下面小编给大家整理的UNIT5高一英语教学教案，本文共4篇，欢迎阅读!本文原稿由网友“cyko110”提供。
篇1：UNIT5高一英语教学教案
UNIT5高一英语教学教案模板
题目：Unit 5 Silver Screen
科目：英语
授课老师：xxx
授课班级：高 一（七）、（九）
课时数：6（+1测验）教案
相对应授课日期：10 月25号――11月1号
日期：10月24号
电子教案设计老师：xxx
Teaching Plan for Unit 5
1 ．Teaching goals and Learning goals:
Language skills:
①Talk about films, famous actors and directors
② Practise making comments and giving opinions
③Learn to write about a film Language knowledge:
①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also
②Patterns:*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low.
③grammar*关系副词when, where, why引导的定语从句。 关系副词when, where, why引导定语从句，在从句中分别作时间、地点或原因状语。关系副词的意思相当于“介词+which结构”，其用法分类列类如下：
关系副词
被代替的先行词
从句中的`作用
when(=at, in,on,during which)表示时间的名词时间状语where(=in,at which)表示地点的名词地点状语Why(=for which)只有reason原因状语*由介词+关系代词（who, that, which）引导的定语从句。当关系代词whom或which在定词从句中用作介词宾语时，介词可放在whom或which之前，也可放在从句中原来的位置上。即放在从句的动词之后；由不及物动词构成的短语动词一般不可拆开，必须连用，如关系代词省略，则介词必须与从句中的动词连用，不能拆开。关系代词that作介词的宾语时，介词一定不可位于that之前。
④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous.
2 ．Teaching plan in sequence:
Hour One warming up, listening and speaking (Homework: preview “reading” Hour Two Reading (Homework: Recite Par 1―2) Hour Three Reading (Homework: p110―111,grammer,p182) Hour Four Language study (Homework: P112(3) Hour Five Integrating skills (Homework: P112―113 integrating skills) Hour Six Work book, listening, talking, writing (Homework: Write about a film) Hour Seven Test Hour One
Step One Warming up (12 minutes)
Step Two Listening (13minutes)
Step Three Speaking (15 minutes) Warming up Questions by teachers:
（1）What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien)
（2）Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …)
（3）Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.)
（4）Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed.
Help students understand the following expressions.
（1）interview
（2）leading part
（3）studio
（4）Melbourne
（5）How did that come about?
（6）Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary p 110―p 111 Hour Two
Step One : Check the homework in class orally
Step Two: Pre-reading Questions by teachers
（1）What kind of movie will you make? (fiction film, fantasy film, animation film, historical film)
（2）Which one would you like to become? An actor/actress, producer or director?
（3）If you are a director what actors/actress will you choose? (Ask them to use imagination)
Step Three：
（1）Play the tape and Ss books closed
（2）Ss read the material freely
（3）Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:
Paragraph 1: yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire light
Paragraph 2: He couldn’t go to the film Academy because of his low grades. He finally got a job which won him the youngest director in th
篇2：高一英语必修一unit5教案
(一) 教材地位和教学内容分析
本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。Reading设计为本单元的第2课时。本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。“Reading――― A NIGHT THE EARTH DIDN’T SLEEP” 具体描写1976年唐山大地震的震前、震中和震后。本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。但文章的结构较明显，较容易归纳出各部分的中心词。
(二)教学目标
1. 语言知识目标：
a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。
b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destroy,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,army,organize,bury,coal,mine,shelter,fresh,percent等，以及 right away, at an end, dig out, give out, thousands of以及一些优美句子的赏析。
2. 语言技能目标：
a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意;通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词;通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。
b) 让学生复述课文，分析、感悟作者的写作意图。
c) 让学生运用本节课所学词汇、知识，通过采访唐山大地震幸存者的形式进行小组活动，提高学生用英语进行创造性交流的能力。
