教案是教师们用于开展教学工作的书面文体，教案是在上课之前老师们需要认真准备的，下面是多客范文网小编为您分享的人教版英语七上教案8篇，感谢您的参阅。
人教版英语七上教案篇1
教学目标：
1、在教师的引导下复习动词过去式的变化规则
2、学习用do的过去式did引起的一般疑问句及其应答。
3、熟读课文，并会进行对话。
教学重点：
学习用do的过去式did引起的一般疑问句及其应答。
教学难点：
熟读句子，并会进行对话。
教学过程：
一、教师带领学生复习动词过去式的变化规则
二、学生自学
1、学生自由读listen and say栏目的句子，了解句子的汉语意思。
2、播放录音，学生看书听录音。
3、再放录音，学生边听边跟读。
4、学生自由朗读课文。
三、合作探究
1、教师示范朗读句子。
2、学生结对练习对话。
3、请个别学生上前表演对话。
4、在小组内讨论do和did的用法有什么不同，教师作必要的指导。
四、学生展示
教师将本节课所学的重点句型出示再黑板上，学生对重点句型进行操练并展示。
板书设计：
unit2 different noises
did you like ... ?
yes. i did.
no. i didn't
人教版英语七上教案篇2
教学目标：
1、知识目标
a、会认读单词pet,turtle,parrot,goldfish，its
b 、能运用句型what pet do you have ? i have ……/ what’s its name ? its name is……进行实际交流。
2、能力目标
能够运用本课所学内容就宠物的话题用英文与他人进行简单的交流。
3、情感态度与价值观
教育学生热爱小动物。鼓励学生用英语交流，营造和谐的课堂教学氛围。
教学重点：
学习有关宠物的单词和交际用语，能简单的描述自己的宠物。
教学难点：
1、单词：turtle,parrot,goldfish
2、its和it’s的不同含义
3、句型what’s its name ? its name is ……的表达
教学策略：
多媒体辅助法、情境法等多种教学方法。坚持以free talk(围绕本单元句型交谈)为核心，以功能、结构为主线，以任务型活动安排本课教学。
学习方法：
在课堂中运用多种方法促使学生多听、多读、多说，形成自主、探究性学习，学生在互动、交流的活动中建立起自信，享受到学习的快乐，得到相关的知识，培养学生对英语运用的实践能力，让他们成为学习的主人。
评价方法：
以表扬激励为主，鼓励学生大胆表达，保护学生的自尊心，提高学生学习英语的积极性，使每个学生都享受成功的快乐。
课前准备：
多媒体课件、动物卡片
教学流程：
一、启动热身
t:hello ! boys and girls !
t:at first let’s chant ok ?
chant《follow me》
二、复习激活
t：some animal friends come to our class .
who are they ?
游戏：猜动物
cat dog rabbit chicken monkey fish
[设计意图：通过猜动物这个游戏复习以前学过的知识，活跃课堂气氛。]
三、知识新授
1、t：they come from pet shop.[他们来自宠物店]
guess “ pet shop”what’s meaning ?
[设计意图：通过猜测宠物店这一词组学习宠物这个单词，并引出本课课题。]
t：so ,“pet” what’s meaning ?
ss:宠物
t: yes . do you know “my pet”what’s meaning ?
ss:我的宠物
t：板书课题
2、t:there are many pets there . look they are coming .
oh , what’s this ?
t:yes , it’s a turtle .
练习单词turtle的发音
3、学习单词parrot
4、学习单词goldfish
5、游戏巩固单词
[设计意图：猫捉老鼠的游戏帮助学生进一步巩固新学习的三个动物名称单词。]
6、t：this is my pet shop .which one do you like?
[设计意图：教师创设宠物店的情境让学生练习句子what pet do you have ?i have ……]
7、t：this is my pet .it’s brown .how about your pet ?
(学生练习描述宠物的颜色。)
8、what’s its name ? its name is coco . how about your pet ?
(学生练习描述宠物的名字。)
四、巩固应用
1、listen and speak .
2、分角色朗读
五、拓展延伸
1、work in pairs .(合作练习)
2、展示你的宠物。
六、布置作业
p42 c read and write .
