高中一年级的英语专业一年级unit5课程的教学材料如何编写?。编写教学课件要明确教学目的,突出教学重点和难点,教学形式要灵活多样,教学目标要有的放矢。华南创作网小编为大家收集整理的必修一英语课件，多篇合集，欢迎复制下载！
必修一英语课件 第1篇
一、整体设计思路、指导依据说明
《高中英语课程标准》强调高中英语教学应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力;逐步培养学生用英语进行思维和表达的能力;为学生进一步学习和发展创造必要的条件。
高中英语课程还强调要使学生通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力;要有利于学生学会运用多种媒体和信息资源，拓宽学习渠道，形成具有个性的学习方法和风格。
同时，高中英语课程关注学生的情感，引导学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。
基于以上说明，本课将Warming-up和Reading进行整合，旨在帮助学生提高阅读能力，帮助学生更好地、更全面地了结伟人的优秀品质，并进一步学习曼德拉作为领袖人物的非凡魅力，提高自身的品格修养;同时，本课设计了各种活动，让学生进行自我探究和分组合作，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力，最终达到提高学生自主学习能力的目的。
二、教学背景分析
本单元是人教版新课程标准试验教材中必修第一册的第五单元，中心话题是“伟人的品格”。本课内容是“伊莱亚斯的故事”，借穷苦的.黑人工人伊莱亚斯的口吻，叙述发生在他身边的纳尔逊99曼德拉的故事。这样的写法有别于惯常所采用的平铺直叙式，因此在教学过程中，要让学生能从伊莱亚斯普通的话语中感受曼德拉的伟大。课文是词汇、语法和文化的载体，文章中大量定语从句的出现，也给初步学生留下了直观的印象，为后面的语法学习奠定了良好的基础。
学生们对曼德拉都有所了解。因此，教师要利用学生的已知引出更多的未知，并通过对文章的分析，引导学生从更深的层次去理解曼德拉的伟大之处。
三、教学目标分析
1. Help students learn the structure and the content of the reading.
Help students learn and understand some difficult sentences：
a. The last thirty years have seen the greatest number of laws stopping our rights and progress.
b. We were put into a position in which we had either to accept we were less important， or fight the government.
2. Instruct the students to understand long and difficult sentences in two ways：
a. finding the new meaning of a learned word
b. breaking down a long sentence with an attributive clause into two short sentences
Instruct the students to learn the hidden messages through careful reading.
3. Instruct students to observe， experience， think and explore using task-based teaching.
Instruct students to learn the historical background from plain statement and think about the root of problems.
4. Under the guidance of the teacher， the students must first be willing to learn.
Students should learn the good qualities of Mandela and apply them to daily life.
四、教学重点、难点分析
(一)教学重点
Some difficult sentences in the reading.
How to analyse and understand the article.
(二)教学难点
1. How to analyse a long and difficult sentence.
2. The strategies of understanding an article.
五、教学过程设计
步骤1：学习目标展示(30’’)
Learning aims：
1. To learn about Elias’ life and great qualities of Mandela.
2. To understand long and difficult sentences in the passage.
设计意图：展示学习目标，让学生明确学习任务，有助于提高学生的学习效率。 步骤2：导入(4’30’’)
Show some pictures of famous or great people. The students are free to choose any person they like， say whether he is famous or great and present the reasons.
Show the students a sentence structure to help them：
In my opinion， he is a famous/ great person， because…
After the students’ presentation， show them a picture of another great person-Nelson Mandela. Ask them what they know about him and show some information about him.
He spent 67 years struggling for the equal rights of the black， including 27 years in prison.
He won the Nobel Peace Prize in 1993.
He was the first black president of South Africa.
July， 18th every year is International Nelson Mandela Day.
设计意图：用几幅学生熟知的人物图片导入文章，有助于激发学生的学习兴趣和好奇心。
步骤3：阅读理解(30’)
1. Read paragraph 1 and predict the general idea of the passage：
A. Mandela’s growing experience.
B. Elias’ working experience.
C. How Elias changed with Mandela’s help.
设计意图：通过读第一段预测大意的任务，让学生了解多数情况下文章的结构，以及如何快速获取文章大意。学生们读完第一段后，并不给出答案，让学生带着问题继续学习。
2. Read paragraph 2 quickly and find out the topic sentence：
Answer： I needed his help because I had very little education.
From Elias’ bad situation， draw a conclusion that black people’s situation was bad.
Show some pictures about black people’s life and introduce more.
设计意图：在利用主题句来总结此段段意的同时，让学生了解伊莱亚斯的状况;在此基础上，让学生进一步了解在斗争胜利前整个黑人群体的悲惨遭遇，从而从侧面理解曼德拉的伟大。
3.Read paragraph 3&4 carefully and fill in the form.
