高中生要逐步培养自己主动获取知识、巩固知识的能力，制定学习计划，养成自主学习的好习惯。下面是小编给大家整理的高一英语下册教案，仅供参考希望能够帮助到大家。高一英语下册教案1一、利用表象，丰富想象观察下面是小编为大家整理的高一英语下册教案五篇,供大家参考。
高中生要逐步培养自己主动获取知识、巩固知识的能力，制定学习计划，养成自主学习的好习惯。下面是小编给大家整理的高一英语下册教案，仅供参考希望能够帮助到大家。
高一英语下册教案1
一、利用表象，丰富想象
观察图画和实物作文符合英语作文起步阶段需要有一定的情景要求，也符合高中学生有意想象占优势的特点，同时避免了文字情节作文易使学生中译英的缺点，但若每一次训练都是刻板的再现材料，创造想象则难以增长。如果在教学设计时，在图中留有空白，或对实物设置悬念，不仅可以引发学生的好奇心，激发他们对英语作文的兴趣，减轻他们的惧怕心理，而且可以促使学生通过创造性的想象去填补空白，解决悬念。
如senior bookⅰ，unit 3 中的“help! help!”，可按发展顺序设计几幅救落水儿童的图，但只给学生展示第一、二两幅图，图画的内容大致与课文内容相同，但是后几幅的空白，使学生必须通过创造性的想象才能填补材料的空白。学生可以引用课文中的材料，也可以自由发挥。有学生这样写到：
last week， we had a picnic in forest park。 we found a shady place by the river。 as soon as we had sat down， tom suddenly got up and shouted， “someone has fallen into the river!" it was true。 a boy was struggling in the water， and the children in a boat looked hopeless。 tom and jack took off their shoes while running to wards the water。 they swam very quickly towards the boy who was sinking fast。 tom and jack got hold of the boy by the arms and lifted his head above the water。 together they pulled the boy to the shore。
之后，再给学生展示其中一幅图，或一句话的情景：……，a man/a woman/a child， etc。 has fallen into the river/the lake， etc。……。让学生自由选择自由发挥。有的根据曾在报上看到的新闻，称颂一身怀六甲的妇女勇救落水儿童的事迹，也有的谴责那些对落水者无动于衷的旁观者。学生的作文体裁记叙文、议论文不限。这样，既训练了他们书面的`表达能力，又发挥了他们的想象和创造能力、思维表达能力。同时也让他们思索了做人的道理。
二、精选图画，激发想象
处于英语作文起步阶段的学生的想象具有直观性，片面性和模仿性的特点，为其提供的观察材料越具体、越完整、越详实，他们的这些特点往往表现得越明显，有时甚至强化了他们的这些特点。换个方式，为他们提供一些抽象的图画，他们的创造想象反而被激活，因为他们必须在原有的图画上进行创造才可能有新的形象产生。而“抽象画作品所表现的物象与参照物相差甚远，它限度地把形与色对视觉作用的潜力发挥出来，直观效果非常强烈。它经过夸张、简化、分解、组合等变化手段，将客观事物的表象创造成为富于想象力。”如荷兰画家蒙德里安的表达百老汇街道的嘈杂与热闹的《百老汇爵士》(jazz in broadway)是一幅看上去比较抽象的图画，学生通过观察、运用合理的想象，写出了内容各异的作品。
有学生这样写到：
it is the downtown of shanghai。 the streets， such as nanjing road and huaihai road， etc are busy。 cars， buses and trucks with all kinds of advertisements are running。 people dressed in their best are walking happily or hurrying to work on their bikes。 beautifully decorated stores are crowded with people shopping。 they all look in high spirits。 the traffic policemen at the crossings are directing the traffic attentively and seriously。 everything is in good order。 such is our city。 i love our city。
而另有学生在他们的作文中认为这是一个“排污系统”(drain outlet system )或电路板(circuit board)或房屋*面图(a plane figure of a house)等等。
可见，由抽象的图画到生动画面的产生，到一篇作文的写作成功，是创造想象不断发展的过程，也是提高英语语言运用能力的过程。
三、借助音乐，拓宽想象
音乐能有效地丰富学生的精神生活，促进学生感知、情感、想象等方面的健康成长，能给学生提供想象和联想的广阔空间，有利于培养学生的发散性思维能力，促进人的全脑开发，为学生的创新精神和实践能力在各方面的延伸乃至终身发展提供良好的基础。因此，在英语写作训练中有时借助音乐等艺术形式，对丰富学生的想象力是一种有益的尝试。
如senior book ⅵ ，unit 7中的“the waltz king ”这一课文，根据内容，可设计让学生听一首beethoven的“命运”(fate)，让学生根据自己的理解，写一篇作文，一位学生这样写到：
i am a graduate from high school， and i will enter for the collage entrance examination。 whether i will be admitted to a collage， i will work harder than before ， since our country is still poor and weak。
从作品中我们可以发现，借助音乐，学生的想象力得到了较大幅度的拓展。“音乐艺术对学生的创造能力的发展具有独特的作用。
四、灵活方法，发展想象
“创造想象是严格的构思过程，它是由思维调节的。”想象会产生全新的物象与情景、独特的认识和感悟。一段文字、一篇文章，给不同的读者，就有不同的想象余地。正如：a thousand readers， a thousand hamlets。(一千个读者，就有一千个哈姆雷特。)在英语作文教学中根据一定的线索或情节，提供学生广阔的思维空间，让学生进行想象描述(创造性的描述)，会收到很好的锻炼效果。
例如 “after twenty years" (senior book ⅵ，unit 5) 这一课，可要求学生在学完之后， 简单续写一个结尾。这是一篇根据o。 henry 同名原作改写的文章。文章的故事情节虽然简单，但很能挖掘、发挥学生的创造想象力。学生这样写到：
as soon as the police officer wanted to catch bob by the arm， he took out a gun， aimed at the officer and said， “i knew i was wanted， but i don’t want to be arrested anyway。 tell jim wells i will come to visit him one day。" just at that time， the police officer found himself surrounded by some strong men， gun in hand， pointing to him。 bob then walked into the street and got into a car parking there， followed by those strong men。 the car soon disappeared。
另有学生这样写到：
the moment the officer caught bob by the arm， he got rid of it and ran away at once。 he was running down the street as fast as he could， when he was shot on the right shoulder。 he turned round。 to his great surprise， it was jim wells， his o ld friend。 he fell on the ground and fainted。
在作文教学中，通过对一定的语言材料进行不同方式的处理，确实是锻炼学生的思维，发展学生的想象力的一条重要途径。当学生对当前的语言材料进行阅读、处理时，进行了充分的分析、比较，又充分展示了自己的想象力，其思维得到了充分的发散。心理学研究已经证实，发散思维对个体的创造性有着重要影响，我们应该根据教材特点，结合教学内容，注意这种思维能力的训练，并创造一些行之有效的教学技术。可以说，续写结尾、续写故事、改写、扩写等，都是高中英语作文教学中锻炼学生思维，发展学生想象力的有效手段。
高一英语下册教案2
教学目标
I. 单词和词组
permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of
II. 日常交际用语
1.请求
May / Could / Can I do that?
I wonder if I can do that.
Would / Do you mind if I come earlier?
Will you tell me if can go now?
2.允许
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3.拒绝
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.语法
复习名词性从句作宾语和表语的用法。
教学建议
教材分析
The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.
重点词汇讲解
1.catch fire与be on fire
1)catch fire：begin to burn着火;烧着。catch fire有动态含义，揩“开始燃烧”。
例如：
Paper catches fire easily.纸容易着火。
The bed clothes catch fire and the whole house may be burnt down.铺盖着火了，整个房子都可能烧掉。
2)be on fire：be burning着火;失火。 be on fire有静态含义，指“燃烧的状态”。
例如：
The house was on fire.房子着火了。
She woke up at midnight and found the kitchen on fire.她半夜醒来发现厨房失火了。
高一英语下册教案3
教学目标
本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市;
本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特?迪斯尼奋斗的生活简历。引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。同时，设计问答练习，提高学生阅读能力。
作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。
对话教学建议
Step 1听录音
教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。
1.What were they talking about ?
2.How to answer the first /second/third/forth/fifth visitor question?
Step 2 练习
组织学生五个人一组，练习对话三至五分钟。教师请几组同学到前面表演。
Step 3改写
将对话内容改写为一篇短文，要求学生用本课的地点名称如：
Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building
比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….
Step 4 讨论
If you are visitor, How to ask the way to the stranger at first?
Step 5总结
教师提问学生们，归纳和总结对话用语。
Asking:
Where is …...
How can I get to…
Which is the way to…
Could you tell me if…
Could you tell me the way to…
Answering:
Go straight ahead…
It’s behind …/in frond of/
Go down this street…
教材分析
本课的日常用语用语是有关对话asking the way and responses,这样的问路用语在初中都以学过，所以对话不在是个难点。本课的两篇阅读文章是有关人物，沃尔特·迪斯尼。难点在于第一篇是了解他的生活经历和艰苦创业。第二篇是我们众所周知的Disneyland，两篇文章结合着学过的语法知识宾语从句在里面，这也不是学生们所要了解的重点。
高一英语下册教案4
Teaching goals
1 Target language
a. Key words
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote …… to
b. Key sentences
Watching a family of chimps wake up is our first activity of the day.
Everybody sits and waits while the animals in the group begin to wake up and move.
But the evening makes it all worthwhile.
…… we see them go to sleep together in their nest for the night.
Only after her mother came to help her for the first few months was she allowed to begin her project.
For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
2 Ability goals
a. Learn Warming Up, and know how to tell the great women and the famous women.
b. Learn the way to describe a person from what the person did, what she/he looks like
3. Learning ability goals
Teach Ss how to describe a person.
Teaching important points
a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy(博爱与慈悲 )that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.
b. Ask students to answer these questions:
1) What made her a great success?
2) What should we learn from Jane Goodall?
Teaching difficult points
Let everyone believe that all of us can become Jane Goodall.
Teaching methods
Inspiration, Questioning and Discussion.
高一英语下册教案5
第一部分：热身
快速应答：
1.How are you going to school everyday?
2.Thank you very much for your help.
3.Would mind my opening the window?
4.What day was it yesterday?
5.What"s the weather like today?
第二部分：朗读
口语朗读技巧：
1.声调与降调
I have three English books, two Chinese dictionaries and five pens. Do you have a map in your hand? Yes, I do.
2.连读：将前一个单词最后的辅音与后一个单词开头的.元音连在一起朗读。 half an hour ran out of not at all
3.失爆：当相邻两个爆破音在一起时，往往给前面一个爆破音留一个位置，但不
爆破，稍停随即发后面的爆破音，这种现象称为“失爆”。 hot bath the next day a good deal of I don’t believe I don’t know I want to say
朗读练习：
1. A smart housewife was told that there was a kind of stove which would only
consume half of the coal she was burning. She was very excited, and said: "That"ll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!"
2.The little boy did not like the look of the barking dog.
"It"s all right," said a gentleman, "don"t be afraid. Don"t you know the proverb: Barking dogs don"t bite?"
"Ah, yes," answered the little boy. "I know the proverb, but does the dog know the proverb, too?"
高一英语下册教案5篇扩展阅读
高一英语下册教案5篇（扩展1）
——高一英语教案10篇
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.
高一英语下册教案5篇（扩展2）
——高一英语优秀教案5篇
高中阶段学习难度、强度、容量加大，学习负担及压力明显加重，不能再依赖初中时期老师“填鸭式”的授课，“看管式”的自习，“命令式”的作业，下面是小编给大家整理的高一英语优秀教案，仅供参考希望能够帮助到大家。
高一英语优秀教案1
Teaching goals
1 Target language
a. Key words
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote …… to
b. Key sentences
Watching a family of chimps wake up is our first activity of the day.
Everybody sits and waits while the animals in the group begin to wake up and move.
But the evening makes it all worthwhile.
…… we see them go to sleep together in their nest for the night.
Only after her mother came to help her for the first few months was she allowed to begin her project.
For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
2 Ability goals
a. Learn Warming Up, and know how to tell the great women and the famous women.
b. Learn the way to describe a person from what the person did, what she/he looks like
3. Learning ability goals
Teach Ss how to describe a person.
Teaching important points
a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy(博爱与慈悲 )that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.
b. Ask students to answer these questions:
1) What made her a great success?
2) What should we learn from Jane Goodall?
Teaching difficult points
Let everyone believe that all of us can become Jane Goodall.
Teaching methods
Inspiration, Questioning and Discussion.
高一英语优秀教案2
Period 7-8 Grammar
Grammar
一、动名词做主语的用法
动名词做主语往往表示经常性、习惯性的动作，在口语中也可以表示具体的动作。如：
Seeing is believing. Helping her is my duty. Talking mends no holes.
空谈无济于事。
Working with you is a pleasure.和你一起工作是一种乐趣。
动名词做主语和不定式做主语一样，也可以用it作形式主语。如：
It"s rather tiring walking around in a city.
不定式做主语往往表示具体的特别是将来的动作。如：
It"s no use crying over spilt milk.覆水难收。
He realized that to go on like this was wrong.
