高一英語教案（通用10篇）
作為一名教職工，就難以避免地要準備教案，借助教案可以有效提升自己的教學能力。寫教案需要注意哪些格式呢？下面是小編為大家整理的高一英語教案，希望對大家有所幫助。
高一英語教案 1
教學目標
1. Ability goals能力目標：
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學能目標：
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.
教學重點和難點
Teaching important points教學重點
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教學難點
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.
教學過程
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.
課后習題
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.
高一英語教案 2
教學目標
Knowledge and ability： To help the Ss know about the history of the Amber room and develop their reading skills.
Process and method： Ss acquire knowledge and improve ability through discussion and competition.
Emotion， attitude and values： to arouse Ss＇s awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.
教學重難點
important point： Understand the content of the whole passage and master the different reading skills，such as ，skimming， scanning and so on.
difficult point ： how to solve the questions and find the useful information using the reading skills.
教學工具
課件。
教學過程
Lead in
1. show some pictures .
2. show the pictures and a short video of amber room.
purpose： motive Ss＇s interest.
Hi， everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.
Presentation
Look at the photos here. What do you know about the substance of “amber”？ What do know
about the cultural relics “the Amber Room”？
discussion：
Now， boys and girls， I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this： My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now， my family fell into a moral dilemma. Can you help us to make a decision？
A： What should we do？
B： Can we keep it for ourselves or report it to the government？
C： Have you come across such a situation — to make a difficult choice？
listen and answer the questions：
Play tape. Ss get the main idea of the passage.
Reading
pre-reading：
1. Have you ever seen a piece of amber？
What do you know about it？
2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.
Reading：
1st time：
read by yourself as quickly as you can.
join the correct parts of the sentences together.
2nd time：choices and T/F
compete between boys and girls.
3rd time：
answer some question. Ask ss to think over and discuss.
purpose： understand the text better and arouse Ss＇s awareness of competition. Grasp the main information.
Discussion and report
Think over of what we discuss in the part of warming up： I find myself falling into the dilemma.
you discuss together ，and write down the outline of a report.
work in group
Consolidation
fill in the blanks （summary）.
Homework
make a report .
use the useful information in the passage.
高一英語教案 3
教學目標
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教學重難點
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教學工具
課件
教學過程
Step1. revision
1. check the homework exercises.
1). It has been reported that children will be offered free education.
It has been reported that free education will be offered to children.
2). It has been said that we will be offered the latest computer science course book.
It has been planned that the latest computer science course book will be offered to us.
3). I have been told by Peter that I will be lent his notebook computer for a week.
I have been told by Peter that his notebook computer will be lent to me for a week.
2. Question: What can computers be used as?
Step2. Lead-in
As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?
(TV, radio, CD-ROM, DVD, books……)
Step3. Listening (SB)
1. Pre-listening: What are the changes brought by different forms of IT ?
What are the advantages and disadvantages of them ?
2. While-listening:
Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)
Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.
Type of IT Advantages Disadvantages
TV You can both listen and watch. You cannot write to friends.
Web You can find information. It is very expensive.
Radio You can listen to English. You cannot watch a film.
Book You can get information. Sometimes it is out of date.
3. Post-listening:
1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.
I think that….
In my opinion, ….
I believe that….
I agree because….
I disagree because….
I’ve decided that….
2) (group work): Discussion :
Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)
Step4. Speaking
1. Pre-speaking
Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.
2. While-speaking
1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.
Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)
Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)
Supporting an opinion Challenging an opinion
I think that … , because … Perhaps, but what if / about …
First, … Have you thought about …
One reason is that … What makes you think that
I think it is better because… I don’t like it because….
(Pair work )Use the expressions to support your opinion or challenging other’s opinions.
2) Oral report: (individual work )
Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…
3. Post-speaking
Conclusion—What useful expression do we use to make a decision and reason?
(In this way, they can review and use the words and phrases again.)
Step6 Pre-writing
Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.
Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?
Step7 Writing
Say: Write a passage about the result of your discussion! It should contain:
What do you have to do?
