高一英语教案：Computers。
每个老师在上课前需要规划好教案课件，每个人都要计划自己的教案课件了。只有充分准备好教案课件的前期设计，才能很好地达成要求的教学目标设计。你是否在为不会写教案课件而烦恼呢？小编推荐你不妨读一下高一英语教案：Computers，希望能帮助到你，请收藏。
教 学 目 标 Teaching aim: go over this unit to master the usage of words; phrases and sentences patterns of this unit.
教 学 重 点 Important points: Grammar filling
教 学 难 点 Difficult points: Basic writing
教 学
方 法 Summary;Exercises;Consolidation
教 具 Book II ; Blackboard;ppT;
教 学时 数 Three periods: (two periods for key points, one period for exercise)
教学过程
Teaching steps:
Step 1 Word study
一、单词拼写 根据词性和词义写出下列单词。
1.____________ vt. 计算 2.____________ vt. 简化
3.____________ n. 接线员 4.____________ adv. 合逻辑的
5.____________ n. 科技 6.____________ n. 革命
7.____________ adj. 人造的 8.____________ n. 智力
9_____________ vt. 解决 10.___________ adv. 亲自
11.____________ n. 应用 12.____________ n. 金融
13.____________ v. 探索 14.____________ adv. 无论如何
15.____________ n. 目标 16.____________ n. 信号
17.____________ n. 类型 18.____________ vi. 出现，
19.____________ adj. 电子的， 20.____________ n. 外貌
二、单词运用 根据句子的结构和意义，在空格处填入一个恰当的单词，或者用括号中所给的适当形式填空。
1. At the end of a letter you should write “Yours _______” and your name.
2. With the development of science and ___________, people will live a happier life.
3. IQ(智商) stands for ___________ quality.
4. The captain had an ___________ leg, made of wood.
5. English is a _____________ language, so we have to learn it.
6. An a__________ is a calculating tool for dealing with figures in ancient China.
7. One Laptop per Child is a non-profit association devoted to research to develop a 0 l_________ for every child in the world.
8. During the course, students will develop their ______________(analysis) skills.
9. The ______________ (develop) of the information technology was the greatest advance of the 20th century.
10. We will soon arrive at the point where we can find all the knowledge of humankind on a computer _____________(网络).
三、词语派生 用括号中所给词的适当形式填空。
1. Try to _________ (simple) your explanation for the students to help them understand better.
2. If you want to know about the hotel, you can call the __________ (operate) to find out the information.
3. The boy is very clever and he shows high
_____________ (intelligent) in study.
4. ________ (real) is not the way you wish things to be but the way they actually are.
5. Bob is _________ (total) different from his father, who is very tall.
6. They agreed to accept my ____________ (apply) for joining their team.
7. His success in business brought ____________ (happy) to his parents.
8. We will make a ___________ (person) visit to the student’s home.
9. His speech is _________ (logical) organized and sounds great.
10. I disagree that the age of ________________ (technology) revolution has ended.
Step 2 phrases reviewing
四、词组互译 将下列词组或短语译成中文或英文。
1. from…on _____________________ 2. as a result ______________________
3. so…that _________________________4. in a way ________________________
5. with the help of ___________________ 6. deal with _________________________
7. watch over _______________________ 8. as time goes by ___________________
9. in/during the 1970s ________________10. after all _________________________
11. _______________________ 公有;共用 12. _______________________ 技术革命
13. ______________ 处理;安排;对付 14. ______________________ 解决问题
15. ______________________ 人工智能 16. ______________ 走过;过去
17. ______________________ 依某人看来 18. ______________ 采取行动
19. ______________________ 与……信息共享 20. ______________ 弥补、组成
五、词组运用
词组填空 根据句子提供的语境，从第四大题中选一个适当的词组并用其适当的形式填空。
1. They had a lot ____________ and became good friends very soon.
2. How are you going to ___________ such problems?
3. Don’t blame him. _____________, he is a child.
翻译填空 根据汉语意思，从上述短语中选一个恰当的词组完成句子。
4. He soon ___________ the lessons he missed.
5. Why didn’t you _______________ to put out the fire?
6. It is not rare in ____________ (九十年代) that people in ____________ (五十多岁)are going to university for further education.
句子翻译 从上述短语中选择恰当的短语翻译下列句子。
7.她从那时起就知道自己会获胜。
8.结果，他只得离开。
9.在他父母的帮助下，他很快完成了作业。
10.在春天，我们通常将钟表向前拨一小时，以充分利用日光。
Step 3 practice
六、语法填空 阅读下列短文，按照句子结构的语法性和上下文连贯的要求，在空格处填入一个适当的词或使用括号中词语的正确形式填空。
eBay is the world’s online marketplace, 31 enables inpiduals and small Business to trade on a local, national and international basis32 (found) in September 1995, eBay provides a
platform (平台) 33 the sale of goods and services to more than 135 million registered members from all around 34 world.
Globally, eBay has more than 44 million items (项目) listed for sale at any one time. And an additional 4 million items
35 (add) daily. There are more than 50,000 kinds, including computers, art, toys, stamps, magazines music, glass, electronics, jewelry, e-Books and so on.
