英語必修一教案8篇

教案在書寫的過程中，大家需要注意聯絡實際，教案是非常考驗教師的個人能力的，你的教案准備好了嗎，本站小編今天就為您帶來了英語必修一教案8篇，相信一定會對你有所幫助。

英語必修一教案篇1

學生在度過一個假期後，英語知識較生疏，教師應當複習好以前單詞，為學習新知打下基礎。Ｌet’s talk a部分很好地體現了這一點。good morning we have a……複習民第一冊中內容。“i’m from america”這一句為b let’s taik“where are you from？做了鋪墊，教師應充分注意這一點

boy、girl 、teacher student 、meet等單詞又是第一次出現，也需要我們特別關注。

二、教學目標：

1、能夠得簡單地表達自己心情，如：nice to meet you welcome back to school

2、能夠聽懂並回答 where are you from？

i’m from

3、認識、會說字母a——e

4、掌握a、b ler’s talk中單詞。

5、理解a、b ler’s talk中內容。

三、教學重、難點：

能夠聽懂並回答 where are you from？

掌握a、b ler’s talk中單詞。

理解a、b ler’s talk中內容。

四、課時安排

第一課時 a llet’s talk let’s learn b let’s sing

第二課時 a let’s practise let’s play let’s chant

第三課時 b llet’s talk let’s learn

第四課時 blet’ssay let’spractise

第五課時 b let’s let’s

英語必修一教案篇2

( warming up + speaking in using language + talking and speaking task in workbook +discovering useful words and expressions 4, “play a game in group of four”)

hour課時：1 period

type 課型：speaking

teaching goals教學目標

1. target language目標語??

a. important words and expressions

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

b. important sentences and structures

act out the following meanings, please.

please show the actions, using body language.

please guess what i meant.

now it is your turn to show the action/gesture.

please use either spoken words or body language to express your ideas.

please use both spoken words and body language to express your ideas.

2. ability goals能力目標

a. enable the students to understand what a certain gesture of the body language means in a given situation.

b. enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. enable the students to express with the target language the meanings given in body language.

3. learning ability goals學能目標

a. help the students learn how to express themselves in body language when needed.

b. help the students understand others when body language is being used.

teaching important points教學重點

1. teach the students how to understand body language used in different countries or cultures as well as in different occasions.

2. teach the students how to use body language in the most appropriate occasions.

teaching difficult points教學難點

1. enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

2. let the students know that there is both positive body language and negative body language.

teaching methods教學方法

1. individual work, pair work and group work.

2. acting out by imitation, mime or with gestures and body movement.

teaching aids教具準備

a computer, a projector and some pictures.

teaching procedures & ways教學過程和方式

step1. lead-in

after greeting, the teacher gives some instructions by body language, ( eg. call the roll, ask a student to close the curtain, etc.)

t: just now, i didn’t say anything, but you understood what i wanted you to do. why?

s: we know it from your body language.

t: yes, body language plays a very important part in our daily life, so we should pay more attention to learning language.

step2. introduction

t: now let’s do some tpr( total physical response) activities together, i hope you will enjoy them and have as well.

touch your head/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/ feet/toes…

shake your head/arm/hand…

wave your arm/hand…

open your eyes/mouth…

close your eyes/mouth…

twist your wrist/wais.

cross your arms/fingers.

nod your head. bow your head.

make a face to each other.

bend/cry/shout/scream/smile/laugh…

t: all right. now let’s do them a little bit difficult. let’s play a game together. those who fail to follow the rule of the game will be dropped out. the game is: “simon says”. for example, if i say “simon says, touch your head”, then you touch your head. if not, you shouldn’t touch your head but remain still.

（three or five minutes for the game.）

t: ok. it’s time to take up the lesson. please look at the screen. let’s take a look at the following gestures:

gesture action meaning

a half-closed hand with a thumb up.

good! well done!

a half-closed hand with a thumb

down.

bad!

i will have to refuse you.

palm up and wave the fingers to

oneself continously

come here!

hold up the forefinger and the middle finger and across them

good luck!

point to oneself with doubting facial expression

me?

shrug the shoulder with the

hands out

i don’t know.

t: what are actions of the above gestures? what do they mean?

ask the students to talk about it. try to inspired every student to speak.

t: you have all done a good job. so you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. if you want to know more about it, let’s come to unit 4 body language.

step3. practice (warming up + talking)

t: here is a list. on the left side are feelings or ideas. you are asked to add three of your own. make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. do it with your partner first. and then some of you will be asked to the front of the classroom to act them out.

meaning action

1. you are welcome. a smile and a handshake.

2. i am worried. a frowned or upset look.

3. i ate too much. putting a hand on the stomach, patting or rubbing

4. i am sorry that i did something wrong. drooping or hanging the head.

5. i’m so happy. a loud laughter with a shinning face or smiling with arms open and head back.

6. you did a good job. a thumb up.

7. you are angry. turning your back to someone on purpose.

8. stop here.

putting the left palm on the forefinger of the right hand.

… …

demonstration:

the students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.

step4. time for fun

（discovering useful words and expressions 4, “play a game in group of four”）

t: now let’s play a game in groups of four. one thinks of a situation and asks the others to show some actions using body language. when the one choose the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. try to make the situations as interesting and enjoyable as you can. and show the situation as lively as possible. besides, make sure that everyone has a turn.

example:

s1: what are you likely to do if it rains?

(actions) s2: puts on a raincoat;

s3: puts on a raincoat;

s4: cleans the house.

s1: ok. i think s3 seems the most likely, so it’s his turn.

s3: what are you likely to do if the river floods?

…

step5. talking (speaking in using language)

get the students work in pairs. the situation is that you are worried about lin pei, who is not friendly any more, and does not want to talk to you or her other friends. she seems to be sad. she stays alone. she is not doing her homework and the teacher is not pleased with her. she doesn’t seem to care about how she looks and behaves.

t: now class, work in pair. discuss lin pei’s behavior. think about the problems she might have. describe her “body language” or the behavior that shows how she feels. three minutes for you.

ask the students to describe or act out lin pei’s behavior.

step 6. role play (speaking task in workbook)

t: now, let’s come to speaking task on page67. we’re given two situations. for each situation, prepare a role-play with your partner. use both spoken words and body language to express your ideas. then explain to the class what the differences are in western and chinese languages, and what they mean.

work in pairs or in group of three:

1. you fall and hurt your foot while you are hiking on a lonely path. you need help, and see someone in the distance,.

2. you are visiting a strange city and need to buy some tea and oranges. you only know a little english and want to know where you can get them and how much they cost.

step7. homework

1. team work: discuss the importance of body language.

2. go over the reading;

1) communication: no problem?

2) showing our feeling.

英語必修一教案篇3

一、教材分析

(一)教材的地位和作用

本節課是本單元以及本教材的第一節課，本課談論的是：朋友是不是僅限於人類、朋友的真正含義、如何與人相處的問題等關於朋友的話題。本課涉及的有陳述句和疑問句的直接引語和間接引語的掌握和運用等語法要點。學生從國中到高中，來到一個新的學校，同學彼此陌生，不免想起老同學，老朋友。這樣的話題正好能引起學生的興趣。而且本課的內容和語法的啟發性和實用性都很強，能使學生在學中用，在用中學，對綜合提高學生的聽說讀寫能力有較好的促進作用。

