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高一英语教案

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高一英语教案

篇1：英语教案精选高一

教学准备

教学目标

Words

base, command, request, recognize

Expressions

because of, come up, at present, make use of, such as, play a part (in)

Patterns

…because of that, English began to b spoken in many other countries.

Actually all languages change and develop…

The latter gave a separate identity to American English spelling.

教学重难点

■ To help students get to know about English development

■ To help students better understand “learning English”

■ To help students understand and use some important words and expressions

■ To help students identify examples of Indirect Speech (II): request & commands in the text

教学工具

课件

教学过程

⑴Warming up by listing

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

English Countries Explanation

Mother tongue the United Kingdom

the United States of America

Canada

Australia

South Africa

Ireland

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

Second language India

Pakistan

Nigeria

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

Foreign language China

Germany

France

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

⑵Warming up by answering questions about English

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

●What is Standard English?

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

●What is a dialect?

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

●Do we have standard Chinese? What is it?

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

⑶Warming up by giving reasons

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

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

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

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

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

2.Pre-reading

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

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

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

3. Skimming the text for general ideas

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

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

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

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

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

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

4. Reading and filling

Read the text to complete the chart below.

Time English is influenced by…

AD 450-1150 German

1150-1500 French

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

By the 19th century Samuel Johnson, Noah Webster

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

5. Reading and copying

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

Useful expressions

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

篇2：高一英语教案精选

Step I.Revision

Check the homework with the whole class.

Step II. Warming up

Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.

T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”

S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.

S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.

T: That’s too terrible.

S3: The noise when planes take off.

S4: The sound of trains.

T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?

Ss: No, we have no chance to hear that.

T: If there is a sound like this, what is it?

S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound.

T: Terrific! You are using a literary way to express the sound.

S6: When an earthquake happens.

T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?

S7: The earth is shaking . All the buildings will fall down.

S8: Many people will die. And perhaps many children will lose their parents.

T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures?

S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.

S2: From the picture of San Francisco,I can see that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large.

T: Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion.

Step III.Pre-reading

There are two questions in this part. Both are very interesting. The first one c

an more or less reveal the students’ values; while the second one can enlarge their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.

T: Now, let’s look at the pictures. What are the predictions of an earthquake?

S1: Before an earthquake animals will become nervous. Cows, pigs, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes.

T: Terrific! Where did you get this knowledge?

S1: From geography. I like it.

T: good. Sit down please.

S2: Madam, I don’t know the meaning of the picture with two women.

T: It doesn’t matter. You will know it soon after reading our text. OK. Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?

S3: I’ll take all my money. People can’t live without money.

S4: I will take as much water as possible. Because it is said that people can keep alive for nearly 7 days by drinking without any food

S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.

S6: I will carry my grandma. She is my most loved person in this world. She brought me up.

T: What a dutiful child you are! I’m very glad to hear that. Sit down please! It seems that all of you know what you should do during an earthquake. OK. Let’s read our text, and see what it tells us.

Step IV.Reading

In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. Ask them to pay attention to the first sentence of each paragraph. This can help them finish exercise3 in Comprehention. It is about the main idea of each paragraph. Then ask them to read the text again carefully to obtain some details. Before reading for the second time, show some questions on the screen, and let the students read the questions first. These questions can guide them to have a good understanding about the text. They can also make preparations for Exs1-2,which are about details.

Skimming

T: At first I’d like to read the text quickly to get the general idea of the article. While reading, you should pay attention to the sentence of each paragraph.

T: Have you got the general idea of the text?

Ss: Yes.

T: What is it?

S1: There is no quick answer to this question . Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?

T: Sure.

S1:OK. That’s easy. The main idea of the passage is some signs of the earthquake, and what would happen during the quake.

T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (Teacher writes the word on the blackboard ) Do you understand the meaning of the word?

Ss: No.

T: Sequence means the order of the events. It can tell us which event happens first, and which happens later. Do you know the sequence that is used in our text?

S3: Yes. At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.

T: Quite right! Now please look at the screen, these are the first sentences of each paragraph. Read them and think if they are the main idea of the text. If necessary, you may make some changes to make more exact.

Teacher shows the screen and gives a little time to think it over.

1.Strange things were happening in the countryside in the northeast Hebei.

2.The disaster happened and caused a lot of loss.

3. All hope was not lost.

Careful reading

T: Now, it’s time for us to read the text carefully. But before reading, you should read some questions first. These questions may help you get some information quickly and easily. Now look at the screen, and read the questions.

Show on the screen

1.What natural signs of a coming disaster were there?

2.Can you think of some reasons why these signs weren’t noticed?

3.What events probably made the disaster worse?

4.What situations probably made the disaster worse?

5.How were the survivors held?

Step V. Extension

Show the questions on the screen.

1.From whose point of view are events described? How do you know?

2.What is the mood of this passage? How is it created?

3.Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?

4.Why is the title A NIGHT THE EARTH DIDN’T SLEEP?

5.What does the sentence “Slowly, the city began to breathe again.” mean?

Answers:

1. He uses third-person to describe the quake. His description is very objective. For example, the second sentence in the third paragraph. The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.

2.The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.

3.Although the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting.

4.I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.

5.Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to the city. The city will not die, she has hope and she can recover from the pain.

Step VI Comprehending

Answers to E_1-3

1.1. C 2. E 3.B 4.D 5.A

2.1. The walls of the villages wells had cracks in them.

2 .Roads got huge cracks

3. Brick buildings were destroyed.

4. The army helped the survivors.

5. Shelters were put up for those with no homes.

3.1. Strange things were happening in the countryside in northeast Hebei..

1.The disaster happened and caused a lot of loss.

2.All hope was not lost.

篇3：高一英语教案

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.

篇4：高一英语教案

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

篇5：高一英语教案

教学准备

教学目标

掌握住列举的重点单词和句子

教学重难点

掌握住列举的重点单词和句子并能灵活运用

教学过程

Ⅰ.重点单词

1.________ vi.爆裂;爆发

n.突然破裂;爆发

2.________ n.事件;大事

3.________ n.废墟;毁灭

vt.毁灭;使破产

4.________ adj.极度的

5.________ vt.破坏;毁坏;消灭

6.________ vt. & vi. (使)震惊;震动

n.休克;打击;震惊

7.________ n. & vt.援救;营救

8.________ vt.使陷入困境

n.陷阱;困境

9.________ n.灾难;灾祸

10.________ vt.埋葬;掩埋;隐藏

11.________ n. & vt.损失;损害

12.________ n.裁判员;法官

vt.断定;判断;判决

13.________ vt.损害;伤害→________ n.伤害;损害→________ adj.受伤的

14.________ n.电;电流;电学→________ adj.用电的;带电的'→________ adj.与电有关的;电学的

15.________ vt.使惊吓;吓唬

→ ________ adj.受惊的;受恐吓的

→ ________ adj.令人恐惧的

16.____________ n.祝贺;(复数)贺词

→ _____________ vt.祝贺

Ⅱ.重点短语

1.a (great) number ________许多;大量的

2.dig ________掘出;发现

3.________ an end结束;终结

4.right ________立刻;马上

5.as ________仿佛;好像

6.________ ruins严重受损;破败不堪

7.think little ________轻视，满不在乎

8.tens ________ thousands of数以万计

9.be proud ________以……自豪

10.judge ________从……判断

11.be trapped ________陷入

12.be buried ________埋头于

13.put ________ shelters搭建避难所

14.get away ________离开

15.pay attention ________注意

Ⅲ知识点教案

EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).

burst with anger/ joy

勃然大怒

burst n.

