人教版高中英语必修一unit1 reading 教案
人教版高中英语必修第一册 Welcome Unit Reading 教案
教案人教版（2019）欢迎单元阅读Teaching Plan-Welcome Unit READING Teaching Aims:1.Describe your first senior high school day and read Han Jing's experience.pare your experience with Han Jing's on the first day of senior high school.3.According to the time summarize Han Jing's feelings at her first senior high school day.plete Word Study part to get more information about first senior high school day and consolidate what you have already learnt.Teaching Difficulties:e the appropriate words to describe feelings of your first senior high school day and be able to understand Han Jing's feelings on her first senior high school day.2.Intensive reading and compare your feeling with Han Jing's, while reading try to guess the meaning of new words According to the context.3.Read between lines and get the passage thoroughly understood by inferring the context.4.Reflect on what you have learnt and try to apply what you have learnt into use.Step 1How did you feel on your first day of senior high school? Circle the picturesTips:●Did you feel anxious?“Anxious" means "worried".●Did you fe el annoyed? 1 mean if there was anything that made you angry.●Did you feel frightened? I mean if there was anything you were afraid of?●Was there anything that made you feel awkward? “Awkward" means “not relaxed or comfortable".What made you feelhappy/excited/anxious/annoyed/frightened/awkward?What other words can you use to describe your feelings?The Key: confused. surprised, tired, angry, m ad, satisfied……Step2Look at the title and the pictures. What do you think Han Jingtalks about in the text? Can you guess where the text is taken from?The key: Han Jing talks about her first day at senior high school. The text is taken from a social networking website.Step31.Read the text quickly and draw pictures to show Han Jing's feeling on her first school day.2.What does impression mean in Part One? It's also used in the title of the passage. What do you think it means? Why? The key: Impression means an idea, a feeling or an opinion that you get about sb/sth or that sb/sth gives you. Because this passage talks about Han Jing's feeling on the first day of senior high school.Step4Read the text again paragraph by paragraph and discuss the questions.1 Why did Han Jing feel anxious before school?2 How was her first maths class?3. What happened in the chemistry class? What would you do if this happened to you?4 What did Han Jing learn from her first day at senior high school? The key:1 She's not outgoing. 2 It was difficult.3 The guy next to Han Jing tried to talk to her the whole time. If this happened to me, I would ignore him.4 She learnt that she would make new friends there and there was a lot to explore at senior high school.Step5Fill in the table with the words and phrases from the text, and tell a partner about Han Jing's day. Then talk about your own first day of senior high school.Suggested Answers7:00 am. senior high school, a little anxious12:30 p.m.: maths class, difficult, a kind and friendly teacher; happy5:32 p.m.: chemistry class, the guy next to me tried to talk to me the whole time, couldn t concentrate on the experiment, annoyed10:29 p.m.: Didn’t feel awkward or frightened, will make new friends, a lot to explore, more confidentStep6Talk about your own first day of senior high school with your partner. Here are some tips for you!