人教版英语七上教案篇3
一、教学目标
在本节课结束时，学生将能够：用正确的语言谈论如何学习；用by+doing的结构描述自己的学习方式；能够就英语学习与他人进行简单的口语交流。
知识与能力：
通过本课学习，用目标语言谈论如何学习英语，就英语问题进行简单的沟通，同时在与他人的合作与交流中帮助他人，树立自己学习的信心。
过程与方法：
采用小组合作探究、听力练习、对话练习、猜测问题和角色互换的学习策略，利用视频、ppt和制作课件等来展开课堂教学环节等，进行“询问和谈论学习方法、解决困惑”的课堂教学和练习。本单元的教学法建议：短语教学——采取情景引入展开启发式的教学方式，让学生在思考中输出自己的语言，并在句型中学会运用；语音教学——让学生进行听对话并跟读听力材料；口语教学——采取对话练习和角色互换对学生进行教学；听力教学——采取听音配对、听音打钩和听音对应等的方式进行听力教学和听力技巧指导；口语教学——通过创设情境让学生进行对话练习和角色互换活动，来进行语言的输出。
情感态度与价值观：
通过参与课题教学活动，增进同学之间的了解和友情，并在交流中了解英语学习的方法，建立学习英语的自信。
二、教学重难点
教学重点：
学习并掌握how do you study.。.？ i study.。.by 。.。.等相关句型和词汇。
学习并掌握用by + doing 结构表达方式方法。
教学难点：
学习并用丰富的语言描述英语学习的方式和方法。
三、教学策略
短语教学——采取视频引入话题然后进行启发式教学，并在对话中运用；语音教学——让学生跟读听力材料进行模仿式操练；口语教学——采取pair work 和role- play问答式的口语交际活动或小组活动互相操练；听力教学——采取采取听音配对、听音打钩和听音对应等方式语法教学——通过模仿听力材料进行对话练习，在教师的纠正中培养正确的by+doing的结构意识。
四、教学过程
人教版英语七上教案篇4
teaching aims and demands
words and phrases
four skills: protection technical import production method tie discovery garden gardening wisdom practical guide firstly condition remove generation depend on and so on
three skills: technique irrigation pump seed insect root golden sow soil weed sunflower
spoken english:
giving advice and making decisions
in my opinion you should … i think he is right …
if i were you … wouldn’t it be better if …?
we can’t do both, so… the other idea sounds better to me…
we have to make a choice ….
as far as i can see the best thing would be to …
grammar:
the use of “it” （2）: ----强调句中的某一成分
1. 强调主语
the children often help the parents do he farm work.
it is the children who often help the parents do the farm work.
2. 强调宾语
future agriculture should depend on high technology.
it is high technology that future agriculture should depend on.
3. 强调地点、时间等状语。
the farmers produced food for the whole population of china on this arable land.
it was high technology that future agriculture should depend on.
use of language:
help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. learn the text modern agriculture and farming and gardening. get the students to feel the role the agriculture plays in our life and the effect of high technology in agriculture.
important points:
the way to give advice and make a decision.
difficult points: the use of “it”.
teaching aids: computer, tape-recorder
way of teaching: 交际法教学
lesson1
step 1 warming up
ask the students to first study the graph in the book and make sure they understand what information it provides: the graph shows the growth of major farm productions over the period from 1991-1995 in relation to period from 1986-1990. what it shows in that for example for grain, the production in the four years from 1991-1995 was 10% more than in the four years from 1986-1990.
for answers to the question 1:
the produce for all products was higher than before. especially the produce of meat, fish and fruit has increased very sharply.
1. people are earning more money, so they want to buy and eat or meat.
2. people learn more about healthy food, so they want to eat more fruit.
3. eating fish doesn’t make people as fat as eating meat, so people like eating more fish.
for answers to the question 2
1. people want to buy different products, so farmers need to grow different things.
2. farmers want to make more money. when they can grow extra crops or other crops on their land or land which they can’t use to grow grain, they will for example plant fruit trees. in the end, they will bring more fruit trees.
for answers to the question 3
1. first, chinese people are eating more meat. next, farmers have to raise more pigs, sheep and cattle. so, more grass is needed to feed more sheep and cattle. so, farmers need more grassland. possibly, they will cut down trees to take more land on which to grow grass.
