最新人教版高中英语必修一第一单元教学设计

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人教版高中英语必修1教案5篇

人教版高中英语必修1教案5篇人教版高中英语必修1教案篇1Where’s your pen pal from?一、单元教材分析本单元的中心话题是pen pals。

主要语言功能项目是talk about countries, cities and languages。

语法结构为 Where…from; Where…live and whatlanguage…speak。

先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过人教版高中英语必修1教案篇2教学目标知识与技能(1)熟练掌握下列词汇：rules, arrive, late, hall, dinning hall, listen, , fight, sorry outside,wear, important, bring, uniform, quiet(2)熟练掌握下列短语：dining hall, arrive late for school, (be) on time, listen to music break the rules, in class, be/ keep quiet, a lot of, bring …to…，weara hat, have to, music players(3)掌握下列句型：1. Dont eat in class.2. You must be on time.3. Eat in the dining hall.4. 正确使用情态动词can, can’t——Can we wear a hat in school?——Yes, we can./No, we can’t.5. 能正确使用have to 和 must 谈论规章制度We must be on time/ We also have to be quiet in the library. 教学重难点重点：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”。

新人教版高中英语必修一第一单元名师优秀教案

新人教版高中英语必修一第一单元名师优秀教案Unit 1 FriendshipPeriod 5Friendship in Hawaii(Reading task in the Workbook)整体设计从容说课This is the fifth teaching period of this unit. We should first get the students to review what they learned during last period. To test whether the students have understood and grasped the roles of Direct Speech and Indirect Speech, the teacher can offer them some revision exercises.This period mainly deals with Reading task on Page 44 in the Workbook. Friendship is valued in all cultures; it is often expressed in different ways. The reading passage introduces the way Hawaiians express friendship. Before they read the passage, ask students if they can think of any place in the world where Chinese and Western cultures live side by side. Places they might mention include Hong Kong, Macao, Singapore, the Philippines, and San Francisco. Ask them to describe what they imagine life to be like in such a place. Then have students read the passage. After they read it, have students talk with a partner and consider how the Hawaiian idea of friendship could help different peoples to get along with one another. Besides friendship, you may want to have students think of another way to communicate better with people from other cultures.教学重点1. Get the students to learn about the way Hawaiians express friendship.2. Get the students to learn to use the pattern:It is+p. p.+that. . .教学难点Get the students to be able to realize the cultural differences in the values of friendship.教学方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn about the way Hawaiians express friendship.2. Get the students learn to use the pattern:It is+p. p. +that. . .Ability aims:Get the students to be able to realize the cultural differences in the values of friendship in addition to its importance in all cultures.Emotional aims:1. Get the students to share different opinions on friendship in different cultures.2. Develop their ability to deal with and cooperate with others.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Let the students do some grammar exercises.Show the students the exercises on the screen.1)Change the following direct speech into indirect speech and indirect speech into direct speech.(1)Mary said, “I came here last week. ”(2)Tom said to his mother, “I will help these children with their math next week. ”(3)Mother asked me whether I had finished my homework before I watched TV.(4)The man asked Julie what she had done recently.(5)Our teacher said to us, “The sun travels around the earth. ”2)Choose the right answer.(1)She asked______________ for the house.A. did I pay how muchB. I paid how muchC. how much did I payD. how much I paid(2)Jone said that light______________ much faster than sound.A. travelB. travelsC. is travelingD. traveled(3)The teacher asked me______________ I was interested in music.A. thatB. whatC. whetherD. whichSuggested answers:1)(1)Mary said (that)she had gone there the week before.(2)Tom told his mother (that)he would help those children with their math the next month.(3)Mother asked me, “Had you finished your homework before you watched TV? ”(4)The man asked Julie, “What have you done recently? ”(5)Our teacher told us (that)the sun travels around the earth.2)(1)D(2)B(3)C→Step 2 Lead-in1. Talk about different ways of showing friendship of minority groups in China.2. Compare Chinese ways of showing friendship with western ways. And discuss why there is a big difference. Therefore, show the sentence:Every culture has its own ways to show friendship.3. Ask students if they can think of any place in the world where Chinese and Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more—Hawaii by showing the students a picture of views in Hawaii.→Step 3 Fast readingTell the students:It is said that Hawaii is a place where the east truly meets the west. Consider how people show their friendship in Hawaii.1. Show the students a picture which describes a girl is giving leis to others. Get them to find the information from the textbook.(Giving leis to one another is a way Hawaiians show their personal friendship. )2. Ask the students to read fast and find out more ways to show friendship in Hawaii to fill in the form.Word Meaningaloha3. According to the form, ask them to consider what friendship is in Hawaiians.→Step 4 Careful readingGet the students to read the 2nd paragraph carefully and answer the question:Why do many different peoples call Hawaii their home?(Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity. )→Step 5 DiscussionGet the students into groups to discuss questions.1. Why do many different peoples call Hawaii their home?2. How can people in Hawaii live in peace?3. Can you find similar things in your hometown? How do you show friendship to visitors?→Step 6 Language PointsUseful sentence pattern:It is believed that the islands can be a paradise when people live in peace.The patt ern is “It is+p. p. +that. . . ”. It’s very useful and common. For example, It is said that. . . /It is reported that. . . /It is considered that. . . /It is thought that. . . /It is regarded that. . . /It is believed that. . . /. . .Translate the following sentences.1)大家坚信我们一定会成功。