①How did you feel before school? What class impressed you most on the first day of school? Why?②Did you experience anything special on your first day of school? What happened?What did you learn from your first day at senior high school? Step7Volunteers to share you experience with the whole class about your first day at senior high school.One version of the suggested answers:My first day of schoolOn my first day of senior high school, I wasn’t that anxious because nearly all of my old classmates were there, too.However, I was a little stressed because the lessons weremore difficult than before and I had to try my best to keep up with the other students. My favorite class was chemistry, because the teacher made it really interesting and we did many experiments. I was happy because teachers treatedus like adults and all the classes, though more difficult, were more interesting.Step8Tian Hua is a new student at a school in America. Try to complete the passage with the correct forms of the words and phrases below.Suggested answers:senior; feel confident; impression; concentrated on’ explore; experiments.Step9 HomeworkWrite a summary about Han Jing's first school day and try to memorize the new words in the reading part.。
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。
【教案】Unit+1Reading+and+Thinking(人教版2019必修第一册)
Unit 1 Teenage Life基本信息科目英语年级册次高一必修一Unit 1姓名学校教材分析What :本节课话题属于主题语境——人与自我，生活与学习。
子话题学校生活和认识自我、丰富自我，完善自我。
主人公是Adam, 一位刚上高中的学生。
介绍了Adam 在高中生活第一周面对的挑战和应对策略，体现了主人公积极向上的态度。
文章共有4个段落。
每段具体内容如下：第一段：介绍了Adam 以及他对于高中生活的总体感受。
第二段：介绍了Adam 选课过程中遇到的挑战。
第三段：介绍了Adam参加课外活动遇到的挑战以及应对策略。
第四段：介绍了Adam 作为高中生面对的期待和挑战以及应对策略。
Why:本篇文章内容贴合学生生活，具有很强的时效性，能够极大的引发学生的阅读兴趣和探究愿望。
文章向学生展示了一位国外高中生的学校生活。
这有助于开阔学生的视野，增长文化知识、提升人文素养。
学生通过学习、联系自身实际的对比和比较，提升对高中新生活和学习的认识，同时探究国内外高中生活的异同，提高语言运用能力和思维能力。
How:本文是一篇记叙文，从内容上讲，本文贯穿了两条线索。
明线为Adam 面对的挑战，暗线则为Adam 面对挑战时的态度、感受和应对方法。
在文章的第二、三、四段，作者则分别用I know that Chinese is a very difficult language, but I hope to be fluent when I graduate. Obviously, I was unhappy, but I won't quit. 以及在文章结尾处Studying hard isn't always fun, but I will be well prepared for university等语言来体现Adam直面挑战，积极向上的乐观精神。
学情分析高一新生经过了三年初中英语的学习与积累，对本单元话题能用简单的形容词描绘人物的性格和情感，能用简单的句型和时态描述人物的行为，但是文本分析能力、思维层次及语言能力还有待提高。
人教版高中英语必修一unit1教案最终版
人教版高中英语必修一unit1教案最终版人教版高中英语必修一unit1教案最终版一、课程介绍本单元为人教版高中英语必修一的第一单元，主题为“问候与介绍”。
通过本单元的学习，学生能够掌握基本的英语问候与介绍用语，提高口语表达能力。
二、教学目标1、学生能够准确、流利地使用英语进行问候与自我介绍。
2、学生能够理解并运用基本的问候与介绍用语。
3、学生能够根据情境进行角色扮演，提高口语表达能力。
4、通过学习，学生能够增强自信心，主动与他人交流。
三、教学内容1、课文阅读：本单元提供了一篇关于问候与介绍的短文，学生需要理解并掌握其中的重点词汇和语法结构。
2、听力练习：通过听一段对话，学生能够理解并掌握日常问候与介绍的用语。
3、口语表达：学生需要进行多次口语练习，包括个人介绍、两人对话、小组讨论等，提高口语表达能力。
4、写作训练：学生需要写一篇关于自己或他人的介绍文章，巩固所学知识。
四、教学步骤1、导入新课：通过简单的问候，引导学生进入本单元的主题。
2、讲解新词：学习本单元的新单词，包括生词、词组和习惯用法。
3、课文阅读：阅读本单元提供的短文，并回答相关问题。
4、听力练习：听一段对话，并回答相关问题。
5、口语表达：进行多次口语练习，包括个人介绍、两人对话、小组讨论等。
6、写作训练：写一篇关于自己或他人的介绍文章。
7、复习巩固：回顾本单元所学内容，加深印象。
五、教学评价1、课堂提问：通过提问，检测学生对本单元重点内容的掌握情况。
2、小测验：进行小测验，检测学生对本单元重点词汇、语法和习惯用法的掌握情况。
3、课后作业：布置课后作业，让学生巩固本单元所学内容。
六、教学反思1、成功之处：通过多种教学方法的运用，本节课取得了良好的教学效果，学生积极参与，课堂氛围热烈。
2、不足之处：部分学生的口语表达能力还有待提高，需要加强针对性的训练。
3、改进措施：针对学生的不足，制定个性化的教学方案，加强针对性的训练，提高学生的口语表达能力。
高中英语 新人教版必修第一册 Unit1 Reading for Writing 教案
