高一英语教案人教版

合集下载

人教版高中英语必修一 Unit1 Friendship 教案

教案人教版高一英语《英语1》第一单元Friendship第1课时：Warming up and Pre-reading一．教学目标①知识目标:⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.②技能目标:1．让学生学会用英语描述自己的朋友。

2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。

3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。

③情感目标1．让学生学会如何解决朋友间可能出现的问题。

2．培养学生在高中阶段形成学习英语的好习惯。

二．教学重点1．用给定的形容词和句子结构来描述他们的一个朋友。

2．学习评价朋友和友谊。

三．教学难点1．与搭档合作并描述他们的一个好朋友。

2．与搭档讨论并找出解决问题的方法。

四．教学方法1．任务型教学法2．合作学习法3．讨论法五．教学准备多媒体和其他常规教学工具六．教学过程1.导入新课：第一步：导入Lead-in上课前,老师可以通过展示一个友谊天长地久的视频来激发学生的学习兴趣,。

这是新学期的第一节课。

所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。

1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?2. What do you think of our new school? Do you like it? Could you say something about it?3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?(其他关于本单元的话题导入的建议:1。

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。

人教版英语高一上册教案全册

人教版英语高一上册教案全册一、教学目标与要求：1. 知识目标：让学生掌握一些基本词汇，如常用句型，短语动词，日常交际用语等。

2. 能力目标：通过听、说、读、写的训练，使学生获得英语基础知识和初步运用英语进行交际的能力，激发学生的学习兴趣，养成良好的学习习惯，为进一步学习英语奠定初步基础。

3. 德育目标：培养良好的学习习惯，使学生树立信心，养成良好的学习习惯等。

二、教学内容与重点：教学内容：Unit 13 Country Music.重点：语法：形容词的比较级；日常交际用语。

三、教学方法与手段：1. 针对高一学生的心理特点，采用多媒体辅助教学，使知识具有更强的真实性和直观性。

2. 通过交际形式，归纳语法规则，使语法教学具有更强的交际性和实用性。

3. 创造条件让学生能够探究他们自己的一些问题。

四、教学步骤：Step 1. Greeting.Step 2. Review.(1)播放第一单元学过的一首歌曲 Country Road，进行简单的歌词回顾。

(2)让学生复述单元单词和短语。

(3)单元重点句型的口头复述。

设计意图：通过复习歌曲和句型，调动学生的学习热情和积极性，并引入本单元话题。

Step 3. Presentation.(1)展示几个形容词（如：biggest, oldest, longest等），介绍其比较级形式并示范发音，让学生自己读，老师板书在黑板上，然后让学生练习巩固。

(2)再展示另外一些形容词的比较级形式，让学生根据发音规则自己拼读，发现不规则的单词自己试着记忆。

接着老师和学生一起总结规则变化。

学生自主学习为主，然后到黑板上听写单词，最后大家一起检查更正。

(3)看图用形容词比较级造句，学生两人一组进行操练。

(4)小组活动：用比较级造句并讨论班上谁是最高的、最胖的、最年轻的等。

(5)介绍Country Music的起源、风格及介绍一首歌曲的演唱者等。

设计意图：通过示范、归纳和大量的口头练习，使学生进一步掌握形容词的比较级用法。

高一英语全英教案5篇

高一英语全英教案5篇高一英语全英教案篇1教学目标1. 语言知识目标：1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry2) 能掌握以下句型：①Don't eat in class.②You must be on time.③Eat in the dining hall.2. 学会用英语表达一些标志的含义。

3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法3. 情感态度价值观目标：能用英语表达和制定一些简单的规则，理解没有规矩不成方圆;无论是在学校时还是在家庭中以及以后走上社会都应当遵守规则，按规则办事。

教学重难点1. 教学重点：1) 肯定祈使句是省略掉主语的原形动词开头;2) 否定祈使句则是在肯定祈使句前加上“don’t”。

3) 情态动词must及have to在用法上的区别。

2. 教学难点：掌握祈使句的用法，并能听懂、会说一些简单的祈使句。

多媒体教学过程Ⅰ. Warming-up and revision教师进教室后，使用祈使句请学生们完成一系列动作：Please stand up/ sit down. Close the door, please. Look at me and listen to me.Don’t open your books. Don’t talk. Let’s begin our class.学生听教师的指令完成各种动作，教师也可将指令写到黑板上，让学生从视觉上考察祈使句的特点。

Ⅱ. Presentation教师出示书上1a 的图片，向学生提问。

指着图上奔跑的男孩提问T：What’s the boy doing? S: He’s running.T: Where is he running? S: He’s running in the hallways.(板书，教读)T：Can you run in the hallways? S: No, I can’t.T: So please don’t run in the hallways.(板书，教读)(= You can’t run in the hallways.)学生跟读数遍，明白祈使句和“can”的表达含意。

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。

人教版高一年级英语必修一教案

人教版高一年级英语必修一教案Unit1Theworldofourown一、教学目标1.让学生掌握本单元的核心词汇和短语，如：difference,robot,technology,makeprogress,municatewith等。

2.让学生理解课文内容，提高阅读理解能力。

3.培养学生运用所学知识进行交流、讨论的能力。

二、教学内容1.词汇：difference,robot,technology,makeprogress,municatewith等。

2.语法：一般现在时和一般过去时的对比。

3.课文：Theworldofourown三、教学过程Step1:预习检测1.检查学生对上一节课的知识点的掌握情况。

2.针对性地复习上一节课的重点内容。

Step2:导入新课1.利用图片或视频引导学生谈论。

2.学生分享对的认识和了解。

Step3:课文阅读1.学生自主阅读课文，了解文章大意。

2.教师提问，检查学生对课文的理解。

Step4:课文讲解1.教师详细讲解课文中的重点词汇和短语。

2.分析课文中的语法结构。

Step5:课堂活动1.学生分组讨论：设想未来的能为人类做些什么？2.各组汇报讨论成果。

Step6:课后作业1.根据课文内容，写一篇关于的短文。

2.复习本节课所学内容。

四、教学策略1.采用任务型教学法，让学生在完成任务的过程中学习英语。

2.注重培养学生的合作能力和创新思维。

3.利用多媒体辅助教学，提高学生的学习兴趣。

五、教学反思1.本节课结束后，教师应及时反思教学效果，调整教学策略。

2.关注学生的学习反馈，针对不同学生的需求进行个性化教学。

Unit2Growingup一、教学目标1.让学生掌握本单元的核心词汇和短语，如：challenge,independence,responsibility,dealwith等。

