高一英语教案：上学期UNIT1a
北师大版高一英语必修一教案第1单元第1课(整理版)
本课流程Reading部分说课稿Unit one lifestylesLesson one a perfect day?第一个板块——教材分析※第一环节——说教材。
作为高中英语开篇单元，本单元的话题是lifestyles,主题与生活紧密贴切。
那么作为本单元的第一课A Perfect Day?其重要性不言而喻。
本课的知识点是大部分学生乐于学习和接受的，相信他们对本课的学习充满期待。
第二环节——说教学目标。
新英语课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。
而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。
1)Knowledge Objects2) a. To discuss favorite TV programs and daily activities3) b. To revise Present Simple and Present Continuous.4) c. To read two texts in order to check predictions.5) d. To read two texts for specific information.6)Ability Objects7) a. Enable the students to learn how to scan and skim.8) b. Enable the students to guess the meaning of the words from the context.9) c. Enable the students to understand the importance of reading.10)d. Enable the students to read a lot after class11)Emotion Objects12)a.To discuss the healthy lifestyles and improve the awareness of cross-culturalcommunication.13)b. Let the students know and respect different ways of lifestyles of people and let them knowhow to plan her/his future after reading the texts.在仔细研究教材和分析学生的心理和生理特点的基础上，我认为本课的重难点有：Teaching Important Points:1) Help the students to master the key words associated with lifestyles.2) Talk about people’s different lifestyles.3) Get the general idea about two passages.Teaching Difficult Points:1) How to grasp the key information of an article in the limited time.2) Train the students to use the third person in Present Simple to complete sentences correctly.3) The omit of “be” in Present Continuous.第二个板块——教学与学法分析。
高中英语外研版高中必修1(新课标)UNIT1Anewstart-教案设计说明
（二）读前活动
教师引导学生根据词云、图片预测文章的主要内容，并通过阅读文章第一段猜测标题中”hints”的意思。
【设计意图】运用词云中的关键词引导学生积极思考；通过阅读文章内容，训练学生的猜词技能；
（三）读中活动
教师引导学生扫读课文，通过关键词定位信息，找到问题的答案。
【设计意图】教师可以检验学生对课文结构、主要内容和阅读策略的理解情况，并有意识地培养学生在阅读中的扫读技能。
本次授课对象在经历了三年的初中学习之后，已经积累了基本的语言知识，并具备了一定的阅读经验，但其缺乏运用阅读技巧的能力。因此，本课引导学生运用扫读、猜词，培养其一定的阅读技能；此外，还引导学生联系自己的生活与学习，深入思考会在高中入学时会遇到哪些问题或困难，以及解决该问题的建议，从而发展学生的逻辑思维、批判性思维及创新思维。
（五）语言技能：（1）理解性技能：从语篇中提取主要观点和信息，理解语篇要义；理解书面语篇中标题、小标题的含义；辨认关键字词和概念以迅速查找目标信息；根据语篇标题预测语篇的主题和内容；把握语篇的结构以及语言特征；将语篇的内容与自身的经历联系起来；（2）表达性技能：根据表达目的选择适当的语篇类型；根据表达的需要选择词汇和语法结构；在口头表达中运用目光、表情、手势、姿势、动作等非语言手段表达意义；
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
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。
2019-2020学年新外研版高一英语课时教案：必修1 Unit 1 1.1 Starting out教学设计(1)
Unit 1 A New StartPeriod 1 Starting Out & Understanding Ideas教学设计本节课是高中英语第一册Unit 1 A New Start的引入和阅读部分，这个单元是刚刚步入高中阶段的开始，所以是初高中的过渡，要让学生逐渐适应高中阶段的节奏和生活。
在start out（引入）部分，通过引导学生去谈论自己第一天在校园中的感受，经历以及对新校园的印象，来消除学生的陌生感。
在understanding ideas（阅读）部分，需要培养学生的预测能力，总结概括文章主旨大意的能力和寻找细节能力。
后两个能力是高考考查的重点，因此要引起重视。
1.语言能力目标本课时对于学生语言能力的要求主要在于：1）能够组织语言简单描述自己的感受和观点；2）能够通过阅读文章，快速获取细节信息,整合文本并对文章主旨大意进行概括。
2.思维品质目标：通过谈论自己高中第一天的经历和学习孟浩的经历，培养起对新学校的认同感，对新生活的期待感，树立良好的自信心。
1.重点（1）能够勇敢开口，和同学们分享自己的感受和想法；（2）学习如何快速获取文章信息；2. 难点（1）开口说；（2）整合文章信息并概括文章主旨大意。