Unit 1 Teenage Life-Reading for Writing【Learning Objectives】By the end of the class, you will be able...1. to write a letter of advice properly using some writing skills in this period.2. to master some words, phrases and sentences related to writing a proper letter of advice.【Key Points of Study】1. to have a good understanding of how to write an impressive letter of advice.2. to write a convincing suggestion letter using some related writing skills.【课堂探究案】I.Read to discover details concerning advi ce letters’ writing style.1. Read a letter offering some advice on page 18 and then solve the questions below. 1) What is Worried Friend’s problem?2)What is Susan's advice?2. What expressions does Ms Luo use to make suggestions? Write them down.II.While-writing假如你是李华，你的好朋友苏茹在交友方面存在着一些困难，请根据下面提示给她写一封建议信。
高一英语必修一unit1教案(优秀3篇)
高一英语必修一unit1教案(优秀3篇)高一英语必修一unit1教案篇一一、指导思想：新的学年，我将按照“规范教学管理，创新教学方式，突出教研重点，注重教研实效”工作思路展开各项教学工作。
针对我们班新生普遍英语底子差，基础薄薄弱的实际情况，老师们要坚持用“夯实基础，狠抓双基，使用导学案教法，改进学法，激发兴趣，提高能力”的指导思想来指导自己的工作。
主要教学内容：高一必修1、必修2（1-2模块）的内容。
二、具体安排：高一必修1及必修2（1-2模块）共8个模块，计划安排每一模块用10课时，新授8课时，练习2课时，共用4个月的时间。
三．具体措施：1.注意教学的承上启下为了使学生打牢基础不至于出现知识断层，本学期开学要重新学习音标，另外要有计划的把学生初中学过的但掌握不好的时态、句式、定语从句、状语从句、动词不定式以及部分掌握不好的词汇、短语、句型分插于12单元的新课教学中。
2、认真研究新课程标准要认真研读新课程标准，尤其与旧大纲不同的地方，认真研究新教材，采取用导学案的方法给学生上课，着重培养学生们独立自主的学习能力，培养小组合作精神，在集体备课的基础上认真备课、上课，认真进行自习辅导和批改作业。
4、听评课坚持教学研究和相互听课，探究如何听评课。
我要和其他教师互相学习，取长补短。
5、教案的书写本学期高一备课组要继续探讨如何规范书写教案。
备课组活动中将把教案细分，逐一探讨。
如：如何正确书写教学目标。
教学方法有哪些等等。
四．夯实基础1.听力从高一就开始就对学生进行听力训练。
每周坚持上听力课，另外每周至少两次利用课余时间给学生集体放听力，并鼓励学生课余时间多泛听。
2、单词单词一直是学生的难点、薄弱点，直接影响学生综合能力的提高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。
使学生掌握科学的单词记忆方法和养成勤查词典的习惯。
3、阅读阅读理解能力的培养是高一教学的重点，也是高考的重头戏。
高一英语必修一第一单元教案
高一英语必修一第一单元教案高一英语必修一第一单元教案精选5篇作为一无名无私奉献的教育工作者，往往需要进行教案编写工作。
下面是小编为你准备的高一英语必修一第一单元教案，快来借鉴一下并自己写一篇与我们分享吧！高一英语必修一第一单元教案【篇1】一、课程目标高中英语新课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学习的综合语言运用能力。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。
语言技能和语言知识是综合语言运用能力的基础。
情感态度是影响学生学习和发展的重要因素。
学习策略是提高学习效率、发展自主学习能力的先决条件。
文化意识则是得体运用语言的保障。
高一年级（课标六级）英语课程目标：1.进一步增强英语学习动机，有较强的自主学习意识。
2.能理解口头或书面材料中表达的观点，并且能简单发表自己的见解。
3.能有效地使用口头或书面语言描述个人经历。
4.能在教师的帮助下策划、组织和实施英语学习活动。
5.能主动利用多种教育资源进行学习。
6.能初步对学习过程和结果进行自我评价，调整自己学习目标和策略。
7.能体会交际中所使用语言的文化内涵和背景。
高一年级（课标七级）英语课程目标：1.有明确和持续的学习动机和自主学习意识。
2.能就熟悉的话题交流信息，提出问题并且陈述自己的意见和建议。
3.能读懂供高中学生阅读的英文原著简写本及英语报刊。
4.具有初步的实用写作能力，例如：事务通知和邀请信等。
5.能在教师的指导下，主动参与计划、组织和实施语言实践活动。
6.能主动扩展和利用学习资源，从多渠道获取信息，并能利用所获得的信息进行清楚和有条理的表达。
7.具有较强的自我评价和自我调控能力，基本形成适合自己的学习策略。
8.理解交际中的文化差异，初步形成跨文化交际意识。
二、课程内容完成牛津英语第三第四模块的全部内容。
高一英语必修一unit1教案
高一英语必修一unit1教案高一英语必修一unit1教案「篇一」(1)课题：Earthquakes(2)教材分析与学生分析：本单元的主题是“地震”。
Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。
Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。
Learning about Language部分涉及了本单元的词汇和语法。
该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。
Using Language部分的“读写说(Reading, writing and speaking)”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。
随后的听力(Listening)是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。
写作(Writing)部分训练学生如何写新闻报道，学会拟地定写作提纲。
(3)课时安排：The first period: Reading The second period: ReadingThe third period: Listening The forth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法;熟练运用that, which, who, whose引导的定语从句;学会写英文新闻报道，拟订写作提纲。
②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。
高中英语新教材必修一Unit1 Reading and Thinking 教案
(5分钟)
Step4 Discussion
What are some differences between Adam's school life and your school life?
