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外研社高中英語(yǔ)教案
作為一名優(yōu)秀的教育工作者，就難以避免地要準(zhǔn)備教案，教案是教學(xué)藍(lán)圖，可以有效提高教學(xué)效率。那么優(yōu)秀的教案是什么樣的呢？以下是小編幫大家整理的外研社高中英語(yǔ)教案，希望對(duì)大家有所幫助。
外研社高中英語(yǔ)教案1
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.
Process and method: Ss acquire knowledge and improve ability through discussion and competition.
Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.
教學(xué)重難點(diǎn)
important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.
difficult point : how to solve the questions and find the useful information using the reading skills.
教學(xué)工具
課件
教學(xué)過(guò)程
Lead in
1. show some pictures .
2. show the pictures and a short video of amber room.
purpose: motive Ss's interest.
Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.
Presentation
Look at the photos here. What do you know about the substance of “amber”? What do know
about the cultural relics “the Amber Room”?
discussion:
Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?
A: What should we do?
B: Can we keep it for ourselves or report it to the government?
C: Have you come across such a situation — to make a difficult choice?
listen and answer the questions:
Play tape. Ss get the main idea of the passage.
Reading
pre-reading:
1. Have you ever seen a piece of amber?
What do you know about it?
2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.
Reading:
1st time:
read by yourself as quickly as you can.
join the correct parts of the sentences together.
2nd time:choices and T/F
compete between boys and girls.
3rd time:
answer some question. Ask ss to think over and discuss.
purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information.
Discussion and report
Think over of what we discuss in the part of warming up: I find myself falling into the dilemma.
you discuss together ,and write down the outline of a report.
work in group
Consolidation
fill in the blanks (summary).
Homework
make a report .
use the useful information in the passage.
外研社高中英語(yǔ)教案2
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
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.
教學(xué)重難點(diǎn)
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.
教學(xué)工具
課件
教學(xué)過(guò)程
導(dǎo)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(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 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.
板書
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
外研社高中英語(yǔ)教案3
教學(xué)目標(biāo)：
學(xué)生基本掌握meat,rice,noodles,fish,milk.懂得Do you like??”是提問(wèn)“你喜歡??？”并能作出相應(yīng)的回答。
通過(guò)說(shuō)唱活動(dòng)培養(yǎng)學(xué)生的英語(yǔ)語(yǔ)感，提高學(xué)生的思維能力和語(yǔ)言能力。 通過(guò)學(xué)習(xí)、合作、交流，激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)，培養(yǎng)學(xué)生學(xué)習(xí)的興趣，充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的'積極性；把所學(xué)語(yǔ)言知識(shí)與實(shí)際生活緊密結(jié)合。
遵循“以學(xué)生發(fā)展為本”的課改理念，面向全體學(xué)生，啟發(fā)和引導(dǎo)每一個(gè)學(xué)生積極主動(dòng)地參與到學(xué)習(xí)活動(dòng)中，培養(yǎng)和提高學(xué)生合作學(xué)習(xí)的意識(shí)和能力。
教學(xué)重點(diǎn)：
掌握有關(guān)食物的英語(yǔ)單詞，談?wù)摬⒃儐?wèn)他人的喜好。
教學(xué)難點(diǎn)：
一般疑問(wèn)句的用法。
教具準(zhǔn)備：
多媒體課件，自制食物圖片。
教學(xué)過(guò)程：
Step1 熱身運(yùn)動(dòng)（反應(yīng)游戲：Touch your face, Touch your nose）
通過(guò)TPR活動(dòng)，有助于幫助學(xué)生集中注意力，做好上課的準(zhǔn)備。
Step2 揭示課題
T: 同學(xué)們平時(shí)都喜歡吃什么食物？
S:肉、牛奶??
T:同學(xué)們想知道這些食物用英語(yǔ)怎么說(shuō)嗎？今天我們就一起來(lái)學(xué)習(xí)。直接點(diǎn)明這堂課的學(xué)習(xí)任務(wù)。
Step3 師生交流
T:出示fish圖片.I like fish.（表現(xiàn)出喜歡的樣子）Do you like fish?引導(dǎo)學(xué)生回答 Yes,Ido.
T：Here you are.（做出給對(duì)方的樣子）
S:Thank you.