Part 1. Start outStep 1 Lead-inWatch the video and answer the questions:1)What do these students do at school？2)How is this school different from your school?Step 2 Questionnaire1)Ask students to finish the questionnaire by themselves;2)Ask students to share their answers with classmates.Tips:For the first question, students can express themselves like this:On my first day at senior high, I felt very excited/happy/nervous... because...For the forth question, students can express themselves like this:About my new school, I like the campus/my teachers/my classmates...most because...Part 2. Understanding ideasStep 1. Activity 1 & 2 on page 2.Look at the title of the passage and the pictures. Tick what you think is mentioned in the passage.The school campusA new teacherSchool subjectsA new timetableAn embarrassing momentNew friendsTips:Some students may think all of the subjects above will be mentioned in the passage, but after reading, they will find just No 1, 2 and 5 are mentioned. But it doesn’t matters.Step 2. Activity 4 on page 4.Task 1. Complete Meng Hao’s experiences with expressions from the passage.Task 2. Find expressions from the passage that show Meng Hao’s feelings at each stage of the day.Tips:Task 1 requires students to find information from the passage quickly and Task 2 requires students to find and integrate information.For task 2, students should use some adjectives to describe Meng Hao’s feelings, then find some detailed information to support.Step 3. Activity 3 on page 4.Choose the best description of Meng Hao’s first day at senior high.Tips:This is about the main idea of the passage.Step 4. What’s your understanding of the saying “Well begun, half done”?Step 5. What happened on your first day at senior high? What do you think of your experiences? Share your experiences with the class.Step 6. Homework.。
高中英语必修第一册Unit 1 A new start-Using language教案
1) Look atthe sentenceandanalyseit.
2)Try to know the importance of the basic sentence structures.
2) To prepare for the next class.
Blackboard design
Unit 1Using language
1. SV
2.SVO
3.SVP
4.SVOo
5.SVOC
●Ability objectives:
efivebasic sentence patterns to describe daily activities.
edifferent basic sentence structuresto write a story.
●Emotional objective:
2. TocultivateSs' spirit of exploration.
Teaching methods
In this lesson, communicative approach and cooperation-study method are adopted in order to improveSs’grammarandwriting skills.
3)Give the task in Activity 2 and offers help.
1)Write the basic sentence structures.
A+New+Start+Understanding+ideas+教学设计 高一上学期英语外研版
外研版（2019）必修第一册Unit 1 A New StartUnderstanding ideas教材分析：教材选取的是外研版（2019）必修第一册Unit 1 A New Start Understanding ideas中的一节课程。
该教材主要内容包括让学生了解并掌握文章中的核心理念“新的开始”以及“人与自然和谐共存”的主题。
课文包括两篇文章，第一篇文章主要描述了一个人因为自然灾害而改变人们的观念和行为，第二篇文章则是描述一个人从小生活在野外的农村，他的生活方式和城市人不同。
教学目标：1. 知识目标：学生能够理解并描述文章中的核心理念“新的开始”以及“人与自然和谐共存”的主题。
2. 能力目标：学生能够通过阅读并分析文章内容，独立思考和表达自己对于新的开始的理解和看法。
3. 情感目标：培养学生对于自然环境的重视和保护意识，促使学生在实际生活中改变观念和行为。
教学重点：1. 理解并表达文章中的核心理念“新的开始”以及“人与自然和谐共存”的主题。
2. 学习和掌握词汇、短语和语法结构，以便更好地理解和表达文章内容。
教学难点：1. 学生对于“新的开始”和“人与自然和谐共存”的理解和表达保持一致。
2. 学生学习和掌握词汇、短语和语法结构的能力。
学情分析：学生为高一学生，具有较强的记忆力和阅读能力，但对于理解和表达主题相关的内容可能较为困难。
学生的学习目标和需求较为明确，他们希望能够获得对于文章内容的深入了解，并能够独立思考和表达自己的观点。
教学策略：1. 激发学生阅读兴趣：通过提供与学生实际生活相关的案例和情景，激发学生对于课文中内容的兴趣。
