高一英语教案精选6篇
高一英语必修二教案(5篇)
高一英语必修二教案（5篇）高一英语必修二教案（精选5篇）希望我们能够共同度过这段愉快的学习时光，相互学习、相互进步。
下面是小编为大家整理的高一英语必修二教案，如果大家喜欢可以分享给身边的朋友。
高一英语必修二教案篇1教学目标To learn to talk about kinds of musicTo learn to read about bandsTo study The Attributive Clause (in/ for/ with/ by+which/ whom) To learn to write an e-mail教学重难点To study The Attributive Clause (in/ for/ with/ by+which/ whom) To learn to write an e-mail教学工具课件教学过程I. Warming upWarming up by describingGood 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 kindsof 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 discussingHi, 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’ RollRap Orchestra Folk musicYes, you are righ t. I’m sure you will really enjoy yourselvesafter 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-reading1.Thinking and sayingHave 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 sharingLet’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 mo re about them.III. Reading1.Reading aloud to the recordingNow 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 underliningNext 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 T HAT WASN’Tdream 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 s how, 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 dosth., 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 band3.Reading to identify the topic sentence of each paragraphSkim 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 band2nd paragraph: Most musicians meet and form a band.3rd paragraph: One band started as a TV show.4t h paragraph: “The Monkees” became even more popular than “The Beatles”.3.Reading and transferring informationRead 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 bandMembers High school studentsReasons 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 bandThe Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith Davy Jonesbeginning 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 reunitedin 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 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.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.Closing down by having a discussionDo you think t he TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs WhyFor 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.课后小结学了这节课你有什么收获课后习题完成课后习题一、二。
高一英语教案
高一英语教案高一英语教案(3篇)作为一名默默奉献的教育工作者，可能需要进行教案编写工作，借助教案可以恰当地选择和运用教学方法，调动学生学习的积极性。
那么教案应该怎么写才合适呢？以下是小编帮大家整理的高一英语教案，欢迎大家分享。
高一英语教案1教学目标1、引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2、帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3、帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学过程Step1 Lead –in &Warming-up(5mins)问题导入——教师呈现问题和图片T: Have you seen plants andanimals that live under the sea? Where did you see them? What’s this? Yes,they’re killer whales.How much do you know about them? I’ll show you a shortvideo.【意图说明】在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。
最后出现虎鲸的形象，以抛出问题What’sthis? How much do you know about them?来引出今天阅读的主角——虎鲸。
先播放一段视频——“虎鲸捕猎”的场面。
Step2 Pre-reading (Predicting)(2mins)T: Now please look at the title“Is Old Tom an old man?” Right, it’s notan old man.It’s the name of a killer whale.He re are two pictures of thekiller whale。
高一英语模板一教案(共9篇)
