袁英++2015贵州省高中英语贵阳1组+优秀教学设计新部编版+高中英语必修一unit5(warmingup-reading)

高一英语新课标必修一Unit1教学设计In the teaching of English, the new curriculum standards (新课标) for high school have transformed the way in which educators approach the subject. The new standards offer a more student-centred and interactive approach to learning with the aim of making the language more communicative and practical for students. In this article, we will discuss the teaching design for the first unit of the newly updated compulsory first-year English course-Unit 1.Overview of Unit 1Unit 1 is entitled "Friendship" and covers the theme of interpersonal relationships. This unit is divided into five sections, with section A titled "Introduction" and sections B-E titled "Reading". Section A aims to introduce the main theme of the unit and set the foundation for the unit's vocabulary, grammar, and literature analysis. Sections B-E afford an opportunity for the students to focus on developing specific language skills, including reading comprehension, vocabulary acquisition, and literary analysis through engaging in detailed research and discussion.ObjectivesThere are several objectives to be considered when designing a lesson for Unit 1. The objectives are set to ensure that each student can develop important English language skills and to equip them with the necessary tools to navigate interpersonal relationships in the English-speaking world. These objectives include:1.To enable students to identify different aspects offriendship and their significance.2.To equip students with a variety of reading skills,including the ability to analyze genre and literarydevices and to effectively summarize and paraphrasewritten passages.3.To help students to develop their vocabulary andthe skills to identify and use academic and everydayEnglish phrases and idioms.4.To help students understand the role of language ininterpersonal relationships and how to use differentlanguage structures to perform different social functions.5.To foster cooperative and collaborative groupdiscussion among students and encourage them to workeffectively as part of a team.Teaching StrategiesTo achieve the teaching objectives for unit 1, there are several teaching strategies that may be employed, including:1.Group WorkGroup work is an excellent tool for encouraging students to work effectively as part of a team and collaborate with their peers. This strategy is especially useful when teaching the topic of friendship as it gives students the opportunity to engage with one another and share their experiences.2.Pair WorkPair work is a useful strategy for promoting student interaction and facilitating peer support. This strategy allows students to work together, offering each other support and feedback, improving their communication and language skills.3.Role PlayRole-play encourages students to practice their language skills in real-world scenarios. It helps students to gain confidence in their communication abilities and use language for different social situations.4.Reading StrategiesReading strategies help students develop their reading and comprehension skills, enabling them to analyze and interpret different texts effectively. These skills also help students to explore the themes and motifs of the literature, leading to a deeper understanding and appreciation of the text.ConclusionThis article has discussed the unit 1 teaching design for the newly updated first-year English course for high school students. The objectives and teaching strategies covered in this article are aimed at providing the students with a more interactive and student-centred approach to learning English language skills. The strategies aim to foster critical thinking, creativity, and collaboration among students, helping them to develop skills that are essential for successin the English-speaking world. Teachers can use this design as a template to design their class plan, adapting the activities to students' individual needs and learning styles.。

