2024年高一英语优秀教案

2024年高一英语优秀教案（通用12篇）

2023年高一英语优秀教案 篇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 out

　　2、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.Here are two pictures of thekiller whale。 Can you guess what happened to him?

　　【意图说明】标题导读是指导英语阅读的重要方法。通过解读题目，观察文中的插图，让学生预测故事的内容，这样更能激起他们的阅读兴趣。

　　Step3 While-reading (28mins)

　　Task 1 Fast-reading(3mins)

　　What’s the main idea of the passage? Read the passage quickly and completethe following sentences.

　　The text consists of two ________written by Clancy。They are mainly about how Old Tom helped the whalers ________a whale and savedJames from the _______。

　　Explain new words:

　　anecdote: short, usuallyamusing story about a real person or event

　　【意图说明】采用完成句子的形式来给出文章的大意，这样很大程度上降低了难度，可以让更多的学生能够完成，从而产生成就感。

　　Task 2 Careful-reading(3mins)

　　Read the first story again and finish the chart.

　　Fill in the blanks。

　　【意图说明】训练学生寻找细节信息的阅读技能，同时突出本课的生词和短语。要求学生不看书来完成，这样更具有挑战性。

　　Task 3 Discussing and Speaking(5mins)

　　Discuss in pairs and answer the following questions.

　　What’s the relationshipbetween Old Tom and the whalers?

　　【意图说明】活动2的填表活动只是帮助学生对故事主要情节有大概的了解，而这个环节的提问是为了帮助学生进一步读懂文章,对文章有更深的理解和思考，培养他们的批判性思维，使他们能够正确对待动物与人类之间的关系。

　　Task 4 Read the second story again and finish the chart。(2mins)

　　Fill in the blanks。

　　Task 5 Discussing and Speaking(15mins)

　　Read the second story and answer the following questions:

　　1、How did Old Tom help James?

　　2、As far as you know , what other animals everhelp out human beings in history?

　　【意图说明】这里给学生时间去交流他们所知道的动物救人的奇闻轶事，然后请个别小组来汇报讨论结果，与全班同学来分享故事。如果学生知道的不多，教师可让他们阅读以下三个小故事。

　　(公元前5世纪，古希腊历史学家希罗多德记载过一件奇事：音乐家阿里昂乘船返回希腊时，水手们意欲谋财害命。阿里昂乞求水手们允诺他演奏生平最后一曲。他奏完乐曲就跳入大海，一头海豚游过来驮起这位音乐家，将他送到了伯罗奔尼撒半岛。

　　有一个车老板赶着马车从山上往山下走，这时辕马的套掉了，老板俯下身想拣起来，没想到穿在身上的棉大衣被压在车轮底下，将人带了下去。在这千钧一发之际，辕马一口将车老板叼起，随着巨大的惯性向山下跑去，一直跑到安全地带，车才慢慢停下来，把人轻轻放下，这时马跑了一身汗。”战兽医师说，“这个老板心地非常善良，平时与马很有感情，从来不打马，这次有难，是马救了他。

　　” 1999年《哈尔滨晚报》登载了这样一条新闻:黑龙江省阿城市有一个聋哑人，有一天坐在火车道上，当火车路过这里时，怎么鸣叫他也听不见。这时，在路边吃草的一只山羊见到了，它拼命地跑了过来，用角把这个人推出了道轨，而它来不及躲避，不幸壮烈牺牲。)

　　3、What conclusion can we come to after weshare these stories?

　　【意图说明】通过交流几个动物救人的感人故事，学生会由衷地产生对动物的喜爱和感激之情，会认识到大自然的一切，我们都要感恩，都要爱护，我们与动物要和谐相处，世界才会更美好。

　　Step4 Languageappreciation(10mins)

　　【意图说明】接下来这个环节是要引导学生学会鉴赏文章中语言的美，这也是本节课的一个重点部分。学生可根据自己的真实想法，给出他们认为写的精彩的'句子，以及给他们留下最深印象的场面。

　　In the first story, which sentences do you thinkbest describe the scene of the whale hunt and the actions of Old Tom? In thesecond story, what scene impresses you most?

　　在学生各抒己见之后，教师可着重分析以下几个句子。

　　We ran down to the shore in time to see an enormousanimal opposite us throwing itself out of the water andthen crashing down again.

