外研版2021高中英语教案精编.docx

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1、外研版2021高中英语教案外研版2021中学英语教案1 教学目标 (一)学问技能 通过本课的学习使学生能够在理解的基础上复述课文 在阅读中体会并初步驾驭生词、词组、句型的用法 体会作者在写本文时是如何进行内容支配的 (二)情感看法 了解吉尼斯纪录的相关学问、以及勇于挑战并打破 纪录的杰出人物应具备的品质 激励学生打破“我不行”的心理示意让意念统领身体走出一条完备的道路 (三)实力目标 通过词族和词缀的学习让学生驾驭一种记忆单词的方法 通过三读法让学生驾驭速读、跳读、精读的要领 教学重点难点 (1)重点： 1.了解记叙文的文体特点并以此指导阅读; 2.训练skimming, scanning,

2、careful reading等阅读微技能; 3.对文章深层次的理解及细微环节的观赏，相识及分析主子公的人物特征及人物性格。 (2)难点： 1.阅读技能的训练; 2.对记叙文的鉴赏实力及人物评价。 教学过程 Leading-in (discussion) To show Ss pictures about some famous athletes to let them know something in common about these people-the key of success. Some words may be used in this activity ： Sports

3、champion athlete winning breaking records challenge exciting confidence physical ability speed strength Something in common： concentration confidence good physical abilities speed strength flexibility athletic skills strong will interest hard training 目的及依据：本环节通过看图探讨激发学生的学习爱好激活已有的背景学问，使学生能运用已有的学问和阅历

4、思索本单元的中心话题。能起到温故而知新的作用。 Pre-reading Task one to show students some pictures which occur in the text, First, lets them to know the name of the activity and the way to do it, Second, let the students experience one or more of this, such as somersaulting doing jumping jacks, Third, thinking and discuss

5、ing Would you consider each activity to be serious sports? Which activity would you like to try? Would you need to be fit to do any of them? Do you think you could do any of them for any length of time? (Indication：Different activity requires different physical fitness psychological personification

6、such as coordination strength balance? concentration strong will devotion) Now class we will read a story about a man called Ashrita Furman who has broken Guinness records.(过度) (读前部分设计依据及目的：本部分依据学生的认知规律而设计，首先让学生借助图片了解运动的名称及运动方式，其次，让学生体验其中一项或几项活动，体验后让学生思索问题 这种方式呦浅入深、由感性相识到理性思索了解文章当中提到的运动项目降低阅读难度 ，为下一

7、步阅读理解做好充分的打算) While reading Task two Listening (scanning)(close your book 此处把快速阅读与听力整合在一起正大课堂容量加快课堂节奏) (提高学生的听力水平培育快速获得所需信息的实力) Task two Listen to the tape, after listening tick the topics that the author does not cover physical skills needed for events number of records broken his family life kind

8、of records broken why he became a sportsman countries he likes best place and date of birth his occupation his education his first Guinness record (目的及依据，新课程理念要求让学生对语篇整体学习，为此首先让学生快速把握文章结构要点让学生从整体明白文) Task three Skim the text and answer the questions Who is Ashrita Furman? When and why he entered the

9、 Guinness book of world records? When did Ashrita become a student Chinmoy? When did he first come across the Guiness book of the world records What are some of his pgysical difficulties? A walking with a bottle of milk on his head B standing on top of a Swiss ball C somersaulting D doing gymnastica

10、lly correct lunges what happens in an event that prevent Ashrita from giving up? Post reading Task five Discussion on Ashritas motivation Why did Ashrita challenge the Guinness world records instead of taking part in the Olympic games? Why does he keep on trying to challenge different Guinness recor

11、ds? Why didnt he take part in a conventional sports instead of un conventional and funny one? Why did Ashrita took part in active sports after learned quiet mediation? Task six discussion on Ashritas belief. work in group four or five each group may be for it or against it, choose one, and discuss w

12、ith your group, (divide the class into two parts for-part and against part, then have a class report) Task seven Summary and homework Task one Write an article about the imagination about the outlook of Ashrita Task two work in group to find more information about Ashria through internet as well as

13、books about after class each group should try brief paper about ahsrita. 外研版2021中学英语教案2 教学内容分析 本单元的中心话题是“(杰出)女性”，话题涉及谈论及你最崇敬的女性“妇女独自南极探险”，“美国电视黑人女主持人奥普拉温茀丽的故事”等，语言技能和语言学问都围绕中心话题而设计。本节课为此单元的其次课时阅读课。 “读前”(Pre-reading)设计了三个有关旅行和南北极的问题，详细涉及极地探险、动物等内容, 能够诱发学生的探究精神和想象力。通过学生的探讨、探究，自主地发觉下面阅读故事的背景，有助于学生正确理解文

14、章的深层意思，真正体会主子公Helen Thayer的宏大。 “阅读”(Reading)材料是一篇记叙文，故事描叙的是作者Helen Thayer在她60岁时，独游南极洲的冒险经验。在恶劣多变的气候条件及险恶的地理状况中，作者在紧急关头，虽感孤独恐惊，但表现出冷静、坚韧、乐观的看法，最终克服险境。对学生今后的人生道路、心理素养、生活看法起到了陶冶和主动的导向作用。 Teaching Aims： 1 Train the studentsreading ability. 2 Learn and master the following words and phrases; 1) Words: mi

