“牵手向明天”通过精心收集，向本站投稿了9篇unit1八下人教版教案，以下是小编为大家整理后的unit1八下人教版教案，仅供参考，欢迎大家阅读。
篇1：unit1八下人教版教案
unit1八下人教版教案
一、Teaching date:
二：学情及教学内容分析:
主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外，本单元还涉及到党当人身体不适时，医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇，文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…?” “I have a headache/stomachache/toothache.” “Does she/he/ have a fever/cold/toothache…?”总的来说，本单元的相关语法知识并不难。
教学目标:
三：教学目标：
1. 语言知识目标：
1) 能掌握以下单词以及短语：matter, sore, have a cold, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, toothache, headache, break, hurt, enough water, take breaks away from, all weekend, take one’s temperature, in the same way, go to a doctor, see a dentist,
2) 能熟悉以下句型： What’s the matter with…?”
“What should I/ you/ he/ she/they… do?”
“I/ you/ he/ she/they should do…”
2. 情感态度价值观目标：
教会学生关心他人，培养同学间团结、友善的精神。
四：教学重难点
掌握相关的单词和词组，并能够灵活运用会使用以下句型： “What’s the matter with…?”“What should I/ you/ he/ she/they… do?”“I/ you/ he/ she/they should do…”
五：教学流程：
Step1 Greet the whole class as usual.
T: What’s the date today?/ What day is it today?/ How’s the weather?/ How was your weekend?/What do you usually do on weekends?/ Do you like exercising?/ How often do you exercise?/ That’s great! To do exercise can keep us healthy, but if we don’t pay attention to our health, there will be something wrong with our body. Now , look at these people.
Learn some new words.
Step2 引入一般过去时，对上学期所学知识进行复习。
Step3 Learn 1a on page 1. Look at the picture. Write the correct letter.
arm, back, ear, eye, foot…
Step4 1b Listen and look at the picture, then number the names on page 1.
Nancy Sarah David…
Step5 Practice the conversations.
What’s the matter with…? She talked too much yesterday.
知识点归纳：
当某人心情沮丧，闷闷不乐，身体不舒服或是遇到麻烦事时，可以用下列问句：
What’s the matter? What’s wrong with sb/sth?
某人/某物怎么了?(sb:哪儿不舒服/出什么事了/为何不高兴?sth:某物出了毛病或故障)可以用下列问句：What’s the matter with you?/ What’s the trouble with you?/ What’s your trouble?/ What’s wrong with you? /Is there anything wrong with you?
Step 6 Listen and number the pictures on page 2.
Step 7 Listen again and then match.
1. fever a. lie down and rest
2. stomachache b.drink some hot tea with honey
3.cough and sore throat c. see a dentist
… …
知识点归纳：
You should drink some hot tea with honey.
(1) with 做介词，意为“有，带有”表示某物带有或具有某种特征。介词短语with honey做hot tea 的后置定语。例：a tall girl with long curly hair.
(2)with还有“和某人某物在一起”，表示伴随。例：I like to talk with my friends.
with还有“用……”表示使用“某种工具、手段等”
例：Cut it with a knife/wirte with a pen/with the help of……或with one’s help
with还有“关于……对于……”表示 “关系和适应范围” 例：be angry with
Step 8 Role-play the conversation.
先带领学生学习书中对话部分所出现的语法知识，新的词组以及新的句型。并要求学生熟读本部分课文。
对话中主要词组： take breaks away from, all weekend, take one’s temperature, in the same way, go to a doctor, see a dentist, get an X-ray, cut oneself.
六：设计意图及反思
unit1八下人教版Period 2 (3a-Grammar focus)
一、Teaching date:
二：学情及教学内容分析:
主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外，本单元还涉及到党当人身体不适时，医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇，文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…?” “I have a headache/stomachache/toothache.” “Does she/he/ have a fever/cold/toothache…?”总的来说，本单元的相关语法知识并不难。
教学目标:
三：教学目标：
1. 语言知识目标：
1) 单词以及短语: passenger, get off, on to, to one’s surprise, trouble, hit, right away,
get into, herself, see sb doing sth, thanks to, save a life, think about, in time, wait for,
take …to…, tell …to do …
2)巩固一般过去时，熟练使用动词的过去式。
2. 能力目标：
运用推理判断法解阅读理解题
3.情感目标：培养学生主动救助处于危险境地的人的精神，在紧急关头，有勇气做出正确的决定。
四、教学重难点
1. 教学重点：一般过去时的复习;
2. 教学难点：在阅读材料中，准确地提取所需信息。
五：教学流程
Step1 Learn some new words and review the words that we learned yesterday.
Step2复习一般过去时态，并带领学生复习常见动词的过去式。
see run get say know stop save ….
Step3 先让学生自己阅读教材3页的文章，并找同学说出本篇文章的大概内容。
Step4 在学生熟读课文后，带领学生一起分析文章中出现的短语、语法点以及句型。
see sb doing sth, get off, without doing sth, in time, think about, thanks to, wait for, agree to…
本篇文章内容是当今社会议论广泛的话题，即在路上遇到有人摔倒要不要过去帮忙，要正确引导学生。
Step5Read the passage again and check the things that happened in the story on page 3.
