教案是每一位老师都很熟悉的备课材料，你知道适合自己课堂的教案怎么写吗，很多人在进行教案的写作之前都是要将课程了解清楚的，以下是范文社小编精心为您推荐的高一英语必修一教案6篇，供大家参考。
高一英语必修一教案篇1
period 1
pre-class task: about vocabulary of item in the olympic games
step 1 word game:
part 1: each group get 4 words to guess. one points for each.
part 2: the quickest to match the word correctly can get 2 points for his/ her group, but if the answer is wrong,
1 points will be lost.
shot put 击剑
discus throw 摔跤
javelin throw 悬挂式滑翔
marathon 冰球
canoeing 举重
ice hockey 马拉松
weightlifting 划独木舟
wrestling 铁饼
fencing 推铅球
hang-gliding 标枪
part 3: the quickest to guess the word correctly can get 2 points for his/ her group, but if the answer is wrong,
1 points will be lost.
rings, high bar, side hors(鞍马)e, vaulting horse(跳马), double bar, free exercises
step 2 warming up
talk about when ,where, and anything you know about the olympics according to the pictures given.
1. get ss to talk about pictures
teacher can give one example
2. let 2 ss share their understanding of the pictures and act it out for the class
step 3. speaking activity 1 ( warming up p17)
page 49 now turn to page 49 and look at exx.1&2
1.read through the words and fill in the form
2.work in pairs and make a simple dialogue using the information in the form by asking:
do you know which sports are usually part of the winter olympics?
which sports are played between team?
in which sports are chinese athletes the best?
3.pairs to act it out
step 4 speaking activity 2
teacher help the ss to talk about their hobbies(about sports) by teaching them some expression.
1. show some useful express
asking about giving answer, advice, and making decision
taking about hobbies:
1)which sport do you like best?
what’s your favorite sport?
what are your hobbies?
which do you prefer, ..or..?
are you interested in …?
2)why do you like…?/what do you learn from…
3)how do you become good at them?
4)can you tell me sth. about them? giving answer, and making decision:
1)i prefer…(to)…/ i like …(best).
2)i (don’t) like (because)…
3)i (don’t) think…(it’s because)…
4)i’m sure that…
5)i’m not sure whether…
6)there is no doubt…
7)don’t you think that…?
2. explain them if necessary.
3. give some words of sports for ss to talk with their partner.
4. act it out
step 6 homework
1.find out the fact in warming up to the number given to you (it’ll be checked tomorrow)
2.finish exx.1-4 on p11-12
3.《课程探究》exx 1&2
4.go over the new words.
period 2
step 1 number game
have the ss to open the book on page 9, try to match the number to the events. the one who get the closest answer will get 1 point of the group
1. show the number to the ss
2. have the ss write down the answers by filling with the number in the table
776 b. c. the ancient olympic games start in greece.
393 a. d. the ancient olympic games stop
1896 the modern olympic games start in greece.
311&13 the numbers of competitors & countries took part in 1896
1932 china first joined in the games.
1984 china first got gold medal by xuhaifeng.
10.000&119 the numbers of competitors & countries joined in sydney olympic
china got the 2th place in athens.
china will host the 29th summer olympics in beijing.
3. check and give points to the group.
step 2 pre-reading
showing the motto of the beijing 2008 olympic games bid (北京奥运申报口号) to the whole class.
1. raise a question: “do you know more about the olympics history?”
2. get the ss to read about an interview to get more.
3. get the ss to make sure the relationship between pausanias and lili
step 3 reading comprehension
read the olympic games
1. make sure the information they have to get:
the 29th olympics the old olympics
the olympic games
the 27th olympics the modern olympics
1st time: read the text quickly and find out the answers to the following qs:
1). the old olympics: when / where / who/what to get
2). the modern olympics: how often / how many sets / who
3). the 27th olympics: when / where to live/ for the spirit of…
4). the 29th olympic: when / where/ what to get2nd time: read the text carefully and answer the question on page 11,have the ss:
. 1.read the passage again and find out the answers to the questions in ex 2
2.discuss the answers with your partner
3.tell the whole class the answers
step 4 summing up
1 individual work, take out a piece of paper to sum up the text
2.pair work: “close the books, talk about the olympics with what you have learnt & your own knowledge.”
