教案的写作过程可以促进教师对教学方法的反思与改进，通过引入新技术，教案可以提升课堂的互动性和趣味性，以下是大学生范文网小编精心为您推荐的高一英语必修四教案7篇，供大家参考。
高一英语必修四教案篇1
一、动名词做主语的用法
动名词做主语往往表示经常性、习惯性的'动作，在口语中也可以表示具体的动作。如：
seeing is believing. helping her is my duty. talking mends no holes.
空谈无济于事。
working with you is a pleasure.和你一起工作是一种乐趣。
动名词做主语和不定式做主语一样，也可以用it作形式主语。如：
it's rather tiring walking around in a city.
不定式做主语往往表示具体的特别是将来的动作。如：
it's no use crying over spilt milk.覆水难收。
he realized that to go on like this was wrong.
二、动名词作宾语的用法
1.有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid,can't stand(不能忍受)，consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,
imagine. insist on, keep (on), look forward to, mention, mind, miss(错过)，pay attention to, practice, put off, stick to, suggest等等。
doing morning exercises is good for your health.做早操对你的健康有好处。
her shoes wants mending.她的鞋该修理了。
注意：当need, want, require, worth后面接doing也可以表示被动。
your hair wants cutting.你的头发该理了。
the floor requires washing.地板需要冲洗。
i have finished writing this book.我已经写完这本书了。
2.在allow, advise, forbid, permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow/advise/forbid/permit +名词/代词+不定式(宾语补足语)”之形式。如：
we don't allow smoking here. we don't allow anybody to smoke here.
3.动词need, require, want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义没有区别。如：
the window needs/requires/wants cleaning/to be cleaned.
4.在begin, continue, love, like, hate, prefer, intend, start后用动名词和
用不定式作宾语均可，意义没有多大区别。
5.动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大，须注意。
forget, regret, remember后跟动名词，动名词表示已经发生的动作;后跟不定式表示将要发生的动作。
period9-10 writing and checking the answers of the exercises.
高一英语必修四教案篇2
教学准备
教学目标
words
base, command, request, recognize
expressions
because of, come up, at present, make use of, such as, play a part (in)
patterns
…because of that, english began to b spoken in many other countries.
actually all languages change and develop…
the latter gave a separate identity to american english spelling.
教学重难点
■ to help students get to know about english development
■ to help students better understand “learning english”
■ to help students understand and use some important words and expressions
■ to help students identify examples of indirect speech (ii): request & commands in the text
教学工具
课件
教学过程
⑴warming up by listing
good morning, class. we have been learning english for several years. but how many english-speaking countries are there in the world? now let’s make a list of them on the blackboard.
english countries explanation
mother tongue the united kingdom
the united states of america
canada
australia
south africa
ireland
new zealand the people in these countries are native speakers of english. in total, for more than 375 million people english is their mother tongue.
second language india
pakistan
nigeria
the philippines these people speak the language of their own country at home but the language of the government, schools, newspapers, and tv is english.
foreign language china
germany
france
etc. the number of people who learn english as a foreign language is more than 750 million.
⑵warming up by answering questions about english
good morning, class. today we shall start learning unit 2 english around the world. but how much do you know about english?
●what is standard english?
standard english is the form of english that most people in britain use, and that is not limited to one area or group of people.
●what is a dialect?
a dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.
●do we have standard chinese? what is it?
in china there’re so many dialects that the government encourages the whole nation to speak putonghua, which is regarded as standard chinese.
⑶warming up by giving reasons
unit 2 english around the world is what we are going to learn today. we are all learning english now because english is so popular in the world. but do you know why it is so? how many reasons could you giving for the spread of english around the world?
__ english is one of the official languages of the olympic games and the united nations.
__ english dominates international websites and provides nearly all of the new computer terminology.
__ tourism and trade from western europe and north america has contributed to the spread of english.
__ satellite tv, radio programs like joy fm, cds and, of course, hollywood films all broadcast english into china. also, a number of chinese films include english subtitles.
2.pre-reading
we are learning english here. but why are we learning it? could you suggest to the class as many reasons as you can think of, why people in the world learn english?
for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the internet, to pass exams, etc.
go on with your reasons. i shall write your suggestions on the board as you make them.
3. skimming the text for general ideas
now we go to page 9 to skim the text for the main idea of each paragraph.
paragraph 1: the spread of the english language in the world
paragraph 2: native speaker can understand each other even if they don’t speak the same kind of english.
paragraph 3: english changes and develops when cultures meet and communicate with each other.
paragraph 4: by the 19th century english is settled.
paragraph 5: english is spoken as a foreign language or second language in south asia.
