摘要：
高中英语必修一英语读写教案●从容说课 This is the first period of this this period，students are expected... 高中英语必修一英语读写教案
●从容说课 This is the first period of this this period，students are expected to discuss what kind of person they purpose is to give students chance to practice their oral English，at the same time，they can have a general idea about what are the qualities they should find in a great this period，there is a part designed to practice speaking and order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially Nelson ’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study. ●三维目标 ： Learn and master the new words and expressions in this period. Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal Phrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison ： (1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Do reading practice to improve the students’ reading abilities. ： (1)Learn about some great people and qualities they have in common. (2)Develop the students’ moral quality. ●教学重点 (1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Enable the students to grasp the main idea of the passage. (3)Improve the students’ reading ability. ● 教学难点 (1)How to express their own opinions and ideas. (2)How to grasp the main idea of a text or a passage. ●教具准备 The multimedia and the blackboard. ●教学过程 Step 1 Greetings Greet the whole class as usual. Step 2 Lead-in T： (Walk to one boy) Wang Bin，what do you usually do on weekends? S1：I sometimes play basketball with like basketball very much. T：Do you know who he is? S1：Of course I is Jordan，my is the best basketball player in the have many pictures of him. T：Yes，you’re quite is very famous and many people all over the world worship do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens? S2：Yes，we learnt about this in our history blacks were first brought to America as were treated badly and they had no rights. T：That’s we all know that things are different you know how they could have the same rights as the whites? S3：We don’t know much about tell us more. T： people devoted themselves to were put into prison and some even lost their at the two pictures and read the notes about have a discussion in groups of to explain why they are great men. (Show the following pictures and their information on the screen
以下是 无 为大家整理的关于《高三英语必修一教案范文》的文章，供大家学习参考！ 一、教学目标与要求 通过本单元教学，学生应能熟练地运用表示“提供和拒绝帮助”的常用语;复习句子的成分——主语;了解纽约的发展历史和土著人被压迫的历史。 二、教学重点与难点 1.重点词汇 1. a handful of 2. tear down 3. turn away 4. now that引导状语从句 5. take possession of 6. have an effect on 7. make agreements with 8. become know as… 9. deal with 10. in turn 11. in the rush 2.重点句型 1)Today Native Americans express their anger over this business deal. 2)This is because the surface of the earth is not flat but round. 3)Now that they could ride horses, it became easier to hunt the bison. 4)This in return had an effect on the food supply for wolves. 3.语法 复习和归纳句子的成分——主语 1)The first settlers on the plains were farmers. 2)The killing of the bison changed the whole wild life of the plains. 3)Whether he will come or not is unknown. 4)To see is to believe. 5)The learned should be respected. 教学建议 教学教法： 进入高三下学期的学习，基本进入了全面备考状态。北京特级教师张铁城老师有如下建议： 1. 对近年高考题精耕细作，反对盲目的题海战术。 2. 不要单纯背词汇表，要把词汇与语法结合起来，要在具体语篇中记忆词汇。 3. 要多读多题材的阅读文，特别是现代生活中的热点问题。 4. 要增加听力训练的力度，充分利用高三课本资源。 词语辨析： 1820 the population of New York had grown to about 125 000, making it the largest city in the USA. making it the largest city in the USA是分词短语作结果状语。动词make 意为“使成为”，接名词或形容词构成复合结构。如： The bus was held up by the snowstorm, thus causing the delay. Her husband died in the war, making her a widow with three children 1858 an area of poor housing, factories and farm buildings was torn down and Central Park was created, reaching from 59th Street to 110th Street and across three avenues. 1)tear(tore，tom)是动词，意为“撕开，扯掉”。短语动词 tear down，意为“撕下，拆毁”。如： tear down a notice 撕下一张通知 tear down a dangerous wall 拆毁一道危墙 2)reach作“延伸”解。reaching from 59th Street. . . and across three avenues是现在分词作定语，修饰Central Park，相当于一个定语从句。 ①现在分词作后置定语相当于限制性定语从句，表示主动的动作或动作正在进行。 Anyone swimming will be punished. The road joining the two villages is very wide.连接这两个村子的路非常宽。 ③现在分词的被动语态作后置定语(既表示被动，也表示动作正在进行) The question being discussed is very important. Do you know the boy being punished by our teacher? 1892 the age of mass arrival began, during which 15 million new people passed through Ellis into the USA. over a period of 62 years. 1)mass是名词，意为“大量，大批”，mass arrival是名词修饰名词，mass作定语。英语中名词修饰名词是常有的现象。如： head teacher班主任 express train快车 news broadcast 新闻广播 welcome speech 欢迎词 time table时间表 orange juice 橘子汁 press conference 记者招待会 research project研究计划 power plant电厂 weather forecast天气预报 2)pass through为固定短语，含义为“穿过，通过，路过”，其中 through既可当介词用，也可当副词用。如： He passed through unspeakable difficulties. We're just passing through on our way to Shanghai that，due to，because of，owing to，since，as 1)now that.作“既然”时相当于since.突出事实性，而as作“既然”语气较弱。有时now that中的that可省去。如： Now(that)you are well again，you can travel.你既然恢复了健康，就能够旅行了。 2)due to作“由于，因为，应归功于”时常作表语或跟在名词后。如： The flight was cancelled due to the storm.班机因暴风雨停航了。 3)because of“由于，因为”只能引导副词短语，在句中作状语或表语。如： Lincoln is admired because of his leadership.林肯由于出色的领导而受到人们的赞赏。 4)owing to“由于，因为”常在现代英语中与 because of，due to换用。如： Owing to unfavourable weather，I was unable to carry on with it.由于天气不好。我不能把它进行下去。
【 #高一# 导语】学习是一个坚持不懈的过程，走走停停便难有成就。比如烧开水，在烧到80度是停下来，等水冷了又烧，没烧开又停，如此周而复始，又费精力又费电，很难喝到水。学习也是一样，学任何一门功课，都不能只有三分钟热度，而要一鼓作气，天天坚持，久而久之，不论是状元还是伊人，都会向你招手。 高一频道为正在努力学习的你整理了《高一年级英语必修一教案》，希望对你有帮助！ 教案【一】 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 教案【二】 教学准备 教学目标 ■To help students learn to express attitudes, agreement & disagreement and certainty ■To help students learn to read the text and learn to write diaries in English ■To help students better understand “friendship” ■To help students learn to understand and use some important words and expressions ■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点 Words upset, ignore, calm, concern, settle, suffer, recover, pack Expressions add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns “I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. I stayed awake on purpose until half past eleven… …it was the first time in a year and a half that I’d seen the night face to face… 教学工具 ppt 教学过程 Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 1. Warming up ⑴ Warming up by defining friendship Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. Then what is your opinion about friendship? Do you think that friendship is important to our life? Why? ⑵Warming up by learning to solve problems Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely. Common problems among teenagers Solution Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. Situation 1: Friends get angry with each other when they try to talk about something difficult. Try to understand your friend/ Try to talk about the problem in a different way. Situation 2: Friends don’t know how to apologize Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. Situation 3: Some friends don’t know how to keep secrets. Keep your secrets to yourself Tips on being a good friend Treat your friends the way you want to be treated. Keep secrets that are told to you. Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend. ⑶Warming up by doing a survey Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友). Now please do the survey on page one. Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret. 教案【三】 教学准备 教学目标 1. 通过学生分享自己的旅游经历，用英语进行交流与表达。 2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。 3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。 教学重难点 教学重点：利用阅读技巧，获取文章大意及细节 教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品 教学过程 I、Warming Up: 1. I’d like to share my travelling experience with you, and would you like to share your travelling experience? 2. The world has many great rivers. Have you been to these rivers? 设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。 II. Pre-reading Have you been to the Mekong River? What countries does the Mekong River flow through? 设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。 III. Reading 1. Skimming Skim the passage and find the main idea for each paragraph Para 1: Dream Para 2: A stubborn sister Para 3: Preparation 设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。 2. Scanning 1). Read Para 1 and find the key word for the information: Who and What Where and How Why and When 设计意图：1.寻找who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习学生语言整合与连贯的能力。 2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons. 设计意图：研读课文第二段，思考至少3个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。 3). Read 3 and answer: what can they see along the Mekong River? Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience. 设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。 IV. Group work Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them. 设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。 V. Summary What have we learned in this class? 设计思路：引导学生反思本节课主要内容及重难点。 课后习题 Homework 1. Read the passage as fluently as possible after class. 2. Preview Learning about Language. 板书 板书设计： Unit 3 Travel Journal Part 1 The dream and the plan careless waterfall determined entire excited view crazy stubborn risk-taking
高中英语必修一阅读课教案
●从容说课 This is the first period of this this period，students are expected to discuss what kind of person they purpose is to give students chance to practice their oral English，at the same time，they can have a general idea about what are the qualities they should find in a great this period，there is a part designed to practice speaking and order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially Nelson ’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study. ●三维目标 ： Learn and master the new words and expressions in this period. Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal Phrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison ： (1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Do reading practice to improve the students’ reading abilities. ： (1)Learn about some great people and qualities they have in common. (2)Develop the students’ moral quality. ●教学重点 (1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Enable the students to grasp the main idea of the passage. (3)Improve the students’ reading ability. ● 教学难点 (1)How to express their own opinions and ideas. (2)How to grasp the main idea of a text or a passage. ●教具准备 The multimedia and the blackboard. ●教学过程 Step 1 Greetings Greet the whole class as usual. Step 2 Lead-in T： (Walk to one boy) Wang Bin，what do you usually do on weekends? S1：I sometimes play basketball with like basketball very much. T：Do you know who he is? S1：Of course I is Jordan，my is the best basketball player in the have many pictures of him. T：Yes，you’re quite is very famous and many people all over the world worship do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens? S2：Yes，we learnt about this in our history blacks were first brought to America as were treated badly and they had no rights. T：That’s we all know that things are different you know how they could have the same rights as the whites? S3：We don’t know much about tell us more. T： people devoted themselves to were put into prison and some even lost their at the two pictures and read the notes about have a discussion in groups of to explain why they are great men. (Show the following pictures and their information on the screen
高中英语人教版必修一说课稿
一般情况下，老师说课都会事先准备好说课的，那么，以下是我给大家整理收集的高中英语人教版必修一说课稿，供大家阅读参考。
各位老师：
大家好！
我说的课题是高中一年级英语上册第2单元English around the world的第三课时Reading。我说课的内容包括三部分，一是教材分析，二是说教法，三是说教学程序。
一、 教材分析
1、单元背景分析
本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。促使学生了解英美语言在词汇、拼写、语音等方面的区别。使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。
2、教材内容分析
本课是高中一年级英语上册 ，unit 2 English around the world 中的Reading.
本单元的中心话题是“世界英语”，具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要意义，以及英美语言的差异”。本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。
本课时主要分为两部分:
1）Pre-reading. (读前准备)
“ 读前准备”部分是Reading的前奏，此部分设计了两个问题，诱发学思考。通过对问题的讨论和比较，让学生明白学好英语的重要性。
2）.Reading (阅读)
“阅读”部分文体为说明文，全文共分三个段落。全文阐述了一个鲜明的观点：英语的确是当今世界范围内使用最广泛的一门语言之一，也是联合国的工作语言之一，它的重要作用是其他语言不可替代的。
3）Post-reading（读后）
“读后”部分共设计了两类题型：第一部分是和个问题，其中前面两个是细节理解题；第三题是一个开放性题目，鼓励学生把英语学习与现实生活相结合。第二部分是填空形式，帮助学生梳理文章，掌握文章主要细节，概括中心思想，实为文章的一个纲要。
三部分均以提高学生阅读能力为主，所以将此三部分有科学地整合成一节阅读课。
3、教学重点
1）、使学生在认识学好英语的重要性的同时，更加热爱自己的祖国。
2）、发展学生的阅读能力，尤其是归纳总结，猜词和查读（scanning）的能力。
3）、使学生通过交际性任务和合作的机会，培养他们用谚语思维和交际的能力。
4、教学难点
1）、使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。
2）、与同伴一起讨论并找到解决问题的方法。
5、教学目标
根据课文特点及新课标对高一年级学生英语学习能力的要求，本课的教学目标我定为以下几方面：一、语言目标，二、情感目标。
1. 语言目标
本课为阅读课型，是一篇说明文，涉及了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍了英美英语语言的差异。通过阅读使学生了解“世界英语”的一些基本概况，包括它的重要性和英美英语的差异。教师根据课文内容用不同的形式来训练学生，提高阅读技能。由于课文讲述的是世界英语的话题，学生会感兴趣。为了引起共鸣，可把课文与生活中经历结合一起讨论。本课的目的是使学生提高听、说和阅读能力，更深的了解学好英语的重要意义。从而激发学生学习英语的兴趣。
2. 情感目标
让学生领会英美不同文化差异和风俗习惯， 领会语言丰富多彩性和发展变化的特征，使学生在认识世界英语在人们生活中扮演的不同角色的同时，更加热爱自己的祖国，从而培养他们的祖国意识。培养他们的跨国文化意识和世界意识。
二、说教法
教学环环相扣，设计紧凑。先利用学生感兴趣的话题引起兴趣，然后带着问题有目的地阅读文章。通过回答问题掌握细节，理清线索，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后以拓展课文知识小组活动完成这节课的整体教学。使他们掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用已学词、句表达出自己的观点。学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。
为了能很好地突出重点，突破难点，圆满完成教学任务，取得良好的教学效果，我抓住重点，联系实际，以学生为主体，教师为主导，让学生集中练习。为了激发学生的兴趣愉快地学，我采用限时阅读、快速阅读、判断正误等教学方法，让学生充分体现课堂教学“主体者”的身份。
三、说教学程序
1、导入：首先在学生对英语是世界上最广泛使用的语言和越来越多的人在学习英语现有情况了解的基础上，引出问题“Do you knohomany countries use English as their mother tongue？Do you knosomething about English around the world？”在学生思索时，引出课题English around the world。接着再询问学生：What language has the largest number of speakers in the world? What language is the most widely spoken and used in the world? Homany countries do you knouse English as their mother tongue?使学生对本节课的话题有进一步了解，而且很有兴趣了解“世界英语”的具体情况。从另一个角度，先给学生一个语言上的input。激发学生的兴趣和欲望.
