我们要根据班级的的具体情况来决定写什么样子知道教案，为了减少在课堂上出错的可能，提前制定教案是非常有必要的，淘范文网小编今天就为您带来了高一英语上册教案7篇，相信一定会对你有所帮助。
高一英语上册教案篇1
教学目标
知识与技能目标
1. get students to learn some useful new words and expressions in this part.
2. get students to read the letter.
3. let students learn the prohibition, warning and permission.
过程与方法目标
1. develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
2. enable student s to understand how to give advice.
情感态度与价值观目标
1. stimulate students’ interests of learning english by reading and acting this play.
2. develop students’ sense of group cooperation and teamwork.
教学重点
1.state the main idea of each paragraph in own words
2.ways to become addicted to cigarettes
3.the harmful effects of smoking
4. suggestions to quit smoking
教学难点
1. sorting out major idea and minor idea
2. master key words in key sentence
教学过程
→step 1 warming up
show some proverbs on health
1.an apple a day keeps the doctor away.
2.early to bed and early to rise, makes a man healthy, wealthy and wise.
→step 2 skimming
1.how many parts does the reading text consist of?
2. who wrote the letter to whom?
3. how many ways can a man become addicted to smoking?
高一英语上册教案篇2
teaching goals
1 target language
a. key words
achieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote …… to
b. key sentences
watching a family of chimps wake up is our first activity of the day.
everybody sits and waits while the animals in the group begin to wake up and move.
but the evening makes it all worthwhile.
…… we see them go to sleep together in their nest for the night.
only after her mother came to help her for the first few months was she allowed to begin her project.
for forty years jane goodall has been helping the rest of the world understand and respect the life of these animals.
2 ability goals
a. learn warming up, and know how to tell the great women and the famous women.
b. learn the way to describe a person from what the person did, what she/he looks like
3． learning ability goals
teach ss how to describe a person.
teaching important points
a. by reading a protector of african wildlife, students can learn from jane goodall in at least two aspects: one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy that made her successful. if everyone had such kind of heart, they would give everything benefit for all living things. then our world will be full of love and peace, without any war and starvation.
b. ask students to answer these questions:
1) what made her a great success?
2) what should we learn from jane goodall?
teaching difficult points
let everyone believe that all of us can become jane goodall.
teaching methods
inspiration, questioning and discussion.
高一英语上册教案篇3
一、教学背景分析
1. 单元背景分析
随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。
2.学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
二、教学目标分析
语言技能
听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
情感态度与文化意识
(1)进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
(2)引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。
(3)指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。
(4)意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。
语言知识
词汇：学习并使用一些与science 和scientists有关的词汇。
语法：进一步了解一词多义现象与合成词的构成。
功能：学习如何就某一事物给予别人指导与说明。
话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。
学习策略
指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。
三、教学内容分析
本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。
warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。
speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，(练习中提供了诸如maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。
reading讲述的是科学家 franklin的风筝实验，从而证明lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。
language study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。
integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。
四、教学重点与难点
重点
(1)能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ it’s good / bad / harmful for… / it’s dangerous / expensive / important / unnecessary/ it brings people …/ it can help people…
(2)掌握如何就某一话题给予别人指示与说明，能熟练运用 don’t do… / don’t forget to… / make sure… / remember that… / do be careful of…等结构进行讨论、对话与表演。
(3)能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。
高一英语上册教案篇4
阅读是高中阶段英语教学的重头戏。阅读教学的目的包括两方面：一是让学生学习并掌握一定的语言知识；二是发展一定的技能和策略，培养学生用英语获取和处理信息的能力。阅读是一个语言与思维相互作用的过程。因此，教学设计的好坏对教师的教学效果和对培养学生综合运用语言的能力都会产生很大的影响。
教学设计的目的是获得解决问题的方法，时刻体现“以学生为本”的思想，以开发学生的学习潜能，促进学生的全面发展为最终目的。教师怎样在阅读课上既能突出阅读理解这一中心，又能达到为学生的学习服务的目的呢？下面，谈谈我的一些教学实践情况。
一、精心设计切入点，构建有趣的学习情境
导入是承上启下和温故知新的必然途径，是吸引学生注意力和激发学习兴趣的教学措施，是上好一节课的重要环节。进行导入活动时，教师要根据学生的学习情况、心理特点和阅读材料的内容，设计能激起求知欲的导入。例如，在教学sefc book 2 unit 5的“the band that wasn’t”一课时，我们用多媒体图片配以相应的音乐进行导入。通过对这些图片的提问和描述，自然导入新课话题，导入内容与新知识联系紧密。这样学生就会有阅读的兴趣。
二、抓住重点，构建积极探究的学习情境
一篇文章是一个思想连贯的语言整体，既有完整的思想，又有完整的结构。整体呈现课文更有助于提高阅读能力。仍然以“the band that wasn’t”一课为例，导入新课后，我们给出导读性理解题。如，
（1）which two musical bands are mentioned in the passage？
（2）when did “the monkees ” break up and when did it reunite？
（3）why was “the monkees ” successful in the end?
