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篇1：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2：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.
篇3：人教版高一英语教案
教学准备
教学目标
a. 重点词汇和短语
realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, focus on, a great deal, scores of
b. 重点句式
There are so many ... that it would be impossible to ... P1
People became focused more on ... and less on ... P2
If the rules of perspective had not been discovered, people would not have been able to paint ... P2
教学重难点
a. 重点词汇和短语
realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, focus on, a great deal, scores of
b. 重点句式
There are so many ... that it would be impossible to ... P1
People became focused more on ... and less on ... P2
If the rules of perspective had not been discovered, people would not have been able to paint ... P2
教学过程
Teaching procedures:
【写一写】
(Some pictures are given to the students to learn some about western paintings)
写出所有相应关于作品的英语名称
_____________________________________________________________________________________________________________________________________________
【想一想】
Which style of paintings do you prefer, western or Chinese? Why?
_____________________________________________________________________________
【skimming】Skim the text and complete the main idea of it.
The text mainly tells us _____ of the major movements in ________ art over the centuries.
绘制时间轴
课文P3---exercise 1
【判一判】
1. Western art has changed very little over the last seventeen centuries.
2. Painters in the Middle Ages did not use perspective.
3. Impressionists painted landscapes.
4. You cannot recognize any object in abstract modern art.
5. In the Renaissance most artists painted indoors.
6. Abstract art is still art style today.
【选一选】
Choose the best answer.
1. According to the text, art is least influenced by ________.
A. social changes
B. the way of life
C. the development of agriculture
D. beliefs of a people
2. When did painters mainly focus more on people and less on religion?
A. From 5th to 15th century AD.
B. From 15th to 16th century.
C. From late 19th to early 20th century.
D. From 20th century to today.
3. Who were the first to paint outdoors?
A. Painters in the Middle Ages.
B. Painters in the Renaissance.
C. The Impressionists.
D. Contemporary painters.
【巩固训练】 讲练通---P2 retelling
课后习题
【Homework】
人教版高一英语教案
篇4：人教版经典英语教案
《I'm in New York now》
Teaching objectives:
1. Words: arrive taxi flat building made again
2. Sentences:
Grandma made Chinese food for me.
I want to try American food.
I will write again soon.
3. Practise to pronounce ‘wh’ ‘wr’.
4. Learn the song: It’s a big exciting world.
Teaching properties: cards tape-recorder pictures
Teaching procedures
Warmer:
1. Stick the pictures of unit 1 on the board. Have the students come to the front and mime the text of unit 1.
2. Say a sentence in the present tense and get the students say it in the past tense.
Examples:
T: Daming goes to New York.
Ss: Daming went to New York.
T: Grandma meets Daming.
Ss: Gradma met Daming.
Teach the text:
1. Raise the picture of the Statue of Liberty and ask: What is it ? Where is it?”
Guide the students say: It’s the statue of Liberty. It’s in New York”.
T: Daming is in New York now. Let’s see who met him at the airport. What he saw in New York and What food he wanted to eat.
2. Play the tape. Have the students listen and underline the new words in books.
3. Teach the new words.
4. Play the tape again. Have the students listen and say. After this, get the students to answer the following questions:
⑴Who met Daming at the airport? (Grandma and Simon)
⑵What did Daming see in New York? (Buildings, cards and people)
⑶What food did he want to try? (American food)
5. Complete activity 2 in SB. (Get the students to ask and answer in pairs)
6. Practise to pronounce 'wh' 'wr'.
7. Learn the song: It’s a big exciting world.
8. Complete exercise 1 in AB.
Homework:
Practise the following sentences in pairs:
Where are you from?
Where are you going to go?
Where are you going to go there?
Where are you going to do there?
Designs:
Module 10 Unit 2 I’m in New York now
Arrive Grandma mad Chinese food for me.
Taxi
Flat I want to try American food.
building
made I will write again soon
篇5：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6：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7：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8：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9：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
2.
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10：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11：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12：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?
Suggested Answers:
Money is not everything.
Money can buy a house, but not a home.
Money can buy a bed, but not sleep.
Money can buy a clock, but not time.
Money can buy a book, but not knowledge.
Money can buy you a position, but not respect.
Money can buy you medicine, but not health.
Money can buy a friend, but not love.
Money can buy you blood, but not life.
→Step 8 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Act out the play.
教学反思
这节课的目的在于提高学生的阅读技巧，同时运用语言的能力，重点掌握在餐馆中可能遇到的口语交际语言。这堂课的效果不错，学生积极参与，但是，由于学生的语言储备不够，所以在口语训练环节不是很流畅。很多学生不敢开口说英语，因此在以后的教学中，应该尽量帮助学生开口说，帮助他们创造一定的语言环境。
篇13：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
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.
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14：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15：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16：小班英语教案人教版
活动目标：
1、理解单词含义，学说新单词。
2、感受英语游戏的快乐，愿意学英语。
活动准备：
1、木偶一个。
2、红苹果、绿橘子、黄香蕉、蓝气球各一个。
3、红、绿、黄、蓝颜色颜料、可乐瓶子两个
活动过程：
一、复习颜色单词，引出活动。
以木偶和幼儿打招呼，复习上次活动单词，并引出新单词。
师：1、“Hello Hello”是谁在和小朋友打招呼啊?(Mary)、出示红苹果What's this?(这是什么?)苹果是什么颜色的呢?用英语怎么说?
