高一英语上学期unit1教案8

外研版高一英语必修一Moduel 1Unit 1 My First Day at Senior High说课稿一、教材分析本课题是外研版高一英语必修1 Moduel 1的第一部分。

本模块主要讨论的话题是开学第一天，其宗旨是让学生通过学习来了解我们的新学校，了解初、高中的不同。

因此，作为模块1的第一部分，非常重要，不仅要能激发起学生的学习兴趣，更重要的是位后面的学习做好铺垫。

所以，如何巧妙的引入话题，激发学生的学习兴趣同时掌握所学知识。

二、学情分析刚刚入学的新生，对周围的事物充满了好奇，想要了解新学校的各方各面，正是培养学习兴趣和习惯的好时机，所以课堂要充分调动学生的积极性，感受学习英语的乐趣。

三、教学目标依据课程标准要求、本节教材特点以及学生现有的认知水平，确定本课的教学目标为：知识与技能目标1）学习掌握与学科相关的词汇并学会表达自己的喜好。

2）培养学生的阅读能力，学习、应用如何在阅读中寻找关键词。

过程与方法目标1）通过听、读、小游戏等活动学习词汇。

2）小组活动完成对课文的分析。

情感态度与价值观目标通过这一课的学习，激发学习的积极性，克服部分同学学英语的畏难心理，为今后的学习打下好的基础。

教学重点、难点依据课程标准要求和本节教材实际，并结合学生的实际，本节课一是要兴趣为主，二是开始学习阅读方法。

由于初中对阅读方法的涉及不是很多，这一方面可能是刚开始接触，所以一定要把握好难易程度，这是本课的难点。

四、教学方法由身边的事物开始，通过游戏的方式让每个学生参与进来，有话可说，培养学习兴趣和主动性。

由分组讨论，激发动机，培养学生的学习积极性。

五、教学过程导入：In your new school, you must see many new things. Please find out some new things in our classroom……Introduction: 1)Say the names of your textbooks.2)Game: work in pairs. Do 1) again as quickly as youcan.3)Group your textbooks.4)Ask some students write their answers on theblackboard.5)Game.Reading:1)略读，找出各段大意。

高一英语必修一unit1教案【5篇】高一英语必修一unit1教案（精选篇1）教学目标1.知识目标：1)Students should learn some useful words and phrases: musician,clap, passer-by, form, extra, earn, advertisement,2 attractive, instrument,loosely, actor dream of, be honest with, play jokes on, or so, break up.3)Students should understand the general idea of the passage2.语言能力目标：1)Developthe Ss’skills of skimming, scanning and careful reading.2) Train the Ss to findthe key words and the topic sentences.3)Encourage the Ssto guess the new wordsaccording the reading.3.情感态度与文化意识目标：1)Encourage the Ss to share the differentkinds of music.2)Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage better b.To find the main idea of eachparagraph2、教学难点：a.Master the reading ability b.Develop the skills ofreading教学过程教学设计本节课共45分钟，具体教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲 If you arehappy的英文版本，通过介绍演唱乐队twins引出本单元话题。

高一英语必修一unit1教案(优秀3篇)高一英语必修一unit1教案篇一一、指导思想：新的学年，我将按照“规范教学管理，创新教学方式，突出教研重点，注重教研实效”工作思路展开各项教学工作。

针对我们班新生普遍英语底子差，基础薄薄弱的实际情况，老师们要坚持用“夯实基础，狠抓双基，使用导学案教法，改进学法，激发兴趣，提高能力”的指导思想来指导自己的工作。

主要教学内容：高一必修1、必修2（1-2模块）的内容。

二、具体安排：高一必修1及必修2（1-2模块）共8个模块，计划安排每一模块用10课时，新授8课时，练习2课时，共用4个月的时间。

三．具体措施：1.注意教学的承上启下为了使学生打牢基础不至于出现知识断层，本学期开学要重新学习音标，另外要有计划的把学生初中学过的但掌握不好的时态、句式、定语从句、状语从句、动词不定式以及部分掌握不好的词汇、短语、句型分插于12单元的新课教学中。

2、认真研究新课程标准要认真研读新课程标准，尤其与旧大纲不同的地方，认真研究新教材，采取用导学案的方法给学生上课，着重培养学生们独立自主的学习能力，培养小组合作精神，在集体备课的基础上认真备课、上课，认真进行自习辅导和批改作业。

4、听评课坚持教学研究和相互听课，探究如何听评课。

我要和其他教师互相学习，取长补短。

5、教案的书写本学期高一备课组要继续探讨如何规范书写教案。

备课组活动中将把教案细分，逐一探讨。

如：如何正确书写教学目标。

教学方法有哪些等等。

四．夯实基础1.听力从高一就开始就对学生进行听力训练。

每周坚持上听力课，另外每周至少两次利用课余时间给学生集体放听力，并鼓励学生课余时间多泛听。

2、单词单词一直是学生的难点、薄弱点，直接影响学生综合能力的提高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。

使学生掌握科学的单词记忆方法和养成勤查词典的习惯。

3、阅读阅读理解能力的培养是高一教学的重点，也是高考的重头戏。

高一英语必修一第一单元教案高一英语必修一第一单元教案精选5篇作为一无名无私奉献的教育工作者，往往需要进行教案编写工作。

下面是小编为你准备的高一英语必修一第一单元教案，快来借鉴一下并自己写一篇与我们分享吧！高一英语必修一第一单元教案【篇1】一、课程目标高中英语新课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学习的综合语言运用能力。

