人教版高一下册英语教案
最新人教版高一下册英语教案
最新人教版高一下册英语教案（一）Teaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you? Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily. Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text. Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue After that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1.What does the “fuel ”mean in the first paragraph?(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat? (What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from companies and stores.)4. How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.) Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73 Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###”in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’workbook. Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74. Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.（二）Teaching aims and demands:a. Achieve language skills and related knowledge about the topic of friends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’s book d. Grammar:Direct and indirect speechLesson 1Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend.Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students to say more about friends.Step 3ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to page 85. Make a similar dialogue as in exercise 2.Some useful expressions :Why did you…? Why didn’t you…? You said that you would…Please forgive me. You promised to …I’m very sorry…It won’t happen again. I forgot.Step 5 HomeworkFinish Exercise 3 in the workbook.Lesson2Step1 RevisionAsk several students to present a speech about friends as a revision.Step 2 Pre-readingPresent the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3. Step 3 ReadingBefore asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?At the same time explain the language points if necessary. Step 4 Post-readingDiscuss the following questions in the Part POST-READING. Step 5 HomeworkPrepare a talk about Tom Hanks or something about one of his film.Lesson3Step 1 RevisionGet the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language StudyAsk the students fill in the blanks with proper words.Step 3 GrammarIllustrate to the students the use of Direct and Indirect Speech. Then ask the students to do the exercise in the Part Grammar on P5.Step 4 PracticeAsk the students to act the exercise2 in the part Grammar out. Step 5 HomeworkAsk the students to finish the exercise2 in their workbook. Lesson4Step 1 RevisionCheck the homework.Step 2 PresentationPresent simples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail by learn the above e-mail simple.Step 4 WritingAsk the students to write an e-mail message.Step 5 HomeworkAsk the students to try to write an e-mail to their e-pal.。
高一英语教案人教版（精选5篇）
高一英语教案人教版（精选5篇）高一人教版篇1教学准备教学目标Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.Process and method: Ss acquire knowledge and improve ability through discussion and competition.Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.教学重难点important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.difficult point : how to solve the questions and find the useful information using the reading skills.教学工具教学过程Lead in1. show some pictures .2. show the pictures and a short video of amber room.purpose: motive Ss's interest.Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.PresentationLook at the photos here. What do you know about the substance of “amber”? What do knowabout the cultural relics “the Amber Room”?discussion:Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?listen and answer the questions:Play tape. Ss get the main idea of the passage.Readingpre-reading:1. Have you ever seen a piece of amber?What do you know about it?2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.Reading:1st time:read by yourself as quickly as you can.join the correct parts of the sentences together.2nd time:choices and T/Fcompete between boys and girls.3rd time:answer some question. Ask ss to think over and discuss.purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information.Discussion and reportThink over of what we discuss in the part of warming up: I find myself falling into the dilemma.you discuss together ,and write down the outline of a report.work in groupConsolidationfill in the blanks (summary).Homeworkmake a report .use the useful information in the passage.高一英语教案人教版篇2教学准备教学目标掌握住列举的重点单词和句子教学重难点掌握住列举的重点单词和句子并能灵活运用教学过程Ⅰ.重点单词1.________ vi.爆裂;爆发n.突然破裂;爆发2.________ n.事件;大事3.________ n.废墟;毁灭vt.毁灭;使破产4.________ adj.极度的5.________ vt.破坏;毁坏;消灭6.________ vt. & vi. (使)震惊;震动n.休克;打击;震惊7.________ n. & vt.援救;营救8.________ vt.使陷入困境n.陷阱;困境9.________ n.灾难;灾祸10.________ vt.埋葬;掩埋;隐藏11.________ n. & vt.损失;损害12.________ n.裁判员;法官vt.断定;判断;判决13.________ vt.损害;伤害→________ n.伤害;损害→________ adj.受伤的14.________ n.电;电流;电学→________ adj.用电的;带电的→________ adj.与电有关的;电学的15.________ vt.使惊吓;吓唬→ ________ adj.受惊的;受恐吓的→ ________ adj.令人恐惧的16.____________ n.祝贺;(复数)贺词→ _____________ vt.祝贺Ⅱ.重点短语1.a (great) number ________许多;大量的2.dig ________掘出;发现3.________ an end结束;终结4.right ________立刻;马上5.as ________仿佛;好像6.________ ruins严重受损;破败不堪7.think little ________轻视，满不在乎8.tens ________ thousands of数以万计9.be proud ________以……自豪10.judge ________从……判断11.be trapped ________陷入12.be buried ________埋头于13.put ________ shelters搭建避难所14.get away ________离开15.pay attention ________注意Ⅲ知识点教案EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).burst with anger/ joy勃然大怒burst n.突然破裂;爆发a burst of laughter一阵笑声2.n.废墟，遗迹(常用复数形式);毁灭be/lie in ruins成为废墟;严重受损;破败不堪EX.1 All the towns were/lay in _____ (ruin) after the earthquake.vt.毁灭;使破产ruin oneselfruin one’s health/fame/futureEX.2过量吸烟损害健康，因此你应该戒烟。
人教版高一下册英语教案
人教版高一下册英语教案人教版高一下册英语教案作为一名为他人授业解惑的教育工，通常会被要求编写教案，编写教案助于积累教学阅历，不断提高教学质量。
那么你有了解过教案吗？以下是我细心整理的人教版高一下册英语教案，希望能够关怀到大家。
高一下册英语教案篇31. Ability goals力气目标To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.2. Learning ability goals学能目标To enable the Ss to talk about animals under the sea.To help the Ss know the importance of the relationship between animals and humans.Teaching important points教学重点Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.Teaching difficult points教学难点1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.2. Help the Ss tell apart from Before, During and After in the story.教学过程Step1. Warming Up : Talk about animals under the sea.1. Have you ever seen some marine animals?2. What have you seen, and where have you seen them?I have seen a/some/many…… in/on/from……amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral Step2. Fast-reading:1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.2. Find out the Main Idea of the passage: What’s the first story mainly about?Step3. Careful-reading:1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.Stage1: before the hunt: (para. 2-6):Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.Stage23: Dur ing and after the hunt: (para. 7-9):Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.Conclusion: They have amazing relationship. They work as a teamStep4 : SummaryWorking at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.On the afternoon I arrived at the station, as I was __________my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.课后习题课后作业Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.。
人教版高一下册英语教案
人教版高一下册英语教案自己整理的人教版高一下册英语教案相关文档，希望能对大家有所帮助，谢谢阅读！人教版高一下册英语教案（一)教学目标和要求词语和短语我们的技巧胃热应该检查大量的饮食，以保持健康，偶尔做出正确的选择三锅：能量软棒燃料化学平衡美味煮混合物英语口语：在诊所/看医生你怎么了？/你怎么了？躺下，让我给你检查一下。
让我看看。
哪里疼？多喝水，休息一下。
我这里疼。
这个地方很疼。
我的背/膝盖/手臂有问题。
我感觉不舒服。
语法：语言的使用：1.掌握以上定义的语言的功能用法。
2.利用学生所学的知识，帮助学生完成书本和练习册上的听、读、写、说的任务。
学习关于健康饮食的课文。
让学生了解如何健康饮食的基本知识。
要点：1.谈论人们最喜欢的不同种类的食物。
2.学习健康饮食的基本知识。
3.学习如何在诊所说。
4.掌握课文中的语言点和语法。
难点：情态动词的使用——最好、应该、应该。
教具：电脑或幻灯机教学方式：交流教学、讨论和小组工作的方式。
第一课第一步热身首先给学生看一些盘子的图片，然后介绍本单元的主题。
然后展示他们课本上的图片，让他们决定什么是垃圾食品，什么不是。
在这里，学生们可以进行简短的问答，让自己更专注于这个话题。
倾听让学生听录音，并准备回答以下问题。
说话向学生展示P2的三种情况。
然后让学生根据例子两人一组准备一段对话。
让几对学生展示他们的对话然后列出他们对话中有用的表达。
家庭作业准备下节课。
如果可能的话，为下节课收集一些菜单。
第2课第一步简介用关于P3的问题来介绍新课文。
快速阅读1.第一段的”燃料”是什么意思？（是指我们保持健康所需的不同种类的物质，如蛋白质、钙等。
)2.我们在选择买还是吃的时候要考虑什么？（食物含有什么样的营养成分。
)3.是什么让我们的饮食习惯发生了改变？（很多东西3360人们相信什么，来自公司和商店的建议。
)4.怎样才能感觉和看起来都很好？（我们应该了解我们的身体以及保持健康所需的燃料。
)必要时解释语言要点。
人教版高一下英语精品教案高一第二十一单元（人教版高一英语下册教案教学设计）
