高一弹力公开课课件 篇一

英语作文公开课课件

英语作文是英语重要的技能之一，英语作文公开课有哪些优秀的课件。

一、背景知识介绍。

书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(guided writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。

从去年对中考英语试卷的抽样调查情况来看，英语写作是得分最为薄弱的一个题项，平均分只有4.7分(满分为12分)。究其原因，一是学生写作练习的时间少，二是教师平时缺乏对学生进行系统的写作知识的指导。(比如，如何用词、句、组段、谋篇等)。这些原因造成了学生从最初不会写盲目写到不愿写。惧怕写，直至最后拒绝写的恶性循环。针对这一现象，我在教学过程进行了一次如何提高学生写作能力的课堂实践。教师旨在通过与学生谈论他们熟悉的话题“making friends”, 搜索学生头脑中有关朋友的消息，通过阅读两则e-pal广告，获取e-pals的一些信息，指导如何写e-mail ，从而达到给e-pals 写信的目的。

二、教学过程。

1.warm-up活动：通过听一首英语歌：“the more we get together, the happier we’ll be.”目的是活跃气氛，为引出今天的话题做准备。

3.pre-reading 通过提问，how can you know your friends, if you haven’t seen each other for a long time? 联系朋友有很多方法，但是 one of the best ways is sending e-mails to them. do you know why?过渡今天话题的材料，快速看完两则e-pal广告，找出答案。

4.while-reading，读两则广告，了解mary和jack完成表格 name age hobbies looks personality e-mail added wish where she?

5.post-reading 引导学生讨论：do you like to make e-pals with mary or jack? why? 当大部分学生都持肯定观点时进一步思索，what will you write in you e-mail to them? 为下面事实写作埋下伏笔，提供铺垫。

6.while-writing. 教会学生正确使用e-mail格式，同时提供关于朋友和友谊的一些精彩句子，为学生写作提供素材。

7.post-writing. 提供写作标准

要求学生根据这个标准，修改自己的e-mail.

1. do you use the tense (时态)，spelling(拼写)，punctuation (标点)， capitalization( 大写字母)correctly?

3.is your e-mail coherently(连贯地)written?

4.can you describe yourself in a concise(简洁的)way? 5.are there any

目的是通过自改，有助于他们提高书面表达中的语言准确性，提高了学生通过自己独立思考，来解决问题的能力。

8.share the writing.

点评两篇学生习作，选自一位基础较好的同学和一位基础一般的同学的作文。教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点。

三、本堂课中的精彩片段。

就整节课而言，这无疑是一堂令人喝彩的课，无论是从学生参与课堂实践的积极性来看，还是从学生出色完成教师布置的任务后而展示的成果来看，都给听课的老师留下了一种意犹未尽的印象。而我自己觉得其中有两个精彩片段更值得与同行们分享。 ☆使用brainstorming培养学生在英语写作中自主学习的能力。 brainstorming 这种外语教学中常用的教学技巧可直评为“头脑风暴法”是一种通过小型会议的组织形式，让所有参加者在自由、愉快、畅所欲言的气氛中自由交换观点，并以此诱发集体智慧，激发学习者创意与灵感的学习方法。在英语课中的 pre-writing阶段，使用brainstorming对促进学生的自主学习，发展学生写的能力起着积极的促进作用。

brainstorming在本堂写作一课中的应用实例。

1.围绕话题：“friends and friendship”进行brainstorming。教师使用web-spider在黑板的一侧写下学生能够想到的单词、词组和句子， friends and friendship 结合学

生思维一下子开阔起来，下面是学生讨论后呈现出来的词和短语：good friends, boy friends, girl friends, pen friends, friends are important, my friends are handsome/ugly, i want to make friends with you, friends in need are friends indeed?. 在这个阶段，教师引导和鼓励学生积极参与讨论，并把每个学生的发言要点写在黑板上，出现有个学生用英语表述“患难之交才是真正的朋友”对允许其先说出中文，然后向全班同学或老师求助。

2.当学生完成careful reading之后，围绕话题：write an email to one of the e-pals. 教师通过

四。反思评价

写作是一个由浅入深、由易到难、由简到繁的训练过程，任何一个环节出问题都会影响对学生写作能力的培养。因此，盲目的`训练往往多做无用功，我们必须在平时就十分注重方法与技巧。

