高一英语个性化辅导教案十三
高一英语教案优秀教案5篇
【导语】⾼中阶段学习难度、强度、容量加⼤，学习负担及压⼒明显加重，不能再依赖初中时期⽼师“填鸭式”的授课，“看管式”的⾃习，“命令式”的作业，要逐步培养⾃⼰主动获取知识、巩固知识的能⼒，制定学习计划，养成⾃主学习的好习惯。
今天⾼⼀频道为正在拼搏的你整理了《⾼⼀英语教案优秀教案5篇》，希望以下内容可以帮助到您！1.⾼⼀英语教案优秀教案 ⼀、教材分析： 学⽣在度过⼀个假期后，英语知识较⽣疏，教师应当复习好以前单词，为学习新知打下基础。
Ｌet’s talk A部分很好地体现了这⼀点。
Good morning We have a……复习民第⼀册中内容。
“I’m from America”这⼀句为B Let’s taik“Where are you from？做了铺垫，教师应充分注意这⼀点 boy、girl 、teacher student 、meet等单词⼜是第⼀次出现，也需要我们特别关注。
⼆、教学⽬标： 1、能够得简单地表达⾃⼰⼼情，如：nice to meet you welcome back to school 2、能够听懂并回答 Where are you from？ I’m from 3、认识、会说字母A——E 4、掌握A、B Ler’s talk中单词。
5、理解A、B Ler’s talk中内容。
三、教学重、难点： 能够听懂并回答 Where are you from？ 掌握A、B Ler’s talk中单词。
理解A、B Ler’s talk中内容。
四、课时安排 第⼀课时 A lLet’s talk Let’s learn B Let’s sing 第⼆课时 A Let’s practise Let’s play Let’s chant 第三课时 B lLet’s talk Let’s learn 第四课时 BLet’ssay Let’spractise 第五课时 B Let’s Let’s 第六课时 C story time2.⾼⼀英语教案优秀教案 教学⽬标 To help students learn to express attitudes, agreement & disagreement and certainty To help students learn to read the text and learn to write diaries in English To help students better understand “friendship” To help students learn to understand and use some important words and expressions To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点 Words upset, ignore, calm, concern, settle, suffer, recover, pack Expressions add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns “I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. I stayed awake on purpose until half past eleven… …it was the first time in a year and a half that I’d seen the night face to face… 教学⼯具 ppt 教学过程 Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 1. Warming up ⑴ Warming up by defining friendship Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. Then what is your opinion about friendship? Do you think that friendship is important to our life? Why? ⑵Warming up by learning to solve problems Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely. Common problems among teenagers Solution Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. Situation 1: Friends get angry with each other when they try to talk about something difficult. Try to understand your friend/ Try to talk about the problem in a different way. Situation 2: Friends don’t know how to apologize Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. Situation 3: Some friends don’t know how to keep secrets. Keep your secrets to yourself Tips on being a good friend Treat your friends the way you want to be treated. Keep secrets that are told to you. Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend. ⑶Warming up by doing a survey Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友). Now please do the survey on page one. Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.3.⾼⼀英语教案优秀教案 教学⽬标 Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills. Process and method: Ss acquire knowledge and improve ability through discussion and competition. Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings. 教学重难点 important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on. difficult point : how to solve the questions and find the useful information using the reading skills. 教学⼯具 课件 教学过程 Lead in 1. show some pictures . 2. show the pictures and a short video of amber room. purpose: motive Ss's interest. Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them. Presentation Look at the photos here. What do you know about the substance of “amber”? What do know about the cultural relics “the Amber Room”? discussion: Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision? A: What should we do? B: Can we keep it for ourselves or report it to the government? C: Have you come across such a situation — to make a difficult choice? listen and answer the questions: Play tape. Ss get the main idea of the passage. Reading pre-reading: 1. Have you ever seen a piece of amber? What do you know about it? 2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right. Reading: 1st time: read by yourself as quickly as you can. join the correct parts of the sentences together. 2nd time:choices and T/F compete between boys and girls. 3rd time: answer some question. Ask ss to think over and discuss. purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information. Discussion and report Think over of what we discuss in the part of warming up: I find myself falling into the dilemma. you discuss together ,and write down the outline of a report. work in group Consolidation fill in the blanks (summary). Homework make a report . use the useful information in the passage.4.⾼⼀英语教案优秀教案 Period 7-8 Grammar Grammar ⼀、动名词做主语的⽤法 动名词做主语往往表⽰经常性、习惯性的动作，在⼝语中也可以表⽰具体的动作。
高一英语教案通用6篇
高一英语教案通用6篇高一英语教案通用6篇高一英语教案1 一、教学设计意图在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，进步自主学习的才能;要有利于学生学会运用多种媒体和信息，拓宽学习渠道并形成具有个性的学习方法和风格。
”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进展整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。
网络学习是一种学习过程交互化的学习形式。
学生带着问题借助网络查询信息，进展信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的表达。
使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。
二、教学目的设计：知识与技能：①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。
②充分利用网络资，强化学生自主学习的意识，培养学生组织语言、运用语言的才能。
过程与方法：①培养学生挑选局部和整体信息的才能和独立阅读才能，通过自主学习和协作学习，获取信息和处理信息的才能。
②培养学生质疑意识，分析^p 问题、解决问题、综合问题的才能和创造性思维才能。
情感价值观：通过本节课的学习，培养学生的人文和信息素养。
三、教材内容及重点、难点分析^p ：教材内容：本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍____的地理概况和风土人情，而是透过一个旅人的眼睛来看____。
相比较而言，这样的课文难度更大。
教学重点：①对课文内容的整体把握。
②学生组织语言、运用语言的才能。
【重点打破】任务驱动，层层深化。
利用“任务驱动”方法，使学生利用资自主探究、解决一系列层层深化的问题。
高一英语优秀教案5篇
高一英语优秀教案5篇高一英语优秀教案5篇作为一名默默无闻的教育工作者，通常需要用到教案来辅助教学，借助教案可以恰当地选择和运用教学方法，调动学生学习的积极性。
下面是小编给大家整理的高一英语优秀教案，欢迎大家查阅。
高一英语优秀教案篇1教学目标本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市;本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。
通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特?迪斯尼奋斗的生活简历。
引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。
