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1、2022最新最新人教高一上册英语教学设计上好一堂课难，但是要备好一堂课更难。在备课之前，对教材资料做到心中有数，并参考相关资料，认真钻研教材，确定重难点.下面是小编整理的人教高一上册英语教学设计5篇，欢迎大家阅读分享借鉴，希望大家喜欢，也希望对大家有所帮助。人教高一上册英语教学设计1教学准备教学目标教学目标 (这部分谢3点，按照USE的目标写)(1)学习建议信的结构、语言。(2)讨论学校建筑物设计中行走不便的学生的需求。(3)给校长写一封建议信。(4)继续培养对残疾人的尊重和关爱意识。教学重难点教学目标 (这部分谢3点，按照USE的目标写)(1)学习建议信的结构、语言。(2)讨论学校建筑物设计
2、中行走不便的学生的需求。(3)给校长写一封建议信。(4)继续培养对残疾人的尊重和关爱意识。教学过程Step 1Warming-up and lead-in (5 mins)(1)导入用本单元的阅读文Martys story来导入，引出残疾人的话题。T: Hello, class. Inthe last lesson, we learnt Martys story. Whats the problem with Marty?(He has a raremuscle disease.)Yes, hesdisabled.But is Martyleading a miserable life due
3、 to his disability?(No.)He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.(2)揭题教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。T: We are lucky tobe ab
4、le-bodied and study in such a beautiful school.But every now andthen, I find such students in our school. What are their problems?(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?Do you
5、 find itdifficult to walk around in our school with a walking stick?Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?(Yes.)T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?So
6、 in todayslesson, we are going to1. read asuggestion letter2. discussproblems with the school facilities3. write a suggestionletter to the headmaster2 Reading (15 min)本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding(理解)Sharing(分享)Expressing(表达)的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一
7、步U(Understanding)。(1) 学习建议信结构。建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。T: This is aletter to an architect. What information can we get in this part?(receivers nameand address.)Whats this partabout?(senders name /signature)From these twoparts, we learn that this is a formal letter. So a suggestion letter i
8、s aformal letter.It is the mostimportant part in a suggestion letter, which is called the body.(2) 通过阅读了解主旨大意。T：The main body can be divided into three parts. Whatare they?(1, 2-6, 7)T: What's thepurpose of the 1st paragraph?(To give thearchitect the purpose of writing the letter.)What's the
9、 purposeof the last paragraph?(To persuade thearchitect to adopt her suggestions.)(3) 通过阅读学习写建议信策略建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。a) 数字和斜体的运用T: Now, lets cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?Why do you
10、thinkthe writer numbered her suggestions and used italics?(Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)So when you writea suggestion letter, you should number the suggestions and use italics.b) 具体写建议时要结合问题和解决办法T: We are going tolearn so
11、me more writing strategies of writing suggestions.How should wewrite suggestions? Lets take a look at the first suggestion, what are theproblems for those who use wheelchair?(the lifts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the lifts, this makes them
12、 feel they are not as important as othercustomers.)And what is thesuggested solution?(It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. )From this part, wecan see that a sugge
13、stion should consist of two parts, the problem and thesolution.Lets see two moreexamples. Find out the problems and suggested solutions in these two parts.When you writesuggestions yourselves, dont forget to write both problems and solutions.c) 运用礼貌用语T: The thirdwriting strategy is about the the lan
14、guage. Suppose you were the architect,which one of these two statements do you prefer?(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.You must thinkabout the needs of disabled customers.Why? (It soundsmore polite and more acceptable.)Exactl
15、y. When youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.Now lets findsome more examples in the text.(Screen)It would be handyto have lifts to all parts of the cinema.It would help tofit sets of earpho
16、nes to all seats.So Id like tosuggest that the seats at the back be placed higher than those at the front For disabledcustomers it would be more convenient to place the toilets nearAnd if the doorscould be opened outwards, disabled customers would be very happy.I hope mysuggestions will meet with yo
17、ur approval.Step 3Discussion(8 min)小组讨论是USE中的第二部S(Sharing)，分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。T: Now lets comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Lets discuss:1. What parts ofour school may cause problems for those w
18、ith walking difficulty?2. What are yoursolutions?Step 4 Writing(15 min)写作是USE中的第三部E(Expressing)，表达。经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法;通过分享，学生们积累了写作素材;因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。老师在写作后进行必要的指导，指出学生写作中的优点和不足。Now that we havediscussed the problems and solutions with some school
19、 facilities, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use polite
20、 forms.Step 4 Emotionalattitude and values(2 min)通过本单元Reading和UsingLanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions
21、or donatingmoney is far from enough. What else should we do?( Care aboutdetails in their life.Dont look down upon them or laugh at them. )Accept them as one of us,and invite them to join us in avariety of activities.)人教高一上册英语教学设计2教学准备教学目标知识目标1.Get students to learn the useful words and expressions i
22、n this unit.eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to2.Help students to learn about disabilities and life of the disabled.能力目标1.Let students read the passage Mar
23、ty's Story to develop their reading ability.2.Enable students to know that people with disabilities can also live well.情感目标1.By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.2.Help them understand more about how challenging
24、 life can be for the disabled.3.Develop students' sense of cooperative learning.教学重难点教学重点Get students inspired by positive stories of the people with disabilities.教学难点1.Develop students' reading ability.2.Help students understand the difficulties the disabled have to overcome.教学过程?Step 1Warm
25、ing up1.Warming up by discussingFirst ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.Do you know any famo
26、us people who are disabled?What difficulties do they have to overcome in daily life?What have they achieved?Suggested answers：Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.Beethoven was deaf in one ear when he was 26 and
27、 totally deaf at the age of 35，but he was a great composer.Helen Keller was deaf and blind，but she was a great writer.2.Warming up by talkingFirst，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next，work with partners to talk ab
