高一英语教案（优秀8篇）
写一份优秀教案是设计者教育思想、智慧、动机、经验、个性和教学艺术性的综合体现。它山之石可以攻玉，以下内容是差异网为您带来的8篇《高一英语教案》，希望能为您的思路提供一些参考。
重读高中英语教案 篇一
Period 7-8 Grammar
Grammar
一。 动名词做主语的用法
动名词做主语往往表示经常性、习惯性的动作， 在口语中也可以表示具体的动作。如：
Seeing is believing. Helping her is my duty. Talking mends no holes.
空谈无济于事。
Working with you is a pleasure. 和你一起工作是一种乐趣。
动名词做主语和不定式做主语一样，也可以用it作形式主语。如：
It's rather tiring walking around in a city.
不定式做主语往往表示具体的特别是将来的动作。如：
It's no use crying over spilt milk.覆水难收。
He realized that to go on like this was wrong.
二。 动名词作宾语的用法
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
高一英语教案 篇二
教学目标
1、 Ability goals能力目标：
To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
To get The Ss to master some key words such as witness， abandon， yell， drag， flee and so on.
2、 Learning ability goals学能目标：
To enable the Ss to talk about animals under the sea.
To help the Ss know the importance of the relationship between animals and humans.
教学重点和难点
Teaching important points教学重点
Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
Teaching difficult points教学难点
1、 Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.
2、 Help the Ss tell apart from Before， During and After in the story.
教学过程
Step1.Warming Up：
Talk about animals under the sea.
1、 Have you ever seen some marine animals？
2、 What have you seen， and where have you seen them？
I have seen a/some/many…… in/on/from……
amazing marine animals： seal， turtle， dolphin， sea-horse， sea-star， shark， angelfish， jellyfish， lobster， coral
Step2.Fast-reading：
1、 Find out the Background Information of the story ： writer， career， writing style， time， place， main character.
2、 Find out the Main Idea of the passage： What’s the first story mainly about？
Step3.Careful-reading：
1、 Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first？ When did he believe it was a true anecdote？
2、 How many paragraphs are there all together in story1？ The hunt can be divided into 3 stages.
Stage1： before the hunt： （para. 2-6）：
Old Tom’s doing： throwing itself out of … and crashing down again… Why？ to tell the whalers…， …by the boat…， circling back to …Why？ to lead the whalers…
Whalers’ reaction： Another whaler __________. George _____ ___ _____ Clancy， and Clancy ______ after him. They __________ the boat and ______ ____into the bay.
Stage2&3： Dur ing and after the hunt： （para. 7-9）：
Killer whale’s doing： The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________； and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead， its body wa s _______ down into the depths of the sea.
Whalers’ reaction： The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
Conclusion： They have amazing relationship. They work as a team.
Step4.Summary
Working at the _______station， I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
On the afternoon I arrived at the station， as I was __________ my accommodation， I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom， who announced there would be a ___________.
Using a _________， we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing； and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________， the whale soon died. Very soon， its body was ________ by the killers down into the _______ of the sea.
课后习题
Deal with Exercise 3 in Comprehending 。 Let the Ss work in groups and do some discussion：As a matter of fact， whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion？ Are you for or against the banning whaling？ Consider the problem carefully and we’ll have a discussion tomorrow.
