人教版高中英语必修一全册完整教案

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。

人教版(2023)必修第一册unit1 teenage life 第1课时导入和基础讲解教案(表格式）人教版高中英语必修一U1 teenage life 第一课时教学设计课题U1 teenage life 第一课时导入和基础讲解教学目标1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly. 2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school. 3. Develop students’ sense of cooperative learning and individual thinking capability. 4. Develop students’ different learning skills to solve different reading comprehensive problems.教学重点 1. Develop students’ reading ability such as skimming, scanning and summarizing. 2. Let students talk about their new school challenges in senior high school and encourage them to find the possible solutions to conquer them.教学难点interaction among students would be a problem; introduce the topic by proper jokes and changing subjects by playing games.教学准备familiarize current topic games to raise students’ interests; preparation of some selective answers in case of non response.教学过程 1. Warming up Step 1 Leading-in Have a free talk with students. Ask them the following questions: How do you feel about your senior high school Have you come across some challenges that make you upset Step 2 Pre-reading Let students guess what the text will be mainly about before reading by looking at the picture and the title. Step 3 Reading 1. Fast reading Ask students to skim the reading passage to sum up the main idea of each paragraph and then discuss it with their partners. Paragraph1.________________________________________________2.________________________________________________3.________________________________________________4.________________________________________________ Tips: you can find main ideas by first taking at quick look at the title, picture, key words and phrases and topic sentences. Step 4 Further Reading and discussion Read the text the third time and work in pairs to do the following：1.What does “make the team” in Paragraph 3 mean 2.Do you face the same challenges as Adam What other challenges are you facing 3.What are some differences between Adam’s school life and your school life板书设计when asking for free talks, prepare some selective choices for students : lonely; B. excited; C. confused D. upset , to lead the certain answers to the topic; for pre-reading , write down the new words in text.After further reading and discussion , summarize the synonyms for some new words. Ps. If step 3 is impossible for current students , write down the options of main idea.课后作业 1. Write a passage to introduce you first senior school challenges and how to solve them. (about 120words) 2. Learn the useful new words.教学反思None.。

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。

人教版必修一英语教案【篇一：人教版高中英语必修1～5精品教案】目录人教版高中英语必修1精品教案－－－2 人教版高中英语必修2精品教案－－－87 人教版高中英语必修3精品教案－－－171 人教版高中英语必修4精品教案－－－241 人教版高中英语必修5精品教案－－－308人教版高中英语必修1精品教案人教版高中英语必修1精品教案unit 1 friendshipwarming up, pre-reading and readingreading ―anne‘s best friend‖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 teaching3. teaching procedures:1. please enjoy three pieces of music and find out what they are about.2. does a friend always have to be a person? what else can be your friend?3. what do you know about the world war ii?4. background introductionstep 2 fast reading1. who is anne?who/what was anne‘s best friend?when and where did the story happen?1. answer the following questions:ade her diary her best friend?what is an ordinary diary like according to anne? what about her diary?why was she so crazy about things to do with nature?why did she stay awake on purpose until very late one evening?why didn‘t she dare open the window when the moon was too bright?how do you understand the expressions ―spellbound‖and ―held me entirely in their powder‖?2. reading to summarise the main idea of each paragraph.skim the text and summarise the main idea of each paragraph in one sentence.four 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 things with you.what will you take? why?how will you spend the 3 months?how will you treat each other and make friends ?step 6. homework1. review the important words, phrases and difficult sentences in the text and make sentences using the words given by the teacher.2. finish ex.1-3 on p4.unit 1 friendshipvocabulary and useful expressionslearning about languageteaching aims:1. to discover and learn to use some words and expressions.2. to enable students to rewrite sentences using direct or indirect speech3. to learn more information about anne.4. to cultivate the spirit of cooperation, self-teaching and self-exploring.teaching procedures:step 1 revision1. review something about ―anne‘s best friend‖ by using some true-or-false sentences1) a friend would laugh at you. f2) anne lived in amsterdam in the netherlands during world war ii. t3) she and her family hid away for one year before they were discovered. f5) she was fond of nature. t2. collect the sentences students think wonderful or difficult to understand.sample sentences1) she and her family hid away for nearly twenty-five months before they were discovered.2) 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 dowith nature.3) there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.4) the dark, rainy evening ,the wind, the thundering clouds held me entirely in their power.5) it was the first time in a year and a half that i‘d seen the night face to face.step 2 language points1. grow crazy about sth.对…狂热,痴迷be crazy about …eg. my cousin grows crazy about computer games.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.stay v. to continue to be in a particular state or situatioin系动词，表是状态。

