高一英语教案重读高中英语教案【优秀6篇】

2022-10-31 12:46:43

高中阶段学习难度、强度、容量加大，学习负担及压力明显加重，不能再依赖初中时期老师“填鸭式”的授课，“看管式”的自习，“命令式”的作业，要逐步培养自己主动获取知识、巩固知识的能力，制定学习计划，养成自主学习的好习惯。一起看看重读高中英语教案！欢迎查阅！书包范文为朋友们带来了重读高中英语教案【优秀6篇】，希望能够对您的写作有一点帮助。

高一英语教案篇一

教学目标

To help students learn to express attitudes, agreement & disagreement and certainty

To help students learn to read the text and learn to write diaries in English

To help students better understand “friendship”

To help students learn to understand and use some important words and expressions

To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text

教学重难点

Words

upset, ignore, calm, concern, settle, suffer, recover, pack

Expressions

add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack （sth.） up, get along with, fall in love, join in

Patterns

“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.

I stayed awake on purpose until half past eleven…

…it was the first time in a year and a half that I’d seen the night face to face…

教学工具

ppt

教学过程

Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?

1、 Warming up

⑴ Warming up by defining friendship

Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted（限制）by definition（定义）。 It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.

Then what is your opinion about friendship?

Do you think that friendship is important to our life? Why?

⑵Warming up by learning to solve problems

Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.

Common problems among teenagers

Solution

Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.

Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.

Situation 1: Friends get angry with each other when they try to talk about something difficult.

Try to understand your friend/ Try to talk about the problem in a different way.

Situation 2: Friends don’t know how to apologize

Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.

Situation 3: Some friends don’t know how to keep secrets.

Keep your secrets to yourself

Tips on being a good friend

Treat your friends the way you want to be treated. Keep secrets that are told to you.

Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.

⑶Warming up by doing a survey

Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.

To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend （良师益友）。

Now please do the survey on page one.

Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.

高一英语教案篇二

一，教学目标

本节课基于学生在高三第一轮复习中已经具备的认知水平和思维能力，结合了2015年全国高考II卷的试题，2013年辽宁卷试题和2017年宝鸡市第二次质量检测试题，并且利用NSEFC Book3第一单元的话题，找到他们的话题共同点节日进行了整合，以此为本节课的主要感情线索，辅之多媒体教学设备和课堂训练单，通过了“节日话题之听力热身，节日话题之选词填空，节日话题之单句改错，节日话题之语法填空，节日话题之范文改错，节日话题之作文范文改写”六大部分从词汇到句子，从句子到文本，由简入难，层层推进，有效发挥了学生的积极主动性，学生可以通过自主预习，合作探究，反思练习等活动加深对本节课节日话题的印象和学习，不断的从词汇，句子，语篇文本等习题中进行语言信息的输入到输出的转变，知识和能力的升级，情商与智商的搭配，核心素养的的渗透，达到“听中学词汇，做中扩知识，读中有思想，写中提能力，思中育素养”的教学目标。

二，教学重点

本节课的重点是通过“节日话题之听力热身，节日话题之选词填空，节日话题之单句改错，节日话题之语法填空，节日话题之范文改错，节日话题之作文范文改写”六部分习作和教师步步引导，使得学生习得节日话题的高考题型，训练学生的听说读写练的技能。

三，教学难点

本节课难点在于让学生把本节课所学的知识加强巩固，突出语用能力方面的考查以及英语学科核心素养方面的培养。

四，教学方法

1视听法（Visual—oral teaching method）

2，交际法（Communicative teaching method）

3，合作法（Cooperative method）

4，学生为主的教学法（Student—centered teaching method）

五，教学过程

Step I 节日话题之听力预热：Listen and try to choose the names of these festivals.

