高中英语新课标(人教版)教案必修一

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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”。

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。

英语人教版高中必修一(新课标)教案Unit2 Listening and Speaking 教案

Unit 2 Travelling AroundPeriod 1 Listening and Speaking &Pronunciation教材分析开篇页主题图呈现了旅途中的父与子，与培根的引言“Travel, in the younger sort, is a part of education; in the elder, a part of experience.”相呼应，父亲接孩子过河，父子情感通过动作得到交流，暗含了旅行对于父子两代人情感的影响和意义。

听说板块的主题是“准备好去旅行”（Get ready to travel），学生通过两段对话了解旅行前都要作的各项准备，最终能够与同伴分享自己的旅行计划。

这部分活动旨在培养学生制定计划时全面考虑、系统安排的意识与能力。

该板块选取了国内和国外的不同景点，既能增强学生的爱国情怀，又能开阔学生的国际视野。

语音板块主要帮助学生复习辅音字母c、g、x的不同发音，以及辅音字母组合ck、ch、tch、ph、sh、th、wh、ng、qu、gu、igh、kn、mb、wr 的发音规律。

教学目标1.能正确理解使用下列词汇：castle, apply, rent, pack, book, destination。

2.通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。

3.能听懂有关旅行计划和行前准备的对话，能掌握通过听关键词获取关键信息的技能。

4.通过运用听力材料中所提取的语言及语言学习的信息，谈论旅行计划和行前准备。

5.能通过对国内国外不同景点的讨论，既增强爱国情怀，又拓展国际视野。

6.能了解一些国家的风景名胜。

7.复习一些辅音字母的发音及其组合的发音规律。

教学重难点【教学重点】帮助学生掌握通过听关键词获取关键信息的技能，了解现在进行时表示将来计划的语言结构，掌握关于行前准备的常用表达。

【教学难点】听中能通过听关键词提取相关信息，并能和朋友讨论旅行计划和行前准备。

英语人教版高中必修一(新课标)教案Unit 2 Listening and Talking 教案

Unit 2 Travelling AroundPeriod 4 Listening and Talking教材分析该板块的活动主题是“预订”（make reservations）。

学生通过听一段电话预订机票的对话，熟悉电话预订的过程需要了解的相关信息，学习相关电话用语，然后模拟生活中的场景来创编电话预订机票、宾馆或餐馆座位的对话，并分角色表演。

听力文本是一段电话录音，Robert Williams打电话给航空公司预订从伦敦到巴黎的机票。

该对话按照以下逻辑顺序呈现了电话预订机票的全过程：发起对话—>确定预订信息（起止地点、时间等）—>确定航班需求—>确定乘客姓名—>确定付款方式。

从语言特点来看，对话中除了常见的电话用语“How can I help you?”等，还有询问意愿的委婉用语，如“May I ask how would you like to ...?”教学目标1.能运用一定的生活经验和背景知识，推测听力文本中说话双方的身份，把握对话大意。