高一英语模板一教案〔共9篇〕第1篇：高一英语教案【高一英语教案】Unit 2 English around the world一、Teaching aims and demands 1.Topics⑪.interview the headmaster and other teacher about the school rules and the ways to learn all the subjects ⑫.make a world map of English-speaking countries ⑬.collect words different in spelling, pronunciation, or meaning between British English and American English, to make a list 2.Function：language difficulties in municationCan you spell that?Could you repeat that,please?What do you mean by...?Could you speak a bit slowly,please?Sorry,I didn't follow you.I beg your pardon?How do you say...in English?How do you pronounce...?What does...mean?二、Teaching Time：Five periods三、Teaching procedures:The First PeriodStep Ⅰ.Greetings and Revision〔p24〕 StepⅡ.Warming up Three questions：〔Key.：p24〕①How many countries and regions are there in the world? 〔About two hundred〕②How many languangs are there in the world?〔Three thousand before, But it is found in the recent years that there are more than five thousand languages〕③How many languanges are used as the working languangesof the United nations?〔There are five.They are.：Chinese, French, Revision English and Spanish〕Another two questions：①What do you think Joe is looking for in the bathroom?②Why can't he find it? 〔Key：p24〕StepⅢ.Speaking①Read or act in pairs〔p9，Key：p25〕②Fill in the blanks〔p9，Key：p25〕③Practise using the following：〔Key：p26〕Can you spell that?Could you repeat that,please? What do you mean by...?Could you speak a bit slowly,please? Sorry,Ididn't follow you.I beg your pardon? How do you say...in English?How do you pronounce...? What does...mean?Can you say that in a different way?StepⅣ.Lauguages pints △Write a paage paring American and British English.。
英语高一知识点教案汇总7篇
英语高一知识点教案汇总7篇英语高一知识点教案 1教学准备教学目标■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 ex amples of Direct Speech Indirect Speech (I): statements and questions in the text 教学重难点Wordsupset, ignore, calm, concern, settle, suffer, recover, packExpressionsadd 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/ betired 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 m ost 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。
高一英语教案范文模板
高一英语教案范文模板高一新生要作好充分思想准备，以自信、宽容的心态，尽快融入集体，适应新同学、适应新校园环境、适应与初中迥异的纪律制度。
下面是小编给大家带来的高一英语教案，希望能帮助到大家!高一英语教案范文1(1)课题：Friendship(2)教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。
WarmingUp部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法;Pre-Reading 部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友;Reading部分Anne’sBest Friend以日记形式讲述了犹太女孩安妮的故事;Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解;Using about Language 部分教学本课重点词汇和重点语法项目。
(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The secondperiod： ReadingThe third period: GrammarThe forth Period：ListeningThe fifth period: Writing(4)教学目标：①知识与技能：Talk about friends and friendship; Practise talking about agreementand disagreement, giving advice and making decisions; Use direct speech andindirect speech; Learn to write an essay to express and support an opinion.②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。
英语教案高中教学范文5篇
英语教案高中教学范文5篇英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。
接下来是小编为大家整理的英语教案高中教学范文，希望大家喜欢!英语教案高中教学范文一《Unit 1 Friendship》大家好!今天我说课的内容是高一英语新课程实验教科书必修1 Unit One， The first period。
