人教版高中英語(yǔ)的備課教案

人教版高中英語(yǔ)的備課教案

英語(yǔ)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(yǔ)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。今天小編在這給大家整理了一些人教

版高中英語(yǔ)的備課教案，我們一起來(lái)看看吧！

人教版高中英語(yǔ)的備課教案1

（一）明確目標(biāo)

1.Readthroughthetextlivetoride.

2.Understand"livetoride”.

3.Learntowriteadescription.

（二）教學(xué)過程

SteplWarmingup

Task1

Reportaboutthepassagesfoundthedaybefore.

T:Yesterdaywehavethework—tofindandreadafewpassagesabout

themeparks.Sonowpleasedescribethethingyouhavegotinhand.

Studentsmaytalkmoreaboutrides,skiing,rafting,surfing,skydiving,

adventuretravelsorotheradventureactivities.

Task2Readtheinformationbelowandmakeupadialogue.

Notice:ThisistakenfromawebsiteoftheU.S.Ifsaboutakindofroller

coaster.Studentswillfindmuchdetailinit.

設(shè)計(jì)意圖：以生活實(shí)際例子為引導(dǎo)，可操作性強(qiáng)。

AntFarmExpress

Type:Steel-MineTrainHeight:41FeetTrainType:30Passengers

Designer:ArrowDynamicsDrop:32Feet#ofTrains:3

YearBuilt:1971TopSpeed:37MPHElements:

RideTime:3MinutesLength:2,350Feet#ofInversions:0

Color:yellowG-Force:Other:

Comments:OperatedatDollywood1989-1998astheThunderExpress.

AlsooperatedasoneoftwominetraintrackscalledtheRiverKingMineTrain

atSixFlagsSt.Louisfrom1971to1988.Relocatedherein20_.

Photos:

Studentsmayraisequestionsasfollows:

What'sthename?

Whenwasitbuilt?

Howmanypassengerscanittakeatatime?

Whatisthelength?

Howhighcanitgo?

Whataboutthetopspeed?

Arethereanycommentsaboutit?

Step2Reading

Task1Skimming

Question:

Whatattractioncanbefoundimportantinthemeparks?—*Rides,the

"thrillride"...

Task2Scanning

Questions:

1.Howdopeopleriderollercoastersnowadays?

2.Whatisathrillridelike?

Answers:

1.Ridesarewiderandscarierthanever.

Thecarsrunfaster,thetracksarehigher,andpeoplegothroughtwists,

loops,anddrops.Someletpeopleraceagainsttheirfriends.

Someridethroughdarknessinsideamountainandabuilding.

2.Veryexcitingandscary.

Thrillridesusespeed,motion,andspecialeffectstogiveyouathrill.

Someletyoufeelwhatitisliketofallthroughtheair.

Someridessendyouthroughcavesandevenrivers.

Thrillridescanalsosendyouintospaceordeepdownintheocean.

Task3Discussing

GroupWorkQuestion:Whatelsecanwedoinathrillride?

SI:Wecandashthroughthesnowduringtheride.

S2:Wewillridetogetherwithsomeanimals.

S3:Thecarridesinadesert

Summary:

Wecanimaginesomanyways,butit'sstillnotenough.

Theonlylimittothefunistheimaginationofthedesignersofthethrill

rides.Itseemstobeendless.

Quote:Thegreatprogressinsciencerootsincompletelynewandbrave

imaginationsofthehumanbeings.——Dewey

"科學(xué)的偉大進(jìn)步源自于嶄新與大膽的想象力。"杜威

Step3Designing

Activityl:Designthescariestandmostexcitingrideintheworld.

Tips:Whatshouldyourridelooklike?

Howlargeisit?Whatisthelength?Howmanypeoplecanittake?

Howfastshoulditbe?

Howwouldyoudesigntheloops,corkscrewsandotherfeatures?

Howmuchshoulditcost?Whatabouttheticketforeach?...

Activity2:Designanewthemepark.

Whatisthenameofyourpark?

Whatisthethemeofthepark?Anyattractions?

Whatdoyouwanttoshowvisitors,givevisitors,andteachvisitors?

Howmuchwillitcosttovisitthepark?

T:Writedownyourideasandthentalkwithyourpartners.

Activity3:Somestudentsdescribetheirsandthenothersmayraise

questionsafterthat.Thereporterstrytogettheirdesignsmuchmore

wonderful.

Step4Tips

TaskLearnhowtodescribethethingoneiswritingabout.

Usethequestionswhenthinking.

1.Whatdoesitlooklike?Howbigisit?Whatcolorisit?

2.Whatdoesitsoundlike?

3.Whatdoesitfeellike?

4.Whatdoesitsmelllike?

5.Whatdoesittastelike?

6.Howdoesitwork?

Step5Checkpoint

Activity:StudentsgothroughtheCheckpointanddotheexercise.

