第一篇：高一第一冊第一單元英語寫作課教案

Unit 5 Module 1 Book 1 for Senior High Students Teaching contents: 1.The new words in this part: teenager, disappear, move 2.Reviewing present tense and past tense 3.Writing a reply for an email Teaching aims:

1.Students can introduce their memories of their first year at school

2.Students can find out the main structure of the email through reading and know how to reply it

4.Students can learn what their classmates memories are like.3.Students can use the right forms to write email Language focus: present tense and past tense Teaching aids: PPT

Teaching procedures: Step 1 Pre-writing(10 minutes): 1.Warm-up:

T: You guys have been senior high school students several days.How have been those days? Do you adjust yourself to it? Do you have new friends? Do you still contact with your old friends? Do you like your new teachers?

S: …

2.Teach 2 new words: teenager, disappear;distinguish forms of email and letter

T: You are senior high school students about 15-16 years old.You are teenagers now.Have you ever written an email before? How about letters? Do they have the same form?

S: …

T: Today we received an email from Martha.She wants to know your memories of your first year at school.Tell her before your memories disappear.Step 2 While-writing(30 minutes): 1.Free writing(1)Read the email and summarize the main idea of each paragraph(2)Review how to do a self-introduction and write a self-introduction.(3)Discuss Martha’s questions and write down your answers.(3)Discuss Martha’s answers(4)Work in group to make an interview(an interviewer, an interviewee)to know someone’s answers about Martha’s questions and pay attention to its tense.2.Outlining: T: Martha is your new friend, so your reply should include both your self-introduction and your answers.3.Draft: T: Now you can start to write your reply Step 3 Post-writing(5 minutes):

Self-editing

T: After finishing your draft, please check it for avoiding faults and correct them with your pen with red color.Step 4 Homework:

1.Peer-editing: check it for avoiding faults each other and correct them with your pens with colors which different from the former two ones.2.Hand in your draft and complete work tomorrow.

第二篇：高一第一冊第一單元測試題

第一單元測試題

（考試時間：50分鐘；滿分：100分）

一、積累與運用（60分）1．補寫下列詩文名句。（22分，每格2分）（1）悵寥廓，誰主沉?。浚珴蓶|《沁園春?長沙》）（2）書生意氣。指點江山，激揚文字。（毛澤東《沁園春?長沙》）（3）人生易老天難老，歲歲重陽。今又重陽。（毛澤東《采桑子?重陽》）（4）輕輕的我走了，正如我輕輕的來；我輕輕的招手。（徐志摩《再別康橋》）（5）尋夢？撐一支長篙，；滿載一船星輝。（徐志摩《再別康橋》）（6）撐著油紙傘，悠長又寂寥的雨巷，我希望飄過結著愁怨的姑娘。（戴望舒《雨巷》）（7）己所不欲。（《論語》）（8），小人長戚戚。（《論語》）

2．根據(jù)你對詩人所抒發(fā)的情感的理解填空，每個空格不超過5個字。（6分）《沁園春?長沙》抒發(fā)了毛澤東的（1），《雨巷》抒發(fā)了戴望舒對丁香姑娘的（2），《再別康橋》抒發(fā)了徐志摩對母校的綿綿別情，《大堰河——我的保姆》抒發(fā)了艾青對“母親”大堰河的赤子之情。3．規(guī)律的發(fā)現(xiàn)總是從梳理探究中得來，請仔細觀察下面的漢字，然后根據(jù)字義和字形的關系，說說你從中發(fā)現(xiàn)了什么。（4分）

