高一英语必修1unit1教案教学文案

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人教版高中英语必修一unit1教案最终版

人教版高中英语必修一unit1教案最终版人教版高中英语必修一unit1教案最终版一、课程介绍本单元为人教版高中英语必修一的第一单元，主题为“问候与介绍”。

通过本单元的学习，学生能够掌握基本的英语问候与介绍用语，提高口语表达能力。

二、教学目标1、学生能够准确、流利地使用英语进行问候与自我介绍。

2、学生能够理解并运用基本的问候与介绍用语。

3、学生能够根据情境进行角色扮演，提高口语表达能力。

4、通过学习，学生能够增强自信心，主动与他人交流。

三、教学内容1、课文阅读：本单元提供了一篇关于问候与介绍的短文，学生需要理解并掌握其中的重点词汇和语法结构。

2、听力练习：通过听一段对话，学生能够理解并掌握日常问候与介绍的用语。

3、口语表达：学生需要进行多次口语练习，包括个人介绍、两人对话、小组讨论等，提高口语表达能力。

4、写作训练：学生需要写一篇关于自己或他人的介绍文章，巩固所学知识。

四、教学步骤1、导入新课：通过简单的问候，引导学生进入本单元的主题。

2、讲解新词：学习本单元的新单词，包括生词、词组和习惯用法。

3、课文阅读：阅读本单元提供的短文，并回答相关问题。

4、听力练习：听一段对话，并回答相关问题。

5、口语表达：进行多次口语练习，包括个人介绍、两人对话、小组讨论等。

6、写作训练：写一篇关于自己或他人的介绍文章。

7、复习巩固：回顾本单元所学内容，加深印象。

五、教学评价1、课堂提问：通过提问，检测学生对本单元重点内容的掌握情况。

2、小测验：进行小测验，检测学生对本单元重点词汇、语法和习惯用法的掌握情况。

3、课后作业：布置课后作业，让学生巩固本单元所学内容。

六、教学反思1、成功之处：通过多种教学方法的运用，本节课取得了良好的教学效果，学生积极参与，课堂氛围热烈。

2、不足之处：部分学生的口语表达能力还有待提高，需要加强针对性的训练。

3、改进措施：针对学生的不足，制定个性化的教学方案，加强针对性的训练，提高学生的口语表达能力。

高一英语必修一unit1教案(优秀3篇)

高一英语必修一unit1教案(优秀3篇)高一英语必修一unit1教案篇一一、指导思想：新的学年，我将按照“规范教学管理，创新教学方式，突出教研重点，注重教研实效”工作思路展开各项教学工作。

针对我们班新生普遍英语底子差，基础薄薄弱的实际情况，老师们要坚持用“夯实基础，狠抓双基，使用导学案教法，改进学法，激发兴趣，提高能力”的指导思想来指导自己的工作。

主要教学内容：高一必修1、必修2（1-2模块）的内容。

二、具体安排：高一必修1及必修2（1-2模块）共8个模块，计划安排每一模块用10课时，新授8课时，练习2课时，共用4个月的时间。

三．具体措施：1.注意教学的承上启下为了使学生打牢基础不至于出现知识断层，本学期开学要重新学习音标，另外要有计划的把学生初中学过的但掌握不好的时态、句式、定语从句、状语从句、动词不定式以及部分掌握不好的词汇、短语、句型分插于12单元的新课教学中。

2、认真研究新课程标准要认真研读新课程标准，尤其与旧大纲不同的地方，认真研究新教材，采取用导学案的方法给学生上课，着重培养学生们独立自主的学习能力，培养小组合作精神，在集体备课的基础上认真备课、上课，认真进行自习辅导和批改作业。

4、听评课坚持教学研究和相互听课，探究如何听评课。

我要和其他教师互相学习，取长补短。

5、教案的书写本学期高一备课组要继续探讨如何规范书写教案。

备课组活动中将把教案细分，逐一探讨。

如：如何正确书写教学目标。

教学方法有哪些等等。

四．夯实基础1.听力从高一就开始就对学生进行听力训练。

每周坚持上听力课，另外每周至少两次利用课余时间给学生集体放听力，并鼓励学生课余时间多泛听。

2、单词单词一直是学生的难点、薄弱点，直接影响学生综合能力的提高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。

使学生掌握科学的单词记忆方法和养成勤查词典的习惯。

3、阅读阅读理解能力的培养是高一教学的重点，也是高考的重头戏。

高一英语必修一第一单元教案精选5篇

高一英语必修一第一单元教案精选5篇高一英语必修一第一单元教案精选5篇作为一无名无私奉献的教育工作者，往往需要进行教案编写工作。

下面是小编为你准备的高一英语必修一第一单元教案，快来借鉴一下并自己写一篇与我们分享吧！高一英语必修一第一单元教案【篇1】一、课程目标高中英语新课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学习的综合语言运用能力。

