高一英语教案（精选20篇）

　　作为一位优秀的人民教师，总归要编写教案，借助教案可以有效提升自己的教学能力。快来参考教案是怎么写的吧！下面是小编为大家整理的高一英语教案（精选20篇），欢迎大家分享。

　　高一英语教案 篇1

　　教学目标

　　Teaching Aims and Demands

　　本单元的教学目标是使学生熟练掌握有关提出建议的常用语句，并运用到日常交际中，学习并掌握动词不定式作主语的用法。通过对课文的学习，了解有关英语广播电视节目的一些常识。

　　Difficult and important teaching points

　　1．单词和词组

　　advice, special, do receive ,go with, write to, pick up, such as

　　2．日常交际用语与句型

　　1）That’s easier said than done.

　　2) Thanks. I must try to do that.

　　3) Do you think that would help?

　　4) You’d better find an English pen friend.

　　5) Why not…?

　　6) Why don’t you…?

　　7) I’m sure…

　　8）The more …, the…

　　9）find + n. + adj.

　　10）be of help

　　3．语法

　　学习动词不定式作主语的用法。

　　教学建议

　　在Lesson 45对话中，建议教师围绕如何提高学生听英语的技能的话题以及给学生播放一些英语节目为主要内容，如：

　　方法一、教师给学生播放BBC，VOA及CRI等英语广播作为导入课。

　　方法二、教师组织学生观看视频内容，进行问答练习，用Why not…You’d better….Why don’t you…. 组织造句。

　　方法三、教师提供给学生一些话题，进行口语练习，如：在听、说、读、写方面如何给出一些建议和方法等。

　　课文分析

　　本篇课文从内容上讲述了英语广播和电视节目的一些常识，而且本课着重介绍英国BBC英语广播、学习英语节目，如：语法，书面语和口语的差别，另外介绍中国中央电视台和广播电台的英语节目。在关键词语中，运用了不定式作主语，a short-wave radio, pick up等。

　　重点和难点

　　辨析cost, spend与pay

　　a. cost (cost, cost)的主语是“物”或“事”，表示“花费”“耗费”；

　　The book cost me ten yuan.

　　b. spend （spent, spent）主语是“某人”，后接“钱”“时间”“精力”.

　　She spends a lot of money on clothes.

　　c. pay (paid, paid)主语是“某人”后接“钱”，表示“支付”之意.

　　I paid two hundred yuan for the bike.

　　辨析advice与advise

　　a. advice 为不可数名词，可用some, much, a little, a piece of等修饰，但不可说an advice 或many advices. 常与动词give, take, follow, ask for等连用。

　　Let me give you a piece of advice.

　　b. advise 为动词，常用于以下结构中：

　　I advise waiting here. (动名词作宾语)

　　They advise me not to do that. (不定式作宾语补足语)

　　I advise that she (should) go there at one. (接宾语从句)

　　辨析look for, find, find out

　　1）look for (v. + prep.) “寻找”，指寻找的动作，未说明是否能找到，是延续性动词。

　　—What are you looking for?

　　—I am looking for my watch.

　　2）find “找到”“发现”，指找到、发现的结果，是终止性动词。

　　Have you found the book you need?

　　3）find out (v. + adv.) “打听出”“查询出”，指经过打听询问后得知。

　　—What time is the plane taking off?

　　—I don’t know but I can go and find it out.

　　辨析another day和the other day

　　1）another day 可表示近期将来的某一天，意为“改天”，也可表示过去或状态延续的“又一天”。它在句中作状语。

　　She says she is coming another day instead of today.她说她今天不来，改天来。

　　2）the other day 指“前几天”，“几天前”，一般用于过去时，如：

　　I met her in the hospital the other day. 前几天我在医院碰见过她。

　　辨析on the air, in the air ,by air 和 in the open air

　　on the air 意为“（正在）广播，播送”。

　　Whats on the air now? 正在广播什么？

　　in the air指“在空中”

　　Some kites are flying in the air. 一些风筝在空中飞舞。

　　by air意为“乘飞机；通过航空”(=by plane).

　　They often travel by air. 他们经常坐飞机旅行。

　　in the open air指“在户外，在露天”。

　　Grandpa walks in the open air for an hour every morning. 爷爷每天早晨在户外散步一小时。

　　Lesson 45

　　1. The more you listen to English, the easier it becomes. 英语你听得越多，就越容易听懂。

　　“the十比较级……，the+比较级……”这个句型结构的意思是“越……，就越……”或“愈是……，则愈是……”。此结构中的比较级可以是形容词，也可以是副词。

　　The more one has, the more one wants. 越是有，就越想要。

　　The sooner you do it, the better it will be. 你越早做那件事就越好。(The sooner, the better 愈早愈好。)

　　2．向朋友提出忠告或建议时，可以用以下三个句型：

　　l) Why don’t you…? (为什么你不……?)

　　2 )Why not…?(为什么不……?)

　　3)You’d better…(你最好还是……)

　　第二个句型实际上是第一个句型的省略。在 “Why not” 后直接跟谓语动词。Why dont you go for a walk? (Why not go for a walk?) 为什么不去散散步呢？

　　第三个句型You’d better是You had better 的省略，意思是“你最好还是……”、“还是……为好”。had better是一个固定词组，had不可用 has / have代替。它的后面跟不带to的不定式，即had better do sth.，意指“(现在/将来)最好干某事”，而不指过去。它的否定形式是 had better not do sth., 也就是否定词not放在 had better之后。如：

　　Wed better wait a little longer.我们最好再等一会儿。

　　Lesson 46

　　1. If you do have difficulties, it is better to try again another day. (= …you’d better try again another day.) 如果你的确有困难，最好改天再收听。

　　句中的do是语气词，用来加强语气，常用在肯定句中，根据情况有不同译法。例如：

　　Do write me soon. 一定早点写封信给我。

　　2. 注意构词法：

　　1) “形容词+后缀ly”构成副词，如本课的clear (adj.) + ly → clearly (adv.)。又如：

　　注意：以y结尾的形容词加ly时，要将y变成i, 然后加ly.

　　2) “动词+tion”构成名词，如本课中的explain (v.) + tion→explanation (n.)。又如：

　　inform (v. 告知 ) + tion → information (n.信息)

　　invent (v.发明) + tion → invention (n.发明)

　　congratulate (v. 祝贺 ) + tion → congratulation (n.祝贺)

　　instruct (v. 指示) + tion → instruction (n. 指示)

　　suggest (v. 建议) + tion→ suggestion (n. 建议)

　　Lesson 47

　　本课及下课着重讲授和练习 it作形式主语的句型：It is (was) + adj./n. + to do sth. 除了在 Language Study中所给例句外，还可增补以下例句：

　　It is necessary to ask her for help. 要求她帮忙是必要的。(=To ask her for help is necessary.)

　　通过举例和随后的练习，最后可归纳以下三点：

　　1)it在句中是形式主语，而真正的主语是句子后部的不定式或不定式短语(to do sth.)。

　　2）当这个不定式很短的时候，可以把这个不定式放在主语的位置，而无需借助于形式主语(见上述两例的括号中的句子)。又如：

　　It is easy to do, but it is difficult to understand. → To do is easy, but to understand is difficult. 做起来容易，要理解却很难。(知难行易)

　　3) 但是，如果作主语的不定式短语较长，则通常将形式主语it放置句首，而将真正的主语置于句尾，以避免句子“头重脚轻”，如：

　　To pick up BBC programmes on the radio is easy. 应该改作：

　　It is easy to pick up BBC programmes on the radio.

