高一年级英语集体备课教案三
高一英语教案优秀教案5篇
【导语】⾼中阶段学习难度、强度、容量加⼤，学习负担及压⼒明显加重，不能再依赖初中时期⽼师“填鸭式”的授课，“看管式”的⾃习，“命令式”的作业，要逐步培养⾃⼰主动获取知识、巩固知识的能⼒，制定学习计划，养成⾃主学习的好习惯。
今天⾼⼀频道为正在拼搏的你整理了《⾼⼀英语教案优秀教案5篇》，希望以下内容可以帮助到您！1.⾼⼀英语教案优秀教案 ⼀、教材分析： 学⽣在度过⼀个假期后，英语知识较⽣疏，教师应当复习好以前单词，为学习新知打下基础。
Ｌet’s talk A部分很好地体现了这⼀点。
Good morning We have a……复习民第⼀册中内容。
“I’m from America”这⼀句为B Let’s taik“Where are you from？做了铺垫，教师应充分注意这⼀点 boy、girl 、teacher student 、meet等单词⼜是第⼀次出现，也需要我们特别关注。
⼆、教学⽬标： 1、能够得简单地表达⾃⼰⼼情，如：nice to meet you welcome back to school 2、能够听懂并回答 Where are you from？ I’m from 3、认识、会说字母A——E 4、掌握A、B Ler’s talk中单词。
5、理解A、B Ler’s talk中内容。
三、教学重、难点： 能够听懂并回答 Where are you from？ 掌握A、B Ler’s talk中单词。
理解A、B Ler’s talk中内容。
四、课时安排 第⼀课时 A lLet’s talk Let’s learn B Let’s sing 第⼆课时 A Let’s practise Let’s play Let’s chant 第三课时 B lLet’s talk Let’s learn 第四课时 BLet’ssay Let’spractise 第五课时 B Let’s Let’s 第六课时 C story time2.⾼⼀英语教案优秀教案 教学⽬标 To help students learn to express attitudes, agreement & disagreement and certainty To help students learn to read the text and learn to write diaries in English To help students better understand “friendship” To help students learn to understand and use some important words and expressions To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点 Words upset, ignore, calm, concern, settle, suffer, recover, pack Expressions add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns “I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do. I stayed awake on purpose until half past eleven… …it was the first time in a year and a half that I’d seen the night face to face… 教学⼯具 ppt 教学过程 Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? 1. Warming up ⑴ Warming up by defining friendship Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is? Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen. Then what is your opinion about friendship? Do you think that friendship is important to our life? Why? ⑵Warming up by learning to solve problems Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely. Common problems among teenagers Solution Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on. Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness. Situation 1: Friends get angry with each other when they try to talk about something difficult. Try to understand your friend/ Try to talk about the problem in a different way. Situation 2: Friends don’t know how to apologize Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point. Situation 3: Some friends don’t know how to keep secrets. Keep your secrets to yourself Tips on being a good friend Treat your friends the way you want to be treated. Keep secrets that are told to you. Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend. ⑶Warming up by doing a survey Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship. To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友). Now please do the survey on page one. Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.3.⾼⼀英语教案优秀教案 教学⽬标 Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills. Process and method: Ss acquire knowledge and improve ability through discussion and competition. Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings. 教学重难点 important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on. difficult point : how to solve the questions and find the useful information using the reading skills. 教学⼯具 课件 教学过程 Lead in 1. show some pictures . 2. show the pictures and a short video of amber room. purpose: motive Ss's interest. Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them. Presentation Look at the photos here. What do you know about the substance of “amber”? What do know about the cultural relics “the Amber Room”? discussion: Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision? A: What should we do? B: Can we keep it for ourselves or report it to the government? C: Have you come across such a situation — to make a difficult choice? listen and answer the questions: Play tape. Ss get the main idea of the passage. Reading pre-reading: 1. Have you ever seen a piece of amber? What do you know about it? 2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right. Reading: 1st time: read by yourself as quickly as you can. join the correct parts of the sentences together. 2nd time:choices and T/F compete between boys and girls. 3rd time: answer some question. Ask ss to think over and discuss. purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information. Discussion and report Think over of what we discuss in the part of warming up: I find myself falling into the dilemma. you discuss together ,and write down the outline of a report. work in group Consolidation fill in the blanks (summary). Homework make a report . use the useful information in the passage.4.⾼⼀英语教案优秀教案 Period 7-8 Grammar Grammar ⼀、动名词做主语的⽤法 动名词做主语往往表⽰经常性、习惯性的动作，在⼝语中也可以表⽰具体的动作。
人教版新教材高中英语第一册教学 Unit 3 Living Legends第1课时教学设计
Unit 3: Living Legends第1课时教学设计一、教学内容本课时着眼于文本的信息梳理和整体理解，通过问题引导学生梳理为什么郎平和乔丹是masters，他们树立了什么样的榜样，在此基础上让学生运用所学语言谈论自己心目中的体育明星。
二、课时目标1. 快速阅读获取有关郎平和乔丹的基本信息;深入阅读理解为什么他们能称为体育传奇人物。
2. 通过问题引导，在文本的语境中理解一些语言的含意，例如，“time seemed to stand still, graceful”等。
3. 阅读并理清正文每部分的脉络，初步感知如何写体育传奇人物。
4. 通过对比分析，形成传奇人物的评判标准，学会选择自己喜欢的传奇体育明星。
三、教学过程Activity 1 Activating background information about sports stars本活动为实现课时教学目标1作铺垫。
1. Talk about favorite sports stars with given pictures.Q1: Who are your favorite sports player?Q2: Do you like him/her? Why?2. Talk about Lang Ping and Michael Jordan.Q1: What do you know about Lang Ping and Michael Jordan?Q2: What else do you want to know about them?[设计意图]借助图片，由学生谈论自己喜爱的体育明星入手，引出主题背景，激活学生已知信息，并引导自主提问，形成阅读期待。
Activity 2: Reading to get related information about the two sports star本活动旨在通过快速阅读落实课时教学目标1。
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。
北师大版英语高一上Unit3Celebration教案
北师大版英语高一上Unit 3 CelebrationLesson1 Festivals课堂设计及教案汤阴一中分校高三（3）组：崔文魁2010-10-19北师大版英语高一上Unit 3 CelebrationLesson1 Festivals课堂设计与构思一、教学课型本节课为阅读课即讲授课二、教材分析1．教材内容分析及教材处理本节课为reading，教学内容是北师大教育出版社出版的必修1Unit3 Festivals .reading部分意在激活学生节日文化方面的图式知识和重构节日文化，并对传统节日文化有深入的认识和了解。
2．教学目标（1）通过音像、图片让学生了解有关中国传统节日文化方面的知识（2）培养学生通过快速阅读查找相关信息的技巧与能力（3）使学生能够运用本单元词汇口头描述一些节日3．教学重点及难点（1）从三个方面：时间，庆祝的内容，人们的活动深入了解中国传统节日。
（2）培养学生口头表达节日文化的能力。
三、学情分析本节课的授课对象为高三年级学生。
他们从高一开始学习新教材,在以前的学习过程中,已经积累了大量的词汇，并且具备了一定的组织语言的能力，这些都为本课的教学打下了基础。
四、教学设计1．总体思路教学过程采用任务型教学的理念。
任务前阶段，利用学生比较喜欢的音乐和歌曲以及生动形象的节日图片激活学生有关中国传统节日的知识，然后学生从三个方面，即：时间；庆祝的内容和人们的活动来系统认识中国传统节日，最后，要求学生通过做游戏的方式了解中国传统节日和培养学生口头表达英语的能力，从而巩固了对中国传统节日的系统掌握。
2．教学过程Step 1: Lead-in设计说明：利用音乐和歌曲激活学生已有的有关节日的背景知识和知识结构，从而导入本单元的话题：节日Step 2: Picture presentation设计说明：通过多媒体展示图片信息让学生形象感知节日事件和节日气氛，并联系生活经验，说出该节日的名称。
高一英语必修一unit3教学设计