综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。

语言技能和语言知识是综合语言运用能力的基础。

情感态度是影响学生学习和发展的重要因素。

学习策略是提高学习效率、发展自主学习能力的先决条件。

文化意识则是得体运用语言的保障。

高一年级（课标六级）英语课程目标：1.进一步增强英语学习动机，有较强的自主学习意识。

2.能理解口头或书面材料中表达的观点，并且能简单发表自己的见解。

3.能有效地使用口头或书面语言描述个人经历。

4.能在教师的帮助下策划、组织和实施英语学习活动。

5.能主动利用多种教育资源进行学习。

6.能初步对学习过程和结果进行自我评价，调整自己学习目标和策略。

7.能体会交际中所使用语言的文化内涵和背景。

高一年级（课标七级）英语课程目标：1.有明确和持续的学习动机和自主学习意识。

2.能就熟悉的话题交流信息，提出问题并且陈述自己的意见和建议。

3.能读懂供高中学生阅读的英文原著简写本及英语报刊。

4.具有初步的实用写作能力，例如：事务通知和邀请信等。

5.能在教师的指导下，主动参与计划、组织和实施语言实践活动。

6.能主动扩展和利用学习资源，从多渠道获取信息，并能利用所获得的信息进行清楚和有条理的表达。

7.具有较强的自我评价和自我调控能力，基本形成适合自己的学习策略。

8.理解交际中的文化差异，初步形成跨文化交际意识。

二、课程内容完成牛津英语第三第四模块的全部内容。

高一英语必修一unit1教案高一英语必修一unit1教案「篇一」(1)课题：Earthquakes(2)教材分析与学生分析：本单元的主题是“地震”。

Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。

Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。

Learning about Language部分涉及了本单元的词汇和语法。

该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。

Using Language部分的“读写说(Reading, writing and speaking)”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。

随后的听力(Listening)是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。

写作(Writing)部分训练学生如何写新闻报道，学会拟地定写作提纲。

(3)课时安排：The first period: Reading The second period: ReadingThe third period: Listening The forth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标：①知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法;熟练运用that, which, who, whose引导的定语从句;学会写英文新闻报道，拟订写作提纲。

②过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。

译林版英语高一必修一第一单元教案Lesson Plan for Unit 1, Grade 11, Compulsory Course, Yilin Edition English Textbook.Alright, let's dive into the lesson plan for Unit 1! We're gonna have fun learning English, so get ready to engage and participate.First up, we'll start with a little warm-up. I'll show you a few images related to the topic of the unit, and you guys need to guess what we're gonna be discussing. It's a great way to activate your brains and get you thinking in English.Next, we'll jump into the reading section. The text is super interesting and relevant to your daily lives. I want you to read it silently first, and then we'll do a read-aloud together. Pay attention to the pronunciation and intonation while you read.After that, let's break down the vocabulary. We'll go through the new words and expressions, and I'll give you some tips on how to remember them. But don't just memorize them – try to use them in sentences! That's the best way to learn.Grammar time! We'll be focusing on a particular grammar point in this unit. I'll explain it clearly and give you plenty of examples. But don'。

