外研社高中英語教案

　　作為一名優(yōu)秀的教育工作者，就難以避免地要準備教案，教案是教學藍圖，可以有效提高教學效率。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教案，希望對大家有所幫助。

外研社高中英語教案1

　　教學準備

　　教學目標

　　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.

　　教學重難點

　　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.

　　教學工具

　　課件

　　教學過程

　　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.

外研社高中英語教案2

　　教學準備

　　教學目標

　　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.

　　教學重難點

　　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.

　　教學工具

　　課件

　　教學過程

　　導入

　　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

外研社高中英語教案3

　　教學目標：

　　學生基本掌握meat,rice,noodles,fish,milk.懂得Do you like??”是提問“你喜歡??？”并能作出相應的回答。

　　通過說唱活動培養(yǎng)學生的英語語感，提高學生的思維能力和語言能力。 通過學習、合作、交流，激發(fā)學生的學習動機，培養(yǎng)學生學習的興趣，充分調動學生學習的'積極性；把所學語言知識與實際生活緊密結合。

　　遵循“以學生發(fā)展為本”的課改理念，面向全體學生，啟發(fā)和引導每一個學生積極主動地參與到學習活動中，培養(yǎng)和提高學生合作學習的意識和能力。

　　教學重點：

　　掌握有關食物的英語單詞，談論并詢問他人的喜好。

　　教學難點：

　　一般疑問句的用法。

　　教具準備：

　　多媒體課件，自制食物圖片。

　　教學過程：

　　Step1 熱身運動（反應游戲：Touch your face, Touch your nose）

　　通過TPR活動，有助于幫助學生集中注意力，做好上課的準備。

　　Step2 揭示課題

　　T: 同學們平時都喜歡吃什么食物？

　　S:肉、牛奶??

　　T:同學們想知道這些食物用英語怎么說嗎？今天我們就一起來學習。直接點明這堂課的學習任務。

　　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?引導學生回答 Yes,Ido.

　　T：Here you are.（做出給對方的樣子）

　　S:Thank you.

　　教師可以和多幾個同學練習。

　　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?引導學生回答 No,Idon’t

　　教學其他單詞方法同上。

　　備課思路：師生的真實交流，讓學生感受到語言與實際生活緊密結合，通過

　　這種自然的方式把新的語言項目呈現(xiàn)給學生，讓學生體驗獲取知識的成就感，培養(yǎng)自信心。

　　Step 4 Let’s chant (多媒體課件)

　　noodles noodles是面條 面條noodles細又長

　　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,鞏固學生記憶，將枯燥乏味的詞匯學習，變得生動有趣。

　　Step 5 聽歌并學唱歌曲

　　播放學生比較熟悉的旋律“How old are you?”然后根據(jù)旋律改歌詞。 Do you like meat?

　　唱歌是學生喜歡的學習活動形式之一。在教學中充分利用教學資源，把歌謠作為學習一般疑問句、培養(yǎng)聽力、檢驗知識掌握情況、復習鞏固知識和發(fā)展學生語言能力的一種手段。

　　Step 6 課文教學

　　老師對學生說：“Ms Smart,Lingling,Sam,Amy,Tom正在吃飯，我們一起來看看他們喜歡的食物是什么�！�

　�。ǘ嗝襟w課件）呈現(xiàn)活動1，請學生認真聽，試著理解課文內容，聽第一遍錄音后，老師提問：“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”請學生帶著問題聽第二遍錄音，最后，請學生邊聽邊指向相應的圖畫，并模仿跟讀。

　　Step 7合作學習

　　每組一個學生拿著食物圖片問同桌：“Do you like??”另一個學生根據(jù)自己的喜好回答：“Yes, I do. ∕ No, I don’t.

外研社高中英語教案4

　�、�.語言要點

　　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

　　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.

　�、�.語法

　　疑問句的直接引語和間接引語

　　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.在少年時他就對文學表現(xiàn)出了濃厚的興趣，很小的時候開始寫作，在30多歲成為著明的小說家，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。這段經歷幫助他創(chuàng)造出了他的短篇小說“項鏈”。他的作品簡潔明了，諷刺運用得恰到好處。莫泊桑晚年承受疾病圍繞，1893年病逝于巴黎。

　　2.有關這部戲的.介紹

　　“項鏈”這篇課文是一個獨幕劇，它包括三個人物：Mathilde Loisel, a yang woman;

　　Pierre Loisel, Mathilde’s husband, a government worker; Jeanne, Mathilde’s good friend.

　　課文難點分析

　　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中，叫做舞臺指導說明(stage directions )一般使用現(xiàn)在時態(tài)。戲劇一般首先介紹故事發(fā)生的時間(time)、地點(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.我好象并不認識你。

　　I don’t think I should do that.我認為我不該做那件事。

　　I don’t believe she will come.我上信她不會來。

　　“think, believe”這兩個詞的否定式在主句中表示，而賓語從句中的動詞用肯定式。

　　3. In fact you do.事實上你認識我。

　　=In fact, you know me.為了避免和前面重復，所以用助動詞代替。

　　e.g.①We all love singing, but he doesn’t.我們都喜歡唱歌，但他不喜歡。

　�、贑lass 2 went to a picnic, but Class 1 didn’t. 2班去野餐了，但1班沒去。

　　4. recognize vt.認識，辨認

　　e.g.①She was so changed that I hardly recognized her.她變得我?guī)缀跽J不出來了。

　�、贖arry recognized me in the crowd.亨利在人群中認出了我。

　　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Jane，“你上星期沒來學校，去哪兒了?”

