教师撰写教案的目的是用于课堂教学，在准备上课之前教师一定要认真准备好适合自己班级的教案，下面是总结了小编为您分享的高一必修二英语教案6篇，感谢您的参阅。
高一必修二英语教案篇1
教学目标
te aching aims:
1.knowledge aims:
in this class, most of the students will:
1. learn the outline of the sample passage about a great woman.
2. learn some useful expressions and structures of describing a great woman;.
2.ability aims:
the students will read the sample passage and learn how to describe a great woman by imitating the sample passage.
3.emotional aims:
arouse the students’ interest of great women and learn something from them.
教学重难点
teaching important points：
students will learn to analyze the outline of a sample passage and learn to write a composition of a great woman.
teaching difficult points
ss learn some useful expressions: be admitted to, devote oneself to.
教学过程
teaching procedures:
step 1 warming-up:
play a part of roman holidays and then talk about the famous actress a nd great woman audrey hepburn.
设计意图：这是一节阅读加写作课，为避免枯燥，首先课前播放《铿锵玫瑰》歌曲，导入伟大的女性话题，然后请学生观看一段罗马假日电影片段，引入女主角奥黛丽赫本，通过图片，让学生了解到她不仅仅是一个演员还是一个伟大的女性，贴近话题。
step 2 reading:
activity 1. fast reading
ask the students to read the sample passage quickly and answer the following questions.
1. when and where was hepburn born?
2. which film made her famous?
activity 2 detailed reading.
⑴ask the ss to read the passage carefully and fill in the blanks.
设计意图：读细节，让学生从文章中学习相关词组和句型结构，为后面顺利写作进行细节铺垫，阅读过后呈现思维导图，让学生对所学知识更加直观清晰。
a great person
para 1 background (背景)
para 2 achievement (成就)
para 3 assessment (评价)
设计意图：通过阅读，让学生了解文章的篇章结构，为学生后面‘对伟大女性’描写做好整体性框架的把握。推导出描写伟人一般的普遍的框架。
step 3 talking：
ask the ss to work in groups to talk about madame curie according to the given information.
the whole class are divided into to 3 groups. ss in group 1 ta lk something about her family background and education. ss in group 2 talk something about her j obs and achievemen t. ss in group 3 talk something ab out her impressions on others.
设计意图：学生通过给定的信息，用已学知识谈论居里夫人，为写作做写前铺垫。
step 4 writing：
1. ask the st udents to write down what they talked about madame curie within 10 mins.
2. check in class.
show several compositions of them in class.
设计意图：教师先批阅学生作文，起到示范的作用, 引导学生自己修改。
3. peer check in pairs
encourage the students to share their compositions with th eir partners and find out some good sentences and correct mistakes if necessary. the possible checklist is as follows:
1. if all the information has been included?
①her family background and education
②her jobs and achiev ement
③her impressions on others
2. right tense?
3. right voice?
4. are there any advanced words、structures and complex sentences?
设计意图：交换批改同伴的文章，通过欣赏其他同学的文章，巩固今天所学知识，通过关注和发现同伴写作中的优秀的句子和出现错误的地方，进一步帮助和提醒学生更好地写作。
step 5 summary
t guides ss to make a summary.
a famous saying from madame curie.
课后习题
homework:
improve and polish your writing after class and hand it in to me.
高一必修二英语教案篇2
1 target language
a. key words
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote …… to
b. key sentences
watching a family of chimps wake up is our first activity of the day.
everybody sits and waits while the animals in the group begin to wake up and move.
but the evening makes it all worthwhile.
…… we see them go to sleep together in their nest for the night.
only after her mother came to help her for the first few months was she allowed to begin her project.
for forty years jane goodall has been helping the rest of the world understand and respect the life of these animals.
2 ability goals
a. learn warming up, and know how to tell the great women and the famous women.
b. learn the way to describe a person from what the person did, what she/he looks like
3． learning ability goals
teach ss how to describe a person.
teaching important points
a. by reading a protector of african wildlife, students can learn from jane goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲 ）that made her successful. if everyone had such kind of heart, they would give everything benefit for all living things. then our world will be full of love and peace, without any war and starvation.
b. ask students to answer these questions:
1) what made her a great success?
2) what should we learn from jane goodall?
teaching difficult points
let everyone believe that all of us can become jane goodall.
teaching methods
高一必修二英语教案篇3
teaching plan for unit 1
teaching materials & analysis contents warming up p1
pre-reading p1
reading p1-2
comprehending p2
learning about language
discovering useful words & expressions
discovering useful structures p3-4
using language listening & speaking p5-8
reading, speaking & writing
summing up
workbook & test p41-47
importance 1. have students learn some useful new words and expressions and let them learn effective ways to remember english vocabulary.
2. get students to learn about the history of the amber room and famous cultural relics in china and abroad to stimulate their sense of cultural relics protection.
3. enable students to learn to tell the difference between facts and opinions to train their thinking and analyzing ability.
4. let students learn to give opinions and ask for opinions in english.
5. let students learn the. new grammar item：the restrictive attributive clause and non-restrictive attributive clause.
6. develop students’listening，speaking，reading and writing ability
difficulties 1. train students' thinking and analyzing ability by making them learn to tell from facts and opinions.
2. develop students’ speaking ability by encouraging them to give opinions and ask for opinions in english.