综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。

语言技能和语言知识是综合语言运用能力的基础。

情感态度是影响学生学习和发展的重要因素。

学习策略是提高学习效率、发展自主学习能力的先决条件。

文化意识则是得体运用语言的保障。

高一年级（课标六级）英语课程目标：1.进一步增强英语学习动机，有较强的自主学习意识。

2.能理解口头或书面材料中表达的观点，并且能简单发表自己的见解。

3.能有效地使用口头或书面语言描述个人经历。

4.能在教师的帮助下策划、组织和实施英语学习活动。

5.能主动利用多种教育资源进行学习。

6.能初步对学习过程和结果进行自我评价，调整自己学习目标和策略。

7.能体会交际中所使用语言的文化内涵和背景。

高一年级（课标七级）英语课程目标：1.有明确和持续的学习动机和自主学习意识。

2.能就熟悉的话题交流信息，提出问题并且陈述自己的意见和建议。

3.能读懂供高中学生阅读的英文原著简写本及英语报刊。

4.具有初步的实用写作能力，例如：事务通知和邀请信等。

5.能在教师的指导下，主动参与计划、组织和实施语言实践活动。

6.能主动扩展和利用学习资源，从多渠道获取信息，并能利用所获得的信息进行清楚和有条理的表达。

7.具有较强的自我评价和自我调控能力，基本形成适合自己的学习策略。

8.理解交际中的文化差异，初步形成跨文化交际意识。

二、课程内容完成牛津英语第三第四模块的全部内容。

高一英语必修一教案：Unit1

三一文库（）/高一〔高一英语必修一教案：Unit1〕以下是为大家整理的关于《高一英语必修一教案：Unit1》，供大家学习参考！Teaching aims:1. 能力目标：a. Listening: get information and views from the listening material;b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.c. Reading: enable the Ss to get the main idead. Writing: write some advice about making friend as an editor2. 知识目标：a. Talk about friends and friendship; how to makefriends; how to maintain friendshipb. Use the following expressions:I think so. / I don’t think so.I agree. / I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not.c. to enable the Ss to control direct speech and indirect speechd. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor municate situation habit 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 face according to get along with fall in love join in3. 情感目标:a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activitiesand make Ss to be confident;c. To develop the ability to cooperate with others.4. 策略目标：a. To develop Ss’ cognitive strategy: taking notes while listening;b. To develop Ss’ municative strategies.5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.Teaching steps:Period oneStep1. Warm-up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….Step 2. Talk about your old friends1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.2. Self-introductionStep 3. Make new friends1. Ss go around and ask their new friends some information and fill in the following formName Age/hobbies/favorite sports, books, …2. Report to the class: who will probably be your friend why.Step 4. Do a surveySs do the survey in the text ,P1Sep 5. Listening and talkingDo Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I think so. / I don’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not.Step 6. DiscussionDivide Ss four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? What else can be your friend? Why?Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.2. T shows more information about friendship anda poem about friendship.What is friendship?I want to find the answer to the questionWhat is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step 8. EvaluationSs finish the following evaluation form. Standard: A, B,CContents 自评他评1. I’m active in talking with others.2. I’m active in cooperating with others.3.I can express myself fluently, accurately and appropriately.4. I know more about friendship after this lesson..5. Do you think you need to improve yourself in some aspects? Which aspects?Homework:1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.2. Write a short passage about your best friend.Period twoStep1.Warming upActivity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, puter, or Tv at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.Activity2: Play a short part of the movies Schindler’s ListStep2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess: Who is Anne’s best friend?What will happen in the passage?Step3. SkimmingStudents skim the passage in 2 minutes to get the main idea :Who is Anne’s best friend?When did the story happen?Step4. ScanningStudents work in pairs to find the information required below:Annein World War ⅡStep5. Intensive readingStudents work in group of four to discuss the following open questions:1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).5.Which sentences attract you in the passage? Step6. ActivityFour students a group to discuss the situation: Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Step7.AssignmentTask1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.Task2.Ex2.3on Page3Period threeStep 1. Warming upCheck the Ss’ assignment: task 2Step 2. Language points:1. add (v.)1). To put together with something else so as to increase the number, size, importance, etc.增加，添加。

高一英语必修一unit1教案

高一英语必修一unit1教案高一英语必修一unit1教案「篇一」(1)课题：Earthquakes(2)教材分析与学生分析：本单元的主题是“地震”。

Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。

Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。

Learning about Language部分涉及了本单元的词汇和语法。

该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。

Using Language部分的“读写说(Reading, writing and speaking)”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。

随后的听力(Listening)是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。

写作(Writing)部分训练学生如何写新闻报道，学会拟地定写作提纲。

(3)课时安排：The first period: Reading The second period: ReadingThe third period: Listening The forth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法;熟练运用that, which, who, whose引导的定语从句;学会写英文新闻报道，拟订写作提纲。

②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。

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。

高一英语必修一unit1教案

高一英语必修一unit1教案高一英语必修一unit1教案【5篇】教育工作，是一项无私奉献、树德育人的工作，那么你知道如何写好一篇教案呢？下面是小编为你准备的高一英语必修一unit1教案，快来借鉴一下并自己写一篇与我们分享吧！高一英语必修一unit1教案（精选篇1）教学目标1.知识目标：1)Students should learn some useful words and phrases: musician,clap, passer-by, form, extra, earn, advertisement,2 attractive, instrument,loosely, actor dream of, be honest with, play jokes on, or so, break up.3)Students should understand the general idea of the passage2.语言能力目标：1)Developthe Ss’skills of skimming, scanning and careful reading.2) Train the Ss to findthe key words and the topic sentences.3)Encourage the Ssto guess the new wordsaccording the reading.3.情感态度与文化意识目标：1)Encourage the Ss to share the differentkinds of music.2)Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage better b.To find the main idea of eachparagraph2、教学难点：a.Master the reading ability b.Develop the skills ofreading 教学过程教学设计本节课共45分钟，具体教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲 If you arehappy的英文版本，通过介绍演唱乐队twins引出本单元话题。

人教版英语必修一unit1教案

人教版英语必修一unit1教案教案标题：Exploring Unit 1: School Life教学目标：1. 通过本单元的学习，学生将能够掌握并运用与学校生活相关的词汇和表达方式。