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。

高一英语必修一unit1教案【5篇】

高一英语必修一unit1教案【5篇】高一英语必修一unit1教案（精选篇1）教学目标1.知识目标：1)Students should learn some useful words and phrases: musician,clap, passer-by, form, extra, earn, advertisement,2 attractive, instrument,loosely, actor dream of, be honest with, play jokes on, or so, break up.3)Students should understand the general idea of the passage2.语言能力目标：1)Developthe Ss’skills of skimming, scanning and careful reading.2) Train the Ss to findthe key words and the topic sentences.3)Encourage the Ssto guess the new wordsaccording the reading.3.情感态度与文化意识目标：1)Encourage the Ss to share the differentkinds of music.2)Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage better b.To find the main idea of eachparagraph2、教学难点：a.Master the reading ability b.Develop the skills ofreading教学过程教学设计本节课共45分钟，具体教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲 If you arehappy的英文版本，通过介绍演唱乐队twins引出本单元话题。

高一英语必修一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。

有效的高一英语新人教版必修一Unit1教学方案

有效的高一英语新人教版必修一Unit1教学方案教学方案一、课程背景本课程是高一英语新人教版必修一Unit1课程，是英语语言学习的基础。

学生需要掌握课文中的单词、语法和语音以及相关的话题，如科技、家庭、朋友等。

二、教学目标1.理解Unit1课文中语言文字和文章的主题和大意。

2.通过听、说、读、写、观察等多种方式，提高英语交际能力，增加词汇量和语言表达能力。

3.掌握本单元的语法知识，如一般现在时的构成和用法。

4.学习和运用一些交际策略以及社交礼仪和文化背景知识，提高英语交际能力和文化素养。

三、教学内容1.课文理解：阅读单元课文，并通过多种方式理解文章主题和大意，如概括和细节理解。

2.单词学习：掌握课文相关的词汇，如technology,communicate, improve等。

3.语法知识：学习一般现在时的用法、构成和否定、疑问句的构成等。

4.口语练习：通过合作交流、角色扮演、小组讨论等方式，模拟现实生活中的交流情景，提高英语口语表达能力。

5.书写练习：在课堂上进行手写和键盘书写练习，提高英语书写水平和规范性。

四、教学方法1.任务型教学：通过任务型教学法，让学生参与课堂活动和实践，积极探究学习内容和语言形式，提高学习效果。

2.全英语教学：课堂教学语言使用英语，在潜移默化中加强学习者英语交际能力。

3.多媒体教学：利用多媒体教学手段，如影片、图片和音频等资源，激发学生学习兴趣，增加视听刺激。

4.语言实践教学：课堂教学注重实践、应用和交流，通过小组讨论、角色扮演等活动，提高学生英语语言的实际运用能力。

五、教学流程1.课前预习：师生提前预习本课内容，准备好相关教学材料。

2.课堂引导：教师对学生开展自我介绍，认识彼此，激发学生学习兴趣。

3.课文理解：利用多媒体和小组讨论等方式，让学生深入理解课文大意和相关语言形式。

4.单词学习：采用游戏、竞赛等方式，让学生更好地掌握课文中包含的单词。

5.语法知识：通过例子和练习，让学生掌握一般现在时的构成、用法和否定、疑问句的构成等语法知识。

高中英语新课标人教版教案必修一

高中英语新课标人教版教案必修一一、教学内容本节课选自高中英语新课标人教版必修一，具体章节为Unit 1 "My First Day at Senior High"。