突然破裂;爆发

a burst of laughter

一阵笑声

n.废墟，遗迹(常用复数形式);毁灭

be/lie in ruins

成为废墟;严重受损;破败不堪

EX.1 All the towns were/lay in _____ (ruin) after the earthquake.

vt.毁灭;使破产

ruin oneself

ruin one’s health/fame/future

EX.2过量吸烟损害健康，因此你应该戒烟。

Heavy smoking ruins your health, so you should give up smoking.

EX.3用ruin, destroy, damage填空：

① Her heart was slightly _______ as a result of her long illness.

② His life was ________ by drink.

③ The earthquake almost _______ all the bridges in this area.

3. injure vt.损害;伤害

______ n.伤害

______ adj.受伤的

________伤员

Exs.

①The soldier was ______ in the arm in the war.

②She was ______ slightly in an accident during the work.

③This bright light will do great ______ to your eyes.

④I was very much ______ at his words.

看例句再归纳：

1. I was shocked to hear that 17 people died in the explosion at a restaurant in Anhui.

2. I was shocked at the news that 17 people died in the explosion at a restaurant in Anhui.

3. I was shocked that 17 people died

in the explosion at a restaurant in Anhui.

excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…

6. trap

vt.使陷入困境

trap sb. into (doing) sth.

be trapped in

困在……中;陷在……中

EX.1警察设圈套使他讲出实情。

The police trapped him into

telling the truth.

EX.2对比练习

他陷入交通堵塞中，感到很无助。

1) He ___________ (trap) in the traffic jam and felt helpless.

2) When he __________ (trap) in the traffic jam, he felt helpless.

3) When __________ (trap) in the traffic jam, he felt helpless.

n.陷阱;困境

set a trap to do sth./for…

诱使某人做某事

fall into a trap

落入圈套

7. bury vt.

找出含bury的短语并翻译

① The army organized teams to dig out those who were trapped and to bury

the dead.

掩埋

② He has learnt to bury his feelings.

掩藏、隐藏

③ You’ll never solve your problems if you just bury your head in the sand----you have to face them.

bury…in…

把……埋到……里;使……沉浸于……

④ She buried her face in her hands and wept.

bury one’s face in hands

双手掩面

be buried in/bury oneself in

专心于;埋头于;沉浸于

EX.1对比练习：

他埋头学习，不知道他的同学们早已经离开了。

1. As he ____________ (bury) in his study, he didn’t know that his classmates had left.

2. As he __________ (bury) himself in his study, he didn’t know that his classmates had left.

3. _____ (bury) in his study, he didn’t know that his classmates had left.

4. ________(bury) himself in his study, he didn’t know that his classmates had left.

5. 8. right away

6.立刻、马上

7. =right now/ at once/in no time

8. by the end of到时候为止(常与_________连用)

9. EX.2 By the end of last month, he _________(learn) 3,000 English

10. words or so.

11. EX.3我会用爱迪生的一句名言来结束。

12. I’ll end up with a famous saying from Edison.

13. 10. Review

14. a (great/large) number of +(pl.) n.

15. the number of+(pl.)n.

16. EX.1 The number of foreign students attending Chinese universities_________ (be) rising steadily since 1990.

17. EX.2 ----The number of students are in

18. the dining hall now.(改错)

19. ----Yes. The number of students

20. _____ (be) about 400.(填空)

21. 11. Thousands of families were killed and many children were left without parents.

22. leave做使役动词，意为___________________

23. leave+宾语+宾补{doing sth.

24. {done

25. {to do sth.

26. {adj. / adv. /介词短语

27. EX.1 You shouldn’t have left water ___________(run).

28. EX.2 She ran away _____________________

29. _______________. (她跑开了，留下她的男友

30.一个人在雨中)

31. 12. It seemed as if the world was at an end!

32. → as if用于陈述语气中：

33. It looks as if it’s going to rain.

34. She closed her eyes as if she was tired.

35. → as if用于虚拟语气中：

36. 1). She behaved as if nothing ______________(happen).

37. →as if___________ “似乎要做某事”

38. 2). He opened his mouth as if _________ something. (say)

39. 12. It seemed as if the world was at an end!

40. → as if用于陈述语气中：

41. It looks as if it’s going to rain.

42. She closed her eyes as if she was tired.

43. → as if用于虚拟语气中：

44. 1). She behaved as if nothing ______________(happen).

45. →as if___________ “似乎要做某事”

46. 2). He opened his mouth as if _________ something. (say)

47. 13.Translate the following sentences:

48. 1). All hope was not lost.

49.

50. 2). Not everyone has passed the exam.

51. 3). I don’t want both the ties.

52.部分否定/半否定:

53. all/both/every... not...(not all/both/every…)

54.意为：______________________

55. EX.1 ________ people can understand you.

56. = _____ people can _____understand you.

57.并不是所有的人都能理解你。

全部否定：

no, never, none, neither, nobody,

nothing, no one, nowhere…

EX.2这两个男孩对我们都不粗鲁。

Neither of the boys is rude to us.

Ⅳ.巩固考点作文串记

One night, everything began ___________ (shake), with the pipes _________ (burst) and the electricity cut off. It seemed that the world was ______ an end. Some people were ______ (injure), some buried in the _______ (ruin) and some missing. Judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. But all hope was not lost, ________ soldiers were soon sent to help ______. With the help of the soldiers, everything returned to _______ (peaceful).

篇6：高一英语教案

教学准备

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.

篇7：高一英语教案

教学准备

教学目标

Teaching aims:

1) Get the students to master some important words, phrases and sentence patterns.

2) Enable the students to use the language points by themselves.

教学重难点

Teaching important points:

Master the usages of “more than , come up, over, be based on, present, a/ the number of”

Teaching difficult points:

present: v adj

教学工具

课件

教学过程

1 Do you know that there is more than one kind of English?

more than one不止一个

eg：

More than one girl in this school holds such a view.

more than one后跟___________,作主语时，谓语动词要用______。

more than

1). more than +num(数词) :over

She showed the visitors around the museum,_______________________________

___________________________________________(其建造花了3年多时间)

2)more than +n: not only

Music is more than just a sound--- it’s a way of thinking.

3) more than +adj/v : very

听到这个消息我很高兴。

____________________________________.

4) more A than B与其说B倒不如说A

与其说他聪明倒不如说他勤奋。

________________________________.

2. Yes . I’d like to come up to your apartment.

come up

1)走近，靠近

练一练：

他走近我问我去车站的路。

___________________________________________________________.

(2)(被)提出

In order to finish the task on time, a good piece of advice came up at the meeting.

误区警示：come up作“被提出”讲时是不及物动词短语，不能用被动语态。

拓展：

(1)Can you tell me how the accident came about?_____

(2)I came across my old classmate in the street.______

(3)The author’s new book will came out next week.________

(4)My dream has at last come true._______

(5)The doctor came up with a good idea at the meeting._____

3 So why has English changed over time?

Over: during

在过去的几年间，我的家乡发生了巨大的改变。

____________________________________________________________.

The girls sing songs over their work

4 It was based more on German than the English we speak at present.

base：vt建于…之上;以…为基础

用法：base A on B

A be based on B

One should always base his opinion on facts.

变为被动：___________________________________________________________.

Exercise:

她的结论是建立在科学研究的基础上的

_____________________________________________________________.

教学是以科学为基础的一门艺术。

Teaching is an art __________________________________.

at present =at the moment

o Mother is busy preparing dinner at present.

present (adj.)