2.让学生理解课文内容，提高阅读理解能力。

3.培养学生运用所学知识进行交流、讨论的能力。

二、教学内容1.词汇：challenge,independence,responsibility,dealwith等。

人教版高一英语教案 (4)

人教版高一英语教案课程信息•学段：高中一年级•教材版本：人教版•学科：英语•单元：单元名称教学目标•知识目标：–学习并掌握单元中的重点词汇和短语–学习并掌握单元中的语法知识–了解并学习单元中的相关文化背景知识•能力目标：–能够听懂并理解关于单元主题的听力材料–能够口头表达有关单元主题的观点和意见–能够准确运用所学的语法结构进行书面表达•情感目标：–培养学生积极参与课堂活动的兴趣–培养学生良好的团队合作意识–培养学生对英语学习的积极态度教学内容1.重点词汇和短语–单词1–单词2–单词3–短语1–短语2–短语32.语法知识–语法规则1–语法规则2–语法规则33.相关文化背景知识–文化知识1–文化知识2–文化知识3教学步骤1.导入–创造一个和单元主题相关的情景，引起学生的兴趣–提出问题，激发学生对主题的思考2.课前准备–提前准备好教学材料，包括课本、笔记和教具–确定学生的学习进度，了解他们对前几个单元的掌握情况3.正式教学–第一部分：学习单词和短语•利用多种教学方法和技巧，帮助学生快速掌握重点词汇和短语•进行词义辨析和短语搭配练习，加深理解–第二部分：学习语法知识•通过讲解和示范，帮助学生理解语法规则•进行语法练习，巩固所学的知识点–第三部分：学习相关文化背景知识•利用图片、视频等教具，让学生了解相关文化背景知识•进行小组讨论，让学生互相交流和分享观点4.合作学习–将学生分成小组，进行合作学习活动–激发学生的互动和合作意识，促进彼此之间的学习5.拓展练习–提供拓展练习题，让学生巩固和运用所学的知识–鼓励学生进行思考和创新，解决实际问题6.课堂总结–对本节课的学习内容进行总结和回顾–引导学生总结所学习到的知识和技能课后作业•完成课堂作业•阅读相关文章，了解更多有关单元主题的知识•准备下次课堂的学习材料教学评估•课堂练习：通过课堂练习，检查学生对单元知识的掌握情况•小组讨论：观察学生在小组讨论中的表现和互动，评估他们的口头表达能力和团队合作意识•作业评分：根据学生完成的作业，评估他们对所学内容的理解和应用能力参考资源•人教版高中英语教材•英语学习网站或APP，如扇贝、Quizlet等•相关教学视频和音频素材以上为人教版高一英语教案的大致框架和内容，具体教学步骤和细节可根据教师的实际情况进行调整和优化。

人教版高一英语第三单元教案优秀9篇

人教版高一英语第三单元教案优秀 9 篇本单元话题为“地震” ，主要描写了 1976 年唐山大地震，各项语言活动也都是围绕地震展开。

本单元共分八个部分。

一些不正常的自然现象及动物的反常表现;地震的来势汹汹并在顷刻间将整座城市夷为平地。

一起看看人教版高一英语第三单元教案！欢迎查阅！下面是我整理的9 篇《人教版高一英语第三单元教案》，希望朋友们参阅后能够文思泉涌。

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.教学工具课件教学过程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” 。

高一必修一英语教案(精选4篇)

高一必修一英语教案(精选4篇)高一必修一英语教案(精选4篇)教案中对每个课题或每个课时的教学内容，教学步骤的安排，教学方法的选择，板书设计，教具或现代化教学手段的应用，各个教学步骤教学环节的时间分配等等，下面是为大家整理的关于高一必修一英语教案，欢迎大家阅读参考学习!高一必修一英语教案（篇1）一、教学背景分析1. 单元背景分析随着科学技术的发展，各种各样新的发明和发现都层出不穷。

生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。

同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。

2.学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。

学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。

并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

二、教学目标分析语言技能听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。

说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。

同时能与他人进行交流，叙述事物的利与弊端。

读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定*的段落大意，理清*的总体框架与脉络。

继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。

写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。

情感态度与文化意识(1)。

进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。

高一英语学习教案七篇

高一英语学习教案七篇高一英语学习教案七篇高一英语学习教案都有哪些？教学场所和实习场所应当在数量和功能上满足教学需要，并配备专职人员对教学设施进行日常管理和维护。

下面是小编为大家带来的高一英语学习教案七篇，希望大家能够喜欢！高一英语学习教案篇1高一上学期是高中教育的起始阶段，教育就显得尤为重要，为了使学生圆满完成新课标要求的各项学习任务，尽快适应新的环境，在各方面能够健康发展，把英语教学搞的有声有色，必须有一个切实可行的教学计划。

特制定英语教学计划如下：一、教材分析教材是“课标”的具体表现，是学生学习的“蓝本”。

现在使用的人教版英语教材每一个单元都围绕一个主要话题开展听说读写活动，共九个部分，即热身，阅读，理解，语言学习，语言运用，小结，学习建议和趣味阅读。

语言知识和技能的呈现与训练，以及语法和句型等重点循序渐进，循环反复，符合学生的认知规律，有利于学生构建知识系统。

新教材打破了传统的体系，用新的理念、新的方式、新的体系呈现出来。

我们应当以积极的态度去学习新教材，研究新教材，理解新教材各个栏目的编写意图，限度地发挥各个栏目的作用。

一方面我们要努力去理解新教材、适应新教材、用好新教材，一方面我们又要努力站在新教材之上使用新教材，要根据教学目标和学生实际对其进行大胆的取舍和重组，是教材为我所用，而不是被教材牵着鼻子走。

