高一英語教案（精選10篇）

　　作為一名默默奉獻的教育工作者，通常需要用到教案來輔助教學，借助教案可以恰當?shù)剡x擇和運用教學方法，調(diào)動學生學習的積極性。寫教案需要注意哪些格式呢？以下是小編收集整理的高一英語教案，歡迎大家借鑒與參考，希望對大家有所幫助。

　　高一英語教案 篇1

　　教學準備

　　教學目標

　　1、掌握下列詞匯和短語: reason, list, share, feelings, Netherlands, German, outdoors,Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through,hide away, set down, a series of, on purpose, in order to, face to face,according to.

　　2、進一步學習有關(guān)“朋友”的知識信息，啟發(fā)學生對朋友和友誼的思考。

　　3、了解《安妮日記》的背景知識，在感受外國文化的同時，深刻理解安妮日記的內(nèi)涵，同時提高學生文化意識。

　　4、訓練學生一定的`閱讀技巧，使他們掌握一些有效的學習策略，從而提高閱讀速度和理解的準確性，并養(yǎng)成一定的自主學習能力。

　　5、培養(yǎng)學生快速閱讀的能力、捕捉信息的能力及運用語言進行交際的能力。

　　6、通過個人活動、小組活動和班級活動等方法，培養(yǎng)學生的合作互助精神，分享英語學習的經(jīng)驗，感受用英語交流的成功和喜悅。

　　教學重難點

　　教學重點:

　　1、了解《安妮日記》的背景知識，在感受外國文化的同時，深刻理解安妮日記的內(nèi)涵，同時提高學生文化意識。

　　2、訓練學生的閱讀技巧，提高學生閱讀速度和理解能力。

　　教學難點:

　　對所獲得的信息進行處理、加工和學習，形成有效的學習策略。

　　教學工具

　　ppt課件

　　教學過程

　　...

　　板書

　　Uint1 Reading Anne’s Best Friend

　　Qualities: easy-going ,warm-hearted ,helpful,…

　　Questions:

　　Skimming

　　Summarize

　　Discussion: 1> style 2> ideas

　　高一英語教案 篇2

　　教學目標

　　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

　　教學重難點

　　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…

　　教學工具

　　ppt

　　教學過程

　　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

　�、� 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(定義). 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?

　�、芖arming 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 (良師益友).

　　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.

　　高一英語教案 篇3

　　教學目標

　　1. To practise listening comprehension.

　　2.To practise making decisions and reasoning

　　教學重難點

　　1. To practise listening comprehension.

　　2.To practise making decisions and reasoning

　　教學工具

　　課件

　　教學過程

　　Step1. revision

　　1. check the homework exercises.

　　1). It has been reported that children will be offered free education.

　　It has been reported that free education will be offered to children.

　　2). It has been said that we will be offered the latest computer science course book.

　　It has been planned that the latest computer science course book will be offered to us.

　　3). I have been told by Peter that I will be lent his notebook computer for a week.

　　I have been told by Peter that his notebook computer will be lent to me for a week.

　　2. Question: What can computers be used as?

　　Step2. Lead-in

　　As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?

　　(TV, radio, CD-ROM, DVD, books……)

　　Step3. Listening (SB)

　　1. Pre-listening: What are the changes brought by different forms of IT ?

　　What are the advantages and disadvantages of them ?

　　2. While-listening:

　　Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)

　　Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.

　　Type of IT Advantages Disadvantages

　　TV You can both listen and watch. You cannot write to friends.

　　Web You can find information. It is very expensive.

　　Radio You can listen to English. You cannot watch a film.

　　Book You can get information. Sometimes it is out of date.

　　3. Post-listening:

　　1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.

　　I think that….

　　In my opinion, ….

　　I believe that….

　　I agree because….

　　I disagree because….

　　I’ve decided that….

　　2) (group work): Discussion :

　　Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)

　　Step4. Speaking

　　1. Pre-speaking

　　Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.

　　2. While-speaking

　　1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.

　　Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)

　　Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)

　　Supporting an opinion Challenging an opinion

　　I think that … , because … Perhaps, but what if / about …

　　First, … Have you thought about …

　　One reason is that … What makes you think that

　　I think it is better because… I don’t like it because….

　　(Pair work )Use the expressions to support your opinion or challenging other’s opinions.

　　2) Oral report: (individual work )

　　Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…

　　3. Post-speaking

　　Conclusion—What useful expression do we use to make a decision and reason?

　　(In this way, they can review and use the words and phrases again.)

　　Step6 Pre-writing

　　Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.

　　Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?

　　Step7 Writing

　　Say: Write a passage about the result of your discussion! It should contain:

　　What do you have to do?

　　What is the child like?

　　What is the parents’ requirement of the child?

　　What do the parents want you to do?

　　What does the child want you to do?

　　Then what will you do? How do you feel?

　　Sample writing:

　　Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.

　　The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!

　　So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!

