高一必修一英語教案
在教案設計中，可以通過設計分組朗讀的方法，這樣既體現新課改中以學生為主體的思想，又能夠調動學生學習的積極性。下面是小編給大家帶來的高一必修一英語教案設計范文（7篇），歡迎大家閱讀轉發!
高一必修一英語教案篇1
Section One
Step I. Go over the new words.
Have a dictation to the following words.
teenager, get lost, confident, timetable, wallet, intelligence,
have fun, get used to, adult, junior, instead of, turn into
Step II. Lead-in by a poem
An English poem
Love is like the wild rose-briar,
Friendship like the holly tree
The holly is dark when the rose-briar blooms,
But which will bloom most constantly?
The wild rose-briar is sweet in spring,
It is summer blossoms scent the air,
Yet wait till winter comes again,
And who will call the wild-briar fair?
Then, scorn the silly rose –wreath now,
And the dark thee with holly’s sheen
That, when December blights thy brow
He still may leave the garland green.
Step III. Listen and read the test quickly, judge the following sentences.
1. Li Ming and Jenny have been communicating with each other through letters.
2. Li Ming is pretty good at English.
3. Li Ming and Da zhi are old friends.
4. When writing the letter, Li Ming has been a high school student for month.
5. Jenny feels more creative when she types on the computer.
6. Jenny and Pat are best friends.
7. In Jenny’s opinion, playing sports is a lot of fun and a good way to meet friends.
8. Jenny as well as 5 other girls will have a sleep-over party at School.
Step IV. 1. Ask the students read the text carefully and find out confusing language points and important sentences.
(1) It is always feels good to have friends to share the good times as well as the bad times.
(2) Friendship comes in all shapes, colors, and sizes.
(3) Her parents were not as angry as she had originally thought they would be.
(4) Although it was painful to lose such a close friend, it built me up into the individual person I am.
(5) It seems easier for me to express my thoughts and feelings.
2. Ask the students to ask some questions that they can not understand, then if other students can explain, make them answer. And if no one gives the answer, I will explain the confusing points to them, try my best to make the students learn more and be active.
Step V. Do exercises.
1. ⑴選擇做 ________ ⑵需要 ________ ⑶想要做 ________
⑷由……組成 ________ ⑸過一種生活 ________ ⑹從旁邊經過 ________
⑺壓力重重 ________ ⑻由于,因為 ________ ⑼發生，進行 ________
⑽使某人逐漸成為_______ ⑾ 沉思 ________ ⑿喜歡做 ________
⒀上學 ________ ⒁集中于 ________
2. ⑴As the e_______ to the cinema, I met a friend of mine.
⑵ The news s_______ through the village quickly.
⑶ My father is not much a talker, and he is not good at e______ his feelings.
⑷ The encouraging speech a______ many people’s attention.
⑸ He has born in a w______ family, but he lived a poor life in his late life.
⑹ He is a very famous person, and he is always considered________(有創造力的)
⑺ He made an_________(通知)that he would go to Japan.
⑻ I am sure you will come to______(意識到)your mistakes
⑼ I am happy to have been_______(介紹)to the great scientist.
⑽ Our English teacher asked me to make a _______(相似的) dialogue.
Step VI. Homework
Preview section 2 and section 4
Section 2 and Section 3
Step I. Build the students’ comprehension
1. Have the students discuss the questions in groups of four.
2. Before I divide the class into groups for a short discussion on the this topic, practice the following language patterns.
3. When you agree someone you can use these words.
You are right.
That is true
You have got it
Sometimes you have to agree, but you do not want to. Use these words:
I am afraid I agree with you.
I hate to say it ,but I agree
When you strongly disagree, use these words:
I don’t think so.
I don’t agree
When you do not agree, but you want to speak less strongly, use these following words:
That is true, but there is a better way.
I see what you mean, but don’t you think …..
Let the students see the patterns on the screen, practice orally with the class. Keep the patterns on the screen, so that the students can refer to them when they are in groups discussing the topic.Then check the answer of the practice in this part.
Step II. Build your vocabulary
this can be assigned for homework
(Answers: 1. feel like 2. hate 3. agree with 4.go on the trip 5. feel good
6. choose/ chose)
Step III. Build the listening skills
With books closed, tell the students they will hear the tape once, then will be asked some true or false questions. Review the meaning of true or false.
Play one sentence at a time. After playing the sentence, ask for a volunteer to repeat what was said. If no one heard correctly, play it again. Ask if the statement is true or false.
Open the book to complete the listening activity.
(Answers: Part 1: 1. F 2. F 3. F; Part 2: 1. five 2. talk 3. friends 4. friendly)
Step IV. Build the speaking skills
1. First ask the students to read the dialogue with their desk mates and then ask some of them to act out in the class.
2. Than tell the students about the pronunciations of the vowel.
3. Now check other words on the screen, with each word, ask some students to pounce.
Step V. Build the writing skills
Ask the students to write a composition “my best friend”
Step VI. Grammar: attributive clause
1. 關系代詞 who whom 和that
The girl______ is sitting next to me is my best friend.
The girl_______ I met just now is my best friend.
2. that 和which
The book______ I gave to my best friend is popular
The book_______ is popular was given to my best friend
3. whose
Do you know the girl______ name is Mary?
We are studying in the classroom______ door faces south
4. 關系副詞 when ,where 和why.
I will never forget the day______ I was born.
I will never forget the place_______ I was born.
The reason_____ he went there is unknown.
Ask the students to study the above part and than ask them to do the exercise in the text book and workbook.
Section Four
Step I. Revision
Go over the following words.
Make friends, express, live a…life, entrance, agree with, type,
Indeed, find out, focus, consist of, wealthy, thanks to, consist of
Entry, thanks to
Step II. Ask the students listen to the type and check the following sentences.
1. At the beginning, the royal bull elephant enjoyed the poorly-fed stray dog’s company.
2. They soon got used to each other’s company.
3. One day, a man bought a dog and took it to a faraway village.
4. The royal bull elephant did not mind the dog’s absence.
5. The wise minister suggested the king make an official announcement to find the elephant.
6. At last the story has a happy ending.
Step III. Make the students read the text carefully and give the answers to the following questions.
1. Did you know that the elephants and dogs were “natural enemies”.
2. Is it impossible for natural enemies to become best friends?
3. What is the moral of this story? In other words, what truth or bit of wisdom does the writer want to show us through the story.
Step IV. Ask the students read the text carefully and find out confusing language points and important sentences. Then ask the students to ask some questions that they can not understand, then if other students can explain, make them answer. And if no one gives the answer, I will explain the confusing points to them, try my best to make the students learn more and be active.
Step V. Exercise
短語翻譯：
1． 像往常一樣 ____________
2． 使 ….. 平靜 ____________
3． 從旁邊經過 ____________
4． 同意某人 ____________
5． 借宿別人 ____________
6． 發現，弄明白 ____________
7． 向…… 敞開大門 ____________
8． ….. 原因 ____________
單句該錯：
1．I did not recognize your friend which came to our class.
2．Have you got everything which you need.
3. Can you think of a situation which you may use this expression.
4. She is one of the students who has won the prize money.
5. The doctor always worked heart and soul cured of me.
Step V. Homework
Review this unit and do the exercise.
高一必修一英語教案篇2
Teaching Aims:
1) Warm up for the topic of this unit
2) Get Ss to know each other and practice Ss’ oral skills
3) Collect opinions about their ideal school life for future changes
Teaching procedure:
Step 1. Meeting each other
a). Make a brief self-introduction to the Ss, include your experience, interest, your habit of teaching and your requirements of the class as well.
b). Ask Ss to make a self-introduction card: their names, interest, motto, ambition, promise or whatever they’d like others to know about themselves. Ask 2 or 3 guys to make a brief introduction, as you wish.
c). Group work: Ask Ss to form groups of 6 or 8, and introduce themselves to each other, meanwhile collect information about different tastes or interests in their group and make notes.