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Unit 1 friendshipParticipants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙School: Tai Zhou Senior Middle Schoolaims and demands2.Suggested teaching notes1). Analyses of the teaching contents；This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too./Reading--- The diary by theJewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the GermanNazis’ killing in world war 2. she treats the diary as her best friend,and in it reveals her longing for a normal life and close contact withnature, which helps her get through the days.Comprehending---It helps students further understand the text by doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirect：speeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from the（aspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.、2) Making of the teaching planThis unit centers on friends and friendship, exploring different types offriendship with particular attention to that one can develop with oneself,., the comfort and support one seeks from an imaginary friend.Students are expected to come to be truly aware of the qualities andconducts that make a good friend, display and develop the ability tocope with misunderstanding, conflicts and problems related tofriendship, and give advice on it. The concept that even an ordinary"thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and theWest leads students to know better the values of friendship in Westerns’eyes. All in all, this unit promises to unveil the true essence of friendshipand helps students to lead a more friendly and harmonious life.Thus, based on the theme, contents and teaching objectives, the whole3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree..I believe……That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways to solvethe problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship by usingsome phrases and structures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English in SeniorMiddle School.》2. Teaching important points:e the given adjectives and sentence structures to describe one of yourfriends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.!4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids:CAI"6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays How did you feel Whatdid you do in your summer holidays What did you do in your sparetime2.What do you think of our new school Do you like it Could you saysomething about it3.Do you like making friends How do get in touch with your friends Doyou have many friends Where are they now Do you have any oldfriends in our school Have you made any new friends in our class ！Step 2 Think it over1. Give a brief description of one of your friends. The following phrasesand structures may be helpful:His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys …… and hates……He /She is very kind/friendly/……?When /Where we got to know each other.2. What types of friendship do you have Please tick them out. Then fill inthe blanks.girl friends boy friends pen friendslong -distance friends friends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.`3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend sho uld (not) be……In my opinion, a good friend is someone who……1.…2.Have a member of each group report on what their lists have in common andlist them on the board.3.Ask the class whether or not they agree with all the qualities listed.4.Then have the students do the survey in the textbook.5.Have the students score their survey according to the scoring sheet on page 8.6.The teacher ask some students how many points they got for the survey andassess their values of friendship:★ 4~7 points: You are not a good frien d. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.★8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to sh ow enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.★13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and you r friend’s. Well done.?(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you doTry to use the following phrases:I (don’t) think…… I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, ……2. What is a friendA British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editior, choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow.When you look at your watch at 4 am, but still know you can call!them and wake them up, and they’ll still want to talk to you ,that’sfriendship.To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.1.Do you think it is a good idea to borrow money from your friendWhy and Why not>2. What factors may cause the breakdown of a good friendship3. What can be your unusual friend besides human beings And whyStep 6 homework1.Write down a short passage about your ideas /the factors/your unusualfriends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best F riend”!1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4). To learn the writing style of this passage.2. Teaching method: Task-based teaching~3). Teaching procedure:Step1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you3. What do you think a good friend should be like List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object Why or why notStep}1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2. Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend Why did she make friends with it2) Did she have any other true friends then Why3) What is the difference b etween Anne’s diary and those of most people4) Do you keep a diary What do you think most people set down in their diaries5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph3. Reading of Anne’s diary…How she felt in the hiding placeTwo examples to show her feelings thenStepwould you miss most if you went into hiding like Anne and her family Give your reasons.workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hide？How would you arrange to get food given to you every day'What would you do to pass the time------3. Discovering useful words and expressionsComplete the following sentences, using words and expressions from Reading1) She has grown _______ about computer games.2) Was it an accident or did David do it on _______3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.4) He used to work _______ even in the middle of winter.`5) Just the _______ of more food made her feel sick.6) You had better have a _________ talk with him.7) Born in a poor family, the manager _________ lots of hardships in his childhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step about friends and friendshipare many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed."Friends are like wine; the older, the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2. We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step :…1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage. Ending: Let’s sing this song about friends togetherPeriod3 Grammar1．Teaching objectivesLearn to use direct speech and indirect speech:2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.4. Teaching methodsDiscussing, summarizing and practicing.|5. Teaching proceduresStep1 Lead inT: In the last lesson, we learned Anne Frank’s story. She is telling h er stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.“I have to stay in the hiding place.” said Anne. →Anne said she had to stay in the hiding place.“Do you feel sad when you are not able to go outdoors” Tom asked Anne. →Tom asked Anne if/whether she felt sad when she was not able to go outdoors.'“I don’t want to set down a series of facts in a diary,” said Anne.→Anne said that she didn’t want to set down a series of facts in a diary.“What do you call your diary” Tom asked. →Tom asked what she called her diary.Ss go on this topic by themselves.Step2 GrammarT: Now let’s look at these sentences again. If we w ant to change Direct Speech into Indirect Speech, what should be changed：Ss discuss by themselves.Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.T: Quite right. Look at the form on the screen. These are the rules.直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。

英语教案－unit 1－教学教案Unit 1 Good friendsThe first periodStep1.First review some words that we have learned.(my web)Then come to Unit 1. Good friendsT:Do you have friendsWho is your best friendWhy do you like him/her bestHow to be a friendToo many people want others to be their friends,but they don’t give friendship back.That is why some friendships don’t last very long. To have a friend,you must learn to be one. You must learn to treat your friend the way you want your friend to treat you.Learning to be a good friend means learning three rules:be honest,be generous,be understanding. T:I’ll tell you a short story:Man’s Best FriendA long time ago，in a small house in Scotland，two friends lived together.Their names were John and Bobby.John and Bobby were notrich，but they were happy.They had a warm fire when it was cold outside.They had good food to eat when they were hungry.They were never lonely because they had each other.John and Bobby liked to take long walks together.After their walk，John usually cooked dinner.John and Bobby ate dinner and then sat in front of the fire.They had a simple but good life.Then，in the spring of 1858，John got sick and died.He was buried in a cemetery in Edinburgh，Scotland.After John was buried，Bobby stood at John’s grave and cried.“Come on，Bobby，〞friends said.“It’s time to go home.〞Bobby went home，but later he returned to the cemetery.He sat down near John’s grave.He stayed there all night.Bobby stayed at the cemetery the next day，and the next day，and the next.For the next 14 years，Bobby never left the cemetery.When the weather was cold or rainy，he slept in a small house at the cemetery.When the weather was warm，he slept on the ground near John’s grave.Finally，in 1872，Bobby died，too.Friends buried him in a little grave near John.Why was Bobby’s grave littleBobby，John’s best friend，was a dog.Step2.Let’s come to Warming up.T:OK.Now I want you to discuss two questions.1.What should a good friend be like2.What qualities should a good friend haveDiscuss them in groups of four.After a while,everyone is asked to make a sentence using the words in the box below. Of course,you can use other words if you like.Add some words to describe persons:Diligent,confident,silent,selfish,unselfish,patient,easy-going,out-going(外向),talkative,humourous,strict,naughty,gentle,shy,quiet,warm-hearted,g ood-tempered,reliableNow,ask Ss to describe a good friend.Time permitting,ask more while speaking,Ss can use such phrase as〞I think…/In my opinion…〞S1:… S2:….Then Ss describe themselves in three adjectiveStep3.ListeningYou are going to hear two friends arguing.They are talking about some common problems that may occur in a friendship.What are they arguing aboutHow to solve their problemsNow listen carefully,write down what you hear.Play each situation twice.At last I’ll check the answer with the whole class,Is that clear (While playing the tape,pause for Ss to write down the information).Then check.Step4.SpeakingT:Now.I’d like to know something about your favourite hobbies (Come up to one boy).What are your favourite hobbiesWhat about you(to another s)T:yes,we know different people can have different hobbies.Now look at the part—“Speaking〞on P2.You are given four minutes to read the following self-introduction.After that,fill in the following form.……Check their answers.Now discuss in pairs who could be friends according to the form which you filled in just now. Of course,you’d better give your partner your reasons.When you express your ideas,you can use such sentence structure.1. I’m sure_____and_____could be friends,because…2. I’m not sure if____and____could be friends,because…3. Perhaps____and_____could be friends because…The Second PeriodStep1.Check the Pre-reading e to Reading.First listen to the tape and then answer the three questions on the screen:1. What does Chuck Noland do2. Does Chuck have any friend on the island Who3.What does Chuck learn about himself when he is alone on the island Then Ss read the text againStep3.Fill in the blanks according to the text:In the movie Cast Away Tom _____a man ______Chuck Noland. Chuck is a __________who is always___ busy _____he has little time for his friends. His company is to send____ all over the world. One day Chuck is on a_____ across the Pacif。

