新人教版高一英语下学期优质课教案

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高一英语新教材下册详细教案 (人教版高一英语下册教案教学设计)

Teaching aims :Knowledge: amusement, attraction, divide, unlike, risk one’s life, fall though,Be ready to do, race against, next to, space, combine…with…,Entertain, seem, so…that…, scream one’s way etc.Ability: 1. Enable the students to talk about entertainment places.2. Enable the students to ask and give directions3. Train the students’ listening, speaking, reading and writingabilitiesMoral lesson: To develop the Ss’ feelings of loving life and this colorful worldImportant points: a. To master the uses of some words and phrasesb. The-ing form -----used as AdverbialDifficult points: a. How to ask and give directionsb. How to understand the texts quickly and wellTeaching methods: asking and answering, practicing, scan & skim readingTeaching aids: a tape recorder, a blackboard and a slide projectorTeaching periods: 5 periodsThe first periodWarming-up, listening and speaking文化背景介绍娱乐公园就是所有人工建成的娱乐性露天场所的总称。

高一英语人教版市公开课获奖教案省名师优质课赛课一等奖教案

高一英语人教版教案一、教学目标1. 通过本节课的学习，学生应能掌握以下知识与技能：a. 认识和掌握高一英语人教版教材的重要内容和学习要点；b. 熟练掌握高一英语的四项基本技能：听、说、读、写；c. 提高学生的英语学习兴趣，培养他们的英语思维能力和交际能力。

二、教学重点1. 了解并掌握高一英语人教版教材的教学要点和重点知识；2. 训练学生的英语听、说、读、写的能力；3. 培养学生的英语思维和交际能力。

三、教学难点1. 如何提高学生的英语学习兴趣；2. 如何培养学生的英语思维和交际能力；3. 如何帮助学生更好地掌握高一英语人教版教材的教学要点和重点知识。

四、教学准备1. 教师准备：教学课件、教学用书、多媒体设备等；2. 学生准备：学生教材、笔记本、课堂参与积极性。

五、教学过程1. 预习导入：通过提问和复习上节课的内容，引导学生回忆和联系已掌握的知识，为新课知识的学习做好铺垫；2. 新课讲解：教师结合课件和教材，通过图文并茂的方式讲解本节课的重点知识和教学要点；3. 课堂练习：教师分组设计课堂练习活动，让学生在小组内自由讨论和交流，以加深对所学知识的理解和记忆；4. 合作学习：教师组织学生进行小组合作学习，让学生在互动交流中巩固和拓展所学知识；5. 课堂展示：教师组织学生进行课堂展示，让学生展示他们所学的知识和技能，加深对知识的理解和记忆；6. 课堂总结：教师进行知识总结，并针对学生的问题进行解答和引导；7. 课后作业：布置适量的作业，并鼓励学生主动思考和互相讨论，巩固所学知识。

六、教学评估1. 教师通过观察学生的课堂表现和课后作业情况，对学生的学习情况进行评估；2. 学生之间进行互相评价，相互检查和纠正，提高学生的自学能力和批判思维能力。

七、教学反思通过本节课的教学实践，发现学生的英语学习兴趣有所提高，但在听、说、读、写等方面仍存在不少问题。

教师需要继续加强针对性教学，注重培养学生的英语思维和交际能力，帮助他们更好地掌握高一英语人教版教材的教学要点和重点知识。

人教版高一下册英语教案(最新)

人教版高一下册英语教案（一）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 thenThree 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 you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong 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 awaiter/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 afterwards list 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 the 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 about snacks 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 potato?What 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.人教版高一下册英语教案（二）Teaching aims and demands:a. Achieve language skills and related knowledge about the topic of friends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’s bookd. Grammar:Direct and indirect speechLesson 1Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend.Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students to say more about friends.Step 3ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to page 85. Make a similar dialogue as in exercise 2.Some useful expressions :Why did you…? Why didn’t you…? You said that you would…Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.Step 5 HomeworkFinish Exercise 3 in the workbook.Lesson2Step1 RevisionAsk several students to present a speech about friends as a revision.Step 2 Pre-readingPresent the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.Step 3 ReadingBefore asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?At the same time explain the language points if necessary.Step 4 Post-readingDiscuss the following questions in the Part POST-READING.Step 5 HomeworkPrepare a talk about Tom Hanks or something about one of his film.Lesson3Step 1 RevisionGet the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language StudyAsk the students fill in the blanks with proper words.Step 3 GrammarIllustrate to the students the use of Direct and Indirect Speech.Then ask the students to do the exercise in the Part Grammar on P5.Step 4 PracticeAsk the students to act the exercise2 in the part Grammar out.Step 5 HomeworkAsk the students to finish the exercise2 in their workbook.Lesson4Step 1 RevisionCheck the homework.Step 2 PresentationPresent simples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail by learn the above e-mail simple.Step 4 WritingAsk the students to write an e-mail message.Step 5 HomeworkAsk the students to try to write an e-mail to their e-pal.。