What is the child like?
What is the parents’ requirement of the child?
What do the parents want you to do?
What does the child want you to do?
Then what will you do? How do you feel?
Sample writing:
Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Lis projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.
The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I dont think it is right to do his homework for him — its somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!
So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!
Step8 Assessment
Get the students to assess their writing ability according to the following the questions:
1. Is your composition well developed?
2. Are your ideas well organized to the point?
3. Do you have a good choice of words and idioms in your writing?
4. Do you get a good mastery of complex structures of language?
5. What kind of mistakes have you made in your writing?
Step9: Homework
Write about your discussion. You may begin like this:
Hello, everyone. My name is XXX. I’m 321 model android. I work for the Li family….
課后小結
學了這節課，你有什么收獲?
課后習題
完成課后習題一、二。
板書
Unit 3 Computers
高一英語教案 4
教學目標
Knowledge and ability ob jective(知識與技能目標)
To help students to develop r eading, listening and speaking skills
To help students to develop the skill of commu nication
To help students to understand the infinitive and its usage.
Process and method objective(過程與方法目標)
1.Collaborative learning approach
2.To help the students use the grammar to do some exercises.
Emotion, attitude and values objective(情 感、態度與價值觀的目標)
To help students to understand the different cultural customs of foreign countries.
教學重難點
To help students to develop r eading, listening and speaking skills
To help students to develop the skill of commu nication
To help students to understand the infinitive and its usage.
教學過程
Procedure:
Step 1 Review the vocabulary
1.to start with= to begin with 首先
2.on the bus 在車上
by bus 乘車
3.practise doing 練習做
4.think to oneself 心里想
=come into one’s mind
=occur to sb.
=occur to one’s mind
6.What a shame 真遺憾!多可惜啊!
7.feel shame at 對......感到羞恥，遺憾
feel ashamed of
8.small talk 閑談，聊天
9.get started 開始
10.on the right track 做對了，摸著門路了
11.have fun doing/it’s fun doing 做某事很有趣
ADDITIONAL READING
1.social manners 社交禮儀
2.feel guilty 感到內疚
3.show up 到場，露面
4.reach out to 與......聯系
5.as soon as possible 盡可能快的
6.on time 準時
7.lead to 導致
Step 2 the infinitive
a. 帶to的不定式結構
1.能直接跟帶to的不定式結構的動詞主要有: want, ask, tell, hope,
learn, try, decide, forget, remember, like ,love, stop, go, come等。
2.動詞不定式的否定形式是在不定式前直接加not,即not to do sth.。例如:
Jim told me not to wake up Kate.吉 姆告訴我別叫醒凱特。
b.不帶to的不定式結構
以下幾種情況使用不帶to的動詞不定式:
1.在固定詞組had better之后。注意:had better的.否定形式是had better n ot do sth.。例如:
Yo u had better go home now.你最好現在回家。
Its cold outside. Youd better not go out.外面很冷,你最好不要出去。
2.在let, make, see, feel, watch, hear等感官或使役動詞后,要跟不帶to的動詞不定式作賓語補足語。例如:
I made them give me the money back.我迫使他們把錢還給我。
I didnt see you come in.我沒看見你進來。
3.在引導疑問句的why not之后。
"Why not+不帶to的不定式"是Why dont you do…的省略,可以 用來提出建議或勸告。例如:
Why not go with us。為什么不和我們一起去呢。
Why not take a holiday。=Why dont you take a holiday。為什么不休個假呢。
高一英語教案 5
教學準備
教學目標
■To help students learn to express attitudes, agreement & disagreementand certainty
■To help students learn to read the text and learn to write diaries inEnglish
■To help students better understand “friendship”
■To help students learn to understand and use some important words andexpressions
■To help students identify examples of Direct Speech & Indirect Speech(I): statements and questions in the text
教學重難點
Words
upset, ignore, calm, concern, settle, suffer, recover, pack
Expressions
add up, calm down, have got to, be concerned about, go through, set down, aseries of, on purpose, in order to, at dusk, face to facer, no longer/ not …anylonger, suffer from, get/ be tired of, pack (sth.) up, get along with, fall inlove, 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 adiary 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 toface…
教學工具
ppt
教學過程
Hello, everyone. I’m so glad to be your teacher of English. I’d like tomake friends with you, to build up a close friendship with you. Today we shalltake Unit 1. The topic of this unit is Friendship. What do you think friendshipis?
