高中必修一英語教案

高一英語教案：《Wish you were here》教學(xué)設(shè)計(jì)。

高一英語教案：《Wish you were here》教學(xué)設(shè)計(jì)

M2 U2 Wish you were here-----language points

Welcome & reading

1. I wish you were here.

wish 后面跟賓語從句，從句中要用虛擬語氣，即時(shí)態(tài)往前推一格， be動(dòng)詞改成過去式時(shí)，用 were。

I wish I ____were___ (be) as clever as you.(現(xiàn)在)

How he wishes that he ____had passed_____ (pass) the exam last term. (過去)

How I wish I _______would/could/might have____ (have) a good holiday.(將來)

2. in case conj. “以防， 萬一 ”，引導(dǎo)條件狀語從句，或adv 置于于句末，作狀語

in case of +名詞或代詞

in that case 要那樣的話 in any case無論如何 in no case 決不

(1)John may phone tonight. I don’t want to go out ____in case___he phones.

(2)You’d better take an umbrella ___in case of__________ the rain.

(3)You’d better take an umbrella _____in case________it rains.

(4)I don’t think I’ll need any money but I will bring some___in case_____.

(5)I hope it will be fine tomorrow. ____In that case____, we can go out for a picnic.

(6)It’s too late in any case. 無論如何太晚了。

(7)In no case will I give in. 我決不投降。

3. arrange Vt./Vi. 安排，準(zhǔn)備 arrangement n.

arrange sth. arrange to do sth arrange for sb. to do

(1) 我們會(huì)安排好一切的。 We will arrange everything.

(2) 我已經(jīng)安排今晚同他們見面 。 I’ve arranged to see them tonight.

(3) 我已經(jīng)安排瑪麗去機(jī)場接你。 I’ve arranged for Mary to meet you at the airport.

4.We eat and drink whatever they do

Whatever adv./conj. 可引導(dǎo)名詞性從句和狀語從句

(1) no matter +who(m) /where/which/what/how/when..=wh-+ever均能引導(dǎo)讓步狀語從句

Whenever he comes to Beijing, he will visit his teacher.=No matter when he comes…

(2) 引導(dǎo)主語從句和賓語從句只能用who(m)ever, whatever, whichever,不可用no matter who(m) , no matter what, no matter which

(3)however=no matter how引導(dǎo)讓步狀語從句時(shí)，常與形容詞與副詞連用

Have a try：

(1)No matter what he says, I won’t believe him.= Whatever he says, I won’t believe him.

(2) You can eat whatever you want.

(3) Whoever breaks the law should be punished.

(4) However/No matter how difficult the job is, we must try our best.

5. supply

v. 供應(yīng)，供給supply sth to sb=supply sb. with sth

provide sth for sb=provide sb with sth 提供

offer sb sth=offer sth to sb(主動(dòng))提供

(1) The media supplies lots of information __to______us every day.

=The media supplies us ____with_____ lots of information every day.

(2) A pipe line will be built to D some eastern provinces gas.

A. send B. provide C. supply D. offer

n.供應(yīng)，供給，供給物 the supply of sth

(1)The water company cut off the _supplies____ of water for no good reasons.

6. scare vt.驚嚇，使害怕，使恐懼 adj. scared驚恐的; scary令人驚恐

be scared at ….對…感到害怕. be scared to do 害怕做… scare away嚇跑

1) His idea __scared_____ me. 2) She __was scared ___ at the strange noise.

3) People keep a dog _to scare away________ thieves.

4) He is scared to go out alone at night 他害怕晚上出去。

5) It was a __scary___ story and children were scared_____ after they heard it.

7. up close

close: adj(時(shí)間，空間上)接近;親密的;仔細(xì)的，嚴(yán)密的 adv靠近地 常與to連用

closely : adv 仔細(xì)地,嚴(yán)密地

Our new house is __close___to the school. Jane and I are __close____ friends.

It was raining heavily. Little Mary felt cold, so she stood _close_____to her mother.

