教科版高中英语必修一全册备课教案(教学设计)
高中英语必修1教案
高中英语必修1教案一、教学目标1.了解英语的基本语法和词汇；2.掌握英语的基本语音、语调和语音规则；3.能够听、说、读、写基本的英语句子；4.能够理解简单的英语文章；5.培养学生的英语学习兴趣和自信心。
二、教学内容1. Unit 1 Friendship1.词汇：friend, friendship, honest, loyal, trust, etc.2.语法：be动词的用法、形容词的比较级和最高级、名词的单复数等。
3.阅读：阅读有关友谊的文章，理解文章中的主要内容和细节。
4.写作：写一篇关于友谊的短文。
2. Unit 2 English around the world1.词汇：English, language, dialect, accent, etc.2.语法：一般现在时、一般过去时、现在进行时等。
3.阅读：阅读有关英语在世界各地的使用情况的文章，理解文章中的主要内容和细节。
4.写作：写一篇有关英语在自己国家的使用情况的短文。
3. Unit 3 Travel journal1.词汇：travel, journey, adventure, experience, etc.2.语法：现在完成时、过去进行时、过去完成时等。
3.阅读：阅读有关旅行的文章，理解文章中的主要内容和细节。
4.写作：写一篇有关自己的旅行经历的短文。
4. Unit 4 Music1.词汇：music, musician, instrument, melody, etc.2.语法：现在完成进行时、虚拟语气等。
3.阅读：阅读有关音乐的文章，理解文章中的主要内容和细节。
4.写作：写一篇有关自己喜欢的音乐的短文。
三、教学方法1.任务型教学法：通过任务的设置，让学生在完成任务的过程中学习英语知识和技能。
2.合作学习法：通过小组合作学习，让学生在互相帮助和交流中学习英语。
3.情境教学法：通过情境的设置，让学生在真实的语言环境中学习英语。
高一英语必修一教案
高一英语必修一教案通过学习这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科学的严密性。
该课文出现了英语重要语法知识--过去分词的用法。
一起看看高一英语必修一教案!欢迎查阅!英语必修一教案1一、说教材1、材的地位和内容该课文John Snow Defeats King Cholera 是人教版高中英语必修5第一单元的一篇文章，这是一篇阅读课。
文章介绍了有名医生John Snow 是如何通过考察、分析和探究的科学方法，发现并控制“霍乱”这种传染疾病的。
通过学习这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科学的严密性。
该课文出现了英语重要语法知识--过去分词的用法。
2、教学目标根据该教材的特点以及高中英语课程标准，我拟定下列教学目标1) 语言知识目标词汇：defeat attend expose cure outbreak control absorb severe valuable strict pump 等语法：过去分词作定语和表语2) 语言技能目标练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力3) 情感目标培养学生的科学探索精神，培养学生科学人文精神相融合的素养4) 学习策略目标学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控，通过各种途径获取相关信息，并运用有效教学资源5) 文化意识目标3、学重点和难点重点：理解所读课文;把握过去分词的用法难点：利用所学词汇、句型，围绕主题进行叙述二、说教法根据高中英语课程标准，根据“整体语言教学”的理论和实践，以及当前教学改革的新理念，为达成上述的教学目标，运用“任务型”英语教学法。
在实际的教学活动中，充分体现教师在教学活动中的主导、组织和监控的作用。
充分发挥学生在教学活动中的主观能动性。
以学生为中心，开展自主性学习活动，促使学生通过探究、独立思考以及合作学习的方式，完成学习任务。
高一英语全英教案5篇
高一英语全英教案5篇高一英语全英教案篇1教学目标1. 语言知识目标：1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry2) 能掌握以下句型：①Don't eat in class.②You must be on time.③Eat in the dining hall.2. 学会用英语表达一些标志的含义。
3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法3. 情感态度价值观目标：能用英语表达和制定一些简单的规则，理解没有规矩不成方圆;无论是在学校时还是在家庭中以及以后走上社会都应当遵守规则，按规则办事。
教学重难点1. 教学重点：1) 肯定祈使句是省略掉主语的原形动词开头;2) 否定祈使句则是在肯定祈使句前加上“don’t”。
3) 情态动词must及have to在用法上的区别。
2. 教学难点：掌握祈使句的用法，并能听懂、会说一些简单的祈使句。
多媒体教学过程Ⅰ. Warming-up and revision教师进教室后，使用祈使句请学生们完成一系列动作：Please stand up/ sit down. Close the door, please. Look at me and listen to me.Don’t open your books. Don’t talk. Let’s begin our class.学生听教师的指令完成各种动作，教师也可将指令写到黑板上，让学生从视觉上考察祈使句的特点。
Ⅱ. Presentation教师出示书上1a 的图片，向学生提问。
指着图上奔跑的男孩提问T：What’s the boy doing? S: He’s running.T: Where is he running? S: He’s running in the hallways.(板书，教读)T：Can you run in the hallways? S: No, I can’t.T: So please don’t run in the hallways.(板书，教读)(= You can’t run in the hallways.)学生跟读数遍，明白祈使句和“can”的表达含意。
新课标高一英语必修一全册教案
《新课标高一英语必修一全册教案》一、导言1. 介绍新课标高一英语必修一全册的教学内容和教学要求。
2. 引入新课标对于高一英语教学的重要性和意义。
3. 突出本教案的编写目的和方法。
二、教学目标1. 掌握新课标高一英语必修一全册的核心知识，包括听说读写的能力。
2. 培养学生的英语学习兴趣，激发学生学习英语的热情。
3. 帮助学生在新的学习环境中适应，并提高英语实际运用能力。
4. 培养学生的综合素质，包括语言表达能力、思维能力和合作能力。
三、教学内容1. Unit 1 Lifestylesa. 通过多媒体展示，引导学生理解课文内容。
b. 分组讨论，提高学生的口语表达能力。
c. 阅读理解训练，培养学生的阅读理解能力。
2. Unit 2 English around the worlda. 观看相关视频，激发学生对于多元化英语文化的兴趣。
b. 听力练习，提高学生对不同口音的理解能力。
c. 词汇记忆，帮助学生掌握相关词汇，提高写作能力。
3. Unit 3 Travel journala. 语法练习，巩固学生的语法知识。
b. 听力训练，提高学生的听力理解能力。
4. Unit 4 Wildlife protectiona. 观看相关纪录片，引导学生对于野生动物保护问题的思考。
b. 语言实践，激发学生表达观点的能力。
c. 课外阅读，拓展学生知识面，提高综合素质。
5. Unit 5 First aida. 观看教学视频，学习急救知识和技能。
b. 分角色扮演，培养学生的合作意识和团队精神。
c. 讨论交流，引导学生学会在紧急情况下正确表达和沟通。