人教版高一下英语精品教案高一第二十一单元(人教版高一英语下册教案教学设计)Body LanguageI. Teaching aims and demands 教学目标和要求:1.Topics 话题Talk about body language2.Function: 交际功能提供和请求帮助(Making offers and requests)Can/Shall I help you with that? Could you help me with...? Would you like me to...?Do you need some help with that? Could you please...? No,thank you.Thanks for all your help.Would you like some help? No,thanks.I can manage it myself. Could you give me a hand with this?That's very nice of you. Is there anything else I can do for you?3.Vocabulary 重点词汇和短语unfair; customer; avoid; suitcase; ahead; manage; fold; vary; crazy; part; firm; handshake; bow; fist; bend; tap; gently; anger; useless; occur; focus; specificahead of; give sb a hand; get through; tear down ;hold up; make a face; in order4.Grammar:语法动词-ing形式作主语、宾语和表语（2）1.用英语表达‘做某事如何的’---动词-ing形式作主语2.有些及物动词后面需跟动词-ing形式作宾语3.绝大多数介词后面需跟动词-ing形式作宾语4.用英语表达'什么事是某事' ---动词-ing形式作表语II. Difficult pointsIII. Main teaching aids教具：A tape-recorder; Multimedia,projector, role cardsⅣ. Main teaching methods 教法：1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.2. Listening-and–answering activity to help the students go through with the listening material.3. Use both individual work and group or pair work to make every student work and think in classV. Teaching procedure：Period 1第一节（一）明确目标1. Learn body language. Warming up to arouse the students love in talking.2. Do some listening to improve the students listening ability.3. Making simple dialogues to train the students speaking ability.(二) 整体感知Step 1 PresentationAsk some students to the front and act out the correct emotions.2. Ask students to make a dialogue in pairs using body language.（三）教学过程Step 2 Warming upGo through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.Answers (From left to right):1 Picture 1: Confused I don't know what to do.2: Angry I can't believe she said that! That is so unfair!3: Sad I've lost my wallet!4: Happy I got anA in my exam!5: Tired It's been a long day. I can't keep my eyes open.2 Various answers are possible but explanations for choices should refer to details in the pictures.3 Various answers are possible.Step 3 Listening comprehensionNow let s have some listening training.LISTENING TEXT:Part 1Which of the following is a form of communication?A Speaking to someone.B Standing in a comer at a party with your arms crossed.C Avoiding eye contact with the salesman when you are buying something.D All of the above.Speaking, or using language to communicate, is probably the best known form of communication. However, the body language used in answer B and the lack of eye.contact in answer C can say as much or more as speech.Let's take a closer look at answer B. You are at a party and see your friend Tom standing alone in a comer with his arms crossed. When you ask him if he is enjoying the party, he says, "Yes, I'm having a great time." Do you believe him? Probably not, because his body language is telling you that he doesn't like being there. If someone asks you later whether you think T om liked the party, you might say "He said he enjoyed it, but it didn't look like it."Now let's look at C. Imagine that you are a salesman at astore. You always greet your customers with a smile and then talk for a while. But what if one of your customers avoids making eye contact with you? Do you still speak to her? Probably not. By not looking at you, she has told you that she doesn't want to talk to you.Part 2Body language can help you decide whether a person is telling the truth or not. If a person covers his or her mouth with his or her hand, or if he or she puts his / her finger over his / her mouth, he or she may be lying. If the person you are talking to touches his or her ears or neck, this is also a sign that he or she may not be telling you the truth. How can you tell if the person you are talking to is interested in what you are saying? Watching his or her body language will give you a good idea. Someone who is interested will lean forward in their seat and will look at you when you are speaking. They may also nod their head to show that they are listening and agree with what you are saying.1 Answers to Part 1 : ID 2B 3AAnswers to Part 2: IB 2B2 Answers will vary but here are a few appropriate ways to communicate each feeling using body language.Enjoying sthsmiling, opening eyes wide, rocking one's head from side to sideLiking someonesmiling, hugging oneself, leaning one's head to one side, lowering with one's eyes, leaning forward or closerInterested in sthstaring a lot, putting a hand 10 your chin as in thought, leaning forward, opening eyes wide, shaping your mouth with abig 0, responding with the same expressions as the person who you're listening toDisagreementlooking away, putting one's head down into one's arms, talking to oneself, whistling, frowning, folding one's arms Not enjoying sthyawning, sighing, complaining, frowning, looking awayIn a hurrysighing, biting down with one's teeth, not standing still, tapping one's toes on the floor, looking toward the door Not interestedsame as not enjoyingWanting to talk to othersraising one's hand to be called on, trying to speak up, waving one's arms over one's head to }&et attention, jumping up and down, shaping one's mouth in a big 0Step 4 Speaking practiceSituation 1: An old man is carrying a very heavy suitcase.Asking for help(0 = Old man; P = Paul)0: Excuse me, young man. Could you give me a hand with this, please? It's very heavy.P: Oh, of course, I'd be happy to. There we go.0: Thank you.P: You're welcome.0: Oh my, this is heavy. Excuse me, sir, could you help me with this bag?P: Certainly. Where should I put it?0: Thank you. Just put it over there, please.P: There you are.0: Thank you, that's very nice of you.P: Dh, not at all.Offering helpP: That bag looks very heavy. Do you need some help with that?0: Oh, thank you. Could you please put it over there? P: No problem. There you are. Is there anything else I can do for you?0: No, thank you. Thanks for all your help.P: Woultl you like some help?0: Oh, yes, please. This bag is simply too heavy for me. Could you give me a hand with it?P: Sure. My, this bag is heavy! Ah, there we go. Where shall I put it'?0: Over there, please. Thank you so much!P: You're welcome.Situation.2:..Someone is late for a flight and wants to go ahead of the queue.(J = Jim; A = Passenger A; B = Passenger B)J: Excuse me, but I'm late for my flight. Could I please go ahead of you?A: Why sure. My flight doesn't leave for another hour. Are these bags yours? Shall I help you with that?J: No, thanks. I can manage it myself. (To the passen ger standing at the check-in counter.) Hi. May I cutin front of you? I don't want to miss my plane.B: Go right ahead. I'm still looking for my ticket. Do you need some help with that bag?J: Yes. Could you please help me put it up here? Thank you.B: You're welcome.J: Oh no! I'm late for my flight.A: Excuse me, but did you say that you were late? Would you like to-go ahead of me? My flight doesn't leave for another hour.J: Thank you, that's very nice of you! Could you helpme with this bag, please?A: Sure. There you are. Would you like me to bring it up to the counter?J: Oh, no, thank you. I can manage it myself now.Situation 3: An old and sick person is on a crowded bus and wants to sit down.(0 = Old person; P = Passenger)0: Oh my, this bus is crowded. Excuse me, could you please help me with this bag?P: Certainly. There you are. Here, please take my seat, you look a bit tired.0: Thank you. Yes, I'm not feeling well today. I think I have a bit of a cold. Could you please tell me when we reach Long Street? I'm afraid I can't see where we are when the bus is this crowded.P: Sure. I'll let you know when we get there.P: Shall I help you with that?0: No thanks. I can manage it myself. But could you please let me sit down for a while? I'm not feeling well.P: Oh, of course. Please take my seat.0: Thank you. That's very nice of you.P: Not at all.（四）总结扩展Step 5 Necessary language pointsToday we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.Listening and speaking听说要点1>What if a customer avoids making eye contact with you?What if ...? [用法]假使...呢?;若是...又怎么样?[举例]What if he doesn't come (What shall we do if he doesn't com)? 如果他不来，我们怎么办呢？What if it's true (Even if it's true, does it mattere)? 即使这是真的，又有什么关系吗？avoid [用法]vt. 避免[举例]They all avoided mentioning that name. 他们都避免提及那名字。
Unit19ModernAgriculture（人教版高一英语下册教案教学设计）
Unit 19 Modern Agriculture(人教版高一英语下册教案教学设计)Teaching Aims and DemandsWords and PhrasesFour Skills: protection technical import production method tie discovery garden gardening wisdom practical guide firstly condition remove generation depend on and so onThree Skills: technique irrigation pump seed insect root golden sow soil weed sunflowerSpoken English:Giving advice and making decisionsIn my opinion you should … I think he is right …If I were you … Wouldn’t it be better if …?We can’t do both, so… The other idea sounds better to me…We have to make a choice ….As far as I can see the best thing would be to …Grammar:The use of “it” （2）: ----强调句中的某一成分1. 强调主语The children often help the parents do he farm work.It is the children who often help the parents do the farm work.2. 强调宾语Future agriculture should depend on high technology.It is high technology that future agriculture should depend on.3. 强调地点、时间等状语。
Unit20Humor（人教版高一英语下册教案教学设计）