　　动词不定式在句中作主语

　　1)不定式或不定式短语作主语时，可直接放在句首。如：

　　To learn a foreign language is necessary. 学习一门外语是必要的。

　　2)当不定式短语较长时，通常用it作形式主语放在句首，将真正主语不定式结构放在句子后部。其常见句型有：

　　a. It is /was+形容词/ 名词+ to do sth.做……是（如何的）。

　　b. It takes sb. some time to do sth. 做某事花费某人……

　　It is easy to pick up China Radio International Programmes.

　　收听中国国际广播电台的节目很容易。

　　It took me 3 days to read the book.

　　读这本书花了我三天时间。

　　3）当不定式需要带上自己的逻辑主语时，须用介词for / of, 即for / of sb. to do sth. （它被称为不定式的复合结构。）其基本句型为：

　　A)it is+ 形容词+of sb.+ to do sth. ==sb.+ be+形容词+to do sth.

　　该句型中形容词用来描述不定式行为者的性格、品行等，形容词多为brave, careless, clever, polite, wrong, kind, good, nice, foolish, rude (粗鲁的), selfish(自私的)等。如：

　　It’s very kind of you to say so. == Youre kind to say so. 谢谢你这样说。

　　B) It is + 形容词+ for sb. to do sth.

　　= It’s + 形容词 + that + sb. do sth.

　　在此句型中，形容词只对不定式行为者作某种描述，而不涉及其品行。这类形容词有： difficult, hard, easy, important, dangerous, possible, impossible, necessary 等。如：

　　It is impossible for him to carry a big box.

　　( = Its impossible that he carries a big box. )

　　4）如果是疑问句或感叹句，则只能用it作形式主语的形式，如：

　　Is it important to practise listening? 练习听力很重要吗？

　　高一英语教案 篇2

　　1. Ability goals能力目标

　　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?

　　2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.

　　Stage1: before the hunt: (para. 2-6):

　　Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…

　　Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.

　　Stage2&3: Dur ing and after the hunt: (para. 7-9):

　　Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.

　　Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.

　　Conclusion: They have amazing relationship. They work as a team

　　Step4 : Summary

　　Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.

　　On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.

　　Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.

　　课后习题　　课后作业

　　Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.

　　高一英语教案 篇3

　　教学目标

　　To learn to talk about kinds of music

　　To learn to read about bands

　　To study The Attributive Clause (in/ for/ with/ by+which/ whom)

　　To learn to write an e-mail

　　教学重难点

　　To study The Attributive Clause (in/ for/ with/ by+which/ whom)

　　To learn to write an e-mail

　　教学工具

　　课件

　　教学过程

　　I. Warming up

　　Warming up by describing

　　Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.

　　Warming up by discussing

　　Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.

　　Classical music Country music Rock ‘n’ Roll

　　Rap Orchestra Folk music

　　Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.

　　II. Pre-reading

　　1.Thinking and saying

　　Have you heard about any of the famous bands in the world? List some if you can.

　　For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.

　　2.Listening, talking and sharing

　　Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.

　　For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.

　　Do you know anything about “The Monkees”?

　　For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.

　　III. Reading

　　1.Reading aloud to the recording

　　Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

　　2.Reading and underlining

　　Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

　　Collocations from THE BAND THAT WASN’T

　　dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band

　　3.Reading to identify the topic sentence of each paragraph

　　Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

　　1st paragraph: How do people get to form a band?

　　2nd paragraph: Most musicians meet and form a band.

　　3rd paragraph: One band started as a TV show.

　　4th paragraph: “The Monkees” became even more popular than “The Beatles”.

　　3.Reading and transferring information

　　Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.

　　How do people get to form a band?

　　Members High school students

　　Reasons They like to write and play music.

　　Places They practice their music in someone’s home.

　　Forms They may play to passers-by in the street or subway.

　　Results They can earn some extra money. They may also have a chance to dream of becoming famous.

　　How was The Monkees formed and became a real band?

　　The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones

　　beginning of the band It began as a TV show.

　　style of the performance They played jokes on each other as well as played music.

　　first music and jokes Most of them were based loosely on the band called “The Beatles”.

　　development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.

　　changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.

　　4. Reading and understanding difficult sentences

　　As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.

　　IV. Closing down

　　Closing down by doing exercises

　　To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.

　　Closing down by having a discussion

　　Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?

　　For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

　　Do you agree that the jokes were more important than the music for this band? Give a reason.

　　For reference: Yes. I think it is the jokes that really attract more fans.

　　No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.

　　Closing down by retelling the form of the band The Monkees.

　　I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.

　　课后小结

　　学了这节课你有什么收获?

　　课后习题

　　完成课后习题一、二。

　　板书

　　Unit 5 Music

　　高一英语教案 篇4

　　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）

　　　　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

　　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).

　　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)

　　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。

　　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.

　　All my lessons are in different rooms and places around the school. Each Room either has a three_____(位) number or a name. The numbers are very hard to remember!. I have different teachers for each lesson. I have a _______(存物柜) where I can store some of my stuff but otherwise I have to carry it all around with my in my bags.

　　Swipe Cards

　　Every Student carries a swipe card. We swipe into every lesson to let the school know that we have _____(参加) that certain lesson and to know where we are in case of emergencies.

　　On the Swipe Card there are two stripes, a black and a brown. The brown is to swipe into lessons and the black is to get into the toilets and buildings.

　　We can put money on our Swipe cards instead of carrying cash around. When we want to pay for snacks at the Tuck Shop or canteen we just hand over our cards and they deduct the money.

　　Subjects

　　Maths, English Science ICT

　　Drama Music Art PE

　　Humanities (History, Geography, and Religion) French or Spanish

　　Time Table

　　9:00 1st Period

　　10:00 2nd Period

　　11:00 - 11:20 Break

　　During break, I have a snack and play and chat with my friends. Usually we play IT a chasing game. Snow ball fight when it snows is dead fun.

　　11:20 3rd Period

　　12:30 4th Period

　　1:30 - 2:10 Lunch

　　I bring a packed lunch to school but occasionally I have school dinners in the School______(食堂).

　　2:10 5th Period

　　3:10 End of School

　　Sometimes I stay after school for clubs.

　　Canteen

　　The Canteen is open at Lunch Time and Break Time. Most hot food is served only at lunch time. Chips are only_______(买的到) on Mondays and Fridays.

　　一、 用适当的关系代词或关系副词填空：

　　1．I still remember the time _______ I first became a high school student.

　　2. There are many places in London _______ you can buy a cup of coffee.

　　3. That is the reason _____ he is so keen on school activities.

　　4. China is a country_______ history can be dated back to 3000 BC.

　　5. He is driving a car ______ can travel at 150 mile per hour.

　　6. He has to fly to all the major cities of the world ______ his company has set up offices.

　　7. The lady _____ we met in the bar is eyeing us from the corner .

　　8.We are facing the same problem ____ we did years ago.

　　二、将下列每组句子合成一个带定语从句的复合句：

　　1. The anti-Japanese aggression war broke out on July the 7th. It lasted for eight years.

　　2. On his website we saw some photos. Mr. Lee took these photos in Europe.

　　3. On the way to school I saw some trees. Their leaves were eaten up by insects.

　　4. Shelley likes to spend her leisure time in the students’ union. She can meet many international students there.

　　5. Jane’s father wants her to be a singer. He himself has always wanted to be a singer himself.

　　参考答案

　　一、

　　1. when 2. where/in which 3. why 4. whose 5. which/that 6. where 7. whom/who 8. as

　　二、

　　1. The anti-Japanese aggression war which lasted for eight years broke out on July the 7th.

　　2. On his website we saw some photos which Mr. Lee took in Europe.

　　3. On the way to school, I saw some trees whose leaves were eaten up by insects.

　　4. shelley likes to spend her leisure time in the students’ union where she can meet many internatioal students.