1. Warming up
⑴ Warming up by defining friendship
Hello, everyone. I’m so glad to be your teacher of English. I’d like tomake friends with you, to build up a close friendship with you. Today we shalltake Unit 1. The topic of this unit is Friendship. What do you think friendshipis?
Yeah, there are many explanations about friendship. However, friendship isa relationship that can’t be restricted(限制)by definition(定義). It can only beexperienced. True friendship can exist between any two souls, be it betweenpeople or animals. It can happen at any moment, to anyone. Even to lifelessthings, 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 everybodyneeds friends. But being a good friend can sometimes be hard work. Learning howto solve problems in a friendship can make you a better friend and a happierperson. 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, notkeeping promises, letting out friends’ secrets and so on.
Maybe we can have a heart-to-heart talk with our friends to ask forforgiveness.
Situation 1: Friends get angry with each other when they try to talk aboutsomething difficult.
Try to understand your friend/ Try to talk about the problem in a differentway.
Situation 2: Friends don’t know how to apologize
Start by telling each other that you are sorry. A simple apology is oftenenough 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 aretold to you.
Pay attention when your friend is talking. Keep your promises. Share thingswith 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 withyou. Today we shall take Unit 1 Friendship.
To be frankly, I’d like very much to keep a close friendship with you, mydear students, in the following years. How about you then? Ok, thanks. I do hopeto be your good teacher as well as your helpful friend (良師益友).
Now please do the survey on page one.
Add up your score according to the scoring sheet on page 8. You don’t haveto tell your results. You can just keep it a secret.
高一英語教案 6
一、教材分析
1、單元背景分析
本單元討論的話題是“世界英語”介紹了英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。尤其介紹了英美語言的差異，讓學生更進一步了解學好英語的必要性和其重要意義。促使學生了解英美語言在詞匯、拼寫、語音等方面的區別。使學生在認識到學好英語的重要性的同時，更加熱愛自己的祖國，從而培養他們的祖國意識。
2、教材內容分析
w本課是高中一年級英語上冊，unit 2 English around the world中的Reading。
w本單元的中心話題是“世界英語”，具體涉及“英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義，以及英美語言的差異”。本課的語言知識及語言技能主要是圍繞“世界英語”這一中心話題進行設計的。
w本課時主要分為兩部分：
1）Pre—reading。（讀前準備）
“讀前準備”部分是Reading的前奏，此部分設計了兩個問題，誘發學思考。通過對問題的討論和比較，讓學生明白學好英語的重要性。
2）Reading（閱讀）
“閱讀”部分文體為說明文，全文共分三個段落。全文闡述了一個鮮明的觀點：英語的確是當今世界范圍內使用最廣泛的一門語言之一，也是聯合國的工作語言之一，它的重要作用是其他語言不可替代的。
3）Post—reading（讀后）
“讀后”部分共設計了兩類題型：第一部分是和個問題，其中前面兩個是細節理解題；第三題是一個開放性題目，鼓勵學生把英語學習與現實生活相結合。第二部分是填空形式，幫助學生梳理文章，掌握文章主要細節，概括中心思想，實為文章的一個綱要。
三部分均以提高學生閱讀能力為主，所以將此三部分有科學地整合成一節閱讀課。
3、教學重點