2. 培养学生的听、说、读、写的综合能力，提高他们的英语交际能力。

3. 培养学生的合作意识和团队精神，提高他们的学习动力和积极性。

教学重点：1. 学习并掌握与学校生活相关的词汇和表达方式。

2. 提高学生的听力和口语交际能力。

3. 培养学生的合作意识和团队精神。

教学难点：1. 学生对于新词汇和表达方式的理解和运用。

2. 学生的口语表达能力的提高。

教学准备：1. 教材：人教版英语必修一Unit 1教材及配套教辅资料。

2. 多媒体设备：投影仪、音频设备等。

3. 学生教学用具：课本、笔记本、笔等。

教学过程：Step 1: Warm-up (5分钟)通过展示一些关于学校生活的图片或视频，引发学生对于学校生活的兴趣，并进行简单的讨论，激发学生的学习动力。

Step 2: Pre-reading (10分钟)教师通过提问的方式，引导学生预测本单元课文的内容，并激发学生对于学校生活的思考。

Step 3: While-reading (30分钟)3.1 学生个人阅读课文，并回答与课文内容相关的问题，以检测学生对于课文的理解程度。

3.2 学生分组合作，进行小组讨论，分享对于学校生活的看法和体验，并准备一份小组报告，展示给全班同学。

Step 4: Post-reading (15分钟)教师组织学生进行角色扮演活动，让学生在模拟的学校生活情境中运用所学的词汇和表达方式进行交流。

Step 5: Consolidation (10分钟)教师设计一系列练习题，巩固学生对于本单元所学知识的掌握程度，并进行课堂点评和讲解。

Step 6: Homework (5分钟)布置适当的家庭作业，要求学生复习本单元所学内容，并准备下节课的学习。

教学评估：1. 在课堂上观察学生的参与度和合作情况，评估学生的学习态度和团队精神。

高一英语必修一第一单元教案

高一英语必修一第一单元教案仰视天空时，什么都比你高，你会自卑;俯视大地时，什么都比你低，你会自负;只有放宽视野，把天空和大地尽收眼底，才能在苍穹沃土之间找到你真正的位置。

无需自卑，不要自负，坚持自信。

一起看看高一英语必修一第一单元教案!欢迎查阅!英语必修一第一单元教案1一. 直接引语和间接引语(一)直接引述别人的原话，叫做直接引语;用自己话转述别人的话，叫做间接引语。

间接引语一般构成宾语从句。

直接引语必需放在引号内，间接引语则不用引号。

直接引语改为间接引语时，除将引语部分变成宾语从句外，还必需对直接引语中的人称、时态、指示代词、时间状语、地点状语等进行转变。

1. 时态的转变：直接引语变为间接引语时，通常受转述动词said, asked等的影响而使用过去化的时态，即把原来的时态向过去推，也就是一般如今时变为一般过去时，如今进行时变为过去进行时，等等。

例如：Tom said to me,“My brother is doing his homework.”→Tom said to me that his brother was doing his homework.2. 人称代词、指示代词、时间状语、地点状语等等的转变：根据意义进行相应的转变，例如：She asked Jack,“Where have you been?”→She asked Jack where he had been.He said,“These books are mine.”→He said that those books were his.(二)直接引语改为间接引语时，都使用陈述语序，但是因为原句的句式不同，所以变成间接引语时所用的连词会有所不同。

直接引语假如是一般疑问句，用连接词whether或if;假如是特殊疑问句，则用疑问词引导间接引语。

转述的动词一般用asked，可以在其后加上一个间接宾语me, him, her, us等。

高中英语必修一教学设计unit1

高中英语必修一教学设计unit1一、教学任务及对象1、教学任务本教学设计针对的是高中英语必修一中的Unit 1内容。

该单元主要围绕“友谊”这一主题展开，旨在帮助学生掌握与友谊相关的词汇、短语以及基本语法结构，同时通过听力、口语、阅读和写作练习，提高学生的英语综合运用能力。

此外，通过本单元的学习，教师将引导学生认识到友谊的重要性，学会珍惜和维护友谊。

2、教学对象本教学设计的对象是高中一年级的学生，他们已经具备了一定的英语基础，但在词汇、语法和语言表达能力方面仍有待提高。

此外，学生在学习过程中可能存在学习兴趣不高、自信心不足等问题，需要教师针对这些问题进行有针对性的教学设计，激发学生的学习兴趣，提高他们的自信心。

在这一阶段，学生正处于青春期，对于友谊这一主题具有较强的共鸣，有利于开展情感教育。

二、教学目标1、知识与技能（1）掌握与“友谊”相关的词汇、短语，如：friendship, bond, companion, loyalty, trust等，并能在实际语境中正确运用；（2）掌握一般现在时、一般过去时和一般将来时等基本时态，并能运用这些时态描述与友谊相关的真实事件；（3）学会使用常用的连接词，如：and, but, or, because, so等，使句子之间逻辑清晰，表达连贯；（4）提高英语听力水平，能听懂并理解关于友谊的对话、短文等；（5）提高英语口语表达能力，能就友谊主题进行讨论、发表观点和进行情景对话；（6）提高英语阅读理解能力，通过阅读相关文章，把握文章主旨和作者观点；（7）提高英语写作能力，能就友谊主题撰写短文，表达自己的观点和感受。

2、过程与方法（1）通过小组合作、讨论、分享等方式，让学生在实践中掌握英语知识与技能；（2）运用任务型教学法，设计各种与友谊相关的真实情境，引导学生运用所学知识解决问题；（3）采用启发式教学，激发学生的思维和创造力，培养他们独立思考和解决问题的能力；（4）利用多媒体教学资源，如音频、视频、图片等，丰富教学手段，提高学生的学习兴趣；（5）注重个性化教学，关注学生的个体差异，针对性地进行辅导，使每个学生都能在原有基础上得到提高。