1)现在的，目前的，可作前置定语

目前的形势________________________

2)出席的，在场的，可作后置定语和表语

出席的人们：__________________________

他出席了昨天的会议。

____________________________________________________.

所有出席会议的人都同意我的计划。

_____________________________________________.

o present (n.)礼物=gift

o present (vt.)

present v.赠送，提出，展现，

present sb. with sth.或present sth. to sb.

把…赠送给,颁发,授予

Eg. On his birthday, his friends____________________________(送给他一本书)

◆即学即练

根据括号中的汉语提示完成下列句子。?

(1)How many people _______________ (出席)at the meeting?

(2)The experts ___________________ (出席会议的)were from different parts of the world.?

(3)What is your_________________ (现在的住址)??

(4)The mayor ____________ (颁发) a silver cup to the winner next week.?

(5)What are you busy doing_______________ (目前)?

(6)He gave his mother__________ (一件礼物).?

5. For example, India has a very large number of fluent English speakers .

Today the number of people learning English in China is increasing rapidly.

a number of许多，后接______名词，作主语时谓语动词用_____.

The number of …的数量，后接_____名词，作主语时谓语动词用______.

1)去年许多人失业了。

_____________________________________________.

2)出国的人的数量正在增加。

___________________________________________.

随堂检测：单句填空

1 The film ___________(base) on a novel by Lu xun.

2 _________(actual), I am busy at the moment.

3 Many people believe the English _________(speak) on TV and on the radio is standard English.

4 The number of students _________(pass) the exam _____(be) increasing rapidly.

单句改错：

1 She came up a new idea a new idea at the meeting.

2 More than one person are against the plan.

3 I am sorry he is out at the present.

4 Basing on facts, the novel sells well.

Translation

1对于一个中国人来说，把英语说得和说英语的本地人一样流利是不容易的。

2一个原因就是英语的词汇量很大。

3去西方国家学英语的人数快速增加。

4很多人尽力充分利用每个机会说英语。

5我们都知道，说得越多，就越流利。：

连句成篇：用上面的句子，根据以下的提示写一篇小短文

对于中国人来说…….一个原因是…….为了更好的学好英语，近年来……此外…….因为众所周知……

Homework

Write a passage using the words ,phrases and sentence patterns that we have learn.

篇8：高一英语教案

一、教学目标

知识目标

1. Get students to learn some useful new words and expressions in this part.

2. Get students to read the play.

3. Let students learn the expressions of ordering food.

能力目标

1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.

2. Enable students to understand and act out the play.

3. Have students learn how to use the expressions to order food.

情感目标

1. Stimulate students’ interests of learning English by reading and acting this play.

2. Develop students’ sense of group cooperation and teamwork.

二、教学重点

1. Develop students’ reading and speaking skills.

2. Let students read and act the play.

3. Have students learn to use the expressions to order food.

三、教学难点

1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.

2. Get students to act the play.

3. Have students make a dialogue at the restaurant.

教学过程

→Step 1 Revision

1. Check the homework exercises.

2. Ask two students to retell the content of Act I, Scene 3.in their own words.

→Step 2 Warming up

We have learned that Henry got a letter from the two old brothers ,so please predict what will happen next.

→Step 3 Reading

1. Read the play fast to understand the gist and decide whether the following statements are true or false.

1)The owner looked down upon Henry when he noticed Henry’s appearance.

2)Henry asked for more of the same food because he is an American who like to eat a lot.

3)When Henry saw the million pound bank note, he was happy and proud of it.

4)The owner didn’t believe that the bank note was real and he asked Henry to get out of the restaurant.

2. Read the play carefully and do the following:

1)Answer these questions in small groups.

(1)Whose behavior changes the most during this scene? Give examples.

(2)What kind of person is the owner of the restaurant?

(3)Why do you think the owner of the restaurant gave Henry a free meal?

2)Pay much attention to the different attitudes towards Henry.

Before Henry shows his million pound bank note:

Owner Hostess Waiter

That one’s reserved.

Well, we will have to take a chance.

. . . if you pay the bill. . . My goodness! He eats like a wolf.

It’ll cost a tiny bit.

Again, everything?

What’s there to wait for?

After Henry shows his million pound bank note:

Owner Hostess Waiter

I’m so sorry, sir, so sorry.

Oh, please, don’t worry, sir. Doesn’t matter at all.

Just having you sit here is a great honor! . . . bow. . . Screams

And you put him in the back of the restaurant!

bow

. . . bow. . .

3. Retell the story:

With the envelope in hand, Henry decided to enter a restaurant for a meal. He ordered some ham and eggs and a nice big steak together with a tall glass of beer. The waiter told him the meal would cost him a tiny bit. After eating his first order, Henry asked for more of the same.

When Henry opened the letter, he found it was a million pound bank note. He was surprised but the owner and the waiter were shocked. The owner was not sure if it was genuine or fake. They couldn’t believe Henry who was in rags could be so rich. At last, the note was proved to be real.

After knowing that the bill is genuine, the owner thanked Henry again and again for his coming to his little eating place and even asked Henry to forget the bill . The owner, hostess and waiter all bowed together as Henry left.

→Step 4 Language points

1.order n. 要(叫)的菜 eg. May I take your order?

n. 顺序，次序 eg. The books are arranged in order of size.

n. 命令 eg. Soldiers must obey orders

v. 命令 eg. The officer ordered his soldiers to march

v. 预定，预购 eg. I have ordered a steak.

2.take a chance 碰运气

Eg. As for whether he will win the game or not ,we must take a chance .

Maybe true love is a decision, a decision to take a chance with somebody.

也许真爱只是一个决定，一个与某个人一起冒险的决定。

3. genuine adj 1)真正的，真实的，名副其实的;非人造的，非伪造的

Eg. Her wedding ring is made of genuine diamond.

她的结婚戒指是真正的钻石做得。

2) 真诚的，真心的，诚实的

My genuine friend is not such right?

我真正的朋友不是这样的对吗?

3. Well, I did hear that the Bank of England had issued two notes in this amount. . . Anyway, I don’t think it can be a fake.

我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样, 我觉得这不可能是假钞。

助动词do或其他形式does, did在肯定句中用于谓语动词前, 表示强调。例如:

I did tell him what I thought of.

我的确告诉过他我的想法。

can表示推测, 与主句中的not结合在一起, 表示“不可能”。例如:

It can’t be Jim. I know him too well.

不可能是吉姆, 我太了解他了。

5. But he’s in rags! 但是他穿得破破烂烂的。

介词in后面接表示颜色或衣物等的名词时, 意思是“穿着; 戴着”。例如:

The girl in green is a good friend of mine.

穿绿衣服的女孩是我的一个好朋友。

in rags衣衫褴褛

The old man in rags used to be very rich.

衣着褴褛的那位老人过去很富有。

6. As for the bill, sir, please forget it.

至于账单嘛, 先生, 请把他忘了吧。

as for: with regard to至于; 关于

As for you, you ought to be ashamed of yourself.

至于你, 你应该感到惭愧。

As for the hotel, it was very uncomfortable and miles from the sea.

至于旅馆呢, 非常不舒服, 而且离海边有好几里地

→Step 5 Acting

1. Ask students to listen to the tape and role play the text. Remind them to remember that Henry has an American accent while the owner, the hostess and the waiters all have British accents. Let them pay more attention to correct pronunciation and intonation.

