英语必修一教案8篇
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英语必修一教案篇1
学生在度过一个假期后，英语知识较生疏，教师应当复习好以前单词，为学习新知打下基础。Ｌet’s talk a部分很好地体现了这一点。good morning we have a……复习民第一册中内容。“i’m from america”这一句为b let’s taik“where are you from？做了铺垫，教师应充分注意这一点
boy、girl 、teacher student 、meet等单词又是第一次出现，也需要我们特别关注。
二、教学目标：
1、能够得简单地表达自己心情，如：nice to meet you welcome back to school
2、能够听懂并回答 where are you from？
i’m from
3、认识、会说字母a——e
4、掌握a、b ler’s talk中单词。
5、理解a、b ler’s talk中内容。
三、教学重、难点：
能够听懂并回答 where are you from？
掌握a、b ler’s talk中单词。
理解a、b ler’s talk中内容。
四、课时安排
第一课时 a llet’s talk let’s learn b let’s sing
第二课时 a let’s practise let’s play let’s chant
第三课时 b llet’s talk let’s learn
第四课时 blet’ssay let’spractise
第五课时 b let’s let’s
英语必修一教案篇2
( warming up + speaking in using language + talking and speaking task in workbook +discovering useful words and expressions 4, “play a game in group of four”)
hour课时：1 period
type 课型：speaking
teaching goals教学目标
1. target language目标语??
a. important words and expressions
misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish
b. important sentences and structures
act out the following meanings, please.
please show the actions, using body language.
please guess what i meant.
now it is your turn to show the action/gesture.
please use either spoken words or body language to express your ideas.
please use both spoken words and body language to express your ideas.
2. ability goals能力目标
a. enable the students to understand what a certain gesture of the body language means in a given situation.
b. enable the students to act out some meanings, requirements, requests or situations given in the target language.
c. enable the students to express with the target language the meanings given in body language.
3. learning ability goals学能目标
a. help the students learn how to express themselves in body language when needed.
b. help the students understand others when body language is being used.
teaching important points教学重点
1. teach the students how to understand body language used in different countries or cultures as well as in different occasions.
2. teach the students how to use body language in the most appropriate occasions.
teaching difficult points教学难点
1. enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.
2. let the students know that there is both positive body language and negative body language.
teaching methods教学方法
1. individual work, pair work and group work.
2. acting out by imitation, mime or with gestures and body movement.
teaching aids教具准备
a computer, a projector and some pictures.
teaching procedures & ways教学过程和方式
step1. lead-in
after greeting, the teacher gives some instructions by body language, ( eg. call the roll, ask a student to close the curtain, etc.)
t: just now, i didn’t say anything, but you understood what i wanted you to do. why?
s: we know it from your body language.
t: yes, body language plays a very important part in our daily life, so we should pay more attention to learning language.
step2. introduction
t: now let’s do some tpr( total physical response) activities together, i hope you will enjoy them and have as well.
touch your head/face/eyes/nose/mouth/ears/cheeks/forehead/shoulders/stomach/legs/ feet/toes…
shake your head/arm/hand…
wave your arm/hand…
open your eyes/mouth…
close your eyes/mouth…
twist your wrist/wais.
cross your arms/fingers.
nod your head. bow your head.
make a face to each other.
bend/cry/shout/scream/smile/laugh…
t: all right. now let’s do them a little bit difficult. let’s play a game together. those who fail to follow the rule of the game will be dropped out. the game is: “simon says”. for example, if i say “simon says, touch your head”, then you touch your head. if not, you shouldn’t touch your head but remain still.
（three or five minutes for the game.）
t: ok. it’s time to take up the lesson. please look at the screen. let’s take a look at the following gestures:
gesture action meaning
a half-closed hand with a thumb up.
good! well done!
a half-closed hand with a thumb
down.
bad!
i will have to refuse you.
palm up and wave the fingers to
oneself continously
come here!
hold up the forefinger and the middle finger and across them
good luck!
point to oneself with doubting facial expression
me?
shrug the shoulder with the
hands out
i don’t know.
t: what are actions of the above gestures? what do they mean?
ask the students to talk about it. try to inspired every student to speak.
t: you have all done a good job. so you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. if you want to know more about it, let’s come to unit 4 body language.
step3. practice (warming up + talking)
t: here is a list. on the left side are feelings or ideas. you are asked to add three of your own. make notes on the right side of the chart and then act them out to see how you would make someone understand these feelings and ideas without speaking. do it with your partner first. and then some of you will be asked to the front of the classroom to act them out.
meaning action
1. you are welcome. a smile and a handshake.
2. i am worried. a frowned or upset look.
3. i ate too much. putting a hand on the stomach, patting or rubbing
4. i am sorry that i did something wrong. drooping or hanging the head.
5. i’m so happy. a loud laughter with a shinning face or smiling with arms open and head back.
6. you did a good job. a thumb up.
7. you are angry. turning your back to someone on purpose.
8. stop here.
putting the left palm on the forefinger of the right hand.
… …
demonstration:
the students can be allowed to act out the feelings or ideas without following the order in the chart so that it may be more challenging as well as more interesting.
step4. time for fun
（discovering useful words and expressions 4, “play a game in group of four”）
t: now let’s play a game in groups of four. one thinks of a situation and asks the others to show some actions using body language. when the one choose the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. try to make the situations as interesting and enjoyable as you can. and show the situation as lively as possible. besides, make sure that everyone has a turn.
example:
s1: what are you likely to do if it rains?
(actions) s2: puts on a raincoat;
s3: puts on a raincoat;
s4: cleans the house.
s1: ok. i think s3 seems the most likely, so it’s his turn.
s3: what are you likely to do if the river floods?
…
step5. talking (speaking in using language)
get the students work in pairs. the situation is that you are worried about lin pei, who is not friendly any more, and does not want to talk to you or her other friends. she seems to be sad. she stays alone. she is not doing her homework and the teacher is not pleased with her. she doesn’t seem to care about how she looks and behaves.
t: now class, work in pair. discuss lin pei’s behavior. think about the problems she might have. describe her “body language” or the behavior that shows how she feels. three minutes for you.
ask the students to describe or act out lin pei’s behavior.
step 6. role play (speaking task in workbook)
t: now, let’s come to speaking task on page67. we’re given two situations. for each situation, prepare a role-play with your partner. use both spoken words and body language to express your ideas. then explain to the class what the differences are in western and chinese languages, and what they mean.
work in pairs or in group of three:
1. you fall and hurt your foot while you are hiking on a lonely path. you need help, and see someone in the distance,.
