高考英语必修一unit1基础巩固复习教案
高一英语上册Unit1单元复习教案
高一英语上册Unit 1 单元复习教案一、教学目标1.复习单元1中的重点词汇和短语；2.复习一般现在时和一般过去时的用法；3.复习祈使句的用法；4.复习本单元的语法项目：情态动词的用法；5.提高学生的听说读写能力。
二、教学内容1.单词和短语复习2.一般现在时和一般过去时的复习3.祈使句的复习4.情态动词的复习5.听说读写能力的训练三、教学步骤步骤一：单词和短语复习1.让学生回忆本单元中的重点词汇和短语，并进行提问和巩固练习。
步骤二：一般现在时和一般过去时的复习1.复习一般现在时的用法：主语+动词原形。
–例句1：I go to school every day.–例句2：He eats lunch at 12 o’clock.2.复习一般过去时的用法：主语+动词过去式。
–例句1：She watched a movie last night.–例句2：They played basketball yesterday.3.练习填空题，使用一般现在时或一般过去时填空。
步骤三：祈使句的复习1.复习祈使句的用法和结构：动词原形+其他。
–例句1：Close the window, please.–例句2：Don’t be late for class.2.练习完成句子，使用正确的祈使句来表达。
步骤四：情态动词的复习1.复习情态动词的用法和意义。
–例句1：You should study harder.–例句2：They can’t go to the party tonight.2.练习选择题，选择正确的情态动词填空。
步骤五：听说读写能力的训练1.听力练习：播放录音并让学生回答问题。
–例题1：What did she do last weekend?–例题2：Where does he live?2.口语训练：进行口语对话练习，让学生在实际情境中运用所学知识。
3.阅读训练：让学生阅读与本单元相关的文章，理解文章主旨和细节。
人教版高中英语必修一unit1教案最终版
人教版高中英语必修一unit1教案最终版人教版高中英语必修一unit1教案最终版一、课程介绍本单元为人教版高中英语必修一的第一单元，主题为“问候与介绍”。
通过本单元的学习，学生能够掌握基本的英语问候与介绍用语，提高口语表达能力。
二、教学目标1、学生能够准确、流利地使用英语进行问候与自我介绍。
2、学生能够理解并运用基本的问候与介绍用语。
3、学生能够根据情境进行角色扮演，提高口语表达能力。
4、通过学习，学生能够增强自信心，主动与他人交流。
三、教学内容1、课文阅读：本单元提供了一篇关于问候与介绍的短文，学生需要理解并掌握其中的重点词汇和语法结构。
2、听力练习：通过听一段对话，学生能够理解并掌握日常问候与介绍的用语。
3、口语表达：学生需要进行多次口语练习，包括个人介绍、两人对话、小组讨论等，提高口语表达能力。
4、写作训练：学生需要写一篇关于自己或他人的介绍文章，巩固所学知识。
四、教学步骤1、导入新课：通过简单的问候，引导学生进入本单元的主题。
2、讲解新词：学习本单元的新单词，包括生词、词组和习惯用法。
3、课文阅读：阅读本单元提供的短文，并回答相关问题。
4、听力练习：听一段对话，并回答相关问题。
5、口语表达：进行多次口语练习，包括个人介绍、两人对话、小组讨论等。
6、写作训练：写一篇关于自己或他人的介绍文章。
7、复习巩固：回顾本单元所学内容，加深印象。
五、教学评价1、课堂提问：通过提问，检测学生对本单元重点内容的掌握情况。
2、小测验：进行小测验，检测学生对本单元重点词汇、语法和习惯用法的掌握情况。
3、课后作业：布置课后作业，让学生巩固本单元所学内容。
六、教学反思1、成功之处：通过多种教学方法的运用，本节课取得了良好的教学效果，学生积极参与，课堂氛围热烈。
2、不足之处：部分学生的口语表达能力还有待提高，需要加强针对性的训练。
3、改进措施：针对学生的不足，制定个性化的教学方案，加强针对性的训练，提高学生的口语表达能力。
必修1 unit1教案
个 性 化 教 学 设 计 教 案
授课时间：2014 年 年级：高一 课题名称 月 日 课时：2 备课时间：2014 年 学生姓名： 授课教师：魏帅萍 月 日
ห้องสมุดไป่ตู้
学科： 英语
高中英语必修 1 Unit 1 单元复习
1. 复习重要词汇和词组，如 upset, concern, settle, suffer, disagree, ignore,grateful, ignore, concern, outdoors, 等；add up, calm down, have got to, on purpose, at dusk, face to face, get tired of, fall in love (with sb), join in 等。 2. 复习和应用重要句型，(1) 强调句：It is/was + 被强调部分 + that 从句 教学目标 (2) It happens/happened that.....碰巧...... (3) do 在谓语动词（变成动词原形）前，根据人称和时态，加上 do, does, did 进 行强调，用来加强语气。表示“的确，非常”。 (4) 形式宾语 it：主语 + find + it + to do/ doing/that..... (5) with + 宾语 + 宾语补足语 教学重点 教学难点 1. 准确地朗读并拼写重要的单词和短语。 2. 掌握并正确地使用重点语法知识和句型。 Step 1: 回顾旧知。 1. 跟读必修 1 Unit 1 重要词汇和词组 2. 了解课程学习计划 Step 2:讲解 Anne’s beast friend 的重要知识点 1. Do the following survey. Add up your score and see how many points you get. 做下面的调查，将你所得的分数加起来，看看你能得多少分。 (1) add up 意为“把...加起来” ，up 为副词。 Now try and add up these figures. 现在设法把这些数字加起来。 A. add ... up 表示"把......加起来"；add up to ... 则表示"加起来总和为......"。 Can you add these ten figures up? 你能把这十个数字加起来吗？ All these figures add up to 5,050. 所有这些数字加起来总和为 5,050。 此外, add up (to) 在口语中还有以下两种用法： a. 作"含义是；表示；等于；总而言之"讲。例如： His remarks added up to a condemnation of my plan. 他的意见总之就是谴责我的计划。 b. 作"有意义；讲得通"。例如： I don't think what she said added up at the meeting. 我认为她在会上的发言没有意义。 B. add ... to ..., 表示"把......加到......中去；往......中加......"，to 是介词。 If you add 4 to 6, you get 10. 4 加 6 等于 10。 It was adding fuel to the fire. 这正如火上浇油。 C. add ... to ... 也可用来表示 "(房屋的) 扩建"或"(书的)续写"等。
【教案】Unit+1Teenage+life+词汇复习教学设计-高中英语人教版(2019)必修第一册
教学内容必修一Unit1词汇复习课授课时间课型复习课教学内容分析The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.学生学习情况分析Memorizing words must be a big challenge for freshmen. They learned Unit 1 three months ago and most of them forget a lot of words due to lacking of a regular review. From this class, they will review all vocabulary and phrases of Unit 1 from game, words formation and practice.教学目标1. Guide students to review the key words and expressions concerning this unit.2. Enable students to have a good command of the usage of key words.3. Enhance students’ confidence of learning English and form a sound habit of viewing regularly.教学重点Review the usage of key words and expressions.教学难点How to use words and expressions correctly.教学过程教学设计学情预设设计意图课前预习Read aloud the vocabulary list as usual.Form a good habitof learningEnglish.创设情境提出问题Step 1 Leading-inDivide the whole class into three groups andplay a small game named words solitaire.Arouse Ss’ interestin learning Englishand create arelaxingatmosphere.教学过程教学设计学情预设设计意图师生探索构建新知Step 2 PresentationVocabulary FormationVerbs——NounsVerbs/Nouns——adjectivesAdjectives——Adverbials词性转化是学生学习词汇的难点，存在词性混乱，背了也不知怎么用等困难。
高一英语必修一unit1教案【5篇】
