外研版高中英语必修一教案模板范本.docx

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1、外研版高中英语必修一教案模板外研版中学英语必修一教案模板1 教学打算 教学目标 1). To learn the knowledge of the cultural relics. 2). Discuss how to protect our cultural relics. 3).Reading and understanding, catching the history and information of the Amber Room. 4). Functional item, how to tell the story about the Amber Room 5). Finish

2、the comprehending exercises after the reading passage. 6). Use scanning; skimming and careful reading to learn the story of the Amber Room. 教学重难点 Key points To understand cultural relics. How to tell the story about the Amber Room Difficulties Talk about cultural relics at home and abroad in English

3、 freely. To learn the story of the amber room. 教学工具 课件 教学过程 导入 1). Guessing: Teacher present some pictures and statements ,let the students guess whtat or where it is. The Great Wall; The Pyramid ; Taj Mahal 2)Teacher show some pictures. They are all very famous places in China or in the world. Ask

4、the students to think these over: A. Can you name them out? Who have the right to own and confirm them? (The shown pictures: Group 1;Yuanmingyuan; Forbidden City Group 2: Ming Dynasty vase ;Taj Mahal; ivory dragon boat and Mogao Caves) Step I: Pre-reading 1).Ok, you have know something about cultura

5、l relics, have you ever seen a piece of amber?And what do you know about it? Show some pictures of amber. Let students know what the amber is and its value. color yellow- brown feel like feel as hard as stone Amber is the fossil(化石) form of resin(树脂) from trees. It takes millions of years to form. 2

6、). Can you imagine a house made of amber?Please preview “In search of the amber room.” Step II: Fsat reading and thinking about the title: 1). Teacher give students the following questions to think: When you see this title, what do you want to know? What is the Amber Room? Why was it called the Ambe

7、r Room? What was it made for? What happened to it? Why to search for it? (Ask the students just remember these questions in their mind not find the answers.) 2). Fast reading to get the main idea: The Amber Room , which _sent to the Russian people as a _, was _by the _ soldiers . (Students read the

8、passage quickly and fill in the blans) 3). Now, let the students try to answer the questions in part 1). (PPT 7) (Teacher may give some necessary help) Step III: Scanning Ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join t

9、he correct parts of the sentences together. (exercise 1 on page 2) After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9) Step IV: Skimming Ask students to skim the passage and com

10、plete exercise 2 on page2. ( 3 ) How did the Amber Room become one of the wonders of the world? ( 5 ) How was a new Amber Room built? ( 4 ) How did the Amber Room get lost? ( 1 ) How was the Amber Room made? ( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift? Step

11、V: Careful reading Let the students read the text carefully and try to find some details to complete the form on PPT 11. Step VI: Role play Just now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors? ( Giv

12、e students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.) Homework 1. Read the story of The Amber Room again after class. 2. Write the introduction of the Amber Room you have discussed in class. 3. Prepare for next period by

13、underline the difficult points in the text. 板书 Blackboard Design Unit 1 Cultural relics Warming up pre-reading What is cultural relics? A.a cultural relic is sth. that survived for a long time B.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed C. a cult

14、ural relic is something rather rare 外研版中学英语必修一教案模板2 一、教学内容 Pre-reading; Reading; Comprehending 二、教学目标 在本节课结束时，学生能够 l 相识节日的分类以及节日对人们生活的影响，从更深化的层面理解各国节日的意义。 l 运用略读(skimming)、找读(scanning)、细读(careful reading)等阅读技巧来驾驭篇章中心内容，获得阅读文章中的关键信息。 l 依据上下文，理解本课的生词、词组，如feast, gather, belief, dress up, play a trick o

15、n, admire, poet, look forward, day and night。 三、教学步骤 步骤一 略读(skimming) 1.学生看Reading中的图片和标题，两人一组探讨阅读材料中将介绍什么信息，完成Pre-reading的练习2。激励学生在班内发表个人的见解。 2.老师指导学生快速阅读文章中的小标题和每个自然段的首句，了解文章大意，即不同的节日或庆典类型代表着不同的含义，有些是纪念死者的，有些是纪念着名人士的，有些是庆祝冬天的结束春天的播种、秋天的丰收、以及猎人猎到猎物等等。 教学意图：快速阅读图片、标题信息、文章中的小标题和每个自然段的首句进行略读，可以使学生在较短时

