高中必修一英語(yǔ)教案

高一英語(yǔ)教案：《Tales of the unexplained》教學(xué)設(shè)計(jì)。

高一英語(yǔ)教案：《Tales of the unexplained》教學(xué)設(shè)計(jì)

1. run into ①.偶然遇見(jiàn) ②.撞 ③跑進(jìn) ④流入

Guess whom I ran into in town today! ( 偶然遇見(jiàn) )

He ran into the back of another car the other day. ( 撞 )

We saw the boy run into the house. ( 跑進(jìn) )

The river runs into a lake. ( 流入 )

短語(yǔ)：run away 逃跑 run out (of) 耗盡，結(jié)束

“遇見(jiàn)”的說(shuō)法：run into, run across, come across, happen to meet sb,

meet sb. by chance

2. Boy missing, police puzzled.男孩失蹤, 警察迷惑。

= A boy is/goes missing, and the police are puzzled.

go missing=go lost : go 連系動(dòng)詞, 意思為“變成某種狀態(tài)(通常指不好的狀態(tài))”

如: go mad (發(fā)瘋), go wrong (出故障), go bad (變質(zhì))【W(wǎng)ww.dG15.com 工作總結(jié)之家】

puzzle vt. 使迷惑，使為難 n. 謎，謎語(yǔ);難題，困惑(只用單數(shù))

puzzled adj. 困惑的，茫然的 puzzling adj.令人困惑的

be/ feel puzzled about sth. 對(duì)…感到困惑

Lucy looks a little _puzzled_. He felt puzzled about the question.

The question puzzled me. = I was puzzled by the question.

( B )The __________ look in his face suggested that he_________ that.

A. puzzling; hasn’t expected B. puzzled; hadn’t expected

C. puzzling; doesn’t expect D. puzzled; didn’t expect

puzzle, interest, surprise, astonish, shock, upset, excite, disappoint, please, satisfy, frighten, amaze, convince 等意思為“使??????”的動(dòng)詞都屬于同一類，現(xiàn)在分詞表主動(dòng)，可譯為“令人??????的”， 過(guò)去分詞表被動(dòng)，表示“(本身)感到??????的”

1) _B__ and happy, Tony stood up and accepted the prize. (2006 全國(guó)卷)

A. Surprising B. Surprised C. Being surprised D. To be surprising

2) Tom sounds _A_ very much in the job, but I’m not sure whether he can manage it.

A. interested B. interesting C. interestingly D. interestedly

3) 這個(gè)消息很激動(dòng)人心，所以聽(tīng)到這個(gè)消息學(xué)生們都很激動(dòng)。

The news was exciting and the students were all excited at it.

4) 他大吼一聲把那些男孩都嚇住了。

His shouting was frightening and the boys felt frightened.

3. step up : increase, speed up 增加;加速(stepped, stepped)

When John realized he was going to be late, he stepped up his pace.

We decided to step up production to try to meet the increased demand.

We’ll do all we can to step up our aid to those countries.

短語(yǔ): step into走進(jìn) step by step 逐步

4. search vt. 尋找 賓語(yǔ)一般為地點(diǎn) search for : look for賓語(yǔ)是要尋找的東西

search sb. / sp 搜某人的身或搜查某處 search for sb. / sth. 搜尋某人或某事物

search sb/sp for sth在某人身上/某處搜查某物 search out 搜出、 探出

比較：They searched him.他們搜他身; They searched for him.他們?cè)谡宜?/p>

search n. in search of / in one’s search for

They went out in search of water.= They went out, searching for water.

It was lucky for them in their search for gold.

( D )--- The police have been __________ the area for quite a long time?

--- I’ve also noticed that. What have they been ________ ?

A. searching; searching B. searching for; searching

C. searching for; searching for D. searching; searching for

5. due to : ① because of, caused by 做表語(yǔ)，狀語(yǔ)

他沒(méi)被大學(xué)錄取是因?yàn)樗挠⒄Z(yǔ)太差。

He wasn’t admitted to college due to his poor English.