2. you are visiting a strange city and need to buy some tea and oranges. you only know a little english and want to know where you can get them and how much they cost.
step7. homework
1. team work: discuss the importance of body language.
2. go over the reading;
1) communication: no problem?
2) showing our feeling.
英语必修一教案篇3
一、教材分析
(一)教材的地位和作用
本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。这样的话题正好能引起学生的兴趣。而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。
(二)教学目标
英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。因此，我制定以下教学目标：
知识目标：
1、掌握和使用陈述句和疑问句的直接引语和间接引语。
2、讨论朋友和友谊。
3、学习掌握本课的重点词汇。
技能目标：
1、学会阅读的技能——scanningand skimming 。
2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
3、理解阅读文段，复述故事。
情感态度：
1、患难之交才是真朋友。
2、知音难得。
3、海内存知己，天涯若比邻。
文化意识：
认识德国纳粹党。让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。
(三)重点与难点
重点：
1、训练scanningand skimming等阅读技能。
2、认识朋友的真正含义以及与人相处的问题。
难点：
1、阅读技能的训练。
2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。
(四)教具
本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。
二、教法分析
在新课程背景下，教师要成为学生学习的促进者、组织者和合作者。本课采用讨论法，主要采用小组合作讨论的方式。在读前阶段我就提出问题，让学生思考讨论是不是只有人与人之间才可以交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，我再引导学生深入讨论几个与本课有关的话题，展开教师为主导、学生为主体的师生双边活动。通过创设真实自然的语言环境，使学生在语言实践中把语言知识和技能主动转化为交流能力，变苦学为乐学，从而培养学生大胆用英语进行交际的能力。
三、学法分析
教务于学。传统教育的弊端是教师“满堂灌”，只重视怎么教而忽视怎样学，结果高分低能的现象十分严重。为了改变教师牵着学生鼻子走的被动状态，我通过创设话题，寓教于乐，引导学生自学、自做、自助、自悟，让学生学会自己动手，收集信息、处理信息，用所学语言去实践和解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。从而使学生真正成为学习的主人。
四、教学过程
新课程改革的核心理念是“一切为了学生的发展”。学生的英语学习不仅仅是掌握几个单词和句型，更重要的是学会运用语言来交流思想，办实事。因此我精心设计了以下教学环节：
(一)激趣导入，务于新知
一节课的良好开始，对于整节课教学的顺利进行起着至关重要的作用。在warming up 部分我分四步进行：
1、用问问题的形式导入(屏幕显示)。同时板书unit 1 friendship。
do you have any friends? are you good to your friends?
which kind of friend do you think is the best friend?
2、做调查：在warming up部分有5个问题，我让学生独立完成。然后在屏幕上显示下列表格。
3、调查结果：显示各得分情况所对应的调查结果，让学生自行对照。
grade 1 (5分以下) 直截了当，做事果断，没考虑不良后果。
grade 2 (10分以下) 能用更合理的方法处理问题，又不伤朋友之间的感情，但自己的利益有时会受损。
grade 3 (10分以上) 不伤感情，又能保全自己利益。
通过调查问卷的形式，引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法，最后的问卷调查结果让学生兴趣和热情倍增，这样能促使学生很快进入语言学习和探究活动中去，愉快的进入学习状态。
4、学习三句谚语，使学生明确对待朋友和友谊的态度。
a friend in need is a friend indeed. 患难之交才是真朋友。
real friends are few and far between. 知音难得。
long distance separates no bosom friends. 海内存知己，天涯若比邻。
(二)创设话题，教学新知
新课程指出，教师不再是居高临下的管理者，而是学生学习的促进者、组织者、合作者。
1、我布置pre-reading部分的几个问题启发学生对“朋友”和“友谊”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。接着让学生就问题进行小组讨论。然后让个别学生回答问题。
接着屏幕显示我补充的问题：
why do you need friends?
what do you think a good friend should be like?
英语必修一教案篇4
一、单元考点提示
1.单词
willing ,devote,cure,disadvantage,shock,institute,admire,debt,expedition,
merchant, exist,chart,botany,disaster,crew.
2.短语
devote…to 把……用在;把……献给
succeed in (干)……成功
give off 发出(光、热等)
in honour of 为了纪念……;为向……表示敬意
above all 首先;首要
set off 使爆炸;引起;出发
pay off 偿清(欠款等)
at sea 在大海上;在航海
take…by surprise 使……吃惊;出奇兵攻占
in charge of 主管;负责
set out 出发;开始
in search of 寻找
3.句型
(1)i’m (not)sure… i’m not sure whether/if…
(2)i doubt if/whether…
(3)making a map of the east coast was an important job.
(4)the men often fall ill and suffer fever.
(5)they will provide us with eggs and meat.
4.交际英语
(1)i doubt if he’ll be asked to speak again next year.
(2)perhaps i’ll go to that one.
(3)maybe it was useful for some people.
(4)how did you find the talk this morning?
(5)i shall insist on leaving at 7 a.m.sharp.
(6)we’ve decided to do sth./that…
(7)have you decided which boat to take?
(8)i suggest doing sth.
二、考点精析与拓展
1.have something(nothing,much,little)to do with与……有(没有，有很大，有一点)关系。
①i have nothing to do with that young man.
②his job has something to do with telephones.
③this has little to do with what we are talking about.
④do you have anything to do with that club?
2.doubt v.& n.怀疑，不相信
n.
of…对……(抱)怀疑或悲观(态度)
doubt 从句在否定句及疑问句中多跟that
引起的从句，在肯定句中多跟
whether(if)引起的从句。
①i doubt the truth of this report.
②they have never doubted of success.
③i don’t doubt that you are honest.
④can you doubt that he will win?
⑤i doubt if that was what he wanted.
该词作名词时有以下短语
beyond(all)doubt毫无疑问;in doubt怀疑，犹豫，不肯定;no doubt肯定地，想必;without doubt毫无疑问，一定地
①the truth of the story is beyond doubt.
②i was in doubt about what to do.
③no doubt i learned a lot from that lecture.
④without doubt these theories were all wrong.