同时，设计问答练习，提高学生阅读能力。
作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。
对话教学建议Step 1听录音教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。
1.What were they talking about ?2.How to answer the first /second/third/forth/fifth visitor question?Step 2 练习组织学生五个人一组，练习对话三至五分钟。
教师请几组同学到前面表演。
Step 3改写将对话内容改写为一篇短文，要求学生用本课的地点名称如：Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….Step 4 讨论If you are visitor, How to ask the way to the stranger at first?Step 5总结教师提问学生们，归纳和总结对话用语。
个性化辅导教案不定式
个性化辅导教案不定式一、教学目标：1. 帮助学生理解不定式的概念和用法。
2. 培养学生正确运用不定式进行表达的能力。
3. 提高学生对英语语法知识的兴趣和自信心。
二、教学内容：1. 不定式的定义和形式。
2. 不定式的基本用法和功能。
3. 不定式的句子结构分析和实践。
三、教学重点与难点：1. 不定式的正确形式和用法。
2. 不定式在句子中的功能和作用。
3. 运用不定式进行实际表达的能力。
四、教学方法：1. 实例讲解法：通过具体例句讲解不定式的用法。
2. 互动练习法：引导学生进行语法练习，提高实际运用能力。
3. 任务驱动法：设计实际场景，让学生在完成任务中运用不定式。
五、教学步骤：1. 引入不定式概念：通过一个简单例句引入不定式的概念，让学生初步了解不定式的形式和用法。
2. 不定式的定义和形式：详细讲解不定式的定义，引导学生掌握不定式的正确形式。
3. 不定式的基本用法：分析不定式在句子中的基本用法，如作主语、宾语、表语等，让学生明确不定式的功能。
4. 句子实践：让学生结合具体场景，运用不定式进行实际表达，巩固所学知识。
5. 互动练习：设计一些练习题，让学生和不定式进行互动，检验掌握程度。
6. 总结与反馈：对本次课程进行总结，对学生的学习情况进行反馈，鼓励学生继续努力。
这五个章节构成了教案的基本框架，可以根据实际教学情况进行调整和补充。
在教学过程中，要关注学生的学习需求和进度，尽量让每个学生都能在课堂上得到充分的练习和指导。
注重激发学生的学习兴趣，提高他们对英语语法的自信心。
六、教学拓展：1. 对比不定式和虚拟语气在特定情境下的用法。
2. 探讨不定式在英语口语和书面语中的重要性。
3. 分析常见错误类型，提高学生的语法敏感度。
七、课堂活动：1. 角色扮演：设计一个场景，让学生运用不定式进行角色扮演，增强实际应用能力。
2. 小组竞赛：组织一个小竞赛，看哪个小组在限定时间内完成的不定式练习最多，激发学生的学习热情。
高一英语学习教案七篇
高一英语学习教案七篇高一英语学习教案七篇高一英语学习教案都有哪些？教学场所和实习场所应当在数量和功能上满足教学需要，并配备专职人员对教学设施进行日常管理和维护。
下面是小编为大家带来的高一英语学习教案七篇，希望大家能够喜欢！高一英语学习教案篇1高一上学期是高中教育的起始阶段，教育就显得尤为重要，为了使学生圆满完成新课标要求的各项学习任务，尽快适应新的环境，在各方面能够健康发展，把英语教学搞的有声有色，必须有一个切实可行的教学计划。
特制定英语教学计划如下：一、教材分析教材是“课标”的具体表现，是学生学习的“蓝本”。
现在使用的人教版英语教材每一个单元都围绕一个主要话题开展听说读写活动，共九个部分，即热身，阅读，理解，语言学习，语言运用，小结，学习建议和趣味阅读。
语言知识和技能的呈现与训练，以及语法和句型等重点循序渐进，循环反复，符合学生的认知规律，有利于学生构建知识系统。
新教材打破了传统的体系，用新的理念、新的方式、新的体系呈现出来。
我们应当以积极的态度去学习新教材，研究新教材，理解新教材各个栏目的编写意图，限度地发挥各个栏目的作用。
一方面我们要努力去理解新教材、适应新教材、用好新教材，一方面我们又要努力站在新教材之上使用新教材，要根据教学目标和学生实际对其进行大胆的取舍和重组，是教材为我所用，而不是被教材牵着鼻子走。
二、教学目标1、使学生明确学习英语的目的性,发展自主学习的能力和合作精神。
2、做好初高中的教学衔接工作，让学生了解和适应高中的英语学习。
3、在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，培养学生在获取信息，处理信息，分析问题解决问题的能力，以及运用英语进行思维和表达的能力。
4、优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的`能力。
三、学生现状分析针对我所带的班级高一5、6班学生生员构成复杂，大部分来自农村，远到王坟，庙子，城区学生少，普遍英语底子差，基础薄，英语水平参差不齐，发音不标准的实际情况，打算在高一起始阶段的英语教学中，本着低起点，爬坡走，抓习惯的原则，长期不懈地抓好学生的学习英语的的兴趣和习惯养成。
高中英语个性化教案模板
一、教学目标1. 知识目标：（1）掌握本节课的重点词汇和句型；（2）了解相关文化背景知识；（3）提高学生的听说读写能力。
2. 能力目标：（1）培养学生的自主学习能力；（2）提高学生的合作学习能力；（3）锻炼学生的批判性思维能力。
3. 情感目标：（1）激发学生对英语学习的兴趣；（2）培养学生良好的学习态度；（3）提高学生的跨文化交际意识。
二、教学重难点1. 教学重点：（1）重点词汇和句型的掌握；（2）阅读理解能力的提升；（3）写作能力的培养。
2. 教学难点：（1）词汇和句型的灵活运用；（2）阅读理解的深度理解；（3）写作的创意和连贯性。
三、教学过程1. 导入新课（1）利用多媒体展示相关图片或视频，激发学生的兴趣；（2）简要介绍本节课的主题和内容；（3）提出与本节课相关的问题，引导学生思考。
2. 新课导入（1）讲解重点词汇和句型，结合实际语境进行讲解；（2）通过小组讨论或角色扮演等方式，让学生练习运用所学词汇和句型；（3）讲解相关文化背景知识，拓宽学生的视野。
3. 阅读理解（1）学生自主阅读课文，找出文章的主题和关键信息；（2）教师引导学生分析文章结构，总结文章主旨；（3）针对文章中的难句和重点词汇进行讲解，帮助学生理解文章内容。
4. 写作训练（1）教师给出写作题目，引导学生思考；（2）学生根据题目要求，进行写作练习；（3）教师批改作文，给予学生反馈和建议。
5. 总结与反思（1）回顾本节课所学内容，强调重点词汇和句型；（2）总结学生在课堂上的表现，给予表扬和鼓励；（3）布置课后作业，巩固所学知识。
四、教学评价1. 课堂表现：观察学生在课堂上的参与度、合作能力和学习态度；2. 作业完成情况：检查学生课后作业的完成质量和进步；3. 考试成绩：通过考试检验学生对知识的掌握程度。
五、教学资源1. 教材及相关教学辅助资料；2. 多媒体课件、图片、视频等；3. 课后作业、测试题等。
六、教学反思1. 教师应关注学生的个体差异，因材施教；2. 注重培养学生的自主学习能力和合作学习能力；3. 创设轻松愉快的课堂氛围，激发学生的学习兴趣；4. 及时反馈学生的学习情况，帮助学生改进学习方法。
高一unit13.1warmingup（新课标版高一英语教案教学设计）
高一unit13.1 warming up(新课标版高一英语教案教学设计)Period 1一、 Teaching ContentUnit 1 Words and phrases; Warming up;二、 Teaching Goals1. Improve the students’ speaking ability by describing and discussion.2. Learn and master the new words and phrases三、 Teaching Important Points:1. Master the new words and make the student use these words to make sentences.2. Train the students’ speaking ability.四、 Teaching Difficult Points1. How to finish the task of speaking or discussion.2. How to master the words五、 Teaching Methods:1. Individual, pair or group discussion before filling information in the blank.2. Explanation and inductive methods to make the students master the new words.六、 Teaching Aids1. A projector2. The blackboard七、 Teaching proceduresStep 1Words study (see Page162)Greetings and lead- inGood morning! My boys and girls!Sit down, please!T: First, let me look at two pictures. Who knows there is the important difference between the two pictures?Ss: Western dinner party and Chinese dinner Party.T: Sure. Last year, we’ve learned Unit6 Good manners.1unit13.1(2)1.How is the table laid ?(Western-style food)2. What are good table manners? (P.P.)Step2 Warming upT: Number the follow dishes be served at a Western dinner party with the right order.dessert drinks main course starter soupCORRECT: starter soup main course dessert drinksStep3.T: Look four kinds of food (Pictures)T: We found the two kinds of food are Chinese food. And the next are Western food.T: Tell me some names of Chinese food and Western food.Chinese food: Fruit, green vegetable, Jiaozi, noodles, spring rolls, etc.Western food: Potato crisps, butter, Cream ,sweets ,Chocolate, soft drinks and meatT: What is a healthy dieteating?1.Which is the better diet,the Chinese food or the Western food?2.What is a healthy diet?T: Chinese dieteating A lot of fruit and green vegetables, rich in fibre, Low in sugar.Western diet: Too much fat meat ,potato crisps/chips, butter, cream and chocolate)T oo much sugar (cakes,soft drinks,sweets and so on)Step4. SpeakingT: OK, let’s see the two language points.I think that…. because….. be rich high low poor inT: Ask your classmates what they like to eat. Make a list of the food and decide whether what they eat is junk food or not.name Breakfast snacks lunch Dinner1unit13.1(3)Step5 Listening and dictationT: Now write down your name, number and date. We’ll have a diction.T: I will read four times. First time, listen carefully and get the general idea. The second and third time, you can write down words by words or sentences by sentences. The forth time, check your writing.Material: The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is rich in fibre and low in sugar and fat. However, people in the Western world eat too much fat and sugar and don’t take enough exercise. Because of this, they put on weight very easily. Many people in the Western countries are fat and some have bad teeth.Step6 Summary and Homework1.Review the new words and phrases in Unit 13.2.Preview the Listening and Speaking on Page2.3.Do the exercise of Listening on Page 71.八．黑板板书设计Blackboard:Words and phrases explaining九、Evaluation。
