高中一年级英语教案American English -
教学目标
1. vocabulary:
difficulty, pronounce, fall(n.), ask...for, pardon, medicine, however, British, a great m any, store, and so on, the same as, more or less, reason, Europe, cent, Indian, co okbook, change...into, explain
2. Oral English:
1) Would you please say that again more slowly ? 你能慢慢地再说一遍吗?
2) Pardon ? 你说什么?
3) I'm sorry . I know only a little English / I don't quite follow you.
抱歉,我英语懂得很少,我不太明白你的意思。
4) How do you pronounce / spell ... ? 你怎么读/拼......
5) I have some difficulty in doing sth. 我在做...方面有困难.
6) What does ... mean ? ... 是什么意思?
3. 语法：学习直接引语和间接引语
教学建议
对话分析
The dialogue is quite simple, so the teacher can encourage the Ss to act it out in class. Also the students can make up some related dialogues. when it comes to the text, the content is quite dull.
To make it more interesting, the teacher can tell a joke in the beginning. When de aling with the content of the text, the teacher can focus on some exercises, such a s Choose and Fill in blanks.
重点知识讲解
1.difficulty n.困难，艰难，难事；有可数名词和不可数名词两种用法
①用作不可数名词，意为"困难、艰难"，常用在以下句型中
have no/find(some, any, much) difficulty with sth./(in) doing sth.
There is no (some, any, much) difficulty (in) doing sth.
I had no difficulty in learning English.
There was much difficulty (in) explaining it to him.
②用作可数名词，表示具体的困难，意为"难事，难点，困境，难处"。
This book is full of difficulties.
In face of so many difficulties, we never appeared to be afraid.
2. come about
这是一个不及物动词短语，其意思是（happen）“发生”，“造成”。与happen一样，没有被动语态。
（１）You failed the exam. How did it come about? 这次考试你怎么不及格？
（２）Sometimes it is hard to tell how a quarrel (争吵) comes about.
有时候很难说出口角是怎么引起的。
△联想come 构成的短语有：
come across偶然遇到；come to do 开始做……；come along一道去、快点、过来；co me true 变成现实；come from 来自、出生于；come near 临近；come to an end 结束；come down 下来、流传下来；come into use 开始使用；come back 回来、回想；come into power 上台；come out 出来、长出、被出版；come into being 产生；come on 进行、进展、赶快、来！加油；come to oneself 苏醒；come up 发生、被提出、长出、发芽。
３. And so on
该词组用于列举事物，一般放在句末（但是不完全列举。）意为“等等”，“如此等等”。如：
（1）Vegetables are potatoes, beas, cabbages and so on.蔬来有土豆、豆子、白莱等等。
（2）They asked what my name was, where I lived, who my parents were, and so on..
他们问我姓什名谁，家住哪里，父母是何人，等等。
4. more or less
这是个固定词组，意为( about, almost, nearly) 大约，或多或少，大体上。在句中作状语，可放在修饰词之前，也可放在句末，用逗号与句子分开。例如：
（1）The work is more or less finished.这项工作大体完成了。
（2）The trip will take ten
days more or less. 这次旅行约需十天时间。
（3）I hope my advice will be more or less helpful to you.
希望我的建议对你多少有些帮助。
5. When do you take your next exams?
1) 注意exam / examination 同动词的搭配：
take / have an exam (学生参加考试)；give（students）an exam 老师考学生；
hold an exam 举行考试；pass an exam 考试合格；
fail (in ) an exam 考试不合格
2) 注意本句中用一般现在时表示一般将来时。有这种用法的动词有：take, begin, get, go, start, leave等，表示按计划或时刻表将要发生的事情。如：
When does the winter holiday begin? 寒假什么时候开始？
The plane takes off at 9:30 a. m. 飞机上午九点三十分起飞。
6. I have some difficulty in pronouncing some of the words in English。
I have some difficulties with pronunciation.