知识点归纳：用have来回答健康问题
(1)have a cold 中have意为“患、得(病)”
(2)have意为“拥有”之意时，无进行时。
(3)have做“进行、举行”解，表示“举行某一活动”例：We will have a big party on New Year’s Day.
(4)have做“吃、喝”解，可指吃三餐饭或具体食物。例：I have tomatoes for lunch.
(5)have做“上……课”解，例：How many classes do you have on weekdays
Step6 3c Discuss the questions with a partner on page 3.
Step7 带领学生分析每一句的话的含义。
Work in groups and discuss how to keep ourselves healthy.
Step8 Grammar focus. 本部分内容要求学生记忆，并能熟练运用。
Step 9总结本节课所学内容。
六：设计意图及反思
篇2：人教版七年级上unit1教案
1.新课程的主旨主要是“以学生为主体，把课堂还给学生，教师的角色定位于示范者、引导者、合作者，而不是教师一言堂” 本人根据以学生为中心的教学思路，设计了大量问答、叙述、表演、讨论等形式多样的语言实践活动。但是在课堂中，并没有完全的做到很客观的去判断学生的实际操练过程。带着教师的主观想法：What’s your name? My name is …是一个非常简单的句型，可以一笔带过的想法。所以忽略了尊重学生的思想情感和个体差异，使他们真正成为学习的主人是这节课设计的最根本宗旨。
2.机智教学，灵活过渡是每个优秀的英语教师所应该具备的个人素质。在本堂课上，我在引入本课的Step1 部分，受到课堂用语的牵制，使得开头的介绍引入部分与前部分的铺垫脱节，过渡过于牵强，不够流畅自然。同时，我也根据青少年学生的心理特点，设计形式多样的活动，采用灵活多样的教学方法，实施趣味教学，激发、保持、巩固学生的兴趣，轻松愉快的开始、轻松愉快的过程、轻松愉快的结尾，使得整节课课堂气氛活跃、充满情趣。但是在处理听力部分的过渡中，过于牵强，似乎又把主角从学生那里抢了回来，把他们当成了完成我这个听力任务的工具。
3.教学内容“大众化”。不同的学生，对每一课的内容都会体现出不同的兴趣。所以，针对学习者构建知识结构，每一堂课都要求教师问题的设计也要根据难易，再由不同的学生基础来选择适合他们的合理问题。在本堂课中，教师的主旨就是围绕“What’s your name? What’s her name? What’s her name?”。教学任务设计虽然多元化，具体化。但是缺乏梯度化。忽略了最大限度地引导学生进行有效的自主学习，让学生能多方思考练习、多方提高。
4.忽视了黑板教学的应用。自从有了生动形象的多媒体教学，英语课堂增加了不少乐趣，而传统的黑板却因此被忽视了。在本堂课中，多媒体教学能多方位呈现教学的步骤，学生也能清晰地感受课堂线索，应该说对于基础比较扎实或者懂得合理记笔记的同学来说是可以一步到位的，但对于基础差的同学或是记性不好的同学多媒体像是电影一闪而过，课中停留了一定的印象，课后却什么都想不起来了。
通过这一堂公开课，在各位教师的精心点评下，让我受益匪浅。我不禁思考：在一节英语课中，怎样体现一节课的重点，怎样在某一特定的环节发展学生的思维、培养学生的学习能力，怎样让不同的学生能有不同的所得，都是值得我去细细思量的……
My name's Gina教学反思范文二：
教学思路：
首先是热身对话练习。与同学进行一些简单的问候，顺便复习一下前三单元的重点句型。
其次是传授新知识。通过一个自我介绍，引出本节课的核心句型：What’s your name? My name is …接着，点出核心句型中的重点单词，进行单词学习。然后是对话练习，让学生进行自我，介绍相互认识一下。之后进行巩固练习：填空和翻译练习。
再次是知识的扩展。由What’s your name?延伸出What’s her name ? 和What’s his name?.首先是单词回顾。复习一下人称代词和相对应的物主代词，有一个针对性的练习紧跟其后。然后引导学生说出扩展句型，进行详细的讲解。之后进行相应的对话练习。最后进行翻译练习加以巩固。
最后是本节知识的回顾。对本节课的三个重点句型进行纵向的总结。
在集体评课之后，根据各位老师的建议以及学生的掌握情况，我对本节课的教授过程以及教授效果做了以下的反思：
1. 课容量有点大，学生掌握起来比较费劲。本节课的内容适合分为两课时来教授。第一节课只教授重点句型一就可以了。加之以更多的口语对话练习。
2. 学生把人称代词和物主代词搞混了。表现在把两个答语混淆了。这也是课容量偏大的一个后果。
3. 课堂上没有给学生足够的思考时间，一味的讲知识。如果给学生更多的思考时间，有一些知识是可以让学生自己说出来的，不必老师讲出来。这样一方面让课堂没有那么紧张，更加活跃，另一方面提高了学生自主学习的能力。
4. 不能很好地关注学生的动态，课堂秩序比较差。我只是在关注自己的讲课，而没有与学生进行互动交流，以至于有些学生课堂纪律不好，感到无事可做。今后的讲课，应该多关注一下学生的动态，及时的把学生的注意力集中起来。
5. 集体活动比较少，学生没有得到充分的锻炼。只是有两个对话练习的机会，只有少部分的同学得到了展示的机会，课堂的参与度不够。应该抓住一切可以抓住的机会让学生站起来，张开口说英语。
通过这次讲课与评课，我及时的发现了自己在教学方面的缺点与不足，这些不足都是我在教学方面的盲区，是自己没办法发现的，感谢各位老师提出的宝贵意见和建议，我会在今后的教学中不断弥补不足，对于老师们的建议进行积极的尝试，从而来完善自己的教学思路。
篇3：人教版必修一unit1教案
Teaching Aims:
1. 能力目标：
a. Listening: get information and views from the listening material.
