外研社版高一英语教案

第一篇：外研社版高一英语教案

教学目标

Knowledge and ability ob jective(知识与技能目标)

To help students to develop r eading, listening and speaking skills

To help students to develop the skill of commu nication

To help students to understand the infinitive and its usage.Process and method objective(过程与方法目标)

1.Collaborative learning approach

2.To help the students use the grammar to do some exercises.Emotion, attitude and values objective(情 感、态度与价值观的目标)

To help students to understand the different cultural customs of foreign countries.教学重难点

To help students to develop r eading, listening and speaking skills

To help students to develop the skill of commu nication

To help students to understand the infinitive and its usage.教学过程

Procedure:

Step 1 Review the vocabulary

1.to start with= to begin with 首先

2.on the bus 在车上

by bus 乘车

3.practise doing 练习做

4.think to oneself 心里想

5.come into one’s head 想到。。，产生(某想法)

=come into one’s mind

=occur to sb.=occur to one’s mind

6.What a shame 真遗憾!多可惜啊!

7.feel shame at 对。。感到羞耻，遗憾

feel ashamed of

8.small talk 闲谈，聊天

9.get started 开始

10.on the right track 做对了，摸着门路了

11.have fun doing/it’s fun doing 做某事很有趣

ADDITIONAL READING

1.social manners 社交礼仪

2.feel guilty 感到内疚

3.show up 到场，露面

4.reach out to 与。。联系

5.as soon as possible 尽可能快的6.on time 准时

7.lead to 导致

Step 2 the infinitive

a.带to的不定式结构

1.能直接跟带to的不定式结构的动词主要有: want, ask, tell, hope,learn, try, decide, forget, remember, like ,love, stop, go, come等。

2.动词不定式的否定形式是在不定式前直接加not,即not to do sth.。例如:

Jim told me not to wake up Kate.吉 姆告诉我别叫醒凯特。

b.不带to的不定式结构

以下几种情况使用不带to的动词不定式:

1.在固定词组had better之后。注意:had better的否定形式是had better n ot do sth.。例如:

Yo u had better go home now.你最好现在回家。

It's cold outside.You'd better not go out.外面很冷,你最好不要出去。

2.在let, make, see, feel, watch, hear等感官或使役动词后,要跟不带to的动词不定式作宾语补足语。例如:

I made them give me the money back.我迫使他们把钱还给我。

I didn't see you come in.我没看见你进来。

3.在引导疑问句的why not之后。

“Why not+不带to的不定式”是Why don't you do…的省略,可以 用来提出建议或劝告。例如:

Why not go with us。为什么不和我们一起去呢。

Why not take a holiday。=Why don't you take a holiday。为什么不休个假呢。

第二篇：外研社八年级英语教案

外研社《新标准英语》八年级

刘家尧学校 吕善友

Module1 Unit2 No one knew who I was.教材分析：

本模块以friendship为主题，结合friendship展开听、说、读、写的活动。友谊是教育着重培养的情感内容之一，所以在培养学生语言认知能力的同时应该注意情感能力的培养。在开展听力和和阅读任务时注意评论等活动的设计，从而培养学生的综合应用能力。同时本模块主要语法是学习宾语从句，在处理对话和课文后，教师要注意精讲和针对性练习，培养学生能力。

一、教学目标

1、知识目标

掌握本课词汇：Gift , far away, lonely, afraid, be afraid to do, make friends with, anyone, laugh, worry, worry about, usual, at that moment, pass, touch, bright, day by day, matter, believe.2、能力目标

To train the students to read the story in the way they should, that is to grasp the 5 wh-questions.Master: I believe that......No one knew who I was.3、情感目标

培养学生的人际智能。

二、教学策略

培养学生在大量语言信息中搜集发现知识重点，教师及时提供练习，做到及巩固提高能力。运用小组合作。

三、教学内容

1、the early autumn, be afraid to , worry about, turn back, make sb do sth, touch of, start to, make friends with, smile at sb，2、I believe that......No one knew who I was.四、教学重点

文章中的短语及宾语从句

五、教学手段

多媒体，录音机，六、教学步骤

Step1 创设情境，导入新课

这是课前活动，可以激活学生对本单元内容的学习兴趣，教师引导学生回答Activety1中的四个问题，尤其是最后一个问题。让学生来发表自己的看法，从而锻炼学生。

在阅读之前教师对本课单词进行俩俩检查单词。

Step2 师生互动，学习探究

1、听录音完成Activety3、4，巩固所学单词。

2、对照学案，学生对文章进行精读。

教师对课文中的重点难点进行点拨。

导学案知识内容：

重点短语(例句：用多媒体展示）

（1）the early autumn，（2）be afraid to ,（3）worry about，（4）turn back，（5）make sb do sth，（6）touch of, start to,（7）make friends with，（8）smile at sb，句型

