高一英语优秀教案【优秀14篇】(高一英语课堂教学设计)

高中阶段学习难度、强度、容量加大，学习负担及压力明显加重，不能再依赖初中时期老师“填鸭式”的授课，“看管式”的自习，“命令式”的作业，要逐步培养自己主动获取知识、巩固知识的能力，制定学习计划，养成自主学习的好习惯。一起看看重读高中英语教案！欢迎查阅！快回答分享了14篇高一英语优秀教案，希望对于您更好的写作高一英语教案有一定的参考作用。

高一英语教案优秀教案篇一

教学目标

To help students learn to express attitudes, agreement & disagreement and certainty

To help students learn to read the text and learn to write diaries in English

To help students better understand “friendship”

To help students learn to understand and use some important words and expressions

To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text

教学重难点

Words

upset, ignore, calm, concern, settle, suffer, recover, pack

Expressions

add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in

Patterns

“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.

I stayed awake on purpose until half past eleven…

…it was the first time in a year and a half that I’d seen the night face to face…

教学工具

ppt

教学过程

Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?

1. Warming up

⑴ Warming up by defining friendship

Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.

Then what is your opinion about friendship?

Do you think that friendship is important to our life? Why?

⑵Warming up by learning to solve problems

Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.

Common problems among teenagers

Solution

Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.

Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.

Situation 1: Friends get angry with each other when they try to talk about something difficult.

Try to understand your friend/ Try to talk about the problem in a different way.

Situation 2: Friends don’t know how to apologize

Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.

Situation 3: Some friends don’t know how to keep secrets.

Keep your secrets to yourself

Tips on being a good friend

Treat your friends the way you want to be treated. Keep secrets that are told to you.

Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.

⑶Warming up by doing a survey

Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.

To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).

Now please do the survey on page one.

Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.

高一英语教案篇二

教学目标

To help students learn to express attitudes, agreement & disagreement and certainty

To help students learn to read the text and learn to write diaries in English

To help students better understand “friendship”

To help students learn to understand and use some important words and expressions

To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text

教学重难点

Words

upset, ignore, calm, concern, settle, suffer, recover, pack

Expressions

Patterns

“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.

I stayed awake on purpose until half past eleven…

…it was the first time in a year and a half that I’d seen the night face to face…

教学工具

ppt

教学过程

1. Warming up

⑴ Warming up by defining friendship

Then what is your opinion about friendship?

Do you think that friendship is important to our life? Why?

⑵Warming up by learning to solve problems

Common problems among teenagers

Solution

Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.

Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.

Situation 1: Friends get angry with each other when they try to talk about something difficult.

Try to understand your friend/ Try to talk about the problem in a different way.

Situation 2: Friends don’t know how to apologize

Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.

Situation 3: Some friends don’t know how to keep secrets.

Keep your secrets to yourself

Tips on being a good friend

Treat your friends the way you want to be treated. Keep secrets that are told to you.

Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.

⑶Warming up by doing a survey

Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.

Now please do the survey on page one.

Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.

高一英语教案篇三

教学目标

1.知识目标： 1)Students should learn some useful words and phrases: musician,clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument,loosely, actor dream of, be honest with, play jokes on, or so, break up.3)Students should understand the general idea of the passage 2.语言能力目标： 1)Developthe Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to findthe key words and the topic sentences. 3)Encourage the Ssto guess the new wordsaccording the reading. 3.情感态度与文化意识目标： 1)Encourage the Ss to share the differentkinds of music. 2)Improve the cooperation and share among the students.

教学重难点

1、教学重点：a.To understudend the passage better b.To find the main idea of eachparagraph 2、教学难点：a.Master the reading ability b.Develop the skills ofreading

教学过程

教学设计

本节课共45分钟，具体教学步骤如下：

Step I Leading-in

播放一段小视频，内容为歌曲 If you arehappy的英文版本，通过介绍演唱乐队twins引出本单元话题。随后，展示几张国内外流行乐队的图片，转入对本课阅读内容的探讨。

Step II While reading

Task I. Fast reading 快速大声阅读文章，完成练习1和2.

1. Read the passage and try to find out:

1) How many bands are mentioned in the passage? What are their names?

XXXXX

2) Which band is “The Band That Wasn’t”?

XXXXX

2.Read the passage quickly and match main ideas with paragraphs.

Para.1 How the Monkees formed the band?

Para.2 Dreaming of being famous.

Para.3 How the Monkees became popular and developed as a real band?

Para.4 The common way that bands form.

Task II. Careful reading 分段阅读。分别默读每一段，完成相应练习。

1. (Para.1) Read Para.1 carefully find out how do people form a band.

Step 1

To practice music XXXXX.

Step 2

To play XXXXX.

Step 3

To give performances XXXXXXX.

Step 6

To make records XXX.

2. (Para. 3&4) Put the following steps in the right order.小组合作，比赛式进行。

A. Had to use actors

B. Broke up, then reunited

C. Produced their own records

D. Produced a new record

E. Relied on other musicians

F. Sang their own songs

G. To find four musicians

H. Advertised in a newspaper

I. Sang songs by others

J. Pretended to sing

The right orderXXX

Step III Post-reading

Task I. Promotion and discussion.小组讨论，分组展示。

This is a press conference and your favorite band The Monkees is here. Whatdo you want to say to them or what else do you want to know about them? Work ingroups and do a role play. Four of you play as members of The Monkees and theothers work as journalists. And you can refer to the following questions.