本单元阅读文本的话题是美国学生亚当刚入高中所面临的挑战，旨在让同龄读者了解国外学生的校园生活和学习状况，探究和比较中外学生的校园生活，以积极乐观、阳光豁达的心态去迎接新生活的挑战。

文本采用了叙事性文体，主人公亚当以第一人称口吻描述了自己刚进入高中所面临的挑战，内容贴近学生生活，很能产生共鸣。

标题“The Freshman Challenge”是整个文本的浓缩提炼。

正文内容按“总—分”建构，第一段为总起段，说明亚当进入高中第一周时所产生的困惑，其余三段分别描述了亚当在选课、课外活动和学习三方面碰到的挑战以及应对挑战的心态和策略。

在进行文本教学设计时，要帮助学生梳理关于高中生活的话题类语言，其中包括有关选课以及与课外活动相关的表达。

此外，功能类语言，如：obviously, instead, still, but等，也是值得梳理的。

本文的主题段、主题句与支撑性内容的关联，是很好的逻辑思维训练载体。

此外，本课需首要关注的文化要素是中外高中新生校园生活的对比。

学生可将亚当面临的挑战与自己可能遇到的挑战作对比，在比较中感受文化异同。

Unit 1 The Freshman ChallengeHi, My name is Adam and I’m a freshman at senior high school. Going from junior high school to senior high school is a really big challenge. The first week was a little confusing.First, I had to think very carefully about which courses I wanted to take. The school adviser helped me choose the suitable ones: maths, English, chemistry, world history, and Chinese. I know that Chinese is a very difficult language, but I hope to be fluent when I graduate. My adviser recommended that I should sign up for advanced literature because I like English and I am good at it.I had to choose extra-curricular activities, too. I tried to join the school football team, but the coach told me that I didn’t play well enough. Obviously, I was unhappy, but I won’t quit. I’ll find a way to improve on my own so that I can make the team next year. I joined a volunteer club instead. Every Wednesday, we work at a soup kitchen and hand out food to homeless people in the community.I know I’ll have to study harder as a senior high school student and get used to being responsible for a lot more. I’m a bit worried about keeping up with the other students in my advanced course, and it’ll be quite difficult to get used to all the homework. Still, I’m happy to be here. Studying hard isn’t always fun, but I’ll be well prepared for university or whatever else comes in the future.The Second Period教学设计一、教学内容品读语言，加深理解，学习亚当积极乐观的态度和品质，对比中外校园生活，迁移所学，完成仿写任务。

Unit 1 Good FriendsTeaching aims and demands:1.Knowledge objectivesNew words and expressions2.Ability objectivesMake the students the real masters in class while the teacher acts as the director.Use effective learning methods to optimize the students’learning results.3.Moral objectivesEnable the students to help their friends.Encourage the students to have good spirits and a good will no matter what difficulty they meet in their daily life. Teaching difficulties:1.Retell the passage according to the keywords.2.Group discussion3.Have an interviewTeaching resources:TV set, computer, tape-recorderTeaching procedure1.Warming up and speakingStep 1. GreetingStep 2. Talking (using computer)1.What should a good friend be like?2.What are your standards of good friend?3.Discribe yourself about your age ,gender, likes anddislikes .Step 3. ReadingStep 4. Keypoints1.nor/neither/so2.be into sth.3.too much/much too4.surf the InternetStep 5. HomeworkRecite the keypoints2. Reading Chuck’s FriendStep1. GreetingStep2.Lead-in (using computer)Do you have good friends?Would you like to make friends with animals or even things?Show some pictures of Chuck Noland’sStep3.ListeningListen to the tape and answer two questions.1.What is Chuck Noland?2.Who is his unusual friend in the movie?Step4. ReadingRead the passage loudly to get the main idea.Step5.Retell the passage according to the key words.Step6. Have an interview between Chuck and a reporter.Step7.Have a discussionWhat can we learn from the movie Cast Away?1. Enable the students to help their friends.2.Encourage the students to have good spirits and a goodwill no matter what difficulty they meet in their dailylife.Step8. Key points.1.play the part/role of2.be about to …when /be doing…when3.desert/deserted4.hunt for5.in order to /so as to/be to / in order that /so that6.even if/though7.should have done8.share sth. with sb.share sth (out) among/ between sb.share (in )sth.9.drop sb a line10.keep in mindStep9. HomeworkRetell the passageEnable to make sentences using the key points. Teaching time 4 periodsBlackboard designPostscript: This class is very successful. The students like to learn this unit very much.。

