高一英语教案M1U1Reading

高一英语教学设计：Unit1 第一课时——Reading1、Pre-reading第一步：小组讨论：Does a friend always have to be a person？What else can be your friend？第二步：教师根据学生的答案引出阅读部分的话题，可以增加更为具体和深入的问题，如：How can animals / other things be our friends？What are the （dis）advantages of having …… to be our friends？2、Listening （Page 6）第一步：个别活动，学生阅读Lisa's Letter，了解信的主要内容并思考Lisa 在信中提出的问题：I don't want to end the friendship，but I hate others gossiping. What should I do？第二步：两人活动，学生根据听力练习提出的问题做出假设性回答；第三步：听录音，学生完成听力练习2、3；（建议听力材料播放两遍，第一次播放时要求学生只听录音不做题，可以根据自己的理解和判断写下录音材料中出现的关键词，在第一遍结束后归纳出听力材料的主要内容。

第二次播放时完成课本的配套练习）第四步：提问学生，公布答案，并要求学生将正确答案和自己之前的预测作对比，体会合理的逻辑思维在听力练习中的重要性。

（如果有学生在个别词句上出现没有听懂的情况，教师可以在时间允许的情况下重复播放听力材料的片段或适当加以解释，帮助学生更好的理解）3、Speaking第一步：小组活动，利用以上听力部分的题材，讨论中学生当前对待友情和爱情的态度及方式，如：Do you have the similar experience as Lisa？If yes，what did you do？If no，can you give some advice to the students who have the same problems as Lisa does？What's your opinion about the differences between friendship and love？How do you judge the importance of friends and your lovers？Who do you think are more important？Are we teenagers mature enough to start a love affair？Can you suggest some of your parents' opinions about this matter？第二步：教师标明需要运用的词汇或句型，如：I think / suggest/……；in my opinion；as to me；I （dis）agree with you. I think so. I am afraid not.要求学生以情景表演（如：模拟热线电话、咨询心理医生或虚拟某公司街头的问卷调查）来表达各自对这一话题的观点（情景的模式可由教师事先设计安排，也可以由学生自主创造。

课题名称Unit 1 Teachers’DayWarm-up & Reading（高一年级上Module 1 Unit 1 ）教课目标By the end of the lesson, students will be able to:1. get a knowledge of the history of Teachers’Day and the accomplishments in education in China, and comprehend necessary vocabulary for this topic, such as to tell the meaning of the words or phrases according“ to, because of, require, not only⋯but also, help sb. (to) do sth., etc. ” inthe context.2.practice the important reading techniques of skimming (find out the main ideas in the text) and scanning (questions about details).3.think about the work of teachers and how the students get on with them.教课要点和难点Teaching focus:Read and discuss about Teachers’Day.Teaching difficulties:prehend the text which contains difficult expressions and sentences.2.Discuss about the topic related to the students’own understanding and think critically.教课资源和教课方法Teaching resources：Multimedia-aided equipment and a blackboardTeaching method ：Task-based Language Teaching Approach教课过程教课环节教师活动Step 1 Warm-up:Gets the students to thinkabout Teachers’Day byinvolving them to thelistening.学生活动Do the listening andget information aboutTeachers’Day, anddiscuss about thelike holidays.设计企图时间经过听力，让学安排生认识和回忆关5’于“教师节”的话题 , 以及近似节日的特色。

必修一Unit1reading教学设计第一篇：必修一Unit 1 reading 教学设计M1 Unit 1 FriendshipReading : Anne’s Best FriendI.教学设计思路从总体上来说，本设计基于建构主义原理，采用任务型教学的方法，坚持以学生为主体的课堂教学模式，旨在使学生在教师少量的引导和组织下通过完成一系列相关的课堂活动，在回忆复习原有知识的基础上，进一步熟悉和学习有关“友情”这一话题，其中穿插进行情感教育，使他们更加了解友情的意义。