Differences:
No choice of courses
No social practice
topic
freshmen extra curricular quit
advance
fluent
sign up for
be responsible for
be good at
get used to
keep up with
be well prepared for
so that
it is＋adj./n.＋to do sth.
Book1 Unit 1 Teenage life－Reading and Thinking
对分课堂备课教案（高一年级英语）
课题
Reading and Thinking
上课班级
高一年级八个班
上课时间
2020.10.29-10.30
上课时间
2节课
学习方式
对分课堂
备课教师
高一年级英语备课组
学习目标
1. Todevelop the students’reading ability.
Para. 4 D．Adam chose his extra curricular activities.
二、内化吸收
（10分钟）
Step3 Assimilation
Ⅱ. Scanning
1．Which one of the following courses did Adam NOT choose?
高中英语新人教必修一Unit 1 Teenage life period 2 阅读课教学设计教案3份
【新教材】必修第一册Unit 1 Teenage Life 教学设计（人教版）Period 2 Reading and Thinking本板块包括阅读部分The freshman Challenge 和在阅读基础上完成相关的词汇和问答练习。
Reading部分介绍的是高中新生Adam在新的学习环境中面临的挑战和机会。
本文内容贴近学生生活，主人公的问题和困惑也是学生们现在所面对的，通过回答和课文有关的问题和相关的拓展问题，学生可以以积极的心态迎接自己的高中生活。
为了顺利完成Reading and Thinking 的任务，学生还要提前做好相关词汇准备。
1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new school and 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 difficulties and challenges in senior high school for their own future.Importance:1.Help the students to master key words and phrases in the text.2.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 sc hool life and Adam’s, and discuss ways to deal with challenges.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.Step 1 Preparation1.freshman___________ junior high school ___________ Senior highschool___________confusing___________ choose courses___________ sign up___________extra-curricular activities___________hand out ___________ homeless people___________ in the community ___________ get used to doing___________ keep up with ___________2.challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously _________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 11.Guide the students to take part in the group work and discuss school life in and out of China.Ask Ss to work in groups and discuss the questions.1)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.…2)What would you tell a teenager from another country about school life in 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 subjects to learn.…Activity 22.Read 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.1.What causes did Adams choose? Which one do you think would be his favorite? Why?2.What does “make the team” in paragraph mean?3.What is Adam worried about?4.Is Adam confident that he will get used to senior school life? How do you know?Possible answers:1.Adam chooses Math, English chemistry, world history and Chinese. I think. English advancedliterature is his favorite because he likes English, and he is good at it.2.It means joining the football team.3.He is worried that he can’t keep up with other students in his advanced course and get used to allthe homework.4.Yes, he is. On the one hand, Adam knows that he has to study harder as a senior school studentto be well prepared for his future. On the other hand, Adam knows that school advisers andteacher 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.1.What kind of person do you think Adam is? Why?2.Do you face the same challenges as Adams? What other challenges are you facing?3.What are some differences between Adam’s school and your school life?Possible answers:1.Adam is clear-minded and responsible for himself. When he chooses courses, he knows hisadvantages。
新人教版高中英语必修一Unit 1 Period 2 Reading and Thinking教案
新人教版（2019）英语必修一Unit 1 Period 2 Reading and Thinking教学设计3.Adam will have to study harder in thefuture and get used to beingresponsible for a lot more.Read the text again and answer the questions.What courses did Adam choose? Which one do you think would be his favorite? Why?What does "make the team" in Paragraph 3 mean?What is Adam worried about?Is Adam confident that he will get used to senior high school life? How do you know?1.Adam chose math, English, chemistry,world history, and Chinese. Advancedliterature would be his favoritesubject because he likes English andhe is good at it.2.