2024人教版高中英语必修一教案

时间：2024-04-20 人教版高中英语必修人教版高中英语

2025人教版高中英语必修一教案。

教案课件是老师工作当中的一部分，每个老师对于写教案课件都不陌生。编制高效的教学课件有助于教师更加灵活和深入地授课。这是教师范文大全编辑经过精心整理的关于“2024人教版高中英语必修一教案”的资料，阅读后您会学到不少新的知识！

2024人教版高中英语必修一教案篇1

情感目标：体会诗人“忧”而发奋、慷慨激昂的情绪；学会珍惜时间，树立远大目标。

难点：鉴赏诗中用典、比兴及引用等具有特色的艺术手法。

一．导语设计：

不知不觉又是冬季，让人想起毛泽东的《沁园春雪》中的句子（师生共同背诵）自信之感由此可见，但是他似乎忘记了历史上还有一个人，也是能文能武的，他就是曹操。

1．曹操文才武略：

曹操，字孟德，沛国谯郡人，是三国时候杰出的政治家、军事家和文学家。年三十举孝廉，以参加镇压黄巾起义，迁为济南相。后起兵伐董卓，复击灭袁术，袁绍。他实习“唯才是举”的政策，采取抑制豪强，限制兼并，广兴屯田等一系列较为进步的措施，终于统一了北方。位至大将军、丞相、封魏王。曹丕称帝后，追尊为武帝。曹操又很高的艺术修养。他的乐府诗继承了汉乐府民歌“缘事而发”的现实主义精神，真实地反映了汉末**的社会现实，表现了他统一天下的远大抱负和顽强的进取精神。其诗语言质朴、情感深沉，格调苍凉悲壮，有很高的艺术性，他的以乐府古题写时事的作风对后来的新乐府诗有很大的启示，不仅为建安文坛的领袖，而且建安文学的繁荣和发展作出了极大的贡献。

1．背景介绍：

建安十三年，曹操率大军南下，列阵长江，欲一举荡平孙权势力。大战前夕，酒宴众文武，饮至半夜，忽闻鸦声往南飞鸣而去。曹操感此景而持槊歌此《短歌行》。此诗格调高远，感情丰富，是诗人内心世界的真实写照。

2．学生自由诵读。要求读准字音，把握语调，读出慷慨之情。试读，互相点评。

3．学生结合注释，疏通诗句大意，教师进行相关点拨，找到诗眼。

4．学生思想并讨论诗歌的内容层次。

明确：全诗可分为四层：前八句为第一层，诗人慨叹人生有限，抒发了诗人对时光流逝、功业未成的深沉感慨；次八句为第二层，通过思念贤才、宴饮嘉宾的描写，表现了诗人求才若渴的心情；再次八句为第三层，写对贤才的仰慕，想象贤士到来，畅抒情谊；最后八句为第四层，写贤才择主和自己希望搜揽人才以完成统一事业的宏伟抱负。

四．具体研习重要诗句：

1．提问：如何理解“对酒当歌，人生几何？譬如朝露，去日苦多。”这四句的思想感情？

明确：为了实现统一中国的雄心壮志，曹操虽然取得了许多成就，但也遇到了不少挫折和失败。他深感奋斗中的艰难，也因年岁增长，光阴流逝，理想尚未实而忧愁，所以才有人生苦短之叹。但这一“叹”不是无所作为者，蹉跎岁月者，不思进取的消极之“叹”，而是一位渴望得到贤才帮助以实现建功立业雄心的英雄之叹。“人生几何”“去日苦多”是进取中的忧叹，追求中的苦闷。表达了诗人抓紧时机，大干一番事业的强烈愿望，隐含着的仍然积极昂扬的精神。

2．提问：如何理解“山不厌高，海不厌深。周公吐哺，天下归心。”这四句诗？

明确：这四句借用《管子形解》中的话和周公“一沫三握发，一饭三吐哺，起以待士，犹恐失天下之贤人。”《史记鲁周公世家》的故事，来说明诗人自己一方面感到生命易尽，一方面则更加激励他及时建功立业的思想，渴望有更多的有才能的人来帮助他实现他的政治理想。

3．学生有感情地朗诵全诗，把自己认为很有表达特色的句子画出来。

4．品析所画出的句子并相互交流自己的感受，然后自由发言。

明确：（一）引用成句，不露痕迹。“青青子衿”二句，引自《郑风子衿》，用以比喻渴慕贤才。“悠悠”，忧思绵长的样子，形容思念不已。“悠悠我心”后面原有的诗句还有“纵我不在，子宁不来？”本意是传达女子对情人哀怨和企盼的心情。这里作者暗用这两句诗意，比喻热烈期待所求贤才的到来。“呦呦鹿鸣”四句，引自《小雅鹿鸣》，本意是写宴会上主人殷勤待客的盛况。这里表示对贤才的竭诚欢迎。这些成句由于注入了诗人的思想感情，显得古朴深成、自然妥贴。

（二）诗歌采用连串的比兴手法，生动形象地表达出作者思贤若渴的急切心情。如“明明如月”二句，以明月不可掇停，喻得不到贤才的不可断绝；“乌鹊南飞”中以乌鹊喻指贤士；“绕树三匝，何止可依”则喻指贤士急于寻找可供依托的明主。诗歌以乌鹊的形象，寄予贤士尚在徘徊择主之意，流露出诗人唯恐贤才不来归附的焦急心情。诗末“山不厌高”四句，以山高海深比招纳人才的阔大胸怀，又以虚心对待贤才的周公自比，表示自己像周公一样热切殷勤地接待贤才，使天下的人才都心悦诚服地归顺。

练习：屏幕投影一些名句，学生判断其风格是否属于豪放。

六．课文小结：

不论何时，人才都是最重要的，所以在座各位同学要努力学好文化知识，我相信少年强则中国一定强！

[短歌行(人教版高一必修) 教案教学设计]

2024人教版高中英语必修一教案篇2

（部分倒装是把be动词、情态动词、助动词放到主语之前。如果句子中没有这些词,要在主语之前加助动词do/does /did等,而把原来的谓语动词变成原形放在主语之后。）句首状语为否定词或半否定词的句子。

这类词或短语主要有never, neither, nor, little,seldom,rarely,hardly,scarcely,no sooner, not only,in no way,at no time,few, not,no等 Not a word did I say to him.

Never have I foun d him so happy.

Little does he care about what I said.

I ca n’t swim. Neither can he.

No sooner had he gone to bed than he fell asleep.

Hardly/Scarcely had he gone to bed when he fell asleep.

only+状语放在句首,要部分倒装 Only by this means is it possible to explain it. (介词短语)

Only then did I realize the importance of math. (副词)

Only when the war was over in 1918 was he able to get happily back to work. (从句)

OnlyWang Ling knows this.

so或so引导的短语放在句首,要部分倒装 I saw the film, so did she.

So loudly did he speak that even people in the next room could hear him.

“Not only+分句,but also+分句”句型中的前一分句要部分倒装“Not only + 分句,but also + 分句”句型中的前一分句要部分倒装 Not only does John love Chinese, he is also good at speaking it.

但not only...but also...连接主语时,不倒装。

Not only the mother but also the children are sick.

Not until放在句首,从句不倒装,主句倒装 Not until last week did they find the lost bike. (简单句)

Not until my son had entered the universit y did he realize the importance of time. (复合句)

as/though引导的让步状语从句 Proud as these nobles are, he’s afraid to see me.

Tired as he was, he kept on running.

Tired though he was, he kept on running.

=Though he was tired,he kept on running

Child as he is,he knows a lot.(注意：child前没有冠词a)

在以often, well, many a time, now and again

等方式或频度副词(短语)开头的句子中,要用部分倒装结构 Many a time has John given me good advice.

Often have we made that test.

在虚拟结构中，条件从句的谓语含有were,

这些词移至主语之前。 Had I time (= If I had time), I would go and help you.

Were I you (= If I were you), I would go abroad.

Should he come (=If he should come), tell him to ring me up.

用于某些表示祝愿的句子里 May you succeed!

完全倒装 There be结构。另外,在此结构中可以用来代替be动词的动词有:exist, seem, happen, appear,live, rise, stand等 There stood a dog before him.

There exist different opinions on this question.

“Here,There, Now, Then + come (或be等) + 主语” 结构

说明:本句型中there是副词,应重读,强调地点。而前一句型中的there是引导词,本身没意义 Here comes the old lady!

Then came the hour we had been looking forward to.

There comes the bus.

Now comes y our turn.

除了then引导的句子用过去式以外,其余的均用一般现在时,表示一种生动的描述。其次,如果主语是人称代词,就不用倒装。

Here you are.

There she comes.

表示方向的副词out, in, up, down等置于句首,要用全部倒装。 In came Mr White.

Up went the arrow into the air.

Away went the boy.

表示地点的介词短语 (如on the wall, under the tree, in front of the house,in the middle of the room等)放在句首时,要全部倒装 On the top of the hill stands a pine tree.

In front of the classroom is a playground.

They arrived at a house, in front of which sat an old man.

其它形式的完全倒装 Present at the meeting was Mr. Green, a headmaster.（形容词短语）

Such was the story he told me.（代词）

East of the city lies a new railw ay. (副词短语)

First to be completed was the seven-storey teaching building. (不定式短语)

Gone are the days when my heart was young and gay. (过去分词)

Lying on the floor was a boy aged 15. (现在分词短语)

用于某些表示祝愿的句子里 Long live the People’s Republic of China!

2024人教版高中英语必修一教案篇3

have trouble with sb/sth 同某人闹意见；做…有困难

throw away the friendship 放弃/终止友谊

have the/a habit of doing sth 有做…的习惯

1. I wonder if… 我想知道是否….

2. It’s because… 这是因为…. 此从句中because不能用since或as 代替

3. What do you think a good friend should be like? 你认为一个好朋友应该是什么样的呢？

4. While walking the dog, you were careless and it got loose and was hit by a car.

=While you were walking the dog, …在遛狗时，你不小心让狗挣脱了绳子，结果狗被车撞了。

（当while, when, before, after 等引导的时间状语从句中的主语与主句的主语一致时，可将从句中的主语和be动词省去。）

5. Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你想有一位无话不谈、能推心置腹的朋友吗？

6. I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 我已经很久不能去户外，所以我变得对自然界的所有东西都很感兴趣。

7. I can well remember that there was a time when a deep blue sky, the song of birds, moonlight and flowers could never have kept me spellbound. 我记得非常清楚，曾有一段时间，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未使我心醉神迷过。

8. It was the first time in a year and a half that I’d seen the night face to face.

这是我一年半以来第一次目睹夜晚。

9. I would be grateful if you could give me some advice. 如果您给我提些建议，我会非常感谢的。（I would be grateful if… 委婉客气提出请求）

10. It’s a good habit for you to keep a diary. 记日记对你来说是个好习惯。

11. She found it difficult to settle and…

12. This series of readers is very interesting.

13. A friend in need is a friend indeed.

14. People are told that their actions should be as gentle as the wind that blows from the sea.

play a role/ part (in) 在…中担任角色；在…中起作用;扮演一个角色；参与

play an important role/ part 在…中起重要作用 because of 因为；由于

make (good/ full) use of （好好/充分）利用

from one place to another 从一处到另一处

present sth to sb / present sb with sth

an international language 一门国际语言 an international organization 一个国际组织

1. However, they may not be able to understand everything.

2. This is because Britain ruled India from 1765 to 1947.

3. All languages change when cultures communicate with one another.

4. What the British call “petrol” the Americans call “gas”.

(美国人把被英国人称作“petrol”的东西称作“gas”。此处what引导宾语从句)

5. Actually, it was based more on German than present day English.

6. …those who reported the news were expected to speak excellent English.

7. The US is a large country in which many different dialects are spoken.

(in which= where, 其引导定语从句。美国是一个大国，国内说着许许多多的方言。)

8. …there is more than one kind of English in the world.

(more than one+单数可数名词，作主语时，谓语用单数)

9. It is not easy for a Chinese person to speak English as well as a native English speaker.

(对于一个中国人来说把英语说得跟以英语为母语的人一样好是不容易的。)

句型：It is + adj/n+ for sb to do sth 对于某人来说做某事是…

扩充：It is + adj+ of /for sb to do sth

当句式中形容词修饰to do sth 时用for; 若形容词修饰sb，则用of.

eg: It’s kind of you to help me carry the box.

附：

1. either…or…和neither…nor…连接两个名词作主语，谓语动词采取就近原则。

三个表示最后最终的用法：

⑴finally: 按照顺序的最后，常与first, secondly 等连用

⑶in the end: 经过长期曲折斗争努力，终于… 如：战争等

4. 与人交谈，常会有听不清楚或听不懂的情形，遇到这种情况该如何开口呢？

⑴Pardon?

⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.

对不起，我没听懂，请再说一遍好吗？

⑶Could you say that again, please? / Could you repeat that, please? 请再说一遍好吗？

⑷Could you speak more slowly, please? 请你说得慢一点好吗？

5. include ─ including; included

actually ─ actual (adj); rapidly ─ rapid (v)

wide (adj) ─ widen (v); broad (adj) ─ broaden (v)

foreign ─ foreigner;

6. petrol------gas ;

lift------elevator;

film------movie; sweets----candy;

dream of/ about doing sth 梦想做某事

persuade sb to do sth= persuade sb into doing sth 说服某人做某事

persuade sb not to do sth= persuade sb out of doing sth 说服某人不做某事

insist on (one’s) sth/ doing sth 一定要；坚持要

the best way of doing sth/ the best way to do sth 干某事的最好办法

determine to do sth ( 动作) / be determined to do sth （心理）决心干某事

can’t wait/ can hardly wait to do sth 迫不及待想干某事

for one thing… for another （用来引出某事的理由）一则… 二则…

1. It was my sister who first had the idea to cycle along the Mekong River.

强调句基本句型：it is/ was…. that….其中指人时可用who(主)，whom(宾)。

2. Although she didn’t know the best way of getting to places, she insisted that we (should) find the source of the river.

insist that….(should)+ v原形坚持要；坚持要求

3. Have you ever seen snowmen ride bicycles? (metaphor)

4. To climb the mountain road was hard work but to go down the hills was great fun.

5. Good luck on your journey.

6. The lake shone like glass in the moonlight. (simile)

a great/ large number of =a great many/good 大量的

be trapped in/ under 陷入……/ 陷在……下面

the high school speaking competition 高中演讲比赛

have sb do sth= make sb do sth= let sb do sth 让某人做某事

come to an end (vi) = put/ bring sth to an end = put/ bring an end to sth 结束某事

be proud of / take pride in 以……而自豪

one-third 1/3 two-thirds 2/3

seventy-five percent 75%

right away= right now= at once= immediately 立刻

happen= take place= come about= break out

1. It is always calm before a storm.

2. Now, imagine there has been a big earthquake. 此句为There be 句型

3. Mice ran out of the fields looking for places to hide. 现在分词表伴随

4. It seemed that the world was at an end.

5. Water, food and electricity were hard to get.

句型：主语+ be + adj + to do 其中to do 用主动形式表示被动含义

6. All hope was not lost. all 与not 连用表示部分否定

7. It’s never too late to learn. 活到老，学到老。

falling leaves 正在落的叶子 boiling water 正在沸腾的水

fallen leaves 已经落在地上的叶子 boiled water 开水

Unit5 Nelson Mandela----a modern hero

lose one’s heart to sb/sth 爱上，喜欢上

be out of work = lose one’s job 失业

as a matter of fact = in fact = actually 事实上 beg for 乞讨

set about 着手做某事 (set about doing sth)

set out 陈列，摆出；开始（set out to do sth）

be active in = take an active part in 积极参与，在……活跃

keep sb from doing sth阻止某人做某事 die for 为……而死

put sb in prison= throw sb into prison= send sb to prison 把……投入监狱

have problems/ difficulty/ trouble with sth

have problems/ difficulty/ trouble (in) doing sth have a go= have a try

answer violence with violence 以暴制暴

equal (adj)------equally (adv)------equality (n) violence (n)------violent (adj)

cruelty (n)------cruel (adj)------cruelly (adv)

educated (adj)------education (n)

1. Only then did we decide to answer violence with violence.

only 放在句首且后接状语时（作状语：副词；介词短语；状语从句），要使用部分倒装------才用一般疑问句语序。

Only yesterday did his father tell him the truth.

Only when his father came back did he go to bed. （从句无需倒装，主句要倒装）

2. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.

3. I felt bad the first time I talked to the group.

链接：It’s the first time that 现在完成时

It was the first time that 过去完成时

4. He taught us during the lunch breaks and the evenings when we should have been asleep.

2024人教版高中英语必修一教案篇4

中国作为一个有五千年文明史的统一的多民族国家，政治制度发展历史之长久，体系之完备，经验之丰富，影响之深远，都是世界其他国家和民族不可比拟的。这其中最突出的就是中央集权制度的建立与逐步完善。早在远古时期，人类社会中就有了权力的萌芽。夏朝时已出现了凌驾于全社会之上的公共权力。商朝的主要政治制度是内外服制度，商王通过两种不同的管理制度来处理本族和外族的事务，与各方国形成了支配与被支配的关系。周王利用分封与宗法制的结合，确立了天下共主的地位。但靠宗法制的血缘纽带维系统治秩序并非长久之计，春秋争霸，战国兼并，制度败坏，秦王嬴政，一统天下，建立了一个皇帝具有无上_的中央集权制度。但中央集权和地方分权的斗争曾长期延续，西汉的“七国之乱”、东汉至魏晋南北朝的国家_、唐朝的“安史之乱”和以后的藩镇割据，都说明了它的坎坷。直到宋代，这种斗争才尘埃落定，却不幸造成了积贫积弱的后患。伴随着中央集权制度的发展，皇权呈现出不断加强的趋势，中枢权力体系也不断发生变化。隋唐实行三省六部制，宋元勋益颇大，明朝废除丞相，清设军机处，_皇权发展到了顶峰。

学习本单元时，应注意以下几点：(1)掌握有关古代中央集权制度的基本知识。(2)对于重要的政治人物和政治事件及其对中国古代中央集权制度发展的影响，要正确地认识、分析、评价。同时还应注意在今后的学习中，与西方古代制度进行对比。(3)以史为鉴。中国古代的中央集权制度有很多值得我们借鉴的地方，要认真地思考、总结

目前高中历史教学，高一年级是关键，培养历史情结是重点。

高中历史教学大纲把历史课分模块进行，大部分课程只有高一年级开设，这实际上使大多数高中生接受历史知识学习的时间就只有宝贵的一年，所以高一年级的历史课学习就显得颇为重要了。重视高一历史教学以培养学生的“历史情结”，也是势所必然，历史学习虽难上加难，但却责无旁贷。

有人进行过问卷调查，调查统计表明：表示很喜欢上历史课的学生占41.9%，表示不置可否的学生占55.3%，而明确表示不喜欢上历史课的学生仅占28%。学生没说不喜欢历史，但也没有表示明显的兴趣。原因何在?无外乎两个因素：(1)因主课学业繁重紧张，把学习历史当作类似看小说看电视等缓释紧张情绪的功能。(2)某些历史知识通过教师引人入胜的讲述，激发了学生的新鲜感，使他们产生了一时的冲动。这些统计表明，目前高中学生对历史学习的兴趣层次还较低，大部分停留在刺激性的历史情节中(这可能受初中历史教学内容的影响)，也就是停留在直接兴趣这一层次上。我们知道，直接兴趣是不稳定的，常会因各种因素而减退，比如知识简单易懂、概念重复讲述、结论不易理解、内容难记难背等，再加上其他学科学习压力，一旦学生感到乏味，或感到困难时，直接兴趣就会衰减、消失。改善之法可从以下几个方面入手：

一是优化课堂教学内容，创设积极的学习环境，构建先进而科学的教学模式，让学生“愿”学。

二是提高历史学科的课程实用价值，让学生“乐”学。我们至少应该向学生显示历史学科在学校这个小社会里的作用，比如可以改革历史考试方法，用写作历史小论文的形式，调动学生运用历史思想、寻找历史依据的积极性;也可以增加课堂教学内容，联系当今世界所发生的学生感兴趣的话题，运用历史分析的方法，指导学生对世界形势发展加以认识;还可以在校内多办一些历史学科的课外活动，如开设历史讲座、展示学生的历史小文章、搞一些历史性的纪念活动，等等。总之，校园要强化历史学科的气氛，久而久之，学生也会受到感染，让他们觉得至少在学校里，学好历史课还是有用武之地的，这样学生的学习兴趣也就会逐渐增加。

三是增强学生在学习中的成功心理，使学生“喜”学。高一学生在学习历史过程中，与初中比较，普遍感到困难，出现“怕”的情绪。教师应根据学生的心理，采取有效的方法增强学生的成功心理，这对稳定学习兴趣有极大作用。我们可以结合教学由浅入深的特征，在教学过程中，对每一层次的内容，作出达标的要求，对学生每达到一个层次，进行及时的评价和鼓励，让学生觉得自己是一个成功者，有信心进入下一个层次学习。再比如针对每个学生不同的情况，让他们在不同的场合获得不同的成功感觉，可以对在课堂上回答问题正确的学生作出当众表扬;可以对作业中有出色解答或独特见解的学生予以高分;也可以让学生在校内办的刊物或壁报上发表一些作品，如历史小论文、历史漫画等;或者将学生的优秀作品推荐到公开发行的报刊杂志上。总之，教师要对学生的每一点成绩和进步多加以肯定和鼓励，使他们对自己的学习抱有信心，最终保持历史学习的稳定兴趣。

?当然，对历史理论的学习，更是必须重视的，其目的正在于帮助学生“会”学。不过在基本历史理论的教学中有一点要注意，那就是要控制好“度”。高一学生毕竟不是高三学生，他们的认知水平有限，如果要求过高，理解不了，对学习历史就怀有畏难情绪，就会“厌”、“怕”。因此，教师要深入细致地分析学生的认知水平，因材施教，根据学生接受能力限度，不能加重学生学习负担，更不能使他们不堪重负而丧失学习信心、兴趣。

2024人教版高中英语必修一教案篇5

建议某人做某事 suggest doing sth; advise sb to do sth, advise doing sth 努力做某事 take pains to do sth, take pains in/over doing sth

养成……的习惯 develop/form/get into/be in the habit of

革除……的习惯 get out of/get rid of the habit of

跟上,不落后 keep up with 对……作出选择 make a choice/choices about

从……中选择,挑选 choose from 选择做某事 choose to do sth

对……有益,有好处;适宜,有效 be good for 对……好 be good to

擅长做某事 be good at 适用于某人/物 go for sb/sth

减肥 lose weight; be/go on a diet 增肥 put on/gain weight

做……的方式 way to do sth, way of doing sth

准备做某事 be ready for/to do sth; be prepared for/to do sth; make preparations for sth

即使,尽管 jeven if/ though 不时地,偶尔 now and then

缺乏,短缺 be short of 是……的缩写 be short for

一点也不 not a bit 一点 a bit/little, alittle bit

很多,非常 not a little 在将来 in the future

使……强壮 make…strong 小心做某事 be careful to do sth

小心某事/物 be careful with sth 垃圾食品 junk food

……的原因 reasons for… 列单子,造单 make a list of

给某人一些建议 give some advice on sth 发烧 have a fever

感冒 have/catch a cold 一直 all the time

大量,许多 plenty of 抵抗疾病 fight disease

对……有害 be harmful to, do harm to 保持健康 keep fit

以……而著名,闻名 be celebrated for 盛装打扮 dress up as/injk251.coM

听说有关的人/事 hear about 听说过某人/物 hear of

了解有关……人/事的情况 know about 听说过,知道(有)…… know of

聚集,团聚 get together 在接下来的几天中 in the following days

允许某人做某事,允许做某事 allow sb to do sth, allow doing sth

与……相似之处 be similar to出于对某人的敬意,为了纪念…… in honour of

不仅…而且…;既…又… as well as 尽可能…… as… as one can

信赖,信仰;支持;主张 believe in 捉弄,戏弄某人 play tricks/ a trick on sb

欺骗,吸收,摄入,理解 take in 起飞,成名 take off

占据(时间/空间);开始从事 take up 呈现 take on

将A与B比较 compare A with B 将A比喻为B compare A to B

与……比较 compared with/to 要求某物 ask for sth

过去常常做某事 used to do sth 事实上 in fact

与某人分享某物 share sth with sb 与……相似 be similar to

以……为根据,依据 base on; be based on 不得不 have (got) to

该轮到某人做某事 it is one’s turn to do sth

认识/识别某人/物 recognise sb/sth (by sth) 毕竟;然而 after all

承认某人/物有效,认可recognise sb/sth (as sth)

因为,由于 because of 最重要的,首先 above all 与某人结婚 marry sb; get/be married to sb 编造 make up

A将B嫁给C A marry B to C 访问某人;号召,呼吁 call on sb

值得做某事 be worth doing sth; be worthy of being done; it is worthwhile doing sth/to do sth

提出,想出 come up with 将……扮演出来,将……付诸行动 act out 在某人去某地的路上 on one’s way to

扮演角色 play a role in 日日夜夜 day and night

至少 at least 宁愿(不)做某事 would rather (not) do sth

继续做某事 continue to do sth 十年的辛苦工作 ten years of hard work

解开谜团 solve the mystery 在舞会上 at the ball

不幸运 without luck 为什么不做某事 why don’t you/why not do sth

选择做某事而不选择做某事 prefer doing sth to doing sth; prefer to do sth rather than do sth

选择某人做某事 prefer sb to sth 拿回来,使恢复 bring back

浪费某事 a waste of sth 浪费……做某事 waste sth on sth/in doing sth

在将来 in (the) future 利用，使用 make use of, take advantage of

做某事仔细，小心be careful doing/with/about sth 对某人有利to one’s advatage 免费地 free of charge 负责，掌管 in charge of

被/由……管理 in the charge of 结果证明是 prove to be/turn out

突然哭起来 burst into tears 含泪，流着眼泪 in tears

将某物撕成碎片 tear sth into pieces 扯下，拆毁 tear down

撕裂/毁 tear up 由……组成，构成 be made up of

由……制成（看不出）be made from （看出）be made of

把……制成…… be made into 在……生长，产 be made in

毫无疑问的 there is no doubt that; without/beyond/no doubt

怀疑地 in doubt 依某人看来 in one’s opinion/in the opinion of sb 将……和……联系在一起/将……和……绑/系在一起 tie…to…

将……和……绑/系在一起fasten…to… 保护……免受……protect…from…

为争取……而斗争 fight for 为反对……而斗争 fight against/with

和……并肩作战 fight with 在……（身上）做实验 test on

处理 do/deal with 挑选，辨别出 pick out 接收，捡起，中途搭载，无意中学会 pick up 接近，靠近get close to 制造噪音make noise

对……有益 be good for 对……有害be bad for/harmful to

因……而闻名be famous/known for 作为……而文明 be famous/known as

为……所熟知 be famous/known to sb 全世界 all over the world

在十八世纪 in the eighteenth century 做实验 do/conduct/carry out experiments; do/conduct/carry out an experiment

站立 stand up 将……加到……上 add…to… 加起来达到 add up to

在某人的控制之中 in the control of sb; under control失去控制 out of control 阻止做某事 prevent/stop/keep…from… 至少/多at least/most

例如such as 照顾 take care of 当心，小心 take care, look out, be careful

有/没有权利做某事 have right/no right to do sth

大量，许多A number of, a great many, a great deal of, plenty of, lots of, a lot of

2024人教版高中英语必修一教案篇6

Where’s your pen pal from?

一、单元教材分析

本单元的中心话题是pen pals。主要语言功能项目是talk about countries, cities and languages。语法结构为 Where…from; Where…live and whatlanguage…speak。先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过Activity2c中假设的两人对话操练来培养学生的交流能力，同时也引导学生多沟通与多交流。

Activity3a是一篇email形式的阅读文章，并有相关问题由学生在阅读后进行回答Activity3b 是根据提供的信息进行填空的写作练习，Activity3c是一篇模仿写作，让学生给自己的笔友写一封关于本人信息的email。我在各课时教学中设计各种各样的小活动，通过Discussion，Classifying，Guessing等不同方式让学生掌握本单元的知识点，用学会的知识与外国的笔友自如的交谈是学习本单元的目的。

二、教学目标分析

1、语言目标

a. 重点词汇：

Countries: Canada, China, France, Japan, the United States, Singapore,Australia,The United Kingdom, Paris.

Cities: Sydney, New York, Toronto, Toyo, London

Languages: English, French, Japanese, Chinese.

b. 重点句型： -Where…from? -She‘s/He‘s from…

-Where does…live?-She/He lives in …

-What language does she /he speak? -She/He speaks ….

2、能力目标

a. 培养学生在文段中寻找信息的能力;

b. 学会用英文给笔友写回信，简单介绍个人情况;

c. 通过有效地小组合作，培养学生合作能力及团队精神。

d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 ,

使学生能熟练运用新句型来谈论年龄和日期。

3、交际目标

通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。

4、德育目标

了解世界，了解不同地区的人文风俗;学会理解和尊重异国文化。

三、单元重难点分析

重点： 1. 谈论国籍、民族及其语言。

2. 询问并回答人们的住处。

难点： 1. 含from的where引导的特殊疑问句及其回答

2. 含live的where引导的特殊疑问句及其回答

四、课时结构

为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。

Period 1 Section A 1a—2d

Period 2 Section A 3a—Section B2c

Period 3 Section B 3a---3c

Period 4 Summing up Section A and B and the grammar.

五、教学过程设计

The First Period

Teaching aims:

1.Learn to express the main countries and cities.

2.Know something about the countries.

3.Master where- sentence structure.

Key points:

1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore,the United Kingdom, country, Sydney, New York, Paris, Toronto,Tokyo world

2.Sentences: -Where is your pen pal from? -He‘s from Australia.

-Where does he live? - He lives in Paris

-Where is John‘s pen pal from ?

Teaching aids:

Some cards with cities and countries.

Teaching procedures:

Step 1.Lead—in (1a&2a)

First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通过这个环节，教师完成本单元的新单词的导入，通过提供给学生每个国家的地图，让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任务的完成奠定最基本的词汇基础。在看图片时学生能够做到精神集中，并能激发学生的学习兴趣。

Step2.Practice(1c&2d)

①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with ―Where is she/he from?‖ and ―Where does she/he live? Ask some students to stand up and practice with teacher.

②With these sentence structures, ask students to practice them in pairs.

③Make a Survey to understand your classmates better.

上面这些句型的操练都是为了最后一个任务作铺垫。操练的过程中可以及时纠正学生的错误。然后让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市，同时让学生认识和了解一些国家和城市相关地理文化知识，

拓展学生的视野, 激发他们的兴趣。在完成任务的过程中运用where…from和where…live引导的特殊疑问句, 综合运用目标语言, 询问并回答人们的国籍和住处。

Step3.Listening comprehension(1b,2b&2c)

After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口头练习的基础上，在他们熟练掌握本课时句型以后再做这些听力应该是不难了，这样可以增加他们学习英语的信心。并且这些听力材料的设计也是层层递进，由易到难，充分考虑到了学生的层次，起到了很好的巩固作用。 Step4.Homework

Revise Section A1a—2d

Make a similar dialogue about pen pals

The Second Period

Teaching aims:

1. Go on to learn the countries and cities.

2. Master where- sentence structure.

3. Learn the new sentence structure: -What language does she/he speak ?

- He/She speaks…

Key points:

1. Words: language, Japanese, French, in English.

2. Sentences: -What language do they speak?

-What language does she /he speak ?

-She/He speaks ……

Teaching aids:

Some cards with cities and countries.

Teaching procedures:

Step1.Revision (Brain Storm)

Use fresh maps of some countries, let the students say the names of these countries as quickly as possible.用这样一个小小的游戏，既复习了上一课时的单词又活跃了课堂的气氛，也为这一节课新知识的教授作好了衔接。使新课的导入自然又轻松。

Step2.Lead—in (3a&SectionB1)

The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Let‘s look at the map and guess. Then do a matching exercise to consolidate the knowledge. At last do 3a and sectionA1.通过一系列的活动，让学生知道那个国家讲什么语言，学会说这些语言的单词，为下面的任务做准备。

Step3.Listening comprehension (SectionB2a&2b)

Do some listening exercise to review what we learned before.通过这个听力练习，巩固前面所学的知识，也为下一步的学习举了一个范例，相当于一小步导入。

1My pen pal is . She is from speaks has .

2.Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals.

The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes….

3.Discuss with your deskmate.