高一英语第一单元教案

高一英语第一单元教案高一英语第一单元教案【篇一：高一英语(必修一)第一单元第一课时-unit-1-friendship-教学设计】高一英语（必修一)第一单元第一课时 unit 1 friendship 教学设计unit 1 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 like discussionand 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 abilities 2. 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 abilities teaching methods:student-focus approach and task-based approachlearning methods:cooperative studyteaching aids:computerthe first period (warming up speaking)teaching aims:1. to know about different kinds of friendship2. to learn some words of describing friend and friendship3. to master some useful words and expressionsteaching methods:1. discussing2. cooperative learningteaching materials: warming upteaching procedures:step one: leading-in1. free talk: something about friend and friendship ask the ss to describe one of their friends----their appearance, personality, hobbies, etc. qs: what’s your friend like?what does he/she like to do in his/her spare time? what personality does he/she have?step two: discussion1. writing the following statement on the blackboardwe all agree that to have a good friend , you need to be a good friend.1. ask the ss:what do you think of this statement and how can you be a good friend?let the ss express their views3. have the ss get into groups of four to list some qualities ofa person they would like as a friend.ss may list: honest, friendly, open-minded, generous, helpful, patient, good-tempered,trustworthy, careful, full of love, caring, responsible, interesting, brave, easygoing, outgoing, warm-hearted, kind, selfness, tolerant, intelligent…4. have a member of each group report on what their lists have and list them on theblackboard5. ask the class whether or not they agree with all the qualities listedstep three: doing the survey and explanation1. have the ss do the survey in the textbook and let them work out their score.2. teacher explain each item question 1 deal with how thoughtful you are towards others. the scoring reflects your concern for others. so one point for a gets the lowest score because it is the most selfishresponse. b get the highest score because it show a concern for your friend as well as your wish to go to see a film. c gets a slightly lower score because although it shows you want to gowith your friend ( because you change the plan), you do not help your friend.question 2 is concerned with fairness. a gets the lowest score because you are not giving your friend another chance to behave better this time. b gets a higher score because you let your friend borrow the camera again. this shows kindness and forgiveness or the trouble you had when it was returned broken. but you are not balancing his heeds against your own. that is why c gets the highest score. you are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets broken.question 3 deals with your concern for others. a get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. this is not question 4 is concerned with responsibilities to a friend. a provides the correct amount of responsibility to your friend. you recognize that it was your fault and will put it right and pay for the damage. so it gets the highest score. b provides some understanding that you are responsible. you put the situation right but you do not pay for the damage yourself. so it does not get the highest score. c gets the lowest score because you expect your friend to pay for your mistakes even though you were doing your friend a favour.question 5 is concerned with honesty. if you let your friend look at your paper or somebody else’s paper, you are helping them to cheat. that is not honest, so answers a and c get no marks. but it takes courage to tell your friend that they should have studied and that they cannot look at your paper. that is also the honest answer. so you get 6 points for b, which is more than any other in the quiz.step four: language pointsteacher explain language points with some slides1. add v.1) to put together with something else so as to increase the number, size, importance, etc. 增加，添加eg. please add something to what i’ve said, john.【篇二：人教版高一英语教案第一单元】unit 1 good friendsＩ．单元教学目标ＩＩ．目标语言iii. 教材分析与教材重组1. 教材分析本单元的中心话题是“朋友”，所谈论的话题涉及好朋友的涵义，对朋友的描述以及如何交友等。

人教版高一英语必修一Unit-1单元教案

人教版高一英语必修一Unit 1 Friendship 1.Teaching aims and demands2. Teaching contentsWarming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the 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 factthat besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal lifeand close contact with nature, which helps her get throughthe days.Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirect speeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.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.Reading for fun---3. Making of the teaching planThe whole teaching procedures can fall into 7 periods as follows:4. Teaching plans for each periodPeriod 1,2 Warming-up, listening 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 waysto solve the problems.c.Develop listening skill3)Learning ability goalsa.To encourage students to think and talk about friends and friendshipby using some phrases 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 Englishin Senior Middle School.2. Teaching important points:e the adjectives and sentence structures to describe one ofyour friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your goodfriends.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-inAt the beginning of the first class, we can get the students totalk about their summer holidays. The students can talk freely as they like.Questions:•How did you spend your summer vacation?•How do you like beijing olympic games opening ceremony ？(stunning/fantastic/excellent) which part do you enjoy most? •How do you like our school? Can you say something about it? •Did you make some friends in the holiday?Step 2. enjoy songsAuld Lang Syne （友谊天长地久）Forever friendsT: what is the theme of the song?Step 3. talk freely about friendship(1).Do you like making friends?(2).How do you get in touch with your friends? (3).Do you have manyfriends? Where are they now?(4).Do you have any old friends in our school? (5).Have you made anynew friends in our class?Step4. outputEncourage Ss to give a brief introduction to one of their friends. Thefollowing phrases and structures may be helpful:His/her name is…He/she is…years oldHe/she likes…and dislikes…He/she enjoys… and hates…He/she is very kind/friendly…Step5. get to know new friendsInterview, fill in the table and report.Step6. share some examples in and out of china.Step7. what makes a good friend.SS first work in pairs , after a while, ask some Ss to voice their opinion, teacher write some adjectives down on the blackboard.Step 8.definitionA British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editor, choose the best one from the following entries(条目), and explain whyStep 9 Make a survey1.Have the students do the survey in the textbook.2.Have the students score their survey according to the scoring sheet on page 8.3. The teacher ask some students how many points they got for the survey and assess their values of friendship:★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s n eeds 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 10. listeningPre-listening:1)read the letter, answer the question: what is Lisa’s problem2)what will be Miss Wang’s advice?While-listening:1st listening: what’s Miss Wang’s advice?2nd 3rd listening: do exx on page6.Post-listening:(speaking)1. . Do you agree with Miss Wang’s advice? Discuss in groups.2. What do you think of the friendship between boys and girls?3. What’s your opinion about the differences between friendship and love ?4. Are we teenagers mature enough to start a love affair?Step 11. Debate.Do you agree that we should make friends over the Internet? Why or why not?Step 12. AssignmentWrite down a short passage describing your viewpoint about making e-friend.Period 3 Global reading “Anne’s Best F riend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Does a friend always have to be a person? Do you have some unusual friends? What are they? (animals/plants/books…)2. Can a diary be a friend?3. Look at the pictures and the title of the reading passage. Guess what it might be about.Step2 background introductionEnjoy a short part of the film: Schindler's List 辛德勒的名单Step 3.skimmingRead fast and fill in the following table.Step 4 scanning:Read Anne’s diary, and fill the chart.Step5. Ss read aloud following the tape, paying attention to the pronunciation.Step 5 more open questions.1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.What’s the meanings of “spellbound”?(para1,line4)Step 6.Post-reading activities.1. Complete 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)in control.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 happens in people’s daily lives.2. SummaryI lived in ___________in the ______________ during _____________. My family were ______, so we had to ___________ for a year and a half in order ________________ by the German Nazis. During that time I wasn’t able to go ________ for so long that I had ______________ about everything to _______ nature. Once, I decided to look at the moon ___________ by myself. But I didn’t _______ open the window to see the night ___________ because I was afraid of being discovered by the Nazis.I felt very _______ without seeing my old friends. So I had to makea new friend --_____________, whom I could tell _________ to. Sadly, at last my family was discovered and caught by _______________ sometime later.Step7.Group workWork in groups to discuss the following.1. What is the difference between Anne’s diary and those of most people?2. what’s is Anne’s writing tone? Angry, sad, happy of thrilled? Why?3.What would you miss most if you went into hiding like Anne and her family? Give your reasons.(p3)4. what you would do if your family were going to be killed just becausethey 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?Step 8. Assignment1. Interview a high school student, a businessman, a police officer anda housewife to find out their opinions about friends and friendship. Writea report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage.Ending: enjoy a song.Period4 Language points.Step1. explanation1. go through sth.(1)to suffer an unpleasant experience 经历(不快的事)e.g. Iraq has gone through too many wars in the past ten years.(2)to look at sth carefully ,especially in order to find sth 仔细检查 e.g. I went through all my pockets but I couldn’t find my wallet.2. suffer:suffer sth 遭受痛苦, 遭受损失suffer from…患有(病痛), 为……所苦eg. 1). He died quickly, he didn’t suffer very much.2).The company suffered a great loss because of the air crash.3).He often suffers from headaches at night.3. set down1).Please set down what I write on the blackboard记下写下2).Set down your heavy bags and take a rest 放下3).The bus driver set her down at the corner. 让下车4. a series of +名词复数 : 表示一连串、一系列、一套, 作主语时,谓语动词用单数.TV seriesa series of factsa series of stamps5. be/grow crazy aboutMost teenagers are crazy about NBA stars.6.indoors (adv.) outdoors (adv)indoor (adj.) outdoor (adj.)1).We stayed indoors.2).It’s very hot. Let’s sleep outdoors.7.dare 用作情态动词1).I dare not go out alone at night.2).Dare you go out alone at night?3).If you dare speak to me like that again, you’ll say sorry to me.4).She dare not (daren’t) say what she thinks.dare 用作实义动词He dares to go out alone at night.I don’t dare to go out alone at night.Do you dare to go out alone at night?8. in order to do …= so as to do …eg. 1).He worked hard in order / so as to pass the maths exam.2).We left early in order to/ so as to catch the first bus. = We left early in order that / so that we could catch the first bus9.on purpose 故意有意Did he do it on purpose?I’ve come on purpose to meet you.for the purpose of 为了……(目的)Did you come to Guangzhou for the purpose of seeing your family?10.face to face 与face-to-face1)I have often heard of her. Actually, I’ve never met her face to face.2)They had a face-to-face talk11. no longer“不再”，相当于 not．．．any longer（多用于口语），一般和延续性动词连用，表示时间、状态、距离“不再”延续，着重于现在和过去情况的对比。

