2021外研版高一英语教案范文1
教材内容分析;本单元的交际功能项目为"问路"及"路线的指引"。第61课是本单元的第一课，通过一幅地图，一段对话介绍了本单元的重点语法项目有关问路和指路的表达法，为后面的学习打下基础。
二、学情分析：
本课教学对象是职一年级两个班20多个聋生，学生掌握英语的水平参差不齐，三分之二同学经过初中三年的学习，在词汇、句型、语法方面都有了一定的基础，能够按着老师的教学进度进行学习活动，还有三分之一学生来自外地，初中时没有学过英语，因为单词量的匮乏，接受起新知识来有些困难，对英语表现兴趣不浓，主动性差，所以在教学中我特别注重以激发学生的学习兴趣为前提，充分发挥学生学习的主动性。
三、教学理念：根据新课程标准的目的和要求，结合教材内容和我班聋生的实际情况，设定适当的教学目标，本课教学遵循聋生认知规律和心理特点，从聋生已有的知识基础和认知能力出发，精心设计教学过程，整个教学过程以激发学生学习语言的兴趣为前提，鼓励学生进行自主创造性活动，尽量做到先学后教，以学定教，让教为学服务。
四、教学目标和重点、难点：基于以上教学理念，结合教材内容和我们班聋生的实际情况，制定以下教学目标和重、难点。
知识与技能：
A:学习、掌握下列新单词和词组:
kindladyladies’roomtelllibrarycrosscrossingacrossmisscurch
cafe
B:学习，理解并掌握“询问方向”(Askingfordirections)和“应答方向”(Givingdirections)的日常交际用语:
询问方向：
Excuseme.Canyoutellmethewaytothe…?
Whichisthewaytothe…
Istherea…nearhere?
Whereisthenearest…..
CanyoutellmehowIcangetthewayto…
…
指路：
Walk/Goalongthisroadand…
Goupthisroadtotheend./Goonuntil…
Turnleftatthe…crossing.
Goacrossthebridge…It’sbetweenthe…andthe…Youwillsee…infrontofyou.
…
过程与方法：教师通过图片，视频，创设情景，学生积极参与，通过师生、生生互动，使学生更快地理解和运用关于方向的询问和应答。
情感态度和价值观：通过本课的学习，培养学生的观察力，想象力，创造性和合作性，提高学生学习英语的兴趣，增加学生学习英语的自信心。鼓励学生敢于开口,团结合作,培养他们乐于助人的良好品质。
重、难点：
1.新词汇的熟练掌握。
2.询问方向”(Askingfordirections)和“应答方向”(Givingdirections)的日常交际用语的运用:
五、教学方法：
教法：基于新课程教学理念和我班聋生的实际情况，我在教学中采取启发式教学法、创设情景法、任务型教学方式和多媒体辅助教学。
学法：以教师为主导，学生为主体，学生自主分析，合作探究，师生，生生互动等方法。
六、教学过程：
Step1.Leading-in
1.Warmup.LetSsguesstheplaces.(教师准备好相关图片，教师提问，学生猜。)
A.Ifwewanttoseethefilms,wecangotothecinema.
B.Ifwewanttogoboating,wecangotothepark.
C.Ifweareill,wehavetogotohospital.
D.Ifwewanttoborrowbooks,wecangotothelibrary.
E.Ifwewanttodrinkcoffee,wecangotothecafe.
F.Ifwewanttopostletters,wecangotothepostoffice.
(创设情景，激发兴趣,同时利用这种方式，复习了建筑物的名词)
2.Pairwork:教师出示第六页第一部分的图片问：Whereisthe…?两个人一组对图片上建筑物的位置进行问答。
(通过问答练习，复习关于方位的词：behindbesidenexttooppositeinfrontofattheleftofontherightofinthemiddleofbetween…and…为后面的进一步学习奠定基础。)
Step2.Presentation
1、教师创设情景：假如我现在就站在图片上那个小人的位置上，Canyoutellmethewaytothelibrary?要求学生只需用汉语来描述即可，然后引导学生进入课文第二部分问路指路的句型。
(创设情景，激起学生的学习兴趣，因为本课问路指路的句型对于我们聋生来说太难，在教学中只能循序渐进，先要求其理解，能用汉语正确描述路线，再要求其掌握)
2、教师领读---生生合作探究---教师补充总结问路指路句型
教师先带领大家读一遍，学生合作探究每句的含义。达到理解并掌握，然后教师补充其他问路指路的句型，学生可将其放在一起来记忆。
(在教师指导下，学生合作探究理解并掌握问路指路的句型。体现了以教师为主导，学生为主体的教学方法，同时突破本课重点)
Step3.Practicing
Askformoredirections
使用方框里的句型，来对第一部分图片里的其他位置进行问答练习
Canyoutellmethewaytothechurch/thecafé/thevideoshop/thetheatre?
