高一英语教学设计案例
Life+Choices+Topic+Talk+教学设计 高一上学期英语北师大版(2019必修第一册
北师大版（2019）必修第一册Unit 1 Life ChoicesTopic Talk教材分析：北师大版（2019）必修第一册Unit 1 Life Choices Topic Talk主要是让学生学习和探讨人生中的选择问题。
教材包括一个阅读文章以及相关的练习和讨论题目。
教学目标：通过本节课的学习，我希望学生能够：1. 理解英文阅读材料，包括生词、句子和主旨。
2. 学会使用正确的阅读策略，如猜测词义、推测文章主题等。
3. 学会在一个小组中合作讨论课文内容。
4. 提高学生的英文口语表达能力。
5. 增强学生的批判思维和解决问题的能力。
教学重点：培养学生的阅读理解能力和口语表达能力。
教学难点：引导学生进行深入的讨论并提出合理的观点。
学情分析：学生是高一年级的英语学习者，他们已经掌握了一定的英文基础知识和词汇量。
他们对世界和未来充满好奇，对人生的选择和决策也开始关注。
教学策略：我将采用启发式教学策略，通过提出问题、引发讨论和激发学生思考来培养学生的思维能力。
同时，我也会注重培养学生的团队合作能力，让他们在小组中互相交流和分享观点。
教学方法：综合运用阅读教学方法和讨论教学方法。
首先，我会引导学生先进行预习，了解文章大意和生词；然后，进行整篇文章的深度阅读，并引导学生使用阅读策略解决生词理解、推测课文主题等问题；最后，分组讨论文章内容，提出自己的观点并加以解释。
总结：通过精心设计教学目标、教学重点、教学难点以及学情分析，结合启发式教学策略、阅读教学方法和讨论教学方法，我相信我可以有效地教授北师大版（2019）必修第一册Unit 1 Life Choices Topic Talk这一课程，培养学生的阅读理解能力和口语表达能力。
导入环节（约5分钟）：教学内容：引发学生对主题的思考，激发学生的学习兴趣。
教学活动：在黑板上写下“Life Choices”，然后向学生提问：“你们认为生活中的选择有哪些？”鼓励学生积极参与，回答问题并展示他们的观点。
高一英语教案通用6篇
高一英语教案通用6篇高一英语教案通用6篇高一英语教案1 一、教学设计意图在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，进步自主学习的才能;要有利于学生学会运用多种媒体和信息，拓宽学习渠道并形成具有个性的学习方法和风格。
”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进展整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。
网络学习是一种学习过程交互化的学习形式。
学生带着问题借助网络查询信息，进展信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的表达。
使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。
二、教学目的设计：知识与技能：①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。
②充分利用网络资，强化学生自主学习的意识，培养学生组织语言、运用语言的才能。
过程与方法：①培养学生挑选局部和整体信息的才能和独立阅读才能，通过自主学习和协作学习，获取信息和处理信息的才能。
②培养学生质疑意识，分析^p 问题、解决问题、综合问题的才能和创造性思维才能。
情感价值观：通过本节课的学习，培养学生的人文和信息素养。
三、教材内容及重点、难点分析^p ：教材内容：本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍____的地理概况和风土人情，而是透过一个旅人的眼睛来看____。
相比较而言，这样的课文难度更大。
教学重点：①对课文内容的整体把握。
②学生组织语言、运用语言的才能。
【重点打破】任务驱动，层层深化。
利用“任务驱动”方法，使学生利用资自主探究、解决一系列层层深化的问题。
高一英语优秀教案5篇
高一英语优秀教案5篇高一英语优秀教案5篇作为一名默默无闻的教育工作者，通常需要用到教案来辅助教学，借助教案可以恰当地选择和运用教学方法，调动学生学习的积极性。
下面是小编给大家整理的高一英语优秀教案，欢迎大家查阅。
高一英语优秀教案篇1教学目标本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市;本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。
通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特?迪斯尼奋斗的生活简历。
引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。
同时，设计问答练习，提高学生阅读能力。
作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。
对话教学建议Step 1听录音教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。
1.What were they talking about ?2.How to answer the first /second/third/forth/fifth visitor question?Step 2 练习组织学生五个人一组，练习对话三至五分钟。
教师请几组同学到前面表演。
Step 3改写将对话内容改写为一篇短文，要求学生用本课的地点名称如：Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….Step 4 讨论If you are visitor, How to ask the way to the stranger at first?Step 5总结教师提问学生们，归纳和总结对话用语。
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。
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)新教材高一教案UNIT11(第3课时)-教学教案
新教材高一教案UNIT11〔第3课时〕－教学教案(Pre-reading \Reading\Post-reading)Step 1 Pre-reading1. Checking homework1) T asks the question: Do you play any musical instrument What is your favourite instrument In this way, Ss review names of kinds of musical instrument.1) T asks another question: Has anybody got any information about musical styles Ss tell different kinds of music, such asblues\hip-hop\rap\Latin music etc.Here is some information about music:Music is a language that is spoken to everyone—from the day we are born we hear music of some kind of our lives. But there are as many different kinds of music as different languages, and it is impossible to describe them all. Here are just a few well-known types.Classical music is serious Western European music from the Middle Ages(1500) to the present and it was often written for a large orchestra,or for a small group of players. Many instruments can be used. A lot of music was also written to be sung as opera. Classical music is very popular and schools often teach this type of music.Jazz developed in the Southern States of North America at the beginning of last century. The black people of these states, who were originally slaves from Africa, had their own rhythms. Jazz brought classical music and African rhythms together.Blues was originally Black Country music, which also came from the Southern States of last century. It is slow, usually sad music, which is often sung by one person with a guitar.Rhythm and blues developed from the Blues in America in the 1940s. It became faster and more complex and used more instruments, e.g. saxophone, guitar, piano, drums. The music was often about city life and white musicians started playing it as well.Musicians in the 1950s developed Rock from Rhythm and Blues and it became popular with young people. It spread to Europe in the 1960s and is now known in most countries. A lot of pop music comes from Rock and Roll.Pop music developed from Rock and Roll in America, Britain and Europe in the 1960s and is now in every country. The name is used for most commercial music, i.e. music we can buy on records and hear on “pop radio〞. It is usually played by groups who often use electricinstruments and make videos to go with their records.2. Pair-workHave Ss discuss these questions in pairs.1) What kind of music do you like2) When you listen to a song, do you listen to words or the music2) Do you like to listen to music form other countries3. A gamePlay some music played by different musical instruments, ask the Ss to guess what makes the song. (piano/guitar/trumpet/drum)Teach the English names of different musical instruments on the slide: violin, trumpet, guitar, jazz drum, mouth-organ, huqin(Chinese violin) etc.Step 2 Reading1. Fasting readingHave Ss read the passage as quickly as possible to find the answer to the question: How many kinds of music are mentioned in the passage and what are they2. Careful readingHave Ss read the passage carefully and fill in the form below according to the passage.。