　　5. Jane’s father wants her to be the singer that he himself has always wanted to be.

　　高一英语教案 篇5

　　Teaching Aims

　　Knowledge a nd Skills:

　　1. Ge t to know about Canada.

　　2.Grasp some reading skills.

　　3.Stimulate the Ss’ interest and love for learning about foreign countries.

　　Strategy and Method:

　　1.Train the students’fastreading ability.

　　2.Train the students’ ability to co operate with others.

　　教学重难点

　　Main points：

　　1. Introduce the information of Canada to the students.

　　2.Train the students’reading ability —skimming,and listening ability

　　Difficult point：

　　Learn different reading skil ls for different reading purposes.

　　Teaching procedures and ways

　　教学过程

　　Step1. Readin g&Greeting (2`)

　　Step2. Leading in and Warming Up (5`)

　　1.Free talk: Do you like to go sightseeing?

　　Which country do you like to visit?

　　What can you see in these countries?

　　2.Quiz

　　Step3. Fast reading (10`)

　　1.what is“the true north”?

　　It refers to “the crossCanada train.”

　　2.Draw the route of the two girls’ traveling across Canada

　　Step4. Careful reading(T&F) (15`)

　　Step5. Consoli dation (7`)

　　Listening & Summary

　　Fill in the blank and retell the story

　　课后习题

　　Homework

　　Surf the Internet to find more information about Canada

　　Chalkboard Designing

　　Unit5Canada – the “the true north”

　　A thip “ on the true north”

　　Vancouver Rocky Mountains Thunder Bay

　　Calgary Lake Superior Toronto

　　高一英语教案 篇6

　　教学准备　　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

　　教学工具

　　课件

　　教学过程　　⑴Warming up by listing

　　Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.

　　English Countries Explanation

　　Mother tongue the United Kingdom

　　the United States of America

　　Canada

　　Australia

　　South Africa

　　Ireland

　　New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.

　　Second language India

　　Pakistan

　　Nigeria

　　the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.

　　Foreign language China

　　Germany

　　France

　　etc. The number of people who learn English as a foreign language is more than 750 million.

　　⑵Warming up by answering questions about English

　　Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?

　　●What is Standard English?

　　Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.

　　●What is a dialect?

　　A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.

　　●Do we have standard Chinese? What is it?

　　In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.

　　⑶Warming up by giving reasons

　　Unit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?

　　x English is one of the official languages of the Olympic Games and the United Nations.

　　x English dominates international websites and provides nearly all of the new computer terminology.

　　x Tourism and trade from Western Europe and North America has contributed to the spread of English.

　　x Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.

　　2.Pre-reading

　　We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?

　　for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.

　　Go on with your reasons. I shall write your suggestions on the board as you make them.

　　3. Skimming the text for general ideas

　　Now we go to page 9 to skim the text for the main idea of each paragraph.

　　Paragraph 1: The spread of the English language in the world

　　Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.

　　Paragraph 3: English changes and develops when cultures meet and communicate with each other.

　　Paragraph 4: By the 19th century English is settled.

　　Paragraph 5: English is spoken as a foreign language or second language in South Asia.

　　4. Reading and filling

　　Read the text to complete the chart below.

　　Time English is influenced by…

　　AD 450-1150 German

　　1150-1500 French

　　In the 1600’s Shakespeare, who make use of a wider vocabulary than ever before

　　By the 19th century Samuel Johnson, Noah Webster

　　Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China

　　5. Reading and copying

　　Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.

　　Useful expressions

　　at the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…, develop one’s own identity, increase rapidly

　　高一英语教案 篇7

　　teaching aims:

　　1. 能力目标：

　　a. listening: get information and views from the listening material;

　　b. speaking: express one’s attitude or views about friends and friendship in appropriate words.

　　c. reading: enable the ss to get the main idea

　　d. writing: write some advice about making friend as an editor

　　2. 知识目标：

　　a. talk about friends and friendship; how to make friends; how to maintain friendship

　　b. use the following expressions:

　　i think so. / i don’t think so.

　　i agree. / i don’t agree.

　　that’s correct.

　　of course not.

　　exactly.

　　i’m afraid not.

　　c. to enable the ss to control direct speech and indirect speech

　　d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought german series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation 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

　　3. 情感目标:

　　a. to arose ss’ interest in learning english;

　　b. to encourage ss to be active in the activities and make ss to be confident;

　　c. to develop the ability to cooperate with others.

　　4. 策略目标：

　　a. to develop ss’ cognitive strategy: taking notes while listening;

　　b. to develop ss’ communicative strategies.

　　5. 文化目标：

　　to enable the ss to get to know different opinions about making friends from different countries.

　　teaching steps:

　　period one

　　step1. warm-up

　　1. ss listen to an english song auld lang syne.

　　2. brainstorming: let ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….

　　step 2. talk about your old friends

　　1. ss talk about their old friends in junior middle school, talk about their appearance, personality, hobbies, etc.

　　2. self-introduction

　　step 3. make new friends

　　1. ss go around and ask their new friends some information and fill in the following form

　　name age/hobbies/favorite sports, books, …

　　2. report to the class: who will probably be your friend why.

　　step 4. do a survey

　　ss do the survey in the text ,p1

　　sep 5. listening and talking

　　do wb p41 (talking). while ss listen to the material, ask them to take notes about the speaker’s views of making friends.

　　when ss make their conversation, ask them to try to use the following expressions.

　　高一英语教案 篇8

　　教学目标：

　　学生基本掌握meat,rice,noodles,fish,milk.懂得Do you like??”是提问“你喜欢??？”并能作出相应的回答。

　　通过说唱活动培养学生的英语语感，提高学生的思维能力和语言能力。 通过学习、合作、交流，激发学生的学习动机，培养学生学习的兴趣，充分调动学生学习的积极性；把所学语言知识与实际生活紧密结合。

　　遵循“以学生发展为本”的课改理念，面向全体学生，启发和引导每一个学生积极主动地参与到学习活动中，培养和提高学生合作学习的意识和能力。

　　教学重点：

　　掌握有关食物的英语单词，谈论并询问他人的喜好。

　　教学难点：

　　一般疑问句的用法。

　　教具准备：

　　多媒体课件，自制食物图片。

　　教学过程：　　Step1 热身运动（反应游戏：Touch your face, Touch your nose）

　　通过TPR活动，有助于帮助学生集中注意力，做好上课的准备。

　　Step2 揭示课题

　　T: 同学们平时都喜欢吃什么食物？

　　S:肉、牛奶??

　　T:同学们想知道这些食物用英语怎么说吗？今天我们就一起来学习。直接点明这堂课的学习任务。

　　Step3 师生交流

　　T:出示fish图片.I like fish.（表现出喜欢的样子）Do you like fish?引导学生回答 Yes,Ido.

　　T：Here you are.（做出给对方的样子）

　　S:Thank you.

　　教师可以和多几个同学练习。

　　T:出示noodles图片 Idon’t like noodles（表现出不喜欢的样子－摇头）Do you like noodles?引导学生回答 No,Idon’t

　　教学其他单词方法同上。

　　备课思路：师生的真实交流，让学生感受到语言与实际生活紧密结合，通过

　　这种自然的方式把新的语言项目呈现给学生，让学生体验获取知识的成就感，培养自信心。

　　Step 4 Let’s chant (多媒体课件)

　　noodles noodles是面条 面条noodles细又长

　　milk milk是牛奶牛奶milk白又甜

　　fish fish是鱼肉鱼肉fish鲜又鲜

　　meat meat是肉类 肉类meat真好吃

　　把单词编成chant,巩固学生记忆，将枯燥乏味的词汇学习，变得生动有趣。

　　Step 5 听歌并学唱歌曲

　　播放学生比较熟悉的旋律“How old are you?”然后根据旋律改歌词。 Do you like meat?