二、动名词作宾语的用法
1.有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid,can"t stand(不能忍受)，consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,
imagine. insist on, keep (on), look forward to, mention, mind, miss(错过)，pay attention to, practice, put off, stick to, suggest等等。
Doing morning exercises is good for your health.做早操对你的健康有好处。
Her shoes wants mending.她的鞋该修理了。
注意：当need, want, require, worth后面接doing也可以表示被动。
Your hair wants cutting.你的头发该理了。
The floor requires washing.地板需要冲洗。
I have finished writing this book.我已经写完这本书了。
2.在allow, advise, forbid, permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow/advise/forbid/permit +名词/代词+不定式(宾语补足语)”之形式。如：
We don"t allow smoking here. We don"t allow anybody to smoke here.
3.动词need, require, want意为“需要”时，后跟动名词的"主动式或不定式的被动式作宾语，意义没有区别。如：
The window needs/requires/wants cleaning/to be cleaned.
4.在begin, continue, love, like, hate, prefer, intend, start后用动名词和
用不定式作宾语均可，意义没有多大区别。
5.动词forget, go on, mean, regret, remember, stop, try, be used to, can"t help后跟动名词和跟不定式区别较大，须注意。
forget, regret, remember后跟动名词，动名词表示已经发生的动作;后跟不定式表示将要发生的动作。
Period9-10 writing and checking the answers of the exercises
高一英语优秀教案3
教学目标
Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.
Process and method: Ss acquire knowledge and improve ability through discussion and competition.
Emotion, attitude and values: to arouse Ss"s awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.
教学重难点
important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.
difficult point : how to solve the questions and find the useful information using the reading skills.
教学工具
课件
教学过程
Lead in
1. show some pictures .
2. show the pictures and a short video of amber room.
purpose: motive Ss"s interest.
Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.
Presentation
Look at the photos here. What do you know about the substance of “amber”? What do know
about the cultural relics “the Amber Room”?
discussion:
Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?
A: What should we do?
B: Can we keep it for ourselves or report it to the government?
C: Have you come across such a situation — to make a difficult choice?
listen and answer the questions:
Play tape. Ss get the main idea of the passage.
Reading
pre-reading:
1. Have you ever seen a piece of amber?
What do you know about it?
2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.
Reading:
1st time:
read by yourself as quickly as you can.
join the correct parts of the sentences together.
2nd time:choices and T/F
compete between boys and girls.
3rd time:
answer some question. Ask ss to think over and discuss.
purpose: understand the text better and arouse Ss"s awareness of competition. Grasp the main information.
Discussion and report
Think over of what we discuss in the part of warming up: I find myself falling into the dilemma.
you discuss together ,and write down the outline of a report.
work in group
Consolidation
fill in the blanks (summary).
Homework
make a report .
use the useful information in the passage.
高一英语优秀教案4
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.
高一英语优秀教案5
一、 教材分析：
学生在度过一个假期后，英语知识较生疏，教师应当复习好以前单词，为学习新知打下基础。Let’s talk A部分很好地体现了这一点。Good morning We have a……复习民第一册中内容。“I’m from America”这一句为B Let’s taik“Where are you from?做了铺垫，教师应充分注意这一点
boy、girl 、teacher student 、meet等单词又是第一次出现，也需要我们特别关注。
二、教学目标：
1、能够得简单地表达自己心情，如：nice to meet you welcome back to school
2、能够听懂并回答 Where are you from?
I’m from
3、认识、会说字母A——E
4、掌握A、B Ler’s talk中单词。
5、理解A、B Ler’s talk中内容。
三、教学重、难点：
能够听懂并回答 Where are you from?
掌握A、B Ler’s talk中单词。
理解A、B Ler’s talk中内容。
四、课时安排
第一课时 A lLet’s talk Let’s learn B Let’s sing
第二课时 A Let’s practise Let’s play Let’s chant
第三课时 B lLet’s talk Let’s learn
第四课时 BLet’ssay Let’spractise
第五课时 B Let’s Let’s
第六课时 C story time
高一英语下册教案5篇（扩展3）
——高一下册英语教案 (菁选2篇)
高一下册英语教案1
Teaching Aims and Demands
Words and Phrases
Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then
Three Skills: energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you?/What’s the matter with you?
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorites.
2. learn the basic knowledge of healthy eating.
3. learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: com*r or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their text books and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
After that list the useful expressions in their dialogue.
Step 4 Homework
Prepare for the next class.
Collect some menus if possible for the next class.
Lesson 2
Step 1 Introduction
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
It means different kinds of materials, such as protein, Calcium that we need to keep healthy.
2.What do we have to consider when we choose to buy or eat?
What kinds of nutrients that the food contain.
3.What made our eating habit changing?
Many things: what people believe, advice from companies and stores.
4. How can we feel and look fine?
We ought to learn about our body and the fuel it needs to keep fit.
Explain the language points if necessary.
Step 3 Carefully-reading
How many parts can be pided into?
Three parts.
What’s the main idea of each part?
1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
Finish the exercise --- Vocabulary on P5. and P72-73
Lesson 3
Step 1 Revision
Check the homework.
Step 2 Grammar
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
1 Finish the exercise on P5 and on P74
2Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better not, and oughtnot to, shouldnot. Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the exercise 3 on P74 in the students’ workbook.
Lesson 4
Step 1 Revision
Let some students read their re* to the letters on P74.
Step 2 Reading
Read the text on P6 and then get the students to find the main idea of it Snacks is also important . we need to learn something about snacks and the way to prepare it.
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussion
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? food and exercise etc.
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
高一下册英语教案2
Teaching goals
1 Target language
a. Key words
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote …… to
b. Key sentences
Watching a family of chimps wake up is our first activity of the day.
Everybody sits and waits while the animals in the group begin to wake up and move.
But the evening makes it all worthwhile.
…… we see them go to sleep together in their nest for the night.
Only after her mother came to help her for the first few months was she allowed to begin her project.
For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.
2 Ability goals
a. Learn Warming Up, and know how to tell the great women and the famous women.
b. Learn the way to describe a person from what the person did, what she/he looks like
3． Learning ability goals
Teach Ss how to describe a person.
Teaching important points
a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲 ）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.
b. Ask students to answer these questions:
1) What made her a great success?
2) What should we learn from Jane Goodall?
Teaching difficult points
Let everyone believe that all of us can become Jane Goodall.
Teaching methods
Inspiration, Questioning and Discussion.
高一英语下册教案5篇（扩展4）
——高一优秀英语作文之教师节5篇
高一优秀英语作文之教师节1
Today is September 10. It is TeachersDay. Xiao Hua has been ill in bed for more than a week. Her teacher comes to her home to give her lessons after school every day. In order to show their respect, Xiao Hua and her mother decide to give the teacher a present.They make a big red flower. When the teacher arrives, Xiao Hua presents the flower to the teacher. She fastens it to the breast of her teacher s jacket, and says "Happy Teachers Day" to her. The teacher expresses her thanks and sets down to give her lessons. Xiao Huas mother pours a glass of water for the teacher and puts a lamp on the table.
今天是9月10日教师节。小华已得病一周多了，每天放学后她的老师都来到她家给她补课。为了表示对老师的尊敬，小华和她妈妈决定送给老师一件礼物。她们自制了一朵大红花。当老师到的时候，小华把它送给了老师，亲自把花钉在老师的胸前，并说道：“祝您教师节快乐。”老师感动极了，于是坐下来给她补课。小华的妈妈亲自为老师沏了一杯茶，然后又拿了一盏灯放在了书桌上。
高一优秀英语作文之教师节2
Teachers Day comes on September 10th every year. On the day we usually give our teachers cards to show our thanks. I thank them for helping me when I am in trouble, and I thank them for teaching me how to be a real man.
Of course they are very friendly to everyone. They always get on very well with their students. They are not only our teachers but also our friends. They love us very much and we love them,too.
每年的九月十日是教师节。在那天，我们通常送卡片采表示我们对老师的谢意。我感谢他们在我困难的时候帮助我，我感谢他们教会我怎样做人。
当然他们对所有的学生都很关心，他们与学生的关系非常融洽。他们不仅是我们的老师，而且还是我们的朋友。他们十分爱我们，而我们也非常敬爱他们。
高一优秀英语作文之教师节3
Not everything in the world could be liked by people, and so does man. Every person has the right to choose things.
Maybe I am not the love student in your heart, but you are just the right teacher on my mind, and I like you, yes I do!
I like the moment you talked to me, your strict looking, your loud sound, your earnest words, ...maybe the minute my feeling was bad, yes, not good, I promise, yet the latter success I got proved that your words were good for me...
I cant imagine my life without you-my lovely teacher, I appreciate the god, its he that let me come across you, and make you teach me.
So I should give some words back to you: my teacher, youve had a long day, have a rest, and happy teachers day.
高一优秀英语作文之教师节4
It is TeachersDay on September 10th every year．Teachers are the greatest people in the world，I think，because they teach us how to write and read．The most important is that they teach us how to be a real man．They are also kind to everybody and they dont want anyone to fall behind others．They always get on very well with their students，and they are our best friends．When students are in trouble，they can help them in time．I will be a teacher when I grow up．
高一优秀英语作文之教师节5
Is Chinas fine tradition，respect from as early as the western zhou dynasty，11th century BC is put forward the "father" disciple division，respect the same as.
Teachers day，just aimed at certain teachers have greatly contributed to the success of the cause of education. In 1985，the sixth session of the 9th meeting of the standing commi* of the National Peoples Congress agreed to the state council on establishing teachers day，the meeting decided to each year on September 10 as teachers day. On September 10，1985，is Chinas first teachers day. Starting from xx years，then the CPPCC national commi* of the humanities is a famous scholar li，in the form of proposal，repeatedly called for Confucius birthday as teachers day. Measured by the authoritative department study，Confucius was born on September 28，551 BC（Gregorian calendar），the day also therefore timely：busy at the beginning of the new school year is over，can have time for teachers day and National Day.
高一英语下册教案5篇（扩展5）
——高一保护动物的英语作文5篇
高一保护动物的英语作文1
In the past, there have been many endangered animals. Now they are extinct. Does it matter? Has our environment been affected by their absence? Has the quality of our own life been changed? The answer to these questions is "Yes."
Yes. It does matter if we destroy an endangered species habitat to develop more farmland, housing or industrial parks. There is a delicate balance of nature. If one small part is removed, it will effect all the other parts. For example, if certain trees are cut down, bats will have no place to roost. If they cannot roost, they cannot breed. If there are no bats, there will be no animal, or bird to eat certain insects that plague our crops.
Yes. Our environment has been affected by the absence of certain animals. Certain flowers are pollinated by butterflies, which migrate from Canada to Mexico. Some of the breeding grounds of these butterflies were destroyed. Now these flowers are disappearing from certain areas. We will no longer be able to enjoy their beauty.
Yes. The quality of our life has been changed America used to be covered with giant trees. Now we have to visit them in one small park. Rain forests around the world are being cut down to make room for humans. We will never be able to see or study this fragile ecosystem.
I would encourage us humans to look for other alternatives for our farmlands, housing, and industries. We have alternatives; the animals do not.
在过去,有许多濒危动物。现在他们正在灭绝。关系呢?我们的环境已经受到他们的缺席?我们的生活质量已经改变了吗?这些问题的.答案是“是的。”
是的。没关系如果我们摧毁一个濒危物种栖息地开发更多的农田,房屋或工业园区。有一个微妙的*衡。如果一小部分被删除,它将影响所有其他部分。例如,如果某些树木砍伐,蝙蝠没有栖息的地方。如果他们不能,他们不能繁殖。如果没有蝙蝠,不会有动物或鸟吃某些破坏庄稼的昆虫。
是的。我们的环境已经受到缺乏某些动物。某些花授粉的蝴蝶,从加拿大到墨西哥迁移。一些这些蝴蝶被毁的繁殖地。现在这些花从某些地区消失。我们将不再能享受他们的美丽。
是的。我们的生活质量已经改变了美国曾经覆盖着大树。现在我们要拜访他们在一个小公园。世界各地的热带雨林被砍伐,为人类。我们将永远无法看到或学习这个脆弱的生态系统。
我将鼓励我们人类去寻找其他替代品对于我们的农田,住房,和行业。我们选择;动物不会。
高一保护动物的英语作文2
In a sunny afternoon, the air was fresh, coconut particularly lush, xiao gang holding tank and nets, walked at a brisk pace, happily to catch frogs.
Xiao gang came to the pond, the skylight, just caught a crock of frogs. He happily ran home, sitting on the sofa, drinking beverages, listening to the tape recorder, want to relax, and behold, a passage from the recorder "again today to the voice of the animals, play time, please don"t catch frogs to protect the frog." Xiao gang wish: everyone in catch frogs, why not let me catch! Xiao gang is very angry, he took out the animal encyclopedia started flipped up and found that it turns out that the frog is secondary to protect animals, and was little tadpoles mom, I used to love this book "little tadpole looking for mom".
Ashamed, at once, xiao gang immediately ran out of the house, run out whole body energy, rushed to the pond and the frog and little tadpoles released, little frogs in the pond croaked and cried, as if to say: "thank you!" Xiao gang also said softly: "go, go find your loved one!"
Through this story, I know a small token, that is: to protect the frog, everybody is responsible for.
