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　　作為高一新生，我們要作好充分思想準備，盡快融入集體，適應新同學、適應新校園環境、適應與初中迥異的紀律制度。

　　最新高一英語教案人教版范文（一）

　　Ⅰ. Teaching Basis （教學依據） ：

　　《普通高中英語新課程標準》

　　Ⅱ. The Type of the Text （課型） ：

　　Revision （復習課）

　　Ⅲ. Teaching Methods（教學方法）：

　　Question-based method（提問式），Group discussion

　　method（小組討論法），Cooperative learning（合作探究），Practicing（練習）.

　　Ⅳ. Teaching Aids （教學手段） ：

　　Multimedia computer（多媒體電腦），Learning，paper（導學案），Blackboard（黑板）.

　　Ⅴ. Teaching Aims（教學目標） ：

　　①Knowledge aims（知識目標）：

　　words： achievement， specialist， organization， hard-working， confident….. phrases： put to death， mean doing， either…or…， the bond between……， structure： only+….， It is/was+….+that…. grammar： Subject-verb agreement.

　　②Ability aims（能力目標）：

　　Develop the students’ ability to use the importantlanguage points， enable students to describe people using the adjectives.

　　③Emotional aims（情感目標）：

　　Encourage the students to think about what makes aperson great.

　　Ⅵ. Teaching focuses（教學重點）：

　　Get the students to review and consolidate what theyhave learned in this unit.

　　Ⅶ. Teaching difficulties（教學難點）：

　　Get the students to turn what they have learned intotheir ability.

　　Ⅷhing procedure（教學過程）：

　　Step 1 復習學案情況反饋（1分鐘）

　　Step 2 lead-in ：

　　通過圖片展示的方式，過渡到知識競答類節目《一站到底》，本節課也將模仿這種模式授課。依次介紹本節課的競答規則：

　　本此活動分為五輪淘汰賽，全班共八個小組，每個小組推薦一名選手（作為本組站神）進行參與：

　　→→第一輪采用記單詞的方式，進行車輪大賽，最終淘汰掉一個小組，剩余七個小組成功晉級第二輪，成功晉級的小組將獲得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 _________________ 8..n. 聯系，關系，結合，紐帶_________ 3. n，項目，工程，規劃 _________________ 9. n. 觀察，觀測，遵守 ______________ 4. n.學會，學院，協會 _________________ 10. n. 童年，幼年時期 ________________

　　???.

　　→→第二輪節采用記短語的方式，在成功晉級的7個小組中進行車輪賽，最終淘汰掉兩個小組，剩余5個小組成功晉級第三輪，成功晉級的小組將獲得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，出發 ________________ 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，堅持 ____________________

　　???

　　→→第三輪采用背誦句子的方式，在成功晉級的5個小組中進行車輪賽，最終淘汰掉三個小組，剩余兩個小組成功晉級第總決賽，并且這兩個小組均獲得一次免答權，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）她的一生全都奉獻給了中國婦女和兒童的醫療事業。

　　（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。；

　　Sheback to the place we left the family sleeping in a tree （3）簡預先提醒我們，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，這才使她得以開始自己的計劃。

　　begin her project.

　　（5） 比方說，她的一個重要發現是黑猩猩獵食動物。

　　was that chimps hunt and eat meat.

　　→→第四輪為復活賽，在前三輪車輪賽中被淘汰的6個小組，均可獲得一次復活機會，但是復活賽的要求非常苛刻，每個參賽的小組必須能夠正確背出隨機指定的3個句子，8個短語，10個單詞，如能成功過關，將直接晉級總決賽，但不享有免答權；假如沒有成功過關，所有分數將清零。 例：

　　（1）她的一生全都奉獻給了中國婦女和兒童的醫療事業。

　　speakers.

　　A. go on B. carry on C. carry out D. work on

　　3. The new equipment ________ the disabled during the 2008 Beijing Paralympics. A. was intended for B. was intended to C. intended for D. intended to

　　4. He was an ________ poet at that time and his _____ poems spread through all the country. A. inspired；inspired B. inspiring；inspired C. inspired；inspiring D. inspiring；inspiring

　　（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。；

　　注意事項：

　　（1）小組加分不累計。

　　（2）前三輪車輪賽中，每次選手必須更換，從第四輪開始可自由安排，各小組相互監督，如有違規取消其參賽資格及所得分數。

　　（3）每輪車輪賽中間設1-2分鐘準備時間。

　　（4）參賽選手在準備時間內抽取答題順序。

　　設計意圖：

　　（1）增加學習的趣味性，提高學生的參與度，提高課堂效率。

　　（2）培養團隊協作能力，增強競爭意識。

　　（3）嘗試一種新的模式，改變英語課堂的沉悶現狀。

　　Step 3 Summing up （總結）：

　　Step 4 Homework ：

　　（1）寫作專題突破， 根據提示用英語寫一篇介紹宋慶齡的短文。

　　（2）Review and summarize what you have learned in Unit 1. （3）Preview the next unit.

