人教版高一英語必修一教案
作為一位無私奉獻(xiàn)的人民教師，時常需要編寫教案，編寫教案助于積累教學(xué)經(jīng)驗(yàn)，不斷提高教學(xué)質(zhì)量�？靵韰⒖冀贪甘窃趺磳懙陌�！下面是小編為大家整理的人教版高一英語必修一教案，希望對大家有所幫助。
人教版高一英語必修一教案1
一、動名詞做主語的用法
動名詞做主語往往表示經(jīng)常性、習(xí)慣性的'動作，在口語中也可以表示具體的動作。如：
Seeing is believing. Helping her is my duty. Talking mends no holes.
空談無濟(jì)于事。
Working with you is a pleasure.和你一起工作是一種樂趣。
動名詞做主語和不定式做主語一樣，也可以用it作形式主語。如：
It's rather tiring walking around in a city.
不定式做主語往往表示具體的特別是將來的動作。如：
It's no use crying over spilt milk.覆水難收。
He realized that to go on like this was wrong.
二、動名詞作賓語的用法
1.有些動詞或短語動詞后常用動名詞作賓語。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(錯過)，pay attention to, practice, put off, stick to, suggest等等。
Doing morning exercises is good for your health.做早操對你的健康有好處。
Her shoes wants mending.她的鞋該修理了。
注意：當(dāng)need, want, require, worth后面接doing也可以表示被動。
Your hair wants cutting.你的頭發(fā)該理了。
The floor requires washing.地板需要沖洗。
I have finished writing this book.我已經(jīng)寫完這本書了。
2.在allow, advise, forbid, permit后直接跟動名詞作賓語，如果有名詞或代詞作賓語，則構(gòu)成“allow/advise/forbid/permit +名詞/代詞+不定式(賓語補(bǔ)足語)”之形式。如：
We don't allow smoking here. We don't allow anybody to smoke here.
3.動詞need, require, want意為“需要”時，后跟動名詞的主動式或不定式的被動式作賓語，意義沒有區(qū)別。如：
The window needs/requires/wants cleaning/to be cleaned.
4.在begin, continue, love, like, hate, prefer, intend, start后用動名詞和
用不定式作賓語均可，意義沒有多大區(qū)別。
5.動詞forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟動名詞和跟不定式區(qū)別較大，須注意。
forget, regret, remember后跟動名詞，動名詞表示已經(jīng)發(fā)生的動作;后跟不定式表示將要發(fā)生的動作。
Period9-10 writing and checking the answers of the exercises.
人教版高一英語必修一教案2
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.
人教版高一英語必修一教案3
一、教材分析：
本課是結(jié)合人教版高中英語教材選修5中有關(guān)過去分詞的語法內(nèi)容，進(jìn)行過去分詞的學(xué)習(xí)，教學(xué)中將語法知識的傳授和語言基本技能的學(xué)習(xí)結(jié)合到一起，注重復(fù)習(xí)語法與語言的運(yùn)用。采用任務(wù)型教學(xué)法和小組合作探究學(xué)習(xí)法，從而擴(kuò)大課堂的語言輸入量及學(xué)生的語言輸出量。
二、學(xué)情分析：
在高一英語學(xué)習(xí)基礎(chǔ)上，學(xué)生已經(jīng)掌握基本的語言結(jié)構(gòu)和一定程度的聽說讀寫能力。在復(fù)習(xí)的過程中，結(jié)合學(xué)生原有的知識掌握水平，鞏固基礎(chǔ)強(qiáng)化正確使用語法知識，提高學(xué)生運(yùn)用語言的深度和難度.但大部分學(xué)生的基礎(chǔ)知識仍然較為薄弱，運(yùn)用英語進(jìn)行交際活動的能力較差，主動學(xué)習(xí)的動力不夠，然而他們學(xué)習(xí)比較認(rèn)真，渴求知欲旺盛，思維比較活躍。部分學(xué)生的基礎(chǔ)較好，能主動配合老師。只有設(shè)置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。
三、教學(xué)目標(biāo):
1.知識目標(biāo):
引導(dǎo)學(xué)生掌握過去分詞在真實(shí)的生活語境中的使用。培養(yǎng)學(xué)生通讀，分析，理解，綜合的能力，教會學(xué)生體察語境，結(jié)合上下文，符和邏輯推理和合理的想象，結(jié)合語法和題干中的語境解決問題。在運(yùn)用語言過程中培養(yǎng)學(xué)生的觀察力、分析力、想象力和自學(xué)能力，提高思維能力和運(yùn)用英語的綜合能力。
2.能力目標(biāo)：
利用多媒體手段營造積極和諧教學(xué)氛圍，使學(xué)生進(jìn)入情景之中，充分調(diào)動學(xué)生的思維活動和情感體驗(yàn)，規(guī)范學(xué)生運(yùn)用英語知識準(zhǔn)確表達(dá)的能力，同時，發(fā)展學(xué)生綜合語言運(yùn)用的能力，分析問題和解決問題的能力，培養(yǎng)學(xué)生自主學(xué)習(xí)。
3.德育目標(biāo)：
用含過去分詞的句子結(jié)構(gòu)表達(dá)思想感情。
四、教學(xué)重點(diǎn):
1.過去分詞的用法.