2.能在听的过程中关注细节，留意电话预订机票的各个步骤。

3.能够在听力输入后，进行口语输出，模拟电话预订机票、宾馆或餐馆座位等生活场景的交流。

教学重难点【教学重点】引导学生通过听力活动来总结电话订票的几个步骤。

【教学难点】指导学生运用恰当表达在不同的生活场景下模拟电话订机票、宾馆或餐馆座位等。

教学过程Task Make reservationsStep 1 Warming-upDiscussion: What reservations do we need to make before or while we travel?Step 2 Pre-listeningBrainstorming: when talking about air ticket / hotel room / dinner table reservation, what words and expressions come into your mind?Step 3 While-listening1.Work on Activity 1. Listen to the phone call and answer the questions.(1)What are the two speakers talking about?(2)What is the relationship between the two speakers?2. Listen to conversation again and decide whether the statements are true or false.(1) ( ) The man would like to buy a plane ticket from London to Berlin.(2) ( ) The man prefer the 9:30 flight.(3) ( ) The man would like to travel business class.(4) ( ) The man would like to book a return flight.(5) ( ) The man would like to pay by cash.3. Work on Activity 2. Listen again and complete the table with the words you hear.Step 4 Post-listening1.Please read through the table in Activity 2 and summarize the 5 steps to make a reservation.2.Present some formal and polite expressions used in telephone conversation.Step 5 Pre-talking1.Review words and expressions used in making a reservation.2.Present some useful expressions for booking a hotel room.Step 6 TalkingWork on Activity 3. Imagine you are making plans for the holiday. Choose one of the situations below and role play a phone call with a partner.Step 7 Assignment1.Review words and expressions we learned today.2.Practice making a hotel/flight/dinner table reservation with your family members.高考质量提升是一项系统工程，涉及到多个方面、各个维度，关键是要抓住重点、以点带面、全面突破，收到事半功倍的效果。

英语人教版高中必修一(新课标)教案Unit1 Listening and Talking 教案

Unit 1 Teenage LifePeriod 4 Listening and Talking教材分析该板块的活动主题为“为青少年策划一项营地活动”(Plan a camp for teenagers)。

听力文本是一段对话，Max与Cao Jing谈论周末各自参加探险营和国际青年营的计划。

两人分别介绍了营地的活动内容，表达了对营地生活的期待。

该板块从高中生颇感兴趣的营地活动出发，旨在激发学生的想象力，策划一个同龄人喜欢的营地活动，并使用“be going to+动词原形”及“will+动词原形”等表示将来打算或意愿的语言功能项目进行交流和讨论，进而提升学生的团队精神和沟通表达能力。

教学目标1. 能正确理解使用下列词汇：adventure, youth, expert。

2. 能够口头叙述计划和将要发生的事情。

3. 能正确使用“be going to+动词原形”及“will+动词原形”等结构表示将来打算或意愿。

教学重难点【教学重点】帮助学生理解并正确运用be going to do、will do、plan to do、there will be、hope to do等结构来表达将来要做的事情和计划。

【教学难点】理解并正确运用be going to do、there will be、hope to do等结构表示将来打算或意愿。

教学过程Task Plan a camp for teenagersStep 1 Pre-listening1.Look at the two pictures in Activity 1. Answer the following questions:(1)What kind of camp is Adventure Camp/International Youth Camp?(2)What activities will it include?(3)What can students learn in these activities?2.Read the sentences in Activity 1. Then predict the main idea of the conversation. Step 2 While-listening1. Work on Activity 1. Listen to the conversation and tick what are heard about the camps.2.Work on Activity 2. Underline the expressions in the sentences above that Cao Jing and Max use to talk about the future.设计意图：该环节让学生通过勾画听力文本中的目标结构，关注对话中如何表达将来要做的事情和计划。

英语人教版高中必修一(新课标)教案Unit 3 Reading and Thinking 教案

Unit 3 Sports and FitnessPeriod 2 Reading and Thinking教材分析本课时的活动主题是“选择你最喜欢的运动员”(Choose your favourite athlete)。

该文本属于杂志文章,有明显的标题特征、结构特征和语言特征。

文章创设的情境,即某杂志社请读者来信选举自己心目中的“体育界的活传奇”( Living Legends of Sports)，在此基础上，使学生能够使用所学知识来评选自己心中的体育传奇明星，并且能够表达自己对“体育精神”的理解，目的是培养学生理性思考和客观评判的思维品质。