新课标英语高一上Module 1 Unit 1 Friendship单元教学目标及Period 6教案Teaching Objectives:Knowledge Objectives:1. Enable students to talk about friends and friendship, and learn to usesome adjectives to describe the qualities a good friend should have.2. Learn some useful words and expressions, e.g., upset, ignore, crazy, etc.3. Learn how to talk about agreement and disagreement, e.g., I think so. / I don’t think so; You are quite right. / I don’t think you are right, etc.4. Learn and pratice the direct speech and the indirect speech.5. Help the students to learn how to write a reply letter to give advice on municating with people.Ability objectives:To develop the students’ speaking, reading, listening, and writing abilities. Moral ＆ Emotion:1. To deve lop the students’ cooperative abilities.2. To realize the importance of friendship and know how to get on wellwith others.Culture Objectives:To know the different culture about friendship between China and foreign countries.Period 1: Speaking ( Warming Up ＆ Speaking)Period 2: Reading ( Pre-reading, Reading ＆ prehending )Period 3: Language Structure( Expression of important wordsand structures in the passage. )Period 4: Listening ＆ Speaking( Using language ---- Reading, listening and writing ＆Workbook—Speaking Task. )Period 5: Grammar ( Discovering useful structures )Period 6: Writing ( Using Language --- Reading and writing )Period 7:Revision ( Words dictation ＆ Summing up ＆ Learning tip ＆ Exercises )Teaching Plan for the Six PeriodTeaching Contents: Speaking ＆ WritingTeaching Objectives:Knowledge Objectives:1. Help the students to learn how to write a letter to give advice onmunicating with others.2. To learn to write a reply letter in English.Ability Objectives:To develop the students’ writing skills.Learning Strategies:To develop the abilities of organizing information, expressing themselves ＆municating in English freely.Moral & Emotion:1. To realize the importance of group cooperation.2. To know the ways of making friends.Key Points:1. To learn to give advice.2. To organize the advice into pleted sentences and then write a replyletter.3. To make clear the form of letter writing.Teaching methods:1. Task-based learning2. DiscussionTeaching Aids: a posterTeaching Procedures:Stage I. What’s Xiao Dong’s problem?Step1. Show a letter to the students and ask the Ss to help you to reply the letter in English.Step 2. Share the letter together, then make clear where the writer is from and who he is, and what problems he is facing now.Stage II.What should Xiao Dong do?Step 1.Ask individuals to talk about what they would do if they face the same problem. Step 2. Work in groups of six to give advice to Xiao Dong as much as possible. Step 3. Each group choose one member to speak out their advice. One point for one piece of advice. The teacher list them on the Bb when the students report. Stage III. How to write a reply letter in English?Step 1. Ask Ss whether they are clear about the form of letter writing.Step 2. Revise the form of letter writing.Step 3.Guide the students to write the beginning and the ending of this reply letter. Step 4. Work in groups of 6 to plete the letter, pay attention to the bination of each sentence. Guide the students to use some conjunctive words, eg. Firstly, secondly, thirdly, etc. to organize their advice to Xiao Dong.Step 5. Choose two or three groups to report their letters.Stage IV. The letter on the Textbook.Step 1. Turn to Page7 and read the letter loudly together.Step 2. Explain some language points if necessary.Stage V. Homework.Ask Ss to write the reply letter individually on the homework books.( P.S.: The letter that the teacher presents at the beginning of the class is not the one on the textbook but similar to it. )The letter that the teacher shows on the blackboard:Dear Miss Li,I’m a student from Jiaji Middle School. I have a problem. I’m not very good at municating with people. Although I really try to talk to my classmates, I still find it hard to make good friends with them. So I feel quite lonely sometimes. I do want to change this situation, but I don’t know how. I would be grateful if you give me some advice.。

高中英语必修一第五单元教案一、教学目标1. 知识目标：学生能够掌握本单元重点词汇和短语的读音、拼写和运用，并能够正确运用一般现在时来谈论习惯和规律。

学生能够理解并正确运用本单元语法重点，即一般现在时的基本规则、否定句和疑问句。

学生能够通过阅读文章和听力理解，获取有关习惯和规律的信息。

2. 能力目标：学生能够准确运用所学知识进行听、说、读、写并进行交际和表达，培养学生的语言综合运用能力和跨文化交际能力。

3. 情感目标：通过本单元的学习，培养学生积极参与、互相合作，鼓励学生多表达自己的观点和想法。

二、教学重点与难点1. 教学重点：掌握一般现在时的基本语法规则、否定句和疑问句的构成。

运用一般现在时的句型结构来谈论习惯和规律。

通过听、说、读、写等多种方式培养学生的运用能力。

2. 教学难点：正确理解和运用一般现在时的常见动词，如do、play、go等。

辨别和运用动词的三单形式。

正确运用一般现在时的句子结构。

三、教学过程1. 导入新课教师出示一段对话或图片，引导学生讨论自己的日常习惯和规律，并与同学分享。

2. 语法讲解a. 教师向学生介绍一般现在时的基本构成和用法，解释一般现在时的肯定句、否定句和疑问句的结构。

b. 教师通过例句的解析和讲解，帮助学生理解和掌握一般现在时的动词规则变化和句子结构。

3. 听力训练a. 教师播放录音或朗读一段有关习惯和规律的对话或短文，要求学生听一遍，然后回答问题。

b. 学生分组进行信息交流和讨论，共同理解对话或短文中的习惯和规律，并做出相应记录。

c. 教师播放录音或朗读一遍，学生跟读对话或短文。

4. 听说训练a. 教师出示图片或真实物品，引导学生运用所学句型表达图片或物品中的习惯和规律。

b. 学生分组进行角色扮演或对话练习，运用一般现在时的句型谈论习惯和规律。

5. 阅读训练教师分发阅读材料，要求学生阅读、理解关于习惯和规律的文章，并进行相关问题的回答。

6. 语言输出学生根据所学内容撰写一篇短文，描述自己的习惯和规律，并向同学展示、交流。

高一英语必修一第一单元教案精选5篇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。

高一必修一英语教案(精选4篇)高一必修一英语教案(精选4篇)教案中对每个课题或每个课时的教学内容，教学步骤的安排，教学方法的选择，板书设计，教具或现代化教学手段的应用，各个教学步骤教学环节的时间分配等等，下面是为大家整理的关于高一必修一英语教案，欢迎大家阅读参考学习!高一必修一英语教案（篇1）一、教学背景分析1. 单元背景分析随着科学技术的发展，各种各样新的发明和发现都层出不穷。

