高一英语教案。一个都不能少.

第一篇：高一英语教案。一个都不能少.

人教版高一英语上册第五单元第五课时---综合训练课教案

Unit Five:The Silver Screen

The Fifth Lesson：Integrating Skills

一．教学目标

1.知识目标：

（1）熟练掌握本课出现的6个单词和5个短语。

单词：primary.leader.determine.live.boss.comment

短语：stay away.take one’s place.lock up.run after.can/could/be able to afford + to do

（2）通过快速阅读和信息提取练习，学生建立英语简单影评写作的知识结构。

2.能力目标：

（1）通过写作练习，学会初步写简单的影评，提高英语书面表达能力。

（2）在视（影视剪辑欣赏）、听（听课内容）、说（回答老师提问）、读

（阅读课文）、写（影评）、小组合作学习等一系列活动中，学生的逻辑思维能力得到提高。

3.情感目标：

（1）通过学习影片内容，学生建立关心他人，关心教育的意识，进一步树立自己的职业意识。

（2）通过小组活动，学生发展积极配合、积极交流的团队合作精神。

（3）通过发现学习，树立积极思考，学好英语的自信心。

二.教学重点与难点

1.教学重点

（1）训练学生的快速阅读能力

（2）引导学生初步学会影评写作。

2.教学难点

(1)掌握影评的写作框架

(2)影评的书面表达。

三．教学方法

1.问题引导法

引导学生大胆探索的同时，发展学生的逻辑思维能力。

2.学案导学法

引导学生自主学习，增强学习能力。

四．学法

1.合作学习法

学生通过小组合作，两人合作等学习方式学会如何积极与人交流合作，培养团队合作精神。

2.发现学习法

以学案为指导，在每个阶段提出明确的任务，使有意学习与机械学习相结合。

五．教辅手段

利用多媒体展示电影片段及帮助学生概括讲解主要内容。

六．教学步骤

教学过程是课堂教学的中心环节,计划通过以下步骤来完成教学任务:

第一部分阅读教学

一 课文导入（3分钟）

1.交流学生课前所完成的学案任务（1）---张艺谋的个人信息表,使学生对张艺谋及其主要作品更为熟悉，引发学生的兴趣。多媒体上呈现张艺谋的有关信息表格:

2.欣赏电影《一个也不能少》的片断，就影片的有关情节，提出三个问题。引发学生对影

片的回忆，开启学生的内容图式，为阅读作铺垫。

Who plays the main role in it?

What happened to Zhang Huike?

Is Wei Minzhi a good teacher? Why?

二 课文阅读

1.快速阅读课文，并对学案任务（2）中所给的六句话做出正误判断。（5分钟）

(F)1 Mr.Gao’s mother is ill and he asks Minzhi to take his place instead;

(F)2 Generally speaking, “the young teacher”Minzhi is in charge of the childen well;

(T)3 Minzhi is very worried when zhang Huike runs away from school.(F)4 Wei Minzhi goes to town by bus.(F)5 Finally the leader of the radio station invited her to speak on the air;

(T)6 People like this film only because it is simple but moving.2.再次快速阅读课文,完成学案任务（3)---用适当的词或句填空。（5分钟）

第二部分 初学影评写作

一 讨论影评的写作思路（4分钟）

1.学生按已分好的四人小组, 根据学案任务（3)先讨论每段的段落大义。

2.提问这篇影评的写作框架---将这四个段落大意组合起来就是答案。

3.点出：主题句写作形式是影评写作的一种有效形式。

二 总结影评的写作思路（2分钟）

与学生研读35页上的影评写作提示，明确和巩固写影评的方法步骤。

三 写一篇简单影评（13分钟）

以四人小组为单位，共同完成一篇简单影评。内容是动画片《加菲猫和它的朋友》。

写作过程中,四人小组可以就影评内容、时态、单词拼写、所用词汇等方面相互交流、修改。

可参考的学案任务（４）（见下表）,以降低写作影评的难度。情节场景)are__________.In a word, I think it is a _______film.I think/don’t think it is worth seeing.四 学生点评影评（3分钟）

学生相互探讨，相互学习的过程。

五 教师点评学生的影评（2分钟）

评讲一篇较好的影评,让学生通过自己的真实作品加深对影评写作的理解，并使他们增加写好影评的信心。

第三部分 本课内容总结（2分钟）

教师带领学生总结归纳本节课所学内容，加深记忆。

第四部分 布置家庭作业（1分钟）

1.再次修改作文，并工整、清晰地写在作业本上。

2.完成学案任务（5）、（6）。

Learning Plan Task（5）

Translate the following phrases.(Try to find them in this text).代替，追逐，为（某目的）有足够的钱、时间、地方等, 小学, 将某人锁于某处，不仅…而且, 送回某人, 正在广播, 对… 高度评价

Learning Plan Task（6）

Finish the following exercises.1.Not only______learn for our country, but(also)we’ll work for the future.A.we doB.do weC.will weD.we will

2.Not only I but also you _______ to blame.A.isB.areC.beD.am

3.Fill in the blanks using live, living, and alive.A 150-year-old man in a lonely mountain cave since he was young.He was badly

bitten by some scorpion(蝎子and they interviewed him.He said that though he

****************************************************************************** 教学预期效果:

学生充分发挥主观能动性，积极思考，通过师生间、学生间动态的信息交流，学生运用语言的能力得到进一步的提高，充分体现做中学和学中做的特点。

-2010．6

第二篇：高一英语教案

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作可数名词时意为“经历，感受，体会”作不可数名词时意为“经验，体验” Eg:You don’t need any experience to work here.He had many interesting experiences while traveling in Afica.⑵earn作动词意为“赚到，挣得;获得，赢得” 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赢得某人的尊重 have a deep respect for sb由衷的敬重某人 respect sb for(doing)sth因为…而尊敬某人 eg.She has earned the respect of her classmates.eg.She respected him for his honesty.⑷比较average,common,ordinary,usual的用法 ·average意为“一般的，普通的”，强调的是一般的水准或普通水准。在有数字的情况下表示“平均”。

·common意为“普通的，常见的”，它可以指共同的，共有的特征。·ordinary意为“普通的，平凡的”，侧重人或事平淡无奇。·usual意为“通常的，惯常的”，指熟悉的常用的或习惯性发生的 ⑸ used to do sth.强调过去常常做某事，暗含现在不再做了 be used to sth.(doing sth)习惯于（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.参考答案：

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：高一英语教案

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.重点句式

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：高一英语教案

高一英语教案

编写人：南昌一中外语组李志超

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：高一英语教案范文

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