　　Step 5 Blackboard Design （板書設計）：

　　back to the place left the family sleeping in a tree （3）簡預先提醒我們，到下午的時候我們就會又臟又累，她說對了。

　　and she is right.

　　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.獲得博士學位____________________ 6.為了某人 _________________________ 7.為什么不呢______________________ 8.大學入學考試（高考）______________ 1 &vi. 舉動，表現________________ 2 . 觀察，觀察____________________ 3. vt&n. z尊敬，尊重，敬意_________ 4 . vt&vi.討論，爭辯，辯論___________ 5. vt.鼓舞，激發，啟示_____________ 6 .談到，查閱，參考_______________ 7. vt，計劃，打算 _________________ 遞送，生，接生，發表___________ .直言的，坦誠的_______________ 10. adj.值得的，值得做的______________

　　……….

　　→→第五輪為總決賽，所有進入的總決賽的小組，將隨機抽到一個單選題目，請在20秒的時間內給出答案，并進行解釋說明，如果回答錯誤將直接被淘汰。直到剩余最后一個小組，最后的勝利者的小組將獲得“站神”的稱號，并將獲得全場分40分。

　　最新高一英語教案人教版范文（二）

　　教學準備

　　教學目標

　　1. Ability goals能力目標：

　　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學能目標：

　　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.

　　教學重點和難點

　　Teaching important points教學重點

　　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教學難點

　　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.

　　教學過程

　　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.

　　最新高一英語教案人教版范文（三）

　　教學準備

　　教學目標

　　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.

　　教學重難點

　　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

　　教學工具

　　課件。

　　教學過程

　　1 Do you know that there is more than one kind of English？

　　more than one不止一個

　　eg：

　　More than one girl in this school holds such a view.

　　more than one后跟___________，作主語時，謂語動詞要用______。

　　more than

　　1）. more than +num（數詞） ：over

　　She showed the visitors around the museum，_______________________________

　　___________________________________________（其建造花了3年多時間）

　　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

　　聽到這個消息我很高興。

　　____________________________________.

　　4） more A than B與其說B倒不如說A

　　與其說他聰明倒不如說他勤奮。

　　________________________________.

　　2. Yes . I’d like to come up to your apartment.

　　come up

　　1）走近，靠近

　　練一練：

　　他走近我問我去車站的路。

　　___________________________________________________________.

　　（2）（被）提出

　　In order to finish the task on time， a good piece of advice came up at the meeting.

　　誤區警示：come up作“被提出”講時是不及物動詞短語，不能用被動語態。

　　拓展：

　　（1）Can you tell me how the accident came about？_____

　　（2）I came across my old classmate in the street.______

　　（3）The author’s new book will came out next week.________

　　（4）My dream has at last come true._______

　　（5）The doctor came up with a good idea at the meeting._____

　　3 So why has English changed over time？

　　Over： during

　　在過去的幾年間，我的家鄉發生了巨大的改變。

　　____________________________________________________________.

　　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

　　用法：base A on B

　　A be based on B

　　One should always base his opinion on facts.

　　變為被動：___________________________________________________________.

　　Exercise：

　　她的結論是建立在科學研究的基礎上的

　　_____________________________________________________________.

　　教學是以科學為基礎的一門藝術。

　　Teaching is an art __________________________________.

　　at present =at the moment

　　o Mother is busy preparing dinner at present.

　　present （adj.）

　　1）現在的，目前的，可作前置定語

　　目前的形勢________________________

　　2）出席的，在場的，可作后置定語和表語

　　出席的人們：__________________________

　　他出席了昨天的會議。

　　____________________________________________________.

　　所有出席會議的人都同意我的計劃。

　　_____________________________________________.

　　o present （n.）禮物=gift

　　o present （vt.）

　　present v.贈送，提出，展現，

　　present sb. with sth.或present sth. to sb.

