高一英语教案（汇总4篇）

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高一英语教案【第一篇】

教学准备

教学目标

（1）知识目标：让学生通过阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。

（2）能力目标：让学生进一步使用恰当地阅读方式与技能，如略读(skimming)，快速阅读(fast reading)，细读(close reading)等

（3）情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活态度。

教学重难点

1、阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。

教学过程

1、 话题的引导。(Pre-reading)

1)。开头通过设计了一首熟悉的诗歌，让学生知道话题---farming.

2)。涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题--伟大人物袁隆平。

2、 跟读与阅读 完成导学案练习

贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。采用整体语言教学法和任务型语言教学法。

1)、通过阅读训练，引导学生如何利用略读(skimming)的方法把握文章的大意，侧重培养快速阅读理解能力和文章中心把握能力。

2)、精读各个段落语段，侧重培养快速捕捉文章重要细节的能力和猜测生词的能力，学会欣赏文章中的优美句子。

3： 阅读过程--浅层次阅读。(Reading I)

1)。 其中关于人物的基本信息中，通过设计了一个信息表格的浅层次阅读练习，对文中人物有了初步了解。

2)。 关于他的梦想，书本上描写得非常生动，我让班里有艺术特长的学生画了一幅漫画，利用画面反映课文第四段所描述的内容，同时用第一人称配了声音效果。

4、 阅读过程--深层次阅读。(Reading II)

在处理了一些简单信息之后，阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些可贵品质。就这两方面的内容，设计了一棵树的形象，引导学生去寻找袁隆平作出的成就以及他身上拥有的可贵品质。

5、知识点的处理：由句子的分析带出语言点，记住句子，记住了单词用法

课后习题

一、单词拼写

1、 ____________ vt. & vi. 斗争； n.努力

2、 ____________ adj. 感到满意的

3、 ____________ n.自由； 自主

4、 ____________ vt. & vi. 配备； 装备

5、 ____________ n. 产量， 输出量

6、 ____________vt. 输出 n.出口

7、 ____________vt. 搞乱， 使糊涂

8、 ____________ n. 补给； vt.提供

9、 ____________ adj. 适当的'， 相配的

10、 ___________vt. 使膨胀 vi. 发展

二、单词运用

had a ___________（努力） to stop the criminal.

2、 The document will be _____________ （传阅） to all members.

3、 I’ll type your report if you’ll baby-sit in e_________.

4、 Our farm ___________ the market with fruits and vegetables.

5、 We should s__________ the results of the exam briefly and report to the headmaster.

6、 Sydney’s population _____________ rapidly in the 1960s.

7、 He has a ____________ （晒黑的） face and bright eyes.

8、 The plane _________ speed as it was approaching the airport.

9、 The workers there worked _______ crazy, with only thirty minutes’ break at noon.

10、 He __________ （耕作） the farm with great success.

Comprehending：Paraphrase these sentences.

1、 At that time, hunger was a disturbing problem in many parts of the countryside

his hybrid rice, farmers are producing harvests twice as large as before.

3、 Thanks to his research, the UN has more tools in the battle to rid the world of hunger.

would much rahter keep time for his hobbies.

Consolidation Exercise;

1._____ your generous help, or I will not overcome the difficulty.

to B. Because

C. Thanks for D. Thank to

2、 It is so_______ that he is always making noises.

A. disturbed B. disturbing

C. disturb D. disturbs

3、 He missed the bus, for ________ he came late for work.。

A. whom B. that D. which

4、你必须戒除掉自己吸烟的坏毛病。

5、 满意于学生的成绩，他如释重负的笑了。

6、 他宁愿在家里看电视也不愿意打篮球。

高一英语教案【第二篇】

一、 教材分析：

学生在度过一个假期后，英语知识较生疏，教师应当复习好以前单词，为学习新知打下基础。Ｌet’s talk A部分很好地体现了这一点。Good morning We have a……复习民第一册中内容。“I’m from America”这一句为B Let’s taik“Where are you from？做了铺垫，教师应充分注意这一点