difficulty即可作不可数名词，又可作可数名词，意为“困难”，用于下列句式：
a. have + difficulty + (in) doing sth. 其中介词in可省略。它表示“在做某事时有困难”、“在……方面费劲”。difficulty前可用some, great, much, little, no等词饰饰。例如：
You' ll have no difficulty ( in ) finding his house, for he is well known in this area.
b. have + difficulty/difficulties + with sth. 名词前用介词with,不用in, 且with不可省略。例如：
I'm having some difficulty with my daughter's maths homework.
c. There is no (some, much, any) difficulty (in) doing sth.
d. do sth. with/without any difficulty
e .find difficulty (in) doing sth.
例如：
（1）There was much difficulty (in) explaining it to him.
要给他解释清楚真费了不少劲。
（2）I find some difficulty (in) learning Russian. 我觉得学俄语有些困难。
（3）He finished his homework without (any) difficulty.
他毫不费力地完成了家庭作业。
（4）His English was very bad and he spoke with difficulty.
他的英语很差，说起来很吃力。
7. At first, the language stayed the same as th language used in Britain. 起初这种语言同在英国使用的语言仍然相同。
But Americans still talk about “fall” just as people do in some parts of western Engl ish. 但是美国人还是说“fall” , 就像英格兰西部有些地区的人说“fall”一样。
1）stay 在句中相当于连系动词，意为“保持某种状态”；相当于keep的意思，通常接形容词作表语，无被动语态。它还可以用作不及物动词，表示“停留”等，例如：
The shop stayed open till 6 o?clock. 这家商店一直营业到六点。
句式一：stay + 形，维持（……的状态）。如：
The windows stayed open all the night.
句式二：stay(+副)，停留（在某处）。如：
You should stay in bed.
句式三：stay (+ 副)，留宿，客居，暂住。如：
How long did you stay in New York?
2）the same as / the same …as 是“和……一样”的意思。在same之前总要加定冠词the。as 是关系代词，引导限制性定语从句，as 在定语从句中作主语、宾语或表语。as 从句可用省略形式。如：
This is the same material as is used in building the bridge. 这和建那座桥所用的材料一样。（as 作主语）
3）just as 意为“正如，恰
似”，as 是连词，引导一个方式状语从句，有时也可引导表语从句。如：
She loves singing just as her mother did. 她喜欢唱歌，正像她妈妈过去喜欢唱歌一样。
Jack didn?t feel just as his wife did. 汤姆并不像他妻子感受的那样。（引导表语从句。）
8．Would you please say that again more slowly? = Will you please say that again more slowly? = Please say that again more slowly.
“Would/will you please. . . ?”是婉转提出要求时的礼貌用语，用would比用will更加礼貌，多用于对陌生人或长辈说话的场合。注意该句型后接动词原形，肯定回答：Yes, I will. / Sure, / All right. Certainly. / Yes, please. 否定回答：No, I won?t. / I?m sorry, but I c an?t. / No, thank you.
9．In China about seven people in ten speak putonghua.
in 作介词，表示比例、比率，例如：
One in ten students could solve the problem.
10．I know only a little English. 我只懂一点英语.
little 作"少"解，有否定的意味，即"少得几乎没有"（almost no）的意思，a little虽然也作"少"解，但有肯定的意味，"即虽少但还有一点"的意思.而only a little 却是否定的.和little 同义,在非正式文体中一般用only a little来代替little.
试比较下列对话：
A：I'm thirsty. Can you give me some water to drink? 我渴了，给我一点水喝好吗？B：Sure. There is a little water in the bottle. Take it.好的，瓶里还有一点水，拿去吧。A：I'm thirsty. Can you give me some water to drink?我渴了，给我一点水喝好吗？B：I'm sorry, but there is little / only a little water in the bottle.