There are many long and difficult sentences in these two paragraphs. Before reading the two paragraphs， help the students learn how to analyse long and difficult sentences.
设计意图：这两段中的长难句比较多，因此在学生阅读前应该先指导学生如何分析长难句，为阅读扫清障碍。
a. The last thirty years have seen the greatest number of laws stopping our rights and progress， …
Paraphrase this sentence： In the last thirty years， there have been a great number of laws stopping our rights and progress， …
Exercises：
(1) The golden week has seen a sharp increase in tourists.
答案：In the golden week， there has been a sharp increase in tourists.
(2) Last thirteen years has seen big changes of Han Han.
答案：In last thirteen years， there have been big changes of Han Han.
设计意图：旧词新意是学生无法理解句子的关键原因。在这里不仅要讲解词义，关键是要把含有该词的句子变为另外一个简单的句式，使学生更容易接受。通过看图片变句式的情景训练让学生学以致用，进一步掌握并巩固新方法。图片的设计时尚、实用、新颖、有趣且贴近学生的生活。
b. We were put into a position in which we had either to accept we were less important or fight the government. Sentence one： We were put into a position.
Sentence two： In that position we had to accept we were less important or fight the government.
Exercieses：
(1) Shijiazhuang No.1 Middle School is a school in which many famous people studied.
答案：Sentence one： Shijiazhuang No. 1 Middle School is a school.
Sentence two： Many famous people studied in this school.
(2) November 11 will be the lucky day when Guo Jingjing and Huo Qigang will get married.
答案：Sentence one： November 11 will be the lucky day.
Sentence two： On that day Guo Jingjing and Huo Qigang will get married.
设计意图：用拆分法将含有定语从句的长难句分成两个单独的句子可以使句子变得容易理解。通过看图片变句式的情景训练让学生学以致用，进一步掌握并巩固新方法。图片的设计时尚、实用、新颖、有趣且贴近学生的生活。
After reading the two paragraphs， let the students fill in the form.
What Mandela did good qualities
1. He told Elias how to get correct _____. generous， kind
2. He organized _______________. ?
3. He decided to _____ the laws and took _____ when peaceful ways were useless. ?
答案：
1. papers
2. the ANC Youth League; active， brave， wise
3. attack; violence; brave， determined
设计意图：让学生从曼德拉的话语和做法里体会曼德拉的美好品质。
4. Read paragraph 5 carefully and fill in the blanks.
Why did Elias help Mandela to blow up buildings? Because he knew it would help them _____ ____ _____ of making black and white people ______.
答案：achieve their dream; equal
5. Complete the chart (group work).
determined to change a loyal follower and
the unfair situation fighter
After finishing the chart， draw a conclusion：
Elias changed from a ____， _____， _____ worker into a _____ fighter with Mandela’s help. And check the students’ prediction.
答案：poor， worried， helpless; determined
设计意图：有了前面对每一段含义的理解作铺垫，学生可以更好地从整体上文章的内容，有助于学生更深层地理解文章，以及曼德拉所起的作用和他个人的品质。
步骤4：语言总结输出(5’ )
What kind of person is Nelson Mandela? What can we learn from him?
Some adjectives will be offered to help the students： determined; wise; active; generous; brave; selfless; devoted; active.
设计意图：语言表达部分是本节课的升华部分。首先，播放潘基文在曼德拉国际日发表的演讲，让学生回顾曼德拉一生感人的事迹;然后通过这节课的学习，让学生说出自己对曼德拉的认识，以及自已的收获。目的是：
1.把语言知识和励志教育结合在一起。激励学生要有远大理想，胸怀国家，并为理想努力拼搏。
2.指导学生积累语言知识。
步骤5：布置作业(1’)
1. Must： Retell the story of Elias using the third person.
Tips：
Who was Elias?
How did he meet Nelson Mandela?
What did he do later?
Why did he do that?