The-ingformcanbeusedtomodifyverbs.

Exercises:

1.Theoldmansmokesagreatdeal,onlyhishealthworse.

2.thehostintothemeetingroom,wefoundmanynewfaces.

3.theFilmJurassicParkIII,wewalkedoutofthecinema.

4.intheheavyrain,thepupilsgotallwetthrough.

5.Visitorsleavethemuseummoreaboutnature.

6.DrWurepliedtotheinvitation,.

Step6Assessment

Studentsdoindividualworkforself-assessment.

Step7Homework

Writeaboutanunforgettableplace.

Gooverthewholeunitandrevisethewordsandexpressions...

人教版高中英語(yǔ)的備課教案2

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

Knowledgeandability:TohelptheSsknowaboutthehistoryofthe

Amberroomanddeveloptheirreadingskills.

Processandmethod:Ssacquireknowledgeandimproveabilitythrough

discussionandcompetition.

Emotion,attitudeandvalues:toarouseSs'sawarenessofprotectingthe

culturalrelics.Understandculturalrelicsbelongtothewholeworldandthe

humanbeings.

教學(xué)重難點(diǎn)

importantpoint:Understandthecontentofthewholepassageandmaster

thedifferentreadingskills,suchas,skimming,scanningandsoon.

difficultpoint:howtosolvethequestionsandfindtheusefulinformation

usingthereadingskills.

教學(xué)工具

課件

教學(xué)過程

Leadin

1.showsomepictures.

2.showthepicturesandashortvideoofamberroom.

purpose:motiveSs'sinterest.

Hi,everyone.Let'slookatthescreen.FIIpresentyousomepictures.

Theyareallaboutculturalrelics.Someofthemareculturalsites.Someof

themarenaturalsites.Onlyaninternationalprofessionalorganizationfrom

UNhastherighttodecideonandnamethem.

Presentation

Lookatthephotoshere.Whatdoyouknowaboutthesubstanceof

“amber"?Whatdoknowabouttheculturalrelics“theAmberRoom"?

discussion:

Now,boysandgirls,Imeta“moraldilemma".ThatmeansImustmake

achoicebetweentheinterestsofthefamilyandtheinterestsofthesociety.

Thingsarelikethis:Myoldgrannyhappenedtofindanancientvaseundera

treeintheearthofourgarden.It'ssobeautifulandspecial.Now,myfamily

fellintoamoraldilemma.Canyouhelpustomakeadecision?

A:Whatshouldwedo?

B:Canwekeepitforourselvesorreportittothegovernment?

C:Haveyoucomeacrosssuchasituation—tomakeadifficultchoice?

listenandanswerthequestions:

Playtape.Ssgetthemainideaofthepassage.

Reading

pre-reading:

1.Haveyoueverseenapieceofamber?

Whatdoyouknowaboutit?

2.lookatthetitleandthepicture,predictwhatitisabout.Thenskimit

quicklyandseeifyouwereright.

Reading:

1sttime:

readbyyourselfasquicklyasyoucan.

jointhecorrectpartsofthesentencestogether.

2ndtime:choicesandT/F

competebetweenboysandgirls.

3rdtime:

answersomequestion.Asksstothinkoveranddiscuss.

purpose:understandthetextbetterandarouseSs'sawarenessof

competition.Graspthemaininformation.

Discussionandreport

Thinkoverofwhatwediscussinthepartofwarmingup:Ifindmyself

fallingintothedilemma.

youdiscusstogether,andwritedowntheoutlineofareport.

workingroup

Consolidation

fillintheblanks(summary).

Homework

makeareport.

usetheusefulinformationinthepassage.

人教版高中英語(yǔ)的備課教案3

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

Words

base,command,request,recognize

Expressions

becauseof,comeup,atpresent,makeuseof,suchas,playapart(in)

Patterns

...becauseofthat,Englishbegantobspokeninmanyothercountries.

Actuallyalllanguageschangeanddevelop...

ThelattergaveaseparateidentitytoAmericanEnglishspelling.

教學(xué)重難點(diǎn)

■TohelpstudentsgettoknowaboutEnglishdevelopment

■Tohelpstudentsbetterunderstand"learningEnglish"

■Tohelpstudentsunderstandandusesomeimportantwordsand

expressions

■TohelpstudentsidentifyexamplesofIndirectSpeech(II):request&

commandsinthetext

教學(xué)工具

課件

教學(xué)過程

(i)Warmingupbylisting

Goodmorning,class.WehavebeenlearningEnglishforseveralyears.But

howmanyEnglish-speakingcountriesarethereintheworld?Nowlet's

makealistofthemontheblackboard.

EnglishCountriesExplanation

MothertonguetheUnitedKingdom

theUnitedStatesofAmerica

Canada

Australia

SouthAfrica

Ireland

NewZealandThepeopleinthesecountriesarenativespeakersofEnglish.

