仰望天空時(shí)，什么都比你高，你會(huì)自卑;俯視大地時(shí)，什么都比你低，你會(huì)自負(fù);只有放寬視野，把天空和大地盡收眼底，才能在蒼穹沃土之間找到你真正的位置。無需自卑，不要自負(fù)，堅(jiān)持自信。一起看看高一英語必修一第一單元教案!歡迎查閱!

英語必修一第一單元教案1

一. 直接引語和間接引語

(一)直接引述別人的原話，叫做直接引語;用自己話轉(zhuǎn)述別人的話，叫做間接引語。間接引語一般構(gòu)成賓語從句。直接引語必須放在引號(hào)內(nèi)，間接引語則不用引號(hào)。直接引語改為間接引語時(shí)，除將引語部分變成賓語從句外，還必須對(duì)直接引語中的人稱、時(shí)態(tài)、指示代詞、時(shí)間狀語、地點(diǎn)狀語等進(jìn)行改變。

1. 時(shí)態(tài)的變化：直接引語變?yōu)殚g接引語時(shí)，通常受轉(zhuǎn)述動(dòng)詞said, asked等的影響而使用過去化的時(shí)態(tài)，即把原來的時(shí)態(tài)向過去推，也就是一般現(xiàn)在時(shí)變?yōu)橐话氵^去時(shí)，現(xiàn)在進(jìn)行時(shí)變?yōu)檫^去進(jìn)行時(shí)，等等。例如：

Tom said to me,“My brother is doing his homework.”

→Tom said to me that his brother was doing his homework.

2. 人稱代詞、指示代詞、時(shí)間狀語、地點(diǎn)狀語等等的變化： 根據(jù)意義進(jìn)行相應(yīng)的變化，例如：

She asked Jack,“Where have you been?”

→She asked Jack where he had been.

He said,“These books are mine.”

→He said that those books were his.

(二)直接引語改為間接引語時(shí)，都使用陳述語序，但是因?yàn)樵涞木涫讲煌?，所以變成間接引語時(shí)所用的連詞會(huì)有所不同。直接引語如果是一般疑問句，用連接詞whether或if;如果是特殊疑問句，則用疑問詞引導(dǎo)間接引語。轉(zhuǎn)述的動(dòng)詞一般用asked，可以在其后加上一個(gè)間接賓語me, him, her, us等。如：

She said,“Is your father at home?”

→She asked me if/whether my father was at home.

“What do you do every Sunday?”My friend asked me.

→My friend asked me what I did every Sunday.

直接引語如果是祈使句，改為間接引語時(shí)，要將祈使句的動(dòng)詞原形變?yōu)閹o的不定式，并在不定式的前面根據(jù)原句的語氣(即請(qǐng)求或命令)加上ask, tell, order等動(dòng)詞，如果祈使句為否定式，則在不定式前加not。其句型為：ask / tell / order someone (not) to do something. 例如：

She said to us,“Please sit down.”

→She asked us to sit down.

He said to him,“Go away!”

→He ordered him to go away.

He said, “Don’t make so much noise, boys.”

→He told the boys not to make so much noise.

二. 各種時(shí)態(tài)的被動(dòng)語態(tài)

被動(dòng)語態(tài)概述

被動(dòng)語態(tài)的概念：它是動(dòng)詞的一種形式，表示主語與謂語之間的執(zhí)行或被執(zhí)行關(guān)系。主動(dòng)語態(tài)表示主語是謂語動(dòng)作的執(zhí)行者，例如：They saw the little boy crying by the river. 被動(dòng)語態(tài)表示主語是謂語動(dòng)作的承受者，例如：The little boy was seen crying by the river.

被動(dòng)語態(tài)的構(gòu)成

被動(dòng)語態(tài)的形式是由“助動(dòng)詞be+動(dòng)詞的過去分詞”構(gòu)成。助動(dòng)詞be隨著主語的人稱、數(shù)、時(shí)態(tài)等的不同而變化。幾種常見時(shí)態(tài)的被動(dòng)語態(tài)形式如下：

1. 一般現(xiàn)在時(shí) am/is/are + 過去分詞

例如：Rice is planted in the south of China.

2. 一般過去時(shí) was/were + 過去分詞

例如：These trees were planted the year before last.

3. 一般將來時(shí) will/shall + be + 過去分詞

例如：A sports meeting will be held next week in our school.

4. 現(xiàn)在進(jìn)行時(shí) am/is/are + being + 過去分詞

例如：Your radio is being repaired now.

5. 過去進(jìn)行時(shí) was/were + being + 過去分詞

When he got there, the problem was being discussed.

6. 現(xiàn)在完成時(shí) have/has + been + 過去分詞

His work has been finished.

Has his work been finished? Yes, it has. / No, it hasn’t.

7. 過去完成時(shí) had + been + 過去分詞

注意：

1.除了be之外的其它系動(dòng)詞如get, stay等也可以和過去分詞構(gòu)成被動(dòng)語態(tài)。例如：Their questions haven’t got answered.