3. develop students’integrated skills.
teaching aims topic cultural relics protection；
famous cultural relics in china and abroad
vocabulary words race，valuable，survive，vast，dynasty，amaze，amazing，select，honey，design，fancy，style，decorate，jewel，artist， belong，troop，reception，remove，wooden，doubt，former，worth，local，apart，painting，castle，trial，evidence，explode，entrance，sailor，sink，maid，informal，debate
expressions in search of，belong to，in return，at war，less than，take apart，think highly of
functional items 1）asking for opinions
2）giving opinions
structures the attributive clause
arrangement
of time 1st warming up pre-reading reading comprehending
2nd language points
3rd grammar
4th using language: reading & talking
5th using language: listening & speaking
6th using language: reading & writing 1）asking for opinions
7th revision
1）asking for opinions
the 1st period
unit 1 contents warming up pre-reading reading comprehending
teaching aims knowledge vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel，artist，belong，troop，reception，remove，wooden，doubt，former，worth
phrases in search of，be long to，in return，at war，less than
1. get students to learn the useful new words and expressions in this part.
2. let students learn about the history of the amber room.
ability 1. let students read the passage in search of the amber room to develop their reading ability.
2. enable students to learn to talk about cultural relics.
emotion 1. stimulate students’sense of cultural relic`s protection by reading the passage in search of the amber room．
2. develop students’sense of cooperative learning.
analysis
of the teaching materials importance 1. let students read the passage in search of the amber room and learn about the history of the amber room.
2. get students to learn different reading skills.
difficulties 1. develop students’reading ability.
2. enable students to learn to talk about cultural relics.
multimedia computer ppt cd
teaching & learning methods 1. task-based teaching & learning
2. cooperative learning
3. discussion
teaching procedures
the 1st period
step 1 warming up
1. warming up by looking and talking
2. give students 4 minutes to read the passage carefully，and do exercise 1 and exercise 2 in comprehending on page 2.
3. listening and reading aloud
play the tape of the text for students to listen to and follow. then ask them to read the text aloud.
4. deal with some new words，expressions and structures.
5. discussion of style. let students discuss the following questions：，
how does this passage present facts about the amber room? can you find the opinions?
what is the author's attitude towards the amber room? how do you know?
step 2 pre- reading
turn to page 1 and finish pre- reading part.
step 3 reading
1. skimming for the general idea of each paragraph
ask students to read the passage fast to get the key words and general idea of each paragraph and fill in the chart.
the general ideas
paragraph the history of the amber room
1
2
3
4
5
2. scanning for detailed information
ask students to read the passage carefully to locate the detailed information.
do exercise 1 and exercise 2 in comprehending on page 2.
3. deal with any language problems students might meet while checking the
answers with the whole class.
4. reading aloud and underlining
ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence. tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class as homework.
be used to do...， be made into， make the design for the room，
feel as hard, as stone， be of the fancy style，
give the name， be made into any shape， be made with gold and jewels， in fact， as a gift of， in return，
be made to be a gift， serve as， add more details to...，
the search for， be made for， one of the great wonders，
art objects， look much like, at war，
remove... from.， remain a mystery， be ready for…
step 4 consolidation
go over the key words with the students and write them on the blackboard. give students 3 minutes to prepare and then ask some to retell the story of the amber room to the class.
step 5 closing down by having a discussion
raise the following questions and discuss them with the students.
can you imagine the fate of the amber room? what is it?
do you think if it is worthwhile to reproduce the amber room? why?
step 6 homework
1. learn the useful new words and expressions in this part by heart.
2. read the text again and try to talk about the history of the amber room.
the 2nd period
unit 1 contents reading comprehending & learning about language
teaching aims knowledge vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel， artist，belong，troop，reception，remove，wooden，doubt，former，worth
phrases in search of，belong to，in return，at war，less than
1. get students to learn and grasp the important useful new words and expressions in this part
2. let students learn some important and useful sentence patterns
ability 1. get students to use some useful new words and expressions correctly.
2. enable students to make sentences after the useful sentence patterns.
emotion 1. stimulate students' interest in learning english.
2. develop students’ spirits of cooperation and teamwork.
analysis
of the teaching materials importance 1. enable students to grasp the usages of such important new words and expressions as survive，belong，doubt，belong to，in search of，etc.
2. get students to master the patterns：“sadly，although the amber room was considered one of the wonders of the world，it is now missing，and“there is no doubt that the boxes were then put on a train for konigsberg.. .”
difficulties 1.let students learn the usages of the words“belong“ and“doubt”and the expression ”belong to“.
2.get students to understand some difficult and long sentences.
multimedia computer ppt cd
teaching & learning methods 1. task-based teaching & learning
2. cooperative learning
3. discussion
teaching procedures
the 2nd period
learning about important language points
step 1 revision
1. check the homework exercises.
2. ask some students to tell the history of the amber room.
step 2 reading and finding
get students to read through warming up，pre-reading，reading and comprehending to underline all the new words and useful expressions or collocations in these parts.
a cultural relic，be rare. and valuable，survive for a long time，whether... or not，an amazing history，be used to do...，the design of the room，the fancy style，popular in those days，give the name，decorated with gold and jewels，in fact，as a gift of...，in return，be made to be a gift，serve as，add more details to，the search for，be made for， one of the wonders，art objects，look much like...，at war，remove... from...，remain a mystery，be ready for.
read them aloud and copy them down in the exercise book after class.
step 3 practice for useful words and expressions
1. turn to page 3. go through the exercises in discovering useful words and expressions with students and make sure they know what to do.
2. give them several minutes to finish the exercises. they first do them individually，and then discuss and check them with their partners.