2. 设计多样化的学习任务：通过阅读、分组讨论、角色扮演等多样化的学习任务，激发学生积极参与和思考，提高他们的语言运用能力。
3. 提供结构化指导：通过提供问题和提示，引导学生分析和表达课文中的核心理念，帮助学生理解和掌握文章内容。
教学方法：1. 阅读理解：通过小组合作或个别阅读的方式，学生阅读课文，理解文章中的关键内容，提高学生对于课文的整体理解能力。
高一英语教案：上学期unit 1
Unit 1 Good FriendsTeaching aims and demands:1.Knowledge objectivesNew words and expressions2.Ability objectivesMake the students the real masters in class while the teacher acts as the director.Use effective learning methods to optimize the students’learning results.3.Moral objectivesEnable the students to help their friends.Encourage the students to have good spirits and a good will no matter what difficulty they meet in their daily life. Teaching difficulties:1.Retell the passage according to the keywords.2.Group discussion3.Have an interviewTeaching resources:TV set, computer, tape-recorderTeaching procedure1.Warming up and speakingStep 1. GreetingStep 2. Talking (using computer)1.What should a good friend be like?2.What are your standards of good friend?3.Discribe yourself about your age ,gender, likes anddislikes .Step 3. ReadingStep 4. Keypoints1.nor/neither/so2.be into sth.3.too much/much too4.surf the InternetStep 5. HomeworkRecite the keypoints2. Reading Chuck’s FriendStep1. GreetingStep2.Lead-in (using computer)Do you have good friends?Would you like to make friends with animals or even things?Show some pictures of Chuck Noland’sStep3.ListeningListen to the tape and answer two questions.1.What is Chuck Noland?2.Who is his unusual friend in the movie?Step4. ReadingRead the passage loudly to get the main idea.Step5.Retell the passage according to the key words.Step6. Have an interview between Chuck and a reporter.Step7.Have a discussionWhat can we learn from the movie Cast Away?1. Enable the students to help their friends.2.Encourage the students to have good spirits and a goodwill no matter what difficulty they meet in their dailylife.Step8. Key points.1.play the part/role of2.be about to …when /be doing…when3.desert/deserted4.hunt for5.in order to /so as to/be to / in order that /so that6.even if/though7.should have done8.share sth. with sb.share sth (out) among/ between sb.share (in )sth.9.drop sb a line10.keep in mindStep9. HomeworkRetell the passageEnable to make sentences using the key points. Teaching time 4 periodsBlackboard designPostscript: This class is very successful. The students like to learn this unit very much.。
高一英语(外研版)必修一 Unit 1 A New Start(1)教学设计
2. What happened on your first day at senior high? Share your experiences and feelings with the class.
In his diary, he wrote about the school campus, his new English teacher, the first class, an embarrassing moment and his feelings.
Then teacher asks students to choose the best description of Meng Hao’s first day at senior high. Ex.2 on Page 4.
Curious: decided to explore a bit
Surprised: saw the same manIhad met earlier
During the English class:
Nervous: tried to turn on my brain; the engine just wouldn’t start; butterflies in my stomach; breathed deeply
1. What do these students do at school?
2. How is this school different from your school?
(Teacher gives demonstration.)
