人教版高一下册英语教案
最新人教版高一下册英语教案
最新人教版高一下册英语教案（一）Teaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you? Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily. Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text. Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue After that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1.What does the “fuel ”mean in the first paragraph?(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat? (What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from companies and stores.)4. How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.) Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73 Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###”in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’workbook. Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74. Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.（二）Teaching aims and demands:a. Achieve language skills and related knowledge about the topic of friends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’s book d. Grammar:Direct and indirect speechLesson 1Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend.Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students to say more about friends.Step 3ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to page 85. Make a similar dialogue as in exercise 2.Some useful expressions :Why did you…? Why didn’t you…? You said that you would…Please forgive me. You promised to …I’m very sorry…It won’t happen again. I forgot.Step 5 HomeworkFinish Exercise 3 in the workbook.Lesson2Step1 RevisionAsk several students to present a speech about friends as a revision.Step 2 Pre-readingPresent the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3. Step 3 ReadingBefore asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?At the same time explain the language points if necessary. Step 4 Post-readingDiscuss the following questions in the Part POST-READING. Step 5 HomeworkPrepare a talk about Tom Hanks or something about one of his film.Lesson3Step 1 RevisionGet the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language StudyAsk the students fill in the blanks with proper words.Step 3 GrammarIllustrate to the students the use of Direct and Indirect Speech. Then ask the students to do the exercise in the Part Grammar on P5.Step 4 PracticeAsk the students to act the exercise2 in the part Grammar out. Step 5 HomeworkAsk the students to finish the exercise2 in their workbook. Lesson4Step 1 RevisionCheck the homework.Step 2 PresentationPresent simples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail by learn the above e-mail simple.Step 4 WritingAsk the students to write an e-mail message.Step 5 HomeworkAsk the students to try to write an e-mail to their e-pal.。
高一英语教案人教版（精选5篇）
高一英语教案人教版（精选5篇）高一人教版篇1教学准备教学目标Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.Process and method: Ss acquire knowledge and improve ability through discussion and competition.Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.教学重难点important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.difficult point : how to solve the questions and find the useful information using the reading skills.教学工具教学过程Lead in1. show some pictures .2. show the pictures and a short video of amber room.purpose: motive Ss's interest.Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.PresentationLook at the photos here. What do you know about the substance of “amber”? What do knowabout the cultural relics “the Amber Room”?discussion:Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?listen and answer the questions:Play tape. Ss get the main idea of the passage.Readingpre-reading:1. Have you ever seen a piece of amber?What do you know about it?2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.Reading:1st time:read by yourself as quickly as you can.join the correct parts of the sentences together.2nd time:choices and T/Fcompete between boys and girls.3rd time:answer some question. Ask ss to think over and discuss.purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information.Discussion and reportThink over of what we discuss in the part of warming up: I find myself falling into the dilemma.you discuss together ,and write down the outline of a report.work in groupConsolidationfill in the blanks (summary).Homeworkmake a report .use the useful information in the passage.高一英语教案人教版篇2教学准备教学目标掌握住列举的重点单词和句子教学重难点掌握住列举的重点单词和句子并能灵活运用教学过程Ⅰ.重点单词1.________ vi.爆裂;爆发n.突然破裂;爆发2.________ n.事件;大事3.________ n.废墟;毁灭vt.毁灭;使破产4.________ adj.极度的5.________ vt.破坏;毁坏;消灭6.________ vt. & vi. (使)震惊;震动n.休克;打击;震惊7.________ n. & vt.援救;营救8.________ vt.使陷入困境n.陷阱;困境9.________ n.灾难;灾祸10.________ vt.埋葬;掩埋;隐藏11.________ n. & vt.损失;损害12.________ n.裁判员;法官vt.