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职高高一英语教学教案_高一英语教案_

       职高高一英语教学教案_高一英语教案_模板

       职高高一英语教学教案

       课 题 Unit 1 Leon Two The Internet 文章说明世界各地的日常食物的来源及产生的背景，如：玉米的发现，土豆、水果的种植。同时本单元是一个复习课，Leon 31重点复习了定语从句中的先行词指人、物时，关系代词的使用。重点难点

       1．discover vt.—看出；发现（存在而尚未为人所知之物）

       1)跟名词或代词：

       It w as Madame Curie who discovered the element radium.是居里夫人发现了镭元素。

       Columbus discovered America in 1492．哥伦布于1492年发现了美洲。

       2)跟从句：

       It was discovered that our food was running short.我们发现粮食快完了。

       We discovered that he was an enemy spy.我们发现他是一名敌特。

       3)跟带连接词的不定式：

       We never discovered how to open the box.我们找不出打开盒子的方法。

       4)跟复合宾语：

       We discovered him to be an enemy spy.我们发现他是一名敌特。2．discover 和invent的区分

       1）这两个及物动词虽然意义不同，但在具体使用时可能搞混。

       discover意为“发现”，invent意为“发明”。

       Coal was first discovered and used in China．煤是最先在中国被发现和使用的。

       He has invented a new machine．他发明了一种新机器。

       2）discover可跟从句作宾语，还可以带复合宾语；invent则不能。

       3）discover的名词形式为discovery（发现、发现物），而invent的名词形式为invention。

       Columbus’ discovery of America took place by accident．哥伦布发现美洲是偶然事件。

       Watt’s invention of steam engine brought about a great change in human life．瓦特发明蒸汽机使人类生活发生了巨大变化。3.prepare v.—预备，准备

       1)跟名词或代词(可有较活译法)：

       ①Please prepare the table for dinner.请摆好桌子吃晚饭。

       ②Mother is preparing us a meal.母亲正为我们做饭。

       2)跟不定式：

       ①They are busy preparing to go on holiday.他们正忙着准备休假。

       3)prepare for引起的短语表示“为……做好准备”。

       ①We were given two days to prepare for the examination.给了我们两天时间准备考试。

       ②Hope for the best and prepare for the worst.[谚]存最好的希望，准备应付最坏的情况。4.dinner与meal

       dinner意为“正餐”，一般用作不可数名词，通常不与冠词连用。西方国家在星期一至星期五时，正餐一般是晚餐；在周末时，一般是午餐。dinner还可指“宴会”，通常作可数名词，如：

       They were at dinner when I called.当我去拜访时，他们正在吃饭。

       The city government will give a dinner to welcome the

       foreigners.市政府将设宴招待这些外宾，以示欢迎。

       meal意为“一顿（餐）饭”，可指一天早、中、晚中的任何一餐，是可数名词，如：

       What time do you usually have your meals? 你通常什么时候吃三餐？ 5.offer和supply的区分 从意义上来讲：

       offer多表示主动提出给对方某物或主动提出做某事

       supply 则多表示供给对方生活必需品 从搭配上来讲：

       offer后可接：名词或代词；直接宾语和间接宾语；to do。

       supply多用于下列结构：supply sth.to /for sb.;supply sb.with sth.。但当offer表示“提供出售”之意时，它可与supply替换使用。例如：

       He offered me a cup of coffee.他给我端来一杯咖啡。

       He offered to help me.他表示愿意帮助我。

       Cows supply us with milk.奶牛向我们提供牛奶。

       The school supplies books to/for children.学校向孩子提供书本。

       The bookstore offers/supplies all kinds of books.那家书店出售各种书籍。6．be made of, be made from 和 be made into

       1)be made of意为“由（看得见的原料）制成”。

       The desk is made of wood.这张桌子是由木头制成的。

       2)be made from 意为“由（看不出的原料）制成”。

       This paper is made from wood.这种纸是由树木制成的。

       3）be made into意为“（原料）被制成……”。

       Wood can be made into paper and desks.木材能被制成纸和桌子。

       注：从以上例子可看出不管原料能否看得见，也就是说不管是be made of还是be made from, 均可与be made into转换。7.room的基本用法

       1)room可以用作不可数名词，意为“(未占用的或可利用的)空间；地位；余地”。例如：

       ①Is there room for me? 还有我的地方吗？

       ②It’s polite for the youth to make room for the old in the bus.在公共汽车上为老人让路是有礼貌的。

       ③There’s plenty of room for the desks.有足够的空地方放课桌。

       ④There’s room for three more.还有三个人的位置。

       ⑤I haven’t much room to move about here.我这儿没有多少活动余地。

       ⑥Can you make room for another?你还能腾出一个(或一件东西)的地方吗？

       ⑦This table takes up too much room----we’d better put it out.这张桌子占的地方太大，我们最好把它搬到外头去。