在一个风和日丽的下午，空气十分清新，椰子树格外茂盛，小刚拿着鱼缸和鱼网，迈着轻快的步子，开开心心地去捉青蛙了。
小刚来到池塘边，费了九牛二虎之力，才捉了一缸青蛙。他高兴地跑回了家，坐在沙发上，喝着饮料，听着录音机，想放松放松，不料，录音机中传出一段话“今天又到了动物之声的播放时间，请大家不要捉青蛙，要保护青蛙。”小刚心想：大家都在捉青蛙，为什么不让我捉!小刚十分生气，他拿出《动物百科》开始翻阅起来，发现，原来，青蛙是二级保护动物，而且竟是小蝌蚪的妈妈，我以前最爱看《小蝌蚪找妈妈》这本书。
顿时，小刚感到羞愧万分，立即跑出家门，用尽全身力气，冲向池塘边，把小青蛙与小蝌蚪放生了，小青蛙在池塘边呱呱地叫着，好像在说：“谢谢你!”小刚也轻声说道：“去吧，去找你们的亲人吧!”
通过这个故事，我知道了一个小道理，那就是：保护青蛙，人人有责。
高一保护动物的英语作文3
Many wild animals are facing the danger of extinction, because the environment that they are living in has changed greatly. For example, with the developmet of cities, the using of insecticide and serious pollution, their living areas have become narrowcr and narrower. Many of the wild animals, now are confronted with food crisis. At the same time, man is killing off species just for getting their fur, skin, horns, teeth and meat.
In order to protect our resources of ecology, people should realize that the loss of any species is at least the loss of source of knowledge and a source of natural beauty. There fore, measures of the following should be taken: pollution standards are made to keepdown poisons; killing off certain rare species is prohibited; national parks should be set up as wild life, reserves.
Only if we human beings take some drastic measures can wild animals be preserved.
许多野生动物正面临绝种的危险，因为它们生活的环境发生了很大变化。例如，随着城市的发展，杀虫剂的使用和严重的污染，它们的生活区域变得越来越狭小。许多野生动物，目前正面临着粮食危机。与此同时，男子杀死品种只是为了得到他们的毛，皮，角，牙齿和肉。
为了保护我们的生态资源，人们应该意识到知识的来源，任何种类的损失，至少损失和自然之美的源泉。有前，应采取以下措施：制订污染标准以降低有毒物质;杀害某些稀有物种被禁止的;国家公园应设置为野生动物保护区。
我们只有采取一些有力措施野生动物得以保存。
高一保护动物的英语作文4
Animals are our friends.But how to protect them? government is working to protect all animals in danger,and has made lots of plans to save animals. On the other hand, we shouldn’t eat wild animals.We should keep them away from our dinner. That way,there will not be wild animals on sale. I think the hunters and killers will become fewer and fewer.
Last, we should protect the environment.We should stop people from cutting trees down. Without trees, wild animals will lose their home. And we will lose our animal friends. All of us should try our best to protect animals.
We need to protect animals better.We should give them fresh water to drink.We should make the forests bigger for animals in danger to live in.We should advice people not to kill animals beacause they are our friends!
动物是我们的朋友的如何保护他们?*正在努力保护所有濒危动物，并取得了大量的计划，以拯救动物。在另一方面，我们不应该吃野生动物!应该让他们远离我们的晚餐。这样一来，不会有售，野生动物。我觉得猎人杀手将会越来越少。
最后，我们应该保护环境。我们应该阻止人们砍树下来。无本之木，野生动物将失去他们的家园。我们将失去我们的动物朋友。我们都应该尽力保护动物。
我们需要保护动物，应该给他们淡水应使森林更加巨大的濒危动物的生存in.We应该劝告人们不要杀害动物东阳他们是我们的朋友!
高一保护动物的英语作文5
There are more and more endangered animals at present,so how to protect them has been our task of top priority .It"s wrong for people to hunt animals for their meat and feather,for they are our good friends.
We should protect them instead of killing them.Giant pandas,which are one of the endangered animals,live in the forests and live on bamboo lealves.They can just live safely in the natural protection zones.We should stop killing animal and protect them.
【参考译文】
目前有越来越多的濒危动物,所以如何保护他们一直是我们的重中之重的任务。是不对的人猎杀动物的肉和羽毛,因为他们是我们的好朋友。
我们应该保护他们,而不是杀死他们。大熊猫,这是濒危动物之一,生活在森林和住在竹lealves。他们可以安全地生活在自然保护区。我们应该停止杀害动物和保护他们。
高一英语下册教案5篇（扩展6）
——高一英语教师教学反思5篇
高一英语教师教学反思1
接手12班后不久，就有好几个学生私下问我：老师，怎么才能够学好英语啊?听到这个问题，我是既忧又喜。喜的是这些学生开窍了，想学英语了，我一定要将学生们的这份激情保温。忧的是班上多数学生英语基础不好，有的甚至根本谈不上基础，而导致这种状况的原因据我思考主要有以下这些方面：
(1)这些学生对学习英语无计划、无目标、无学习责任，而且不少学生惰性大，依赖性强，缺乏学习主动性和自觉性。
(2)这些学生仍然延续不适应高中学习的初中学习习惯和方法。(3)这些学生不能自觉预习、自觉复习、自觉完成作业。但以往的教学经验告诉我：这个世界没有学习成绩不好的学生，只有对学习不感兴趣的学生。
在针对具体的学生回答了具体的高一英语以及其他科的一些方法后，有些问题始终萦绕在我的脑海，那就是：怎么才能够让学生学好英语?如何采取有效措施帮助学生克服学习障碍，尽快适应高中英语学习呢?我初步总结反思如下，望各位教学前辈斧正。
一、先向学生简介初、高中英语特点，帮助学生转变学习观念，调整学习方法
初中是打基础的阶段，各种学习主要是侧重知识的记忆和积累，一般侧重简单的听、说、读、写的训练，知识点较浅，靠背背记记就能够学好。而高中英语则是在初中英语的基础上再提高的阶段，主要是听、读、理解、写的训练。这些在语言的要求和难度上都比初中英语要求得高。进入高中后，如果仅仅是记单词，学语法是学不好英语的。为了促使学生的学习观点改变,我为学生精心准备了以frameoftheenglishlanguage为题的观念转变讲义,从学生听讲的眼神中,我知道他们已经跟上了我的步伐,或者说他们理解了高中英语不是初中英语的简单延续,而是深化。高中英语的重点转向读后理解，转向实际运用，强调运用能力，高考也正是对应用能力的考察。学生要想办法扩大自己的阅读量，在此基础上，还要训练自己对语言材料的理解能力、写作能力和听说能力。
二、尽快了解学生的英语学习情况，给学生做好思想工作，帮助学生克服自卑和自畏的心理障碍
有些学生在初中时，英语老是学不好，一心想到高中来重拾信心，但哪里知道到了高中后，由于英语难度较大，通过高一几次考试后，自己在班上的名次更不如从前了，并时常为此苦恼，慢慢地学习英语的劲头就不足了，有的干脆放弃了。其实，因自卑而苦恼的学生说明其有上进心，这也是他们的闪光点所在。我就鼓励他们要有信心，告诉他们人无完人，关键是你自己怎样去认识。一个人有自卑和自畏的心理并不可怕，重要的是要能调节好自己的心理状态。要多想自己的优点，以此来增强自己的自信心。面对紧张的学习压力以及各种考试的压力，让学生们要调节好自己的心态，把有利变为动力，这样就可以促使自己更加努力。告诉他们饭一口一口地吃，学习要慢慢来，不能够急,要一如既往,杜绝急功近利的心态,毕竟：attitudeiseverything!
三、帮助学生根据自己的学习状况制定合理的学习目标和学习计划
制定学习计划和目标是让学生明确学习目的，通过剖析自己，认识到自己的不足之处。在学习新知识的同时，还要让其适当地、有计划地复习初中知识，做好初、高中知识的衔接，查漏补缺，使基础更加牢固。制定学习目标很重要。教师使学生明白学习目标就像航海中的灯塔给他们的学习指明了方向。对学生而言，目标就是希望，但目标不要过高，应根据他们的情况而定。如果定得太高，有了几次挫折后，学生会感到疲倦，但也不能过低，目标太低会降低对他们的要求，造成松懈，起不到作用。
四、鼓励学生找出一套适合自己的学习方法和培养良好的学习习惯
什么是好的学习方法?我一直认为符合自己的学习习惯，并能行之有效，能够提高自己的水*的方法就是好的学习方法。个人的学习方法因人而异，但是归纳起来不外乎以下几点：
1.认真抓好课前预习和课后复习。
许多学生没有这样的学习每个单词习惯。通过预习学生自己会发现疑难的地方以便在听老师讲课时注意听讲，抓住重点和难点。课后抓紧时间进行复习巩固，通过听、说、读、写训练掌握所学知识，为知识运用奠定基础。为了有效地避免学生的惰性,我多次引导学生做听写接力活动,在增长学习英语积极性的同时,还培养了他们的小集体意识其乐融融。
2.学习英语单词不要孤立地死记硬背。
学生学习单词的正确方法应是把单词放在句子和阅读文章中来记忆，这样才能记得牢。其次培养学生在阅读中猜测词其义的好习惯。不妨联系上下文让其猜一下要表达的意思，读完后再去查词典，这对培养语言的悟性是很有好处的。学习英语犹如盖房子，英语的句子结构就是框架，单词则是房子的砖瓦。你虽然备足了砖瓦，但不知怎样建房子的框架是造不成房子的，充其量也只是砖瓦的杂堆乱砌。这就是有的人记住了单词却写不出句子的原因。
3.处理好语法与听、说、读、写的关系。
学习英语需要懂一点语法。只要掌握基本语法，学生所说的、所写的才比较规范，他们才不会犯时态、语态、结构等方面的错误。一般来说，教科书上的文章都是经过反复挑选的，要读得精些，光读懂字面意思还不够，还要读出其字里行间的含义。文中的词都要认识，有些句子结构还要模仿用一用，经典句子可以背下来。在12班开展的”35句必背句型”活动应该是个很成功的举措。
4.培养良好的学习习惯。“行为变为习惯，习惯养成性格，性格决定命运。
”所以培养良好的学习习惯很重要。诸如多看、多读、多背、多想和多写的习惯——学生要养成多看英语文章，坚持大声朗读并把一些精彩的文章、语段、句子熟背于心的习惯;学生要养成善于思考的习惯;学生要养成勤动手、常练笔的写作习惯……
“衣带渐宽终不悔，为伊消得人憔悴!”就用这份感受作为这篇日志的结尾吧。
高一英语教师教学反思2
“课堂教学永远是一门遗憾的艺术，而科学、有效的教学反思可以减少遗憾。”随着教师专业化的发展，教师的主体的自身实践活动已成为教师成长的根本动力。在教师的实践活动中，反思被广泛地看作教师职业发展的决定性因素。美国著名的学者波斯纳提出教师的成长公式是：教师成长=教学过程+反思；我国著名的心理学家林崇德也提出“优秀教师=教学过程+反思”的公式。教师只有通过不断反思，才能使自己从“教书匠”逐步成长为“教育家”。新课程要求教师不仅要成为教学研究的主体，更要成为反思的实践者。
有关研究证明，成功的和有效率的教师倾向于主动地和创造性地反思他们的教育目的、课堂环境，以及他们自己的职业能力。
一、英语教学反思的主要特征
以追求教学实践合理性为目的。教学反思可以发现新问题，进一步激发教师的责任心，教学反思并不是一般地回想教学情况，而是在教学中不断发现问题，并针对这些问题调整教学方案，使教学方案更合理。教学反思追求更多更好的方法，提高课堂实效性。教学反思对教学理论和实践持有一种健康的怀疑，并及时地把思想变为行动。一个教师如果能不断进行教学反思，经常能研究总结，那么他的教学水*将不断提升。
