【导语】“liangrock”通过精心收集，向本站投稿了16篇高一英语必修一unit5教案，这里给大家分享一些高一英语必修一unit5教案，供大家参考。
- 目录
篇1：高一英语必修一unit5教案
(一) 教材地位和教学内容分析
本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。Reading设计为本单元的第2课时。本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。“Reading――― A NIGHT THE EARTH DIDN’T SLEEP” 具体描写1976年唐山大地震的震前、震中和震后。本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。但文章的结构较明显，较容易归纳出各部分的中心词。
(二)教学目标
1. 语言知识目标：
a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。
b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些优美句子的赏析。
2. 语言技能目标：
a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意;通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词;通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。
b) 让学生复述课文，分析、感悟作者的写作意图。
c) 让学生运用本节课所学词汇、知识，通过采访唐山大地震幸存者的形式进行小组活动，提高学生用英语进行创造性交流的能力。
a)学会有关地震的知识，并能通过学习讨论懂得地震时的应急逃生，地震后如何科学救人和有关地震的形成和减少地震所造成的损失等一般知识。
b)懂得地震无情人有情，即使发生了多么可怕的灾难，国家和解放军兵都会不顾自身安危，奋力抢救，培养学生一方有难、八方支援的互助友爱精神。
c)了解自然灾害会给人类带来严重的破坏性后果，让学生进一步感悟、领会到人类应与自然界和谐共处。
d)培养学生的合作意识和“合作学习”的习惯。
e)欣赏课文中优美句子，了解一些英语修辞手法，使学生在学习完课文之后得到一次美的享受，一次心灵的愉悦和升华。
(三)教学重点和难点：
1. 重点
1)让学生了解唐山大地震，了解地震的成因、预兆、地震造成的损失，地震时的应急救生以及震后的救援。
2)训练学生的阅读技巧，提高阅读能力。侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3个方面的能力：
a.文章段落中心词把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.总结归纳能力。
3)重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。
4)欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。
2.难点
1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。
2) 如何使学生学会提取、筛选和重组文章中的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。
三、说教学方法
1、任务型语言教学法
任务型语言教学认为：人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习要强调通过“做中学”、“学中做”，使学生在完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组，进行一次就地震后幸存者的访问。该设计基于课文内容，但又不局限于课文的范畴，旨在贯彻“做中学”、“学中做”策略，吸引和组织他们积极参与，并通过讨论、交流和合作等方式，在自然、真实的情境中，完成任务，体会、掌握语言的应用，达到学以致用的目的。
2.直观法(视听教学法)
充分利用多媒体教学手段，通过播放影视剪辑，与课文主题相关的图片、图表等直观手段，在充分调动学生学习兴趣的同时，降低学习难度，突破重难点。
3.合作学习教学法
合作学习教学法是以小组活动为主体的一种教学活动，一种同伴之间的合作互动活动。合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调整学生的语言焦虑感。因此，本课打破传统的教师单向灌输，采用“四至五人组成一个学习小组”的课堂教学结构，来组织教学，旨在营造轻松的学习氛围，为积极学习提供有利的条件，让学生在完成任务的过程中通过互相交流，降低语言焦虑感，获得愉快的学习经历，从而对学习本身和所学内容产生兴趣感。
四、说教学过程
STEP1 导入 lead-in
在课堂开始，我会给学生播放一段有冯小刚导演拍的-《唐山大地震》的片段节选，让学生能通过-能理解和体会到自然灾害给人类带来的巨大灾难。让后直接导入今天的课题。这个能激发学生去了解这篇文章的兴趣，积极加入课堂。 Step2 pre-reading 读前
在这个环节我会在学生在读这篇文章之前给出几个问题。但是并不要求学生马上给出答案。而是要求在下一环节的阅读中找出答案。
Step3 while reading
在这个环节当中我设计了3个活动
第一个活动 activity1 fast reading
给学生几分钟的时间，让后让学生快速阅读这篇文章，并找出在读前所给题的答案，在读完文章之后，让几个同学来进行回答。
第二个活动 activity2 scanning
放录音，让学生跟随录音快速阅读，并要求学生找出每一段落的中心句，并在读完之后，要求得出这篇文章的整体大意。并让学生起来进行回答
第三个答案：acrtivity3 task 在这一环节当中我会设计一个任务。任务类型为知识的抢答。
首先我会将整个班级分为若干个小组，每组有七到八个人。并选出小组长。这一环节中我设计了十个对错题，(true or false),要求学生以小组的形式进行抢答。并作出得分记录，最后还要评选出第一名。在抢答过程当中，我并不只单单是以游戏的形式来完成这一任务，只是简单的完成对错题，我会要求每组在抢答的过程当中，要对他们所选的答案进行解释说明为什么。让学生在这个过程当中真正玩有所得。
Step 4 post-reading
这一环节我会把我们所读的这篇文章设计成一篇阅读题的模式，设计五道选择题，用幻灯片展示出来，并让学生进行选择。题目的设计会以文章的主旨大意和一些细节作为试题。这让学生能在这一环节当中对刚刚已经学习知识进行巩固。
Step5 summary
在这一环节中我会整堂课做一个简短的总结，并再一次强调本次课的重难点。让学生明确本课的重点，再一次明确课堂目标。和引导学生对这篇文章的情感态度进行升华。
Step6 homework
作业：
1、要求学生背诵本次课的重点词汇和短语
2、要求完成相应联系。
3、要求学生课后通过各种途径查到关于地震的常识，并去了解一些 逃生的小常识，下节课来全班同学一起分享。
篇2：高一英语必修一unit5教案
教学重点难点：
(一)重点
1. 本单元的生词、短语
2. 有关旅游的一些表达法
3. 掌握游记与来往书信的写法
4. 复习动词的用法以及现在进行时用于将来的表达法
(二)难点
1. 动词时态的综合运用
2. 语法操练与语言交际活动的有机结合
3. 一些开放性话题的实现
4. 课外查阅资料的能力培养
教学目标
1. 语言知识与技能
1) 熟练掌握与话题相关的常用词汇与表达法
2) 培养学生听、说、读、写四技能的综合运用能力
3) 使学生能就given topics较好地完成一些开放性话题
4) 培养学生使用图书馆、网络查阅资料的能力
2. 情感态度与文化意识
1) 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣
2) 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势
3) 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识
4) 带领学生领略世界风光之美的同时，增强他们的环保意识
3. 学习策略
1) 兴趣教学策略,其中包括对话、讨论、表演等
2) 开放式教学策略，如：brainstorm, role play, given situations 等活动
3) 任务型活动策略，在做中学，在交际中进行真实运用
为了有效地达到以上教学目的，我设计了以下六个任务：
1)The students are to discuss the means of transportation
2)The students are to describe a place they know
3)The students are expected to know what an adventure travel is like
4) The students are supposed to take a virtual travel
5) The students are to write a travel diary/letter
6) The students are to finish a proposal letter/make a survey report
我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)， Reading(一)(1课时)，Reading( 二) (1课时)，Grammar & Writing(1课时) ，Integrating skills (1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。
任务型语言教学的倡导者认为，掌握语言的途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到状态。
篇3：高一英语必修一unit5课件
一、教学背景分析
1.教材分析：
本课的教学内容是人教版高中英语必修一unit5阅读部分，该部分的重点学习内容是通过不同的阅读技巧(如通过略读和查读从文章中获取主要信息等)理解全文，并能针对阅读内容表达自己观点。话题贴近历史人物的学习。本课的重点词汇有found, republic, principle, peaceful, mankind, lawyer…etc.等。教师在课堂上要通过一系列的课堂活动和任务培养学生的阅读技能，提升学生的阅读能力。
2. 学情分析
1.学生在学习本课之前已学的词有hard-working, active, generous, selfless等及描述人物品质的形容词。因此，在导入环节，教师要遵循从已知到未知的学习规律，展现学习过的词进入新课的学习。在阅读活动环节利用填空，判断题使学生在完成课堂任务后能快速获取主要信息。
2. 高一的学生相对来说好胜心比较强，课堂竞赛是激发学生学习积极性的好方法。
3. 本课主题以历史人物为话题，教师要充分激活学生对历史人物的崇拜之情，让学生富有爱戴之情完成阅读任务。教师可让学生在课前上网查找曼德拉的相关信息。
4. 学生基础一般，学生程度参差不齐。在设计这堂课时，任务应考虑学生的认知能力，从简到难，以适合各个层次的学生，使教学有效、高效。
二、教学目标：
1. 知识与技能目标：
1学习新单词found, republic, principle, peaceful, mankind, lawyer…etc.
