英语高考词汇教学教案 (人教版英语高一)（精选15篇）由网友“逆流的鱼”投稿提供，下面小编为大家整理后的英语高考词汇教学教案 (人教版英语高一)，希望能帮助大家!
篇1：英语高考词汇教学教案 (人教版英语高一)
一、学生分析
我校是一所相对偏远的农村中学，学生学习的成绩偏低，学习积极性不高，尤其是英语。大部分学生认为英语难，光花时间却不见成绩，根本谈不上学习兴趣。归根结底是英语单词难记，昨天记的今天忘，早上记的下午忘，绝大部分学生没有耐心和恒心去反复记忆枯燥的单词。久而久之，连最基本英语单词都不懂，更谈不上单词的灵活运用和综合能力的提高。因此，英语成为学生最畏惧的课程。
二、内容分析
本课内容以高考词汇为基础，以分类的方式引导学生运用各种方法高效快速地记忆高考词汇。
三、教学目的与目标
词汇是组成语言的最基本材料，没有词汇也就无所谓语言，英语教学自然离不开词汇教学。学生不掌握一定的词汇量，就无法顺利进行听、说、读、写、译，就无法进行英语交流。高考考纲要求学生掌握3700个词汇，英语词汇的记忆是英语学习最枯燥最繁琐却又是最基础最重要的部分，词汇量少直接影响学生的学习兴趣和学习成绩。本课题的重点就是以考纲词汇为基础，对高考词汇进行分类整合，重点突出写作词汇的运用，使学生科学地掌握英语词汇的记忆方法，明确学习目的，挖掘学生自主学习的潜能，使他们掌握有效的单词记忆方法，消除学生对英语的畏惧心理，使他们树立信心，提高英语学习兴趣及积极性，使他们能够灵活地运用英语词汇，进而提高他们的英语综合能力。
四、教学策略
《英语课程标准》强调教师要引导学生主动学习，帮助他们形成以能力发展为目标的学习方式。英语词汇教学理念为以语言发展为中心，通过师生互动，生生互动，让学生学会用英语处理现实生活的问题，让学生在完成任务的过程中体验、实践、参与、交流和合作，实现任务目标，感受学习的快乐和成功，以此来提高学生学习英语的积极性。为了使学生更好地系统地记忆和理解英语词汇，我将高考词汇大致分为四大类：听说词汇、语法词汇、阅读词汇和写作词汇，重点训练语法词汇和写作词汇的用法。为此，课前主要是分析近年来高考常考的语法题型和写作常用句型，让学生在实践中掌握高考词汇的用法。
五、教学过程
1.导入
向学生介绍高考考纲对学生掌握词汇的要求，让学生了解记忆单词的重要性，对英语词汇进行简单的分类，让学生有针对性有主次地学习和掌握英语词汇。同时让学生交流一下自己平时记单词的方法和心得体会，使学生重视英语词汇的积累，为本课时做好铺垫。
2.教学方法
（1）运用构词法记单词。构词法作为一项语法项目，主要是识别词缀和词根，从根本上把握单词的含义。久练这种学记单词的方法，能够领略一些英语单词的构造奥妙，并减轻记忆的负担。更重要的是，如果学生能真正领悟并进而拓展这种方法所蕴涵的思路，他们将能触类旁通，从而受益匪浅。例如courage一词，学生能通过构词法迅速识记discourage, discouragement, courageous, courageously，encourage，encouragement等同词根的多个新词,从一个词汇引申出这么多的新词，可谓一箭多雕，这样的记忆使他们觉得很有成就感，增添了自信心。
（2）在语境中学习词汇。从近几年来高考写作的话题出发，分析出常用的写作句型以及常用的连接词，把词汇与句子，语境结合起来，多让学生自己造句，掌握词的用法，在词汇与句子结合的基础上，我们将词汇、句子与语篇相结合，进一步扩大词汇的交流功能。使学生感觉英语学习是一件很简单的事情，从而消除学生的畏惧心理，也让学生既对词汇学习有了明确的目的，又对高考的考题有一定的了解，并树立信心，提高他们学习英语的积极性。例如remind 一词，remind sb of sth 这个固定搭配，只要是描写自己或身边的人的类似经历都可以用这个句子作为段落的开头：The story remind me of my own experience.对于我校这种比较差的学生把词汇融入一个固定句式的学习对他们的记忆和运用都有很大的帮助。
（3） 词汇分类记忆。把英语词汇分成类，比如描写环境的，描写人物的，描写校园生活的等，以描写人物特征的词汇为例：
五官特征：长睫毛long lashes，双下巴 s double chin ，小眼睛 small eyes， 鹰勾鼻 a hooked nose， 五官明显 strong features， 无神的眼睛lifeless eyes，明亮的眼睛 glowing eyes ，四肢特征：粗壮的手臂thick arms， 肮脏的指甲 dirty nails，细手臂 thin arms， 涂指甲油的指甲 painted nails， 瘦腿 thin legs
身材特征： 结实的 trim ，年老的 old ，过重的 overweight， 凹凸有致的 shapely(女) ，白发苍苍的 gray-haired ，瘦的 thin， 身材比例很好的 well-proportioned， 病恹恹的 sickly ，皮包骨的 skinny
行为特征：落寞的 depressed ，情绪化的 emotional ，萎靡的 lifeless ，寂寞的 lonely， 笨拙的 clumsy ，精力充沛的full of life， 无精打采的 listless，
（4）．单词记忆法总结
（1）“五到”记忆法。记单词要“五到”，眼嘴手脑齐开炮；读写背默各几遍，印象清晰记得牢。
（2）循环记忆法。记过单词莫靠边，几天之后再看看；似忘非忘又温习，反反复复印心间。
（3）分组记忆法。单词多了别心烦，分片分组来攻占；五个一组先吃掉，几组连成一大片。
（4）语音记忆法。要想单词不写错，语音一关还得过，读音规律掌握好，拼写自然少差错。
（5） 理解记忆法。结合词组句子记有情有景有意义；重点段落须背诵。理解深刻有乐趣。
（6）归纳记忆法。分类归纳便于记，同类词汇放一起；bike，play和jeep，归到交通工具里。
（7）对比记忆法。同义近义反义词，辨析对比来记忆，比较对照才开窍，印象深刻记得牢。
（8）卡片记忆法。单词长了容易忘，卡片纸条来帮忙；mathematics不好记，纸条贴到《数学》上。
（9）构词记忆法。构词法，要学习，前缀后缀有规律；转换常把词类变。合成本是二合一。
（10）阅读记忆法。课外读物有情趣，单词复现便于记；只要坚持常阅读，一举几得大有益。
3、巩固练习
（1）写出下列词汇的变体
born(名词形式) , brave(名词形式)，breath(否定词缀)
occupy(名词形式) environment (形容词形式)
equal(名词形式) comfort(形容词形式)
consider(形容词和名词形式) ，
（2）把下列中文翻译成英语
方脸 ，单眼皮 ，大嘴巴 ，圆脸 ，双眼皮 ，小嘴巴，心形脸，瘦鼻子 ， 薄嘴唇，长鼻子，厚嘴唇， 暴牙 ，苍白的脸魁梧的 ， 骨瘦如柴的， 年轻的，大骨架的 ， 弱不禁风的， 中年的，小骨架的，优雅的 ， 心烦的 ，精疲力竭的 ， 粗枝大叶的， 内向的，不悦的， 做作的 ， 外向的 ，好动的 ， 轻浮的 ，举止夸张的 ，多话的，有活力的 ，手舞足蹈的 .