1. How did your band start?

2. What are the differences between… and… ?

3.Why did you change to sing your own songs?

4.What’s your future plan?

5. What do you want to say to ....?

Task II. Summary of the passage 归纳总结所学。

The article is XXXXXXXXX (main) about the band --XXXXXX Monkees. ItXXXXXXXXX(believe) that many people want to be famous singers or musicians,XXXXXXX they form a band through different XXXXXX(way) .

However, there is a band XXXXXX is different from others. At first, theysang the songs XXXXXXXX (write) by other musicians. Later, they played and sangXXXXX (they) own songs. After XXXXXXX(reunite) in the 1980s, they made XXXXX newrecord in the 1990s.

Step IV Homework

1. write a news report about the Monkees based on the interview.

2.Learn the song I'm a believer by the Monkees.

Step V enjoy the song I’m a believer by The Monkees.Here are the lines.

The Monkees------Now I'm A Believer

作词：Neil Diamond

I thought love was only true in fairy tales

Meant for someone else but not for me

Love was out to get me, that's the way it seemed

Disappointment haunted all my dreams

Then I saw her face, now I'm a believer

Not a trace of doubt in my mind

I'm in love, I'm a believer

I couldn't leave her if I tried

I thought love was more or less a given thing

Seems the more I gave the less I got

What's the use in tryin'? All you get is pain

When I needed sunshine I got rain

Then I saw her face, now I'm a believer

Not a trace of doubt in my mind

I'm in love, I'm a believer

I couldn't leave her if I tried

高一英语教案篇四

一、教材分析：

学生在度过一个假期后，英语知识较生疏，教师应当复习好以前单词，为学习新知打下基础。Ｌet’s talk A部分很好地体现了这一点。Good morning We have a……复习民第一册中内容。“I’m from America”这一句为B Let’s taik“Where are you from？做了铺垫，教师应充分注意这一点

boy、girl 、teacher student 、meet等单词又是第一次出现，也需要我们特别关注。

二、教学目标：

1、能够得简单地表达自己心情，如：nice to meet you welcome back to school

2、能够听懂并回答 Where are you from？

I’m from

3、认识、会说字母A——E

4、掌握A、B Ler’s talk中单词。

5、理解A、B Ler’s talk中内容。

三、教学重、难点：

能够听懂并回答 Where are you from？

掌握A、B Ler’s talk中单词。

理解A、B Ler’s talk中内容。

四、课时安排

第一课时 A lLet’s talk Let’s learn B Let’s sing

第二课时 A Let’s practise Let’s play Let’s chant

第三课时 B lLet’s talk Let’s learn

第四课时 BLet’ssay Let’spractise

第五课时B Let’s Let’s

第六课时 C story time

高一英语教案篇五

教学目标

本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市；

本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特？迪斯尼奋斗的生活简历。引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。同时，设计问答练习，提高学生阅读能力。

作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。

对话教学建议

Step 1听录音

教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。

1.What were they talking about ?

2.How to answer the first /second/third/forth/fifth visitor question?

Step 2 练习

组织学生五个人一组，练习对话三至五分钟。教师请几组同学到前面表演。

Step 3改写

将对话内容改写为一篇短文，要求学生用本课的地点名称如：

Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building

比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….

Step 4 讨论

If you are visitor, How to ask the way to the stranger at first?

Step 5总结

教师提问学生们，归纳和总结对话用语。

Asking:

Where is …...

How can I get to…

Which is the way to…

Could you tell me if…

Could you tell me the way to…

Answering:

Go straight ahead…

It’s behind …/in frond of/

Go down this street…

教材分析

本课的日常用语用语是有关对话asking the way and responses,这样的问路用语在初中都以学过，所以对话不在是个难点。本课的两篇阅读文章是有关人物，沃尔特·迪斯尼。难点在于第一篇是了解他的生活经历和艰苦创业。第二篇是我们众所周知的Disneyland，两篇文章结合着学过的语法知识宾语从句在里面，这也不是学生们所要了解的重点。

高一英语教案篇六

教学目标

To learn to talk about kinds of music

To learn to read about bands

To study The Attributive Clause (in/ for/ with/ by+which/ whom)

To learn to write an e-mail

教学重难点

To study The Attributive Clause (in/ for/ with/ by+which/ whom)

To learn to write an e-mail

教学工具

课件

教学过程

I. Warming up

Warming up by describing

Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.

Warming up by discussing

Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.

Classical music Country music Rock ‘n’ Roll

Rap Orchestra Folk music

Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.

II. Pre-reading

1.Thinking and saying

Have you heard about any of the famous bands in the world? List some if you can.

For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”。

2.Listening, talking and sharing

Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.

For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.

Do you know anything about “The Monkees”?

For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.

III. Reading

1.Reading aloud to the recording

Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2.Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from THE BAND THAT WASN’T

dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band

3.Reading to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

1st paragraph: How do people get to form a band?

2nd paragraph: Most musicians meet and form a band.

3rd paragraph: One band started as a TV show.

4th paragraph: “The Monkees” became even more popular than “The Beatles”。

3.Reading and transferring information

Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.

How do people get to form a band?

Members High school students

Reasons They like to write and play music.

Places They practice their music in someone’s home.