1、 Mid-AutumnFestival （ ) 2.April Fool’s Day（） 3. Arbor Day植树节 ( ）

4.SpringFestival （ ) 5. Women’s Day （）6 。Christmas Day（）7.Duanwu Festival ( ）

设计目标：通过听录音并做练习，感受五个不同的节日信息，目的是引发学生对节日话题的兴趣。

Step II节日话题之选词填空

1、 TheMid-Autumn Festival falls on the 15th day of the 8thmonth of our Chinese lunar calendar ，it is one of the ________Chinesefestivals. It is a ________to enjoy time with family and friends. Moon cakes are _________eaten onthat night 。（ tradition traditional raditionally）

2、 Most ancientfestivals would _________the end of cold weather, planting in spring andharvest in autumn. Sometimes ________would be held after hunters had caughtanimals. (celebrationscelebrate)

3、 The DragonBoat Festival in China_________ the famous ancient poet, Qu Yuan, who is a manof ________.I feel highly _________by his quality.(honour honours honoured)

4、 People willbuy many __________ on Harvest festival and usually ________churches and townhalls with flowers and fruit in European countries. （ decorate decorations ）

设计目标：本步设置了四个题目，要求学生们直接用词填空，不用变形，主要考查学生对节日话题词汇在句子语境中的应用能力。

Step III 节日话题之单句改错

1.He had lookedforward to meet her on Valentine’s Day.

2.He was notgoing to hold his breathe for her to apologize.

3.On Women’sDay, her granddaughter was married with a human, she was very angry.

4.QiqiaoFestival was called Chinese Valentine’s Day, I hope you can meet the one youlove.

5.No matter whatfar away we are, we will try to come home for the celebration.

6.Halloween alsohad its origin in old belief about the return of the spirits of the deadpeople.

7.With abeautiful moon up in the sky, we sit together and eat moon cakes and fruit.

8、 Some Westerncountries have very excited carnivals（狂欢节），which take place forty days before Easter.

9、 People loveto get together to eat, drink but have fun with each other.

10.The countrylooks as though its is covered with pink snow.

设计目标：学生在这一步要学到关于节日话题的词汇，同时学到词法语法在二轮复习中的特点，虽然有些难度，但是通过对课文的熟悉，学生用合作探讨的方法可以把题做好。

Step IV 节日话题之语法填空（2013年辽宁卷作文范文改编）

The Mid--AutumnFestival falls on the 15th of the 1_______ （eight)month of our Chinese lunarcalendar. As one of the traditional Chinese 2_______ (festival)， it has beenenjoying great 3_______ (popular ）in our country. Usually, no matter how faraway 4 _______ how busy we are, we still try 5 _______（ go ）home for thecelebration. The moon that night 6_______ （ look） the brightest in the wholelunar month. 7______we love most is the time we enjoy the full moon together.With 8______ beautiful moon up in the sky, we sit together and eat moon cakesand fruit, 9______（share) our stories. In addition to these10________(tradition ）activities, we have a wider range of choices such astravelling and visiting our relatives or friends.

设计目标：旨在把上面几部分的已经学到的词汇运用到语篇文章中来，适应高考命题的方向。

Step V 节日话题之范文改错（2017年3月宝鸡市二检作文改编）

In order to enrich our school life, we aregoing to begin a holiday call “ReadingMonth” holiday. The holiday is aimed at broadening our horizons and improve our reading ability. Everyoneis encouraged to take the activepart. The holiday will last from March 6th to April 5th, duringwhich every participant wasrequired to read at least three books of any kind of. However,impressions of after-reading are welcome and

should submitted to Students’ Union before the last day of theholiday. This holiday is of much benefit to all students. We call for every one of you to join us. Let’senjoy us in the ocean of books.

设计目标：本部分目的让学生继续巩固课堂学到的成果，同时强化本节课的节日话题。解决学生当前的写作困惑，在改错中提升写作的能力，在范文中大胆设置短文改错题型中的考点，有利于学生自我评价，自我反思。

Step VI 节日话题之作文范文改写（2015年高考英语全国卷I作文）

把此范文改编成高考的两个题型——语法填空和短文改错

Dear Peter,

I’d like to askyou to write an article for our school’s English newspaper.

The “ForeignCultures” section in our newspaper is very popular among us students. It carries articles written by foreign friendsabout the cultures of their home countries. Would you please write somethingabout the culture in your part of the United States? And we would especiallywelcome articles about how Americans spend their holidays and festivals, andthe life of American high school students. You can write anything relevant solong as it’s interesting and informative.400 words would be fine. Could we have your article before June 28?

I’m lookingforward to hearing from you.

Yours,

Li Hua

设计目标：旨在学生适应高考命题的形式，并且提高学生语用能力，最终使学生提升英语学科核心素养。

重读高中英语教案篇三

Period 10. Writing

Step 1. Pre-writing

This exercise lets students to write a funny story.