(二)教學目標

英語教學大綱規定，通過聽說讀寫的訓練，使學生獲得英語基礎知識和運用英語的能力，激發學生的學習興趣，為進一步學習打下良好的基礎。因此，我制定以下教學目標：

知識目標：

1、掌握和使用陳述句和疑問句的直接引語和間接引語。

2、討論朋友和友誼。

3、學習掌握本課的重點詞彙。

技能目標：

1、學會閱讀的技能——scanningand skimming 。

2、通過談論朋友和友誼，既鍛鍊學生的語言運用能力，又培養了學生髮現問題、思考問題、解決問題的能力。

3、理解閱讀文段，複述故事。

情感態度：

1、患難之交才是真朋友。

2、知音難得。

3、海記憶體知己，天涯若比鄰。

文化意識：

認識德國納粹黨。讓學生了解那段德國法西斯殘害猶太人的歷史，使學生在感受外國曆史文化的同時自然而然的習得語言。

(三)重點與難點

重點：

1、訓練scanningand skimming等閱讀技能。

2、認識朋友的真正含義以及與人相處的問題。

難點：

1、閱讀技能的訓練。

2、陳述句和疑問句的直接引語和間接引語的互相轉換(人稱的變化、時態的變化、指示代詞、時間狀語、地點狀語和動詞的變化)。

(四)教具

本課利用錄音機、投影儀等輔助裝置，激發學生的學習興趣，調動他們的積極性，為展開話題提供豐富的材料，使教學收到事半功倍的效果。

二、教法分析

在新課程背景下，教師要成為學生學習的促進者、組織者和合作者。本課採用討論法，主要採用小組合作討論的方式。在讀前階段我就提出問題，讓學生思考討論是不是隻有人與人之間才可以交朋友，然後在閱讀中通過安妮的日記向學生說明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓練的基礎上，我再引導學生深入討論幾個與本課有關的話題，展開教師為主導、學生為主體的師生雙邊活動。通過創設真實自然的語言環境，使學生在語言實踐中把語言知識和技能主動轉化為交流能力，變苦學為樂學，從而培養學生大膽用英語進行交際的能力。

三、學法分析

教務於學。傳統教育的弊端是教師“滿堂灌”，只重視怎麼教而忽視怎樣學，結果高分低能的現象十分嚴重。為了改變教師牽著學生鼻子走的被動狀態，我通過創設話題，寓教於樂，引導學生自學、自做、自助、自悟，讓學生學會自己動手，收集資訊、處理資訊，用所學語言去實踐和解決問題，使學生在運用語言的過程中感悟體驗所學語言的規律，培養語言意識，積累語言經驗，形成語言感覺，達到語言運用的目的。從而使學生真正成為學習的主人。

四、教學過程

新課程改革的核心理念是“一切為了學生的發展”。學生的英語學習不僅僅是掌握幾個單詞和句型，更重要的是學會運用語言來交流思想，辦實事。因此我精心設計了以下教學環節：

(一)激趣匯入，務於新知

一節課的良好開始，對於整節課教學的順利進行起著至關重要的作用。在warming up 部分我分四步進行：

1、用問問題的形式匯入(螢幕顯示)。同時板書unit 1 friendship。

do you have any friends? are you good to your friends?

which kind of friend do you think is the best friend?

2、做調查：在warming up部分有5個問題，我讓學生獨立完成。然後在螢幕上顯示下列表格。

3、調查結果：顯示各得分情況所對應的調查結果，讓學生自行對照。

grade 1 (5分以下) 直截了當，做事果斷，沒考慮不良後果。

grade 2 (10分以下) 能用更合理的方法處理問題，又不傷朋友之間的感情，但自己的利益有時會受損。

grade 3 (10分以上) 不傷感情，又能保全自己利益。

通過調查問卷的形式，引導學生了解日常生活中朋友之間發生的真實問題以及解決這些問題的方法，最後的問卷調查結果讓學生興趣和熱情倍增，這樣能促使學生很快進入語言學習和探究活動中去，愉快的進入學習狀態。

4、學習三句諺語，使學生明確對待朋友和友誼的態度。

a friend in need is a friend indeed. 患難之交才是真朋友。

real friends are few and far between. 知音難得。

long distance separates no bosom friends. 海記憶體知己，天涯若比鄰。

(二)創設話題，教學新知

新課程指出，教師不再是居高臨下的管理者，而是學生學習的促進者、組織者、合作者。

1、我佈置pre-reading部分的幾個問題啟發學生對“朋友”和“友誼”進行思考，使學生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友。接著讓學生就問題進行小組討論。然後讓個別學生回答問題。

接著螢幕顯示我補充的問題：

why do you need friends?

what do you think a good friend should be like?

英語必修一教案篇4

一、單元考點提示

1.單詞

willing ,devote,cure,disadvantage,shock,institute,admire,debt,expedition,

merchant, exist,chart,botany,disaster,crew.

2.短語

devote…to 把……用在;把……獻給

succeed in (幹)……成功

give off 發出(光、熱等)

in honour of 為了紀念……;為向……表示敬意

above all 首先;首要

set off 使爆炸;引起;出發

pay off 償清(欠款等)

at sea 在大海上;在航海

take…by surprise 使……吃驚;出奇兵攻佔

in charge of 主管;負責

set out 出發;開始

in search of 尋找

3.句型

(1)i’m (not)sure… i’m not sure whether/if…

(2)i doubt if/whether…

(3)making a map of the east coast was an important job.

(4)the men often fall ill and suffer fever.

(5)they will provide us with eggs and meat.

4.交際英語

(1)i doubt if he’ll be asked to speak again next year.

(2)perhaps i’ll go to that one.

(3)maybe it was useful for some people.

(4)how did you find the talk this morning?

(5)i shall insist on leaving at 7 p.

(6)we’ve decided to do sth./that…

(7)have you decided which boat to take?

(8)i suggest doing sth.

二、考點精析與拓展

something(nothing,much,little)to do with與……有(沒有，有很大，有一點)關係。

①i have nothing to do with that young man.

②his job has something to do with telephones.

③this has little to do with what we are talking about.

④do you have anything to do with that club?

t v.& n.懷疑，不相信

of…對……(抱)懷疑或悲觀(態度)

doubt 從句在否定句及疑問句中多跟that

引起的從句，在肯定句中多跟

whether(if)引起的從句。

①i doubt the truth of this report.

②they have never doubted of success.

③i don’t doubt that you are honest.

④can you doubt that he will win?

⑤i doubt if that was what he wanted.

該詞作名詞時有以下短語

beyond(all)doubt毫無疑問;in doubt懷疑，猶豫，不肯定;no doubt肯定地，想必;without doubt毫無疑問，一定地

①the truth of the story is beyond doubt.

②i was in doubt about what to do.

③no doubt i learned a lot from that lecture.

④without doubt these theories were all wrong.

do (did )you find…?(你覺得/認為……怎麼樣?)是徵求對方對某人、某事的看法或意見的用語。回答時在find 後要跟複合賓語。

how did you find the dishes?

(i found them)tasteless.

how do you find peter gray?

i found him dishonest.

t vt.①接納，許可……進入(allow sb./ enter)

he was admitted to the school this two hundred boys and girls are admitted to our school every year.

②承認，後可接名詞，doing、從句或複合結構。

i admit my admitted having read the admitted that his comprehension was must admit the task to be difficult.

remembered as…作為……而被人們懷念

he will always be remembered as a national hero.

6. ( be)determined to do sth.下定決心做……

determine to do sth.決定(心)做……

①i was determined not to follow their advice.

②i left him,determined never to set foot in that house again.

③she determined to go that very afternoon.

ain某(些)，僅作形容詞用法。

①he didn’t come for a certain reason.

②a certain person called on me yesterday.

③she will do it on certain conditions.

some 也可以作此意講，但前面無冠詞

①he is living at some place in east africa.

②i’ve read that story before in some book of other.

eed in sth.(doing sth.)(幹……)成功，其反義片語;fail in sth.(doing sth.)或fail to do sth.;名詞success;形容詞successful

off,放出(光、煙、氣味等)、散發，

give out,放出，發出(聲音，光線，氣味等)，(食物、燃料、力量等)用盡、筋疲力盡。

①these red roses give off a sweet smell.

②this device gives out flashes of light in the fog.

③both my strength and money gave out.

honour of sb.(sth.) 為了紀念或表示敬意而舉行某活動。

①a memorial meeting was held in his honour.

②it is only a dance in honour of my birthday.

11. devote…to…把……獻給，把……用在

devote oneself to…致力於，獻身於

be devoted to…專心致志於，獻身於，忠於

①mary devotes too much time to eating.

