人教版高中英语必修一全册教案
人教版高中英语必修1教案5篇
人教版高中英语必修1教案5篇人教版高中英语必修1教案篇1Where’s your pen pal from?一、单元教材分析本单元的中心话题是pen pals。
主要语言功能项目是talk about countries, cities and languages。
语法结构为 Where…from; Where…live and whatlanguage…speak。
先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过人教版高中英语必修1教案篇2教学目标知识与技能(1)熟练掌握下列词汇：rules, arrive, late, hall, dinning hall, listen, , fight, sorry outside,wear, important, bring, uniform, quiet(2)熟练掌握下列短语：dining hall, arrive late for school, (be) on time, listen to music break the rules, in class, be/ keep quiet, a lot of, bring …to…，weara hat, have to, music players(3)掌握下列句型：1. Dont eat in class.2. You must be on time.3. Eat in the dining hall.4. 正确使用情态动词can, can’t——Can we wear a hat in school?——Yes, we can./No, we can’t.5. 能正确使用have to 和 must 谈论规章制度We must be on time/ We also have to be quiet in the library. 教学重难点重点：1) 肯定祈使句是省略掉主语的原形动词开头;2) 否定祈使句则是在肯定祈使句前加上“don’t”。
人教版高中英语必修一教案
人教版高中英语必修一教案Unit 1 FriendshipPeriod 1 Reading and VocabularyTeaching aims:1. Enable students to understand the main idea and some specific details of the reading passage.2. Enable students to enlarge their vocabulary on the topic of friendship.Teaching procedures:Step 1: Lead-in1. Greet the students and introduce the topic of today's class: friendship.2. Show some pictures about friendship on the screen and ask the students to talk about what they see in pairs.3. Ask some pairs to share their ideas with the whole class.Step 2: Pre-reading1. Ask the students to read the title of the reading passage and predict what it will be about.2. Write down their predictions on the blackboard.Step 3: Reading1. Ask the students to read the passage quickly and silently to get the general idea.2. Play an audio recording of the passage for the students to listen and read along.3. Ask the students to read the passage again and answer the following questions:a) What is the main idea of the passage?b) What reasons are given for having friends?c) What are the three stages of friendship mentioned in the passage?4. Ask some students to share their answers with the whole class. Step 4: Vocabulary1. Explain and give examples of the following vocabulary:a) conquer: to successfully overcome or deal with a problem or difficultyb) goodness: the quality of being goodc) reliable: able to be trusted or depended ond) challenging: difficult and needing a lot of efforte) unintentionally: not on purpose; not intendedf) overcome: to succeed in controlling or dealing with a problem or difficulty2. Ask the students to work in pairs and match the vocabulary with their definitions.3. Check their answers together as a class.Step 5: Further understanding1. Ask the students to discuss the following questions in pairs:a) Do you agree that friendship is a necessary part of life? Why or why not?b) What characteristics do you think a good friend should have?2. Ask some pairs to share their ideas with the whole class.Step 6: Summary and homework1. Summarize what has been learned in this class.2. Assign homework: ask the students to write a short compositionabout the importance of friendship in their lives.Teaching reflection:In this class, the students will be able to understand the main idea and some specific details of the reading passage about friendship. They will also enlarge their vocabulary on the topic of friendship. The class is designed to be interactive and engaging, with opportunities for pair and whole class discussions. The homework assignment allows the students to reflect on the importance of friendship in their own lives.。
高一英语必修一教案(优秀5篇)
高一英语必修一教案（优秀5篇）高一英语教案人教版篇一教学准备教学目标Teaching aims:1) Get the students to master some important words, phrases and sentence patterns.2) Enable the students to use the language points by themselves.教学重难点Teaching important points:Master the usages of “more than , come up, over, be based on, present, a/ the number of”Teaching difficult points:present: v adj教学工具课件教学过程1 Do you know that there is more than one kind of English?more than one不止一个eg：More than one girl in this school holds such a view.more than one后跟___________,作主语时，谓语动词要用______。
more than1). more than +num(数词) :overShe showed the visitors around themuseum,__________________________________________________________________________(其建造花了3年多时间) 2)more than +n: not onlyMusic is more than just a sound--- it’s a way of thin king.3) more than +adj/v : very听到这个消息我很高兴。
人教版高中英语必修一全册教案
Unit 1 Friendship Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。
并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。
并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。
1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。
1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。
继续探究并树立正确交友观，并为阅读作好了准备。
1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。
Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。
控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。
学生学习了新的词汇、句型，提高了阅读水平。
文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。
1.4 Comprehension 设计了三种题型。
其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。
高一必修一英语教案(精选4篇)
高一必修一英语教案(精选4篇)高一必修一英语教案(精选4篇)教案中对每个课题或每个课时的教学内容，教学步骤的安排，教学方法的选择，板书设计，教具或现代化教学手段的应用，各个教学步骤教学环节的时间分配等等，下面是为大家整理的关于高一必修一英语教案，欢迎大家阅读参考学习!高一必修一英语教案（篇1）一、教学背景分析1. 单元背景分析随着科学技术的发展，各种各样新的发明和发现都层出不穷。
生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。
同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。
2.学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。
学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。
并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
二、教学目标分析语言技能听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。
同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定*的段落大意，理清*的总体框架与脉络。
继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
情感态度与文化意识(1)。
进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
人教版高中英语必修一全套教案
Unit 2 English Around the WorldI Teaching aims1.Knowledge aim2.Master the words and phrases and get a view of the road to modern English.3.Ability aim4.Train students’ reading skill.5.Emotion aim6.Let students know more about English and inspire students to study English hard. IITeaching important pointsThe understanding and comprehension of the passage.III Teaching difficult pointHow to get to master the useful words and expressions.How to improve students’ ability to read an article.IV Teaching ProceduresV Teaching TimeSeven Periods.Period 1 Warming up and ReadingStep1. Warming up1. Lead in: Show Ss a map of the world, and ask them the following questions:1) How many languages are there in the world?2) How many English-speaking counties are there in the world?3) How are you ever heard some differences between American English and BritishEnglish?Step2. Reading(1)SkimmingRead the passage quickly and find out the answers of the questions in comprehension.(2)Scanning(3)Listen to the tape and tell the meaning of each paragraph.1. Para1: Brief introduction of the change in English.2. Para.2: An example of different kinds of English.3. Para3: The development of English.Para4: English spoken in some other countries.(4)Post readingStep3. DiscussionSome people say that Chinese is a much more elegant language, so it is more important for us to master it and it is not so necessary to master foreign language. Do you agree with this opinion and why?Period 2 Language pointsLanguage points：1. Do you know that there is more than one kind of English in the world?你知道世界上英语的种类并不止一种吗？more than one +名词单数，后面的谓语动词用单数例如：More than one student wants to go to swim.2.In some important ways they are very different form one another.在某些重要的方面，它们彼此有些差异。