让学生速读全文。理解大意后，我们从语篇结构入手，梳理文章，然后依据其线索，设计内容连贯、主体结构突出的理解题。在阅读理解的过程中，不同层次的阅读测试练习题满足了不同程度学生的需要，极大地调动了全体学生的积极主动性。
三、掌握时机，处理好语言点
生词是阅读中的障碍。有些生词适宜在导入时呈现；有些适宜在阅读后查阅词典；有些可以在阅读中让学生猜测词义。如，本文里的“bread up”一词，我们在阅读中给学生呈现几个相关含义的句子，让学生在观察语言现象的基础后归纳，然后做适量练习加以巩固。
四、展示亮点，构建合作的学习情境
学生已熟悉了语言材料，积累了语言知识。我们不妨就本课相关内容展开讨论。讨论就是交流，它能增进师生之间的了解，有利于及时发现学习中存在的问题，培养学生配合、协作的意识，使学生进行发散性和创造性的思维活动。讨论是对阅读材料学习的延伸，是一种有意义的信息输出过程，是阅读教学环节中的一个重点。在讨论活动设计中，我们要善于挖掘教材中丰富的文化信息和思想内容，所提出的问题不仅可以涉及所学课文的一般事实，同时也肩负起思想教育的功能。如，本文我们设计了这样的讨论题“do you think listening to music is good when you are studying？”和“why or why not？”我们鼓励学生发表自己的见解，为学生创设自由、宽松的讨论氛围，让每个小组组织自己的语言，然后让各组代表发表自己的看法，充分调动学生的参与、合作意识，培养学生的创造性，使其将所学的语言知识转化为语言交际能力。课后让学生把讨论的内容写成书面表达，为本节课画上一个圆满的句号。
高一英语上册教案篇5
一、 教材分析：
学生在度过一个假期后，英语知识较生疏，教师应当复习好以前单词，为学习新知打下基础。Ｌet’s talk a部分很好地体现了这一点。good morning we have a……复习民第一册中内容。“i’m from america”这一句为b let’s taik“where are you from？做了铺垫，教师应充分注意这一点
boy、girl 、teacher student 、meet等单词又是第一次出现，也需要我们特别关注。
二、教学目标：
1、能够得简单地表达自己心情，如：nice to meet you welcome back to school
2、能够听懂并回答 where are you from？
i’m from
3、认识、会说字母a——e
4、掌握a、b ler’s talk中单词。
5、理解a、b ler’s talk中内容。
三、教学重、难点：
能够听懂并回答 where are you from？
掌握a、b ler’s talk中单词。
理解a、b ler’s talk中内容。
四、课时安排
第一课时 a llet’s talk let’s learn b let’s sing
第二课时 a let’s practise let’s play let’s chant
第三课时 b llet’s talk let’s learn
第四课时 blet’ssay let’spractise
第五课时 b let’s let’s
第六课时 c story time
高一英语上册教案篇6
period1.
step 1.warming up
1. ask some questions:
2. do you often travel? where have you been?
3. 2. following the steps of the warm-up on page 17.
step2. pre-reading
1. show some traveling pictures of the teacher’s.
2. ask ss : which river is the longest one in the world and which is the largest one; which river is the longest one in china.
3. ask ss: how people who live along a river use it.
step3. while-reading
1. scanning: ss read quickly and answer:
what are they going to do?
2. skimming: ss read again and finish comprehending 1 on page 19.
ss read and get the main ideas of each paragraph.
ss list the countries that the mekong river flows through.
step4. after-reading
ss in pairs and discuss: wang wei’s and wang kun’s similar and different attitudes about the trip.
similar attitudes about the trip different attitudes about the trip both wang wei and wang kun think…
1. taking this trip is a dream come true.
2. that they will enjoy this trip a lot.
3. they should see a lot of the mekong.
4. that most of the mekong will be found in southeast asia.
wang wei believes…
1. they must start in qinghai where the river begins /see all of the mekong.
2. that they don’t need to prepare much wang kun believes…
1. it is too cold and high to start in qinghai.
2. that using an atlas is very important.
step5. assignment
1. surf the internet and get more information about the mekong river.
2. retell the passage use your own words.
period2.
step1.warming up
ask some ss to retell the passage that they have learnt last period.
step2.learning about the language
teacher explains some language points in the text on page 18.
1. persuade sb. into /out of sth. : cause sb. (not) to do sth. by arguing or reasoning with him 说服或劝说某人（不）做某事
he is easily persuaded.
wang kun couldn’t persuade his sister to change her mind.
persuade sb. (that clause): cause sb. to believe sth.; convince sb. 使某人信服
how can i persuade you that i am telling the truth?