3.how do (did )you find…?(你觉得/认为……怎么样?)是征求对方对某人、某事的看法或意见的用语。回答时在find 后要跟复合宾语。
how did you find the dishes?
(i found them)tasteless.
how do you find peter gray?
i found him dishonest.
4.admit vt.①接纳，许可……进入(allow sb./sth.to enter)
he was admitted to the school this year.only two hundred boys and girls are admitted to our school every year.
②承认，后可接名词，doing、从句或复合结构。
i admit my fault.she admitted having read the letter.he admitted that his comprehension was weak.you must admit the task to be difficult.
5.be remembered as…作为……而被人们怀念
he will always be remembered as a national hero.
6. ( be)determined to do sth.下定决心做……
determine to do sth.决定(心)做……
①i was determined not to follow their advice.
②i left him,determined never to set foot in that house again.
③she determined to go that very afternoon.
7.certain某(些)，仅作形容词用法。
①he didn’t come for a certain reason.
②a certain person called on me yesterday.
③she will do it on certain conditions.
some 也可以作此意讲，但前面无冠词
①he is living at some place in east africa.
②i’ve read that story before in some book of other.
8.succeed in sth.(doing sth.)(干……)成功，其反义词组;fail in sth.(doing sth.)或fail to do sth.;名词success;形容词successful
9.give off,放出(光、烟、气味等)、散发，
give out,放出，发出(声音，光线，气味等)，(食物、燃料、力量等)用尽、筋疲力尽。
①these red roses give off a sweet smell.
②this device gives out flashes of light in the fog.
③both my strength and money gave out.
10.in honour of sb.(sth.) 为了纪念或表示敬意而举行某活动。
①a memorial meeting was held in his honour.
②it is only a dance in honour of my birthday.
11. devote…to…把……献给，把……用在
devote oneself to…致力于，献身于
be devoted to…专心致志于，献身于，忠于
①mary devotes too much time to eating.
②he has devoted his whole life to benefiting mankind.
③he devoted himself entirely to music.
④he was still devoted to the study of chemistry.
⑤he is very devoted to his wife.
12.believe in 信任
①we believe in marxism.
②you can believe in him.
③we believe in our government.
set off (for)出发，动身(去某地)
set off 引爆
13. set out to do sth.着手……
n.
set about
doing开始(着手)做……
①we’ll set off fox xi’an at six tomorrow.
②polonium is used to set off a nuclear bomb.
③he set out to break the record for the crosschannel swim.④i don’t know how to set about this job.
14.have effect on 对……有影响，相当于affect：
it has had such a bad effect on him.
15.above all 首先，特别是，最重要的是
after all 到底，毕竟
at all (用来加强语气)与not连用，表示“一点也不，完全不”。
in all 总共
all but 几乎，差点没(=almost,nearly)
①we have all but finished the work.
②the day turned out fine after all.
③children need many things ,but above all they need love.
④he wasn’t at all tired.
⑤do you feel ill at all(真的，确实)?
⑥there were twenty in all at the party.
16.order food 叫食物
order n.&vt./vi.订购……
place an order for sth.订购……
order sth.from…向……订购……
order sb.sth. order sth.for sb.为某人订购……
i have ordered you some new clothes.
17.insist on doing sth.坚持做……
suggest doing sth.建议做……
enjoy doing sth.喜欢做……
类似的admit,appreciate,avoid,consider,delay,deny,detest.dis
-like,endure,escape,excuse,face,feellike,finish,forgive,give
up,can’t help,imagine, leave off,mention,mind,miss,postp
-hone,practise,put off, resist,risk,can’t understand,und
-erstand,mean(意味着)
以上这些动词只能接动名词作宾语，不能接动词不定式作宾语。在介词之间，也只能用动名词作宾语。
look forward to,object to ,be used to,in addition to,prefer…to,according to,stick to,etc.
18.live animals活着的动物
(动、植物等)活着的
live adj. (置于名词之前)
(广播、电视等的)实况的
作为叙述形容词则用alive,living
alive,(more alive,most alive)活着的;有活力的，活泼的;(不置于名词之前)常作表语。
a live (living) fish 一条活鱼
不能用an alive fish
a live tv broadcast实况转播的电视节目
catch a lion alive活捉狮子
①although old,he is very much alive.
②my grandmother is more alive than a lot of young people.
③the wounded soldier is still living.
lively adj.精神的，有生气的，活泼的，生动的
a lively boy,
a lively discussion.
her talk was lively and interesting.
19.throw away抛弃
throw in插进(话语)
throw off脱
throw out 抛出，丢弃
throw over把……抛过去(抛回)，抛弃(朋友)
20.provide sb.with sth.供给某人……
provide it 供给……，提供……
provide:
n.eg.the hotel will provie tents.
n.+for sb. sb.+with sth.
eg.they provide food and books for the children.
they provide the children with food and books.
provide for赡养，抚养
he had to provide for a big family
supply vt.提供……供给……
n.supply
sth.to sb. sb.with sth.
they didn’t supply those children with books for studying.
they didn’t supply books to those children for studying.
21.go bad 变坏
类似的：go wrong,go mad,etc.
go 通常表示不好的变化。
alice’s face went red with anger.
my husband’s hair is going gray.
22. at sea 在航海中，在海上
at the sea 在海边
在英语中，有许多结构用与不用定冠词在意思方面有着很大的区别。
go to sea 当水手，当海员
go to the sea 到海边去
keep house 料理家务
keep the house呆在家中不出门
in bed 睡着，躺在床上
in the bed在床上
at play在玩，正在游戏
at the play 在看戏
23.fall ill 生病，得病
①tom is absent,for he has fallen ill.
②john was caught in the storm and he fell ill.
24.keep sb.healthy使……保持健康
keep,n.“使维持(某种状态)”后可接adj.(ving,p.p,adv.)等作宾补。
①i was so tired that i could hardly keep myself awake.
②i’m sorry to have kept you waiting so long.
③keep your mouth shut and your eyes open.
④they kept us out.
⑤once a cold kept him in bed for three days.
25.take an interest in 对……感兴趣
have an interest in 对……感兴趣
lose interest in 对……失去兴趣
①he has a great interest in stamp-collecting.
②i lost my interest in history.
③his father took no interest in him.
26.pay for 付……的货款，为……付代价
pay off 全部还清，偿请(借款)
①did you pay 300 yuan to him for that bicycle?