人教版高中英语必修一全册教案设计
人教版高中英语必修一全册教案设计人教版高中英语必修一全册名师教案设计Unit One FriendshipTeaching goals语言知识1.to talk about friends and friendship, and interpersonal relationship2.to practise expressing attitudes, agreement and disagreement, and certainty3.to master some sentences about giving advice4.to learn to use the Direct Speech and Indirect Speech(1): statements and questions5.to learn about communication skills语言技能和学习策略1.to develop listening skills by doing exercises in listening task2.to develop speaking skills by finishing the speaking task and other activities likediscussion and oral practice3.to develop reading skills through the reading materials in this unit4.to learn to write a letter of advice文化意识1.to know about friend and the real meaning of friend2.to learn how to get along with others情感态度1.to arouse the interest in learning English2.to learn to express their feeling of friends and friendshipTeaching key points:1.how to improve students’ speaking and cooperating abilities2.learn to use the Direct Speech and Indirect Speech(1):statements and questions3.master some words and expressionsTeaching difficult points:1.train the students’ speaking, listening, reading and writing abilities2.how to improve students’ cooperating abilitiesTeaching methods:Student-focus approach and task-based approachLearning methods:Cooperative studyTeaching aids:Computer词汇教学：1. survey n. 调查；测验;测量；检查；鉴定They were pleased with their wild survey of his work.他们广泛审查了他的工作，很满意。
人教版高中英语必修1全部教案设计
Unit 1 Friendship 1.Teaching aims and demands语法直接引语和间接引语（1）:陈述句和疑问句陈述句“I don ' want to set down a series of facts in a diary.Said Anne.-- Anne said that shedidn ' Want to set down a series of facts in a diary.一般疑问句He asked Are you leaving tonigh?”---He asked us whether we were leaving that night.特殊疑问句“ When did you go to b edast nigh?” fathe said to Anne.---Father asked Anne when she went to bed the night before.1)Suggested teaching notes2). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it.Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations forthe further teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be afriend, too.Reading--- The diary by the Jewish girl Anne gave a glimpse of her life during her family ' s shelter in Amsterdam from the GermanNazis ’ lkliing in world war 2. she treats the diary as her best friend, and init revealsher longing for a normal life and close contact with nature, which helpsher get through the days.Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching.Learning about language---It teaches the important expressionsand structures andgrammar: direct and indirect speeches.Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especiallythe problems with misunderstanding, and unfriendliness, thusstrengthening students ’ abilities to practice language, discover, and solveproblems.Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writing a diary.Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in additionits importance in all cultures.3)Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendshipwith particular attention to that one can develop with oneself, i.e., the comfort andsupport one seeks from an imaginary friend. Students are expected to come to be trulyaware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:4)Teaching plans for each periodPeriod 1 Warming-up and Speaking1.Teaching objectives:1)Target languageI (don ' t) think ...... I (don ' t) think so. I (don ' t) agree.I believe ............. That ' s correct. In my opinion, ••2)Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways to solve theproblems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by using somephrases and structures.b.To learn to solve problems that may occur between friends.c.To cultivate the students to form the good habit of learning English in Senior MiddleSchool.2.Teaching important points:e the given adjectives and sentence structures to describe one of your friends.b.Learn to evaluate friends and friendship.3.Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4.Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5.Teaching aids:CAI6.Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arousethe students ’interests by showing a video of Auld Lang Syne.At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays? How did you feel? What did you do inyour summer holidays? What did you do in your spare time?2.What do you think of our new school? Do you like it? Could you say somethingabout it?3.Do you like making friends? How do get in touch with your friends? Do you havemany friends? Where are they now? Do you have any old friends in our school?Have you made any new friends in our class?Step 2 Think it over1.Give a brief description of one of your friends. The following phrases and structuresmay be helpful:His/Her name is .........He /She is ....... years old.He / She likes ....... and dislikes .......He /She enjoys ......... and hates .....He /She is very kind/friendly/ ...When /Where we got to know each other.2.What types of friendship do you have?Pleasetick them out. Then fill in the blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generations unusual friends like animals, books ...1). _____is /are most important to you.2). You spend most of your free time with .3). You will share your secrets with .4). When in trouble, you will first turn to .Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend should (not) be ...In my opinion, a good friend is someone who ...1.Have a member of each group report on what their lists have in common and list them on theboard.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet on page 8.5.The teacher ask some students how many points they got for the survey and assesstheir values of friendship:★4~7 points: You are not a good friend. You either neglect your friendor just do what he/she wants you to do. You should think more about what a good friend needsto do.★8~12 points: You are a good friend but you sometimeslet your friendship become too important, or you fail to show enough concern for your friend feelings. Try to strike a balance between your friend ' needs and your own responsibilities.★13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend ' s. Well done.(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing (work in pairs)1.If your best friend does something wrong, what will you do?Try to use the following phrases:I (don ' t) think ...... I (don ' t) think so.I (don ' t) agree. I believe ............That ' s correct. In my opinion, ........2.A British newspaper once offered a prize for the best definition（义）of a friend. If youwere the editor, choose the best one from the following entries保目）,and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and they still want to talk to you, that friendship. To' have a friend, you need to be a good friend.Step 5 Group work （output）The teacher can give each group one of these questions below to talk about. Then let the class sharetheir ideas. It ' better to stimulate the students to expresstheir own opinions about these questions.1.Do you think it is a good idea to borrow money from your friend?Why and Why not?2.What factors may cause the breakdown of a good friendship?3.What can be your unusual friend besides human beings? And why?Step 6 Homework1.Write down a short passage about your ideas /the factors/your unusual friends.2.Prepare for the new lesson.Period 2 Reading Anne ’ s Best Friend1.Teaching objectives:1)To develop the students r’ eading ability, learn to use some reading strategies such asguessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to telltrue friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazyabout etc.;4). To learn the writing style of this passage.2.Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1.Please enjoy three pieces of music and find out what they are about.2..Why do you think friends are important to you?3.What do you think a good friend should be like? List the good qualities a good friendshould have.4.Have you ever considered making friends with animals, plants or even an object?Why or why not?Step 2.Reading1.Try to guess what Anne ’ s friend is and what the passage is about by reading the titleand having a quick at the pictures in this passage without reading it.2.Skimming the first two paragraphs to confirm your guessing.1)What was Anne ’ s best friend? Why did she make friends with it?2)Did she have any other true friends then? Why?3)What is the difference between Anne ’ s diary and those of most people?4)Do you keep a diary? What do you think most people set down in their diaries?5)We are going to read one of Anne ’ s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3.Reading of Anne ’ s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family? Giveyour reasons.2.Group workWork in groups to decide what you would do if your family were going to be killedjust because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?3.Discovering useful words and expressionsComplete the following sentences, using words and expressions from Reading1)She has grown ________ about computer games.2)Was it an accident or did David do it on ___ ?3)From the beginning ,Paul made it clear that he would be ____ (完全地)incontrol.4)He used to work ______ even in the middle of winter.5)Just the _____ of more food made her feel sick.6)You had better have a ________ talk with him.7)Born in a poor family, the manager _______ lots of hardships in his childhood.8)A diary is often kept to _____ what happenins people ’ s daily lives.Step 4.Talking about friends and friendship1.T here are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer僦奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2.W e have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework:1.I nterview a high school student, a businessman, a police officer and a housewife to findout their opinions about friends and friendship. Write a report to share itwith the whole class.2.Describe one of your best friends following the writing style of this passage.Ending: Let ’ s sing this song about friends togetherPeriod 3 Grammar1.．Teaching objectivesLearn to use direct speech and indirect speech2.Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3.Teaching difficult pointLearn about the special cases in which the tenses shouldn ed. ’ t be chang4.Teaching methodsDiscussing, summarizing and practicing.5.Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Frank ’ s story. She is telling herstories to twher friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne ’ s sentences, using indirect speech. Sometimes you explain Tom sentences to Anne.“I have to stay in the hiding place." said Anne. —Anne said she had to stay in the hiding place.“ Do you feel sad when you are not able to go outdoors? ” Tom asked Anne.Tom asked Anne if/whether she felt sad when she was not able to go outdoors.I don ’ t want to set down a series of facts in a diary, said Anne.Anne said that she didn ’ t want to set down a series of facts in a diary.“What do you call your diary?” Tom asked. —Tom asked what she called her diary.Ss go on this topic by themselves.Step 2 GrammarT: Now let ’ s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.T: Quite right. Look at the form on the screen. These are the rules.直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
2019新人教版英语必修一全册教案教学设计
教案一：Unit 1 Friendship1. 课时安排本单元共分为4个课时，分别安排如下：第一课时：Section A 1a-1c第二课时：Section A 2a-2d第三课时：Section B 3a-4第四课时：Section B 5-72. 课时内容第一课时：Section A 1a-1c本课时主要目标是让学生通过听力和阅读理解，学习关于友谊的表达和句型。
首先通过1a部分的图片描述让学生对友谊的概念有初步的了解，然后通过1b的听力练习使学生能够听到不同人对友谊的看法，最后通过1c的阅读练习巩固所学内容。
第二课时：Section A 2a-2d本课时主要目标是让学生通过听力和口语练习，掌握能够表达友谊的句型和词汇。
通过2a的图片描述和2b的录音材料，学生可以听到不同人对友谊的表达，然后通过2c和2d的口语练习，学生可以有机会自己表达对友谊的看法。
第三课时：Section B 3a-4本课时主要目标是让学生通过听力和阅读理解，了解不同文化对友谊的看法。
通过3a和3b的录音材料，学生可以听到不同国家对友谊的表达，然后通过4的阅读练习，让学生更深入地了解不同文化对友谊的认识。
第四课时：Section B 5-7本课时主要目标是让学生通过听力和口语练习，掌握能够用英语表达友谊的能力。
通过5和6的听力材料，学生可以听到不同人对友谊的看法，然后通过7的口语练习，让学生能够自己用英语表达自己对友谊的看法。
3. 教学重点和难点本单元的教学重点是友谊的表达和句型，教学难点是如何让学生在实际生活中运用所学知识，进行口语交流。
4. 学情分析本单元学生的芳龄一般在14-16岁之间，他们对友谊这一主题可能会有一些自己的认识，但在英语表达方面可能还存在一定的困难。
因此在教学过程中需要及时发现学生的问题，并进行有针对性的辅导。
5. 教学方法本单元将主要采用任务型教学法，让学生通过实际的听力、阅读和口语练习来掌握所学内容。
人教版高中英语必修全册教案-新人教版高中英语必修一 教案
Unit 1 Women of achievement1． Target languagea. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment, inspire, support, devote ... tob. Watching a family of chimps wake up is our first activity of the day. P2Everybody sits and waits while the animals in the group begin to wake up and move. P2But the evening makes it all worthwhile. P2... we see them go to sleep together in their nest for the night. P2 2． Ability goalsa. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like and so on.3． Learning ability goalsTeach Ss how to describe a person.Teaching important pointsa. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects:b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?Teaching difficult pointsLet everyone believe that all of us can become Jane Goodall. Teaching methodsInspiration, Questioning and Discussion.Teaching aidsA computer, a projector and a recorder.The first period readingProceduresStep I. Warming upWarming up by describingGood morning, class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Soong Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world? Warming up by discussingHi, every one. How did you spend your winter vacation? Did you read any books? Did you read any women of achievement? What makes a woman of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? Give reasons for your choice.Warming up by reading aloud and translatingNice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?Well done! Next let’s have Ju Xiaohong do the second one.Step II. Pre-reading1.Looking and sayingWork in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions. (Key:From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. )2.Talking and sharingWork in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class. (Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special placesset up for them. )Step III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text A PROTECTOR OF AFRICAN WILDLIFE. 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 underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Reading to identify the topic sentence of each paragraphSkim 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.(Key: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behaviour. 3rd paragraph: For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.)4.Reading and transferring informationRead the text again to complete the table, which list what Jane does to protect African wildlife.What does Jane do?5.Reading and understanding difficult sentencesAs 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 the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2. 2. Closing down by having a discussionDo you agree with Jane’s ideas? Why or why not?