Goalongthisroadand…
Goupthisroadtotheend.
Goonuntilyoureachtheend.
Turnleftatthe…crossing.
Takethesecondturningontheleft.
Goacrossthebridge.
It’sbetweenthe…andthe…
Youwillsee…infrontofyou.
Youcan’tmissit.
2021外研版高一英语教案范文2
StepILeadin
Showthepicture，talkaboutthefollowingthequestions?
1)Whatmighthappeniftheoilgetstoohot?
2)Whatwouldyoudoifthepanofoilcatchesfire?
StepIIListening
PlaythetapeofthedialoguefortheSstolistenandfollow.GothroughthedialoguebrieflyandmakesuretheSsunderstandit.Afterthat，answerthefollowingquestion.
1)WhatdidJennyaskYangPeitodofirst?
2)DidYangPeicarrythepanoutofthekitchenatonce?
Key：
1)JennyaskedYangPeitoturnoffthegasandcoverthepan.
2)No，shedidn't.
StepIIIReading
AsktheSstoreadPart2tofindoutwhattodoiftheyhearthefirealarm.CheckcomprehensionbyaskingYes/Noquestions：
1.ShouldIstayinmyroom?(No)
2.ShouldIleavethebuildingatonce?(Yes)
3.ShouldItakemyroomkey?(Yes)
4.ShouldItakethelift?(No)
StepIVPlayarole
TheTlettheSspractisethedialogueinpairsafewminutes，TheTcanwritesomemainsentencesontheBb，forexample：
1)cookinginthekitchen;2)thepanofoil;3)catchfire)4)turnoffthegas;5)coverthepan;6)thefire(be)out
ThentheTasksonepairtoactthesceneinfrontoftheclass.
StepVLanguagefocus
1.Takecare：becareful.
2.Isthefireout?Iftherearenoflames，thefireisout.
3.Youmight…burningoil：Ifyoucarriedthepanoutofthekitchen，youmightgetburntbythefireandyoumightdropthepan.Mighthereindicatespossibility.
StepVIExamination
Completethedialogueswithsuitablewords.
1.A：Be_______!Thepanisvery_______.Youmightget_______.
B：Thanks，Mum.Butwhat_______Ido?
A：You'd_______turnoffthegasfirst.Leavethepanthere_______itgetscooler.
2.A：Look_______!Yourcoathas_______fire.
B：Ohdear!
A：Takeit_______andputit_______thewater.
3.A：Take_______!You_______throwthecigaretteend(烟头)here.Lookatthosenewspapers.Theymight_______fire.
B：Oh，I'mterribly________.
4.A：_______careful!Yourclothes_______getcaughtinthatmachine……
B：Thankyou.Ididn'tknowIwassoclose________it.
StepVIIHomework
1.FinishofftheWorkbookexercises.
2.PreparationtheLesson62.
2021外研版高一英语教案范文3
Unit 2 English Around the World
Teaching aims and demands:
a. Achieve language skills and related knowledge about the language of English;
b. Learn to communicate when in language difficulties:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson1
Step 1 Presentation
Get the students have an general idea about the differences between American and British English by playing a tape of various people’s talking. Ask them what countries they think these people come from.
Step 2 Warming Up
Get the students to look at the picture and ask the questions: What do you think Joe is looking for in the bathroom? Why can’t he find it?
Step 3 Reading
Ask the students to read the dialogue carefully in part 1. Then get the students to think: What is it that causes the misunderstanding between Joe and the landlady, Nancy? If necessary, explain some language points.