另外还应该从这些传奇人物身上领会和感悟做人和做事的道理。

教学目标1. 快速阅读获取有关郎平和乔丹的基本信息；深入阅读了解他们被称为体育传奇的原因。

2. 通过提问引导学生理解某些语言在文本中的含义，如“time seems to stand still, graceful…”等等。

3. 阅读并理解课文各部分的上下文，学习如何说和写sports legend。

4. 通过对比分析，形成判断传奇人物的标准，学会选择自己喜欢的传奇体育明星。

教学重难点【教学重点】1.深入了解郎平和乔丹的基本情况。

2.理解他们被称为sports legends的原因。

【教学难点】理解某些语言在文本中的含义，例如“time seems to stand still, graceful…”等等。

教学过程Step 1 Warming-upLook at some famous sports stars’ pictures and have a discussion about them.设计意图：引导学生欣赏著名运动明星的图片及讨论知名运动员及运动的功能，引出本单元话题，并对本课将要学习的两位运动员郎平和乔丹做好铺垫。

Step 2 Pre-reading1.Work on Activity 1. Look at the titles and pictures, and predict what the text is about.2.Brainstorm: What aspects will be involved when we talk about “living legends of sports”？设计意图：通过浏览图片、标题、小标题以及板式预测文本内容。

高中英语新课标人教版教案必修一

高中英语新课标人教版教案必修一一、教学内容本节课选自高中英语新课标人教版必修一，具体章节为Unit 1 "My First Day at Senior High"。

教学内容主要包括：了解并描述学生在高中第一天的生活和感受；学会使用一般过去时描述过去的事件；掌握本节课的核心词汇和短语。

二、教学目标1. 能够听懂并准确说出与高中生活相关的词汇和短语。

2. 能够运用一般过去时描述过去的事件，提高语言运用能力。

3. 能够通过小组合作，交流并分享自己在高中第一天的经历和感受。

三、教学难点与重点1. 教学难点：一般过去时的运用，特别是动词过去式的变化规则。

2. 教学重点：核心词汇和短语的掌握，以及运用一般过去时进行简单的叙述。

四、教具与学具准备1. 教具：多媒体教学设备、黑板、粉笔、单词卡片。

2. 学具：英语课本、笔记本、字典。

五、教学过程1. 导入：通过播放一段关于高中生活的视频，引导学生关注本节课的主题。

2. 新课内容展示：展示本节课的核心词汇和短语，让学生跟读并模仿。

3. 例题讲解：以"Yesterday was my first day at senior high. I"为例，讲解一般过去时的用法。

4. 随堂练习：让学生运用一般过去时，描述自己在高中第一天的经历。

5. 小组活动：学生分成小组，互相交流并分享自己的经历，提高语言表达能力。

六、板书设计1. 核心词汇和短语：写在黑板的左边，方便学生查看。

2. 一般过去时的结构：写在黑板的右边，突出教学重点。

七、作业设计1. 作业题目：请用一般过去时描述你昨天的一天。

2. 答案示例：Yesterday was my busy day. I got up at 6:00, had breakfast and went to school. In the morning, I had four classes. After lunch, I played basketball with my friends. In the evening, I did my homework and watched TV.八、课后反思及拓展延伸1. 课后反思：本节课学生对于一般过去时的掌握程度较好，但仍有个别学生动词过去式变化不准确，需加强练习。