(Key: I agree with Jane’s idea, because leaving the animals in the wild is the only good way to protect them. The animals belong to the forest, just as we belong to the civilized world. ) What do you think is the best way to protect wildlife? (Key:I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective) Closing down by retelling the story of Jane GoodallI shall write some key words and expressions on the board. You are to retell the story of Jane Goodall according to these words.(Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for…, set up special places)The second period Learning about LanguageAimsTo help students learn about subject-verb agreement.To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures.ProceduresStepI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.Step II. Learning about grammar1.Reading and thinkingTurn to page 2 and read with me the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences.(For reference: Our group are…, Watching a family of chimps is…, Nobody before has fully understood…)2.Doing exercises No. 1 and 2 on page 5Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And Our group includes six boys and five girls. Have you noticed any difference between them? Yes. If the word “group ” refers to different members, use a plural verb. If the word “group” is considered as a whole, use a singular verb. Now fill in the blanks with the proper form of the given verbs in bracketson page 5. And then go on to do Exercise No. 2 on the same page, that is, fill in the correct verb form in the letter.Step III. Ready used materials for Subject-verb agreementWe all know these meanings of "agree," but when we talk aboutsubject-verb agreement, we're talking about something different:matching subjects and verbs according to number. That is, when you havea singular subject, you have to match it with a singular verb form: Theboy plays. When you have a plural subject, you must have a plural verbform: The boys play.In short, simple sentences, you should have no problem with agreement.You can hear the problem: The boys plays. When it's wrong , it just soundsfunny. However, there are four potential problem spots that you needto watch carefully:Reversed sentence orderThe normal pattern for English sentences is subject-verb. However,there are a few situations where this order is reversed (like thissentence):o There are snacks on the laundry-room table.o Where are they?o On the table are the goodies!See how the subject comes after the verb in each of these? If you canremember how to locate subjects and verbs, you shouldn't blunder intomistakes when writing reversed-order sentences."-body," "-one," and "-thing" wordsThe correct term for these words is indefinite pronouns, but if youremember them as "-body," "-one," and "-thing" words, you'll probablybe able to spot them more easily. You only need to know one thing: ifa word has one of these endings (like everybody, everyone, anyone,anything, etc.), it is always singular! You can also include each, either, and neither in this group. Look at the following:1.Everyone is going on a picnic.2.Each of the boys is taking his own lunch.3.If anyone drops something to eat, I'll grab it before he canpick it up.You shouldn't have problems with these if you simply memorize theendings of words that are always singular.NOTE: We said that either and neither are always singular; however, if you have two subjects in an either . . . or or neither . . . norconstruction, getting the agreement right may give you fits. To get it right, just locate the subject closest to the verb and make the verb agree with it:o Either the mailman or the constructionworkers are causing Peggy to bark like crazy.o Neither the dogs down the street nor the onenext door pays any attention.Compare this with the following:o Either the construction workers or themailman is causing Peggy to bark like crazy.o Neither the one next door nor the dogs downthe street pay any attention.IV. Closing down by doing a quizTo end the period you are going to take a quiz on subject-verb agreement.The third period Using Language(A GOOD EXAMPLE FOR ME)AimsTo help students read the passage A GOOD EXAMPLE FOR ME.To help students to use the language by reading, listening, speaking and writing.ProceduresStep I. Warming upRead aloud to warm up: Let’s warm up by reading aloud to the recording of the text A GOOD EXAMPLE FOR ME.Step II. Guided reading1.Reading and translatingRead the text A GOOD EXAMPLE FOR ME and translate it into Chinese paragraph by paragraph. Li Wenqin. You are to do paragraph 1, please. ….2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Doing exercisesNow you are going to do exercises No. 1 and 2 on page 6 following the article.4.ListeningFor listening turn to page 7 and be ready to do exercises No. 1, 2 and 3.5.ActingNext we are going to put the text A GOOD EXAMPLE FOR ME ON STAGE. Now Zhu Qing and Zhang Qiang, plesase!Step III. Guided writing1.Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between Lin Qiaozhi and you. You may begin like this: Hello, doctor. I need your help. …2.Writing a descriptionTurn to page 8 and follow the direction to write a description of a woman’s character. You may use the information, structures and expressions from the unit.Step IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on wildlife protection. Take notes of your finding and report to your group mates next Monday morning.Writing lettersWrite a letter either to Jane Goodall or Lin Qiaozhi, telling her about your life and hope.Acting a text playTurn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearsefor the School Art Festival next month.Step V. Closing downClosing down by filling a formMake use of the text and others to fill in form.Closing down by describing a personTo end this period, I am going to have two of you stand up to describe to the classa person whom he admires. Who likes to speak first?The fourth period ListeningStep 1Show the picture of the birth of boys and girls in China. Then show another pictureof the jobs of themStep 2 ListeningListen to the tape and do the true or false exercises1. Girls often leave school earlier for family reasons.2. When there is very little money, the school often prevents girls from training.3. Girls don’t have a chance to run a company.4. When women have children, they have to stop work.5. Men have more chances to get to the top of their career than women.6. Men can do whatever they like.Then ask them to answer the questionWhat three problems do women have which do not apply to men?Step 3 Listening textHand out the listening materials to the students , Listen to the tape and ask themto complete the passage , after three times ,encourage some students to read the passage with the right answers.Step 4 Listening on P41Introduce the war between France and Britain. Then mention the important woman:J oan of ArcAsk the students to listen to the tape and Answer the questions1. Why did Joan have to dress up as a man to become a soldier?2. Why did the Church not like Joan acting as a man?3. Why did France not win a war against the English before Joan became a soldier?4. Why did Joan help the French army to fight better even after her death?5. How was she honoured after her death?At last show them the listening material and get some students to read itUnit 2 Working the landTeaching aims:1. Target Languagea.Words and phrasessunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather thanb. Important sentencesThis special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10He cares little about spending the money on himself or leading a comfortable life. P102. Ability goalsEnable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem—starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.3. Learning ability goalsHelp Ss learn how to describe Dr Yuan Longping including his personality. Teaching important pointsa. Help to comprehend the text and grasp the main idea of the text.b. Grasp the usage of some words and expressions.c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.Teaching difficult pointsa. How to help students learn more about agriculture.b. Help students really master the usage of words and expressions.Teaching methodsTalking, questioning-and-answering activity and reading.Teaching aidsA tape recorder, a projector and a computer.Teaching procedures && waysThe first period ReadingStep 1.Greeting and Revision1.Greet the students as normal.2.Revise the warming up with the following questionHow do you think to grow our main food--rice?