(3)用下列词或短语造句
in spite of
prevent……from
lead a………live
look forward to
be famous for
4. homework
（一）词类转换
1..In the past, oxen played an important role in the ____（spirit）life of the Chinese.
2.Some are for ____ (begin) and others are for _____ (advance) students.
3.The dark chocolate ___ (popular) began about five years age and has reached the highest point now.
4.Obama said he didn’t see any controversy in the fact and said he was unaware of any _______ (satisfy) in the black community.
5.The government is promoting a program making science more _____ (access) to young people.
6.It`s ____(exact) these tight rings marks that we found in the fossil bones,” said Sander.
7.I stood there ____ (astonish), barely believing that man, whose existence was ____ (know) to me only moments ago, could be so _______ (thought).
8.More than half of them cross the bridge ________ the morning and evening rush hours when traffic is so heavy that the trip is not ________. (please)
9.One young drinker interviewed thinks price is ______ (relevant) to the increase of alcohol addictions and that teens, determined to get drunk , will find a way.
10.As an _____ (skill) game player, he often lost money.
11.If all drivers exercised good ______ (judge) , there would be few accidents.
12.In May , a hurricane left thousands of people homeless and ruined the island’s freshwater _____ (supply).
13. Your _____ (argue) is not ________ (convince) enough .
14. Hydrogen fuel cells would provide a renewable, clean source of energy; however, the technology is expensive and presents a number of _______ (convenient).
15. He is ______ (simple) a fool, who can’t ___ (simple) his life just by planning it _____ (effect)
（二）短语动词
1. He promised to attend my birthday party, but till now he hasn’t turned _____ yet.
2. All the girls swam in the lake except two, who gave _____ halfway.
3. If the new arrangement doesn’t work _____, we’ll go back to the old one.
4. “Have great changes taken place in your village?” “Yes, A new school was set ______ in the village last year.”
5. I had to hang ______ because someone else wanted to use the phone.
6. Elephants would die ______ if men were allowed to shoot as many as they wished.
7. My study of biology has taken ______ much of my spare time, but it has given me a great deal of enjoyment.
8. The plan broke______ just because people were unwilling to co-operate.
9. The government has called _______the parents to work with teachers in the education of their children.
10. John has put on so much weight recently that his mother has to let ______ all his trousers to his measure.
11. I can put up _____ some noise while I’m studying, but I can’t stand very loud noise.
12. The mother often tells her son to be a good boy, warning him to keep out ______ trouble
13. To my surprise, the manager kept ____ 30 dollars from my salary without any good reason.
14. Steven has a lot of work to make ____ in the office since he has been away for quite a few days.
15. Although Jane agrees with me on most points, there was one on which she was unwilling to give _______.
16. You should live up ______ what your parents expect of you.
17. I can hardly believe my eyes. What a poor composition you have turned ______. There are so many wrong spellings in it.
18. Some kinds of animals can take _______ the colour of their surroundings.
19. Let’s congratulate Li Ming and Li Hua ______winning the first prize.
20. The hospital provided the patients ___many advanced equipments.
21. I can’t put up _____the heat here.
22. The government should come up ____a better solution to the problems caused by the high price of beef.
23. His health broke ____under the pressure of work.
24. This project adjusted ___what I meant.
25. Please leave _____all the useless contents in the article.
26. All the students, please put your hands _____the poor children in the distant area.
27. He is addicted ______smoking and drinking wine.
28. We accused him ______killing our friend.
29. We assure him _____ going to America smoothly.
30. Do you mind if I carry______with my work while you are getting tea ready?
31. Old memories are often called ______ when you hear a particular song or a piece of music.
32. He looked through as many daily newspapers as he could to find______ what they said about his latest book.
33. We had a good many anxious moments but everything turned ______all right in the end.
34. Twenty people were expected, but only ten turned ______.
35. After the meeting, I set ______ to write a report on our next term’s work.
36. The English evening party turned ________ a great success.
37. A good writer must connect what he writes_____ what has happened around him.
38. The gentleman does not join______the argument but watches the other guests.
39. Although the working mother is very busy, she still devotes a lot of time ______ children.
40. We want our children to know that hard work pays ______.
41. It wears me ______ to look after these naughty grandchildren of mine for a whole day.
42. His pale face took ______a reluctant smile when he heard the news.
43. The Party Central Committee calls______the Chinese people to work hard for the economic development.
44. Don’t forget to put______your things after you have finished your homework .
45. Being much too fat, the lady was advised to reduce her food for each meal, yet she would have none______that.
46. The good service at the hotel made up______the poor food to some degree.
47. His strength had almost given______when they found him in the desert.
48. -Your tie looks smart. It goes______ your shirt perfectly.
- Thanks. I’m glad you like it.
49. It takes a long time to build______a good fame, but this name is quickly lost but just one crime or piece of bad behavior.
50. -I’m putting______ too much weight, doctor?
- I think you ought to go on a diet.
51. When he heard the news, she couldn’t keep ______ her tears.
52. Please go to your teacher to ask ________ his help if you meet with any
difficulties.
53. Please walk slowly. I can’t keep up ________ you.
54. After a heated discussion, we agreed _________ the policy.
55. Last night his house was broken _________, and many valuable things were found stolen.
56. After hearing the news, some burst ________ laughter, while others burst
________ tears.
57. Whenever he comes to Beijing, he calls _________ me at my house.
58. We must keep learning new things so that we can keep pace ________ the times.
59. This morning they checked______ at a hotel and will check out tomorrow.
60. Whether we will have the match today depends_______ the weather.
61. The teacher is devoted ______ teaching in the countryside in his life.
62. She has a gift_______ language, as she could speak four languages.
63. They worked day and night in order to pay ________ their debts.
64. On getting home, mother gets down _______ preparing supper for her children.
65. The sports meet will be put______ till next week because of the rain.
66. He was badly ill, so a doctor should be sent _______.
67. The five rings on the Olympic Flag stand________ the five continents.
68. The wounded soldier struggled _______ his feet and moved on.
69. He is always running_______of money before payday.
70. Korea is now divided_______two countries, North Korea and South Korea.
71. He was in hospital for six months. He felt as if he was cut ______ from the outside world.
72. Then the car I was in broke_______, so I had to walk home.
73. After the 90th failure, he was almost ready to give ________.
74. We decided to give _______ to the wish of the majority.
75. Hearing the news, she couldn’t hold ______ her tears coming down her cheeks.
76. Mr. Smith set _____ to write a history of America in 1980.
77. We take pride _____ our responsibilities as teachers in China.
78. To whom should we turn ______ the key when we leave the room?
课后反思
这节课是以高考词汇记忆作为法作为重点，帮助学生解决记单词难的问题，在教学过程中引导学生通过观察，体验，探究等积极主动的学习方式，充分发挥自己的学习潜能，提高自主学习的能力，同时刺激学生的思维，多种单词记忆法相结合，降低单词记忆的难度，进而提高对英语的学习兴趣。
由于我们是农村学校，英语知识的来源单一，英语底子也差，词汇积累也少，所以学生反应相对较慢，所以能够回答问题的学生相对较少。
篇2：festival 教案教学设计(人教版英语高一)
Teaching aims:
1、Learn and master some important sentences.
2、Train the students’reading ability.
3、Let the students learn about the relation between festivals and culture with the attempt of strenghtening the student’s cross-culture awareness.
Teaching important points:
1、Improving students’reading ability.
2、Help the students learn more about foreign history and culture.
Teaching methods:
1、Reading to understand the passage correctly.
2、Group work to make the students take an active part in the activities in class.