I believe that......No one knew who I was.导学案点拨：（教师点拨）

一.宾语从句的定义

置于动词、介词等词性后面起宾语作用的从句叫宾语从句。宾语从句的语序必须是陈述语序。谓语动词、介词、动词不定式，v.-ing形式后面都能带宾语从句。有些形容词（afraid,sure,glad等）之后也可以带宾语从句。

二.宾语从句中引导词的用法

在复合句中作主句的宾语，引导词有： 连词：that(that 常可省略),whether, if 代词：who, whose, what ,which 副词：when ,where, how, why 等。

（一）that引导的宾语从句（在非正式场合that可以省略）可跟that从句做宾语的动词有：

say, think, insist, wish, hope, demand, imagine, wonder, know, suppose, see, believe, agree, admit, deny, expect, explain, order, command, feel, dream, suggest, hear, mean, notice, prefer, request, require, propose, declare, report等。

例句：The boy believes that he will travel through space to other planets.注意事项：当主句谓语动词是 think, believe, suppose, expect 等词，而宾语从句的意思是否定时，常把否定转移至主句表示。

例句：I don’t think it is right for him to treat you like that.在以下情况中that不能省略

 当句中的动词后接多于两个由that引导的宾语从句时，第一个that可省，但后面的that不可省。

例句：He said(that)you were too young to understand the matter and that he was asked not to tell you. 当主句的谓语动词与that宾语从句之间有插入语时，that一般不可省。

例句：Just then I noticed, for the first time, that our master was wearing his fine green coat and his black silk cap. 当that从句是双宾语中的直接宾语时，that不可省。

例句：I can’t tell him that his mother died.注意事项：许多带复合宾语的句子，that引导的宾语从句经常移到句子后部，而用it作形式宾语。例句：I find it necessary that we should do the homework on time.（二）由whether,if 引导的宾语从句 由whether(if)引导的宾语从句，实际上是一般疑问句演变而来的。意思是“是否”。宾语从句要用陈述句语序。一般说来，在宾语从句中whether与if可以互换使用，但在特殊情况下if与whether是不能互换的。

例句：I wonder whether(if)they will come to our party.只能用whether，不能用if引导的宾语从句

 在带to的不定式前

例句：We decided whether to walk there. 在介词的后面

例句：I’m thinking of whether we should go to see the film. 在动词后面的宾语从句时

例句：We discussed whether we had a sports meeting next week  直接与or not连用时

例句：I can’t say whether or not they can come on time.只能用if不能用whether引导的宾语从句

 if引导条件状语从句，意为“如果”

例句：The students will go on a picnic if it is sunny. if引导否定概念的宾语从句时

例句：He asked if I didn’t come to school yesterday. 引导状语从句even if（即使）和as if（好象）时

例句：He talks as if he has known all about it.（三）连接代词和连接副词引导的宾语从句

这样的宾语从句实际上是由特殊疑问句变化而来的，宾语从句要用陈述句语序。用于这种结构的动词常常是：see, say, tell, ask, answer, know, decide, show, find out, imagine, suggest, doubt, wonder, discover, understand, inform, advise等。

英语中的连接代词有：who,whom,whose,which,what,在句中担任主语、宾语、定语或者表语。例句：Can you tell me whom you are waiting for? 英语中的连接副词有：when,where,why,how，在句中担任状语的成分。例句：None of us knows where these new parts can be bought.三.宾语从句的语序

宾语从句的语序是陈述句语序即：连接代词/副词+主语+谓语+其他成分。例句如下：

 I don’t know what they are looking for. Could you tell me when the train will leave?  Can you imagine what kind of man he is? 四.宾语从句的时态

 主句是一般现在时，从句根据实际情况使用任何时态。

例句：The headmaster hopes everything goes well. 主句是过去时态，从句须用过去时态的某种形式。

例句：She was sorry that she hadn’t finished her work on time. 当宾语从句表示的是一个客观真理或者事实时，即使主句是过去时，从句也用一般现在时态。

例句：The teacher told his class that light travels faster than sound.五.宾语从句的特点

 宾语从句可以作及物动词、介词及形容词的宾语。 宾语从句的语序一律用陈述句语序。

 连接词that引导宾语从句在句中无词义，不充当句子成份，多数情况下可以省略。

 whether 和 if 都可引导宾语从句，但 whether后可紧跟or not；whether从句可作介词的宾语。 如果从句太长，可以用形式宾语it.Step3 合作交流，巩固提高