高一英语教学计划 篇三
一．教学情况分析
今年面临的情况前所未有，新课程标准的实施刚刚开始，现在是实验阶段，都在探索，新教材的使用还没有现成的经验可以借鉴，教师的教学面临改革和挑战。但学生的情况却和以前一样，基础参差不齐。高考的标准也没有明确的改变，这就给教学提出难题。
二．新学期教学内容
1．本学期要学完两册必修课课本。共10个单元。
2．做完补充提纲及必要练习题
3．听完规定要听的语音材料及补充材料
三．新学期教学目标
1．保质保量完成教学任务
2．探索最佳教学方法
3．缩短班级内学生的基础差距，达到基本平衡
4．进一步培养学生用英语综合运用能力
四．教学措施
1．组织全组教师集体学习新课程标准，研究新课程安排，把握新课标要求。
2．组内加强集体备课，研究新教材各模块之间的内在联系及教学要点，统一进度，统一学科资料，统一组织考试。
坚持每周一次的。集体备课，集体备课前先确立一名中心发言人，由中心发言人先确定下周所教单元的重点、难点，教材处理及完成教学内容所用的教法和课时安排，然后全组人员共同探讨，最后确定下来。中心发言人的依次轮流，顺序为：菊艳，，水兰，丁娜，郑舒。
3．组内教师互相帮助，互相学习，互相听课，取长补短，听课节数达到规定要求。
4．组内全体成员集体研究补充材料，群策群力，力争充分利用补充材料。如英语周报
5．全体成员加强与班主任及其他课任教师的联系，及时把握班级授课情况，以求
班级成绩均衡。
6．全体成员抓紧基础薄弱学生的促进工作，在最短的时间内提高他们的学习兴趣，促使他们尽快赶上班级队伍，为班级总体进步扫清障碍。
7．加强教学过程中学生的主体地位，充分调动学生的积极主动性，做到寓素质教育于外语教学中，突出外语教学的人文特点，发展学生综合运用语言的能力，培养学生获取信息，处理信息，及分析问题解决问题，推出结论的能力。
五．教学反馈与监督措施
1．作业每周三到四次，全批全改。重点强调书写的整齐漂亮。
2．一单元一结
3阶段测试每两单元一测；
4．单词考试与竞赛
单词考试应充分利用课堂，进行随堂小考；每学期进行一次单词竞赛；进行班级评比，同一层次评比，表奖班级总分前5名，学生总分前50名；
5．背诵教学
加强背诵课文和课文句式指导教学；每册教材要指定学生至少背诵5篇课文；
每个学期进行一次英语演讲比赛。
6．指导学生学习
指导学生建立单词卡本；建立错题集本；建立经典句式本；
总之，今年我们力争在新形势下，努力做到新课程教改与高考标准兼顾。集体探索，不断提高认识，不断改善教学方法，灵活使用教学资源，认真圆满的完成教学任务。
福州金桥高级中学06-07度高一英语第二学期教学进度表
周
次
日期
教学内容
课时数
中心
发言人
1
Unit1
6
菊艳陈
3
12日—17日
Unit2
6
江水兰
4
19日—24日
Unit2
3
Unit3，
3
郑舒
5
3月26日—3月31日
Unit3
3
6
4月1日—7日
Unit4
3
丁娜
7
9日—14日
Unit4
3
8
16日—21日
Unit5
3
菊艳陈
Unit5
3
9
4月23日—4月30日
期中复习和考试
5
10
1日—7日
放假
5
11
8日—12日
期中考试卷讲评
1
Unit1
5
郑舒
12
14日—19日
Unit1
6
13
21日—26日
Unit2
6
丁娜
14
5月28日—6月2日
Unit3
6
江水兰
15
4日—9日
Unit4
6
陈菊艳
16
11日—16日
Unit5
6
郑舒
17
18日—23日
总复习
6
18
25—30
总复习
5
19
。7月1日-6日
工作总结
5
周密文章
8
高一英语教案 篇四
teaching aims:
1. 能力目标：
a. listening: get information and views from the listening material;
b. speaking: express one’s attitude or views about friends and friendship in appropriate words.
c. reading: enable the ss to get the main idea
d. writing: write some advice about making friend as an editor
2. 知识目标：
a. talk about friends and friendship; how to make friends; how to maintain friendship
b. use the following expressions:
i think so. / i don’t think so.
i agree. / i don’t agree.
that’s correct.
of course not.
exactly.
i’m afraid not.
c. to enable the ss to control direct speech and indirect speech
d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought german series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标:
a. to arose ss’ interest in learning english;
b. to encourage ss to be active in the activities and make ss to be confident;
c. to develop the ability to cooperate with others.