对不起，瓶里没有什么水了。
1．no longer 与no more
这是一对近义词，都作“不再”、“再也不”（for no further period of time ）解，一般可通用。
１）no more一般位于句末或句首，而no longer则可用于实义动词之前，助动词或连系动词之后，或者位于句尾。例如：
（1）He still smoked, but he drank no more. 他还在吸烟，但不再喝酒了。
（2）They are no longer staying with us. 他们不再跟我们住在一起。
2）no more ＝not. . . any more, no longer = not. . . any longer. no more/ longe r 是正式用法，not. . . any more/longer 比较自然。如：
（1）I do not see him any more/any longer.我不能再看到他了。
（2）I did not feel sick any more. 我不再感到恶心了。
3）no more (not. ..any more) 强调数量和程度，表示动作不再重复，一般指把现在的情况将来对比，即“现在如何如何，将来不再这样(now, but not in the future)”. no longer(n ot. . .any longer) 强调时间，表示动作不再延缓，一般是现在的情况同过去对比，即“过去如何如何，现在不再这样(once, but not now) 。”
例如：
（1）She is not a child any longer.
= She is no longer a child. 她再也不是个孩子了。
（2）I won't do such stupid things any more.
= I'll do such stupid things no more. 我（今后）再也不干这种蠢事了。
2. 辨析however / but / while
从词义上看，三词相近，均表示上下文之间语气的转折，其中but语气强烈，译作“但是”；从词性上看，however作“然而、可是”解时是副词，而but与while是连词，用于连接并列分句；从句子位置看，but与while一般位于两个并列分句的中间，however位置灵活，可位于可首，句中或句尾，而且必须用“，”与句子分开。例如：
We love peace, but we are not afraid of war.
This plan is all right; however, it can be made better.
I?m interested in sports while my brother is fond of music.
He is young, but he knows a lot. 他尚年幼，但懂得却多。
Later, however, he decided to go. 可后来他决定去了。
３．A great many words
and expressions have come into the language from American English…
英语中表“许多”的词组有很多，一般可按其用法分为以下三类：
修饰可名词：many; a great (good, large ) number of; quite a few; numbers of; m any a ; a great (good) many; scores of 等。many a ,其意近似于many , 但many a 后边接可数名词单数，如：
Many a student has such a question.
修饰不可数名词：much; a great (good ) deal of; a large amount of; large amount s of等。
既可修饰可数名词，也可修饰不可数名词：a lot of (lots of ); plenty of; a large qua ntity of; large quantities of 等。
plenty of, a lot of / lots of常用在肯定句中，否定句中多用many或much 。如：Today I haven?t much work to do. 今天我没有许多事做。
4. Now ask your partner for the answers.
句式“ask + 名(人)+ for +名”意为“向（某人）请求……”；“向（某人）要求……”，例如：
He asked his parents for a motorcycle.
比较下列句式：
句式一：ask +for+名，向……要，例如：
After dinner I asked for coffee.
句式二：ask +名(+ for/to+ 名),请……，例如：
I have been asked for (to) dinner tonight.
句式三：ask + 名（人）＋副词＋for / to + 名，请……，例如：
He asked me in for a cup of coffee.
I asked her out to lunch.
句式四：ask for + 人，要求（人）来（接电话），例如：
A Mr Simpson from Sydney is asking for the manager.
5．as用法小结
１）as用作介词，意为“作为”，“如同”。as引导的介词短语大多作状语，有时也可用作定语、定语补足语等。例如：
（1）It was Paul?s first important lesson as a student of Chemistry and he n ever for got it.
（2）Don't treat me as a child. 别把我当小孩看待。
（3）He is well-known as a writer. 作为一名作家他很出名。
２）as作连词，有以下几种不同含义：
a. 引导时间状语从句，意为“当……时候”，“随着……”“一边……一边……”。如：
He saw his daughter as he was getting off the bus.