　　唱歌是学生喜欢的学习活动形式之一。在教学中充分利用教学资源，把歌谣作为学习一般疑问句、培养听力、检验知识掌握情况、复习巩固知识和发展学生语言能力的一种手段。

　　Step 6 课文教学

　　老师对学生说：“Ms Smart,Lingling,Sam,Amy,Tom正在吃饭，我们一起来看看他们喜欢的食物是什么。”

　　（多媒体课件）呈现活动1，请学生认真听，试着理解课文内容，听第一遍录音后，老师提问：“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”请学生带着问题听第二遍录音，最后，请学生边听边指向相应的图画，并模仿跟读。

　　Step 7合作学习

　　每组一个学生拿着食物图片问同桌：“Do you like??”另一个学生根据自己的喜好回答：“Yes, I do. ∕ No, I don’t.

　　高一英语教案 篇9

　　《Unit 3 A taste of English humour》　　教学准备　　教学目标

　　Teaching Objectives

　　1. Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.

　　2. Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.

　　3. Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.

　　教学重难点

　　Teaching difficult points

　　1. How to guide students to search for and sort out related information according to the assigned task through the Internet.

　　2. How to cu ltivate students’ learning ability through teamwork based on network.

　　Teaching important points

　　1. Help students to get the general idea and detailed information of the text effectively by skimming and scanning.

　　2. Help students to analyze the reasons for Charlie Chaplin’s success by interpreting the key sentences and get them inspired.

　　教学过程

　　Step 1

　　Lead-in(3 mins)

　　1.Students’ Activities：

　　2.The Purpose of Activities

　　Students are to appreciate a video clip performed by Mr. Bean.

　　Students will be guided to acquire the form of nonverbal humour in a vivid way,

　　thus eage r to learn about the main character of the text with interest.

　　Step 2

　　Network-based Interactive Learning(25 mins)

　　1.Students’ Activities

　　(1).Students are divided into five groups to search for and sorted out the related information according to the assigned task online

　　(2)A representative of each group is to share the information with the others.

　　2.the Purpose of Activities

　　Students will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.

　　Step3 Text-based Reading(17 mins)

　　Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the little tramp”become Charlie Chaplin’ famous character ?3. Read Paragraph 4 and fill in the blanks

　　。4. Find out the sentences that can account for Charlie Chaplin’s success from the text.

　　2.The Purpose of Activities

　　(1)Students will get the general idea as well as the structu re of the text by skimming.

　　(2)Students will get the detailed information and have a deeper understanding of the text.

　　(3) Students will get inspired while analyzing the secret to Charlie Chaplin’s success by interpre ting and appreciating some key sentences in the text.

　　课后习题

　　Step 5 Homework

　　1. Students are to read the text carefully again and underline the phrases and sentences difficult to understand after class.

　　2. Write a summary (about 130 words).

　　高一英语教案 篇10

　　教材分析：

　　本单元围绕“野生动物保护”这一中心话题进行听说读写的训练，其中阅读部分“How Daisy Learned to Help Wildlife” 描述了一个名叫Daisy 的女孩以特殊的方式从濒危动物那里学到了野生动物保护的知识。Daisy 的学习方式，方法和过程非常奇幻，她乘着飞毯周游世界，首先来到了，同藏羚羊的对话中了解到了濒危野生动物的现状和原因。然后飞到了津巴布韦通过大象的介绍，明白了动物保护的重要性和措施，最后来到了热带雨林，从猴子口中懂得了保护野生动物还应该关注他们生活的环境，了解他们的习性。最后Daisy 在奇幻之旅结束时提高了保护野生动物的意识，表达了她的感受和决心。文章立意新颖，近似于童话，活泼有趣，行文结构清晰，层次分明。

　　设计思路：

　　学生阅读的过程就是随着Daisy学习动物保护的过程。学生是以听说读写的方式从课本，网络等课程资源中获取关于动物保护的信息。基于课文的形式和内容特点，我挖掘出了课文内容与学习方式的结合点，学习内容与实际应用的共性，因此采取了任务型教学的模式，制定出班级总任务是制作以保护各种濒危野生动物为主题的，题为 “Let’s Help Wild Life”的英文网站。这个网站是由若干网页组成，网页内容是以一种濒危动物的保护为主题，因此把全班以四人为一组分成若干组，小组任务是制作这张网页。

　　要完成任务，学生必须确定濒危动物是什么，内容和语言，以及设计制作，具体步骤是课前分组查找濒危动物有哪些，自主选择他们最关注的一种动物，课上学习与主题相关的内容，进行语言聚集，课后收集，整理，合成信息，完成网页的制作，这样，从课前准备到课中学习到课后延展，达成了知识的系统性，提高了学生用英语解决实际问题，综合运用语言的能力, 提高了自主学习的意识和能力。

　　学情分析：

　　所授课学生为我校高一学生，经过第一模块的学习，学生了解并学会了运用以小组合作的方式进行合作学习，学生具备基本的阅读能力，阅读技巧和方法。但尚未掌握有效的方法克服阅读中的生词障碍。濒危野生动物保护是学生熟悉和关心的话题，但用以表达话题的语言积累不足。此外，虽然学生的学习资源丰富，但未能恰当的利用资源进行语言学习。因此设计好学习任务，方法和步骤是提高阅读能力，进一步巩固和加强英 语学习策略的关键。

　　教学目标：

　　知识与技能目标：

　　1.学生通过回答问题，填写图表，连线，等方式获取并理解有关Daisy 如何学到的关于野生动物保护知识的信息。

　　2. 能够运用所获取的信息简单描述关于濒危动物，藏羚羊的保护情况。

　　3．利用资源策略，完成以保护野生动物为主题的网页制作。

　　情感与态度目标：

　　1. 通过获取野生动物保护知识，提高保护野生动物的意识。

　　2. 通过小组合作，学生提升了合作意识；学生增强了自信，维持并提高了对英语学习的兴趣。

　　教学重点和难点：

　　获取并理解关于Daisy 学到关于濒危动物保护的知识的相关信息，并迁移运用到谈论关于对藏羚羊的保护。

　　教学过程：

　　Pre-reading

　　I. Task presentation:

　　Class task: Build up a website about wildlife protection, called “ Let’s Help Wildlife”

　　Team task: Produce a web page about protecting one kind animal that you are concerned about.

　　II. Names collection:

　　Collect the names of endangered animals that they decide to protect.

　　III. Inquiry question:

　　Show the Ss two questions to think over and ask them to answer by the end of the

　　class.

　　Q1. Why should we protect wildlife?

　　Q2. What do you learn from the text to help wildlife?

　　设计意图：学生明确了学习目标，从而激发了学生的阅读动机，探究性问题使学生在学习过程中处于主动认知的状态，开启了他们的思维之门，知识之窗。

　　IV. Prediction.

　　1. Ss read the title and predict what the text talks about.

　　2. Ss compare the title of the text with their task.

　　设计意图：学生比较课文标题和任务标题，发现相似之处，使学生明确了其制作网页的内容就是来源于课本内容，要想完成任务就要学好课文，课文为其任务的达成提供了依据和帮助。

　　While reading--- Fast reading

　　Ss skim the text and answer the following questions:

　　Q1. Where did Daisy go?

　　Q2. How did she go there?

　　Q3. What animals did she meet?

　　设计意图：学生了解文章主要内容，培养学生快速浏览阅读材料确定主要信息的

　　技巧。图文结合的形式增强了学生的感性认识，使学生意识到动物保护是全球范围的行动。加深了对文章内容的印象。

　　While reading--- Detailed reading

　　Para 1.

　　I. Ss read the first paragraph and answer the following questions.

　　Q1. What is the situation of antelope in Tibet?