高一英语必修一unit1教案【5篇】高一英语必修一unit1教案（精选篇1）教学目标1.知识目标：1)Students should learn some useful words and phrases: musician,clap, passer-by, form, extra, earn, advertisement,2 attractive, instrument,loosely, actor dream of, be honest with, play jokes on, or so, break up.3)Students should understand the general idea of the passage2.语言能力目标：1)Developthe Ss’skills of skimming, scanning and careful reading.2) Train the Ss to findthe key words and the topic sentences.3)Encourage the Ssto guess the new wordsaccording the reading.3.情感态度与文化意识目标：1)Encourage the Ss to share the differentkinds of music.2)Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage better b.To find the main idea of eachparagraph2、教学难点：a.Master the reading ability b.Develop the skills ofreading教学过程教学设计本节课共45分钟，具体教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲 If you arehappy的英文版本，通过介绍演唱乐队twins引出本单元话题。
高中英语 Unit 1 Friendship复习教案 新人教版必修1-新人教版高一必修1英语教案
Unit 1 Friendship一、基础知识梳理Ⅰ.单词速记One-star words:1.loose (adj.) 松的；松开的→反义词tight (adj.)紧的2.teenager (n.) 十几岁的青少年3.outdoors (adv.)在户外，在野外→ indoors(反义词)在屋内，在室内4.entirely(adv.)完全地；全然地；整个地→entire (adj.)完全的，全然的5.exactly (adv.)确实如此；正是；确切地→exact (adj.)精确的，确切的6.tip (n.)提示；技巧；尖；尖端；小费7.dislike (n. & v．)不喜欢，厌恶→like (反义词)喜欢Two-star words:8.series (n.) 连续，系列，套→a series of一系列的，一套9.grateful (adj.) 感激的；表示谢意的→ be grateful to sb. for sth. 感谢；感激10.pack (vi. & vt. ) 捆扎；包装；打行李 (n.) 小包；包裹→ pack sth. up 把...装箱打包11.ignore (vt.)无知；忽视ignorant (adj.)不学无术的，无知的→ignore sb./sth.不理睬某人/某事12.disagree (vi.)不同意→disagreement (n.)不赞成→disagree with不同意某人的观点/想法13.recover (vi. &vt.)痊愈；恢复；重新获得→recovery (n.)恢复；治愈→recover from从……中恢复14.add (vt.)增加；添加；补充说→addition (n.)附加，附加物，加法→additional(adj.)附加的15.settle (vt.&vi.)使定居；安排，解决→settlement (n.)殖民，定居，解决→settledown稳定；定居；舒适地坐下；平静下来；专心做16.power (n.)能力；力量；权力→powerful(adj.)强大的，强有力的→powerless (adj.)无力的；无能的Three-star words:17.upset(adj.) 心烦意乱的；不安的；不适的 (vt.) 使不安；使心烦18.calm_(adj.)平静的；镇静的；沉着的 (vt. &vi.)(使)平静；(使)镇定→_cal mly (adv.)安静地，冷静地19.concern (vt.)涉及；关系到 (n.)关心；关注→ concerned (adj.)有关的，忧虑的，担心的→concerning prep.关于；就……而论20.suffer (vt. & vi.)遭受；忍受；经历→suffering (n.)痛苦，苦恼Ⅱ.短语互译1．add up 合计2．calm down (使)平静下来；(使)镇定下来3．be concerned about 关心；挂念4．go through 经历；经受；完成；仔细检查5．set down 记下；放下；登记6．a series of 一连串的；一系列；一套7．on purpose 故意地；有目的地8．be upset about 为……心烦意乱9．face to face 面对面地10．suffer from 遭受；患病11．get/be tired of 对……厌烦12．pack(sth.) up 将(东西)装箱打包13．get along with 与……相处；进展14．fall in love (with) 相爱；爱上15．join in 加入16.in order to 为了...Ⅲ.典句析练1．状语从句的省略(while＋分词结构)While walking the dog (遛狗时), you were careless and it got loose and was hit by a car.[仿写] 当孙杨被问及他成功的秘密时，他说他的成功很大程度上归功于他的父母。
高一英语必修一unit1教案(优秀3篇)
高一英语必修一unit1教案(优秀3篇)高一英语必修一unit1教案篇一一、指导思想：新的学年，我将按照“规范教学管理，创新教学方式，突出教研重点，注重教研实效”工作思路展开各项教学工作。
针对我们班新生普遍英语底子差，基础薄薄弱的实际情况，老师们要坚持用“夯实基础，狠抓双基，使用导学案教法，改进学法，激发兴趣，提高能力”的指导思想来指导自己的工作。
主要教学内容：高一必修1、必修2（1-2模块）的内容。
二、具体安排：高一必修1及必修2（1-2模块）共8个模块，计划安排每一模块用10课时，新授8课时，练习2课时，共用4个月的时间。
三．具体措施：1.注意教学的承上启下为了使学生打牢基础不至于出现知识断层，本学期开学要重新学习音标，另外要有计划的把学生初中学过的但掌握不好的时态、句式、定语从句、状语从句、动词不定式以及部分掌握不好的词汇、短语、句型分插于12单元的新课教学中。
2、认真研究新课程标准要认真研读新课程标准，尤其与旧大纲不同的地方，认真研究新教材，采取用导学案的方法给学生上课，着重培养学生们独立自主的学习能力，培养小组合作精神，在集体备课的基础上认真备课、上课，认真进行自习辅导和批改作业。
4、听评课坚持教学研究和相互听课，探究如何听评课。
我要和其他教师互相学习，取长补短。
5、教案的书写本学期高一备课组要继续探讨如何规范书写教案。
备课组活动中将把教案细分，逐一探讨。
如：如何正确书写教学目标。
教学方法有哪些等等。
四．夯实基础1.听力从高一就开始就对学生进行听力训练。
每周坚持上听力课，另外每周至少两次利用课余时间给学生集体放听力，并鼓励学生课余时间多泛听。
2、单词单词一直是学生的难点、薄弱点，直接影响学生综合能力的提高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。
使学生掌握科学的单词记忆方法和养成勤查词典的习惯。
3、阅读阅读理解能力的培养是高一教学的重点，也是高考的重头戏。
高一英语必修一第一单元教案精选5篇
高一英语必修一第一单元教案精选5篇高一英语必修一第一单元教案精选5篇作为一无名无私奉献的教育工作者，往往需要进行教案编写工作。
下面是小编为你准备的高一英语必修一第一单元教案，快来借鉴一下并自己写一篇与我们分享吧！高一英语必修一第一单元教案【篇1】一、课程目标高中英语新课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学习的综合语言运用能力。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。
语言技能和语言知识是综合语言运用能力的基础。
情感态度是影响学生学习和发展的重要因素。
学习策略是提高学习效率、发展自主学习能力的先决条件。
文化意识则是得体运用语言的保障。
高一年级（课标六级）英语课程目标：1.进一步增强英语学习动机，有较强的自主学习意识。
2.能理解口头或书面材料中表达的观点，并且能简单发表自己的见解。
3.能有效地使用口头或书面语言描述个人经历。
4.能在教师的帮助下策划、组织和实施英语学习活动。
5.能主动利用多种教育资源进行学习。
6.能初步对学习过程和结果进行自我评价，调整自己学习目标和策略。
7.能体会交际中所使用语言的文化内涵和背景。
高一年级（课标七级）英语课程目标：1.有明确和持续的学习动机和自主学习意识。
2.能就熟悉的话题交流信息，提出问题并且陈述自己的意见和建议。
3.能读懂供高中学生阅读的英文原著简写本及英语报刊。
4.具有初步的实用写作能力，例如：事务通知和邀请信等。
5.能在教师的指导下，主动参与计划、组织和实施语言实践活动。
6.能主动扩展和利用学习资源，从多渠道获取信息，并能利用所获得的信息进行清楚和有条理的表达。
7.具有较强的自我评价和自我调控能力，基本形成适合自己的学习策略。
8.理解交际中的文化差异，初步形成跨文化交际意识。
二、课程内容完成牛津英语第三第四模块的全部内容。
【高考英语一轮复习教案】牛津译林版必修一Unit1 School Life