Teaching PlanUnit 3 travel journalThe topic of this unit centers on travel. Travel is very beneficial and attractive activity to the students who can gains a lot, such as, general knowledge of geography, politics, communicating skills and travel experiences. However, before traveling, we should do a lot of preparation. In this unit, language study include some new words and useful expressions and the present continuous tense.Analysis of LearnersThis book fits the senior one students.The advantages of Ss:1.They are pretty active about what they are interested in.2.They are willing to share and demonstrate themselves in public.The shortage of Ss:1. Owing to the limited amounts of vocabularies , they always have difficulties in expressing thoughts and opinions in appropriate way.2. Sometimes they devoted themselves to the hot topic which they were enthusiastic about so that they didn’t draw their attention on the knowledge we should learn but just focused on the topic.Teaching PrinciplesWe should remember the main idea about the “Task-based language teaching” and “Situational teaching”.Among each part, “tasks” should be the line of the teaching. In order to complete the task, we teachers play a role as coaches instead of players. As a result, students are always the dominant role. Just give them an order, a tip, a hint or a suggestion to finish the task by themselves. Provide them more chances to speak and think.Teaching Aims and ObjectivesA. Knowledge and Grammar1. The students learn how to use the present continuous tense to indicate the future.2. Grasp the key vocabularies, phrases and sentences:journal,fare,transport,finally,cycle,persuade,insist,proper,properly,rapid,I prefer to...B. Ability1. The students learn how to make a travel plan.2. The students learn what the travel journal is and try to write their own ones.C. Feelings and Attitudes1. Sometimes we need not only do material preparation but also spiritualpreparation: courage, ambition, willpower and common sense.2. Encourage students to work as a team.3. Encourage student to record what they saw, what they heard, what they thought. Motivate them to be active, optimistic and insightful to life by travel.Important Point of Teaching1. Learn how to correctly use the present continuous tense to indicate the future.2. Learn how to make a travel plan.Difficult Points of TeachingMake students understand “be+v.ing” can indicate something happening in the future.Teaching AidsA computer, text books, note books, exercise paper, blackboard.Teaching MethodsThe methods are Task-based Language Teaching, Situational Teaching Counseling-Learning Community Language Learning.Show some pictures about my travel and ask Ss to show their experiences.-------Situational TeachingPair work: Make a conversation...-------Situational TeachingSummarize the points.-------Task-based Language TeachingLearning DesignUnit 3 travel journal1．Complete the following information card.2．Language points.Para1．___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Para.2___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Para3___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________Practicing PlanUnit 3 travel journal一．Translation.1.他说服他的女儿改变了计划。
高一年级英语集体备课教案三
高一年级英语集体备课教案_高一_年级英语学科第6周主备人：审核人：课题M1U2 PROJECT教学目标 1.Make sure Ss know about an advice letter.2.Improve Ss’ writing ability.3.Encourage students to do teamwork and learn to cooperate with eachother.4.Ask Ss to cooperate with others.教学重难点1.To know the general idea of the two letters.2.Make sure Ss know how to write an reply to an advice letter.教法设计1.Get students to know about some useful information about a sampleproject by reading2.Ask students to do teamwork to finish the project.3.Let students search some useful information about the project and writedown important information.4.Encourage students to make group discussion to know how to giveadvice.