我們的一切進(jìn)步歸功于老師的幫助。

All the progress we have made is due to our teacher’s help.

由于糟糕的天氣，運(yùn)動(dòng)會(huì)不得不被推遲了。

Due to/ As a result of/ Owing to /Because of/On account of the bad weather, the sport meeting has to be put off.

② be due to do 定于(某時(shí))做某事

他兒子定于三點(diǎn)到。His son is due to arrive at 3pm.

6. witness n. 目擊者; 見(jiàn)證人 v. 目睹; 目擊; 見(jiàn)證

1) I was a witness to their quarrel.

2) 誰(shuí)目擊了這場(chǎng)車禍? Who witnessed the accident?

3) The successful launch of Shenzhou VIII is a powerful witness to our country’s increasing prosperity. 神舟八號(hào)的成功發(fā)射是我們偉大祖國(guó)日益強(qiáng)盛的有力見(jiàn)證。

7. see +sb./sth+ do/ doing/done: watch, look at, hear, listen to , notice, feel , observe, have(使，讓)等動(dòng)詞與see有這種相同用法。

1) I pulled back the curtains and saw a large spaceship flying outside .

我拉開(kāi)窗簾看見(jiàn)一個(gè)巨大的宇宙飛船正在外面飛行。

2) 我看見(jiàn)他進(jìn)了那家飯店。 I saw him go into the restaurant.

3)有人看見(jiàn)他一小時(shí)前離開(kāi)了。He was seen to leave an hour ago.

4)看到兒子在托兒所受到很好的照顧, 我很高興。

I’m very glad to see my son taken good care of in the nursery.

8. Standing inside were lots of strange creatures with white skin and large black eyes.

倒裝句，句子主語(yǔ)太長(zhǎng)，為保持句子平衡該句采用了倒裝語(yǔ)序。

結(jié)構(gòu)是：doing+ be+主語(yǔ) 引導(dǎo)的完全倒裝

= Lots of creatures with white skin and large black eyes were standing inside.

Standing over there was a girl. Seated at the table was Tom.

Gone are the days when we used foreign oil.

Sitting at the back of the room was a shy girl with two big eyes.

9. fright n. 恐懼, frighten vt.使害怕,

frightened adj. 害怕的, frightening adj. 令人害怕的

frighten sb. into (doing) sth. 把某人嚇得做某事

frighten sb. out of (doing) sth. 把某人嚇得不敢做某事

那小偷嚇得不敢說(shuō)話。The thief is frightened out of speaking.

be frightened of sth. 害怕 你怕狗嗎?Are you frightened of a dog?

be frightened to do sth. 害怕做某事 我怕的不敢問(wèn)他。I’m frightened to ask him.

The story, which was frightening frightened us.

I even get frightened when I hear a plane fly over.

The dog frightened away the little girl. = The little girl was frightened by the dog.

10. show up 出現(xiàn), 顯露，到場(chǎng)

We have been waiting for you to show up. 我們一直都在等你出現(xiàn)。

你邀請(qǐng)的人都到場(chǎng)了嗎?Did everyone you invited show up?

show off賣弄，炫耀

Most small children like to show off in front of visitors.大部分孩子喜歡在人前賣弄。

show around 帶(某人)參觀(某地)

When I am free, I will show you around my school.我有空時(shí)會(huì)帶你參觀我們學(xué)校。

短語(yǔ)：on show / display / exhibition 在展覽

show in領(lǐng)某人進(jìn)來(lái) show out把某人送到門口

11. happen to sb. 某事發(fā)生在某人身上，尤指不幸的事

如果機(jī)器出了什么毛病，請(qǐng)通知我們。

If anything happens to this machine, please inform us.

昨天我碰巧看見(jiàn)他。I happened to meet him yesterday.

發(fā)生的表達(dá)(無(wú)被動(dòng)語(yǔ)態(tài))：happen, take place, occur, come about

It occurs/occurred to sb that… sth occurs/occurred to sb

A good idea occurred to me.___________________

12. research v. research into / in / on sth. 研究某物

他們正在研究改善人們飲食的方法。

They are researching on ways of improving people’s diet.科學(xué)家正對(duì)太空奧秘進(jìn)行研究。

The scientists are researching on the mysteries of outer space

research n. do / make / carry out research into / on sth.