Task 1: Ss gather information that they need and plan what they want to write.

Step 2. While-writing

Task 2: Ss write an English funny story or a Chinese one.

Writing tips:

Ss make a plan

Ss write down their story in a logical order:

First … Then …。 Next…。 Finally / At last…

For each part of the story try to find the most interesting words you can to describe how you felt or what was happening.

Then write out your story using these interesting words.

Read through your story.

Then show it to your partner. Let him/her suggest some new and exciting words.

Help your partner with his/ her story.

Write out the story and put it into a class collection of stories.

高一英语教案篇四

教学目标

Teaching Aims and Demands

本单元的教学目标是使学生熟练掌握有关提出建议的常用语句，并运用到日常交际中，学习并掌握动词不定式作主语的用法。通过对课文的学习，了解有关英语广播电视节目的一些常识。

Difficult and important teaching points

1．单词和词组

advice, special, do receive ，go with, write to, pick up, such as

2．日常交际用语与句型

1）That’s easier said than done.

2) Thanks. I must try to do that.

3) Do you think that would help?

4) You’d better find an English pen friend.

5) Why not…？

6) Why don’t you…？

7) I’m sure…

8）The more …， the…

9）find + n. + adj.

10）be of help

3．语法

学习动词不定式作主语的用法。

教学建议

在Lesson 45对话中，建议教师围绕如何提高学生听英语的技能的话题以及给学生播放一些英语节目为主要内容，如：

方法一、教师给学生播放BBC，VOA及CRI等英语广播作为导入课。

方法二、教师组织学生观看视频内容，进行问答练习，用Why not…You’d better…。Why don’t you…。组织造句。

方法三、教师提供给学生一些话题，进行口语练习，如：在听、说、读、写方面如何给出一些建议和方法等。

课文分析

本篇课文从内容上讲述了英语广播和电视节目的一些常识，而且本课着重介绍英国BBC英语广播、学习英语节目，如：语法，书面语和口语的差别，另外介绍中国中央电视台和广播电台的英语节目。在关键词语中，运用了不定式作主语，a short-wave radio, pick up等。

重点和难点

辨析cost, spend与pay

a. cost (cost, cost)的主语是“物”或“事”，表示“花费”“耗费”；

The book cost me ten yuan.

b. spend （spent, spent）主语是“某人”，后接“钱”“时间”“精力”。

She spends a lot of money on clothes.

c. pay (paid, paid)主语是“某人”后接“钱”，表示“支付”之意。

I paid two hundred yuan for the bike.

辨析advice与advise

a. advice 为不可数名词，可用some, much, a little, a piece of等修饰，但不可说an advice 或many advices. 常与动词give, take, follow, ask for等连用。

Let me give you a piece of advice.

b. advise 为动词，常用于以下结构中：

I advise waiting here. （动名词作宾语）

They advise me not to do that. （不定式作宾语补足语）

I advise that she (should) go there at one. （接宾语从句）

辨析look for, find, find out

1）look for （v. + prep.） “寻找”，指寻找的动作，未说明是否能找到，是延续性动词。

—What are you looking for?

—I am looking for my watch.

2）find “找到”“发现”，指找到、发现的结果，是终止性动词。

Have you found the book you need?

3）find out （v. + adv.） “打听出”“查询出”，指经过打听询问后得知。

—What time is the plane taking off?

—I don’t know but I can go and find it out.

辨析another day和the other day

1）another day 可表示近期将来的某一天，意为“改天”，也可表示过去或状态延续的“又一天”。它在句中作状语。

She says she is coming another day instead of today.她说她今天不来，改天来。

2）the other day 指“前几天”，“几天前”，一般用于过去时，如：

I met her in the hospital the other day. 前几天我在医院碰见过她。

辨析on the air, in the air ，by air 和 in the open air

on the air 意为“（正在）广播，播送”。

Whats on the air now? 正在广播什么？

in the air指“在空中”

