高中英语单词教案范文集锦

高中英语单词教案1

一、主语

主语是句子陈述的对象，说明是谁或什么。表示句子说的是"什么人"、“什么事”、“什么东西”、“什么地方”等等。

名词、代词、数词、动名词、To do不定式、一个句子 都可以做主语。

二、谓语

谓语是对主语动作或状态的陈述或说明,指出“做什么”、“是什么”或“怎么样”. 谓语动词的位置一般在主语之后。

三、宾语

宾语，又称受词，是指一个动作(动词)的接受者。宾语分为直接宾语和间接宾语(间接宾语也称宾语补足语)两大类，其中直接宾语指动作的直接对象，间接宾语说明动作的非直接，但受动作影响的对象。一般而言，及物动词后面最少要有一个宾语，而该宾语通常为直接宾语，有些及物动词要求两个宾语，则这两个宾语通常一个为直接宾语，另一个为间接宾语。名词、代词、数词、动名词、To do不定式、一个句子 都可以做宾语，而to do不定式用于宾语补足语。

四、定语

定语是用来修饰、限定、说明名词或代词的品质与特征的。 主要有形容词此外还有名词、代词、数词、介词短语、动词不定式(短语)、分词、定语从句或相当于形容词的词、短语或句子都可以作定语。 汉语中常用?……的?表示。定语和中心语之间是修饰和被修饰、限制和被限制的关系。在汉语中，中心语与定语二者之间有的需要用结构助词“的”，有的不需要，有的可要可不要。 “的”是定语的标志。

高中英语单词教案2

it的概念：

it可用作人称代词、指示代词、先行词及引导词等。

it 的用法：

1、it可指天气、温度、时间、距离等 。

如：It is cold today, isn't it?

2、用作人称代词，代替前文提到过的事物。

如：The dog is not acold-blooded animals. It doesn't need to hibernate.

3、为避免重复，it可用来代替前面说过的短语或句子。

如：I tried to persuade my father to give up smoking, but found it impossible. (it=to persuade my father to give up smoking)

4、代替指示代词this，that。

如：—What's this?

—It's an album.

—Whose new bike is that?

—It's Mary's.

注：it与one，that的区别：

it=the(this, that)+名词，特指并且代替前面所提到的某特定事物。

如：He's bought a new car, so he drives it everywhere to show ito ff.

one=a+名词，one指前面提到的同类事物中的不同的另一个。

如：He needs a computer, but he can't afford one.

that=the+名词，that指代的名词与前面的名词属于同一类，但不属同一个。

如：The population of China is larger than that of Japan. that指代population，但其后有一个of短语作定语，以区别于the population of China。

注：it与that的异同：

it指同一事物，that指同类但并不是同一事物。

如：I like the climate of Kunming more than that of Beijing.

The climate of Kunming is mild, and I like it.

5、It/This/That+be+the first(second, third...) time+that-clause 这个句型表示截止到说话时为止的某人的一种经历，关键是注意time前有序数词，主句是一般现在时is时，从句要用现在完成时;如果主句用一般过去时was时，则从句须相应地用过去完成时。

如：This is the first time(that) these Europeans have visited the Great Wall.

It was the fifth time(that) I had paid a friendly visit to America.

6、在一些相对固定的词组中，没有特殊含义，经常不翻译。

如：He's never really made it as an actor. 作为演员，他从未获得过真正的成功。

It is my turn. 轮到我了。

强调句中的it：

可以用来改变句子结构，使句子的某一成分得到强调：

1)强调句的基本句型it's/was+被强调成分+that/who+其他成分

原句：I told Jim the news in our office yesterday.

强调主语：It was I that/who told Jim the news in our office yesterday.

强调宾语：It was Jim that I told the news in our office yesterday.

或：It was the news that I told Jim in our office yesterday.

强调地点状语：It was in our office that I told Jim the news yesterday.

强调时间状语：It was yesterday that I told Jim the news in our office.

2)强调句的一般疑问句型Is/Was+it+所强调部分+that/who...?

如：Was it you that told Jim the news in your office yesterday?

3)强调句的特殊疑问句型疑问词+is/was+it+that/who...?

如：Who was it that told Jim the news in your office yesterday?

