一、 题材内容
本模块是通过旅游经历介绍风光，帮助学生学会关于交通工具和地貌等自然现象的词语，学会运用表示过去的用语作回忆、写游记、介绍风光。
二、 教学目标
1） 语言知识：
语音 句子中的重音
词汇 abandoned cassette circus colorful desert diamond expert farm fields helicopter law tram shoot kindergarten product recently scenery supply
词组 in the central part of, a long-distance train, dark red, until the 1920s, on the coast of, out of date, a dining car, comic books, for the first time, feel nervous, a speed of
语法 -ed形式作形容词；表达过去时间的词语或词组
功能 礼貌用语
话题 介绍旅游经历；介绍童年故事
2） 语言技能：
听 听懂对事件的回忆、旅游介绍并获取信息
说 礼貌地进行Everyday English中的对话；运用过去时间回忆；运用含有-ed句子介绍风光
读 Scanning, skimming, careful reading, generalization; inference等阅读微技能训练
写 用所学的词汇、词组、及含-ed的句子写介绍旅游情况的文章和各种回忆
3） 学习策略：
学生一定程度形成自主学习，有效交际、信息处理、英语思维能力
认知 联系，归纳，推测，速读，略读，查读等技能
调控 从同伴处得到反馈，对自己在叙述及
交际 积极、有效同时礼貌地进行对话
资源 积极有效阅读从网上及各种媒体所获取的有关旅游及介绍各地风光的信息
4） 文化意识：了解我国现代化建设的最新成就；了解我国及各地不同的旅游文化
5） 情感态度：热爱祖国河山；为祖国建设感动自豪；倡导文明礼貌
三、 教学重点和难点
重点：1. 如何使用地道英语描述风光、事件或回忆
2. 正确理解并应用-ed形容词
3. 如何礼貌进行日常对话
难点: 能用得体的.英语表达自己，描述过去的难忘经历
四、 教学方法
基于课程改革的理念及“第二语言习得论”和“整体语言教学”理论，运用任务型教学途径，围绕核心任务，设定小任务，开展促进自主性学习的课堂活动，强调合作探究与独立思考相结合，初步设计“P-T-P”自主学习立体模式：（Pre-task----Task-cycle----Post-task）。
五、 教材处理
核心任务：学生能利用照片、明信片、纪念品等向同伴介绍旅游情况。三个环节如下：
Pre-task: 学生回忆往事，激活背景知识，重温情感体验
Task-cycle: 通过整个模块听说读写的训练，强化“描述风光或一件难忘的事”的表达及语篇能力，为完成任务做好铺垫
Post-task: 达成任务，展示成果，反馈学习情况。
六、 教学安排
根据学生学习英语的特点和规律，我们把本模块划分为6课时：
Period 1: Introduction, Reading and vocabulary (1.2)
Period 2: Reading
Period 3: Grammar 1&2, Function, Culture Corner
Period 4: Vocabulary, reading and speaking
Period 5: Listening, pronunciation, Everyday English
Period 6: Task, writing
注：教学设计内容较多，应根据学生的学习水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。
[教学设计]
Ss=students; T=teacher; =group work; = pair work; =individual work =screen
Period 1 Introduction, Reading and vocabulary (1.2)
Ⅰ、教材内容及教学目标
1、学习有关交通工具的名词和动词，回忆第一次旅游的快乐情景
2、通过查找信息，描述自己印象中的澳大利亚
3、学习部分有关Reading中将要出现的生词(需要在文章中猜测的词汇除外)
Ⅱ、教学设计
Task 1: Describe a trip ( 15m) – Introducton
Pre-task Brainstorming
Try to bring out as many words about transportation as possible.
Task-cycle Learn different verbs and nouns about traveling.
Activity 1 Matching ( 1 )
Activity 2 Put me in the right place!
A: Draw a picture with road, rails, water and clouds on the blackboard. Put
different vehicles in the right position on the picture.