2. 含有情態(tài)動(dòng)詞的謂語變成被動(dòng)語態(tài)使用“情態(tài)動(dòng)詞+ be + 過去分詞”結(jié)構(gòu)。例如：

More attention should be paid to the old in this country.

This work can’t be done until Mr. Black comes.

3. 含有“be going to”, “be to”等結(jié)構(gòu)的謂語，其被動(dòng)語態(tài)分別用“be going to + be + 過去分詞”和“be to + be + 過去分詞”。例如：

The problem is going to be discussed at the next meeting.

All these books are to be taken to the library.

4. 被動(dòng)語態(tài)與系表結(jié)構(gòu)的區(qū)別：“連系動(dòng)詞+用作表語的過去分詞”構(gòu)成的系表結(jié)構(gòu)，與被動(dòng)語態(tài)的形式完全一樣，所以應(yīng)注意它們的區(qū)別。被動(dòng)語態(tài)中的過去分詞是動(dòng)詞，多強(qiáng)調(diào)動(dòng)作;系表結(jié)構(gòu)中的過去分詞相當(dāng)于形容詞，多強(qiáng)調(diào)狀態(tài)。前者通常可用by 引出動(dòng)作的執(zhí)行者，而后者則不可以。例如：

The map was changed by someone.(被動(dòng)結(jié)構(gòu))

That custom remained unchanged for many centuries.(系表結(jié)構(gòu))

系表結(jié)構(gòu)中的過去分詞通?？杀籿ery修飾，被動(dòng)語態(tài)中的過去分詞往往要用much修飾。

例如：

He was very excited.(系表結(jié)構(gòu))

He was much excited by her words.(被動(dòng)結(jié)構(gòu))

5. 主動(dòng)形式表被動(dòng)意義。有些動(dòng)詞的主動(dòng)形式有被動(dòng)意味，如 open, read, sell, shut, wash, wear, write等。此時(shí)句子的主語一般是物。例如：

These books sell well. 這些書很暢銷。

The door won’t shut. 這門關(guān)不上。

The clothes wash well. 這些衣服很好洗。

英語必修一第一單元教案2

(1)課題：Friendship

(2)教材分析與學(xué)生分析： 本單元的中心話題是“友誼”，幾乎所有的內(nèi)容都是圍繞這一中心話題展開的。Warming Up部分以調(diào)查問卷的形式引導(dǎo)學(xué)生了解日常生活中朋友之間發(fā)生的真實(shí)問題以及解決這些問題的方法;Pre-Reading部分的幾個(gè)問題啟發(fā)學(xué)生對(duì)“友誼”和“朋友”進(jìn)行思考，使學(xué)生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友;Reading部分Anne’s Best Friend以日記形式講述了猶太女孩安妮的故事;Comprehending部分通過連句、多項(xiàng)選擇和問答形式幫助學(xué)生對(duì)課文內(nèi)容、細(xì)節(jié)進(jìn)行更深入的理解; Using about Language 部分教學(xué)本課重點(diǎn)詞匯和重點(diǎn)語法項(xiàng)目。

(3) 課時(shí)安排：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading

The third period: Grammar

The forth Period：Listening

The fifth period: Writing

(4)教學(xué)目標(biāo)：

①知識(shí)與技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.

②過程與方法：本單元在讀前階段就提出問題，讓學(xué)生思考是不是只有人與人之間才能交朋友，然后在閱讀中通過安妮的日記向?qū)W生說明我們也可以與動(dòng)物及無生命的日記交朋友。在深刻理解、充分訓(xùn)練的基礎(chǔ)上，可以再引導(dǎo)學(xué)生深入討論幾個(gè)與本單元話題有關(guān)的問題：1.描述朋友; 2. 結(jié)交網(wǎng)友;3. 觀點(diǎn)交流;4. 善不善交朋友; 5. 朋友的重要性。

③情感態(tài)度與價(jià)值觀：學(xué)完本單元后要求學(xué)生進(jìn)行自我評(píng)價(jià)，主要評(píng)價(jià)自己在本單元中的學(xué)習(xí)情況。對(duì)書中的內(nèi)容是否感興趣，有哪些收獲，解決了什么問題。使學(xué)生加深對(duì)友誼、友情的.理解，以及如何正確交友，處理朋友之間發(fā)生的問題等。

(5) 教學(xué)重點(diǎn)和難點(diǎn)：

詞匯：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

短語： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

重點(diǎn)語法項(xiàng)目： 直接引語和間接引語的互相轉(zhuǎn)換

難點(diǎn)：Understand the real meaning of friends and friendship;

Discuss the answers to the questions (Reading);

How to teach the Ss to master the usage of Direct Speech and Indirect

Speech(Statement and Questions).

(6) 教學(xué)策略： Discussion, Student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation

(7) 教學(xué)煤體設(shè)計(jì)： A projector and a tape recorder.

(8) 教學(xué)過程：

Period One：Speaking (Warming Up and Pre-Reading)

Aims

Talk about friends and friendship.

Practise talking about agreement and disagreement.