1 注意多种训练方法相结合。与任务(task)相结合。有目的的写作常能更好地调动学生的积极性，所以在培养学生这方面的能力时，应尽量与教学的多种任务相结合，而不是纯粹布置一篇作文。贯穿这节写作课的也是一系列的任务： activity1: write out some words, phrases and sentences about friends and friendship. activity2: please introduce your friend to us. activity3: read the two ads(广告). get to know mary and jack activity4: write an e-mail to mary or jack 组织多样的小组活动。新世纪中，我们很重视培养学生的合作精神，而小组活动就是培养其合作精神的捷径。这堂写作课中在pre-writing时采取二人小组活动，四人小组活动，组织学生在小组活动共同完成教师呈现的任务，从而降低其难度，使基础好的同学在写作时起点更高，基础较差的同学也能言之有物，互相启发，共同提高。如资料、信息的搜集，材料关键点的把握，文章完成后的修改等。

.2平时注重解题技巧的养成：

1. 准备工作

①.仔细审题，明确要求。罗列题目所提供的信息，然后认真分析，审清题意后，把要求表达的各个要点按顺序和层次一一列出。

②.紧扣要点，寻求思路。草拟一个提纲，按时间、空间或逻辑顺序，确定开头，再围绕这一顺序，周密选词、选句，并拟好如何结尾(可适当发表自己的观点)。

2. 写作之中

①.开门见山，紧扣主题。如写参观农场的日记，就可用“last sunday we visited the west hill farm.” 直接说明时间及地点。如写的是关于度假的，则可以“we had a happy holiday in jiaxin last sunday.” 来开头等等。

②.语言正确，规范地道。尽量使用学过的、最熟悉也最有把握的句型、结构，应尽量避免

中国式英语。要养成正确运用标点符号的好习惯，切忌一点到底的错误方法。(i spent 10 yuan buy the book. he by bike to school.)

③.重短轻长， 就易避难。重短轻长——写短句忌长句，由写简易句子开始，即“主语(谁)谓语(做/是)宾语/表语(什么)，应尽量写出自己最有把握，最熟悉的句子，避免写长句，以写正确、通顺为最基本要求。就易避难——多用简单句少用复合句，首先在写好简单句的基础上然后可逐步过渡到较为复杂的复合句，例如用when, before等连词引导的从句。整个句子越长，出错的可能性就越大。

3.成文之后鼓励学生学会批改自己的习作。

①.一般语法项目的检查——英语中的人称、时态、单复数、习惯用法等都是非常重要的，即使在朗读中好像全理解，但在动笔的实践中就往往出错。

②.注意语序——英语中的疑问句、感叹句和宾语从句都是通过语序的变化来构成和体现的，不注意会出现错误和意义上混淆。

③.符合习惯——说英语的国家有自己民族的文化、习俗、情感、思维方式、生活习惯等。受母语思维定式的影响，应避免在练笔当中受母语的干扰，要注意语言表达地道。例如汉语“我的工作很忙。”就不能用英语my work is very busy. 来表达，而应当说i’m very busy with my work.又如：有的同学在表达很常用的“我很喜欢它”时，会说“i very much like it.”, 而其正确表达应是 “i like it very much.”

④.书写规范，卷面整洁。卷面不整洁，使人无法看清你写的究竟是什么，那么就可能按错处理。所以在写时，如时间允许，应先打草稿，修改后再抄清楚。

总之，只要我们思想上重视，训练方法得当，经过初中一年年持续有效的训练，定能达成《课程标准》中的要求，从而为学生进一步学好英语打下扎实的基础，为学生在中考中取得满意的成绩。

高一英语课件 篇二

公开课课件模板

教材内容分析：

本节内容是本册教材在设计的一般过程中的首要阶段，是学生确立设计项目，进行独立设计活动的第一步。本节内容由“问题的”“发现问题的途径与方法”两部分组成，在体现课程标准要求的基础上作了适当的拓展，有助于提高学生的认识能力和分析能力，是一种在日常生活有广泛运用，且可以形成能力迁移的课程内容。

教学目标：

1、知识目标：

（1）明确发现技术方面问题的重要性。

（2）初步掌握发现问题的一般方法。

（3）能通过各种渠道收集与所发现问题相关的各种信息，并进行处理。

2、能力目标：在发现问题过程中进行分析问题，提出有技术设计的问题，培养学生敏锐的观察能力和分析能力。

3、情感目标：积极参与实践活动，善于对生活经历的思考，体验生活的乐趣，养成热爱生活，热爱科学的思想情感。

教学重难点：

1、重点：掌握问题的和发现问题途径和基本方法。

2、难点：能主动在生活中发现问题和提出问题，并通过各种渠道收集和分析相关信息，进行处理。

教学策略与方法：

1、本节书的教学主要是通过教师提出的问题和案例，学生讨论分析，在分析问题的过程中让学生体会到观察问题的现象到掌握问题本质，使学生对问题的发现产生浓厚的兴趣，让学生掌握发现问题的一些基本途径和方法。