生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。

同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。

2.学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。

学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。

并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

二、教学目标分析语言技能听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。

说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。

同时能与他人进行交流，叙述事物的利与弊端。

读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定*的段落大意，理清*的总体框架与脉络。

继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。

写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。

情感态度与文化意识(1)。

进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。

高中英语必修一教学设计一、教学任务及对象1、教学任务本教学设计针对的是高中英语必修一的课程内容。

根据新课标的要求，高中英语必修一课程旨在帮助学生进一步巩固和拓展英语基础知识，提高学生的英语听、说、读、写能力，培养他们运用英语进行日常交流和社会实践的能力。

在教学过程中，我们将重点关注词汇、语法、阅读、写作和口语表达等方面的内容，并通过丰富多样的教学活动，激发学生的学习兴趣，培养他们的自主学习能力。

2、教学对象本教学设计的对象为高中一年级学生，他们在初中阶段已经掌握了基本的英语知识和技能，具备一定的英语学习基础。

然而，由于学生的英语水平、学习兴趣和动机存在差异，教学过程中需要关注个体差异，采取有针对性的教学方法，以满足不同学生的学习需求。

此外，高中一年级学生正处于青春期，具有较强的求知欲和好奇心，因此，在教学中应注重激发学生的兴趣，引导他们主动参与课堂活动，提高英语素养。

二、教学目标1、知识与技能（1）词汇：掌握高中英语必修一教材中的重点词汇、短语和句型，并能熟练运用到日常交流和写作中。

（2）语法：理解和运用高中英语必修一教材中所学的语法知识，如时态、语态、非谓语动词等，提高句子结构和篇章的组织能力。

（3）阅读：提高阅读速度和理解能力，能从文章中获取关键信息，对文章主旨、作者观点和写作技巧进行分析。

（4）写作：学会用英语进行书面表达，能根据不同写作任务要求，运用恰当的句型和结构撰写短文。

（5）口语：通过课堂讨论、角色扮演等活动，提高英语口语表达能力，增强自信心和沟通能力。

2、过程与方法（1）采用启发式、讨论式的教学方法，引导学生主动参与课堂，培养学生的自主学习能力。

（2）运用多媒体、网络等资源，丰富教学手段，提高学生的学习兴趣和积极性。

（3）组织多样化的课堂活动，如小组讨论、角色扮演、演讲等，培养学生的合作精神和团队意识。

（4）注重学习策略的指导，帮助学生掌握有效的英语学习方法，形成良好的学习习惯。

高中英语必修1教案教案标题：高中英语必修1教案教案目标：1. 帮助学生掌握高中英语必修1课程的核心知识和技能。

2. 培养学生的英语听、说、读、写能力，提高他们的语言综合运用能力。

3. 激发学生对英语学习的兴趣，培养他们的学习策略和自主学习能力。

教学重点：1. 学会正确运用课程中的重点词汇和短语。

2. 理解和运用课文中的语法结构和句型。

3. 培养学生的阅读理解和写作能力。

教学难点：1. 学会运用课文中的语法结构和句型进行口头和书面表达。

2. 培养学生的阅读理解和写作能力，提高他们的语言表达能力。

教学准备：1. 教材：高中英语必修1教材。

2. 多媒体设备：投影仪、电脑等。

3. 教学辅助材料：课件、练习册等。

教学过程：一、导入（5分钟）1. 利用图片或视频引入本课话题，激发学生的学习兴趣。

2. 通过问题引导学生思考和讨论与本课话题相关的内容。

二、新课呈现（15分钟）1. 利用多媒体设备展示课文，帮助学生理解课文内容。

2. 讲解课文中的重点词汇和短语，并进行词义和用法讲解。

3. 介绍课文中的语法结构和句型，并进行语法解析和练习。

三、讲解与练习（20分钟）1. 分组或个人练习，运用课文中的语法结构和句型进行口头表达。

2. 配发练习册，让学生完成相关的练习题，巩固所学知识。

3. 针对学生可能存在的问题进行解答和指导。

四、拓展与运用（15分钟）1. 利用课堂活动或小组讨论，引导学生运用所学知识进行实际情境的交流。

2. 设计相关的写作任务，让学生运用所学知识进行写作练习。

3. 对学生的表达进行评价和指导，帮助他们提高语言表达能力。

五、总结与反思（5分钟）1. 对本节课的重点内容进行总结和回顾。

2. 鼓励学生对自己的学习进行反思，提出问题和建议。

3. 预告下节课的内容，激发学生的学习兴趣。

教学延伸：1. 布置相关的课后作业，巩固学生的学习成果。

2. 提供相关的学习资源和参考资料，鼓励学生进行自主学习。

3. 鼓励学生参加英语角、英语竞赛等活动，提高他们的语言实际运用能力。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校U nit one FriendshipTeaching aims:1.能力目标：a.Listening: get information and views from the listening material;b.Speaking: express one’s attitude or views about friends and friendship inappropriate words.c.Reading: enable the Ss to get the main idead.Writing: write some advice about making friend as an editor2.知识目标：a.Talk about friends and friendship; how to make friends; how to maintainfriendshipe the following expressions:I think so. / I don’t think so.I agree. / I don’t agree.That’s correct.Of course not.Exactly.I’m afraid not.c. to enable the Ss to control direct speech and indirect speechd. vocabulary: upset , calm , concern , loose, Netherlands, German, series, outdoors, dusk, crazy , purpose , thunder , entire, entirely, power , curtain, dusty, partner, settle, suffer , highway, recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , itemadd up \ calm down\ have got to \be concerned about \ walk the dog \ go through \ set down \a series of \ on purpose \ in order to \ at dusk \ face toface \ no longer\not …any longer\suffer from\ get\be tired of \ pack sth. up \ get along with \ fall in love \ join in3. 情感目标:a. To arose Ss’ interest in learning English;b. To encourage Ss to be active in the activities and make Ss to be confident;c. To develop the ability to cooperate with others.4. 