高考资源网高一英语教案模板

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第1篇：职高高一英语教学教案_高一英语教案_

职高高一英语教学教案_高一英语教案_模板

职高高一英语教学教案

课题 Unit 1 Leon Two The Internet 第 2 课时学习目标 Reading Training 学习重点 Reading skills 备课执笔吕师川

学习难点 Reading and Comprehension 修改施教

教具准备 blackboard and tape-recorder 施教日期 2007年 8月 25 日教师活动及教法学习内容及知识梳理学生活动及学法

Greating and

warm-up Ask some students to make comments on the speech.Then sum up.I surf the Internet.Ask a student to give a speech on surfing the Internet.Fast and careful reading

1.Tell the students to read the two questions in pre-reading, then ask them to skim the text, thinking of the two questions and try to find out the answers.2.Ask the students to read the text more carefully again.Then divide the students into some groups, let them discu the questions.And ask some representatives to give their opinions, then sum up.1.Pre-reading.(skimming)(1).What do you know about the history of computer?(2).Do you know how to surf the Internet?

2.Reading.(careful reading)We are all talking about and using the Internet.But how many of us know the history of the Internet? Many people are surprised when they find out the Internet was set up in the 1960s.……

At first, only the government used the Internet, but in the early 1970s, universities, hospitals and banks were allowed to use it, too.……

Today, it is easy to get on line and it is said that millions of people use the Internet every day.…… 1.Skim the text, get the main idea, think of the two questions, try to find out the answers.2.Read the text more carefully.Discu the questions, then give their own opinions.Post-reading 1.Ask the students to scan the text and try to find out the details of the exercises.2.Ask the students to give their answers.3.Walk around the whole cla, correct the students’ mistakes if neceary.Post-reading.(scanning)Choose the best answer according to the text.(1).The Internet has a history of ________.A.more than fifty years B.le than twenty years C.more than thirty years D.le than thirty years …… 1.Scan the text and try to find out the details of the exercises.2.Choose the best answer according to the text.Summury and

discuion Divide the students into some groups to discu the two questions in post-reading.Ask some representatives to give their opinions and then sum up.Discuion.(1).What will you do when you surf the Internet?(2).What do you think the computer can do in our life? Discu the two questions in post-reading.Give their own opinions.Homework To apply for an qq number and chat with others by the qq.Unit 1 Good Friends Teaching aims and demands: a.Achieve language skills and related knowledge about the topic of friends and friendship;b.Learn to expre likes and dislikes and make apologies: c.Vocabulary in this unit: the words and expreions listed on the teacher’s book d.Grammar: Direct and indirect speech Leon 1 Step 1 Presentation and discuion(warm-up)Put some new words on the blackboard and tell them something about a friend.Kind honest brave loyal happy wise strong beautiful handsome rich smart funny Then ask some questions around the cla and discu with them.What should a good friend be like?

What qualities should a good friend have? Should they be funny, smart and strong? Step 2 Reading Ask the students to read the dialogue in the part SPEAKING.Ask some questions: 1.What doesn’t John like? 2.What does Joe think of music and skiing? And then fill in the form on page 3.Then ask the students to expre their ideas freely.Encourage the students to say more about friends.Step 3 Listening Ask the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/Practice Ask the students to page 85.Make a similar dialogue as in exercise 2.Some useful expreions : Why did you…? Why didn’t you…? You said that you would…

Please forgive me.You promised to … I’m very sorry… It won’t happen again.I forgot.Step 5 Homework Finish Exercise 3 in the workbook.Leon2 Step1 Revision Ask several students to present a speech about friends as a revision.Step 2 Pre-reading Present the students a picture to illustrate the situation on a lonely island.Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.Step 3 Reading Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island? 2.In order to survive on the island alone, what does he need to learn? 3.What does he understand at last? 4.For us, what leon we can learn from Chuck? At the same time explain the language points if neceary.Step 4 Post-reading Discu the following questions in the Part POST-READING.Step 5 Homework Prepare a talk about Tom Hanks or something about one of his film.Leon3 Step 1 Revision Get the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language Study Ask the students fill in the blanks with proper words.Step 3 Grammar

Illustrate to the students the use of Direct and Indirect Speech.Then ask the students to do the exercise in the Part Grammar on P5.Step 4 Practice Ask the students to act the exercise2 in the part Grammar out.Step 5 Homework Ask the students to finish the exercise2 in their workbook.Leon4 Step 1 Revision Check the homework.Step 2 Presentation Present simples of e-mail to get the students a general idea of e-mail.Step 3 Explanation

Tell the students some tips of writing an e-mail by learn the above e-mail simple.Step 4 Writing

Ask the students to write an e-mail meage.Step 5 Homework

Ask the students to try to write an e-mail to their e-pal.Unit 9 Leon 34 The West Lake ⅠTeaching contents

Leon 34 “The West Lake” Ⅱ Teaching aims and demands.1.Teach some useful words and phrases about introducing some places.And make Ss be able to use them properly.2.Improve the Ss’ reading ability.3.Get the Ss to learn sth.about the west lake.4.Get Ss to learn how to describe a tourist attraction.5.teach Ss to love our hometown and motherland.Ⅲ Teaching important and difficult points Teaching important points: 1 Improve the Ss’reading ability.2.Get Ss to grasp some useful expreions and to be able to describe some tourist attractions.Teaching difficult points: 1.Make Ss have a discuion in groups of four and improve Ss’ ability of Speaking.2.Make Ss try to describe some tourist attractions.Ⅳ Teaching procedures Step 1 Lead-in T: Do you like watching any TV plays?