Module 1 Unit1 School Life课标单词短语attend 出席，参加earn vt.获得；赚，挣得respect n.＆vt. 尊敬，敬重achieve vt.赢得，取得；实现，成就grade n.学分；成绩；等级literature n.文学average adj.一般的，普通的；平均的challenging adj.具有挑战性的lunchtime n.午餐时间e-mail vt.给……发电子邮件for free 免费extra adj.额外的，外加的cooking n.做饭；烹饪，烹调prepare vt.＆vi.准备drop vt.放弃miss vt.思念，想念dessert n.(餐合的)甜点field n. 运动场，操场experience vt.经历，体验article n.文章penfriend n.笔友introduce vt.介绍immediately adv.立即，马上former adj.从前的，以前的recently adv.最近，近来culture n.文化develop vt.培养，养成photograph n.照片，相片donate vt.捐赠，捐献；赠予gift n.赠品，礼物display vt.陈列，展览kindness n.善举；好意，善意guest n.客人，来宾speech n.演说，演讲，讲话flat n.套房attention n.注意，关注pay attention to 注意please vt.使满意，取悦title n.（书的）名称；（文章的）韪目，篇名dynasty n.朝代，王朝cover n.（书的）封面；盖子back cover (书的)封底recent adj.新近的，最近的professor n.教授recent vt.＆vt.遗憾，抱歉；后悔，惋惜inform vt.通知，告知run vt.管理，经营host n.主持人；主人，东道主approve vt.＆vi.批准，通过；赞成broadcast vt.＆vi.广播；播放preparation n.准备，筹备close adj.亲密的；靠近的outing n.短途旅行，远足continue vt.＆vi.继续，持续poet n.诗人generation n.一代，一代人poem n.诗，诗歌select vt.选择，挑选require vt.要求scary n. 自然，大自然课文出现短语1. at ease with2. know of sb / sth3. tell the differences between A and B4. on (the) average5. used to do sth6. be happy with sth/ sb7. for free8. such as9. encourage sb to do sth10. introduce A to B11. pass sth on (to) sb12. be available for13. far (away) from14. make sure that15. graduate from university16. upon/ on doing17. surf the internet18. donate sth to sb19. forget to do sth20. inform sb of sth21. prepare for22. be responsible for23. be made up of24. consist of25. come up with26. tell sb about sth27. sound like28. word by word 29. drop some subjects30. play on the school fields31. e-mail sb32. talk to sb about sth33. prepare to do sth34. thank sb for35. invite sb to be/do36. make a speech about37. run a radio club38. approve the idea39. require sb to do sth一．单词应用根据单词的首字母或汉语意思填写正确单词，注意形式变化。
高中英语必修一unit1教学设计
高一英语必修一教案：Unit11. 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 about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in3. 情感目标:a. To arose 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 develop 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:step1. lead-in1. let students talk about their summer holidays and their feelings. then get them to talk about friends, such as old friends in junior middle school, about their appearance, personality, hobbies, etc.possible questions:（1） how did you spend your summer holidays? how did you feel?（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 many good friends do you have? what are they like?step 2. brainstorming（1） what qualities do you think a good friend should have?honest, loyal, friendly, brave, humorous, funny, wise,kind（2） what proverbs do you know about friends and friendship?eg: a friend in need is a friend indeed.friends are just the people who share your happiness and sorrow.to have a friend, you need to be a good friend.a life without a friend is a life without the sun.a man who has friends must show himself friendly.step3. pre-reading1. why do you need friends?2. do you think a diary can become your friend? why or why not?3. what do you know about world war ⅱ?（show pictures about world war ⅱ on ppt）let students answer the above questions and give them some background information about the author anne frank, and show them some pictures of her.step4. fast readinglet students skim the text and answer these questions.1. who was anne’s best friend?2. why did she make friends with it?3. when did the story happen?step5. careful reading1. listening to the tape with 3 questions:(1) what did she do?(2) why did she do that way?(3) how did she enjoy herself?2. summarize the main idea for each paragraph in one sentence.(students may discuss it in pairs and they are supposed to produce a concise answer.)3. do exercise 2 on page 3.step 6. post-readingdiscussion:1. divide the whole class into 8 groups and elect a group leader of each group.(1) why did anne write such a diary?(2) what's anne's tone? in other words, is she angry, sad, happy or frightened ?(3) the structure of this passage: narrative writing .what phrases or sentences are used to describe a situation ,a problem ,or a person or a place ?2. talking about friends and friendship(1).there are many proverbs about friends and friendship. choose the one you agree with and explain why, then choose one you disagree with and explain why.a friend in need is a friend indeed.friends are like wine; the older, the better.a friend to all is a friend to none.false friends are worse than open enemies.walking with a friend in the dark is better than walking alone in the light.(2). we have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.step 7. homework1. use the internet to find out more about some background knowledge of world war and anne’diary.2. write a diary about something you met.。
人教版英语必修一unit1教案
人教版英语必修一unit1教案教案标题：Exploring Unit 1: School Life教学目标：1. 通过本单元的学习，学生将能够掌握并运用与学校生活相关的词汇和表达方式。
2. 培养学生的听、说、读、写的综合能力，提高他们的英语交际能力。
3. 培养学生的合作意识和团队精神，提高他们的学习动力和积极性。