②i have just paid off my loan from the bank.
③you’ll have to pay for your mistakes.
27.suffer v.受苦,遭受。
①she suffered greatly as a child.
②he suffered the loss of a leg during the war.
③she suffers from stomach-aches.
28.break out(战争、火灾、疾病、瘟疫等的)爆发
①the american civil war broke out in 1861.
②fire broke out in the neighbour last night.
break out in (into)…忽然(做出)……
break out in laughter突然放声大笑
break in (强盗等)强行闯入
break into闯入;打碎(打破)成……
break up 分开，分割
29.take…by surprise对……突然袭击，出乎……意料。
his parents took him quite by surprise when they suddenly appeared at the door.
30.in charge of prep.担任……，管理……，负责
in the charge of a personin a person’s charge由(某人)照料(管理)
take charge of 担任……，接管。
my father is in charge of this company.
31.set sail 扬帆启航
the ship set sail for europe.
32.head south向南行
head vi.向……前进，朝某方面行进。后面接for,forward的介词短语，或表示方向的副词east,eastward等。
①where are we heading?
②those ships are heading for hongkong.
高中英语必修三教案
英语必修一教案篇5
一、教学内容 pre-reading; reading; comprehending
二、教学目标
在本节课结束时，学生能够
l 认识节日的分类以及节日对人们生活的影响，从更深入的层面理解各国节日的意义。
l 运用略读(skimming)、找读(scanning)、细读(careful reading)等阅读技巧来掌握篇章中心内容，获取阅读文章中的关键信息。
l 根据上下文，理解本课的生词、词组，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。
三、教学步骤
步骤一 略读(skimming)
1.学生看reading中的图片和标题，两人一组讨论阅读材料中将介绍什么信息，完成pre-reading的练习2。鼓励学生在班内发表个人的见解。
2.老师指导学生快速浏览文章中的小标题和每个自然段的首句，了解文章大意，即不同的节日或庆典类型代表着不同的含义，有些是纪念死者的，有些是纪念人士的，有些是庆祝冬天的结束春天的播种、秋天的丰收、以及猎人猎到猎物等等。
设计意图：快速浏览图片、标题信息、文章中的小标题和每个自然段的首句进行略读，可以使学生在较短时间内准确地找到文章的基本信息。
步骤二 找读(scanning)
1.老师先让学生看“理解”中的练习1，了解节日的分类，老师可做必要的解释。
设计意图：学生在把握了节日的分类后，他们在完成下列各环节时更有针对性。
2.让学生带着练习1中的任务通读一遍课文，重点阅读和练习有关的内容，快速找出练习所要求的基本信息。
设计意图：通过找读，学生带着任务就可以快速获得练习1所要求的关键信息。
3. 在老师的指导下，全班合作填写练习1表格中的第一行。然后，老师要求学生独立完成余下的三行表格的填写。学生完成表格的填写后，老师作点评。
设计意图：学生在第一环节中完成了节日的分类、第二环节中找到了练习1中的关键信息后，学生在本环节进一步整合信息，完成练习1表格的填写。
步骤三 细读(careful reading)
1. 学生仔细阅读课文，独立完成comprehending中练习2的问题1~3，然后请几个学生回答，最后全班核对答案。
设计意图：练习2中的问题1~3较4~5简单，通过细读全文，学生能够独立作答。
问题1~3的参考答案：
1) festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.
2) autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.
3) at spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.
2. 学生4人一组讨论问题4~5，然后每组选出一名代表，汇报讨论结果，最后老师给予指导并得出尽可能一致的意见。
设计意图：问题4~5是开放性的问题，通过讨论，学生可以根据文章的线索进行推理，根据已有的知识和经验得出问题的答案。在汇报中，学生就能够分享彼此的成果。
问题4~5参考答案：
1) it is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while.
2) the chinese, japanese and mexican festivals of the dead all have customs to honour the dead. the chinese and japanese go to clean their ancestors’ tombs.
步骤四 归纳内容、对比
完成练习3~4的深层次的阅读理解任务：
老师要求学生探讨课文的整体结构和细节，从每个自然段中找出练习所需的具体的例证。然后老师指导学生完成表格的第一行。学生仿照第一行的填写方法，完成表格其它行的填写。在老师帮助下全班同学一起核对答案，力争取得较一致的意见。
设计意图：通过本环节的学习，学生能够体验归纳、总结、对比的学习过程，同时，为完成后续的写作任务做铺垫。
步骤五 解决阅读中学生遇到的困难
老师要求学生朗读课文。然后4人一组根据上下文讨论在阅读中遇到的难以理解的单词和词组，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等，先是组内探讨解决，组内解决不了的，老师给予帮助。
设计意图：解决阅读中的障碍，培养学生根据上下文进行猜词的能力。
步骤六 归纳整理、复述课文
1. 老师事先用投影呈现出本课信息图，学生在老师的引导下，共同完成信息图中的信息填写，选一名学生填写投影中的信息图(可用词或短语)。然后学生根据“信息图”用自己的话复述课文：
设计意图：教学生如何处理和加工信息，检查学生对课文中的主要信息、事实、情节要点等是否清楚，训练学生灵活运用所学语言表达自己的思想。
步骤七 作业
让学生把复述的内容写成短文。
设计意图：进一步加强学生对课文中主要内容的掌握，培养学生写summary的技巧。
英语必修一教案篇6
学习目标
1． 词汇： advertise， share， persuasive，product, service, promote, place, intended, educate, welfare, complete(ly), lie, claim, aware, toothpaste, breath, cure, customer, connect, trick, creative, public, lead, nationwide, campaign, drug, deal, social, commit, smart, satisfied, publisher, unique, senior, choice, recommend, purchase, copy, sweet, sales, bar, packaging, update, design, unforgettable, fashionable, convenient, continuously, functional, filling, available, various, particular, goal, target, media, mailing, determine, appeal, react, gather, approach
2． 词组、短语：be used to，be satisfied with, encourage sb. to do sth., post sth. on the school website, learn about, do some research on, have information to do sth., share sth. with sb. pay for, do sth. for free, be intended to do sth., educate sb about sth., tell sb. the truth, protect sb. from, be aware of, even if, be proud of, feel good about, connect sth. to, play trick on sb., serve the public, be meant to do sth., lead(live) a …life, deal with，believe in sth., publics service projects, project hope, school every child, be smart about, be supposed to do sth., persuasive language, exciting images, be popular with, market share, sales targets, market leader, be of high quality, sales figures, for the benefit of, have a goal, get sb. to do sth., create the right message, care about, be concerned with, affect one’s life, get the message across, depend on, come up with,
3． 语法、结构：direct speech and reported speech 直接引语和间接引语
4． 技能指导 ：
1） read expository writing
2） write an advertisement and develop an advertising campaign
合作探究
welcome to the unit
i． read the following and tell what they are for:
1. home-care helper for disabled woman in her downtown home, provide personal care and recreation, 10 a.m. to 6 p.m., five days a week.
