人教版高中英语必修一unit1教案最终版

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人教版高中英语必修一 Unit1 Friendship 教案

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

2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。

3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。

③情感目标1．让学生学会如何解决朋友间可能出现的问题。

2．培养学生在高中阶段形成学习英语的好习惯。

二．教学重点1．用给定的形容词和句子结构来描述他们的一个朋友。

2．学习评价朋友和友谊。

三．教学难点1．与搭档合作并描述他们的一个好朋友。

2．与搭档讨论并找出解决问题的方法。

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

这是新学期的第一节课。

所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。

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

英语人教版高中必修一(新课标)教案Unit1 Reading for Writing 教案

Unit 1 Teenage LifePeriod 5 Reading for Writing教材分析该板块设计了读写结合的活动，活动主题是“写一封建议信”(Write a letter of advice)。

阅读文本是一封青少年咨询师Susan Luo写给一位因朋友沉迷于电脑游戏和网络而担忧的青少年的建议信。

青少年思想活跃，渴望独立，在“幼稚”与“成熟”之间徘徊，所以在这个年龄段会面临各种问题。

该板块引导学生思考网瘾、早恋、孤独、与父母之间的代沟等问题，并讨论解决的方法，最终落实到一封建议信的书写。

旨在让学生能够体会到互相沟通、真诚相助的重要性，并能对照反思自己的行为，解决现实生活中出现的问题。

教学目标1. 能正确理解使用下列词汇：behaviour, generation, attract, focus, addict, adult。

2. 了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题。

3. 熟悉并掌握建议信的常见结构，掌握提建议的常用表达方式。

4. 能够写一封针对解决青少年问题的建议信。

5. 能够客观、理性地分析青少年学习生活中的问题，并提出解决方案。

教学重难点【教学重点】帮助学生掌握建议信的常见结构和语言特征，并能写出一封语义连贯、结构清晰的建议信。

【教学难点】掌握建议信的语言特征并能够写出一封语义连贯、结构清晰的建议信。

教学过程Task Writing a letter of adviceStep 1 Reading1. Read the letter. Then answer the following questions:(1) What is Worried Friend’s problem?(2) What suggestions does Susan Luo give to Worried Friend?(3) Besides suggestions, what else does Susan Luo say in her letter?Step 2 Pre-writing2. Work on Activity 1. Students discuss the last 2 questions in groups.3. Work on Activity 2. Study the organisation and language features. Then summarize the expressions used to make suggestions.设计意图：该环节属于语言输入阶段，活动一关注阅读文本内容，活动二关注文本结构和语言特点。

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。

人教版高中英语必修一第一单元教案

Unit 1 Friendship知识目标：（1）New words：survey，point，upset，ignore，calm，concern，loose，cheat，reason，list，share，feeling，Jewish，German，outdoors，crazy，nature，purpose，dare，thunder，entirely，power，trust，indoors，suffer，teenager，advice，questionnaire，quiz，situation，editor，communicate，habitPhrases：go without，go through，face to face，with so many clothes on，have some troubles，fall in love，hate gossiping，throw away，make a questionnaire，make an effort，pay no attention to（2）Master the changes between Direct Speech and Indirect Speech.（3）Learn to use the following sentence patterns：I wonder if...，...before...，It’s the first time that...，There was a time when...（4）Understand the concept of friendship.能力目标：（1）Use language knowledge to describe oneself and one’s friends.（2）Master the skills of scamming and scanning.（3）Predict the contents of the listening material based on known knowledge.（4）Master the basic skills of the writing.情感目标：（1）Let students know that every one of us must have a friend or some friends in our daily life.（2）Cultivate the spirit of cooperation by working in groups.●课时安排本单元教学可以分为7课时。

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。

英语人教版高中必修一(新课标)教案Unit1 Listening and Talking 教案

Unit 1 Teenage LifePeriod 4 Listening and Talking教材分析该板块的活动主题为“为青少年策划一项营地活动”(Plan a camp for teenagers)。

听力文本是一段对话，Max与Cao Jing谈论周末各自参加探险营和国际青年营的计划。

两人分别介绍了营地的活动内容，表达了对营地生活的期待。

该板块从高中生颇感兴趣的营地活动出发，旨在激发学生的想象力，策划一个同龄人喜欢的营地活动，并使用“be going to+动词原形”及“will+动词原形”等表示将来打算或意愿的语言功能项目进行交流和讨论，进而提升学生的团队精神和沟通表达能力。