教学重点：1. 学习并掌握与学校生活相关的词汇和表达方式。
2. 提高学生的听力和口语交际能力。
3. 培养学生的合作意识和团队精神。
教学难点：1. 学生对于新词汇和表达方式的理解和运用。
2. 学生的口语表达能力的提高。
教学准备：1. 教材：人教版英语必修一Unit 1教材及配套教辅资料。
2. 多媒体设备：投影仪、音频设备等。
3. 学生教学用具：课本、笔记本、笔等。
教学过程：Step 1: Warm-up (5分钟)通过展示一些关于学校生活的图片或视频，引发学生对于学校生活的兴趣，并进行简单的讨论，激发学生的学习动力。
Step 2: Pre-reading (10分钟)教师通过提问的方式，引导学生预测本单元课文的内容，并激发学生对于学校生活的思考。
Step 3: While-reading (30分钟)3.1 学生个人阅读课文，并回答与课文内容相关的问题，以检测学生对于课文的理解程度。
3.2 学生分组合作，进行小组讨论，分享对于学校生活的看法和体验，并准备一份小组报告，展示给全班同学。
Step 4: Post-reading (15分钟)教师组织学生进行角色扮演活动，让学生在模拟的学校生活情境中运用所学的词汇和表达方式进行交流。
Step 5: Consolidation (10分钟)教师设计一系列练习题，巩固学生对于本单元所学知识的掌握程度，并进行课堂点评和讲解。
Step 6: Homework (5分钟)布置适当的家庭作业，要求学生复习本单元所学内容，并准备下节课的学习。
教学评估：1. 在课堂上观察学生的参与度和合作情况，评估学生的学习态度和团队精神。
高一英语必修一unit1教案
互助教育教学方案一、短语归纳1. 做个好朋友to be a good friend2. 做下列调查make the following survey3. 合计总分add up the score4. 得分get points5. 心烦意乱地来到学校come to school upset6. 不理睬铃声ignore the bell7. 使你那个德国朋友平静下来calm down your German friend8. 关心你朋友be concerned about your friend(s)9. 松开了get loose10. 不得不去户外遛狗have got to walk the dog outdoors11. 帮他期末考试作弊help him cheat in the end-of-term exam12. 列出理由make a list of reasons / list the reasons13. 记下一连串的请求set down a series of requests14. 根据问卷调查according to the questionnaire15. 根据编辑的忠告according to the editor’s advice16. 为了分担你的困难in order to share your difficulties / troubles17. 与老板相爱fall in love with the boss18. 与我的同桌相处融洽get along / on well with my deskmate19. 关心青少年be concerned about teenagers20. 为了和老板面对面地交流in order to communicate with the boss face to face21. 信任政府trust / believe in the government22. 经历了太多的战争go through too many wars23. 相邻的城镇neighboring towns24. 相邻的国家neighboring countries四.重点词汇1. upset adj. 心烦意乱的，不安的；不适的vt. (upset, upset)[典例]1). Our arrangements for the weekend were upset by her visit. 她一来把我们周末的安排给打乱了。
高中英语必修一教学设计unit1
高中英语必修一教学设计unit1一、教学任务及对象1、教学任务本教学设计针对的是高中英语必修一中的Unit 1内容。
该单元主要围绕“友谊”这一主题展开，旨在帮助学生掌握与友谊相关的词汇、短语以及基本语法结构，同时通过听力、口语、阅读和写作练习，提高学生的英语综合运用能力。
此外，通过本单元的学习，教师将引导学生认识到友谊的重要性，学会珍惜和维护友谊。
2、教学对象本教学设计的对象是高中一年级的学生，他们已经具备了一定的英语基础，但在词汇、语法和语言表达能力方面仍有待提高。
此外，学生在学习过程中可能存在学习兴趣不高、自信心不足等问题，需要教师针对这些问题进行有针对性的教学设计，激发学生的学习兴趣，提高他们的自信心。
在这一阶段，学生正处于青春期，对于友谊这一主题具有较强的共鸣，有利于开展情感教育。
二、教学目标1、知识与技能（1）掌握与“友谊”相关的词汇、短语，如：friendship, bond, companion, loyalty, trust等，并能在实际语境中正确运用；（2）掌握一般现在时、一般过去时和一般将来时等基本时态，并能运用这些时态描述与友谊相关的真实事件；（3）学会使用常用的连接词，如：and, but, or, because, so等，使句子之间逻辑清晰，表达连贯；（4）提高英语听力水平，能听懂并理解关于友谊的对话、短文等；（5）提高英语口语表达能力，能就友谊主题进行讨论、发表观点和进行情景对话；（6）提高英语阅读理解能力，通过阅读相关文章，把握文章主旨和作者观点；（7）提高英语写作能力，能就友谊主题撰写短文，表达自己的观点和感受。
2、过程与方法（1）通过小组合作、讨论、分享等方式，让学生在实践中掌握英语知识与技能；（2）运用任务型教学法，设计各种与友谊相关的真实情境，引导学生运用所学知识解决问题；（3）采用启发式教学，激发学生的思维和创造力，培养他们独立思考和解决问题的能力；（4）利用多媒体教学资源，如音频、视频、图片等，丰富教学手段，提高学生的学习兴趣；（5）注重个性化教学，关注学生的个体差异，针对性地进行辅导，使每个学生都能在原有基础上得到提高。
高一英语人教版必修1Unit1全套教案
Unit 1 friendship1.Teaching aims and demands2.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by theJewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the German Nazis’killing in world war . she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature,which helps her get through the days.Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself,i.e., the comfort and support one seeks from an imaginary friend.Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability tocope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinarything can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and theWest leads students to know better the values of friendship in Westerns’eyes. All in all, this unit promises to unveil the true essence of friendshipand helps students to lead a more friendly and harmonious life.Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways tosolve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship byusing some phrases and structures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English inSenior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describe one ofyour friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays How did you feelWhat did you do in your summer holidays What did you do inyour spare time2.What do you think of our new school Do you like it Could yousay something about it3.Do you like making friends How do get in touch with your friendsDo you have many friends Where are they now Do you haveany old friends in our school Have you made any new friends inour classStep 2 Think it over1. Give a brief description of one of your friends. The following phrasesand structures may be helpful:His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys …… and hates……He /She is very kind/friendly/……When /Where we got to know each other.2. What types of friendship do you have Please tick them out. Then fillin the blanks.girl friends boy friendspen friendslong -distance friendsfriends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend should (not) be……In my opinion, a good friend is someone who……1.Have a member of each group report on what their lists have in commonand list them on the board.