英語高一知識點教案都有哪些？學生的語法、詞匯及會話技能構建的關鍵時期;處于機械記憶階段，學得快忘的也很快，語言應用能力不強;開始需要面對學校考試的壓力。下面是小編為大家帶來的英語高一知識點教案七篇，希望大家能夠喜歡！

英語高一知識點教案【篇1】

閱讀是高中階段英語教學的重頭戲。閱讀教學的目的包括兩方面：一是讓學生學習并掌握一定的語言知識；二是發展一定的技能和策略，培養學生用英語獲取和處理信息的能力。閱讀是一個語言與思維相互作用的過程。因此，教學設計的好壞對教師的教學效果和對培養學生綜合運用語言的能力都會產生很大的影響。

教學設計的目的是獲得解決問題的方法，時刻體現“以學生為本”的思想，以開發學生的學習潛能，促進學生的全面發展為最終目的。教師怎樣在閱讀課上既能突出閱讀理解這一中心，又能達到為學生的學習服務的目的呢？下面，談談我的一些教學實踐情況。

一、精心設計切入點，構建有趣的學習情境

導入是承上啟下和溫故知新的必然途徑，是吸引學生注意力和激發學習興趣的教學措施，是上好一節課的重要環節。進行導入活動時，教師要根據學生的學習情況、心理特點和閱讀材料的內容，設計能激起求知欲的導入。例如，在教學SEFC Book 2 Unit 5的“The Band That Wasn’t”一課時，我們用多媒體圖片配以相應的音樂進行導入。通過對這些圖片的提問和描述，自然導入新課話題，導入內容與新知識聯系緊密。這樣學生就會有閱讀的興趣。

二、抓住重點，構建積極探究的學習情境

一篇文章是一個思想連貫的語言整體，既有完整的思想，又有完整的結構。整體呈現課文更有助于提高閱讀能力。仍然以“The Band That Wasn’t”一課為例，導入新課后，我們給出導讀性理解題。如，

（1）Which two musical bands are mentioned in the passage？

（2）When did “The Monkees ” break up and when did it reunite？

（3）Why was “The Monkees ” successful in the end?

讓學生速讀全文。理解大意后，我們從語篇結構入手，梳理文章，然后依據其線索，設計內容連貫、主體結構突出的理解題。在閱讀理解的過程中，不同層次的閱讀測試練習題滿足了不同程度學生的需要，極大地調動了全體學生的積極主動性。

三、掌握時機，處理好語言點

生詞是閱讀中的障礙。有些生詞適宜在導入時呈現；有些適宜在閱讀后查閱詞典；有些可以在閱讀中讓學生猜測詞義。如，本文里的“bread up”一詞，我們在閱讀中給學生呈現幾個相關含義的句子，讓學生在觀察語言現象的基礎后歸納，然后做適量練習加以鞏固。

四、展示亮點，構建合作的學習情境

學生已熟悉了語言材料，積累了語言知識。我們不妨就本課相關內容展開討論。討論就是交流，它能增進師生之間的了解，有利于及時發現學習中存在的問題，培養學生配合、協作的意識，使學生進行發散性和創造性的思維活動。討論是對閱讀材料學習的延伸，是一種有意義的信息輸出過程，是閱讀教學環節中的一個重點。在討論活動設計中，我們要善于挖掘教材中豐富的文化信息和思想內容，所提出的問題不僅可以涉及所學課文的一般事實，同時也肩負起思想教育的功能。如，本文我們設計了這樣的討論題“Do you think Listening to music is good when you are studying？”和“Why or why not？”我們鼓勵學生發表自己的見解，為學生創設自由、寬松的討論氛圍，讓每個小組組織自己的語言，然后讓各組代表發表自己的看法，充分調動學生的參與、合作意識，培養學生的創造性，使其將所學的語言知識轉化為語言交際能力。課后讓學生把討論的內容寫成書面表達，為本節課畫上一個圓滿的句號。

英語高一知識點教案【篇2】

第一部分：熱身

快速應答：

1.How are you going to school everyday?

