下面是范文网小编收集的最新高一英语教案人教版范文4篇(高二英语教案人教版)，供大家赏析。
最新高一英语教案人教版范文1
（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。Warming Up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’s Best Friend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 about Language 部分教学本课重点词汇和重点语法项目。
（3） 课时安排：
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）教学目标：
①知识与技能：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：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
短语： 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
重点语法项目： 直接引语和间接引语的互相转换
难点：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） 教学策略：
Discussion， Student-centered vocabulary， learning， listening， pairwork， teach grammar in real situation.
（7） 教学煤体设计：
A projector and a tape recorder.
（8） 教学过程：
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.
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。
最新高一英语教案人教版范文2
教学准备
教学目标
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.
教学重难点
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
教学工具
课件。
教学过程
1 Do you know that there is more than one kind of English？
more than one不止一个
eg：
More than one girl in this school holds such a view.
more than one后跟___________，作主语时，谓语动词要用______。
more than
1）. more than +num（数词） ：over
She showed the visitors around the museum，_______________________________
___________________________________________（其建造花了3年多时间）
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
听到这个消息我很高兴。
____________________________________.
4） more A than B与其说B倒不如说A
与其说他聪明倒不如说他勤奋。
________________________________.
2. Yes . I’d like to come up to your apartment.
come up
1）走近，靠近
练一练：
他走近我问我去车站的路。
___________________________________________________________.
（2）（被）提出
In order to finish the task on time， a good piece of advice came up at the meeting.
误区警示：come up作“被提出”讲时是不及物动词短语，不能用被动语态。
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
在过去的几年间，我的家乡发生了巨大的改变。
____________________________________________________________.
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…为基础
用法：base A on B
A be based on B
One should always base his opinion on facts.
变为被动：___________________________________________________________.
Exercise：
她的结论是建立在科学研究的基础上的
_____________________________________________________________.
教学是以科学为基础的一门艺术。
Teaching is an art __________________________________.
at present =at the moment
o Mother is busy preparing dinner at present.
present （adj.）
1）现在的，目前的，可作前置定语
目前的形势________________________
2）出席的，在场的，可作后置定语和表语
出席的人们：__________________________
他出席了昨天的会议。
____________________________________________________.
所有出席会议的人都同意我的计划。
_____________________________________________.
o present （n.）礼物=gift
o present （vt.）
present v.赠送，提出，展现，
present sb. with sth.或present sth. to sb.
把…赠送给，颁发，授予
Eg. On his birthday， his friends____________________________（送给他一本书）
◆即学即练
根据括号中的汉语提示完成下列句子。？
（1）How many people _______________ （出席）at the meeting？
（2）The experts ___________________ （出席会议的）were from different parts of the world.？
（3）What is your_________________ （现在的住址）？？
（4）The mayor ____________ （颁发） a silver cup to the winner next week.？
（5）What are you busy doing_______________ （目前）？
（6）He gave his mother__________ （一件礼物）.？
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许多，后接______名词，作主语时谓语动词用_____.
The number of …的数量，后接_____名词，作主语时谓语动词用______.
1）去年许多人失业了。
_____________________________________________.
2）出国的人的数量正在增加。
___________________________________________.
随堂检测：单句填空
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.
单句改错：
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对于一个中国人来说，把英语说得和说英语的本地人一样流利是不容易的。
2一个原因就是英语的词汇量很大。
3去西方国家学英语的人数快速增加。
4很多人尽力充分利用每个机会说英语。
5我们都知道，说得越多，就越流利。：
连句成篇：用上面的句子，根据以下的提示写一篇小短文
对于中国人来说…….一个原因是…….为了更好的学好英语，近年来……此外…….因为众所周知……
Homework
Write a passage using the words ，phrases and sentence patterns that we have learn.
最新高一英语教案人教版范文3
教学准备
教学目标
1. Ability goals能力目标：
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学能目标：
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.
教学重点和难点
Teaching important points教学重点
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教学难点
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.
教学过程
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.
课后习题
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.
最新高一英语教案人教版范文4
教学准备
教学目标
1.学生能通过寻找每段的主题句归纳文章结构。
2.学生能够通过在课文中寻找相关表述感知作者态度。
3.学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。
教学重难点
1.学生能通过寻找每段的主题句归纳文章结构。
2.学生能够通过在课文中寻找相关表述感知作者态度。
3.学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。
教学过程
Step1：Warm-up andlead-in （5 mins）
1.教师展示国外志愿者教师支教照片，引入本课主题：书信分享支教见闻和感受
2.教师介绍本课主人公——来自澳大利亚的Jo来到巴布亚新几内亚做志愿者教师。
3.指定一名学生课前准备，在课堂上结合PPT做3分钟口头报告，补充介绍巴布亚新几内亚的情况。
[教学目的]本环节的目的是激活话题词汇和背景知识图式。从单元主题到本课主题，让学生根据图片预测文章内容，激活相关词汇并；学生课堂口头报告锻炼口语表达能力，并展示相关词汇。
Step2：Reading forstructure
1.教师通过课文所配的10幅图片让学生预测课文内容。
1.教师要求学生快速通读全文完成段落大意的配对练习验证预测结果。
2.教师引导学生归纳出全文的整体结构。
[教学目的]本环节的目的是让学生了解文章的整体结构。不仅让学生学会寻找中心句，而且让学生从每个段落的中心句归纳出课文整体结构，让学生回顾信息交流类书信的写作结构。
Step3：Reading fordetails （10 minutes）
1.教师要求学生先同桌配对合作，然后按照学习小组分组合作，仔细阅读文章细节找出信息，完成下列表格（划线部分是学生需要填出的部分）：
2.教师引导学生根据文章中的相关语言和信息体会作者的感情和态度。
[教学目的]本环节的目的是在把握文体的基础上，让学生深入了解文章细节，通过语言了解作者的观点态度，让学生对本课有进一步理解。课堂组织形式有个体独立完成和小组合作完成表格，小组合作的好处是可以通过讨论得到同伴支持，加快理解速度，加深理解程度，课堂气氛也比较热烈。
Step4：Language inuse
1.教师引导学生关注本文的语言特色——描写生动、细致。
2.教师要求学生模仿课文语言造句或者补全句子，谈谈自己的学校。
1）描写学校
a. Well， it’s a bushschool – the classrooms are made of bamboo and the roofs of grass.
b. Well， it’s a ____school – ____________________________.
2）描写教学
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）描写家访
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.
[教学目的]语言必须在运用中内化，本环节的目的是要提升学生正确运用新学到的语言结构表达的能力，让学生在语言操练当中对文章内容加深印象并能够运用到自己的表达当中。本环节的语言操练形式主要是看图给关键词造句，其他的训练形式还可以包括朗读重点段落、句型转换、句子翻译等等。
Step5：Writingactivity
1.教师提出写作任务：
2.四人小组合作完成写作任务。其中一人为记录员，其他三人各负责一个问题。
3.每个小组派一名代表到讲台上分享各小组的观点。
4.教师对学生的写作给与点评。
[教学目的]本环节的目的是提供学生展示运用本课所获取的信息和语言知识来表达自己的观点并进行阐述的机会，有利于提高学生的综合语言运用能力。
Step6 Homework
1.小组课后修改课堂上完成的回信后上交。
2.课后上网查阅有关徐本禹的资料，下节课分享。
[教学目的]课堂上着重口头表达，课后着重学生落实在笔头上，二者结合，有利于学生巩固所学知识。
最新高一英语教案人教版范文4篇(高二英语教案人教版)相关文章：