-----1)First, the farmers plow the field. They have to make the soil loose enough to plant crops.2)Second,grow some young plants3)Third, they insert the young plants into the loose field.4)At last ,they will get the harvestStep 2 Pre-reading1 Ask the following questions1).What’s the main food in Canada and USA:----- potatoes and bread2).What is the main food in South America:----- corn/maize3 )What is the main food in Southeast Asian countries:----- rice2 Show the students some pictures and ask the questionWhat is happening to these people in East Asian and Southeast Asian countries?Then show more news like that:International Facts on Hunger and Poverty (2002)1)Every 8 seconds, a child somewhere in the world dies from starvation.2)More than 800 million people in the world suffer from malnutrition(营养不良)---799 million of them are from the developing world. More than 153 million of them are under the age of 5.At last ask the students to discuss:If you had the chance to do something to help end hunger in the world, what would you do?Encourage the students to tell their opinions, Then give aconclusion:The only way to solve the food shortage problem is to increase the output of the grain crop per land area through the advancement of science and technology.3.lead the students to pay attention to the people---Yuan LongpingAsk : What do you know about him?--------Father of Hybrid RiceThen lead to the topic of the reading passage. A Pioneer For All People Step 3 ListeningListen to the tape, try to find out some information of the hero.Name ____________Age ____________Job _____________Education _________Achievement _______Hobbies __________Step 4 Fast readingRead the passage quickly and answer the true-or- false questions • 1.Dr Yuan is more a farmer than a scientist.• 2. Dr Yuan’s kind of rice is the most suitable for China’s farmland.• 3.Dr Yuan would rather work than relax.• 4. Dr Yuan has dreams when he is asleep and also when he is awake.• 5. Dr Yuan enjoys a simple life than most rich and famous people. Step 5 Careful readingRead each paragraph and answer the following questions:Para 1:1.What dose Dr. Yuan look like? Why?2.What is his achievement?Para 2:1.Why did Dr. Yuan want to increase the rice output when he was young?2.How does he help rid the world of hunger?Para 3.41. What kind of life is Dr. Yuan leading?2.What is Dr Yuan’s dream?Step 6 Skimming:Step 7 Homework1.Learn the poemThe Peasants’ LotLi Shen (772-846)Farmers weeding at noon,Sweat down the field soon.Who knows food on a tray,Due to their toiling day?2. Finish the exercises in Learning about Language.3. Retell the text in about 150 words.Notes:a. Use the first person to retell the story.b. Try to use the proper conjunctions.The second period Learning about Language(The –ing form as the Subject & Object)AimsTo help students learn about The –ing form as the Subject & Object.To help students discover and learn to use some useful words and expressions. To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up reading aloud the text A PIONEER FOR ALL PEOPLELanguage is learned in context. So let’s first review the text learned yesterday by reading it aloud. Try to force out your English slowly and clearly.II. Discovering useful words and expressionsIn pairs do the exercises 1, 2 and 3 on pages 11 and 12. You must finish them in 5 minutes.III. Learning about grammar3.Read and identifyRead the text about Yuan Longping again, paying attention to the sentences which use the –ing form as the subject and object.In the sentence “Wishing for things, however, cost nothing. “the –ing is used as subject.It can be also used as object of the sentence. For example: Yuan Longping likes playing his violin.4.Consolidating by do exercisesTo consolidate your understanding you will be given 10 minutes to go over exercises 1,2,3,4 and 5 on pages 12 and 13. You may just write on your text book. I mean the student’s book you are working by.III.Ready used materials for The –ing form as the Subject & Object)语法学习——动名词1. 动名词作主语1）名词直接放在句首作主语。
人教版新课标高中英语必修1全套教案(62页)
人教版新课标高中英语必修1全套教案（62页）部门： xxx时间： xxx制作人：xxx整理范文，仅供参考，勿作商业用途Unit 1 Friendship(1)课题：Friendship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’sBest 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 部分教案本课重点词汇和重点语法工程。
b5E2RGbCAP (3> 课时安排：The first period: Speaking: Warming Up and Pre-Readingp1EanqFDPwThe second period： ReadingThe third period: GrammarThe forth Period：ListeningThe fifth period: Writing(4>教案目标：知识与技能：Talk about friends and friendship; Practise talkingabout agreement and disagreement, giving advice and makingdecisions; Use direct speech and indirect speech; Learn to writean essay to express and support an opinion.DXDiTa9E3d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。
2024年人教版高一英语必修一教案
2024年人教版高一英语必修一教案一、教学目标知识与技能：学生能够掌握本单元的核心词汇和短语，并能够在上下文中准确运用。
学生能够理解和运用本单元所学的重点语法结构，如现在完成时、直接引语和间接引语等。
学生能够读懂本单元的课文，并理解其中的主要内容和深层含义。
过程与方法：培养学生通过上下文推测词义的能力。
引导学生通过小组讨论和合作学习，提高解决问题的能力。
鼓励学生通过写作练习，巩固和拓展所学知识。
情感、态度和价值观：激发学生对英语学习的兴趣和热情。
培养学生的跨文化意识和国际视野。
引导学生形成积极向上的学习态度和人生观。
二、教学重点和难点教学重点：核心词汇和短语的掌握。
重点语法结构的理解和运用。
课文内容的理解和分析。
教学难点：现在完成时态的正确使用。
直接引语和间接引语的转换。
英语阅读理解的深入分析。
三、教学过程导入新课：通过展示与课文内容相关的图片或视频，激发学生的学习兴趣。
提问学生关于图片或视频的问题，引导学生用英语进行回答，为新课做铺垫。
简要介绍本课的学习目标和重点，让学生明确学习任务。
词汇学习：呈现本课的重点词汇和短语，通过例句让学生理解其含义和用法。
组织学生进行词汇记忆游戏或竞赛，巩固所学词汇。
引导学生通过上下文推测词义，提高词汇运用能力。
语法讲解与练习：详细讲解本课的重点语法结构，如现在完成时、直接引语和间接引语等。
通过例句和练习让学生熟悉语法规则，并能够在实际语境中运用。
组织学生进行小组讨论，解决语法练习中的疑难问题。
课文学习：让学生快速阅读课文，了解大意。
分段讲解课文，解释重点和难点句子。
组织学生讨论课文内容，提炼中心思想，理解作者的观点和态度。
综合运用：设计一些综合性的练习，如完形填空、阅读理解等，检验学生对本课内容的掌握情况。
鼓励学生用英语复述课文，提高他们的口头表达能力。
组织学生编写与本课主题相关的短文或对话，培养他们的写作能力。
四、教学方法和手段教学方法：采用任务型教学法，让学生在完成任务的过程中主动学习和探索。
人教版高中英语必修一教案(电子版),DOC
