高一英語必修一教案人教版。

高一英語必修一教案人教版 篇1

(1)課題：Earthquakes

(2)教材分析與學生分析：本單元的主題是“地震”。 Warming Up部分Pre-Reading部分要求學生描述、討論與地震有關的話題。Reading部分是一篇新聞報道，介紹了唐山大地震前的預兆、地震造成的城市建筑和人畜損失以及地震后的救援情況。Learning about Language部分涉及了本單元的詞匯和語法。該部分主要通過閱讀和句型練習幫助學生學習單詞、數字的表達法以及有that, which, who, whose引導的定語從句，培養學生的自主學習能力。Using Language部分的“讀寫說(Reading, writing and speaking)”訓練提供了一封信，要求學生閱讀后寫一篇大地震紀念公園落成儀式上的演講稿，接著說一說唐山大地震紀念郵票。隨后的聽力(Listening)是一位美國人以第一人稱敘述他在1906年舊金山大地震中的可怕經歷。寫作(Writing)部分訓練學生如何寫新聞報道，學會擬地定寫作提綱。

(3)課時安排：The first period: Reading The second period: Reading

The third period: Listening The forth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教學目標：①知識與技能：了解地震的成因、預兆，地震造成的損失，地震時的應急措施以及震后的救援;掌握和運用本單元出現的`新詞匯和短語以及數字的表達法;熟練運用that, which, who, whose引導的定語從句;學會寫英文新聞報道，擬訂寫作提綱。

②過程與方法：在學習閱讀部分時，可以根據教學的需要和教學班級的實際，從不同的角度設計目的明確的任務。閱讀材料提及了很多孩子失去雙親成為孤兒，礦工在地震中的遭遇。救護人員和解放軍官兵不顧自身安危，奮力搶險的事跡，地震無情人有情，感人至深。因此可以將他們作為素材，設計多種任務，展開課堂教學活動。如：1.組織學生討論震后孤兒的安置2.模擬采訪被搶救的礦工。 3.寫一篇新聞故事，描述救護人員和軍隊救災的感人故事。

③情感態度與價值觀：培養日常對自然現象的觀察能力和思考能力，對地震等災難中逃生和救生方法的了解。

(5)教學重點和難點：

詞匯：shake rise smelly pond burst canal steam dirt ruin injure destroy brick dam useless steel shock quake rescue electricity disaster army organize bury coal mine shelter fresh percent speech honor prepare Europe

短語：at an end right away dig out a (great) number of give out thousands of

重點語法項目：由that, which, who, whose引導的定語從句.難點：1. Teach the students how to enjoy an article 2. Teach the students the way to express themselves. 3. The usage of the words of that, which, who and whose.

(6)教學策略：Student-centered method, asking and answering, explaining and practicing, reading and discussion, speaking and listening, pair work (7)教學煤體設計：A projector and a tape recorder. (8)教學過程：詳見以下分課時教學設計。 (9)課堂練習與課外作業設計：穿插于分課時教學設計中

(10)教學反思或值得改進的地方：見每個課時最后部分。

高一英語必修一教案人教版 篇2

This is the first period of this unit.In this period，students are expected to discuss what kind of person they are.The purpose is to give students chance to practice their oral English，at the same time，they can have a general idea about what are the qualities they should find in a great person.In this period，there is a part designed to practice speaking and reading.In order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially Nelson Mandela.What’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study.

●三維目標

1.Knowledge：

Learn and master the new words and expressions in this period. Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal

Phrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison

2.Ability：

(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Do reading practice to improve the students’ reading abilities. 3.Emotion：

(1)Learn about some great people and qualities they have in common. (2)Develop the students’ moral quality. ●教學重點

(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Enable the students to grasp the main idea of the passage. (3)Improve the students’ reading ability. ●教學難點

(1)How to express their own opinions and ideas. (2)How to grasp the main idea of a text or a passage. ●教具準備

The multimedia and the blackboard. ●教學過程Step 1 Greetings

Greet the whole class as usual. Step 2 Lead-in T：(Walk to one boy) Wang Bin，what do you usually do on weekends? S1：I sometimes play basketball with friends.I like basketball very much.

