染雾高一英语必修一教案 篇一
第一篇内容
Title: Unit 1 Lesson 1 Teaching Plan
Objective:
- To introduce and familiarize students with the topic of "School life"
- To develop students' listening, speaking, reading, and writing skills
- To enable students to use new vocabulary and sentence structures in context
Materials:
- PowerPoint presentation
- Handouts with exercises and activities
- Whiteboard and markers
Procedure:
1. Warm-up (10 minutes)
- Greet the students and ask them about their summer vacations.
- Show pictures of different school activities and ask students to guess the topic of the lesson.
2. Pre-reading (15 minutes)
- Present new vocabulary related to school life using the PowerPoint presentation.
- Engage students in a discussion about their own school life experiences using the new vocabulary.
3. While-reading (20 minutes)
- Play an audio recording of a conversation between two students talking about their school life.
- Ask students to listen carefully and take notes on the main points of the conversation.
- Conduct a class discussion to check students' comprehension and understanding of the conversation.
4. Post-reading (15 minutes)
- Divide the class into pairs and ask them to role-play a similar conversation about their own school life.
- Monitor and provide feedback to each pair.
- Ask some pairs to perform their conversations in front of the class.
5. Language focus (20 minutes)
- Introduce and explain the use of comparative and superlative adjectives in English.
- Provide examples and practice exercises for students to apply their knowledge.
6. Consolidation (10 minutes)
- Assign a writing task for homework where students describe their ideal school life using comparative and superlative adjectives.
- Answer any questions or concerns students may have.
7. Wrap-up (5 minutes)
- Summarize the main points of the lesson and encourage students to continue practicing their English skills outside of the classroom.
Assessment:
- Monitor students' participation and engagement throughout the lesson.
- Evaluate students' understanding of the new vocabulary and sentence structures during the role-play activity.
- Grade students' homework based on their ability to use comparative and superlative adjectives accurately.
高一英语必修一教案 篇三
人教版高一英语必修一教案
作为一位不辞辛劳的人民教师，有必要进行细致的教案准备工作，教案是教学活动的依据，有着重要的`地位。那么教案应该怎么写才合适呢？下面是小编帮大家整理的人教版高一英语必修一教案，供大家参考借鉴，希望可以帮助到有需要的朋友。
(一)明确目标
1. Read through the text live to ride.
2. Understand “live to ride”.
3. Learn to write a description.
(二)教学过程
Step1 Warming up
Task 1
Report about the passages found the day before.
T: Yesterday we have the work --- to find and read a few passages about theme parks. So now please describe the thing you have got in hand.
Students may talk more about rides, skiing, rafting, surfing, skyping, adventure travels or other adventure activities.
Task 2 Read the information below and make up a dialogue.
Notice: This is taken from a website of the U.S. It’s about a kind of roller coaster. Students will find much detail in it.
设计意图：以生活实际例子为引导，可操作性强。
Ant Farm Express
Type: Steel - Mine Train Height: 41 Feet Train Type: 30 Passengers
Designer: Arrow Dynamics Drop: 32 Feet # of Trains: 3
Year Built: 1971 Top Speed: 37 MPH Elements:
Ride Time: 3 Minutes Length: 2,350 Feet # of Inversions: 0
Color: yellow G-Force: Other:
Comments: Operated at Dolly wood 19xx-1998 as the Thunder Express. Also operated as one of two mine train tracks called the River King Mine Train at Six Flags St. Louis from 1971 to 1988. Relocated here in 20xx.
Photos: ……
Students may raise questions as follows:
What’s the name?
When was it built?
How many passengers can it take at a time?
What is the length?
How high can it go?
What about the top speed?
Are there any comments about it? … …
Step2 Reading
Task 1 Skimming
Question:
What attraction can be found important in theme parks? → Rides, the “thrill ride” …
Task 2 Scanning
Questions:
1. How do people ride roller coasters nowadays?
2. What is a thrill ride like?
Answers:
1. Rides are wider and scarier than ever.
The cars run faster, the tracks are higher, and people go through twists, loops, and drops. Some let people race against their friends.
Some ride through darkness inside a mountain and a building.
2. Very exciting and scary.
Thrill rides use speed, motion, and special effects to give you a thrill.
Some let you feel what it is like to fall through the air.
Some rides send you through caves and even rivers.
Thrill rides can also send you into space or deep down in the ocean.
Task 3 Discussing
Group Work Question: What else can we do in a thrill ride?
S1: We can dash through the snow during the ride.
S2: We will ride together with some animals.
S3: The car rides in a desert. … …
Summary:
We can imagine so many ways, but it’s still not enough.
The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.
Quote: The great progress in science roots in completely new and brave imaginations of the human beings. ---- Dewey
“科学的伟大进步源自于崭新与大胆的想象力。” ----- 杜 威
Step3 Designing
Activity1: Design the scariest and most exciting ride in the world.
Tips: What should your ride look like?
How large is it? What is the length? How many people can it take?
How fast should it be?
How would you design the loops, corkscrews and other features?
How much should it cost? What about the ticket for each? …
Activity2: Design a new theme park.
What is the name of your park?
What is the theme of the park? Any attractions?
What do you want to show visitors, give visitors, and teach visitors?
How much will it cost to visit the park?
T: Write down your ideas and then talk with your partners.
Activity3: Some students describe theirs and then others may raise questions after that. The reporters try to get their designs muchmore wonderful.
Step4 Tips
Task Learn how to describe the thing one is writing about.
Use the questions when thinking.
1. What does it look like? How big is it? What color is it?
2. What does it sound like?
3. What does it feel like?
4. What does it smell like?
5. What does it taste
6. How does it work?
Step5 Checkpoint
Activity: Students go through the Checkpoint and do the exercise.
The –ing form can be used to modify verbs.
Exercises:
1. The old man smokes a great deal, only his health worse.
2. the host into the meeting room, we found many new faces.
3. the Film Jurassic Park III, we walked out of the cinema.
4. in the heavy rain, the pupils got all wet through.
5. Visitors leave the museum more about nature.
6. Dr Wu replied to the invitation, xxx.
Step 6 Assessment
Students do inpidual work for self-assessment.
Step7 Homework
Write about an unforgettable place.
Go over the whole unit and revise the words and expressions…
