外研版高中英語必修一教案模板

1、精選優(yōu)質(zhì)文檔-傾情為你奉上最新外研版高中英語必修一教案模板學(xué)好英語之后，如果將來你想出國，就不會在語言方面花費很多的時間和精力，而是一站式通達國外，獲得更多良好教育的機會，收到意想不到的效果。今天小編在這給大家整理了一些外研版高中英語必修一教案模板，我們一起來看看吧! 外研版高中英語必修一教案模板1 教學(xué)準備 教學(xué)目標 1). To learn the knowledge of the cultural relics. 2). Discuss how to protect our cultural relics. 3).Reading and understanding, catching t

2、he 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. 教學(xué)重難點 Key points To understand cultural

3、 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. 教學(xué)工具 課件 教學(xué)過程 導(dǎo)入 1). Guessing: Teacher present some pictures and statements ,let the students guess whtat or where it is. The Great W

4、all; 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;Yuanmingyuan; Forbidden City Group 2: Ming Dyn

5、asty vase ;Taj Mahal; ivory 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 fe

6、el like feel as hard as stone Amber is the fossil(化石) form of resin(樹脂) 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

7、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 g

8、et 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

9、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

10、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 )

11、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 T

12、he 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 a

13、gain 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. 板書 Blackboard Design Unit 1 Cultural relics Warming up & pre-reading What is cultural relics? A.a cultural relic is sth. that s

14、urvived 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 外研版高中英語必修一教案模板2 一、教學(xué)內(nèi)容 Pre-reading; Reading; Comprehending 二、教學(xué)目標 在本節(jié)課結(jié)束時，學(xué)生能夠 l 認識節(jié)日的分類以及節(jié)日對人們生活的影響，從更深入的層面理解各國節(jié)日的意義。 l 運用略讀(skimmin

15、g)、找讀(scanning)、細讀(careful reading)等閱讀技巧來掌握篇章中心內(nèi)容，獲取閱讀文章中的關(guān)鍵信息。 l 根據(jù)上下文，理解本課的生詞、詞組，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。 三、教學(xué)步驟 步驟一 略讀(skimming) 1.學(xué)生看Reading中的圖片和標題，兩人一組討論閱讀材料中將介紹什么信息，完成Pre-reading的練習(xí)2。鼓勵學(xué)生在班內(nèi)發(fā)表個人的見解。 2.老師指導(dǎo)學(xué)生快速瀏覽文章中的小標題和每個自然段的

16、首句，了解文章大意，即不同的節(jié)日或慶典類型代表著不同的含義，有些是紀念死者的，有些是紀念著名人士的，有些是慶祝冬天的結(jié)束春天的播種、秋天的豐收、以及獵人獵到獵物等等。 教學(xué)意圖：快速瀏覽圖片、標題信息、文章中的小標題和每個自然段的首句進行略讀，可以使學(xué)生在較短時間內(nèi)準確地找到文章的基本信息。 步驟二 找讀(scanning) 1.老師先讓學(xué)生看“理解”中的練習(xí)1，了解節(jié)日的分類，老師可做必要的解釋。 教學(xué)意圖：學(xué)生在把握了節(jié)日的分類后，他們在完成下列各環(huán)節(jié)時更有針對性。 2.讓學(xué)生帶著練習(xí)1中的任務(wù)通讀一遍課文，重點閱讀和練習(xí)有關(guān)的內(nèi)容，快速找出練習(xí)所要求的基本信息。 教學(xué)意圖：通過找讀，學(xué)生

17、帶著任務(wù)就可以快速獲得練習(xí)1所要求的關(guān)鍵信息。 3. 在老師的指導(dǎo)下，全班合作填寫練習(xí)1表格中的第一行。然后，老師要求學(xué)生獨立完成余下的三行表格的填寫。學(xué)生完成表格的填寫后，老師作點評。 教學(xué)意圖：學(xué)生在第一環(huán)節(jié)中完成了節(jié)日的分類、第二環(huán)節(jié)中找到了練習(xí)1中的關(guān)鍵信息后，學(xué)生在本環(huán)節(jié)進一步整合信息，完成練習(xí)1表格的填寫。 步驟三 細讀(careful reading) 1. 學(xué)生仔細閱讀課文，獨立完成Comprehending中練習(xí)2的問題13，然后請幾個學(xué)生回答，最后全班核對答案。 教學(xué)意圖：練習(xí)2中的問題13較45簡單，通過細讀全文，學(xué)生能夠獨立作答。 問題13的參考答案： 1) Festi