　　我们及时赶到岸边，看到对面有一个庞大的动物猛力跃出水面，然后又坠落到水里。

　　throwing itself out of the water形象地表现了鲸跃出水面的动作。throw的用法很灵活，能表达出丰富的含义。如：

　　I felt discouraged when he threw cold water on myidea.

　　他给我的想法泼冷水时，我感到很沮丧。

　　She threw herself into a chair and began to cry.

　　她倒在椅子上，哭了起来。

　　The fire threw hundreds of workers out of work.

　　大火使几百个工人失业。

　　…when we approached him, I saw James being firmly held up in the water by Old Tom.

　　当我们靠近他的时候，我看到老汤姆在水中正稳稳地托着詹姆斯.

　　Step4 Homework

　　1、 Surf the Internet andlearn more about the killer whale and other marine animals.

　　2、Try to retell the story using your own words.

2023年高一英语优秀教案 篇2

　　一、教材分析：

　　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，进行过去分词的学习，教学中将语法知识的传授和语言基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：

　　在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，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，思维比较活跃。部分学生的基础较好，能主动配合老师。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、教学目标：

　　1、知识目标：

　　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，理解，综合的能力，教会学生体察语境，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、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。

　　2、能力目标：

　　利用多媒体手段营造积极和谐教学氛围，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，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。

　　3、德育目标：

　　用含过去分词的句子结构表达思想感情。

　　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、写能力，加强和提高运用英语的综合能力。

　　2、过去分词在真实的生活语境中的使用。

　　六、教学策略：

　　通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法———任务型教学法。以任务为中心，任务的.设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

　　七、学习策略：

　　本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

2023年高一英语优秀教案 篇3

　　一.动名词做主语的用法

　　动名词做主语往往表示经常性、习惯性的动作，在口语中也可以表示具体的动作。如：

　　Seeing is believing. Helping her is my duty. Talking mends no holes.

　　空谈无济于事。

　　Working with you is a pleasure.和你一起工作是一种乐趣。

　　动名词做主语和不定式做主语一样，也可以用it作形式主语。如：

　　It's rather tiring walking around in a city.

　　不定式做主语往往表示具体的特别是将来的动作。如：

　　It's no use crying over spilt milk.覆水难收。

　　He realized that to go on like this was wrong.

　　二.动名词作宾语的用法

　　1.有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid,can't stand(不能忍受)，consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish,forgive, get down to, give up,

　　imagine. insist on, keep (on), look forward to, mention, mind, miss(错过)，pay attention to, practice, put off, stick to, suggest等等。

　　Doing morning exercises is good for your health.做早操对你的健康有好处。

　　Her shoes wants mending.她的鞋该修理了。

　　注意：当need, want, require, worth后面接doing也可以表示被动。

　　Your hair wants cutting.你的头发该理了。

　　The floor requires washing.地板需要冲洗。

　　I have finished writing this book.我已经写完这本书了。

　　2.在allow, advise, forbid,permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow/advise/forbid/permit+名词/代词+不定式(宾语补足语)”之形式。如：

　　We don't allow smoking here. We don't allow anybody to smoke here.

　　3.动词need, require, want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义没有区别。如：

　　The window needs/requires/wants cleaning/to be cleaned.

　　4.在begin, continue, love, like, hate, prefer, intend, start后用动名词和

　　用不定式作宾语均可，意义没有多大区别。

　　5.动词forget, go on, mean, regret, remember, stop, try, be used to, can'thelp后跟动名词和跟不定式区别较大，须注意。