4.Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages,

2024人教版高中英语必修一教案篇7

有人说，爱情就是一颗心与另外一颗心的碰撞；有人说，爱情就是黑暗中闪闪发光的钻石，就是撒在夜空里的一大把星星；也有人说，爱情使人欢乐，爱情令人痛苦，爱情给人力量，爱情让人迷惘。

爱情是人生中一个永恒的话题，也是从古至今许多文人墨客尽情歌颂的事物，“在天愿做比翼鸟，在地愿为理枝”、“两情若是久长时又岂在朝朝暮暮”便是古人留下的表达爱情的千古绝唱。虽然爱情这一主题是不变的，但随着时代的进步人们的爱情观是不断发展的，好，今天我来给大家推荐一首我国当代著名女诗人舒婷的代表作《致橡树》，看看她在这里表达的是怎样的爱情观。

诗歌是文学宝库中的瑰宝，是语言的精华，是智慧的结晶，是思想的花朵，是人性之美的灵光，是人类最纯粹的精神家园。古今中外的诗人们，以其妙笔生花的精彩写下了无数优美的诗歌，经过时间的磨砺，已成为超越民族、超越国别、超越时空的不朽文明，扣击着一代又一代人的心灵，给人们以思想上和艺术上的双重享受和熏陶。

这是一首经典的爱情诗，语言清丽活泼，读起来朗朗上口。

诗人以橡树为对象表达了爱情的热烈、诚挚和坚贞。诗中的橡树不是一个具体的对象，而是诗人理想中的情人象征。因此，这首诗一定程度上不是单纯倾诉自己的热烈爱情，而是要表达一种爱情的理想和信念，通过亲切具体的形象来发挥，颇有古人托物言志的意味。

首先，橡树是高大威仪的，有魅力的，有深度的，并且有着丰富的内涵--“高枝”和“绿阴”就是一种意指，此处采用了衬托的手法。诗人不愿要附庸的爱情，不愿作趋炎附势的凌霄花，依附在橡树的高枝上而沾沾自喜。诗人也不愿要奉献施舍的爱情，不愿作整日为绿阴鸣唱的小鸟，不愿作一厢情愿的泉源，不愿作盲目支撑橡树的高大山峰。诗人不愿在这样的爱情中迷失自己。爱情需要以人格平等、个性独立、互相尊重倾慕、彼此情投意合为基础。

诗人要的是那种两人比肩站立，风雨同舟的爱情。诗人将自己比喻为一株木棉，一株在橡树身旁跟橡树并排站立的木棉。两棵树的根和叶紧紧相连。诗人爱情的执著并不比古人“在天愿做比翼鸟，在地愿为连理枝”逊色。橡树跟木棉静静地、坚定的站着，有风吹过，摆动一下枝叶，相互致意，便心意相通了。那是他们两人世界的语言，是心灵的契合，是无语的会意。

两人就这样守着，两棵坚毅的树，两个新鲜的生命，两颗高尚的心。一个像勇敢的卫士，每一个枝干都随时准备阻挡来自外面的袭击、保卫两人世界；一个是热情的生命，开着红硕的花朵，愿意在他战斗时为其呐喊助威、照亮前程。他们共同分担困难的威胁和挫折的考验；同样，他们共享人生的灿烂，大自然的壮美。

诗人要的就是这样的伟大爱情，有共同的伟岸和高尚，有共鸣的思想和灵魂，扎根于同一块根基上，同甘共苦、冷暖相依。

诗歌以新奇瑰丽的意象、恰当贴切的比喻表达了诗人心中理想的爱情观。诗中的比喻和奇特的意象组合都代表了当时的诗歌新形式，具有开创性意义。另外，尽管诗歌采用了新奇的意象，但诗的语言并非难懂晦涩，而是具有口语化的特征，新奇中带着一种清新的灵气和微妙的暗示，给人以无限的遐想空间。

[致橡树(人教版高一必修) 教案教学设计]

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新版人教版高中英语必修一教案(集锦2篇)

新版人教版高中英语必修一教案篇1

本学期自3月9日开始至6月末结束，除去周末节假日和生物地理中考，八年级在校上课时光仅有13周左右，所以时光比较紧张。

本册教材共10个单元，每个单元均为八页，比八上多了一整页，这页是以短篇阅读为核心整体设计的页面。3a侧重于通读，要求学生经过整体快速阅读回答问题。3b着重对阅读的细节信息进行检测。3c除了有结合阅读资料的提问，还有联系实际的讨论。课本资料比较多，难度大。

本学期还要进行地理生物的中考，所以学生们课下学习英语的时光会相对减少，课堂会成为学习英语的主阵地，课堂容量会很大，所以需要打造高效课堂。

以下是本学期的具体课时安排：

两个早自习，预习或跟读学习单词发音，记忆单词拼写，跟读两遍课文或对话，剩余时光自我支配，或读或背课文，时光允许的话，适当的听写。

每单元第一课时进行SectionA的听说训练，2d对话讲解和操练，Grammar Focus的总结和练习。

第二课时进行3a的阅读、讲解、复述及练习。

第三课时前半部分用于处理Section A的练习核对和讲解，后半部分SectionB的听说训练。

第四课时最终的大阅读，经过2c——2e的练习来进行阅读，利用同步表格进行理解和复述，最终讲解语言知识。

第五课时处理剩余练习题并进行写作训练。

第六课时单元检测，利用课活时光反馈。

新版人教版高中英语必修一教案篇2

一、指导思想

认真贯彻xx市教师发展中心的工作计划，围绕“改进课堂教学方式、提高课堂教学质量”的工作主题，依据小学英语新教材的课程标准，以“高度尊重学生，全面依靠学生”的教学理念作指导，以课堂教学研究为抓手，追求简约、根本、开放、高效的常态教学。坚持“学得愉快、教得幸福、社会满意”的教学主张，调动一切积极因素，努力促进小学英语教师教学素养的全面提高，促进教师、学生的共赢发展；以“研究、指导、服务”为宗旨，促进小学英语教学质量的稳步均衡提升。

二、目标任务

依据新课程标准要求，以发展学生的个性、培养学生的学习兴趣和能力为主旨，培养学生在语言技能、语言知识、情感态度、学习策略和文化意识等方面整合学习素养的全面发展。明确学习需要和目标，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为学生的终身学习和发展打下良好的基础。

三、内容与措施

（一）重集体备课研磨，借力“半成品”优质课型，提升教学实效

小英学科工作组骨干教师在17年的暑期进行了《英语》三至六年级“半成品”优质课的探究和积累，小英教师可借力共享的“半成品”优质课资源，在常态饱满的工作中进一步勤于思考，巧于耕耘，减负增效，一定需挤出时间用于教材的研读和备课。依据《关于加强学校备课组建设的指导意见》，小英学科教研员重点对学校备课组英语备课教案设计给出了框架性的总建议：教师自备（也可在“半成品”优质课的基础上自主补充和修改, qq英语组长群已分享），再同年级教师间集体备课研磨（规模小的可按中，高年段或联盟校际间），一人主备，突出几个环节主讲（ppt呈现），如：导学活动，课堂笔头操练，分层作业布置等，其余补充研讨，再教师个体反思，自定教案（共享高质量的评测练习等）。其中还可以参考各年段共享的（qq英语组长群已分享）“Story time; Grammar time; Cartoon time; Expanding reading ; Writing; Unit revision”等话题课型开展自主专项研磨。教学过程前设计听、读必备的Before class activities（导学活动）为课堂学习活动做铺垫，While class activities（教学过程）,以“活动操练（包含语境）——练习检测（包含评价）——拓展运用”为主要框架式流程，在自主、同伴、小组互助和展示等学习方式中，当堂操练，当堂内化，拓展语用。注重板书设计的针对性，有利于学生印象深刻地“回忆和回味”；课堂口、笔头操练和作业可体现分层，提优补漏。小英学科工作组在“作业与批改、教辅练习、单元复习课、评价考测”等方面还需进一步深入探究，切实减负增效。

（二）重听力、阅读操练，共享和完善优质备课资源

小学英语教学在课堂操练的优质化针对性设计上还需更精细，特别是在课堂笔头操练方面，练习设计的整合性、层次性、针对性等方面还需改善。凡是英语核心质量较高或提高明显的学校都高度重视优质的练习设计，特别是中、高年级的听力和阅读等笔头整合练习的精到设计和操练。同时教师张弛有度、严格有序的课堂管理是优质备课设计得以高效实施的保障。为此小英校本教研组或备课组教师在借力发展中心共享的小英各类教学资源的基础上(qq英语组长群里已分享)，需进一步注重团队研磨中、高年级英语课堂笔头练习的设计和操练，不断自主改善，加强联盟学校间的合作和共享，不断积累和完善优质备课资源，提高英语语用能力，从而确保课堂实效的更优化。

（三）精做“导学活动”设计，培养学生自主学习能力

小英学科工作组骨干教师需继续“以点带面”，进一步加强“导学活动”设计的讲座式引领，教师个体更需积极探索符合学校学生实际英语基础的“导学活动”设计，大力激发学生学习兴趣，养成优良的学习习惯，逐步培养良好的思维品质，发展学生持久的自主学习能力，为高效课堂的优效实施打下坚实的课前学习铺垫。

（四）深入“小组合作”学习，提升班级团队学习成效

“小组合作”学习活动在小学英语课堂内正积极地得以积极实施和开展。在有效的合作活动中，学生更乐意和同伴平等自主交流，情感得以喧嚣，小学生好说、好动的个性得以张扬，学生的语言能力能得以个性化的操练。小组合作整体提升了班级团队的学习成效，省时、简约又高效。目前各学校就课堂内的合作学习有明显的重视，合作质量也正在不断提高。教师示范明确，任务交代清晰，学生乐意合作且分工明确，合作操练有成效。但如何把有效的“小组合作”学习延伸至课外，通过“兵教兵”，小组间积极、合理的竞争和评价，教师的得力管理，提高学困生的英语学习成绩等方面，很大一部分教师还是少了积极的思考和行动。小学英语高年级教学课时紧，学科工作组教师需积极发挥团队优势，进一步深入探究“提优补差”的有效途径，除了课内的优效合作活动，课外的有效合作更至关重要、密不可分。

（五）其他工作

按计划开展好小英本学期的各类研修活动，做好见习教师的培训等有关工作，加强民办校稳定英语教师的英语专业素养培训。完成常态化的集体调研、学科调研测试及“理性和简约”的调研分析报告，尽力为学校做好优质服务。

人教版高中英语必修1教案(精选5篇)

作为一位无私奉献的人民教师，时常需要编写教案，编写教案助于积累教学经验，不断提高教学质量。快来参考教案是怎么写的吧！下面是小编为大家整理的人教版高一英语必修一教案，希望对大家有所帮助。

人教版高中英语必修1教案篇1

一、教材分析

教材是“课标”的具体表现，是学生学习的“蓝本”。现在使用的人教版英语教材每一个单元都围绕一个主要话题开展听说读写活动，共九个部分，即热身，阅读，理解，语言学习，语言运用，小结，学习建议和趣味阅读。语言知识和技能的呈现与训练，以及语法和句型等重点循序渐进，循环反复，符合学生的认知规律，有利于学生构建知识系统。新教材打破了传统的体系，用新的理念、新的方式、新的体系呈现出来。我们应当以积极的态度去学习新教材，研究新教材，理解新教材各个栏目的编写意图，最大限度地发挥各个栏目的作用。一方面我们要努力去理解新教材、适应新教材、用好新教材，一方面我们又要努力站在新教材之上使用新教材，要根据教学目标和学生实际对其进行大胆的取舍和重组，是教材为我所用，而不是被教材牵着鼻子走。

二、教学目标

1、使学生明确学习英语的目的性，发展自主学习的能力和合作精神；

2、做好初高中的教学衔接工作，让学生了解和适应高中的英语学习；

3、在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，培养学生在获取信息，处理信息，分析问题解决问题的能力，以及运用英语进行思维和表达的能力。

4、优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。

三、学生现状分析

针对我所带的班级高一1，6班学生生员构成复杂，大部分来自农村，城区学生少，普遍英语底子差，基础薄，英语水平参差不齐，发音不标准的实际情况，打算在高一起始阶段的英语教学中，本着低起点，爬坡走，抓习惯的原则，长期不懈地抓好学生的学习英语的.的兴趣和习惯养成。指导思想是坚持“狠抓双基，改进学法，激发兴趣，提高学习英语的能力”。

四、工作措施

1、继军训后结合学生初中英语实际状况，用一个星期复习初中教材，为平稳向高中教材过度奠定基础，梳理初中知识，配发相应练习，通过习题讲练，激发学生对新知识的求知欲，顺利进入新教材的学习。

2、为了使学生打牢基础不至于出现知识断层，本学期要有计划的把学生初中学过的但掌握不好的时态、句式、定语从句、状语从句、动词不定式以及部分掌握不好的词汇、短语、句型分插于新课教学中。

4、认真研究新课程标准，尤其是近几年考纲及考题，清楚哪些内容是新增加的，哪些内容是已经删掉的，哪些内容初中已经学的。认真研究新教材，在集体备课的基础上认真备课、上课，认真进行自习辅导和批改作业。

5、为了减轻高三听力训练的压力，提高学生的听力水平，从高一就开始就对学生进行听力训练。除了利用课堂上的时间外，还坚持每周三次利用课余时间给学生集体放听力。

6、单词一直是学生的难点、薄弱点，直接影响学生综合能力的提高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。使学生掌握科学的单词记忆方法和养成勤查词典的习惯。

7、坚持每2周一次作文训练，训练题材、方法力求多样化，并能及时进行讲评。坚持每天课前做值日报告和每周1篇的短文背诵检查。鼓励学生写英文日记，对个别英语特差的学生尽量多批改、多指导。

8、阅读理解能力的培养是高中教学的重点，也是高考的重头戏。在单元教学中配发适当的阅读练习，在平时考测试卷中阅读篇幅占一定比例，突出重点。有计划的指导学生掌握科学的阅读方法。

9、集体备课是提高教学质量和整体教学水平的有力保证，有利于经验丰富的教师与年轻教师互为补充、共同提高。坚持每周一次的集体备课，集中带课教师的智慧和经验，化解单元教学中的难点，减少教学中的授课弯路，突出重点。

10、坚持教学研究和相互听课，向同行学习，积极上网，利用网络资源的优势，解决自己教学中的疑难和困惑。

人教版高中英语必修1教案篇2

一、这学期的指导思想：

以学校工作计划为指导思想，以培养学生自主学习和自我管理能力为主线，全面贯彻新课改精神，针对我校高一新生英语基础差、底子薄的现状，秉承“夯实基础、狠抓双基、改进学习方法、激发兴趣、提高能力”的指导思想。在这学期的英语教学中，我们应该坚持应用以下概念：

1、要面向全体学生，关注每个学生的情绪，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言应用能力，提高人文素质，增强实践能力，培养创新精神；

2、突出学生主体，尊重个体差异，让学生在老师的指导下，构建知识，提高技能，磨练意志，激活思维，展示个性，发展心智，开阔眼界；

3、让学生在使用英语的`同时学习英语，让学生变得优秀

用户，而不仅仅是学习者。让英语成为学生学习生活中最实用的工具，而不是累赘，让他们在使用和学习英语的过程中感受到轻松和成功的快乐，而不是无尽的烦恼和恐惧。

二、学生情况分析：

我在一年级教五年级和八年级。因为是高一新生，学生和老师都很奇怪。所以我想营造一个轻松愉快的教学氛围，让学生尽快融入新的班级。作为老师，我想在前两周掌握学生的姓名、爱好和英语习惯。这样，我不仅会获得学生的信任，而且会在了解学生学习英语特点的基础上很好地进行教学。

三、教学目标：

1、让学生明确学习英语的目的；

2、做好初高中的教学衔接，让学生理解并适应高中的英语学习；

3、在培养学生语言知识、语言技能、情感态度、学习策略和文化意识的基础上，培养学生综合运用语言的能力；

4、优化学生的英语学习方法，让他们通过观察、体验和探索，充分发挥学习潜力，形成有效的学习策略，提高自主学习能力。

四、班级课表：

高一要学第一、二模块，共12个单元。我会为每个单元安排6-7个课时。每三周完成两个单元的教学，一次测试，安排一次英语兴趣班，以补充学生一些与课文相关的知识性、趣味性阅读文章。增加学生学习外语的兴趣。

五、具体教学措施

1、了解学生的基本情况，逐步鼓励学生对英语学习产生兴趣。

2、注重课堂教学质量，逐步提高学生的英语交际能力。

3、有意识地培养学生听、说、读、写、写作业的基本能力。

4、高一英语教学在高一英语学习中非常重要。因此，我想深入研究高考的教材和大纲，根据学科和学生的特点，研究切实可行的课堂教学模式。努力探索适合学生特点，愿意被学生接受的教学方法和模式。教与学都是乐趣无穷的，让学生养成良好的外语学习习惯，为学生高中三年的学习打下坚实的基础。

人教版高中英语必修1教案篇3

一、指导思想

以学校，级组工作计划为指导思想，全面贯彻落实新课程改革和素质教育的精神，全备课组成员将积极主动地开展教学教研工作，落实英语教学常规，营造良好的教研氛围，不断改革课堂教学，探究科学有效的教学形式。针对我校高一新生普遍英语底子差，基础薄的实际，坚持“务实基础，狠抓双基，改进学法，激发兴趣，提高能力”的原则，长期不懈地抓好学生学习英语的兴趣和习惯养成。

二、教学总目标

完成常规教学任务的同时注重激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神、学生应有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关熟悉话题的陈述并能参与讨论。能读懂简单读物，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中能注意到中外文化的差异。

三、学情简要分析

今年我校高一级共有十四个班，学生整体英语水平较差，英语科入学级平均分不高），并且分数层次多，农村地区，普遍英语底子差，基础薄。我担任6班跟8班，这两个班是学校的创新班，基础相对会好一点，但是总体上看，学生的成绩都是参差不齐的。这就需要适当的分层教学。

四、教材简要分析

本学期完成英语模块必修（2）和必修（3）两个模块。共10个单元内容。

具体安排：对于10个单元，每一单元用8课时，课本的学习可以这样进行：

1、warming up 和vocabulary一个课时；

2、reading和 language points 四课时

3、grammar二课时；

4、单元检测一课时

五、具体措施和工作要点

1、做好初高中英语知识点的衔接工作

为了高中阶段的英语教学可以比较顺利的展开，使学生打牢英语学习基础不至于出现知识断层，本学期要有计划的把学生初中学过的但掌握不好的`词汇、短语、句型，语法分插于10个单元的新课教学中。

2、英语学习方法的指导和学习习惯的培养

学习习惯是学生学业成败的关键。英语教师要指导学生掌握正确的学习方法，通过严格持久的训练，养成良好的英语学习习惯，发挥他们的潜能，提高学习效率，培养自学英语的能力、

各科通用的学习习惯

A：课前预习和自学的习惯、这是学生学好新课，取得高效率的学习成果的基础。

B：始终保持高度集中的注意力听课，勤记笔记的习惯

C：课后及时复习的习惯、及时复习能加深和巩固对新学知识的理解和记忆

D：良好的完成作业习惯1按时完成作业，书写规范、不潦草。

2及时改正作业中的错误，找出错误原因，并建立“错题集”的习惯。英语科特色的学习习惯

A：养成大胆说英语的习惯。

B：养成读和背的习惯

C：养成反复练习的习惯、语言不是教会的，而是在使用中学会的

3、阅读训练

阅读理解能力的培养是高中英语教学的重点，也是高考的重头戏。在单元教学中专门抽出一两节课作为阅读课，并且有计划的指导学生掌握科学的阅读方法。每周一次的课外阅读材料为双语报的文章、

4、早晚读的单词记忆与巩固

单词的记忆与巩固一直是学生的难点、薄弱点，直接影响学生综合能力的提高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。使学生掌握科学的单词记忆方法和养成勤查词典的习惯。

5、备课组成员之间互相听

备课组成员之间互相听课，不一定是整个备课组统一进行，而是自行看着课程表安排，有空堂就可以商量互相听课，建议坐办公桌对面一对互相听课、并且在互相听课之后互相评课、对照发下去的课堂教学评估标准，帮助对方检查是否都达到了要求，把评课重点放在学生在这节课是否学有所得，学生是否动起来了。

人教版高中英语必修1教案篇4

一、教材分析：

本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学目标:

1.知识目标:

引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。

2.能力目标：

利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。

3.德育目标：

用含过去分词的句子结构表达思想感情。

四、教学重点:

1.过去分词的用法.

2.过去分词的运用

五、教学难点:

1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2.过去分词在真实的生活语境中的使用。

六、教学策略:

通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

七、学习策略:

本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

八、教学用具：

多媒体辅助（将本课所需要的图片、文字等制成PPT课件）

人教版高中英语必修1教案篇5

一、动名词做主语的用法

动名词做主语往往表示经常性、习惯性的'动作，在口语中也可以表示具体的动作。如：

Seeing is believing. Helping her is my duty. Talking mends no holes.

空谈无济于事。

Working with you is a pleasure.和你一起工作是一种乐趣。

动名词做主语和不定式做主语一样，也可以用it作形式主语。如：

It's rather tiring walking around in a city.

不定式做主语往往表示具体的特别是将来的动作。如：

It's no use crying over spilt milk.覆水难收。

He realized that to go on like this was wrong.

二、动名词作宾语的用法

1.有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid,can't stand(不能忍受)，consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,

imagine. insist on, keep (on), look forward to, mention, mind, miss(错过)，pay attention to, practice, put off, stick to, suggest等等。

Doing morning exercises is good for your health.做早操对你的健康有好处。

Her shoes wants mending.她的鞋该修理了。

注意：当need, want, require, worth后面接doing也可以表示被动。

Your hair wants cutting.你的头发该理了。

The floor requires washing.地板需要冲洗。

I have finished writing this book.我已经写完这本书了。

2.在allow, advise, forbid, permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow/advise/forbid/permit +名词/代词+不定式(宾语补足语)”之形式。如：

We don't allow smoking here. We don't allow anybody to smoke here.

3.动词need, require, want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义没有区别。如：

The window needs/requires/wants cleaning/to be cleaned.

4.在begin, continue, love, like, hate, prefer, intend, start后用动名词和

用不定式作宾语均可，意义没有多大区别。

5.动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大，须注意。

forget, regret, remember后跟动名词，动名词表示已经发生的动作;后跟不定式表示将要发生的动作。

Period9-10 writing and checking the answers of the exercises.

高中英语必修2教案

在老师日常工作中，教案课件也是其中一种，按要求每个老师都应该在准备教案课件。只有提前备好教案课件，这样课堂的教学效率才能有大的提升。我们需要从哪些角度来写教案课件呢？于是，小编为你收集整理了高中英语必修2教案。希望你更多关注本网站更新。

高中英语必修2教案篇1

Where’s your pen pal from?

一、单元教材分析

二、教学目标分析

1、语言目标

a. 重点词汇：

Countries: Canada, China, France, Japan, the United States, Singapore,Australia,The United Kingdom, Paris.

Cities: Sydney, New York, Toronto, Toyo, London

Languages: English, French, Japanese, Chinese.

b. 重点句型： -Where…from? -She‘s/He‘s from…

-Where does…live?-She/He lives in …

-What language does she /he speak? -She/He speaks ….

2、能力目标

a. 培养学生在文段中寻找信息的能力;

b. 学会用英文给笔友写回信，简单介绍个人情况;

c. 通过有效地小组合作，培养学生合作能力及团队精神。

d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 ,

使学生能熟练运用新句型来谈论年龄和日期。

3、交际目标

通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。

4、德育目标

了解世界，了解不同地区的人文风俗;学会理解和尊重异国文化。

三、单元重难点分析

重点： 1. 谈论国籍、民族及其语言。

2. 询问并回答人们的住处。

难点： 1. 含from的where引导的特殊疑问句及其回答

2. 含live的where引导的特殊疑问句及其回答

四、课时结构

为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。

Period 1 Section A 1a—2d

Period 2 Section A 3a—Section B2c

Period 3 Section B 3a---3c

Period 4 Summing up Section A and B and the grammar.

五、教学过程设计

The First Period

Teaching aims:

1.Learn to express the main countries and cities.

2.Know something about the countries.

3.Master where- sentence structure.

Key points:

1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore,the United Kingdom, country, Sydney, New York, Paris, Toronto,Tokyo world

2.Sentences: -Where is your pen pal from? -He‘s from Australia.

-Where does he live? - He lives in Paris

-Where is John‘s pen pal from ?

Teaching aids:

Some cards with cities and countries.

Teaching procedures:

Step 1.Lead—in (1a&2a)

Step2.Practice(1c&2d)

②With these sentence structures, ask students to practice them in pairs.

③Make a Survey to understand your classmates better.

Step3.Listening comprehension(1b,2b&2c)

Revise Section A1a—2d

Make a similar dialogue about pen pals

The Second Period

Teaching aims:

1. Go on to learn the countries and cities.

2. Master where- sentence structure.

3. Learn the new sentence structure: -What language does she/he speak ?

- He/She speaks…

Key points:

1. Words: language, Japanese, French, in English.

2. Sentences: -What language do they speak?

-What language does she /he speak ?

-She/He speaks ……

Teaching aids:

Some cards with cities and countries.

Teaching procedures:

Step1.Revision (Brain Storm)

Step2.Lead—in (3a&SectionB1)

Step3.Listening comprehension (SectionB2a&2b)

Do some listening exercise to review what we learned before.通过这个听力练习，巩固前面所学的知识，也为下一步的学习举了一个范例，相当于一小步导入。

1My pen pal is . She is from speaks has .

2.Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals.

The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes….

3.Discuss with your deskmate.

4.Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages,

高中英语必修2教案篇2

这是一首经典的爱情诗，语言清丽活泼，读起来朗朗上口。

诗人要的就是这样的伟大爱情，有共同的伟岸和高尚，有共鸣的思想和灵魂，扎根于同一块根基上，同甘共苦、冷暖相依。

[致橡树(人教版高一必修) 教案教学设计]

高中英语必修2教案篇3

必修一module2

1.thefirst impression of 2.avoid doing 3.make progress 4.dare to do 5.at any time 6.on time 7.in time8.the first time 9.as a result

10.do badly/well in 11.fall asleep 12.tell a lie

13.tell a joke/tell jokes 14.tell the truth

15.be brave enough to do something 16.be afraid of

17.be late for school/come to class late 18.admit doing 19.a period of time 20.be true of 21.be true to life 22.respect for

23.obey the discipline 24.so that

25.translatesth.from one language to another

26.be popular among/with 27.make a choice about 28.take an exam 29.refuse to do

30.look for /hunt for/search for 31.break into 32.see to sth.33.a summary of 34.talk sb.about sth.35.get dowm to doing

对…的第一印象避免做… 取得进步敢做

任何时候准时及时第一次结果

在…做的不好/好入睡说谎讲笑话说实话

足够勇敢做某事害怕

上学迟到承认

一段时间适用于栩栩如生尊重… 遵守纪律

因此，目的是

将一件事物从一种语言翻译为另一种语言受…欢迎对…做选择参加考试拒绝做… 寻找

破门而入办理，照管一个…的摘要与某人谈论某事认真开始做

高中英语必修2教案篇4

这类词或短语主要有never, neither, nor, little,seldom,rarely,hardly,scarcely,no sooner, not only,in no way,at no time,few, not,no等 Not a word did I say to him.

Never have I foun d him so happy.

Little does he care about what I said.

I ca n’t swim. Neither can he.

No sooner had he gone to bed than he fell asleep.

Hardly/Scarcely had he gone to bed when he fell asleep.

only+状语放在句首,要部分倒装 Only by this means is it possible to explain it. (介词短语)

Only then did I realize the importance of math. (副词)

Only when the war was over in 1918 was he able to get happily back to work. (从句)

OnlyWang Ling knows this.

so或so引导的短语放在句首,要部分倒装 I saw the film, so did she.

So loudly did he speak that even people in the next room could hear him.

但not only...but also...连接主语时,不倒装。

Not only the mother but also the children are sick.

Not until放在句首,从句不倒装,主句倒装 Not until last week did they find the lost bike. (简单句)

Not until my son had entered the universit y did he realize the importance of time. (复合句)

as/though引导的让步状语从句 Proud as these nobles are, he’s afraid to see me.

Tired as he was, he kept on running.

Tired though he was, he kept on running.

=Though he was tired,he kept on running

Child as he is,he knows a lot.(注意：child前没有冠词a)

在以often, well, many a time, now and again

等方式或频度副词(短语)开头的句子中,要用部分倒装结构 Many a time has John given me good advice.

Often have we made that test.

在虚拟结构中，条件从句的谓语含有were,

这些词移至主语之前。 Had I time (= If I had time), I would go and help you.

Were I you (= If I were you), I would go abroad.

Should he come (=If he should come), tell him to ring me up.

用于某些表示祝愿的句子里 May you succeed!

完全倒装 There be结构。另外,在此结构中可以用来代替be动词的动词有:exist, seem, happen, appear,live, rise, stand等 There stood a dog before him.

There exist different opinions on this question.

“Here,There, Now, Then + come (或be等) + 主语” 结构

说明:本句型中there是副词,应重读,强调地点。而前一句型中的there是引导词,本身没意义 Here comes the old lady!

Then came the hour we had been looking forward to.

There comes the bus.

Now comes y our turn.

除了then引导的句子用过去式以外,其余的均用一般现在时,表示一种生动的描述。其次,如果主语是人称代词,就不用倒装。

Here you are.

There she comes.

表示方向的副词out, in, up, down等置于句首,要用全部倒装。 In came Mr White.

Up went the arrow into the air.

Away went the boy.

表示地点的介词短语 (如on the wall, under the tree, in front of the house,in the middle of the room等)放在句首时,要全部倒装 On the top of the hill stands a pine tree.

In front of the classroom is a playground.

They arrived at a house, in front of which sat an old man.

其它形式的完全倒装 Present at the meeting was Mr. Green, a headmaster.（形容词短语）

Such was the story he told me.（代词）

East of the city lies a new railw ay. (副词短语)

First to be completed was the seven-storey teaching building. (不定式短语)

Gone are the days when my heart was young and gay. (过去分词)

Lying on the floor was a boy aged 15. (现在分词短语)

用于某些表示祝愿的句子里 Long live the People’s Republic of China!

高中英语必修2教案篇5

必修一Unit2 The Road to Modern English

第二课时

阅读课

一、教学内容：Pre-reading;Reading;Comprehending(p.9)

二、教学目标 1．能力目标：

1）学生通过阅读文章能够从篇章结构的角度出发描述英语语言发展的历史过程。

2）学生能够在阅读的过程中对主要的阅读信息进行记录，并能根据这些信息对原文进行复述。

3）学生能够列出影响一个国家语言发展的所有因素并对此能够进行解释。2．词汇目标：

official, voyage, because of, native, come up, apartment, actually, AD, based, at present, gradually, Danish, vocabulary, make use of, spelling, latter, identity, fluent, Singapore, Malaysia, such as 3.情感目标：

学生通过学习英语的发展史，激发对学习英语的兴趣。

三、教学方法

运用多媒体课件演示，结合图片音频文件等来进行课文的学习，激发学生的学习兴趣。采用启发式引导、开放式探究、互动式讨论、反馈式评价的教学方式。

四、教学步骤：

步骤一复习导入新课（2分钟）

1.通过图片对话展示，让学生在轻松愉快的氛围中进入新课。

2.利用连线题进行英美英语的对比，激发学生的兴趣和对比意识。

【设计意图】

通过视觉和听觉刺激，从一上课就调动学生的学习积极性，为本课学习营造良好的学习氛围。英语的发展对学生来说是一个比较陌生的话题，所以学生头脑中可能没有相关的背景知识，教师只能从简单的问题入手，启发学生进行思考。步骤

二、阅读听说理解文章（20分钟）

1.fast reading 部分要求学生迅速阅读课文，找到文章主旨大意，并完成填空题。2.careful reading 要求学生逐段细读，能够根据阅读回答每段问题。【设计意图】

通过对阅读过程一系列活动的设计，教师可以培养学生在阅读中使用预测、预览和记录主要阅读信息来实现对文章表层信息、深层信息和推理信息的掌握。步骤

三、练习反馈概括收获（8分钟）1.做true or false 练习题，回顾文章。2.再熟读一遍课文并根据课文填空。【设计意图】

通过练习中的知识对比，再次回顾文章，加深理解。步骤

四、课后讨论提升能力（8分钟）

把学生分组，根据课件上的问题进行讨论。然后每个组派一名代表进行汇报。

1.Why do you think people all over the world want to learn English? 【设计意图】

为学生搭建交流平台，激励参与，培养他们说的能力。并且，帮助他们深层次理解英语，加强他们对英语的了解和热爱。步骤

五、布置作业迁移应用（2分钟）

根据学生以上讨论的问题及学生的不同兴趣来自主选择一个话题写一篇短文。

【设计意图】

让学生自主选择话题，既照顾了学生的学习兴趣，又体现了因材施教的原则，使整个教学环节更加完整。

教学活动设计：

本节课是一节阅读课，重点培养学生的阅读能力以及听说读的能力。本课采用individual work, pair work, group work 等多种形式，锻炼了学生的各种能力，并培养了学生大胆说英语的习惯。

高中英语必修2教案篇6

have trouble with sb/sth 同某人闹意见；做…有困难

throw away the friendship 放弃/终止友谊

have the/a habit of doing sth 有做…的习惯

1. I wonder if… 我想知道是否….

2. It’s because… 这是因为…. 此从句中because不能用since或as 代替

3. What do you think a good friend should be like? 你认为一个好朋友应该是什么样的呢？

4. While walking the dog, you were careless and it got loose and was hit by a car.

=While you were walking the dog, …在遛狗时，你不小心让狗挣脱了绳子，结果狗被车撞了。

（当while, when, before, after 等引导的时间状语从句中的主语与主句的主语一致时，可将从句中的主语和be动词省去。）

5. Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你想有一位无话不谈、能推心置腹的朋友吗？

8. It was the first time in a year and a half that I’d seen the night face to face.

这是我一年半以来第一次目睹夜晚。

9. I would be grateful if you could give me some advice. 如果您给我提些建议，我会非常感谢的。（I would be grateful if… 委婉客气提出请求）

10. It’s a good habit for you to keep a diary. 记日记对你来说是个好习惯。

11. She found it difficult to settle and…

12. This series of readers is very interesting.

13. A friend in need is a friend indeed.

14. People are told that their actions should be as gentle as the wind that blows from the sea.

play a role/ part (in) 在…中担任角色；在…中起作用;扮演一个角色；参与

play an important role/ part 在…中起重要作用 because of 因为；由于

make (good/ full) use of （好好/充分）利用

from one place to another 从一处到另一处

present sth to sb / present sb with sth

an international language 一门国际语言 an international organization 一个国际组织

1. However, they may not be able to understand everything.

2. This is because Britain ruled India from 1765 to 1947.

3. All languages change when cultures communicate with one another.

4. What the British call “petrol” the Americans call “gas”.

(美国人把被英国人称作“petrol”的东西称作“gas”。此处what引导宾语从句)

5. Actually, it was based more on German than present day English.

6. …those who reported the news were expected to speak excellent English.

7. The US is a large country in which many different dialects are spoken.

(in which= where, 其引导定语从句。美国是一个大国，国内说着许许多多的方言。)

8. …there is more than one kind of English in the world.

(more than one+单数可数名词，作主语时，谓语用单数)

9. It is not easy for a Chinese person to speak English as well as a native English speaker.

(对于一个中国人来说把英语说得跟以英语为母语的人一样好是不容易的。)

句型：It is + adj/n+ for sb to do sth 对于某人来说做某事是…

扩充：It is + adj+ of /for sb to do sth

当句式中形容词修饰to do sth 时用for; 若形容词修饰sb，则用of.

eg: It’s kind of you to help me carry the box.

附：

1. either…or…和neither…nor…连接两个名词作主语，谓语动词采取就近原则。

三个表示最后最终的用法：

⑴finally: 按照顺序的最后，常与first, secondly 等连用

⑶in the end: 经过长期曲折斗争努力，终于… 如：战争等

4. 与人交谈，常会有听不清楚或听不懂的情形，遇到这种情况该如何开口呢？

⑴Pardon?

⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.

