高一英語(yǔ)教案

　　作為一名無(wú)私奉獻(xiàn)的老師，就難以避免地要準(zhǔn)備教案，編寫教案有利于我們科學(xué)、合理地支配課堂時(shí)間。怎樣寫教案才更能起到其作用呢？以下是小編幫大家整理的高一英語(yǔ)教案，僅供參考，歡迎大家閱讀。

高一英語(yǔ)教案1

　　Teaching Aims and Demands

　　Words and Phrases

　　Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then

　　Three Skills: energy soft bar fuel chemical balance tasty boil mixture

　　Spoken English:

　　In the clinic / seeing a doctor:

　　What’s wrong with you?/What’s the matter with you?

　　Lie down and let me examine you.

　　Let me have a look.

　　Where does it hurt?

　　Drink plenty of water and get some rest.

　　I’ve got a pain here. This place hurts.

　　There’s something wrong with back/my knee/my arm.

　　I don’t feel well.

　　Grammar:

　　Use of Language:

　　1. Master the function use of language as defined above.

　　2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

　　Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.

　　Important points:

　　1. Talk about different kinds of food that one favorites.

　　2. learn the basic knowledge of healthy eating.

　　3. learn how to say in the clinic.

　　4. Grasp the language points and grammar in the text.

　　Difficult points: The use of modal verbs --- had better, should and ought to.

　　Teaching aids: computer or slider-projector

　　Way of Teaching: Communication way of teaching, discussion and group work.

　　Lesson 1Step 1 Warming-Up

　　First show the students some pictures of dishes and so to introduce the topic of this unit.

　　And then show the pictures on their text books and let them to decide what is junk food and what is not.

　　Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.

　　Step 2 Listening

　　Let the students listen to the tape and be prepared to answer the questions below.

　　Step 3 Speaking

　　Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue

　　After that list the useful expressions in their dialogue.

　　Step 4 Homework

　　Prepare for the next class.

　　Collect some menus if possible for the next class.

　　Lesson 2

　　Step 1 Introduction

　　Using the questions on P3 to introduce the new text.

　　Step 2 Fast-reading

　　1.What does the “fuel ” mean in the first paragraph?

　　(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

　　2.What do we have to consider when we choose to buy or eat?

　　(What kinds of nutrients that the food contain.)

　　3.What made our eating habit changing?

　　(Many things: what people believe, advice from companies and stores.)

　　4. How can we feel and look fine?

　　(We ought to learn about our body and the fuel it needs to keep fit.)

　　Explain the language points if necessary.

　　Step 3 Carefully-reading

　　How many parts can be divided into?

　　(Three parts.)

　　What’s the main idea of each part?

　　(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)

　　Step 4 Talking

　　Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.

　　Step 5 Homework

　　Finish the exercise --- Vocabulary on P5. and P72-73

　　Lesson 3

　　Step 1 Revision

　　Check the homework.

　　Step 2 Grammar

　　First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.

　　Step 3 Consolidation

　　(1) Finish the exercise on P5 and on P74

　　(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

　　1.give advice that will really help the person.

　　2. be polite and sincere

　　at last get the students to finish the following practice.

　　Step 4 Homework

　　Finish the exercise 3 on P74 in the students’ workbook.

　　Lesson 4

　　Step 1 Revision

　　Let some students read their reply to the letters on P74.

　　Step 2 Reading

　　Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)

　　Step 3 Writing

　　Ask the students to work in pairs to write the recipe for their favourite dish.

　　We may first give the tips on P7 as a guide.

　　Step 4 Discussion

　　First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?

　　What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

　　Step 5 Homework

　　Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

高一英語(yǔ)教案2

　　Period 7-8 Grammar

　　Grammar

　　一、動(dòng)名詞做主語(yǔ)的用法

　　動(dòng)名詞做主語(yǔ)往往表示經(jīng)常性、習(xí)慣性的動(dòng)作，在口語(yǔ)中也可以表示具體的動(dòng)作。如：

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

　　空談無(wú)濟(jì)于事。

　　Working with you is a pleasure.和你一起工作是一種樂(lè)趣。

　　動(dòng)名詞做主語(yǔ)和不定式做主語(yǔ)一樣，也可以用it作形式主語(yǔ)。如：

　　It's rather tiring walking around in a city.

　　不定式做主語(yǔ)往往表示具體的特別是將來(lái)的動(dòng)作。如：

　　It's no use crying over spilt milk.覆水難收。

　　He realized that to go on like this was wrong.