1）、使學生在認識學好英語的重要性的同時，更加熱愛自己的祖國。
2）、發展學生的閱讀能力，尤其是歸納總結，猜詞和查讀（scanning）的能力。
3）、使學生通過交際性任務和合作的機會，培養他們用諺語思維和交際的能力。
4、教學難點
1）、使學生在認識到學好英語的重要性的同時，更加熱愛自己的祖國，從而培養他們的祖國意識。
2）、與同伴一起討論并找到解決問題的方法。
5、教學目標
根據課文特點及新課標對高一年級學生英語學習能力的要求，本課的教學目標我定為以下幾方面：一、語言目標，二、情感目標。
1、語言目標
本課為閱讀課型，是一篇說明文，涉及了英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。尤其介紹了英美英語語言的差異。通過閱讀使學生了解“世界英語”的一些基本概況，包括它的重要性和英美英語的差異。教師根據課文內容用不同的形式來訓練學生，提高閱讀技能。由于課文講述的是世界英語的話題，學生會感興趣。為了引起共鳴，可把課文與生活中經歷結合一起討論。本課的目的是使學生提高聽、說和閱讀能力，更深的'了解學好英語的重要意義。從而激發學生學習英語的興趣。
2、情感目標
讓學生領會英美不同文化差異和風俗習慣，領會語言豐富多彩性和發展變化的特征，使學生在認識世界英語在人們生活中扮演的不同角色的同時，更加熱愛自己的祖國，從而培養他們的祖國意識。培養他們的跨國文化意識和世界意識。
二、教法
教學環環相扣，設計緊湊。先利用學生感興趣的話題引起興趣，然后帶著問題有目的地閱讀文章。通過回答問題掌握細節，理清線索，再從整體上把握它的結構、特色，學習用英語歸納以及復述，最后以拓展課文知識小組活動完成這節課的整體教學。使他們掌握閱讀技巧的同時也增加了見識。在小組討論過程中，學會用已學詞、句表達出自己的觀點。學生通過體驗、實踐、討論、合作和探究等方式，發展聽、說、讀、寫的綜合語言技能。
為了能很好地突出重點，突破難點，圓滿完成教學任務，取得良好的教學效果，我抓住重點，聯系實際，以學生為主體，教師為主導，讓學生集中練習。為了激發學生的興趣愉快地學，我采用閱讀、快速閱讀、判斷正誤等教學方法，讓學生充分體現課堂教學“主體者”的身份。
三、教學程序
1、導入：首先在學生對英語是世界上最廣泛使用的語言和越來越多的人在學習英語現有情況了解的基礎上，引出問題“Do you know how many countries use English as their mother tongue？Do you know something about English around the world？”在學生思索時，引出課題English around the world。接著再詢問學生：What language has the largest number of speakers in the world？What language is the most widely spoken and used in the world？How many countries do you know use English as their mother tongue？使學生對本節課的話題有進一步了解，而且很有興趣了解“世界英語”的具體情況。從另一個角度，先給學生一個語言上的input。激發學生的興趣和欲望。
2、Pre—reading（讀前準備）：在學生回答了以上問題后，我讓學生看這一部分課本上所設的兩個問題：1）How many 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？讓學生仔細思考后回答。教師不必忙著下結論，誘導他們從書中去思考尋找答案，激發他們探究的興趣。
3、Reading：使學生了解英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。
任務1：Listen to the tape，聽錄音，然后讓學生盡力得出大意并且回答問題
1、How many countries are there where the majority of people speak English？
2、How is English used in Hong Kong？
3、What language should we use on the Internet so that we can communicate with people around the world？
任務2：讓學生帶著問題閱讀課文（scanning）。有目的性閱讀是閱讀訓練一種技巧，并且提醒學生不用太多花大多注意力在地名和新單詞上面，集中精力探究文章內容。閱讀后學生給出答案
（教師不要袖手旁觀，可以給學生必要的引導和幫助，發展學生的自主學習能力，真正的成為學習的主體。）
高一英語教案 7
教學目標
To learn to talk about kinds of music
To learn to read about bands
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教學重難點
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教學工具
課件
教學過程
I. Warming up
Warming up by describing
Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.
Warming up by discussing
Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.
Classical music Country music Rock ‘n’ Roll
Rap Orchestra Folk music
Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.
II. Pre-reading
1.Thinking and saying
Have you heard about any of the famous bands in the world? List some if you can.
For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.