3. check the answers with the whole class and explain the problems they meet where necessary.
step 4 vocabulary study
1. survive vt. & vi。
1）vi. continue to live or exist继续生存或存在
few survived after the flood. 洪水后生还者极少。
the custom still survives. 这种风俗习惯还保存着。
2）vt. continue to live or exist in spite of nearly being killed or destroyed
幸存；幸免于
he survived the shipwreck. 在这次船只沉没事件中他幸免于难。
the plants may not survive the frost. 这些植物不经冻。
the house survived the storm. 经过暴风雨袭击，这所房屋并未倒塌。
3）vt. remain alive after sb.比某人长命
he survived his wife for many years. 他比妻子多活好多年。
?拓展】
survivor，person or thing that has survived幸存者；逃生者；残存物
survival n. 1）state of continuing to live or exist幸存；残存；生存
2) person, thing, custom，belief, etc. that has survived from an earlier time 遗老；遗习；旧风俗；旧思想
2. belong to: be the property of; be a member of 属于；是…的成员
the land belongs legally to the government. 该地依法属政府所有。
the blue sky belongs equally to us all. 蓝天为我们所共有。
they belonged to a younger generation. 他们属于年轻的一代。
?注意】
belong to不用于被动语态，也不用于进行时态。例如：
这本书现在属于我。
正：this book belongs to me.
误：this book is belonged to me.
误：this book is belonging to me.
3. in return: as payment or a reward for sth. 作为对某事的酬谢或回报
i bought him a drink in return for his help.我请他喝酒以酬谢他的帮助。
he presented her a notebook in return. 他回赠给她一本笔记本。
4. doubt n. & v．uncertainty or disbelief; reason for not believing sth.
怀疑；不确定；不信任；不相信
there is not much doubt about it. 这没什么可怀疑的。
i have doubts about his competence. 我对他的能力有很大怀疑。
he has his doubt to this being true. 他怀疑这件事是否属实。
please dismiss all doubts about it. 怀疑是人的天性。
i do not doubt of your success. 我不怀疑你的成功。
i doubt whether/if he is at home. 我看他不一定在家.
i do not doubt that he can recite it. 我相信他能把它背下来。
can you doubt that he will win? 你不相信他会获胜吗？
i doubt what he said. 我不相信他说的话。
5．remain vi. usually not used the continuous tenses通常不用于进行时态
1）be left or still present after other parts have been removed or used or dealt with剩下；剩余）
after the fire,very little remained of my house. 火灾过后，寒舍所剩无几。
if you take 3 from 8，5 remains. 8减3剩5。
2）be left to be seen, done, said, etc. 留待以后去看、去做、去说等
it remains to be seen whether you are right. 你是否正确，以后可见分晓。
much remains to be done. 要做的事情还很多。．
3) stay in the same place;stay behind停留，逗留；留下
i remained in london until may. 我在伦教一直待到五月．
she left，but i remained（behind)． 她走了，我没走。
4) continue to be；stay in the same condition仍然是；保持不变
we should remain modest and prudent. 我们应该保持谦虚谨慎。
let things remain as they are. 保持现状吧．
?辨析]remain＆stay
remain和stay都指“继续停留”或“继续保持某种状态、关系或行动”，二者常可互换。
remain强询“继续停留于一处或保持原状态，情况性质不改变”。例如：
this place remains cool all summer. 这个地方整个夏天都凉爽。
stay强调“某人或某物继续留在原地而不离开”。例如：
he stayed to see the end of the game. 他一直待到比赛结束。
step 5 sentence focus
1. this gift was the amber room，which was given this name because several tons of amber were used to make it.
这件礼物就是唬拍屋，它之所以有这个名字；是因为造这间房子用了好几吨珑拍．
这是一个复合句，句中which was given this name because several tons of amber were used to make it为非限制性定语从句，从句中又含有原因状语从句because several tons of amber were used to make it。
非限制性定语从句，修饰物时用which, whose；修饰人时用who, whom, whose。非限制性定语从句和它的先行词之间只是松散的关系，往往是对先行词作补充说明，这种从句在朗读时有停顿，在文字中通常有逗号与主句隔开。例如：
the chairman，who spoke first，sat on my right.
主席坐在我的右边，他最先发言。
the speech，which bored everyone，went on and on.
那演讲一直在进行，大家都觉得厌烦。
关系副词where和when也能引导非限制性定语从句。例如：
on april 1 they flew to beijing，where they stayed several days.
4月1日他们飞到北京，在那里待了几天。
i'm seeing the manager tomorrow，when he will be back from new york.
我明天要去见经理，他明天从纽约回来。
另外，由which引导的非限制性定语从句，有时候修饰整个句子或句子中的某个部分。例如：
they have invited us to visit their country，which is very kind of them.
他们非常友好地邀请我们去访问他们的国家。
they usually take a walk after supper，which does them a lot of good.
他们通常晚饭后去散步，这么做对他们很有好处。
2. the design of the room was in the fancy style popular in those days.
屋子的设计是当时流行的极富艺术表现力的建筑式样。
这是一个“主系表”结构的句子,in the fancy style...在句子中用作表语，注意介词in的用法，此处表示“以……方式，以……式样，以……风格”。类似用法有in a different way等。
popular in those days是形容词短语修饰the fancy style,形容词词组作定语时，通常都作后置定语。例如：
they have a house larger than yours. 他们的房子比你的大．
the boys easiest to teach are in my class. 我班上的男生最好教了。
嵌这类后置的定语在意义上相当于定语从句。例如：
a house larger than yours= a house which is larger than yours
the boys easiest to teach＝the boys who are easiest to teach
3. in 1770 the room was completed the way she wanted.
1770年，这间唬拍屋按照她的要求完成了。
句子中的the way she wanted作状语，表示方式。此句实际为the room was
completed the way she wanted it to be completed, the way表示“方式；方法”，在定语从句中作状语时，后面的从句的引导词常常用that或in which或省略。例如：
i was never allowed to do things the way i wanted.
