高一英語教案三篇 英語高中教案

Word-23-高一英語教案三篇英語高中教案高一英語教案范文三篇英語高中教案模板范文，以供參考。

學任何一門功課，都不能惟獨三分鐘熱度，而要一鼓作氣，每天堅持，久而久之，不論是狀元還是伊人，都會向你招手。高一英語教案，希翼能協助到大家!

高一英語教案范文1

Ⅰ.TeachingBasis(教學依據)：《一般高中英語新課程標準》

Ⅱ.TheTypeoftheText(課型)：Revision(復習課)

Ⅲ.TeachingMethods(教學辦法):Question-basedmethod(提問式)，Groupdiscussion

method(小組研究法)，Cooperativelearning(合作探索)，Practicing(練習).

Ⅳ.TeachingAids(教學手段)：Multimediacomputer(多媒體電腦)，Learning

paper(導學案)，Blackboard(黑板).

Ⅴ.TeachingAims(教學任務)：①Knowledgeaims(學問任務):

words:achievement,specialist,organization,hard-working,confident…..phrases:puttodeath,meandoing,either…or…,thebondbetween……,structure:only+….,Itis/was+….+that….grammar:Subject-verbagreement.

②Abilityaims(本事任務):Developthestudents’abilitytousetheimportant

languagepoints,enablestudentstodescribepeopleusingtheadjectives.

③Emotionalaims(情感任務):Encouragethestudentstothinkaboutwhatmakesa

persongreat.

Ⅵ.Teachingfocuses(教學重點)：Getthestudentstoreviewandconsolidatewhatthey

havelearnedinthisunit.

Ⅶ.Teachingdifficulties(教學難點)：Getthestudentstoturnwhattheyhavelearnedinto

theirability.

Ⅷ.Teachingprocedure(教學過程)：Step1復習學案狀況反饋(1分鐘)

Step2lead-in：利用圖片出示的方式，過渡到學問競答類節(jié)目《一站到底》，本節(jié)課也將仿照這種模式授課。依次介紹本節(jié)課的競答規(guī)章：

本此活動分為五輪淘汰賽，全班共八個小組，每個小組推舉一名選手(作為本組站神)舉行參加:

→→第一輪采納記單詞的方式，舉行車輪大賽，終于淘汰掉一個小組，剩余七個小組勝利晉級其次輪，勝利晉級的小組將得到5分，加入到本組的總量化分數中;

例：

1.n.成就，功績_______________________7.n.巢，窩________________________

2.n.福利，福利事業(yè)_________________8..n.聯系，關系，結合，紐帶_________3.n,項目，工程，規(guī)劃_________________9.n.觀看，觀測，遵守______________4.n.學會，學院，協會_________________10.n.童年，幼年時期________________

???.

→→其次輪節(jié)采納記短語的方式，在勝利晉級的7個小組中舉行車輪賽，終于淘汰掉兩個小組，剩余5個小組勝利晉級第三輪，勝利晉級的小組將得到的分數為上一輪得分的二倍(即5_2=10);例：

1.過著…的生活____________________6.離開，啟程，動身________________2.涌上心頭，涌入腦海______________7.藐視，瞧不起___________________3.查閱，參考，談到_______________8.碰巧，湊巧___________________4.偶然遇見，碰見________________9繼續(xù)，堅持____________________

???

→→第三輪采納背誦句子的方式，在勝利晉級的5個小組中舉行車輪賽，終于淘汰掉三個小組，剩余兩個小組勝利晉級第總決賽，并且這兩個小組均得到一次免答權，這兩個小組將獲的分數為上一輪得分的二倍(即10_2=20);例：

(1)她的一生一致奉獻給了中國婦女和兒童的醫(yī)療事業(yè)。

She(2)這意味著我們要返回前一天晚上我們離開時黑猩猩一家睡覺的大樹旁。;

backtotheplaceweleftthefamilysleepinginatree(3)簡預先提示我們，到下午的時候我們就會又臟又累，她說對了。

(4)她母親頭幾個月來幫過她的忙，這才使她得以開頭自己的方案。

beginherproject.

(5)比喻說，她的一個重要發(fā)覺是黑猩猩獵食動物。

wasthatchimpshuntandeatmeat.???

→→第四輪為復活賽，在前三輪車輪賽中被淘汰的6個小組，均可得到一次復活機會，但是復活賽的要求十分苛刻，每個參賽的小組必需可以正確背出隨機指定的3個句子，8個短語，10個單詞，如能勝利過關，將直接晉級總決賽，但不享有免答權;如果沒有勝利過關，全部分數將清零。例：

(1)她的一生一致奉獻給了中國婦女和兒童的醫(yī)療事業(yè)。

speakers.

