1.有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid,can't stand(不能忍受)，consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,

imagine. insist on, keep (on), look forward to, mention, mind, miss(错过)，pay attention to, practice, put off, stick to, suggest等等。

doing morning exercises is good for your health.做早操对你的健康有好处。

her shoes wants mending.她的鞋该修理了。

注意：当need, want, require, worth后面接doing也可以表示被动。

your hair wants cutting.你的头发该理了。

the floor requires washing.地板需要冲洗。

i have finished writing this book.我已经写完这本书了。

2.在allow, advise, forbid, permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow/advise/forbid/permit +名词/代词+不定式(宾语补足语)”之形式。如：

we don't allow smoking here. we don't allow anybody to smoke here.

3.动词need, require, want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义没有区别。如：

the window needs/requires/wants cleaning/to be cleaned.

4.在begin, continue, love, like, hate, prefer, intend, start后用动名词和

用不定式作宾语均可，意义没有多大区别。

5.动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大，须注意。

forget, regret, remember后跟动名词，动名词表示已经发生的动作;后跟不定式表示将要发生的动作。

period9-10 writing and checking the answers of the exercises.

高一必修一英语教案篇2

notes:

1. get along with

2. fall in love

step 3. listening

ss should take notes while they are listning.

1. first listening: ss listen and answer the questions of part 2 on page 6.

2. second listening: ss listen again and finish part 3 on page 6.

step 4. listening

ss listen to a story about anne and try to finish wb. ex 1 and 2 on page 43 and page 44.

step 5. speaking

ss work in groups of four. design a questionnaire to find out what kind of friends your classmates are. they can use the quiz in the warming up to help them.

step 6. assignment

1. ss prepare the reading task on page 44.

2. surf the internet and find some material about friendship in different countries.

period five

step 1. warming up

ss say something about making friends and how to maintain friendship.

step 2. listening

ss listen to a short passage and fill in the blanks on page 41 (listening).

step 3. reading

1. first reading: ss read the passage about friendship in hawaii and finish wb.ex1.on page 45.

2. second reading: ss read again and discuss the questions on page 45.

3. ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.

step 4. discussion

what do you and your friends think is cool?

ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .

ask ss to use the following sentences while they talk:

i think that… is cool/ isn’t cool because ….

i think so.

i don’t think so.

i agree with you.

i don’t agree with you.

step 5. assignment

ss collect some proverbs about friendship.

period six

step 1. pre-writing

1. read a letter from a student called xiaodong.

2. go over the advice on page 7 and be ready for writing.

step 2. while-writing

ask the ss to write a letter to xiaodong as an editor and give him some advice.

1. ss make a list about the important information that they need.

2. ss begin to write the letter to xiaodong.

3. ss revise their letters by themselves.

4. ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)

5. ss get back their own writing paper and write the letter again.

step 3. post-writing

choose some students’ writing paper and show in the class. ask the ss to correct the mistakes together and also learn from some good writings.

step 4. writing for fun

1. ss read the passage on page 7 by themselves.

2. ss try to write a few lines to describe their best friends or a person they know.

3. show some ss’ writings in class.

step 5.assignment

do wb writing task on page 46.

period seven

teachers can use this period freely.

suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 47. it is very important to improve their learning.

高一必修一英语教案篇3

教学准备

教学目标

1). to learn the knowledge of the cultural relics.

2). discuss how to protect our cultural relics.

3).reading and understanding, catching the history and information of the amber room.

4). functional item, how to tell the story about the amber room

5). finish the comprehending exercises after the reading passage.

6). use scanning; skimming and careful reading to learn the story of the amber room.

教学重难点

key points

to understand cultural relics.

how to tell the story about the amber room

difficulties

talk about cultural relics at home and abroad in english freely.

to learn the story of the amber room.