2.Thank you very much for your help.

3.Would mind my opening the window?

4.What day was it yesterday?

5.What's the weather like today?

第二部分：朗讀

口語朗讀技巧：

1.聲調與降調

I have three English books, two Chinese dictionaries and five pens. Do you have a map in your hand? Yes, I do.

2.連讀：將前一個單詞最后的輔音與后一個單詞開頭的.元音連在一起朗讀。 half an hour ran out of not at all

3.失爆：當相鄰兩個爆破音在一起時，往往給前面一個爆破音留一個位置，但不

爆破，稍停隨即發后面的爆破音，這種現象稱為“失爆”。 hot bath the next day a good deal of I don’t believe I don’t know I want to say

朗讀練習：

1. A smart housewife was told that there was a kind of stove which would only

consume half of the coal she was burning. She was very excited, and said: "That'll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!"

2.The little boy did not like the look of the barking dog.

"It's all right," said a gentleman, "don't be afraid. Don't you know the proverb: Barking dogs don't bite?"

"Ah, yes," answered the little boy. "I know the proverb, but does the dog know the proverb, too?"

英語高一知識點教案【篇3】

教學準備

教學目標

(1)理解文章結構、段落大意、重要信息。

(2)了解新聞報道的文體特征。

(3)培養學生有效的閱讀技巧和學習策略。

(4)培養學生勇于面對困境，克服困難，解決問題的情感態度價觀。

(5)培養學生成為自主學習的人。

教學重難點

教學目標

(1)理解文章結構、段落大意、重要信息。

(2)了解新聞報道的文體特征。

(3)培養學生有效的閱讀技巧和學習策略。

(4)培養學生勇于面對困境，克服困難，解決問題的情感態度價觀。

(5)培養學生成為自主學習的人。

教學過程

Step 1 Warming-upand lead-in (5 mins)

(1)圖片導入

教師展示國外名校的照片，激發學生對于留學海外的興趣，以此導入到本課的課題。

T: Morning, class.Before we begin today’s lesson, I’d like to appreciate some pictures with you.

① Have you seen the building before? It’s theShard, the home to the best offices, restaurants and even the top universityWarwick.

② What is this? It’s a gymnasium ofUniversity of Duke, who has just won the champion of NCAA.

③ What about this? It is the library ofUniversity of Michigan, just like a scene from the Harry Potter Movie.

④ Do you know this university?Yes, it is University of Cambridge. So many beautifulpictures, no wonder many excellent graduates are willing to go abroad forfurther study. They take great pains to realize their dreams, but does beingadmitted mean the end of challenge? Hope this text can give us answers.

(2)檢查作業

教師通過作業檢查，了解學生通過課前預習對文章的了解程度，幫助學生掌握文章大意，同時也培養學生的閱讀策略。

T: Yesterday, youwere asked to preview the text. Now I will check your homework to see if youhave got the basic information. Who is the girl? ( Xie Lei ). Where is she now?( London ) What is she doing there? ( studying ) How long has she been there? (6 months) What is the title of the text? (Keep it up, Xie Lei Chinesestudent fitting in well) What is the general idea of the text? ( It’s about agirl who overcame difficulties and adapte to the new environment.)

Great! All of you have done anexcellent job. You have got the general idea through your preview. Can you findthe phrase similar to “adapt to”on the screen? (fit inwell) If someone overcame difficulties, probably we would say to them …( keepit up). Good! Besides the title, what else can tell us that Xie Lei has fittedin well? ( Her smile ) Yes, and probably from her victory gesture. So we cansee that for a really long passage title and picture can help us to get thegeneral idea quickly.

Step 2 Skimming (10 mins)

找出文章框架結構及段落大意。

教師通過引導學生分析文章結構找出段落大意，從而對文章有了總體的把握，以便于細節閱讀的開展。

T：When we read apassage, four aspects are very important: general idea, structure, importantinformation and the writing style. Since you’ve got the general idea, we aregoing to focus on the other three. Please open your book and turn to page 38.