Step 2. Going through the tasks in textbook
a). Say “You’ve met each other and you’ll spend 3 years together here for your senior high school period. Before you graduate from junior middle school, what did you think high school is like?”
Collect different ideas about what they thought of high school. Then conclude their ideas : “High school may be a time of discovery, learning and hard work for Ss all over the world.”
b). Go through the pictures on page 1 of our textbook with the whole class, while checking whether they’re the same with Chinese school life.
Collect answers to the first 2 questions by asking Ss individually.
c). Allow Ss some minutes to discuss the third topic with each other in small groups (4) or in pairs and list down the key points of their dream school life. To simplize the task, you can instruct them to discuss the topic in such aspects as time, subjects, homework, activities, teachers, classmates, rules and so on.
Step 3 Free choices for different classes
Read and explain half of the words and expressions in this unit if possible. Or give Ss some extra materials to read if possible. (for best class)
Step 4 Assignment
1. Write a short passage to show what your dream school life is like.
2. Preview the new words & expressions and the text “School life in the UK”.
3. Finish some extra reading tasks for best class.
Period 2 Reading
Teaching Aims:
1) Allow Ss to get some information about British school life
2) Practise Ss’ reading skills by reading the text and finding useful information to answer questions
3) Practise Ss’ ability of organizing materials by the retelling task
Teaching procedure:
Step 1. Reviewing and warming up
Ask Ss to read out their passages about their dream school life while listing out the key words in their passages, eg: time, subjects, freedom, choices, homework -------
Say “We’re going to learn a new passage about the school life in the Uk, see if there is sth that can meet your dream of the ideal school life.”
Step 2. Reading and analyzing
a). Tell Ss the strategy of skimming and scanning.
Ask them to read the text and find answers to the questions in Part A as fast as they can.
Check their answers.
b). Ask Ss to read the text intensively again and finish the tasks in Part C1+2. Play the tape at the same time to control time, allow them some minutes to discuss and finish the task.
Collect answers to the 2 parts by asking Ss individually.
Step 3 Consolidation
Read the text again to get familiar with the text. Then do the running race game: Ask the 4 groups of students to write down as much information as possible on the Bb and compare which group gets the most.
Step 4 Assignment
1. Write a short passage to show what the school life in the UK is like.
2. Make up a dialogue between weihua and a journalist to talk about weihua’s school life in the UK.
3. Read the passage on page 91 and answer the questions below the text. (Sum up what the American school life is like ----- for best class)
Period 3 Reading
Teaching Aims:
1) Allow Ss to get some general ideas about American school life.
2) Practise Ss’ reading skills by reading and finding information.
3) Practise Ss’ oral skills by comparing different school lives in different countries.
4) Practise Ss’ writing skills by assigning the writing task
Teaching procedure:
Step 1 Reviewing and warming up
Interview: Invite a student to stand out as Weihua and the others as journalists. Make an interview about Weihua’s school life in the UK. You can also compete to see which group gives the most questions or the best performers.
Step 2 Reading and analyzing
a) Ask Ss to read the passage on page 91 following the tape and think about the questions below, play the tape at the same time to control time.
Check the answers.
b) Pair work: finish the following form in pairs.
School life time subject homework activities teachers tests
UK
China
USA
Check their answers by filling in the form with the whole class.
Ask Ss to discuss which they like best, the school life in the UK, in China or in the USA and why.
Step 3 Consolidation
Ask Ss to finish the task in part E, page 5. Check the answers.
Then suppose Daniel Adams is writing to you and would very much like to be your penfriend, can you write back to him and tell him more about Chinese school life?
Have a discussion on class if time permits, otherwise, set it as a written homework.
Step 4 Assignment
Write a letter to Daniel Adams to tell sth about the Chinese school life.
Finish part D on page 4 and review the texts we’ve learned.
Some extra reading materials.
Period 4 Reading
Teaching Aims: 1). Inform Ss of the useful sentences and phrases in this unit.
2). Build Ss’ basic knowledge by practicing the language points.
Teaching procedure:
Step 1 Revision
Check their homework and explain the language points mentioned. Ask Ss to take notes wherever necessary.
Step 2 Language teaching
Go through the important sentences and grammar points in the text with the whole class. Give them explanation detailed enough and practice some difficult ones.
The langue points that should be mentioned are on the handout. You can also go through the handouts with the whole class.
Step 3 Exercise
Finish the workbook exercises on page 79, 81, D1 first.
If time is limited, set D2 as homework.
Step 4 Assignment
Review what we’ve learned in this lesson.
Finish the tasks on Page 81+82.
Prepare a debating according to the passage on P82 (for best class).
Period 5 Listening
Step 1 Reviewing
Check Ss’ homework of translation and reading on p81 and p82.
Step 2 Oral practice
Ask Ss to work in groups and show their own opinions about school uniform.
Make a debate in groups or whole class about whether we should have school uniforms. (for best class)
Step 3 Listening test
Listen to the tape and finish the related tasks on page 84.Go through the tasks one by one with the whole class, do make everything clear.
Step 4 Assignment
Some tasks on the handout. (sentence translation or so )
高一必修一英語教案篇3
詞匯過關
1.重點單詞拼寫
1) There are a lot of c relics in our country.
2) Though he recovered from his illness, he r weak.
3) The house b to the old man was built hundreds of years ago.
4) Heavily as it rained, they were still out in s of the missing boy.
5) Our school was d by a famous professor from Tongji University of Shanghai, whose s many people prefer.
6) I sent him a watch as his birthday g , and he gave me an mp3 in r .
7) Look yourself in the m and find what there is in your face.
8) They are twins. No w I can not tell them apart.
9) He has been working hard these days. There’s no d that he will get good marks in the exam.
10) Before they moved into the new house, they bought some new f to equip with the house.
11) During the war, much of the p of that family was transferred (轉移) s .
12) He was c to be honest. In fact, the e he gave p to be false.
13) In my o , we can’t take the toy car a .
14) Don’t p to have known all. Please raise your questions if any.
15) In the old times, many political leader were not thought h of.
1.短語積累
look into 調查
insist on sth/doing sth 堅持做，堅決做
belong to 屬于
get /be lost ; be missing 迷路，丟失
do with 處理；對付
in search of ; 尋找
be used to do sth. 被用來做某事
be used to doing sth. 習慣于做某事
be made into 被制成
be made of /from 用……制成(看得見原材料/看不見原材料)
be made for 為……制作
be made up of 由……組成
be of +抽象名詞=be+該詞的形容詞お
“be of +名詞(詞組)”表示主語的某種形狀或特征
be of (great) importance= “be (very) important”
be of the size / weight / height / age / colour / kind...
in return 作為報答
serve as 充當，用作
be at war 處于交戰狀態
less than 少于
there is no doubt that 毫無疑問
remain a mystery 仍然是個迷
take apart 拆開
take away 拿走
rather than 勝于, 而不是
tell the truth 說實話
pretend to do sth 假裝做某事
think highly of 看重，重視
agree with sb. 同意某人的意見
have sth. done 表示 “請人做某事” “使遭遇某種 (不幸的)事情”
2. 從上面列舉的短語中選擇適當的，填入下面的空格中
1) , I didn’t trust you at all.
2) The whole family went out the lost girl the whole night.
3) I the friendship between us. Without it, I think I will go mad.
4) David helped her a lot and she bought him a gift.
5) We all know that all the books and magazines mustn’t from the library.
6) Nobody thought the two countries could do it together, because they
.
7) Although many people object the proposal, he still carrying it out.
8) I don’t what you said though you said a lot.
9) The government promised that they would this problem soon and gave us a reply.