a)学会有关地震的知识，并能通过学习讨论懂得地震时的应急逃生，地震后如何科学救人和有关地震的形成和减少地震所造成的损失等一般知识。
b)懂得地震无情人有情，即使发生了多么可怕的灾难，国家和解放军兵都会不顾自身安危，奋力抢救，培养学生一方有难、八方支援的互助友爱精神。
c)了解自然灾害会给人类带来严重的破坏性后果，让学生进一步感悟、领会到人类应与自然界和谐共处。
d)培养学生的合作意识和“合作学习”的习惯。
e)欣赏课文中优美句子，了解一些英语修辞手法，使学生在学习完课文之后得到一次美的享受，一次心灵的愉悦和升华。
(三)教学重点和难点：
1. 重点
1)让学生了解唐山大地震，了解地震的成因、预兆、地震造成的损失，地震时的应急救生以及震后的救援。
2)训练学生的阅读技巧，提高阅读能力。侧重培养学生对文章的整体性结构的把握和挖掘作者写作的意图，突出培养学生以下3个方面的能力：
a.文章段落中心词把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.总结归纳能力。
3)重点掌握有关地震的词汇，特别是shake, burst, ruin, injure, destroy, shock, quake, rescue, disaster, army, organize, bury, shelter。
4)欣赏并理解课文中优美句子，让学生掌握一些英语修辞用法。
2.难点
1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。
2) 如何使学生学会提取、筛选和重组文章中的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。
三、说教学方法
1、任务型语言教学法
任务型语言教学认为：人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习要强调通过“做中学”、“学中做”，使学生在完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组，进行一次就地震后幸存者的访问。该设计基于课文内容，但又不局限于课文的范畴，旨在贯彻“做中学”、“学中做”策略，吸引和组织他们积极参与，并通过讨论、交流和合作等方式，在自然、真实的情境中，完成任务，体会、掌握语言的应用，达到学以致用的目的。
2.直观法(视听教学法)
充分利用多媒体教学手段，通过播放影视剪辑，与课文主题相关的图片、图表等直观手段，在充分调动学生学习兴趣的同时，降低学习难度，突破重难点。
3.合作学习教学法
合作学习教学法是以小组活动为主体的一种教学活动，一种同伴之间的合作互动活动。合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调整学生的语言焦虑感。因此，本课打破传统的教师单向灌输，采用“四至五人组成一个学习小组”的课堂教学结构，来组织教学，旨在营造轻松的学习氛围，为积极学习提供有利的条件，让学生在完成任务的过程中通过互相交流，降低语言焦虑感，获得愉快的学习经历，从而对学习本身和所学内容产生兴趣感。
四、说教学过程
STEP1 导入 lead-in
在课堂开始，我会给学生播放一段有冯小刚导演拍的-《唐山大地震》的片段节选，让学生能通过-能理解和体会到自然灾害给人类带来的巨大灾难。让后直接导入今天的课题。这个能激发学生去了解这篇文章的兴趣，积极加入课堂。 Step2 pre-reading 读前
在这个环节我会在学生在读这篇文章之前给出几个问题。但是并不要求学生马上给出答案。而是要求在下一环节的阅读中找出答案。
Step3 while reading
在这个环节当中我设计了3个活动
第一个活动 activity1 fast reading
给学生几分钟的时间，让后让学生快速阅读这篇文章，并找出在读前所给题的答案，在读完文章之后，让几个同学来进行回答。
第二个活动 activity2 scanning
放录音，让学生跟随录音快速阅读，并要求学生找出每一段落的中心句，并在读完之后，要求得出这篇文章的整体大意。并让学生起来进行回答
第三个答案：acrtivity3 task 在这一环节当中我会设计一个任务。任务类型为知识的抢答。
首先我会将整个班级分为若干个小组，每组有七到八个人。并选出小组长。这一环节中我设计了十个对错题，(true or false),要求学生以小组的形式进行抢答。并作出得分记录，最后还要评选出第一名。在抢答过程当中，我并不只单单是以游戏的形式来完成这一任务，只是简单的完成对错题，我会要求每组在抢答的过程当中，要对他们所选的答案进行解释说明为什么。让学生在这个过程当中真正玩有所得。
Step 4 post-reading
这一环节我会把我们所读的这篇文章设计成一篇阅读题的模式，设计五道选择题，用幻灯片展示出来，并让学生进行选择。题目的设计会以文章的主旨大意和一些细节作为试题。这让学生能在这一环节当中对刚刚已经学习知识进行巩固。
Step5 summary
在这一环节中我会整堂课做一个简短的总结，并再一次强调本次课的重难点。让学生明确本课的重点，再一次明确课堂目标。和引导学生对这篇文章的情感态度进行升华。
Step6 homework
作业：
1、要求学生背诵本次课的重点词汇和短语
2、要求完成相应联系。
3、要求学生课后通过各种途径查到关于地震的常识，并去了解一些 逃生的小常识，下节课来全班同学一起分享。
篇3：高一英语必修一unit5教案
教学重点难点：
(一)重点
1. 本单元的生词、短语
2. 有关旅游的一些表达法
3. 掌握游记与来往书信的写法
4. 复习动词的用法以及现在进行时用于将来的表达法
(二)难点
1. 动词时态的综合运用
2. 语法操练与语言交际活动的有机结合
3. 一些开放性话题的实现
4. 课外查阅资料的能力培养
教学目标
1. 语言知识与技能
1) 熟练掌握与话题相关的常用词汇与表达法
2) 培养学生听、说、读、写四技能的综合运用能力
3) 使学生能就given topics较好地完成一些开放性话题
4) 培养学生使用图书馆、网络查阅资料的能力
2. 情感态度与文化意识
1) 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣
2) 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势
3) 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识
4) 带领学生领略世界风光之美的同时，增强他们的环保意识
3. 学习策略
1) 兴趣教学策略,其中包括对话、讨论、表演等
2) 开放式教学策略，如：brainstorm, role play, given situations 等活动
3) 任务型活动策略，在做中学，在交际中进行真实运用
为了有效地达到以上教学目的，我设计了以下六个任务：
1)The students are to discuss the means of transportation
2)The students are to describe a place they know
3)The students are expected to know what an adventure travel is like
4) The students are supposed to take a virtual travel
5) The students are to write a travel diary/letter
6) The students are to finish a proposal letter/make a survey report
我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)， Reading(一)(1课时)，Reading( 二) (1课时)，Grammar & Writing(1课时) ，Integrating skills (1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。
任务型语言教学的倡导者认为，掌握语言的途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到状态。
篇4：职高高一英语教学教案
职高高一英语教学教案
课 题 Unit 1 Lesson Two The Internet 第 2 课时
学习目标 Reading Training
学习重点 Reading skills 备课执笔 吕师川