人教版高一英语必修1 UNIT1教学设计案例

五、教学重点及难点
本课重点：通过回答问题和理解句子，深入理解安妮日记中的语境和情感,掌握语言现象。
本课难点：Therewasatimewhen…定语从句；Itwasthefirsttimethat…haddone…;It’snopleasuredoingsth;It’sbecause….that…
六、教学过程
从学生课堂反馈来看，学生拥有了一定的语言感知水平，能够使用所学语言点实行新的语言项目的完成，但课后写到讨论结果却发现，学生的书写有问题，并且词汇拼写错误及有适量的语法错误。由此可知，在今后的学习指导中，老师要严格要求学生，锤炼笔头表达水平，语言输出的精确性有待增强。
观察图片及文章题目，浏览问题后，带着问题快速阅读文章
培养学生阅读理解水平
指导学生进一步阅读理解文章内容并找出语言点
阅读文章，找出语言点，并交流展示
学生精读文章，学习语言点，提升使用语言水平
七、教学评价设计
1.小组评价
组别
1
2
3
4
得分
组内贡献奖得主
2.自我评价
Fromthisperiod,Ihavelearnedthefollowing：
在这节课中，学生对语言点的掌握和理解比较到位，并且能够从以前的语言知识中做到举一反三，这充分说明了，即使是新课程，也不一定都需要老师把知识一点点灌输，学生以旧带新的学习方式，更符合他们的认知规律。此外，学生在交流展示过程中，大胆，规范，并且能大胆提出问题，并能说出自己的理解，这个点难能可贵。整节课，学生思维活跃，课堂气氛热烈而不喧闹，彰显了学生的学习热情和求知欲望，并能适当使用所学的语言点造句并创立新语境，达到了预期的课堂效果。
Grammar：_________________________________________________________________