13. possible adj. possibly adv. possibility n. 可能性，可能

1) It is possible that …

2) There is a possibility of doing sth; There is a possibility that…

Is there any possibility of our getting there in time? 我們有可能及時(shí)到那里嗎?

14. make up 編造;彌補(bǔ);組成;化妝

Uncle Dick likes making up interesting stories for the children. ( 編造 )

She had been absent from school for two weeks, so she had a lot of exams to make up. ( 補(bǔ) )

Girls make up 45% of the student population in our school. ( 占據(jù)，組成 )

Tom watched his sister making herself up for her date. ( 化妝 )

We haven’t been getting on well. Let’s make up. ( 彌補(bǔ) )

be made up of 由…組成

Sixty students make up our class.= Our class is made up of sixty students.

15. look into 向里面看，調(diào)查

我們將調(diào)查這件事的可能性。We’ll look into the possibility of the matter

The police are looking into the reason why the plane crashed into the sea.

Would you mind looking into the problem for me?

The cause of the fire is being looked into now.

The teacher looked into the classroom through the window and found nobody in.

16. take charge (of) 負(fù)責(zé)(處理某事或照顧某人)，接/看管

in charge (of ) 負(fù)責(zé)(某事) free of charge 免費(fèi)

sth. be in the charge of sb. in sb’s charge 由某人掌管、負(fù)責(zé);

1)Who will take charge of the factory during the director’s absence?

2) Tom works there, in charge of the sales department.

湯姆在那兒工作，負(fù)責(zé)銷售部。

3) The girl was safely left in the charge of a nurse.

那個(gè)女孩安全地由一個(gè)護(hù)士看護(hù)著。

4) These books were sent to our school free of charge.

這些書是免費(fèi)送給我們學(xué)校的。

17. not…until/till…; …until/till…

I did not realize what had happened until he left the room angrily.

=Not until he left the room angrily did I realize what had happened.

=It was not until he left the room angrily that I realized what had happened.

18. carry out 實(shí)施，執(zhí)行，落實(shí)，實(shí)現(xiàn)

一旦你許下諾言，就應(yīng)該履行它。

Once you have made a promise, you should carry it out.

這個(gè)計(jì)劃不可能實(shí)施。It’s impossible for the plan to be carried out.

19. separate 指把原來(lái)連在一起或靠近的東西“分離”也可指“離別”

divide 指把整體“分成，劃分”許多份，后常接into, between

The Taiwan Straits separate Taiwan from Fujian.

He separated the good apples from the rotten ones.

The island is divided into two parts. He divided his time into work and play.

20. pick up 拾起，撿起;(用車)接(某人/物)，中途搭乘;偶然間學(xué)會(huì);加快

He picked up his school bag and rushed out of the door. ( 撿起 )

I’ll come to pick you up; please wait for me. ( 接 )

The train picked up speed and ran faster. ( 提高，加快 )

Kathy picked up a lot of Spanish by playing with the native boys and girls. (學(xué)會(huì) )

21. convince vt. 使確信 convince sb. of sth.

We failed to _convince him of his mistake. 我們沒(méi)能使他相信他是錯(cuò)的。

convince sb. that + 從句 使某人相信 = sb be convinced that + 從句 相信……

I am convinced that what you said is quite right.

They have convinced me that the Chinese people are a great people.

他們是我相信，中華民族是一個(gè)偉大的民族。

convinced adj.確信的，信服的,被說(shuō)服的 convincing adj.令人信服的

The reason why he was late is not convincing_. He didn't look convinced.

