第一篇：職高高一英語教案

Unit3 School life Ⅰ、教學目標： 知識：

1、能正確朗讀新單詞yearly、prom、celebration、babysit、lawn 并掌握四會單詞 skill、include、through、social、education、besides、offer；

2、了解美國高中學生的學校生活。

技能：

1、能運用預(yù)測 略讀 查讀等方式把握文章結(jié)構(gòu)；

2、能利用提示談?wù)撝忻栏咧猩畹漠愅?/p>

過程與方法：培養(yǎng)學生養(yǎng)成良好的閱讀習慣和形成有效的學習策略掌握一定的閱讀方法與技巧使學生獲取處理和使用文中的信息用英語直接思維用英語與他人交流發(fā)展用英語解決實際問題的能力 以適應(yīng)高速發(fā)展的信息社會的需要 為可持續(xù)發(fā)展和終身學習打下良好的基礎(chǔ)。

情感、態(tài)度、價值觀：本單元主題是American high school life，學生通過學習本節(jié)課的內(nèi)容，了解美國英語和英國英語的區(qū)別，培養(yǎng)學生的文化意識，拓展學生的國際視野，通過學生的跨文化交際意識和能力，以培養(yǎng)學生的綜合語言運用能力。

Ⅱ、課題分析：本單元的主題是School life，這節(jié)課主要通過四個小標題：Courses、School Activities、Friend、Jobs，勾勒出本單元的話題，然后了解美國高中生活，再引出閱讀文章American high school life Ⅲ、教學策略分析：面對的學生是高一年級的學生，有一定的聽、說基礎(chǔ)，因此以聽說為主展開本課時的閱讀教學。充分利用計算機輔助課堂教學，通過powerpoint課件為學生創(chuàng)設(shè)更多的語言環(huán)境，充分發(fā)揮教師的主導(dǎo)作用，激發(fā)學生主動參與的欲望。在課堂教學中，巧妙運用教學藝術(shù)，適當安排自學、小組討論，競賽等活動，使學生在更輕松更愉快的環(huán)境下實現(xiàn)更多的信息交流，提高課堂教學的效益。

Ⅳ、閱讀設(shè)計思路：

快讀（Fast Reading）→細讀(Intensive Reading)→操練(Practicing)→鞏固(Consolidation)Ⅴ、教學過程（Teaching Steps）Step 1 Lead In I have a cheerful song would you like to share it with me？（理念：課前播放一首很歡快的英文歌曲“If you are happy”，渲染課堂氣氛，營造英語學習氣氛，學生跟著音樂拍手鼓掌很快進入英語學習角色，喚起學生的積極性與注意力。）Step 2 Predicting Today we will continue to learn something about school life.Please read the title of the passage together，guess what words will be mentioned in the passage A: Read and tick The activity helps students brainstorm and predict the general information of the passage.（students read the title together.Then think and tick the words which may be mentioned in the passage.Some students stand up to give their ideas）Step 3 Scanning Now please read the passage as quickly as you can.Remember to underline the words and phrases you correctly predicted or missed just now.Then write them down in B Step 4 Skimming OK,let’s see what the students’ life is like in American high schools.Please read the passage quickly and complete the form in C 學生快讀之后回答問題：

1、Can you list the courses that American high school students have？

2、Which kind of activities do the most students like to take part in？

3、What is the important thing for many students？

4、Do you know what is the first part-time jobs for many high students？

（理念：用快讀來培養(yǎng)學生整體獲取信息的能力，通過四個問題能快速獲取全文的大意。）對文章細讀之后 在黑板上給出一些重要的關(guān)鍵詞，讓學生根據(jù)這些詞語復(fù)述課文

（理念：用獲取的信息通過內(nèi)部語言系統(tǒng)進行理解、吸收、加工，進而轉(zhuǎn)化為一定程度的外部語言，以此來評價學生的語言水平。）

Step 5 Group work-Discussion 讓學生根據(jù)以下三個方面來討論心目中理想的學校Desigh your ideal school life

1、Your diary life in the school；

2、Your school and the teachers；

3、Youf after-school activities.(理念：通過教師教學方式的轉(zhuǎn)變，引導(dǎo)學生學習方式的轉(zhuǎn)變，突出學生主體，讓學生主動思維，發(fā)展個性，拓展視野，同時這種體驗、實踐、參與、交流、合作的方式，促使學生互相學習、互相幫助，發(fā)展合作精神。)

Ⅵ Homework：

1、search the Internet for more information about the school life in China and American；

2、write something about your ideal school life.

