高级中学高中英语必修一(人教版)Unit1写作教学设计-
2019人教版高中英语必修一Unit1ReadingandThinking教学设计
Unit 1 Reading and Thinking教学设计●课时内容Compare school life in different places主题语境：人与自我——生活与学习主题群下的学校生活。
语篇类型：一篇记叙文文本分析：[What]这篇记叙文以第一人称叙述了Adam作为高一新生所要面临的挑战：如何选课、如何选择课外活动、初高中生活的不同之处以及面临这些挑战时作者的心态。
[Why]该语篇从选课、选择课外活动、心态调试等方面，叙述了作者从初中升入高中后面临的种种不适与挑战，心态从迷茫、不高兴、焦虑到快乐、积极应对，旨在帮助学生认识到初高中学习和生活等方面的差异、面临的挑战和应该树立的目标，积极思考并寻找解决办法、调整心态，帮助学生形成正确、乐观的态度以应对初高中生活衔接的不适。
[How]该语篇以学生刚从初中升入高中会遇到的问题这种真实情境为依托，每一段有一个主题句，每段有主干句型复现“I had to…，I know…”使得文章脉络清晰，内容分布合理；通过使用“First，too，still”使得文章行文逻辑联系紧凑。
●课时目标1.能识别主题句，提取文章主要信息和相关细节。
2.能介绍Adam升入高中遇到的挑战，说明在遇到这挑战时Adam的心态变化和应对办法，形成正确、积极生活和学习态度。
3.推断出作者的性格特点，借鉴别人处理问题的方法对自己所面临的挑战。
●重点难点重点：学生通过阅读，获取关于作者作为高一新生面临挑战主要信息。
难点：学生通过阅读、讨论等活动，形成自己面临时的应对策略。
●教学准备教师准备:提前了解自己学生升入高一时遇到的困惑和挑战，让学生匿名将自己初高中衔接遇到的问题用英语写在信封里。
学生准备：提前了解阅读的各种技巧，阅读初高中生活差异及中外学校生活的相关文章，为理解做好背景知识贮备。
教学过程Step I 学习理解活动一：Brainstorm首先让学生小组讨论：What do you want to know about school life in other countries？What would you tell a teenager from another country about school life in China？【设计意图】通过Brainstorm活动，联系了学生的生活实际，引发学生对主题的思考，激活学生的背景知识和相关经验。
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。
高级中学高中英语必修一(人教版)Unit1写作教学设计-
组长（签字）：检查日期：年月日
小组展示，点评质疑
评
总结问题，精讲点拨，评价激励
认真听评，记好笔记
检
堂测堂练
堂测设计
见导学提纲
板书设计
1.enrich one’s vocabulary
2.express oneself by using Chinese
3.stick to doing sth.
教学反思
这节课先让学生回忆初中的词汇，再给予适当的补充，让学生连词成句，再进行写作训练，课堂设计考虑了学生刚从初中升为高中生，逐步让学生熟悉高中英语写作的要求。
难点
通过建议信的写作，让学生学习人际交往技巧，提高沟通能力。
导学过程
教师活动
学生活动
效果及问题预设
导
教师让学生齐读有关于“建议信”的基本介绍。
学生齐读导学提纲上的有关于“建议信”的介绍。
思
利用学案，引导自学
自主学习，尝试写出相关词语和句子。
议
小组划分，指导讨论
学生合作探究，讨论解疑
展
看学生展示，记录学生的问题
学情分析
刚进入高一的学生具备一定的写作能力，但还暂时停留在初中水平。英语作文还需要扩大词汇量，学习写长难句。
学习目标
1.熟悉英语建议信的文体特征，掌握其写作技巧。
2.掌握英语建议信的写作步骤和常用表达。
3.能用书信形式对某一问题提出建议，得体地表达自己的观点。
重点
学生熟悉英语建议信的文体特征，掌握其写作技巧。
英语学科课时教学设计
课题名称
Book1 Unit1 Writing
授课时间
2018.9.13
Unit1 教学设计-【新教材】人教版高中英语必修第一册
Freshman: Some senior high schools in the USA begin from the 9thgrade and end in he 12thgrade. In this case, 9thgraders are also calledfreshmen.
To develop students’ optimistic and optimistic attitude to solve the problems for
teenagers in high school.