高中英语教学设计优秀7篇
高中英语教学设计优秀7篇高中英语教学设计篇一教学目标1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3.帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学重难点1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学过程Step1 Lead –in amp;Warming-up(5mins)问题导入——教师呈现问题和图片T: Have you seen plants andanimals that live under the sea? Where did you see them? What’s this? Yes,they’re killer whales. How much do you know about them? I’ll show you a shortvideo.意图说明：在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。
英语高中课堂教学设计5篇
英语高中课堂教学设计5篇英语高中课堂教学设计5篇英语是世界使用最为广泛的语言，以英语为母语的人数在世界上排名第三。
下面是小编为你准备的英语高中课堂教学设计，快来借鉴一下并自己写一篇与我们分享吧！英语高中课堂教学设计【篇1】教学目标：1. 掌握字母Jj---Nn的准确认读及正确书写。
2. 能正确认读Jj---Nn的相关词汇。
3. 运用所学字母能准确拼读单词。
教学重点：1.字母Jj---Nn的认读及书写。
2. 相关词汇的认读。
教学难点：1. 单词kite和money发音。
2. 字母Jj 和 Gg的读音区别。
3. 字母L l手写体和印刷体的区别。
教学过程：（一）唱字母歌（sing ABC song ）在轻松愉快的音乐声中把学生引入到英语课堂中来。
（二）学新词（to learn new words）1. 用动画的方式出现新词吉普车。
问：What’s this? It’s a jeep. 领读几遍。
2.用半遮掩的方式出现新词柠檬。
问：What color? What’s this?3. 用实物出现新词---袋鼠。
4. 学生齐读数遍后，通过听并找卡片的活动巩固单词。
用多种方式呈现单词，既能吸引学生的注意力，同时又保持学生的学习兴趣。
（三）字母教学1. 认读字母通过出示字母卡片，领读数遍后，用“找朋友”的游戏巩固字母大小写。
既：老师把所学字母卡片的大小写分别发给学生，在听到教师“let’s go”的指令下，学生快速跑到前面并找到自己相应的大小写字母站好。
2. 融会贯通当学生找好相应的大小写字母并站好后，坐在位子上的学生一齐问：“What’s your name ?拿着卡片的学生答：My name is Jj ／Kk/Ll……（本册书第一单元的重点句）。
教师任意指着一个字母问：Who’s this/that?学生答：This is Jj/Ｋｋ．．．（本单元重点句）把所学句型应用到字母教学中来，既为枯燥的字母教学创设了语言环境，同时又让学生体会到了语言的灵活性，让他们把所学知识得到了具体的应用。
高一英语教案优秀教案5篇新
高一英语教案优秀教案5篇【前言】高中阶段学习难度、强度、容量加大，学习负担及压力明显加重，不能再依靠学校时期老师“填鸭式”的授课，“看管式”的自习，“命令式”的作业，要逐步培育自己主动猎取学问、巩固学问的力量，制定学习方案，养成自主学习的好习惯。
今日我高一频道为正在拼搏的你整理了《高一英语教案优秀教案5篇》，盼望以下内容可以关心到您！1.高一英语教案优秀教案一、教材分析：同学在度过一个假期后，英语学问较生疏，老师应当复习好以前单词，为学习新知打下基础。
Ｌet’s talk A部分很好地体现了这一点。
Good morning We have a……复习民第一册中内容。
“I’m from America”这一句为B Let’s taik“Where are you from？做了铺垫，老师应充分留意这一点boy、girl 、teacher student 、meet等单词又是第一次消失，也需要我们特殊关注。
二、教学目标：1、能够得简洁地表达自己心情，如：nice to meet you welcome back to school2、能够听懂并回答Where are you from？I’m from3、熟悉、会说字母A——E4、把握A、B Ler’s talk中单词。
5、理解A、B Ler’s talk中内容。
三、教学重、难点：能够听懂并回答Where are you from？把握A、B Ler’s talk中单词。
理解A、B Ler’s talk中内容。
四、课时支配第一课时A lLet’s talk Let’s learn B Let’s sing其次课时A Let’s practise Let’s play Let’s chant第三课时B lLet’s talk Let’s learn第四课时BLet’ssay Let’spractise第五课时B Let’s Let’s第六课时C story time2.高一英语教案优秀教案教学目标To help students learn to express attitudes, agreement 后跟不定式表示将要发生的动作。
(高一英语教案)高一英语新教材第一单元教学设计_高一英语教案
高一英语新教材第一单元教学设计_高一英语教案/Unit 1 Good Friends省前中供应Teaching Aims And Demands:1. Learn and master the following words and expressions:argue solution classicalsorrow survive share cast deserted adventure scared…be fond of in order tohunt for care about…2. Review direct speech and indirect speech3. Train the students’ ability of speaking.4. Train the students’ ability of reading comprehension.Teaching Important Points:1. Everyday English:1) Talk about friends2) Practice talking about likes and dislikes3) Learn to make apologies2. The correct understanding of the passage3. Grammar: direct speech and indirect speechTeaching Difficult Points:Train the students’ ability of reading comprehensionTeaching Methods:1. Explanation to make the Ss understand the difficult languages in the passage.2. Fast reading to find out the general information in the text.3. Question and answer to help the students go through with the whole passage.Teaching Aids:1. tape recorder2. multimediaTeaching ProceduresSection 1Step1. Lead-in ( warm up)It’s the first time for you to leave your family to live all alone. And everything around you are strange, the strange school, the strange classmates, the strange teachers and so on. Most of you do not getused to the life here, especially some girls, they maybe cry at night, they miss their father, mother, sisters, brothers …, because they feel alone.[1][2][3][4]下一页。
高中英语单元整体教学设计获奖案例
高中英语单元整体教学设计获奖案例以下是高中英语单元整体教学设计获奖案例的简介：本案例是针对高中英语必修一Unit 5 Traveling around the World的单元整体教学设计，旨在通过引导学生了解世界各地的旅游文化，提高他们的跨文化交际能力。
本单元以旅游为主题，通过介绍不同国家和地区的旅游景点、文化和风俗习惯，让学生了解世界各地的旅游资源，激发他们的旅游兴趣。
同时，通过学习旅游相关的词汇和表达方式，提高学生的英语语言运用能力。
本单元的教学目标包括：1. 知识目标：掌握与旅游相关的词汇和表达方式，了解不同国家和地区的旅游景点、文化和风俗习惯。
2. 能力目标：能够运用所学知识进行简单的旅游计划和行程安排，能够进行简单的跨文化交际。
3. 情感目标：培养学生对旅游的兴趣和热爱，提高他们的跨文化意识和国际视野。
为实现以上教学目标，本单元设计了以下教学活动：1. 导入活动：通过展示不同国家和地区的旅游景点图片，引导学生谈论自己的旅游经历和感受，激发学生对本单元主题的兴趣。
2. 词汇学习活动：通过单词分类、造句、翻译等形式，帮助学生掌握与旅游相关的词汇和表达方式。
3. 听说训练活动：通过听录音、看视频等形式，让学生了解不同国家和地区的旅游文化和风俗习惯，同时进行听说训练，提高学生的英语听说能力。
4. 读写训练活动：通过阅读旅游攻略、写旅游计划等形式，让学生能够运用所学知识进行简单的旅游计划和行程安排，同时提高学生的英语阅读和写作能力。
5. 跨文化交际活动：通过角色扮演、小组讨论等形式，让学生模拟旅游过程中的跨文化交际场景，提高学生的跨文化交际能力。
6. 总结与拓展活动：通过总结本单元所学知识，引导学生拓展学习与旅游相关的其他话题和领域，为今后的英语学习打下基础。
本案例的教学设计具有以下特点：1. 主题突出：本单元以旅游为主题，所有教学活动都围绕这一主题展开，有利于学生对主题的理解和掌握。
2. 跨学科整合：本单元将英语语言学习和世界旅游文化相结合，实现了跨学科整合，拓宽了学生的视野。
高中英语优秀教学设计3篇(人教版高中英语教学设计优秀案例)
高中英语优秀教学设计3篇(人教版高中英语教学设计优秀案例)下面是收集的高中英语优秀教学设计3篇(人教版高中英语教学设计优秀案例)，以供借鉴。
高中英语优秀教学设计1一、教材分析：本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。
采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。
在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。
部分学生的基础较好，能主动配合老师。
只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三、教学目标:1.知识目标:引导学生掌握过去分词在真实的生活语境中的使用。
培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。
在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。
2.能力目标：利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。
3.德育目标：用含过去分词的句子结构表达思想感情。
四、教学重点:1.过去分词的用法.2. 过去分词的运用五、教学难点:1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
2. 过去分词在真实的生活语境中的使用。
高一英语教学设计(精选5篇)