人教版高一英语必修二教案（精选9篇）

高一英语必修二教案人教版高一英语必修二教案（精选9篇）作为一名辛苦耕耘的教育工作者，通常需要准备好一份教案，教案是教学活动的依据，有着重要的地位。

教案应该怎么写呢？以下是小编帮大家整理的人教版高一英语必修二教案，欢迎大家分享。

高一英语必修二教案篇1教学目标To help students learn to express attitudes, agreement & disagreement and certaintyTo help students learn to read the text and learn to write diaries in EnglishTo help students better understand “friendship”To help students learn to understand and use some important words and expressionsTo help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点Wordsupset, ignore, calm, concern, settle, suffer, recover, packExpressionsadd up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns“I don’t want to set down a series of facts in a diary as most peop le do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.I stayed awake on purpose until half past eleven……it was the first time in a year and a half that I’d seen the night face to face…教学工具ppt教学过程Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?1. Warming up⑴ Warm ing up by defining friendshipHello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.Then what is your opinion about friendship?Do you think that friendship is important to our life? Why?⑵Warming up by learning to solve problem sNice to meet you, class. We shall be friends from now on. For 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. Discuss the situation below and try to solve the problems wisely.Common problems among teenagersSolutionSome of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.Situation 1: Friends get angry with each other when they try to talk about something difficult.Try to understand your friend/ Try to talk about the problem in a different way.Situation 2: Friends don’t know how to apologizeStart by telling each other that you are sorry. A simple apology is often enough and is a good starting point.Situation 3: Some friends don’t know how to keep secrets.Keep your secrets to yourselfTips on being a good friendTreat your friends the way you want to be treated. Keep secrets that are told to you.Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.⑶Warming up by doing a surveyGood morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).Now please do the survey on page one.Add up your score according to the scoring sheet on page 8.You don’t have to tell your results. You can just keep it a secret.高一英语必修二教案篇2教学目标I. 单词和词组permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit ofII. 日常交际用语1.请求May / Could / Can I do that?I wonder if I can do that.Would / Do you mind if I come earlier?Will you tell me if can go now?2.允许Yes, please. / Of course. / Sure. / Certainly.Go ahead, please.That’s all right. / OK.It’s all right to me.3.拒绝I’m sorry, but it’s not allowed here.You’d better not.I’m afraid not. It’s not right.III.语法复习名词性从句作宾语和表语的用法。

