学生高一英语教案
学生高一英语教案都有哪些？核心课程分为外语技能课程和专业知识课程，课时应占专业总课时的50%-85%。下面是小编为大家带来的学生高一英语教案七篇，希望大家能够喜欢！
学生高一英语教案篇1
Teaching procedure
Lead-in
Step 1
Read through the words with the class, dealing with any possible problem involved with voca bulary. [PPT 1-2] 做好词汇铺垫，为听力任务的完成扫清障碍。 CW
2’
While-list ening
Step 2 Ss l isten to the song to hear wh ich words are mentioned.
Go over the related words again. 练习学生的听力技巧和在听的活动中抓住关键信息的 能力。 CW
3’
Step 3
Ss listen to the song again and di scuss what is the most important thing about the house. CW
5’
Step 4
T asks Ss to fill in the missing words
CW
3’
After-listening
Step 5
T asks Ss to discu ss in pairs about why the singer is so happy in the house.
Ss are asked to give reasons for their different opinions. 培养学生的发散思维，并给学生提供口头表达的训练机会。 PW & CW
3’
Pre-speaking
Step 6 T asks Ss to listen to the dialogue and decide what sort of painting the speakers are talking about.
Ask two more questions if possible. 为对话做铺垫，帮助学生回顾一些陈述个人观点的习惯表达。
通过提问使学生更好地理解对话。 CW
2’
Step 7 Read through the Function File with the class. Ss guess what the missing expression s are. 了解功能句。 CW
3’
While-speaking
Step 8 T asks Ss to work in groups and describe the painting 口头表达练习。
GW
8’
Post-speaking
Step 9 Some of the groups report back to the class, and other groups make evaluations. 相互交换信息，集思广益。
学生高一英语教案篇2
1. To Write a passage by yourselves
Teaching procedures
教学过程：
教学活动
Acti vities 设计意图
Intentions 互动模式&时间
IP & time
Preparations
Step 1 Ss go over the objectives 学生明确了 解本课的学习目标 IW
Step 2 Ss think of what should be included when we write about a person 导入：头脑风暴 学生想出有关描写人的文章应包含的内容 IW. PW
Step 3 Ss read the article abou t Langlang to get the layout of writing about a person 学生阅读一篇关于朗朗的文章，学习文章的结构 IW
Step 4 Ss read again to find the linking words and expressions 学生细读找出文章中连接词及其在文章中的作用 PW
Writing stage 1
Step 5 Ss work in groups or pairs to share more expressions in describing a person according to the layout 学生小组活动，分享更多有关人物描述的表达 GW
Step 6 Ss learn more expressions given by the teac her
学生学习更多有关表达 CW
Step 7 Ss get to k now the assessment 学生了解作文评价标准 CW. IW
Writing stage 2
Step 8 T assigns Ss a writing material
Ss write by themselves 老师给出材料，学生独立完成写作任务 CW.IW
St ep 9 Ss assess their writings by themselves according to the given assessment 学生根据评分标注进行自评 IW
Step 10 Ss exchange the ir writings to assess 学生互评 PW
Step 11 Ss present their works to the class 学生作品展示
Homework Po lish your writings by yourselves 完善自己的作文
学生高一英语教案篇3
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。
学生高一英语教案篇4
教学目标
I. 单词和词组
permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of
II. 日常交际用语
1.请求
May / Could / Can I do that?
I wonder if I can do that.
Would / Do you mind if I come earlier?
Will you tell me if can go now?
2.允许
Yes, please. / Of course. / Sure. / Certainly.
Go ahead, please.
That’s all right. / OK.
It’s all right to me.
3.拒绝
I’m sorry, but it’s not allowed here.
You’d better not.
I’m afraid not. It’s not right.
III.语法
复习名词性从句作宾语和表语的用法。
教学建议
教材分析
The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.
