英語學生教案高一
英語學生教案高一都有哪些？英語的詞匯比較長，難度開始加深。想要有效率地記憶單詞的話，掌握方法很重要，可以運用在整個學習階段。下面是小編為大家帶來的英語學生教案高一七篇，希望大家能夠喜歡！
英語學生教案高一【篇1】
一、教學目標與要求
通過本單元教學，學生應能熟練地運用表示“提供和拒絕幫助”的常用語;復習句子的成分——主語;了解紐約的發展歷史和土著人被壓迫的歷史。
二、教學重點與難點
1.重點詞匯
1. a handful of 2. tear down 3. turn away 4. now that引導狀語從句 5. take possession of 6. have an effect on 7. make agreements with 8. become know as… 9. deal with 10. in turn 11. in the rush
2.重點句型
1)Today Native Americans express their anger over this business deal.
2)This is because the surface of the earth is not flat but round.
3)Now that they could ride horses, it became easier to hunt the bison.
4)This in return had an effect on the food supply for wolves.
3.語法 復習和歸納句子的成分——主語
1)The first settlers on the plains were farmers.
2)The killing of the bison changed the whole wild life of the plains.
3)Whether he will come or not is unknown.
4)To see is to believe.
5)The learned should be respected.
教學建議
教學教法：
進入高三下學期的學習，基本進入了全面備考狀態。北京特級教師張鐵城老師有如下建議：
1. 對近年高考題精耕細作，反對盲目的題海戰術。
2. 不要單純背詞匯表，要把詞匯與語法結合起來，要在具體語篇中記憶詞匯。
3. 要多讀多題材的閱讀文，特別是現代生活中的熱點問題。
4. 要增加聽力訓練的力度，充分利用高三課本資源。
詞語辨析：
1.By 1820 the population of New York had grown to about 125 000, making it the largest city in the USA.
making it the largest city in the USA是分詞短語作結果狀語。動詞make 意為“使成為”，接名詞或形容詞構成復合結構。如：
The bus was held up by the snowstorm, thus causing the delay.
Her husband died in the war, making her a widow with three children 2.In 1858 an area of poor housing, factories and farm buildings was torn down and Central Park was created, reaching from 59th Street to 110th Street and across three avenues.
1)tear(tore，tom)是動詞，意為“撕開，扯掉”。短語動詞 tear down，意為“撕下，拆毀”。如：
tear down a notice 撕下一張通知
tear down a dangerous wall 拆毀一道危墻
2)reach作“延伸”解。reaching from 59th Street. . . and across three avenues是現在分詞作定語，修飾Central Park，相當于一個定語從句。
①現在分詞作后置定語相當于限制性定語從句，表示主動的動作或動作正在進行。
Anyone swimming will be punished.
The road joining the two villages is very wide.連接這兩個村子的路非常寬。
③現在分詞的被動語態作后置定語(既表示被動，也表示動作正在進行)
The question being discussed is very important.
Do you know the boy being punished by our teacher?
3.In 1892 the age of mass arrival began, during which 15 million new people passed through Ellis into the USA. over a period of 62 years.
1)mass是名詞，意為“大量，大批”，mass arrival是名詞修飾名詞，mass作定語。英語中名詞修飾名詞是常有的現象。如：
head teacher班主任 express train快車
news broadcast 新聞廣播 welcome speech 歡迎詞
time table時間表 orange juice 橘子汁
press conference 記者招待會 research project研究計劃
power plant電廠 weather forecast天氣預報
2)pass through為固定短語，含義為“穿過，通過，路過”，其中 through既可當介詞用，也可當副詞用。如：
He passed through unspeakable difficulties.