She stood__close___ to her teacher so that she could watch__closely___.

The policeman examined his room__closely___.

Our health is closely related to (和…緊密相關(guān))our diet.

8. tire vt. 使勞累/使厭倦 adj. tired 困倦的，厭煩的; tiring 令人厭煩的

be tired of ….厭倦… be tired from/with…因…疲勞

Too much work tired me (out)._____太多的工作使我筋疲力盡。___

I was tired from/with too much work._____我因?yàn)樘嗟墓ぷ鞫鴦诶邸______

He was very talkative and I was tired of talking with him.__他太健談了，我厭倦和他講話。__

His speech was tiring. I can’t put up with it. 他的演講令人厭煩。 我無法忍受下去了。

9.It’s the biggest desert in the world--the size of the US.

the size of the US= as large as the US= the same size of the US

倍數(shù)表達(dá)法 A is once/twice/three times … as +原級(jí)+as +B

A is once/twice/three times … 比較級(jí)+than B

A is once/twice/three times … the +名詞(size/ length) of B

新圖書館是老圖書館的4倍大。(3種表達(dá))

The new library is four times as large as the old one.

The new library is three times larger than the old one.

The new library is four times the size of the old one.

9. The sun can be so brilliant that you’ll need to keep covered or you’ll get burnt.

get done 表被動(dòng)

(1) His car got stolen (steal)at the weekend.

(2) Our car gets cleaned (clean) about once every two month.

(3) She got paid (pay) before she went on a holiday.

Word power, Grammar, Task

10. 強(qiáng)調(diào)句型 基本形式為：It is/was +強(qiáng)調(diào)部分+that+其他部分

強(qiáng)調(diào)部分可以是句子的主語，賓語，狀語，狀語從句等。

其特征是去掉It is/was…that…句子依然成立。

Eg. It is in the garden that his party will be hold.

It is Tom that/who helped us in the accident.

It was because his father changed his job that they moved to California.

是他昨天送那個(gè)男孩回家的。 It was he that sent the boy home yesterday.

是上個(gè)星期天小張買了輛車。 It was last Sunday that Xiaozhang bought a car.

是因?yàn)樗麐寢屔∷蛱鞗]來上課It was because his mother was ill that he didn’t come to school yesterday.

是直到他回來我們才知道這個(gè)消息It was not until he came back that we knew the news.

11. total adj. 完全的，全然的， 全部的， 總計(jì)的

It’s a total failure ._這是一次徹底的失敗. The room is in total darkness.__房間里一片漆黑。

Can you tell me the total number? 總數(shù)

n.總數(shù)，總計(jì)

What does the total come to?__總共有多少___There are 50students in total.__總共50名學(xué)生。

Project

12. reach: v/n夠得著，延伸，達(dá)成

(1) Vt. We reached Beijing to reach an agreement yesterday__到達(dá) ____;達(dá)成(協(xié)議)

到達(dá)某地：reach sp.= arrive in/at sp.=get to sp.

Can you reach the book for me? __拿______

You letter reached me yesterday. __寄到_____

Vi. The land reaches as far as the river.________延伸 _______________

比較：The baby reached for the apple but he couldn’t reach it.

reach for 伸手去拿(不強(qiáng)調(diào)結(jié)果); reach 拿到; reach out for 設(shè)法抓住(拿到)

(2) n. 夠到

out of one’s reach 夠不著

beyond the reach of sb. =out of the reach of sb.某人手夠不到的地方

within one’s reach某人手夠到的地方

He reached out for the book on the shelf, but failed. = The book on the shelf was beyond /out of his reach.

13.view視野;風(fēng)景，景色;觀點(diǎn)

The house has a view over the sea.__視野______

You can get a good view of the city from the tower.___景色_______

What’s your view on school punishment? ____觀點(diǎn)_____

14. tower vi 高聳，屹立

He is the tallest in class; that’s to say, he towers over/above any other boy._遠(yuǎn)比…高

He did best in that exam. He towered over/above his classmates._____ 遠(yuǎn)比…好

15. surround v. 環(huán)繞;圍繞;包圍 surroundings n. 復(fù)數(shù) 周圍的環(huán)境

Tall trees surround the lake.