二、教学目标1、使学生明确学习英语的目的性,发展自主学习的能力和合作精神。

2、做好初高中的教学衔接工作，让学生了解和适应高中的英语学习。

3、在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，培养学生在获取信息，处理信息，分析问题解决问题的能力，以及运用英语进行思维和表达的能力。

4、优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的`能力。

三、学生现状分析针对我所带的班级高一5、6班学生生员构成复杂，大部分来自农村，远到王坟，庙子，城区学生少，普遍英语底子差，基础薄，英语水平参差不齐，发音不标准的实际情况，打算在高一起始阶段的英语教学中，本着低起点，爬坡走，抓习惯的原则，长期不懈地抓好学生的学习英语的的兴趣和习惯养成。

高一英语教案(6篇)

高一英语教案（6篇）高一英语教案人教版篇一人教版高一英语教案篇四第一局部：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.Whats the weather like today?其次局部：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：将前一个单词最终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 baththe 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: Thatll 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. Its all right, said a gentleman, dont be afraid. Dont you know the proverb: Barking dogs dont bite?Ah, yes, answered the little boy. I know the proverb, but does the dog know the proverb, too?高一英语教案人教版篇五教学预备教学目标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.教学工具课件教学过程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 todecide 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”。

人教新课标高中英语高一教案【全册】

Unit 1 Good friendsPeriod 1I. Teaching aims:1. Learn to describe a friend or describe oneself to others. Let students know what a friend is.2. Study the language points connected with the dialogue.3. New words: honest, brave, loyal, wise, handsome, smart, argue, classical, fond (of).II. Important points:1.Train the Students’ listening ability.2.Master the new phrase and sentence pattern and make the students be free to talk about names,ages, ho bbies, likes and dislikes, etc.III. Difficult points:1. Learn the usage of the sentences pattern: So/ Nor + link /model/ auxiliary verb + subject2. Improve the students’ listening and speaking ability.IV. Teaching methods1 . Listening-and–answering activity to help the students go through with the listening material.2. Use both individual work and group or pair work to make every student work and think in class.V. Teaching procedures:Step 1 Presentation1. Greet with the students and have them guess the exact Chinese meaning of the proverb.A life without a friend is a life without the sun.A man who has friends must show himself friendly..A friend in need is a friend indeed.2. Start with the following questions, and teach some new words.Do you like friends?How many kinds of friends are there in your opinion? What kind of friends do you prefer?Can you describe one of your friends to us?kind, funny, strong, richhonest, brave, loyal, wise, handsome, smart(helpful, lovely, careful, silent, talkative, unselfish, generous, hardworking, diligent)Step 2 Pair work1 Books open. Go through the dialogue with the students and make sure they understand it fully.1. should--shall, ought toYou should study harder. My teacher said I should study harder.2.quality--qualities, quantity3.describe +n./n. to sb./clauseWords can not describe her beauty. Please describe exactly wh at happened.4.loyal--more/ most ~ +to sb.He wanted to be loyal to his friend.Then tell the students:Now please work in pairs and try to describe one of your friends or yourself to your partner. You can use the words listed in Warming up.2 Listening：Listen carefully to the tape. Then work in pairs and check the answers.Step 3 DemonstrationAsk several students to describe a friend and give necessary hints and encouraging remarks.Step 4 DefinitionFrom what you described, we know what a friend is. A friend is someone who… Different people have different friends, but people who share the same interests, hobbies and characteristics may become people easily.Step 5 Speaking1.N ow let’s move to the next part, speaking. Please read the instructions first and then work in pairs and decide who can be friends and give your reasons,Now I’ll check how well you have worked. Tell me who and why? You can express your ideas with the patterns in the following box.I’m sure…I guess…Perhaps……are probably…List for ages gender likes and dislikes.Name John Steve Peter Ann Sarah Joe Age 15 14 15 16 14Gender boy boy boy girl girl boyLikes footballreadingskiingreadingsingingsingingrock musiccomputerdancingcomputersrock musicreadingfootballsingingcomputersrock musicskiingDislikessingingcomputershikingrock musicfootballfootballclassicalmusicdancinghikingclassicalmusicreadingrock musicdancingcomputersfootballhiking2.Notes1.especially--speciallyThe tree is beautiful, ~in autumn.--I came here ~ to ask you a question.2.into--inHe is into rock music. He grew into a man. She is in good shape.3.be fond of +n./ doing sth. =like4.My interests are reading. S+V+P—They are reading. S+V5….nor do I… (P157)HomeworkFinish off the exercises in the Wb.Period 2I. Teaching aims:1.Read and understand how Chuck survives on the island and know more about what a friend means.2.Improve reading ability and study the language points connected with the text.New words: match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane.II. Important points:1. Train the Students’ reading ability.2. Master the new phrases and wordsIII. Difficult points:How to make the students understand the reading text better.IV. Teaching method1 . Fast reading fro the students get the general idea first.2. Discuss after reading to understand the text berrer.3. Careful reading to get the detailed information.V. Teaching procedures::Step 1 Lead-inHave you ever read Robinson Crusoe ? The story tells about how Robinson Crusoe survived on an island after his boat met with a storm. Today we are going to learn a similar story about Chuck Noland. Chuck’s plane crashes on a deserted island, but he was able to survive there alone. During his stay on the island he made a special friend.Step 2 Pre-readingGo through the pre-reading with the students and make sure the students can choose the three items which they think are the most useful. Check their work, referring to the following samples.1. a box of matches…make a fire, cook some food, frighten the animals at night with a fire lit with a match, let others know where I am2.a knife…protect myself from being attacked by wild animals, cut some trees for fruit, cut wood for fire, cut food into small pieces3.a frying pan… cook food, co llect the rain waterStep 3 Fast readingRead the story quickly and do the true or false questions.1.Chuck is a businessman working in a company. T2.Chuck is one of the people who survive the plane crash. F3.Collecting water and hunting for food are all Chuck has to learn on the island. T4.Chuck makes some friends there one of whom is Wilson, a football. F5.Staying on the island helps Chuck realize his shortcomings. T6.In Chu ck’s opinion, people make friends to share happiness