高一英语教学设计（精选5篇）高一英语教学设计范文第1篇[关键词]任务；设计一，引言教育部颁布的《全日制义务教育一般高级中学英语课程标准（试验稿）》把基础教育阶段英语课程的目标设定为以同学语言学问，语言技能，情感态度，学习策略和文化意识的进展为基础，培育同学英语综合语言运用本领.为了更好地实现上述目标，新课程标准提倡任务型的教学模式，让同学在老师的引导下，通过感知，体验，实践，参加和合作等方式，实现任务的目标，感受成功:在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用本领的提高.这就要求老师依据课程的总体目标并结合教学内容，快捷地和有制造性地使用教材，设计贴近同学实际的教学活动，吸引和组织他们积极参加，并在此过程中培育进展同学用英语解决实际问题的本领和培育同学的创新精神.下面笔者结合SEFCBOOK2BUnit23Lesson90的教学实践谈谈任务型教学如有在高中英语阅读教学中实施.二，教学设计与反思教学任务设计:1，贴卡片，呈现新旧电话的工作原理.2，填表格，比较发觉新式电话的优越性.3，选功能，了解新式电话的新功能.4，设计国产品牌的新款电话.教学目标设计:1，了解，把握与电话及其功能有关的词汇.2，了解电话的历史，理解课文内容，能流利，精准地谈论电话的工作原理及功能，进展同学的交际本领.3，培育同学参加小组活动的本领和合作意识.4，设计新款电话，进展同学的想象力，培育同学的创新精神和实践本领.5，激发和培育同学的民族敬重自己心，自信念.教学辅佑襄助手段:CAI多媒体课件，自制卡片，Worksheet，实物投影仪课堂活动方式:Teacher—class，inpiduals，pairs，groups 教学课时:一课时教学程序:Step1.Leading—in1，AfreetalkHaveafreetalkwiththestudents.Askthemthisquestion:Howdoy oukeepintouchwithyourfriendsorfamilieswhentheyarenothereWri tedowntheiranswersontheblackboard.2，AquizDoaquiztotesthowmuchthestudentsknowabouttelephones.Show themsomepicturesandaskthemtodoamatching.3，PictureshowShowthestudentssomebeautifulpicturesoftelephones.Letthe mimaginewhatfuturetelephoneswilllooklike.采纳谈话方式导入自然亲切，拉近了师生之间的情感距离，营造出宽松的学习气氛，同时让同学了解有关电话的词汇.利民用多媒体对同学进行有关电话进展的小测试易于激发同学的爱好和古怪心，调动同学参加课堂活动的积极性.向同学呈现现代化的电话图片并让他们料想将来电话的样子能激发同学的想象力，为后面的任务作铺垫，打下基础.Step2.ReadingGetthestudentstoreadthetextquickly，tryingtoanswerthefollowingquestions:1，WeretheearliesttelephonespopularWhyorwhynot2，Whenandwherewasthefirsttelephonedirectoryprinted设计问题并让同学带着问题进行速读，有利于训练同学的skimming本领并使同学对电话的历史有初步了解Step3.PlayagameDividethestudentsinto2groups.Giveeachgroupeightcardswit hphrasesonthem.Playthetapeforthestudents.Theyshouldlistento thetapecarefully.Afterlistening，theyworkintheirowngroups.Whenthesettimeisdue，eachgroupsendstheirdelegatestogototheblackboardandstickthei rcardsontheblackboard，showinghowatelephoneworkedinthepastandhowatelephoneworksnow .Thegroupwhichusestheshortesttimewillbethewinner.1（inthepast）2（now）这一环节采纳游戏及小组活动的方式有利于调动同学参加活动的热诚，使其在激烈的竞争中不知不觉地了解了新旧电话的工作原理，并能使同学在活动中相互学习，相互帮助，相互激励，体验集体荣誉感和成就感，进展合作精神.Step4.FillinaformLetthestudentsreadthetextagainandthenfillintheformshown paretheearliesttelephoneandthenewtelephones. Trytoseewhicharebetter.TypesItemsTheearliesttelephonesTelephonesoftodayThequality（质量）ofsoundThepriceofatelephoneHowtomakeatelephonecallThewaytosendsignals素养教育要面对全体同学.填表格比较新旧电话质量性能，价格，拨打方式等的任务相对比较简单，可以让中，下层次的同学回答问题，给他们制造语言实践和自我表现的机会，使其体验成功并树立起学习的自信念.Step5.AguessgameInvitethestudentstodoaguessgame.Letthemreadanadvertisem entandguesswhatnewfunctionsoftelephonesthetwopersonswillcho ose.Theyshouldworkinpairs.Twomenarenowinaservicehall（服务厅）ofChinaTelecom.Oneofthemisadoctor，theotherisamanager.Theyarereadinganadvertisementthatintrodu cesnewfunctions（功能）oftelephones.Guessanddiscusswhatnewfunctionstheymayuse.Advertisement1.Conferencecalling.Itispossibletoconnectseveraltelepho nenumberstogethersothatyoucanallspeak.Eventhoughyoumaybeind ifferenttowns，youcanstillhaveyourconference.2.Dialling.Withsomemodels，youcanrecordthetelephonenumbersofpeoplewhoyoucallfrequently.So，insteadofdialling12numbersinordertospeaktosomeone，youonlyhavetodialasinglenumber.3.Redirection.Ifyouareoutoftheoffice，youcanhaveallcallsredirectedtoanothernumber.Thisisuseful，especiallyfordoctors.4.Callwaiting.Withsomemodels，ifyouarespeakingonthephone，asignalshowsyouthatsomebodyelseistryingtocallyou.Italsoshow syouthecallerstelephonenumberinorderthatyourecognizewhoitis.采纳Pair—work方式进行讨论和料想，推测上面任务中doctor和manager可能选用的电话功能有利于进展同学的交际本领和逻辑思维本领.Step6.DiscussionWorkingroupsof4.Letthestudentsdiscusswhatotherfunctions theycanthinkofbesidesthenewfunctionsmentionedintheadvertise menttheyreadjustnow.Givethemsomeexamplestomakesuretheyknowc learlywhattodo.通过讨论来拓展学习内容，制造条件让同学探究自身感爱好的问题并自主解决问题，不但有利于同学巩固前边所学学问，还有利于同学思维和想象力的进展，更为同学向最后的高级任务发起冲刺奠定了坚固结实基础.Step7.DesignnewtelephonesThecompetitionbetweentelephonecompaniesisveryfiercenowa days.Manyforeigntelephonecompaniesaremakingnewtypesofteleph onesandputthemintomarket.SupposeyouworkforaChinesetelephone companyinWenzhou.Trytodesignanewtypeoftelephoneforyourcompa ny.设计电话这一环节有利于培育同学的创新精神和实践本领，使同学理论联系实际，学以致用.同时让同学设计民族品牌的新电话有利于激发同学的民族的敬重自己心与自信念.三，结束语高中英语阅读课实施任务型教学需要执教老师首先认真学习"任务型"教学的有关理论，并在教学中大胆实践，创新，在认真分析教材及同学实际情况的基础上设计任务，合理布置教学环节，从而使同学学会用英语做事，在完成任务过程中体验成功，最大限度地向"近来进展区"进展.。
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。
Let's+Talk+Teens+Reading+教学设计 高一上学期英语牛津译林版(2020)必修
牛津译林版（2020）必修第一册Unit 2 Let's Talk TeensReading本节课教材分析：本节课主要以牛津译林版（2020）必修第一册Unit 2 Let's Talk Teens Reading为教材，该教材为高一英语课程的一部分，主要内容为阅读理解。
教材通过展示青少年在不同方面的成长和修炼，旨在激发学生的学习兴趣和阅读能力。
教学目标：1. 语言目标：学习并掌握相关词汇和表达方式，提高学生的阅读理解能力。
2. 情感目标：培养学生对青少年成长和修炼的兴趣和认同感，引导学生积极向上的生活态度。
教学重点：1. 掌握相关词汇和表达方式；2. 提高学生的阅读理解能力。
教学难点：1. 提升学生的阅读理解能力；2. 培养学生对青少年成长和修炼的兴趣和认同感。
学情分析：学生为高一年级的学生，掌握了基本的英语词汇和语法知识，并有一定的阅读理解能力。
但由于缺乏实践和阅读时间，理解能力相对较弱。
学生在阅读理解方面可能需要提高，对于青少年成长和修炼的主题较为感兴趣。
教学策略：在课堂教学中，采用多元化的教学策略可以提高学生的学习兴趣和主动性。
例如，通过创设讨论、互动和合作学习的环境，鼓励学生积极参与课堂活动。
同时，教师可以设置任务，引导学生自主探究和解决问题，从而提高他们的学习效果。
教学方法：本节课可以运用多种教学方法，如阅读课、小组讨论、角色扮演、问题解答等。
阅读课可以帮助学生培养快速阅读和良好的阅读习惯；小组讨论可以激发学生的思维，培养他们的团队意识和合作精神；角色扮演可以帮助学生在真实情境中运用所学知识，提高口语表达能力；问题解答可以帮助学生加深对知识点的理解，并提高解决问题的能力。
导入环节（约5分钟）：教学内容：引入话题，激发学生兴趣。
教学活动：1. 向学生提问："What do you think teenagers are like in different cultures?" 2. 让学生自由讨论，并鼓励他们提出自己的观点和理由。
高中英语教学案例描述
高中英语教学案例描述
案例描述：
本案例是关于高中英语教学的，主要涉及到词汇教学和阅读理解教学。
一、词汇教学
在一次高一英语课上，教师正在教授一个新单元的词汇。
教师首先通过图片和实物引导学生猜测新词的意思，然后展示单词卡片，让学生读出单词并尝试解释其含义。
接着，教师设计了一些活动，如单词接龙、填空游戏等，让学生在游戏中记忆和巩固新词。
最后，教师布置了一些课后作业，要求学生用新词造句，并在下节课上进行分享。
二、阅读理解教学
在一次高二英语课上，教师正在教授一篇关于环保的阅读理解文章。
教师首先带领学生阅读全文，然后提出一些问题，让学生思考文章的主题和主要内容。
接着，教师让学生分组讨论文章中的细节问题，如作者的观点、文章的结构等。
然后，教师让学生自己阅读文章，并完成一些阅读理解题目。
最后，教师让学生分享他们的解题思路和方法，并对全班的答案进行讲解和讨论。
通过这两个案例，我们可以看到，高中英语教学需要注重学生的参与和实践，通过各种活动和任务，帮助学生掌握和运用英语知识。
