高一英语教案人教版(精编版)
高一英语教案人教版
本单元围绕“野生动物保护”这一中心话题进行听说读写的训练，其中阅读部分“How Daisy Learned to Help Wildlife” 描述了一个名叫Daisy 的女孩以特殊的方式从濒危动物那里学到了野生动物保护的知识。Daisy 的学习方式，方法和过程非常奇幻，她乘着飞毯周游世界，首先来到了，同藏羚羊的对话中了解到了濒危野生动物的现状和原因。然后飞到了津巴布韦通过大象的介绍，明白了动物保护的重要性和措施，最后来到了热带雨林，从猴子口中懂得了保护野生动物还应该关注他们生活的环境，了解他们的习性。最后Daisy 在奇幻之旅结束时提高了保护野生动物的意识，表达了她的感受和决心。文章立意新颖，近似于童话，活泼有趣，行文结构清晰，层次分明。
学生阅读的过程就是随着Daisy学习动物保护的过程。学生是以听说读写的方式从课本，网络等课程资源中获取关于动物保护的信息。基于课文的形式和内容特点，我挖掘出了课文内容与学习方式的结合点，学习内容与实际应用的共性，因此采取了任务型教学的模式，制定出班级总任务是制作以保护各种濒危野生动物为主题的，题为“Let’s Help Wild Life”的英文网站。这个网站是由若干网页组成，网页内容是以一种濒危动物的保护为主题，因此把全班以四人
为一组分成若干组，小组任务是制作这张网页。
要完成任务，学生必须确定濒危动物是什么，内容和语言，以及设计制作，具体步骤是课前分组查找濒危动物有哪些，自主选择他们最关注的一种动物，课上学习与主题相关的内容，进行语言聚集，课后收集，整理，合成信息，完成网页的制作，这样，从课前准备到课中学习到课后延展，达成了知识的系统性，提高了学生用英语解决实际问题，综合运用语言的能力, 提高了自主学习的意识和能力。
所授课学生为我校高一学生，经过第一模块的学习，学生了解并学会了运用以小组合作的方式进行合作学习，学生具备基本的阅读能力，阅读技巧和方法。但尚未掌握有效的方法克服阅读中的生词障碍。濒危野生动物保护是学生熟悉和关心的话题，但用以表达话题的语言积累不足。此外，虽然学生的学习资源丰富，但未能恰当的利用资源进行语言学习。因此设计好学习任务，方法和步骤是提高阅读能力，进一步巩固和加强英语学习策略的关键。
知识与技能目标：
1.学生通过回答问题，填写图表，连线，等方式获取并理解有关Daisy 如何学到的关于野生动物保护知识的信息。
2. 能够运用所获取的信息简单描述关于濒危动物，藏羚羊的保护情况。
3．利用资源策略，完成以保护野生动物为主题的网页
制作。
情感与态度目标：
1. 通过获取野生动物保护知识，提高保护野生动物的意识。
2. 通过小组合作，学生提升了合作意识；学生增强了自信，维持并提高了对英语学习的兴趣。
教学重点和难点：
获取并理解关于Daisy 学到关于濒危动物保护的知识的相关信息，并迁移运用到谈论关于对藏羚羊的保护。
Pre-reading
I. Task presentation:
Class task: Build up a website about wildlife protection, called “ Let’s Help Wildlife”
Team task: Produce a web page about protecting one kind animal that you are concerned about.
II. Names collection:
Collect the names of endangered animals that they decide to protect.
III. Inquiry question:
Show the Ss two questions to think over and ask them to answer by the end of the
class.
Q1. Why should we protect wildlife?
Q2. What do you learn from the text to help wildlife?
设计意图：学生明确了学习目标，从而激发了学生的阅读动机，探究性问题使学生在学习过程中处于主动认知的状态，开启了他们的思维之门，知识之窗。
IV. Prediction.
1. Ss read the title and predict what the text talks about.
2. Ss compare the title of the text with their task.
设计意图：学生比较课文标题和任务标题，发现相似之处，使学生明确了其制作网页的内容就是来源于课本内容，要想完成任务就要学好课文，课文为其任务的达成提供了依据和帮助。
While reading--- Fast reading
Ss skim the text and answer the following questions:
Q1. Where did Daisy go?