B: Ask and answer Qs in (2) according the picture.
Activity 3 Filling & Guessing game
get on (off)
get into (out of)
take off/ride
B: Show pictures taken in Hainan. Q: How did I get there? (different answers should be encouraged)
Post-task: Describe the first time you traveled a long distance
A: Q: When someone want to describe his first trip, what do you want to know?
5W & 1H ( who, when, where, what, why & how )
B: Describe the first trip Report to all
Task 2: Describe Australia ( 25m )-Reading & vocabulary
Pre-task: Search information about Australia before class
Task-cycle: Australia
Activity 1 Brain-storming (words about Australia)
Activity 2 Talking ( 1 )
A: Talk about the pictures on P22 + things about the country brought by Ss
B: Get questions in (1) solved
C: Dialogue between “Australians” and “tourists” Report to all
Activity 3 Vocabulary ( Part )
A: Choose the words which you think can be used to describe a train trip to Australia from the list shown on the screen (a dictionary is recommended)
B: Match the words with pictures (camels, cassette, desert, diamonds, sand, soil)
C: Choose a word in the blanket to match the underlined part in a passage (2)
Not long ago, I had a wonderful trip to Hainan. It’s not an area of dry land, because it’s surrounded by sea. There you can always enjoy the beautiful sunshine, green trees and blue water. On the beaches, you can’t find any valuable stones, but you can always touch the soft sand instead. On my way back, I made friends with some of the people traveling on the train.
Post-task: Display ( A brief make-up story about a trip to Australia using some of the new words)
Recalling(4m) Recall what we learn today. & Questions unsolved.
Homework(1m) Workbook P80 4. 5.
Describe your first time you travel to a place of interest.
Period 2 Reading
Ⅰ、教材内容及教学目标
1、学习在澳大利亚乘火车旅游的文章
2、训练速读、略读和查读技能，通过中心句掌握全文中心，学会分析文章结构，
学会运用想象、联想、逻辑分析和英语思维的能力
3、学会如何描述乘火车旅游的情形
Ⅱ、教学设计
Task Learn and retell the passage
Pre-task Content Prediction(2m) According to the picture and the title, try to predict what we will be able to learn from the passage.
Task-cycle Reading(40m)
Pre-reading Map reading Look at the map of the railways in Australia, discuss which city you would like to travel and how to get there.
While-reading
Activity 1 First ( Fast ) reading
A. Match: Find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the Ghan )
B. Main sentence in each paragraph.
C. Main idea
D. Guide Ss to find out the structure of the passage.
Activity 2 Second ( Detailed ) reading Deal with 6 questions in (4)
Activity 3 Third reading ( Reading Strategies Applying )
A. Find out appropriate information to fill in the form below:
Part One (1)
Who When Where What Why How
Part Two (2-3)
Food Scenery
First hundred kms After that Suddenly
B. Put me in the right order and form a passage, adding in the time signals.
Camels were trained to carry supplies back from the central part.
Camels were shot because of the new railway line built by the government.
They brought camels from Afghanistan.
Australians needed a way to the central country.
They tried riding horses, but failed.
C. Word-guessing ( abandon, diamond, supplies)
Post-task
Activity 1 Retelling Retell the passage with the help of the form
Activity 2 Discussion P24 (5)
Activity 3 Small debate “They should shot the camels”
Recalling(2m) Recall what we learn today. & Questions unsolved.
Homework(1m) Write a reading note
阅读格式卡
Title__________________________ Module _________ Date___________
General idea：
Words & Phrases:
BS:
BS=beautiful sentence
Period 3 Grammar 1&2, Function, Culture Corner
Ⅰ、教材内容及教学目标
1、 学会通过合作探究，归纳总结出-ed形容词作定语及其定语的位置，
2、 运用过去时间表达法
3、 运用礼貌用语
4、 了解Maglev，能说出与普通火车的区别
Ⅱ、教学设计
Task 1 Find out rules of “–ed adjectives”
Activity 1 Competition The group which write the most right –ed forms of the verbs given by teachers win.