对不起，我没听懂，请再说一遍好吗？

⑶Could you say that again, please? / Could you repeat that, please? 请再说一遍好吗？

⑷Could you speak more slowly, please? 请你说得慢一点好吗？

5. include ─ including; included

actually ─ actual (adj); rapidly ─ rapid (v)

wide (adj) ─ widen (v); broad (adj) ─ broaden (v)

foreign ─ foreigner;

6. petrol------gas ;

lift------elevator;

film------movie; sweets----candy;

dream of/ about doing sth 梦想做某事

persuade sb to do sth= persuade sb into doing sth 说服某人做某事

persuade sb not to do sth= persuade sb out of doing sth 说服某人不做某事

insist on (one’s) sth/ doing sth 一定要；坚持要

the best way of doing sth/ the best way to do sth 干某事的最好办法

determine to do sth ( 动作) / be determined to do sth （心理）决心干某事

can’t wait/ can hardly wait to do sth 迫不及待想干某事

for one thing… for another （用来引出某事的理由）一则… 二则…

1. It was my sister who first had the idea to cycle along the Mekong River.

强调句基本句型：it is/ was…. that….其中指人时可用who(主)，whom(宾)。

2. Although she didn’t know the best way of getting to places, she insisted that we (should) find the source of the river.

insist that….(should)+ v原形坚持要；坚持要求

3. Have you ever seen snowmen ride bicycles? (metaphor)

4. To climb the mountain road was hard work but to go down the hills was great fun.

5. Good luck on your journey.

6. The lake shone like glass in the moonlight. (simile)

a great/ large number of =a great many/good 大量的

be trapped in/ under 陷入……/ 陷在……下面

the high school speaking competition 高中演讲比赛

have sb do sth= make sb do sth= let sb do sth 让某人做某事

come to an end (vi) = put/ bring sth to an end = put/ bring an end to sth 结束某事

be proud of / take pride in 以……而自豪

one-third 1/3 two-thirds 2/3

seventy-five percent 75%

right away= right now= at once= immediately 立刻

happen= take place= come about= break out

1. It is always calm before a storm.

2. Now, imagine there has been a big earthquake. 此句为There be 句型

3. Mice ran out of the fields looking for places to hide. 现在分词表伴随

4. It seemed that the world was at an end.

5. Water, food and electricity were hard to get.

句型：主语+ be + adj + to do 其中to do 用主动形式表示被动含义

6. All hope was not lost. all 与not 连用表示部分否定

7. It’s never too late to learn. 活到老，学到老。

falling leaves 正在落的叶子 boiling water 正在沸腾的水

fallen leaves 已经落在地上的叶子 boiled water 开水

Unit5 Nelson Mandela----a modern hero

lose one’s heart to sb/sth 爱上，喜欢上

be out of work = lose one’s job 失业

as a matter of fact = in fact = actually 事实上 beg for 乞讨

set about 着手做某事 (set about doing sth)

set out 陈列，摆出；开始（set out to do sth）

be active in = take an active part in 积极参与，在……活跃

keep sb from doing sth阻止某人做某事 die for 为……而死

put sb in prison= throw sb into prison= send sb to prison 把……投入监狱

have problems/ difficulty/ trouble with sth

have problems/ difficulty/ trouble (in) doing sth have a go= have a try

answer violence with violence 以暴制暴

equal (adj)------equally (adv)------equality (n) violence (n)------violent (adj)

cruelty (n)------cruel (adj)------cruelly (adv)

educated (adj)------education (n)

1. Only then did we decide to answer violence with violence.

only 放在句首且后接状语时（作状语：副词；介词短语；状语从句），要使用部分倒装------才用一般疑问句语序。

Only yesterday did his father tell him the truth.

Only when his father came back did he go to bed. （从句无需倒装，主句要倒装）

2. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.

3. I felt bad the first time I talked to the group.

链接：It’s the first time that 现在完成时

It was the first time that 过去完成时

4. He taught us during the lunch breaks and the evenings when we should have been asleep.

高中英语人教版必修一教案设计(推荐11篇)

高中英语人教版必修一教案设计篇1

一、教材分析：

二、学情分析：

三、教学目标:

1.知识目标:

2.能力目标：

3.德育目标：

用含过去分词的句子结构表达思想感情。

四、教学重点:

1.过去分词的用法.

2.过去分词的运用

五、教学难点:

1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2.过去分词在真实的生活语境中的使用。

六、教学策略:

七、学习策略:

八、教学用具：

多媒体辅助（将本课所需要的图片、文字等制成PPT课件）

高中英语人教版必修一教案设计篇2

教学准备

教学目标

1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to.

2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。

3、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。

4、训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和理解的准确性，并养成一定的自主学习能力。

5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。

6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学习的经验，感受用英语交流的成功和喜悦。

教学重难点

教学重点:

1、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。

2、训练学生的阅读技巧，提高学生阅读速度和理解能力。

教学难点:

对所获得的信息进行处理、加工和学习，形成有效的学习策略。

教学工具

ppt课件

教学过程

板书

Uint1 Reading Anne’s Best Friend

Qualities: easy-going ,warm-hearted ,helpful,…

Questions:

Skimming

Summarize

Discussion: 1> style 2> ideas

高中英语人教版必修一教案设计篇3

一、指导思想

以学校工作计划为指导思想，全面贯彻落实新课程改革和素质教育的精神，全组成员将积极主动地开展教学研究工作，落实学科教学常规，营造良好的教研氛围，不断改革课堂教学，探究科学有效的教学形式.针对我校高一新生普遍英语底子差，基础薄的实际，打算在高一齐始阶段的英语教学中，本着低起点，爬坡走，抓习惯的原则，长期不懈地抓好学生的学习英语的的兴趣和习惯养成.

二、学情分析

今年我校共有14个教学班，学生整体水平较差，并且类别较多，既有普通文化课生，又有美术特长生，音乐特长生和体育特长生.学生生源构成复杂，大部分来自农村，城区学生少，普遍英语底子差，基础薄.

三、教学资料

高一教材必修一和必修二，共十个单元.

具体安排：对于10个模块，每一单元用6课时，课本的学习能够这样进行：

①阅读两篇文章及处理语言点共需三课时

②听力(+检查训练)一课时

③ 写作一课时

④单元检测一课时.

四、主要工作

1、全面做好初高中衔接工作

高中学段和初中学段在教学对象、教学资料、教学要求、教学方式和学习方式方面均存在着必须的差异.所以，帮忙高中学生了解这些差异，引导他们尽快适应高中的学习与生活，是摆在新学期高一教师面前的迫在眉睫的任务.为了使学生打牢基础不至于出现知识断层，在开新课之前，拿出一周左右的时光搞好高初中之间的衔接，为开新课做好准备.

时光安排：一周左右

课时安排：

第一课时：音标.目的是培养学生的拼读单词和自学单词的习惯和本事.

第二课时：词类与句子成分.例句必须经典、简练、上口，以学生易于熟悉记忆与再现为准.

第三课时：语法线索：在整体梳理初中所学语法现象的基础上，以一段自我介绍涵盖初中主要的语法资料.

第四课时：教材编排特点分析、学习要求和学习方法指导.

另外，在其中穿插一些小型测试(如词汇测试等)、写作或阅读等资料.

1、认真研究新课程标准，认真研究新教材，在团体备课的基础上认真备课、上课，认真进行自习辅导和批改作业.

2、单词一向是学生的难点、薄弱点，直接影响学生综合本事的提高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握.使学生掌握科学的单词记忆方法和养成勤查词典的习惯.

3、为了提高学生的听力水平，从高一就开始就对学生进行听力训练.除了利用课堂上的时光外，还坚持每周三次利用课余时光给学生团体放听力.

4、坚持每周一次作文训练，训练题材、方法力求多样化，并能及时进行讲评.鼓励学生写英文日记，对个别英语特差的学生尽量多批改、多指导.

5、阅读理解本事的培养是高中教学的重点，也是高考的重头戏.在单元教学中专门抽出一节课作为阅读课，并且有计划的指导学生掌握科学的阅读方法.

6、团体备课是提高教学质量和整体教学水平的有力保证，有利于经验丰富的教师与年轻教师互为补充、共同提高.坚持每周一次的团体备课，团体备课前先确立一名中心发言人，由中心发言人先确定下周所教模块的重点、难点及在高考中的比重及为完成教学资料所用的教法，然后全组人员共同探讨，最终确定下来.每一天的团体备课与说课，备课组长要负责组织，定时光、定地点、定主讲人.

7、加强听评课.听课、评课，取长补短.教师教学各有风格，教师间应互相听课，能够听本校的，也能够到外校听课，做到取人之长，补己之短，共同提高.

8、开展英语课外活动，提高学习兴趣：

1)、开展课外英语竞赛活动：如开展英语口语(演讲)竞赛、书法比赛、写作比赛(借助各类英语传媒开展)、英语朗诵比赛、英语歌咏比赛、英文歌曲比赛等开展课本剧表演等.以活动促教学.

2)、利用现代化教学媒体创设语言环境.如利用饭前、饭后时光让学生收看英语电视节目，利用周末时光让学生观看经典英文影片等.

高中英语人教版必修一教案设计篇4

高一第一学期是初中向高中的重要转折点，学生能否在短期内快速适应高中英语学习是摆在我们面前的重要任务，特制定高一英语教学计划如下：

一、指导思想

以学校工作计划为指导思想，全面贯彻落实新课程改革和素质教育的精神，，落实学科教学常规，营造良好的教研氛围，不断改革课堂教学，探究科学有效的教学形式。针对高一新生普遍英语底子差，基础薄的实际，打算在高一起始阶段的英语教学中，本着低起点，爬坡走，抓习惯的原则，长期不懈地抓好学生的学习英语的的兴趣和习惯养成。

在本学期的英语教学中，要坚持以下理念的应用：

1、坚定不移地突出学生主体，让学生成为学习的主人。

2、面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心。

3、尊重个体差异，让学生在老师的指导下构建知识，提高技能，磨练意志，活跃思维，展现个性，发展心智和拓展视野；

4、让学生在使用英语中学习英语，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐。

二、工作重点

全面做好初高中衔接工作

初中和高中在教学对象、教学内容、教学要求、教学方式和学习方式方面均存在着一定的差异，因此，帮助高一新生了解这些差异，引导他们尽快适应高中的学习与生活，是摆在新学期高一教师面前的迫在眉睫的任务。具体来说我们要做好以下工作：

知识衔接（词汇补充、语法回顾）。在开新课之前，拿出一周左右的时间搞好高初中之间的词汇衔接和语法衔接，为开新课做好准备。

1、培养习惯，打好基础。培养基础与指导学法是一致的，培养习惯的过程也是打下扎实基础的过程。高一起始教学阶段，除重视基础知识的落实巩固，基本技能的培养训练外，最主要的是培养良好的学习习惯和正确的学习方法。如：读背的习惯，听说的习惯等等。

2、减小坡度，平稳过渡。就教学内容和教学方法而言，初高中有很大差别。初中较简单浅显，高中较复杂深奥；初中教学注重的更多的是知识的传授，教学模式还主要是以“讲讲，读读，练练”的传统模式为主，而高中则要求在讲解基础知识的同时侧重于学生学习能力的培养，培养学生的自学能力。使学生经过三年的高中学习，基本技能得到发展，智力得到开发，形成有效的学习策略和方法，为他们的可持续发展奠定基础。因此，高一教学很重要的一点在于要使初高中的教学自然衔接和平稳过渡。教学中要适当降低起点，适当减小坡度，适当放慢速度，注意以旧带新，以新温旧。

3、激发兴趣，培养能力。充分利用高一学生刚入校的“新鲜劲”和外语教材自身的特点，采用灵活多样的教学方法，激发学生的兴趣，刺激学生的求知欲；在教学中坚持用英语授课，多给学生语言实践的机会，使学生产生使用英语交流的“自豪感”；重视情感因素，进行情感教学，不放弃一名学生，重视中差生的辅导关怀，及时捕捉学生的“闪光点”，鼓励学生，使其内化为学生学习的动力，防止出现严重的“两极分化”。

三、具体措施

1、切实落实好集体备课活动。把集体备课落实到实处。大体统一教学思路，教学重点，讲解模式。

2、从学生的具体实情出发，落实好分层教学的具体措施。快班要抓好基础知识落实的程度，要有培补（拓展延伸）的措施（内容，方法），平行班要抓好尖子生的能力提高基础知识的落实到位，后进生的兴趣培养和基础补差。比如：对好的学生多进行阅读训练，多进行写作训练；对平行班后进生加强单词词组句式的检查等等。

4、合理使用好手头资料，协调好教学，作业考卷，单元检测，讲解评析的内容，进度，方法，重难点。大体上每9课时完成一单元教学内容，期中，期末前各复习一周。完成报纸和同步辅导书籍上的训练题，

5、积极开展多种课外活动。如：学唱英文歌曲，用英语讲故事，表演话剧，英语演讲，参与校园英语广播节目，放英文电影等等。提高学生学习英语的兴趣，增强英语学习的气氛。

6、全面实施素质教育，着眼于学生的未来和持续发展，要有三年备考的大局观，克服教学的功利行为，听说读写并重，培养学生使用英语的能力。课堂教学要精心设计语言训练活动，让学生积极大胆地参与语言实践，早自习强调学生“开口”，形成读，背的习惯，

7、优化使用教材，精编学案，由于课时减少，对教材的利用无法做到面面俱到，要抓住重点，大胆取舍。一方面学习教材，研究教材，理解教材各个栏目的编写意图，最大限度地发挥各个栏目的作用。另一方面要要根据教学目标和课时及学生实际对其进行大胆的取舍和重组，是教材为我所用，而不是被教材牵着鼻子走。变“教教材”为“用教材教”。

四、教学工作做好六个到位

1、基础知识到位，注重知识积累。作为基础年级，夯实基础知识是非常重要的，基础知识不牢固，培养能力就无从谈起。在日常教学中，要立足课本，积累知识，夯实基础，采用起点低、密台阶、小步子的策略，使学生对语言知识彻底理解，准确记忆。

2、了解学情到位。对于学生学习英语的兴趣、程度、学习方法、学习习惯，我们都应了解清楚，为做好高中英语教学做准备。

3、活动到位。在课堂教学中，对于每一个教学环节的设计，我们都应注重学生的活动，学生动口、动手、动脑的活动，以达到师生互动、生生互动的良好效果。考试活动也要到位，适时地对所学知识进行测试并进行合理评价，以达到激励学生的目的。

4、重视阅读教学，拓展学生视野到位。在教材不唯一的前提下，英语老师手中的教材也不应该是唯一的，学生学到的知识也不应该是单调的。英语老师手里起码应该有多种版本的教材在教学过程中，起到一个互为补充的借鉴作用。除此以外，我们更应利用手中的，《二十一世纪报》、《英语学习》等报刊杂志、网络的优势，进一步加大阅读材料的输入，拓展学生的视野，提高他们学习英语的兴趣和热情。

5、因材施教到位。高一学生的英语水平参差不齐，这就要求我们高一英语教师在教学中做到因材施教。在备课的环节中，要考虑不同层次学生的需要，设计不同层次的活动和题目，让他们在课堂上都能活动起来，都有事情可做。课外辅导方面，针对不同的学生采用不同的方法，使他们都能形成自己独立的学习方法。“让优等生深化学习吃得饱，让中等生全面学习吃得好，让学困生侧重学习吃得了”。总之，关注两极分化，避免过早分流和掉队，帮扶工作从高一就应着手排查，措施应得当，不能浮在面上，还要全面，既有知识上的，也要有学法、心理层面上的帮扶，课内课外都要关注分层教学。

6、能力培养到位。能力培养包括思维能力和记忆能力。基础年级阶段夯实基础知识的同时，还要注意培养学生运用英语进行思维的能力、运用英语解决实际问题的能力。要培养他们识记词汇的能力、阅读的能力、做题的能力、交际的能力等等。

高中英语人教版必修一教案设计篇5

教学准备

教学目标

Objectives:

1. Instructional objectives

By the end of the class, most students are able to:

1) Use the words and the phrases they learned to complete the tasks based on the text.

2) Pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.

3) More than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.

2. Educational objectives

By the end of the class, students are able to:

Improve their cultural awareness from carnival and learn more about its influence on the western culture after class

3. Personal objectives：

1) Be confident of standing on the stage and speak clearly and spontaneously.

2) Encourage students to speak in the class with different kind of techniques.

教学重难点

Focal points:

By the end of the class, students are able to:

1) Improve the main reading skills through completing reading tasks in pair work and group work.

2) Use the table to finish their essay about their favorite film.

Difficult points:

By the end of the class, students are able to:

1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.

2) Write a film review according to the table and the text.

教学过程

Procedures and time allotment

Stage 1 Getting students ready for learning

T: Class begins!

Ss:…

T: Good afternoon, class!

Ss:…

T: Today, let’s come to Culture Corner. Module 4. Do you know Chinese festivals?

Ss:…

T: First, Work in groups, discuss and make a list of Chinese festivals in English. (1min).

Ss:…

T: OK, time is up. You know Chinese festivals?

Ss:…

T: very good. For example1.

New Year’s Day元旦节(1月1日)

2. Spring Festival春节(农历正月初一)

3. Lantern Festival元宵节(农历正月15)

4. the Qingming Festival清明节(4月5日)

5. Dragon Boat Festival端午节(农历5月初五

6. Double-ninth Day重阳节(农历9月初九)

7.National Day国庆节(10月1日)

T: And festivals brought us much traditional knowledge. So, festival is beautiful. Do you know foreign festivals?

Ss:...

T: In the textbook, there are some festivals with pictures. Do you know the right descriptions about them?

Ss:...

T: This festival is at the end of October, when “ghosts” come out.

Ss:...

T: This is when Americans remember the hard times when they first arrived in the country.

Ss:..

T: This is a festival of color, which marks the beginning of spring in India.

Ss:...

T: This is a Christian festival which comes in the middle of winter

Ss:...

T: Let’s watch a video. Can you guess what festival it is? .

T: They are dressed up in special clothes, and they are wear masks.

Ss:...

T: now, First question is how do people feel on this festival? Second is what festival is it?

Ss:...

T: Yes, very good. Now, let’s watch a video about Carnival.

Ss:...

T: what do you remember about carnival?

Ss:...

T: Where did it first?

Ss:...

Stage 2 Pre-reading

Step 1. Listen to the tape.

T: Let's listen to the following passage to learn more about carnival. Try to find out what places are mentioned in terms of carnival celebrations.

Ss:..

T:...

Step 2. Scan the passage and try to answer the questions.

T: What is the meaning of carnival?

Ss:...

T: Originally it meant “with no meat”but now it symbolizes “life”.

Step 3. Read the passage and match column A with column B.

T: OK, now I will give you 1 minute to read it again and then I will ask you some

Stage 3 While-reading

Step 1 Read the passage. Choose the best answers to the two sentences.

T: are you finish? Let’s look at the questions.

first question is Today Carnival has become a celebration of ____. Which one you choose?

A. freedom B. harvest C. life itself D. success

Ss:...

T: YES, very good. Next question is We need to _____ to understand what carnival is all about.

A. look at the history of America B. go to America

C. look at the meeting of two cultures---European and African D. Both A and C

Ss:...

T:....

Step 2 check whether the statements are true or false.

T: …

T: Now, let’s check.With the opening of huge farms and plantations, many Africans went to look for jobs in America., what’s your idea?

Ss:…

T: Do you agree?

Ss:…

T: Excellent, in paragraph 2, this marked the beginning of the slave trade. So the question 1 is False.

T: next question 2, The Europeans imported their festivals and later the slaves learned from them and added their traditions.

Ss:...

T: very good. This answer in paragraph 3.

Ss:...

T: question 3，The slave trade was abolished and the salves took over the carnival.

Ss:...

T: the last, With the passing of time, carnival became a festival of the black people only.

Ss:…

T:Exactly! Superb!

Step 3 Skimming for specific information

Task: Answer the questions according to the passage.

T: Read the text carefully and answer the questions.

Next, we will read the text again to explore how the text organized. 3minutes, Let’s go!

T: Now, let’s check your answers. What is carnival today?

Ss:Carnival today is an international, multicultural experience.

T:The second question is Where were the slaves taken from ?

Ss:In Africa

T:....

T: Excellent!

Stage5 Post-reading

Discussion: Useful questions to make up dialogues

T: there have seven questions, useful questions to make up dialogues.

Have you dressed up in special clothes?

2 What did you wear? 3 How did you feel?

4 Did you eat special food?

5 Did you give or receive gifts?

6 Did you have a holiday from school?

7 Did you enjoy yourself with your family or friends?

T: I will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!

Ss:...

T:Time is up. which one do you choose?

Ss:....

T: Yes, so the theme of Frankenstein is about science and humanity.

T: OK, next group, do you have other answer?

Ss:...

课后习题

homework

Do exercises on Page 37-38.

高中英语人教版必修一教案设计篇6

一、高中英语课程的设计特点

课程按模块设计，内容丰富，图文并茂，贴近学生生活实际。这一学期主要学模块五和模块六。模块五是必修模块，而模块六是属于选修模块，当然教学内容的难度也渐渐加深，因此每个模块的教学时间调整为12周。

二、教学目标

高二年级是高中的重要阶段，又是高中三年的承上启下阶段。因此，让学生在高二年级打好学科基础并有所发展是极其重要的。下列目标应在本学期内达到：巩固、扩大基础知识；培养口头和书面初步运用英语进行交际的能力，侧重培养阅读能力；发展智力，培养自学能力。争取在原有基础上有所提高，缩小与上学期期末考试时平均分排在我们前面的几个理科班的差距、

三、教学重点

1、加强基础知识的训练，注意词汇能力的培养，帮助学生理清语法规则，掌握习惯用语，为综合运用打下坚实的基础。

2、坚持听、说、读、写的训练，保证量的积累过程，实现由语言知识到语言应用能力的转化，提高做题的准确率和熟练程度。

3、坚持以语篇为中心，重视语言形式和思想的表达。

四、教学内容及方法

1、走近学生，了解学生。多利用一些时间与学生沟通交流，拉近师生之间

距离。了解学生英语学习的情况，做到分层教学，真正落实因材施教。

2、继续抓好学生英语学习习惯的养成，如，早读一定要大声朗读，每天都积累一定量的英语词汇，认真做好课堂笔记，并及时整理好难错题本。

3、加大阅读量，通过阅读材料开阔学生的视野，丰富语言知识，扩大词汇量。

4、提高学生的口语交际能力，充分利用课前三分钟的英语对话，并实行每天的英语值日报告，提高学生的英语口语表达能力。

5、完善学生评价制度以及评价方案，自评，他评，师评，家长评价等多种评价体系同时进行，帮助学生认识自己，并不断地完善自己。

6、培养学生的自主学习能力。这个目标的实现，需要一个循序渐进的过程，必须落实在平时的教学点滴中。多观察，多强调，抓住一些典型的自觉主动学习的学生来带动班上其他学生。

7、争取把培优扶中补差工作落实在平时的每一节课中，这项工作有一定的难度。换句话说，这项工作其实也就是分层教学。这要落实在平时的课堂提问，问题设置，作业的布置，练习的讲解等。

8、合理地利用表扬和批评的手段，激励学生奋发进取。

9、继续落实兵教兵互助学习小组活动，实行目标管理以及任务型管理，定期让每个小组制定一定的目标，并根据实际情况，及时更改目标；给每个小组定期布置一定的任务，并进行检测。及时表扬先进的学习小组，激励鞭策落后的小组，营造“比，学，赶，帮，超”的学习氛围。

10、更新教学观念，根据学生情况对教材进行单元整合，用教材教，而不是教教材。课堂教学不仅仅是知识的传授，更要注意教学的方法、过程、价值观。

11、继续开展英语校本课程，鼓励学生多用英语表达，不断培养学生英语学习的兴趣以及英语学习的信心。

五、课题研究

高中英语报刊阅读的综合研究

六、论文撰写

培养平行班学生英语自主学习能力的策略研究

高中英语人教版必修一教案设计篇7

教学准备

教学目标

1. Ss will be able to master the following useful new words and expressions.

well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,shock,rescue,quake,electricity,army,shelter,

fresh, organize, bury, at an end, dig out, coal mine, in ruins

2. Ss will be able to know the basic knowledge about Earthquake

教学重难点

1. The usages of some words and expressions.

2. How to train the students’ reading ability in learning the text.

教学工具

课件

教学过程

Step I lead-in

Let students see a short video and answer the questions

1.What happened in the video? Earthquakes

2.How do you feel seeing the plots(情节)? Students’ discussion.

Step II Fast reading

1. What is the passage mainly about? In Tangshan ,earthquakes happened on July 28th 1976

2. Skim the text and answer the questions

The type of writing (写作体裁)

Narrative writing

Topic sentence of Paragraph 1

Sentence 1

Topic sentence of Paragraph 2

Sentence 2

Topic sentence of Paragraph 3

Sentence 1

Topic sentence of Paragraph 4

Sentence 1

Step III Detailed reading

Ask students to read the text carefully and answer the questions

Task1: What were the nature signs of the coming earthquake?(选择)Para 1

1.Water in well( G ) 2. Well walls(D ) 3.Chickens &pigs(F ) 4 .Mice (A) 5.Fish(E ) 6. Bright lights( B) 7. Water pipes(C )

A. Ran out of fields B. in the sky C. Cracked and burst D. Deep cracks E. Jumped out of ponds

F. Too nervous to eat G. Rose and fell, fell and rose

Task 2 Fill in the blanks

Main Idea

Details

Damage caused by

earthquake

Para 2-3

At _____ am, the __________ earthquake of the 20th century began .

_______ burst from holes in the ground.

Hard hills of the rock became rivers of ____.

________ covered the ground like red autumn leaves.

Two _______ and most of the bridges fell.

The railway tracks were now _________pieces of _______.

______ now filled the wells instead of water.

Water,food,and ______________ were hard to get.

The reconstruction(重建) after the earthquake

Para 4

1. The army _____________

2. Workers ____________for survivors.

3._____________was taken to the city.

Details:

1. At 3:42 am, the GREatest earthquake of the 20th century began.

2. Steam burst from holes in the ground.

3. Hard hills of the rock became rivers of dirt.

4. Bricks covered the ground like red autumn leaves.

5. Two dams and most of the bridges fell.

6. The railway tracks were now useless pieces of steel.

7. Sand now filled the wells instead of water.

8. Water, food, and electricity were hard to get.

Step IV consolidation (当堂巩固)

Let students fill the blanks according to the passage

Strange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped out

Of their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.

In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.

1 falling 2 in 3 the 4 to eat 5 mice 6 to hide 7in 8 be heard 9when 10 who

这部分目的是让学生进一步巩固课文的内容。

Step V Post-reading-Activity: news report Group work(小组活动):

假设我们时光倒流到1976年这场灾难的现场。

小组讨论出一篇关于唐山大地震的五句话新闻报道。

选出一名组员做新闻报道员。

向全班做一个新闻报道。

新闻报道要包括以下内容:

写作提纲outline

新闻的标题headline简洁明了,吸引人

新闻的导语introduction新闻消息的第一句揭示核心内容

新闻的主体main body对导语进行展开和阐释

结束语conclusion对全文概括总结

唐山地震发生的时间,地点

地震发生前的一些预兆

地震带来的破坏和损失

地震后的救援工作

这部分主要是培养学生的小组合作能力和语言表达能力,进一步巩固课堂所学的内容。

Step VI Homework: write a news report about Yushu earthquake.

高中英语人教版必修一教案设计篇8

Period 1&2 warming up and reading

Teaching Aims:

1.Enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview

2. Enable the students to learn some reading strategies

3. Enable the students to learn the necessary qualities in their future job

Important Points and difficult points

Learn about how to be a good reporter

Teaching methods

Strategic reading method; Task-based method

Teaching procedures:

I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learned

Task 1 :( group discussion) Talk about jobs in China Daily?

Types of jobs What it involves

reporter

Task2: Predict what is going to be learned by looking at the title of the text. Which type of job will be talked about in the text?

II. Prediction (pre-reading):

Task 3: Predict the main idea of the text by discussing the following questions:

1. What are the qualities a good news reporter needs to have?

(Have group discussion first and then finish Part 1 individually)

2. What your first day at school was like? How would you feel on your first day at work? (Group discussion)

III. Skimming, scanning, analyzing (Reading & Comprehending)

Task 4: Read the text quickly to get a general idea of the text.

Task 5: Divide the passage into three sections and match the following main ideas to the three sections：

How to get an accurate story

How to protect a story from accusations

How to become a reporter

The skills needed

The importance of listening

Stages in researching a story

How to check facts

How to deal with accusations of printing lies

Work in a team

Task 6 Read quickly to find out the information to fill in the form below

Task 7: Tell what is required for a reporter and a photographer

patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional

A reporter A photographer

IV. Summarizing

Task 8: Write a summary of the text

V. Assignment

Read an English newspaper and retell the main idea of one article in it.

Period 3&4 Words & Expressions

Teaching Aims:

Get the students to know how to use some words and expressions correctly and appropriately

Important Points and difficult points

Use some words and expressions correctly and appropriately

Teaching methods

Demonstrating and summarizing; practicing

Teaching procedures:

1. occupation n.

1). Teaching is my occupation.职业

2). Swimming is my occupation.使…忙碌的事情;消遣

occupy v.

occupied=busy

occupy oneself in/with sth.

employment; occupation; job; profession; vocation; work; trade

He is looking around for .

: artist

He is out of .

She chose teaching as her .

She’s a lawyer by .

He’s a carpenter by .

2. assign v.

assignment n.

She gladly accepted the assignment. (分派的任务;工作)

The English assignment is a book report. (课外作业，功课)

3. on one’s own

of one’s own

for one’s own

We should complete the test _________

4. experienced adj.

be experienced in/at sth/doing sth.

Who is experienced in cooking in your home?

5. The first/last time +时间状语从句

The first time I came here, I was not used to the climate here.

Cover n.封面,掩盖(物) ;

1). Tom will covered the outbreak of the disease.

2). The road was covered with snow.

3). She laughed to cover her worry.

4). The red army covered about 30 miles a day.

5). Is the money enough to cover the cost of a new shirt?

7. Be eager for sth. (sucess)

to do sth.

that clause

He is eager to see his daughter.

We are eager that the project should be started early

be anxious about =be worried about

8. Concentrate on sth./doing sth.

We should concentrate on our study.

Tom is concentrating on fishing.

9. of +抽象名词(importance; value; use; help; benefit)

of special interest=

of no use=

The meeting is of great importance.

Each minute is _____ for us.

of greatly valuable

great valuable

of great value

for much value

10. acquire; get; gain

1). I sat in the front of the bus to ___ _ a good view of the countryside.

2). Gradually we _______ experience in how to do the work.

3). They _____the victory after a bloody battle.

11. have a nose for嗅觉灵敏

She has an ear for music.有鉴赏能力

She has an eye for color and style in clothes.有眼光

12. Meanwhile=in the meanwhile

=in the meantime

=at the same time

Mother went shopping; meanwhile, I cleaned the house

13. trade n. v.

1). Japan does lots of trade with the United States.

2). He is a shoemaker by trade.

3). She trades 3 apples for some bananas.

14. Trick

1).窍门，手法

2). play a trick(joke)on sb.

=make fun of sb. (玩笑,恶作剧)

3). He got into the building by a trick (诡计,花招)

15. Challenge

1).He challenge my view on that matter.

2).To finish the job in 2 days was a real challenge.

16. Support

n. 1).I need your support.

v. 1)为…提供证据,证实

2) The old man entered the room supported by his grandson.

3). He has always supported the weaker party.

4). He has a large family to support.

17. Case

1).He thought he had solved the problem , but that was not the case.

2).Here is a case of being careless.

3).We will look into that case.

in case of sth.如果,万一…

in that/this case在那样/这样情况下

in no case决不

in case +从句以防;可能;倘若

Take an umbrella in case it rains.

(in case从句常用一般现在时表将来,或should+do)

17. accuse sb. of sth.

=charge sb. with sth.

Tom ____ his boss of having broken his word.

blamed

accused

charged

scolded

18. so as to do sth.只能在句末

= in order to do sth.

=so that +从句

= in order that +从句

I got up at five so as to catch the train

19. admit

admit doing /having done

admit sb. Into/to (the university)

Lily finally admitted___ my umbrella by mistake.

to take

to have taken

having taken

have taken

20. n. adj.

profession professional具有….特点

Finish Ex 3 on Page 29

Assignment

Finish Ex1 and Ex 2 on Page 28 and Ex 3 on Page 29 (Discovering useful words and expressions)

Finish Ex 2 , Ex3 on Page 63 and Ex4 on Page 64 (Using words and expressions) in Workbook.

Period 5 Grammar

Teaching Aims:

Get the students to use “Inversion” correctly and appropriately

Important Points and difficult points

Use “Inversion” correctly and appropriately

Teaching methods

Task-based method; Demonstrating; discussion; summarizing; practicing

Teaching procedures:

I. Presentation

Task 1: Comprehend the following sentences

Only then did I begin my work on designing a new bridge.

=I began my work on designing a new bridge only then.

2. Not only was there a Christmas tree, but also exciting presents under it.

=There was not only a Christmas tree, but also exciting presents under it.

Inversion:起强调作用

II. Analyzing & summarizing

Task 2: Find 4 examples of inversion in the reading passage

1. Never will Zhou Yang forget his first assignment at the office of China Daily.

2. Only when you have seen what he or she does, can you cover a story by yourself.

3. Not only am I interested in photography, but I took a course at university.

4. Only if you ask many different questions will you acquire all the information you need to know

Task 3: Analyze the sentences above and summarize the rules

1. Why can these sentences use inversion ?

2. How are these inverted sentences made?

※否定副词no;not;hardly, little, seldom, never, no sooner…than, no more, not only, only等开头的句子要部分倒装。

※部分倒装:只把谓语的一部分(如助动词情态动词)等放到主语前，或把句子的强调部分提前。

Task 4: Analyze more sentences below and summarize the rules

1) Only after he had spoken out the word did he realize he had made a big mistake.

※如含有从句,只要求主句倒装

2) ______,there was no hope of her being able to sleep.

As she was exhausted

If she was exhausted

Exhausted as she was

Now that she was exhausted

※当as(尽管)引导让步状语时,要部分倒装

3) . I often go out for a walk after supper. So does she.

4). If you don’t wait for him, nor shall I.

※当so, neither, nor表示另一者也具有前面所述的情况时,要部分倒装.

III. Practice

Task 5：Do Exercise 3 on Page 30 (“Discovering Structures”)

IV. Analyzing & summarizing

Task 6: Analyze sentences below and summarize the rules

1). There appeared a man in black in the distance.

2). Under the tree sits a beautiful girl.

Inversion(倒装) →部分倒装

↘完全倒装

※以地点副词here, there, down, under和时间副词now, then开头，后面的动词是be, come, exist, fall, follow, go, lie, remain, seem, stand等，而且主语是名词时，构成完全倒装句.

※完全倒装:把整个谓语动词放到主语之前

3)The teacher came in and the class began.

=In came the teacher and the class began

4).____ from the tenth floor when the policeman pointed his gun at him.

A. Jumped down the thief

B. Down the thief jumped

C. The thief jumps down

D. Down jumped the thief

5). Here we are.

※在here, there引出的倒装句中，当主语是普通名词是用完全倒装句,当主语是代词时,则用陈述句语序(主+谓)

V. Assignment：

Do Exercise 1 on Page 64 (“Using Structures” in Workbook)

Period 6 Extensive Reading

Teaching Aims:

1. Enable the students to know writing and printing process for an article and what is the primary source and the second source

2. Enable the students to consolidate some reading strategies

3. Enable the students to learn the necessary qualities in their future job

Important Points and difficult points

Enable the students to know writing and printing process for an article and what is the primary source and the second source

Teaching methods

Strategic reading method; Task-based method

Teaching procedures:

I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learned

Task1.Review the types of jobs in a newspaper

Task2. Talk about the process of making a newspaper? (Group discussion)

Give the following hints when needed: interview; do some research; write a story; check the article written by a reporter; print the first edition; set the page; check again

II. Skimming and summarizing

Task 3: Read and fill in the form

Task 4: Learn some words and expressions

1. Accurate准确，精确

1) Is this watch accurate?