824-3174 between 4 and 7 p.m.
2. large bedroom in shared house, close to downtown and university, off-street parking, on bus route, park with tennis courts across the street.
824-2723 or 823-0236.
3. 11 a.m. to 2 p.m.
complete
pasta dinners
$28.5
tel: 422307
4. tent--￡35
nylon, blue and green; lm high, 120cm wide,
190cm deep (for two people)
portable cd player--e60
with radio, stereo headphones, case. no batteries.
16cm x 13cm x 6cm. weighs 2kg
5. save 25%
all
mens
pajamas
ii． we have two basic types of advertisements. one is a commercial advertisement (cas商业广告), and the other is public service advertisement (psas公益服务广告) . read and enjoy the following advertisements and decide which are psas and which are cas.
1) make it possible with canon. 佳能数码相机广告
2) the daily modern 日产（尼桑）汽车广告
3) planned parenthood
children by choice, not by chance
4) there’s no better way to fly. 德国汉莎航空
5) the power of dreams 本田汽车广告
6) make poverty history
7) like no other 索尼产品广告
8) take toshiba, take the world.
9) one by one they step forward: a nurse, a teacher, a homemaker. and lives are saved.
10) we can beat extreme poverty, starvation, aids. but we need your help
11) the choice of a new generation. 新一代的选择。--百事可乐
12) ask for more 渴望无限--百事流行鞋
13) impossible made possible 使不可能为可能--佳能打印机
14) were not asking for your money; were asking for your voice.
cas：______________ ________________ ________________
______________ ________________ ________________
______________ ________________ ________________
psas: ______________ ________________ ________________
______________ ________________ ________________
______________ ________________ ________________
reading & discussion
read the passage of reading and decide the main ideas for each paragraph after discussion.
para1 __________________________________________________________
para2 __________________________________________________________
para3 __________________________________________________________
para4 __________________________________________________________
activities and discussion
i. learn to design some questions，express your opinion and state the views.
q1： _________________________________________________________________
q2： ________________________________________________________________
q3: ________________________________________________________________
q4: ________________________________________________________________
ii. try to join your main ideas together with some other sentences to form a summary of your reading.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
words and expressions
3．研析：
词汇
1. share n. 一份（报酬、责任、权利等），股份，
if you want a share of the pay, you’ll have to do your share of the work.
如果你想得到一份报酬，就得做好你该分担的那一份工作。
she owns 5000 shares in the company. 她拥有公司的五千股份。
children should have a share in deciding which subjects they study.
孩子们应可参与决定学习哪些课程。
vt. to join with other people in owning, using , or doing something 分享，共有，分担
everyone in the house shares the same bathroom.
家里的人都共用一个浴室。
he’s sure we’ll win the match, but i don’t share his faith in the team.
他肯定我们会赢这场比赛，但我没有他对球队的那种信念。
also 又作share out , to divide and give out in shares 分配，均分
his property was shared between his children.
他的财产由他的孩子们平分了。
2. be used to,
有用句型：be(get) used to sth; be used to doing sth 习惯于 （某事）的；
she gets used to english food.
她开始习惯英国的食物。
i’m not used to getting up so early.
我不习惯起得那么早。
[相关链接]：be used to do sth
used to do sth
would do sth
a computer can be used to do all its accounts.
电脑可以用来计算所有的账目。
i don’t play tennis much these days, but i used to.
我最近不太打网球，可是过去常打。
we used to work in the same office and we would often have coffee together.
我们以前在同一个办公室工作，并且经常一起喝咖啡。
注意：used to do sth 表示过去经常、总是或有规律地发生的事，但现在不一定还那么做。 usedn’t to 否定缩略形式，used to 也常常被看作情态动词。
3. advertise，vt.做广告：为…做公开启事，尤指赞扬（某一产品或企业）的质量或优势以促??
1). to make known; call attention to: 引起注意：使变得著名；引起对…的注意：
i advertised my intention to resign.
渲染我要辞职的意向
2). to warn or notify: 告诫，告知：
this event advertises me that there is such a fact as death.
这件事告诫我有死亡这样的事实
vi（不及物动词）
1). to call the attention of the public to a product or business. 做广告：引起公众对产品或企业的注意
we advertised through the newspaper for the products of our factory.
我们通过报纸宣传我们厂的产品。
2). to inquire or seek in a public notice, as in a newspaper: 登广告：在公告，如报纸上询问或寻找：
he advertised for an apartment when he just arrived in this city.
在他刚到这个城市时他登广告寻求公寓房
4. recommend, vt.（及物动词）
1). to praise or commend (one) to another as being worthy or desirable; endorse: 推荐：向另外一个人称赞或推荐（某人或物），认为其有价值或合人心意；担保：
they recommended him for the job.
他们推荐他做那项工作。
he recommended a sedan instead of a station wagon.
他推荐了轿子而不是马车
2). to make (the possessor, as of an attribute) attractive or acceptable: 使受欢迎：使（其拥有者，如其品质之拥有者）具有吸收力或使之可取：
honesty recommends any person.
任何一个人都欢迎诚实的品质
your plan has very little to recommend it.
你的计划几乎毫无可取之处。
3). to commit to the charge of another; entrust. 托付：将……交给另一个人掌管；信托
she recommend a child to her friend when was away.
她不在家时把小孩子托给她的朋友照管。
4). to advise or counsel: 劝告：建议或忠告：
she recommended that we avoid giving offense.
她建议我们避免找麻烦
vi.（不及物动词）
1). to give advice or counsel: 建议：给以劝告或忠告：
he recommended against signing an international agreement
他建议别签署国际协定。
5. determine, vt.（及物动词）
1). to decide or settle (a dispute, for example) conclusively and authoritatively.