Teaching aids:
Cards; paper
Teaching procedure:
Step 1: Lead-in
T:Everybody please speak out as many festivals as you can at home or abroad
S:Christmas;Spring Festival;April fool…
T:The Christmas is on the way,can you sing the Merry Christmas together
S…
Step 2:Reading
T:Today we are going to learn a kind of festival that some of you may have not heard of.It called “Kwanzaa”,it is celebrated by Afican-American,it is a young festival and does not have a long history.Do you want to kown more about Kwanzaa?
Please open your book to the page 15,read the passage in 2 minute and then answer the question on the blackboard.
(read and then answer the question and explain some important sentences and new words)
Step 3:Discussion
Now you must have a better understanding of Kwanzaa,I would like to divide you into two groups to discuss the differences and similarities between kwanzaa and spring festival.
Step 4:Summary
Today we have learnt about a new kind of festival,do you want to celebrate the festival with them someday? Since the globalization is unavoidable,wo should respect other’culture and keep our own culture identity.
Homework
Today,we have learn a new kind of festival,after class,read the text more times and try to retell the story.Wtite down the differences and similarities between Sping Festival and Kwanzaa,and turn in tomorrow.
篇3：人教版高一英语必修二教案
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。优化学生的学习方式，提高课堂学习效果，采用“讨论学习法”。通过互动的学习方式，培养学生的合作学习精神。
三、说教学设计
根据课文内容的特点，根据高中英语课程标准的要求，为实现该课的教学目标，以提高学生阅读理解能力为重点，加强学生听说读写综合能力，我设计以下教学步骤
Task 1
为导入教学环节，是学生进入阅读材料和完成各项教学任务的热身活动。通过这个活动，激发学生学习动机，调动其主观能动性。具体作法如下：让学生说出自己熟知的科学家姓名、其发明、工作、生活的情况。完成此任务将使学生学到知识、尝到乐趣、获得聪明、受到鼓舞。
T: Name some famous scientists you know and tell something about them.
S: Charles Darwin---He was British. He wrote the Origin of Species.
S: Thomas Edison---He was an American inventor. He invented electric light bulb.
S: Stephen Hawking---He is a British. He studied black holes of space.
Task 2
呈现教学材料，设计学习任务，要求学生按时完成学习任务。练习学生阅读方法，利用Scanning阅读法，阅读课文，学生通过自主学习的方式，通过探究，独立思考，观察和分析，浏览课文，寻找相关信息，在下表填写，并口头叙述。达到听说读写综合能力练习的目的。
Task 3
再读课文，完成以下判定正误题。要求学生对读到的信息进行理解和整理，通过讨论的学习方式，在学生语言交流的互动过程中，重组信息，作出判定。从而提高学生学会分析问题、处理问题和解决问题的能力。
Task 4
课后作业。要求学生查阅有关霍乱知识的文章，向医生了解什么是霍乱，人类感染后回出现什么症状。并说出还有哪些传染病。
教学反思：整个教学过程均以任务型教学法贯穿。任务的设计都以教材的特点作为重要依据，同时考虑到学生的认知规律。任务的编排依照了从简入繁，从浅入深，从易到难的原则。符合学生实际，符合教学实际，符合认知规律。学生通过完成教学任务的同时，自然而然地习得了语言知识，培养和形成了语言技能，提高了阅读理解能力。而且，通过对文章的理解，加强了对学生品格情操的培养。同时，提高学生自我完成任务的能力和策略。学生在讨论学习和合作学习中形成用英语获取信息、处理信息、分析问题和解决问题的能力。
四、板书设计(略)
篇4：人教版高一英语必修二教案
一、教材分析：
1、教材的地位及作用：
第二册第六单元第五节课，本单元围绕表述个人特征，对人物进行比较这个题材开展多种教学活动，学会用形容词的比较级来对两个人的外貌及个性进行比较。本节课是堂阅读课，它通过前几节课学习的比较等级，进一步加深对比较等级的语法现象的理解和运用。同时通过对与朋友间的相同及不同之处的描述，进一步提高学生听、说、读、写的综合素质能力。
2、教学目标 ：(知识目标、能力目标、情感目标、学习策略目标)
知识目标：
(1)学习单词：opposite, view, interest, most of, though, opinion, really
(2)掌握句子：Should friends be different or the same?
I like to have friends who are like me.
I like to have friends who are different from me.
能力目标：提高学生听、说、读、写及知识自学的综合能力。
情感目标：
①通过形象、生动的教学使学生掌握如何去比较两个人，并从中学会欣赏别人中，享受与不同的人交往的乐趣。
②培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感。
学习策略目标：
①善于抓住用英语交际的机会。
②积极参于，善于合作。
确立教学目标 的依据：
根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
3、重点与难点：
重点：学会用形容词的比较级来对两个人的外貌及个性进行比较。
难点：文章中较难句子的理解及应用。
确立重点与难点的依据：
根据课程标准的要求，及本课在教材中所处的地位和作用。
二、说教法：
为了更好地突出重点，突破难点，我主要采用了：
1.任务型教学法：新课标倡导的“玩中学，学中玩”的理念也很受学生欢迎。例如，阅读文章时我设计了一张表格，让学生阅读后完成表格并复述。培养学生逻辑分类与表述能力。
2. 竞赛教学法：根据初中生争强好胜的性格特征，我每堂课都进行俩俩对话，激发学生兴趣，给学生创造外语语言氛，培养学生集体荣誉感。实践证明这是个复习巩固旧知识的好办法。
三、说学法：
1.善于抓住用英语交际的机会，充分感知，积极体验，大胆实践。例如，在复习环节，学生可以利用很多机会：One minute dialogue(每组都有一次机会)，Revise words and phrases(每人至少一次)，Act out the conversation(每组一次)。
2.积极参于，善于合作。例如，本课设计了几个任务，操作简单，学生一定很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。
四、说流程：
1.总体设计及依据
课前准备和复习(10分钟)-阅读(20分钟)-任务应用(8分钟)-写作交流(6分钟)-作业 布置(1分钟)
依据：
⑴遵循人类认识过程的普遍规律和学生认识活动的特点。
⑵教师为主导，学生为主体。
2.分步设计及依据
StepⅠ课前准备和复习(10分钟)
1. 一分钟俩俩对话。自由选择已学过或未学句型进行一分钟比赛。创设英语氛围，引进竞争机制，活跃课堂气氛，调动学习积极性。同时促进预习的开展，为新课导入 做准备。
2. 用卡片复习本单元重点词汇与短语。直观教学，加深印象，促进单词记忆，为新课的活动做准备。
3. 学生拿出课前准备好的自己小时候与现在的相片，然后进行比较，从而复习巩固本单元的重点：形容词的比较级。
StepⅡ阅读(20分钟)
1. 让学生自行阅读课文2分钟，找出难理解的词汇或句子。然后教师给与解答。为理解课文及3c的写作扫清语言障碍。
2. 划出文章中描写人物性格特征的词。复习巩固形容词的比较级的变化规律，
3. 完成表格，加深对文章的理解。
What kind of friend he/she likes
The same as best friend
Different from best friend
James Green
Huang Lei
Mary Smith
StepⅢ任务应用(8分钟)
根据所完成的表格，Say sth about James, Huang Lei, Mary and their friends.让学生学会交际使用，训练说的能力。
StepⅣ写作交流(6分钟)
对本堂课所学知识进行了综合运用，培养了学生听说读写能力。教师要引导学生从中学会欣赏别人，享受与人交往的乐趣。。
StepⅤ作业 布置(1分钟)
为了巩固课堂上所学知识，给学生布置课外作业 ：继续完成写作并完成自测部分练习。
3.板书设计 (根据本课的重难点)
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用任务型教学，从听、说、读、写等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。
人教版高一英语必修二教案
篇5：人教版高一英语必修四教案
(1) 课题：English around the world (2) 教材分析与学生分析： Warming Up部分简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有个粗浅的了解;Pre-Reading部分的两个问题引发学生对课文主题的思考，以便参加课堂活动; Reading部分The Road to Modern English 简要说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。Comprehending部分旨在检查学生对课文基本内容的理解程度; Learning about Language 部分主要通过各种练习帮助学生重温本单元前几个部分的所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了半单元的语法项目(祈使句及其间接引语);Using Language 部分中的Reading and talking主要介绍了当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部说话均有所不同。 (3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading The Road to modern English
The third period: Reading (Language points)
The forth Period：Learning about Language
The fifth period: Using Language
The sixth period: Listening
(4)教学目标： ① 知识与技能：了解英语在世界上的发展状况，认识各种各样带有民族、地域特色的英语;对英国英语和美国英语的差异有所了解，尤其是一些常用词汇，比如falt和apartment, lift 和elevator, rubber 和eraser等; 掌握本单元中出现的词汇、短语的用法; 学会语言交际困难的表达法，如pardon, I beg your pardon?; 掌握祈使句及其间接引语的表达法。
② 过程与方法：本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语的发展趋势的了解。在教授本单元时必须强调美国英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律和和惯用法。要提防学生认为可以滥用英语词汇，随意违反英语语法规则或惯用法，不顾正常的发音、语调等。在学生用书中的听力部分，原文真实的反映了灭国南部地区英语的方言和语音，旨在让学生感受一下将英语作为母语的本国人说话的一个侧面。要注意掌握尺度，让学生感受一下、了解一下，点到为止，不提倡硬性模仿。 ③ 情感态度与价值观：了解英国英语和美国英语的区别，两种英语不存在那种好与不好的问题。可以给学生布置以下任务：通过对话形式，将所学过的英美说法的不同之处，按实际生活和想象编一段对话。尽可能运用语言功能中表达语言困难的说法。
(5) 教学重点和难点：
词汇 include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity government rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block
短语： play a role (in) because of come up such as play a part (in)
重点语法项目：祈使句及其间接引语
难点 Expressing one’s idea on which kind of English one should learn; guess the name of speaker’s country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.