新课标人教版高中英语必修一全部教学案

新课标人教版高中英语必修一全部教学案一、教学目标1. 通过研究本单元的教学内容，帮助学生掌握必修一中的英语知识和技能。

2. 培养学生的英语听、说、读、写的综合能力。

3. 培养学生的团队合作意识和自主研究能力。

二、教学内容教学内容包括以下几个方面：1. 语法：复和巩固现在时态、过去时态、将来时态等基本语法知识。

2. 词汇：通过阅读和听力练，掌握本单元中的重点词汇和短语。

3. 阅读：通过阅读文本和相关的阅读理解题目，培养学生的阅读理解能力。

4. 听力：通过听对话和听文章练，提高学生的听力能力和听觉理解能力。

5. 口语：通过各种口语练，提高学生的口语表达能力。

三、教学方法1. 任务型教学法：通过让学生完成一系列任务，激发学生的研究兴趣，加强学生的实际运用能力。

2. 合作研究法：引导学生在小组内进行合作研究，促进学生之间的互动和交流。

3. 归纳法：通过教师引导和学生参与，将教学内容进行总结和归纳，提高学生的研究效果。

四、教学步骤1. 导入：通过引入生活例子或相关资料，唤起学生对新学知识的兴趣。

2. 语法讲解：教师通过讲解和示范，介绍本单元的语法知识。

3. 词汇研究：通过词汇游戏和词汇练，帮助学生记忆和掌握本单元的重点词汇。

4. 阅读训练：教师通过指导学生阅读文本和做阅读理解题目，提高学生的阅读理解能力。

5. 听力训练：教师播放相关听力材料，学生进行听力训练和听觉理解练。

6. 口语练：教师引导学生进行口语练，提高学生的口语表达能力。

7. 总结归纳：教师对本节课的教学内容进行总结和归纳。

8. 作业布置：教师布置相应的作业，巩固学生对本节课的研究。

五、教学评价1. 教师根据学生的课堂表现、作业完成情况和考试成绩等，进行教学评价。

2. 学生之间进行互评，促进学生之间的交流和研究成长。

六、教学资源1. 教材：新课标人教版高中英语必修一教材。

2. 多媒体设备：投影仪、电脑、音响设备等。

3. 课外资料：相关的练册、参考书和教育软件等。

人教新课标高中英语必修1Unit1教案1

Unit 1 Friendship1.Teaching aims and demands类别课程标准要求掌握的项目话题Friends and friendship; interpersonal relationships词汇add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely poweraccording trust indoors suffer teenager advice questionnaire quiz situation editorcommunicate habitadd up calm down have got to be concerned about walk the dog gothrough hide away set down a series of on purposein order to face to face according to get along with fall in lovejoin in功能态度(attitudes)Are you afraid that---?---I’ve grown so crazy about---I didn’t dare2. 同意和不同意（agreement and disagreement）I agree. I think so. Exactly.I don’t agree. I don’t think so. I’m afraid not.3.肯定程度（certainty）t.That’s correct. Of course no语法直接引语和间接引语(1): 陈述句和疑问句陈述句Said Anne.want to set down a series of facts in a diary.”“I don’ｔwant to set down a series of facts in a diary.-----Anne said that she d idn’t一般疑问句He asked, “A re you leaving tonight?”---He asked us whether we were leaving that night.特殊疑问句“When did you go to bed last night?” father said to Anne.--- Father asked Anne when she went to bed the night before.1.Suggested teaching notes1). 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 aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by the Jewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the Germankil ling in world war 2. she treats the diary as her best friend, and in it reveals her Nazis’　longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) 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 theability 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 shouldbreak down the traditional belief in the interpersonal nature of friendship. Also, thecomparison of similarities dissimilarities in friendship comprehension between theEast and the West leads studen ts to know better the values of friendship in Westerns’　eyes. All in all, this unit promises to unveil the true essence of friendship and helpsstudents to lead a more friendly and harmonious life. Thus, based on the theme,contents and teaching objectives, the whole teaching procedures can fall into fiveperiods as follows:Period 1 Warming up and speakingPeriod 2 ReadingPeriod 3 GrammarPeriod 4 Integrating skills (WB)Period 5 Using language3. 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 the problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by using some phrases andstructures.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 Middle School.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 in yoursummer 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 something about it?3.Do you like making friends? How do get in touch with your friends? Do you have manyfriends? Where are they now? Do you have any old friends in our school? Have you madeany new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The following phrases and structures may behelpful: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? Please tick 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 generationsunusual 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 tofind 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 the board.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 assess t heir values offriendship:★4~7 points: You are not a good friend. You either neglect your friend’s needs or just do w 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, orn youryou fail to show enough concern for your friend’s needs and feelings. Try to strike a balance betw friend’s needs and your own responsibilities.★ 13+ points: You are an excellent friend who recognizes that to be a good friend you need balanceyour 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, ……　What to do reasons2. What is a friend?A 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 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,s but still know you can call them and wake them up, and they’ll 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’s better to stimulate the students to express their 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 Friend”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 fromfalse 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. 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 friend should 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 title and 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?tell me what the diary is about 5) We are going to read o ne of Anne’s diaries .but before reading ,can youwith 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? Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just 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)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.Step 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one you agree with and explainwhy, 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(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2. We have talked about friends and friendship today, can you write one or two sentences to expressyour understanding of friends and friendship.Step 5.Homework:1. Interview a high school student, a businessman, a police officer and a housewife to find out theiropinions about friends and friendship. Write a report to share it with 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 point.Learn about t he special cases in which the tenses shouldn’t be changed4. Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1 Lead inriends—you andT: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her fTom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect spee Sometimes you explain Tom’s 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.→want to set down a series of facts in a diary.Anne said that she didn’ｔ“What do you call your diary?” Tom asked. →Tom asked what she called her diary.Ss go on this topic by themselves.Step2 Grammarch into Indirect Speech, whatT: Now let’s look at these sentences again. If we want to change Direct Speeshould 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。