　　forget, regret, remember后跟动名词，动名词表示已经发生的动作;后跟不定式表示将要发生的动作。

　　Period9-10 writing and checking the answers of the exercises

2023年高一英语优秀教案 篇4

　　教学准备

　　教学目标

　　掌握住列举的重点单词和句子

　　教学重难点

　　掌握住列举的重点单词和句子并能灵活运用

　　教学过程

　　Ⅰ.重点单词

　　1.________ vi.爆裂;爆发

　　n.突然破裂;爆发

　　2.________ n.事件;大事

　　3.________ n.废墟;毁灭

　　vt.毁灭;使破产

　　4.________ adj.极度的

　　5.________ vt.破坏;毁坏;消灭

　　6.________ vt. & vi. (使)震惊;震动

　　n.休克;打击;震惊

　　7.________ n. & vt.援救;营救

　　8.________ vt.使陷入困境

　　n.陷阱;困境

　　9.________ n.灾难;灾祸

　　10.________ vt.埋葬;掩埋;隐藏

　　11.________ n. & vt.损失;损害

　　12.________ n.裁判员;法官

　　vt.断定;判断;判决

　　13.________ vt.损害;伤害→________ n.伤害;损害→________ adj.受伤的

　　14.________ n.电;电流;电学→________ adj.用电的;带电的→________ adj.与电有关的;电学的

　　15.________ vt.使惊吓;吓唬

　　→ ________ adj.受惊的;受恐吓的

　　→ ________ adj.令人恐惧的

　　16.____________ n.祝贺;(复数)贺词

　　→ _____________ vt.祝贺

　　Ⅱ.重点短语

　　1.a (great) number ________许多;大量的

　　2.dig ________掘出;发现

　　3.________ an end结束;终结

　　4.right ________立刻;马上

　　5.as ________仿佛;好像

　　6.________ ruins严重受损;破败不堪

　　7.think little ________轻视，满不在乎

　　8.tens ________ thousands of数以万计

　　9.be proud ________以……自豪

　　10.judge ________从……判断

　　11.be trapped ________陷入

　　12.be buried ________埋头于

　　13.put ________ shelters搭建避难所

　　14.get away ________离开

　　15.pay attention ________注意

　　Ⅲ知识点教案

　　EX.2 On seeing Jay Chow appear on the stage, the audience burst out _________ (cheer).

　　burst with anger/ joy

　　勃然大怒

　　burst n.

　　突然破裂;爆发

　　a burst of laughter

　　一阵笑声

　　2.

　　n.废墟，遗迹(常用复数形式);毁灭

　　be/lie in ruins

　　成为废墟;严重受损;破败不堪

　　EX.1 All the towns were/lay in _____ (ruin) after the earthquake.

　　vt.毁灭;使破产

　　ruin oneself

　　ruin one’s health/fame/future

　　EX.2过量吸烟损害健康，因此你应该戒烟。

　　Heavy smoking ruins your health, so you should give up smoking.

　　EX.3用ruin, destroy, damage填空：

　　① Her heart was slightly _______ as a result of her long illness.

　　② His life was ________ by drink.

　　③ The earthquake almost _______ all the bridges in this area.

　　3. injure vt.损害;伤害

　　______ n.伤害

　　______ adj.受伤的

　　________伤员

　　Exs.

　　①The soldier was ______ in the arm in the war.

　　②She was ______ slightly in an accident during the work.

　　③This bright light will do great ______ to your eyes.

　　④I was very much ______ at his words.

　　看例句再归纳：

　　1. I was shocked to hear that 17 people died in the explosion at a restaurant in Anhui.

　　2. I was shocked at the news that 17 people died in the explosion at a restaurant in Anhui.

　　3. I was shocked that 17 people died

　　in the explosion at a restaurant in Anhui.

　　excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…

　　6. trap

　　vt.使陷入困境

　　trap sb. into (doing) sth.

　　be trapped in

　　困在……中;陷在……中

　　EX.1警察设圈套使他讲出实情。

　　The police trapped him into

　　telling the truth.

　　EX.2对比练习

　　他陷入交通堵塞中，感到很无助。

　　1) He ___________ (trap) in the traffic jam and felt helpless.

　　2) When he __________ (trap) in the traffic jam, he felt helpless.

　　3) When __________ (trap) in the traffic jam, he felt helpless.

　　n.陷阱;困境

　　set a trap to do sth./for…

　　诱使某人做某事

　　fall into a trap

　　落入圈套

　　7. bury vt.

　　找出含bury的短语并翻译

　　① The army organized teams to dig out those who were trapped and to bury

　　the dead.

　　掩埋

　　② He has learnt to bury his feelings.

　　掩藏、隐藏

　　③ You’ll never solve your problems if you just bury your head in the sand----you have to face them.

　　bury…in…

　　把……埋到……里;使……沉浸于……

　　④ She buried her face in her hands and wept.

　　bury one’s face in hands

　　双手掩面

　　be buried in/bury oneself in

　　专心于;埋头于;沉浸于

　　EX.1对比练习：

　　他埋头学习，不知道他的同学们早已经离开了。

　　1. As he ____________ (bury) in his study, he didn’t know that his classmates had left.

　　2. As he __________ (bury) himself in his study, he didn’t know that his classmates had left.

　　3. _____ (bury) in his study, he didn’t know that his classmates had left.