       2)room可以用作可数名词，意为“房间，室；一套房间；寓所”。例如：

       ①How many rooms are there in this hotel? 这家饭店里有多少房间？

       ②This room is a very pleasant one.这个房间很舒服。

       【注意】与room常合成的词有：bathroom 洗澡间；sitting-room 起居室；dinning-room 饭厅；schoolroom教室 8.ship作为动词的用法

       1)ship作为及物动词，意思是“用船运送”、“运 [1] [2] [3] [4] 下一页

       科目 英语 年级 高一

       文件 high1 unit25.doc 标题 unit25 章节 ：高一英语教案

       Unit 2Working the landByLuo Hai yanThe first period

       Teaching aims: 1.Target Language a.Words and phrases

       sunburn, struggle, super, expand, circulate, equip, export,rid...of, be satisfied with, lead a...life, search for, would rather, thanks to, with the hope of, rather thanb.Important sentences

       This special strain of rice makes it poible to produce one-third more of the crop in the same fields.P10 He cares little about spending the money on himself or leading a comfortable life.P10 2.Ability goals

       Enable Ss to learn more about agriculture, countryside and farming.By talking they can exchange their experience with each other.By reading they will realize the role that agriculture plays in human life.In fact this world faces a serious problem—starvation.So after reading the paage about Dr Yuan students will know the importance of his achievement to man.Of course they will learn from Dr Yuan some noble character.3.Learning ability goals

       Help Ss learn how to describe Dr Yuan Longping including his personality.Teaching important points

       a.Help to comprehend the text and grasp the main idea of the text.b.Grasp the usage of some words and expreions.c.How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.Teaching difficult points

       a.How to help students learn more about agriculture.b.Help students really master the usage of words and expreions.Teaching methods

       Talking, questioning-and-answering activity and reading.Teaching aids

       A tape recorder, a projector and a computer.Teaching procedures & ways

       Warming up

       Step 1.Greeting and Revision 1.Greet the students as normal.2.Revise the warming up with the following question How do you think to grow our main food--rice?

       -----1)First, the farmers plow the field.They have to make the soil loose enough to plant crops.2)Second,grow some young plants

       3)Third, they insert the young plants into the loose field.4)At last ,they will get the harvest

       Step2 Discu: What steps into crops ? Answers: step1 selet the weedsStep 2 plow the soil.Step 3 sow the seeds

       Step 4 remove the weeds and pestsStep 5 harvest.Step3 Thinking : What would happen if there is no rice to eat tomorrow ? Discu freely

       Poible answers : If tmorrow there was no rice to eat ,people will hunger to die.They will eat all of things that can eat ,such as: gra bark ,soil and so on.Even worse ,people will eat each other.the world will be a war of cannibalism.Step 4 Get the students to think how to solve this problem.Poible answers : 1, Expansion of cultivated area.2, To save food

       3, Control population

       4, Scientific farming to increase food productionStep 5 Enjoy a poemStep 6 Homework

高一英语教案

       ReadingAreweendangered

       Typeofthetext:reading

       Level:intermediateTeachingaims:1.totalkaboutwildlifeendangerment

       2.toextendtheknowledgeofwildlifeprotection

       3.toimprovereadingskills

       4.tolearnthewritingpatternofthetext

       Importantpointsinteaching:1.talkingaboutwildlifeendangerment

       2.extendingtheknowledgeofwildlifeprotecti

       on

       Difficultpointsinteaching:1.improvingreadingskills

       2.learningawritingpattern

       Teachingaroach:filmcli,questioaire,game,internet,prover

       Interactivepatter:individualwork,pairwork,groupwork,clawork

       Teachingaids:amultimediacomputer,atape,ataperecorder

       Timeneeded:45minutes

       Students:Senior1students

       Preparationbeforethecla:askingthestudentstocollectinformationonwildlifeiueontheinternet

       Teachingprocedures:

       Step1leading-in

       First,filmcliofthemovie"Kekexili"

       Teacher:Haveyouseenthismovie

       (option):Whocansaysomethingaboutthefilm

       Next,picturesof"miludeer"

       Teacher:Doyouknowthenameofthisanimal

       Whocansaysomethingaboutit

       (option):Theteachercanintroducemiludeertothestudentsifneceary

       Finally,morepicturesofendangeredanimalsandplants

       Teacher:Todaywehavetwoquestiotodiscuinthisleon

       Whyaretheyendangered

       Whatcanpeopledotohelpthem

       Purpose:toemphasizethefiercefightbetweenthevolunteersandthehunterstoarousestudents'awareneofprotectingwildlife.Step2pre-readingactivity

       First,Askthestudentstofinishthequestioaire

       Then,Askoneortwostudentstoreporttheirawers

       Purpose:toletthestudentsknowtherelatiohipbetweenhumanbeingsandanimalsandplantotheycanrealizetheneceitytoprotectwildlife

       Step3fastreading

       Askthestudentstoreadthetextfasttogetthegeneralideaofeachparagraph.Atthesametime,analyzethewritingpatternofthetext