教学内容主要包括：了解并描述学生在高中第一天的生活和感受；学会使用一般过去时描述过去的事件；掌握本节课的核心词汇和短语。

二、教学目标1. 能够听懂并准确说出与高中生活相关的词汇和短语。

2. 能够运用一般过去时描述过去的事件，提高语言运用能力。

3. 能够通过小组合作，交流并分享自己在高中第一天的经历和感受。

三、教学难点与重点1. 教学难点：一般过去时的运用，特别是动词过去式的变化规则。

2. 教学重点：核心词汇和短语的掌握，以及运用一般过去时进行简单的叙述。

四、教具与学具准备1. 教具：多媒体教学设备、黑板、粉笔、单词卡片。

2. 学具：英语课本、笔记本、字典。

五、教学过程1. 导入：通过播放一段关于高中生活的视频，引导学生关注本节课的主题。

2. 新课内容展示：展示本节课的核心词汇和短语，让学生跟读并模仿。

3. 例题讲解：以"Yesterday was my first day at senior high. I"为例，讲解一般过去时的用法。

4. 随堂练习：让学生运用一般过去时，描述自己在高中第一天的经历。

5. 小组活动：学生分成小组，互相交流并分享自己的经历，提高语言表达能力。

六、板书设计1. 核心词汇和短语：写在黑板的左边，方便学生查看。

2. 一般过去时的结构：写在黑板的右边，突出教学重点。

七、作业设计1. 作业题目：请用一般过去时描述你昨天的一天。

2. 答案示例：Yesterday was my busy day. I got up at 6:00, had breakfast and went to school. In the morning, I had four classes. After lunch, I played basketball with my friends. In the evening, I did my homework and watched TV.八、课后反思及拓展延伸1. 课后反思：本节课学生对于一般过去时的掌握程度较好，但仍有个别学生动词过去式变化不准确，需加强练习。

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。

新教材人教版必修一Unit 1 Teenage Life精品教案

人教版必修一Unit 1 Teenage Life 单元教案Unit 1 Teenage Life-Reading for Writing【教材分析】This teaching period mainly deals with reading for writing a letter of advice. Students are expected to learn the knowledge about how to write a suggestion letter. The teacher is expected to enable students to master some writing skills concerning suggestion letters and learn to write one.【教学目标与核心素养】1. Get students to have a good understanding of how to write a suggestion letter properly.2. Enable students to use some writing skills flexibly.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.【教学重难点】1. How to enable students to have a good understanding of the skills of writing a suggestion letter2.How to enable students to write a good recommendation letter using some writing skills properly.【教学过程】Step 1: Lead inBegin the class with the lead-in questions: how to write a letter for advice? What kinds of aspects should be included? It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up withmore ideas and avoid being nervous at the beginning of the class.Step 2: Read to d iscover details concerning advice letters’ writing style.The teacher is expected to ask students to read a letter offering some advice on page 18 silently and then request students to discuss the questions below.In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently. There is no need for them to discuss the detailed questions. In this way, students can develop their individual logical thinking ability and promote their skills of finding details.1. What is Worried Friend’s problem?2. Do you think Ms Luo’s advice is useful? Why or why not?3. What other kinds of advice would you give?Step 3: Read to sum upAfter learning the passage on Page 18, the teacher leads students to figure out the organization of the letter and appreciate its language features.1.Find and mark the parts of the letter that match the following points.A.I know what the problem is. B I understand how you feel.C.This is my advice and reasons D I think my advice will help.2.What expressions does Ms Luo use to make suggestions? Circle them in the letter.Step 4: Use what you have learnt to write a letter of advice to one of the teenager below.In this step, the teacher asks students to sum up some ideas regarding the following topic:1. Work in groups. Choose one of the teenagers and discuss his or her problems. List possible suggestions and reasons.Please draft a letter offering advice to any of those students above.1. Complete the outline and use it to draft your writing.____________(write the date and greet the reader)Dear______You wrote that ___________________I understand that______________I think____________________Because_____________.I am sure_______________Best Wishes,(close and sign the letter).______Show the reader you know a problem is.Tell the reader you understand he/she feels.Tell the reader what you think he/she should do. Explain your2. Exchange draftsAfter each student finishes their own writing, ask them to exchange the drafts with their desk mates and evaluate the drafts with the following criteria.Use the checklist to give feedback on your partner’s draft.√Are all the parts of a letter included and organized in a good order?√Does the writer give reasons for the advice?√Does the writer use proper expressions to give suggestions?√Does the writer use commas and stops correctly?√Is the handwriting easy to read?3.Write down some writing expressions and models concerning advice letters.。