II.学生分析同学们刚刚迈进高中，对他们的了解还不深入，从中考成绩以及平时的观察，得知他们基础参差不齐，口语表达能力有所欠缺，但课堂纪律较好，课堂活动比较配合。

III.教材分析本文讲述了犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中，并把日记当作是自己的朋友，通过写日记来表达自己孤独和郁闷的心情。

在日记中她描述了自己对外面世界和大自然的渴望，以及由于自己的特殊身份而不能充分享受大自然赋予的一切。

通过阅读这篇课文，学生不仅要进行阅读技能的训练，学习新的词汇和短语，而且还要在阅读的过程中学习并欣赏英语语言的美感，感受主人公乐观自信的人生态度、纯洁美丽的心灵。

IV.教学目标 1．能力目标1.1通过课文一定程度上了解《安妮日记》的创作背景和安妮角色特征。

1.2简单描述人物由于环境变化而造成的思想感情的变化。

使用恰当的语言做简单描述，表达观点。

1.3在同学和教师的帮助下正确理解结构较为复杂的句子。

1.4掌握skimming 和scanning两种阅读技能，找出关键信息，并能在教师帮助下归纳阅读篇章中心。

2.目标语言2.1重点词汇和短语Netherlands, German, outdoors, thunder, entirely, power, curtain, dusty, go through, set down, a series of, on purpose, in order to, at dusk, face to face, no longer 2.2难句2.2.1 I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.2.2.2 I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.2.2.3 For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by myself.2.2.4 It was the first time in a year and a half that I’d seen the night face to face …3.情感目标3.1了解二战时期纳粹德国迫害犹太人的历史以及犹太人的悲惨命运。

《Unit 1 Reading》教学设计（1）Teaching aims:1. To read a magazine article about school life in the UK.2. To learn to apply two basic reading skills: skimming and scanning.3. To learn some expressions about school life.Teaching procedures:Step 1 RevisionCheck the homework exercise.Step 2 PresentationYesterday we discussed the differences between high schools in our country and the UK.Now we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.Before we read the article, we are going to learn the reading strategy: skimming and scanning. (P.3: Reading strategy)Skimming: to get a general idea of the article.Focus on the title, heading, captions, the first and last sentences of paragraphs, charts and pictures …Scanning: to locate specific information about an article.Look for key words and phrases, dates and words in bold, italics or capital letters…Step 3 Reading1. Skimming question:How does Wei Hua feel about her life in the UK?2. Scanning:1) What topics are mentioned in the Wei Hua’s letter?teachers classmates friends subjects homework grades timetable高一英语教学设计activities school facilities host family food hobbies customs traditions2) Scan the passage and complete Part C1, C2 on page 4Step 4 Group workWhat’s the similarity and difference between the schools in China and the UK?Step 5 Practice:Pair workNow you are a reporter from the school magazine, and have a chance to interview Wei Hua. What other information would you like to know about her life and study in the UK?Suppose your desk mate is Wei Hua, make a dialogue.Homework.1. Complete parts D and E2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.3. Daniel Adams will come to your school as an exchange student. Write a letter to him and introduce your school life to him.4. Preview the following lesson.2。

牛津英语必修一U1Reading教学设计一·教学设计指导思想：主题为School Life ：整个单元内容的设计围绕高中生活这一主题展开，本节课的教学内容为R e a d i n g S c h o o l l l i f e i n t h e U K的课文理解。

在这一部分中，学生将要学会skimming &scanning阅读策略，并对英国学生在校生活有所了解。

Teaching aims:1. to read a magazine article about school life in the UK;2. to learn to apply two basic reading skills: skimming and scanning;3. to learn some expressions about school life;4. to get some information about what school life in the UK is really like.Teaching procedures:Step1 Lead-inPlay the song of High School Life and show student’s photos.Can you guess the name of the song?What can you think of when we talk about school life?Now we are going to read a magazine article which is written by Wei Hua, an exchange student. She has been studying in the UK for one year. She will give us a brief introduction of her school life there. please match the meaning with the word.Step2 reading1. Reading strategy－scanningWe scan the text when we want to find certain information in a text quickly. A pply scanning to finish PartC1.C2.2. Reading strategy－SkimmingWe skim a text when we want to get a general idea of what it is about.Apply skimming to find the key sentences of the paragraph.Find out the main idea of each paragraph and answer questions concerning the c ontent of each paragraph.Part1:School hours:1. Was she happy with the school hours? ______________2. School in Britain _______ around 9 am and __________ about 3:30 pm, while schools in China begins before 8a.m. We believe that ___________早起的鸟儿有虫吃。