教学反思具有探索性。任何教师都有理论上的迷茫，实践中的困惑。反思作为一种教学手段在探索中奋进。存在问题就整改，发现问题则深思，反思的真谛就在于教师要敢于怀疑自己，敢于善于突破、超越自我，不断地向高层次迈进。教学实践的过程，既是教师探索的过程，也是教师反思的过程。教学反思就是教师自觉地把自己的课堂教学实践，作为认识对象而进行全面而深入的冷静思考和总结，从而进入更优化的教学状态，使学生得到更充分的发展。
教学反思贯穿于整个教学活动。它既有对教学内容的反思，也有对教学方法的反思，如：探究性教学和任务型教学如何在英语课堂上得到合理运用？多媒体教学如何为课堂教学服务？既有常规课的反思，也有专题活动的反思，比如如何高效性地分析试卷？怎样提高学生的听力水*和写作水*，等等。教师既有通过自己实践后感受而进行的教学反思，也有借学生的眼睛作为“镜头”来质疑自己的教学行为的反思。
二、英语教学反思的内容
1、对教学理念的反思。新课程的核心理念是“为了每一位学生的发展”。在这种核心理念的指导下，课堂教学评价已经将关注的重心从教师的“教”转向学生的“学”。这就要求教师必须认真对待每一节课的课堂教学，必须在教学方式、学习方式的革新、备课方式和课前准备、自我教学能力的重新认识及课堂民主*等的师生关系的建设等几方面进行深入持久的努力。新课程标准还要求教师要从片面地注重知识传授转变到注重学生学习能力的培养。教师不仅要关注学生的学习结果，更要
关注学生的学习过程，促进学生学会自主学习、合作学习、探究学习，让学生感受并理解知识产生和发展的过程，培养学生的科学素养和创新思维习惯，教师应通过广泛的理念学习，不断探索反思。
2、对教学方式的反思。传统的教学内容的安排，多以知识的逻辑为主线，忽视了教学的逻辑和接受逻辑，授课方式基本是“满堂灌”，灌知识，灌方法，少有师生互动探究，更谈不上激活体悟，启迪智慧，开掘潜能。教师在教学中是参与者，指导者、组织者、促进者，教师的教学活动应该是灵活多变的，教学过程应是师生共同发展的互动过程，应通过学生体验、实践、讨论、合作、探究等方式，引导学生积极主动地学习，发展学生听、说、读、写的综合语言技能，并创造条件让学生能够探究自己感兴趣的问题。总之，教师要转变传统的、单一的、以语言知识传授为主的“输入式”教学，代之以学生为活动主体的“输出式”教学；要转变单一的教学方式，关注学生学习方式、思维方式的差异，要着力研究学生的学法分层。
3、对学习方式的反思。现代学习方式的基本特征是：主动性、独立性、独特性、体验性、问题性。新课程理念要求学生在“实践中学习，促进学生在教师指导下主动地、富有个性地学习”。这说要求教师对学生如何学给予了更多的关注。学习方式不仅仅是具体的学习方法，而是指学习新知识或解决问题时采取的一贯方式。传统的模式是学生被视为“应试的机器”或是“可填塞知识的容器”，他们没有受到应有的尊重，得不到应有的发展“空间”，难以发挥主动性和创造性。新课程标准所倡导的自主学习、探究学习、合作学习、学习策略体现了学生学习方式的变革。
4、对教材的反思。以前教师把教材当作惟一的教学资源，“吃透教材，教好教材”成了对教师的最高要求。其结果是，教师被扼杀了自主精神和创新能力，限制了自身的发展，教学不能从实际出发，难以激发学生的学习积极性。新课标要求教师参与课程设制，积极开发和合理利用课程资源、搞好校本课程。由“教好教材”到“开发和利用教学资源教好学生”不仅会促进教学改革，还会有力地促进教师的发展。广博的课程资源会帮助教师不断“充电”，不断充实和提高自己。
5、对教学对象的反思。学生是学习的主体，这就要求教师必须充分关注学生，英语教师首先要摒弃传统的以“教案为本，以课本为本，以统一的标准评价为本”的传统观念，在教学过程中，对学生整齐划一，造成了学生“吃不饱，吃不了”的现象。英语教师必须树立“以人为本”理念，课堂教学中一切活动设计都要符合学生的个性特征。只有这样，才能有利于学生的自我发展。另外，要充分了解学生的学习习惯，情感态度，知识能力；充分关注学生的学习动机，对英语学习的理解，对这门语言难易程度的期待等。只有这样，学生才能够独立自主地学习，从而大大提高教学效率。
6、对教师角色的反思。过去的教师相对学生而言，处于绝对的“权威”位置，学生只是被动接受知识的“容器”。而新课程改革就是要建立和谐的、*等的师生关系，这就要求我们不得不重新反思教师的角色定位。教师应该是*等的合作者，和学生要彼此尊重，互相信赖。教师在教学过程中，既要关注和赏识学生对知识的掌握和能力的提高，又要关注和赏识学生在学习过程与运用方法的优良行为，还要关注和赏识学生在情感、态度、价值观等方面的积极表现。
7、对课堂教学评价的反思。评价要从单一的针对语言知识掌握程度的知识性测试向关注学生综合语言运用能力的多样化评价方式转变；要充分调动不同的评价主体开展评价活动，尊重每个学生的不同意见，鼓励学生有创见的思想，特别是在有争议的问题上更要培养学生多元的思维能力，促进创新精神的形成和发展；要关注学生整体、全面的发展，不能仅仅关注学生学业成绩。
三、英语教学反思的途径
1、从学生的角度来反思自己的教学。学生时常用眼睛和心灵观察和思考着教师，从学生的行为、思想状态、学习成绩以及对老师的期待中都会反映出我们的教学状况。所以老师要时时注意观察学生的学习行为表现，分析现象，探究原因，从学生的角度思考施教中的利弊得失。
2、从教师的角度来反思自己的教学。从教师的角度来对我们自己的教学观念、行为、设计理念进行深刻审视，要抓关键事件，从而捕捉住发展自己的机会。
3、通过邀请同行或专家听评自己的课来反思教学。邀请同行或专家观察自己的教学，与他们交流和对话。可以用新的眼光看待自己的教学实践，有时会使自己的教育观念得到部分或全部的重建。
4、通过写课后反思来反思自己的教学。教师可以通过写课后反思，把每一堂课的成功之处、失误之处、意外收获、学生见解记录下来，不断积累经验，开辟和完善更适合学生发展的教学思路。
总之，高中英语教学反思以解决教学实际问题为基点，不是简单的课后回顾，而是不断提高和深化的过程。教师在“思”中学，在“改”中探索，在探索中发展和创新，使我们的教育教学能力不断提高。
先学后教、当堂训练”的模式，每堂课教师都不要先讲，先让学生自学。学生不是盲目地自学，而是在教师指导下自学，教师的指导要做到“四明确”，即明确时间、明确内容、明确方法、明确要求。比如：“同学们，下边我给大家5分钟的时间（明确时间），大家自学教材的第23页至24页（明确内容），在自学的过程中可进行小组讨论（明确方法），5分钟后请回答下列问题（明确要求）”。只有做到四明确，学生才能高效率地进行自学。“先学后教”的“教”字不是系统讲授的意思，是“点拨”的意思，教师根据学生的自学情况进行点拨，或规范其不准确的表述，或解答其疑惑的问题，或纠正其错误的理解。由于学生通过自学已基本掌握了书上的知识，所以教师真正讲解的东西不是很多。课堂上能够省出很多时间让学生“当堂训练”。他们还有许多措施，如“从初始年级开始抓起”，从学生入学的第一天就要关注每一个学生，就要针对学生的具体情况采取不同的措施。如有的学生基础知识差就要给他补课，有的学生学习习惯没有养成就要帮助他养成良好的学习习惯，把“学困生”按在前排，与好学生相伴而坐，减少他们的“求助”难度，采取“兵教兵”、“兵练兵”、“兵强兵”的战术，等等。
高一英语教师教学反思3
从事英语教学五年，笔者接触两种不同新教材----人教版和人教新课标.虽然执教时间不长，却颇有感触.特别是九月份开始接触人教新课标这本教材，深深感觉到教学永远是形影不离的.高中英语教学给我的印象是:与时俱进;一气呵成;环环相扣，步步为赢;师生互动，教学相长.学生永远是主体，教师是渔夫，授学生与渔.
作为授渔者，要了解授渔的渔具.教师首先必学对新教材有深刻的认识，对其指导精神了如指掌.在笔者眼里，新教材本着”以人为本”，要求学生主动参与，主动探究学习，具有以下特点:话题与时俱进，语言地道自然;;教学理念先进，倡导体验学习;引导探究学习，编排体系合理;设计图文并茂，留给创造空间;单元生词大幅增加，语法进度大步加快.
作为教授者，要了解授渔的对象.笔者执教于一所县城中学.大多数学生来自农村，往往都具备这样的特征:英语基础薄弱，底子差，深受”语法”为中心的传统教学的影响，只关注语法和单词用法，听力口语零阶段.同时，由于条件的限制，大多数学生见识少而学习态度不端正，认为学习英语就是考试会做题.总之，对英语学习兴趣不高，缺乏学习方法且自尊心特强.
针对这些情况，笔者在教学过程中采取了以下尝试:
一.教学过程中，注重常规教学中求创新，注意高一年级与初中的衔接过渡:
高一新学期开始，我们可以通过入学考试等了解学生的大致水*，及时给学生弥补初中的缺漏知识。利用开学后一月左右的时间从语言、词汇、句型、语法等方面帮助学生系统复习。尽快使学生适应高中英语教学，具体做法是:培养学生课前预习、课后复习的良好学习习惯;坚持尽量用英语授课，要求并鼓励学生用英语思考问题、回答问题;根据高考要求，从高一年级开始就培养学生的阅读能力，教会学生一些阅读技巧，养成良好的阅读习惯;另外，课后加强与学生接触，尽快和学生熟悉起来。
二.重视语言知识的教学，不玩花架子
1.重视培养学生良好的学习习惯(1)记的习惯(2)读的习惯(3)写的习惯
2.高中英语教学要始终贯彻交际性原则，强化学生主体意识: “让游泳者到水中去。”这是交际语言教学理论的思想核心。语言学家毛鲁(ke morrow)曾说过:“to learn it，do it… only by practising communicative activities can we learn to communicate.”贯彻交际性原则也就是要把教学活化为实际，我的做法是:
⑴.建立“课前五分钟会话”，培养课堂交际氛围。如一进课堂我说:“it’s nice to see you again. / it’s fine today，isn’t? / how are you today?”星期一上课问:“did you have a good time at the weekend?”学生会作出不同的回答，引出更多的对话，从而达到交际的目的。
⑵.如果有可能的话，尽量坚持让学生作duty report锻炼学生开口的好方法。具体是让当天值日生在讲台前向同学们介绍当天日期、天气、出勤等情况，也可以让他们讲故事，并允许他们随意挑选同学回答问题。
⑶.适当让学生表演对话或课文内容。针对近期所学内容，布置学生课后进行讨论排练，然后再搬上课堂表演。
⑷.定期举办英语课外活动，如:办英语小报，举行英语晚会。这些活动不仅能够丰富学生第二课堂，激发学生学习兴趣，而且能充分调动学生开口参与交际的积极性。
3.培养学生的自学能力:只有通过辅导学生掌握一套科学的学习方法，并培养学生的自学能力，才能使学生的学习积极性和主动性得以发挥。我的具体做法是:培养学生的预习能力、各种方法掌握英语基本知识的能力、学生自己整理所学知识的能力。另外，自学能力的提高还得益于学生课外大量的独立的阅读，于是高一我们就要求学生人人尽量有一本英汉词典作为工具书，让他们勤查字典。
4.认真抓好英语早读:外语教师下班级认真抓早读课，除了对学生起督促鼓励的作用外，还能及时发现学生的发音、朗读、理解课文及语法概念上存在的问题，并及时给予纠正、示范和指导，从而掌握了学生实际水*的第一手资料。这样就可以有针对性地制定各阶段的教学计划及具体教学安排，有利于提高教学质量。早读课不像上正课那样规矩严格，师生之间的交流也不拘形式，这样有助于密切师生感情。而这时情感的产生往往在激发学生学习外语兴趣方面起着积极的作用，同时也是推动学生学习的动力。从心理学的角度来说，早晨是人的记忆高峰期。在这个时期明读外语、拼读单词、背诵课文或练习语音语调等，能在短时间内收到事半功倍的效果。
高一英语教师教学反思4
“课堂教学永远是一门遗憾的艺术，而科学、有效的教学反思可以减少遗憾。”随着教师专业化的发展，教师的主体的自身实践活动已成为教师成长的根本动力。在教师的实践活动中，反思被广泛地看作教师职业发展的决定性因素。美国著名的学者波斯纳提出教师的成长公式是：教师成长=教学过程+反思；我国著名的心理学家林崇德也提出“优秀教师=教学过程+反思”的公式。教师只有通过不断反思，才能使自己从“教书匠”逐步成长为“教育家”。新课程要求教师不仅要成为教学研究的主体，更要成为反思的实践者。
有关研究证明，成功的和有效率的教师倾向于主动地和创造性地反思他们的教育目的、课堂环境，以及他们自己的职业能力。
一、英语教学反思的主要特征
以追求教学实践合理性为目的。教学反思可以发现新问题，进一步激发教师的责任心，教学反思并不是一般地回想教学情况，而是在教学中不断发现问题，并针对这些问题调整教学方案，使教学方案更合理。教学反思追求更多更好的方法，提高课堂实效性。教学反思对教学理论和实践持有一种健康的怀疑，并及时地把思想变为行动。一个教师如果能不断进行教学反思，经常能研究总结，那么他的教学水*将不断提升。
教学反思具有探索性。任何教师都有理论上的迷茫，实践中的困惑。反思作为一种教学手段在探索中奋进。存在问题就整改，发现问题则深思，反思的真谛就在于教师要敢于怀疑自己，敢于善于突破、超越自我，不断地向高层次迈进。教学实践的过程，既是教师探索的过程，也是教师反思的过程。教学反思就是教师自觉地把自己的课堂教学实践，作为认识对象而进行全面而深入的冷静思考和总结，从而进入更优化的教学状态，使学生得到更充分的发展。
教学反思贯穿于整个教学活动。它既有对教学内容的反思，也有对教学方法的反思，如：探究性教学和任务型教学如何在英语课堂上得到合理运用？多媒体教学如何为课堂教学服务？既有常规课的反思，也有专题活动的反思，比如如何高效性地分析试卷？怎样提高学生的听力水*和写作水*，等等。教师既有通过自己实践后感受而进行的教学反思，也有借学生的眼睛作为“镜头”来质疑自己的教学行为的反思。
二、英语教学反思的内容
1、对教学理念的反思。新课程的核心理念是“为了每一位学生的发展”。在这种核心理念的指导下，课堂教学评价已经将关注的重心从教师的“教”转向学生的“学”。这就要求教师必须认真对待每一节课的课堂教学，必须在教学方式、学习方式的革新、备课方式和课前准备、自我教学能力的重新认识及课堂民主*等的师生关系的建设等几方面进行深入持久的努力。新课程标准还要求教师要从片面地注重知识传授转变到注重学生学习能力的培养。教师不仅要关注学生的学习结果，更要
关注学生的学习过程，促进学生学会自主学习、合作学习、探究学习，让学生感受并理解知识产生和发展的过程，培养学生的科学素养和创新思维习惯，教师应通过广泛的理念学习，不断探索反思。