18、vals 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, p

19、eople usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring. 2. 學(xué)生4人一組討論問題45，然后每組選出一名代表，匯報討論結(jié)果，最后老師給予指導(dǎo)并得出盡可能一致的意見。 教學(xué)意圖：問題45是開放性的問題，通過討論，學(xué)生可以根據(jù)文章的線索進行推理，根據(jù)已有的知識和經(jīng)驗得出問題的答案。在匯報中，學(xué)生就能夠分享彼此的成果。 問題45參考答案： 1) It is important to have festivals and cele

20、brations 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. 步驟四 歸納內(nèi)容、對比 完成練習(xí)34的深層次的閱讀理解任務(wù)： 老師要求學(xué)生探討課文的整體結(jié)構(gòu)和細節(jié)，

21、從每個自然段中找出練習(xí)所需的具體的例證。然后老師指導(dǎo)學(xué)生完成表格的第一行。學(xué)生仿照第一行的填寫方法，完成表格其它行的填寫。在老師幫助下全班同學(xué)一起核對答案，力爭取得較一致的意見。 教學(xué)意圖：通過本環(huán)節(jié)的學(xué)習(xí)，學(xué)生能夠體驗歸納、總結(jié)、對比的學(xué)習(xí)過程，同時，為完成后續(xù)的寫作任務(wù)做鋪墊。 步驟五 解決閱讀中學(xué)生遇到的困難 老師要求學(xué)生朗讀課文。然后4人一組根據(jù)上下文討論在閱讀中遇到的難以理解的單詞和詞組，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等，先是組內(nèi)探

22、討解決，組內(nèi)解決不了的，老師給予幫助。 教學(xué)意圖：解決閱讀中的障礙，培養(yǎng)學(xué)生根據(jù)上下文進行猜詞的能力。 步驟六 歸納整理、復(fù)述課文 1. 老師事先用投影呈現(xiàn)出本課信息圖，學(xué)生在老師的引導(dǎo)下，共同完成信息圖中的信息填寫，選一名學(xué)生填寫投影中的信息圖(可用詞或短語)。然后學(xué)生根據(jù)“信息圖”用自己的話復(fù)述課文： 教學(xué)意圖：教學(xué)生如何處理和加工信息，檢查學(xué)生對課文中的主要信息、事實、情節(jié)要點等是否清楚，訓(xùn)練學(xué)生靈活運用所學(xué)語言表達自己的思想。 步驟七 作業(yè) 讓學(xué)生把復(fù)述的內(nèi)容寫成短文。 教學(xué)意圖：進一步加強學(xué)生對課文中主要內(nèi)容的掌握，培養(yǎng)學(xué)生寫summary的技巧。 外研版高中英語必修一教案模板3 教

23、學(xué)準備 教學(xué)目標 1. 通過學(xué)生分享自己的旅游經(jīng)歷，用英語進行交流與表達。 2. 通過略讀與找讀，使學(xué)生獲取文章主要信息，練習(xí)閱讀技巧。 3. 通過小組討論為旅游準備的物品，使學(xué)生用英語簡單的語言實踐活動。 教學(xué)重難點 教學(xué)重點：利用閱讀技巧，獲取文章大意及細節(jié) 教學(xué)難點：用英語交流并進行簡單實踐活動旅游需要準備的物品 教學(xué)過程 I、Warming Up: 1. Id like to share my travelling experience with you, and would you like to share your travelling experience? 2. The wo

24、rld has many great rivers. Have you been to these rivers? 設(shè)計意圖：大部分學(xué)生都喜歡旅游，老師談?wù)勛约郝糜蔚慕?jīng)歷,詢問學(xué)生的旅游經(jīng)歷。列舉世界上的河流圖片，讓學(xué)生來欣賞認識美好的河流。能有效地調(diào)動學(xué)生的學(xué)習(xí)積極性。河流圖片的展示，學(xué)生猜測河流的名字，喚起學(xué)生的學(xué)習(xí)興趣以及對大自然的熱愛。 II. Pre-reading Have you been to the Mekong River? What countries does the Mekong River flow through? 設(shè)計意圖：展示沿湄公河的地圖，引起學(xué)生的興趣，讓

25、學(xué)生觀察地圖，說出湄公河流經(jīng)的國家，為隨后的閱讀做好了內(nèi)容和詞匯上的鋪墊。 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 設(shè)計意圖： 略讀：學(xué)生快速瀏覽課文，尋找相關(guān)信息并搭配段落大意。點撥閱讀技巧：注意每段開頭及結(jié)尾。 2. Scanning 1). Read Para 1 and find the key word for the informatio

26、n: Who and What Where and How Why and When 設(shè)計意圖：1.尋找who，what，where，how，why and when等關(guān)鍵信息,讓學(xué)生把握這類記敘文的閱讀要點。2. 根據(jù)圖表復(fù)述，練習(xí)學(xué)生語言整合與連貫的能力。 2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons. 設(shè)計意圖：研讀課文第二段，思考至少3個形容詞來描寫王薇，并利用文章說出依據(jù)，目的是讓學(xué)生研讀，并挖掘支持自己觀點的信息。 3).