策略目标：a. To develop Ss’ cognitive strategy: taking notes while listening;b. To develop Ss’ communicative strategies.5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries.Teaching steps:Period oneStep1. Warming up1. Ss listen to an English song AULD LANG SYNE.2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave,humorous, funny, wise, kind, open-minded, responsible, helpful…．Step 2. Talk about your old friends1.Ss talk about their old friends in Junior Middle School, talk about theirappearance, personality, hobbies, etc.2.Self-introductionStep 3. Make new friends1.Ss go around and ask their new friends some information and fill in the followingformName Age/hobbies/favorite sports, books, …　2.Report to the class: who will probably be your friend. Why?Step 4. Do a surveySs do the survey in the text ,P1Sep 5. Listening and talkingDo Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.When Ss make their conversation, ask them to try to use the following expressions.I think so. / I don’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not.Step 6. DiscussionDivide Ss four in one group and each group choose a topic to discuss. There are four topics.Topic 1: Why do you need friends? Make a list of reasons why friends are importantto you.Topic 2: There is a saying “to have a good friend, you need to be a good friend. do you think of the saying and how can you be a good friend?Topic 3: Does a friend always have to be a person? What else can be your friend? Why?Topic 4: List some qualities of a person who does not make friend easily.Step 7. Summary1.Ask Ss themselves to summarize what is friendship and what is the mostimportant in making friends.2.T shows more information about friendship and a poem about friendship.What is friendship?I want to find the answer to the questionWhat is friendship?When it rains, I think friendship is a small umbrella.It can give me a piece of clear sky.When I’m crying, I think friendship is a white handkerchief.It can wipe my tears dry.When I am sad, I think friendship is a warm word.It can bring me happiness again.When I am in trouble, I think friendship is a strong hand.It can help me escape my troubles.When I sit in a quiet place, I think friendship is a very wonderful feeling.It can’t be pulled and torn, because it is in everyone’s heart.It is there from the beginning to the end of our lives.3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.Step 8. EvaluationSs finish the following evaluation form. Standard: A, B,CContents 自评他评1. I’m active in talking with others.2. I’m active in cooperating with others.3.I can express myself fluently, accurately andappropriately.4. I know more about friendship after thislesson..5. Do you think you need to improve yourself in some aspects? Whichaspects?Homework:1.Look up the new words and expressions in warming up and pre-reading in adictionary.2.Write a short passage about your best friend.Period twoStep1.Warming upActivity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.How would you feel?What would you do?Four students a group discuss with each other for 2 minutes.Activity2: Play a short part of the movies Schindler’s ListStep2. PredictingStudents read the title of the passage and observe the pictures and the outline of it to guess:Who is Anne’s best friend?What will happen in the passage?Students skim the passage in 2 minutes to get the main idea :Who is Anne’s best friend?When did the story happen?Step4. ScanningStudents work in pairs to find the information required below:Annein World War ⅡWhat ?How to enjoyherself?Why?Step5. Intensive readingStudents work in group of four to discuss the following open questions:1.Why did the windows stay closed?2.How did Anne feel?3.What do you think of Anne?4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from discourse(语篇,上下文).5.Which sentences attract you in the passage?Step6. ActivityFour students a group to discuss the situation:Suppose you four have to hide yourselves for 3 months. During the three months,you