2、对教学方式的反思。传统的教学内容的安排，多以知识的逻辑为主线，忽视了教学的逻辑和接受逻辑，授课方式基本是“满堂灌”，灌知识，灌方法，少有师生互动探究，更谈不上激活体悟，启迪智慧，开掘潜能。教师在教学中是参与者，指导者、组织者、促进者，教师的教学活动应该是灵活多变的，教学过程应是师生共同发展的互动过程，应通过学生体验、实践、讨论、合作、探究等方式，引导学生积极主动地学习，发展学生听、说、读、写的综合语言技能，并创造条件让学生能够探究自己感兴趣的问题。总之，教师要转变传统的、单一的、以语言知识传授为主的“输入式”教学，代之以学生为活动主体的“输出式”教学；要转变单一的教学方式，关注学生学习方式、思维方式的差异，要着力研究学生的学法分层。
3、对学习方式的反思。现代学习方式的基本特征是：主动性、独立性、独特性、体验性、问题性。新课程理念要求学生在“实践中学习，促进学生在教师指导下主动地、富有个性地学习”。这说要求教师对学生如何学给予了更多的关注。学习方式不仅仅是具体的学习方法，而是指学习新知识或解决问题时采取的一贯方式。传统的模式是学生被视为“应试的机器”或是“可填塞知识的容器”，他们没有受到应有的尊重，得不到应有的发展“空间”，难以发挥主动性和创造性。新课程标准所倡导的自主学习、探究学习、合作学习、学习策略体现了学生学习方式的变革。
4、对教材的反思。以前教师把教材当作惟一的教学资源，“吃透教材，教好教材”成了对教师的最高要求。其结果是，教师被扼杀了自主精神和创新能力，限制了自身的发展，教学不能从实际出发，难以激发学生的学习积极性。新课标要求教师参与课程设制，积极开发和合理利用课程资源、搞好校本课程。由“教好教材”到“开发和利用教学资源教好学生”不仅会促进教学改革，还会有力地促进教师的发展。广博的课程资源会帮助教师不断“充电”，不断充实和提高自己。
5、对教学对象的反思。学生是学习的主体，这就要求教师必须充分关注学生，英语教师首先要摒弃传统的以“教案为本，以课本为本，以统一的标准评价为本”的传统观念，在教学过程中，对学生整齐划一，造成了学生“吃不饱，吃不了”的现象。英语教师必须树立“以人为本”理念，课堂教学中一切活动设计都要符合学生的个性特征。只有这样，才能有利于学生的自我发展。另外，要充分了解学生的学习习惯，情感态度，知识能力；充分关注学生的学习动机，对英语学习的理解，对这门语言难易程度的期待等。只有这样，学生才能够独立自主地学习，从而大大提高教学效率。
6、对教师角色的反思。过去的教师相对学生而言，处于绝对的"“权威”位置，学生只是被动接受知识的“容器”。而新课程改革就是要建立和谐的、*等的师生关系，这就要求我们不得不重新反思教师的角色定位。教师应该是*等的合作者，和学生要彼此尊重，互相信赖。教师在教学过程中，既要关注和赏识学生对知识的掌握和能力的提高，又要关注和赏识学生在学习过程与运用方法的优良行为，还要关注和赏识学生在情感、态度、价值观等方面的积极表现。
7、对课堂教学评价的反思。评价要从单一的针对语言知识掌握程度的知识性测试向关注学生综合语言运用能力的多样化评价方式转变；要充分调动不同的评价主体开展评价活动，尊重每个学生的不同意见，鼓励学生有创见的思想，特别是在有争议的问题上更要培养学生多元的思维能力，促进创新精神的形成和发展；要关注学生整体、全面的发展，不能仅仅关注学生学业成绩。
三、英语教学反思的途径
1、从学生的角度来反思自己的教学。学生时常用眼睛和心灵观察和思考着教师，从学生的行为、思想状态、学习成绩以及对老师的期待中都会反映出我们的教学状况。所以老师要时时注意观察学生的学习行为表现，分析现象，探究原因，从学生的角度思考施教中的利弊得失。
2、从教师的角度来反思自己的教学。从教师的角度来对我们自己的教学观念、行为、设计理念进行深刻审视，要抓关键事件，从而捕捉住发展自己的机会。
3、通过邀请同行或专家听评自己的课来反思教学。邀请同行或专家观察自己的教学，与他们交流和对话。可以用新的眼光看待自己的教学实践，有时会使自己的教育观念得到部分或全部的重建。
4、通过写课后反思来反思自己的教学。教师可以通过写课后反思，把每一堂课的成功之处、失误之处、意外收获、学生见解记录下来，不断积累经验，开辟和完善更适合学生发展的教学思路。
总之，高中英语教学反思以解决教学实际问题为基点，不是简单的课后回顾，而是不断提高和深化的过程。教师在“思”中学，在“改”中探索，在探索中发展和创新，使我们的教育教学能力不断提高。
先学后教、当堂训练”的模式，每堂课教师都不要先讲，先让学生自学。学生不是盲目地自学，而是在教师指导下自学，教师的指导要做到“四明确”，即明确时间、明确内容、明确方法、明确要求。比如：“同学们，下边我给大家5分钟的时间（明确时间），大家自学教材的第23页至24页（明确内容），在自学的过程中可进行小组讨论（明确方法），5分钟后请回答下列问题（明确要求）”。只有做到四明确，学生才能高效率地进行自学。“先学后教”的“教”字不是系统讲授的意思，是“点拨”的意思，教师根据学生的自学情况进行点拨，或规范其不准确的表述，或解答其疑惑的问题，或纠正其错误的理解。由于学生通过自学已基本掌握了书上的知识，所以教师真正讲解的东西不是很多。课堂上能够省出很多时间让学生“当堂训练”。他们还有许多措施，如“从初始年级开始抓起”，从学生入学的第一天就要关注每一个学生，就要针对学生的具体情况采取不同的措施。如有的学生基础知识差就要给他补课，有的学生学习习惯没有养成就要帮助他养成良好的学习习惯，把“学困生”按在前排，与好学生相伴而坐，减少他们的“求助”难度，采取“兵教兵”、“兵练兵”、“兵强兵”的战术，等等。
高一英语教师教学反思5
“课堂教学永远是一门遗憾的艺术，而科学、有效的教学反思可以减少遗憾。”随着教师专业化的发展，教师的主体的自身实践活动已成为教师成长的根本动力。在教师的实践活动中，反思被广泛地看作教师职业发展的决定性因素。美国著名的学者波斯纳提出教师的成长公式是：教师成长=教学过程+反思；我国著名的心理学家林崇德也提出“优秀教师=教学过程+反思”的公式。教师只有通过不断反思，才能使自己从“教书匠”逐步成长为“教育家”。新课程要求教师不仅要成为教学研究的主体，更要成为反思的实践者。
有关研究证明，成功的和有效率的教师倾向于主动地和创造性地反思他们的教育目的、课堂环境，以及他们自己的职业能力。
一、英语教学反思的主要特征
以追求教学实践合理性为目的。教学反思可以发现新问题，进一步激发教师的责任心，教学反思并不是一般地回想教学情况，而是在教学中不断发现问题，并针对这些问题调整教学方案，使教学方案更合理。教学反思追求更多更好的方法，提高课堂实效性。教学反思对教学理论和实践持有一种健康的怀疑，并及时地把思想变为行动。一个教师如果能不断进行教学反思，经常能研究总结，那么他的教学水*将不断提升。
教学反思具有探索性。任何教师都有理论上的迷茫，实践中的困惑。反思作为一种教学手段在探索中奋进。存在问题就整改，发现问题则深思，反思的真谛就在于教师要敢于怀疑自己，敢于善于突破、超越自我，不断地向高层次迈进。教学实践的过程，既是教师探索的过程，也是教师反思的过程。教学反思就是教师自觉地把自己的课堂教学实践，作为认识对象而进行全面而深入的冷静思考和总结，从而进入更优化的教学状态，使学生得到更充分的发展。
教学反思贯穿于整个教学活动。它既有对教学内容的反思，也有对教学方法的反思，如：探究性教学和任务型教学如何在英语课堂上得到合理运用？多媒体教学如何为课堂教学服务？既有常规课的反思，也有专题活动的反思，比如如何高效性地分析试卷？怎样提高学生的听力水*和写作水*，等等。教师既有通过自己实践后感受而进行的教学反思，也有借学生的眼睛作为“镜头”来质疑自己的教学行为的反思。
二、英语教学反思的内容
1、对教学理念的反思。新课程的核心理念是“为了每一位学生的发展”。在这种核心理念的指导下，课堂教学评价已经将关注的重心从教师的“教”转向学生的“学”。这就要求教师必须认真对待每一节课的课堂教学，必须在教学方式、学习方式的革新、备课方式和课前准备、自我教学能力的重新认识及课堂民主*等的师生关系的建设等几方面进行深入持久的努力。新课程标准还要求教师要从片面地注重知识传授转变到注重学生学习能力的培养。教师不仅要关注学生的学习结果，更要
关注学生的学习过程，促进学生学会自主学习、合作学习、探究学习，让学生感受并理解知识产生和发展的过程，培养学生的科学素养和创新思维习惯，教师应通过广泛的理念学习，不断探索反思。
2、对教学方式的反思。传统的教学内容的安排，多以知识的逻辑为主线，忽视了教学的逻辑和接受逻辑，授课方式基本是“满堂灌”，灌知识，灌方法，少有师生互动探究，更谈不上激活体悟，启迪智慧，开掘潜能。教师在教学中是参与者，指导者、组织者、促进者，教师的教学活动应该是灵活多变的，教学过程应是师生共同发展的互动过程，应通过学生体验、实践、讨论、合作、探究等方式，引导学生积极主动地学习，发展学生听、说、读、写的综合语言技能，并创造条件让学生能够探究自己感兴趣的问题。总之，教师要转变传统的、单一的`、以语言知识传授为主的“输入式”教学，代之以学生为活动主体的“输出式”教学；要转变单一的教学方式，关注学生学习方式、思维方式的差异，要着力研究学生的学法分层。
3、对学习方式的反思。现代学习方式的基本特征是：主动性、独立性、独特性、体验性、问题性。新课程理念要求学生在“实践中学习，促进学生在教师指导下主动地、富有个性地学习”。这说要求教师对学生如何学给予了更多的关注。学习方式不仅仅是具体的学习方法，而是指学习新知识或解决问题时采取的一贯方式。传统的模式是学生被视为“应试的机器”或是“可填塞知识的容器”，他们没有受到应有的尊重，得不到应有的发展“空间”，难以发挥主动性和创造性。新课程标准所倡导的自主学习、探究学习、合作学习、学习策略体现了学生学习方式的变革。
4、对教材的反思。以前教师把教材当作惟一的教学资源，“吃透教材，教好教材”成了对教师的最高要求。其结果是，教师被扼杀了自主精神和创新能力，限制了自身的发展，教学不能从实际出发，难以激发学生的学习积极性。新课标要求教师参与课程设制，积极开发和合理利用课程资源、搞好校本课程。由“教好教材”到“开发和利用教学资源教好学生”不仅会促进教学改革，还会有力地促进教师的发展。广博的课程资源会帮助教师不断“充电”，不断充实和提高自己。
5、对教学对象的反思。学生是学习的主体，这就要求教师必须充分关注学生，英语教师首先要摒弃传统的以“教案为本，以课本为本，以统一的标准评价为本”的传统观念，在教学过程中，对学生整齐划一，造成了学生“吃不饱，吃不了”的现象。英语教师必须树立“以人为本”理念，课堂教学中一切活动设计都要符合学生的个性特征。只有这样，才能有利于学生的自我发展。另外，要充分了解学生的学习习惯，情感态度，知识能力；充分关注学生的学习动机，对英语学习的理解，对这门语言难易程度的期待等。只有这样，学生才能够独立自主地学习，从而大大提高教学效率。
6、对教师角色的反思。过去的教师相对学生而言，处于绝对的“权威”位置，学生只是被动接受知识的“容器”。而新课程改革就是要建立和谐的、*等的师生关系，这就要求我们不得不重新反思教师的角色定位。教师应该是*等的合作者，和学生要彼此尊重，互相信赖。教师在教学过程中，既要关注和赏识学生对知识的掌握和能力的提高，又要关注和赏识学生在学习过程与运用方法的优良行为，还要关注和赏识学生在情感、态度、价值观等方面的积极表现。
7、对课堂教学评价的反思。评价要从单一的针对语言知识掌握程度的知识性测试向关注学生综合语言运用能力的多样化评价方式转变；要充分调动不同的评价主体开展评价活动，尊重每个学生的不同意见，鼓励学生有创见的思想，特别是在有争议的问题上更要培养学生多元的思维能力，促进创新精神的形成和发展；要关注学生整体、全面的发展，不能仅仅关注学生学业成绩。
三、英语教学反思的途径
1、从学生的角度来反思自己的教学。学生时常用眼睛和心灵观察和思考着教师，从学生的行为、思想状态、学习成绩以及对老师的期待中都会反映出我们的教学状况。所以老师要时时注意观察学生的学习行为表现，分析现象，探究原因，从学生的角度思考施教中的利弊得失。
2、从教师的角度来反思自己的教学。从教师的角度来对我们自己的教学观念、行为、设计理念进行深刻审视，要抓关键事件，从而捕捉住发展自己的机会。
3、通过邀请同行或专家听评自己的课来反思教学。邀请同行或专家观察自己的教学，与他们交流和对话。可以用新的眼光看待自己的教学实践，有时会使自己的教育观念得到部分或全部的重建。
4、通过写课后反思来反思自己的教学。教师可以通过写课后反思，把每一堂课的成功之处、失误之处、意外收获、学生见解记录下来，不断积累经验，开辟和完善更适合学生发展的教学思路。
总之，高中英语教学反思以解决教学实际问题为基点，不是简单的课后回顾，而是不断提高和深化的过程。教师在“思”中学，在“改”中探索，在探索中发展和创新，使我们的教育教学能力不断提高。
先学后教、当堂训练”的模式，每堂课教师都不要先讲，先让学生自学。学生不是盲目地自学，而是在教师指导下自学，教师的指导要做到“四明确”，即明确时间、明确内容、明确方法、明确要求。比如：“同学们，下边我给大家5分钟的时间（明确时间），大家自学教材的第23页至24页（明确内容），在自学的过程中可进行小组讨论（明确方法），5分钟后请回答下列问题（明确要求）”。只有做到四明确，学生才能高效率地进行自学。“先学后教”的“教”字不是系统讲授的意思，是“点拨”的意思，教师根据学生的自学情况进行点拨，或规范其不准确的表述，或解答其疑惑的问题，或纠正其错误的理解。由于学生通过自学已基本掌握了书上的知识，所以教师真正讲解的东西不是很多。课堂上能够省出很多时间让学生“当堂训练”。他们还有许多措施，如“从初始年级开始抓起”，从学生入学的第一天就要关注每一个学生，就要针对学生的具体情况采取不同的措施。如有的学生基础知识差就要给他补课，有的学生学习习惯没有养成就要帮助他养成良好的学习习惯，把“学困生”按在前排，与好学生相伴而坐，减少他们的“求助”难度，采取“兵教兵”、“兵练兵”、“兵强兵”的战术，等等。
高一英语下册教案5篇（扩展7）
——外研版高一英语教案3篇
外研版高一英语教案1
高一英语必修4学案Module 4 Grammar
主备人: 周次 18 时间_____编号：NO. 89 姓名：_____审核人：_________ Learning Contents(学习内容): Grammar