1、教师精选练习，针对本课内容进行巩固练习。

2、达标练习。（教师针对本课所学内容，尤其是是新语法:宾语从句。在导学案中设计语法专项练习，对学生进行巩固测试。）Step4 拓展延伸（暨课后作业）

Writing：写一篇改变你的生活的一件事或一个人。

课后反思:学习英语的途径不要局限于课堂，本课内容较多，教师在授课时要整合教材内容可以进行删减，我针对自己学生的特点，针对本课内容对学生进行了听、说、读、写练习，课后加强对学生的监控指导，学生对本节课内容掌握还比较熟练。

第三篇：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 possible 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 passage 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 expressions.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 expressions.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 Discuss: 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 ? Discuss freely

Possible 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: grass 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.Possible 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

第四篇：高一英语教案

England is a nation in northwest Europe and the largest and most populous constituent country of the United Kingdom of Great Britain and Northern Ireland.Its inhabitants account for more than 83% of the total population of the United Kingdom.it is bordered by the North Sea, Irish Sea, Atlantic Ocean, and English Channel.England was formed as a country during the 10th century and takes its name from the Angles — one of a number of Germanic tribes who settled in the territory during the 5th and 6th centuries.The capital city of England is London.England ranks as one of the most influential and far-reaching centres of cultural development in the world;it is the place of origin of both the English language and the Church of England, was the historic centre of the British Empire, and the birthplace of the Industrial Revolution.England's National Day is St George's Day(Saint George being the patron saint), and it is celebrated annually on 23 April.⑴experience作可数名词时意为“经历，感受，体会”作不可数名词时意为“经验，体验” Eg:You don’t need any experience to work here.He had many interesting experiences while traveling in Afica.⑵earn作动词意为“赚到，挣得;获得，赢得” eg:To earn a living,you have to work hard.It wasn’t surprising for her to earn the top score in the test.⑶respect.n.尊敬，敬重

win/earn/gain the respect赢得某人的尊重 have a deep respect for sb由衷的敬重某人 respect sb for(doing)sth因为…而尊敬某人 eg.She has earned the respect of her classmates.eg.She respected him for his honesty.⑷比较average,common,ordinary,usual的用法 ·average意为“一般的，普通的”，强调的是一般的水准或普通水准。在有数字的情况下表示“平均”。

·common意为“普通的，常见的”，它可以指共同的，共有的特征。·ordinary意为“普通的，平凡的”，侧重人或事平淡无奇。·usual意为“通常的，惯常的”，指熟悉的常用的或习惯性发生的 ⑸ used to do sth.强调过去常常做某事，暗含现在不再做了 be used to sth.(doing sth)习惯于（做）某事 ⑹average adj.平均的，一般的，普通的

on average平均的 above aveage 高于平均水平

below average 低于平均水平eg:On average,nearly twenty traffic accidents happen every day.参考答案：

1.an unforgettable experience 2.with teaching experience 3.The average age of the students 4.It’s not to see 5.as usual 6.like an ordinary girl 7.are used to do a lot of work

第五篇：高一英语教案

Unit 15 Popular youth culture

Enable the students to learn about the reasons why American jeans are so popular.Enable the students to design a questionnaire.How to design a questionnaire.Skimming, scanning and pairwork.Step I Revision

Check the students’ homework.T: Who would like to retell the students’ experiences as volunteers? Ask more students to retell the experiences if possible.Step II Lead-in

Get the students to look at the pictures on Pages 133 and 134 and answer some questions as follows.Step III Reading

1.Skimming Get the students to read the passage quickly to find out the answers to the questions on the screen.Show the following to the students.1.According to the text, why did people in the past like to wear jeans? Would you say this is still true today? 2.Would you say jeans are still as popular with young people today? Why or why not? Check the answers.2.Scanning Ask the students to read the text again to find out what happened in the years shown on the screen.重点句式

However, the jeans of today are very much an American invention.Many schools in the USA did not approve of students wearing jeans to school and forbade them.Step IV Writing

Get the students to learn how to conduct a survey and then ask them to design a questionnaire, collect information and then rewrite the final paragraph.Step V Reading(Workbook: Pages 260-262)

Ask the students to go through the questions on Pages 260-262 and then read the passages quickly and silently to choose the correct answers.Step VI Homework

1.Try to retell the text about the development of American jeans in terms of years.2.Design a questionnaire about music, sports, voluntary work, fashion or other youth culture issues.3.Conduct a survey among students in our school.