新人教版高中英语必修一第一单元名师优秀教案.doc

Unit one FriendshipTeaching aims:1.能力目标：a.Listening: get information and views from the listening material;b.Speaking: express one ’sattitude or views about friends andfriendship 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 tomaintain friendshipe the following expressions:I think so. / I don ’tthink so.I agree. / I don ’tagree.That ’s correct.Of course not.Exactly.I ’m afraid not.c.to enable the Ss to control direct speech and indirect speechd. vocabulary: upset , calm , concern , loose, Netherlands, German, series, outdoors, dusk,crazy , purpose , thunder , entire, entirely,power , curtain, dusty, partner, settle, suffer , highway,recover,pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , itemadd up \ calm down\have got to \be concerned about \ walk the dog \ go through \ set down\a series of\ on purpose \ in order tonot ?suffer from\get\be tired ofget along with\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:Period oneStep1.Warming up1. Ss listen to an English songAULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship–honest, friendly, brave,humorous, funny, wise, kind, open-minded, responsible, helpful?.1.Ss talk about their old friends in Junior Middle School, talk abouttheir appearance, personality, hobbies, etc.2.Self-introduction1.Ss go around and ask their new friends some information and fill in thefollowing formName Age/hobbies/favorite sports, books,?2.Report to the class: who will probably be your friend. Why?Step 4. Do a surveySs do the survey in the text ,P1Sep 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 ’tthink so. I agree. / I don ’tagree.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. Thereare four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are importantto you.Topic 2: There is a saying “to have a good friend, you need to be a goodfriend ”.What do you think of the saying and how can 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 and what is the mostimportant in making friends.2.T shows more information about friendship and a poem about friendship.What is friendship?I want to find the answer to the questionWhat is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I ’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can ’tbe pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3.Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step 8. EvaluationSs finish the following evaluation form. Standard: A, B,C1.I’m active in talking with others.2.I’m active in cooperating with others.3.I can express myself fluently, accurately andappropriately.4.I know more about friendship after this lesson..5.Do you think you need to improve yourself in some aspects? Which aspects?Homework:1.Look up the new words and expressions in warming up and pre-readingin a dictionary.2.Write a short passage about your best friend.Period twoStep1.Warming upActivity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will 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 movies Schindler’ s List Step2.PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’ s bestfriend?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:Annein World WarⅡWhat ?How to enjoyherself?Why?Step5. Intensive readingStudents work in group of four to discuss the following open questions:1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “ spellbound ” , “ hold me entirely infromtheirthepower ”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 3 months?How will you treat each other and make friends ?Step7.AssignmentTask1. Surf the internet to find Anne ’ s Diaryand read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.Task2.Ex2 、3 、4on Page3Period threeStep 1. Warming upCheck the Ss ’assignment: task 2Step 2. Language points:1.add (v.)1). To put together with something else so as to increase the number, size, importance, etc. 增加，添加Please add something to whatI ’ve said, John. 2).To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase增加What he did has added to out difficulties.add up to: to amount to加起来等于；总计The cost added up to 100 million yuan.2. go through1). To examine carefully仔细阅读或研究I went through the students’papers last night.2). To experience经历，遭受或忍受You really don ’tknow what we went through while working on this project.3. crazy (adj.)1). mad, foolish疯狂的，愚蠢的It ’s crazy to go out in such hot weather.2). wildly excited; very interested狂热的，着迷的She is crazy about dancing.4. be concerned about/for: be worried about担心 We ’re all concerned about her safety.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 theSs themselves discover the structures.Step 4. PracticeUsing 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. RevisionCheck the Ss ’assignment.Step 2. R eadingSs read the letter on page 6Notes:1.get along with2.fall in love1.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 upSs say something about making friends and how to maintain friendship.Step 2. ListeningSs 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 andfinish Wb.Ex1.on page 44.2.second reading: Ss read again and discuss the questions on page 44.3.Ss share their material about friendship in different countries in groups,and then choose some groups to show theirs in class.Step 4. 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-writingAsk the Ss to write a letter to Xiaodong as an editor and give him some advice.1.Ss make a list about the important information that they need.2.Ss begin to write the letter to Xiaodong.3.Ss revise their letters by themselves.4.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.Choose some students ’writing paper and show in the class. Ask the Ss to correctthe 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.Step 5.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 ’tunderstand 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.。