人教版高一下英语精品教案高一第十三单元（人教版高一英语下册教案教学设计）

人教版高一下英语精品教案高一第十三单元(人教版高一英语下册教案教学设计)Healthy eatingI. Teaching aims and demands 教学目标和要求:1.Topics 话题1>Talk about healthy food and junk food2>Talk about eating habits and health2.Function: 交际功能看病(seeing a doctor)Patient: I’ve got a pain here.This place hurts. I don t feel well. There is sth. wrong with...Doctor: Lie down and let me examine you. Let me have a look. Where does it hurt?Drink plenty of water and get some rest.发表意见 (giving advice and making suggestions)What can I do for you? Can I help you? What’s the matter? I advise you to... You d better...I think you should... Why not...I suggest you... Why don’t you...?3.Vocabulary 重点词汇和短语fat; stomach; fever; salad; peach; ripe; ought; examine; plenty; energy; soft; bar; fuel; diet; pace; bean; fibre; mineral; function; chemical; balance; fit; digest; gain; sleepy; brain; peel; tasty; mushroom; steam; boil; bacon; lettuce; mixture; spoonful; slice; junk food; ought to; plenty of; keep up with; make a choice; now and then; roll up4.Grammar:语法情态动词(1)---had better; should; ought to1 就某事向某人提出建议或发表自己的观点---使用hadbetter(not)2 劝说某人做某事或不要做某事,向某人提出忠告---使用should(not)或ought (not) toII. Difficult pointsIII. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cardsⅣ. Main teaching methods 教法:1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.2. Listening-and–answering activity to help the students go through with the listening material.3. Use both individual work and group or pair work to make every student work and think in classV. Teaching procedure:Period 1第一节（一）明确目标1. Talk about eating habits and health.2. Practise seeing the doctor, giving advice and making suggestions.3. Warming up to arouse the students love in talking.4. Do some listening to improve the students listening ability.5. Making simple dialogues to train the students speaking ability.(二) 整体感知Step 1 PresentationEvery day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we’re going to learn something about food.（三）教学过程Step 2 Warming up(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.Answers：Photo 1: Junk food: fast food (French fries and hamburgers) Photo 2: Chinese street food (dumplings, corn, noodles, and rice)Photo 3: Food group: vegetables (cabbages, tomatoes, carrots, cucumbers)Photo 4: Food group: (peanuts, fried bread, nuts)Beans and nuts; bread and grainsPhoto 5: Food group: fruits (bananas, apples, pears, oranges, grapes)Photo 6: Food group: meats (beef, chicken, pork, fish)Photo 7: Junk food: desserts (ice cream, candy, candy bars, chocolates)Photo 8: Food group: (tofu, mushrooms)Vegetables; beans and nuts(2) Ask your classmates what they like to eat. And fill in the table.Step 3 Listening comprehensionNow let’s have some listening training. In this activity Ss will hear a conversation between a mother and her son. Mike, the son, is trying to recall everything he had to eat earlier that day. Instructions Have Ss listen to the tape script carefully and then answer the questions.LISTENING TEXT 1Part 1MIKE: Ohhh, ouch, my stomach hurts!MUM: What's wrong, Mike?MIKE: Oh, my stomach hurts. I must have eaten too much today. .MUM: Well, what did you eat?MIKE: For breakfast, I had two pieces of chocolate, a glass of coke and two cookies.MUM: That isn't a very healthy breakfast. What else did you eat?MIKE: Around 8:30 I was hungry again, so I ate an apple and a bag of potato chips.MUM: Uh-huh.MIKE: And then I had a couple of sandwiches at ten. MUM: That's a lot of food! Did you eat anything else?MIKE: Well, yes, I had lunch, too.MUM: What did you have for lunch?MIKE: Hmm, let me see, I had two hamburgers, two large orders of French fries, an apple pie, and a large milkshake.MUM: Oh, my! Well, no wonder your stomach hurts. But maybe we should go to see the doctor just to be sure.Answers:1 He has a stomachache.2 Two pieces chocolate, a glass of coke, and two cookies.3 Answers will vary since Ss are asked their opinions.LISTENING TEXT 2:DOCTOR: Hi, Mike. Hi, Mrs. Peterson. How are you?MUM: I'm fine, thanks. But Mike has a stomachache. He ate too much today. All junk food.DOCTOR: Well, let's take a look. Come here, Mike. Where does it hurt?MIKE: On the left side, right here.DOCTOR: Here?MIKE: Ouch! Yes!DOCTOR: Hmm. Let me check and see if you have a fever. Put this in your mouth.MIKE: Hmmffgg.DOCTOR: Now, let's see. No, your temperature is normal. Your mum's right - you probably just ate too much. Here, take these pills tonight and tomorrow morning and see if you feel better. If anything changes or you don't feel better, give me a call.MUM: Thank you, doctor.MIKE: Ouch. Yeah, thanks, doctor.Answers:1 His left side hurts.2 No, he doesn't. His temperature is normal.3 Take some pills and call him if there is a problem.Step 4 Speaking practiceEveryone wants to be healthy and strong. But sometimes we are not feeling well. When we re ill, we d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.Sample dialogue 1:D= Doctor; L = LilyD: What seems to be the trouble, Lily?L: I'm not sure. My back hurts but so do my legs.D: Oh? Let's have a look. Does your back hurt here?L: No, a little lower.D: How about here?L: Ouch. Yes, right there. Ohhh.D: Show me where your legs hurt.L: They hurt behind my knees and here on this part. D: That's called the calf of your leg. Well, you might have two problems.L: Two problems? Oh no, is that serious?D: I don't think so. Have you done any heavy lifting recently?L: Why, yes. Last night I helped my cousin carry some boxes of books to her room. We had to walk all the way from her school.D: I see. Well, you have a sore back from lifting too much. Have your mum rub it for you.L: OK. But what about my legs?D: Nothing to worry about them. They're just tired from so much walking! So take a rest today.L: Oh, great! No housework! Thanks, Doctor.Sample dialogue 2D = Doctor; P = PatientD: Good morning. How are you feeling today?P: Good morning, doctor. Oh, I'm not feeling so good. D: What's the matter?P: I'm coughing all the time.D: I see. And do you have a fever?P: Yes, I think I do. And I have a terrible headache.D: OK. Lie down and let me examine you. Let's check your temperature. (The doctor takes the patient's temperature.) Well, you have a bit of a fever, but nothing to worry about. Let's listen to your cough. (The doctor asks the patient to cough and listens to the patient's chest and breathing.) It sounds ok. You have a cough, but your lungs sound fine. Do you have difficulty breathing?P: No. I just have a cough.D: I think you have a cold. I will give you some medicine for your cough. Drink lots of water and get plenty of rest. Stay in bed until your fever goes down. If the fever doesn't go down, or if it goes up, please call me immediately.P: Thank you, doctor.Sample dialogue 3D = Doctor; P = PatientP: Ouch! Doctor, doctor, please help me. Ow, it hurts!D: Calm down. Where does it hurt?P: My arm hurts, right there. I fell off my bike and hurt my arm.D: Let me have a look. Hmm, that's a big bruise. Can you move your fingers?P: Yes, but it hurts.D: It looks like your arm might be broken. We are going to have to x-ray it to make sure. Please go with the nurse.（四）总结扩展Step 5 Necessary language pointsListening and speaking听说要点1>Does Mike have a fever?fever [用法]发烧,发热;热度;狂热,高度兴奋[举例]He had a slight fever. 他有点发烧。

高一英语下册优秀教案

高一英语下册优秀教案教案内容：一、教学内容：本课教学内容选自高一英语下册教材，第4单元“Body Language”。

本节课主要学习身体语言的种类及其在交流中的作用。

通过本节课的学习，学生能够了解不同文化背景下身体语言的差异，提高跨文化交际能力。

二、教学目标：1. 学生能够掌握身体语言的种类及含义；2. 学生能够运用所学知识描述和分析日常生活中的身体语言现象；3. 学生能够在交流中恰当运用身体语言，提高交际效果。

