高中必修一英語教案

高一英語教案：《Relaxing》教案三。

高一英語教案：《Relaxing》教案三

Teaching aims:

To practise listening for specific information

To learn about ways of dealing with stress in everyday life

Teaching course:

Ⅰ Warm up

Work is very important in our life. We have to work, no matter what you are. With the development of modern society, people are fastening their steps of life. There is less time for relaxation. The problem is that more and more people feel stressed. How to get rid of the stress we are suffering from is what we are to talk about.

Ⅱ Talking

Task one

You are to do some listening, Before it think about your school life, list the things ( at least 3 ) you do and your feeling about them. ( A=Activity, F=Feeling )(目的是激發(fā)學(xué)生的興趣，鍛煉學(xué)生的口頭表達能力，為聽力內(nèi)容做鋪墊)

How do you get rid of the stress in your life?

Talk to each other about the activities you have listed. Say which is stressful and which is relaxing. Do it like this:

prepare for an exam; lie on the beach; wait for the result of; give a talk in English; do shopping with task two.

Interview your classmates to see what kind of stress they are suffering from and how they relax themselves or get rid of it.

Ⅲ Listening

Do the exercise 2

Do the exercise 3

Read through the Strategies with the class and see if they can use any of these Strategies already.

In pairs, students read the questions and try to predict the answers. Point out that more

than one answer is possible.

Students then exchange ideas to find out if they have made the same predictions if they have made different predictions, ask students to justify their opinions.

Do the exercise 5 and 6

Before listening the materials ask students to read the questions and first predict answers then listen the tape twice.

When students have checked their answers, ask them what advice they would give to Mark to help him be less nervous before exams and before going to parties.

Do the exercise 7

Students look at the exercise and see if they can remember or can guess any of the missing words.

Students listen to the cassette again and complete the sentences in the Function File.

Pronunciation

Do the exercise 9

In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?

Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.

Do the exercise 10

Before starting their talk, students can look at the sentences they wrote in Exercise 9

Students then put the exercise away and talk to their group without any notes, using as many hesitation words as possible.

Ⅳ Homework:

Writ a report about you interview in class. Write about the stress you and most of your classmates are suffering from. Find the causes of the stresses and give advice on how to relax yourselves.

延伸閱讀

高一英語教案：《Relaxing》教學(xué)設(shè)計

古人云，工欲善其事，必先利其器。教師要準備好教案為之后的教學(xué)做準備。教案可以讓學(xué)生更好的消化課堂內(nèi)容，有效的提高課堂的教學(xué)效率。那么，你知道教案要怎么寫呢？下面是小編幫大家編輯的《高一英語教案：《Relaxing》教學(xué)設(shè)計》，相信能對大家有所幫助。

高一英語教案：《Relaxing》教學(xué)設(shè)計

Teaching aims:

To practise listening for specific information

To learn about ways of dealing with stress in everyday life

Teaching course:

Ⅰ Warm up

Work is very important in our life. We have to work, no matter what you are. With the development of modern society, people are fastening their steps of life. There is less time for relaxation. The problem is that more and more people feel stressed. How to get rid of the stress we are suffering from is what we are to talk about.

Ⅱ Talking

Task one

You are to do some listening, Before it think about your school life, list the things ( at least 3 ) you do and your feeling about them. ( A=Activity, F=Feeling )(目的是激發(fā)學(xué)生的興趣，鍛煉學(xué)生的口頭表達能力，為聽力內(nèi)容做鋪墊)

How do you get rid of the stress in your life?

Talk to each other about the activities you have listed. Say which is stressful and which is relaxing. Do it like this:

prepare for an exam; lie on the beach; wait for the result of; give a talk in English; do shopping with task two.

Interview your classmates to see what kind of stress they are suffering from and how they relax themselves or get rid of it.

Ⅲ Listening

Do the exercise 2

Do the exercise 3

Read through the Strategies with the class and see if they can use any of these Strategies already.

In pairs, students read the questions and try to predict the answers. Point out that more

than one answer is possible.

Students then exchange ideas to find out if they have made the same predictions if they have made different predictions, ask students to justify their opinions.

Do the exercise 5 and 6

Before listening the materials ask students to read the questions and first predict answers then listen the tape twice.

When students have checked their answers, ask them what advice they would give to Mark to help him be less nervous before exams and before going to parties.

Do the exercise 7

Students look at the exercise and see if they can remember or can guess any of the missing words.

Students listen to the cassette again and complete the sentences in the Function File.

Pronunciation

Do the exercise 9

In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?

Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.

