高一英语必修一教案【实用5篇】

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高一英语必修一教案【第一篇】

Ⅰ、教材内容及教学目标

1、学习在澳大利亚乘火车旅游的。文章

2、训练速读、略读和查读技能，通过中心句掌握全文中心，学会分析文章结构，

学会运用想象、联想、逻辑分析和英语思维的能力

3、学会如何描述乘火车旅游的情形

Ⅱ、教学设计

Task Learn and retell the passage

Pre-task Content Prediction(2m) According to the picture and the title, try to predict what we will be able to learn from the passage.

Task-cycle Reading(40m)

Pre-reading Map reading Look at the map of the railways in Australia, discuss which city you would like to travel and how to get there.

While-reading

Activity 1 First ( Fast ) reading

A. Match: Find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the Ghan )

B. Main sentence in each paragraph.

C. Main idea

D. Guide Ss to find out the structure of the passage.

Activity 2 Second ( Detailed ) reading Deal with 6 questions in .

Activity 3 Third reading ( Reading Strategies Applying )

A. Find out appropriate information to fill in the form below:

Part One (1)

Who When Where What Why How

Part Two (2-3)

Food Scenery

First hundred kms After that Suddenly

B. Put me in the right order and form a passage, adding in the time signals.

Camels were trained to carry supplies back from the central part.

Camels were shot because of the new railway line built by the government.

They brought camels from Afghanistan.

Australians needed a way to the central country.

They tried riding horses, but failed.

C. Word-guessing ( abandon, diamond, supplies)

Post-task

Activity 1 Retelling Retell the passage with the help of the form

Activity 2 Discussion P24 (5)

Activity 3 Small debate “They should shot the camels”

Recalling(2m) Recall what we learn today. & Questions unsolved.

Homework(1m) Write a reading note

阅读格式卡

Title__________________________ Module _________ Date___________

General idea：

Words & Phrases:

BS:

BS=beautiful sentence

高一英语必修一教案【第二篇】

Ⅰ、教材内容及教学目标

1、 学会通过合作探究，归纳总结出-ed形容词作定语及其定语的位置，

2、 运用过去时间表达法

3、 运用礼貌用语

4、 了解Maglev，能说出与普通火车的区别

Ⅱ、教学设计

Task 1 Find out rules of “–ed adjectives”

Activity 1 Competition The group which write the most right –ed forms of the verbs given by teachers win.

Activity 2 Find out the rules of “-ed adj.”

A. Look, say, write and combine

a. T act out the sentences: I threw the paper away. The paper was used before.

b. Ss write out the sentences

c. Try to combine the sentences to one: I threw the _______ paper away.

d. Talk about the pictures using –ed form and write them down.

B. Observe, compare and find out the rules (Grammar 1 )

Activity3 Workbook P79 1. 2.

Task 2: Story-making using past tense time expressions

Activity 1 Brainstorming ( past tense time expressions)

Activity 2 Complete the sentences (2)

Activity 3 Story-telling Make stories according to the pictures given to different groups

Task 3: Polite conversation

Activity 1 Act and discuss 2 Ss act out the dialogue. Discuss Qs in (2)

Activity 2 Make new dialogues Suggestions given by Ss-Make new dialogues according to ()

Task 4: Interview ( about Maglev )

Activity 1 Read and compare

Activity 2 Interview & Report (one interviewer + one mayor + designer + assistant)

Activity 3 Your idea of new transportations

人教版高一英语教案【第三篇】

第一部分：热身

快速应答：

are you going to school everyday?

you very much for your help.

mind my opening the window?

day was it yesterday?

's the weather like today?

第二部分：朗读

口语朗读技巧：

1、声调与降调

I have three English books, two Chinese dictionaries and five pens. Do you have a map in your hand? Yes, I do.

2、连读：将前一个单词最后的辅音与后一个单词开头的。元音连在一起朗读。 half an hour ran out of not at all

3、失爆：当相邻两个爆破音在一起时，往往给前面一个爆破音留一个位置，但不

爆破，稍停随即发后面的爆破音，这种现象称为“失爆”。 hot bath the next day a good deal of I don’t believe I don’t know I want to say

朗读练习：

1、 A smart housewife was told that there was a kind of stove which would only

consume half of the coal she was burning. She was very excited, and said: "That'll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!"

little boy did not like the look of the barking dog.

"It's all right," said a gentleman, "don't be afraid. Don't you know the proverb: Barking dogs don't bite?"

"Ah, yes," answered the little boy. "I know the proverb, but does the dog know the proverb, too?"

高一英语必修一教案【第四篇】

高一英语对于学生来说具有承上启下的关键作用，以下是“高一英语必修课件”希望能够帮助的到您！

高一英语必修一知识：动词-ing形式作主语

1. 动词-ing形式作主语时，主要有三种形式。

(1)动词-ing直接置于句首主语的位置上

Playing tricks on others is something we should never do.

捉弄别人是我们万万不能干的。

Saying is easier than doing.

说起来容易做起来难。

(2)用it作形式主语，而把真正的主语移置句尾，以保持句子平衡。常见句型有：

It is / was a waste of time / money doing ….做……是浪费时间或金钱

It is / was useless / no use / no good doing …做……是无用/无益的

It is/was worth/worthwhile doing …做……是值得的

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

It’s worth making the effort. 这事值得去做。

It’s a waste of time arguing about it. 争辩此事是在浪费时间。

(3) 在there is no 结构中通常用动词-ing形式作主语

常见的句型有：

There is/was no doing… 无法在……;不允许……

There is/was no sense (in) doing… 做……没有道理/意义

There is/was no use/ point (in ) doing… 干……无意义

There is no joking about such matter.

这种事开不得玩笑。

You don’t take advice so there is no point in asking for it.

你不听劝说，因此征求别人的意见也就没有什么意义了。

注意：

There is no need to do sth. 干……没必要，在此句式中to do 不可换为doing。

There is no need to tell her. 没有必要告诉她。

2. 动词-ing 形式作主语与不定式作主语的区别：

动词-ing 形式作主语通常表示一种抽象的动作概念，即泛指某种行为或动作；不定式作主语通常表示具体动作或具体意义。

Talking mends no holes. 空谈于事无补。

It’s an honor for me to be invited to the party.

我很荣幸被邀请参加这个晚会。

3. 当动词-ing 形式用作主语时，其逻辑主语由形容词性物主代词或名词所有格构成。

My sister’s being ill made me worried.

我姐姐病了，使我很担心。

Your being right doesn’t necessarily mean my being wrong.

你正确未必就意味着我错了。

高一英语必修一知识：动词-ing形式作宾语

1. 动词-ing形式作动词(短语)的宾语。后接动词-ing 形式作宾语的动词(短语)，常见的有：

avoid, consider, enjoy, keep, finish, suggest/advise, dislike, delay, escape, can’t help, give up, put off, imagine/fancy, mind, miss, practice, forbid, appreciate, risk, stand, admit等。

We must try to avoid repeating the same mistake.

我们必须设法避免犯同样的错误。

Do you feel like having a walk with me after supper?

晚饭后你想和我一起散步吗？

I suggest doing it in a different way.

我建议用另一种不同的方法做这件事。

2. 有些动词既能接不定式，又能接动词-ing 形式作宾语， 但含义有所不同：

(1)在like，love，hate，prefer等动词之后，用v.-ing形式或不定式在意义上没有什么不同，只是侧重点有所不同，动词-ing形式表示泛指的动作，不定式表示具体的一次性动作。

He likes getting up early but doesn’t like to get up this morning，because he stayed up late last night.

他喜欢早起，但今天却因昨晚熬夜而不想早起。

(2)动词begin/start，continue，intend之后，用动词-ing形式或不定式均可，意义上无多大区别。

Price will continue rising / to rise. 物价将持续上涨。

What do you intend to do / doing next? 你下一步打算做什么？

(3)在动词forget，remember，regret之后，用动词-ing形式或不定式则意义会不同。动词-ing形式表示的动作先于谓语动词所表示的动作发生，不定式表示的动作发生在谓语动词所表示的。动作之后。

I remember posting the letter. 我记得我已把信寄了。

I’ll rem（）ember to post the letter. 我会记着去寄信的。

I regret missing the report. 我真后悔没赶上那次报告会。

I regret to say I can’t take your advice.

我遗憾地告诉你我不能接受你的建议。

(4)在try，mean，stop，go on，can’t help ,be used to 等后，接动词-ing形式或接不定式作宾语则意义会有所不同。

We must try to get everything done in time.

我们必须设法及时把一切做好。

Would you please try doing that again?

请你再试一下好吗？

I didn’t mean to make you angry.

我并不想叫你生气。

Choice always means giving up something.

选择总是意味着有所放弃。

Having finished the exercises, we went on to learn the new words in the next unit.

做完练习后，他们继续学习下一单元的生词。

After a short rest, they went on working.

短暂的休息之后，我们继续工作。

While working, he stopped to talk with Tom at times.

工作的时候，他不时停下来和汤姆谈话。

He stopped talking when the teacher came in.

老师进来的时候，他停止了谈话。

I can’t help (to) do the housework. I am too busy.

我不能帮忙做家务了，我太忙了。

I can’t help thinking of my happy childhood.

我禁不住想起我幸福的童年。

Wood can be used to made paper.

木材可以被用来造纸。

He has been used to living alone.

他已经习惯了一个人生活。

(5)动词allow, advise, forbid, permit 等后可直接接动词-ing 形式作宾语，不可接动词不定式作宾语，但可以接不定式作宾语补足语。

We do not permit smoking in the room.

我们不允许在屋里吸烟。

Please permit me to say a few words.

请允许我说几句话。

(6)动词need, require, want 作“需要”讲时，其后接动词-ing形式的主动形式或不定式的被动形式。

Your composition needs correcting / to be corrected.

你的作文需要修改。

His coat wants cleaning/to be cleaned.

他的外套需要洗了。

3. 动词-ing 形式作介词的宾语，经常用在一些短语的后面。

They two can never talk without smiling.

他俩谈话没有不笑的时候。

On hearing the news, all the students jumped with joy.

听到这个消息后，所有的学生都高兴地跳了起来。

What prevented you from joining us last night?

昨天晚上什么事使你不能和我们在一起？

注意：

to既可以是介词，也可以是不定式符号，在使用中比较容易混淆。若是不定式符号，to后接动词原形；若是介词，to后需接动词-ing形式。

You must get used to washing your face with cold water.

你必须习惯用冷水洗脸。

He is looking forward to seeing you this summer vacation.

他盼望今年暑假见到你。

英语中常见的带介词to的短语还有：

devote to，object to/ be opposed to, pay attention to，get down to，lead to，stick to，be equal to 等。

4. 动词-ing形式作宾语时，可用it作形式宾语，而将真正的宾语后置。

I don’t think it possible living in such a cold place.

我认为住在这么寒冷的地方是不可能的。

Do you consider it any good trying again?

你觉得再试一次会有好处吗？

5. 动词-ing 形式作宾语时，其逻辑主语由名词所有格/普通格、形容词性物主代词或代词宾格构成。

Do you mind my / me opening the window?

你介意我把窗户打开吗？

Can you imagine him / Jack / Jack’s cooking at home?

你能想象他/ 杰克在家做饭的样子吗？

高一英语必修一教案【第五篇】

After checking the WB Exx, the teacher asks the students to read the letter on Page 6 first, and then ask them to discuss what was upsetting Lisa.

T: Here is a letter written to Miss Wang of radio by Lisa. Read the letter, please. Try to find out what was upsetting her with your partners, using the indirect speech.

S: Lisa made a friend with a boy in her class. But her classmates said they fell in love. Lisa said she didnt want to end the friendship. Lisa asked what she should do.