2)重点短语：out of work, as a matter of fact, blow up;
3)通过不同的阅读技巧(如通过略读和查读从文章中获取主要信息等)理解全文，并能针对阅读内容表达自己观点.
2. 过程与方法目标：
通过所设计的课堂活动和任务，让学生主动参与，在合作探究中学会学习和理解文章。
3. 情感态度价值观：
1) 了解纳尔逊 曼德拉的生平事迹，学习伟大人物的优秀品质，不断提高自身的品格修养。
2) 通过竞赛、小组合作学习等形式，调动学生的学习主动性和 积极性。
三、教学重点、难点：
1.重点：通过略读和查读等阅读技巧获取主要信息，并能针对阅读内容表达自己观点。
2.难点：运用不同的阅读技巧理解全文，能够正确描述人物品质。
四、教学策略与方法：
1. 本节课根据学生的特点和教学内容的`实际，采用任务型教学法和交际法相结合的方式来教学。
2. 采用计算机多媒体辅助教学，增加阅读兴趣，降低难度。
3. 通过竞赛、小组合作等多种形式，提高学生的学习兴趣、学习主动性和积极性。
五、教学过程设计：
教学过程
设计意图
Stage1 Pre-reading
Step1 Leading-in & Presentation
Q&A
Video
通过学生所熟悉的人物及单词引入新课，并通过观看视频引起学生对所要学人物的了解和阅读材料的兴趣。展示学习目标，让学生了解本课重点。
Step 2 Prediction
Predict the passage though the title and the picture
帮助学生预测课文，使学生带着想知道结果的愿望，目的性强，注意力将会更集中。
Stage 2 While-reading
Step 3 Fast reading & Careful reading
首先快速阅读中可运用查读和略读技巧获取答案并对文章进行分部分从而初步了解文章整体大意。其次在细读中设计对详细信息的学习，从而加深学生对文章的深度理解。
Stage 3 Post-listening
学习了课文后，小组讨论总结曼德拉的品质。观看写给曼德拉歌曲的视频，学习伟人的高尚品质。
Step 4: 1. Discussion
2. Video
Step 5 Summary
总结本课重点，及时反思本课收获。
Step 6 Homework
1. Memorize the new words and phrases.
2. Preview the language points of the passage.
复习巩固所学习过的单词和重要句型，并为引入课文的学习做好准备。
六.板书设计
Unit5 (Reading) Elias’ story
Para.1
Part 1 before
Para.2
Elias met Mandela
Para.3
Part 2 after Para.4
Para.5
篇4：高一英语必修一unit5课件
一、整体设计思路、指导依据说明
《高中英语课程标准》强调高中英语教学应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力;逐步培养学生用英语进行思维和表达的能力;为学生进一步学习和发展创造必要的条件。
高中英语课程还强调要使学生通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力;要有利于学生学会运用多种媒体和信息资源，拓宽学习渠道，形成具有个性的学习方法和风格。
同时，高中英语课程关注学生的情感，引导学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。
基于以上说明，本课将Warming-up和Reading进行整合，旨在帮助学生提高阅读能力，帮助学生更好地、更全面地了结伟人的优秀品质，并进一步学习曼德拉作为领袖人物的非凡魅力，提高自身的品格修养;同时，本课设计了各种活动，让学生进行自我探究和分组合作，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力，最终达到提高学生自主学习能力的目的。
二、教学背景分析
本单元是人教版新课程标准试验教材中必修第一册的第五单元，中心话题是“伟人的品格”。本课内容是“伊莱亚斯的故事”，借穷苦的黑人工人伊莱亚斯的口吻，叙述发生在他身边的纳尔逊99曼德拉的故事。这样的写法有别于惯常所采用的平铺直叙式，因此在教学过程中，要让学生能从伊莱亚斯普通的话语中感受曼德拉的伟大。课文是词汇、语法和文化的载体，文章中大量定语从句的出现，也给初步学生留下了直观的印象，为后面的语法学习奠定了良好的基础。
学生们对曼德拉都有所了解。因此，教师要利用学生的已知引出更多的未知，并通过对文章的分析，引导学生从更深的层次去理解曼德拉的伟大之处。
三、教学目标分析
1. Help students learn the structure and the content of the reading.
Help students learn and understand some difficult sentences：
a. The last thirty years have seen the greatest number of laws stopping our rights and progress.
b. We were put into a position in which we had either to accept we were less important， or fight the government.
2. Instruct the students to understand long and difficult sentences in two ways：
a. finding the new meaning of a learned word
b. breaking down a long sentence with an attributive clause into two short sentences
Instruct the students to learn the hidden messages through careful reading.
3. Instruct students to observe， experience， think and explore using task-based teaching.
Instruct students to learn the historical background from plain statement and think about the root of problems.
4. Under the guidance of the teacher， the students must first be willing to learn.
Students should learn the good qualities of Mandela and apply them to daily life.
四、教学重点、难点分析
(一)教学重点
Some difficult sentences in the reading.
How to analyse and understand the article.
(二)教学难点
1. How to analyse a long and difficult sentence.
2. The strategies of understanding an article.
五、教学过程设计
步骤1：学习目标展示(30’’)
Learning aims：
1. To learn about Elias’ life and great qualities of Mandela.
2. To understand long and difficult sentences in the passage.
设计意图：展示学习目标，让学生明确学习任务，有助于提高学生的学习效率。 步骤2：导入(4’30’’)
Show some pictures of famous or great people. The students are free to choose any person they like， say whether he is famous or great and present the reasons.
Show the students a sentence structure to help them：
In my opinion， he is a famous/ great person， because…
After the students’ presentation， show them a picture of another great person-Nelson Mandela. Ask them what they know about him and show some information about him.
He spent 67 years struggling for the equal rights of the black， including 27 years in prison.
He won the Nobel Peace Prize in 1993.
He was the first black president of South Africa.