　　Step8 Assessment

　　Get the students to assess their writing ability according to the following the questions:

　　1. Is your composition well developed?

　　2. Are your ideas well organized to the point?

　　3. Do you have a good choice of words and idioms in your writing?

　　4. Do you get a good mastery of complex structures of language?

　　5. What kind of mistakes have you made in your writing?

　　Step9: Homework

　　Write about your discussion. You may begin like this:

　　Hello, everyone. My name is XXX. I’m 321 model android. I work for the Li family….

　　課后小結(jié)

　　學了這節(jié)課，你有什么收獲?

　　課后習題

　　完成課后習題一、二。

　　板書

　　Unit 3 Computers

　　高一英語教案 篇4

　　教學目標

　　教學目標與要求

　　通過本單元教學，全面復習本冊書所列出的重點日常交際用語項目，如：命令與要求、提出建議與忠告、表示個人看法等。全面復習本冊書中所列出的重點語法項目，如：定語從句、直接引語和間接引語、被動請態(tài)、過去完成時和動詞不定式作主語等用法。

　　教學要點和重點

　　1．日常交際用語

　　(1) Can I ask you for some advice?

　　(2) What can you suggest?

　　(3)I suggest you (should) ask. . .

　　(4) Ive got an idea.

　　(5)Why not do...?

　　(6)Why dont you do. . . ?

　　(7)That is why. . .

　　(8)I thought that. . .

　　2．單詞

　　recently, weigh, measure, lovely, cousin, secret, invite, reply, illness, pattern, actor, junior

　　3．詞組

　　ask sb. for advice, be tired of, be fun, make fun of, tell lies, laugh at, used to, keep quiet, worry about, consider doing, because of, a place of interest, reply to

　　4．語法

　　過去將來時的用法

　　教學建議

　　本單元建議

　　1．本單元的內(nèi)容非常貼近中學生生活�？删汀癋riendship”，“Telling Lies”等話題展開討論，在討論中學會如何表述心情、如何給予忠告等。

　　2．對重點句型做句子操練，如完成句子、翻譯等。特別注意動詞的用法。

　　3．在口頭操練的同時，注意引導學生使用正確的英語句型結(jié)構(gòu)，如：Why not do…；Why dont you do…等等。必要時做筆頭操練。

　　4．在學習過去將來時的時候，同時兼顧對過去完成時態(tài)的復習。

　　5．以給筆友寫一封信的方式訓練學生的書信表達能力。

　　重點難點講解

　　辨析be tired of , be tired with

　　短語be tired of 意思為“厭倦或厭煩……”

　　I’m tired of his complaints.我對他的抱怨很反感。

　　He was tired of sleeping with the windows open.他討厭開著窗戶睡覺。

　　be tired with表示“因……而感到疲倦或勞累”

　　He was tired with such a long walk,走了這么長的路他感到很累。

　　We were quite tired with so much homework.做了如此多的作業(yè)后我們相當疲勞。

　　辨析lovely/ beautiful/pretty//handsome/good-looking

　　lovely吸引人的視、聽、嗅、觸四覺的，引起喜悅、贊賞的人或物，都可用lovely修飾，尤其指外貌，不包括四德。主要用于修飾女子外貌、天氣、景色等。如：

　　lovely hair/weather（秀發(fā)/好天氣）。

　　beautiful 對人而言，指最能給人帶來滿足的最高尚的和精神的美，包括精致、溫柔、愉快、可愛諸因素。形容人時，適合女性。

　　A beautiful girl /face /flower /picture /garden /place /voice /color/dress/weather等。

　　pretty意為“美麗的，漂亮的，可愛的”，指逗人喜歡的人或物的精致、優(yōu)雅、小巧、嬌嫩、雅致等屬性，有“女子氣”及“小巧俏皮”的含義，常修飾女性，不用于男性。

　　handsome意為“漂亮，英俊”，含勻稱、對稱、雅致、悅目、吸引人之意，尤指儀表堂堂，舉止文雅，具有男性氣質(zhì)。其美大半是修養(yǎng)和訓練的結(jié)果，常用以修飾男性。

　　“good-looking” 特指外表容貌的.美，多用于指男性。

　　辨析used to, be used to doing 與be used to do

　　used to后接動詞原形，表示“過去常常（做某事）”，而現(xiàn)在不再做；

　　He used to be a worker, but now he becomes the manager of the company.

　　be used to doing / sth. 表示“習慣于做某事”。

　　She has been used to living alone in the country.

　　be used to do為use（使用）的被動語態(tài)形式，表示“被用來做”；

　　The hammer is used to break nail into the wall.

　　辨析reply 和answer

　　這是一對近義詞，都有“回答”之意，但其用各有不同。

　　1）用作動詞，后面都可接that從句，兩者可以相通。如：

　　He answered/replied that he knew nothing about it.