三、教学难点与重点：重点：身体语言的种类及其含义；难点：身体语言在不同文化背景下的差异及运用。

四、教具与学具准备：1. 教学课件；2. 身体语言图片；3. 文化背景资料；4. 随堂练习题。

五、教学过程：1. 情景引入：教师通过展示一组身体语言图片，引导学生观察并猜测图片中所表达的意思，激发学生对 body language 的兴趣。

2. 新课导入：教师简要介绍身体语言的定义及其在交流中的作用，引导学生学习本节课的主要内容。

3. 教材讲解：教师引导学生学习教材中关于身体语言的种类及其含义的内容，通过举例、展示图片等方式，让学生更好地理解和掌握所学知识。

4. 文化背景介绍：教师讲解身体语言在不同文化背景下的差异，引导学生了解和尊重不同文化的交流方式。

5. 课堂练习：教师给出随堂练习题，学生独立完成，检测所学知识的掌握情况。

6. 课堂讨论：教师组织学生就身体语言在日常生活中的应用进行讨论，引导学生学会运用所学知识分析实际问题。

六、板书设计：板书内容主要包括身体语言的种类、含义及文化差异。

七、作业设计：1. 请学生运用所学知识，分析并描述日常生活中遇到的身体语言现象；2. 请学生查阅相关资料，了解我国文化背景下身体语言的运用；八、课后反思及拓展延伸：教师在课后对本节课的教学效果进行反思，分析优点和不足，为下一节课的教学提供改进方向。

同时，鼓励学生积极参与拓展延伸活动，提高自身综合素质。

重点和难点解析：一、教学内容：本课教学内容选自高一英语下册教材，第4单元“Body Language”。

高一英语下册优秀教案

高一英语下册优秀教案一、教学内容本教案选自高一英语下册教材，具体章节为Unit 3: TheViolence of Nature。

详细内容包括：1. 阅读理解：课文The Violence of Nature，了解自然灾害的种类、特点及其对人类的影响。

2. 词汇学习：学习与自然灾害相关的词汇，如typhoon, earthquake, avalanche等。

3. 语法学习：现在完成时与过去完成时的区别及用法。

二、教学目标1. 理解课文内容，了解自然灾害的种类、特点及其对人类的影响。

2. 掌握与自然灾害相关的词汇，并能灵活运用。

3. 学会现在完成时与过去完成时的区别及用法，提高语言表达能力。

三、教学难点与重点1. 教学难点：现在完成时与过去完成时的区别及用法。

2. 教学重点：课文内容的理解，与自然灾害相关的词汇及语法。

四、教具与学具准备1. 教具：多媒体课件、黑板、粉笔。

2. 学具：教材、笔记本、字典。

五、教学过程1. 导入：通过展示自然灾害的图片，引发学生对主题的兴趣。

2. 阅读理解：学生阅读课文，教师提问，检查学生对课文内容的理解。

3. 词汇学习：教师讲解与自然灾害相关的词汇，学生做好笔记。

4. 语法讲解：教师讲解现在完成时与过去完成时的区别及用法，结合例句进行说明。

5. 例题讲解：教师给出典型例题，讲解解题方法，学生跟随思考。

6. 随堂练习：学生完成课堂练习，巩固所学知识。

7. 小组讨论：学生分组讨论，运用所学知识描述自然灾害的场景。

六、板书设计1. 自然灾害种类及特点2. 现在完成时与过去完成时的区别及用法3. 课堂练习答案七、作业设计1. 作业题目：根据本节课内容，写一篇关于自然灾害的短文。

2. 答案：参照板书设计及课堂讲解，完成短文。

八、课后反思及拓展延伸2. 拓展延伸：鼓励学生查阅更多关于自然灾害的资料，提高英语阅读能力。

同时，学会关注自然，关爱地球。

重点和难点解析1. 教学难点：现在完成时与过去完成时的区别及用法。

高一英语下册优秀教案5篇(最新)

【#高一# 导语】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，不能再依赖初中时期老师“填鸭式”的授课，“看管式”的自习，“命令式”的作业，要逐步培养自己主动获取知识、巩固知识的能力，制定学习计划，养成自主学习的好习惯。

今天?无忧考网高一频道为正在拼搏的你整理了《高一英语下册优秀教案5篇》，希望以下内容可以帮助到您！1.高一英语下册优秀教案第一部分：热身快速应答：1.How are you going to school everyday?2.Thank you very much for your help.3.Would mind my opening the window?4.What day was it yesterday?5.What's the weather like today?第二部分：朗读口语朗读技巧：1.声调与降调I have three English books, two Chinese dictionaries and five pens.Do you have a map in your hand? Yes, I do.2.连读：将前一个单词最后的辅音与后一个单词开头的.元音连在一起朗读。

half an hour ran out of not at all3.失爆：当相邻两个爆破音在一起时，往往给前面一个爆破音留一个位置，但不爆破，稍停随即发后面的爆破音，这种现象称为“失爆”。

hot bath the next day a good deal of I don’t believe I don’t know I want to say朗读练习：1. A smart housewife was told that there was a kind of stove which would onlyconsume half of the coal she was burning. She was very excited, and said: "That'll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!"2.The little boy did not like the look of the barking dog."It's all right," said a gentleman, "don't be afraid. Don't you know the proverb: Barking dogs don't bite?""Ah, yes," answered the little boy. "I know the proverb, but does the dog know the proverb, too?"2.高一英语下册优秀教案Teaching goals1 Target languagea. Key wordsachieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote …… tob. Key sentencesWatching a family of chimps wake up is our first activity of the day.Everybody sits and waits while the animals in the group begin to wake up and move.But the evening makes it all worthwhile.…… we see them go to sleep together in their nest for the night.Only after her mother came to help her for the first few months was she allowed to begin her project.For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.2 Ability goalsa. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like3． Learning ability goalsTeach Ss how to describe a person.Teaching important pointsa. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.b. Ask students to answer these questions:1) What made her a great success?2) What should we learn from Jane Goodall?Teaching difficult pointsLet everyone believe that all of us can become Jane Goodall.Teaching methodsInspiration, Questioning and Discussion.3.高一英语下册优秀教案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。