断定;判断;判决13.________ vt.损害;伤害→________ n.伤害;损害→________ adj.受伤的14.________ n.电;电流;电学→________ adj.用电的;带电的→________ adj.与电有关的;电学的15.________ vt.使惊吓;吓唬→ ________ adj.受惊的;受恐吓的→ ________ adj.令人恐惧的16.____________ n.祝贺;(复数)贺词→ _____________ vt.祝贺Ⅱ.重点短语1.a (great) number ________许多;大量的2.dig ________掘出;发现3.________ an end结束;终结4.right ________立刻;马上5.as ________仿佛;好像6.________ ruins严重受损;破败不堪7.think little ________轻视，满不在乎8.tens ________ thousands of数以万计9.be proud ________以……自豪10.judge ________从……判断11.be trapped ________陷入12.be buried ________埋头于13.put ________ shelters搭建避难所14.get away ________离开15.pay attention ________注意Ⅲ知识点教案EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).burst with anger/ joy勃然大怒burst n.突然破裂;爆发a burst of laughter一阵笑声2.n.废墟，遗迹(常用复数形式);毁灭be/lie in ruins成为废墟;严重受损;破败不堪EX.1 All the towns were/lay in _____ (ruin) after the earthquake.vt.毁灭;使破产ruin oneselfruin one’s health/fame/futureEX.2过量吸烟损害健康，因此你应该戒烟。
人教版高一下册英语教案
人教版高一下册英语教案人教版高一下册英语教案作为一名为他人授业解惑的教育工，通常会被要求编写教案，编写教案助于积累教学阅历，不断提高教学质量。
那么你有了解过教案吗？以下是我细心整理的人教版高一下册英语教案，希望能够关怀到大家。
高一下册英语教案篇31. Ability goals力气目标To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.2. Learning ability goals学能目标To enable the Ss to talk about animals under the sea.To help the Ss know the importance of the relationship between animals and humans.Teaching important points教学重点Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.Teaching difficult points教学难点1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.2. Help the Ss tell apart from Before, During and After in the story.教学过程Step1. Warming Up : Talk about animals under the sea.1. Have you ever seen some marine animals?2. What have you seen, and where have you seen them?I have seen a/some/many…… in/on/from……amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral Step2. Fast-reading:1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.2. Find out the Main Idea of the passage: What’s the first story mainly about?Step3. Careful-reading:1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.Stage1: before the hunt: (para. 2-6):Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.Stage23: Dur ing and after the hunt: (para. 7-9):Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.Conclusion: They have amazing relationship. They work as a teamStep4 : SummaryWorking at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.On the afternoon I arrived at the station, as I was __________my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.课后习题课后作业Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.。
人教版高一下册英语教案
人教版高一下册英语教案自己整理的人教版高一下册英语教案相关文档，希望能对大家有所帮助，谢谢阅读！人教版高一下册英语教案（一)教学目标和要求词语和短语我们的技巧胃热应该检查大量的饮食，以保持健康，偶尔做出正确的选择三锅：能量软棒燃料化学平衡美味煮混合物英语口语：在诊所/看医生你怎么了？/你怎么了？躺下，让我给你检查一下。
让我看看。
哪里疼？多喝水，休息一下。
我这里疼。
这个地方很疼。
我的背/膝盖/手臂有问题。
我感觉不舒服。
语法：语言的使用：1.掌握以上定义的语言的功能用法。
2.利用学生所学的知识，帮助学生完成书本和练习册上的听、读、写、说的任务。
学习关于健康饮食的课文。
让学生了解如何健康饮食的基本知识。
要点：1.谈论人们最喜欢的不同种类的食物。
2.学习健康饮食的基本知识。
3.学习如何在诊所说。
4.掌握课文中的语言点和语法。
难点：情态动词的使用——最好、应该、应该。
教具：电脑或幻灯机教学方式：交流教学、讨论和小组工作的方式。
第一课第一步热身首先给学生看一些盘子的图片，然后介绍本单元的主题。
然后展示他们课本上的图片，让他们决定什么是垃圾食品，什么不是。
在这里，学生们可以进行简短的问答，让自己更专注于这个话题。
倾听让学生听录音，并准备回答以下问题。
说话向学生展示P2的三种情况。
然后让学生根据例子两人一组准备一段对话。
让几对学生展示他们的对话然后列出他们对话中有用的表达。
家庭作业准备下节课。
如果可能的话，为下节课收集一些菜单。
第2课第一步简介用关于P3的问题来介绍新课文。
快速阅读1.第一段的”燃料”是什么意思？（是指我们保持健康所需的不同种类的物质，如蛋白质、钙等。
)2.我们在选择买还是吃的时候要考虑什么？（食物含有什么样的营养成分。
)3.是什么让我们的饮食习惯发生了改变？（很多东西3360人们相信什么，来自公司和商店的建议。
)4.怎样才能感觉和看起来都很好？（我们应该了解我们的身体以及保持健康所需的燃料。
)必要时解释语言要点。
人教版高一下英语精品教案高一第二十一单元（人教版高一英语下册教案教学设计）
人教版高一下英语精品教案高一第二十一单元(人教版高一英语下册教案教学设计)Body LanguageI. Teaching aims and demands 教学目标和要求:1.Topics 话题Talk about body language2.Function: 交际功能提供和请求帮助(Making offers and requests)Can/Shall I help you with that? Could you help me with...? Would you like me to...?Do you need some help with that? Could you please...? No,thank you.Thanks for all your help.Would you like some help? No,thanks.I can manage it myself. Could you give me a hand with this?That's very nice of you. Is there anything else I can do for you?3.Vocabulary 重点词汇和短语unfair; customer; avoid; suitcase; ahead; manage; fold; vary; crazy; part; firm; handshake; bow; fist; bend; tap; gently; anger; useless; occur; focus; specificahead of; give sb a hand; get through; tear down ;hold up; make a face; in order4.Grammar:语法动词-ing形式作主语、宾语和表语（2）1.用英语表达‘做某事如何的’---动词-ing形式作主语2.有些及物动词后面需跟动词-ing形式作宾语3.绝大多数介词后面需跟动词-ing形式作宾语4.用英语表达'什么事是某事' ---动词-ing形式作表语II. Difficult pointsIII. Main teaching aids教具：A tape-recorder; Multimedia,projector, role cardsⅣ. Main teaching methods 教法：1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.2. Listening-and–answering activity to help the students go through with the listening material.3. Use both individual work and group or pair work to make every student work and think in classV. Teaching procedure：Period 1第一节（一）明确目标1. Learn body language. Warming up to arouse the students love in talking.2. Do some listening to improve the students listening ability.3. Making simple dialogues to train the students speaking ability.