4. 策略目标：
a. to develop ss’ cognitive strategy: taking notes while listening;
b. to develop ss’ communicative strategies.
5. 文化目标：
to enable the ss to get to know different opinions about making friends from different countries.
teaching steps:
period one
step1. warm-up
1、 ss listen to an english song auld lang syne.
2、 brainstorming: let ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful…。
step 2. talk about your old friends
1、 ss talk about their old friends in junior middle school, talk about their appearance, personality, hobbies, etc.
2、 self-introduction
step 3. make new friends
1、 ss go around and ask their new friends some information and fill in the following form
name age/hobbies/favorite sports, books, …
2、 report to the class: who will probably be your friend why.
step 4. do a survey
ss do the survey in the text ，p1
sep 5. listening and talking
do wb p41 (talking)。 while ss listen to the material, ask them to take notes about the speaker’s views of making friends.
when ss make their conversation, ask them to try to use the following expressions.
高一年级英语优秀教案 篇五
教学目标
通过本单元教学，使学生掌握有关提出建议或忠告的句型，对他人的一些具体问题提出自己的建议或忠告。复习有关看病的用语。通过对课文的学习，了解有关营养与卫生方面的基本常识，描写中国食谱与西方食谱之间的差异及优势。
1、重点词汇
examine;advise;contain;score;scores of;discuss;cause;suggestion;in (the)future;be rich in;put on weight;at the end (of)；lose weight
2、重要句型
1)I advise you not to eat fruit that isn't ripe in future.
2)The result is that many of them become fat.
3)There is as much sugar in it as eight pieces of sugar.
3、语法
学习英语中提出建议和忠告的句型
4、日常交际用语
a. Seeing the doctor：
1)What can I do for you? What was the matter?
2)Lie down and let me examine you.
3)I've got a pain/cough/headache.
4)I don't feel well.
5)There's something wrong with……
6)Take this medicine three times a day.
7)Drink plenty of water and have a good rest.
8)Take two pills now and two more in four hours'time.
b. Making suggestions and giving advice
1)You'd better have a good rest.
2)I advise you to do something.
3)I advise you not to do something.
4)I suggest that you do…
5)Why not do…？
6)Why don't you do…？
教学建议
写作建议
1、首先让学生们写在练习本上，然后与同组讨论，互相交换议建议。
2、谈论书中所给出的几个题目，练习学生们看病的用语。如：
I've got a pain/ There's something wrong，/I feel terrible./ I don't feel well，so on.
课文建议
Step1本篇课文是有关健康饮食的话题，通过对比中西方饮食的对比，让学生们能够对课文的了解，教师列表写在黑板上。(略)
Step2通过阅读，让学生掌握一些饮食的名称，如What's your favorite food?
duck/ chicken/egg/peanuts/jiaozi/noodles/chocolate/cream/cakes/potato crisps/butter，etc…
听力建议
Step1.Preparation for listening
让学生们准备去听听力，首先让他们看P121页的练习，使学生们能够了解练习的大概内容。
Setp2.每一道题先放一遍，提问学生们是否听懂，大概的内容是什么。然后再放两遍，让学生们单独去做练习。
Setp3.让学生们能够重复每一段小故事。如：Ex1.
