一名优秀的教师在教学方面无论做什么事都有计划和准备，作为教师就要精心准备好合适的教案。教案可以让上课时的教学氛围非常活跃，帮助教师营造一个良好的教学氛围。那么，你知道教案要怎么写呢？下面是小编为大家整理的“高一英语教案：《Lesson 1 A Perfect Day?》教学设计”，相信您能找到对自己有用的内容。

高一英语教案：《Lesson 1 A Perfect Day?》教学设计

Teaching objectives:

To develop students’ ability of reading

To know about a couch potato and a workaholic ‘s lifestyle.

Important and difficult points:

Learn how to sort information into sections

Improve their reading skills by fully participating in all the activities..

Teaching procedures:

Step 1 Lead-in:

Get students to think about the following questions:

Is Brian a lazy person? Can you find two examoles of his lazy behaviour?

What do you think “ you have got the world at your own fee” means.

How does Bob spend his morning and evening?

Why does Bob’s family complain?

Why does Bob work so hard?

Step 2 reading

Please go through the Reading strategy

(make sure students know how to read.)

First reading:

Get students to read the text

Second reading

Get students to answer the following questions.

1.When Brian wakes up he gets up immediately.

2. In the evenings, Brian often watches old films

or sport and the news again.

3. Brian always takes his portable TV while going

out for a walk every afternoon.

4. Brian has a good wife, and they live a happy life.

5. Bob normally wakes up about five minutes after his alarm clock goes off.

6. Bob is very busy all day.

7. . Bob seldom has time for fun and other leisure activities with his family, but his family doesn’t complain.

Language points :

1. switch on 与turn on有什么区别

若是上下扳的开关，就用switch on 或off

;若是旋转方式的开关，就用turn on或off.

2. moment ?

He thought for a moment and then spoke. 他想了片刻, 然後说.

at the moment at the present time; now, considered as a shorter or longer period 此刻, 现在, 目前（可指较短或较长的时间）

for the `moment/`present temporarily; for now 暂时; 目前:

have one's/its `moments 有快乐的时候:

My job is not a very glamorous one but it does have its moments. 我的工作虽不算十分吸引人, 但也自有其乐趣所在.

in the heat of the moment => in a `moment very soon 一会儿; 立刻; 马上: I'll come in a moment. 我一会儿就来.

3. go about ?着手做；承担：

Go about your chores in a responsible way.

请以负责的态度去做你的工作

go along ?合作，配合：

They get along by going along.

通过合作他们相处很好

go around ?

1. 满足需求：满足需要或需求：

2. 走动：四处走动；从一处走到另一处

3. 传扬，传播：

go by ?

消失；经过：

as time goes by.

随时光流逝

短期访问，拜访：

My parents were away when we went by last week.

上周去看望我的父母，他们不在家

go for ?

1. 【非正式用语】 爱好：对…有特别喜欢：

I really go for progressive jazz.

我十分爱好渐进式爵士乐

2. 攻击：

an opponent who is known to go for the jugular in arguments.

在辩论中以犀利有力而有名的对手

3. 用作：

a couch that also goes for a bed.

一个可用作床的长沙发

go in ?

1. 合伙，加入：加入共同的冒险：

went in with the others to buy a present.

同别人一起买礼物

2. 接近：前进，接近，如攻击前：

Troops went in at dawn.

军队在拂晓向敌人摸近

Homework：

Do exercise in the workbook

精选阅读

高一英语教案：《Grammar 1 & Grammar 2》教学设计

高一英语教案：《Grammar 1 & Grammar 2》教学设计

MicrosoftInternetExplorer402DocumentNotSpecified7.8 磅Normal0

学情分析

MakeSsfullypreparedforthe

studyofthegrammaraccording

totheSs’situation.

课程目标

知识与能力

MakeSslearntosumup

grammaticalrulesthemselves.

MakesureSscanapplythe

grammarcorrectly.

TrainSs’speakingability.

过程与方法

TraintheSs’ability

throughindividual

andpairwork.

Explanationstomake

Ssmastersomegrammar.

情感态度与价值观

Throughthestudyof

thisperiodSswill

surelyknowmoreabout

somepassivevoiceand

subjectandverbagreement,

whichcanhelpthemexpress

themselvescorrectly.

重点

EncouragetheSsto

sumupgrammaticalrules.

HelptheSstoimprove

theirspeakingability.

难点

Howtohelpthemapply

passivevoiceandsubject

andverbagreement.

教法

Task-basedApproach

学法

Cooperation

手段

Ataperecorder,Ablackboard

教学过程

Step1.Revision

Checkupthehomework.

