2023年高一英语教案【10篇】（完整）

高一英语教案1　　教学目标　　TeachingAimsandDemands　　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。通过对课文下面是小编为大家整理的2023年高一英语教案【10篇】（完整）,供大家参考。

高一英语教案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*，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*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 * programmes on the radio is easy. 应该改作：

　　It is easy to pick up * 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*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3

　　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4

　　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*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fis*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5

　　《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 *yze 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 *yzing 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6

　　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7

　　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.

　　【设计说明：本环节以一篇包含多个定语从句的短文引入目标语言结构，让学生通过听，说，看的形式，并在教师的提示下自我发现并关注感知目标语定语从句的形式与用法。】

　　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

　　【设计说明：本环节先通过让学生接触大量含有定语从句结构的语言材料，再通过学生自己观察，发现，提取，加工及教师的适当引导，进而从中总结归纳出定语从句语法规则。这有利于学生探究学习和自主学习能力的提高。】

　　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 c*s.

　　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.

　　【设计说明：本环节采用的“观察?对比?分析?讨论?归纳”的语法教学模式让学生体验探究定语从句中关系代词的用法。】

　　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.

　　【设计说明：本环节为定语从句的操练及运用阶段。要求学生先造简单句，再过渡到造复合句（含定语从句），操练的难度逐步加大,这符合学生的认知规律。同时让学生在具体运用中体会内化定语从句的结构与用法也是行之有效的。】

　　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.

　　【设计说明：本环节通过生生之间对学生练习的互评及教师的点评，学生能及时纠错，能对定语从句正确运用有更深刻的理解与记忆。教师对这节课重点内容的简单小结，帮助学生整理思路，形成清晰的概念，起着画龙点睛的作用。】

　　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*）(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8

　　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9

　　FriendshipPeriodtwo Step1.Warming up

　　Activity1:Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors,otherwise you will be killed. You have no telephone,com*r,or TV at home.

　　How would you feel?

　　What would you do?

　　Four students a group discuss with each other for 2 minutes.

　　Activity2: Play a short part of the movies Schindler’s List

　　Step2. Predicting

　　Students read the title of the passage and observe the pictures and the outline of it to guess:

　　Who is Anne’s best friend?

　　What will happen in the passage?

　　Step3. Skimming

　　Students skim the passage in 2 minutes to get the main idea :

　　Who is Anne’s best friend?

　　When did the story happen?

　　Step4. Scanning

　　Students work in pairs to find the information required below:

　　Step5. Intensive reading

　　Students work in group of four to discuss the following open questions:

　　1.Why did the windows stay closed?

　　2.How did Anne feel?

　　3.What do you think of Anne?

　　4.Guess the meanings of "spellbound"," hold me entirely in their power" from the discourse.

　　5.Which sentences attract you in the passage?

　　Step6. Activity

　　Four students a group to discuss the situation:

　　Suppose you four have to hide yourselves for 3 months. During the three months,you will be offered the basic food,water and clothes. Your group can take 5 things with you.

　　What will you take? Why?

　　How will you spend the 3 months?

　　How will you treat each other andmake friends?

　　Step7.Assignment

　　Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

高一英语教案10

　　教学目标

　　To help students learn to express attitudes, agreement & disagreement and certainty

　　To help students learn to read the text and learn to write diaries in English

　　To help students better understand “friendship”

　　To help students learn to understand and use some important words and expressions

　　To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text

　　教学重难点

　　Words

　　upset, ignore, calm, concern, settle, suffer, recover, pack

　　Expressions

　　add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in

　　Patterns

　　“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.

　　I stayed awake on purpose until half past eleven…

　　…it was the first time in a year and a half that I’d seen the night face to face…

　　教学工具

　　ppt

　　教学过程

　　Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?

　　1. Warming up

　　⑴ Warming up by defining friendship

　　Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?

　　Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.

　　Then what is your opinion about friendship?

　　Do you think that friendship is important to our life? Why?

　　⑵Warming up by learning to solve problems

　　Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.

　　Common problems among teenagers

　　Solution

　　Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.

　　Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.

　　Situation 1: Friends get angry with each other when they try to talk about something difficult.

　　Try to understand your friend/ Try to talk about the problem in a different way.

　　Situation 2: Friends don’t know how to apologize

　　Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.

　　Situation 3: Some friends don’t know how to keep secrets.

　　Keep your secrets to yourself

　　Tips on being a good friend

　　Treat your friends the way you want to be treated. Keep secrets that are told to you.

　　Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.

　　⑶Warming up by doing a survey

　　Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.

　　To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).

　　Now please do the survey on page one.

　　Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.

推荐访问:高一 英语教案 高一英语教案【10篇】 高一英语教案1 高一英语教案10篇

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