b. Speaking: express one's attitude or views about friends and friendship in appropriate words.
c. Reading: enable Ss to get the main idea and be familiar with reading skills.
d. Writing: write some advice about making friends as an editor.
2. 知识目标：
a. Talk about friends and friendship; how to make friends; how to maintain friendship.
b. Use the following expressions:
I think so. / I don't think so.
I agree. / I don't agree.
That's correct.
Of course not.
Exactly.
I'm afraid not...
c. Enable Ss to master Direct Speech and Indirect Speech.
d. Vocabulary:
add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight suppose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标：
a. Arose Ss' interest in learning English
b. Encourage Ss to be active in the activities and make Ss be confident
c. Develop the ability to cooperate with others.
4. 策略目标：
a. Develop Ss' cognitive strategy: taking notes while listening.
b. Develop Ss' communicative strategy.
5. 文化目标：
a. Enable Ss to get to know different opinions about making friends from different countries.
Teaching design:
Period 1 Warming-up 1课时
I. Teaching objectives:
1. Have Ss learn how to describe their friends and friendship with new phrases and structures.
2. Have Ss learn to solve problems that may occur between friends.
3. Cultivate Ss to form the good habit of learning English in Senior Middle School.
II. Teaching important points:
1. Use the given adjs. and sentences structures to describe one of your friends.
2. Learn to evaluate friends and friendship.
III. Teaching difficult points:
1. Work together with partners and describe one of your good friends.
2. Discuss with partners and find out ways to solve the problems.
IV. Teaching procedures:
Step 1. Lead-in and warming-up
Before the lesson, T can arose Ss' interests by introducing oneself and get Ss to talk about their summer holidays, or whether they had made friends during holidays.
Free Talk: 3 mins
1. How did you spend your summer holidays? How did you feel? What did you do?
2. What do you think of your new school? Do you like it? Could you say anything about it?
3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school?
Step II. Think it over
1. Give a brief description of one of T's friends. The following phrases and structures may be useful: (3mins)
His / Her name is...
He / She is...years old.
He / She likes .... and ...dislikes...
He / She is very kind / friendly / humorous...
When / Where we got to know each other...
Step III. Make a survey
1. List some qualities of a good friend or your ideal friend, have Ss get into groups of 4 to 5 to find out what each one has listed?
2. Add up the scores Ss got and show the explanations of every type.
3. Have Ss tell their partners the standards of good friends with the following structures:
I think a good friend should (not) be...
In my opinion. From my point of view. So far as I'm concerned. I suppose. A good friend is someone who...
Step IV. Talking and sharing (working in pairs)
1. If your best friend does anything wrong, what will you do?
What to do?Reasons
............
............
2. Proverbs: “What is a friend?”
A British newspaper once offered a prize for the best definition of a friend. If Ss were the editors, they could choose the best one from the following entires, and explain why.
“A friend in need is a friend indeed.”
“Friends are like wine, the older, the better.”
“A friend is a second self.”
“A friend to all is a friend to none.”
Step V. Homework
1. Write a short passage about your best friend.
2. Review the language points.
3. Preview the new words and expressions.
Period 2 Reading 2课时
I. Teaching objectives:
1. Develop Ss ' reading ability, learn to use some reading strategies, such as skimming, scanning, and so on.
2. Get Ss to realize the importance of friends and friendship and learn how to tell true friends from the false.
3. Grasp some useful words and expressions in this passage.
4. Learn the writing style of this passage.
II. Teaching method:
Task-based teaching
III. Teaching procedures:
StepI.Pre-reading
1. Have Ss discuss the following questions in group-work:
Who is your best friend? Does a friend always have to be a person? What else can be your friend?
Step II. Reading
1. Have Ss try to guess what Anne's friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it through.
2. Skimming the 1st two paras to confirm the former guess.
a. What was Anne's best friend? Why did she make friend with it?
b. Did she have any true friends then? Why?
c. What is the difference between Anne's diary and those of most people?
d. Do you keep a diary? What do you think most people set down in their diaries?
3. Reading of Anne's diary
How did she feel in the hiding place?
Two examples to show her feelings then.
Step III. Post-reading
1. What would you miss most if you went into a hiding place like Anne and her family? Reasons support.
2. Group-work
Work in groups to decide what you should do if your family were going to be killed just because they did something the Emperors did not like.
“Where would you plan to hide?”
“How would you arrange to get food given to you every day?”
“What would our do to pass the time?”
Step IV. Talking about friends and friendship
Have Ss talk about friends and friendship, and write one or two sentences to express one's own understanding of friends and friendship in group-work.