人教版高一下册英语教案

人教版高一下册英语教案人教版高一下册英语教案作为一名为他人授业解惑的教育工，通常会被要求编写教案，编写教案助于积累教学阅历，不断提高教学质量。

那么你有了解过教案吗？以下是我细心整理的人教版高一下册英语教案，希望能够关怀到大家。

高一下册英语教案篇31. Ability goals力气目标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.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, coral Step2. 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 accommodation, I heard a loud noise coming 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.。

人教版高一下册英语教案

人教版高一下册英语教案自己整理的人教版高一下册英语教案相关文档，希望能对大家有所帮助，谢谢阅读！人教版高一下册英语教案（一)教学目标和要求词语和短语我们的技巧胃热应该检查大量的饮食，以保持健康，偶尔做出正确的选择三锅：能量软棒燃料化学平衡美味煮混合物英语口语：在诊所/看医生你怎么了？/你怎么了？躺下，让我给你检查一下。

让我看看。

哪里疼？多喝水，休息一下。

我这里疼。

这个地方很疼。

我的背/膝盖/手臂有问题。

我感觉不舒服。

语法：语言的使用：1.掌握以上定义的语言的功能用法。

2.利用学生所学的知识，帮助学生完成书本和练习册上的听、读、写、说的任务。

学习关于健康饮食的课文。

让学生了解如何健康饮食的基本知识。

要点：1.谈论人们最喜欢的不同种类的食物。

2.学习健康饮食的基本知识。

3.学习如何在诊所说。

4.掌握课文中的语言点和语法。

难点：情态动词的使用——最好、应该、应该。

教具：电脑或幻灯机教学方式：交流教学、讨论和小组工作的方式。

第一课第一步热身首先给学生看一些盘子的图片，然后介绍本单元的主题。

然后展示他们课本上的图片，让他们决定什么是垃圾食品，什么不是。

在这里，学生们可以进行简短的问答，让自己更专注于这个话题。

倾听让学生听录音，并准备回答以下问题。

说话向学生展示P2的三种情况。

然后让学生根据例子两人一组准备一段对话。

让几对学生展示他们的对话然后列出他们对话中有用的表达。

家庭作业准备下节课。

如果可能的话，为下节课收集一些菜单。

第2课第一步简介用关于P3的问题来介绍新课文。

快速阅读1.第一段的”燃料”是什么意思？（是指我们保持健康所需的不同种类的物质，如蛋白质、钙等。

)2.我们在选择买还是吃的时候要考虑什么？（食物含有什么样的营养成分。

)3.是什么让我们的饮食习惯发生了改变？（很多东西3360人们相信什么，来自公司和商店的建议。

)4.怎样才能感觉和看起来都很好？（我们应该了解我们的身体以及保持健康所需的燃料。

)必要时解释语言要点。

人教版高一英语下册教案

【导语】我们学会忍受和承担。

但我们⼼中永远有⼀个不灭的⼼愿。

是雄鹰，要翱翔⽻天际！是骏马，要驰骋于疆域！要堂堂正正屹⽴于天地！努⼒！坚持！拼搏！成功！⼀起来看看⽆忧考⾼⼀频道为⼤家准备的《⼈教版⾼⼀英语下册教案》吧，希望对你的学习有所帮助！　篇⼀：⼀、学⽣分析教学对象为⾼中三年级学⽣，智⼒发展趋于成熟。

他们的认知能⼒⽐初中阶段有了进⼀步的发展，渐渐形成⽤英语获取信息、处理信息、分析问题和解决问题的能⼒，因此我特别注重提⾼学⽣⽤英语进⾏思维和表达的能⼒。

他们学习英语⽅法由死记硬背转型向理解型并应⽤到交际上，他们有⾃⼰的学习技能和策略，学会把语⾔学习与现实⽣活和兴趣联系起来。

通过任务型课堂活动和学习，学⽣的学习⾃主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他⼈交流合作的能⼒。

学⽣已经完成了⾼中英语第⼀个模块的学习，渐渐习惯了我的教法。

虽然⼀开始他们觉得与初中教学很不相同(初中⽼师注重⼿把⼿式的语法教学)，但经过半个学期后，他们适应得很快，⽽且还取得⼀定的进步。

他们会对课⽂内容提出⾃⼰的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。

不过，本班学⽣的⽔平参差不齐，有些差距还相当⼤。

因此在教学过程中，布置的任务要兼顾各个层次的学⽣，使他们都有所收获。

⼆、教材分析这⼀课是本单元第⼀个课时。

在上这⼀节课前并没有让他们了解太多的与课⽂内容相关的知识，只是由于这课出现的⼈名和地⽅名⽐较多，我在课前教他们读了⼀下。

我在备这⼀课时，发现它的 warming-up部分会花费⽐较长的时间，于是我没有采⽤，⽽使⽤了我⾃⼰另外准备的引⼊(只是花了4到5分钟的时间)，让学⽣对这课的话题作好⼼理准备，也为了完成本单元的⽬标作了铺垫。

