第一篇：北师大版高一英语教案
北师大版高一英语模块一词汇详解
Module 1 Unit 1 Lifestyles
1.matter n.& v.1)n.① 物质
e.g.Matter is primary and mind secondary.物质是第一位的，精神是第二位的。
The desk is a solid matter.桌子是一种固体物质。
② 事情
e.g.the heart / root of the matter 事情的根本
the matter in hand / under discussion 手头上的事 / 正在讨论的事 It’s no laughing matter.这不是开玩笑的事。
I don’t discuss private matters with my colleagues.我不和同事讨论私事。
We have several important matters to deal with at our next meeting.在我们下次会议上有几件重要的事要处理。
③ 毛病，麻烦事(the ~)e.g.What’s the matter with the machine? 这台机器有什么毛病？ Nothing is the matter with me.(= There is the matter with me.我没事。)2)v.要紧，有关系
e.g.What they said matters little.他们所说的没什么要紧。
What does it matter? 这要紧吗？
It doesn’t matter if I miss my train.如果我错过了火车，这没什么关系。
Does it matter if we’re a bit late? 如果我们迟到一会要紧吗？ It is no matter to me what you do.(= It doesn’t matter to me what you do.)你做什么与我没有关系。相关短语：① no matter+ whether /疑问词„„ 无论„„
e.g.Don’t open the door, no matter who comes.无论谁来了，都不要开门。
Don’t trust him, no matter what he says.无论他说什么，都别相信他。
No matter where you go, I’ll follow you.无论你去哪儿，我都跟着你。No matter whether it will rain or not, we have decided to leave at six in the morning.无论天是否下雨，我们都决定早上六点钟离开。
② a matter of „ 一件„„的事 / 问题
e.g.It’s a matter of life and death.这是有关生死的问题。
③ make matters worse 使情况更糟糕的是
e.g.Her attempts to calm them down only made matters worse.2.suppose vt.1)认为，猜想
e.g.What makes you suppose that I’m against it? 什么使得你认为我反对此事？
I don’t suppose he’ll agree, or I’m sure he won’t agree.我认为他不会同意的。
What do you suppose he wanted? 你认为他想要什么？
It was generally supposed that it would not happen again.一般认为这事不会再发生了。
The painting was widely supposed to have been lost during the war.这幅画普遍被认为在战争中已丢失了。
She’ll be there today, I suppose.她今天会在那儿的，我认为。
“Will he come?” “Yes, I suppose so./ No, I don’t suppose so./ I suppose not.” 2)假定，假设
e.g.Suppose that the news is true;what then? 假设这消息是真的，那又怎样呢？ Suppose you had a million pounds---how would you spend it? 假设你有一百万英镑，你会怎样花它？
近义表达法：supposing(= if)如果，假设
e.g.Supposing that it rains, can we play the match indoors? 如果明天下雨的话，我们能在室内打比赛吗？
相关短语：be supposed to do sth.(= be expected to do sth.)被期望做某事 / 应该做某事
e.g.You’re supposed to pay the bill by Friday.你应该在周五前付了帐。
You’re not supposed to play football in the classroom.你不应该在教室里踢足球。
They were supposed to be here an hour ago.他们应该在一小时以前到达。
Am I supposed to clean all the rooms or just this one? 我是应该打扫完所有的房间还是只这一间？ 3.complain v.抱怨，投诉
e.g.She complained to me about his rudeness.她向我抱怨他的粗鲁。He complained that his meal was cold.他抱怨说他的饭菜冷了。
Our next door neighbor said he’d complain about us to the police if we made any more noise.我们隔壁的邻居说如果我们再弄出噪音的话，他将向警方投诉。
She complained of his carelessness.(= She complained that his carelessness caused her a lot of trouble.)派生词：complaint n.抱怨，诉苦，怨言；不适，疾病（委婉语）e.g.He poured out his complaints before me.他在我面前诉苦。The workers made a list of their complaints.工人们列出了他们的抱怨。
4.switch n.& v.1)n.开关，电门，转换器；转变，改变 e.g.press the on / off switch, a switch from gas to electricity, make a switch from„to„ 2)v.转换，改变
e.g.He switched one argument for another.他改变了他的论点，转到另一个论点上了
They switched the train to the other track..他们将火车转到了另一个轨道上。
He switched the lights from green to red.他将灯从绿色转变成了红色。相关短语：switch on接通电流，开 switch off 切断电源 switch over 转换频道，转变
e.g.Don’t switch the radio on yet.Parents and children should switch roles with each other at times.You drive first and then we’ll switch over.When you leave the room, please switch off the gas The power went off in several parts of the country during the high wind.大风期间，这个乡村的好几处地方断了电。
I’m sorry I’m late;I overslept because my alarm clock didn’t go off.很抱歉我迟到了。我睡过了头，因为我的闹钟没有响。
6.take up 1)拿起 2）占去（时间、空间等）3）开始从事（某项工作等），开始对„„感兴趣
e.g.Take care not to take up the hot coals with your bare hands.小心别徒手拿热的煤。
This old tree will have to be taken up by its roots.这棵老树将被连根拔起。
That big clock will have to be moved;it takes up too much space in the small hall.Writing in another language demands so much effort that it takes up all my attention.用另一种语言写作要求付出很多的努力，以致于它花费了我所有的注意力。
When does the Minister take up his office? 这位部长什么时候就职？ When did Jane first take up music? 简是什么时候开始对音乐感兴趣的？
7.suffer v.1)vt.经历，遭受 suffer pain / defeat / losses 遭受痛苦 / 失败 / 损失
2)vi.受苦，感到疼痛/不适/悲伤等 suffer from headaches / loss of memory 由于头疼 / 失忆而痛苦
e.g.We all have to suffer at some time in our lives.在我们的一生中免不了有受苦的时候。
He couldn’t suffer criticism.他受不了批评。
He suffered cruel oppression in the old society.他在旧社会受到残酷压迫。
8.stand n.& v.1）n.架，摊，台
e.g.a coat stand 衣架 a news stand 报摊 a market stand 市场摊位 2）vi.站立
e.g.stand on one foot 单脚站立