Learning Aims（学习目标）：
1. Make students learn how to use passive voice in different tenses.
2.. To improve students’ oral practice of famous scientists
Important and Difficult Points (重点难点)：
1. Use passive voice in different tenses.
2. Remember the examples and the rules.
【导读】被动语态
1）被动语态的构成：
被动语态是由“助动词be +done ”构成， 而时态是通过助动词be, have, shall, will, should, would 的不同形式表现出来。
get done
get 是连系动词, 相当于be, 但get done 着重强调结果， 并且get done句式不用by 来表示动作执行者， 而be done 既可用by 表示出动作的执行者，也可以省略掉。 e.g. Our house is getting painted. We get paid by the day.
含有情态动词的被动句式: 情态动词+be 或have been done
e.g. The work must be done right now.
be going to, be to, have to, used to等句式中的不定式后仍可以使用被动句式, 其中包括不定式完成式的被动句式. The task seems to have been finished.
【导思】2）主语+谓语+宾语 e.g. He wrote this book. → The book was written by him. 主语+谓语+双宾语（直接宾语与间接宾语）主语+谓语+宾语+宾语补足语
e.g. They are going to paint the wall white.→ __________________________________. The shop owner made him work over eight hours a day.
He persuaded his father to give up smoking.____________________________________ 主语+谓语+it+宾补（形容词/名词）+to do/doing/that从句
e.g. We consider it a waste of time to do so. →It is considered a waste of time to do so.
3） vi. + prep. / vt.+n.+prep. / vi.+adv.+prep.这类短语变成被动语态时,介词不可省 e.g. The house was broken into.
Women were looked down upon in the old days.
4）英语中主动形式表被动含义的几种情况
当主语表示其本身具有某种特质或与众不同的特点，主语通常情况下是物而不是人。 应该注意句中谓语应是不及物动词， 不能使用进行时。
The glass of the house cleans easily.
be worth, want, need, desire, require + doing , doing 表被动含义。
e.g. My bike needs repairing. → _______________________. The boy is worth teaching. → the boy is worthy of being taught.→ the boy is worthy to be taught.
give, show, hand, send, pay, lend, pass, tell, write, bring, sell, offer, cause, wish, teach, buy等常有双宾语,变被动态时应考虑加上介词for或to
【导练】Can you find out anything special around the sentences below?
a. The flowers smell sweet.___________________________-
b. The cloth washes well. ____________________________ c. The poem reads smoothly. d. This kind of rice cooks more quickly than that kind.
e. This book sells good._____________________________
系动词 + adj.:主动表被动
某些和well, easily等副词连用的不及物动词, 如read, wash, clean, cook, close, cost, lock, look, open, sell, write, wear, etc.
【导练】1. – The window is dirty. – I know. It _____ for weeks.
A. hasn’t cleaned B. didn’t clean C. wasn’t cleaned D. hasn’t been cleaned
2. Now that she is our of a job, Lucy ___ going back to school, but she hasn’t decided yet.
A. had considered B. has been considering C. considered D. is going to consider
3. The mayor of Beijing says that all construction work for the Beijing Olympics_ by 2006. A. has been completed B. has completed
C. will have been completed D. will have completed
According to the art dealer, the painting _____ to go for at least a million dollars.
A. is expected B. expects C. expected D. is expecting
4. -- What happened to the priceless works of art? -- ________.
A. They were destroyed in the earthquake B. The earthquake was destroying them
C. They destroyed in the earthquake D. The earthquake destroyed them
5. When and where to go for the no-salary holiday _____ yet.
A.are not decidedB.have not been decided C.is not being decided Dhas not been decided
6.The song is about nature, _sweet well. A. sounded B. sounding C. to sound D. sounds
【课后小结】____________________________________________________________ 1-5DBCA DB
高一英语必修4学案Module 4 Writing
主备人: 周次 19 时间_____编号：NO. 90 姓名：_____审核人：_________ Learning Contents(学习内容): Reading and writing
Learning Aims（学习目标）：
1. To help Ss to get the main idea of each paragraph.
2. To enable Ss to write a short passage about a great scientist.
Important and Difficult Points (重点难点)：
1. Improve the students’ ability of writing
2. let students learn to describe a famous scientist.
【导读】To enable Ss to learn how to write a passage about a great scientist.
【导思】
1. Ask Ss to read the passage about Stephen Hawking and number the paragraphs in the correct order in Activity 2 on page 37.
2. Ask Ss to read the passage again and get the main idea of each paragraph in Activity 3.
3. Ask Ss to read the notes about Albert Einstein, and then get them to say something about Albert Einstein.
【范文】请同学们赏析出好的表达
In 1879, a boy was born in Ulm, Germany. Nobody knew that he would be one of the greatest scientists in the world.
He was called Albert Einstein who didn’t speak until he was three. But he showed great interests in mathematics and had his idea of the theory of relativity when he was only 16 years old. After getting further education in physics in Zurich, in Switzerland, Einstein got a job in an office to earn his living and became a university teacher. During working times he published the general theory of relativity in 1915, both of which were breakthroughs in science and because of these he was awarded the Nobel Prize for physics in1921.
Albert Einstein lived a hard life. When Hitler came to power he was forced to leave Germany and went to work in the USA, where he died in 1955.
The world will remember this special scientist forever.
【导练】Do you know how to write a biography of a famous person?
Para. 1: the general evaluation of the person
Para. 2: his or her childhood, education, earlier life
Para. 3: his or her research, or important positioning a certain field.
Write three short paragraph about Albert Einstein using the notes in Activity 4.
Begin like this:
Albert Einstein was probably the most brilliant scientists of the twentieth century.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
【课后小结】____________________________________________________________
高一英语必修4学案Module 4 Cultural Corner 主备人: 周次 19 时间_____编号：NO. 91 姓名：_____审核人：_________ Learning Contents(学习内容): Useful expressions and Oral practice
Learning Aims（学习目标）：
Teaching Goals:
1. To enable Ss to learn how rockets are invented and what they are used for today
2. To help Ss to review what we have leant in this module. not everybody, clear up Important and Difficult Points (重点难点)：
1. Improve the students’ ability of reading.
2. let students master the details of passage and learn some words: keep, escape, light
【导读】Listen and try to find out the main idea of the passage.
Skimming
Make students read the passage quickly and silently, then finish the following two questions.
1). How were rockets invented?
________________________________________________________________________
2). What are they used for today?
________________________________________________________________________
【导思】Read the passage and decide whether the statements are True or False
1) Today rockets are only used to send astronauts into space. ( )
2) Rockets were invented by Chinese about 2,000 years ago. ( )
3) It was in the Song Dynasty that rockets were first used in wars. ( )
4) It is believed that Europeans learned how to make rockets from the Mongols.( )
5) Wan Hu succeeded in sending himself into space with the help of rockets. ( )
【导练】Find out the topic sentences of each paragraph.
Para. 1 Rockets were also used in other ways
Para. 2 First rockets were used in battles in China and then it was spread to Europe. Para. 3 Rockets were first invented by Chinese about 2,000 years ago.
Para. 4 Today rockets are used to send astronauts into space or celebrate great events..
【导读】
1. keep常接复合宾语， “使…处于…状态”Keep your clothes clean.________________ I kept him waiting for about an hour.
a. keep doing sth. 保持做某事 The telephone kept ringing until I answered it.
外研版高一英语教案2
Module3 Adventure in Literature and the Cinema
Part I Vocabulary
1. fantasy n 幻想，想象 fantastic adj极好的；惊人的；空想的
1). Stop looking for a perfect job---it"s just __________.
别想找十全十美的工作了---那简直是幻想。
2). The young man lived in _________________(幻想的世界).
2. connect vt.连接；与…联系，接通（电话）vi. 连接，相通
vt. 有关系 connection n联系
be connected with 与……相关 be connected to与……相接
have connection with与……有关
in connection with与….相关；关于
1). He is only distantly ____________ the family. ( 他与这家人仅仅是远亲.)
2).These terminals _________________ our mainframe com*r.
这些终端设备都和我们的计算机主机相连。
3)I went to the police station ______________the theft of my bike (与….相关).
3. solve v 解决，解答 solution n
1). With all the housing problems __________(解决), the leader felt relaxed.
2) Is there any solution ___________ the problem?
与介词to搭配的动词re*, key, guide, the way, the answer, approach(方法), response
4. account n.叙述，说明, 帐户, 解释 v.叙述，说明；认为
短语：1) on account of因为 2) take into account/take account of 顾及；对……加以考虑 3) on no account =under no circumstances 决不, 绝对不, 在任何条件下都不 4) account for 说明；解释
1). An old soldier gave us a vivid account of the Long March. （译）
2). A shop keeper must _____________(店主必须记帐).
3). I account him honest. 我认为他老实。
4). I can not ___________ his failure.
5). The meeting was put off __________ the heavy rain.
6). _____________ must you go out to play on such a rainy night.
7). These facts should be _______________ when we set out to start the program.
5. companion 可数名词 伴；朋友；伴侣
1). His brother is not much of a companion for him.他兄弟与他情趣不甚相投。
拓展：1)drinking companions酒肉朋友 2) one"s life companion终生伴侣 3) a study companion (=a reference book) 参考书
4) keep from (=off) bad companions不与坏友往来 5) a companion at (=in) arms战友
拓展 company不可数名词 交往；陪伴 / 可数名词 公司；商号
a. He never lacked ________ in the evenings. 他晚上从不缺伴。
b. In the future, robots will keep us company. (译)
c. The company laid off 100 hands. （译）
6. pour v. 灌，倒；倾泻，流出
a. Can you pour me another cup of tea? （译）
b.The rain is really ____________ (雨下得真大).
c. She ______ her worries to the doctor the other day(她向医生倾诉自己的忧愁).
7. shelter n. 1.掩蔽，保护 2.掩蔽处，躲避处 vt. 掩蔽，庇护
a In the storm I took shelter under the tree. 暴风雨时，我正在树下躲避。
b These plants must be sheltered from direct sunlight. 这种植物必须遮起来，免受阳光直射。
8.lie vi.*躺；在某处(lay; lain); lying 说谎，欺骗(lied; lied); lying lay vt.置放 铺 设置 产卵 (laid; laid);laying
a. _____your book on the table(把你的书放在桌上).
b. I have _______ the table ready for dinner (我已经摆好桌子准备开饭).
c. The boy _____there ____ that the cock ______ an egg yesterday.
d. He _____ (仰) on his back, staring at the sky.
