人教版高中英语优秀教学教案设计

教案 时间:2018-09-05 我要投稿

  篇一:人教版高一英语优秀教案Music

  Focus: Reading

  1.To activate the Ss in learning “music”.

  2. To develop the Ss’ ability of reading.

  3. To help the Ss know something about the different styles of music.

  1. Enable the Ss to understand the details about the passage The Band that Wasn’t.

  2. Help the Ss to sum up the main idea of each paragraph.

  Step 1Warming up

  1) Lead in

  Before class, T plays a song I’m a believer which was sung by The Monkees, with the words of

  the song printed on the screen.

  Then tell them: This is one of my favorite music. The music is a little show. When I listen to it,

  it will remind of many old things. So I like it very much. What is your favorite music? And whydo you like it? So your favorite music belongs to pop music/rock… What other kinds of music do

  you know?(classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.)

  2) Task: Brain-storming

  Ask the students to name different music styles. Show some styles of music that they are not

  familiar with.

  folk

  pop

  Step 2 Listening and Matching

  1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen

  to them carefully and choose the proper picture for each of them.

  2) Guide the Ss to sum up the Characteristics for each music style.

  3) Check the answers on the computer screen.

  Step 3 Pre-reading

  1)Task :Listing

  Have you heard about any of the famous bands in the world? List some of them.

  Which one do you like best? Why?

  2) Presentation

  Ask the Ss to search the information about “The Monkees” before class, and now encourage them to share their information with their teammate.

  3) Background information and language support

  If necessary , the teacher should provide some background information about “The Monkees” , or explain some key words in the reading passage (P 35, Learning about language part 1 may be a good choice. )

  Step 4While-reading

  1) Task: Jumbles (Fast reading)

  (Group work, four Ss) each student in every group is only given a part (one paragraph)of the complete article and read alone. One minute later, they exchange their own information to the other students of the same group. Then they discuss together and decide the order of the story.

  2) Listen and Check

  Listen to the tape and check the correct order of the article.

  Q: What is the best title of the article?

  3) Task : Memory Challenge Task (Scanning)

  (Students are given the complete pieces of the article—ask them to open their books.)Get them to read the passage in detail and then work in group raising two questions for other group to answer.(books closed)

  4) Reading and Matching

  Read the passage again very carefully, and join the parts of the sentences together. (P 35, Part 2)More detailed questions:

  ①Why do most m

人教版高中英语优秀教学教案

  usicians like to be in a band with others?

  ②Which two musical bands are mentioned in the passage?

  ③How do some bands formed by high school students earn extra money?

  ④When did the Monkees break up?

  5) Brainstorming

  Ask the Ss to brainstorm as many suitable adjectives as possible to describe “The Monkees”. Then give the reasons for the choices.

  Step 5Post-reading

  1) Language Focus

  Get the students to sum up the phrases of the article.

  Then get the Ss to play a game called “What is your dream?”. Work in pairs and tell each other your dream and what you expect to happen. Use the phrases dream of and be honest with in the sentences.

  2) Discussion

  Do you think “The Monkees” was really a band? Why and why not?

  Step 6Homework

  1. Read more about “The Monkees”.

  2. Find out some sentences in the reading passage that contain of Whom /in which attributive clauses?

  3. Preview “Learning about Language” and finish the relevant exercises.

  Period 3 Vocabulary & Grammar

  Focus: Grammar

  1)To help Ss master the vocabulary about “music”

  2)To arouse Ss’ language awareness .

  3) To consolidate the Attributive Clauses.

  1) The Attributive Clauses with preposition + which/ whom

  2) The relevant words about “music”

  Step 1 Revision

  1) Listening and Recognizing

  Ask the Ss to listen to some pieces of music from the computer and write down the style of each piece of music belongs to.