学习难点 Reading and Comprehension 修改施教
教具准备 blackboard and tape-recorder 施教日期 2007年 8月 25 日
教师活动及教法 学习内容及知识梳理 学生活动及学法
Greating
and
warm-up Ask some students to make comments on the speech.
Then sum up. I surf the Internet. Ask a student to give a speech on surfing the Internet.
Fast and careful reading
1.Tell the students to read the two questions in pre-reading, then ask them to skim the text, thinking of the two questions and try to find out the answers.
2.Ask the students to read the text more carefully again. Then divide the students into some groups, let them discuss the questions. And ask some representatives to give their opinions, then sum up. 1. Pre-reading. (skimming)
(1). What do you know about the history of computer?
(2). Do you know how to surf the Internet?
2. Reading. (careful reading)
We are all talking about and using the Internet. But how many of us know the history of the Internet?
Many people are surprised when they find out the Internet was set up in the 1960s.……
At first, only the government used the Internet, but in the early 1970s, universities, hospitals and banks were allowed to use it, too.……
Today, it is easy to get on line and it is said that millions of people use the Internet every day.……
1.Skim the text, get the main idea, think of the two questions, try to find out the answers.
2.Read the text more carefully.
Discuss the questions, then give their own opinions.
Post-reading 1.Ask the students to scan the text and try to find out the details of the exercises.
2.Ask the students to give their answers.
3.Walk around the whole class, correct the students’ mistakes if necessary.
Post-reading. (scanning)
Choose the best answer according to the text.
(1). The Internet has a history of ________.
A. more than fifty years
B. less than twenty years
C. more than thirty years
D. less than thirty years
…… 1.Scan the text and try to find out the details of the exercises.
2.Choose the best answer according to the text.
Summury
and
discussion Divide the students into some groups to discuss the two questions in post-reading.
Ask some representatives to give their opinions and then sum up. Discussion.
(1). What will you do when you surf the Internet?
(2). What do you think the computer can do in our life? Discuss the two questions in post-reading.
Give their own opinions.
Homework To apply for an qq number and chat with others by the qq.
Unit 1 Good Friends
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 Presentation and discussion (warm-up)
Put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like?
What qualities should a good friend have?
Should they be funny, smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SPEAKING. Ask some questions:
1.What doesn’t John like?
2.What does Joe think of music and skiing?
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3 Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/Practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2
Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 Pre-reading
Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
At the same time explain the language points if necessary.
Step 4 Post-reading
Discuss the following questions in the Part POST-READING.
Step 5 Homework
Prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the Part Grammar on P5.
Step 4 Practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
Lesson4
Step 1 Revision
Check the homework.
Step 2 Presentation
Present simples of e-mail to get the students a general idea of e-mail.
Step 3 Explanation
Tell the students some tips of writing an e-mail by learn the above e-mail simple.
Step 4 Writing
Ask the students to write an e-mail message.