and sorrow. T7.Wilson is fond of Chuck because he is well cared for by him. F8.Chuck thinks friends are teachers, for they teach people everything. F9.Friends can be animals and even things as well as human beings. TStep 4 Careful readingRead again and find the topic sentences of each paragraph.1.Chuck’s plane lands on a deserted island.2.Chuck has to learn to how to survive on the island.3.Chuck learns a lot about himself when he is alone on the island.4.Chuck has made an unusual friend on the island.Deal with some language points in the textDiscuss the questions in Post-reading in group of four: one or two groups will be asked to do a report about their discussion.Step 5 RetellingRetell the story according to the hinds:.plane crashed, deserted island, .learned to, made friends with, realized, learnt, the lesson from ChuckHomeworkFinish off the exercises in the Wb.Period 3I. Teaching aims:1. Review the words and phrases in the last two periods.2. Learn and master the direct and indirect speech.3. New words: lie, speech, adventure, notebook.II. Important points:1. Master the interchanges of direct speech and indirect speech in the declarative sentences and interrogative sentence.2. Guess the missing word according to the context.III. Difficult points:Different changes of pronouns, tenses, adverbials in the interchanges of direct speech and indirect speech.IV. Teaching methods1 .Review method.2. Explanation and inductive methods to teach them grammar.3. Individual and pair work to make each of them work in class.V. Teaching procedures:Step 1 Lead-inCheck students’ homework. Ask one or two students to share his story ab out Chuck with the classmates. Give the students necessary courage and remarks.Step 2 Word studyAsk the students to do the exercises individually and them check answers with them.1.honest2.classical3.sorrow4.argue5.loyal6.hunt for7.fond of8.brave9.in order to 10.smart Explain the language points to the students:1.keep饲养as作为,当作We keep a dog.He has a large family to keep.2.regard+n.+as+n.regard+n.+with+n.用某种眼光看待They regarded his attitude with suspicion.Step 3 GrammarGo through the examples of Direct speech and Indirect speech on page 5 of the textbook.More explanations about Direct speech and Indirect speech☆直接引语变间接引语, 人称,时态,指示代词,时间地点状语应作相应改变.1.直接引语为陈述句, 间接引语变从属连词引导的宾语从句.The boy said: “I am not afraid to meet strangers ＊now.”The boy said that he was not afraid to meet strangers ＊then.2.直接引语为一般疑问句, 间接引语变从属连词引导的宾语从句.She asked: “Have you seen the movie?”She asked me weather/if I had seen the movie. (weather…or not)3.直接引语为特殊疑问句The man asked: “Which room do you prefer?”The man asked me which room I preferred.4.直接引语为祈使句, 间接引语常构成简单句型ask/tell/order/advise/warn/remind/etc. + n./pron. + (not) to do sth.“Don’t make a mess in the room,” she said to the child.She asked/told/warned the child not to make a mess in the room.5. The adverbials usually change as following:today that dayyesterday the day beforetomorrow the next daynext month/week the next month/weeklast week/year the week/year beforeago beforetwo years ago two years beforenow thenhere thereso far by thenin 2002 in 2002Step 4 PracticeAsk the students to finish part 2 of grammar on page 5. Check the work afterwards.HomeworkFinish off the exercises in grammar part in the Wb.Period 4I. Teaching aims:1.Review the language points in the unit.2.Finish reading and writing.3.Learn how to write an e-mail..II. Important points:1. Train the Students’ writing ability.2. Tell them the way of getting communicated with others in e-mail.III. Difficult point:Impro ve the students’ intergrating skills.IV. Teaching methods1 .Asking-and –answering activity to go through the reading material.l.2. Individual and pair work.V. Teaching procedures:Step 1 Lead-inAsk the students the following questions.1.Do you have friends in the Internet?2.How often do you write to your e-pal?3.Which do you prefer, a pen friend, a friend in the Internet or in real life? Why? Tell them what we are going to learn is about email.Step 2 ReadingGo through the two e-mails on page 7 of the text book.Language focus:1.joke around—joke about v.play a ~ on, make a ~, tell jokes n.I joked with her.2.fun 〔U〕n.玩笑,娱乐,乐趣He is full of fun.I did it just for fun.They often make fun of her.3.drop 落下,掉落Drop me a line. 写封短信给我.He dropped his voice. 放低He dropped into a chair. 坐The wind has dropped. 减弱Step 3 WritingAsk the students: Who do you want to reply to, Jane or Jack? Why?Write an e-mail after discussion.Check their work.Step 4 ConclusionGo through the Checkpoint about direct speech and indirect speech.Go over the language points in the unit and summarize the uses of direct speech and indirect speech.HomeworkFinish off the exercises in the Wb.Revise the grammar and useful expressions in the unit.Unit 2 English Around the WorldPeriod 1I. Teaching aims:1. Train the Ss’ ability of speaking and listening2. Learn about the differences American English and British English3. Learn how to make an order or a requestII. Important points:1.How to help the students’ listening ability.2.Lear about sentence transformation.III. Difficult point:How to use different sentence p atterns to express one’s idea.IV. Teaching methods:1. Listening practice to improve the students’ listening ability.2. Discussion method to give them more chances to express their own ideas.V. Teaching procedures:Step l presentationAsk the Ss some questions about English and let them have a general idea about the question:1.Is English very popular?2.In which country do people speak English as their mother language?3.In which country do people speak English as their second language?4.Ate the American English and the British English the same?5.What are the differences between them?Step 2 Warming up1.Look at the picture and ask the question:What does bathroom mean in American English and British English?2.Read the dialogue in the and text and answer the question: in AmericanEnglish, it means “toilet” and in British English it means “a place for some people to take a shower”3.Ask more questions about the dialogue:●Where did Joe come from?●How did he reach London?●Did he have a good sleep?●Why did Nancy give Joe a new towel?●Where is the bathroom?●What did Joe actually want?Step 3 PracticeRead and act out the dialogue then introduce some more words that have different meaning in the two languages.billion=one million millions (BE) one thousand million (AE)public school=private school (BE)local state school providing free education (AE)Step 4 ListeningLet the Ss listen to two different passages which are read in BE and AE and tell them the two languages are quite different in pronunciation Then practice the dialogue “kilometer” and tell them this word has two different spelling and also two different pronunciations.Step 5 ListeningListen carefully to the tape. Mr Brown’s landlady has many house rules. Write down five of them..Step 6 GrammarDirect and indirect speechesSb. asked / told sb. (not) to do sth.Change the following sentences into indirect speech:1. “Get up early Tony. You’ll be late for class.” His mother said to him.2. “Don’ t disturb the sleeping baby.” Mary said.3. “Put away all the unnecessary articles,” the housekeeper said rudely.4.