2.Listening, talking and sharing
Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
Do you know anything about “The Monkees”?
For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.
III. Reading
1.Reading aloud to the recording
Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2.Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THE BAND THAT WASN’T
dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
3.Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: How do people get to form a band?
2nd paragraph: Most musicians meet and form a band.
3rd paragraph: One band started as a TV show.
4th paragraph: “The Monkees” became even more popular than “The Beatles”.
3.Reading and transferring information
Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.
How do people get to form a band?
Members High school students
Reasons They like to write and play music.
Places They practice their music in someone’s home.
Forms They may play to passers-by in the street or subway.
Results They can earn some extra money. They may also have a chance to dream of becoming famous.
How was The Monkees formed and became a real band?
The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones
beginning of the band It began as a TV show.
style of the performance They played jokes on each other as well as played music.
first music and jokes Most of them were based loosely on the band called “The Beatles”.
development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.
changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.
4. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.
Closing down by having a discussion
Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?
For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.
Do you agree that the jokes were more important than the music for this band? Give a reason.
For reference: Yes. I think it is the jokes that really attract more fans.
No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.
Closing down by retelling the form of the band The Monkees.
I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.
課后小結
學了這節課你有什么收獲?
課后習題
完成課后習題一、二。
板書
Unit 5 Music
高一英語教案 8
一.教學目標：(Teaching ais)
Finish the exercises n the wrb
1.能力目標：(abilit ai)
a) Enable the students t cand “cands and requests”
b) Thrugh cperative wr find ut crrect answers theselves
2.語言目標：(language ai)
Full understanding f the readings
二.教學重難點(Teaching iprtant pints)
Understanding the ain ideas f the passages
三.教學方法(Teaching ethd)
a. Fast and careful reading
b. Individual, pair r grup wr t finish each tas
c. Discussin
四.教具準備(Teaching aids)
a cputer
五.教學步驟(teaching prcedure)
Step 1.waring up
Step 2: speaing tas (Review cands and requests)
Offer the situatins and tr t ae dialgues with cands and requests
Step 3 :D the “Reading” n P13 and answer questins n it briefl.
Step 4: Finish the “Reading Tas” at p.51 and cplete the fr after it.
Step 5: Grup wr:
As the t su up what cdes and shrt frs f wrds the ften use when the ften chat n the net with thers.
Step 6: chec up their researching result.
Step 7: hewr.
高一英語教案 9
一、教學目標
知識目標
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.
能力目標
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.
情感目標
1. Stimulate students’ interests of learning English by reading and actingthis play.
2. Develop students’ sense of group cooperation and teamwork.
二、教學重點
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、教學難點
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.
教學過程
→Step 1 Revision
1. Check the homework exercises.
2. Ask two students to retell the content of Act I, Scene 3.in their ownwords.
→Step 2 Warming up
We have learned that Henry got a letter from the two old brothers ,soplease predict what will happen next.
→Step 3 Reading
1. Read the play fast to understand the gist and decide whether thefollowing statements are true or false.
1)The owner looked down upon Henry when he noticed Henry’s appearance.
2)Henry asked for more of the same food because he is an American who liketo eat a lot.
3)When Henry saw the million pound bank note, he was happy and proud ofit.
4)The owner didn’t believe that the bank note was real and he asked Henryto get out of the restaurant.
2. Read the play carefully and do the following:
1)Answer these questions in small groups.
(1)Whose behavior changes the most during this scene? Give examples.
(2)What kind of person is the owner of the restaurant?
(3)Why do you think the owner of the restaurant gave Henry a free meal?
2)Pay much attention to the different attitudes towards Henry.
Before Henry shows his million pound bank note:
Owner Hostess Waiter
That one’s reserved.
Well, we will have to take a chance.
. . . if you pay the bill. . . My goodness! He eats like a wolf.
It’ll cost a tiny bit.
Again, everything?
What’s there to wait for?
After Henry shows his million pound bank note:
Owner Hostess Waiter
I’m so sorry, sir, so sorry.
Oh, please, don’t worry, sir. Doesn’t matter at all.