Electronic (电子的) books or e-Books are texts designed to be read only 36 a computer screen. The greatest advantage of e-Books is that you can get the relevant information at the press of a button. Buying e-Books on eBay is easy. You can order e-Books online and they will be delivered (交付) electronically to your computer. So you can 37___ money with no shopping, no taxes, and the lowest prices. You could visit e-Book Mall that has the world’s largest 38________ (choose) of quality e–Book. Or go to Gemstar e-Books that give a new 39 (mean) to the term “light reading”. They have powerful electronic features such 40 a built-in dictionary, world search and bookmarks.七、基础写作 用括号中所给词翻译下列句子，然后将这些句子联成一篇5句话的连贯的短文。
1. 随着岁月的流逝，计算机在我们的日常生活中变得越来越重要。(as, go by, more and more, in our daily life)
2. 我们利用计算机查找我们所需要的资料;从某种意义上说，计算机是我们的好帮手。
(make use of, information, in a way)
3. 巧板学生沉迷于网络游戏，这对身体健康有害。(fall in love, be harmful to)
4. 依我来看，计算机有优点，也有缺点。(in one’s opinion, advantage, disadvantage)
5. 家长应该看护子女，如何用好计算机。(watch over, how to use)
One possible version
As time goes by, computer is more and more important in our daily life. We can make use of it to find out information we need. In a way, computer is our good helper. However, students fall in love
with games in the Internet, it is harmful to their health.
Step 4 : points usages
核心单词
1. personally adv. 亲自(= in person)，依本人之见，就人而论
◇personally, I couldn't work to live. 就我个人而言，我无法为生存而工作。
◇You'd better talk to him personally.你亲自去跟他说。
◇We like him personally, but dislike his way of living. 我们喜欢他这个人, 但不喜欢他的生活方式。
※说明：该副词用于句首时，意为“就个人而言”，相当于as far as I am concerned。
■运用：用personally翻译句子或完成句子。
(1)就本人而言，我赞同这个计划。 _______________________________________
(2)我不喜欢他的为人，但我钦佩他的艺术。________________, but I admire his art.
2. create v. 创造;产生
◇A novelist creates characters and a plot. 小说家塑造人物和故事情节。
◇His appearance created a bad impression. 他的外表给人留下了不好的印象。
■运用：用create翻译句子。
(1)健康和财富能创造美丽。____________________________________
(2)我们所做的就是创造“价值”。____________________________________
3. arise vi. 出现(appear)，发生(happen)，起身，起因于
理解：指出下列句中arise的意思。
(1)problems will arise as we do the work.
(2)How did this quarrel arise?
(3)When I fall, I will arise.
(4)Accidents often arise from carelessness.
搭配：arise from/out of 由……而引起，由……而产生
辨析rise, raise 和arise：
⑴ rise和arise都是不及物动词;rise意为：站起，起床;升起;arise意为：出现，发生;起身;起床。
⑵ raise 是及物动词。意为：举起;养育;种植;筹款
●选用上述词并用其适当形式填空。
⑴A new situation will ______when the examination system comes into existence.
⑵He _________ his hands to tell the teacher what he wanted to say.
⑶He ____________ early this morning.
4. wander vi. 游荡，闲逛;离开正道，离题;开小差;(河流等)蜿蜒
理解：指出下列各句中wander的意思。
(1)He wandered in the streets.
(2)He wandered from the subject.
(3)My attention wandered.
(4)The stream wanders through the forest.
运用：根据汉语完成英文句子。
(1)这堂课太糟了，我都开始走神了。The class is so boring that____________________.
(2)我喜欢晚饭后在公园里闲逛。I like to ______________________after dinner.
5. simple-minded adj. 愚蠢的，头脑简单的
◇She is simple-minded.她心地单纯。
联想：请猜猜下列合成词的意思。
(1)open-minded _________________(2)absent-minded _________________
(3)broad-minded _________________(4)fashion-minded _________________
重要词组
1. go by = pass(时间)流逝，经过(地方)，遵守
理解：指出go by在下列句中的意思。
(1)I go by the house every day.
(2)That's a good rule to go by.
(3)You can't always go by appearances.
(4)She becomes more and more talkative as time goes by.
联想：填入适当的介词或副词。
(1)go _______进行，(做，说)吧 (2)go _____追求，追赶
(3)go _____上升 (4)go _______下降 (5)go ____继续
(6)go _____离开;爆炸 (7)go _____熄灭 (8)go _________经历
(9)go ___________没有……而勉强凑合
2.deal with处理，涉及，对付
理解：指出deal with在下列各句中的意思。
(1)He has to deal with the problem carefully.
(2)You should deal with your work more carefully.
(3)This report deals with the present situation in the Mid-East.
辨析：deal with与do with
do with表示“处置，与……相处，忍受”等，do是及物动词，就某事做些什么，应用what，what是do的宾语;而deal with中的deal是不及物动词，表示应付或安排什么，应用how，how是deal with的状语。
3. make up编造，组成，化妆，和解 make out 辩认出，理解，填写，开出
◆理解：指出各句中划线部分的意思。
(1)Farm workers make up only a small section of the population.
(2)The student made up an excuse for his being late.
(3)The girl made up her face carefully before going to meet James.
(4)They had an argument, but they have already made up.
(5)To this day I still can't make out why they did so.
(6)His handwriting is so bad that I can hardly make it out.
(7)The teacher made out the report cards and gave them to the students to take home.
拓展：翻译下短语。
(1)make up for ____________ (2)make up one’s mind_______________________
(3)be made up of _______________________
■运用：用含make up的短语填空。
(1) The medical team ____________twelve doctors.
(2) In Britain today women _________ 44% of the work force, and nearly half the mothers with children are in paid work..
(3) Hard work can often ____________ lack of intelligence.
(4) I have ________________， and nothing you say will change it.
4. watch over看守，监视，保护，留神……(= take care of)
◇Could you watch over my clothes while I have a swim?我去游泳时你帮我照看一下衣服吧。
联想 watch for 盼望 watch out (for) = look out (for) 警惕、密切注意
练习 根据汉语意思完成句子。
⑴You’ll have to_____________ the right moment.