(二) 整体感知Step 1 PresentationAsk some students to the front and act out the correct emotions.2. Ask students to make a dialogue in pairs using body language.（三）教学过程Step 2 Warming upGo through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.Answers (From left to right):1 Picture 1: Confused I don't know what to do.2: Angry I can't believe she said that! That is so unfair!3: Sad I've lost my wallet!4: Happy I got anA in my exam!5: Tired It's been a long day. I can't keep my eyes open.2 Various answers are possible but explanations for choices should refer to details in the pictures.3 Various answers are possible.Step 3 Listening comprehensionNow let s have some listening training.LISTENING TEXT:Part 1Which of the following is a form of communication?A Speaking to someone.B Standing in a comer at a party with your arms crossed.C Avoiding eye contact with the salesman when you are buying something.D All of the above.Speaking, or using language to communicate, is probably the best known form of communication. However, the body language used in answer B and the lack of eye.contact in answer C can say as much or more as speech.Let's take a closer look at answer B. You are at a party and see your friend Tom standing alone in a comer with his arms crossed. When you ask him if he is enjoying the party, he says, "Yes, I'm having a great time." Do you believe him? Probably not, because his body language is telling you that he doesn't like being there. If someone asks you later whether you think T om liked the party, you might say "He said he enjoyed it, but it didn't look like it."Now let's look at C. Imagine that you are a salesman at astore. You always greet your customers with a smile and then talk for a while. But what if one of your customers avoids making eye contact with you? Do you still speak to her? Probably not. By not looking at you, she has told you that she doesn't want to talk to you.Part 2Body language can help you decide whether a person is telling the truth or not. If a person covers his or her mouth with his or her hand, or if he or she puts his / her finger over his / her mouth, he or she may be lying. If the person you are talking to touches his or her ears or neck, this is also a sign that he or she may not be telling you the truth. How can you tell if the person you are talking to is interested in what you are saying? Watching his or her body language will give you a good idea. Someone who is interested will lean forward in their seat and will look at you when you are speaking. They may also nod their head to show that they are listening and agree with what you are saying.1 Answers to Part 1 : ID 2B 3AAnswers to Part 2: IB 2B2 Answers will vary but here are a few appropriate ways to communicate each feeling using body language.Enjoying sthsmiling, opening eyes wide, rocking one's head from side to sideLiking someonesmiling, hugging oneself, leaning one's head to one side, lowering with one's eyes, leaning forward or closerInterested in sthstaring a lot, putting a hand 10 your chin as in thought, leaning forward, opening eyes wide, shaping your mouth with abig 0, responding with the same expressions as the person who you're listening toDisagreementlooking away, putting one's head down into one's arms, talking to oneself, whistling, frowning, folding one's arms Not enjoying sthyawning, sighing, complaining, frowning, looking awayIn a hurrysighing, biting down with one's teeth, not standing still, tapping one's toes on the floor, looking toward the door Not interestedsame as not enjoyingWanting to talk to othersraising one's hand to be called on, trying to speak up, waving one's arms over one's head to }&et attention, jumping up and down, shaping one's mouth in a big 0Step 4 Speaking practiceSituation 1: An old man is carrying a very heavy suitcase.Asking for help(0 = Old man; P = Paul)0: Excuse me, young man. Could you give me a hand with this, please? It's very heavy.P: Oh, of course, I'd be happy to. There we go.0: Thank you.P: You're welcome.0: Oh my, this is heavy. Excuse me, sir, could you help me with this bag?P: Certainly. Where should I put it?0: Thank you. Just put it over there, please.P: There you are.0: Thank you, that's very nice of you.P: Dh, not at all.Offering helpP: That bag looks very heavy. Do you need some help with that?0: Oh, thank you. Could you please put it over there? P: No problem. There you are. Is there anything else I can do for you?0: No, thank you. Thanks for all your help.P: Woultl you like some help?0: Oh, yes, please. This bag is simply too heavy for me. Could you give me a hand with it?P: Sure. My, this bag is heavy! Ah, there we go. Where shall I put it'?0: Over there, please. Thank you so much!P: You're welcome.Situation.2:..Someone is late for a flight and wants to go ahead of the queue.