同时，教师也需要关注学生的学习过程和结果，及时给予反馈和指导，以提高教学效果。
高一英语教案精选6篇
高一英语教案精选6篇高一英语教案精选6篇高一英语教案1 一、利用表象，丰富想象观察图画和实物作文符合英语作文起步阶段需要有一定的情景要求，也符合高中学生有意想象占优势的特点，同时防止了文字情节作文易使学生中译英的缺点，但假设每一次训练都是刻板的再现材料，创造想象那么难以增长。
假设在教学设计时，在图中留有空白，或对实物设置悬念，不仅可以引发学生的好奇心，激发他们对英语作文的兴趣，减轻他们的惧怕心理，而且可以促使学生通过创造性的想象去填补空白，解决悬念。
如senior bookⅰ，unit 3 中的“help! help!”，可按开展顺序设计几幅救落水儿童的图，但只给学生展示第一、二两幅图，图画的内容大致与课文内容一样，但是后几幅的空白，使学生必须通过创造性的想象才能填补材料的空白。
学生可以引用课文中的材料，也可以自由发挥。
有学生这样写到：last week， we had a picnic in forest park。
we found a shady place by the river。
as soon as we had sat down， tom suddenly got up and shouted，“someonehas fallen into the river!" it was true。
a boy was struggling in the water， and the children in a boat looked hopeless。
tom and jack took off their shoes while running to wards the water。
they swam very quickly towards the boy who was sinking fast。
tom and jack got hold of the boy by the arms and lifted his head above the water。
高一英语教案(优秀4篇)
高一英语教案（优秀4篇）重读高中英语教案篇一1. Ability goals 能力目标To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.2. Learning ability goals 学能目标To enable the Ss to talk about animals under the sea.To help the Ss know the importance of the relationship between animals and humans.教学重难点教学重点和难点Teaching important points 教学重点Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.Teaching difficult points 教学难点1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.2. Help the Ss tell apart from Before, During and After in the story.教学过程Step1. Warming Up : Talk about animals under the sea.1. Have you ever seen some marine animals?2. What have you seen, and where have you seen them?I have seen a/some/many…… in/on/from……amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coralStep2. Fast-reading:1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.2. Find out the Main Idea of the passage: What’s the first story mainly about?Step3. Careful-reading:1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.Stage1: before the hunt: (para. 2-6):Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.Stage23: Dur ing and after the hunt: (para. 7-9):Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs.When the baleen whale was dead, its body wa s _______ down into the depths of the sea.Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.Conclusion: They have amazing relationship. They work as a teamStep4 : SummaryWorking at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.On the afternoon I arrived at the station, as I was __________ my acmodation, I heard a loud noise ing from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.课后习题课后作业Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.高一英语教案篇二一，教学目标本节课基于学生在高三第一轮复习中已经具备的认知水平和思维能力，结合了20壹五年全国高考II卷的试题，20一三年辽宁卷试题和20一qi年宝鸡市第二次质量检测试题，并且利用NSEFC Book3第一单元的话题，找到他们的话题共同点节日进行了整合，以此为本节课的主要感情线索，辅之多媒体教学设备和课堂训练单，通过了“节日话题之听力热身，节日话题之选词填空，节日话题之单句改错，节日话题之语法填空，节日话题之范文改错，节日话题之作文范文改写”六大部分从词汇到句子，从句子到文本，由简入难，层层推进，有效发挥了学生的积极主动性，学生可以通过自主预习，合作探究，反思练习等活动加深对本节课节日话题的印象和学习，不断的从词汇，句子，语篇文本等习题中进行语言信息的输入到输出的转变，知识和能力的升级，情商与智商的搭配，核心素养的的渗透，达到“听中学词汇，做中扩知识，读中有思想，写中提能力，思中育素养”的教学目标。
高一英语选修教学设计范文
高一英语选修教学设计范文立足此刻，放眼未来，为使今后的工作取得更大的进步，下面是小编整理的高一英语选修教学设计5篇，欢迎大家阅读分享借鉴，希望大家喜欢，也希望对大家有所帮助。
高一英语选修教学设计1教学准备教学目标Teaching content: A healthy life1. Improve the students’ reading ability.2. Get the students to understand the text fully.3. To talk about the importance of health and the harmful effects of smoking.教学重难点Teaching important and difficult points:How to help the students understand the text fully.教学过程Teaching procedures:Step 1 Greetings. (Greet the Ss as usual.)Step 2 Free Talk1.What do you think is the most important in our life?(Show some pictures on the screen and get the students to answer the following questions：)2. What is a truly healthy person?3.What causes health issues?4.Why do you think some adolescents start smoking?5.Can you tell me the harmful effects of smoking?Step 3 ReadingScanning1.Go through the first two paragraphs and the last one.Andanswer the following questions.1)Who?2)To whom?3)Why?2.Read and find out the main idea of each paragraph.a.Grandad talks about James’ problem of smoking.b.The harmful effects of smoking.c.The life Grandad is living and the importance of his healthy life.d.Grandad’s advice on stopping smoking.e.Three different ways of becoming addicted.Detail reading1.Read the passage carefully and fill in the blanks.2.Read the passage carefully and answer the following question.How to stop smoking?1)Prepare yourself.2)Be determined.3)Break the habit.4)Relax.5)Get help if you need.6)Keep trying.Step 4 Comprehending practiceDo some multiple choices1.In what way did the old man try to persuade his grandson to give up smoking?A. Using scientific theoryB. His failure in loveC. His sports activityD. His own experience2.The phrase “ withdrawl symptoms” in para3 probably means ______.A. some bad effects of smoking.B. bad temperC. feeling painD. the discomfort when stopping smoking.3.The reason why Grandad stopped smoking were the following EXCEPT that___.A.his girlfriend didn’t like his bad smellB.he had to leave the football teamC.he noticed that he became breathlessD.his parents asked him to stop smoking4.What can we know from the passage?A.Quitting smoking is very easy.B.James managed to give up smoking finally.C.It is difficult to give up smoking, and it needs great determination.D.James’ grandad lives a healthy and active life because he didn’t become addicted to cigarettes during adolescence.5.According to the letter, James’ grandad ______.A.is lonelyB.didn’t give up smokinged to be a member of the school football teamD.gave James some good advice that he thought ofStep 5 Summary (高考链接)By the