A.goonB.carryonC.carryoutD.workon

3.Thenewequipment________thedisabledduringthe2022BeijingParalympics.A.wasintendedforB.wasintendedtoC.intendedforD.intendedto

4.Hewasan________poetatthattimeandhis_____poemsspreadthroughallthecountry.A.inspired;inspiredB.inspiring;inspiredC.inspired;inspiringD.inspiring;inspiring

She(2)這意味著我們要返回前一天晚上我們離開時黑猩猩一家睡覺的大樹旁。;

???

注重事項:(1)小組加分不累計。

(2)前三輪車輪賽中，每次選手必需更換，從第四輪開頭可自由支配,各

小組互相監(jiān)督，如有違規(guī)取消其參賽資歷及所得分數。

(3)每輪車輪賽中間設1-2分鐘預備時光。(4)參賽選手在預備時光內抽取答題挨次。

設計意圖:(1)增強學習的趣味性，提升同學的參加度，提升課堂效率。(2)培養(yǎng)團隊配合本事，增加競爭意識。

(3)試試一種新的模式，轉變英語課堂的沉悶現狀。Step3Summingup(總結)：

Step4Homework:(1)寫作專題突破,按照提醒用英語寫一篇介紹宋慶齡的短文。

(2)ReviewandsummarizewhatyouhavelearnedinUnit1.(3)Previewthenextunit.

Step5BlackboardDesign(板書設計)：

backtotheplaceleftthefamilysleepinginatree(3)簡預先提示我們，到下午的時候我們就會又臟又累，她說對了。

andsheisright.

1.與某人聯系______________________2.計算出，得出_____________________3.大膽的說，直率的說______________4.迫不及待做某事____________________5.得到博士學位____________________6.為了某人_________________________7.為什么不呢______________________8.高校入學考試(高考)______________1.vtvi.舉動，表現________________2.vt.觀看，觀看____________________3.vtn.z恭敬，敬重，敬意_________4.vtvi.研究，爭論，辯論___________5.vt.鼓勵，激活，啟示_____________6.vi.談到，查閱，參考_______________7.vt,方案，決定_________________8.vt遞送，生，接生，發(fā)表___________8.adj.直言的，坦誠的_______________10.adj.值得的，值得做的______________

……….

→→第五輪為總決賽，全部進入的總決賽的小組，將隨機抽到一個單選題目，請在20秒的時光內給出答案，并舉行解釋說明，假如回答錯誤將直接被淘汰。直到剩余最后一個小組，最后的成功者的小組將得到“站神”的稱號，并將得到全場分40分。

高一英語教案范文2

一、教學任務

學問任務

1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.

2.Getstudentstoreadtheplay.

3.Letstudentslearntheexpressionsoforderingfood.

本事任務

1.Developstudents’readingskillsandenablethemtolearnhowtousedifferentreadingstrategiestoreaddifferentreadingmaterials.

2.Enablestudentstounderstandandactouttheplay.

3.Havestudentslearnhowtousetheexpressionstoorderfood.

情感任務

1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.

2.Developstudents’senseofgroupcooperationandteamwork.

二、教學重點

1.Developstudents’readingandspeakingskills.

2.Letstudentsreadandacttheplay.

3.Havestudentslearntousetheexpressionstoorderfood.

三、教學難點

1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.

2.Getstudentstoacttheplay.

3.Havestudentsmakeadialogueattherestaurant.

教學過程

→Step1Revision

1.Checkthehomeworkexercises.

2.AsktwostudentstoretellthecontentofActI,Sheirownwords.

→Step2Warmingup

WehavelearnedthatHenrygotaletterfromthetwooldbrothers,sopleasepredictwhatwillhappennext.

→Step3Reading

1.Readtheplayfasttounderstandthegistanddecidewhetherthefollowingstatementsaretrueorfalse.

1)TheownerlookeddownuponHenrywhenhenoticedHenry’sappearance.

2)HenryaskedformoreofthesamefoodbecauseheisanAmericanwholiketoeatalot.

3)WhenHenrysawthemillionpoundbanknote,hewashappyandproudofit.

4)Theownerdidn’tbelievethatthebanknotewasrealandheaskedHenrytogetoutoftherestaurant.

2.Readtheplaycarefullyanddothefollowing:

1)Answerthesequestionsinsmallgroups.

(1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.

(2)Whatkindofpersonistheowneroftherestaurant?