Q2. How did she go there?
Q3. What animals did she meet?
设计意图：学生了解文章主要内容，培养学生快速浏览阅读材料确定主要信息的
技巧。图文结合的形式增强了学生的感性认识，使学生意识到动物保护是全球范围的行动。加深了对文章内容的印象。
While reading--- Detailed reading
Para 1.
I. Ss read the first paragraph and answer the following questions.
Q1. What is the situation of antelope in Tibet? Q2. Why has the antelope become endangered?
Q3. Is there any protection provided?
Possible answers:
Situation: decrease
Reason: be killed for the fur beneath its stomach no protection
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。
II. Language understanding.
1. Ss understand the sentence by looking at the picture and choosing correct answer. “We’re being killed for the wool beneath our stomachs. Our fur is being used to make sweaters for people like you.
Q: Which part of an antelope is used to make wool
sweater?
设计意图：并且利用非语言信息帮助学生理解文字信息。
2. Ss paraphrase the word “respond” andtalk about the method of guessing the new word.
“ Where do you…?”it asked. Daisy responded immediately. “I’d like to…”
Method: 利用动作的顺承关系
设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。
III. Ss get to know more reasons why wildlife can be endangered.
1. Ss brainstorm the reasons
设计意图：学生通过头脑风暴进行发散性思维，激活学生的背景知识，积极主动地将自己已有的知识和经验，结合语篇中的信息产生新的思想。
2. Ss describe the pictures and talk about the reason why the animal is endangered.
The tiger becomes ______ because people ________. People _____. As a result, the panda _____________
The weather ____________ , so the pole bear
__________________.
设计意图：利用本段信息谈论其它濒危动物的现状和原因是对知识的拓展与迁移，提高了学生语言应用的能力。
IV. Deep understanding
Ss discuss and answer the question.
Q: What did Daisy learn from her trip in Tibet? Possible answer: Situation and reasons of endangered animals
设计意图：学生对已获取的信息进行概括，培养学生总结归纳段落主题的能力。
Para 2.
I. Ss read the passage and match the time with its situation
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的技巧。
II. Language understanding.
Ss get the meani ng of the word “used to” and talk about the method of guessing the new word.
“The elephant used to be an endangered species.” Method: 利用对比关系
设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。
III. Ss get to know more practical measures of protection.
Ss do group work to collect the measures of protection
1. Ss list the measures individually.
2. Ss discuss and collect the measures in a group of work.
3. Ss show the measures on the blackboard.
设计意图：通过合作学习，集思广益，有助于增强自信心，提高合作意识，竞争意识，积极主动地将自己已有的知识和经验与他人交流，结合语篇中的信息产生新的思想。
IV. Ss discuss the measures of antelopes’protection.
1. Ss tick out the measures of protection from which that the student collected.
2. Ss talk about the practical measu
res.
设计意图：利用本段信息谈论对藏羚羊的保护是对本段知识的拓展与迁移，提高了学生语言应用的能力。
V. Deep understanding
Ss discuss and answer the question.
Q: What did Daisy learn from her trip in Zimbabwe?
Possible answer: Protection and solution of endangered animals
设计意图：学生对已获取的信息进行概括，培养学生总结归纳段落主题的能力。
Para 3.
I. Ss read the passage and find out the answer to the questions.
Q1. What is the relationship among wildlife according to the monkey?
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。
关系图的设计帮助学生理解信息。
Q2. What does the relationship suggest?
II. Ss discuss the inquiry question asked at the beginning of the class.
Q: Why should we protect wildlife?
III. Language understanding.
Ss get the meaning of the word “appreciate” by choosing correct answer and talk about the method of guessing the new word.
“… and appreciate how the animals live together.”