2024年高中英语新课标人教版精彩教案必修一

2024年高中英语新课标人教版精彩教案必修一一、教学内容本节课选自2024年高中英语新课标人教版必修一，第三章“English Around the World”，具体内容包括：3.1 Introductionto Different English Accents，3.2 Understanding British English and American English，3.3 The Influence of English on Global Communication。

二、教学目标1. 了解世界各地的英语口音，提高学生的英语听力水平。

2. 掌握英式英语和美式英语的基本差异，提高学生的英语表达能力。

3. 认识到英语在全球交流中的重要性，激发学生学习英语的兴趣。

三、教学难点与重点1. 教学难点：英式英语和美式英语的发音差异，以及英语在全球交流中的作用。

2. 教学重点：培养学生对不同英语口音的辨识能力，提高学生的英语沟通能力。

四、教具与学具准备1. 教具：录音机、投影仪、PPT、视频资料。

2. 学具：教材、笔记本、字典。

五、教学过程1. 导入：播放一段关于世界各地英语口音的视频，引导学生关注英语的多样性。

2. 新课内容展示：通过PPT展示英式英语和美式英语的基本差异，讲解英语在全球交流中的重要性。

3. 实践情景引入：分组让学生模仿不同英语口音，进行角色扮演，提高学生的听说能力。

4. 例题讲解：讲解教材中的典型例题，引导学生掌握英式英语和美式英语的发音规律。

5. 随堂练习：让学生进行英式英语和美式英语的发音对比练习，提高辨识能力。

六、板书设计1. English Around the World2. 内容：Different English AccentsBritish English vs American EnglishThe Influence of English on Global Communication七、作业设计1. 作业题目：（1）听录音，分辨出英式英语和美式英语，并记录下来。

高中英语新人教版精品教案《人教版新课标必修一第三单元reading教学设计》

教学目标
1.通过阅读让学生掌握一些旅游相关的根本词汇和短语；
2.通过阅读以及老师教授的方法设置问题理解文章内容；
3.通过自己设置问题提升分析问题，理解文章，解决问题的能力；
4.通过小组合作的形式提升学生的合作能力；
5.通过阅读文章理解文章培养学生热爱祖国大好河山的爱国情怀。
教学重点和难点
1．如何让学生准确运用三个出题技巧准确地就文章内容而出题。
教学反思
这节课是阅读课，整堂课围绕着三个基于细节的出题技巧而展开。我觉得完成了本课的教学任务，实现了教学目标。在课堂上调动起了学生学习英语的积极性，全面的训练了学生的听、读、说的能力。与以往的阅读课比起来教法稍微新颖一些。但在学生抢答局部，学生参与度很高，但是场面有点失控，老师应多协调一下。同时后面的总结和作业局部PPT没有跟上，有待改良。
Step4 post reading
教师根据课文内容按照刚刚教授的三个出题技巧编写三个阅读理解的题目
学生在自己编题理解了文章后根据理解正确答复老师所出的三个练习题。
学生可能在编题过程中有所遗漏。旨在通过这个练习使学生进一步加深对文章的理解，也进一步熟悉刚讲过的三个出题技巧。同时培养学生前后联系能力和逻辑分析能力
Step5 homework
教师布置学生利用今天所学的三个阅读理解编题技巧对本单元的using language进行阅读理解题的编写
学生对本单元的using language进行阅读理解题的编写。
旨在利用这个练习使学生进一步熟悉并掌握三个出题技巧，同时还理解了using language里的那篇文章。
Step2before reading
教师利用2021年新课标高考英语B篇的三道细节题教授学生如何基于细节出阅读理解题。