　　Q2. Why has the antelope become endangered?

　　Q3. Is there any protection provided?

　　Possible answers:

　　Situation: decrease

　　Reason: be killed for the fur beneath its stomach

　　no protection

　　设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。

　　II. Language understanding.

　　1. Ss understand the sentence by looking at the picture and choosing correct answer. “We’re being killed for the wool beneath our stomachs. Our fur is being used to make sweaters for people like you.

　　Q: Which part of an antelope is used to make wool sweater?

　　设计意图：并且利用非语言信息帮助学生理解文字信息。

　　2. Ss paraphrase the word “respond” andtalk about the method of guessing the new word.

　　“ Where do you…?”it asked. Daisy responded immediately. “I’d like to…”

　　Method: 利用动作的顺承关系

　　设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。

　　III. Ss get to know more reasons why wildlife can be endangered.

　　1. Ss brainstorm the reasons

　　高一英语教案 篇11

　　一、教学内容分析

　　本单元的中心话题是西方绘画艺术的历史和中西方各种艺术形式和风格。听说读写都是围绕这个而展开的。

　　这节课的内容主要是围绕中国的绘画艺术的历史和风格及其各个时期的代表作品而展开的。通过做听力训练和热身，让他们对艺术和绘画有一个大概的了解，从而为接下来西方艺术的学习垫定基础。

　　二、教学目标

　　1.aims of knowledge(知识目标)

　　1) to know the information about art

　　2) to know some relevant words and expressions

　　2.aims of abilities(能力目标)

　　1) to improve students listening ability by guessing the content and setting down the key words

　　2) to enable the students to understand the brief short history of the traditional chinese painting

　　3.affective aims(情感、态度与价值观目标)

　　to arouse the patriotic spirit of the students and improve their team spirit by doing the group work

　　三、学习者特征分析

　　虽然这是选修七第一单元的第一个课时，学生在语言理解上会有一定障碍。我们班学生男生为大多数，普遍听力较薄弱，也比较缺乏兴趣。但是高二的学生通过一年多的高中英语学习，已经积累了一定的词汇，而且在听听力之前教师会让学生做热身，先熟悉目标词汇，使听力难度降低。在课堂上通过播放自己制作的视频来显示不同时期的绘画作品，同时播放《江南style》让学生自由展示自己的舞蹈，从而来激发学生的兴趣，消除学生听力课上的紧张情绪。

　　四、教学策略选择与设计

　　1.students-centered teaching

　　以学生为中心 让学生积极参与课堂

　　2.task-based teaching

　　听力环节教师创设情境，设置不同的听力教学任务，锻炼学生的思维

　　五、教学重点及难点

　　1. to know about the traditional chinese art

　　2. to set down the key words while listening

　　六、教学过程

　　教师活动

　　学生活动

　　设计意图

　　step1:warming up

　　(1) show the art works of fruit

　　(2) brainstorming

　　(3) enjoy a video of chinese painting

　　(4) learn the brief history of chinese painting

　　在用多媒体展示图片和视频后让学生回答下面的问题：

　　q1. what do you think of it?

　　q2.do you feel happy after seeing them?

　　q3.can you think of any other art styles?

　　运用多媒体展示让内容形象直观，激趣导入艺术和绘画这个话题，提高学生学习的自觉性和主动性。同时让学生了解中国绘画的历史。

　　step2: pre-listening

　　talk about the artworks and guess what period of chinese history each artwork belongs to .

　　preview the relevant words and expressions

　　让学生根据图片猜测这些作品所属的年代

　　学生猜词意，读单词

　　图文并茂加上老师的讲解，让枯燥的知识生动化，让学生直观的感受意识产生的自然过程，并能够较快接受相关词汇。为听力打好基础。

　　step3: first-listening

　　put the words of time into order

　　听完材料后思考并讨论问题，学生回答问题。

　　听力中相关的年代和时期，在之前热身中已熟悉，把时间排序，提高对数字听力的敏感度。

　　step4:second-listening

　　listen again and take some notes for the detailed information( who &when)

　　分组讨论思考。学生回答问题。

　　听细节，此作品是什么人在什么年代创作。

　　提高学生听力中把握细节的能力。

　　step5: game time (江南style)

　　学生观看视频再上台表演

　　小游戏是一个小高潮，气氛顿时活跃，调节课堂氛围，激发学生学习兴趣。

　　step6: conclusion and evaluation

　　思考讨论并回答。让学生对本节课进行总结，反思自己所学。

　　让学生反思的过程其实是让学生做自我评估，对自己的英语学生有一个及时的了解。对教师课堂效率的提高有一 定帮助。

　　高一英语教案 篇12

　　工作简历：

　　现教班级：

　　质量自评：

　　校办联系电话：

　　个人联系电话：

　　说明：以下设计案例仅供参考，教师设计教学方案时不应局限于此。教学设计的教材分析、教学目标、教学过程主要以中文来撰写，不必全用英文。

　　Lesson Plan of Unit 4

　　Earthquake

　　（第3课时）

　　一、教材内容分析

　　覆盖内容：Discovering useful structures（Attributive clauses）

　　教材分析：本课时教学内容是阅读与语法教学相结合，在阅读材料的背景下来学习定语从句。前面进行的课文阅读教学、词汇和短语教学是本课时可利用的基础。如何通过感知、观察、对比、归纳、运用来学习掌握新的语法项目是本课时的重点。

　　二、教学目标

　　By the end of this class, the students will be able to

　　?Identify the attributive clauses and the relative pronouns with teacher’s illustrations.

　　?Select right proper pronouns for attributive clauses by practising.

　　?Modify somebody or something with an attributive clause flexibly either in written or oral work.

　　三、教学过程

　　Step 1 Lead-in and presentation （7 minutes）

　　1. Listening to a story (class work)

　　Give a group of sentences which include attributives clauses. Ask the students to listen carefully and find what happened to my friend. The passage can be like this:

　　I have a good friend who was a volunteer in the Wenchuan earth quake-hit areas in 2008. He was extremely shocked when he arrived there. He found buildings that had stood in the downtown were destroyed. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains. The residents whose home had been completely destroyed were searching or digging for their family members, colleagues or friends.

　　2. Retelling the story(pair work)

　　Ask the students try to retell the story with help of the following expressions:

　　a. I have a good friend

　　b. He found buildings

　　c. The highways

　　d. The residents

　　3. Putting the sentences on the blackboard/screen and underlining the attributives clauses. (single work)

　　a. I have a good friend who was a volunteer in the Wenchou quake-hit areas in 2008.

　　b. He found buildings that had stood in the downtown were destroyed.

　　c. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains.

　　d. The residents whose home had been completely destroyed were searching or digging for their family members, students, colleagues, or friends.

　　Step 2 Discovering the grammar rules（12 minutes）

　　1. Translating the sentences above(pair work)

　　Ask the students to translate the sentences above with the teacher’s help .

　　2. Finding out the function (class work)

　　Ask the students to focus on the underlined parts of each sentence, and pay attention to its structure function. Help them draw a conclusion: An attributive clause gives more information about someone or something referred to in the main clause.

　　3. Discovering the structure(pair work)

　　With teacher’s illustrations,students try to sum up the structures of attributive clause : sb.sth. + that/which/who/whose + other parts of the clause

　　Antecedent + Relative pronoun + other parts of the clause

　　Step 3 Summing up the usage （10 minutes）

　　1. Scanning (single work)

　　Ask the students to scan the text and find out the attributives clauses.

　　a. But the million of people of the city, who thought little of these events, were asleep as usual that night.

　　b. A huge crack that was eight kilometres long and thirty metres wide cut across houses, roads and canals.

　　c. The number of people who were killed or injured reached more than 400,000.

　　d. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone.

　　e. The army organized teams to dig out those who were trapped and to bury the dead.

　　f. Workers built shelters for survivors whose homes had been destroyed.

