高一Unit10 Are we endangered (Reading)英语课堂教学设计(人教版高一英语上册教案教学设计)
第1篇：高一英语课堂教学设计案例
高一英语课堂教学设计案例
（高一必修一第三单元 Travel Journal最后一课）
大化二中高一年级英语备课组 唐秀宁
一、教学内容介绍
该课是根据高一英语新教材第一模块第三单元Travel Journal中课后学生用书中的Writing Task扩展而成的一节活动课，是新课程教学实践中一次较为大胆的尝试。该课教学抛开传统的教师教学生学的教学方法，让学生在课前通过小组分工合作制作英语旅游海报和课件，并在课堂上开展大量的“任务型”活动来让学生体验语言，从而提升学生综合语言运用的能力，并通过活动培养学生自主学习和合作互助的精神，激发学生学习英语的热情。
二、设计理念
（一）英语教学主要任务之一是培养学生良好的学习习惯和学习兴趣，培养其交际和运用英语的能力。要达到这些任务，首先，教师应尽快从旧教材旧教法的框框中解放出来，转变思想，更新观念。若继续沿用传统的重语言知识讲授、重译写和语法教学、轻语言运用能力的培养，调动不起大多数学生学习英语的积极性。其次，应重视学生学习英语兴趣的培养，激发学生的学习兴趣。新时期英语教学要提倡“乐”的观念，情绪越好、越乐观，对所学内容便会发生浓厚的兴趣，学习效果也将越好。再者，在新形势下，转变教学思想是搞好新教材教法的前提，更新观念是用好新教材的保证。英语教师在实际教学中应自觉转变过去以应试为目的的教育思想，充分发挥新教材的优势特点，以突出教材的交际 1 功能为主线来培养学生初步运用英语交际的能力；尽快解决教材新与方法旧的矛盾，变“不适应”为“适应”，掌握教学的主动权。
（二）运用交际手段，培养学生的能力。绝大部分学生主要是在课堂上学习英语，而在现实生活中缺少语言交际的环境和场所。从语言学角度来看，语言是人与人之间最常用、最有效、最重要的一种交际工具。交际能力是指在真实的情景中运用语言进行听说读写、交流信息和思想感情的能力。在教学中我努力创设和提供情景操练的机会，尽可能地将真实生活搬进课堂，注意在教学中为学生创设语言交际的环境。同时，还注意到交际是双向性的，是说者和听者双向交流思想的过程。在这一过程中，双方地位是不断发生变化，互相转换的。所以，尝试着将上课开始教师问、学生答的free talk模式改为放手让学生互相问答，自由对话。
三、学情分析
高一学生思维活跃，有自己的观点和看法，敢于提出不同见解。他们不满足于教科书上的知识，想获得更多的信息。在英语学习上，他们不只是想把英语作为一门死记硬背的课程来学，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。三年的初中英语学习，使学生储备了一定的词汇和英语知识，能较好地展开话题讨论，各抒己见。同时，高一新生基本具备一定的电脑操作知识和网上搜索和查阅知识的能力。这些都为本课学生运用信息技术进行课堂整合提供了有力的支持。因此，应结合学生的实际情况，因材施教，激发学生兴趣，让学生主动学习，学有所获。
四、教学方法分析
在教学过程中，教师的基本任务是“导”，即起组织和引导的作用。教师应注意和研究如何启发诱导学生积极主动地参与教学活动。教师在 2 教学中应指导学生自学，掌握自学方法，培养分析问题和解决问题的能力。
五、具体教学设计流程
根据上述的分析，本节课采用了“自主，互动，探究”的教学方式，辅助以多媒体，达到较好的教学效果。教学流程如下：
第一步：导入→由教师向学生介绍武夷山三日游，让学生对使用英语推广旅行社先有一个总体的感知。
第二步：小组准备→学生根据课前制作的海报和课件分组准备，并推选代表上台介绍。
第三步：小组介绍→小组代表上台展示海报、课件，并进行相关介绍
巩固知识，运用已学知识解决实际问题
第四步：创设情景，引入探究→每组4名组员扮演旅行社工作人员，其余学生扮演游客，到旅行社就详细信息进行咨询。
通过生生互动，探究收集有关的信息，达到知识的整合第五步：小组讨论→选择哪个旅行社，并说明原因
拓展外延，迁移，提高
第六步：教师小结归纳
六、教学反思
（一）课后小结
作为新课程实践中的一次尝试，无疑是有许多不足之处的，如：对于学生课件展示中出现的用语错误，教师没有及时在课堂上指出；学生课前花一定的时间制作课件，做为课外小组活动，这是否占用学生过多的课余时间，值得探究。但总体而言，收获颇多。