Did Xie Lei know that she was goingto face so many difficulties before she studied abroad? ( No )How could you know? (shedidn’t what to expect. )How did she feelthen? ( excited & nervous) So we know that paragraph 1 is about thesituation before she left China. In what order do you think the text isorganized? ( time order) Could you follow the clue to divide the rest of thetext into several parts? You are given five minutes.

Part II is from paragraph 2 toparagraph 5, which is about the situation at the beginning. Part III isparagraph 6&7, which tells us the situation now and future. Do you know whywe should get the structure of a passage? Because when you read a long passage,it is easy for you to forget the information. Once you’ve got the structure,you can get a clear picture of the text so that get the main idea. Now try tofill in the blank to get more information about the text.

Step 3 Careful reading ( 20 min)

細讀文章捕捉文章重要信息。

教師引導學生了解文章重要內容，從而深層理解文章所要傳遞的信息。

T: Now let’s come down to some detailed information. Do you know why a textneed the detail? To make the text vivid and convincing. In order to show howXie Lei overcame the difficulties, what details are needed? ( the difficulties)Yes. ( how she solved it)Yes, thesolution. And to make it convincing, you should tell people what benefit yougot from the situation. So now read the text once again and answer threequestions: 1. what was her problem? Find out the beautiful sentences about herproblem. 2. How did she solve the problem? 3. What benefit did she get from thesituation.

What is her trouble in life? (she had to learn almost everything) Have you seen the beautiful sentences abouther trouble? How did she feel then? (feel like a child) What did she do then? (live with a host family, who gave her a lot of advice) advice about what? ( newculture, idiom, and bring comfort to her) Now I would like to show you somesituations and please decide in which situation can Xie Lei turn to her hostfamily and why. (…) In your opinion, what benefit did Xie Lei get from thesituation? (she becomes strong, confident, independent, experienced…)

Great! Let’s look at her trouble instudy. What’s her problem? ( essay ) How did she deal with it this time?(tutor) Her tutor gave her some advice as well. How many pieces of advice? (Four) How could you get the answer so quickly? ( First… Besides… Then… Finally)What benefit did she get? ( Improved her mark and became an autonomous learner)

All of you have done an amazing job! Butdo you know the meaning of an autonomous learner? (自主學習者) Exactly! That is what you have known so far. Now I want you to work inpairs to find out what makes an autonomous learner from Xie Lei’s example. Youhave got three minutes to discuss with your partner.

Now I would like some of you to answer the questions.

You are so great! An autonomous learner should read a lot of texts andanalyze them. They should give their own opinions and explain it by referringto other authors. And finally even contradict them. That’s what we can learnfrom Xie Lei’s experience. We have known so much about Xie Lei and we careabout her feelings all the time. We know that before she left China she was (nervous & excited). When she arrived in England, she met difficulties inlife, which made her feel ( like a baby). And she had trouble in her essay too,so she felt ( numb with shock). How did Xie Lei feel now? ( at home) Why? ( shefits in well) Is she satisfied and gonna stop trying? ( No, she will keep itup) What is her plan next? ( she will keep a balance between study and sociallife).

Step 4 Discussion ( 7 min)

通過對于文章關鍵字眼的深層理解，進一步鞏固所獲取信息，同時讓學生更加了解成功的意義、途徑，從而了解成長的秘訣，成為更成功成自主的學習者。

So far we’veknown all about Xie Lei’s story. In the last sentence, the author says that “she deserves to succeed”. How do you understand the sentence? Why does he usethe word “ deserve” here? Now I would like you to discuss in groups whether youthink Xie Lei deserves to succeeed and why. You have got 5 minutes.