will be offered the basic food, water and clothes. Your group can take 5 thingswith you.What will you take? Why?How will you spend the 3 months?How will you treat each other and make friends ?Step7.AssignmentTask1.Surf the internet to find Anne’s Diary and read some of it. Print out apiece of the diary and write down your feelings after reading it on the page. Wewill share the pieces and your feelings with the whole class.Task2.Ex2、3 、4on Page3Period threeCheck the Ss’ assignment: task 2Step 2. Language points:1.add (v.)1). To put together with something else so as to increase the number, size, importance, etc.增加，添加Please add something to what I’ve said, John.2). To join numbers, amount, etc so as to find the total 相加Add up these figures for me, please.add to something: to increase 增加What he did has added to out difficulties.add up to: to amount to 加起来等于；总计The cost added up to 100 million yuan.2. go through1). To examine carefully 仔细阅读或研究I went through the students’ papers last night.2). To experience 经历，遭受或忍受You really don’t know what we went through while working on this project.3. crazy (adj.)1). mad, foolish 疯狂的，愚蠢的It’s crazy to go out in such hot weather.2). wildly excited; very interested 狂热的，着迷的She is crazy about dancing.4. be concerned about/for: be worried about 担心We’re all concerned about her safety.Step 3. Learning about language1.Finish Ex.1, 2 and 3. on Page 4.2.Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ssthemselves discover the structures.Step 4. PracticeUsing structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. AssignmentFinish Wb. Ex, 1 and2 on page 41 and 42.Period fourStep 1. RevisionCheck the Ss’ assignment.Step 2. ReadingSs read the letter on page 6Notes:1.get along with2.fall in loveStep 3. ListeningSs should take notes while they are listening.1. first listening: Ss listen and answer the questions of part 2 on page 6.2. second listening: Ss listen again and finish part 3 on page 6.Step 4. ListeningSs listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.Step 5. SpeakingSs work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.Step 6. Assignment1. Ss prepare the reading task on page 44.2. Surf the internet and find some material about friendship in different countries.Period fiveStep 1. Warming upSs say something about making friends and how to maintain friendship.Step 2. ListeningSs listen to a short passage and fill in the blanks on page 41 (listening).Step 3. Reading1.first reading: Ss read the passage about friendship in Hawaii and finishWb.Ex1.on page 44.2.second reading: Ss read again and discuss the questions on page 44.3.Ss share their material about friendship in different countries in groups, and thenchoose some groups to show theirs in class.Step 4. assignmentSs collect some proverbs about friendship.Period sixStep 1. Pre-writing1.Read a letter from a student called Xiaodong.2.Go over the advice on page 7 and be ready for writing.Step 2. While-writingAsk the Ss to write a letter to Xiaodong as an editor and give him some advice.1.Ss make a list about the important information that they need.2.Ss begin to write the letter to Xiaodong.3.Ss revise their letters by themselves.4.Ss exchange their writing paper with their partners and correct the mistakes.(tense, spelling, letters, structures….)5.Ss get back their own writing paper and write the letter again.Step 3. Post-writingChoose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.Step 4. Writing for fun1.Ss read the passage on page 7 by themselves.2.Ss try to write a few lines to describe their best friends or a person they know.3.Show some Ss’ writings in class.Step 5.AssignmentDo Wb writing task on page 46.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learnedand explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask theSs to finish checking yourself on page 47. It is very important to improve theirlearning.。