Step V. Homework
1. Interview a student or a parent to find out their opinions about friends and friendship. Write a short report to share it with the whole class.
2. Describe one of your best friends, following the writing style of this passage.
Period 3 Grammar 1课时
I. Teaching objectives:
Learn to use Direct & Indirect Speech
II. Teaching important points:
Summarize the grammatical rules
III. Teaching difficult points:
The special cases
IV. Teaching procedures:
StepI.Lead-in
Last class, we learnt Anne Frank's story. She is telling her story to two of her friends--you and Tom. Tom has something wrong with his ears, so you have to repeat Anne's sentences, using Indirect Speech. Sometimes you explain Tom's sentences to Anne---
1. “Do you feel sad when you are not able to go outdoors?” Tom asked Anne---
Tom asked Anne if / whether she felt sad when she was not able to go outdoors.
......
Step II. Grammar focus
1. Have Ss summarize the rules when they changed Direct Speech into Indirect Speech, what should be changed?
2. Group-work for discussion.
3. Check out: sentence structure, tense, pron, adverbial of time or place, verb.
4. Rules focus:
a. 陈述句:
She said,“I am very happy to help you.”---
She said she was very happy to help you.
b. 一般疑问句/ 选择疑问句:
He asked me, “Do you like playing football?”---
He asked me if / whether I like playing football.
She asked me whether he could do it or not.
c. 特殊疑问句:
My sister asked me,“How do you like the film?”---
My sister asked me How I liked the film.
d. 祈使句:
The captain ordered, “Be quiet!”---
The captain ordered us to be quiet.
e. 注意:
l 间接引语语序: 陈述语序.
l 客观事实,真理;时态不变.
l 指示代词,时间,地点状语做相应变化.
f. Summary
Direct Speech
一般现在时do
一般将来时will do
现在进行时is doing
一般过去时did
现在完成时have done
过去完成时had done
Indirect Speech
一般过去时did
过去将来时would do
过去进行时was doing
过去完成时had done
过去完成时had done
过去完成时had done
Step V. Homework
l Exs 1 on p42
l Look up new words and expressions from dictionary and do the prevision.
Period 4 Words & Expressions 1课时
I. Teaching objectives:
Learn new words and expressions
II. Teaching important points:
1. Pay attention to the different forms of the words
2. Master the words and expressions through the Exs.
III. Teaching difficult points:
1. Emphasize the methods which can be useful and efficient to do the memory.
2. How to use the new words and expressions into Ss' own composition-writing.
IV. Teaching method:
Self-summary;
Discussion;
Practice
V. Teaching procedures:
StepI.Warming-up
1. Check out the new words and expressions looked up from dictionary
2. Have Ss share their works, including the Chinese meaning, the form, the phrases, the examples, and the usage.
Step II. Practice
1. Do the words Exs in this unit
2. Discuss the answers in group-work
3. Check out the answers
Step III. Summary
1. Emphasize the key points of the words in this unit, esp some phrases and structures.
Step IV. Homework
l Recite the words and expressions.
l Preview the listening and speaking part.
Period 5 Listening & Speaking 1课时
I. Teaching objectives:
1. Practice Ss’ listening ability.
2. Practice Ss’ speaking skills of how to offer advice.
3. Improve Ss’ ability to help others to solve problems.
II. Teaching procedures
Step 1. Reading
1. Have Ss think about the questions on books, and then try to guess the brief content of the listening material according to the questions given in group-work.
Step 2. Listening
1. Have Ss get to know that besides you, Lisa also asks Miss Wang for help. What advice does she give her? Now, let Ss listen to what she says.
2. 1st-time listening: have Ss listen to the tape from the beginning to the end without any pause, ask Ss to take some notes while listening, and discuss the main idea of the listening material in group-work.
3. 2nd-time listening: have Ss listen to the tape again, and encourage Ss to repeat every sentence as best as they can after the pause. So Ss should pay attention to notes-taking, esp. the WH-Qs.
4. 3rd-time listening: the last time, have Ss listen to the tape and check out their answers according to what they heard before.
5. Check out the Exs.
Step 3. Post-listening & Speaking
1. Have Ss think about the Q:
“Do you think Miss Wang’s advice is helpful?”
2. Have Ss discuss the former Q in group-work, and have a free talk within 1min.
3. Now suppose Ss are editors of Radio for Teenagers, here are some problems for Ss to offer advice. (Give each group a problem and ask them to write their advice down.)
4. Have Ss come to the front and share their opinions with the whole class.
Step 4. Discussion
1. Ask Ss, “Do you think Anne should obey her father’s advice?”
2. Have Ss discuss the Q in group-work, and express their reasons to support their ideas.
Step 5. Homework
1. Have Ss review the listening material and consult the dictionary to deal with the words and phrases they encountered.
2. Preview the writing part.
Period 6 Listening & Speaking 2课时
I. Teaching objectives:
1. Practice Ss’ writing ability.
2. Improve Ss’ ability to write advice.
II. Teaching procedures
StepI.Lead-in
1. Have Ss read Xiao Dong’s letter on p7, and then discuss the Q in group-work within 2mins:
“What is Xiao Dong’s problem?”