1．初步学会明确任务目标，站在学生角度，精心设计活动。精心设计可操作性强的任务化活动是成功组织任务型教学的首要条件。这样学生可以通过完成具体的任务来学习和巩固语言，积累学习经验和享受成 3 功的喜悦。所以在设计活动时，教师应站在学生的立场上，充分考虑他们的兴趣及认知水平。
2．本堂课使用多媒体教学，旨在体现并调动学生英语学习的积极性，为学生创设了良好的英语交际环境。学生显得乐学，善学，提高了他们自主探究的兴趣，在感悟语言的基础上积极的开展英语思维活动。学生参与方式较好，积极性高。在这堂课中，注重“以人为本”，发挥学生的主动性, 充分体现以学生为中心的教学理念。
3．课堂设计合理，结构流畅，成功的达到教学目标。教师不仅是知识的传授者，还成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者，除了传授学生必要的语言知识外，还重视学生的个性和兴趣。在这堂课中，教师通过多媒体技术，为学生创设各种语言学习环境，提供丰富的教学资源，拓宽了学生的学习渠道和学习方式。
4．整堂课师生，生生互动性强，在自主、互动、探究的方式中展开课堂教学，充分挖掘课文内容的内涵和外延，联系学生的生活，建构新知。
5．以任务型为教学原则，本案例的每一个任务都是围绕学习者“学”的角度设计的。通过小组活动，培养合作探究能力。学生的每一个活动都具有明确的目的指向和具体的操作要求,实现了英语在真实情境中的应用。
6．充分利用多媒体技术，在信息技术的支持下，改善学生的学习方式，提高教学效果。学生在学习的过程中，学会了通过多种途径获取信息、整理信息、归纳信息、传递信息的能力，判断和识别信息的能力，并恰当地利用信息解决问题的能力。通过使用网络和电脑，培养学生收集信息，处理信息的能力。学生在不断的体验中乐于探究、勤于动手、激发探索和创新的欲望，也为学生应用现代技术手段提供了施展空间。
（二）假如让我再上第二次教师应在课堂上给予学生更多的机会锻炼口语，利用有限的四十五分钟的课堂为学生创设真实的语言环境，让学生“真正的说英语”，从而真正掌握英语。通过语言交流，达到最大程度上的师生互动。
大化二中英语教研组组长唐汉锋点评
该课是根据高一英语新教材第一模块第三单元 Travel Journal中课后学生用书中的Using Words and Expreion 和Writing Task结合、扩展而成的一节活动课，前者为教师的导，后者为学生的实践活动、自主学习。是新课程教学实践中一次较为大胆的尝试，抛开传统的教师教学生学的教学方法，让学生在课前通过小组分工合作制作英语旅游海报和课件，并在课堂上开展大量的“任务型”活动来让学生体验语言，从而提升学生综合语言运用的能力，并通过活动培养学生自主学习和合作互助的精神，激发学生学习英语的热情。课堂气氛活跃，师生、生生互动好，教学条理清晰，结构布局合理。作为活动课，教师充分挖掘学科教材中的教学因素来全面拓展学生的思维能力和动手能力：“推出自己的旅行社”寓教育于任务活动中，让学生感悟、体验学习的乐趣。既关注了学生的能力培养，又关注了学生的生存发展；多媒体直观、生动的展示激发了学生的学习兴趣，以小组为单位的活动增强了学生的参与意识，充分调动了学生积极性，发挥学生在课堂上的主体作用。本堂课是新课改实验的一次成功的尝试。当然，还有需要进一步改进之处：对于学生课件展示中出现的用语错误，教师没有及时在课堂上指出；学生课前花一定的时间制作课件，做为课外小组活动，这是否占用学生过多的课余时间，值得探究。
第2篇：高一英语Unit10教案(人教版高一英语上册教案教学设计)
Goals:
a. Achieve language skills and related knowledge about the topic of environment protection;
b. Learn to express causes and effects:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Review Direct and Indirect Speech
Lesson 1
Main points
1.Words
in danger; fur; cut down; left;sometimes;discuss; make sure; find out
2.Sentence patterns
...,tigers can no longer hide and hunt.