我从来就不被允许按照自己的想法去做事情。
we have to make it work in the way（that/in which) they want it to.
我们必须按照他们的想法把事情办好。（此句中way在从句中作状语）
he was looking at her in the way that surprised her.
他看着她的样子让她很惊讶。（注意此句中that可用which替换way在定语从句中作主语）
4. there is no doubt that the boxes were then put on a train for konigsberg，which was at that time a german city on the baltic sea.
毫无疑间，这些箱子后来被装上火车运往哥尼斯堡，当时它是波罗的海边的一个德国城市。
这是一个复合句,that the boxes were then put on a train for konigsberg是同位语从句，表示与之同位的doubt的实际内容。which was at that time a german city on the baltic sea是konigsberg的非限制性定语从句，先行词为konigsbergo
同位语从句常用that来引导，但随着与其同位的名词不同，也可由when, where,whether, how等来引导。例如：
they had to face the fact that the nearest filling station is thirty kilometers away. 他们不得不面对这样一个现实：最近的加油站还在30千米外。
the doctors came to the conclusion that the patient was suffering from cancer. 医生们作出了诊断结果：病人身患癌症。
i have no idea when he will return.我不知道他何时回来。
* there is no doubt that...可作为固定句型来用，意思是“毫无疑间……”。例如：
there is no doubt that he is a fine scholar.
毫无疑问他是一位优秀的学者。
there is no doubt that you can find a way to solve this problem.
毫无疑问你能找到解决这个问题的办法．
step 6 using words and expressions
turn to page 42. ask students to do the exercises in using words and expressions in the workbook. the following procedures may be followed：
1. go through the two exercises with students and make sure they know what to do.
2. several minutes for students to finish them individually.
3. check the answers with the whole class.
step 7 homework
1. finish off the workbook exercises. do exercise 3 in your exercise book.
2. learn the useful new words and expressions by heart.
the 3rd period
unit 1 contents learning about language
teaching aims knowledge vocabulary words local
phrases
1.get students to know the structures of the restrictive and non-restrictive attributive clauses.
2. let students learn the usages of the restrictive and non-restrictive attributive clauses.
ability enable students to use the restrictive and non-restrictive attributive clauses correctly and properly.
emotion l. get ss to become interested in grammar learning.
2. develop ss' sense of group cooperation.
analysis
of the teaching materials importance 1. get students to master the structures and usages of the restrictive and non-restrictive attributive clauses.
2. let students know the differences between the restrictive attributive clause and non-restrictive attributive clause.
difficulties enable students to learn how to use the restrictive and non-restrictive attributive clauses correctly.
multimedia computer ppt
teaching & learning methods 1. task-based teaching & learning
2. cooperative learning & practice
teaching procedures
step 1 revision
1. check the homework exercises.
2. dictate some important sentences in the passage in search o f the amber room．
step 2 grammar revision
ask students to review relative pronouns and relative adverbs and then do some related exercises.
step 3 learning about grammar
1. let students pick out the sentences that use the attributive clauses from warming up，pre-reading and reading，read them aloud and then translate them into english.
2. ask students to study these sentences，and compare the sentence“this gift was he amber room，which was given this name because almost several tons of amber were used to make it with the others. let them try to find the difference.
3. sum up：restrictive ＆ non-restrictive clauses.
do the following pair of sentences mean the same thing?
my uncle，who lives in london，is very rich.
my uncle who lives in london is very rich.
the first sentence has a non-restrictive clause within two commas，and the second has a restrictive clause. a non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause；it is therefore bracketed off with commas. conversely，a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence.
step 4 grammar practice
1. let students finish exercise 3 and exercise 4 in discovering useful structures on page 4 and exercises in using structures on page 43.
2. check the answers with the whole class，and see how well the students did.
step 5 additional exercises
provide some exercises for students to test whether they have grasped the restrictive & non-restrictive attributive clauses.
step 6 homework
1. finish off the workbook exercises. do the exercises in using structures in your exercise book.
2. preview the next part using language.
the 4th period
unit 1 contents using language: reading & talking
teaching aims knowledge vocabulary words trial，consider，opinion，evidence，prove，pretend
phrases more than，even though
1. get students to learn some useful new words and expressions in this part
2. let students know what a fact is，what an opinion is and the difference between them.
ability 1. develop students’reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.
2. train students’ speaking ability and enable them to tell the difference between facts and opinions and talk about something which interests them and about something which they are familiar with.
emotion 1. enable students to learn from feng jicai and protect cultural relics in their home town or city.
2. develop students' sense of group cooperation and teamwork.
analysis
of the teaching materials importance 1. develop students’reading skills by extensive reading.
2. train students' speaking ability by telling the difference between fact and opinion and talking about something which interests them and about which they are familiar with.
difficulties 1. enable students to learn to use reading strategies such as skimming and scanning.
2. get ss tolearn how to tell facts from opinions.
multimedia computer ppt
teaching & learning methods 1. task-based teaching & learning
2. cooperative learning & practice
3. discussing
teaching procedures
the 4th period
step 1 revision
1. check the homework exercises.
2. ask students to translate some sentences using the attributive clause.
step 2 warming up by discussing
tell students：we are going to read a passage about fact，opinion and evidence. before reading it，let`s discuss the following questions.
1. if you want to go in for law against somebody，and if you want to win，what`s the most important thing, you should do first？
2. what makes a judge decide which eyewitnesses to believe and which not to believe?
step 3 reading
1. ask students to turn to page 5．
2. two minutes for students to read the passage fast and try to get the main idea.