他下车看见了他的女儿。（两个短暂动作几乎同时发生）
b. 引导原因状语从句，意为“因为”，“既然”，as = since（语气比because弱）。as原因状语从句多位于主句前。如：
（1）As (Since) you are not feeling well, you may stay home.
既然你不太舒服，你就留在家里吧。
（2）As he was ill, I went without him. 因为他有病，我独自去了。
c. 引导比较状语从句，“像……一样。”常用于as(副词)…as和not as …as结构中。如：
（3）The book is not so easy as you imagine.这本书不像你想象的那么容易。
d. 引导方式状语从句，意为“按照”、“如同”。
She loves singing just as her mother did.她正像她母亲一样喜欢唱歌。
3）as用作关系代词，引导定语从句，意为“像……的人／物”，“如……那样。”主要用于suc h …as, the same …as 结构中，在从句中作主语、宾语、表语。例如：
Such books as you bought yesterday are helpful to children.像你昨天买的那些书对孩子们有益。
直接引语和间接引语的区别
1.下列情况中，直接引语变间接引语时，时态不变：
1)直接引语中的过去完（进行）时在间接引语中时态不变
例如:Tom said, “My brother had been a worker for two years before he came her e.”
Tom said that his brother had been a worker for two years before he came here.
2) 间接引语中动词所表示的动作或状态说话时仍继续进行或存在进，其时态不变。
例如：”I am eight.” the boy said.The boy said that he is eight.
3) 直接引语中,如果表示过去的时间状语用来表示事态发生或存在的具体时间,变间接引语时,其谓语动词仍用一般过去时。
4）转述习惯性动作、客观事实或科学真理时,其时态不变。
5）引述动词为现在时,间接引语中的动词可保持原来时态。
例如:He says, “I have accepted her invitation.”He says that he has accepted her i nvitation.
6).如果直接引语用虚拟语气，变间接引语时，仍用原来的动词形式。
例如：?I insist that you give up smoking,? said the doctor.
The doctor insisted that he give up smoking.
7).时间状语从句中的一般过去时或过去进行时，在间接引语中保持不变。
8).如果直接引语是以would like 作谓语的特殊疑问句，间接引语中would like 不变；如果直接引语是一般疑问句，like 之后接动名词或名词作宾语，间接引语中would like也不变。
2.直接引语是祈使句变间接引语，通常将say 改为ask 或tell, order等词，构成ask (tell, order) sb. to do sth.结构。原祈使句如果是否定的，要在不定式结构前加not，原祈使句中如果带有please一词，间接引语也不再使用。
例如：…Please open the second window,? he said.He asked me to open the secon d window.
2.直接引语是感叹句，变间接引语时，谓语动词应用一个能表达原意的词语。
例如：She said, “What a lovely day.”She remarked with joy that it was such a lov ely day
高中英语必修一教案Unit 1 Friendship
1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition
高中英语教学案例设计 一、学生分析 教学对象为高中一年级学生，他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此需要特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。 二、教材分析 这一课是本单元第一个课时。由于这课出现的生词比较多，在课前教他们读了一下。在备这一课时，发现它的有关宇宙的知识很专业，起初比较担心，但是得知高一的学生地理课上已经学习了相应的部分知识，有了一定的知识储备，这样在处理的时候就注意到详略的问题，我觉得在今后也必须对学生的知识结构有所把握，这样才会更好地抓住要点和难点。 三、教学目标 本课为阅读课型，主要介绍有关太空知识和人类起源。通过阅读使学生了解宇宙的形成，和人类的形成。课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述有点抽象，需要足够的图片，方便理解并形成感性认识。本课目的要使学生了解宇宙形成和人类起源，培养环境保护意识。 教学内容大致分为以下几个方面：
1.看图片引入宇宙形成这一话题。 2.从网上下载一些宇宙空间图并展示给学生看，弄清楚星际空间的划分，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。(一些生词用板书) 3.学生阅读课文后完成精读练习。 4.两人围绕人类起源进行讨论。 5.语言学习--难句解释。 6.小结文章，一是找关键线索，二是写作手法。 7.小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过本课学习学到了什么(达到教学目标--形成保护环境意识)。 四、教学策略 环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道宇宙形成的过程，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后自己去小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用英语口语判断别人给出的依据，并给出自己的观点。 采用多媒体教学，用一些有关宇宙的精美图片，引起学生对即将阅读的文章的兴趣，减少陌生感。 五、教学过程
英语课教案范文