②he has devoted his whole life to benefiting mankind.

③he devoted himself entirely to music.

④he was still devoted to the study of chemistry.

⑤he is very devoted to his wife.

eve in 信任

①we believe in marxism.

②you can believe in him.

③we believe in our government.

set off (for)出發，動身(去某地)

set off 引爆

13. set out to do sth.著手……

set about

doing開始(著手)做……

①we’ll set off fox xi’an at six tomorrow.

②polonium is used to set off a nuclear bomb.

③he set out to break the record for the crosschannel swim.④i don’t know how to set about this job.

effect on 對……有影響，相當於affect：

it has had such a bad effect on him.

e all 首先，特別是，最重要的是

after all 到底，畢竟

at all (用來加強語氣)與not連用，表示“一點也不，完全不”。

in all 總共

all but 幾乎，差點沒(=almost,nearly)

①we have all but finished the work.

②the day turned out fine after all.

③children need many things ,but above all they need love.

④he wasn’t at all tired.

⑤do you feel ill at all(真的，確實)?

⑥there were twenty in all at the party.

r food 叫食物

order n.&vt./vi.訂購……

place an order for sth.訂購……

order …向……訂購……

order . order sb.為某人訂購……

i have ordered you some new clothes.

st on doing sth.堅持做……

suggest doing sth.建議做……

enjoy doing sth.喜歡做……

類似的admit,appreciate,avoid,consider,delay,deny,

-like,endure,escape,excuse,face,feellike,finish,forgive,give

up,can’t help,imagine, leave off,mention,mind,miss,postp

-hone,practise,put off, resist,risk,can’t understand,und

-erstand,mean(意味著)

以上這些動詞只能接動名詞作賓語，不能接動詞不定式作賓語。在介詞之間，也只能用動名詞作賓語。

look forward to,object to ,be used to,in addition to,prefer…to,according to,stick to,etc.

animals活著的動物

(動、植物等)活著的

live adj. (置於名詞之前)

(廣播、電視等的)實況的

作為敘述形容詞則用alive,living

alive,(more alive,most alive)活著的;有活力的，活潑的;(不置於名詞之前)常作表語。

a live (living) fish 一條活魚

不能用an alive fish

a live tv broadcast實況轉播的電視節目

catch a lion alive活捉獅子

①although old,he is very much alive.

②my grandmother is more alive than a lot of young people.

③the wounded soldier is still living.

lively adj.精神的，有生氣的，活潑的，生動的

a lively boy,

a lively discussion.

her talk was lively and interesting.

w away拋棄

throw in插進(話語)

throw off脫

throw out 丟擲，丟棄

throw over把……拋過去(拋回)，拋棄(朋友)

ide sth.供給某人……

provide it 供給……，提供……

provide:

hotel will provie tents.

n.+for sb. sb.+with sth.

provide food and books for the children.

they provide the children with food and books.

provide for贍養，撫養

he had to provide for a big family

supply vt.提供……供給……

sb. sth.

they didn’t supply those children with books for studying.

they didn’t supply books to those children for studying.

bad 變壞

類似的：go wrong,go mad,etc.

go 通常表示不好的變化。

alice’s face went red with anger.

my husband’s hair is going gray.

22. at sea 在航海中，在海上

at the sea 在海邊

在英語中，有許多結構用與不用定冠詞在意思方面有著很大的區別。

go to sea 當水手，當海員

go to the sea 到海邊去

keep house 料理家務

keep the house呆在家中不出門

in bed 睡著，躺在床上

in the bed在床上

at play在玩，正在遊戲

at the play 在看戲

ill 生病，得病

①tom is absent,for he has fallen ill.

②john was caught in the storm and he fell ill.

thy使……保持健康

keep,n.“使維持(某種狀態)”後可接adj.(ving,p.p,adv.)等作賓補。

①i was so tired that i could hardly keep myself awake.

②i’m sorry to have kept you waiting so long.

③keep your mouth shut and your eyes open.

④they kept us out.

⑤once a cold kept him in bed for three days.

an interest in 對……感興趣

have an interest in 對……感興趣

lose interest in 對……失去興趣

①he has a great interest in stamp-collecting.

②i lost my interest in history.

③his father took no interest in him.

for 付……的貨款，為……付代價

pay off 全部還清，償請(借款)

①did you pay 300 yuan to him for that bicycle?

②i have just paid off my loan from the bank.

③you’ll have to pay for your mistakes.

er v.受苦,遭受。

①she suffered greatly as a child.

②he suffered the loss of a leg during the war.

③she suffers from stomach-aches.

k out(戰爭、火災、疾病、瘟疫等的)爆發

①the american civil war broke out in 1861.

②fire broke out in the neighbour last night.

break out in (into)…忽然(做出)……

break out in laughter突然放聲大笑

break in (強盜等)強行闖入

break into闖入;打碎(打破)成……

break up 分開，分割

…by surprise對……突然襲擊，出乎……意料。

his parents took him quite by surprise when they suddenly appeared at the door.

charge of prep.擔任……，管理……，負責

in the charge of a personin a person’s charge由(某人)照料(管理)

take charge of 擔任……，接管。

my father is in charge of this company.

sail 揚帆啟航

the ship set sail for europe.

south向南行

head vi.向……前進，朝某方面行進。後面接for,forward的介詞短語，或表示方向的副詞east,eastward等。

①where are we heading?

②those ships are heading for hongkong.

高中英語必修三教案

英語必修一教案篇5

一、教學內容 pre-reading; reading; comprehending

二、教學目標

在本節課結束時，學生能夠

l 認識節日的分類以及節日對人們生活的影響，從更深入的層面理解各國節日的意義。

l 運用略讀(skimming)、找讀(scanning)、細讀(careful reading)等閱讀技巧來掌握篇章中心內容，獲取閱讀文章中的關鍵資訊。

l 根據上下文，理解本課的生詞、片語，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。

三、教學步驟

步驟一略讀(skimming)

1.學生看reading中的圖片和標題，兩人一組討論閱讀材料中將介紹什麼資訊，完成pre-reading的練習2。鼓勵學生在班內發表個人的見解。

2.老師指導學生快速瀏覽文章中的小標題和每個自然段的首句，瞭解文章大意，即不同的節日或慶典型別代表著不同的含義，有些是紀念死者的，有些是紀念人士的，有些是慶祝冬天的結束春天的播種、秋天的豐收、以及獵人獵到獵物等等。

設計意圖：快速瀏覽圖片、標題資訊、文章中的小標題和每個自然段的首句進行略讀，可以使學生在較短時間內準確地找到文章的基本資訊。

步驟二找讀(scanning)

1.老師先讓學生看“理解”中的練習1，瞭解節日的分類，老師可做必要的解釋。

設計意圖：學生在把握了節日的分類後，他們在完成下列各環節時更有針對性。

2.讓學生帶著練習1中的任務通讀一遍課文，重點閱讀和練習有關的內容，快速找出練習所要求的基本資訊。

設計意圖：通過找讀，學生帶著任務就可以快速獲得練習1所要求的關鍵資訊。

3. 在老師的指導下，全班合作填寫練習1表格中的第一行。然後，老師要求學生獨立完成餘下的三行表格的填寫。學生完成表格的填寫後，老師作點評。

設計意圖：學生在第一環節中完成了節日的分類、第二環節中找到了練習1中的關鍵資訊後，學生在本環節進一步整合資訊，完成練習1表格的填寫。

步驟三細讀(careful reading)

1. 學生仔細閱讀課文，獨立完成comprehending中練習2的問題1~3，然後請幾個學生回答，最後全班核對答案。

設計意圖：練習2中的問題1~3較4~5簡單，通過細讀全文，學生能夠獨立作答。

問題1~3的參考答案：

1) festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.

2) autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.

3) at spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.

2. 學生4人一組討論問題4~5，然後每組選出一名代表，彙報討論結果，最後老師給予指導並得出盡可能一致的意見。

設計意圖：問題4~5是開放性的問題，通過討論，學生可以根據文章的線索進行推理，根據已有的知識和經驗得出問題的答案。在彙報中，學生就能夠分享彼此的成果。

問題4~5參考答案：

1) it is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while.