下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。
一、教材分析(一)教材的地位和作用本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。
本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。
学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。
这样的话题正好能引起学生的兴趣。
而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。
(二)教学目标英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。
因此，我制定以下教学目标：知识目标：1、掌握和使用陈述句和疑问句的直接引语和间接引语。
2、讨论朋友和友谊。
3、学习掌握本课的重点词汇。
技能目标：1、学会阅读的技能——scanningand skimming 。
2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
3、理解阅读文段，复述故事。
情感态度：1、患难之交才是真朋友。
2、知音难得。
3、海内存知己，天涯若比邻。
文化意识：认识德国纳粹党。
让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。
(三)重点与难点重点：1、训练scanningand skimming等阅读技能。
英语高一知识点教案七篇
英语高一知识点教案七篇英语高一知识点教案七篇英语高一知识点教案都有哪些？学生的语法、词汇及会话技能构建的关键时期;处于机械记忆阶段，学得快忘的也很快，语言应用能力不强;开始需要面对学校考试的压力。
下面是小编为大家带来的英语高一知识点教案七篇，希望大家能够喜欢！英语高一知识点教案【篇1】阅读是高中阶段英语教学的重头戏。
阅读教学的目的包括两方面：一是让学生学习并掌握一定的语言知识；二是发展一定的技能和策略，培养学生用英语获取和处理信息的能力。
阅读是一个语言与思维相互作用的过程。
因此，教学设计的好坏对教师的教学效果和对培养学生综合运用语言的能力都会产生很大的影响。
教学设计的目的是获得解决问题的方法，时刻体现“以学生为本”的思想，以开发学生的学习潜能，促进学生的全面发展为最终目的。
教师怎样在阅读课上既能突出阅读理解这一中心，又能达到为学生的学习服务的目的呢？下面，谈谈我的一些教学实践情况。
一、精心设计切入点，构建有趣的学习情境导入是承上启下和温故知新的必然途径，是吸引学生注意力和激发学习兴趣的教学措施，是上好一节课的重要环节。
进行导入活动时，教师要根据学生的学习情况、心理特点和阅读材料的内容，设计能激起求知欲的导入。
例如，在教学SEFC Book 2 Unit 5的“The Band That Wasn’t”一课时，我们用多媒体图片配以相应的音乐进行导入。
通过对这些图片的提问和描述，自然导入新课话题，导入内容与新知识联系紧密。
这样学生就会有阅读的兴趣。
二、抓住重点，构建积极探究的学习情境一篇文章是一个思想连贯的语言整体，既有完整的思想，又有完整的结构。
整体呈现课文更有助于提高阅读能力。
仍然以“The Band That Wasn’t”一课为例，导入新课后，我们给出导读性理解题。
如，（1）Which two musical bands are mentioned in the passage？（2）When did “The Monkees ” break up and when did it reunite？（3）Why was “The Monkees ” successful in the end让学生速读全文。
2023最新-高一英语必修一教案(精选5篇)
高一英语必修一教案（精选5篇）时间过得太快，让人猝不及防，成绩已属于过去，新一轮的工作即将来临，现在的你想必不是在做计划，就是在准备做计划吧。
什么样的计划才是有效的呢？这次漂亮的小编为亲带来了5篇高一英语必修一教案，我们不妨阅读一下，看看是否能有一点抛砖引玉的作用。
高一英语必修一教案篇一高一英语对于学生来说具有承上启下的关键作用，以下是“高一英语必修课件”希望能够帮助的到您！高一英语必修一知识：动词-ing形式作主语1. 动词-ing形式作主语时，主要有三种形式。
(1)动词-ing直接置于句首主语的位置上Playing tricks on others is something we should never do.捉弄别人是我们万万不能干的。
Saying is easier than doing.说起来容易做起来难。
(2)用it作形式主语，而把真正的主语移置句尾，以保持句子平衡。
常见句型有：It is / was a waste of time / money doing ….做……是浪费时间或金钱It is / was useless / no use / no good doing …做……是无用/无益的It is/was worth/worthwhile doing …做……是值得的It is no use crying over spilt milk. 覆水难收。
It’s worth making the effort. 这事值得去做。
It’s a waste of time arguing about it. 争辩此事是在浪费时间。
(3) 在there is no 结构中通常用动词-ing形式作主语常见的句型有：There is/was no doing… 无法在……;不允许……There is/was no sense (in) doing… 做……没有道理/意义There is/was no use/ point (in ) doing… 干……无意义There is no joking about such matter.这种事开不得玩笑。
高一英语必修一unit2教案【5篇】
高一英语必修一unit2教案【5篇】高一英语必修一unit2教案【5篇】高一是同学适应高中英语学习的关键时期，作为一名高一英语老师，你知道如何写一篇英语教案？下面是我为你预备的高一英语必修一unit2教案，快来借鉴一下并自己写一篇与我们共享吧！高一英语必修一unit2教案精选篇5教学目标1. To practise listening comprehension.2.To practise making decisions and reasoning教学重难点1. To practise listening comprehension.2.To practise making decisions and reasoning教学工具课件教学过程Step1. revision1. 