2、课时安排：1课时。

教学过程：

一、新课引入

在第三章的学习中，我们已经对设计的一般过程有了较为深刻的认识，问题是设计的一般过程中的首要阶段，发现问题比解决问题更重要，是非常重要的一个设计环节。设计必须有确定的目标，目标需要人去寻求和发现。这是设计的起点，也是人类发展和进步的起点。

为了使同学们更深入地了解和掌握设计的一般过程，从本章开始，我们将详细地介绍几个主要设计环节的有关知识。下面我们来学习发现问题这一节课的内容。

二、讲授新课

请同学们谈谈我们身边的问题

通过这些案例我们思考下面两个问题

1、什么是问题：生活中为我们所不知而需要解答的话题，这就是问题。

2、问题的分类：问题有科学问题、社会问题、技术问题等。

电话的发明的案例分析

我们技术课讨论的主要是技术问题。

3、发现问题的重要性：结合生产生活举例说明、观看孔祥瑞同志的一段视频。

4、问题的

问题是如何产生的呢？我们的教材上给大家指明了技术问题的三个。

第一种：人类生存活动中必然会遇到的问题。请同学们讨论举例说明。

第二种：由别人给出问题，设计者必须针对问题寻求解决方案。请同学们讨论举例说明。

第三种：基于一定的目的`由设计者自己主动地发现问题，并试图解决它。请同学们讨论举例说明。

5、发现问题的途径和与方法

教材上给我们介绍了发现问题的三种途径与方法：

一是观察日常生活： 鲁班

学生活动： 观察一次性饭盒和塑料杯；举生活中的实例

二是收集和分析信息：文献法、问卷调查法、询问法

学生活动： 1、通过高佳佳同学的调查问卷来发现问题

2、对圆珠笔的使用情况，进行询问并发现问题

三是进行技术研究和技术试验：

案例分析： 伽利略与体温计

青霉素的发明

三、课后总结

问题于生活，问题处处在，时时有。只要同学们热爱生活，细心、认真观察就可以发现问题。当然发现了问题，只是初步有了一个设计的方向。但到底能不能够确定为一个设计课题，还需要作进一步的分析，并提出具体的设计任务。这就是我们下节课要学习的内容——明确问题。

四、板书设计

1、什么是问题：生活中为我们所不知而需要解答的话题，这就是问题。

2、问题的分类：问题有科学问题、社会问题、技术问题等。

3、发现问题的重要性：

4、问题的：

第一种：人类生存活动中必然会遇到的问题。

第二种：由别人给出问题，设计者必须针对问题寻求解决方案。

第三种：基于一定的目的由设计者自己主动地发现问题，并试图解决它。

5、发现问题的途径和与方法

一是观察日常生活

二是收集和分析信息

三是进行技术研究和技术试验

五、作业

练习：3、4

六、教学反思

本节课主要讨论的是发现问题，如何引导学生提高发现问题的能力尤为重要。我是通过对“孔祥瑞同志发现问题”的一段视频的引入来引出本节课的。在引入方式上还可以根据不同的环境进行具体的改变。

在教学内容上还是需要再进行推敲的。

英语作文公开课课件 篇三

Understanding of the teaching material(语篇分析)

本单元以世界性的体育盛会──Olympic Games 为话题，旨在通过本单元的教学，使学生了解奥运会的起源、宗旨、比赛项目以及古现代奥运会的异同。学会用英语表达自己的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的`爱好。

本单元课时安排：

The 1st period: Warming up and listening

The 2nd period: Speaking

The 3rd period: Reading

The 4th period: Reading

The 5th period: Language study

The 6th period: Integrating skills

Teaching objectives：

一．Learning objectives:

Ability Objects：

1.Foster the Ss’ ability of comprehending passages ,especially their ability of analyzing the structure of such kind of articles. Help the Ss learn how to scan the text and get detailed information

2.Offer the Ss chances of self-culture by working in groups and seeking information about Helen Thayer’s of traveling alone to the Antarctica .

3．Enable the students to conclude Helen Thayer’s qualities by reading the context and find the suitable words to describe her .

4.Learn to describe people

5. Learn to write an essay about people

Knowledge Objects:

1.Help the Ss further understand the passage and finish the relevant tasks correctly. And enable the Ss to master the grammarof Subject-verb agreement .

2.Learn the usages of the following words and phrases: inspire, admire ,increase , value ,optimisticadj. 乐观的，generous adj. 慷概的；大方的be about to do. 即将，正要做某事，around the corner. 很近

struggle through. 艰难地渡过

find?doing. 发现---处于（状态）

increase to.增加到come to terms with 甘心忍受（不愉快的处境）

rise to fame 出名

lead?to? 通向，导致etc.