3. four minutes for students to read the passage again and answer the questions.
what is a fact?
what is an opinion?
what is evidence？
4. ask students to listen to the tape and read the passage aloud.
5. photocopy a brief newspaper article，preferably one which talks about. a crime trial. then have students pick out the facts and opinions and give reasons for their answers.
step 4 talking
1. ask students to turn to page 41 and make a dialogue giving facts and opinions.
2. let them check and practice the dialogue in pairs and then give a performance for the class.
step 5 reading task
1. show students feng jicai`s photo and one of his novels and talk about them.
2. ask students to turn to page 45，read the passage big feng to the rescue to try to find the best summary and answer these questions.
3. let students discuss：how can we do to help feng jicai with his projects?
step 6 summing up
ask students to choose one of the following to prepare and then report to the class.
1. tell the differences between facts and opinions.
2. tell something about how feng jicai protected the cultural relics of his hometown.
3. talk about something which interests you in your own life.
step 7 homework
1. finish off the workbook exercises.
2. read the two passages again and try to grasp the main idea of them.
the 5th period
unit 1 contents using language: listening & speaking
teaching aims knowledge 1. get students to learn some useful new words and expressions in this unit.
2. let students learn the expressions of asking for opinions and giving opinions.
are you sure he/she was telling the truth? how do you know that?
how can you be sure he/she was telling the truth?
why/why not？
i don't believe...，because...
that can't be true. it is（not) a fact.
i (don't) agree with you. i don't agree that..，
it can be proved. the truth is (not) easy to know.
i think they have said useful things.…has no reason to lie.
ability 1. enable students to catch and understand the listening materials.
2. develop students’ability to get special information and take notes while listening.
3. get students to learn how to ask for opinions and give opinions.
4. let students write a short report.
emotion 1. enable students to know more about cultural relics and stimulate their sense of protecting cultural relics.
2. develop students’sense of group cooperation and teamwork.
analysis
of the teaching materials importance 1. develop students' listening and speaking abilities.
2. enable students to master different listening skills.
3. let the students learn how to ask for opinions and give opinions.
difficulties 1. get students to listen and understand different listening materials.
2. develop students’speaking ability.
multimedia computer ppt
teaching & learning methods 1. task-based teaching & learning
2. cooperative learning
3. discussing
teaching procedures
the 5th period
step 1 revision
1. check the homework exercises.
2. ask some students to talk about facts，opinions and evidence.
step 2 warming up by talking
ask students to talk about the story of the amber room and its fate. tell the students：
no one knows exactly what happened to the amber room. a few people say that they were eyewitnesses who saw where the amber room was hidden. listen to their stories. .-
step 3 listening on pages 5-6
turn to page 6．ask students to look at the two forms and listen to the tape，take notes of what they hear and fill in the forms.
step 4 speaking on page 6
turn to page 6．ask students to share their forms with a partner，discuss together which person gave the best evidence，write down a short list of reasons for their choice and then give a short report about their list to the class.
step 5 listening on page 41
ask students to turn to page 41，look at the picture and talk about the aswan dam and abu simbel temple. let them listen to the tape and answer the questions and then check the answers with the class.
step 6 listening task on page 44
1. ask students to look at the picture on page 44 and describe it. then play the tape for students to listen to and get the main idea of the listening text.
2. let students listen again and fill in the chart with details.
3. ask students to listen to the tape a third time and try to get the right answers.
step 7 consolidation
show students the three listening texts，let them read the texts aloud and then retell them.
step 8 homework
1. finish off the workbook exercises.
2. read the listening texts again and try to retell them.
the 6th period
unit 1 contents using language: reading & speaking
teaching aims knowledge vocabulary words treasure，besides
phrases search for，think highly of
1. 1. get students to learn and master the new words and useful expressions：
2. let students know the form of an english letter.
ability 1. develop students’writing ability by writing letters.
2. enable students to express agreement and disagreement.
3. enable students to express good reasoning and strong feelings.
emotion 1. stimulate students’sense of cultural relic's protection and encourage them to persuade others to protect cultural relics.
2. enable students to master writing skills and write excellent letters.
analysis
of the teaching materials importance 1. develop students’writing ability.
2. get students to use the expressions of expressing agreement and disagreement，and reasoning.
difficulties 1. get students to learn to express good reasoning and strong feelings.
2. let students learn how to write a persuasive letter.
multimedia computer ppt
teaching & learning methods 1. task-based teaching & learning
2. cooperative learning
3. discussing
teaching procedures
the 6th period
step 1 revision
1. check the homework exercises.
2. ask students to dictate the new words and expressions：treasure，besides，think highly of，tell the truth，etc.
step 2 warming up
ask students to talk about cultural relics found in their daily life. ask them what they would do if they found a rare cultural relic.
step 3 reading
let students read the letter and answer some questions according to the letter.
step 4 writing
ask students to have a class debate and write a report on their debate.
step 5 writing task
suppose there is one cultural relic in your hometown that is worth saving or protecting. write a letter to all the students of your school to encourage them to help save the cultural relic.
1. let students read the outline as a guide.
2. give 10 minutes to them to write the letter.
3. ask as many students as possible to read their letters to the class.
step 6 homework
1. finish off the workbook exercises.
2. write the two letters in your exercise book.