10) Do you know what it was that this new type of paper ?
重要句型
1. It took a team of the country’s best artist ten years to make it.(P1)
It takes sb. some time to do sth.
花費某人多少時間做某事。
It took me 3 hours to finish the maths exercise last night.
翻譯下列句子：
1)要學好英語肯定要花費你大量的時間。
2) 他花了接近3年的時間來搜集他們的犯罪證據。
2. There is no doubt that the boxes were then put on a train for Konigsberg. (P2)
There is no doubt + that從句 毫無疑問
There is no doubt that I will back you all the time.
即時強化練習：
翻譯下列句子：
1) 一些研究人員相信毫無疑問能找到一種治療愛滋病的方法。
2) 毫無疑問他勝任這項工作。
目標解讀
1. It tells people about the past. (P1)
tell n.
1) 講, 說, 敘述，告訴
He told the news to everybody in the classroom.
他把這個消息告訴了教室里的每個人。
2) 吩咐, 命令(某人做某事)(to do sth.)
Tell him to wait.
3) 常與can, could, be able to連用 辨別; 分辨(from)
Can you tell Tom from his twin brother?
你能把他和他的雙胞胎兄弟區分開來嗎？
【特別提示】能跟在tell后做間接賓語的名詞不是很多：
tell sb the news/a story/a lie/the truth/the difference/
2. It is your job to look into any reports of cultural relics. (P1)
look into 調查，研究，了解。如：
We’ll look into that right away.
我們會馬上調查此事。
The police are looking into the cause of the accident.
警方正調查事故原因。
look構成的短語還有：
look about ［around］ 環顧四周，到處看
look after 照顧，照料，關心。如：
look at 看……，注視……；看待
look back 回顧，回想。
look down on ［upon］ 看不起，瞧不起
look for 尋找
look forward to 期待，盼望。
look in (順便)來訪
look like 看起來象；好象要；
look on 旁觀；看(待)(尤指帶有某種目光或情緒等)；看作，當作(與 as 連用)
look out 向外看；注意，當心
look over 審閱，翻閱，打量，檢查
look through 翻閱，瀏覽。如：
look to 注意，負責。如：
look up （在文字信息中）查閱，查找
look up to 尊敬。
3. Frederick William Ⅰ, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history. (P1)
could never have imagined “可能從來沒有想到”
情態動詞表示推測的用法：
1）可用于推測的情態動詞有：
（一定） must,
（不可能） can’t, couldn’t,
（應該） should,
（可能） may, can,
（可能） might, could（但可能性較?。?/p>
2）這些表推測的情態動詞后可以跟：do sth（將來動作或現在狀態
be doing sth （現在正進行的動作）
have done sth （已經發生的動作）
She may come tomorrow. 明天她可能來。
She may be reading in the room. 她可能正在房間里看書。
She may have finished her homework. 她可能已經完成了她的作業。
3）當句子中包含這些表推測的情態動詞時，反意疑問句的用法：
He must have gone to Beijing, hasn’t he?
They couldn’t have finished it yesterday, did they?
【特別提示】could have done還可表示“本來能夠做某事，但事實上沒有做”
類似用法還有：should have done “本來應該做某事”
ought to have done “本來應該做某事”
need have done “本來需要做某事”
3. Frederick William Ⅰ, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history. (P1)
could never have imagined “可能從來沒有想到”
4. This was a time when the two countries were at war. (P2)
at war 發生戰爭 at在這里表示“處于某種狀態”
【詞匯網絡】
at a disadvantage 處不利地位
at a lecture 在演講
at a run 跑著
at breakfast 吃早餐
at call 隨叫隨到
at church 做禮拜
at dinner 吃飯
at ease 悠閑自得
at grass 在吃草
at graze 在吃草
at hand 在手邊
at high/low 處于高潮/低潮中
at issue 在爭論中
at large 未被捕
at leisure 空閑著
at meals 在吃飯
at peace 悠然自得
at play 在玩耍
at rest 在休息
at school 在讀書
at stake 處在危險中
at study, at table 在吃飯
at the bar 受到公開審問
at the piano 在彈鋼琴
at the wheel 在駕車
at work 在上班
5. She has a strong love for cultural relics. (P5)
have a strong love for 非常喜歡 這里須要注意“名詞+for”的固定結構： 下列名詞后要用for+名詞
plan, need, reason, explanation, ability, affection, excuse, ambition, anxiety, reputation, consideration, necessity, talent, sympathy, cause, pretext,qualification You must make up a plan for the new term.
Most of us have great sympathy for the weak.
6. A judge must decide which eyewitnesses to believe and which not to believe. (P5)
decide + 疑問詞+to do sth
【詞匯網絡】能用“疑問詞+to do sth”做賓語的動詞還有：
know, see, tell, ask, consider, discover, explain, forget, guess, hear, imagine, inquire, learn, remember, think, wonder, understand
7. The judge does not consider how each eyewitness looks. (P5)
consider V
1) think about考慮，
Consider carefully before you decide.
They considered your suggestion.
He is considering studying abroad.
We are considering how to help them.
2) regard as認為
I consider him (to be/as) my closest friend.
=I consider (that) he is my closest friend.
He is considered to have invented the first computer.
他被認為是最早發明計算機的人。
I consider it wrong for students to smoke.
我認為學生抽煙是不對的。
【詞匯網絡】★considering作為插入語，表示“考慮到……”
Considering (that) he did not study, he did well in the test.
考慮到他沒有學習，他考得還不錯。
★與consider...as...類似的短語：
see...as +(adj/n), accept...as, recognize...as, regard...as, treat...as, use...as, have...as, imagine...as, appoint...as, choose...as, elect...as, think of...as, describe...as
【特別提示】consider后面可以跟上doing做賓語，也可以用consider sb to do sth
在做題時要注意在被動語態后跟to do sth/to be doing sth/to have done sth，而在主動語態時才跟上doing sth。
Bell was considered to have invented the telephone.
Bell considered inventing a useful object for human beings.