A. admire
B. understand
C. thank
Method: 利用动宾关系
设计意图：学生掌握通过上下文猜词的技巧，提高处理生词和理解信息的能力。
IV. Deep understanding
Ss discuss and answer the question.
Q: What did Daisy learn from her trip in the rainforest?
Possible answer: Habitat and features of endangered animals
设计意图：学生对已获取的信息进行概括，培养学生总结归纳段落主题的能力。
V. Ss will talk about the antelope’s habitat and feathers according to the information given by the teachers.
Height 75cm
Weight 40kg
Habitat Only on cold desert, high mountains in Qinghai-Tibet plateau
Appearance Brown, like sheep, long and sharp horns, a little bag in the nose to help to breathe, Life 8 years
设计意图：利用本段信息谈论对藏羚羊的栖息地和特点是对本段知识的拓展与迁移，提高了学生语言应用的能力。 Para. 4
Ss read the fourth paragraph and answer the following questions.
Q1. What did Daisy plan to do after going back home? Q2. What did Daisy think of the experience?
设计意图：学生获取细节信息，培养学生快速浏览阅读材料，确定具体信息的阅读技巧。
关系图的设计帮助学生理解信息。
Post reading
I. Summary
1. Ss sum up the ways guessing new words.
利用顺承关系
利用对比关系
利用动宾关系
设计意图：掌握通过上下文猜词的技巧，学生就能够提高在阅读中处理生词的能力，提高逻辑思维能力，提高在语境中理解信息的能力，增强在阅读中克服生词障碍的信心。
2. Ss sum up the information about wildlife protection.
Ss recall the inquiry question asked at the
beginning of the class.
Q: What do you learn from the text to help wildlife? Situation and reasons
Protection and solution
Habitat and features
II. Discussion
Ss talk about the antelope’s protection.
Habitat and features
An adult antelope is about 40kg weigh and 75cm high. They are like brown sheep with long and sharp horns. There is a little bag in the nose to help to breathe. and their fur beneath the body is quite soft. They only live on cold desert, high mountains in Qinghai-Tibet Plateau. The life is no more than eight years.
Situation and reasons
The number of antelopes is decreasing rapidly. Most of them are being killed for the fur beneath its stomach to make sweater for people. There is not any protection, so thy are dying out.
Protection and solution
The government is establishing Antelope Reserve to prevent people from killing them. And there are some
laws that has been passed to punish those people who hunt them or destroy their environment. Besides, people had better not buy any sweaters made of wool from antelopes. It is more important that people should know protecting wildlife is protecting themselves.
设计意图：学生能够运用阅读中已知的信息，再次经历信息的筛选，归纳，综合和概括的思维过程，使学生在信息的迁移过程中培养了灵活的思维方式。另外教学环节是学生完成任务的范例。
Homework:
1. Finish the web paper.
2. Give each group evaluation on their web paper. Evaluation
Group Content Language Desi
gn Total
5 3 1 5 3 1 5 3 1
Group 1
Group 2
……
Notes:
Mark Content Language Design
5 完整充实丰富，易懂，无误合理新颖，可视性强
3 基本完整易懂但有误合理，有可视性
1 未完成错误很多，很难读懂不合理
设计意图：知识拓展以及资源策略的培养，提高了自主学习的意识和能力。
板书设计：
Habitat and features
Learn to help wildlife Situation and reasons Protection and solution
教学效果评价：
积极开发和合理利用课程资源是英语课程实施的重要组成部分，如何将各种形式的课程资源与英语教材有效的结合是教学过程实施的关键。本课力图将网络资源与教材内容合理地结合，并进行有效的利用和开发。主要体现在以下三点：
1．找到了课本内容与利用网络资源进行课题研究的共性和结合点，即以动物保护为话题的学习。
2．明确了学习课本内容与查找网络信息之间的关系，即互补，互进，互通的关系。因此学生提高了利用课程资源对信息进行有效的筛选和收集的能力。
3．强调了英语教材是英语课程资源的核心部分。学生只有通过课本内容的学习，之后才能确定其网页内容，而且教材为任务的完成提供了充足的语言支持，使学生明确了
课本内容，课文阅读，课堂学习的重要性。
人教版高中英语教案范文合集大全