2、Pre-reading （读前准备）：在学生回答了以上问题后，我让学生看这一部分课本上所设的两个问题： 1) Homany languages do you speak? Which is your native language? 2) If you speak more than one language, in what situation do you use the languages?让学生仔细思考后回答。教师不必忙着下结论，诱导他们从书中去思考寻找答案，激发他们探究的兴趣。
3、Reading：使学生了解英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。
任务 1：Listen to the tape ，听录音，然后让学生尽力得出大意并且回答问题
1. Homany countries are there where the majority of people speak English?
2. Hois English used in Hong Kong?
3. What language should we use on the Internet so that we can communicate with people around the world ?
任务2：让学生带着问题阅读课文（scanning）。有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在地名和新单词上面，集中精力探究文章内容。阅读后学生给出答案
（教师不要袖手旁观，可以给学生必要的引导和帮助，发展学生的自主学习能力，真正的成为学习的主体。）
任务3：根据课文内容，判断句子对与错。
1、There are more than 42 countries where the majority of the people speak English in the world.（）
2、There are more than 37,500,000 people who learn English as a second language.（）
3、NeZealand, South Africa, the Republic of Ireland and the Philippines use English as their mother tongue.（）
4、More than 750,000,000 people learn English as a foreign language.（）
5、English is the only one working language of most international organizational trade and tourism.( )
（此设计是为了检查学生是否理解文章大意和一些重点细节。）
任务4：根据课文内容，完成以下五道阅读理解题。
1、 According to the text, which is TRUE about those who use
English as a second language?
A. English is also their mother tongue.
B. They use more than two official languages in their country.
C. People enjoy talking to their family members at home in their native language.
D. They learn English at high school for about five years.
2、 What’s the situation of English used in China?
A. Most Chinese students learn English at school as a foreign language.
B. All Chinese students speak English as a foreign language.
C. The majority of Chinese students speak English at school as a second language.
D. The majority of people in Hong Kong use English as their mother language.
3、 What’s the main idea of the passage?
A. There are more than 42 countries where th majority of the people speak English in the world.
B. More than 750 million people learn English as a foreign language.
C. English is the language of global culture such as popular music and the Internet.
D. English is the language which is the most important and widely used in the world today.
4、 Which is right according to the text?
A. Native speakers of English might find it unnecessary for them to learn a foreign language.
B. English will be the only English to be used in the future.
C. English is the working language of most international organizations, international trade and tourism.
D. With the development of China’s economy, Chinese will be more and more important than English.
5、 Which is WRONG to answer the following questions.
Why is it becoming more and more important to have a good knowledge of English?
A. More and more people will become interested in English.
B. English is one of the working languages of most international organizations, international trade and tourism.
C. We can communicate with people around the world everywhere through the Internet by using English.
D. English has developed into the language most widely spoken and used in the world.
（这活动帮助学生梳理文章，掌握文章主要细节，概括中心思想。教师对学生的表现要及时给予评价：或表扬、或鼓励。让他们体验到成功的喜悦，努力的收获。因为愉快的体验会化为下一次成功的动力。）
4、Post-reading（Group-work）：
任务5：分小组讨论：1）Why is it becoming more and more important to have a good knowledge of English? 2） In which countries do we find most native speakers of English? Give the names of three counties. 3） Living in China you can use English every day in different situations. Give two examples.给学生五分钟的时间分组讨论，然后让每组的代表给出答案（完成本课教学目标）。 教师在布置任务后，应监控各小组的活动，适当的时候可以参与到学生的活动中去。在活动中，教师多用评价性语言：Marvelous /Excellent /Fantastic /Well done/Great…
（这项任务型活动，使学生有机会表达自己的看法与观点，同时，让他们学会合作，发展与人沟通的能力。进一步提高语言实际运用能力，使学生的思维能力、想象力、协作和创新精神等综合素质得到发展。）
5、Summing-up（总结）
Through learning this passage, we have got to knothat English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the necentury. With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life. So it’s no doubt that everyone should have a good knowledge of English. And I hope everyone in our class can make an effort to learn English well. But on the other hand, it doesn’t mean English is better than Chinese. We must keep it in mind that one’s mother tongue is the most beautiful language in the world. The reason why we learn English is that we should thus be more capable of building up our country. (这是个很好的机会引导学生在领会学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。It’s a good chance to lead the students to love our own country as well
as to learn English well.)
6、布置作业
1、课后熟读课文；
2、完成Post-reading 。
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。
高中英语人教必修一教案
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.
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
教学准备
教学目标
Teaching aims:
1) Get the students to master some important words, phrases and sentence patterns.
2) Enable the students to use the language points by themselves.
教学重难点
Teaching important points:
Master the usages of “more than , come up, over, be based on, present, a/ the number of”
Teaching difficult points:
present: v adj
教学工具
课件
教学过程
1 Do you know that there is more than one kind of English?
more than one 不止一个
eg：
More than one girl in this school holds such a view.
more than one 后跟___________,作主语时，谓语动词要用______。
more than
1). more than +num(数词) :over
She showed the visitors around the museum,_______________________________
___________________________________________(其建造花了3年多时间)
2)more than +n: not only
Music is more than just a sound--- it’s a way of thinking.
3) more than +adj/v : very
听到这个消息我很高兴。
____________________________________.
4) more A than B 与其说B倒不如说A
与其说他聪明倒不如说他勤奋。
________________________________.
2. Yes . I’d like to come up to your apartment.
come up
1)走近，靠近
练一练：
他走近我问我去车站的路。
___________________________________________________________.
(2)(被)提出
In order to finish the task on time, a good piece of advice came up at the meeting.