2.過去分詞的運(yùn)用
五、教學(xué)難點(diǎn):
1.結(jié)合語法知識，以課堂教學(xué)為依托，全面訓(xùn)練學(xué)生的聽、說、讀、寫能力，加強(qiáng)和提高運(yùn)用英語的綜合能力。
2.過去分詞在真實(shí)的生活語境中的使用。
六、教學(xué)策略:
通過小組討論、小組競賽等具體形式，創(chuàng)設(shè)有利于高中生自己自我認(rèn)識、自我反省、自我調(diào)節(jié)的情境，利用他們自身較高的自我意識水平對自己的學(xué)習(xí)進(jìn)行調(diào)節(jié)、監(jiān)控。因此，本課采用教學(xué)方法---任務(wù)型教學(xué)法。以任務(wù)為中心，任務(wù)的設(shè)計(jì)焦點(diǎn)是解決某一具體的貼近學(xué)生生活的問題。教師要從學(xué)生“學(xué)”的角度來設(shè)計(jì)教學(xué)活動，使學(xué)生的學(xué)習(xí)活動具有明確的目標(biāo)。在的各種“任務(wù)”中，學(xué)生能夠不斷地獲得知識并得出結(jié)論。
七、學(xué)習(xí)策略:
本課將各種活動設(shè)計(jì)成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學(xué)生養(yǎng)成自主學(xué)習(xí)與合作學(xué)習(xí)的能力，培養(yǎng)創(chuàng)新意識和實(shí)踐能力，以及具備科學(xué)的價值觀。
八、教學(xué)用具：
多媒體輔助（將本課所需要的圖片、文字等制成PPT課件）
人教版高一英語必修一教案4
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
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.
教學(xué)重難點(diǎn)
■ To help students get to know about English development
■ To help students better understand “l(fā)earning 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
教學(xué)工具
課件
教學(xué)過程
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.
�、芖arming 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.
人教版高一英語必修一教案5
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
1). To learn the knowledge of the cultural relics.
2). Discuss how to protect our cultural relics.
3).Reading and understanding, catching the history and information of the Amber Room.
4). Functional item, how to tell the story about the Amber Room
5). Finish the comprehending exercises after the reading passage.
6). Use scanning; skimming and careful reading to learn the story of the Amber Room.
教學(xué)重難點(diǎn)
Key points
To understand cultural relics.
How to tell the story about the Amber Room
Difficulties
Talk about cultural relics at home and abroad in English freely.
To learn the story of the amber room.
教學(xué)工具
課件
教學(xué)過程
導(dǎo)入
1). Guessing:
Teacher present some pictures and statements ,let the students guess whtat or where it is.
The Great Wall; The Pyramid ; Taj Mahal
2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:
A. Can you name them out?
Who have the right to own and confirm them?
(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden City
Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boat
and Mogao Caves)
Step I: Pre-reading
1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?
Show some pictures of amber. Let students know what the amber is and its value.
color yellow- brown
feel like feel as hard as stone
Amber is the fossil(化石) form of resin(樹脂) from trees.
It takes millions of years to form.
2). Can you imagine a house made of amber?Please preview “In search of the amber room.”