　　4. ________(bury) himself in his study, he didn’t know that his classmates had left.

　　5. 8. right away

　　6.立刻、马上

　　7. =right now/ at once/in no time

　　8. by the end of到时候为止(常与_________连用)

　　9. EX.2 By the end of last month, he _________(learn) 3,000 English

　　10. words or so.

　　11. EX.3我会用爱迪生的`一句名言来结束。

　　12. I’ll end up with a famous saying from Edison.

　　13. 10. Review

　　14. a (great/large) number of +(pl.) n.

　　15. the number of+(pl.)n.

　　16. EX.1 The number of foreign students attending Chinese universities_________ (be) rising steadily since 1990.

　　17. EX.2 ----The number of students are in

　　18. the dining hall now.(改错)

　　19. ----Yes. The number of students

　　20. _____ (be) about 400.(填空)

　　21. 11. Thousands of families were killed and many children were left without parents.

　　22. leave做使役动词，意为___________________

　　23. leave+宾语+宾补{doing sth.

　　24. {done

　　25. {to do sth.

　　26. {adj. / adv. /介词短语

　　27. EX.1 You shouldn’t have left water ___________(run).

　　28. EX.2 She ran away _____________________

　　29. _______________. (她跑开了，留下她的男友

　　30.一个人在雨中)

　　31. 12. It seemed as if the world was at an end!

　　32. → as if用于陈述语气中：

　　33. It looks as if it’s going to rain.

　　34. She closed her eyes as if she was tired.

　　35. → as if用于虚拟语气中：

　　36. 1). She behaved as if nothing ______________(happen).

　　37. →as if___________ “似乎要做某事”

　　38. 2). He opened his mouth as if _________ something. (say)

　　39. 12. It seemed as if the world was at an end!

　　40. → as if用于陈述语气中：

　　41. It looks as if it’s going to rain.

　　42. She closed her eyes as if she was tired.

　　43. → as if用于虚拟语气中：

　　44. 1). She behaved as if nothing ______________(happen).

　　45. →as if___________ “似乎要做某事”

　　46. 2). He opened his mouth as if _________ something. (say)

　　47. 13.Translate the following sentences:

　　48. 1). All hope was not lost.

　　49.

　　50. 2). Not everyone has passed the exam.

　　51. 3). I don’t want both the ties.

　　52.部分否定/半否定:

　　53. all/both/every... not...(not all/both/every…)

　　54.意为：______________________

　　55. EX.1 ________ people can understand you.

　　56. = _____ people can _____understand you.

　　57.并不是所有的人都能理解你。

　　全部否定：

　　no, never, none, neither, nobody,

　　nothing, no one, nowhere…

　　EX.2这两个男孩对我们都不粗鲁。

　　Neither of the boys is rude to us.

　　Ⅳ.巩固考点作文串记

　　One night, everything began ___________ (shake), with the pipes _________ (burst) and the electricity cut off. It seemed that the world was ______ an end. Some people were ______ (injure), some buried in the _______ (ruin) and some missing. Judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. But all hope was not lost, ________ soldiers were soon sent to help ______. With the help of the soldiers, everything returned to _______ (peaceful).

2023年高一英语优秀教案 篇5

　　Unit 1 Good Friends

　　Teaching aims and demands:

　　a. Achieve language skills and related knowledge about the topic of  friends and friendship;

　　b. Learn to express likes and dislikes and make apologies:

　　c. Vocabulary in this unit:

　　the words and expressions listed on the teacher’s book

　　d. Grammar:

　　Direct and indirect speech

　　Lesson 1

　　Step 1 Presentation and discussion (warm-up)

　　Put some new words on the blackboard and tell them something about a friend.

　　Kind   honest   brave   loyal   happy   wise   strong 

　　beautiful   handsome   rich   smart   funny

　　Then ask some questions around the class and discuss with them.

　　What should a good friend be like?

　　What qualities should a good friend have?

　　Should they be funny, smart and strong?

　　Step 2 Reading

　　Ask the students to read the dialogue in the part SPEAKING. Ask some questions:

　　1.What doesn’t John like?

　　2.What does Joe think of music and skiing?