高一必修一英語教案篇4
一、教材分析
(一)教材的地位和作用
本節課是本單元以及本教材的第一節課，本課談論的是：朋友是不是僅限于人類、朋友的真正含義、如何與人相處的問題等關于朋友的話題。本課涉及的有陳述句和疑問句的直接引語和間接引語的掌握和運用等語法要點。學生從初中到高中，來到一個新的學校，同學彼此陌生，不免想起老同學，老朋友。這樣的話題正好能引起學生的興趣。而且本課的內容和語法的啟發性和實用性都很強，能使學生在學中用，在用中學，對綜合提高學生的聽說讀寫能力有較好的促進作用。
(二)教學目標
英語教學大綱規定，通過聽說讀寫的訓練，使學生獲得英語基礎知識和運用英語的能力，激發學生的學習興趣，為進一步學習打下良好的基礎。因此，我制定以下教學目標：
知識目標：1、掌握和使用陳述句和疑問句的直接引語和間接引語。
2、討論朋友和友誼。
3、學習掌握本課的重點詞匯。
技能目標：1、學會閱讀的技能——scanningand siing 。
2、通過談論朋友和友誼，既鍛煉學生的語言運用能力，又培養了學生發現問題、思考問題、解決問題的能力。
3、理解閱讀文段，復述故事。
情感態度：1、患難之交才是真朋友。
2、知音難得。
3、海內存知己，天涯若比鄰。
文化意識：認識德國納粹黨。讓學生了解那段德國法西斯殘害猶太人的歷史，使學生在感受外國歷史文化的同時自然而然的習得語言。
(三)重點與難點
重點：1、訓練scanningand siing等閱讀技能。
2、認識朋友的真正含義以及與人相處的問題。
難點：1、閱讀技能的訓練。
2、陳述句和疑問句的直接引語和間接引語的互相轉換(人稱的變化、時態的變化、指示代詞、時間狀語、地點狀語和動詞的變化)。
(四)教具
本課利用錄音機、投影儀等輔助設備，激發學生的學習興趣，調動他們的積極性，為展開話題提供豐富的材料，使教學收到事半功倍的效果。
二、教法分析
在新課程背景下，教師要成為學生學習的促進者、組織者和合作者。本課采用討論法，主要采用小組合作討論的方式。在讀前階段我就提出問題，讓學生思考討論是不是只有人與人之間才可以交朋友，然后在閱讀中通過安妮的日記向學生說明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓練的基礎上，我再引導學生深入討論幾個與本課有關的話題，展開教師為主導、學生為主體的師生雙邊活動。通過創設真實自然的語言環境，使學生在語言實踐中把語言知識和技能主動轉化為交流能力，變苦學為樂學，從而培養學生大膽用英語進行交際的能力。
三、學法分析
教務于學。傳統教育的弊端是教師“滿堂灌”，只重視怎么教而忽視怎樣學，結果高分低能的現象十分嚴重。為了改變教師牽著學生鼻子走的被動狀態，我通過創設話題，寓教于樂，引導學生自學、自做、自助、自悟，讓學生學會自己動手，收集信息、處理信息，用所學語言去實踐和解決問題，使學生在運用語言的過程中感悟體驗所學語言的規律，培養語言意識，積累語言經驗，形成語言感覺，達到語言運用的目的。從而使學生真正成為學習的主人。
四、教學過程
新課程改革的核心理念是“一切為了學生的發展”。學生的英語學習不僅僅是掌握幾個單詞和句型，更重要的是學會運用語言來交流思想，辦實事。因此我精心設計了以下教學環節：
(一)激趣導入，務于新知
一節課的良好開始，對于整節課教學的順利進行起著至關重要的作用。在Waring up 部分我分四步進行：
1、用問問題的形式導入(屏幕顯示)。同時板書Unit 1 Friendship。
D u have an friends? Are u gd t ur friends?
Which ind f friend d u thin is the best friend?
2、做調查：在Waring up部分有5個問題，我讓學生獨立完成。然后在屏幕上顯示下列表格。
3、調查結果：顯示各得分情況所對應的調查結果，讓學生自行對照。
Grade 1 (5分以下) 直截了當，做事果斷，沒考慮不良后果。
Grade 2 (10分以下) 能用更合理的方法處理問題，又不傷朋友之間的感情，但自己的利益有時會受損。
Grade 3 (10分以上) 不傷感情，又能保全自己利益。
通過調查問卷的形式，引導學生了解日常生活中朋友之間發生的真實問題以及解決這些問題的方法，最后的'問卷調查結果讓學生興趣和熱情倍增，這樣能促使學生很快進入語言學習和探究活動中去，愉快的進入學習狀態。
4、學習三句諺語，使學生明確對待朋友和友誼的態度。
A friend in need is a friend indeed. 患難之交才是真朋友。
Real friends are few and far between. 知音難得。
Lng distance separates n bs friends. 海內存知己，天涯若比鄰。
(二)創設話題，教學新知
新課程指出，教師不再是居高臨下的管理者，而是學生學習的促進者、組織者、合作者。
1、我布置Pre-reading部分的幾個問題啟發學生對“朋友”和“友誼”進行思考，使學生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友。接著讓學生就問題進行小組討論。然后讓個別學生回答問題。
接著屏幕顯示我補充的問題：
Wh d u need friends?
What d u thin a gd friend shuld be lie?
Des a friend alwas have t be a persn?
讓學生討論后回答。引出課文的主題 Anne’s best friend –DIAR.
2、介紹故事背景：這是一個真實的故事。1933年-1945年，納粹黨對德國人民進行法西斯統治。只要他們一發現任何猶太人，就會把他們送到東歐波蘭的集中營區。為了避免被抓，安妮和她的家人選擇了躲藏，藏在了一棟房子的閣樓里，在躲藏的日子里，她只能和日記交朋友，她把心里一切的感受都告訴了日記，后來《安妮日記》出版后，很快成為全世界廣為流傳的一本書。
3、教學新的語言項目和句子結構。我在教學語言項目的時候，一是培養學生根據語篇、語境來猜詞，一是用舉例的方式來說明詞的用法。
(三)閱讀文段，強化新知
1、Scanning(查讀):學生們在了解了當時的歷史背景后，以及理解了安妮當時的心境和為什么將日記視為自己的朋友，這樣才能深刻理解安妮日記的內涵。在此基礎上，我設計了幾個問題，讓學生帶著問題聽錄音。這樣做能使學生更加集中注意力，抓住重點。(屏幕顯示)。
Wh did Anne ae her diar her best friend ?
When did this str happen?
Hw lng did the hide befre the were discvered?
Anne’s best friend：
When was the diar written?
Wh didn’t she g dwnstairs until the windw had t be shut?
Saple diar:
2、Siing(略讀)：在學生對課文進行了探究之后，學生已經將課文的大部分內容融會貫通，消化理解了。這時讓他們通過討論來解決問題，可以使學生的學習潛能得以挖掘。(屏幕顯示談論的主題)
Mae a free discussin.(Ex3 in cprehensin)
__ What wuld u iss st if u went int hiding lie Anne and her fail? Explain wh.
__ Hw wuld u describe Anne’s feelings as she was ling ut int the night s?
(四)難點再現，深化新知
在一節課結束前幾分鐘將重難點知識進行總結和歸納，是提高課堂教學效率的有力措施。我在屏幕上又顯示了下列的句子，讓學生明確什么地方需要加強，學習策略要做怎樣的調整。
Explanatin ：
__ She said, “I dn’t want t set dwn a series f facts in a diar as st peple d, but ……” (Change Direct Speech int Indirect Speech)
__ I wnder if it’s because I haven’t been able t be utdrs fr s lng that I’ve grwn s craz abut everthing t d with nature. (it’s because ……that )
__ It was the first tie in a ear and a half that I’d seen the night face t face ……(Understanding Anne’s inside thughts.)
(五)布置作業，鞏固新知
為了鞏固今天所學的內容，我要求學生課后用100字左右來復述故事，完成Cprehending里的關于直接引語和間接引語的練習。
最后，我說一下我的板書設計。為了濃縮教學內容，使學生對新課內容能一目了然，印象深刻，我采用綱目式設計板書，左側列出課文中出現的重要的單詞和詞組，右側列出重點句型。
Unit 1 Friendship
1、Useful wrds and expressins 2、 Iprtant structures
五、教學評價
這一節課我主要采取任務型的教學形式，從任務呈現到任務準備(也就是知識與技能的教學)，學生們在完成任務的驅使下，得到了語言交際和思想交流的機會，在討論問題的過程中把知識和技能轉化為交流能力。我以與學生平等的身份參與到學生的交際和交流中去，這充分體現了師生互動、生生互動的教學思想，從而達到預期的目的。
由于本人經驗不足和能力有限，因此在備課和說課的過程中存在著一些不足之處，懇請各位領導、老師提出寶貴意見。謝謝!
高一必修一英語教案篇5
1. 能力目標：
① Listening: gain useful information and clear views from the listening material;
② Speaking: express one’s attitude or views about friends and friendship in appropriate words.
③ Reading: let Ss summarize the main idea
④ Writing: write a letter about how to make friends
2. 知識目標：
① Talk about friends and friendship; how to BE friends; how to gain friendship
② Use the following expression:
so do I / neither do I
I think it is a good idea
All right
Yes，but…
③ to get the Ss to master direct speech and indirect speech
④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once
3. 情感目標:
① To arise Ss’ interest in learning English;
② To encourage Ss to take part in the activities and make Ss confident;
③ To develop the ability to cooperate and communicate with others.