2) the chinese, japanese and mexican festivals of the dead all have customs to honour the dead. the chinese and japanese go to clean their ancestors’ tombs.

步驟四歸納內容、對比

完成練習3~4的深層次的閱讀理解任務：

老師要求學生探討課文的整體結構和細節，從每個自然段中找出練習所需的具體的例證。然後老師指導學生完成表格的第一行。學生仿照第一行的填寫方法，完成表格其它行的填寫。在老師幫助下全班同學一起核對答案，力爭取得較一致的意見。

設計意圖：通過本環節的學習，學生能夠體驗歸納、總結、對比的學習過程，同時，為完成後續的寫作任務做鋪墊。

步驟五解決閱讀中學生遇到的困難

老師要求學生朗讀課文。然後4人一組根據上下文討論在閱讀中遇到的難以理解的單詞和片語，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等，先是組內探討解決，組內解決不了的，老師給予幫助。

設計意圖：解決閱讀中的障礙，培養學生根據上下文進行猜詞的能力。

步驟六歸納整理、複述課文

1. 老師事先用投影呈現出本課資訊圖，學生在老師的引導下，共同完成資訊圖中的資訊填寫，選一名學生填寫投影中的資訊圖(可用詞或短語)。然後學生根據“資訊圖”用自己的話複述課文：

設計意圖：教學生如何處理和加工資訊，檢查學生對課文中的主要資訊、事實、情節要點等是否清楚，訓練學生靈活運用所學語言表達自己的思想。

步驟七作業

讓學生把複述的內容寫成短文。

設計意圖：進一步加強學生對課文中主要內容的掌握，培養學生寫summary的技巧。

英語必修一教案篇6

學習目標

1．詞彙： advertise， share， persuasive，product, service, promote, place, intended, educate, welfare, complete(ly), lie, claim, aware, toothpaste, breath, cure, customer, connect, trick, creative, public, lead, nationwide, campaign, drug, deal, social, commit, smart, satisfied, publisher, unique, senior, choice, recommend, purchase, copy, sweet, sales, bar, packaging, update, design, unforgettable, fashionable, convenient, continuously, functional, filling, available, various, particular, goal, target, media, mailing, determine, appeal, react, gather, approach

2．片語、短語：be used to，be satisfied with, encourage sb. to do sth., post sth. on the school website, learn about, do some research on, have information to do sth., share sth. with sb. pay for, do sth. for free, be intended to do sth., educate sb about sth., tell sb. the truth, protect sb. from, be aware of, even if, be proud of, feel good about, connect sth. to, play trick on sb., serve the public, be meant to do sth., lead(live) a …life, deal with，believe in sth., publics service projects, project hope, school every child, be smart about, be supposed to do sth., persuasive language, exciting images, be popular with, market share, sales targets, market leader, be of high quality, sales figures, for the benefit of, have a goal, get sb. to do sth., create the right message, care about, be concerned with, affect one’s life, get the message across, depend on, come up with,

3．語法、結構：direct speech and reported speech 直接引語和間接引語

4．技能指導：

1） read expository writing

2） write an advertisement and develop an advertising campaign

合作探究

welcome to the unit

i． read the following and tell what they are for:

1. home-care helper for disabled woman in her downtown home, provide personal care and recreation, 10 a.m. to 6 p.m., five days a week.

824-3174 between 4 and 7 p.m.

2. large bedroom in shared house, close to downtown and university, off-street parking, on bus route, park with tennis courts across the street.

824-2723 or 823-0236.

3. 11 a.m. to 2 p.m.

complete

pasta dinners

$28.5

tel: 422307

4. tent--￡35

nylon, blue and green; lm high, 120cm wide,

190cm deep (for two people)

portable cd player--e60

with radio, stereo headphones, case. no batteries.

16cm x 13cm x 6cm. weighs 2kg

5. save 25%

all

mens

pajamas

ii． we have two basic types of advertisements. one is a commercial advertisement (cas商業廣告), and the other is public service advertisement (psas公益服務廣告) . read and enjoy the following advertisements and decide which are psas and which are cas.

1) make it possible with canon. 佳能數碼相機廣告

2) the daily modern 日產（尼桑）汽車廣告

3) planned parenthood

children by choice, not by chance

4) there’s no better way to fly. 德國漢莎航空

5) the power of dreams 本田汽車廣告

6) make poverty history

7) like no other 索尼產品廣告

8) take toshiba, take the world.

9) one by one they step forward: a nurse, a teacher, a homemaker. and lives are saved.

10) we can beat extreme poverty, starvation, aids. but we need your help

11) the choice of a new generation. 新一代的選擇。--百事可樂

12) ask for more 渴望無限--百事流行鞋

13) impossible made possible 使不可能為可能--佳能印表機

14) were not asking for your money; were asking for your voice.

cas：______________ ________________ ________________

______________ ________________ ________________

psas: ______________ ________________ ________________

______________ ________________ ________________

reading & discussion

read the passage of reading and decide the main ideas for each paragraph after discussion.

para1 __________________________________________________________

para2 __________________________________________________________

para3 __________________________________________________________

para4 __________________________________________________________

activities and discussion

i. learn to design some questions，express your opinion and state the views.

q1： _________________________________________________________________

q2： ________________________________________________________________

q3: ________________________________________________________________

q4: ________________________________________________________________

ii. try to join your main ideas together with some other sentences to form a summary of your reading.

____________________________________________________________

words and expressions

3．研析：

詞彙

1. share n. 一份（報酬、責任、權利等），股份，

if you want a share of the pay, you’ll have to do your share of the work.

如果你想得到一份報酬，就得做好你該分擔的那一份工作。

she owns 5000 shares in the company. 她擁有公司的五千股份。

children should have a share in deciding which subjects they study.

孩子們應可參與決定學習哪些課程。

vt. to join with other people in owning, using , or doing something 分享，共有，分擔

everyone in the house shares the same bathroom.

家裡的人都共用一個浴室。

he’s sure we’ll win the match, but i don’t share his faith in the team.

他肯定我們會贏這場比賽，但我沒有他對球隊的那種信念。

also 又作share out , to divide and give out in shares 分配，均分

his property was shared between his children.

他的財產由他的孩子們平分了。

2. be used to,

有用句型：be(get) used to sth; be used to doing sth 習慣於（某事）的；

she gets used to english food.

她開始習慣英國的食物。

i’m not used to getting up so early.

我不習慣起得那麼早。

[相關連結]：be used to do sth

used to do sth

would do sth

a computer can be used to do all its accounts.

電腦可以用來計算所有的賬目。

i don’t play tennis much these days, but i used to.

我最近不太打網球，可是過去常打。

we used to work in the same office and we would often have coffee together.

我們以前在同一個辦公室工作，並且經常一起喝咖啡。

注意：used to do sth 表示過去經常、總是或有規律地發生的事，但現在不一定還那麼做。 usedn’t to 否定縮略形式，used to 也常常被看作情態動詞。

3. advertise，vt.做廣告：為…做公開啟事，尤指讚揚（某一產品或企業）的質量或優勢以促??

1). to make known; call attention to: 引起注意：使變得著名；引起對…的注意：

i advertised my intention to resign.

渲染我要辭職的意向

2). to warn or notify: 告誡，告知：

this event advertises me that there is such a fact as death.

這件事告誡我有死亡這樣的事實

vi（不及物動詞）

1). to call the attention of the public to a product or business. 做廣告：引起公眾對產品或企業的注意

we advertised through the newspaper for the products of our factory.

我們通過報紙宣傳我們廠的產品。

2). to inquire or seek in a public notice, as in a newspaper: 登廣告：在公告，如報紙上詢問或尋找：

he advertised for an apartment when he just arrived in this city.