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet onpage 8.5.The teacher ask some students how many points they got for the surveyand assess their values of friendship:★4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.★13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done. (You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you doTry to use the following phrases:I (don’t) think…… I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, ……2. What is a friendA British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editior, choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow.When you look at your watch at 4 am, but still know you can callthem and wake them up, and they’ll still want to talk to you ,that’s friendship.To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.1.Do you think it is a good idea to borrow money from your friendWhy and Why not2. What factors may cause the breakdown of a good friendship3.What can be your special friend besides human beings And whyStep 6 homework1.Write down a short passage about your ideas /the factors/yourunusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best F riend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship,and to tell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4).To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you3. What do you think a good friend should be like List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object Why or why notStep 2.Reading1.Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2.Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend Why did she make friends with it2) Did she have any other true friends then Why3) What is the difference between Anne’s diary and those of most people4) Do you keep a diary What do you think most people set down in their diaries5) We are going to read one of Anne’s diaries .but before readi ng ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph3.Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hideHow would you arrange to get food given to you every dayWhat would you do to pass the time------3. Discovering useful words and expressionsComplete the following sentences,using words and expressions from Reading1) She has grown _______ about computer games.2) Was it an accident or did David do it on _______3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.4) He used to work _______ even in the middle of winter.5) Just the _______ of more food made her feel sick.6) You had better have a _________ talk with him.7) Born in a poor family, the manager _________ lots of hardships in his childhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older,the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2.We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework:1.Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage. Ending: Let’s sing this song about friends togetherPeriod3 GrammarDirect & Indirect SpeechI Statements & Questions1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.4.Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1Lead inT:Good morning, class. In the last lesson, we learned Anne’s story. Now she is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have t o repeat Anne’s sentences, Sometimes you need to explain Tom’s sentences to the class. Look at the blackboard.“I have to stay in the hiding place.” said Anne.→T:What did Anne say As we know , Tom has something wrong with his ears,so you have to repeat Anne’s sentence.Ok,first of all, let’s translate the sentence into Chinese.安妮说：“我不得不呆在躲藏处。
高考英语一轮词汇必修第一册Unit1TeenageLife课后巩固
13. A. ate B. debated 14. A. concentrated
C. registered 15. A. took B. won
C. revised B. advanced D. graduated C. exchanged
D. behaved D. found
本文是一篇记叙文，体现了“人与社会”的主题 语境。本文主要讲述乔安娜，一个大学新生，在报社 团课外活动时，看到了学校有芭蕾社团。她从小的梦 想就是跳舞，由于家境的原因，她放弃了梦想。所以 她报了芭蕾社团，同时也报了志愿者社团，免费教贫 困儿童跳舞。
Without D8 , she chose the Ballet Club. The adult C9 for registration recommended, “ 1A0 , you could sign up for one more club—the Volunteer Club.
6. A. exposed B. addicted C. accustomed D. opposed
C. Formally
D. Confidently
You can help 1C1 houses for the old or teach the poor kids to dance.”
From then on, Joanna was a member of these two clubs. Despite her 1A2 schedule, she taught poor kids attracted to dance. Her guidance made a difference to these kids.