MakeSsretelloneofthepassages.

Step2.Grammar1------

PassiveVoice

Finishexercisesonp5

Step3Grammar2--------

Subjectandverbagreement

1.谓语与A部分一致

A+togetherwith/alongwith(with)+B+谓语

Theboytogetherwithhisparents

goestothemuseumonceaweek.

Noonebutuswasintheclassroomatthattime.

2．就近原则

neitherAnorB;eitherAorB;

NeitheryounorIamwrong.

NotonlytheSsbutalsotheteacherdoesn’t

knowtheanswertothequestion.

3．谓语用复数

BothTomandMaryaregoodatplayingfootball.

4．谓语用单数

manya;morethanone…;/each…andeach….

Everyboyandeverygirlinourclass

likesthepopstar.

Nodeskandnochairispermittedto

betakenawayfromthereading-room.

5．and连接两个词表示同一个人，用单数

Aknifeandforkislyingonthetable.

Thewriterandpoetisgoingtogive

usatalkonwriting.

Aworkerandawriteraregoingto

giveusatalk.

6．表时间、距离、数目、价格等名词复数做主语，作整体看时用单数

Tenpoundsisenoughforsuchathinbook.

Threeyearshaspassedsincehecamehere.

Step4Summary

ThisperiodSsareacquaintedwithpassive

voiceandsubjectandverbagreement..

板书

Module1EuropePeriod3

A+togetherwith/alongwith(with)

/aswellas/including/ratherthan

/like+besides(but/except)+B+谓语

馈

Doexercisesonp67-68.

作

AsktheSstodoExx1、2&3onP67.

反思

ImportanttomakeSsknowhowto

mastertheskillsoftheusageof

thegrammarinthisperiod.

高一英语教案：《Period1 Introduction & Function》教学设计

高一英语教案：《Period1 Introduction & Function》教学设计

学情分析

Thereare2partsinthisperiod.

Fromtheintroductionpart,the

studentswillbeabletoknow

someEuropeancountriesand

theircapitals,whiletheFunction

partfocusondescribinglocation.

TomotivatetheSs’enthusiasm

intakingpartintheclassroom

activities,Icanorganizeagroup

competitiontodecidewhichgroup

willdothebestincompletingthetasks.

课程目标

知识与能力

HelpSsgetfamiliarwiththe

nameofsomeEuropeancountries

andthemaincities.

GetSstodescribethelocation

ofacountryoracityinthesimilarway.

过程与方法

TrainSsspeakingabilityvia

theindividualperformances.

Writesimilarsentences.

HelpSsgetpreparedforreading.

情感态度与价值观

Theycanknowmoreabout

Europeancountriesfromthe

Introductionandalsoknowhow

todescribetheirfavouriteplaces

inanacceptablewayviaFunctionpart.

重点

Improvingthestudents’oralability.

Descriptionaplace.

难点

HowtohelpSsimprovetheirspeakingability.

HowtohelpSsmaketodescribeaplace.

LeadSstotalkinclassactively.

教法

Task-basedApproach

学法

Cooperation

手段

Ataperecorder,Ablackboard

教学过程

Step1.Lead-in:Introduction

IntroducemoreaboutsomeEuropeancountries.

Learnthenewwordsandexpressions.

Step2.ReadingandMatch

1.GettheSstoreadthewordsinthetable.

2.GettheSstofillintheblanks.

3.GettheSstodotheMatchwiththemapinpair.

Step3Function

1.ReadthesentencesandwritesimilarsentencesaboutTianjin

Withtheexpressions:

besituatedon/locatedon…

in/tothesouth/north/east/westof….;onthenorthcoastof…

offthenorthcoastof…;

Exercise:P4Ex2,3,4&5

Step4Summary

InthisclasstheSsmainlyhavelearned

somenewwordsaboutEuropeancountries

andalsoknowhowtodescribea

placeinanacceptableway.

板书

Module1EuropePeriods1

locate/location/locatedbelocatedon/in/to

TianjinissituatedonHaiheRiver,

TianjinislocatedinthenorthofChina.

TianjinisonthenorthcoastofChina.

ShanghaiisontheeastcoastofChina.

TaiwanisofftheeastcoastofChina.

反馈

WorkbookP68,Exs6,7andP69Ex4.

作业

Memorizethenewwordsofthisperiod.

Previewthereadingpassage.