高一英语上Unit1教案Unit One Good FriendsTeaching Goals:1. to talk about friends;2. to practise talking about likes and dislikes;3. to learn to make apologies;4. to be able to use Direct Speech and Indirect Speech(statements and questions);5. to write an e-mailTeaching Key points:1. to grasp some patterns about likes and dislikes;2. to learn to use Direct Speech and Indirect Speech;3. to learn to write an e-mailTeaching difficult points:1. to grasp some changes when using Indirect Speech;2. to write an e-mail;3. to learn to use the following phrases:1) nor do I like computers2) enjoy doing/ be into doing3) so + auxiliary + subject4) hunt for5) make fire6) in order to7) be fond of8) go outingThe First PeriodTeaching Aims:1. to talk about friends by using some relevant words;2. to complete the listening practice and show their ownopinions;3. to discuss who could be good friends to themTeaching procedures:Step One Warming up1. say greetings to the students;2. introduce myself to the class;I come from….; I have been working here for….; We are in the same new class and I want to be your good friend.3. ask questions:1) Do you have any old classmate or friend in our class?2) Why do you like him or her?4. ask the Ss questions:What should be a good friend be like?What qualities should a good friend have?Teach the new words:honest, brave, loyal, wise, handsome, smart,modest, polite, open-minded, introverted, outgoing, optimistic, generous, active, aggressive, amiable, careful, confident, cooperative, creative, disciplined, friendly, hard-working, humorous, ……5. work in pairs. The Ss describe themselves in three words and then describe one of their friends.I think I am ……../ I think he/she is …….Step Two Listening1. If two persons are friends, does that mean they always have the same opinions?Of course not, sometimes they argue about something, listen to the two friends arguing and write down the contents.1) Situation 1 _________2) Situation 2 _________3) Situation 3 _________2. ask the Ss to think what they should do to solve their problems.Step Three Speaking1. read through the short passages and fill in the form in pairs.Name John Steve Peter Ann Sarah JoeAge 15 14 15 16 14Gender boy boy boy girl girl boyLikes football, reading skiingreading, singing, singing, rock music, computers dancing,computers,rock music, reading novels, football, singing computers,rock music,skiingDislikes singing, computers,rock music hiking,rock music, football football,classical music, dancing hiking,classical music,reading rock music,dancing,computers football,hiking,2. Language points:1) I don’t enjoy singing, I don’t like computers either.---I don’t enjoy singing, nor do I like computers.He doesn’t like its size, he doesn’t like its colour either.---He doesn’t like its size, nor does he like its colour.David isn’t here, and neither/nor is Sarah.I can’t swim. Neither/nor can he.2) Rock music is Ok, and so is skiing.--- Rock music is Ok, and skiing is Ok too.He likes singing, and I like dancing too.--- He likes singing and so do I .when we say the same things also happens to sb. or sth. Else, we can use such a pattern: So + be/have/do/does/can….+ subj ecta) I am a student. He is a student, too. ---- So is he.b) I study at the school. He studies at the school, too. ---- So does he.c) I came to school yesterday. He came here yesterday, too. ---- So did he.Compare:I asked him to call me again. And so he did.( In fact he did asI asked him to)3) be fond of ….He is fond of ice cream/ his father/ playing football4) be into….=be deeply interested in …Her brother is deeply into computers.2. Discussion: decide who could be their good friends and give reasons.Use the following useful expressions:1) I’m sure that A could be my friend. / I’m not sure that …./ I think that …./ Perhaps…..2) He(She) likes/ enjoys/is fond of / is into…/loves…3) doesn’t like…/dislikes…/hates…./ ….is boring(terrible)Step Four Workbook1. do listening practice on page 852. ask the students if they have other good solutions.3. do talking practice on page 85 using the following expressions:Why did you…/Why didn’t you …? You said you would …./You promised to…I’m very sorry. /Please forgive me. /It won’t happen again. /I forgot.4. ask the Ss to act out the situations with their partners.Step Five AssignmentsWrite a short passage about your good friend.1) What qualities does he/she have?2) What does he like or dislike?3) What interesting story do you have about your friend?The Second PeriodTeaching Aims:1. to promote the Ss’ abilities of reading comprehension;2. to discuss the important meaning of friendship;3. to learn to use the following phrases:1) hunt for 2) make fire 3) in order to 4) care about 5) treat …as…Teaching procedures:Step One Revision1. check the answers with the Ss.2. ask the Ss to report what they wrote about their friends3. revise the useful expressions:1) neither/nor/so + auxiliary + subject2) be fond of…. 3) be into…..Step Two Pre-reading1. discussion: Imagine that you are alone on an island and you have to survive without friends and all the things you use in your everyday life.Teach the new words: matches, mirror, frying pan, hammer, saw, umbrella, rope, compass…2. ask the Ss to list the three most useful items and explain why they would be useful.Try to use the following:I think that ……would be the most useful, because I could use it to…..Step Three Reading1. ask the Ss to read through the passage quickly and find the answer to this question:Who is Chuck’s friend? ----Wilson ( a volleyball)2. the Ss read the passage again and answer more questions:1) What things must Chuck learn to survive on the island?2) What does Chuck learn about himself when he is alone on the island?3) Why do people think that friends are teachers?Step Four Key points1. play a man /play a part(role)/ play football/play the tape2. send mail3. when = and then1) I was working in the garden when suddenly I felt a pain in my stomach.2) He was about to go out when the telephone rang.Compare: He was writing when I went home.4. hunt for food/jobsMany school-leavers go to the south to hunt for jobs.5. make fireHe began to make fire to keep the house warm.6. in order to..1) In order to make a living, he had to work at an early age.2) He got up early in order to catch the first bus.7. be a good friend to sb.be a servant to sb.8. treat sb. as…She treats the boy as her own son.9. care about/make friends with../share happiness and sorrowStep Five Discussion1. if you were alone on an island, what would you do in order to survive?2. Imagine that four people are in an airplane that is going to crash( a policeman/a doctor/ a teacher/ a scientist), but there is only one parachute. Decide who should get the parachute and explain why.Step Six Consolidation1.