精選閱讀

高一英語(yǔ)教案：《Writing》教學(xué)設(shè)計(jì)

高一英語(yǔ)教案：《Writing》教學(xué)設(shè)計(jì)

第一步：學(xué)生獨(dú)立閱讀課文（P7: Reading and writing）內(nèi)容；

第二步：小組活動(dòng)，分小組根據(jù)課文中提出的“offering advice to the editor”的要求討論（注意提醒學(xué)生突破已經(jīng)給出的提示，發(fā)表個(gè)人的獨(dú)立見(jiàn)解）；

第三步：學(xué)生在學(xué)習(xí)寫作前進(jìn)行 Brainstorming，積累寫作時(shí)需要的表達(dá)個(gè)人觀點(diǎn)和看法的詞匯和句型（前文已經(jīng)列出部分典型例詞和句型）；

第四步：教師用更具體的例子讓學(xué)生體會(huì)如何開(kāi)展 Brainstorming 并鼓勵(lì)學(xué)生平時(shí)也用這一方法積累和鞏固詞匯。以 suggestion 為例，可以通過(guò)列舉它的近義詞的方式整理之前掌握的單詞，再鼓勵(lì)學(xué)生用這些詞造句以鞏固記憶這些詞匯的意義、用法和相關(guān)句型）；

第五步：要求學(xué)生當(dāng)堂完成寫作任務(wù)（要注意對(duì)學(xué)生寫作時(shí)間的控制，15-20 分鐘內(nèi)完成比較合適）；

第六步：選擇一至兩篇作文作為例文進(jìn)行評(píng)講（最好能夠在學(xué)生完成課堂作文后馬上進(jìn)行這一環(huán)節(jié)。在評(píng)講過(guò)程中建議教師讓學(xué)生先在課堂上交流他們?cè)趯懽鲿r(shí)所遇到的困難，再由老師根據(jù)例文有針對(duì)性地指出學(xué)生寫作過(guò)程中出現(xiàn)的問(wèn)題并及時(shí)提出解決辦法）；

Homework:

將練習(xí)冊(cè)部分的寫作任務(wù)(P 46: Writing task)作為課后作業(yè)布置給學(xué)生完成。

第七課時(shí)

Summing tip

第一步：學(xué)生根據(jù)回憶出的內(nèi)容獨(dú)立填寫課本的 summing tip，完成后組成小組進(jìn)行核對(duì)和補(bǔ)充；

第二步：教師和學(xué)生一起復(fù)習(xí)本單元的所有詞匯、句型和語(yǔ)法知識(shí)；

第三步：教師和學(xué)生一起學(xué)習(xí) Learning tip 部分的技巧。為了練習(xí)對(duì)這一技巧的掌握，教師可以鼓勵(lì)學(xué)生開(kāi)始寫英語(yǔ)日記（注意對(duì)日記字?jǐn)?shù)和寫作頻率的合理安排。可以建議學(xué)生每周寫 1-2 篇英語(yǔ)日記，字?jǐn)?shù)在 100-150 之間）；[來(lái)源:學(xué)§科§網(wǎng)]

第四步：教師檢查布置的各項(xiàng)練習(xí)的答案，重點(diǎn)是對(duì)翻譯和課后作文的評(píng)講。

Homework:

1. 項(xiàng)目任務(wù)：讓學(xué)生利用周末或課余時(shí)間搜集一些有關(guān)本單元友誼話題的優(yōu)秀英語(yǔ)詩(shī)歌并嘗試自己創(chuàng)作英語(yǔ)詩(shī)；（對(duì)學(xué)生搜集的詩(shī)歌建議教師利用課堂時(shí)間進(jìn)行賞析，認(rèn)可學(xué)生的選擇，對(duì)學(xué)生的創(chuàng)作要給予適當(dāng)?shù)脑u(píng)價(jià)，好的作品甚至可以集中制作成班級(jí)詩(shī)集保留下來(lái)）