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。

高中英语新课标(人教版必修一)教案unit2(theseventhperiod)

必修一Unit2 English around the worldThe Seventh Period●从容说课This is the latest period of this unit.In this part，I advise taking summing up，learning tip and project as the targets.This is a period of summary and consolidation of words and phrases，a summary of English around the world，and a summary of grammar will all be dealt with.Students are the key role of a class.So I think it is better to let students summarize by themselves.After that，if there is something missing，they will be helped by teachers.Besides the summary part，project will also be considered.This part offers students a chance to do many things by themselves，which can of course improve students’ ability.Now that it is not a course of teaching knowledge but an ability-training one，it is better to let students think more to solve the questions.Maybe group work will be good in effect.Then students report the result of their group work.●三维方针1.Knowledge：Review all the knowledge of words，phrases，expressions，grammar，and the language.2.Ability：Deal with the part of project to know something about code.3.Emotion：Create some codes.●教学重点The consolidation of the knowledge learnt before.●教学难点How to help students sum up and master the knowledge.●教具准备slides●教学过程Step 1 GreetingsGreet the whole class as usualStep 2 Summing up the knowledge ofEnglishT：Today we are here having the last period of this unit.After reading this unit，what have you learnt？First what have you learnt about different kinds of English.Would you work in groups of four to discuss it？And then report it in the form of a table.（discuss for 5 minutes）Now exchange ideas with other group freely.Step 3 Summing up words and expressionsT：We have got much information about the language.Then what words and expressions have we learnt？Discuss with your partner and make a list.S：Noun：role，native，culture，vocabulary，usage，identity，government，phrase，command，request，standard，accentVerb：include，rule，command，request，retell，recognizeOther expressions：play a role （in）；because of；come up；be present at；such as；be polite toThen please use the right forms of the words or phrases to fill in the blanks：1.The famous actor said he looked forward to ____________ in the movies directed by talented Zhang Yimou.2.The sports meet was put off ____________ the bad weather.3.After reading the text，we were told to ____________ the passage using our own words.4.He changed so much that I didn’t ____________ him at first.5.More than half of the people who were invited ____________ the meeting.6.In this vacation，I plan to do many things ____________ traveling to Hong Kong.7.Nobody dared to go against his ____________ that everyone （should）leave until 8 o’clock.8.The problem ____________ at the meeting has been solved.Suggested answers：1.playing a role2.because of3.retell4.recognize5.were present at6.includingmand ing upT：A good summary.Then would you please fill in the blanks with correct forms of words.Step 4 Summing up grammarIn this unit，we met across a new grammar item：request and command.Now recall the sentence patterns with your partner.Command：Do/Do not do...Request：Do/Do not do...please.Can you do...？Could you do...？Will you do...？Would you do...？Step 5 Learning tipsT：We know interest in the mother of success.If you find that the thing that you are doing is not so interesting，it’s not so likely that you will succeed.It is the same case with the study of English.So when you learn English，you’d better try to find fun in the study.For example，try to make jokes using words which have different meanings.For example：①Don’t rock that baby on the rock while playing that rock music.②I wish to wish the wish you wish to wish，but if you wish the wish the witch wishes，I won’t wish the wish you wish to wish.③If white chalk chalks white on a black blackboard，will black chalk chalks black on a white whiteboard then？Will you find out more funny things in studying English？Some slang in America：Beats Me 林先生刚到美国时，经常不经意间听到“Beats me”这句话，心想总不会叫人揍本身吧！例如，有人问：“When is this rain supposed to stop？”对方可能回答“Beats me !”若再问：“Where are your parents？”，对方回答也可能是“Beats me!”这句话如此管用，几乎适用于任何场合，那么到底是什么意思呢？林先生求教于人，得知其意是“I don’t know”——我不知道，我无法回答。