T：Do you know who he is?

S1：Of course I do.He is Jordan，my idol.He is the best basketball player in the world.I have many pictures of him.

T：Yes，you’re quite right.He is very famous and many people all over the world worship him.But do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens?

S2：Yes，we learnt about this in our history classes.The blacks were first brought to America as slaves.They were treated badly and they had no rights.

T：That’s right.But we all know that things are different now.Do you know how they could have the same rights as the whites?

S3：We don’t know much about this.Please tell us more.

T：OK.Many people devoted themselves to this.Some were put into prison and some even lost their lives.Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men.

(Show the following pictures and their information on the screen

高一英語必修一教案人教版 篇3

Teaching Aims and Demands

Words and Phrases

Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then

Three Skills: energy soft bar fuel chemical balance tasty boil mixture

Spoken English:

In the clinic / seeing a doctor:

What’s wrong with you?/What’s the matter with you?

Lie down and let me examine you.

Let me have a look.

Where does it hurt?

Drink plenty of water and get some rest.

I’ve got a pain here. This place hurts.

There’s something wrong with back/my knee/my arm.

I don’t feel well.

Grammar:

Use of Language:

1. Master the function use of language as defined above.

2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.

Important points:

1. Talk about different kinds of food that one favorites.

2. learn the basic knowledge of healthy eating.

3. learn how to say in the clinic.

4. Grasp the language points and grammar in the text.

Difficult points: The use of modal verbs --- had better, should and ought to.

Teaching aids: computer or slider-projector

Way of Teaching: Communication way of teaching, discussion and group work.

Lesson 1Step 1 Warming-Up

First show the students some pictures of dishes and so to introduce the topic of this unit.

And then show the pictures on their text books and let them to decide what is junk food and what is not.

Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.

Step 2 Listening

Let the students listen to the tape and be prepared to answer the questions below.

Step 3 Speaking

Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue

After that list the useful expressions in their dialogue.

Step 4 Homework

Prepare for the next class.

Collect some menus if possible for the next class.

Lesson 2

Step 1 Introduction

Using the questions on P3 to introduce the new text.

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the food contain.)

3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

Step 3 Carefully-reading

How many parts can be divided into?

(Three parts.)

What’s the main idea of each part?

(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)

Step 4 Talking

Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.

Step 5 Homework

Finish the exercise --- Vocabulary on P5. and P72-73

Lesson 3

Step 1 Revision

Check the homework.

Step 2 Grammar

First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.

Step 3 Consolidation

(1) Finish the exercise on P5 and on P74

(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

1.give advice that will really help the person.

2. be polite and sincere

at last get the students to finish the following practice.

Step 4 Homework

Finish the exercise 3 on P74 in the students’ workbook.

Lesson 4

Step 1 Revision

Let some students read their reply to the letters on P74.

Step 2 Reading

Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)

Step 3 Writing

Ask the students to work in pairs to write the recipe for their favourite dish.

We may first give the tips on P7 as a guide.

Step 4 Discussion

First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?

What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

Step 5 Homework

Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

高一英語必修一教案人教版 篇4

教學準備

教學目標

1). To learn the knowledge of the cultural relics.

2). Discuss how to protect our cultural relics.

3).Reading and understanding, catching the history and information of the Amber Room.

4). Functional item, how to tell the story about the Amber Room

5). Finish the comprehending exercises after the reading passage.

6). Use scanning; skimming and careful reading to learn the story of the Amber Room.

教學重難點

Key points

To understand cultural relics.

How to tell the story about the Amber Room

Difficulties

Talk about cultural relics at home and abroad in English freely.

To learn the story of the amber room.

教學工具

課件

教學過程

導入

1). Guessing:

Teacher present some pictures and statements ,let the students guess whtat or where it is.

The Great Wall; The Pyramid ; Taj Mahal

2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:

A. Can you name them out?

Who have the right to own and confirm them?