拗擁駑痘綁搶揚痱織抓擇腿扶臉肺紡縛拍縫結繃病駕 答：

4．閱讀下面材料，完成后面的題目。（7分）

（1）下面這副對聯(lián)有一處對得不夠工整，請加以修改。（3分）欄干槽凈六畜興旺，肥多水足稻麥豐登。改為

（2）下面是一副對聯(lián)的上聯(lián)，請對出它的下聯(lián)（平仄不論）。（4分）上聯(lián)：讀書須眼界開闊 下聯(lián)：

5．閱讀下面文字，完成后面的題目。（12分）

人類是自然萬物的一種，自然界到處是人類的弟兄。人在接觸自然的過程中，由于相互間有某種聯(lián)系，常常會產(chǎn)生一定的感悟和聯(lián)想?？吹搅魇诺慕贂尫疟粔阂值那楦?；看到再生的小草，②會想到生命力的強悍；在寂靜的山林里，③會平息煩zào（）的心情；面對暴風雨，④會想到時光的一去不返。單是一個秋天，就會帶給人許多不同的感受。它的蕭sè（），會帶來寂寞和感傷；它的成熟，會帶來喜悅和滿足；它的悄然而至，會使人聯(lián)想到生命的代序。

（1）根據(jù)拼音寫出相應的漢字。（4分）煩zào（）蕭sè（）

（2）文中劃線的句子有一處詞語使用不當，請指出并改正。（4分）改為

（3）文中劃線的句子在照應上存在不當，請作調整。（4分）和對調（只填序號）

6．閱讀下面一則消息，完成后面的題目。（9分）

隨著網(wǎng)絡時代的來臨，越來越多的人漸漸淡忘了如何書寫出美觀大方的方塊字，特別是中國國粹毛筆書法，善為者已日漸減少。“許多大學生寫的字，真沒法看?！?月20日，在江西省人才招聘市場，不少招聘單位的主管人員發(fā)出類似感慨。不少大學生能制作精美的電子簡歷，但是，當招聘單位讓其填表時卻往往不僅寫不好字，甚至于提筆忘字，患上了“書寫遺忘癥”。在某中學教了十多年語文的李老師有同樣的感嘆，她教的學生寫字水平一屆不如一屆，書寫潦草、生硬。有時，她布置學生寫作文，有的同學交的竟是打印稿。（1）以上消息反映了青少年在漢字書寫上存在什么問題？（5分）答：

（2）以上問題產(chǎn)生的背景是什么？（4分）答：

二、閱讀與鑒賞（40分）

（一）閱讀下面詩歌，完成后面的題目。(12分)海 臧克家

從碧澄澄的天空，看到了你的顏色； 從一陣陣的清風，嗅到了你的氣息； 摸著潮濕的衣角，觸到了你的體溫； 深夜醒來，耳邊傳來了你有力的呼吸。1956年 7．填空。（6分）詩人從視覺、嗅覺、、四個角度展示了大海的生動形象，抒發(fā)了詩人對大海的之情。8．在你看來，《?！芬辉姷男问矫溃ńㄖ?、繪畫美、音樂美）體現(xiàn)在哪個方面？請簡要分析。（6分）答：

（二）閱讀下面文言文，完成后面的題目。(28分)第一部分：課內文段閱讀(16分)鴻門宴(節(jié)選)司馬遷

楚左尹項伯者，項羽季父也，素善留侯張良。張良是時從沛公，項伯乃夜馳之沛公軍，私見張良，具告以事。欲呼張良與俱去，曰：“毋從俱死也?！睆埩荚唬骸俺紴轫n王送沛公，沛公今事有急，亡去不義，不可不語?！?良乃入，具告沛公。沛公大驚，曰：“為之奈何？”張良曰：“誰為大王為此計者？”曰：“鯫生說我曰：‘距關，毋內諸侯，秦地可盡王也?！事犞??！绷荚唬骸傲洗笸跏孔渥阋援旐椡鹾?？”沛公默然，曰：“固不如也，且為之奈何？”張良曰：“請往謂項伯，言沛公不敢背項王也?！迸婀唬骸熬才c項伯有故？”張良曰：“秦時與臣游，項伯殺人，臣活之。今事有急，故幸來告良?！迸婀唬骸笆肱c君少長？”良曰：“長于臣?！迸婀唬骸熬秊槲液羧?，吾得兄事之?！睆埩汲觯棽?。項伯即入見沛公。沛公奉卮酒為壽，約為婚姻，曰：“吾入關，秋毫不敢有所近，籍吏民，封府庫，而待將軍。所以遣將守關者，備他盜之出入與非常也。日夜望將軍至，豈敢反乎！愿伯具言臣之不敢倍德也?！?9．下列加點字的意思，解釋不正確的一項是（）