人教版高中英语教案范文合集大全 英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。下面是小编为大家准备以下的内容，希望对你们有所帮助，人教版高中英语教案范文合集大全一 教学准备 教学目标 1. 知识与技能目标 (1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。 (2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。 (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 2. 过程与方法目标 (1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。 (2)通过阅读课文利用Skimming 和Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。 (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 3. 情感、态度、价值观目标 通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。
教学重难点 教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。 教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。 教学过程 (一)展示学习目标与小组评价规则 (二)“导入” 展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。 (三) Fast reading 快速扫读课文 (四)Detailed Reading: 详细阅读 (五)Challenge your speaking(口语能力提升) 提供参考词汇：Welcome to … This museum is locat ed in… It displays(展出) art works in… centuries of …countries, including … It will appeal to… You shouldn’t miss… (六)Challenge your writing (英语写作能力提升) Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words 写作参考词汇：潍坊世界风筝博物馆(Weifang World Kite Museum) 杨家埠民间艺术大观园(Yangjiabu Folk Art Museum) kite 风筝wood-print new year pictures木板年画be located in 位于…is famous/well-known for …因…而出名it displays/shows…展出 Here you can enjoy… 在这里你可以欣赏到… artist 艺术家appeal to 吸引tourist 游客it’s well worth a visit 很值得参观 (七)成果展示
最新人教版高一下册英语教案
最新人教版高一下册英语教案 （一） Teaching Aims and Demands Words and Phrases Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then Three Skills: energy soft bar fuel chemical balance tasty boil mixture Spoken English: In the clinic / seeing a doctor: What’s wrong with you?/What’s the matter with you? Lie down and let me examine you. Let me have a look. Where does it hurt? Drink plenty of water and get some rest. I’ve got a pain here. This place hurts. There’s something wrong with back/my knee/my arm. I don’t feel well. Grammar:
Use of Language: 1. Master the function use of language as defined above. 2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily. Important points: 1. Talk about different kinds of food that one favorites. 2. learn the basic knowledge of healthy eating. 3. learn how to say in the clinic. 4. Grasp the language points and grammar in the text. Difficult points: The use of modal verbs --- had better, should and ought to. Teaching aids: computer or slider-projector Way of Teaching: Communication way of teaching, discussion and group work. Lesson 1Step 1 Warming-Up First show the students some pictures of dishes and so to introduce the topic of this unit. And then show the pictures on their text books and let them to decide what is junk food and what is not.
高一英语下学期期末考试新人教版
第二学期期末考试高一英语试题 第一部分: 英语知识应用(共三节) 第一节：语音知识（共5小题，每小题1分，满分5分） 从每小题的A B C D 四个选项中，找出其划线部分与所给单词的划线部分读音相同的选项。 1. moustache A. machine B. chance C. catch D. cheer 2. doubt A. amount B. trouble C. shoulder D. group 3. again A. cabbage B. narrow C. famous D. tradition 4. astonish A. discovery B. mother C. comedy D. close 5. studio A. button B. cartoon C. tobacco D. tower 第二节: 单项选择 (共15小题, 每小题1分, 满分15分) 6. —How did you find the talk this morning? —______. A．By asking my students B．It was easy to find C．