教学工具

课件

教学过程

导入

1). guessing:

teacher present some pictures and statements ,let the students guess whtat or where it is.

the great wall; the pyramid ; taj mahal

2)teacher show some pictures. they are all very famous places in china or in the world. ask the students to think these over:

a. can you name them out?

who have the right to own and confirm them?

(the shown pictures: group 1;①yuanmingyuan; ②forbidden city

group 2: ③ming dynasty vase ;④taj mahal; ⑤ivory dragon boat

and mogao caves)

step i: pre-reading

1).ok, you have know something about cultural relics, have you ever seen a piece of amber?and what do you know about it?

show some pictures of amber. let students know what the amber is and its value.

color yellow- brown

feel like feel as hard as stone

amber is the fossil(化石) form of resin(树脂) from trees.

it takes millions of years to form.

2). can you imagine a house made of amber?please preview “in search of the amber room.”

step ii: fsat reading and thinking about the title:

1). teacher give students the following questions to think:

when you see this title, what do you want to know?

what is the amber room?

why was it called the amber room?

what was it made for?

what happened to it?

why to search for it?

(ask the students just remember these questions in their mind not find the answers.)

2). fast reading to get the main idea:

the amber room , which _________________sent to the russian people as a _____, was ____by the _____________ soldiers .

(students read the passage quickly and fill in the blans)

3). now, let the students try to answer the questions in part 1). (ppt 7)

(teacher may give some necessary help)

step iii: scanning

ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. join the correct parts of the sentences together. (exercise 1 on page 2)

after do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (ppt 9)

step iv: skimming

ask students to skim the passage and complete exercise 2 on page2.

( 3 ) how did the amber room become one of the wonders of the world?

( 5 ) how was a new amber room built?

( 4 ) how did the amber room get lost?

( 1 ) how was the amber room made?

( 2 ) why did the king of prussia give the amber room to the czar of russia as a gift?

step v: careful reading

let the students read the text carefully and try to find some details to complete the form on ppt 11.

step vi: role play

just now you have learnt the story of the amber room, now suppose you are a guide of the amber room, how will you intrduce the amber room to the visitors?

( give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)

homework

1. read the story of the amber room again after class.

2. write the introduction of the amber room you have discussed in class.

3. prepare for next period by underline the difficult points in the text.

板书

blackboard design

unit 1 cultural relics

warming up & pre-reading

what is cultural relics?

a.a cultural relic is sth. that survived for a long time

b.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed

c. a cultural relic is something rather rare

高一必修一英语教案篇4

一、教材分析

1.教材内容分析

本单元话题——文物古迹(cultural relics )历来是全世界较为关注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭!本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。reading通过对俄罗斯著名城市——圣彼得堡有关史实的介绍，以“a city of heroes”为标题讴歌了圣市人们为保护历史文物和重建家园所作的一切。整个单元自始自终围绕保护代表人类历史与文明的文物古迹这一主线。话题反映了《课程标准》所提出的“向学生渗透人文理念和注重对学生文化意识的熏陶”要求，非常具有现实意义，教师利用素材不但可以传授英语知识，而且可以在教学过程中通过渗透的方式将文物保护知识有机地渗透于每堂课的课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。

2.教学重点、难点

functional items：ways of giving advice or making suggestions.

topic：talking about cultural relics, including ways of protecting them.

word-formation：“re + v.”(eg. rebuild, replaced, recreate).

key words and expressions：select, represent, in history, be kept as, give in(up), in ruins,

in pieces, bring … back to life, etc

structure (grammar)：the passive voice (i) — the present perfect passive voice

writing：write a letter to the editor on a certain cultural site, suggesting ways of

protecting the cultural relics.