教学目标1. 能正确理解使用下列词汇：adventure, youth, expert。

2. 能够口头叙述计划和将要发生的事情。

3. 能正确使用“be going to+动词原形”及“will+动词原形”等结构表示将来打算或意愿。

教学重难点【教学重点】帮助学生理解并正确运用be going to do、will do、plan to do、there will be、hope to do等结构来表达将来要做的事情和计划。

【教学难点】理解并正确运用be going to do、there will be、hope to do等结构表示将来打算或意愿。

教学过程Task Plan a camp for teenagersStep 1 Pre-listening1.Look at the two pictures in Activity 1. Answer the following questions:(1)What kind of camp is Adventure Camp/International Youth Camp?(2)What activities will it include?(3)What can students learn in these activities?2.Read the sentences in Activity 1. Then predict the main idea of the conversation. Step 2 While-listening1. Work on Activity 1. Listen to the conversation and tick what are heard about the camps.2.Work on Activity 2. Underline the expressions in the sentences above that Cao Jing and Max use to talk about the future.设计意图：该环节让学生通过勾画听力文本中的目标结构，关注对话中如何表达将来要做的事情和计划。

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。

(word完整版)人教版高中英语必修一Unit1教案.doc

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in addition to +n./doing 同类用法联想： because & because ofinstead & instead of “而且，其次”“附加给 ..., 除了 ...还有 ...”additional 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.分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

翻译练习：(1)他今天去上班没带领带。

Today, he went to work without (wearing) his tie.(2)他在没有其他人帮助的情况下自己完成了作业。

7.pay for payto do sth8. get sb to do sth(make/have/let sb do sth)get sb/sth doneget done get lost/prepared/dressed/involved9.形容词做状语，表示句子主语的特征、属性和状态副词做状语，表示谓语动词的完成方式E.g. He returned home last night, sad and disappointed.He left hurriedly.10. concern n. 担心，忧虑concern about/for/over...E.g. She hasn’ t been seen for four days and there is concern for her safety.That is a big concern.v. 涉及，与 ...有关be concerned withconcerning E.g. He asked several questions concerning the future of the company.翻译练习：不要问女人们涉及她们年龄的问题。

人教版高中英语必修一全册完整教案

Unit 1 Friendship Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。

并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。

并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。

1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。

1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。

继续探究并树立正确交友观，并为阅读作好了准备。

1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。

Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。

控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。

学生学习了新的词汇、句型，提高了阅读水平。

文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。

1.4 Comprehension 设计了三种题型。

其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。

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。

高中英语人教版(2019)必修第一册Unit 1 单元语篇教学分析与整体设计教案

Unit 1 Teenage Life单元语篇教学设计单元语篇教学分析与整体设计单元主题名称：青少年生活单元主题语境：人与自我之学校学习和生活单元主题内容：本单元主题围绕青少年生活展开，在“人与自我”单元主题语境下，探讨了中外青少年在学习、课外活动、兴趣爱好、人际交往等方面的状况及面临的问题。

单元主题育人功能：本单元旨在帮助学生真实、客观地了解和思考高中生活，能够以积极和阳光的心态规划未来的学习和生活，成就更好的自己。

单元板块与课程内容要素分析：单元教学核心素养目标与要求：单元教学重点：1. 在语篇语境中学习、理解单元主要单词、词块和句式结构的用法，并能正确使用单元主要单词、词块和句式结构进行口头和书面表达；2. 阅读自述体语篇，理解其语篇特征及语言特点，获取有效信息；3. 熟悉并掌握建议信的常用语篇结构，掌握提建议的常用表达方式，能够写一封针对解决青少年问题的建议信；4. 理解并正确运用名词短语、形容词短语和副词短语；5. 在阅读和视听中利用语篇标题、图片、关键词、主题句等预测语篇内容、获得语篇大意。

6. 了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题以及中外青少年学习生活的异同，开阔文化视野；7. 客观地比较、分析中外青少年学习生活的异同，理性地分析青少年学习生活中的问题，并提出解决方案。

单元教学难点：1. 正确使用单元主要单词、词块和句式结构进行口头和书面表达；2. 掌握建议信的语篇结构，写一封针对解决青少年问题的建议信；3. 理解并正确运用名词短语、形容词短语和副词短语；4. 理解中外青少年学习生活的异同，开阔文化视野，树立良好的心态；5. 理性地分析青少年学习生活中的问题，并提出解决方案。