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-inAs 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 DisadvantagesTV 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 agr ee 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. Speaking1. Pre-speakingSay: 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-speaking1) 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 opinionI think that … , because … Perhaps, but what if / about …First, … Have you thought about …One reason is that … What makes you think thatI 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-speakingConclusion—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-writingSay: 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 WritingSay: 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 Lis 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 dont think it is right to do his homework for him — its 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 AssessmentGet 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: HomeworkWrite about your discussion. You may begin like this:Hello, everyone. My name is __X. I’m 321 model android.I work for the Li family….课后小结学了这节课，你有什么收获?课后习题完成课后习题一、二。
高中英语语法教案(5篇)
高中英语语法教案(5篇)高中英语语法教案篇一一、教材分析(一)教材的地位和作用本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。
本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。
学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。
这样的话题正好能引起学生的兴趣。
而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。
(二)教学目标英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。
因此，我制定以下教学目标：知识目标：1、掌握和使用陈述句和疑问句的直接引语和间接引语。
2、讨论朋友和友谊。
3、学习掌握本课的重点词汇。
技能目标：1、学会阅读的技能——scanningand skimming 。
2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
3、理解阅读文段，复述故事。
情感态度：1、患难之交才是真朋友。
2、知音难得。
3、海内存知己，天涯若比邻。
文化意识：认识德国的纳粹党。
让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。
(三)重点与难点重点：1、训练scanningand skimming等阅读技能。
2、认识朋友的真正含义以及与人相处的问题。
难点：1、阅读技能的训练。
2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。
(四)教具本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。
二、教法分析在新课程背景下，教师要成为学生学习的促进者、组织者和合作者。
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高一英语教案精选6篇高一英语教案精选6篇高一英语教案1 一、利用表象，丰富想象观察图画和实物作文符合英语作文起步阶段需要有一定的情景要求，也符合高中学生有意想象占优势的特点，同时防止了文字情节作文易使学生中译英的缺点，但假设每一次训练都是刻板的再现材料，创造想象那么难以增长。
假设在教学设计时，在图中留有空白，或对实物设置悬念，不仅可以引发学生的好奇心，激发他们对英语作文的兴趣，减轻他们的惧怕心理，而且可以促使学生通过创造性的想象去填补空白，解决悬念。
如senior bookⅰ，unit 3 中的“help! help!”，可按开展顺序设计几幅救落水儿童的图，但只给学生展示第一、二两幅图，图画的内容大致与课文内容一样，但是后几幅的空白，使学生必须通过创造性的想象才能填补材料的空白。
学生可以引用课文中的材料，也可以自由发挥。
有学生这样写到：last week， we had a picnic in forest park。
we found a shady place by the river。
as soon as we had sat down， tom suddenly got up and shouted，“someonehas fallen into the river!" it was true。
a boy was struggling in the water， and the children in a boat looked hopeless。
tom and jack took off their shoes while running to wards the water。
they swam very quickly towards the boy who was sinking fast。
tom and jack got hold of the boy by the arms and lifted his head above the water。
together they pulled the boy to the shore。
之后，再给学生展示其中一幅图，或一句话的情景：……，a man/a woman/a child， etc。
has falleninto the river/the lake， etc。
……。
让学生自由选择自由发挥。
有的根据曾在报上看到的新闻，称颂一身怀六甲的妇女勇救落水儿童的事迹，也有的谴责那些对落水者无动于衷的旁观者。
学生的作文体裁记叙文、议论文不限。
这样，既训练了他们书面的表达才能，又发挥了他们的想象和创造才能、思维表达才能。
同时也让他们思索了做人的道理。
二、精选图画，激发想象处于英语作文起步阶段的学生的想象具有直观性，片面性和模拟性的特点，为其提供的观察材料越详细、越完好、越详实，他们的这些特点往往表现得越明显，有时甚至强化了他们的这些特点。
换个方式，为他们提供一些抽象的图画，他们的创造想象反而被激活，因为他们必须在原有的图画上进展创造才可能有新的形象产生。
而“抽象画作品所表现的物象与参照物相差甚远，它限度地把形与色对视觉作用的潜力发挥出来，直观效果非常强烈。