6. Unit 6 Languagea. 语言点讲解，帮助学生理解和掌握语言的规则与用法。
b. 语言实践，激发学生运用所学语言进行交流。
7. Unit 7 The world of worka. 制定职业规划，帮助学生了解不同职业的本质和发展前景。
b. 个人陈述，提高学生的自我表达能力。
新课标高中英语1必修全册教案
新课标高中英语1必修全册教案一、教学内容1. Unit 1 My First Day at Senior High详细内容：描述了学生在高中的第一天，通过对话和阅读了解校园生活。
2. Unit 2 My New Teachers详细内容：介绍了几位不同风格的老师，学习如何描述人物特点。
二、教学目标1. 掌握本单元的重点词汇和短语，并能灵活运用到实际情景中。
2. 提高学生的听说读写能力，尤其是描述人物和事件的能力。
3. 培养学生学会尊重和理解不同的教学风格，增强团队合作意识。
三、教学难点与重点1. 教学难点：描述人物特点的词汇和句型，以及如何运用到实际情景中。
2. 教学重点：听说读写技能的培养，尤其是口语表达能力的提高。
四、教具与学具准备1. 教具：多媒体设备、PPT、黑板、录音机、卡片等。
2. 学具：课本、练习本、字典、笔等。
五、教学过程1. 导入：通过展示一组学生在高中第一天的照片，引发学生讨论，导入新课。
2. 新课内容展示：讲解Unit 1 My First Day at Senior High 的重点词汇和句型，进行角色扮演活动。
3. 例题讲解：针对Unit 2 My New Teachers，讲解如何描述人物特点，给出示例。
4. 随堂练习：让学生运用所学知识，描述自己的老师，进行小组讨论。
5. 口语练习：模拟情景，让学生进行对话练习，提高口语表达能力。
六、板书设计1. Unit 1 My First Day at Senior High重点词汇：nervous, excited, confused, helpful, friendly等。
重点句型：I felt when; The teacher is and he/she等。
2. Unit 2 My New Teachers描述人物特点的词汇：strict, patient, humorous, knowledgeable等。
描述人物特点的句型：My teacher is; He/She always等。
高中英语必修一备课教案模板
一、教学目标1. 知识目标：掌握本单元的基本词汇和句型，了解相关背景知识。
2. 能力目标：提高学生的听、说、读、写能力，培养学生运用英语进行交流的能力。
3. 情感目标：激发学生对英语学习的兴趣，培养良好的学习习惯。
二、教学内容1. 单元主题：围绕本单元主题展开，如日常生活、文化习俗、科技发展等。
2. 课文内容：选取与主题相关的课文，进行详细讲解和分析。
3. 词汇和句型：总结本单元重点词汇和句型，进行讲解和练习。
4. 阅读理解：选取与主题相关的阅读材料，提高学生的阅读理解能力。
5. 写作训练：进行写作训练，提高学生的写作水平。
三、教学重难点1. 重点：本单元的核心词汇和句型，课文内容的理解，阅读理解的技巧。
2. 难点：学生的发音、语法、词汇运用等方面的问题。
四、教学准备1. 教学材料：教材、辅助教学课件、相关阅读材料、写作练习等。
2. 教学工具：多媒体设备、黑板、粉笔等。
五、教学过程1. 导入- 结合生活实例，导入本单元主题，激发学生的学习兴趣。
- 简要介绍本单元的学习目标和要求。
2. 课文讲解- 分析课文结构，讲解课文内容，帮助学生理解课文。
- 介绍课文背景知识，拓宽学生的视野。
3. 词汇和句型讲解- 总结本单元重点词汇和句型，进行讲解和练习。
- 通过游戏、活动等形式，帮助学生掌握词汇和句型。
4. 阅读理解训练- 选取与主题相关的阅读材料，提高学生的阅读理解能力。
- 分析阅读材料，讲解阅读技巧，引导学生掌握阅读方法。
5. 写作训练- 进行写作训练，提高学生的写作水平。
- 指导学生进行写作，纠正写作中的错误。
6. 总结与反思- 总结本节课的学习内容，回顾重点知识。
- 引导学生进行自我反思，发现问题并改进。
六、教学评价1. 课堂表现：观察学生的课堂参与度、发言积极性等。
2. 作业完成情况：检查学生的作业，了解学生对知识的掌握程度。
3. 考试成绩：通过考试评估学生的学习成果。
七、课后作业1. 复习本节课所学内容，巩固所学知识。
高中英语必修一教案
高中英语必修一教案Unit 1 Friendship类别课程标准要求掌握的项目话题Friends and friendship; interpersonal relationships词汇add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habitadd up calm down have got to be concerned about walk the dog go through hide away set down a series of on purposein order to face to face according to get along with fall in lovejoin in功能态度(attitudes)Are you afraid that---?I’ve grown so crazy about---I didn’t dare---2. 同意和不同意（agreement and disagreement）I agree. I think so. Exactly.I don’t agree. I don’t think so. I’m afraid not.3.肯定程度（certainty）That’s correct. Of course not.语法直接引语和间接引语(1): 陈述句和疑问句陈述句“I don’t want to set down a series of facts in a diary.” Said Anne.-----Anne said that she didn’t want to set down a series of facts in a diary.一般疑问句He asked, “Are you leaving tonight?”---He asked us whether we were leaving that night.特殊疑问句“When did you go to bed last night?” father said to Anne.--- Father asked Anne when she went to bed the night before.1.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by the Jewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the GermanNazis’ killing in world war 2. she treats the diary as her best friend, and init reveals her longing for a normal life and close contact with nature,which helps her get through the days.Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis unit centers on friends and friendship, exploring different types of friendshipwith particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways to solve theproblems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by using somephrases and structures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English in SeniorMiddle School.2. Teaching important points:e the given adjectives and sentence structures to describe one of yourfriends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays? How did you feel? What didyou do in your summer holidays? What did you do in your spare time?2.What do you think of our new school? Do you like it? Could you saysomething about it?3.Do you like making friends? How do get in touch with your friends? Doyou have many friends? Where are they now? Do you have any oldfriends in our school? Have you made any new friends in our class? Step 2 Think it over1. Give a brief description of one of your friends. The following phrases andstructures may be helpful:His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys …… and hates……He /She is very kind/friendly/……When /Where we got to know each other.2. What types of friendship do you have? Please tick them out. Then fill in theblanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend should (not) be……In my opinion, a good friend is someone who……1.Have a member of each group report on what their lists have in common and listthem on the board.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet on page 8.5.The teacher ask some students how many points they got for the survey and assesstheir values of friendship:Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you do?Try to use the following phrases:I (don’t) think…… I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, ……2. What is a friend?A British newspaper once offered a prize for the best definition(定义) of a friend. Ifyou were the editor, choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow. When you look at your watch at 4 am, but still know you can call them and wake them up, and they’ll still want to talk to you ,that’s friendship. To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.1.Do you think it is a good idea to borrow money from your friend?Why and Why not?2. What factors may cause the breakdown of a good friendship?3. What can be your unusual friend besides human beings? And why?Step 6 Homework1.Write down a short passage about your ideas /the factors/your unusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best Friend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies suchas guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to telltrue friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose,be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you?3. What do you think a good friend should be like? List the good qualities a goodfriend should have .4. Have you ever considered making friends with animals, plants or even an object?Why or why not?Step 2.Reading1. Try to guess what Anne’s friend is and what the passage is about by reading thetitle and having a quick at the pictures in this passage without reading it.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend? Why did she make friends with it?2) Did she have any other true friends then? Why?3) What is the difference between Anne’s diary and those of most people?4) Do you keep a diary? What do you think most people set down in their diaries?5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?3. Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family?Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide?How would you arrange to get food given to you every day?What would you do to pass the time?