反思

Itisnecessaryandimportanttoarouse

thestudents’interestsandgetallSs

involvedinvariousinterestingactivities

高一英语教案：《No Drugs》教学设计

高一英语教案：《No Drugs》教学设计

一、学生分析

班上的学生刚从初三升入高一的学习时，由于进行全英教学，有些学生还不是很适应，特别是从镇、农村考上来的学生，在听说方面有比较大的困难。由于初高中对学生的要求不同，学生普遍的问题是词汇量比较少，用中文思维，不知如何用英语表达等，但学生对英语学习的热情还是比较高涨，兴趣较浓。学生对本课时的话题No Drugs有所了解，在前一课的Reading and vocabulary中对吸毒及其危害的词汇接触了一些，但还是比较有限。因此在教此课前布置学生通过媒体网络上了解相关的背景信息。在课堂教学中，努力激发学生参与教学活动的热情，积极思考，相互讨论，共同协作。

二、教材分析

本课时所教的是外研版高一上学期使用的必修⑵Module2中的Listening and vocabulary和speaking部分的内容，是本模块的第三课时。要求通过听的活动了解和学习有关吸毒和犯罪的词汇，培养表达结果，作总结逻辑思维能力和获取信息的能力。Speaking讨论抽烟带来的危害，为了与听力部分的内容衔接，我对Speaking中的话题作个修改，把讨论吸烟的危害改编成毒品的危害。在这节听说课之前，学生学习了Reading and vocabulary，通过阅读文章，已经掌握了部分抽烟、吸毒及其危害的词汇，本课时由复习旧课入手，引入新课的新词汇，并以听说为主线，对吸毒这一主题进行延伸和拓展。

三、教学目标

本模块是通过学习表达吸毒及其危害的词语和其它语言形式，养成良好生活习惯，教育学生关爱社会，关爱他人，远离毒品。

语言知识目标：词汇有：burglary, connection, crime, criminal, illegal, ratio, shoplifting, treatment

语言技能目标：听懂有关吸毒及其危害的话语并获取信息，学会抓住关键意见，进行summarizing，并用英语讨论，表达吸毒的危害。

情感目标：提高自我保护意识，养成良好生活习惯，珍爱生命，远离毒品。

学习策略方面：通过组织学生预测问题、听辩问题，培养抓住和辨别信息要点的能力。通过拓展讨论问题，培养学生独立思考，自主学习的能力。以individual work, pair work, group work等形式加强合作学习，从网上或其它媒体了解吸毒危害，学会分析、归纳。

文化意识方面：通过听、说，还有一些补充材料加强学生为毒品危害的认识，提高自我保护意识。

四、教学策略

本课时主要以听说教学为主线，以导学式模式培养学生的听力理解策略。以听力技能训练和口语表达训练为主线，贯穿说、读、写综合技能的培养。针对学生听力理解障碍，在教学中遵循“循序渐进”的原则，进行知识的输入、技能的培养，和文化意识的渗透，良好学习策略的培养。本课时采用多媒体教学，给予学生更直观的感受，也加快教学的节奏。课前从网上或其它一些媒体上下载些与毒品以及其危害的图片和资料。

五、教学过程

I Organization for class

II Teaching of the new lesson

Part one： Listening and Vocabulary

Task1：学习新单词，扫除部分听力障碍

Step1：做Activity1，复习Reading and Vocabulary中有关Adam Rouse的内容，从而学习新单词，通过师生的问答方式引入。

T：What did Adam Rouse do when he didn’t have money to pay for his addiction?

S: He broke into a house to steal.

T: We call it burglary. So was it legal or illegal?

S: Of course it was illegal.

T: Sometimes some other addicts will not only break into people’s houses to steal , but also in small shops or shopping centers we call it shoplifting.

T: Do you think that burglary or shoplifting are good behavior, good for society and people?

S. Of course not.

T: They break the law when they do it. It is a crime and we call those people who break the law criminals.

Step2：通过稍微改编一下练习，巩固听学的新词汇。

领读单词让学生做下列填空练习：

l. ______ are the large places where you can buy things.

2. It is _____ to take drug as it is against the law.

3. ______ are people who break the law.

4. _______ is the crime of stealing from a shop.

5. _______ is the crime of stealing from a house.

6. ______ centers can help people to stop taking drugs.

Task2：听力练习，层层递进，获信息抓关键。

Step3：设疑、导读、预测：

T: According to the given vocabulary, can you guess what the listening material is about?(启发学生的想象思维)

T: Go through the questions in Activity 2 and predict the answers.(让学生讨论，培养学生的预测能力)

Step4：导听、释题、听辩交流：

T：For the 1st time， listen and try to get the answers to the 5 questions in Activity 2. Require that students should write down some related information.

Questions：1. Is the woman in the studio a police officer?