在他剛到這個城市時他登廣告尋求公寓房

4. recommend, vt.（及物動詞）

1). to praise or commend (one) to another as being worthy or desirable; endorse: 推薦：向另外一個人稱讚或推薦（某人或物），認為其有價值或合人心意；擔保：

they recommended him for the job.

他們推薦他做那項工作。

he recommended a sedan instead of a station wagon.

他推薦了轎子而不是馬車

2). to make (the possessor, as of an attribute) attractive or acceptable: 使受歡迎：使（其擁有者，如其品質之擁有者）具有吸收力或使之可取：

honesty recommends any person.

任何一個人都歡迎誠實的品質

your plan has very little to recommend it.

你的計劃幾乎毫無可取之處。

3). to commit to the charge of another; entrust. 託付：將……交給另一個人掌管；信託

she recommend a child to her friend when was away.

她不在家時把小孩子託給她的朋友照管。

4). to advise or counsel: 勸告：建議或忠告：

she recommended that we avoid giving offense.

她建議我們避免找麻煩

vi.（不及物動詞）

1). to give advice or counsel: 建議：給以勸告或忠告：

he recommended against signing an international agreement

他建議別簽署國際協定。

5. determine, vt.（及物動詞）

1). to decide or settle (a dispute, for example) conclusively and authoritatively.

判定：結論性、權威性地決定或解決（糾紛等）

he determined to go.

他決意要去。

i am determined to do better than mike.

我決心比邁克做得更好。

he determined to go [that he (should) go] at once.

他決心立刻就走。

2). to cause (someone) to come to a conclusion or resolution.

使（某人）得出結論，使得出解決方法

he has not determined what he will study.

他還沒有決定學什麼。

his advice determined me to drink and smoke no more.

他的勸告使我決定不再抽菸喝酒了。

3). to be the cause of; regulate:

成為…的原因；控制：

demand determines production.

需求決定生產

4). to give direction to:

定向：指出方向：

the management committee determines departmental policy.

管理委員會決定各部門的政策

vi.（不及物動詞）

1). to reach a decision; resolve.解決，決定：作出決定；

they determined on an early start.

他們決定早些出發。

i have determined on [upon] going to the countryside after graduation.

我已決定畢業後到農村去。

6. appeal, vi.

1). 呼籲；懇求

the government is appealing to everyone to save water.

政府呼籲每個人節約用水。

the victims families of the murder have appealed to the supreme court to have a definitive answer.

謀殺案的被害家屬已經請求最高法院作確切的答覆。

2). （常與to連用）吸引；引起興趣

she appeals to me.

我對她感興趣。

bright colours appeal to small children.

小孩喜歡鮮豔的顏色。

does the idea of working for a venture company appeal to you?

你有沒有興趣到合資企業去工作?

3). n. 呼籲；懇求

an appeal for forgiveness

懇求原諒

the teacher listened to his appeal.

老師傾聽了他的要求。

4). （常與to連用）上訴；訴諸於

appeal a decision to a higher court

不服判決提出上訴

he appealed against the judges decision.

他不服法官判決而上訴。

7. approach vt., vi.

1). 走近；靠近

we approached the museum.

我們走近博物館。

2). （首次）接洽

did he approach you about a loan?

他與你談了借款的事了嗎？

3). 開始考慮；開始著手

he approached the idea with caution.

他開始認真地考慮那個主意。

he approached the new job with enthusiasm.

他滿懷熱情地去幹新的工作。

4). 接近，近似

the population of our city is approaching 5 million

我們這個城市的人口接近500萬

it is not allowed to approach the forbidden area.

這裡是禁區不許接近。

the time is approaching when we must be on board.

我們上船的時間快到了。

[習慣用法]

at the approach of

在...快到的時候

be approaching (to)

與...差不多, 大致相等

be difficult of approach

(指地方)難到達的; (指人)難於接近的

be easy of approach

(指地方)容易到達的, 交通方便的; (指人)容易接近的

make an approach to

對...進行探討

make approaches to sb.

設法接近某人, 想博得某人的好感

approach sb. on sth.

向某人接洽[商量、交涉]

approach sb. about sth.

向某人接洽[商量、交涉]

approach to

接近, 近似, 約等於; (做某事)的方法[途徑]

8. satisfy vt. 使幸福；使愉快; 使滿足，使滿意

this work does not satisfy me.

這件工作我不滿意。

“i wasnt satisfied with our treatment at that hotel, so i shall complain to the proprietor.”

“我不滿意我們在那家旅館受到的待遇,因此我要向旅館老闆投訴。”

（常與of, that連用）使確信；使消除疑慮

i am satisfied that he is guilty.

我確信他有罪。

i satisfied my employer that i had finished.

我使老闆相信我已經完成

adj. satisfied; 感到滿意的 satisfying令人滿足的, 令人滿意的

the story had a satisfying ending. 那個故事的結局令人滿意。

9. intend vt. 想要, 打算; 企圖 ;設計; 計劃; 意指, 意思是

he intends his child for a doctor 他打算讓孩子以後行醫

he intends no harm. 他沒有惡意。

i intend to go home. 我想回家。

the book is intended for beginners. 本書是為初學者編寫的。

what do you intend by that remark? 你說這話是什麼意思?

is that what you intended? 這是你的原意嗎?

i intend it as a stop -gap. 我想拿它湊數。

[相關連結] intend 系正式用語, 指“心裡已有做某事的目標或計劃”, 含有“行動堅決”之意, 如:

i intended to write to you.

我要給你寫信。

mean 可與 intend互換, 但強調“做事的意圖”, 較口語化, 如:

i mean to go to bed earlier tonight.

今晚我想早些睡覺。

propose指“公開明確地提出自已的目的或計劃”, 如:

i proposed to speak for an hour.

我想講一小時。

[習慣用法]

be intended to (do) 意思是使; 是用來

be intended to be 規定為, 確定為

it is intended that 企圖, 意圖是

intend for 打算供...使用; 打算送給；打算使...成為; 想讓...從事某事

10. protect vt. 保護; 保衛; 準備支付(匯票)

protect home industries 保護國內工業

protect sb. from danger 保護某人免遭危險

a line of forts was built along the border to protect the country against attack.

在邊界沿線構築了堡壘, 以防國家受到攻擊。

he raised his arm to protect his face.

他舉起手臂護住臉部。

he is wearing sunglasses to protect his eyes from the strong sunlight.

他戴著太陽鏡以擋強烈的陽光。

11. aware adj. [用作表語]知道的; 意識到的

he wasn’t aware of the danger. 他沒意識到有危險。

i didn’t become aware of his arrival. 我沒注意到他的到來。

注意：後接從句時of 要省略。

are you aware that you have hurt her feelings?

你有沒有察覺到你已經傷害了她的感情了呢？

i became aware how she might feel.

我察覺到她會有怎樣的感受。

[相關連結] aware; conscious; sensible 都含有“意識到的”意思。

aware 側重“感官所意識到的外界事物”, 如:

everybody is aware of the importance of the four modernizations.

每個人都意識到了四化的重要性。

conscious 側重“心理感知”, 如:

he is conscious of a sense of quilt. 他感到內疚。

sensible 指“可用感官察覺到的(較複雜或抽象的事物的)”, 如:

i was sensible of her solemn grief. 我知道她很悲哀。

unaware 不知道的，沒察覺到的 unconscious不省人事的，未發覺的，無意識的

12. trick n. 詭計, 欺騙, 騙術, 奸計; 謀略; 惡作劇; 卑鄙的手段; 輕率愚蠢行為; 習慣怪癖; (貶意)祕訣, 竅門; 手腕, 手法; 技藝, 巧技; 戲法, 幻術; [口語]逗人的孩子; 俏姑娘

he exposed all the tricks of the enemy 他揭露了敵人的一切陰謀詭計。

a double -dealing trick 兩面派手法

tom can see through the magicians tricks.

湯姆能看穿魔術家的戲法。

戲法；把戲；花樣

i can do magic tricks.

我會玩魔術。

he has learned the tricks of the trade

他學會了這行生意的訣竅

he got the money from me by a trick.

他用詭計騙走了我的錢。

the children played a trick on their teacher.