高一英语教育教案设计七篇
高一英语教育教案设计七篇高一英语教育教案设计七篇高一英语教育教案设计都有哪些？在每节课之前，快速预习是一个好学生的普遍做法。
预习能使你在课堂上抓住自己不会的地方有所突破，课下你会觉得轻松愉快。
下面是小编为大家带来的高一英语教育教案设计七篇，希望大家能够喜欢！高一英语教育教案设计Teaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then Three Skills: energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you/What’s the matter with youLie down and let me examine you.Let me have a look.Where does it hurtDrink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wron g with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs.Ask several pairs of students to present their dialogueAfter that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat(What kinds of nutrients that the food contain.)3.What made our eating habit changing(Many things: what people believe, advice from companies and stores.)4. How can we feel and look fine(We ought to learn about our body and the fuel it needs to keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into(Three parts.)What’s the main idea of each part(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwardslist the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish th e exercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the text on P6 and then get the students to find the main ideaof it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potatoWhat does one have to pay special attention to in order to keep healthy (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.高一英语教育教案设计【篇5】教学准备教学目标■To help students learn to express attitudes, agreement disagreement and certainty■To help students learn to read the text and learn to writediaries in English■To help students better understand “friendship”■To help students learn to understand and use some important words and expressions■To help students identify examples of Direct Speech Indirect Speech (I): statements and questions in the text教学重难点Wordsupset, ignore, calm, concern, settle, suffer, recover, packExpressionsadd up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join inPatterns“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.I stayed awake on purpose until half past eleven……it was the first time in a year and a half that I’d seen the night face to face…教学工具ppt教学过程Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is1. Warming up⑴ Warming up by defining friendshipHello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship isYeah, there are many explanations about friendship. However,friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.Then what is your opinion about friendshipDo you think that friendship is important to our life Why⑵Warming up by learning to solve problemsNice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.Common problems among teenagersSolutionSome of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.Situation 1: Friends get angry with each other when they try totalk about something difficult.Try to understand your friend/ Try to talk about the problem in a different way.Situation 2: Friends don’t know how to apologizeStart by telling each other that you are sorry. A simple apology is often enough and is a good starting point.Situation 3: Some friends don’t know how to keep secrets.Keep your secrets to yourselfTips on being a good friendTreat your friends the way you want to be treated. Keep secretsthat are told to you.Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.⑶Warming up by doing a surveyGood morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).Now please do the survey on page one.Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.高一英语教育教案设计【篇6】一、教学目标知识目标1. Get students to learn some useful new words and expressions in this part.2. Get students to read the play.3. Let students learn the expressions of ordering food.能力目标1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.2. Enable students to understand and act out the play.3. Have students learn how to use the expressions to order food. 情感目标1. Stimulate students’ interests of learning English by reading and acting this play.2. Develop students’ sense of group cooperation and teamwork.二、教学重点1. Develop students’ reading and speaking skills.2. Let students read and act the play.3. Have students learn to use the expressions to order food.三、教学难点1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.2. Get students to act the play.3. Have students make a dialogue at the restaurant.教学过程→Step 1 Revision1. Check the homework exercises.2. Ask two students to retell the content of Act I, Scene3.intheir own words.→Step 2 Warming upWe have learned that Henry got a letter from the two oldbrothers ,so please predict what will happen next.→Step 3 Reading1. Read the play fast to understand the gist and decide whether the following statements are true or false.1)The owner looked down upon Henry when he n oticed Henry’s appearance.2)Henry asked for more of the same food because he is an Americanwho like to eat a lot.3)When Henry saw the million pound bank note, he was happy andproud of it.4)The owner didn’t believe that the bank note was real and he asked Henry to get out of the restaurant.2. Read the play carefully and do the following:1)Answer these questions in small groups.(1)Whose behavior changes the most during this scene Give examples.