2. 如果定了相關(guān)的教輔資料可以布置一個(gè)單元檢測(cè)的練習(xí)讓學(xué)生課后完成。

【教學(xué)反思】

本單元的中心話題貼近學(xué)生生活，很容易引起學(xué)生的共鳴。本課的設(shè)計(jì)能充分激發(fā)學(xué)生學(xué)習(xí)的興趣，鼓勵(lì)他們用英語(yǔ)大膽地表達(dá)自己的觀點(diǎn)和看法，并通過(guò)分析、討論提高解決問(wèn)題的能力。在學(xué)生進(jìn)行口語(yǔ)練習(xí)的過(guò)程中，教師不要過(guò)分關(guān)注語(yǔ)法錯(cuò)誤，而要以鼓勵(lì)為主，從而調(diào)動(dòng)學(xué)生的參與積極性，并增強(qiáng)他們用英語(yǔ)進(jìn)行語(yǔ)言表達(dá)和交際的自信心。

在實(shí)際教學(xué)中還發(fā)現(xiàn)，在教授直接引語(yǔ)和間接引語(yǔ)之間的句型轉(zhuǎn)換時(shí)，學(xué)生很容易忽視句中時(shí)間、地點(diǎn)狀語(yǔ)的相應(yīng)變化以及保持時(shí)態(tài)的一致性。因此，建議教師在授課時(shí)適當(dāng)強(qiáng)調(diào)這幾個(gè)方面的內(nèi)容。此外，學(xué)生對(duì)于動(dòng)詞dare 的掌握有一定的難度，因此教師在講授這一語(yǔ)言點(diǎn)的時(shí)候應(yīng)注意對(duì)dare作情態(tài)動(dòng)詞和實(shí)義動(dòng)詞的情況進(jìn)行明確區(qū)分，也可以將dare和另一個(gè)容易混淆的動(dòng)詞need集中起來(lái)進(jìn)行對(duì)比講解。

另外，如果學(xué)校條件允許的話，教師還可以利用多媒體手段豐富教學(xué)，如：通過(guò)觀看韓國(guó)電影《朋友》， 則可以讓學(xué)生跟隨幾個(gè)主人公之間友情的發(fā)展和關(guān)系的不斷變化來(lái)思考友誼的本質(zhì)和朋友的重要意義。同時(shí)，如果課時(shí)充裕的話，教師還可以設(shè)計(jì)一些形式多樣的課堂活動(dòng)來(lái)豐富教學(xué)內(nèi)容和形式，如：組織學(xué)生在課堂上用英語(yǔ)表演一些有關(guān)朋友之間常見(jiàn)問(wèn)題的小品或短??；選擇一個(gè)和友誼相關(guān)的論題組織一場(chǎng)辯論會(huì)或邀請(qǐng)一些老師和家長(zhǎng)與學(xué)生一起進(jìn)行一次訪談活動(dòng)，等等。）

高一英語(yǔ)教案：《Relaxing》教學(xué)設(shè)計(jì)

古人云，工欲善其事，必先利其器。教師要準(zhǔn)備好教案為之后的教學(xué)做準(zhǔn)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(yǔ)教案：《Relaxing》教學(xué)設(shè)計(jì)》，相信能對(duì)大家有所幫助。

高一英語(yǔ)教案：《Relaxing》教學(xué)設(shè)計(jì)

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(dá)能力，為聽(tīng)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(yǔ)教案：《Reading and Comprehending》教學(xué)設(shè)計(jì)

高一英語(yǔ)教案：《Reading and Comprehending》教學(xué)設(shè)計(jì)

第一步：教師介紹文章的歷史背景和主人公的相關(guān)信息，幫助學(xué)生理解課文內(nèi)容。建議課前利用網(wǎng)絡(luò)及其他渠道收集一些有關(guān)這篇文章主人公的基本資料，最好包括圖片和文字資料（參考背景資料），讓學(xué)生在課堂上進(jìn)行快速閱讀以了解更多的背景信息；

第二步：學(xué)生根據(jù)課本提供的插圖對(duì)課文的故事情節(jié)做出想象和假設(shè)（教師要鼓勵(lì)學(xué)生充分發(fā)揮想象力大膽預(yù)測(cè)故事情節(jié)）；