误区警示：come up 作“被提出”讲时是不及物动词短语，不能用被动语态。
拓展：
(1)Can you tell me how the accident came about?_____
(2)I came across my old classmate in the
(3)The author’s new book will came out next
(4)My dream has at last come
(5)The doctor came up with a good idea at the
3 So why has English changed over time?
Over: during
在过去的几年间，我的家乡发生了巨大的改变。
____________________________________________________________.
The girls sing songs over their work
4 It was based more on German than the English we speak at present.
base： vt 建于…之上;以…为基础
用法：base A on B
A be based on B
One should always base his opinion on facts.
变为被动：___________________________________________________________.
Exercise:
她的结论是建立在科学研究的基础上的
_____________________________________________________________.
教学是以科学为基础的一门艺术。
Teaching is an art __________________________________.
at present =at the moment
o Mother is busy preparing dinner at present.
present (adj.)
1) 现在的，目前的，可作前置定语
目前的形势________________________
2)出席的，在场的，可作后置定语和表语
出席的人们：__________________________
他出席了昨天的会议。
____________________________________________________.
所有出席会议的人都同意我的计划。
_____________________________________________.
o present (n.) 礼物=gift
o present (vt.)
present v.赠送，提出，展现，
present sb. with sth.或present sth. to sb.
把…赠送给,颁发,授予
Eg. On his birthday, his friends____________________________(送给他一本书)
◆ 即学即练
根据括号中的汉语提示完成下列句子。?
(1)How many people _______________ (出席)at the meeting?
(2)The experts ___________________ (出席会议的)were from different parts of the world.?
(3)What is your_________________ (现在的住址)??
(4)The mayor ____________ (颁发) a silver cup to the winner next week.?
(5)What are you busy doing_______________ (目前)?
(6)He gave his mother__________ (一件礼物).?
5. For example, India has a very large number of fluent English speakers .
Today the number of people learning English in China is increasing rapidly.
a number of 许多，后接______ 名词，作主语时谓语动词用_____.
The number of …的数量，后接_____ 名词，作主语时谓语动词用______.
1)去年许多人失业了。
_____________________________________________.
2)出国的人的数量正在增加。
___________________________________________.
随堂检测：单句填空
1 The film ___________(base) on a novel by Lu xun.
2 _________(actual), I am busy at the moment.
3 Many people believe the English _________(speak) on TV and on the radio is standard English.
4 The number of students _________(pass) the exam _____(be) increasing rapidly.
单句改错：
1 She came up a new idea a new idea at the meeting.
2 More than one person are against the plan.
3 I am sorry he is out at the present.
4 Basing on facts, the novel sells well.
Translation
1 对于一个中国人来说，把英语说得和说英语的本地人一样流利是不容易的。
2 一个原因就是英语的词汇量很大。
3去西方国家学英语的人数快速增加。
4很多人尽力充分利用每个机会说英语。
5我们都知道，说得越多，就越流利。：
连句成篇： 用上面的句子，根据以下的提示写一篇小短文
对于中国人来说……. 一个原因是……. 为了更好的学好英语，近年来……此外……. 因为众所周知……
Homework
Write a passage using the words ,phrases and sentence patterns that we have learn.
教学准备
教学目标
1. 通过学生分享自己的旅游经历，用英语进行交流与表达。
2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点
教学重点：利用阅读技巧，获取文章大意及细节
教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品
教学过程
I、Warming Up:
1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上著名的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
设计意图：1.寻找who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习学生语言整合与连贯的能力。
2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.
设计意图：研读课文第二段，思考至少3个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。
3). Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.
设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。
IV. Group work
Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.
设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。
V. Summary
What have we learned in this class?
设计思路：引导学生反思本节课主要内容及重难点。
课后习题
Homework
1. Read the passage as fluently as possible after class.
2. Preview Learning about Language.
板书
板书设计：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
教学准备
教学目标
知识目标:
复习两个阅读技能---scanning, skimming;
学习本单元的部分生词。
能力目标:
能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。
情感目标:
学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;
学生能明白计划的重要性,并能收获一些与之相关的谚语。
教学重难点
形成文章的图式,并在图式的帮助下复述文章的主要内容。
教学工具
课件
教学过程
Steps
Teacher’s activity
Students’ activity
Aims
Step 1
Show and tell the students the learning goals for them and make possible explanations
Students listen to the teacher and have an idea of what they are going to learn in this class.
To make the students know what they are to learn in this class
Step 2
1). Show some pictures with beautiful scenery
2) Ask the students two questions:
Are they attractive?
Where do you want to travel? – I dream about traveling…
1.) Students appreciate those pictures
2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”
1). To arouse students’ interest
2) To practice a sentence pattern
Step 3
1). Show the title of the reading passage
2). Ask the students whether this passage is about the whole process of the journey.
3). Ask the students how to skim.
4) Tell the students the skill of skimming on the screen
1) Students answer the question after they read the subtitle of this part.
2). Students tell how to skim.
1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.
2) To review how to skim
Step 4
1) Ask the students to skim more—to find out the main idea of each paragraph.
1) Students tell the main idea of each paragraph
1) To practice how to skim
Step 5
With four questions, teacher asks the students to scan paragraph 1
Ask students how the scan
Show the skills of scanning on the screen
Students scan paragraph 1, and answer the four questions
Students tell how to scan
To review how to scan
To practice how to scan
Step 6
1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table
1) Students scan paragraph 2 and finish the table
1) To practice how to scan
Step 7
1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.
2) Ask the students to match each geographic word to the proper meanings
1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.
2) Students do the matching work
1) To better know how the Mekong river flows
2) To help the students better learn the geographic words which are new to them
3) To check how the students understand the new words
Step 8
Review the structure of the passage together with the students and show some key words on the screen
Provide the students with some words and phrases which are the new words in this unit
Ask them to retell the main content of the passage in groups
With the teacher, students review the structure of the passage
Retell the main content of the passage in groups
To help students form the schema of the passage by reviewing the structure of it
To know the content of the passage better as well as to create more chances for the students to use the new words
Step 9
1) Ask the students what they learn from the story
2) Give the students some useful and related proverbs
1) Students share their opinions with the group members what they have learned from the story.
2) Students read the proverbs loudly together.
1) To encourage students to form their own views and share them with others
2) To learn some useful proverbs
Step 10
1) Summarize this class by showing the learning goals again
2)Homework
1) Students review what they have learned by reading the learning goals on the screen.
1) To help students review what they have learned in this class
高中必修一英语教案中文
1.高一年级英语上册优秀教案 篇一
一、教学设计意图
在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，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;要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。网络学习是一种学习过程交互化的学习模式。学生带着问题借助网络查询信息，进行信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。
二、教学目标设计：
知识与技能：掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。
情感价值观：通过本节课的学习，培养学生的人文和信息素养。
三、教材内容及重点、难点分析：
教材内容：本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。相比较而言，这样的课文难度更大。
教学重点：对课文内容的整体把握。学生组织语言、运用语言的能力。
教学难点：对课文内容中细节的理解。对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。
2.高一年级英语上册优秀教案 篇二
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。
3.高一年级英语上册优秀教案 篇三
一、教学目标
知识目标
1. Get students to learn some useful new words and expressions in thispart.
2. Get students to read the play.
3. Let students learn the expressions of ordering food.
能力目标
1. Develop students’ reading skills and enable them to learn how to usedifferent reading strategies to read different reading materials.