( Page 4)ask the Ss to do word study.2. check the answers with the Ss.Step Seven Workbook1. (page 87) listen to the tape and do the vocabulary exercises2. the Ss do Part 2 orally.Step Eight Assignments1. read the passage frequently2. translate part 3 (page 87) into English.The Third PeriodTeaching Aims:1. to learn the grammar “Direct Speech and Indirect S peech(1)”---statements and questions.2. to grasp the changing rules about tenses, pronouns ,adverbs and so on.Teaching procedures:Step One Revision1. check the homework.2. revise the following phrases:send mail/ hunt for/ in order to/ treat…as…./care about/share happiness and sorrow/ make friends with/learn from/be quick in mind and actionStep Two Presentation1. ask one Ss to make a sentence with “be fond of”S: I am fond of playing football.T: What did he day?S: He said that he was fond of playing football.Present the two sentences on the blackboard.---- He said: “I am fond of playing football.”---- He said that he was fond of playing football.2. ask the Ss to compare the two sentences and introduce Direct and Indirect Speech to the Ss. And ask the Ss to find the difference between them.1) tenses: ________ 2) pronouns: _______ 3) word orders: No (statements)3. Give the Ss more examples:1) “I don’t like computers,” Sarah said to her friends.---- Sarah told her friends that she didn’t l ike computers2) He said “I’m using the knife”---- He said that he was using the knife.3) She said “I have not heard from him since May”---- She said that she had not heard from him since May.4) He said, “ I came to help you.”---- He said that he had come to help me.5) Zhou Lan said “I will do it after class.”---- Zhou Lan said that she would do it after class.The Ss make the conclusion about the changes of tenses.Notice:1) He said that the earth turns around the sun.4. Direct and Indirect Speech about questions:1) Examples:Peter asked: “Ann, have you seen my blue notebook?”-----Peter asked Ann if/whether she had seen his blue notebook.Practice:Steve asked: “Does Kate like football?”----Steve asked if/whether Kate liked football.3) Examples:“How can you do that?” Mary said to Ann.----Mary asked Ann how she could do that.“What difference does it make?” Peter asked Jim.----Peter asked Jim what difference it made.The Ss find out some rules about questions.Step Three Practice1. Give the Ss examples:1) “ I will never forget this interesting lesson,” said Paul.---- Paul said that he would never forget that interesting lesson.2) Steve told Joe that he liked skiing.---- “ I like skiing,” Steve said to Joe.2. The Ss do the following on page 5 in pairs.3. Check the answers with the class.4. The Ss do Part 2 on page 5 in pairs and then check the answers.Step Four Workbook1. Do the grammar exercises on page 87 orally.Step Five Assignments1. Do the grammar exercises in their exercise books.The Fourth PeriodTeaching Aims:1. to revise the language points the Ss have learned;2. to get some feedback from the Ss.Exercises for Ss:一. 句型转换:用neither(nor) 转换下列句子:1. He doesn’t enjoy singing, and he doesn’t like dancing either.----He doesn’t enjoy singing, nor _________________________.2. Sarah didn’t watch TV, and she didn’t listen to music either.----Sarah didn’t watch TV, ______________________________.3. He can’t speak French, and he can’t write French either.----He can’t speak French, __________________________.4. I can’t speak French. He can’t speak French either.--- I can’t speak French. __________________________.5. We haven’t been to Beijing. They haven’t been there either.---- We haven’t been to Beijing. ________________________.用so 转换下列句子:1. Sarah is beautiful. Her sister is beautiful too.---- Sarah is beautiful. So __________________.2. I like rock music. He likes music too.--- I like rock music. ______________________.3. I came to school yesterday. He came to school yesterday too.--- I came to school yesterday. __________________.二. 完成句子:1. A good friend is _______ _______ _______ me a lot. (教我许多知识的人).2. I like Italy, _________ _______ _________(尤其在夏天).3. _______ _________ _______ (我的爱好是) reading and writing.4. His sister ________ _______ ________(爱好) singing.5. He doesn’t enjoy ________ ________ ________.(网上冲浪).6. Joe’s brother _________ __________.(不喜欢徒步旅行).7. Her two children are _______ _______. (对艺术深感兴趣)8. I dislike playing football. _______ ______ ________.(他也是这样).三. Reading comprehension:On the evening of June 21, 1992, a tall man with brown hair and blue eyes entered the beautiful hall of the Bell Tower Hotel in Xi'an with his bicycle. The hotel workers received him and telephoned the manager, for they had never seen a bicycle in the hotel hall before though they lived in "the kingdom of bicycles".Robert Fried Lander, An American, arrived in Xi'an on his bicycle trip across Asia which started last December in New Delhi, India.When he was 11, he read the book Marco Polo and made up his mind to visit the Silk Road. Now, after 44 years, he was on the Silk Road in Xi'an and his early dreams were coming true.Robert Fried Lander’s next destinations were Lanzhou, Dunhuang Urumqi, etc. He will complete his trip in Pakistan.