2. Have as many groups as possible to act out the play in front of the class.

→Step 6 Speaking

1. Ask students to read Act Ⅰ, Scene 4 again and underline all the expressions used to order food. Read them aloud.

2. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.

WAITER/WAITRESS

Can I help you?

I’ll take your order in a minute.

Are you ready to order, sir/madam?

What would you like. . . ?

Enjoy your meal!

Here’s your bill.

Here you are. CUSTOMER

I’d like. . .

I’ll have. . .

Do you have. . . ?

What do you suggest?

I’ll have that.

The bill, please.

Can I have the check, please?

2. Suppose the situation: Now imagine you are having a good meal in a restaurant. Make a dialogue with your partner, who acts as a waiter/waitress.

3. Give several minutes for the students to prepare their dialogues in pairs.

4. Ask as many pairs as possible to present their dialogues to the class.

→Step 7 Extension

Many people are crazy about buying lottery tickets (彩票). What do you think of it?

● What kind of role do you think money plays in our daily life?

● Is money everything?

篇9：高一英语教案

Step I.Revision

Check the homework with the whole class.

Step II. Warming up

Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.

T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”

S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.

S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.

T: That’s too terrible.

S3: The noise when planes take off.

S4: The sound of trains.

T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?

Ss: No, we have no chance to hear that.

T: If there is a sound like this, what is it?

S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound.

T: Terrific! You are using a literary way to express the sound.

S6: When an earthquake happens.

T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?

S7: The earth is shaking . All the buildings will fall down.

S8: Many people will die. And perhaps many children will lose their parents.

T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures?

S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.

S2: From the picture of San Francisco,I can see that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large.

T: Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion.

Step III.Pre-reading

There are two questions in this part. Both are very interesting. The first one c

T: Now, let’s look at the pictures. What are the predictions of an earthquake?

T: Terrific! Where did you get this knowledge?

S1: From geography. I like it.

T: good. Sit down please.

S2: Madam, I don’t know the meaning of the picture with two women.

S3: I’ll take all my money. People can’t live without money.

S4: I will take as much water as possible. Because it is said that people can keep alive for nearly 7 days by drinking without any food

S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.

S6: I will carry my grandma. She is my most loved person in this world. She brought me up.

Step IV.Reading

Skimming

T: At first I’d like to read the text quickly to get the general idea of the article. While reading, you should pay attention to the sentence of each paragraph.

T: Have you got the general idea of the text?

Ss: Yes.

T: What is it?

S1: There is no quick answer to this question . Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?

T: Sure.

S1:OK. That’s easy. The main idea of the passage is some signs of the earthquake, and what would happen during the quake.

Ss: No.

T: Sequence means the order of the events. It can tell us which event happens first, and which happens later. Do you know the sequence that is used in our text?

Teacher shows the screen and gives a little time to think it over.

1.Strange things were happening in the countryside in the northeast Hebei.

2.The disaster happened and caused a lot of loss.

3. All hope was not lost.

Careful reading

Show on the screen

1.What natural signs of a coming disaster were there?

2.Can you think of some reasons why these signs weren’t noticed?

3.What events probably made the disaster worse?

4.What situations probably made the disaster worse?

5.How were the survivors held?

Step V. Extension

Show the questions on the screen.

1.From whose point of view are events described? How do you know?

2.What is the mood of this passage? How is it created?

3.Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?

4.Why is the title A NIGHT THE EARTH DIDN’T SLEEP?

5.What does the sentence “Slowly, the city began to breathe again.” mean?

Answers:

2.The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.

3.Although the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting.

Step VI Comprehending

Answers to E_1-3

1.1. C 2. E 3.B 4.D 5.A

2.1. The walls of the villages wells had cracks in them.

2 .Roads got huge cracks

3. Brick buildings were destroyed.

4. The army helped the survivors.

5. Shelters were put up for those with no homes.

3.1. Strange things were happening in the countryside in northeast Hebei..

1.The disaster happened and caused a lot of loss.

2.All hope was not lost.

Step VII Homework

课后反思：总体感觉上，本节课上得比较成功，心情愉快。基本上完成了教学任务。学生们不但对地震有了一定的了解，而且能用英语进行简单的描述。但是同学们在讨论、汇报、回答问题时词汇单一，句式多是中国方的英语。在今后的教学中要加强语句表达方面的训练。

篇10：高一英语教案

教学目标

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.

教学重点和难点

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

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.

篇11：高一英语教案

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?”

篇12：高一英语教案格式

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.

教学重难点

教学重点和难点

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):

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.

课后习题

课后作业

高一英语教案范文二：Friendship

(1)课题：Friendship

(2)教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法;Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友;Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事;Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。

(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading

The third period: Grammar

The forth Period：Listening

The fifth period: Writing

(4)教学目标：

①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.

②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友; 2. 结交网友;3. 观点交流;4. 善不善交朋友; 5. 朋友的重要性。

③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的.理解，以及如何正确交友，处理朋友之间发生的问题等。

(5) 教学重点和难点：

词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

重点语法项目：直接引语和间接引语的互相转换

难点：Understand the real meaning of friends and friendship;

Discuss the answers to the questions (Reading);

How to teach the Ss to master the usage of Direct Speech and Indirect

Speech(Statement and Questions).

(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation

(7) 教学煤体设计： A projector and a tape recorder.

(8) 教学过程：

Period One：Speaking (Warming Up and Pre-Reading)

Aims

Talk about friends and friendship.

Practise talking about agreement and disagreement.

Step I Revision

Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.

T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

Step II Warming up

T: / think most of us have some good friends. Do you know why people make friends with one another?

Step III Talking(WB P41)

First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.

T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.

1 Do you agree with her?

2 What do you think of people from foreign countries?

Agreement Disagreement

I think so, I don't think so.

I agree.I don't agree

That's correct.Of course not.

That's exactly my opinion. I'm afraid not.

You're quite right. I don't think you are right.

Step IV Speaking(B P6)

First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.

At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will

A. ask him / her to pay back as soon as possible; or you'll end the friendship.

B. ask him / her to pay back if he / she has.

C. tell him / her not to return it.

2. Your friend said your bad words behind you. You will

A. ask him / her to say sorry to you , or you'll stop your friendship.

B. excuse him / her and forget it.

C. ask others to tell him / her that he/she is wrong.

3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will

A. tell him your parents ask you to do homework at home.

B. tell him / her a lie that you are ill.

C. say sorry to him / her and plan to meet him / her another time.

4. You borrowed a bike from your friend, but you had it stolen. You will

A. buy a new one which is the same as his / hers.

B. just tell him / her you had it stolen.

C. say sorry to him/her and buy him/her an old one

After they finish choosing the answers, show the scoring sheet on the screen.

Instructions:

2-5 A fair-weather friend

Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.

You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.

6-11 A school friend

You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.

12-17 A best friend

You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.

18-21 Forever friend

You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.

课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

高一英语教案范文三：伟大的妇女

Ⅰ. Teaching Basis (教学依据) ：《普通高中英语新课程标准》

Ⅱ. The Type of the Text (课型) ：Revision (复习课)

Ⅲ. Teaching Methods(教学方法): Question-based method(提问式)，Group discussion

method(小组讨论法)，Cooperative learning(合作探究)，Practicing(练习).

Ⅳ. Teaching Aids (教学手段) ：Multimedia computer(多媒体电脑)，Learning

paper(导学案)，Blackboard(黑板).

Ⅴ. Teaching Aims(教学目标) ： ①Knowledge aims(知识目标):

words: achievement, specialist, organization, hard-working, confident….. phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., It is/was+….+that…. grammar: Subject-verb agreement.