Step II: Fsat reading and thinking about the title:
1). Teacher give students the following questions to think:
When you see this title, what do you want to know?
What is the Amber Room?
Why was it called the Amber Room?
What was it made for?
What happened to it?
Why to search for it?
(Ask the students just remember these questions in their mind not find the answers.)
2). Fast reading to get the main idea:
The Amber Room , which _________________sent to the Russian people as a _____, was ____by the _____________ soldiers .
(Students read the passage quickly and fill in the blans)
3). Now, let the students try to answer the questions in part 1). (PPT 7)
(Teacher may give some necessary help)
Step III: Scanning
Ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)
After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)
Step IV: Skimming
Ask students to skim the passage and complete exercise 2 on page2.
( 3 ) How did the Amber Room become one of the wonders of the world?
( 5 ) How was a new Amber Room built?
( 4 ) How did the Amber Room get lost?
( 1 ) How was the Amber Room made?
( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?
Step V: Careful reading
Let the students read the text carefully and try to find some details to complete the form on PPT 11.
Step VI: Role play
Just now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?
( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)
Homework
1. Read the story of The Amber Room again after class.
2. Write the introduction of the Amber Room you have discussed in class.
3. Prepare for next period by underline the difficult points in the text.
板書
Blackboard Design
Unit 1 Cultural relics
Warming up & pre-reading
What is cultural relics?
A.a cultural relic is sth. that survived for a long time
B.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed
C. a cultural relic is something rather rare
人教版高一英語必修一教案6
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
1、掌握下列詞匯和短語: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to.
2、進(jìn)一步學(xué)習(xí)有關(guān)“朋友”的知識信息，啟發(fā)學(xué)生對朋友和友誼的思考。
3、了解《安妮日記》的背景知識，在感受外國文化的同時，深刻理解安妮日記的內(nèi)涵，同時提高學(xué)生文化意識。
4、訓(xùn)練學(xué)生一定的閱讀技巧，使他們掌握一些有效的學(xué)習(xí)策略，從而提高閱讀速度和理解的準(zhǔn)確性，并養(yǎng)成一定的自主學(xué)習(xí)能力。
5、培養(yǎng)學(xué)生快速閱讀的能力、捕捉信息的能力及運(yùn)用語言進(jìn)行交際的能力。
6、通過個人活動、小組活動和班級活動等方法，培養(yǎng)學(xué)生的合作互助精神，分享英語學(xué)習(xí)的經(jīng)驗(yàn)，感受用英語交流的成功和喜悅。