We're just passing through on our way to Shanghai
4.now that，due to，because of，owing to，since，as
1)now that.作“既然”時相當于since.突出事實性，而as作“既然”語氣較弱。有時now that中的that可省去。如：
Now(that)you are well again，you can travel.你既然恢復了健康，就能夠旅行了。
2)due to作“由于，因為，應歸功于”時常作表語或跟在名詞后。如：
The flight was cancelled due to the storm.班機因暴風雨停航了。
3)because of“由于，因為”只能引導副詞短語，在句中作狀語或表語。如：
Lincoln is admired because of his leadership.林肯由于出色的領導而受到人們的贊賞。
4)owing to“由于，因為”常在現代英語中與 because of，due to換用。如：
Owing to unfavourable weather，I was unable to carry on with it.由于天氣不好。我不能把它進行下去。
英語學生教案高一【篇2】
教學準備
教學目標
1.Students learn some new words and expressions to describe people ,especially famous persons;
2.Students are encouraged to give more information about famous persons who they are familiar:
3. Students can realize that it is scientific spirit that makes those scientists successful.
教學重難點
1. Words and expressions in this unit
2. Previous knowledge of some of the famous scientists
3. Comprehending the text
教學過程
【導入】Words learning
(Students are assigned to learn the new words of this unit and find out the English explainations of the new words )
Definitions or explanations
A.examine 1.general principles of an art or science
B.repeat 2.say or do again
C.theory 3.at once; without delay
D.immediate 4.look at...carefully in order to learn about or from...
E.complete 5.of great value, worth or use
F.valuable 6.having all its parts; whole; finished
G.announce 7.make known
H.control 8.come or bring to an end
I.positive 9.power to order or direct
J.conclude 10.quite certain or sure
【講授】useful sentences learning
(The sentences are picked from the text.)
1.“All roads lead to Rome, ”he encouraged me after I failed the entrance examination.
2.This sentence doesn’t make any sense.
3.Our English teacher is not only strict with us but also friendly to us.
4.He is good-looking, apart from his nose.
5.It is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.
6.It is not Tom but you who are to blame.
7.In 1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs.
8.Have you drawn any conclusion after you read this passage?
9.Well done.So much for the learning of the new words and expressions.
【講授】Introduction of a classic article
Teacher introduce a famous person --Qian Xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.
【活動】Share the outcome
Students share their article orally and discuss whether they have used some good and advanced expressions.
【練習】Consolidation
完成句子
(1)愛因斯坦被認為是二十世紀最偉大的科學家之一。
Einstein ___________________ one of the greatest scientists in
the20th century.
(2)他對實驗結果感到滿意, 他把成績歸功于大家。
He ________________________ of the experiment and _____
句型轉換
(1)把句①改為非限制性定語從句。
Qian Xuesen was born into a wealthy family on December 11,
1911, Zhejiang Province, __________________________
____________________________________________.
(2)把句②改為含狀語從句的復合句。
___________________________________________________
_______, he went to America for his further study and gained
his doctor’s degree in the Science of Astronom
單詞?分類記憶
短語?雙語互譯
語境取詞——選用上面的單詞或短語填空
句型?超級仿寫
英語學生教案高一【篇3】
教學準備
教學目標
1. Target language 目標語言
a. 重點詞匯和短語
attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, e_pose to
b. 重點句式
To prevent this from happening again, John Snow suggested that ... P3
2. Ability goals 能力目標
Enable the students to talk about science and scientists.
3. Learning ability goals學能目標
Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.
教學重難點
Talk about science and scientists.
教學工具
A computer and a projector.
教學過程
StepⅠ Lead-in
Ask the students to think of some great inventions and inventors in history.
T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?
S1: Edison invented the lights and the gramophone.
S2: The first computer was invented by a group of American scientists.
StepⅡ Warming up
First, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most.
T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?
S1: Newton.
S2: Watt.
S3: Franklin.
Sample answers:
1. Archimedes, Ancient Greek (287-212 BC), a mathematician.
2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.
3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.
4. Gregor Mendel, Czech, a botanist and geneticist.
5. Marie Curie, Polish and French, a chemist and physicist.
6. Thomas Edison, American, an inventor.
7. Leonardo da Vinci, Italian, an artist.
8. Sir Humphry Davy, British, an inventor and chemist.
9. Zhang Heng, ancient China, an inventor.
10. Stepper Hawking, British, a physicist.
Step Ⅲ Pre-reading
Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to e_press their different opinions.
T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.
Show the following on the screen.
What do you know about infectious diseases?
What do you know about cholera?