人教版高中英语必修一 Unit 1 Friendship全单元教案（精品）Unit 1 Friendship知识目标:本单元需要学习的重点单词为:add point upset ignore calm concern loose cheat reason list share feelingNetherlands German outdoors crazy nature purpose dare thunder entirely poweraccording trust indoors suffer teenager advice questionnaire quiz situation editorcommunicate habit本单元需要学习的重点词组为:add up calm down have got to be concerned about walk the dog go through hideaway set down a series of on purpose in order to in one’s power face to faceaccording to get along with fall in love join in make an effort show one’s interest inspread far and wide pay (no)attention to in the past本单元需要学习的重点句型为:1. You want to see a very interesting film with your friend, but your friend can’t go until he or she finishes cleaning the bicycle. (not. . . until. . . )2. When he or she borrowed it last time, he or she broke it and you had to pay to get itrepaired. (get sth. done)3. While walking the dog, you were careless and it got loose and was hit by a car. (while doing; get+adj. )4. Your friend, who doesn’t work hard, asks you to help him or her to cheat in the exam by looking at your paper, what will you do? (the Attributive Clause)5. I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend. (as. . . )6. I wonder if it’s because I haven’t been able to be outdoors for so long time that I’ve grownso crazy about everything to do with nature. (I wonder if/whether; it’s . . . that. . . )7. . . . I stayed awake on purpose until half past eleven one evening in order to have a goodlook at the moon for once by myself. (stay+adj. ; in order todo. . . )8. But as the moon gave far too much light, I didn’t dare open a window. (don’t dare(to)do. . . )9. . . . it was the first time in a year and a half that I’d seen the night face to face. . . (It is/was the first/second. . . time that+现在/过去完成时)10. Although I really try to talk to my classmates, I still find it hard to make good friendswith them. (find it+adj. /n. +to do. . . )本单元需要掌握的交际功能用语为:1. 态度(attitudes)Are you afraid that. . . ? I’ve grown so crazy about. . . I didn’t dare. . .2. 同意和不同意(agreement and disagreement)I agree. I think so. Exactly.I don’t agree. I don’t think so. I’m afraid not.3. 肯定程度(certainty)That’s correct. Of course not.本单元需要掌握的语法为:直接引语和间接引语(?):陈述句和疑问句1. 陈述句“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.2. 一般疑问句He asked, “Are you leaving tonight? ”? He asked us whether we were leaving that night.3. 特殊疑问句“When did you go to bed last night? ” father said to Anne.? Father asked Anne when she went to bed the night before.能力目标:1. 能运用所学语言讲述朋友间发生的事情以及朋友间的友谊和友情。

Unit 1 Teenage LifePeriod 3 Discovering Useful Structures 教材分析该板块的活动主题为“润色文稿”(Improve a draft)，目标语法知识是名词短语、形容词短语和副词短语的用法。

学生在熟练掌握名词短语、形容词短语和副词短语的形式和意义后，能够将其运用到语篇中，使语言表达更加充实、生动和准确。

教学目标1. 能正确理解使用下列词汇：category, function, noun phrase, adjective phrase, adverb phrase。

2. 能够理解并正确运用名词短语、形容词短语和副词短语。

3. 能通过使用名词短语、形容词短语和副词短语润色语言表达，使其更加充实、生动和准确。

教学重难点【教学重点】帮助学生在语篇中理解并运用名词短语、形容词短语和副词短语，丰富语篇表达内容，提高语篇质量。

【教学难点】引导学生熟练掌握名词短语、形容词短语和副词短语的形式和意义。

教学过程Task Improve a draftStep 1 Warming-upRead the poem aloud and see how the underlined parts work in the poem: Nothing so rareAs a day in June,The air so fineAnd the blossoms all blue....Its beautiful melodyFloats like a balloon.Step 2 Observing1. Work on Activity 1. Students find and mark the noun/ adjective/ adverb phrases in the following sentences:(1) The first week was a little confusing.(2) The building is so big that I’m completely lost.(3) The kids over there are putting something on a round paper plate....2.Students observe the sentences again and state the phrases’ functions.设计意图：该环节让学生通过观察例句，发现句子中的目标短语结构，进一步感知其在语言表达中所起到的作用。