　　2．Comparing & finding the rules (group work)

　　Ask the students to compare the underlined sentences from the text and find the relative pronouns, then discuss in what cases those relative pronouns are used.

　　3．Filling in blanks and translating (single work)

　　Ask the students to complete and translate the sentences in Exercise 2 on page 29 in the textbook.

　　4. Explaining the usage of the relative pronouns

　　Ask a few students to try to explain the usage of the relative pronouns with the sentences they found in the text. Then teacher gives a summary.

　　Step 4 Practising（12 minutes）

　　1. Making simple sentences (group work)

　　Ask the students to work in groups of 4 and make simple sentences. Put the sentences on the blackboard.

　　2. Making complex sentences (group work)

　　Ask the students to work in groups to develop those simple sentences into complex sentences with attributives clauses. Have a check in group.

　　3. Describing pictures with attributive clauses

　　Pictures in the Pre-reading can be reused here. Or some other pictures prepared by teacher.

　　Step 5 Assessment and summary （3 minutes）

　　Ask the students to read out their sentences in class and give comments with each other. Then teacher give a brief summary for the usage of the attributives clauses.

　　Step 6 Homework （1 minute）

　　1. Choose 5 sentences you heard in class and write them down in the Exercise-book.

　　2. Do Ex. 1 on Page 64 .

　　Unit 5 Nelson Mandela a modern hero教案

　　Unit 5 Nelson andela a modern hero教案

　　Unit 5 Nelson andela ? a modern hero

　　1. quality

　　(1)[u. c.]质，质量，品质

　　e.g. Quality is more important than quantity.

　　(2)[c.]性质，特性，特点

　　e.g. One quality of wood is that it can burn.

　　(3)[c.]品德，品性

　　e.g. odesty is one of his good qualities.

　　注：quality作“品性”讲时，经常指一个人性格中美好的部分。表示某物“具有……的品性”时用介词of。

　　2.warm ? hearted

　　cold ? hearted kind - hearted warm - blooded cold ? blooded

　　3.mean

　　(1)adj.吝啬的，小气的

　　be mean with/about sth.对于……是吝啬的

　　(2)adj.（人或其行为）卑鄙的`，刻薄的

　　be mean to sb./sth.

　　e.g. They were mean to me.

　　(3)adj.熟练的，出色的

　　e.g. David Beckham is a mean football player.

　　(4)vt. 意思是；意味着表示……的意思；打算；有……目的

　　mean to do sth. mean doing sth.

　　4.active

　　(1)积极的

　　be active in sth.在……方面积极的

　　take an active part in sth.积极参加某事

　　e.g. The government took active measures to prevent the spread of the disease.

　　(2)（尤指体力上）忙碌的；活跃的

　　(3)（在思想上）充满活力的，活跃的

　　e.g. That child has a very active imagination.

　　5.devote

　　be devoted to sb./sth.

　　be devoted to doing sth.

　　devoted oneself to…

　　to: prep. pay attention to…

　　It is well know that he devoted his whole life to promoting world peace.（将他的一生奉献于促进世界和平）(devote, promote)

　　6.die for

　　(1)因……而死

　　(2)渴望，极想（进行时态）

　　e.g. I’m dying for a cup of water.

　　7. fight

　　fight + n.

　　fight with sb.

　　fight against sb./sth.

　　fight for sth.

　　fight back

　　8.advice

　　a piece of advice

　　advice sb. (not) to do

　　advice sb. against doing sth.

　　advice doing

　　advice that-clause (should do)

　　advice sb. on sth.

　　advice wh- to do

　　辨析：

　　易混词辨析例句

　　advice“忠告，建议”为不可数名词，表示“提建议”用动词give或offer。He gave me some advice on how to improve my English.

　　suggestion“建议”，可数名词，表示“提建议”时用动词make。What suggestions did he make just now?

　　tip“指点，建议”，往往指内部的或专家性的指导或告诫。The following are tips for Internet surfers.

　　9.guidance

　　under/with the guidance of sb.

　　10.after

　　after后接doing作宾语时，doing的逻辑主语应和句子的主语一致，否则错误。

　　误：After getting up, the telephone rang.

　　正：After he got up, the telephone rang.

　　After getting up, he made the bed.

　　11.choose

　　choose chose chosen

　　choose n.

　　choose from/between

　　choose sb. as/for

　　choose sth. for sb.

　　cannot choose but to do

　　辨析：

　　易混词辨析例句

　　choose为“选择”的一般用语，指从较多的人或物中选出。We chose this book as a present for him.

　　select强调“精挑细选”，有“择优”和“分层次”之意。He has been selected for the team.

　　elect意为“选举”，指重大政治选举中选出某人担任某一职务。He was the first black to be elected president.

　　12.blow up

　　(1)炸毁

　　(2)吹胀，给……充气

　　blow away枪杀；彻底战胜；使（某人）大为惊讶

　　blow in不期而至

　　blow out吹灭，吹熄

　　blow off不重视，轻视

　　blow over吹倒，刮倒

　　13.equal

　　(1)be equal to

　　(2)be/feel equal to (doing) sth.胜任，经得起

　　(3)vt.等于，比得上

　　e.g. Four times five equals twenty.

　　14.power

　　have the power to do

　　take power; come into power

　　(be) in power

　　lose power

　　15.beg

　　(1)恳求，乞求

　　beg sb. for sth.

　　beg sth. of/from sb.

　　beg sb. to do sth.

　　beg to do sth.

　　(2)乞讨，讨要，行乞

　　beg for sth.

　　beg from sb.

　　beg sth. from sb.

　　高一英语教案 篇13

　　高中英语阅读课文具有题材广泛、体裁各样、语言知识丰富等特征，是各单元教学的核心部分，也是培养学生阅读能力的主要渠道。

　　阅读教学传统模式常常是单一的自下而上模式，只是把课文作为单纯向学生传授语法及语言知识的载体，重在老师的讲解，忽视了培养学生的阅读速度和理解能力；传统的阅读理解提问方式也常常停留在对所阅读文章的表层理解层次上。如何借助这些课文来提高学生的阅读速度、阅读理解能力和语言水平呢？这是一个需要师生互相合作的工作。在阅读课的课堂教学中，教师应精心设计教学程序，让学生的阅读和讨论交流相互交叉进行，从而使阅读课既达到提高学生阅读水平的效果，又能较好地发挥学生的主观能动性，将接受的信息转变成交际实践的内容。通过使用交际化的手法进行阅读教学，为提高学生听、说、读、写等综合能力打下坚实的基础。教学过程由教师、学生、教材、方法四要素组成，这四要素所组成的六对关系只有处于一种和谐的状态，才能实现教学过程的最优化。在进行阅读课教学设计时，不能只考虑教师的意志，忽视了学生的主体性。教师在教学中应激发学生思考，让学生有话可说，并乐于说。

　　一、设计提问，激发学生的主体思维

　　二、问题设计是英语阅读教学的重要手段，是帮助学生理解、鉴赏文章的切入点。教师设计问题，要遵循循序渐近的原则

　　高一英语教案 篇14

　　Teaching Aims

　　1 Learn lesson 38 to get brief idea of the story

　　2The students are required to answer some questionsStep I Revision

　　1）Check the homework exercises

　　2）Oral practice

　　1．你的手表有问题吗？ 2．我想让你去做这件事

　　3．似乎看来这本书被他看完了 4．我坚持让他把钱还我

　　5．对不起，是我的错 6．你为什么让他一直在田里工作

　　Answers:

　　11s there anything wrong with your watch?