4. 策略目標：
① To develop Ss’ cognitive strategy: making notes when listening carefully;
② To develop and improve Ss’ communicative strategies.
5. 文化目標：
To enable the Ss to come to know different opinions about making friends from different countries.
6. 現實目標
① To make Ss respect each other and friendship
② To make them get well with one another in society
Teaching steps:
Period one
Step 1. warming up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….
3. To let Ss make a correct choice about their questions that they meet in warming up.
Step 2. practice speaking
1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.
2. Self-introduction or work in pairs
3. Ss can ask some questions about life or learning
Step 3. Make new friends
1. Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sports, books …
2. Report to the class: who will probably be your friend why.
Step 4. Do a survey
Ss do the survey in the text on P1
Step 5. Listening and talking
Do Workbook on P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.
When Ss make their conversation, ask them to try to use the following expressions.
I am afraid not exactly I agree I think that is a good idea of course not
Step 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.
Step 7. Summary
1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find the answer to the question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.
Step 8. Evaluation
Ss finish the following evaluation form. Standard: A, B, C
Contents 自評 他評
1. I’m active in talking with others.
2. I’m active in cooperating with others.
3. I can express myself fluently, accurately and appropriately.
4. I know more about friendship after the lesson…
5. Do you think you need to improve yourself in some ways? Which ways?
Homework:
1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. Write a short passage about your best friend.
Period two
Step 1. Warming up
Activity 1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.
How would you feel?
What would you do?
Four students a group discuss with each other for 2 minutes.
Activity 2: Play a short part of the movies
Step 2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne’s best friend?
What will happen in the passage?
Step 3. Skimming
Students skim the passage in 2 minutes to get the main idea:
Who is Anne’s best friend?
When did the story happen?
Step 4. Scanning
Students work in pairs to find the information required below:
Anne in World War Ⅱ
Step 5. Intensive reading
Students work in groups of four to discuss the following open questions:
1. Why did the windows stay closed?
2. How did Anne feel?
3. What do you think of Anne?
4. Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語篇,上下文).
5. Which sentences attract you in the passage?
Step 6. Activity
Four students a group to discuss the situation:
Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.
What will you take? Why?
How will you spend the 3 months?
How will you treat each other and make friends?
Step 7. Assignment
Task 1. Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Task 2.Ex 2.3 on Page3
Period three
Step 1. Warming up
Check the Ss’ assignment: task 2
Step 2. Language points:
1. add (v.)
1). To put together with something else so as to increase the number, size, importance, etc.增加，添加
Please add something to what I’ve said, John.
2). To join numbers, amount, etc so as to find the total 相加
Add up these figures for me, please.
add to something: to increase 增加
The bad whether added to our difficulties
add up to總計、加起來共是
Having a big breakfast adds up to 112
add…to…把…加到…
Please add the names to your list
2. Cheat v.
1). To act in a dishonest way in order to win 欺騙;作弊
2). (of, out of) to take from (someone) in a dishonest way 騙取
The boss has cheated out of his money
1). an act of cheating 作弊行為
2). one who cheats 騙子
3. Go through
1).To examine carefully 仔細閱讀或研究
I went through the students’ papers last night.
2).To experience 經歷，遭受
They went through the terrible earthquake at night
4. Crazy (adj.)
1). mad, foolish 瘋狂的，愚蠢的
It’s crazy to go out in such hot weather.
2). wildly excited; very interested 狂熱的，著迷的
She is crazy about music
5. Lonely (adj.) unhappy because of being alone or without friends 孤獨的.，寂寞的
He has been very lonely since his wife left him.
Lonely/alone
alone
1). without or separated from others單獨的
She lives alone.
2). only 僅僅，只有。用于名詞或代詞之后。
The gloves alone cost $ 80.
Leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不帶走，不觸摸，不干涉某人或某事
Leave that alone. It’s mine.
She has asked to be left alone.
6. be concerned about/for: be worried about 擔心
We’re all concerned about her safety
Concern oneself in something 從事或參與某事
He concerned himself in the case
Be concerned with… 與…有關
The car accident was concerned with my carelessness
7. upset:
1). Adj. worried; sad; angry; not calm 不安，心煩意亂， 生氣
He is upset about the little things。
2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生氣
His cheating on the exam upset his mother
8.well n.井 adj. 身體好 adv. 好 Int. 噢，
George was well and truly drunk.
I couldn’t very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
The children watched spellbound as the magician took rabbits from his hat.
Step 3. Learning about language
1. Finish Ex.1, 2 and 3 on Page 4.
2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.
Step 4. Practice
Using structures on Page 42: ask the Ss to use indirect speech to retell the story.
Step 5. Assignment
Finish Workbook. Ex, 1 and 2 on page 41 and 42.
Period four
Step 1. Revision
Check the Ss’ assignment.
Step 2. Reading
Ss read the letter on page 6 and tell each other how to help the student named Lisa
Notes:
1. get along with
2. fall in love with
Step 3. Listening
Ss should take notes while they are listening.
1 .first listening: Ss listen and answer the questions of part 2 on page 6.
2. second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Workbook. Ex 1 and 2 on page 43 and page 44.
Step 5. Speaking
Ss work in groups of four, design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the warming up to help them.
Step 6. Assignment
1. Ss prepare the reading task on page 44.
2. Surf the internet and find some material about friendship in different countries.
Period five
Step 1. Warming up
Ss say something about making friends and how to maintain friendship.
Step 2. Listening
Ss listen to a short passage and fill in the blanks on page 41 (listening).
Step 3. Reading
1. first reading: Ss read the passage about friendship in Hawaii and finish Workbook.Ex1.on page 45.
2. second reading: Ss read again and discuss the questions on page 45.
3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
Step 4. Discussion
What do you and your friends think is cool?
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not.
Ask Ss to use the following sentences while they talk:
I think that… is cool/ isn’t cool because ….
I think so.
I don’t think so.
I agree with you.
I don’t agree with you.
Step 5. Assignment
Ss collect some proverbs about friendship.
Period six
Step 1. Pre-writing
1. Read a letter from a student called Xiao dong.
2. Go over the advice on page 7 and be ready for writing.
Step 2. While-writing
Ask the Ss to write a letter to Xiao dong as an editor and give him some advice.
1. Ss make a list of the important information they can need
2. Ss begin to write the letter to Xiao dong.
3. Ss revise their letters by themselves.
4. Ss exchange their writing paper with their partners and correct the mistakes (tense, spelling, letters, structures….)
5. Ss get back their own writing paper and write the letter again.
Step 3. Post-writing
Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.
Step 4. Writing for fun
1. Ss read the passage on page 7 by themselves.
2. Ss try to write a few lines to describe their best friends or a person they know.
3. Show some Ss’ writings in class.
Step 5. Assignment
Do Workbook. writing task on page 46.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning interests and abilities。
Teachers can try to let Ss write down their opinions about making friends or friendship in order to make Ss get well with each other in school.
高一必修一英語教案篇6
Warm-up
In this unit you will…
Talk about your own lifestyle and find out about other people’s.
Listen to some interviews, radio programmes and a survey.
Read articles about lifestyles and a personal letter.
Write a personal letter.
Review the present tenses.
Warm-up
1 >Look at the photos. What kind of lifestyle do you think the people have?
Use the Key Words to help you.
boring, busy, dangerous, active, easy, lazy, exciting, free, interesting, peaceful, relaxing, stressful
Example
I think a shepherd’s life is peaceful and relaxing-but maybe it’s boring sometimes.
Answers
1 Shepherd’s life: lazy/free/dangerous
2 Football player’s life: interesting/exciting/stressful
3 Business manager’s life: busy/exciting/boring
4 Student’s life: interesting/active/stressful
2> Listen. Say which of the people in the photos is speaking.