⑵The passengers were asked to_________________ pocketpicks.
(3)They took turns to ______________the children.
5. have much in common(with…)(与……)有许多共同之处
◇They have much in common with each other, so they become friends.他们之间有许多共同之处，所以他们成了朋友。
联想：have nothing in common (with) (与……)毫无共同之处
have little in common (with) (与……)几乎没有共同之处
Step 5：Homework
Finish the exercises of the exercise book.
板书设计
1. 联想：填入适当的介词或副词。
(1)go _______进行，(做，说)吧 (2)go _____追求，追赶
(3)go _____上升 (4)go _______下降 (5)go ____继续
(6)go _____离开;爆炸 (7)go _____熄灭 (8)go _________经历
(9)go ___________没有……而勉强凑合
2. 辨析
make up make up an excuse make up one’s face
make out make sth out.
教学后记
Fwr816.COm小编精选
高一英语教案：如何激发学生学习兴趣
这篇《高一英语教案：如何激发学生学习兴趣》是小编为大家整理的，希望对大家有所帮助。以下信息仅供参考！！！
美国心理学家布鲁纳曾经说过：“学习的刺激是对所学学科的兴趣。”所以一个成功的英语教师，要在教学中有意识地培养学生对英语的持久兴趣，激励学生不断处于较佳的学习状态之中，使他们对英语乐学、善学、会学，学而忘我，乐此不疲。因此，课堂教学手段必须不断更新，用灵活多样的教学方法，组织学生进行广泛的语言实践活动，通过多种手段激发学生实践的热情，加强对学生学习英语的兴趣的培养，让学生变兴趣为参与实践的动力，并在漫长的教学过程中始终保持这种兴趣，为语言实践活动提供源源不断的动力。
一、运用夸张手法激发学生的学习兴趣
心理学研究表明：学生的学习兴趣，是在学习的过程中，由于经常体验到学习的乐趣，多次获得成功的满足，逐渐形成了一种比较稳定的学习动机和求知欲望。因此要在教学中为学生积极创造能够获得学习乐趣和成功的机会，从而激发学生学习的兴趣，提高学习的效果。为此，我们从符合小学生年龄特点的角度出发，在小学英语教学中大胆运用夸张手法，使之成为有效的教学方法之一。
例如在三年级下册教学中，有“Its too big.”的教学。教师拿出一条巨大的长裤，让几个学生穿一穿，由于裤子太大，学生被淹没在长裤中，全班学生会由于处在如此有趣的情景中而笑声连连。“Its too big.”教师抓住时机，用贴切的语气带领学生说该句子。此例，教师在教具上采用了夸张手法，学生与裤子，本身没有多大吸引力的两种物体，经过教师与学生的合作所产生出的情趣，带给小学生一种新奇感。这样的一种情景，会让学生在语言学习中留下深刻的印象，以后在日常生活中，只要有类似“大”与“小”悬殊的情景出现，学生就会脱口而出：Its too big / small！ 夸张手法在此表现出来的诙谐、幽默特点，使学生在学习英语时心情舒畅，轻松愉快，肌肉自然放松，减轻了学生的压力感和身心上的紧张焦虑情绪，从而排除心理障碍，使学习处在一种愉快和安全的环境中。
二、在角色扮演中体验学习的乐趣
根据我对学生的观察，我发现他们一般都比较喜欢在模拟的情景中扮演角色，通过角色扮演，他们可以把自己对生活的感悟和期望以模拟的方式表达出来，从中获得满足。因此，巧妙地创设情景，既可以克服非母语教学的缺陷，又可以利用好小学生这种乐于角色扮演的动力，从而使教学活动更为有效。
例如，在学习完了表示颜色的词之后，为了加深学生思维上的形象记忆，可以设计这样的游戏活动课，与自己喜爱的小伙伴开设颜料店，老师发给各组red、yellow、blue三种颜料，由学生亲自动手组合这三种颜色，重新创造新的颜色。随后，学生可以到各个颜料店去买颜料，店主与顾客围绕“What colour do you like?”“I like red/orange/purple…”进行创造性的交流，顾客将要买的颜色说对了，店主就可以将颜料出售给他，否则顾客只好再到别家店铺去买了。通过这样的模拟情景，不仅满足了学生角色扮演的心理需要，培养了学生学习的积极性，还很好地完成了教学效果，一举两得。
三、让学生制作教具，激发学习英语兴趣
对初学者，直观教学尤其显得重要。由于条件限制，学校缺乏必要的挂图，笔者就发动学生自己动手画。对教学中所要用到的图片，提早一个星期布置下去，要求他们用彩笔画在白色的硬纸片上，在纸片的背面再写上图画所表达的单词及其音标，为了便于以后保存，我对纸片的大小做了统一的规定。一周后，一些“作品”被运用在课堂上。这样，在课外学生都兴趣盎然地制作图片，课上他们都期待着自己“作品”的出现。开展画图片活动，其意义已经超出图片的本身，它让学生体会到成功，这种成功的喜悦大大激发了学英语的兴趣，使学生愿意来上英语课。此外画图片，也培养了学生的绘画能力，开发他们的智力，也可让他们先熟悉一下将要教的新课，达到预习的目的，真是一举多得。
四、用累积性评价活动提升学习自信心
小学生对学习的自信心主要还是来自外部的评价，学生自信心的提高是一个持续的过程，所以不能指望通过一两次积极评价就能帮助学生建立起良好的自信心。要通过一系列有层次的积极评价才能有效提升学生的学习自信心。在我的英语课堂中，我设计的“新星评选”制度倍受学生的喜爱，是学生展示风采的舞台，也是获得持续不断的积极评价的机会。
首先，在平时的教学中评选出“每日之星”。每次课前，我都准备了许多星星形状的小奖状，用各式字体在上面写上不同的鼓励语，如“Wonderful！”“You can do it.”“You are clever.”“Excellent.”。只要学生在课堂上能有大胆的表达、愉快的合作等一点一滴的发展和进步，都可以得到“每日之星”的奖状。在此基础上，进一步评选出“每月新星”，级别的可获得“英语之星”。
每次学生得到小星星时，喜悦之情总是溢于言表，他们精心地收藏着每一颗“星星”，感觉自身的价值在每一颗小星星上得到不断的体现。这些有层次的“每日之星”“每月新星”“英语之星”都是对学生持续、累积的肯定评价，它记载了学生前进的步伐。同时我也相信这一颗颗星星一定会点燃孩子们的心灵，也使他们像星星一样闪亮。
高中高一英语教案:Great women reading
教学内容分析
本单元的中心话题是“(杰出)女性”，话题涉及谈论及你最崇敬的女性“妇女独自南极探险”，“美国电视黑人女主持人奥普拉·温茀丽的故事”等，语言技能和语言知识都围绕中心话题而设计。本节课为此单元的第二课时——阅读课。
“读前”(pre-reading)设计了三个有关旅行和南北极的问题，具体涉及极地探险、动物等内容, 能够诱发学生的探索精神和想象力。通过学生的讨论、探究，自主地发现下面阅读故事的背景，有助于学生正确理解文章的深层意思，真正体会主人公Helen Thayer的伟大。