“Make the team” means to try outand then be allowed to join a sportsteam.3.He is worried about keeping up withthe other students in his advancedcourse and getting used to all thehomework.Complete the outline.DiscussionIn pairs, discuss the following questions.make a good decision.We can try a course for two weeks after we___________ up for it. After that, we cannot change it.The main purpose of the course is to help __________ each student's reading ability. Some of the students want to become writers or editors after they __________, so the teacher advised them to start a writing club.The school is __________ for the safety of all the students.Whenever I'm facing a difficulty, I always tell myself, "Don't let anything stop you. Don't ever __________.”keys:1.recommended2.challenge3.confusing4.sign5.improve6.graduate7.responsible8.quitStep 8 SkimYou can find main ideas by first taking aquick Look at the title, picture(s), key wordsand phrases, and topic sentences.Which paragraph is the main part?Which paragraphs are the supportingparts?SkimmingSkimming is the process of quickly viewinga section of text to get a general impression Discuss with theirpatterner and thenshare their ideas.-Voice their opinions.-Practice their teamspirit.-Practice theirthinking skill andimagination.-Practice theirspeaking andlistening.。
人教版高中英语必修一unit1 reading 教案
人教版高中英语必修一unit1 reading 教案人教版高中英语必修一unit1 reading 教案Teaching: The la passage about Anne's Best Friend Teaching Objectives:wledge Objectives:(1) Students are abld out the main idea and the detailassage.(2) Students can leabackground about Would War llAbility Objective:(1) By reading the passage, students' reading abilg and scanning can be improvedal Objective:(1) Alass, students caaTeaching Key andDifficult Points:(1) Teaching: Students can find the main about the passage and ldetails.(1) Teaching difficult point: Students can traading skill and they can udaily l: Pre-reading (1) The teacher will give a VCR abouagic lws during Would War ll(Justification: VCR can give Students auitive feeling. Though watching VCRan know what they willlealass anduwill be stimulated.)2: While-reading (1)gThe teacher will ask Studad the whole passage quickly to gain idea, then aare it wwholecla(Justification: To help Students understand this passagaan improvg skill.)(2) ScanningThe teacher will ask Studad the passage agablank:Aa diary becau2lt very lonely becauThey had to hide becauAnne named her diabecauAfter that, adiscullowing qu:question1: About how long had Anne and her family bding place wwadiary?question2: How did Anne feel about nature band her family hid away?question3: Why do youlings changed towards nature?question4: Why did Anne no longer just like looking at nature ouwindow?(Justification: Fillingblank can help Students understand the passage better. The discussion can not cultivaabut also stimulaagination.):Post-reading(1) RetellingIacher will invite twarraassagwn words standingla(Justification: Standinglatform can givudxpressing them. Narratingwn words can traluding ability and dlass. )(2) Group WTeacher give Studquestions: Imagine you have to gding like Anne and her family. What would you? Why? Add students cadicugroups, givwanda membwhole cla(Justification: Twill pratice student's abilaking anf develating w): Summary and Homewummary: The teacher summarizes whaave lealaHomework: Read the passage fluently and oay aant words.(Justification: Students can review and consolidate whaave lealass. )。
【教案】Welcome+UnitReading+and+Thinking必修第一册(人教版2019)
Reading and Thinking 教学设计基本信息科目英语年级册次高一必修一WelcomeUnit姓名学校教材分析本课内容的主题语境属于：人与自我------学校生活。
语篇类型为个人网络主页（记叙文）。
【What】本语篇以个人网络主页的形式简洁地记录了一名叫Han Jing的中国高一新生开学后第一天上课的情景，真实地展现了主人公的个人经历及感受，引导学生以积极的心态面对高中新生活。
作为初、高中衔接阶段的阅读文本，篇幅简短，内容真实，情感充沛，句式丰富。
【How】本本本本本个人网络日志，属于本本本。
按时间顺序，分四个片段记录主人公开学第一天的生活和学习经历。
文本句式简单，语言偏口语化，如：“So this is it—senior high school at last!” “What a day!”“But I was wrong.”,来表达个人情感；还使用了一些非正式文体的缩略写法，例如：couldn’t、didn’t 、there’s等，符合网络日志和青少年的语言特点。
【W hy】文本的价值取向在于学生通过本文的学习，体会到在陌生环境中，如何与他人进行得体的交往，理解自己和他人的真实感受，推己及人，合理地表达和描述自己的情感，让自己尽快适应新环境，积极面对高中新生活。
从思维层面来看，该板块最突出的思维训练是让学生将语篇内容与自身经历和感受相联系。
学情分析高一新生经过了三年初中英语的学习与积累，对本单元话题能用简单的形容词描绘人物的性格和情感，能用简单的句型和时态描述人物的行为，但是经过中考后两个多月的休息，知识有所遗忘，没有对高中知识和篇章提前进行预习，储备不够。
教学目标In this class, you will1.express your feeling with proper adjectives.2.describe activities in a proper order.3.get information from pictures.4.get the main idea of a text from the title and topic sentences.5.describe your first day at senior high school.教学重难点Teaching key point：Lead students to understand HanJing’s mood and experienceTeaching difficult point：Help students to know how to use some words and sentences to express their feelings.教学资源多媒体，黑板教学活动设计教学过程活动形式及步骤活动意图时间Step1. Lead-in1. Ask students to look at the following emojis and circle how they felt on thefirst day of senior high school.2. Ask students to work in pairs and describe how they felt on the first day ofsenior high school and give their reasons or list some examples.学生brainstorm其他表达情绪的词汇，教师可做适当补充并引出新词汇anxious，annoyed，frightened，awkward，confident。
