高中英语必修一教案unit1 1

第一篇：高中英语必修一教案unit1 1

Unit1 教学目的：Goals Talk about friends and friendship Practise talking about agreement and disagreement Practise giving advice and making decisions 教学内容：a.Talk about friends and friendship b.What do friends and friendship mean? c.What should you do to be a good friend? 教学重点：a.Talk about friends and friendship.教学难点：Understand the real meaning of friends and friendship.教学课时：2 教学过程：

a.Fast reading.b.Dealing with comprehension questions.c.Discussion.d.Student-centered vocabulary learning.一、复习发音口诀表。学习第一单元的单词。

二、新课

Step I Leading in As this is the first class of a new term, teacher can lead the Ss to think of making new friends in the strange school.T: Welcome to our school, everyone.You have a new school, new teachers and new classmates.Would you like to make new friends with each other? S: Yes, of course.T: Very good!Step II Warming up

First, ask each student to make the survey by filling the form and choose the answers.Teacher shows the scoring sheet to them, add up their score and see how many points they can get all by themselves.Second, teacher shows the instruction.Get the Ss to judge which grade they belong to according to their points and decide if they are good friends or not by themselves secretly.Third, they’ve known how well they treat their friends and what they should do to be a good friend themselves.T: Do you have any friends? S: Yes, I do.I have made a lot of friends.T: Are you good to your friends? S: Yes, of course.T: We always think we are kind to our friends.But in fact, we are not quite sure if we are considerate enough? Now let us make the following survey.First, please choose the answers all by yourselves.The Ss are choosing the answers.T: Are you finished? Ss: Yes.T: OK, I’ll show you the scoring sheet on the screen.Please fill in the following form quickly.Add up your scores and see how many points you can get all by yourselves.Are you clear? Ss: Yes, sir / madam.Show the following form and the scoring sheet on the screen.作业

Retell the text using about 100 words.课后拓展 1.Description of your unusual friend.2.How do you become friends? 3.How do you get along with each other? 教学反馈：Description of your unusual friend.

第二篇：高中英语必修一Unit 1 教学反思

高中英语必修一Unit 1 教学反思

教师：代芒

作为一名刚参加工作的新上岗教师，我目前从事的是高一英语的教学工作，已经进行了半个多月的教学工作了，下面我就高中英语必修一Unit 1.Friendship 的教学做出教学反思，希望和大家分享。

本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲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、细节进行更深入的理解;Using about Language 部分教学本课重点词汇和重点语法项目。

刚刚升上高中的学生，大家相互之间还不是很熟识，需要了解、沟通，友谊是他们生活当中必不可少的，他们每个人对友谊的认识不同，见解不一。对于友谊这一话题是特别感兴趣的，所以大部分学生有比较明确的学习目标和动力，对该课保持较高的积极性。

在本单元课文内容讲解之前我提出以下思考问题引发学生对交友对象的思考，开阔学生的思维，并引入到阅读部分的主题－－安妮和日记交朋友。

1.Does a friend always have to be a person? 2.What else can be your friend? 在阅读读中, 给同学们讲授阅读技巧。第一遍阅读使学生了解课文的大意,学会浏览，培养学生的概括能力,并通过听录音扫清新单词的发音障碍.Skim : To read or glance through(a passage, for example)quickly to get the main idea.在精读讲解过程中，让同学们回答一下问题。1.What is a true friend like in Anne’s opinion? 2.What is an ordinary diary like according to Anne?

3.Why did she stay awake on purpose until very late one evening? 通过所学内容，引发学生思考，学习安妮的乐观勇敢的精神，培养学生设身处地为别人着想的品质，加深对本课题――友谊的理解,同时通过提问和练习提提高学生语言的掌握和运用能力。

友谊是学生非常熟悉的一个话题，学生有话可说，对该话题也比较感兴趣，但在教学环节要注意以下的几个问题：教学环节的设计要合理，符合该阶段学生的心理特点；内容不能过难，教学环节之间的衔接要自然。此外，教师在学生学习的过程中要注意对学生在学习策略和学习方法上进行指导，以增强其学习的信心和有效性。

在本单元教学实施过程中我总结出一下优点：

1.在新课标的指导下，本单元的教学环节设计得紧凑、合理，环环相扣，由浅入深，难易得当，符合学生的学习规律，很容易被学生接受。本节课采用“任务驱动，以旧促新”的教学策略，利用多媒体教学系统，对学生实施自主学习教学模式，教学中注重培养学生分析问题、解决问题的能力，充分发挥了学生的主观能动性，真正打造出充满活力的课堂，实现了既定的教学目标。

2.注重学生能力的培养。在教学过程中，教师通过设计不同形式的教学活动，如同桌之间讨论，小组讨论，小组竞赛等形式，增强了课堂学习的趣味性，培养了学生的协作精神，创新能力，自学能力和知识运用能力，增进了同学之间的了解程度，起到了“破冰”的交际效果。听说读写几个课型，锻炼了学生的听说读写各项技能。

3.本单元教学充分利用了多媒体手段，课堂容量大，课堂变得生动，形象，直观，便于学生对单元学习内容的吸收和理解。

本单元教学实施过程中的不足及建议：

1.由于该单元是学生初中升初中的第一个单元，也是他们适应新环境、新老师、新同学的过程，因此，教师要注意自己的教态要亲切、自然，拉近老师和学生之间的距离。

2.高中一年级的学生已经在初中阶段的英语学习中积累了一定的词汇，并掌握了一些简单的学习策略和技巧，具有初步的英语听说读写能力，但是阅读这样一篇英文原著还是有难度的，因此教师要估计到学生在理解上可能存在一定的困难，课堂上要多加以引导、帮助学生更好的理解文章。

3.在教学过程中，教师要善于启发和激励学生，帮助学生克服“不张嘴”的心理障碍，尤其要注意对学生进行及时的鼓励和表扬，以增强他们的自信，消除他们的顾虑。

4.由于该单元处于新学期初的特点，所以要注意给学生充分的练习和磨合的时间，不要一味追求教学进度，而忽视了教学效果。

5.虽然学生对与本单元的话题比较熟悉，但由于英语不是学生的母语，学生对很多在生活中和熟悉的词汇仍然不知道如何用英语表达，会造成学生词汇贫乏，表达有限，不知所措的局面，所以一定要指导学生进行有效的充分的预习和鼓励学生进行课外阅读，这是保证课堂效果的很重要的步骤。

6.教师要注重对学生学习习惯和学习方法的指导，培养学生的自学能力，便于学生今后能够更主动地学习。

总之，要想把一节课、一个单元上得很完美，很合理还有很多其它的工作要做，还有很多问题需要探讨，希望在今后的教学过程中能够继续积累和调整，实现自己的教育目标。

第三篇：高中英语必修4 Unit 4 语法教案

Period IV Grammar(必修4，unit4)Teaching aim: Grasp the usages of-ing form used as the attributive and the adverbial I.Preparation for the grammar by oneself before class.[自学探究]（SB P29 Discovering useful structures）

II.Students work toghter to make a thorough inquiry during class.[合作学习］

STEP1.现在分词作定语

现在分词及其短语可以在句子中作定语，其作用相当于一个定语从句。其动作和谓语动词同时发生，与其修饰词之间是主动关系，也就是说现在分词的动作就是它修饰的那个词的动作。

1．现在分词作定语时的位置

（1）现在分词作定语时多置于它所修饰的名词之前；分词短语用于它所修饰词的后面。例如：

He is an attacking player.他是一个攻击型的运动员。They lived a room facing the north thirty years ago.三十年前，他住在一个朝北的房间里。

（2）如现在分词修饰由some/any/no + thing/body/one所形成的不定代词或指示代词those时，分词在这些被修饰词的后面。例如：

Anyone swimming will be punished.正在游泳的任何人都将受到惩罚。

重点把握：动词-ing形式中的动名词也可用作定语，它表示用作…的，而现在分词作定语通常相当于一个定语从句。如：

a writing table = a table used for writing ；a sleeping boy = a boy who is sleeping

2、现在分词作定语时与谓语动词的时间关系

现在分词表进行意味和主动意味，因此，用现在分词作定语时，其表示的动作是与谓语动词同时发生的,或是正在发生的动作。例如：

There were no soldiers drilling.= There were no soldiers who were drilling.没有士兵在操练。The man running over there is our chairman.= The man who is running over there is our chairman.正在朝那边跑的那个人是我们主席。

重点把握：having done(现在分词的完成时态)表示该动作先于另一个动作，现在分词的完成时态永远不能作定语。

3、如果一个及物动词作定语，既要表达进行意味，又要表达被动意味时，可用现在分词的被动语态。例如：

The meeting being held is very important.正召开的会议很重要。The skyscraper being built is still higher than that built the year before last.正在建的那幢摩天大楼比前年建的那幢还高。STEP2.现在分词作状语

现在分词及其短语可在句子中作状语来修饰谓语动词或整个句子。用来表示动作发生的时间、原因、结果、条件、让步、或伴随情况等。例如：

Climbing to the top of the hill, we saw a beautiful view.爬上山顶后我看到了一幅美丽的景象。Being sick I stayed at home.我因病呆在家里。

重点把握：如指将来的动作就可用不定式的被动语态，如： a meeting to be held 将要召开的会议 如表过去可用过去分词 a meeting held 开过的会议

1、现在分词作状语与谓语动词时间关系

（1）现在分词表示的动作和谓语动词表示的动作同时发生或几乎同时发生分词用一般形式。例如：

Not recognizing the voice, he refused to give the person his address.因为没听出这个人的声音，他没把自己的地址给他。

It rained heavily, causing great damage.大雨滂沱，造成了很大损害。He ran up to her breathing heavily.他气喘吁吁的跑到她面前。【重点把握】

分词作作状语时必须注意分词的逻辑主语必须与句子主语保持一致。但是，有几个常用词组不符合这种语法限制。如：

generally speaking, considering, judging from, talking from，supposing（为连词意思为假如）,（2）现在分词表示的动作和谓语表示动作（或状态）是同时发生或几乎同时发生的。否

则现在分词需用完成形式。例如：

Having already seen the film twice, she didn’t want to go to the cinema.这电影他已看过两遍，他不想去看了。

Not having received his father’s letter, he decided to make a call to him.因为没收到他父亲的信，他决定打个电话给他父亲。

思维拓展

过去分词状语时，其表示的动作时句子主语承受的动作。他们之间的关系是被动关系。Given more attention, the trees could have grown better.如果对这些树更关心一些，他们本来会长的更好。

2、现在分词作状语时，现在分词的动作就是句子主语的动作。因此，句子主语与现在分词之间是主动关系。例如：

I run out of the house shouting.我喊叫着跑出屋来。I got home, feeling very tired.我疲惫的回到家里

3、有些现在分词作状语时，其前可用after, before, since, when, while, whenever, once, until, on, as等词。例如：

After talking to you, I always fell better.和你谈过话后我总感觉好一些。When telephoning London numbers from abroad, dial 1, not 01.从国外往伦敦打电话，请拨1，不是01。III.Teacher work toghter with students STEP3.［典例解析］

1.The secretary worked late into the night, ____ a long speech for the president.A to prepare

B preparing C prepared

D was preparing [解析] 本题考察现在分词作伴随状语用法。分词与逻辑主语之间为主动关系，故选B。2.____ a reply, he decided to write again.A Not receiving

B Receiving not

C Not having received

D Having not received [解析]分词短语表示的动作在谓语动词之前发生，故用现在分词的完成时态。Not 要放在非谓语动词之前。

3.“Can't you read?” Mary said ____ to the notice.A angrily pointing

B and point angrily

C angrily pointed

D and angrily pointing [解析] 现在分词作伴随状语，分词与逻辑主语之间为主动关系，故选现在分词。故答案为A。

4.The meeting ____ now is very important.A held

B to be held

C being held

D holding [解析]会议是被召开的，故排除掉D。根据时间状语now我们知道会议是正在召开的，而不定式作定语表将来。故答案为C 5.If you want a letter ____ , you must keep in mind several rules while ____.A written;written

B well written;writing

C well writing;writing

D well written;write [解析]第一个空为过去分词作定语，分词与他修饰的名次之间有被动关系，所以用过去分词。第二个空是while加现在分词作时间状语。现在分词与其逻辑主语之间为主动关系。故答案为B。

6.He never spends a _____ day.A more worry

B most worrying C more worrying

D more worried [解析]因句子具有“a day worried him”即a day is worrying的意义，所以需用worrying。故答案为C。

7.——— speaking, women live longer than men.A.Judging from

B.generally

C.Supposing

D.Taking everything into consideration [解析] 此句子考察的是表示说话人态度的一些惯用法。依据句子意思应是一般说来的，通常说来，故选 B IV.当堂达标

1._____to understand what he doesn’t, he makes a fool of himself.A.Always pretended B.Having always pretendedC.Always being pretended D.Always pretended 2.To get there in time, they came _____all the way.A.running B.run C.ran D.to run 3.We’ll go to have a picnic tomorrow or the day after _____ on the weather.A.depended B.depending C.depends

D.is depending 4.It has rained nonstop for ten days, completely _____ our holiday.A.ruining

B.to ruin

C.ruined

D.has ruined 5.They set out _____for the _____.A.searching losing B.searching lost C.to search lost D.searched losing 6.It’s a pleasure to watch the face of a _____baby.A.asleep B.sleep C.sleeping D.slept 7.The boy sat there _____what to do.A.doesn’t knowing B.didn’t knowing C.not know D.not knowing

8.The secretary worked late into the night, _____a long speech for the international conference.A.to prepare B.prepared C.preparing D.was preparing 9.European football is played in 80 countries _____it the most popular sport in the world.A.making B.makes C.made D.to make 10.The _____Prime Minister expressed his satisfaction with his talks, _____that he had enjoyed his stay here A.visiting ,add B.visited, adding

C.visiting, adding D.visited, added

11.Due to the heavy rain and flooding, ten million people have been forced _____ their homes.A.leaving

B.to leave

C.to be left

D.being left

语法同步练习

1----5 DABAB 6---10CDCAC B

STEP4.Summary and homework.Do the exercises toghter with the text.

第四篇：人教版高中英语必修一教案：Unit 1 Friendship Using language

Unit 1 Friendship Using language 教学设计

I.Teaching aims: 1.To master the following phrases:

have trouble with;

get along/on with sb./sth.fall in love(with sb.);join in 2.Do the listening ,speaking and the writing one by one.II.Teaching methods: Listening and speaking III.Teaching materials: listening parts on Page 6 IV.Teaching procedures: Step 1 Revision Check the answers to the homework Step 2 Lead in I think most of you have many friends , maybe you have some trouble with your friends, what will you do and what would you do if you are misunderstood by others? Question: What was upsetting Lisa? Step 3 Deal with the phrases appeared in the letters.Step 4 Listening

Besides you Lisa also asks Miss Wang of Radio for Teenagers for help.What advice does Miss Wang give to Lisa? Let’s listen to what she says.1.Listen again and fill in the blanks on Page6 Ex2 2.Listen for 3 times and do Ex3.(just try, but not the task must do)

☆LISTENING TEXT Dear Lisa，There is nothing wrong with you and this boy being friends and studying together．And no matter what other students say, it is possible for a boy and a girl to be just good friends．Ending your friendship with this boy would be a stupid thing to do．Not only would you lose a good friend, but you would also lose someone who is helping you with your studies．

Teenagers like to gossip, and they often see something that doesn't exist．Perhaps they can't understand your friendship with this boy．But that's no reason to throw it away．You should feel sorry for those students who have never enjoyed such a friendship．My advice is to ignore your gossiping classmates．That way you will show them that you are more grown up than they are． Yours，Wang Fei Step 5 Post-listening Do you agree with Miss Wang’s advice? Discuss it in small groups.Step 6 Assignments 1.Finish your opinion to Miss Wang’s advice.2.Talk with your classmates about the friendship between Lisa and her friend.

第五篇：高中英语必修一Unit 1 Friendship教学设计

高中英语必修一Unit 1 Friendship教学设计

第一课时

Warming Up

第一步：教师可以采用以下的不同方式引出本单元的话题；

方案一:

可以直接利用课本热身部分提供的问题来引出话题。这一方案开门见山,不仅能很快切入本单元的主题,而且问题指向明确,学生比较容易展开话题。

方案二：

可以利用其它更为生动、灵活的方式如：在黑板上写下几种“朋友”这个词在不同语言里的表达，让学生猜这些词的意思以激发学生的学习兴趣（教师最好能知道这些不同表达的书写和读音，还可以让学生在课堂上试写和试读）；也可以播放一首以友情为主题的歌曲（无印良品：《朋友》；老狼：《睡在我上铺的兄弟》）或一段描述友谊的电影片段（韩国电影《朋友》导演：郭京泽主演：张东健），然后让学生就所播放素材的主题展开讨论，进入本单元话题；教师还可以引用一些国、内外谈论朋友的名人名言（见背景资料）来展开话题。

方案三：

可以事先让学生准备一张好朋友的照片，然后在课堂上让学生展示自己的朋友的照片并描述其主要特点。也可以让学生介绍自己新学期在新的班级里交到的朋友（此方案适合程度较好的班级）。

开展活动时可以全班一起进行，也可以分小组进行，但要提醒学生用英语进行表达。教师可以事先做一个brain-storm，在黑板上列出一些描述人物的常用词汇和句型以帮助学生顺利完成接下来的活动，如：

Personality：kind generous humorous

Appearance：handsome pretty good-looking tall

Hobby：sports reading traveling

In my opinion / I think / As to me, he(she)is a...person.He(She)always wears....He(She)looks like....We always do...together.第二步：学生完成课本热身部分的问卷调查。在一些学生程度较好的班级，教师还可利用网络或其它资源对原有的问卷进行一定的补充，丰富问卷内容（见背景资料），让学生计算得分并根据教师公布的各分数段所对应的性格类型得出自己的调查结果；（在调查过程中，教师可以对问卷内容中的部分新单词和词组作简单的解释以帮助学生顺利完成问卷。建议教师有针对性地保留对部分生词和词组的解释以锻炼学生的阅读理解能力）

第三步：小组活动，学生分成若干小组，讨论朋友之间建立友谊的基础，可能会出现的问题以及相应的解决方法或建议；

第四步：学生发表讨论结果；

方案一：

直接提问学生，公布讨论结果。

方案二(此方案适用于程度较好的班级)：

教师设计一个小型的采访活动让学生分角色进行role-play（教师根据学生的实际语言基础来要求讨论和发言时使用的语言，应鼓励学生尽量用英语表达并且提供相关的句型和词汇作为提示,如:

What kind of person are you according to the survey?

Do you thin can be a good friend to others? And how?

What do you think are the basients we need to r friendship?

第五步：教师整理学生讨论和发言的内容，并针对友谊这一话题提出自己的看法和建议供学生参考, 如：Everyone needs friend.（如果条件允许还可以要求学生在课后将在讨论中得出的好方法和建议搜集起来制作成小册子互相传阅和学习）。

Pre-reading

第一步：小组讨论：Does a friend always have to be a person? What else can be your friend?

第二步：教师根据学生的答案引出阅读部分的话题，可以增加更为具体和深入的问题，如：

How can animals / other things be our friends?

What are the(dis)advantages of having...to be our friends?

Using Language

Listening(Page 6)