2. Enable students to understand and act out the play.
3. Have students learn how to use the expressions to order food.
情感目标
1. Stimulate students’ interests of learning English by reading and actingthis play.
2. Develop students’ sense of group cooperation and teamwork.
二、教学重点
1. Develop students’ reading and speaking skills.
2. Let students read and act the play.
3. Have students learn to use the expressions to order food.
三、教学难点
1. Enable students to learn to use reading strategies such as skimming,scanning, and so on.
2. Get students to act the play.
3. Have students make a dialogue at the restaurant.
4.高一年级英语上册优秀教案 篇四
一、教学重点：
Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。
二、教学难点：
如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。Let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。
三、课前准备
1.准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。
2.准备一些教师的照片或图片。
3.准备录音机及录音带。
四、教学过程
(热身)
(1) 播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。
(2)日常口语练习，内容可参考如下：
T：Hello, everyone! Welcome back to school! Nice to see you!
Ss: Nice to meet you!
(3) 问学生几个问题，引出本课重点内容。具体会话可参考如下：
T：Hi，everyone!Nice to see you grade are you in now?
Ss：We’re in Grade 5.
T：Do you like your new English books(new classroom, new teacher)?
Ss：Yes!
T： What are we going to talk about in Unit 1?Guess!What’s the topic of Unit 1?
2. Presentation(新课呈现)
(1)出示Let’s start部分图片，介绍说： Rabbit has many new teachers in her school. Do you have new teachers? 引导学生根据情景图的提示描述新教师。然后说：“今天我们将学习怎样描述新教师。Sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师?
(2)出示Let’s learn部分的图片，向学生介绍说：They are Sarah’s teachers. Describe these teachers.引导学生结合预习部分回答出 strong， tall， short， thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。
(3)可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。
(4)根据以下信息请学生判断会话中描述的教师是 Let’s learn配图中的哪一位： Mr Hu is the art teacher. What’s he like?He’s short and thin.完成前面铺垫的学习任务，让学生猜出哪位是Sarah的新教师。再引导学生利用 Let’s learn部分所提供的替换句型，描述Sarah的其他两位新教师，练习巩固所学新词。
(5)试着写单词。
范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写四会掌握新词的目的。
’s play (趣味操练)
(1)Let’s find out (找一找)
指导学生用所学新词和句型描述Let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如：My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。
(2)Let’s sing (唱一唱)
放歌曲“My new teacher”的录音，学生跟唱，进一步在音乐节奏中感知新词。
and extension(巩固与扩展)
(1)让学生做本单元 A Let’s learn部分的活动手册配套练习。
(2)让学生模仿Let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。
(3)让学生参照 Let’s find out部分设计一些谜语让大家清一猜。可以参考以下语言： She is ’s ’s very all like ’s she?
(4)让学生把新学的歌曲唱给家长或朋友听。
板书设计：
Unit1 My new teachers old，short thin，tall，strong, young, funny, kind
5.高一年级英语上册优秀教案 篇五
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《XX》的背景知识，在感受外国文化的同时，深刻理解XX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《XX》的背景知识，在感受外国文化的同时，深刻理解XX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
教学准备
教学目标
■To help students learn to express attitudes, agreement & disagreement and certainty
■To help students learn to read the text and learn to write diaries in English
■To help students better understand “friendship”
■To help students learn to understand and use some important words and expressions
■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text
教学重难点
Words
upset, ignore, calm, concern, settle, suffer, recover, pack
Expressions
add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in
Patterns
“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.
I stayed awake on purpose until half past eleven…
…it was the first time in a year and a half that I’d seen the night face to face…
教学工具
ppt
教学过程
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
1. Warming up
⑴ Warming up by defining friendship
Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?
Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.
Then what is your opinion about friendship?
Do you think that friendship is important to our life? Why?
⑵Warming up by learning to solve problems
Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.
Common problems among teenagers
Solution
Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.
Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.
Situation 1: Friends get angry with each other when they try to talk about something difficult.
Try to understand your friend/ Try to talk about the problem in a different way.
Situation 2: Friends don’t know how to apologize
Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.
Situation 3: Some friends don’t know how to keep secrets.
Keep your secrets to yourself
Tips on being a good friend
Treat your friends the way you want to be treated. Keep secrets that are told to you.
Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.
⑶Warming up by doing a survey
Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.
To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).
Now please do the survey on page one.
Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.
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.
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
教学准备
教学目标
Teaching aims:
1) Get the students to master some important words, phrases and sentence patterns.
2) Enable the students to use the language points by themselves.
教学重难点
Teaching important points:
Master the usages of “more than , come up, over, be based on, present, a/ the number of”
Teaching difficult points:
present: v adj
教学工具
课件
教学过程
1 Do you know that there is more than one kind of English?
more than one 不止一个
eg：
More than one girl in this school holds such a view.
more than one 后跟___________,作主语时，谓语动词要用______。
more than
1). more than +num(数词) :over
She showed the visitors around the museum,_______________________________
___________________________________________(其建造花了3年多时间)
2)more than +n: not only
Music is more than just a sound--- it’s a way of thinking.
3) more than +adj/v : very
听到这个消息我很高兴。
____________________________________.
4) more A than B 与其说B倒不如说A
与其说他聪明倒不如说他勤奋。
________________________________.
2. Yes . I’d like to come up to your apartment.
come up
1)走近，靠近
练一练：
他走近我问我去车站的路。
___________________________________________________________.
(2)(被)提出
In order to finish the task on time, a good piece of advice came up at the meeting.
误区警示：come up 作“被提出”讲时是不及物动词短语，不能用被动语态。
拓展：
(1)Can you tell me how the accident came about?_____
(2)I came across my old classmate in the
(3)The author’s new book will came out next
(4)My dream has at last come
(5)The doctor came up with a good idea at the
3 So why has English changed over time?
Over: during
在过去的几年间，我的家乡发生了巨大的改变。
____________________________________________________________.
The girls sing songs over their work
4 It was based more on German than the English we speak at present.
base： vt 建于…之上;以…为基础
用法：base A on B
A be based on B
One should always base his opinion on facts.
变为被动：___________________________________________________________.
Exercise:
她的结论是建立在科学研究的基础上的
_____________________________________________________________.
教学是以科学为基础的一门艺术。
Teaching is an art __________________________________.
at present =at the moment
o Mother is busy preparing dinner at present.
present (adj.)
