高中英语第一节课教案1
一、教材分析
主题公园作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。本单元以主题公园为背景，围绕a world of fun 这一主题开展听、说、读、写多种教学活动。单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园的不同特色，具有很强的时代气息，贴近学生生活，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，有利于培养积极的生活态度。
本单元的Warming up部分以图片形式引入本单元的话题之一：amusement parks;并通过师生或生生自由问答，让学生了解并交流个体各类活动方面的体验、喜好及理由，从而引出话题amusement parks 和theme parks,为听力部分和阅读部分作必要的铺垫。
Listening提供一个会议事例：在我市建一个主题公园的招标大会上，Fun Fun Productions and Merry Rides Limited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的导入，听时做课文1、2部分，听后再作小组讨论：选择哪一家公司作为承建商及给出相应的理由。这一话题具有社会性，时代性特点，在课堂上可以激发学生模拟真实语境进行创造性对话活动。
Speaking紧紧围绕“问路与指路”话题： 课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的对话实践。Post-speaking内容扩展至生活实际情况。
Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，同时介绍了the World Park of China, the Ocean Park of Hong Kong, Disneyland in California三个不同的主题公园，引导学生了解和比较主题公园的不同主题，激发学生联想主题公园的未来发展。Post-reading部分鼓励学生自行设计主题公园活动，鼓励学生积极想象、培养创新能力。
文章结构思路如下：
1)What is a theme park? →
2)Know about 3 great theme parks:
The World park ---People can have fun and experience sth different.
The Ocean Park in Hong Kong ---People come for thrills and entertainment and know more about the idea behind the park.
Disneyland in California ---The theme is the world of Walt Disney and his characters. →
3)New theme parks are being built.
篇章结构图示：
What is a theme park?
Examples:
Three parks What do people
Themes, attractions experience and learn?
Theme parks in the future
课文线索内容复述如下：
When you come to a wonderful theme park, you are sure to enjoy yourself. You can find a collection of rides, exhibitions and other attractions. They are based on a common theme. On one hand , people can have fun, thrills and entertainment. On the other, theme parks are designed to teach people something. Those who come for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. What’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. Then there will be new designs, and new theme parks will be coming.
德育渗透：
- All work and no play makes Jack a dull boy.
工作而无娱乐使人愚钝。
- Never should a man stay in a closed-door room. You should explore the universe to see how men are coping with the events of changing.
任何人都不应闭关自守，而应面向世界，以探索人们怎样对付日新月异的事态发展。
- Never go to the forest if you are afraid of the wolf. (Lenin)
大胆的探索和体验源自你的勇气。(列宁)
Language study要求学生掌握和运用相应的词汇;了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。
Integrating skills阅读部分在主题公园的基础上以rides为主题内容，介绍了几种不同的rides, 要求读后以课文为基础，鼓励学生创造、想象， 以小组活动形式设计并描述the scarest and most exciting ride in the word。
学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力;并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。
二、教学目标
知识技能：掌握并会运用有关词汇、句型和现在分词短语作状语的用法。
情感态度：结合个人经验充分体验他人在个别主题活动方面的感受，倡导创新意识的培养、加强合作意识、陶冶情操。增强世界意识，培养积极的生活态度
学习策略：通过小组活动等，指导学生积极与人合作、相互学习、相互帮助，培养合作能力、团队精神。利用图书馆、网络等辅助学习，在学习、讨论、反思和探索实践中逐步形成策略。
文化意识：拓展文化视野，发展跨文化交际的意识和能力。
三、教学重点、难点
1. 重点：
话题: Talking about amusement parks.
功能: Ways of giving directions.
Designing new things.
词汇: theme create attract attractions lead to have sth. in common
thrills and entertainment be based on more advanced step into experience sth. risk injury give sb. a thrill scream one’s way… race against imagination design live to ride
表达用语: Excuse me. Am I going in the right direction?
Excuse me. Does this road lead to …?
Got it. Thank you.
句型: There is the Fun Fun Park, where we will have rides and entertainment.
What reason does he give for choosing his park?
Entering one of the attractions at Universal Studios is like steeping into the world of your favourite film.