Forms They may play to passers-by in the street or subway.

Results They can earn some extra money. They may also have a chance to dream of becoming famous.

How was The Monkees formed and became a real band?

The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones

beginning of the band It began as a TV show.

style of the performance They played jokes on each other as well as played music.

first music and jokes Most of them were based loosely on the band called “The Beatles”。

development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.

changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.

4. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.

Closing down by having a discussion

Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?

For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

Do you agree that the jokes were more important than the music for this band? Give a reason.

For reference: Yes. I think it is the jokes that really attract more fans.

No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.

Closing down by retelling the form of the band The Monkees.

I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.

课后小结

学了这节课你有什么收获？

课后习题

完成课后习题一、二。

板书

Unit 5 Music

重读高中英语教案篇七

1. Ability goals 能力目标

To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.

To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.

2. Learning ability goals 学能目标

To enable the Ss to talk about animals under the sea.

To help the Ss know the importance of the relationship between animals and humans.

教学重难点

教学重点和难点

Teaching important points 教学重点

Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.

Teaching difficult points 教学难点

1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.

2. Help the Ss tell apart from Before, During and After in the story.

教学过程

Step1. Warming Up : Talk about animals under the sea.

1. Have you ever seen some marine animals?

2. What have you seen, and where have you seen them?

I have seen a/some/many…… in/on/from……

amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral

Step2. Fast-reading:

1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.

2. Find out the Main Idea of the passage: What’s the first story mainly about?

Step3. Careful-reading:

1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?

2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.

Stage1: before the hunt: (para. 2-6):

Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…

Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.

Stage2&3: Dur ing and after the hunt: (para. 7-9):

Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.

Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.

Conclusion: They have amazing relationship. They work as a team

Step4 : Summary

Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.

On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.

Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.

课后习题

课后作业

Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.

高一英语教案优秀教案篇八

Period 7-8 Grammar

Grammar

一、动名词做主语的用法

动名词做主语往往表示经常性、习惯性的动作，在口语中也可以表示具体的动作。如：

Seeing is believing. Helping her is my duty. Talking mends no holes.

空谈无济于事。

Working with you is a pleasure.和你一起工作是一种乐趣。

动名词做主语和不定式做主语一样，也可以用it作形式主语。如：

It's rather tiring walking around in a city.

不定式做主语往往表示具体的特别是将来的动作。如：

It's no use crying over spilt milk.覆水难收。

He realized that to go on like this was wrong.

二、动名词作宾语的用法

1.有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid,can't stand(不能忍受)，consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,

imagine. insist on, keep (on), look forward to, mention, mind, miss(错过)，pay attention to, practice, put off, stick to, suggest等等。

Doing morning exercises is good for your health.做早操对你的健康有好处。

Her shoes wants mending.她的鞋该修理了。

注意：当need, want, require, worth后面接doing也可以表示被动。

Your hair wants cutting.你的头发该理了。

The floor requires washing.地板需要冲洗。

I have finished writing this book.我已经写完这本书了。

2.在allow, advise, forbid, permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow/advise/forbid/permit +名词/代词+不定式(宾语补足语)”之形式。如：

We don't allow smoking here. We don't allow anybody to smoke here.

3.动词need, require, want意为“需要”时，后跟动名词的'主动式或不定式的被动式作宾语，意义没有区别。如：

The window needs/requires/wants cleaning/to be cleaned.

4.在begin, continue, love, like, hate, prefer, intend, start后用动名词和

用不定式作宾语均可，意义没有多大区别。

5.动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大，须注意。

forget, regret, remember后跟动名词，动名词表示已经发生的动作；后跟不定式表示将要发生的动作。

Period9-10 writing and checking the answers of the exercises

重读高中英语教案篇九

Period 10. Writing

Step 1. Pre-writing

This exercise lets students to write a funny story.

Task 1: Ss gather information that they need and plan what they want to write.

Step 2. While-writing

Task 2: Ss write an English funny story or a Chinese one.

Writing tips:

Ss make a plan

Ss write down their story in a logical order:

First … Then …. Next…. Finally / At last…

For each part of the story try to find the most interesting words you can to describe how you felt or what was happening.

Then write out your story using these interesting words.

Read through your story.

Then show it to your partner. Let him/her suggest some new and exciting words.

Help your partner with his/ her story.

Write out the story and put it into a class collection of stories.

高一英语教案篇十

一、教材分析

1、单元背景分析

本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。促使学生了解英美语言在词汇、拼写、语音等方面的区别。使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，（快回答★www.kuaihuida.com）从而培养他们的祖国意识。

2、教材内容分析

w 本课是高中一年级英语上册，unit 2 English around the world 中的Reading.

w 本单元的中心话题是“世界英语”，具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要意义，以及英美语言的差异”。本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。

w 本课时主要分为两部分：

1）Pre-reading. (读前准备)

“ 读前准备”部分是Reading的前奏，此部分设计了两个问题，诱发学思考。通过对问题的讨论和比较，让学生明白学好英语的重要性。

2）.Reading (阅读)

“阅读”部分文体为说明文，全文共分三个段落。全文阐述了一个鲜明的观点：英语的确是当今世界范围内使用最广泛的一门语言之一，也是联合国的工作语言之一，它的重要作用是其他语言不可替代的。