②Ability aims(能力目标): Develop the students’ ability to use the important

language points, enable students to describe people using the adjectives.

③Emotional aims(情感目标): Encourage the students to think about what makes a

person great.

Ⅵ. Teaching focuses(教学重点)：Get the students to review and consolidate what they

have learned in this unit.

Ⅶ. Teaching difficulties(教学难点)：Get the students to turn what they have learned into

their ability.

Ⅷ.Teaching procedure(教学过程)： Step 1 复习学案情况反馈(1分钟)

Step 2 lead-in ：通过图片展示的方式，过渡到知识竞答类节目《一站到底》，本节课也将模仿这种模式授课。依次介绍本节课的竞答规则：

本此活动分为五轮淘汰赛，全班共八个小组，每个小组推荐一名选手(作为本组站神)进行参与:

→→第一轮采用记单词的方式，进行车轮大赛，最终淘汰掉一个小组，剩余七个小组成功晋级第二轮，成功晋级的小组将获得5分，加入到本组的总量化分数中;

例：

1. n.成就，功绩 _______________________ 7 .n. 巢，窝 ________________________

2. n.福利，福利事业 _________________ 8..n. 联系，关系，结合，纽带_________ 3. n,项目，工程，规划 _________________ 9. n. 观察，观测，遵守 ______________ 4. n.学会，学院，协会 _________________ 10. n. 童年，幼年时期 ________________

„„„.

→→第二轮节采用记短语的方式，在成功晋级的7个小组中进行车轮赛，最终淘汰掉两个小组，剩余5个小组成功晋级第三轮，成功晋级的小组将获得的分数为上一轮得分的二倍(即5_2=10); 例：

1.过着…的生活 ____________________ 6 .离开，启程，出发 ________________ 2.涌上心头，涌入脑海 ______________ 7.藐视，瞧不起 ___________________ 3.查阅，参考，谈到 _______________ 8. 碰巧，凑巧 ___________________ 4.偶然遇见，碰见 ________________ 9 继续，坚持 ____________________

„„„

→→第三轮采用背诵句子的方式，在成功晋级的5个小组中进行车轮赛，最终淘汰掉三个小组，剩余两个小组成功晋级第总决赛，并且这两个小组均获得一次免答权，这两个小组将获的分数为上一轮得分的二倍(即10_2=20); 例：

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。

She (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;

back to the place we left the family sleeping in a tree (3)简预先提醒我们，到下午的时候我们就会又脏又累，她说对了。

(4)她母亲头几个月来帮过她的忙，这才使她得以开始自己的计划。

begin her project.

(5) 比方说，她的一个重要发现是黑猩猩猎食动物。

was that chimps hunt and eat meat. „„„

→→第四轮为复活赛，在前三轮车轮赛中被淘汰的6个小组，均可获得一次复活机会，但是复活赛的要求非常苛刻，每个参赛的小组必须能够正确背出随机指定的3个句子，8个短语，10个单词，如能成功过关，将直接晋级总决赛，但不享有免答权;假如没有成功过关，所有分数将清零。例：

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。

speakers.

A. go on B. carry on C. carry out D. work on

3. The new equipment ________ the disabled during the Beijing Paralympics. A. was intended for B. was intended to C. intended for D. intended to

4. He was an ________ poet at that time and his _____ poems spread through all the country. A. inspired;inspired B. inspiring;inspired C. inspired;inspiring D. inspiring;inspiring

She (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;

„„„

注意事项:(1)小组加分不累计。

(2)前三轮车轮赛中，每次选手必须更换，从第四轮开始可自由安排,各

小组相互监督，如有违规取消其参赛资格及所得分数。

(3)每轮车轮赛中间设1-2分钟准备时间。 (4)参赛选手在准备时间内抽取答题顺序。

设计意图:(1)增加学习的趣味性，提高学生的参与度，提高课堂效率。 (2)培养团队协作能力，增强竞争意识。

(3)尝试一种新的模式，改变英语课堂的沉闷现状。 Step 3 Summing up (总结)：

Step 4 Homework :(1)写作专题突破, 根据提示用英语写一篇介绍宋庆龄的短文。

(2)Review and summarize what you have learned in Unit 1. (3)Preview the next unit.

Step 5 Blackboard Design (板书设计)：

back to the place left the family sleeping in a tree (3)简预先提醒我们，到下午的时候我们就会又脏又累，她说对了。

and she is right.

1.与某人联系______________________ 2.计算出，得出 _____________________ 3.大胆的说，直率的说______________ 4.迫不及待做某事____________________ 5.获得博士学位____________________ 6.为了某人 _________________________ 7.为什么不呢______________________ 8.大学入学考试(高考)______________ 1 .vt&vi. 举动，表现________________ 2 .vt. 观察，观察____________________ 3. vt&n. z尊敬，尊重，敬意_________ 4 . vt&vi.讨论，争辩，辩论___________ 5. vt.鼓舞，激发，启示_____________ 6 .vi.谈到，查阅，参考_______________ 7. vt,计划，打算 _________________ 8.vt 递送，生，接生，发表___________ 8.adj.直言的，坦诚的_______________ 10. adj.值得的，值得做的______________

……….

→→第五轮为总决赛，所有进入的总决赛的小组，将随机抽到一个单选题目，请在20秒的时间内给出答案，并进行解释说明，如果回答错误将直接被淘汰。直到剩余最后一个小组，最后的胜利者的小组将获得“站神”的称号，并将获得全场分40分。

篇13：高一英语教案课件

教学目标

教学目标：

1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .

2.To learn by ourselves and cooperate with each other.

3.To be a hard-working，and practical student.

教学重难点

1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .

2.To learn by ourselves and cooperate with each other.

3.To be a hard-working，and practical student.

教学过程

一.必考单词速记

1.事实 n. ________________

2. (电脑)操作员,接线员__________

3. 性格;特点 ______________

4.科技;工艺 _______________

5.目标,目的 n. ______________

6. 出现;发生vi. ______________

7. 解决;解答vt. _______________

8.类型,打字 v.& n.____________

9.发信号 vi.& n ;信号._________

10.无论如何,即使如此adv. ______

二.写出下列单词的变化形式

1. operator n. 操作员; 接线员

→_____________v. 操作; 经营

→____________n. 操作; 经营

2. technology n.工艺; 科技; 技术

→_______________ adj. 科技的

3. intelligence n.智力; 聪明; 智能

→_________adj.智能的; 聪明的

4. appearance n. 外观; 外貌; 出现

→________________vi. 出现

5. application n. 应用; 用途; 申请

→_______________v. 应用; 申请

→___________n. 申请人; 求职者

6. explore vt.& vi. 探索; 探测

→___________n. 探险家; 勘探者

→_____________ n. 探索

7. personal adj. 私人的; 个人的;

→________adv. 就个人而言; 亲自

→_________n. 个性; 人格;

三、用所给词的适当形式填空

(1)Can you say dolphins are much more ____________than other animals?

Well, they are animals of high _____________. (intelligent)

(2) She expressed her _________ opinion yesterday. ____________ speaking, I agreed with what she said. (personal)

(3) Any ___________ who would like to _____________ to become an

assistant in our company should send us an ___________ .(apply)

四、语境助记——词不离句，句不离段

With the electronic technology revolution going on，simplified calculation is solved in the application on finance by universal exploration. Our goal of making life happier is certain to be realized through man's intelligence.

五、翻译下列必背短语?