Intotal,formorethan375millionpeopleEnglishistheirmothertongue.

SecondlanguageIndia

Pakistan

Nigeria

thePhilippinesThesepeoplespeakthelanguageoftheirowncountryat

homebutthelanguageofthegovernment,schools,newspapers,andTVis

English.

ForeignlanguageChina

Germany

France

etc.ThenumberofpeoplewholearnEnglishasaforeignlanguageis

morethan750million.

（2）WarmingupbyansweringquestionsaboutEnglish

Goodmorning,class.TodayweshallstartlearningUnit2Englisharound

theworld.ButhowmuchdoyouknowaboutEnglish?

?WhatisStandardEnglish?

StandardEnglishistheformofEnglishthatmostpeopleinBritainuse,

andthatisnotlimitedtooneareaorgroupofpeople.

?Whatisadialect?

Adialectisavarietyofalanguagespokenonlyinonearea,inwhich

words,orgrammarareslightlydifferentfromotherformsofthesame

language.

?DowehavestandardChinese?Whatisit?

InChinathere'resomanydialectsthatthegovernmentencouragesthe

wholenationtospeakPutonghua,whichisregardedasstandardChinese.

（3）Warmingupbygivingreasons

Unit2Englisharoundtheworldiswhatwearegoingtolearntoday.We

arealllearningEnglishnowbecauseEnglishissopopularintheworld.Butdo

youknowwhyitisso?Howmanyreasonscouldyougivingforthespreadof

Englisharoundtheworld?

EnglishisoneoftheofficiallanguagesoftheOlympicGamesandthe

UnitedNations.

Englishdominatesinternationalwebsitesandprovidesnearlyallofthe

newcomputerterminology.

TourismandtradefromWesternEuropeandNorthAmericahas

contributedtothespreadofEnglish.

SatelliteTV,radioprogramslikeJoyFM,CDsand,ofcourse,Hollywood

filmsallbroadcastEnglishintoChina.Also,anumberofChinesefilmsinclude

Englishsubtitles.

2.Pre-reading

WearelearningEnglishhere.Butwhyarewelearningit?Couldyou

suggesttotheclassasmanyreasonsasyoucanthinkof,whypeopleinthe

worldlearnEnglish?

forwork,asahobby,tolearnaboutotherpeople,totravel,toread

literatureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurf

theInternet,topassexams,etc.

Goonwithyourreasons.Ishallwriteyoursuggestionsontheboardas

youmakethem.

3.Skimmingthetextforgeneralideas

Nowwegotopage9toskimthetextforthemainideaofeachparagraph.

Paragraph1:ThespreadoftheEnglishlanguageintheworld

Paragraph2:Nativespeakercanunderstandeachothereveniftheydon'

tspeakthesamekindofEnglish.

Paragraph3:Englishchangesanddevelopswhenculturesmeetand

communicatewitheachother.

Paragraph4:Bythe19thcenturyEnglishissettled.

Paragraph5:Englishisspokenasaforeignlanguageorsecondlanguage

inSouthAsia.

4.Readingandfilling

Readthetexttocompletethechartbelow.

TimeEnglishisinfluencedby...

AD450-1150German

1150-1500French

Inthe1600'sShakespeare,whomakeuseofawidervocabularythan

everbefore

Bythe19thcenturySamuelJohnson,NoahWebster

NowLanguagesinSouthAsia,inSingapore,inMalaysia,inAfricaandin

China

5.Readingandcopying

Nextweshallgooverthetextoncemore.Thistimetryfindandcopyall

theusefulexpressionsdowninyournotebook.

Usefulexpressions

attheendof...,makevoyages,speakEnglishas...,inthenextcentury,

changeovertime,communicatewith...,bebasedon...,atpresent,becomeless

like...,ruleEngland,enrichtheEnglishlanguage,makeuseof...,moveto...,

laterinthe18thcentury,giveaseparateidentityto...,haveaverylarge

numberof...,fluentEnglishspeakers,becomethelanguagefor...,developone'

sownidentity,increaserapidly

人教版高中英語(yǔ)的備課教案4

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

1).Tolearntheknowledgeoftheculturalrelics.

2).Discusshowtoprotectourculturalrelics.

3).Readingandunderstanding,catchingthehistoryandinformationofthe

AmberRoom.

4).Functionalitem,howtotellthestoryabouttheAmberRoom

5).Finishthecomprehendingexercisesafterthereadingpassage.

6).Usescanning;skimmingandcarefulreadingtolearnthestoryofthe

AmberRoom.

教學(xué)重難點(diǎn)

Keypoints

Tounderstandculturalrelics.

HowtotellthestoryabouttheAmberRoom

Difficulties

TalkaboutculturalrelicsathomeandabroadinEnglishfreely.