Step 5 Conclusion and homework ( 3 min)

Who are “we” in the lastparagraph? ( reporter) Where can we see the arricle? ( in the column ofeducation in the newspaper) What does “we will follow Xie Lei’s progress” mean?( there will be follow-up report). So you know the writing style of the text is( feature report). At the beginning of the lesson we know that from the titleand picture we can get the general idea of a long passage. Through our studytoday, we know that we can get the structure following a certain clue, get theimportant information from some key words, and know the writing style from thelast or first paragraph. In addition, we also know about Xie Lei’s story. Moreimportantly, we know the importance of being an autonomous learner, which willbenefit us all the time, whether in study or in life. Wish all of you can beautonomous learners and have the confidence and wisdom to face whatever thefuture holds in store.

Today’s homework, please write afollow-up report about Xie Lei. And recite paragrapg 1, 2&6.

板書

板書設計

Keep it up, Xie Lei

Chinese student fitting in well

Problem Solution Benefit

Life strong

Study autonomous learner

英語高一知識點教案【篇4】

教學準備

教學目標

三、 教學目標

1.知識技能目標

1)能從文中獲取主要信息，如獲取What happened to the Native Americans after the arrival of the Europeans? After all those sufferings, did all Native Americans choose to leave the land? How do you know (from the text)? 等直接信息能力;

2)能從文本中加工和處理信息，如What did the Spanish do to the Native Americans in the 16th century?(此問題需提取數個段落的文本信息)

Two groups of immigrants had something in common. What are they? (double choices) Why? (此問題需要學生從文字的表面信息加工處理后方可得到答案)__.com

3)能透過信息表層思考人文精神，培養學生的發散性思維與批判性思維，如what do you think of the Native Americans who survived and stayed at CA?

How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?

Do you think language plays an important part in a culture? 等。

2.情感目標

學生能通過信息加工后學習移民們的不畏困難、堅持不懈等珍貴品質，并推論出落后就要挨打，少年強則中國強的借鑒意義。

教學重難點

How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?

Do you think language plays an important part in a culture?

教學過程

四、 教學過程

Step1 Lead-in and Brainstorming(5 mins)

1. 導入并揭題

T: As you can see in the title, in this unit, we are going t talk about the USA, a land of diversity. Now how much do you know about this land? Let’s have a look at a map, and try to recognize some famous places. Now open your books and turn to page 1. Here is a map of the USA. Please look at it carefully. Try to write on the map the names of the oceans, countries, mountain ranges, lakes rivers and big cities as many as possible.

以競賽的方式，讓學生對美國版圖上一些主要地點加以熟悉。

[意圖說明] 首先從單元標題入手，引起學生的注意。以競賽的形式，迅速與班級同學建立聯系，活躍課堂氣氛，并用版圖來促進學生對美國—— a land of diversity 形成一個具象的認識。

2. 頭腦風暴

先請學生尋找California在地圖上的位置。然后教師啟發學生聯想與immigrate有關的詞匯，同時進行板書。

[意圖說明] 以頭腦風暴的形式，快速激活學生頭腦中已有的圖式;為導入新課做好準備。并啟發學生聯想，移民是否都是愉快的、開心的，為閱讀文本做好情感上的準備。

Step 2 Reading (30mins)

教師以The facts about each group of immigrants和what inspires us兩條主線，引導學生逐步對每一組移民事實進行閱讀，獲取、加工和處理閱讀信息。(下表斜體字部分為問題答案。)

一、Native Americans

1. What happened to the Native Americans after the arrival of the Europeans?

(Thousands were killed or forced into slavery. Many died from the diseases brought by the Europeans.)

2. After all those sufferings, did all Native Americans choose to leave the land?

How do you know (from the text)?

(“However, some survived these terrible times, and today there are more Native Americans living in CA than in any other state.”)

So what do you think of the Native Americans who survived and stayed at CA? (brave, overcame lots of difficulties, were not be discouraged by setbacks)

二、The Spanish

1.What did the Spanish do to the Native Americans in the 16th century?

(They fought against the native people and took their land. Thousands of Native Americans were killed or forced into slavery.)

2. Who were the majority of the first Spanish to go to California in 18th century? (The religious men.)

3. What was their ministry?

(To teach the Catholic religion to the natives.)