16、间内精确地找到文章的基本信息。 步骤二 找读(scanning) 1.老师先让学生看“理解”中的练习1，了解节日的分类，老师可做必要的说明。 教学意图：学生在把握了节日的分类后，他们在完成下列各环节时更有针对性。 2.让学生带着练习1中的任务通读一遍课文，重点阅读和练习有关的内容，快速找出练习所要求的基本信息。 教学意图：通过找读，学生带着任务就可以快速获得练习1所要求的关键信息。 3. 在老师的指导下，全班合作填写练习1表格中的第一行。然后，老师要求学生独立完成余下的三行表格的填写。学生完成表格的填写后，老师作点评。 教学意图：学生在第一环节中完成了节日的分类、其次环节中找到了练习1中的关键

17、信息后，学生在本环节进一步整合信息，完成练习1表格的填写。 步骤三 细读(careful reading) 1. 学生细致阅读课文，独立完成Comprehending中练习2的问题13，然后请几个学生回答，最终全班核对答案。 教学意图：练习2中的问题13较45简洁，通过细读全文，学生能够独立作答。 问题13的参考答案： 1) Festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm li

18、ving people. 2) Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished. 3) At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring. 2. 学生4人一组探讨问题45，

19、然后每组选出一名代表，汇报探讨结果，最终老师赐予指导并得出尽可能一样的看法。 教学意图：问题45是开放性的问题，通过探讨，学生可以依据文章的线索进行推理，依据已有的学问和阅历得出问题的答案。在汇报中，学生就能够共享彼此的成果。 问题45参考答案： 1) It is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while. 2) The Chinese, Japanese and Mexican

20、festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors tombs. 步骤四 归纳内容、对比 完成练习34的深层次的阅读理解任务： 老师要求学生探讨课文的整体结构和细微环节，从每个自然段中找出练习所需的详细的例证。然后老师指导学生完成表格的第一行。学生仿照第一行的填写方法，完成表格其它行的填写。在老师帮助下全班同学一起核对答案，力争取得较一样的看法。 教学意图：通过本环节的学习，学生能够体验归纳、总结、对比的学习过程，同时，为完

21、成后续的写作任务做铺垫。 步骤五 解决阅读中学生遇到的困难 老师要求学生朗读课文。然后4人一组依据上下文探讨在阅读中遇到的难以理解的单词和词组，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等，先是组内探讨解决，组内解决不了的，老师赐予帮助。 教学意图：解决阅读中的障碍，培育学生依据上下文进行猜词的实力。 步骤六 归纳整理、复述课文 1. 老师事先用投影呈现出本课信息图，学生在老师的引导下，共同完成信息图中的信息填写，选一名学生填写投影中的信息图(可用词或短

22、语)。然后学生依据“信息图”用自己的话复述课文： 教学意图：教学生如何处理和加工信息，检查学生对课文中的主要信息、事实、情节要点等是否清晰，训练学生敏捷运用所学语言表达自己的思想。 步骤七 作业 让学生把复述的内容写成短文。 教学意图：进一步加强学生对课文中主要内容的驾驭，培育学生写summary的技巧。 外研版中学英语必修一教案模板3 教学打算 教学目标 1. 通过学生共享自己的旅游经验，用英语进行沟通与表达。 2. 通过略读与找读，使学生获得文章主要信息，练习阅读技巧。 3. 通过小组探讨为旅游打算的物品，使学生用英语简洁的语言实践活动。 教学重难点 教学重点：利用阅读技巧，获得文章大意及

23、细微环节 教学难点：用英语沟通并进行简洁实践活动旅游须要打算的物品 教学过程 I、Warming Up: 1. Id 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：大部分学生都喜爱旅游，老师谈谈自己旅游的经验,询问学生的旅游经验。列举世界上的河流图片，让学生来观赏相识美妙的河流。能有效地调动