Do you know how to prove a new idea in scientific research?
What order would you put the seven in? Just guess.
Sample answer 1:
S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.
S2: People could be e_posed to infectious diseases, so may animals, such as bird flu.
S3: AIDS, SARS are infectious diseases.
S4: Infectious diseases are difficult to cure.
Sample answer 2:
S1: Cholera is caused by a bacterium called Varian cholera.
S2: It infects people’s intestines, causing diarrhea, vomiting and leg cramps.
S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.
S4: Cholera can be mild or even without symptoms, but a severe case can lead to death without immediate treatment.
Sample answer 3:
S1: I know sth. about it. First we should find the problem. Then, think of a solution.
S2: We should collect as much information as possible.
S3: Analyzing results is the most important stage.
S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes.
Sample answer 4:
S1: I think “Find a problem” should be the first stage.
S2: “Make up a question” should follow the first stage.
S3: “Think of a method”, “Collect results” and “Analyze results” are after that.
S4: Of course, before “Make a conclusion”, we should “Repeat if necessary”.
T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.
Step Ⅳ Reading
Let the students skim the whole passage and try to work out the meanings of the new words and structures using conte_t.
T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.
Show the questions on the screen.
1. What conditions allowed cholera develop?
2. Why do you think people believed that cholera multiplied in the air without reason?
3. What evidence did John Snow gather to convince people that idea 2 was right?
Sample answers:
S1: The dirty water made the cholera develop quickly.
S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.
S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.
Step Ⅴ Te_t analyzing
Ask the students to analyze the te_t in groups.
T: Please look at the chart on the screen. The chart shows that each paragraph of the te_t e_plains John Snow’s stages in his research. Please read the te_t and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.
Paragraphs
Stages
General ideas
1
2
3
4
5
6
7
Sample answers:
S1: My group’s opinion is this: stage one “Find a problem” is e_pressed in paragraph one. The general idea is like this: John Snow wanted to find the causes of cholera.
S2: Our answer is like this: paragraph two e_presses the second stage “Make up a question”. The general idea is like this: John Snow wanted to prove which theory was correct.
S3: “Think of a method” is the third stage. And it is contained in paragraph three. The general idea is like this: John Snow collected data on those who were ill or died and where they got their water.
S4: The fourth stage “Collect results” lies in paragraph four. Its general idea is like this: John Snow plotted information on a map to find out where people died or did not die.
S5: Our group believe paragraph five contains the fifth stage of John Snow’s research. The general idea is like this: John Snow analysed the water to see if that was the cause of the illness. So this stage is to “Analyse the results”.
S6: The si_th stage is “Repeat if necessary”. It is contained in the si_th paragraph. The general idea is like this: John Snow tried to find other evidences to confirm his conclusion.
S7: The last paragraph is about the seventh stage “Make a conclusion”. Its general idea is like this: The polluted dirty source of drinking water was to blame for the cause of the London cholera.
Ask some students to put their answers in the chart.
Paragraph
Stages
General ideas
1
Find a problem
The causes of cholera
2
Make up a question
The correct or possible theory
3
Think of a method
Collect data on where people were ill and died and where they got their water
4
Collect results
Plot information on a map to find out where people died or did not die
5
Analyse the results
Analyse the water to see if that is the cause of the illness
6
Repeat if necessary
Find other evidences to confirm his conclusion
7
Make a conclusion
The polluted dirty source of drinking water was to blame for the cause of the London cholera
T: Now class. Can you tell me what style of the passage belongs to?
S1: I think it is a report.
T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.
Show the chart and three pieces of writing on the screen.
Report
Description
Creative writing
Formal language with few adjectives
Vivid use of words with similes and metaphors
Vivid use of language and more informal style
No speech e_cept
quotations
No speech e_cept to help the description
Speech to show feelings, reactions etc.