I was in a chemistry lesson. I was carefully looking at something on the lab table and my hair caught fire. Luckily I wasn't badly hurt 。Next time I'll tie my hair back before I go into the lab. Long hair can be dangerous
重点难点讲解
辨析pain与ache
相同点：两者都表示疼痛。不同点：
pain要注意以下三个方面：
① 表示身体某部位不适时，属于可数名词；
I've a pain in my back. 我后背有点疼。
② 表示精神上的痛苦时，属于不可数名词；
He gave his mother much pain by failing all the subjects. 他所有的考试不及格使他妈妈很痛苦。
③作“努力”、“辛苦”讲时，只用复数形式，但不能用many，few修饰。
No pains，no gains. 不劳则无获。
ache表“疼痛”时，其主语是身体的某部位，而不是“人”。
My legs ache. = I have pains in my legs. 我脚疼。
注：head，tooth，stomach（胃)与ache一起构成复合名词，如：headache(头疼），但leg，foot，hand，forehead不行。
辨析asleep，sleepy 和sleeping
相同点：这三个词都具有形容词性质。不同点：
asleep意思是“睡着了，它是表语形容词，在句中只能作表语或宾语补足语，不能作定语。
The teacher found Tom asleep in class and kept him behind after school.
老师发现汤姆在课上睡着了，放学后把他留了下来。
sleepy意思是“想睡了”但并没有睡着。它可以在句中作定语。
I'm sleepy and I'd like to go to bed.老想睡了，我去房间休息了。
sleeping意思是“正在睡觉”。它可以在句中作定语。
They woke up the sleeping girl and asked her where her parents were.他们把那位正在睡觉的女孩叫醒，问她父母在哪儿。
辨析diet与food
相同点：diet，food都可作“食物”解。不同点：
diet指的是习惯的食物或规定的食物，特指维持健康的定量或定质的食物，如病人的疗养饮食。
The doctor has ordered me a special diet.医生给我安排了特殊的饮食。
注意：diet是可数名词，常与不定冠词a连用，如：
food是一般用法，凡能吃喝的具有营养的东西都称food. food是不可数名词，但在表示食品的种类时，可以用复数。
The doctor put him on a diet after operation.手术之后，医生规定了他的饮食。
Too many sweet foods will make you fat.太多的甜食会使你发胖。
辨析in the future 与 in future
相同点：这两个短语都表示“在将来”的意思，一般可以互换。不同点：
1)in future （= from now on）强调“从今以后/今后”，如：
Don't do that again. Be more careful in future. 别再那样做了，今后更要注意。
2)in the future （=time that has not come yet）侧重表示“将来某个时候/将来”，不一定就是从今立即开始，与in the past相对。
My sister wants to be an actress in the future. 我妹妹将来想当演员。
辨析 too much 与 much too
1)much too具有副词功能，作程度状语，常用来修饰形容词或副词原级，意为“实在太，非常”。它不能修饰动词。
It is much too expensive. 这实在太贵了。
2)too much具有形容词、名词和副词的功能，可用作主语、宾语、表语、定语或状语，意为“太多、过多、过分、太厉害”。中心词为much，too用于修饰much，表示程度，用以加强语气。其用法可以归纳为以下几种：
a. 用作形容词，修饰不可数名词；
b. 用作副词，修饰动词，作状语。
c. 用作名词，后常与of连用。
d. 用作代词；
e. 一般不单独用在be动词之后，但可用在 “be too much for sb.”结构中，表示“对某人来说太难了（受不了）”。例如：
1)There was too much noise.（√)The noise was too much.(×）噪音太大了。
2)She is afraid the rip will be too much for her. 她怕受不了旅途的劳累。
3)You are asking for too much.你要的太多了。
4)Jack thinks too much of himself.杰克太自以为是。
It cost him too much. 他付出的代价太大了。
辨析advise和suggest
相同点：这二个动词都是提出建议和忠告，后面同时可接如下用法：
1)可接名词：He advised / suggested a rest.他建议休息一下。
2)代词：They advised / suggested nothing to us.他们对我们没有什么建议。
3)动名词：Tom advised / suggested sending for a doctor at once.汤姆建议立即叫医生。