(J = Jim; A = Passenger A; B = Passenger B)J: Excuse me, but I'm late for my flight. Could I please go ahead of you?A: Why sure. My flight doesn't leave for another hour. Are these bags yours? Shall I help you with that?J: No, thanks. I can manage it myself. (To the passen ger standing at the check-in counter.) Hi. May I cutin front of you? I don't want to miss my plane.B: Go right ahead. I'm still looking for my ticket. Do you need some help with that bag?J: Yes. Could you please help me put it up here? Thank you.B: You're welcome.J: Oh no! I'm late for my flight.A: Excuse me, but did you say that you were late? Would you like to-go ahead of me? My flight doesn't leave for another hour.J: Thank you, that's very nice of you! Could you helpme with this bag, please?A: Sure. There you are. Would you like me to bring it up to the counter?J: Oh, no, thank you. I can manage it myself now.Situation 3: An old and sick person is on a crowded bus and wants to sit down.(0 = Old person; P = Passenger)0: Oh my, this bus is crowded. Excuse me, could you please help me with this bag?P: Certainly. There you are. Here, please take my seat, you look a bit tired.0: Thank you. Yes, I'm not feeling well today. I think I have a bit of a cold. Could you please tell me when we reach Long Street? I'm afraid I can't see where we are when the bus is this crowded.P: Sure. I'll let you know when we get there.P: Shall I help you with that?0: No thanks. I can manage it myself. But could you please let me sit down for a while? I'm not feeling well.P: Oh, of course. Please take my seat.0: Thank you. That's very nice of you.P: Not at all.（四）总结扩展Step 5 Necessary language pointsToday we ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.Listening and speaking听说要点1>What if a customer avoids making eye contact with you?What if ...? [用法]假使...呢?;若是...又怎么样?[举例]What if he doesn't come (What shall we do if he doesn't com)? 如果他不来，我们怎么办呢？What if it's true (Even if it's true, does it mattere)? 即使这是真的，又有什么关系吗？avoid [用法]vt. 避免[举例]They all avoided mentioning that name. 他们都避免提及那名字。
Unit19ModernAgriculture（人教版高一英语下册教案教学设计）
Unit 19 Modern Agriculture(人教版高一英语下册教案教学设计)Teaching Aims and DemandsWords and PhrasesFour Skills: protection technical import production method tie discovery garden gardening wisdom practical guide firstly condition remove generation depend on and so onThree Skills: technique irrigation pump seed insect root golden sow soil weed sunflowerSpoken English:Giving advice and making decisionsIn my opinion you should … I think he is right …If I were you … Wouldn’t it be better if …?We can’t do both, so… The other idea sounds better to me…We have to make a choice ….As far as I can see the best thing would be to …Grammar:The use of “it” （2）: ----强调句中的某一成分1. 强调主语The children often help the parents do he farm work.It is the children who often help the parents do the farm work.2. 强调宾语Future agriculture should depend on high technology.It is high technology that future agriculture should depend on.3. 强调地点、时间等状语。
Unit20Humor（人教版高一英语下册教案教学设计）
Unit 20 Humor(人教版高一英语下册教案教学设计)一、单元小结1、词汇2、短语3、交际用语表达打算和计划（Expressing intentions an plans）4、语法(The –ing Form-used as Attribute and Object Complement)二、重难、难点内容讲解humor (=humour) 幽默；诙谐；心情；情绪 He has no sense of humour. (感受幽默的能力)out of humor 心情不好；不高兴 humored adj. 具有心情的good-humored 情绪良好的 ill-humored 心情不佳的humorous adj. 富于幽默感的；滑稽的 bitter adj. 苦的;The soup is bitter.a bitter pill (to swallow)不得不接受的苦衷chalk [C & U] 粉笔① a piece of cha lk 一支粉笔②a box of coloured chalks 一盒彩色粉笔③as different as chalk and cheese 截然不同的④not by a long chalk 一点也不；丝毫不The problem isn’t solved yet, not by a long chalk. 问题还没解决，还差得远呢。
intend 想要；打算；①what do you intend to do/doing today? 你今天打算做些什么？ (intend to do/doing)②They intend that this reform shall be carried through this year. (intend that…)他们计划今年完成这一改革。
③I intend them to see the result soon. 我打算让他们早点看到结果。
高一下期整理教案Unit 16(人教版高一英语下册教案教学设计)