2. if farmers want to grow different crops they would plant them together. this can be very good for the soil.
step 2 listening
get the students to listen to the text and then check their answers.
answer to exercise 1: history of farming farmers in china protection of nature trees environmental problems dikes
answer to exercise 2: 1. true 2. false 3. false 4. true 5. false
answer to exercise 3: 1. (all kinds of ) environmental problems 2. destroyed 3. floods 4. droughts 5. farming 6. go against nature 7. too wet 8. farming/growing wheat/growing crops 9. fishponds
step 3 speaking
first show the students some pictures of kinds of lands being used. when land is becoming scare, people in towns and villages may sometimes have different idea about the best way to use the land. often such conflicts are about the decision whether to use the land for building houses, factories and roads or as farmland.
then divide the students into groups of five, and let each student take one of the rules. there are five roles: a-d are all local farmers in the small village. role e plays as the leader.
step 4 homework
prepare a discussion for one of the topic in the exercise talking.
lesson2
step 1 revision
get several students to present their discussion they prepared last class.
step 2 presentation
first show the students the pictures on their books. and then ask them to describe what they find in the pictures or what information they can get through comparing them in the two rows.
the answer may be: the first four pictures are ways that farmers used in agriculture in the past decades, while the last four are ways of modern farming.
it’s striking feature is the wide use of modern agriculture technique.
step 3 reading
ask the students to read the text
step 4 language points
1. it is on this arable land that the farmers produce food for the whole population of china.
“it” 引导强调句。it无意义，只起语法作用。
jia sixie wrote a book called qimin yaoshu around 540 ad.
--- it was jia sixie who wrote a book called qimin yaoshu around 540 ad.
--- it was a book called qimin yaoshu that jia sixie wrote around 540 ad.
--- it was around 540 ad that jia sixie wrote a book called qinmin yaoshu.
------其结构：it + be + 强调部分 + that (人物用who/whom) ＋句子其他成分。
2. to make as much use of the land as possible, two or more crops are planted each year where possible.
(1) as … as possible 尽可能的….
we need to send the letter off as soon as possible.
hold your breath for as long as possible.
(2) where possible = where it is possible.
fill in the words in the blanks where necessary.
come to see her when possible.
3. 词组总结：bring in as well as protect … from a variety of over the years have an effect on make good money make use of in the 1980s be different from stand for in other words go against
step 5 interview
get one students to play as a scientist, then some students as reporters. the others students may ask the “scientist” to answer some questions they are interested in about gm.
step 6 homework
finish the exercise on page 108 in the talking part and the exercises 2 3 in the following part.
lesson 3
step 1.revision
check the homework.
step 2 word study
finish the exercise on page 108 as a test on the vocabulary.
and then complete the chart on p47, make sure the students know what they are expected the do.
step 3 grammar
first introduce the content about the use of “it”.
grammar
the use of “it”(2) for emphasis
it is on this arable land that the farmers produce food for the whole population of china.
it was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment.
step 4 practice
finish the exercises 1 2 in the following part.
step 5 workbook
finish the two exercises in the workbook.
step 6 homework
prepare some information for farming in china.
lesson 4
step 1 revision
get several students to report what they have prepared for the topic assigned last class.
step 2 presentation
get the students to finish the exercise 3 on p110 as an introduction of the text.
step 3 reading
ask the students to read the text and answer the questions below.
the answers are:
1. farmers should do things at the fight time of the year.
2. farmers should examine the soil carefully.
3. if the condition of the soil is not good, farmers should improve it.
4. before sowing or planting crops, farmers should clean rough ground and remove weeds.
5. farmers should let sheep or cattle (cows) walk on the land before sowing or planting crops.
6. farmers should plough the land, so weeds are destroyed.
7. when ploughing the land, farmers should plough deep the first time and less deep the second time.
8. farmers will get the best results i they change crops in their fields.
9. if farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good crops.
10. if farmers plant wheat close together, they will have better results than when plant wheat leaving space between the plants.
11. it is good to grow different plants next to each other in the same field.
step 4 homework
ask the students to prepare a report about how to make a vegetable garden. here they may be told to use the library or internet.
人教版英语七上教案篇5
一、教学内容：
综合练习
二、教学目标：
1、 掌握形容词以及比较级的使用。
2、能听得懂、会说、会读和会拼写tall ，light ，young ，old ，heavy。
3、掌握会话中出现的三会单词和词组twin ，minute ，centimeter, child ，cute, also, chat.