2) His information was accurate

2. set to sth./doing sth.开始做某事

=get down to sth./doing sth

1). As soon as I got home, I set to preparing supper.

2). They’ll set to the project, as soon as it is approved.

※ Look forward to…, devote… to…, be/get used to…, lead to…, prefer…to…, pay attention to…, object to…

3. approve vi. (approval n.)

approve of sth./doing sth.

=agree to/on/with

1).Your parents won’t approve of your going there. = agree on

2).I cannot agree to this plan. =approval of

4. process v.加工,处理

1) The street is in the process of repair

2). They are using a new process to make glass.

process food adj.加工过的,处理的

Task 5: Retell the main process of making a newspaper

III. Read the passage on page65 (“Reading Task) and answer the following questions

IV. Assignment

Read an English newspaper and retell the main idea of one article in it.

Period 7 Listening and Speaking

Teaching aims:

1. learn how to make an appointment

2. Improve the students’ listening and speaking skill

Important Points and difficult points

Learn how to make an appointment

Teaching methods

Task-based method

Teaching procedures:

I. Elaboration & prediction: get the students to predict what they will listen to and elaborate the topic to their known knowledge.

Task 1: Go over Ex1 on Page 31 and guess what they will listen to on the tape.(group discussion)

II. Listening

Task 2: Listen and circle the correct summary of the listening passage.

This is about a young man who is refused an interview with Liu Ming.

This is about a young man who is trying to arrange in interview with Liu Ming.

This is about a young man who wants to ask Liu Ming about how to work abroad.

Task 3: Listen to the tape again and answer questions on Page 32.

Task 4: Listen to the tape again and try to note down the dialogue (pair work)

Task5: Role-play the dialogue and elect the best actors (the most similar to the original dialogue)

III. Speaking and Listeningwww.本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。

1.开展学生活动，发挥主体作用

新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。

2.实施情景教学，统合三维目标

本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。

3.转变学习方式，增强教学效果

新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动，为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。

4.运用问题教学，启发学生思维

本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。

本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。

【教材分析】

本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。

第一篇Reading文章主要讲述主人公Li Qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了Li Qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。

考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。

【学情分析】

1.认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘

生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。

2.心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识

发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。

3.学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。

【教学目标】

(1)知识与能力

学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。

(2)过程与方法

通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up and Reading,第二课时为Learning about language,第三课时为Using language,第四课时为Listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。

(3)情感态度与价值观

通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。

【重点难点】

重点：

1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。

2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。

难点：

1.掌握过去分词作定语和状语的用法。

2.运用所学的词汇及句型写出具有一定想象力的短文。

【教学策略与手段】

1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。

2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。

3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。

【教学准备】

1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。

2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。

3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。

【教学过程】

Period 1: Warming-up & Reading

Teaching Aims:

1. Learn some new words and expressions.

2. Improve the students’ reading skills.

3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.

Teaching Methods:

1. Inductive method

2. Pair work & group work

3. Competition

4. Illustration

5. Deductive Method

Step 1 Greetings and Lead-in

1.The teacher can start with daily greetings and try to lead in some words in this unit.

Q1: Where do you come from? Do you live in the downtown or in the countryside?

Do you live in a comfortable surrounding?

Is it a suitable location for people to live in?

What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).

2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)

Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?

carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

3.Now let’s take a look at the screen to learn about the development of all the means of transportation.

sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft

4.Q3: What will the future means of transportation be like? (Time travel)

Well, today we are going to learn a text about time travel.

【设计说明】

由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到Warming-up中的Transport与Houses, Villages,Towns,以及Location of settlement的联系不大，可单独提出，因此将Transport的发展变化应用于课文的导入中，这样比较科学自然。)

Step 2 Skimming

1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.

Q1：What will the future life be like?

2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text.

Q2: Which changes are mentioned in the text?

time travel – transport – air quality – religion – clothing – eating – houses – towns

3.The teacher can ask the students to carry out a discussion about the changes.

Q3: Which changes are good and which are bad?

【设计说明】

猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于Comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)

Step 3 Reading for details

1.Before the journey

Q1: How many people are mentioned in the text? Who are they?

Q2: When did the writer write this letter? And to which year did he travel?

Q3: Why did Li Qiang travel to the year AD 3005?

Q4: What did Li Qiang suffer from?

Q5: How did Li Qiang feel? What makes him feel better?

Q6: Where did they arrive?

【设计说明】

通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。

2.During the journey

1) In the capsule:

Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?

2) Out of the capsule

Confused by the new surrounding, I was hit by the lack of fresh air

Q1: How did Li Qiang overcome the lack of fresh air?

1. Hovering carriage: .

Q2: How did the hovering carriage float?

Q3: How can a person move swiftly?

2. “A large market”

Q4: What were people doing there?

Q5: What happened to Li Qiang?

3. A large building

Q6: What is a “time lag” flashback?

【设计说明】

按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点Hovering carriage, a large market, a large building来处理文章第三段。

3.After the journey

(Arriving home, he showed me into a large bright, clean room.

Description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…

Q1: How did the author feel after visiting the special house?

Exhausted, I slid into bed and fell fast asleep.

【设计说明】

通过精读课文，了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。“时空旅行中”又可按照“在太空仓内与在太空仓外”分析文章信息。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。

Step 4 Consolidation

1.Put the statements into correct order. ( C --- A --- D --- B )

A. We are transported into the future by a comfortable time capsule.

B. I arrived at Wang Ping’s home and everything in his house made me surprised.

C. I won a travel to the year AD 3005.

D. I have my first try to master a hovering carriage.

2.Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future

AD 1005: China ---- AD 20xx: Modern World ---- AD______ : Your idea

3.A telephone interview with Li Qiang

Ask the students to discuss in group of six and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended.

【设计说明】

首先通过对文章故事情节的正常排序回顾文章梗概;其次通过Warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与变化;最后设置情景，进行角色扮演，模拟电话采访Li Qiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。

Step5 Assignment

1.Show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.

Q1: What problems are we facing now?

Q2: What have caused those problems?

2.Show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life

3.Assignment: Object-designing

Design an object which can help you change the world for a better future

【设计说明】

通过角色扮演以及情景设置中引出未来生活中将会存在的问题，以此导出现在生活中存在的问题，由此自然地引出阅读课的.任务----发明设计，以此激发学生的发明创造能力，唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。

Period 2: Learning about language

Teaching aims:

1. Learn past participle used as adverbial.

2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.

Teaching methods:

1. Teach grammar in real situations.

2. Learn grammar through practice.

Step 1 Revision and Preparation

1.Ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion?

2.Ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.

1 .Confused by the new surroundings, I was hit by the lack of fresh air.

2. Worried about the journey, I was unsettled for the first few days.

3. Exhausted, I slid into bed and fell fast asleep.

And then ask the students to finish the exercises in their textbook.

Ex.1. Combine these two sentences using the past participate as the adverbial.

1. I was frightened by the loud noise. I went to see what was happening.

Frightened by the loud noise, I went to see what was happening.

2. He was hit by the lack of fresh air. He got a bad headache.

Hit by the lack of fresh air, he got a bad headache.

3.I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.

Tired after the long journey, I still enjoyed meeting the aliens on the space station.

4. The museum was built in 1910. The museum is almost 100 years old.

Built in 1910, the museum is almost 100 years old.

5. The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom.

Frightened by the noise outside, the little girl dared not sleep in her bedroom.

6. The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more.

Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.

3.Ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.

1. His parents company named “Future Tours” transported me safely into the future.

2. A table and chairs rose from under the floor as if by magic.

3. Tomorrow you will be ready for some visits organized by the company.

And then ask the students to finish the exercises in their textbook.

Ex.2. Combine these two sentences using the past participate as the attribute.

1. Soon we lost sight of that famous astronomer. He is called Li Qiang.

Soon we lost sight of that famous astronomer called Li Qiang.

2. I am going to buy a painting. It is copied from Vincent van Gogh.

I am going to buy a painting copied from Vincent van Gogh.

3. The castle is under repair. It was built in 1432

The castle built in 1432 is under repair.

4. I like that old private house. It is built of wood and mud.

I like that old private house built of wood and mud.

5. The vehicle is mentioned in the book. The vehicle is unknown to me.

The vehicle mentioned in the book is unknown to me.

6. The room is completely empty. The room is connected to the rest of the house by a long passage.

The room connected to the rest of the house by a long passage is completely empty.

7. The queen was sitting in a royal carriage. The carriage was drawn b four horses.

The queen was sitting in a royal carriage drawn by four horses.

【设计说明】

通过设置讨论作者对未来生活持乐观还是悲观态度来复习并提升Reading内容，巩固学生对Reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。(由于Reading中Comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从Reading中剪切，转至语法中作为回顾阅读课，导入新课)完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下：

过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示明确。

1.作时间状语。 Once discovered, the enemies were completely wiped out.

2.作原因状语Moved by his words, I accepted his present.

3.作条件状语United we stand, divided we fail.

4.作让步状语Although tired, they continued to work.

5.作方式或伴随状语The teacher stood there, surrounded by many students.

注意：

1)作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用having been done.

e.g. Having been told many times, he can’t still remember it.

2).过去分词的逻辑主语要跟主句的主语一致,否则不能用过去分词作状语,应用状语从句。

(误)Checked carefully, some spelling mistakes can be avoided.

(正)If the composition is checked carefully, some spelling mistakes can be avoided.

过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。

Step2 Consolidation

非谓语动词练习

B 1. ___ and happy, Tony stood up and accepted the prize. (20xx全国)

A. Surprising B. Surprised C. Being surprised D. To be surprising

A 2.No matter how frequently _______, the works of Beethoven still attract people all over the world. (20xx广东)

A. performed B. performing C. to be performed D. being performed

C 3._________ and I’ll get the work finished. (20xx重庆)

A. Have one more hour B. One more hour

C. Give one more hour D. If I have one more hour

B. 4. The repairs cost a lot, but its money well _____. (20xx湖北)

A. to spend B. spent C. being spent D. spending

C. 5. _____ with a difficult situation, Arnold decided to ask his boss for advice.(20xx江苏)

A. To face B. Having faced C. Faced D. Facing

B 6.When her father, the girl burst into crying. (20xx湖北)

A. asking of B. asked about C. being asked D. asked

D 7. The man kept silent in the room unless . (20xx浙江)

A. spoken B. speaking C. to speak D. spoken to

D 8. ________, the old man is living a happy life. (20xx天津)

A. taking good care B. taken good care

C. having taken good care D. taken good care of

D 9.The Olympic Games, in 776B.C., did not include women players until 1912. (NMET20xx)

A. first playing B. to be first played

C. to be first playing D. first played

B 10. from his clothes, he is not so poor. (20xx上海)

A. Judged B. Judging C. To judge D. Having judged

A 11.European football is played in 80 countries, it the most popular sport in the world. (NMET20xx)

A. making B. makes C. made D. to make

B 12.The secretary worked late into the night, a long speech for the president. (MET20xx)

A. to prepare B. preparing C. prepared D. was preparing

C 13. a reply, he decided to write again. (20xx北京)

A. Not receiving B. Receiving not

C. Not having received D. Having not received

B 14.The houses are for the old people and the construction work will start soon. (20xx江苏)

A. built B. to be built C. to build D. being built

C 15.If ill, I’ll stay home a good rest. (20xx辽宁)

A. to fall, taking B. fall; to taking

C. falling; taking D. falling; take

Step 3 Discussion: Life at present V.S. Life in the future

1. Ask the students to carry out a discussion to compare the present life and life in the future.

Do you want to work for space? What worker should be needed for the space?

2. Ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper forms.

(constant remind unsettle previous bend press swiftly link)

Many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. You can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. People are _______ at first but soon feel better as families are encouraged to come. For health reasons, only one stay of three years is allowed. So any ______ experience working in space for this length of time means you cannot apply. Many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. It is sad but the rules cannot be ___ for anyone. 【设计说明】

通过小组讨论让学生展开想象的翅膀，憧憬未来生活的美好，随后通过跟目前生活的比较，教育学生要珍惜现在，展望未来。然后让学生根据自己的实际情况，讨论是否愿意为空间站工作。

Step4 Assignment

Ask the students to write an application letter for working in space.

【设计说明】

让学生设计自己的空间站求职信，一方面锻炼学生的写作能力，一方面又与实际生活相联系，一举两得。

Period 3: Using language

Teaching Aims:

1. Learn some new words and expressions.

2. Encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.

3. Train the students’ reading skills and predict the future humans.

Teaching Methods:

1. Prediction

2. Pair work & group work

3. Comparison

Step 1 Lead-in

1.The teacher shows a video clip from Star War to the students.

2.The teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.

Q1: Where do those creatures live? Galaxy, planet

Q2: How are they different from us humans?

Q3: What do they eat and drink?

Q4: Which language do they speak?

【设计说明】

该部分阅读是上一课阅读材料的延续，主要谈及Li Qiang在太空中遇见的两类令人惊讶的生物。因内容与《星球大战》中形态怪异的太空生物有所类似，故笔者采取_《星球大战》片段导入，通过对太空生物的生理形态及生活的预测讨论引出课文内容。

Step2 Prediction and understanding of the title

The teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will Li Qiang come across in AD 3005.

【设计说明】

引出课文内容后，首先让学生就题目发表讨论，预测作者在跨时空旅行中将会遭遇哪些形态各异的生物。

Step3 Reading for details

1.Ask the students to describe the space station.

Q1: What does the space station look like?

Q2: How about the inside of the space station?

Q3: What can you see inside the station?

2.Ask the students to read through the following two passages and finish the following questions:

Q1: What two alien creatures are mentioned in the text?

Q2: What are the features of these two amazing creatures?

3.Compare the similarities and differences between these two alien creatures in various aspects.

Name of creature Mu-mu Dimpods

Size Tall & thin small

Appearance Face/head/leg Like a cat

Colour Black & white Blue or purple

Personality Friendly Interesting + lovely

Number of arms Six Many

Number of legs One leg / shell Many

How it moves Slowly Skip around fast

Voice Whisper Shout

Food Carrot + cocoa Lemonade + herbs

【设计说明】

由于文章结构清晰，内容简单，主要介绍了Li Qiang在太空中遇见的两类生物以及它们之间的比较。故笔者直接处理课文细节，让学生通过阅读找出文中对两类生物的描述，比较它们的特征。

Step4 Discussion

The teacher asks the students to predict about the future humans by referring to the following questions.

Q1: When do the future humans live?

Q2: Where do they live?

Q3: What do they eat?

Q4: Do their body parts have any other special functions?

Q5: What are the features of the future humans?

Q6: How do future humans work and live?

【设计说明】

文章原先安排的任务是猜测并绘出外星人的模样，并用文字描述将外星人的外形特征;由于考虑到这个任务的难度，笔者将任务改为对未来人类的预测，并提供问题提示，降低难度，将话题从漫无边际的想象转至日常生活，程度地调动学生想象的积极性。

Step5 Assignment

Draw a picture of the future humans, then write a description based on your drawing. 【设计说明】

让学生参考文章结构与内容，用文字表述未来人类在生理、心理、生活、工作等方面的特点与变化，并将自己的设计做成Powerpoint文件，在第四课时中上台展示。

Period 4. Listening and speaking

Teaching Aims:

1. Train the students’ listening ability.

2. Encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.

Teaching Methods:

1. Listen to catch the main ideas

2. Individual work and group work

3. Cooperative study

Step1 Display the design of the future humans

The teacher chooses several students to come to the front and display their design of future humans to the class. Appropriate evaluation is required.

【设计说明】

抽取几位学生上台通过Powerpoint文件展示并讲解自己在上节课对未来人类的设计与幻想，教师进行适当的点评，检验学生的设计成果，并进行总结：想象力是人类与生俱来的本能，也是人类进步的动力，人如果没有想象力，世界必然一片空白，人生将会无限的单调乏味，因为有想象才有事实，有想象才能成功。为了拓展我们的生活领域，提高我们的生活品质，使未来的生活美梦成真，让我们利用我们聪明的头脑和灵巧的双手去想象、去创造、去发明吧!

Step2 Lead-in

The teacher displays a picture of the solar system to the students, and asks the following questions:

Q1: Which planet would be the best residence for humans?

Q2: What will life on Mars be like?

【设计说明】

因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld，在那个世界很多高新科技被应用于日常生活与工作中，故笔者从一张有关太阳系的图片导入，引出听力材料中的planet, oxygen, gravity, space creatures等生词，然后向学生提出问题，太阳系中哪个星球比较适合人类生存，让学生对火星生活作出预测，从而引出听力材料。

Step3 Listening for main ideas

□living on another planet □new discoveries in space □space creatures

□why a space station spins □how to get water on Mars □comets

□houses in a town on Mars □Martian creatures □atmosphere and gravity

Keys: living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars

【设计说明】

要求学生在听录音的同时提取听力材料的主要内容，并在书中的练习一上打勾。培养学生听取重要信息的能力。

Step4 Listening for details

1. How can “Wonderworld” make sure there is enough oxygen?

2. How can “Wonderworld” make sure there is enough water?

3. What is the advantage of living in “Wonderworld”?

4. Do you think people will be healthy living in “Wonderworld”? Why?

Keys: 1. “Wonderworld” will provide a covered area for people to live in with a special air supply.

2.collect water from under the planet’s surface – cleaned and recycled – bacteria are

used to clean the dirty water.

3.People may become rich and famous.

4.People will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.

【设计说明】

要求学生再听一遍录音，完成文中的细节问题。培养学生听取细节内容的能力。

Step5 Prediction & Speaking

Ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:

Suppose that… Do you imagine that…?

I wonder if … Is it possible that…?

Is it likely/ unlikely that…? Do you suppose that…?

【设计说明】

要求学生根据本单元的学习，运用掌握的词汇与句型，预测1000年后家乡发生的变化，学生运用课本中提供的句型编造对话，先两两讨论，然后跟其他小组成员讨论编对话，培养口语及集体协作能力。

Step6 Assignment

Practise asking your classmates what will their hometowns be like in 1000 years’ time.

【设计说明】

要求学生在课后跟自己的同学用英语交谈，讨论预测1000年以后家乡发生的变化，将英语学习融入日常生活，激发学生讲英语的_，在实践中锻炼学生的英语能力。

高中英语人教版必修一教案设计篇9

一、教学工作的计划

1、指导思想

以《新课程标准》为依据，全面贯彻党的教育方针，更新教育理念，树立正确的课程观、教学观，积极推进素质教育。以《新课程标准》为准则，研究教学方法，继续利用多种辅助教学手段，培养学生能力，提高教学效率。

2、学生情况分析

学生的基本情况是学生的学习习惯一直不好，两级分化较严重。成绩较好的学生学习积极性较高，学习兴趣较浓。但个别优生缺乏进

取心，在听力、写作和阅读的部分题上，需要进一步加强。成绩落后的学生学习态度不够端正，学习习惯有待进一步提高。上学期班平均及格率基本达到学校的要求，但总体情况不容乐观。学生在学习方法和综合运用知识能力方面还有待大力加强。因此如何培养学生的英语学习素质，依然是本学期的一项重要任务。

3、教学目的要求

1）知识传授：

围绕任务型教学，融会话题，交际功能和语言结构进行教学。

2）能力培养：

在完成基础知识巩固的基础上，逐步拓展、延伸知识，培养学生实际应用语言的能力、阅读能力和写作能力。加强自主学习。

3）思想教育：

在教学中培养学生热爱祖国文化，认识祖国传统文化，认真学习的态度。

4、教学内容

1）500个左右生词及200多个短语。

2）学习下列话题：

①北京奥运②世界人口③希望工程④社会环境⑤英美语言⑥科学天地

3）语法：①现在完成时②动词不定式③规则动词的过去分词与不规则动词的过去分词④主动语态与被动语态⑤宾定从句

4）教材重难点：

a）教学重点：各单元语言目标、话题和语法。

b）教学难点：现在完成时和被动语态，词汇教学。

5、教学方法形式

交际法、迁移法、讲授法、启发式、多媒体等辅助教学法。

6、教学措施

1、加强单词检测。

2、培养学生听力。

3、注重课堂教学。

4、扩大学生阅读量。

5、多角度的提高学生的学习兴趣和信心。

6、进一步改进学生的学习方法和学习习惯，提高其学习能力。

二、教学研究的计划

1、如何提高各层次学生的学习成绩

a类学生：课堂上要求能回答较难提问，思考问题积极，教学任务能当堂完成，课后要求阅读一定量课外读物，考试时要求失分不大。

b类学生：加强双基教学，多鼓励多表扬，使他们爱好英语，并且用抓两头促中间的办法使他们时时有危机感。要求能较好地完成教学任务，能回答上课提出的稍难问题。

c类学生：教学中多关心、多爱护他们，平时与他们多进行谈话，让他们认识到英语学科的重要性。另对他们要求严格，但要求不过高。

2、如何利用多种辅助教学手段优化教学

1）呈现形象教具。（实物、自我演示等）

2）使用可视资料。（图片、单词卡片、教学挂图等）

3）精选适用教材。（录音材料、教学教案、课件、配套练习等）

3、如何开展形式多样的课外活动

1）培优补差。（分层教学）

2）指导学生阅读有关英语报刊杂志。（《英语周报》《学英语》等。）

3）收看有关英语学习的电视节目。（cctv—10希望英语栏目等。）

4）开展多项英语活动。（譬如：设英语角、唱英文歌、看英文影片等。）

此外，本人将积极编写适合各层次学生的练习；撰写教育教学论文，争取本学期内发表一篇质量较高的论文。每周利用教研和备课活动一起研究一个课题。同时，积极参与校内外听课、评课，虚心向同行学习教学方法，博采众长，不断提高自己。

三、继续教育的计划

博览群书，培养更广泛的兴趣爱好。平时多关注有关教育教学的文章，自订杂志，多阅读有关教育学、心理学、班主任管理工作等书籍。不断扩宽知识面，为教学内容注入新鲜血液，从而提高自身理论知识及操作能力。同时，面对新课改，积极进取，不断更新教育教学的理念，以新课改的思想指导自己的教学。只要有校外或远程教育培训的机会，本人一定积极参与，并做到学习、实践、反思、提高，努力使自身的教育教学水平更具专业化、系统化。

高中英语人教版必修一教案设计篇10

新学期，我将担任高一（15）（16）两个普通班的英语老师。面对新的面孔，我充满了期待和热情。本学期，学习的时间短，教学任务重，而这两个班学生的学习基础差，既要抓好初高中衔接的内容建立学生学习的自信和提高学生的学习兴趣，又要抓好教学进度，跟进高一教学的内容，可以说困难重重。然而学生的学习积极性高，针对以上特点，制定本学期英语教学计划如下：

一、普及英语基础知识，重点训练基本句型

由于学生的基础薄弱，甚至对于单词的拼读都无从下手，因此有必要有计划的为学生普及基础的知识，关键是音标，利用音标提高词汇记忆效率，基本词汇掌握的不扎实，对英语的重点句型掌握。为了解决以上的问题，我们每周进行一次基本词汇，重点句型和重点语法的随堂检测，每天课前五分钟采用灵活多样的方法进行听写检查，主要是采用在具体的语境中练习单词拼写的方法，先从最基本的词汇抓起，逐步过渡到句型、小短文的默写检查上。

二、最大限度地提高课堂教学效率，发挥学生的学习积极性和主动性

在上每一节课前，都要先总结前一堂课的教学情况，认真研究教材和教法以及学生的学情，在课堂上最大限度的调动学生的学习积极性和主动性。设计简单一些的问题，逐步引导学生思考，精讲重点词汇、短语及句式，多创设语言情境让学生讨论，对学生进行分组分层教学，设计不同难度的问题与练习，让每个学生都能体验到英语学习的快乐与成功感。

三、以书面表达为主线，提升学生的书面表达能力

书面表达是提高英语学习信心的有效途径，我们在上好阅读课的同时，选取适合学生阅读水平的阅读材料，并且每天进行一次翻译训练，并跟上检查批改。此外每周要开展作文训练，内容根据高考大纲中的24个话题，增加练习形式多样性。

四、加强听力训练，注重听力技巧的点拨

虽然广东的高考取消了听力考试，但是新增加的15分听说考试对于听力的能力要求很高，必须让学生在高一就进行听力训练，提高整体的能力。们将利用好听力材料，对学生的听力进行强化训练，同时，多指导做题技巧，听力放完后学生把做错的题目汇总，自查并反复阅读听力原文，找出错题原因，然后老师利用合适的时间进行指导，点拨。尤其是在高一最初播放听力的几周时间里，教师要多指导。

五、组织好集体备课，加强相互听课评课，取长补短，共同进步

认真组织好集体备课，最大限度地发挥集体智慧的力量，对教学的重点难点进行讨论，并由主备老师上示范课，其他老师听课并一起评课，对不足之处进行修改，补充，通过相互听课学习，加强教学和指导的针对性，发挥备课组骨干教师的示范作用，同时学习新教师的一些好的教学方法，做到取人之长，补己之短，使整个备课组成员共同成长。

六、换一种独特的方法批改英语作文

我们本学期将一改过去传统的批改作文的方法，采用划出学生作文中正确句子的方法来批改，每次只划出正确的和精彩的句子，并重点标注。这样几乎每个学生都能够写对一个或几个句子，这样做的好处是学生会逐渐由写好几个句子提高到写好大多数句子，也能使学生对写作有成功感。然后我们把学生作文中的好句子进行积累，整合，并印发给学生共同赏析。而不是象原来那样，整篇文章中都是刺眼的错误，学生一看就感觉差距太大，不想继续练了。

总之，在新的学期里，我们高一英语备课组在学校领导的正确领导下，一定群策群力，团结一致，相互学习，共同进步，争取把学生的英语成绩逐步提上去！

高中英语人教版必修一教案设计篇11

一、动名词做主语的用法

动名词做主语往往表示经常性、习惯性的'动作，在口语中也可以表示具体的动作。如：

Seeing is believing. Helping her is my duty. Talking mends no holes.

空谈无济于事。

Working with you is a pleasure.和你一起工作是一种乐趣。

动名词做主语和不定式做主语一样，也可以用it作形式主语。如：

It's rather tiring walking around in a city.

不定式做主语往往表示具体的特别是将来的动作。如：

It's no use crying over spilt milk.覆水难收。

He realized that to go on like this was wrong.

二、动名词作宾语的用法

imagine. insist on, keep (on), look forward to, mention, mind, miss(错过)，pay attention to, practice, put off, stick to, suggest等等。

Doing morning exercises is good for your health.做早操对你的健康有好处。

Her shoes wants mending.她的鞋该修理了。

注意：当need, want, require, worth后面接doing也可以表示被动。

Your hair wants cutting.你的头发该理了。

The floor requires washing.地板需要冲洗。

I have finished writing this book.我已经写完这本书了。

We don't allow smoking here. We don't allow anybody to smoke here.

3.动词need, require, want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义没有区别。如：

The window needs/requires/wants cleaning/to be cleaned.

4.在begin, continue, love, like, hate, prefer, intend, start后用动名词和

用不定式作宾语均可，意义没有多大区别。

5.动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大，须注意。

forget, regret, remember后跟动名词，动名词表示已经发生的动作;后跟不定式表示将要发生的动作。

Period9-10 writing and checking the answers of the exercises.

2024年人教版高中英语必修一教案

时间的脚步是无声的，它在不经意间流逝，新的机遇和挑战向我们走来，让我们对今后的教学工作做个计划吧。如何把教学计划写出新花样呢？以下是小编精心整理的2025年高一英语教学计划（精选7篇），欢迎大家借鉴与参考，希望对大家有所帮助。

2024年人教版高中英语必修一教案篇1

一、这学期的指导思想：

1.要面向全体学生，关注每个学生的情绪，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言应用能力，提高人文素质，增强实践能力，培养创新精神；

2.突出学生主体，尊重个体差异，让学生在老师的指导下，构建知识，提高技能，磨练意志，激活思维，展示个性，发展心智，开阔眼界；

3.让学生在使用英语的同时学习英语，让学生变得优秀

让英语成为学生学习生活中最实用的工具，而不是累赘，让他们在使用和学习英语的过程中感受到轻松和成功的快乐，而不是无尽的烦恼和恐惧。

二、学生情况分析：

三、教学目标：

1.让学生明确学习英语的目的；

2.做好初高中的教学衔接，让学生理解并适应高中的英语学习；

3.在培养学生语言知识、语言技能、情感态度、学习策略和文化意识的基础上，培养学生综合运用语言的能力；

4.优化学生的英语学习方法，让他们通过观察、体验和探索，充分发挥学习潜力，形成有效的学习策略，提高自主学习能力。

四、班级课表：

五、具体教学措施：

1.了解学生的基本情况，逐步鼓励学生对英语学习产生兴趣。

2.注重课堂教学质量，逐步提高学生的英语交际能力。

3.有意识地培养学生听、说、读、写、写作业的基本能力。

4.高一英语教学在高一英语学习中非常重要。因此，我想深入研究高考的教材和大纲，根据学科和学生的特点，研究切实可行的课堂教学模式。努力探索适合学生特点，愿意被学生接受的教学方法和模式。教与学都是乐趣无穷的，让学生养成良好的外语学习习惯，为学生高中三年的学习打下坚实的基础。

2024年人教版高中英语必修一教案篇2

一、指导思想

以学校、年级、科组工作计划为指导思想，全面贯彻落实新课程改革和素质教育的精神，全备课组成员将积极主动地开展教学教研工作，落实英语教学常规，营造良好的教研氛围，不断改革课堂教学，探究科学有效的教学形式。针对我校高一新生普遍英语底子差，基础薄的实际，坚持“务实基础，狠抓双基，改进教法，激发兴趣，提高能力”的原则，长期不懈地抓好学生学习英语的兴趣和习惯。

二、教学总目标

完成常规教学任务的同时注重激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神。

学生应有较明确的英语学习动机和积极主动的学习态度。能听懂教师对有关熟悉话题的陈述并能参与讨论。能读懂简单英语文章，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能与他人合作，解决问题并报告结果，共同完成学习任务。能在学习中互相帮助，克服困难。能合理计划和安排学习任务，积极探索适合自己的学习方法。在学习和日常交际中能注意到中外文化的差异。

三、学情简要分析

今年我校高一年级共有六个班，两个国兴班，四个普通班。学生整体英语水平较低，普遍英语底子差，基础薄。我担任6班和4班的英语老师，这两个班分别是文科的普通班和理科的普通班，基础相对较差，并且学生的成绩参差不齐。

四、教材简要分析

本学期完成英语模块必修（3）和必修（4）两个模块。共10个单元内容。

具体安排：对于10个单元，每一单元用10课时，课本的学习可以这样进行

1、warming up 和vocabulary一个课时；

2、reading和 language points 四课时；

3、discovering useful words and expressions 一课时；

3、discovering useful structures二课时；

4、using language一课时；

5、writing一课时；

五、具体措施和工作要点

1、做好初高中英语知识点的衔接工作

为了高中阶段的英语教学可以比较顺利的展开，使学生打牢英语学习基础不至于出现知识断层，本学期要有计划的把学生初中学过的但掌握不好的词汇、短语、句型、语法分插于10个单元的新课教学中。

2、英语学习方法的指导和学习习惯的培养

学习习惯是学生学业成败的关键。英语教师要指导学生掌握正确的学习方法，通过严格持久的训练，养成良好的英语学习习惯，发挥他们的潜能，提高学习效率，培养自学英语的能力。

各科通用的学习习惯

a：课前预习和自学的习惯。这是学生学好新课，取得高效率的学习成果的基础；

b：始终保持高度集中的注意力听课，勤记笔记的习惯；

c：课后及时复习的习惯。及时复习能加深和巩固对新学知识的理解和记忆；

d：良好的完成作业习惯

1、按时完成作业，书写规范、不潦草；

2、及时改正作业中的错误，找出错误原因，并建立“错题集”的习惯。

英语科特色的学习习惯

a：养成大声朗读和背诵英语单词、句子和文章的习惯

b：养成反复练习的习惯，语言不是教会的，而是在使用中学会的

3、阅读训练

阅读理解能力的培养是高中英语教学的重点，也是高考的重头戏。在单元教学中专门抽出一两节课作为阅读课，并且有计划的指导学生掌握科学的阅读方法。每周一次的课外阅读材料为中考题的阅读文章。

4、早晚读的单词记忆与巩固

5、备课组成员之间互相听课

备课组成员之间互相听课，不一定是整个备课组统一进行，而是自行看着课程表安排，有空堂就可以商量互相听课，并且在互相听课之后互相评课。对照发下去的课堂教学评估标准，帮助对方检查是否都达到了要求，把评课重点放在学生在这节课是否学有所得，学生是否动起来了。

2024年人教版高中英语必修一教案篇3

一、全面做好初高中衔接工作

初中学段属于义务教育，而高中学段则不然，二者在教学对象、教学内容、教学要求、教学方式和学习方式方面均存在着一定的差异。因此，帮助高中学生了解这些差异，引导他们尽快适应高中的学习与生活，是摆在新学期高一教师面前的迫在眉睫的任务。具体来说高一教学要搞好三个衔接，做好六个到位。

1、搞好三个衔接

1）知识衔接（词汇补充、语法回顾）。在开新课之前，拿出一周左右的时间搞好高初中之间的词汇衔接和语法衔接，为开新课做好准备。或者在学习新课的过程中的，穿插进行知识的衔接，做好计划，抓好落实，以新带旧，温故知新。

下面提供的是高一上学期开学之初一周的初高中衔接工作计划，以供参考。

时间安排：一周左右

课时安排：

第一课时：音标（安排在第一单元教学之前）。目的是培养学生的拼读单词和自学单词的习惯和能力。

第二课时：词类与句子成分（安排在第一单元教学之后）。例句必须经典、简练、上口，以学生易于熟悉记忆与再现为准。

第三课时：语法线索：在整体梳理初中所学语法现象的基础上，以一段“自我介绍”涵盖初中主要的语法内容。

第四课时：教材编排特点分析、学习要求和学习方法指导。

另外，在其中可以穿插一些小型测试（如词汇测试等）、写作或阅读等内容。

2）学习方法衔接。

3）心理辅导衔接

2、做好六个到位

1）基础知识到位，注重知识积累。

作为基础年级，夯实基础知识是非常重要的，基础知识不牢固，培养能力就无从谈起。在日常教学中，要立足课本，积累知识，夯实基础，采用起点低、密台阶、小步子的策略，使学生对语言知识彻底理解，准确记忆。

2）了解学情到位

对于学生学习英语的兴趣、程度、学习方法、学习习惯，我们都应了解清楚，为下一步进行高中英语教学做准备。

3）活动到位

在课堂教学中，对于每一个教学环节的设计，我们都应注重学生的活动，学生动口、动手、动脑的活动，以达到师生互动、生生互动的良好效果。考试活动也要到位，适时地对所学知识进行测试并进行合理评价，以达到激励学生的目的。