Teaching PlanPeriod 1 Warming up & ListeningLearning Aims1.To encourage the students to think and talk about their science subjects and activate their relevant vocabulary at the same time.2.To learn what should be paid attention to when doing an experiment ina lab and how to give instructions to others.3.To train the students’ ability of listening for information.Learning ProceduresStep 1 Warming upToday, we are going to talk something about the subjects you are learning.Q1: How many subjects are you learning now?Q2: What are the subjects in which you learn science? Is it easy for you to learn them?1). Group workDivide the whole class into two groups, one group is going to talk about the question “ What do you learn about for each field of science?”, and the other “How are you learning these subjects?” Write down the result of the discussion in a card, and choose the best member to do the report.2). Class workEnjoy some pictures about the facilities in labs and students doing experiments in labs.Q: Which subjects are connected with these pictures? Do you often do experiments in the lab?Step2 Pre-listening1).Group workIs it necessary for you to do experiments in the lab? List the reasonsin the card and see which group can find more.2).Class workDo you still remember what your teacher often remind you before, whenand after you do an experiment? Divide the whole into several groups to have a competition in class and see which group will win the game.Step 3 Listening1). Listen to what Mr. Zhu is talking to his students for the first time, focusing on the subjects mentioned in the passage.2). Listen to the tape for the second time to write down some key words to the questions and check with the partners.3). Listen to the tape for the third time. Understand the whole passage fully and check if the answers are complete, especially pay attention to different structures of giving instructions.DOS DON’TSFollow / teacher’s /instructions Don’t come into / without …Be careful about / when… Don’t touch… / unless…Always listen carefully to… Don’t throw… / unless…Clean…away and leave …clean and neat Don’t forget to…You should tie…up Never put / nose directly into…Remember that… Never put /fingers into/ and taste…Make sure that…Step 4 Post-listening1). Group workList what you can do and can’t do in a lab as much as possible in groups.2). Individual workKnowing the rules in a lab is very necessary for the sake of our safety. Suppose you are a chemistry teacher, and you are going to make an announcement to your students to give them some instructions before an experiment.3). Group workDesign the rules for the chemistry lab of your school in groups and put it on the wall in the classroom.Homework:Task 1. Have a discussion to find out the best rules for the lab and recommend it to the school leader.Task 2. Preview Speaking and try to search for some information about the new inventions and discoveries.Period 2 SpeakingLearning Aims1. To learn to cooperate with partners to analysis a problem indifferent views.2. Enable students to describe the advantages and disadvantages of something in specific words.Learning ProceduresStep 1 Warming-upDaily report1). Class workWatch a video about the successful launch of ShenZhou V manned space flight in China.Nowadays, more and more new inventions and discoveries are made all over the world.2). BrainstormingList the words they’ve learned about the new scientific inventions and discoveries. Then have a short introduction to Maglev train.Step 2 Pre-speaking1). Pair workRead the dialogue aloud to finish the following form:inventions advantages disadvantagesMaglev train2). Group workDiscuss how you can talk about the advantages and disadvantages about some new inventions and list the relevant words and phrases an many as possible.Advantages DisadvantagesIt’s good for… It is too expensiveIt can help… It is dangerous to…It is important for… It is unnecessary to..It brings people… Some people will use it for…It doesn’t pollute… It is bad / or harmful for…Step 3 While speaking1). Group workEnjoy some pictures about some new inventions. (Cloning, Nuclear energy, Computers and Space flight ) Each group is to choose one of them to have a discussion and list the advantages and disadvantages. Exchange the ideas with the whole class.2). Pair workMake a dialogue in pair to talk about one of the inventions, using the structures to show your agreement and disagreement, such as I’mafraid…/ I can’t agree with you./ I don’t think so. / In my opinion… And then act it out.Step 4 Post-speaking1). DebateThe scientific technologies are improving very fast. Some of them are widely accepted and applied, while some are still being argued about by people. Cloning humans is still one of them. In your opinion, do you think it good to do so all over the world?Divide the whole class into two groups to have a debate and see which group will perform better.2). ImaginationIf you were a scientist many years later after you graduated from universities. Do you think what you would try to invent or discover? And why do you think so?Period 3 & 4 ReadingLearning Aims1. To get to know something about the story of famous scientists.2. Enable students to understand the given material better using different