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。

高中英语新课标（人教版）教案必修一

高中英语新课标（人教版）高中英语新课标（人教版）教案教案必修一必修一Unit4 Earthquakes The fourth period ●三维目标三维目标1.Knowledge ：（1）Learn the Attributive Clause. （2）Learn the difference between Relative Pronouns for the Attributive Clauses. 2.Ability ：（1）Learn to choose the correct Relative Pronouns for the Attributive Clauses. （2）Train the students’ ability to report what others have said.3.Emotion ：Train the students’ ability to cooperate with each other.●教学重点教学重点（1）Learn the Attributive Clause. （2）Train the students’ ability to report what others have said.●教学难点教学难点Learn to choose the correct Relative Pronouns for the Attributive Clauses. ●教具准备教具准备（1）a tape recorder （2）a projector （3）the blackboard ●教学过程教学过程Step 1 Greetings Greet the whole class as usual. Step 2 Revision T ：In the last period ，we learned the usage of some difficult words and expressions. Now Now let’s let’s let’s check check check your your your homework homework homework exercises. exercises. exercises. Look Look Look at at at Part Part Part 1 1 1 in in in Using Using Using Words Words and Expressions Expressions on on on Page Page Page 63.Describe 63.Describe 63.Describe an an an earthquake earthquake earthquake using using using the the the vocabulary vocabulary vocabulary in in in this this this unit. unit. Then choose the words and expressions from the box to complete the passage. Change the form if necessary. Step 3 Grammar （The teacher w rites the sentence “Workers built shelters for survivors whose homes writes the sentence “Workers built shelters for survivors whose homes had been destroyed.” on the blackboard before class begins.）T ：A sentence with an attributive clause is a combination of two shorter sentences.In the sentence above ，the two short sentences are ： “The woman is a teacher.” and “The woman lives next door.” The Attributive Clause is the answer to the question ：Which woman is a teacherWould you you try try try to to to divide divide divide the the the sample sample sample sentence sentence sentence on on on the the the blackboard blackboard blackboard into into into two two two short short sentencesS1：Workers built shelters for survivors. The survivors’ homes had been destroyed.T ：That’s That’s right. right. right. Now Now Now try try try to to to find find find all all all the the the sentences sentences sentences with with with Attributive Attributive Attributive Clauses Clauses Clauses in in in the the Reading passage. （After several minutes.）“Who” is used for people.e.g. The man has been caught. He did the robbery. →The man who did the robbery has been caught. “Which” is used for things?e.g. The chair was a broken one. I sat in the chair. →The chair which I sat in was a broken one.“That” is used for things or people.e.g. plane is a machine. It can fly. →A plane is a machine that can fly.Here is the boy. He damaged the vase. →Here is the boy that damaged the vase.“Whose” is used instead of his/her/their.e.g. She is the girl. Her English is the best in our class. →She is the girl whose English is the best in our class. “Whom” is quite formal ，and in most cases it is all right to use who instead. But when whom has a preposition before it ，it cannot be replaced by who. e.g.（1）I wanted to see the woman. She had already left. →The woman whom/who I wante d to see had already left. （2）The workers ，some of whom stayed here for four years ，come from different countries. T ：Now look at Part 2 in Discovering Useful Structures on Page 28.Try to complete each sentence using that ，which ，who ，or whose. Step 4 Consolidation T ：Now we are going to practice using the Attributive Clause. Think about an unusual experience experience and and and how how how you you you felt. felt. felt. Work Work Work in in in groups. groups. groups. Take Take Take turns turns turns asking asking asking questions questions ，using “Was “Was it it it something something something that that ？” ” or or or “Was “Was “Was there there there someone someone someone who who ？” ” Take Take Take notes notes notes about about about the the experiences of your group members and report back to the class. Step 5 Homework T ：After class ，read the passage on Page 64.It’s about advice on how to protect your home from an earthquake. Complete the sentences below ，using who ，whom ，which ，that or whose. Second ，please translate the following sentences into English ，using the Attributive Clauses. 1.她的父母不允许她嫁给任何家境贫寒的人。