(Show Ss some stills of TV play “The Romaunt of the Hero Who Shoot Vultures” and talk about Zhoushan.Learn how to introduce the location, landscape, weather and attractions.Show Ss some pictures of places of interest , revise them and lead into the text “The West Lake”.Step 2 Scanning T: The west lake is one of the most tourist attractions in China.Today we’ll learn Unit 9 Leon 34”The West Lake”

Let Ss go through the text quickly and find out the following subjects included in the paage.climate location landscape people history culture size sports products art Listen and Find out the main idea or the topic sentence in each para.Para 1 Its location ,area and three sides Pare 2 he West Lake has been well-known for its scenery Para 3 The West Lake ,a pearl in Hangzhou will shine in China forever Para 4 The West Lake is one of the most famous tourist attraction in China Para 5 Stories about the West Lake Step 3 Careful reading

Read each paragraph carefully , and do the following exercises.Para.1

Q1:What did Marco Polo think of Hangzhou? He called Hangzhou the most charming city.The West Lake is one of the most famous tourist attractions in China.Language points: Charming city, tourist attraction Para.2 Let Ss read the para.and fill in the blanks.Location: ______________________(in the west of the city)Area: ___________________________(6.03 square kilometers)Three sides: ______________________(is surrounded by hills)What does the word “them”(L5.Para.2)mean?(Location, area, hills on three sides.)Language points: be surrounded by, make up Para.3

1.Why is Hangzhou called “Xizi”?

Enjoy a Chinese poem《饮湖上，初晴后雨》

2 Why is the West Lake really a great wonder of the nature?(D)A.Because of green hills.B.Because of flowing water and fish.C.Because of old bridges.D.All of the above.3 The West Lake is a great attraction to tourists only in spring.(F)(Let Ss enjoy the west lake in all seaons)Language points:

1.Which sentence has the same meaning as that of the word “wonder”in the text?

A I wonder if she knows we’re here.（V.想知道）

B She wondered at the tall buildings and crowded streets.（v.对…感到惊讶）

C The Great Wall is one of wonders in the world.(n.奇迹，惊讶，惊叹)

D The students wondered when they would go for an outing.(v.想知道)2,compare… to… , be well known for, a great wonder of nature,ect.Para.4

1.What stories are used in the text? 2.LeiFeng Tower was not in a good condition for more than half a century.(T)It was ruined in 1924 and rebuilt in 2001.3.Why does the writer use the stories? It can add the colour of _________to the West Lake.They can also show away of its_______.Besides, stories paed from generation to generation make the lake more_________.(Try to make answer the question easily.)Language points: from generation to generation, add the color of romance to…, be imprisoned by , Para 5

Why is the West Lake so popular?(D)Which is not the reason for the popularity with the West Lake? A.Because its scenery is very charming.B.Because the stories about the West Lake paed and its culture.C.Because many activities are succefully held in the city to make it more attractive.D.It’s one of the longest lakes in China.Language points:

There’s no doubt that … Step 4 post reading

Enjoy some landscapes of the west lake.Let Ss read the whole text and fill in the blanks，Step 5 Discuion

Show Ss some pictures of places of interest in Rui’an.Let Ss Discu “How can we attract travellers come to Ruian?” in groups.Then let several Ss introduce Rui’an in cla as guides.Step 6 Homework 1 Read the text fluently 2 Write a short paage about Rui’an.Teaching Plan for Unit 11 The sounds of the world 丽水中学任文东

This unit mainly talks about different kinds of music with the title The sounds of the world.1.Teaching aims and demands 类别

课程标准要求掌握的项目

话题

1)Talk about different kinds of music 2)Discu characteristics of different kinds of music and differences between them 3)Write a comparison eay 功能

Giving advice and making suggestions You’d better(not)… You should/ought to… You need(to)… Shall we…? Let’s…

What/How about…? Why not…?

Why don’t you…? I think …

I am sure(that)… Maybe you could… 词汇

suggestion musical instrument perform performer blues characteristic slave jazz contain traditional spread variety universal folk guitar record satisfy inner desire emotion proce musician totally expre intelligence chant in common turn into 语法

The paive voice in different tenses

[1] [2] [3] 下一页

教学目标 Teaching Aims

全面复习第1至第7单元所出现重点词语，日常交际用语项目，重点复习有关命令和请求、语言困难、表示目的和发出通知的常用语句。复习1-7单元所出现的语法项目，时态、被动语态、直接引语和间接引语、定语从句等有关语法。Teaching important and difficult points 1.Words

room ,offer, discover, arrive 2.Phrases

take turns, make into , a piece of , help oneself to, get angry 2．Revise（1～7words and phrases）3.Useful expreions Would you like...? How about some more...? Just a little, please.No, thanks.I’ve had enough.I’m full.Thank you.Help yourself to...Let me give you...4．Grammar

复习1～7单元出现过的语法项目

1）各种时态

2）直接、间接引语

3）被动语态（特别是将来时）

4）目的状语

5）定语从句the Attributive Clause

教学建议对话建议方法一：

教师要充分利用教材上提供的用餐话语，食物名称对学生进行口语方面的训练, 把表达用餐的日常用语、词组编对话，编类似情景的对话并表演。方法二：

教师组织学生分成几组，用竞赛形式把食物的名称用英文让学生写出来；看哪一组学生对食物名称的了解多，可写：蔬菜、肉类、水果、饮料及其他食物。方法三：

教师准备好图片，让学生们说出自己喜欢的食物并且采取互问，比如：西红柿、豆腐、咖啡等，增加对所学的单词的记忆。

课文建议

教师把这堂课的内容简述给学生：教师通过听磁带，阅读，问答，分组讨论，图片显示来完成本堂课的教学任务，教师在讲解此课时，特别是在谈论corn, 重点说明discovery, spreading, usage and the way of making food with it.教材分析

本文的交际用语为用餐的表达法，如：Would you like…? How about…? Help yourself..这些词语较简单，学生能够容易运用，同时教材中列出不同的食物名称，短语，练习分别让学生们掌握和分组讨论。阅读课仅用一篇文章说明世界各地的日常食物的来源及产生的背景，如：玉米的发现，土豆、水果的种植。同时本单元是一个复习课，Leon 31重点复习了定语从句中的先行词指人、物时，关系代词的使用。重点难点