1. A 选项：enrich使丰富；design设计；impress使印象 深刻；explore探索。由本句“She preferred to join some clubs suitable for her to 1 her life.”和常识可知，乔 安娜想要参加一些适合她的社团来“丰富(enrich)”她的 生活。
必修一英语unit1教案
必修一英语unit1教案教案标题：必修一英语 Unit 1 教案教学目标：1. 通过本单元的学习，学生将能够掌握与个人经历和旅行相关的词汇和表达方式。
2. 学生将能够运用所学知识，描述自己的旅行经历并与他人进行交流。
3. 学生将能够扩展词汇量，提高听说读写的综合能力。
4. 学生将能够培养对不同文化的理解和尊重。
教学重点：1. 旅行相关的词汇和表达方式。
2. 描述个人旅行经历的能力。
3. 听说读写的综合能力。
教学难点：1. 运用所学知识进行口语交流。
2. 提高听力和阅读理解能力。
教学准备：1. 教材：必修一英语教材 Unit 1。
2. 多媒体设备。
3. 学生练习册和教辅材料。
教学过程：Step 1: 导入（5分钟）通过展示一些与旅行相关的图片和视频，引发学生对旅行话题的兴趣，并与学生进行简单的讨论。
Step 2: 词汇学习（15分钟）1. 教师通过多媒体展示旅行相关的词汇，并进行发音和意义的解释。
2. 学生跟读和模仿发音，加深对词汇的理解和记忆。
3. 学生分组进行词汇搭配练习，巩固所学词汇。
Step 3: 听力训练（20分钟）1. 教师播放与旅行经历相关的听力材料，要求学生仔细听并回答问题。
2. 学生进行听力练习，提高听力理解能力。
Step 4: 口语练习（20分钟）1. 学生分组进行对话练习，描述自己的旅行经历，并与组员进行交流。
2. 教师进行适当的语言指导和纠正，帮助学生提高口语表达能力。
Step 5: 阅读理解（15分钟）1. 学生阅读与旅行相关的短文，并回答问题。
2. 教师进行阅读指导，帮助学生提高阅读理解能力。
Step 6: 作业布置（5分钟）布置相关的练习作业，巩固所学知识。
教学反思：通过本节课的教学，学生能够通过听说读写的综合训练，掌握与个人旅行经历相关的词汇和表达方式。
同时，通过阅读和听力训练，学生的阅读理解和听力理解能力也得到了提高。
在教学过程中，教师要注意激发学生的学习兴趣，鼓励学生积极参与，提高学生的学习动力。
2019统编人教版高中英语必修第一册unit 1《Teenage life》全单元教案教学设计
【2019统编版】人教版高中英语必修第一册Unit 1全单元备课教案教学设计1.1 Period 1 Listening and Speaking教学目标与核心素养：1. Let students master the useful words and expressions about school clubs and ways to express their hobbies or interests2. Let students briefly understand functions of different clubs and be aware of the ways of choose a suitable club.3. Get students to practice grasping topics and details while listening a dialogue.4. Get students to talk about topics relating to campus clubs.教学重难点：Importance:1. Get students to practice grasping topics and details while listening a dialogue.2. Get students to talk about topics relating to campus clubs.Difficulty:Guide the students to combine the topic with useful expressions about interests and preferences, and express themselves freely .课前准备：1.Ask the students to make preparations in vocabulary and phrases related to the theme of the period.2.Help the students to finish the Guided Learning Plan教学过程：Step 1Warming upActivity 1Ask Ss to match the photos with the names of the clubs. And hold a brief discussion about what the students are doing in the clubs.Step 2 Listening (1)Activity 2Guide the students to listen to the first two conversations and choose the correct answers.Remind the students to pay attention to the Predict Content:“Before you listen, you can read the questions and choices. It will help you topredict what you will hear.”1.What are they learning about in Conversation 1 ？(A)A. HearingB. SoundsC. Dogs.2.The students are discussing_____ in Conversation 2.（C）A. school workB. relationshipsC. dating.3.Circle the two clubs where these two conversations happened. （A）（D）A. Science ClubB. Ballet ClubC. Nature ClubD. Debate ClubActivity 3Guide the students to listen to conversation3. Then finish the following exercise.1. Tick the activities that happen in each club.Ballet Club Nature Club Cartoon Club Volunteer Clublearn new movements listen to lectures watch cartoons help old peoplewatch dance programs grow plants writes stories clean up parksmake Ballet clothes work in a greenhouse draw cartoons give directions.2. Adams says that he likes ___________but is not so interested in _________ .(B)A. stories, cartoonsB. animals, plantsC. making friends, cleaning up.3. Which club do you think is suitable for Adam? Why?I think Adam should join the Volunteer Club because he likes to do something outdoors.Step 3 SpeakingActivity 4Organize the students to working pairs and help each other choose a school club.Make some preparations before pair work.Brainstorm USEFUL WORDS and EXPRESSIONS FOR THE PAIR WOWRK. Are you going to join …？. I’d like to…, but I am not sure….. Which club do you like to join?. Have you decided which club to join?. My dream is to be……. …is not for me.. I like …，but I am not so interested in….…Provide an example for the students to modify.EXAMPLEA: Hi, Sam! I've decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes I'm wondering which one I should choose:the Act Club or the Ballet Club?A: I guess the question is… Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm…If you ask me，I think you should choose what you like.Step 5 PronunciationActivity 5Listen and repeat.Guide the students to listen and pay attention to the combinations of lettersEncourage the students to add more words to each groupProvide help whenever necessary.al talk, wall, ball，fall，call, all…ay pay, stay, delay, day, may, play, display, away…ai paint, daily, gain, pain, hailstone, wait…are care, declare, dare, prepare, spare, scare…ar bar, hard, car, star, large, enlarge…er her, prefer, teacher, farmer, paper …ir bird, circus, circle, ,third, thirsty, fir, birthday, shirt, dirty……or horse, absorb, bore, door, story…or word, work…ur burn, hurt, fur, turn, nurse, turtle, purple…ee keen, tree, fee, seem, feet, teeth…ea clean, eager, teach, leave, speak…ea