(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计： 穿插于分课时教学设计中
篇6：人教版高一英语必修四教案
根据课文内容翻译以下短语：
1.第一架载人宇宙飞船_______(the first manned spaceship )
2.发射，升空__________(lift off)
3.和……分离_______ (separate…from)
4.因为________ (because of )
5.21小时的太空飞行______(the 21-hour space flight)
6.第六次________ (for the sixth time )
7.做第七次环行________ (do the seventh circle)
8.回到地球大气层_____ (return into the earth's atmosphere)
9.安全着陆________ ( land safely )
10.朝等待他的人群招手______ (wave to the crowds waiting for him)
知识探究
一.重点单词
1.separate vt.使分开，使脱离，使分裂，使隔离
Theory shouldn't be separated from practice.
理论不应该脱离实际。
England is separated from France by the English Channel.
英国和法国被英吉利海峡隔开。
vi.分开，分手，分离，脱离
We didn't separate till 8 o'clock.
我们到8点才分手。
adj.分开的，分离的，个别的，独立的
This is a separated group.
这是一个独立的团体。
We will go on separate holidays.
我们将分别去度假。
人教版高一英语必修四教案
篇7：人教版高一英语必修三教案
Teaching procedure
Lead-in
Step 1
Read through the words with the class, dealing with any possible problem involved with voca bulary. [PPT 1-2] 做好词汇铺垫，为听力任务的完成扫清障碍。 CW
2’
While-list ening
Step 2 Ss l isten to the song to hear wh ich words are mentioned.
Go over the related words again. 练习学生的听力技巧和在听的活动中抓住关键信息的 能力。 CW
3’
Step 3
Ss listen to the song again and di scuss what is the most important thing about the house. CW
5’
Step 4
T asks Ss to fill in the missing words
CW
3’
After-listening
Step 5
T asks Ss to discu ss in pairs about why the singer is so happy in the house.
Ss are asked to give reasons for their different opinions. 培养学生的发散思维，并给学生提供口头表达的训练机会。 PW & CW
3’
Pre-speaking
Step 6 T asks Ss to listen to the dialogue and decide what sort of painting the speakers are talking about.
Ask two more questions if possible. 为对话做铺垫，帮助学生回顾一些陈述个人观点的习惯表达。
通过提问使学生更好地理解对话。 CW
2’
Step 7 Read through the Function File with the class. Ss guess what the missing expression s are. 了解功能句。 CW
3’
While-speaking
Step 8 T asks Ss to work in groups and describe the painting 口头表达练习。
GW
8’
Post-speaking
Step 9 Some of the groups report back to the class, and other groups make evaluations. 相互交换信息，集思广益。
篇8：人教版高一英语第三单元教案
一、教学内容分析
本单元话题为“地震”，主要描写了1976年唐山大地震，各项语言活动也都是围绕地震展开。本单元共分八个部分。
Warming-up 部分通过两张图片引出话题“一旦地震发生，将会造成怎样的危害”，为后面的主题作了一个热身运动。
Pre-reading 部分设置了两个开放性问题，目的是增加学生的生活常识，提高他们的应变能力。这部分为接下来的阅读作了很好的铺垫，学生可通过套乱，参阅有关地震的书籍并运用一些生活常识来回答这两个问题。Reading 部分具体描写了1976年唐山大地震的震前、震中和震后。作者详细描述了地震来临前的一些不正常的自然现象及动物的反常表现;地震的来势汹汹并在顷刻间将整座城市夷为平地;震后人们勇敢面对现实并及时实施抢救和重建工作。Comprehending 部分包括三组练习，主要目的是为了帮助学生更好地理解Reading部分的文章。
Learning about Language 部分分为两个部分：Discovering useful words and expressions 和Discovering useful structures.第一部分要求学生在把握文章的基础上，掌握重点词汇的词义及时用，这更注重培养学生运用上下文猜测词义的能力。其次还对一些复杂的数字读法进行了检测。第二部分则结合文章学习定语从句。
Using Language 部分分为Reading，Writing and Speaking;Listening和Writing。Reading，Writing and Speaking 包括读一篇邀请函，写一份演讲稿和关于一套新唐山邮票的Little talk。Listening 部分讲述了一位地震幸存者的故事，并根据听力材料进行正误判断和回答问题，旨在培养学生获取细节的能力，并通过听来模仿标准的语音和语调。Writing部分要求学生报纸写一篇新闻报道，学习如何按照规范的步骤进行写作，如选择适当地标题和组织语言等。另外这一部分也培养学生写作时注意标题、主旨大意和细节。
Summing up部分帮助学生整理、巩固本单元所学到的知识，包括学到的关于地震的知识，有用的动词、名词、表达方式和新的语法项目。Learning Tip部分就听英语方面给出了一些建议，建议学生多听广播或电视里的英语节目.
二.教学目标和要求
根据《英语新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。
1.知识目标(Knowledge)
① 词汇(Vocabulary)：shake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity,
disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.
② 短语(Phrases and expressions)：right away, at an end, lie in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.