　　And then fill in the form on page 3.

　　Then ask the students to express their ideas freely. Encourage the students to say more about friends.

　　Step 3

　　Listening

　　Ask the students to listen to the tape and fill in the blanks in the listening part.

　　Step 4 Talking/Practice

　　Ask the students to page 85. Make a similar dialogue as in exercise 2.

　　Some useful expressions :

　　Why did you…?   Why didn’t you…?     You said that you would…

　　Please forgive me. You promised to …  I’m very sorry…  It won’t happen again. I forgot.

　　Step 5 Homework

　　Finish Exercise 3 in the workbook.

Lesson2

　　Step1 Revision

　　Ask several students to present a speech about friends as a revision.

　　Step 2 Pre-reading

　　Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.

　　Step 3 Reading

　　Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.

　　Then students read the text, and answer the following questions.

　　1.How does Chuck Noland come to a deserted island?

　　2. In order to survive on the island alone, what does he need to learn?

　　3. What does he understand at last?

　　4. For us, what lesson we can learn from Chuck?

　　At the same time explain the language points if necessary.

　　Step 4 Post-reading

　　Discuss the following questions in the Part POST-READING.

　　Step 5 Homework

　　Prepare a talk about Tom Hanks or something about one of his film.

　　Lesson3

　　Step 1 Revision

　　Get the students to give a talk about Tom Hanks or something about one of his films.

　　Step 2 Language Study

　　Ask the students fill in the blanks with proper words.

　　Step 3 Grammar

　　Illustrate to the students the use of Direct and Indirect Speech.

　　Then ask the students to do the exercise in the Part Grammar on P5.

　　Step 4 Practice

　　Ask the students to act the exercise2 in the part Grammar out.

　　Step 5 Homework

　　Ask the students to finish the exercise2 in their workbook.

Lesson4

　　Step 1 Revision

　　Check the homework.

　　Step 2 Presentation

　　Present simples of e-mail to get the students a general idea of e-mail.

　　Step 3 Explanation

　　Tell the students some tips of writing an e-mail by learn the above e-mail simple.

　　Step 4 Writing

　　Ask the students to write an e-mail message.

　　Step 5 Homework

　　Ask the students to try to write an e-mail to their e-pal.

                                                        

2023年高一英语优秀教案 篇6

　　Unit 1 Good Friends

　　Teaching aims and demands:

　　a. Achieve language skills and related knowledge about the topic of  friends and friendship;

　　b. Learn to express likes and dislikes and make apologies:

　　c. Vocabulary in this unit:

　　the words and expressions listed on the teacher’s book

　　d. Grammar:

　　Direct and indirect speech

　　Lesson 1

　　Step 1 Presentation and discussion (warm-up)

　　Put some new words on the blackboard and tell them something about a friend.

　　Kind   honest   brave   loyal   happy   wise   strong 

　　beautiful   handsome   rich   smart   funny

　　Then ask some questions around the class and discuss with them.

　　What should a good friend be like?

　　What qualities should a good friend have?

　　Should they be funny, smart and strong?

　　Step 2 Reading

　　Ask the students to read the dialogue in the part SPEAKING. Ask some questions:

　　1.What doesn’t John like?

　　2.What does Joe think of music and skiing?

　　And then fill in the form on page 3.

　　Then ask the students to express their ideas freely. Encourage the students to say more about friends.

　　Step 3

　　Listening

　　Ask the students to listen to the tape and fill in the blanks in the listening part.

　　Step 4 Talking/Practice

　　Ask the students to page 85. Make a similar dialogue as in exercise 2.

　　Some useful expressions :

　　Why did you…?   Why didn’t you…?     You said that you would…

　　Please forgive me. You promised to …  I’m very sorry…  It won’t happen again. I forgot.

　　Step 5 Homework

　　Finish Exercise 3 in the workbook.

Lesson2

　　Step1 Revision

　　Ask several students to present a speech about friends as a revision.

　　Step 2 Pre-reading

　　Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.

　　Step 3 Reading

　　Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.

　　Then students read the text, and answer the following questions.

　　1.How does Chuck Noland come to a deserted island?

　　2. In order to survive on the island alone, what does he need to learn?

　　3. What does he understand at last?

　　4. For us, what lesson we can learn from Chuck?

　　At the same time explain the language points if necessary.

　　Step 4 Post-reading

　　Discuss the following questions in the Part POST-READING.