4. Which of the following countries has the strongest influence in California?

A. China B. Russia C. Mexico D. Spain

How do you know? /What’s your proof (from the text)?

___________________________________________________________________________________________

(“However, there is still a strong influence in the state. That is why today over 40% of Californians speak Spanish as a first or second language.”) 1. How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?

((By their advanced weapons—guns had long been used in Europe while the Native Americans still lived a primitive live.)

2. What lessons can we draw from this?

(Keeping advanced in science and techonogy matters much!)

3. Why do you think the majority of the first Spanish to go to CA were religious men?

(They wanted to conquer the natives not only by force, but also in mind.)

4. ——“However, there is still a strong Spanish influence in the state. That is why today over 40% of Californians speak Spanish as a first of second language. ”

So do you think language plays an important part in a culture? (Yes.)

Do you support we should learn to speak Fuzhou dialect? Why/why not?

(Open-ended answers)

三、

Gold miners

1.What kind of people were attracted to California after 1848?

People from all over the world.

2.Why did they come here?

To become rich.

3. Did they realize their dreams?

No.

4. Did most of them leave CA? (no.) What did they do?

“ most remained in CA to make a life for themselves despite great hardship.”

1. If you were the gold miner, would you choose to stay there? Why?

(Open-ended answers)

2. What kind of words would you use to describe those gold miners who chose to stay in CA?

(adventurous, persistent, brave, not afraid of difficulties, hard-working…)

四、

Later arrivals

1.Due to what reason did Chinese people go to CA in the 1860s?

The building of the rail network from the west to the east coast.

2. What did Chinese people serve as?

Physical workers/ labor force.

3. What did people from Africa serve as between 1942 and 1945?

Physical workers/ labor force.

4. What attracted the Indians and Pakistanis in the 1970s?

(The computer industry.)

5. What attracted the Jewish people to go to CA by the 1920s?

(The film industry.)

6. Two groups of immigrants had something in common. What are they? (double choices) Why?

A. the Chinese and the Africans

B. the Indians and the Chinese

C. the Indians and the Jewish

D. the Pakistanis and the Africans

(A & C) 1. With so many people from different backgrounds staying together, are there many conflicts mentioned?

(No.)

2. What kind of society do you think this may help to build (with so many different people, but not many conflicts)?

(multicultural, peaceful, harmonious, open, friendly, have great acceptance …)

五、

Most recent arrivals and the future

T of F:

1. People from all over the world still immigrate to CA manily because they are attracted by the climate and Hollywood.

(F. They were attracted by the climate and the lifestyle.)

2. People believe that soon the mix of nationalities will be too great to tell apart the culture between major racial or cultural groups.

( T )

“In most recent decades, California has become _________ to more people from Asia, including Koreans, Cambodians, Vietnamese and Laotians.”

What if the author say “California has become a living place to more people from Asia? Do you think there is any difference between them?

What does the word “home” mean here?

( always give people a sense of belonging, a sense of safety; may have some quarrals but will always get settled; shows the friendly environment /community )

[意圖說明] 以問題的形式貫穿整個閱讀過程，啟發學生查找、獲取信息的能力，層層深入，由淺層次的表層信息，過渡到深層次的思維能力訓練;學生在教師引導下，對文化交融、人文素養、民族興衰等問題進行逐層深入的研討，最終在教師引領下得出結論，加州是一個多文化的社會，這一社會的構建是經過了長期的、汗水與血水交織的斗爭，最終能以一個和諧的大熔爐的模式展現在世人面前，都是經過各種族文化共同努力的結果。

Step 3 Post-reading (8mins)

教師組織學生討論兩個話題：

1.Why is California such a multicultural community?

(The state of California is a multicultural community because European, African and Asian peoples have been moving into the state for the last 200 years. It is this mix of peoples with their own customs, culture and food that have given California its multicultural flavour. Problems that might arise include intercultural rivalry or competition, discrimination or misunderstanding. It is to the credit of Californians that such problems do not arise very often.)