Very disappointing D．Just in time for it 7. At the meeting they discussed different ______ to the study of mathematics. A．approaches B．means C．methods D．ways 8. Up to now, he _______ most of the works by Mark Twain. A. is reading B. has read C. will read D. reads 9. Only when I left my parents for Italy ________ how much I loved them. A. I realized B. I had realized C. had I realized D. did I realized 10. As you see , the number of cars on our roads________ rising these days. A. was keeping B. keep C. keeps D. were keeping 11. The students running on the playground are all in thei r uniforms, so it’s hard for you to_____ my sister in them. A. take up B. take out C. pick up D. pick out 12. I was in the middle of my call because I had no more coins to put in the box. A. cut off B. broken in C. hung up D. put down
(完整版)高一英语(牛津译林版)定语从句
定语从句 一、基本概念 1．定语从句：在一个主从复合句中修饰某一个名词、代词或修饰整个主句的从句叫定语从句。换句话说，定语从句就是用来作定语的句子。 2．先行词：被定语从句修饰的名词或代词叫先行词。先行词前一般用the ，但在指“一个”概念时可用a , an 。 3．关系代词/ 关系副词：连接先行词和定语从句的词叫关系词，根据其在从句中作用分为关系代词或关系副词。若先行词在从句中作主语、宾语和定语等，应用关系代词引导定语从句；若先行词在从句中作时间状语、地点状语和原因状语等，应用关系副词引导定语从句。 4．定语从句的位置：一般紧跟在先行词后面。但有时因句子结构的需要，定语从句和先行词被某些成分隔开。 5．引导定语从句的关系词分为二类： 关系代词：that, which ,who, whom ,whose , as 关系副词：when, where, why 二、基本用法
2．使用关系代词时应注意的几个问题： a. 在以下几种情况下只使用that不用which。 1.先行词是不定代词时，如: all, anything, everything, nothing, something, little, few, much。 1.I told him all (that) I know. 2.He gave her everything (that) he had. 2.先行词被all, every, any, the very, the only, the just等修饰时。 1.I have read all the books (that) you gave me. 2.You can take any book (that) you like. 3.先行词被序数词和形容词的最高级修饰时。 1. This is the best book (that) I have ever read. 2. The second place (that) I want to visit is Shanghai. 4.先行词既有人又有物时。 1.We talked about the persons and things (that) we remember in the school. 2.The people and the animals that were killed in the earthquake have all been found. 5.在Who, Which引起的疑问句中。 1. Who is the boy that helped you? 2. Which is the book (that) you bought yesterday? 6. 若有两个定语从句，一个用which引导，另一个须用that引导。 He bought a book which could give him knowledge and that could help to kill the time. 7. 当先行词在定语从句中作表语时。 Mary is no longer the girl (that) she used to be. b.在以下几种情况下只使用which 不用that。 1. 引导非限制性定语从句时。 I have lost my pen, which I like very much. (which 作宾语，指代主句中的pen) New concept English is intended for foreign students, which is known to all of us. (which作主语，指代整个主句) 2. 若有两个定语从句，其中一个关系代词是which，另一个须用that。 The book (that) he bought yesterday was the one (which) he liked best. 3. 先行词在句中作介词宾语且介词前置时。 This is the house in which Lu Xun once lived. c.当先行词为指人的关系代词时,引导词只用who 不用that。 1. 先行词为all, anyone, one / ones, those, people 时，须用who。 1. Anyone who knows how to do it can do it now. 2. Those who want to see the film please put up your hands. 3. He, who does not reach the Great Wall, is not a true man. 2. 在非限制性定语从句中，须用who。 Tom’s father, who is over sixty, still works hard. 3. 在被分隔的定语从句中，须用who。 A new teacher will come tomorrow who will teach you German. 4. 在以there be开头的句子中，多用who。 There is a stranger who wants to see our headmaster. 5. 若有两个定语从句，其中一个关系代词是that，另一个须用who。 The student who was praised at the meeting is the monitor that studies very hard.