(3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?

2)PaymuchattentiontothedifferentattitudestowardsHenry.

BeforeHenryshowshismillionpoundbanknote:

OwnerHostessWaiter

Thatone’sreserved.

Well,wewillhavetotakeachance.

...ifyoupaythebill...Mygoodness!Heeatslikeawolf.

It’llcostatinybit.

Again,everything?

What’stheretowaitfor?

AfterHenryshowshismillionpoundbanknote:

OwnerHostessWaiter

I’msosorry,sir,sosorry.

Oh,please,don’tworry,sir.Doesn’tmatteratall.

Justhavingyousithereisagreathonor!...bow...Screams

Andyouputhiminthebackoftherestaurant!

bow

...bow...

3.Retellthestory:

Withtheenvelopeinhand,Henrydecidedtoenterarestaurantforameal.Heorderedsomehamandeggsandanicebigsteaktogetherwithatallglassofbeer.Thewaitertoldhimthemealwouldcosthimatinybit.Aftereatinghisfirstorder,Henryaskedformoreofthesame.

WhenHenryopenedtheletter,hefounditwasamillionpoundbanknote.Hewassurprisedbuttheownerandthewaiterwereshocked.Theownerwasnotsureifitwasgenuineorfake.Theycouldn’tbelieveHenrywhowasinragscouldbesorich.Atlast,thenotewasprovedtobereal.

Afterknowingthatthebillisgenuine,theownerthankedHenryagainandagainforhiscomingtohislittleeatingplaceandevenaskedHenrytoforgetthebill.Theowner,hostessandwaiterallbowedtogetherasHenryleft.

→Step4Languagepoints

1.ordern.要(叫)的菜eg.MayItakeyourorder?

n.挨次，次序eg.Thebooksarearrangedinorderofsize.

n.命令eg.Soldiersmustobeyorders

v.命令eg.Theofficerorderedhissoldierstomarch

v.預定，預購eg.Ihaveorderedasteak.

2.takeachance碰運氣

Eg.Asforwhetherhewillwinthegameornot,wemusttakeachance.

Maybetrueloveisadecision,adecisiontotakeachancewithsomebody.

大概真愛只是一個打算，一個與某個人一起冒險的打算。

3.genuineadj1)真正的，真切的，名副其實的;非人造的，非偽造的

Eg.Herweddingringismadeofgenuinediamond.

她的結婚戒指是真正的鉆石做得。

2)誠摯的，真心的，誠實的

Mygenuinefriendisnotsuchright?

我真正的伴侶不是這樣的對嗎?

3.Well,IdidhearthattheBankofEnglandhadissuedtwonotesinthisamount...Anyway,Idon’tthinkitcanbeafake.

我的確聽說英格蘭銀行發(fā)行了兩張這樣面值的鈔票……不管怎樣,我覺得這不行能是假鈔。

助動詞do或其他形式does,did在絕對句中用于謂語動詞前,表示強調。例如:

IdidtellhimwhatIthoughtof.

我確實告知過他我的主意。

can表示推想,與主句中的not結合在一起,表示“不行能”。例如:

Itcan’tbeJim.Iknowhimtoowell.

不行能是吉姆,我太了解他了。

5.Buthe’sinrags!但是他穿得破破爛爛的。

介詞in后面接表示色彩或衣物等的名詞時,意思是“穿著;戴著”。例如:

Thegirlingreenisagoodfriendofmine.

穿綠衣服的女孩是我的一個好伴侶。

inrags衣衫襤褸

Theoldmaninragsusedtobeveryrich.

衣著襤褸的那位老人過去很富有。

6.Asforthebill,sir,pleaseforgetit.

至于賬單嘛,先生,請把他忘了吧。

asfor:withregardto至于;關于

Asforyou,yououghttobeashamedofyourself.

至于你,你應當感到羞愧。

Asforthehotel,itwasveryuncomfortableandmilesfromthesea.

至于旅館呢,十分不舒適,而且離海邊有好幾里地

→Step5Acting

1.Askstudentstolistentothetapeandroleplaythetext.RemindthemtorememberthatHenryhasanAmericanaccentwhiletheowner,thehostessandthewaitersallhaveBritishaccents.Letthempaymoreattentiontocorrectpronunciationandintonation.

2.Haveasmanygroupsaspossibletoactouttheplayinfrontoftheclass.

→Step6Speaking

1.AskstudentstoreadActⅠ,Scene4againandunderlinealltheexpressionsusedtoorderfood.Readthemaloud.

2.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.