3）Post-reading（读后）

“读后”部分共设计了两类题型：第一部分是和个问题，其中前面两个是细节理解题；第三题是一个开放性题目，鼓励学生把英语学习与现实生活相结合。第二部分是填空形式，帮助学生梳理文章，掌握文章主要细节，概括中心思想，实为文章的一个纲要。

三部分均以提高学生阅读能力为主，所以将此三部分有科学地整合成一节阅读课。

3、教学重点

1）、使学生在认识学好英语的重要性的同时，更加热爱自己的祖国。

2）、发展学生的阅读能力，尤其是归纳总结，猜词和查读（scanning）的能力。

3）、使学生通过交际性任务和合作的机会，培养他们用谚语思维和交际的能力。

4、教学难点

1）、使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。

2）、与同伴一起讨论并找到解决问题的方法。

5、教学目标

根据课文特点及新课标对高一年级学生英语学习能力的要求，本课的教学目标我定为以下几方面：一、语言目标，二、情感目标。

1. 语言目标

本课为阅读课型，是一篇说明文，涉及了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍了英美英语语言的差异。通过阅读使学生了解“世界英语”的一些基本概况，包括它的重要性和英美英语的差异。教师根据课文内容用不同的形式来训练学生，提高阅读技能。由于课文讲述的是世界英语的话题，学生会感兴趣。为了引起共鸣，可把课文与生活中经历结合一起讨论。本课的目的是使学生提高听、说和阅读能力，更深的了解学好英语的重要意义。从而激发学生学习英语的兴趣。

2. 情感目标

让学生领会英美不同文化差异和风俗习惯，领会语言丰富多彩性和发展变化的特征，使学生在认识世界英语在人们生活中扮演的不同角色的同时，更加热爱自己的祖国，从而培养他们的祖国意识。培养他们的跨国文化意识和世界意识。

二、说教法

教学环环相扣，设计紧凑。先利用学生感兴趣的话题引起兴趣，然后带着问题有目的地阅读文章。通过回答问题掌握细节，理清线索，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后以拓展课文知识小组活动完成这节课的整体教学。使他们掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用已学词、句表达出自己的观点。学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。

为了能很好地突出重点，突破难点，圆满完成教学任务，取得良好的教学效果，我抓住重点，联系实际，以学生为主体，教师为主导，让学生集中练习。为了激发学生的兴趣愉快地学，我采用阅读、快速阅读、判断正误等教学方法，让学生充分体现课堂教学“主体者”的身份。

三、说教学程序

1、导入：首先在学生对英语是世界上最广泛使用的语言和越来越多的人在学习英语现有情况了解的基础上，引出问题“Do you know how many countries use English as their mother tongue？Do you know something about English around the world？”在学生思索时，引出课题English around the world。接着再询问学生：What language has the largest number of speakers in the world? What language is the most widely spoken and used in the world? How many countries do you know use English as their mother tongue?使学生对本节课的话题有进一步了解，而且很有兴趣了解“世界英语”的具体情况。从另一个角度，先给学生一个语言上的input。激发学生的兴趣和欲望。

2、Pre-reading （读前准备）：在学生回答了以上问题后，我让学生看这一部分课本上所设的两个问题： 1) How many languages do you speak? Which is your native language? 2) If you speak more than one language, in what situation do you use the languages?让学生仔细思考后回答。教师不必忙着下结论，诱导他们从书中去思考寻找答案，激发他们探究的兴趣。

3、Reading：使学生了解英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。

任务 1：Listen to the tape ，听录音，然后让学生尽力得出大意并且回答问题

1. How many countries are there where the majority of people speak English?

2. How is English used in Hong Kong?

3. What language should we use on the Internet so that we can communicate with people around the world ?

任务2：让学生带着问题阅读课文（scanning）。有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在地名和新单词上面，集中精力探究文章内容。阅读后学生给出答案

（教师不要袖手旁观，可以给学生必要的引导和帮助，发展学生的自主学习能力，真正的成为学习的主体。）

任务3：根据课文内容，判断句子对与错。

1、There are more than 42 countries where the majority of the people speak English in the world.（）

2、There are more than 37,500,000 people who learn English as a second language.（）

3、New Zealand, South Africa, the Republic of Ireland and the Philippines use English as their mother tongue.（）

4、More than 750,000,000 people learn English as a foreign language.（）

5、English is the only one working language of most international organizational trade and tourism.( )

（此设计是为了检查学生是否理解文章大意和一些重点细节。）

任务4：根据课文内容，完成以下五道阅读理解题。

1、 According to the text, which is TRUE about those who use

English as a second language?

A. English is also their mother tongue.

B. They use more than two official languages in their country.

C. People enjoy talking to their family members at home in their native language.

D. They learn English at high school for about five years.

2、 What’s the situation of English used in China?

A. Most Chinese students learn English at school as a foreign language.

B. All Chinese students speak English as a foreign language.

C. The majority of Chinese students speak English at school as a second language.

D. The majority of people in Hong Kong use English as their mother language.

3、 What’s the main idea of the passage?

A. There are more than 42 countries where th majority of the people speak English in the world.

B. More than 750 million people learn English as a foreign language.

C. English is the language of global culture such as popular music and the Internet.

D. English is the language which is the most important and widely used in the world today.

4、 Which is right according to the text?