人教版高一英语必修一unit1 Reading 教案
1.谚语：a friend in need is a friend indeed 患难见真情A friend is like a second self. 朋友是另一个自我。
2.词汇练兵--从积极和消积的方面讨论朋友Positive: honest, friendly, open-minded, generous大方的，helpful, patient耐心的, good-tempered好脾气的, trustworthy可信任的, careful, full of love, caring, responsible有责任感的，brave, easygoing随和的, outgoing 好交际的, warm-hearted, kind, selfless无私的, tolerant宽大的, intelligent聪明的Negative: selfish自私的，tricky狡猾的, dishonest, bad-tempered, mean小气的, impatient, narrow-minded 心胸狭窄的, lazy, gossipy3.故事性文章阅读技巧：when\where\who\what\why\how1 Anne kept a diary because she could tell everything to it.2 She felt very lonely because she couldn't meet her friends.3 They had to hide because Jews were caught by Nazis and put away.4 Anne named her diary Kitty because she thought it was her best friend.5 They were finally caught because they were discovered.What and how:1 Anne Frank and her family hid away for___A over a yearB over two yearsC three yearsD one year and a half2 According to Anne ,a true friend is a person___A that would laugh at youB who makes you happyC whom you can trustD who could save your life3 Anne said that she had grown crazy about nature because___A her interest in nature had grownB she had always been soC she had been outdoors too longD she had been indoors too long4 She didn’t dare open the window when the moon was bright .That’s because___A they might be discoveredB her family might bedisturbedC it was very coldD a thief might get into the room5 Anne and her family were caught by German Nazis___A about June 1945B about February 1945C about December 1944D about November 19441. The news quite u_____ him.2. We are all c_______ about / for your safety.课文要点(模块)Ⅰ.课文词汇等填空（旨在复习本课文中的单词拼写和主要词语等）根据课文内容完成下面语法填空，注意单词拼写和词语用法：Anne Frank is a 1 （犹太的）girl who lived in Netherlands during the World War II. Her family had to 2 or they would be caught by the 3 （德国的)Nazis. During the time in the 4 （隐匿的）place, Anne set down a 5 （系列）of facts in a diary . Anne made her diary her best friend 6 she could tell everything to and in the diary she showed us 7 she 8 （经历）during the war.Ⅲ.课文佳句背诵与仿写（旨在培养对难句的理解和写作能力）1.【原句】I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 我不知道这是不是因为我长久无法出门的缘故，我变得对一切与大自然有关的事情都无比狂热。
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 示范教案
【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。
人教版高中必修一(教案)Unit 1 Teenage Life-Reading for Writin
Unit 1 Teenage Life-Reading for Writing【教材分析】This teaching period mainly deals with reading for writing a letter of advice. Students are expected to learn the knowledge about how to write a suggestion letter. The teacher is expected to enable students to master some writing skills concerning suggestion letters and learn to write one.【教学目标与核心素养】1. Get students to have a good understanding of how to write a suggestion letter properly.2. Enable students to use some writing skills flexibly.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.【教学重难点】1. How to enable students to have a good understanding of the skills of writing a suggestion letter2.How to enable students to write a good recommendation letter using some writing skills properly.【教学过程】Step 1: Lead inBegin the class with the lead-in questions: how to write a letter for advice? What kinds of aspects should be included? It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up withmore ideas and avoid being nervous at the beginning of the class.Step 2: Read to discover details concerning advice letters’ writing style.The teacher is expected to ask students to read a letter offering some advice on page 18 silently and then request students to discuss the questions below.In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently. There is no need for themto discuss the detailed questions. In this way, students can develop their individual logical thinking ability and promote their skills of finding details.1. What is Worried Friend’s problem?2. Do you think Ms Luo’s advice is useful? Why or why not?3. What other kinds of advice would you give?Step 3: Read to sum upAfter learning the passage on Page 18, the teacher leads students to figure out the organization of the letter and appreciate its language