2. Optional： Make a poster about Mandela by yourself using what we’ve learnt.
设计意图：必做作业的目的是为了总结和巩固课内所学知识，力求将所学知识内化为实际的语言运用能力。选做作业是为那些学有余力的学生准备的，扩大并加深他们对曼德拉的认识。
六、教学评价设计
评价内容：学生在课上所表现出来的文章理解的具体情况;学生对曼德拉伟大品质的理解情况，以及能否具体清楚的表达出来;学生是否发挥了主体意识，学习任务的完成度、小组活动的参与度以及表达交流能力。
评价方法：课堂过程中教师对学生的评价，学生之间的评价，学生的自我评价。
必修一英语课件 第2篇
一、教学内容：
Unit 1 of Module I Period Three（Grammar）
二、目标与要求
1、学习一般现在时态和现在进行时态。
2、一般现在时态和现在进行时态表达将来的动作。
3、对比一般现在时态和现在进行时态，掌握它们的用法和区别，进一步强化学生对该语法项目掌握的熟练程度和运用能力。
三、语法讲解
一般现在时
（一）时态构成：
一般现在时主要由动词的原形表示，如果主语是第三人称单数，则在动词原形后加-s或-es。
（二）时态的用法：
1、表示经常发生的动作、存在的状态和现阶段的习惯
常用的时间状语有：often, sometimes, usually, always, seldom, in the morning, every day, on Sunday 等。如：
He is always ready to help others.
The students have sports at five every afternoon.
Does he work hard?
2、表示不受时间限制的事实或普遍真理
Three plus two is five.
A plane is faster than a car.
China is in Asia.
Light travels faster than sound.
3、在含时间和条件状语从句的复合句中
主句用一般将来时，从句则用一般现在时表示将来动作。如：
I will stay at home if it rains tomorrow.
She'll go to see him as soon as she arrives.
When they come, they'll tell you something important.
4、在含宾语从句的.复合句中
尽管主句用过去时态，但如果宾语从句所述内容是客观真理，从句谓语动词仍然用一般现在时。如：
The teacher told her pupils that the sun rises in the east.
5、表示已经安排或计划好将来必定会发生的动作或存在的状态
一般用be, come, go, arrive, leave, start等动词。如：
My birthday falls on May 2.
The meeting is at 2:00 p.m.
His ship leaves at 9:00 a.m.
6、图片说明、电影说明、解说戏剧内容及场景
动词常用一般现在时。如：
Scene 1 ( Mary and Miss Green are in the professor's room-a large ,pleasant room with many books. There is a big desk near the window. )
7、几个由here, there 开头的句子
动词用一般现在时表示现在正在进行的动作。如：
There goes the bell. Let's hurry.
Here comes the teacher.
现在进行时：
（一）现在进行时的构成
现在进行时由助动词be(am, is, are)+现在分词构成。am 用于第一人称单数，is用于第三人称单数， are用于其他各人称。
（二）现在进行时的用法
1）表示此时此刻正在进行的动作
The boys are reading magazines.
Are the students dancing?
Mr. Green is talking with Jim in the classroom.
2）表示目前这段时间内正在进行的动作（尽管此时此刻该动作并不在进行中）
-What's he doing this week?
-He is translating a novel.
They are learning Chinese in Beijing.
I'm working for an American company.
3）现在进行时常与副词always, constantly 等连用，表示反复出现或习惯性的动作，含有说话者的赞扬、不满、讨厌、遗憾等情绪。如
The girl is always smiling happily.
You're always making the same mistake.
She's constantly changing her mind. 她经常改变主意
4）用进行时表示过程
It's getting cold. 天气变得越来越冷
The leaves on the trees are turning brown.
She's finding that chemistry is much more difficult than physics.
她渐渐感到化学比物理难学。
5）现在进行时可用来表示按计划安排即将发生的动作（见一般将来时有关讲解）
注意：英语里有些动词一般不用于进行时，它们在新教材里也被称为静态动词。
①表示知觉的动词，如see, hear, smell, taste, notice, feel 等；
②表示态度和感情的动词，如believe, agree, like, hate, want, think 等；
③一些不表示具体动作而表示某种抽象的关系或概念的动词，如have, depend, seem（似乎）, belong to（属于）, consist（组成）, possess（拥有，占有）等。
但当这些动词的词义改变时便可用于进行时。试比较：
I feel sick.
The doctor is feeling my pulse.
I can't see anything in the bowl.
Tom is seeing his friend off at the airport.
【家庭作业】
1. Exercises 2.3.4 of Lesson 1 on Page 54.
2. Exercises 1.2.3.4 of Lesson 3 on Page 58.
必修一英语课件 第3篇
教学准备
教学目标
1. 通过学生分享自己的旅游经历，用英语进行交流与表达。
2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点
教学重点：利用阅读技巧，获取文章大意及细节
教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品
教学过程
I、Warming Up:
1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上著名的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
设计意图：1.寻找who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习学生语言整合与连贯的能力。
2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.
设计意图：研读课文第二段，思考至少3个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。
3). Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.
设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。
IV. Group work
Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.
设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。
V. Summary
What have we learned in this class?
设计思路：引导学生反思本节课主要内容及重难点。
课后习题
Homework
1. Read the passage as fluently as possible after class.
2. Preview Learning about Language.
板书设计：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
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