1.在某种程度上_______________

2.依…看;据…认为_____________

3.从…时候起 _______________

4.结果 _______________

5.处理;安排;对付 ____________

6.弥补,补足;整理,编造_________

7.毕竟_______________?

8.看守,监视 _______________

9.在……帮助下_______________?

六.根据句子意思写出单词的正确形式。?

1.With the most difficult problem _____________(solve),I went to Qingdao for a good rest.?

2.With so many problems _____________(arise) unexpectedly, the manager was at a loss about what to do next.?

3.The team e_____________ the mountain for gold, finding nothing valuable there.

4.The policeman s__________ to the car to stop.?

5.They took turns to________(看守) their clothes while they were swimming .

6.________________(从现在起), I will spent too much of my time in writing _______________(以致于) I will no longer have time ______________(处理) those interpersonal relationships

七、单元考点作文串记(根据提示翻译句子)

1.近来，高智商(intelligent)的机器人出现(arise)了。

_______________________________________________________________

2.有些可以打字、发信号(signal)。

_______________________________________________________________

3.有些能处理(deal with)一些重要事情。

_______________________________________________________________

4.在某种程度上说(in a way)，电脑改变了我们的生活。

_______________________________________________________________

5.许多学生对电脑如此着迷以至于(so ... that ...)在电脑上花费了太多的时间。

_______________________________________________________________

6.部分学生在考试中失败。

_______________________________________________________________

7.但不管怎么说(anyhow)电脑在我们的日常生活中起很重要的作用。

_________________________________________________________________________

篇14：关于职业高中英语教案高一

一、教学内容 Pre-reading; Reading; Comprehending

二、教学目标

在本节课结束时，学生能够

l 认识节日的分类以及节日对人们生活的影响，从更深入的层面理解各国节日的意义。

l 运用略读(skimming)、找读(scanning)、细读(careful reading)等阅读技巧来掌握篇章中心内容，获取阅读文章中的关键信息。

l 根据上下文，理解本课的生词、词组，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。

三、教学步骤

步骤一略读(skimming)

1.学生看Reading中的图片和标题，两人一组讨论阅读材料中将介绍什么信息，完成Pre-reading的练习2。鼓励学生在班内发表个人的见解。

2.老师指导学生快速浏览文章中的小标题和每个自然段的首句，了解文章大意，即不同的节日或庆典类型代表着不同的含义，有些是纪念死者的，有些是纪念人士的，有些是庆祝冬天的结束春天的播种、秋天的丰收、以及猎人猎到猎物等等。

设计意图：快速浏览图片、标题信息、文章中的小标题和每个自然段的首句进行略读，可以使学生在较短时间内准确地找到文章的基本信息。

步骤二找读(scanning)

1.老师先让学生看“理解”中的练习1，了解节日的分类，老师可做必要的解释。

设计意图：学生在把握了节日的分类后，他们在完成下列各环节时更有针对性。

2.让学生带着练习1中的任务通读一遍课文，重点阅读和练习有关的内容，快速找出练习所要求的基本信息。

设计意图：通过找读，学生带着任务就可以快速获得练习1所要求的关键信息。

3. 在老师的指导下，全班合作填写练习1表格中的第一行。然后，老师要求学生独立完成余下的三行表格的填写。学生完成表格的填写后，老师作点评。

设计意图：学生在第一环节中完成了节日的分类、第二环节中找到了练习1中的关键信息后，学生在本环节进一步整合信息，完成练习1表格的填写。

步骤三细读(careful reading)

1. 学生仔细阅读课文，独立完成Comprehending中练习2的问题1~3，然后请几个学生回答，最后全班核对答案。

设计意图：练习2中的问题1~3较4~5简单，通过细读全文，学生能够独立作答。

问题1~3的参考答案：

1) Festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.

2) Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.

3) At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.

2. 学生4人一组讨论问题4~5，然后每组选出一名代表，汇报讨论结果，最后老师给予指导并得出尽可能一致的意见。

设计意图：问题4~5是开放性的问题，通过讨论，学生可以根据文章的线索进行推理，根据已有的知识和经验得出问题的答案。在汇报中，学生就能够分享彼此的成果。

问题4~5参考答案：

1) It is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while.

2) The Chinese, Japanese and Mexican festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors’ tombs.

步骤四归纳内容、对比

完成练习3~4的深层次的阅读理解任务：

老师要求学生探讨课文的整体结构和细节，从每个自然段中找出练习所需的具体的例证。然后老师指导学生完成表格的第一行。学生仿照第一行的填写方法，完成表格其它行的填写。在老师帮助下全班同学一起核对答案，力争取得较一致的意见。

设计意图：通过本环节的学习，学生能够体验归纳、总结、对比的学习过程，同时，为完成后续的写作任务做铺垫。

步骤五解决阅读中学生遇到的困难

老师要求学生朗读课文。然后4人一组根据上下文讨论在阅读中遇到的难以理解的单词和词组，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等，先是组内探讨解决，组内解决不了的，老师给予帮助。

设计意图：解决阅读中的障碍，培养学生根据上下文进行猜词的能力。

步骤六归纳整理、复述课文

1. 老师事先用投影呈现出本课信息图，学生在老师的引导下，共同完成信息图中的信息填写，选一名学生填写投影中的信息图(可用词或短语)。然后学生根据“信息图”用自己的话复述课文：

设计意图：教学生如何处理和加工信息，检查学生对课文中的主要信息、事实、情节要点等是否清楚，训练学生灵活运用所学语言表达自己的思想。

步骤七作业

让学生把复述的内容写成短文。

设计意图：进一步加强学生对课文中主要内容的掌握，培养学生写summary的技巧。

篇15：关于职业高中英语教案高一

教学准备

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

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.

关于职业高中英语教案高一范文

篇16：关于职业高中英语教案高一

教学目标

通过本单元教学，使学生掌握有关提出建议或忠告的句型，对他人的一些具体问题提出自己的建议或忠告。复习有关看病的用语。通过对课文的学习，了解有关营养与卫生方面的基本常识，描写中国食谱与西方食谱之间的差异及优势。

1.重点词汇

examine;advise;contain;score;scores of;discuss;cause;suggestion;in (the)future;be rich in;put on weight;at the end (of);lose weight

2.重要句型

1)I advise you not to eat fruit that isn't ripe in future.

2)The result is that many of them become fat.

3)There is as much sugar in it as eight pieces of sugar.

3.语法

学习英语中提出建议和忠告的句型

4.日常交际用语

a. Seeing the doctor：

1)What can I do for you? What was the matter?

2)Lie down and let me examine you.

3)I've got a pain/cough/headache.

4)I don't feel well.

5)There's something wrong with……

6)Take this medicine three times a day.

7)Drink plenty of water and have a good rest.

8)Take two pills now and two more in four hours'time.

b. Making suggestions and giving advice

1)You'd better have a good rest.

2)I advise you to do something.

3)I advise you not to do something.

4)I suggest that you do…

5)Why not do…?

6)Why don't you do…?

教学建议

写作建议

1.首先让学生们写在练习本上，然后与同组讨论，互相交换议建议。

2.谈论书中所给出的几个题目，练习学生们看病的用语。如：

I've got a pain/ There's something wrong，/I feel terrible./ I don't feel well，so on.