July， 18th every year is International Nelson Mandela Day.
设计意图：用几幅学生熟知的人物图片导入文章，有助于激发学生的学习兴趣和好奇心。
步骤3：阅读理解(30’)
1. Read paragraph 1 and predict the general idea of the passage：
A. Mandela’s growing experience.
B. Elias’ working experience.
C. How Elias changed with Mandela’s help.
设计意图：通过读第一段预测大意的任务，让学生了解多数情况下文章的结构，以及如何快速获取文章大意。学生们读完第一段后，并不给出答案，让学生带着问题继续学习。
2. Read paragraph 2 quickly and find out the topic sentence：
Answer： I needed his help because I had very little education.
From Elias’ bad situation， draw a conclusion that black people’s situation was bad.
Show some pictures about black people’s life and introduce more.
设计意图：在利用主题句来总结此段段意的同时，让学生了解伊莱亚斯的状况;在此基础上，让学生进一步了解在斗争胜利前整个黑人群体的悲惨遭遇，从而从侧面理解曼德拉的伟大。
3.Read paragraph 3&4 carefully and fill in the form.
There are many long and difficult sentences in these two paragraphs. Before reading the two paragraphs， help the students learn how to analyse long and difficult sentences.
设计意图：这两段中的长难句比较多，因此在学生阅读前应该先指导学生如何分析长难句，为阅读扫清障碍。
a. The last thirty years have seen the greatest number of laws stopping our rights and progress， …
Paraphrase this sentence： In the last thirty years， there have been a great number of laws stopping our rights and progress， …
Exercises：
(1) The golden week has seen a sharp increase in tourists.
答案：In the golden week， there has been a sharp increase in tourists.
(2) Last thirteen years has seen big changes of Han Han.
答案：In last thirteen years， there have been big changes of Han Han.
设计意图：旧词新意是学生无法理解句子的关键原因。在这里不仅要讲解词义，关键是要把含有该词的句子变为另外一个简单的句式，使学生更容易接受。通过看图片变句式的情景训练让学生学以致用，进一步掌握并巩固新方法。图片的设计时尚、实用、新颖、有趣且贴近学生的生活。
b. We were put into a position in which we had either to accept we were less important or fight the government. Sentence one： We were put into a position.
Sentence two： In that position we had to accept we were less important or fight the government.
Exercieses：
(1) Shijiazhuang No.1 Middle School is a school in which many famous people studied.
答案：Sentence one： Shijiazhuang No. 1 Middle School is a school.
Sentence two： Many famous people studied in this school.
(2) November 11 will be the lucky day when Guo Jingjing and Huo Qigang will get married.
答案：Sentence one： November 11 will be the lucky day.
Sentence two： On that day Guo Jingjing and Huo Qigang will get married.
设计意图：用拆分法将含有定语从句的长难句分成两个单独的句子可以使句子变得容易理解。通过看图片变句式的情景训练让学生学以致用，进一步掌握并巩固新方法。图片的设计时尚、实用、新颖、有趣且贴近学生的生活。
After reading the two paragraphs， let the students fill in the form.
What Mandela did good qualities
1. He told Elias how to get correct _____. generous， kind
2. He organized _______________. ?
3. He decided to _____ the laws and took _____ when peaceful ways were useless. ?
答案：
1. papers
2. the ANC Youth League; active， brave， wise
3. attack; violence; brave， determined
设计意图：让学生从曼德拉的话语和做法里体会曼德拉的美好品质。
4. Read paragraph 5 carefully and fill in the blanks.
Why did Elias help Mandela to blow up buildings? Because he knew it would help them _____ ____ _____ of making black and white people ______.
答案：achieve their dream; equal
5. Complete the chart (group work).
determined to change a loyal follower and
the unfair situation fighter
After finishing the chart， draw a conclusion：
Elias changed from a ____， _____， _____ worker into a _____ fighter with Mandela’s help. And check the students’ prediction.
答案：poor， worried， helpless; determined
设计意图：有了前面对每一段含义的理解作铺垫，学生可以更好地从整体上文章的内容，有助于学生更深层地理解文章，以及曼德拉所起的作用和他个人的品质。
步骤4：语言总结输出(5’ )
What kind of person is Nelson Mandela? What can we learn from him?
Some adjectives will be offered to help the students： determined; wise; active; generous; brave; selfless; devoted; active.
设计意图：语言表达部分是本节课的升华部分。首先，播放潘基文在曼德拉国际日发表的演讲，让学生回顾曼德拉一生感人的事迹;然后通过这节课的学习，让学生说出自己对曼德拉的认识，以及自已的收获。目的是：
1.把语言知识和励志教育结合在一起。激励学生要有远大理想，胸怀国家，并为理想努力拼搏。
2.指导学生积累语言知识。
步骤5：布置作业(1’)
1. Must： Retell the story of Elias using the third person.
Tips：
Who was Elias?
How did he meet Nelson Mandela?
What did he do later?
Why did he do that?
2. Optional： Make a poster about Mandela by yourself using what we’ve learnt.
设计意图：必做作业的目的是为了总结和巩固课内所学知识，力求将所学知识内化为实际的语言运用能力。选做作业是为那些学有余力的学生准备的，扩大并加深他们对曼德拉的认识。
六、教学评价设计
评价内容：学生在课上所表现出来的文章理解的具体情况;学生对曼德拉伟大品质的理解情况，以及能否具体清楚的表达出来;学生是否发挥了主体意识，学习任务的完成度、小组活动的参与度以及表达交流能力。
评价方法：课堂过程中教师对学生的评价，学生之间的评价，学生的自我评价。
篇5：高一英语必修一教案
人教版高一英语必修一教案
1. 能力目标：
① Listening: gain useful information and clear views from the listening material;
② Speaking: express one’s attitude or views about friends and friendship in appropriate words.
③ Reading: let Ss summarize the main idea
④ Writing: write a letter about how to make friends
2. 知识目标：
① Talk about friends and friendship; how to BE friends; how to gain friendship
② Use the following expression:
so do I / neither do I
I think it is a good idea
All right
Yes，but…
③ to get the Ss to master direct speech and indirect speech
④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once
3. 情感目标:
① To arise Ss’ interest in learning English;
② To encourage Ss to take part in the activities and make Ss confident;
③ To develop the ability to cooperate and communicate with others.
4. 策略目标：
① To develop Ss’ cognitive strategy: making notes when listening carefully;
② To develop and improve Ss’ communicative strategies.
5. 文化目标：
To enable the Ss to come to know different opinions about making friends from different countries.
6. 现实目标
① To make Ss respect each other and friendship
② To make them get well with one another in society
Teaching steps:
Period one
Step 1. warming up
1. Ss listen to an English song AULD LANG SYNE.
2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….
3. To let Ss make a correct choice about their questions that they meet in warming up.
Step 2. practice speaking
1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.
2. Self-introduction or work in pairs
3. Ss can ask some questions about life or learning
Step 3. Make new friends
1. Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sports, books …
2. Report to the class: who will probably be your friend why.
Step 4. Do a survey
Ss do the survey in the text on P1
Step 5. Listening and talking
Do Workbook on P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.
When Ss make their conversation, ask them to try to use the following expressions.