15、le Antarctic threaten optimistic somehow shelter regret extreme climate value 2) Phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to ones feet make a decision Teaching Important Points： 1. Improve the students reading ability. 2. Enable the student to und

16、erstand the text better. 3. Let the students have strong wills and determination by reading the passage. Teaching Difficult Points： 1. How to improve the studentsreading ability. 2. The use of some useful expressions. Teaching Methods： 1. Discussion before reading to make the students be interested

17、in what they learn in class. 2. Fast reading to get the general idea of the text. 3. Careful reading to answer some detailed questions. 4. Individual, pair or group work to make every student work in class. Teaching Aids: 1. a map of the world 2. a tape recorder 3. a computer Teaching Procedures： St

18、ep I Greeting and speech Greet the students as usual and the student who is on duty give a speech before class. Step II Lead-in 1 Do you like travelling ? Where do you like to travel best ? How will you travel ? 2 Imagine you are traveling alone to the South Pole, what will you take with you ? 3 Why

19、 do polar bears never eat penguins ? Step III Fast reading Ask the students to read the text quickly and silently, find the answers to these three questions . 1 How did the writer celebrate her 60th birthday ? 2 When was the writer is 60th birthday ? 3 Why did she say it was an experience she would

20、never forget and would value for the rest of her life ? Step IV Careful-reading Ask students to read the text again carefully and finish three tasks: 1 Finish Exercise 1 of post-reading on page 32. 2 Fill in the form on the screen . Time WeatherWhat did she do?/What happened to her? began her almost

21、 200-mile journey 3rd -11th celebrated her 60th birthday 13th -21th- 22th- 23th - 3. Do some T/F exercises on the screen. 1). She celebrated her fiftieth birthday by traveling alone to the South Pole. 2). She went to Antarctica with the dog team pulling her sled. 3). Everything went all right during

22、 the first few days. 4). During the next week the wind grew so strong that it blew away her tent. 5). She had an accident after her birthday. 6). It was all her training that helped her out of danger Step V Listening and Consolidation Play the tape for the students and ask them to read the text afte

23、r the tape in a low voice, paying attention to the pronunciation and intonation. Step VI Discussion 1. What kind of woman is Helen Thayer ? Describe her in a few sentences. 2. Do you admire her? Why ? Step VII Reading together. If you have a goal without a plan, it's only a dream. Once you set a

24、 goal, you have to keep going. There have been a lot of times where I was determined to just take the next step. Those who can take that next step are the successful people in the world. -Helen Thayer StepVIII Homework 1. Reading the text again and again after class. 2. Finish the exercises of Gramm

25、ar. Step IX Record after Teaching 外研版2021中学英语教案3 教学打算 教学目标 (1)学问目标：让学生通过阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。 (2)实力目标：让学生进一步运用恰当地阅读方式与技能，如略读(skimming)，快速阅读(fast reading)，细读(close reading)等 (3)情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活看法。 教学重难点 1.阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。 教学过程 1. 话题的引导。(Pre-reading) 1).开头

26、通过设计了一首熟识的诗歌，让学生知道话题-farming. 2).涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题-宏大人物袁隆平。 2. 跟读与阅读 完成导学案练习 贯彻目的与困难策略，指导学生依据不同的阅读目的，在阅读的不同阶段，敏捷运用各种阅读策略，捕获文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。采纳整体语言教学法和任务型语言教学法。 1)、通过阅读训练，引导学生如何利用略读(skimming)的方法把握文章的大意，侧重培育快速阅读理解实力和文章中心把握实力。 2)、精读各个段落语段，侧重培育快速捕获文章重要细微环节的实力和揣测生词的实力，学会观赏文章中的美丽

27、句子。 3： 阅读过程-浅层次阅读。(Reading I) 1). 其中关于人物的基本信息中，通过设计了一个信息表格的浅层次阅读练习，对文中人物有了初步了解。 2). 关于他的幻想，书本上描写得特别生动，我让班里有艺术特长的学生画了一幅漫画，利用画面反映课文第四段所描述的内容，同时用第一人称配了声音效果。 4. 阅读过程-深层次阅读。(Reading II) 在处理了一些简洁信息之后，阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些珍贵品质。就这两方面的内容，设计了一棵树的形象，引导学生去找寻袁隆平作出的成就以及他身上拥有的珍贵品质。 5.学问点的处理：由句子的分析带出语言

28、点，记住句子，记住了单词用法 课后习题 一、单词拼法 1. _ vt. vi. 斗争; n.努力 2. _ adj. 感到满足的 3. _ n.自由; 自主 4. _ vt. vi. 配备; 装备 5. _ n. 产量, 输出量 6. _vt. 输出 n.出口 7. _vt. 搞乱, 使糊涂 8. _ n. 补给; vt.供应 9. _ adj. 适当的, 相配的 10. _vt. 使膨胀 vi. 发展 二、单词运用 1.We had a _(努力) to stop the criminal. 2. The document will be _ (传阅) to all members. 3.

