新课标高一英语教案模板范文.docx

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1、新课标高一英语教案模板新课标高一英语教案模板1 1.让学生了解地球的形成和发展 2.让学生体会并驾驭各种阅读技能和技巧 3.通过文章学习使学生相识地球对人类的重要意义，增加爱护地球的意识。 Key points and difficulties： 1，通过阅读了解地球的发展历程 2，驾驭不同的阅读技巧，提高阅读实力 Teaching procedures： Step 1 Lead-in Let students do a puzzle -the earth A puzzle It looks like a ball but you cant play, It is our home but s

2、o big, It is round but we usually think it is flat. It moves anytime but no one feels. 设计说明：展示该谜语，并让学生齐读，然后猜出答案-地球。利用齐读的方式使学生精神激昂，通过猜谜语激发学生的爱好导入新课。 Step 2 Pre-reading A. Let students enjoy the beauty of the earth. B. Questions: 1, How did the earth come into being? 2, In China, there are some storie

3、s about the beginning of life. Do you know? 设计说明：通过图片让学生感受地球，产生酷爱地球家园的体验，同时让学生产生了疑问，地球是怎么形成的，顺当过渡到下一部分。 Step 3 Fast-reading 1, Let students read the text quickly and then answer the following questions. (1) According to the text, how did the universe begin? (2) What is the fundamental to the develop

4、ment of life? (3) Where did life first begin, on the land or in the sea? (4) Which kind of animal has become the most important animals on the planet today? 设计说明：设计几个较为简洁却有关全局的问题，让学生带着问题快速搜寻所需信息，熬炼学生快速阅读的实力。让学生快速把握文章的脉络，为接下来的细致阅读活动打下基础。 2, Let the students read the text again and then finish the fol

5、lowing exercise Para1 a, the development of life Para2 b, the important of water Para3 c, the most important animals on the planet Para4 d, the formation of the Earth Para5 e, the “Big Bang” 设计说明：在上一活动的基础上，通过此连线题进一步考察学生在规定时间内把握语篇大意和各段中心大意的实力。 Step 4 Careful-reading 1, Analyzing read the text and fil

6、l in the blanks How life began on the earth 设计说明：在学生对文章的内容已经有了比较全面的了解后，用图表的方式让学生重新构建文章的主要内容。形式简洁、明白，便于学问的驾驭和系统化。 2, Reading and answer the following questions. 1. Why was the earth different from other planets? 2. Why did the plants grow before the animals came? 3. Why is it wrong in films and stori

7、es to show dinosaurs and people together? 4. What problem is caused by human beings? Step5 Consolidation Retell how life began on the earth according to key words 新课标高一英语教案模板2 (1)课题：Friendship (2)教材分析与学生分析： 本单元的中心话题是“友情”，几乎全部的内容都是围绕这一中心话题绽开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中挚友之间发生的真实问题以及解决这些问题的方法;Pre-

8、Reading部分的几个问题启发学生对“友情”和“挚友”进行思索，使学生明确不仅人与人之间可以做挚友，日记也可以成为人们的挚友;Reading部分Annes Best Friend以日记形式讲解并描述了犹太女孩安妮的故事;Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细微环节进行更深化的理解; Using about Language 部分教学本课重点词汇和重点语法项目。 (3) 课时支配：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading The t

9、hird period: Grammar The forth Period：Listening The fifth period: Writing (4)教学目标： 学问与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an

10、opinion. 过程与方法：本单元在读前阶段就提出问题，让学生思索是不是只有人与人之间才能交挚友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交挚友。在深刻理解、充分训练的基础上，可以再引导学生深化探讨几个与本单元话题有关的问题：1.描述挚友; 2. 结交网友;3. 观点沟通;4. 善不善交挚友; 5. 挚友的重要性。 情感看法与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习状况。对书中的内容是否感爱好，有哪些收获，解决了什么问题。使学生加深对友情、友情的.理解，以及如何正确交友，处理挚友之间发生的问题等。 (5) 教学重点和难点： 词汇：add

11、 point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit 短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according t