Unit 20 Humor(人教版高一英语下册教案教学设计)一、单元小结1、词汇2、短语3、交际用语表达打算和计划（Expressing intentions an plans）4、语法(The –ing Form-used as Attribute and Object Complement)二、重难、难点内容讲解humor (=humour) 幽默；诙谐；心情；情绪 He has no sense of humour. (感受幽默的能力)out of humor 心情不好；不高兴 humored adj. 具有心情的good-humored 情绪良好的 ill-humored 心情不佳的humorous adj. 富于幽默感的；滑稽的 bitter adj. 苦的;The soup is bitter.a bitter pill (to swallow)不得不接受的苦衷chalk [C & U] 粉笔① a piece of cha lk 一支粉笔②a box of coloured chalks 一盒彩色粉笔③as different as chalk and cheese 截然不同的④not by a long chalk 一点也不；丝毫不The problem isn’t solved yet, not by a long chalk. 问题还没解决，还差得远呢。
intend 想要；打算；①what do you intend to do/doing today? 你今天打算做些什么？ (intend to do/doing)②They intend that this reform shall be carried through this year. (intend that…)他们计划今年完成这一改革。
③I intend them to see the result soon. 我打算让他们早点看到结果。
高一下期整理教案Unit 16(人教版高一英语下册教案教学设计)
Teaching PlanPeriod 1 Warming up & ListeningLearning Aims1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.2.To learn what should be paid attention to when doing an experiment ina lab and how to give instructions to others.3.To train the students’ ability of listening for information.Learning ProceduresStep 1 Warming upToday, we are going to talk something about the subjects you are learning.Q1: How many subjects are you learning now?Q2: What are the subjects in which you learn science? Is it easy for you to learn them?1). Group workDivide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.2). Class workEnjoy some pictures about the facilities in labs and students doing experiments in labs.Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?Step2 Pre-listening1).Group workIs it necessary for you to do experiments in the lab? List the reasonsin the card and see which group can find more.2).Class workDo you still remember what your teacher often remind you before, whenand after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.Step 3 Listening1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.DOS DON’TSFollow / teacher’s /instructions Don’t come into / without …Be careful about / when… Don’t touch… / unless…Always listen carefully to… Don’t throw… / unless…Clean…away and leave …clean and neat Don’t forget to…You should tie…up Never put / nose directly into…Remember that… Never put /fingers into/ and taste…Make sure that…Step 4 Post-listening1). Group workList what you can do and can’t do in a lab as much as possible in groups.2). Individual workKnowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.3). Group workDesign the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.Homework:Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.Period 2 SpeakingLearning Aims1. To learn to cooperate with partners to analysis a problem indifferent views.2. Enable students to describe the advantages and disadvantages of something in specific words.Learning ProceduresStep 1 Warming-upDaily report1). Class workWatch a video about the successful launch of ShenZhou V manned space flight in China.Nowadays, more and more new inventions and discoveries are made all over the world.2). BrainstormingList the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.Step 2 Pre-speaking1). Pair workRead the dialogue aloud to finish the following form:inventions advantages disadvantagesMaglev train2). Group workDiscuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.Advantages DisadvantagesIt’s good for… It is too expensiveIt can help… It is dangerous to…It is important for… It is unnecessary to..It brings people… Some people will use it for…It doesn’t pollute… It is bad / or harmful for…Step 3 While speaking1). Group workEnjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.2). Pair workMake a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’mafraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.Step 4 Post-speaking1). DebateThe scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?Divide the whole class into two groups to have a debate and see which group will perform better.2). ImaginationIf you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?Period 3 & 4 ReadingLearning Aims1. To get to know something about the story of famous scientists.2. Enable students to understand the given material better using different reading skills.3. To have a better understanding about the importance of experiments in science.Learning ProceduresStep 1 Warming upDaily report: Share your poems with the other students.1). Group competitionIn the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.Physics chemistry medicine biology2). Group workA match competition. Match ColumnB with Column A correctly.Column A Column BAlexander Bell the Theory of RelativityThomas Edison the first telephoneWright Brothers the electric lampMadame Curie black holes in UniverseHeinrich Dreser electricityFranklin the first planeSteven Hawking the Theory of GravityElbert Einstein RadiumIsaac Newton aspirin3) Class workQ1. Is it easy for the scientists to make these inventions and discoveries?Q2. How could they succeed in their research?It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.Step 2 Reading1). Individual workSkimming: Read the material fast to find out the right picture about Franklin’s experiment.2). Individual workScanning: Listen to the tape part by part to find out the topic for each one.Para 1-3 the description of the experimentPara 4 the equipment of the experimentPara 5-6 the steps of the experimentListen with the questions below:(1). Why did Franklin do this experiment?(2). Was the experiment successful?(3). What were needed when it was being done?(4). How many steps were mentioned?(5). What should be paid great attentions to when it was being done?Step 3 Acting1). Class workWith all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.2). Individual workAfter that, all the students try to tell how to make such a kite intheir own words with the help of the pictures on the screen.Step4 Further understanding1). Pair workRead through the passage to fill in the blanks in the form in pairs.equipment usagea kitea keya condensera sharp metalstringsa silk ribbon2). Class workListen to some sentences to judge whether they are true or false.(1). In 1752 scientists already knew what electricity is.(2). Franklin was helped by a friend to do the experiment.(3). Franklin made the kite of silk because wet silk does not conduct electricity.(4). A condenser was used in the experiment to store electricity.(5). The key tied to the string was put into the door to stop the kite from flying away.(6). The experiment can be done at any time.(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.Step 5 Post-reading1). Pair workFranklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and hisson ,the other Franklin and a person watching the experiment.2). Group workDiscuss the following questions in groups:(1). Why did Franklin do his experiment with a kite?(2). Why the kite made of silk is better than the one made of paper?(3). Is it dangerous for Franklin to do the experiment? Why do think so?(4). What can you learn from the experiment and also Franklin?Step 6 Oral practice1). Individual workAfter you read the interesting experiment of Franklin, do you think of one of your own experiments? Is it a very successful one? And what do you learn after you do the experiment? Tell the story to your group members, and then choose the best one to share it with the whole class.2). Class workDuring the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class.Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition.Step 7 Watching, reading and thinking1). Class workThe teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does.Q: Does the mixture taste good? Why do you have a different taste from mine?2). Individual workRead the passage tit led “Look carefully and Learn” to find out the reason.Q 1: What do you learn after you read such a story?Q 2: Do you think what is the most important when you are doing an experiment in the lab?Q 3: If you want to be a scientist, what do you think are the most important qualities?Homework:Period 5 Language studyLearning AimsEnable students to have a better knowledge of the rules of word-formation.Learning ProceduresStep 1 Warming upDaily report: Show your opinions about the two problems mentioned in the reading passage.Individual workShow a tongue twister to students:If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?Practise the tongue twister for some times and see who can say it correctly and fast.Q: Do all “doctors” in this sentence have the same meaning?Conclusion: The meaning of the same word varies in different sentences and so does the gender.Step 2 Reading and thinking1). Pair workRead the following sentences to distinguish the different meanings of the same word.How much do you charge for repairing my CD player?The frightened animal charged into the toy