高中英语教学设计

人教版高一英语课堂教学设计5篇

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人教版高一英语课堂教学设计1

TeachingAimsandDemands

WordsandPhras

FourSkills:stomachfeveroughtoughttoexamineplenty

plentyofdietkeepupwithmakearightchoiceshortoffitgain

nowandthen

ThreeSkills:energysoftbarfuelchemicalbalancetastyboil

mixture

SpokenEnglish:

Intheclinic/eingadoctor:

What’swrongwithyou?/What’sthematterwithyou?

Liedownandletmeexamineyou.

Letmehavealook.

Wheredoesithurt?

Drinkplentyofwaterandgetsomerest.

I’acehurts.

There’ssomethingwrongwithback/myknee/myarm.

Idon’tfeelwell.

Grammar:

UofLanguage:

thefunctionuoflanguageasdefinedabove.

estudentstofinishthetasksoflistening,reading,

writing,speakingprentedinthebookandtheexercibook

throughusingwhatthestudentshavelearned.

studentsknow

aboutthebasicknowledgeofhowtoeathealthily.

Importantpoints:

outdifferentkindsoffoodthatonefavorites.

hebasicknowledgeofhealthyeating.

owtosayintheclinic.

helanguagepointsandgrammarinthetext.

Difficultpoints:Theuofmodalverbs---hadbetter,should

andoughtto.

Teachingaids:computerorslider-projector

WayofTeaching:Communicationwayofteaching,

discussionandgroupwork.

Lesson1Step1Warming-Up

Firstshowthestudentssomepicturesofdishesandsoto

introducethetopicofthisunit.

Andthenshowthepicturesontheirtextbooksandletthem

todecidewhatisjunkfoodandwhatisnot.

Herethestudentsmayhaveashortaskandanswerinpairs

tothemlvesmoreengagedinthetopic.

Step2Listening

Letthestudentslistentothetapeandbepreparedtoanswer

thequestionsbelow.

Step3Speaking

kthe

studentstopreparedadialogueaccordingtotheexamplesin

eralpairsofstudentstoprenttheirdialogue

Afterthatlisttheufulexpressionsintheirdialogue.

Step4Homework

Prepareforthenextclass.

Collectsomemenusifpossibleforthenextclass.

Lesson2

Step1Introduction

UsingthequestionsonP3tointroducethenewtext.

Step2Fast-reading

esthe“fuel”meaninthefirstparagraph?

(Itmeansdifferentkindsofmaterials,suchasprotein,

Calciumthatweneedtokeephealthy.)

wehavetoconsiderwhenwechootobuyor

eat?

(Whatkindsofnutrientsthatthefoodcontain.)

deoureatinghabitchanging?

(Manythings:whatpeoplebelieve,advicefromcompanies

andstores.)

wefeelandlookfine?

(Weoughttolearnaboutourbodyandthefuelitneedsto

keepfit.)

Explainthelanguagepointsifnecessary.

Step3Carefully-reading

Howmanypartscanbedividedinto?

(Threeparts.)

What’sthemainideaofeachpart?

(eatinghabitsare

twaytodevelophealthyeatinghabits.)

Step4Talking

Askthestudentstotakeouttheirmenusandreadthem

epareadialoguethatmayhappenbetweena

customerandawaiter/waitress.

Step5Homework

72-73

Lesson3

Step1Revision

Checkthehomework.

Step2Grammar

FirstprentthestudentsthemodalntenceswithModal

Verbsandaskthestudentstomakesomentenceswiththem.

Step3Consolidation

(1)FinishtheexercionP5andonP74

(2)Takeoutapieceofpaperwiththecolumn“Ask###”in

ordertomakethestudentsunderstandwhenyouaregiving

adviceitisbettertousomentenceswithhadbetter(not),

andought(not)to,should(not).Thenreadapassageasan

exampleandafterwardslistthepointsyouhavetopayattention

towhenyougiveadvice.

vicethatwillreallyhelptheperson.

teandsincere

atlastgetthestudentstofinishthefollowingpractice.

Step4Homework

Finishtheexerci3onP74inthestudents’workbook.