人教版高中英语必修一unit1 reading 教案unit1 readingTeaching Contents: The lesson is a passage about Anne's Best Friend Teaching Objectives: Knowledge Objectives: (1) Students are able to find out the main idea and the details of the passage. (2) Students can learn some background about Would War ll Ability Objective: (1) By reading the passage, students' reading ability of skimming and scanning can be improved. Emotional Objective: (1) After the class, students can cherish peace. Teaching Key and Difficult Points: (1) Teaching key point: Students can find the main about the passage and list some details. (1) Teaching difficult point: Students can train their reading skill and they can use this topic in their daily life. Step1: Pre-reading (1) The teacher will give a VCR about the tragic life of the Jews during Would War ll (Justification: VCR can give Students a more intuitive feeling. Though watching VCR, they can know what they will learn in this class and their curiosity will be stimulated.) Step2: While-reading (1) Skimming The teacher will ask Students to read the whole passage quickly to get the main idea, then ask someone to share it with the whole class. (Justification: To help Students understand this passage in short time so that they can improve their Skimming skill.) (2) Scanning The teacher will ask Student to read the passage again finish the blank: 1. Anne kept a diary because 2. She felt very lonely because 3. They had to hide because 4. Anne named her diary Kitty because After that, ask them to discuss the following questions : question1: About how long had Anne and her family been in the hiding place when she wrote this part of her diary? question2: How did Anne feel about nature before she and her family hid away? question3: Why do you think her feelings changed towards nature? question4: Why did Anne no longer just like looking at nature out of the window? (Justification: Filling in the blank can help Studentsunderstand the passage better. The discussion can not cultivate their cooperation sense but also stimulate their imagination.) Step3 : Post-reading (1) Retelling In this step, the teacher will invite two of them to narrate the passage in his or her own words standing on the platform. (Justification: Standing on the platform can give them much more confidence in expressing them. Narrating in their own words can train their concluding ability and deepen their impression of the content of this class. ) (2) Group Work Teacher give Students some questions: Imagine you have to go into hiding like Anne and her family. What would you miss most? Why? Add students can first dicuss them in groups, give their own opinions and choose a member to present their opinions to the whole class. (Justification: This step will pratice student's ability of speaking anf develop their spirit of cooperating with others.) Step4 : Summary and Homework Summary: The teacher summarizes what they have learnt in this class. Homework: Read the passage fluently and oay attention these important words. (Justification: Students can review and consolidate what they have learnt in this class. )。

人教版高中英语必修一unit1 reading 教案人教版高中英语必修一unit1 reading 教案Teaching: The la passage about Anne's Best Friend Teaching Objectives:wledge Objectives:(1) Students are abld out the main idea and the detailassage.(2) Students can leabackground about Would War llAbility Objective:(1) By reading the passage, students' reading abilg and scanning can be improvedal Objective:(1) Alass, students caaTeaching Key andDifficult Points:(1) Teaching: Students can find the main about the passage and ldetails.(1) Teaching difficult point: Students can traading skill and they can udaily l: Pre-reading (1) The teacher will give a VCR abouagic lws during Would War ll(Justification: VCR can give Students auitive feeling. Though watching VCRan know what they willlealass anduwill be stimulated.)2: While-reading (1)gThe teacher will ask Studad the whole passage quickly to gain idea, then aare it wwholecla(Justification: To help Students understand this passagaan improvg skill.)(2) ScanningThe teacher will ask Studad the passage agablank:Aa diary becau2lt very lonely becauThey had to hide becauAnne named her diabecauAfter that, adiscullowing qu:question1: About how long had Anne and her family bding place wwadiary?question2: How did Anne feel about nature band her family hid away?question3: Why do youlings changed towards nature?question4: Why did Anne no longer just like looking at nature ouwindow?(Justification: Fillingblank can help Students understand the passage better. The discussion can not cultivaabut also stimulaagination.):Post-reading(1) RetellingIacher will invite twarraassagwn words standingla(Justification: Standinglatform can givudxpressing them. Narratingwn words can traluding ability and dlass. )(2) Group WTeacher give Studquestions: Imagine you have to gding like Anne and her family. What would you? Why? Add students cadicugroups, givwanda membwhole cla(Justification: Twill pratice student's abilaking anf develating w): Summary and Homewummary: The teacher summarizes whaave lealaHomework: Read the passage fluently and oay aant words.(Justification: Students can review and consolidate whaave lealass. )。