判定：结论性、权威性地决定或解决（纠纷等）
he determined to go.
他决意要去。
i am determined to do better than mike.
我决心比迈克做得更好。
he determined to go [that he (should) go] at once.
他决心立刻就走。
2). to cause (someone) to come to a conclusion or resolution.
使（某人）得出结论，使得出解决方法
he has not determined what he will study.
他还没有决定学什么。
his advice determined me to drink and smoke no more.
他的劝告使我决定不再抽烟喝酒了。
3). to be the cause of; regulate:
成为…的原因；控制：
demand determines production.
需求决定生产
4). to give direction to:
定向：指出方向：
the management committee determines departmental policy.
管理委员会决定各部门的政策
vi.（不及物动词）
1). to reach a decision; resolve.解决，决定：作出决定；
they determined on an early start.
他们决定早些出发。
i have determined on [upon] going to the countryside after graduation.
我已决定毕业后到农村去。
6. appeal, vi.
1). 呼吁；恳求
the government is appealing to everyone to save water.
政府呼吁每个人节约用水。
the victims families of the murder have appealed to the supreme court to have a definitive answer.
谋杀案的被害家属已经请求最高法院作确切的答复。
2). （常与to连用）吸引；引起兴趣
she appeals to me.
我对她感兴趣。
bright colours appeal to small children.
小孩喜欢鲜艳的颜色。
does the idea of working for a venture company appeal to you?
你有没有兴趣到合资企业去工作?
3). n. 呼吁；恳求
an appeal for forgiveness
恳求原谅
the teacher listened to his appeal.
老师倾听了他的要求。
4). （常与to连用）上诉；诉诸于
appeal a decision to a higher court
不服判决提出上诉
he appealed against the judges decision.
他不服法官判决而上诉。
7. approach vt., vi.
1). 走近；靠近
we approached the museum.
我们走近博物馆。
2). （首次）接洽
did he approach you about a loan?
他与你谈了借款的事了吗？
3). 开始考虑；开始着手
he approached the idea with caution.
他开始认真地考虑那个主意。
he approached the new job with enthusiasm.
他满怀热情地去干新的工作。
4). 接近，近似
the population of our city is approaching 5 million
我们这个城市的人口接近500万
it is not allowed to approach the forbidden area.
这里是禁区不许接近。
the time is approaching when we must be on board.
我们上船的时间快到了。
[习惯用法]
at the approach of
在...快到的时候
be approaching (to)
与...差不多, 大致相等
be difficult of approach
(指地方)难到达的; (指人)难于接近的
be easy of approach
(指地方)容易到达的, 交通方便的; (指人)容易接近的
make an approach to
对...进行探讨
make approaches to sb.
设法接近某人, 想博得某人的好感
approach sb. on sth.
向某人接洽[商量、交涉]
approach sb. about sth.
向某人接洽[商量、交涉]
approach to
接近, 近似, 约等于; (做某事)的方法[途径]
8. satisfy vt. 使幸福； 使愉快; 使满足，使满意
this work does not satisfy me.
这件工作我不满意。
“i wasnt satisfied with our treatment at that hotel, so i shall complain to the proprietor.”
“我不满意我们在那家旅馆受到的待遇,因此我要向旅馆老板投诉。”
（常与of, that连用）使确信；使消除疑虑
i am satisfied that he is guilty.
我确信他有罪。
i satisfied my employer that i had finished.
我使老板相信我已经完成
adj. satisfied; 感到满意的 satisfying令人满足的, 令人满意的
the story had a satisfying ending. 那个故事的结局令人满意。
9. intend vt. 想要, 打算; 企图 ;设计; 计划; 意指, 意思是
he intends his child for a doctor 他打算让孩子以后行医
he intends no harm. 他没有恶意。
i intend to go home. 我想回家。
the book is intended for beginners. 本书是为初学者编写的。
what do you intend by that remark? 你说这话是什么意思?
is that what you intended? 这是你的原意吗?
i intend it as a stop -gap. 我想拿它凑数。
[相关链接] intend 系正式用语, 指“心里已有做某事的目标或计划”, 含有“行动坚决”之意, 如:
i intended to write to you.
我要给你写信。
mean 可与 intend互换, 但强调“做事的意图”, 较口语化, 如:
i mean to go to bed earlier tonight.
今晚 我想早些睡觉。
propose指“公开明确地提出自已的目的或计划”, 如:
i proposed to speak for an hour.
我想讲一小时。
[习惯用法]
be intended to (do) 意思是使; 是用来
be intended to be 规定为, 确定为
it is intended that 企图, 意图是
intend for 打算供...使用; 打算送给；打算使...成为; 想让...从事某事
10. protect vt. 保护; 保卫; 准备支付(汇票)
protect home industries 保护国内工业
protect sb. from danger 保护某人免遭危险
a line of forts was built along the border to protect the country against attack.
在边界沿线构筑了堡垒, 以防国家受到攻击。
he raised his arm to protect his face.
他举起手臂护住脸部。
he is wearing sunglasses to protect his eyes from the strong sunlight.
他戴着太阳镜以挡强烈的阳光。
11. aware adj. [用作表语]知道的; 意识到的
he wasn’t aware of the danger. 他没意识到有危险。
i didn’t become aware of his arrival. 我没注意到他的到来。
注意：后接从句时of 要省略。
are you aware that you have hurt her feelings?
你有没有察觉到你已经伤害了她的感情了呢？
i became aware how she might feel.
我察觉到她会有怎样的感受。
[相关链接] aware; conscious; sensible 都含有“意识到的”意思。
aware 侧重“感官所意识到的外界事物”, 如:
everybody is aware of the importance of the four modernizations.
每个人都意识到了四化的重要性。
conscious 侧重“心理感知”, 如:
he is conscious of a sense of quilt. 他感到内疚。
sensible 指“可用感官察觉到的(较复杂或抽象的事物的)”, 如:
i was sensible of her solemn grief. 我知道她很悲哀。
unaware 不知道的，没察觉到的 unconscious不省人事的，未发觉的，无意识的
12. trick n. 诡计, 欺骗, 骗术, 奸计; 谋略; 恶作剧; 卑鄙的手段; 轻率愚蠢行为; 习惯怪癖; (贬意)秘诀, 窍门; 手腕, 手法; 技艺, 巧技; 戏法, 幻术; [口语]逗人的孩子; 俏姑娘
he exposed all the tricks of the enemy 他揭露了敌人的一切阴谋诡计。
a double -dealing trick 两面派手法
tom can see through the magicians tricks.