It seemed like people just cannot get enough of scary rides and exciting adventures.
You can feel what it is like to live in space…
语法: The –ing form used as an adverbial.
eg. Many people come to the theme parks looking for thrills and entertainment.
Visitors leave knowing more about the idea behind the park.
Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.
2. 难点：
a.动词-ing结构作状语的运用。
b.针对事物特点描述的写作。
写作技巧(如何描写事物?Tips P70)
关键：抓住事物特征
Ask ourselves questions as follows:
What is it?
What is the use of it?
What does it look like?
How large is it?
What does it sound / feel / smell / taste like?
How does it work?
What do people do to it?
What do people think of it?
Why do some people love it?
What is your opinion towards it?
四、课时安排
Period 1 Warming up and Listening
Period 2 Reading
Period 3 Speaking
Period 4 Integrating Skills
Period 5 Language Study
五、教学计划
Period 1 Warming-up & Listening
Goals:
1. Talk about amusement parks and our experiences.
2. Learn to express likes and dislikes about the amusing activities.
3. Be able to listen for information and understanding.
Teaching Procedures:
Step 1 Warming-up
Task 1 Talk about the topic and the word FUN
Students talk about fun things use Adjs to describe fun things
Question 1. What is fun? (snowing, sailing, hiking, rafting---)
2.What do fun things have in common?
Cooking is fun because it is challenging ( interesting, relaxing---).
3. Where can we have fun? ( cinemas, amusement parks, theme parks---
Fun is everywhere if we can enjoy it.)
Task 2 Talk about our own experiences
Questions: 1. Have you ever been to an amusement park? What did you see?
2. Have you ever tried sitting in a roller coaster?
3. How did you feel?
4. Do you like it? Why?
Task 3 Watch pictures and talk about likes and dislikes
1. Look at the pictures and name the activites
Question: Do you like these activities? Why / Why not?
2. Do an interview to find others’ ideas (make up a dialogue).
The dialogue can be like this:
Student A: Hello, .... Have you ever been to an amusement park?
Student B: Oh, yes. I have tried…
Student A: Do you like it?
Student B: Sure. I like it because it’s really exciting and …
Step2 Listening
Pre-listening Talk about the theme of the theme parks
A theme park must have a special theme.
Questions: If you are to build a theme park, what theme will you have? Why?
While-listening: Listen and finish the exercises 1 and 2
Post-listening: 1. Fill in the following form.
Which of the parks do you think is better?
Name Theme Your reason and ideas
高中英语第一节课教案2
1. Ability goals 能力目标
To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.
2. Learning ability goals 学能目标
To enable the Ss to talk about animals under the sea.
To help the Ss know the importance of the relationship between animals and humans.
教学重难点
教学重点和难点
Teaching important points 教学重点
Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
Teaching difficult points 教学难点
1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.
2. Help the Ss tell apart from Before, During and After in the story.
教学过程
Step1. Warming Up : Talk about animals under the sea.
1. Have you ever seen some marine animals?
2. What have you seen, and where have you seen them?
I have seen a/some/many…… in/on/from……
amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral
Step2. Fast-reading:
1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.
2. Find out the Main Idea of the passage: What’s the first story mainly about?
Step3. Careful-reading:
1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?
2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.
Stage1: before the hunt: (para. 2-6):
Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…
Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.
Stage2&3: Dur ing and after the hunt: (para. 7-9):
Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.
Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
Conclusion: They have amazing relationship. They work as a team
Step4 : Summary
Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.
Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.
课后习题
课后作业
Deal with Exercise 3 in Comprehending . Let the Ss work in groups and do some discussion：As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. An d there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow.
高中英语第一节课教案3
(1)课题：Friendship
(2)教材分析与学生分析： 本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法;Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友;Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事;Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。
(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading
The third period: Grammar
The forth Period：Listening
The fifth period: Writing
(4)教学目标：
①知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.