3.act it out
step 5 homework
1.《英语周报》知识点练习和短文改错
2.finish ex.1 of a table on p11
3.p50 ex.2, p51 reading task
4.go over notes on page 78-79.
period 3 & 4
step 1 homework checking & motivating
1.check the homework
2. talk the motto of modern olympic games: swifter/faster, higher, stronger
step 2 language points
1. ss give the phrases and expressions according to the chinese t gives
2. ss raise qs on some difficult points they found while reading the text
reading text:
1. take part in/join in 参加
2. the spirit of ……精神、宗旨、灵魂
3. used to 过去常常
4. find out 查明，找出
5. every four years 每四年，每隔三年
6. all over the world （遍及）全世界
7. a set of 一套，一组
8. compete with/against 和……竞争
9. compete for… 为……而竞争
10. be admitted to 获准做某事
11. be admitted as 作为…被接受
12. reach the standard 达到……水平、标准
13. play an important role/part in 在……方面扮演重要角色（起重要作用）
14. as well as 和……一样
15. think you for your time 感谢您（能抽空……）
16. come from the same root 同根
17. have (no) chance of doing sth. 有（没）做……的机会
18. go with 伴随，与……搭配
19. relate…to… 把……与关联起来
20. relate with 和……有关
21. run against… 和……赛跑
22. hear of 听说
23. make sure 确定
24. take turns 轮流
25. one after another 一个接一个
take part in 参加
take part in, join, join in, attend的区别
take part in 指参加某种活动，如体育、比赛、游戏、讨论、战斗等，并积极地起着作用。join指参加某组织并成为一员。join in 指参加活动或游戏，和take part in 相当。但join sb. in… （和某人一起做某事）,不等于take part in。attend表示参加会议（聚会）等。
eg: we all took part in (joined in) the sports meeting.
compete vi. 比赛，竞争，竞赛
compete in…在某方面竞争
compete for…为……而竞争
compete with/against 与……竞争
eg: he believed that nobody could compete with him.
competition n竞赛 competitor n 参赛者 competitive adj 竞赛的
host vt 主办，举办 n （待客的）主人
eg: when do you think china will the world cup?
she was away, so her son acted as host.
英语中有许多词汇既可作动词，也可作名词：help, shop, talk 等。
used to do sth “过去常常做某事（现在已不）”
其中used to 看作情态动词，其否定形式和疑问形式为：1）否定：used not(usedn’t) to+do; did not(didn’t) use to+do 2）疑问：used+主语+to+do; did+主语+use to+do
eg: she usedn’t to play computer games, used she?
另外，1）be used to do sth.“被用于……”是use sth. to do sth.的被动形式，2）而be used to sth./doing sth.表示“习惯于做某事”。
eg: 1)wood can be used to make desks.
2)i am used to the weather in guangzhou.
*every four years athletes from all over the world are admitted as competitor.
every adj 与数词连用，“每（隔）…...”,具体用法是：
every+基数词+复数名词（或+序数词+单数名词）
每年：every year
每两年（每隔一年）：every two years/every second year
每四年（每隔三年）：every four years/every fourth year
表示“每隔一“还可用every other+单数名词，如：every other day
“每隔几…..”用every few+复数名词，如every few metres,每隔几米
admit 允许（加入某组织或参加某个活动）常用被动
be admitted to(介词) 获准做某事
eg: he was admitted to the club after his tenth try.
be admitted as 作为…被接受
eg: he was admitted as a member of the baseball team.
承认，后接名词、动名词、从句或复合结构
eg: 她承认已经看过这些信。
she admitted having read the letter.
you must admit the job to be difficult.
读音规律：admit这类词的重音落在最后一个音节上，形成了事实上的重读闭音节，过去时和过去分词必须双写最后一个辅音字母，然后再加-ed。类似的还有: permit-permitted, refer-referred, prefer-preferred
all over the world （遍及）全世界
two sets of 文中译为“两种”，一般译为“两套，两组”
*women are not only allowed to join in but (also) play a very important role especially in…
allow 可以组成几种短语：
1)allow sb. sth. 允许某人某事；
2)~ sb. in(out) 允许进入（出去）;
3)allow sb. to do sth. 允许某人做某事（不能说allow to do） ~ doing sth. 允许干某事。
与此类似的动词短语还有：advise sb. to do, advise doing sth. / permit(许可“法令，规章等”) sb. to do, permit doing sth. (encourage鼓励 / forbid 禁止)
eg: passengers are not allowed to smoke in the waiting room.