way, did you know that this is because you become addicted _1_______ cigarettes in three different ways? First, you can become physically addicted to nicotine,_2_______ is one of the hundreds of chemicals in cigarettes. This means that after a while your body becomes accustomed to _3__________ (have) nicotine in it. So when the drug leaves your body, you get withdrawal symptoms. I remember _4_________(feel) bad -tempered and sometimes even in pain. Secondly, you become addicted through habit. As you know, _5____you do the same thing over and overagain, you begin to do _6___automatically. Lastly, you can become 7___________(mental) addicted. I believed I was happier and 8_____________ after having a cigarette, so I began to think that I could only feel good _9________ I smoked. I was addicted in all three ways, so it was very difficult to quit. _10______ I did finally manage.Step 6 DiscussionWhat kind of person do you think James’ grandfather is?Step 7 ProverbsFirst wealth is health. —— Emerson 爱默生(He who has health has hope, and he who has hope has everything.)课后习题Homework1.Try to find some other useful ways to help smokers quit smoking on the Internet.2.Read the passage again and find out the important words and structures.高一英语选修教学设计2教学准备教学目标Teaching Aims:In this class Ss will be able to① practice skimming and scanning for inform ation needed like what are the two concerns and what are Earth Care’s suggestions.② Master the phrases such as: put up with, so long as, and so on, make a difference, have no effect on … , by making sentences or by using them into the post er.③ become aw are of the serious effects of global warmingand the importance of saving energy to be environmentally friendly.④ Summarize the points according to their understanding.⑤ work together to design a poster by using the suggestions in the article.教学重难点Teaching Difficulties:Students may find it hard to add more suggestions about how to save energy in our daily life and to summarize the points according to those suggestions. Students may not know clear what is a poster and how to design an attractive and persuasive poster in short time.教学过程Teaching Procedure:Step1. Lead-in (individual & collective work)1. Teacher begins the class by asking: Have you ever seen the movie The Day After Tomorrow? and then let students enjoy a short movie clip with the following two questions:① What kinds of disasters have you seen in the film?② Can you guess how they came about (happen)?2. introduce the topic: global warming. And then have a further question:①What other disaster will be caused by global warming?【Designing Purpose】To arouse students’ interest by watching the movie clip and educe the topic, that is global warming. And then by showing a lot of pictures, make students know and understand the terrible effects of global warming, thus making preparations for promoting environmental protection.Step2. While Reading (Individual work)Skimming: Go through the first letter to f ind:① who is the writer?② what are his two concerns?Scanning: Read the second letter and answer the following questions:① Does Earth Care agree with Ouy ang Guang’s opinion that individuals can have no effect?② what are Earth Care’s suggestions?③ Can we carry those suggestions out? Why?【Designing Purpose】To help the students grasp the main information of the two letters by skimming and scanning. While stud ents get the answer to question1, ask them to find the supporting sentence : Together, individuals can make a difference. We do not have to put up with pollution. Guess the meanings of the two italicized phrases according to the surroundings and their understanding.Step3. Post reading (Pair work)1. Discussion: Make students discuss whether they can find more ways or suggestions about reducing carbon dioxide and saving energy in our daily life.Suggested ways:1) Use less hot water 7)Change a light bulb 8)Try car sharing2) Take a shower instead of a bath3) Buy fresh food instead of frozen4) Buy things that are actually in season5) Eat less high fat food like KFC and Macdonald6) Clean filters(过滤器) on your air conditioner.【Designing Purpose】To cultivate students to work in pairs and learn to summarize an opinion and share the knowledge of saving energy in daily life.To practice the ability of understanding the meaning of new words and expressions to remove the obstacles in reading.Step4. learn what is a poster (collective work)Know what is a poster by giving a simple sample and try to get the structure.【Designing Purpose】To know clearly a poster should have a heading, contents and an eye-catching slogan, which will make it easy for students to design an acceptable poster.Step5. Prepare the poster (individual & group work)1. Decide our content s:①Choose and decide five most important suggestions. (individual work)②Write them down on your paper and try to make them persuasive by using imperativesentences. (individual work)③Compare your list with your group members and decide five for your poster. (groupwork)2. Slogan and heading: showing sample posters to help them decide a heading and a slogan for your poster.【Designing Purpose】This is the most important part of this writing task. Students will be able to summarize and compose sentences by choosing and organizing what they want to say, thus improving their writing ability and the process of output based on what they have learned in reading part. And by learning some sample posters to help them decide their own heading and slogan.Step6. produce &show time (group work)With the heading, slogan and ways, students will not find itdifficult to make a poster. What theyShould pay attention is how to illustrate their poster and make it more attractive. And then choose several pairs to represent their posters.