【注】强调句与主语从句虽然在形式上很相似，即都含有it is(was)...that。但，区别在于：强调句去掉it is(was)…that之后，句子结构仍然完整，而主语从句却不能这样。

如：(It is)our hope(that) the two sides will work towards peace.

解析：去掉It is…that之后，句子是不成立的。由此得出该句不是强调句，而是一个简单的主语从句，it是形式主语，从句是真正的主语。

高中英语单词教案3

1)quality

表示“品质，品种”时，可有复数形式。

of quality修饰人，表示“品质好的”。

说明商品时，为不可数名词，表示“质量”;作名词复数时，表示“性能，种类”。

2)willing

表示“乐意的，愿意的”，作表语时，后接不定式或者是that引导的从句，从句中用should+动词原形，should可以省略。

有时willing可以用在seem，look，sound等系动词后面。

作定语时，表示“积极的，肯干的，自愿的，意志坚强的”。

3)fight

fight against… 为……反对而斗争，和……作战 fight with和……作战或者斗争，与……并肩作战 fight for

为……斗争或者奋斗 fight over 为……争吵 fight(it)out 通过斗争解决，打出个胜负

4)advise

advise sb to do sth 劝告/建议某人去做某事 advise sb not to do sth=advise sb against

doing sth 劝告/建议某人不要去做某事

advise后接一个宾语从句，从句中的动词要用虚拟语气，即should+动词原形，should可以省略。

advise sb of sth 把某事通知某人

advise sb on/about sth 和某人商量某事

5)youth

表示“青年男子，青年小伙子”时，是可数名词，常含贬义。

the youth 青年人的总称，作主语是，谓语动词可是复数也可是单数。

表示“青春，青少年时期”是不可数名词。

6)vote

作名词，表示“选举，投票，表决”时，前面常加不定冠词。

bring/put/submit sth to a/the vote 将某问题交付表决(表主动)come/go to a/the vote

(某问题)被交付表决(表被动)