在候车室乘客不允许吸烟。
we don’t allow smoking here.
我们不许在这里吸烟。
play a role(part) in “扮演一个角色，在…..起作用”
eg: 要管理好学校，校长起着重要作用。
the headmaster plays an important role in the good running of a school.
not only…but (also)可连接各种成分，连接句子时，not only引起的部分需要倒装。如：not only do the nurse want a pay increase, but also they want to reduce(减少) hours.
as well as 并列连词
1. 既……又；也；又。可连接两个并列成分，强调其前面的内容，因此连接并列主语时，谓语应与前面的主语保持人称和数的一致
eg: i as well as my sisters am going to the park for a picnic this sunday.
2. 还可作“不但……而且“解，相当于not only…but also,但前者强调的中心在as well as之前，后者在but also之后。
eg: it is important for you as well as for me.
另外，as well 副词短语，意思为“也”，放在句末。当放在主要动词之前，前面有may, just等时，意为“也好，不妨，还不如”
如：he has not only finished his own work, but helped others as well.
他不仅完成了自己的工作，还帮助了其他人。
you might just as well tell me the truth.
*it’s just as much a competition among countries to host the olympics as to win an olympic medal.在所有参加竞争奥运会承办权的国家中获胜就如同获得一枚奥运会奖牌。
此句由as much as引起，第二个as后省略了a competition among countries
replace 取代；放回；替换
eg: he replace the book on the shelf.
have (no) chance of doing sth. 有（没）做……的机会
go with 伴随，与……搭配
relate to… “…….与……有关联（相关）”
eg: if you relate the results to the cause, you will find things are not that simple.
注意：a relates to b a与b有联系； relate a with/to b 把a与b联系起来
marry vt(强调动作) :
1)结婚，嫁，娶; 2)使结婚(marry…to…:使…同…结婚)
eg: 1)he married a pretty girl.
2)he will never marry his daughter to anyone whose family is poor.
be/get married(强调状态)＋ to(不能用with) sb 和……结婚
eg: he’s married to his job. 他全身心都投入到工作。
run against… 和……赛跑
no one will be pardon 没有人能被宽恕
hear of 听说
promise vt 1)允诺，答应 promise sb. sth.; promise (sb) to do sth.
2)有可能
eg: 1)he promised (her) never to tell a lie.
2) the clear sky promises fine weather.
vi 保证，有前途
eg: this project promises well. 这个工程大有前途。
n 诺言、字据，充当make, break, keep, carry out 的宾语
eg:if you make a promise, you should keep it, you ought not to break it
如果你作出允诺，就得守诺言，不应该违背诺言。
make sure +that clause 确定
take turns 轮流
one after another 一个接一个
step 3 pratice
fill in the blank, and retell the text
the olympic games are the biggest sports meeting in the world. there are two kinds of olympic games. one is __________________,the other is _________________. both of them are _____ every __________.all countries can take part if their athletes reach the ___________________ the games.women are not only _____ to join in but __________________. a _______________ is built for the competitor to live in, a _______for competition, a gymnasium ___________ seatsfor those who watch the games. it’s a great ____ to host the it. it’s just ________ a competition to host the olympic games __ to win a olympic ______. the olive wreath has been ______ by
medals. but it’s still about being able to run ______, jump ________and __________.
step 4 homework
1.《英语周报》test unit 2 all
2.finish ex.3 on p50
3.《课程探究》exx
4.finish ex. 5 on p12
5.go over the new words for dictation in this unit.
period 5 & 6
step1 dictation
words and expression in this unit
step 2 grammar
一般将来时被动语态用法:
1) 一般将来时被动语态由 “shall(will)+will+be+及物动词的过去分词”构成。使用时应注意下面句型由主动语态变为被动语态的方法。
（1） 主语+谓语+宾语，例如：
主动：we’ll build a new house next year.
被动：a new house will be built(by us) nest year.
（2）主语+谓语+间接宾语+直接宾语（习惯上把间接宾语变为被动语态的主语）
主动：my mother will give me a shirt.
被动：i will be given a shirt (by my mother).
如果把直接宾语改为主语时，则在间接宾语前加to或for
主动：my mother will give me a shirt.
被动：a new shirt will be given to me (by my mother).
(3) 主语+谓语+宾语+宾补。如果是含有复合宾语的主动句变成被动句时，将其中的宾语变为主语，宾补不变。例如：
主动：we’ll ask him to help you tomorrow.