Lesson4

Step1Revision

LetsomestudentsreadtheirreplytothelettersonP74.

Step2Reading

ReadthetextonP6andthengetthestudentstofindthe

mainideaofit(tolearn

somethingaboutsnacksandthewaytoprepareit.)

Step3Writing

Askthestudentstoworkinpairstowritetherecipefortheir

favouritedish.

WemayfirstgivethetipsonP7asaguide.

Step4Discussion

FirstaskthestudentstoreadthepassageonP75andthen

givethefollowingquestionsasthetopicforthestudentstotalk:

Whatisacouchpotato?

Whatdoesonehavetopayspecialattentiontoinorderto

keephealthy?(foodandexercietc.)

Step5Homework

Doageneralsurveyinordertolearnaboutthedifferences

betweenpeople’atinghabitsandtrytofindwhichishealthier.

人教版高一英语课堂教学设计2

Teachingaimsanddemands:

elanguageskillsandrelatedknowledgeaboutthe

topicoffriendsandfriendship;

oexpresslikesanddislikesandmakeapologies:

laryinthisunit:

thewordsandexpressionslistedontheteacher’sbook

r:

Directandindirectspeech

Lesson1

Step1Prentationanddiscussion(warm-up)

Putsomenewwordsontheblackboardandtellthem

somethingaboutafriend.

Kindhonestbraveloyalhappywistrong

beautifulhandsomerichsmartfunny

Thenasksomequestionsaroundtheclassanddiscusswith

them.

Whatshouldagoodfriendbelike?

Whatqualitiesshouldagoodfriendhave?

Shouldtheybefunny,smartandstrong?

Step2Reading

AskthestudentstoreadthedialogueinthepartSPEAKING.

Asksomequestions:

esn’tJohnlike?

esJoethinkofmusicandskiing?

Andthenfillintheformonpage3.

age

thestudentstosaymoreaboutfriends.

Step3

Listening

Askthestudentstolistentothetapeandfillintheblanksin

thelisteningpart.

Step4Talking/Practice

imilardialogueasin

exerci2.

Someufulexpressions:

Whydidyou…?Whydidn’tyou…?Yousaidthatyou

would…

midto…I’mverysorry…It

won’t.

Step5Homework

FinishExerci3intheworkbook.

Lesson2

Step1Revision

Askveralstudentstoprentaspeechaboutfriendsasa

revision.

Step2Pre-reading

Prentthestudentsapicturetoillustratethesituationona

mtolistthreeitemsintheboxandaskthem

togivethereasonsusingthentenceslistedonpage3.

Step3Reading

Beforeaskingthestudentstoreadthetext,firstgivethe

studentsabriefintroductionaboutTomHanks,hisfilmsandthe

filmCastAway.

Thenstudentsreadthetext,andanswerthefollowing

questions.

sChuckNolandcometoadertedisland?

rtosurviveontheislandalone,whatdoesheneed

tolearn?

esheunderstandatlast?

,whatlessonwecanlearnfromChuck?

Atthesametimeexplainthelanguagepointsifnecessary.

Step4Post-reading

DiscussthefollowingquestionsinthePartPOST-READING.

Step5Homework

PrepareatalkaboutTomHanksorsomethingaboutoneof

hisfilm.

Lesson3

Step1Revision

GetthestudentstogiveatalkaboutTomHanksor

somethingaboutoneofhisfilms.

Step2LanguageStudy

Askthestudentsfillintheblankswithproperwords.

Step3Grammar

IllustratetothestudentstheuofDirectandIndirect

Speech.

ThenaskthestudentstodotheexerciinthePartGrammar

onP5.

Step4Practice

Askthestudentstoacttheexerci2inthepartGrammar

out.

Step5Homework

Askthestudentstofinishtheexerci2intheirworkbook.

Lesson4

Step1Revision

Checkthehomework.

Step2Prentation

Prentsimplesofe-mailtogetthestudentsageneralidea

ofe-mail.

Step3Explanation

Tellthestudentssometipsofwritingane-mailbylearnthe

abovee-mailsimple.

Step4Writing

Askthestudentstowriteane-mailmessage.