③ 语法(Grammar)：定语从句(The Attributive Clause).能用英语描述任务的特征、行为等---- 由who/ whom/ whose/ that引导;能用英语描述事物、事件的性质、内容等---- 由which/ that/ whose引导。
2.能力目标(Ability)
能运用所学语言知识描述地震前兆、危害及震后援救;根据已知信息推测将要听取的材料的内容;提高阅读技能和用英语进行思维、推理、判断的能力; 掌握演讲稿的格式及新闻报道的写作步骤和要点。
3. 情感目标Affect
学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神;在教学活动中培养学生的合作精神和互助精神。
三.教学重点和难点
1重点词汇：injure，survivor, shock, rescue, disaster, fresh, judge, prepare
2语法：The Attributive Clause
3难点: 运用所学知识表达自己的想法; 较长句子成分的划分及意义的理解; 如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。
四.课时安排
本单元共分为四个部分，具体课时教师可根据自身教学实践进行适当地安排和调整。
Part1：Warming-up和listening.通过游戏、介绍和VIDEO等手段对地震知识进行适当了解的基础上，引入对San Francisco地震的学习，从而进入听力部分。
Part2：Pre-reading, Reading, Comprehending and Learning about Language.读前的两个问题：第一个问题问学生在危机情况下会带什么，有利于很好的激起学生的兴趣和调动课堂气氛，由此则可过渡到第二个问题对地震前兆的了解，从而自然地引入到对唐山大地震的学习。在对唐山大地震震前、震中和震后的学习中，可结合今年唐山大地震30周年的报道，使学生进一步了解唐山大地震和现今的唐山，形成对比和强烈的震撼，从而更好地了解学习唐山人民勇敢面对自然灾害，积极进行灾后重建的精神。其次，通过对文章的学习，了解新闻的特点，为后面的写作做准备。重点词汇和语法的学习可结合文章进行，并配以适当的练习。
Part3：Writing由提前让学生完成的关于唐山的新闻写作来引入对写作的学习。通过对学生习作的评析，来引出新闻写作中应注意的事项，并通过适当的练习来进行巩固，再让学生对自身的习作进行修改。
Part4：Using Language(Reading, Writing and Speaking),主要学习SPEECH演讲稿的写作。通过对演讲稿的了解、注意事项和名人演讲的感受，让学生学会如何恰当地写演讲稿。
五.教学步骤
Warming-up & Listening
Teaching goals:
1. Get a general idea of earthquakes and some other natural disasters;
2. Train students’ listening ability and try to improve their pronunciation;
3. Know the damage that an earthquake and other disasters could bring about and ways to reduce the losses of an earthquake.
Teaching important points:
Train the students’ listening ability and improve pronunciation.
Teaching aids:
A tape recorder; the blackboard; CIA课件
Teaching procedures:
Step1. Lead-in
----video of different natural disasters
T: Our hometown is a place full of a kind of disasters. What is it?
Typhoon, earthquake, hurricane tsunami, flood, tornado, drought…are all called natural disasters.
Q. what damage will they bring about?
---- everything in ruins/ death/ losses…
Step2. Introduction of Earthquakes (Let students get the general idea of earthquake)
Q: what do you know about earthquake? What causes quakes and where do they often happen? How to predict an earthquake?
Q: How to avoid being hurt?? ----through games
Q: Have you heard of any land earthquakes?
----Two pictures in warming-up: Tangshan Earthquake and San Francisco Earthquake.
Q: What do you know about these two earthquakes?
Step3: Listening
1. Pre-listening
----brief introduction of San Francisco Earthquake
Q: When did the quake happen?
---- 1906
Q: what damage did bring about?
---- About 700 people died in the earthquake and the fires. And as many as 250,000 people lost homes…
2. While-Listening
----according to the exercises in the text book
3. Post-listening
----How can we reduce the damage of earthquake? What can we do?
Step4: Homework
---- preview the reading “A Night the Earth didn’t Sleep” and learn new words of this unit
Reading
Teaching goals:
1. Target language 目标语言
Learn and master the new words and expressions in this period.
2. Ability goals 能力目标
Train the students’ reading and speaking ability.
Train the students’ ability to use the Internet to search for some useful information.
Train the students’ ability to cooperate with others.
Teaching important points:
Train the students’ reading ability—skimming and scanning.
Teaching difficult points:
Describe the disasters.
Teaching aids:
CIA课件
Teaching procedures:
Step1. Lead-in
T: We have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. Today, I want to show you round the earthquake department, and I hope you will like it and learn some useful knowledge. Now let’s go.
T: At the very beginning, I want to know how much you know about an quake.
Q1: What would you take with you if a quake happened?
Q2: The best way to save yourself is to know there will be a quake before it happens. What kind of signs can tell you that there is a quake?
Q3: What kind of damage can an earthquake cause?
S: buildings are destroyed; people are killed; families are broken…
T: Let’s have a look at some pictures of such terrible site. (Pictures of quakes)
T: (The last picture is monument of Tangshan quake.) Do you know what this is?
Step2. Pre-Reading
T: 30 years ago, on the day July, the 28th, a terrible disaster suddenly happened, and the beautiful Tangshan was removed from the map. This is Tangshan quake. Does any body know something about Tangshan quake?
T: Let’s read a news report about the famous quake.
Step3. While-reading
I. Skimming & scaring
Get the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.
T: First please skim the passage fast to obtain/ get a general understanding of the whole passage. And underline the answers to the following questions.
II. While reading, divide the whole passage into 3parts and find out the main idea of each part.
Para.1 before the quake
Para.2-3 during the quake
Para.4 after the quake
II. Careful-reading
Read the passage again and try to get more detailed information.
T: Now let’s read the passage again and find more information. Join the correct parts of the sentences. (Turn to page 27, ex1)
T: Now you have read the passage carefully, please put the sentences in order. Number each of these things during the Tangshan quake.(Turn to page 27, ex2)
T: here are some more work for you. You can work in groups.
T: Let’s watch some pictures, and comparing the old Tangshan, the Tangshan after quake, and the new Tangshan we see today.
Step 4 Post-reading (discussing)
T: After read the news report, and see so many pictures, what impresses you most? Why?
Or what do you learn from such a disaster?
(Self-rescue, environment protection, rebuilt, love and help)
I: self-rescue (a video game)
T: When in a quake, if you know some self-rescue skills, you may probably save yourself. If you want to know some of the skills, click here. (Link to the index)
Let’s do little game to see how much you know about self-rescue.
II. What did they suffer and feel?
T: Can you understand what they suffer and what they feel after such a disaster?
T: If you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? Or how could you help them?
III. Rebuilding
T: we see that the new Tangshan has been set up. What is needed to rebuild Tangshan.
IV: environment protection
T: nowadays there are more disasters than before. One of the reasons is that we pay more attention to our economy development than the earth we live.
Look at these pictures. What can we students do to save the earth?
T: Though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.
Step 5 Homework
1. Find more news reports about earthquake.
2. Write a piece of news about Tangshan. You can use the information in the passage.
News Writing
Teaching aims:
1. Get students to learn how to write news;
2. Train students the ability to cooperate with each other and to search for information;
3. Learn more about Tangshan earthquake and honor the people of Tangshan.
Teaching difficulties:
1. How to make students learn writing in a more practical and effective way;
2. How to help students understand the tips for writing.
Teaching procedure:
Step 1: Lead-in
----The 30th anniversary of Tangshan earthquake (news)
T: We have learnt the Tangshan earthquake. When did it happen? How many people died during the earthquake?
Step 2: Presentation of students’ news writing (homework of last class)
----point out the mistakes in news writing according to three aspects
T: You have finished the news writing of Tangshan earthquake, and now it’s time for you to show your project. Others have to point out the mistakes in his or her writing according to three aspects.
----Three aspects: headline; content and language
T: What do you think of his or her writing? Is it a proper news writing? What have you done before your writing?
Step 3: Tips for writing
1. Preparation ---- an outline
Preparation: Choose a topic; decide what you want to say about the topic; Organize your ideas and write clearly.