　　把…贈送給，頒發，授予

　　Eg. On his birthday， his friends____________________________（送給他一本書）

　　◆即學即練

　　根據括號中的漢語提示完成下列句子。？

　　（1）How many people _______________ （出席）at the meeting？

　　（2）The experts ___________________ （出席會議的）were from different parts of the world.？

　　（3）What is your_________________ （現在的住址）？？

　　（4）The mayor ____________ （頒發） a silver cup to the winner next week.？

　　（5）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，作主語時謂語動詞用_____.

　　The number of …的數量，后接_____名詞，作主語時謂語動詞用______.

　　1）去年許多人失業了。

　　_____________________________________________.

　　2）出國的人的數量正在增加。

　　___________________________________________.

　　隨堂檢測：單句填空

　　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：

　　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對于一個中國人來說，把英語說得和說英語的本地人一樣流利是不容易的。

　　2一個原因就是英語的詞匯量很大。

　　3去西方國家學英語的人數快速增加。

　　4很多人盡力充分利用每個機會說英語。

　　5我們都知道，說得越多，就越流利。：

　　連句成篇：用上面的句子，根據以下的提示寫一篇小短文

　　對于中國人來說…….一個原因是…….為了更好的學好英語，近年來……此外…….因為眾所周知……

　　Homework

　　Write a passage using the words ，phrases and sentence patterns that we have learn.

　　最新高一英語教案人教版范文（四）

　　（1）課題：

　　Friendship.

　　（2）教材分析與學生分析：

　　本單元的中心話題是“友誼”，幾乎所有的內容都是圍繞這一中心話題展開的。Warming Up部分以調查問卷的形式引導學生了解日常生活中朋友之間發生的真實問題以及解決這些問題的方法；Pre-Reading部分的幾個問題啟發學生對“友誼”和“朋友”進行思考，使學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部分通過連句、多項選擇和問答形式幫助學生對課文內容、細節進行更深入的理解； Using about Language 部分教學本課重點詞匯和重點語法項目。

　　（3） 課時安排：

　　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）教學目標：

　　①知識與技能：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.

　　②過程與方法：本單元在讀前階段就提出問題，讓學生思考是不是只有人與人之間才能交朋友，然后在閱讀中通過安妮的日記向學生說明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓練的基礎上，可以再引導學生深入討論幾個與本單元話題有關的問題：1.描述朋友； 2. 結交網友；3. 觀點交流；4. 善不善交朋友； 5. 朋友的重要性。

　　③情感態度與價值觀：學完本單元后要求學生進行自我評價，主要評價自己在本單元中的學習情況。對書中的內容是否感興趣，有哪些收獲，解決了什么問題。使學生加深對友誼、友情的.理解，以及如何正確交友，處理朋友之間發生的問題等。

　　（5） 教學重點和難點：

　　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： 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

　　重點語法項目： 直接引語和間接引語的互相轉換

　　難點：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）.

　　（6） 教學策略：

　　Discussion， Student-centered vocabulary， learning， listening， pairwork， teach grammar in real situation.

　　（7） 教學煤體設計：

　　A projector and a tape recorder.

　　（8） 教學過程：

　　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：

　　本課教學設計容量和密度較大，但難度適中，大部分學生都能接受。體現全面照顧大部分學生的教學理念。注意培養學生開口說英語的的信心。

　　最新高一英語教案人教版范文（五）

　　教學準備

　　教學目標

　　1.學生能通過尋找每段的主題句歸納文章結構。

　　2.學生能夠通過在課文中尋找相關表述感知作者態度。

　　3.學生能夠基于文本信息和話題相關語言，通過小組合作完成一封回信，表達個人感受。

　　教學重難點

　　1.學生能通過尋找每段的主題句歸納文章結構。

　　2.學生能夠通過在課文中尋找相關表述感知作者態度。

　　3.學生能夠基于文本信息和話題相關語言，通過小組合作完成一封回信，表達個人感受。

　　教學過程

　　Step1：Warm-up andlead-in （5 mins）

　　1.教師展示國外志愿者教師支教照片，引入本課主題：書信分享支教見聞和感受

　　2.教師介紹本課主人公——來自澳大利亞的Jo來到巴布亞新幾內亞做志愿者教師。

　　3.指定一名學生課前準備，在課堂上結合PPT做3分鐘口頭報告，補充介紹巴布亞新幾內亞的情況。

　　[教學目的]本環節的目的是激活話題詞匯和背景知識圖式。從單元主題到本課主題，讓學生根據圖片預測文章內容，激活相關詞匯并；學生課堂口頭報告鍛煉口語表達能力，并展示相關詞匯。

