人教版高中英語的備課教案

1、人教版高中英語的備課教案 英語學(xué)科探究性學(xué)習(xí)的實(shí)質(zhì)應(yīng)該是把探究性學(xué)習(xí)的方式引入課堂，促使英語課堂教學(xué)觀念和教學(xué)方式整體轉(zhuǎn)變，提高教學(xué)效果。今天在這給大家整理了一些人教版高中英語的備課教案，我們一起來看看吧! 人教版高中英語的備課教案1 (一)明確目標(biāo) 1. Read through the text live to ride. 2. Understand “l(fā)ive to ride”. 3. Learn to write a description. (二)教學(xué)過程 Step1 Warming up Task 1 Report about the passages found the day

2、before. T: Yesterday we have the work to find and read a few passages about theme parks. So now please describe the thing you have got in hand. Students may talk more about rides, skiing, rafting, surfing, skydiving, adventure travels or other adventure activities. Task 2 Read the information below

3、and make up a dialogue. Notice: This is taken from a website of the U.S. Its about a kind of roller coaster. Students will find much detail in it. 設(shè)計(jì)意圖：以生活實(shí)際例子為引導(dǎo)，可操作性強(qiáng)。 Ant Farm Express Type: Steel - Mine Train Height: 41 Feet Train Type: 30 Passengers Designer: Arrow Dynamics Drop: 32 Feet # of Tr

4、ains: 3 Year Built: 1971 Top Speed: 37 MPH Elements: Ride Time: 3 Minutes Length: 2,350 Feet # of Inversions: 0 Color: yellow G-Force: Other: Comments: Operated at Dolly wood 1989-1998 as the Thunder Express. Also operated as one of two mine train tracks called the River King Mine Train at Six Flags

5、 St. Louis from 1971 to 1988. Relocated here in 20_. Photos: Students may raise questions as follows: Whats the name? When was it built? How many passengers can it take at a time? What is the length? How high can it go? What about the top speed? Are there any comments about it? Step2 Reading Task 1

6、Skimming Question: What attraction can be found important in theme parks? Rides, the “thrill ride” Task 2 Scanning Questions: 1. How do people ride roller coasters nowadays? 2. What is a thrill ride like? Answers: 1. Rides are wider and scarier than ever. The cars run faster, the tracks are higher,

7、and people go through twists, loops, and drops. Some let people race against their friends. Some ride through darkness inside a mountain and a building. 2. Very exciting and scary. Thrill rides use speed, motion, and special effects to give you a thrill. Some let you feel what it is like to fall thr

8、ough the air. Some rides send you through caves and even rivers. Thrill rides can also send you into space or deep down in the ocean. Task 3 Discussing Group Work Question: What else can we do in a thrill ride? S1: We can dash through the snow during the ride. S2: We will ride together with some ani

9、mals. S3: The car rides in a desert. Summary: We can imagine so many ways, but its still not enough. The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless. Quote: The great progress in science roots in completely new and brave imaginations of the h

10、uman beings. Dewey “科學(xué)的偉大進(jìn)步源自于嶄新與大膽的想象力?！?杜 威 Step3 Designing Activity1: Design the scariest and most exciting ride in the world. Tips: What should your ride look like? How large is it? What is the length? How many people can it take? How fast should it be? How would you design the loops, corkscrews

11、 and other features? How much should it cost? What about the ticket for each? Activity2: Design a new theme park. What is the name of your park? What is the theme of the park? Any attractions? What do you want to show visitors, give visitors, and teach visitors? How much will it cost to visit the pa

12、rk? T: Write down your ideas and then talk with your partners. Activity3: Some students describe theirs and then others may raise questions after that. The reporters try to get their designs muchmore wonderful. Step4 Tips Task Learn how to describe the thing one is writing about. Use the questions w

13、hen thinking. 1. What does it look like? How big is it? What color is it? 2. What does it sound like? 3. What does it feel like? 4. What does it smell like? 5. What does it taste like? 6. How does it work? Step5 Checkpoint Activity: Students go through the Checkpoint and do the exercise. The ing for

14、m can be used to modify verbs. Exercises: 1. The old man smokes a great deal, only his health worse. 2. the host into the meeting room, we found many new faces. 3. the Film Jurassic Park III, we walked out of the cinema. 4. in the heavy rain, the pupils got all wet through. 5. Visitors leave the mus