2019统编人教版高中英语必修第一册unit 1《Teenage life》全单元教案教学设计

【2019统编版】人教版高中英语必修第一册Unit 1全单元备课教案教学设计1.1 Period 1 Listening and Speaking教学目标与核心素养：1. Let students master the useful words and expressions about school clubs and ways to express their hobbies or interests2. Let students briefly understand functions of different clubs and be aware of the ways of choose a suitable club.3. Get students to practice grasping topics and details while listening a dialogue.4. Get students to talk about topics relating to campus clubs.教学重难点：Importance:1. Get students to practice grasping topics and details while listening a dialogue.2. Get students to talk about topics relating to campus clubs.Difficulty:Guide the students to combine the topic with useful expressions about interests and preferences, and express themselves freely .课前准备：1.Ask the students to make preparations in vocabulary and phrases related to the theme of the period.2.Help the students to finish the Guided Learning Plan教学过程：Step 1Warming upActivity 1Ask Ss to match the photos with the names of the clubs. And hold a brief discussion about what the students are doing in the clubs.Step 2 Listening (1)Activity 2Guide the students to listen to the first two conversations and choose the correct answers.Remind the students to pay attention to the Predict Content:“Before you listen, you can read the questions and choices. It will help you topredict what you will hear.”1.What are they learning about in Conversation 1 ？(A)A. HearingB. SoundsC. Dogs.2.The students are discussing_____ in Conversation 2.（C）A. school workB. relationshipsC. dating.3.Circle the two clubs where these two conversations happened. （A）（D）A. Science ClubB. Ballet ClubC. Nature ClubD. Debate ClubActivity 3Guide the students to listen to conversation3. Then finish the following exercise.1. Tick the activities that happen in each club.Ballet Club Nature Club Cartoon Club Volunteer Clublearn new movements listen to lectures watch cartoons help old peoplewatch dance programs grow plants writes stories clean up parksmake Ballet clothes work in a greenhouse draw cartoons give directions.2. Adams says that he likes ___________but is not so interested in _________ .(B)A. stories, cartoonsB. animals, plantsC. making friends, cleaning up.3. Which club do you think is suitable for Adam? Why?I think Adam should join the Volunteer Club because he likes to do something outdoors.Step 3 SpeakingActivity 4Organize the students to working pairs and help each other choose a school club.Make some preparations before pair work.Brainstorm USEFUL WORDS and EXPRESSIONS FOR THE PAIR WOWRK. Are you going to join …？. I’d like to…, but I am not sure….. Which club do you like to join?. Have you decided which club to join?. My dream is to be……. …is not for me.. I like …，but I am not so interested in….…Provide an example for the students to modify.EXAMPLEA: Hi, Sam! I've decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes I'm wondering which one I should choose:the Act Club or the Ballet Club?A: I guess the question is… Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm…If you ask me，I think you should choose what you like.Step 5 PronunciationActivity 5Listen and repeat.Guide the students to listen and pay attention to the combinations of lettersEncourage the students to add more words to each groupProvide help whenever necessary.al talk, wall, ball，fall，call, all…ay pay, stay, delay, day, may, play, display, away…ai paint, daily, gain, pain, hailstone, wait…are care, declare, dare, prepare, spare, scare…ar bar, hard, car, star, large, enlarge…er her, prefer, teacher, farmer, paper …ir bird, circus, circle, ,third, thirsty, fir, birthday, shirt, dirty……or horse, absorb, bore, door, story…or word, work…ur burn, hurt, fur, turn, nurse, turtle, purple…ee keen, tree, fee, seem, feet, teeth…ea clean, eager, teach, leave, speak…ea head, ready, bread, weather, sweater, heavy…ear clear, appear, fear, hear, dear, near, ear, …ear earn, heard, search, learn, earn, earth…oa boat, coach, coat, goat, load, …ow show, grow, low, blow, slow, follow, eyebrow……ow now, shower, town, down, how, tower…ou out, loud, about, loud, doubt, mouth, house, mouse…ore more, bored, forecast, forehead, core…2. Guide the students to listen to the proverbs and repeat. Notice the pronunciation of the letters in bold.1. The early bird catches the worm.2. Always prepare for a rainy day.3. Actions speak louder than words.4. All work and no play makes Jack a dull boy.5. Distance tests a horse’s strength. Time reveals a person's character.Period 2 Reading and Thinking教学目标与核心素养：1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new schooland compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficultiesand challenges in senior high school for their own future.教学重难点：Importance:Help the students to master key words and phrases in the text.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their school life and Adam’s, and discussways to deal with challenges.课前准备：1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.教学过程：Step 1 Preparationfreshman ___________ junior high school ___________ Senior high school___________confusing ___________ choose courses___________ signup___________extra-curricular activities___________ hand out ___________ homeless people___________in the community ___________ get used to doing___________ keep upwith ___________challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously_________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 1Guide the students to take part in the group work and discuss schoollife in and out of China.Ask Ss to work in groups and discuss the questions.What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…What would you tell a teenager from another country about school lifein China？I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjectsto learn.…Activity 2Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1：Senior high school is a Challenge.Paragraph2：It is important to choose courses.Paragraph3：Extra-curricular activities are also important.Paragraph4：A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.What causes did Adams choose? Which one do you think would be his favorite? Why?What does “make the team” in paragraph mean?What is Adam worried about?Is Adam confident that he will get used to senior school life? How do you know?Possible answers:Adam chooses Math, English chemistry, world history and Chinese. I think. English advanced literature is his favorite because he likes English, and he is good at it.It means joining the football team.He is worried that he can’t keep up with other students in his advanced course and get used to all the homework.Yes, he is. On the one hand, Adam knows that he has to study harderas a senior school student to be well prepared for his future. On the other hand, Adam knows that school advisers and teacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.What kind of person do you think Adam is? Why?Do you face the same challenges as Adams? What other challenges areyou facing?What are some differences between Adam’s school and your school life?Possible answers:Adam is clear-minded and responsible for himself. When he chooses courses, he knows his advantages。