　　他回答說對此事一無所知。

　　2）如果加間接賓語時，要用：

　　answer sb. that. . . /reply to sb that. . .

　　3）當后面接名詞或代詞時，answer是及物動詞, reply為不及物動詞，是正式用語。如：

　　answer a question/reply to a question

　　answer a letter / reply to a letter

　　answer the door / doorbell / telephone

　　(不能說reply the door / doorbell / telephone)

　　4）作名詞時，兩者都可與介詞搭配；answer還有“答案”之意。如：

　　the answer / rely / key to the problem. make no answer / reply

　　課文講解

　　1．Well, I’ve recently started biology.我最近剛開始學生物。

　　Recently意為“近來，最近”多與現(xiàn)在時態(tài)連用。

　　He is not at home recently.他最近不在家。

　　How are you getting along recently?你近來過得還好吧？

　　2．You don’t need anything special.你不需要什么特別的東西。

　　用形容詞修飾不定代詞something, nothing, anything, somebody, anybody等時，這個形容詞通常放在這類不定代詞的后面。

　　Did you find anybody strange nearby? 你在附近看到過什么陌生人嗎？

　　Do you have anything more to say? 你（們）還有什么話要說嗎？

　　3．Then grow some tomatoes in one box,….然后在盒子里種上一些西紅柿

　　Then see which plants grow higher.

　　第一句中的grow是及物動詞，作“種植（花或莊稼）”解；第二句中的grow 是不及物動詞，作“生長，成長”

　　The young trees are growing well.這些小樹長得很好。（vi.）

　　We grew a lot of flowers this spring.今年春天我們種了許多花。（vt.）

　　此外，grow還可以作連系動詞，作“逐漸變得”，后面跟表語。

　　She is growing healthy.她的身體逐漸變好了。

　　4．However, I find it hard. 然而我發(fā)現(xiàn)交朋友很難。

　　句中的it 指上句的making new friends（交新朋友）。全句相當于I find it hard to make new friends.由于it作形式賓語的用法還沒有出現(xiàn)過，此處暫不宜向?qū)W生解釋。

　　Find作“發(fā)現(xiàn)，覺得”，后面可以跟帶形容詞的復合賓語（賓語+賓補）

　　I found him very funny.我現(xiàn)他很滑稽可笑。

　　你覺得這個問題難嗎？

　　5．This is secret, so please don’t tell anybody else.這是一個秘密，因此，請別告訴其它任何人。

　　句中anybody else=any other person(其它任何人) else是形容詞，作“別的，其它的”，常用somebody, something, anybody, anything, nobody, nothing等不定代詞連用，并置于不定代詞之后。如：

　　Do you want to see anybody else? 你還想見見別的人嗎？

　　I have bought lots of bread. I’d like to buy something else.我買了許多面包，我還想買點別的東西。

　　else還可以同what, who, when, where等疑問代詞或疑問副詞連用。

　　What else would you like to have? 你還想要點別的什么嗎？

　　過去將來時

　　1) 過去將來時的基本形式：

　　基本形式

　　例子

　　would+動詞原形

　　I thought I would make lots of new friends.

　　我曾經(jīng)認為我會交上許多新朋友。

　　was/were + going to

　　I didn’t expect that I were to do the work by myself next week.我不希望下周自己做這個工作。

　　注意：would+動詞原形。would可用于任何人稱，這是美國英語的用法。在英國英語中，第一人稱用 should，第二、三人稱用 would。本教材采用美國英語的用法。此外，過去將來時還可以用“was/were + going to”來表示“原本打算干某事”的意思。另：be to do 不能用于人類不能控制的將發(fā)生的事情和動作；be about to do 不能和具體的時間連用。

　　2) 過去將來時的基本概念：

　　基本概念

　　例子

　　過去將來時表示對于過去某一時間而言將要發(fā)生的動作或存在的狀態(tài)。它是一種相應的時態(tài)，總是同某一過去的時間或過去的動作相對應而存在。

　　The teacher told us he would give us a little test. 老師跟我們講過，他將給我們來一次小測驗。

　　He said he was going to start for Guangzhou next

　　高一英語教案 篇5

　　一、教學重點：

　　Let’s learn部分的單詞：old，short thin，tall，strong, young, funny, kind等。要求學生能聽懂句型，并結(jié)合這些句子表達的情境，學會恰當?shù)靥鎿Q句中的單詞。逐步學會聽、說、讀、寫單詞：old，short，thin，tall，strong。

　　二、教學難點：

　　如何利用所提供的對話和情景，以舊引新，讓學生進入學習狀態(tài)。Let’s start部分在學生用書當中首次出現(xiàn)，教師應正確理解此部分的輔墊作用，可根據(jù)實際教學需要進行使用，并幫助學生熟悉教材內(nèi)容的變化。

