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1、2022最新2021外研社高一英语必修一教案例文教学内容的介绍就是课堂的介绍。教师要根据确定的教学目的、教学内容，精心设计课堂介绍，巧妙地介绍新的课堂，激发学生的学习兴趣，使他们全身心投入学习。今天小编在这里给大家分享有关于外研社高一英语必修一教案，希望可以帮助到大家。2021外研社高一英语必修一教案例文1一、学生分析教学对象为高中三年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学
2、会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。学生已经完成了高中英语第一个模块的学习，渐渐习惯了我的教法。虽然一开始他们觉得与初中教学很不相同(初中老师注重手把手式的语法教学)，但经过半个学期后，他们适应得很快，而且还取得一定的进步。他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。不过，本班学生的水平参差不齐，有些差距还相当大。因此在教学过程中，布置的任务要兼顾各个层次的学生，使他们都有所收获。二、教材
3、分析这一课是本单元第一个课时。在上这一节课前并没有让他们了解太多的与课文内容相关的知识，只是由于这课出现的人名和地方名比较多，我在课前教他们读了一下。我在备这一课时，发现它的 warming-up部分会花费比较长的时间，于是我没有采用，而使用了我自己另外准备的引入(只是花了4到5分钟的时间)，让学生对这课的话题作好心理准备，也为了完成本单元的目标作了铺垫。我觉得在今后也必须合理使用手中的教材，根据学生水平和教学设计进行整合或增减，让不同层次的学生在课堂上都有所收获。三、教学目标本课为阅读课型，主要介绍有关俄罗斯遗失琥珀屋的轶事。通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方
4、面的情况。教师根据课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述国外文化遗产，学生会感到陌生，为了引起共鸣，因此要把中外文化遗产结合一起讨论。本课目的要使学生学会如何谈论文化遗产以及最后形成保护文物的意识。教学内容大致分为以下几个方面：1.看图片和听录音引入文化遗产这一话题。2.从网上_一些琥珀屋图片并展示给学生看，分辨新旧琥珀屋，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。(一些生词用板书)3.学生阅读课文后完成精读练习。4.两人围绕琥珀屋设计小对话。5.语言学_难句解释。6.小结文章，一是找关键线索，二是写作手法。7.小组讨论，包括复述课文，加深对文章的理解，以
5、及学生总结自己通过本课学习学到了什么(达到教学目标-形成保护文物意识)。四、教学策略环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道琥珀屋从形式-失踪-重建的过程，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后自己去小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用英语口语判断别人给出的依据，并给出自己的观点。采用多媒体教学，用一些有关文物的精美图片，引起学生对即将阅读的文章的兴趣，减少陌生感。课前需要准备中外文物图片以及对这些图片简短的录音描述。五、教学过程(一) warming-up引入教
6、师用 PowerPoint分别展示三幅图片以及播放有关的三段介绍录音，并不需要学生详细记录细节，因为不是听力课，只是了解图片是什么地方，位于哪个国家等。( look at three pictures and listen to three tourist guide describe each of them. What do you think of them?)1、3为学生所熟悉的1. The Pyramids in Egypt2. Machu Picchu in Peru3. The Great Wall of China然后问问题：what do you think of them?