4. reading and filling
read the text to complete the chart below.
time english is influenced by…
ad 450-1150 german
1150-1500 french
in the 1600’s shakespeare, who make use of a wider vocabulary than ever before
by the 19th century samuel johnson, noah webster
now languages in south asia, in singapore, in malaysia, in africa and in china
5. reading and copying
next we shall go over the text once more. this time try find and copy all the useful expressions down in your notebook.
useful expressions
at the end of…, make voyages, speak english as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule england, enrich the english language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent english speakers, become the language for…, develop one’s own identity, increase rapidly.
高一英语必修四教案篇3
教学目标
to learn to talk about kinds of music
to learn to read about bands
to study the attributive clause (in/ for/ with/ by+which/ whom)
to learn to write an e-mail
教学重难点
to study the attributive clause (in/ for/ with/ by+which/ whom)
to learn to write an e-mail
教学工具
课件
教学过程
i. warming up
warming up by describing
good morning, class. today we are going to talk about an interesting topic --- music. as we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. listening to music also makes people feel happy and nice. how many do you know about music? can you tell about different kinds of music? now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. see if you can guess which music matches with which picture.
warming up by discussing
hi, everyone. do you like music? how much do you know about music? can you tell about the different kinds of music? please turn to page 33. look at the pictures. let’s listen to some music. let’s see if you can guess which music matches with which picture.
classical music country music rock ‘n’ roll
rap orchestra folk music
yes, you are right. i’m sure you will really enjoy yourselves after listening to all these beautiful music. what kind of music do you like better, chinese or western, classical or modern? why? how does music make you feel? why do you like to listen to music? let’s discuss these questions in small groups. try to share your opinions with one another.
ii. pre-reading
1.thinking and saying
have you heard about any of the famous bands in the world? list some if you can.
for reference: i’ve heard about “the beatles”, “back street boys”, “the eagles”, “west life” and “pink floyd”.
2.listening, talking and sharing
let’s listen to some pieces of music from different bands. work in groups of four. tell your group mates which band you like best. why? then the group leader is to stand up and share the group idea with the class.
for reference: i am from group 1. our group likes “the beatles” best. we like their style of performances. listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
do you know anything about “the monkees”?
for reference: “the monkees” is a band that was first popular in the 1960s in america. unlike most bands of the time, the monkees were not formed by its members but rather by tv producers. they were a fictional band in the tv show of the same name. the band was composed of mike nesmith, mickey dolenz, davy jones, and peter tork. all the members had some musical experience. let’s come to the reading --- the band that wasn’t and find more about them.
iii. reading
1.reading aloud to the recording
now please listen and read aloud to the recording of the text the band that wasn’t. pay attention to the pronunciation of each word and the pauses within each sentence. i will play the tape twice and you shall read aloud twice, too.
2.reading and underlining
next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.
collocations from the band that wasn’t
dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a tv show, play jokes on…, be based loosely on…, the tv organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
3.reading to identify the topic sentence of each paragraph
skim the text and identify the topic sentence of each paragraph. you may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: how do people get to form a band?
2nd paragraph: most musicians meet and form a band.
3rd paragraph: one band started as a tv show.
4th paragraph: “the monkees” became even more popular than “the beatles”.
3.reading and transferring information
read the text again to complete the tables, which list how people formed a band and how the monkees was formed by the tv organizers and became a real band.
how do people get to form a band?
members high school students
reasons they like to write and play music.
places they practice their music in someone’s home.
forms they may play to passers-by in the street or subway.
results they can earn some extra money. they may also have a chance to dream of becoming famous.
how was the monkees formed and became a real band?
the monkees in 1968 (left to right): micky dolenz, peter tork, mike nesmith & davy jones
beginning of the band it began as a tv show.
style of the performance they played jokes on each other as well as played music.
first music and jokes most of them were based loosely on the band called “the beatles”.
development of the band they became more serious about their work and started to play their own instruments and write their own songs like a real band. they produced their own records and started touring and playing their own music.
changes of the band the band broke up in about 1970, but reunited in the mid-1980s. they produced a new record in 1996, which was a celebration of their time as a real band.
4. reading and understanding difficult sentences
as you have read the text times, you can surely tell which sentences are difficult to understand. now put your questions concerning the difficult points to me.
iv. closing down
closing down by doing exercises
to end the lesson you are to do the comprehending exercises no. 1, 2, 3 and 4.
closing down by having a discussion
do you think the tv organizers were right to call “the monkees” a band when they did not sing or write their own songs? why?
for reference: i don’t think the tv organizers were right to call “the monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.
do you agree that the jokes were more important than the music for this band? give a reason.
for reference: yes. i think it is the jokes that really attract more fans.
no. i think the purpose of forming a band is getting people to enjoy the spirit of music. it’s more important than playing jokes just to make people laugh.
closing down by retelling the form of the band the monkees.
i shall write some key words and expressions on the board. you are to retell the form of the band according to these words.
课后小结
学了这节课你有什么收获?
课后习题
完成课后习题一、二。
板书
unit 5 music
高一英语必修四教案篇4
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.
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.