必修一英语unit1教案
必修一英语unit1教案教案标题：必修一英语 Unit 1 教案教学目标：1. 通过本单元的学习，学生将能够掌握与个人经历和旅行相关的词汇和表达方式。
2. 学生将能够运用所学知识，描述自己的旅行经历并与他人进行交流。
3. 学生将能够扩展词汇量，提高听说读写的综合能力。
4. 学生将能够培养对不同文化的理解和尊重。
教学重点：1. 旅行相关的词汇和表达方式。
2. 描述个人旅行经历的能力。
3. 听说读写的综合能力。
教学难点：1. 运用所学知识进行口语交流。
2. 提高听力和阅读理解能力。
教学准备：1. 教材：必修一英语教材 Unit 1。
2. 多媒体设备。
3. 学生练习册和教辅材料。
教学过程：Step 1: 导入（5分钟）通过展示一些与旅行相关的图片和视频，引发学生对旅行话题的兴趣，并与学生进行简单的讨论。
Step 2: 词汇学习（15分钟）1. 教师通过多媒体展示旅行相关的词汇，并进行发音和意义的解释。
2. 学生跟读和模仿发音，加深对词汇的理解和记忆。
3. 学生分组进行词汇搭配练习，巩固所学词汇。
Step 3: 听力训练（20分钟）1. 教师播放与旅行经历相关的听力材料，要求学生仔细听并回答问题。
2. 学生进行听力练习，提高听力理解能力。
Step 4: 口语练习（20分钟）1. 学生分组进行对话练习，描述自己的旅行经历，并与组员进行交流。
2. 教师进行适当的语言指导和纠正，帮助学生提高口语表达能力。
Step 5: 阅读理解（15分钟）1. 学生阅读与旅行相关的短文，并回答问题。
2. 教师进行阅读指导，帮助学生提高阅读理解能力。
Step 6: 作业布置（5分钟）布置相关的练习作业，巩固所学知识。
教学反思：通过本节课的教学，学生能够通过听说读写的综合训练，掌握与个人旅行经历相关的词汇和表达方式。
同时，通过阅读和听力训练，学生的阅读理解和听力理解能力也得到了提高。
在教学过程中，教师要注意激发学生的学习兴趣，鼓励学生积极参与，提高学生的学习动力。
高一英语教案：上册unit1教案
Unit 1 Good FriendsTeaching objectives and demands:The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary.Ask the students to describe a good friend and give examples of situations where friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class.Language use: Manipulate listening, speaking practiceKey points:1. Everyday English for communication.2. Words and useful expressionsThe First PeriodStep 1. Warming upStudents are asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.Which words can be used to describe the characteristic?Brave: courage fearless heroicScared : astonish fearful frightened horrified shocked terrified timidLoyal: devoted faithfulWise: bright clever cute gifted intelligent smart well-learned wittyFoolish: silly stupidBeautiful: attractive breath-taking charming cool cute elegant eye-catching good-looking graceful inviting lovely neat pretty splendid stunningRich: wealthy plentifulFunning: amusing humorousHappy: carefree cheerful contented delighted glad high merry pleased Unhappy: bitter blue discouraged displeased heavy miserable sad upset Step 2. Listening The students will hear friends discuss common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are asked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss solutions with the whole class.Key1.Peter is often late for football practice. I think that he should try to be on time in the future.2.Mary usually borrows things without asking and she doesn’t return things on time. She should ask the owner is she wants to borrow something and try to return it on time in the future.3.Adam borrowed John’s CD player yesterday and now it is broken. Adam can ask his uncle to fix it.Extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what methods are most effective when you want to solve problems in a friendship.Workbook P85ListeningStudents will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions. Ask the students to listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumors?Listening text Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. A common problem between friends is that they don’t know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate well, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way.Another problem that many friends have to deal with is what to do after one of them gets angry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apology is often enough and is a good starting point. What about frien ds who can’t keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldn’t a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling a secret to someone will often put them in a difficult situation — they may have to lie to other friends to keep the secret. The best way to make sure that a secret doesn’t become a rumor is simply to keep it to yourself —don’t tell anyone.Answers to Exercise 1Problem: Friends get angry with each other when they try to talk about something difficult. Solution: Try to understand your friend/Try to talk about the problem in a different way. Problem: Friends don’t know how to apologize.Solution: Start by telling each other that you are sorry and take it from there. A simple apology is often enough.Problem: Some friends don’t know how to keep secrets.Solution: Keep your secrets to yourself.Step 3 SpeakingThe students will use the information about the people on SB page 2 to talk about likes and dislikes and to practice giving reasons for their opinions.Tell the students to work in pairs. Ask the students to complete the chart on page SB page 3 and then use the answers to talk about whocould be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their ideas with other pairs. Encourage different answers, including strange ones.Extension T he students are asked to make a list of famous people or people they know. The students then use the list to identify likes and dislikes and characteristics and try to determine who could be friends. Step 4. Talking Workbook P85The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the “useful expressions”. They are also asked to think of a fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they find it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modeling part of a situation.Extension Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students can then write role cards for the situations and act out in pairs.Step 5. Homework(1) Finish off the exercises of Unit1 in the workbook.(2) Revise the key points of this unit.