WAITER/WAITRESS

CanIhelpyou?

I’lltakeyourorderinaminute.

Areyoureadytoorder,sir/madam?

Whatwouldyoulike...?

Enjoyyourmeal!

Here’syourbill.

Hereyouare.CUSTOMER

I’dlike...

I’llhave...

Doyouhave...?

Whatdoyousuggest?

I’llhavethat.

Thebill,please.

CanIhavethecheck,please?

2.Supposethesituation:Nowimagineyouarehavingagoodmealinarestaurant.Makeadialoguewithyourpartner,whoactsasawaiter/waitress.

3.Giveseveralminutesforthestudentstopreparetheirdialoguesinpairs.

4.Askasmanypairsaspossibletopresenttheirdialoguestotheclass.

→Step7Extension

Manypeoplearecrazyaboutbuyinglotterytickets(彩票).Whatdoyouthinkofit?

●Whatkindofroledoyouthinkmoneyplaysinourdailylife?

●Ismoneyeverything?

SuggestedAnswers:

Moneyisnoteverything.

Moneycanbuyahouse,butnotahome.

Moneycanbuyabed,butnotsleep.

Moneycanbuyaclock,butnottime.

Moneycanbuyabook,butnotknowledge.

Moneycanbuyyouaposition,butnotrespect.

Moneycanbuyyoumedicine,butnothealth.

Moneycanbuyafriend,butnotlove.

Moneycanbuyyoublood,butnotlife.

→Step8Homework

1.Learntheusefulnewwordsandexpressionsinthispartbyheart.

2.Actouttheplay.

教學反思

這節(jié)課的目的在于提升同學的閱讀技巧，同時運用語言的本事，重點掌控在餐館中可能碰到的口語交際語言。這堂課的效果不錯，同學樂觀參加，但是，因為同學的語言儲備不夠，所以在口語訓練環(huán)節(jié)不是很流暢。無數同學不敢開口說英語，因此在以后的教學中，應當盡量協助同學開口說，協助他們制造一定的語言環(huán)境。

高一英語教案范文3

StepI.Revision

Checkthehomeworkwiththewholeclass.

StepII.Warmingup

Askthestudentstoreadtheinstructionsandmakesuretheyknowwhattodo,andthenhaveadiscussionaboutthetwopictures.

T:Today,beforewebeginourreading,I’dliketoaskyouaquestion,“Whatisthebiggestsoundyouhaveheardinyourlife?”

S1:ThesoundofwindthatblewinawinternightwhenIwasveryyoung.Itsoundedlikeaghostwhowashowling.Iwasveryfrightenedatthattime.

S2:ThebiggestnoisewastheonethatIheardwhenmyneighborwasquarrellingwithhiswife.Perhaps,theybroketheirTVset.

T:That’stooterrible.

S3:Thenoisewhenplanestakeoff.

S4:Thesoundoftrains.

T:Good!Iagreethatallofthemarebigsound.Butdidyouonceheardthesoundthattheheavenfallsandtheearthcracks,inChineseitis天崩地裂?

Ss:No,wehavenochancetohearthat.

T:Ifthereisasoundlikethis,whatisit?

S5:Whensomeonehearssomethingunexpectedandterrible.Forexample,whenoneofhislovedfamiliesdies,hewillfeelthissound.

T:Terrific!Youareusingaliterarywaytoexpressthesound.

S6:Whenanearthquakehappens.

T:Great!Ihavewaitedforthisanswerforalongtime.Todaywe’lllearnsomethingaboutearthquakes.Ithinkmostofushaveheardofearthquakes.Canyouimaginehowterribleitis?

S7:Theearthisshaking.Allthebuildingswillfalldown.

S8:Manypeoplewilldie.Andperhapsmanychildrenwilllosetheirparents.

T:Yeah,earthquakesaredisasterstoeverybody.NowlookatthetwopicturesofTangshanandSanFrancisco.Canyoudescribewhatyouseeinthepictures?

S1:Tangshanisabeautifulcity.Ithasbeautifulgardens,broadroadsandsometallbuildings.

S2:FromthepictureofSanFrancisco,Icanseethatitisaverybigcity.Therearemanytallbuildingsthicklystandingontheearth.Ithinkthepopulationofthecityisverylarge.

T:Good!Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?Workinpairsanddiscussit.ThenI’llasksomeofyoutoshowyouropinion.

StepIII.Pre-reading

Therearetwoquestionsinthispart.Bothareveryinteresting.Thefirstonec

anmoreorlessrevealthestudents’values;whilethesecondonecanenlargetheirimagination.Nomatterwhattheiranswersare,aslongastheyhavegivencarefulthoughtstothesituations,theiranswersshouldbegood.