英语课教案范文 【篇一：高中英语教案范例】 新年第一节英语课（高一教案） step i greetings and lead in（问候以及导入） 1. happy new year! t: well, i am so happy to see you again after the long vacation. i wish everyone of you had a happy holiday. so how about your holiday? had you done some travel? 2. learn some expressions about “dragon”（学习一些关于中国龙的习语、成语）t: this year is the year of dragon, so we will play a guessing game. i will show the english expressions and you try to guess the chinese expressions, long included. step ii revision（复习） 1. dear, how many words can you still remember after a months winter holiday? 2. 2. how many phrases can you still remember? 3.3. do you still remember the grammar very closely? there is no shortcut in the science road ,only be deligent.在科学上没有平坦的大道,只有不畏劳苦沿着陡峭山路攀登的人,才有希望达到光辉的顶点。”（马克思） you never know what you can till you try. a good beginning is half done. 中学英语全英文说课范文（模板） unit 16 lesson 63
Writing How to write an English diary Teaching aims: a) How to write an English diary. b) The form of English diaries. c) To improve the students’ writing ability. Important points: The skills of English writing. Difficult points: How to make every sentence appropriate and precise. Teaching procedure: Step I.Leading-in After exchanging greetings, talk about writing diaries and the advantages of writing in English.（As we know, most of the students, especially the girls, like writing diaries. But few of you write in English, which is a good way to improve your writing and speaking. So why not write English diaries? Today our topic is how to write English diaries.） Step II. Discussion First, give the students about three minutes to check their
Teaching Plan for Book 5 Unit5First Aid Reading: First Aid for Burns 白水县尧禾中学于李娟教案背景： 《英语》（人教版）必修五是供高中二年级上学期使用，这本教材以培养学生综合运用语言能力为根本，全面准确地体现了新的英语课程标准，必修五教材共有五个单元。每个单元由Warming up, Pre-reading, Reading, Comprehending, Learning About Language, Using Language 这六部分组成。这一课讲的是Reading 部分。 教学课题： 新标准英语（人教版）必修五Unit5 First Aid中Reading: First Aid For Burns 教材分析： 新标准英语（人教版）必修五Unit 5 First Aid 是讨论对不同的情况采取什么急救措施。本节课Reading部分：First Aid For Burns陈述皮肤对人体的重要性，然后介绍烧伤的各种起因，三种不同的烧伤程度以及它们所表现出的主要症状和所应采取的急救措施。 教学方法： 任务型教学法、直观演示法、TPR教学法 Teaching Goals: 1. Enable the Ss to get some first aid knowledge. 2. Enable the Ss to learn how to use what they’ve learnt to do first aid
treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points: How to improve the Ss’ reading ability. Difficult points: 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods: 1. Skimming & scanning methods to make the Ss get a good understanding of the text. 2. Discussion methods to make the Ss understand what they’ve learned in class. 3. Pair work of group to get every student to take part in the teaching-and-learning activities. 4. Competition and role-play method to arouse the Ss’ interest. Teaching aids: The normal teaching tools Knowledge aims: 1.Get the students to learn the following useful new words and
龙文教育学科老师个性化教案 教师学生姓名上课日期 学科英语年级教材版本人教版 学案主题必修一unit 1 课时数量 （全程或具体时间） 第（1）课时授课时段 教学目标 教学内容 必修一unit 1个性化学习问题解决必修一unit 1 教学重点、 难点难点：词汇重点：词汇 教学过程一．词汇 单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）
German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历
高中一年级人教版英语Unit2-教案