Just having you sit here is a great honor! . . . bow. . . Screams
And you put him in the back of the restaurant!
bow
. . . bow. . .
3. Retell the story:
With the envelope in hand, Henry decided to enter a restaurant for a meal.He ordered some ham and eggs and a nice big steak together with a tall glass ofbeer. The waiter told him the meal would cost him a tiny bit. After eating hisfirst order, Henry asked for more of the same.
When Henry opened the letter, he found it was a million pound bank note. Hewas surprised but the owner and the waiter were shocked. The owner was not sureif it was genuine or fake. They couldn’t believe Henry who was in rags could beso rich. At last, the note was proved to be real.
After knowing that the bill is genuine, the owner thanked Henry again andagain for his coming to his little eating place and even asked Henry to forgetthe bill . The owner, hostess and waiter all bowed together as Henry left.
→Step 4 Language points
1.order n.要(叫)的菜eg. May I take your order?
n.順序，次序eg. The books are arranged in order of size.
n.命令eg. Soldiers must obey orders
v.命令eg. The officer ordered his soldiers to march
v.預定，預購eg. I have ordered a steak.
2.take a chance碰運氣
Eg. As for whether he will win the game or not ,we must take a chance .
Maybe true love is a decision, a decision to take a chance withsomebody.
也許真愛只是一個決定，一個與某個人一起冒險的決定。
3. genuine adj 1)真正的，真實的，名副其實的;非人造的，非偽造的'
Eg. Her wedding ring is made of genuine diamond.
她的結婚戒指是真正的鉆石做得。
2)真誠的，真心的，誠實的
My genuine friend is not such right?
我真正的朋友不是這樣的對嗎?
3. Well, I did hear that the Bank of England had issued two notes in thisamount. . . Anyway, I don’t think it can be a fake.
我確實聽說英格蘭銀行發行了兩張這樣面值的鈔票……不管怎樣,我覺得這不可能是假鈔。
助動詞do或其他形式does, did在肯定句中用于謂語動詞前,表示強調。例如:
I did tell him what I thought of.
我的確告訴過他我的想法。
can表示推測,與主句中的not結合在一起,表示“不可能”。例如:
It can’t be Jim. I know him too well.
不可能是吉姆,我太了解他了。
5. But he’s in rags!但是他穿得破破爛爛的。
介詞in后面接表示顏色或衣物等的名詞時,意思是“穿著;戴著”。例如:
The girl in green is a good friend of mine.
穿綠衣服的女孩是我的一個好朋友。
in rags衣衫襤褸
The old man in rags used to be very rich.
衣著襤褸的那位老人過去很富有。
6. As for the bill, sir, please forget it.
至于賬單嘛,先生,請把他忘了吧。
as for: with regard to至于;關于
As for you, you ought to be ashamed of yourself.
至于你,你應該感到慚愧。
As for the hotel, it was very uncomfortable and miles from the sea.
至于旅館呢,非常不舒服,而且離海邊有好幾里地
→Step 5 Acting
1. Ask students to listen to the tape and role play the text. Remind themto remember that Henry has an American accent while the owner, the hostess andthe waiters all have British accents. Let them pay more attention to correctpronunciation and intonation.
2. Have as many groups as possible to act out the play in front of theclass.
→Step 6 Speaking
1. Ask students to read Act Ⅰ, Scene 4 again and underline all theexpressions used to order food. Read them aloud.
2. Show the following form on the screen. Let students read the expressionsaloud, and make sure they understand their Chinese meanings.
WAITER/WAITRESS
Can I help you?
I’ll take your order in a minute.
Are you ready to order, sir/madam?
What would you like. . . ?
Enjoy your meal!
Here’s your bill.
Here you are. CUSTOMER
I’d like. . .
I’ll have. . .
Do you have. . . ?
What do you suggest?
I’ll have that.
The bill, please.
Can I have the check, please?
2. Suppose the situation: Now imagine you are having a good meal in arestaurant. Make a dialogue with your partner, who acts as awaiter/waitress.