第二篇：高一英語教案

England is a nation in northwest Europe and the largest and most populous constituent country of the United Kingdom of Great Britain and Northern Ireland.Its inhabitants account for more than 83% of the total population of the United Kingdom.it is bordered by the North Sea, Irish Sea, Atlantic Ocean, and English Channel.England was formed as a country during the 10th century and takes its name from the Angles — one of a number of Germanic tribes who settled in the territory during the 5th and 6th centuries.The capital city of England is London.England ranks as one of the most influential and far-reaching centres of cultural development in the world;it is the place of origin of both the English language and the Church of England, was the historic centre of the British Empire, and the birthplace of the Industrial Revolution.England's National Day is St George's Day(Saint George being the patron saint), and it is celebrated annually on 23 April.⑴experience作可數(shù)名詞時意為“經(jīng)歷，感受，體會”作不可數(shù)名詞時意為“經(jīng)驗，體驗” Eg:You don’t need any experience to work here.He had many interesting experiences while traveling in Afica.⑵earn作動詞意為“賺到，掙得;獲得，贏得” eg:To earn a living,you have to work hard.It wasn’t surprising for her to earn the top score in the test.⑶respect.n.尊敬，敬重

win/earn/gain the respect贏得某人的尊重 have a deep respect for sb由衷的敬重某人 respect sb for(doing)sth因為…而尊敬某人 eg.She has earned the respect of her classmates.eg.She respected him for his honesty.⑷比較average,common,ordinary,usual的用法 ·average意為“一般的，普通的”，強調(diào)的是一般的水準或普通水準。在有數(shù)字的情況下表示“平均”。

·common意為“普通的，常見的”，它可以指共同的，共有的特征。·ordinary意為“普通的，平凡的”，側(cè)重人或事平淡無奇。·usual意為“通常的，慣常的”，指熟悉的常用的或習慣性發(fā)生的 ⑸ used to do sth.強調(diào)過去常常做某事，暗含現(xiàn)在不再做了 be used to sth.(doing sth)習慣于（做）某事 ⑹average adj.平均的，一般的，普通的

on average平均的 above aveage 高于平均水平

below average 低于平均水平eg:On average,nearly twenty traffic accidents happen every day.參考答案：

1.an unforgettable experience 2.with teaching experience 3.The average age of the students 4.It’s not to see 5.as usual 6.like an ordinary girl 7.are used to do a lot of work

第三篇：高一英語教案

Unit 15 Popular youth culture

Enable the students to learn about the reasons why American jeans are so popular.Enable the students to design a questionnaire.How to design a questionnaire.Skimming, scanning and pairwork.Step I Revision

Check the students’ homework.T: Who would like to retell the students’ experiences as volunteers? Ask more students to retell the experiences if possible.Step II Lead-in

Get the students to look at the pictures on Pages 133 and 134 and answer some questions as follows.Step III Reading

1.Skimming Get the students to read the passage quickly to find out the answers to the questions on the screen.Show the following to the students.1.According to the text, why did people in the past like to wear jeans? Would you say this is still true today? 2.Would you say jeans are still as popular with young people today? Why or why not? Check the answers.2.Scanning Ask the students to read the text again to find out what happened in the years shown on the screen.重點句式

However, the jeans of today are very much an American invention.Many schools in the USA did not approve of students wearing jeans to school and forbade them.Step IV Writing

Get the students to learn how to conduct a survey and then ask them to design a questionnaire, collect information and then rewrite the final paragraph.Step V Reading(Workbook: Pages 260-262)

Ask the students to go through the questions on Pages 260-262 and then read the passages quickly and silently to choose the correct answers.Step VI Homework

1.Try to retell the text about the development of American jeans in terms of years.2.Design a questionnaire about music, sports, voluntary work, fashion or other youth culture issues.3.Conduct a survey among students in our school.

第四篇：高一英語教案

高一英語教案

編寫人：南昌一中外語組李志超

Title: Unit 10The world around us

ReadingAre we endangered?

Type of the text: reading

Level: intermediate

Teaching aims: 1.to talk about wildlife endangerment

2.to extend the knowledge of wildlife protection

3.to improve reading skills

4.to learn the writing pattern of the text

Important points in teaching: 1.talking about wildlife endangerment

2.extending the knowledge of wildlife protection

Difficult points in teaching: 1.improving reading skills

2.learning a writing pattern

Teaching approach: film clips, questionnaire, game, internet, proverbs

Interactive patterns: individual work, pair work, group work, class work

Teaching aids: a multimedia computer, a tape, a tape recorder

Time needed: 45 minutes

Students: Senior 1 students

Preparation before the class: asking the students to collect information on wildlife issue on the internet

Teaching procedures:

Step 1 leading-in

First, film clips of the movie “Kekexili”

Teacher: Have you seen this movie?

(option): Who can say something about the film?

Next, pictures of “milu deer”

Teacher: Do you know the name of this animal?

Who can say something about it?

(option): The teacher can introduce milu deer to the students if necessary

Finally, more pictures of endangered animals and plants

Teacher: Today we have two questions to discuss in this lesson

1)Why are they endangered?

2)What can people do to help them?