　　6. That’s because of hard work.那是因為勞累。

　　e.g.①He couldn’t go further. That’s because of his wounded leg.

　　他不能再往前走了，因為他的腿受了傷。

　　②He cried because of the pain in his arm = He cried because he had a pain in his arm.

　　他因為胳膊疼而哭了。

　　because of后面跟名詞在句中作狀語與because加句子引導的狀語從句意義相同。

　　7. Have times been hard for you?這些年境況不太好吧!

　　times這個詞我們以前見過：(morden times )表示目前或某種特殊時期的生活情況或環(huán)

　　境，可譯作“日子”、“境況”、“時代”。

　　e.g.①He didn’t complain of hard times, but kept on working hard.他沒有抱怨時勢艱難，相反的是一直努力工作。

　　②Students thought times are terrible in July.學生們認為7月是一段難熬的日子。

　　8. But what happened?發(fā)生什么事了?

　　happen take place.沒有被動式。

　　e.g.①I remembered the whole things as if it happened yesterday.

　　我記得整個事情，就好象是昨天發(fā)生的。

　�、讴ぉ�Why didn’t the boss come yesterday?為什么老板昨天沒來?

　　──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年前的一個下午，我到你家借過一條項鏈，你還記得嗎?

　　Ten year ago和由when引導的定語從句一起修飾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時教授帶學生到化學實驗室去的那個下午的情景。

　　②There are thousands of starts in the sky that are like our sun.

　　天空中有成千上萬顆像太陽一樣的恒星。

　　10. I’ve written to accept the invitation.我已經寫信表示接受邀請了。

　　e.g.①I received a note, but didn’t accept it.我收到了一張支票，但沒接受。

　�、贘ack received my letter, and accepted my advice.

　　Jack收到了我的信并且接受了我的建議。

　�、踘ive sb. An invitation給sb發(fā)邀請(invite sb. to…)

　　refuse sb’s invitation.拒絕sb的邀請。

　　11. I haven’t got an evening dress for the ball!我沒有參加晚會的禮服啊!

　　12. But, just this once. After all, this ball is very important.

　　不過就這么一次，要知道，這次舞會很重要啊!

　　after all“畢竟，終究，到底”。用來說服或提醒對方，引出對方似乎忘記了的某個

　　重要的論點或理由。

　　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.

　　她說不去參加舞會，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。

　　③The mother dresses the baby everyday.媽媽每天給小寶寶穿衣服。

　　而wear的賓語只能是鞋帽等物品，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：Wear your clothes at once.

　　14. Can’t you just wear a flower instead?難道不能就戴一朵花嗎?

　　這是一個否定疑問句，表示吃驚，可能含有批評或責備的意思。

　　e.g.①Hasn’t Albert telephoned you? Albert還沒有打電話來嗎?(說話人認為Albert本該

　　已經打電話來了，但卻沒打，因此感到奇怪，并含有批評的口氣)

　�、贗t’s getting dark. Can’t you walk a little faster?天快黑了，你不能走快點嗎?(說話

　　人覺得對方走慢了，含有責備的口氣)

　　15. She married a man with a lot of money.她嫁了一個很有錢的人。

　　marry sb.娶了某人/嫁給某人。get married結了婚。

　　be/ get married to sb.與某人結婚，不能用with.

　　e.g.①—Is Jack married? Jack結婚了嗎?

　　—He got married last year.他去年結婚了。

　　②He has been married to Mary for 3years.他和Mary結婚3年了。

　�、跘lice married a Frenchman. Alice和一個法國人結婚了。

　　16. So I called on you…

　　So是連詞，用來承上啟下，表示話語的邏輯性�！拔蚁肫鹉慵蘖艘粋�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.也許那時候我是(個漂亮的姑娘)…

　　這是承上啟下的句子，后面的表語可以省略，以避免重復，在口語中常見。

　　e.g.①She said it was a valuable necklace. It really was.

　　她說那是一條很貴重的項鏈，的確很貴重。

　�、凇癆re they in the park?” “I think they are.” “他們在公園里嗎?”“我想是的”。

　　19. Pierre and I did have a very good time at the ball.

　　我和波爾在舞會上的確玩的很痛快。

　　句中的did是助動詞，在肯定句中用來強調它后面的動詞。

　　e.g.①Do come here next Sunday.下星期日一定來啊!

　　②I did agree with you.我完全贊同你。

　�、跾he does keep her promise.她確實一貫遵守諾言。

　　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)項鏈不再掛在我的脖子上了。

【外研社高中英語教案】相關文章：

外研社四年級下冊英語教案04-25

外研社三年級英語教案（通用8篇）04-16

高中英語教案范文01-07

高中英語教案模板04-28

In the lab高中英語教案05-01

高二外研社必修五作文11-10

高中英語教案（通用6篇）06-23

外研社高二英語教學計劃10-31

中班英語教案-中班英語教案04-25

英語教案04-25