------3. Discovering useful words and expressionsStep 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one you agreewith and explain why, then choose one you disagree with and explain why.2. We have talked about friends and friendship today, can you write one or twosentences to express your understanding of friends and friendship.Step 5.Homework:1. Interview a high school student, a businessman, a police officer and a housewifeto find out their opinions about friends and friendship. Write a report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage. Ending: Let’s sing this song about friends togetherPeriod 3 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.4. Teaching methodsDiscussing, summarizing and practicing.5.Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears, so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.“I have to stay in the hiding place.” said Anne. →Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors?” Tom asked Anne. →Tom asked Anne if/whether she felt sad when she was not able to go outdoors.“I don’t want to set down a series of facts in a diary,” said Anne.→Anne said that she didn’t want to set down a series of facts in a diary.“What do you call your diary?” Tom asked. →Tom asked what she called her diary.Ss go on this topic by themselves.Step2 GrammarT: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.T: Quite right. Look at the form on the screen. These are the rules...Step3 practice1.T: Turn to Page 5. Please change the following direct speech into indirect speechand indirect into direct...Step4 Correcting mistakesT analyses the common mistakes Ss have made during the practice.T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.Step5 A gamePlay a guessing game “who is my secret friend?” One student comes to the front with his partner.The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student .So the game goes on.Suggested sentences:Can your friend speak?What does he/she wear today?Is he/she tall or short?What do you and your friend do in your free time?Do you quarrel with each other?...Step6 HomeworkDo Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.Period 4 Integrating skills“Friendship in Hawaii”1. Teaching objectives:To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Because it is a lesson of integrating skills, Ss are also asked to write sentences on friendship.2. Teaching procedures:Step1 Lead-in1. Talk about different ways of showing friendship of minority groups in China.2. Compare Chinese ways of showing friendship with Western ways. And discusswhy there is a big difference. Therefore, show the sentence: Every culture has its own ways to show friendship.3. Ask students if they can think of any place in the world where Chinese andWestern cultures live side by side. They may think of Hongkong, Macao, Singapore.And the teacher will add one more -------Hawaii.Step2 Fast reading1. It is said that Hawaii is a place where the East truly meets the west. Consider howpeople show their friendship in Hawaii.Show a picture and find the information from the textbook. ( by giving “leis” to one another.)Explain what is a “lei”.2. Read fast and find out more ways to show friendship in Hawaii to fill in the form.3. According to the form, ask them to consider what friendship is in Hawaiians. Step 3 Careful reading1.Read the 2nd paragraph carefully and ask “Why do many different peoples callHawaii their home?”( Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity.)Step 4 Writing task1.Show proverbs about friends and friendship. Explain them and ask Ss to choosesome they agree with and some they disagree with and explain why.2.Discuss with their partner and try to write some similar sentences to show theiropinions on friendship.Step 5 HomeworkSurf the Internet to collect materials like poems, stories about friendship. And share them with your friends.Period 5 Listening & Writing1. Teaching objectivesTo practise students’ listening ability.To practise students’ writing skills of how to offer advice.To improve students’ ability to help others solve problems.2. Teaching procedure(Analysis: Listening and writing are expansion of the topic of the text. Listening is about Lisa’s problem of making a friend with a boy. She asks Miss Wang for advice. Through listening and exercise, students learn how to give advice and the skill of giving advice. And also let them think about the problem of boy’s making friends with girls and girls with boys. And then design a task to ask students to give advice according to the different problems to practise their ability to solve the problems. All of these lay the foundation for the next task writing. In this way, students feel that they have information to put out. And writing makes for the improvement of students’ writing ability, strengthening their comprehension of friendship.)Step 1 Lead-inDo you remember what Ann’s best friend is?Is it a man or a thing?Have you seen the film Cast Away?When Tom is alone on a deserted island, what does he make friends with? ( a volleyball)Guess what my best friend is? (Say sth. about music, pets or plants.)So you see a man can make friends with anyone and anything.Then boys, would you like to make friends with girls? Girls, would you like to make friends with boys?What kind of girl would you like to make friends with? And what kind of boy would you like to make friends with?If you see a boy classmate makes a friend with a girl, will you say something about them behind?(If no, say you are kind. If yes, say you are a gossiper.)If you are that boy/girl, would you like to be gossiped about?But here Lisa has such a problem. Read the letter. Lisa is asking you for help. Whatadvice will you give? You are given 2 minutes to discuss in groups and then offer group’s opinions.Step 2 ListeningBesides you Lisa also asks Miss Wang of Radio for Teenagers for help. What advice does Miss Wang give to Lisa? Let’s listen to what she says.Listen for 3 times and do listening exercises.Step 3 Post-listeningDo you think Miss Wang’s advice is helpful?Now suppose you are editors of Radio for Teenagers, here are some problems for you to offer advice.(Give each group a problem and ask them to write down their advice.)1.I don’t have enough pocket money.2.I’m not satisfied with my appearance.3.My desk mate has lost a reference book, she/he thinks that I’m a thief.4.I work hard but I hardly make progress.5.I want to travel to WuZhen Town with my fiends this weekend, but my parents don’tallow me to go.6.I don’t like the way Mr. Li teaches us English, so I’m not interested in English anylonger.7.My mother has just given birth to my little brother. I’m worried that the baby willrob me of my parents’ love and even everything.8.I quarreled with my best friend 3 days ago. Up to now, we haven’t said a word toeach other.9.I’d like to be monitor, but at the same time I doubt whether I