(2)What kind of person is the owner of the restaurant(3)Why do you think the owner of the restaurant gave Henry a free meal2)Pay much attention to the different attitudes towards Henry.Before Henry shows his million pound bank note:Owner Hostess WaiterThat one’s reserved.Well, we will have to take a chance.. . . if you pay the bill. . . My goodness! He eats like a wolf. It’ll cost a tiny bit.Again, everythingWhat’s there to wait forAfter Henry shows his million pound bank note:Owner Hostess WaiterI’m so sorry, sir, so sorry.Oh, please, don’t worry, sir. Doesn’t matter at all.Just having you sit here is a great honor! . . . bow. . . Screams And you put him in the back of the restaurant!bow. . . bow. . .3. Retell the story:With the envelope in hand, Henry decided to enter a restaurant for a meal. He ordered some ham and eggs and a nice big steak together with a tall glass of beer. The waiter told him the meal would cost him a tiny bit. After eating his first order, Henry asked for more of the same.When Henry opened the letter, he found it was a million pound bank note. He was surprised but the owner and the waiter were shocked. The owner was not sure if it was genuine or fake. They couldn’t believe Henry who was in rags could be so rich. At last, the note was proved to be real.After knowing that the bill is genuine, the owner thanked Henry again and again for his coming to his little eating place and even asked Henry to forget the bill . The owner, hostess and waiter all bowed together as Henry left.→Step 4 Language points1.order n. 要(叫)的菜 eg. May I take your ordern. 顺序，次序 eg. The books are arranged in order of size.n. 命令 eg. Soldiers must obey ordersv. 命令 eg. The officer ordered his soldiers to marchv. 预定，预购 eg. I have ordered a steak.2.take a chance 碰运气Eg. As for whether he will win the game or not ,we must take a chance .Maybe true love is a decision, a decision to take a chance with somebody.也许真爱只是一个决定，一个与某个人一起冒险的决定。
高一的英语辅导方案
高一的英语辅导方案一、学生情况分析在制定辅导方案之前，需要对学生的英语学习情况进行全面的分析。
通过与学生交流、查看其过往的英语考试成绩、课堂表现以及作业完成情况等，了解学生的英语基础、学习习惯、优势和不足之处。
1、英语基础词汇量：了解学生的词汇积累程度，是否能够熟练掌握初中阶段的常用词汇，以及对高一新学词汇的掌握情况。
语法知识：评估学生对初中语法的掌握是否扎实，如时态、语态、从句等，以及对高一新学语法的理解程度。
听力、口语、阅读、写作能力：分别考察学生在这四个方面的水平，找出相对薄弱的环节。
2、学习习惯学习态度：观察学生对英语学习的兴趣和积极性，是否有主动学习的意愿。
学习方法：了解学生平时的学习方法是否科学有效，如是否有定期复习、做笔记、制定学习计划等习惯。
时间管理：分析学生在英语学习上的时间分配是否合理，是否能够充分利用课余时间进行学习。
3、优势和不足优势：发现学生在英语学习中的特长，如口语表达能力较强、阅读理解能力较好等，以便在辅导过程中进一步发挥其优势。
不足：找出学生存在的主要问题，如语法错误较多、词汇记忆困难、听力理解能力差等，有针对性地进行辅导。
二、辅导目标根据对学生情况的分析，制定明确的辅导目标，包括短期目标和长期目标。
1、短期目标提高学生在本学期内的英语考试成绩，争取在每次考试中都有所进步。
帮助学生弥补当前学习中存在的知识漏洞，如掌握重点语法知识、扩大词汇量等。
培养学生良好的学习习惯，如按时完成作业、认真听讲、积极参与课堂讨论等。
2、长期目标提升学生的英语综合能力，包括听、说、读、写四个方面，为高考打下坚实的基础。
激发学生对英语学习的兴趣，培养其自主学习的能力，使其在今后的学习中能够持续进步。
帮助学生提高英语思维能力，能够灵活运用英语知识解决实际问题。
三、辅导内容1、词汇制定词汇学习计划，每天安排一定量的新单词学习和复习。
教授学生有效的词汇记忆方法，如联想记忆、词根词缀记忆、语境记忆等。
高一英语辅导教案
高一英语辅导教案高一英语辅导教案高一英语辅导教案【1】一、目的与要求复习第一至第七单元出现过的语法项目二、语言运用运用所学的食物名称及有关“就餐”的日常交际用语，完成教科书和练习册中规定的听、说、写的任务；阅读课文“food around the world”，深刻理解，完成有关课文内容的练习，并进一步练习定语从句，被动语态及各种动词时态的用法。
三、日常交际用语本单元复习第一至第七单元的交际用语，小结如下：1．介绍问好①hello/hi. nice to meet you.②i’ll introduce you.③give one’s regards/best wishes/love to sb.④i must go/be leaving now.2．建议要求①here are some do’s and don’ts.②follow…instructions.③what about…?④make sure that…⑤do what he/she tells you to do.3．请求帮助①would you please say that again more slowly?②pardon? i’m sorry i know only a little english.③i don’t quite fllow you.④how do you pronounce/spell…?⑤i have some difficulty in doing…⑥what does…mean?4．祝愿①have a good time.②good luck. have a good tip.③the same to you.5．餐桌用语①would you like another piece of beancurd?②how about some more…?③just a little, please…④no, thanks. i’ve had enough.⑤help yourself to…⑥let me give you…四、重点与难点分析1．——would you like another piece of beancurd? ——要不要再吃一块豆腐？——yes, please. ——好的，谢谢。
高一英语教案：下学期Unit13b
Teaching PlanSenior English for China Student ' s Book 1BUnit13 Healthy EatingWarming up & ListeningTeaching goals 教学目标1. Target language 目标语言Important new words and phrases:junk food , fat , vitamin , snack , stomach , calcium , carbohydrate , fibre , mineral , protein , protein , energy , nutrient , calorie , fuel2. Ability goals 能力目标1) Enable the students to talk about eating habits and health in English.2) Train the students ' listening ability and listening memory ability. Teaching important points 教学重点Talk about eating habits and health.Teaching difficult points 教学难点How to improve students ' listening ability.Teaching methods 教学方法1. Listen to the tape (individuals)2. Group work (cooperative learning)Teaching aids 教具A tape recorder , a projector and a computer. Teaching procedures & ways教学过程与方式Step 1. Revision(5 minutes)Review the following new words of Unit13 by Power Point. junk food, fat , stomach , fibre , mineral , energy , fuel , vitamin , snack , calcium , protein , nutrient , calorie , carbohydrate (Press the left mouse button to show the students the Chinese meaning of every word and ask students to recite them one by one.) Step 2. Warming up (20 minutes)In order to arouse the students ' interests in study, show the students some photos of food on the Power Point. (Press the left key mouse button)1. First students must identify the kinds of food. (Tell students to write the names of food on the blackboard)(1) hamburger (2) fried chicke n (3) French fries/potato chips(⑷ Fries bread stick (5) chocolate (6) ice cream⑺ walnuts ⑻ sweet corn /cor n-on-the-cob (9) ma ngoes⑽ all ki nds of fruit (11) tomato (12) fish (13) tofu 圍cabbage(15) candy (16) mushrooms (17) dumpli ngs (18) meat2.Every day we must have food. Food makes us feel full and happy and it also helps us to build our bodies. But have you ever thoughtwhat ingredient the food contains? (Press the left mouse button) Tell the students to summarize it. Ask the students to consider: What is junk food and what is healthy food?Junk food contains fat, sugar, energy, calories and so on.Healthy food contains calcium, carbohydrate, fibre, mineral, protein, vitamin, energy, nutrient, fuel and so on.3. Tell students to look at the names of the food on the blackboard and say which is