She was too weak to stand.她太虚弱，站立不住。
A chair will not stand on two legs.两条腿的椅子无法站立。Stand still while I take your photograph.当我给你拍照时，你站着别动。
After the bombing only a few houses were left standing.爆炸之后，只有几栋房子依然挺立。3)vt.① 使直立；竖直放置 e.g.Don’t stand cans of petrol near the fire.别把汽油罐放在火边。Stand the ladder against the wall.把梯子靠墙放着。
② 忍受（多用于否定句、疑问句）(= bear;put up with)e.g.He can’t stand hot weather.他无法忍受炎热的天气。
She said she couldn’t stand such foolish behavior.她说她无法忍受这样愚蠢的行为。
She couldn’t stand to be told what to do.她无法忍受被告知该做什么。
He can’t stand being kept waiting.他无法忍受等待。
I can’t stand him interrupting all the time.我无法忍受他一直打扰。4)link v.处于（某种状态）
e.g.The house has stood empty for months.这房子一直空了好几个月。8.reduce vt.& vi.减少，降低；使成为（更小尺寸或更简单形式）e.g.The fire reduced the forest to a few trees.大火将这片森林烧得只剩几棵树。
This experienced editor is said to be able to reduce the misprints to almost zero.这位有经验的编辑据说能将错误印刷率降低到几乎为零。The poor woman is reduced to begging.这位可怜的妇女沦落到了乞讨的境地。
The house was reduced to ashes.这房子被烧成了灰。He was reduced to nothing.他瘦得不成样子。9.diet n.饮食 比较： diet, food diet 是指一种特定的饮食习惯或一种规定的饮食，如素食，病人吃的某些食品。e.g.be / go on a diet 节食 a meat / vegetable diet 荤食 / 素食 The doctor ordered him a diet without sugar.医生命令他吃无糖食品。The Irish used to live on a diet of potatoes.爱尔兰人过去靠土豆为主食。Proper diet and exercise are both important for health.适当的饮食和锻炼对健康都是重要的。
food 多作不可数名词，指可食用的所有东西，偶尔也可作可数名词。
e.g.food and drink 饮食 mental food 精神食粮 canned food 罐装食品 Milk is the natural food for young babies.牛奶对于婴儿来说是天然食品。
We always get lots of food there, but they never give us much to drink.我们总能从那儿得到很多食物，但他们从不给我们很多喝的东西。Too many sweet foods, like cakes and chocolates may increase your weight.太多的甜食，象蛋糕和巧克力，可能会增加你的体重。9.prefer v.宁愿（preferred, preferring）常用结构：prefer + sth.更喜欢„„ A to B 喜欢A胜过喜欢B to do sth./ doing sth.喜欢做某事 sb.to do sth.宁愿某人做某事
that-clause(从句用should + v.)宁愿„„ doing A to doing B 喜欢做A胜过喜欢做B to do A rather than do B e.g.Which would you prefer，tea or coffee? 咖啡和茶，你更喜欢哪一种？
People in the south prefer rice while those in the north prefer food made from flour.南方人爱吃米饭，而北方人较喜欢吃面食。
I prefer to walk there.(= I prefer walking there.)我宁愿步行去那儿。
He chose Spain，but personally I/'d prefer to go to Greece.他选了西班牙，但就我个人而言，我倒想去希腊。
He said he preferred the country to the city.他说城市和乡村相比，他更喜欢农村。The soldier preferred to die rather than give in before the enemy.这位战士宁愿死，也不在敌人面前屈服。
I’d prefer you not to go there alone.我倒希望你不要单独去那儿。We prefer that they(should)do it in a different way.我倒希望他们用另一种方法去做。
第二篇：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
第三篇：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.
第四篇：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, class work
Teaching aids: a multimedia computer, a tape, a tape recorder
Time needed: 45 minutes
Students: Senior 1 students
Preparation before the class: asking the students to collect information on wildlife issue 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 necessary
Finally, more pictures of endangered animals and plants
Teacher: Today we have two questions to discuss in this lesson
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’
awareness 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 necessity 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 hostess who guides the other students to a picture show aboutTibetan antelopes.He/she asks his/her classmates to discuss “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 class 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 class with practice
Purpose: to reinforce students’ awareness of protecting wildlife
Appendix: questionnaire
1.Do you think it is possible 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 possible
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.
第五篇：高一英语教案范文
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:toletthestudentsknowtherelatiohipbetweenhumanbeingsandanimalsandplantssotheycanrealizetheneceitytoprotectwildlife
Step3fastreading
Askthestudentstoreadthetextfasttogetthegeneralideaofeachparagraph.Atthesametime,analyzethewritingpatternofthetext
Purpose:tostudythetextonthewholeandlearnanewwritingpattern
Step4detailedreading¬e-making
Askthestudentstoreadparagraph2and3againandfinishthenote-makingexercise
Purpose:togettheawerstothetwoquestioinleading-in
Step5languagepoints
First,Coideringthelanguagepointsarenotdifficult,theteacherasksthestudentstolistento
thetapeandpickoutthelanguagepoints
Next,Playagametoseewhichgroupgetsthemostlanguagepoints
Finally,Askthestudentstocompletesomesentenceswi
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