高一必修二英语教案篇4
period 1 welcome to this unit
teaching objectives:
u to introduce and develop the theme of growing pains.
u to develop speaking ability by talking about families and problems that happen between teenagers and parents.
u to know more about classmates and their families.
important and difficult points:
u get students to understand what growing pains means.
u make students know the relationship between parents and their teenage children in the usa.
u help students to form a positive attitude towards relationships between their parents and them.
teaching procedures:
step 1 lead-in
present family albums:
in this part, ss are encouraged to say something about their families by showing the class pictures with their parents.
who may have growing pains?
what are growing pains?
when do they probably have growing pains?
how do you solve this problem?
growing pains aren't a disease. you probably won't have to go to the doctor for them. but they can hurt. usually they happen when kids are between the ages of 3 and 5 or 8 and 12. growing pains stop when kids stop growing. by the teen years, most kids don't get growing pains anymore.
growing pains also mean the troubles and difficulties that teenagers meet when they grow up.
step 2 brainstorming
do you love your parents?
do you always show respect to your parents?
have you ever quarreled with your parents?
what is your quarrel about?
step 3 picture discussion
ask ss to look at the pictures and discuss each picture in groups of four.
picture 1
what does the boy do?
what is the mother doing? how is she probably feeling?
what feelings may the boy have?
picture 2
what happens to the girl with a bag?
what did her parents ask her to do?
can you guess what might have happened to her?
what will she do?
picture 3
why are the boys and girls around the pretty lady?
what does the boy want to do? is he allowed to do so? why or why not?
what feelings may the boy have?
picture 4
what is the boy probably doing?
did the boy do well in his exams?
how does his mother feel about the score?
what feelings may the boy have?
step 4 picture discription
imagine the situations and try to describe each picture as fully as possible with their own words. make sure that ss have “when”, “where”, “who”, “what” in your descriptions.
invite some ss to report back their descriptions.
sharing opinions (group work)
in this part, ss discuss the following questions in groups of four. each group chooses two of the four questions. have ss to report their opinions in class.
step 4 further discussion
discuss the following questions in groups of four.
what do you do when you have family arguments with your parents?
do you think there is a generation gap between you and your parents? if so, what is the best way to solve the problem?
homework
1 preview the reading part.
2 describe an unpleasant experience with your friends/teachers.
高一必修二英语教案篇5
人教版高一英语必修一教案
1. 能力目标：
① listening: gain useful information and clear views from the listening material;
② speaking: express one’s attitude or views about friends and friendship in appropriate words.
③ reading: let ss summarize the main idea
④ writing: write a letter about how to make friends
2. 知识目标：
① talk about friends and friendship; how to be friends; how to gain friendship
② use the following expression:
so do i / neither do i
i think it is a good idea
all right
yes，but…
③ to get the ss to master direct speech and indirect speech
④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, german, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once
3. 情感目标:
① to arise ss’ interest in learning english;
② to encourage ss to take part in the activities and make ss confident;
③ to develop the ability to cooperate and communicate with others.
4. 策略目标：
① to develop ss’ cognitive strategy: making notes when listening carefully;
② to develop and improve ss’ communicative strategies.
5. 文化目标：
to enable the ss to come to know different opinions about making friends from different countries.
6. 现实目标
① to make ss respect each other and friendship
② to make them get well with one another in society
teaching steps:
period one
step 1. warming up
1. ss listen to an english song auld lang syne.
2. brainstorming: let ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….
3. to let ss make a correct choice about their questions that they meet in warming up.
step 2. practice speaking
1. ss talk about their old friends in junior middle school, talk about their appearance, personality, hobbies, etc.
2. self-introduction or work in pairs
3. ss can ask some questions about life or learning
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 on p1
step 5. listening and talking
do workbook on 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.
i am afraid not exactly i agree i think that is a good idea of course not
step 6. discussion
divide ss four in one group and each group choose a topic to discuss. there are four topics.
topic 1: why do you need friends? make a list of reasons why friends are important to you.
topic 2: there is a saying “to have a good friend, you need to be a good friend.” what do you think of the saying and how can you be a good friend?
topic 3: does a friend always have to be a person? what else can be your friend? why?
topic 4: list some qualities of a person who does not make friend easily.
step 7. summary
1. ask ss themselves to summarize what is friendship and what is the most important in making friends.
2. t shows more information about friendship and a poem about friendship.
what is friendship?
i want to find the answer to the question
what is friendship?
when it rains, i think friendship is a small umbrella.
it can give me a piece of clear sky.
when i’m crying, i think friendship is a white handkerchief.
it can wipe my tears dry.
when i am sad, i think friendship is a warm word.
it can bring me happiness again.
when i am in trouble, i think friendship is a strong hand.
it can help me escape my troubles.
when i sit in a quiet place, i think friendship is a very wonderful feeling.
it can’t be pulled and torn, because it is in everyone’s heart.
it is there from the beginning to the end of our lives.
3. tell ss: make new friends and keep the old; one is silver and the other is gold.
step 8. evaluation
ss finish the following evaluation form. standard: a, b, c
contents 自评 他评
1. i’m active in talking with others.
2. i’m active in cooperating with others.
3. i can express myself fluently, accurately and appropriately.
4. i know more about friendship after the lesson…
5. do you think you need to improve yourself in some ways? which ways?
homework:
1. look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. write a short passage about your best friend.
period two
step 1. warming up
activity 1: suppose you have to stay indoors to hide yourself for a whole year. you can never go outdoors, otherwise you will be killed. you have no telephone, computer, or tv at home.
how would you feel?
what would you do?
four students a group discuss with each other for 2 minutes.
activity 2: play a short part of the movies
step 2. predicting
students read the title of the passage and observe the pictures and the outline of it to guess:
who is anne’s best friend?
what will happen in the passage?
step 3. skimming
students skim the passage in 2 minutes to get the main idea:
who is anne’s best friend?
when did the story happen?
step 4. scanning
students work in pairs to find the information required below:
anne in world war Ⅱ
step 5. intensive reading
students work in groups of four to discuss the following open questions:
1. why did the windows stay closed?