它经过夸张、简化、分解、组合等变化手段，将客观事物的表象创造成为富于想象力。
”如荷兰画家蒙德里安的表达百老汇街道的嘈杂与热闹的《百老汇爵士》(jazz in broadway)是一幅看上去比较抽象的图画，学生通过观察、运用合理的想象，写出了内容各异的作品。
有学生这样写到：it is the downtown of shanghai。
the streets，such as nanjing road and huaihai road， etc are busy。
cars， buses and trucks with all kinds of advertisements are running。
people dressed in their best are walking happily or hurrying to work on their bikes。
beautifully decorated stores are crowded with people shopping。
they all look in high spirits。
the traffic policemen at the crossings are directing the traffic attentively and seriously。
everything is in good order。
such is our city。
i love our city。
而另有学生在他们的作文中认为这是一个“排污系统”(drain outlet system )或电路板(circuit board)或房屋平面图(a plane figure of a house)等等。
可见，由抽象的图画到生动画面的产生，到一篇作文的写作成功，是创造想象不断开展的过程，也是进步英语语言运用才能的过程。
三、借助音乐，拓宽想象音乐能有效地丰富学生的精神生活，促进学生感知、情感、想象等方面的安康成长，能给学生提供想象和联想的广阔空间，有利于培养学生的发散性思维才能，促进人的全脑开发，为学生的创新精神和理论才能在各方面的延伸乃至终身开展提供良好的根底。
因此，在英语写作训练中有时借助音乐等艺术形式，对丰富学生的想象力是一种有益的尝试。
如senior book ⅵ ，unit 7中的“the waltz king ”这一课文，根据内容，可设计让学生听一首beethoven的“命运”(fate)，让学生根据自己的理解，写一篇作文，一位学生这样写到：i am a graduate from high school， and i will enter for the collage entrance examination。
whether i will be admitted to a collage， i will work harderthan before ， since our country is still poor and weak。
从作品中我们可以发现，借助音乐，学生的想象力得到了较大幅度的拓展。
“音乐艺术对学生的创造才能的开展具有独特的作用。
四、灵敏方法，开展想象“创造想象是严格的构思过程，它是由思维调节的。
”想象会产生全新的物象与情景、独特的认识和感悟。
一段文字、一篇文章，给不同的读者，就有不同的想象余地。
正如：a thousand readers， a thousand hamlets。
(一千个读者，就有一千个哈姆雷特。
)在英语作文教学中根据一定的线索或情节，提供学生广阔的思维空间，让学生进展想象描绘(创造性的描绘)，会收到很好的锻炼效果。
例如“after twenty years" (senior book ⅵ，unit 5) 这一课，可要求学生在学完之后，简单续写一个结尾。
这是一篇根据o。
henry 同名原作改写的文章。
文章的故事情节虽然简单，但很能挖掘、发挥学生的创造想象力。
学生这样写到：as soon as the police officer wanted to catch bob by the arm， he took out a gun， aimed at the officer and said，“i knew i was wanted，but i don’t wantto be arrested anyway。
tell jim wells i will e to visit him one day。
" just at that time， the police officer found himself surrounded by some strong men，gun in hand， pointing to him。
bob then walked into the street and got into a car parking there， followed by those strong men。
the car soon disappeared。
另有学生这样写到：在作文教学中，通过对一定的语言材料进展不同方式的处理，确实是锻炼学生的思维，开展学生的想象力的一条重要途径。
当学生对当前的语言材料进展阅读、处理时，进展了充分的分析^p 、比较，又充分展示了自己的想象力，其思维得到了充分的发散。
心理学研究已经证实，发散思维对个体的创造性有着重要影响，我们应该根据教材特点，结合教学内容，注意这种思维才能的训练，并创造一些行之有效的教学技术。
可以说，续写结尾、续写故事、改写、扩写等，都是高中英语作文教学中锻炼学生思维，开展学生想象力的有效手段。
高一英语教案2 一、教材分析^p ：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，进展过去分词的学习，教学中将语法知识的传授和语言根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^p ：在高一英语学习根底上，学生已经掌握根本的语言构造和一定程度的听说读写才能。
在复习的过程中，结合学生原有的知识掌握程度，稳固根底强化正确使用语法知识，进步学生运用语言的深度和难度。
但大局部学生的根底知识仍然较为薄弱，运用英语进展交际活动的才能较差，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，思维比较活泼。
局部学生的根底较好，能主动配合教师。
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、教学目的：1、知识目的：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^p ，理解，综合的才能，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^p 力、想象力和自学才能，进步思维才能和运用英语的综合才能。
2、才能目的：利用多媒体手段营造积极和谐教学气氛，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，标准学生运用英语知识准确表达的才能，同时，开展学生综合语言运用的才能，分析^p 问题和解决问题的才能，培养学生自主学习。
3、德育目的：用含过去分词的句子构造表达思想感情。
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、写才能，加强和进步运用英语的综合才能。