重点
To cultivate students’ reading strategy---skimming---to get the main idea of the text
Para 3.: True or False
1.He played football well, so he joined the school footballteam.
2.He handed out food to people in the community everyWednesday.
Para. 4:
problems in high school life with an optimistic attitude.
教 学目 标与 核心 素养
Knowledge objectives:
Enable students to read a profile and understand the characteristics of this text type and get some effective information.
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。
人教版高中英语必修一Unit1 写作课名师教学设计
I hope you will find these suggestions / advice / ideas useful / helpful ...
I hope my suggestions will ...
I will be very glad if you find my suggestions useful / practical ...
教学重点：
通过本节课的学习，学生能熟练使用以下词汇、短语和句型：
disagree with, flatter, shine, make an effort to, editor, communicate, situation, grateful
Although I really try to talk to my classmates, I still find it hard to make good friends with them.
教
学
目
标
1.语言知识目标：
通过本节课的学习，学生能熟练使用以下词汇、短语和句型：
disagree with, flatter, shine, make an effort to, editor, communicate, situation, grateful
Although I really try to talk to my classmates, I still find it hard to make good friends with them.
I'm sorry (that) you are having trouble / difficulty / problems in ...
Here are a few suggestions about ...
必修一教学设计unit1 reading for writing
What other kinds of advice would you give?步骤3：阅读总结在学习了第18页的文章后，老师引导学生理解并欣赏建议信结构：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.What expressions does Ms Luo use to make suggestions? Circle them in the letter.步骤4：用你所学的知识给下面的一个青少年写一封建议信。
在这一步中，老师要求学生就以下主题总结一些想法：Work in groups. Choose one of the teenagers and discuss his or her problems. List possible suggestions and reasons.Eric 15, ChicagoXu Ting 14 Hangzhou Min Ho, 15, SeoulMy parents won’t listen when Itell them things. I guess it’sbecause they’re adults and can’tunderstand me. Do you have anyI always feel lonely afterschool because my parentswork in another city. Whatcan I do?There is a girl I like in my class, but I am too shy to talk to her. Please help me!。
人教版高中英语必修一Unit1教案
人教版高中英语必修一Unit1教案编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（人教版高中英语必修一Unit1教案）的内容能够给您的工作和学习带来便利。
同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。
本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为人教版高中英语必修一Unit1教案的全部内容。
Unit 1 FriendshipWarming up1。
be good tobe good for=do good tobe good at2.following adj. 下面的，下列的the following+n.=the+n.+below (形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后）3.add v. add。
.。
to.。
add toadd upadd up toaddition n。
in addition=besides +句子“而且，其次”in addition to +n。
/doing “附加给。
.。
，除了。
.还有...”同类用法联想：because ＆ because ofinstead & instead ofadditional adj. 附加的additionally adv。
4.分数 score grade point mark （full marks)5.until6.with 和。
..一起，附带着，用without 不。
.。
within 在。
.。
内，不出.。
E。
g。
write with a peneat with hands/ spoon/chopsticks/knife and forkHe left without saying goodbye。
He left with the water running。
人教课标版高中英语必修1教案设计：Unit1_写作
Unit1 写作课教学设计（一）Teaching PlanObjectives:1. Knowledgea. After this class, the Ss can command the important words and phrases, such as make friends with share… with, honest, understanding, outgoing, easy-going and so on.b. The Ss will learn to use the sentence patterns such as you'd better. …you should. . …why not. . …and so on.2. Abilitya. The Ss can use the important words, phrases, and sentence patterns to make sentences.b. The Ss can write a proposal letter.3. HumanityThe Ss will know the importance of friendship and have the sense of being a good friend. Teaching important and difficult point:allow to use the words. phrases and sentence structures to make sentences and write a proposal letter.Major Procedures:Teaching Aims Teacher'sActivitySs' Activity timeGreetings and lead-in Warming-up Playing a pieceof music andfree-talkListening andanswering3Reading and Discussion Preparation forthewritingGiving a fewminutes to theSs to read ashort letter anddiscuss Howto be a goodDiscussion inGroups andgivingpresentation12friend and How to give a suggestionWriting Learning towrite aproposalletter Giving the Sssometime to writethe letterWriting 12Inter-correcting Enhancing theSs'writing abilityandevaluating Learning theSs correct theirdeskmates'writings andshowingCorrecting andshowing10Summary and homework Making the Ssknow theimportance offriendshipand havingthe sense ofbeing a godfriend andfurtherconsolidationShowing theSs the Englishsaying A friendin need is afriend indeedand assigninghomeworkLearning theEnglish sayingby heart andunderstandingthe homework3 Blackboard-writing PlanningWritingHow to write a proposal letter? Useful expressions: How to be a good friend?outgoingeasygoingcommunicate withshare. . with. . . …You'd better. . .You should. . .It will be a good idea if. . …Teaching reflection:。
人教版高中英语必修一_第一单元__教学设计
（相关练习见课本第5、42页）
相关练习见课本第4、41页
第二单元Байду номын сангаас
世界英语
1英语及发展
2不同的英语
role international native elevator
flat apartment rubber petrol gas
modern culture ad actually in fact
相关练习见课本第页
第五单元
曼德拉
1伟人的品质
2伟人的生平事迹
generous found (v) fee selfless
principle selfish livelihood
republic peaceful nationalism
leap giant guidance legal
illegal president hopeful violence
2. (P)Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip.