12、o get along with fall in love join in 重点语法项目： 干脆引语和间接引语的相互转换 难点：Understand the real meaning of friends and friendship; Discuss the answers to the questions (Reading); How to teach the Ss to master the usage of Direct Speech and Indirect Speech(Statement and Questions). (6) 教学策略： Discussion, Student-

13、centered vocabulary, learning, listening, pairwork, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程： Period One：Speaking (Warming Up and Pre-Reading) Aims Talk about friends and friendship. Practise talking about agreement and disagreement. Step I Revision Ask s

14、ome of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments. T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one o

15、f the problems between friends and how it is solved. Step II Warming up T: / think most of us have some good friends. Do you know why people make friends with one another? Step III Talking(WB P41) First get the students to listen to what a Canadian say about making friends. Then ask them to discuss

16、the two questions. T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions. 1 Do you agree with her? 2 What do you think of people from foreign cou

17、ntries? Agreement Disagreement I think so, I don't think so. I agree.I don't agree That's correct.Of course not. That's exactly my opinion. I'm afraid not. You're quite right. I don't think you are right. Step IV Speaking(B P6) First, get the students to think of four sit

18、uations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared befor

19、e class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questio

20、nnaire with one or two other groups and try each other's questionnaires. At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary. T: Friends come in many flavors. There are best friends, school friends, fair-

21、weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are. 1. Your friend borrowed 100

22、 Yuan from you last week and hasn't returned it. You will A. ask him / her to pay back as soon as possible; or you'll end the friendship. B. ask him / her to pay back if he / she has. C. tell him / her not to return it. 2. Your friend said your bad words behind you. You will A. ask him / her

23、 to say sorry to you , or you'll stop your friendship. B. excuse him / her and forget it. C. ask others to tell him / her that he/she is wrong. 3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will A. tell him your parents ask you to do

24、 homework at home. B. tell him / her a lie that you are ill. C. say sorry to him / her and plan to meet him / her another time. 4. You borrowed a bike from your friend, but you had it stolen. You will A. buy a new one which is the same as his / hers. B. just tell him / her you had it stolen. C. say

25、sorry to him/her and buy him/her an old one After they finish choosing the answers, show the scoring sheet on the screen. Instructions: 2-5 A fair-weather friend Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend tim

26、e or talk with them. You don't help your friends when they have problems. You are always thinking about yourself. You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long

27、. 6-11 A school friend You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendshi

28、p is about feelings and we must give as much as we take. 12-17 A best friend You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understa

29、nd and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial. 18-21 Forever friend You will always listen to your friends and try to help them, even if you disagree or if you are havin

30、g a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life. 课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照看大部分学生的教学理念。留意培育学生开口说英语的的信念。 新课标高一英语教案

31、模板3 一、教学内容 Pre-reading; Reading; Comprehending 二、教学目标 在本节课结束时，学生能够 l 相识节日的分类以及节日对人们生活的影响，从更深化的层面理解各国节日的意义。 l 运用略读(skimming)、找读(scanning)、细读(careful reading)等阅读技巧来驾驭篇章中心内容，获得阅读文章中的关键信息。 l 依据上下文，理解本课的生词、词组，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。 三、

32、教学步骤 步骤一 略读(skimming) 1.学生看Reading中的图片和标题，两人一组探讨阅读材料中将介绍什么信息，完成Pre-reading的练习2。激励学生在班内发表个人的见解。 2.老师指导学生快速阅读文章中的小标题和每个自然段的首句，了解文章大意，即不同的节日或庆典类型代表着不同的含义，有些是纪念死者的，有些是纪念着名人士的，有些是庆祝冬天的结束春天的播种、秋天的丰收、以及猎人猎到猎物等等。 教学意图：快速阅读图片、标题信息、文章中的小标题和每个自然段的首句进行略读，可以使学生在较短时间内精确地找到文章的基本信息。 步骤二 找读(scanning) 1.老师先让学生看“理解”中的