(转载于:外研版高一英语导学案)
9. panic vi. 恐慌，惊慌 n．恐慌，惊惶 adj.恐慌的
动词进行式 panicking 过去式： panicked 过去分词 panicked
短语：be in a panic在惊惶中. got into a panic. 惊慌起来
a.The thunder _________( 使……受惊) the horse.
b.She _____________ (顿时惊慌起来) when she thought she"d forgotten the tickets.
c.There was (an) immediate panic when the alarm sounded.(译)
10. curious adj 好奇的 be curious to do sth 很想干某事 be curious about sth 对…感到好奇, curiosity n. 好奇,好奇心
a. A student should always be curious to learn.
b. Don’t be too _________ things that you are not supposed to know (对于不要你知道的事少打听). c. I had to explain the reasons to _____________(满足他的好奇心).
11. make up 和解，化妆，编造，弥补，组成（译下列短语）
1) They quarreled with each other but soon made up.
2) She took over 30 minutes to make herself up.
3) make up a story 4) make up (for) lost time
5) be made up of 6) make up one’s mind (to do sth)
12. review v./ n. 回顾/好评/复习 preview
1) The old man reviewed his life.
2) The play was well reviewed in all newspapers.
3) a general review
13．be feel in the mood (for doing sth to do sth) 有心情做某事
mood (cn) moods 心情浮躁，不高兴 moody adj.
Our boss is. _________________(心情不好)
I’m not_________________________.(没心情读书)
a man of moods 一个心情浮躁的人,喜怒无常的人
She knows that as a secretary she must be pleasant and helpful no matter how busy she is or what kind of_____she may be in.
A. mood B. mind C. Form D. thought
14. 1) be set in （戏剧，小说等）以…为背景
The film_____________________________________________
(以十九世纪的美国为背景).
2) set off 出发，动身(vi.)；开始；引爆，使爆炸
It’s time to set off.
set off out on a trip 踏上旅途，启程去旅行
set off out for 动身去（leave for）set sb off doing 使某人开始做某事
The villagers set off fireworks to celebrate the New Year.
3) set out 出发，动身(vi.)；着手 set out to do 着手做某事
4) set about doing 开始做某事
5)set up 竖立（柱子，旗子等）搭（帐篷）；开办，建立，创立
(1)Don’t set him ____ talking politics, or he’ll go on all evening.
A. out B. off C. about D. of
(2) The employee ____ to impress the company with his cleverness.
A. set about B. set out C. set off D. set up
(3) They’ve set off ____ a journey round the world.
A. for B. of C. on D. in
15. resemble vt与…相似 resemble…in sth在...方面像…
She resembles her mother.
She ____ her sister in appearance but not in character.
A. looks B. compares C. resembles D. equals
16. creat v. creation n. creative adj.
creature n. the living creatures things 生物
creator n. the Creator (God)
17. exception n. without exception 无例外
All men between 18 and 45 ____________________(无例外)are excepted to serve in the army during a war.
18. warn
1) warn sb of sth 警告某人提防某事
Villagers_________________________________（被警告洪水的危险）
1)warn sb to do sth 2)warn sb not to do sth = warn sb against doing sth
We warned them ____________________________________(不要在这样薄的`冰上滑冰).
Mr Smith warned her daughter ____ after drinking.
A. never to drive B. to never drive
C. never driving D. never drive
19. determine v. determined adj. determination n.
1) determine to do sth （动作）决定做…
2) be determined to do sth （状态）决心做…
3) determine on upon sth决定做…
We ___________________________________(决定早点出发).
20. force
1) force sb to do =force sb into doing强迫某人做某事
They _____________________________(被迫工作)day and night.
2) force one’s way 挤过去
The street is crowded. He had to _______________ _____(在人群中挤过去).
3)by force 用武力
21. establish a good reputation树立好的名声live up to one’s reputation 不負盛名
1)His reputation as a progressive writer is well ____.
A. built B. constructed C. established D. set
妙辨异同
reputation可指好名声，也可指坏名声，强调人们心目中的印象
fame 仅指好名声，强调较高的知名度
2) He has_________for greediness.
3)Nearly all of us are for _______
Part II Vocabulary and Reading
1. The tall man is _________________on the floor.用枪指着一个人
1) point to 指向; point at 指着; point out指出
2) to the point 中肯的 off the point离题的
3) be on/at the point of doing sth正要 / 即将做……的时候
a. She was _______________________leaving when the phone rang(正要)
b. The needle of a compass _______________ the north. 指向
c. Please _______________the mistake if any. 指出
d. What she said was concise（简洁） and __________________.（中肯的）
2. It __________________________soon.看来好像它快沉了。
a. as if = as though 好像，仿佛。 当用在look, feel, smell/ taste, sound 等词后，议论真实情景时，用陈述语气。如：
We have missed the bus, and it looks as if we’ll have to walk.
b. as if 引导状语从句时，通常用虚拟语气，表示与现在事实相反时，从句动词用过去时，be动词用were；表示与过去事实相反时，用过去完成时。
1) She treats the child as if / as though he _______ her own.（是）
2) He talked as if he _________________ before.(去过那儿)
3) 把下列句子译成汉语，并注意as if后面的形式变化。
He opened his mouth as if to say something.
He walked as if flying, so that we fell behind him.
He walked as if seriously injured.
3. So we paddled over and climbed on to the steamboat, keeping as quiet as mice.（聂手聂脚）
keeping ……作伴随状语，通常表示主语正在进行的另一动作，对谓语表示的动作加以修饰。
e.g 1) She ran out of her house,__________.（叫着）
2) They all stood there,_________________.（看比赛）
3) The girl came in,____________________.（跟着父母）
4) But often they just passed
4)But often they just passed by,________________________________ (把人体交通标志看作理所当然的事)
5)“We can’t go out in the weather”, said Bob _____________ out of the window.
A. looking B. to look C. looked D. having looked
4. to our astonishment = to the astonishment of us 令我们吃惊的是
译：令人吃惊的是_____________________________
令人高兴的是_____________________________
令人激动的是_____________________________
令人失望的是_____________________________
令人满意的是_____________________________
___ to our _______, he was late for such an important meeting.
A. Great; surprise B. Much; surprise
C. Great; surprised D. Much; surprised
5. It was dark, but I could __________________on the floor, ___________________.（看见一个人被绳子捆着，躺在地板上）
lying 作a man的宾语补足语，表示正在进行的动作。 感官动词see, hear, listen to, notice, observe, watch等后面可跟doing 表示正在进行的动作，变成被动语态时doing不变，跟do表示一个过程但变成被动语态时加to。如：
1) I heard him singing in the next room.
2) I heard him open the door and go upstairs.
请把以上两句变成被动语态
1) He was heard ________________ in the next room.
2) He was heard ______________________________________.
3）The salesman criticized the girl caught ________ and let her go.
A. steal B. stolen C. stealing D. being stealing
4). A cook will be immediately fired if he is found __ in the kitchen. (03 全国)
A. smoke B. to smoke C. smoking D. smoked
6. I crawled along the deck, found Jim and told him what I had heard. （注意该句中动词的形式）
1) Suddenly, a tall man driving a golden carriage _________ the girl and took her away, ________ into the woods. (04 上海春)
A. seizing; disappeared B. seized; disappeared
C. seizing; disappearing D. seized; disappearing
2) Jia Sixie learned from the farmers’ experience, collected information and ________ it.
A. to study B. studying C. studied D. learning
7. I____________________________. 我受够了。
1）enough of sb/sth…受够 / 听够 / 看够…
___________________________(我已听够了你的抱怨)
8. We _____________________（找到了他们拴在沉船另一边的小船）the other side of the steamboat. 过去分词tied 作宾补表示被动。注意变成被动语态时的形式:
The man’s boat was found tied to the other side of the steamboat.
完成下列句子：
1) I ___________________many times.听他受到批评
2) He wanted to_____________________.看到这个计划得到很后好的执行）
3) I can’t _______________________.使自己被明白
4)We will ______________________(随时通知你) how things are going with us.
5) An army spokesman stressed that all the soldiers had been ordered _______ clear warnings before firing any shots.
A. to issue B. being issued C. to have issued D. to be issued
6) Don’t leave the water _______ while you brush your teeth.
A. run B. running C. being run D. to run
完成句子：
1.Suddenly, _____________________________________________(借助于闪电) we saw something in the middle of the river.
2. I don’t want to ___________________________________（上正在下沉的小船）.
3. So we paddled over and climbed on to the steamboat, ___________________________________（象耗子一样保持安静）.
4.It was dark, but I could see a man lying on the floor, _______________________________（用绳子绑着）.
5. I have had _______________________________（受够你了）.
6.He sounds as if he is going to _________________________________（吓死）.
7. But I persuaded him to help me, and we found the men’s boat ___________________________________（拴在汽船的另一边）.
8. ___________________________ （令我们惊讶的是）, there was
a light in one of the cabins.
9 It had hit a rock and was_________________________________
(一半在沉在水里，一半露在水面上。
Part III Everyday English
1 有心情做某事________ 2 稍等 一下 __________________
3 赶快_____________ 4迅速地吃/吃快餐_________________
Part IV Cultural Corner
1．He arrived in New Orleans ______________________ （身无分文结果发现） that there were no boats for South America.
only/ just to find …是不定式作结果状语，表示出乎意料之外的结果。
1) I hurried to the station_____________________（结果发现火车已发车了）
2) The news reporters hurried to the airport, only ____the film stars had left.
A. to tell B. to be told C. telling D. told
2. establish the reputation
(1) establish v. established adj. 已确立的，确定的；成名的，公认的
外研版高一英语教案3
2014级英语导学案
英语必修三第三模块
The violence of nature英语必修三第三模块
【课题】 第1节 Vocabulary
【课型】新授课 【课时】第1课时 【使用日期】 三月十三 【学案序号】1 【编写人】王全花 【审核人】许彦团 【学科联系人签字】___________ 级部________ 班级________ 共同体_________ 学生姓名________ 教师评价________
【学习目标】
1. 知识技能目标：Get the Ss to learn some useful words:
2.过程方法目标： Get the Ss to remember and use these useful words.【“三步五环节”课堂学习】
自学【定标自学】学生自己完成对基础单词的掌握认知.
Key words
1.disaster /dI′zɑ?st?/ n．灾难 2.flood /fl?d/ n．洪水；大量；v.淹没；泛滥
3．bury /′beri/ vt.埋葬 4.strike /straIk/ vt.& n．袭击5．cause /k??z/vt.引起；导致；n.原因；事业；目标
6.damage /′d?mId?/ n．& v．损失；损害7．worldwide /?wз?ld′waId/ adj.全世界的
8．violent /′vaI?l?nt/ adj.猛烈的；激烈的→violence n．暴力9．erupt /I′r?pt/vi.(火山的)爆发；喷发→eruption n．爆发10．possibility /?p?s?′bIl?ti/ n．可能；可能性→possible adj.可能的→probable adj.(近义词)可能的
对话【合作探究】知识详解
1. experience [C](一次)经历体验[U]经验,阅历 vt. 经受，体验，感受 (回
归课本P21)Have you ever experienced a flood?你曾经经历过洪灾吗？ 归纳总结have much teaching/working experience教学/工作经验丰富,by/from experience凭经验；从经验中(得出),in one’s experience据某人的经验看,experience in/of在……方面的经验,experienced adj.有经验的，熟练的,be experienced in在……方面有经验例句探源①Children need to experience things for themselves in order to learn from them.孩子们要学习新鲜东西就需要亲身经历它们。③In my experience，these things 1
1
2014级英语导学案
never last very long从我的经验来看，这些事情从未长久过。④He had no experience of managing a farm.他没有管理农场的经验。2 occur vi. 发生，出现；(想法、念头等)想起，浮现 (回归课本P23)Almost all of them occur in the U．S.，几乎所有的龙卷风都发生在美国，……
例句探源①Such an idea never occurred to me.我从没想到过这样一个主意。 ②Didn’t it occur to you that your husband might be late?你当时没有想到你丈夫也许会晚到吗？③I suppose it never occurred to you to phone the police.我想你压根儿就没想到给*打电话吧。
易混辨析
occur，happen，take place，break out
(1)occur属正式用语，它可以指偶然地“发生”，也可以指在指定的时间“发生，出现”，还可以表示抽象事物，如思想等的“产生”。在以具体事物、事件作主语时，可与happen互换。
(2)happen常用词语，指事物或情况偶然或未能预见地发生；其后接不定式或用在It happened that...句型中，意为“恰好，碰巧，偶然” (3)take place 指发生了事先计划或预想到的事情。 (4)break out指(战争、火灾、疾病等)突然发生。①That accident happened/occurred yesterday②The meeting took place at 8∶00 as planned③The fire broke out during the night.
④It occurred to me that I could invite her to dinner.
⑤I happened to meet her on my way home.