reading skills.3. To have a better understanding about the importance of experiments in science.Learning ProceduresStep 1 Warming upDaily report: Share your poems with the other students.1). Group competitionIn the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.Physics chemistry medicine biology2). Group workA match competition. Match ColumnB with Column A correctly.Column A Column BAlexander Bell the Theory of RelativityThomas Edison the first telephoneWright Brothers the electric lampMadame Curie black holes in UniverseHeinrich Dreser electricityFranklin the first planeSteven Hawking the Theory of GravityElbert Einstein RadiumIsaac Newton aspirin3) Class workQ1. Is it easy for the scientists to make these inventions and discoveries?Q2. How could they succeed in their research?It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.Step 2 Reading1). Individual workSkimming: Read the material fast to find out the right picture about Franklin’s experiment.2). Individual workScanning: Listen to the tape part by part to find out the topic for each one.Para 1-3 the description of the experimentPara 4 the equipment of the experimentPara 5-6 the steps of the experimentListen with the questions below:(1). Why did Franklin do this experiment?(2). Was the experiment successful?(3). What were needed when it was being done?(4). How many steps were mentioned?(5). What should be paid great attentions to when it was being done?Step 3 Acting1). Class workWith all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.2). Individual workAfter that, all the students try to tell how to make such a kite intheir own words with the help of the pictures on the screen.Step4 Further understanding1). Pair workRead through the passage to fill in the blanks in the form in pairs.equipment usagea kitea keya condensera sharp metalstringsa silk ribbon2). Class workListen to some sentences to judge whether they are true or false.(1). In 1752 scientists already knew what electricity is.(2). Franklin was helped by a friend to do the experiment.(3). Franklin made the kite of silk because wet silk does not conduct electricity.(4). A condenser was used in the experiment to store electricity.(5). The key tied to the string was put into the door to stop the kite from flying away.(6). The experiment can be done at any time.(7). You can feel clear electric shock if you touch the string with your fingers after the kite is flying in the sky.Step 5 Post-reading1). Pair workFranklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and hisson ,the other Franklin and a person watching the experiment.2). Group workDiscuss the following questions in groups:(1). Why did Franklin do his experiment with a kite?(2). Why the kite made of silk is better than the one made of paper?(3). Is it dangerous for Franklin to do the experiment? Why do think so?(4). What can you learn from the experiment and also Franklin?Step 6 Oral practice1). Individual workAfter you read the interesting experiment of Franklin, do you think of one of your own experiments? Is it a very successful one? And what do you learn after you do the experiment? Tell the story to your group members, and then choose the best one to share it with the whole class.2). Class workDuring the lifetime of many famous scientists, there are a lot of interesting and instructive stories for us to enjoy. Then, we are going to hold a story telling competition in class.Have some judges among the students first, and then each group choose one student to present the story in front of the classroom. See who can get the first prize in the competition.Step 7 Watching, reading and thinking1). Class workThe teacher is ding such an experiment and showing it to all the students: Prepare four glasses on the table. One is filled with oil, one vinegar, and one spirit. Pour some of the liquid into one big glass and then mix them up. Dip one finger into the mixture, take it out then and put it into the mouth to suck. Then give a smile to the students to show that it tastes very delicious. Show the glass around the class and ask the students to do everything as the teacher does.Q: Does the mixture taste good? Why do you have a different taste from mine?2). Individual workRead the passage tit led “Look carefully and Learn” to find out the reason.Q 1: What do you learn after you read such a story?Q 2: Do you think what is the most important when you are doing an experiment in the lab?Q 3: If you want to be a scientist, what do you think are the most important qualities?Homework:Period 5 Language studyLearning AimsEnable students to have a better knowledge of the rules of word-formation.Learning ProceduresStep 1 Warming upDaily report: Show your opinions about the two problems