新教材高中第一册第一单元教案(新课标版高一英语上册教案教学设计)CAI BINGCHENG SENIOR 131 / 08 / 2004-Subject Unit 1 Good friends (period 1) type WarmingupAims&demands★ Encourage the Ss to talk about friends and friendship.★ Improve the Ss’ speaking ability by this means of free talk.★ Try to read the new words correctly and grasp the usage of them.★ Enable Ss to get the value of friendship.Key points&difficulties Keep the following new words in mind:Loyal brave smart Honest wise handsomeLearn to make sentences with the new words.Teaching aids Tape recorder Computer Power point Software OHPTeaching methods Communicative MethodLearning methods Teach the Ss how to communicate with others.Blackboard work They are shown on the OHP(What is your friend like?)Homework New words for dictation Sentence-making with adjectivesPreview listening including to that in the workbookPost-teaching The item warming up can stimulate the Ss’interest and also improve their speaking ability. Moreover, Ss have found it familiar to talk about friends and friendship. In class they can easily make sentences with the adjectives honest, brave, loyal, wise, handsome, smart and so on. In a word, this seems to be a good start. I’m sure the Ss must make greater progress in learning English in future.Teaching Procedurescontent Teaching learningStep oneStep twoStep threeStep four Refer to some questions about friendsor friendship for lead-in.Communicate with Ss1. Do you have any friends? How many?2. How do you make friends with others?3. What is a friend like?BrainstormingAsk Ss to say as many adjectives as possiblee.g. kind happy strong funny, etc.Group workTeacher describes a good friend of his own and encourage Ss to think out six adjectives and say I think he is… .Class workMake sentences with the words honest, brave, loyal, wise, handsome, smart and give the reasons like Sb. Is…, because….One third of them at leastLearned adjectivesA hint for Ss owing to new wordsAfter teacher to read them correctlyA Teaching PlanCAI BINGCHENG SENIOR 1 31 / 08 / 2004Subject Unit one (period 2) type ListeningAims&demands ★ Make Ss understand what is happening by listening and know how to solve some problems in life.★Teach Ss how to try to grasp the skill of listening step by step. ★Learn something about the new words and phrases in the listening materials by heart.Key points&difficulties What’s the big deal? What difference does it make?Have you ever seen my calculator? I hope you don’t mind.You were so upset about it.How is it going? What’s up?I was just listening to some music when suddenly it stopped.Teaching aids Tape recorder Computer Power point Software OHPTeaching methods Eliciting Alternative penetratingLearning methods While listening, Ss must poke their noses into the situation and search the key words closely.Blackboard work Pre-listening listening post-listening(How to make an apology to others?)Homework Listen to the tape at least three times.Underline the key words, phrases and some sentences and recite.Post-teaching It’s easy for Ss to write down the keys to the first material after listening twice, but to the second, Ss can notstraight finish their task even though they have listened twice. I must do all that I can to practise their listening ability.Teaching Procedurescontent Teaching learningStep oneStep twoStep three Pre-listeningDiscuss common problems that may occur in a friendship.Ask the Ss to identify the problems and suggest solutions.Teach the Ss:What’s the big deal? What difference does it make?Have you ever seen my calculator?I hope you don’t mind. You were so upset about it.How’s it going? What’s up? I was just listening to some music when suddenly it stopped.ListeningSituation 1 Situation 2 Situation 3Listen from the beginning to the end.Listen again sentence by sentence.Write down sth. Important as simply as possible.Finish the whole exercises and check them.Post-listeningExtension: Suppose you quarrel with your friend for some reason, you feel a bit sorry later. How should you apologize to him/her for this?Make a dialogue to express yourself.A Teaching PlanCAI BINGCHENG 01 / 09 / 2004Subject Unit 1 (Period 3) type TalkingSpeakingAims&demands ★ Train S s to talk about likes and dislikes.★ Use the answers to talk about who could be friends and practise giving reasons for their opinions.★ Pracise their oral English by speaking much more.★Ask Ss to compare and debate their ideas with other pairs.Key points&difficulties I don’t enjoy singing, nor do I like computers.I’m not into classical music. Give reasons for your decision.Other favorite hobbies are reading and singing.I don’t enjoy reading too much.I think that football is boring. I am fond of singing.I surf the Internet all the time. Rock music is OK, and so is skiing.Teaching aids Tape recorder Computer Power point Software OHPTeaching methods Comparing Debating RepresentingLearning methods More speaking & better rememberingBlackboard work Hobbies Singing Dancing Hiking SurfingYesNo √ × √ ×Homework Translation into English with the given phrases Postteaching First of all, you should practise speaking constantly in class, followed by the teacher. Only in this way are you able to talk with other students about any topics freely. Something funny or interesting may attract the Ss’ interest any time.Teaching Procedurescontent Teaching learningStep 1Step 2Step 3Step 4 Pair workAsk Ss to complete the chart on page 3.Let them talk about who could be friends and what they like or dislike.Group workRead aloud the dialogue in chorus.Ask some questions that Ss have met on reading.Class workTeacher paraphrases some language focus and offer Ss some translation exercises as homework.Person workEach student writes a self-introduction without your signature. Teacher collects and plays a game together with Ss to see who’s who.(Hunt for friend)Useful expressions:I’m (not) sure that… She doesn’t like (likes)…I think that… He enjoys…Pe rhaps… He is fond of…He thinks that…is boring/terrible. He hates…A Teaching Plan 02 / 09 / 2004Subject Unit 1 Chuck’s Friend (period 4 & 5) type Reading Aims&demands ★ Encourage Ss to imagine how to survive on the lonely island without any friends’ he lp.★ Improve the level of fast reading by skimming andscanning.★ Urge Ss not only to read the text clearly but also recite it quickly.