②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友; 2. 结交网友;3. 观点交流;4. 善不善交朋友; 5. 朋友的重要性。
③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的.理解，以及如何正确交友，处理朋友之间发生的问题等。
(5) 教学重点和难点：
词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit
短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in
重点语法项目： 直接引语和间接引语的互相转换
难点：Understand the real meaning of friends and friendship;
Discuss the answers to the questions (Reading);
How to teach the Ss to master the usage of Direct Speech and Indirect
Speech(Statement and Questions).
(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation
(7) 教学煤体设计： A projector and a tape recorder.
(8) 教学过程：
Period One：Speaking (Warming Up and Pre-Reading)
Aims
Talk about friends and friendship.
Practise talking about agreement and disagreement.
Step I Revision
Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.
T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.
Step II Warming up
T: / think most of us have some good friends. Do you know why people make friends with one another?
Step III Talking(WB P41)
First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.
T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.
1 Do you agree with her?
2 What do you think of people from foreign countries?
Agreement Disagreement
I think so, I don't think so.
I agree.I don't agree
That's correct.Of course not.
That's exactly my opinion. I'm afraid not.
You're quite right. I don't think you are right.
Step IV Speaking(B P6)
First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.
At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.
T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.
1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will
A. ask him / her to pay back as soon as possible; or you'll end the friendship.
B. ask him / her to pay back if he / she has.
C. tell him / her not to return it.
2. Your friend said your bad words behind you. You will
A. ask him / her to say sorry to you , or you'll stop your friendship.
B. excuse him / her and forget it.
C. ask others to tell him / her that he/she is wrong.
3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will
A. tell him your parents ask you to do homework at home.
B. tell him / her a lie that you are ill.
C. say sorry to him / her and plan to meet him / her another time.
4. You borrowed a bike from your friend, but you had it stolen. You will
A. buy a new one which is the same as his / hers.
B. just tell him / her you had it stolen.
C. say sorry to him/her and buy him/her an old one
After they finish choosing the answers, show the scoring sheet on the screen.
Instructions:
2-5 A fair-weather friend
Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.
You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.
6-11 A school friend
You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.
12-17 A best friend
You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.
18-21 Forever friend
You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.
课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。
高中英语第一节课教案4
Ⅰ. Teaching Basis (教学依据) ：《普通高中英语新课程标准》
Ⅱ. The Type of the Text (课型) ：Revision (复习课)
Ⅲ. Teaching Methods(教学方法): Question-based method(提问式)，Group discussion
method(小组讨论法)，Cooperative learning(合作探究)，Practicing(练习).
Ⅳ. Teaching Aids (教学手段) ：Multimedia computer(多媒体电脑)，Learning
paper(导学案)，Blackboard(黑板).
Ⅴ. Teaching Aims(教学目标) ： ①Knowledge aims(知识目标):
words: achievement, specialist, organization, hard-working, confident….. phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., It is/was+….+that…. grammar: Subject-verb agreement.
②Ability aims(能力目标): Develop the students’ ability to use the important
language points, enable students to describe people using the adjectives.
③Emotional aims(情感目标): Encourage the students to think about what makes a
person great.
Ⅵ. Teaching focuses(教学重点)：Get the students to review and consolidate what they
have learned in this unit.
Ⅶ. Teaching difficulties(教学难点)：Get the students to turn what they have learned into
their ability.
Ⅷ.Teaching procedure(教学过程)： Step 1 复习学案情况反馈(1分钟)
Step 2 lead-in ：通过图片展示的方式，过渡到知识竞答类节目《一站到底》，本节课也将模仿这种模式授课。依次介绍本节课的竞答规则：
本此活动分为五轮淘汰赛，全班共八个小组，每个小组推荐一名选手(作为本组站神)进行参与:
→→第一轮采用记单词的方式，进行车轮大赛，最终淘汰掉一个小组，剩余七个小组成功晋级第二轮，成功晋级的小组将获得5分，加入到本组的总量化分数中;
例：
1. n.成就，功绩 _______________________ 7 .n. 巢，窝 ________________________
2. n.福利，福利事业 _________________ 8..n. 联系，关系，结合，纽带_________ 3. n,项目，工程，规划 _________________ 9. n. 观察，观测，遵守 ______________ 4. n.学会，学院，协会 _________________ 10. n. 童年，幼年时期 ________________
???.