A. Native speakers of English might find it unnecessary for them to learn a foreign language.

B. English will be the only English to be used in the future.

C. English is the working language of most international organizations, international trade and tourism.

D. With the development of China’s economy, Chinese will be more and more important than English.

5、 Which is WRONG to answer the following questions.

Why is it becoming more and more important to have a good knowledge of English?

A. More and more people will become interested in English.

B. English is one of the working languages of most international organizations, international trade and tourism.

C. We can communicate with people around the world everywhere through the Internet by using English.

D. English has developed into the language most widely spoken and used in the world.

（这活动帮助学生梳理文章，掌握文章主要细节，概括中心思想。教师对学生的表现要及时给予评价：或表扬、或鼓励。让他们体验到成功的喜悦，努力的收获。因为愉快的体验会化为下一次成功的动力。）

4、Post-reading（Group-work）：

任务5：分小组讨论：1）Why is it becoming more and more important to have a good knowledge of English? 2） In which countries do we find most native speakers of English? Give the names of three counties. 3） Living in China you can use English every day in different situations. Give two examples.给学生五分钟的时间分组讨论，然后让每组的代表给出答案（完成本课教学目标）。教师在布置任务后，应监控各小组的活动，适当的时候可以参与到学生的活动中去。在活动中，教师多用评价性语言：Marvelous /Excellent /Fantastic /Well done/Great…

（这项任务型活动，使学生有机会表达自己的看法与观点，同时，让他们学会合作，发展与人沟通的能力。进一步提高语言实际运用能力，使学生的思维能力、想象力、协作和创新精神等综合素质得到发展。）

5、Summing-up（总结）

Through learning this passage, we have got to know that English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the new century. With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life. So it’s no doubt that everyone should have a good knowledge of English. And I hope everyone in our class can make an effort to learn English well. But on the other hand, it doesn’t mean English is better than Chinese. We must keep it in mind that one’s mother tongue is the most beautiful language in the world. The reason why we learn English is that we should thus be more capable of building up our country. (这是个很好的机会引导学生在领会学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。It’s a good chance to lead the students to love our own country as well

as to learn English well.)

6、布置作业

1、课后熟读课文；

2、完成Post-reading Ex.2。

高一英语教案第十一篇

一、教学重点：

Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。

二、教学难点：

如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。Let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。

三、课前准备

1.准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡。

2.准备一些教师的照片或图片。

3.准备录音机及录音带。

四、教学过程

1.Warm-up(热身)

(l) 播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。

(2)日常口语练习，内容可参考如下：

T：Hello, everyone! Welcome back to school! Nice to see you!

Ss: Nice to meet you!

(3) 问学生几个问题，引出本课重点内容。具体会话可参考如下：

T：Hi，everyone!Nice to see you again.What grade are you in now?

Ss：We’re in Grade 5.

T：Do you like your new English books(new classroom, new teacher)?

Ss：Yes!

T： What are we going to talk about in Unit 1?Guess!What’s the topic of Unit 1?

2. Presentation(新课呈现)

(l)出示Let’s start部分图片，介绍说： Rabbit has many new teachers in her school. Do you have new teachers? 引导学生根据情景图的提示描述新教师。然后说：“今天我们将学习怎样描述新教师。Sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师？

(2)出示Let’s learn部分的图片，向学生介绍说：They are Sarah’s teachers. Describe these teachers.引导学生结合预习部分回答出 strong， tall， short， thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。

(3)可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。

(4)根据以下信息请学生判断会话中描述的教师是 Let’s learn配图中的哪一位： Mr Hu is the art teacher. What’s he like?He’s short and thin.完成前面铺垫的学习任务，让学生猜出哪位是Sarah的新教师。再引导学生利用 Let’s learn部分所提供的替换句型，描述Sarah的其他两位新教师，练习巩固所学新词。

(4)试着写单词。

范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写四会掌握新词的目的。

3.Let’s play (趣味操练)

(1)Let’s find out (找一找)

指导学生用所学新词和句型描述Let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如：My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。

(2)Let’s sing (唱一唱)

放歌曲“My new teacher”的录音，学生跟唱，进一步在音乐节奏中感知新词。

4.Consolidation and extension(巩固与扩展)

(l)让学生做本单元 A Let’s learn部分的活动手册配套练习。

(2)让学生模仿Let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。

(3)让学生参照 Let’s find out部分设计一些谜语让大家清一猜。可以参考以下语言： She is tall.She’s beautiful.She’s very young.We all like her.Who’s she?

(4)让学生把新学的歌曲唱给家长或朋友听。

板书设计：

Unit1 My new teachers old，short thin，tall，strong, young, funny, kind

教学反思：

本课时Let’s learn部分主要是通过情景会话，谈论美术教师的。样子，来让学生学习单词：old，short thin，tall，strong, young, funny, kind等。教学设计适合与学生身边的人物相联系，尤其是新老师。可引导学生复习已学过的tall, short, thin, strong等词汇，再进一步学习本课新生词。达到描述不同图片人物的要求。利用一些活动来巩固知识。教师引导学生充分利用事先准备好的人物图片，进行结对或小组活动，如：My new Chinese teacher is tall and strong. Who is he? 让其他学生选出正确的图片。

高一英语教案第十二篇

一、教学目标

知识目标

1. Get students to learn some useful new words and expressions in thispart.

2. Get students to read the play.

3. Let students learn the expressions of ordering food.

能力目标

1. Develop students’ reading skills and enable them to learn how to usedifferent reading strategies to read different reading materials.