教學(xué)重難點(diǎn)
教學(xué)重點(diǎn):
1、了解《安妮日記》的背景知識，在感受外國文化的同時，深刻理解安妮日記的內(nèi)涵，同時提高學(xué)生文化意識。
2、訓(xùn)練學(xué)生的閱讀技巧，提高學(xué)生閱讀速度和理解能力。
教學(xué)難點(diǎn):
對所獲得的信息進(jìn)行處理、加工和學(xué)習(xí)，形成有效的學(xué)習(xí)策略。
教學(xué)工具
ppt課件
教學(xué)過程
板書
Uint1 Reading Anne’s Best Friend
Qualities: easy-going ,warm-hearted ,helpful,…
Questions:
Skimming
Summarize
Discussion: 1> style 2> ideas
人教版高一英語必修一教案7
各位同學(xué)，你們好!很高興能和大家一起來迎接新的學(xué)期，共同來進(jìn)行學(xué)習(xí)和生活，一起度過初中一年級的美好時光。作為初一的新生，我們首先要明了我們今年的英語學(xué)習(xí)目標(biāo)和任務(wù)，以及如何提高學(xué)習(xí)興趣和效率，當(dāng)然要想保證圓滿完成學(xué)習(xí)任務(wù)還需要一定的制度或得以保障，所以，今天這節(jié)課我們主要弄清楚三個方面的要求：
一、明了初一英語的學(xué)習(xí)內(nèi)容和目標(biāo)要求
1、初一上學(xué)期主要是學(xué)習(xí)音標(biāo)，音標(biāo)是英語學(xué)習(xí)的重要內(nèi)容，音標(biāo)學(xué)習(xí)的好壞直接關(guān)系著英語聽說讀寫能力的好壞，是英語學(xué)習(xí)的重中之重。因?yàn)樗芴岣?學(xué)生讀準(zhǔn)單詞的能力
2、有利于學(xué)生進(jìn)行預(yù)習(xí)工作。會了音標(biāo)就可以很主動的自己學(xué)習(xí)發(fā)音，單詞的讀法。3會了音標(biāo)就可以很主動的自己學(xué)習(xí)發(fā)音，單詞的讀法。
3、英語的.拼字是一門很深的學(xué)問。不像漢字很零散，英語有規(guī)律可尋。會了音標(biāo)還可以用來背單詞。甚至可以自己檢驗(yàn)單詞拼寫有否錯誤。很大程度上，能節(jié)省老師課堂上不少時間，接受新事物相對來講更快速
4、提高學(xué)生的聽力能力
為什么這樣說呢?很多學(xué)生的情況表明，他們的考試聽力部分是很容易失分的地方。稍微出現(xiàn)幾個連讀或者是快讀，就很明顯的要出現(xiàn)長時間的考慮和停頓。很多人事后會說，我聽都沒有聽到它就過去了;太快了，我都不知道它在講什么。音標(biāo)掌握的很好的同學(xué)在這方面就會稍高一籌。正確的發(fā)音可以解決很多做挺立時的不利因素。也提高了應(yīng)試的能力。
二、掌握課標(biāo)詞和句型句式
初一主要是在練習(xí)鞏固音標(biāo)的基礎(chǔ)上學(xué)習(xí)單詞發(fā)音、拼寫、詞性等內(nèi)容，句式句法主要是學(xué)習(xí)一般現(xiàn)在時和現(xiàn)在進(jìn)行時等簡單的句型，每個同學(xué)大可不必?fù)?dān)心，都非常簡單，只要每個同學(xué)認(rèn)真學(xué)都不會有問題的。
三、養(yǎng)成良好的學(xué)習(xí)習(xí)慣
1、養(yǎng)成良好的預(yù)習(xí)和復(fù)習(xí)習(xí)慣
每天晚上除了完成老師布置的書面作業(yè)外，還要鞏固課堂上學(xué)過的內(nèi)容，做到每晚必備，這樣有效的為明天的課堂打基礎(chǔ)，有能力的同學(xué)還應(yīng)有良好的預(yù)習(xí)習(xí)慣，這樣能及早的了解新知識，找出自己的困惑或不懂的地方。有條件的同學(xué)還要經(jīng)常進(jìn)行聽力練習(xí)或聽力欣賞。
2、做好課前的準(zhǔn)備
準(zhǔn)備好必備的書本、鋼筆等必要的學(xué)習(xí)用品，避免上課時用什么找什么而耽誤學(xué)習(xí)時間，影響學(xué)習(xí)效率。除了必要的用品準(zhǔn)備外，還要進(jìn)行必要的知識準(zhǔn)備，以便老師口頭或筆頭檢查。
3、養(yǎng)成認(rèn)真完成作業(yè)的習(xí)慣
作業(yè)是對我們所學(xué)知識的鞏固和加深，所以一定要有嚴(yán)肅認(rèn)真的作業(yè)態(tài)度，認(rèn)真書寫，認(rèn)真對待每個題目，不會的題目可以做出標(biāo)記，別為了完成作業(yè)而完成作業(yè)，胡亂填寫。
總之，如果同學(xué)們能對自己充滿信心，認(rèn)真配合老師的工作，相信每個同學(xué)都會有很好的發(fā)展和提高，希望你們能把老初一英語開學(xué)第一課教案師當(dāng)朋友，老師也可以和你們交朋友，讓我們在歡樂愉悅的氛圍中學(xué)習(xí)著并快快樂著，快樂著并學(xué)習(xí)著!
【高一英語必修一教案】相關(guān)文章：
人教版高一英語必修一教案03-19
高一必修一英語教案04-10
高一必修一必修二英語作文09-02
高一英語必修的課件02-20
高一英語必修作文07-16
高一必修英語作文10-26
高一英語必修一第五單元教案08-25
北師大高一英語必修一relaxing教案03-19
北師大高一英語必修一relaxing教案08-26