高中英语必修一第一单元教案设计

教案人教版高一英语《英语1》第一单元Friendship第1课时：Warming up and Pre-reading一．教学目标①知识目标:⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.②技能目标:1．让学生学会用英语描述自己的朋友。

2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。

3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。

③情感目标1．让学生学会如何解决朋友间可能出现的问题。

2．培养学生在高中阶段形成学习英语的好习惯。

二．教学重点1．用给定的形容词和句子结构来描述他们的一个朋友。

2．学习评价朋友和友谊。

三．教学难点1．与搭档合作并描述他们的一个好朋友。

2．与搭档讨论并找出解决问题的方法。

四．教学方法1．任务型教学法2．合作学习法3．讨论法五．教学准备多媒体和其他常规教学工具六．教学过程1.导入新课：第一步：导入Lead-in上课前,老师可以通过展示一个友谊天长地久的视频来激发学生的学习兴趣,。

这是新学期的第一节课。

所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。

1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?2. What do you think of our new school? Do you like it? Could you say something about it?3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?(其他关于本单元的话题导入的建议:1。

Unit 1 Friendship Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。

并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。

并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。

1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。

1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。

继续探究并树立正确交友观，并为阅读作好了准备。

1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。

Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。

控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。

学生学习了新的词汇、句型，提高了阅读水平。

文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。

1.4 Comprehension 设计了三种题型。

其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。

Unit 1 Teenage LifePeriod 5 Reading for Writing教材分析该板块设计了读写结合的活动，活动主题是“写一封建议信”(Write a letter of advice)。

阅读文本是一封青少年咨询师Susan Luo写给一位因朋友沉迷于电脑游戏和网络而担忧的青少年的建议信。

青少年思想活跃，渴望独立，在“幼稚”与“成熟”之间徘徊，所以在这个年龄段会面临各种问题。

该板块引导学生思考网瘾、早恋、孤独、与父母之间的代沟等问题，并讨论解决的方法，最终落实到一封建议信的书写。

旨在让学生能够体会到互相沟通、真诚相助的重要性，并能对照反思自己的行为，解决现实生活中出现的问题。

教学目标1. 能正确理解使用下列词汇：behaviour, generation, attract, focus, addict, adult。

2. 了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题。

3. 熟悉并掌握建议信的常见结构，掌握提建议的常用表达方式。

4. 能够写一封针对解决青少年问题的建议信。

5. 能够客观、理性地分析青少年学习生活中的问题，并提出解决方案。

教学重难点【教学重点】帮助学生掌握建议信的常见结构和语言特征，并能写出一封语义连贯、结构清晰的建议信。

【教学难点】掌握建议信的语言特征并能够写出一封语义连贯、结构清晰的建议信。

教学过程Task Writing a letter of adviceStep 1 Reading1. Read the letter. Then answer the following questions:(1) What is Worried Friend’s problem?(2) What suggestions does Susan Luo give to Worried Friend?(3) Besides suggestions, what else does Susan Luo say in her letter?Step 2 Pre-writing2. Work on Activity 1. Students discuss the last 2 questions in groups.3. Work on Activity 2. Study the organisation and language features. Then summarize the expressions used to make suggestions.设计意图：该环节属于语言输入阶段，活动一关注阅读文本内容，活动二关注文本结构和语言特点。

必修一第一单元单元教学内容分析
高中英语教学设计（一）
教学过程设计
附录
高中英语教学设计
教学过程设计
Blackboard Design
AFTERTHOUGHT
附录
高中英语教学设计
教学过程设计
Blackboard Design
Reflection After Teaching
附录
高中英语教学设计
教学过程设计（I）
（II）
Blackboard Design（板书设计）
Reflection After Teaching(教学反思)
高中英语教学设计
教学过程设计
附录
高中英语教学设计
教学过程设计
Blackboard Design（板书设计）
Reflection After Teaching(教学反思)
附录
昆明工务段火烧坝林务工区生产设施改造工程
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工
组
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编制单位：云南华田建筑工程有限公司编制人：
审核人：
编制日期：年月日。

【新教材】必修第一册Unit 1 Teenage Life 教学设计（人教版）Period 2 Reading and Thinking本板块包括阅读部分The freshman Challenge 和在阅读基础上完成相关的词汇和问答练习。