英语必修一unit1教案

Unit 1 FriendshipThe First Period Vocabulary and Warming up一、教学目标(Teaching aims)1、能力目标（Ability aim）Enable students to talk about fiends and friendship.Why do people need friends?What kind of friends do you like to make?What qualities should a good friend have?What else can be your friend besides a person?2、语言目标（Language aims）a. 重点词汇和短语add, point, upset, ignore, calm, concern, cheat, reason, list, shareadd up, be upset, calm down, have got to, be concerned, share withb. 重点句子You had to pay to get it repaired.You friend comes to school very upset,While walking the dog, you are careless and it got loose.Your friend asks you to help him cheat in the exam by looking at your paper.二、教学内容（Teaching content）Vocabulary and Warming up教学重难点（Teaching important points）a. Learn new words & expressions in Unit Oneb. Talk about friends and friendshipWhat do you think a good friend should be like?三、教学方法（Teaching method）a. Asking-and –answering activity between the teacher and the studentsb. Individual, pair and group work to discuss四、教学准备（Teaching aids）A recorder, a computer and a projector六、教学步骤（Teaching procedure）Step1. Learn new words & expressions in Unit OneStep2. Lead in the topic by Ask-and-answer activity between the teacher and the students the following questions:a. Is friendship very important? Why?b. Do you have any friends? What kind of fiends do you like to make? Step3. Make a survey about the understanding the true friendship by individual work.1. You want to see a very interesting film with your friend, but your friend can’t go until he/she finishes cleaning the bicycle. You will …2. Your friend asks to borrow your favorite camera. When he/she borrowed it last time, he/she broke it and you had to pay to get it repaired. You will …3. Your friend comes to school very upset. The bell rings so you need to go to class. You will …4. Your friend has gone on holiday and asked you to take care of his/her dog. While walking the dog, you were careless and it got loose and was hit by a car. The dog’s leg was broken. You will…5. You are taking your mid-term exam. Your friend, who doesn’t work hard, asks you to help him cheat in the exam by looking at your paper. You will… Result and answer:4-7 points: You are not a good friend. You either neglect your friend’s needs or just do what he wants you to do.8-12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.13+ points :Well done! You are an excellent friend.Step4. Discuss and sum up the qualities should a good friend have by group worka. The qualities of a person who can be a friend of others easilyhonest, friendly, helpful, kind, brave, open-minded, generous, patient, good-tempered, trustworthy, careful, full of love, caring, responsible, interesting, easygoing, warm-hearted, selfless, intelligent dedicatedb. The qualities of a person who cannot be a friend of others easily:selfish, tricky, dishonest, bad-tempered, mean, impatient,narrow-minded, noisy, lazy, gossipy…Step5. Debatea. Have you made any friends over the Internet? Do you have any e-pals?b. Do you agree that we should make friends over the Internet? Why or why not?Sample answers with reasons: Yes, I think so/No, I don’t think so. I agree…because we can …/ I don’t agree because …/ In my opinion / Ithink ,believe , feel that it’s bad for us to…Step6 Learn an English song : A friend for lifeThen the whole class enjoy another English song Auld Lang Syne to arouse the students’ interestsHomeworka. Search and collect the sayings about friendshipb. Prepare the new words before learning the readingc. Write a short passage about 80 words: “The Best Friend In My Eyes”The Second Period Reading & Comprehending一、教学目标（Teaching aims）1、能力目标（Ability aim）a. Enable students to learn the background of the storyb. Understand the surface information by filling in the tablec. Learn the basic method of reading2、语言目标（Language aims）a. 重点词汇和短语feeling, German, series, outdoors, crazy, nature, purpose, dare, entirely, power, trust, indoors, suffer, teenager, habit, situation, advise, editor, communicatego through, set down, a series of, be crazy about, on purpose, in order to, face to face, according to, get along with, fall in love, join in, advise sb. on ,b. 重点句子I stayed awake on purpose until half past eleven one evening in order to have a good look at the moon for once by myself,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.二、教学内容（Teaching content）Reading (Ⅰ)三、教学重难点（Teaching main points）a. Understand why Ann made her diary the only true friend?b. How would you describe Ann’s feelings while she was looking out into the night sky?c. Learn the basic method of reading四、教学方法（\Teaching methods）a. Scanning ,skimming and Detail readingb. Ask-and-answering between the teacher and the studentsc. Interaction among individuals, pair-work and group-work五、教学准备（Teaching aids）A recorder, a computer and projector六、教学步骤（Teaching procedure）Step 1 Leading ina. Does a friend always have to be a person? Tell us about your unusual friends.b Do you often regard diary as your friend? Why or why not?c. Look at the pictures and the heading and guess what the text might be about. Step 2 BackgroundPlay a piece of video and enable students learn the background of the story BackgroundThis is a true story. It took place in Amsterdam, Holland in the early 1940s after the German Nazis had occupied most of Europe. The Nazi Party ruled Germany from 1933 to 1945. One of their key policies was to kill all the Jews in Europe. If any persons known to be Jews were found, they would be sent to concentration camps farther east, mostly in Poland. Families were separated and transported in trains. For many days, they went without food, water, sanitation or fresh air. To avoid this terrible fate, some Jewish families went into hiding, often with the help of non-Jewish friends This diary was written during the time when Anne and her family moved to escape from being killed by Nazis.Step3 ScanningTry to collect the surface information of the story by filling in the following table The time of the storyThe place of the storyThe heroine of the storyAnne’s best friendThe length of time they hid awayThe date of the diaryReading methodWhen whereWho whatWhyhowStep4 Detail ReadingIn this part, let the students read the text for a second time and firstly do the exercise on the page 3 Ex1 and Ex 2. After that try to find the detail information about the story by discussing and answering the following questions1. What is a true friend like in Anne’s opinion?In Anne’s opinion, a true friend is a person whom you can trust. That’s to say, you can tell everything to this person.2. What is an ordinary diary like according to Anne? What about her diary?According to Anne, an ordinary diary is where most people like to set down a series of facts. But Anne wrote down her deepest feelings and thoughts in her diary. She told everything to her best friend --- her diary.3. Why was she so crazy about things to do with nature?Because she had been indoors too long, she was so eager to see the outdoor world --- the blue sky, the singing birds, the beautiful flowers , the bright moon, everything.4. Why did she stay awake on purpose until very late one evening?Because she wanted to have a good look at the bright moon.Step5 Guessing in groupsRead the dairy again and pay special attention to the boldfaced words. Then discuss in groups the inside meanings of them. Then think of some other words or expressions to describe Anne’s feelings and thoughts.What do the boldfaced parts imply?Words/phrases What is impliednatureoutdoorscrazydidn’t darethunderingentirelypowerStep6 DebateNow it’s time for students to discuss some interesting and important questions in groups in order to have a good understanding about the text1.What would you miss most if you went into hiding like Anne ?Explain why?2 .How would you describe Anne’s feelings when she was looking out into the night sky?Anne’s feelings were very sad and lonely for she realized what she was missing by going into hiding.Ex Anne’s sister, Margot was very __________ that the family had to move . She found ________difficult to settle and ______ ________ in the hiding place because she was __________ _________ whether they would be discovered. She knew she had to ________ her parents and __________ ____ this was necessary. At first she thought she would go _________ but later she realized that it was better to _____ ___________ this together.Homeworka. Retell the text using the 4-skill wordsb. Prepare for the reading task on Page 44 and think about what different ways of showing friendship are in Hawaiic. Suppose you are Ann , please write another diary to express yourself at that time about 100 wordsThe Third Period Language StudyTeaching goals1. Target languagea.Important words and phrases:survey, add, upset, ignore, calm, concern, cheat, list, crazy, dare, trust, suffer, advice, communicate, habit, join in, fall in love, according to, in order to, go through, add up, a series ofb.Important sentences：She should have studied, …She and her family hid away for two years before they were discovered.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 t do with nature.I sta yed awake on purpose until…As the moon gave far too much light, I didn’t dare open a window.I happened to be upstairs one evening when the window was open.It was the first time that I’d seen the night face to face.2. Ability goalsLearn some important patterns.3. Learning ability goalsHave students learn how to use the important words , phrases and patterns. Teaching important pointsThe use of some important words, phrases and patterns. Teaching difficult pointsHow to teach the students to master the usage of the patterns. Teaching methodsLearn the language points through situations given and practice. Teaching aidsSlide showTeaching procedures & ways。