Some kites are flying in the air. 一些风筝在空中飞舞。

by air意为“乘飞机；通过航空”（=by plane）。

They often travel by air. 他们经常坐飞机旅行。

in the open air指“在户外，在露天”。

Grandpa walks in the open air for an hour every morning. 爷爷每天早晨在户外散步一小时。

Lesson 45

1、 The more you listen to English, the easier it becomes. 英语你听得越多，就越容易听懂。

“the十比较级……，the+比较级……”这个句型结构的意思是“越……，就越……”或“愈是……，则愈是……”。此结构中的比较级可以是形容词，也可以是副词。

The more one has, the more one wants. 越是有，就越想要。

The sooner you do it, the better it will be. 你越早做那件事就越好。（The sooner, the better 愈早愈好。）

2．向朋友提出忠告或建议时，可以用以下三个句型：

l) Why don’t you…？（为什么你不……？）

2 )Why not…？（为什么不……？）

3)You’d better…（你最好还是……）

第二个句型实际上是第一个句型的省略。在 “Why not” 后直接跟谓语动词。Why dont you go for a walk? （Why not go for a walk?）为什么不去散散步呢？

第三个句型You’d better是You had better 的省略，意思是“你最好还是……”、“还是……为好”。had better是一个固定词组，had不可用 has / have代替。它的后面跟不带to的不定式，即had better do sth.，意指“（现在/将来）最好干某事”，而不指过去。它的否定形式是 had better not do sth.，也就是否定词not放在 had better之后。如：

Wed better wait a little longer.我们最好再等一会儿。

Lesson 46

1、 If you do have difficulties, it is better to try again another day. （= …you’d better try again another day.）如果你的确有困难，最好改天再收听。

句中的do是语气词，用来加强语气，常用在肯定句中，根据情况有不同译法。例如：

Do write me soon. 一定早点写封信给我。

2、注意构词法：

1) “形容词+后缀ly”构成副词，如本课的clear （adj.） + ly → clearly （adv.）。又如：

注意：以y结尾的形容词加ly时，要将y变成i, 然后加ly.

2) “动词+tion”构成名词，如本课中的explain （v.） + tion→explanation （n.）。又如：

inform （v. 告知） + tion → information （n.信息）

invent （v.发明） + tion → invention （n.发明）

congratulate （v. 祝贺） + tion → congratulation （n.祝贺）

instruct （v. 指示） + tion → instruction （n. 指示）

suggest （v. 建议） + tion→ suggestion （n. 建议）

Lesson 47

本课及下课着重讲授和练习 it作形式主语的句型：It is (was) + adj./n. + to do sth. 除了在 Language Study中所给例句外，还可增补以下例句：

It is necessary to ask her for help. 要求她帮忙是必要的。（=To ask her for help is necessary.）

通过举例和随后的练习，最后可归纳以下三点：

1)it在句中是形式主语，而真正的主语是句子后部的不定式或不定式短语（to do sth.）。

2）当这个不定式很短的时候，可以把这个不定式放在主语的位置，而无需借助于形式主语（见上述两例的括号中的句子）。又如：

It is easy to do, but it is difficult to understand. → To do is easy, but to understand is difficult. 做起来容易，要理解却很难。（知难行易）

3) 但是，如果作主语的不定式短语较长，则通常将形式主语it放置句首，而将真正的主语置于句尾，以避免句子“头重脚轻”，如：

To pick up BBC programmes on the radio is easy. 应该改作：

It is easy to pick up BBC programmes on the radio.

动词不定式在句中作主语

1)不定式或不定式短语作主语时，可直接放在句首。如：

To learn a foreign language is necessary. 学习一门外语是必要的。

2)当不定式短语较长时，通常用it作形式主语放在句首，将真正主语不定式结构放在句子后部。其常见句型有：

a. It is /was+形容词/ 名词+ to do sth.做……是（如何的）。

b. It takes sb. some time to do sth. 做某事花费某人……

It is easy to pick up China Radio International Programmes.

收听中国国际广播电台的节目很容易。

It took me 3 days to read the book.

读这本书花了我三天时间。

3）当不定式需要带上自己的逻辑主语时，须用介词for / of, 即for / of sb. to do sth. （它被称为不定式的复合结构。）其基本句型为：

A)it is+ 形容词+of sb.+ to do sth. ==sb.+ be+形容词+to do sth.