被动：he will be asked to help you (by us).
2）一般将来时的其他几种被动语态形式：
（1） be going to be (done); be to be (done)
主动：we are to repair the machine tomorrow.
被动：the machine is to be repaired the (by us) tomorrow.
(2) shall(will)+get+过去分词（多用于非正式场合）
主动：i will get the work done.
被动：the work will get done by me.
(3) will+become+过去分词
the truth will become known..
step 3 listening
material 1 p51
1. read the following sentences (part 1)quickly
2. play the tape 2 times. check the answer
3. listen to the tape for the last to have a full understanding of the story.
material 2 p5148
1. read the following sentences quickly
2. play the tape 3 times. check the answer
3. listen to the tape for the last to have a full understanding.
step 4. homework
1. finish ex.1 on p49
2. finish ex. 3 on p13
3. go over the language points and grammar in this unit.
高一英语必修一教案篇2
to help the ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
to get the ss to master some key words such as witness, abandon, yell, drag, flee and so on.
2. learning ability goals学能目标
to enable the ss to talk about animals under the sea.
to help the ss know the importance of the relationship between animals and humans.
teaching important points教学重点
help the ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
teaching difficult points教学难点
1. help the ss get the main idea and some detailed information by fast-reading and careful-reading.
2. help the ss tell apart from before, during and after in the story.
教学过程
step1. warming up : talk about animals under the sea.
1. have you ever seen some marine animals?
2. what have you seen, and where have you seen them?
i have seen a/some/many…… in/on/from……
amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral
step2. fast-reading:
1. find out the background information of the story : writer, career, writing style, time, place, main character.
2. find out the main idea of the passage: what’s the first story mainly about?
step3. careful-reading:
1. clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. did he believe it at first? when did he believe it was a true anecdote?
高一英语必修一教案篇3
1. 单元背景分析
随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。
2.学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
二、教学目标分析
语言技能
听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
情感态度与文化意识
(1)。进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
(2)。引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。
(3)。指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。
(4)。意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。
语言知识
词汇：学习并使用一些与science 和scientists有关的词汇。
语法：进一步了解一词多义现象与合成词的构成。
功能：学习如何就某一事物给予别人指导与说明。
话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。
学习策略
指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。
三、教学内容分析
本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。
warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。
speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，(练习中提供了诸如maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。
reading讲述的是科学家 franklin的风筝实验，从而证明lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。
language study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。
integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。
四、教学重点与难点
重点
(1)。能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ it’s good / bad / harmful for… / it’s dangerous / expensive / important / unnecessary/ it brings people …/ it can help people…
(2)。掌握如何就某一话题给予别人指示与说明，能熟练运用 don’t do… / don’t forget to… / make sure… / remember that… / do be careful of…等结构进行讨论、对话与表演。
高一英语必修一教案篇4
period 1 welcome to this unit
teaching objectives:
u to introduce and develop the theme of growing pains.
u to develop speaking ability by talking about families and problems that happen between teenagers and parents.
u to know more about classmates and their families.
important and difficult points:
u get students to understand what growing pains means.
u make students know the relationship between parents and their teenage children in the usa.
u help students to form a positive attitude towards relationships between their parents and them.
teaching procedures:
step 1 lead-in
present family albums:
in this part, ss are encouraged to say something about their families by showing the class pictures with their parents.
who may have growing pains?
what are growing pains?
when do they probably have growing pains?
how do you solve this problem?
growing pains aren't a disease. you probably won't have to go to the doctor for them. but they can hurt. usually they happen when kids are between the ages of 3 and 5 or 8 and 12. growing pains stop when kids stop growing. by the teen years, most kids don't get growing pains anymore.
growing pains also mean the troubles and difficulties that teenagers meet when they grow up.
step 2 brainstorming
do you love your parents?
do you always show respect to your parents?
have you ever quarreled with your parents?
what is your quarrel about?
step 3 picture discussion
ask ss to look at the pictures and discuss each picture in groups of four.
picture 1
what does the boy do?
what is the mother doing? how is she probably feeling?
what feelings may the boy have?
picture 2
what happens to the girl with a bag?
what did her parents ask her to do?
can you guess what might have happened to her?
what will she do?
picture 3
why are the boys and girls around the pretty lady?