3．.And help the Ss talk about the reason why they admire Helen Thayer .Let them have strong

wills and determination .

二． Emotional goals：

学习奥运会的知识，培养学生热爱体育运动。学习更快，更高，更强的奥运精神，培养学生团体合作、努力拼博、积极向上的精神。

文化意识

了解奥运会，培养全球意识，认识世界一体化以及国际合作的趋势；通过对比古现代奥运会，加深对奥运会的了解。

Teaching Approaches:

1. Task----based teaching method to finish the teaching assignment.

2. Activity---based teaching class work

individual work

group work

3 .Fast reading to find out some general information .

4.Careful reading to find the details in the passage.

5.Questions and answers for inducing.

6.Inductive method to make the Ss understand the text better.

Teaching difficult points：

1. . Help the Ss talk about the reason why they admire Helen Thayer .Let them have strong wills and determination

2．Know Helen Thayer’s qualify and describe her in the Ss’ own words .

3．To learn agreement

Teaching aids(略)。

Teaching procedures: Period3 & 4Reading

Step 1 : Warming up

1. an dictation of the new words learned yesterday.

2.Questions:

T: What can you think of at the sight of the following pictures ?Good . the Olympic Games. In the last period I asked you to get as much information about Olympic Games as you can ,now Let’s see what you know about the Olympic Games?

Europe

欧洲 Africa

Oceania

大洋洲 America 美洲 Asia 亚洲

The five rings stand for the friendship of fivecontinents

象征着世界五大洲的友谊

(1)How often are the Olympic Games held?

Ss :The Olympic Games are held every four years .

(2)When and where did the ancient Olympic Games begin?

Ss: The ancient Olympic Games began around the year 776BC in Greece .

(3)What games did they compete at the time ? Ss : Some of the games the young man competed were running, jumping and wrestling .

(4)When and where did the first modern Olympic Games happen?

Ss: The first modern Olympic Games happened in 1896 in Greece .

(5) How many countries and competitors took part in the games?

Ss : There were over 10,000 athletes from 227 countries taking part in the games .

(6) How many gold medals did the Chinese athletes get in the 27th Olympic Games in

Sydney?

Ss: In the 27th Olympic Games in Sydney , the Chinese team got 28 god medals .

(7) What about the 28th Olympic Games in Athens in ?

Ss: We won 32 gold medals that year and came second in the Games.

(8) Why do people say that China won another great competition in ?

Ss: Because China will host the 29th Olympic Games in Beijing in .

(9)What’s the slogan for the 2008 Olympics?

Slogan for 2008 Olympic is “One World, One Dream!”

(10) Do you know the mascots(吉祥物) for the 2008 Olympic Games?

The five mascots are officially called the Five Friendlies. They are Beibei, the fish; Jingjing, the panda; Huanhuan, the Olympic flame; Yingying, the Tibetan antelope; and Nini, the swallow. The first syllables from their two-syllable names form a line that reads “Beijing Huanying Ni”, or in English – “Welcome to Beijing”。 The mascot’s colours were chosen in line with the colours of the Olympic rings. Step2. Pre-reading

T: Today we will learn a passage about the Olympic Games .First let’s discuss some questions in Pre-reading . You will discuss these questions with your partner then I’ll ask some of you to report your work .Are you clear ? Now who’d like to answer the first question ? Volunteer !

(1)Is it important to win in a sports match? Why or why not?

(2)Are the Olympic Games important to our society? Why?

Step3 Reading

Task1 .Skim the text and decide where in the text the questions below are answered.

T: You have done very well ,now let’s learn about the further information about the Olympics . Please read the text fast and then answer the following questions .

1.Do the Summer Olympics and the Winter Olympics happen at the same time ?

2. When did the old Olympic Games begin? What were the old Olympic Games like?

3. When were the first modem Olympic Games held?

4. How many gold medals did Carl Lewis win in the 1984 Olympic Games?

5. What does the Olympic motto mean? How many athletes took part in the Olympic Games?

6. How many different events are there in the 27th Olympic Games ?Give some examples .

7.What’s the competition ,which is not for a medal ?

T: OK. Now let’s check the answers . The first Q .

Task 2. Scanning

1. Sum up every paragraph in one sentence

T: How wonderful work you’ve done ! Now read the passage again ,this time ,try to obtain

A general understanding of the whole passage .While reading ,try to find out the main idea of each paragraph .

T: Now let’s sum up every paragraph in one sentence . The first paragraph .

Para1:The Olympics are held every four years

Para2: Something about the old Olympic Games

Para3: Something about the Olympics in modern times and the 27th Olympic Games.

Para4The Olympic motto and something about the track stars: Carl Lewis and the Chinese team in Sydney Olympics.

Para5: Beijing will host and is making preparation for the 29th Olympic Games.

T: Well done ! I think you’ve read your text very well and carefully . Now we have known that the reading gives a brief summary of the history of the Olympic Games and its development over the years .It also emphasize the sprit of the Games and describe China’s success in resent Olympic Games .

3. Try to get the information of the following numbers.

T: What do the following numbers in the text refer to ?

1). Every four years2). 776 BC 3). 393 AD 4).1896 5). 2000(27,28) 6). 2008 T: Who'd like to have a try ? Well done !

Possible answers :

1). Both the Summer and Winter Olympic Games are held every four years.

2). The ancient Olympic Games began around the year 776 BC in Greece.

3).After about the year 393 AD the Olympic Games stopped.

4).The first modern Olympic Games happened in1896.

5). In 2000, the 27th Olympic Games were held in Sydney. The Chinese team got 28 gold medals.6). In 2008, the 29th Olympic Games will be held in Beijing.

Task3 .True or false questions

T: Please listen to the tape while looking at the sentences on the screen, you are asked to decide whether the following statements are true or false .

①( T ) In the early Olympic Games, only men were allowed to compete and watch the games. ②.(F )The motto of the Olympic Games is “FASTER,HIGHER,FURTHER”。

高一英语13snacks课件 篇四

高一英语13snacks课件

高一英语13snacks课件

Period 3

Integrating skills ---- reading and writing (snack)

Step 1. Warming up (pre-reading)---watch a video and answer:

Show a tape and get the ss to discuss

1. Which diet is healthier, Chinese or western? Why?

Chinese, it’s high in ….. while the western diet contains …

2. why do some of the British have no teeth left at the age of thirty?

They eat too much sugar and fat in the form of chips and coke.

Although chinese diet is healthier ,we still feel hungry between meals. So what will we have to do?

Eat some snacks.

Ok. Now listen what snacks are mentioned in the listening materials?

Step 2 listen and speak out

To learn the structure of how to write a recipe. including two activities.

Activity One:read and learn what the 1st para talks about.

Para 1 1.Tick out what food is mentioned?

2. Read and answer

1) Which is healthier? Fruit

2) Why is fruit healthy?

It hasn’t too much fat and sugar. It gives us carbohydrates, which our body and brain use for energy? It also gives us fiber and Vitamin.

3) Why are the other two unhealthy food?

They have too much tat and sugar.

Activity Two

Para 2 Learn the outline of a recipe

Q1 : Besides these two snacks, the passage also mentions some other snacks. What are they?

Answer:---- Shaomai and Chicken roll-ups.

Q2 : How can we make Shaomai and Chicken roll-ups?.

Get Ss to give the outline of one of the two recipes (pair work)

Write an outline of a recipe:

Name:

Ingredients:

Directions:

Then deal with the recipe one by one.

Step 3: writing (group work) begin to write a recipe according to what you have learnt in the passage.

Discuss and write a recipe

Name Ingredients Directions

Key words:

Green onions, garlic, pepper, soy sauce, ginger, vinegar, sugar, wine, salt.

Peel, slice, dice, steam, fry, boil, stir, mix, add, chop, spoon., fill, cut… into pieces, fold, roll up

Discuss: 1) name your dish

2) talk about the ingredients of the dish and directions

3) list your steps of how to cook the dish.

Step 4 Evaluation

Share what the Ss have written in groups and in Class.

Teacher give some comments on the group works.

Sample 1 :

Golden delicious fish!

Ingredients:

a fish, green onions, garlic, ginger, red peppers, pepper sauce, salt, vinegar, soy sauce

Directions:

1. Cut the body of the fish.

2. Add salt to the fish before it is cooked.

3. Chop the bulb of green onions into small sections, and cut the green onions into pieces. Peel the garlic.

4. Mix the onions, garlic, ginger and red peppers. Fry them for a short time. Then get them all out.

5. Cook the fish and add vinegar and soy sauce.

6. Add onions, garlic, ginger and red peppers. Also add pepper sauce and water to boil the fish for some time.

7. Spoon the fish and add some fresh chopped green onions.

Sample 2:

Golden delicious fish!