Step I Revision

Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.

T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

Step II Warming up

T: / think most of us have some good friends. Do you know why people make friends with one another?

Step III Talking(WB P41)

First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.

T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.

1 Do you agree with her?

2 What do you think of people from foreign countries?

Agreement Disagreement

I think so, I don't think so.

I agree.I don't agree

That's correct.Of course not.

That's exactly my opinion. I'm afraid not.

You're quite right. I don't think you are right.

Step IV Speaking(B P6)

First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.

At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will

A. ask him / her to pay back as soon as possible; or you'll end the friendship.

B. ask him / her to pay back if he / she has.

C. tell him / her not to return it.

2. Your friend said your bad words behind you. You will

A. ask him / her to say sorry to you , or you'll stop your friendship.

B. excuse him / her and forget it.

C. ask others to tell him / her that he/she is wrong.

3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will

A. tell him your parents ask you to do homework at home.

B. tell him / her a lie that you are ill.

C. say sorry to him / her and plan to meet him / her another time.

4. You borrowed a bike from your friend, but you had it stolen. You will

A. buy a new one which is the same as his / hers.

B. just tell him / her you had it stolen.

C. say sorry to him/her and buy him/her an old one

After they finish choosing the answers, show the scoring sheet on the screen.

Instructions:

2-5 A fair-weather friend

Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.

You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.

6-11 A school friend

You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.

12-17 A best friend

You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.

18-21 Forever friend

You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.

課后反思：本課教學(xué)設(shè)計(jì)容量和密度較大，但難度適中，大部分學(xué)生都能接受。體現(xiàn)全面照顧大部分學(xué)生的教學(xué)理念。注意培養(yǎng)學(xué)生開口說英語的的信心。

英語必修一第一單元教案3

1.讓學(xué)生了解地球的形成和發(fā)展

2.讓學(xué)生體會(huì)并掌握各種閱讀技能和技巧

3.通過文章學(xué)習(xí)使學(xué)生認(rèn)識(shí)地球?qū)θ祟惖闹匾饬x，增強(qiáng)保護(hù)地球的意識(shí)。

Key points and difficulties：

1，通過閱讀了解地球的發(fā)展歷程

2，掌握不同的閱讀技巧，提高閱讀能力

Teaching procedures：

Step 1 Lead-in

Let students do a puzzle ---------the earth

A puzzle

It looks like a ball but you can’t play,

It is our home but so big,

It is round but we usually think it is flat.

It moves anytime but no one feels.

設(shè)計(jì)說明：展示該謎語，并讓學(xué)生齊讀，然后猜出答案--地球。利用齊讀的方式使學(xué)生精神振奮，通過猜謎語激發(fā)學(xué)生的興趣導(dǎo)入新課。

Step 2 Pre-reading

A. Let students enjoy the beauty of the earth.

B. Questions:

1, How did the earth come into being?

2, In China, there are some stories about the beginning of life.

Do you know?

設(shè)計(jì)說明：通過圖片讓學(xué)生感受地球，產(chǎn)生熱愛地球家園的體驗(yàn)，同時(shí)讓學(xué)生產(chǎn)生了疑問，地球是怎么形成的，順利過渡到下一部分。

Step 3 Fast-reading

1, Let students read the text quickly and then answer the following questions.

(1) According to the text, how did the universe begin?

(2) What is the fundamental to the development of life?

(3) Where did life first begin, on the land or in the sea?

(4) Which kind of animal has become the most important animals on the planet today?

設(shè)計(jì)說明：設(shè)計(jì)幾個(gè)較為簡(jiǎn)單卻有關(guān)全局的問題，讓學(xué)生帶著問題快速搜索所需信息，鍛煉學(xué)生快速閱讀的能力。讓學(xué)生迅速把握文章的脈絡(luò)，為接下來的仔細(xì)閱讀活動(dòng)打下基礎(chǔ)。

2, Let the students read the text again and then finish the following exercise

Para1 a, the development of life

Para2 b, the important of water

Para3 c, the most important animals on the planet

Para4 d, the formation of the Earth

Para5 e, the “Big Bang”

設(shè)計(jì)說明：在上一活動(dòng)的基礎(chǔ)上，通過此連線題進(jìn)一步考察學(xué)生在規(guī)定時(shí)間內(nèi)把握語篇大意和各段中心大意的能力。

Step 4 Careful-reading

1, Analyzing read the text and fill in the blanks

How life began on the earth

設(shè)計(jì)說明：在學(xué)生對(duì)文章的內(nèi)容已經(jīng)有了比較全面的了解后，用圖表的方式讓學(xué)生重新構(gòu)建文章的主要內(nèi)容。形式簡(jiǎn)單、明了，便于知識(shí)的掌握和系統(tǒng)化。

2, Reading and answer the following questions.

1. Why was the earth different from other planets?

2. Why did the plants grow before the animals came?

3. Why is it wrong in films and stories to show dinosaurs and people together?

4. What problem is caused by human beings?

Step5 Consolidation

Retell how life began on the earth according to key words

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