Example 1 a football player
Answers
1 a football player 2 a student 3 a shepherd 4 a business manager
Tapescript
1 Football player: Being famous isn’t easy, you know. I travel a lot-I have matches in different countries. But my job is exciting, very exciting! I love the matches, the people cheering, know what I mean?
2 Student: My dad says these are the best days of my life-but I’m not so sure! You know, I’ve got lots of work to do and there’s not much time really. I also play football for the school team and we have to do training three nights a week.
3 Shepherd: I love the animals and I love nature. It’s peaceful, and there’s no one to tell me what to do. But it’s not so good when the weather’s bad!
4 Business manager: I’m very busy, and I don’t have time to see my husband and children. Mmmm and my life is very stressful, I suppose. I mean, I have to deal with lots of money. But I find it really exciting.
3> Work in pairs. Talk about the lifestyles below.
Example
A: My aunt’s life is very interesting because she…
B: Yes, but it’s very…
1 My aunt is a business manager in Shanghai and she travels a lot. She has a young daughter. She works very hard so she hasn’t got time for hobbies.
2 Fang Ming is a police officer in Chengdu. He is also a member of a basketball team and plays the game once a week. He goes fishing in his free time.
4> Introduce some more lifestyles of other jobs. Let the students learn more.
Writing
5> Imagine the lifestyle of your dreams. Write five sentences about it.
Example
I am a professional tennis player. I live in Beijing but I travel a lot.
6> Think bout your own lifestyles. You know, you are students, you are very busy. In other countries, students ‘s lifestyles aren’t like ours. What’s your opinion about this? Please write them down.
Lesson 1 A Perfect Day?
Teaching aims:
To discuss favorite TV programmes and daily activities.
To revise Present Simple and Present Continuous.
To read two texts in order to check predictions.
To read two texts for specific information.
Teaching difficulties: To revise Present Simple and Present Continuous.
Teaching Aids: computer and cassette
Teaching procedures:
Ⅰ. Warming up
T: I think most of us like watching TV. Watching TV is part of our life, do you think so?
S:
T: We know about all kinds of things from TV. What are your favorite kinds of TV programme? Tell the class. Use the Key Words to help you. (show some slides about TV programmes)
S:
T: Why do you like the programmes?
S:
T: Do you ever watch too much TV? How much time do you spend watching TV every day?
S:
T: The way a person lives and works is different. Can you imagine an adult does nothing except watch TV all day? Or he only thinks of working and never has time to watch TV? What kind of lifestyle do you think the men in the picture have?
S:
T: In reality few people like do that, but some people like that lifestyle and think it is a perfect day. Now let’s read the text “A Perfect Day?” really?
Ⅱ Reading
Do the exercise true or false to see how much students understand.
1. Brian is not satisfied with the kind of lifestyle.
2. Brian’s wife goes out to work and supports the family.
3. Bob is poor so he has to work day and night.
4. Bob almost has no time to spent with his family.
5. It seems that Bob prefers doing a lot of things all day to doing nothing.
6. Bob’s wife often quarreled with Bob for him doing nothing.
7. Brian has more than a TV set.
8. Brian ‘s wife often complains the money that Brian makes is not enough.
Answers: 1. F 2.T 3. F 4. T 5. T 6.F 7.T 8.F
T: What does a couch potato refer to?
S:
T: A couch potato is someone who watches lots (some would say too much!) of television.
“沙發馬鈴薯”。它不是馬鈴薯的變種，而是現代社會里的產物，指浪費太多時間看電視的人。
T: What is workaholic?
S:
T: A person who works very hard and finds it difficult to stop working and do other things. What is different between a workaholic and a couch potato?
S:
T: They are too different. One is lazy and doing nothing, the other like being busy
Ⅲ Read aloud
Do the exercise 3 to let students understand the text.
Read the two texts quickly and underline the TV programmes that Brain usually watches.
the children’s programs, news, old movies, TV series, sports games
Underline the kinds of work Bob does every day.
meetings and phone calls, urgent matters, do my own paperwork and answer some personal e-mails, look at documents at home, be ready for the next day’s work
Do the exercise 4. Read the two text again and answer these questions:
Ⅳ Discuss
Which lifestyle do you prefer? Which one is healthier?
What can Bob or Brian do to improve their lifestyle?
Possible answers:
Do you work too hard? You may need more time to enjoy your life with your family.
You are too lazy! Your life is too boring only at home .You should go out for work and do some exercise.
Ⅴ Language points
1. switch on=turn on 接通， 打開（電器）
. First you should switch the machine on.
switch off =turn off切斷（電流等）
He switched it off because he didn’t like the television programme.
他把電視關了， 因為他不喜歡那些電視節目。
switch over 交換位置， 轉換
You drive first and then we can switch over.
你先開車， 然后我們換著開。
2. take up占據（時間、空間）
This table takes up too much room.
這個桌子太占地方。
Her time is fully taken up with writing.
她的時間都用來寫作了。
take up 還可以表示： 開始學習某項課程；向…提出；開始做某項工作； 拿起武器；打斷某人等。如：
A few years later I dropped medicine and took up physics.
幾年以后我放棄了醫學， 開始學習物理。
He said he would take up my difficulties with the headmaster.
他說他要向校長提出我的困難。
When can you take up your duties, Doctor White?
懷特醫生， 您什么時候可以開始工作？
She took me up suddenly when I suggested that the job was only suitable for a man.
我提出那工作只適合男人做， 她突然不容分說地把我打斷了。
He called on the people to take up arms to defend their freedom.
他號召人民拿起武器保衛自由。
3. fill vt./vi 使充滿；注入
Flowers filled the garden.
花園里開滿鮮花。
The doctor filled the bottle with some medicine.
醫生往瓶里裝入一些藥物。
be filled with充滿
Her eyes are filled with tears.
她眼里滿含淚水。
4. When I get home at about ten, I look at some documents that I bring back from the office so that I can be ready for the next day’s work. (分析句子成分)
5. be /get bored厭倦 , 厭煩
I’m getting bored and homesick.
我感到厭倦了，有點想家。
I’m bored with the subject anyway.
不管怎么說我對這個題目有點煩。
Ⅵ Vocabulary and Grammar
Do the exercise 7, 8 and 9.
Homework
Keep a diary about your weekend. Words about 100.
Lesson 2 Relaxing
Teaching aims:
To practise listening for specific information.
To use strategies to predict answers before listening to a text.
To practise expressing preferences
To become aware of hesitation techniques.
To learn about ways of dealing with stress in everyday life.
Teaching difficulties: To practise expressing preferences
Teaching Aids: computer and cassette
Teaching procedures:
Ⅰ. Warming up
T: Today we are going to study lesson 2 relaxing. What’s meaning of relaxing?
S:
T: Relaxing means to rest while you are doing something enjoyable, especially after work or effort. Do you know what I say?
S:
T: In our life we often face all kinds of stress and worries. Think about situations in your life. Use the key works to say how relaxing or stressful they are for you. Do the exercise 1.
S:
T: Too much stress and worries for a long time does harm to our health, we must think of ways to get rid of them, now look at the picture, stressful?
S:
T: Yes, they are relaxing, these are effective ways of reducing stress.
Ⅱ Listening
T: we will listen an interview about relaxing, but before listening we do an exercise to help you understand.
Do the exercise 2, You will hear the following words in the interview. Use them to complete the sentences.
T: In order to live happily we must think of ways to reduce stress, do you think so? What ways do you have?
S:
T: The interview will give you some new ideas, but before you listen , read the questions carefully, try to think of possible answers.
Do the excise 3 and 4
Do the excise 5
T: Now let me test your remembering ability, you read through the questions, answer them if you can remember any of the answers.
Students listen to the cassette again and answer the questions.