1．discover vt.—看出；发现（存在而尚未为人所知之物）

1)跟名词或代词：

It w as Madame Curie who discovered the element radium.是居里夫人发现了镭元素。

Columbus discovered America in 1492．哥伦布于1492年发现了美洲。

2)跟从句：

It was discovered that our food was running short.我们发现粮食快完了。

We discovered that he was an enemy spy.我们发现他是一名敌特。

3)跟带连接词的不定式：

We never discovered how to open the box.我们找不出打开盒子的方法。

4)跟复合宾语：

We discovered him to be an enemy spy.我们发现他是一名敌特。2．discover 和invent的区分

1）这两个及物动词虽然意义不同，但在具体使用时可能搞混。

discover意为“发现”，invent意为“发明”。

Coal was first discovered and used in China．煤是最先在中国被发现和使用的。

He has invented a new machine．他发明了一种新机器。

2）discover可跟从句作宾语，还可以带复合宾语；invent则不能。

3）discover的名词形式为discovery（发现、发现物），而invent的名词形式为invention。

Columbus’ discovery of America took place by accident．哥伦布发现美洲是偶然事件。

Watt’s invention of steam engine brought about a great change in human life．瓦特发明蒸汽机使人类生活发生了巨大变化。3.prepare v.—预备，准备

1)跟名词或代词(可有较活译法)：

①Please prepare the table for dinner.请摆好桌子吃晚饭。

②Mother is preparing us a meal.母亲正为我们做饭。

2)跟不定式：

①They are busy preparing to go on holiday.他们正忙着准备休假。

3)prepare for引起的短语表示“为……做好准备”。

①We were given two days to prepare for the examination.给了我们两天时间准备考试。

②Hope for the best and prepare for the worst.[谚]存最好的希望，准备应付最坏的情况。4.dinner与meal

dinner意为“正餐”，一般用作不可数名词，通常不与冠词连用。西方国家在星期一至星期五时，正餐一般是晚餐；在周末时，一般是午餐。dinner还可指“宴会”，通常作可数名词，如：

They were at dinner when I called.当我去拜访时，他们正在吃饭。

The city government will give a dinner to welcome the

foreigners.市政府将设宴招待这些外宾，以示欢迎。

meal意为“一顿（餐）饭”，可指一天早、中、晚中的任何一餐，是可数名词，如：

What time do you usually have your meals? 你通常什么时候吃三餐？ 5.offer和supply的区分从意义上来讲：

offer多表示主动提出给对方某物或主动提出做某事

supply 则多表示供给对方生活必需品从搭配上来讲：

offer后可接：名词或代词；直接宾语和间接宾语；to do。

supply多用于下列结构：supply sth.to /for sb.;supply sb.with sth.。但当offer表示“提供出售”之意时，它可与supply替换使用。例如：

He offered me a cup of coffee.他给我端来一杯咖啡。

He offered to help me.他表示愿意帮助我。

Cows supply us with milk.奶牛向我们提供牛奶。

The school supplies books to/for children.学校向孩子提供书本。

The bookstore offers/supplies all kinds of books.那家书店出售各种书籍。6．be made of, be made from 和 be made into

1)be made of意为“由（看得见的原料）制成”。

The desk is made of wood.这张桌子是由木头制成的。

2)be made from 意为“由（看不出的原料）制成”。

This paper is made from wood.这种纸是由树木制成的。

3）be made into意为“（原料）被制成……”。

Wood can be made into paper and desks.木材能被制成纸和桌子。

注：从以上例子可看出不管原料能否看得见，也就是说不管是be made of还是be made from, 均可与be made into转换。7.room的基本用法

1)room可以用作不可数名词，意为“(未占用的或可利用的)空间；地位；余地”。例如：

①Is there room for me? 还有我的地方吗？

②It’s polite for the youth to make room for the old in the bus.在公共汽车上为老人让路是有礼貌的。

③There’s plenty of room for the desks.有足够的空地方放课桌。

④There’s room for three more.还有三个人的位置。

⑤I haven’t much room to move about here.我这儿没有多少活动余地。

⑥Can you make room for another?你还能腾出一个(或一件东西)的地方吗？

⑦This table takes up too much room----we’d better put it out.这张桌子占的地方太大，我们最好把它搬到外头去。

2)room可以用作可数名词，意为“房间，室；一套房间；寓所”。例如：

①How many rooms are there in this hotel? 这家饭店里有多少房间？

②This room is a very pleasant one.这个房间很舒服。

【注意】与room常合成的词有：bathroom 洗澡间；sitting-room 起居室；dinning-room 饭厅；schoolroom教室 8.ship作为动词的用法

1)ship作为及物动词，意思是“用船运送”、“运 [1] [2] [3] [4] 下一页

科目英语年级高一

文件 high1 unit25.doc 标题 unit25 章节第二十五单元关键词内容

一.目的与要求：掌握本单元出现的单词和词组。如：repeat, funny, lady, joke, attention, unable, world－famous, introduction, college, note, organize, medical, attend, organizer, gentleman, suppose, earn, conference, expert, throat, sent out, get through, ring back, out of breath, make up等。

二.学会本单元出现的日常交际用语。

Can you ring up …? The line is busy.Could I speak to …, please ? Can I take a meage ? Can you ask …to ring me back, please ? I can’t get through.I’ll try again later, Hold on please.This is …speaking.I’ll ask …to call you.三.本单元知识重点与难点分析：

1.在“1 Dialogue”中有这样一段对话：

Mary：What a lot of informations to send out!要发出去的请柬可真多呀！

Lizzy：Yes, there must be over two hundred here.是的，这儿想必有200多份。

句中的“must”作“想必”、“准是”、“一定”解，用来表示我们对某事有把握的推论或揣测。虽然句中must也可用may来代替，但must语气更为肯定。例如：

They must be very tired now, for they have been working the whole morning.他们现在一定是非常累了，因为他们整个上午都在工作。

I often meet him in this street.He must live quite near here.我经常在这条街上碰到他。想必他就住在附近。

“Can you tell me where LiLi is ”“He must be is the teachers office.”

