第一篇：北師大版高一英語教案

北師大版高一英語模塊一詞匯詳解

Module 1 Unit 1 Lifestyles

1.matter n.& v.1)n.① 物質(zhì)

e.g.Matter is primary and mind secondary.物質(zhì)是第一位的，精神是第二位的。

The desk is a solid matter.桌子是一種固體物質(zhì)。

② 事情

e.g.the heart / root of the matter 事情的根本

the matter in hand / under discussion 手頭上的事 / 正在討論的事 It’s no laughing matter.這不是開玩笑的事。

I don’t discuss private matters with my colleagues.我不和同事討論私事。

We have several important matters to deal with at our next meeting.在我們下次會(huì)議上有幾件重要的事要處理。

③ 毛病，麻煩事(the ~)e.g.What’s the matter with the machine? 這臺(tái)機(jī)器有什么毛病？ Nothing is the matter with me.(= There is the matter with me.我沒事。)2)v.要緊，有關(guān)系

e.g.What they said matters little.他們所說的沒什么要緊。

What does it matter? 這要緊嗎？

It doesn’t matter if I miss my train.如果我錯(cuò)過了火車，這沒什么關(guān)系。

Does it matter if we’re a bit late? 如果我們遲到一會(huì)要緊嗎？ It is no matter to me what you do.(= It doesn’t matter to me what you do.)你做什么與我沒有關(guān)系。相關(guān)短語：① no matter+ whether /疑問詞?? 無論??

e.g.Don’t open the door, no matter who comes.無論誰來了，都不要開門。

Don’t trust him, no matter what he says.無論他說什么，都別相信他。

No matter where you go, I’ll follow you.無論你去哪兒，我都跟著你。No matter whether it will rain or not, we have decided to leave at six in the morning.無論天是否下雨，我們都決定早上六點(diǎn)鐘離開。

② a matter of ? 一件??的事 / 問題

e.g.It’s a matter of life and death.這是有關(guān)生死的問題。

③ make matters worse 使情況更糟糕的是

e.g.Her attempts to calm them down only made matters worse.2.suppose vt.1)認(rèn)為，猜想

e.g.What makes you suppose that I’m against it? 什么使得你認(rèn)為我反對(duì)此事？

I don’t suppose he’ll agree, or I’m sure he won’t agree.我認(rèn)為他不會(huì)同意的。

What do you suppose he wanted? 你認(rèn)為他想要什么？

It was generally supposed that it would not happen again.一般認(rèn)為這事不會(huì)再發(fā)生了。

The painting was widely supposed to have been lost during the war.這幅畫普遍被認(rèn)為在戰(zhàn)爭(zhēng)中已丟失了。

She’ll be there today, I suppose.她今天會(huì)在那兒的，我認(rèn)為。

“Will he come?” “Yes, I suppose so./ No, I don’t suppose so./ I suppose not.” 2)假定，假設(shè)

e.g.Suppose that the news is true;what then? 假設(shè)這消息是真的，那又怎樣呢？ Suppose you had a million pounds---how would you spend it? 假設(shè)你有一百萬英鎊，你會(huì)怎樣花它？

近義表達(dá)法：supposing(= if)如果，假設(shè)

e.g.Supposing that it rains, can we play the match indoors? 如果明天下雨的話，我們能在室內(nèi)打比賽嗎？

相關(guān)短語：be supposed to do sth.(= be expected to do sth.)被期望做某事 / 應(yīng)該做某事

e.g.You’re supposed to pay the bill by Friday.你應(yīng)該在周五前付了帳。

You’re not supposed to play football in the classroom.你不應(yīng)該在教室里踢足球。

They were supposed to be here an hour ago.他們應(yīng)該在一小時(shí)以前到達(dá)。

Am I supposed to clean all the rooms or just this one? 我是應(yīng)該打掃完所有的房間還是只這一間？ 3.complain v.抱怨，投訴

e.g.She complained to me about his rudeness.她向我抱怨他的粗魯。He complained that his meal was cold.他抱怨說他的飯菜冷了。

