第一篇：外研社版高一英語教案

教學目標

Knowledge and ability ob jective(知識與技能目標)

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(過程與方法目標)

1.Collaborative learning approach

2.To help the students use the grammar to do some exercises.Emotion, attitude and values objective(情 感、態度與價值觀的目標)

To help students to understand the different cultural customs of foreign countries.教學重難點

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.教學過程

Procedure:

Step 1 Review the vocabulary

1.to start with= to begin with 首先

2.on the bus 在車上

by bus 乘車

3.practise doing 練習做

4.think to oneself 心里想

5.come into one’s head 想到。。，產生(某想法)

=come into one’s mind

=occur to sb.=occur to one’s mind

6.What a shame 真遺憾!多可惜啊!

7.feel shame at 對。。感到羞恥，遺憾

feel ashamed of

8.small talk 閑談，聊天

9.get started 開始

10.on the right track 做對了，摸著門路了

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

ADDITIONAL READING

1.social manners 社交禮儀

2.feel guilty 感到內疚

3.show up 到場，露面

4.reach out to 與。。聯系

5.as soon as possible 盡可能快的6.on time 準時

7.lead to 導致

Step 2 the infinitive

a.帶to的不定式結構

1.能直接跟帶to的不定式結構的動詞主要有: want, ask, tell, hope,learn, try, decide, forget, remember, like ,love, stop, go, come等。

2.動詞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 姆告訴我別叫醒凱特。

b.不帶to的不定式結構

以下幾種情況使用不帶to的動詞不定式:

1.在固定詞組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.你最好現在回家。

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等感官或使役動詞后,要跟不帶to的動詞不定式作賓語補足語。例如:

I made them give me the money back.我迫使他們把錢還給我。

I didn't see you come in.我沒看見你進來。

3.在引導疑問句的why not之后。

“Why not+不帶to的不定式”是Why don't you do…的省略,可以 用來提出建議或勸告。例如:

Why not go with us。為什么不和我們一起去呢。

Why not take a holiday。=Why don't you take a holiday。為什么不休個假呢。

第二篇：外研社八年級英語教案

外研社《新標準英語》八年級

劉家堯學校 呂善友

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

本模塊以friendship為主題，結合friendship展開聽、說、讀、寫的活動。友誼是教育著重培養的情感內容之一，所以在培養學生語言認知能力的同時應該注意情感能力的培養。在開展聽力和和閱讀任務時注意評論等活動的設計，從而培養學生的綜合應用能力。同時本模塊主要語法是學習賓語從句，在處理對話和課文后，教師要注意精講和針對性練習，培養學生能力。

一、教學目標

1、知識目標

掌握本課詞匯：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、能力目標

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、情感目標

培養學生的人際智能。

二、教學策略

培養學生在大量語言信息中搜集發現知識重點，教師及時提供練習，做到及鞏固提高能力。運用小組合作。

三、教學內容

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、教學重點

文章中的短語及賓語從句

五、教學手段

多媒體，錄音機，六、教學步驟

Step1 創設情境，導入新課

這是課前活動，可以激活學生對本單元內容的學習興趣，教師引導學生回答Activety1中的四個問題，尤其是最后一個問題。讓學生來發表自己的看法，從而鍛煉學生。

在閱讀之前教師對本課單詞進行倆倆檢查單詞。

Step2 師生互動，學習探究

1、聽錄音完成Activety3、4，鞏固所學單詞。

2、對照學案，學生對文章進行精讀。

教師對課文中的重點難點進行點撥。

導學案知識內容：

重點短語(例句：用多媒體展示）

（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.導學案點撥：（教師點撥）

一.賓語從句的定義

置于動詞、介詞等詞性后面起賓語作用的從句叫賓語從句。賓語從句的語序必須是陳述語序。謂語動詞、介詞、動詞不定式，v.-ing形式后面都能帶賓語從句。有些形容詞（afraid,sure,glad等）之后也可以帶賓語從句。

二.賓語從句中引導詞的用法

在復合句中作主句的賓語，引導詞有： 連詞：that(that 常可省略),whether, if 代詞：who, whose, what ,which 副詞：when ,where, how, why 等。

（一）that引導的賓語從句（在非正式場合that可以省略）可跟that從句做賓語的動詞有：

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.注意事項：當主句謂語動詞是 think, believe, suppose, expect 等詞，而賓語從句的意思是否定時，常把否定轉移至主句表示。

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

? 當句中的動詞后接多于兩個由that引導的賓語從句時，第一個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.? 當主句的謂語動詞與that賓語從句之間有插入語時，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.? 當that從句是雙賓語中的直接賓語時，that不可省。