“Don’ t cross the road without looking around.” The policeman said kindly to theboy.Step 7 Speaking1. Practise the dialogue one in the text and ask the Ss to finish the exercise.2. Questions for dialogue two.(1) What did Ms Smith ask Harry to do?(2) What did Harry ask Mw Smith to do?(3) And what did Harry ask Ms smith to do again?(4) What did Ms Smith tell Harry not to do?3. Ask the Ss to read aloud the dialogue and then ask them to repeat the di alogue.Rewrite the following sentences:1. My mother told me not to believe a stranger easily.(direct speech)2. The principle asked the Ss to wash their clothes by themselves.(direct speech)3.“Don’t throw away the leftovers. It’s too a waste of food.” T he owner said to his customers.(indirect speech)4.“I am going to Japan tomorrow. I have asked for a leave of six months.” Jerky said to her colleagues.(indirect speech)Period 2I. Teaching aims:1. Train the Ss’ ability of reading.2. Learn about English around the world.3. Listen and repeat the text.II. Important point:How to get the students to master the useful words and expressions:majority, native, equal, except, , in total, situation, organization, international, etc.III. Difficult point:Get full understanding of the whole as well as the details.IV. Teaching methods:1. Fast-reading to train the students’ reading ability.2. Reading comprehension to help the students to grasp the main idea of the text.3. Practise getting the students to master what they have learned.V. Teaching procedures:Step 1 RevisionGo over the dialogue by asking the Ss to read aloud their composition and ask them to rewrite more sentences.Step 2 Pre-discussionDiscuss the following pre-reading questions:1. If you speak more than one language, in what situations do you use the language?2. Why do we have to learn English?Step 3 Fast readingRead the text fast and answer :Why will it be more and more important to have a good knowledge of English? (Because many people communicate in English every day.)Step 4 Careful readingAsk the students to read more carefully and answer the post-reading questions 2-3.Step 5 SummarySummarize main ideas of each paragraph of the text.Paragraph 1 English is spoken as mother tongue and as a second language.Paragraph 2 Many people learn English as a foreign language.Paragraph 3 Many people communicate in English every day.Step 6 ListeningListen to the tape of the text and do the post-reading exercise 2, filling the blanks.Step 7 DiscussionDiscuss the following topics in groups of four for about 4 minutes, then ask the representative of each group to present their reasons in the front.1. Why do so many people speak English?2. Will Chinese mandarin be popular one day?3. Why Cantonese is so popular in China?HomeworkGo over what we have learned in this reading text.Period 3I. Teaching aims:1. Learn the useful words and phrases in the text.2. Learn the difficult sentences.3. Learn the grammar: direct and indirect speeches.II. Important points:the direct and indirect speechesIII. Difficult points:How to use ask/tell/ order sb. to do sth. to report an order or request.IV. Teaching methods:1. Inductive method to get the students to think more by themselves.2. deductive method when teaching the Indirect Speech.V. Teaching process:Step 1 RevisionListen and read the text.Step 2 Word studyThe teacher can read the explanation for the Ss and ask them to guess the new words. Step 3 Language pointsPick out some difficult sentences for the students to analyze and explain new words and expressions to the students if they have difficulty in understanding them. Phrases: all around the world, in total, at high school, except for/except, on the radio/ on the phone, through the Internet, a good knowledge of , majority, leave the door open, mother tongueuseful sentences:1. There are more than 42 countries where the majority of the people speakEnglish.2. In total, for more than 375 million people English is their mother tongue.3. In China students learn English at schools as a foreign language, except forthose in Hong Kong.4. Chinese businessmen, taxi drivers and students talk with them using English.5. With so many people communication in English every day, we can see that itwill be more important to have a good knowledge of English.Step 4 GrammarLearn which is an order and which is a request:Sentences for a request may begin with: could I/Will you/May I. Sentences for an order may be without subjects. If the sentences are changed into indirect speech, “asked” means a request, “told” means an order. Show them some examples to make them clear about how to change an order or request into indirect speech. The following are some examples for the students to practice:1. Change the following sentences into indirect speech:(1) Could I use your bathroom for a moment? (he, his friend)(2) Put your coat in the closet. (they, the little boy)(3) Speak quietly on the closet. (the teacher, his colleague)(4) Will you help me with my homework this afternoon? (John , me)(5) Could you meet me at four? (Mary, her husband)2. Change the following sentences into direct speech:(1) The landlady asked him to put his coat in the closet.(2) The landlady asked him not to put it on the peg.(3) The commander ordered the soldiers to stand still.(4) The commander ordered the soldiers not to move.(5) Mother told me to lock the door after not to move.3. Work in pairs. First report the orders, using “she told us (not)-” Then repo rt therequests, using “he asked us (not)-”(1) She told us to buy some bread for her.(2) She told us not make too much noise.(3) She told us to help her tidy the room.(4) She told us not to forget to put your umbrella in the stand.