1) 现在的，目前的，可作前置定语
目前的形势________________________
2)出席的，在场的，可作后置定语和表语
出席的人们：__________________________
他出席了昨天的会议。
____________________________________________________.
所有出席会议的人都同意我的计划。
_____________________________________________.
o present (n.) 礼物=gift
o present (vt.)
present v.赠送，提出，展现，
present sb. with sth.或present sth. to sb.
把…赠送给,颁发,授予
Eg. On his birthday, his friends____________________________(送给他一本书)
◆ 即学即练
根据括号中的汉语提示完成下列句子。?
(1)How many people _______________ (出席)at the meeting?
(2)The experts ___________________ (出席会议的)were from different parts of the world.?
(3)What is your_________________ (现在的住址)??
(4)The mayor ____________ (颁发) a silver cup to the winner next week.?
(5)What are you busy doing_______________ (目前)?
(6)He gave his mother__________ (一件礼物).?
5. For example, India has a very large number of fluent English speakers .
Today the number of people learning English in China is increasing rapidly.
a number of 许多，后接______ 名词，作主语时谓语动词用_____.
The number of …的数量，后接_____ 名词，作主语时谓语动词用______.
1)去年许多人失业了。
_____________________________________________.
2)出国的人的数量正在增加。
___________________________________________.
随堂检测：单句填空
1 The film ___________(base) on a novel by Lu xun.
2 _________(actual), I am busy at the moment.
3 Many people believe the English _________(speak) on TV and on the radio is standard English.
4 The number of students _________(pass) the exam _____(be) increasing rapidly.
单句改错：
1 She came up a new idea a new idea at the meeting.
2 More than one person are against the plan.
3 I am sorry he is out at the present.
4 Basing on facts, the novel sells well.
Translation
1 对于一个中国人来说，把英语说得和说英语的本地人一样流利是不容易的。
2 一个原因就是英语的词汇量很大。
3去西方国家学英语的人数快速增加。
4很多人尽力充分利用每个机会说英语。
5我们都知道，说得越多，就越流利。：
连句成篇： 用上面的句子，根据以下的提示写一篇小短文
对于中国人来说……. 一个原因是……. 为了更好的学好英语，近年来……此外……. 因为众所周知……
Homework
Write a passage using the words ,phrases and sentence patterns that we have learn.
高中英语必修一unit4教案
英语必修一unit4知识点总结
英语的知识需要长时间的积累，相关的知识点需要及时掌握好。下面就随我一起去阅读英语必修一unit4知识点总结，相信能带给大家启发。
imagine there has been a big earthquake. 现在，假设有一次大地震。
“There +be +主语+其它成分”结构中there为引导词，本身无意义，谓语动词按照就近一致原则。其它相似句型还有：
There happen to be 碰巧有 There seems/appears to be 好像有
There is likely to be 可能有 There may/might be 也许有
There must be 一定有 There can’t be 不可能有
There is said/reported to be 据说/据报道有
There used to be 曾经有 There is sure/certain to be 一定有
2. happen to. It (so) happened that…
Did you hear what happened to David last night?
你听说大卫昨天晚上发生什么事了吗?
What will happen to the children if Peter and Alice break up?
如果彼得和爱丽丝离婚孩子们将怎么办?
I happened to see Peter on the way to the bookstore yesterday.
昨天我去书店的路上碰巧遇见了彼得。
It so happened that I saw Peter on the way to the bookstore yesterday.
昨天我去书店的路上碰巧遇见了彼得。
I happened to be out when he called. 他来访时，恰巧我出去了。
(= It happened that I was out when he called.)
I happened on just the thing I had been looking for. 我偶然发现了我所要找的东西。
3. right away毫不迟疑，立刻
He is ill; you should call in the doctor right away. 他病了, 你应该立即请大夫来。
4. A smelly gas came out of the cracks. 裂缝里冒出臭气。
5. In the farmyards, the chickens and even the pigs were too nervous to eat.
农家大院里，鸡甚至猪都紧张得不想吃食。
6. But the one million people of the city, who thought little of these events, were asleep as usual that night.
但是，这个城市的一百万居民都没有把这些情况当一回事，当天晚上照常睡着了。
7. It seemed as if the world was at an end. 世界似乎到了末日。
从句表示“(在某人)看来好像;似乎”
① It seems/looks/appears as if/though…看起来好像…
② Sb./Sth. looks as if/though…(不用seem/appear)
③ There seems/appears(to be)…(不用 look)
There appears to have been a mistake. =It appears that there has been a mistake.
④ It seems so. =So it seems.看来似乎是这样。
8. In fifteen terrible seconds a large city lay in ruins.
在可怕的15秒钟内，一座大城市就沦落为一片废墟之中。
9. Two-thirds of them died or injured during the earthquake.
三人之二的人在地震中死去或受伤。
10. The number of people who were killed or injured reached more than 400,000.死伤的人数达到40多万。
10. Some of the rescue workers and doctors were trapped under the ruins.
有些医生和救援人员被困在废墟下面。
11. All hope was not lost.不是所有的希望都破灭了。该句为部分否定。All, both, everyone, everybody, everything 以及every+名词都表示全部肯定;但当not 在它们之前或之后都表示部分否定。no one, none nobody, nothing, not…any, 以及 no+名词都表示全部否定。如：
① Both of them haven’t read this story.并非他们二人都看过这个故事。
② All of the boys are clever, but none of them can work out this problem.
这些男孩都很聪明，但没有一个人能解出这道题。
③ All bamboo doesn’t grow tall.=Not all bamboo grows tall. 并非所有的竹子都长的高。
12. Workers built shelters for survivors whose homes had been destroyed.
救援人员为那些家园被毁的幸存者盖起了避难所。
13. under the weight of在……重压下，迫于
14. in the open air 在户外，在野外，露天 in the air 在空中，悬而未决
15. take turns to do sth依次，轮流做某事 in turn 依次地，轮流地
It is your turn now.现在轮到你了。
No one is allowed to get his ticket out of turn. 任何人都不准不按次序买票。
16. be shocked at对……感到震惊
17. be proud of以……为自豪
18. Our office would like to have you speak to the park visitors on July 28
19. express one’s thanks to sb /for sth…对/因……表示感谢
20. without warning 毫无预兆
21. next to紧接着，相邻，次于
22. get away from…避免，摆脱，离开
23. disarster-hit areas灾区
24. raise money 募捐，筹款
25. Listening to English is a very important skill because it is only when we understand what is said to us that we can have a conversation with somebody.
听英语是一项很重要的技能，因为只有当我们懂得别人给我们说什么我们才能与他交谈。
26. It is believed that on the surface of the earth are a number of plates.
人们认为地球表面是一些板块。
27. hold up举起;托住;支撑;使停滞;耽搁;提出;阻挡;列举，推举;(理论等)经得住
Women can hold up half of the sky.妇女能顶半边天。
28. make up弥补, 虚构, 缝制, 整理, 包装, 和解, 编辑, 化妆,补足,拼凑
Farm workers make up only a small section of the population.