Our next door neighbor said he’d complain about us to the police if we made any more noise.我們隔壁的鄰居說如果我們?cè)倥鲈胍舻脑挘麑⑾蚓酵对V。

She complained of his carelessness.(= She complained that his carelessness caused her a lot of trouble.)派生詞：complaint n.抱怨，訴苦，怨言；不適，疾病（委婉語）e.g.He poured out his complaints before me.他在我面前訴苦。The workers made a list of their complaints.工人們列出了他們的抱怨。

4.switch n.& v.1)n.開關(guān)，電門，轉(zhuǎn)換器；轉(zhuǎn)變，改變 e.g.press the on / off switch, a switch from gas to electricity, make a switch from?to? 2)v.轉(zhuǎn)換，改變

e.g.He switched one argument for another.他改變了他的論點(diǎn)，轉(zhuǎn)到另一個(gè)論點(diǎn)上了

They switched the train to the other track..他們將火車轉(zhuǎn)到了另一個(gè)軌道上。

He switched the lights from green to red.他將燈從綠色轉(zhuǎn)變成了紅色。相關(guān)短語：switch on接通電流，開 switch off 切斷電源 switch over 轉(zhuǎn)換頻道，轉(zhuǎn)變

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.大風(fēng)期間，這個(gè)鄉(xiāng)村的好幾處地方斷了電。

I’m sorry I’m late;I overslept because my alarm clock didn’t go off.很抱歉我遲到了。我睡過了頭，因?yàn)槲业聂[鐘沒有響。

6.take up 1)拿起 2）占去（時(shí)間、空間等）3）開始從事（某項(xiàng)工作等），開始對(duì)??感興趣

e.g.Take care not to take up the hot coals with your bare hands.小心別徒手拿熱的煤。

This old tree will have to be taken up by its roots.這棵老樹將被連根拔起。

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.用另一種語言寫作要求付出很多的努力，以致于它花費(fèi)了我所有的注意力。

When does the Minister take up his office? 這位部長(zhǎng)什么時(shí)候就職？ When did Jane first take up music? 簡(jiǎn)是什么時(shí)候開始對(duì)音樂感興趣的？

7.suffer v.1)vt.經(jīng)歷，遭受 suffer pain / defeat / losses 遭受痛苦 / 失敗 / 損失

2)vi.受苦，感到疼痛/不適/悲傷等 suffer from headaches / loss of memory 由于頭疼 / 失憶而痛苦

e.g.We all have to suffer at some time in our lives.在我們的一生中免不了有受苦的時(shí)候。

He couldn’t suffer criticism.他受不了批評(píng)。

He suffered cruel oppression in the old society.他在舊社會(huì)受到殘酷壓迫。

8.stand n.& v.1）n.架，攤，臺(tái)

e.g.a coat stand 衣架 a news stand 報(bào)攤 a market stand 市場(chǎng)攤位 2）vi.站立

e.g.stand on one foot 單腳站立

She was too weak to stand.她太虛弱，站立不住。

A chair will not stand on two legs.兩條腿的椅子無法站立。Stand still while I take your photograph.當(dāng)我給你拍照時(shí)，你站著別動(dòng)。

After the bombing only a few houses were left standing.爆炸之后，只有幾棟房子依然挺立。3)vt.① 使直立；豎直放置 e.g.Don’t stand cans of petrol near the fire.別把汽油罐放在火邊。Stand the ladder against the wall.把梯子靠墻放著。

② 忍受（多用于否定句、疑問句）(= bear;put up with)e.g.He can’t stand hot weather.他無法忍受炎熱的天氣。

She said she couldn’t stand such foolish behavior.她說她無法忍受這樣愚蠢的行為。

She couldn’t stand to be told what to do.她無法忍受被告知該做什么。

He can’t stand being kept waiting.他無法忍受等待。

I can’t stand him interrupting all the time.我無法忍受他一直打擾。4)link v.處于（某種狀態(tài)）

e.g.The house has stood empty for months.這房子一直空了好幾個(gè)月。8.reduce vt.& vi.減少，降低；使成為（更小尺寸或更簡(jiǎn)單形式）e.g.The fire reduced the forest to a few trees.大火將這片森林燒得只剩幾棵樹。