二、教学目标

1.语言知识目标

本单元要求学生除掌握必要的单词、词组和句型外，同时要求学生掌握一定量表达“提建议或劝告”的交际功能用语，以及现在完成时的被动语态。

2.语言技能目标

通过本单元的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就如何最有效地保护文物古迹提出独特的见解。

三、教学原则

1.以任务型教学 (task-based language teaching)作为课堂教学设计之理念，具体采用情景教学法(situational approach)，交际教学法(communicative approach)，整体语言教学法(whole language teaching)等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。

2.在教学中突出交际性，注重读写的实用性;同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

3.坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。

4.贯彻“教中学，学中用”策略，真正使学生学以致用。

四、教学总体设计

1.创设情景，营造氛围，体现语言教学的真实性

语言教学的最终目的是培养学生的言语技能。根据语言本身的交际性原则，本单元教学紧紧围绕3p(presentation—practice—production)教学环节，充分运用情景教学法、交际法、启发法等教学方法，让学生在学习过程中充分展示其所学知识。如针对本地区旅游业的不断开发给文物古迹保护所带来的负面效应，要求学生用英语表达如何采取相应的保护措施等。

2.采用“任务型”教学，培养学生综合运用英语能力

本单元每堂课采用任务型教学，模拟真实生活中的任务，任务的设计注重由简到繁，由易到难，层层深入，形成由初级任务到高级任务并由高级任务涵盖初级任务的循环;同时多样化的任务又由课内延伸至课外，不仅可拓展学生的知识面，更可培养学生的学习兴趣，从而提高学生综合运用英语的能力。

3.面向全体学生，关注学生的全面发展

经常性地开展pair work、group work、class performance，培养学生的团体合作精神。

4.情感目标

1)激发并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝试;体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人;具有个性，培养创造能力。

2)培养同学之间日常融洽相处的感情，乐于合作，善于与人分享喜好，培养正确的'审美观和价值观。

3)培养学生具有良好的文明习惯，具有文物保护意识。

5.教学策略

1)开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。

2)引趣激趣策略。创设多种情景(境)激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。

3)任务型活动策略。在做中学，在做中练，在做中巩固，往往会使课堂教学产生事半功倍的良好效果。

4)循序渐进和尊重差异策略。由简到繁，由难及易，为有困难的学生搭好梯子，让有能力的学生“跳一跳”摘到果子。

6.学习策略

1)课前认真预习，利用互联网或其他媒体收集国内外文物古迹以及有关文物保护信息，课后能及时复习。

2)上课勤思考，多动脑，掌握所学词汇，热情、积极、主动参与课堂上各种活动。

3)注意学习方法，及时提问并注意倾听他人意见。

4)确立“学用英语相结合”的思想，用英语开展思维，分析(复述)课文、发表个人看法、提出独到的见解等。

7.文化意识

1)了解文物古迹所折射出的不同时期、不同地区的特殊文化内涵。

2)培养学生良好的社会公德意识，树立文物保护意识。

五、单元教学设计

依据《课程标准》及对学生教学目标的要求，课堂教学中充分利用与教材相配套的教学投影、练习册、阅读训练以及多媒体软件等，并以此作为学生学习和教师教学的重要内容和手段。适应信息时代之所需，教师应重视使用一些先进的现代教学技术手段来激发、提高学生学习英语的兴趣，主要运用多媒体辅助教学，以增加教学的直观性和趣味性，加大课堂密度，提高教学效率。本单元计划用六课时完成教学任务与测试评估。

高一必修一英语教案篇5

teaching aims and demands

words and phrases

four skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then

three skills: energy soft bar fuel chemical balance tasty boil mixture

spoken english:

in the clinic / seeing a doctor:

what’s wrong with you?/what’s the matter with you?

lie down and let me examine you.

let me have a look.

where does it hurt?

drink plenty of water and get some rest.

i’ve got a pain here. this place hurts.

there’s something wrong with back/my knee/my arm.

i don’t feel well.

grammar:

use of language:

1. master the function use of language as defined above.

2. help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

learn the text about healthy eating. get the students know about the basic knowledge of how to eat healthily.

important points:

1. talk about different kinds of food that one favorites.