3. (P)Onceshe has made up her mind, nothing can change it.
7. (P)Although she didn’t know the best way of getting to places, sheinsisted thatshe organize the trip properly.
8. (P)(-to do –doing主动表示被动)
课文中出现的语法例句
come to power die for/from
人教版高中英语 必修一Unit 1 Friendship写作课教案
人教版高中英语必修一Unit 1 Friendship写作课教案How to write a letter for advice一、Teaching objectives:1. To be able to give others some advice in English.2. To be able to write a letter of advice with the help of the sentence patterns.二、Learning important &difficult points1. To master the structure of an English letter.2. To use some proper transition words in writing.三、Teaching methods:1. Task-based method2. Communicative method四、Learning methods:1. Explorative method2. Group work3. Individual work五、Teaching aids:1. Multi-media2. Blackboard.3. chalks六、Teaching procedures:Ⅰ. Explorative study to read a letter from Kate1. Read the letter and answer the following questions.（1）What is Peter’s problem?（2）What advice does Kate give Peter?(3)How many parts can you divide the letter into? What’s each part about?2. Offer a writing pattern to SsSs read the writing pattern on the guiding paper and keep it in mind.Ⅱ. Writing materials for referenceIn this part, Ss will learn some more sentence patterns and choose the ones they prefer.1. Sentence patterns for Part1.（1）You have asked me for my advice on （doing）sth. ... and I will try to make some suggestions.（2）I’m sorry to hear that ... I’d like to offer you some advice.2. Sentence patterns for Part 2（1） I would like to suggest that （clause）...（2）In my opinion, you can do sth.（3）You’d better do sth.（4）Why not do sth. ?（5） It would be a good idea to do sth.transition words:（1）First, ... Second, ... Third,… At last,…（2）Firstly,… secondly, … thirdly,… finally,…3. Sentence patterns for Part 3:（1）These are only my suggestions. I hope you will find them useful.（2）I’m looking forward to your reply. / Looking forward to hearing from you.Ⅲ、Writing practice.1. Ss first discuss how to express the key words.2. Work in groups to put the key words into Chinese.3. Write a letter individually.4. T gives comments.假如你是李华，你的朋友Mary写信向你诉苦，在新的学校没有好朋友，心情低落。
新课标人教版英语必修1教案Unit1FriendshipPeriod6写作课
新课标人教版英语必修1教案Unit1FriendshipPeriod6写作课Unit 1第六课时写作课一、教学内容：Reading and writing ( P.7 ); *Writing task (WB P.46 )二、教学目标：1．能力目标在本节课结束后，学生能够● 针对如何交朋友的问题提出自己的观点和建议。
● 根据教材以及教师提供的辅助信息，在一定的时间内独立完成一封建议信，并且条理清晰，观点明确，具有一定的逻辑性，能正确运用关于建议的表达句型。
● 纠正同伴在写作中的错误，掌握评价写作的基本标准。
2．目标语言● 重点词汇和短语grateful, join in, dislike, tip, swap● 重点句型I would be grateful if .... Why not …?It would be a good idea if… You should / can… If you do t his, …. That way,…. By doing this, ….三、教学步骤：步骤一 Lead in 导入Teacher: Have you ever read “The 21st Century” or anyother student English newspaper? Students: Yes. I have. They are popular newspapers amongteenagers in China. Teacher: Well, if you have problems, you can write to theeditor for advice. Here is a letter from a student called XiaoDong. Read the letter and find out about Xiao Dong’s problem.1）让学生快速浏览教材中Reading and Writing 部分的信件，找出萧东所面临的困难。
人教版高中英语必修一unit1教案最终版
Teaching Plan Unit1 Friendship教材人教版高中英语必修一试讲者李瑶单位新疆师范大学适用年级高中一年级单元第一单元课题Anne’s Best Friend 课时共五课时，第二课时（ Reading）一．教材分析 Analysis of the Teaching MaterialsThis unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown.二．学情分析 Analysis of the StudentsAs the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences.三. 教学目标 Teaching Aims1.Knowledge Objectives1.Get students to know the main content of this article.2.Learn about the formats of a diary.2.Ability Objectives1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on.2.Summarize different paragraphs.3.Emotion Objectives1.To get the students to realize the importance of friends and friendship, and learn to make friends and foster friendship.四. 