I am afraid not exactly I agree I think that is a good idea of course not
Step 6. Discussion
Divide Ss four in one group and each group choose a topic to discuss. There are four topics.
Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.
Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?
Topic 3: Does a friend always have to be a person? What else can be your friend? Why?
Topic 4: List some qualities of a person who does not make friend easily.
Step 7. Summary
1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.
2. T shows more information about friendship and a poem about friendship.
What is friendship?
I want to find the answer to the question
What is friendship?
When it rains, I think friendship is a small umbrella.
It can give me a piece of clear sky.
When I’m crying, I think friendship is a white handkerchief.
It can wipe my tears dry.
When I am sad, I think friendship is a warm word.
It can bring me happiness again.
When I am in trouble, I think friendship is a strong hand.
It can help me escape my troubles.
When I sit in a quiet place, I think friendship is a very wonderful feeling.
It can’t be pulled and torn, because it is in everyone’s heart.
It is there from the beginning to the end of our lives.
3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.
Step 8. Evaluation
Ss finish the following evaluation form. Standard: A, B, C
Contents 自评 他评
1. I’m active in talking with others.
2. I’m active in cooperating with others.
3. I can express myself fluently, accurately and appropriately.
4. I know more about friendship after the lesson…
5. Do you think you need to improve yourself in some ways? Which ways?
Homework:
1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. Write a short passage about your best friend.
Period two
Step 1. Warming up
Activity 1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.
How would you feel?
What would you do?
Four students a group discuss with each other for 2 minutes.
Activity 2: Play a short part of the movies
Step 2. Predicting
Students read the title of the passage and observe the pictures and the outline of it to guess:
Who is Anne’s best friend?
What will happen in the passage?
Step 3. Skimming
Students skim the passage in 2 minutes to get the main idea:
Who is Anne’s best friend?
When did the story happen?
Step 4. Scanning
Students work in pairs to find the information required below:
Anne in World War Ⅱ
Step 5. Intensive reading
Students work in groups of four to discuss the following open questions:
1. Why did the windows stay closed?
2. How did Anne feel?
3. What do you think of Anne?
4. Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).
5. Which sentences attract you in the passage?
Step 6. Activity
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 7. Assignment
Task 1. Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.
Task 2.Ex 2.3 on Page3
Period three
Step 1. Warming up
Check the Ss’ assignment: task 2
Step 2. Language points:
1. add (v.)
1). To put together with something else so as to increase the number, size, importance, etc.增加，添加
Please add something to what I’ve said, John.
2). To join numbers, amount, etc so as to find the total 相加
Add up these figures for me, please.
add to something: to increase 增加
The bad whether added to our difficulties
add up to总计、加起来共是
Having a big breakfast adds up to 112
add…to…把…加到…
Please add the names to your list
2. Cheat v.
1). To act in a dishonest way in order to win 欺骗;作弊
2). (of, out of) to take from (someone) in a dishonest way 骗取
The boss has cheated out of his money
1). an act of cheating 作弊行为
2). one who cheats 骗子
3. Go through
1).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
They went through the terrible earthquake at night
4. Crazy (adj.)
1). mad, foolish 疯狂的，愚蠢的`
It’s crazy to go out in such hot weather.
2). wildly excited; very interested 狂热的，着迷的
She is crazy about music
5. Lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的
He has been very lonely since his wife left him.
Lonely/alone
alone
1). without or separated from others单独的
She lives alone.
2). only 仅仅，只有。用于名词或代词之后。
The gloves alone cost $ 80.
Leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事
Leave that alone. It’s mine.
She has asked to be left alone.
6. be concerned about/for: be worried about 担心
We’re all concerned about her safety
Concern oneself in something 从事或参与某事
He concerned himself in the case
Be concerned with… 与…有关
The car accident was concerned with my carelessness
7. upset:
1). Adj. worried; sad; angry; not calm 不安，心烦意乱， 生气
He is upset about the little things。
2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气
His cheating on the exam upset his mother
8.well n.井 adj. 身体好 adv. 好 Int. 噢，
George was well and truly drunk.
I couldn’t very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
The children watched spellbound as the magician took rabbits from his hat.
Step 3. Learning about language
1. Finish Ex.1, 2 and 3 on Page 4.
2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.
Step 4. Practice
Using structures on Page 42: ask the Ss to use indirect speech to retell the story.
Step 5. Assignment
Finish Workbook. Ex, 1 and 2 on page 41 and 42.
Period four
Step 1. Revision
Check the Ss’ assignment.
Step 2. Reading
Ss read the letter on page 6 and tell each other how to help the student named Lisa
Notes:
1. get along with
2. fall in love with
Step 3. Listening
Ss should take notes while they are listening.
1 .first listening: Ss listen and answer the questions of part 2 on page 6.
2. second listening: Ss listen again and finish part 3 on page 6.
Step 4. Listening
Ss listen to a story about Anne and try to finish Workbook. Ex 1 and 2 on page 43 and page 44.
Step 5. Speaking
Ss work in groups of four, design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the warming up to help them.
Step 6. Assignment
1. Ss prepare the reading task on page 44.
2. Surf the internet and find some material about friendship in different countries.
Period five
Step 1. Warming up
Ss say something about making friends and how to maintain friendship.
Step 2. Listening
Ss listen to a short passage and fill in the blanks on page 41 (listening).
Step 3. Reading
1. first reading: Ss read the passage about friendship in Hawaii and finish Workbook.Ex1.on page 45.
2. second reading: Ss read again and discuss the questions on page 45.
3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
Step 4. Discussion
What do you and your friends think is cool?
Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not.
Ask Ss to use the following sentences while they talk:
I think that… is cool/ isn’t cool because ….
I think so.
I don’t think so.
I agree with you.
I don’t agree with you.
Step 5. Assignment
Ss collect some proverbs about friendship.
Period six
Step 1. Pre-writing
1. Read a letter from a student called Xiao dong.
2. Go over the advice on page 7 and be ready for writing.
Step 2. While-writing
Ask the Ss to write a letter to Xiao dong as an editor and give him some advice.
1. Ss make a list of the important information they can need
2. Ss begin to write the letter to Xiao dong.
3. Ss revise their letters by themselves.
4. Ss exchange their writing paper with their partners and correct the mistakes (tense, spelling, letters, structures….)
5. Ss get back their own writing paper and write the letter again.
Step 3. Post-writing
Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.
Step 4. Writing for fun
1. Ss read the passage on page 7 by themselves.
2. Ss try to write a few lines to describe their best friends or a person they know.
3. Show some Ss’ writings in class.
Step 5. Assignment
Do Workbook. writing task on page 46.
Period seven
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning interests and abilities。
Teachers can try to let Ss write down their opinions about making friends or friendship in order to make Ss get well with each other in school.