我觉得在今后也必须合理使⽤⼿中的教材，根据学⽣⽔平和教学设计进⾏整合或增减，让不同层次的学⽣在课堂上都有所收获。

三、教学⽬标本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。

人教高一下册英语教学设计

人教高一下册英语教学设计人教高一下册英语教学设计在本学期后如何自我提高，如何共同提高文科班的英语成绩。

下面是整理的人教高一下册英语教学设计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。

人教高一下册英语教学设计1核心单词1. relevantadj. 有关的;切题的常用结构：be relevant to= have sth. to do with 与……有关The meeting is relevant to the matter in hand.这次会议与正在进行的事情有密切关系。

In the exams, make sure that everything you write is relevant to the questions you have been asked.在考试时一定要注意，你写的所有内容都要切合题意。

联想拓展relevance n. 关联;相关性have relevance to 与……有关have no relevance to=have nothing to do with与……无关What you say has no relevance to the subject.你所说的与主题无关。

高手过招单项填空Topics for compositions should be to the experiences and interests of the students. (2010•01•浙江宁波检测)A. ConcernedB. dependentC. concerningD. Relevant解析：选D。

句意为：作文的题目应与学生的经历和兴趣有关。

be relevant to与……有关;而concerning 是介词，相当于about,后面不加to。

2. adjustvt.vi.调整;使适合I usually adjust my watch before I go to work in the morning.我通常早上上班前校准我的表。

新人教版高一英语优质课教学设计

教学难点To analyze objectively the challenges of protecting cultural heritage and come up with proper solutions;To cultivate the spirit of critical thinking and creative thinking教学过程教学目标活动形式及步骤活动意图活动层次学习效果评价Improve the students’ reading abilities and understand the structure of this text. Step 1 Lead-inShow a video about the cultural heritageStudents watch the video 创设情境，导入话题。

预测与推断激发学生学习兴趣，调动学生对文化遗产知识的了解。

学生基于已知，产生对文化遗产话题学习兴趣。

Step 2 PredictionPrediction:Read the title and look at the photos.What do you think the text is about?Students read the title and look at the photos and statetheir prediction引导学生通过阅读文章题目和图片预测阅读文本内容。

感知与获取分析与判断学生能够结合图片和题目，预测话题相关内容，分析判断文本内容。

Step 3 Fast readingTask1:What's the main idea of the passage?Teacher instructs students to skim the text and conclude themain idea of each paragraph and then the text.Task2:Do a matchPart1(para____): The process of saving cultural relicsPart2(para_____): The summary of the textPart3(para ____): The introduction of the topicStudents skim the text to do a match.通过快速阅读活动来培养学生提炼信息和搜索信息的能力，检验学生独立阅读的效果，为完善优化知识结构图做准备。

高一英语下册教案

高一英语下册优秀教案一、教学内容本节课选自高一英语下册教材，具体章节为Chapter 3：The Internet and Our Life。

教学内容详细包括：1）掌握与互联网相关的词汇和表达方式；2）学习并运用一般现在时和一般过去时描述互联网在日常生活中的应用；3）通过阅读文章，了解互联网的利与弊，并学会提出自己的观点。

二、教学目标1. 知识目标：学生能够掌握与互联网相关的词汇和表达方式，熟练运用一般现在时和一般过去时描述互联网在日常生活中的应用。

2. 技能目标：学生能够通过阅读文章，提高阅读理解能力，学会分析互联网的利与弊，并提出自己的观点。

3. 情感目标：培养学生对互联网的正确认识，提高网络安全意识。

三、教学难点与重点1. 教学难点：一般现在时和一般过去时的运用，以及互联网利与弊的分析。

2. 教学重点：与互联网相关的词汇和表达方式，阅读理解能力的提高。

四、教具与学具准备1. 教具：多媒体教学设备、黑板、粉笔。

2. 学具：教材、笔记本、文具。

五、教学过程1. 导入：通过展示一组关于互联网在日常生活中的图片，引导学生思考互联网对生活的影响，激发学习兴趣。

2. 新课内容呈现：a. 学习与互联网相关的词汇和表达方式；b. 运用一般现在时和一般过去时描述互联网在日常生活中的应用；c. 阅读文章，了解互联网的利与弊，并学会提出自己的观点。

3. 例题讲解：针对一般现在时和一般过去时的运用进行讲解，帮助学生巩固语法知识。

4. 随堂练习：设计相关练习题，让学生及时巩固所学知识。

5. 小组讨论：让学生分小组讨论互联网的利与弊，并提出自己的观点。

六、板书设计1. Chapter 3：The Internet and Our Life2. 内容：a. 互联网相关词汇和表达方式；b. 一般现在时和一般过去时的运用；c. 互联网的利与弊。