人教版高一英语下学期试卷及答案
2018～2019学年度第二学期《英语》期末考试试卷(A卷) 班级学号姓名总分 (考试形式：闭卷时间：120分钟) 适用班级：高一英语 说明: 1. 本试卷分第I卷(选择题)和第II卷(非选择题)两部分, 共10 页6大题。 2. 满分150分; 答题时间120分钟。 3. 卷I答案需用2B铅笔填涂到答题卡上相应题号下，卷II答案用黑色水笔、黑色钢笔 书写到答题卡上。铅笔书写卷II内容不得分。 第I卷（共90分） 第一部分听力（共15小题；每小题1分, 满分15分） 略 第二部分：英语知识运用(共两节，满分45分) 第一节单项填空（共10小题；每小题1分, 满分15分） 从A、B、C及D四个选项中, 选出可以填入空白处的最佳选项。 16. On this map what does a star ________? A. tell B. represent C. say D. mean 17. I first met Mr Smith in America. He ________ at Stanford University then. A. studied B. had studied C. is studying D. was studying 18. Our bodies are strengthened by taking exercise. ________, our minds are developed by learning. A. Possibly B. Likely C. Similarly D. Generally 19. ________, most teenagers now listen to rock music. However, John likes classical music better. A. In a word B. In general C. In time D. In total 20. The letter “X” can be used ________ an unknown number. A. to expressing B. to express C. expressing D. expression
人教版高中英语必修一全册教案
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
人教版高一英语(下)知识归纳(U18)
高一上知识归纳（U18） 1．run vi．(物)延伸，扩展；(事情)继续。 [举例](1) The road runs along the river. 那条道路沿着河流延伸。 (2) The ivy runs along the hedge. 常春藤沿着篱笆攀爬。 (3) The musical play has been running for five years. 那出音乐剧已经连续演了五年。 [搭配] run across 偶然遇见；跑过 run after 追求，追逐 run against与……相撞 run at 向……冲去 run away 逃跑，跑 run back to 追溯到 run out of 用完 run up to (数目)达到…… 2．be made up of 由．．．．组成 [举例] Our class is made up of six groups. 我们班由六个小组组成。 [比较] be made up of / be made with / be made out of / be made into (1) be made with指制成品中包含的某种原材料，是“由……做成的”的意思。 A fruit cake is made with fruit. 水果蛋糕是用水果制成的。 (2) be made out of 指做成整个成品的材料，多用于口语，意思和be made of／ from差不多，只是语气强一些。 The shirt is made out of the material. 这衬衫是用这种料子做成的。 (3) be made into是指“某种原料制成某种成品”。 Wool has been made into sweaters. 羊毛已做成羊毛衫了。 3．Surround vt．包围、环绕 [用法]surround指一物四周被另一物围绕或完全覆盖；也可指人(尤指土兵或警察)包围一个地方。 [举例](1) The house was surrounded by high walls.房屋四周围着高墙。 (2) The whole cake is surrounded by a thick coat of jelly. 整个蛋糕覆盖着一层厚厚的果冻。 (3) The village was surrounded by troops.村庄被部队包围了。 (4) They have surrounded the town with troops. 他们动用部队包围了这座城镇。 4．same adj．同一的，同样的 [搭配] the same.., as 与……一样the same.., that 是……同一个 at the same time 同时 all the same 尽管，如此，仍然[举例](1)We are the same age. 我们同岁。 (2)Let's meet at the same place as yesterday. 我们在跟昨天一样的地方见面。 (3)That jacket is the same as mine. 那上衣与我的一样。 (4)This is the same pen that I lost. 这正是我遗失的那支钢笔。 (5)They began to laugh at the same time. 他们同时笑了起来。 (6)He has faults, but I like him all the same. 他有缺点，然而我还是喜欢他。 5．be famous for以……闻名 [举例] He is famous for his fine acting.他以演技精湛著称。 China has been famous for its silk trade.中国以丝绸贸易著称。 [比较] be famous for／be famous as， be famous as表示“以……身份闻名”，be famous for是“以……而著名”。
牛津译林版高一英语上册知识点：Unit 1 School life
牛津译林版高一英语上册知识点：Unit 1 School life (一)词汇 attend earn respect achieve grade subject literature average on average an average of cooking extra Spanish etc. miss dessert vt. 参加，出席 n. 获得 v. 尊敬，敬重 v. 取得，完成 n. 等级，成绩 n. 科目 n. 文学 adj. 普通的;
平均的 n. 平均数;普通 n. 烹饪 adj. 另外的，额外的 n. 西班牙语 adj. 西班牙的, 西班牙人的，西班牙语的等等v. 想念 n. 餐后甜点 dessert , desert /e/ dessert表示甜点，而desert 表示沙漠。但是desert 也可以发/ i /, 这时它是作为动词，意思是抛弃，离弃。例：荒岛 a deserted island experience vt. 经历，体验 辨析experience和experiment experience 表示经验，经历，而experiment表示实验。注意两个单词拼法上的区别。 article vt. 文章 immediately vi 立刻，马上 (二)课文重难点 1. mean v. 意味 What do you mean? 1)mean that +宾语从句 我是说你不需要今天就完成。 I mean you neednt finish it today. 2)mean doing Falling into the river on such a cold day means losing your life.
