高一英语新课标必修4教学案例人教版
人教版高一英语必修四教案模板
人教版高一英语必修四教案模板人教版高一英语必修四教案模板高一阶段，是打基础阶段，是将来决战高考取胜的关键阶段，今早进入角色，安排好自己学习和生活，会起到事半功倍的效果。
下面是小编为你准备的人教版高一英语必修四教案，快来借鉴一下并自己写一篇与我们分享吧！人教版高一英语必修四教案篇1一、教材分析：本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。
采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。
在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度。
但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。
部分学生的基础较好，能主动配合老师。
只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三、教学目标：1、知识目标：引导学生掌握过去分词在真实的生活语境中的使用。
培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。
在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。
2、能力目标：利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。
3、德育目标：用含过去分词的句子结构表达思想感情。
四、教学重点：1、过去分词的用法。
2、过去分词的运用五、教学难点：1、结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
人教高中英语必修4全册教案
人教高中英语必修4全册教案Unit 1 Teaching PlanI. Analysis of the Teaching MaterialThe teaching material of this unit is taken from Unit 1 of the People's Education Press High School English Book 4. Theunit mainly elaborates on environmental protection. The text is based on a speech given by the United Nations Secretary-General at the World Environment Day. The content involves environmental protection, global warming, endangered species, nature reserves, and so on. Through this unit, students can understand the importance of environmental protection and realize the urgency of protecting the earth.II. Teaching Objectives1. Knowledge and skillsa. Master the new words and phrases in the text.b. Understand the main idea and details of the speech.c. Grasp the grammar knowledge related to tense, conjunctions, and prepositions.2. Process and methodsa. Encourage students to think independently and actively participate in classroom activities.b. Cultivate students' reading skills, such as skimming and scanning.c. Foster students' ability to use English to express their opinions on environmental protection.3. Emotion, attitude, and valuesa. Cultivate students' awareness of environmental protection and the sense of responsibility to protect the earth.b. Promote students' positive attitudes towards learning English and enhance their confidence in using English.III. Key and Difficult Points1. Key pointsa. Master the new words and phrases in the text.b. Understand the main idea and details of the speech.c. Grasp the grammar knowledge related to tense, conjunctions, and prepositions.2. Difficult pointsa. How to use English to express opinions on environmental protection.b. How to analyze and understand the text more deeply.IV. Teaching Methods1. Task-based teaching method: Set up tasks or activities related to environmental protection in order to stimulate students' interest and participation.V. Teaching ProceduresStep 1: Pre-reading1. Present the topic "Environmental Protection" and ask students about their opinions on environmental issues.2. Show pictures or videos related to environmental problems and ask students to discuss in pairs or groups.Step 2: Reading1. Skim the text to get the general idea and ask students to summarize the main points.2. Read the text again and underline the new words and phrases.3. Go through the text paragraph by paragraph and explain the key points and difficult words.4. Discuss the questions provided in the textbook and ask students to answer them individually