3. Give several minutes for the students to prepare their dialogues inpairs.
4. Ask as many pairs as possible to present their dialogues to theclass.
→Step 7 Extension
Many people are crazy about buying lottery tickets (彩票). What do you thinkof it?
● What kind of role do you think money plays in our daily life?
● Is money everything?
Suggested Answers:
Money is not everything.
Money can buy a house, but not a home.
Money can buy a bed, but not sleep.
Money can buy a clock, but not time.
Money can buy a book, but not knowledge.
Money can buy you a position, but not respect.
Money can buy you medicine, but not health.
Money can buy a friend, but not love.
Money can buy you blood, but not life.
→Step 8 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Act out the play.
高一英語教案 10
教學目標與要求
通過本單元教學，全面復習本冊書所列出的重點日常交際用語項目，如：命令與要求、提出建議與忠告、表示個人看法等。全面復習本冊書中所列出的重點語法項目，如：定語從句、直接引語和間接引語、被動請態、過去完成時和動詞不定式作主語等用法。
教學要點和重點
1.日常交際用語
(1) Can I ask you for some advice?
(2) What can you suggest?
(3)I suggest you (should) ask. . .
(4) Ive got an idea.
(5)Why not do...?
(6)Why dont you do. . . ?
(7)That is why. . .
(8)I thought that. . .
2.單詞
recently, weigh, measure, lovely, cousin, secret, invite, reply, illness, pattern, actor, junior
3.詞組
ask sb. for advice, be tired of, be fun, make fun of, tell lies, laugh at, used to, keep quiet, worry about, consider doing, because of, a place of interest, reply to
4.語法
過去將來時的用法
教學建議
1.本單元的內容非常貼近中學生生活。可就“Friendship”，“Telling Lies”等話題展開討論，在討論中學會如何表述心情、如何給予忠告等。
2.對重點句型做句子操練，如完成句子、翻譯等。特別注意動詞的用法。
3.在口頭操練的同時，注意引導學生使用正確的英語句型結構，如：Why not do…；Why dont you do…等等。必要時做筆頭操練。
4.在學習過去將來時的時候，同時兼顧對過去完成時態的復習。
5.以給筆友寫一封信的方式訓練學生的書信表達能力。
教學過程
辨析be tired of , be tired with
短語be tired of 意思為“厭倦或厭煩……”
I’m tired of his complaints.我對他的.抱怨很反感。
He was tired of sleeping with the windows open.他討厭開著窗戶睡覺。
be tired with表示“因……而感到疲倦或勞累”
He was tired with such a long walk,走了這么長的路他感到很累。
We were quite tired with so much homework.做了如此多的作業后我們相當疲勞。
辨析lovely/ beautiful/pretty//handsome/good-looking
lovely吸引人的視、聽、嗅、觸四覺的，引起喜悅、贊賞的人或物，都可用lovely修飾，尤其指外貌，不包括四德。主要用于修飾女子外貌、天氣、景色等。如：
lovely hair/weather（秀發/好天氣）。
beautiful 對人而言，指最能給人帶來滿足的最高尚的和精神的美，包括精致、溫柔、愉快、可愛諸因素。形容人時，適合女性。
A beautiful girl /face /flower /picture /garden /place /voice /color/dress/weather等。
pretty意為“美麗的，漂亮的，可愛的”，指逗人喜歡的人或物的精致、優雅、小巧、嬌嫩、雅致等屬性，有“女子氣”及“小巧俏皮”的含義，常修飾女性，不用于男性。
handsome意為“漂亮，英俊”，含勻稱、對稱、雅致、悅目、吸引人之意，尤指儀表堂堂，舉止文雅，具有男性氣質。其美大半是修養和訓練的結果，常用以修飾男性。
“good-looking” 特指外表容貌的美，多用于指男性。
辨析used to, be used to doing 與be used to do
used to后接動詞原形，表示“過去常常（做某事）”，而現在不再做；
He used to be a worker, but now he becomes the manager of the company.
be used to doing / sth. 表示“習慣于做某事”。
She has been used to living alone in the country.
be used to do為use（使用）的被動語態形式，表示“被用來做”；
The hammer is used to break nail into the wall.