4）重视阅读教学，拓展学生视野到位

在教材不唯一的前提下，英语老师手中的教材也不应该是唯一的，学生学到的知识也不应该是单调的。英语老师手里起码应该有多种版本的教材，在教学过程中，起到一个互为补充的借鉴作用。除此以外，我们更应发挥英语报刊、杂志、网络的优势，进一步加大阅读材料的输入，拓展学生的视野，提高他们学习英语的兴趣和热情。

5）因材施教到位

高一学生的英语水平参差不齐，这就要求我们高一英语教师在教学中做到因材施教。在备课的环节中，要考虑不同层次学生的需要，设计不同层次的活动和题目，让他们在课堂上都能活动起来，都有事情可做。课外辅导方面，针对不同的学生采用不同的方法，使他们都能形成自己独立的学习方法。“让优等生深化学习吃得饱，让中等生全面学习吃得好，让学困生侧重学习吃得了”。总之，关注两极分化，避免过早分流和掉队，帮扶工作从高一就应着手排查，措施应得当，不能浮在面上，还要全面，既有知识上的，也要有学法、心理层面上的帮扶，课内课外都要关注分层教学。

6）能力培养到位。

能力培养包括思维能力和记忆能力。基础年级阶段夯实基础知识的同时，还要注意培养学生运用英语进行思维的能力、运用英语解决实际问题的能力。要培养他们识记词汇的能力、阅读的能力、做题的能力、交际的能力等等。

二、优化使用教材及学材

1、研究并理解好教材各栏目的编写意图，变“教教材”为“用教材教”。

教材是“课标”的具体表现，是学生学习的“蓝本”。我们对新教材不习惯，是因为新教材打破了传统的体系，用新的理念、新的方式、新的体系呈现出来。我们应当以积极的态度去学习新教材，研究新教材，理解新教材各个栏目的编写意图，最大限度地发挥各个栏目的作用。一方面我们要努力去理解新教材、适应新教材、用好新教材，一方面我们又要努力站在新教材之上使用新教材，要根据教学目标和学生实际对其进行大胆的取舍和重组，是教材为我所用，而不是被教材牵着鼻子走。

2、精编精选学材，优化使用市学案。

要按照外语学习规律来组织教学，提高教学质量的重要一环是精选、精编学材，但要防止以做题代替学习，教师在训练时应根据本班学生的实际情况，确定相应的练习题量，选择合适的练习内容，运用可行的解题策略，引导学生参与讨论解题的过程、思路和方法，培养和训练学生对问题的思辩能力。建议各学校要以市编《新学案》为主，其他材料为辅，精心选材。同时要协调好以下四个方面的关系：

①新学案与教材的关系；

②学案与教案的关系；

③新学案与补充学案及辅导材料的关系；

④学案与学生的关系

3、下面提供课本与市编学案相结合的一单元课时分配，以供参考：

市编新学案的编排是按照一单元7课时分配的，课本的学习可以这样进行：

①阅读两篇文章及处理语言点共需三课时；

②听力（+检查训练）一课时；

③写作一课时；

④练习（机动）一课时；

⑤单元检测一课时。

三、优化教学过程，向过程教学要效益。

1、备课。

备课包括个人备课和集体备课两个方面。个人备课除常规要求外，还要特别强调一下三点。

（1）确定好教学目标。教学目标应当根据“课标”的要求写，要注意体现当前教学内容的特点和本质，并且要有可操作性，真正起到对教学的定向作用。为使目标更加具体、实用，应当结合当前的教学内容陈述教学目标，阐述清楚经过教学，学生将会有那些变化，会做哪些以前不会做的事，以使目标成为有效教学的依据，防止教学中的“见木不见林”，同时为检查学习效果提供依据。一般来说，对于“情感态度价值观”这样的“隐形目标”，教师应当注意它与“双基”这样的“显性目标”的差异，意识到其重要性，并以“润物细无声”的方式贯穿于教学过程的始终。

（2）注重备方法。将备课引向深入，由重备内容到重备方法，要重点研究突出重点、突破难点的方法，重点研究如何省时高效地完成教学任务。每一个环节都要精打细算，力争用最短的时间教会学生最多的内容。

（3）研究教学内容的取舍。在备课过程中，既要研究应教给学生什么样的东西、用什么样的方式给学生可以给他们带来更大的思考和收获，什么样的教学行为可以给学生带来激励性，还要研究相反的东西，即研究什么样的东西不用教给学生。有的可以要求学生自学，有的`可以干脆舍弃。

由于高一年级新教师成分多，教材生疏、缺乏教学经验，因此，加强集体备课，发挥集体优势就显得极其重要。

（1）新老教师结对子，以老带新、以新促老。尤其是新教师，更应多学习、多问、多研究，尽快形成自己的教学风格。

（2）三个确定。每天的集体备课与说课，备课组长要负责组织，定时间、定地点、定主讲人。

（3）加强听评课。听课、评课，取长补短。教师教学各有风格，教师间应互相听课，可以听本校的，也可以到外校听课，做到取人之长，补己之短，共同提高。

2、课堂教学。课堂教学是实施素质教育的主渠道。除常规要求外，还要特别强调一下三点。

（1）转变传统的教学模式，大力倡导学生的自主学习。

①加强预习指导，强化预习环节。引导学生合理高效地利用周末的自主支配时间。

②强化前置测试，以学生的已有知识、能力水平为课堂教学的起点。新授课一定要重视两个“过程”，一是知识的发展过程（逻辑的），二是学生认识知识的思维过程（思维的）。要以这两个过程设计教学过程，把学科的“学术形态”转化为“教育形态”，使教学过程符合学生的认知规律。切记不要采取直接向学生“抛”概念，再强调一些注意事项的方式进行新授课的教学。

（2）设计好课堂任务。

课堂上有了恰时恰点的、适度的任务，学生才能有真正的独立思考、自主探究、合作交流等平台。“好任务”有两个标准：

第一，任务要反映当前学习内容的本质——有意义；第二，任务设置的关键是要把握好“度”，使学生处于“跳一跳摘果子”的状态。

（3）做好教学的过程性评价。

不要仅从结果评价学生，而要从更多角度，如问题挖掘是否有创意，结果呈现是否有个性，自主探究是否有创新等方面评价学生。对高中学生，课堂上进行激励性评价仍然需要，但要强调实事求是，既让其他学生心服口服，也让受到好评的学生“心安理得”，这样才能真正起到激励的作用。

3、作业。作业量要适中，要有层次性，要有选择性，基础性要强，针对性要强，难度要适中。

高一英语教学计划，

4、考试。考试分过程性和终结性两类。在目前的教育形势下，我们要特别注意以下几个问题。

（1）规范日常考试行为。日常考试主要指教师、学科备课组或学校组织的课堂小测验，单元过关考试和期中、期末考试等。日常考试要教考合一，即教什么考什么；防止教考分离，即不要不加选择地统统套用高考题型。日常考试要以促进学生的发展为目标，考后积极引导和鼓励学生自查自悟，积极引导和鼓励教师分析研究，并形成制度。

（2）充分重视学生学业水平考试。学生学业成绩考试为高中出门性的考试，是决定普通高中学生是否具备毕业资格的必要条件。学业水平考试依据课程标准和当年颁布的《山东省普通高中学生学业水平考试纲要》进行，范围以必修课程为主，逐步开考选修课程内容。学业水平考试成绩按照实际考分和等次记录在普通高中学生发展评价报告和省、市学业水平考试计算机管理系统中。学生学业水平考试的要求会越来越高，必须予以充分重视。

5。搞好英语活动，增加英语评价性活动。

形成性评价是在教学过程中通过教师观察、座谈、访谈、活动记录、问卷调查、记读书笔记、学生自评、互评等形式对学生的学习行为、学习能力、学习态度和合作精神等进行持续性的评价。要求：

1、创设开放性语言环境。如开设英语角等；

2、开展课外英语竞赛活动：如开展英语口语（演讲）竞赛、书法比赛、写作比赛（借助各类英语传媒开展）、英语朗诵比赛、英语歌咏比赛、英文歌曲比赛等；开展课本剧表演等。

3、利用现代化教学媒体创设语言环境。如利用饭前、饭后时间让学生收看英语电视节目，利用周末时间让学生观看经典英文影片等。

4、在教师中开展“人人有特色课堂”活动；在学生中开展“每日一一五”（读一篇英语短文、一篇英语日记、背五个英语句子）活动。

四、加强学习和研究，努力做到“减时增效”。

1、真正落实“不是教教材，而是用教材教”的要求。对教材及《学案》等教辅材料进行大胆取舍。

2、真正落实“先学后教”的要求。首先由学校把这种要求给学生讲清楚；教师要提前命出预习思考题或编出预习提纲，并在每节课的结束前都要提出明确的预习要求，下节课首先进行“预习检查”。

3、切实提高备课的实效性。将集体备课引向深入，每一个环节都要精打细算，力争用45分钟处理好原来一个小时才能处理好的内容；锤炼课堂语言，力争用20分钟讲清楚原来30分钟才能讲清楚的内容。

4、下决心改善教学条件（如配备实物投影仪等），以提高课堂效率。

五、教师要加强业务学习和教学研究，促进自身的专业成长。

1、《英语课程标准》对中学英语教师的具体要求是：师德高尚，一专多能。根据这一要求，英语教师要努力提高自身的语言素养，努力用英语组织教学。应创造条件，力争用英语和各种直观手段教英语。在课程改革中，“任务型”教学途径对教师角色的改变要求老师是一个促进者、帮助者、引导者。如何培养学生掌握正确的学习策略等都是教师应尽的义务，也更注重了教师的素质。教师只有熟悉标准，深入钻研教材，精心设计教学全过程，才能得心应手地去解决每个问题。

2、树立符合课程标准要求的教学观念，优化教育教学方式。

传统教学中以教师为中心、单纯传授书本知识的“填鸭式”教学已不适应现代社会发展的需要，不利于学生发展语言综合语用能力，不利于学生优化学习方式，不利于学生形成自主学习的能力。

3、关注学生的情感，营造宽松、民主和谐的教学氛围。正确处理知识、能力、情感、态度价值观的关系，克服过分注重知识传授和技能训练的倾向，促进每个学生身心全面和谐健康发展。

5、英语教学应该信息化。积极倡导自主学习、自主思考，指导学生主动参与、乐于探究、勤于动手，培养学生收集和处理信息的能力，获取新知识的能力、分析和解决问题的能力以及交流与合作能力。

最后我们把北京大学附中张思明老师的一段话做结束语，“作为教师我们的学习、教学都是很平凡，我们每天就是走来走去，上学上课，周而复始。但我们应当像雪花一样，最平凡的雪花在电子显微镜下却有如此不平凡的景象，它们美不胜收。我们把最平凡的教学，与为国家和民族的创造力奠基这样的目标结合起来，用心去探索，用心去做，就会发现它绝对是不平凡的，能给我们的学生每天带来收获和创造的欣喜和感动，它值得我们去做一辈子”。

2024年人教版高中英语必修一教案篇4

高一第一学期是初中向高中的重要转折点，学生能否在短期内快速适应高中英语学习是摆在我们面前的重要任务，特制定高一英语教学计划如下：

一、指导思想

在本学期的英语教学中，要坚持以下理念的应用：

1、坚定不移地突出学生主体，让学生成为学习的主人。

2、面向全体学生，关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心。

3、尊重个体差异，让学生在老师的指导下构建知识，提高技能，磨练意志，活跃思维，展现个性，发展心智和拓展视野；

4、让学生在使用英语中学习英语，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐。

二、工作重点

全面做好初高中衔接工作

知识衔接（词汇补充、语法回顾）。在开新课之前，拿出一周左右的时间搞好高初中之间的词汇衔接和语法衔接，为开新课做好准备。

三、具体措施

1、切实落实好集体备课活动。把集体备课落实到实处。大体统一教学思路，教学重点，讲解模式。

四、教学工作做好六个到位

2、了解学情到位。对于学生学习英语的兴趣、程度、学习方法、学习习惯，我们都应了解清楚，为做好高中英语教学做准备。

4、重视阅读教学，拓展学生视野到位。在教材不唯一的前提下，英语老师手中的教材也不应该是唯一的，学生学到的知识也不应该是单调的。英语老师手里起码应该有多种版本的教材在教学过程中，起到一个互为补充的借鉴作用。除此以外，我们更应利用手中的，>、>等报刊杂志、网络的优势，进一步加大阅读材料的输入，拓展学生的视野，提高他们学习英语的兴趣和热情。

2024年人教版高中英语必修一教案篇5

一、指导思想

二、教学总目标

三、学情简要分析

四、教材简要分析

本学期完成英语模块必修（3）和必修（4）两个模块。共10个单元内容。

具体安排：对于10个单元，每一单元用10课时，课本的学习可以这样进行。

1、 warming up 和vocabulary一个课时；

2、reading和 language points 四课时；

3、discovering useful words and expressions 一课时；

3、discovering useful structures二课时；

4、using language一课时；

5、writing一课时；

五、具体措施和工作要点

1、做好初高中英语知识点的衔接工作

2、英语学习方法的指导和学习习惯的培养

各科通用的学习习惯

a：课前预习和自学的习惯。这是学生学好新课，取得高效率的学习成果的基础。

b：始终保持高度集中的注意力听课，勤记笔记的习惯。

c：课后及时复习的习惯。及时复习能加深和巩固对新学知识的理解和记忆。

d：良好的完成作业习惯。

1、按时完成作业，书写规范、不潦草。

2、及时改正作业中的错误，找出错误原因，并建立“错题集”的习惯。英语科特色的学习习惯。

a：养成大声朗读和背诵英语单词、句子和文章的习惯。

b：养成反复练习的习惯，语言不是教会的，而是在使用中学会的。

3、阅读训练

4、备课组成员之间互相听课

2024年人教版高中英语必修一教案篇6

一、教材分析

本学期按照新的课程标准要求：学习高中英语模块一和模块二的全部资料、

二、工作重点

1、培养习惯，打好基础、培养基础与指导学法是一致的，培养习惯的过程也是打下扎实基础的过程、高一齐始教学阶段，除重视基础知识的落实巩固，基本技能的培养训练外，最主要的是培养良好的学习习惯和正确的学习方法、如：读背的习惯，听说的习惯等等、

2、减小坡度，平稳过渡、就教学资料和教学方法而言，初高中有很大差别、初中较简单浅显，高中较复杂深奥初中教学注重的更多的是知识的传授，教学模式还主要是以讲讲，读读，练练的传统模式为主，而高中则要求在讲解基础知识的同时侧重于学生学习本事的培养，培养学生的自学本事、使学生经过三年的高中学习，基本技能得到发展，智力得到开发，构成有效的学习策略和方法，为他们的可持续发展奠定基础、所以，高一教学很重要的一点在于要使初高中的教学自然衔接和平稳过渡、教学中要适当降低起点，适当减小坡度，适当放慢速度，注意以旧带新，以新温旧、

3、激发兴趣，培养本事、充分利用高一学生刚入校的新鲜劲和外语教材自身的特点，采用灵活多样的教学方法，激发学生的兴趣，刺激学生的求知欲在教学中坚持用英语授课，多给学生语言实践的机会，使学生产生使用英语交流的自豪感重视情感因素，进行情感教学，不放下一名学生，重视中差生的辅导关怀，及时捕捉学生的闪光点，鼓励学生，使其内化为学生学习的动力，防止出现严重的两极分化、

三、具体措施

1、切实落实好团体备课活动、把团体备课落实到实处、大体统一教学思路，教学重点，讲解模式、

2、从学生的具体实情出发，落实好分层教学的具体措施、快班要抓好基础知识落实的程度，要有培补(拓展延伸)的措施(资料，方法)，平行班要抓好尖子生的本事提高基础知识的落实到位，后进生的兴趣培养和基础补差、

比如：对快班学生多进行阅读训练，多进行写作训练对平行班后进生加强单词词组句式的检查等等、

4、合理使用好手头资料，协调好教学，作业考卷，单元检测，讲解评析的资料，进度，方法，重难点、大体上每9课时完成一单元教学资料，期中，期末前各复习一周、完成报纸和同步辅导书籍上的训练题，

5、积极开展多种课外活动、如:学唱英文歌曲，用英语讲故事，表演话剧，英语演讲，参与学校英语广播节目，放英文电影等等、提高学生学习英语的兴趣，增强英语学习的气氛、

6、全面实施素质教育，着眼于学生的未来和持续发展，要有三年备考的大局观，克服教学的功利行为，听说读写并重，培养学生使用英语的本事、课堂教学要精心设计语言训练活动，让学生积极大胆地参与语言实践，早自习强调学生开口，构成读，背的习惯、

2024年人教版高中英语必修一教案篇7

一、教材分析

本学期按照新的课程标准要求：学习高中英语模块一和模块二的全部资料。

二、工作重点

1.培养习惯，打好基础。培养基础与指导学法是一致的，培养习惯的过程也是打下扎实基础的过程。高一起始教学阶段，除重视基础知识的落实巩固，基本技能的培养训练外，最主要的是培养良好的学习习惯和正确的学习方法。如：读背的习惯，听说的习惯等等。

2.减小坡度，平稳过渡。就教学资料和教学方法而言，初高中有很大差别。初中较简单浅显，高中较复杂深奥初中教学注重的更多的是知识的传授，教学模式还主要是以讲讲，读读，练练的传统模式为主，而高中则要求在讲解基础知识的同时侧重于学生学习能力的培养，培养学生的自学能力。使学生经过三年的高中学习，基本技能得到发展，智力得到开发，构成有效的学习策略和方法，为他们的可持续发展奠定基础。所以，高一教学很重要的一点在于要使初高中的教学自然衔接和平稳过渡.教学中要适当降低起点，适当减小坡度，适当放慢速度，注意以旧带新，以新温旧。

3.激发兴趣，培养能力。充分利用高一学生刚入校的新鲜劲和外语教材自身的特点，采用灵活多样的教学方法，激发学生的兴趣，刺激学生的求知欲在教学中坚持用英语授课，多给学生语言实践的机会，使学生产生使用英语交流的自豪感重视情感因素，进行情感教学，不放下一名学生，重视中差生的辅导关怀，及时捕捉学生的闪光点，鼓励学生，使其内化为学生学习的动力，防止出现严重的两极分化。

三、具体措施

1.切实落实好团体备课活动，把团体备课落实到实处。大体统一教学思路，教学重点，讲解模式。

2.从学生的具体实情出发，落实好分层教学的具体措施。快班要抓好基础知识落实的程度，要有培补(拓展延伸)的措施(资料，方法)，平行班要抓好尖子生的能力提高基础知识的落实到位，后进生的兴趣培养和基础补差。

比如：对快班学生多进行阅读训练，多进行写作训练对平行班后进生加强单词词组句式的检查等等。

4.合理使用好手头资料，协调好教学，作业考卷，单元检测，讲解评析的资料，进度，方法，重难点。大体上每9课时完成一单元教学资料，期中，期末前各复习一周，完成报纸和同步辅导书籍上的训练题。

5.积极开展多种课外活动。如:学唱英文歌曲，用英语讲故事，表演话剧，英语演讲，参与学校英语广播节目，放英文电影等等。提高学生学习英语的兴趣，增强英语学习的气氛。

6.全面实施素质教育，着眼于学生的未来和持续发展，要有三年备考的大局观，克服教学的功利行为，听说读写并重，培养学生使用英语的能力。课堂教学要精心设计语言训练活动，让学生积极大胆地参与语言实践，早自习强调学生开口，构成读，背的习惯。

高中英语人教版新教材必修一教案(精华3篇)

高中英语人教版新教材必修一教案篇1

教学准备

教学目标

Words

base, command, request, recognize

Expressions

because of, come up, at present, make use of, such as, play a part (in)

Patterns

…because of that, English began to b spoken in many other countries.

Actually all languages change and develop…

The latter gave a separate identity to American English spelling.

教学重难点

■ To help students get to know about English development

■ To help students better understand “learning English”

■ To help students understand and use some important words and expressions

■ To help students identify examples of Indirect Speech (II): request & commands in the text

教学工具

课件

教学过程

⑴Warming up by listing

Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.

English Countries Explanation

Mother tongue the United Kingdom

the United States of America

Canada

Australia

South Africa

Ireland

New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.

Second language India

Pakistan

Nigeria

the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.

Foreign language China

Germany

France

etc. The number of people who learn English as a foreign language is more than 750 million.

⑵Warming up by answering questions about English

Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?

●What is Standard English?

Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.

●What is a dialect?

A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.

●Do we have standard Chinese? What is it?

In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.

⑶Warming up by giving reasons

Unit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?

__ English is one of the official languages of the Olympic Games and the United Nations.

__ English dominates international websites and provides nearly all of the new computer terminology.

__ Tourism and trade from Western Europe and North America has contributed to the spread of English.

__ Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.

2.Pre-reading

We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?

for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.

Go on with your reasons. I shall write your suggestions on the board as you make them.

3. Skimming the text for general ideas

Now we go to page 9 to skim the text for the main idea of each paragraph.

Paragraph 1: The spread of the English language in the world

Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.

Paragraph 3: English changes and develops when cultures meet and communicate with each other.

Paragraph 4: By the 19th century English is settled.

Paragraph 5: English is spoken as a foreign language or second language in South Asia.

4. Reading and filling

Read the text to complete the chart below.

Time English is influenced by…

AD 450-1150 German

1150-1500 French

In the 1600’s Shakespeare, who make use of a wider vocabulary than ever before

By the 19th century Samuel Johnson, Noah Webster

Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China

5. Reading and copying

Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.

Useful expressions

at the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…, develop one’s own identity, increase rapidly.

高中英语人教版新教材必修一教案篇2

教学准备

教学目标

2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。

3、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。

4、训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和理解的准确性，并养成一定的自主学习能力。

5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。

6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学习的经验，感受用英语交流的成功和喜悦。

教学重难点

教学重点:

1、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。

2、训练学生的阅读技巧，提高学生阅读速度和理解能力。

教学难点:

对所获得的信息进行处理、加工和学习，形成有效的学习策略。

教学工具

ppt课件

教学过程

板书

Uint1 Reading Anne’s Best Friend

Qualities: easy-going ,warm-hearted ,helpful,…

Questions:

Skimming

Summarize

Discussion: 1> style 2> ideas

高中英语人教版新教材必修一教案篇3

一、教材分析：

二、学情分析：

三、教学目标:

1.知识目标:

2.能力目标：

3.德育目标：

用含过去分词的句子结构表达思想感情。

四、教学重点:

1.过去分词的用法.

2.过去分词的运用

五、教学难点:

1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2.过去分词在真实的生活语境中的使用。

六、教学策略:

七、学习策略:

八、教学用具：

多媒体辅助（将本课所需要的图片、文字等制成PPT课件）

高中英语必修三三单元教案

高中英语必修三三单元教案篇1

wordpower教案 4th period Word power

Teaching aims:

(1). Learn and master different expressions related to the law.

(2). Enlarge the knowledge about expressions of the law.

Important points & difficult points:

(1). Talk about crime to learn new words.

(2). Remember the new expressions of the law.

Procedure:

Step 1 Revision:

Get the students to retell the passage in Reading.

Step 2 Words used in the law:

Give the students some explanations and get them to give proper words.

1. a dishonest, violent, or immoral action that can be punished by law

Last night a woman was murdered, and the ______ was committed by a male.

(crime)

2. someone who has been attacked, robbed, or murdered

In most sexual offences the attacker is known to the ________. (victim)

3. an official organization whose job is to make sure that people obey the law, to catch criminals, and to protect people and property.

Someone was heard fighting in the restaurant and I dialed 110; several ________________ arrived 5 minutes later. (police officers)

4. a police officer whose job is to discover information that will result in criminals being caught.

She hired a ________ to find out where her husband was going after work. (detective)

5. an official attempt to find out the reasons for something such as a crime, accident, or scientific problem.

The government is to launch a full-scale __________ into the crash which claimed over 150 lives. (investigation)

6.facts, objects, or signs that make you believe that something exists or is true.

The _______ was enough to prove him to be guilty. (evidence)

7. an illegal action or a crime

Driving while drunk is a serious __________. (offence)

8. to ask someone questions to find out something

The police ________ some local people and find some evidence. (interview)

9. thinking that someone might be guilty of doing something wrong or dishonest, without being sure.

His behavior that day made the police _________. (suspicious)

10. someone who sees a crime or an accident and can describe what happened

Police have appealed for _______ to come forward and help them find the murderer. (witnesses)

11. if the police arrest you, they take you away because they think you have done something illegal.

The man was _______ for breaking the law. (arrested)

12. someone who is involved in illegal activities or has been proved guilty of a crime

The man giving a lecture at the hall was a _______, who was being purchased by the police. (criminal)

13. someone who is thought to be guilty of a crime.

Two _______ were arrested today in connection with the robbery. (suspect)

14. to do something wrong or illegal

Women ______ fewer crimes than men. (commit)

15. having done something that is a crime

He was found _______ of murder in the court. (guilty)

16. to state officially that someone is guilty of a crime

The man they arrested last night has been _______ with murder. (charged)

17. a building or room where all the information concerning a crime is given so that it can be judged.

The witness was required to appear in _____. (court)

18. a legal process in which a court of law examines a case to decide whether someone is guilty of a crime.

Brady was on _______ for robbing an old man of his money. (trial)

Step 3 Read and understand

Ask the students to read the flow chart about the stages of the legal process in Part B. Discuss it among themselves.

Step 4 Further study

1. Complete the exercise of Part C.

(1) police station (2) crime (3) trials (4) arrested (5) charged (6) investigation (7) lawyers (8) witnesses (9) guilty (10) sentences (11) prison (12) victims

2. Ask students to do Part D in pairs. Encourage them to consult dictionaries when meeting an unknown word.

Homework

1.Keep in mind all the useful expressions related to the law.

2.Preview grammar and usage

高中英语必修三三单元教案篇2

一.教学内容分析

本单元的中心话题是Good manners，这是一个亘古及今且永恒的话题。但在我们这一单元中，Good manners 都有些什么内容呢?中外文化中对Good manners 的理解、体现有什么异同?我们该怎么做、做什么才能成为一个受人欢迎、具有Good manners 的人呢?单元中十一个板块的相关话题的设计及语言材料的选编无不紧紧扣着这个中心。从日常生活中看似虽小但能触及心灵的情景及行为，如道歉、书面致谢;东西方餐桌礼仪;域外风俗礼节等，都作了详尽的诠释，所有这些为我们提供的不仅是充实的英语语言知识和综合语言运用技能训练的内容，更重要的是学生学习这一单元的整个过程也是他们陶冶情操、规范行为、发展心智的过程，这对他们身心的发展会产生较强的感染作用，有助于他们人文素养的整体提高和跨文化意识的加强。

“热身”(Warming up)部分设计了学生学习生活中及日常生活中经常发生的四幅画面：上课迟到、打断别人说话、排队买饭时不小心雨伞戳着别人、商店里排队付款一男士推开两顾客从他们中间穿过，顾客生气质问男士。让学生学会道歉，学会讲礼貌。这部分的目的是，引出中心话题Good manners，帮助学生明白讲礼貌会使我们人际之间关系和谐融洽，甚至会化干戈为玉帛;同时复习或学习一些致歉语和必要的答语。

“听力”(Listening)部分提供了一段两朋友间的对话，一朋友不打招呼骑走了另一朋友的自行车，并且把它弄丢了。怎么办?当然是道歉。这个听力练习要求学生通过听学会对发生了这种事情后的道歉表达和更高姿态的回响，使道歉者释然。以此了解英语国家人士语言的得体性、思维的方式与习惯表达方法，培养学生跨文化交际的意识。如 “I guess it wasn’t really your fault, was it?” , “ That’s OK. Forget it. It was an old bike anyway.”

“口语”(Speaking)部分提供的是三组文字情景，要求学生在前面“热身”和“听力”的基础上，以双人对话的活动形式体现情景，训练学生在比较真实的情景中口头表达能力和丰富他们有关道歉的语汇，包括词和句型。充分展示具备Good manners者解决问题、处理尴尬场面的风采。

“读前”(Pre-reading)部分设计了四个情景：1)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friend’s house, 以小组活动的形式讨论并写下在中国文化中以上情景有礼有节的一些规矩，这一活动的目的是不仅要调用学生已有的直接和间接的体现Good manners 的生活经验，加深对我们中国是文明礼仪之邦的认识，而且激活学生的思维，自然过度到下一步的 “Reading”--- 西方文化、餐饮礼仪。

“阅读”(Reading)部分是一篇说明文。主要介绍了西方的餐桌礼仪，并在字里行间渗透着和中国餐饮文化进行比较。东西方文化交织在一起，充满了跨文化交际的信息，体现了教材的国际性和民族性。

“读后”(Post-reading)部分的.前三项任务是要求学生针对课文的理解完成的，可作为评价学生对文章理解的程度。如第一项：列出中西方餐桌上餐具及其摆放的位置;第二项：标出西方正式宴会上主要食物上桌的顺序;第三项：判断西方正式宴会上哪些就餐行为文明有礼，哪些行为显得无礼粗俗。第四项是回答问题，是一道联系中国实际的、开放性的一道问题：中国的餐桌礼仪也在变化吗?举例说说。可以小组讨论的形式进行，目的在于让学生对中西方餐桌礼仪的认同，以及培养学生的思辩能力。

“语言学习”(Language study)分词汇和语法两部分。词汇部分有构词法知识，前缀in-, im-, un-, non- 和练习部分词汇的一篇与课文主题相关的短文。引导学生通过短文提供的生动语境培养自己理解和记忆单词的能力。语法项目是定语从句，这是继前面两单元后第三次出现，不属新的语法知识。非限制性定语从句第一次介入。语法第一部分提供的限制性定语从句和非限制性定语从句的例句比较和说明，可供学生自主学习，让学生探究发现两种定语从句的不同形式和含义。第二部分着重检验学生运用两种定语从句拓展句子的能力。

“综合技能”(Integrating skills)设计了一个很实用的写作任务：写感谢信。这个设计包括读和写。阅读部分的内容是一封感谢信的范例;写作部分的任务是：对老师的帮助、父母的关心支持、朋友的真诚、收到生日礼物等写一封感谢信。通过这一活动，让学生明白对他人的帮助心存感激，无疑是一种美德，一种素养。

“学习建议”(Tips)部分提供了一些行为规范的名言警句，告戒学生随时随地讲文明、懂礼貌，从自身做起，从小事做起。

“复习要点”(Checkpoint)部分简要地总结了本单元的语法重点----限制性定语从句和非限制性定语从句，并且设计了一些最基本的语言练习，帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。

二.课时安排：6 课时。

The First Period: Warming up and Listening

The Second Period: Speaking

The Third Period and Fourth Periods: Pre-reading, Reading and Post-reading

The Fifth Period: Language Study

The Sixth Period：Integrating Skills

三.分课时教学计划

The First Period

GOALS:

To focus on talking about good manners as warming up and listening practice.

To learn to express apologies and responses to apologies.

To arouse students’ interest in learning good manners through various activities in class.

TEACHING PROCEDURES:

I. Warming up

设计问题、语境，诱发学生打开话匣子，不作限制，更不当练习来完成。

1.以旧带新，先入为主，根据学生自己的体验和理解，列举Good manners 的事例。

2.知错并向人道歉是Good manners 的行为之一。引入道歉用语，借书中情景和额外补充的各种情景反复演练，使学生能将这些礼貌用语娴熟地运用于生活之中。

(这些情景的提供，也为最后让学生自己描述道歉场面作准备)

3.作为一个有礼貌的人，对他人的诚恳道歉怎么反映?说些什么让道歉者心里释然?(为下一步的听力做个铺垫)

4.你上次向人道歉的情景还记得吗?对方是否是个讲礼貌的人。请描述一下。

1. T: We like people with good manners. We don’t like people with bad manners.

Well, what are good manners in your opinions? For example,Is it good manners to take your classmate’s bicycle without telling him?

Of course it’s ( not) good manners to do…./ that….

Group work: Make a list of at least four things which are good manners in our daily life.

2. What should we do at least to be good manners if we do something wrong?

Making an apology? And how to express your apologies? What expressions do you use to apologize?

(Excuse me/ I’m sorry./ I am terribly sorry/ Please forgive me...)

3. Look at the four pictures in the text. Complete the dialogues with proper words according to the situations given.

4. Here are some more similar situations. Please make similar dialogues in pairs to drill the expressions of apologies.

Situation one: You go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. You interrupt them.

Situation tw You are late for the school gathering and all your classmates are waiting for you at the bus station. You explain that you had a flat tyre. Your classmates forgive you and tell you not to worry.

Situation three: When you are walking in the streets, you step onto someone’s toes and this person is a bit angry. He reminds you to be careful next time.

Situation four: You are playing basketball and suddenly the ball hit someone passing by. The person is very angry with you.

5. In fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response to an apology also shows you are a person with good manners.

Well, what’s your response to the following apologies?

1) I’m sorry, Sam. I stepped on your pen and broke it. I didn’t see it on the floor.

______________________________. ( It’s OK. I have another pen.)

2) I’m sorry, Mr. Tan, I didn’t complete my homework. I was not feeling well last night.

__________________________________________________________________.

(Are you feeling better now? You may hand in your homework tomorrow.)

6. Do you think it good manners to make an apology to people in time if you have done something wrong? Please describe the situation last time when you made an apology to others.

What did you say to express your apologies? What was the other’s response?

Did he / she accept your apology? Do you think him a person with good manners?

Why (not)?

II. Listening

1. Listening in SB.

遵循step by step 的原则，分听前(Pre-listening)、听时(While-listening)和听后(Post-listening) 三步走，并设计各个步骤的任务型活动，使整个听力目标明确，中心话题更为突出。

Pre-listening: Go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. Why do you think so?

While-listening: Answer the questions and complete the six sentences.

Post-listening questions:

Has anything similar happened to you? What was the situation? How did you deal with it?

Do you think you’re a person with good manners? In what ways?

2. Listening in WB. P.115

Listen to the tape and finish the exercises in it.

The Second Period

GOALS:

To focus on oral practice --- Speaking.

The students are to use the expressions of apologies and possible answers freely through some situations.

They are enabled to solve some simulating problems about good manners and bad manners.

TEACHING PROCEDURES:

I. Elicit the expressions of apologies and possible answers through the situations which might happen to the teacher himself / herself.

The teacher is a bitl late for the class.

The teacher carelessly knocks down a student’s booksl on the table.

The teacher blames some student wrongly for not …l

1. T: I’m sorry. I didn’t mean to …. Now I apologize for my …

S: Oh, that’s all right.

创设真实情景与学生交流，既是以身示范，又自如、贴切地呈现教材中提供的常用道歉用语和回答方式。

2. T: What do you think of me since I made an apology for what I did?

What if I didn’t apologize to you for what I did?