Do the exercise 6.
T: We will listen to Mark’s dialogue about relaxing and stress. I guess maybe you will have the same feeling and experience. Pay attention to his stressful actives and relaxing actives to fill the blank.
When students have checked their answers, ask them “Before exams and before going to parties what do you do to avoid much too stress?
Do the exercise 7
Students look at the Function File activity and see if they can remember or can guess any of the missing verbs.
Students listen to the cassette again and complete the sentences in the Function File.
Remind students of these words’ character: v + ving.
Do the exercise 9
In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?
Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.
Ⅲ Practice- Speaking
In pairs students act out a role play in which one person is not sure what to say and so uses a lot of hesitation words. For example, You borrow your friend’s favorite CD last week. Now she ask you for it back you can’ t find it.
Ⅳ Homework
Write eight sentences about yourself using the verbs in the Function File.
Lesson 3 A Volunteer Teacher
Teaching aims:
To listen for specific facts
To give opinion about voluntary work
To talk about future arrangements and intentions, using the Present Simple, the Present Continuous and going to
Teaching difficulties:
To talk about future arrangements and intentions, using the Present Simple, the Present Continuous and going to
Teaching Aids: computer and cassette
Teaching procedures:
Ⅰ. Speaking
T: What does the girl do?
S:
T: Yes she is a volunteer teacher. This is a real story. The girl’s name is Wang Shu, grew up in Hangzhou, Zhejiang Province. Upon graduation from the English department of Beijing Normal University, she left Beijing for Inner Mongolia working as a volunteer teacher. She is still there now. What do you know about this part of China?
S:
T: show a slide to introduce Inner Mongolia (Inner Mongolia (Nei Mongol) is the first national autonomous region established in China. It stretches along China's northern border with Mongolia and Russia and covers an oblong area of over 1.28 million square kilometers, one eighth of China. Of all the Chinese provinces and autonomous regions, Inner Mongolia is the third largest after Xinjiang and Tibet.) Inner Mongolia falls behind developed areas so it needs volunteers go to work there.
T: What can you say about the girl in the photo?
S:
Ⅱ Listening
Students read the questions and predict the answers
T: I think you must be interested in Wang Shu, now listen to the interview, you will learn more about her and answer these questions.
Students listen to the tape and check their predictions.
Students listen to the tape again and make sure of the answers
Students work in pairs and take turns to retell Wang Shu’s story
Ⅲ Voice your opinion
Is it a good idea to do voluntary work? What reasons do people have for doing voluntary work?
Ⅳ Vocabulary
Do the exercise 5.
Students work individually, thinking about the cues and what they are going to do.
Students read the sentences, decide which words to use, and then complete the sentences.
Ⅴ Grammar
Do the exercise 6
Listen to the interview again. Pay attention to these sentences from the interview. What verb forms are used to talk about the future?
Guide students to draw the following conclusion:
present Simple
present Continuous
going to + infinitive
do consolidate exercise7, 8and 9
explain further grammar:
Expressing future arrangements and intentions:
be going to-- to express an intention to do something.
Present Continuous-- to talk about future events that we have already fixed or arranged.
Present Simple-- to talk about official events or timetables which we cannot change.
be going to do 與 be doing 的區別
be going to do 表示事先經過考慮過，然后計劃好將做某事；跡象將發生某事。
We are going to go climbing this week.
My sister is going to go to Australia in a week.
It is going to snow.
be doing 指立刻決定的計劃，沒有經過一段時間 的考慮, 意思上相當于be about to do, 但后者不能接時間狀語；多用于表示位置移動的動詞中，如：go, come, arrive, leave, reach , start;
I am going to hometown this afternoon.
He is leaving.
We are playing the piano at six.
I am about to go out.
句型轉換
1. We are going to do some shopping next Tuesday. (變成否定句)
We ____________________ shopping next Tuesday.
2. I’m going to see my mother on Mothers’ Day. (變成一般疑問句，并作否定回答)
- ________ going to see your mother on Mothers’ Day?
-NO, _________.
3. She is going to carry these luggage to the train station. (對劃線部分提問)
_____ is she going _____?
4. Sophie is going to France the day after tomorrow. (對劃線部分提問)
_______ Sophie ______ to France?
Answers: 1. aren’t going to do some 2. Are you, I am not
3. What, to do 4. When is, going
補全對話：
A: (1) ________________________tomorrow?
B: I'm going to buy a gift.
A: (2) ___________________________?
B: I'm going to give it to my mother.
A: (3)________________________ ？
B: I'm going to buy a bunch of flower.
A: ___________________________?
B: I'm going to buy it in the Flower World.
A: Are you going there alone
B: No. (5)__________________________.
A: your mother will be happy.
Answers:
(1) What are you going to do
(2) Who are you going to give it to
(3) What are you going to buy
(4) Where are you going to buy it
(5) I’m going there with my sister
Translate sentences
1. 我們要兩點半出發。
__________________________
2. 明年我們要去加拿大度假。
------------------
3. 我將派約翰去幫助你。
______________________________
4． 約翰和瑪麗買了一些家具，他們打算下個月結婚。
____________________________________________.
Answers:
1. We are going to start at 2:30.
2. We are going to take a holiday in Canada next year.
3. I’m going to send John to help you.
4. John and Mary bought some furniture, they are going to marry next month.
Ⅵ Homework: writing
You have just started your senior high school. You must have a lot of plans. Choose from the following and write about one of your plans:
Your plan for the next three years.
Your plan for the coming holiday.
Your plan for the coming weekend.
Lesson 4 City and Country
Objectives:
To practise using background knowledge strategies when reading.
To practise reading for specific information.
To express opinion orally and give reasons for them.
To compare one lifestyle with another.
Pre-Reading
Answer these questions to prepare yourself.
Use the Key Words below to help you.
office, farm, underground, walk, crowded, space, quiet, noisy.
1) How are city and country lifestyles different in China?
2) Can you imagine city and country lifestyles in Britain?
Show some pictures in the country and in the city.
Reading
Read and fill in the table with information about Debbie and Paul’s lives. Add information about your own life and compare.
Debbie Paul You
Lives in A big city a small
village
Wake-up time 7 am 4 am
Job an accountant a farmer student
Working
hours 8 all day
Works in center of London north of England
Evening
activities dance classes, go to the gym, French classes play with his children;
study by distance learning
Special
activities go to the cinema,
drive to the country and go walking there go to London for a weekend break
Look at the chart then try to think out some words to describe the advantages and disadvantages living in the city or the country.
Post-Reading
Choose the best answers:
1.From the first paragraph of text 1, we can know that ___
A. Debbie has to get up very early but Paul doesn’t have to.
B .Debbie is rather tired of the underground.
C .Debbie goes to work by car every day.
D .Paul has to travel far away to work every day.
2. In the last paragraph of text 2, it can be inferred that ___.
A. Paul’s wife does not like movies
B. Paul often goes to see the film
C. The life of Paul is very convenient
D. When Paul’s children see the tube, they will get very excited
3. The main idea of text 2 is that ___.
A. Paul lives in a small village in the north of England
B. It is easy for Paul to go to work
C. Paul is busy but without the stress of life
D. Paul’s life is very free
4. Whose life is better, Debbie’s or Paul’s?
A .Debbie’s. B. Paul’s. C. Both.
D. Different people have different ideas.
5. Which of the following is NOT true according to the texts?
A. Debbie has to spend all morning checking numbers every day on workweeks.
B. Debbie likes to go to the countryside to have a weekend break sometimes.
C. Debbie and Paul are both movie fanatics and both see movies a lot.
D. Paul likes all the crowds and the noise in London.
Answers: BDCDC
Languages points:
1. That’s what people call …
He’s a new comer. That’s what I know about him.