4)that引导的宾语从句（that从句中用should+动词原形，should可省略，意思相近）。
I advised / suggested that he (should)eat more fruit.我建议他应多吃水果。
不相同点：
advise可以接宾语+不定式短语或疑问词引导的不定式短语，而suggest不能这样用。
The doctor advised me to rest for a week.医生建议我休息一星期。
I suggested to hold a meeting (×)
I suggested holding a meeting.(√)
John suggested us to go for a walk.(×)
John advised us to go for a walk.(√)
辨析die of 与die from
相同点：两者含有“由于……而死”之意，后均接名词或动词-ing形式。在因外界环境影到体内或疾病，衰弱，年迈而造成的死亡时，两者可互换。
He died of/from overeating/hunger/cold /illness.他因为消化不良/饥饿/寒冷/疾病而死亡。
不同点：
die of 可用来表示因内在感情而造成的死亡，或因直接原因导致死亡，常用于以下情况：
die of cancer/a cold/a fever/old age/sorrow/love
die from用来表示非人体的而是环境污染，事故等造成的死亡，或者说因间接原因导致死亡，常用以下情况：
die from polluted air /an accident/drinking too much/ a wound因污染的空气/事故/饮酒过度/受伤而死
分析句型as much /many as…
作“多达……程度”解。所涉及的数量如果是可数的，则用many，如果是不可数 的，则用much，如：
You can eat as much as you like.你爱吃多少就吃多少。
Here are plenty of magazines. Take as many as you want. 这里有大量的杂志，你要多少拿多少吧。
分析discuss用法
vt.讨论，商量，商讨
1、+疑问词+to do
We'll discuss when to hold the sports meeting.我们将讨论什么时候开支运动会。
2、 +从句
We discussed where we should go.我们讨论了我们该上哪儿去。
n.讨论，议论
We had a long discussion about the question.关于这个问题我们讨论了很长时间。
cause much discussion 引起议论
be under discussion 在讨论中。
1.When playing football or basketball，you might be using 400 calories an hour.
这句是状语从句中省略了主语和动词be.在表示时间、地点、条件、方式（比较）或让步等的状语从句中，如果谓语含有动词be，主语又和主句的主语一致，或其主语是it，那么从句中的主语和谓语的一部分（尤其是动词be）往往可以省略，如：
连词+V-ing
When (she was)walking along the river，she met the stranger.
连词+V-ed
He won't come unless （he is ）invited.
连词+adj/adv
The news will change all our plan，if （it is ）true.
另外，在比较状语从句或方式状语从句中，可根据需要省略相同的成份。
You can jump much higher on the moon than (you jump)on the earth.
2.What food do you think is healthy and which is unhealthy?
该句为“特殊疑问词+do you think+其他部分构成的，用以征询对方的看法或推测等。其中的do you think 是插入语，并不影响全句结构。可以用于这一结构的动词还有believe，imagine，suppose等，如：
Who do you think has got the first prize? 你认为谁获得了第一名？
Which do you suppose will be taken away next? 你认为接下来被拿走的是哪一个？
但是当think，believe，imagine，suppose等用在“think+宾语+to be”结构时，要慎重选择who（主格）或whom （宾格），试比较：
1)Whom do you think to be the best in our class?你认为谁是我们班的学生？
2)Who do you think will be our English teacher next term?你认为下学期谁会当我们英语教师？
句1为“think sb. to be”结构，是对sb.表示疑问。
句2是对I think 后宾语从句的主语表示疑问。
表示建议和提出忠告的方法
“建议”可以包括两个方面，即表示建议对方做某事和表示建议对方和自己一起做某事，第二种情况在现代汉语中可用“咱们”这个人称代词。“建议”有许多表达方法，有直接了当地提出自己的想法，也有转弯抹角地暗示自己的想法；有随时想起的提议，也有经过周密思考提出的建议。表达“建议”的常用方法有：
1)用“Let's” 开头的祈使句后面接动词原形，建议对方和自己一起做某事，句尾常常加 “shall we?”，“OK” 等用于征求对方看法的词语，从而使语气缓和得多。例如：
Let's cross over here while the light's green.