Not emotional
Emotional to describe atmosphere
Emotional to describe feelings
Only one main character
No characters
May have several characters
Factual
Not factual but imaginative
Imaginative but can be based on fact
Structural according to e_perimental method
Not structured
Beginning, middle, end
Past tense and passive voice
Past tense
Past tense
Making Way
Once Goethe(歌德), the great German poet，was walking in a park. He was thinking about something when he noticed he came to a very, very narrow road. Just at that time, a young man came towards him from the other end of the road. It was too narrow for both of them to pass through at the same time. They stopped and looked at each other for a while. Then the young man said rudely，“I never make way for a fool.” But Goethe smiled and said, “I always do.” Then he turned back quickly and walked towards the end of the road.
Weather Report
Here’s the weather report for the ne_t 24 hours. Beijing will be fine with the temperature from 4 to 13. Tokyo will be fine too and cloudy later in the day. The lowest temperature is l to 8. London will be rainy and windy later in the day. The highest temperature is 8 and the lowest is 4. New York will be sunny and cloudy later in the day. The temperature is 13 to 19.
Heartbeating
Put your hand to the left side of your chest. Try to feel your heartbeating. The heart takes a little rest after each pump or beat. In boys or girls of your age, heart beats about 90 times a minute. A grown-up’s heart beats about 70 or 80 times a minute. But the heartbeat is different in the same person at different times. For e_ample, the heart beats faster during e_ercise. It is also faster when a person is angry, scared, or e_cited. During sleep, the heartbeat slows down.
Sample answers:
S1: I think the first piece “Making A Way” is in a style of creative writing. The second piece belongs to a description style. The third piece belongs to a report style.
T: Very good. Now let’s return to our te_t. Who can tell me the main idea of this passage?
S2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research.
StepⅥ Homework
1. Get more information about some infectious diseases and modern scientists.
2. Finish the E_ercises 1, 2, 3 on pages 3 and 4.
英語學生教案高一【篇4】
教學準備
教學目標
■To help students learn to e_press attitudes, agreement & disagreement and certainty
■To help students learn to read the te_t and learn to write diaries in English
■To help students better understand “friendship”
■To help students learn to understand and use some important words and e_pressions
■To help students identify e_amples of Direct Speech & Indirect Speech (I): statements and questions in the te_t
教學重難點
Words
upset, ignore, calm, concern, settle, suffer, recover, pack
E_pressions
add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in
Patterns
“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.
I stayed awake on purpose until half past eleven…
…it was the first time in a year and a half that I’d seen the night face to face…
教學工具
ppt
教學過程
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
1. Warming up
⑴ Warming up by defining friendship
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
Yeah, there are many e_planations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定義). It can only be e_perienced. True friendship can e_ist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.
Then what is your opinion about friendship?
Do you think that friendship is important to our life? Why?
⑵Warming up by learning to solve problems
Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.
Common problems among teenagers
Solution
Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.
Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.
Situation 1: Friends get angry with each other when they try to talk about something difficult.
Try to understand your friend/ Try to talk about the problem in a different way.
Situation 2: Friends don’t know how to apologize
Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.
Situation 3: Some friends don’t know how to keep secrets.
Keep your secrets to yourself
Tips on being a good friend
Treat your friends the way you want to be treated. Keep secrets that are told to you.
Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.
⑶Warming up by doing a survey
Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.
To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良師益友).
Now please do the survey on page one.
Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.
英語學生教案高一【篇5】
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 une_pected and terrible. For e_ample, when one of his loved families dies, he will feel this sound.
T: Terrific! You are using a literary way to e_press 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 te_t. 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 te_t, 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 e_ercise3 in Comprehention. It is about the main idea of each paragraph. Then ask them to read the te_t 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 te_t. They can also make preparations for E_s1-2,which are about details.
Skimming
T: At first I’d like to read the te_t 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 te_t?
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 mi_ture 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 te_t?
S3: Yes. At first, the te_t 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 te_t. If necessary, you may make some changes to make more e_act.