→→第二轮节采用记短语的方式，在成功晋级的7个小组中进行车轮赛，最终淘汰掉两个小组，剩余5个小组成功晋级第三轮，成功晋级的小组将获得的分数为上一轮得分的二倍(即5-2=10); 例：
1.过着…的生活 ____________________ 6 .离开，启程，出发 ________________ 2.涌上心头，涌入脑海 ______________ 7.藐视，瞧不起 ___________________ 3.查阅，参考，谈到 _______________ 8. 碰巧，凑巧 ___________________ 4.偶然遇见，碰见 ________________ 9 继续，坚持 ____________________
???
→→第三轮采用背诵句子的方式，在成功晋级的5个小组中进行车轮赛，最终淘汰掉三个小组，剩余两个小组成功晋级第总决赛，并且这两个小组均获得一次免答权，这两个小组将获的分数为上一轮得分的二倍(即10-2=20); 例：
(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。
She (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;
back to the place we left the family sleeping in a tree (3)简预先提醒我们，到下午的时候我们就会又脏又累，她说对了。
(4)她母亲头几个月来帮过她的忙，这才使她得以开始自己的计划。
begin her project.
(5) 比方说，她的一个重要发现是黑猩猩猎食动物。
was that chimps hunt and eat meat. ???
→→第四轮为复活赛，在前三轮车轮赛中被淘汰的6个小组，均可获得一次复活机会，但是复活赛的要求非常苛刻，每个参赛的小组必须能够正确背出随机指定的3个句子，8个短语，10个单词，如能成功过关，将直接晋级总决赛，但不享有免答权;假如没有成功过关，所有分数将清零。 例：
(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。
speakers.
A. go on B. carry on C. carry out D. work on
3. The new equipment ________ the disabled during the 2008 Beijing Paralympics. A. was intended for B. was intended to C. intended for D. intended to
4. He was an ________ poet at that time and his _____ poems spread through all the country. A. inspired;inspired B. inspiring;inspired C. inspired;inspiring D. inspiring;inspiring
She (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;
???
注意事项:(1)小组加分不累计。
(2)前三轮车轮赛中，每次选手必须更换，从第四轮开始可自由安排,各
小组相互监督，如有违规取消其参赛资格及所得分数。
(3)每轮车轮赛中间设1-2分钟准备时间。 (4)参赛选手在准备时间内抽取答题顺序。
设计意图:(1)增加学习的趣味性，提高学生的参与度，提高课堂效率。 (2)培养团队协作能力，增强竞争意识。
(3)尝试一种新的模式，改变英语课堂的沉闷现状。 Step 3 Summing up (总结)：
Step 4 Homework :(1)写作专题突破, 根据提示用英语写一篇介绍宋庆龄的短文。
(2)Review and summarize what you have learned in Unit 1. (3)Preview the next unit.
Step 5 Blackboard Design (板书设计)：
back to the place left the family sleeping in a tree (3)简预先提醒我们，到下午的时候我们就会又脏又累，她说对了。
and she is right.
1.与某人联系______________________ 2.计算出，得出 _____________________ 3.大胆的说，直率的说______________ 4.迫不及待做某事____________________ 5.获得博士学位____________________ 6.为了某人 _________________________ 7.为什么不呢______________________ 8.大学入学考试(高考)______________ 1 .vt&vi. 举动，表现________________ 2 .vt. 观察，观察____________________ 3. vt&n. z尊敬，尊重，敬意_________ 4 . vt&vi.讨论，争辩，辩论___________ 5. vt.鼓舞，激发，启示_____________ 6 .vi.谈到，查阅，参考_______________ 7. vt,计划，打算 _________________ 8.vt 递送，生，接生，发表___________ 8.adj.直言的，坦诚的_______________ 10. adj.值得的，值得做的______________
……….
→→第五轮为总决赛，所有进入的总决赛的小组，将随机抽到一个单选题目，请在20秒的时间内给出答案，并进行解释说明，如果回答错误将直接被淘汰。直到剩余最后一个小组，最后的胜利者的小组将获得“站神”的称号，并将获得全场分40分。