Book1Unit1FriendshipPeriod1-2Warming-upandSpeaking1.Teachingobjectives:1)TargetlanguageI(don’t)think……I(don’t)thinkso.I(don’t)agree.Ibelieve……That’scorrect.Inmyopinion…ctures.CooperativelearningDiscussion5.Teachingaids:CAI6.Teachingproceduresandways:Step1Lead-inandWarming-upBeforethelesson,theteachercanarousethestudents’interestsbysh owingavideoofAuldLangSyne.Atthebeginningofthefirstclass,wecangetthestudentstotalkabouttheirsummerholidays.The studentscantalkfreelyastheylike.Howdidyouspendyoursummerholidays?Howdidyoufeel?Whatdidyoudoinyoursummerholidays?Wha tdidyoudoinyoursparetime?Whatdoyouthinkofournewschool?Doyoulikeit?Couldyousaysomethingaboutit? Doyoulikemakingfriends?Howdogetintouchwithyourfriends?Doyouhavemanyfriends?Whereareful:3).Youwillshareyoursecretswith_____.4).Whenintrouble,youwillfirstturnto_____.Step3Makeasurvey1.Listsomequalitiesofagoodfriendoryouridealfriend.Havethestudentsgetintogroupsoffou rtofindoutwhateachhaslisted. Tellyourpartneryourstandardsofgoodfriendsbyusingthefollowingstructure:Ithinkagoodfriendshould(not)be……Inmyopinion,agoodfriendissomeonewho……Haveamemberofeachgroupreportonwhattheirlistshaveincommonandlistthemontheboard. Asktheclasswhetherornottheyagreewithallthequalitieslisted. Thenhavethestudentsdothesurveyinthetextbook. Havethestudentsscoretheirsurveyaccordingtothescoringsheetonpage8. Theteacherasksomestudentshowmanypointstheygotforthesurveyandassesstheirvaluesoffrie ndship:2.Whatisafriend?ABritishnewspaperonceofferedaprizeforthebestdefinition(定义)ofafriend.Ifyouweretheeditor,choosethebestonefromthefollowingentries(条目),andexplainwhy.Onewhounderstandsmysilence.Afriendinneedisafriendindeed. Friendsarejustthepeoplewhoshareyourhappinessandsorrow.Whenyoulookatyourwatchat4am,b utstillknowyoucancallthemandwakethemup,andthey’llstillwanttotalktoyou,that’sfriends hip.Tohaveafriend,youneedtobeagoodfriend.ns.Aims:Workinpairs.Lookatthepicturesandtheheadingandguesswhatthetextmightbeabout.1).Imaginewhatitmightbelikeifyouhadtostayinyourbedroomforawholeyear.Youcouldnotleav eiteventogototheWCortogetacupoftea.Howwouldyoufeel?2).Whatwouldyouchooseifyouareonlyallowedtohavefivethingswithyouinthehidingplacebeca usethereisverylittleroom?Step2Readingtosummarisethemainideaofeachparagraph.Skimthetextandsummarisethemainideaofeachparagraphinonesentence.Ihavegotaloosetooth.Someloosepagesfelloutofthebook.5.purposen.[C]anintentionorplan;aperson’sreasonforanaction. Whatisthepurposeofhisvisit? Thepurposeofatrapistocatchandholdanimals. DidyoucometoLondontoseeyourfamily,orforbusinesspurpose?6.seriesn.(of)agroupofthingsofthesamekindorrelatedinsomeway,comingoneafteranotheror inorder.Thenbeganaseriesofwetdaysthatspoiledourvacation. Thispublishingfirmisplanninganewseriesofschooltextbooks. Theycarriedoutaseriesofexperimentstotestthenewdrug.7.cheat.1)v.tobehaveinadishonestwayinordertowinanadvantage;2)n.apersonwhocheats;dishonestpersons10.darev.&v.aux..1)+todo;2)+vtobebraveenoughorrudeenough(todosth.dangerous,difficultorunpleasant). Howdareyouaccusemeoflying!Howdareyouaskmesuchaquestion?Myyoungersisterdarenotgooutalone.Hedidnotdaretoleavehiscarthere.11.trust1)n.[U](in)formbelieveinthehonesty,goodnessorworthetc,ofsomeoneorsomething 2)v.tobelieveinthehonestyandworthofsomeoneorsomething;haveconfidencein Ihavenotrustinhim.Idon’tplaceanytrustinthegovernment’spromises.Whydoyoutrustaguylikehim?Itrustyourwifewillsoongetwell.12.sufferv.(for)toexperiencepain,difficultyorloss找教案→Welearnalanguageinordertocommunicate.Deafpeopleusesignlanguagetocommunicate.15.calm1)adj.freefromexcitement,nervousactivityorstrongfeelings;quiet2)n.[U]peaceandquiet3)v.tomakecalmYoumusttrytobecalm.Thehighwindpassedandtheseawascalmagain. Thepolicechiefadvisedhismentostay\keepcalmandnotlosetheirtempers. Therewasacalmonthesea.Shecalmedthebabybygivinghimsomemilk.Wecalmedtheoldladydown.Usefulexpressions:addupDon’She’Thecountryhasgonethroughtoomanywars. Thenewlawdidnotgothrough.Let’sgothroughitagain,thistimewiththemusic.setdown1)tomakeawrittenrecordof;writedown2)putdown Ihavesetdowneverythingthathappened.Iwillsetdownthestoryasitwastoldtome.Pleasesetmedownatthenextcorner.aseriesof+pl.&n做主语时，谓语动词用单数一连串的，一系列的，连续的Therehasbeenaseriesofcaraccidentsatthecrossing. ThesedaysIhavereadaseriesofarticlesonreading.AseriesofTVplayisonChannel1thesedays.“”totakepartin(anactivity)Theyaregoingtojoininthesinging.Shestarteddancingandwealljoinedin.Wouldyouliketojoininmybirthdayparty?课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。
人教版高中英语必修1全册教案
人教版高中英语必修1全册教案一、教学目标本教案旨在帮助学生达到以下教学目标：1. 掌握必修1全册的英语单词、词组和句型；2. 培养学生的听、说、读、写的综合语言能力；3. 培养学生的跨学科研究能力，通过阅读、听力和讨论提高学生的综合素养；4. 培养学生的研究策略，教会他们如何有效地研究和使用英语。
二、教学内容本教案包括必修1全册的以下内容：1. 单元一：Greeting and Introduction2. 单元二：Time and Daily Routines3. 单元三：Hobbies and Leisure Activities4. 单元四：School Life5. 单元五：Family and Relationships6. 单元六：Travel and Holidays每个单元的教学内容包括听、说、读、写的综合练，以及文化背景和研究策略的介绍。
三、教学方法本教案采用以下教学方法：1. 任务型教学：通过给学生一些具体任务，培养他们自主研究和合作研究的能力；2. 情境教学：将研究内容置于真实的生活情境中，帮助学生理解和使用英语；3. 多媒体教学：结合多媒体资源，提供丰富的听力、口语和阅读材料，激发学生的研究兴趣；4. 提问引导：通过提问引导学生思考和表达，激发他们的研究动力；5. 小组合作：鼓励学生进行小组讨论、合作研究，提高他们的沟通和合作能力。
四、教学评估本教案将通过以下方式进行教学评估：1. 课堂表现：观察学生在课堂上的参与程度、口语表达能力等；2. 书面作业：布置书面作业，检查学生对教学内容的理解和掌握程度；3. 小组项目：布置小组项目，评估学生的合作能力和综合运用能力；4. 课堂测验：定期进行课堂测验，测试学生的听力、阅读和写作能力。
五、教学资源本教案所需的教学资源包括：1. 教科书：人教版高中英语必修1全册；2. 多媒体资源：包括录音、视频和网络资源；3. 手机、平板电脑等电子设备：用于学生查阅和使用研究资源。
人教版高一英语必修一教案
人教版高一英语必修一教案高一英语必修一教案1(一)明确目标1. Read through the text live to ride.2. Understand “live to ride”.3. Learn to write a description.(二)教学过程Step1 Warming upTask 1Report about the passages found the day before.T: Yesterday we have the work --- to find and read a few passages about theme parks. So now please describe the thing you have got in hand.Students may talk more about rides, skiing, rafting, surfing, skydiving, adventure travels or other adventure activities.Task 2 Read the information below and make up a dialogue.Notice: This is taken from a website of the U.S. It’s about a kind of roller coaster. Students will find much detail in it.设计意图：以生活实际例子为引导，可操作性强。
Ant Farm ExpressType: Steel - Mine Train Height: 41 Feet Train Type: 30 PassengersDesigner: Arrow Dynamics Drop: 32 Feet # of Trains: 3Year Built: 1971 Top Speed: 37 MPH Elements:Ride Time: 3 Minutes Length: 2,350 Feet # of Inversions: 0Color: yellow G-Force: Other:Comments: Operated at Dolly wood 1989-1998 as the Thunder Express. Also operated as one of two mine train tracks called the River King Mine Train at Six Flags St. Louis from 1971 to 1988. Relocated here in 2002.Photos: ……Students may raise questions as follows:What’s the name?When was it built?How many passengers can it take at a time?What is the length?How high can it go?What about the top speed?Are there any ments about it? … …Step2 ReadingTask 1 SkimmingQuestion:What attraction can be found important in theme parks? → Rides, the “thrill ride” …Task 2 ScanningQuestions:1. How do people ride roller coasters nowadays?2. What is a thrill ride like?Answers:1. Rides are wider and scarier than ever.The cars run faster, the tracks are higher, and people go through twists, loops, and drops. Some let people race against their friends.Some ride through darkness inside a mountain and a building.2. Very exciting and scary.Thrill rides use speed, motion, and special effects to give you a thrill.Some let you feel what it is like to fall through the air.Some rides send you through caves and even rivers.Thrill rides can also send you into space or deep down in the ocean.Task 3 DiscussingGroup Work Question: What else can we do in a thrill ride?S1: We can dash through the snow during the ride.S2: We will ride together with some animals.S3: The car rides in a desert. … …Summary:We can imagine so many ways, but it’s still not enough.The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.Quote: The great progress in science roots in pletely new and brave imaginations of the human beings. ---- Dewey“科学的伟大进步源自于崭新与大胆的想象力。
人教版高中英语必修一全套教案