shop.It usually takes one hour to get my call phone fully charged.The man was charged for being irresponsible for the job in the court.We gave her the charge of the house when we were away for holiday.What is the charge for using the hall?The guide conducted the tourists around the museum.How well does this material conduct electricity or heat?The concert on this Saturday evening will be conducted by a world famous conductor.The teacher scolded him because of his bad conduct.The manager conducted the business carefully.He was surprise to see so many crosses marked in his Maths homework.This fruit is a cross between an apple an d appear.The river was too deep to cross.The two main roads cross in the center of the town.He crossed his name off the list.2). Group workDiscuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.Step 3 ImaginationGroup workShow some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.Step 4 Compound wordsSometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:Blackboard is compounded with two words:Part 1= a kind of deep color Part 2= a piece of thin woodShow the students the formulation: Part 1 + Part 2 = ?1). Class workThe teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.Part 1= part of the body used when we talk Part 2= a round thing to play withPart 1= water of ten degrees below zero Part 2= medicine to put on your skinPart 1= a liquid you need to make teaPart 2= moving in snow with wooden thing tied to your shoes2). Group workDiscuss to think of some some compound words in groups and then do the same game with the partners.3) Class workHave a competition about word guessing and see which team can give the most wonderful performance.Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound words on the screen. The students facing the Bb explains the two parts of thecompound word as quickly and exactly as possible, so that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they can find out which team have guessed more words than the others.Step 5 Post-learningRead the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.Homework:Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.Period 6 Integrating skillsLearning Aims1. Get the students to have reading extension for scientific experiments.2. Enable students to write an argumentative essay by discussion.Learning ProceduresStep 1 warming- up(1). Class workDaily report: A short play about the relationship between humans and animals.Q: What do you learn from it?(2). Class workEnjoy some pictures about animals killed by humans:Q: Why do people kill so many animals? Can it be avoided?(3). Class workQ: Why do scientists do experiments on animals?What would often be the result? Can it be avoided?Step 2 Reading(1). Individual workCan scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.Q: How many questions are mentioned?( Does animals testing work? Do people have the right to use animals?)(2). Individual workPeople are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?Prepare to make a short speech and speak it out.(3). Group workAs a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.(4). Group workIt’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.Step 3 Writing(1). Pair workNow it’s time for you to write about an argumentative essa y on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.(2). Individual workRead the tips carefully to check if you have the same idea.Title Choose a clear Pro or Contra animal testing titleIntroduction Explain for what reasons animals are used in experimentsand make clear on which side you are: Is animal testing OK or are you an animal rights activist?Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 consConclusion Write what we should do with animals experiments in thefuture and why.(3). Individual workThen Write down your answers to the questions listed in the form one by one.Why are animals used in the experiments?Are you on which side of them?Which views do you agree with? Why?Which views don’t you agree with? Why?What other ways can you think of to solve the problem in the future?(4). Individual workJoin your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.(5). Class workTo make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.Homework:Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.。
人教版高一英语必修二教案（精选9篇）
高一英语必修二教案人教版高一英语必修二教案（精选9篇）作为一名辛苦耕耘的教育工作者，通常需要准备好一份教案，教案是教学活动的依据，有着重要的地位。
教案应该怎么写呢？以下是小编帮大家整理的人教版高一英语必修二教案，欢迎大家分享。
高一英语必修二教案篇1教学目标To help students learn to express attitudes, agreement & disagreement and certaintyTo help students learn to read the text and learn to write diaries in EnglishTo help students better understand “friendship”To help students learn to understand and use some important words and expressionsTo help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点Wordsupset, ignore, calm, concern, settle, suffer, recover, packExpressionsadd 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 peop le do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.I stayed awake on purpose until half past eleven……it was the first time in a year and a half that I’d seen the night face to face…教学工具ppt教学过程Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?1. Warming up⑴ Warm ing up by defining friendshipHello, 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 explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.Then what is your opinion about friendship?Do you think that friendship is important to our life? Why?⑵Warming up by learning to solve problem sNice 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 teenagersSolutionSome 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 apologizeStart 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 yourselfTips on being a good friendTreat 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 surveyGood morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).Now please do the survey on page one.Add up your score according to the scoring sheet on page 8.You don’t have to tell your results. You can just keep it a secret.高一英语必修二教案篇2教学目标I. 单词和词组permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit ofII. 日常交际用语1.请求May / Could / Can I do that?I wonder if I can do that.Would / Do you mind if I come earlier?Will you tell me if can go now?2.允许Yes, please. / Of course. / Sure. / Certainly.Go ahead, please.That’s all right. / OK.It’s all right to me.3.拒绝I’m sorry, but it’s not allowed here.You’d better not.I’m afraid not. It’s not right.III.语法复习名词性从句作宾语和表语的用法。
Unit15TheNecklacereading（人教版高一英语下册教案教学设计）
Unit 15 The Necklace reading(人教版高一英语下册教案教学设计)Unit15 The NecklaceReading The necklaceGoals:1. To get to learn more information about drama2. To have a better understanding of the outline of the drama3. To learn some basic reading skills4. To develop students’ imagination and creativity by continuing the playTeaching Procedures:Step 1: Warming upsTask 1: Get students to discuss the following two questions1. What kind of plays do you like best? (funny plays, serious plays or sad plays) Why?2. Can you tell me some famous playwrights in China or abroad?(Caoyu, Laoshe, Shakespeare, Charlie Chaplin, Maupassant, etc)Task 2: Competition To see who is the fastest to match the writers and their works and countriesCaoyu The Thunder StormBritain Shakespeare The Merchant of VeniceFrance Maupassant The Million NoteChina Mark Twain The NecklaceAmerica Laoshe Tea HouseStep 2: ReadingTask 1: Pre-readingAsk one student to do the daily reportTopic: Maupassant ----- a great French writerTask 2: SkimmingAsk students to listen to the passage and then find out how many scenes there are and how many characters there are in the play(The answers: 3 scenes; 3 characters)Task 3: ScanningAsk students to read each scene fast by themselves and sum up the main idea of each sceneSuggested answers:Scene 1: Mathilde met with Jeanne in a park in ParisScene 2: The Pierres talked about their going to the ball in the homeScene3: Mathilde continued to tell Jeanne what had happened to her and why she had changed a lotTask 4: Careful readingGroup work: ask students to discuss each scene and find more information about the play by filling in a tableTask 5: Post-reading1. Let students discuss in groups and give a description of the characters in the play using adjectiveSuggested answers:2. SummaryLet students discuss the following questions to further understand the story1) What can Mathilde do next?2) What can Mathilde say to her husband when she gets home?3) What can Jeanne do next?4) What do you think of the ending?Step 3: ActingTask 1: Ask students to discuss in groups to continue the story and write a scene in mind in which Mathilde comes back home to tell her husband about her meeting with Jeanne Task 2: Choose several groups to act out their play in front of the class(Remind students of using some stage properties and stage directions while acting out the playStep 4: Homework1. Written1) Exercise book2) Write an ending which is based on the story2. OralRead the passage for 3 times and find out some good sentences to recite。