       Purpose:tostudythetextonthewholeandlearnanewwritingpattern

       Step4detailedreading¬e-making

       Askthestudentstoreadparagraph2and3againandfinishthenote-makingexercise

       Purpose:togettheawerstothetwoquestioinleading-in

       Step5languagepoints

       First,Coideringthelanguagepointsarenotdifficult,theteacherasksthestudentstolistento

       thetapeandpickoutthelanguagepoints

       Next,Playagametoseewhichgroupgetsthemostlanguagepoints

       Finally,Askthestudentstocompletesomesentenceswi

高一英语教案

       高一英语教案

       【：高一英语教案设计】

       高一英语教案设计more places to visit

       松江二中 徐霞

       一． 教学内容

       上海教育出版社《牛津英语》高一2：高一英语教案_unit1_nice_to_meet_you】

       中职英语 基础模块1 教学设计（教案、学案）unit 1 3：高中英语教案范例】

       新年：高一英语教案

       高一英语教案

       编写人：南昌一中外语组李志超

       Title: Unit 10The world around us

       ReadingAre we endangered?

       Type of the text: reading

       Level: intermediate

       Teaching aims: 1.to talk about wildlife endangerment

       2.to extend the knowledge of wildlife protection

       3.to improve reading skills

       4.to learn the writing pattern of the text

       Important points in teaching: 1.talking about wildlife endangerment

       2.extending the knowledge of wildlife protection

       Difficult points in teaching: 1.improving reading skills

       2.learning a writing pattern

       Teaching approach: film clips, questionnaire, game, internet, proverbs

       Interactive patterns: individual work, pair work, group work, cla work

       Teaching aids: a multimedia computer, a tape, a tape recorder

       Time needed: 45 minutes

       Students: Senior 1 students

       Preparation before the cla: asking the students to collect information on wildlife iue on the internet

       Teaching procedures:

       Step 1 leading-in

       First, film clips of the movie “Kekexili”

       Teacher: Have you seen this movie?

       (option): Who can say something about the film?

       Next, pictures of “milu deer”

       Teacher: Do you know the name of this animal?

       Who can say something about it?

       (option): The teacher can introduce milu deer to the students if neceary

       Finally, more pictures of endangered animals and plants

       Teacher: Today we have two questions to discu in this leon

       1)Why are they endangered?

       2)What can people do to help them?

       Purpose: to emphasize the fierce fight between the volunteers and the hunters to arouse students’

       awarene of protecting wildlife.Step 2 pre-reading activity

       First, Ask the students to finish the questionnaire

       Then, Ask one or two students to report their answers

       Purpose: to let the students know the relationship between human beings and animals and plants

       so they can realize the neceity to protect wildlife

       Step 3 fast reading

       Ask the students to read the text fast to get the general idea of each paragraph.At the same time, analyze the writing pattern of the text

       Purpose: to study the text on the whole and learn a new writing pattern

       Step 4 detailed reading & note-making

       Ask the students to read paragraph 2 and 3 again and finish the note-making exercise

       Purpose: to get the answers to the two questions in leading-in

       Step 5 language points

       First, Considering the language points are not difficult, the teacher asks the students to listen to

       the tape and pick out the language points

       Next, Play a game to see which group gets the most language points

       Finally, Ask the students to complete some sentences with the phrases from the text

       Purpose: to cover the language points

       Step 6 talk show

       Ask a student to be the host or hoste who guides the other students to a picture show aboutTibetan antelopes.He/she asks his/her clamates to discu “What can we do for Tibetanantelopes?” in groups.(option)The teacher can suggest the students write a letter to appeal to people to protect Tibetan antelopes and other wild animals and plants

       Purpose: to extend the text at an informative and instructive level

       Step 7 internet study

       Ask the students to display the materials they have found on the internet before the cla Purpose: to encourage the students to use the modern technology for studying

       Step 8 Proverbs

       Give 3 proverbs for the students to relate what they have learnt in cla with practice

       Purpose: to reinforce students’ awarene of protecting wildlife

       Appendix: questionnaire

       1.Do you think it is poible for us to live without animals or plants?

       A.YesB.No

       2.How often do you go to the zoo?

       A.Very oftenB.SometimesC.SeldomD.Never

       3.Will you adopt an animal in the zoo?

       A.YesB.No

       4.Have you ever keep any pet at home?

       A.NeverB.YesC.No, but it is poible

       5.What do you think causes the endangerment and extinction of some animals and plants?

       A.PollutionB.OverhuntingC.Overusing natural resources

       6.Have you ever been in any organizations or groups of wildlife protection?

       A.NeverB.YesC.No, but I’d like to

       7.Do you often buy products made from some parts of rare animals?

       A.SometimesB.NeverC.Not often

       Proverbs:

       1.It is never too late to mend.2.It is no use crying over spilt milk.Kill the goose that laid the golden egg.