高一英语必修四教案篇5
notes:
1. get along with
2. fall in love
step 3. listening
ss should take notes while they are listning.
1. first listening: ss listen and answer the questions of part 2 on page 6.
2. second listening: ss listen again and finish part 3 on page 6.
step 4. listening
ss listen to a story about anne and try to finish wb. ex 1 and 2 on page 43 and page 44.
step 5. speaking
ss work in groups of four. design a questionnaire to find out what kind of friends your classmates are. they can use the quiz in the warming up to help them.
step 6. assignment
1. ss prepare the reading task on page 44.
2. surf the internet and find some material about friendship in different countries.
period five
step 1. warming up
ss say something about making friends and how to maintain friendship.
step 2. listening
ss listen to a short passage and fill in the blanks on page 41 (listening).
step 3. reading
1. first reading: ss read the passage about friendship in hawaii and finish wb.ex1.on page 45.
2. second reading: ss read again and discuss the questions on page 45.
3. ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
step 4. discussion
what do you and your friends think is cool?
ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .
ask ss to use the following sentences while they talk:
i think that… is cool/ isn’t cool because ….
i think so.
i don’t think so.
i agree with you.
i don’t agree with you.
step 5. assignment
ss collect some proverbs about friendship.
period six
step 1. pre-writing
1. read a letter from a student called xiaodong.
2. go over the advice on page 7 and be ready for writing.
step 2. while-writing
ask the ss to write a letter to xiaodong as an editor and give him some advice.
1. ss make a list about the important information that they need.
2. ss begin to write the letter to xiaodong.
3. ss revise their letters by themselves.
4. ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)
5. ss get back their own writing paper and write the letter again.
step 3. post-writing
choose some students’ writing paper and show in the class. ask the ss to correct the mistakes together and also learn from some good writings.
step 4. writing for fun
1. ss read the passage on page 7 by themselves.
2. ss try to write a few lines to describe their best friends or a person they know.
3. show some ss’ writings in class.
step 5.assignment
do wb writing task on page 46.
period seven
teachers can use this period freely.
suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 47. it is very important to improve their learning.
高一英语必修四教案篇6
Ⅰ、教材内容及教学目标
1、学习在澳大利亚乘火车旅游的.文章
2、训练速读、略读和查读技能，通过中心句掌握全文中心，学会分析文章结构，
学会运用想象、联想、逻辑分析和英语思维的能力
3、学会如何描述乘火车旅游的情形
Ⅱ、教学设计
task learn and retell the passage
pre-task content prediction(2m) according to the picture and the title, try to predict what we will be able to learn from the passage.
task-cycle reading(40m)
pre-reading map reading look at the map of the railways in australia, discuss which city you would like to travel and how to get there.
while-reading
activity 1 first ( fast ) reading
a. match: find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the ghan )
b. main sentence in each paragraph.
c. main idea
d. guide ss to find out the structure of the passage.
activity 2 second ( detailed ) reading deal with 6 questions in .
activity 3 third reading ( reading strategies applying )
a. find out appropriate information to fill in the form below:
part one (1)
who when where what why how
part two (2-3)
food scenery
first hundred kms after that suddenly
b. put me in the right order and form a passage, adding in the time signals.
camels were trained to carry supplies back from the central part.
camels were shot because of the new railway line built by the government.
they brought camels from afghanistan.
australians needed a way to the central country.
they tried riding horses, but failed.
c. word-guessing ( abandon, diamond, supplies)
post-task
activity 1 retelling retell the passage with the help of the form
activity 2 discussion p24 (5)
activity 3 small debate “they should shot the camels”
recalling(2m) recall what we learn today. & questions unsolved.
homework(1m) write a reading note
阅读格式卡
title__________________________ module _________ date___________
general idea：
words & phrases:
bs:
bs=beautiful sentence
高一英语必修四教案篇7
(1) 课题：friendship
(2) 教材分析与学生分析：
本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。warming up部分以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；pre-reading部分的几个问题启发学生对“友谊”和“朋友”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；reading部分anne’s best friend以日记形式讲述了犹太女孩安妮的故事；comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; using about language 部分教学本课重点词汇和重点语法项目。
(3) 课时安排：
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)教学目标：
① 知识与技能：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过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，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，可以再引导学生深入讨论几个与本单元话题有关的问题：
1.描述朋友；
2. 结交网友；
3. 观点交流；
4. 不善交朋友;
5. 朋友的重要性。
③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。
(5) 教学重点和难点：
词汇：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
短语： 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
重点语法项目： 直接引语和间接引语的互相转换
难点：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) 教学策略：
discussion, student-centered vocabulary, learning, listening, pair work, teach grammar in real situation
(7) 教学媒体设计：
a projector and a tape recorder.
(8) 教学过程：
详见以下分课时教学设计。
(9) 课堂练习与课外作业设计：
穿插于分课时教学设计中
（10）教学反思或值得改进的地方： 见每个课时最后部分。
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