  Music 1 : Country Roads by John Denver (country music)

  Music 2: Beat itby Michael Jackson (rock music)

  Music 3: 步步高 (folk music)

  Music 4: 老鼠爱大米 (pop music)

  Music 5: 命运交响曲(classical music)

  …

  2) Discussion

  What kind of music do you like better, Chinese or Western, Classical or modern? Why? How does music make you feel?

  3) Check the homework the day before. Step 2Word Power

  1) Word Ladder

  Complete these sentences. Then write the missing words in the puzzle on the right and find the hidden word. (WB P 70)

  2) Word Building

  Study the vocabulary list in the appendix and list the words with un-,dis-, -less, -ful, -ment, -ity, -en, -ern, -al , -tion. Tell what part of speech they are. This will you help English words.

  3) Recognizing and Listing

  Tick (√)the words which are connected with “music”and find out the meanings of those unfamiliar ones.

  Add your own to the list ________________________________________________________

  4)Discussion and Listing

  Which instruments are used in pop and rock music?

  Which instruments are used in classical music?

  Which instruments are used in jazz?

  Which instruments are used in traditional Chinese music?

  Which of the instruments do you like listening to?

  Is the Chinese instrument different from the other instruments? Describe the difference, if there is Step 3 Grammar

  1) Study the Rule

  Read these sentences.

  a. The musicians of whom the band was formed played jokes on each other…

  b. However, after a year or so in which they became more serious about their work…

  c. The musicians for whom they worked were very popular.

  d. The guitar with which “The Beatles” played their first hit was lost while they were touring. Now answer these questions.

  1. If you take away the relative clauses, do the sentences still make sense? Why or why not ?

  2.Why is there a relative pronoun before the relative clause?

  3. Can the preposition be removed from the sentences without changing the meaning?

  4. Can that replace which and whom in the sentences? Why or why not?

  Look at the sentences carefully and try to think of the questions.

  2) Find the rule

  Get the Ss to think of the questions above and sum up the grammar rule of preposition + the relative clause.

  篇二:教师资格证人教版高中英语优秀教案

  Teaching aims:

  1. 能力目标:

  a. Listening: get information and views from the listening material;

  b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.

  c. Reading: enable the Ss to get the main idea

  d. Writing: write some advice about making friend as an editor

  2. 知识目标:

  a. Talk about friends and friendship; how to make friends; how to maintain friendship

  b. Use the following expressions:

  I think so. / I don’t think so.

  I agree. / I don’t agree.

  That’s correct.

  Of course not.

  Exactly.

  I’m afraid not.

  c. to enable the Ss to control direct speech and indirect speech

  d. vocabulary: upset , calm , concern , loose, Netherlands, German, series,

  outdoors, dusk,crazy , purpose , thunder , entire, entirely,power , curtain, dusty, partner, settle, suffer , highway, recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , item

  add up  calm down have got to e concerned about  walk the dog  go

  through  set down a series of  on purpose  in order to  at dusk face to face  no longer ot …any longer suffer from gete tired of pack sth. up get along with  fall in love  join in

  3. 情感目标:

  a. To arose Ss’ interest in learning English;

  b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others.

  4. 策略目标:

  a. To develop Ss’ cognitive strategy: taking notes while listening;

  b. To develop Ss’ communicative strategies.

  5. 文化目标:to enable the Ss to get to know different opinions about making friends from different countries.

  Teaching steps:

  Period one

  Step1. Warming up

  1. Ss listen to an English song AULD LANG SYNE.

  2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave,

  humorous, funny, wise, kind, open-minded, responsible, helpful….

  Step 2. Talk about your old friends

  1. Ss talk about their old friends in Junior Middle School, talk about their

  appearance, personality, hobbies, etc.

  2. Self-introduction

  Step 3. Make new friends

  1. Ss go around and ask their new friends some information and fill in the following

  Step 4. Do a survey

  Ss do the survey in the text ,P1

  Sep 5. Listening and talking

  Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.

  When Ss make their conversation, ask them to try to use the following expressions. I think so. / I don’t think so. I agree. / I don’t agree.