Activity 2 Find out the rules of “-ed adj.”
A. Look, say, write and combine
a. T act out the sentences: I threw the paper away. The paper was used before.
b. Ss write out the sentences
c. Try to combine the sentences to one: I threw the _______ paper away.
d. Talk about the pictures using –ed form and write them down.
B. Observe, compare and find out the rules (Grammar 1 )
Activity3 Workbook P79 1. 2.
Task 2: Story-making using past tense time expressions
Activity 1 Brainstorming ( past tense time expressions)
Activity 2 Complete the sentences (2)
Activity 3 Story-telling Make stories according to the pictures given to different groups
Task 3: Polite conversation
Activity 1 Act and discuss 2 Ss act out the dialogue. Discuss Qs in (2)
Activity 2 Make new dialogues Suggestions given by Ss-Make new dialogues according to (3.4)
Task 4: Interview ( about Maglev )
Activity 1 Read and compare
Activity 2 Interview & Report (one interviewer + one mayor + designer + assistant)
Activity 3 Your idea of new transportations
Period 4 Vocabulary, reading and speaking
Ⅰ、教材内容及教学目标
1、 学习表示地点和在该地点做事的词汇，训练联想的认知策略
2、 学习有关回忆的文章，能叙述自己的回忆
Ⅱ、教学设计
Task Childhood memories
Pre-task Words and expressions
Activity 1 District map Draw an imaginary district map with names on it with Ss
Activity 2 Tell me your first time to...
I will never forget the day I ...
I remember the day I ...
my first visit to...
Task-cycle Jigsaw reading & Interview 5 groups read, other groups bring out Qs.-Interview
Post-task Talk show Three famous persons & one TV host on a TV talk show talking about childhood memories.
Period 5 Listening, pronunciation, Everyday English
Ⅰ、教材内容及教学目标
1、 听懂对话，抓住要点，获取信息
2、 句子重音
3、 训练根据对方话语作出回应、表达态度的技能
Ⅱ、教学设计
Task 1 Knowing things about her
Pre-task Getting information about Mary Lennon
Task-cycle Listening
Activity 1 When & Where & By what Get basic information from the first listening
Activity 2 Interview (Ex.1 & 2)
Post-task “I am Mary Lennon...” Suppose you are Mary, talk about your experience with the help of the Qs
Task 2: “My Pronunciation is better!”
Activity 1 Listen & Imitate
Activity 2 Competition
Task 3: Show your response!
Activity 1 Ex. 1 & 2
Activity 2 Show your response One of you is a superstar, the other is an interviewer. You’re having a talk on CCTV. (Try to use expressions to show your response or attitude towards the other person.)
Period 6 Task, writing
Ⅰ、教材内容及教学目标
1、 借助一切可借助的力量介绍自己的一次旅游情况
2、 写童年某一事件的过程，训练记忆、整理和归纳等逻辑思维能力
Ⅱ、教学设计
Task 1: Display one of your trips to a tourist spot
Pre-task: Things about the trips
A. Collect information about the tourist spot
B. Collect English signs in the tourist spot
C. Collect pictures, photos, postcards, magazines reports, maps or souvenirs about the tourist spot
D. Make notes on 5W & 1H
Task-cycle: Share & Choose
Activity 1 Share the things your collect with your partners
Activity 2 Choose the best S to do the talking, the others offer help when needed
Post-task: Display Talk about your first trips to a tourist spot with the help of all kinds of information. ( an album with comments on it is recommended )
Task 2: Writing
Pre-task: Choose topics
Task-cycle: Writing
Brainstorming --Writing ---Evaluation by oneself & partner ---Correction -- Choose the best one & Correct
Post-task: Show the best writing & Comment
Recalling Recall what we learn today & Questions unsolved.