Let's call it a day now，OK?
Let's go upstairs，shall we?
“Let's…，shall we?” 句型可以和 “Shall we…？” 换用，肯定回答常用 “Yes，let's…” 。例如：
—Shall we listen to some music? —Yes，let's listen to some.
2)用 “Why don't you…” 句型建议对方做某事，可缩略为 “Why not…？”。 例如：
Why don't you sell the car if you need money?
Why not look in the local paper?
3)用“How/ What about…？” 句型，表达非正式的建议，征求对方意见，多数情况下建议对方和自己一起做某事。例如：
How about a trip to the beach on Sunday?
What about coming across the road for a break?
4)用suggest，suggestion等词汇表示比较正式的建议，在会议和讨论中使用较多，也常用于书面语中。例如：
I suggest a meeting with the new members.
I suggest trying it once more.
I suggest (that)we (should)take the night train.
“劝告”偏重于为对方着想，替对方出主意、想办法，或者是长辈对晚辈、师长对学生、有经验的对无经验的人讲应该做什么或怎样去做。表达“劝告”的常用方法有：
1)“You'd better…。”句型表达随便的劝告，口语中有时省略had和主语you.例如：
You'd better take an umbrella. It's going to rain.
Better do it yourself. It's no good depending on others.
2)用should，ought to，might，could 等情态动词表达责任和义务。例如：
—Please tell me which courses to take in the first term.
—Well，you could take a history course. You might also take art course. You should certainly take a language course.
3)用advise，advice 等词汇。例如：
I strongly advise you to see the doctor.
My advice is： Go to the doctor right now.
高一英语教案优秀教案 篇六
Period 7-8 Grammar
Grammar
一、动名词做主语的用法
动名词做主语往往表示经常性、习惯性的动作，在口语中也可以表示具体的动作。如：
Seeing is believing. Helping her is my duty. Talking mends no holes.
空谈无济于事。
Working with you is a pleasure.和你一起工作是一种乐趣。
动名词做主语和不定式做主语一样，也可以用it作形式主语。如：
It's rather tiring walking around in a city.
不定式做主语往往表示具体的特别是将来的动作。如：
It's no use crying over spilt milk.覆水难收。
He realized that to go on like this was wrong.
二、动名词作宾语的用法
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
高一英语教案 篇七
一、教学内容分析
本单元的中心话题是西方绘画艺术的历史和中西方各种艺术形式和风格。听说读写都是围绕这个而展开的。
这节课的内容主要是围绕中国的绘画艺术的历史和风格及其各个时期的代表作品而展开的。通过做听力训练和热身，让他们对艺术和绘画有一个大概的了解，从而为接下来西方艺术的学习垫定基础。
二、教学目标
1.aims of knowledge（知识目标）
1) to know the information about art
2) to know some relevant words and expressions
2.aims of abilities（能力目标）
1) to improve students listening ability by guessing the content and setting down the key words
2) to enable the students to understand the brief short history of the traditional chinese painting
3.affective aims（情感、态度与价值观目标）
to arouse the patriotic spirit of the students and improve their team spirit by doing the group work
三、学习者特征分析
虽然这是选修七第一单元的第一个课时，学生在语言理解上会有一定障碍。我们班学生男生为大多数，普遍听力较薄弱，也比较缺乏兴趣。但是高二的学生通过一年多的高中英语学习，已经积累了一定的词汇，而且在听听力之前教师会让学生做热身，先熟悉目标词汇，使听力难度降低。在课堂上通过播放自己制作的视频来显示不同时期的绘画作品，同时播放《江南style》让学生自由展示自己的舞蹈，从而来激发学生的兴趣，消除学生听力课上的紧张情绪。
四、教学策略选择与设计
1.students-centered teaching
以学生为中心 让学生积极参与课堂
2.task-based teaching
听力环节教师创设情境，设置不同的听力教学任务，锻炼学生的思维
五、教学重点及难点
1、 to know about the traditional chinese art
2、 to set down the key words while listening
六、教学过程
教师活动
学生活动
设计意图
step1:warming up
（1） show the art works of fruit
（2） brainstorming
（3） enjoy a video of chinese painting
（4） learn the brief history of chinese painting
在用多媒体展示图片和视频后让学生回答下面的问题：
q1. what do you think of it?
q2.do you feel happy after seeing them?
q3.can you think of any other art styles?