高一英语下学期期末试卷(附答案新人教版)
注意事项： 1．本试卷分为第Ⅰ卷和第Ⅱ卷两部分，第Ⅰ卷为选择题，用2B铅笔将答案涂在答题卡上。第Ⅱ卷为非选择题，用0.5mm黑色签字笔将答案答在答题纸上。考试结束后，只收答题卡和答题纸。 2．答第Ⅰ、Ⅱ卷时，先将答题卡首和答题纸首有关项目填写清楚。3．全卷满分150分，考试时间120分钟。 第Ⅰ卷（选择题共95分） 第一部分英语知识运用（共四节，满分55分） 第一节语音知识（共5小题，每小题1分，满分5分） 从每小题的A、B、C、D四个选项中，找出所给单词的正确读音。 1. wander A. surface B. wallet C. operate D. jacket 2. author A. theory B. weather C. mouths D. worthy 3. puzzle A. university B. umbrella C. business D. supply 4. approach A. Christmas B. moustache C. chemical D. match 5. astonish A. freedom B. brother C. common D. woman 第二节情景对话（共5小题，每小题1分，满分5分） 根据对话情景和内容，从对话后所给的选项中选出能填入每一空白处的最佳选项，选项中有两个为多余选项。（如选“E”用“AB”表示，选“F”用“BC”表示、选“G”用“CD”表示。） Rini: Do you often read newspaper? Laura: 6 My mother sometimes brings it from her working
教学设计 高一英语ppt课件教案 人教版
新课标高一英语必修2 第5单元Music Reading教学设计 一、设计思想 根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。 本节阅读课教学设计的最大特色是： (1)教学环节层次清楚，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前—阅读中—阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。 (2)采用了新课标提倡的任务型教学途径。《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。 (3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。（张丽丽）根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查；以小组为单位设计海报或制作多媒体课件；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。（黄小红） 二、教材分析
人教版高一下册英语教案
人教版高一下册英语教案 人教版高一下册英语教案（一） Teaching Aims and Demands Words and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then Three Skills: energy soft bar fuel chemical balance tasty boil mixture Spoken English: In the clinic / seeing a doctor: What’s wrong with you?/What’s the matter with you? Lie down and let me examine you. Let me have a look. Where does it hurt? Drink plenty of water and get some rest. I’ve got a pain here. This place hurts. There’s something wrong with back/my knee/my arm. I don’t feel well. Grammar: Use of Language: 1. Master the function use of language as defined above. 2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have
牛津译林版高中英语必修一高一上学期B1U1测试(江苏)
高中英语学习材料 madeofjingetieji 14-15学年牛津高一上学期B1U1测试(江苏) Class: Name: Marks: 满分（100） 一、单项填空(共15小题；每小题1分，满分15分) 1. Hide-and-seek is such a popular game ______ is played among children all over the world. A. as B. that C. what D. which 2.— Thanks a lot for your ticket. The film is really funny. —______. I’m glad you enjoyed it. A. Well done B. Not at all C. No thanks D. All the best 3. ______ a store on the Internet seems to be an easy thing, but in fact it costs much time and energy. A. Hosting B. Running C. Donating D. Informing 4.—How’s your new cook? —We couldn’t find ______ one. All our customers like his Chinese dishes very much. A. better B. a better C. the best D. the better 5. From watering to other details, ______ keeping a plant seems to be a bit challenging for me. A. fluently B. naturally C. successfully D. academically 6. No one can tell the exact number of the ships and sailors ______ were lost in the terrible storm. A. who B. which C. whom D. that 7. —I think the watch is quite suitable for you and it’s not expensive. You can’t miss it! — OK, I ______ it. A. had taken B. took C. will take D. have taken 8. It can be a(n) ______ for many people to say “no”, because they hate to disappoint (使失望) others and make themselves feel uncomfortable. A. experience B. struggle C. purpose D. habit 9. When travelling abroad, some people like to visit the ancient buildings while ______ prefer to explore the natural wonders. A. other B. the other C. others D. the others 10. —Darling, what’s on your mind? —Well, I’m considering ______ I am going to place our new furniture. A. who B. what C. which D. where 11. Sun Yang is the only one of the Chinese male swimmers who ______ a winner of two Olympic gold medals. A. is B. are C. were D. have been 12. Today, it’s hard for many children to become independent, as their parents are always ______ — they try to