农民只占人口的一小部分.
The boy made up a story; it was not true. 男孩编了个故事，这故事不是真的.。
29. The judge gave a prize and his congratulations to the cyclist who won the competition.裁判把奖金颁给赢得比赛的自行车选手，并向他祝贺。
30. The miners who had been trapped in the mine for two days were finally rescued.被困在煤矿里两天的矿工们最后得到了营救。
31. The reporter recognized that the girl who was so frightened was trying to avoid the question.记者意识到女孩很害怕，而且尽力地回避问题。
32. The big fire destroyed two shops which are about four blocks from here.
大火摧毁了离这儿四个街区的两个商店。
33. I can’t express how I am feeling at the moment. 我无法表达我现在的感觉。
34. It is said but true that people die in earthquakes from falling furniture and bricks. 据说但是真实的，在地震中人们死于倒落的家具和砖块。
35. be fixed to…被固定到……
36. be tied to … 被绑在……
教学准备
教学目标
Teaching aims:To let the students know much about Lin Qiaozhi and be inspired by her spirits.
教学重难点
let the students know much about Lin Qiaozhi and be inspired by her spirits.
教学过程
Step I: (导入)
Leading in: look at some pictures about a kind of disease
Hand-foot-mouth disease
T: Can you guess the name of the disease?
S: 手足口病
T: How to say it in English?
S: Hand-foot-mouth disease.
T: Do you think it is important to keep the children clean and healthy?
S: Yes.
T: Whose job is it to protect them from getting diseases?
S: Doctor’s.
T: Today we’ll learn about a great woman doctor. (show the pictures of her) Who is this woman?
S: Lin Qiaozhi.
T: Who would like to say something about her?
S1: …
S2:…
T: Let’s enjoy a video about her introduction.(show the video) What do you think after watching?
S:…
T: Do you want to know more about her?
S: Yes.
【课内探究】Step II : Fast reading
【自主学习】Q 1. What’s the passage mainly about?
After doing some research on Lin Qiaozhi, the writer was inspired by her and decided to study at medical college and carry on her good work
Q2. How did the writer know the information about Lin Qiaozhi, a specialist in women’s diseases?
By chance he came across an article about her while surfing the internet.
Q3. Why did Lin Qiaozhi write a small book?
A. It explained how to cut the death rate from having and caring for babies.
B. It gave some simple rules to follow for keeping babies clean, healthy and free from sickness.
C. It was intended for women who lived in the countryside in an emergency they could not reach a doctor.
D. All the above.
【有效训练】Step III: Careful reading
What are the three achievements about Lin Qiaozhi mentioned in the passage?
1. She became a specialist in women diseases.
2. She got a medical training for her career.
3. She made sure that about 50,000 babies were safely delivered.
【合作探究】Step IV: Group work
1. Was it easy for a woman to get medical education at that time? Give a reason.
2. What do you think are the important qualities a good doctor should have?
【精讲点拨】Step V : Retell the story
Lin Qiaozhi wrote a small book that ___ _______ ___ women in the countryside. It was difficult for a woman to ___ ______ ______ at that time, for girls education was always ______ ______ __ boys. _____ made her succeed was the _______ and ___________ she showed to her patients. She often went late at night to ______ __ _____for a poor family who couldn’t ____ her. I was inspired and decided to _____ __ her good work.
【有效训练】Step VI: Speech time
Lin Qiaozhi was a successful woman and achieved what she wanted. A Chinese saying: “Women can hold up half of the sky”. But nowadays, can women have the same chances as men in their careers? Are women and men really equal?
我国男女人口出生比例示意图
男女就业比例：
Show your speech !
What do you think? First discuss in your groups, then give your report to the class.
【课后延伸】Step VII : Don’t forget your homework:
1. Add more details to your speech and write it down in your exercise book.
2. Surf the internet to find more about Lin Qiaozhi.
课后习题
reading:
Q 1. What’s the passage mainly about?
Q2. How did the writer know the information about Lin Qiaozhi, a specialist in women’s diseases?
Q3. Why did Lin Qiaozhi write a small book?
A. It explained how to cut the death rate from having and caring for babies.
B. It gave some simple rules to follow for keeping babies clean, healthy and free from sickness.
C. It was intended for women who lived in the countryside in an emergency they could not reach a doctor.
D. All the above.
reading
What are the three achievements about Lin Qiaozhi mentioned in the passage?
III. Group work
1. Was it easy for a womam to get medical education at that time ?
Give a reason.
2. What do you think are the important qulities a good doctor should have?
IV. Retell the story
Lin Qiaozhi wrote a small book that ___ _______ ___ women in the countryside. It was difficult for a woman to ___ ______ ______ at that time, for girls education was always ______ ______ __ boys. _____ made her succeed was the _______ and ___________ she showed to her patients. She often went late at night to ______ __ _____for a poor family who couldn’t ____ her. I was inspired and decided to _____ __ her good work.
V. Homework
1. Add more details to your speech and write it down in your exercise book.
2. Surf the internet to find more about Lin Qiaozhi.
教学准备
教学目标
Te aching aims:
aims:
In this class, most of the students will:
1. learn the outline of the sample passage about a great woman.
2. learn some useful expressions and structures of describing a great woman;.
aims:
the students will read the sample passage and learn how to describe a great woman by imitating the sample passage.
aims:
Arouse the students’ interest of great women and learn something from them.
教学重难点
Teaching important points：
Students will learn to analyze the outline of a sample passage and learn to write a composition of a great woman.
Teaching difficult points
Ss learn some useful expressions: be admitted to, devote oneself to.
教学过程
Teaching procedures:
Step 1 Warming-up:
Play a part of Roman Holidays and then talk about the famous actress a nd great woman Audrey Hepburn.
设计意图：这是一节阅读加写作课，为避免枯燥，首先课前播放《铿锵玫瑰》歌曲，导入伟大的女性话题，然后请学生观看一段罗马假日电影片段，引入女主角奥黛丽赫本，通过图片，让学生了解到她不仅仅是一个演员还是一个伟大的女性，贴近话题。
Step 2 Reading:
Activity 1. Fast reading
Ask the students to read the sample passage quickly and answer the following questions.
1. When and where was Hepburn born?
2. Which film made her famous?
Activity 2 Detailed reading.
⑴Ask the ss to read the passage carefully and fill in the blanks.