Unit19ModernAgriculture（人教版高一英语下册教案教学设计）
Unit 19 Modern Agriculture(人教版高一英语下册教案教学设计)单元标题解读本单元围绕“modern agriculture” 这一主题展开听、说、读、写等一系列教学活动。
农业是人类生存和发展的基础，农业的发展也是人类文明发展的一大体现。
教材涉及到农业技术的发展和进步，发展和环境问题的矛盾，现代生态农业以及农作物培植的基因工程,中国古代的农业著作等多方面的内容，有着比较强的可挖掘性；同时，在学习本单元的过程中，可以促进英语学科与其他学科之间的相互渗透与联系，使学生的思维能力、想象力、协作和创新能力等综合素质得到发展,同时培育学生的科技人文精神。
热身（warming up）以数据统计图的形式导入本单元的话题。
膳食结构的变化引起农业生产的变化---农业产业结构和比例的调整，从而引起生态和自然环境的变化。
听力（listening）本部分是一篇短文，从正反两方面论述了农业生产与自然环境的关系，体现出人在从事农业生产的过程中的对自然环境的影响和作用。
在设计上采用了听选有关信息、判断正误和填充的形式，注重训练对有效信息的捕捉和处理的能力。
读(reading)读前(pre-reading)结合几幅极具代表意义的照片设计了两个问题，激活学生已有知识和经验，诱发学生观察、思考、比较传统农业和现代农业，现代农业的利与弊讨论等，使学生进一步熟悉本单元的主要话题，为“读”作好充分的准备；阅读中(while-reading)“读”部分以时间的先后为序简要介绍了农业发展的历程，侧重介绍了现代农业的发展和新的成就，其中渗透着人在农业发展中和的作用和影响, 激活学生的科技人文意识。
读后(post-reading）本部分设计了三种练习，第一题以选择题的形式检测学生对课文的浅层次理解；第二题以问答题的形式检查学生对文章一些句子的深层次理解；第三题是一个开放性的题目，鼓励学生结合想象和其他学科知识，做出决定并解释原因。
人教版高一英语下册unit1cultural relics教案
人教版高一英语下册Unit 1 Cultural relics 教案Subject: Cultural relics Teaching goals1). Ability goalsa. To improve students’ logical reasoning and creative thinking abilities by learningthe difference among facts, opinions and evidences,b. To i mprove the students’ ability of get the main information and solving problemsby listening.c. To enhance the ability of talking cultural relics and ways to protect them.d. To enhance students’ writing ability.2). Learning ability goalsSelf-learning and cooperative- learning abilities.3) Emotional goals:By reading and debating, the students are required to learn the history,political and economical knowledge of different places under the guidance of their cultural relics. It is by language learning that students should get a rich reservation of knowledge from different fields.Teaching contents:1) Words:Prove, trail, rather than, explode, entrance, informal, debate2) Phrases:Think highly of, rather than.3).Sentence patterns:a. There is no doubt that…..b. This gift was the Amber Room, which was given this name because almost seven thousand tons of amber was used to make it.4). Improve the students’ reading ability.Train the students’ ability to grasp key information while listening.Teach the students to speak out their opinions about cultural relics. Teaching aidsComputer, projector, chalks, ppt.Teaching procedures:Step1--Warming up:a. Get a fast review of what have learned at the last class.b. tell the students a piece of the latest news and give several different views and ask them which belongs to opinions ,which belongs to facts and evidences. In this way, not only can they get aware of the current news but also they are interested in the class.c. After the discussion, ask the students to read the passage and find if their answers are true..Step2—Reading and answering the questions.1)Read the first passage to get a clear idea of what is a fact or an opinion and findtheir differences. The teacher can give some examples to students to check whether they have got it.2)After that, teach the new words and phrases to the class, which includes itspronunciation, spelling and usage.3)With the understanding of fact and opinion, students are required to read the nextstory quickly and fill in the blanks. They can first do it by themselves and discuss the answer with their partner in English. Then, the teacher gives them the correct answer.Step3—Listening and answering the questions.1)ask the students to read the questions first and guess what it might be going totalking about, then assisted with them the unfamiliar words which are important in the listening process.2)The first time listening, students do not need to finish the task, just relax and tryto get the main information of the listening material.3)While listening for the second time, they are required to finish the task.4)Then check the answer.5)Listen for the third time to find out the information they have missed.Step4---speaking1)divide the students in to groups about 3 to four students according to their seats.2)Afford the possible sentence structures to help them.3)After the discussion, choose two to three groups to share their answers.Step5—Reading, debating and writing1)Read and answer the questions, there are no certain answers to the questions, thistask is designed to improve students’creative and critical thinking ability and express them in English.2)After knowing the importance of creative and critical thinking, then the classcome to the next part—debating. First, showing a short video of English debating to raise students’ interest. Then give a piece of news about the destroyed cultural relics. Next, give them a topic to debate and the requirement of good debating,then, divide them into groups .After the debate, students are required to write a report on the debate. They can first write an outline of their writing and finish it after the class.Step6—summary1)Ask students some questions about cultural relic’s protection to use English inreal class.2)Reveal the important words, phrases, and sentences to students.Step7---HomeworkRequired homework•Keep in mind the new words and expressions in this unit•Retell the story with the words and grammar tips you have leaned.•Preview the next lesson.Suggested homework●Watch the video Heart of the Dragon(龙之心)/The World Natural Heritage（世界自然遗产系列）on the internet.●Try to introduce the local history of your hometown or city to your classmatesin English.。
人教版高一英语必修二全册教案模板
人教版高一英语必修二全册教案模板在本单元教学中，学生学习并初步掌握非限制性定语从句的用法，并运用到书面作业中。
进一步学习提出建议的表达方式，能较为熟练的提出建议，语言使用正确。
一起看看人教版高一英语必修二全册教案!欢迎查阅!高一英语必修二全册教案1一、教学目标与要求在本单元教学中，学生学习并初步掌握非限制性定语从句的用法，并运用到书面作业中。
进一步学习提出建议的表达方式，能较为熟练的提出建议，语言使用正确。
通过对课文的学习，了解保护古迹文物的重要意义，并用自己组织的语言，描述阿斯旺大坝的概况。
完成练习册编排的练习。
二、教学重点与难点1.重点词汇flood;figure;rebuild;mark;face(v.);in danger;datefrom;make agoodeffort2.重要句型figure;rebuild;mark ;face(v.);in danger;date from;make a goodef-fort3.语法定语从句(5)：1)The project，which lasted four years，cost$ 1 billion.2)Bob’sfather，who worked on the project，spent four years in Egypt.4.日常交际用语提出建议(Making suggestions)：1)Well，there are several thingswe coulddo.2)Maybe we could go shopping this evening.3)I think we should do that an-other day.4)You’d better take a hat.The sun will burn you if you’re notcareful.高一英语必修二全册教案2一.题材内容及学习目的本模块话题是“电影和电视节目”，阅读课文为影评。
人教版高一英语(下)教案Unit
人教版高一英语（下）教案Unit 17 Great Women(Reading )河北广平第一中学周允东Understanding of the teaching material(语篇分析)Pre- reading：该部分是reading的前奏曲。
针对去南极探险展开提问.问题涉及探险用具，极圈附近地理环境，生态及动物等。
Reading:该部分描述了一位60岁Helen Thayer女士独立探险南极的记述，刻画了一位勇于冒险，探索自然，不怕困难，冷静处事，意志坚强的女性形象。
该文从Helen的日记中改编截取而来，共8段三个部分。
第一段写开始探险，第二段到第七段说探险过程，第八段结束--由于身体缘故，Helen冷静分析后放弃的心理描写。
Post-reading: 该部分分为两部分。
第一部分对于课文的理解。
第二部分要求描述Helen 的品质及由此展开对女性品质的称赞。
Tips:掌握正确方式描写人物Checkpoints:对主谓一致掌握及总结集体性名词本单元课时安排：The 1st period: Warming up and listeningThe 2nd period: SpeakingThe 3rd period: ReadingThe 4th period: ReadingThe 5th period: Language studyThe 6th period: Integrating skillsTeaching objectives：一．Learning objectives:Ability Objects：1.Foster the Ss’ ability of comprehending passages ,especially their ability of analyzing the structure of such kind of articles.Help the Ss learn how to scan the text and get detailed information2.Offer the Ss chances of self-culture by working in groups and seeking information about Helen Thayer’s of traveling alone to the Antarctica .3．Enable the students to conclude Helen Thayer’s qualities by reading the context and find the suitable words to describe her .4.Learn to describe people5. Learn to write an essay about peopleKnowledge Objects:1.Help the Ss further understand the passage and finish the relevant tasks correctly. And enable the Ss to master the grammar of Subject-verb agreement .2.Learn the usages of the following words and phrases:inspire, admire ,increase , value ,optimistic adj. 乐观的,generous adj. 慷概的；大方的be about to do. 即将，正要做某事,around the corner. 很近struggle through. 艰难地渡过find…doing. 发现---处于（状态）increase to.增加到come to terms with 甘心忍受（不愉快的处境）rise to fame 出名lead…to…通向，导致etc.3．.And help the Ss talk about the reason why they admire Helen Thayer .Let them have strong wills and determination .二．Emotional goals：1.学习克服困难的毅力2.表达自己的价值观文化意识1.了解妇女的伟大2.加强女性价值观3.初步了解女性,黑人女性历史Teaching Approaches:1.Task----based teaching method to finish the teaching assignment.2.Activity---based teaching class workindividual workgroup work3 .Fast reading to find out some general information .4.Careful reading to find the details in the passage.5.Questions and answers for inducing.6.Inductive method to make the Ss understand the text better.Teaching difficult points：1.. Help the Ss talk about the reason why they admire Helen Thayer .Let them have strong wills and determination2．Know Helen Thayer’s qualify and describe her in the Ss’ own words .3．To learn agreementTeaching aids(略)。