孩子們捉弄了他們的老師。

tom has the trick of frowning.

湯姆有皺眉頭的習慣。

a mere trick of the light

(魔術中)僅靠燈光造成的幻覺

a night trick

夜班

a pretty little trick

漂亮的少女

13. deal with，vt. (dealt [delt]) 分配, 分派(out); 分, 分給, 授給, 發(紙牌)

給以(打擊); [常用於被動語態]對待, 對付

deal sb. hard blows 狠狠打擊某人

deal the cards 分牌

you have been well /badly dealt by him. 你受到了他的優/虐待。

vi. 交易; 經營(in) 應付, 處理, 考慮, 安排(with)，與...有關; 論述, 涉及(with)

從事, 參與; 生產; 使用，交際, 打交道, (和...)來往，對待, 處分, 懲處，分發(尤指分紙牌)

deal in tea 經營茶葉

deal with the cards 發牌

he is easy to deal with.

他很容易打交道。

the committee will deal with this complaint.

委員會將要處理這份投訴

the book deals with this problem.

這本書論述了這個問題。

the teacher deals fairly with his pupils.

這個教師公平地對待他的學生。

how would you deal with an armed burglar?

遇到持有武器的盜賊，你將如何對付？

14. believe in 信仰；信任; 相信; 認為（某事物）有價值

to believe in god 信仰上帝

i dont believe in the story.

我不相信這件事。;我不相信這個故事。

we believe in him.

我們信任他。

do you believe in ghosts?

你相信有鬼嗎?

some people believe in everlasting life after death.

有些人相信永生。

he believed in telling the truth.

他相信說的是真話

he believed in homeopathy

他認為順勢療法有效

i dont believe in letting children do whatever they like.

我不贊成讓孩子為所欲為。

15. be supposed to do sth.,

i suppose you are right.

我想你說得對。

lets suppose (that) the news is true.

讓我們假定這訊息是真的。

suppose your father saw you now, what would you say？

假設你父親現在看到了你, 你該怎麼說？

creation supposes a creator.

創造必須先有創造者。

i should suppose him to be about twenty.

我猜他是二十歲左右。

suppose we go for a walk.

我們去散散步吧。

be supposed to (do)

被期望或要求; 應該; (用於否定句中)不被許可; 據說

16. be of high quality,

be of +抽象名詞=be+該名的形容詞形式

be of great (much) value/ importance/ use/ help/ interest = be very valuable /important/ useful/helpful/ interesting

the dictionary is of great help to my translation but that one is of no use.

這本字典對我的翻譯有很大的幫助，但那本卻沒用。

the reference book is of great importance to my writing.

這本參考書對我的寫作是很重要的。

of的後也可加上特質名詞

be of +the same/different size/height/age/colour/weight/type /class etc.

we are of the same class.

我們是同一個班的。

the coins are of different sizes, shape sand metals.

這些硬幣大小、形狀、質地都不一樣。

以上這兩種of 結構還可以用作賓補和名詞的後置定語。

do you think the book of any interest to middle school students? (賓補)

old factory buildings have many halls and workshops of different sizes. (定語)

17. benefit n. 利益, 好處; 恩惠; 退休金; 津貼; 救濟金; 保險撫卹金義演; 義賽

a public benefit 公益

be of benefit to the people 對人民有好處

disability benefits 殘廢撫卹金

a benefit match 義賽

this dictionary will be of great benefit to me. 這部字典將對我有很大裨益。n.

vt. 有益於

exercise benefits our health. 運動有益於我們的健康。

vi. 受益

we benefit by [from] daily exercises. 每天做操對我們有益。

[習慣用法]

for the benefit of 為了...的好處

give sb. the benefit of ones experience 用自己的經驗[知識]幫助某人

in benefit 有資格得到救濟金(指生病、失業等津貼)

out of benefit 沒有資格得到救濟金

sick benefit 疾病津貼

18. concerned n. 所關切的事；涉及（某人）利害關係；焦慮；商行，公司；企業；康采恩，財團; 股份; 小玩意兒，小東西

have concern about the matter

關心此事

express /show deep concern for sb.

表示對某人十分關心

have concern over a friends misfortune

憂慮友人的不幸

a going concern

開著的商店；發展中的事業

joint stock concern

股份公司

paying concern

有收益的企業

a petty concern

細事

what concern is it of yours?

此事與你有什麼關係？

there is some cause for concern but no need for alarm.

是有點令人憂慮，但不必驚慌。

she has a concern in that company.

她在那家公司有股份。

her ring is an odd little concern fitted with blinking diamonds.

她的戒指是裝有許多閃光鑽石的小玩意兒。

[習慣用法]

as concerns 關於

as far as... be concerned 關於；至於；就...而??

be concerned about 關心

be concerned over (at) sth. 為某事憂慮

be concerned in sth. 和某事有牽連

be concerned with 牽涉到，與...有關，參與

everyday concerns 日常事務

feel concern about 憂慮，掛念

give oneself no concern (about) 不關切，對...冷淡

have a concern in 和...有利害關係

have no concern for 毫不關心

have no concern with 和...毫無關係

it is no concern of mine (yours) 這不關我［你］的事

of much concern 很重要，很有關係

of no concern 無關緊要，沒有意義

with concern 關切地

concern oneself about sth.忙於；從事；關心，關切

concern oneself in sth. 忙於；從事；關心，關切

concern oneself with sth. 忙於；從事；關心，關切

19. depend vi. [通常與 on, upon 連用] 依靠, 依賴; 相信, 信賴; 取決於, 由...而定

[習慣用語]

that depends.

[口]要看情況而定。

it all depends.

[口]要看情況而定。

you may depend upon it.

[口]肯定無疑; 放心好了。

depend on

依靠; 由...而定, 取決於; 從屬於; 依賴其維持

depend upon

依靠; 由...而定, 取決於; 從屬於; 依賴其維持

depend upon it

[口]肯定無疑,保管沒錯, 我敢說(用於句首或句末, 不必加主語)

20. come up with, 找出，想出（答案，計劃等）

you’ve come up with a good idea.

你想出來的主意好極了。

they might come up with a plan.

他們有可能想出一個計劃了。

he couldnt come up with an answer.

他回答不上來。

he couldnt come up with an appropriate answer just at the time.

那時他想不出一個合適的答案。

語法點津

direct speech (direct narration) 直接敘述的話語，即直接引語。the style used in writing to report what someone said by repeating their actual words.

reported speech (indirect speech) 轉告引述的話語，即間接引語。the style used in writing to report what someone said without repeating their actual words.

notes:

1．引述一般疑問句或附加疑問句時，通常用whether或if引導，而引述選擇疑問句時，一般只能用whether引導。

e.g.: “does he really mean it?”

---- i wondered whether/if he really meant it.

“they live in groups, don’t they?”

---- he asked whether/if they lived in groups.

“is this book yours or his?”

---- she asked me whether this book was mine or his.

2．引述特殊疑問句時，用原句中的wh-詞引導。

e.g.: “why didn’t you stop her?”

---- he asked why i hadn’t stopped her.

3. 引述陳述句時，用連詞that引導（that在口語中常被省略）。

e.g.: he said, “i like it very much.”

---- he said that he liked it very much.

“i’ve left my book in your room.”

---- he told me that he had left his book in my room.

3. 引述祈使句時，要將祈使句的動詞原形變成帶to 的不定式，並在不定式的前面根據句子的意思加上tell, ask, order 等動詞，如果祈使句為否定句，在不定式的前面加上not。

she said to us, “please sit down.”