英语人教版高中必修一(新课标)教案Unit 3 Listening and Speaking 教案

Unit 3 Sports and FitnessPeriod 1 Listening and Speaking教材分析开篇页选择了年轻人晨跑作为主题图，体现出一种奋进向上以及“生命在于运动”的积极意义，引入运动和健康学习这一单元。

现代奥运之父顾拜旦（Pierre de Coubertin）的名言“All sports for all people.”诠释了人人都有运动的权利。

听说板块围绕“邀请朋友参加体育运动（Invite a friend to a sports event）”，学生通过听两段介绍运动项目的对话，了解体育的趣味性，并通过听和说的形式，结合语境，学习提出邀请和答复邀请的语言功能项目。

语音板块为帮助学生复习并掌握附加疑问句中升调和降调的基本知识。

教学目标1. 能正确理解使用下列词汇：soccer，stadium，boxing，marathon，event，ski。

2. 能在听力活动中抓住内容的主旨大意。

3. 通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。

4. 能通过运用听力材料中所提取的体育及运动的信息，学会提出邀请和答复邀请。

教学重难点【教学重点】引导学生听取对话的主旨大意，掌握该板块出现的体育运动项目的名称词。

【教学难点】指导学生使用得体的语言邀请别人以及答复邀请。

教学过程Task 1Step 1 Warming-upLook at the opening page and discuss the following questions.(1) Do you jog often?(2) What kind of sports and exercise do you like?(3) What do you think sports and exercise can do for you?(4) Do you know some famous athletes at home and abroad?设计意图：引导学生讨论开篇页所呈现的信息，引出本单元话题，并对本课将要学习的运动与健康做好铺垫。

新课标高一英语必修一全册教案

新课标高一英语必修一全册教案教案一：Unit 1 Friendship教学目标：1. 了解并掌握本单元的重点词汇和短语。

2. 学会运用所学的语言知识，描述和谈论友谊。

3. 培养学生的阅读理解和口语表达能力。

教学重点：1. 重点词汇和短语的掌握和运用。

2. 阅读理解能力的培养。

教学难点：1. 如何正确运用所学的词汇和短语进行口语表达。

2. 如何理解并运用课文中的重点句子。

教学准备：1. 多媒体设备。

2. 教材和课件。

教学过程：Step 1：导入（5分钟）通过展示一些友谊的图片和问几个问题，引导学生进入话题。

- Do you have any good friends? How did you become friends?- What do you think makes a good friend?Step 2：词汇和短语学习（10分钟）通过多媒体展示和示范，教授本单元的重点词汇和短语。

- friendship, loyal, trust, support, companion, betray, argue, forgive, appreciate, value, make friends, keep in touch, get along with, fall out with, make upStep 3：阅读理解（20分钟）教师通过多媒体展示，让学生阅读课文，并进行理解。

- 学生阅读课文，并回答一些问题，如：What is the main idea of the passage? What does the author think about friendship? How does the author describe a good friend?Step 4：语言运用（15分钟）通过讨论和练习，让学生运用所学的语言知识进行口语表达。

- 讨论题目：What qualities do you think a good friend should have? Give examples to support your ideas.- 练习：学生分组进行角色扮演，模拟对话中的情景。