　　三、課前準備

　　1.準備教學過程中所需要的圖片、聲音、課件，以及本課時的八張單詞卡。

　　2.準備一些教師的照片或圖片。

　　3.準備錄音機及錄音帶。

　　四、教學過程

　　1.Warm-up(熱身)

　　(l) 播放Let’s start下面歌謠的錄音，讓學生聽歌謠猜單元話題，激發(fā)學生對新學期第一單元英語學習的興趣。還可以使用四年級上冊第三單元學過的句型：“I have a new friend. He’s tall. He’s strong, too.”并結(jié)合相關(guān)人物的圖片，引導學生復習 strong， tall， short，thin等詞，為本課時聽、說、讀、寫這些單詞做好準備。

　　(2)日�？谡Z練習，內(nèi)容可參考如下：

　　T：Hello, everyone! Welcome back to school! Nice to see you!

　　Ss: Nice to meet you!

　　(3) 問學生幾個問題，引出本課重點內(nèi)容。具體會話可參考如下：

　　T：Hi，everyone!Nice to see you again.What grade are you in now?

　　Ss：We’re in Grade 5.

　　T：Do you like your new English books(new classroom, new teacher)?

　　Ss：Yes!

　　T： What are we going to talk about in Unit 1?Guess!What’s the topic of Unit 1?

　　2. Presentation(新課呈現(xiàn))

　　(l)出示Let’s start部分圖片，介紹說： Rabbit has many new teachers in her school. Do you have new teachers? 引導學生根據(jù)情景圖的提示描述新教師。然后說：“今天我們將學習怎樣描述新教師。Sarah將為大家介紹幾位新教師，大家在先看一看有哪些是新教師?

　　(2)出示Let’s learn部分的圖片，向?qū)W生介紹說：They are Sarah’s teachers. Describe these teachers.引導學生結(jié)合預習部分回答出 strong， tall， short， thin等舊詞，然后結(jié)合圖卡向?qū)W生呈現(xiàn)新詞：youny，kind old，funny�？衫�用簡筆畫、單詞卡片或?qū)嵨飯D片等—一教授新詞，使學生正確理解、認讀。

　　(3)可播放單詞的聲音，讓學生在聽過一遍后跟讀單詞，逐步掌握正確的讀音。

　　(4)根據(jù)以下信息請學生判斷會話中描述的教師是 Let’s learn配圖中的哪一位： Mr Hu is the art teacher. What’s he like?He’s short and thin.完成前面鋪墊的學習任務，讓學生猜出哪位是Sarah的新教師。再引導學生利用 Let’s learn部分所提供的替換句型，描述Sarah的其他兩位新教師，練習鞏固所學新詞。

　　(4)試著寫單詞。

　　范寫四會單詞，讓學生跟寫或在單詞卡片背面仿寫，達到聽、說、讀、寫四會掌握新詞的目的。

　　3.Let’s play (趣味操練)

　　(1)Let’s find out (找一找)

　　指導學生用所學新詞和句型描述Let’s find out部分幾位教師的.體貌特征，然后找出正確的圖片。完成這項活動后，教師引導學生充分利用八張新詞卡片繼續(xù)進行結(jié)對或小組活動，如：My new Chinese teacher is tall and strong. Who is he? 讓其他學生選出正確的圖片。

　　(2)Let’s sing (唱一唱)

　　放歌曲“My new teacher”的錄音，學生跟唱，進一步在音樂節(jié)奏中感知新詞。

　　4.Consolidation and extension(鞏固與擴展)

　　(l)讓學生做本單元 A Let’s learn部分的活動手冊配套練習。

　　(2)讓學生模仿Let’s find out部分的錄音，讀給朋友或家長聽。展示不同教師的圖片，讓學生猜出是教哪個科目的教師，然后用所學新詞描述這些教師的外貌特征。

　　(3)讓學生參照 Let’s find out部分設計一些謎語讓大家清一猜。可以參考以下語言： She is tall.She’s beautiful.She’s very young.We all like her.Who’s she?

　　(4)讓學生把新學的歌曲唱給家長或朋友聽。

　　板書設計：

　　Unit1 My new teachers old，short thin，tall，strong, young, funny, kind

　　教學反思：

　　本課時Let’s learn部分主要是通過情景會話，談論美術(shù)教師的樣子，來讓學生學習單詞：old，short thin，tall，strong, young, funny, kind等。教學設計適合與學生身邊的人物相聯(lián)系，尤其是新老師。可引導學生復習已學過的tall, short, thin, strong等詞匯，再進一步學習本課新生詞。達到描述不同圖片人物的要求。利用一些活動來鞏固知識。教師引導學生充分利用事先準備好的人物圖片，進行結(jié)對或小組活動，如：My new Chinese teacher is tall and strong. Who is he? 讓其他學生選出正確的圖片。