“阅读”(Reading)材料是一篇记叙文，故事描叙的是作者Helen Thayer在她60岁时，独游南极洲的冒险经历。在恶劣多变的气候条件及险恶的地理状况中，作者在危急关头，虽感孤独恐惧，但表现出冷静、顽强、乐观的态度，最后克服险境。对学生今后的人生道路、心理素质、生活态度起到了陶冶和积极的导向作用。
Teaching Aims：
1 Train the students’reading ability.
2 Learn and master the following words and phrases;
1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value
2) phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision
Teaching Important points：
1. Improve the students’ reading ability.
2. Enable the student to understand the text better.
3. Let the students have strong wills and determination by reading the passage.
Teaching Difficult points：
1. How to improve the students’reading ability.
2. The use of some useful expressions.
Teaching Methods：
1. Discussion before reading to make the students be interested in what they learn in class.
2. Fast reading to get the general idea of the text.
3. Careful reading to answer some detailed questions.
4. Inpidual, pair or group work to make every student work in class.
Teaching Aids:
1. a map of the world
2. a tape recorder
3. a computer
Teaching procedures：
Step I Greeting and speech
Greet the students as usual and the student who is on duty give a speech before class.
Step II Lead-in
1 Do you like travelling ?
Where do you like to travel best ?
How will you travel ?
2 Imagine you are traveling alone to the South pole, what will you take with you ?
3 Why do polar bears never eat penguins ?
Step III Fast – reading
Ask the students to read the text quickly and silently, find the answers to these three questions .
1 How did the writer celebrate her 60th birthday ?
2 When was the writer is 60th birthday ?
3 Why did she say it was an experience she would never forget and would value for the rest of her life ?
Step IV Careful-reading
Ask students to read the text again carefully and finish three tasks:
1 Finish Exercise 1 of post-reading on page 32.
2 Fill in the form on the screen .
Time WeatherWhat did she do?/What happened to her?
began her almost 200-mile journey
3rd --11th
celebrated her 60th birthday
13th --21th----------------------
22th-----------------------
23th
----------------------
3. Do some T/F exercises on the screen.
1). She celebrated her fiftieth birthday by traveling alone to the South pole.
2). She went to Antarctica with the dog team pulling her sled.
3). Everything went all right during the first few days.
4). During the next week the wind grew so strong that it blew away her tent.
5). She had an accident after her birthday.
6). It was all her training that helped her out of danger
Step V Listening and Consolidation
play the tape for the students and ask them to read the text after the tape in a low voice, paying attention to the pronunciation and intonation.
Step VI Discussion
1. What kind of woman is Helen Thayer ? Describe her in a few sentences.
2. Do you admire her? Why ?
Step VII Reading together.
"If you have a goal without a plan, it's only a dream. Once you set a goal, you have to keep going. There have been a lot of times where I was determined to just take the next step. Those who can take that next step are the successful people in the world."