what does the boy want to do? is he allowed to do so? why or why not?
what feelings may the boy have?
picture 4
what is the boy probably doing?
did the boy do well in his exams?
how does his mother feel about the score?
what feelings may the boy have?
step 4 picture discription
imagine the situations and try to describe each picture as fully as possible with their own words. make sure that ss have “when”, “where”, “who”, “what” in your descriptions.
invite some ss to report back their descriptions.
sharing opinions (group work)
in this part, ss discuss the following questions in groups of four. each group chooses two of the four questions. have ss to report their opinions in class.
step 4 further discussion
discuss the following questions in groups of four.
what do you do when you have family arguments with your parents?
do you think there is a generation gap between you and your parents? if so, what is the best way to solve the problem?
homework
1 preview the reading part.
2 describe an unpleasant experience with your friends/teachers.
高一英语必修一教案篇5
教学目标
words
base, command, request, recognize
expressions
because of, come up, at present, make use of, such as, play a part (in)
patterns
…because of that, english began to b spoken in many other countries.
actually all languages change and develop…
the latter gave a separate identity to american english spelling.
教学重难点
■ to help students get to know about english development
■ to help students better understand “learning english”
■ to help students understand and use some important words and expressions
■ to help students identify examples of indirect speech (ii): request & commands in the text
高一英语必修一教案篇6
教学目标
te aching aims:
1.knowledge aims:
in this class, most of the students will:
1. learn the outline of the sample passage about a great woman.
2. learn some useful expressions and structures of describing a great woman;.
2.ability aims:
the students will read the sample passage and learn how to describe a great woman by imitating the sample passage.
3.emotional aims:
arouse the students’ interest of great women and learn something from them.
教学重难点
teaching important points：
students will learn to analyze the outline of a sample passage and learn to write a composition of a great woman.
teaching difficult points
ss learn some useful expressions: be admitted to, devote oneself to.
教学过程
teaching procedures:
step 1 warming-up:
play a part of roman holidays and then talk about the famous actress a nd great woman audrey hepburn.
设计意图：这是一节阅读加写作课，为避免枯燥，首先课前播放《铿锵玫瑰》歌曲，导入伟大的女性话题，然后请学生观看一段罗马假日电影片段，引入女主角奥黛丽赫本，通过图片，让学生了解到她不仅仅是一个演员还是一个伟大的女性，贴近话题。
step 2 reading:
activity 1. fast reading
ask the students to read the sample passage quickly and answer the following questions.
1. when and where was hepburn born?
2. which film made her famous?
activity 2 detailed reading.
⑴ask the ss to read the passage carefully and fill in the blanks.
设计意图：读细节，让学生从文章中学习相关词组和句型结构，为后面顺利写作进行细节铺垫，阅读过后呈现思维导图，让学生对所学知识更加直观清晰。
a great person
para 1 background (背景)
para 2 achievement (成就)
para 3 assessment (评价)
设计意图：通过阅读，让学生了解文章的篇章结构，为学生后面‘对伟大女性’描写做好整体性框架的把握。推导出描写伟人一般的普遍的框架。
step 3 talking：
ask the ss to work in groups to talk about madame curie according to the given information.
the whole class are divided into to 3 groups. ss in group 1 ta lk something about her family background and education. ss in group 2 talk something about her j obs and achievemen t. ss in group 3 talk something ab out her impressions on others.
设计意图：学生通过给定的信息，用已学知识谈论居里夫人，为写作做写前铺垫。
step 4 writing：
1. ask the st udents to write down what they talked about madame curie within 10 mins.
2. check in class.
show several compositions of them in class.
设计意图：教师先批阅学生作文，起到示范的作用, 引导学生自己修改。
3. peer check in pairs
encourage the students to share their compositions with th eir partners and find out some good sentences and correct mistakes if necessary. the possible checklist is as follows:
1. if all the information has been included?
①her family background and education
②her jobs and achiev ement
③her impressions on others
2. right tense?
3. right voice?
4. are there any advanced words、structures and complex sentences?
设计意图：交换批改同伴的文章，通过欣赏其他同学的文章，巩固今天所学知识，通过关注和发现同伴写作中的优秀的句子和出现错误的地方，进一步帮助和提醒学生更好地写作。
step 5 summary
t guides ss to make a summary.
a famous saying from madame curie.
课后习题
homework:
improve and polish your writing after class and hand it in to me.