Book1 Module 1 My first day at senior high(Reading)教学设计一、教材分析The emphasis o f this period will be placed on the important new wor ds, expressi ons in the part of V ocabulary and Reading. And get the students to find out the meaning of the text, then give some explanations about them , and offer practice to make students master the important words of usage.To consolidate the contents of the reading passage , students should be required to retell th e text in their own words .In order to arouse students’ interest , the teacher can hold a competition.二、教学目标1.知识目标Get the students to learn and grasp the following imp ortant useful new words and expressions in the part:Learn the language in this part and train the students in the reading comprehension.2.能力目标1) Improve the Ss’ ability in reading.2) Train the Ss to grasp the meaning of the words from the context.3.情感目标Learning to love the new high school life and forming positive attitude towards language learning in new surroundings.三、教学重难点重点：let the students learn how to introduce their school and their school life.难点：Know different school systems of different countries.四、学情分析因为这是入高中后的第一节课，学生们对于高中生活的一切都充满了好奇和兴趣，可以利用学生们的这种心理，选择一些和课本内容相关且学生感兴趣的话题进行探讨。

高一英语必修一unit1阅读教学设计高一英语必修一 Unit 1 阅读教学设计本篇文章将围绕高一英语必修一 Unit 1 的阅读教学进行设计。

该单元主要以阅读为主要内容，旨在提高学生的阅读理解能力和语言运用能力。

以下是本篇文章的具体教学设计。

课时安排：本单元的阅读教学可以分为两个课时进行。

第一课时主要以预测、阅读和理解为主，第二课时则以拓展实践和语言运用为主。

一、第一课时教学设计：1. 导入环节（5分钟）：通过播放一段相关视频或呈现一张图片来引起学生对主题的兴趣，激发他们对阅读的期待。

2. 预测与讨论（15分钟）：教师可以给学生呈现一篇短文的标题和几个问题，并让学生猜测短文的内容和可能的答案。

学生可以进行小组讨论或全班讨论。

3. 阅读与理解（30分钟）：学生开始阅读给定的短文，并在阅读过程中回答相关的问题。

教师可以提供一些扩展问题，以促进学生对短文的深入理解。

学生可以在此过程中进行个人阅读和小组合作。

4. 总结与讲解（20分钟）：教师对学生的回答进行总结，并对短文中的重点内容进行讲解。

教师可以采用板书或PPT的形式呈现重点内容，以便学生更好地理解和记忆。

二、第二课时教学设计：1. 复习与回顾（10分钟）：教师可以通过回顾上一课时学习的重点内容来帮助学生温习和巩固知识。

2. 拓展实践（30分钟）：教师可以设计一些与短文内容相关的活动，如角色扮演、小组辩论或问题解决等，以帮助学生更好地理解和运用所学知识。

3. 语言运用（30分钟）：教师可以设计一些与短文相关的语法和词汇练习，如填空、翻译或作文等，以巩固学生在阅读中学到的语言知识和技巧。

4. 总结与反馈（10分钟）：教师可以对学生在语言运用环节中的表现进行总结和反馈，鼓励他们不断提高。

总结：通过以上的教学设计，学生将能够在阅读教学中提高自己的阅读理解能力和语言运用能力。

教师在实施教学时应根据学生的实际情况进行调整，并注重培养学生的自主学习能力和团队合作精神。