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人教版高中英语的备课教案

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英语学科探究性学习的实质应该是把探究性学习的方式引入课堂,促使英语课堂教学观念和教学方式整体转变,提高教学效果。今天小编在这给大家整理了一些人教版高中英语的备课教案,我们一起来看看吧!

人教版高中英语的备课教案1

(一)明确目标

1. Read through the text live to ride.

2. Understand “live to ride”.

3. Learn to write a description.

(二)教学过程

Step1 Warming up

Task 1

Report about the passages found the day 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 and make up a dialogue.

Notice: This is taken from a website of the U.S. It’s about a kind of roller coaster. Students will find much detail in it.

设计意图:以生活实际例子为引导,可操作性强。

Ant Farm Express

Type: Steel - Mine Train Height: 41 Feet Train Type: 30 Passengers

Designer: Arrow Dynamics Drop: 32 Feet # of Trains: 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 St. Louis from 1971 to 1988. Relocated here in 20__.

Photos: ……

Students may raise questions as follows:

What’s 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 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, 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 through 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 animals.

S3: The car rides in a desert. … …

Summary:

We can imagine so many ways, but it’s 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 human beings. ---- Dewey

“科学的伟大进步源自于崭新与大胆的想象力。” ----- 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 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 park?

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 when 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 form 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 museum 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…

人教版高中英语的备课教案2

教学准备

教学目标

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.

教学重难点

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.

教学工具

课件

教学过程

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.

人教版高中英语的备课教案3

教学准备

教学目标

Words

base, command, request, recognize

Expressions

because of, come up, at present, make use 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.

教学重难点

■ To help students get to know about English development

■ To help students better understand “learning 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

教学工具

课件

教学过程

⑴Warming up by listing

Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s 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 speakers 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 China

Germany

France

etc. The number of people who learn English as a foreign language is more than 750 million.

⑵Warming 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 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 language.

●Do we have standard Chinese? What is it?

In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.

⑶Warming up by giving reasons

Unit 2 English around the world is what we are going to learn today. We are all learning 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 websites 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 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 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.

Paragraph 1: The spread of the English language in the world

Paragraph 2: Native speaker can understand each other even if they don’t 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 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 1600’s Shakespeare, who make use of a wider vocabulary than ever before

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 the 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 English speakers, become the language for…, develop one’s own identity, increase rapidly

人教版高中英语的备课教案4

教学准备

教学目标

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.

教学重难点

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.

教学工具

课件

教学过程

导入

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(树脂) 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.

板书

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

人教版高中英语的备课教案5

教学准备

教学目标

1. 知识与技能目标

(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达,并能在特定语境中合理运用。

(2)通过扮演导游对感兴趣的博物馆进行介绍,提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告,提高学生的英语写作能力。

2. 过程与方法目标

(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣,并激发学生头脑中相关的背景知识为节课做热身。

(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息,提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力,同时为下一个扮演导游介绍艺术馆的活动做铺垫,提供相关的语言词汇铺垫。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告,提高学生的英语写作能力。

3. 情感、态度、价值观目标

通过学习,使学生了解世界的艺术馆,培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。

教学重难点

教学重点:阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。

教学难点:在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。

教学过程

(一)展示学习目标与小组评价规则

(二)“导入”

展示曼哈顿的相关图片,展示课文中出现的5个艺术馆的图片及名字。

(三) Fast reading

快速扫读课文

(四)Detailed Reading: 详细阅读

(五)Challenge your speaking(口语能力提升)

提供参考词汇: Welcome to …

This museum is located in…

It displays(展出) art works in… centuries of …countries, including …

It will appeal to…

You shouldn’t miss…

(六)Challenge your writing (英语写作能力提升)

Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words

写作参考词汇:潍坊世界风筝博物馆(Weifang World Kite Museum)

杨家埠民间艺术大观园(Yangjiabu Folk Art Museum)

kite 风筝 wood-print new year pictures木板年画 be located in 位于

…is famous/well-known for …因…而出名 it displays/shows…展出

Here you can enjoy… 在这里你可以欣赏到… artist 艺术家 appeal to 吸引 tourist 游客 it’s well worth a visit 很值得参观

(七)成果展示

个别学生优秀作文展示

(黑板展示)

展示作文评分细则

教师点评

课后习题

测评练习

测评一:

从文中找出相对应的短语和句子。(预习测评)

1.宁愿做…

2.对…偏爱

3.值得一去

4.吸引

5.在于

6.不仅仅是

7.向…引进(介绍)

8.生活方式

9.贮存于

10. 入场费(门票)

11. 一个…的收藏

12.每两年

13.健在的艺术家

14.亨利.克莱.弗利克是纽约的一位富豪,于1919年去世,把他的房子、家具和艺术收藏品全部留给了美国人民。

15. 这家博物馆展示的不只是看得见的艺术之美,它还向你介绍了古代的生活方式。

16. 馆内没有永久展出,展品都是随时更换的。

测评二

Writing (写作测评)

Write an advertisement to introduce one of the museums in Weifang. within80 words

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