Step 5 Homework
Ask the students to try to write an e-mail to their e-pal.
Unit 9 Lesson 34 The West Lake
ⅠTeaching contents
Lesson 34 “The West Lake”
Ⅱ Teaching aims and demands.
1. Teach some useful words and phrases about introducing some places. And make Ss be able to use them properly.
2. Improve the Ss’ reading ability.
3. Get the Ss to learn sth. about the west lake.
4. Get Ss to learn how to describe a tourist attraction.
5. teach Ss to love our hometown and motherland.
Ⅲ Teaching important and difficult points
Teaching important points:
1 Improve the Ss’reading ability.
2. Get Ss to grasp some useful expressions and to be able to describe some tourist attractions.
Teaching difficult points:
1. Make Ss have a discussion in groups of four and improve Ss’ ability of Speaking.
2. Make Ss try to describe some tourist attractions.
Ⅳ Teaching procedures
Step 1 Lead-in
T: Do you like watching any TV plays?
(Show Ss some stills of TV play “The Romaunt of the Hero Who Shoot Vultures” and talk about Zhoushan. Learn how to introduce the location, landscape, weather and attractions.
Show Ss some pictures of places of interest , revise them and lead into the text “The West Lake”.
Step 2 Scanning
T: The west lake is one of the most tourist attractions in China. Today we’ll learn Unit 9 Lesson 34”The West Lake”
Let Ss go through the text quickly and find out the following subjects included in the passage.
climate location landscape people history
culture size sports products art
Listen and Find out the main idea or the topic sentence in each para.
Para 1 Its location ,area and three sides
Pare 2 he West Lake has been well-known for its scenery
Para 3 The West Lake ,a pearl in Hangzhou will shine in China forever
Para 4 The West Lake is one of the most famous tourist attraction in China
Para 5 Stories about the West Lake
Step 3 Careful reading
Read each paragraph carefully , and do the following exercises.
Para. 1
Q1:What did Marco Polo think of Hangzhou?
He called Hangzhou the most charming city.
The West Lake is one of the most famous tourist attractions in China.
Language points:
Charming city, tourist attraction
Para. 2
Let Ss read the para. and fill in the blanks.
Location: ______________________( in the west of the city)
Area: ___________________________ (6.03 square kilometers)
Three sides: ______________________ (is surrounded by hills)
What does the word “them”(L5. Para.2) mean?
(Location, area, hills on three sides.)
Language points:
be surrounded by, make up
Para. 3
1.Why is Hangzhou called “Xizi”?
Enjoy a Chinese poem《饮湖上，初晴后雨》
2 Why is the West Lake really a great wonder of the nature?(D)
A.Because of green hills.
B.Because of flowing water and fish.
C.Because of old bridges.
D.All of the above.
3 The West Lake is a great attraction to tourists only in spring.( F )(Let Ss enjoy the west lake in all seaons)
Language points:
1.Which sentence has the same meaning as that of the word “wonder”in the text?
A I wonder if she knows we’re here. （V. 想知道）
B She wondered at the tall buildings and crowded streets. （ v. 对…感到惊讶）
C The Great Wall is one of wonders in the world. ( n.奇迹，惊讶，惊叹)
D The students wondered when they would go for an outing . ( v. 想知道)
2,compare… to… , be well known for, a great wonder of nature,ect.
Para. 4
1. What stories are used in the text?
2.LeiFeng Tower was not in a good condition for more than half a century.(T )
It was ruined in 1924 and rebuilt in 2001.
3. Why does the writer use the stories?
It can add the colour of _________to the West Lake.They can also show away of its_______. Besides, stories passed from generation to generation make the lake more_________.(Try to make answer the question easily.)
Language points:
from generation to generation, add the color of romance to…, be imprisoned by ,
Para 5
Why is the West Lake so popular?( D)
Which is not the reason for the popularity with the West Lake?
A. Because its scenery is very charming.
B. Because the stories about the West Lake passed and its culture.
C. Because many activities are successfully held in the city to make it more attractive.
D. It’s one of the longest lakes in China.
Language points:
There’s no doubt that …
Step 4 post reading
Enjoy some landscapes of the west lake.
Let Ss read the whole text and fill in the blanks,
Step 5 Discussion
Show Ss some pictures of places of interest in Rui’an. Let Ss Discuss “How can we attract travellers come to Ruian?” in groups. Then let several Ss introduce Rui’an in class as guides.
Step 6 Homework
1 Read the text fluently
2 Write a short passage about Rui’an.
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