28、out what disability they might have according to each description below the picture.Suggested answers：Rosalyn is in a wheelchair. She has walking difficulty.Richard has difficulty with eyesight，so he can't read the questions or write the answers for his college entrance exams.Sally has hearing p
29、roblems (though not deaf as she can still understand loud speech in the cinema).Gao Qiang was born with Down's Syndrome，which is a mental disability. Some Doun's Syndrome Down's Sufferers have made a good career as actors.?Step 2Pre-readingAsk students to read the short paragraph in Pre-
30、reading carefully and find out the purpose of the website “Family Village”.Suggested answers：1.To give ordinary young people with a disability a chance to share their stories with others.2.To inspire other disabled people.3.To get non-disabled people to understand more about how challenging life can
31、 be for people with disabilities.?Step 3Reading1.SkimmingGive students 2 minutes;ask them to read the passage fast to fill in the blanks：Sum up the main idea of each paragraph：Paragraph 1：A(n)_ to Marty and his muscle disease.Paragraph 2：How the disease _.Paragraph 3：Marty met a lot of _ at school.P
32、aragraph 4：How his life has become _.Paragraph 5：The _ of his disease.Suggested answers：Paragraph 1：An introduction to Marty and his muscle disease.Paragraph 2：How the disease developed/started.Paragraph 3：Marty met a lot of difficulties at school.Paragraph 4：How his life has bec ome easier.Paragrap
33、h 5：The advantages of his disease.2.Scanning for detailed informationAsk students to read the passage carefully to locate the detailed information.(1)First ask students to read paragraph one and complete the chart below.(2)Next read paragraphs two and three and choose the best answer.Why did the doc
34、tors cut out a piece of muscle from Marty's leg?A.Because they could cure the disease by cutting it out.B.Because they wanted to use it as a specimen(标本).C.Because they w ould transplant(移植) the new muscle.D.Because they wanted to find out the cause of the disease.Key：D(3)Read paragraph four and
35、 answer the following questions：What is Marty's ambition?What is Marty's achievement?What is Marty's hobby?Suggested answers：Marty's ambition is to work for a firm that develops computer software when he grows up.Marty invented a co mputer football game and a big company decided to b
36、uy it from him.As well as going to the movies and football matc hes with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.(4)Ask students to find Marty's advice in paragraph five.Suggested answers：Don't feel sorry for the disabl
37、ed.Don't make fun of them.Don't ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.?Step 4Consolidation1.Ask students to read the whole passage and choose the best answers.(1)Which of the following is false?A.Although there are a few
38、students who look down upon him，Marty never gets annoyed.B.Marty leads a meaningful life and does not feel sorry for being disabled.C.Marty only spends time with his pets and never with his friends.D.Marty's disability has made him more independent.(2)From the passage we can infer that _ .A.Mart
39、y asks others to feel sorry for himB.Marty never loses heartC.Marty is afraid of being made fun ofD.Marty will not accept any encouragement because he has grown stronger psychologicallyKeys：(1)C(2)B2.Ask students to work together to write a mini biography for Marty according to the text.3.Discuss in
40、 pairs to get the main idea of the passage by filling in the blanks.Though he is a _ person，Marty never feels _ for himself and he _ his life.Suggested answers：disabled;sorry;enjoys?Step 5Discussion1.Ask students to discuss the following questions in small groups.(1)How did Marty's feeling chang
41、ed over time?(2)What kind of person do you think Marty is?Can you use adjective words to describe him?Suggested answers：(1)The change of Marty's feeling over time：hopefulhopelessstupidnot get annoyedgood/busy(2)We can see Marty is optimistic/brave/independent/strong-minded.2.Show a video of “Qia
42、nshou Guanyin” t o the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”?Step 6AppreciationAsk students to read two poems for appreciation when facing obstacles in the future.Facing Obstacles (Two poems by Tom Krause)The Heart of the StrongStrong is th
43、e heart that knows not the wayof comfort and ease while living each day.Yet continues to believe from the depths of its soulthat the future is destined to silver and gold.Strong is the heart whose yearning is wanedby storms in life filled with heartache and pain.Yet still gives its alleverything tha
44、t it canin search of a dreamGod's ultimate plan.When there is a victor ywhen battles are wonwhen burdens are lifted and bright shines the sunwhen struggling souls gatherwhere heroes belongthey find in themselvesthe heart of the strong.Carry OnAt times when you feel troubledwhen your happiness is
45、 gonelook to the heart within youfor the strength to c arry on.In your heart you will find special virtuessuch as faith and hope and love.These gifts have been sent down to youfrom a power up above.It is faith that keeps the soul searchingfor the joy the heart hopes for.It is lo ve that heals the sp
46、iritmaking it stronger than before.And if your heart be brokenif your strength should fade awaythe power of these virtueswill still win out the day.So remember when you are troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.课后习题Homework1.Retell Marty's St
47、ory according to the minibiography.2.Surf the Internet to learn more about the life ofdisabled people.人教高一上册英语教学设计3教学准备教学目标1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思
48、想情感，把握文章的精髓。3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。教学重难点1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。3 帮助学生通过两个故事，对生活在大洋的虎鲸能有
49、更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。教学过程Step1 Lead in &Warming-up(5mins)问题导入教师呈现问题和图片T: Have you seen plants andanimals that live under the sea? Where did you see them? Whats this? Yes,theyre killer whales. How much do you know about them? Ill show you a shortvideo.【意图说明】 在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。最后出现虎鲸的形象，以抛出问题Whatsthis? How much do you know about them?来引出今天阅读的主角虎鲸。先播放一段视频“虎鲸捕猎”的场面。Step2 Pre-reading (Predicting)(2mins)T: Now please look at