Step 4 Speaking
Ask the students to read the dialogue in the part SPEAKING to learn more differences between the British and American English. Then complete the following sentences as well.
Step 5 Practice
Ask the students to make a similar dialogue.
Step 6 Listening
Listen to the tape and fill the blanks in the part LISTENING.
Step 7 Homework
Finish exercise1 on page 91 in the TALKING part.
Lesson2
Step 1 Revision
Check the homework.
Step 2 Presentation
Show the students some pictures in different situations in order to get them know everywhere English is needed.
Step 3 Reading
Ask the students to read the text. And find the topic sentence in each paragraph.
Step 4 Post-Reading
Ask the students to answer the questions in the part POST-READING. If necessary, explain some language points. Then according to what they have read, get them to fill in the blanks in the following exerecise2.
Step 5 Homework
Finish exercise in the part PRACTISING in their workbooks..
Lesson 3
Step 1.Revision
Check the home work.
Step 2 Word Study
Ask the students to match the words on the left with their meaning on the right.
Step 3 Grammar
Ask the students to say something about the differences between a command and a request. Then tell which is a command and which is a request.
Step 4 Practice
Let the students to change the sentences into Direct Speech. And then finish exercise 3 in the same part.
Step 5 Workbook
If times permits, ask the students to finish the exercise2 in their workbooks in part Grammar.
Step 6 Homework
Review the last part what is Direct Speech and what is Indirect Speech.
Lesson 4
Step 1 Revision
Check the homework. by doing exercise 1 in part Grammar in the workbook..
Step 2 Presentation
Play a tape of various people’s talking. Ask which is from England and which from America. How do they tell? In this way draw the students’ attention to the difference on the pronunciation.
Step 3 Reading
Ask the students to read the text and be prepared for one question how come the difference between the American English and the British English. Explain some language points if necessary.
2021外研版高一英语教案范文4
Unit 1 Good Friends
Teaching aims and demands:
a. Achieve language skills and related knowledge about the topic of friends and friendship;
b. Learn to express likes and dislikes and make apologies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
Direct and indirect speech
Lesson 1
Step 1 Presentation and discussion (warm-up)
Put some new words on the blackboard and tell them something about a friend.
Kind honest brave loyal happy wise strong
beautiful handsome rich smart funny
Then ask some questions around the class and discuss with them.
What should a good friend be like?
What qualities should a good friend have?
Should they be funny, smart and strong?
Step 2 Reading
Ask the students to read the dialogue in the part SPEAKING. Ask some questions:
1.What doesn’t John like?
2.What does Joe think of music and skiing?
And then fill in the form on page 3.
Then ask the students to express their ideas freely. Encourage the students to say more about friends.
Step 3
Listening
Ask the students to listen to the tape and fill in the blanks in the listening part.
Step 4 Talking/Practice
Ask the students to page 85. Make a similar dialogue as in exercise 2.
Some useful expressions :
Why did you…? Why didn’t you…? You said that you would…
Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.
Step 5 Homework
Finish Exercise 3 in the workbook.
Lesson2
Step1 Revision
Ask several students to present a speech about friends as a revision.
Step 2 Pre-reading
Present the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.
Step 3 Reading
Before asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.
Then students read the text, and answer the following questions.
1.How does Chuck Noland come to a deserted island?
2. In order to survive on the island alone, what does he need to learn?
3. What does he understand at last?
4. For us, what lesson we can learn from Chuck?
At the same time explain the language points if necessary.
Step 4 Post-reading
Discuss the following questions in the Part POST-READING.
Step 5 Homework
Prepare a talk about Tom Hanks or something about one of his film.
Lesson3
Step 1 Revision
Get the students to give a talk about Tom Hanks or something about one of his films.
Step 2 Language Study
Ask the students fill in the blanks with proper words.
Step 3 Grammar
Illustrate to the students the use of Direct and Indirect Speech.
Then ask the students to do the exercise in the Part Grammar on P5.
Step 4 Practice
Ask the students to act the exercise2 in the part Grammar out.
Step 5 Homework
Ask the students to finish the exercise2 in their workbook.
2021外研版高一英语教案范文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