2、出示绿橘子What's this?那这个又是什么颜色的呢?用英语说。
3、小朋友真棒，表扬表扬自己。(Very Very Good)
二、学习新单词。
1、拿出黄香蕉，What's this? 它是什么颜色的?黄色的英语叫“yellow”，全体幼儿看着香蕉跟着老师说“yellow”，走一圈请幼儿边摸香蕉边说“yellow”并采用变换高低请幼儿用不同音量读单词。
2、出示蓝气球，What's this? 它的颜色是什么?蓝色叫“blue”，全体幼儿看着气球跟着老师说“blue”，教师利用吹气球的方式请幼儿根据气球大小用不同音量来读单词，然后再放气慢慢变小来读，可请配班老师帮着吹气球，老师带着幼儿读，注意停顿，并读清楚。
3、分组读单词。
入园接待你好早上好。
你好，见到你真高兴。
你好吗?我很好，谢谢。
请和妈妈/爸爸说再见。
请进。
请过来。
脱掉外套。
请把晨检牌带好。
集体活动准备好了吗让我们开始。
谁能告诉我?谁能回答看着我。
看黑板。
保持安静。
坐好。
把手举起来 / 把手放下。
别说话。
清楚了么?你明白吗和我一起读。
回座位。
起立 / 坐下。
仔细听。
听我说 / 听音乐。
用英语说。
你知道吗让我们来做游戏。
让我们来写点什麽 / 画点什麽。
让我们来跳舞唱歌。
让我们听个故事。
让我们听磁带。
让我们看电视 / 看表演。
让我们一起说。
你听到什麽了谁做完了谁想试试你怎麽知道的你喜欢哪一个把手放在膝盖上。
注意。
你是正确的。
你真棒把它涂成红色。
打开/ 合上你的书。
别害怕 / 害羞。
户外活动早操时间到了。
让我们到室外去。
让我们到楼下去。
让我们去操场上玩。
排队。
条队。
稍息 / 立正 / 向前看 / 手放下让我们走。
停。
报数。
快点。
小心。
一个接着一个。
， take easy. 慢点， 别着急。
别动。
让我们来个比赛。
手拉手。
围一个圈。
单脚跳。
集合。/ 解散。
跑。
太棒了你是胜利者。
你是第一名。
你累了吗?/ 让我们休息一下。
让我们回教室。
别推别人。 / 别推别的小朋友。
不许推搡。
讲卫生和进餐用香皂洗手。
用毛巾把手擦干。
男孩先去洗手间。
洗完手后，把水龙头关了。
让我看看你的手干净了吗? / 脏吗你渴吗?/ 你饿吗请拿你的杯子。
喝点水。
午饭时间到了。
别把你的食物洒在桌子上。
把它吃完。
你想要一些米饭还是汤你要加一些吗在多吃一点。
别玩食物。
好好吃。
饱了吗擦嘴。
漱口。
请保持桌面干净。
让我们出去走走。
它好吃吗午睡和午点午睡时间到了。
脱衣服 / 外套 / 裤子 / 鞋。
叠好衣服 / 外套 / 裤子，放好鞋。
睡觉。
闭眼。
盖好被子。
把手放进被子里。
叫醒。 / 起来。
穿衣服。
自己穿衣服
篇17：小班英语教案人教版
小班英语儿歌：一号土豆(one potato)
活动目标：
1、幼儿熟悉儿歌中的英文单词“potato”“one——seven”的发音,学习儿歌《one potato》;
2、幼儿能掌握儿歌的韵律节奏，并结合相应的动作进行表演;
3、喜欢朗诵英语儿歌，并乐于参与游戏。
活动准备：
《一号土豆》的vcd(包括儿歌的动作演示);土豆的玩具;
活动过程：
1、手指游戏，复习1—10的数字的英文单词发音;
“shoe your fingers, let’s go!”
2、欣赏儿歌《one potato》
teacher take the potato and tell :“potato!”
运用不同的英语句型和动作来介绍和解释“potato”，熟悉发音。“this is a potato!”
“i like eat potato!”
“i want a potato!”
3、播放vcd《one potato》，反复欣赏感知儿歌的发音、节奏和韵律;
4、和幼儿一起运用动作来朗诵和表现儿歌的内容。
(1)幼儿自己运用手指动作，一边点一边说儿歌;
(2)幼儿运用往筐子里拿土豆的动作，一边拿一边说儿歌;
(3)幼儿4人合作，一人当筐子，另外的幼儿当捡土豆的人做往筐子里捡土豆的动作，表演并朗诵儿歌;
5、延伸活动：
(1)游戏《点土豆》;
(2)运用游戏来丰富幼儿协商交流的方式;
附儿歌：《一号土豆》
one potato two potato three potato four;
five potato six potato seven potato more.
★ Unit 18 必会习语(人教版高一英语下册教案教学设计)
★ 英语个人教学计划
★ 初高中英语衔接--高一英语学法系列指导1(人教版高一英语上册教案教学设计)
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