课文建议

Step1本篇课文是有关健康饮食的话题，通过对比中西方饮食的对比，让学生们能够对课文的了解，教师列表写在黑板上。(略)

Step2通过阅读，让学生掌握一些饮食的名称，如What's your favorite food?

duck/ chicken/egg/peanuts/jiaozi/noodles/chocolate/cream/cakes/potato crisps/butter，etc…

听力建议

Step1.Preparation for listening

让学生们准备去听听力，首先让他们看P121页的练习，使学生们能够了解练习的大概内容。

Setp2.每一道题先放一遍，提问学生们是否听懂，大概的内容是什么。然后再放两遍，让学生们单独去做练习。

Setp3.让学生们能够重复每一段小故事。如：Ex1.

I was in a chemistry lesson. I was carefully looking at something on the lab table and my hair caught fire. Luckily I wasn't badly hurt .Next time I'll tie my hair back before I go into the lab. Long hair can be dangerous

重点难点讲解

辨析pain与ache

相同点：两者都表示疼痛。不同点：

pain要注意以下三个方面：

① 表示身体某部位不适时，属于可数名词;

I've a pain in my back. 我后背有点疼。

② 表示精神上的痛苦时，属于不可数名词;

He gave his mother much pain by failing all the subjects. 他所有的考试不及格使他妈妈很痛苦。

③作“努力”、“辛苦”讲时，只用复数形式，但不能用many，few修饰。

No pains，no gains. 不劳则无获。

ache表“疼痛”时，其主语是身体的某部位，而不是“人”。

My legs ache. = I have pains in my legs. 我脚疼。

注：head，tooth，stomach(胃)与ache一起构成复合名词，如：headache(头疼)，但leg，foot，hand，forehead不行。

辨析asleep，sleepy 和sleeping

相同点：这三个词都具有形容词性质。不同点：

asleep意思是“睡着了，它是表语形容词，在句中只能作表语或宾语补足语，不能作定语。

The teacher found Tom asleep in class and kept him behind after school.

老师发现汤姆在课上睡着了，放学后把他留了下来。

sleepy意思是“想睡了”但并没有睡着。它可以在句中作定语。

I'm sleepy and I'd like to go to bed.老想睡了，我去房间休息了。

sleeping意思是“正在睡觉”。它可以在句中作定语。

They woke up the sleeping girl and asked her where her parents were.他们把那位正在睡觉的女孩叫醒，问她父母在哪儿。

辨析diet与food

相同点：diet，food都可作“食物”解。不同点：

diet指的是习惯的食物或规定的食物，特指维持健康的定量或定质的食物，如病人的疗养饮食。

The doctor has ordered me a special diet.医生给我安排了特殊的饮食。

注意：diet是可数名词，常与不定冠词a连用，如：

food是一般用法，凡能吃喝的具有营养的东西都称food. food是不可数名词，但在表示食品的种类时，可以用复数。

The doctor put him on a diet after operation.手术之后，医生规定了他的饮食。

Too many sweet foods will make you fat.太多的甜食会使你发胖。

辨析in the future 与 in future

相同点：这两个短语都表示“在将来”的意思，一般可以互换。不同点：

1)in future (= from now on)强调“从今以后/今后”，如：

Don't do that again. Be more careful in future. 别再那样做了，今后更要注意。

2)in the future (=time that has not come yet)侧重表示“将来某个时候/将来”，不一定就是从今立即开始，与in the past相对。

My sister wants to be an actress in the future. 我妹妹将来想当演员。

辨析 too much 与 much too

1)much too具有副词功能，作程度状语，常用来修饰形容词或副词原级，意为“实在太，非常”。它不能修饰动词。

It is much too expensive. 这实在太贵了。

2)too much具有形容词、名词和副词的功能，可用作主语、宾语、表语、定语或状语，意为“太多、过多、过分、太厉害”。中心词为much，too用于修饰much，表示程度，用以加强语气。其用法可以归纳为以下几种：

a. 用作形容词，修饰不可数名词;

b. 用作副词，修饰动词，作状语。

c. 用作名词，后常与of连用。

d. 用作代词;

e. 一般不单独用在be动词之后，但可用在 “be too much for sb.”结构中，表示“对某人来说太难了(受不了)”。例如：

1)There was too much noise.(√)The noise was too much.(×)噪音太大了。

2)She is afraid the rip will be too much for her. 她怕受不了旅途的劳累。

3)You are asking for too much.你要的太多了。

4)Jack thinks too much of himself.杰克太自以为是。

It cost him too much. 他付出的代价太大了。

辨析advise和suggest

相同点：这二个动词都是提出建议和忠告，后面同时可接如下用法：

1)可接名词：He advised / suggested a rest.他建议休息一下。

2)代词：They advised / suggested nothing to us.他们对我们没有什么建议。

3)动名词：Tom advised / suggested sending for a doctor at once.汤姆建议立即叫医生。

4)that引导的宾语从句(that从句中用should+动词原形，should可省略，意思相近)。

I advised / suggested that he (should)eat more fruit.我建议他应多吃水果。

不相同点：

advise可以接宾语+不定式短语或疑问词引导的不定式短语，而suggest不能这样用。

The doctor advised me to rest for a week.医生建议我休息一星期。

I suggested to hold a meeting (×)

I suggested holding a meeting.(√)

John suggested us to go for a walk.(×)

John advised us to go for a walk.(√)

辨析die of 与die from

相同点：两者含有“由于……而死”之意，后均接名词或动词-ing形式。在因外界环境影到体内或疾病，衰弱，年迈而造成的死亡时，两者可互换。

He died of/from overeating/hunger/cold /illness.他因为消化不良/饥饿/寒冷/疾病而死亡。

不同点：

die of 可用来表示因内在感情而造成的死亡，或因直接原因导致死亡，常用于以下情况：

die of cancer/a cold/a fever/old age/sorrow/love

die from用来表示非人体的而是环境污染，事故等造成的死亡，或者说因间接原因导致死亡，常用以下情况：

die from polluted air /an accident/drinking too much/ a wound因污染的空气/事故/饮酒过度/受伤而死

分析句型as much /many as…

作“多达……程度”解。所涉及的数量如果是可数的，则用many，如果是不可数的，则用much，如：

You can eat as much as you like.你爱吃多少就吃多少。

Here are plenty of magazines. Take as many as you want. 这里有大量的杂志，你要多少拿多少吧。

分析discuss用法

vt.讨论，商量，商讨

1.+疑问词+to do

We'll discuss when to hold the sports meeting.我们将讨论什么时候开支运动会。

2. +从句

We discussed where we should go.我们讨论了我们该上哪儿去。

n.讨论，议论

We had a long discussion about the question.关于这个问题我们讨论了很长时间。

cause much discussion 引起议论

be under discussion 在讨论中。

1.When playing football or basketball，you might be using 400 calories an hour.

这句是状语从句中省略了主语和动词be.在表示时间、地点、条件、方式(比较)或让步等的状语从句中，如果谓语含有动词be，主语又和主句的主语一致，或其主语是it，那么从句中的主语和谓语的一部分(尤其是动词be)往往可以省略，如：

连词+V-ing

When (she was)walking along the river，she met the stranger.

连词+V-ed

He won't come unless (he is )invited.

连词+adj/adv

The news will change all our plan，if (it is )true.

另外，在比较状语从句或方式状语从句中，可根据需要省略相同的成份。

You can jump much higher on the moon than (you jump)on the earth.

2.What food do you think is healthy and which is unhealthy?

该句为“特殊疑问词+do you think+其他部分构成的，用以征询对方的看法或推测等。其中的do you think 是插入语，并不影响全句结构。可以用于这一结构的动词还有believe，imagine，suppose等，如：

Who do you think has got the first prize? 你认为谁获得了第一名?