2. Enable students to understand and act out the play.

3. Have students learn how to use the expressions to order food.

情感目标

1. Stimulate students’ interests of learning English by reading and actingthis play.

2. Develop students’ sense of group cooperation and teamwork.

二、教学重点

1. Develop students’ reading and speaking skills.

2. Let students read and act the play.

3. Have students learn to use the expressions to order food.

三、教学难点

1. Enable students to learn to use reading strategies such as skimming,scanning, and so on.

2. Get students to act the play.

3. Have students make a dialogue at the restaurant.

教学过程

→Step 1 Revision

1. Check the homework exercises.

2. Ask two students to retell the content of Act I, Scene 3.in their ownwords.

→Step 2 Warming up

We have learned that Henry got a letter from the two old brothers ,soplease predict what will happen next.

→Step 3 Reading

1. Read the play fast to understand the gist and decide whether thefollowing statements are true or false.

1)The owner looked down upon Henry when he noticed Henry’s appearance.

2)Henry asked for more of the same food because he is an American who liketo eat a lot.

3)When Henry saw the million pound bank note, he was happy and proud ofit.

4)The owner didn’t believe that the bank note was real and he asked Henryto get out of the restaurant.

2. Read the play carefully and do the following:

1)Answer these questions in small groups.

(1)Whose behavior changes the most during this scene? Give examples.

(2)What kind of person is the owner of the restaurant?

(3)Why do you think the owner of the restaurant gave Henry a free meal?

2)Pay much attention to the different attitudes towards Henry.

Before Henry shows his million pound bank note:

Owner Hostess Waiter

That one’s reserved.

Well, we will have to take a chance.

. . . if you pay the bill. . . My goodness! He eats like a wolf.

It’ll cost a tiny bit.

Again, everything?

What’s there to wait for?

After Henry shows his million pound bank note:

Owner Hostess Waiter

I’m so sorry, sir, so sorry.

Oh, please, don’t worry, sir. Doesn’t matter at all.

Just having you sit here is a great honor! . . . bow. . . Screams

And you put him in the back of the restaurant!

bow

. . . bow. . .

3. Retell the story:

With the envelope in hand, Henry decided to enter a restaurant for a meal.He ordered some ham and eggs and a nice big steak together with a tall glass ofbeer. The waiter told him the meal would cost him a tiny bit. After eating hisfirst order, Henry asked for more of the same.

When Henry opened the letter, he found it was a million pound bank note. Hewas surprised but the owner and the waiter were shocked. The owner was not sureif it was genuine or fake. They couldn’t believe Henry who was in rags could beso rich. At last, the note was proved to be real.

After knowing that the bill is genuine, the owner thanked Henry again andagain for his coming to his little eating place and even asked Henry to forgetthe bill . The owner, hostess and waiter all bowed together as Henry left.

→Step 4 Language points

1.order n.要(叫)的菜eg. May I take your order?

n.顺序，次序eg. The books are arranged in order of size.

n.命令eg. Soldiers must obey orders

v.命令eg. The officer ordered his soldiers to march

v.预定，预购eg. I have ordered a steak.

2.take a chance碰运气

Eg. As for whether he will win the game or not ,we must take a chance .

Maybe true love is a decision, a decision to take a chance withsomebody.

也许真爱只是一个决定，一个与某个人一起冒险的决定。

3. genuine adj 1)真正的，真实的，名副其实的；非人造的，非伪造的

Eg. Her wedding ring is made of genuine diamond.

她的结婚戒指是真正的钻石做得。

2)真诚的，真心的，诚实的

My genuine friend is not such right?

我真正的朋友不是这样的对吗？

3. Well, I did hear that the Bank of England had issued two notes in thisamount. . . Anyway, I don’t think it can be a fake.

我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样，我觉得这不可能是假钞。

助动词do或其他形式does, did在肯定句中用于谓语动词前，表示强调。例如：

I did tell him what I thought of.

我的确告诉过他我的想法。

can表示推测，与主句中的not结合在一起，表示“不可能”。例如：

It can’t be Jim. I know him too well.

不可能是吉姆，我太了解他了。

5. But he’s in rags!但是他穿得破破烂烂的。

介词in后面接表示颜色或衣物等的名词时，意思是“穿着；戴着”。例如：

The girl in green is a good friend of mine.

穿绿衣服的女孩是我的一个好朋友。

in rags衣衫褴褛

The old man in rags used to be very rich.

衣着褴褛的那位老人过去很富有。

6. As for the bill, sir, please forget it.

至于账单嘛，先生，请把他忘了吧。

as for: with regard to至于；关于

As for you, you ought to be ashamed of yourself.

至于你，你应该感到惭愧。

As for the hotel, it was very uncomfortable and miles from the sea.

至于旅馆呢，非常不舒服，而且离海边有好几里地

→Step 5 Acting

1. Ask students to listen to the tape and role play the text. Remind themto remember that Henry has an American accent while the owner, the hostess andthe waiters all have British accents. Let them pay more attention to correctpronunciation and intonation.

2. Have as many groups as possible to act out the play in front of theclass.

→Step 6 Speaking

1. Ask students to read Act Ⅰ, Scene 4 again and underline all theexpressions used to order food. Read them aloud.

2. Show the following form on the screen. Let students read the expressionsaloud, and make sure they understand their Chinese meanings.