教学重点、难点 Teaching Key and Difficult Points1.Teaching Key Points1.To make the students understand the meaning of friendship.2.To make the students be able to describe their own friends.3.Learn about the formats of a diary.2.Teaching Difficult Points1.To make the students be able to use different vocabularies about friend and friendship.2.To make the students understand this unique history.五．教法、学法与教具Teaching and Learning Methods and Aids1.Teaching Methods1. Question-inquiry Teaching2.Task-based Learning and Teaching3.Analytic Discussion（pair work or group work ）2.L earning MethodsSkimming, Scanning, Guessing, and Discussion3. Teaching AidsTextbook &Teacher’s BookMultimedia DevicesPPT Documents六. 教学过程设计 Teaching Process (45mins)Period II: Anne’s Best Friend（reading）Step I. Review and Leading- in (5mins)Review what we have learnt in the last lesson and enjoy the movie clip Summer Eleven just last 3 mins in order to lead to the topic of friendship.T:Good morning,boys and st lesson we have started this unitFriendship,today we continue this topic. First let ’s enjoy the movie clip Summer Elevenand think about the following questions.(1) What do yo think about the relationship with the four girls?(2) Do you have a good friend?(3) Can you say something about your friend? You can say how you become good friend and why you want to be friend with him or her.(Students think for a while and raise their hands to answer questions.)Divide students into 3 groups and ask them to discuss two questions. Afterwards, choose one representative to show their answers.⑴Do you think friends are important to us? Why do you think so?Yes,they are. Because without friends we will feel lonely and helpless.⑵Does a friend always have to be a person? What else can be our friend? No.Computer,books or diary.Step III. While-reading （25mins）1.Browse the text and think of the following questions. T:(1)Why did Anne make her diary her best friend?Clear---Because she wants a friend to whom she could tell everything,like deepest feelings and thoughts.⑵What is an ordinary diary like according to Anne? What about her diary?Clear--- She thought the ordinary diary is a series of facts. She made her diary as her best friend and she called her diary Kitty.(3) Why was she so crazy about things to do with nature?Clear--- Because she hadn’tbeen able to be outdoors for so long.2.Summarize the main idea of each paragraph.T:Skim the text and summarize the main idea of each paragraph in one sentence.(Teacher writes the answers on the blackboard)Para.1: Anne made her diary her best friend whom she could tell everything.Para. 2: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para. 3: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.3.Learning exercise.T:Review passageAnne’sBest Friend and finish comprehending by using some True-or-False sentences.(1)A friend would laugh at you. F(2)Anne lived in Amsterdam during World War II. T(3)She and her family hid away for one year before discovered. F(4)She kept a diary as others did. F(5)She was fond of nature. T(6)She stayed awake in the night because she couldn’tsleep well. F(7)She couldn’tgo out as she liked. T1.Video appreciation.Enjoy the movie clip Schindler's List just last 3 mins in order to have a sensory understanding of the historical background of this text.2. Group discussion.Imagine you have to go into hiding like Anne and her family. What would you miss most? Give your reasons.StepV.Writing Guide (3mins)T:Now we have studied Anne’s dairy, let’s kook the form of the dairy.diary often writes down what is seen, heard, made or thought of in the life in firstperson .Through the text,we can know the upper left corner writes the week, date (day, month, year) and the name of the recipient;Next is the text; last the lower right corner is a personal signature who writes this dairy.Please imitate the text to write a diary to your friend.StepVI. Summary (2mins)T:This class is aimed at knowings Anne’s best friend and we have know that friendship plays an important role in life.what ’s more we also learn the form of the dairy .I hope that you find more information after class.StepVII. Homework （2mins）1.Write a diary to your friend.