一般给学生们上课之前，老师就早早地准备好了教案课件，大家静下心来写教案课件了。必须要写好了教案课件计划，未来的工作就会做得更好！你们会写一段优秀的教案课件吗？考虑到您的需要，小编特地编辑了“高一英语教案：《Unit 3 Going places 去旅游》教学设计（二）”，相信能对大家有所帮助。

高一英语教案：《Unit 3 Going places 去旅游》教学设计（二）

2nd period

teaching aims

words and expressions:

experience, simply, get away from, vacation, nature, basic, equipment, tip cell, phone, watch out, poison, poisonous, paddle, stream, normal, excitement, adventurous, handle, similarity.

improve the students’ reading comprehension.

important points in teaching

train the students to improve their reading comprehension

difficult points in teaching

question and answer for inducing

fast reading to find out some general information

careful reading to find out the details in the passages

pair-work/ group-work activities

teaching aids

1.a tape recorder

2. a slide projector

main procedures in teaching

step1 greeting and revision as usual

step 2 pre-reading

lead-in

do you like traveling?

why do you like traveling? and why not?

where would you most like to travel? why is that?

have you ever tried any adventure travel in your life?

please discuss these questions with your partner.

step 3 while-reading

fast reading

what’s the basic equipment you need for hiking?

more questions

where can you go hiking?

how can you go hiking?

why is hiking a great way to travel?

what do you think of hiking?

do the same with rafting

where can you go rafting?

how can you do that?

why is rafting another exciting adventure?

what do you think of a normal rafting trip?

what’s your opinion about whitewater rafting?

why is rafting a good way to experience nature?

what is it like when you go on a normal rafting trip?

what is it like when you go on a white-water rafting trip?

can you think of some other words like “whitewater”?

step 4 post-reading

ask the students to choose their answers for the questions according to the passages.

ask them to check in pairs.

check the answers with the whole class.

ask the students to fill in the table individually.

check with the whole class.

step 5 consolidation

tell me about hiking/rafting.

step 6 play the record of the first paragraph for each passage for the students to listen and follow.

ask them to pay attention to the pronunciation and intonation.

step 7 summary

help the students to compare/contrast hiking and rafting to have a clear picture of their similarities and differences.

help the students to make a list of useful words. expressions and patterns in the passages.

step 8 assignment

revise the contents of the passages.

outline the two passages.

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高一英语教案：《Unit 3 Going places 去旅游》优秀教学设计

高一英语教案：《Unit 3 Going places 去旅游》优秀教学设计

unit3 going places

4th period

teaching aims

do some reading and talking

learn and master: combine task

learn to write english letters

important points in teaching

learn about eco-travel

learn to express themselves in the group discussion in english

revise and learn how to write english letters

.difficult points in teaching

express themselves in proper english

build up the sense of environmental protection

from the writing habit of english letters

.teaching methods

east/careful reading for gist/details

discussion in groups and writing practice

.teaching aids

a slide projector

macromedia equipment

main procedures in teaching

step 1 greeting and revision

step 2 do reading and talking

step 3 writing

step 4assignment

revise the contents of the whole unit.

finish off the letters and write them in the exercise book.

preview the next unit

高一英语教案：《Unit 3 Going places 去旅游》教学设计（三）

高一英语教案：《Unit 3 Going places 去旅游》教学设计（三）

3rd period

Teaching aims

1. Learn to define or paraphrase the given words and phrases.

2. Learn and master: separate (v. adj.) benefit

3. Lean and master the use of the Present Continuous Tense for future actions.

4. Revise the tenses learned before.

5. Learn to organize sentences together to form a short passage.

Teaching Important Points

The use of the Present Continuous Tense for future actions

Teaching Difficult Points

1. The use of the Present Continuous Tense

2. How to organize English sentences to form a proper passage

Teaching Methods

1. Listening and dictation

2. Pair/Group work

3. Inductive method and Deductive method

4. Sentences making practice

Teaching Aids

A slide projector or computer

Main projector in Teaching

Step 1 Greeting and Revision as usual

Step 2 Word study

Ask the students to match the words and phrases to right expressions individually. Check in pairs and then check with the whole class.

Step 3 Language focus

Ask the students to read the dialogue and underline the verbs that express future.

Let the students study the example.

Make sure they understand what to do.

Ask the students to check in pairs.

Check with the whole class.

Summary: The Present Continuous Tense may be used for future actions.

Ask the students to read aloud the dialogue again in pairs.

Ask one or more pairs to act it out.

Step 4 Practice

Ask questions about how things were done in the past,

how they are done today, and how they will be done in the future, e.g.

How did people travel in the past?

How do people travel today?

How will people travel in the future?

Step 5 Practice

Study the example first.

Then ask the students to write a paragraph for each column.

Ask four or more students to report their paragraphs.

Step 6 Consolidation

Ask the students to talk or make sentences about their future plans using the Present Continuous Tense for future actions.

Step 7 Summary

Help the students to generalize the use of the Present Continuous Tense for future actions.

Step 8 Assignment

1. Revise the grammar

2. Write their passages in the exercise book.

高一英语教案：《新教材Unit 3》教学设计

高一英语教案：《新教材Unit 3》教学设计

Aims:1. To enable the students to use the Present Continuous Tense for future actions.