4、能听得懂、会说、会读和会写四会句型：who taller than david?
gao shan is taller than david 。
5、能听得懂、会说、会读日常交际用语。 whose bag is heavier ，yours or mine ？ i'm as tall as you 。 suyang is younger than su hai 。
6、了解字母组合or在单词中的读音。
7、 会说英语歌谣《iwish iwas taller.》
三、教学重、难点：
正确掌握b部分出现的四会单词light lighter ， heavy heavier和句型who is taller ，you and suyang? whose ruler is longer ，yours or mine?
四、课前准备：
1、 准备录音机和本课h部分的磁带
2 、练习题的投影片。
3 、课前写好本课的课题。
五、教学过程：
a、 跟音乐集体唱歌曲。
b、 1、free talk. 师生交流
2、请学生之间用所学的句型问答，分组比赛
c、revision 复习
1、看a部分投影片，创设情景让学生表演
2、让学生复述a部分第一段和会话。
3、学生小组内表演会话内容。
4、教师让学生根据实际情况说自己的优势
i'm taller than ___
i'm younger than ___
i'm stronger than ___
my father is taller than
my pencil is longer than ___'s.。.
5、让学生看黑板，朗读、拼读刚才教师板书的四会单词。
6、学生拿出课前准备好听写本，听写本课四会单词。
d、学生一齐拍手唱歌谣两遍。
e、 practice and consolidation练习和巩固
1、游戏； 用所学的句型来猜班级的同学
2、教师投影本单元的练习题请学生完成
六、布置作业：
1、 朗读本课的会话，要求学生能够复述、背诵。
2 、学会唱歌曲。
七、板书设计： 投影本单元的练习题目
人教版英语七上教案篇6
教学目标
1. ability goals能力目标：
to help the ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
to get the ss to master some key words such as witness， abandon， yell， drag， flee and so on.
2. learning ability goals学能目标：
to enable the ss to talk about animals under the sea.
to help the ss know the importance of the relationship between animals and humans.
教学重点和难点
teaching important points教学重点
help the ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
teaching difficult points教学难点
1. help the ss get the main idea and some detailed information by fast-reading and careful-reading.
2. help the ss tell apart from before， during and after in the story.
教学过程
step1.warming up：
talk about animals under the sea.
1. have you ever seen some marine animals？
2. what have you seen， and where have you seen them？
i have seen a/some/many…… in/on/from……
amazing marine animals： seal， turtle， dolphin， sea-horse， sea-star， shark， angelfish， jellyfish， lobster， coral
step2.fast-reading：
1. find out the background information of the story ： writer， career， writing style， time， place， main character.
2. find out the main idea of the passage： what’s the first story mainly about？
step3.careful-reading：
1. clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. did he believe it at first？ when did he believe it was a true anecdote？
2. how many paragraphs are there all together in story1？ the hunt can be divided into 3 stages.
stage1： before the hunt： （para. 2-6）：
old tom’s doing： throwing itself out of … and crashing down again… why？ to tell the whalers…， …by the boat…， circling back to …why？ to lead the whalers…
whalers’ reaction： another whaler __________. george _____ ___ _____ clancy， and clancy ______ after him. they __________ the boat and ______ ____into the bay.
stage2&3： dur ing and after the hunt： （para. 7-9）：
killer whale’s doing： the killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________； and some others are stopping it _______ out to sea. the killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. when the baleen whale was dead， its body wa s _______ down into the depths of the sea.
whalers’ reaction： the man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
conclusion： they have amazing relationship. they work as a team.
step4.summary
working at the _______station， i had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
on the afternoon i arrived at the station， as i was __________ my accommodation， i heard a loud noise coming from the bay. i ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. george told me it was old tom， who announced there would be a ___________.
using a _________， we could see a baleen whale _______________ by about six killers. some are ________ themselves on top of the whale’s __________to stop it breathing； and some others are stopping it _______ out to sea. the whalers aimed the ________ at the whale and then let it go to hit the spot. being badly ________， the whale soon died. very soon， its body was ________ by the killers down into the _______ of the sea.
课后习题
deal with exercise 3 in comprehending . let the ss work in groups and do some discussion：as a matter of fact， whales are now an endangered animal. many people are trying to protect them from being hunted. the last whaling station in australia closed in 1978. but some countries oppose the ban. an d there are still people who hunt whales. what’s your opinion？ are you for or against the banning whaling？ consider the problem carefully and we’ll have a discussion tomorrow.