Homework Composition ( Choose any topics on P27 )
高一英语必修1重点短语句型归纳（必背句型）
1） It was the first time in a year and a half that I had seen the night face to face. （从句时态用完成时） 这是我一年半以来第一次目睹夜晚。
2） I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.（强调句） 我不知道这是不是因为我长久无法出门的缘故，我变得对一切与大自然有关的事物都无比狂热。
3） I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself. 有一天晚上，我熬到11点半故意不睡觉，为的是独自好好看看月亮一次。
4） Your friend， who doesn’t work hard， asks you to help him cheat in the end-of-term exam.（非限制性定语从句） 你的一个朋友叫你在期末考试中帮他作弊，这个朋友平常不认真学习。
5） If you have some trouble （in） getting along with your friends， you can write to the editor and ask for advice. 如果你在和朋友的相处上有问题，你可以写信给编辑向他征求建议。
6） Add up your score and see how many points you can get. 把你的得分加起来，看看得了多少。
7） What he did has added to our difficulties. 他的所作所为增加了我们的.困难。
8） His income adds up to $1000 a month. 他每月的收入共计1000美元。
9） It‘s no pleasure looking through these any longer because nature is one thing that really must be experienced. 观看这些已不再是乐趣，因为大自然是你必须体验的。
10） Why is she so concerned about his attitude to her work？ 她为什么那么关注他对她的工作的看法？
11） The police asked him to set down what he had seen in a report. 警察让他在报告中写下他所看见的事情。
12） As I was about to go out and search for him， he happened to come in. 正当我打算出去找他时，他恰巧进来。
13） Mr. Jones lives alone and often feels lonely. 琼斯先生单独一人生活，常常感到孤独。
14） We tried to calm him down， but he kept crying. 我们试图让他平静下来，但他仍不停地哭着。
15） Does he dare （to） go out at night in such stormy weather？ 他敢在这样一个暴风雨夜外出吗？
16） He would go through fire and water for his country. 他愿为国家赴汤蹈火。
17） That country suffered a heavy loss in the flood. 那个国家在水灾中遭受严重的损失。
18） 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.（定语从句） 世界英语来自那些以英语为第一或第二语言的国家，英语在这些国家起重要作用，或是因为外国的统治，或是因为其作为国际语言的特殊地位。
19） All languages change when cultures communicate with one another. 当不同的语言互相沟通时，所有的语言都会发生变化。
20） Actually， the English spoken between about AD 450 and 1150 was based more on German than present day English.实际上，从公元450年到1150年，人们所说的英语更多的是以德语为基础的，而现代英语不是。
21） Would you please come up to my flat for a visit？ 请到我的公寓里来坐坐，好吗？
22） Believe it or not， he cheated in the exams. 信不信由你，他在考试中作弊。
23） Native English speakers can understand each other even if they don’t speak the same kind of English.
以英语作为母语的人，即使他们所讲的语言不尽相同，也可以互相交流。
24） Today the number of people learning English in China is larger than even before. 目前在中国学习英语的人数比以往任何时候都多。
25） It is the duty of a government to provide education for the children of its country. （it作形式主语）政府的责任是为其国家的小孩提供教育。
26） Reading is one of the best ways of improving your vocabulary and usage. 阅读是帮助你改善词汇及其用法的最好方法之一。
27） Giving commands is less polite than making a request. 发号命令比发出请求粗鲁。
28） We asked her for directions and she told us to go round the corner on the left and keep going straight for two blocks. 我们向她问路，她告诉我们往左边拐弯后直走两个街区。
29） He knows several languages， such as English， French and German. 他懂几种语言，例如英语、法语和德语。
30） My sister and I have dreamed about cycling along the Mekong River from where it begins to where it ends. 我姐姐和我一直梦想要沿湄公河从源头到终点骑车旅行。
英语必修一unit1课件
一、教学内容：
Unit 1 of Module I Period Three（Grammar）
二、目标与要求
1、学习一般现在时态和现在进行时态。
2、一般现在时态和现在进行时态表达将来的动作。
3、对比一般现在时态和现在进行时态，掌握它们的用法和区别，进一步强化学生对该语法项目掌握的熟练程度和运用能力。
三、语法讲解
一般现在时
（一）时态构成：
一般现在时主要由动词的原形表示，如果主语是第三人称单数，则在动词原形后加-s或-es。
（二）时态的用法：
1、表示经常发生的动作、存在的状态和现阶段的习惯
常用的时间状语有：often, sometimes, usually, always, seldom, in the morning, every day, on Sunday 等。如：
He is always ready to help others.