设计意图：读细节，让学生从文章中学习相关词组和句型结构，为后面顺利写作进行细节铺垫，阅读过后呈现思维导图，让学生对所学知识更加直观清晰。
A great person
Para 1 Background (背景)
Para 2 Achievement (成就)
Para 3 Assessment (评价)
设计意图：通过阅读，让学生了解文章的篇章结构，为学生后面‘对伟大女性’描写做好整体性框架的把握。推导出描写伟人一般的普遍的框架。
Step 3 Talking：
Ask the ss to work in groups to talk about Madame Curie according to the given information.
The whole class are divided into to 3 groups. Ss in group 1 ta lk something about her family background and education. Ss in group 2 talk something about her j obs and achievemen t. Ss in group 3 talk something ab out her impressions on others.
设计意图：学生通过给定的信息，用已学知识谈论居里夫人，为写作做写前铺垫。
Step 4 Writing：
1. Ask the st udents to write down what they talked about Madame Curie within 10 mins.
2. Check in class.
Show several compositions of them in class.
设计意图：教师先批阅学生作文，起到示范的作用, 引导学生自己修改。
3. Peer check in pairs
Encourage the students to share their compositions with th eir partners and find out some good sentences and correct mistakes if necessary. The possible checklist is as follows:
1. If all the information has been included?
①Her family background and education
②Her jobs and achiev ement
③Her impressions on others
2. Right tense?
3. Right voice?
4. Are there any advanced words、structures and complex Sentences?
设计意图：交换批改同伴的文章，通过欣赏其他同学的文章，巩固今天所学知识，通过关注和发现同伴写作中的优秀的句子和出现错误的地方，进一步帮助和提醒学生更好地写作。
Step 5 Summary
T guides Ss to make a summary.
A famous saying from Madame Curie.
课后习题
Homework:
Improve and polish your writing after class and hand it in to me.
【 #高二# 导语】高二时孤身奋斗的阶段，是一个与寂寞为伍的阶段，是一个耐力、意志、自控力比拚的阶段。但它同时是一个厚实庄重的阶段。由此可见，高二是高中三年的关键，也是最难把握的一年。为了帮你把握这个重要阶段， 无 高二频道整理了《高二英语教案《Unit4Bodylanguage》》希望对你有帮助！！ 教案【一】 教学准备 教学目标 1. 教学目标 (1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。能够表达一些Body language. (2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。 (3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。 教学重难点 教学重点和难点 (1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。 (2) 让学生合适地使用不同的身势语。 (3)课文中现在分词作定语和状语的长难句。 教学过程 Step 1. Lead in (1)The teacher shows a question on screen： How can we communicate with others when we can’t speak ? Then ask a student to answer. 设计说明：引出本单元的话题。 (2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 设计说明：引出本节课的题目。 Step 2. Fast reading 1. Go through the passage quickly and find out the main idea of each paragraph. o Match the main idea of each para. with lines. () A. Other examples of different greeting body language. () B. Different people have different body language. () C. Summary of body language. () D. Meet the visitors at the airport. () E. Examples of different greeting body language. 2. Try to write down the main idea of the text. The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________. 设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。 Step 3. Careful reading Read Para. 1 and decide if the following statements are true (T) or false (F). (1) Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. ( ) (2) After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously. ( ) Read and match the people with their ways of greeting Tony Garcia (Columbia) A. shakes hands and kisses others twice on each cheek Ahmed Aziz B. Bows (Jordan) Akira Nagata (Japan) C. shakes hands George Cook (Canada) D. approaches others closely and touches their shoulder and kisses them on the cheek Darlene Coulon(France) E. stand quite close to other men but will usually not touch women. Read Para. 4&5 and decide whether the following statements are true (T) or false (F). (1) All cultures don’t greet each other the same way. ( ) (2) From the passage we can see western cultures are better than eastern cultures. ( ) (3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( ) (4) Only a small number of people greet by shaking hands. ( ) 设计说明：通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。 Language Points 1. approach vi. &vt.向……靠近;n.靠近;方法，步骤(后常跟介词to) 即时练习 (1) When I ____________(approach) the dog, it ran away at once. (2) Can you come up with a good approach of solving this problem? (单句改错) 2. likely adj. 可能的;有希望的 be likely to do 很可能……;有希望……(主语既可以是人，也可以是物) It is likely that...很可能…… 即时练习 (1)She is the most _________ girl to win the prize. (2) It’s likely that he will succeed.(句型转换) =____________________________ 3. Yesterday, another student and I, representing our university’s student association, went to the Capital International …... representing 是现在分词(非谓语)作定语，相当于定语从句：who represented ….，谓语是went。 即时练习 (1) Mr. Wang, who taught us English before, retired last week. (把划线部分变为非谓语)_____________ (2)The girl __________(study) in the classroom is my sister. (用非谓语填空) 4. I stood for a minute watching them and then went to greet them. watching 是现在分词(非谓语)作伴随状语，表示watch和stood同时发生，谓语动词是stood和went。 即时练习 (1) The boy stood there and cried.(把划线部分变为非谓语) The boy stood there_________. (2)The boy is sitting before the computer__________ (play) games. (用非谓语填空) 设计说明：通过这些题目的练习，让学生掌握课文中的重点单词，短语和长难句，促进对文章细节的理解。 Step 4. Consolidation 阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。 Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes. As I get to know more international friends, I learn more about this (6) __________ (culture) body language. People communicate not only with (7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads. Correct the mistakes in the sentences. 1. I stood for a minute watched them and then went to greet them. 2. Julia stepped back appearing surprising. 3. Akira Nagata from Japan came in smiled. 4. Most people around the world now greet each other by shake hands. 5. These action are not good or bad. Step 5. Free talk After discussing with your deskmate, think out the body language you know and act it out. Ask some pairs to perform in front of the class. 设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。 这个环节师生互动、生生互动，训练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。 Step 6. Summary What have we learned in this class? We have learned: o some body language in different countries osome language points ohow to communicate with different people properly using body language 设计说明：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。 Step 7. Homework Underline all the important words, expressions and sentences. 课后习题 阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。 Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes. As I get to know more international friends, I learn more about this (6) __________ (culture) body language. People communicate not only with (7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads. Correct the mistakes in the sentences. 1. I stood for a minute watched them and then went to greet them. 2. Julia stepped back appearing surprising. 3. Akira Nagata from Japan came in smiled. 4. Most people around the world now greet each other by shake hands. 5. These action are not good or bad. 教案【二】 教学准备 教学目标 Teaching aims： 1. Knowledge aims: enable the students to know the meaning of some words and phrases, such as frown, yawn, turn his back to someone, nod the head up and down . 2. Ability aims: enable the students to know how the people around the world to show their feelings by using body language. 3. Emotional aims: encourage the students to show out their feelings by using body language. 教学重难点 Teaching important and difficult points: 1. Make the students familiar with the universal gestures and actions. 2. How we show our feelings by using body language correctly. 教学过程 ... 课后习题 Homework： Rewrite this passage by using the outline and details.