Unit 2 English Around the WorldI Teaching aims1.Knowledge aim2.Master the words and phrases and get a view of the road to modern English.3.Ability aim4.Train students’ reading skill.5.Emotion aim6.Let students know more about English and inspire students to study English hard. IITeaching important pointsThe understanding and comprehension of the passage.III Teaching difficult pointHow to get to master the useful words and expressions.How to improve students’ ability to read an article.IV Teaching ProceduresV Teaching TimeSeven Periods.Period 1 Warming up and ReadingStep1. Warming up1. Lead in: Show Ss a map of the world, and ask them the following questions:1) How many languages are there in the world?2) How many English-speaking counties are there in the world?3) How are you ever heard some differences between American English and BritishEnglish?Step2. Reading(1)SkimmingRead the passage quickly and find out the answers of the questions in comprehension.(2)Scanning(3)Listen to the tape and tell the meaning of each paragraph.1. Para1: Brief introduction of the change in English.2. Para.2: An example of different kinds of English.3. Para3: The development of English.Para4: English spoken in some other countries.(4)Post readingStep3. DiscussionSome people say that Chinese is a much more elegant language, so it is more important for us to master it and it is not so necessary to master foreign language. Do you agree with this opinion and why?Period 2 Language pointsLanguage points：1. Do you know that there is more than one kind of English in the world?你知道世界上英语的种类并不止一种吗？more than one +名词单数，后面的谓语动词用单数例如：More than one student wants to go to swim.2.In some important ways they are very different form one another.在某些重要的方面，它们彼此有些差异。
人教版高中英语必修全册教案-新人教版高中英语必修一教案
人教版高中英语必修全册教案-新人教版高中英语必修一教案Unit 1 Women of achievement1．Target languagea. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment, inspire, support, devote ... tob. Watching a family of chimps wake up is our first activity of the day. P2 Everybody sits and waits while the animals in the group begin to wake up and move. P2But the evening makes it all worthwhile. P2... we see them go to sleep together in their nest for the night. P22．Ability goalsa. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like and so on.3．Learning ability goalsTeach Ss how to describe a person.Teaching important pointsa. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects:b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?Teaching difficult pointsLet everyone believe that all of us can become Jane Goodall.Teaching methodsInspiration, Questioning and Discussion.Teaching aidsA computer, a projector and a recorder.The first period readingProceduresStep I. Warming upWarming up by describingGood morning, class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first, I’d like to know if you have ever heard of women like Elizabeth Fry,Soong Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world?Warming up by discussingHi, every one. How did you spend your winter vacation? Did you read any books? Did you read any women of achievement? What makes a woman of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? Give reasons for your choice.Warming up by reading aloud and translatingNice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?Well done! Next let’s have Ju Xiaohong do the second one.Step II. Pre-reading1.Looking and sayingWork in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. Whenyou are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.(Key: From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. )2.Talking and sharingWork in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class.(Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special places set up for them. )Step III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text A PROTECTOR OF AFRICAN WILDLIFE. 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 underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3.Reading to identify the topic sentence of each paragraphSkim 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.(Key: 1st paragraph: Our group are all going to visit the chimps in the forest. 2nd paragraph: Nobody before has fully understood chimp behaviour. 3rd paragraph: For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.)4.Reading and transferring informationRead the text again to complete the table, which list what Jane does to protect African wildlife.What does Jane do?5.Reading and understanding difficult sentencesAs 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 the teacher. Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2. 2. Closing down by having a discussionDo you agree with Jane’s ideas? Why or why not?(Key: I agree with Jane’s idea, because leaving the animals in the wild is the only good way to protect them. The animals belong to the forest, just as we belong to the civilized world. ) What do you think is the best way to protect wildlife?(Key: I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective)Closing down by retelling the story of Jane GoodallI shall write some key words and expressions on the board. You are to retell the story of Jane Goodall according to thesewords.(Key: visit the chimps, watch the chimps, understand chimp behaviour, argue for…, set up special places)The second period Learning about LanguageAimsTo help students learn about subject-verb agreement.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresStepI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.Step II. Learning about grammar1.Reading and thinkingTurn to page 2 and read with me the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on, pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences.(For reference: Our group a re…, Watching a family of chimps is…, Nobody before hasfully understood…)2.Doing exercises No. 1 and 2 on page 5Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And Our group includes six boys and five girls. Have you noticed any difference between them? Yes. If the word “group ”refers to different members, use a plural verb. If the word “group”is considered as a whole, usea singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise No. 2 on the same page, that is, fill in the correct verb form in the letter.Step III. Ready used materials for Subject-verb agreementWe all know these meanings of "agree," but when we talk about subject-verbagreement, we're talking about something different: matching subjects andverbs according to number. That is, when you have a singular subject, youhave to match it with a singular verb form: The boy plays. When you have aplural subject, you must have a plural verb form: The boys play.In short, simple sentences, you should have no problem with agreement.You can hear the problem: The boys plays. When it's wrong , it just sounds。
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Unit 1 Friendship Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。
并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。
并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。
1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。
1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。
继续探究并树立正确交友观，并为阅读作好了准备。
1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。
Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。
控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。
学生学习了新的词汇、句型，提高了阅读水平。
文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。
1.4 Comprehension 设计了三种题型。
其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。
1.5 Learning About Language分词汇和语法两部分。
其中，Word study是根据英文释意或在语境中掌握和运用词汇。
Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
1.6 Using Language由Reading、Listening 和Writing三部分交互组合而成。
指导学生在读和听的输入性学习之后，完成说和写的输出性应用练习。