　　高一英語教案 篇6

　　一，教學目標

　　本節(jié)課基于學生在高三第一輪復習中已經(jīng)具備的認知水平和思維能力，結(jié)合了2015年全國高考II卷的試題，2013年遼寧卷試題和2017年寶雞市第二次質(zhì)量檢測試題，并且利用NSEFC Book3第一單元的話題，找到他們的話題共同點節(jié)日進行了整合，以此為本節(jié)課的主要感情線索，輔之多媒體教學設備和課堂訓練單，通過了“節(jié)日話題之聽力熱身，節(jié)日話題之選詞填空，節(jié)日話題之單句改錯 ，節(jié)日話題之語法填空 ，節(jié)日話題之范文改錯， 節(jié)日話題之作文范文改寫”六大部分從詞匯到句子，從句子到文本，由簡入難，層層推進，有效發(fā)揮了學生的積極主動性，學生可以通過自主預習，合作探究，反思練習等活動加深對本節(jié)課節(jié)日話題的印象和學習，不斷的從詞匯，句子，語篇文本等習題中進行語言信息的輸入到輸出的轉(zhuǎn)變，知識和能力的'升級，情商與智商的搭配，核心素養(yǎng)的的滲透，達到“聽中學詞匯，做中擴知識，讀中有思想，寫中提能力，思中育素養(yǎng)”的教學目標。

　　二，教學重點

　　本節(jié)課的重點是通過“節(jié)日話題之聽力熱身，節(jié)日話題之選詞填空，節(jié)日話題之單句改錯 ，節(jié)日話題之語法填空 ，節(jié)日話題之范文改錯， 節(jié)日話題之作文范文改寫”六部分習作和教師步步引導，使得學生習得節(jié)日話題的高考題型，訓練學生的聽說讀寫練的技能。

　　三，教學難點

　　本節(jié)課難點在于讓學生把本節(jié)課所學的知識加強鞏固，突出語用能力方面的考查以及英語學科核心素養(yǎng)方面的培養(yǎng)。

　　四，教學方法

　　1視聽法（Visual—oral teaching method）

　　2，交際法（Communicative teaching method）

　　3，合作法（Cooperative method）

　　4，學生為主的教學法（Student—centered teaching method）

　　五，教學過程

　　Step I 節(jié)日話題之聽力預熱：Listen and try to choose the names of these festivals.

　　1. Mid-AutumnFestival ( ) 2.April Fool’s Day( ) 3. Arbor Day植樹節(jié) ( )

　　4.SpringFestival ( ) 5. Women’s Day ( )6 .Christmas Day( )7.Duanwu Festival ( )

　　設計目標：通過聽錄音并做練習，感受五個不同的節(jié)日信息，目的是引發(fā)學生對節(jié)日話題的興趣。

　　Step II節(jié)日話題之選詞填空

　　1. TheMid-Autumn Festival falls on the 15th day of the 8thmonth of our Chinese lunar calendar ,it is one of the ________Chinesefestivals. It is a ________to enjoy time with family and friends. Moon cakes are _________eaten onthat night . ( tradition traditional raditionally)

　　2. Most ancientfestivals would _________the end of cold weather, planting in spring andharvest in autumn. Sometimes ________would be held after hunters had caughtanimals. (celebrationscelebrate)

　　3. The DragonBoat Festival in China_________ the famous ancient poet, Qu Yuan, who is a manof ________.I feel highly _________by his quality.(honour honours honoured)

　　4. People willbuy many __________ on Harvest festival and usually ________churches and townhalls with flowers and fruit in European countries. ( decorate decorations )

　　設計目標：本步設置了四個題目，要求學生們直接用詞填空，不用變形，主要考查學生對節(jié)日話題詞匯在句子語境中的應用能力。

　　Step III 節(jié)日話題之單句改錯

　　1.He had lookedforward to meet her on Valentine’s Day.

　　2.He was notgoing to hold his breathe for her to apologize.

　　3.On Women’sDay, her granddaughter was married with a human, she was very angry.

　　4.QiqiaoFestival was called Chinese Valentine’s Day, I hope you can meet the one youlove.

　　5.No matter whatfar away we are, we will try to come home for the celebration.

　　6.Halloween alsohad its origin in old belief about the return of the spirits of the deadpeople.

　　7.With abeautiful moon up in the sky, we sit together and eat moon cakes and fruit.

　　8. Some Westerncountries have very excited carnivals(狂歡節(jié)),which take place forty days before Easter.

　　9. People loveto get together to eat, drink but have fun with each other.

　　10.The countrylooks as though its is covered with pink snow.