你能告诉我李立在哪儿吗？他肯定是在老师办公室。

must表示推测的这种用法通常用在肯定句中，在疑问句中常用can(可能)，在否定句中常用can’+(不可能，不会是)，而不用mustn’t。例如：

Somebody is knocking at the door.Who can it be ? It must be Wang Hong.No, It can’t be Wang Hong, because she left for Shanghai this morning.有人在敲门。会是谁呢？一定是王红。不，不会是王红，因为她今天早晨就动身去上海了。

That can’t be the postman───it’s only seven o’clock.那不会是邮递员──现在才7点钟呢。

She must be a profeor.No, she can’t be a profeor—she is so young.她一定是个教授。不，她不可能是个教授──她还这么年青。

2.“An invitation to the 199…Medical Conference in London.”

“一份邀请参加199 年在伦敦召开的医学大会的请柬。”

1)在“the 199…Medical Conference”中的年份用了省略号，这是留给教师上课时灵活处理的，如是1997年上这一课，你就把7填上；如果是1998年上这一课，你就把8填上，依此类推。

2)注意“invitation”的搭配：

A.和动词的搭配

accept an invitation接受邀请

give sb an invitation邀请某人

receive an invitation收到请贴/接到邀请

refuse sb’s invitation拒绝某人的邀请

send out an invitation发出请贴/邀请

B.和介词的搭配

at the invitation of sb应某人的邀请

an invitation to(an activity)参加(某种活动)的邀请。

an invitation from sb来自某人的邀请。

例如：I received an invitation from Peter to his birthday party.我收到皮特请我去参加他生日聚会的请帖。

Mr Baker accepted the invitation to the Medical Conference.贝克先生接受了去参加医学大会的邀请。

Mr Martin refused Mary’s invitation to her wedding.马丁先生拒绝了玛丽请他参加她的婚礼的邀请。

She sent out many invitations to her wedding but she hasn’t received any reply to them.她发出了许多参加她婚礼的请柬，但还没有收到任何答复。

3.Dr Baker replied to the invitation, accepting it.贝克博士答复了请柬，接受了邀请。

1)“accepting it ”是现在分词短语作状语，表示伴随动作，相当于“and accepted it ”。

例如：

The children entered the claroom, singing and dancing.孩子们唱着、跳着，走进了教室。(表示伴随状态)He ran up to us breathing heavily.他气喘吁吁地向我的跑来。(表示伴随状态)The bo went to see Mr King, praising him for his excellent work.(……，and wondered why he had been invited)贝克博士躺在床上，对于为什么他会受到邀请，心里感到很纳闷。

2)注意accept和receive的区别：

receive作“收到”解，只表示客观上“收到某物”，而accept作“接受”解，表示主观上“乐意接受某物”，如果说：“I received an invitation.”则表示“我接受了邀请”，我准备去。例如：

He received the gift, but he didn’t accept it.他收到了礼物，但是他没有接受。

I have received an invitation from Peter.Shall I accept it or refuse it ? 我收到了皮特的请柬，我是接受还是拒绝呢？

3)reply在句中用作不及物动词，作“回答”解，常用reply to sb/sth，表示“对……作出回答”，作及物动词时，是“答道”，“回答说”的意思，后跟直接引语或宾语从句。作名词时，作“回答”、“回信”、“答复”解，例如：

She cried, but didn’t reply.她哭了，但不回答。

Please reply to my question at once.请立刻回答我的问题。

“Certainly, not ”she replied.“当然不行”她答道。

He replied that he didn’t know the secret.他回答说，他不知道这个秘密。

She didn’t lift her head, and made no reply.她头也不抬，也不回答。

answer和reply都可用作及物动词，作“回答”解，但answer可跟名词作宾语而reply只能跟直接引语或宾语从句，如跟名词，reply后须加to。例如：

Can you answer my question ?你能回答我的问题吗？(也可说Can you reply to my question?)4.If Dr Baker is in the hall, will he please make himself known to me ? 如果贝克博士在会场的话，请他向我 [1] [2] 下一页

第2篇：高一英语教案

Unit 2Working the landByLuo Hai yanThe first period

Teaching aims: 1.Target Language a.Words and phrases

sunburn, struggle, super, expand, circulate, equip, export,rid...of, be satisfied with, lead a...life, search for, would rather, thanks to, with the hope of, rather thanb.Important sentences

This special strain of rice makes it poible to produce one-third more of the crop in the same fields.P10 He cares little about spending the money on himself or leading a comfortable life.P10 2.Ability goals

Enable Ss to learn more about agriculture, countryside and farming.By talking they can exchange their experience with each other.By reading they will realize the role that agriculture plays in human life.In fact this world faces a serious problem—starvation.So after reading the paage about Dr Yuan students will know the importance of his achievement to man.Of course they will learn from Dr Yuan some noble character.3.Learning ability goals

Help Ss learn how to describe Dr Yuan Longping including his personality.Teaching important points

a.Help to comprehend the text and grasp the main idea of the text.b.Grasp the usage of some words and expreions.c.How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.Teaching difficult points

a.How to help students learn more about agriculture.b.Help students really master the usage of words and expreions.Teaching methods

Talking, questioning-and-answering activity and reading.Teaching aids

A tape recorder, a projector and a computer.Teaching procedures & ways

Warming up

Step 1.Greeting and Revision 1.Greet the students as normal.2.Revise the warming up with the following question How do you think to grow our main food--rice?