人教版新教材英语必修一Unit 1 Teenage Life教案

Unit 1 Teenage Life-Reading and Thinking【教材分析】The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc. They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some big challenges for new students in Senior high school. In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves. More importantly, a teacher should instruct students to absorb new language points and appreciate the language. Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.【教学目标与核心素养】1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly.2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3. Develop students’ sense of cooperative learning and individual thinking capability.4. Develop students’ diff erent learning skills to solve different reading comprehensive problems.【教学重难点】1. Develop students’ reading ability such as skimming, scanning and summarizing.2. Let students talk about their new school challenges in senior high school andencourage them to find the possible solutions to conquer them.【教学过程】1. Warming upStep 1 Leading-inHave a free talk with students. Ask them the following questions:How do you feel about your senior high school? Have you come across some challenges that make you upset?Step 2 Pre-readingLet students guess what the text will be mainly about before reading by looking at the picture and the title.Step 3 Reading1. Fast readingAsk students to skim the reading passage to sum up the main idea of each paragraph and then discuss it with their partners.Paragraph1.________________________________________________2.________________________________________________3.________________________________________________4.________________________________________________Tips: you can find main ideas by first taking at quick look at the title, picture, key words and phrases and topic sentences.2. Intensive readingAllow students to read carefully this time to understand the main details of each paragraph and then finish the following.1. 1. Adam felt __________at the beginning of his senior highA. excitedB. interestedC. confusedD. worried2. Who gave Adam advice on courses?A. Parents.B. Adviser. C .Coach. D. Classmates.3. What subject is Adam's favorite?A. Chinese.B. World history.C. Math.D. English.4. Hearing he was poor in playing football well, AdamA. felt disappointed but went on with itB. left the football and joined a clubC. didn't give up and tried to improveD. felt unhappy but signed up for a new team5. What kind of person is Adam?A. brave and well preparedB. negative and sillyC. active and shyD. gentle and patient2. Let students look through the chart first and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers onStep 4 Further Reading and discussionRead the text the third time and work in pairs to do the following.1.What does “make the team” in Paragraph 3 mean?2.Do you face the same challenges as Adam? What other challenges areyou facing?3.What are some differences between Adam’s school life and your schoollife?Step 5 Passage ConsolidationComplete the passage with the suitable words from the passage.I'm Adam, 1._______freshman in senior high school. The first week was a little 2. _____ (confuse).There are some 3. _____ (challenge) I have to face in my new school life. First, I had to think carefully about my courses. Chinese is hard to learn, but I hope I can speak it _____ (fluent) when I graduate. My adviser 5. _____ (recommend) me to sign up for advanced literature because I'm good 6. _____it. Second, I had to choose my extra-curricular activities. I tried 7. _____ (join) the school football team though Icouldn't do well in 8. _____at first. Besides that, I joined a volunteer club.In order to be well 9. _____ (prepare) for university or whatever else10. _____ (come) in the future, I make up my mind to study harder and get used to new situation.Step 6 Homework1. Write a passage to introduce you first senior school challenges and how to solve them. (about 120words)2. Learn the useful new words and expressions in this part by heart.Unit 1 Teenage Life-Listening and Speaking & Listening andTalking【教材分析】The theme of “Listening and Speaking” is “Choose a school club”. Students will have a general understanding of different school clubs by listening and ultimately can make reasonable suggestions on the choice of clubs and make correct choices. School clubs are an important part of students’ campus life, as well as an important study to expand students’ extracurricular knowledge, develop their skills and cultivate their interests.Listening text of “Listening and Speaking” consists of two parts. The first part is about the dialogue between teachers and students in the activities of the school clubs, which makes situational preparations for choosing a suitable clubs. The second part is the dialogue between Adam and Julie as senior high school students to discuss how to choose the right one.The theme of “Listening & Talking” is “Plan a camp for teenagers” Nowadays, more and more high school students are interested in participating in various camp activities, and take this opportunity to make friends, broaden their horizons and train their teams’ spiritual and communication skills. The purpose of this section is tostimulate students’ imagination, plan a camp activity that their peers like and to use “be going to+ verb primitive” and “will + verb primitive” to express future intentions or plans.Listening Text of “Listening & Talking” is a dialogue, where Max and Cao Jing talk about their participation in adventure camps and international youth camps on weekends.In the plan, the two men introduced the activities of the camp and expressed their expectations for the life of the camp. The dialogue highlights “be going to + verb” and “will + verb” are two structures used to express what will be done in the future.