　　Step 5 Homework

　　Prepare a talk about Tom Hanks or something about one of his film.

　　Lesson3

　　Step 1 Revision

　　Get the students to give a talk about Tom Hanks or something about one of his films.

　　Step 2 Language Study

　　Ask the students fill in the blanks with proper words.

　　Step 3 Grammar

　　Illustrate to the students the use of Direct and Indirect Speech.

　　Then ask the students to do the exercise in the Part Grammar on P5.

　　Step 4 Practice

　　Ask the students to act the exercise2 in the part Grammar out.

　　Step 5 Homework

　　Ask the students to finish the exercise2 in their workbook.

Lesson4

　　Step 1 Revision

　　Check the homework.

　　Step 2 Presentation

　　Present simples of e-mail to get the students a general idea of e-mail.

　　Step 3 Explanation

　　Tell the students some tips of writing an e-mail by learn the above e-mail simple.

　　Step 4 Writing

　　Ask the students to write an e-mail message.

　　Step 5 Homework

　　Ask the students to try to write an e-mail to their e-pal.

                                                        

2023年高一英语优秀教案 篇7

　　教学目标

　　To learn to talk about kinds of music

　　To learn to read about bands

　　To 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 up

　　Warming up by describing

　　Good 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 kinds of 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 discussing

　　Hi, 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’ Roll

　　Rap Orchestra Folk music

　　Yes, you are right. I’m sure you will really enjoy yourselves after 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-reading

　　1.Thinking and saying

　　Have 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 sharing

　　Let’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 more about them.

　　III. Reading

　　1.Reading aloud to the recording

　　Now 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 underlining

　　Next 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 THAT WASN’T

　　dream 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 show, 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 do sth., 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 band

　　3.Reading to identify the topic sentence of each paragraph

　　Skim 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 band?

　　2nd paragraph: Most musicians meet and form a band.

　　3rd paragraph: One band started as a TV show.

　　4th paragraph: “The Monkees” became even more popular than “The Beatles”.

　　3.Reading and transferring information

　　Read 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 band?

　　Members High school students

　　Reasons 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 band?

　　The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones

　　beginning 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 reunited in 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 sentences

　　As 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 down

　　Closing down by doing exercises

　　To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.

　　Closing down by having a discussion

　　Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?

　　For 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。

　　板书

　　Unit 5 Music

2023年高一英语优秀教案 篇8

　　教学目标

　　Knowledge and ability： To help the Ss know about the history of the Amber room and develop their reading skills.

　　Process and method： Ss acquire knowledge and improve ability through discussion and competition.

　　Emotion， attitude and values： to arouse Ss＇s awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.

　　教学重难点

　　important point： Understand the content of the whole passage and master the different reading skills，such as ，skimming， scanning and so on.

　　difficult point ： how to solve the questions and find the useful information using the reading skills.

　　教学工具

　　课件。

　　教学过程

　　Lead in

　　1. show some pictures .

　　2. show the pictures and a short video of amber room.

　　purpose： motive Ss＇s interest.

　　Hi， everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.

　　Presentation

　　Look at the photos here. What do you know about the substance of “amber”？ What do know

　　about the cultural relics “the Amber Room”？

　　discussion：

　　Now， boys and girls， I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this： My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now， my family fell into a moral dilemma. Can you help us to make a decision？

　　A： What should we do？

　　B： Can we keep it for ourselves or report it to the government？

　　C： Have you come across such a situation — to make a difficult choice？

　　listen and answer the questions：

　　Play tape. Ss get the main idea of the passage.

　　Reading

　　pre-reading：

　　1. Have you ever seen a piece of amber？

　　What do you know about it？

　　2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.

　　Reading：

　　1st time：

　　read by yourself as quickly as you can.

　　join the correct parts of the sentences together.

　　2nd time：choices and T/F

　　compete between boys and girls.

　　3rd time：

　　answer some question. Ask ss to think over and discuss.

　　purpose： understand the text better and arouse Ss＇s awareness of competition. Grasp the main information.

　　Discussion and report

　　Think over of what we discuss in the part of warming up： I find myself falling into the dilemma.

　　you discuss together ，and write down the outline of a report.

　　work in group

　　Consolidation

　　fill in the blanks （summary）.

　　Homework

　　make a report .

　　use the useful information in the passage.