-------Helen Thayer
StepVIII Homework
1. Reading the text again and again after class.
2. Finish the exercises of Grammar.
Step IX Record after Teaching
高一英语教案：如何有效提高学生英语阅读能力
这篇《高一英语教案：如何有效提高学生英语阅读能力》是小编为大家整理的，希望对大家有所帮助。以下信息仅供参考！！！
英语高考阅读能力事关高考的成败，阅读能力不仅决定着阅读题本身，它还对完形填空，短文改错，单项填空有着决定性的作用。从历年的全国各地的英语高考试题及新课标考试大纲的分析：语言的综合实际运用能力仍是高考的趋势，语言的实际应用能力，事实上是考察学生在真实的语境中，真实的语句中，真实的句群中和篇章中的阅读理解能力。怎样才能有效地提高高考英语阅读能力呢？
一、培养和激发学生阅读兴趣
在平时的英语教学中，应首先着重培养学生的阅读兴趣，可以加强对阅读材料的重组，重视精读与泛读的有机结合。如在课本精读教学的基础上给学生选择趣味性强，浅显易懂的《新概念》（第二册）作为泛读教材，学生则可能完全陶醉于其中的篇篇原汁原味的小故事中。一方面可以巩固扩大词汇量拓展知识面，另外可以在无形中培养学生的阅读兴趣。
二、养成每天都阅读的习惯
阅读能力的提高在于阅读习惯的养成。在教学实践中，通过引导、激励的方式促使学生形成每天坚持阅读的习惯，并要持之以恒。这一过程也是学生审美情操和意志力形成的过程。
三、培养学生敏锐捕捉文章主旨的能力
对文章的整体把握是形成阅读能力的核心，有的文章的主题句或中心话题在文章的开头，有的在结尾，有的文章的主旨大意则是由若干个分段的小主题综合而成。不管哪种形式的文章让学生快速扫描，并捕捉到文章的主题是提高阅读能力的关键。学生只有通过一定量的阅读，才能达到迅速而准确的文章整体把握能力。
四、长难复杂句的简化能力
其实，困扰学生阅读的主要障碍莫过于阅读中出现的长难复杂句，因此，复杂句式的简化能力相当重要，如此句：What you did？is what we needed.可简化为：（What you did）？is （what we needed）。（主语）+（谓语“is”）+（表语）这样一来，则很容易理解。
五、根据语境，猜词悟意的能力
理解词义是阅读的基础，学生可以利用构词法知识或通过联系上下文体会具体的语境，猜出它们相应的词性，词义。如：
So please treasure your college years——make the best use of your free time ，become an independent thinker in control of your destiny，and learn through your successes and challenges.根据“destiny”前后左右的信息，不难猜出该词为：“命运”。
六、联系上下文，寻找线索的能力
联系上下文，根据文章提供的事实和线索，进行逻辑推理的字面意义把握作者的真实思想，推断出隐含意义或深层结论。在教学中可根据文章的形文特点：First，Second，Then，Finally等；句子之间插入语：however，instead of，in one’s view；虚拟句式；强调句型的使用等等都能体现作者的真实意图。
七、培养掌握具体事实和重要细节的能力
掌握细节是归纳概括文章中心思想的基础，对于理解全文的作用很大，因此在阅读时，要养成辨别和记忆具体事实，重要细节的习惯。尤其在调查报告之类的文章中，数据的使用相当频繁，要特别注意这些数据得出的时间，适用范围，比较的对象以及要说明的问题。
八、注意审题能力的培养
在教学实践中，常常会出现学生文章能读懂，但题却往往做不对。这种现象一定是出在“审题”和选项的“鉴别”上，当学生临近高考时，这种做题能力的培养尤其重要，因此要培养学生准确的审题能力和“选项鉴别”的思维能力。其实，这也是规范学生的思维模式，克服学习的心理障碍，拓宽思路的必由之路。如做到这一步，学生的阅读能力一定会有质的飞跃。
总之，在缺少语言学习环境的背景下，要提高学生的英语的阅读能力，以适应新课标高考要求。只能通过一定量的练习，以量促质并在阅读过程中逐渐形成上述诸能力，从而提升学生的整体阅读能力。
高中高一英语教案：Unit 1 Good Friends
Unit 1 Good Friends
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 presentation and discussion (warm-up)
put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like?
What qualities should a good friend have?
Should they be funny, smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SpEAKING. Ask some questions:
1.What doesn’t John like?
2.What does Joe think of music and skiing?
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3
Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2
Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 pre-reading
present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
At the same time explain the language points if necessary.
Step 4 post-reading
Discuss the following questions in the part pOST-READING.
Step 5 Homework
prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the part Grammar on p5.
Step 4 practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
Lesson4
Step 1 Revision
Check the homework.
Step 2 presentation
present simples of e-mail to get the students a general idea of e-mail.
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple.
Step 4 Writing
Ask the students to write an e-mail message.
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal.
高中高一英语教案：Unit 17 Great women reading
教学内容分析
本单元的中心话题是“(杰出)女性”，话题涉及谈论及你最崇敬的女性“妇女独自南极探险”，“美国电视黑人女主持人奥普拉·温茀丽的故事”等，语言技能和语言知识都围绕中心话题而设计。本节课为此单元的第二课时——阅读课。
“读前”(pre-reading)设计了三个有关旅行和南北极的问题，具体涉及极地探险、动物等内容, 能够诱发学生的探索精神和想象力。通过学生的讨论、探究，自主地发现下面阅读故事的背景，有助于学生正确理解文章的深层意思，真正体会主人公Helen Thayer的伟大。
“阅读”(Reading)材料是一篇记叙文，故事描叙的是作者Helen Thayer在她60岁时，独游南极洲的冒险经历。在恶劣多变的气候条件及险恶的地理状况中，作者在危急关头，虽感孤独恐惧，但表现出冷静、顽强、乐观的态度，最后克服险境。对学生今后的人生道路、心理素质、生活态度起到了陶冶和积极的导向作用。
Teaching Aims：
1 Train the students’reading ability.
2 Learn and master the following words and phrases;
1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value
2) phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision
Teaching Important points：
1. Improve the students’ reading ability.
2. Enable the student to understand the text better.
3. Let the students have strong wills and determination by reading the passage.
Teaching Difficult points：
1. How to improve the students’reading ability.
2. The use of some useful expressions.
Teaching Methods：
1. Discussion before reading to make the students be interested in what they learn in class.
2. Fast reading to get the general idea of the text.
3. Careful reading to answer some detailed questions.
4. Inpidual, pair or group work to make every student work in class.
Teaching Aids:
1. a map of the world
2. a tape recorder
3. a computer
Teaching procedures：
Step I Greeting and speech
Greet the students as usual and the student who is on duty give a speech before class.