mentioned in the reading passage.Individual workShow a tongue twister to students:If one doctor doctors another doctor, does the doctor who doctors the doctor doctor the doctor the way the doctor he is doctoring? Or does he doctor the doctor the way the doctor who doctors doctors?Practise the tongue twister for some times and see who can say it correctly and fast.Q: Do all “doctors” in this sentence have the same meaning?Conclusion: The meaning of the same word varies in different sentences and so does the gender.Step 2 Reading and thinking1). Pair workRead the following sentences to distinguish the different meanings of the same word.How much do you charge for repairing my CD player?The frightened animal charged into the toy shop.It usually takes one hour to get my call phone fully charged.The man was charged for being irresponsible for the job in the court.We gave her the charge of the house when we were away for holiday.What is the charge for using the hall?The guide conducted the tourists around the museum.How well does this material conduct electricity or heat?The concert on this Saturday evening will be conducted by a world famous conductor.The teacher scolded him because of his bad conduct.The manager conducted the business carefully.He was surprise to see so many crosses marked in his Maths homework.This fruit is a cross between an apple an d appear.The river was too deep to cross.The two main roads cross in the center of the town.He crossed his name off the list.2). Group workDiscuss in groups to think about more words of this kind and make sentences according to the different meanings. Then read it out and the other students try to guess the meaning of the same word in different situations.Step 3 ImaginationGroup workShow some words on the screen ( such as bank, tie, sharp, tear) . Discuss in groups to make a short story, paying great attention to the different meanings and gender of the same word. Write it down on a card and share it with the whole class. See which group does the best job.Step 4 Compound wordsSometimes if we put two different words together, we can make a new one. These words are called “Compound words”. Show some examples:Blackboard is compounded with two words:Part 1= a kind of deep color Part 2= a piece of thin woodShow the students the formulation: Part 1 + Part 2 = ?1). Class workThe teacher provide explanations to two single words. Ask the students to combine them together and then guess what the new word is. Repeat it for several groups.Part 1= part of the body used when we talk Part 2= a round thing to play withPart 1= water of ten degrees below zero Part 2= medicine to put on your skinPart 1= a liquid you need to make teaPart 2= moving in snow with wooden thing tied to your shoes2). Group workDiscuss to think of some some compound words in groups and then do the same game with the partners.3) Class workHave a competition about word guessing and see which team can give the most wonderful performance.Two students to make a team with one facing the blackboard and the other facing all the students. The teacher lists some compound words on the screen. The students facing the Bb explains the two parts of thecompound word as quickly and exactly as possible, so that the other one can join the two parts together to guess which word is mentioned. The game is limited in two minutes and then they can find out which team have guessed more words than the others.Step 5 Post-learningRead the story about “Franklin’s famous kite experiment” again , and try to find out all the similar words as those learned in this class.Homework:Task 1. Design an exercise to match the words in Column A with those in Column B to make some compound words. Exchange the exercises in class.Task 2. Prepare to make up a story about the relationship of humans and animals in groups and then act the short play out.Period 6 Integrating skillsLearning Aims1. Get the students to have reading extension for scientific experiments.2. Enable students to write an argumentative essay by discussion.Learning ProceduresStep 1 warming- up(1). Class workDaily report: A short play about the relationship between humans and animals.Q: What do you learn from it?(2). Class workEnjoy some pictures about animals killed by humans:Q: Why do people kill so many animals? Can it be avoided?(3). Class workQ: Why do scientists do experiments on animals?What would often be the result? Can it be avoided?Step 2 Reading(1). Individual workCan scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now.Q: How many questions are mentioned?( Does animals testing work? Do people have the right to use animals?)(2). Individual workPeople are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?Prepare to make a short speech and speak it out.