教師可以和多幾個(gè)同學(xué)練習(xí)。
T:出示noodles圖片 Idon’t like noodles（表現(xiàn)出不喜歡的樣子－搖頭）Do you like noodles?引導(dǎo)學(xué)生回答 No,Idon’t
教學(xué)其他單詞方法同上。
備課思路：師生的真實(shí)交流，讓學(xué)生感受到語(yǔ)言與實(shí)際生活緊密結(jié)合，通過(guò)
這種自然的方式把新的語(yǔ)言項(xiàng)目呈現(xiàn)給學(xué)生，讓學(xué)生體驗(yàn)獲取知識(shí)的成就感，培養(yǎng)自信心。
Step 4 Let’s chant (多媒體課件)
noodles noodles是面條 面條noodles細(xì)又長(zhǎng)
milk milk是牛奶牛奶milk白又甜
fish fish是魚肉魚肉fish鮮又鮮
meat meat是肉類 肉類meat真好吃
把單詞編成chant,鞏固學(xué)生記憶，將枯燥乏味的詞匯學(xué)習(xí)，變得生動(dòng)有趣。
Step 5 聽歌并學(xué)唱歌曲
播放學(xué)生比較熟悉的旋律“How old are you?”然后根據(jù)旋律改歌詞。 Do you like meat?
唱歌是學(xué)生喜歡的學(xué)習(xí)活動(dòng)形式之一。在教學(xué)中充分利用教學(xué)資源，把歌謠作為學(xué)習(xí)一般疑問(wèn)句、培養(yǎng)聽力、檢驗(yàn)知識(shí)掌握情況、復(fù)習(xí)鞏固知識(shí)和發(fā)展學(xué)生語(yǔ)言能力的一種手段。
Step 6 課文教學(xué)
老師對(duì)學(xué)生說(shuō)：“Ms Smart,Lingling,Sam,Amy,Tom正在吃飯，我們一起來(lái)看看他們喜歡的食物是什么�！�
�。ǘ嗝襟w課件）呈現(xiàn)活動(dòng)1，請(qǐng)學(xué)生認(rèn)真聽，試著理解課文內(nèi)容，聽第一遍錄音后，老師提問(wèn)：“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”請(qǐng)學(xué)生帶著問(wèn)題聽第二遍錄音，最后，請(qǐng)學(xué)生邊聽邊指向相應(yīng)的圖畫，并模仿跟讀。
Step 7合作學(xué)習(xí)
每組一個(gè)學(xué)生拿著食物圖片問(wèn)同桌：“Do you like??”另一個(gè)學(xué)生根據(jù)自己的喜好回答：“Yes, I do. ∕ No, I don’t.
外研社高中英語(yǔ)教案4
�、�.語(yǔ)言要點(diǎn)
accept, invitation, after all, continue, call on, day and night, pay back, at the most,
worth, not…any more
�、�.日常交際用語(yǔ)
1. Where have you been all these days?
2. What happened?
3. We did have a good time.
4. Excuse me. I’ve lost a case I wonder if it’s been found.
5. Can you describe the case?
6. Where did you last have it?
7. We asked everyone there if they had found …, but without luck.
8. We couldn’t find it; it was lost.
�、�.語(yǔ)法
疑問(wèn)句的直接引語(yǔ)和間接引語(yǔ)
e.g.1. He asked if she was Pleased.
2. She asked him how many People were going to the ball.
背景知識(shí)介紹
1.作者
Guy de Maupassant(莫泊桑1850—1893)was a well—known French novelist and short –story writer.在少年時(shí)他就對(duì)文學(xué)表現(xiàn)出了濃厚的興趣，很小的時(shí)候開始寫作，在30多歲成為著明的小說(shuō)家，他的大部分作品講的是人們的日常生活。1871年開始，他在政府部門就職，這期間他熟悉了政府職員的生活。這段經(jīng)歷幫助他創(chuàng)造出了他的短篇小說(shuō)“項(xiàng)鏈”。他的作品簡(jiǎn)潔明了，諷刺運(yùn)用得恰到好處。莫泊桑晚年承受疾病圍繞，1893年病逝于巴黎。
2.有關(guān)這部戲的.介紹
“項(xiàng)鏈”這篇課文是一個(gè)獨(dú)幕劇，它包括三個(gè)人物：Mathilde Loisel, a yang woman;
Pierre Loisel, Mathilde’s husband, a government worker; Jeanne, Mathilde’s good friend.