have such ability.10.I’m often late for school. The teacher is so angry that he threatens that if I’m lateagain, I will be dismissed.Step 4 WritingYour advice is good and helpful. All of you are qualified editors. Now I have just received a letter from a lonely boy. Read the letter, what is his problem? What is your advice for him? Write a reply.Step 5 HomeworkWrite a story about you and your friend.Unit 2 English Around the WorldⅠ单元教学目标技能目标GoalsTalk about English and its development, Different kinds of EnglishTalk about difficulties in language communicationLearn to make dialogue using request & commandsLearn to transfer from direct into indirect speechLearn to give opinions and organize ideas by way of brainstormingLearn to make a poster showing your ideas clearlyⅡ目标语言功能句式Talk about English and its developmentRefer to Introduction in the teachers’ bookTalk about difficulties in language communicationDifferent speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side 、two blocks two streets. Make dialogues using request or command:Pardon? Could you repeat that, please?I beg your pardon? Can you speak more slowly, please?I don’t understand. Sorry. I can’t follow you.Could you say that again, please? How do you spell it, please?词汇1.四会词汇include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.) rule(v.) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block2. 认读词汇Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish3. 固定词组play a role (in) because of come up such as play a part (in)语法Command & requestOpen the door. Please open the door.Would you please open the door?Indirect SpeechHe told (asked) me to open the door.Ⅲ.教材分析和教材重组:1. 教材分析本单元的中心话题是“English language and its development, different kinds of English”. 通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语. 没有人们认为的那种唯一的标准英语。
英语必修一教案(合集4篇)
英语必修一教案(合集4篇）英语必修一教案（1）高一英语必修一Unit1---Friendship 笔记教案学案课件TITLE=高一英语必修一Unit1---Friendship Unit 1 Friendship 笔记整理Unit 1 Friends hip 词汇复习高中英文写作必背句型二高中英文写作必背句型一英语基本句型高一人教课标必修1 Unit 1 直接引语和间接引语专项练习1 高一人教课标必修1 Unit 1 直接引语和间接引语专项练习2 高一英语必修Unit1 Friends hip第一单元周练高一英语必修第一次月考高一英语必修Unit1 Friendshi p巩固测试Unit1 Friendship基础巩固Unit One Friendship Teaching pl an英语必修一教案（2）Teaching aims: 1. 能力目标：①Listening: gain useful information and clear views from the listening material; ②Speaking: express o ne’s attitude or views about friends and friendship in appropriate words. ③Reading: let Ss summarize the main idea ④Writing: write a letter about how to make friends 详情请点击：高一英语新人教版必修一Unit1 示范教案Teaching plan 更多精彩:英语教师网英语必修一教案（3）北师大高一英语必修一relaxing教案导语：编写教案要依据教学大纲和教科书。
从学生实际情况出发，精心设计。
以下是北师大高一英语必修一relaxing教案，供各位阅读和参考。
学习目标Students are to be able topredict what to hear.use the group of words related to stress.tell the ways to deal with the stress.教学流程学生背景升入高中后的第二节英语课。
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教科版高中英语必修一备课教案/教学设计
Unit 1 TEACHERS' DAY
【教学目标】
1．知识目标
（1）重点词汇和短语：foremost, ancient, according to, class, require, respect, government, policy, receive, illiterate, citizen, provincial.
（2）能理解、应用句型：
a．There will be a meeting tomorrow.
b．Confucius gave us a good example.
c．Confucius had more than three thousand students.
d．Confucius has always been a model for all teachers.
2．语言技能目标
（1）理解并掌握新词的及应用。
（2）理解材料内容：通过上下文克服生词困难，掌握听力技巧，提高英语听力能力。
3．情感态度、文化意识、学习策略
在“学生为主体”的思想指导下，让学生成为课堂的主人，形成有效的“生生互动”、“和谐对话”，同时借助多媒体的优势使学生主动融入课堂教学情境之中，以调动学生积极性，激发学生参与课堂的潜能，建立良好的课堂氛围，真正发挥情感教学的优势。
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