Do the exercise 10

Before starting their talk, students can look at the sentences they wrote in Exercise 9

Students then put the exercise away and talk to their group without any notes, using as many hesitation words as possible.

Ⅳ Homework:

Writ a report about you interview in class. Write about the stress you and most of your classmates are suffering from. Find the causes of the stresses and give advice on how to relax yourselves.

高一英語教案：《Friendship》教案三

高一英語教案：《Friendship》教案三

重點詞匯：

upset ignore calm concern loose

Netherlands German series outdoors dusk

entire thunder power curtain dusty

partner settle highway recover pack

suitcase overcoat teenager exactly disagree

grateful dislike tip swap item

重點詞組：

go through set down a series of

on purpose walk the dog no longer

in order to at dusk face to face

suffer from get tired of pack up

get along with fall in love join in

have trouble with sb. no way feel at home

have got to be crazy about calm down

be concerned about as far as – be concerned be concerned with

should have done must have done could have done

happen to sb happen to do it happens that---

be tired of be sick of be fed up with

be bored with be upset about be ignorant of

add up add to add---to---

add up to in one’s power 盡某人能力所及，在某人掌控之中

重點句子：

1. calm down keep calm

She lit a cigarette to calm herself down.

It’s very important to keep calm when the earthquake breaks out.

calm quiet still silent

2.concern oneself about/for be concerned about/for 擔(dān)心

concern oneself with/in 從事，參與 be concerned with 涉及，與—有關(guān)

concern sb/sth 和--有關(guān)

concerning concerned

How much money i can make is not my concern.

This unit is concerned with friends and friendship.

There is no need to concern yourself in this matter.

The concerned parents were all concerned about their children’s safety.

3. set down 記下，寫下 放下 讓— 下車

The bus sets the children down just outside the school gate.

Please set down everything you have heard in the class.

She set down her drink and went out.

set off set out for set up set aside

set down to do 開始做某事 set about doing set out to do

4. He hasn’t turned up up to now and I can’t wait any longer.（延續(xù)性動詞，時間）

After she graduated, she came no more.(常和非延續(xù)性動詞連用，數(shù)量程度不增)

5. Ambitions never die until there is no way out.

Not until he left his home, did he begin to know how important the family was for him.

It was not until she took off her dark glasses that I realized she was a film star.

6. get sb doing 讓—開始做—have sb doing 讓—一直做—

get sb to do have sb do

get sth done have sth done

can you get the machine running？

Where are you going to get/have your hair cut?

I will get someone to repair my computer.

7. while walking the dog, he was careless and it got loose and was hit by a car.

If (it’s) necessary, I will send several people to help you.

8.You must have seen the film Shaolin Temple.

You may have read about it in the papers.

You could have come here a little earlier.

Must have done can’t have done could have done may/might have done

Should/need/could/might/ought to/would have done

9.make + 賓語+賓補（n./adj./v./done.） make it adj.to do be made to do

she made her diary her best friend.

He shouted to make himself heard across the room.

Computer makes it easier to learn English.

She was made to wait for hours.

10. I wonder if it’s because I haven’t been able to be outdoors for so long time that I’ve grown so crazy about everything to do with nature.

eg. We went to see him in Wuhan last week.

When did you graduate from high school?

11. While sleeping, you’d better not keep your windows open.

Don’t keep that boy waiting there.

We must keep our teacher informed of what is going on in our class.

12. But as the moon gave far too much light, I didn’t dare open a window.

13. it happens that-- sb happens to do 碰巧

sth happens to sb

What has happened to you?

It happened that I had no money on me.

14．It’s the first time that I have seen such a famous actor.

It was the first time that I had seen the light face to face.

The first time I met her, I fell in love with her .

It’s time that the children went to bed.

It’s time to have supper.

15. settle down定居，過安定的生活,平靜下來

set down to doing sth. 開始專心做--

settle in 在—定居 settle down in

settle on/over停留、 落在， 選定 決定

When are you going to marry and settle down?

They have finally settled down in Canada.

Dust had settled on everything.

Settle dispute

He settled to buy a new car.決定

16．suffer suffer from Suffering(s) n.

He suffered many defeats before success.(遭受痛苦)

Many people are still suffering from starvation. （因---而遭受痛苦）

17. She has recovered from the operation (從---恢復(fù))

The team recovered its lead in the second half.（重新獲得--）

She soon recovered herself and went on with her lecture. 恢復(fù)正常， 使—清醒

18. go through 經(jīng)歷 經(jīng)受/仔細檢查/（法案）通過

The country has gone through too many wars.

She is going through the company’s accounts.

The law didn’t go through at the meeting.

I can’t get it through to him that he has to study hard now.

go by go over go in for參加考試/比賽，喜歡 go ahead go without

get sth through to sb.使 某人理解， 使某人接受（某人說的話）

19. disagree with sb/sth

I feel sick. The fish disagreed with me.

These reports of the accident disagree with a number of points.

20. Although I try to talk to my classmates, I still found it hard to make good friends with them.

21. I do want to change this situation.

語法：

直接引語變間接引語

1.句式變換

2.時態(tài)：主句過去時態(tài)時，從句時態(tài)后推，除有明確的過去時間狀語

主句一般現(xiàn)在時或?qū)頃r，從句時態(tài)不變

3.人稱：一從主，二從賓，三不變

4.時間、地點，代詞

Today—that day tomorrow---the next day yesterday---the day before

Two days ago---two days before

寫作：

建議信

高一英語教案：《A Volunteer Teacher》教案三

高一英語教案：《A Volunteer Teacher》教案三

Teaching aims:

To listen for specific facts

To give opinions about voluntary work

To talk about future arrangements and intentions, using the Present Simple, the Present Continuous and going to

Teaching difficulties:

To listen for specific facts

Teaching course:

ⅠWarm up:

Teacher gives the pictures and map of Inner Mongolia and ask some questions about it.

Such as: look at the photo. Which part of China do you think of it is from?

What do you know about this part of China?

Does Inner Mongolia belong to developed areas?

Are the living conditions here good? If you graduate from a famous university will you work here as a volunteer?

Now look at the photo, guess what the girl is doing here? Is she traveling here?

What can you say about the girl in the photo? Why does she came here? Now let’s listen the tape.

Ⅱ Listening

Do the exercise 3

Students first read the questions and predict the answers

Students listen to the tape and check their predictions

Check answer as a class.

In order to make students understand the text better, teacher can ask students to answer the following questions

1.Where is she determined to go?

2.What is she going to do there?

3.Why is she going to do so?

4.Do the parents agree with her? What was their reaction?

5.Did she give in?

6.What do think of being volunteers?

Ⅲ Voice your opinion

Is it a good idea to do voluntary work? What reasons do people have for doing voluntary work?

Vocabulary

Do the exercise 5

Students work individually, thinking about the cues and what they are going to do .

Students read the sentences, decide which words to use , and then complete the sentences.

Ⅳ Grammar

Do the exercise 6

Listen to the interview again. Pay attention to these sentences from the interview. What verb forms are used to talk about the future?

Guide students to draw the following conclusion:

present Simple

present Continuous

going to + infinitive

do consolidate exercise7, 8and 9

explain further grammar:

Expressing future arrangements and intentions:

be going to-- to express an intention to do something.

Present Continuous-- to talk about future events that we have already fixed or arranged.

Present Simple-- to talk about official events or timetables which we cannot change.

be going to do 與 be doing 的區(qū)別

be going to do 表示事先經(jīng)過考慮過，然后計劃好將做某事；跡象將發(fā)生某事。

We are going to go climbing this week.

My sister is going to go to Australia in a week.

It is going to snow.

be doing 指立刻決定的計劃，沒有經(jīng)過一段時間 的考慮, 意思上相當(dāng)于be about to do, 但后者不能接時間狀語；多用于表示位置移動的動詞中，如：go, come, arrive, leave, reach , start;

I am going to hometown this afternoon.

He is leaving.

We are playing the piano at six.

I am about to go out.

Ⅴ Homework

You have just started your senior high school. You must have a lot of plans. Choose from the following and write about one of your plans:

Your plan for the next three years.

Your plan for the coming holiday.

Your plan for the coming weekend.

高一英語教案：《English around the world》教案三

高一英語教案：《English around the world》教案三

Type: Reading

Duration: 40minutes

Teaching ideology

The current theory view reading as a interactive process which involves not only the printed page but also the reader's old knowledge of the language in general, the world and the text types. In the reading process, these factors interact with each other and compensate for each other. Based on the understanding of reading as an interactive process, teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies. The three stages are pre-reading.

While-reading and Post-reading.

Teaching material and learning condition

The analysis of teaching material

The teaching material is the reading part from NEW SENIOR ENGL. ISII FOR CHINA STUDENT'S BOOK 1. UNIT 2. Using language. The topic of this unit is Standard English and Dialects. This passage mainly introduces something about standard English and English dialects in American. The passage consists of 3paragraphs. The first paragraph is a general introduction of the relationship between standard English and excellent English. Para. 2 introduces American English has so many dialects because people have come from all over the world. The lat

paragraph tells about (Geography also plays a part in making dialects. The topic is not new to the Ss. But there is some new words and phases in the passage.

The analysis of learning condition

The students are from grade l in senior high school. As high school students. they have achieved certain English level and they have the ability to get the basic idea of the reading. Since they are in grade. they are easily activated and want to air their own opinions on the topic. They are familiar with the topic of American English. But they may not know American English Dialects be fore. Moreover, their vocabulary is limited so they may have difficulties in understanding some sentences.

Learning objectives

1. Language skills

AL the beginning of the class. Ss can predict the content of the passage based on the title. Ss can scan the passage and find out the specific information such as standard English and dialects.

2. Language knowledge

Ss can master the key words and phrases of the passage as follows, believe it or not. standard. dialect. expressions, excellent. play a part in. recognize.

Ss can learn how to express their own opinions.

3. Affects

Ss will realize that the importance of mandarin and dialects and they will concern themselves with the issue of popularizing mandarin and protecting dialects

4. Cultural awareness

Ss will broaden their minds by knowing something about the diversity of language culture

5. Learning strategies

Ss will cultivate their ability individual learning and cooperative learning by doing some activities independently and some in groups.

Ss will communicate with each other in English while doing the group work.

Language focuses and anticipated difficulties

Language focuses

This is a reading period so the focus is to cultivate the students' reading skills. The many activities are designed to help Ss to train their reading skills, such as skimming. scanning and summarizing.

It is also important for the Ss to master the new words and phrases.

Anticipated difficulties

As the Ss have a limited vocabulary, so they may have some difficulties in understanding the passage. So the teacher will help them learn the new words and phrases.

Ss may did not heard American English dialects before, so the teacher will tell them some back ground knowledge about it.

Teaching method

Three-stage model: Based on the understanding of reading as an interactive process. Teaching reading in the classroom is divided into three stages in which the top-down and bottom-up techniques integrated to develop the students language efficiency in general and reading strategies.

The three stages are pre-reading. While-reading and post-reading.

Teaching aids

Multimedia devices and PPT documents: In order to help Ss to fully understand the whole passage.

I adopt Multimedia devices and PPT documents to bring the real-life situation into the classroom.

Teaching procedures

Step1. Pre-reading(6min)

Activity1. Greetings and Free-talking(6min)

T Leads into the topic by asking Ss to read a poem in their own dialects.

T: Hello boys and girls.

(Ss say hello to the teacher. ）

T:Please look at the PPT, do you know this poem?

（Ss tell the things appear in their minds freely. )

T:Who wrote this poem?

(Ss tell the name of Xu Zhimo. )

T:Now please use mandarin to read this poem together.

(Ss read the poem)

T:(OK. very good. But now I’d like to ask some Ss to read this poem in your own dialects. Who

want to have a try?

(Ss read the poem in their own dialects. )

[Aims]

In this step. T first leads in the topic by talking with the Ss freely about Chinese dialects and mandarin which is familiar to them and then Ss read the poem in their own dialects. This activity aim to arouse the Ss interests in the topic Then Ss will be mentally prepared for the reading comprehension. What's more. when they are talking about the characteristics of Standard language and dialects, they will realize that the diversity of language culture.

Step2. While-reading (15min)

Activity. Skimming (2min)

T:Today we will learn something new about English, now please skim the passage and find the topic sentence of each paragraph.

Activity2. Scanning (4min)

T asks Ss to Read the passage and then choose the best answer according to the text.

T: This time please scan the passage, and while scanning the passage please underline the in formation which is useful in your mind.

Activity3. Watching a video (4min)

T plays a video to the Ss which can help the students to have a better understanding of the passage.

Activity4. Filling the blanks (5 min)

Tasks the students to underline the language points in the blanks and try their best to remember them.

[Aims]

In this step. the Ss first know some information of dialects in American English and after watching the video it is easier for them to understand the passage.

And activity 1. 2 and 4 can help students to improve their reading skills.

step3. Post-reading (18min)

Activity 1. Discussion

T gives the Ss some picture of popularizing mandarin and protecting dialect. And ask the Ss to prefer one of them and discuss it with their group member. And the give the Ss the teacher's own idea.

[Aims]

After this discussion, it can help Ss to be aware of the diversity of language culture. And can help them to express their own idea.

Homework (1min)

1. Please write a small passage: why do we need to protect dialect? OR Why do we need to popularize mandarin?

2. 基礎(chǔ)課時分層-Unit2 單元語言點 教材基礎(chǔ)鞏固