七、作业设计1. 作业题目：a. 用一般现在时和一般过去时描述互联网在你生活中的应用；b. 阅读文章，分析互联网的利与弊，并提出自己的观点。

高一英语人教版必修二市公开课获奖教案省名师优质课赛课一等奖教案

高一英语人教版必修二教案教案一：Unit 1 Friendship课时安排：1-2课时教学目标：1. 学习理解和运用单词和短语：character, possess, unique, loyalty, advocate, humble, drift, count on等；2. 学会用英语写一篇关于友谊的短文，描述自己和朋友之间的特点以及重要性；3. 培养学生们的阅读理解能力，培养他们对友谊主题的思考能力和表达能力。

教学重难点：1. 重点：学习和运用词汇及短语；2. 难点：培养学生们对友谊主题的思考能力和表达能力。

教学准备：教材、课件、多媒体设备、学习笔记、板书等。

教学过程：Step 1: 导入通过展示一些关于友谊的图片，引起学生们的兴趣，让他们谈谈自己和朋友之间的友谊。

Step 2: 新词呈现通过运用多媒体设备，呈现新词及短语，并给出中文解释和示例句，帮助学生们理解和记忆。

Step 3: 阅读理解要求学生们阅读课本中的一篇关于友谊的短文，并回答相关问题，检查他们的理解情况。

Step 4: 讨论和思考要求学生们就课文中的话题展开讨论，如友谊的重要性、朋友间的相处之道等，并引导他们思考自己的友谊。

Step 5: 写作训练要求学生们运用所学词汇和短语，写一篇关于自己和朋友之间的特点和重要性的短文。

Step 6: 交流和展示学生们可以互相交流和展示自己写的短文，并互相评价，以提高写作能力和表达能力。

Step 7: 总结和拓展将本课所学的知识进行总结，并引导学生们进一步拓展对友谊主题的思考，并提出问题供学生们讨论。

Step 8: 作业布置要求学生们以小组为单位，选择一个友谊的话题，进行调查和讨论，并准备下节课的报告。

教学反思：通过本节课的学习，学生们不仅学习了相关词汇和短语，更重要的是培养了对友谊主题的思考能力和表达能力。

通过写作训练和交流展示环节，学生们积极参与，思路开阔，相互学习，提高了自己的英语写作能力。

高一英语教案人教版（精选5篇）

高一英语教案人教版（精选5篇）高一人教版篇1教学准备教学目标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 useful information using the reading skills.教学工具教学过程Lead in1. show some pictures .2. show the pictures and a short video of amber room.purpose: motive Ss's interest.Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.PresentationLook at the photos here. What do you know about the substance of “amber”? What do knowabout the cultural relics “the Amber Room”?discussion:Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?listen and answer the questions:Play tape. Ss get the main idea of the passage.Readingpre-reading:1. Have you ever seen a piece of amber?What do you know about it?2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.Reading:1st time:read by yourself as quickly as you can.join the correct parts of the sentences together.2nd time:choices and T/Fcompete between boys and girls.3rd time:answer some question. Ask ss to think over and discuss.purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information.Discussion and reportThink over of what we discuss in the part of warming up: I find myself falling into the dilemma.you discuss together ,and write down the outline of a report.work in groupConsolidationfill in the blanks (summary).Homeworkmake a report .use the useful information in the passage.高一英语教案人教版篇2教学准备教学目标掌握住列举的重点单词和句子教学重难点掌握住列举的重点单词和句子并能灵活运用教学过程Ⅰ.重点单词1.________ vi.爆裂;爆发n.突然破裂;爆发2.________ n.事件;大事3.________ n.废墟;毁灭vt.毁灭;使破产4.________ adj.极度的5.________ vt.破坏;毁坏;消灭6.________ vt. & vi. (使)震惊;震动n.休克;打击;震惊7.________ n. & vt.援救;营救8.________ vt.使陷入困境n.陷阱;困境9.________ n.灾难;灾祸10.________ vt.埋葬;掩埋;隐藏11.________ n. & vt.损失;损害12.________ n.裁判员;法官vt.断定;判断;判决13.________ vt.损害;伤害→________ n.伤害;损害→________ adj.受伤的14.________ n.电;电流;电学→________ adj.用电的;带电的→________ adj.与电有关的;电学的15.________ vt.使惊吓;吓唬→ ________ adj.受惊的;受恐吓的→ ________ adj.令人恐惧的16.____________ n.祝贺;(复数)贺词→ _____________ vt.祝贺Ⅱ.重点短语1.a (great) number ________许多;大量的2.dig ________掘出;发现3.________ an end结束;终结4.right ________立刻;马上5.as ________仿佛;好像6.________ ruins严重受损;破败不堪7.think little ________轻视，满不在乎8.tens ________ thousands of数以万计9.be proud ________以……自豪10.judge ________从……判断11.be trapped ________陷入12.be buried ________埋头于13.put ________ shelters搭建避难所14.get away ________离开15.pay attention ________注意Ⅲ知识点教案EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).burst with anger/ joy勃然大怒burst n.突然破裂;爆发a burst of laughter一阵笑声2.n.废墟，遗迹(常用复数形式);毁灭be/lie in ruins成为废墟;严重受损;破败不堪EX.1 All the towns were/lay in _____ (ruin) after the earthquake.vt.毁灭;使破产ruin oneselfruin one’s health/fame/futureEX.2过量吸烟损害健康，因此你应该戒烟。