Unit 1 FriendshipWarming up1.be good tobe good for=do good tobe good at2.following adj. 下面的，下列的the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后)3. add v. add...to...add toadd upadd up toaddition n.in addition=besides +句子in addition to +n./doing 同类用法联想： because & because ofinstead & instead of “而且，其次”“附加给 ..., 除了 ...还有 ...”additional adj. 附加的additionally adv.4. 分数 score grade point mark (full marks)5. until6. with 和...一起，附带着，用without 不...within在...内，不出 ...E.g. write with a peneat with hands/ spoon/chopsticks/knife and forkHe left without saying goodbye.He left with the water running.分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

翻译练习：(1)他今天去上班没带领带。

Today, he went to work without (wearing) his tie.(2)他在没有其他人帮助的情况下自己完成了作业。

7.pay for payto do sth8. get sb to do sth(make/have/let sb do sth)get sb/sth doneget done get lost/prepared/dressed/involved9.形容词做状语，表示句子主语的特征、属性和状态副词做状语，表示谓语动词的完成方式E.g. He returned home last night, sad and disappointed.He left hurriedly.10. concern n. 担心，忧虑concern about/for/over...E.g. She hasn’ t been seen for four days and there is concern for her safety.That is a big concern.v. 涉及，与 ...有关be concerned withconcerning E.g. He asked several questions concerning the future of the company.翻译练习：不要问女人们涉及她们年龄的问题。