Step5Homework

Askthestudentstotrytowriteane-mailtotheire-pal.

人教版高一英语课堂教学设计3

Ⅰ.TeachingBasis(教学依据)：《普通高中英语新课程标准》

Ⅱ.TheTypeoftheText(课型)：Revision(复习课)

Ⅲ.TeachingMethods(教学方法):Question-badmethod(提

问式)，Groupdiscussion

method(小组讨论法)，Cooperativelearning(合作探究)，

Practicing(练习).

Ⅳ.TeachingAids(教学手段)：Multimediacomputer(多媒体

电脑)，Learning

paper(导学案)，Blackboard(黑板).

Ⅴ.TeachingAims(教学目标)：①Knowledgeaims(知识目标):

words:achievement,specialist,organization,hard-working,

confident…..phras:puttodeath,meandoing,either…or…,the

bondbetween……,structure:only+….,Itis/was+….+that….

grammar:Subject-verbagreement.

②Abilityaims(能力目标):Developthestudents’abilityto

utheimportant

languagepoints,enablestudentstodescribepeopleusing

theadjectives.

③Emotionalaims(情感目标):Encouragethestudentstothink

aboutwhatmakesa

persongreat.

Ⅵ.Teachingfocus(教学重点)：Getthestudentstoreview

andconsolidatewhatthey

havelearnedinthisunit.

Ⅶ.Teachingdifficulties(教学难点)：Getthestudentstoturn

whattheyhavelearnedinto

theirability.

Ⅷ.Teachingprocedure(教学过程)：Step1复习学案情况反馈(1

分钟)

Step2lead-in：通过图片展示的方式，过渡到知识竞答类节目

《一站到底》，本节课也将模仿这种模式授课。依次介绍本节课的竞

答规则：

本此活动分为五轮淘汰赛，全班共八个小组，每个小组推荐一名

选手(作为本组站神)进行参与:

→→第一轮采用记单词的方式，进行车轮大赛，最终淘汰掉一个

小组，剩余七个小组成功晋级第二轮，成功晋级的小组将获得5分，

加入到本组的总量化分数中;

例：

1.n.成就，功绩_______________________7.n.巢，窝

________________________

2.n.福利，福利事业_________________8..n.联系，关系，结合，

纽带_________3.n,项目，工程，规划_________________9.n.观察，观

测，遵守______________4.n.学会，学院，协会_________________10.

n.童年，幼年时期________________

„„„.

→→第二轮节采用记短语的方式，在成功晋级的7个小组中进行

车轮赛，最终淘汰掉两个小组，剩余5个小组成功晋级第三轮，成功

晋级的小组将获得的分数为上一轮得分的二倍(即5_2=10);例：

1.过着…的生活____________________6.离开，启程，出发

________________2.涌上心头，涌入脑海______________7.藐视，瞧不

起___________________3.查阅，参考，谈到_______________8.碰巧，

凑巧___________________4.偶然遇见，碰见________________9继续，

坚持____________________

„„„

→→第三轮采用背诵句子的方式，在成功晋级的5个小组中进行

车轮赛，最终淘汰掉三个小组，剩余两个小组成功晋级第总决赛，并

且这两个小组均获得一次免答权，这两个小组将获的分数为上一轮得

分的二倍(即10_2=20);例：

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。

She(2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡

觉的大树旁。;

backtotheplaceweleftthefamilysleepinginatree(3)简预

先提醒我们，到下午的时候我们就会又脏又累，她说对了。

(4)她母亲头几个月来帮过她的忙，这才使她得以开始自己的计划。

beginherproject.