junk food and which is healthy food and give their reasons.They can do it like this:1) I think that ice cream is junk food because it has a lot of fat and sugar.2) I think that vegetables are healthy food because they contain lots ofvitamins.4. Free talkTell the students to ask their partners about their diets and give them some suggestions if necessary.Step 3. Listening(18 minutes)1. This is a dialogue between Mike and his mother. Listen to what happened toMike and fill in the table on the Power Point.What did Mike eat?questio ns:1) What' s wrong with Mike?He has a stomachache.2) What did Mike have for breakfast?Two pieces of chocolate, a glass of coke and two cookies.3) Can you give Mike some advice?What should he eat less of?He should eat less of ju nk food.1. Now listen to what Mike did next and then answer the questions below.1) Which side of Mike ' s stomach hurts?His left side hurts.2) Does Mike have a fever?No, he doesn ' t. His temperature is normal.3) What does the doctor tell Mike to do?Take some pills and call him if there is a problem.Step 4. Summary ( 1 minute )Today we ' ve done some listening and learnt how to talk about eating habits and health. I suggest you should eat more of healthy food and less of junk food. Step 5. Homework ( 1 minute )1. Finish the listening exercises on Page 71.2. Surf on the Internet and find more about junk food and healthy food.板书设计Unit 13 Healthy eatingWarming up &Listening1. Revision2. Warming up hamburger fried chicken F rench fries/potato chipsFries bread stick chocolate ice cream walnuts sweet corn /corn-on-the-cob mangoes all kinds of fruittomato fish tofu cabbage candy mushrooms dumplings meat3. Listening4.Summary(The End)。
高一Unit13教案（新课标版高一英语下册教案教学设计）
高一Unit13教案（新课标版高一英语下册教案教学设计）Type of lesson: New LessonTeaching aims: Learn to use functional sentences, key structures, and words to giving advice and making suggestions by listening, speaking, reading and writing.Teaching contents:1. Topic: Healthy eating(1) Talk about eating and health.(2) Practise giving the advice and making suggestions(3) Use the modal verbs had better, should, ought(4) Learn some useful cooking terms(5) Read and write recipes2. Functional Sentences: Seeing the doctor.Giving advice and making suggestions3. Vocabulary:Words: pain, hurt, ache, examine , check, advice, advise , suggest, health ; healthy, diet, base, prepare,Phrases: had better, ought to, be careful, take care4. Grammar: Modal VerbsPeriod 1: Warming-up & ListeningType of lesson: ListeningTime: 40 minutesTeaching aims: 1. T alk about eating and health.2. Improve the students’ abilities of listening.Teaching aids: computerTeaching procedures:Step 1: Lead inAsk students to answer the following questions:1. What do you often have for breakfast / lunch / supper?2. What do you care most about your food?Step 2: group discussion.Ask every group to choose one picture on page 1 and finish the following tasks:1. List out the names of the food.2. Identify the healthy food, junk food and the food both good and bad for health, and then give out the reasons.3. Fill in the form.4. Each group choose one student to report the result of their discussion.names of the food healthy food, junk food,food both good and bad for health, reasonsStep 3 : Listening comprehension1. Go through the task with the students and make sure what to do before the teacher plays the tape.2. Play the tape for 3 or 4 times and give specific instructions of what to do each time.Listening text 1( 1 ) Answer the question 1, 2 on Page 2.( 2 ) Filling the blanks.Hmm, let me see, I had two _____________, two large orders of __________ ________, an _______ _________, and a large ____________.( 3 ) Discuss the question 3 on Page 3.Listening text I1( 1 ) Answer the questions on Page 2.( 2 ) Filling the blanks.Now, let’s see. No, your temperature is ____. Your mum’s _________ ----- you probably ____ ate ____ _____. Here, take these pills tonight and tomorrow morning and see if you feel _____. If _______ changes or you don’t feel _____, give me a call.3. Let students check their answers in pairs and then with the whole class.Step 4: role- playAsk the students to act as a doctor and a patient to make dialogues.Homework:Ask the students to discuss the following questions after class.1. How important is it to control the amount of food for your meals?2. How do we keep a balanced diet?Period 2 SpeakingTeaching aims:1. To train Ss’ speaking ability2. The Ss are able to describe what’s wrong with him when seeing a doctor and practise a doctor’s suggestions.Teaching proceduresStep 1. Leading inLet the Ss read a short joke and answer some questions.How old is she?A woman was having some trouble with her heart, so she went to see the doctor. He was a new doctor and didn’t know her, so he first asked some questions, and one of them was “ How old are you?”“Well”, she answered “I don’t remember, doctor, but I will try to think.” She thought for a minute and then said , “ Yes, I remember now, doctor. When I married, I was 18 ,and my husband was thirty. Now my husband is sixty, I know. And that is twice thirty. So I am twice eighteen. That is thirty-six, is n’t it?”1) What was the relationship between two people?2) What’s wrong with the woman?3) What are the questions a doctor usually asks when you first meet him?4) What other problems does the woman have besides heart trouble?Step 2 Functional sentences learning1. Ask the Ss to brainstorm on functional sentences about seeing the doctor and list them on a piece of paper.1) What’s wrong/matter with you?2) I don’t feel well./ I’ve got pain here.3) There’s something wrong with my…4) Let me have a look. Show me your …2. Ask the Ss to go over the functional sentences on P3 by themselves.3. Let the Ss read the situations and make up a dialogue in a pair or in group of 3 or4.4. Ask the Ss to sum up the functional sentences they have used in their dialogues.Patient DoctorI’ve got a pain here. This place hurts. Lie down and let me examine you.There’s something wrong with … Let me have a look.