　　設計目標：學生在這一步要學到關(guān)于節(jié)日話題的詞匯，同時學到詞法語法在二輪復習中的特點，雖然有些難度，但是通過對課文的熟悉，學生用合作探討的方法可以把題做好。

　　Step IV 節(jié)日話題之語法填空 （2013年遼寧卷作文范文改編）

　　The Mid--AutumnFestival falls on the 15th of the 1_______ (eight)month of our Chinese lunarcalendar. As one of the traditional Chinese 2_______ (festival), it has beenenjoying great 3_______ (popular )in our country. Usually, no matter how faraway 4 _______ how busy we are, we still try 5 _______( go )home for thecelebration. The moon that night 6_______ ( look) the brightest in the wholelunar month. 7______we love most is the time we enjoy the full moon together.With 8______ beautiful moon up in the sky, we sit together and eat moon cakesand fruit, 9______(share) our stories. In addition to these10________(tradition )activities, we have a wider range of choices such astravelling and visiting our relatives or friends.

　　設計目標：旨在把上面幾部分的已經(jīng)學到的詞匯運用到語篇文章中來，適應高考命題的方向。

　　Step V 節(jié)日話題之范文改錯 (2017年3月寶雞市二檢作文改編)

　　In order to enrich our school life, we aregoing to begin a holiday call “ReadingMonth” holiday. The holiday is aimed at broadening our horizons and improve our reading ability. Everyoneis encouraged to take the activepart. The holiday will last from March 6th to April 5th, duringwhich every participant wasrequired to read at least three books of any kind of. However,impressions of after-reading are welcome and

　　should submitted to Students’ Union before the last day of theholiday. This holiday is of much benefit to all students. We call for every one of you to join us. Let’senjoy us in the ocean of books.

　　設計目標：本部分目的讓學生繼續(xù)鞏固課堂學到的成果，同時強化本節(jié)課的節(jié)日話題。解決學生當前的寫作困惑，在改錯中提升寫作的能力，在范文中大膽設置短文改錯題型中的考點，有利于學生自我評價，自我反思。

　　Step VI 節(jié)日話題之作文范文改寫（2015年高考英語全國卷I作文）

　　把此范文改編成高考的兩個題型——語法填空和短文改錯

　　Dear Peter,

　　I’d like to askyou to write an article for our school’s English newspaper.

　　The “ForeignCultures” section in our newspaper is very popular among us students. It carries articles written by foreign friendsabout the cultures of their home countries. Would you please write somethingabout the culture in your part of the United States? And we would especiallywelcome articles about how Americans spend their holidays and festivals, andthe life of American high school students. You can write anything relevant solong as it’s interesting and informative.400 words would be fine. Could we have your article before June 28?

　　I’m lookingforward to hearing from you.

　　Yours,

　　Li Hua

　　設計目標：旨在學生適應高考命題的形式，并且提高學生語用能力，最終使學生提升英語學科核心素養(yǎng)。

　　高一英語教案 篇7

　　一、 教材分析：

　　學生在度過一個假期后，英語知識較生疏，教師應當復習好以前單詞，為學習新知打下基礎。Ｌet’s talk A部分很好地體現(xiàn)了這一點。Good morning We have a……復習民第一冊中內(nèi)容。“I’m from America”這一句為B Let’s taik“Where are you from？做了鋪墊，教師應充分注意這一點

　　boy、girl 、teacher student 、meet等單詞又是第一次出現(xiàn)，也需要我們特別關(guān)注。

　　二、教學目標：

　　1、能夠得簡單地表達自己心情，如：nice to meet you welcome back to school

　　2、能夠聽懂并回答 Where are you from？

　　I’m from

　　3、認識、會說字母A——E

　　4、掌握A、B Ler’s talk中單詞。

　　5、理解A、B Ler’s talk中內(nèi)容。

　　三、教學重、難點：

　　能夠聽懂并回答 Where are you from？

　　掌握A、B Ler’s talk中單詞。

　　理解A、B Ler’s talk中內(nèi)容。

　　四、課時安排

　　第一課時 A lLet’s talk Let’s learn B Let’s sing

　　第二課時 A Let’s practise Let’s play Let’s chant

　　第三課時 B lLet’s talk Let’s learn

　　第四課時 BLet’ssay Let’spractise

　　第 五課時B Let’s Let’s

　　第六課時 C story time

　　高一英語教案 篇8

　　教學目標

　　To learn to talk about kinds of music

　　To learn to read about bands

　　To study The Attributive Clause (in/ for/ with/ by+which/ whom)

　　To learn to write an e-mail

　　教學重難點

　　To study The Attributive Clause (in/ for/ with/ by+which/ whom)

　　To learn to write an e-mail

　　教學工具

　　課件

　　教學過程

　　I. Warming up

　　Warming up by describing

　　Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.

　　Warming up by discussing

　　Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.

　　Classical music Country music Rock ‘n’ Roll

　　Rap Orchestra Folk music

　　Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.

　　II. Pre-reading

　　1.Thinking and saying

　　Have you heard about any of the famous bands in the world? List some if you can.

　　For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.

　　2.Listening, talking and sharing

　　Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.

　　For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.

　　Do you know anything about “The Monkees”?

　　For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.