(3)List the friend they get to know in class and write down some thing they want to know. Evaluation of teaching:The Second PeriodTeaching objectives1. Develop the students’ comprehension of explorative passages, especially their ability of analyzing the structure of such kind of articles.Offer the students chances of self-culture by working in groups and seeking information about the film out-side the class.3. Infuse the students with basic knowledge about the friend and friendship4. Learn some words and useful expressions from the text.Teaching Approachmunicative Approach should be used throughout the class. Stress should be laid on:2.Learner-centeredness; learning-centeredness3.Task-based learning4.Activity-based teaching (class work; individual work; group work)Teaching type: Reading comprehensionTeaching ProcedureStep 1. Report in class A student is asked to report something interesting he or she picks up from newspaper or magazines.Step 2.Review and check Ss have a word dictation and check their homework in workbook Exercise 2 Suggested sample sentences1) My friend Alan is brave. He once saved the life of a little girl who had fallen into a lake.2) My friend Bob is loyal. He wouldn’t talk to Charles whom I don’t like at all.3) My friend David is wise. He always gives me the best advice.4) My friend George is a handsome boy, but he doesn’t like to study and always dreams of becoming a model.5) My friend Harry is a smart student. He always asks good questions in class.Step 3 Pre-reading Ss are asked to listen to the tape and find the things they are using or talking about.Practising on P87 vocabulary1 “The books are too heavy! I think it’s going to break.”2 “Oh no! I forgot where I put it! I have written down all the important phone numbers.”3 “Yum! You have bought it at last. We can have fried fish for dinner. Mmm … I can’t wait to put this fish in it. ”4 “Hands up! Don’t move or I’ll shoot. Give me all your money!”5 “Ooooh! I look very nice in this new dress!!!”6 A: I think we’re lost. What should we do now? B: Don’t worry. I have it here and I know how to use it.7 “Ouch! I hit myself with it.”8 A: Hurry up! It’s so dark here. I can’t see anything.9 “It is shaking badly. Am I going to die? Help! … Oh, thank God!”10 “I feel sad when it comes to the part in which the two friends become enemies.”Answers 1 rope 2 notebook 3 pan 4 gun 5 mirror 6 compass 7 hammer 8 match 9 airplane 10 movieGet the students to think about what it would be like to be alone on a deserted island. The activity is not direct linked to a reading strategy or a structure in the reading, but is intended to be used as a preliminary activity related to the previous parts of the unit. The pre-reading exercise also gives the students an opportunity to practise giving opinions and making decisions.Explain the situation to the students and give them time to think about what they would bring. The activity should generate different choices and opinions, thus making it a good opportunity for discussion. Tell the students to work in groups. Ask them to describe the usefulness of each item in the box and then decide on the three most useful ones. Make sure that each group member gets an opportunity to speak. Encourage the students to use the structures I think… because…/ I could use it to…/ it could be used to …/ …would be more important than … because … Ask one student from each group to write their answers on the blackboard. Compare answers from different groupsand have a short discussion. e.g. 1.I think a knife would be the most useful item, because I could use it to kill animals and cut the meat. It could also be used to cut wood. 2.I also think a box of matches would be useful because I could use the matches to make fire. If I had a fire, I could cook food, stay warm and keep wild animals away. More importantly, if someone saw the fire, they would come and save me. 3.I think a book would be more useful than a rad io, because you don’t need batteries to read. And when I read, I would learn about life and the world and forget my loneliness.Extension 1: Ask the students to think about how the things could help them in other situations, for example, if they were lost in a desert or a forest. Extension 2: Let the students talk about how they would feel in an extreme situation. How would they feel if they were alone on a deserted island? (angry, desperate, lonely, hungry, worried, hopeful, happy, afraid etc.) What would they do to try to overcome these feelings? Extension 3: Ask the students if they have read books or seen movies about island life, for example, Robinson Crusoe, Cast Away, Six days and Seven Nights, etc. How did the main characters survive? How were they rescued? Extension 4 After the discussion, you can ask the students to consider the similarities and differences between spiritual and materialistic needs, i.e. the things we need and the social interaction we need.Step 4 Reading Listen to tape and finish the following itemsCHUCK’S FFRIENDBackground information on the reading :The film Cast Away, starring Tom Hanks, depicts a man’s struggle with solitude and his journey towards self-knowledge. The film shows us how Chuck, a busy manager who never has “enough time,” ends up on an island with nothing but time. He manages to survive on the island and he realizes the importance of friends and friendship. The text, summarized below, describes his experience and the lessons he learns from his unusual friend, a volleyball he calls Wilson.Guess the meaning of a word or phrase in the text, tell them to mark the word or phrase. Ask the students to list words or phrases that they don’t know. Explain