高中英语必修一unit1教学设计

高中英语必修一unit1教学设计一、教学任务及对象1、教学任务本教学设计针对的是高中英语必修一unit1的内容。

该单元主要围绕“友谊”这一主题展开，通过不同场景下的对话和阅读材料，让学生掌握描述友谊的相关词汇和表达方式，理解友谊的内涵和重要性，并能够运用所学知识进行实际的语言交流。

教学任务包括：词汇学习、语法讲解、对话练习、阅读理解、写作训练以及跨文化交际能力的培养。

2、教学对象本教学设计的对象是高中一年级的学生，他们已经具备一定的英语基础，但在语言表达、词汇积累、语法理解和实际应用方面仍有待提高。

此外，学生在学习过程中可能存在个体差异，因此在教学过程中要注意因材施教，关注每个学生的学习需求和兴趣，激发他们的学习积极性，提高课堂参与度。

二、教学目标1、知识与技能（1）掌握与友谊相关的词汇，如：friendship、loyalty、trust、bond、confidant等，并能正确运用这些词汇进行表达。

（2）学会使用一般现在时、一般过去时和现在进行时等基本时态描述朋友间的互动和经历。

（3）掌握基本的英语语法规则，如主谓一致、名词所有格等，并在实际语境中运用。

（4）提高英语听力理解能力，能听懂并参与有关友谊话题的讨论和对话。

（5）提升英语口语表达能力，能够流利地与同学进行关于友谊的交流，分享个人观点和经历。

（6）培养阅读技巧，通过阅读有关友谊的文章，提高阅读速度和理解能力。

（7）锻炼写作能力，能够撰写关于友谊的短文，表达自己的思想和感受。

2、过程与方法（1）采用情景教学法，让学生在实际语境中学习英语，提高语言运用能力。

（2）运用任务型教学法，引导学生通过完成各种任务，培养合作意识和解决问题的能力。

（3）利用多媒体教学资源，如视频、音频、图片等，激发学生的学习兴趣，提高课堂氛围。

（4）鼓励学生参与课堂讨论，培养批判性思维和表达能力。

（5）组织小组活动，让学生在合作中相互学习、相互促进，提高学习效率。

高一英语必修1第一单元教学设计及反思

高一英语必修1第一单元教学设计及反思一、教学任务及对象1、教学任务本教学设计的任务是针对高一学生进行英语必修1第一单元的教学。

该单元主题为“友谊”，涉及描述人物、谈论喜好、建立友谊等语言功能。

教学内容包括词汇、语法、阅读、听力、口语及写作等方面，旨在培养学生综合运用英语进行交际的能力。

2、教学对象教学对象为高一新生，他们已经在初中阶段掌握了基础的英语知识，具备一定的听、说、读、写能力。

但由于地区、学校及个人差异，学生们的英语水平参差不齐。

因此，在教学过程中需要关注学生的个体差异，因材施教，激发学生的学习兴趣，提高他们的英语素养。

在教学过程中，教师需要关注学生的情感需求，营造轻松愉快的课堂氛围，使学生在愉悦的情感状态下学习英语。

同时，要注重培养学生的自主学习能力，引导他们通过合作、探究等方式，提高英语实际运用能力。

（1）掌握描述人物、谈论喜好、建立友谊等相关词汇和语法；（2）提高阅读、听力、口语及写作技能；（3）增进对友谊的理解，培养积极向上的情感态度；（4）形成良好的学习习惯，提高自主学习能力。

在此基础上，为下一单元的学习打下坚实基础，使学生在英语学习道路上不断进步。

二、教学目标1、知识与技能（1）词汇：学生能够掌握并熟练运用描述人物特征、性格、爱好等方面的词汇，如outgoing、friendly、courageous等；掌握与友谊相关的词汇，如bond、companionship、intimacy等。

（2）语法：学生能够掌握一般现在时、一般过去时、一般将来时等基本时态，并能运用这些时态描述人物、谈论喜好及建立友谊的场景。

（3）阅读：学生能够阅读并理解关于友谊的文章，获取关键信息，提高阅读速度和理解能力。

（4）听力：学生能够听懂关于友谊的对话和短文，提高听力技巧，如预测、关键词识别等。

（5）口语：学生能够在日常生活中运用英语进行关于友谊话题的交流，提高口语表达能力。

（6）写作：学生能够完成一篇关于描述朋友或友谊的短文，运用所学词汇、语法及句型。