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A Teaching Plan For Body LanguageZhengshi High school Xu Na25th, May, 2005Teaching aim:1). Aim of knowledge:a). Read the text and let students have a wide knowledge of body language,including the background, all kinds of forms of body language.b). Let the students know that just like the spoken language, body language variesfrom culture to culture.2). Aims of ablities:a). enable the students to understand differences and similarities between bodylanguage and words, and the will learn to handle clashes in cultural communication;b).develop students’ ability of basic reading strategies of bottom-up.c). get students to master the way of comparison.2) Aims of emotion:a). Arouse students’ devotion to different kinds of body language.b). Learn to face life with optimism and happiness.Key points and difficult points：1). By making forms and comparison to help the students understand the test well.2). Try to pick out the key sentences and divide the test into several parts.Teaching methods:1) Communicative Teaching Method2) Task-based Teaching Method3) Five-step Teaching MethodTeaching aids: multi-mediaTeaching Procedures:Step 1 Pre-reading1. Teacher’s talk: Greeting and lead-inHow do you feel today?Questions What about me? facial expressionsHow do you know? gesturespostures→Body Language2. Teacher: What do you know about body language?a. a brief definition ( One form of communication without using anywords.)b.show some different kinds of body languagestudents’ task: Look & GuessWhat do the following body language mean?a.facial expressionsb.gesturesstep 2 While-readingTask 1 fast-readingTry to find out how many body language are mentioned in the text?( eye contact, thumbs-up, making a circle with one’s thumb and index finger, ……)Task 2 careful-readingTeacher: Divide the text into three parts and get the main idea for each one.Part 1. (para.1) We communicate with people not only by words but also by body language. (examples)Part 2. (para.2-3) Body language varies form culture to culture.Part 3 (para. 4-5) Some gestures seem to be universal.Task 3 Dealing with the specific gestures by forms.A.Brude ordisrespectfulothercountriesa way to showone’s interestsomecountrieseye contactmeaningcountrygestureGermanyRudeBrazilZeroFranceMoneyJapanOKmost countriesmaking a circlewith one’s thumb and index fingermeaning countrygestureCDmeaningcountrygestureYou have aphone call.Brazilcrazysome countriesmoving the indexfinger in a circle infront of the earJapan the numberoneGermanyrudeNigeriagreat orthe USthumb-upmeaningcountrygestureshaking headsNoPara.3 nodding (B/I/G)noddingYesshaking heads (B/I/G)student s’ gameDo it!Answer the following questions only with the body languagea.Are you a girl?b.Do you wear long hair?c.Can you smoke?d.Do you like our school?Teacher: So we have known that different gestures may have different as well as the same meaning. Well, how about greeting people?( kiss, handshake, hug, bow, nod, ……)Task 4.Teacher: However, some gestures are universal.I am tired. (press palms/ rest one’s head on it/ eyes closed)I am full. (move hand in circles)I am hungry. (pat stomach)smileTeacher: Among the universal gestures, which one do you think will be the best example of universally understand body language?Get throughOpen doorsTear down wallsFunctions express any emotionApologiesGreet someoneAsk for helpDon’t feel down……….So we can say smile is a bridge to the world.Post-readingTeacher: What can you learn from this passage? (Proverb) When in Rome, do as the Romans do!Homework:1. Finish a paper2. Preview the following lesson.附：教学设计理念：本次教学活动内容为Body Language，根据英语课程新标准，对于整个教学设计是依据任务型阅读在阅读中的运用这个理念展开的。

（一）激趣导入。

这次课题与生活比较接近，因此从学生日常生活中寻找话题，引导他们谈论与此有关的背景知识，激发他们的阅读欲望，并使他们对所要阅读的材料有一定的心理准备。

（二）阅读理解全文。

设置一个任务，要求学生们找出在全文中涉及到了多少Body Language，使他们对文章的内容，结构和作者的写作意图有一个整体的印象。

并培养他们抓重点的能力。

细读过程中，以图表形式呈现，要求学生在阅读过程中结合图表，在通盘理解文章的基础上逐个突破，加深了对文章主题的理解。

（三）读后操练。

在这个部分，设置几个情景或游戏，并提供多种选择，使学生根据自己的个性需求进行自由选择，一方面发展他们的兴趣，另一方面也不断训练他们的语言，交际能力。

教学反思：通过这次有意义的优质课评比活动，确实发现了自己很多不足之处，急需改正和进一步学习。

将近一年左右的教学实践活动，教态仍显生涩，可能源于对教材分析不够透彻，准备不够充分和紧张因素等，因此没有很好把握整堂课的导入部分，过于制化，不够自然。

本次教学讨论Body Language，教材内容相对比较简单，也富于趣味性，因此学生对于教材的把握和理解问题不大，由此在此基础上也适当增加了写背景知识，以次增加学生理解的深度和广度。

教学过程中采用了较多的任务型阅读，结合图表，使文字更直观地呈现，便于学生理解和运用。

在整体上，教学思路比较清晰，但在整体把握上不够紧凑，合理，以至剩下一个话题没有完成。

因此以后在紧凑课堂教学，抓重点难点上要更进一步改正和加强。

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