That’s how… That’s why… That’s where…
2. …it’s so crowded that I can’t find …
so …that…引導結果狀語從句,如此…以至于…
Anna works so hard that she has little time for rest.
Tommy got up so late that he missed the first bus.
3. I spend all morning checking numbers.
spend some time doing sth. 花費時間做――
I spend two hours doing my homework everyday.
4. We don’t have the same work hour that office workers in the city have. that引導的從句表示的內容與主句所講的是“同一”
That’s the same purse that I bought last Sunday.
對比 That’s the same purse as I bought last Sunday. (同我丟失的那個一樣，但不是同一個)
5. Right now I am studying by distance learning.
distance learning 遠程教育
6. …it’s my dream to see the Great Wall …
不定式to see the Great Wall作真正的主語，前面的it是形式主語。
dream of
夢見...
I often dream of myself becoming a great singer.
I never dreamed of meeting you here.
我絕對未想到在這里遇到你。
7. My wife calls me a movie fanatic.
call+賓語＋賓補
We call him our monitor.
8. …so I don’t get the chance to go very often.
get the chance to do-有機會做――
I’m so happy that I got the chance to go abroad.
Exercise
Choose the best answers
1 –Bob told me not to swim in this river.
--That’s I told him.
A how B it C that D what
2-Don’t spend too much time the game.
--I see.
A to play B playing C played D play
3 –I saw a pen in the garden yesterday.
--Where is it now? It’s the same pen I lost.
A that B as C which D what
Keys: D, B, A
Vocabulary
Use the words from the texts to complete the sentences below.
accountant, tube, underground, crowded, nearby, otherwise, career, fanatic, forecast, distance learning
1) In England, the is often called the . Many people travel on this to work.
2) I am a real book . I have so many books in my flat. It looks like a library!
3) The says that the weather this weekend is going to be sunny and warm.
4) If you like maths you could be an , you could be a maths teacher.
5) There is a restaurant and it is always because it is so popular.
6) I am studying by to improve my .
Answers:
1 underground, tube 2 fanatic 3 forecast 4 accountant, otherwise 5 nearby, crowded 6 distance learning, career
Speaking
Talk about it. How are Debbie and Paul’s lifestyles different? How are they similar?
Example Debbie has to travel to work but Paul doesn’t.
They both have to work.
Writing
Where do you live? In a city or in the countryside? What do you like about where you live?
List three things.
Then try to write an essay to describe the place where you live , if you like there and the reason you like it or dislike it.
高一必修一英語教案篇7
Section One
Step 1. Warming-up
Let students have a free talk about their high school life, especially the first day of high school.
Step 2. Fast reading
Ask students to read the text quickly, and then ask them to answer the following questions.
1. Jenny was happy that she was wearing new jeans and a nice shirt on her first day of high school. (True or False)
2. Jenny doesn’t like math at all. (Tue or False)
3. What happened while she was looking fir Room211?
4. How were the girls she met?
5. Why did she think it was hard to be a teenager?
Step 3. Further understanding
1. Brainstorms of different feelings: Let your imagination fly! Work with you group.
2. Work with your partner to find out the different feelings Jenny had on her first day of high school.
Step 4. Language points
1. so…that
2. get lost/ married/ burnt/ paid/ changed/ separated
Cleaning women in big cities usually get ____ by the hour.
A. pay B. paying C. paid D. to pay
3. lonely; alone
Marry lived in a(n) _____ hill village.
A. lonely B. alone
4. make sure
be sure of/ about/to/ that-clause
Make sure that all the lights are off before you leave the office.
5. There was a girl sitting in front of me.
6. pick up 撿起/接受/接人
pick out/ off
David _____ the paper and read it through on the roadside.
A. picked out B. picked C. picked up D. picked off
7. get used to doing
be used to doing
be used to do sth.
used to do
- Do the Smiths live next door to you?
- No, but they_____.
A. used to B. got used to it C. were used to D. was used not to
Step 5. Homework
Make up a story about the first day of high school.
Section Two
Step 1. Revision
Review some phrases learned in last class.
Have the students to make a speech about the high school life.
Step 2. Make an adjective.
Explain “…ful” to the students, and give some examples.
peaceful careful cheerful harmful
helpful hopeful painful powerful successful
Step 3. Listening
Play the tape to the students. And do the exercises on P5.
Step 4. Speaking
Let the students make up a dialogue according to the material given in the book. And make them act it out.
Step 5. Writing
Write a diary entry about your first day in senior high school. Then ask some students to read it out. Correct it with the students together if necessary.
Section Three
定語、定語從句初探
一般來說，修飾名詞作定語的常見形式為形容詞、短語（ 形容詞短語、介詞短語等）。如：
a beautiful girl
a girl in front of me
a tree 4 meters tall
那么一個句子放在名詞后面作定語當然就是定語從句了，只不過這個從句和那個名詞之間要有一個紐帶即連接詞，在定語從句中叫關系詞，被修飾的名詞放在從句之前，先行一步，被叫做先行詞。
由此可見定語從句的存在要有三個要素即：先行詞、關系詞、定語從句。如：
The girl who is standing in front of me is my sister.
注意：(1) 一定要有先行詞，否則定語從句則是“無水之源”。看著句話對嗎？Is this girl who you talked of just now?
(2) 關系詞分類及作用
關系詞可分為關系代詞who, whom, whose, that, which 和關系副詞where, when, why等。
關系詞的作用重大: A. 起連接作用。B.代替先行詞。C.在定語從句中充當成分。
Section Four
Step 1. Revision
Go over the Attributive clauses with students together. Make some sentences if necessary.
Step 2. Fast reading
Read the texts quickly, and then give a judge to the following sentences.
1. I felt very nervous when I saw I got a 93 in the math test.
2. My mother was satisfied with my grade.
3. I always like making my mother proud of me.
4. I’m really tired of my mother’s complaints.
Step 3. Further understanding
1. After school, how did the writer feel? Why?
2. Seeing the writer’s score (a 93), how do you think the mother feel? Why? How did the writer feel then?
3. When she arrived home, what was her mother doing?
4. How well did her mother think she should perform in her studies? What happened in her junior high school?
5. By the 7th grade, what did the writer decide to do? Why?
6. When the writer did the greatest like a 100, did her mother congratulate her? Why? Or why not?
7. Why did the mother desire the girl so much? What about your parents?
Step 4. Language points
1. feel like 摸著象，感覺象；想要做
It makes me feel like I’m not good enough.
I feel like a cup of tea.
I don’t feel like eating anything after the long journey.
2. be typical of sb. to do
It was typical of her to say that.
3. congratulate sb. on sth.
4. hope/wish
hope+ that-clause
hope to do sth.
wish sb. to do sth.
wish+that-clause
wish sb. Sth.
wish后面的從句習慣用虛擬語氣。如：
I wish I were you.
I wish I could do that for you.
I wish I would fly to the moon in a moment.
I wish I had left yesterday.
5. V-ing 作狀語
分詞短語常在句中作狀語表示動作發生的時間、原因、伴隨等。分詞作狀語時，它的邏輯主語往往是這個句子的主語，應注意句子的主語和分詞之間的關系。如主語是分詞動作的執行者，應用現在分詞；而主語如是動作的承受者，應用過去分詞。
“Can’t you read?” Mary said, ______.
A. pointing angrily B. and point angrily
C. pointed angrily D. and angrily pointing
6. go through
drive sb. crazy
in a way
be faced with
hang out
put all efforts into sb.
be based on
lose touch with
let sb. down
Step 5. Difficult sentences
1. You see, next time try harder, and you will succeed.
2. So what if I miss a few questions.
3. That’s not the point.
4. As I opened the door, I found my mom where I usually find her, over the sink preparing dinner and washing the dishes.
Step 6. Homework
Review the whole unit. Write down the difficult points, you think.