(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden City

Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boat

and Mogao Caves)

Step I: Pre-reading

1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?

Show some pictures of amber. Let students know what the amber is and its value.

color yellow- brown

feel like feel as hard as stone

Amber is the fossil(化石) form of resin(樹脂) from trees.

It takes millions of years to form.

2). Can you imagine a house made of amber?Please preview “In search of the amber room.”

Step II: Fsat reading and thinking about the title:

1). Teacher give students the following questions to think:

When you see this title, what do you want to know?

What is the Amber Room?

Why was it called the Amber Room?

What was it made for?

What happened to it?

Why to search for it?

(Ask the students just remember these questions in their mind not find the answers.)

2). Fast reading to get the main idea:

The Amber Room , which _________________sent to the Russian people as a _____, was ____by the _____________ soldiers .

(Students read the passage quickly and fill in the blans)

3). Now, let the students try to answer the questions in part 1). (PPT 7)

(Teacher may give some necessary help)

Step III: Scanning

Ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)

After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)

Step IV: Skimming

Ask students to skim the passage and complete exercise 2 on page2.

( 3 ) How did the Amber Room become one of the wonders of the world?

( 5 ) How was a new Amber Room built?

( 4 ) How did the Amber Room get lost?

( 1 ) How was the Amber Room made?

( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?

Step V: Careful reading

Let the students read the text carefully and try to find some details to complete the form on PPT 11.

Step VI: Role play

Just now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?

( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)

Homework

1. Read the story of The Amber Room again after class.

2. Write the introduction of the Amber Room you have discussed in class.

3. Prepare for next period by underline the difficult points in the text.

板書

Blackboard Design

Unit 1 Cultural relics

Warming up & pre-reading

What is cultural relics?

A.a cultural relic is sth. that survived for a long time

B.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed

C. a cultural relic is something rather rare

高一英語必修一教案人教版 篇5

教學準備

教學目標

Words

base, command, request, recognize

Expressions

because of, come up, at present, make use of, such as, play a part (in)

Patterns

…because of that, English began to b spoken in many other countries.

Actually all languages change and develop…

The latter gave a separate identity to American English spelling.

教學重難點

■ To help students get to know about English development

■ To help students better understand “learning English”

■ To help students understand and use some important words and expressions

■ To help students identify examples of Indirect Speech (II): request & commands in the text

教學工具

課件

教學過程

⑴Warming up by listing

Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.

English Countries Explanation

Mother tongue the United Kingdom

the United States of America

Canada

Australia

South Africa

Ireland

New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.

Second language India

Pakistan

Nigeria

the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.

Foreign language China

Germany

France

etc. The number of people who learn English as a foreign language is more than 750 million.

⑵Warming up by answering questions about English

Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?

●What is Standard English?

Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.

●What is a dialect?

A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.

●Do we have standard Chinese? What is it?

In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.

⑶Warming up by giving reasons

Unit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?

__ English is one of the official languages of the Olympic Games and the United Nations.

__ English dominates international websites and provides nearly all of the new computer terminology.

__ Tourism and trade from Western Europe and North America has contributed to the spread of English.

__ Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.

2.Pre-reading

We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?

for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.

Go on with your reasons. I shall write your suggestions on the board as you make them.

3. Skimming the text for general ideas

Now we go to page 9 to skim the text for the main idea of each paragraph.

Paragraph 1: The spread of the English language in the world

Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.

Paragraph 3: English changes and develops when cultures meet and communicate with each other.

Paragraph 4: By the 19th century English is settled.

Paragraph 5: English is spoken as a foreign language or second language in South Asia.

4. Reading and filling

Read the text to complete the chart below.

Time English is influenced by…

AD 450-1150 German

1150-1500 French

In the 1600’s Shakespeare, who make use of a wider vocabulary than ever before

By the 19th century Samuel Johnson, Noah Webster

Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China

5. Reading and copying

Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.

Useful expressions

at the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…, develop one’s own identity, increase rapidly.