Listening+and+speaking+教案 高一下学期英语人教版(2019)必修第三册
Unit1听说课教案Talk about Festival ActivitiesI. Teaching Objectives and Requirements1. Knowledge Objective: Students will be able to understand and use key vocabulary related to festival activities in English, such as "fireworks", "lantern", "dance", "music", etc. They will also be able to describe the characteristics of different festivals and their activities in English.2. Skill Objective: Students will be able to participate in a class discussion about festival activities in English, using the target vocabulary and expressions they have learned.3. Emotional Objective: Through learning about different festival activities, students will develop an interest in traditional Chinese culture and appreciate its unique charm.II. Teaching Difficulties and Key Points1. Teaching Difficulty: The difficulty lies in introducing and explaining the cultural background of festival activities in English for students who are not familiar with it.2. Key Point: It is important to use vivid examples and multimedia resources to help students better understand and remember the content.III. Teaching Strategies and Methods1. Presentation: Use PowerPoint or other presentation tools to show pictures and videos of different festival activities, accompanied by English explanations.2. Interactive Discussion: Lead a class discussion on the topic of festival activities, encouraging students to share their own experiences and opinions.3. Group Work: Assign group work where students need to research a specific festival activity in English and present their findings to the class.IV. Learning Activities (50 minutes)A. Warm-up (5 minutes)1. Greetings and introduction (5 minutes): "Good morning/afternoon, everyone! Today we are going to talk about festival activities in English. Who can tell me what kind of activities do you usually do during festivals?" (Pause for student responses).B. Presentation (20 minutes)1. Show pictures and videos of different festival activities (10 minutes): "Now, let's take a look at some pictures and videos of different festival activities..." (Pause for student questions and answers).2. Explain the cultural background of festival activities (10 minutes): "These activitieshave long been an important part of our traditional culture... Let's learn more about them." (Pause for student questions and answers).C. Group Work (15 minutes)1. Distribute task cards with different festival activities (5 minutes): "Now, each group is going to choose one festival activity from the task cards and research it in English." (Pause for student groups to start working).2. Summarize the findings of each group (5 minutes): "Time's up! Each group, please share your findings with the class." (Pause for student groups to present their findings).D. Summary and Homework (5 minutes)1. Summarize the main points of the lesson (5 minutes): "So, we have learned about..." (Pause for student questions).2. Homework assignment (5 minutes): "For homework, please write a short paragraph about your favorite festival activity in English." (Pause for student feedback).V. Assessment Methods1. Class participation: Count the number of times students actively participate in the class discussion and group work.2. Task completion: Check the accuracy and completeness of student group work assignments.3. Homework: Evaluate students' writing skills based on their homework assignments.。
高一英语unit14教案（全）（人教版高一英语下册教案教学设计）
高一英语unit14教案（全）（人教版高一英语下册教案教学设计）Ⅰ. Teaching Goals:1. Talk about festivals, customs and habits.2. Use the modal verbs: must, have to and have got to.3. Practise expressing and supporting an opinion.4. Write an invitation.Ⅱ. Teaching Times: 5 periodsThe First Period§ Teaching Aims:1. Learn and master the following words and phrases: dress up, fighting, crime, argument, destruction.2. Sentence Patterns: (1) advise sb. (not) to do sth.(2) There’s sth. wrong with…3. Train the Ss’ listening ability.4. Develop the Ss’ speaking ability by describing, talking and discussion.§ Important Points & Difficult Points:1. Trains the Ss’ listening ability.2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about festivals, customs and habits.3. How to further develop the Ss’ speaking and listening skills.§ Teaching Methods:1. Listening-and-answering activity to help Ss go through with the listening material.2. Individual, pair or group work to make every student work in class.§ Teaching Aids:1. a tape recorder2. the blackboard§ Teaching Procedures:Step 1. Warming-up: Brainstorm (words about festivals)* List the words about festivals at home and abroad:At home: the Spring Festival, Lantern Festival, the Dragon Boat Festival, Tomb Sweeping Day, Mid-Autumn Day, National Day…Abroad: Christmas Day, Thanksgiving Day, Mother’s Day, Father’s Day, April Fools’ Day, Valentine’s Day, Halloween…* Background Information------the History of Mother’s Day Mother’s Day is a holiday celebrated on the second Sunday in May. First observance in Philadelphia, in 1907, it is based on suggestions by Julia Ward Howe in 1872 and by Anna Jarvis in 1907. In the days of ancient Greece, Rhea, the mother of the gods was given honor. Later in the 1600’s in England there was an annual observance called “Mothering Sunday”. Anna Jarvis celebrate Mother’s Day on the second anniversary of her mother’s death, the 2nd Sunday of May.* Fill in the table, and find the differences between the following two festivalsFestivals When Who How Why Main themes How oldSpring FestivalChristmas Day* Discussion: 5 minutes for Ss to discuss in groups, then choose one representative to show the main idea of the group1. Do you know anything else about these two festivals?2. Which festival do you like better? Why?Step 2. Listening* First time, listen carefully and try to understand what does it talk about?* Second time, answer the following questions1. When do people celebrate Mardi Gras?2. What are the main activities?3. The colours of Mardi Gras are__________________. (purple, green, and gold)* Third time, finish all the choices on Page9.Step 3. SpeakingT: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.* Useful ExpressionIn my opinion, w e should… I believe we should…I don’t think it is necessary to… We must decide…I hope we can make a decision. If we do this, we can…* Make sentences by using these expressions.Step 4. Homework1. One reading exercise everyday2. Ex1 & 2 on Page 783. Preview the reading part4. Try to remember the first 10 words of this unit§ The Design of the Writing on the BbUnit 14 Festivals (first period)Festival at home Festival abroad:The Spring Festival Christmas DayLantern Festival Thanksgiving DayTomb Swe eping Day… Valentine’s Day…§ Thinking after ClassThe amount of the vocabulary is too small, so the Ss always speak in Chinese; while the teacher want them to try their best to say as many English words as they could. I think if there is time, I should give the Ss more chances to practise, to answer, and to say in English.The Second Period§ Teaching Aims:1. Learn and master the following words and phrases: honour, ancestor, nation, self-determination, purpose, generation, faith, joy, light2. Improve th e Ss’ reading ability.3. Enable the Ss to understand the relation between festivals and history and culture by learning the reading text§ Important Points & Difficult Points:1. Improve the Ss’ reading ability.2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, and be prepared for.3. Help the Ss understand the foreign history and culture by reading about festivals.§ Teaching Method:1. Discussion before reading and after reading to make Ss interested in what they will learn and further understand what they have read.2. Fast reading to get a general idea of each paragraph3. Careful reading to get the detailed information in the text4. Pair or group work to make the Ss take an active part in the activities in class.