15、eum more about nature. 6. Dr Wu replied to the invitation, _. Step 6 Assessment Students do individual work for self-assessment. Step7 Homework Write about an unforgettable place. Go over the whole unit and revise the words and expressions 人教版高中英語的備課教案2 教學(xué)準(zhǔn)備 教學(xué)目標(biāo) Knowledge and ability: To help the S

16、s 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 Sss awareness of protecting the cultural relics. Understand cultural relics belong to

17、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)過程

18、Leadin 1. show some pictures . 2. show the pictures and a short video of amber room. purpose: motive Sss interest. Hi, everyone. Lets look at the screen. Ill present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an intern

19、ational 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 knowabout the cultural relics “the Amber Room”? discussion: Now, boys and girls, I met a “moral dilemma”. That means I mu

20、st 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. Its so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decis

21、ion? 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

22、? 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

23、girls. 3rd time: answer some question. Ask ss to think over and discuss. purpose: understand the text better and arouse Sss awareness of competition. Grasp the main information. Discussionandreport Think over of what we discuss in the part of warming up: I find myself falling into the dilemma. you d

24、iscuss 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. 人教版高中英語的備課教案3 教學(xué)準(zhǔn)備 教學(xué)目標(biāo) Words base, command, request, recognize Expressions because of, come up, at present, make use

25、 of, such as, play a part (in) Patterns because of that, English began to b spoken in many other countries. Actually all languages change and develop The latter gave a separate identity to American English spelling. 教學(xué)重難點(diǎn) To help students get to know about English development To help students better

26、 understand “l(fā)earning English” To help students understand and use some important words and expressions To help students identify examples of Indirect Speech (II): request commands in the text 教學(xué)工具 課件 教學(xué)過程 Warming up by listing Good morning, class. We have been learning English for several years. Bu

27、t how many English-speaking countries are there in the world? Now lets make a list of them on the blackboard. English Countries Explanation Mother tongue the United Kingdom the United States of America Canada Australia South Africa Ireland New Zealand The people in these countries are native speaker

28、s of English. In total, for more than 375 million people English is their mother tongue. Second language India Pakistan Nigeria the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English. Foreign language Ch

29、ina Germany France etc. The number of people who learn English as a foreign language is more than 750 million. Warming up by answering questions about English Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English? What is Standard

30、English? Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people. What is a dialect? A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same la

31、nguage. Do we have standard Chinese? What is it? In China therere so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese. Warming up by giving reasons Unit 2 English around the world is what we are going to learn today. We are all l

32、earning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world? _ English is one of the official languages of the Olympic Games and the United Nations. _ English dominates international websit

33、es and provides nearly all of the new computer terminology. _ Tourism and trade from Western Europe and North America has contributed to the spread of English. _ Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese

34、films include English subtitles. 2.Pre-reading We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English? for work, as a hobby, to learn about other people, to travel, to read literature in the

35、original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc. Go on with your reasons. I shall write your suggestions on the board as you make them. 3. Skimming the text for general ideas Now we go to page 9 to skim the text for the main idea of each paragraph. Par

36、agraph 1: The spread of the English language in the world Paragraph 2: Native speaker can understand each other even if they dont speak the same kind of English. Paragraph 3: English changes and develops when cultures meet and communicate with each other. Paragraph 4: By the 19th century English is

37、settled. Paragraph 5: English is spoken as a foreign language or second language in South Asia. 4. Reading and filling Read the text to complete the chart below. Time English is influenced by AD 450-1150 German 1150-1500 French In the 1600s Shakespeare, who make use of a wider vocabulary than ever b

38、efore By the 19th century Samuel Johnson, Noah Webster Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China 5. Reading and copying Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook. Useful expressions at t

39、he end of, make voyages, speak English as, in the next century, change over time, communicate with, be based on, at present, become less like, rule England, enrich the English language, make use of, move to, later in the 18th century, give a separate identity to, have a very large number of, fluent

40、English speakers, become the language for, develop ones own identity, increase rapidly 人教版高中英語的備課教案4 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).

41、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 Roo

42、m 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 Wall; The Pyramid ; Taj Mahal 2)Teacher show some p

43、ictures. 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 Dynasty vase ;Taj Mahal; ivory dragon boat and Mogao

44、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(

45、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

46、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

47、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 appea

48、red 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 pers

49、ons. (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 Kin

50、g 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

51、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

52、 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 人教版高中英語的備課教案5 教學(xué)準(zhǔn)備 教學(xué)目標(biāo)