该句型中形容词用来描述不定式行为者的性格、品行等，形容词多为brave, careless, clever, polite, wrong, kind, good, nice, foolish, rude （粗鲁的）， selfish（自私的）等。如：

It’s very kind of you to say so. == Youre kind to say so. 谢谢你这样说。

B) It is + 形容词+ for sb. to do sth.

= It’s + 形容词 + that + sb. do sth.

在此句型中，形容词只对不定式行为者作某种描述，而不涉及其品行。这类形容词有： difficult, hard, easy, important, dangerous, possible, impossible, necessary 等。如：

It is impossible for him to carry a big box.

（ = Its impossible that he carries a big box. ）

4）如果是疑问句或感叹句，则只能用it作形式主语的形式，如：

Is it important to practise listening? 练习听力很重要吗？

高一英语教案篇五

工作简历：

现教班级：

质量自评：

校办联系电话：

个人联系电话：

说明：以下设计案例仅供参考，教师设计教学方案时不应局限于此。教学设计的教材分析、教学目标、教学过程主要以中文来撰写，不必全用英文。

Lesson Plan of Unit 4

Earthquake

（第3课时）

一、教材内容分析

覆盖内容：Discovering useful structures（Attributive clauses）

教材分析：本课时教学内容是阅读与语法教学相结合，在阅读材料的背景下来学习定语从句。前面进行的课文阅读教学、词汇和短语教学是本课时可利用的基础。如何通过感知、观察、对比、归纳、运用来学习掌握新的语法项目是本课时的重点。

二、教学目标

By the end of this class, the students will be able to

？Identify the attributive clauses and the relative pronouns with teacher’s illustrations.

？Select right proper pronouns for attributive clauses by practising.

？Modify somebody or something with an attributive clause flexibly either in written or oral work.

三、教学过程

Step 1 Lead-in and presentation （7 minutes）

1、 Listening to a story (class work)

Give a group of sentences which include attributives clauses. Ask the students to listen carefully and find what happened to my friend. The passage can be like this:

I have a good friend who was a volunteer in the Wenchuan earth quake-hit areas in 2008. He was extremely shocked when he arrived there. He found buildings that had stood in the downtown were destroyed. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains. The residents whose home had been completely destroyed were searching or digging for their family members, colleagues or friends.

2、 Retelling the story(pair work)

Ask the students try to retell the story with help of the following expressions:

a. I have a good friend

b. He found buildings

c. The highways

d. The residents

3、 Putting the sentences on the blackboard/screen and underlining the attributives clauses. (single work)

a. I have a good friend who was a volunteer in the Wenchou quake-hit areas in 2008.

b. He found buildings that had stood in the downtown were destroyed.

c. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains.

d. The residents whose home had been completely destroyed were searching or digging for their family members, students, colleagues, or friends.

【设计说明：本环节以一篇包含多个定语从句的短文引入目标语言结构，让学生通过听，说，看的形式，并在教师的提示下自我发现并关注感知目标语定语从句的形式与用法。】

Step 2 Discovering the grammar rules（12 minutes）

1、 Translating the sentences above(pair work)

Ask the students to translate the sentences above with the teacher’s help 。

2、 Finding out the function (class work)

Ask the students to focus on the underlined parts of each sentence, and pay attention to its structure function. Help them draw a conclusion: An attributive clause gives more information about someone or something referred to in the main clause.

3、 Discovering the structure(pair work)

With teacher’s illustrations,students try to sum up the structures of attributive clause : sb.sth. + that/which/who/whose + other parts of the clause

Antecedent + Relative pronoun + other parts of the clause

【设计说明：本环节先通过让学生接触大量含有定语从句结构的语言材料，再通过学生自己观察，发现，提取，加工及教师的适当引导，进而从中总结归纳出定语从句语法规则。这有利于学生探究学习和自主学习能力的提高。】

Step 3 Summing up the usage （10 minutes）

1、 Scanning (single work)

Ask the students to scan the text and find out the attributives clauses.

a. But the million of people of the city, who thought little of these events, were asleep as usual that night.

b. A huge crack that was eight kilometres long and thirty metres wide cut across houses, roads and canals.

c. The number of people who were killed or injured reached more than 400,000.

d. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone.

e. The army organized teams to dig out those who were trapped and to bury the dead.

f. Workers built shelters for survivors whose homes had been destroyed.