§ Teaching Aids:1. a tape recorder2. the blackboard§ Teaching Procedures:Step 1. Review the words and phrases learnt last periodStep 2. Pre-readingQ1. How does your family celebrate the Spring Festival? (get together, have a big delicious meal, singing and dancing, watch the CCTV Spring party)Q2. Why do we celebrate the Spring Festival and other festivals? (welcome the New Year’s coming, remember the history and culture)Q3. Do you know any other festivals abroad?Step 3. Reading* Fast reading, what does the text mainly talk about?When How old Who How Why Main themeThe week following Christmas Begin in 1966 African-Americans Get together to greet the new year Celebrate history and culture 7 Ps* DetailsT: Read the first to third paragraphs carefully, then answer the following question.Q1. Why do people celebrate Kwanzaa?A: They want to celebrate their history and culture. They get together to celebrate their harvest, give thanks for their harvests and for life, honour their ancestors, celebrate their past, and the group or society they lived in.Q2. Compare Kwanzaa with the Chinese Spring Festival and Christmas. Are they similar and in which way are they different?A: Various answers are possible.Q3. Look at the seven principles of Kwanzaa. Which one do you think is the most important? Why?A: (one possible answer) I think “unity” is the mostimportant one, because one person’s power is very small and limited. If the thing I want to do is too difficult, I can’t finish it by myself. But if we get together, build unity of our community and nation, we can do the thing together, our power will become strong.T: Read the rest two paragraphs, and decide if the following sentences are true or false.1. Kwanzaa is a very old festival. ( F, a new one )2. The word Kwanzaa means first fruit in Swahili. ( T )3. Kwanzaa is based on old African festivals. ( T )4. People created Kwanzaa to celebrate American culture. ( F, African culture )5. Kwanzaa is celebrated on Christmas Day. ( F, the week following the Christmas )6. People who celebrate Kwanzaa light a candle for each of the seven principles. ( T )Step 4. Homework1. Finish word study on Page122. Finish the exercises of Vocabulary on Page783. One reading exercise every day§ The Design o f the Writing on the BbUnit 14 FestivalsSpring Festival KwanzaaWhen Jan. 1st in lunar the week following Christmashow old thousands of years began in 1966howwhy§ Thinking after Classas a teacher, I should do more preparation before the class; because the Ss have much more questions than I thought theywould have. Anymore, the Ss know too little about the festivals both at home and abroad.The Third Period§ Teaching Aims:1. Learn and master the following words and phrases: honour, ancestor, nation, self-determination, purpose, generation, faith, joy, light2. Improve the Ss’ reading ability.3. Enable the Ss to understand the relation between festivals and history and culture by learning the reading text§ Important Points & Difficult Points:1. Improve the Ss’ reading ability.2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, and be prepared for.3. Help the Ss understand the foreign history and culture by reading about festivals.§ Teaching Method:1. Discussion before reading and after reading to make Ss interested in what they will learn and further understand what they have read.2. Fast reading to get a general idea of each paragraph3. Careful reading to get the detailed information in the text4. Pair or group work to make the Ss take an active part in the activities in class.§ Teaching Aids:1. a tape recorder2. the blackboard§ Teaching Procedures:Step 1. Revision: What does the text mainly talk about?Ask some Ss to try to say sth. about the text.Step 2. Check the answers of yesterday’s homeworkStep 3. Integrating Skills--Harvest Festivals (on Page80)* Fast ReadingRead the quickly in 5 minutes, and then answer the following questions.Q1. Why do people celebrate harvest festivals?A: To give thanks for the year that has passed and to welcome the new season. Different festivals have different themes.Q2. What is the story behind Onam?A: According to the story, an ancient king was so loved by his people that the gods became jealous and sent him away. To keep the people from being too angry, the gods allowed the king to return once a year to celebrate Onam with his people.* T or F questions1. The ancient Egyptians began to celebrate the first harvest festival 5,000 years ago. ( T )2. Onam is celebrated in February. ( F, in August or September )3. People visit the graves of their ancestors during Onam. ( F, during Chu Suk )4. Women and girls dance and sing together the night before Chu Suk. ( T )5. The Mid-Autumn Festival is celebrated in many different countries. ( T )* More reading exercises on extra materials from English Weekly.Step 4. Important Points and Difficult Points1. used to do…2. have (little, some) faith in sb. (sth.)be used to do… lack faith in sb. (sth.)be used to doing… lose faith in sb.3. have a lot (nothing) in common4. rather 修饰表否定意义的词，可加比较级和tooin common with… fair修饰表肯定意义的词，不可加比较级和too5. look into调查，注视 look like看起来像look on…as…把…看作look about(=look around)环顾 look down upon俯视，看不起look out of 往…外望 look out for当心…* Exercises1. John plays football __, if not better than, David.A. as wellB. as well asC. so wellD. so well as2. The teacher __ the Ss __ not satisfied with her result of the experiment.A. as well as; areB. as well; isC. as well as; isD. as well; are3. Some people put __ everything foreign.A. a blind faith inB. blind faith atC. blind faith forD. blind faith in4. They have formed a group and began ___ the matter.A. to look out ofB. to look out forC. to look intoD. to look about5. It’s___ a cold day today. It’s ___ impossible for them to go out.A. fairly; quiteB. such; veryC. rather; quiteD. very; so6. He is ___ Shanghai; you may ask someone else to help you.A. on a visit toB. on a holiday inC. on leaveD. on business7. There used to be a lake in the park, ____?A. didn’t itB. usedn’t itC. usedn’t thereD. didn’t used there8. When I hurried to the station, there happened __ no bus at that time.A. to haveB. to beC. havingD. beingAnswers: 1. B 2. C 3. D 4. C 5. C 6. A 7. C 8. BStep 4. Homework1. One reading exercise every day2. Prepare a healthy diet and explain why it is healthy3. Remember the first 20 words and prepare for the dictation.§ The Design of the Writing on the BbUseful ExpressionsUsed to do look into rather & fairlyBe used to do look about have…in commonBe used to doing look out for in common with§ Thinking after Classas a teacher, I should do more preparation before the class; because the Ss have much more questions than I thought they would have.The Forth Period§ Teaching Aims:1. Review the words learned in the last three periods.2. Learn and master modal verbs: must, have to, have got to§ Important Points & Difficult Points:1. How to guess the missing word according to the given sentence.2. How to use “must, have to, have got to” properly and how to use their negative forms correctly.§ Teaching Aids:1. a tape recorder2. the blackboard§ Teaching Procedures:Step 1. Revision---dictation about the first 20 words in this Unit1. the theme of the parade2. holy Easter3. major conflict4. in honour of5. probably6. in one’s opinion7. play a trick on sb.8. the purpose of the argument 9. similar creativity 10. commercial symbol (the Ss should write down the words and the Chinese meaning of each phrase)Step 2. Word StudyCheck the answers of Word study on Page12, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.1. theme, faith, purpose2. nations, determination3. joy, ancestors, birth4. peace, treatedStep 3. Grammar* Compare two sentences, and master the differences between “must” and “have to”1. I must study hard, because I want to get high marks.我必须努力学习，因为我想得到更高的分数（主观上认为必须）2. I have to study hard, or my father will beat me.我不得不努力学习，否则我爸爸会打我的（客观上使得主语必须）3. I have got to study hard, or my father will beat me. （句意同2）(we can use “have got to ” instead of “have to”)* must也可表猜测1. The light is on, Xiao Li must be in.对现在事实的肯定猜测 must + v.2. The light was on last night, Xiao Li must have been in.对过去事实的肯定猜测 must + have done* More exercises on Page13 and Page79Step 4. Homework1. One reading exercise every day2. Remember the rest words of this unit§ The Design of the Writing on the BbGrammar---Modal Verbs (2)must do I _______ study hard,have (not) to do because I want to get high marks.have got (not) to do or my father will beat me.§ Thinking after ClassIt is very hard for Ss to master the usage of modal verbs, as they are lack of practice. So I must use the easiest words to explain for them, and give as many examples as I can.The Fifth Period§ Teaching Aims:1. Review the useful expressions learnt in this unit by making sentences with them.2. Review the usages of Modal verbs which express “obligation”.3. Sum up some other main usages of these modal verbs.§ Important Points & Difficult Points1. How to master Modal verbs-must (not) do, have (not) to, have (not) got to.2. How to improve the Ss’ integrating skills.§ Teaching Aids:1. a tape recorder2. the blackboard§ Teaching ProceduresStep 1. Revision* Check the answers of the exercises on Page74* Special Exercises for modal verbs (后附)Step 2. Homework1. Try to remember the rest words in this unit.2. One reading exercise every day3. Finish all the exercises left§ Thinking after ClassThe Ss often forget what they have learnt and what the teacher have said. They need more practices to master what they have learnt.。
人教版高一英语下册教案
【导语】我们学会忍受和承担。