2023年高一英语优秀教案 篇9

　　period 1  

　　（一）明确目标 1. talk about the pictures and know something about festivals and customs. 2. compare a chinese festival with a festival from another country. 3. deal with the language points: dress up, go on trips, be allowed, and be celebrated

　　（二）整体感知 step 1 presentation do you know what is called the christmas of china? the spring festival. yes. the oldest and most important festival in china is the spring festival. each country and each nation has its own festivals. today we are going to learn something about the different festivals.

　　（三）教学过程 step 2 get the students to look at the pictures and discuss the questions. step 3 listen to the tape and finish the exercises. step 4 deal with the language points. step 5 work in groups of four and discuss why your holiday is the best one. four topics: 1. peace day 2. happiness day 3. friendship day 4. nature day

　　（四）总结、扩展 step 6 finish off the exercises in the workbook.

　　period 2

　　（一）明确目标 1. get the students to discuss something about the spring festival. 2. answer the questions according to the reading material and help them to know 

　　（二）整体感知 step 1 presentation all chinese know something about the spring festival. all americans know something about christmas. both of them are important holiday in the world. do you want to know about some other festivals, such as kwanzaa? today your curiosity will be met.

　　（三）教学过程 step 2 read the text fast and find out why and when kwanzaa was born. get the students to read the text again and find the answers to the following questions. 1. when was kwanzaa born? 2. why did people celebrate kwanzaa? 3. what was the largest language in africa? 4. what are the seven principles of kwanzaa?

　　5. when do people celebrate kwanzaa?

　　参考答案： 1. in 1966 2. african-americans wanted to celebrate their history and culture. 3. swahili 4. unity, self-determination, living together, working together, purpose, creativity, faith 5. from december 26 to january 1 step 3 do post-reading. step 4 deal with the language points: hear about, give thanks for, as well as, do as much as sb. can, be lit by, each time, keep sth. alive,　share hopes step 5 play the tape and ask the students to listen and follow.

　　（四）总结、扩展 step 6 finish wb. exercises.

　　period 3

　　（一）明确目标 1. get the students to know about modal verbs(2)--must, have to, have got to. 2. read the table in the integrating skills and know more about some festivals.

　　（二）整体感知 step 1 presentation in the spring festival, something is not allowed. for example, floors may not be swept on the first day of new year. anyone who breaks a dish or a glass on this day must quickly say "peace for all time" to avoid incurring misfortune. so if you want to say it is necessary for someone to do something, you use "must" or "have to". today we'll learn grammar—modal verbs: must, have to.

　　（三）教学过程 step 2 look at the table and decide which is necessary and which is not. make sentences using "must, have step 3 read the text quickly and work in pairs and ask the questions according to the table. one asks the question. the other answers. try to form as many questions as possible. step 4 deal with the language points: care about, the living and the dead, play tricks on, be taken in step 5  play the tape for the students to listen.

　　（四）总结、扩展 step 6 create your own festival. fill in the blank on page 14

2023年高一英语优秀教案 篇10

　　教学目标

　　1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to.

　　2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。

　　3、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。

　　4、训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和理解的准确性，并养成一定的.自主学习能力。

　　5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。

　　6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学习的经验，感受用英语交流的成功和喜悦。

　　教学重难点

　　教学重点:

　　1、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。

　　2、训练学生的阅读技巧，提高学生阅读速度和理解能力。

　　教学难点:

　　对所获得的信息进行处理、加工和学习，形成有效的学习策略。

　　教学工具

　　ppt课件

　　教学过程

　　...

　　板书

　　Uint1 Reading Anne’s Best Friend

　　Qualities: easy-going ,warm-hearted ,helpful,…

　　Questions:

　　Skimming

　　Summarize

　　Discussion: 1> style 2> ideas

2023年高一英语优秀教案 篇11

　　period 1  

　　（一）明确目标 1. talk about drama and theatre. 2. train the student’s listening and speaking abilities.

　　（二）教学过程 step 1 warming up  say to the ss many of you must have heard of some good stories, including fairy tales. can anyone tell us an interesting one? (let the ss talk about some mysterious stories .look at the pictures and use them to make up a story.)  today we are going to talk about some mysterious stories. look at the pictures and use them to make up a story. (let ss discuss it first, and then ask them to tell the class and act out their stories.) step 2 listening listen to the short play to the tape. ask the students to listen carefully and do the exercises of this part in their books. after listening, let the students discuss the mystery. step 3 speaking  divide the class into several groups after going though the 3 different situations given in the book. help each group to choose one and discuss what will happen next. after the discussion, one student of each group is asked to report their imagined story. then the whole groups are required to act it out in class.