展开全文阅读I don’t feel well. Drink plenty of water and get some rest.5. Read the sample dialogue and try to learn it by heart.Step 3 . Task: Make up a dialogue by using the situations given on P72.Sample: 1A: Excuse me , waiter! Could I order, please? I’m very hungry!B: Of course. What would you like?A: Oh, I like all kinds of food. I’ll eat anything as long as I get a lot of it!B: I see. Well, in that case, I recommend that you order a steak.A: Well,yes, but I’m worried that it may not be enough. What does it come with.B: It comes with two vegetables and your choice of French fries or bread rolls.A: Can I have both fries and bread rolls?B: Sure. And perhaps you’d like a salad?A: Good idea! I’d like a regular house salad. Oh, and I’d like some dessert, too.B: We have apple pie and ice cream.A: Great. I’ll take the apple pie, please.Step 4 Summarizing the functional sentences of giving advice and making suggestions they have used in their dialogues.a. You’d better (not)…You should /ought to …You need (to )…b. Shall we…?Let’s…What/How about…Why not…?Why don’t you …?Period 3: ReadingType of lesson: ReadingTime: 40 minutesTeaching content: Text---We Are What We EatTeaching objectives: 1. Students can understand the whole passage by reading it.2. Students will learn to know how to make the right choices about what and how we eat.Teaching focus: Im proving the students’ abilities of reading.Teaching aids: computerTeaching procedures:Step Ⅰ: Pre-readingShow students the following questions on the screen and let students discuss them in pairs.1) Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?2) How many meals do you have every day? Which meal do you think is the most important? Why?3) How much water do you drink every day?4) What kind of snacks do you have?Step Ⅱ: While-reading1. Reading for general information.Ask the students to read the passage quickly for the first time and find out the answers to the following questions.1) Why should we learn to make the right choices about what and how we eat?2）How will we be ready for the challenges and opportunities in life?2. Reading for the meaning of the words.Ask the students to read the passage for the second time and find the words that fit the following descriptions.1) ________________ Found in food and necessary for good health.2) ________________ The kind of food that someone eats each day.3) ________________ Part of plants that you eat but cannotdigest, which help food to move quickly through your body.4) ________________ Found in food and are important for good health. They help to build our bones, teeth and blood.5) ________________ Found under skin. Our body needs it for energy. It can keep us from feeling cold.6) ________________ Bad for your teeth and can make you gain weight.7) ________________ Found in milk and meat. Our body needs it to grow and keep healthy.8) ________________ Unit for measuring how much energy the food can give us.3. Reading for understanding specific information.Let students do the T or F exercises.1) Our eating habits have changed because we need more food than before.2) We can buy all kinds of food in the stores, but we had better choose healthy food to buy.3) Protein, Calcium, Vitamins and some other nutrients help to build up strong bodies.4) Vegans don’t eat meat because they hate hunting.5) More and more people realize that organic vegetables are good for health because the vegetables are grown without chemicals.6) Supplements and crash diets can help people lose weight.7) If we eat less fat, sugar and exercise more we will keep ourselves fit.8) The passage mainly talks about what to do to make oneself healthy.4. Reading for sentence problem solvingLet students read the passage with the tape on and underlinethe sentences that they can not understand. After the students finish reading, teacher should help them to solve their problems and make sure everyone can understand the following sentences.(The explanations to the following sentences are on page 132)1) Our eating habits have changed, as our way of life, and the fuel we need for our bodies is also different.2) The same goes for “crash diets” that some companies say will make us lose weight fast.3) We ought to learn more about our body and the fuel it needs to keep fit. Only in that way will we be ready for the challenges and opportunities in life.Step Ⅲ: Post-reading.1. Ask students to work in pairs to complete this table.Nutrients functions Sources2. Students work in groups of four and discuss the questions below. When they have finished, they can discuss their answers with the rest of the class.1) Why do people go to fast food restaurants?2) Why is it not good for you to eat too much sugar and fat?3) Why are crash diets and supplements so popular?4) What can we do to keep a balanced diet?3. A taskEvery student makes a balanced diet of one week for their families according to the passage and the chart on page 73 Period 4: Word StudyI. Type of lesson: Word StudyII .Teaching aim: Help the Ss understand the meaning of the given key words and phrases , learn to use the words by themselves.III. contents: pain, hurt, diet, advice, advise, examine , prepare, health, , fit, offerIV. Difficult point: write a passage with the words and expressionsV. Teaching aids: projectorVI. Teaching procedures:一，painStep 1: learn to understand the word by asking the Ss to find out the sentences in the dialogue and try to explain the meaning in another way.Situation 1:Suppose you are a patient. You said, “I’v got a pain in the head”. But the doctor doesn’t understand the word “pain”. You have to express yourself in different ways.I’v got a headache or my head hurts.Step 2 : learn to use the word:1). pain1. I’v got a pain here.展开余文2. His harsh words caused her much pain.3. No pains, no gains.4. She took great pains to keep the house clean.5. Tom took great pains with his English lesson and got high marks.6. My foot is still paining me.pain 多用于名词，可数或不可数，指“肉体上的痛苦”也指“感情上的痛苦”；表示“辛劳，努力”时复数。