Speaking就朋友的种类进行讨论，设计问卷后展开调查；Writing要求学生写一封指导信，就如何交友问题提出忠告和建议。
此类任务型训练题，在听说读写综合提高的同时，培养了学生的创新意识和实践能力。
2. 教材重组2.1 听力Using language中的Listening与Workbook中LISTENING和LISTENING TASK三部分话题较为接近，其中Listening部分是关于为什么日记会成为Anne的好朋友的一段话。
要求学生填出所缺单词。
在提高听力的同时，更加深了对Reading部分的理解。
Talking部分是在听完有关交友原因的对话后，以对所给两个问题讨论的方式，要求学生就对话内容发表自己的观点和看法，说出理由并得出结论。
该部分在提高听说和交友水平的同时，也培养了学生的逻辑推理能力。
此三部分都是在谈论朋友和友谊，以及如何解决朋友之间所存在的问题，可以放在同一节课中处理。
2.2 口语Speaking 和Workbook 中的TALKING 和SPEAKING TASK涉及到本单元的功能句，指导学生表明观点，发表意见并说明原因，可以整合在一起上一堂口语课。
2.3精读可将Warming up、Pre-reading、Reading 和Comprehension 三部分整合在一起上一节阅读课。
2.4 泛读Workbook中的READING TASK介绍夏威夷人表达友谊的方式，再加入课外阅读材料，更好地理解朋友和友谊的深刻含义，上一节泛读课。
2.5 语言学习包括Leaning about language和Workbook中的WORDS AND EXPRESSIONS以及STRUC URES。
2.6 语言运用Using language中Reading and Writing，指导学生学写一封就交友问题提出忠告的指导信，以及Workbook 中的WRITING TASK要求学生在理解与主题相关谚语的基础上，发表意见并说明原因，写出短文。
IV. 分课时教案ReadingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语add, point, upset, ignore, calm, loose, cheat, reason, list, share, feeling, Netherlans, German, series, outdoors, crazy, nature, purpose, dare, thunder, entirely, power, according, accordingly, trust, indoors, suffer, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, in order to, face to faceb. 重点句子I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.For example, when it was so warm, I stayed awake on purpose until half past eleven on evening in order to have a good look at the moon for once by myself.It was the first time in a year and a half that I’d seen the night face to face.2. Ability goals 能力目标a. Enable Ss to talk about friends and friendship.What should you do to be a good friend?Why do you need friends?What do you think a good friend should be like?What else can be your friend besides a person?b. Understand the text and answer the following questions.How and why did Anne make her diary the only true friend?Had Anne ever been spellbound by nature before? How about being in the hiding place? Why?Why didn’t she go downstairs one evening until the window had to be shut?What would you miss most if you went into hiding like Anne and her family? Explain why.How would you describe Anne’s feelings as she was looking out into the night sky? What attitude on earth should the wide oppressed people take towards the powerful Nazis?c. Enable the Ss to understand the details about the passage, choosing the correctanswer according the text and fill in the form about the passage and the diary.d. Retell the passage using the first person.3. Learning ability goals 学能目标Enable the Ss learn how to talk about friends and friendship.What do friends and friendship mean?What should you do to be a good friend?Why do you need friends?What do you think a good friend should be like?What else can be your friend besides a person?Teaching important points教学重点a. Talk about friends and friendship.What should you do to be a good friend?Why do you need friends?What do you think a good friend should be like?b. Discuss the questions of comprehension.Why did Anne make her diary the only true friend?Teaching difficult points教学难点a. Understand the real meaning of friends and friendship.b. Discuss the questions.What would you miss most if you went into hiding like Anne and her family? Explain why.How would you describe Anne’s feelings as she was looking out into the night sky? c. Discuss what attitude on earth the wide oppressed people should take towards the powerful Nazis.Teaching methods教学方法a. Skimming and scanning.b. Asking-and-answering activity to check the Ss’ understanding of the text.c. Individual, pair or group work to finish each task.d. Discussion.Teaching aids教具准备A recorder, a computer and a projector.Teaching procedures & ways教学过程与方式Step I Leading inAs this is the first class of a new term, teacher can lead the Ss to think of making new friends in the strange school.T: Welcome to our school, everyone. You have a new school, new teachers and new classmates. Would you like to make new friends with each other?S: Yes, of course.T: Very good!Step II Warming upFirst, ask each student to make the survey by filling the form and choose the answers. Teacher shows the scoring sheet to them, add up their score and see how many points they can get all by themselves. Second, teacher shows the instruction. Get the Ss to judge which grade they belong to according to their points and decide if they are good friends or not by themselves secretly. Third, they’ve known how well they treat their friends and what they should do to be a good friend themselves.T: Do you have any friends?S: Yes, I do. I have made a lot of friends.T: Are you good to your friends?S: Yes, of course.T: We always think we are kind to our friends. But in fact, we are not quite sure if we are considerate enough? Now let us make the following survey. First, please choose the answers all by yourselves.The Ss are choosing the answers.T: Are you finished?Ss: Yes.T: OK, I’ll show you the scoring sheet on the screen.Please fill in the following form quickly. Add up your scores and see how many points you can get all by yourselves. Are you clear?Ss: Yes, sir / madam.Show the following form and the scoring sheet on the screen.Scoring sheet for the survey1A1 B3 C2 2A1 B2 C3 3A1 B2 C34A3 B2 C1 5A0 B6 C0II 课文Text RetellingThe possible version below can be used as a material for both retelling and dictation. One possible version:I lived in Amsterdam in the Netherlands during World War II. My family was Jewish, so we had been hid away for a year and a half in order not to be caught by the German Nazis. During that time I hadn’t been able to be outdoors for so long that I had grown so crazy about everything to do with nature. Once, I decided to look at the moon at midnight. But I didn’t dare to open the window to see the night face to face because I was afraid of being discovered by the Nazis. I felt very lonely without seeing my old friends. So I had to make a new true friend, my diary Kitty, whom I could tell everything to. Unfortunately, at last my family was discovered and caught by the German Nazis half a year later.III 德育渗透Moral EducationTeacher can guide the Ss to understand the text deeply, making the Ss to realize that wars and cruelty will bring incomparably grave disaster. Arouse the Ss to love peace, hate wars and establish the correct outlook on life, which has great realistic meaning. Call on every student tojoin the League and agree to and fully support the leadership of the Communist Party from now on. Cherish and safeguard the peaceful and stable political situation. Unite with the whole world people who love peace in order to abolish all the reactionaries thoroughly and realize the international communism in the end.IV 写作技巧Writing Techniques1. 写作特点Writing Characteristic1) Lead in the topic of friends and friendship by beginning with an imperative sentence so as to arouse the readers’ strong curiosity and interest.2) Insert the form of a diary, using Anne’s diary “Kitty” as the second person to tell her deepest feelings. Reveal the inner world of the heroine by Anne Diary’s clarification and description of her detailed deep thoughts and emotions.3) Use the sharp contrastive plot, like two groups of expressions “a deep blue sky, the song of the birds, moonlight and flowers” and “the dark, rainy evening, the wind, the thundering clouds”, to express the heroine’s complicated and conflicting spirit mood of either scaring and hating the war and oppress, or longing for peace and looking forward to happiness.1) 用设问句引入日记成为好友这一主题，引起读者强烈的好奇心和阅读兴趣。