3.Functional item
Questions and answers
Difficult points
No longer&no more
Teaching procedures
Step 1 Lead-in
Ss tell the reasons why some animals have died out.
T:We know there are far fewer kinds of animals in the world than before.They have died out for different reasons.
Ask several students to tell the reasons.Get Ss to know about the fact many animals have died because of human beings.
Step 2 Warming up
1.Ss talk about the three pictures.
What kinds of animals are they?
Why are they in danger?
Why do people hunt them?
2.Divide the class into groups and discuss the three questions.
3.Several groups report their answers.
Step 3 Listening
One of the reasons why animals are in danger is pollution.Next you will listen to a report about pollution to know how serious it is.
1.Go through each task and understand what to do.
2.Play the tape two times as necessary.Pause at important points and give the students help.
3.Let the Ss discuss their answers in pairs.
4.Check the answers.
5.Discuss Part Two in groups for a few minutes and then report the answers.
Step 4 speaking
1.Read the instructions.
2.Ss practise asking and answering in pairs.
3.Ask two pairs to act out.
Step 5 language points
1.no longer/no more
no longer =not ...any longer
no more=not...any more
It is later. I can't wait any more.
Time lost will not return any more.
2.make sure(that)
Ep: Make sure that you understand what your teacher says.
Ep: Arrive early at the cinema to make sure of(getting) a seat
Homework
Practise asking and answering questions.
Lesson 2
Main points
1.Words
die out, act, measure, original, respond, vaheatle , keep...from...,live a better life, that is, first of all, by doing, pick up.
2.Sentence patterns
...but we don’t always do as we say...
The good news is that there is a lot we can do to help.
Difficult points
the predicative clause
Teaching procedures
Step 1. Revision
Check the homework
Step 2. Pre-reading
1.Q:What do plants and animals need to survive?
A:Encourage the students to compare animals and humans.Animals and plants also have basic needs and animals live in social groups.
2.Q:What do animals do to survive in places where it is very hot or cold,where there isn't much water?
A:Animals adapt to change in their habitat and try to learn to survive when the conditions of their habitat change.
Step 3 Reading
T:From last period we know many animals are in danger.Then do you know why some plants are in danger and even human beings? Let's try to find the answer to the question above from the text and what we can do to stop it.
Ask students to read quickly in silence and find the answer to the following question.
Q:What can we do to protect the environment?
A:We should create more space for animals and plants.We should stop pollution.
Step 4 Post-reading
Ask students to read the text again and answer the following questions.
1.Why do animals and plants become endangered?
A:Animals and plants become endangered when their habitat is destroyed or when conditions in the habitat change too quickly or too drastically.The text lists three main reasons: habitat change,the arrival of new species in the habitat,and the overuse of the species itself or the resources in the habitat.
2.A species can become endangered when its habitat is changed or destroyed. Can you think of things human beings do that may destroy or cause change in a habitat?
A:Various answers are possible. Encourage the students to think of human behaviour that can cause problems:pollution, land use, hunting, farming, etc.
Step 5 Language points
1.as conj.
When in Rome do as the Romans do.
Do you have to feed plants as you feed chickens?
2.take action
I didn't take immediate action.
active adj.
He was active in the 1798 revolution.
3.measure v.&n.
(1)vt.&vi.
We measured the room and found it was 200 feet long and 15 feet wide.
Can you wait till I have finished measuring?
(2)n.
An inch is a measure of length.
Step 6 Listening to the tape
Homework
Review words and language points in the text.