2. Have every group make a list to set its own advice down for Xiao Dong.
Step II. Writing the draft
1. Have Ss get known that they should make the outline or the draft before writing.
2. Have Ss discuss how to write the outline in group-work within 1 min.
3. Have Ss pay attention to how to write a letter of advice. Here are some tips:
First, why not……?
If you do this, ……
Secondly, you should / can……
Then / That way……
Thirdly, it would be a good idea of……
By doing this, ……
Step III. Writing and Editing
1. Have Ss compose their writing within 30 mins.
2. Have Ss change their editing one another, and make the comments for others.
3. Choose the best one to share with the whole class.
Step IV. Homework
1. Have Ss summarize this unit and review new words, expressions, sentence structures, language points, grammar rules and examples.
2. Finish the Exs of this unit on workbook.
Period 7 Summary 1课时
I. Teaching objectives:
1. Develop Ss’ ability of how to make a summary.
2. Review unit 1.
II. Teaching procedures
StepI.Summing-up
1. Have Ss discuss how to make a summary and what kinds of items they could sum up in group-work within 3mins.
2. Have Ss make a list, which includes the new words, expressions, sentence structures, language points, grammar rules, examples, and so on.
3. Check out the summary.
Step II. Exs practice
1. Have Ss finish the Exs of this unit.
2. Check out the answers within group-work.
Step III. Fill in the blanks
1. Have Ss fill in the blanks on p8; p47 to make the conclusion of the whole unit.
2. Change their summary one another and have Ss comment on others’ work.
篇4：人教版必修一unit1教案
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。
在本单元课文内容讲解之前我提出以下思考问题引发学生对交友对象的思考，开阔学生的思维，并引入到阅读部分的主题--安妮和日记交朋友。
1. Does a friend always have to be aperson?
2. What else can be your friend?
在阅读读中, 给同学们讲授阅读技巧。第一遍阅读使学生了解课文的大意,学会浏览，培养学生的概括能力,并通过听录音扫清新单词的发音障碍.
Skim : To read or glance through (apassage, for example) quickly to get the main idea.
在精读讲解过程中，让同学们回答一下问题。
1.What is a true friend like in Anne’sopinion?
2. What is an ordinary diary likeaccording to Anne?
3. Why did she stay awake on purposeuntil very late one evening?
通过所学内容，引发学生思考，学习安妮的乐观勇敢的精神，培养学生设身处地为别人着想的品质，加深对本课题――友谊的理解,同时通过提问和练习提提高学生语言的掌握和运用能力。以增强其学习的信心和有效性。
在本单元教学实施过程中我总结出一下优点：
1.在新课标的指导下，本单元的教学环节设计得紧凑、合理，环环相扣，由浅入深，难易得当，符合学生的学习规律，很容易被学生接受。本节课采用“任务驱动，以旧促新”的教学策略，利用多媒体教学系统，对学生实施自主学习教学模式，教学中注重培养学生分析问题、解决问题的能力，充分发挥了学生的主观能动性，真正打造出充满活力的课堂，实现了既定的教学目标。
2. 注重学生能力的培养。在教学过程中，教师通过设计不同形式的教学活动，如同桌之间讨论，小组讨论，小组竞赛等形式，增强了课堂学习的趣味性，培养了学生的协作精神，创新能力，自学能力和知识运用能力，增进了同学之间的了解程度，听说读写几个课型，锻炼了学生的听说读写各项技能。
本单元教学实施过程中的不足：
1、重视培养学生良好的学习习惯(1)记的习惯(2)读的习惯(3)写的习惯
2、在教学过程中，教师要善于启发和激励学生，帮助学生克服“不张嘴”的心理障碍，尤其要注意对学生进行及时的鼓励和表扬，以增强他们的自信，消除他们的顾虑。
3、教师要注重对学生学习习惯和学习方法的指导，培养学生的自学能力，便于学生今后能够更主动地学习。
4、在时间的分配上不是很紧凑，出现了前松后紧的的情况，以至于在最后小组讨论时，时间太少，学生没能充分的发表自己的看法。这些问题，在以后的教学时间中一定要注意。
篇5：人教版高一英语必修一unit1教案
This is the first period of this unit.In this period，students are expected to discuss what kind of person they are.The purpose is to give students chance to practice their oral English，at the same time，they can have a general idea about what are the qualities they should find in a great person.In this period，there is a part designed to practice speaking and reading.In order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially Nelson Mandela.What’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study.
●三维目标 1.Knowledge：
Learn and master the new words and expressions in this period. Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal
Phrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison
2.Ability：
(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Do reading practice to improve the students’ reading abilities. 3.Emotion：
(1)Learn about some great people and qualities they have in common. (2)Develop the students’ moral quality. ●教学重点
(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Enable the students to grasp the main idea of the passage. (3)Improve the students’ reading ability. ● 教学难点
(1)How to express their own opinions and ideas. (2)How to grasp the main idea of a text or a passage. ●教具准备
The multimedia and the blackboard. ●教学过程 Step 1 Greetings
Greet the whole class as usual. Step 2 Lead-in T： (Walk to one boy) Wang Bin，what do you usually do on weekends? S1：I sometimes play basketball with friends.I like basketball very much.
T：Do you know who he is?