2．Comparing & finding the rules (group work)

Ask the students to compare the underlined sentences from the text and find the relative pronouns, then discuss in what cases those relative pronouns are used.

3．Filling in blanks and translating (single work)

Ask the students to complete and translate the sentences in Exercise 2 on page 29 in the textbook.

4、 Explaining the usage of the relative pronouns

Ask a few students to try to explain the usage of the relative pronouns with the sentences they found in the text. Then teacher gives a summary.

【设计说明：本环节采用的“观察？对比？分析？讨论？归纳”的语法教学模式让学生体验探究定语从句中关系代词的用法。】

Step 4 Practising（12 minutes）

1、 Making simple sentences (group work)

Ask the students to work in groups of 4 and make simple sentences. Put the sentences on the blackboard.

2、 Making complex sentences (group work)

Ask the students to work in groups to develop those simple sentences into complex sentences with attributives clauses. Have a check in group.

3、 Describing pictures with attributive clauses

Pictures in the Pre-reading can be reused here. Or some other pictures prepared by teacher.

【设计说明：本环节为定语从句的操练及运用阶段。要求学生先造简单句，再过渡到造复合句（含定语从句），操练的难度逐步加大，这符合学生的认知规律。同时让学生在具体运用中体会内化定语从句的结构与用法也是行之有效的。】

Step 5 Assessment and summary （3 minutes）

Ask the students to read out their sentences in class and give comments with each other. Then teacher give a brief summary for the usage of the attributives clauses.

【设计说明：本环节通过生生之间对学生练习的互评及教师的点评，学生能及时纠错，能对定语从句正确运用有更深刻的理解与记忆。教师对这节课重点内容的简单小结，帮助学生整理思路，形成清晰的概念，起着画龙点睛的作用。】

Step 6 Homework （1 minute）

1、 Choose 5 sentences you heard in class and write them down in the Exercise-book.

2、 Do Ex. 1 on Page 64 。

Unit 5 Nelson Mandela a modern hero教案

Unit 5 Nelson andela a modern hero教案

Unit 5 Nelson andela ？ a modern hero

1、 quality

（1）[u. c.]质，质量，品质

e.g. Quality is more important than quantity.

（2）[c.]性质，特性，特点

e.g. One quality of wood is that it can burn.

（3）[c.]品德，品性

e.g. odesty is one of his good qualities.

注：quality作“品性”讲时，经常指一个人性格中美好的部分。表示某物“具有……的品性”时用介词of。

2.warm ？ hearted

cold ？ hearted kind - hearted warm - blooded cold ？ blooded

3.mean

(1)adj.吝啬的，小气的

be mean with/about sth.对于……是吝啬的

(2)adj.（人或其行为）卑鄙的`，刻薄的

be mean to sb./sth.

e.g. They were mean to me.

(3)adj.熟练的，出色的

e.g. David Beckham is a mean football player.

(4)vt. 意思是；意味着表示……的意思；打算；有……目的

mean to do sth. mean doing sth.

4.active

（1）积极的

be active in sth.在……方面积极的

take an active part in sth.积极参加某事

e.g. The government took active measures to prevent the spread of the disease.

（2）（尤指体力上）忙碌的；活跃的

（3）（在思想上）充满活力的，活跃的

e.g. That child has a very active imagination.

5.devote

be devoted to sb./sth.

be devoted to doing sth.

devoted oneself to…

to: prep. pay attention to…

It is well know that he devoted his whole life to promoting world peace.（将他的一生奉献于促进世界和平）(devote, promote)

6.die for

（1）因……而死

（2）渴望，极想（进行时态）

e.g. I’m dying for a cup of water.

7、 fight

fight + n.

fight with sb.

fight against sb./sth.

fight for sth.

fight back

8.advice

a piece of advice

advice sb. (not) to do

advice sb. against doing sth.

advice doing

advice that-clause (should do)

advice sb. on sth.

advice wh- to do

辨析：

易混词辨析例句

advice“忠告，建议”为不可数名词，表示“提建议”用动词give或offer。He gave me some advice on how to improve my English.

suggestion“建议”，可数名词，表示“提建议”时用动词make。What suggestions did he make just now?

tip“指点，建议”，往往指内部的或专家性的指导或告诫。The following are tips for Internet surfers.