2. how did anne feel?
3. what do you think of anne?
4. guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).
5. which sentences attract you in the passage?
step 6. activity
four students a group to discuss the situation:
suppose you four have to hide yourselves for 3 months. during the three months, you will be offered the basic food, water and clothes. your group can take 5 things with you.
what will you take? why?
how will you spend the 3 months?
how will you treat each other and make friends?
step 7. assignment
task 1. surf the internet to find anne’s diary and read some of it. print out a piece of the diary and write down your feelings after reading it on the page. we will share the pieces and your feelings with the whole class.
task 2.ex 2.3 on page3
period three
step 1. warming up
check the ss’ assignment: task 2
step 2. language points:
1. add (v.)
1). to put together with something else so as to increase the number, size, importance, etc.增加，添加
please add something to what i’ve said, john.
2). to join numbers, amount, etc so as to find the total 相加
add up these figures for me, please.
add to something: to increase 增加
the bad whether added to our difficulties
add up to总计、加起来共是
having a big breakfast adds up to 112
add…to…把…加到…
please add the names to your list
2. cheat v.
1). to act in a dishonest way in order to win 欺骗;作弊
2). (of, out of) to take from (someone) in a dishonest way 骗取
the boss has cheated out of his money
1). an act of cheating 作弊行为
2). one who cheats 骗子
3. go through
1).to examine carefully 仔细阅读或研究
i went through the students’ papers last night.
2).to experience 经历，遭受
they went through the terrible earthquake at night
4. crazy (adj.)
1). mad, foolish 疯狂的，愚蠢的`
it’s crazy to go out in such hot weather.
2). wildly excited; very interested 狂热的，着迷的
she is crazy about music
5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的
he has been very lonely since his wife left him.
lonely/alone
alone
1). without or separated from others单独的
she lives alone.
2). only 仅仅，只有。用于名词或代词之后。
the gloves alone cost $ 80.
leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事
leave that alone. it’s mine.
she has asked to be left alone.
6. be concerned about/for: be worried about 担心
we’re all concerned about her safety
concern oneself in something 从事或参与某事
he concerned himself in the case
be concerned with… 与…有关
the car accident was concerned with my carelessness
7. upset:
1). adj. worried; sad; angry; not calm 不安，心烦意乱， 生气
he is upset about the little things。
2). v. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气
his cheating on the exam upset his mother
8.well n.井 adj. 身体好 adv. 好 int. 噢，
george was well and truly drunk.
i couldn’t very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
the children watched spellbound as the magician took rabbits from his hat.
step 3. learning about language
1. finish ex.1, 2 and 3 on page 4.
2. direct speech and indirect speech: ss do ex.1 and 2 on page 5. then let the ss themselves discover the structures.
step 4. practice
using structures on page 42: ask the ss to use indirect speech to retell the story.
step 5. assignment
finish workbook. ex, 1 and 2 on page 41 and 42.
period four
step 1. revision
check the ss’ assignment.
step 2. reading
ss read the letter on page 6 and tell each other how to help the student named lisa
notes:
1. get along with
2. fall in love with
step 3. listening
ss should take notes while they are listening.
1 .first listening: ss listen and answer the questions of part 2 on page 6.
2. second listening: ss listen again and finish part 3 on page 6.
step 4. listening
ss listen to a story about anne and try to finish workbook. ex 1 and 2 on page 43 and page 44.
step 5. speaking
ss work in groups of four, design a questionnaire to find out what kind of friends your classmates are. they can use the quiz in the warming up to help them.
step 6. assignment
1. ss prepare the reading task on page 44.
2. surf the internet and find some material about friendship in different countries.
period five
step 1. warming up
ss say something about making friends and how to maintain friendship.
step 2. listening
ss listen to a short passage and fill in the blanks on page 41 (listening).
step 3. reading
1. first reading: ss read the passage about friendship in hawaii and finish workbook.ex1.on page 45.
2. second reading: ss read again and discuss the questions on page 45.
3. ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
step 4. discussion
what do you and your friends think is cool?
ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not.
ask ss to use the following sentences while they talk:
i think that… is cool/ isn’t cool because ….
i think so.
i don’t think so.
i agree with you.
i don’t agree with you.
step 5. assignment
ss collect some proverbs about friendship.
period six
step 1. pre-writing
1. read a letter from a student called xiao dong.
2. go over the advice on page 7 and be ready for writing.
step 2. while-writing
ask the ss to write a letter to xiao dong as an editor and give him some advice.
1. ss make a list of the important information they can need
2. ss begin to write the letter to xiao dong.
3. ss revise their letters by themselves.
4. ss exchange their writing paper with their partners and correct the mistakes (tense, spelling, letters, structures….)
5. ss get back their own writing paper and write the letter again.
step 3. post-writing
choose some students’ writing paper and show in the class. ask the ss to correct the mistakes together and also learn from some good writings.
step 4. writing for fun
1. ss read the passage on page 7 by themselves.
2. ss try to write a few lines to describe their best friends or a person they know.
3. show some ss’ writings in class.
step 5. assignment
do workbook. writing task on page 46.
period seven
teachers can use this period freely.
suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 47. it is very important to improve their learning interests and abilities。
teachers can try to let ss write down their opinions about making friends or friendship in order to make ss get well with each other in school.
高一必修二英语教案篇6
module3 unit2 language
welcome
1. in a broad sense从广义上讲
2. transmit information传播信息
3. various forms of language语言的各种形式
4. stand for a beaming smile代表灿烂的微笑
5. all over the world/ throughout the world全世界
6. fly in circles 绕圈飞行
7. inform sb of/ about sth.通知某人某事
keep sb informed of sth使某人被通知
8. including sth/ sth included包括某事
9. share sth with sb与某人分享某物
10. make a special internet language构成一种特殊的因特网语??