S1：Of course I do.He is Jordan，my idol.He is the best basketball player in the world.I have many pictures of him.
T：Yes，you’re quite right.He is very famous and many people all over the world worship him.But do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens?
S2：Yes，we learnt about this in our history classes.The blacks were first brought to America as slaves.They were treated badly and they had no rights.
T：That’s right.But we all know that things are different now.Do you know how they could have the same rights as the whites?
S3：We don’t know much about this.Please tell us more.
T：OK.Many people devoted themselves to this.Some were put into prison and some even lost their lives.Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men.
(Show the following pictures and their information on the screen
篇6：人教版高一英语必修一unit1教案
(1) 课题：Earthquakes (2) 教材分析与学生分析： 本单元的主题是“地震”。 Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。Learning about Language 部分涉及了本单元的词汇和语法。该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。Using Language部分的“读写说(Reading, writing and speaking)”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。随后的听力(Listening)是一位美国人以第一人称叙述他在19旧金山大地震中的可怕经历。写作(Writing)部分训练学生如何写新闻报道，学会拟地定写作提纲。 (3) 课时安排：The first period: Reading The second period: Reading
The third period: Listening The forth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标： ① 知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援; 掌握和运用本单元出现的新词汇和短语以及数字的表达法;熟练运用that, which, who, whose引导的定语从句;学会写英文新闻报道，拟订写作提纲。
② 过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。救护人员和解放军官兵不顾自身安危，奋力抢险的事迹，地震无情人有情，感人至深。因此可以将他们作为素材，设计多种任务，展开课堂教学活动。如：1. 组织学生讨论震后孤儿的安置2. 模拟采访被抢救的矿工。 3. 写一篇新闻故事，描述救护人员和军队救灾的感人故事。
③ 情感态度与价值观：培养日常对自然现象的观察能力和思考能力，对地震等灾难中逃生和救生方法的了解。
(5) 教学重点和难点：
词汇：shake rise smelly pond burst canal steam dirt ruin injure destroy brick dam useless steel shock quake rescue electricity disaster army organize bury coal mine shelter fresh percent speech honor prepare Europe
短语：at an end right away dig out a (great) number of give out thousands of
重点语法项目：由that, which, who, whose引导的定语从句. 难点： 1. Teach the students how to enjoy an article 2. Teach the students the way to express themselves. 3. The usage of the words of that, which, who and whose.
(6) 教学策略：Student-centered method, asking and answering, explaining and practicing, reading and discussion, speaking and listening, pair work (7) 教学煤体设计：A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计：穿插于分课时教学设计中
(10) 教学反思或值得改进的地方：见每个课时最后部分。
篇7：人教版高一英语必修一unit1教案
(1) 课题：Travel journal (2) 教材分析与学生分析： 本单元的中心话题是旅游，通过旅游日记的方法描述旅行见闻。Warming Up部分让学生想象自己住在青海，要去东南亚旅游。要求他们选择三个不同的地方并查出不同交通方式及所需费用。然后与同学讨论六个话题，使学生了解旅游的必要手段和必须备的费用。Pre-Reading部分的两个问题主要是引导学生向阅读部分过度; Reading部分“湄公河旅行日记(Journey Down the Mekong)”的第一部分讲述了王昆和王薇梦想往湄公河做自行车旅行，并为之做准备的过程;文章的第二部分A Night in the Mountain放在“语言运用部分”中，主要讲述了他们在西藏山中度过的一宿，爬山路的艰苦和乐趣;Comprehending部分通过回答问题、让学生填写表格在课文中找到王薇和王昆对旅行的相同和不同看法，加强学生对课文细节的进一步理解; Learning about Language 部分讲述了主要词汇及其运用和主要语法项目(用现在进行时表示将来)。 (3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading: Journey down the Mekong
The third period: Learning about Language The forth Period：Using Language (A NIGHT IN THE MOUNTAINS)
The fifth period: Listening and writing
(4)教学目标： ① 知识与技能：了解旅游所需的准备工作，其中包括精神与物质准备。选择旅游时间、景点、路线、交通工具(火车、汽车、轮船、飞机、自行车等); 掌握旅游常识，学会解决旅游中出现的一些问题; 掌握和运用本单元出现的新词汇和短语;学会向别人告别和祝愿;掌握用现在进行时表示将来时的用法。
② 过程与方法：根据课文和所提供地图的提示，给学生布置一些任务：Imagine you are planning a trip. 1. What are you planning for the trip? 2. Where are you going and what are you planning to do each day? 3. How are you getting there?
4. When you leave home, what will your family and your friends say to you?布置这一任务的主要目的是让学生在理解课文的基础上学会如何安排旅行，知道旅游需要什么准备，采用什么方式旅游，以及离开家时家人和朋友对他们说什么。
③ 情感态度与价值观：在实际生活中运用所学知识去安排旅游、选择地点和路线、选择旅游方式。学会写旅游日志。
(5) 教学重点和难点：
词汇： journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude shorts camp record topic familiar brave
短语： change one’s mind give in
重点语法项目：现在进行时表将来 When are you leaving? How are you going there? Where are you staying? How long are you staying there? When are you coming back?
难点：1. How to grasp the main idea of the text and how to tell the host’s attitude. 2. How to use the words and the Present Continuous Tense expressing futurity. 3. How describe what they see and hear. 4. How to write a short letter and how to give best wishes to sb.