2. Is she sure about the number of people who steal to pay for drugs?

3. Do drug users only steal from shops?

4. Do all drug users attend treatment centers?

5. Are most drug users young men?

(在教师的引导下，学生开始听录音)

(针对听力练习的具体任务、目标)

T: For the 2nd time, listen and try to fill in the form below.

name of the interviewee

job of the woman

number of the people who use illegal drugs in Britain

number of the people who break the law to pay for drugs

number of the addicts who go to treatment centers

crimes they commit

After listening, check the answers.

(在教师的指导下，学生边听录音斩作摘记，养成边听边记边理解的良好习惯)

Step 5：浏览原文，检查核对，扫除疑问。

再播放一次录音，把录音材料编成完形填空的形式，让学生复习，核对检查所听内容)(individual work ---- pair work)

I==Interviewer P===Professor

I: Good evening, and welcome to the show. With me in the studio is Professor Marion Smith, who is an expert on the ___________ between ________ and ________. Good evening, Professor Smith.

P: Good evening.

I: First of all, how many people use _________ drugs in Britain?

P: Possibly four million people.

I: Really? Four million?

P: Yes.

I: How many of them ________________ in order to pay for their drugs?

P: It’s possible that a hundred thousand people ______ in order to pay for their ___________.

I: A hundred thousand?! That’s incredible. And what kinds of __________ do they commit?

P: Mainly _________----- in other words, stealing from shops---- and __________. Stealing from houses.

I: I see.

P: And there’s another problem. Drug users get into trouble with the police for other reasons as well.

I: What kinds of reasons?

P: Well., you often see drug users in public places, ---_______________ , railway stations, for example----- and some of the them behave so badly that members of the public _______________. Some people feel so _______ when they see drug users that they call the police anyway.

I: This is a really bad problem, isn’t it?

P: Absolutely, but the good news is that drug users who go to ______________ usually stop their ______________ activities.

I: How many addicts go to treatment centers?

P: Last year, about 30,000 people went to drug treatment centers.

I: Thirty thousand? That’s amazing.

P: Yes, there are such a lot of people that there isn’t time ________________.

I: What kind of people are they?

P: Well, the majority are young people in their twenties. And about 75 percent of the young people are men.

I: And do all these people live in cities?

P: Oh no. The ___________ of drug users in society is the same in cities and in the countryside. But they all have something in common.

I: What is that?

P: Drug users are more likely to ________________ at school.

I: Professor Marison Smith, thank you very much.

P: Thank you.

(发放录音材料，让学生核对检查所听内容)

Step 6: 给关键词,概括大意

The connection between crime and drug addiction

The illegal drug use-----the result

The public ‘s attitude towards drug users

The way to help drug users

T: Suppose you are the interview ,after you finish your interview with the professor, you realize that you still have got 2-3 minutes to end your program, now you are required to give a summary of your interview and call on the people to say no to drugs.

(Ask students to discuss with his group members first and later check.)

Part II Speaking

在学生完成听力的基础上，适当对听力材料进行拓展，通过提问引出相关的话题，让学生分组的讨论。

Task3：设置话题，组织讨论，交流信息。

Step7：教师根据听力材料，结合Speaking部分的内容略作调整。

给出以下话题：

1. Has anyone been to your school to talk about the danger of drugs? What are the dangers of using drugs?(to the drug addicts themselves, to the family and the society)

2. What do you think of those drug addicts? What is your attitude to those drug users?

3. What do you think are the reasons for those people to become drug addicts? What can the society do to help them?

Step8：学生分组讨论、自由讨谈，由每组的group leader负责记录信息，组织活动。

Step9：由教师主持，由各组代表发言、信息交流，用集体的智慧达到信息交流，解决问题的目的，培养学生口语表达能力。

Step10：Homework：(课后练习，延伸巩固)

1、口语练习(组成一个interview)group work。

Suppose you are going to have a program to make people realize the danger of taking drugs and you are going to interview the following people----a drug addict, a police officer, a clerk in the treatment centre. Give the proper questions to each of them and make them interested in your topic. And of course the interviewee please be co-operative and give the proper answer. The whole team should try to make the interview go smoothly.