第三步：學(xué)生獨(dú)立閱讀課文，完成Comprehending 部分的練習(xí)，再由教師對(duì)練習(xí)答案做簡(jiǎn)單的核對(duì)和講解；（由于本課時(shí)的教學(xué)目標(biāo)是完成對(duì)課文內(nèi)容的基本理解，接下來(lái)還有一個(gè)課時(shí)專門用來(lái)講解單詞和語(yǔ)法，因此，在這個(gè)階段教師不必對(duì)課文和練習(xí)中出現(xiàn)的生詞、詞組和句型講解得過(guò)于詳細(xì)）

第四步：講解閱讀中的部分難點(diǎn)；

方案一：

可以開(kāi)展小組活動(dòng)，學(xué)生互相討論和幫助，講解課文的重、難點(diǎn)。最后再由教師進(jìn)行修正、整理和補(bǔ)充說(shuō)明。

方案二：

可以競(jìng)賽的形式完成課文重、難點(diǎn)的講解：將全班分成四個(gè)小組，每組選派兩至三名學(xué)生作為代表，回答其它小組提出的問(wèn)題，每個(gè)小組提出的問(wèn)題數(shù)和回答的質(zhì)量都要計(jì)分，最后評(píng)選出最佳提問(wèn)小組和最佳“小老師”（此方案能夠更好地激發(fā)學(xué)生提問(wèn)和積極思考，但在進(jìn)行過(guò)程中要注意對(duì)時(shí)間和程序的控制，學(xué)生提問(wèn)和講解的時(shí)間不要過(guò)長(zhǎng)，最后教師還應(yīng)該對(duì)學(xué)生的講解進(jìn)行必要的修正和補(bǔ)充）；

第五步：兩人活動(dòng)，學(xué)生組織一段對(duì)話，對(duì)文章話題進(jìn)行擴(kuò)充理解（在設(shè)計(jì)問(wèn)題的時(shí)候可以直接利用課本提供的問(wèn)題：“What would you do if you are in the same situation as Ann and her family? Give some reasons.”。也可以根據(jù)學(xué)生的程度做出變化，設(shè)計(jì)不同的情景模式，旨在通過(guò)設(shè)置這些和實(shí)際生活更為接近的話題對(duì)文章內(nèi)容進(jìn)行擴(kuò)展，如：“What would you do if you are lost in the forest? or If you are told to live in an isolate island for a year, what are the three things you need most and what you are going to do to kill the time? What / Who will you choose to be your friend?”

Homework:

1. 閱讀課文，熟悉課文內(nèi)容；

2. 教師列出本課中出現(xiàn)的重點(diǎn)詞匯（do sth. on purpose；in order to；face to face；hide away；set down a series of...；go through；dare... etc.），學(xué)生組成小組（根據(jù)班級(jí)的人數(shù)分成以 4-6 人為單位的小組），通過(guò)討論、查資料等方式獨(dú)立歸納重點(diǎn)詞匯的意義和用法。

第三課時(shí)

Learning about Language

Discovering Useful Words and Expressions (Page 4)

第一步：學(xué)生獨(dú)立完成本部分的練習(xí)；

第二步：教師核對(duì)答案并對(duì)部分重難點(diǎn)進(jìn)行講解（對(duì)單元知識(shí)點(diǎn)的講解可以結(jié)合文章中的典型例句和用法，讓學(xué)生對(duì)課文內(nèi)容和知識(shí)點(diǎn)在本單元中的用法掌握得更加牢固。在講解課文單詞意思的時(shí)候要注意引導(dǎo)學(xué)生學(xué)會(huì)使用已經(jīng)學(xué)過(guò)的單詞和詞組來(lái)解釋生詞的方法）；

難點(diǎn)詞匯用法的學(xué)習(xí)，例如：

1. add: add ... to；add to；add up to；[來(lái)源:學(xué)科網(wǎng)]

[來(lái)源:學(xué)&科&網(wǎng)]

eg. Will you please add some milk to my coffee?

The little baby adds to our enjoyment at the party.

All the money I have in my pocket adds up to $ 125.

2. crazy: be crazy about / on; be crazy for sth. / sb.;

eg. He was crazy about / on classic music when he was young.

Many young college students are crazy for chances to go abroad for further education.