★ Learn how to treat your friends or others by studying the text.Key points&difficulties Word study: play so…that… on a flight …when… survive land deserted all alone hunt for make fire in order to do sth develop have always been doing sth. Even though share…with… become fond of treat…as… care about should have done sth. Make friends with for example such as give as much as sb takes help sb (to) do sth.Key sentences:1. Chuck is on a flight across the Pacific Ocean when his plane crashes.2. The most difficult challenge is how to survive without friends.3. Even though W is just a volleyball, he becomes fond of him.4. It is important to have someone to care about.5. The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.Grammar: Direct Speech and Indirect SpeechTeaching aids Tape recorder Computer Power point Software OHPTeaching methods Skimming for something easyScanning for something in detailsLearning methods Self-teachingQuestion-designingBlackboard work Lead-in forCast AwayHomework Make some sentences with language pointsRecite the last two paragraghsPost-teaching Why suggest Ss’ reciting the last two paras at the end of text?Because Ss can understand the importance of friendship and friends after learning the text. Here are two valuable sentences from the text to show you---Chuck understands that friendship is about feelings and that we must give as much as we take. Friendship helps us understand who we are, why we need each other and what we can do for each other.Teaching Procedurescontent Teaching learningStep 1Step 2Step 3Step 4Step 5Step 6Plot outline---introduction about Cast AwayActor---Tom Hanks, whose major works are as follows:Forrest Gump(1994) You have got mail(1998) Apollo 13(1995) Saving Priaite Ryan(1998) thing you do(1996) Cast Way (2000) The Green Mile(1999) Road to Perdition(2002) Catch me if you can(2003)Fast reading (skimming)Who is Wilson?Further reading(scanning)Para. 1 What is he?Chuck Noland What happened one day?What is the result?Para.2What does he have to learn?Para.3What has he realized and learned on the deserted island?What does he understand about friends when he makes friends with Wilson?SummaryThe fourth para.---Friends and unusual friends are important in our daily life. Friends and friendship can help us understand who we are and how we should behave.Language pointsWord study Sentence analysisPost-readingQuestions for further discussionExercises for feedbackA Teaching Plan 04/ 09 / 2004Subject Unit 1 (period 6) type GrammarWritingAims&demands Grasp the grammar Direct speech & Indirect speech.Know how to change Direct speech into Indirect speech.Do some exercises to consolidate the item without delay.Let Ss express themselves about the grammar closely.Key points&difficulties The change of conj. , persons, tense, adverbial and so onStatements & QuestionsTeaching aids Tape recorder Computer Power point Software OHPTeaching methods Brief explanation & Many-flavored exercisesLearning methods Read ahead of time & Listen attentively Blackboard work Direct Speech Indirect Speechpresent pastpast past or past perfectpresent perfect past perfectpast perfect past perfectHomework Finish off some related exercisesEnglish writing---My best friend on notebook APostteaching It looks as if the grammar were somewhat easy but on the contrary, it is rather more difficult to make myself understood than I have expected. You’ll not cope with it well without any well-designed feedback exercises.Teaching Procedurescontent Teaching learningStep 1Step 2 Give brief explanation of Direct Speech and In direct Speech.1. You use Direct Speech when you want to show the exact words someone said or wrote.2. The reporting clause may come before, within, or after the direct speech.3. Use a comma to connect the direct speech and the reporting clause.4. When you change a sentence from direct speech toIndirect speech, you sometimes need to change the verb tense.5. When you use Indirect speech to report what someone said, you can sometimes change the exact words without changing what the speak actually said.Instruction to direct Speech and indirect SpeechSs have to imagine that they are helping Chuck “hear” what Wilson “says.” The Ss use Chuck’s answers to guess what Wilson is asking and then write down the question as reported speech.Unit one Good Friends Mainly Revisionitems content功能句式Talking about likes and dislikes:He /she likes /loves…He /she is fond of…He /she is quite interested in…I take interest in…My hobbies /interests are…I like… most. I care for…I’d prefer…to…He /she doesn’t enjoy…I hate… I’m not into…I think… is terrible /boring.Making apologies:Why did you… ?I’m very sorry. I didn’t mean to… .It’s OK.Why didn’t you… ?It won’t happen again.Forget it.You promise to… .Please forgive me.It’s no big deal.You said you would… .I apologize for… .That’s all right.You said you would... .It is my fault.No problem.词汇 Words:honest brave loyal wise handsomesmart argue especially classicalfond match mirror fry movie castdeserted hunt share sorrow lieadventure survive disadvantage advantage e-pal scaredExpressions:be loyal to sb. make sb. happy hunt for in order to care about such as a five-star friend drop sb a line even though listen to sb. arguing argue about argue with sb. in pairs keep…in mind f ill in treat…as… in one’s everyday life so…that…give reasons for… on a flight across be /become fond of… all alone develop a friendship with sb. shoud have done share…with… make friends with learn sth. from sb.give as much as sb.takes for example help sb. (to) do sth. help sb. with sth. do sth. for sb. be quick in mind turn…into… sth. wrong with sb.go outing try to do sth. try doing sth.by the end of at the end of mail sth. to sb. suppose /imagine (that)… use sth. as in the example be angry with sb. not…any longer be dangerous be in danger take care of sb. click sth. away joke around have fun make fun of be fun in need in the right order make sentences about sth. tell lies /a lie in one’ opinion tie up run into look great spend one’s holiday enjoy one’s holiday have a pleasant holiday get to know sb. write a description of sb. /oneselfbe well-written be proud of in about 100 words run the restaurant to do sth. run a business be happy about sth./sb. do most of the work skip classes keep an eye on sth. do OK many-flavored in many flavoursfair-weather be popular feel downstart school have problems with sth.expain sth. to sb. overcome sth.get an A on sth. thousands of miles apart by e-mail or telephone be curious about sth. get together e-mail sb. be sure about make an apology to sb. for (doing) sth.重点句子 Key sentences:1.I don’t enjoy singing, nor do I like computers.2.I hate hiking and I’m not into classical music.3.I surf the Internet all the time and I like playing computer games.4.In the movie Cast Away, Tom Hanks plays a named Chuck Noland.5.It is important for him to have someone to care about.6.Chuck survives the crash and landed on a deserted island.7.One day he is on a flight across the Pacific Ocean when suddenly his plane crashes.8.He realizes that he hasn’t been a very good friend because he has always been thinking about himself.9.Even though Wilson is just a volleyball, Chuck becomes fond of him.10.He talks to him and treats him as a friend.11.He also learns that he should have cared more about his friends.12.Chuck learns that we need friends to share happiness and sorrow, and it is important to have someone to care about.13.The lesson we can learn from Chuck and all the others who have unusual friends is that friends are teachers.14.They have been friends ever since they started school.。