　　二、動(dòng)名詞作賓語(yǔ)的用法

　　1.有些動(dòng)詞或短語(yǔ)動(dòng)詞后常用動(dòng)名詞作賓語(yǔ)。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(錯(cuò)過(guò))，pay attention to, practice, put off, stick to, suggest等等。

　　Doing morning exercises is good for your health.做早操對(duì)你的健康有好處。

　　Her shoes wants mending.她的鞋該修理了。

　　注意：當(dāng)need, want, require, worth后面接doing也可以表示被動(dòng)。

　　Your hair wants cutting.你的'頭發(fā)該理了。

　　The floor requires washing.地板需要沖洗。

　　I have finished writing this book.我已經(jīng)寫完這本書了。

　　2.在allow, advise, forbid, permit后直接跟動(dòng)名詞作賓語(yǔ)，如果有名詞或代詞作賓語(yǔ)，則構(gòu)成“allow/advise/forbid/permit +名詞/代詞+不定式(賓語(yǔ)補(bǔ)足語(yǔ))”之形式。如：

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

　　3.動(dòng)詞need, require, want意為“需要”時(shí)，后跟動(dòng)名詞的主動(dòng)式或不定式的被動(dòng)式作賓語(yǔ)，意義沒(méi)有區(qū)別。如：

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

　　4.在begin, continue, love, like, hate, prefer, intend, start后用動(dòng)名詞和

　　用不定式作賓語(yǔ)均可，意義沒(méi)有多大區(qū)別。

　　5.動(dòng)詞forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟動(dòng)名詞和跟不定式區(qū)別較大，須注意。

　　forget, regret, remember后跟動(dòng)名詞，動(dòng)名詞表示已經(jīng)發(fā)生的動(dòng)作;后跟不定式表示將要發(fā)生的動(dòng)作。

　　Period9-10 writing and checking the answers of the exercises

高一英語(yǔ)教案3

　　一、 教材分析：

　　學(xué)生在度過(guò)一個(gè)假期后，英語(yǔ)知識(shí)較生疏，教師應(yīng)當(dāng)復(fù)習(xí)好以前單詞，為學(xué)習(xí)新知打下基礎(chǔ)。Ｌet’s talk A部分很好地體現(xiàn)了這一點(diǎn)。Good morning We have a……復(fù)習(xí)民第一冊(cè)中內(nèi)容�！癐’m from America”這一句為B Let’s taik“Where are you from？做了鋪墊，教師應(yīng)充分注意這一點(diǎn)

　　boy、girl 、teacher student 、meet等單詞又是第一次出現(xiàn)，也需要我們特別關(guān)注。

　　二、教學(xué)目標(biāo)：

　　1、能夠得簡(jiǎn)單地表達(dá)自己心情，如：nice to meet you welcome back to school

　　2、能夠聽懂并回答 Where are you from？

　　I’m from

　　3、認(rèn)識(shí)、會(huì)說(shuō)字母A——E

　　4、掌握A、B Ler’s talk中單詞。

　　5、理解A、B Ler’s talk中內(nèi)容。

　　三、教學(xué)重、難點(diǎn)：

　　能夠聽懂并回答 Where are you from？

　　掌握A、B Ler’s talk中單詞。

　　理解A、B Ler’s talk中內(nèi)容。

　　四、課時(shí)安排

　　第一課時(shí) A lLet’s talk Let’s learn B Let’s sing

　　第二課時(shí) A Let’s practise Let’s play Let’s chant

　　第三課時(shí) B lLet’s talk Let’s learn

　　第四課時(shí) BLet’ssay Let’spractise

　　第 五課時(shí)B Let’s Let’s

　　第六課時(shí) C story time

高一英語(yǔ)教案4

　　1. Ability goals能力目標(biāo)

　　To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.

　　To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.

　　2. Learning ability goals學(xué)能目標(biāo)

　　To enable the Ss to talk about animals under the sea.

　　To help the Ss know the importance of the relationship between animals and humans.

　　Teaching important points教學(xué)重點(diǎn)

　　Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.

　　Teaching difficult points教學(xué)難點(diǎn)

　　1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.

　　2. Help the Ss tell apart from Before, During and After in the story.

　　教學(xué)過(guò)程

　　Step1. Warming Up : Talk about animals under the sea.

　　1. Have you ever seen some marine animals?

　　2. What have you seen, and where have you seen them?

　　I have seen a/some/many…… in/on/from……

　　amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral

　　Step2. Fast-reading:

　　1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.

　　2. Find out the Main Idea of the passage: What’s the first story mainly about?

　　Step3. Careful-reading:

　　1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?

　　2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.

　　Stage1: before the hunt: (para. 2-6):

　　Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…

　　Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.

　　Stage2&3: Dur ing and after the hunt: (para. 7-9):

　　Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.

　　Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.

　　Conclusion: They have amazing relationship. They work as a team

　　Step4 : Summary

　　Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.

　　On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.

　　Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.

　　課后習(xí)題

　　課后作業(yè)

　　Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.

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