(5)比方说，她的一个重要发现是黑猩猩猎食动物。

wasthatchimpshuntandeatmeat.„„„

→→第四轮为复活赛，在前三轮车轮赛中被淘汰的6个小组，均

可获得一次复活机会，但是复活赛的要求非常苛刻，每个参赛的小组

必须能够正确背出随机指定的3个句子，8个短语，10个单词，如能

成功过关，将直接晋级总决赛，但不享有免答权;假如没有成功过关，

所有分数将清零。例：

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。

speakers.

equipment________thedisabledduringthe2008

endedtoC.

edto

n________poetatthattimeandhis_____poems

ed;inspiredB.

inspiring;ed;ing;inspiring

She(2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡

觉的大树旁。;

„„„

注意事项:(1)小组加分不累计。

(2)前三轮车轮赛中，每次选手必须更换，从第四轮开始可自由安

排,各

小组相互监督，如有违规取消其参赛资格及所得分数。

(3)每轮车轮赛中间设1-2分钟准备时间。(4)参赛选手在准备时间

内抽取答题顺序。

设计意图:(1)增加学习的趣味性，提高学生的参与度，提高课堂效

率。(2)培养团队协作能力，增强竞争意识。

(3)尝试一种新的模式，改变英语课堂的沉闷现状。Step3

Summingup(总结)：

Step4Homework:(1)写作专题突破,根据提示用英语写一篇介绍

宋庆龄的短文。

(2)ReviewandsummarizewhatyouhavelearnedinUnit1.

(3)Previewthenextunit.

Step5BlackboardDesign(板书设计)：

backtotheplaceleftthefamilysleepinginatree(3)简预先

提醒我们，到下午的时候我们就会又脏又累，她说对了。

andsheisright.

1.与某人联系______________________2.计算出，得出

_____________________3.大胆的说，直率的说______________4.迫不及

待做某事____________________5.获得博士学位____________________6.

为了某人_________________________7.为什么不呢

______________________8.大学入学考试(高考)______________&vi.

举动，表现________________.观察，观察____________________3.

vt&n.z尊敬，尊重，敬意_________&vi.讨论，争辩，辩论

___________.鼓舞，激发，启示_____________.谈到，查阅，参

考_______________,计划，打算_________________递送，生，

接生，发表___________.直言的，坦诚的_______________.

值得的，值得做的______________

……….

→→第五轮为总决赛，所有进入的总决赛的小组，将随机抽到一

个单选题目，请在20秒的时间内给出答案，并进行解释说明，如果回

答错误将直接被淘汰。直到剩余最后一个小组，最后的胜利者的小组

将获得“站神”的称号，并将获得全场分40分。

人教版高一英语课堂教学设计4

ygoals能力目标

TohelptheSsdeveloptheirreadingabilitybyskimmingfor

mainideasandcareful-readingfordetailswiththeteacher’s

guidance.

TogetTheSstomastersomekeywordssuchaswitness,

abandon,yell,drag,fleeandsoon.

ngabilitygoals学能目标

ToenabletheSstotalkaboutanimalsunderthea.

TohelptheSsknowtheimportanceoftherelationship

betweenanimalsandhumans.

教学重难点

教学重点和难点

Teachingimportantpoints教学重点

HelptheSsknowmoreaboutanimalsundertheaaswell

astheanimals’loyaltyandhelptohumanbeings.

Teachingdifficultpoints教学难点

eSsgetthemainideaandsomedetailed

informationbyfast-readingandcareful-reading.

eSstellapartfromBefore,DuringandAfterinthe

story.

教学过程

gUp:Talkaboutanimalsunderthea.

ueverensomemarineanimals?

veyouen,andwherehaveyouenthem?

Ihaveena/some/many……in/on/from……

amazingmarineanimals:al,turtle,dolphin,a-hor,a-

star,shark,angelfish,jellyfish,lobster,coral

-reading:

ttheBackgroundInformationofthestory:writer,

career,writingstyle,time,place,maincharacter.

ttheMainIdeaofthepassage:What’sthefirst

storymainlyabout?

l-reading:

hadheardofthekillerwhalesthateveryyearkiller

elieveit

atfirst?Whendidhebelieveitwasatrueanecdote?

yparagraphsaretherealltogetherinstory1?The

huntcanbedividedinto3stages.

Stage1:beforethehunt:(para.2-6):

OldTom’sdoing:throwingitlfoutof…andcrashing

downagain…Why?totellthewhalers…,…bytheboat…,circling

backto…Why?toleadthewhalers…

Whalers’reaction:Anotherwhaler__________.George_____

________Clancy,andClancy________________the

boatand__________intothebay.