Reading部分介绍的是高中新生Adam在新的学习环境中面临的挑战和机会。

本文内容贴近学生生活，主人公的问题和困惑也是学生们现在所面对的，通过回答和课文有关的问题和相关的拓展问题，学生可以以积极的心态迎接自己的高中生活。

为了顺利完成Reading and Thinking 的任务，学生还要提前做好相关词汇准备。

1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new school and compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficulties and challenges in senior high school for their own future.Importance:1.Help the students to master key words and phrases in the text.2.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their sc hool life and Adam’s, and discuss ways to deal with challenges.1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.Step 1 Preparation1.freshman___________ junior high school ___________ Senior highschool___________confusing___________ choose courses___________ sign up___________extra-curricular activities___________hand out ___________ homeless people___________ in the community ___________ get used to doing___________ keep up with ___________2.challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously _________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 11.Guide the students to take part in the group work and discuss school life in and out of China.Ask Ss to work in groups and discuss the questions.1)What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…2)What would you tell a teenager from another country about school life in China？I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjects to learn.…Activity 22.Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1：Senior high school is a Challenge.Paragraph2：It is important to choose courses.Paragraph3：Extra-curricular activities are also important.Paragraph4：A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.1.What causes did Adams choose? Which one do you think would be his favorite? Why?2.What does “make the team” in paragraph mean?3.What is Adam worried about?4.Is Adam confident that he will get used to senior school life? How do you know?Possible answers:1.Adam chooses Math, English chemistry, world history and Chinese. I think. English advancedliterature is his favorite because he likes English, and he is good at it.2.It means joining the football team.3.He is worried that he can’t keep up with other students in his advanced course and get used to allthe homework.4.Yes, he is. On the one hand, Adam knows that he has to study harder as a senior school studentto be well prepared for his future. On the other hand, Adam knows that school advisers andteacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.1.What kind of person do you think Adam is? Why?2.Do you face the same challenges as Adams? What other challenges are you facing?3.What are some differences between Adam’s school and your school life?Possible answers:1.Adam is clear-minded and responsible for himself. When he chooses courses, he knows hisadvantages。

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. )。

高中英语必修一Unit 1—教学设计【教学参考】Writing(书面表达)WritingTeaching aims1.Knowladge aimStudents can use proper words to write a passage2.Ability aimStudents can write a passage in a correct way3.Emotional aimStudents can express themselves properlyTeaching important and difficult pointHow to use proper words to write a passageTeaching methodTask-based learningTeaching aidsMulti-mediaTeaching proceduresStep 1 leading-inCheck the compositionStep 2 How to write a composition五个步骤1. 审题文字信息图画信息题材、人称、时态、要点2、按点择词：用一两个单词或短语写出每句话的细节要点3、联词成句：用联词成句的方法将上述要点的词语扩展成句子。

4、组句成文：①主语和谓语②背景（适当增加时间、地点等）③逻辑关系④开头与结尾⑤语篇连接常用连词●强调—after all, still, indeed, of course, above all, surely, certainly, in any case, anyway, above all, in fact, especially, obviously, clearly.●比较—in the same way, equally●对比—on the other hand, on the contrary, however, while,whereas, instead, but, nevertheless, otherwise●列举—for example, such as, for instance, take…for example, except (for)●时间—recently, nowadays, lately, then, later, next, finally, at last, in the end, soon, eventually, meanwhile, from now on, at the same time, for the time being, immediately, now and then, as soon as, afterwards●顺序—first, second, third, then, finally, to begin with, first of all, in the first place, last, next, above all, last but not the least, first and most important●可能—probably, perhaps●解释—in other words, in fact, as a matter of fact, that is, namely●递进—what’s more, in addition, besides, moreover●让步—even if, even though, although, after all, in spite of, despite, though, whatever may happen●转折—but, however, rather than, instead of, yet, on the other hand, unfortunately, whereas●原因—because, for this reason, due to, thanks to, because of, as, since, owing to●结果—as a result, so, therefore, as a consequence●总结—on the whole, in a word, in brief, in short5、检查、修改、润色，规范书写Step 3 How to polish your compositionTask1. Compare the following sentences1. I didn’t realize I was wrong until you told me.Not until you told me did I realize I was wrong.It was not until you told me that I realized I was wrong.2. The old man led the way and we had no trouble finding the house.With the old man leading the way, we had no trouble finding the house.Task2 How do you polish the following sentences?1、Mike is very you ng . He can’t move the heavy box.2、If you think hard, you will answer it.3、My mother didn’t agree with me and my father didn’t either.4、He won’t come, I think.5、Eating too much is not good.6、I don’t know where I shall go for my holidays.7、WangHai left the classroom after he closed all the windows.8、I was about to leave my house. The phone rang.9、I accept that he is not perfect. I do actually like theperson.10、Though you are clever，never offer to teach fish to swim.11、The earth is round. This is known to all.12、If he is given time, he’ll make a first-class tennis player.13、Students can act as mediators between people of different cultures. They have studied abroad.14、They are far away from their homeland. They feel lonely and homesick.Step 4 Writing面对中学生的“出国热”，社会对此不同的看法。