My brother is crazy for the pop band ------ U2 and will never miss any of their performances.

3. suffer: suffer sth. ; suffer from … ;

eg. The company suffered great loss in the air crash.

He often suffers from headaches at night.

4. concern: concern sth.; be concerned about / for sb. / sth.;

eg. This case concerns the group of people greatly.

Our head teacher is concerned about our study and health all the time.

5. according to ...;

eg. According to the doctor, you should stay in bed for at least 2 days.

I think we'd better set off as soon as possible according to the weather forecast.

6. join: join sth.; join in sth.; join sb. in sth. / doing sth.;

eg. He joined the Party when he was 18.

Can I join the game?

Will you join our team in playing football?

7. dare: dare do ...; dare to do ...;

eg. How dare you say I am an unfaithful man?

If you dare do that again, I will make you feel sorry.

He didn't dare to go there alone.

[來(lái)源:Zxxk.Com]

I was greatly shocked that you dare to accuse him of dishonesty.[來(lái)源:學(xué).科.網(wǎng)]

第三步：學(xué)生通過(guò)完成練習(xí)冊(cè)的配套練習(xí)（P41 Using words and expressions）鞏固本單元的重點(diǎn)詞匯和表達(dá)（教師可根據(jù)情況設(shè)計(jì)一些應(yīng)用這些詞匯和表達(dá)的句型或情景模式讓學(xué)生進(jìn)行練習(xí)以增強(qiáng)學(xué)習(xí)效果）。

Discovering Useful Structures (Page5)

第一步：小組活動(dòng)，學(xué)生通過(guò)對(duì)例句的閱讀分析，結(jié)合初中階段學(xué)習(xí)的內(nèi)容，嘗試總結(jié)直接引語(yǔ)和間接引語(yǔ)之間轉(zhuǎn)換的規(guī)則，包括不同句型（陳述句、祈使句和疑問(wèn)句）的轉(zhuǎn)化特點(diǎn)； 人稱、時(shí)態(tài)以及指示代詞、時(shí)間狀語(yǔ)、地點(diǎn)狀語(yǔ)和動(dòng)詞的變化。教師要根據(jù)直接引語(yǔ)和間接引語(yǔ)之間轉(zhuǎn)換的規(guī)則特點(diǎn)有針對(duì)性的準(zhǔn)備一些典型例句（具體例句可參照課本P87~89提供的例句），盡量方便學(xué)生通過(guò)例句來(lái)觀察和總結(jié)轉(zhuǎn)換的規(guī)則；

第二步：教師在學(xué)生小結(jié)的基礎(chǔ)上利用例句對(duì)直接引語(yǔ)和間接引語(yǔ)之間轉(zhuǎn)換的規(guī)則進(jìn)行修正和補(bǔ)充；

第三步：學(xué)生獨(dú)立完成課本設(shè)計(jì)的鞏固練習(xí)（Page5: Exercise 2），加強(qiáng)對(duì)直接引語(yǔ)和間接引語(yǔ)之間轉(zhuǎn)換規(guī)則的掌握；（為了避免學(xué)生在反復(fù)練習(xí)的過(guò)程中感覺(jué)枯燥，失去學(xué)習(xí)的興趣，教師在例句的設(shè)計(jì)上要多下功夫，如：可以選擇一些當(dāng)紅的明星做主語(yǔ)；例句中的談話內(nèi)容也可以使用現(xiàn)下流行的一些話題或時(shí)尚用語(yǔ)，如： playing PC games; shopping on line; meeting net-friends等等，以此來(lái)激發(fā)學(xué)生的學(xué)習(xí)欲望）

Homework:

1. 結(jié)合課堂講解和課后練習(xí)復(fù)習(xí)本課時(shí)學(xué)習(xí)的重、難點(diǎn)詞匯；

2. 閱讀課本語(yǔ)法部分的直接引語(yǔ)和間接引語(yǔ)專題講解，更好地鞏固和掌握這一個(gè)語(yǔ)言點(diǎn)；

3. 根據(jù)學(xué)生訂閱的輔導(dǎo)資料布置一定量的有關(guān)直接引語(yǔ)和間接引語(yǔ)之間轉(zhuǎn)換的練習(xí)。（如果沒(méi)有相關(guān)教輔資料，則建議教師自己準(zhǔn)備一定量的練習(xí)要求學(xué)生完成）