important ones if necessary, but try offering more context of cert ain words until the students can guess the meaning. Don’t spend too much time going through the new words.Summary Ask them to look at the picture and ask one student to point to the picture and retell the main idea of the text.1 Chuck Noland, a successful businessman, lands on a deserted island after a plane crash.2 Chuck has to learn basic survival skills on the island. In order to cope with his loneliness, Chuck develops a friendship with a volleyball he calls Wilson.3 Five yea rs’ life on the island teaches Chuck the importance of having friends and being a good friend. Wilson may just be a volleyball, but their friendship is real and in some ways better than Chuck’s friendships in the past.4 Human friends and unusual friends are important in our life. Friends and friendship help us understand who we are and how we should behave.Step 5 Post-reading Exx on Page 4 Ask the students to answer questions about the story.e.g. How can a volleyball become Chuck’s friend? What do es Chuck learn about himself when he is alone on the island?Suggested answers to the questions1 He has to learn how to collect water, hunt for food, and make fire. More importantly, he has tolearn to live without friends.2 He has learnt a lot about himself when he is alone on the island. For example, he has come to realize that friendship is important in his life, that he hasn’t been a good friend, and that he should care more about his friends. (The students may also use present tense, e.g. He learns a lot about himself. He realizes that…)3 Open for discussion. The students can list basic survival skills.Let the students discuss the question in groups. The question can be discussed in the form of a role-play where each student represents one of the four people and has to persuade the others that he or she should be given the parachute.5.Have a short discussion about one or more ideas in the text:1 ) What can we do to be good friends even if we are very busy?2 ) Does a successful man or woman need friends?3 ) The text talks about “giving” and “taking.” How do friends give and take?4 ) What do friends teach us?5 ) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog? Step6 Language study Key to “Word study”:1 honest,2 classical3 sorrow/unhappiness4 argue/quarrel/disagree5 loyal/good/true6 hunt for7 fond of/interested in8 brave/fearless9 in order to/ so as to 10 smartStudent-centered vocabulary learning:It is very important for students to make their own choices and decisions about what they learn. You can help your students by letting them practise making such choices and decisions.Give the students a few minutes to make a list of words and expressions from the text that they want to learn. The list should not be too long.Ask the students to show their list to a partner and explain why they chose these words or expressions.There are many ways to help the students deal with new words. Begin by letting the students try on their own. If the students can discover the meaning of new words themselves—either by using clues, pair work, or group discussion they are more likely to develop a better understanding of the word. More importantly, the process will help them develop strategies and skills that they can use when they encounter new words. The teacher is responsible for providing guidance and assistance. Give the students time, help as little as possible and in a gradual way. Try to model and encourage positive behaviour—the best way to help is to provide clues and examples. If you “explain” the word or simply translate it, you are not giving the students an opportunity to learn.1 Encourage the students to try different ways to fix the words in their minds.2 Some words may have different meanings. You can help the students decide which meaning fits the context.Unit 1 背景材料：Cast Away 荒岛余生汤姆·汉克斯曾以《费城故事》和《阿甘正传》连续两度获奥斯卡最佳男演员奖殊荣，为自己和别人树立了两座高不可攀的丰碑。
高一英语必修一unit1教案【5篇】
高一英语必修一unit1教案【5篇】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。
高一英语教案：上学期unit1教案3
book 1 unitl friendship discover useful structure Un itl frien dship discover useful structureTo discover useful words and expressi onsTo discover useful structures一体化设The grammar of the unit 计：教学重点、难点：Grammar教学过程：1、组织教学(导言)Warming up by discoveri ng useful words and expressi ons2复习提问：Ask some questions about the content of Anne ' s diary..3、讲授新课：1. D irect SpeechIn direct speech, the original speaker's exact words are given and are indicated by quotati on marks.2. Indirect SpeechIn in direct speech, the exact meaning of the speaker 'words is give n,but the exact words are not directly quoted.3. Indirect QuestionsThe same rules apply to in direct questi ons as to in direct stateme nts. The differe nee is that a wh- clause is used in stead of a that clause.Direct question: “ Did Marama ' s horse win a prize? ” Owen asked. In direct questio ns: Owe n asked whether (or if) Marama siorse hadwon a prize.4. 课堂练习Do exercises 1,2, 3 and 4 on page 4 and 5. Check your work with yourpartner ' s.5、布置作业：(1m')Wb6、课堂总结：(3m')When we do such exercises we should pay atte nti on to the followi ng matter: pron , time, place , verb.Direct questi on: “ Did Marama ' s horse win a prize? ” Owe n asked. In direct板书设计:questions: Owen askei whether (or if) Marama ' s horse had won a prize.教学反思:。
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UNIT 1 GOOD FRIENDS
Period 1
Warming up, Listening and Speaking
Teaching Aims
1.Train the students'listening ability.