　　Step2：Reading forstructure

　　1.教師通過課文所配的10幅圖片讓學生預測課文內容。

　　1.教師要求學生快速通讀全文完成段落大意的配對練習驗證預測結果。

　　2.教師引導學生歸納出全文的整體結構。

　　[教學目的]本環節的目的是讓學生了解文章的整體結構。不僅讓學生學會尋找中心句，而且讓學生從每個段落的中心句歸納出課文整體結構，讓學生回顧信息交流類書信的寫作結構。

　　Step3：Reading fordetails （10 minutes）

　　1.教師要求學生先同桌配對合作，然后按照學習小組分組合作，仔細閱讀文章細節找出信息，完成下列表格（劃線部分是學生需要填出的部分）：

　　2.教師引導學生根據文章中的相關語言和信息體會作者的感情和態度。

　　[教學目的]本環節的目的是在把握文體的基礎上，讓學生深入了解文章細節，通過語言了解作者的觀點態度，讓學生對本課有進一步理解。課堂組織形式有個體獨立完成和小組合作完成表格，小組合作的好處是可以通過討論得到同伴支持，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.教師引導學生關注本文的語言特色——描寫生動、細致。

　　2.教師要求學生模仿課文語言造句或者補全句子，談談自己的學校。

　　1）描寫學校

　　a. Well， it’s a bushschool – the classrooms are made of bamboo and the roofs of grass.

　　b. Well， it’s a ____school – ____________________________.

　　2）描寫教學

　　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）描寫家訪

　　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.

　　[教學目的]語言必須在運用中內化，本環節的目的是要提升學生正確運用新學到的語言結構表達的能力，讓學生在語言操練當中對文章內容加深印象并能夠運用到自己的表達當中。本環節的語言操練形式主要是看圖給關鍵詞造句，其他的訓練形式還可以包括朗讀重點段落、句型轉換、句子翻譯等等。

　　Step5：Writingactivity

　　1.教師提出寫作任務：

　　2.四人小組合作完成寫作任務。其中一人為記錄員，其他三人各負責一個問題。

　　3.每個小組派一名代表到講臺上分享各小組的觀點。

　　4.教師對學生的寫作給與點評。

　　[教學目的]本環節的目的是提供學生展示運用本課所獲取的信息和語言知識來表達自己的觀點并進行闡述的機會，有利于提高學生的綜合語言運用能力。

　　Step6 Homework

　　1.小組課后修改課堂上完成的回信后上交。

　　2.課后上網查閱有關徐本禹的資料，下節課分享。

　　[教學目的]課堂上著重口頭表達，課后著重學生落實在筆頭上，二者結合，有利于學生鞏固所學知識。

　　最新高一英語教案人教版范文（六）

　　教學準備

　　教學目標

　　Knowledge and ability： To help the Ss know about the history of the Amber room and develop their reading skills.

　　Process and method： Ss acquire knowledge and improve ability through discussion and competition.

　　Emotion， attitude and values： to arouse Ss＇s awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.

　　教學重難點

　　important point： Understand the content of the whole passage and master the different reading skills，such as ，skimming， scanning and so on.

　　difficult point ： how to solve the questions and find the useful information using the reading skills.

　　教學工具

　　課件。

　　教學過程

　　Lead in

　　1. show some pictures .

　　2. show the pictures and a short video of amber room.

　　purpose： motive Ss＇s interest.

　　Hi， everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.

　　Presentation

　　Look at the photos here. What do you know about the substance of “amber”？ What do know

　　about the cultural relics “the Amber Room”？

　　discussion：

　　Now， boys and girls， I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this： My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now， my family fell into a moral dilemma. Can you help us to make a decision？

　　A： What should we do？

　　B： Can we keep it for ourselves or report it to the government？

　　C： Have you come across such a situation — to make a difficult choice？

　　listen and answer the questions：

　　Play tape. Ss get the main idea of the passage.

　　Reading

　　pre-reading：

　　1. Have you ever seen a piece of amber？

　　What do you know about it？

　　2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.

　　Reading：

　　1st time：

　　read by yourself as quickly as you can.

　　join the correct parts of the sentences together.

　　2nd time：choices and T/F

　　compete between boys and girls.

　　3rd time：

　　answer some question. Ask ss to think over and discuss.

　　purpose： understand the text better and arouse Ss＇s awareness of competition. Grasp the main information.

　　Discussion and report

　　Think over of what we discuss in the part of warming up： I find myself falling into the dilemma.

　　you discuss together ，and write down the outline of a report.

　　work in group

　　Consolidation

　　fill in the blanks （summary）.

　　Homework

　　make a report .

　　use the useful information in the passage.