features.1.Find and mark the parts of the letter that match the following points.A.I know what the problem is. B I understand how you feel.C.This is my advice and reasons D I think my advice will help.2.What expressions does Ms Luo use to make suggestions? Circle them in the letter.Step 4: Use what you have learnt to write a letter of advice to one of the teenager below.In this step, the teacher asks students to sum up some ideas regarding the following topic:Eric 15, ChicagoXu Ting 14 HangzhouMin Ho, 15, SeoulStep 5: Use what you have learnt to draft a letter offering advice to any of those students above.2. Exchange draftsAfter each student finishes their own writing, ask them to exchange the drafts with their desk mates and evaluate the drafts with the following criteria.Use the checklist to give feedback on your partner’s draft.√Are all the parts of a letter included and organized in a good order?√Does the writer give reasons for the advice?√Does the writer use proper expressions to give suggestions?√Does the writer use commas and stops correctly?√Is the handwriting easy to read?3.Write down some writing expressions and models concerning advice letters. 活动目的：教育学生懂得“水”这一宝贵资源对于我们来说是极为珍贵的，每个人都要保护它，做到节约每一滴水，造福子孙万代。
高一英语必修一unit1教案【5篇】
高一英语必修一unit1教案【5篇】高一英语必修一unit1教案（精选篇1）教学目标1.知识目标：1)Students should learn some useful words and phrases: musician,clap, passer-by, form, extra, earn, advertisement,2 attractive, instrument,loosely, actor dream of, be honest with, play jokes on, or so, break up.3)Students should understand the general idea of the passage2.语言能力目标：1)Developthe Ss’skills of skimming, scanning and careful reading.2) Train the Ss to findthe key words and the topic sentences.3)Encourage the Ssto guess the new wordsaccording the reading.3.情感态度与文化意识目标：1)Encourage the Ss to share the differentkinds of music.2)Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage better b.To find the main idea of eachparagraph2、教学难点：a.Master the reading ability b.Develop the skills ofreading教学过程教学设计本节课共45分钟，具体教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲 If you arehappy的英文版本，通过介绍演唱乐队twins引出本单元话题。
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 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 AimsObjectives1. Get students to know the main content of this article.2. Learn about the formats of a diary.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.Objectivesget 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 PointsKey Pointsmake the students understand the meaning of friendship.make the students be able to describe their own friends.3. Learn about the formats of a diary.Difficult Pointsmake the students be able to use different vocabularies about friend and friendship.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 TeachingLearning and TeachingDiscussion（pair work or group work）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 lesson we have started this unit Friendship,today we continue this topic. First let’s enjoy the movie clip Summer Eleven and 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.)Step II. Pre-reading（3mins）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’t been able to be outdoors for so long.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): 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.exercise.T:Review passage Anne’s Best 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’t sleep well. F(7)She couldn’t go out as she liked. TStepIV. Post Reading（5mins）1.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.StepIV Guide (3mins)T:Now we have studied Anne’s dairy, let’s kook the form of the often writes down what is seen, heard, made or thought of in the life in first person .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 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 ’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 S ummer Eleven or Schindler’s List.七.板书设计Blackboard WritingAnne’s Best FriendText structure Dairy’s form make diary a friend the day of the weekdate (day, month, year) diary accompanys with her addresseeAnne is crazy about nature dairy’s bodyyour name 八．教学反思Teaching FeedbacksThis 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.Class 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.。
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人教版高中英语必修一unit1 reading 教
案
人教版高中英语必修一unit1 reading 教案
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