課文難點(diǎn)分析
1. Scene1 A park in Paris ……walks towards her.
這部分用斜體表示，或象下文一樣置于括號(hào)中，叫做舞臺(tái)指導(dǎo)說(shuō)明(stage directions )一般使用現(xiàn)在時(shí)態(tài)。戲劇一般首先介紹故事發(fā)生的時(shí)間(time)、地點(diǎn)(place)和劇中人物(characters)。在這一段中有了具體介紹。
2. …but I don’t think I know you.我好象并不認(rèn)識(shí)你。
I don’t think I should do that.我認(rèn)為我不該做那件事。
I don’t believe she will come.我上信她不會(huì)來(lái)。
“think, believe”這兩個(gè)詞的否定式在主句中表示，而賓語(yǔ)從句中的動(dòng)詞用肯定式。
3. In fact you do.事實(shí)上你認(rèn)識(shí)我。
=In fact, you know me.為了避免和前面重復(fù)，所以用助動(dòng)詞代替。
e.g.①We all love singing, but he doesn’t.我們都喜歡唱歌，但他不喜歡。
②Class 2 went to a picnic, but Class 1 didn’t. 2班去野餐了，但1班沒去。
4. recognize vt.認(rèn)識(shí)，辨認(rèn)
e.g.①She was so changed that I hardly recognized her.她變得我?guī)缀跽J(rèn)不出來(lái)了。
②Harry recognized me in the crowd.亨利在人群中認(rèn)出了我。
5. Where have you been all these years?這些年你上哪兒去了?
e.g. The teacher asked Jane, “You didn’t come to school, last week, where have you been?”
老師問(wèn)Jane，“你上星期沒來(lái)學(xué)校，去哪兒了?”
6. That’s because of hard work.那是因?yàn)閯诶邸?/p>
e.g.①He couldn’t go further. That’s because of his wounded leg.
他不能再往前走了，因?yàn)樗耐仁芰藗?/p>
�、贖e cried because of the pain in his arm = He cried because he had a pain in his arm.
他因?yàn)楦觳蔡鄱蘖恕?/p>
because of后面跟名詞在句中作狀語(yǔ)與because加句子引導(dǎo)的狀語(yǔ)從句意義相同。
7. Have times been hard for you?這些年境況不太好吧!
times這個(gè)詞我們以前見過(guò)：(morden times )表示目前或某種特殊時(shí)期的生活情況或環(huán)
境，可譯作“日子”、“境況”、“時(shí)代”。
e.g.①He didn’t complain of hard times, but kept on working hard.他沒有抱怨時(shí)勢(shì)艱難，相反的是一直努力工作。
②Students thought times are terrible in July.學(xué)生們認(rèn)為7月是一段難熬的日子。
8. But what happened?發(fā)生什么事了?
happen take place.沒有被動(dòng)式。
e.g.①I remembered the whole things as if it happened yesterday.
我記得整個(gè)事情，就好象是昨天發(fā)生的。
②──Why didn’t the boss come yesterday?為什么老板昨天沒來(lái)?
──An accident happened to him.他出事了。
9. Do you remember one afternoon ten years ago when I came to your house and borrowed a
necklace of yours. 10年前的一個(gè)下午，我到你家借過(guò)一條項(xiàng)鏈，你還記得嗎?
Ten year ago和由when引導(dǎo)的定語(yǔ)從句一起修飾afternoon.
e.g.①Cart still remembers one afternoon in his first year when the professor took the students the Chemistry lab.卡爾仍然記得一年級(jí)時(shí)教授帶學(xué)生到化學(xué)實(shí)驗(yàn)室去的那個(gè)下午的情景。
�、赥here are thousands of starts in the sky that are like our sun.
天空中有成千上萬(wàn)顆像太陽(yáng)一樣的恒星。
10. I’ve written to accept the invitation.我已經(jīng)寫信表示接受邀請(qǐng)了。
e.g.①I received a note, but didn’t accept it.我收到了一張支票，但沒接受。
②Jack received my letter, and accepted my advice.
Jack收到了我的信并且接受了我的建議。
③give sb. An invitation給sb發(fā)邀請(qǐng)(invite sb. to…)
refuse sb’s invitation.拒絕sb的邀請(qǐng)。
11. I haven’t got an evening dress for the ball!我沒有參加晚會(huì)的禮服啊!
12. But, just this once. After all, this ball is very important.
不過(guò)就這么一次，要知道，這次舞會(huì)很重要啊!
after all“畢竟，終究，到底”。用來(lái)說(shuō)服或提醒對(duì)方，引出對(duì)方似乎忘記了的某個(gè)
重要的論點(diǎn)或理由。
e.g.①They met with difficulties, but I hear that they’re succeeded after all.