2.Do you think it is good to have cultural permeation(滲透)? Why/why not? Try to use at least one example from the text.

(It depends. If a country / a community is strong enough, it’s good to have cultural mixed together, which can bring benefits to each culture; but if it’s not strong enough, it could be a disaster for the original cultural group because it’s hard to keep your own culture. Take the Native Americans for example, they were not strong enough, so they suffered a lot during the process of the culture permeation, i.e, they have to accept things unwillingly or rather, be forced into something miserable. )

學生經過3分鐘準備后各抒己見。

[意圖說明] 通過閱讀中的剖析，學生對加州的移民歷史及多文化的形成已了然于心，在讀后拋出這兩個思考問題，實際是對學生已有的文本輸入進行一個有層次的、綜合的復習與梳理，幫助學生將所學的閱讀信息加工內化為自己的見解，培養學生的發散性思維與批判性思維。

Step 5 Moral education (1min)

教師啟發學生，將歷史教訓轉化為今日必做之事，即：Study hard to make our homeland strong, to make our culture strong.

[意圖說明] 寓德于教，引導學生思考，作為學生，我們能為我們的祖國，為我們的文化做出哪些貢獻?從小做起，從現在做起，少年強則中國強，立志為國努力學習，他日成為棟梁之才!

英語高一知識點教案【篇5】

教學準備

教學目標

知識目標

①通過回顧舊知，根據圖片提示，能回答關于美國基本常識的問題。

②按照線索猜測所學文章主題，初步了解加利福尼亞州的概況。

③通過認真閱讀文本，自己組織語言，準確無誤地復述和總結不同種族在加州的簡要歷史。

能力目標

①通過圖片提示，并在教師的指導下，學會提煉要點并復述文章，鍛煉自己的表達能力。

②通過完成寫作任務總結文章主要內容的方法，明白加利福尼亞州具有多元文化的原因。

情感、態度、價值觀目標

通過觀看圖片和聆聽歌曲，對加利福尼亞州的歷史有所了解，增強跨文化交際的能力。

教學重難點

根據圖片提示，能回答關于美國基本常識的問題。

按照線索猜測所學文章主題，初步了解加利福尼亞州的概況。

教學過程

導入

Warming Up (Guessing Game )\

Reading

Look at this picture. Where is this lady?

Question: Do you know anything about America? Here are some questions for you.

Show a map of the fifty states of the USA. Give the students some clues to let them guess which state we will learn.

Task 1 Fast Reading

1. According to para. 1, what’s the topic of this text?

2. Retelling.

3. How many kinds of people are mentioned in this text?

Task 2 Detailed Reading

1. Native Americans

2. TheSpanish (Time VS. Event)

In theearly 16th century

In the 18th century

In1821

In 1846

短文填空

At thattime, California was _____ (rule) by Spain. _______ (Spain) soldiers firstarrived in the early 16th century, _____ they fought against the natives andtook their land. Of the first Spanish to go there, the ________ (major) werereligious men, whose ministry is _______ (teach) the Catholic religion. In1821, Mexico gained its ___________ (independent) In 1846 the US declared war___ Mexico. Mexico was _______ (defeat) and had to give California to the USA.That is ____ today over 40% of Californians still speak Spanish.

3. The Russians and Gold miners

4. Later arrivals and most recent arrivals

5. The future

Task 3 Micro-writing

Why is California such a multiculturalcommunity in the 21st century? Explain in your own words. Write three or four sentences.