or in pairs.Step 3: Vocabulary1. Help students understand the new words and phrases by giving explanations, synonyms, or antonyms.2. Provide examples and encourage students to use the words in sentences.Step 4: Grammar1. Introduce the grammar points related to the text, such as different tenses, conjunctions, and prepositions.2. Explain the rules and give examples to help students understand and apply the grammar rules.Step 5: Discussion and Group Activities1. Divide the class into groups and assign different topics related to environmental protection.2. Encourage students to discuss and share their ideas and suggestions for solving environmental problems.3. Ask each group to present their ideas to the class and have a group discussion.Step 6: Post-reading1. Ask students to summarize the main ideas of the text and share their thoughts on environmental protection.2. Assign homework to consolidate what has been learned, such as writing a short article or making a poster about environmental protection.VI. Blackboard Design- Unit 1: Environmental Protection- New Words: global warming, endangered, extinct, protection, pollution, destruction, environment, reserve, natural resources - Key Points: Understand the main idea and details of the speech- Difficult Points: How to use English to express opinionson environmental protection- Grammar: Tenses, conjunctions, and prepositionsVII. Teaching ReflectionThis teaching plan is designed to guide the teaching of Unit 1, "Environmental Protection." It focuses on cultivatingstudents' awareness of environmental protection and enhancing their understanding of the importance of protecting the earth. Through various activities and discussions, students canactively participate in the learning process and improve their English skills. However, it is necessary to adjust the teaching plan according to the actual teaching situation and students' abilities.。
人教版高一英语必修四教案
人教版高一英语必修四教案Unit1WomenofAchievement一、教学目标1.知识目标掌握本课的生词和短语。
理解课文内容，了解三位杰出女性的成就和贡献。
学会描述人物成就和贡献的句型。
2.能力目标培养学生的阅读理解能力。
提高学生的口语表达能力和写作能力。
培养学生合作学习和自主学习的能力。
3.情感目标培养学生尊重和欣赏杰出女性的品质。
激发学生追求卓越、实现自我价值的意识。
二、教学重点与难点1.教学重点生词和短语的掌握。
课文内容的理解。
人物成就和贡献的描述。
2.教学难点长难句的分析和翻译。
人物成就和贡献的深入理解。
三、教学过程Step1:导入利用图片或视频介绍三位杰出女性：玛丽·居里、宋庆龄和张海迪。
学生简单了解她们的成就，激发兴趣。
Step2:生词学习学生自主阅读课文，勾画出生词和短语。
教师带领学生朗读生词，解释词义，引导学生用生词造句。
Step3:课文阅读学生自主阅读课文，理解文章大意。
教师提问，检查学生对课文的理解。
学生分角色朗读课文，注意语音、语调。
Step4:分析课文教师引导学生分析课文结构，概括段落大意。
学生讨论三位杰出女性的成就和贡献，用所学句型进行描述。
教师点评并指导，帮助学生完善表达。
Step5:课堂活动学生分组，每组选择一位杰出女性，准备演讲稿。
各组轮流进行演讲，其他学生听后进行评价。
Step6:作业布置四、教学反思本节课通过学习三位杰出女性的故事，让学生了解她们的成就和贡献，培养学生的尊重和欣赏杰出女性的品质。
在教学过程中，教师应注重激发学生的兴趣，引导他们主动参与课堂活动，提高阅读理解能力。
同时，教师要关注学生的个体差异，给予不同层次的学生指导和帮助，提高他们的口语表达能力和写作能力。
教师还需不断反思自己的教学方法，针对学生的实际情况进行调整，使教学效果更佳。
在今后的教学中，教师可以尝试更多的课堂活动，如角色扮演、小组讨论等，让学生在实践中提高英语水平。
同时，教师还要注重培养学生的跨文化意识，帮助他们更好地理解和尊重不同文化背景下的人物成就和贡献。
2024年人教版高一英语必修四教案
2024年人教版高一英语必修四教案一、教学目标通过本单元的教学，使学生能够：知识与技能：掌握本单元的基本词汇、短语和语法结构，能够运用所学知识进行简单的听、说、读、写活动。
过程与方法：通过多样化的教学活动，培养学生的自主学习能力和合作学习能力，提高他们用英语进行实际交流的能力。
情感态度与价值观：激发学生对英语学习的兴趣和热情，增强他们的自信心和跨文化交际能力，培养他们的全球意识和国际视野。
二、教学重点和难点重点：词汇和短语的记忆与运用，特别是与本单元主题相关的词汇。
掌握本单元出现的重点语法结构，并能够在实际语境中正确运用。
提高学生的阅读理解能力，通过阅读理解文章，加深对单元主题的理解。
难点：对于某些抽象或文化特定的词汇和表达的理解与运用。
灵活运用新学的语法结构，避免中式英语的出现。
提高口语表达的流畅性和准确性，特别是就单元主题发表个人看法和进行小组讨论时。
三、教学过程导入新课通过展示与单元主题相关的图片或视频，激发学生的兴趣和好奇心。
简要介绍本单元的学习目标和主要内容，为学生树立清晰的学习方向。
提出与单元主题相关的问题，引导学生进行思考和讨论，为接下来的学习做铺垫。