【Designing Purpose】Making the poster will improve their cognitive capability of the importance of environmental protection and at the same time they can enjoy a sense of achievement in show time. And they make believe that individuals can really make a difference.课后习题Homework：Put their poster up around the school to make more students know about energy saving and global warming. Write a short passage to tell others how to solve the problem of global warming based on the suggestions you have collected and send it in your QQ zone or blog.板书板书设计：tsunami/ flood/More suggestions: make full use of paper/ use both sides of paperreuse waterlimit the time of using private carssend emails instead of cardsuse less hot wateralways take a shopping bag with youdrive a bicycle but not e-bicycle高一英语选修教学设计3教学准备教学目标Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语energy, light (v.), heat (v.), renewable, non-renewable, fuel, blame, run outb. 交际用语Expressing agreement and disagreementYes, I agree with you.Yes, I think so.I believe that you’ve got it right.I don’t think so.I don’t think that’s right.I’m afraid you are wrong.2. Ability goals 能力目标Enable the students to talk about different sources of energy and express their own ideas.3. Learning ability goals 学能目标Help the students learn how to give their ideas about the use of energy.教学重难点Teaching important points 教学重点Enable the students to express agreement and disagreement.Teaching difficult points 教学难点Enable the students to learn how to express agreement and disagreement.教学过程Step ⅠRevisionT: Good morning, everyone.Ss: Good morning, teacher.T: Sit down, please. Before class, I’ll check your homework first. Mary, would you read your homework to us?Check the students’ homework and have a discussion with the students about the mistakes Mary made. Let the students have a clear understanding about the mistakes and then correct them.Step ⅡWarming upT: As we all know, we depen d on energy to do many things in our daily life. Some people even say we could do nothing without energy. Can you tell me what we use energy for?Sa: Energy lights our cities.Sb: Energy heats our buildings.Sc: Energy entertains us. With the help of electricity, people have got a lot of fun from watching TV, playing computers and so on.Sd: There are many other electrical appliances that make our life more convenient and comfortable such as washing machines, microwaves, air conditioners and so on.Se: Today energy also helps people realize many so-called dreams in the past. For example, people can “fly” from one place to another by plane which runs on energy.Sf: It’s true. In fact, not o nly planes but also cars, ships and trains run on energy.T: Well done. All that you’ve just said is right. So it seems that energy plays a very important role in the modern world. Then where does all the energy come from? Open your books and turn to page 25. Look at the pictures on this page. They may help you find out the answers.After a while.T: Who’d like to tell us your answers?Sg: Wind power.Sh: Coal power.T: Right. Is there any difference between them?Si: Yes. Wind will never run out while coal is a limited source.T: It’s true. As we know, an energy source is renewable when supplies of it never run out while some supplies， such as coal, will definitely run out one day. Energy of this kind is called non-renewable sources. Please think of as many sources as you can and decide which energy sources on your list are renewable and which are non-renewable.If necessary, give some words related to the pictures which might be difficult for the students such as oil refinery, hydroelectric power and so on.The teacher should also collect as much information about different sources of energy as possible and show it to the students in class through a computer. In this way, the students will become more interested in this topic and their knowledge on this aspect will be enlarged.Sample answers:Step Ⅲ Listening and DiscussingT: Fromwhat we’ve just talked about, it is clear that energy does a lot of good to us.But every coin has two sides. Is there any negative effect of using energy?Sa: Yes.People use too much energy which is resulting in an increase in carbon dioxide.That is how the global warming comes about.Sb: Andmeanwhile it pollutes the environment.T: It’strue. Many people have realized the problem. Next we’ll do some listeningpractice on this topic. Let’s see what other people think of this issue.Thestudents are asked to read the questions quickly to find out the listeningpoints first. Then listen to the tape twice and givethe correct answers.T: Nowplease turn to page 31. Let’s do listening. Before you listen to the tape,please read fast the statements in Exercise 1 to find out the listening points.Pay much attention to the key points while listening.Play thetape for the first time. Help the students get a general understanding aboutthe dialogue. The students listen and try to finish Exercise 1. Play the tapeagain, train the students’ ability to spot specific information and understandthe implication in the dialogue. The students listen and finish Exercise 2.Severalminutes later.T：Have you finished the exercises?Ss: Yes.T: OK,let’s check your answers.Explainsome difficult points if necessary.T: Nowread what Professor Chen and Li Bin say. Work in groups. Discuss who you agreewith and give reasons. Use some of the phrases listed in Exercise 2 or anyothers you know.课后习题Homework1. Review the new words and expressions you learned in this class.2. Preview Reading.高一英语选修教学设计4教学准备教学目标1. Knowledge objectivesKnow that the -ing form can be used as various kinds of adverbialsUnderstand the differe nces among “doing”, “having done”, “being done” and “having been done”2. Ability objectivesMaster the usage of the -ing form as adverbials and properly use it in writingPolish one’s writing with the -ing form as adverbials3. Emotional objectivesCultivate teamwork and confidenceFeel free to use English grammar in daily life教学重难点教学重点 Understanding four -ing forms used as adverbials and five tips on how to use the -ing form as adverbials 教学难点 Master the usage of the -ing form as adverbials and properly use it in writing教学过程Lead-in: Song appreciation(1) Play the song T ake me to your heart before class.(2) Start the class with a clip of the song sung by the teacher.(3) Lead the Ss to notice the -ing form used as adverbials in the lyrics.This is a warming-up step designed to arouse Ss’ enthusiasm and to come to the point.Step 1: We ChooseTask 1: Observe the -ing form in each sentence and decide what it refers to.(reason, result, concession, time, manner, condition)1. Being very rich, he spends as much money as he likes. (reason)2. Working hard, you’ll surely succeed. (condition)3. They sat there, waiting for the beginning of the sportsmeeting. (manner)4. Walking on the street, he came across a long-lost friend. (time)5. The polar bear was not careful enough, falling on the icy ground. (result)6. Not understanding what you are talking about, I still admire you. (concession)It is intended to remind Ss that the -ing form can be used as various kinds of adverbials. Ask several Ss to answer and, if necessary, interpret the sentences for them with adverbial clauses.Task 2: Check the words in red and decide their relation with the subject and the predicate. (A. active B. passive C. meanwhile D. before-after)Laughing and jumping, he left school.Having finished his homework, he left school.Being talked about at that time, he left school.Having been punished, he left school.First, let Ss choose the correct relation between the -ing form and the subject and that between the -ing form and the predicate in each sentence. Then lead Ss to sum up the differences among “doing”, “having done”, “being done” and “having been done”.Task 3: Read the sentences aloud and recall the tips.When the reading is finished, ask Ss how to use the -ing form as adverbials.It is intended as a transition from “what” to “how” and the second step is naturally introduced.Step 2: We ChangeTask 1: (Group work) Identify the mistakes in the followingsentences and change the sentences into correct ones. Discuss your reason.1. I had a wonderful childhood, travel around the world.2. When crossed the road, you should be careful.3. Having not finished his homework, he was punished by his parents.4. Working hard, your dream will come true.It is aimed to revise the usage of the -ing form as adverbials. By group discussion, Ss may find it easier to solve the problem. Matters such as non-predicate, relation, conjunction, negative words and logical subject are all involved.Task 2: (Pair work) Orally change the adverbial clauses or compound sentences into the -ing form as adverbials.e.g. After we have been informed of Mr. Li’s birthday, we hurried to express our best wishes on the blackboard.(Notice that only the clause part will be changed: predicate→non-predicate)Having been informed of Mr. Li’s birthday, we hurried to……1. Because we hoped to convey our concern for him, we asked Miss Zhu to bring him a card.2. When we danced together, we felt very excited.3. Although we had not met him before, we still treated him as an old friend.4. If you think it over, you will have a good idea.5. She stood on the stage and played with her hair.6. He was so humorous that he made us burst into laughter.It is designed for Ss to put into practice the tips mentioned in the previous task.Step 3: We ChatTask 1: Using the correct form of the given verbs, help me tocomplete the caption of my moment.Last month, I led my students to join in the oral English competition.(live) far away from the site, we had to get up early in the morning. (not eat) anything before, I felt hungry. As for the students, though tired, they were still enthusiastic about the coming challenge, (talk and laugh) on the bus. When (arrive) at the site, they were very excited.(devote) to practicing before, they did a wonderful job in the competition, (bring) glory to our school. As far as I am concerned, (make) great efforts to practice, any of you can also stand out.It is a revision of the tips mentioned. In addition, it sets an example of how to use the -ing form as adverbials in our daily life.Task 2: Writingo Choose a picture to post.o Write the caption for it.o Try to use the -ing form as adverbials. (3 minutes)Ss are asked to choose a picture from five and write the caption for it by using the -ing form as adverbials in 3 minutes. This is to integrate what has been covered and put it into practice.Task 3: Sharingo Move around the classroom.o Share your moment.o Get “like” or “comment”.(You may also leave your comment when discovering any grammatical mistake.)An example is shown to clarify the instruction. Then Ss are given five minutes to share their moments with their classmates. This is a peer proof-reading activity.Task 4: Presentingo How man y“ likes” have you got?o What about “comments”?o Who would like to share with the whole class your moment or the comments you got?This is for several volunteers to present their works and notice the common mistakes when using the -ing form as adverbials.Step 4: SummarySummarize what we have learnt today:o 6 kinds of adverbialso 4 forms of -ingo 5 tipsThis is to remind Ss of what they have learnt today.课后习题Homeworko Review the usage of the –ing form as adverbials.(You may refer to a mini-lecture. )o Polish your caption and share it with your friends.o Finish exercise 3 - 5 on Page 64 of your exercise book.The homework is intended to familiarize Ss with the rules of the -ing form used as adverbials and to develop their writing skills.高一英语选修教学设计5教学准备教学目标教学目标：1 深入理解课文，分析文章长难句，培养快速阅读、整体理解和写作的能力。
高一英语教案模板七篇
高一英语教案模板七篇高一英语教案模板七篇高一英语教案都有哪些？国际交流活动旨在拓宽学生的国际视野，提高跨文化能力。
开展国际夏令营、短期留学、国内外联合培训等各种国际交流活动。
下面是小编为大家带来的高一英语教案模板七篇，希望大家能够喜欢！高一英语教案模板（精选篇1）Teaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then Three Skills: energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you/What’s the matter with youLie down and let me examine you.Let me have a look.Where does it hurtDrink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wron g with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading,writing, speaking presented in the book and the exercise book through using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogueAfter that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat(What kinds of nutrients that the food contain.)3.What made our eating habit changing(Many things: what people believe, advice from companies and stores.)4. How can we feel and look fine(We ought to learn about our body and the fuel it needs to keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into(Three parts.)What’s the main idea of each part(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)Step 4 TalkingAsk the students to take out their menus and read them carefully.Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwardslist the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish th e exercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something aboutsnacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potatoWhat does one have to pay special attention to in order to keep healthy (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.高一英语教案模板（精选篇2）教学目标Knowledge and ability： To help the Ss know about the history of the Amber room and develop their reading skills.Process and method： Ss acquire knowledge and improve ability through discussion and competition.Emotion， attitude and values： to arouse Ss＇s awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.教学重难点important point： Understand the content of the whole passage and master the different reading skills，such as ，skimming， scanning and so on.difficult point ： how to solve the questions and find the usefulinformation using the reading skills.教学工具课件。
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四、教学策略选择与设计
作为教师，绝不能低估学生的能力。在学生有一定语言知识和语法知识的基础上，自主学习，发现问题，彼此互相帮助解决问题，并且展示自己的能力，这在一定程度上，既激励了学生自主学习的热情，也同时让学生把学习当成一种快乐，而不是被动地被灌输知识，学习的效果就会大大提升。因此，采用“四环节”教学法，即：设置项目，完成项目，交流展示，评价激励的教学策略，让学生把“要我学”变为”我要学”，形成高效课堂。
从学生课堂反馈来看，学生拥有了一定的语言感知能力，能够运用所学语言点进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，锤炼笔头表达能力，语言输出的精确性有待加强。
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：There was a time when…定语从句；It was the first time that …had done…; It’s no pleasure doing sth; It’s because….that…
二、教学目标Biblioteka 知识与技能：掌握一些词汇的用法，识别强调句型，宾语从句，定语从句，非谓语动词等语法现象并能适当运用。
过程与方法：课堂上采用设置项目-指导学生完成项目-交流展示-激励评价等四环节教学法，形成师生互动，生生互动的方式让学生在自主学习中发现语言点，运用语言点。
情感态度价值观：在学习安妮日记的过程中懂得朋友的重要性，懂得珍惜朋友，帮助朋友，互相支持，才能让生活更美好。
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，这一点难能可贵。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，并能适当运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:_________________________________________________________________
From this unit, I have found the following problems:
_______________________________________________________________________________________________________________________________________________________
4)It’s no pleasure doing sth;
5)It’s because….that…
3.Discussion: What is a good friend like? What should we do for friends?
九．教学反思
本节课从德国纳粹迫害犹太人的背景介绍为导入点，让学生讨论并体会当时的情景，之后对朋友的必要性加以讨论，并明确人没有朋友是不行的，但朋友不一定是人，可以是物，比如文章中的friend指的是谁？在阅读中让学生进一步体会文中所描述的场景，体会安妮的心情。在阅读中找到语言点，并加以体会和运用。最后讨论，什么样的朋友是好朋友，如何对待朋友，让学生学会珍惜朋友，珍惜友情。
观察图片及文章题目，浏览问题后，带着问题快速阅读文章
培养学生阅读理解能力
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，提高运用语言能力
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
From this period, I have learned the following:
Words and phrases:_______________________________________________________
Sentences :______________________________________________________________
______________________________________________________________
六、教学过程
教师活动
学生活动
设计意图
展示幻灯片以及录像资料
看录像和图片并进行描述，发表感想
通过介绍犹太人受迫害的背景材料，让学生理解文章描述的语言环境，为体会日记中安妮的情感奠定基础。
通过问题导入：为什么我们需要朋友？是否朋友只能是人？
小组内交流，彼此问答，得出答案
引出文章
指导学生迅速浏览文章题目以及图片猜测文章内容，并浏览问题
工作案例
课题：U1 Friendship
科目：英语
教学对象：高一
课时：第二课时
提供者：
单位：
一、教学内容分析
本课题是人教版高一英语必修一第一单元Friendship，本节课为阅读课，讲述了犹太女孩儿安妮在躲避德国纳粹受迫害期间，因为不能外出，不能享受大自然而倍感孤独，因此把日记当做朋友，写下了著名的安妮日记。由阅读文章让学生在学校英语词汇句型等英语知识的同时思考友谊在人生中的重要性。
八、板书设计
Unit1 Friendship
I.Background
Time：Place：
Heroine:Friend:
Feeling:
nguage points:
1)I wonder if…
2) There was a time when…
3)It was the first time that …had done…;
三、学习者特征分析
高一学生从初中升入高中，具有一定的词汇量和语法知识，但相对来说，初中的句子简单，复合句较少，高中英语相对融入了大量的句法结构和更多的语言现象，在原有基础上让学生接触更多的语言材料，了解背景知识，学生间要做到资源共享，共同提升。针对学生在初中接触过直接引语和间接引用，从而告知学生宾语从句的基本特质和注意事项，并通过课文中的例句进一步体会语言环境。在引入强调句型过程中，先让学生理解其基本含义，采用还原法，告知学生强调句型的特征。通过翻译句子等方式了解学生的掌握情况，让学生针对身边的现象运用学习的语言点进行描述，是学生反馈学习效果的较好的方式。另外通过阅读，让学生体会安妮对朋友的渴望，从而学生懂得朋友的重要性，