T:Now,let’slookatthepictures.Whatarethepredictionsofanearthquake?

S1:Beforeanearthquakeanimalswillbecomenervous.Cows,pigs,horsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakehappensduringwinter,peoplecanevenseesnakes.

T:Terrific!Wheredidyougetthisknowledge?

S1:Fromgeography.Ilikeit.

T:good.Sitdownplease.

S2:Madam,Idon’tknowthemeaningofthepicturewithtwowomen.

T:Itdoesn’tmatter.Youwillknowitsoonafterreadingourtext.OK.Imaginethereisanearthquakenow,andyourhomeisshaking,atthismomentyouhavenotimetotakeanyotherthingsbutone,whatwillitbe?

S3:I’lltakeallmymoney.Peoplecan’tlivewithoutmoney.

S4:Iwilltakeasmuchwateraspossible.Becauseitissaidthatpeoplecankeepalivefornearly7daysbydrinkingwithoutanyfood

S5:Inthatcase,I’drathertakesomeapples,sothatbesidesdrinking,Icanalsoeat.

S6:Iwillcarrymygrandma.Sheismymostlovedpersoninthisworld.Shebroughtmeup.

T:Whatadutifulchildyouare!I’mverygladtohearthat.Sitdownplease!Itseemsthatallofyouknowwhatyoushoulddoduringanearthquake.OK.Let’sreadourtext,andseewhatittellsus.

StepIV.Reading

Inthispart,teachershouldaskthestudentstoreadthepassagequicklyforthefirsttimetogetthegeneralideaofthepassage.Askthemtopayattentiontothefirstsentenceofeachparagraph.Thiscanhelpthemfinishexercise3inComprehention.Itisaboutthemainideaofeachparagraph.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingforthesecondtime,showsomequestionsonthescreen,andletthestudentsreadthequestionsfirst.Thesequestionscanguidethemtohaveagoodunderstandingaboutthetext.TheycanalsomakepreparationsforExs1-2,whichareaboutdetails.

Skimming

T:AtfirstI’dliketoreadthetextquicklytogetthegeneralideaofthearticle.Whilereading,youshouldpayattentiontothesentenceofeachparagraph.

T:Haveyougotthegeneralideaofthetext?

Ss:Yes.

T:Whatisit?

S1:Thereisnoquickanswertothisquestion.Areyousuggestingusthatthegeneralideaisthemixtureofthefirstsentencesofeachparagraph?

T:Sure.

S1:OK.That’seasy.Themainideaofthepassageissomesignsoftheearthquake,andwhatwouldhappenduringthequake.

T:Good,sitdownplease.Infact,whileweareansweringthequestions,wehaveinvolvedthesequence,thefunctionalitemforthisunit.(Teacherwritesthewordontheblackboard)Doyouunderstandthemeaningoftheword?

Ss:No.

T:Sequencemeanstheorderoftheevents.Itcantelluswhicheventhappensfirst,andwhichhappenslater.Doyouknowthesequencethatisusedinourtext?

S3:Yes.Atfirst,thetexttellsussomethingthathappenedbeforethequake,thenittellsusthethingsthathappenedduringthequakeandatlastittellsusthethingsthathappenedaftertheearthquake.

T:Quiteright!Nowpleaselookatthescreen,thesearethefirstsentencesofeachparagraph.Readthemandthinkiftheyarethemainideaofthetext.Ifnecessary,youmaymakesomechangestomakemoreexact.

Teachershowsthescreenandgivesalittletimetothinkitover.

1.StrangethingswerehappeninginthecountrysideinthenortheastHebei.

2.Thedisasterhappenedandcausedalotofloss.

3.Allhopewasnotlost.

Carefulreading

T:Now,it’stimeforustoreadthetextcarefully.Butbeforereading,youshouldreadsomequestionsfirst.Thesequestionsmayhelpyougetsomeinformationquicklyandeasily.Nowlookatthescreen,andreadthequestions.

Showonthescreen

1.Whatnaturalsignsofacomingdisasterwerethere?

2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed?

3.Whateventsprobablymadethedisasterworse?

4.Whatsituationsprobablymadethedisasterworse?

5.Howwerethesurvivorsheld?

StepV.Extension

Showthequestionsonthescreen.

1.Fromwhosepointofviewareeventsdescribed?Howdoyouknow?

2.Whatisthemoodofthispassage?Howisit