The lake is surrounded with /by tall trees.

The police surrounded the house./The house was surrounded with the police.

With the mountains __surrounding____the village, it is not easy for villagers to go to town to buy things.

___Surrounded_____by the students, the teacher explained the problems patiently.

16. harmony n. 調(diào)和,一致;和諧 in harmony 和睦地;和諧地harmonious adj 和諧的

be in harmony with 和……一致，和諧

be out of harmony with 與……不一致

live/work in (perfect) harmony 一起生活，工作得(十分)融洽

人類應(yīng)該和大自然和諧相處。 Human beings should live in (perfect) harmony with nature.

他們之間不和諧， 經(jīng)常吵架。 They are out of harmony with each other. They often quarrel.

他們一起工作十分融洽。 They work in perfect harmony.

17. In this perfect world lived people who had discovered how to stay young forever.

(1)完全倒裝句: 表示位置，位移的副詞及介詞短語充當(dāng)?shù)臓钫Z位于句首;

在以here, there, out, up, down, away, now 等副詞位于句首而且主語是名詞時(shí)，用倒裝

From the window came the sound of music. The sound of music came from the window(正常語序)

一位老人坐在樹下。 Under a tree sat an old man。

There comes the bus.____車來了__________

門口站著一個(gè)小男孩。Standing at the gate is a little boy

(2) perfect: adj. 完美的， 極好的 be perfect in 精通……

Nobody is perfect. 人無完人。 熟能生巧。Practice makes perfect

18. form v. 形成;組成;構(gòu)成;養(yǎng)成

form sth (from) form the habit of 養(yǎng)成……習(xí)慣

n. form 形式;外形;格式，表格

in the form of 以 ……形式

這個(gè)女孩養(yǎng)成飯前洗手的好習(xí)慣。The girl formed the habit of washing hands before meals. 這個(gè)集訓(xùn)是以講座的形式。The training is in the form of lectures.

19. be covered with 被 覆蓋 cover v.

(1)報(bào)道,采訪 The journalist is covering the Olympic Games in Beijing.

(2)走完(一段路程)The Red Army covered 25,000 li on their Long March.

(3)占有(多少面積) The city covers an area of ten square miles.

(4)足以支付，夠付 Will 10,000 dollars cover the bill?

相關(guān)閱讀

高一英語教案：《Writing》教學(xué)設(shè)計(jì)

高一英語教案：《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)講過程中建議教師讓學(xué)生先在課堂上交流他們在寫作時(shí)所遇到的困難，再由老師根據(jù)例文有針對性地指出學(xué)生寫作過程中出現(xiàn)的問題并及時(shí)提出解決辦法）；

Homework:

將練習(xí)冊部分的寫作任務(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)對這一技巧的掌握，教師可以鼓勵(lì)學(xué)生開始寫英語日記（注意對日記字?jǐn)?shù)和寫作頻率的合理安排?？梢越ㄗh學(xué)生每周寫 1-2 篇英語日記，字?jǐn)?shù)在 100-150 之間）；[來源: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)秀英語詩歌并嘗試自己創(chuàng)作英語詩；（對學(xué)生搜集的詩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)詩集保留下來）

2. 如果定了相關(guān)的教輔資料可以布置一個(gè)單元檢測的練習(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)他們用英語大膽地表達(dá)自己的觀點(diǎn)和看法，并通過分析、討論提高解決問題的能力。在學(xué)生進(jìn)行口語練習(xí)的過程中，教師不要過分關(guān)注語法錯(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)他們用英語進(jìn)行語言表達(dá)和交際的自信心。