Stage2&3:Duringandafterthehunt:(para.7-9):

Killerwhale’sdoing:Thekillersoverthereare________

themlvesonthetopofthewhale’sblow-holetostopit

__________;andsomeothersarestoppingit_______

killersstarted________betweenourboatandthewhalejustlikea

packof_______ebaleenwhalewasdead,itsbody

was_______downintothedepthsofthea.

Whalers’reaction:Themaninthebowoftheboataimed

theharpoonatthewhaleandthenletitgotohitthespot.

Conclusion:rkasa

team

Step4:Summary

Workingatthe_______station,Ihadthechanceto_________a

baleenwhalebeingattackedbya______ofkillerwhales.

OntheafternoonIarrivedatthestation,asIwas__________

myaccommodation,Iheardaloudnoicomingfromthebay.I

randowntothe______intimetoeanenormousanimal

_________itlfoutofthewaterandthen_______________again.

GeorgetoldmeitwasOldTom,whoannouncedtherewouldbe

a___________.

Usinga_________,wecouldeabaleenwhale_______________

e________themlvesontopofthe

whale’s__________tostopitbreathing;andsomeothersare

stoppingit_______lersaimedthe________at

adly________,

on,itsbodywas________bythe

killersdownintothe_______ofthea.

课后习题

课后作业

Ssworkin

groupsanddosomediscussion：Asamatteroffact,whalesare

oplearetryingtoprotect

twhalingstationinAustralia

re

’syouropinion?Areyou

fororagainstthebanningwhaling?Considertheproblem

carefullyandwe’llhaveadiscussiontomorrow.

人教版高一英语课堂教学设计5

(1)课题：Friendship

(2)教材分析与学生分析：本单元的中心话题是“友谊”，几乎所

有的内容都是围绕这一中心话题展开的。WarmingUp部分以调查问

卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决

这些问题的方法;Pre-Reading部分的几个问题启发学生对“友谊”和

“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也

可以成为人们的朋友;Reading部分Anne’sBestFriend以日记形式

讲述了犹太女孩安妮的故事;Comprehending部分通过连句、多项选

择和问答形式帮助学生对课文内容、细节进行更深入的理解;Using

aboutLanguage部分教学本课重点词汇和重点语法项目。

(3)课时安排：Thefirstperiod:Speaking:WarmingUpand

Pre-ReadingThecondperiod：Reading

Thethirdperiod:Grammar

TheforthPeriod：Listening

Thefifthperiod:Writing

(4)教学目标：

①知识与技能：Talkaboutfriendsandfriendship;Practi

talkingaboutagreementanddisagreement,givingadviceand

makingdecisions;Udirectspeechandindirectspeech;Learn

towriteanessaytoexpressandsupportanopinion.

②过程与方法：本单元在读前阶段就提出问题，让学生思考是不

是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生

说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训

练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：

1.描述朋友;2.结交网友;3.观点交流;4.善不善交朋友;5.朋友的重要

性。

③情感态度与价值观：学完本单元后要求学生进行自我评价，主

要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪

些收获，解决了什么问题。使学生加深对友谊、友情的.理解，以及如

何正确交友，处理朋友之间发生的问题等。

(5)教学重点和难点：

词汇：addpointuptignorecalmconcerncheatshare

reasonlistriescrazynaturepurpodarethunderentirely

poweraccordingtrustsufferadvicesituationcommunicatehabit

短语：addupcalmdownhavegottobeconcernedabout

gothroughhideawaytdownonpurpoinordertofaceto

faceaccordingtogetalongwithfallinlovejoinin

重点语法项目：直接引语和间接引语的互相转换

难点：Understandtherealmeaningoffriendsandfriendship;

Discusstheanswerstothequestions(Reading);

HowtoteachtheSstomastertheusageofDirectSpeech

andIndirect

Speech(StatementandQuestions).

(6)教学策略：Discussion,Student-centeredvocabulary,

learning,listening,pairwork,teachgrammarinrealsituation

(7)教学煤体设计：Aprojectorandataperecorder.