高一英语学案Units13-14（B1）（人教版高一英语教案教学设计）
高一英语学案Units13-14（B1）（人教版高一英语教案教学设计）【知识网络】一、重点词汇与短语1．way: 在表示“方式，方法”的意思时，要注意其搭配：way of doing somethingway (for somebody) to do somethingin this way=by this meansby the way：顺便说说；顺便提起way of life：生活方式to my way of thinking：依我看来Some women like the older ways of doing things.有些女性喜欢处理事务的老办法。
Can you suggest a good way for us to ask people to send us the money, and let us buy the gift when we get to the mainland?您能不能给我们建议一个好办法,让我们请大家送钱给我们,然后让我们在回到大陆时再购买礼物?Stress is a natural part of everyday life and there is no way to avoid it.压力是日常生活中不可分割的一部分,无法逃避。
In this way, Americans 'send their climates' to people in other states.这样美国人把'本地的气候'传送给其它州的人。
In this way, he has begun his own private 'telephone' service.就这样,他开始了自己的私人'电话'业务。
Each successful manager has a way of his own in bringing his views to bear.每一个成功的经理都有他自己独特的方式使别人接受他的意见。
高一英语教案精选6篇
高一英语教案精选6篇高一英语教案精选6篇高一英语教案1 一、利用表象，丰富想象观察图画和实物作文符合英语作文起步阶段需要有一定的情景要求，也符合高中学生有意想象占优势的特点，同时防止了文字情节作文易使学生中译英的缺点，但假设每一次训练都是刻板的再现材料，创造想象那么难以增长。
假设在教学设计时，在图中留有空白，或对实物设置悬念，不仅可以引发学生的好奇心，激发他们对英语作文的兴趣，减轻他们的惧怕心理，而且可以促使学生通过创造性的想象去填补空白，解决悬念。
如senior bookⅰ，unit 3 中的“help! help!”，可按开展顺序设计几幅救落水儿童的图，但只给学生展示第一、二两幅图，图画的内容大致与课文内容一样，但是后几幅的空白，使学生必须通过创造性的想象才能填补材料的空白。
学生可以引用课文中的材料，也可以自由发挥。
有学生这样写到：last week， we had a picnic in forest park。
we found a shady place by the river。
as soon as we had sat down， tom suddenly got up and shouted，“someonehas fallen into the river!" it was true。
a boy was struggling in the water， and the children in a boat looked hopeless。
tom and jack took off their shoes while running to wards the water。
they swam very quickly towards the boy who was sinking fast。
tom and jack got hold of the boy by the arms and lifted his head above the water。
新高一英语教案Unit13
新高一英语教案Unit 13Period 1（一）明确目标1. Warming up to arouse the students' love in talking.2. Do some listening to improve the students' listening ability.3. Making simple dialogues to train the students' speaking ability.(二) 整体感知Step 1 PresentationEvery day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we're going to learn something about food.（三）教学过程Step 2(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.(2) Ask your classmates what they like to eat. And fill the table.Step 3Now let's have some listening training.Step 4Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we' re ill, we' d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyda y English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.（四）总结扩展Step 5Today we've done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.（五）随堂练习用动词的适当形式填空：1. Tomorrow (be) Friday.2. The geography teacher told me tile earth (move) around the sun.3. He thinks it (grow) taller next year.4. He is always (think) of himself never thinking of others.5. How you (get) along with your classmates?6. Look! There (come) a bus.参考答案：1. is2. moves3. will grow4. thinking5. are getting6. comesPeriod 2（一）明确目标1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.2. Develop the students' reading ability.（二）整体感知Step 1 PresentationToday we come to the Reading. It's about a healthy diet and tells file importance of keeping a hal- mined diet. Read the text quickly and answer the following questions.Step 21. What do traditional diets often have?A. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy?A. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein?A. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people become vegetarians?A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..B. Because they think meat is not "eco-foods".C. Because they think meat will make them Fat.D. Because riley think meat will make them thin.5. From the passage we can conclude that it is probably better, ifA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanced diet.参考答案：CADADStep 3Read the text carefully again, and give the students someexplanations.Step 4Play the tape for the students to listen and follow.Step 5l. Do post-Reading 1.2.2. Discuss the questions below, first in pair, then with the rest of the class.(1)Why do people go to fast food restaurant?(2)Why is it not good for you to eat too much sugar and fat?(3)Why are crash diets and supplements so popular?(4)What can we do to keep a balanced diet?（五）随堂练习单句改错l. They made some Chinese friends in Beijing so as to improve their Chinese better.2. He advised my giving up smoking.3. They try to keep a balancing diet.4. Only in this way we will be ready for the challenges in life.5. If our diet including foods from all the food groups, we do not have to buy any supplements.参考答案：1. 去掉better2. my giving 改为 me to give3. balancing 改为balanced4. we will 改为 will we5. including 改为 includesPeriod 3（一）明确目标1. Review the text learnt in the last period including useful words and expression.2. Learn how to use "had better", "should" and "ought to" while giving advice.（二）整体感知Step 1 PresentationIn the class we’re going to review the words we learnt and also learn how to give advice using "had better, should, and ought to".（三）教学过程Step 2Please open your books on page 5. On the top of it there are some words and phrases in the form. Match them with the proper expressions.Step 3After finishing the word-matching, the teacher can tell the students when people use "had better or had better not", "should or should not", "ought to or ought not to". Then have the students fill in the blanks in a right way.（四）总结扩展Step 4We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using "had better (not)', "ought (not) to or should (not)'.