Purpose: to emphasize the fierce fight between the volunteers and the hunters to arouse students’

awareness of protecting wildlife.Step 2 pre-reading activity

First, Ask the students to finish the questionnaire

Then, Ask one or two students to report their answers

Purpose: to let the students know the relationship between human beings and animals and plants

so they can realize the necessity to protect wildlife

Step 3 fast reading

Ask the students to read the text fast to get the general idea of each paragraph.At the same time, analyze the writing pattern of the text

Purpose: to study the text on the whole and learn a new writing pattern

Step 4 detailed reading & note-making

Ask the students to read paragraph 2 and 3 again and finish the note-making exercise

Purpose: to get the answers to the two questions in leading-in

Step 5 language points

First, Considering the language points are not difficult, the teacher asks the students to listen to

the tape and pick out the language points

Next, Play a game to see which group gets the most language points

Finally, Ask the students to complete some sentences with the phrases from the text

Purpose: to cover the language points

Step 6 talk show

Ask a student to be the host or hostess who guides the other students to a picture show aboutTibetan antelopes.He/she asks his/her classmates to discuss “What can we do for Tibetanantelopes?” in groups.(option)The teacher can suggest the students write a letter to appeal to people to protect Tibetan antelopes and other wild animals and plants

Purpose: to extend the text at an informative and instructive level

Step 7 internet study

Ask the students to display the materials they have found on the internet before the class Purpose: to encourage the students to use the modern technology for studying

Step 8 Proverbs

Give 3 proverbs for the students to relate what they have learnt in class with practice

Purpose: to reinforce students’ awareness of protecting wildlife

Appendix: questionnaire

1.Do you think it is possible for us to live without animals or plants?

A.YesB.No

2.How often do you go to the zoo?

A.Very oftenB.SometimesC.SeldomD.Never

3.Will you adopt an animal in the zoo?

A.YesB.No

4.Have you ever keep any pet at home?

A.NeverB.YesC.No, but it is possible

5.What do you think causes the endangerment and extinction of some animals and plants?

A.PollutionB.OverhuntingC.Overusing natural resources

6.Have you ever been in any organizations or groups of wildlife protection?

A.NeverB.YesC.No, but I’d like to

7.Do you often buy products made from some parts of rare animals?

A.SometimesB.NeverC.Not often

Proverbs:

1.It is never too late to mend.2.It is no use crying over spilt milk.Kill the goose that laid the golden egg.

第五篇：高一英語教案范文

ReadingAreweendangered

Typeofthetext:reading

Level:intermediateTeachingaims:1.totalkaboutwildlifeendangerment

2.toextendtheknowledgeofwildlifeprotection

3.toimprovereadingskills

4.tolearnthewritingpatternofthetext

Importantpointsinteaching:1.talkingaboutwildlifeendangerment

2.extendingtheknowledgeofwildlifeprotecti

on

Difficultpointsinteaching:1.improvingreadingskills

2.learningawritingpattern

Teachingaroach:filmcli,questioaire,game,internet,prover

Interactivepatter:individualwork,pairwork,groupwork,clawork

Teachingaids:amultimediacomputer,atape,ataperecorder

Timeneeded:45minutes

Students:Senior1students

Preparationbeforethecla:askingthestudentstocollectinformationonwildlifeiueontheinternet

Teachingprocedures:

Step1leading-in

First,filmcliofthemovie“Kekexili”

Teacher:Haveyouseenthismovie

(option):Whocansaysomethingaboutthefilm

Next,picturesof“miludeer”

Teacher:Doyouknowthenameofthisanimal

Whocansaysomethingaboutit

(option):Theteachercanintroducemiludeertothestudentsifneceary

Finally,morepicturesofendangeredanimalsandplants

Teacher:Todaywehavetwoquestiotodiscuinthisleon

Whyaretheyendangered

Whatcanpeopledotohelpthem

Purpose:toemphasizethefiercefightbetweenthevolunteersandthehunterstoarousestudents'awareneofprotectingwildlife.Step2pre-readingactivity

First,Askthestudentstofinishthequestioaire

Then,Askoneortwostudentstoreporttheirawers

Purpose:toletthestudentsknowtherelatiohipbetweenhumanbeingsandanimalsandplantssotheycanrealizetheneceitytoprotectwildlife

Step3fastreading

Askthestudentstoreadthetextfasttogetthegeneralideaofeachparagraph.Atthesametime,analyzethewritingpatternofthetext

Purpose:tostudythetextonthewholeandlearnanewwritingpattern

Step4detailedreading¬e-making

Askthestudentstoreadparagraph2and3againandfinishthenote-makingexercise

Purpose:togettheawerstothetwoquestioinleading-in

Step5languagepoints

First,Coideringthelanguagepointsarenotdifficult,theteacherasksthestudentstolistento

thetapeandpickoutthelanguagepoints

Next,Playagametoseewhichgroupgetsthemostlanguagepoints

Finally,Askthestudentstocompletesomesentenceswi