Step II Lead--in
1 Do you like travelling ?
Where do you like to travel best ?
How will you travel ?
2 Imagine you are traveling alone to the South pole, what will you take with you ?
3 Why do polar bears never eat penguins ?
Step III Fast – reading
Ask the students to read the text quickly and silently, find the answers to these three questions .
1 How did the writer celebrate her 60th birthday ?
2 When was the writer is 60th birthday ?
3 Why did she say it was an experience she would never forget and would value for the rest of her life ?
Step IV Careful-reading
Ask students to read the text again carefully and finish three tasks:
1 Finish Exercise 1 of post-reading on page 32.
2 Fill in the form on the screen .
Time WeatherWhat did she do?/What happened to her?
began her almost 200-mile journey
3rd --11th
celebrated her 60th birthday
13th --21th----------------------
22th-----------------------
23th
----------------------
3. Do some T/F exercises on the screen.
1). She celebrated her fiftieth birthday by traveling alone to the South pole.
2). She went to Antarctica with the dog team pulling her sled.
3). Everything went all right during the first few days.
4). During the next week the wind grew so strong that it blew away her tent.
5). She had an accident after her birthday.
6). It was all her training that helped her out of danger
Step V Listening and Consolidation
play the tape for the students and ask them to read the text after the tape in a low voice, paying attention to the pronunciation and intonation.
Step VI Discussion
1. What kind of woman is Helen Thayer ? Describe her in a few sentences.
2. Do you admire her? Why ?
Step VII Reading together.
"If you have a goal without a plan, it's only a dream. Once you set a goal, you have to keep going. There have been a lot of times where I was determined to just take the next step. Those who can take that next step are the successful people in the world."
-------Helen Thayer
StepVIII Homework
1. Reading the text again and again after class.
2. Finish the exercises of Grammar.
Step IX Record after Teaching
高一年级下册英语教案：Tales of the unexplained
The article is a news story about a boy's strange disappearance. Though a lot of efforts have been made to investigate the case, it still remains a mystery. How to read a news article is designed and presented. All the activities are involved with checking and enhancing students' reading abilities. Students are expected to gain an overall understanding of the article and learn to read in different ways according to the type of the article.
Suggested teaching procedures
* Lead-in
Ask students the following questions by having them focus on the title of the article 'Boy missing, police puzzled'.
Does the title arouse your interest when you read it? Can you complete the title?
From the title what information can you get? And what else do you want to know? For example:
'boy missing' ( How / When / Where was the boy missing? )
'police puzzled' ( For what are they puzzled? / What are the police going to do with the boy's disappearance and how?)
Are you curious about why the writer uses a non-complete sentence as a title? Do you know it's a feature of a news title? What are the other features of a news title?
Can you guess what details may be covered in the following news story?
* Reading comprehension
1 Before asking students to skim the passage, let them look at the news photographs first and describe as much as possible what is happening in the photograph. And then let them find answers to the questions in A.
Answers 1 The article is about a missing boy / UFOs and aliens.
2 Justin Foster is missing. 3 No.
2 Ask students to recall the question in Lead-in and ask them if they have got specific answers to "How / When / Where was the boy missing?" The teacher can guide students to pay attention to the first paragraph, as all the relevant information is in the first paragraph. Tell them the first paragraph gives the main topic and most important facts. The followings are all covered.
When and where was the boy missing?
What caused the boy's sudden disappearance?
How old was the boy?
Why do people show interest in his disappearance?
3 Ask students to scan the article again and locate specific information according to C1 and C2. The first three questions in C1 check some background information about Justin while Questions 4 and 5 check students' comprehension about aliens. C2 requires students to identify some details to support the main points of the story. Ask students to complete the exercises inpidually and check them as a class. If there are disagreements, welcome them. The teacher can ask students to distinguish between facts and opinions about Justin Foster.
Answers C1 1 He lives in Dover, New Hampshire.
2 He plays basketball and baseball.
3 He has a sister.
4 They were white.
5 Mavis Wood has been taken.
6 Sam peterson was in charge of the case.
C2
Main points
Supporting details
Justin Foster went missing.
Mrs Foster thought that Justin had stayed the night at a friend's house.
Mr Foster was surprised that his son did not tell anyone that he was staying out late.
Justin Foster did not show up at the family lunch the next day.
The police found that Justin returned home.
Justin's friends said that Justin headed home after playing basketball with them.
Witnesses said that they saw Justin walking towards his home at 10.45 p.m..
Kelly heard him put on his favourite CD.
The boy was taken away by aliens.
Kelly saw a large spaceship flying outside.
Kelly heard Justin shout.
Mavis Wood said that the aliens took her away so that they could do scientific research on her.
4 Ask students to self-evaluate how well they understand and comprehend the article with the following exercise. This step is optional and the teacher can conduct it flexibly.
Justin Foster
strange object (UFO)
5 Have students pay attention to the different features of each paragraph with the following activities.
a Ask students to conduct a discussion about how they usually choose whether the news article is worth reading or not and what methods they use in their reading. The following question can be used to begin with the activity first.As is known to all, newspapers play an important part in our daily life. Whenever or wherever you are, you can be informed of the latest news by reading a newspaper. From your own experience, how do you usually select the news you'd like to read, by taking a look at its title or by being attracted by its colourful pictures?
Encourage students to express their own opinions and their reasons.
b Ask students to tell the differences between the first paragraph of the article and the following paragraphs. The teacher can begin like this:
Compared with the following paragraphs, does the first paragraph serve as the most important one in the article?
c Ask students to read the Reading strategy of how to read a newspaper article. Tell students both the title and the first paragraph that is called the Lead play a key role in their understanding of a news article .