-----1)First, the farmers plow the field.They have to make the soil loose enough to plant crops.2)Second,grow some young plants

3)Third, they insert the young plants into the loose field.4)At last ,they will get the harvest

Step2 Discu: What steps into crops ? Answers: step1 selet the weedsStep 2 plow the soil.Step 3 sow the seeds

Step 4 remove the weeds and pestsStep 5 harvest.Step3 Thinking : What would happen if there is no rice to eat tomorrow ? Discu freely

Poible answers : If tmorrow there was no rice to eat ,people will hunger to die.They will eat all of things that can eat ,such as: gra bark ,soil and so on.Even worse ,people will eat each other.the world will be a war of cannibalism.Step 4 Get the students to think how to solve this problem.Poible answers : 1, Expansion of cultivated area.2, To save food

3, Control population

4, Scientific farming to increase food productionStep 5 Enjoy a poemStep 6 Homework

第3篇：高一英语教案

ReadingAreweendangered

Typeofthetext:reading

Level:intermediateTeachingaims:1.totalkaboutwildlifeendangerment

2.toextendtheknowledgeofwildlifeprotection

3.toimprovereadingskills

4.tolearnthewritingpatternofthetext

Importantpointsinteaching:1.talkingaboutwildlifeendangerment

2.extendingtheknowledgeofwildlifeprotecti

Difficultpointsinteaching:1.improvingreadingskills

2.learningawritingpattern

Teachingaroach:filmcli,questioaire,game,internet,prover

Interactivepatter:individualwork,pairwork,groupwork,clawork

Teachingaids:amultimediacomputer,atape,ataperecorder

Timeneeded:45minutes

Students:Senior1students

Preparationbeforethecla:askingthestudentstocollectinformationonwildlifeiueontheinternet

Teachingprocedures:

Step1leading-in

First,filmcliofthemovie"Kekexili"

Teacher:Haveyouseenthismovie

(option):Whocansaysomethingaboutthefilm

Next,picturesof"miludeer"

Teacher:Doyouknowthenameofthisanimal

Whocansaysomethingaboutit

(option):Theteachercanintroducemiludeertothestudentsifneceary

Finally,morepicturesofendangeredanimalsandplants

Teacher:Todaywehavetwoquestiotodiscuinthisleon

Whyaretheyendangered

Whatcanpeopledotohelpthem

Purpose:toemphasizethefiercefightbetweenthevolunteersandthehunterstoarousestudents'awareneofprotectingwildlife.Step2pre-readingactivity

First,Askthestudentstofinishthequestioaire

Then,Askoneortwostudentstoreporttheirawers

Purpose:toletthestudentsknowtherelatiohipbetweenhumanbeingsandanimalsandplantotheycanrealizetheneceitytoprotectwildlife

Step3fastreading

Askthestudentstoreadthetextfasttogetthegeneralideaofeachparagraph.Atthesametime,analyzethewritingpatternofthetext

Purpose:tostudythetextonthewholeandlearnanewwritingpattern

Step4detailedreading¬e-making

Askthestudentstoreadparagraph2and3againandfinishthenote-makingexercise

Purpose:togettheawerstothetwoquestioinleading-in

Step5languagepoints

First,Coideringthelanguagepointsarenotdifficult,theteacherasksthestudentstolistento

thetapeandpickoutthelanguagepoints

Next,Playagametoseewhichgroupgetsthemostlanguagepoints

Finally,Askthestudentstocompletesomesentenceswi

第4篇：高一英语教案

高一英语教案

【篇1：高一英语教案设计】

高一英语教案设计more places to visit

松江二中徐霞

一．教学内容

上海教育出版社《牛津英语》高一第一册第三单元more reading—more places to visit。

二．教学背景分析

在高一阶段，教学重点主要是对学生初中所学知识的巩固和复习，逐步向学生介绍高一级语法与

语言，实现较为自然的衔接与过渡。

本册第三单元重点是通过各个景点的介绍，使学生了解历史，掌握描述事物的语言和方法，并学

会如何用各种时态的被动语态来描述客观事物。

三．教学内容与目标

（一）教学内容

new words: remains, abandon, acce, overlook, wonder new sentence patterns: paive voice.（二）教学目标 1．知识目标

通过文章景点的介绍和句型操练，使学生能够回忆起初中所学的被动语态并能较为熟练地使用之；

理解文章中较难句子的意思并用自己的语言转述出来。2．能力目标

通过知识目标的实现，在教学过程中培养学生发现信息并积极开动脑筋自主处理信息的习惯。利

用多媒体在学科中的渗透，培养学生善于模仿并活学活用的能力。3．情感目标

通过学生参与英语教学活动，增强其学习英语的主动性和积极性；通过对世界几个著名景点的介

绍，开拓学生的视野，并培养他们尊重历史，保护文物的意识。4．策略目标

通过信息技术的应用，现实师生与生生之间的互动，开展自主和合作学习。四．教学重点与难点

重点：学生能够熟练地使用被动语态描述客观事实。

难点：学生能够模仿课文用被动语态来描述一个历史景点。

五．教学辅助工具

多媒体课件，录音机等辅助教学设备。

六．教学过程 i.warm-up

show the students a map of the world and ask them to find the seven

continents.then circle the three of them: the asia, the europe, and the africa.t: can you find the seven continents on the map and tell their names?

s: asia, europe, africa……

t: today we will visit three of them, asia, europe and africa.so, we have to set out now.ii.before reading

show the students some pictures of angkor wat, the coloeum, a map of

rome and the pyramids in egypt and then get them to gue where these places.meanwhile, give the students some hints or related information about these three places.(asiacambodiakhmer people---ankor wat;europeitalyromethe roman empire;

arab proverb: man fears time, yet time fears the pyramids.the great sphinxthe great pyramid of khufu at giza)iii.while reading

1.get the students to do the scanning:

1).of the places on the webpage, which is the oldest and when was it built?

2).which place did people stop living in more than 550 years ago?