WAITER/WAITRESS

Can I help you?

I’ll take your order in a minute.

Are you ready to order, sir/madam?

What would you like. . . ?

Enjoy your meal!

Here’s your bill.

Here you are. CUSTOMER

I’d like. . .

I’ll have. . .

Do you have. . . ?

What do you suggest?

I’ll have that.

The bill, please.

Can I have the check, please?

2. Suppose the situation: Now imagine you are having a good meal in arestaurant. Make a dialogue with your partner, who acts as awaiter/waitress.

3. Give several minutes for the students to prepare their dialogues inpairs.

4. Ask as many pairs as possible to present their dialogues to theclass.

→Step 7 Extension

Many people are crazy about buying lottery tickets (彩票). What do you thinkof it?

● What kind of role do you think money plays in our daily life?

● Is money everything?

高一英语教案第十三篇

教学准备

教学目标

1. 知识与技能目标

(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。

(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

2. 过程与方法目标

(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。

(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

3. 情感、态度、价值观目标

通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。

教学重难点

教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。

教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。

教学过程

(一)展示学习目标与小组评价规则

(二)“导入”

展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。

(三) Fast reading

快速扫读课文

(四)Detailed Reading: 详细阅读

(五)Challenge your speaking(口语能力提升)

提供参考词汇： Welcome to …

This museum is located in…

It displays(展出) art works in… centuries of …countries, including …

It will appeal to…

You shouldn’t miss…

(六)Challenge your writing (英语写作能力提升)

Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words

写作参考词汇：潍坊世界风筝博物馆(Weifang World Kite Museum)

杨家埠民间艺术大观园(Yang Jiabu Folk Art Museum)

kite 风筝 wood-print new year pictures木板年画 be located in 位于

…is famous/well-known for …因…而出名 it displays/shows…展出

Here you can enjoy… 在这里你可以欣赏到… artist 艺术家 appeal to 吸引 tourist 游客 it’s well worth a visit 很值得参观

(七)成果展示

个别学生优秀作文展示

(黑板展示)

展示作文评分细则

教师点评

课后习题

测评练习

测评一：

从文中找出相对应的短语和句子。(预习测评)

1.宁愿做…

2.对…偏爱

3.值得一去

4.吸引

5.在于

6.不仅仅是

7.向…引进(介绍)

8.生活方式

9.贮存于

10. 入场费(门票)

11. 一个…的收藏

12.每两年

13.健在的。艺术家

14.亨利。克莱。弗利克是纽约的一位富豪，于1919年去世，把他的房子、家具和艺术收藏品全部留给了美国人民。

15. 这家博物馆展示的不只是看得见的艺术之美，它还向你介绍了古代的生活方式。

16. 馆内没有永久展出，展品都是随时更换的。

测评二

Writing (写作测评)

Write an advertisement to introduce one of the museums in Weifang. within80 words

高一英语教案第十四篇

一，教学目标

本节课基于学生在高三第一轮复习中已经具备的认知水平和思维能力，结合了2015年全国高考II卷的试题，2013年辽宁卷试题和2017年宝鸡市第二次质量检测试题，并且利用NSEFC Book3第一单元的话题，找到他们的话题共同点节日进行了整合，以此为本节课的主要感情线索，辅之多媒体教学设备和课堂训练单，通过了“节日话题之听力热身，节日话题之选词填空，节日话题之单句改错，节日话题之语法填空，节日话题之范文改错，节日话题之作文范文改写”六大部分从词汇到句子，从句子到文本，由简入难，层层推进，有效发挥了学生的积极主动性，学生可以通过自主预习，合作探究，反思练习等活动加深对本节课节日话题的印象和学习，不断的从词汇，句子，语篇文本等习题中进行语言信息的输入到输出的转变，知识和能力的升级，情商与智商的搭配，核心素养的的渗透，达到“听中学词汇，做中扩知识，读中有思想，写中提能力，思中育素养”的教学目标。

二，教学重点

本节课的重点是通过“节日话题之听力热身，节日话题之选词填空，节日话题之单句改错，节日话题之语法填空，节日话题之范文改错，节日话题之作文范文改写”六部分习作和教师步步引导，使得学生习得节日话题的高考题型，训练学生的听说读写练的技能。

三，教学难点

本节课难点在于让学生把本节课所学的知识加强巩固，突出语用能力方面的考查以及英语学科核心素养方面的培养。

四，教学方法

1视听法（Visual—oral teaching method）

2，交际法（Communicative teaching method）

3，合作法（Cooperative method）

4，学生为主的教学法（Student—centered teaching method）

五，教学过程

Step I 节日话题之听力预热：Listen and try to choose the names of these festivals.