---- she as

英語必修一教案篇7

一、教學背景分析

1. 單元背景分析

隨著科學技術的發展，各種各樣新的發明和發現都層出不窮。生活在這樣一個知識爆炸的年代，學生們更應用心去體會並感受科技和發明創造者給生活帶來的變化，進而能聯想到他們平時所學的學科及知識，並用英語為媒介進行知識的整合與串聯。同時從另一個角度來說，科技進步的同時，我們的社會也產生了各種各樣的矛盾與爭論，因此如何正確的看待或處理這些問題，也成為廣大學生應該瞭解並掌握的知識。

2.學生情況分析

本單元的設計與實施是建立在學生經過高一上半學期新教材學習基礎之上。學生已經逐步的適應了在活動與任務中學習英語以及如何處理語言知識與活動開展的關係。並且，他們也已經形成並培養了一定的小組合作學習及自主學習的能力。

二、教學目標分析

語言技能

聽：在聽懂教師向學生講述實驗中注意事項基礎上，繼續學習並強化捕捉特定資訊的能力，以及確定全文主要話題的概括能力。

說：應能在瞭解一定的現代科技發明基礎上，思考並學習如何對一種新的事物進行描述。同時能與他人進行交流，敘述事物的利與弊端。

讀：強化略讀、查讀等閱讀微技能，訓練通過尋找關鍵詞，主題句等方式更快速並準確的確定文章的段落大意，理清文章的總體框架與脈絡。繼續運用已經掌握的基本猜詞技巧猜測部分單詞，並在上下文體驗中感受某些佳句給讀者帶來的深層含義。

寫：學習在對事物進行理性思考的基礎上，運用恰當的句型與詞彙描述對事物正反面的不同觀點，同時更應注重掌握一些必要的過渡詞增加此類寫作的條理性與層次感，並應熟悉議論性作文的基本寫作框架。

情感態度與文化意識

(1)。進一步培養小組合作學習的能力，通過調查、採訪、討論等活動完成任務，取長補短，加強團體協作意識。

(2)。引導學生用英語進行不同學科特點的思考，體會學科之間的聯絡與區別。通過話題啟發學生積極思考，調動學生的學習興趣。

(3)。指導學生用批判的思維去接受新的事物，增強他們的辯論意識與能力。

(4)。意識到科技工作的艱苦以及所必需的個人品質與素質，鼓勵學生在學習過程中的創新精神與實踐能力。

語言知識

詞彙：學習並使用一些與science 和scientists有關的詞彙。

語法：進一步瞭解一詞多義現象與合成詞的構成。

功能：學習如何就某一事物給予別人指導與說明。

話題：掌握有關實驗說明的話題表達以及如何從正反兩方面對某一話題進行分析討論。

學習策略

指導學生運用已學會的抓重點、做記號、摘筆記等方式對所學內容進行整理與歸納，並鼓勵學生增加與教師和同學交流、合作，繼續培養正確的自我評價與相互評價的習慣，從而總結交流學習所得，進一步形成有效的學習方法。並指導學生把英語學習從課堂延伸到課外，發揮已掌握的使用工具書，查詢資料、上網等方式增加用英語思維與表達的能力，瞭解實驗對於科學研究的重要性，樹立正確的向上的學習態度，形成具有批判性的看問題習慣。

三、教學內容分析

本單元的中心話題是science and scientists。話題依附於聽力、對話、閱讀與寫作等語言載體中。本單元的話題內容與學生的日常學習有著密切的關係，應該說是以英語為媒體讓學生表達他們對平時理化生等理科課程，特別是相關實驗，所想到及感受到的內容。因此，儘管本單元的話題對學生而言有著一定的難度，但卻有體現出了以學生為中心，貼近學生生活而又富有時代氣息的特點。

warming up設計了四幅與學生的理科課程有關的圖片，學生通過對日常熟悉的相干實驗工具及場地的識別，展開相關學科特點與學習的討論。同時在此基礎上，要求學生們在listening部分能熟悉某些實驗室的規則及注意事項，掌握如何給予別人指導與說明，並能抓住文章的中心話題，捕捉相關細節內容，回答有關的問題。

speaking則是一個極富時代氣息的討論練習。要求學生們能對現在熱門的尖端科技有所瞭解，(練習中提供了諸如maglev train, cloning, nuclear energy, computer 與 space flight等內容)然後能就這些新的科學技術與工具進行理性的辨證的思考，既能感受到它們給我們的生活帶來的巨大利益，同時也能發現其中所存在的不足與弊端，並能通過討論、對話等形式發表自己的觀點與想法。這一部分也應該是本單元寫作內容的一個鋪墊。

reading講述的是科學家 franklin的風箏實驗，從而證明lighting and electricity are the same的故事。學生在理解文章的基礎上，能充分感受到實驗對於科學工作的重要性及科學家是如何獲得事業上的成功的。同時能落實材料中所出現的一些單詞與短語的使用。

language study是在本單元詞彙學習的基礎上，讓學生進一步瞭解並掌握一定的構詞法。主要是兼類詞、一詞多義現象及合成詞的構成。

integrating skills 通過學生對科學家是否應利用動物進行實驗，從而達到發明新產品現象的討論，理性的從正反兩個方面看待這一問題。同時在閱讀、思考與討論的基礎上，寫下一篇闡明自己觀點、立場與看法的短文。

四、教學重點與難點

重點

(1)。能就某一話題進行合理的分析，並從不同的角度去分析問題，展示一個物體的利與弊兩個方面。同時能在討論時學會運用哪些結構與單詞對事物進行評價，諸如“ it’s good / bad / harmful for… / it’s dangerous / expensive / important / unnecessary/ it brings people …/ it can help people…

(2)。掌握如何就某一話題給予別人指示與說明，能熟練運用 don’t do… / don’t forget to… / make sure… / remember that… / do be careful of…等結構進行討論、對話與表演。

英語必修一教案篇8

本教學設計在新課程教學理念的指導下，力求在培養學生的語言知識、知識技能、情感態度、學習策略和文化意識等素養的基礎上發展學生綜合運用語言的能力，使學生通過觀察、體驗、探究等主動學習的方法優化英語學習方法，充分發揮自己的學習潛能，形成有效的學習策略。

1. 開展學生活動，發揮主體作用

新課程強調要充分發揮學生在教學過程中的主體作用。本課設計遵循以學生為主體，教師為主導這一教學原則，創設角色扮演情景、激烈討論提出建議，讓學生限度地參與教學過程，尊重學生的主體地位，充分發揮學生在學習過程中的主動性、積極性、創造性，使課堂充滿活力。

2. 實施情景教學，統合三維目標

本課設計從教學需要出發，創設情景，進行情景設問、討論，激起學生的情感體驗，啟用學生思維，幫助學生迅速、正確地理解和接受知識，並在學習過程中培養其積極進取的科學的人生觀及價值觀，較好地落實了三維目標。而三維目標是相輔相成、相互滲透的，所以在情景教學的過程中，知識的落實、能力的培養、情感態度價值觀的滲透交融在一起，實現了三維目標的和諧與統一。

3. 轉變學習方式，增強教學效果

新課程要求提倡自主、合作、探究的學習方式，發揮學生的主體性、能動性和獨立性，本課設計通過自學課本，小組討論，綜合分析，角色扮演等活動，為學生自主學習、合作學習、探究學習提供了空間，使學生體驗了自主之樂，合作之趣，探究之悅，促進了學生知識的構建與運用，能力的培養和提高，情感體驗和態度、價值觀的形成，增強了教學效果。

4. 運用問題教學，啟發學生思維

本課設計按照誘思探究理論要求，遵循學生的認知規律，引導學生去發現問題、分析問題和解決問題，從而掌握知識，形成能力，培養品質。通過對文章分析的由淺入深，由易到難，循序漸進，引導學生結合歷史現狀和教材資訊，發揮想象，活化語言，從而達到綜合運用英語進行交際的目的。有利於培養學生的思維能力，激發學生的創新精神。

本教學設計貫穿了新的教學理念，體現了課程改革的鮮明特色，在教學內容的重新調整、教材的合理處理、教學思路的設計等方面作了嘗試性的突破與創新，具有較強的實踐性和操作性。

?教材分析】

本單元教學內容為人教版新課標module 5 unit 3 life in the future。本單元的中心話題是“未來生活”，教材內容為學生提供了想象的空間，旨在培養學生預測未來的能力，通過對現實生活與未來生活的對比，喚醒學生把握現在，珍惜現在，愛護環境，保護自然的意識。