但我们⼼中永远有⼀个不灭的⼼愿。
是雄鹰，要翱翔⽻天际！是骏马，要驰骋于疆域！要堂堂正正屹⽴于天地！努⼒！坚持！拼搏！成功！⼀起来看看⽆忧考⾼⼀频道为⼤家准备的《⼈教版⾼⼀英语下册教案》吧，希望对你的学习有所帮助！ 篇⼀： ⼀、学⽣分析 教学对象为⾼中三年级学⽣，智⼒发展趋于成熟。
他们的认知能⼒⽐初中阶段有了进⼀步的发展，渐渐形成⽤英语获取信息、处理信息、分析问题和解决问题的能⼒，因此我特别注重提⾼学⽣⽤英语进⾏思维和表达的能⼒。
他们学习英语⽅法由死记硬背转型向理解型并应⽤到交际上，他们有⾃⼰的学习技能和策略，学会把语⾔学习与现实⽣活和兴趣联系起来。
通过任务型课堂活动和学习，学⽣的学习⾃主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他⼈交流合作的能⼒。
学⽣已经完成了⾼中英语第⼀个模块的学习，渐渐习惯了我的教法。
虽然⼀开始他们觉得与初中教学很不相同(初中⽼师注重⼿把⼿式的语法教学)，但经过半个学期后，他们适应得很快，⽽且还取得⼀定的进步。
他们会对课⽂内容提出⾃⼰的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。
不过，本班学⽣的⽔平参差不齐，有些差距还相当⼤。
因此在教学过程中，布置的任务要兼顾各个层次的学⽣，使他们都有所收获。
⼆、教材分析 这⼀课是本单元第⼀个课时。
在上这⼀节课前并没有让他们了解太多的与课⽂内容相关的知识，只是由于这课出现的⼈名和地⽅名⽐较多，我在课前教他们读了⼀下。
我在备这⼀课时，发现它的 warming-up部分会花费⽐较长的时间，于是我没有采⽤，⽽使⽤了我⾃⼰另外准备的引⼊(只是花了4到5分钟的时间)，让学⽣对这课的话题作好⼼理准备，也为了完成本单元的⽬标作了铺垫。
我觉得在今后也必须合理使⽤⼿中的教材，根据学⽣⽔平和教学设计进⾏整合或增减，让不同层次的学⽣在课堂上都有所收获。
三、教学⽬标 本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。
人教版高一下册英语教案
人教版高一下册英语教案高一下册英语教案篇1Teaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to e某amine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil mi某tureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me e某amine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. T his place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the e某ercise book through using what the students have learned.Learn the te某t about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the te某t.Difficult points: The use of modal verbs --- had better, should and ought to.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their te某t books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the e某amples in pairs. Ask several pairs of students to present their dialogueAfter that list the useful e某pressions in their dialogue.Step 4 HomeworkPrepare for the ne某t class.Collect some menus if possible for the ne某t class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new te某t.Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph?It means different kinds of materials, such as protein, Calcium that we need to keep healthy.2.What do we have to consider when we choose to buy or eat?What kinds of nutrients that the food contain.3.What made our eating habit changing?4. How can we feel and look fine?We ought to learn about our body and the fuel it needs to keep fit.E某plain the language points if necessary.Step 3 Carefully-readingHow many parts can be pided into?Three parts.What’s the main idea of each part?1.our eating habits are changing.2.why the eating habits are changing3.the best way to develop healthy eating habits.Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the e某ercise --- Vocabulary on P5. and P72-73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation1 Finish the e某ercise on P5 and on P742Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better not, and oughtnot to, shouldnot. Then read a passage as an e某ample and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the e某ercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the te某t on P6 and then get the students to find the main idea of it Snacks is also important . we need to learn something about snacks and the way to prepare it.Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? food and e某ercise etc.Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.高一下册英语教案篇2Teaching goals1 Target languagea. Key wordsachieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote …… tob. Key sentencesWatching a family of chimps wake up is our first activity of the day.Everybody sits and waits while the animals in the groupbegin to wake up and move.But the evening makes it all worthwhile.…… we see them go to sleep together in their nest for the night.Only after her mother came to help her for the first few months was she allowed to begin her project.For forty years Jane Goodall has been helping the rest ofthe world understand and respect the life of these animals.2 Ability goalsa. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like3． Learning ability goalsTeach Ss how to describe a person.Teaching important pointsa. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?Teaching difficult pointsTeaching methodsInspiration, Questioning and Discussion.高一下册英语教案篇31. Ability goals能力目标To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.2. Learning ability goals学能目标To enable the Ss to talk about animals under the sea.To help the Ss know the importance of the relationship between animals and humans.Teaching important points教学重点Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.Teaching difficult points教学难点1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.2. Help the Ss tell apart from Before, During and After in the story.教学过程Step1. Warming Up : Talk about animals under the sea.1. Have you ever seen some marine animals?2. What have you seen, and where have you seen them?I have seen a/some/many…… in/on/from……amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral Step2. Fast-reading:2. Find out the Main Idea of the pas sage: What’s the first story mainly about?Step3. Careful-reading:1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.Stage1: before the hunt: (para. 2-6):Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…,circling back to …Why? to lead the whalers…Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.Stage2&3: Dur ing and after the hunt: (para. 7-9):Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it__________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead,its body wa s _______ down into the depths of the sea.Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.Conclusion: They have amazing relationship. They work as a teamStep4 : SummaryWorking at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.Using a _________, we could see a baleen whale_______________ by about si某 killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.课后习题课后作业。
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人教版高一下册英语教案人教版高一下册英语教案（一）Teaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you? Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students havelearned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily. Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text. Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not. Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogueAfter that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class. Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text. Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph? (It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat?(What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from companies and stores.)4. How can we feel and look fine?(We ought to learn about our body and the fuel it needsto keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73 Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###”in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’ workbook. Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.人教版高一下册英语教案（二）Teaching aims and demands:a. Achieve language skills and related knowledge about the topic of friends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’s book d. Grammar:Direct and indirect speechLesson 1Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend.Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students to say more about friends. Step 3ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to page 85. Make a similar dialogue as in exercise 2.Some useful expressions :Why did you…? Why didn’t you…? You said that you would…Please forgive me. You promised to … I’m very sorry…It won’t happen again. I forgot.Step 5 HomeworkFinish Exercise 3 in the workbook.Lesson2Step1 RevisionAsk several students to present a speech about friends as a revision.Step 2 Pre-readingPresent the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.Step 3 ReadingBefore asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?At the same time explain the language points ifnecessary.Step 4 Post-readingDiscuss the following questions in the Part POST-READING.Step 5 HomeworkPrepare a talk about Tom Hanks or something about one of his film.Lesson3Step 1 RevisionGet the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language StudyAsk the students fill in the blanks with proper words. Step 3 GrammarIllustrate to the students the use of Direct and Indirect Speech.Then ask the students to do the exercise in the Part Grammar on P5.Step 4 PracticeAsk the students to act the exercise2 in the part Grammar out.Step 5 HomeworkAsk the students to finish the exercise2 in their workbook.Lesson4Step 1 RevisionCheck the homework.Step 2 PresentationPresent simples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail by learn the above e-mail simple.Step 4 WritingAsk the students to write an e-mail message.Step 5 HomeworkAsk the students to try to write an e-mail to their e-pal.。