Ingredients:

a fish, green onions, garlic, ginger, red peppers, pepper sauce, salt, vinegar, soy sauce

Directions:

First cut the body of the fish.and add some salt to the fish before it is cooked. Second chop the bulb of green onions into small sections, and cut the green onions into pieces. Peel the garlic. Mix the onions, garlic, ginger and red peppers. Next fry them for a short time. Get them all out. Cook the fish and add vinegar and soy sauce. Then Add some onions, garlic, ginger and red peppers. You can also add pepper sauce and water to boil the fish for some time. Finally spoon the fish and add some fresh chopped green onions. Now the golden fish is ready and you can enjoy it.

教后感：略

高一英语必修课件 篇五

高一英语unit13课件

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 1

Step 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.

Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.

Step 2 Listening

Let the students listen to the tape and be prepared to answer the questions below.

Step 3 Speaking

Show the students the three situations as on P2.  Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue

After that list the useful expressions in their dialogue.

Step 4 Homework

Prepare for the next class.

Collect some menus if possible for the next class.

Lesson 2

Step 1 Introduction

Using the questions on P3 to introduce the new text.

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the food contain.)

3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn  about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

Step 3 Carefully-reading

How many parts can be divided into?

(Three parts.)

What’s the main idea of each part?

(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)

Step 4 Talking

Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.

Step 5 Homework

Finish the exercise --- Vocabulary on P5. and P72-73

Lesson 3

Step 1 Revision

Check the homework.

Step 2 Grammar

First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.

Step 3 Consolidation

(1) Finish the exercise on P5 and on P74

(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

1.give advice that will really help the person.

2. be polite and sincere

at last get the students to finish the following practice.

Step 4 Homework

Finish the exercise 3 on P74 in the students’ workbook.

Lesson 4

Step 1 Revision

Let some students read their reply to the letters on P74.

Step 2 Reading

Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)

Step 3 Writing

Ask the students to work in pairs to write the recipe for their favourite dish.

We may first give the tips on P7 as a guide.

Step 4 Discussion

First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?

What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

Step 5 Homework

Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

高一英语sports课件 篇六

高一英语上册课件

定义：在英语中用来修饰一个名词、代词的句子在语法上称为定语从句，且定语从句放在被修饰词的后面。定语从句分为：限制性定语从句和非限制性定语从句。

限制性定语从句：修饰的词代表一个、一些、一类特定的人或物，这种定语从句已和被修饰词构成了一个完整的意思，一般把限制性定语从句译为“``````的”，定语从句不能随便拿掉。

关系代词一般用法一览表：

先行词/关系代词

作 用 主语 宾语 介词+宾语 定语

人 类 Who,

That Whom

That whom Whose

事 物 类 Which

that Which

that Whose Whose

用 法 说 明 不能省略 常可省略 介词的选择根据习惯搭配以及作用与

含义，短语动词中的介词不能拆开

关系副词一般用法一览表：

关系副词 作用 用法 说明

When 状语 跟在表时间的先行词后 相当于表时间的介词

+which的作用

Where 状语 跟在表地点的。先行词后 相当于表地点的介词

+which的作用

why 状语 跟在表原因的先行词后

（以reason为常见） 相当于表原因的介词

+which的作用

I. 关系代词

引导词：which, that, who, whom, whose

具体用法：1、当先行词为物时，关系代词在定语从句中作主语，宾语，定语。用which, that, whose+n, of+which

eg. (1) They planted the trees ______didn’t need much water.

(2) The meat ______we bought yesterday is not fresh.

(3) He lives in the room _______windows face the south.

(4) He lives in the room the windows ____________face the south.

2. 当先行词为人时，关系代词为that, who, whom, whose。

在定语从句中作主语时用that, who 作宾语时用 whom, who, that

作定语时用whose

eg. (1) The scientist _______visited our class yesterday is from Canada.

(2) The person _______you met yesterday is our Chinese teacher.

(3) The person _______you talked to just now is our Chinese teacher.

(4) Do you know the student ________pronunciation is the best in our class.

3.as引导的定语从句

(1) As引导的定语从句一般和such 连用：

There is no such place as you dream of in all this world.

全世界决没有像你梦想的地方。

I like such a fine city as Beijing.

我爱北京那样美丽的城市。

The waves were such as I never saw before.

这样的波浪我还从未见过。

(2) 有时和the same 连用：

I have the same trouble as you (have).

我和你有同样的困难。

This is the same bag as I lost yesterday.

这个书包和我昨天丢失的相似。

He is of about the same age as you (are of the age).

他和你年龄大约相同。

Is this the same as you showed me before?

这个和你以前给我看过的那个是一样吗？

（3）as引导的定语从句，也可以用在下面这类句子中：

He stopped the idea, as could be expected.

正如可以预料的，他反对这个意见。

As we all know, air is a gas.