（五）随堂练习完成句子1. The teacher advised him __ (不要在马路上玩)2. _________ (培养健康的饮食习惯) is my important.3. _________(选择吃什么) is no longer as easy as it once was.4. Because they think we _____________(不该杀动物来做食物 ).5. ________ (代替) eating expensive foods, they did more exercises.参考答案：1. not to play on the road2. Developing/T o develope healthy eating habits.3. Choosing/To choose what to eat4. should not kill animals for food.5. Instead ofPeriod 4（一）明确目标1. Do some reading about Snacks.2. Do some writing to develope the students' writing skill.（二）整体感知Step 1Many students like having snacks. Is the habit good or bad? Let's read “Snacks".（三）教学过程Step 2After fast reading, do the following True-or-False exercises.1. Our body doesn't need to refuel if we choose nutritious food for our main meals.2. Good snacks should come from different food groups and should not have too much fat or sugar.3. Fruits and vegetables don’t give us any vitamins.4. Most fruits need cooking.5. Fruits and vegetables are the only healthy snacks.参考答案：1. F2.T3.F4.F 5FStep 3Give the students some explanations when necessary.Step 4Play the tape and have the students follow.（四）总结扩展Step 5Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.。
高一英语学生教案七篇
高一英语学生教案七篇高一英语学生教案七篇高一英语学生教案都有哪些？作为一名英语教师，具有扎实的外语功底、教学设计和实施能力、课堂组织和管理能力、现代教育技术和教学手段的应用能力、教学反思和改革能力；下面是小编为大家带来的高一英语学生教案七篇，希望大家能够喜欢！高一英语学生教案篇1Teaching goals1 Target languagea. Key wordsachieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote …… tob. Key sentencesWatching a family of chimps wake up is our first activity of the day.Everybody sits and waits while the animals in the group begin to wake up and move.But the evening makes it all worthwhile.…… we see them go to sleep together in their nest for the night. Only after her mother came to help her for the first few months was she allowed to begin her project.For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.2 Ability goalsa. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like3． Learning ability goalsTeach Ss how to describe a person.Teaching important pointsa. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.b. Ask students to answer these questions:1) What made her a great success2) What should we learn from Jane GoodallTeaching difficult pointsLet everyone believe that all of us can become Jane Goodall.Teaching methodsInspiration, Questioning and Discussion.高一英语学生教案篇2教学目标I. 单词和词组permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit ofII. 日常交际用语1.请求May / Could / Can I do thatI wonder if I can do that.Would / Do you mind if I come earlierWill you tell me if can go now2.允许Yes, please. / Of course. / Sure. / Certainly.Go ahead, please.That’s all right. / OK.It’s all right to me.3.拒绝I’m sorry, but it’s not allowed h ere.You’d better not.I’m afraid not. It’s not right.III.语法复习名词性从句作宾语和表语的用法。
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博文教育一对一个性化辅导教案
教导处签字： 日 期： 年 月 日
学生
石相列 学校 江南中学 年级 高二 学科 英语 教师
范勇亮 日期 2013.8.18 时段 8:00-10:00 次数 13 课题
Unit1 learning about language 考点
分析
课文中的重点句型，直接引语与间接引语的互变。
教
学
步
骤
及
教
学
内
容
教学步骤及教学内容包括的环节： 一、作业检查： 1、这个环节中评讲上次作业：补充句子和填词 了解学生的信息： 单词的记忆。
流利朗读课文。
二、课前热身： 1、复习上次课的内容：朗读reading 2、本次课简单知识点的引入：用汉语环境体会直接引语和间接引语 三、内容讲解： （一）知识点一 ：learning about language 的知识点 （二）知识点二 ：直接引语与间接引语的互换 课堂小结。
熟读课文。
掌握重点知识点。
可以互换直接引语与间接引语。
四、作业布置。
选词填空
课后 一、学生对于本次课的评价 ○ 特别满意 ○ 满意 ○ 一般 ○ 差
评价二、教师评定
1、学生上次作业评价：○好○较好○一般○差
2、学生本次上课情况评价：○好○较好○一般○差
学生
自评
学生签字：
教师留言1.这堂课，学生知识点掌握情况：
2.这堂课，学生状态及配合情况：
3.一些鼓励的话语：
教师签字：
家长
留言
家长签字：日期：年月日
讲义：
学生：石相列学科英语教师：范勇亮日期： 2013.8.18 考点分析:
教学步骤及教学内容包括的环节：
一、作业检查。
1、通过对作业的检查：选词填空
2、了解学生信息：了解学生英语知识掌握的层次
二、课前热身：
1．复习上节课的知识：一些重点语言知识
2．本节课的知识引入：朗读课文
三、内容讲解
1、be good to 对、、、、友好
be good for 对、、、、有益
2、add up加起来 add up to合计，总计达 add to 增加 add… to …把、、、
加入、、、
3、you had to pay to get it repaired .
get sth. done 使、、、完成/让某人做某事
4、calm… down 使、、、平息、平静
calm down平静、平息下来
5、go on holiday 度假 be on holiday 正在休假
6、take care of关心，照顾 take care当心、注意
7、while walking the dog,you were careless and it got loosed
8、make a list of reasons
9、I can remember that there was a time when a deep blue sky…
10、I didn’t dare open a window.
11、far too much light
12、I happened to be upstairs.
Be happened to碰巧
Something happen to sb.某事发生在某人身上
引述别人的话时，一般采用两种方式：一是引用别人的原话，把它放在引号内，称为直接引语；
二是用自己的话加以转述，被转述的话不放在引号内，称为间接引语。
间接引语在大多数情况下是一个宾语从语。
直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。
1.直接引语是陈述句，变成间接引语时，由连词that 引导。
例如：
She said, "I am very happy to help you."→
She said that she was very happy to help you.
2. 直接引语是一般(选择/反意)疑问句，变成间接引语时，由连词whether或if 引导。
例如：
He asked me, "Do you like playing football?"→
He asked me if/whether I liked playing football.
注意：大多数情况下，if和whether 可以互换，但后有or not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。
例如：
She asked me whether he could do it or not.
He hesitated about whether to drive or take the train.
3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。
例如：
My sister asked me, "How do you like the film?"→
My sister asked me how I liked the film.
4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定前加tell, ask, order 等的宾语。
例如：
The captain ordered, "Be quiet."→
The captain ordered us to be quiet.
注意：此种情况的否定句，在动词不定式前加not。
My teacher asked me, "Don't laugh."→
My teacher asked me not to laugh.
5. 一些注意事项
(1)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。
例如：
They told their son,"The earth goes round the sun."→
They told their son that the earth goes round the sun.
(2)直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。
如：this/that→ these/those, now→then, today→that day, yesterday→the day before, last year→the year before, ago→before, here→there等。
例如：
He said, "I haven't seen her today."→
He said that he hadn't seen her that day.
注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状语、地点状语等。
(3)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。
例如：
He asked Lucy, "Where did you go?"→
He asked Lucy where she went.
Tom said, "What do you want, Ann?"→
四.课堂练习：
课文第5页第2题的1、2、3、4
五、课堂小结
增强英语朗读能力。
掌握本单元重点语法—直接引语与间接引语的互换。
六.作业布置。
1、读熟课文。
2、课文第5页第二题5、6、7、8小题。
3、背完本课单词。