Tolearnthestoryoftheamberroom.

教學(xué)工具

課件

教學(xué)過程

導(dǎo)入

1).Guessing:

TeacherpresentsomepicturesandstatementsJetthestudentsguess

whtatorwhereitis.

TheGreatWall;ThePyramid;TajMahal

2)Teachershowsomepictures.TheyareallveryfamousplacesinChinaor

intheworld.Askthestudentstothinktheseover:

A.Canyounamethemout?

Whohavetherighttoownandconfirmthem?

(Theshownpictures:Group1;①Yuanmingyuan;?ForbiddenCity

Group2:③MingDynastyvase;@TajMahal;⑤ivorydragonboat

andMogaoCaves)

StepI:Pre-reading

l).Ok,youhaveknowsomethingaboutculturalrelics,haveyoueverseen

apieceofamber?Andwhatdoyouknowaboutit?

Showsomepicturesofamber.Letstudentsknowwhattheamberisand

itsvalue.

coloryellow-brown

feellikefeelashardasstone

Amberisthefossil（化石）formofresin（樹脂）fromtrees.

Ittakesmillionsofyearstoform.

2）.Canyouimagineahousemadeofamber?Pleasepreview“Insearchof

theamberroom.”

StepII:Fsatreadingandthinkingaboutthetitle:

1）.Teachergivestudentsthefollowingquestionstothink:

Whenyouseethistitle,whatdoyouwanttoknow?

WhatistheAmberRoom?

WhywasitcalledtheAmberRoom?

Whatwasitmadefor?

Whathappenedtoit?

Whytosearchforit?

(Askthestudentsjustrememberthesequestionsintheirmindnotfindthe

answers.)

2).Fastreadingtogetthemainidea:

TheAmberRoom,whichsenttotheRussianpeopleasa

,wasbythesoldiers.

(Studentsreadthepassagequicklyandfillintheblans)

3).Now,letthestudentstrytoanswerthequestionsinpart1).(PPT7)

(Teachermaygivesomenecessaryhelp)

StepIII:Scanning

Askthestudentstoscanallthenamesofthepersonappearedinthetext

andfindoutwhatdidtheydototheamberroom.Jointhecorrectpartsofthe

sentencestogether,(exercise1onpage2)

Afterdotheaboveexercise,teachergivestudentsapictureofthepeople

inthetextandletthestudentstrytotelltheclueofthestoryaccordingtothe

persons.(PPT9)

StepIV:Skimming

Askstudentstoskimthepassageandcompleteexercise2onpage2.

(3)HowdidtheAmberRoombecomeoneofthewondersoftheworld?

(5)HowwasanewAmberRoombuilt?

(4)HowdidtheAmberRoomgetlost?

(1)HowwastheAmberRoommade?

(2)WhydidtheKingofPrussiagivetheAmberRoomtotheCzarof

Russiaasagift?

StepV:Carefulreading

Letthestudentsreadthetextcarefullyandtrytofindsomedetailsto

completetheformonPPT11.

StepVI:Roleplay

JustnowyouhavelearntthestoryofTheAmberRoom,nowsupposeyou

areaguideofTheAmberRoom,howwillyouintrducetheamberroomtothe

visitors?

(Givestudentsabout3minutestohaveadiscussioningroupoffour,then

asksomeofgroupstomakearoleplaybeforealltheclass.)

Homework

1.ReadthestoryofTheAmberRoomagainafterclass.

2.WritetheintroductionoftheAmberRoomyouhavediscussedinclass.

3.Preparefornextperiodbyunderlinethedifficultpointsinthetext.

板書

BlackboardDesign

Unit1Culturalrelics

Warmingup&pre-reading

Whatisculturalrelics?

A.aculturalrelicissth.thatsurvivedforalongtime

B.aculturalrelicmaybeapartofoldthinghasremainedwhentherestof

ithadbeendestroyed

C.aculturalrelicissomethingratherrare

人教版高中英語(yǔ)的備課教案5

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

1.知識(shí)與技能目標(biāo)

(1)通過閱讀有關(guān)曼哈頓的藝術(shù)博物館加深對(duì)博物館的了解和認(rèn)識(shí)。提高閱讀能力

同時(shí)學(xué)習(xí)有關(guān)介紹博物館的相關(guān)詞匯和表達(dá)，并能在特定語(yǔ)境中合理運(yùn)用。

(2)通過扮演導(dǎo)游對(duì)感興趣的博物館進(jìn)行介紹，提高學(xué)生的英語(yǔ)口頭表達(dá)能力同時(shí)

掌握本單元教學(xué)目標(biāo)和要求中的詞匯用法。

(3)通過提供相關(guān)詞匯進(jìn)行對(duì)濰坊本地的博物館(濰坊風(fēng)箏博物館、楊家埠民間