例句：I can’t tell him that his mother died.注意事項：許多帶復合賓語的句子，that引導的賓語從句經常移到句子后部，而用it作形式賓語。例句：I find it necessary that we should do the homework on time.（二）由whether,if 引導的賓語從句 由whether(if)引導的賓語從句，實際上是一般疑問句演變而來的。意思是“是否”。賓語從句要用陳述句語序。一般說來，在賓語從句中whether與if可以互換使用，但在特殊情況下if與whether是不能互換的。

例句：I wonder whether(if)they will come to our party.只能用whether，不能用if引導的賓語從句

? 在帶to的不定式前

例句：We decided whether to walk there.? 在介詞的后面

例句：I’m thinking of whether we should go to see the film.? 在動詞后面的賓語從句時

例句：We discussed whether we had a sports meeting next week ? 直接與or not連用時

例句：I can’t say whether or not they can come on time.只能用if不能用whether引導的賓語從句

? if引導條件狀語從句，意為“如果”

例句：The students will go on a picnic if it is sunny.? if引導否定概念的賓語從句時

例句：He asked if I didn’t come to school yesterday.?? 引導狀語從句even if（即使）和as if（好象）時

例句：He talks as if he has known all about it.（三）連接代詞和連接副詞引導的賓語從句

這樣的賓語從句實際上是由特殊疑問句變化而來的，賓語從句要用陳述句語序。用于這種結構的動詞常常是：see, say, tell, ask, answer, know, decide, show, find out, imagine, suggest, doubt, wonder, discover, understand, inform, advise等。

英語中的連接代詞有：who,whom,whose,which,what,在句中擔任主語、賓語、定語或者表語。例句：Can you tell me whom you are waiting for? 英語中的連接副詞有：when,where,why,how，在句中擔任狀語的成分。例句：None of us knows where these new parts can be bought.三.賓語從句的語序

賓語從句的語序是陳述句語序即：連接代詞/副詞+主語+謂語+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.賓語從句的時態

?? 主句是一般現在時，從句根據實際情況使用任何時態。

例句：The headmaster hopes everything goes well.?? 主句是過去時態，從句須用過去時態的某種形式。

例句：She was sorry that she hadn’t finished her work on time.?? 當賓語從句表示的是一個客觀真理或者事實時，即使主句是過去時，從句也用一般現在時態。

例句：The teacher told his class that light travels faster than sound.五.賓語從句的特點

?? 賓語從句可以作及物動詞、介詞及形容詞的賓語。?? 賓語從句的語序一律用陳述句語序。

?? 連接詞that引導賓語從句在句中無詞義，不充當句子成份，多數情況下可以省略。

?? whether 和 if 都可引導賓語從句，但 whether后可緊跟or not；whether從句可作介詞的賓語。?? 如果從句太長，可以用形式賓語it.Step3 合作交流，鞏固提高

1、教師精選練習，針對本課內容進行鞏固練習。

2、達標練習。（教師針對本課所學內容，尤其是是新語法:賓語從句。在導學案中設計語法專項練習，對學生進行鞏固測試。）Step4 拓展延伸（暨課后作業）

Writing：寫一篇改變你的生活的一件事或一個人。

課后反思:學習英語的途徑不要局限于課堂，本課內容較多，教師在授課時要整合教材內容可以進行刪減，我針對自己學生的特點，針對本課內容對學生進行了聽、說、讀、寫練習，課后加強對學生的監控指導，學生對本節課內容掌握還比較熟練。

第三篇：高一英語教案

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：高一英語教案

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作可數名詞時意為“經歷，感受，體會”作不可數名詞時意為“經驗，體驗” Eg:You don’t need any experience to work here.He had many interesting experiences while traveling in Afica.⑵earn作動詞意為“賺到，掙得;獲得，贏得” 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贏得某人的尊重 have a deep respect for sb由衷的敬重某人 respect sb for(doing)sth因為…而尊敬某人 eg.She has earned the respect of her classmates.eg.She respected him for his honesty.⑷比較average,common,ordinary,usual的用法 ·average意為“一般的，普通的”，強調的是一般的水準或普通水準。在有數字的情況下表示“平均”。

·common意為“普通的，常見的”，它可以指共同的，共有的特征。·ordinary意為“普通的，平凡的”，側重人或事平淡無奇。·usual意為“通常的，慣常的”，指熟悉的常用的或習慣性發生的 ⑸ used to do sth.強調過去常常做某事，暗含現在不再做了 be used to sth.(doing sth)習慣于（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.參考答案：

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：高一英語教案

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.重點句式

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.