Outline: A headline; a list of main ideas; A list of important details
2. Headline
⑴ Appreciation of headlines
New business regulations;
New tax on housing sales A Night the Earth didn’t Sleep;
Cyclists Ready to Go on the Road for Blind Kids;
China Marks 30th Anniversary of Tangshan Earthquake;
Does Beijing snack change its flavor?
Memories of quake die hard for Tangshan survivors;
Chao Chien-ming released.
篇9：人教版高一英语必修一教案
(一)明确目标
1. Read through the text live to ride.
2. Understand “live to ride”.
3. Learn to write a description.
(二)教学过程
Step1 Warming up
Task 1
Report about the passages found the day before.
T: Yesterday we have the work --- to find and read a few passages about theme parks. So now please describe the thing you have got in hand.
Students may talk more about rides, skiing, rafting, surfing, skydiving, adventure travels or other adventure activities.
Task 2 Read the information below and make up a dialogue.
Notice: This is taken from a website of the U.S. It’s about a kind of roller coaster. Students will find much detail in it.
设计意图：以生活实际例子为引导，可操作性强。
Ant Farm Express
Type: Steel - Mine Train Height: 41 Feet Train Type: 30 Passengers
Designer: Arrow Dynamics Drop: 32 Feet # of Trains: 3
Year Built: 1971 Top Speed: 37 MPH Elements:
Ride Time: 3 Minutes Length: 2,350 Feet # of Inversions: 0
Color: yellow G-Force: Other:
Comments: Operated at Dolly wood 1989- as the Thunder Express. Also operated as one of two mine train tracks called the River King Mine Train at Six Flags St. Louis from 1971 to 1988. Relocated here in .
Photos: ……
Students may raise questions as follows:
What’s the name?
When was it built?
How many passengers can it take at a time?
What is the length?
How high can it go?
What about the top speed?
Are there any comments about it? … …
Step2 Reading
Task 1 Skimming
Question:
What attraction can be found important in theme parks? → Rides, the “thrill ride” …
Task 2 Scanning
Questions:
1. How do people ride roller coasters nowadays?
2. What is a thrill ride like?
Answers:
1. Rides are wider and scarier than ever.
The cars run faster, the tracks are higher, and people go through twists, loops, and drops. Some let people race against their friends.
Some ride through darkness inside a mountain and a building.
2. Very exciting and scary.
Thrill rides use speed, motion, and special effects to give you a thrill.
Some let you feel what it is like to fall through the air.
Some rides send you through caves and even rivers.
Thrill rides can also send you into space or deep down in the ocean.
Task 3 Discussing
Group Work Question: What else can we do in a thrill ride?
S1: We can dash through the snow during the ride.
S2: We will ride together with some animals.
S3: The car rides in a desert. … …
Summary:
We can imagine so many ways, but it’s still not enough.
The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.
Quote: The great progress in science roots in completely new and brave imaginations of the human beings. ---- Dewey
“科学的伟大进步源自于崭新与大胆的想象力。” ----- 杜 威
Step3 Designing
Activity1: Design the scariest and most exciting ride in the world.
Tips: What should your ride look like?
How large is it? What is the length? How many people can it take?
How fast should it be?
How would you design the loops, corkscrews and other features?
How much should it cost? What about the ticket for each? …
Activity2: Design a new theme park.
What is the name of your park?
What is the theme of the park? Any attractions?
What do you want to show visitors, give visitors, and teach visitors?
How much will it cost to visit the park?
T: Write down your ideas and then talk with your partners.
Activity3: Some students describe theirs and then others may raise questions after that. The reporters try to get their designs muchmore wonderful.
Step4 Tips
Task Learn how to describe the thing one is writing about.
Use the questions when thinking.
1. What does it look like? How big is it? What color is it?
2. What does it sound like?
3. What does it feel like?
4. What does it smell like?
5. What does it taste like?
6. How does it work?
Step5 Checkpoint
Activity: Students go through the Checkpoint and do the exercise.
The –ing form can be used to modify verbs.
Exercises:
1. The old man smokes a great deal, only his health worse.
2. the host into the meeting room, we found many new faces.
3. the Film Jurassic Park III, we walked out of the cinema.
4. in the heavy rain, the pupils got all wet through.
5. Visitors leave the museum more about nature.
6. Dr Wu replied to the invitation, ____.
Step 6 Assessment
Students do individual work for self-assessment.
Step7 Homework
Write about an unforgettable place.
Go over the whole unit and revise the words and expressions…
篇10：人教版高一英语必修三教案
(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。Warming Up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’s Best 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 second period： Reading The third period: Grammar The forth Period：Listening The fifth period: Writing (4)教学目标： ① 知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect 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。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友; 2. 结交网友;3. 观点交流;4. 善\不善交朋友; 5. 朋友的重要性。 ③ 情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。 (5) 教学重点和难点： 词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit 短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in 重点语法项目： 直接引语和间接引语的互相转换 难点：Understand the real meaning of friends and friendship; Discuss the answers to the questions (Reading); How to teach the Ss to master the usage of Direct Speech and Indirect Speech(Statement and Questions). (6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计： 穿插于分课时教学设计中 (10)教学反思或值得改进的地方： 见每个课时最后部分。 Period One：Speaking (Warming Up and Pre-Reading) Aims Talk about friends and friendship. Practise talking about agreement and disagreement. Step I Revision Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments. T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved. Step II Warming up T: / think most of us have some good friends. Do you know why people make friends with one another? Step III Talking(WB P41) First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions. T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions. 1 Do you agree with her? 找教案 www.zhaojiaoan.com 2 What do you think of people from foreign countries? Agreement Disagreement I think so, I don't think so. I agree. I don't agree That's correct. Of course not. That's exactly my opinion. I'm afraid not. You're quite right. I don't think you are right. Step IV Speaking(B P6) First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires. At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary. T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are. 1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will A. ask him / her to pay back as soon as possible; or you'll end the friendship. B. ask him / her to pay back if he / she has. C. tell him / her not to return it. 2. Your friend said your bad words behind you. You will A. ask him / her to say sorry to you , or you'll stop your friendship. B. excuse him / her and forget it. C. ask others to tell him / her that he/she is wrong. 3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will A. tell him your parents ask you to do homework at home. B. tell him / her a lie that you are ill. C. say sorry to him / her and plan to meet him / her another time. 4. You borrowed a bike from your friend, but you had it stolen. You will A. buy a new one which is the same as his / hers. B. just tell him / her you had it stolen. C. say sorry to him/her and buy him/her an old one After they finish choosing the answers, show the scoring sheet on the screen. Scoring sheet 1 AO B2 C6 2 Al B6 C2 3 A2 BO C3 4 A6 Bl C2 Instructions: 2-5 A fair-weather friend 找教案 www.zhaojiaoan.com Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself. You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long. 6-11 A school friend You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take. 12-17 A best friend You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial. 18-21 Forever friend You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life. 课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心
人教版高一英语必修三教案
篇11：人教版高一英语第一单元教案
StepILeadin
Showthepicture，talkaboutthefollowingthequestions?
1)Whatmighthappeniftheoilgetstoohot?
2)Whatwouldyoudoifthepanofoilcatchesfire?
StepIIListening
PlaythetapeofthedialoguefortheSstolistenandfollow.GothroughthedialoguebrieflyandmakesuretheSsunderstandit.Afterthat，answerthefollowingquestion.
1)WhatdidJennyaskYangPeitodofirst?
2)DidYangPeicarrythepanoutofthekitchenatonce?
Key：
1)JennyaskedYangPeitoturnoffthegasandcoverthepan.
2)No，shedidn't.