6 Ask students to complete D and E inpidually. The meanings of the words in D are not difficult for them to identify after students have read through the passage twice. E is a diary written by Kelly. It requires students to understand the letter first and then write down the missing words to make it meaningful.
Answers
D 1a 2d 3h 4b 5f 6g 7e 8c
E (1)bad (2)favourite (3) aliens (4)creatures (5) nightmare (6) Justin (7) not (8) puzzled (9) witnesses (10) murdered
* post-reading activities
1 Ask students to retell the story according to the diagram on page 8. The teacher can write down some key words or phrases on the blackboard or the overhead projector for students to refer to if they are in trouble.
2 Ask students to give an ending to the story. Though the police have made efforts to investigate the case, how Justin was missing remained a mystery. Was he really seized by aliens or were there any other reasons? If time doesn't permit, the teacher can assign this activity as homework. The teacher can begin like this:
All the people are concerned about Justin's disappearance. What do you think might have happened to him?
Was he in danger? If he were taken away by aliens, how would they treat him?
All the endings are acceptable.
3 Ask students to turn their attention to the questions in F. Let students do some speaking practice according to the sample.
Resources
1 Newspaper articles are often seen as shortened forms of news report that gives full information. The lead----- the first paragraph of a news story plays the most important part in the understanding of the whole story. It is usually a one- or two- sentence summary of the particular event being reported, because so much information are usually put into a small space, and some complex sentences are generally used in the first paragraph. The headline and first paragraph effectively summarize the story's content.
The teacher can encourage students to read English newspapers. There are several advantages of using a newspaper to improve our English. A newspaper is inexpensive, easily obtained and the materials are authentic. Besides, understanding the news stories rely on the students' knowledge of social and cultural experience. Newspapers mirror our national values, habits and preferences. Newspaper reading is more like the overall improvement of students' abilities than being simply informed of new information. Students will find time and efforts devoted to understanding the social and cultural materials rewarding.
2 Following are some newspaper activities the teacher can utilize in their teaching:
a Encourage students to read the newspaper daily. Ask them what articles they find interesting and read and discuss those articles with them.
b Read newspaper coverage of a major news story and watch the same story presented on television. Talk about the differences between reading newspapers and watching television news.
c Read the newspaper for issues that have some direct effect on students' families. Locate news stories and opinions in editorials, letters to the editor and editorial columns. Ask students which facts are most important and which opinions are closest to theirs.
d Review TV and movie schedules, discussing which shows and movies are appealing and why. Compare reviews with those written by media critics.
e Ask students to find persuasive letters to the editor. Identify and discuss the author's style and tone. Encourage students to respond with their own letters to the editor when they encounter ideas with which they disagree.
高一下册英语教案：he Olympic Games
Teaching aims:
Knowledge aims:
1.Enable ss know about the differences and similarities between the ancient and modern Olympics.
2.learn some important words and sentences.
medal; athlete; admit; host; replace; compete; every four years; as well, etc.
Only athletes who have reached the agreed standard for their event will be admitted as competitors.
There’s as much competition among countries to host the Olympics as to win Olympic medals.
Ablity aims:
1.Improve Ss’reading ability using some skills (skimming; scanning)
2.How to make an interview.
Emotion aims: Enable the ss to think about the effects of the Olympics.
Important points:
1.let students read the interview and learn about the similarities and differences between the ancient and the modern Olympic Games.
2.Get students to learn different reading skills.
Difficult points:
1.Develop students’reading ability.
2.Enable students to know about the style of the passage and how to make a new interview.
Teaching methods: skimming, scanning, pair work and group work,etc.
Teaching aids: multimedia and a computer.
Teaching procedures
The first period Reading (I)
Step 1 Leading-in
Enjoy some pictures and learn the new words.
Mascot; athlete; olive wreath; ancient; medal;motto; stadium.
Step 2 Skimming for the main idea
Ask ss to have a quick look at the whole passage especially the first paragraph. And answer the two questions.
1.The passage is an interview between pausanias, a ______ writer and Li Yan, a _______ for the 2008 Olympic Games.
2.This interview is mainly about __.
A.A magic journey by pausanias.
B.The similarities and differences between the ancient and modern Olympics.
C.The ancient Olympic Games in Greece.
Step 3 Scan (跳读) for specific information
Ask ss to scan the interview and find out the differences and similarities.
①.Differences:
differences Modern Ancient
Any Winter Olympics?
competitors from?
Men/Women athletes
prizes(奖品)
Any Olympic villages?
(more/fewer)
events
②.Similarities:
1)Both are held every _________________.
2).______are allowed to take part in both in ancient and modern Olympics.
3).The athletes compete not for money but for _______.
4).The mottos are the same. They are:___________________.
5).Some events are the same, such as running _____________ .
③ ask ss to think of some words to describe pausanias’ feelings about the modern Olympic Games?
Step 4 Deep reading: (two important sentences)
Which sentences in this passage have the similar meaning with the following ones:
①Only the athletes are good enough for their event, they can be allowed to be competitors
②Countries compete with each other to host the Olympics as well as to get Olympic medals.
Step 5 Make a new interview ( using the expressions in the interview and make a new interview.)
Notes: You ask pausanias about the ancient Olympic Games.
How to start the interview:
Ask questions: (how often; who; compete for; events)
How to end the interview:
Step 6 Talking Bar(谈谈吧!)
What did the Olympic Games bring us?