表示“选票，选举人“时，是可数名词。

表示“选举权”时，前面常加a，the，one’s等限制词。

vote for 投票赞成，建议 vote against 投票反对 vote on 对……表决 vote to do 一致决定

7)position

表示“位置，姿势，职位，立场”时，是可数名词，常加in。

表示“地位”时，是不可数名词，有时可加不定冠词。

in a position to do sth处于能够做某事的地位 in/out of position 在(不在)适当位置

take up the position that… 主张……

8)accept

表示“同意，接受”时，后接名词，代词或者that引导的从句。

accept还可以接不定式。

9)equal

作形容词，与to连用，后接名词或者动名词，表示“能胜任的，能应付的”。

作动词，后接in，表示“在某方面比得上或者敌得过”，多用于一般时。

10)degree

表示“程度，等级，学位，度数”。

by degrees 渐渐地 to a degree非常;有点，稍微

do/study for degree 攻读学位 take/get/receive/earn one’s degree获得学位

11)guard

作名词，表示“守望，警戒”。既可以作个体名词，表示“警卫，卫兵，哨兵”;表示“卫队，警卫队，仪仗队”也可以作集体名词。

keep/stand/mount guard over… 守卫…… be on guard against 提防，谨慎 off one’s duard

失去警惕

作动词表示“保护，防止，看守，警惕”，常与against或者from搭配。

12)fear

作名词，表示“恐惧，顾虑或者担心的事情，可能性”。

for fear of/that 唯恐，以免 of后接名词，动名词;that后接从句。

作动词，表示“害怕，畏惧，恐怕”。后接名词，动名词，不定式或者从句。

fear for 担心

13)reward

作动词，表示“报酬，酬谢，报答，奖赏”。接介词for表示“缘故”。接介词with表示奖赏的东西。

作名词，表示“报酬，酬谢，报答，奖赏”。

as a reward for 作为……奖赏，为酬谢…… in reward of (以……)酬谢

in reward 作为报酬

表示好处，回报时，常常用作复数。

14)sentence

作动词，sentence sb 判决某人，后接介词to+名词，也可以接不定式。

15)trouble

作名词，既可以是可数名词也可以是不可数名词。

in trouble 处于困境 no trouble 不麻烦，不费事 ask for/look for/borrow trouble

自讨苦吃，自找麻烦

be a trouble to sb 对某人来说是个麻烦 be a trouble to do sth 干某事时间麻烦事

have trouble doing/to do sth 做某事很费力 make trouble 制造麻烦

get into trouble 陷入困境 get out of trouble 摆脱困境

give sb trouble/put sb to trouble 给某人添麻烦 trouble to do 多用于否定句或者是疑问句

16)set up

表示“建立，开创;竖起;创纪录”。

set(oneself)up as 开始当…… set out 动身，出发;开始 set about 开始;着手 set off 动身;使爆炸 set

down 记下来，写下来

17)blow up①爆炸，炸毁②吹胀③训斥批评

blow away 枪杀，彻底战胜 blow in 不期而至 blow out 吹灭 blow off 不重视 blow over刮倒

18)lose heart

lose one’s heart to… 爱上 break one’s heart 伤心 from the bottom of one’s heart

从内心里

put one’s heart into 全心全意

19)倒装结构的用法：

一、副词here，there， in， out，up ，down， away，back，now， then， ahead

等位于句首，当谓语动词是be，come， go， follow，run等表示位置移动的动词，而且主语又是名词时，需要把谓语动词放主语之前，即全部倒装。

注意:A 此类倒装不用进行时态度。B若主语是代词时，不用倒装。

二、含有否定意义的词放句首，部分倒装。

A具有否定意义的副词放句首： not，never，seldom，hardly， rarely.little，scarely，few…

B，含有否定意义的连词放句首:not only…but also..， neither..nor..， no sooner…than..，

scarely..than..，Hardly..when..， not until…

-not only， no sooner，hardly.scarely要倒，but (also)， than， when后面的句子不倒.

neither..nor..两部分都倒装。

C， 含有否定意义的介词放句首：by no means， In no time，in no case， on no account，under no

circumstances…

三、only+状语，部分到装

四、表示上文的状况也适合另外一人或事半功倍有下列：

肯定:so+助动词(动/情态)+主语 -主语与上文一致

否定:neither(nor)+助动(动/情态)+主语

五、as 作“尽管/虽然”，引导让步状语从句，由于语法需要，把表语/状语/动词提于句首。

六、so ..that..， such ..that..的句子结构中，若so，such 和与其所修饰的词置于句首，实行部分倒。

七、若if 引导的虚拟条件句中有were， had， should 时， 可将if省，把were， had ， should 放主语之前。

八、充当地点状语的介词短语放句首，全倒。

九、在表示愿望的感叹句，倒装。

高中英语单词教案4

1. because of 因为…… (注意和because 的区别)

2. even if (= even thoug)即使，用来引导让步状语从句

3. come up 走上前来，走近，发生，出现 come up with 追上，赶上，提出

4. communicate with sb 和某人交流

5. be different from… 与……不同

be different in … 在……方面不同

Most of my projects are different in performance.

我多数作品的演奏风格都不同。

6. be based on 以……为基础

7. at present 目前，眼下 for the present眼前;暂时

8. make (good/better/fulll)use of

9. the latter后者 the former 前者

10. a large number of 大量的 the number of …的数量

11. such as 例如

12. hold on 坚持住，握住不放;(打电话时)等—会

13. … you will hear the difference in the way(that/ in which) people speak.

你会听出人们在说话时的差异。

14. play a role/ part (in) 在…中担任角色;在…中起作用;扮演一个角色

15. the same …as… 与……一样

16. at the top of…在…顶上

at the bottom of 在……底部

17. bring up 教养，养育;提出

18. request sb (not) to do sth. 要求某人做/不要做某事

19. be satisfied with…对……感到满意，满足于

20. suggest v. (request，insist…)

I suggested you do what he says. 我建议你按照他说的去做。

I suggest you not go tomorrow. 我想你明天还是不要去了。

His pale face suggested that he was in bad health. 他苍白的脸色暗示了他身体不好。

注意：insist 意思为“坚持要求”时后面的that从句用虚拟语气;如果insist 意为“强调，坚持认为”的时候，从句可以用任何所需要的时态。例如：She insisted that she didn’t tell a lie.她坚持认为她没撒谎。

21. according to…. 按照… 根据…

高中英语单词教案5

(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. 善不善交朋友; 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, pairwork, teach grammar in real situation

(7) 教学煤体设计： A projector and a tape recorder.

(8) 教学过程：

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.

课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。