head, ready, bread, weather, sweater, heavy…ear clear, appear, fear, hear, dear, near, ear, …ear earn, heard, search, learn, earn, earth…oa boat, coach, coat, goat, load, …ow show, grow, low, blow, slow, follow, eyebrow……ow now, shower, town, down, how, tower…ou out, loud, about, loud, doubt, mouth, house, mouse…ore more, bored, forecast, forehead, core…2. Guide the students to listen to the proverbs and repeat. Notice the pronunciation of the letters in bold.1. The early bird catches the worm.2. Always prepare for a rainy day.3. Actions speak louder than words.4. All work and no play makes Jack a dull boy.5. Distance tests a horse’s strength. Time reveals a person's character.Period 2 Reading and Thinking教学目标与核心素养：1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new schooland compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficultiesand challenges in senior high school for their own future.教学重难点：Importance:Help the students to master key words and phrases in the text.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their school life and Adam’s, and discussways to deal with challenges.课前准备：1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.教学过程：Step 1 Preparationfreshman ___________ junior high school ___________ Senior high school___________confusing ___________ choose courses___________ signup___________extra-curricular activities___________ hand out ___________ homeless people___________in the community ___________ get used to doing___________ keep upwith ___________challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously_________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 1Guide the students to take part in the group work and discuss schoollife in and out of China.Ask Ss to work in groups and discuss the questions.What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…What would you tell a teenager from another country about school lifein China？I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjectsto learn.…Activity 2Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1：Senior high school is a Challenge.Paragraph2：It is important to choose courses.Paragraph3：Extra-curricular activities are also important.Paragraph4：A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.What causes did Adams choose? Which one do you think would be his favorite? Why?What does “make the team” in paragraph mean?What is Adam worried about?Is Adam confident that he will get used to senior school life? How do you know?Possible answers:Adam chooses Math, English chemistry, world history and Chinese. I think. English advanced literature is his favorite because he likes English, and he is good at it.It means joining the football team.He is worried that he can’t keep up with other students in his advanced course and get used to all the homework.Yes, he is. On the one hand, Adam knows that he has to study harderas a senior school student to be well prepared for his future. On the other hand, Adam knows that school advisers and teacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.What kind of person do you think Adam is? Why?Do you face the same challenges as Adams? What other challenges areyou facing?What are some differences between Adam’s school and your school life?Possible answers:Adam is clear-minded and responsible for himself. When he chooses courses, he knows his advantages。
高一英语必修一unit1教案
高一英语必修一unit1教案教案标题：Unit 1: Friendship教学目标：1. 了解和理解课文中的重点词汇和短语，如：acquaintance, bond, loyalty, betray, etc.2. 能够理解并运用课文中的重要句型和语法结构，如：used to, be/get used to, prefer, etc.3. 培养学生的阅读理解能力，能够从课文中获取关键信息并回答问题。
4. 培养学生的口语表达能力，能够用英语描述和讨论友谊的重要性和特点。
5. 提高学生的写作能力，能够撰写一篇关于友谊的短文。
教学重点：1. 课文中的重点词汇和短语。
2. 课文中的重要句型和语法结构。
3. 阅读理解能力的培养。
4. 口语表达能力的提高。
5. 写作能力的培养。
教学准备：1. 教材：高中英语必修一教材Unit 1。
2. 多媒体设备：投影仪、电脑等。
3. 教学素材：课文、课文相关的图片、课后练习题等。
教学过程：Step 1: 导入新课1. 利用一些图片或视频引导学生讨论友谊的重要性和特点。
2. 引入本单元的话题，并导入本单元的课文。
Step 2: 阅读理解1. 学生独立阅读课文，并回答与课文内容相关的问题。
2. 学生小组讨论并分享他们的答案。
3. 教师澄清学生可能存在的问题，帮助他们更好地理解课文。
Step 3: 词汇和语法学习1. 教师引导学生学习本单元的重点词汇和短语，包括释义、用法和例句。
2. 教师讲解本单元的重要句型和语法结构，并提供相关的例句和练习。
Step 4: 口语表达1. 学生分组讨论和描述他们对友谊的看法和经历。
2. 学生进行角色扮演，模拟真实的友谊场景，并展示他们的口语表达能力。
Step 5: 写作训练1. 学生根据课文内容和自己的理解撰写一篇关于友谊的短文。
2. 学生互相交换作文，并进行互评和修改。
Step 6: 总结和反思1. 教师帮助学生总结本节课的重点内容和学习收获。
高中英语必修一unit1教案最终版
高中英语必修一unit1教案最终版标题：高中英语必修一Unit 1教案最终版一、教学目标1、掌握基本的英语单词和短语，理解并能够运用它们。
2、掌握基本句型，了解句子的构成和表达方式。
3、培养学生对英语的兴趣和爱好，提高他们的英语听说读写能力。
二、教学内容1、学习新单词和短语，包括单词的发音、词义、词性、用法等。
2、学习基本句型，了解句子的构成和表达方式。
3、通过对话和短文，让学生了解英语的基本语法和语言表达方式。
三、教学重点难点1、教学重点：掌握新单词和短语的发音、词义、词性、用法等。
2、教学难点：掌握基本句型的构成和表达方式，了解英语的基本语法和语言表达方式。
四、教学方法1、激活学生的前知：通过提问的方式，了解学生前期所学的英语知识。
2、教学策略：采用讲解、示范、小组讨论和练习等方式进行教学。
3、学生活动：进行小组讨论、角色扮演、朗读等活动，提高学生的英语口语表达能力。
五、教学过程1、导入：通过提问导入新课，引导学生进入学习状态。
2、讲授新课：讲解新单词和短语的发音、词义、词性、用法等，同时进行句型和语法的讲解和练习。
3、巩固练习：让学生进行小组讨论，用新学的单词和短语进行造句和对话，同时进行语法练习。
4、归纳小结：总结本节课所学的知识点，同时对学生的表现进行评价和反馈。
六、教学评价1、设计评价策略：通过小组讨论、角色扮演、朗读等方式对学生的口语表达能力进行评价。
同时通过作业和测试等方式对学生的单词、短语、句型和语法掌握情况进行检查。