2.Improve the students'speaking ability by describing, talking and discussion.
Teaching Important Points
1.Train the students'listening ability.
2.Master the new phrases and sentence patterns and make the students be free to talk
about their names, ages, hobbies and so on.
Teaching Difficult Points
1.How to improve the students'listening ability.
2.How to finish the task of speaking.
Teaching Procedure
Step I Lead-in
Ss listen to a song.
Step II Warming up
Learn the following words: quality n. brave adj. wise adj. smart adj. loyal adj. handsome adj.
(pair work) Discuss the following questions:
1.What should a good friend be like?
2.What qualities should a good friend have?
Helpful words:
quality, brave, wise, smart, loyal, handsome, kind, happy, strong, beautiful, rich,
funny, I ovely, tall, clever, …
Useful sentence patterns:
A good friend is …
A good frie nd should be …
Can you describe yourself in three, four or five adjectives?
eg: I ' m kind, strong, smart, handsome and helpful.
Step III Listening
Liste nin g(1st time)
Liste nin g(2 nd time)
Fill in the bla nks:
situatio n 1:
Problem: Peter is often late for football practice.
Solutio n: I thi nk Peter should try to be on time in the future.
situatio n 2:
t return Problem: Ann usually borrows thi ngs without _________ and she does n '
thi ngs _________ .
Solution: I think Ann should ask the owner if ____________________ and try to
_____________ in the future.
situatio n 3:
Problem: Adam borrowed Joh ns _______ and now it is _______ .
Soluti on: Adam can ask his uncle to ____ .
Ss read the liste ning texts on ce.
Listening texts
Situation 1
A: Hi, Peter.
B: Jim.
A: Peter, I m n o t happy about this. This is the third time you are late for football practice! You have to do someth ing about this.
B: Uh, I ' m sorry, Jim. What ' s the big deIal? Soa few minutes late, whatdifferenee does it make?
A: What differe nee does it make? We have to wait for you. Look, everybody is here and ready to play. We don ' t like waiting for you. Please try to be on time in the future. B: Ok, I will try.
Situation 2
A: Hi, Ann. Have you see n my calculator?
B: Hi, Mary. Oh, I forgot to tell you. I needed a calculator yesterday and I borrowed yours. I hope you don ' t mind.
A: What? You borrowed my calculator without asking? How could you do that? You always do this, borrowing things from me without asking. And then you don't return things on time either.
B: I ' m sorry. I didn ' t know youpw e reab o ui it.
Situation 3
A: Hi, Joh n.
B: Hi, Adam. How ' s it going?
A: Pretty good. Look, I have somethi ng I n eed to tell you.
B: OK, what ' s up?
A: Well, you know I borrowed your CD player yesterday.
B: Yes?
A: Well, um, I think it ' s broken.
B: What? Broke n! What happe ned?
A: I didn 'ct anything. I was just listening to some music when suddenly it stopped. I can' t make it play again.
B: Hm, that ' s strange. I ' ve never had any problems with it before. Are you sure you didn do anything to it?
A: Yeah, I just listened to it. But don ' t worry. I ' ll ask my uncle to fix it when he come back.
Liste nin g(3rd time)
Step IV Speaking
Liste nin g(1st time)
Liste nin g(2 nd time) & An sweri ng
Ss finish filling in the blanks on p.3 SB.
Useful Expressions I'm sure that ....
I'm not so sure that ... I think that... He / She loves...
He / She likes...
He / She enjoys ... Perhaps ...
Listening(3rd time) Dialogue(pair work):
Questions:
Who of the persons listed in the form can be your friend? And why?
Step V Act out
Ask some pairs to act out their dialogues.
Step VI Homework
T: After class, please act out one of the situations on page 86 in the Workbook with your partner.
Step VII Record after teaching
He / She hates
He / She doesn't like...
He / She doesn't enjoy... He / She is fond of …. He /She thinks that .... is boring /terrible.。