(5) He asked us to speak quietly on the phone.4. Group workThe teacher read some more sentences for the Ss to change into an order (she told us)or a request (she asked us):(1)go to bed immediately (an order)(2)not to throw away the used paper(a request)(3)lend him several books (a request)(4)redo his homework (an order)(5)not to disturb his father(an order)Step 6 PracticeMake more sentences using “with + n. +doing / done / to do / prep.” after the model.Model:With so many people communication in English every day , we can see th at it will be more and more important to have a good knowledge of English.1. This room is extremely cold the window .2. so much work , he may not be here.3. so many trees and flowers , the classroom looks wonderful.4.He is getting on well with his work his mother him. Homework:Go over what we have learned about direct and indirect speech.Period 4I. Teaching aims:1. Learn the reading text to know the differences between American English and British English.2. Teach the students some useful words and expressions of the text.II. Important points:1.Improve the students’ reading ability by reading the text.2.Improve their writing skills.3.Know more about American and British English.III. Difficult points:Practise writing and improve writing skills.IV. Teaching methods:1. Practise makes better skills.2. Fast reading and pair work or group work to get students active in class.V. Teaching procedures:Step 1 RevisionTalk about their compositions and revise the direct and indirect speeches for and order or for a request.Ask the Ss to translate some Chinese sentences into English to go over the phrases and some useful words:(1)all over the world(2)on the radio(3)in total(4)except for(5)have a good knowledgeStep 2 PresentationWe have learned the word “bathroom” has different meaning in BE and AE. Now tell me the different meaning(toilet or a place for a shower)Today we’ll learn something more about their differences. Read quickly and try to tell me , from which year did AE and BE become different?(1776)Step 3 Fast readingRead carefully and answer the following questions.1.Was the language in Britain and America the same at first?2.When did America become an independent country?3.Where did the language stay the same, in Britain or in America?4.Why do Americans talk “autumn” for “fall”?5.Where is the English word “typhoon” form? And how about the Americanword “tornado”?6.Who wrote the first American dictionary? And when? Why did he change thespelling?7.Which is greater, the difference in the spoken English or in the writtenEnglish?8.Do people from the two countries have any difficulties in understanding eachother?Step 5 ListeningListen to the tape and finish the exercise in the text.Step 6 Reading and SpeakingAsk the Ss to read the text and talk about the differences in their own words and get them to tell the reasons for differences.Step 7 PracticeRead the passage again and complete the chart:Words Borrowed fromCentFloridaHowlcookbookSuggested answerscent-old French Florida-Spanish howl-American Indian cookbook-GermanHomeworkThe Ss are required to read the tips and write a short passage to compare dialects in Chinese.Unit 3 Going placesPeriod 1I. Teaching Aims:1. Learn and master the following words: traveling, transportation, consider, boarding call,destination.2. Do some listening.3. Do some speaking and talk about traveling to the past or future.II. Important Points:1. Improve the students' listening ability.2. Improve the students' speaking ability by discussion, talks and making some dialogues.III. Difficult Points:How to finish the task of speaking and how to make dialogues correctly.IV. Teaching methods1.Warming up to arouse the students’ interest in travelin g.2.Listening activity to improve the students’ listening ability.3.Get as many activities as possible for the students to get more chances to practice.V. Teaching Procedures:Step Ⅰ. GreetingsGreet the class as usual.Step 2 Lead inT: With the development of society, we are changing our way of life. More and more people like to travel. Do you often travel? Where have you been?What should you do when you are traveling?Collect the answers:bring the things we need think about our safetytravel with other people in the mountain or in the forestthrow waste things in the dustbins park cars in parking plotsStep 2 Warming upAsk the students to open their books at Page 15 and look at the four pictures in it. Discuss in pairs and see if the people in the pictures are doing anything wrong. After a while, teacher asks at least four students to talk about the pictures before the class.(Picture 1) The man is driving too fast. He should drive at the speed of 30 km an hour, but he is driving at 60 km per hour.(Picture 2) The woman is littering waste things. She is going outing in the mountain. She shouldn't throw rubbish where there is a sign, saying "No littering!".(Picture 3) The man is in the park. He shouldn't be smoking in the place where there is a sign, saying "No Smoking!".(Picture 4) The car is stopping at the wrong place. There is a sign, saying "No parking!"For Ex. 2, tell the students that "Means of transportation" refers to the ways of carrying people or goods from one place to another and "consider" means "think about".Ask: Who can give us the names of the transportation?By bike, by bus, by train, by car, by boat, by plane or on foot.(Write them on the Bb.)Then get some students to answer the question. Possible answer: We must consider time and money we have to spend, and whether we'll feel comfortable and safe during our travels. Look at Ex. 3 and answer it after a short discussion:Situation 1: from Shanghai to LondonSituation 2: from Chongqing to ChengduSituation 3: from Beijing to GuangzhouSituation 4: from Dalian to QingdaoSituation 1: By air. It’s a long way from Shanghai to London. It’s the better and faster way to get there by air than by ship.Situation 2: By bus, Chongqing is not far from Chengdu. It takes us only several hours to get there by bus. It’s faster by bus than by train.Situation 3: By train. Beijing is far from Guangzhou. We can get there by train or by plane. It’s faster by plane, but it’s much more expensive. I think it’s better to go there by train. On the train we can be comfortable and enjoy the beautiful scenes on the way there.Situation 4: By boat / ship. It’s shorter by ship than by bus or train. Meanwhile, we can enjoy the beautiful scene on the sea.Step Ⅳ. ListeningP15, Part 1. Listen three times and fill in the form. Then check the answers together.Teach “Destination”.Step Ⅴ.SpeakingAsk the students to look at the speaking part on P16 and think about the placesyou'd like to visit best, the years when you would go there and the reasons. Write them on a piece of paper.After three minutes, teacher asks three students to give the answers and fill in the form on the screen.Name Where would your prefergoingIn which years would youlike to go thereWhyThen look at the dialogue between two students in the book. They are talking about traveling to the future. Ask the students read it first, and then make up a new one, using the information in the form.HomeworkWrite down the dialogue made up in your exercise books and preview the reading text.。