2. insist(v. ): demand (sth) forcefully, not accepting a refusal 坚持或坚决要求； eg. since he insisted, i had to stay.
insist on sth/doing sth: require or demand ; refuse to accept an alternative 一定要（某事物），坚决主张
she insists on getting up early and playing her radio loud.
3. care about: be worried, concerned or interested 忧虑，关心，惦念
don’t you care about anybody?
i don’t care about what happens to him.
care for /to do: be willing or agree to do sth.; wish or like to do sth.
would you care a drink?
would you care to go for a walk?
care for sb.
1). like or love sb.
he cares for her deeply.
2). look after sb; take care of sb; be responsible for sb
who will care for your child if you are out?
4. once she has made up her mind, nothing can change it. 她一旦下了决心，什么也不能使她改变。
once: adv.
1). for one time 一次
i have only been here once.
2). at some time in the past 一度；曾经
he once lived in zambia.
3). all at once: suddenly 突然
all at once the door opened.
conj. = as soon as 一旦；一…就…
once you understand this rule, you’ll have no further difficulty.
step 3. practice
1. ss finish ex 1 and 2 on page 20 by themselves.
2. check the answer.
3. ss do ex 3. on page 20.
4. teacher gives ss suggested answer and tell them why if the ss have any problem.
step 4. assignment
1. learn the useful expressions by heart.
2. finish wb. ex1 on page 56.
3. finish wb. ex 2 on page 57.
period 3.
step1.revision
check the answers of wb ex 1 and 2 on page 56 and 57.
step2. discovering useful structures
1. ss look at the following sentences and underline the verbs.
are you working this evening?
we’re having an english party this weekend.
he is leaving tomorrow.
let ss themselves find the rules and tell what tense they are used.
2. ss finish the dialogue on page 21 and pay attention to the tense.
suggested answers:
are going, going, going/traveling, staying, are coming, coming, are going,
3. ss finish part 3 on page 21.
step3.talking
1. ss four in one group and have a discussion about the topic on page 55.
2. ss make a list about the objects: which is the most useful and which is the least useful and why.
2. the most useful objects the least useful objects
3. ss show their result to the class.
step4.speaking
1. ss work in pairs and discuss: what do you think a dam does to a river and the people who live on it?
2. make a list of some good and bad things a dam does.
3. discuss your report with your classmates and then show it in class.
step5. assignment
finish wb ex 1 using structures on page 57.
period4.
step1. warming up
ask ss some questions about journey down the mekong (i).
1. what was wang kun and wang wei’s dream?
2. what can they see when they travel along the mekong?
3. will they have some difficulties in their journey? what are they?
step2. reading
1. ss read the passage: a night in the mountains and answer the following questions:
how does wang kun feel about the trip now?
what do you think has changed his attitude?
2. ss make a dialogue about things happen the next morning before wang kun and wang wei leave their camp.
3. show the dialogue to the class.
step3.reading
1. ss read the passage: the end of our journey on page 59
2. ss fill in the form with the information from the travel journal.
topic laos cambodia vietnam
population
weather
learning
farming
period5.(writing)
step1. pre-writing
1. ss read the passage and get the general idea about it.
2. ss make a list of details from the travel journal that you believe are real and you don’t believe are real.
step2. while-writing
1. ss write a short letter to wang wei as one of her friend and ask her to describe: how she feels, what she is doing, and some place you want to know about. then wish her well on her journey by using some of the following expressions:
have a nice/good time.
have a nice/good trip.
good luck on your journey.
say “hello” to…
give my love/best wishes to…
have fun.
take care.
write to me.
2. ss read their writing and check the mistakes by themselves.
ss exchange their writing and correct the mistakes.
ss rewrite the letter again.
step3.after-writing
choose some samples and show them in class.
tips on writing:
pay attention to the form of writing a letter.
pay attention to the tense while writing.
pay attention to the structures of the sentences.
step4. assignment
ss in group 3-5, make an advertisement or finish the project on page 61.
高一英语上册教案篇7
一．教学目标：(teaching ais)
finish the exercises n the wrb
1．能力目标：(abilit ai)
a) enable the students t cand “cands and requests”
b) thrugh cperative wr find ut crrect answers theselves
2．语言目标：(language ai)
full understanding f the readings
二．教学重难点(teaching iprtant pints)
understanding the ain ideas f the passages
三．教学方法(teaching ethd)
a. fast and careful reading
b. individual, pair r grup wr t finish each tas
c. discussin
四．教具准备(teaching aids)
a cputer
五．教学步骤(teaching prcedure)
step 1.waring up
step 2: speaing tas (review cands and requests)
offer the situatins and tr t ae dialgues with cands and requests
step 3 :d the “reading” n p13 and answer questins n it briefl.
step 4: finish the “reading tas” at p.51 and cplete the fr after it.
step 5: grup wr:
as the t su up what cdes and shrt frs f wrds the ften use when the ften chat n the net with thers.
step 6: chec up their researching result.
step 7: hewr.