2020年新人教版高中英语必修一教案全套《Welcome Unit》单元教案Welcome Unit Period 1 Listening and ThinkingWelcome Unit-Reading and ThinkingWelcome Unit–Discovering Useful Structuresfollowed by an adverbial.7.SVOA structure. For Example:(1) A sheep eats grass over there.S V O A(2) Mum makes lunch in the kitchen.S V O A(3) They liked the film very much.S V O A√ SVOA structure is formed by SVO structure plus an adverbial at the end.8.There be structure.For Example:(1) There is an apple on the table.V S A(2) There are 7 days in a week.V S A(3) There is milk and bread on the table.V S A√In “There be…”structure, subject and verb “be”is inverted.√ The number of “be” is decided by the very first subject followed.IV Questions to think:1.Look at the picture below and examine the sentence structures.What parts are shared by all of them?Welcome Unit Reading for Writing《Unit 1 Teenage Life》单元教案Unit 1 Teenage Life-Listening and Speaking & Listening and Talking【教材分析】The theme of “Listening and Speaking”is “Choose a school club”.Students will have a general understanding of different school clubs by listening and ultimately can make reasonable suggestions on the choice of clubs and make correct choices.School clubs are an important part of students’campus life, as well as an important study to expand students’extracurricular knowledge, develop their skills and cultivate their interests.Listening text of “Listening and Speaking”consists of two parts.The first part is about the dialogue between teachers and students in the activities of the school clubs, which makes situational preparations for choosing a suitable clubs.The second part is the dialogue between Adam and Julie as senior high school students to discuss how to choose the right one.The theme of “Listening & Talking”is “Plan a camp for teenagers”Nowadays, more and more high school students are interested in participating in various camp activities, and take this opportunity to make friends, broaden their horizons and train their teams’spiritual and communication skills.The purpose of this section is to stimulate students’imagination, plan a camp activity that their peers like and to use “be going to + verb primitive”and “will + verb primitive”to express future intentions or plans.Listening Text of “Listening & Talking” is a dialogue, where Max and Cao Jingtalk about their participation in adventure camps and international youth camps on weekends.In the plan, the two men introduced the activities of the camp and expressed their expectations for the life of the camp.The dialogue highlights “be going to + verb”and “will + verb”are two structures used to express what will be done in the future. 【教学目标与核心素养】1.Instruct students to get main facts by listening and motivate them to talk about the topics about how to choose a right school club, how to plan a camp for the future, and how to talk about future activities.2.Develop students’sense of cooperative learning and individual thinking capability.3.Develop students’different listening skills to solve different listening comprehensive problems.4.Help students to understand how to use the structures “be going to do, will do, plan to do, there will be, hope to do”to discuss their future plans and activities.【教学重难点】Prompt Ss to talk about the related topics, such as how to choose a right school club, how to make a camp for the future, how to make a camp plan and how to talk about future activities.【教学过程】Step 1 Listening and SpeakingLead inThe teacher is advised to talk with their students about school clubs that they were in when they were at junior high school: boys and girls, have you ever taken part in any school clubs before and why you chose them? After the small talk, the teacher can move on by finishing the following listening task:Listen to the first two conversations and choose the correct answers.1.What are they learning about in Conversation 1?A.Hearing.B.Sounds.C.Dogs.2.The students are discussing in Conversation 2.A.schoolworkB.relationshipsC.dating3.Circle the two clubs where these two conversations happened.A.Science ClubB.Ballet ClubC.Nature ClubD.Debate Club.Learning tip:After finishing the task above, the teacher is expected to play Conversation 3 which is about how to help Adam choose a right club and after finishing listening for the first time, the students need to solve the following task.Listen to Conversation 3.Then help Adam choose a club.Tick the activities that happen in each club.Ballet Club○ learn new movements○ make ballet clothes○ watch dance programmesNature Club○ watch biology lectures○ grow plants○ work in a greenhouseCartoon Club○ watch cartoons○ write stories○ draw cartoonsVolunteer Club○ help old people○ clean up parks○ give directionsAfter finishing the task above, the teacher is expected to play Conversation 3 again and solve the following task.1.Adam says that he likes ___________ but is not so interested in___________.2.Which club do you think is suitable for Adam? Why?I think Adam should join the _________Club because he says that he_________.Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:Speaking ProjectWork in pairs.Help each other choose a school club.EXAMPLEA: Hi, Sam! I’ve decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes.I’m wondering which one I should choose: the Acting Club or the Ballet Club?A: I guess the question is...Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm ...If you ask me, I think you should choose what you like.Pronunciation part1.Have the Ss listen and repeat, then add more words to each group.2.Then listen to the proverbs and repeat.Have the Ss notice the pronunciation of the letters in bold.Step 2 Listening and Talking1.The teacher is advised to talk with their new students about the related topic: Boys and girls, do you know some structures to talk about future activities?Talking about future activitiesWe’ll …I plan to …There’ll be …I hope to …We’re going to …2.After their small talk, the teacher can move on by playing the listening and solve the following task.Underline the expressions in the sentences below Cao Jing and Max use to talk about the future.We’ll learn useful skills.I plan to improve my spoken English.There’ll be students from different schools.I hope to make new friends.We’ll talk about teenage life.I’ll learn to make a fire.There’ll be students from different countries at the camp.There’ll be some experts there to show us how to live in t he wild.We’re going to learn about wildlife.I’m going to give a speech.I think I’m going to enjoy the activities.I think we’ll have a lot of fun.3.Work in groups.Plan a youth camp.Teacher make the Ss think of ideas for the camp.And they can use the questions below to get started.And have the Ss present their ideas for a youth camp to the class.●What kind of camp is it?●Who will be there?●What will they do?●What will they learn?EXAMPLE______________campDo you want to have fun and learn at the same time? Then come to our camp.In our camp, you can learn about...There’ll be many interesting activities.First, we are going to...Then we’ll...We also plan to…Finally, we’ll...Please come to our camp!Unit 1 Teenage Life-Reading and Thinking【教材分析】The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc.They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some bigchallenges for new students in Senior high school.In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves.More importantly, a teacher should instruct students to absorb new language points and appreciate the language.Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.【教学目标与核心素养】1.Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly.2.Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3.Develop students’sense of cooperative learning and individual thinking capability.4.Develop students’different learning skills to solve different reading comprehensive problems.【教学重难点】1.Develop students’reading ability such as skimming, scanning and summarizing.2.Let students talk about their new school challenges in senior high school and encourage them to find the possible solutions to conquer them.【教学过程】1.Warming upStep 1 Leading-inHave a free talk with students.Ask them the following questions:How do you feel about your senior high school? Have you come across some challenges that make you upset?Step 2 Pre-readingLet students guess what the text will be mainly about before reading by looking at the picture and the title.Step 3 Reading1.Fast readingAsk students to skim the reading passage to sum up the main idea of each paragraph and then discuss it with their partners.Paragraph1.________________________________________________2.________________________________________________3.________________________________________________4.________________________________________________Tips: you can find main ideas by first taking at quick look at the title, picture, key words and phrases and topic sentences.2.Intensive readingAllow students to read carefully this time to understand the main details of each paragraph and then finish the following.1.1.Adam felt __________at the beginning of his senior highA.excitedB.interestedC.confusedD.worried2.Who gave Adam advice on courses?A.Parents.B.Adviser. C .Coach. D.Classmates.3.What subject is Adam's favorite?A.Chinese.B.World history.C.Math.D.English.4.Hearing he was poor in playing football well, AdamA.felt disappointed but went on with itB.left the football and joined a clubC.didn't give up and tried to improveD.felt unhappy but signed up for a new team5.What kind of person is Adam?A.brave and well preparedB.negative and sillyC.active and shyD.gentle and patientStep 4 Further Reading and discussionRead the text the third time and work in pairs to do the following.1.What does “make the team” in Paragraph 3 mean?2.Do you face the same challenges as Adam? What other challenges are you facing?3.What are some differences between Adam’s school life and your school life?Step 5 Passage ConsolidationComplete the passage with the suitable words from the passage.I'm Adam, 1._______freshman in senior high school.The first week was a little2._____ (confuse).There are some 3._____ (challenge) I have to face in my new school life.First, I had to think carefully about my courses.Chinese is hard to learn, but I hope I can speak it _____ (fluent) when I graduate.My adviser 5._____ (recommend) me to sign up for advanced literature because I'm good 6._____it.Second, I had to choose my extra-curricular activities.I tried 7._____ (join) the school football team though I couldn't do well in 8._____at first.Besides that, I joined a volunteer club.In order to be well 9._____ (prepare) for university or whatever else10._____ (come) in the future, I make up my mind to study harder and get used to new situation.Step 6 Homework1.Write a passage to introduce you first senior school challenges and how to solve them.(about 120words)2.Learn the useful new words and expressions in this part by heart.Unit 1 Teenage Life-Discovering Useful Structure【教材分析】This teaching period mainly deals with the grammar: Phrases.This period carries considerable significance to the cultivation of students’writing competence and lays a solid foundation for the basic appreciation of language beauty.The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.【教学目标与核心素养】1.Get students to have a good understanding of the basic usages of phrases, including adjective phrases, adverb phrases and noun phrases.2.Enable students to use the basic phrases structures flexibly.3.Develop students’speaking and cooperating abilities.4.Strengthen students’great interest in grammar learning.【教学重难点】1.How to enable students to have a good understanding of the basic usages of phrases, including adjective phrases, adverb phrases and noun phrases.2.How to enable students to use the basic usages of phrases flexibly.【教学过程】Step1:语法自主探究读下列例句并感知画线部分的共性。