StepIIIReading
AsktheSstoreadPart2tofindoutwhattodoiftheyhearthefirealarm.CheckcomprehensionbyaskingYes/Noquestions：
1.ShouldIstayinmyroom?(No)
2.ShouldIleavethebuildingatonce?(Yes)
3.ShouldItakemyroomkey?(Yes)
4.ShouldItakethelift?(No)
StepIVPlayarole
TheTlettheSspractisethedialogueinpairsafewminutes，TheTcanwritesomemainsentencesontheBb，forexample：
1)cookinginthekitchen;2)thepanofoil;3)catchfire)4)turnoffthegas;5)coverthepan;6)thefire(be)out
ThentheTasksonepairtoactthesceneinfrontoftheclass.
StepVLanguagefocus
1.Takecare：becareful.
2.Isthefireout?Iftherearenoflames，thefireisout.
3.Youmight…burningoil：Ifyoucarriedthepanoutofthekitchen，youmightgetburntbythefireandyoumightdropthepan.Mighthereindicatespossibility.
StepVIExamination
Completethedialogueswithsuitablewords.
1.A：Be_______!Thepanisvery_______.Youmightget_______.
B：Thanks，Mum.Butwhat_______Ido?
A：You'd_______turnoffthegasfirst.Leavethepanthere_______itgetscooler.
2.A：Look_______!Yourcoathas_______fire.
B：Ohdear!
A：Takeit_______andputit_______thewater.
3.A：Take_______!You_______throwthecigaretteend(烟头)here.Lookatthosenewspapers.Theymight_______fire.
B：Oh，I'mterribly________.
4.A：_______careful!Yourclothes_______getcaughtinthatmachine……
B：Thankyou.Ididn'tknowIwassoclose________it.
StepVIIHomework
1.FinishofftheWorkbookexercises.
2.PreparationtheLesson62.
篇12：人教版高一英语第一单元教案
教材内容分析;本单元的交际功能项目为“问路”及“路线的指引”。第61课是本单元的第一课，通过一幅地图，一段对话介绍了本单元的重点语法项目有关问路和指路的表达法，为后面的学习打下基础。
二、学情分析：
本课教学对象是职一年级两个班20多个聋生，学生掌握英语的水平参差不齐，三分之二同学经过初中三年的学习，在词汇、句型、语法方面都有了一定的基础，能够按着老师的教学进度进行学习活动，还有三分之一学生来自外地，初中时没有学过英语，因为单词量的匮乏，接受起新知识来有些困难，对英语表现兴趣不浓，主动性差，所以在教学中我特别注重以激发学生的学习兴趣为前提，充分发挥学生学习的主动性。
三、教学理念：根据新课程标准的目的和要求，结合教材内容和我班聋生的实际情况，设定适当的教学目标，本课教学遵循聋生认知规律和心理特点，从聋生已有的知识基础和认知能力出发，精心设计教学过程，整个教学过程以激发学生学习语言的兴趣为前提，鼓励学生进行自主创造性活动，尽量做到先学后教，以学定教，让教为学服务。
四、教学目标和重点、难点：基于以上教学理念，结合教材内容和我们班聋生的实际情况，制定以下教学目标和重、难点。
知识与技能：
A:学习、掌握下列新单词和词组:
kindladyladies’roomtelllibrarycrosscrossingacrossmisscurch
cafe
B:学习，理解并掌握“询问方向”(Askingfordirections)和“应答方向”(Givingdirections)的日常交际用语:
询问方向：
Excuseme.Canyoutellmethewaytothe…?
Whichisthewaytothe…
Istherea…nearhere?
Whereisthenearest…..
CanyoutellmehowIcangetthewayto…
…
指路：
Walk/Goalongthisroadand…
Goupthisroadtotheend./Goonuntil…
Turnleftatthe…crossing.
Goacrossthebridge…It’sbetweenthe…andthe…Youwillsee…infrontofyou.
…
过程与方法：教师通过图片，视频，创设情景，学生积极参与，通过师生、生生互动，使学生更快地理解和运用关于方向的询问和应答。
情感态度和价值观：通过本课的学习，培养学生的观察力，想象力，创造性和合作性，提高学生学习英语的兴趣，增加学生学习英语的自信心。鼓励学生敢于开口,团结合作,培养他们乐于助人的良好品质。
重、难点：
1.新词汇的熟练掌握。
2.询问方向”(Askingfordirections)和“应答方向”(Givingdirections)的日常交际用语的运用:
五、教学方法：
教法：基于新课程教学理念和我班聋生的实际情况，我在教学中采取启发式教学法、创设情景法、任务型教学方式和多媒体辅助教学。
学法：以教师为主导，学生为主体，学生自主分析，合作探究，师生，生生互动等方法。
六、教学过程：
Step1.Leading-in
1.Warmup.LetSsguesstheplaces.(教师准备好相关图片，教师提问，学生猜。)
A.Ifwewanttoseethefilms,wecangotothecinema.
B.Ifwewanttogoboating,wecangotothepark.
C.Ifweareill,wehavetogotohospital.
D.Ifwewanttoborrowbooks,wecangotothelibrary.
E.Ifwewanttodrinkcoffee,wecangotothecafe.
F.Ifwewanttopostletters,wecangotothepostoffice.
(创设情景，激发兴趣,同时利用这种方式，复习了建筑物的名词)
2.Pairwork:教师出示第六页第一部分的图片问：Whereisthe…?两个人一组对图片上建筑物的位置进行问答。
(通过问答练习，复习关于方位的词：behindbesidenexttooppositeinfrontofattheleftofontherightofinthemiddleofbetween…and…为后面的进一步学习奠定基础。)
Step2.Presentation
1、教师创设情景：假如我现在就站在图片上那个小人的位置上，Canyoutellmethewaytothelibrary?要求学生只需用汉语来描述即可，然后引导学生进入课文第二部分问路指路的句型。
(创设情景，激起学生的学习兴趣，因为本课问路指路的句型对于我们聋生来说太难，在教学中只能循序渐进，先要求其理解，能用汉语正确描述路线，再要求其掌握)
2、教师领读---生生合作探究---教师补充总结问路指路句型
教师先带领大家读一遍，学生合作探究每句的含义。达到理解并掌握，然后教师补充其他问路指路的句型，学生可将其放在一起来记忆。
(在教师指导下，学生合作探究理解并掌握问路指路的句型。体现了以教师为主导，学生为主体的教学方法，同时突破本课重点)
Step3.Practicing
Askformoredirections
使用方框里的句型，来对第一部分图片里的其他位置进行问答练习
Canyoutellmethewaytothechurch/thecafé/thevideoshop/thetheatre?
Goalongthisroadand…
Goupthisroadtotheend.
Goonuntilyoureachtheend.
Turnleftatthe…crossing.
Takethesecondturningontheleft.
Goacrossthebridge.
It’sbetweenthe…andthe…
Youwillsee…infrontofyou.
Youcan’tmissit.
人教版高一英语第一单元教案
篇13：人教版高一英语必修一教案
She is widely seen as proof that good looks can last for ever. But, at nearly 500 years of age, time is catching up with the Mona Lisa.
The health of the famous picture, painted by Leonardo Da Vinci in 1505, is getting worse by the year, according to the Louvre Museum(卢浮宫博物馆) where it is housed.
“The thin, wooden panel on which the Mona Lisa is painted in oil has changed shape since experts checked it two years ago,” the museum said. Visitors have noticed changes but repairing the world’s most famous painting is not easy. Experts are not sure about the materials the Italian artist used and their current chemical state(化学状态).