( )1. The best headline for this newspaper article would be ______A. The kingdom of BicyclesB. Beautiful Hotel in Xi'anC. Marco Polo and the Silk RoadD. An American Achieving His Aims( )2. The hotel workers told the manager about Friedlandercoming to the hotel because__________A. he asked to see the manager.B. he entered the hall with a bicycle.C. the manager had to know about all foreign guests.D. the manager knew about his trip and was expecting him.( )3. Friedlander is visiting the three countries in the following order;________A. China, India and PakistanB. India, China , and PakistanC. Pakistan, China, and IndiaD. China, Pakistan, and India( )4. What made Friedlander come to China?A. The stories about Marco PoloB. The famous sights in Xi'anC. His interest in Chinese silkD. His childhood dreams about bicycles.( )5. Friedlander can be said to be _________A. cleverB. friendlyC. hard workingD. strong-mindedThe Fifth PeriodTeaching Aims:1. to go through the checkpoint and revise the language points in this unit.2. to write an e-mail.Teaching procedures:Step One Revision1. check the homework with the class.2. go over the changes in Indirect Speech.this _____ these ______ now ______ today ______yesterday _______________ tomorrow _____________here ________ come ________ bring _________Step Two Checkpoint1. go through the checkpoint2. Make some conclusions to the Ss1) We usually change the verb tenses and pronoun forms“I broke your CD player.”---- He told me that __________________________2) If Direct Speech is a question, we sometimes need to change the word order.“Are you sure you didn’t do anything to this?”---- He asked _____________________________.3) We do not change the tense when reporting things that are always true.“A friend in need is a friend indeed.”---- Mother told me that ____________________________.Step Three Reading & Writing1. The Ss read through the first part and answer:What is an e-pal? e-pal =key pal (a pen friend on the internet)2. the Ss read the following e-pal ads.1) click it away = send away an e-mail2) joke around = joke here and there3) have fun = play4) drop sb. a line = write sb. a letter3. give the Ss some tips about writing an e-mail:1) write the topic of your message on the subject;2) keep your email as short as possible;3) check your email for errors;4) write your name at the end of your message.4. the Ss write an email to one of them5. the Ss check their writing in pairs.Step Four Assignments1. Do the writing on page 90 in their exercise books2. Do the reading practice on page 88.The Sixth PeriodTeaching Aims:1. to revise the words and phrases2. to revise the grammar item.3. to get some feedback from the Ss.Exercises for Unit One一. 用所学的单词填空:1. People think that dogs are very _______ to their masters.2. The boy is very young, but he was so _______ that he jumped into the river and saved the girl.3. The man is so ________ that he can lift the huge stone.4. An ________ man is someone who often tells the truth.5. His brother is very _________. He usually makes us laugh.6. He is a ______ man and he has a good knowledge.7. The man is very _______ and he gives money to the poor.8. The actor in the film is so _______ that the young people like him very much.二. 句型转换:1. I think that a good friend should give me help.---- A good friend is someone _______________________.2. I think that a good friend should teach me a lot.----A good friend is ______________________________.三. 用所给的词或短语正确形式填空:realize be into hunt for desert liematch adventure honest brave loyal1. There are some ________cities in the deep heart of Gebi Desert.2. To be _______ with you, your problem is that you are thinking too much about yourself.3. We made fire very easily because I took along a box of ________ with me.4. He has just given up all games, and now ______ computer games.5. Would you like to listen to my exciting _________ in the wild forest?6. The fan is still _____ to the team though they have lost many matches.7. You should believe in Jenny’s honestly. She never tells ________.8. I ________ that I am completely wrong.9. I _______ my sports shoes everywhere, but I can’t find them.10. Don’t be frightened. You should be _______ next time than this time.四. 阅读理解:These people, getting ready to travel across the desert to look for a new place to live in, must water their camels. The camel driver tries to get each camel to drink as much water as possible because the little water that these people take along will be needed by themselves.A very big camel can hold more water than some cars can hold gasoline. That's why the camel can go for many days without having to drink. It's a good thing that camel can do this, because it may have to in the great , dry desert.Nomads(游牧民) never keep their homes in one place very long. They're always moving. That's what nomads are - people who wander around instead of living in one place.Every time the Arab nomads set out across the hot, sandy desert, it is a new adventure. They must find food for the animals, or the animals will die.( )1. The water the camel has drunk can be enough for _______A. only one dayB. some timeC. about a monthD. a moment( )2. People who move their homes here and there are called_________.A. ArabsB. nomadsC. camel driversD. adventures( )3. Camels drink as much water as possible before going to another place because _________A. the drivers will need waterB. they are thirstyC. they will cross great, waterless desertD. they are animals( )4. To those who travel across the hot and sandy desert, the travel is __________.A. hard and dangerousB. an interesting thingC. something newD. pleasant and exciting( )5. The nomads wander from one place to another because______.A. they want to train their camelsB. they are used to such a way of lifeC. they have to feed their camelsD. they want to look for better jobs。