11. have some effective methods for studying the english language
有一些学习英语的特殊方法
reading
1. throughout history贯穿历史；throughout the world/ all over the world
2. be made up of/consist of由…组成
3. a language with some confusing rules 一种带有令人迷惑规则的语??
4. bring sth with sb to sp将某物待在身边带到某地
5. at the end of the 9th century 在九世纪晚期
6. a language called celtic一种叫做凯尔特的语??
7. be different from与……不同
8. it’s certain that… …是确定的
9. the official language of england英国官方语
10. sb find it hard to do sth觉得做某事很难
11. this is because…/ that is why…表语从句句型
12. have similar meaning in …有类似的意思
13. contribute to / result in/ lead to/cause the development of……导致……的发展
14. sb take control of控制
15. sb lose control of失去控制
16. be replaced by/ with；设备sb take the place of sb 被…代替
17. despite the fact/ in spite of the fact尽管事实如此
18. have an impact on(the english language)对…巨大冲击
19. at this point在此期间
20. raise animals 饲养动物
21. the upper/lower class上(下)层阶级
22. common people普通人（地位相对低的）
23. by the latter half of the 24th century到24世纪下半叶
24. be adopted by被…采用
25. one’s mother tongue/ one’s native language母语
26. undergo huge changes(underwent, undergone)经历巨大变化/ undergo treatment接受治疗
27. continue doing/ continue to do sth继续做某事
28. a sequence of events一系列事件
29. relate… to…与…相关
30. official occasions官方正式场合
31. modern english/life/science and technology现代英语/生活/科??
32. make a promise; keep /break one’s promise做许诺；遵守诺言/食??
33. promise to do sth许诺做某事
34. a promising boy一个有前途的男孩
35. disagree with what =everything that =all that sb say
1.the english language is made up of/consists of the rules and vocabulary each group of people brought to britain with them.
英语是由每个进入不列颠的人群所说语言中的规则和词汇构成的。
2.they brought with them their languages, which also mixed with anglo-saxon.
他们带来了自己的语言，与盎格鲁萨克森语混合起来
3.the language they created is what we now call old english.
他们创造的语言就是我们现在所说的古英语。
4.middle english is the name given to the english used from around the 12th to the 16th century.中古英语这个名词是指大约12世纪至16世纪期间所使用的英语
5.however, the norman conquest did not have the same result that the germanic invasion had had about 600 years earlier.
然而，诺曼征服并没有给英语带来大约6前日耳曼入侵所带来的相同后果。
6.the question of english will continue changing in the future is easy to answer.
英语在未来是否会继续变化这个问题其实很容易回答
7.where a person comes from will affect their style of speech.
一个人来自哪里会影响他们说话的风格
8.there are many different dialects of english depending on where people live.
根据人们居住的地方（的不同）有许多不同英语方言。
9. we sometimes find it hard to decide which words or phrases to use
我们有时发现很难决定用何词和短语。
10.this is where i disagree.
this is what i disagree to.这就是我不赞同的地方。
word power & grammar & task
1. spoken english/written english口语、书面语
2. a large amount of / a great deal of+不可数n
3. a large number of/ a great(good) many+可数n复
4. a large quantity of/plenty of+可数/不可数n
5. sort out=arrange安排
6. discard=throw away丢弃
7. i regret to inform you我遗憾地通知你
8. in addition=plus除此之外
9. have a word with=speak to与某人谈话
10. have words with sb与某人吵架
11. take sth into consideration考虑某事
12. five permanent members of the un security council五个联合国安理会常任理事国
13. take action/measures to do sth采取行动做某事
14. set high standards for设一个标准
15. below standard在标准以下
16. up to the required standard超过被要求的标准
17. make a decision做决定
18. at one time曾经（at times 有时候）
19. at a time一次
20. keep … pure使…纯化
21. due to/because of/thanks to/ as a result of/owing to由于
22. ban sb from doing sth阻止某人做某事
23. easily accessed television programs容易接受的电视节目have access to
24. get along/on with sb与某人相处
25. there is no need to do sth没有必要做某事
26. waste time doing sth浪费时间做某事
27. it’s a waste of time to do/doing sth
28. shorten the distance缩短距离
29. embarrass sb into doing sth做某事使某人尴尬
30. refuse to accept an idea拒绝接受一个主意
31. from across the world从全世界
32. adopt one’s suggestion/a new teaching method
采纳某人的建议/一种新的教学方法
project
1. a differ greatly from b in size and shape
a与b 在尺寸及形状方面大大不同
2. the very first chinese characters真正第一批简体中文
3. change over time随着时间改变
4. as a whole作为整体
5. on the whole（常用于句首）
6. combine two or more elements together把两种及更多种元素结合起来
7. the symbol for a man代表人类
8. be the opposite of sth是…的相反
9. opposite our school are two shops.（倒装句）
10. opposite our school is a shop.
11. be highly complex非常复杂
12. reflect one’s thought反应某人的思想
13. simplified chinese characters简体中文
14. be widely used in mainland china在中国大陆广泛使用
15. the way a written language developed can tell us just as much about a culture as the history of a spoken language.书面语发展方式表示出来的文化就像口语的历史表示出来的文化一样。
16. the chinese language differs from many western languages in that it uses characters which have meanings and can stand alone as words.
汉语和许多西方语言不同，区别在于汉语使用本身就有意义，可以独立成字的汉字。
17. not all characters are used to describe objects.=
all characters are not used to describe objects.=并非所有汉字都用来描述事物的。
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