24、学生的学习主动性。河流图片的展示，学生揣测河流的名字，唤起学生的学习爱好以及对大自然的酷爱。 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，引起学生的爱好，让学生视察地图，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

25、1: Dream Para 2: A stubborn sister Para 3: Preparation 设计意图： 略读：学生快速阅读课文，找寻相关信息并搭配段落大意。点拨阅读技巧：留意每段开头及结尾。 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.找寻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. 依据图表复述，练习学生语言整合与连贯的

26、实力。 2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons. 设计意图：研读课文其次段，思索至少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 Rive

27、r 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

28、 choose them. 设计思路：读后探讨，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生打算地图，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，学生小组探讨，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 板书设计

29、： Unit 3 Travel Journal Part 1 The dream and the plan careless waterfall determined entire excited view crazy stubborn risk-taking 外研版中学英语必修一教案模板4 教学打算 教学目标 1、驾驭下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go

30、 through, hide away, set down, a series of, on purpose, in order to, face to face, according to. 2、进一步学习有关“挚友”的学问信息，启发学生对挚友和友情的思索。 3、了解安妮日记的背景学问，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。 4、训练学生肯定的阅读技巧，使他们驾驭一些有效的学习策略，从而提高阅读速度和理解的精确性，并养成肯定的自主学习实力。 5、培育学生快速阅读的实力、捕获信息的实力及运用语言进行交际的实力。 6、通过个人活动、小组活动和班级活动等方法，培育学生

31、的合作互助精神，共享英语学习的阅历，感受用英语沟通的胜利和喜悦。 教学重难点 教学重点: 1、了解安妮日记的背景学问，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。 2、训练学生的阅读技巧，提高学生阅读速度和理解实力。 教学难点: 对所获得的信息进行处理、加工和学习，形成有效的学习策略。 教学工具 ppt课件 教学过程 . 板书 Uint1 Reading Annes Best Friend Qualities: easy-going ,warm-hearted ,helpful, Questions: Skimming Summarize Discussion: 1&g

32、t; style 2> ideas 外研版中学英语必修一教案模板5 教学目标 To learn to talk about kinds of music To learn to read about bands To study The Attributive Clause (in/ for/ with/ by+which/ whom) To learn to write an e-mail 教学重难点 To study The Attributive Clause (in/ for/ with/ by+which/ whom) To learn to write an e-mail 教

33、学工具 课件 教学过程 I. Warming up Warming up by describing Good morning, class. Today we are going to talk about an interesting topic - music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and

34、 bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different

35、kinds of music. See if you can guess which music matches with which picture. Warming up by discussing Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Lets listen to some music. Lets see

36、if you can guess which music matches with which picture. Classical music Country music Rock n Roll Rap Orchestra Folk music Yes, you are right. Im sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical

37、or modern? Why? How does music make you feel? Why do you like to listen to music? Lets discuss these questions in small groups. Try to share your opinions with one another. II. Pre-reading 1.Thinking and saying Have you heard about any of the famous bands in the world? List some if you can. For refe

38、rence: Ive heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”. 2.Listening, talking and sharing Lets listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to st

39、and up and share the group idea with the class. For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life. Do you know anything about

40、“The Monkees”? For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmit

41、h, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Lets come to the reading - The Band That Wasnt and find more about them. III. Reading 1.Reading aloud to the recording Now please listen and read aloud to the recording of the text THE BAND THAT WASNT. Pay att

42、ention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. 2.Reading and underlining Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class

43、 as homework. Collocations from THE BAND THAT WASNT dream of doing , at a concert , with sb. clapping and enjoying , sing karaoke , be honest with oneself, get to form a band, high school students, practice ones music, play to passers-by, in the subway, earn some extra money, begin as a TV show, pla

44、y jokes on, be based loosely on, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by, support them fiercely, become more serious about, play their own instruments, produce ones own records, start touring, break up, in the mid-1980s, a celebration of ones time as a real band 3.Reading to identify the topic sentence of each paragraph Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of th