高一英語(yǔ)教案：《Cultural corner》教學(xué)設(shè)計(jì)

一名愛(ài)崗敬業(yè)的教師要充分考慮學(xué)生的理解性，高中教師要準(zhǔn)備好教案，這是高中教師需要精心準(zhǔn)備的。教案可以讓學(xué)生更好地進(jìn)入課堂環(huán)境中來(lái)，幫助高中教師提高自己的教學(xué)質(zhì)量。所以你在寫高中教案時(shí)要注意些什么呢？下面是小編為大家整理的“高一英語(yǔ)教案：《Cultural corner》教學(xué)設(shè)計(jì)”，希望能對(duì)您有所幫助，請(qǐng)收藏。

高一英語(yǔ)教案：《Cultural corn

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教學(xué)目標(biāo)及達(dá)成

Getsstotalk

abouttheadvantages

anddisadvantages

GettheSsto

learnsomewords&phrases.

Trytograspthenew

wordsandtheirusages.

教學(xué)重點(diǎn)

Makesurethe

studentscancommunicate

withpersons.

教學(xué)難點(diǎn).

Howtoguidethe

studentstoperform

agooddebate.

教學(xué)方法(教具)

Read,

teach,explain

教學(xué)過(guò)程

備課

札記

教師活動(dòng)

學(xué)生活動(dòng)

Step1.Leading-inandIntroduction

Step2.Wordstudyandwarmingup

Direction:Thewayofactivating

thestudentstolistthenew

thingsabouttelecommunications

istodividethestudentsinto

twogroupsandchooseastudent

fromeachgroupwritedownthe

wordshis/hergroupmembers

mentionontheblackboardin

theformofcompetition.Themore,

thebetter.Andthewordsmust

becorrect.

Motivatethestudentstodoa

surveyabouttheuseofmobile

phonesaftersomewarming-up

activities.Thentextmessages

becomethetopic.

Direction:Encouragethe

studentstochoosefiveclassmates

totalkto,andtheycanstand

upandtalkaroundaslongas

theycanfinishthesurvey.And

thentheyshoulddrawaconclusion

aboutthemainuseofmobile

phones.Accordingtotheirsurvey,

askthemhowtowritetextmessages,

andthenleadinthepassageonpage59.

Readingcomprehensionwiththehelpof

somequestionsonthestudents’page.

Questionsarelistedasfollows:

Direction:Guidethestudentstoworkin

groupstosolvetheproblemstogether.

Moreexamplestoshowtothestudents

aboutthespecialwaysoftextmessages.

Thentellthestudentsthereisanother

wayofcommunication---abbreviation

withmoreexamples.Students’showtime

–toshowtheirowntextmessagewith

thewaysofshorteningthewordswith

emoticons,shorthand,andabbreviation

afterreading.

Step3.Extension

Encouragethestudentstofindout

whethertheChinesemobilephone

sersusethissimilarwayoftext

messagesornot,andlistsome

examplesintheformofdiscussion.

Encouragethestudentstodiscussin

groupsabouttheadvantagesand

disadvantagesofusingthiskindof

waytocommunicatewithothers.

Direction:Studentsdiscussina

group,buttheshypersonshould

bethereportertoreportthegroup’s

opinioninpublic.Encouragethe

studentstodebate,andguidethe

studentstorealizethatthebest

waytokeepusuptodateisto

studyandreadbooks.

Direction:Explaintherulesof

debatefirst,thenencouragethemto

statetheirownopinions.

Step4.Homework:Writeaorganized

argumentcomposition.

Step5.板書設(shè)計(jì)

Para1:Putforwardthetopicofthe

composition;Para2:Somethink……

Para3:However,othersthink/disagree…

Para4:Yourpointofview……

導(dǎo)學(xué)后記