高阅读速度。

【补充阅读】

阅读这篇文章,根据中文提示和上下文写出所缺的单词:

My School Day

I leave home at 6:45 and walk 20 minutes to ______(赶) a bus to school. The bus is a special one just for kids going to my school. The _______(路程) on the bus takes an hour because it has to keep stopping to pick up other students along the way.

When I arrive at school, I______(领取) my Tablet PC from the Flexi (Flexiable Learning Centre). Then I go to my Tutor Room for Registration at 8:30. We listen to announcements to see what special things are happening at school today or this week.

At about 8:50 we leave Tutor Room to go to our First Period. Every day I have a different Lesson the first period. Normally it is Humanities but I also have Maths, Drama and Music, and French on the other days. Each period lasts an hour.

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人教版高一英语必修一说课稿集合 Unit 1 Friendship说课稿 各位老师： 大家好！ 我是XX号考生XX，来自XX。我今天所说的课题是高中一年级英语上册第1单元friendship. 我说课的内容包括五部分，包括教材分析，学生分析，教学方法，教学过程和板书设计。 1.教材内容分析 今天我说课的内容是高一英语必修1第一单元friendship的reading部分的学习，本单元的中心话题是friendship，本话题对学生来说比较熟悉，让学生能在与之相关的听说读写活动中有话可说、有情可表。课文是犹太女孩安妮的一篇日记，描述了自己对大自然的渴望，比较抽象。课文内容难易适中，学生学习起来难度不大。高一的学生刚入学不久，渴望与同学之间的了解、沟通，建立新的友谊。作为教师引导他们建立正确的交友观显得十分重要，因此学习这篇文章意义重大。 2、教学目标分析 新课标提出了立体三维教学目标，本课我设计的教学目标如下： 1）知识目标： 熟悉本课的一些新单词和短语—outdoors, spellbound, entirely, go through, set down, a series of, on purpose, face to face, in order to,etc，语

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完整word版,人教版高中英语必修一unit1教案最终版

Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives

人教版高中英语必修一 Unit1 Friendship 教案

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高中英语必修三教案

Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言

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运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。 练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。 练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。 1.6 Using Language 是英语听说读写的全面运用的练习。

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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。

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Unit 1Festivals around the world Ⅰ.Analysis of teaching material At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival. The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events. The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading. The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups. Ⅱ.Teaching aims 1.Knowledge aims 1). Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with 2). Let students learn about history and basic knowledge of festivals both in and out of China. 2.Ability aims 1). Develop students’ reading ability and let them learn different reading skills.