篇6：高一英语必修二unit5知识点
重点词汇、短语
1. roll 滚动，摇晃，卷，
2. dream of 梦见，梦想
3. to be honest 实话说
4. attach 系上，附加
attach …to 认为有……(重要性、意义)
5. form 组成，形成，构成
6. earn 赚，挣得
7. perform 表演，执行，履行
8. in cash 用现金，有现钱
9. play jokes on 戏弄
10. rely on 依赖，依靠
11. be/get familiar with 熟悉
12. or so 大约
13. break up 打碎，分裂
14. in addition 另外
15. sort out 分类
16. above all 最重要，首先
篇7：高一英语必修二unit5知识点
重点句型
1. dream of/about 梦想做…
2. to be honest= honestly speaking = to tell the truth 说实话
3. form the habit of... 形成…习惯
in the form of… 以…形式
4. I would appreciate it if… 如果…我将不胜感激.
go wrong 出故障 come up with 提出 make up 构成;编造 a5. as is often the case 情况通常如此
6. It looks as if it is going to rain.(真实语气：很有可能发生)
He treats me as if I were a stranger. (虚拟语气：与现在事实He talked about Rome as if he had been there before. (虚拟语气：与过去事实相反)
篇8：四川高一英语必修一教案
教学准备
教学目标
1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to.
2、进一步学-有关“朋友”的知识信息，启发学生对朋友和友谊的思考。
3、了解《安妮日记》的背景知识，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、训练学生一定的阅读技巧，使他们掌握一些有效的学-策略，从而提高阅读速度和理解的准确性，并养成一定的自主学-能力。
5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。
6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学-的经验，感受用英语交流的成功和喜悦。
教学重难点
教学重点:
1、了解《安妮日记》的背景知识，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能力。
教学难点:
对所获得的信息进行处理、加工和学-，形成有效的学-策略。
教学工具
ppt课件
教学过程
...
板书
Uint1 Reading Anne’s Best Friend
Qualities: easy-going ,warm-hearted ,helpful,…
Questions:
Skimming
Summarize
Discussion: 1>style 2>ideas
篇9：四川高一英语必修一教案
一、学生分析
教学对象为高中三年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学-英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学-技能和策略，学会把语言学-与现实生活和兴趣联系起来。通过任务型课堂活动和学-，学生的学-自主性得到加强，不再认为英语的课堂学-很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语第一个模块的学-，渐渐-惯了我的教法。虽然一开始他们觉得与初中教学很不相同(初中老师注重手把手式的语法教学)，但经过半个学期后，他们适应得很快，而且还取得一定的进步。他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学-资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。
二、教材分析
这一课是本单元第一个课时。在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。我在备这一课时，发现它的 warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入(只是花了4到5分钟的时间)，让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。
三、教学目标
本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。教师根据课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述国外文化遗产，学生会感到陌生，为了引起共鸣，因此要把中外文化遗产结合一起讨论。本课目的要使学生学会如何谈论文化遗产以及最后形成保护文物的意识。
教学内容大致分为以下几个方面：
1.看图片和听录音引入文化遗产这一话题。
2.从网上-一些琥珀屋图片并展示给学生看，分辨新旧琥珀屋，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。(一些生词用板书)
3.学生阅读课文后完成精读练-。
4.两人围绕琥珀屋设计小对话。
5.语言学---难句解释。
6.小结文章，一是找关键线索，二是写作手法。
7.小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过本课学-学到了什么(达到教学目标--形成保护文物意识)。
四、教学策略
环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道琥珀屋从形式-失踪-重建的过程，再从整体上把握它的结构、特色，学-用英语归纳以及复述，最后自己去小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用英语口语判断别人给出的依据，并给出自己的观点。
采用多媒体教学，用一些有关文物的精美图片，引起学生对即将阅读的文章的兴趣，减少陌生感。
课前需要准备中外文物图片以及对这些图片简短的录音描述。
五、教学过程
(一) warming-up引入
教师用 PowerPoint分别展示三幅图片以及播放有关的三段介绍录音，并不需要学生详细记录细节，因为不是听力课，只是了解图片是什么地方，位于哪个国家等。
( look at three pictures and listen to three tourist guide describe each of them. What do you think of them?)
1、3为学生所熟悉的
1. The Pyramids in Egypt
2. Machu Picchu in Peru
3. The Great Wall of China
然后问问题：
what do you think of them?
(They represent the culture of their countries, so they are called______)引导学生讲出 cultural relics这个词组接着分别说出 cultural relics的定义(学生个人观点)
(引入部分使学生对本节课的话题有所了解，而且很有兴趣了解其它文物)
(二) Reading使学生了解Amber Room形成、发展,经历了几个阶段
1、让学生解释文章的title—In Search of the Amber Room (Maybe it's lost)
2、为了让学生知道琥珀屋是什么样子，帮助理解文章，教师展示多张图片，新旧琥珀屋对照、外观、以及里面摆设的琥珀，金碧辉煌的琥珀屋使学生大开眼界，叹为观止，并学会分辨新旧。
3、先给出一系列问题，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人名、地名上面，而假设自己正在读一本侦探小说，集中精力探究事情的发生经过。
4、阅读后学生回答问题(大部分学生能找到答案)
5、在了解细节的基础上，再次阅读(skimming)。全班分5个小组，分配任务给每一个组，文章共有5段，每组概括一个段落的大意，而且要求使用不超过3个单词来概括，既降低了难度又提高了学生归纳能力。
(三) Difficult points
因为只是阅读课，语言点不作详解，是为下个课时作准备，分别找出 4句难句，让学生进行解释，一一说明属于什么从句(分别有宾从、状从、定从、主从)(从句是学生的薄弱环节)，为学生扫除阅读障碍。
l. Frederic WilliamⅠ,the king of Prussia could never have imagined that his greatest gift to Russian people would have such a strange history.
2. Once it is heated, the amber can be made into any shape.
3. This was a time when the two countries were at war.
4. There is not doubt that the boxes were then put on a train for Konigsberg .
(四) Summing-up(总结)
学生掌握每段大意后，从总体上把握文章结构和特点
1、找出与Amber Room有关的重要线索(3个人物、2个国家、1个组织)
2、分析写作手法(时间顺序及都用了一般过去时描述已发生的事情)：让学生将来进行写作训练描述某事经过时，可以模仿这篇文章的手法
(五) Group-work(task)4人小组
学生此时已非常熟悉文章内容及结构，进入用英语进行交际环节
1、复述课文，教师给出一段文字，中间有不少空格，学生根据课文内容填写空格(learn how to talk about cultural relics)
Fill in the blanks:
The Amber Room was made________. Frederick WilliamⅠ________.It soon became part of the Czar's winter palace in St.
Petersburg . Later, CatherineⅡ________and she told her artists to________. In September, 1941，the Nazi Germany
army secretly ________. After that, what happened to the Amber Room________. Now Russians and Germans have