高一英语必修一教学设计一、教学任务及对象1、教学任务本教学设计针对的是高一英语必修一的内容，涵盖了英语基础的巩固、语法知识点的拓展以及听说读写技能的提升。

主要任务是通过丰富的教学活动，帮助学生掌握英语基础知识，提高英语综合运用能力，为后续英语学习打下坚实基础。

2、教学对象本教学设计的对象是高中一年级学生，他们在初中阶段已经完成了英语基础知识的学习，具备一定的英语听说读写能力。

但由于学生个体差异，他们的英语水平参差不齐，部分学生对英语学习缺乏兴趣和信心。

因此，在教学过程中，需要针对不同层次的学生进行分层教学，激发学生的学习兴趣，提高他们的自信心。

同时，注重培养学生的团队协作能力和自主学习能力，帮助他们养成良好的学习习惯。

二、教学目标1、知识与技能（1）知识目标：通过本课程的学习，使学生掌握高一英语必修一的所有词汇、短语和基本句型，了解和掌握英语语法知识点，如时态、语态、非谓语动词等，为英语阅读、写作和口语表达打下坚实基础。

（2）技能目标：提高学生的英语听说读写能力，特别是阅读理解能力和写作能力，使他们在日常生活和学习中能够熟练运用英语进行沟通和表达。

2、过程与方法（1）过程目标：在教学过程中，注重培养学生的自主学习能力、合作学习能力和探究学习能力，使他们能够主动参与课堂活动，积极寻求解决问题的方法。

（2）方法目标：通过采用多样化的教学方法和策略，如任务型教学、情境教学、游戏教学等，激发学生的学习兴趣，提高他们的学习积极性。

3、情感，态度与价值观（1）情感目标：培养学生对英语学习的兴趣和热情，增强他们的自信心，使他们乐于学习英语，克服学习中的困难。

（2）态度目标：引导学生树立正确的英语学习态度，认识到英语学习的重要性，养成良好的学习习惯，自觉进行课后复习和巩固。

（3）价值观目标：通过英语学习，拓展学生的国际视野，使他们了解并尊重不同文化，培养跨文化交际意识，为成为具有国际竞争力的优秀人才奠定基础。

在教学过程中，教师应关注学生的情感需求，营造轻松、愉快的课堂氛围，使学生在愉悦的情感状态下进行学习。