在實(shí)際教學(xué)中還發(fā)現(xiàn)，在教授直接引語和間接引語之間的句型轉(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)生對于動(dòng)詞dare 的掌握有一定的難度，因此教師在講授這一語言點(diǎn)的時(shí)候應(yīng)注意對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集中起來進(jìn)行對比講解。

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：通過觀看韓國電影《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)來豐富教學(xué)內(nèi)容和形式，如：組織學(xué)生在課堂上用英語表演一些有關(guān)朋友之間常見問題的小品或短??；選擇一個(gè)和友誼相關(guān)的論題組織一場辯論會(huì)或邀請一些老師和家長與學(xué)生一起進(jìn)行一次訪談活動(dòng)，等等。）

高一英語教案：《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《高一英語教案：《Relaxing》教學(xué)設(shè)計(jì)》，相信能對大家有所幫助。

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

高一英語教案：《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)，再由教師對練習(xí)答案做簡單的核對和講解；（由于本課時(shí)的教學(xué)目標(biāo)是完成對課文內(nèi)容的基本理解，接下來還有一個(gè)課時(shí)專門用來講解單詞和語法，因此，在這個(gè)階段教師不必對課文和練習(xí)中出現(xiàn)的生詞、詞組和句型講解得過于詳細(xì)）

第四步：講解閱讀中的部分難點(diǎn)；

方案一：

可以開展小組活動(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)充說明。

方案二：

可以競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題，每個(gè)小組提出的問題數(shù)和回答的質(zhì)量都要計(jì)分，最后評(píng)選出最佳提問小組和最佳“小老師”（此方案能夠更好地激發(fā)學(xué)生提問和積極思考，但在進(jìn)行過程中要注意對時(shí)間和程序的控制，學(xué)生提問和講解的時(shí)間不要過長，最后教師還應(yīng)該對學(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)生組織一段對話，對文章話題進(jìn)行擴(kuò)充理解（在設(shè)計(jì)問題的時(shí)候可以直接利用課本提供的問題：“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，旨在通過設(shè)置這些和實(shí)際生活更為接近的話題對文章內(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：教師核對答案并對部分重難點(diǎn)進(jìn)行講解（對單元知識(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)過的單詞和詞組來解釋生詞的方法）；

難點(diǎn)詞匯用法的學(xué)習(xí)，例如：

1. add: add ... to；add to；add up to；[來源:學(xué)科網(wǎng)]

[來源: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.

[來源:Zxxk.Com]

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

第三步：學(xué)生通過完成練習(xí)冊的配套練習(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)生通過對例句的閱讀分析，結(jié)合初中階段學(xué)習(xí)的內(nèi)容，嘗試總結(jié)直接引語和間接引語之間轉(zhuǎn)換的規(guī)則，包括不同句型（陳述句、祈使句和疑問句）的轉(zhuǎn)化特點(diǎn)； 人稱、時(shí)態(tài)以及指示代詞、時(shí)間狀語、地點(diǎn)狀語和動(dòng)詞的變化。教師要根據(jù)直接引語和間接引語之間轉(zhuǎn)換的規(guī)則特點(diǎn)有針對性的準(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)生通過例句來觀察和總結(jié)轉(zhuǎn)換的規(guī)則；

第二步：教師在學(xué)生小結(jié)的基礎(chǔ)上利用例句對直接引語和間接引語之間轉(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)對直接引語和間接引語之間轉(zhuǎn)換規(guī)則的掌握；（為了避免學(xué)生在反復(fù)練習(xí)的過程中感覺枯燥，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；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，如： playing PC games; shopping on line; meeting net-friends等等，以此來激發(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. 閱讀課本語法部分的直接引語和間接引語專題講解，更好地鞏固和掌握這一個(gè)語言點(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)直接引語和間接引語之間轉(zhuǎn)換的練習(xí)。（如果沒有相關(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）

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

一名愛崗敬業(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，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“高一英語教案：《Cultural corner》教學(xué)設(shè)計(jì)”，希望能對您有所幫助，請收藏。

高一英語教案：《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