第一篇reading文章主要講述主人公li qiang在時空旅行前、時空旅行中及時空旅行後的所見所想。第二篇則主要記敘了li qiang在太空站認識的兩個非常特別的太空生物，並將兩個生物的特徵進行了對比。兩篇閱讀文章都是科幻型閱讀，旨在喚起學生的想象力，培養學生對未來生活的預測。語法部分則延續了課文內容，通過作者對未來生活態度的討論引出過去分詞做狀語及定語的用法，並以短文填空的形式來鞏固文章生詞的用法。聽力部分則描繪了一個擁有高新科技的wonderland,表明了人類對美好生活的追求與幻想，並最終通過口語情景設定鍛鍊學生綜合運用英語的能力與技巧，從而對未來生活進行更細緻的預測。

考慮到各部分內容的內在聯絡，筆者結合教學實際將同一話題不同內容與形式的材料進行了重組，對教材內容、編排順序等進行了調整、刪減和補充，將整個單元設計成四個課時，豐富了教學內容和語言活動形式。

?學情分析】

1. 認知基礎：高一學生基本上能用英語清晰地表達個人觀點，準確地描繪

生活現象或表達個人情感，能用基本的詞彙、句型對未來生活作出描繪與預測。

2. 心理特徵：高中學生思想活躍，求知慾旺盛，學習態度明確，自我意識

發展迅速並趨向成熟，獨立自主性強，有一定的道德修養及正確的價值觀與審美觀。

3. 學習能力：學生對過去分詞的用法有基本的瞭解，其自主閱讀與表達能力有一定的基礎，具備良好的團體協作能力，並能進行有效成功的交流合作討論。

?教學目標】

(1)知識與能力

學習與未來生活有關的詞彙;能對本單元的生詞猜測詞義並能用英語釋義基本單詞;學習有關預測和猜測的表達方式以及過去分詞作定語、狀語的用法;能聽懂關於對未來生活、環境的想象、猜測和思考的會話，想象未來生活可能存在的問題;能用英語簡單地談論未來生活，猜測未來的科技發展趨勢;能閱讀關於未來生活、未來世界以及外太空和外星人的英語文章;能夠較好地發揮想象來描寫未來生活和外星生物。

(2)過程與方法

通過網路或圖書館等途徑查詢蒐集有關科學家對未來生活預測的資料，培養學生利用學習資源的策略;並且筆者結合教學實際對教材內容、編排順序等進行了調整、刪減和補充，將整個單元設計成四個課時。第一課時為warming-up and reading, 第二課時為learning about language, 第三課時為using language, 第四課時為listening and speaking。著重培養學生學習運用詞彙學習中的猜詞策略，激發學生想象力，預測未來生活。

(3)情感態度與價值觀

通過學習課文，使學生回顧歷史，認識現在，展望未來，激發學生的想象力;提高環境保護，資源保護意識。通過討論使學生了解中國和其他國家目前存在的社會問題以及科技發展方向，預測世界未來生活、環境的發展趨勢。

?重點難點】

重點：

1.掌握有關描繪未來生活的詞彙以及有關預測和猜測的表達方式。

2.通過對文章的學習，根據目前的現狀預測未來的生活，提高環境保護、資源保護意識。

難點：

1.掌握過去分詞作定語和狀語的用法。

2.運用所學的詞彙及句型寫出具有一定想象力的短文。

?教學策略與手段】

1.採取多種教學方式，講述法與討論法相結合，啟發式教學法與創設課堂思維情景相結合，接受式學習與探究式學習相結合。

2.以活動構建教學理論為指導，挖掘課程資源，利用圖片、表格、多媒體等多種形式，師生互動，分組探究。

3.適時對學生的學習過程進行調控與激發，實現教學預設與動態生成的統一。

?教學準備】

1.教師整理課堂相關文字、圖表、影音資料，製成多媒體課件。

2.課前組織學生蒐集、閱讀有關世界環境問題、當今科學技術發展及對未來生活預測的文章，積累一定的知識儲備。

3.課前按教室座位情況將學生分成若干小組，每組6人，並選出組長一人，以小組為單位開展合作學習。

?教學過程】

period 1: warming-up & reading

teaching aims:

1. learn some new words and expressions.

2. improve the students’ reading skills.

3. know the more advanced forms of transport in ad 3005 and the advantages and problems of life in the future.

teaching methods:

1. inductive method

2. pair work & group work

3. competition

4. illustration

5. deductive method

step 1 greetings and lead-in

teacher can start with daily greetings and try to lead in some words in this unit.

q1: where do you come from? do you live in the downtown or in the countryside?

do you live in a comfortable surrounding?

is it a suitable location for people to live in?

what is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).

2.q2: no matter where you live, i am wondering how do you usually go to school? (by bike, by car, by bus…)

bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. what other vehicles do you know?

carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

let’s take a look at the screen to learn about the development of all the means of transportation.

sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft

4.q3: what will the future means of transportation be like? (time travel)

well, today we are going to learn a text about time travel.

?設計說明】

由日常問候開啟話題，通過提問學生家鄉情況匯入城鎮生活，引出不同的建築材料及交通工具中的生詞;然後總結交通工具的發展歷史，預測未來的交通方式，引出跨時空旅行，從而進入閱讀文章的處理與學習。(由於考慮到warming-up中的transport與houses, villages,towns, 以及location of settlement的聯絡不大，可單獨提出，因此將transport的發展變化應用於課文的匯入中，這樣比較科學自然。)

step 2 skimming

teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.

q1：what will the future life be like?

students are given several minutes to read through the text and try to find out the changes mentioned in the text.

q2: which changes are mentioned in the text?

time travel – transport – air quality – religion – clothing – eating – houses – towns

teacher can ask the students to carry out a discussion about the changes.

q3: which changes are good and which are bad?

?設計說明】

猜測是培養學生閱讀能力的方法之一，因此筆者首先提出問題引發學生思考，對未來生活的各個方面進行預測。其次通過快速閱讀的方式，瞭解文章梗概，把握文章線索，找出文中對未來生活變化的描寫，培養學生快速閱讀的技巧與能力，並對未來生活變化的好壞進行小組討論，培養集體協作精神。(由於comprehending中關於未來生活變化好壞的討論難度不大，考慮到整個設計的連貫性，將其提至快速閱讀中，設定成小討論，將學生說與讀的能力更好地結合。)

step 3 reading for details

re the journey

q1: how many people are mentioned in the text? who are they?

q2: when did the writer write this letter? and to which year did he travel?

q3: why did li qiang travel to the year ad 3005?

q4: what did li qiang suffer from?

q5: how did li qiang feel? what makes him feel better?

q6: where did they arrive?

?設計說明】

通過幾個特殊疑問詞，提出以下問題，處理文章第一段。因本篇課文是一篇敘事故事，而記敘文時一般都包括事件發生的人物、時間、地點、事件、原因等關鍵要素，因此讓學生通過閱讀尋找上述要素，不僅讓學生的閱讀具有目的性，而且降低了閱讀的難度。

ng the journey

1) in the capsule:

climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?

2) out of the capsule

confused by the new surrounding, i was hit by the lack of fresh air

q1: how did li qiang overcome the lack of fresh air?

1. hovering carriage: .

q2: how did the hovering carriage float?

q3: how can a person move swiftly?

2. “a large market”

q4: what were people doing there?

q5: what happened to li qiang?

3. a large building

q6: what is a “time lag” flashback?

?設計說明】

按事件發生的先後順序及地點轉換順序，處理文章細節，培養學生抓住文章線索來處理課文的能力。然後根據地點轉移，自然地將“太空倉內”轉向“太空倉外”，按照作者在太空倉外所處的三個不同地點hovering carriage, a large market, a large building來處理文章第三段。

r the journey

(arriving home, he showed me into a large bright, clean room.

xx of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…

q1: how did the author feel after visiting the special house?

exhausted, i slid into bed and fell fast asleep.