(6) 教学策略：Reading and discussion, speaking and listening, pair work, explaining and practising (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计： 穿插于分课时教学设计中
(10) 教学反思或值得改进的地方： 见每个课时最后部分。
人教版高一英语必修一unit1教案
篇8：人教版高三英语unit1 grammer(subject)教案
主语教案
第一章 主语
一、教学目标
通过本章学习，使学生了解什么是主语，什么可以作主语，从而减少学生在语言使用中，尤其是书面表达（短文、中译英）中的错误。
二、教学重点和难点
动名词、不定式和主语从句作主语及要注意的事项。
三、教学方法
Teacher
1．
A．You are wanted on the phone.
B．John has three sisters. Mary is the cleverest of the three.
C．---- What makes you so upset?
----Losing the wallet.
D．It's no use crying over spilt milk.
E．To see is to believe.
F．It is possible to fly to the moon by spaceship.
G．Whether he comes or not doesn't matter．
H．It is well known that the moon has no light of its own.
I．It is not known where the meeting was held.
2．动名词与不定式都可在句子中作主语。动名词作主语时一般来说指的是一个概念或一个既成事实。如上边的例句C，问及什么令你感到不快时，回答说是Losing my wallet。完整的句子应当是：Losing my wallet makes me so upset．再如：Teaching English is my job. Teaching English 是一个概念名词，而不是一个动作。
3．当一个不定式短语作主语时，我们常用It作形式主语，而把真正的主语--动词不定式放到句子后边。这样的句型还用在It's…for sb. to do…It's…of sb. to do…中。如果It's后边的形容词与人的天资、秉性有关时，必须用It's…of sb. to do…；这类形容词包括 good, bad, clever, stupid, wise, foolish, cruel, mean 等。
如果It's后边的形容词与人的天资、秉性无关时，则要用It's… for sb. to do…。
4．It is well-known to all that + clause It is known that + clause
It is said that＋clause
It is believed that＋clause
It is reported that＋clause
以上五个句型中It是形式主语，真正的主语是that引导的从句。在这样的主语从句中that不能省略，就其本质讲，用That…is well-known；That…is said也是可以的。但是经过长期使用，上述五个句型已经被固定下来。分别被用来表示众所周知、据说、据报道、据传等。
5．In the following, we must use gerunds. They are:
It's no use doing…
It's no good doing…
It's useless doing…
A．与他保持密切联系没有用处。
B．与他争执没有用处。
6．In familiar speech, the subject is sometimes left out when it is a pronoun. We call it omission of the subject.
A．I thank you.
B．I never heard of it.
C．It looks like it.
D．It sounds like common sense to me.
E．It serves him right.
Students
1．What can be a subject? From the sentences（on the left）we can see that, pronoun, noun, gerund or gerund phrase, infinitive, infinitive clause, can be a subject.
The grammatical subject of a sentence is often a noun or a pronoun. The infinitive, the gerund and the subject clause are often found in the subject-relation, but they are generally represented by the“preparatory it”, and the real subject is put at the end of the sentence.
2．We know that the gerund and the infinitive can be the subject in a sentence. What's the difference between them?
若说动名词作主语指一个概念或一个事实的话，那么不定式作主语应当指一个具体的动作。因为不定式本身就表示一个具体动作，可能发生或可能还没发生。
A．Losing my wallet makes me upset.
主语 Losing my wallet 是件事而不是动作。
B．To do that sort of thing is necessary.
主语To do that sort of thing 是要去做的事，或要做的动作。
3．As is pointed above, when an infinitive phrase is used as the subject, we often use“It”to represent the infinitive phrase and put the real subject at the end of the sentence. Sentence F if just an example. What else should we know about it?
A．It's mean of you to eat all the peaches.
B．It's clever of you to work out the maths problem.
C．It's wrong of you to tell lies.
D．It's important for us to learn English well.
E．It's necessary for Li Ming to attend the lecture given by Professor Liu.
4．A．众所周知欧式足球风靡全世界80余个国家。
It's well-known that European football is played in over 80 countries.
B．据说罗伯特在国外留过学，但我不知道他在哪个国家学习过。
It's said that Robert once studied abroad; but I don't know what country he studied in.
C．据说是中国人最早发明指南针的。
It's believed that Chinese first invented the compass.
D．中国正在日益富强起来是个事实。
It is a fact that China is getting richer and stronger.
5．We can put both sentences into English, using the three patterns.
A．It's no use keeping in close touch with him.
It's no good keeping in close touch with him.
It's useless keeping in close touch with him.
B．It's no use arguing with him.
It's no good arguing with him.
It's useless arguing with him.
6．In spoken English we often hear sentences like this:
A．Thank you.
B．Never heard of it.
C．Looks like it.
D．Sounds like common sense to me.
E．Serves him right.
How can we an alyse these sentences?