3).which was a place to watch sporting events? 2.match the new words with the meanings.1).remains a.to leave a place and never return 2).abandonb.the parts left over after something has been destroyed

3).accec.a place, usually outside, where many people can sit and watch a sport event.4).stadium d.to contain, to have inside 5).hold e.to enter or use something

6).fall into ruin f.(for a structure or thing)to stand above and very near something else

7).overlook g.to be damaged over time so that it cannot be used

8).tombsh.something great

9).wonderi.a place or structure used to keep dead bodies

3.get the students to think of some words to replace the words underlined.the remains of angkor wat, with its sculptures and temples, are the pride

of cambodia.angkor wat was the capital of the khmer people.after the

khmer kingdom was destroyed in 1431,.it was largely forgotten until it was discovered again in 1858.you can now

easily(ancient, abandon, acce)

4.design a table and get the students to finish the table according to the text.5.get the students to listen to the third paragraph and try to fill in the key words.the great pyramids of giza ________ the nile river in egypt.they were built around _____ years ago as tombs for kings.the great pyramids of khufu is __________ of all.it is made of ____________ stone blocks.each side of the base is _____ metres long.the pyramids have been damaged over time, but they are still ________ to see.(overlook;4,500;the largest;2.3 million;230;a wonder)iv.after reading

get the students to cooperate with each other and fill in the following blanks.ask them to pay attention to the tense and voice.1.after the khmer kingdom 1431, the city 2.it until it was discovered

again in 1858.(was forgotten)in rome, italy, in ad 72.(was built)

4.they around 4,500 years ago as tombs for kings.(were built)5.the pyramids over time, but they are

still a wonder to see.(have been damaged)v.practice

group work: paraphrasing

the students work together to work out the meanings of some difficult sentences in their own words.paraphrase the difficult sentences in the text.---after the khmer kingdom fell in 1431, no one lived there any more.---it was discovered again in 1858.before then, people rarely thought of it.---after the roman empire ended, the coloeum was abandoned and became damaged over time.---now it is the most popular site in italy.homework:

write a brief introduction of a historic place in the world.七．教学反思

本节课利用多媒体课件为引发学生学习兴趣，扩大课堂教学容量创造了有利条件。师生互动和生生互动都比较有效。各个教学环节安排较为紧凑，可以说是培养了学生的良好阅读习惯。

由于本课大量运用了多媒体课件，图片较多，学生较多时候都处于兴奋的状态中，偶尔会影响教学步骤按计划实施，也会有个别学生游离在课堂教学内容之外，降低了教学效果。因此，在调控课堂秩序方面有待进一步改善，做到既要使学生积极主动地参与课堂活动，也要有效地调控课堂气氛，关注和引导小组活动的进展，使教学活动更加井井有条。2007-01-14

【篇2：高一英语教案_unit1_nice_to_meet_you】

中职英语基础模块1 教学设计（教案、学案）unit 1 第一课时 book1 unit 1 nice to meet you!

一、学情分析

本单元是新生入学的第一单元，教学重点是活用招呼用语、相互了解个人基本信息、制作个人名片、学习不同职业的表达与描述以及练习发音。就学习英语而言，职业学校的许多学生是胆大心粗，能说不会写或写不到位。因此，教师在教学过程中应充分利用学生的特点开展相应活动。我们可以利用学生胆大、敢说的特点，充分利用头脑风暴法采集相关素材，开展如招呼用语集锦、刨根问底探隐私、名片栏目大荟萃等活动。教学中名片栏目的设计、描述不同职业、圆润的发音是本单元难点。圆润的发音要靠长期的示范与坚持来实现。名片中各栏目的设计可以集体讨论商定，个人名片设计则可以体现个性化、专业化，并决出最佳名片设计奖，教师还可以请学生一起收集生活中的名片，探讨名片的基本要素和个性特色。职业的描述教师可以借助体态语、道具、图片、视频等来推进，还可以设计相应的练习强化学生的认知。本单元设计分为4个课时：

第一课时 lead-in + listening and speaking 第二课时 reading and writing

第三课时 language in use + vocabulary consolidation 第四课时 unit task + pronunciation practice

第一课时 lead-in + listening speaking

二、教材分析 1．教学内容

本课时系教材《英语1》（基础模块高教版）第一单元的第一课时，包括lead-in listening and speaking 两部分，具体内容为：招呼用语，听懂并掌握询问和提供个人信息的词汇、句型。2．教学重点、难点

⑴教学重点：招呼用语，听懂并掌握询问和提供个人信息的词汇、句型 ⑵教学难点：个人信息的词汇、句型三、教学目标 1.知识目标

⑴掌握与个人信息相关的词汇，如name, first name;last name;name card;telephone number;age;addre;e-mail addre;job(engineer;manager;secretary;teacher;student;doctor;nurse;singer;fans);position(bo);⑵掌握提供或询问个人信息时所使用的句型，如： 1)about greeting:

good morning.hi.nice to meet you.2)about personal information

what’s you name?where are you from? which company are you from? 2.能力目标

⑴学生能听懂关于询问和提供个人信息的对话。⑵学生能编写关于询问和提供个人信息的对话。(3)在日常生活中灵活应用招呼用语以及询问、提供个人信息时所用到的关键句型.3.情感目标

在真实情景交流中，师生间、生生间建立融洽的关系，主动参与、相互赏识。

四、教学步骤

step one lead-in（5m）

1.the teacher greets each student: good morning.nice to meet you.may i have your name, please?

which school are you from? what do your parents do?

（设计意图:教师熟悉班上学生，也让学生尽快彼此熟悉，在自然交流中熟悉本单元重点之一）2.brainstorm the ways of greeting a person.poible answers: good morning/afternoon/evening.hi./ hello.nice to meet you.how do you do?

how are you?/ how are you going?(collect different answers on the blackboard)

（设计意图:团队做乘法，个人做加法，通过头脑风暴，我们可以快速搜集多种招呼用语，并让全体同学尽

快掌握）

3.let’s make it a rule: let’s greet each other at the beginning of each english leon, using the following patterns.teacher: cla begins.the monitor: stand up.teacher: good morning/afternoon, boys and girls.students: good morning/afternoon, teacher.teacher: how are you today? students: we are fine.and you?

teacher: i’m fine, too.thank you.sit down, please.（设计意图:固定课堂开始时的招呼问候语，问候时间适当增长，可以固定纪律，增进师生友谊）4.activity 3.act and practice.how would you greet a person in the following situations?