Unit2 Healthy eating Teaching Aims of this unit 1.Talk about healthy eating 2.Making suggestions or giving advice on diet 3.Distinguish the meanings of Modal verbs 4.Make a balanced menu 5.Vocabulary: 6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on 7.Practice talking about your ideas; practice giving suggestions and advice, 8.practice seeing the doctor. 9. The use of ought to The first period Warming up and reading Step ⅠWarming up Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow. Step ⅡPre-reading Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text. T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear? Which food contains more… Examples of foods Answer Sugar Chocolate or grapes Cakes or bananas Chocolate Cakes Fat Cream or rice Chocolate or chicken Cream Chocolate Fiber Peas or nuts Pork or cabbage Nuts Cabbage protein Potato crisps or ham Eggs or cream Ham eggs Step ⅢReading Get the students to comprehend the passage quickly and accurately and
高中英语标准教材 高一英语：Unit 15 Healthy eating Lesson 57 教学设计方 Learning English is conducive to understanding the customs and culture of other countries, reading foreign books, etc. 学校：______________________ 班级：______________________ 科目：______________________ 教师：______________________
--- 专业教学设计系列下载即可用 --- 高一英语：Unit 15 Healthy eating Lesson 57 教学设计方案(参考文本) Lesson 57 教学设计方案Step I Lead in 1.Revise illnesses ( headache, backache, toothache, cough, cold, etc) 2.The T will ask the questions to the Ss. 1） If yon are sick or don’t feel well，where do you have to go？ 2）What does a doctor do when you go to see him？Step II Watch and Answer l）What’s wrong with Sharon？
2）What did she eat the day before yesterday and what did the doctor advise her not to do？ Key: 1) She has got a pain and couldn't sleep last night. 2) She had a green peach and the doctor advised her not to eat fruit that is not ripe in future.Step III Listen and Answer Play the tape for the Ss to listen and repeat. Then let the Ss answer the questions. 1) Why do you think the doctor asked Sharon what she had yesterday? 2) Was it serious? How do you know? 3)Did the doctor give Sharon any medicine? What did the doctor ask Sharon to do with the medicine?Step IV Language points Go through the dialogue with the Ss and make sure the Ss understand it. Explain any difficult language points. 1.Ouch!: a cry of pain
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
高中英语阅读教学课案 一、课案主题 在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力探究学习、合作学习、任务型学习是在新课程标准下实施素质教育的关键环节，所以在我的教学设计里，时时体现着这几种原则。 二、课案背景 一方面，高中年龄段的学生对周围的事物较为敏感，有自己的观点和看法，他们不满足于教科书上的知识，想获得更多的信息。在英语学习上，他们不只是想把英语作为一门死记硬背的课程来学，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。另一方面学生对体育比较感兴趣，对吉尼斯纪录有一定的了解因此，应结合学生的实际情况，因材施教，激发学生兴趣，让学生主动学习，学有所获。 本课案是高一必修5第五模块里的Reading部分，转绕“A life in sport”这一健康主题，主要通过网络，电影的形式开展学习活动，让学生观看电影并自主通过网络查找资源，协作学习，通过讨论，了解当今体育名人李宁。要求学生学完本课后能够通过讨论图片来提高英语口语能力。 三、课案描述 Step I.lead in Teachers use the pictures connected with instruments and listen to a piece of music to lead in. show some pictures of some famous people and think of these questions: 1.which of the instruments do you like listen to 2.Who the people are? 3.Which famous musicians play them?