【教学目标与核心素养】1. Instruct students to get main facts by listening and motivate them to talk about the topics about how to choose a right school club, how to plan a camp for the future, and how to talk about future activities.2. Develop students’ sense of coop erative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “be going to do, will do, plan to do, there will be, hope to do” to discuss their future plans and activities.【教学重难点】Prompt Ss to talk about the related topics, such as how to choose a right school club, how to make a camp for the future, how to make a camp plan and how to talk about future activities.【教学过程】Step 1 Listening and SpeakingLead inThe teacher is advised to talk with their students about school clubs that they were in when they were at junior high school: boys and girls, have you ever taken part in any school clubs before and why you chose them? After the small talk, the teacher can move on by finishing the following listening task:Listen to the first two conversations and choose the correct answers.1. What are they learning about in Conversation 1?A. Hearing.B. Sounds.C. Dogs.2. The students are discussing in Conversation 2.A. schoolworkB. relationshipsC. dating3. Circle the two clubs where these two conversations happened.A. Science ClubB. Ballet ClubC. Nature ClubD. Debate Club.After finishing the task above, the teacher is expected to play Conversation 3 which is about how to help Adam choose a right club and after finishing listening for the first time, the students need to solve the following task.Listen to Conversation 3. Then help Adam choose a club.Tick the activities that happen in each club.Ballet Club○ learn new movements○ make ballet clothes○ watch dance programmesNature Club○ watch biology lectures○ grow plants○ work in a greenhouseCartoon Club○ watch cartoons○ write stories○ draw cartoonsVolunteer Club○ help old people○ clean up parks○ give directionsAfter finishing the task above, the teacher is expected to play Conversation 3 again and solve the following task.1. Adam says that he likes ___________ but is not so interested in___________.2. Which club do you think is suitable for Adam? Why?I think Adam should join the _________Club because he says that he_________.Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:Speaking ProjectWork in pairs. Help each other choose a school club.EXAMPLEA: Hi, Sam! I’ve decide d 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 Acting 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.Pronunciation part1. Have the Ss listen and repeat, then add more words to each group.2. Then listen to the proverbs and repeat. Have the Ss notice the pronunciation of the letters in bold.Step 2 Listening and Talking1. The teacher is advised to talk with their new students about the related topic: Boys and girls, do you know some structures to talk about future activities?Talking about future activitiesWe’ll …I plan to …There’ll be …I hope to …We’re going to …2. After their small talk, the teacher can move on by playing the listening and solve the following task.Underline the expressions in the sentences below Cao Jing and Max use to talk about the future.We’ll learn useful skills.I plan to improve my spoken English.There’ll be students from different schools.I hope to make new friends.We’ll talk about teenage life.I’ll learn to m ake a fire.There’ll be students from different countries at the camp.There’ll be some experts there to show us how to live in the wild.We’re going to learn about wildlife.I’m going to give a speech.I think I’m going to enjoy the activities.I think we’ll have a lot of fun.3. Work in groups. Plan a youth camp.Teacher make the Ss think of ideas for the camp. And they can use the questions below to get started. And have the Ss present their ideas for a youth camp to the class.●What kind of camp is it?●Who will be there?●What will they do?●What will they learn?EXAMPLE______________campDo you want to have fun and learn at the same time? Then come to our camp. In our camp, you can learn about... There’ll be many interesting activities. First, we are going to... Then we’ll... We also plan to… Finally, we’ll... Please come to our camp!Unit 1 Teenage Life-Discovering Useful Structure【教材分析】This teaching period mainly deals with the grammar: Phrases.This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.【教学目标与核心素养】1. Get students to have a good understanding of the basic usages of phrases,including adjective phrases, adverb phrases and noun phrases.2. Enable students to use the basic phrases structures flexibly.3. Develop students’ speak ing and cooperating abilities.4. Strengthen students’ great interest in grammar learning.【教学重难点】1. How to enable students to have a good understanding of the basic usages of phrases, including adjective phrases, adverb phrases and noun phrases.2. How to enable students to use the basic usages of phrases flexibly.【教学过程】Step1:语法自主探究读下列例句并感知画线部分的共性。