29、Ill type your report if youll baby-sit in e_. 4. Our farm _ the market with fruits and vegetables. 5. We should s_ the results of the exam briefly and report to the headmaster. 6. Sydneys population _ rapidly in the 1960s. 7. He has a _ (晒黑的) face and bright eyes. 8. The plane _ speed as it was appr

30、oaching the airport. 9. The workers there worked _ crazy, with only thirty minutes break at noon. 10. He _ (耕作) the farm with great success. Comprehending：Paraphrase these sentences. 1. At that time, hunger was a disturbing problem in many parts of the countryside 2.Using his hybrid rice, farmers ar

31、e producing harvests twice as large as before. 3. Thanks to his research, the UN has more tools in the battle to rid the world of hunger. 4.He would much rahter keep time for his hobbies. Consolidation Exercise; 1._ your generous help, or I will not overcome the difficulty. A.Thanks to B. Because C.

32、 Thanks for D. Thank to 2. It is so_ that he is always making noises. A. disturbed B. disturbing C. disturb D. disturbs 3. He missed the bus, for _ he came late for work. A. whom B. that C.where D. which 4.你必需戒除掉自己吸烟的坏毛病。 5. 满足于学生的成果，他如释重负的笑了。 6. 他宁愿在家里看电视也不情愿打篮球。 外研版2021中学英语教案4 教学打算 教学目标 1. 通过学生共享自

33、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 grea

34、t 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

35、，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 W

36、here 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 answe

37、r: 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 Mek

38、ong. 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

39、 Homework 1. Read the passage as fluently as possible after class. 2. Preview Learning about Language. 板书 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 外研版2021中学英语教案5 教学目标：学生进一步熟识基础写作的特征和基本要求，培育正确的写作思路及方法，驾驭常用的写

40、作模式和句型。消退对写作的恐惊心理，培育写作爱好。 教学重点：如何审题;如何进行信息整合;上下文的承接。 教学难点：写作思路及方法的培育 教学方法：讲练结合，精讲多练，引导学生体会与仿照。 一、 基础写作题的特点 高考设置基础写作题的目的是要检测考生最基础的书面语言表达实力，如用词的合理性、句子结构的困难度、语法运用的正确性、信息内容的完整性、句子之间的连贯性等。因此，基础写作题与往年的书面表达依旧会有许多相像点，但也会出现一些新的特点。 1.写作题材贴近考生的学习和生活。历年来高考作文题的题材都特别贴近考生的学习和生活，如校内活动、校外见闻、交友、旅游、以及与考生有关的话题探讨等。可以预料明

41、年高考写作题的题材还会在这些范围内，并为全部考生所熟识。 2.写作的题材主要是故事性描述和应用文。历年的基础写作题的题材也会与往年书面表达相像，主要有故事性描写和应用文写作两大类。命题形式可能是看图写故事、看图表说明、依据表格信息完成一封短信或一份通知这类的应用文等。 3.内容呈现的方式具有半封闭性。作文试题逐步走向开放将是大势所趋。但是，基础写作题还只能是半封闭的，其特点是写作的内容是被规定了的，考生必需将文章所规定的信息点完整、全面地表达出来，但对于语言表达的方式、信息组织的先后秩序、须要补充哪些必要的信息等，考试又有肯定的自主构思空间。 4.用5句话表达。这是基础写作题与往年书面表达题最

42、显著的不同点。往年是规定字数(100词左右)，句子的数量不作规定，所以许多考生为了不犯句法错误总是运用一些简洁句。而历年的基础写作只能用5句话来表达题目所给的全部信息点，但所给的信息点与往年的书面表达相比并不会削减，所以，用5个简洁句很难完成任务，必需运用复合句或并列句来综合多个信息点，而且还要照看句子之间的连接和语意上的连贯。从只一点来说，基础写作题对考试运用语言实力的要求大大提高了。 二、基础写作题提出的新要求 1.信息组织实力。信息组织实力包括信息归类、信息排列和信息表达三个环节。对于题目所供应的各种信息点，考生首先须要依照肯定的标准将信息进行归类，并初步安排将哪些信息放到同一个句子中;

43、其次是将信息进行合理的排列，排列必需依照肯定的标准，如时间依次、空间依次、因果关系、递进关系等;第三是选择表达的秩序，确定句子之间的先后依次，这既要考虑语句上能否连接，还要考虑语意上的连贯。在组织信息的过程中，还要对某些信息进行必要的增删，使文章意思连贯、语言畅谈、逻辑严密。 2.运用困难句子的实力。在整理和归类信息点之后，就须要正确地运用比较困难的句子，综合的表达信息。困难句子主要有三类： 第一类是复合句或含有非谓语动词、介词短语的困难句。复合句主要有三类：含出名词性从句的复合句，含有状语从句的复合句，含有定语从句的复合句。 其次类是并列句或带有并列成分的困难句。连接并列句或并列成分的并列连词主要有四类：表示意义引申的并列连词，如and，both and，not onlybut also，and