以上就是一秘为大家带来的5篇《最新高一英语教案》，您可以复制其中的精彩段落、语句，也可以下载doc格式的文档以便编辑使用。
人教版英语七上教案篇7
教学目标：
1.能听、说、读、写本课的核心词汇：air, everywhere , alive, smoke,factory, smoke, dirty, clean, plant
2.能熟练掌握核心句型： it keeps them high in the sky.
3.读懂描述空气污染的对话。
重点难点：
1.能在语境中正确使用本单元的核心词汇。
2.能用句型it keeps them high in the sky.描述空气的作用。
教学用具：
录音机、自制课件、照片等
教学过程：
stepⅠwarm up and revision(热身与复习)
1. greetings.
2. guessing game.
step Ⅱpresentation and practice (自主探究)
1.生词关
t: please write the meanings on your paper
air______ smoke ______ factory ________ dirty________ clean ______
alive _________ everywhere_______ important ______
2. learn the new words.
t: let’s listen and say the new words.
ss: read these words after teacher.
3. work in groups to read the new words. recite the new words, and then recite in groups。
4. watch the screen and learn to say the sentences.
5. ask pupils to talk about the famous cities of the world in groups .
sept Ⅲlearn the story (文本学习)
t: here’s a riddle. it’s very long one. please listen carefully and guess what it is. what is it?
ss: air.
t: yes, what do you think of air?
s1: air has no colour.
s2: air has no smell and taste.
s3: …
t: yes. we can’t see it,but we can feel it. air is important to
all living things.
t: can you talk about air? work in groups .
ss: talk each other.
tasks the pupils to answer the questions on page 69.
step Ⅳconsolidation(拓展延伸)
think and say: 模仿课文，介绍一样。
教学反思：
大部分学生能掌握本课的核心词汇和核心句型，小组讨论，谈一谈对空气的认识，学生积极踊跃，大胆表达，教学效果较好。
人教版英语七上教案篇8
一、利用表象，丰富想象
观察图画和实物作文符合英语作文起步阶段需要有一定的情景要求，也符合高中学生有意想象占优势的特点，同时避免了文字情节作文易使学生中译英的缺点，但若每一次训练都是刻板的再现材料，创造想象则难以增长。如果在教学设计时，在图中留有空白，或对实物设置悬念，不仅可以引发学生的好奇心，激发他们对英语作文的兴趣，减轻他们的惧怕心理，而且可以促使学生通过创造性的想象去填补空白，解决悬念。
如senior bookⅰ，unit 3 中的“help! help!”，可按发展顺序设计几幅救落水儿童的图，但只给学生展示第一、二两幅图，图画的内容大致与课文内容相同，但是后几幅的空白，使学生必须通过创造性的想象才能填补材料的空白。学生可以引用课文中的材料，也可以自由发挥。有学生这样写到：
last week， we had a picnic in forest park。 we found a shady place by the river。 as soon as we had sat down， tom suddenly got up and shouted， “someone has fallen into the river!" it was true。 a boy was struggling in the water， and the children in a boat looked hopeless。 tom and jack took off their shoes while running to wards the water。 they swam very quickly towards the boy who was sinking fast。 tom and jack got hold of the boy by the arms and lifted his head above the water。 together they pulled the boy to the shore。
之后，再给学生展示其中一幅图，或一句话的情景：……，a man/a woman/a child， etc。 has fallen into the river/the lake， etc。……。让学生自由选择自由发挥。有的根据曾在报上看到的新闻，称颂一身怀六甲的妇女勇救落水儿童的事迹，也有的谴责那些对落水者无动于衷的旁观者。学生的作文体裁记叙文、议论文不限。这样，既训练了他们书面的`表达能力，又发挥了他们的想象和创造能力、思维表达能力。同时也让他们思索了做人的道理。
二、精选图画，激发想象
处于英语作文起步阶段的学生的想象具有直观性，片面性和模仿性的特点，为其提供的观察材料越具体、越完整、越详实，他们的这些特点往往表现得越明显，有时甚至强化了他们的这些特点。换个方式，为他们提供一些抽象的图画，他们的创造想象反而被激活，因为他们必须在原有的图画上进行创造才可能有新的形象产生。而“抽象画作品所表现的物象与参照物相差甚远，它限度地把形与色对视觉作用的潜力发挥出来，直观效果非常强烈。它经过夸张、简化、分解、组合等变化手段，将客观事物的表象创造成为富于想象力。”如荷兰画家蒙德里安的表达百老汇街道的嘈杂与热闹的《百老汇爵士》(jazz in broadway)是一幅看上去比较抽象的图画，学生通过观察、运用合理的想象，写出了内容各异的作品。