（教师可以利用教材中的图片或者另外搜集不同场合的图片，让学生学会灵活应用招呼用语）

step two listening and speaking(22m)

1.activity 4.listen and underline.listen to dialogue a and underline the sentences about greeting a person.2.practice a similar dialogue with your partner.3.activity 8.listen and complete.listen to dialogue b ,and fill in the following form.4.gue the meaning of “last name” and “first name”.(the teacher may ask some students the question: lu zhongnan, what’s your first name? what’s your last name?)

（设计意图:教师通过询问班上多名同学的名和姓帮助学生掌握“last name”和 “first name”的含义和中英

文名字表达顺序的差异）

5.activity 9.read and underline.practice the dialogue with your partner and underline the sentences about asking one’s personal information.6.make a similar dialogue with the clamates around you.sample:

a: good morning!i’m lu zhongnan.lu is my last name and zhongnan is my first name.may i have your name, please？

b: good morning!i’m lin chunning.lin is my last name and chunning is my first name.a: nice to meet you.i’m from no.7 middle school.where are you from? b: nice to meet you, too.i’m from no.15 middle school.(设计意图:实际应用所学内容，俩人小组相互询问对方的名和姓，以及对方的初中学校，既操练了英语，也增进了了解)

7.ask some pairs to demonstrate their performance(greet each other and ask for personal information).(设计意图:上台展示对话，既锻炼了当事者的胆量，也让学生们快速了解彼此)

8.activity 12.talk and complete.talk to five clamates and ask about their first name, last name and which school they are from.and then fill in the form.（设计意图:学习利用调查、询问的方式来获取信息，确保每一位同学都知道first name 和last name的意

思，增进彼此了解）

step three summary and production(12m)1.make a short summary of what we’ve learned today.(1)key vocabulary： first name, last name, name card(2)everyday english about greetings and personal information.hi.good morning.how are you? how’re things? nice to meet you.what’s your name? what’s your first name? what’s your last name? where are you from? hi.hello.how’s it going? how do you do? how are things? how are you? haven’t seen you for ages.great to see you again.nice to meet you.good morning./ good afternoon./ good evening.（设计意图:集思广益让学生罗列10条问候语，并请学生当堂记忆。明确数量，可以帮助学生记忆。）3.what else would you like to know about your clamates? ask them the following questions and make an introduction of your clamates..? ? ? ? ? ? ? ?

what is your favorite animal? what is your favorite city in china? what is your favorite color?

what is your favorite day of the week? why? what is your favorite drink in summer? what is your favorite food? what is your favorite holiday? why? what is your favorite kind of book? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

what is your favorite kind of movie? what is your favorite kind of music? what is your favorite magazine?

what is your favorite memory of childhood? what is your favorite season? why? what is your favorite sport? what is your favorite time of day? what is your favorite tv program? what is your favorite website? what is your favorite vegetable? whats your favorite word in english? why do you like it? who is your favorite actor? who is your favorite actre? who is your favorite athlete? who is your favorite singer? what is your best friends name? who is your favorite teacher? why? what is your favorite subject in school?…

（设计意图:利用调查、询问的方式来获取同学信息，问题的设置迎合学生的口味，促使活动顺利开展；请学生当堂汇报采访结果，训练学生的口语和听力以及语言组织能力。课后要求学生以海报形式介绍班上一

位同学，并在班级英语角展出。）step four homework(1m)

1.practice dialogue b with your clamate after cla.2.make a similar dialogue, talking about personal information.3.make an introduction of your clamate.【篇3：高中英语教案范例】

新年第一节英语课（高一教案）

step i greetings and lead in（问候以及导入）1.happy new year!

t: well, i am so happy to see you again after the long vacation.i wish everyone of you had a happy holiday.so how about your holiday? had you done some travel? 2.learn some expreions about “dragon”（学习一些关于中国龙的习语、成语）t: this year is the year of dragon, so we will play a gueing game.i will show the english expreions and you try to gue the chinese expreions, long included.step ii revision（复习）

1.dear, how many words can you still remember after a months winter holiday?

2.2.how many phrases can you still remember?

3.3.do you still remember the grammar very closely?

there is no shortcut in the science road ,only be deligent.在科学上没有平坦的大道,只有不畏劳苦沿着陡峭山路攀登的人,才有希望达到光辉的顶点。”（马克思）

you never know what you can till you try.a good beginning is half done.中学英语全英文说课范文（模板）unit 16 leon 63

hello, everyone.today i’m very pleased to have an opportunity to talk about some of my teaching ideas.my topic is life in the oceans taken from leon 63 of unit 16 in sefc（2）.it is made up of four parts.part 1 my understanding of this leon the analysis of the teaching material:

this leon is a reading paage.it plays a very important part in the english teaching of this unit.leon 62 and leon 63 are a whole unit.by studying leon 63, can improve their reading ability, learn more about the sea and the life in the oceans.at the same time, we should get the students to understand some difficult sentences to comprehend the paage better.the should do some listening, speaking and writing, too.of course, the should receive some moral education.let the understand the sea better, love the sea and save the sea and the life of the sea.teaching aims: 1.knowledge aim: understand the main idea of the text.2.ability aim: retell the text in their own words.3.emotional aim: make the love the life of the sea and do something to stop it being polluted.key points / teaching important points:

how to understand the text better.teaching difficult points:

1.use your own words to retell the text.2.discu the pollution of the sea and how to save the sea.something about the :

1.the have known something about the sea and sea life through the internet and other ways.2.they are lack of vocabulary.3.they don’t often use english to expre themselves and communicate with others.4.some are not active in the cla because they are afraid of making mistakes.part 2 my teaching theories, methods and aids

before dealing with this leon, i’ll do my best to carry out the following theories: make the the real masters in cla while the teacher himself acts as director； combine the language structures with the language functions;let the students receive some moral education while they are learning the english language.teaching method:

double activities teaching method

question-and-answer activity teaching method watch-and-listen activity free discuion method

pair work or individual work method teaching aids: 1.a projector

2.a tape recorder 3.multimedia

4.the blackboard

part 3.teaching steps / procedures

i have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.the entire steps are:

greetings, revision, lead-in and preparation for reading, fast reading（scanning）, listening, intensive reading, preparation for details of the text, consolidation, discuion, homework step 1 greetings

greet the whole cla as usual.step 2.revision

1.ask students some questions to revise the last leon（show them on the screen）.a.how much salt do the oceans contain per thousand parts of water?（35 parts of salt.3.5% by weight）

b.what is coral? why are corals not found in deep water? c.why is the dead sea called the dead sea?

