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外研版高中英语必修一教案模板

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学好英语之后,如果将来你想出国,就不会在语言方面花费很多的时间和精力,而是一站式通达国外,获得更多良好教育的机会,收到意想不到的效果。今天小编在这给大家整理了一些外研版高中英语必修一教案模板,我们一起来看看吧!

外研版高中英语必修一教案模板1

教学准备

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 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 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 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;①Yuanmingyuan; ②Forbidden City

Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boat

and Mogao Caves)

Step I: Pre-reading

1).Ok, you have know something about cultural 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). 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 Amber 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 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 the 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 complete 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 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?

( Give 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 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 cultural relic is something rather rare

外研版高中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 认识节日的分类以及节日对人们生活的影响,从更深入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)等阅读技巧来掌握篇章中心内容,获取阅读文章中的关键信息。

l 根据上下文,理解本课的生词、词组,如feast, gather, belief, dress up, play a trick on, 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,两人一组讨论阅读材料中将介绍什么信息,完成Pre-reading的练习2。鼓励学生在班内发表个人的见解。

2.老师指导学生快速浏览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:快速浏览图片、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间内准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,老师可做必要的解释。

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、第二环节中找到了练习1中的关键信息后,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. 学生仔细阅读课文,独立完成Comprehending中练习2的问题1~3,然后请几个学生回答,最后全班核对答案。

教学意图:练习2中的问题1~3较4~5简单,通过细读全文,学生能够独立作答。

问题1~3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 living 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人一组讨论问题4~5,然后每组选出一名代表,汇报讨论结果,最后老师给予指导并得出尽可能一致的意见。

教学意图:问题4~5是开放性的问题,通过讨论,学生可以根据文章的线索进行推理,根据已有的知识和经验得出问题的答案。在汇报中,学生就能够分享彼此的成果。

问题4~5参考答案:

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 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3~4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节,从每个自然段中找出练习所需的具体的例证。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,力争取得较一致的意见。

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人一组根据上下文讨论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,老师给予帮助。

教学意图:解决阅读中的障碍,培养学生根据上下文进行猜词的能力。

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(可用词或短语)。然后学生根据“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、情节要点等是否清楚,训练学生灵活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掌握,培养学生写summary的技巧。

外研版高中英语必修一教案模板3

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

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

外研版高中英语必修一教案模板4

教学准备

教学目标

1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go 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“朋友”的知识信息,启发学生对朋友和友谊的思考。

3、了解《安妮日记》的背景知识,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、训练学生一定的阅读技巧,使他们掌握一些有效的学习策略,从而提高阅读速度和理解的准确性,并养成一定的自主学习能力。

5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。

6、通过个人活动、小组活动和班级活动等方法,培养学生的合作互助精神,分享英语学习的经验,感受用英语交流的成功和喜悦。

教学重难点

教学重点:

1、了解《安妮日记》的背景知识,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能力。

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 Anne’s Best Friend

Qualities: easy-going ,warm-hearted ,helpful,…

Questions:

Skimming

Summarize

Discussion: 1> style 2> ideas

外研版高中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 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 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. Let’s listen to some music. Let’s see 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. I’m 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 or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s 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 reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.

2.Listening, talking and sharing

Let’s 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 stand 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 “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 Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t 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 WASN’T. Pay attention 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 as homework.

Collocations from THE BAND THAT WASN’T

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 one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play 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 one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s 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 the paragraph.

1st paragraph: How do people get to form a band?

2nd paragraph: Most musicians meet and form a band.

3rd paragraph: One band started as a TV show.

4th paragraph: “The Monkees” became even more popular than “The Beatles”.

3.Reading and transferring information

Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.

How do people get to form a band?

Members High school students

Reasons They like to write and play music.

Places They practice their music in someone’s home.

Forms They may play to passers-by in the street or subway.

Results They can earn some extra money. They may also have a chance to dream of becoming famous.

How was The Monkees formed and became a real band?

The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones

beginning of the band It began as a TV show.

style of the performance They played jokes on each other as well as played music.

first music and jokes Most of them were based loosely on the band called “The Beatles”.

development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.

changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.

4. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.

Closing down by having a discussion

Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?

For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

Do you agree that the jokes were more important than the music for this band? Give a reason.

For reference: Yes. I think it is the jokes that really attract more fans.

No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.

Closing down by retelling the form of the band The Monkees.

I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.

课后小结

学了这节课你有什么收获?

课后习题

完成课后习题一、二。

板书

Unit 5 Music

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