Which do you suppose will be taken away next? 你认为接下来被拿走的是哪一个?

但是当think，believe，imagine，suppose等用在“think+宾语+to be”结构时，要慎重选择who(主格)或whom (宾格)，试比较：

1)Whom do you think to be the best in our class?你认为谁是我们班的学生?

2)Who do you think will be our English teacher next term?你认为下学期谁会当我们英语教师?

句1为“think sb. to be”结构，是对sb.表示疑问。

句2是对I think 后宾语从句的主语表示疑问。

表示建议和提出忠告的方法

“建议”可以包括两个方面，即表示建议对方做某事和表示建议对方和自己一起做某事，第二种情况在现代汉语中可用“咱们”这个人称代词。“建议”有许多表达方法，有直接了当地提出自己的想法，也有转弯抹角地暗示自己的想法;有随时想起的提议，也有经过周密思考提出的建议。表达“建议”的常用方法有：

1)用“Let's” 开头的祈使句后面接动词原形，建议对方和自己一起做某事，句尾常常加 “shall we?”，“OK” 等用于征求对方看法的词语，从而使语气缓和得多。例如：

Let's cross over here while the light's green.

Let's call it a day now，OK?

Let's go upstairs，shall we?

“Let's…，shall we?” 句型可以和 “Shall we…?” 换用，肯定回答常用 “Yes，let's…” .例如：

—Shall we listen to some music? —Yes，let's listen to some.

2)用 “Why don't you…” 句型建议对方做某事，可缩略为 “Why not…?”。例如：

Why don't you sell the car if you need money?

Why not look in the local paper?

3)用“How/ What about…?” 句型，表达非正式的建议，征求对方意见，多数情况下建议对方和自己一起做某事。例如：

How about a trip to the beach on Sunday?

What about coming across the road for a break?

4)用suggest，suggestion等词汇表示比较正式的建议，在会议和讨论中使用较多，也常用于书面语中。例如：

I suggest a meeting with the new members.

I suggest trying it once more.

I suggest (that)we (should)take the night train.

“劝告”偏重于为对方着想，替对方出主意、想办法，或者是长辈对晚辈、师长对学生、有经验的对无经验的人讲应该做什么或怎样去做。表达“劝告”的常用方法有：

1)“You'd better….”句型表达随便的劝告，口语中有时省略had和主语you.例如：

You'd better take an umbrella. It's going to rain.

Better do it yourself. It's no good depending on others.

2)用should，ought to，might，could 等情态动词表达责任和义务。例如：

—Please tell me which courses to take in the first term.

—Well，you could take a history course. You might also take art course. You should certainly take a language course.

3)用advise，advice 等词汇。例如：

I strongly advise you to see the doctor.

My advice is： Go to the doctor right now

篇17：人教版高一英语教案

Unit 1 Good Friends

Teaching aims and demands:

a. Achieve language skills and related knowledge about the topic of friends and friendship;

b. Learn to express likes and dislikes and make apologies:

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Direct and indirect speech

Lesson 1

Step 1 Presentation and discussion (warm-up)

Put some new words on the blackboard and tell them something about a friend.

Kind honest brave loyal happy wise strong

beautiful handsome rich smart funny

Then ask some questions around the class and discuss with them.

What should a good friend be like?

What qualities should a good friend have?

Should they be funny, smart and strong?

Step 2 Reading

Ask the students to read the dialogue in the part SPEAKING. Ask some questions:

1.What doesn’t John like?

2.What does Joe think of music and skiing?

And then fill in the form on page 3.

Then ask the students to express their ideas freely. Encourage the students to say more about friends.

Step 3

Listening

Ask the students to listen to the tape and fill in the blanks in the listening part.

Step 4 Talking/Practice

Ask the students to page 85. Make a similar dialogue as in exercise 2.

Some useful expressions :

Why did you…? Why didn’t you…? You said that you would…

Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.

Step 5 Homework

Finish Exercise 3 in the workbook.

Lesson2

Step1 Revision

Ask several students to present a speech about friends as a revision.

Step 2 Pre-reading

Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.

Step 3 Reading

Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.

Then students read the text, and answer the following questions.

1.How does Chuck Noland come to a deserted island?

2. In order to survive on the island alone, what does he need to learn?

3. What does he understand at last?

4. For us, what lesson we can learn from Chuck?

At the same time explain the language points if necessary.

Step 4 Post-reading

Discuss the following questions in the Part POST-READING.

Step 5 Homework

Prepare a talk about Tom Hanks or something about one of his film.

Lesson3

Step 1 Revision

Get the students to give a talk about Tom Hanks or something about one of his films.

Step 2 Language Study

Ask the students fill in the blanks with proper words.

Step 3 Grammar

Illustrate to the students the use of Direct and Indirect Speech.

Then ask the students to do the exercise in the Part Grammar on P5.

Step 4 Practice

Ask the students to act the exercise2 in the part Grammar out.

Step 5 Homework

Ask the students to finish the exercise2 in their workbook.

篇18：人教版高一英语教案

Unit 2 English Around the World

Teaching aims and demands:

a. Achieve language skills and related knowledge about the language of English;

b. Learn to communicate when in language difficulties:

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Direct and indirect speech

Lesson1

Step 1 Presentation

Get the students have an general idea about the differences between American and British English by playing a tape of various people’s talking. Ask them what countries they think these people come from.

Step 2 Warming Up

Get the students to look at the picture and ask the questions: What do you think Joe is looking for in the bathroom? Why can’t he find it?

Step 3 Reading

Ask the students to read the dialogue carefully in part 1. Then get the students to think: What is it that causes the misunderstanding between Joe and the landlady, Nancy? If necessary, explain some language points.

Step 4 Speaking

Ask the students to read the dialogue in the part SPEAKING to learn more differences between the British and American English. Then complete the following sentences as well.

Step 5 Practice

Ask the students to make a similar dialogue.

Step 6 Listening

Listen to the tape and fill the blanks in the part LISTENING.

Step 7 Homework

Finish exercise1 on page 91 in the TALKING part.

Lesson2

Step 1 Revision

Check the homework.

Step 2 Presentation

Show the students some pictures in different situations in order to get them know everywhere English is needed.

Step 3 Reading

Ask the students to read the text. And find the topic sentence in each paragraph.

Step 4 Post-Reading

Ask the students to answer the questions in the part POST-READING. If necessary, explain some language points. Then according to what they have read, get them to fill in the blanks in the following exerecise2.

Step 5 Homework

Finish exercise in the part PRACTISING in their workbooks..

Lesson 3

Step 1.Revision

Check the home work.

Step 2 Word Study

Ask the students to match the words on the left with their meaning on the right.

Step 3 Grammar

Ask the students to say something about the differences between a command and a request. Then tell which is a command and which is a request.

Step 4 Practice

Let the students to change the sentences into Direct Speech. And then finish exercise 3 in the same part.

Step 5 Workbook

If times permits, ask the students to finish the exercise2 in their workbooks in part Grammar.

Step 6 Homework

Review the last part what is Direct Speech and what is Indirect Speech.

Lesson 4

Step 1 Revision

Check the homework. by doing exercise 1 in part Grammar in the workbook..

Step 2 Presentation

Play a tape of various people’s talking. Ask which is from England and which from America. How do they tell? In this way draw the students’ attention to the difference on the pronunciation.

Step 3 Reading

Ask the students to read the text and be prepared for one question how come the difference between the American English and the British English. Explain some language points if necessary.

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