高一英语unit1教案教案标题：高一英语 Unit 1 教案教学目标：1. 通过本单元的学习，学生将能够掌握有关个人信息、学校生活和学习习惯的词汇和表达方式。

2. 学生将能够运用所学知识，进行简单的自我介绍和描述日常生活。

3. 学生将培养良好的学习习惯和学习策略，提高英语学习能力。

教学重点：1. 掌握本单元的重点词汇和短语。

2. 学会运用所学知识进行简单的自我介绍和描述。

3. 培养学生的学习习惯和学习策略。

教学难点：1. 学生能够灵活运用所学知识进行口头表达和书面表达。

2. 学生能够主动参与课堂活动，积极表达自己的观点和想法。

教学准备：1. 教师准备：教学课件、多媒体设备、教学素材、学生作业本。

2. 学生准备：学生作业本、课前预习材料。

教学过程：Step 1: 导入新课（5分钟）1. 通过展示一张个人信息卡片，向学生介绍本单元的学习内容，并引导学生思考与个人信息相关的词汇和表达方式。

Step 2: 词汇和短语学习（15分钟）1. 教师通过多媒体展示本单元的重点词汇和短语，并进行发音和词义讲解。

2. 学生跟读和模仿教师的发音，加深记忆。

Step 3: 句型学习（20分钟）1. 教师通过多媒体展示本单元的重点句型，并进行语法和用法讲解。

2. 学生进行句型操练，例如：完成句子或对话练习。

Step 4: 听力训练（15分钟）1. 教师播放一段与个人信息和学校生活相关的对话或短文，学生进行听力理解。

2. 学生根据听到的内容回答问题，加深对所学知识的理解和运用能力。

Step 5: 口语练习（20分钟）1. 学生进行小组活动，互相进行自我介绍和描述日常生活。

2. 教师在活动过程中进行指导和纠正，鼓励学生积极参与，提高口语表达能力。

Step 6: 作业布置（5分钟）1. 教师布置相关的课后作业，例如：完成课后习题或写一篇关于个人信息的短文。

2. 学生完成作业，并在下节课前准备好。

教学反思：本节课通过多种教学方法和活动，使学生能够全面掌握本单元的重点内容。

高一英语必修一unit1教案教案标题：Unit 1: Friendship教学目标：1. 了解和理解课文中的重点词汇和短语，如：acquaintance, bond, loyalty, betray, etc.2. 能够理解并运用课文中的重要句型和语法结构，如：used to, be/get used to, prefer, etc.3. 培养学生的阅读理解能力，能够从课文中获取关键信息并回答问题。

4. 培养学生的口语表达能力，能够用英语描述和讨论友谊的重要性和特点。

5. 提高学生的写作能力，能够撰写一篇关于友谊的短文。

教学重点：1. 课文中的重点词汇和短语。

2. 课文中的重要句型和语法结构。

3. 阅读理解能力的培养。

4. 口语表达能力的提高。

5. 写作能力的培养。

教学准备：1. 教材：高中英语必修一教材Unit 1。

2. 多媒体设备：投影仪、电脑等。

3. 教学素材：课文、课文相关的图片、课后练习题等。

教学过程：Step 1: 导入新课1. 利用一些图片或视频引导学生讨论友谊的重要性和特点。

2. 引入本单元的话题，并导入本单元的课文。

Step 2: 阅读理解1. 学生独立阅读课文，并回答与课文内容相关的问题。

2. 学生小组讨论并分享他们的答案。

3. 教师澄清学生可能存在的问题，帮助他们更好地理解课文。

Step 3: 词汇和语法学习1. 教师引导学生学习本单元的重点词汇和短语，包括释义、用法和例句。

2. 教师讲解本单元的重要句型和语法结构，并提供相关的例句和练习。

Step 4: 口语表达1. 学生分组讨论和描述他们对友谊的看法和经历。

2. 学生进行角色扮演，模拟真实的友谊场景，并展示他们的口语表达能力。

Step 5: 写作训练1. 学生根据课文内容和自己的理解撰写一篇关于友谊的短文。

2. 学生互相交换作文，并进行互评和修改。

Step 6: 总结和反思1. 教师帮助学生总结本节课的重点内容和学习收获。