词汇和短语学习利用单词卡片、PPT等方式呈现新词汇和短语，确保学生能够正确发音并理解其意义。
设计记忆游戏、填词练习等多样化的活动，帮助学生快速记忆和运用新词汇。
鼓励学生使用新词汇和短语进行造句或编写小故事，以加深对其用法的理解。
语法结构学习通过对比、归纳等方式，引导学生发现新语法结构的规律和特点。
提供大量例句和练习，帮助学生理解并熟悉新语法结构的用法。
鼓励学生在实际语境中运用新语法结构，如编写对话、故事或进行口头表达。
阅读理解和技能训练选用适合学生水平的阅读理解文章，通过问答、填空等形式检测学生的理解程度。
教授阅读技巧和方法，如快速定位信息、推断隐含意义等，提高学生的阅读效率。
引导学生通过小组讨论、角色扮演等活动，运用所学知识进行实际交流和合作。
最新新课标人教版高一英语必修四unit4教案
Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. 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.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs 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 the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。
高中英语人教版(新课程标准)必修4Unit 4【教案】
Unit 4 Body language本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
这节课主要侧重在阅读部分的学习，这种对课文的理解，本节课十本单元的第一节课。
本课的READING材料处于教材的第三部分，是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。
学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解Communication: No problem?（交际，毫无问题可言吗？）这一主题。
课后COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。
在READING前面有WARMING UP和PRE-READING 两部分。
W ARMING UP以列表对比（填充及增补）的形式，并通过W ARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。
新课标人教版高一英语必修四unit4教案讲课讲稿
Unit 4 Body LanguageThe first period readingStep I. Warming up Warming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body Language.Warming up by defining—What is body language?Step II. Pre-reading1Joking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthStep III. Reading11eading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. 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.2Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?3Reading and understanding difficult sentencesAs 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 the teacher.Step IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27. Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speakand translate much of the language. “I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)Step I. Warming up Warming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers.Step II. Learning about grammar1 Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2 Doing exercises No. 1 and 2 on page 29 Turn to page 29. Do exercises No. 1 and 2。
人教版高一英语必修四教案
人教版高一英语必修四教案（实用版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
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( 设计 Guessing& Competition 的目的：让学生充分发挥想象力，寻找生活中熟悉的肢 体语言， 并让学生上台表演出来， 让学生意识到他们每天都在跟肢体语言打交道， 最后
一起来总结 body language 的定义。 ) Step IV. Reading
这个的班的英语水平参差不及， 尖子生的学习能力强， 而部分差生甚至于上英语课在听天书。
所以为了保证差生能够听懂， 中等生有所收获， 尖子生有所启发， 所以本堂课采用了小组合 作形式结合简单的任务型阅读，使学生能够积极主动的参与到课堂中来，成为课堂的主体， 使他们的的自主性得到加强，让他们体验到学英语其实是一件非常快乐的事情。
四、教学设计。 本课为阅读课，主要介绍了各个国家的不同的肢体语言以及肢体语言产生差异的文化
根源。 通过阅读使学生了解除了使用口语， 我们还可用肢体语言来表达自己， 也能跟来自不 同国家的人群进行交流与沟通。为此，我们的教学目标，教学重难点就可以这样设置：
1， 语言技能目标：
掌握并熟练运用课文中的黑体字词汇： approach, touch, cheek, strangers,
but also by body languages. Nowlet ’ s try to guess more about Mr. Bean by looking
at the pictures.
Guess(ing and making gestures
将全班分为 4 个 group 进行。 凡猜对的， 给小组加十分。 教师展
Julia Smith
Britain
George Cook
Canada
Ahmed Aziz
Jordan
Madame Coulon
France
Second Reading
a visitor
Japan
T: You have done a very good job. Nowwe know that these people
I teach in Senior Two.) First we’ d like to watch a short flash happened on the
airplane.
（ When the flash is finished
）
T: Do you know this man?