Step II Listening (Using language) The students will hear what Miss Wang says, then ask the students to answer the questions, using the indirect speech. At last, get them to spell out the words and fill in the blanks.

T: OK, weve already known the Lisas problems on making friends. Miss Wang has suggested some possible solutions. Please look at page 6. We re going to listen to what Miss Wang says, and then answer the questions of Ex 2. Go through the questions quickly.

Write down the key words as quickly as possible.

Listen again and check the answers with the whole class.

T: Now lets listen to it again and try to spell out the words and fill in the blanks.

Step III Listening (WB P41)

The students will hear a passage about Annes best friend, her diary Kitty. They are asked to complete the passage according to the tape.

T: In the following part, we are going to listen to a passage about Annes diary. Listen to the tape carefully and fill in the blanks.

Listen to it again and check the answers with the whole class.

Step IV Listening Task(WB P43)

The task can be divided into three parts. First, the students will hear a story about an argument between Anne and her father about her boyfriend. After listening, they just write down their different thoughts. Then they can have a debate to find out a better solution to solve Anne and her fathers problem. The activity should be prepared carefully beforehand. During the class, the two teams just do the final preparations.

StepV Assignment

1. Today we have learnt how to solve the problems on making friends. For the homework, describe one of the problems between friends and how it is solved.

2. What does cool mean?

What do you think should do with your friends?

课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。通过训练逐步提高学生的听力能力。

Period 5: WRITING

Step I Revision

Check the homework, asking them to read out their ideas for the class.

T: Lets check the homework. Id like some of you to read out their ideas.

For the class. Volunteer!

Step II Warming up

T: Have you ever read The 21st Century ?

S: Yes, I have. Its a popular paper among teenagers in China.

T: If you have any problem, you can write to the editor and ask for advice. Here is a letter from a student.

Step lII Writing (B P7)

This part asks the students to write their advice to Xiao Dong as an editor. First, let the students to discuss how to write a letter to offer some advice with their partners. Second, teacher shows the instructions on how to write a proposal letter on the screen. Third, ask the students to read the letter on Page 7. Ask them to discuss what Xiao Dongs problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books. Fourth, give them ten minutes to write the letter. At last, ask some of the students to read their letters for the class while the teacher gives some comments.

T: Today were going to write your advice to Xiao Dong as an editor. Do you know how to write a proposal letter? Now, lets have a discussion on it with your partners. Students are talking about how to write a proposal letter.

T: Whod like to answer this question?

S: The problem should be presented first. Then we must analyze the reasons to cause the problem. Proposing the solution must be the main, which should be well explained.

T: Exactly. The discussion of the solution itself, based on the analysis of the problem, is the core of a proposal. Ill give you some instructions about how to write the body part of a proposal letter as follows.

T: AH right, lets read the letter on Page 7. And try to find out what Xiao Dongs problem is and what is the solution they can offer in groups of 4, with the help of the points given on the books.

The students are discussing Xiao Dongs letter.

T: OK, who can tell me what Xiao Dongs problem is?

S: He is not very good at communicating with people. He wants to know how to make friends with others.

T: Quite right. Now please write your advice to Xiao Dong as an editor with the help of the points given on the books. Ill ask some of the students to read their letters

for the class in ten minutes. The students are writing the letters.

T: Have you finished? Ill ask some of the students to read their letters for the class.

课后反思：本课为写作课，写作一向是学生英语学习的薄弱环节。英语的写作与语文不同，语文写作注重篇章构思和文采，而英语的写作前提是把句子写对，避免出现重大的语法错误，在此基础上再尽量把句子润色得漂亮一些，这是更高层次的要求。大部分的学生如果能保证把句子写对，那就是很不错的事情了。所以在训练写作时，应该让注重理清句子成分和结构，关键要把谓语的形式写对。平时应该让学生多看别人优秀的`文章，有可能的话可以多背一些优秀的范文。