________much like the old one.
2、谈谈自己从中的收获(What can you learn from the text?)学生都能说出要保护文物(完成本课教学目标)至于怎样保护，因时间关系留待下个课时再讨论。
(六)布置作业：复-课文及写一篇如何保护家乡某一文物的文章。
六、课后反思
教学成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思，使学生明白文物重要性及要做好保护。例如，先带着问题读课文，回答问题，接着概括段意，然后分析句子，(这是表层理解)，最后总结全文，通过字面理解使学生达成共识――保护文物，升华到深层理解。引入部分达到预期效果，没有用书本上的例子，而自己准备了录音和图片作为引入，时间短且能引起学生兴趣及渴望了解更多的求知欲。
篇10：四川高一英语必修一教案
一、教学目标设计：
知识与技能：①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能，高中英语教学案例。②充分利用网络资源，强化学生自主学-的意识，培养学生组织语言、运用语言的能力。
过程与方法：①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学-和协作学-，获取信息和处理信息的能力。②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。
情感价值观：通过本节课的学-，培养学生的人文和信息素养。
二、教材内容及重点、难点分析：
教材内容：本课教学内容是新课标，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。相比较而言，这样的课文难度更大。
教学重点：①对课文内容的整体把握。②学生组织语言、运用语言的能力。【重点突破】任务驱动，层层深入。利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。
教学难点：①对课文内容中细节的理解。②对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学-效率问题。【难点突破】 设置情境，循序渐进，层层递进。设置富有情趣的情境，激发他们的阅读-，积极主动地进行自主探究。循序渐进的设计问题 , 激发学生的创造思维，层层深入地引导学生进行自主和协作学-。
三、教学策略及教法设计：
【教学策略】：①本节课的教学以建构主义学-理论为指导，以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。②设计创造性思维问题。所谓创造性思维问题即是指有利于学生创造性思维发展的问题。创造性思维问题的设计应遵循这样几个原则：题型具有开放性、解题富有挑战性。
【教法】：①演示法：把制作的课件、动画等显示给学生看，便于学生对微观知识的把握，并从旧知中获得启迪，从而解决问题。②评价阅读法：将学生通过对材料的收集、整理和内化而形成的学-成果，在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学-热情。③任务驱动教学法：将所要学-的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
四、教学过程设计：
第一步：热身活动：猜单词。在这个步骤中，我给出两组前一节课学过的词，分别让两组同学上来猜。所采用的方式类似于《幸运52》：单词是出现在屏幕上的，其中一个同学背对着屏幕，他是猜者;另一个同学则是解释者，他要用英语或辅以动作将单词的意思表现出来。两组同学之间展开竞争，看谁猜得又快又多。这个活动不仅可以复-上节课的内容，更重要的是活跃了课堂气氛，令同学们很快融入课堂氛围。
第二步：读前活动(一)：自由展示。在上这一课之前，我给学生布置的预-任务是介绍你最想去的地方。Which country or place would you like to visit most? Why?学生们自由组成小组，上网查找相关资料，然后对所搜集的信息进行整理，最后形成自己的powerpoint展示文件。在课堂上，由本小组的发言代表上来进行展示和介绍。这一环节是这节课的重头戏。
第三步：读前活动(二)：自由交谈。给学生提出这样一个问题：如果你有机会去加拿大，你最想看什么?If you have a chance to visit Canada, what would you expect to see there? 先要求他们在小组内讨论，然后再在全班同学面前发言，教学反思。
第四步：读前活动(三)：小组讨论。经过了前面的大量的有关加拿大的信息的冲击，你愿意用哪三个词语来描述加拿大?What three words would you use to describe Canada? Why? 请小组代表发言。
第五步：加拿大概况综述。这一步骤是对上几个步骤的总结，同时也是教师整合并优化了有关加拿大的各种信息所进行的展示。目的是进一步加深同学们对加拿大的了解，对他们所获取的知识进行 梳理，也为下一个步骤展开铺垫。
第六步：掠读课文。(first reading)在这个步骤中，我给出了8个问题，让同学们带着这8个问题来阅读课文。读完后回答问题。
1.Why are the cousins not flying direct to the Atlantic coast?
2.What is the continent they are crossing?
3.What is “The True North”?
4.Why do many people want to live in Vancouver?
5.What happens at the Calgary Stampede?
6.Where does wheat grow in Canada?
7.Why would ship be able to reach the centre of Canada?
8.Name two natural resources that Canada has.
第七步：精读课文。(second reading) 在这个步骤中，我给出了5个跟课文内容有关的句子，让同学们判断正误。如果该句是错的，请给出正确答案。
1.The girls went to Canada to see their relatives in Montreal.
2.Danny Lin was going to drive them to Vancouver.
3.You can cross Canada in less than five days by bicycle.
4.The girls looked out the windows and saw Native Indians and cowboys.
5.Thunder Bay is a port city in the south of Canada, near Toronto.
第八步：复述课文(retelling) 给出课文中的关键词汇，让同学们用自己的话来复述课文。
Helpful words and expressions
great scenery second largest go eastward 5,500/from west to east
here in Vancouver surrounded by ski/sail
第九步：口头作文(oral practice) 设定一个情境，给出一些关键词汇，让同学们模仿课文来编一段对话或一篇短文。
Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport. While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.
Work in groups. You are required to present either a short passage or a short dialogue.
Helpful words and expressions
great scenery third largest go northward from south to north
along the coast theme parks
第十步：作业布置。要求学生将第九步中的口头作文写出来，变成书面作文。
Write down the short passage or the short dialogue that you’ve just worked out.
五、教学反思
本节课是新课标，我将本节课设计为竞赛、导入、个人探究、互动交流、协作探究和讨论及口头作文等九个步骤。我充分发挥自制网络课件的优势，使本节课的内容更加充实，容量更多。既贯通了所要学的知识，又拓展了课外知识，使得本节课学生在学-过程中兴趣更加浓厚 , 积极地自主探究，讨论问题热烈，课堂气氛活跃!
四川高一英语必修一教案
篇11：外研社高一英语必修一教案
教学目标
1. 通过学生分享自己的旅游经历，用英语进行交流与表达。
2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点
教学重点：利用阅读技巧，获取文章大意及细节
教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品
教学过程
I、Warming Up:
1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
设计意图：1.寻找who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习学生语言整合与连贯的能力。
2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.
设计意图：研读课文第二段，思考至少3个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。
3). Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.
设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。
IV. Group work
Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.
设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。
V. Summary
What have we learned in this class?
设计思路：引导学生反思本节课主要内容及重难点。
课后习题
Homework
1. Read the passage as fluently as possible after class.
2. Preview Learning about Language.
板书
板书设计：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
篇12：外研社高一英语必修一教案
教学目标
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教学重难点
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教学工具
课件
教学过程
Step1. revision
1. check the homework exercises.
1). It has been reported that children will be offered free education.
It has been reported that free education will be offered to children.
2). It has been said that we will be offered the latest computer science course book.
It has been planned that the latest computer science course book will be offered to us.
3). I have been told by Peter that I will be lent his notebook computer for a week.
I have been told by Peter that his notebook computer will be lent to me for a week.
2. Question: What can computers be used as?
Step2. Lead-in
As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?
(TV, radio, CD-ROM, DVD, books……)
Step3. Listening (SB)
1. Pre-listening: What are the changes brought by different forms of IT ?
What are the advantages and disadvantages of them ?
2. While-listening:
Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)
Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.
Type of IT Advantages Disadvantages
TV You can both listen and watch. You cannot write to friends.
Web You can find information. It is very expensive.
Radio You can listen to English. You cannot watch a film.
Book You can get information. Sometimes it is out of date.
3. Post-listening:
1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.
I think that….
In my opinion, ….
I believe that….
I agree because….
I disagree because….
I’ve decided that….
2) (group work): Discussion :
Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)
Step4. Speaking
1. Pre-speaking
Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.
2. While-speaking
1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.
Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)
Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)
Supporting an opinion Challenging an opinion
I think that … , because … Perhaps, but what if / about …?
First, … Have you thought about …?
One reason is that … What makes you think that …?
I think it is better because… I don’t like it because….
(Pair work )Use the expressions to support your opinion or challenging other’s opinions.
2) Oral report: (individual work )
Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…
3. Post-speaking
Conclusion—What useful expression do we use to make a decision and reason?
(In this way, they can review and use the words and phrases again.)
Step6 Pre-writing
Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.
Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?
Step7 Writing
Say: Write a passage about the result of your discussion! It should contain:
What do you have to do?
What is the child like?
What is the parents’ requirement of the child?
What do the parents want you to do?
What does the child want you to do?
Then what will you do? How do you feel?
Sample writing:
Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.
The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!
So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!
Step8 Assessment
Get the students to assess their writing ability according to the following the questions:
1. Is your composition well developed?
2. Are your ideas well organized to the point?
3. Do you have a good choice of words and idioms in your writing?
4. Do you get a good mastery of complex structures of language?
5. What kind of mistakes have you made in your writing?
Step9: Homework
Write about your discussion. You may begin like this:
Hello, everyone. My name is ___. I’m 321 model android. I work for the Li family….
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 3 Computers
外研社高一英语必修一教案
篇13：人教版高一英语必修一教案
(一)明确目标
1. Read through the text live to ride.
2. Understand “live to ride”.
3. Learn to write a description.
(二)教学过程
Step1 Warming up
Task 1
Report about the passages found the day before.
T: Yesterday we have the work --- to find and read a few passages about theme parks. So now please describe the thing you have got in hand.
Students may talk more about rides, skiing, rafting, surfing, skydiving, adventure travels or other adventure activities.
Task 2 Read the information below and make up a dialogue.
Notice: This is taken from a website of the U.S. It’s about a kind of roller coaster. Students will find much detail in it.
设计意图：以生活实际例子为引导，可操作性强。
Ant Farm Express
Type: Steel - Mine Train Height: 41 Feet Train Type: 30 Passengers
Designer: Arrow Dynamics Drop: 32 Feet # of Trains: 3
Year Built: 1971 Top Speed: 37 MPH Elements:
Ride Time: 3 Minutes Length: 2,350 Feet # of Inversions: 0
Color: yellow G-Force: Other:
Comments: Operated at Dolly wood 1989-1998 as the Thunder Express. Also operated as one of two mine train tracks called the River King Mine Train at Six Flags St. Louis from 1971 to 1988. Relocated here in 2002.
Photos: ……
Students may raise questions as follows:
What’s the name?
When was it built?
How many passengers can it take at a time?
What is the length?
How high can it go?
What about the top speed?
Are there any comments about it? … …
Step2 Reading
Task 1 Skimming
Question:
What attraction can be found important in theme parks? → Rides, the “thrill ride” …
Task 2 Scanning
Questions:
1. How do people ride roller coasters nowadays?
2. What is a thrill ride like?
Answers:
1. Rides are wider and scarier than ever.
The cars run faster, the tracks are higher, and people go through twists, loops, and drops. Some let people race against their friends.
Some ride through darkness inside a mountain and a building.
2. Very exciting and scary.
Thrill rides use speed, motion, and special effects to give you a thrill.
Some let you feel what it is like to fall through the air.
Some rides send you through caves and even rivers.
Thrill rides can also send you into space or deep down in the ocean.
Task 3 Discussing
Group Work Question: What else can we do in a thrill ride?
S1: We can dash through the snow during the ride.
S2: We will ride together with some animals.
S3: The car rides in a desert. … …
Summary:
We can imagine so many ways, but it’s still not enough.
The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.
Quote: The great progress in science roots in completely new and brave imaginations of the human beings. ---- Dewey
“科学的伟大进步源自于崭新与大胆的想象力。” ----- 杜 威
Step3 Designing
Activity1: Design the scariest and most exciting ride in the world.
Tips: What should your ride look like?
How large is it? What is the length? How many people can it take?
How fast should it be?
How would you design the loops, corkscrews and other features?
How much should it cost? What about the ticket for each? …
Activity2: Design a new theme park.
What is the name of your park?
What is the theme of the park? Any attractions?
What do you want to show visitors, give visitors, and teach visitors?
How much will it cost to visit the park?
T: Write down your ideas and then talk with your partners.
Activity3: Some students describe theirs and then others may raise questions after that. The reporters try to get their designs muchmore wonderful.
Step4 Tips
Task Learn how to describe the thing one is writing about.
Use the questions when thinking.
1. What does it look like? How big is it? What color is it?
2. What does it sound like?
3. What does it feel like?
4. What does it smell like?
5. What does it taste like?
6. How does it work?
Step5 Checkpoint
Activity: Students go through the Checkpoint and do the exercise.
The –ing form can be used to modify verbs.
Exercises:
1. The old man smokes a great deal, only his health worse.
2. the host into the meeting room, we found many new faces.
3. the Film Jurassic Park III, we walked out of the cinema.
4. in the heavy rain, the pupils got all wet through.
5. Visitors leave the museum more about nature.
6. Dr Wu replied to the invitation, ____.
Step 6 Assessment
Students do individual work for self-assessment.
Step7 Homework
Write about an unforgettable place.
Go over the whole unit and revise the words and expressions…
篇14：人教版高一英语必修一教案
She is widely seen as proof that good looks can last for ever. But, at nearly 500 years of age, time is catching up with the Mona Lisa.
The health of the famous picture, painted by Leonardo Da Vinci in 1505, is getting worse by the year, according to the Louvre Museum(卢浮宫博物馆) where it is housed.
“The thin, wooden panel on which the Mona Lisa is painted in oil has changed shape since experts checked it two years ago,” the museum said. Visitors have noticed changes but repairing the world’s most famous painting is not easy. Experts are not sure about the materials the Italian artist used and their current chemical state(化学状态).
Nearly 6 million people go to see the Mona Lisa every year, many attracted by the mystery of her smile. “It is very interesting that when you’re not looking at her, she seems to be smiling, and then you look at her and she stops,” said Professor Margaret Livingstone of Harvard University. “It’s because direct vision (视觉) is excellent at picking up detail, but less suited to looking at shadows. Da Vinci painted the smile in shadows.”
However, the actual history of the Mona Lisa is just as mysterious as the smile. Da Vinci himself loved it so much that he always carried it with him, until it was eventually sold to France’s King Francis I in 1519.
In 1911, the painting was stolen from the Louvre by a former employee, who took it out of the museum
一日暴之,十日寒之,未有能生者也。《孟子》
hidden under his coat. He said he panned to return it to Italy. The painting was sent back to France two years later.
During World War II, French hid the painting in small towns to keep it out of the hands of German forces.
Like many old ladies, the Mona Lisa has some interesting stories to tell.
11. What does the writer mean by “time is catching up with the Mona Lisa”?
A. The painting woman is not so beautiful any more.
B. Ageing is something that affects us all.
C. The painting needs repairing.
D. At such an old age, she is no longer popular.
12.. What makes the repair work difficult?
A. The wooden panel is thin and old.
B. No one knows exactly what materials were used to create the painting and how it might respond to treatment. C. The health of the painting is suffering.
D. Experts can’t agree on how to carry out repairs.
13. What makes her so mysterious according to Professor Livingston?
A. The materials the Italian artist used. B. The way she smiles.
C. The way Da Vinci painted the smile. D. It plays a trick upon the human eyes
(3)Habits, whether good or bad, are gradually formed. When a person does a certain thing again, he is driven by some unseen force to do the same thing repeatedly, then a habit is formed. Once a habit is formed, it is difficult, and sometimes impossible, to get rid of. It is therefore very important that we should pay great attention to the formation of habits. Children often form bad habits, some of which remain with them as long as they live. Older persons also form bad habits lasting as long as they live, and sometimes become ruined by them.
There are other habits which, when formed in early life, are of great help. Many successful men say that much of their success has something to do with certain habits in early life, such as early rising, honesty and so on.
Among the habits which children should not form are laziness, lying, stealing and so on. These are all easily formed habits. Unfortunately older persons often form habits which could have been avoided(避免).
We should keep away from(远离) all these bad habits, and try to form such habits as will be good for ourselves and others.
14. ________ are formed little by little.
人教版高一英语必修一教案
篇15：高一英语必修一第五单元教案
教学准备
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
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?
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.
高一英语必修一第五单元教案
篇16：高一英语必修一第五单元教案
本单元的Warming up部分以图片形式引入本单元的话题之一：amusement parks;并通过师生或生生自由问答，让学生了解并交流个体各类活动方面的体验、喜好及理由，从而引出话题amusement parks和theme parks,为听力部分和阅读部分作必要的铺垫。
Listening提供一个会议事例：在我市建一个主题公园的招标大会上，Fun Fun Productions and Merry Rides Limited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的.导入，听时做课文1、2部分，听后再作小组讨论：选择哪一家公司作为承建商及给出相应的理由。这一话题具有社会性，时代性特点，在课堂上可以激发学生模拟真实语境进行创造性对话活动。
Speaking紧紧围绕“问路与指路”话题：课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践。Post-speaking内容扩展至生活实际情况。
Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，同时介绍了the World Park of China, the Ocean Park of Hong Kong, Disneyland in California三个不同的主题公园，引导学生了解和比较主题公园的不同主题，激发学生联想主题公园的未来发展。Post-reading部分鼓励学生自行设计主题公园活动，鼓励学生积极想象、培养创新能力。
文章结构思路如下：
1)What is a theme park? →
2)Know about 3 great theme parks:
The World park ---People can have fun and experience sth different.
The Ocean Park in Hong Kong ---People come for thrills and entertainment and know more about the idea behind the park.
Disneyland in California ---The theme is the world of Walt Disney and his characters. →
3)New theme parks are being built.
篇章结构图示：
What is a theme park?
Examples:
Three parks What do people
Themes, attractions experience and learn?
Theme parks in the future
课文线索内容复述如下：
When you come to a wonderful theme park, you are sure to enjoy yourself. You can find a collection of rides, exhibitions and other attractions. They are based on a common theme. On one hand , people can have fun, thrills and entertainment. On the other, theme parks are designed to teach people something. Those who come for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. What’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. Then there will be new designs, and new theme parks will be coming.
德育渗透：
X All work and no play makes Jack a dull boy.
工作而无娱乐使人愚钝。
X Never should a man stay in a closed-door room. You should explore the universe to see how men are coping with the events of changing.
任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展。
X Never go to the forest if you are afraid of the wolf. (Lenin)
大胆的探索和体验源自你的勇气。(列宁)
Language study要求学生掌握和运用相应的词汇;了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。
Integrating skills阅读部分在主题公园的基础上以rides为主题内容，介绍了几种不同的rides,要求读后以课文为基础，鼓励学生创造、想象，以小组活动形式设计并描述the scarest and most exciting ride in the word。
学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力;并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。
二、教学目标
知识技能：掌握并会运用有关词汇、句型和现在分词短语作状语的用法。
情感态度：结合个人经验充分体验他人在个别主题活动方面的感受，倡导创新意识的培养、加强合作意识、陶冶情操。增强世界意识，培养积极的生活态度
学习策略：通过小组活动等，指导学生积极与人合作、相互学习、相互帮助，培养合作能力、团队精神。利用图书馆、网络等辅助学习，在学习、讨论、反思和探索实践中逐步形成策略。
文化意识：拓展文化视野，发展跨文化交际的意识和能力。
三、教学重点、难点
1.重点：
话题: Talking about amusement parks.
功能: Ways of giving directions.
Designing new things.
词汇: theme create attract attractions lead to have sth. in common
thrills and entertainment be based on more advanced step into experience sth. risk injury give sb. a thrill scream one’s way… race against imagination design live to ride
表达用语: Excuse me. Am I going in the right direction?
Excuse me. Does this road lead to …?
Got it. Thank you.
句型: There is the Fun Fun Park, where we will have rides and entertainment.
What reason does he give for choosing his park?
Entering one of the attractions at Universal Studios is like steeping into the world of your favourite film.
It seemed like people just cannot get enough of scary rides and exciting adventures.
You can feel what it is like to live in space…
语法: The –ing form used as an adverbial.
eg. Many people come to the theme parks looking for thrills and entertainment.
Visitors leave knowing more about the idea behind the park.
Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.
2.难点：
a.动词-ing结构作状语的运用。
b.针对事物特点描述的写作。
写作技巧(如何描写事物?Tips P70)
关键：抓住事物特征
Ask ourselves questions as follows:
What is it?
What is the use of it?
What does it look like?
How large is it?
What does it sound / feel / smell / taste like?
How does it work?
What do people do to it?
What do people think of it?
Why do some people love it?
What is your opinion towards it?
四、课时安排
Period 1 Warming up and Listening
Period 2 Reading
Period 3 Speaking
Period 4 Integrating Skills
Period 5 Language Study
五、教学计划
Period 1 Warming-up & Listening
Goals:
1. Talk about amusement parks and our experiences.
2. Learn to express likes and dislikes about the amusing activities.
3. Be able to listen for information and understanding.
Teaching Procedures:
Step 1 Warming-up
Task 1 Talk about the topic and the word FUN
Students talk about fun things use Adjs to describe fun things
Question 1. What is fun? (snowing, sailing, hiking, rafting---)
2.What do fun things have in common?
Cooking is fun because it is challenging ( interesting, relaxing---).
3. Where can we have fun? ( cinemas, amusement parks, theme parks---
Fun is everywhere if we can enjoy it.)
Task 2 Talk about our own experiences
Questions: 1. Have you ever been to an amusement park? What did you see?
2. Have you ever tried sitting in a roller coaster?
3. How did you feel?
4. Do you like it? Why?
Task 3 Watch pictures and talk about likes and dislikes
1. Look at the pictures and name the activites
Question: Do you like these activities? Why / Why not?
2. Do an interview to find others’ ideas (make up a dialogue).
The dialogue can be like this:
Student A: Hello, .... Have you ever been to an amusement park?
Student B: Oh, yes. I have tried…
Student A: Do you like it?
Student B: Sure. I like it because it’s really exciting and …
Step2 Listening
Pre-listening Talk about the theme of the theme parks
A theme park must have a special theme.
Questions: If you are to build a theme park, what theme will you have? Why?
While-listening: Listen and finish the exercises 1 and 2
Post-listening: 1. Fill in the following form.
Which of the parks do you think is better?
Name Theme Your reason and ideas
高一英语必修一unit5教案（整理16篇）