boy、girl 、teacher student 、meet等单词又是第一次出现，也需要我们特别关注。

二、教学目标：

1、能够得简单地表达自己心情，如：nice to meet you welcome back to school

2、能够听懂并回答 Where are you from？

I’m from

3、认识、会说字母A——E

4、掌握A、B Ler’s talk中单词。

5、理解A、B Ler’s talk中内容。

三、教学重、难点：

能够听懂并回答 Where are you from？

掌握A、B Ler’s talk中单词。

理解A、B Ler’s talk中内容。

四、课时安排

第一课时 A lLet’s talk Let’s learn B Let’s sing

第二课时 A Let’s practise Let’s play Let’s chant

第三课时 B lLet’s talk Let’s learn

第四课时 BLet’ssay Let’spractise

第 五课时B Let’s Let’s

第六课时 C story time

高一英语教案【第三篇】

一、教学目标

知识目标

1、 Get students to learn some useful new words and expressions in thispart.

2、 Get students to read the play.

3、 Let students learn the expressions of ordering food.

能力目标

1、 Develop students’ reading skills and enable them to learn how to usedifferent reading strategies to read different reading materials.

2、 Enable students to understand and act out the play.

3、 Have students learn how to use the expressions to order food.

情感目标

1、 Stimulate students’ interests of learning English by reading and actingthis play.

2、 Develop students’ sense of group cooperation and teamwork.

二、教学重点

1、 Develop students’ reading and speaking skills.

2、 Let students read and act the play.

3、 Have students learn to use the expressions to order food.

三、教学难点

1、 Enable students to learn to use reading strategies such as skimming,scanning, and so on.

2、 Get students to act the play.

3、 Have students make a dialogue at the restaurant.

教学过程

→Step 1 Revision

1、 Check the homework exercises.

2、 Ask two students to retell the content of Act I, Scene 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 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

n.要(叫)的菜eg. May I take your order?

n.顺序，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.预定，预购eg. I have ordered a steak.

a chance碰运气

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.

也许真爱只是一个决定，一个与某个人一起冒险的决定。

3、 genuine adj 1)真正的，真实的，名副其实的；非人造的，非伪造的

Eg. Her wedding ring is made of genuine diamond.

她的结婚戒指是真正的钻石做得。

2)真诚的，真心的，诚实的

My genuine friend is not such right?

我真正的朋友不是这样的对吗？

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.

我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样，我觉得这不可能是假钞。

助动词do或其他形式does, did在肯定句中用于谓语动词前，表示强调。例如:

I did tell him what I thought of.

我的确告诉过他我的想法。

can表示推测，与主句中的not结合在一起，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!但是他穿得破破烂烂的。

介词in后面接表示颜色或衣物等的名词时，意思是“穿着；戴着”。例如:

The girl in green is a good friend of mine.

穿绿衣服的女孩是我的一个好朋友。

in rags衣衫褴褛

The old man in rags used to be very rich.

衣着褴褛的那位老人过去很富有。

6、 As for the bill, sir, please forget it.

至于账单嘛，先生，请把他忘了吧。

as for: with regard to至于；关于

As for you, you ought to be ashamed of yourself.

至于你，你应该感到惭愧。

As for the hotel, it was very uncomfortable and miles from the sea.

至于旅馆呢，非常不舒服，而且离海边有好几里地

→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.

高一英语教案优秀教案【第四篇】

Period 7-8 Grammar

Grammar

一、动名词做主语的用法

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

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

空谈无济于事。

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

动名词做主语和不定式做主语一样，也可以用it作形式主语。如：

It's rather tiring walking around in a city.

不定式做主语往往表示具体的特别是将来的动作。如：

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

He realized that to go on like this was wrong.

二、动名词作宾语的用法

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

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

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

Her shoes wants mending.她的鞋该修理了。

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

Your hair wants cutting.你的头发该理了。

The floor requires washing.地板需要冲洗。

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

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

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

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

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

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

用不定式作宾语均可，意义没有多大区别。

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

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

Period9-10 writing and checking the answers of the exercises