在这种从句中，关系代词as 可作主语，宾语或表语。

as从句中修饰全句时有“正有”的含义，而 which 从句中没有此含义。

注意：下列四种常见错误

1. 在定语从句中加了多余的宾语：Some of the boys I invited them didn’t come.

2. 定语从句谓语动词的单复数弄错

eg. (1) Those who has finished may leave the classroom now.

(2) This is one of the rivers in China which flows northward.

(3) This is the only one of the rivers in China which flows northward.

3. 省略了定语从句中作主语的关系代词

eg. Children eat a lot of sugar often get bad teeth.

The key opens the room is missing.

4． 定语从句中加了多余的关系副词或介词

eg. The house where he lives in needs repairing.

高一英语上册课件 篇七

模块一（第3讲）

【教学内容与教学要求】

一、教学内容：

牛津高中英语模块一Unit 2 （上）

二、教学要求：

1．学习谈论青少年经常遇到的问题 。

2．学会戏剧脚本。

3．了解英语口语和书面语的差别。

4．语法：定语从句（三）

【知识重点与学习难点】

一、重要单词：

act(n), scene, curtain, trash, garbage, charge, adult, , behavior, teenager, punish, period, argument, relationship, force, unpleasant, character, explain, slam, vet(veterinarian), style, mess, thumb, vs(versus), plus, competition, sink, fault, boring.

二、重点词组：

common to对…来说很普遍，  turn up调高声音， 出现 a waste of 浪费，  no more不再，  spare time空余时间，  force….to…强迫（某人）做  ,  can’t wait to.. 迫不及待地要  , be supposed to被期望或要求， 本应该， do with 处置， 忍受， 需要  be a mess/ in a mess乱成一团，  leave sb in charge 委托 …..负责，  act like行为举止象 …, go unpunished不受惩罚，  go out熄灭， have one’s arm crossed双臂交叉抱在胸前， deserve to值得去做，常用否定形式表示“不配” be hard on对某人苛刻， now that既然， in the form of以   的形式， than ever before比以前任何时候都， be angry at对某事生气， even if即使， treat sb like…象   一样对待  , argue about为 …而争吵， the cause of起因， differ in many ways在许多方面不同， fit badly非常不合身。

【难点讲解】

1. Eric runs in after it, followed by a big dog, walking very slowly.

埃里克跟着球跑进来，后面跟着一条大狗，狗走得很慢。

这句话里有两个不同层面上的状语：过去分词短语“followed by a big dog” 是谓语“runs in”的伴随状语，而现在分词短语“walking very slowly”描述的是大狗跟随埃里克进来的行走方式，是动词“follow”的状语。

伴随状语通常由现在分词短语、过去分词短语或介词短语承当。当伴随动作由主语发出时，用现在分词，当伴随动作由其他人或物发出时用过去分词。例如：

He ran after the thief, shouting angrily.

She sat nervously in the grand sitting room, watched closely by the butler.

The soldiers stood silently along the pass, rifles in hand.

2. You weren’t supposed to come home until tomorrow.

你们应该明天才回家的。

be supposed to do sth:被期望或要求去做， 本应该去做。例如；

You are supposed to hand in your articles this Friday.

Girls are supposed to behave more quietly in this country.

在肯定句中until 必须和持续性动词连用时，在否定句里它主要和短暂性动词连用也可以和持续性动词连用，表示直到某时某个动作才开始。Until 还可以用在强调句中。Not until 放在句首时，句子要倒装。例如：

He slept until 8 o’clock.

He didn’t wake up till e8 o’clock.

It was not until 8 o”clock that he woke up.

Not until 8 o’clock did he wake up.

I won’t be free till Friday.

3. The money with which you were to buy dog food is gone, but Spot looks so hungry.

本该用来买狗食的钱不见了，但斑点狗看起来饿得厉害。

“with which you were to buy dog food” 是定语从句， 当关系代词是介词宾语时，介词常放在关系代词之前。例如：

the village we used to live in→the village in which we used to live

主语＋be动词+不定式表示“按计划将要做”，例如；

We are to hold up the enemy while our troups retreat.

The presidential candidate is to make a speech in our town on his way to Washington.

4. We thought you were an adult, a person from whom we could expect good decisions.

我们原以为你是个成年人，一个我们可以指望他做出正确决定的人。

划线部分是“an adult” 的同位语， 它 和“an adult”所指相同，句法功能也相同，是对“an adult”含义进一步的说明。这个同位于本身又带有定语从句from whom we could expect good decisions 。

Expect sth from sb: 期望从某人那里得到或看到某事，例如： You can never expect generosity from a miser.