【英语】新人教版必修一 Unit1 示范教案 (全单元)

【英语】新人教版必修一 Unit1 示范教案Teaching planUnit oneTeaching aims:1. 能力目标：①Listening: gain useful information and clear views from the listening material;②Speaking: express one’s attitude or views about friends and friendship in appropriate words.③Reading: let Ss summarize the main idea④Writing: write a letter about how to make friends2. 知识目标：①Talk about friends and friendship; how to BE friends; how to gain friendship②Use the following expression:so do I / neither do II think it is a good ideaAll rightYes，but…③to get the Ss to master direct speech and indirect speech④vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once3. 情感目标:①To ari se Ss’ interest in learning English;②To encourage Ss to take part in the activities and make Ss confident;③To develop the ability to cooperate and communicate with others.4. 策略目标：①To develop Ss’ cognitive strategy: making notes when listening carefully;②To develop and improve Ss’ communicative strategies.5. 文化目标：To enable the Ss to come to know different opinions about making friends from different countries.6. 现实目标①To make Ss respect each other and friendship②To make them get well with one another in societyTeaching steps:Period oneStep 1. warming up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….3. To let Ss make a correct choice about their questions that they meet in warming up.Step 2. practice speaking1. Ss talk about their old friends in Junior Middle School, talk about theirappearance, personality, hobbies, etc.2. Self-introduction or work in pairs3. Ss can ask some questions about life or learningStep 3. Make new friends1. Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sport s, books …2. Report to the class: who will probably be your friend why.Step 4. Do a surveySs do the survey in the text on P1Step 5. Listening and talkingDo Workbook on P41 (Talking). While Ss listen to the material, ask them to take notes about t he speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I am afraid not exactly I agree I think that is a good idea of course notStep 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 how can 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 and what is the most important in making friends.2. T shows more information about friendship and a poem about friendship.What is friendship?I want to find the answer to the questionWhat is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step 8. EvaluationSs finish the following evaluation form. Standard: A, B, CContents 自评他评1. I’m active in talking with others.2. I’m active in cooperating with others.3. I can express myself fluently, accurately and appropriately.4. I know more about friendship after the lesson…5. Do you think you need to improve yourself in some ways? Which ways?Homework:1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.2. Write a short passage about your best friend.Period twoStep 1. Warming upActivity 1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will 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.Activity 2: Play a short part of the moviesStep 2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?What will happen in the passage?Step 3. SkimmingStudents skim the passage in 2 minutes to get the main idea:Who is Anne’s best friend?When did the story happen?Step 4. ScanningStudents work in pairs to find the information required below:Anne in World War ⅡStep 5. Intensive readingStudents work in groups of four to discuss the following open questions:1. Why did the windows stay closed?2. How did Anne feel?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?Step 6. 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 3 months?How will you treat each other and make friends?Step 7. AssignmentTask 1. 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 after reading it on the page. We will share the pieces and your feelings with the whole class.Task 2.Ex 2.3 on Page3Period threeStep 1. Warming upCheck the Ss’ assignment: task 2Step 2. Language points:1. add (v.)1). To put together with something else so as to increase the number, size, importance, etc.增加，添加Please add something to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加The bad whether added to our difficultiesadd up to总计、加起来共是Having a big breakfast adds up to 112add…to…把…加到…Please add the names to your list2. Cheat v.1). To act in a dishonest way in order to win 欺骗；作弊2). (of, out of) to take from (someone) in a dishonest way 骗取The boss has cheated out of his money1). an act of cheating 作弊行为2). one who cheats 骗子3. Go through1).To examine carefully 仔细阅读或研究I went through the students’ papers last night.2).To experience 经历，遭受They went through the terrible earthquake at night4. Crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about music5. Lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的He has been very lonely since his wife left him.Lonely/alonealone1). without or separated from others单独的She lives alone.2). only 仅仅，只有。