　　2 I’d like you to do the work

　　3 It seems as if the book has been finished reading by him

　　4I insisted that he (should) give me my money back

　　5 Im sorry Its my fault

　　6 Why did you have him working in the fields?

　　StepⅡ Warm---up

　　Talk about Mark Twain

　　1What is Mark Twain?

　　Mark Twain is an American writer

　　2 In our middle school text books What articles were written by Mark Twain?

　　“Run for a Governor” “A Million Pound Note”

　　Step Ⅲ Listening and talking

　　Today we are going to learn a dialogue， which is a part from A Million Pound Note Listen to the tape and then talk about the pictures on P 56 & P 57

　　Picture 1: A customer came into a tailors shop The shop assistant looked at him up and down From the clothes， the assistant thought he was a poor man

　　Picture 2: After the tailor knew the man had one million pound note， he was very surprised The manager measured him by himself They changed their attitude to the man completely

　　Step ⅣReading

　　Read the dialogue quickly and try to answer the questions

　　1What did the customer want?

　　2 How did the customer Tod?

　　3What did the shop assistant show the customer?

　　4How did the customer want to pay?

　　5 What made the manager fed excited?

　　6 What can we learn from the story?

　　Keys:

　　1The customer wanted to buy a suit

　　2He looked poor And his clothes were old

　　3He showed the customer the cheapest clothes

　　4He wanted to pay with a large note

　　5The million pound note made the manager feel excited

　　6We should never judge a person by his clothes

　　Step ⅤLanguage points

　　1no matter + wh ---引导让步状语从句

　　2Is anything the matter? 怎么回事？the matter =wrong

　　3 do sth a favour =do a favour for do 帮某人一个忙；答应某人的要求

　　4drop in on + 人/ drop in at + 地点

　　Step ⅥOral practise

　　Divide the Ss into a few groups to practise a play according to the text

　　Step Ⅶ Exercise

　　Do Exercise 3 on Page 119

　　A customer went into a tailors shop to buy a new ______ All he had in his pocket was a million - pound ______ His wearies (衣服) were so worn - wit that the shop assistant looked ______ upon him and ______ him the cheapest clothes In his mind， that was the best ______ for such a poor man

　　When the customer ______ him the million - pound note， the shop assistant felt very ______ and didnt know what to do Just then the manager went ______ to him and asked what was happening Seeing the note， he got so _______ that he asked the customer to do him a ______ to get those cheap clothes ______ and ______on much better ones Then he ______the gentleman and picked out nice _____for XXX a suit ______this mans own measure The man said that he couldnt ______ the clothes unless they would wait or ______ the note The manager promised to wait ______ his life Finally， he told the assistant to ______ down the mans address The gentleman said it was not necessary because he would drop ______ and leave his new address ______ he found another hotel

　　Keys: suit; note; down; chose; choice; showed; surprised; up; exceed; favor， off; put; measured; material; to; order; change; all; put; in; when

　　Step Ⅷ Homework

　　1 Retell the story in your own words

　　2Prepare the next text

　　探究活动

　　教师根据对话内容，可让学生设计买其它东西的场景，for example: You have just bought a recorder But it does not work as soon as you get home So you go back to the shop and you didn’t want it

　　教师让学生自己进行复述发生的经过同时教师给学生提供部分的语句和提示：

　　1）buy a recorder last week

　　2) It didn’t work

　　3) either change it or get money back

　　4)persuade you to change it for another one

　　高一英语教案 篇15

　　一.课题

　　Where did you go on vacation?

　　二.教学目标　　1. 知识与技能目标：

　　(1) 能正确听、说、读、写词汇stayed,went, visited等。

　　(2)正确听、说、读、写句型Where did you/she/he go on vacation? I/she/he went to ….

　　2. 过程与方法目标：

　　(1) 能用英语询问别人在假期做了什么，描述自己在假期做了什么。

　　(2) 运用知识与生活情境相结合的方法，培养学生正确与人沟通的能力。

　　3. 情感态度与价值观目标：

　　激发学生的学习兴趣、参与意识及积极性，培养学生的综合运用语言及团结合作的能力。

　　三.教学重难点：

　　1.教学重点：能正确听、说、读、写句型—Wheredid sb. go on vacation? —Sb. went to sp.

　　2.教学难点：能正确使用一般过去时

　　四.教学过程：

　　Step 1 greeting

　　Step 2 lead in— aninvestigation about students’ vacations.

　　Step 3 presentation—showsome pictures to students, and ask them some questions about them.

　　Step 4 practice—studentsmake up dialogues.

　　Step 5 review— analyzethe rule of the sentences and read these sentences.

　　Step 6 homework—write ashort article to introduce your vacation.

　　五.板书：

　　Where did you go on vacation?

　　He went to Shanghai.

　　She went to Sydney.sb. + went to + sp.

　　I went to the mountains.

　　高一英语教案 篇16

　　教学内容分析

　　本单元的中心话题是“著名（杰出）女性”，话题涉及谈论著名及你最崇敬的女性“妇女独自南极探险”，“美国电视著名黑人女主持人奥普拉·温茀丽的故事”等，语言技能和语言知识都围绕中心话题而设计。本节课为此单元的第二课时——阅读课。

　　“读前”（Pre-reading）设计了三个有关旅行和南北极的问题，具体涉及极地探险、动物等内容, 能够诱发学生的探索精神和想象力。通过学生的讨论、探究，自主地发现下面阅读故事的背景，有助于学生正确理解文章的深层意思，真正体会主人公Helen Thayer的伟大。

　　“阅读”(Reading)材料是一篇记叙文，故事描叙的是作者Helen Thayer在她60岁时，独游南极洲的冒险经历。在恶劣多变的气候条件及险恶的地理状况中，作者在危急关头，虽感孤独恐惧，但表现出冷静、顽强、乐观的态度，最后克服险境。对学生今后的人生道路、心理素质、生活态度起到了陶冶和积极的导向作用。

　　Teaching Aims：

　　1 Train the students’reading ability.

　　2 Learn and master the following words and phrases;

　　1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value

　　2) Phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision

　　Teaching Important Points：

　　1. Improve the students’ reading ability.

　　2. Enable the student to understand the text better.

　　3. Let the students have strong wills and determination by reading the passage.

　　Teaching Difficult Points：

　　1. How to improve the students’reading ability.

　　2. The use of some useful expressions.

　　Teaching Methods：

　　1. Discussion before reading to make the students be interested in what they learn in class.

　　2. Fast reading to get the general idea of the text.

　　3. Careful reading to answer some detailed questions.

　　4. Individual, pair or group work to make every student work in class.

　　Teaching Aids:

　　1. a map of the world

　　2. a tape recorder

　　3. a computer

　　Teaching Procedures：

　　Step I Greeting and speech

　　Greet the students as usual and the student who is on duty give a speech before class.

　　Step II Lead-in

　　1 Do you like travelling ?

　　Where do you like to travel best ?

　　How will you travel ?

　　2 Imagine you are traveling alone to the South Pole, what will you take with you ?

　　3 Why do polar bears never eat penguins ?

　　Step III Fast – reading

　　高一英语教案 篇17

　　Unit2 Working the land

　　Aims:Talk about agriculture: a pioneer in farming -Yuan Longping

　　Talk about organic farming & green food

　　How to write a brief summary

　　Try to consolidate how to express suggestions & advice

　　Master the usage of the -ing form as the subject and object

　　Learn how to design English posters

　　Suggestions & advice:

　　I would rather …… If I have a choice I’d choose because ……I don’t like …… because ……

　　You need to ……I’d prefer …… because ……May I suggest ……It’s a great pity that ……

　　Let me suggest Leng Jianli because……Should I/We ……?