人教版高中英语必修一教案教案标题：Understanding My Identity and Culture教学目标：1. 了解自己的身份认同和文化背景，并能够自信地表达自己的观点和想法。

2. 掌握与身份认同和文化有关的词汇和常用表达。

3. 提高听、说、读、写的能力，尤其是写作和口语表达的能力。

4. 培养学生的批判思维和跨文化交际能力。

教学重点：1. 通过讨论和小组活动，引导学生了解并表达自己的身份认同和文化背景。

2. 培养学生文化视角拓展和对不同文化的尊重。

3. 提高学生的写作和口语表达能力。

教学资源：1. 课本：人教版高中英语必修一 Unit 1 Cultural Relics2. 视听材料：相关的视频、图片和音频素材教学过程：Step 1: Lead-in (10 minutes)1. Show a picture or short video clip related to cultural heritage or identity, and ask students to brainstorm what they see and feel about it.2. Facilitate a class discussion on the importance of cultural identity and heritage, encouraging students to share their own experiences and viewpoints.Step 2: Vocabulary and Language Input (15 minutes)1. Introduce and explain key vocabulary related to cultural identity, such as heritage, tradition, customs, etc.2. Provide examples and context for the vocabulary usage through a short reading or video clip.3. Engage students in a vocabulary activity, such as matching words with their definitions or completing sentences with the correct vocabulary words.Step 3: Reading and Comprehension (20 minutes)1. In pairs or small groups, have students read the assigned text from the textbook about cultural relics and answer comprehension questions.2. Discuss the answers as a class, fostering critical thinking and analysis of the text.3. Encourage students to share their thoughts on how their own culture and identity relate to the concept of cultural relics.Step 4: Discussion and Speaking Practice (15 minutes)1. Divide the class into small groups and give each group a topic related to cultural identity, such as "How does your cultural background shape youridentity?" or "What are the challenges and benefits of a multicultural society?"2. In their groups, students discuss the topic and come up with ideas and arguments.3. Each group presents their ideas to the whole class and engages in a discussion, respecting different opinions and cultural perspectives.Step 5: Writing Task (20 minutes)1. Assign a writing task that requires students to reflect on their own cultural identity and heritage.2. Provide a writing prompt, such as "Write a personal essay discussing the influence of your cultural background on your life and values."3. Allow students time to plan, draft, and revise their essays, and provide feedback on their writing.Step 6: Homework (5 minutes)Assign students to research and prepare a short presentation on a cultural relic or tradition from a different country or community.教学评估：1. 观察学生在讨论和小组活动中的参与度和思考深度，评估他们对身份认同和文化背景的理解。