　　（三）总结扩展 step 4  the aim of this class is to foster the abilities of listening and speaking, as well as imagination. if time permits, let one student gives a situation in each group, and the others create a good story accordingly.

　　period 2 　　

　　（一）明确目标 1. to learn something about the play. 2. to train the abilities of skimming and scanning the text.

　　（二）整体感知 step 1 presentation  today we are going to read a play about a necklace. the play is based on a french story written by a writer called maupassant. there are 3 leading characters in the play: mathilde loisel, pierre and jeanne. we will come to 3 scenes given in the text.

　　（三）教学过程 step 2 reading

　　1. let’s the students read the first scene of the play as quickly as they can. try to answer the following questions. 

　　(1) what‘s the matter with mathilde?

　　(2) why didn’t jeanne recognize her at first?

　　(3) why has she been working so hard?

　　(4) why did she need to borrow some jewellery?

　　2. the students are encouraged to find out more about the necklace in scene two. now, the story goes back to ten years earlier. some comprehension questions are also given.

　　(5) why was mathilde worried?

　　(6) what did pierre suggest?

　　(7) what did they decide to do? 3. in scene 3, we’ll find out the ending of the story. read it quickly and find what happened on the way home after the ball.(suggested answer: mathilde saw the necklace was no longer around her neck.)

　　参考答案：

　　(1) she has been working hard for 10 years.

　　(2) she looks older than her age and she doesn’t look well.

　　(3) because of the diamond necklace.

　　(4) she was invited to a ball at the palace so she needed to borrow some jewelley.

　　(5) she didn’t have an evening dress or any jewellery to wear.

　　(6) pierre suggested borrowing some jewellery from a friend who might lend her some.

　　(7) mathilde decided to go and borrow some jewellery from jeanne.

　　step 3 listen to the tape of the 3 scenes one by one, and make sure the students understand it, dealing with some language points.

　　（四）总结扩展 step 4 post-reading  1. mathilde returns to the palace where the ball was held to ask about the necklace .ask the students to make a dialogue between mathilde and another person in the palace. 2. ask the students:” how do you think mathilde felt when jeanne told her the stone in the necklace were made of glass, not diamonds?” let the students continue the story and write a similar scene.

　　period 3

　　（一） 明确目标

　　1. consolidate the important new words and phrases in this unit.

　　2. get students to know the use of the modal verbs: must, can /may /might

　　（二） 整体感知 step 1 presentation today we are going to deal with the part “language study”. first, let’s come to “words study”, and then we’ll talk about the grammar.

　　（三）教学过程 step 2 word study 1. let the students do the two exercises in their books. both of them can help to consolidate their learning of the new words and phrases. allow them to discuss in pairs. 2. grammar talks about possibilities when you are very sure of something, you use “must” in positive sentences and “can not” or “can’t” in negative sentences. when you think that something is very possible, you use “can”. when you think that something is possible, but you are not very sure, you use “could”, “may” or “might”. go through the sentences in the book with the whole class.

　　（四）总结扩展 step 3 practice p19 exercise 1. rewrite the sentences using modal verbs. lets the students work in pairs. p20 exercise 2. complete the dialogue. 1. when you are sure of something in the past, you use “must have done” or “can’t have done”. 2. when you think that something in the past is possible, you can see “may/might/could + have done”

2023年高一英语优秀教案 篇12

　　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. revision

　　1. 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-in

　　As 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 Disadvantages

　　TV 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 agree 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. Speaking

　　1. Pre-speaking

　　Say: 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-speaking

　　1) 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 opinion

　　I think that … , because … Perhaps, but what if / about …

　　First, … Have you thought about …

　　One reason is that … What makes you think that

　　I 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-speaking

　　Conclusion—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-writing

　　Say: 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 Writing

　　Say: 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 Li's 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 don't think it is right to do his homework for him — it's 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 Assessment

　　Get 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: Homework

　　Write about your discussion. You may begin like this:

　　Hello, everyone. My name is . 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。

　　板书

　　Unit 3 Computers