2019年人教版英语高一下学期综合检测卷一含答案
2019年人教版英语高一下学期综合检测卷一 一、阅读理解(30分) 1．(6分) Think of life as a game in which you are playing with five balls in the air. You name them work, family, health, friends and spirit and you keep all of them in the air. You will soon understand that work is a rubber ball. If you drop it, it will bounce (弹跳) back. But the other four balls, family, health, friends and spirit, are made of glass. If you drop one of these, they will be broken. They will never be the same. You must understand that and try to have balance in your life. How? Don't look down on your worth by comparing yourself with others. It is because we are different and each of us is special. Don't let other people set goals for you. Only you know what is best for yourself. Don't give up when you still have something to give. Nothing is really over until the moment you stop trying. Don't be afraid of difficulties. It is by taking chances that we learn how to be brave. Don't shut love out of your life by saying it's impossible. The quickest way to receive love is to give it; the fastest way to lose love is to hold it too tightly; the best way to keep love is to give it wings. Don't run through life so fast that you forget not only where you've been, but also where you are going. Don't be afraid to learn. Knowledge is a treasure you can always carry easily. Don't use time or words carelessly. You can't get them back. Yesterday is history, tomorrow is a mystery (秘密), and today is a gift;
人教版高一英语教案
人教版高一英语教案 【篇一：人教版高一英语教案】 para. one: anne made her diary her best friend whom she could tell everything.para. tw anne’s diary acted as her true friend during the time she and her family had to hide away for a long time. para. three: having been kept indoors for so long, anne grew so crazy about everything to do with nature. step 3 language points1. add (to) v. 1) to put together with something else so as to increase the number, size, or importance; 2) to join (numbers or amounts ) so as to find the total.eg: the fire is going out; will you add some wood?the snowstorm added to our difficulties. add up these figures for me, please.2. ignore v. to take no notice of; refuse to pay attention toeg: his letters were ignored.even the best of men ignored that simple rule.my advice was completely ignored.3. concern v. 使担心;使不安 (+about/for); 涉及,关系到;影响到eg: the boys poor health concerned his parents.he is concerned for her safety.the news concerns your brother.he was very concerned about her. 4. loose adj. not firmly or tightly fixed. she wore loose garments in the summer.i have got a loose tooth. some loose pages fell out of the book.5. purpose n. [c] an intention or plan; a person’s reason for an action. what is the purpose of his visit?the purpose of a trap is to catch and hold animals. did you come to london to see your family, or for business purpose?6. series n. (of) a group of things of the same kind or related in some way, coming one after another or in order.then began a series of wet days that spoiled our vacation.this publishing firm is planning a new series of school textbooks. they carried out a series of experiments to test the new drug.7. cheat. 1) v. to behave in a dishonest way in order to win an advantage;2) n. a person who cheats; dishonest personsthey cheated the old woman of her house and money.the salesman cheated me into buying a fake.he never cheated in exams. i see you drop that card, you cheat! i never thought that sam is a cheat.8. share 1) vt. vi. (in\with\ amount\between) to have, use or take part in something with others or among a group. 2) n. (in\of) the part belongs to, owed