就老师的行为让学生评说会更加激发学生说的兴趣，还会使学生具备一定的Good manners 的尺度标准。同时，为后面学生自己如何表现出文明礼貌、“问题”如何解决作准备。

3. T: What would you do in the following situations, so as to show you have good manners?

P.37l

II. Role-play: Problem solving

邻里之间的关系同样体现出文明礼貌的程度。有矛盾、有问题，原因是什么?居委会怎么解决?这项模拟活动跳出了课文，拓展了训练内容。要求学生将学过的表达方法与新的表达方法结合使用，对信息做各种合理的处理与加工，进行创造性的语言活动。充分体现口语教学突出话题和功能的双重要求。

Survey and Interview about relationship between neighbors.

In your group of four, one acts as a journalist, interviewing separately the other three who are neighbors about their relationship in between. Each neighbor talks about their good or bad relationship between each other and tells the reasons for it. One or two of the neighbors have some problems, and they can’t get on well with each other. The journalist reports it to the neighborhood committee and they try to solve it.

我们中国人用自己的Good manners的尺度标准，处理好邻里之间的关系。世界其他各国对Good manners 的尺度标准是否都一样?

III. Discussion P.116

IV. Conclusion:

Different countries have different standards of good manners. But people all over the world will appreciate those who are kind and helpful to others and the things that are beautiful and true.

The Third and Fourth Periods

GOALS:

To get to know the western table manners.

To learn some useful expressions about table manners.

To compare Chinese table manners with western table manners.

TEACHING PROCEDURES:

I. Pre-reading tasks:

其目的是激活学生已有的相关背景知识，启发学生思维和想象，活跃课堂气氛，使学生很快融入课堂教学内容。如借助图片或Powerpoint, 以小组竞赛的形式复习有关中外餐桌上食物、餐具的一些单词;以小组讨论的形式重温文明礼仪之邦的中国在待人接物、餐桌礼仪方面的独特习俗;最后聚焦于西方的餐桌礼仪。三项任务一步一步地扣上下一步的阅读内容。

高中英语必修三三单元教案篇3

教学目标

1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student

2. Master and use: What do you do? What does he do? Does he work in hospital?

教学重难点

重点

1. The vocabulary

2. language: What does she do? She is a doctor.

难点Use the language to ask for the jobs

教学工具

课件

教学过程

Step 1

Oranization1’ Organize students to prepare for the class

Step 2

Free talk 2’ Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely

Step 3

Presentation 8’ 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work?

2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving.

A police officer has an exciting job.

3. Let students practice. Such as: He is a police officer. It’s an exciting job.

4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.

5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.

6. Listen to the tape: Listen and number the picture(1-3) below.

Then practise the dialogue.

7. Grammar focus: 1.叫学生口头造句用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。

2.教师边让学生读句子边解释这些句子的意思。

3.叫学生口头练习一些有关这方面的句子。

4.听录音，让学生填写表格，然后再纠正答案。

5.分组练习，让学生大面积的练习。

6.让学生朗读Gammar Focus

Step 4

Practice 6’ 7. Read the newspaper want ads. And fill in the blanks with the correct jobs.

One: Wanted: Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a ……给学生一定的`时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。

Step 5

Summary 2’ Words and phrases of this class Language:

本节课主要是听录音来完成各种对话，充分让学生学会职业的文法以及地点的表达法。以提问的形式来进行复习总结，在让学生有一个巩固的机会。

Step 6 test 4’ 1、Self check(见后面)让学生做后再讲解答案

Step 7 Consolidation 4’在这节课例我们主要听录音然后回答问题，让学生充分练习听力，达到会听、会说然后在自己编对话来练习。

Step 8

Homework Read the newspaper more and more.让学生朗读3A部分的内容。

课后小结

学了这节课，你有什么收获?

课后习题

完成课后练习题。

板书

Unit 4 I want to be an actor

高中英语必修三三单元教案篇4

一、课程类型：

高三复习课

二、教学目标：

一) 认知目标

1.句型和语言点(见教学重点)。

2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。

二)情感目标

利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。

三)智力目标

在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

三、教材分析：

这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。

四、教学重点：

1. 学会审题和谋篇

2. 掌握多样化的表达方式

3. 熟练各段中的固定写作套路

五、教学难点：

1. 如何帮助学生运用写作策略，促进学生自主写作。

2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。

六、教学方法：

1、活动教学法：

2、任务型教学法：

七、教学设计：

Step 1. Warming up

Come up with some proverbs for the students to put them into Chinese.

Recitation is of the first importance in any language learning!

Practice makes perfect! …

What do you learn from the above proverbs?

Step 2. Presentation

Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.

Step 3. Exhibition

Show on the whiteboard a writing.

暑假即将来临。你班同学讨论了假期计划，提出了不同看法，请根据提示写一篇有关讨论的英语短文，并谈谈你的看法。

注意：

1、词数100左右;

2、短文必须包括表中所列要点，可根据内容分段表述;

3、可适当增加细节，以使行文连贯;

4、参考词汇：眼界—horizon(或view)。

Step 4. Analysis

Analyze the key points and ask the students questions about them.

[写作要点]

1、确定人称，根据本题要求，它应是一篇说明文，故用they比较妥当，而不能用I和you，这样文章才更清晰。

2、确定时态，文章以一般现在时为主，但还可以适当地使用一般将来时，这样文章会富于变化，使文章更有色彩。

3、确定要点，注意不能直接把提供的汉语提示进行逐条翻译，要把两种对比观点归纳整理，形成逻辑关系，最好用两段分别阐述观点，这样文章会更有条理性。

Step 5. Group discussion

Show on the whiteboard an excellent writing and sort out the useful fixed patterns after group discussion.

Step 6. Further practice

人们对于学生网上交友持不同意见。请你用英语写一篇关于学生网上交友的短文，介绍人们的不同观点，并表达自己的看法。

赞成的理由

1.广交朋友2.可自由表达思想3.利于外语学习

反对的理由.

1.浪费时间2.影响学习3.可能上当受骗

你的看法

高中英语必修三三单元教案篇5

教学重难点

教学目标(这部分谢3点，按照USE的目标写)

(1)学习建议信的结构、语言。

(2)讨论学校建筑物设计中行走不便的学生的需求。

(3)给校长写一封建议信。

(4)继续培养对残疾人的尊重和关爱意识。

教学过程

Step 1Warming-up and lead-in (5 mins)

(1)导入

用本单元的阅读文Marty’s story来导入，引出残疾人的话题。

T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?

(He has a raremuscle disease.)

Yes, he’sdisabled.

But is Martyleading a miserable life due to his disability?

(No.)

He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.

(2)揭题

教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。

T: We are lucky tobe able-bodied and study in such a beautiful school.

But every now andthen, I find such students in our school. What are their problems?

(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)

T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?

Do you find itdifficult to walk around in our school with a walking stick?

Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?

(Yes.)

T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?

So in today’slesson, we are going to

1. read asuggestion letter

2. discussproblems with the school facilities

3. write a suggestionletter to the headmaster

2 Reading (15 min)

本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表达)的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一步U(Understanding)。

(1)学习建议信结构。

建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。

T: This is aletter to an architect. What information can we get in this part?

(receiver’s nameand address.)

What’s this partabout?

(sender’s name /signature)

From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.

It is the mostimportant part in a suggestion letter, which is called the body.

(2)通过阅读了解主旨大意。

T：The main body can be divided into three parts. Whatare they?

(1, 2-6, 7)

T: Whats thepurpose of the 1st paragraph?

(To give thearchitect the purpose of writing the letter.)

Whats the purposeof the last paragraph?

(To persuade thearchitect to adopt her suggestions.)

(3)通过阅读学习写建议信策略

建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。

a)数字和斜体的运用

T: Now, let’s cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?

Why do you thinkthe writer numbered her suggestions and used italics?

(Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)

So when you writea suggestion letter, you should number the suggestions and use italics.

b)具体写建议时要结合问题和解决办法

T: We are going tolearn some more writing strategies of writing suggestions.

How should wewrite suggestions? Let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?

(the lifts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the lifts, this makes them feel they are not as important as othercustomers.)

And what is thesuggested solution?

(It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. )

From this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.

Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.

When you writesuggestions yourselves, don’t forget to write both problems and solutions.

c)运用礼貌用语

T: The thirdwriting strategy is about the the language. Suppose you were the architect,which one of these two statements do you prefer?

(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.

You must thinkabout the needs of disabled customers.

Why? (It soundsmore polite and more acceptable.)

Exactly. When youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.

Now let’s findsome more examples in the text.

(Screen)

It would be handyto have lifts to all parts of the cinema.

It would help tofit sets of earphones to all seats...

So I’d like tosuggest that the seats at the back be placed higher than those at the front …

For disabledcustomers it would be more convenient to place the toilets near…

And if the doorscould be opened outwards, disabled customers would be very happy.

I hope mysuggestions will meet with your approval.

Step 3Discussion(8 min)

小组讨论是USE中的第二部S(Sharing)，分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。

T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:

1. What parts ofour school may cause problems for those with walking difficulty?

2. What are yoursolutions?

Step 4 Writing(15 min)

写作是USE中的第三部E(Expressing)，表达。经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法;通过分享，学生们积累了写作素材;因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。老师在写作后进行必要的指导，指出学生写作中的优点和不足。

Now that we havediscussed the problems and solutions with some school facilities, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use polite forms.

Step 4 Emotionalattitude and values(2 min)

通过本单元Reading和UsingLanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。

In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions or donatingmoney is far from enough. What else should we do?

( Care aboutdetails in their life.

Don’t look down upon them or laugh at them. )

Accept them as one of us,and invite them to join us in avariety of activities.)

高中英语必修一人教版教案(集合二篇)

高中英语必修一人教版教案篇1

教学准备

教学目标

Words

base, command, request, recognize

Expressions

because of, come up, at present, make use of, such as, play a part (in)

Patterns

…because of that, English began to b spoken in many other countries.

Actually all languages change and develop…

The latter gave a separate identity to American English spelling.

教学重难点

■ To help students get to know about English development

■ To help students better understand “learning English”

■ To help students understand and use some important words and expressions

■ To help students identify examples of Indirect Speech (II): request & commands in the text

教学工具

课件

教学过程

⑴Warming up by listing

Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.

English Countries Explanation

Mother tongue the United Kingdom

the United States of America

Canada

Australia

South Africa

Ireland

New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.

Second language India

Pakistan

Nigeria

the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.

Foreign language China

Germany

France

etc. The number of people who learn English as a foreign language is more than 750 million.

⑵Warming up by answering questions about English

Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?

●What is Standard English?

Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.

●What is a dialect?

A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.

●Do we have standard Chinese? What is it?

In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.

⑶Warming up by giving reasons

__ English is one of the official languages of the Olympic Games and the United Nations.

__ English dominates international websites and provides nearly all of the new computer terminology.

__ Tourism and trade from Western Europe and North America has contributed to the spread of English.

__ Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.

2.Pre-reading

We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?

for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.

Go on with your reasons. I shall write your suggestions on the board as you make them.

3. Skimming the text for general ideas

Now we go to page 9 to skim the text for the main idea of each paragraph.

Paragraph 1: The spread of the English language in the world

Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.

Paragraph 3: English changes and develops when cultures meet and communicate with each other.

Paragraph 4: By the 19th century English is settled.

Paragraph 5: English is spoken as a foreign language or second language in South Asia.

4. Reading and filling

Read the text to complete the chart below.

Time English is influenced by…

AD 450-1150 German

1150-1500 French

In the 1600’s Shakespeare, who make use of a wider vocabulary than ever before

By the 19th century Samuel Johnson, Noah Webster

Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China

5. Reading and copying

Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.

Useful expressions

高中英语必修一人教版教案篇2

各位同学，你们好!很高兴能和大家一起来迎接新的学期，共同来进行学习和生活，一起度过初中一年级的美好时光。作为初一的新生，我们首先要明了我们今年的英语学习目标和任务，以及如何提高学习兴趣和效率，当然要想保证圆满完成学习任务还需要一定的制度或得以保障，所以，今天这节课我们主要弄清楚三个方面的要求：

一、明了初一英语的学习内容和目标要求

1、初一上学期主要是学习音标，音标是英语学习的重要内容，音标学习的好坏直接关系着英语听说读写能力的好坏，是英语学习的重中之重。因为它能提高1学生读准单词的能力

2、有利于学生进行预习工作。会了音标就可以很主动的自己学习发音，单词的读法。3会了音标就可以很主动的自己学习发音，单词的读法。

3、英语的.拼字是一门很深的学问。不像汉字很零散，英语有规律可寻。会了音标还可以用来背单词。甚至可以自己检验单词拼写有否错误。很大程度上，能节省老师课堂上不少时间，接受新事物相对来讲更快速

4、提高学生的听力能力

为什么这样说呢?很多学生的情况表明，他们的考试听力部分是很容易失分的地方。稍微出现几个连读或者是快读，就很明显的要出现长时间的考虑和停顿。很多人事后会说，我听都没有听到它就过去了;太快了，我都不知道它在讲什么。音标掌握的很好的同学在这方面就会稍高一筹。正确的发音可以解决很多做挺立时的不利因素。也提高了应试的能力。

二、掌握课标词和句型句式

初一主要是在练习巩固音标的基础上学习单词发音、拼写、词性等内容，句式句法主要是学习一般现在时和现在进行时等简单的句型，每个同学大可不必担心，都非常简单，只要每个同学认真学都不会有问题的。

三、养成良好的学习习惯

1、养成良好的预习和复习习惯

每天晚上除了完成老师布置的书面作业外，还要巩固课堂上学过的内容，做到每晚必备，这样有效的为明天的课堂打基础，有能力的同学还应有良好的预习习惯，这样能及早的了解新知识，找出自己的困惑或不懂的地方。有条件的同学还要经常进行听力练习或听力欣赏。

2、做好课前的准备

准备好必备的书本、钢笔等必要的学习用品，避免上课时用什么找什么而耽误学习时间，影响学习效率。除了必要的用品准备外，还要进行必要的知识准备，以便老师口头或笔头检查。

3、养成认真完成作业的习惯

作业是对我们所学知识的巩固和加深，所以一定要有严肃认真的作业态度，认真书写，认真对待每个题目，不会的题目可以做出标记，别为了完成作业而完成作业，胡乱填写。

总之，如果同学们能对自己充满信心，认真配合老师的工作，相信每个同学都会有很好的发展和提高，希望你们能把老初一英语开学第一课教案师当朋友，老师也可以和你们交朋友，让我们在欢乐愉悦的氛围中学习着并快快乐着，快乐着并学习着!

高中英语必修2教案14篇

作为老师的任务写教案课件是少不了的，要是还没写的话就要注意了。教案是教育教学的基础是学校管理的基本制度。想要了解更多信息建议您考虑阅读一下“高中英语必修2教案”，希望本文能够为您的工作和生活带来一些转变！

高中英语必修2教案(篇1)

一教材分析

这节课使用的教材是新课程标准实验教材高中英语必修一。这套教材是在任务型语言教学理念的`基础上编写的。以话题为主线，贴近学生生活，贴近真实的教学行为。它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神，突出实践能力。本单元的话题是Travel Journal，Reading是整个单元的核心部分，是上一课时Warming up的延续和升华，也是后面第二篇阅读文章的引子；另外，大部分的重要词汇和语法也在这个课时中呈现出来。文章讲述王坤和姐姐王薇的一次长途单车之旅的梦想，计划。还介绍了湄公河的大致情况。文章的学习能激发学生对大自然的热爱与向往，也唤起学生保护河流及自然环境的意识。

1. 教学目标

① 知识目标

掌握重点词汇、短语：ever since; persuade ;graduate; stubborn ;organize; journey; valley; be fond of ;care about; change one`s mind ; make up one`s mind; give in 。

掌握重点句子:

It was my sister who had the the idea to cycle along the entire Mekong River from where it begins to where it ends.

When are we leaving and when are we coming back ?

Where are we going ?

4 My sister and I have dreamed about taking a great bike trip.

5 Although she didn`t knothe best way of getting to places ,she insisted that she organize the trip properly.

② 技能目标

通过skimming，scanning , careful reading ，generalization ，inference 等阅读技能训练，提高阅读能力和阅读技能，培养学生获取信息、处理信息、运用信息进行推理、判断和总结归纳的能力。

③ 情感目标

倡导低碳健康的生活方式，是学生产生保护大自然的使命感，热爱生命，关注自然，关注人与自然的和谐。

2. 教学重点

本课的教学重点是在掌握重要语言点的基础上，引导学生逐渐了解旅行日志的篇章布局，把握旅行日志的写作程式，为后面的写作输出做好储备。

3. 教学难点

教学难点是训练学生获取信息、处理信息、分析思考和解决问题的能力，培养学生带着问题去阅读文章的习惯。

二学情分析

高一学生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，已不满足老师教材的简单重复与重现，同时自我意识增强，不但在乎别人对自己的评价，更渴望得到关注和赞赏。通过对上一课时Warming up的学习，学生对于现代的各种交通方式已经有一定了解，可以表达对不同交通方式的优缺点，还大略学习了本文档的相关词汇。虽然旅行是学生们很感兴趣的话题，但是他们因为词汇量的局限，更习惯于用汉语表达。所以，引导他们积极主动把文章中的词句和自己的理解用英语来阐述显得尤为重要。因此在处理这一堂课时，我会在指导学生快速阅读的同时引导学生相互合作，自己发现本单元重点语言结构，让学生自己发现并感悟相关的语言规律，培养他们的语感。

三教法学法分析

1 教法

新的课程标准强调了以学生为主体，教师作为引导者和参与者的角色。因此，就本课的学习，我采用了多种教学方法，例如问答法，快速阅读法，讨论法和合作学习法，实现task-based teaching，促使学生在一定程度上形成自主学习，合作学习的学习策略，并能有效交际，有效处理信息，养成英语思维的习惯。运用Scanning ,skimming and Detail reading的阅读技巧，提高阅读能力和信息处理能力。

2 学法

课前预习，可以充分发挥学生的自学能力，标记不懂的知识点，便于课堂集中精神听课。

精读材料，深入理解教材，有利于深入理解课文的重点和难点，提高学习效率。

课后练习，有助于学生回忆课堂知识点，巩固所学要点，查漏补缺。

四教学过程

步骤一：Lead-in and pre-reading ：

1展示几张河流图片让学生猜测，选择两个学生回答问题“what river is it ？”学生对中国的河流比较熟悉，能快速调动课堂气氛。

2 展示万泉河污染前后照片，让学生两人一组做问答对话“what should people living along the river do?” 从中让学生自发的意识到河流的重要性和保护环境的必要性。

3 展示湄公河的全图，引导学生依次列出河流经过的国家名称。以此引入后面的阅读材料。

步骤二：While- reading ：

1快速阅读：屏幕上给出各段落的中心大意，要求学生快速阅读每段落的首尾句后将段落与中心大意匹配。因为学生还没有独立进行归纳的能力，这样可以降低任务的难度，绝大多数的学生都能顺利完成。目的是培养学生通过略读和查读捕捉信息的能力。

2深层阅读：逐段播放课文录音，同时让学生细读段落全文。给学生展示一些与第一段相关的句式，要求学生稍后做出正误判断，并说明理由，找到文段中相关的句子，并讲解句中出现的短语及句式。处理文章第二段前，让学生思考“Is it a difficult journey to cycle along the Mekong River ?why？”学生可能不能完全作出归纳，教师要引导学生标出段落中的关键词句并帮他们组合到一起，以培养学生总结慨括的技能。给出问题“Hodoes the water of the Mekong river change?” “What can you see when you travel along the Mekong river ?”要求学生带着问题仔细阅读最后一段，然后以四人小组的形式来解答问题直到全部要点均无遗漏。这样操作能强化学生对文章的理解，还有助于训练他们的协作精神。之后教师展示一些图片如： glacier ;rapids; wide valley; deep valley ;lovalley ;waterfall; delta; 让学生对这些新词汇有更深的记忆。

3 巩固回味：在提取各段落大致详细内容后，要求学生回头重读全文，并思考“Where is the source of the Mekong river?“Hodoes Wang Kun and Wang Wei prepare the trip?”第一个问题相对容易，基础薄弱的学生都能作答。第二个问题稍难，教师给出部分提示词，让学生把全部内容贯连起来，这样对全文和重点词句的把握又深化了一步。

步骤三：Post- reading

1 要求学生完成课本19页第三题中的表格，前两项以小组为单位完成，第三项教师先示例表述自己对这种旅行的看法，然后启发学生口头表达各自的观点。既锻炼学生合作进行信息收集，又训练他们口头表达能力。

2 复述全文：让学生自选以王坤或王薇的身份向全班复述旅行的梦想和计划，也可以结合自身实际，讲述曾经或将来的旅行梦想和计划。通过假设情境引发思考，让学生能通过体验学习，感悟语境，实践语言，以达到强化学生语言意识，积累语言经验的目的。在课堂有限的时间里，学生不能表达得很完善，教师要特别注意提供帮助并赞赏他们积极参与的精神。

步骤四：Homework

1完成课本20页第一题和第三题

2 标出所学文章中有用的词汇，短语与句式。

五教学效果预没

本课的教学设计遵从新课标的教学原则，面向全体学生，尊重学生语言能力，认知水平以及学习方式等个性差异。设计任务时，以学生的生活经验和兴趣点为出发点，相信学生通过参与本课教学活动，能发挥他们的创造力和想象力，并且学会与他人合作，发展与他人沟通的能力，同时提高他们的阅读技巧、学习策略和文化意识。

高中英语必修2教案(篇2)

Period IV Grammar(必修4，unit4)Teaching aim: Grasp the usages of-ing form used as the attributive and the adverbial I.Preparation for the grammar by oneself before class.[自学探究]（SB P29 Discovering useful structures）

II.Students work toghter to make a thorough inquiry during class.[合作学习］

STEP1.现在分词作定语

现在分词及其短语可以在句子中作定语，其作用相当于一个定语从句。其动作和谓语动词同时发生，与其修饰词之间是主动关系，也就是说现在分词的动作就是它修饰的那个词的动作。

1．现在分词作定语时的位置

（1）现在分词作定语时多置于它所修饰的名词之前；分词短语用于它所修饰词的后面。例如：

He is an attacking player.他是一个攻击型的运动员。They lived a room facing the north thirty years ago.三十年前，他住在一个朝北的房间里。

（2）如现在分词修饰由some/any/no + thing/body/one所形成的不定代词或指示代词those时，分词在这些被修饰词的后面。例如：

Anyone swimming will be punished.正在游泳的任何人都将受到惩罚。

重点把握：动词-ing形式中的动名词也可用作定语，它表示用作…的，而现在分词作定语通常相当于一个定语从句。如：

a writing table = a table used for writing ；a sleeping boy = a boy who is sleeping

2、现在分词作定语时与谓语动词的时间关系

现在分词表进行意味和主动意味，因此，用现在分词作定语时，其表示的动作是与谓语动词同时发生的,或是正在发生的动作。例如：

There were no soldiers drilling.= There were no soldiers who were drilling.没有士兵在操练。The man running over there is our chairman.= The man who is running over there is our chairman.正在朝那边跑的那个人是我们主席。

重点把握：having done(现在分词的完成时态)表示该动作先于另一个动作，现在分词的完成时态永远不能作定语。

3、如果一个及物动词作定语，既要表达进行意味，又要表达被动意味时，可用现在分词的被动语态。例如：

The meeting being held is very important.正召开的会议很重要。The skyscraper being built is still higher than that built the year before last.正在建的那幢摩天大楼比前年建的那幢还高。STEP2.现在分词作状语

现在分词及其短语可在句子中作状语来修饰谓语动词或整个句子。用来表示动作发生的时间、原因、结果、条件、让步、或伴随情况等。例如：

Climbing to the top of the hill, we saw a beautiful view.爬上山顶后我看到了一幅美丽的景象。Being sick I stayed at home.我因病呆在家里。

重点把握：如指将来的动作就可用不定式的被动语态，如： a meeting to be held 将要召开的会议如表过去可用过去分词 a meeting held 开过的会议

1、现在分词作状语与谓语动词时间关系

（1）现在分词表示的动作和谓语动词表示的动作同时发生或几乎同时发生分词用一般形式。例如：

Not recognizing the voice, he refused to give the person his address.因为没听出这个人的声音，他没把自己的地址给他。

It rained heavily, causing great damage.大雨滂沱，造成了很大损害。He ran up to her breathing heavily.他气喘吁吁的跑到她面前。【重点把握】

分词作作状语时必须注意分词的逻辑主语必须与句子主语保持一致。但是，有几个常用词组不符合这种语法限制。如：

generally speaking, considering, judging from, talking from，supposing（为连词意思为假如）,（2）现在分词表示的动作和谓语表示动作（或状态）是同时发生或几乎同时发生的。否

则现在分词需用完成形式。例如：

Having already seen the film twice, she didn’t want to go to the cinema.这电影他已看过两遍，他不想去看了。

Not having received his father’s letter, he decided to make a call to him.因为没收到他父亲的信，他决定打个电话给他父亲。

思维拓展

过去分词状语时，其表示的动作时句子主语承受的动作。他们之间的关系是被动关系。Given more attention, the trees could have grown better.如果对这些树更关心一些，他们本来会长的更好。

2、现在分词作状语时，现在分词的动作就是句子主语的动作。因此，句子主语与现在分词之间是主动关系。例如：

I run out of the house shouting.我喊叫着跑出屋来。I got home, feeling very tired.我疲惫的回到家里

3、有些现在分词作状语时，其前可用after, before, since, when, while, whenever, once, until, on, as等词。例如：

After talking to you, I always fell better.和你谈过话后我总感觉好一些。When telephoning London numbers from abroad, dial 1, not 01.从国外往伦敦打电话，请拨1，不是01。III.Teacher work toghter with students STEP3.［典例解析］

1.The secretary worked late into the night, ____ a long speech for the president.A to prepare

B preparing C prepared

D was preparing [解析] 本题考察现在分词作伴随状语用法。分词与逻辑主语之间为主动关系，故选B。2.____ a reply, he decided to write again.A Not receiving

B Receiving not

C Not having received

D Having not received [解析]分词短语表示的动作在谓语动词之前发生，故用现在分词的完成时态。Not 要放在非谓语动词之前。

3.“Can't you read?” Mary said ____ to the notice.A angrily pointing

B and point angrily

C angrily pointed

D and angrily pointing [解析] 现在分词作伴随状语，分词与逻辑主语之间为主动关系，故选现在分词。故答案为A。

4.The meeting ____ now is very important.A held

B to be held

C being held

D holding [解析]会议是被召开的，故排除掉D。根据时间状语now我们知道会议是正在召开的，而不定式作定语表将来。故答案为C 5.If you want a letter ____ , you must keep in mind several rules while ____.A written;written

B well written;writing

C well writing;writing

D well written;write [解析]第一个空为过去分词作定语，分词与他修饰的名次之间有被动关系，所以用过去分词。第二个空是while加现在分词作时间状语。现在分词与其逻辑主语之间为主动关系。故答案为B。

6.He never spends a _____ day.A more worry

B most worrying C more worrying

D more worried [解析]因句子具有“a day worried him”即a day is worrying的意义，所以需用worrying。故答案为C。

7.——— speaking, women live longer than men.A.Judging from

B.generally

C.Supposing

D.Taking everything into consideration [解析] 此句子考察的是表示说话人态度的一些惯用法。依据句子意思应是一般说来的，通常说来，故选 B IV.当堂达标

1._____to understand what he doesn’t, he makes a fool of himself.A.Always pretended B.Having always pretendedC.Always being pretended D.Always pretended 2.To get there in time, they came _____all the way.ning C.ran D.to run 3.We’ll go to have a picnic tomorrow or the day after _____ on the weather.A.depended B.depending C.depends

D.is depending 4.It has rained nonstop for ten days, completely _____ our holiday.A.ruining

B.to ruin

C.ruined

D.has ruined 5.They set out _____for the _____.A.searching losing B.searching lost C.to search lost D.searched losing 6.It’s a pleasure to watch the face of a _____baby.A.asleep B.sleep C.sleeping D.slept 7.The boy sat there _____what to do.A.doesn’t knowing B.didn’t knowing C.not know D.not knowing

8.The secretary worked late into the night, _____a long speech for the international conference.A.to prepare B.prepared C.preparing D.was preparing 9.European football is played in 80 countries _____it the most popular sport in the world.A.making B.makes C.made D.to make 10.The _____Prime Minister expressed his satisfaction with his talks, _____that he had enjoyed his stay here A.visiting ,add B.visited, adding

C.visiting, adding D.visited, added

11.Due to the heavy rain and flooding, ten million people have been forced _____ their homes.A.leaving

B.to leave

C.to be left

D.being left

语法同步练习

1----5 DABAB 6---10CDCAC B

STEP4.Summary and homework.Do the exercises toghter with the text.

高中英语必修2教案(篇3)

Unit 2 English Around the World

Ⅰ单元教学目标

技能目标Goals

Talk about English and its development, Different kinds of English

Talk about difficulties in language communication

Learn to make dialogue using request & commands

Learn to transfer from direct into indirect speech

Learn to give opinions and organize ideas by way of brainstorming

Learn to make a poster showing your ideas clearly Ⅱ目标语言功能句式

Talk about English and its development Refer to Introduction in the teachers’ book

Talk about difficulties in language communication

Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow uld you say that again, please? How do you spell it, please?

词汇

1.四会词汇

include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.认读词汇

Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定词组

play a role(in)because of come up such as play a part(in)

语法

Command & request

Open the door.Please open the door.Would you please open the door? Indirect Speech

He told(asked)me to open the door.Ⅲ.教材分析和教材重组: 1.教材分析

本单元的中心话题是 “English language and its development, different kinds of English”.通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。

1．1 Warming Up简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。

1．2 Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。

1．3 Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。

1．4 Comprehending主要是检测学生对课文基本内容的理解程度。

1．5 Learning About the Language主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request & Command and Indirect Speech）。

1．6 Using Language其中的reading and talking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。

2．教材重组

2．1 导入把Warming Up 作为一堂课。

2．2 精读把Pre-reading、Reading 和 Comprehending整合在一起作为一堂课精读课。

2．3 语言学习把Learning About Language和Workbook中的Using Words, Using Structures 结合在一起。

2．4 写作

2．5听和说把课文中的听和说整合成一堂课。

2．6 练习课 workbook exercises & other Exx.3．课型设计与课时分配

1st period Warming Up

2nd period Reading &Language Study

3rd period Learning About Language r& grammar 4th period Writing

5th period Listening & Speaking 6th period Exercises

Unit 2 English around the world Period One Warming up

一、教学目标（teaching aims）student’s book;warming up

1、能力目标(ability aim)

a.Enable students to talk about the world Englishes

b.Enable students to talk about the differences between Am.English and Br.English

2、语言目标(language aim)

more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;

二、教学重难点(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教学方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Listening c.Discussion

四、教具准备(Teaching aids)

a computer;a tape-recorder;a projector

五、教学步骤(Teaching procedure)Step I.Leading-in

Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“language”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”

1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading

教学目标（Teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教学内容(Teaching contents)

Get the knowledge of English language and its development and different kinds of English.能力目标(Ability aim)

Get some knowledge of different kinds of English 语言目标(Language aim)

Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教学重难点(Teaching important points)The indirect speech of the imperative clause 教学方法(Teaching methods)task-based approach 教具准备(Teaching aids)multi-media computer

教学步骤(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2

Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3

Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions

b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4

Discussions:

1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?

3, Do you think Chinese will become the most popular language in the world instead of English in the future?

Step 5

Extension

Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century

The UK colonized Ireland and joined with Scotland long ago

Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English

American colonial rulers also brought their English to:

Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language

L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6

Homework

1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world

Period Three Learning about Language

一、教学目标（teaching aims）student’s book;Discovering useful structures

1、能力目标(ability aim)

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)

2、语言目标(language aim)

command;request;retell;polite;boss Indirect Speech(requests and commands)

二、教学重难点(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教学方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice

四、教具准备(Teaching aids)a computer;a projector

五、教学步骤(Teaching procedure Step 1.Warming-up(Revision)

Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth

Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing

教学目标（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming

b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教学内容(Teaching contents)Write a statement

能力目标(Ability aim)

Using the brainstorming way to collect sentences and then arrange them properly 语言目标(Language aim)I think, I believe，In my opinion…

We learn English to do…

教学重难点(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教学方法(Teaching methods)Brainstorming way

教具准备(Teaching aids)multi-media computer

教学步骤(Teaching procedure)Step1 Leading in

Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation

Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster

Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay

The title is “Do we need to learn English?”

Step5 Display the structure on how to write the essay.1.State your points of view. the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…

Step7 Give them a simple example which is not complete Do we need to learn English?

I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking

一、学目标(Teaching aims)

教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached

1、能力目标(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、语言目标(Language aim)distinguish some words used in British and American English、some dialect and accent

二、教学重难点(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent

三、教学方法(Teaching method)listening and talking

四、教学准备(Teaching aids)tape recorder and get students’ answer sheet printed out

五、教学步骤(Teaching procedure)Step 1 Listening

Listening 2(text book p14)

Listen to the tape, getting to know American dialect and accent.Step 2 Speaking

After listening to different dialects and accents, see if Ss know how to pronounce the following words:

ask after either neither kilometer box……and more

Unit Two :English Around the World The Sixth period Exercises

一．教学目标：(Teaching aims)Finish the exercises on the workbook 1．能力目标：(ability aim)

a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．语言目标：(language aim)Full understanding of the readings

二．教学重难点(Teaching important points)Understanding the main ideas of the passages 三．教学方法(Teaching method)a.Fast and careful reading

b.Individual, pair or group work to finish each task c.Discussion

四．教具准备(Teaching aids)a computer

五．教学步骤(teaching procedure)Step 1.Warming up

Step 2: speaking task(Review commands and requests)

Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:

Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.