2. To enable the students to learn useful expressions of good wishes.

Aids: tape recorder

Procedures:

Step I. Listen to the dialogue and ask the students to get useful information

1. Choose the best answers they hear on the tape.

Betty are off to Guangzhou next Thursday evening. Her brother Bob _____ Betty. Her plane _____ at seven, so they _____ a taxi. And Jane _____ to Xi’an with her parents on Friday. She _____ there by air too.

a. is getting b. is seeing off c. will take d. leaves e. is going

2. Ask the students to listen to the tape once more with the questions and sum up functional sentences.

Q: What did Jane say to Betty when she expresses her good wishes? And what did Betty answer?

Expressing wishes: Have a nice/good/pleasant/safe trip/journey

Good luck

Have a nice/good time in…

Enjoy your holiday

The same to you.

Greeting others: Say “Hi/Hello” to … from me.

Give my love/ regards/ best wishes to your…

Sends his/her best wishes/ love to…

Step II. Read the dialogue and underline the verbs that express future.

are going

are getting there

They are talking about their travel plans (express future) are seeing off

leaves

will take

Step III. Sum up the usage of the Present Continuous Tense for future actions.

a. Ask the students to fill in the blanks.

Lily _____ (leave) for London tomorrow.

will leave

is going to leave

is leaving

b. Sum up the special verbs for future actions:

leave, go, come, see off, get

Step IV. Practice the tenses of verbs and functional sentences.

1. Do the Ex 2. on workbook.

Work in pairs. Ask each other the questions and write the answers in the chart.

2. Make a short dialogue by using the information given in the chart, verbs in present continuous tense and given expressions of good wishes.

3. Ask several groups to present their dialogue.

4. Do a competition to practice using different tenses in different situation. The students who complete a whole sentence correctly will get a candy as a prize.

a. go fishing, bike, tomorrow

b. arrive, Shanghai, air, yesterday

c. see…off, this afternoon.

d. when, come, see, today

e. take part in, sports meeting, in October

meet, station, last month

高一英语教案：《Unit 9 科技》教学设计（二）

高一英语教案：《Unit 9 科技》教学设计（二）

Unit 9 Techonlogy

2nd Period

Sub Topic: Problems and Solutions

Focus Speaking

Tasks 1. Role Play

2.A TV Chitchat Program

Teaching Aims: To learn phrases and sentences of expressing agreement and disagreement (Absolutely. That’s exactly what I was thinking. That’s a good point. That’s just how I see it. That’s worth thinking about. I disagree. I’m afraid I don’t agree. Well, it depends. Well, I don’t know. Well, I am not sure about that…)

Moral Focus: Communication and Cooperation

Teaching Aids:

a set of multi-media teaching system, some episodes from Family Album, USA and Mr Bean, some role cards…a toothpick, a sock, a plastic bag , chopsticks, a cell phone etc.…

Teaching Procedures:

Step one Warming up

1.Greetings

2. Quick Wits

Draw the students’ attention by identifying the following statements.

The word “boat” can be spelled using four letters from the word “automobile”.

11minutes past 5 o’clock is 48 minutes before 6 o’clock.

If you turn a left-handed glove inside out , it will fit on a right hand?

Step Two . . Problem Solving

3..Discuss in groups of three about the possible problems with things mentioned the previous day

Examples: chopsticks, car, air-conditioner etc.

4. Provide solutions to all these problems and share opinions with other groups

5.Tolerate different opinions from other groups

Step Three Listening and Speaking

6 .Describe one or two of the teacher’s stressful situations

7. Encourage students to give solutions

8 .Exchange ideas with other students

Step Four Speaking and Acting

9 Discuss about Jane’s problem and express opinions

Jane wants to buy a cellphone. Before she buys one, she asks her parents and her best friend what they think.

.Work in groups of four

.Decide which role each group member should play

Take a few minutes to prepare the role cards

Report your decision to the class when you have finished the discussion

Step Five Looking and Learning

10.Watch some episodes from Family Album, USA and Mr Bean

(《走遍美国》和《憨豆先生》的几组镜头)

11. Recognize more ways of expressing opinions

( Oh, I do so agree. Absolutely right. Definitely. I guess so. I can’t agree with you there. Not really. Not exactly. No way….)

Step Six Describing and Deciding

12. Encourage the students to disclose their problems by asking

What troubles you most?

What is your problem?

What is your worry?

What upsets you?…

13. Get them to know where to find help by asking

To whom do you usually turn for help?

Where can your problems be possibly solved?

Who can most probably serve as a helper?

(Possible answers: Psychology Center, Hotline Service, Chatting Room, A Radio or TV Chitchat Programs…)

Step Seven Participating and Producing

14. Class Work

A TV Chitchat Program: Help is on the Way

Suppose you are a host or hostess of a popular TV chitchat program.

The Topic of this program is Puppy Love

One student act as the host or hostess. Two students as the interviewees suffering from such problems and try to seek help from the host or hostess. Others as audience present at the program. They may be representatives of headmasters, teachers, parents, experts, administrators, policy-makers and students etc., who are supposed to express different opinions

Decide roles and prepare it for four minutes

Present the Chitchat Program

Step Eight Thinking and Judging

15. Lead the students gradually to the Unit Topic Technology by asking

What is the value of such programs? Name some other similar service-centers.

Is such service important?

What makes it possible?

What do you know about technology?

Why does the government pay so much attention to the development of technology?

Why is technology so important to people’s life?

In what way has it changed or promoted people’s life?…

Step Nine Topic Hunt

16. Homework

Profound understanding the positive effect of technology on individuals, nations and even the whole globe by surfing the internet and collecting related information

Hunt for caring stories hailed by technology and share the stories with other students in the next class.

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