　　III. Reading

　　1.Reading aloud to the recording

　　Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

　　2.Reading and underlining

　　Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

　　Collocations from THE BAND THAT WASN’T

　　dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band

　　3.Reading to identify the topic sentence of each paragraph

　　Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

　　1st paragraph: How do people get to form a band?

　　2nd paragraph: Most musicians meet and form a band.

　　3rd paragraph: One band started as a TV show.

　　4th paragraph: “The Monkees” became even more popular than “The Beatles”.

　　3.Reading and transferring information

　　Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.

　　How do people get to form a band?

　　Members High school students

　　Reasons They like to write and play music.

　　Places They practice their music in someone’s home.

　　Forms They may play to passers-by in the street or subway.

　　Results They can earn some extra money. They may also have a chance to dream of becoming famous.

　　How was The Monkees formed and became a real band?

　　The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones

　　beginning of the band It began as a TV show.

　　style of the performance They played jokes on each other as well as played music.

　　first music and jokes Most of them were based loosely on the band called “The Beatles”.

　　development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.

　　changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.

　　4. Reading and understanding difficult sentences

　　As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.

　　IV. Closing down

　　Closing down by doing exercises

　　To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.

　　Closing down by having a discussion

　　Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?

　　For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

　　Do you agree that the jokes were more important than the music for this band? Give a reason.

　　For reference: Yes. I think it is the jokes that really attract more fans.

　　No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.

　　Closing down by retelling the form of the band The Monkees.

　　I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.

　　課后小結(jié)

　　學了這節(jié)課你有什么收獲?

　　課后習題

　　完成課后習題一、二。

　　板書

　　Unit 5 Music

　　高一英語教案 篇9

　　Teaching ais:

　�、�.T read sectins f a str and sequence then use predictin strategies and lining wrds.

　　②.T use lining expressins related t tie and sequencing.

　�、�.T use wrdbuilding techniques t fr nuns, verbs, adectives and adverbs.

　�、�.T tal abut and give pinins f fils.

　�、�. T practise using the secnd cnditinal fr speculatin

　　Teaching difficult and ain pints:

　　T aster the wrdbuilding.

　　T use the lining wrds.

　　Teaching aids:

　　CAI

　　Teaching prcedures:

　�、�. War up

　　T l at a pictures f Titanic then raise a questin: .Have u seen the fil Titanic? Where did the str happen?

　�、�. Speaing

　　Wr in grups f fur t discuss the tw questins: Have u seen an ther fils abut the sea? What did u thin f the? Tell ur classate.

　�、�. Pre-reading

　　L at the e wrds and find the in the pictures.

　�、�. Reading

　　Tas1: Nw please put Part A, B≈C in the crrect rder.

　　We can put the paragraphs in rder accrding t (根據(jù)):

　　the pictures

　　the lining wrds (連接詞) ：上下文相關(guān)詞語的連接

　　Tas2: Read the str again and answer these questins.

　　1. Wh did the writer’s unger brther fall int the sea?

　　2. Wh did the bat g twards the whirlpl?

　　3. Wh did the writer tie hiself t a barrel?

　　4. Wh didn’t his brther d the sae?

　　5. Wh did his ld friends nt recgnise hi?

　�、�. Language pints:

　　1. It t less than a single da t change hair fr blac t white.(B)

　　2. …

　　3. …

　�、�. Please find ut the phrases abut tie sequence in the text

　　Ⅶ. Wrd building

　�、�. Speaing

　　If I were n a bat ging twards a big whirlpl, I wuld tie self t sething light

　　高一英語教案 篇10

　　一、教學目標

　　知識目標

　　1. Get students to learn some useful new words and expressions in thispart.

　　2. Get students to read the play.

　　3. Let students learn the expressions of ordering food.

　　能力目標

　　1. Develop students’ reading skills and enable them to learn how to usedifferent 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.

　　情感目標

　　1. Stimulate students’ interests of learning English by reading and actingthis play.

　　2. Develop students’ sense of group cooperation and teamwork.

　　二、教學重點

　　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、教學難點

　　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.

　　教學過程

　　→Step 1 Revision

　　1. Check the homework exercises.

　　2. Ask two students to retell the content of Act I, Scene 3.in their ownwords.

　　→Step 2 Warming up

　　We have learned that Henry got a letter from the two old brothers ,soplease predict what will happen next.

　　→Step 3 Reading

　　1. Read the play fast to understand the gist and decide whether thefollowing statements are true or false.

　　1)The owner looked down upon Henry when he noticed Henry’s appearance.

　　2)Henry asked for more of the same food because he is an American who liketo eat a lot.

　　3)When Henry saw the million pound bank note, he was happy and proud ofit.

　　4)The owner didn’t believe that the bank note was real and he asked Henryto 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 meal?

　　2)Pay much attention to the different attitudes towards Henry.

　　Before Henry shows his million pound bank note:

　　Owner Hostess Waiter

　　That 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, everything?

　　What’s there to wait for?