（No less than 120 words）2.In your free time,watch the movie Summer Eleven or Schindler’s List.七.板书设计 Blackboard WritingAnne’s Best FriendText structurePara.1 make diary a friend Para.2 diary accompanys with herDairy ’s form the day of the week date (day, month, year) addresseePara.3 Anne is crazy about nature dairy’s bodyyour name八．教学反思 Teaching Feedbacks1.AdvantagesThis lesson, I use a movie clip to motivate students’interests and keep active classroom atmosphere. At the same time, through a number of reading tasks and activities, training students’ability of reading and speaking. To achieve the desired teaching aims, so that students in the knowledge, ability and emotion have been improved.2.ShortagesClass time is limited, I can’t spend much time to make the students understand this unique history, so maybe they couldn't understand well the Anne’s true feelings.。
人教版必修一高中英语作文课教案
人教版必修一高中英语作文课教案Teaching Plan for Writing in Senior High School English Class, Unit 1。
Objective: To help students improve their writing skills by focusing on the structure and language features of an argumentative essay.Teaching Procedures:Step 1: Introduction (5 minutes)。
Greet the students and briefly explain the purpose of the lesson.Provide an overview of the structure and language features of an argumentative essay.Step 2: Pre-writing Activities (10 minutes)。
Distribute a list of potential essay topics to the students.In pairs or small groups, have students choose a topic and brainstorm arguments for both sides.Encourage students to consider different perspectives and gather evidence to support their claims.Step 3: Essay Structure (15 minutes)。
Introduce the basic structure of an argumentative essay: introduction, body paragraphs, and conclusion.Explain the importance of a strong thesis statement in the introduction.Discuss the role of topic sentences in each body paragraph and their connection to the thesis statement.Emphasize the need for a clear and concise conclusion that restates the thesis and summarizes the main points.Step 4: Language Features (15 minutes)。
2019新人教版高中英语必修一 ：Unit1TeenageLifeReadingforWriting教学教案
自查和互查评价表1)观点多元性。
Do you think Ms. Luo’s advice is useful? Why or why not?在回答此问题时学生使用了本文阅读中的新学短语：I think I should encourage him to focus on other things in life, instead of concentrating on playing computer games constantly.2）话题多元性4.完整性和目标性俱乐部看图描写（1）自然俱乐部There are four students in the Nature Club because they are interested in plants and animals. They are planting trees. Now, one is carrying a tree and holding it straight. One is digging some soil for the tree, while other girls help them. Actually, they are very good extra-curricular activities for senior high school students.（2）芭蕾舞俱乐部A beautiful girl loves dancing, so she often dances in the Ballet Club. Now, she is learning new movements. She often practices dancing with the help of dance pole. As a dance player, she can dance on the tiptop wearing a white short skirt with two-belts on her shoulders. Actually, she is good at dancing and very pleased to have this extra-curricular activity to build up her talents.写作方法概述，描写图片，即找出图片中的要点写成段落主题句，然后对要点形成解释，2~4句加结论，过渡词加结论（即观点，也就是对要点的情感表达。
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。
人教版高中英语必修1第一单元unit1单元整体教案
人教版高中英语必修1第一单元unit1单元整体教案U nit one FriendshipTeaching aims:1.能力目标：a.Listening: get information and views from the listening material;b.Speaking: express one’s attitude or views about friends and friendship inappropriate 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 maintainfriendshipe 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: 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 to \ at dusk \ face to face \ no longer\not …any longer\ suffer from\ get\be tired of \ pack sth. up \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:Period oneStep1. Warming up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship –honest, friendly, brave,humorous, funny, wise, kind, open-minded, responsible, helpful….Step 2. Talk about your old friends1.Ss talk about their old friends in Junior Middle School, talk about theirappearance, personality, hobbies, etc.2.Self-introductionStep 3. Make new friends1.Ss go around and ask their new friends some information and fill in the followingStep 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’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not.Step 6. DiscussionDivide Ss four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and 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? T opic 4: List some qualities of a person who does not make friend easily.Step 7. Summary1.Ask Ss themselves to summarize what is friendship andwhat is the most importantin 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. Evaluation1.Look up the new words and expressions in warming up and pre-reading in adictionary.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 ListStep2. 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?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 War ⅡStep5. 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 in their power” from thediscourse(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, youwill be offered the basic food, water and clothes. Your group can take 5 things withyou.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 Diary and read some of it. Print out apiece of the diary and write down your feelings after reading it on the page. Wewill 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 somet hing 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’t know 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 the Ssthemselves 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 loveStep 3. ListeningSs should take notes while they are listening.1. first listening: Ss listen and answer the questions of part 2 on page 6.2. second listening: Ss listen again and finish part 3 on page 6.Step 4. ListeningSs listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.Step 5. SpeakingSs work in groups of four. Design a questionnaire to find outwhat 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 and finish Wb.Ex1.onpage 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 thenchoose 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 givehim 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.Step 3. Post-writingChoose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.Step 4. Writing for fun1.Ss read the passage on page 7 by themselves.2.Ss try to write a few lines to describe their best friends or a person they know.3.Show some Ss’ writings i n 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’t understand very well in this unit. T eachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.Unit 1 Friendship(1) 课题：Friendship (2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。
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评
总结问题，精讲点拨，评价激励
认真听评，记好笔记
检
堂测堂练
堂测设计
见导学提纲
板书设计
1.enrich one’s vocabulary
2.express oneself by using Chinese
3.stick to doing sth.
教学反思
这节课先让学生回忆初中的词汇，再给予适当的补充，让学生连词成句，再进行写作训练，课堂设计考虑了学生刚从初中升为高中生，逐步让学生熟悉高中英语写作的要求。
5.能以小组形式根据课本改编短剧。
考试大纲描述
要求考生根据提示进行书面表达。考生应能：
1)清楚、连贯地传递信息，表达意思
2)有效运用所学语言知识
教材内容分析
“语言运用”中的第三部分把阅读和写作结合起来，有效地实现了阅读和写作技能的整合。阅读的内容是学生小东给王小姐的一封信，信中提到自己不擅长交朋友，希望王小姐提一些建议。此部分是以任务的形式把这个难题交给学生来处理，第一步让学生在表格中列出一些办法帮助小东改变目前的状况，并说明原因。这道练习实际是上为下面的写作作准备。第二步，让学生将表格中额提纲扩展整理为一封完整的信件。
英语学科课时教学设计
课题名称
Book1 Unit1 Writing
授课时间
2018.9.13
教师姓名
学生年级
高一
课时
1
课程标准描述
1.能用文字及图表提供信息并进行简单描述；
2.能写出常见体裁的应用文，如信函和一般通知等；
3.能描述人物或事件，并进行简单的评论；
4.能填写有关个人情况的表格，如申请表；
检查结果及修改意见：合格[ ]不合格[ ]
组长（签字）：检查日期：年月日
学情分析
刚进入高一的学生具备一定的写作能力，但还暂时停留在初中水平。英语作文还需要扩大词汇量，学习写长难句。
学习目标
1.熟悉英语建议信的文体特征，掌握其写作技巧。
2.掌握英语建议信的写作步骤和常用表达。
3.能用书信形式对某一问题提出建议，得体地表达自己的观点。
重点
学生熟悉英语建议信的文体特征，掌握其写作技巧。
难点
通过建议信的写作，让学生学习人际交往技巧，提高沟通能力。
导学过程
教师活动
学生活动
效果及问题预设
导
教师让学生Leabharlann 读有关于“建议信”的基本介绍。学生齐读导学提纲上的有关于“建议信”的介绍。
思
利用学案，引导自学
自主学习，尝试写出相关词语和句子。
议
小组划分，指导讨论
学生合作探究，讨论解疑
展
看学生展示，记录学生的问题