他們遇到了困難，但我聽說(shuō)他們終究是成功了。
�、赟he said she would not go to the ball, but she went there after all.
她說(shuō)不去參加舞會(huì)，但最后還是去了。
13. I have no jewellery to wear.我沒有首飾戴。
dress和wear的區(qū)別：
e.g.①She always dresses in green.她總是穿著綠色的衣服。
�、贒ress at once!立刻穿上衣服。
�、跿he mother dresses the baby everyday.媽媽每天給小寶寶穿衣服。
而wear的賓語(yǔ)只能是鞋帽等物品，表示一種狀態(tài)。
�、蹾e’s wearing a new coat today.他今天穿了一件新大衣。
但不能說(shuō)：Wear your clothes at once.
14. Can’t you just wear a flower instead?難道不能就戴一朵花嗎?
這是一個(gè)否定疑問(wèn)句，表示吃驚，可能含有批評(píng)或責(zé)備的意思。
e.g.①Hasn’t Albert telephoned you? Albert還沒有打電話來(lái)嗎?(說(shuō)話人認(rèn)為Albert本該
已經(jīng)打電話來(lái)了，但卻沒打，因此感到奇怪，并含有批評(píng)的口氣)
�、贗t’s getting dark. Can’t you walk a little faster?天快黑了，你不能走快點(diǎn)嗎?(說(shuō)話
人覺得對(duì)方走慢了，含有責(zé)備的口氣)
15. She married a man with a lot of money.她嫁了一個(gè)很有錢的人。
marry sb.娶了某人/嫁給某人。get married結(jié)了婚。
be/ get married to sb.與某人結(jié)婚，不能用with.
e.g.①—Is Jack married? Jack結(jié)婚了嗎?
—He got married last year.他去年結(jié)婚了。
�、贖e has been married to Mary for 3years.他和Mary結(jié)婚3年了。
�、跘lice married a Frenchman. Alice和一個(gè)法國(guó)人結(jié)婚了。
16. So I called on you…
So是連詞，用來(lái)承上啟下，表示話語(yǔ)的邏輯性。“我想起你嫁了一個(gè)有錢人，所以就去看望你……”。
call on/ upon sb. visit sb.到家看望。
e.g.①It’s to years since I last called on my former teacher.
我最近的一次拜望老師已經(jīng)是10年前了。
Call at sb’s house.到家看望。
�、凇癐’ll call at your house tomorrow morning. Are you free? “—Yes. You’re welcome.”
“明天我想到家去看望你，你有空嗎?”“好的，歡迎”。
17. You tried it on and it looked wonderful on you.
你把項(xiàng)鏈戴上試了試，戴在你身上真是太好看了。
e.g.①Never buy shoes without trying them on first.鞋子要先試再買。
�、赥he tailor asked the girl to try on the new dress.裁縫要那個(gè)小孩試一下新衣服。
try on:試穿，試戴。
18. Perhaps in those days I was.也許那時(shí)候我是(個(gè)漂亮的姑娘)…
這是承上啟下的句子，后面的表語(yǔ)可以省略，以避免重復(fù)，在口語(yǔ)中常見。
e.g.①She said it was a valuable necklace. It really was.
她說(shuō)那是一條很貴重的項(xiàng)鏈，的確很貴重。
�、凇癆re they in the park?” “I think they are.” “他們?cè)诠珗@里嗎?”“我想是的”。
19. Pierre and I did have a very good time at the ball.
我和波爾在舞會(huì)上的確玩的很痛快。
句中的did是助動(dòng)詞，在肯定句中用來(lái)強(qiáng)調(diào)它后面的動(dòng)詞。
e.g.①Do come here next Sunday.下星期日一定來(lái)啊!
�、贗 did agree with you.我完全贊同你。
�、跾he does keep her promise.她確實(shí)一貫遵守諾言。
20. But that was the last moment of happiness in our lives.
但那是我們一生中最后的幸福時(shí)刻了。
21. On our way home…… that the necklace was not around my neck any more!
那天晚上在回家的路上，我低頭一看，發(fā)現(xiàn)項(xiàng)鏈不再掛在我的脖子上了。
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