　　After Henry shows his million pound bank note:

　　Owner Hostess Waiter

　　I’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 ofbeer. The waiter told him the meal would cost him a tiny bit. After eating hisfirst order, Henry asked for more of the same.

　　When Henry opened the letter, he found it was a million pound bank note. Hewas surprised but the owner and the waiter were shocked. The owner was not sureif it was genuine or fake. They couldn’t believe Henry who was in rags could beso rich. At last, the note was proved to be real.

　　After knowing that the bill is genuine, the owner thanked Henry again andagain for his coming to his little eating place and even asked Henry to forgetthe bill . The owner, hostess and waiter all bowed together as Henry left.

　　→Step 4 Language points

　　1.order n.要(叫)的菜eg. May I take your order?

　　n.順序，次序eg. The books are arranged in order of size.

　　n.命令eg. Soldiers must obey orders

　　v.命令eg. The officer ordered his soldiers to march

　　v.預定，預購eg. I have ordered a steak.

　　2.take a chance碰運氣

　　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 withsomebody.

　　也許真愛只是一個決定，一個與某個人一起冒險的決定。

　　3. genuine adj 1)真正的，真實的，名副其實的;非人造的，非偽造的`

　　Eg. Her wedding ring is made of genuine diamond.

　　她的結(jié)婚戒指是真正的鉆石做得。

　　2)真誠的，真心的，誠實的

　　My genuine friend is not such right?

　　我真正的朋友不是這樣的對嗎?

　　3. Well, I did hear that the Bank of England had issued two notes in thisamount. . . Anyway, I don’t think it can be a fake.

　　我確實聽說英格蘭銀行發(fā)行了兩張這樣面值的鈔票……不管怎樣,我覺得這不可能是假鈔。

　　助動詞do或其他形式does, did在肯定句中用于謂語動詞前,表示強調(diào)。例如:

　　I did tell him what I thought of.

　　我的確告訴過他我的想法。

　　can表示推測,與主句中的not結(jié)合在一起,表示“不可能”。例如:

　　It can’t be Jim. I know him too well.

　　不可能是吉姆,我太了解他了。

　　5. But he’s in rags!但是他穿得破破爛爛的。

　　介詞in后面接表示顏色或衣物等的名詞時,意思是“穿著;戴著”。例如:

　　The girl in green is a good friend of mine.

　　穿綠衣服的女孩是我的一個好朋友。

　　in rags衣衫襤褸

　　The old man in rags used to be very rich.

　　衣著襤褸的那位老人過去很富有。

　　6. As for the bill, sir, please forget it.

　　至于賬單嘛,先生,請把他忘了吧。

　　as for: with regard to至于;關(guān)于

　　As for you, you ought to be ashamed of yourself.

　　至于你,你應該感到慚愧。

　　As for the hotel, it was very uncomfortable and miles from the sea.

　　至于旅館呢,非常不舒服,而且離海邊有好幾里地

　　→Step 5 Acting

　　1. Ask students to listen to the tape and role play the text. Remind themto remember that Henry has an American accent while the owner, the hostess andthe waiters all have British accents. Let them pay more attention to correctpronunciation and intonation.

　　2. Have as many groups as possible to act out the play in front of theclass.

　　→Step 6 Speaking

　　1. Ask students to read Act Ⅰ, Scene 4 again and underline all theexpressions used to order food. Read them aloud.

　　2. Show the following form on the screen. Let students read the expressionsaloud, and make sure they understand their Chinese meanings.

　　WAITER/WAITRESS

　　Can I help you?

　　I’ll take your order in a minute.

　　Are you ready to order, sir/madam?

　　What would you like. . . ?

　　Enjoy your meal!

　　Here’s your bill.

　　Here you are. CUSTOMER

　　I’d like. . .

　　I’ll have. . .

　　Do you have. . . ?

　　What do you suggest?

　　I’ll have that.

　　The bill, please.

　　Can I have the check, please?

　　2. Suppose the situation: Now imagine you are having a good meal in arestaurant. Make a dialogue with your partner, who acts as awaiter/waitress.

　　3. Give several minutes for the students to prepare their dialogues inpairs.

　　4. Ask as many pairs as possible to present their dialogues to theclass.

　　→Step 7 Extension

　　Many people are crazy about buying lottery tickets (彩票). What do you thinkof it?

　　● What kind of role do you think money plays in our daily life?

　　● Is money everything?

　　Suggested Answers:

　　Money is not everything.

　　Money can buy a house, but not a home.

　　Money can buy a bed, but not sleep.

　　Money can buy a clock, but not time.

　　Money can buy a book, but not knowledge.

　　Money can buy you a position, but not respect.

　　Money can buy you medicine, but not health.

　　Money can buy a friend, but not love.

　　Money can buy you blood, but not life.

　　→Step 8 Homework

　　1. Learn the useful new words and expressions in this part by heart.

　　2. Act out the play.

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