公开课教案 Xxx Model 1 How Good Are Your Social Skills? Lear ning Aims: 1. Learn some words related to social manners. 2. Get a gen eral un dersta nding of social skills using differe nt readi ng strategies 3. Be able to summarize some basic social skills mentioned in the passage and thus improve their own social techniques Step 1 lead-in What kind of book is it from? A. a bus in ess course
B. a how-to book teach ing social skills Step 2 while- readi ng Skip to get the main idea of each paragraph. Lear n how to do small talk Develop your liste ning skill. Lear n the rules. The gen eral idea is _____ . A. social skills B. liste ning skills C. talk skills D. social rules Step 3 read the passage carefully to get some detailed in formati on. 1. We will not be shy if we have good ____________ . 2. Accord ing to paragraph land 2 ,We should ______ . A. avoid talk ing to some one whom you know B. lack the con fide nce to talk to a stra nger C. talk con fide ntly to a stra nger 3. Communication is a __________ process」t invoIves _______ and ________ . Step 4post- readi ng
最新外研版高中英语必修一教案模板 学好英语之后，如果将来你想出国，就不会在语言方面花费很多的时间和精力，而是一站式通达国外，获得更多良好教育的机会，收到意想不到的效果。今天小编在这给大家整理了一些外研版高中英语必修一教案模板，我们一起来看看吧! 外研版高中英语必修一教案模板1 教学准备 教学目标 1). To learn the knowledge of the cultural relics. 2). Discuss how to protect our cultural relics. 3).Reading and understanding, catching the history and information of the Amber Room. 4). Functional item, how to tell the story about the Amber Room 5). Finish the comprehending exercises after the reading passage. 6). Use scanning; skimming and careful reading to learn the story of the Amber Room. 教学重难点 Key points To understand cultural relics. How to tell the story about the Amber Room Difficulties Talk about cultural relics at home and abroad in English freely. To learn the story of the amber room. 教学工具 课件 教学过程 导入 1). Guessing: Teacher present some pictures and statements ,let the students guess whtat or where it is.
人教高一英语单元教学目标及教学要求 Unit Ten 一、基本词汇 Fur, lead (led, led), tour, environmental, act, measure, adapt, devote , common , valuable , valuable, reduce amount, package , attractive, harmful, flat, material, topic, organize, brief
三、语法：复习直接引语与间接引语 将直接引语改为间接引语的方法： 1. 注意人称：一变三，三不变；二变一，看宾语 2、语序：无论什么句做间接引语都用述句语序 3、引导词：述句用that 引导；一般疑问句用if / whether引导；特殊疑问句用特殊疑问词引导；祈使句改为ask / tell sb. to do sth 4、时态：主句为一般现在时，从句用任何时态；主句为一般过去时，从句用相 应的过去时态
注意：1)小品词的变化：For e xample: now→then ; yesterday → that day ect 2)但从句表示的是客观真理或客观事实时，主句用一般过去时，从句仍用一般现在时。 四、听力：如何更好地理解以原因或理由为检测点的简短对话 常见句型：Why does/did sb do sth？What reason was …for ? 注意要点： 1.熟悉这类检测题的设问形式。 2.确定听音时的听音重点。 3.抓住听音中的关键词或关键句。 五、写作：如何作一个海报（有关环境保护） 注意制作海报的基本要求、步骤和写作要点 六、重点词语、句型用法 （一）、重点词汇 1. fur n. 毛皮，毛，软毛(a hair-covered skin of certain animals; the soft thick fine hair that covers the bodies of some types of animals) a fur coat皮大衣； a fine fox fur一好的狐皮。 2. jungle n. 热带丛林（a tropical forest too thick to walk through easily） jungle animals 丛林动物；the jungle of business错综复杂的商业界 3. wolf n. 