Lesson 3
Main points
Words
devote...to...; at present; common; set...free; in the wilds; give a talk; what kind of; explain sth. to sb.; hope&wish; however; one day,some day&another day; stop doing&stop to do...
Difficult points
hope&wish
Teaching procedures
Step 1 Revision
1.check the homework
2.Ask several students to say something about the wildlife endangerment.
Step 2 Word study
Get students to know something about word formation and go over the use.
1.hope&wish
(1)hope
①for+n.
②to do...
③that...
(2)wish
①for+n.
②to do...
③sb./sth.+adj./done/to do...
④sb. sth.
⑤that...
2.stop doing&stop to do
He stopped smoking.(=He didn't smoke any more.)
He stopped to smok.(=He paused and began to smoke.)
Step 3 Grammar
1.Revise the rules for the Direct Speech and Indirect Speech.
2.Practice
(1)Read the news story on P68 in book.Pick out the sertences and then change them into Direct Speech.
(2)Do excercise on P141 in book. Grammar Ex 1.
Homework
1.Go over all words and expressions.
2.Preview: New words and phrases in next part.
Lesson 4
Main points
1.Words
energy; reduce; amount; harmful; material; organize; attractive; be careful with...; throw away; in fact; end up as waste; share; show sth. to sb.
2.Sentence patterns
It is important to do ...
Choose an environmental problem that you think is important.
Teaching porcedures
Step 1 Revision
1.Review the Direct Speech and Indirect Speech.
Change the sentences into Indirect Speech.
2.Make sentences with the following words and expressions.
hope&wish; stop doing&stop to do ; set...free
Step 2 Lead - in
Ss list some ways to protect the environment.
T:There are mays to protect the environment.List some of them.Next we will read a passage to find more ways of protecting environment.
Step 3 Presentation
1.Help the students understand what the passage tells us.
2.Divide the class into groups and discuss to find the answers.
3.Several groups report their answers.
Step 4 Language points
1.It is important to do...
(1)It is+adj./n.+to do sth.
It is wonderful to have a walk in the woods.
(2)It is+adj.+for sb. to do sth.
It was easy for me to answer the question.
(3)It is+adj.+of sb. to do sth.
It's kind of you to think so much of us.
2.show sth. to sb.=show sb. sth.
He showed me a photo of him.
3.be careful with...
be careful with+n.
be careful in+v-ing.
Step 5 Listening
Homework
Revise all the words and expressions in this unit and revise the new words in next unit.
第3篇：高一英语课堂教学评价
高一英语课堂教学评价
摘要：面对一节节各不相同的课，自然从目标、过程到教学实效进行一番审视，对课做出一个评价。总体而言，我觉得对于一堂好课的概念主要取决于三大要素一恰当的目标定位扎实的语言训练以及和谐的课堂氛围，我觉得对高一英语课堂教学过程因从学生和教师两个维度进行评价：学生在课堂教学中的学习过程，学生在课堂教学中的学习过程，教师在课堂教学中的教学过程。
关键词：目标定位 语言训练 课堂氛围
学习过程
教学过程
高中英语从知识体系到学习方法都与初中英语有较大的差别。许多学生在学习时都会有一定的困难，因而是学生易产生分化的一个阶段。因此，教学中我注意研究高中英语的知识特点和学习方法，加强学生学习习惯与思维方法的培养，其中提高学生学习英语的兴趣，是提高高一英语教学质量的关键。
由于我是一名刚走出大学校门不久就直接走上讲台的新老师，每周都会进老教师的课堂听几节课，面对一节节各不相同的课，自然从目标、过程到教学实效进行一番审视，对课做出一个评价。总体而言，我觉得对于一堂好课的概念主要取决于三大要素。
一 恰当的
第4篇：高一英语Superhero教案.教学设计
U2 Heroes Leon 4 Superhero Objectives To develop strategies for working out meaning when reading.To develop word attack skills to cope with new vocabulary and phrasal verbs.To practise asking for and giving personal information.Pre-Reading What do you know about Christopher Reeve?
A superwoman in China.Do you know her?
Reading Look at the two pictures and answer the questions.What was his most famous film character? Superman 2 What terrible thing ha