2.check the homework（made a survey about the sea or sea life by surfing the internet or asking for help from other people）.through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new leon.step 3.lead-in and preparation for reading

show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, antarctica, huge whale, sperm whale, squid and so on.purpose: arouse the students’ interest of study.bring in new subject: life in the oceans.step 4.fast reading

read the paage as quickly as they can.i show the questions on the screen and let them get the main idea of each paragraph:

1.why can living things live in such oceans around the antarctica?

2.what does the whale feed on?

3.what is the difference between the sperm whale and other whales?

method: read the text individually, use question—and—answer activity.purpose: improve the students’ reading ability.understand the general idea of each paragraph.step 5.listening（book closed）

1.listen to the tape then do an exercise（wb page 90, part 1）2.true or false exercise.（on the screen）

train the ’ listening ability and prepare for later exercises.step 6.intensive reading

read the paage carefully again and answer some detailed questions on the screen.1.how much does a whale eat at a time? 2.do all the whales feed on small fish? 3.how deep can a sperm whale dive?

it is also called depth reading or study reading.it means reading for detailed information.purpose: further understand the text（train further reading ability）to find out some different sentences and details of the text.step 7.preparation for details of the text on the screen 1....its heart slows to half its normal speed.slow-v.to become / make slower.2....using sound wave

present participle used as adverbial.3.provide sth.for sb.provide sb.with sth.4.at a time: each time 5.grow to a length of...purpose: train the ’ ability of understanding and using laguage.step 8.consolidation

1.find out the topic sentences.2.retell the paage according to the topic sentences.purpose: i want to know if my students understand the whole text really and if they master what i mean to tell them in this cla.what’s more, i want to let them have the ability of introducing and analyzing expreion.at the same time, i will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.step 9.discuion

show them some pictures about the polluted sea and many living things which are in danger and ask them: what are their opinions about it? in order to let them have free choice, i give them another topic: the sea is being polluted.what should they do?

purpose: i mean to give them emotional education.i give them multi-media pictures to arouse their interest of study and their love for life.i mean to make them realize: the sea is in danger!i teach them to do their best to help it and do something from now on.everyone should do something to love and protect our home.step 10.homework

write an article saving the sea.i want to improve the ability of their writing.at the same time, train the ability of do-it-yourself and looking up the information by themseleves.part 4.blackboard design

第5篇：高一英语教案

高一英语教案

编写人：南昌一中外语组李志超

Title: Unit 10The world around us

ReadingAre we endangered?

Type of the text: reading

Level: intermediate

Teaching aims: 1.to talk about wildlife endangerment

2.to extend the knowledge of wildlife protection

3.to improve reading skills

4.to learn the writing pattern of the text

Important points in teaching: 1.talking about wildlife endangerment

2.extending the knowledge of wildlife protection

Difficult points in teaching: 1.improving reading skills

2.learning a writing pattern

Teaching approach: film clips, questionnaire, game, internet, proverbs

Interactive patterns: individual work, pair work, group work, cla work

Teaching aids: a multimedia computer, a tape, a tape recorder

Time needed: 45 minutes

Students: Senior 1 students

Preparation before the cla: asking the students to collect information on wildlife iue on the internet

Teaching procedures:

Step 1 leading-in

First, film clips of the movie “Kekexili”

Teacher: Have you seen this movie?

(option): Who can say something about the film?

Next, pictures of “milu deer”

Teacher: Do you know the name of this animal?

Who can say something about it?

(option): The teacher can introduce milu deer to the students if neceary

Finally, more pictures of endangered animals and plants

Teacher: Today we have two questions to discu in this leon

1)Why are they endangered?

2)What can people do to help them?

Purpose: to emphasize the fierce fight between the volunteers and the hunters to arouse students’

awarene of protecting wildlife.Step 2 pre-reading activity

First, Ask the students to finish the questionnaire

Then, Ask one or two students to report their answers

Purpose: to let the students know the relationship between human beings and animals and plants

so they can realize the neceity to protect wildlife

Step 3 fast reading

Ask the students to read the text fast to get the general idea of each paragraph.At the same time, analyze the writing pattern of the text

Purpose: to study the text on the whole and learn a new writing pattern

Step 4 detailed reading & note-making

Ask the students to read paragraph 2 and 3 again and finish the note-making exercise

Purpose: to get the answers to the two questions in leading-in

Step 5 language points

First, Considering the language points are not difficult, the teacher asks the students to listen to

the tape and pick out the language points

Next, Play a game to see which group gets the most language points

Finally, Ask the students to complete some sentences with the phrases from the text

Purpose: to cover the language points

Step 6 talk show

Ask a student to be the host or hoste who guides the other students to a picture show aboutTibetan antelopes.He/she asks his/her clamates to discu “What can we do for Tibetanantelopes?” in groups.(option)The teacher can suggest the students write a letter to appeal to people to protect Tibetan antelopes and other wild animals and plants

Purpose: to extend the text at an informative and instructive level

Step 7 internet study

Ask the students to display the materials they have found on the internet before the cla Purpose: to encourage the students to use the modern technology for studying

Step 8 Proverbs

Give 3 proverbs for the students to relate what they have learnt in cla with practice

Purpose: to reinforce students’ awarene of protecting wildlife

Appendix: questionnaire

1.Do you think it is poible for us to live without animals or plants?

A.YesB.No

2.How often do you go to the zoo?

A.Very oftenB.SometimesC.SeldomD.Never

3.Will you adopt an animal in the zoo?

A.YesB.No

4.Have you ever keep any pet at home?

A.NeverB.YesC.No, but it is poible