　　Perhaps we should consider Leng Jianli because……It’s better to .But what/how about

　　Vocabulary:Sunburnt, struggle, decade, super, output, crop, hunger, disturbing, expand, Vietman, circulate, satisfied, freedom

　　Expressions :rid …… of, be satisfied with, lead a …… life, would rather, refer to, search for, thanks to, would…rather

　　Period 1-2

　　Warming up and pre-reading.

　　Step 1 Lead-in.

　　Poem By Li Shen

　　Farmers weeding at noon,Sweat down the field soon.

　　Who knows food on a tray,Due to their toiling day.

　　Step 2.Warming up (Questions)

　　1. Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?

　　2. Have you ever been to the countryside? What did you do there?

　　3. Are you from a farmer’s family? What do you know about farming?

　　Step 3 Pre-reading and talking

　　1. Rice is a main food in all East Asian and Southeast Asian countries. What do you think would happen if tomorrow there was suddenly no rice to eat?

　　Tips: It is said that there are 2.4 billion people to eat rice every day throughout the world；suffer from starvation/die of hunger; panic, get into trouble

　　2. If you had the chance to help end hunger in the world, what would you do?

　　3. Do you know who Yuan Longping is ?

　　A brief introduction:

　　Yuan Longping is known as China’s "father of hybrid rice". It’s said that in China, we eat depending on "Two Ping" ---- Deng Xiaoping, who made the policy of System of Production Responsibility, & Yuan Longping, who invented hybrid rice.

　　Yuan Longping, who was born in September, 1930, graduated from Agriculture Department in Southwest Agricultural Institute. He has been working on agriculture education & the research into hybrid rice since he left the institute.

　　In the 1960s, when China was suffering from serious famine, he came up with the idea of hybrid rice, which has a high yield ( or output). Ten years later, he succeeded in inventing a new species that produced a 20 percent higher yield than common types of rice.

　　Yuan devoted himself to the research into agriculture, & was honored by UNESCO & FAO(联合国教科文组织）。 Although he is 74 years old, he is still working on the research into agriculture.

　　高一英语教案 篇18

　　一、教学内容

　　1．复习表示请求、征求意见用语。

　　2．复习可数名词的复数形式和不可数名词的用法。

　　二、教具

　　录音机；与本课替换词汇有关的图片。

　　三、课堂教学设计

　　1．值日生报告。

　　2．教师出示有关食物等图片，复习这些词汇(可借用第73、74、75课的插图)。

　　3．放课文录音。教师先板书问题：

　　How many bottles of orange would Mr Green like?

　　放录音一遍，学生回答黑板上的问题。再放录音，学生跟读两遍。

　　4．学生两人一组，练习本课第2部分Make an interview。提示学生就双方的实际情况进行问答。

　　5．利用107页上所列出表格，教师可允许学生就周围同学的相关情况进行提问，并做一些记录。数分钟后，教师请几位同学介绍自己周围的同学情况。

　　6．布置作业

　　1)完成练习册习题；2)温习174页有关名词的内容。

　　高一英语教案 篇19

　　●Teaching Objectives

　　复习关于饮食的单词、交际用语及一些常用短语。

　　●Main Points

　　Do you have …? Could I have …? I like …

　　●Difficult Points

　　应用所学知识，来订餐、点餐或叙述个人的饮食习惯.

　　● Teaching Aids

　　a tape-recorder, cards, pictures, slide projector

　　● Teaching Procedure

　　Step 1 Revision

　　Free talk (ask and answer some questions) .

　　Step 2 Presentation

　　通过让学生讨论“怎样邀请别人用餐”导入新课。

　　Step 3 Part 1 Read and act

　　1. Listen to the tape.

　　2. Read after the tape.

　　3. Read the dialogue.

　　4. Act the dialogue.

　　5. Make a similar dialogue.

　　Part 2 Make an interview

　　1. Listen to the tape.

　　2. Fill in the blanks:（出示幻灯片）

　　Peggy’s breakfast

　　her favourite sports

　　Jimmy’s breakfast

　　the thing he likes to do

　　给出相应答案。

　　3．引导学生熟悉使用这些交际用语。

　　4．让学生分组读对话（可先给2分钟准备）。

　　Step 4 Workbook

　　Do Ex．1 通过填写对话，使学生注意习惯用语的用法。

　　让学生两人一组进行对话练习。

　　Step 5 Summary

　　让学生归纳、总结本课重点复习内容，培养他们良好的学习方法和动脑习惯。

　　Step 6 Homework

　　Do Ex．3 学生自编一个相似的对话。

　　Writing on blackboard

　　Lesson 89　　1 Can I get you something to. ..?　　2 What would you like?　　3 talk with　　4 What about you?　　5 What s your favourite sport?　　6 be good at

　　高一英语教案 篇20

　　● Teaching aims

　　1．掌握“四会”单词、词组，同时记忆“三会”词组，了解词义和用法。

　　2．掌握下列交际用语，并掌握其正确的语音、语调，在合适的语言环境中能够学以致用。

　　3．掌握现在进行时的陈述句、疑问句及其答语。

　　● Key points

　　1．掌握“四会”单词、词组。

　　2．掌握并灵活运用日常交际用语。

　　● Difficult points

　　1．掌握一般现在时的陈述句、疑问句及其答语。

　　2．掌握邀请及其回答的习惯用语。

　　● Teaching methods

　　复习法、情景教学法、归纳法。

　　● Teaching aids

　　投影仪、微机、图片、投影片课件Lesson 89教学演示.ppt。

　　● Teaching procedures

　　Step 1 Revision

　　Revise the word “have” and the Present Continuous Tense.

　　Step 2 Presentation

　　展示动画《Talk about food and drink.swf》中的listening的场景，回答问题后，展示其他的对话情境，播放顺序根据学生的接受水平而定。

　　Step 3 Read and act

　　1. 每个对话在展示时，都先隐藏文字听声音，让学生说出对话的大意。

　　2. 给出文字，学生理解对话的内容后，分别跟读、朗读。

　　3．引导学生熟悉使用这些交际用语，静音状态下，让学生看动画，演示对话内容。

　　4．让学生分组读对话（可先给2分钟准备）。

　　Step 4 Consolidation

　　＊根据场景Interview的对话，填写表格Fill in the blanks：

　　Peggy’s breakfast

　　her favourite sports

　　Jimmy’s breakfast

　　the thing he likes to do

　　＊用some或any完成下列句子。

　　1. I have ____milk here, but I don’t have ____tea.

　　2. —Would you like ____ cakes? —Two, please.

　　3. Is there ____food on the table?

　　4 .Can I have ____meat? Sony, you can’t. There isn’t____.

　　Answers: 1. some, any 2. some 3. any 4. some, any

　　Step 5 Summary

　　让学生归纳、总结本课重点句型，培养他们良好的学习方法和动脑习惯。

　　Can I get something to drink?

　　What would you like？

　　Could I have a glass of orange juice？

　　Here you are．

　　What about you？

　　Do you have a big breakfast？

　　That’s all．

　　I have some fruit for breakfast．

　　What’s your favourite sport？

　　I like swimming, and I am good at basketball．

　　Step 6 Exercises

　　翻译下列短语：

　　1．一篮子苹果__________ 2．一瓶果汁__________ 3．吃的东西__________

　　4．他最喜欢的运动_______ 5．中国茶__________ 6．与…交谈__________

　　7．几片面包__________ 8．擅长于……__________ 9．对……太难__________

　　10．听音乐__________

　　Answers: 1. a basket of apples 2. a bottle of juice 3. something to eat 4. his favourite sport 5. Chinese tea 6. talk with( to)… 7. some pieces of bread 8. be good at… 9. be hard for… 10. listen to music