2. learn the basic knowledge of healthy eating.

3. learn how to say in the clinic.

4. grasp the language points and grammar in the text.

difficult points: the use of modal verbs --- had better, should and ought to.

teaching aids: computer or slider-projector

way of teaching: communication way of teaching, discussion and group work.

lesson 1step 1 warming-up

first show the students some pictures of dishes and so to introduce the topic of this unit.

and then show the pictures on their text books and let them to decide what is junk food and what is not.

here the students may have a short ask and answer in pairs to themselves more engaged in the topic.

step 2 listening

let the students listen to the tape and be prepared to answer the questions below.

step 3 speaking

show the students the three situations as on p2. then ask the students to prepared a dialogue according to the examples in pairs. ask several pairs of students to present their dialogue

after that list the useful expressions in their dialogue.

step 4 homework

prepare for the next class.

collect some menus if possible for the next class.

lesson 2

step 1 introduction

using the questions on p3 to introduce the new text.

step 2 fast-reading

1.what does the “fuel ” mean in the first paragraph?

(it means different kinds of materials, such as protein, calcium that we need to keep healthy.)

2.what do we have to consider when we choose to buy or eat?

(what kinds of nutrients that the food contain.)

3.what made our eating habit changing?

(many things: what people believe, advice from companies and stores.)

4. how can we feel and look fine?

(we ought to learn about our body and the fuel it needs to keep fit.)

explain the language points if necessary.

step 3 carefully-reading

how many parts can be divided into?

(three parts.)

what’s the main idea of each part?

(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)

step 4 talking

ask the students to take out their menus and read them carefully. then prepare a dialogue that may happen between a customer and a waiter/waitress.

step 5 homework

finish the exercise --- vocabulary on p5. and p72-73

lesson 3

step 1 revision

check the homework.

step 2 grammar

first present the students the modal sentences with modal verbs and ask the students to make some sentences with them.

step 3 consolidation

(1) finish the exercise on p5 and on p74

(2)take out a piece of paper with the column “ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

1.give advice that will really help the person.

2. be polite and sincere

at last get the students to finish the following practice.

step 4 homework

finish the exercise 3 on p74 in the students’ workbook.

lesson 4

step 1 revision

let some students read their reply to the letters on p74.

step 2 reading

read the text on p6 and then get the students to find the main idea of it (snacks is also important . we need to learn something about snacks and the way to prepare it.)

step 3 writing

ask the students to work in pairs to write the recipe for their favourite dish.

we may first give the tips on p7 as a guide.

step 4 discussion

first ask the students to read the passage on p75 and then give the following questions as the topic for the students to talk: what is a couch potato?

what does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

step 5 homework

do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

高一必修一英语教案篇6

第一部分：热身

快速应答：

1.how are you going to school everyday?

2.thank you very much for your help.

3.would mind my opening the window?

4.what day was it yesterday?

5.what's the weather like today?

第二部分：朗读

口语朗读技巧：

1.声调与降调

i have three english books, two chinese dictionaries and five pens. do you have a map in your hand? yes, i do.

2.连读：将前一个单词最后的辅音与后一个单词开头的元音连在一起朗读。 half an hour ran out of not at all

3.失爆：当相邻两个爆破音在一起时，往往给前面一个爆破音留一个位置，但不

爆破，稍停随即发后面的爆破音，这种现象称为“失爆”。 hot bath the next day a good deal of i don’t believe i don’t know i want to say

朗读练习：

1. a smart housewife was told that there was a kind of stove which would only

consume half of the coal she was burning. she was very excited, and said: "that'll be terrific! since one stove can save half of the coal, if i buy two, no coal will be needed!"

2.the little boy did not like the look of the barking dog.

"it's all right," said a gentleman, "don't be afraid. don't you know the proverb: barking dogs don't bite?"

"ah, yes," answered the little boy. "i know the proverb, but does the dog know the proverb, too?"

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