单元语篇教学整体设想：单元语篇教学课时规划：。

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.。

人教版高一英语必修1 UNIT1教学设计案例

从学生课堂反馈来看，学生拥有了一定的语言感知水平，能够使用所学语言点实行新的语言项目的完成，但课后写到讨论结果却发现，学生的书写有问题，并且词汇拼写错误及有适量的语法错误。由此可知，在今后的学习指导中，老师要严格要求学生，锤炼笔头表达水平，语言输出的精确性有待增强。
三、学习者特征分析
高一学生从初中升入高中，具有一定的词汇量和语法知识，但相对来说，初中的句子简单，复合句较少，高中英语相对融入了大量的句法结构和更多的语言现象，在原有基础上让学生接触更多的语言材料，了解背景知识，学生间要做到资源共享，共同提升。针对学生在初中接触过直接引语和间接引用，从而告知学生宾语从句的基本特质和注意事项，并通过课文中的例句进一步体会语言环境。在引入强调句型过程中，先让学生理解其基本含义，采用还原法，告知学生强调句型的特征。通过翻译句子等方式了解学生的掌握情况，让学生针对身边的现象使用学习的语言点实行描述，是学生反馈学习效果的较好的方式。另外通过阅读，让学生体会安妮对朋友的渴望，从而学生懂得朋友的重要性，
在这节课中，学生对语言点的掌握和理解比较到位，并且能够从以前的语言知识中做到举一反三，这充分说明了，即使是新课程，也不一定都需要老师把知识一点点灌输，学生以旧带新的学习方式，更符合他们的认知规律。此外，学生在交流展示过程中，大胆，规范，并且能大胆提出问题，并能说出自己的理解，这个点难能可贵。整节课，学生思维活跃，课堂气氛热烈而不喧闹，彰显了学生的学习热情和求知欲望，并能适当使用所学的语言点造句并创立新语境，达到了预期的课堂效果。
提升他们人生观，价值观，友谊观等综合素质。
四、教学策略选择与设计
作为教师，绝不能低估学生的水平。在学生有一定语言知识和语法知识的基础上，自主学习，发现问题，彼此互相协助解决问题，并且展示自己的水平，这在一定水准上，既激励了学生自主学习的热情，也同时让学生把学习当成一种快乐，而不是被动地被灌输知识，学习的效果就会大大提升。所以，采用“四环节”教学法，即：设置项目，完成项目，交流展示，评价激励的教学策略，让学生把“要我学”变为”我要学”，形成高效课堂。

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。

【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 about friendship, 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 life during her family’s shelter in Amsterdam from the GermanNazis’killing in world war . she treats the diary as her bestfriend, and in it reveals her longing for a normal life and closecontact 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 to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in theinterpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole3. 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 be lieve……That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find differentways to solve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends andfriendship by using 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 Englishin Senior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describeone of your friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your goodfriends.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 youfeel? What did you do in your summer holidays? What didyou do in your spare time?2.What do you think of our new school? Do you like it? Couldyou say something about it?3.Do you like making friends? How do get in touch with yourfriends? Do you have many friends? Where are they now?Do you have any old friends in our school? Have you madeany new friends in our class?Step 2 Think it over1. Give a brief description of one of your friends. The followingphrases and 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 fill in the blanks.girl friends boy friends pen friendslong -distance friends friends 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 incommon and 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 sheeton page 8.5.The teacher ask some students how many points they got for thesurvey and 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 sho uld 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 y our 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 do?Try 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 friend?A 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 friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3.What can be your special friend besides human beings? And why?Step 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 you?3. 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 not?Step 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 it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3. 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 hide?How would you arrange to get food given to you every day?What 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 areport to share it with the whole class.2. Describe one of your best friends following the writing style of this passage.Ending: Let’s s ing 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 proceduresStep1 Lead inT:Good morning, class. In the last lesson, we learn ed 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 to 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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her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As 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.
This 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
2.Learning Methods Skimming, Scanning, Guessing, and Discussion
3. Teaching Aids Textbook &Teacher’s Book Multimedia Devices PPT Documents
六. 教学过程设计 Teaching Process (45mins)
1.Teaching Key Points 1.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 Points 1.To make the students be able to use different vocabularies about friend and friendship. 2.To make the students understand this unique history.
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
ne’s Best Friend （Reading）
课时共五课时，第二课时
一．教材分析 Analysis of the Teaching Materials
三. 教学目标 Teaching Aims
1.Knowledge Objectives 1. Get students to know the main content of this article. 2. Learn about the formats of a diary. 2.Ability Objectives 1. 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 Objectives
Period II: Anne’s Best Friend（reading） Step I. Review and Leading-in (5mins)
五．教法、学法与教具 Teaching and Learning Methods and Aids
1.Teaching Methods 1. Question-inquiry Teaching 2.Task-based Learning and Teaching 3.Analytic Discussion（pair work or group work）
1.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 Points

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