狼（a wild animal of the dog family which hunts other animals in a group） a wolf in sheep’s clothing披着羊皮的狼 4. giraffe n. 长颈鹿（an African animal with a very long neck and legs and orange skin with dark spots） 5. tour n.& v. 旅行；旅历；旅游(to visit as a tourist; a journey during which several places are visited) make a round-the-world tour 作环球旅行go on a tour进行观光游览 be on tour在巡回演出tour the world周游世界 6. act vt. & vi. 扮演；担当；表演；表现(take part in a play on the stage, behave as stated) He acted his part well. 他扮演的那个角色很成功。 He acted as host to visitors. 他以主人身份接待来客。 Think before you act! 三思而后行！ Does the drug take long to act? 这药要很久才能起作用吗？ 7. measure n. 1) 计量单位(unit, standard or system used in stating size, quantity, or degree; step) A meter is a measure of length. 2) 措施；办法 They took strong measures against dangerous drivers. 他们对危害公众的司机采取强硬的措施。 vt, vi 量；测量；计量( to find the size, length, amount, degree, etc) Mother measured me to see what size of dress I should have.母亲给我量尺寸，好知道我该穿多大号的衣服。 I measured the coat against her and found it was too long. 我把外衣在她身上量了一下，发觉太长了
高一英语课堂教学设计案例 （高一必修一第三单元 Travel Journal最后一课） 漳州三中高一年段英语备课组蔡清清 一、教学内容介绍 该课是根据高一英语新教材第一模块第三单元Travel Journal中课后学生用书中的Writing Task扩展而成的一节活动课，是新课程教学实践中一次较为大胆的尝试。该课教学抛开传统的教师教学生学的教学方法，让学生在课前通过小组分工合作制作英语旅游海报和课件，并在课堂上开展大量的“任务型”活动来让学生体验语言，从而提升学生综合语言运用的能力，并通过活动培养学生自主学习和合作互助的精神，激发学生学习英语的热情。 二、设计理念 （一）英语教学主要任务之一是培养学生良好的学习习惯和学习兴趣，培养其交际和运用英语的能力。要达到这些任务，首先，教师应尽快从旧教材旧教法的框框中解放出来，转变思想，更新观念。若继续沿用传统的重语言知识讲授、重译写和语法教学、轻语言运用能力的培养，调动不起大多数学生学习英语的积极性。其次，应重视学生学习英语兴趣的培养，激发学生的学习兴趣。新时期英语教学要提倡“乐”的观念，情绪越好、越乐观，对所学内容便会发生浓厚的兴趣，学习效果也将越好。再者，在新形势下，转变教学思想是搞好新教材教法的前提，更新观念是用好新教材的保证。英语教师在实际教学中应自觉转变过去以应试为目的的教育思想，充分发挥新教材的优势特点，以突出教材的交际功能为主线来培养学生初步运用英语交际的能力；尽快解决教材新与方法旧的矛盾，变“不适应”为“适应”，掌握教学的主动权。 （二）运用交际手段，培养学生的能力。绝大部分学生主要是在课堂上学习英语，而在现实生活中缺少语言交际的环境和场所。从语言学角度来看，语言是人与人之间最常用、最有效、最重要的一种交际工具。交际能力是指在真实的情景中运用语言进行听说读写、交流信息和思想感情的能力。在教学中我努力创设和提供情景操练的机会，尽可能地将真实生活搬进课堂，注意在教学中为学生创设语言交际的环境。同时，还注意到交际是双向性的，是说者和听者双向交流思想的过程。在这一过程中，双方
A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysi s On the Teachin g Materia l Teaching Content The content of my lesson is a reading material, through the learning of which, I ’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Teaching Aims Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about success. A bilities (1) To develop the Ss ’ abilities of listening, speaking, reading and writing (2) To improve Ss' reading abilities, especially their skimming and scanning abilities. (3) To train the Ss ’ abilities of studying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Importan t Points What qualities are required to be successful? Difficul t Points Help students to conclude the questions of interviewers according to Jackie Chan ’s answers. Teaching Methods 1. Communicative Approach 2. Task-based Language Teaching 3. Total Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Students ’ Activities Purpose Step 1 Lead in (3 min) Greeting. T: Hello, everyone! Do you have an idol? Ss: yes. Arouse students' interest and