高一英语教案6篇

高一英语教案6篇2023高一英语教案篇1一、教材分析：同学在度过一个假期后，英语学问较生疏，老师应当复习好平常单词，为学习新知打下基础。

Ｌet’s talk A部分特殊好地体现了这一点。

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，也需要我们特不关注。

二、教学目标：1、能够得简洁地表达自个儿心情，如：nice to meet you welcome back to school2、能够听知道并回答 Where are you from？I’m from3、熟识、会讲字母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：能够听知道并回答 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 time2023高一英语教案篇2一、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，教学中将语法学问的传授和语言差不多技能的学习结合到一起，留意复习语法与语言的运用。

接受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同学的语言输出量。

高一英语教案(7篇)

高一英语教案（7篇）Teaching ais:①.T read sectins f a str and sequence then use predictin strategies and lining wrds.②.T use lining expressins related t tie and sequencing.③.T use wrdbuilding techniques t fr nuns, verbs, adectives and adverbs.④.T tal abut and give pinins f fils.⑤. T practise using the secnd cnditinal fr speculatinTeaching difficult and ain pints:T aster the wrdbuilding.T use the lining wrds.Teaching aids:CAITeaching prcedures:Ⅰ. War upT l at a pictures f Titanic then raise a questin: .Have u seen the fil Titanic? Where did the str happen?Ⅱ. SpeaingWr in grups f fur t discuss the tw questins: Have u seen an ther fils abut the sea? What did u thin f the? Tell ur classate.Ⅲ. Pre-readingL at the e wrds and find the in the pictures.Ⅳ. ReadingTas1: Nw please put Part A, BC in the crrect rder.We can put the paragraphs in rder accrding t (依据):the picturesthe lining wrds (连接词) ：上下文相关词语的连接Tas2: Read the str again and answer these questins.1. Wh did the writer’s unger brther fall int the sea?2. Wh did the bat g twards the whirlpl?3. Wh did the writer tie hiself t a barrel?4. Wh didn’t his brther d the sae?5. Wh did his ld friends nt recgnise hi?Ⅴ. Language pints:1. It t less than a single da t change hair fr blac t white.(B)2. …3. …Ⅵ. Please find ut the phrases abut tie sequence in the textⅦ. Wrd buildingⅧ. SpeaingIf I were n a bat ging twards a big whirlpl, I wuld tie self t sething light高一英语教案篇三重读高中英语教案篇七1. Ability goals 力量目标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 itat 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 beinghunted. 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.学而不思则罔，思而不学则殆。