高中英语必修2教案(篇4)

Unit 1 Friendship : Reading——Anne’s Best Friend 教案

课时：一课时课型：讲授课

一、教材分析

本单元的主题是友谊。这一课时主要是围绕阅读部分来讲，阅读是整个单元的核心部分，是在学习上一课时Warming up and Pre-reading的基础知识上接着对阅读文本“安妮最好的朋友”中词汇知识点和阅读技巧等的学习，为接下来的第三课时的语法知识的学习及以后的听说读写综合技能的练习打好基础。文章通过一个虚拟的采访——两千年前古希腊作家帕萨尼亚斯与一位当代女孩李燕的对话，向学生介绍了古代和现代奥运会的异同及奥运会的一些基本情况。文章讲述了犹太女孩安妮为躲避纳粹迫害而藏身于小阁楼中，并把日记作为自己朋友，通过写日记来表达自己孤独和郁闷的心情。

二、教学目标：

(一)知识目标: 1.掌握文章中的生词和短语:reason;list;share;feeling;Netherlands;German;series;outdoors;crazy;nature;purpose;dare;thunder;entirely;power;according;trust;indoors;share...with...;go through;hide away;set down;a series of;be crazy about;on purpose;in order to;in one’s power;face to face;according to;2.帮助学生找到他们觉得最困难单词和短语,并帮助他们理解。3.了解强调句型。(二)技能目标: 1.更好地掌握Skimming和Scanning。

2.能分析并总结直接引语和间接引语（疑问和陈述）的规律，能熟练地进行两者间的转换，并在生活中运用。

3.能介绍Anne的基本情况，说明她当时的心情和内心的渴望。(三)情感目标: 1.通过Anne的日记，了解犹太人被纳粹迫害的悲惨命运。2.体会自由，友谊的珍贵。

3.通过学习此阅读文章为学会珍惜朋友间的友谊,并能分辨他们的生活中真正的朋友和虚伪的朋友。

三、教学重点和难点：

重点：

1、训练scanning and skimming等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。难点：

1、阅读技能的训练。

2、陈述句和疑问句的直接引语和间接引语的互相转换（人称的变化、时态的变化…..）

四、教学过程(一)导入

1.教师可以先让学生讨论他们是否有考虑过和动物,植物甚至是一个物品交朋友,为什么或为什么不？让学生们分析原因。(二)课前阅读开始前，先给学生复习一下上一课时讲过的Skimming(略读)和Scanning(寻读)阅读技巧，并要求学生们用这两种方法进行下面文章的阅读。1.skimming(略读)的方法和技巧：

Read the title Read the introduction of the first paragraph

Read the first sentence of each paragraph

Read the headings and sub-headings

Notice any pictures and charts

Read the summary or last paragraph 2.Scanning（寻读）的方法和技巧：

①学生读课文，抓住文中的关键信息，并将文章分成三部分，写出每段的大意。②全班默读文章。③读安妮的日记

1)Ask the students how Anne felt in the hiding place.2)Guess the meanings of “spellbound” “hold me entirely in their power” from the discourse.3)Ask the students to read the diary again and try to retell it.④大声朗读 : 播放文章的磁带让学生听并跟读。(三)讲授新课： reading 阅读

1.让学生阅读非日记体部分的内容,介绍这篇文章的写作背景。

2.只通过阅读标题和看图，先不阅读文章，让学生试着猜猜看安妮的朋友是什么。3.让学生浏览前两个段落来确认他们的猜测。

4.让学生快速浏览安妮的日记，了解文章的中心内容并概括段落大意.鼓励学生先列出一些关键词，如：Anne, crazy, nature等

Para.One: Anne made her diary her best friend whom she could tell everything.Para.Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para.Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.5.给学生讲解本课的生词。1.add(to)v.1)to put together with something else so as to increase the number, size, or importance;

2)to join(numbers or amounts)so as to find the total.eg: The fire is going out;will you add some wood? The snowstorm added to our difficulties.Add up these figures for me, please.2.ignore v.to take no notice of;refuse to pay attention to

eg: His letters were ignored.Even the best of men ignored that simple rule.My advice was completely ignored.ncern v.使担心;使不安

(+about/for);涉及,关系到;影响到 eg: The boy's poor health concerned his parents.He is concerned for her safety.The news concerns your brother.He was very concerned about her.4.loose

adj.not firmly or tightly fixed.eg: She wore loose garments in the summer.I have got a loose tooth.Some loose pages fell out of the book.5.purpose

n.[C] an intention or plan;a person’s reason for an action.eg: What is the purpose of his visit? The purpose of a trap is to catch and hold animals.Did you come to London to see your family, or for business purpose?

6.series n.(of)a group of things of the same kind or related in some way, coming one after another or in order.eg: Then began a series of wet days that spoiled our vacation.This publishing firm is planning a new series of school textbooks.They carried out a series of experiments to test the new drug.7.cheat.1)v.to behave in a dishonest way in order to win an advantage;2)n.a person who cheats;dishonest persons

eg: They cheated the old woman of her house and money.The salesman cheated me into buying a fake.He never cheated in exams.I see you drop that card, you cheat!

I never thought that Sam is a cheat.8.share

1)vt.&vi.(inwith amountbetween)to have, use or take part in something with others or among a group.2)n.(inof)the part belongs to, owed to or done by a particular person.eg: The money was shared out between them.Sam and I share a room.We shared in his joy.They always share their happiness and sorrow.I have done my share of the work.9.crazy adj.1)mad;foolish

2)[+about] wildly excited;very interested

eg: You're crazy to go out in this stormy weather.John's crazy about that girl./ She is just crazy about dancing.10.dare v.& v.aux..1)+ to do;2)+ v

to be brave enough or rude enough(to do sth.dangerous, difficult or unpleasant).eg: How dare you accuse me of lying!/ How dare you ask me such a question? My younger sister dare not go out alone./ He did not dare to leave his car there.11.trust

1)n.[U](in)form believe in the honesty, goodness or worth etc, of someone or something

2)v.to believe in the honesty and worth of someone or something;have confidence in

eg: I have no trust in him./ I don’t place any trust in the government’s promises.Why do you trust a guy like him? / I trust your wife will soon get well.12.suffer v.(for)to experience pain, difficulty or loss

eg: I cannot suffer such rudeness./ He suffered from poverty all his life.My father suffers from high blood pressure./ They suffered a great deal in those days.13.advice n.[U] opinion given to someone about what they should do in a particular situation→v.advise to give advice to

eg: I want your advice, sir.I don't know what to do./ I asked the doctor for her advice.If you take my advice, you won’t tell anyone about this.He gave them some good sound advice.municate v.1)(to)to make(opinions, feelings, information etc.)known or undby others.e.g.by speech, writing or body movements;

2)(with)to share or exchange opinions, feelings, information etc eg: Our teacher communicates his idea very clearly.He had no way to communicate with his brother.Did she communicate my wishes to you? We learn a language in order to communicate.Deaf people use sign language to communicate.15.calm

1)adj.free from excitement, nervous activity or strong feelings;quiet 2)n.[U] peace and quiet 3)v.to make calm

eg: You must try to be calm./ The high wind passed and the sea was calm again.The police chief advised his men to stay keep calm and not lose their tempers.There was a calm on the sea./ She calmed the baby by giving him some milk.We calmed the old lady down.Useful expressions:

1.add up : to join(numbers or amounts)so as to find the total.eg: Add up 3, 4 and 5 and you'll get 12./Add up your score and see how many points you can get.If we add these marks up, we'll get a total of 90.2.calm down : to make or become calm

eg: Calm down, sir.What's the trouble?/ Just calm down, there’s nothing to worry about!/ We tried to calm him down, but he keep shouting.3.be concerned about with : to worry or interest

eg: My parents are concerned about my studies./Don’t concern yourself about with other people’s affairs./She’s concerned about his son’s future.4.go through

1)to suffer or experience;2)to look at or examine carefully;

3)to pass through or be accepted eg: The country has gone through too many wars./ The new law did not go through.Let’s go through it again, this time with the music.5.set down

1)to make a written record of;write down 2)put down

eg: I have set down everything that happened./I will set down the story as it was told to me.Please set me down at the next corner.6.a series of + pl.& n 做主语时，谓语动词用单数一连串的，一系列的，连续的eg: There has been a series of car accidents at the crossing.These days I have read a series of articles on reading.A series of TV play is on Channel 1 these days.7.on purpose : intentionally;with a particular stated intention eg: He did it on purpose.“I am sorry I stepped on your toe;it was an accident.” “It wasn’t!You do it on purpose.”

I came here on purpose to see you.8.according to : as stated by sb.or sth.eg: They divided themselves into three groups according to age./Please arrange the books according to size./According to the Bible, Adam was the first man./According to her, grandfather called at noon.9.fall in love : begin to be in love(with sb.)

They fell in love at once;it was love at first sight./What will he do if his daughter falls in love with a poor man? /They fell in love with each other for years.10.join in

: to take part in(an activity)

They are going to join in the singing./She started dancing and we all joined in./Would you like to join in my birthday party?

(四)巩固练习：阅读后

1.让学生做理解部分的练习。2.利用“理解”部分的练习，问学生： Imagine you had to go into hiding like Anne and her family.What would you miss most? Give your reasons.让学生讨论，并且将答案列出来。每一组可以决定出本组认为最好的答案。最后全班选出最佳的答案。

(五)布置作业：

1.再次通读一下这篇短文,尝试复述它。2.做完练习册的作业。

3.用几句话表达你对朋友和友谊的理解。设计意图：为了巩固今天所学的内容，以此来培养学生的语言组织和表达能力以及考察对课文的理解情况。

课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。

高中英语必修2教案(篇5)

Unit 1

1. add up 合计

add up to 总计达

add… to… 把。。加到。。。里

add to 增加增添扩建

2.calm… down平静下来

3.have got to 不得不，必须

4.be concerned about / for 关心

5.walk the dog 遛狗

cheat …of 欺骗

6.go through 穿过

go ahead 同意某人的请求

go by 流逝

7.set down 记下

set up 建立

set off 出发引爆

set out to do=set about doing 着手做某事

8.a series of 一系列

9.on purpose 故意地

byaccident= chance 偶然地

10. in order to=so as to 为了

11. at dusk 在黄昏 at dawn 在黎明

at midnight 在午夜 at noon 在中午

12.face to face 面对面

13.no longer= not … any longer 不再

14. settle down 安顿下来

suffer from 遭受,患病

15.recover from 恢复 ,痊愈

16. get/ betired of 对…感到厌烦

17. make a listof 列清单

18.pack… up 装箱打包

19.get along/ on with与…相处,/ 进展

20. fall in love爱上

21. be gratefulto sb. for sth.对某人因为某事表示感激

22. join in/take part in /join/ attend 参加… 加入

23. make sb/ sth+ 宾语补足语使…

24. havesomething/little /nothing to do with 与..有关，与。。。无关

25. it’sbecause….. +原因

26. it’s why…. +结果

27.dare + (to) do (实义动词)

do (情态动词) 敢

28. a year and ahalf= one and a half years 一年半

29. it’s nopleasure+ doing sth

没有乐趣做。。。

30. happen to dosth 碰巧做。。。

31.have trouble/ difficulty with sb /(in) doing sth

做某事有困难

32. exactly 的确如此 not exactly 不完全是

33. find it +adj. + to do sth 发现做。。。很。。。

34. make friendswith 与。。。交朋友

35. swap … with 与。。。交换

36.it is / was + 序数词 time + that +has done / had done ….某人第几次做。。事

高中英语必修2教案(篇6)

建议某人做某事 suggest doing sth; advise sb to do sth, advise doing sth 努力做某事 take pains to do sth, take pains in/over doing sth

养成……的习惯 develop/form/get into/be in the habit of

革除……的习惯 get out of/get rid of the habit of

跟上,不落后 keep up with 对……作出选择 make a choice/choices about

从……中选择,挑选 choose from 选择做某事 choose to do sth

对……有益,有好处;适宜,有效 be good for 对……好 be good to

擅长做某事 be good at 适用于某人/物 go for sb/sth

减肥 lose weight; be/go on a diet 增肥 put on/gain weight

做……的方式 way to do sth, way of doing sth

准备做某事 be ready for/to do sth; be prepared for/to do sth; make preparations for sth

即使,尽管 jeven if/ though 不时地,偶尔 now and then

缺乏,短缺 be short of 是……的缩写 be short for

一点也不 not a bit 一点 a bit/little, alittle bit

很多,非常 not a little 在将来 in the future

使……强壮 make…strong 小心做某事 be careful to do sth

小心某事/物 be careful with sth 垃圾食品 junk food

……的原因 reasons for… 列单子,造单 make a list of

给某人一些建议 give some advice on sth 发烧 have a fever

感冒 have/catch a cold 一直 all the time

大量,许多 plenty of 抵抗疾病 fight disease

对……有害 be harmful to, do harm to 保持健康 keep fit

以……而著名,闻名 be celebrated for 盛装打扮 dress up as/in

听说有关的人/事 hear about 听说过某人/物 hear of

了解有关……人/事的情况 know about 听说过,知道(有)…… know of

聚集,团聚 get together 在接下来的几天中 in the following days

允许某人做某事,允许做某事 allow sb to do sth, allow doing sth

与……相似之处 be similar to出于对某人的敬意,为了纪念…… in honour of

不仅…而且…;既…又… as well as 尽可能…… as… as one can

信赖,信仰;支持;主张 believe in 捉弄,戏弄某人 play tricks/ a trick on sb

欺骗,吸收,摄入,理解 take in 起飞,成名 take off

占据(时间/空间);开始从事 take up 呈现 take on

将A与B比较 compare A with B 将A比喻为B compare A to B

与……比较 compared with/to 要求某物 ask for sth

过去常常做某事 used to do sth 事实上 in fact

与某人分享某物 share sth with sb 与……相似 be similar to

以……为根据,依据 base on; be based on 不得不 have (got) to

该轮到某人做某事 it is one’s turn to do sth

认识/识别某人/物 recognise sb/sth (by sth) 毕竟;然而 after all

承认某人/物有效,认可recognise sb/sth (as sth)

因为,由于 because of 最重要的,首先 above all 与某人结婚 marry sb; get/be married to sb 编造 make up

A将B嫁给C A marry B to C 访问某人;号召,呼吁 call on sb

值得做某事 be worth doing sth; be worthy of being done; it is worthwhile doing sth/to do sth

提出,想出 come up with 将……扮演出来,将……付诸行动 act out 在某人去某地的路上 on one’s way to

扮演角色 play a role in 日日夜夜 day and night

至少 at least 宁愿(不)做某事 would rather (not) do sth

继续做某事 continue to do sth 十年的辛苦工作 ten years of hard work

解开谜团 solve the mystery 在舞会上 at the ball

不幸运 without luck 为什么不做某事 why don’t you/why not do sth

选择做某事而不选择做某事 prefer doing sth to doing sth; prefer to do sth rather than do sth

选择某人做某事 prefer sb to sth 拿回来,使恢复 bring back

浪费某事 a waste of sth 浪费……做某事 waste sth on sth/in doing sth

在将来 in (the) future 利用，使用 make use of, take advantage of

做某事仔细，小心be careful doing/with/about sth 对某人有利to one’s advatage 免费地 free of charge 负责，掌管 in charge of

被/由……管理 in the charge of 结果证明是 prove to be/turn out

突然哭起来 burst into tears 含泪，流着眼泪 in tears

将某物撕成碎片 tear sth into pieces 扯下，拆毁 tear down

撕裂/毁 tear up 由……组成，构成 be made up of

由……制成（看不出）be made from （看出）be made of

把……制成…… be made into 在……生长，产 be made in

毫无疑问的 there is no doubt that; without/beyond/no doubt

怀疑地 in doubt 依某人看来 in one’s opinion/in the opinion of sb 将……和……联系在一起/将……和……绑/系在一起 tie…to…

将……和……绑/系在一起fasten…to… 保护……免受……protect…from…

为争取……而斗争 fight for 为反对……而斗争 fight against/with

和……并肩作战 fight with 在……（身上）做实验 test on

处理 do/deal with 挑选，辨别出 pick out 接收，捡起，中途搭载，无意中学会 pick up 接近，靠近get close to 制造噪音make noise

对……有益 be good for 对……有害be bad for/harmful to

因……而闻名be famous/known for 作为……而文明 be famous/known as

为……所熟知 be famous/known to sb 全世界 all over the world

在十八世纪 in the eighteenth century 做实验 do/conduct/carry out experiments; do/conduct/carry out an experiment

站立 stand up 将……加到……上 add…to… 加起来达到 add up to

在某人的控制之中 in the control of sb; under control失去控制 out of control 阻止做某事 prevent/stop/keep…from… 至少/多at least/most

例如such as 照顾 take care of 当心，小心 take care, look out, be careful

有/没有权利做某事 have right/no right to do sth

大量，许多A number of, a great many, a great deal of, plenty of, lots of, a lot of

高中英语必修2教案(篇7)

必修三英语课文课件

第1课时 Talk about festivals:

Some traditional Chinese Festivals

Spring Festival春节

Qingming Festival 清明节 Double Ninth Festival 重阳节

double Seventh Festival 七夕节 Mid-Autumn Festival中秋节

lantern Festival 元宵节（The Yuanxiao Festival）

dragon Boat Festival 端午节

*Festivals are meant to celebrate important events.

*What’s your favorite holiday of the year?

*What festivals or celebrations do you enjoy in your city or town?

*Do you like spending festivals with your family or with your friends?

*What part of a festival do you like best——the music, the things to see, the visit or the food?

*Festivals and celebrations o f all kinds are held everywhere.

*They lit fires and made music because they thought these festivals would bring a year of plenty.

*Some festivals are held to honor the dead or satisfy and please the ancestors.

*Festivals can be held as an honor to famous people or the gods.

*The most energetic and important festivals are the ones that look forward to the end of

Winter and to the coming of spring.

*Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.

第2课时【自主学习】单词预习学案

1.庆典，庆祝 n._________ v.__________

庆祝严寒的结束__________________________, ________________

2. 起源，由来n._________

Her mother is French __________(原籍)

宗教 n. _________ adj._______ 宗教信仰__________

3.到达n.________ v._____________

幸存，生还 n._____________v.____________

4. 独立 n.____________adj.___________

从英国人那儿获得独立______________

5.盼望春节的到来_______________ _______________

Special attention should be paid to __________(pronounce)the words.

6.与家人玩得开心_________ 取笑某人，拿某人开玩笑___________

I did it_____________(闹玩地) 搞某人的恶作剧____________

7.必要性，需要;必需品n._____ 必需的adj._______ 生活必需品______

8.守信用，履行诺言 __________ ___________ 食言____________

9. 道歉v.__________ n.___________ 因某事向某人道歉__________

Please accept my ______________(道歉) for that

Me to ___________ (道歉)to that fellow? No way!

He _________________(向我道歉) for stepping on my foot.

10. 淹没，溺死v. __________ pt ___________ pp ____________

a drowning man(译)_____________ a drowned body(译)_____________

drown oneself in work(译) __________ drown one’s sadness in wine __________

11. 哭泣，流泪v._____________ pt___________pp_________

He ______________(因失败而哭泣)his failure.

扫v._________________ pt._____________ pp._________________

【合作探究】

12. 用dress, clothes, clothing, cloth适当形式填空

1)The ________ (衣服)need washing, can you have _______(it, them)washed?

2)The shop sells children’s___________ only.

3)Please cover the table with a ___________.

4)____________________________(一件衣服)

5)People are expected to wear formal __________ in a wedding.

13. in memory of; in celebration of; in honour of; in the shape of, in search of 填空

1)The boys went_________________ something to eat .

2) He wrote a poem _________________his wife.

3).Many people joined them ______________(寻找那个失踪的孩子)

4).People eat food _________ skulls on festival of the dead.

5)A ceremony was held _______________those killed in the earthquake

【当堂检测】

1)The great flood _________________________many villages.那次大洪水把许多村子都淹没了。

2)You must ___________________________(为迟到向你朋友道歉)。

3).Finlan d _______________________Russian during World War I.

芬兰在一战中从俄国中独立出来。

4). The job will ___________________his parents (使他独立于父母)

5). Last summer I took a course on ______________.

a. how to make dresses B. how dresses be made

C. how to be made dresses D. how dresses to be made

6). He wept _______ joy at the news that he was admitted to Beijing

University.

a. for B. as C. to D. in

第3课时

内容 Reading—A sad love story

【自主学习】Step I ：Reading Comprehension

1. Li Fang was heart-broken because _________

a. his girlfriend said goodbye to him

b. his girlfriend didn’t love him any longer

C. his girlfriend didn’t turn up

d. he didn’t love his girlfriend

2. Why couldn’t Niulang follow Zhinv to the Heaven?

a. Because he lost his way

b. Because he lost heart

C. Because he had to take care of the babies.

d. Because the Milkey Way stopped him

3. The truth of the story is that ________

a. Hu jin doesn’t love Li Fang any longer and want to say goodbye to him.

b. The two lovers waited for each other in different places.

C. Li Fang should have waited in the tea shop.

d. Hu Jin should have waited in the tea shop.

Step II: Translate the phrases

1. 出现，到达，露面 ______________

2. 守信用，履行诺言________________

2. 用咖啡解愁 ____________________

4. 在人间，究竟 ________________

5. 动身往家走 __________________

6. 把花和巧克力都扔掉_______________

7.展翅搭桥 __________________________

【合作探究】

Step III: Translate the sentences

1. He was not going to hold his breath for her to apologize.

_____________________________________________________________

2. It was obvious that the manager of the coffee shop was waiting for Li Fang to leave.

_____________________________________________________________

3. Finding that Zhinv was heart-broken, her grandmother finally decided to let the couple cross the Milky Way to meet once a year.

_____________________________________________________________idn’t turn up. She could be with her friends right now laughing at him.

_____________________________________________________________

language Points:

1. But she didn’t turn up.

Turn up: vi.1). To arrive 到达；来到；露面

We planned to meet at half past seven, but she never turned up.

2). (被) 发现。（被）找到

don’t worry about the letter . I’m sure it’ll turn up.

Vt. 开大；调高（音量；热量等）

Could you turn up the radio?

短语链接：

Turn down 关小（声音，灯等）；拒绝 turn against 背叛 turn in 上缴；拐入

Turn on/off 打开/关上 turn over 翻身/ 页；移交 turn away 打发走

Turn out 结果证明是；生产；制造 turn to 求助于；转向做…

【巩固练习】

用turn短语的正确形式填空：

1. He promised to come, but hasn’t _______ _________ yet.

2. She tried to join the army but _______ _______ _______ because of poor health.

3. Whenever in trouble, you can _______ _______ the police for help.

4. The weather _______ ________ to be fine.

5. Hundreds of people were __________ _________ from the island, so it was called “the land of tears”.

3. I don’t want them to remind me of her.

remind sb. of sth. 使某人想起某事；提醒某人某事

e.g. The photo reminded me of my childhood.

Please remind me of this afternoon’s meeting.

拓展： remind sb. to do sth. 提醒某人做…

e.g. Remind me to write to mother, please.

remind sb. that 提醒某人某事

e.g. I reminded him that he must go home b efore dark.

【巩固练习】

1).Travelers ________ ______ _______(被提醒) climbing the hill is dangerous.

2).He _______ ______ ______（提醒我）take an umbrella along.

3).The photo _________ ________ ______ ______ _____(使那老人想起) what he had suffered in the war.

3. It was obvious that the manager of the coffee shop was waiting for LiFang to leave.

It is / was obvious that … 显然， …是显而易见的。其中的it是形式主语

That引导的是真正的主语，此句型可以改为：“Obviuously, …”

e.g. 1. Obviously, you misunderstood him.

2. It was obvious to everyone that he was very nervous.

【当堂检测】

1.在咖啡店遇到某人, _________2.下班后_______,3突然出现；到场；调大（收音机等）_____, 4.right now,______5.嘲笑,______6守信用；履行诺言______, 7.look forward to ~ing 8. all day_____9 be alone with sb______7, be like a fool_______, 8、hold one’s breath______, 9.drown one’s sadness in coffee,_________10. it is obvious that….._________, 10.wait for…to leave_________, 11.wipe the table________, 12., turn on the TV_______, 13.a weaving girl_____, 14.a herd boy______,15. fall in love with_______, 16.get married secretly_______________ 17., be married to sb._________, 19.return to Heaven, _______ 20.cross the river______, 21once a year_________, 22.on the seventh day of the seventh lunar month__________, 23. hear about_________,24 set off for home_________, 25, remind sb. of…__________ 26._____________在回家路上,27. hear…~do/ ~ing, _________28.wave at sb.______,29. have a gift for sb.___________ 30. a happy Valentine’s Day_________

Ⅰ.课文词汇填空（旨在复习本课文中的单词拼写和主要词语等）根据课文内容完成下面语法填空，注意单词拼写和词语用法：

There are all kinds of celebrations1 （遍及）the world. Different countries have different festivals. Festivals of the Dead are held to honour the 2 (death) or to satisfy the ancestors. Festivals can also 3 (hold) to honour famous people. In China, the Dragon Boat Festival honours the famous 4 （古代的） poet, Ou Yuan. The most energetic and important 5 （节日）are Spring Festivals 6 look forward to the end of winter and the coming of spring. At the Spring Festival in 7 , people eat such things 8 dumplings, fish, and meat and give children lucky money in red paper. Some western countries have very 9 (excite) carnivals, which take place forty days before Easter, usually in 10 （二月）.

Ⅱ.课文大意概括（旨在训练用30个单词概括大意的能力）阅读课文，试着用30来个单词概括课文大意或翻译下面短文。

文章告诉了我们世界各地五种重要节日并解释了人民为什么，在何时以及如何举行各种活动来庆祝这些节日。

The passage tells us __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

词组（共10小题；每小题0.5分，满分5分）

11. 有意义,行得通 ___________________________________________

12. (在我)看来,(依我的)观点 _____________________________________

13. 定居, 安下心来 _____________________________________________

14. 对……有影响 _______________________________________________

15. 为了纪念 __________________________________________________

16. 以……为自豪 _____________________________________________

17. 使某人想起某事 ____________________________________________

18. 对… 感到乐观 ____________________________________________

19. 使某人高兴的是 _____________________________________________

20. 导致某事,造成某事 ______

一多项选择

1. In order to save the animals out of danger, they ____ a special place for them to live freely.

a. set free B. set off C. set out D. set aside

2. I didn’t mean to keep you waiting here for a long time. There are several traffic jams on the way. Can you ____ me?

a. apologize B. interrupt C. forgive D. behave

3. I am surprised that you should have been fooled by such a ____.

a. role B. deal C. test D. trick

4. It’s the ___ in the country to go out and pick flowers on the first day of spring.

a. use B. habit C. custom D. normal

5. ---Have you heard the story of The merchant of Venice?

--No. When and where does the story ____?

a. take up B. take off C. take on D. take place

6. Washington, a state in the United States, was named _____ one of the greatest American presidents.

a. in favor ofB. in need of C. in search of D. in honor of

7. The police are offering a $ 60,000 _____ for information about the killer.

a. reward B. priceC. awardD. prize

8. We invited her to dinner but she didn’t even bother to _____.

a. turn toB. turn upC. turn on D. turn down

9. On Halloween, children in American like to ____ as ghosts to frighten people.

a. make upB. put onC. dress upD. spy on

10. Almost all of us ____him for his courage in front of difficulty.

a. award B. admire C. accept D. forgive

11. All the teachers and students have got everything ready to ____ the 50th anniversary of our school.

a．congratulate B．celebrate C．inspect D．respect

12. Three university departments have been ______ $600 ,000 to develop good practice in teaching and learning.

a．promoted ?B．included C．secured D．awarded

13. In order to find a cure to the disease，he travels about the world _____ facts about little known diseases.

a．gathering B．searching C．collecting D．receiving

14. Tom _____ friendship and experience from the local residents, working with them for 3 years.

a．beat B．won C．gained D．made

15. History is about forgiving not forgetting. If some people forget history we should _____ them.

a．repeat B．remember C．remind D．r ecord

16. Since my childhood, I have been dreaming of _____ on a journey round the world. But till now, the dream doesn't come true.

a．putting off B．setting off C．taking off D．going out

17. The old man was almost dying, terrified with darkness and loneliness. He really _____ love and care.

a. turned to B. relied on C. starved for D. referred to

18. It _____ a few days later that he failed to pass the tests to get a place to study at the key school.

a. turned up B. turned out C. turned off D turned to

二完成句子

1. 们家乡在过去的里发生了巨大的变化。（take）

Great changes ______________________________ in our hometown in the past 20 years.

2. 那老师因迟到向学生道歉。（apologize）

The teacher ______________________________________________ late.

3. 我一直渴望再次见到你。（forward）

I __________________________________________________ you again.

4. 黄色的花朵总使他想起在乡下的童年。（remind）

Yellow flowers always _______________________________________ in the countryside.

5. 今天上午我在办公室看到了她，她不该不经医生允许就回来上班。(come)

I saw her in the office this morning. She _____________________________

_________________ without the doctor’s permission.

6. 打扮成圣诞老人，他很受孩子们欢迎。（dress）

_____________________________ Father Christmas, he is popular among

Children.

8. 他耍花招使我相信了他说的话。(trick)

He _________________________ make me believe what he said.

9. 她讨厌在公共场所被开玩笑。（trick）

She hates __________________________________ in public.

10. 他站在山顶欣赏大自然的美景。（admire）

He stood on the top of the mountain ____________________________

__________________ .

11. 他看上去很困倦，昨晚一定熬夜写论文。（stay）

He looks sleepy. He must ________________________________ last night,

Writing the essay.

12. 别坐在那里什么也不干，来帮忙整理桌子。（do）

don’t sit there ______________________. Come and help me with the table.

13. 天气许可的话，明天我会来的。（permit）

I’ll come tomorrow, _______________________________ .

14. 这是一次小型的非正式的老同学聚会，你不必盛装打扮。（dress）

It’s a small informal party among our old classmates--- you ____________

____________________________.

15. ---那边可能是谁呢? ---有可能是我们的语文老师，他总穿红衣服。（be）

--- Who________________________ over there?

---It may be our Chinese teacher who is always dressed in red.

第4课时 Grammar: Modal verbs:

May / might, can / could, will / would, shall / should, must / can的用法

【自主学习】

1. may 与might的用法

May 与 might

1)表示允许、许可。否定答语一般要用mustn’t，表示“禁止、阻止”之意。 --- May I watch TV after supper?

--- Yes, you may. / No, you mustn’t.

2)在表示请求、允许时, might比 may的语气更委婉一些。在日常口语中，用can征询对方意见更为常见。 ---Might I use your telephone?

--- Yes, please.

--- May / Can I go home now?

--- Yes, you may / can.

3)表示可能性的推测，含有“或许”“大概”“可能”之意，用might代替may时，则语气显得更加不肯定。

What he said may be true.

She may come tomorrow.

He might have some fever.

2. can与could的用法

Can 与 could

1)表示能力Some of us can use the computer now, but we couldn’t last year.

2) 表示客观的可能性It will be sunny in the daytime, but it could rain later on this evening.

3) 表示请求和允许 --- Can I go now?

--- Yes, you can.

4)表示请求,口语中常用could代替can,使语气更加婉转Could you wait a few day for the money?

Could you please show me the way to the station?

5)表示惊异、怀疑、不相信的态度（主要用于否定句、疑问句和惊叹句中）

Can this news be true?

It can’t be the headmaster. He’s gone to Beijing.

How can you be so foolish!

3. will与would的用法

Will与would 1）.用于表示意志或意愿。Will指现在，would指过去 I will never do that again.

They said that they would help us.

2）.表示请求、建议等，用would比用 will委婉、客气些 Will you please take a message for me?

Would you please pass him the book?

3）.表示习惯性动作，译为“总是”“惯于”。Will指现在，would指过去 Fish will die without water.

every evening, she would sit by the window, deep in thought.

4）.表示预料或猜想 It would be about ten when he left home.

I thought he would have told you about that.

5）.用于否定句中，表示“不肯”“不乐意No matter what I said, he wouldn’t listen to me.

4.shall与should的用法

Shall 1）用于第一、第三人称疑问句中，表示说话人征求对方的意见 What shall we do next?

Shall I do the washing-up?

When shall my brother be able to leave hospital?

2）用于第二、第三人称的陈述句中，表示说话人给对方的命令、警告、允诺或威胁

You shall go with me. ( 命令)

You shall have a new dress for your birthday.（允诺）

He shall be punished.（威胁）

Should

1)表示劝告或建议，作“应该”讲 We should be strict with ourselves.

You should keep your promise.

2) 表示推测，作“可能”、“该”讲The roads should be less crowded today.

I should have finished reading it by Friday.

3)Why / how + should结构表示说话人对谋事不能理解、感到惊异等意思，译为“竟会”

Why should you be so late today?

（你今天怎么来的这么晚？）

I don’t know why you should think th at I did it.

（我真不明白你凭什么认为这件事是我干的。）

5. must, may (might) 和can表示“推测”的用法

Must 只能用于肯定句，表示可能性很大的一种推测，作“肯定”“一定”讲 (1)--- Look, someone is coming. Who can it be?

--- It may be the headmaster.

---It can’t b e him. He has gone to Shanghai.

--- Then it must be Mr Zhang. He looks like the headmaster.

(2)--- What can they be talking about?

--- They may / must be talking about the question raised at the meeting.

(3) --- Can they have finished the work?

--- Yes, they may / must have finished it.

--- No, they can’t have finished the work so soon.

--- Then they must have played so much.

May /might 用于肯定句中（可能，或许，大概）；用于否定句中（可能不）。表示可能性较小的一种推测

Can 表示推测时，只用于否定句和疑问句中

【合作探究】：I. 单项填空：

1. Write in simple English in order that everybody ______ understand

You. A. may B. must C. should D. will

2. You _______ miss the lecture, though you ______ have it.

a. mustn’t; needn’t B. needn’t; mustn’t

C. mustn’t; mustn’t D. can’t;

needn’t

3. --- Better not have the operation right now.

--- ________.

a. I mustn’t B. I shouldn’t C. I won’t D. I can’t

4. The train was ten minutes late, so I ______ have run all the way from my house to the station.

a. couldn’t B. shouldn’t C. needn’t D. mustn’t

5. I’m not going simply because I don’t see why I _______.

a. will B. would C. should D. shall

6. --- It must be Mr. Li who did it.

--- No, it _____ be Mr. Li.

a. mustn’t B. can’t C. wouldn’t D. may

7. --- It’s getting cloudier and cloudier.

--- Yes, I’m afraid it ______ be raining soon.

a. must B. should C. might D. can

8. I promised to get there before 5 o’clock, but now the rain is pouring

down. They _____ for me impatiently.

a. may wait B. ought to wait C. could wait D. must be waiting

9. --- ______ you make so much noise?

--- Sorry, I’ll take care not to.

a. Must; B. Can C. May D. Would

10. On Sundays when I was a child, Father and I _____ get up early and go fishing.

a. could B. would C. might D. should

11.I ______ have written to him because he phoned me shortly afterwards

a. ought to B. must C. couldn’t D. needn’t

12. --- _____ the plane have taken off on time?

--- I’m afraid not. The fog was too thick then.

a. Need B. Should C. Can D. Must

13. This looks like a different kind of stone. What _____ we do with it?

a. will B. shall C. would D. do

14. He has much money at the beginning of every month, but by the end of it he _____ little left.

a. can have B. will have C. should have D. need have

15. How _______ you say that you really understand the whole story if you have finished only part of the article?

a. must B. need C. may D. can

【当堂检测】II. 用适当的情态动词填空：

1. There is 20 minutes left. We _______ (not) have to be in such a hurry.

2. Where is my watch? I really can’t find it. Where _____ it be?

3. The doctor told the old man that he ______ avoid eating fat.

4. It’s too late. I think he ______ go to bed.

5. ______ you mind my troubling you with a few questions?

第5课时

【自主学习】

I. 单词拼写

1.Tom celebrated the a_________（到达）of the New Year with a party for his friends.