Nearly 6 million people go to see the Mona Lisa every year, many attracted by the mystery of her smile. “It is very interesting that when you’re not looking at her, she seems to be smiling, and then you look at her and she stops,” said Professor Margaret Livingstone of Harvard University. “It’s because direct vision (视觉) is excellent at picking up detail, but less suited to looking at shadows. Da Vinci painted the smile in shadows.”
However, the actual history of the Mona Lisa is just as mysterious as the smile. Da Vinci himself loved it so much that he always carried it with him, until it was eventually sold to France’s King Francis I in 1519.
In 1911, the painting was stolen from the Louvre by a former employee, who took it out of the museum
一日暴之,十日寒之,未有能生者也。《孟子》
hidden under his coat. He said he panned to return it to Italy. The painting was sent back to France two years later.
During World War II, French hid the painting in small towns to keep it out of the hands of German forces.
Like many old ladies, the Mona Lisa has some interesting stories to tell.
11. What does the writer mean by “time is catching up with the Mona Lisa”?
A. The painting woman is not so beautiful any more.
B. Ageing is something that affects us all.
C. The painting needs repairing.
D. At such an old age, she is no longer popular.
12.. What makes the repair work difficult?
A. The wooden panel is thin and old.
B. No one knows exactly what materials were used to create the painting and how it might respond to treatment. C. The health of the painting is suffering.
D. Experts can’t agree on how to carry out repairs.
13. What makes her so mysterious according to Professor Livingston?
A. The materials the Italian artist used. B. The way she smiles.
C. The way Da Vinci painted the smile. D. It plays a trick upon the human eyes
(3)Habits, whether good or bad, are gradually formed. When a person does a certain thing again, he is driven by some unseen force to do the same thing repeatedly, then a habit is formed. Once a habit is formed, it is difficult, and sometimes impossible, to get rid of. It is therefore very important that we should pay great attention to the formation of habits. Children often form bad habits, some of which remain with them as long as they live. Older persons also form bad habits lasting as long as they live, and sometimes become ruined by them.
There are other habits which, when formed in early life, are of great help. Many successful men say that much of their success has something to do with certain habits in early life, such as early rising, honesty and so on.
Among the habits which children should not form are laziness, lying, stealing and so on. These are all easily formed habits. Unfortunately older persons often form habits which could have been avoided(避免).
We should keep away from(远离) all these bad habits, and try to form such habits as will be good for ourselves and others.
14. ________ are formed little by little.
人教版高一英语必修一教案
篇14：人教版高一英语第三单元教案
(一) 明确目标
1. Get the students to know the importance of body language.
2. Train the students integrating skills.
(二)整体感知
Step 1
Show more gestures and let the students guess the meanings.
Step 2
Read the integrating skills.
(三) 教学过程
Step 3
Introduce Shuang huang.
Step 4
Work in pairs and make up a funny story.
Step 5
Practice Writing.
(四)总结扩展
Step 6
Compare the meanings of body language in China and the USA.
Meaning in China Body language Meaning in the USA
welcome a smile and a handshake welcome
Hello Goodbye ! waving one s hand Hello! Hi! Goodbye!
disagreement shaking the head disagreement
agreement nodding the head agreement
May I ask a question? putting up a hand May I ask a question.?
love kissing love
no such a gesture keeping ones fingers crassed hoping sth. good will happen
proud holding up ones head not afraid/proud
feeling sorry for having done hanging ones head feeling sorry for having done
feeling very happy waving ones arm feeling very happy
dislike, disagreement or pain making a face dislike, disagreement or pain
Im full/ I v eat stomachache touching ones stomach having a stomachache
(五)随堂练习
1. Choose the best answers according to the situations.
When you meet a foreign guest for the first time, you should say:
A. How do you do? B. How are you?
C. Hi! D. Hello! What can I do for you?
2. Yon are carrying some heavy boxes. Someone comes over to offer help. He may say “Can I help you?” If you need his help, you should say:
A. Of course, you can. B. Thats a good idea.
C. Yes, go ahead. D. Thanks. Thats very kind of you.
3. If you can carry the boxes yourself and don’t need his help, you should say to him:
A. No. I don’t need your help. B. Its none of your business.
C. No, thanks. I can manage it myself. D. Sorry, you can’t
4. When you see an old lady carrying a heavy bag and want to go over to help her, you should say:
A. Excuse me, madam. Would you like me to crazy it for you?
B. Hello! Let me carry the bag for you. It’s too heavy for an old lady like you.
C. Hi, Granny! Let me carry the heavy bag for you. You are old.
D. Excuse me. Is there anything else I can do for you?
2. Choose the right words for the blanks, using the right verb forms.
proud juice dining room realize were type comfortable.
(1) I hope you feel as __ as you are at home.
(2)The speaker ____ to the people in the hall before he left.
(3)You’d better make the apples into ____ for your baby; otherwise she can’t eat them.
(4) Before you send your article to the publisher, you’d better____ it out with a computer or a type-writer.
(5)The students neednt go home for lunch, because there is a _____ in the school.
(6)I didnt _____ they were a couple (夫妻) until the party was over.
(7) She looked so __ at the party that few people talked to her.
3. Make gestures and guess what they mean.
(1) Raise your hand. (5) Kiss your hand to someone.
(2)Put up your hands. (6)Thumbs (大拇指) up.
(3)Wave your hand. (7)Thumbs down.
(4) Cup your ear. (8) Bite your nails ( 指甲 ).
参考答案：
1. (1)A (2)D (3)C (4)A
2. (1)comfortable (2)waved (3)juice (4)type (5)dining-room (60realize (7)proud
3.
(1) To ask or answer a question. / To attract attention. / To say hello.
(2)To give up. / To surrender.
(3)To say goodbye.
(4)To say: “I beg your pardon. / Sorry, I can’t hear you.”
(5)To say “Goodbye” to a dear friend or relative.
(6)To say “Great! / Wonderful! / Well done! / Congratulations !”
(7)To say “No good! / Terrible!”
(8)To mean “thinking” or “worrying”.
人教版高一英语第三单元教案
篇15：人教版高一英语第三单元教案
Teaching aims：
1.improve the students’reading ability
2.let students learn to get the main idea of the text /each paragraph
3.improve the students’understanding of the history，the spirit of the Olympic Games and the relation between China and the Olympic Games.
Teaching important points：
1.how to improve the students’reading ability
2.how to let students join the class
Teaching difficult points
1.how to let students join the class
2.how to get the main idea
Teaching aids：
1. a recorder
2. pictures
Teaching procedure：
step 1. free talk
What is the English for“运动会”?
What is the greatest sports meeting in the world?
Step 2. lead-in
Ask students questions：
1. How many Olympic games have already been held ?
2. brain storms to think of something about the Olympic games.
Step 3 fast reading：
Make a list of the Olympic games mentioned in the text
1.the ancient Olympic games
2.the first Olympic games (the 1896 Athens Olympic games)
3.the 23th Olympic games in Los Angeles (the 1984 Los Angeles Olympic games)
4.the 27th Olympic games in Sydney (the 2000 Sydney Olympic games)
5.the 29th Olympic games in Beijing (the 2008 Beijing Olympic games)
step 4
Step 5 listen to the tape and get the main idea
Para 1. The Olympic games are held every four year
Para 2. It is about the ancient Olympic games
Para 3. It is about the first Olympic games
Para 4. The Olympic motto and the 1984 Olympic games
Para 5. It is about the 2008 Beijing Olympic games
The passage is about the development of the Olympic games
Step 6 homework：
In your free time，you can surf the internet . In order to prepare for the 2008 Beijing Olympic games， a lot of volunteers doctors，drivers，guides，translators are wanted. You can try!
★ 高一英语教学计划
★ 英语个人教学计划
★ 高三英语教学计划
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