运用多媒体展示让内容形象直观，激趣导入艺术和绘画这个话题，提高学生学习的自觉性和主动性。同时让学生了解中国绘画的历史。
step2: pre-listening
talk about the artworks and guess what period of chinese history each artwork belongs to 。
preview the relevant words and expressions
让学生根据图片猜测这些作品所属的年代
学生猜词意，读单词
图文并茂加上老师的讲解，让枯燥的知识生动化，让学生直观的感受意识产生的自然过程，并能够较快接受相关词汇。为听力打好基础。
step3: first-listening
put the words of time into order
听完材料后思考并讨论问题，学生回答问题。
听力中相关的年代和时期，在之前热身中已熟悉，把时间排序，提高对数字听力的敏感度。
step4:second-listening
listen again and take some notes for the detailed information（ who &when）
分组讨论思考。学生回答问题。
听细节，此作品是什么人在什么年代创作。
提高学生听力中把握细节的能力。
step5: game time （江南style）
学生观看视频再上台表演
小游戏是一个小高潮，气氛顿时活跃，调节课堂氛围，激发学生学习兴趣。
step6: conclusion and evaluation
思考讨论并回答。让学生对本节课进行总结，反思自己所学。
让学生反思的过程其实是让学生做自我评估，对自己的英语学生有一个及时的了解。对教师课堂效率的提高有一 定帮助。
高一英语教案 篇八
《Unit 3 A taste of English humour》
教学准备
教学目标
Teaching Objectives
1、 Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.
2、 Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.
3、 Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.
教学重难点
Teaching difficult points
1、 How to guide students to search for and sort out related information according to the assigned task through the Internet.
2、 How to cu ltivate students’ learning ability through teamwork based on network.
Teaching important points
1、 Help students to get the general idea and detailed information of the text effectively by skimming and scanning.
2、 Help students to analyze the reasons for Charlie Chaplin’s success by interpreting the key sentences and get them inspired.
教学过程
Step 1
Lead-in(3 mins)
1.Students’ Activities：
2.The Purpose of Activities
Students are to appreciate a video clip performed by Mr. Bean.
Students will be guided to acquire the form of nonverbal humour in a vivid way,
thus eage r to learn about the main character of the text with interest.
Step 2
Network-based Interactive Learning(25 mins)
1.Students’ Activities
（1）。Students are divided into five groups to search for and sorted out the related information according to the assigned task online
(2)A representative of each group is to share the information with the others.
2.the Purpose of Activities
Students will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.
Step3 Text-based Reading(17 mins)
Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the little tramp”become Charlie Chaplin’ famous character ？3. Read Paragraph 4 and fill in the blanks
。4. Find out the sentences that can account for Charlie Chaplin’s success from the text.
2.The Purpose of Activities
(1)Students will get the general idea as well as the structu re of the text by skimming.
(2)Students will get the detailed information and have a deeper understanding of the text.
（3） Students will get inspired while analyzing the secret to Charlie Chaplin’s success by interpre ting and appreciating some key sentences in the text.
课后习题
Step 5 Homework
1、 Students are to read the text carefully again and underline the phrases and sentences difficult to understand after class.
2、 Write a summary (about 130 words)。
读书破万卷下笔如有神，以上就是差异网为大家整理的8篇《高一英语教案》，希望对您的写作有所帮助。