Friendship; Cultrue exchange; Language learning;
Body-building; Tourism ……
Step 7 Homework:
Write a passage about their opinion: what did the Olympic Games bring us?
Remember the useful words and expressions.
高中高一英语教案：新教材Unit4
一.教学目标
理论依据：《新课程标准》(实验稿)
根据《新课程标准》(实验稿)关于总目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我们把本单元的教学目标定为：
1) 语言知识：
单词：理解、内化、运用以下生词：seismograph; iceberg; King Tut; // roar; fright; crack; // bookworm; couch potato; workaholic;// Buddha; agent等，扫除听读障碍，重点掌握一些传神动词：advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等。
词组：get on one’s feet; tree after tree
语法：复习和运用定语从句用于描述人、物及事件。
2) 语言技能：
听：听懂一个关于不幸经历的小故事，抓住时间、地点、人物、发生的事件
说：能用得体语言描述人、物、事件，并且有一定的逻辑。
读：Scanning, skimming, careful reading, generalization; inference等阅读微技能训练。
写： 能运用First, Next, Then, Finally简要且富有逻辑地描写自己的一次难忘经历。
3) 学习策略：学生一定程度形成自主学习，有效交际、信息处理、英语思维能力。
4) 情感态度：学生能在多种英语学习情景中分享自己的幸与不幸，体验用英语交流的成功与喜悦，以及培养合作精神、互助精神。
二.教学重点和难点：
重点：1. 课文中出现的重要动词,如:advance, seize, sweep, swallow, strike, struggle, drag, flow, shake, 及词组 get on one’s feet, pull oneself, tree after tree etc.
2. 用关系代词who, that, whom, whose等引导的定语从句 .
3. 用副词 first, next, then, finally 来描述一场难忘的经历.
难点: 能用得体的英语表达自己，描述过去的难忘经历。
三. 教学方法
根据我们几年来二语习得论、“整体语言教学”的理论和实践，以及当前教学改革，课程改革等先进理念，为达成上述教学目标，运用任务型教学途径，我们英语课堂设计采取“p---T---p”自主学习立体模式：(pre-task----Task-cycle----post-task)。
四. 教学安排
根据学生学习英语的特点和规律，学习阶段的侧重点以及高一学生的发展，我们把本单元划分为6课时：听力、口语、阅读(2课时)、语言(0.5课时)、写作、评价(0.5课时)。下面请看我们的课堂教学设计。
period I warming up and listening
Ⅰ、教材内容及教学目标
本课处于本单元的第一课时,主要训练和提高学生‘听’的技能,它的掌握有利于以下几课的‘说’、‘读’和‘写’的技能训练,并作了一个很好的铺垫.本课的听力材料由两部分组成，主要讲述Hank Stram在地震前所做、地震中所见、所闻和所感的令人难忘的经历。通过完成练习，学生能抓住所听语段中的关键词、理解话语之间的逻辑关系、听懂故事、理解其中主要人物和事件以及他们之间的关系等。而且学生能掌握较好的听力方法，如积极预测、注意抓关键词、善于跳跃难点、学会做笔记等等。通过本课学习学生能复习定语从句以及学会正确使用指人或物的关系代词.
Ⅱ、教学设计
A. Warming up :
Task 1 Matching competition (group work)
Column A Column B
1、 Fu Jian province a、a cartoon maker
2、 San Francisco b、the electric lamp
3、 Alexander Bell c、the first telephone
4、 Thomas Edison d、earthquake
5、 Albert Einstein e、typhoon
6、 Walt Disney f、the Theory of Relativity
Question: Why do you think so ?
Task2: Looking at the following pictures, find out the answers to the questions:
1) Do you know who or what they are ?
2) What made them unforgettable?
3) Can you describe each picture using one sentence( with the help of the words under the picture)
Task 3: Let the students describe each picture with Attributive Clause.
eg: Zhang Heng is the man who made the earliest seismograph in 132.
B. pre-listening
Task1: Before listening , let the Ss guess the possible answers to the following questions according to the situation: (group work)
1) When did the earthquake happen?
2) Where was the man driving when it happen?
3) What was he going to do?
Listening(part 1):
Task 2: Listening to the tape to get the correct answers to the above questions.(for the first time)
Task 3: Listening to the tape to put the following into the right order.
( ) 1. I stopped the car and at the same time the road fell onto the cars in front of me.
( ) 2. I was hungry so I started to eat one.
( ) 3. I saw the cars in front of me start to move from side to side.
( ) 4. I had finished work and then gone to the post Office.
( ) 5. I slowed down ,then my car started to shake.
( ) 6. I stopped off at a shop in order to get some fresh fruit.
( ) 7. I drove even slower, then the road above started to fall down.
Task 4: Letting the Ss listen to the tape again, then try to retell the story simply, using their own words.
Task 5 : Discussion (Group work)
What would happen to Hank Stram finally?
Listening (part 2)
Task1: Listening to the second part to choose the best choices(for the first time)
1. Which part of his body hurt badly?( C )
A. The bottom parts of his legs
B. The bottom parts of his hands.
C. The bottom parts of his legs and feet.
2. What could he hear below him?( B )
A. Nothing B. Shouts and noise C. The noise of cars
3. How long had he been in the car?( A)
A.14 hours B. 40 hours C.4 hours
Task 2: Listening to the tape again to write the words in the spaces.
1. I ________ myself in the dark.
2. Then I remembered what______.
3. It was clear to me now that I ______ in an earthquake.
4. Then I ________ people________ towards me.
5. A team of people______ to see if anyone _____ under the broken road.
C. post-listening:
Task 3: Discussion
What made him survive in such a terrible accident?
period 2 Speaking
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