辨析reply 和answer
這是一對近義詞，都有“回答”之意，但其用各有不同。
1）用作動詞，后面都可接that從句，兩者可以相通。如：
He answered/replied that he knew nothing about it.
他回答說對此事一無所知。
2）如果加間接賓語時，要用：
answer sb. that. . . /reply to sb that. . .
3）當后面接名詞或代詞時，answer是及物動詞, reply為不及物動詞，是正式用語。如：
answer a question/reply to a question
answer a letter / reply to a letter
answer the door / doorbell / telephone
(不能說reply the door / doorbell / telephone)
4）作名詞時，兩者都可與介詞搭配；answer還有“答案”之意。如：
the answer / rely / key to the problem. make no answer / reply
課文講解
1.Well, I’ve recently started biology.我最近剛開始學生物。
Recently意為“近來，最近”多與現在時態連用。
He is not at home recently.他最近不在家。
How are you getting along recently?你近來過得還好吧？
2.You don’t need anything special.你不需要什么特別的東西。
用形容詞修飾不定代詞something, nothing, anything, somebody, anybody等時，這個形容詞通常放在這類不定代詞的后面。
Did you find anybody strange nearby? 你在附近看到過什么陌生人嗎？
Do you have anything more to say? 你（們）還有什么話要說嗎？
3.Then grow some tomatoes in one box,….然后在盒子里種上一些西紅柿
Then see which plants grow higher.
第一句中的grow是及物動詞，作“種植（花或莊稼）”解；第二句中的grow 是不及物動詞，作“生長，成長”
The young trees are growing well.這些小樹長得很好。（vi.）
We grew a lot of flowers this spring.今年春天我們種了許多花。（vt.）
此外，grow還可以作連系動詞，作“逐漸變得”，后面跟表語。
She is growing healthy.她的身體逐漸變好了。
4.However, I find it hard. 然而我發現交朋友很難。
句中的it 指上句的making new friends（交新朋友）。全句相當于I find it hard to make new friends.由于it作形式賓語的用法還沒有出現過，此處暫不宜向學生解釋。
Find作“發現，覺得”，后面可以跟帶形容詞的復合賓語（賓語+賓補）
I found him very funny.我現他很滑稽可笑。
你覺得這個問題難嗎？
5.This is secret, so please don’t tell anybody else.這是一個秘密，因此，請別告訴其它任何人。
句中anybody else=any other person(其它任何人) else是形容詞，作“別的，其它的”，常用somebody, something, anybody, anything, nobody, nothing等不定代詞連用，并置于不定代詞之后。如：
Do you want to see anybody else? 你還想見見別的人嗎？
I have bought lots of bread. I’d like to buy something else.我買了許多面包，我還想買點別的東西。
else還可以同what, who, when, where等疑問代詞或疑問副詞連用。
What else would you like to have? 你還想要點別的什么嗎？
過去將來時
1) 過去將來時的基本形式：
基本形式
例子
would+動詞原形
I thought I would make lots of new friends.
我曾經認為我會交上許多新朋友。
was/were + going to
I didn’t expect that I were to do the work by myself next week.我不希望下周自己做這個工作。
注意：would+動詞原形。would可用于任何人稱，這是美國英語的用法。在英國英語中，第一人稱用 should，第二、三人稱用 would。本教材采用美國英語的用法。此外，過去將來時還可以用“was/were + going to”來表示“原本打算干某事”的意思。另：be to do 不能用于人類不能控制的將發生的事情和動作；be about to do 不能和具體的時間連用。
2) 過去將來時的基本概念：
基本概念
例子
過去將來時表示對于過去某一時間而言將要發生的動作或存在的狀態。它是一種相應的時態，總是同某一過去的時間或過去的動作相對應而存在。
The teacher told us he would give us a little test. 老師跟我們講過，他將給我們來一次小測驗。
He said he was going to start for Guangzhou next
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