3 cause vt. 导致；引起 n． 原因，起因；理由；事业；目标
2
2
2014级英语导学案
(回归课本P21)Do you know anything about the events？For example，what causes them?你知道有关这些事件的情况吗？比方说，什么引起了它们？ 归纳总结
cause sb. to do sth.引起某人做某事cause sb.sth.给某人引来某事,
cause sth./an accident/trouble，etc.引起某事/事故/麻烦等cause and effect因果, the cause of...……的原因；……的事业
例句探源①I don’t know the cause and effect about it.我不知道此事的前因后果。②Jimmy’s behavior is causing me a lot of problems吉米的所作所为给我带来许多麻烦。③What was the cause of the accident?那场事故的起因是什么？④Her life was devoted to the cause of justice
易混辨析cause，reason，excuse
①Too much work is no excuse for absence②The cause of the fire was carelessness.③There are many reasons for animals’ dying out.
4 damage n． 损失；损害，破坏 vt. 使……受损
例句探源 ①My mother is right：don’t damage your health for a slim and attractive figure.我妈妈说得对：不要为了苗条动人的身材毁了自己的健康。 ②The fire badly damaged the town hall火灾使市政厅遭到严重破坏。
③The problem is clear：man has done great damage to his home over the years问题很明显：多年来，人类已对自己的家园造成巨大的损害。
易混辨析
ruin，damage，destroy
2014级英语导学案
①He knocked over a bottle of ink and ruined the table cloth.
②The heavy rain damaged many houses.
③That town was destroyed in a big fire.
5 possibility n． 可能，可能性；可能发生的事；潜能，
例句探源
①There’s always a possibility that he might go back to Seattle.
他回到西雅图总是可能的。②Life on other planets is a possibility.其他行星上有生命是可能的。
③He is a man of possibilities.
他是一个有发展前途的人。
即时应用【展示应用】
用括号内单词的适当形式填空
．1.These chemicals have been found to cause serious 4 environmental____(损害) 2．The government has issued a_____(警告)that the fish may not be fit to eat 3.The earthquake was one of the worst natural____(灾难)the country has ever suffered. 4．_____(满怀希望地)，I managed to pay off all my debts before we got married. 5．Do you have any______(以前的)experience of this type of work? 6．I helped him choose the_____(家具)for his new house7．It was so hot that sweat____(流淌)do from his face. 8．Strong______(水流)can be very dangerous for swimmers. 9.He was __to think of the______ experience，which ____________him.(terrify)
英语必修三第三模块
【课题】 第2节 language practice
2014级英语导学案
【课型】新授课 【课时】第1课时 【使用日期】 3,22 【学案序号】2
【编写人】王全花 【审核人】许彦团 【学科联系人签字】___________
级部________ 班级________ 共同体_________ 学生姓名________ 教师评价________
【学习目标】
2. 知识技能目标：Get the Ss to learn some useful phrases and sentences:
3. 2.过程方法目标： Get the Ss to remember and use these useful phrases and sentences
4. 3.情感态度、价值观目标：1).The Ss can use these useful words to describe some nature
distasters2). Learn how to love and protect our nature
5. 使用说明&学法指导
6. 1.借助词汇知识、课文及导学，理解例句并尝试总结知识结构，然后进行自我检测。
7. 2.用时40分钟。
【“三步五环节”课堂学习】
8. 自学【定标自学】学生自己完成短语的填写
高频短语
1．________________ 卷起；掀起；拿起，捡起，拾起
2．________________ 记下；放下3.________________ 脱下，去(拿)掉
4．________________ *均起来，一般说来5．________________ 到……时为止6．________________ 以……结束/结果为……7．________________ 使……着火；放火烧……8．________________ 着火9．________________ 扑灭；熄灭；伸出10．________________ 发生11．________________ 总计，合计
12．________________ 失去生命
对话【合作探究】
短语解析：
1． pick up 拾起，拿起；卷起；掀起；搭载；(无意中)学会；接收(无线电信号)；收拾，整理；加(速度)；取(物)，开车接(人)；(健康、生意、社交生活等)恢复，变好，好转
(回归课本P23)Tornadoes can pick up cars，trains and even houses and put them down in the next street－or even in the next town.
龙卷风能把汽车、火车甚至房屋卷起，把它们带到旁边的街上——甚至能把它们卷到邻近的城镇上。
归纳总结
例句探源
①It is an offence to pick up or set down a hitchhiker on a motorway.
在高速公路上让搭便车的人上下车是违反交通规则的。
②I managed to pick up an American news broadcast.
我设法收听到一家美国电台的新闻广播。
③If you sing it several times，your children will begin to pick up the words.
如果你把它唱上几遍，你的孩子们就会不知不觉地学会歌词。
7 end up 以……结束，以……而告终
(回归课本P23)The cemetery where Coghlan was buried was destroyed by the hurricane and Coghlans coffin ended up in the sea.
高一英语下册教案5篇（扩展8）
——最新高一英语上册《Unit 1 Friendship》教案教学设计
最新高一英语上册《Unit 1 Friendship》教案教学设计1
一、教材分析
1.本单元的主题是“友谊”，贴近学生生活，所以大部分的内容都是围绕该主题展开的。本节课的课型为词汇课，新课标要求学生掌握与友谊、交友有关的词汇;本节内容旨在一方面扩展学生 的词汇量，一方面帮助学生学会审视自己，引导
学生形成正确的价值观和处事原则，培养其高尚的品格。
2.学本节内容，首先是帮助学生学习更多有关友谊的知识;其次是增加与本单
元主题相关的词汇。
二、学情分析
“友谊”这一话题对学生而言是非常熟悉的，但本单元所选语言材料是原汁原味的英美人士所写的文章，词汇量大，句子结构复杂，长难句较多，对于刚刚
进入高中学习的高一新生来说难度是很大的。
三、教学目标
1. 帮助学生学习更多有关“友谊”的知识;
2. 增加与本单元主题相关的词汇。
四、教学重点和难点
1. Understand the meaning of Friendship.
2. Learn some new words about Friendship and friends.
五、教学过程
Step 1 Warming Up
Activity1: Doing a survey
1.Get the students to do a survey quickly and and add up the score
and then see how many points they can get.
2. Present some new vocabulary in warming up and the explanation on the screen.
(1)、survey n. 调查，概述;v. 测量，检查;
e.g. a. A recent survey showed most of those questioned were for the plan.
最近的民意测验显示大多数调查对象同意这项计划。
b. The governor surveyed the damage caused by the tsunami.
州长查看了海啸引起的破坏情况。
思维拓展： a.. make a survey of sth. 调查…
make a general survey of sth 纵观…
b. survey sth. 调查，评述，检查
survey the equipment 检查设备
(2)、add v. 增加，增添
e.g. a. Shall I add your name to the list? 我可以把你的名字写进名单吗?
b. A new wing was added to the building. 这座大楼新添了一座边房。
思维拓展： add up sth 把……加起来
add sth to sth 把……加到…… add to sth = increase 增加了…
add up to 合计;总共
指点迷津：a.. add sth to sth 是“把……加到……上去“，add to 不能分开用，意为“增加了……”, 相当于increase 或raise. 如：
e.g. a. He added some sugar to the coffee. 他给咖啡里加了些糖。
The bad weather added to our difficulty. 坏天气增加了我们的困难。
b. add还可表示“补充说“，后常接从句。
e.g. He added that he was satisfied with the talk. 它补充说他对会谈很满意。
词汇派生： addition n. 附加物 additional adj. 附加的
adding machine 加法机 in addition to 除……之外
(3)、upset v. 使不安，打乱adj. 心烦意乱的
e.g.a. His strange behavior upset his father. 他的奇怪行径困扰着他父亲。
b. I understand how upset you must be feeling. 我理解你心里有多难受。
思维拓展： a. upset sb. 使某人不安
upset the plan 搅乱了计划
upset the cup 打翻了杯子
It upsets sb that 让某人心烦的是……
It upsets sb to do sth 做……使某人不快。
b. be upset about 对……赶到心烦
指点迷津：(1). upset 指由于某事的发生而心烦意乱。
(2). nervous 在做某事的过程中紧张害怕的感觉。
(3). anxious 因担心某事的发生或不发生而焦虑不安。
词汇派生：upset-upset-upset-upsetting
(4.)、concern n. 担心，关心，关系;v. 涉及，有关
e.g. a. There is growing concern about violence on TV. 人们对电视上的暴力内容日见担忧。
b. Don’t be involved in what doesn’t concern you. 不要管那些与你无关的事。
思维拓展：a. show/express concern about/ for 对……表示关心/担心
b. concern oneself about/ for 担忧/关心……
concern oneself with 从事，参与……
concern sb./ sth 与……有关
词汇派生：concerned adj. 有关的;担心的
be concerned about/ over/for 关心;挂念
be concerned with/ in 牵扯进/参与……
as/so far as …be concerned 就……而言
e.g. As far as I’m concerned, the sooner, the better. 就我而言，越快越好。
(5)、 cheat v. 欺骗,作弊 n. 骗子, 作弊者
eg. He is accused of cheating the taxman. 他被控欺骗税务员.
eg. The two cheats set up tow looms. 这两个骗子支起两架织布机.
思维拓展： cheat sb. (out) of sth 骗取某人某物
cheat sb. into doing sth 骗某人做……
cheat sb. into the belief that 骗某人相信
catch sb. cheating in an exam 作弊被抓
[设计思路]本活动旨在引出话题，检测学生对友谊这个主题有哪些认识。问卷内容涉及日常生活中朋友之间可能发生的`真实问题以及解决问题的办法帮助学生学会审视自己，引导其形成正确的价值观和处事原则。同时渗透与“友谊”有关
的一小部分词汇。
Step 2 Vocabulary learning
Activity2: Guessing game
Find the words or phrases for each of the following meanings from unit1.
1.______not insidde a building
2.______feeling disturbed
3.______to be worried about
4.______free, not tied up
5.______to experience something
6.______to take no notice of
7.______staying close to and looking at somebody
8.______to become quiet after nervous activity
9.______number of things that happen one after another
[设计思路]本活动属于利用英语解释本单元重点词汇，旨在训练学生用英语思维的能力。
Step3 Vocabulaary recitation
Sstudents will be asked to recite the following key words and try their best to set down them in the blanks.
________________ vt. 增加;添加;补充说 vi. 加;加起来;增添
________________ n. 点;尖端;分数
____________vt.& vi. (_______ ______ ______) 使不安;使心烦
adj. 心烦意乱的;不适的;不舒服的
____________ vt. 不理睬;忽视
____________adj.*静的;镇静的;vt.&vi.使)*静;(使)镇定
_____________ vt. 涉及;关系到 n. 关心;关注;(利害)关系
______________adj. 松的;松散的;松开的
_____________n. 欺骗;骗子 vt.&vi. 欺骗;骗取;欺诈;作弊
________________ n. 理由;原因
________________ vt. 列出
________________ vt. 分享;均分;分担 n. 一份;份额
________________ n. 感觉;感情
________________ n. 荷兰
________________ n. 德国人;德语 adj. 德国的;德国人的;德语的
________________ n. 连续;系列
________________ adv. 在户外;在野外
________________ adj. 疯狂的;狂热的
________________ n. 自然;自然界
________________ n. 目的;意图
________________ vt. &v. aux 敢;胆敢
________________ n. 雷;雷声; vi. 打雷;雷鸣
________________ adv. 完全地;全然地;整个地
________________ n. 能力;力量;权力
________________ adv. 依照
________________ adv. 按照;依据
________________ vt. & n. 信任;信赖
________________ adv. 在室内;入室内
________________ vt.& vi. 遭受;忍受;经历
________________ n. 十几岁的青少年
________________ n. 忠告;建议
________________ n. 调查表;问卷
These words are new to students, so make explanations if necessary.
[设计思路] 通过此任务，旨在提高学生的瞬时记忆能力。
Step 4 Practice:
Activity3： Group competition (group work)
1.Divide the class into 3 groups, and students should guess the words from the picture as soon as they can (The quickest student who tells right will get one score)
2. Hold a Competition in groups trying to write down words related to Friendship as many as possible and the group which can set down more words than any other groups will be the winner.
[设计思路] 通过小组间的活动能够进一步激发学生的学习词汇的热情，这是一个很好的方法。
Step5 Summary
Get a group to sum up this class and the teacher can add something if necessary.
[设计思路] 通过小节，强调本节课的重要内容。
Step6 Homework
Try to remember the vocabulary that the students have learned in class.
[设计思路]通过作业，巩固所学。
六、板书设计
Competition in groups
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
____________ ____________ _____________
七、教学反思
本课设计了若干情景与活动，旨在让学生积极参与学习活动，在活动中学习。
1. 从教学实践来看，学生乐于在小组中进行合作学习。但是任务设计以及其难度是开展小组合作的重点和难点。本堂课总共设计了3次活动，每一次都有所侧重，要求由浅入深，在保证大部分学生能按时按质完成任务的同时，又能体现选拔的效果，鼓励一部分学生积极的展现自我。避免了活动流于形式，单纯地追求
“快乐”。
2. 课前做了大量的资料收集和整理，有选择的在教学中有效地使用图片和视频，大大提高了学生对学习的兴趣。
3. 不抛弃优秀的传统教法。在任务型教学中，也考虑融入传统的板书和语言形
式的操练，令到学生的操练更具目的性、指引性。
总体上，本设计以小组活动为桥梁，将英语学习与现实生活紧密结合，体现了以学生为中心、教师为指导的新课程理念，有效地完成了该堂课的任务，是一个不错的教学设计。