  That’s correct.Of course not.Exactly. I’m afraid not.

  Step 6. Discussion

  Divide Ss four in one group and each group choose a topic to discuss. There are four topics.

  Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

  Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

  Topic 3: Does a friend always have to be a person? What else can be your friend? Why? Topic 4: List some qualities of a person who does not make friend easily.

  Step 7. Summary

  1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.

  2. T shows more information about friendship and a poem about friendship. What is friendship?

  I want to find the answer to the question

  What is friendship?

  When it rains, I think friendship is a small umbrella.

  It can give me a piece of clear sky.

  When I’m crying, I think friendship is a white handkerchief.

  It can wipe my tears dry.

  When I am sad, I think friendship is a warm word.

  It can bring me happiness again.

  When I am in trouble, I think friendship is a strong hand.

  It can help me escape my troubles.

  When I sit in a quiet place, I think friendship is a very wonderful feeling.

  It can’t be pulled and torn, because it is in everyone’s heart.

  It is there from the beginning to the end of our lives.

  3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation

  1. Look up the new words and expressions in warming up and pre-reading in a dictionary.

  2. Write a short passage about your best friend.

  Period two

  Step1.Warming up

  Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.

  How would you feel?

  What would you do?

  Four students a group discuss with each other for 2 minutes.

  Activity2: Play a short part of the movies Step2. Predicting

  Students read the title of the passage and observe the pictures and the outline of it to guess:

  Who is Anne’s best friend?

  What will happen in the passage?

  Step3. Skimming

  Students skim the passage in 2 minutes to get the main idea :

  Who is Anne’s best friend?

  When did the story happen?

  Step4. Scanning

  Students work in pairs to find the information required below:

  Anne

  in World War Ⅱ

  Step5. Intensive reading

  Students work in group of four to discuss the following open questions:

  1.Why did the windows stay closed?

  2.How did Anne feel?

  3.What do you think of Anne?

  4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文).

  5.Which sentences attract you in the passage?

  Step6. Activity

  Four students a group to discuss the situation:

  Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

  What will you take? Why?

  How will you spend the 3 months?

  How will you treat each other and make friends ?

  Step7.Assignment

  Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

  Task2.Ex2、3 、4on Page3

  Period three

  Step 1. Warming up

  Check the Ss’ assignment: task 2

  Step 2. Language points:

  1. add (v.)

  1). To put together with something else so as to increase the number, size, importance, etc.增加,添加

  Please add something to what I’ve said, John.

  2). To join numbers, amount, etc so as to find the total 相加

  Add up these figures for me, please.

  add to something: to increase 增加

  What he did has added to out difficulties.

  add up to: to amount to 加起来等于;总计

  The cost added up to 100 million yuan.

  2. go through

  1). To examine carefully 仔细阅读或研究

  I went through the students’ papers last night.

  2). To experience 经历,遭受或忍受

  You really don’t know what we went through while working on this project.

  3. crazy (adj.)

  1). mad, foolish 疯狂的,愚蠢的

  It’s crazy to go out in such hot weather.

  2). wildly excited; very interested 狂热的,着迷的

  She is crazy about dancing.

  4. be concerned about/for: be worried about 担心

  We’re all concerned about her safety.

  Step 3. Learning about language

  1. Finish Ex.1, 2 and 3. on Page 4.

  2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.

  Step 4. Practice

  Using structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. Assignment

  Finish Wb. Ex, 1 and2 on page 41 and 42.

  Period four

  Step 1. Revision

  Check the Ss’ assignment.

  Step 2. Reading

  Ss read the letter on page 6

  Notes:

  1. get along with

  2. fall in love

  Step 3. Listening

  Ss should take notes while they are listening.

  1. first listening: Ss listen and answer the questions of part 2 on page 6.

  2. second listening: Ss listen again and finish part 3 on page 6.

  Step 4. Listening

  Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.

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