重点词汇讲解
1.catch fire与be on fire
1)catch fire：begin to burn着火;烧着。catch fire有动态含义，揩“开始燃烧”。
例如：
Paper catches fire easily.纸容易着火。
The bed clothes catch fire and the whole house may be burnt down.铺盖着火了，整个房子都可能烧掉。
2)be on fire：be burning着火;失火。 be on fire有静态含义，指“燃烧的状态”。
例如：
The house was on fire.房子着火了。
She woke up at midnight and found the kitchen on fire.她半夜醒来发现厨房失火了。
学生高一英语教案篇5
一、教材分析：
本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：
在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三、教学目标：
1、知识目标：
引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。
2、能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。
3、德育目标：
用含过去分词的句子结构表达思想感情。
四、教学重点：
1、过去分词的用法。
2、过去分词的运用
五、教学难点：
1、结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
2、过去分词在真实的生活语境中的使用。
六、教学策略：
通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法———任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。
七、学习策略：
本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。
学生高一英语教案篇6
This is the first period of this unit.In this period，students are expected to discuss what kind of person they are.The purpose is to give students chance to practice their oral English，at the same time，they can have a general idea about what are the qualities they should find in a great person.In this period，there is a part designed to practice speaking and reading.In order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially Nelson Mandela.What’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study.
●三维目标 1.Knowledge：
Learn and master the new words and expressions in this period. Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal
Phrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison
2.Ability：
(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Do reading practice to improve the students’ reading abilities. 3.Emotion：
(1)Learn about some great people and qualities they have in common. (2)Develop the students’ moral quality. ●教学重点
(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Enable the students to grasp the main idea of the passage. (3)Improve the students’ reading ability. ● 教学难点
(1)How to express their own opinions and ideas. (2)How to grasp the main idea of a text or a passage. ●教具准备
The multimedia and the blackboard. ●教学过程 Step 1 Greetings
Greet the whole class as usual. Step 2 Lead-in T： (Walk to one boy) Wang Bin，what do you usually do on weekends? S1：I sometimes play basketball with friends.I like basketball very much.
T：Do you know who he is?
S1：Of course I do.He is Jordan，my idol.He is the best basketball player in the world.I have many pictures of him.
T：Yes，you’re quite right.He is very famous and many people all over the world worship him.But do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens?
S2：Yes，we learnt about this in our history classes.The blacks were first brought to America as slaves.They were treated badly and they had no rights.
T：That’s right.But we all know that things are different now.Do you know how they could have the same rights as the whites?
S3：We don’t know much about this.Please tell us more.
T：OK.Many people devoted themselves to this.Some were put into prison and some even lost their lives.Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men.
(Show the following pictures and their information on the screen
学生高一英语教案篇7
(1) 课题：Earthquakes (2) 教材分析与学生分析： 本单元的主题是“地震”。 Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。Learning about Language 部分涉及了本单元的词汇和语法。该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。Using Language部分的“读写说(Reading, writing and speaking)”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。随后的听力(Listening)是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。写作(Writing)部分训练学生如何写新闻报道，学会拟地定写作提纲。 (3) 课时安排：The first period: Reading The second period: Reading
The third period: Listening The forth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标： ① 知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援; 掌握和运用本单元出现的新词汇和短语以及数字的表达法;熟练运用that, which, who, whose引导的定语从句;学会写英文新闻报道，拟订写作提纲。
② 过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。救护人员和解放军官兵不顾自身安危，奋力抢险的事迹，地震无情人有情，感人至深。因此可以将他们作为素材，设计多种任务，展开课堂教学活动。如：1. 组织学生讨论震后孤儿的安置2. 模拟采访被抢救的矿工。 3. 写一篇新闻故事，描述救护人员和军队救灾的感人故事。
③ 情感态度与价值观：培养日常对自然现象的观察能力和思考能力，对地震等灾难中逃生和救生方法的了解。
(5) 教学重点和难点：
词汇：shake rise smelly pond burst canal steam dirt ruin injure destroy brick dam useless steel shock quake rescue electricity disaster army organize bury coal mine shelter fresh percent speech honor prepare Europe
短语：at an end right away dig out a (great) number of give out thousands of
重点语法项目：由that, which, who, whose引导的定语从句. 难点： 1. Teach the students how to enjoy an article 2. Teach the students the way to express themselves. 3. The usage of the words of that, which, who and whose.
(6) 教学策略：Student-centered method, asking and answering, explaining and practicing, reading and discussion, speaking and listening, pair work (7) 教学煤体设计：A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计：穿插于分课时教学设计中
(10) 教学反思或值得改进的地方：见每个课时最后部分。