高一英语必修1第一单元教学设计及反思

高一英语必修1第一单元教学设计及反思一、教学任务及对象1、教学任务本教学设计的任务是针对高一学生进行英语必修1第一单元的教学。

该单元主题为“友谊”，涉及描述人物、谈论喜好、建立友谊等语言功能。

教学内容包括词汇、语法、阅读、听力、口语及写作等方面，旨在培养学生综合运用英语进行交际的能力。

2、教学对象教学对象为高一新生，他们已经在初中阶段掌握了基础的英语知识，具备一定的听、说、读、写能力。

但由于地区、学校及个人差异，学生们的英语水平参差不齐。

因此，在教学过程中需要关注学生的个体差异，因材施教，激发学生的学习兴趣，提高他们的英语素养。

在教学过程中，教师需要关注学生的情感需求，营造轻松愉快的课堂氛围，使学生在愉悦的情感状态下学习英语。

同时，要注重培养学生的自主学习能力，引导他们通过合作、探究等方式，提高英语实际运用能力。

（1）掌握描述人物、谈论喜好、建立友谊等相关词汇和语法；（2）提高阅读、听力、口语及写作技能；（3）增进对友谊的理解，培养积极向上的情感态度；（4）形成良好的学习习惯，提高自主学习能力。

在此基础上，为下一单元的学习打下坚实基础，使学生在英语学习道路上不断进步。

二、教学目标1、知识与技能（1）词汇：学生能够掌握并熟练运用描述人物特征、性格、爱好等方面的词汇，如outgoing、friendly、courageous等；掌握与友谊相关的词汇，如bond、companionship、intimacy等。

（2）语法：学生能够掌握一般现在时、一般过去时、一般将来时等基本时态，并能运用这些时态描述人物、谈论喜好及建立友谊的场景。

（3）阅读：学生能够阅读并理解关于友谊的文章，获取关键信息，提高阅读速度和理解能力。

（4）听力：学生能够听懂关于友谊的对话和短文，提高听力技巧，如预测、关键词识别等。

（5）口语：学生能够在日常生活中运用英语进行关于友谊话题的交流，提高口语表达能力。

（6）写作：学生能够完成一篇关于描述朋友或友谊的短文，运用所学词汇、语法及句型。

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必修一第一单元单元教学内容分析
高中英语教学设计（一）
教学过程设计
附录
高中英语教学设计
教学过程设计
Blackboard Design
AFTERTHOUGHT
附录
高中英语教学设计
教学过程设计
Blackboard Design
Reflection After Teaching
附录
高中英语教学设计
教学过程设计（I）
（II）
Blackboard Design（板书设计）
Reflection After Teaching(教学反思)
高中英语教学设计
教学过程设计
附录
高中英语教学设计
教学过程设计
Blackboard Design（板书设计）
Reflection After Teaching(教学反思)
附录
昆明工务段火烧坝林务工区生产设施改造工程
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