5. This is not a family where bad behavior goes unpunished.

我们家不是一个放纵不良行为的家庭。

根据上文，this是指 our family。动词go 后面可以跟形容词，表示“变得”，例如：

go bad（变质）, go dry（变干）, go mad（发疯）, go international （国际化）。Go 和一些含否定意义的形容词连用，则表示“不受……的， 未被…的”,如： go unchallenged, go unnoticed.

His theory has gone unchallenged in the world for half a century.

It’s strange that such a mistake can go unnoticed in the textbook.

6. If they knew that Spot was ill and we used the money to take him to the vet…

假如他们知道Spot得了病， 而我们用那笔钱带他去看兽医的话……..

这句话用的是虚拟语气， 省略的部分是： they would understand why the money is gone and the house is a mess. 当说话人只表示一种假设的情况、一种主观愿望，即认为动词所表示的动作或状态并非真实时，使用虚拟语气。表示和现在事实相反时，主句用过去将来时，条件从句用一般过去时。例如：

If I were you, I should wait till next week.

I she saw you now, she wouldn’t recognize you.

7. None of us stopped to think and we should have.

我们本应当停下来想想，而我们都没有那么做。

Stop to do表示停下来去做另一件事， stop doing则表示停止正在做的事情。 should have

也是一种虚拟语气，表示过去本应当做的事情。这里完整的句子应该是：

We should have stopped to think, but none of us did.

8. Can you explain to me now why the house was a mess and what you did with the cash we left?

你现在能向我解释为什么家里乱成一团，而你又把我们留下的钱拿去干什么了吗？

Be (in) a mess表示“乱成一团”； do with 表示“处理、处置”常和what 连用，它和deal with 不同，deal with 表示“处理、应付” we left 虽然只有两个单词，却是一个定语从句，它前面省略了作宾语的关系代词that或which。

公开课课件 篇八

一、学生分析：

小学一年级的学生刚刚开始接触英语，在前面的'两个单元里，学生的学习兴趣还很浓，充分利用他们的学习劲头，多做互动和练习，本节课的话题非常贴近生活，也是学生熟悉和感兴趣的，很容易调动学生的学习兴趣，取得良好的教学效果。

二、教材分析：

本节课的内容是颜色，与日常生活有着密切的关系，重点让学生能听说单词green,black,blue,red,yellow,white,能利用生活中的物体进行各种形式的实物教学，对于上这节课来说是非常有优势的。

三、教学目标：

1、知识目标：能听、说、认读单词red ,blue,green, yellow, black, white。能听懂、会说What color is it ?

2、能力目标：能用英语正确表达物品的颜色。

3、情感目标：在对话过程中培养学生的识别能力。

四、教学重、难点：

1、听、说、认读red blue green yellow black white。

2、听懂会说What colour is it ?

3、将本课的知识运用到真实的情景之中。

五、教学过程：

Step1、复习

师生互相问好，操练学过的句型，唱ABC歌曲。

Step2、导入和新课

1、我们生活在一个五彩缤纷的世界里，我们每天能看到各种各样的颜色，小朋友们喜欢这些颜色吗？

2、出示卡片，绿叶，提问：我们身边还有哪些绿色的东西？学生回答。（有效集中学生注意力，学生能积极思考）

3、板书单词green，教读，反复操练，学生跟读。（采取多种方式读，问学生是否喜欢该颜色，有喜欢的送给该学生）

4、分别出示红旗，黑夜，雪花，黄花，大海的卡片，用以上相同的方法教授单词red,black,white,yellow,blue。

Step3、操练

1、随意指认教室里的物体，让学生用英语把它的颜色说出来。

2、男女生分组比赛，看谁说得又快又好。（及时给予表扬）

教学反思

1、本节课主要围绕六种颜色展开话题，这些颜色都是我们在日常生活中常见的，在设计过程中，我以培养学生的学习兴趣为主要出发点，尽可能的给学生创造愉悦的情境，如课一开始，让学生唱英文歌曲，做游戏以便给学生营造一个轻松欢快的氛围。

2、在整个教学过程中，我非常注重学生的听、读、说的训练，单词教学时，我采取了①先听标准发音，②齐读③分小组读④男生读、女生读⑤指名读⑥指名教读这一系列步骤，其目的在于让每个学生都能开口读，而且还要读好，在读的过程中还让学生进行了评价，你认为他（她）读得怎样？虽然学生只能用简短的话语来评价，但学生明白了只要自己用心读，也能读好，增加了学生学好知识的自信心。

海纳百川，有容乃大。快回答为大家分享的8篇高一英语课件就到这里了，希望在高一英语课件的写作方面给予您相应的帮助。