2024年人教版高一英语必修一教案

2024年人教版高一英语必修一教案一、教学目标知识与技能：学生能够掌握本单元的核心词汇和短语，并能够在上下文中准确运用。

学生能够理解和运用本单元所学的重点语法结构，如现在完成时、直接引语和间接引语等。

学生能够读懂本单元的课文，并理解其中的主要内容和深层含义。

过程与方法：培养学生通过上下文推测词义的能力。

引导学生通过小组讨论和合作学习，提高解决问题的能力。

鼓励学生通过写作练习，巩固和拓展所学知识。

情感、态度和价值观：激发学生对英语学习的兴趣和热情。

培养学生的跨文化意识和国际视野。

引导学生形成积极向上的学习态度和人生观。

二、教学重点和难点教学重点：核心词汇和短语的掌握。

重点语法结构的理解和运用。

课文内容的理解和分析。

教学难点：现在完成时态的正确使用。

直接引语和间接引语的转换。

英语阅读理解的深入分析。

三、教学过程导入新课：通过展示与课文内容相关的图片或视频，激发学生的学习兴趣。

提问学生关于图片或视频的问题，引导学生用英语进行回答，为新课做铺垫。

简要介绍本课的学习目标和重点，让学生明确学习任务。

词汇学习：呈现本课的重点词汇和短语，通过例句让学生理解其含义和用法。

组织学生进行词汇记忆游戏或竞赛，巩固所学词汇。

引导学生通过上下文推测词义，提高词汇运用能力。

语法讲解与练习：详细讲解本课的重点语法结构，如现在完成时、直接引语和间接引语等。

通过例句和练习让学生熟悉语法规则，并能够在实际语境中运用。

组织学生进行小组讨论，解决语法练习中的疑难问题。

课文学习：让学生快速阅读课文，了解大意。

分段讲解课文，解释重点和难点句子。

组织学生讨论课文内容，提炼中心思想，理解作者的观点和态度。

综合运用：设计一些综合性的练习，如完形填空、阅读理解等，检验学生对本课内容的掌握情况。

鼓励学生用英语复述课文，提高他们的口头表达能力。

组织学生编写与本课主题相关的短文或对话，培养他们的写作能力。

四、教学方法和手段教学方法：采用任务型教学法，让学生在完成任务的过程中主动学习和探索。

高一人教版英语教案

高一人教版英语教案【篇一：新课标人教版高中英语必修1至5全套教案汇编(共五册)】高中英语必修1全册教案teaching aims: 1. 能力目标：a. listening: get information and views from the listening material;b. speaking: express one‘s attitude or views about friends and friendship in appropriate words.c. reading: enable the ss to get the main idead. writing: write some advice about making friend as an editor2. 知识目标：a. talk about friends and friendship; how to make friends; how to maintain friendshipb. use the following expressions:i think so. / i don‘t think so. i agree. / i don‘t agree. that‘s correct. of course not.exactly.i‘m afraid not. c. to enable the ss to control direct speech and indirect speechd. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought german series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habitadd up calm down have got to be concerned aboutwalk the dog go through hide awayset down a series ofon purpose in order toface to face according toget along with fall in love join in3. 情感目标:a. to ar ose ss‘ interest in learning english;b. to encourage ss to be active in the activities and make ss to be confident;c. to develop the ability to cooperate with others. 4. 策略目标：a. to develop ss‘ cognitive strategy: taking notes while listening;b. to deve lop ss‘ communicative strategies.5. 文化目标：to enable the ss to get to know different opinions about making friends from different countries.teaching steps: period one step1. warm-up1. ss listen to an english song auld lang syne.2. brainstorming: let ss say some words about friendship –honest, friendly, brave, humorous, funny, wise, kind,open-minded, responsible, helpful…. step 2. talk about your old friends1. ss talk about their old friends in junior middle school, talk about their appearance, personality, hobbies,etc.2. self-introduction step3. make new friendsstep 4. do a surveyss do the survey in the text ,p1 sep 5. listening and talkingdo wb p41 (talking). while ss listen to the material, ask them to take notes about the speaker‘s views of making friends.when ss make their conversation, ask them to try to use the following expressions. i think so. / i don‘t think so. i agree. / i don‘t agree.that‘s correct.of course not.exactly. i‘m afraid not. step 6. discussiondivide ss four in one group and each group choose a topic to discuss. there are four topics. topic 1: why do you need friends? make a list of reasons why friends are important to you.topic 2: there is a saying ―to have a good friend, you need to be a good friend.‖ what do you think of the saying and howcan you be a good friend?topic 3: does a friend always have to be a person? what else can be your friend? why? topic 4: list some qualities of a person who does not make friend easily. step 7. summary1. ask ss themselves to summarize what is friendship andwhat is the most important in making friends. 2. t shows more information about friendship and a poem about friendship.what is friendship?3. tell ss: make new friends and keep the old; one is silver and the other is gold. step 8. evaluationhomework:1. look up the new words and expressions in warm-up andpre-reading in a dictionary. 2. write a short passage about your best friend.period two readingstep1.warming upactivity1: suppose you have to stay indoors to hide yourselffor a whole year. you can never go outdoors, otherwise youwill be killed. you have no telephone, computer, or tv at home. how would you feel? what would you do?four students a group discuss with each other for 2 minutes. activity2: play a short part of the moviesstep2. predictingstudents read the title of the passage and observe the pictures and the outline of it to guess: who is anne’s best fr iend?what will happen in the passage?step3. skimmingstudents skim the passage in 2 minutes to get the main idea : who is anne’s best friend? when did the story happen?step4. scanningstudents work in pairs to find the information required below:annestep5. intensive readingstudents work in group of four to discuss the following open questions:1.why did the windows stay closed?2.how did annefeel?3.what do you think of anne?4.guess the meanings of ―spellbound‖, ― hold me entirely in their power‖ from the discourse(语篇,上下文).5.which sentences attract you in the passage?step6. activityfour students a group to discuss the situation:suppose you four have to hide yourselves for 3 months. during the three months, you will be offered the basic food, water and clothes. your group can take 5 things with you.what will you take? why? how will you spend the 3months?how will you treat each other and make friends ?step7.assignmenttask1.surf the internet to find anne’s diary and read some of it. print out a piece of the diary and write down your feelings afterreading it on the page. we will share the pieces and your feelings with the whole class.task2.ex2.3on page3period threestep 1. warming upcheck the ss‘ assignment: task 2step 2. language points:step 3. learning about language1. finish ex.1, 2 and 3. on page 4.2. direct speech and indirect speech: ss do ex.1 and 2 on page 5. then let the ss themselves discover thestructures.step 4. practice using structures on page 42: ask the ss to use indirect speech to retell the story. step 5. assignmentfinish wb. ex, 1 and2 on page 41 and 42.period fourstep 1. revision check the ss‘ assignment. step 2. rea ding ss read the letter on page 6 notes:1. get along with2. fall in love step3. listeningss should take notes while they are listning.1. first listening: ss listen and answer the questions of part 2 on page 6.2. second listening: ss listen again and finish part 3 on page 6. step 4. listeningss listen to a story about anne and try to finish wb. ex 1 and 2 on page 43 and page 44. step 5. speakingss work in groups of four. design a questionnaire to find out what kind of friends your classmates are. they can use the quiz in the warming up to help them. step 6. assignment1. ss prepare the reading task on page 44.2. surf the internet and find some material about friendship in different countries.period fivestep 1. warming up ss say something about making friends and how to maintain friendship. step 2. listening ss listen to a short passage and fill in the blanks on page 41 (listening). step 3. reading1. first reading: ss read the passage about friendship in hawaii and finish wb.ex1.on page 45.2. second reading: ss read again and discuss the questions on page 45.3. ss share their material about friendship in different countries in groups, and then choose some groups toshow theirs in class.step 4. discussionwhat do you and your friends think is cool?ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .ask ss to use the following sentences while they talk:i think that… is cool/ isn‘t cool because …. i think so. i don‘t think so. i agree with you. i don‘t agree with you. step 5. assignmentss collect some proverbs about friendship.period sixstep 1. pre-writing1. read a letter from a student called xiaodong.2. go over the advice on page 7 and be ready for writing. step 2. while-writing4. ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters,structures….)5. ss get back their own writing paper and write the letter again. step 3. post-writingchoose some students‘ writing paper and show in the class. ask the ss to correct the mistakes together and also learn from some good writings. step 4. writing for fun1. ss read the passage on page 7 by themselves.2. ss try to write a few lines to describe their best friends or a person they know.3. show some ss‘ writings in class. step5.assignmentdo wb writing task on page 46.period seventeachers can use this period freely.suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn‘t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 47. it is very important to improve their learning.unit 3 going places（说课稿）高一上教学内容分析本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受和喜爱。