A．素善留侯張良善：友好

B．項伯乃夜馳之沛公軍馳：投奔 C．毋內諸侯內：通“納”,接納 D．君安與項伯有故安：怎么 10．下面加點字解釋，用法與意義相同的一項是()A．項伯乃夜馳之沛公軍

臣之壯也，猶不如人 B．臣為韓王送沛公父母宗族，皆為戮沒 C．孰與君少長失其所與，不知

D．所以遣將守關者??仆所以留者，待吾客與倶 11．把文段中劃線的句子翻譯成現(xiàn)代漢語。（8分）（1）秦時與臣游，項伯殺人，臣活之。（4分）

（2）吾得兄事之(4分)

第二部分：課外經(jīng)典文名著閱讀(12分)宰予晝寢 《論語》

宰予晝寢。子日：“朽木不可雕也，糞土之墻不可圬①也。于予與何誅②？”子曰：“始吾于人也，聽其言而信其行；今吾于人也，聽其言而觀其行。于予與改是③?！?【注釋】①圬：粉刷②誅：責備③是：代詞，指先前對人的態(tài)度。12.將文中畫線句譯成現(xiàn)代漢語。(6分)⑴于予與何誅？ 譯文：

⑵于予與改是。譯文：

13.這段文字講的是和的關系。(2分)14.孔子從“宰予晝寢”這一事情中，悟出什么道理？(4分)

第三部分：附加題(5分，學有余力的同學，可以選擇完成)15.下面的一段短文是古人對《燭之武退秦師》的讀后感，請對劃線的句子斷句，加上標點。(10分)東萊左傳博議 呂祖謙

天下之事以利而合者，亦必以利而離。秦、晉連兵而伐鄭，鄭將亡矣，燭之武出說秦穆公，立談之間存鄭于將亡，不惟退秦師，而又得秦置戍而去，何移之速也!燭之武一言使秦穆背晉親鄭，棄強援，附弱國；棄舊恩，召新怨棄成功犯危難非利害深中秦穆之心詎能若是乎秦穆之于晉，相與之久也，相信之深也，相結之厚也，一怵于燭之武之利，棄晉如涕唾，亦何有于鄭乎？他日利有大于燭之武者，吾知秦穆必翻然從之矣!

參考答案卷

班級姓名座號總分

一、積累與運用（60分）

題號 1 2 3 4 5 6 得分

1．（22分）（1）（2）（3）（4）（5）（6）（7）（8）2．（6分）（1）（3分）（2）（3分）3．（4分）4．（7分）

（1）改為（3分）（2）下聯(lián)：（4分）5．（12分）

（1）煩zào（）蕭sè（）（4分）（2）改為（4分）

（3）和對調（只填序號）（4分）6．（9分）（1）（5分）（2）（4分）

二、閱讀與鑒賞（40分）

題號

（一）（二）

第一部分 第二部分8 9 10 11 12 13 得分

小計

（一）（12分）7．（6分）8．

（6分）

（二）（28分）

9．(4分)10．(4分)11．（8分）（1）（4分）（2）（4分）12.(6分)⑴譯文：

合計

⑵譯文： 13.(2分)14.(4分)

（三）附加題：(5分)15．召新怨棄成功犯危難非利害深中秦穆之心詎能若是乎

參考譯文：

天下的事因為利益而合作的，必然會因為利益而分離。秦國、晉國聯(lián)合出兵討伐鄭國，鄭國就要滅亡?