Ss: 憨豆先生。
they meet. F
4. French people behave warmly to the people that they know.
T
5. Body language is the same across the world.
F
Second, do a small comparison:
其二， 在了
解课文内容的基础上，重视阅读方法和技巧的点播，培养学生的阅读习惯。
教学难点：包括打招呼用语在内的各国的不同的肢体语言产生的根源
--- 文化差异。
6、教学内容设计：
Lead-in
播放 Mr. Bean 在飞机上的无声的肢体语言的表演
↓ Warming up, 通过看不同的 gestures ，猜短语； 再看给出的英文短语， 做 gestures.
示图片，学生猜英文短语；教师给出英文短语，学生做手势
)。
Competition: Do you know any other guestures?
OK! Bad! Good! Silent!
I am full! I don’ t know! I am so happy! I want some money!
Madame Coulon (France)
Group Discussion
E. does not stand close to others or touch strangers.
different habits
different customs
Reasons for different ways of greeting
1.The writer will meet the visitors at Pudong Station.
F
2.
Visitors greet each other differently when they meet for the first
time. T
3. English people usually do stand very close to others as soon as
they meet for the first time, so we
’ d like to find out who are they and where are
they from. Fill in this form.
People
country
You
China
Mr. Garcia
Columbia
major, local, represent, curious, Columbia, express, gesture, actions 以及句型 be likely
to, introduce--- to---, nod at
等
2、能力目标：
能根据给出的描述肢体语言的短语， 思考，讨论，再上台表演， 再到后来的快速回答问
we deal with some detail information in the text?
First, there will be a True or False exercise for you. If it is false, correct
them, please!
True or False
Third Reading, some detail information, a True or False exercise
↓ Summary, the structure of the whole text
↓
Homework
7、教学方法： 采用了常见的任务型教学法， 启发式教学法， 师生互动， 生生互动的形式步步深入学习。
First Reading
T: Today we are going to learn a passage about body language,
let ’ s open our books on page26, there is a picture with many people here. Maybe
这课出现了太多陌生的人名和国家的名称， 所以我在课前事先教读过。 在备这一课时， 发现
文中的 warming up 部分太突兀，不易着手，于是我没有采用，而使用了我自己另外准备的
一个 flash, 简单，幽默，学生易于接受也能尽快适应后来的一系列小组合作活动，然后自
然而然的引出 reading 部分。
题这么一个过程， 既锻炼了学生的思维能力， 英语口头表达能力又可帮助学生提高查找
相关信息的能力。 3、情感目标： 让学生意识到交流与沟通不仅仅局限于语言， 达自己。
还可以借助更丰富更形象的肢体语言来表
4、文化目标： 培养学生的跨文化意识，倡导跨文化交际。 5、教学重点和难点。 教学重点： 其一，让学生明确不用国家的人之间的打招呼方式的不同之处；
二、课文分析。 本课是人教版高一新课标英语必修 4 第四单元的开始。考虑到整个单元的结构，我重
组了教材，将文中的 warming up 与 reading 部分作为本单元的第一课时， Body Language ， 来对待 . 这是一个新单元的开始，出现在这两部分的生词不算太多，也不难拼读，但是由于
-----------
---------
Third Reading
different cultures different races
T: Until now, we have known that different people have got their different ways
of greeting and we also discuss the reasons for the differences. Here, next shall
8、教学手段 运用多媒体进行教学，丰富课堂内容，浓郁课堂气氛。
五、教学过程。 Step I. Greetings
The teacher greets students as usual.
Step II. Lead in
T: Nice to meet you everyone! (My first time to meet these students, in fact
高一英语新课标必修 4声胜有声－ Body Language
教学对象为高一的学生。 经过初中三年的英语学习， 他们已经储备了一定的词汇和英语
基础知识，他们的认知和分析水平比初中阶段有了进一步的提高，
能就给出的话题展开讨论，
发表自己的看法，渐渐形成了用英语获取信息、处理信息、分析问题和解决问题的能力。但
T: Yeah, in English, Mr. Bean. What is he trying to do
？
Ss: He is trying to make the little boy happy and laugh.
T: How does he make the happy? By telling jokes?
from different countries meet the first time, we
’ ll see how they greet each
other. Let ’ s listen to the tape, then match the following: