下面是范文網(wǎng)小編收集的最新高一英語(yǔ)教案人教版范文4篇(高二英語(yǔ)教案人教版)，供大家賞析。
最新高一英語(yǔ)教案人教版范文1
（1）課題：
Friendship.
（2）教材分析與學(xué)生分析：
本單元的中心話(huà)題是“友誼”，幾乎所有的內(nèi)容都是圍繞這一中心話(huà)題展開(kāi)的。Warming Up部分以調(diào)查問(wèn)卷的形式引導(dǎo)學(xué)生了解日常生活中朋友之間發(fā)生的真實(shí)問(wèn)題以及解決這些問(wèn)題的方法；Pre-Reading部分的幾個(gè)問(wèn)題啟發(fā)學(xué)生對(duì)“友誼”和“朋友”進(jìn)行思考，使學(xué)生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友；Reading部分Anne’s Best Friend以日記形式講述了猶太女孩安妮的故事；Comprehending部分通過(guò)連句、多項(xiàng)選擇和問(wèn)答形式幫助學(xué)生對(duì)課文內(nèi)容、細(xì)節(jié)進(jìn)行更深入的理解； Using about Language 部分教學(xué)本課重點(diǎn)詞匯和重點(diǎn)語(yǔ)法項(xiàng)目。
?。?） 課時(shí)安排：
The first period： Speaking： Warming Up and Pre-Reading The second period： Reading.
The third period： Grammar.
The forth Period：Listening.
The fifth period： Writing.
（4）教學(xué)目標(biāo)：
①知識(shí)與技能：Talk about friends and friendship； Practise talking about agreement and disagreement， giving advice and making decisions； Use direct speech and indirect speech； Learn to write an essay to express and support an opinion.
?、谶^(guò)程與方法：本單元在讀前階段就提出問(wèn)題，讓學(xué)生思考是不是只有人與人之間才能交朋友，然后在閱讀中通過(guò)安妮的日記向?qū)W生說(shuō)明我們也可以與動(dòng)物及無(wú)生命的日記交朋友。在深刻理解、充分訓(xùn)練的基礎(chǔ)上，可以再引導(dǎo)學(xué)生深入討論幾個(gè)與本單元話(huà)題有關(guān)的問(wèn)題：1.描述朋友； 2. 結(jié)交網(wǎng)友；3. 觀點(diǎn)交流；4. 善不善交朋友； 5. 朋友的重要性。
?、矍楦袘B(tài)度與價(jià)值觀：學(xué)完本單元后要求學(xué)生進(jìn)行自我評(píng)價(jià)，主要評(píng)價(jià)自己在本單元中的學(xué)習(xí)情況。對(duì)書(shū)中的內(nèi)容是否感興趣，有哪些收獲，解決了什么問(wèn)題。使學(xué)生加深對(duì)友誼、友情的.理解，以及如何正確交友，處理朋友之間發(fā)生的問(wèn)題等。
（5） 教學(xué)重點(diǎn)和難點(diǎn)：
詞匯：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit
短語(yǔ)： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in
重點(diǎn)語(yǔ)法項(xiàng)目： 直接引語(yǔ)和間接引語(yǔ)的互相轉(zhuǎn)換
難點(diǎn)：Understand the real meaning of friends and friendship；
Discuss the answers to the questions （Reading）；
How to teach the Ss to master the usage of Direct Speech and Indirect
Speech（Statement and Questions）.
?。?） 教學(xué)策略：
Discussion， Student-centered vocabulary， learning， listening， pairwork， teach grammar in real situation.
（7） 教學(xué)煤體設(shè)計(jì)：
A projector and a tape recorder.
?。?） 教學(xué)過(guò)程：
Period One：Speaking （Warming Up and Pre-Reading）.
Aims
Talk about friends and friendship.
Practise talking about agreement and disagreement.
Step I Revision
Ask some of the students to read his / her composition for the class， describing one of the problems between friends and how it is solved. Then give some comments.
T： Now， let＇s check up your homework for last class. I＇d like some of you to read his / her composition for the class， describe one of the problems between friends and how it is solved.
Step II Warming up
T： / think most of us have some good friends. Do you know why people make friends with one another？
Step III Talking（WB P41）
First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.
T： Now we＇re going to listen to what Leslie Clark， a Canadian has got to say about making friends. After listening， please talk about the two questions in groups of 4. Try to use the following expressions.
1 Do you agree with her？
2 What do you think of people from foreign countries？
Agreement Disagreement
I think so， I don＇t think so.
I agree.I don＇t agree
That＇s course not.
That＇s exactly my opinion. I＇m afraid not.
You＇re quite right. I don＇t think you are right.
Step IV Speaking（B P6）
First， get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second， try it out on their own group， checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third， ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other＇s questionnaires.
At last， show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.
T： Friends come in many flavors. There are best friends， school friends， fair-weather friends， forever friends and many more. Do you want to know what kind of friends your classmates are？ Now let＇s make a survey. First， please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.
1. Your friend borrowed 100 Yuan from you last week and hasn＇t returned it. You will
A. ask him / her to pay back as soon as possible； or you＇ll end the friendship.
B. ask him / her to pay back if he / she has.
C. tell him / her not to return it.
2. Your friend said your bad words behind you. You will
A. ask him / her to say sorry to you ， or you＇ll stop your friendship.
B. excuse him / her and forget it.
C. ask others to tell him / her that he/she is wrong.
3. You promised to meet your friend at five o＇clock but your parents ask you to do homework at home. You will.
A. tell him your parents ask you to do homework at home.
B. tell him / her a lie that you are ill.
C. say sorry to him / her and plan to meet him / her another time.
4. You borrowed a bike from your friend， but you had it stolen. You will
A. buy a new one which is the same as his / hers.
B. just tell him / her you had it stolen.
C. say sorry to him/her and buy him/her an old one
After they finish choosing the answers， show the scoring sheet on the screen.
Instructions：
2-5 A fair-weather friend：
Only like them when they are happy and popular. If they are feeling down， or if they are having a problem， you don＇t want to spend time or talk with them. You don＇t help your friends when they have problems. You are always thinking about yourself.
You should care more about your friends. If you continue to be self-centered and don＇t consider others＇ feelings， you won＇t make more friends and keep friendship for long.
6-11 A school friend：
You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You＇d better add more affection to your friends. Friendship is about feelings and we must give as much as we take.
12-17 A best friend：
You do everything together with your friends： study， read， watch TV， surf the Internet， play sports and listen to music. If either one has a problem， the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.
18-21 Forever friend：
You will always listen to your friends and try to help them， even if you disagree or if you are having a problem. Whenever they have any difficulty， you＇ll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have， even your life.
課后反思：
本課教學(xué)設(shè)計(jì)容量和密度較大，但難度適中，大部分學(xué)生都能接受。體現(xiàn)全面照顧大部分學(xué)生的教學(xué)理念。注意培養(yǎng)學(xué)生開(kāi)口說(shuō)英語(yǔ)的的信心。
最新高一英語(yǔ)教案人教版范文2
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
Teaching aims：
1） Get the students to master some important words， phrases and sentence patterns.
2） Enable the students to use the language points by themselves.
教學(xué)重難點(diǎn)
Teaching important points：
Master the usages of “more than ， come up， over， be based on， present， a/ the number of”
Teaching difficult points：
present： v adj
教學(xué)工具
課件。
教學(xué)過(guò)程
1 Do you know that there is more than one kind of English？
more than one不止一個(gè)
eg：
More than one girl in this school holds such a view.
more than one后跟___________，作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞要用______。
more than
1）. more than +num（數(shù)詞） ：over
She showed the visitors around the museum，_______________________________
___________________________________________（其建造花了3年多時(shí)間）
2）more than +n： not only
Music is more than just a sound--- it’s a way of thinking.
3） more than +adj/v ： very
聽(tīng)到這個(gè)消息我很高興。
____________________________________.
4） more A than B與其說(shuō)B倒不如說(shuō)A
與其說(shuō)他聰明倒不如說(shuō)他勤奮。
________________________________.
2. Yes . I’d like to come up to your apartment.
come up
1）走近，靠近
練一練：
他走近我問(wèn)我去車(chē)站的路。
___________________________________________________________.
?。?）（被）提出
In order to finish the task on time， a good piece of advice came up at the meeting.
誤區(qū)警示：come up作“被提出”講時(shí)是不及物動(dòng)詞短語(yǔ)，不能用被動(dòng)語(yǔ)態(tài)。
拓展：
?。?）Can you tell me how the accident came about？_____
?。?）I came across my old classmate in the street.______
（3）The author’s new book will came out next week.________
?。?）My dream has at last come true._______
?。?）The doctor came up with a good idea at the meeting._____
3 So why has English changed over time？
Over： during
在過(guò)去的幾年間，我的家鄉(xiāng)發(fā)生了巨大的改變。
____________________________________________________________.
The girls sing songs over their work
4 It was based more on German than the English we speak at present.
base：vt建于…之上；以…為基礎(chǔ)
用法：base A on B
A be based on B
One should always base his opinion on facts.
變?yōu)楸粍?dòng)：___________________________________________________________.
Exercise：
她的結(jié)論是建立在科學(xué)研究的基礎(chǔ)上的
_____________________________________________________________.
教學(xué)是以科學(xué)為基礎(chǔ)的一門(mén)藝術(shù)。
Teaching is an art __________________________________.
at present =at the moment
o Mother is busy preparing dinner at present.
present （adj.）
1）現(xiàn)在的，目前的，可作前置定語(yǔ)
目前的形勢(shì)________________________
2）出席的，在場(chǎng)的，可作后置定語(yǔ)和表語(yǔ)
出席的人們：__________________________
他出席了昨天的會(huì)議。
____________________________________________________.
所有出席會(huì)議的人都同意我的計(jì)劃。
_____________________________________________.
o present （n.）禮物=gift
o present （vt.）
present v.贈(zèng)送，提出，展現(xiàn)，
present sb. with sth.或present sth. to sb.
把…贈(zèng)送給，頒發(fā)，授予
Eg. On his birthday， his friends____________________________（送給他一本書(shū)）
◆即學(xué)即練
根據(jù)括號(hào)中的漢語(yǔ)提示完成下列句子。？
（1）How many people _______________ （出席）at the meeting？
（2）The experts ___________________ （出席會(huì)議的）were from different parts of the world.？
?。?）What is your_________________ （現(xiàn)在的住址）？？
?。?）The mayor ____________ （頒發(fā)） a silver cup to the winner next week.？
?。?）What are you busy doing_______________ （目前）？
（6）He gave his mother__________ （一件禮物）.？
5. For example， India has a very large number of fluent English speakers .
Today the number of people learning English in China is increasing rapidly.
a number of許多，后接______名詞，作主語(yǔ)時(shí)謂語(yǔ)動(dòng)詞用_____.
The number of …的數(shù)量，后接_____名詞，作主語(yǔ)時(shí)謂語(yǔ)動(dòng)詞用______.
1）去年許多人失業(yè)了。
_____________________________________________.
2）出國(guó)的人的數(shù)量正在增加。
___________________________________________.
隨堂檢測(cè)：?jiǎn)尉涮羁?/strong>
1 The film ___________（base） on a novel by Lu xun.
2 _________（actual）， I am busy at the moment.
3 Many people believe the English _________（speak） on TV and on the radio is standard English.
4 The number of students _________（pass） the exam _____（be） increasing rapidly.
單句改錯(cuò)：
1 She came up a new idea a new idea at the meeting.
2 More than one person are against the plan.
3 I am sorry he is out at the present.
4 Basing on facts， the novel sells well.
Translation
1對(duì)于一個(gè)中國(guó)人來(lái)說(shuō)，把英語(yǔ)說(shuō)得和說(shuō)英語(yǔ)的本地人一樣流利是不容易的。
2一個(gè)原因就是英語(yǔ)的詞匯量很大。
3去西方國(guó)家學(xué)英語(yǔ)的人數(shù)快速增加。
4很多人盡力充分利用每個(gè)機(jī)會(huì)說(shuō)英語(yǔ)。
5我們都知道，說(shuō)得越多，就越流利。：
連句成篇：用上面的句子，根據(jù)以下的提示寫(xiě)一篇小短文
對(duì)于中國(guó)人來(lái)說(shuō)…….一個(gè)原因是…….為了更好的學(xué)好英語(yǔ)，近年來(lái)……此外…….因?yàn)楸娝苤?/p>
Homework
Write a passage using the words ，phrases and sentence patterns that we have learn.
最新高一英語(yǔ)教案人教版范文3
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
1. Ability goals能力目標(biāo)：
To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
To get The Ss to master some key words such as witness， abandon， yell， drag， flee and so on.
2. Learning ability goals學(xué)能目標(biāo)：
To enable the Ss to talk about animals under the sea.
To help the Ss know the importance of the relationship between animals and humans.
教學(xué)重點(diǎn)和難點(diǎn)
Teaching important points教學(xué)重點(diǎn)
Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
Teaching difficult points教學(xué)難點(diǎn)
1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.
2. Help the Ss tell apart from Before， During and After in the story.
教學(xué)過(guò)程
Step1.Warming Up：
Talk about animals under the sea.
1. Have you ever seen some marine animals？
2. What have you seen， and where have you seen them？
I have seen a/some/many…… in/on/from……
amazing marine animals： seal， turtle， dolphin， sea-horse， sea-star， shark， angelfish， jellyfish， lobster， coral
Step2.Fast-reading：
1. Find out the Background Information of the story ： writer， career， writing style， time， place， main character.
2. Find out the Main Idea of the passage： What’s the first story mainly about？
Step3.Careful-reading：
1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first？ When did he believe it was a true anecdote？
2. How many paragraphs are there all together in story1？ The hunt can be divided into 3 stages.
Stage1： before the hunt： （para. 2-6）：
Old Tom’s doing： throwing itself out of … and crashing down again… Why？ to tell the whalers…， …by the boat…， circling back to …Why？ to lead the whalers…
Whalers’ reaction： Another whaler __________. George _____ ___ _____ Clancy， and Clancy ______ after him. They __________ the boat and ______ ____into the bay.
Stage2&3： Dur ing and after the hunt： （para. 7-9）：
Killer whale’s doing： The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________； and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead， its body wa s _______ down into the depths of the sea.
Whalers’ reaction： The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
Conclusion： They have amazing relationship. They work as a team.
Step4.Summary
Working at the _______station， I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
On the afternoon I arrived at the station， as I was __________ my accommodation， I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom， who announced there would be a ___________.
Using a _________， we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing； and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________， the whale soon died. Very soon， its body was ________ by the killers down into the _______ of the sea.
課后習(xí)題
Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact， whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion？ Are you for or against the banning whaling？ Consider the problem carefully and we’ll have a discussion tomorrow.
最新高一英語(yǔ)教案人教版范文4
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
1.學(xué)生能通過(guò)尋找每段的主題句歸納文章結(jié)構(gòu)。
2.學(xué)生能夠通過(guò)在課文中尋找相關(guān)表述感知作者態(tài)度。
3.學(xué)生能夠基于文本信息和話(huà)題相關(guān)語(yǔ)言，通過(guò)小組合作完成一封回信，表達(dá)個(gè)人感受。
教學(xué)重難點(diǎn)
1.學(xué)生能通過(guò)尋找每段的主題句歸納文章結(jié)構(gòu)。
2.學(xué)生能夠通過(guò)在課文中尋找相關(guān)表述感知作者態(tài)度。
3.學(xué)生能夠基于文本信息和話(huà)題相關(guān)語(yǔ)言，通過(guò)小組合作完成一封回信，表達(dá)個(gè)人感受。
教學(xué)過(guò)程
Step1：Warm-up andlead-in （5 mins）
1.教師展示國(guó)外志愿者教師支教照片，引入本課主題：書(shū)信分享支教見(jiàn)聞和感受
2.教師介紹本課主人公——來(lái)自澳大利亞的Jo來(lái)到巴布亞新幾內(nèi)亞做志愿者教師。
3.指定一名學(xué)生課前準(zhǔn)備，在課堂上結(jié)合PPT做3分鐘口頭報(bào)告，補(bǔ)充介紹巴布亞新幾內(nèi)亞的情況。
[教學(xué)目的]本環(huán)節(jié)的目的是激活話(huà)題詞匯和背景知識(shí)圖式。從單元主題到本課主題，讓學(xué)生根據(jù)圖片預(yù)測(cè)文章內(nèi)容，激活相關(guān)詞匯并；學(xué)生課堂口頭報(bào)告鍛煉口語(yǔ)表達(dá)能力，并展示相關(guān)詞匯。
Step2：Reading forstructure
1.教師通過(guò)課文所配的10幅圖片讓學(xué)生預(yù)測(cè)課文內(nèi)容。
1.教師要求學(xué)生快速通讀全文完成段落大意的配對(duì)練習(xí)驗(yàn)證預(yù)測(cè)結(jié)果。
2.教師引導(dǎo)學(xué)生歸納出全文的整體結(jié)構(gòu)。
[教學(xué)目的]本環(huán)節(jié)的目的是讓學(xué)生了解文章的整體結(jié)構(gòu)。不僅讓學(xué)生學(xué)會(huì)尋找中心句，而且讓學(xué)生從每個(gè)段落的中心句歸納出課文整體結(jié)構(gòu)，讓學(xué)生回顧信息交流類(lèi)書(shū)信的寫(xiě)作結(jié)構(gòu)。
Step3：Reading fordetails （10 minutes）
1.教師要求學(xué)生先同桌配對(duì)合作，然后按照學(xué)習(xí)小組分組合作，仔細(xì)閱讀文章細(xì)節(jié)找出信息，完成下列表格（劃線(xiàn)部分是學(xué)生需要填出的部分）：
2.教師引導(dǎo)學(xué)生根據(jù)文章中的相關(guān)語(yǔ)言和信息體會(huì)作者的感情和態(tài)度。
[教學(xué)目的]本環(huán)節(jié)的目的是在把握文體的基礎(chǔ)上，讓學(xué)生深入了解文章細(xì)節(jié)，通過(guò)語(yǔ)言了解作者的觀點(diǎn)態(tài)度，讓學(xué)生對(duì)本課有進(jìn)一步理解。課堂組織形式有個(gè)體獨(dú)立完成和小組合作完成表格，小組合作的好處是可以通過(guò)討論得到同伴支持，加快理解速度，加深理解程度，課堂氣氛也比較熱烈。
Step4：Language inuse
1.教師引導(dǎo)學(xué)生關(guān)注本文的語(yǔ)言特色——描寫(xiě)生動(dòng)、細(xì)致。
2.教師要求學(xué)生模仿課文語(yǔ)言造句或者補(bǔ)全句子，談?wù)勛约旱膶W(xué)校。
1）描寫(xiě)學(xué)校
a. Well， it’s a bushschool – the classrooms are made of bamboo and the roofs of grass.
b. Well， it’s a ____school – ____________________________.
2）描寫(xiě)教學(xué)
a. The other day I wasshowing the boys the weekly chemistry experiment when， before I knew it， themixture was bubbling over everywhere！ The boys who had never come acrossanything like this before started jumping out of the windows.
b. The other day_________________________________________________ when， before I knew it，__________________________________！ -__________________ __________________________.
3）描寫(xiě)家訪(fǎng)
a. We walked for two anda half hours to get there- first up a mountain to a ridge from where we hadfantastic views and then down a steep path to the valley below.
b. We drove for 1 and ahalf hours to get to Shanchong village in Changtai county – first up a mountainto a ridge from where we had fantastic views and then down a steep path to thevalley below.
[教學(xué)目的]語(yǔ)言必須在運(yùn)用中內(nèi)化，本環(huán)節(jié)的目的是要提升學(xué)生正確運(yùn)用新學(xué)到的語(yǔ)言結(jié)構(gòu)表達(dá)的能力，讓學(xué)生在語(yǔ)言操練當(dāng)中對(duì)文章內(nèi)容加深印象并能夠運(yùn)用到自己的表達(dá)當(dāng)中。本環(huán)節(jié)的語(yǔ)言操練形式主要是看圖給關(guān)鍵詞造句，其他的訓(xùn)練形式還可以包括朗讀重點(diǎn)段落、句型轉(zhuǎn)換、句子翻譯等等。
Step5：Writingactivity
1.教師提出寫(xiě)作任務(wù)：
2.四人小組合作完成寫(xiě)作任務(wù)。其中一人為記錄員，其他三人各負(fù)責(zé)一個(gè)問(wèn)題。
3.每個(gè)小組派一名代表到講臺(tái)上分享各小組的觀點(diǎn)。
4.教師對(duì)學(xué)生的寫(xiě)作給與點(diǎn)評(píng)。
[教學(xué)目的]本環(huán)節(jié)的目的是提供學(xué)生展示運(yùn)用本課所獲取的信息和語(yǔ)言知識(shí)來(lái)表達(dá)自己的觀點(diǎn)并進(jìn)行闡述的機(jī)會(huì)，有利于提高學(xué)生的綜合語(yǔ)言運(yùn)用能力。
Step6 Homework
1.小組課后修改課堂上完成的回信后上交。
2.課后上網(wǎng)查閱有關(guān)徐本禹的資料，下節(jié)課分享。
[教學(xué)目的]課堂上著重口頭表達(dá)，課后著重學(xué)生落實(shí)在筆頭上，二者結(jié)合，有利于學(xué)生鞏固所學(xué)知識(shí)。
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