四、精选题
1．We wrote a letter of thanks to ______ had helped us. [ ]
A．who
B．those
C．whom
D．whoever
2．Tom's mother kept telling him that he mustn't smoke，but _____ didn't help. [ ]
A．he B．which
C．itD．they
3．____ you don't like him is none of my business. [ ]
A．What B．If
C．That D．Whether
4．Just after finishing writing the composition, _____. [ ]
A．the doorbell rang loud
B．Nancy heard the doorbell rang
C．someone knocked at the door
D．the doorbell was rung
5．----The exam was easy, wasn't it? [ ]
----Yes, but I don't think _____ could pass it.
A．somebody
B．anybody
C．nobody
D．everybody
6．They live on a busy main road. ______ must be very noisy. [ ]
A．There B．It
C．That D．They
7．I'm sure the Olympic Games will be held in in China, _______? [ ]
A．won't it B．won't they
C．shall we D．aren't I
8．While watching TV, _______. [ ]
A．the boy came in
B．my mother was cooking
C．I heard a terrible noise
D．the doorbell rang
9．He's late,_____ is often the case. [ ]
A．asB．what
C．it D．this
10．It was the training that he has as a young man _____ led to his success. [ ]
A．that B．it
C．which D．who
11．______ about the history of that part because there is not enough written information. [ ]
A．People know nothing
B．Much is known
C．People know a lot
D．Little is known
答案：1～5 DCCBD 6～11 BBCAAA
篇9：人教版高二unit1 No Boundaries reading 说课教案
1. Target Language
a. 重点词汇和短语
scan, boundary, graduate, research, disable, theory, seek, misunderstand, scientific, observe, match, predict, work on, go by, be/get engaged to sb, use up, go on with, dream of, turn out
b. 重点句型
Nor did he let the disease stop him from living the kind of life he had always dreamed of.
2. Ability goals
Learn the story of Stephen Hawking and encourage students to become strong-minded. From his story students should learn to solve problems with scientific methods.
3. Learning ability goals
Students are divided into different groups. Each group will be assigned different tasks. They are asked to collect Stephen Hawking’s information from different resources. Each group member should be involved. In these activities students should learn to co-operate and solve problems.
4. Teaching important points
Learn about how Stephen got rid of his difficulties and became successful.
5. Teaching difficult points
How to analyze the text and grasp the main idea of the text.
6. Teaching methods
Listening, reading, discussing
7. Teaching aids
A tape recorder, a projector and a computer
8. Teaching procedures
Step I Revision
Check the homework. Give the answers to the listening part on Page 81. Ask students to say something about Stephen Hawking.
Step II Leading in
In this class we are going to learn something about a great scientist. The title is “No Boundaries”. How do you understand the title?
OK. Have you heard of Hawking’s famous no boundary proposal? He explains his proposal like this: … that both time and space are finite in extent, but they don’t have any boundary or edge. … There would be no singularities, and the laws of science would hold everywhere, including at the beginning of the universe. So when reading the title, people will think of Stephen Hawking. I’m glad you have learned something about Stephen Hawking. The text will tell us more about him.
Step III Reading
Scanning
Ask the students to scan the text and find the information about his misfortune, his attitude towards difficulty, results from his disease and his achievements. Then fill the information in the form.
Show the form on the PowerPoint.
His misfortune At the age of 21 Incurable disease Had no more than 12 months to live
His attitude Never give up Got married Dreams come true
Results from his disease Has to sit in a wheelchair Speak through a computer
Achievements In the early 1970s became famous The Big Bang and black holes A brief History of Time became a best seller
T: From this form we can have a clear image of Stephen Hawking. Please discuss with your group members: What should we learn from Stephen Hawking?
Students are given several minutes to discuss. Several minutes later, spokesmen or spokeswomen from different groups will stand up and speak out their opinions.
Skimming
Ask students to skim the text and then finish the first question of the Post-reading part.
Careful reading
Read the text carefully and find the answers to the following questions.
Show the questions on the PowerPoints.
1. According to Professor Hawking, how do people misunderstand science?
2. What are the basic steps of the scientific method?
3. What is it that Hawking doesn’t like about his speech computer?
Four minutes later, check the answers with the whole class.
Sum up the main idea of each part.
Ask the students to read through the text and grasp the main idea of the text.
Part1 (Paragraph1~3)
This part tells us about Stephen Hawking’s positive attitude towards life in the face of great difficulties. It is his positive attitude that helps him succeed.
Part2 (Paragraph4~5)
His achievements and his best seller A Brief History of Time.
Part3 (Paragraph6)
The basic steps of the scientific method.
Part4 (Paragraph7)
Science (The speech computer) enables Stephen Hawking to give lectures all around the world.
Step IV Explanation
During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.
There did not seem much point in working on my PhD-I did not expect to survive that long?
“point” here means reason, value
There is no point in arguing further.
Nor did he let the disease stop him from living the kind of life he had always dreamt of.
Little did I dream of succeeding so well.
seek (for, after)
We sought an answer to the question, but couldn’t find one.
They are seeking for solutions to the current problems.
match
be matched in
They are equally matched in their knowledge of Chinese.
match … with/against …
I’m ready to match my strength with/against yours.
predict
She predicted that he would marry a doctor.
Step V Post-reading
Students are given several minutes to go over the text to make sure they fully understand the text. Then come to the third group questions of Post-reading. These are open ending questions. Students are encouraged to give various solutions.
Step VI Homework
Surf on the Internet and find more about Stephen Hawking and his contributions to the world.