(3). Group workAs a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class.(4). Group workIt’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.Step 3 Writing(1). Pair workNow it’s time for you to write about an argumentative essa y on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class.(2). Individual workRead the tips carefully to check if you have the same idea.Title Choose a clear Pro or Contra animal testing titleIntroduction Explain for what reasons animals are used in experimentsand make clear on which side you are: Is animal testing OK or are you an animal rights activist?Second Paragraph: Arguments Pro Choose two or three arguments from the reading to support your view, Explain them in your own words: 2-3 pros.Third Paragraph: Arguments Contra Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1-2 consConclusion Write what we should do with animals experiments in thefuture and why.(3). Individual workThen Write down your answers to the questions listed in the form one by one.Why are animals used in the experiments?Are you on which side of them?Which views do you agree with? Why?Which views don’t you agree with? Why?What other ways can you think of to solve the problem in the future?(4). Individual workJoin your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved.(5). Class workTo make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.Homework:Task 1. Experience the life in your hometown with heart, and find out what people are talking about heatedly. Write them down and choose one to write about. Before writing, interview some people’s views about it, and then judge which side you are on. Write a letter to the local government to show your opinions.。
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人教版高一下册英语教案人教版高一下册英语教案（一）Teaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you? Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students havelearned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily. Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text. Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not. Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogueAfter that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class. Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text. Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph? (It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat?(What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from companies and stores.)4. How can we feel and look fine?(We ought to learn about our body and the fuel it needsto keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73 Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###”in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’ workbook. Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.人教版高一下册英语教案（二）Teaching aims and demands:a. Achieve language skills and related knowledge about the topic of friends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’s book d. Grammar:Direct and indirect speechLesson 1Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend.Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students to say more about friends. Step 3ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to page 85. Make a similar dialogue as in exercise 2.Some useful expressions :Why did you…? Why didn’t you…? You said that you would…Please forgive me. You promised to … I’m very sorry…It won’t happen again. I forgot.Step 5 HomeworkFinish Exercise 3 in the workbook.Lesson2Step1 RevisionAsk several students to present a speech about friends as a revision.Step 2 Pre-readingPresent the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.Step 3 ReadingBefore asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?At the same time explain the language points ifnecessary.Step 4 Post-readingDiscuss the following questions in the Part POST-READING.Step 5 HomeworkPrepare a talk about Tom Hanks or something about one of his film.Lesson3Step 1 RevisionGet the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language StudyAsk the students fill in the blanks with proper words. Step 3 GrammarIllustrate to the students the use of Direct and Indirect Speech.Then ask the students to do the exercise in the Part Grammar on P5.Step 4 PracticeAsk the students to act the exercise2 in the part Grammar out.Step 5 HomeworkAsk the students to finish the exercise2 in their workbook.Lesson4Step 1 RevisionCheck the homework.Step 2 PresentationPresent simples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail by learn the above e-mail simple.Step 4 WritingAsk the students to write an e-mail message.Step 5 HomeworkAsk the students to try to write an e-mail to their e-pal.。