汤姆能看穿魔术家的戏法。
戏法；把戏；花样
i can do magic tricks.
我会玩魔术。
he has learned the tricks of the trade
他学会了这行生意的诀窍
he got the money from me by a trick.
他用诡计骗走了我的钱。
the children played a trick on their teacher.
孩子们捉弄了他们的老师。
tom has the trick of frowning.
汤姆有皱眉头的习惯。
a mere trick of the light
(魔术中)仅靠灯光造成的幻觉
a night trick
夜班
a pretty little trick
漂亮的少女
13. deal with，vt. (dealt [delt]) 分配, 分派(out); 分, 分给, 授给, 发(纸牌)
给以(打击); [常用于被动语态]对待, 对付
deal sb. hard blows 狠狠打击某人
deal the cards 分牌
you have been well /badly dealt by him. 你受到了他的优/虐待。
vi. 交易; 经营(in) 应付, 处理, 考虑, 安排(with)，与...有关; 论述, 涉及(with)
从事, 参与; 生产; 使用，交际, 打交道, (和...)来往，对待, 处分, 惩处，分发(尤指分纸牌)
deal in tea 经营茶叶
deal with the cards 发牌
he is easy to deal with.
他很容易打交道。
the committee will deal with this complaint.
委员会将要处理这份投诉
the book deals with this problem.
这本书论述了这个问题。
the teacher deals fairly with his pupils.
这个教师公平地对待他的学生。
how would you deal with an armed burglar?
遇到持有武器的盗贼，你将如何对付？
14. believe in 信仰；信任; 相信; 认为（某事物）有价值
to believe in god 信仰上帝
i dont believe in the story.
我不相信这件事。;我不相信这个故事。
we believe in him.
我们信任他。
do you believe in ghosts?
你相信有鬼吗?
some people believe in everlasting life after death.
有些人相信永生。
he believed in telling the truth.
他相信说的是真话
he believed in homeopathy
他认为顺势疗法有效
i dont believe in letting children do whatever they like.
我不赞成让孩子为所欲为。
15. be supposed to do sth.,
i suppose you are right.
我想你说得对。
lets suppose (that) the news is true.
让我们假定这消息是真的。
suppose your father saw you now, what would you say？
假设你父亲现在看到了你, 你该怎么说？
creation supposes a creator.
创造必须先有创造者。
i should suppose him to be about twenty.
我猜他是二十岁左右。
suppose we go for a walk.
我们去散散步吧。
be supposed to (do)
被期望或要求; 应该; (用于否定句中)不被许可; 据说
16. be of high quality,
be of +抽象名词=be+该名的形容词形式
be of great (much) value/ importance/ use/ help/ interest = be very valuable /important/ useful/helpful/ interesting
the dictionary is of great help to my translation but that one is of no use.
这本字典对我的翻译有很大的帮助，但那本却没用。
the reference book is of great importance to my writing.
这本参考书对我的写作是很重要的。
of的后也可加上特质名词
be of +the same/different size/height/age/colour/weight/type /class etc.
we are of the same class.
我们是同一个班的。
the coins are of different sizes, shape sand metals.
这些硬币大小、形状、质地都不一样。
以上这两种of 结构还可以用作宾补和名词的后置定语。
do you think the book of any interest to middle school students? (宾补)
old factory buildings have many halls and workshops of different sizes. (定语)
17. benefit n. 利益, 好处; 恩惠; 退休金; 津贴; 救济金; 保险抚恤金 义演; 义赛
a public benefit 公益
be of benefit to the people 对人民有好处
disability benefits 残废抚恤金
a benefit match 义赛
this dictionary will be of great benefit to me. 这部字典将对我有很大裨益。n.
vt. 有益于
exercise benefits our health. 运动有益于我们的健康。
vi. 受益
we benefit by [from] daily exercises. 每天做操对我们有益。
[习惯用法]
for the benefit of 为了...的好处
give sb. the benefit of ones experience 用自己的经验[知识]帮助某人
in benefit 有资格得到救济金(指生病、失业等津贴)
out of benefit 没有资格得到救济金
sick benefit 疾病津贴
18. concerned n. 所关切的事； 涉及（某人）利害关系； 焦虑；商行， 公司； 企业； 康采恩， 财团; 股份; 小玩意儿， 小东西
have concern about the matter
关心此事
express /show deep concern for sb.
表示对某人十分关心
have concern over a friends misfortune
忧虑友人的不幸
a going concern
开着的商店； 发展中的事业
joint stock concern
股份公司
paying concern
有收益的企业
a petty concern
细事
what concern is it of yours?
此事与你有什么关系？
there is some cause for concern but no need for alarm.
是有点令人忧虑， 但不必惊慌。
she has a concern in that company.
她在那家公司有股份。
her ring is an odd little concern fitted with blinking diamonds.
她的戒指是装有许多闪光钻石的小玩意儿。
[习惯用法]
as concerns 关于
as far as... be concerned 关于； 至于； 就...而??
be concerned about 关心
be concerned over (at) sth. 为某事忧虑
be concerned in sth. 和某事有牵连
be concerned with 牵涉到， 与...有关， 参与
everyday concerns 日常事务
feel concern about 忧虑， 挂念
give oneself no concern (about) 不关切， 对...冷淡
have a concern in 和...有利害关系
have no concern for 毫不关心
have no concern with 和...毫无关系
it is no concern of mine (yours) 这不关我［你］的事
of much concern 很重要， 很有关系
of no concern 无关紧要， 没有意义
with concern 关切地
concern oneself about sth.忙于； 从事； 关心， 关切
concern oneself in sth. 忙于； 从事； 关心， 关切
concern oneself with sth. 忙于； 从事； 关心， 关切
19. depend vi. [通常与 on, upon 连用] 依靠, 依赖; 相信, 信赖; 取决于, 由...而定
[习惯用语]
that depends.
[口]要看情况而定。
it all depends.
[口]要看情况而定。
you may depend upon it.