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 te_t 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. E_tension
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 e_press 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 e_ample, 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
課后反思：總體感覺上，本節課上得比較成功，心情愉快。基本上完成了教學任務。學生們不但對地震有了一定的了解，而且能用英語進行簡單的描述。但是同學們在討論、匯報、回答問題時詞匯單一，句式多是中國方的英語。在今后的教學中要加強語句表達方面的訓練。
英語學生教案高一【篇6】
1. To Write a passage by yourselves
Teaching procedures
教學過程：
教學活動
Acti vities 設計意圖
Intentions 互動模式&時間
IP & time
Preparations
Step 1 Ss go over the objectives 學生明確了 解本課的學習目標 IW
Step 2 Ss think of what should be included when we write about a person 導入：頭腦風暴 學生想出有關描寫人的文章應包含的內容 IW. PW
Step 3 Ss read the article abou t Langlang to get the layout of writing about a person 學生閱讀一篇關于朗朗的文章，學習文章的結構 IW
Step 4 Ss read again to find the linking words and e_pressions 學生細讀找出文章中連接詞及其在文章中的作用 PW
Writing stage 1
Step 5 Ss work in groups or pairs to share more e_pressions in describing a person according to the layout 學生小組活動，分享更多有關人物描述的表達 GW
Step 6 Ss learn more e_pressions given by the teac her
學生學習更多有關表達 CW
Step 7 Ss get to k now the assessment 學生了解作文評價標準 CW. IW
Writing stage 2
Step 8 T assigns Ss a writing material
Ss write by themselves 老師給出材料，學生獨立完成寫作任務 CW.IW
St ep 9 Ss assess their writings by themselves according to the given assessment 學生根據評分標注進行自評 IW
Step 10 Ss e_change the ir writings to assess 學生互評 PW
Step 11 Ss present their works to the class 學生作品展示
Homework Po lish your writings by yourselves 完善自己的作文
英語學生教案高一【篇7】
1.讓學生了解地球的形成和發展
2.讓學生體會并掌握各種閱讀技能和技巧
3.通過文章學習使學生認識地球對人類的重要意義，增強保護地球的意識。
Key points and difficulties：
1，通過閱讀了解地球的發展歷程
2，掌握不同的閱讀技巧，提高閱讀能力
Teaching procedures：
Step 1 Lead-in
Let students do a puzzle ---------the earth
A puzzle
It looks like a ball but you can’t play,
It is our home but so big,
It is round but we usually think it is flat.
It moves anytime but no one feels.
設計說明：展示該謎語，并讓學生齊讀，然后猜出答案--地球。利用齊讀的方式使學生精神振奮，通過猜謎語激發學生的興趣導入新課。
Step 2 Pre-reading
A. Let students enjoy the beauty of the earth.
B. Questions:
1, How did the earth come into being?
2, In China, there are some stories about the beginning of life.
Do you know?
設計說明：通過圖片讓學生感受地球，產生熱愛地球家園的體驗，同時讓學生產生了疑問，地球是怎么形成的，順利過渡到下一部分。
Step 3 Fast-reading
1, Let students read the text quickly and then answer the following questions.
(1) According to the text, how did the universe begin?
(2) What is the fundamental to the development of life?
(3) Where did life first begin, on the land or in the sea?
(4) Which kind of animal has become the most important animals on the planet today?
設計說明：設計幾個較為簡單卻有關全局的問題，讓學生帶著問題快速搜索所需信息，鍛煉學生快速閱讀的能力。讓學生迅速把握文章的脈絡，為接下來的仔細閱讀活動打下基礎。
2, Let the students read the text again and then finish the following exercise
Para1 a, the development of life
Para2 b, the important of water
Para3 c, the most important animals on the planet
Para4 d, the formation of the Earth
Para5 e, the “Big Bang”
設計說明：在上一活動的基礎上，通過此連線題進一步考察學生在規定時間內把握語篇大意和各段中心大意的能力。
Step 4 Careful-reading
1, Analyzing read the text and fill in the blanks
How life began on the earth
設計說明：在學生對文章的內容已經有了比較全面的了解后，用圖表的方式讓學生重新構建文章的主要內容。形式簡單、明了，便于知識的掌握和系統化。
2, Reading and answer the following questions.
1. Why was the earth different from other planets?
2. Why did the plants grow before the animals came?
3. Why is it wrong in films and stories to show dinosaurs and people together?
4. What problem is caused by human beings?
Step5 Consolidation
Retell how life began on the earth according to key words