(8)教学过程：

PeriodOne：Speaking(WarmingUpandPre-Reading)

Aims

Talkaboutfriendsandfriendship.

Practitalkingaboutagreementanddisagreement.

StepIRevision

Asksomeofthestudentstoreadhis/hercompositionfor

theclass,describingoneoftheproblemsbetweenfriendsand

vesomecomments.

T:Now,let'scheckupyourhomeworkforlastclass.I'dlike

someofyoutoreadhis/hercompositionfortheclass,describe

oneoftheproblemsbetweenfriendsandhowitissolved.

StepIIWarmingup

T:/now

whypeoplemakefriendswithoneanother?

StepIIITalking(WBP41)

FirstgetthestudentstolistentowhataCanadiansayabout

kthemtodiscussthetwoquestions.

T:Nowwe'regoingtolistentowhatLeslieClark,aCanadian

istening,pleatalk

thefollowing

expressions.

1Doyouagreewithher?

2Whatdoyouthinkofpeoplefromforeigncountries?

AgreementDisagreement

Ithinkso,Idon'tthinkso.

'tagree

That'not.

That'xactlymyopinion.I'mafraidnot.

You''tthinkyouareright.

StepIVSpeaking(BP6)

First,getthestudentstothinkoffoursituationsamong

friendsingroupsof4anddesignaquestionnairetofindoutwhat

,tryitoutontheir

owngroup,checkingthequestionnairethroughandaddingup

mto

einstructionsand

,askeach

studenttostandupandwalkaroundtheclassroomtomakea

einstructionsand

nshare

yourquestionnairewithoneortwoothergroupsandtryeach

other'squestionnaires.

Atlast,showtheinstructionstohelpyourclassmatesto

knowhowtoimprovehisorherskillsofmakinggoodfriends

withothersifnecessary.

T:rebestfriends,

schoolfriends,fair-weatherfriends,foreverfriendsandmany

anttoknowwhatkindoffriendsyourclassmates

are?Nowlet',pleathinkoffoursituations

amongfriendsanddesignaquestionnairetofindoutwhatkind

offriendsyourclassmatesare.

iendborrowed100Yuanfromyoulastweekand

hasn'l

/hertopaybackassoonaspossible;oryou'llend

thefriendship.

/hertopaybackifhe/shehas.

m/hernottoreturnit.

l

/hertosaysorrytoyou,oryou'llstopyour

friendship.

him/herandforgetit.

erstotellhim/herthathe/sheiswrong.

midtomeetyourfriendatfiveo'clockbutyour

l

myourparentsaskyoutodohomeworkathome.

m/heraliethatyouareill.

rytohim/herandplantomeethim/heranother

time.

rowedabikefromyourfriend,butyouhaditstolen.

Youwill

wonewhichisthesameashis/hers.

llhim/heryouhaditstolen.

rytohim/herandbuyhim/heranoldone

Aftertheyfinishchoosingtheanswers,showthescoring

sheetonthescreen.

Instructions:

2-5Afair-weatherfriend

are

feelingdown,oriftheyarehavingaproblem,youdon'twantto

'thelpyourfriendswhen

alwaysthinkingaboutyourlf.

ontinueto

belf-centeredanddon'tconsiderothers'feelings,youwon't

makemorefriendsandkeepfriendshipforlong.

6-11Aschoolfriend

tstudyandplaywith

notknoweverythingabout

domhurtyour

'dbetteraddmore

shipisaboutfeelingsandwe

mustgiveasmuchaswetake.

12-17Abestfriend

Youdoeverythingtogetherwithyourfriends:study,read,

watchTV,surftheInternet,

eitheronehasaproblem,w

erstandandyieldtoeachother.

ealotof

mutuallybeneficial.

18-21Foreverfriend

Youwillalwayslistentoyourfriendsandtrytohelpthem,

er

theyhaveanydifficulty,you'lltryyourbesttodowhatyoucan

oteyourlftoyourbest

willingtolowhatyouhave,evenyourlife.

课后反思：本课教学设计容量和密度较大，但难度适中，大部分

学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生

开口说英语的的信心。

人教版高一英语课堂教学设计