課后習題

課前練習

1.繼續存在，繼續生存 __________________ 9.許多;很多 ____________________________

2.用…辦法，借助于 ___________________ 10.與…合作或一起工作____________________

3.習慣于新的生活方式、工作等___________ 11.脫離…而獨立 _________________________

4.背靠背 ___________________________ 12.對…宣戰 _____________________________

5.堅持;維持;沿襲______________________ 13.在十九世紀早期 _______________________

6.包括;吸收 __________________________ 14. 向…宣戰 ____________________________

7.劃線;標出…的界限___________________ 15.實現做…的夢想 _______________________

8.申請;請示得到______________________ 16.成了更多亞洲人的家園_________________

課中練習

1. According to para. 1, what’s the topic of this text?

A. The culture of California

B. The history of California

C. the population of California

2. Retell it with the help of the given words.

3rd largest → largest population → distinction → multicultural → attract → customs/languages

3. How many kinds of people are mentioned in this text?

4. Fill in the blanks.

5. 短文填空

At that time, California was _____ (rule) bySpain. _______ (Spain) soldiersfirst arrived in the early 16th century, _____ they fought against the nativesand took their land. Of the first Spanish to go there, the ________ (major)were religious men, whose ministry is _______ (teach) the Catholic religion. In1821,Mexicogained its___________ (independent) In 1846 theUSdeclared war ___Mexico.Mexicowas _______ (defeat)and had to give California to theUSA. That is____ today over 40% of Californians still speak Spanish.

6. Later arrivals and most recent arrivals

7. The future: what will happen in the future?

___ is believed that ___________ the _____ of nationalities will be ____ great _____ there will be ___ distinct major racial or cultural groups, ___ simply a ________ of many races and cultures.

英語高一知識點教案【篇6】

教學準備

教學目標

1、掌握下列詞匯和短語: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to.

2、進一步學習有關“朋友”的知識信息，啟發學生對朋友和友誼的思考。

3、了解《安妮日記》的背景知識，在感受外國文化的同時，深刻理解安妮日記的內涵，同時提高學生文化意識。

4、訓練學生一定的閱讀技巧，使他們掌握一些有效的學習策略，從而提高閱讀速度和理解的準確性，并養成一定的自主學習能力。

5、培養學生快速閱讀的能力、捕捉信息的能力及運用語言進行交際的能力。

6、通過個人活動、小組活動和班級活動等方法，培養學生的合作互助精神，分享英語學習的經驗，感受用英語交流的成功和喜悅。

教學重難點

教學重點:

1、了解《安妮日記》的背景知識，在感受外國文化的同時，深刻理解安妮日記的內涵，同時提高學生文化意識。

2、訓練學生的閱讀技巧，提高學生閱讀速度和理解能力。

教學難點:

對所獲得的信息進行處理、加工和學習，形成有效的學習策略。

教學工具

ppt課件

教學過程

...

板書

Uint1 Reading Anne’s Best Friend

Qualities: easy-going ,warm-hearted ,helpful,…

Questions:

Skimming

Summarize

Discussion: 1> style 2> ideas

英語高一知識點教案【篇7】

教學準備

教學目標

■To help students learn to express attitudes, agreement & disagreement and certainty

■To help students learn to read the text and learn to write diaries in English

■To help students better understand “friendship”

■To help students learn to understand and use some important words and expressions

■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text

教學重難點

Words

upset, ignore, calm, concern, settle, suffer, recover, pack

Expressions

add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in

Patterns

“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.

I stayed awake on purpose until half past eleven…

…it was the first time in a year and a half that I’d seen the night face to face…

教學工具

ppt

教學過程

Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?

1. Warming up

⑴ Warming up by defining friendship

Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?

Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定義). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.

Then what is your opinion about friendship?

Do you think that friendship is important to our life? Why?

⑵Warming up by learning to solve problems

Nice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.

Common problems among teenagers

Solution

Some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.

Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.

Situation 1: Friends get angry with each other when they try to talk about something difficult.

Try to understand your friend/ Try to talk about the problem in a different way.

Situation 2: Friends don’t know how to apologize

Start by telling each other that you are sorry. A simple apology is often enough and is a good starting point.

Situation 3: Some friends don’t know how to keep secrets.

Keep your secrets to yourself

Tips on being a good friend

Treat your friends the way you want to be treated. Keep secrets that are told to you.

Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.

⑶Warming up by doing a survey

Good morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.

To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良師益友).

Now please do the survey on page one.

Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.