1. Mid-AutumnFestival ( ) 2.April Fool’s Day( ) 3. Arbor Day植树节 ( )

4.SpringFestival ( ) 5. Women’s Day ( )6 .Christmas Day( )7.Duanwu Festival ( )

设计目标：通过听录音并做练习，感受五个不同的节日信息，目的是引发学生对节日话题的兴趣。

Step II节日话题之选词填空

1. TheMid-Autumn Festival falls on the 15th day of the 8thmonth of our Chinese lunar calendar ,it is one of the ________Chinesefestivals. It is a ________to enjoy time with family and friends. Moon cakes are _________eaten onthat night . ( tradition traditional raditionally)

2. Most ancientfestivals would _________the end of cold weather, planting in spring andharvest in autumn. Sometimes ________would be held after hunters had caughtanimals. (celebrationscelebrate)

3. The DragonBoat Festival in China_________ the famous ancient poet, Qu Yuan, who is a manof ________.I feel highly _________by his quality.(honour honours honoured)

4. People willbuy many __________ on Harvest festival and usually ________churches and townhalls with flowers and fruit in European countries. ( decorate decorations )

设计目标：本步设置了四个题目，要求学生们直接用词填空，不用变形，主要考查学生对节日话题词汇在句子语境中的应用能力。

Step III 节日话题之单句改错

1.He had lookedforward to meet her on Valentine’s Day.

2.He was notgoing to hold his breathe for her to apologize.

3.On Women’sDay, her granddaughter was married with a human, she was very angry.

4.QiqiaoFestival was called Chinese Valentine’s Day, I hope you can meet the one youlove.

5.No matter whatfar away we are, we will try to come home for the celebration.

6.Halloween alsohad its origin in old belief about the return of the spirits of the deadpeople.

7.With abeautiful moon up in the sky, we sit together and eat moon cakes and fruit.

8. Some Westerncountries have very excited carnivals(狂欢节),which take place forty days before Easter.

9. People loveto get together to eat, drink but have fun with each other.

10.The countrylooks as though its is covered with pink snow.

设计目标：学生在这一步要学到关于节日话题的词汇，同时学到词法语法在二轮复习中的特点，虽然有些难度，但是通过对课文的熟悉，学生用合作探讨的方法可以把题做好。

Step IV 节日话题之语法填空（2013年辽宁卷作文范文改编）

The Mid--AutumnFestival falls on the 15th of the 1_______ (eight)month of our Chinese lunarcalendar. As one of the traditional Chinese 2_______ (festival), it has beenenjoying great 3_______ (popular )in our country. Usually, no matter how faraway 4 _______ how busy we are, we still try 5 _______( go )home for thecelebration. The moon that night 6_______ ( look) the brightest in the wholelunar month. 7______we love most is the time we enjoy the full moon together.With 8______ beautiful moon up in the sky, we sit together and eat moon cakesand fruit, 9______(share) our stories. In addition to these10________(tradition )activities, we have a wider range of choices such astravelling and visiting our relatives or friends.

设计目标：旨在把上面几部分的已经学到的词汇运用到语篇文章中来，适应高考命题的方向。

Step V 节日话题之范文改错 (2017年3月宝鸡市二检作文改编)

In order to enrich our school life, we aregoing to begin a holiday call “ReadingMonth” holiday. The holiday is aimed at broadening our horizons and improve our reading ability. Everyoneis encouraged to take the activepart. The holiday will last from March 6th to April 5th, duringwhich every participant wasrequired to read at least three books of any kind of. However,impressions of after-reading are welcome and

should submitted to Students’ Union before the last day of theholiday. This holiday is of much benefit to all students. We call for every one of you to join us. Let’senjoy us in the ocean of books.

设计目标：本部分目的让学生继续巩固课堂学到的成果，同时强化本节课的节日话题。解决学生当前的写作困惑，在改错中提升写作的能力，在范文中大胆设置短文改错题型中的考点，有利于学生自我评价，自我反思。

Step VI 节日话题之作文范文改写（2015年高考英语全国卷I作文）

把此范文改编成高考的两个题型——语法填空和短文改错

Dear Peter,

I’d like to askyou to write an article for our school’s English newspaper.

The “ForeignCultures” section in our newspaper is very popular among us students. It carries articles written by foreign friendsabout the cultures of their home countries. Would you please write somethingabout the culture in your part of the United States? And we would especiallywelcome articles about how Americans spend their holidays and festivals, andthe life of American high school students. You can write anything relevant solong as it’s interesting and informative.400 words would be fine. Could we have your article before June 28?

I’m lookingforward to hearing from you.

Yours,

Li Hua

设计目标：旨在学生适应高考命题的形式，并且提高学生语用能力，最终使学生提升英语学科核心素养。

学而不思则罔，思而不学则殆。以上这14篇高一英语优秀教案是来自于快回答的高一英语教案的相关范文，希望能有给予您一定的启发。

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高一英语优秀教案【优秀14篇】(高一英语课堂教学设计)

高一英语教案优秀教案 篇一

高一英语教案 篇二

高一英语教案 篇三

高一英语教案 篇四

高一英语教案 篇五

高一英语教案 篇六

重读高中英语教案 篇七

高一英语教案优秀教案 篇八

重读高中英语教案 篇九

高一英语教案 篇十

高一英语教案 第十一篇

高一英语教案 第十二篇

高一英语教案 第十三篇

高一英语教案 第十四篇

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高一英语教案优秀教案篇一

高一英语教案篇二

高一英语教案篇三

高一英语教案篇四

高一英语教案篇五

高一英语教案篇六

重读高中英语教案篇七

高一英语教案优秀教案篇八

重读高中英语教案篇九

高一英语教案篇十

高一英语教案第十一篇

高一英语教案第十二篇

高一英语教案第十三篇

高一英语教案第十四篇