The interview A police officer

A drug addict A clerk in the treatment centre

2、作文：My idea about drugs。

3. Evaluation about your performance in class. Make your marks out of ten

1. How attentive were you?

2. How much did you contribute to the lesson?

3. How much did you learn?

4. How much did you co-operate with your group members?

30---40 very good

20—30 ok

below 20 not very well and need improving

六、课后反思

这堂课所实施的听力教学策略，打破传统“测验式”听力教学模式(即教师放录音、学生听做答案、教师公布答案、学生核对)：遵循“循序渐进”的原则，由单词教学的引入→听力预测→细听找细节→再听扫障碍→口语训练的引导拓展，在潜移默化中培养听力理解和口语表达的策略。以听为主线，兼顾其它技能的培养。在技能训练的同时，输入相关的语言知识，进行情感教育，“珍爱生命，远离毒品”。在课堂教学中，激发学生的兴趣和学习积极性，共同参与，体验并协作完成任务，培养学生的合作学习态度。在听说教学的课堂教学中，需要教师良好的课堂驾驭和调控能力，预测学生可能出现的困难和错误，并对症下药，予以解决。

高一英语教案：《Writing》教学设计

高一英语教案：《Writing》教学设计

第一步：学生独立阅读课文（P7: Reading and writing）内容；

第二步：小组活动，分小组根据课文中提出的“offering advice to the editor”的要求讨论（注意提醒学生突破已经给出的提示，发表个人的独立见解）；

第三步：学生在学习写作前进行 Brainstorming，积累写作时需要的表达个人观点和看法的词汇和句型（前文已经列出部分典型例词和句型）；

第四步：教师用更具体的例子让学生体会如何开展 Brainstorming 并鼓励学生平时也用这一方法积累和巩固词汇。以 suggestion 为例，可以通过列举它的近义词的方式整理之前掌握的单词，再鼓励学生用这些词造句以巩固记忆这些词汇的意义、用法和相关句型）；

第五步：要求学生当堂完成写作任务（要注意对学生写作时间的控制，15-20 分钟内完成比较合适）；

第六步：选择一至两篇作文作为例文进行评讲（最好能够在学生完成课堂作文后马上进行这一环节。在评讲过程中建议教师让学生先在课堂上交流他们在写作时所遇到的困难，再由老师根据例文有针对性地指出学生写作过程中出现的问题并及时提出解决办法）；

Homework:

将练习册部分的写作任务(P 46: Writing task)作为课后作业布置给学生完成。

第七课时

Summing tip

第一步：学生根据回忆出的内容独立填写课本的 summing tip，完成后组成小组进行核对和补充；

第二步：教师和学生一起复习本单元的所有词汇、句型和语法知识；

第三步：教师和学生一起学习 Learning tip 部分的技巧。为了练习对这一技巧的掌握，教师可以鼓励学生开始写英语日记（注意对日记字数和写作频率的合理安排。可以建议学生每周写 1-2 篇英语日记，字数在 100-150 之间）；[来源:学§科§网]

第四步：教师检查布置的各项练习的答案，重点是对翻译和课后作文的评讲。

Homework:

1. 项目任务：让学生利用周末或课余时间搜集一些有关本单元友谊话题的优秀英语诗歌并尝试自己创作英语诗；（对学生搜集的诗歌建议教师利用课堂时间进行赏析，认可学生的选择，对学生的创作要给予适当的评价，好的作品甚至可以集中制作成班级诗集保留下来）

2. 如果定了相关的教辅资料可以布置一个单元检测的练习让学生课后完成。

【教学反思】

本单元的中心话题贴近学生生活，很容易引起学生的共鸣。本课的设计能充分激发学生学习的兴趣，鼓励他们用英语大胆地表达自己的观点和看法，并通过分析、讨论提高解决问题的能力。在学生进行口语练习的过程中，教师不要过分关注语法错误，而要以鼓励为主，从而调动学生的参与积极性，并增强他们用英语进行语言表达和交际的自信心。

在实际教学中还发现，在教授直接引语和间接引语之间的句型转换时，学生很容易忽视句中时间、地点状语的相应变化以及保持时态的一致性。因此，建议教师在授课时适当强调这几个方面的内容。此外，学生对于动词dare 的掌握有一定的难度，因此教师在讲授这一语言点的时候应注意对dare作情态动词和实义动词的情况进行明确区分，也可以将dare和另一个容易混淆的动词need集中起来进行对比讲解。

另外，如果学校条件允许的话，教师还可以利用多媒体手段丰富教学，如：通过观看韩国电影《朋友》， 则可以让学生跟随几个主人公之间友情的发展和关系的不断变化来思考友谊的本质和朋友的重要意义。同时，如果课时充裕的话，教师还可以设计一些形式多样的课堂活动来丰富教学内容和形式，如：组织学生在课堂上用英语表演一些有关朋友之间常见问题的小品或短剧；选择一个和友谊相关的论题组织一场辩论会或邀请一些老师和家长与学生一起进行一次访谈活动，等等。）

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