2. Getting food to s__________（挨饿的`） people does nothing to stop the war.

3. We just can’t find enough good second-hand cars to s__________（满足） demands.

4. The fruit was often served at wedding f__________（盛宴）.

5. Is Russia a E_______（欧洲） country or Asian country? Many people are puzzled sometimes.

6. Carolina was a__________ （奖励）the prize for both films.

7. No one is to see the document without the p__________ （许可）of the writer of the report.

8. I’ve made up my mind, but it’s o_______（显而易见）that you need more time to think it over.

9. Dolphins have sometimes been known to save d__________ （快要溺死）swimmers.

10. I used to a__________ （羡慕）him as a true scientist and hard worker.

II. 短语翻译

1. 出现______________________ 2. 饿死 ____________________

3. 对…满足___________________ 4. 导致 ____________________

5. 纪念 _____________________ 6. 盛装 ____________________

7. 开玩笑____________________ 8. 期望 ____________________

9. 好像______________________ 10. 玩得开心 ________________

11. take place _________________ 12. day and night ______________

13. a couple of ________________ 14. hold one’s breath ___________

15. keep one’s word ____________ 16. apologise to sb for sth _______

17. be meant to _______________ 18. do harm __________________

19. have one’s origin as _________ 20. set off for _______ __________

【合作探究】III. 词语辨析

a）forgive, excuse, pardon

excuse:“原谅”，指有意放过人们在社会，习俗方面的具体行为。如失礼，疏忽或失职，不予以指责和惩罚，常用于口语。

Forgive:“饶恕，宽恕，赦免”，感情色彩较浓，表示不但放弃一切报复要求，且打消一切复仇的心理，不再愤恨，强调主观和内心的宽恕。

Pardon:“原谅，宽恕”，正式用语，指放弃处罚要求，予以赦免，尤其指由上级按法律正式赦免过失或过错。作原谅讲时，同excuse，较老套、正式，主要用于“知道自己的言行将冒犯对方时候”。

1Please __________ me for using your telephone without asking for permission. I thought you wouldn’t mind.

2 She was so kind as to __________ her close friend who had done harm to her when she was in a great difficulty.

3 The two spies were __________ by the President yesterday.

b）collect, gather

Gather和collect均可表示“收集”，但collect有区别挑选之意，表示收藏某类物品时多用此词，gather则强调将散乱的东西集中起来。指“聚集” 时两者同义。

1. One of Tony’s hobbies is __________ rare birds.

2. Clouds __________ before a thunderstorm came.

C) think of, think about, think over

Think about指“考虑”、“对......有某种看法”，此时它可与think of 换用。但当think of 作为“想起，想到”讲时，of一般不能改为about。think over有“仔细考虑”之意，相当于think about... carefully, 但about是介词,后可直接接宾语。over是副词，所跟宾语是代词时，代词要放在think 和over之间。

1. I can’t think _________ his name at the moment

2. Universities may be forced to think again __________ the courses they provide due to the new employment situation.

3. Why don’t you think it __________ and give me a call in a couple of days?

d) gain, win, earn

Gain侧重指经过努力或有意识行动而取得某种成就或获得某种利益或好处。

Win主要指通过努力、斗争、比赛等而获得胜利。

earn侧重指依靠自己的劳动或因付出代价与有功而获得，其宾语多为金钱、荣誉和理应得到的东西。

1. He has __________ a lot of money by working in the evenings.

2. He ___________ experience while working for the newspaper.

3. Who do you think will __________ the next election?

e) mean to do, mean doing

Mean to do sth.“打算干…事”; mean doing sth.“意味着…”.

1. I meant __________ (give) you this book today, but I forgot.

2. Missing this train means _________ (wait) for another hour.

F) lonely, alone

这两个词都有“单独”，“独自”，“孤单”的意思。但alone只是陈述一个客观事实，通常不带感情色彩，强调独自一人，没有别的同伴，无褒贬之意，只能用作表语或后置定语，另外alone还可作副词。而lonely只能作形容词，表示一种感觉，带有感情色彩。指人时，强调内心的“孤独”，“寂寞”，“冷清”，希望有人陪伴，可作表语和定语。另外lonely还可表示“偏僻的”，“人迹罕至的”，而alone没有这一意思。

1. On the island Chuch had to learn to survive all __________.

2. The old man lives __________, but he never feels __________.

3. The old man lives a __________ life in that __________ mountain village.

G) cry, weep 这两个词均指因痛苦、悲哀或伤感等出声地流泪。 weep 书面用词，指小声哭或无声地哭，侧重流泪。而cry则较为强烈,常指大声的哭.

1. We all __________ in silence for the dead.

2. We heard her __________ far outside the house.

【当堂检测】IV基础测试

a. 单词拼写

请根据汉语提示或首字母写出单词的正确形式

1. The proud man said he would rather s_______（挨饿） than beg for food.

2. What he said couldn’t s________（满足） his parents, so they kept asking him.

3. A boy l_______（带领） us to the old man’s house, so we had no trouble in finding him.

4. He is a famous p________ （诗人）and his poems are popular with the youth.

5. It is not his custom to d________（淹没） his sadness in wine.

6. She entered the lab without _____________ (许可).

7. There is now no ______________ (可能) that she comes to apologise to us.

8. Do you know when India gained its _______________ (独立) from Britain.

9. He is the most _________(英俊) man I’ve ever met.

10. He got a lot of __________ (奖状) for his excellent study.

1 Don’t look forward to the day you stop suffering, because when it comes you know you’ll be dead. 生于忧患,死于安乐.

2 A dog starving at his master’s gate predicts the ruin of the state. 树死先从叶子黄.

3 I would rather have a mind opened by wonder than one closed by custom. 宁愿创新,不愿陈腐.

4 Gather you rosebuds while you may, old time is still a flying, and this same flower that smiles today,tomorrow will be dying. 未雨绸缪.

5 However big the fool, there is always a bigger fool to admire him. 傻瓜总会发现有比他更傻的人在赞美他.6 Belief, then, is the great guide of human life. 信仰是生活的向导.

高中英语必修2教案(篇8)

1.attitude to/towards

sb/sth

2.take/adopt/have a

positive/negative...attitude

3.previous adj.ver.1.2.3.4.5.6.5.be covered with/by...． 6.enthusiastic adj.(about)

7.enthusiasm n． 8.amazing adj.9.amazed adj.(to

do)(at/by)10.amaze v

11.amazement n． 12.to one’s amazement 13.in amazement rmation n． rm sb.of sth.16.instruction n． 17.instruct v． 18.bored adj.(with)19.boring adj.20.bore v．

21.embarrassed adj.22.embarrassing adj.23.embarrass v．

24.embarrassment n． 25.behavior n．(U)26.behave oneself 27.description n． 28.describe v． 29.impressive adj.30.impress sb with．..＝sb

be impressed with/by． 31.impress sth on sb/on

one's memory32.leave/make an

impression on sb 33.encouragement n． 34.encourage sb.to do sth.35.discourage sb.from

doing sth.36.disappointed adj.37.disappointing adj.38.disappoint v． 39.disappointment n.40.disappear from sight 41.appear vi.42.(Link-v.)appear

adj./n./to be..43.It appears that从句 44.appearance n.45.be similar to sb.in sth.46.far from 47.nothing like 48.in other words 49.in a/one word 50.in words

51.keep/break one's

word/promise

52.have a word with sb 53.have words with sb 54.word come that....55.leave word with sb.56.=leave a message to sb.57.look forward to

(doing)sth.58.pay attention to

(doing)sth.59.be/get used to

(doing)sth.60.get down to(doing)sth.61.stick to(doing)sth.62.devote...to(doing)sth..63.lead to(doing)sth.64.at the start of 65.at the end of 66.go to college 67.be divided into

68.divide(up)．..among/be

tween

69.divide....in half/in

two/into halves

70.separate...from/by.....71.took an active part in...72.take part in 73.join 74.join in 75.attend

76.attend to...1.2.77.I don't

think/believe/imagine/suppose/expect that.....78.This room is three times

as big as that one.＝This room is three times bigger than that one.＝This room is three times the size of that one.79.Tom has made rapid

progress recently.—Oh，so he has and so have you.80.①So＋系动词/助动词/

情态动词＋主语②neither/nor＋系动词/助动词/情态动词＋主语③So it is with.../It is the same with...

高中英语必修2教案(篇9)

一、设计思路

高中英语课程的总目标是使学生在义务教育阶段英语学习基础上，进一步明确英语学习目的，发展自主学习和合作学习的能力；形成有效的英语学习策略，培养学生的综合语言运用能力，使他们在学习过程中，促进心智、情感态度，学习策略，文化意识的发展，形成正确的人生观和价值观，提高人文素养。

该课程标准强调“使语言学习的过程成为学生形成积极地情感态度、主动思维和大胆实践的过程。”英语教学是一种教与学的双边活动，教学的实质是交际。从这个意义出发，阅读不应是传统意义上的接受性技能（receptive skill）,而是一个积极主动的思考理解及获取信息的过程，同时也是作者与阅读者双方参与的言语交际、思想交流的过程。信息时代的到来需要人们进行广泛而有效的阅读，因而对阅读技巧的培养也提出了更高的要求。

因此，我结合新课标和学生的实际，以任务型教学模式贯穿始终，引导学生自主或者合作完成。阅读活动由整体入手，由易到难，层层深入。教学过程中，发挥网络在教学中的优势，图文并茂让学生对主题信息有一个直观的了解。整个教学活动以教材为载体，以学生为中心，学生参与活动。

二、教学内容分析

（一）教材分析

1、这节课使用的教材是人教版高中英语必修1，这套教材是在任务型语言教学理念的基础上编写的，它以话题为主线，贴近学生生活，贴近真实的教学行为，它的语言教学理念是强调语言的运用，促进学生自主学习，发展学习的策略，培养创新精神突出实践能力。

2.第3单元的中心话题是“旅游”，是一个时尚和热门的话题，不同地区的文化氛围、风土人情和地理特征都能引起学生浓厚的兴趣，激发他们的求知欲。本节课是这个单元的阅读部分，是王坤写的一篇日记，讲述了她和姐姐想骑山地车旅行，选定了湄公河作为旅游路线，文章具体谈到了他们为这次旅游做的各项准备工作。通过阅读，教师不仅要让学生学到一些有用的单词和词组，训练他们的阅读技能，还要让学生了解和学习有关旅行的知识，例如选择自己感兴趣的旅行地点，确定旅行路线，查阅相关信息，制定旅行计划等，激发学生旅游的兴趣。

（二）学生分析

高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性，初步完成了从具体思维到抽象思维的过渡，喜欢富有个性的教学设计，同时自我意识增强，不但在乎别人对自己的评价更渴望得到关注和赞赏。

高一的新生应该有较强的表现欲望和求知的欲望，具有了一定的英语语言知识和英语运用的能力，但是高一学生尚未养成较高的自主学习能力，口语表达能力和阅读理解技巧都有待提高。

（三）教学目标

1、认知目标：帮助学生利用略读等策略找出关键词；运用关键词和所预习的生词复述课文；认读东南亚国家名称，了解与湄公河相关的英语表达。

2、技能目标：通过skimming， careful reading ，generalization ，

inference 等阅读技能训练，提高阅读能力和阅读技能，培养学生获取信息、处

理信息、运用信息进行推理、判断的能力；学会用英语来表达与旅游文化相关的话题；学会用英语设计旅游计划。

3、情感目标：学生通过学习，了解湄公河背景文化知识，开拓视野，增强学生在旅游中接受异国文化的能力，并让学生感受主人公做事认真，准备充分的态度和好的习惯。

（四）教学重点与难点

教学重点

1、提高学生对文章的整体理解能力，提高略读、寻读、详读技能。

3、通过课程资源的挖掘，丰富学生的文化内涵。

教学难点：

1、如何利用略读、查读等阅读技巧来确定关键词、主题句、形成

阅读策略。

2、如何帮助学生运用阅读策略，促进学生自主学习。

3、怎样以阅读课的教学为依托，使学生学会用英语交流旅游计划，谈论旅游话题，训练学生的听、说能力。

（五）教学方法

情景教学法、讲授法、任务型教学法、分组讨论法、多媒体辅助教学

1、通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的背景文化，激发学生的兴趣，扩大学生的视野。

2、运用任务型教学法，通过课前、课中、课后的任务设计，引领学生理解文章主题，关注涉及主题的关键信息，深化理解语言背后的文化内涵及文化差异。

3、结合所给信息和图片，让学生分组讨论，在学生用英语进行表达及思维的同时，学会合作学习、自主探究。

（六）学习策略

通过pair work, group work等活动形式，培养学生的学习策略。

1、认知策略：通过Brainstorming发散学生思维，借助联想建立相关知

识之间的联系。

2、交际策略：通过同桌、小组的讨论，利用各种机会用英语进行真实交际。

4、资源策略：让学生通过网络，图书馆、报刊杂志、互联网、等资源都

给予学习内容相关的资料。

二、教学过程

Step 1 pre-reading 10’

1.Warming up and leading-in

1. Present some pictures which I took of beautiful places to arouse their interest of traveling.

Have a free talk with the students. Ask them a question:

Do you like traveling? Why?

2.Share some pictures of rivers. Let them guess the names of these rivers.

3. Ask students: “Have you visited the Mekong River?” If no, show a map to them, then introduce some information about Mekong River and show a video of Mekong River.

设计意图：

通过展示我自己拍的旅游图片，采用谈话方式导入有关旅游的话题，拉近师

生之间的.距离，消除学生的紧张情绪，营造宽松的学习气氛。进一步给学生分享一些河流的图片，让学生猜测河流名称，引出湄公河这一主题，让学生看地图，并介绍湄公河的基本知识，激发学生的兴趣和好奇心，为全面的课堂参与作有力的铺垫。

2. Prediction

学生预测课文内容，教讲解预测策略。

设计意图：

有意识地培养学生的预测能力，增加阅读的兴趣，提高阅读的效率。

Step 2 while-reading 25’

Task1略读

快速阅读文章，帮助学生归纳文章大意。简单讲解略读策略。

Task 2.跳读

教师把文章分成二个部分，学生分组阅读不同的内容，奇数排的学生阅读第一段回答以下问题：

1. Who have the journey down the Mekong River ?

2. What is the relationship between them?

3. Where did they go?

4. when did they get the chance to realize their dream?

5. How did they travel along the Mekong River? Why?

偶数排的学生阅读二，三段，找出问题答案。

Q1: Where is the source of the river and which sea does it enter? Q2: What difficulties did Wang Kun and Wang Wei find about their journey?

Q3: What can you see when you travel along the Mekong?

将学生重新组合，奇数拍与偶数排组成一组，共分成若干小组，在一起讨论，问答，交换信息。

设计意图：利用信息差，是学生通过语言交际活动把所缺的信息补充完整，达到对课文内容全面了解的目的。

Task 3 detail reading

学生详读课文，尝试概括总结王坤和王薇对待这场旅行的不同观点态度。 Task 4 Language learning

让学生从文章里找出一些重要的单词和短语，并能够记住它们。

1. Words and phrases that indicate people’s attitude and

personality:

dream about , be fond of, care about, determined, stubborn, insist, shortcoming, make up her mind, change her mind, give in, reliable

2. Words and phrases that relate to a trip plan

ever since, persuade, graduate, cycle, organize, schedule, journey

3. Names of certain places

glacier, rapids, valley, waterfall, delta

设计意图: 引导学生掌握有用的词汇和表达，并应用到实际语言交际中。

Step 3: Post-reading 10’

运用本节课所学知识（单词，短语，be doing结构）制定旅行计划。

Group discussion: A travel plan Destination: Reasons: Transport: Reasons: Budget: Preparations:

设计意图：创设一个真实的场景，让学生们在这个场景中用英语进行思考、表达及交流。该阶段也是学生们在课堂上运用英语的一个真实展示。

Step 4 Homework

1. Make a travel plan for your summer holiday, use the words, phrases and sentences learnt from in this class.

2. preview the tasks in learning about language.

三、板书设计

主要罗列本节课所学重要单词及表达，突出知识重点四、教学反思

本节课是阅读课，根据自己对教材的理解，紧扣主题设计了教学环节，

以在帮助学生掌握阅读策略和阅读技巧，提高学生的阅读理解能力以及口头表达能力。整个教学过程采用教师设置任务后，学生个人活动、小组活动、师生活动

等形式组织教学，将学生的自主学习作为课堂的主体，引导学生完成学习任务。首先，本人在设计本课教学中，采用了不同的教学手段和思路，课堂活动多样。导入部分，充分发挥网络优势，搜集与主题相关资料，一起学生的学习兴趣。略读部分，给学生充分的阅读和思考时间，了解文章大意，提高概括能力。跳读部分，设定任务，设计问题，采用分组阅读和小组讨论的形式，提高学生获取信息和处理信息的能力，以及自主学习的能力。教学过程体现了层次性与任务设计的有效性。

其次，阅读文章篇幅较长，内容较多，学生如果预习不充分，可能会消化不了。没有完全注重到学生的个别差异。Discussion部分可再让两三个学生起来展示，结束得比较仓促。

高中英语必修2教案(篇10)

目前高中历史教学，高一年级是关键，培养历史情结是重点。

一是优化课堂教学内容，创设积极的学习环境，构建先进而科学的教学模式，让学生“愿”学。

高中英语必修2教案(篇11)

九年级英语unit5课件

九年级英语unit5重点短语与句型归纳

Unit5 Topic1

China attracts millions of tourists from all over the worlh.

【重点短语】

1.It has been+时间段+since从句

It is+时间段+since从句

时间段+has passed+ since 从句

自从……以来已经多长时间了

2.know very little about 对……几乎不了解

3.places of interest 名胜古迹

4.all over the world 全世界

5.a great number of 许多，大量

6.the second longest 第二长

7.the birthplace of ……的发源地

8.fetch sb. sth.= fetch sth. for sb.

为某人取某物

9.in detail 详细的

10.millions of 数百万

11.be worth doing sth. 值得做某事

through 流经

13.lie in 位于……之内

lie on 和……紧挨着，相邻

lie to 隔……相望，不相邻

14.a/the symbol of ……的象征

15.imperial power 帝王权利

16.play an important part/role

扮演重要的角色

17.stretch from…to…

从……延伸到……

18.join…together 把……连接在一起

19.wear away磨损，消耗

20.seperate…from… 把……与……分开

21.bring…into…把……带入，使达到

22.be regarded as 被看做……

23.the home of ……之乡

24.the largest number of 最多数量

25.along/together with… 和……一起

26.begin to do sth. 开始做某事

27.since then 自从那时起

28.be similar to 与……相似

29.the pronunciation of ……的发音

30.the same as 和……一样

31.be famous for 因为……而著名

【重点句型】

1.Chinais a great country with about 5000 years of history.

/Chinais a great country (which/that) has about 5000 years of history.

中国是一个有着五千年历史的国家。

2.It is a book with details aboutChina.

/It is a book (which/that) introducesChinain detail.

这是一本详细介绍中国的书。

3.And some of them are very famous, such as Mount Tai, Mount Huang, Mount Song and Mount Emei.

并且他们中一些非常著名，例如泰山，黄山，嵩山和峨眉山。

4.That correct! 非常正确！

Unit5 Topic2

He is really the pride ofChina.

【重点短语】

1.in the field of 在……领域

2.be born 出生

3.wise sayings 至理名言

4.the importance of ……的重要性

5.receive/get/have a good education

接受好的.教育

6.at the age of 在……岁时

7.travel around 环游

8.search for 搜寻，搜查

9.good rules of behavior 好的行为准则

10.in one’s thirties 在某人三十多岁时

11.the rest of 剩余的

12.pass away 去世

13.set up 建立

e to an end 结束

15.be proud of/take pride in 为……感到骄傲

be the pride of 是……的骄傲

16.play an important role/part

扮演一个重要的角色

17.succeed in doing sth. 成功做某事

18.more than half a century earlier than

比……早半个多世纪

19.die of 死于（内因）

die from 死于（外因）

20.sail to 航行到……

21.graduate from 从……毕业

22.as well as 和，又，和……一样好

23.make contributions to 为……作出贡献

24.from then on 从那时起

25.in charge of 主管，负责

26.be honored as 被誉为……

27.the father of ……之父

28.have great influence on 对……有好的影响

29.depend on 依靠，取决于

30.be used for 被用于……

31.at the end of 在……末

32.the method of ……的方法

【重点句型】

uld you tell me more about him?

你能告诉我关于他更多的吗？

2.It’s hard to believe.很难相信

3.What a great explorer!多么伟大的探险家！

4.He was a great thinker who had many wise ideas about human nature and behavior.

他是一个对人的本性和行为有很多真知灼见的伟大的思想家。

5.He was also a famous philosopher whose sayings have influenced many people in different countries.

他也是一位著名的哲学家，他的至理名言对不同国家的许多人产生了影响。

6.When I walk along with two others, I may be able to learn from them.

三人行，必有我师。

7.He who learns but does not think is lost, he who thinks but does not learn is in danger.

学而不思则罔，思而不学则殆。

高中英语必修2教案(篇12)

阅读完第一模块教材文章后翻译下列六个句子：

1.我宁愿工作也不愿无所事事地（doing nothing）待在家中。(prefer to ……rather than……)

2.这台电脑与那台电脑不同的另外两个方面是存储（storage）和速度。(in which引导的定语从句)

3.对于汉语来说，四川省与贵州省之间的发音差异很有可能与他们省内的发音差异一样多。（as much ……within the two provinces as between……）

4.一位北京人在理解广东话方面有些困难。（have difficulty in doing something）

5.现在农村发生了巨大变化，以至于你轻轻按一下开关就有自来水（running water）。(so that 引导的结果状语从句)

6.专家说这种顾客对顾客的服务体系（customer to customer service system）使得人们买到更便宜东西成为可能。(make it possible for people to do something)

高中英语必修2教案(篇13)

一、教学目标

情绪的单词：feel, sad, angry, happy, worried, afraid。

能完成本页的看图完成句子的活动

二、教学重点

1. 能够听、说、读、写有关情绪的单词：feel, sad, angry, happy, worried, afraid。

2. 能够正确使用上述单词描述自己或他人的情绪

三、教学难点 Let’s wrap it up板块

四、教学过程

【自主学习】

1.Greeting

2.引用学过句型，How does he \she feel ?操练交流。引出People have different feelings .

教师利用挂图呈现A Let’s learn 板块第一幅插图，提问学生：Who is she? What is it? What are they doing? How does Sarah feel? Why?引导学生谈论图片，引出并教授描述Sarah和小猫不同的情绪单词：angry，afraid.

【合作探究】

1、教师利用视频呈现不同动物的表情和动作，引出观点:Animals have feelings .

2、教师播放小狗puppy 的视频，整体呈现并教授描述情绪和心理状态的词汇，如：angry，afraid等，教师提问学生：what is puppy doing ?how does it feel ? What will it do ? 要求学生将小狗的情绪和动作进行匹配。

3、教师呈现A;Let ‘s learn 板块的挂图，与学生谈论图片：not only the dog ,but also the cat has feelings,too .chen jie has a pet cat ,what are they doing ? How does sarah feel ?how does the cat feel ? Why ? 要求学生观察图片，猜测Sarah和宠物猫的情绪，并进行简单的描述。

【展示交流】

1、记忆游戏

教师出示四幅编好号的图片。教师描述图片，学生迅速找出对应的图片并报出号码。也可以变成教师报数，学生说出对应的单词或句子。

2 学生制作本课的单词卡片，每张写有一个表达情心理状态的单词，是大写字母，如： sad, worried, happy.学生四人一组，学生A快速展示一张卡片再放下，其他三名学生说出所见单词。首先，说出的得一分，然后到学生B展示卡片，以此类推，得分最多者获胜。

高中英语必修2教案(篇14)

Where’s your pen pal from?

一、单元教材分析

二、教学目标分析

1、语言目标

a. 重点词汇：

Countries: Canada, China, France, Japan, the United States, Singapore,Australia,The United Kingdom, Paris.

Cities: Sydney, New York, Toronto, Toyo, London

Languages: English, French, Japanese, Chinese.

b. 重点句型： -Where…from? -She‘s/He‘s from…

-Where does…live?-She/He lives in …

-What language does she /he speak? -She/He speaks ….

2、能力目标

a. 培养学生在文段中寻找信息的能力;

b. 学会用英文给笔友写回信，简单介绍个人情况;

c. 通过有效地小组合作，培养学生合作能力及团队精神。

d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 ,

使学生能熟练运用新句型来谈论年龄和日期。

3、交际目标

通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。

4、德育目标

了解世界，了解不同地区的人文风俗;学会理解和尊重异国文化。

三、单元重难点分析

重点： 1. 谈论国籍、民族及其语言。

2. 询问并回答人们的住处。

难点： 1. 含from的where引导的特殊疑问句及其回答

2. 含live的where引导的特殊疑问句及其回答

四、课时结构

为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。

Period 1 Section A 1a—2d

Period 2 Section A 3a—Section B2c

Period 3 Section B 3a---3c

Period 4 Summing up Section A and B and the grammar.

五、教学过程设计

The First Period

Teaching aims:

1.Learn to express the main countries and cities.

2.Know something about the countries.

3.Master where- sentence structure.

Key points:

1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore,the United Kingdom, country, Sydney, New York, Paris, Toronto,Tokyo world

2.Sentences: -Where is your pen pal from? -He‘s from Australia.

-Where does he live? - He lives in Paris

-Where is John‘s pen pal from ?

Teaching aids:

Some cards with cities and countries.

Teaching procedures:

Step 1.Lead—in (1a&2a)

Step2.Practice(1c&2d)

②With these sentence structures, ask students to practice them in pairs.

③Make a Survey to understand your classmates better.

Step3.Listening comprehension(1b,2b&2c)

Revise Section A1a—2d

Make a similar dialogue about pen pals

The Second Period

Teaching aims:

1. Go on to learn the countries and cities.

2. Master where- sentence structure.

3. Learn the new sentence structure: -What language does she/he speak ?

- He/She speaks…

Key points:

1. Words: language, Japanese, French, in English.

2. Sentences: -What language do they speak?

-What language does she /he speak ?

-She/He speaks ……

Teaching aids:

Some cards with cities and countries.

Teaching procedures:

Step1.Revision (Brain Storm)

Step2.Lead—in (3a&SectionB1)

Step3.Listening comprehension (SectionB2a&2b)

Do some listening exercise to review what we learned before.通过这个听力练习，巩固前面所学的知识，也为下一步的学习举了一个范例，相当于一小步导入。

1My pen pal is . She is from speaks has .

2.Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals.

The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes….

3.Discuss with your deskmate.

4.Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages,

高中英语初中教案

教案课件是老师上课做的提前准备，因此想要随便写的话老师们就要注意了。只要提前准备好教案课件工作，这样才能避免实际教学中应对不足的情况。这篇文章名为“高中英语初中教案”教师范文大全特意为您精心整理，希望您能将此文加入您的收藏夹中！

高中英语初中教案篇1

高中英语是学生学习语言技能和文化素养的关键时期。为了提高高中生的英语水平，教师需要制定具体有效的教案来指导教学。本文将分析高中英语初中教案的重要性，并提供一个详细的教案示例，以帮助老师更好地教授英语课程。

第一部分：高中英语初中教案的重要性

1. 学习目标的制定：教案有助于教师在每堂课之前明确学习目标，从而使教学更有针对性。教师可以根据学生的英语水平和学习需求，设计合适的教学活动和评估方法。

2. 教学资源的准备：教案还有助于教师提前准备好教学所需的资源，如教材、教具、多媒体资料等。这样可以确保教学过程顺利进行，充分利用教学时间。

3. 教学活动的设计：教案可以帮助教师设计各种多样的教学活动，如听说读写综合训练、小组合作、角色扮演等。这些活动可以培养学生英语语言能力和综合运用能力，提高他们的学习兴趣和积极性。

4. 评估和反馈：教案是评估学生学习情况和提供反馈的重要依据。通过设计合适的评估任务和评分标准，教师可以了解学生的掌握程度并及时给予指导和建议。

第二部分：教案示例

主题：世界文化遗产

学习目标：

1. 了解世界文化遗产的概念和重要性；

2. 学习并掌握有关世界文化遗产的词汇和表达；

3. 提高听说读写的能力；

4. 培养学生对不同文化的兴趣和尊重。

教学步骤：

步骤一：导入（5分钟）

引入主题，并利用多媒体资料展示世界文化遗产的图片和视频，激发学生的兴趣。

步骤二：学习词汇（10分钟）

利用图片或单词卡片教授与世界文化遗产相关的词汇，如“古迹”、“遗址”、“文化”、“自然遗产”等。帮助学生掌握并理解这些词汇的含义和用法。

步骤三：听力训练（15分钟）

播放录音，听一段描述世界文化遗产的对话。然后，让学生回答与对话相关的问题，检查他们的听力理解能力。

步骤四：阅读训练（20分钟）

提供一篇关于世界文化遗产的短文给学生阅读。随后，设计一些问题以测试学生的阅读理解能力，并引导他们提取信息和作出推测。

步骤五：口语训练（15分钟）

学生分成小组，讨论并展示他们所了解的一个具体世界文化遗产。鼓励他们使用相关词汇和表达，以提高口语表达能力。

步骤六：写作训练（20分钟）

要求学生选择一个自己喜欢的世界文化遗产，用英语写一篇短文介绍其历史、特色和重要性。教师提供写作指导和帮助，鼓励学生尽力运用所学知识。

步骤七：评估和反馈（5分钟）

教师根据学生的口语和书面表达，进行评估并提供适当的反馈。给予学生认可和建议，激励他们的学习动力。

教案是高中英语初中教学中不可或缺的一部分。通过制定详细而生动的教案，教师可以确保教学过程的有效性和高效性，并帮助学生更好地学习和掌握英语知识和技能。希望本文提供的教案示例对教师们的教学实践有所帮助。

高中英语初中教案篇2

标题: 创新的高中英语初中教案

导语：

英语教学在初中阶段扮演着重要的角色，因为这是学生打下良好英语基础的时期。本文将提供一份创新的高中英语初中教案，帮助学生在愉快的学习氛围中提高语言能力。

高中英语初中教案的设计是为了激发学生对英语的兴趣，培养他们的学习动力，从而提高他们的学习效果。通过创新的教学方法和活动，学生能够在积极的学习环境中掌握语言技能。

一、教学目标：

1. 培养学生的听、说、读、写能力。

2. 培养学生的合作和团队合作精神。

3. 培养学生的英语学习习惯和学习策略。

二、教学内容：

1. 语法：根据学生的水平，从基础语法知识到复杂语法知识的渐进性学习。

2. 词汇：根据学生的兴趣和实际需求，选择与话题相关的词汇进行学习。

3. 阅读：通过选读课文、短文和故事，培养学生的阅读能力和理解能力。

4. 写作：通过写作练习，提高学生的写作能力和表达能力。

三、教学方法：

1. 情境教学法：通过设置真实场景，让学生在真实语境中学习和应用英语。

2. 小组合作学习法：鼓励学生分组进行活动和任务，培养他们的合作和团队合作能力。

3. 游戏教学法：通过游戏和竞赛的方式激发学生的学习兴趣，提高他们的语言运用能力。

四、教学活动：

1. 角色扮演：学生扮演特定角色，通过对话练习口语表达能力。

2. 演讲比赛：学生准备主题演讲，培养他们的演讲技巧和表达能力。

3. 阅读讨论：学生阅读材料后进行小组讨论，培养他们的阅读和理解能力。

4. 写作比赛：学生在一定时间内完成写作任务，并进行评选，激发他们的写作潜力。

五、教学评估和反馈：

1. 进行期中和期末考试，评估学生的语言掌握情况。

2. 提供课堂活动和作业的反馈，指导学生提高语言技能和学习策略。

3. 鼓励学生自主评估和反思学习过程，激发他们对英语学习的动力。

六、教学资源：

1. 教材：选择合适的教材和教辅材料，满足学生的学习需求。

2. 多媒体设备：使用多媒体设备来显示图片、视频和音频，丰富教学内容。

3. 课外阅读：鼓励学生阅读英语相关的书籍、杂志和新闻，扩大他们的词汇和阅读能力。

高中英语初中教案的设计需要重视学生的兴趣和需求，通过创新的教学方法和活动来激发学生的学习兴趣，提高他们的学习效果。只有在积极的学习氛围和良好的教学资源的支持下，学生才能在英语学习中不断进步，提高他们的语言技能。

高中英语初中教案篇3

高中英语教学是英语学习的重要环节，决定了学生的英语基础和能力水平。而初中英语教学则为高中阶段的学习打下了坚实的基础。本文将详细介绍一篇高中英语初中教案，旨在帮助教学者更好地展开高中英语教学。

一、教学目标：

1. 通过本节课的学习，学生能够理解和运用本课所学习的词汇和句型；

2. 学生从课文中能了解当代社会中的某些问题，培养学生的思辨能力和批判性思维；

3. 学生需要掌握一些写作技巧，如如何写一篇图表报告等。

二、教学内容：

本节课的教学内容主要为阅读理解和写作，具体内容如下：

1. 阅读理解：学生将阅读一篇关于当代社会中的某个重要问题的文章，通过阅读了解作者的观点，并回答相关问题；

2. 写作：学生将就给定的一个图表撰写一篇图表报告，要求学生在报告中简单描述图表的主要内容，并提供自己的观点和建议。

三、教学步骤：

1. 导入：通过引入一些和当代社会有关的话题，引起学生的兴趣，激发他们对课堂内容的思考；

2. 阅读理解：教师提供一篇有关当代社会的文章，学生进行阅读，并在阅读过程中标记出重要信息；

3. 阅读理解讨论：学生在小组内讨论文章中的观点、问题和解决方法，并记录下来；

4. 教师引导学生回答阅读理解的相关问题，并对学生的回答进行点评和纠正；

5. 写作指导：教师将具体介绍图表报告的写作结构和技巧，然后提供一张图表给学生，在课堂上指导学生如何进行报告写作；

6. 学生写作：学生根据所给图表进行写作，写完后互相交换作品，并进行互评；

7. 教师总结本节课所学的内容，巩固学生的知识点，并提醒学生在作业中注意相关写作技巧和表达方式。

四、教学评价：

1. 学生的参与度：教师可以通过观察学生在课堂上的表现和参与度来评价学生的学习情况；

2. 学生的阅读理解能力：教师可以通过学生的回答和讨论记录来评价学生对文章的理解程度；

3. 学生的写作能力：教师可以通过学生的图表报告作品来评价学生的写作水平和掌握的写作技巧；

4. 学生的合作能力：教师可以观察学生在小组讨论和互评中的表现来评价学生的合作能力。

五、教学延伸：

1. 学生可结合本课学习的内容进行更多的写作训练，如写一篇关于当代社会问题的议论文或社论等；

2. 学生可以通过小组合作的方式进行更多的阅读理解和讨论，以提高他们的思辨能力和批判性思维；

3. 教师可通过多媒体等方式向学生介绍更多的当代社会问题，以拓宽学生的视野和知识面。

：

高中英语初中教案需要教师根据学生的实际情况和教学目标来设计，并结合合适的教具和教学方法，以达到更好的教学效果。通过本设计的教学内容和步骤，在学生的阅读和写作能力上都能得到较大的提高，同时培养了学生的思辨能力和合作能力。这样的教案设计能够激发学生学习英语的兴趣，提高学生的学习效果。

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