[口]肯定无疑; 放心好了。
depend on
依靠; 由...而定, 取决于; 从属于; 依赖其维持
depend upon
依靠; 由...而定, 取决于; 从属于; 依赖其维持
depend upon it
[口]肯定无疑,保管没错, 我敢说(用于句首或句末, 不必加主语)
20. come up with, 找出， 想出（答案，计划等）
you’ve come up with a good idea.
你想出来的主意好极了。
they might come up with a plan.
他们有可能想出一个计划了。
he couldnt come up with an answer.
他回答不上来。
he couldnt come up with an appropriate answer just at the time.
那时他想不出一个合适的答案。
语法点津
direct speech (direct narration) 直接叙述的话语，即直接引语。the style used in writing to report what someone said by repeating their actual words.
reported speech (indirect speech) 转告引述的话语，即间接引语。the style used in writing to report what someone said without repeating their actual words.
notes:
1． 引述一般疑问句或附加疑问句时，通常用whether或if引导，而引述选择疑问句时，一般只能用whether引导。
e.g.: “does he really mean it?”
---- i wondered whether/if he really meant it.
“they live in groups, don’t they?”
---- he asked whether/if they lived in groups.
“is this book yours or his?”
---- she asked me whether this book was mine or his.
2． 引述特殊疑问句时，用原句中的wh-词引导。
e.g.: “why didn’t you stop her?”
---- he asked why i hadn’t stopped her.
3. 引述陈述句时，用连词that引导（that在口语中常被省略）。
e.g.: he said, “i like it very much.”
---- he said that he liked it very much.
“i’ve left my book in your room.”
---- he told me that he had left his book in my room.
3. 引述祈使句时，要将祈使句的动词原形变成带to 的不定式，并在不定式的前面根据句子的意思加上tell, ask, order 等动词，如果祈使句为否定句，在不定式的前面加上not。
she said to us, “please sit down.”
---- she as
英语必修一教案篇7
一、教学背景分析
1. 单元背景分析
随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。
2.学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
二、教学目标分析
语言技能
听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
情感态度与文化意识
(1)。进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
(2)。引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。
(3)。指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。
(4)。意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。
语言知识
词汇：学习并使用一些与science 和scientists有关的词汇。
语法：进一步了解一词多义现象与合成词的构成。
功能：学习如何就某一事物给予别人指导与说明。
话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。
学习策略
指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。
三、教学内容分析
本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。
warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。
speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，(练习中提供了诸如maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。
reading讲述的是科学家 franklin的风筝实验，从而证明lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。
language study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。
integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。
四、教学重点与难点
重点
(1)。能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ it’s good / bad / harmful for… / it’s dangerous / expensive / important / unnecessary/ it brings people …/ it can help people…
(2)。掌握如何就某一话题给予别人指示与说明，能熟练运用 don’t do… / don’t forget to… / make sure… / remember that… / do be careful of…等结构进行讨论、对话与表演。
英语必修一教案篇8
本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。
1. 开展学生活动，发挥主体作用
新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。
2. 实施情景教学，统合三维目标
本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。
3. 转变学习方式，增强教学效果
新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动， 为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。
4. 运用问题教学，启发学生思维
本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。
本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。
?教材分析】
本单元教学内容为人教版新课标module 5 unit 3 life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。
第一篇reading文章主要讲述主人公li qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了li qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。
考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。
?学情分析】
1. 认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘
生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。
2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识
发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。
3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。
?教学目标】
(1)知识与能力
学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。
(2)过程与方法
通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为warming-up and reading, 第二课时为learning about language, 第三课时为using language, 第四课时为listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。
(3)情感态度与价值观
通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。
?重点难点】
重点：
1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。
2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。
难点：
1.掌握过去分词作定语和状语的用法。
2.运用所学的词汇及句型写出具有一定想象力的短文。
?教学策略与手段】
1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。
2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。
3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。
?教学准备】
1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。
2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。
3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。
?教学过程】
period 1: warming-up & reading
teaching aims:
1. learn some new words and expressions.
2. improve the students’ reading skills.
3. know the more advanced forms of transport in ad 3005 and the advantages and problems of life in the future.
teaching methods:
1. inductive method
2. pair work & group work
3. competition
4. illustration
5. deductive method
step 1 greetings and lead-in
1.the teacher can start with daily greetings and try to lead in some words in this unit.
q1: where do you come from? do you live in the downtown or in the countryside?
do you live in a comfortable surrounding?
is it a suitable location for people to live in?
what is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
2.q2: no matter where you live, i am wondering how do you usually go to school? (by bike, by car, by bus…)
bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. what other vehicles do you know?
carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …
3.now let’s take a look at the screen to learn about the development of all the means of transportation.
sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft
4.q3: what will the future means of transportation be like? (time travel)
well, today we are going to learn a text about time travel.
?设计说明】
由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到warming-up中的transport与houses, villages,towns, 以及location of settlement的联系不大，可单独提出，因此将transport的发展变化应用于课文的导入中，这样比较科学自然。)
step 2 skimming
1.the teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.
q1：what will the future life be like?
2.the students are given several minutes to read through the text and try to find out the changes mentioned in the text.
q2: which changes are mentioned in the text?
time travel – transport – air quality – religion – clothing – eating – houses – towns
3.the teacher can ask the students to carry out a discussion about the changes.
q3: which changes are good and which are bad?
?设计说明】
猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)
step 3 reading for details
1.before the journey
q1: how many people are mentioned in the text? who are they?
q2: when did the writer write this letter? and to which year did he travel?
q3: why did li qiang travel to the year ad 3005?
q4: what did li qiang suffer from?
q5: how did li qiang feel? what makes him feel better?
q6: where did they arrive?
?设计说明】
通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。
2.during the journey
1) in the capsule:
climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?
2) out of the capsule
confused by the new surrounding, i was hit by the lack of fresh air
q1: how did li qiang overcome the lack of fresh air?
1. hovering carriage: .
q2: how did the hovering carriage float?
q3: how can a person move swiftly?
2. “a large market”
q4: what were people doing there?
q5: what happened to li qiang?
3. a large building
q6: what is a “time lag” flashback?
?设计说明】
按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点hovering carriage, a large market, a large building来处理文章第三段。
3.after the journey
(arriving home, he showed me into a large bright, clean room.
xx of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…
q1: how did the author feel after visiting the special house?
exhausted, i slid into bed and fell fast asleep.