教学过程调整建议知识点讲解I: PresentationAsk Ss to read the guidelines on Page 38 and know what an advice letter is.II: Reading1. Let Ss read the first letter written by the father. Ask them to find out the answers to the following questions:1）Why does the father write the letter?To ask for some help so as to help his son.2）What does the father think about his son?His son disobeys everything his parents ask him to do; he is rude to them; he refuses to spend time with them’ he refuses to do his homework’ he spends too much time watching DVDs, listening to foreign music, chatting in Internet cafes, playing games and surfing the Internet.3）What is the father worrying about ?His son may fail at school or worse.2.Ask Ss to read the second letter, which is written by the sonand then answer the following questions.1）Why does the son write the letter? To be helped with知识点讲解some problems he has at home.2) What are his problems?His father does not listen to him when he wants to do something or suggests an idea; he shouts at him when he tries to talk to him; when he refuses to listen to his father, his father tells his mother and they fight like crazy; his parents always make him do things he doesn’t like; they call him selfish and unloving when he wants to be alone; his father gets very angry when he plays foreign music; he sends him to bed or tells him to study when he watches a DVD; he forbids him from meeting his friends at the Internet café.3) How does he feel about his father?He loves his father a lot. He hopes his father can understand him better and respect the things he wants to do. III: Language Focus1.as though= as if①用在look, smell, taste, sound, walk后面，议论可能、真实的事情。
高一英语学习教案七篇
高一英语学习教案七篇高一英语学习教案七篇高一英语学习教案都有哪些？教学场所和实习场所应当在数量和功能上满足教学需要，并配备专职人员对教学设施进行日常管理和维护。
下面是小编为大家带来的高一英语学习教案七篇，希望大家能够喜欢！高一英语学习教案篇1高一上学期是高中教育的起始阶段，教育就显得尤为重要，为了使学生圆满完成新课标要求的各项学习任务，尽快适应新的环境，在各方面能够健康发展，把英语教学搞的有声有色，必须有一个切实可行的教学计划。
特制定英语教学计划如下：一、教材分析教材是“课标”的具体表现，是学生学习的“蓝本”。
现在使用的人教版英语教材每一个单元都围绕一个主要话题开展听说读写活动，共九个部分，即热身，阅读，理解，语言学习，语言运用，小结，学习建议和趣味阅读。
语言知识和技能的呈现与训练，以及语法和句型等重点循序渐进，循环反复，符合学生的认知规律，有利于学生构建知识系统。
新教材打破了传统的体系，用新的理念、新的方式、新的体系呈现出来。
我们应当以积极的态度去学习新教材，研究新教材，理解新教材各个栏目的编写意图，限度地发挥各个栏目的作用。
一方面我们要努力去理解新教材、适应新教材、用好新教材，一方面我们又要努力站在新教材之上使用新教材，要根据教学目标和学生实际对其进行大胆的取舍和重组，是教材为我所用，而不是被教材牵着鼻子走。
二、教学目标1、使学生明确学习英语的目的性,发展自主学习的能力和合作精神。
2、做好初高中的教学衔接工作，让学生了解和适应高中的英语学习。
3、在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，培养学生在获取信息，处理信息，分析问题解决问题的能力，以及运用英语进行思维和表达的能力。
4、优化学生的英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的`能力。
三、学生现状分析针对我所带的班级高一5、6班学生生员构成复杂，大部分来自农村，远到王坟，庙子，城区学生少，普遍英语底子差，基础薄，英语水平参差不齐，发音不标准的实际情况，打算在高一起始阶段的英语教学中，本着低起点，爬坡走，抓习惯的原则，长期不懈地抓好学生的学习英语的的兴趣和习惯养成。
高中学校高一英语集体备课方案
2017高一英语备课组集体备课方案
一、指导思想：
面对英语的学科地位，以新课程理念为指导，在全面实施新课程过程中，积极探索符合新课程理念的英语教学方法和学生积极自主化学习方式。
培养学生良好的学习习惯，力争使学生形成踏实、严谨的学风。
一方面努力夯实高一学生英语听、说、读、写的基础；另一方面努力做好全面提升，指导学生广泛开展英语精读和泛读，为下一学年的全面提高英语成绩奠定基础。
本备课组共有14位教师，每位老师均具有一定的教学经验，期望经过全组老师的努力，做到以下几点：
1. 全组老师团结协作，相互帮助，取长补短，努力打造一个积极向上、充满活力的优秀英语备课组。
2. 定期组织教学研究活动，围绕相应的研究专题，组织相应的公开课、研究课、示范课，通过研讨、观摩、评议等形式，使本教研组全体英语教师共同提高，人人受益。
3. 做好教学的同时，全组老师会自觉地进行理论学习，不断反思、探索，并联系实际积极撰写学科教学论文，教学案例等各项评比，提高教学的理论水平。
二、具体措施：
1、加强集体备课
1。
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高一年级英语集体备课教案三
_高一_年级英语学科第10周主备人：审核人：
课题Grammar and usage
教学目标Teaching objectives:
After this period, Enable the Ss to grasp the non-restrictive attributive
clauses and question tags
教学重难点Ⅱ. Teaching important points:
How to use correctly non-restrictive attributive clauses and question tags Ⅲ. Teaching difficult points:
The function and formation of the non-restrictive attributive clauses and question tags
教法设计Ⅳ. Teaching methods:
Explanation and practice
task-based learning and cooperative learning
教学过程调整建议
知识点讲解
Step I Revision and lead in
1.Ask the students to recall what they’ve learned about the
attributive clauses
2.Ask them practice finishing some sentences using
attributive clauses
3.Conclusion of what has been learnt about the attributive
clauses
4.make a comparison to introduce the non- restrictive
attributive clauses
Step II work on the non- restrictive attributive clauses
1. Ask the Ss to find out the restrictive and non- restrictive attributive clauses in the text.
2. tell the differences between the two kinds of attributive clauses by giving examples and making conclusions
3. Ask them to summarize what has been learnt and practice using the non- restrictive attributive clauses
4. The important points of attributive clauses
1) non- restrictive attributive clauses led by “as” and “which”
2) non- restrictive attributive clauses led by “some/ any of which/ whom…”
知识点讲解a. There is a comma before the Non-Restrictive Attributive
Clause.
b. We can’t use “that” in this kind of sentences.
c. And we can’t miss the relative words, either.
5.practice (correction, multiple choices, comparison)
Let’s finish the given exercises on Pages 48-49. Join each pair of sentences to form one sentence. (Part A)
1.Amy is an actress.She is Zhou Ling’s friend.
Amy, who is an actress, is Zhou Ling’s friend. / Amy, who is Zhou Ling’s friend, is an actress.
2. The doctors at the hospital tried their best to save Amy.
Amy spent about two months in that hospital.
The doctors at the hospital, where Amy spent about two months, tried their best to save Amy. / The doctor at he hospital tried their best to save Amy, who spent about two months there.
3. Amy eats lots of fruits and vegetables.
All of them are good for her health.
Amy eats lots of fruits and vegetables, all of which are good for her health.
4. Amy sometimes goes for a walk in the afternoon.
It is fine and warm in the afternoon.
Amy sometimes goes for a walk in the afternoon, when it is fine and warm.
5. My uncle is an engineer and is working in Beijing.
I told you about him yesterday.
My uncle, about whom I told you yesterday, is an
engineer and is working in Beijing.
6. Mike has decided to visit the Great Wall next month.
His hobby is traveling.
Mike, whose hobby is traveling, has decided to visit the Great Wall next month.
Step III work on question tags
1.ask questions and lead in
2.discuss what question tags are
3.discuss the situations in which question tags are used
according to examples
4.practice finding out the question tags in the text and explain
them
5.ask questions about the types and formations of question tags
6.give examples and conclude the formation of question tags
7.tips on how to use the question tags
Step IV practice and consolidation of the grammar points Step V Homework
1.Go over the restrictive and non-restrictive attributive clauses.
2. Finish the exercises of Part A and B on p48-49 in your textbook
3. Finish Part C1 on P96 in your workbook.Finish Part A and B on P51 in your textbook as well as Part C2 on P96 in your workbook.
例题设置Someone ought to clean it today, oughtn’t they/shouldn’t they?
The car has hardly been cleaned for a few days, has it?
Their father has a new car, and they clean it for him, don’t they?
It must have just rained, and the car is very dirty, isn’t it?
习题配置Mark has to clean it, ______ he?
It must have just rained, ________ it? It must have rained yesterday, _______ it? Clean it now, ______ you?
Let us clean it now, ______ you?
Don’t clean it now, _______ you?
Let’s clean it now, _______ we?。