This experienced editor is said to be able to reduce the misprints to almost zero.這位有經(jīng)驗(yàn)的編輯據(jù)說能將錯(cuò)誤印刷率降低到幾乎為零。The poor woman is reduced to begging.這位可憐的婦女淪落到了乞討的境地。

The house was reduced to ashes.這房子被燒成了灰。He was reduced to nothing.他瘦得不成樣子。9.diet n.飲食 比較： diet, food diet 是指一種特定的飲食習(xí)慣或一種規(guī)定的飲食，如素食，病人吃的某些食品。e.g.be / go on a diet 節(jié)食 a meat / vegetable diet 葷食 / 素食 The doctor ordered him a diet without sugar.醫(yī)生命令他吃無糖食品。The Irish used to live on a diet of potatoes.愛爾蘭人過去靠土豆為主食。Proper diet and exercise are both important for health.適當(dāng)?shù)娘嬍澈湾憻拰?duì)健康都是重要的。

food 多作不可數(shù)名詞，指可食用的所有東西，偶爾也可作可數(shù)名詞。

e.g.food and drink 飲食 mental food 精神食糧 canned food 罐裝食品 Milk is the natural food for young babies.牛奶對(duì)于嬰兒來說是天然食品。

We always get lots of food there, but they never give us much to drink.我們總能從那兒得到很多食物，但他們從不給我們很多喝的東西。Too many sweet foods, like cakes and chocolates may increase your weight.太多的甜食，象蛋糕和巧克力，可能會(huì)增加你的體重。9.prefer v.寧愿（preferred, preferring）常用結(jié)構(gòu)：prefer + sth.更喜歡?? A to B 喜歡A勝過喜歡B to do sth./ doing sth.喜歡做某事 sb.to do sth.寧愿某人做某事

that-clause(從句用should + v.)寧愿?? doing A to doing B 喜歡做A勝過喜歡做B to do A rather than do B e.g.Which would you prefer，tea or coffee? 咖啡和茶，你更喜歡哪一種？

People in the south prefer rice while those in the north prefer food made from flour.南方人愛吃米飯，而北方人較喜歡吃面食。

I prefer to walk there.(= I prefer walking there.)我寧愿步行去那兒。

He chose Spain，but personally I/'d prefer to go to Greece.他選了西班牙，但就我個(gè)人而言，我倒想去希臘。

He said he preferred the country to the city.他說城市和鄉(xiāng)村相比，他更喜歡農(nóng)村。The soldier preferred to die rather than give in before the enemy.這位戰(zhàn)士寧愿死，也不在敵人面前屈服。

I’d prefer you not to go there alone.我倒希望你不要單獨(dú)去那兒。We prefer that they(should)do it in a different way.我倒希望他們用另一種方法去做。

第二篇：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(shù)名詞時(shí)意為“經(jīng)歷，感受，體會(huì)”作不可數(shù)名詞時(shí)意為“經(jīng)驗(yàn)，體驗(yàn)” Eg:You don’t need any experience to work here.He had many interesting experiences while traveling in Afica.⑵earn作動(dòng)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?yàn)椤鹁茨橙?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(qiáng)調(diào)的是一般的水準(zhǔn)或普通水準(zhǔn)。在有數(shù)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(cè)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(xí)慣性發(fā)生的 ⑸ used to do sth.強(qiáng)調(diào)過去常常做某事，暗含現(xiàn)在不再做了 be used to sth.(doing sth)習(xí)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

第三篇：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(diǎn)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：高一英語教案

高一英語教案

編寫人：南昌一中外語組李志超

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：高一英語教案范文

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