2、为学生提供反馈：通过评价结果，为学生提供反馈和建议，帮助他们了解自己的学习情况，并指导他们如何进一步提高自己的英语水平。
七、作业布置1、抄写本单元的新单词和短语各三遍。
2、用新学的单词和短语写一篇小作文，不少于50个词。
3、完成课后练习题，巩固本单元所学的知识点。
高中英语必修一Unit1完整高中英语必修一是英语学习的重要阶段，而Unit1是这个阶段的基础单元。
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XX届高考英语必修一Unit1 基础巩固复习教案Unit1名师点津（新人教版必修一）Ⅰ单项填空．After________seriesfunsuessfulattepts，hehasfinallpassed________drivingtestA．不填；theB．a；the．the；aD．不填；a解析：选B。
考查冠词。
aseriesf是固定短语，意为“一系列；一连串”，所以第一空用不定冠词a；第二空用定冠词the，特指驾驶考试。
句意：经过连续几次的失败，他最终通过了驾驶考试。
2．—Sudidn’tsahelltherlastnight?—ell，IstppedandsiledhenIsaher，butshe________eandalednA．ignredB．refused．deniedD．issed解析：选A。
考查动词辨析。
ignre不理睬；忽视。
句意：“昨晚你没有向她打招呼？”“唉，我看到她时便停下来朝她笑了笑，但她没有理我，一直往前走了。
”refuse“拒绝”；den“拒绝给予，否认”；iss“错过”。
3．She’saazinglheerfulnsideringallshe’shadt________A．getthrughB．utthrugh．gthrughD．seethrugh解析：选。
考查短语辨析。
gthrugh经历；经受。
句意：经历了种种磨难，她还那么乐观，令人惊叹。
getthrugh“完成，通过，接通电话”；utthrugh“穿过，穿透”；seethrugh “看穿，把……进行到底”。
4．—ulunhapph?—I’alas________henIdn’tgetanailA．nfusedB．fearful．upsetD．dubtful解析：选。
考查形容词辨析。
upset此处用作形容词，意为“心烦意乱的”。
答语意为：我接不到任何邮时总是心烦意乱。
nfused“困惑的”；fearful“害怕的，可怕的”；dubtful“怀疑的，不肯定的”。
．Thedtrtlda’stherthatituldnttaehilngt________frhisillnessA．sufferB．separate．esapeD．rever解析：选D。
考查动词辨析。
rever“痊愈，恢复”，常和fr连用。
句意：医生告诉a的妈妈不用多久他就会痊愈的。
sufferfr“遭受”；separatefr“分离，分开”；esapefr “从……中逃脱”。
6．—sisterisverupsettda—It’surfaultu________thebadnestheresterdaA．shuldtellB．shuldhavetld．shuldn’thavetldD．usttell解析：选。
你昨天本来不应该把坏消息告诉她。
7．Thereas________tie________Iraqasnefthestrngestun triesintherldA．a；henB．a；that．the；thatD．the；hen解析：选A。
本题考查定语从句。
atie指“一段时期”，是先行词，关系副词用hen。
8．—Tsaidthatrhnsnasunfairthi—Ireallnderhhe________thatttheteaherA．daretsaB．daresaing．ntdaresaD．daredsa解析：选D。
dare是情态动词，它的过去式是dared，后接动词原形。
dare作行为动词时，要用daretdsth，行为动词有数的变化，这句话的主语是he，其谓语的正确形式应该是daredtsa。
9．Theldladlivesina________villagefaraafrtheitSheli ves________butshedesn’tfeel________A．lnel；lnel；alneB．alne；alne；lnel．lnel；alne；lnelD．alne；lnel；alne解析：选。
选项中前一个lnel意为“偏远的”；后一个lnel意为“寂寞的”，指心理状态。
而alne指客观上“独自一个”，此处为副词。
0．Itasafterhegthathehadanted________herealizeditas ntsiprtantA．thatB．hen．sineD．as解析：选A。
该句为强调句，强调了句子的时间状语afterhegthathehadanted，强调句的结构是Itis/as＋被强调部分＋that/h＋句子的其余成分。
Ⅱ阅读理解ANtlngag，peplethughtbabieserentabletlearnthingsuntiltheerefi versixnthsldetdtrsintheUnitedStatessababiesbeginlea rningntheirfirstdaflifeSientistsntethatbabiesarestrnglinfluenedbtheirenvir nentThesaababillsileifhertherdessethingthebabliesAb ablearnstgetthebestarepssiblebsilingtpleasehertherr theraregiversThisishbabieslearntnnetanduniateiththe rhuanbeingsnestudshsthatbabiesanlearnbefrethearebrnTheresearhe rsplaedatapererdernthestahfapregnantanThen，theplaedarerdingfashrtstrnthedathebabasbrn，theresearhersatteptedtfindifhenethesundsfthestrrepe atedhileinhistherThedidthisbplaingadevieintheuthfth enebrnbabThebabuldhearthestrifhevedhisuthneaIfthebabvedhisut hthethera，heuldhearadifferentstrTheresearherssathebablearllie dthestrhehadheardbefreheasbrnThesathebabuldvehisuth sheuldhearthestragainandagainAntherstudshshthersanstrnglinfluenesialdevelpentand languagesillsintheirhildrenResearhersstudiedthehildrenfrtheagefnenthtthreeears TheresearhersatteptedteasurethesensitivitfthethersT heenerensideredsensitiveifthesupprtedtheirhildren’sativitiesanddidntinterfereunneessarilThetestedtheh ildrenfrthiningandlanguagedevelpenthentheerethreeea rsldAls，theresearhersbservedtheenfrsignsfdepressinThehildrenfdepressedendidntdasellintestsasthehildre nfenhdidntsufferfrdepressinThehildrenfdepressedendi dprlintestsflanguagesillsandunderstandinghatthehear dThesehildrenalserelessperativeandhadreprblesdealing iththerpepleTheresearhersntedthatthesensitivitfthet hersasiprtantttheintelligenedevelpentftheirhildrenh ildrendidbetterhentheirtherserearing，evenhenthesufferedfrdepressin【解题导语】本文主要讲述了婴幼儿的智力发育情况，通过两个实验表明：婴儿在生命的第一天就可以开始学习，母亲的情感能强烈地影响孩子的社会发展和语言技巧。
．Ardingtthepassage，hihfthefllingisNTthefatrthatinfluenestheintelligenedevelpentinbabies?A．Theenvirnent B．ther’ssensitivit．TheirpeersD．Eduatinbefrebirth解析：选。
归纳总结题。
影响婴幼儿智力发育的因素有：theenvirnent，ther’ssensitivit，eduatinbefrebirth三个方面。
只有项原文没有提到。
2．hatisthepurpseftheexperientinhihnebrnbabiesheard thestries?A．TprvethatbabiesanlearnbefrethearebrnB．Tprvethatbabiesanlearnnthefirstdathearebrn．Tshthersanstrnglinfluenetheintelligenedevelpe ntintheirbabiesD．Tindiateearleduatinhasadeepeffetnthebabies’languagesills解析：选A。
细节推断题。
从文中第三段第一句话“nestudshsthatbabiesanlearnbefrethearebrn”可知答案。
3．hihgrupfhildrendidtherstintestsflanguagesills?A．ThehildrenfdepressedthersharedlittlefrtheirhildrenB．Thehildrenfenhdidntsufferfrdepressin．ThehildrenfdepressedbutaringthersD．hildrenithhighuniatinabilities解析：选A。
推理判断题。
从的最后两段可以看出，如果母亲意志消沉，对自己的孩子关心甚少，那么孩子在智力和语言方面的发育就会比其他孩子差。
4．hatistheainideafthepassage?A．SientififindingsabuthbabiesdevelpbefrebirthB．Sientififindingsabuththeenvirnenthasaneffetnbabi es’intelligene．Astudshsbabiesarentabletlearnthingsuntilthear ebrnrsixnthsldD．Sientififindingsabuthintelligenedevelpsinbabies 解析：选D。