9.guidance

under/with the guidance of sb.

10.after

after后接doing作宾语时，doing的逻辑主语应和句子的主语一致，否则错误。

误：After getting up, the telephone rang.

正：After he got up, the telephone rang.

After getting up, he made the bed.

11.choose

choose chose chosen

choose n.

choose from/between

choose sb. as/for

choose sth. for sb.

cannot choose but to do

辨析：

易混词辨析例句

choose为“选择”的一般用语，指从较多的人或物中选出。We chose this book as a present for him.

select强调“精挑细选”，有“择优”和“分层次”之意。He has been selected for the team.

elect意为“选举”，指重大政治选举中选出某人担任某一职务。He was the first black to be elected president.

12.blow up

（1）炸毁

（2）吹胀，给……充气

blow away枪杀；彻底战胜；使（某人）大为惊讶

blow in不期而至

blow out吹灭，吹熄

blow off不重视，轻视

blow over吹倒，刮倒

13.equal

(1)be equal to

(2)be/feel equal to (doing) sth.胜任，经得起

(3)vt.等于，比得上

e.g. Four times five equals twenty.

14.power

have the power to do

take power; come into power

(be) in power

lose power

15.beg

（1）恳求，乞求

beg sb. for sth.

beg sth. of/from sb.

beg sb. to do sth.

beg to do sth.

（2）乞讨，讨要，行乞

beg for sth.

beg from sb.

beg sth. from sb.

高一英语教案篇六

教学准备

教学目标

Words

base, command, request, recognize

Expressions

because of, come up, at present, make use of, such as, play a part (in)

Patterns

…because of that, English began to b spoken in many other countries.

Actually all languages change and develop…

The latter gave a separate identity to American English spelling.

教学重难点

■ To help students get to know about English development

■ To help students better understand “learning English”

■ To help students understand and use some important words and expressions

■ To help students identify examples of Indirect Speech (II): request & commands in the text

教学工具

课件

教学过程

⑴Warming up by listing

Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.

English Countries Explanation

Mother tongue the United Kingdom

the United States of America

Canada

Australia

South Africa

Ireland

New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.

Second language India

Pakistan

Nigeria

the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.

Foreign language China

Germany

France

etc. The number of people who learn English as a foreign language is more than 750 million.

⑵Warming up by answering questions about English

Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?

●What is Standard English?

Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.

●What is a dialect?

A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.

●Do we have standard Chinese? What is it?

In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.

⑶Warming up by giving reasons

Unit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?

x English is one of the official languages of the Olympic Games and the United Nations.

x English dominates international websites and provides nearly all of the new computer terminology.

x Tourism and trade from Western Europe and North America has contributed to the spread of English.

x Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.

2.Pre-reading

We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?

for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.

Go on with your reasons. I shall write your suggestions on the board as you make them.

3、 Skimming the text for general ideas

Now we go to page 9 to skim the text for the main idea of each paragraph.

Paragraph 1: The spread of the English language in the world

Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.

Paragraph 3: English changes and develops when cultures meet and communicate with each other.

Paragraph 4: By the 19th century English is settled.

Paragraph 5: English is spoken as a foreign language or second language in South Asia.

4、 Reading and filling

Read the text to complete the chart below.

Time English is influenced by…

AD 450-1150 German

1150-1500 French

In the 1600’s Shakespeare, who make use of a wider vocabulary than ever before

By the 19th century Samuel Johnson, Noah Webster

Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China

5、 Reading and copying

Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.

Useful expressions

at the end of…， make voyages, speak English as…， in the next century, change over time, communicate with…， be based on…， at present, become less like…， rule England, enrich the English language, make use of…， move to…， later in the 18th century, give a separate identity to…， have a very large number of…， fluent English speakers, become the language for…， develop one’s own identity, increase rapidly

高一英语教案 重读高中英语教案【优秀6篇】

高一英语教案 篇一

高一英语教案 篇二

重读高中英语教案 篇三

高一英语教案 篇四

高一英语教案 篇五

高一英语教案 篇六

高一英语教案重读高中英语教案【优秀6篇】

高一英语教案篇一

高一英语教案篇二

重读高中英语教案篇三

高一英语教案篇四

高一英语教案篇五

高一英语教案篇六