27、 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. 設(shè)計意圖：先讓學(xué)生從文中找到表示地貌的地理術(shù)語，利用形象生動的幻燈片，為學(xué)生掃清生詞及讀音障礙，然后讓學(xué)生扮演導(dǎo)游的角色，結(jié)合示意圖向游客介紹湄公河，從而達到復(fù)述的目的。 IV. Group work Imagine that you are preparing for your own

28、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. 設(shè)計思路：讀后討論，學(xué)生想象去湄公河前必備的5件物品，并說明選擇的理由。為學(xué)生準備地圖，收音機，毯子，水杯，救生圈，雨傘，火柴，手機，照相機，藥物，防曬霜等，學(xué)生小組討論，并用英語表達個人看法與觀點。 V. Summary What have we learned in this class? 設(shè)計思路：引導(dǎo)學(xué)生反思

29、本節(jié)課主要內(nèi)容及重難點。 課后習(xí)題 Homework 1. Read the passage as fluently as possible after class. 2. Preview Learning about Language. 板書 板書設(shè)計： Unit 3 Travel Journal Part 1 The dream and the plan careless waterfall determined entire excited view crazy stubborn risk-taking 外研版高中英語必修一教案模板4 教學(xué)準備 教學(xué)目標 1、掌握下列詞匯和短語: rea

30、son, 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、進一步學(xué)習(xí)有關(guān)“朋友”的知識信息，啟發(fā)學(xué)生對朋友和友誼的思考。 3、了解安妮日記的背景知識，在感受外國文化的同時，深刻理解安妮日記的內(nèi)涵，同時提高學(xué)

31、生文化意識。 4、訓(xùn)練學(xué)生一定的閱讀技巧，使他們掌握一些有效的學(xué)習(xí)策略，從而提高閱讀速度和理解的準確性，并養(yǎng)成一定的自主學(xué)習(xí)能力。 5、培養(yǎng)學(xué)生快速閱讀的能力、捕捉信息的能力及運用語言進行交際的能力。 6、通過個人活動、小組活動和班級活動等方法，培養(yǎng)學(xué)生的合作互助精神，分享英語學(xué)習(xí)的經(jīng)驗，感受用英語交流的成功和喜悅。 教學(xué)重難點 教學(xué)重點: 1、了解安妮日記的背景知識，在感受外國文化的同時，深刻理解安妮日記的內(nèi)涵，同時提高學(xué)生文化意識。 2、訓(xùn)練學(xué)生的閱讀技巧，提高學(xué)生閱讀速度和理解能力。 教學(xué)難點: 對所獲得的信息進行處理、加工和學(xué)習(xí)，形成有效的學(xué)習(xí)策略。 教學(xué)工具 ppt課件 教學(xué)過程 .

32、 板書 Uint1 Reading Annes Best Friend Qualities: easy-going ,warm-hearted ,helpful, Questions: Skimming Summarize Discussion: 1> style 2> ideas 外研版高中英語必修一教案模板5 教學(xué)目標 To learn to talk about kinds of music To learn to read about bands To study The Attributive Clause (in/ for/ with/ by+which

33、/ whom) To learn to write an e-mail 教學(xué)重難點 To study The Attributive Clause (in/ for/ with/ by+which/ whom) To learn to write an e-mail 教學(xué)工具 課件 教學(xué)過程 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

34、 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?

35、 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 mus

36、ic? 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 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 real

37、ly 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? Lets discuss these questions in small groups. Try to share your opinions with one a

38、nother. 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: 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

39、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

40、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 i

41、ts 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. Lets come to the reading - The Band That Wasnt and find more about them. I

42、II. Reading 1.Reading aloud to the recording Now please listen and read aloud to the recording of the text THE BAND THAT WASNT. 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 underlini

43、ng 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 WASNT dream of doing , at a concert , with sb. clapping and enjoying , sing karaoke , be honest with oneself, get to fo

44、rm a band, high school students, practice ones 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

45、 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 ident

46、ify 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” b

47、ecame 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 student

48、s Reasons They like to write and play music. Places They practice their music in someones 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 ban

49、d? 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 beca