33、练习1，了解节日的分类，老师可做必要的说明。 教学意图：学生在把握了节日的分类后，他们在完成下列各环节时更有针对性。 2.让学生带着练习1中的任务通读一遍课文，重点阅读和练习有关的内容，快速找出练习所要求的基本信息。 教学意图：通过找读，学生带着任务就可以快速获得练习1所要求的关键信息。 3. 在老师的指导下，全班合作填写练习1表格中的第一行。然后，老师要求学生独立完成余下的三行表格的填写。学生完成表格的填写后，老师作点评。 教学意图：学生在第一环节中完成了节日的分类、其次环节中找到了练习1中的关键信息后，学生在本环节进一步整合信息，完成练习1表格的填写。 步骤三 细读(careful rea

34、ding) 1. 学生细致阅读课文，独立完成Comprehending中练习2的问题13，然后请几个学生回答，最终全班核对答案。 教学意图：练习2中的问题13较45简洁，通过细读全文，学生能够独立作答。 问题13的参考答案： 1) Festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people. 2) Autumn festivals are happy event

35、s because people are thankful that food is ready for winter and the hard farm work is finished. 3) At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring. 2. 学生4人一组探讨问题45，然后每组选出一名代表，汇报探讨结果，最终老师赐予指导并得出尽可能一样的看法。 教学意图：问题45

36、是开放性的问题，通过探讨，学生可以依据文章的线索进行推理，依据已有的学问和阅历得出问题的答案。在汇报中，学生就能够共享彼此的成果。 问题45参考答案： 1) It is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while. 2) The Chinese, Japanese and Mexican festivals of the dead all have customs to honour

37、 the dead. The Chinese and Japanese go to clean their ancestors tombs. 步骤四 归纳内容、对比 完成练习34的深层次的阅读理解任务： 老师要求学生探讨课文的整体结构和细微环节，从每个自然段中找出练习所需的详细的例证。然后老师指导学生完成表格的第一行。学生仿照第一行的填写方法，完成表格其它行的填写。在老师帮助下全班同学一起核对答案，力争取得较一样的看法。 教学意图：通过本环节的学习，学生能够体验归纳、总结、对比的学习过程，同时，为完成后续的写作任务做铺垫。 步骤五 解决阅读中学生遇到的困难 老师要求学生朗读课文。然后4人一组依

38、据上下文探讨在阅读中遇到的难以理解的单词和词组，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等，先是组内探讨解决，组内解决不了的，老师赐予帮助。 教学意图：解决阅读中的障碍，培育学生依据上下文进行猜词的实力。 步骤六 归纳整理、复述课文 1. 老师事先用投影呈现出本课信息图，学生在老师的引导下，共同完成信息图中的信息填写，选一名学生填写投影中的信息图(可用词或短语)。然后学生依据“信息图”用自己的话复述课文： 教学意图：教学生如何处理和加工信息，检查学生对

39、课文中的主要信息、事实、情节要点等是否清晰，训练学生敏捷运用所学语言表达自己的思想。 步骤七 作业 让学生把复述的内容写成短文。 教学意图：进一步加强学生对课文中主要内容的驾驭，培育学生写summary的技巧。 新课标高一英语教案模板4 教学打算 教学目标 1、驾驭下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set dow

40、n, a series of, on purpose, in order to, face to face, according to. 2、进一步学习有关“挚友”的学问信息，启发学生对挚友和友情的思索。 3、了解安妮日记的背景学问，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。 4、训练学生肯定的阅读技巧，使他们驾驭一些有效的学习策略，从而提高阅读速度和理解的精确性，并养成肯定的自主学习实力。 5、培育学生快速阅读的实力、捕获信息的实力及运用语言进行交际的实力。 6、通过个人活动、小组活动和班级活动等方法，培育学生的合作互助精神，共享英语学习的阅历，感受用英语沟通的胜利和喜悦。 教学重难点 教学重点: 1、了解安妮日记的背景学问，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。 2、训练学生的阅读技巧，提高学生阅读速度和理解实力。 教学难点: 对所获得的信息进行处理、加工和学习，形成有效的学习策略。 教学工具 ppt课件 教学过程 . 板书 Uint1 Reading Annes Best Friend Qualities: easy-going ,warm-hearted ,helpful, Questions: Skimming Summarize Discussion: 1> style 2> ideas