有学生这样写到：
it is the downtown of shanghai。 the streets， such as nanjing road and huaihai road， etc are busy。 cars， buses and trucks with all kinds of advertisements are running。 people dressed in their best are walking happily or hurrying to work on their bikes。 beautifully decorated stores are crowded with people shopping。 they all look in high spirits。 the traffic policemen at the crossings are directing the traffic attentively and seriously。 everything is in good order。 such is our city。 i love our city。
而另有学生在他们的作文中认为这是一个“排污系统”（drain outlet system ）或电路板(circuit board)或房屋平面图(a plane figure of a house)等等。
可见，由抽象的图画到生动画面的产生，到一篇作文的写作成功，是创造想象不断发展的过程，也是提高英语语言运用能力的过程。
三、借助音乐，拓宽想象
音乐能有效地丰富学生的精神生活，促进学生感知、情感、想象等方面的健康成长，能给学生提供想象和联想的广阔空间，有利于培养学生的发散性思维能力，促进人的全脑开发，为学生的创新精神和实践能力在各方面的延伸乃至终身发展提供良好的基础。因此，在英语写作训练中有时借助音乐等艺术形式，对丰富学生的想象力是一种有益的尝试。
如senior book ⅵ ，unit 7中的“the waltz king ”这一课文，根据内容，可设计让学生听一首beethoven的“命运”(fate)，让学生根据自己的理解，写一篇作文，一位学生这样写到：
i am a graduate from high school， and i will enter for the collage entrance examination。 whether i will be admitted to a collage， i will work harder than before ， since our country is still poor and weak。
从作品中我们可以发现，借助音乐，学生的想象力得到了较大幅度的拓展。“音乐艺术对学生的创造能力的发展具有独特的作用。
四、灵活方法，发展想象
“创造想象是严格的构思过程，它是由思维调节的。”想象会产生全新的物象与情景、独特的认识和感悟。一段文字、一篇文章，给不同的读者，就有不同的想象余地。正如：a thousand readers， a thousand hamlets。（一千个读者，就有一千个哈姆雷特。）在英语作文教学中根据一定的线索或情节，提供学生广阔的思维空间，让学生进行想象描述（创造性的描述），会收到很好的锻炼效果。
例如 “after twenty years" (senior book ⅵ，unit 5) 这一课，可要求学生在学完之后， 简单续写一个结尾。这是一篇根据o。 henry 同名原作改写的文章。文章的故事情节虽然简单，但很能挖掘、发挥学生的创造想象力。学生这样写到：
as soon as the police officer wanted to catch bob by the arm， he took out a gun， aimed at the officer and said， “i knew i was wanted， but i don’t want to be arrested anyway。 tell jim wells i will come to visit him one day。" just at that time， the police officer found himself surrounded by some strong men， gun in hand， pointing to him。 bob then walked into the street and got into a car parking there， followed by those strong men。 the car soon disappeared。
另有学生这样写到：
the moment the officer caught bob by the arm， he got rid of it and ran away at once。 he was running down the street as fast as he could， when he was shot on the right shoulder。 he turned round。 to his great surprise， it was jim wells， his o ld friend。 he fell on the ground and fainted。
在作文教学中，通过对一定的语言材料进行不同方式的处理，确实是锻炼学生的思维，发展学生的想象力的一条重要途径。当学生对当前的语言材料进行阅读、处理时，进行了充分的分析、比较，又充分展示了自己的想象力，其思维得到了充分的发散。心理学研究已经证实，发散思维对个体的创造性有着重要影响，我们应该根据教材特点，结合教学内容，注意这种思维能力的训练，并创造一些行之有效的教学技术。可以说，续写结尾、续写故事、改写、扩写等，都是高中英语作文教学中锻炼学生思维，发展学生想象力的有效手段。
以上就是差异网为大家带来的3篇《人教版高一英语教案》，希望对您的写作有所帮助。
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