The students have sports at five every afternoon.
Does he work hard?
2、表示不受时间限制的事实或普遍真理
Three plus two is five.
A plane is faster than a car.
China is in Asia.
Light travels faster than sound.
3、在含时间和条件状语从句的复合句中
主句用一般将来时，从句则用一般现在时表示将来动作。如：
I will stay at home if it rains tomorrow.
She'll go to see him as soon as she arrives.
When they come, they'll tell you something important.
4、在含宾语从句的复合句中
尽管主句用过去时态，但如果宾语从句所述内容是客观真理，从句谓语动词仍然用一般现在时。如：
The teacher told her pupils that the sun rises in the east.
5、表示已经安排或计划好将来必定会发生的动作或存在的状态
一般用be, come, go, arrive, leave, start等动词。如：
My birthday falls on May 2.
The meeting is at 2:00 p.m.
His ship leaves at 9:00 a.m.
6、图片说明、电影说明、解说戏剧内容及场景
动词常用一般现在时。如：
Scene 1 ( Mary and Miss Green are in the professor's room-a large ,pleasant room with many books. There is a big desk near the window. )
7、几个由here, there 开头的句子
动词用一般现在时表示现在正在进行的动作。如：
There goes the bell. Let's hurry.
Here comes the teacher.
现在进行时：
（一）现在进行时的构成
现在进行时由助动词be(am, is, are)+现在分词构成。am 用于第一人称单数，is用于第三人称单数， are用于其他各人称。
（二）现在进行时的用法
1）表示此时此刻正在进行的动作
The boys are reading magazines.
Are the students dancing?
Mr. Green is talking with Jim in the classroom.
2）表示目前这段时间内正在进行的动作（尽管此时此刻该动作并不在进行中）
-What's he doing this week?
-He is translating a novel.
They are learning Chinese in Beijing.
I'm working for an American company.
3）现在进行时常与副词always, constantly 等连用，表示反复出现或习惯性的`动作，含有说话者的赞扬、不满、讨厌、遗憾等情绪。如
The girl is always smiling happily.
You're always making the same mistake.
She's constantly changing her mind. 她经常改变主意
4）用进行时表示过程
It's getting cold. 天气变得越来越冷
The leaves on the trees are turning brown.
She's finding that chemistry is much more difficult than physics.
她渐渐感到化学比物理难学。
5）现在进行时可用来表示按计划安排即将发生的动作（见一般将来时有关讲解）
注意：英语里有些动词一般不用于进行时，它们在新教材里也被称为静态动词。
①表示知觉的动词，如see, hear, smell, taste, notice, feel 等；
②表示态度和感情的动词，如believe, agree, like, hate, want, think 等；
③一些不表示具体动作而表示某种抽象的关系或概念的动词，如have, depend, seem（似乎）, belong to（属于）, consist（组成）, possess（拥有，占有）等。
但当这些动词的词义改变时便可用于进行时。试比较：
I feel sick.
The doctor is feeling my pulse.
I can't see anything in the bowl.
Tom is seeing his friend off at the airport.
【家庭作业】
1. Exercises 2.3.4 of Lesson 1 on Page 54.
2. Exercises 1.2.3.4 of Lesson 3 on Page 58.