第三篇：高一第一冊第一單元英語聽力教案

Teaching Plan

Topic: First day at senior high Contents:

New words and expressions in the listening and vocabulary part Revision of past tense Teaching Aims: Learn some new words and students are required put them into use Students can get some specific information form the listening material Students can talk about their first day at senior high Language Focus:

To let students understand the listening material and grasp some specific points Teaching Methods: The Direct Language Method, The Task-based Language Method, The Communicative Approach, The Audiolingual Method

Teaching Procedure: Step 1:lead-in and revision

T: Today I’d like to talk about something of my first day at senior high with you.That day I met some old friends and made few new friends.It was interesting and exciting.But that day was very hot, and there are 97 students in my class.And the classroom is not spacious.It was so crowded that made me uncomfortable.Most of my teachers were strict with us.So I think it was boring.How about yours, exciting, interesting or boring? Now you can talk about your feelings with your partner.And these words will be useful.Step 2: Study new words T: Now let’s learn some new words.(learn the new words and finish task 1 and task 2)Step3: Pre-listening T: This picture is about Diane and Rob, they are talking about their first day at senior high.According to task 2 you may know something.Now please infer the answers of task 3 according to the sentences of task 2.Step 4: While-listening T: Now please listen carefully and check your answers…

T: Please listen again and take some notes when listening.After listening you need to answer these questions.Let’s have a look first… Step 5: Post-listening

T: Now please find another partner and talk about your first day at senior high with your partner.Six minutes later I will invite some of you to retell your partner’s first day feeling.Homework: Listen to the listening material that I give you and finish the relevant questions.Layout of the blackboard: correct

adj.v.correction

n.encourage

v.encouragement n.fluent

adj.fluency

n.misunderstand

v.misunderstanding n.disappointed

adj.disappointing adj.The most important thing is…

第四篇：高一英語第一單元

高中必修一詞組（翻譯下列句子）

4-1We went through hardships while working on this project.4-2I ‘ve gone through my ink.4-3.I called him several times, but I couldn’t get through.7-1 she had her book published last year.7-2.our teacher got us to finish our homework.7-3Don’t get Tony waiting for you outside all the time.7-4.he got his clothes dirty.8-1it will be three days before he comes back home.8-2it was not long before he told me about it.8-3The house fell down bebore I had tme to run out.8-4i must write it down before I forget it.Make當使役動詞時用法

1.the workers were make to work for 14hours a day by the boss.2.would you please make yourself known to us?

3.We make him our monitor.4.That will only make matters worse.l.be fond ____ 喜歡，愛好 2.hunt ____搜索。追尋，尋找

3.in to ____ 為了 4.care ____擔心，關心

5.such ____例如，諸如 6.drop sb a ____ 給某人寫信(通常指寫短信)

7.make oneself at ____別客氣 8.____ total總共

9.except ____除了……之外 10.stay ____不睡，熬夜

11.____ about發(fā)生12.end ____ with以……告終

13.bring ____ 引進，引來 14.a great ____許許多多，極多

15.be ____對……深感興趣，深深迷上…… 16.____ the Internet上網(wǎng)

17.____ classes逃學，逃課 18.get ____聚會，相聚，聚集

19.be proud ____為……感到驕傲20.keep an ____ on照看，注意

21.be curious ____對……感到好奇 22.shut ____(使)住口

23.joke ____開玩笑 24.____ the name of以……名義 25.____ the time 是，一直

總

第五篇：高一英語第四單元語法課教案

A Teaching Plan Students: Senior Grade One students Teacher: XXX Date: October 17, 2009 Time duration：45 minutes Material: Grammar, Unit 4, New Senior English For China Student’s Book 1 Teaching goals: Learn and master the attributive clause.Teaching important points: Teach the students to use attributive clause.Teaching difficult points: Use attributive clause.Teaching aids: Chalk, blackboard, PPT and some pieces of paper.Teaching procedures: Step 1: Lead-in T: It’s 1:30 now.After half a day’s study, are you tired now? Ss: Yes.T: Yes, you are very tired now, so in order to help you to be relaxed, I’d like to show you some music.(Ss: No.T: OK.You’re not tired, and I think most of you must be very excited now, because the weekend is coming.You can go home soon, right? I’m also very excited now, and the reason is just the same as yours.So in order to celebrate our happiness, let’s enjoy a song together.)(Teacher plays the song.)T: Do you know the name of this song? Ss: Yes, it’s Lemon Tree.T: Yes, and do you know the relation between the word “l(fā)emon” and “tree”? Ss: “Lemon” can be used to describe “tree”.T: Yes, “l(fā)emon” can be used to describe “tree”.And also we can say that the word lemon can be regarded as an attributive.Please look at the lyric in the PPT.We can find that all the blue words have the same function as the word “l(fā)emon”.They can all be used to describe the red ones.T: From this, we can know that words, phrases all can be used to describe a noun.But can sentences be used to describe a noun? Ss: Yes.T：Do you know how a sentence can be used to describe a noun? Maybe we can see some examples.Step2:

T: Look at the PPT, and make a sentence according to these two sentences.(1)a.One million people of the city were asleep as usual that night.b.One million people thought little of these events.Can you do it all by yourself? If you have any difficulties, please open your text

book and turn to Page 26.Maybe you can find the answer in our text.Now, who can tell me the answer？

Ss: One million people of the city, who thought little of these events, were asleep as usual that night.T: Yes, well done.You are so clever.And let’s do another example.(2)a.It was felt in Beijing.b.Beijing is more than two hundred kilometers away.c.It was felt in Beijing, which is more than two hundred kilometers away.(3)a.A huge crack cut across houses, roads and canals.b.A huge crack was eight kilometers long and thirty kilometers wide.c.A huge crack that was eight kilometers long and thirty kilometers wide cut across houses, roads and canals.(4)a.Another big quake shook Tangshan.b.Another big quake was almost as strong as the first one.c.Another big quake which was almost as strong as the first one shook Tangshan.(5)a.The army organized teams to dig out those people.b.Those people were trapped.c.The army organized teams to dig out those who were trapped.(6)a.Workers built shelters for survivors.b.The survivors’ homes had been destroyed.c.Workers built shelters for survivors whose homes had been destroyed.T: The sentences we have made just now all can be called attributive clauses.They all use one sentence to describe another one.T: OK.Now, let’s enjoy a series of pictures.Do you know the men who were moving stone in the picture? Ss: They are soldiers.T: Yes, they’re soldiers.And the whole sentence is “The men who/ that were moving stone are soldiers.” And also we can say “The men we just saw in the picture are soldiers.”

T: relative pronoun Antecedent modify

Step3.While-reading 1.Skimming & scanning The students can comprehend the passage quickly and accurately, and meanwhile the students can form a good habit of reading.T: First please skim the passage fast to obtain/ get a general understanding of the whole passage.The passage can be divided into three parts.You should pay attention to the first sentences of each paragraph.In what order is the text written?(Group work)Ss: The text is written in time order.The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.T: Strange things were happening before the earthquake.The disaster happened and caused a lot of loss.Helps came to Tangshan.All hope was not lost.2.Careful-reading Read the passage again and try to get more detailed information.Paragraph 1: T: What strange things happened before Tangshan Earthquake?(Blank filling)Ss: The water in the village wells rose and fell, rose and fell.The well walls had deep cracks in them, and a smelly gas came out of the cracks.The chickens and pigs were too nervous to eat.Mice ran out of the fields looking for places to hide.Fish jumped out of their bowls and ponds.There were some bright lights in the sky.Sound of planes could be heard even when no planes were in the sky.The water pipes in some buildings cracks and burst.Paragraph 2-3: T: Now, let’s come to the details about these two paragraphs.(Blank filling)T: There are many data in these two paragraphs.Try to use the right data to fill in the blanks.Paragraph 4: T: In para.4, we can find what happened after the earthquake.People did every effort to help those who had suffered from the disaster.How did the army help the people in Tangshan? Ss: The army organized teams to dig out those who were trapped and to bury those who were trapped.Miners were rescued from the coal mines.Shelters were built for survivors whose homes had been destroyed.Fresh water was taken to the city.Step4.Post-reading(discussing)T: Suppose you are a news reporter, and you are interviewing a person who had experienced the Tangshan quake.Work with your partner and try to make a dialogue.If you have any difficulties, maybe you can make your dialogue according to these following questions: What were you doing when the earthquake happened? What did you do when you found the earth happened? What did you bring when the earthquake happened? What did Tangshan look like at that time? And what does it look like today? Homework: 1.Write a story about the Tangshan Earthquake according to the reading.2.Discover some useful expressions and structures.