7、(They represent the culture of their countries, so they are called_)引导学生讲出 cultural relics这个词组接着分别说出 cultural relics的定义(学生个人观点)(引入部分使学生对本节课的话题有所了解，而且很有兴趣了解其它文物)(二) Reading使学生了解Amber Room形成、发展,经历了几个阶段1、让学生解释文章的titleIn Search of the Amber Room (Maybe it's lost)2、为了让学生知道琥珀屋是什么样子，帮助理解文章，教师展示多张图片，新旧琥
8、珀屋对照、外观、以及里面摆设的琥珀，金碧辉煌的琥珀屋使学生大开眼界，叹为观止，并学会分辨新旧。3、先给出一系列问题，让学生带着问题阅读课文(scanning)。有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在人名、地名上面，而假设自己正在读一本侦探小说，集中精力探究事情的发生经过。4、阅读后学生回答问题(大部分学生能找到答案)5、在了解细节的基础上，再次阅读(skimming)。全班分5个小组，分配任务给每一个组，文章共有5段，每组概括一个段落的大意，而且要求使用不超过3个单词来概括，既降低了难度又提高了学生归纳能力。(三) Difficult points因为只是阅读课，语
9、言点不作详解，是为下个课时作准备，分别找出 4句难句，让学生进行解释，一一说明属于什么从句(分别有宾从、状从、定从、主从)(从句是学生的薄弱环节)，为学生扫除阅读障碍。l. Frederic William,the king of Prussia could never have imagined that his greatest gift to Russian people would have such a strange history.2. Once it is heated, the amber can be made into any shape.3. This was a ti
10、me when the two countries were at war.4. There is not doubt that the boxes were then put on a train for Konigsberg .(四) Summing-up(总结)学生掌握每段大意后，从总体上把握文章结构和特点1、找出与Amber Room有关的重要线索(3个人物、2个国家、1个组织)2、分析写作手法(时间顺序及都用了一般过去时描述已发生的事情)：让学生将来进行写作训练描述某事经过时，可以模仿这篇文章的手法(五) Group-work(task)4人小组学生此时已非常熟悉文章内容及结构，进入
11、用英语进行交际环节1、复述课文，教师给出一段文字，中间有不少空格，学生根据课文内容填写空格(learn how to talk about cultural relics)Fill in the blanks:The Amber Room was made_. Frederick William_.It soon became part of the Czar's winter palace in St.Petersburg . Later, Catherine_and she told her artists to_. In September, 1941，the Nazi Germ
12、anyarmy secretly _. After that, what happened to the Amber Room_. Now Russians and Germans have_much like the old one.2、谈谈自己从中的收获(What can you learn from the text?)学生都能说出要保护文物(完成本课教学目标)至于怎样保护，因时间关系留待下个课时再讨论。(六)布置作业：复习课文及写一篇如何保护家乡某一文物的文章。六、课后反思教学成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思，使学生明白文物重要性及要做好保护。例如，先带着
13、问题读课文，回答问题，接着概括段意，然后分析句子，(这是表层理解)，最后总结全文，通过字面理解使学生达成共识保护文物，升华到深层理解。引入部分达到预期效果，没有用书本上的例子，而自己准备了录音和图片作为引入，时间短且能引起学生兴趣及渴望了解更多的求知欲。2021外研社高一英语必修一教案例文2教学准备教学目标a. 重点词汇和短语realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, c
14、onvince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, focus on, a great deal, scores ofb. 重点句式There are so many . that it would be impossible to . P1People became focused more on . and less on . P2If the rules of perspective had not been discovered, people would not
15、have been able to paint . P2教学重难点a. 重点词汇和短语realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, focus on, a great deal, scores ofb
16、. 重点句式There are so many . that it would be impossible to . P1People became focused more on . and less on . P2If the rules of perspective had not been discovered, people would not have been able to paint . P2教学过程Teaching procedures:【写一写】(Some pictures are given to the students to learn some about wes
17、tern paintings)写出所有相应关于作品的英语名称_【想一想】Which style of paintings do you prefer, western or Chinese? Why?_【skimming】Skim the text and complete the main idea of it.The text mainly tells us _ of the major movements in _ art over the centuries.绘制时间轴课文P3-exercise 1【判一判】1. Western art has changed very little
18、over the last seventeen centuries.2. Painters in the Middle Ages did not use perspective.3. Impressionists painted landscapes.4. You cannot recognize any object in abstract modern art.5. In the Renaissance most artists painted indoors.6. Abstract art is still art style today.【选一选】Choose the best ans
19、wer.1. According to the text, art is least influenced by _.A. social changesB. the way of lifeC. the development of agricultureD. beliefs of a people2. When did painters mainly focus more on people and less on religion?A. From 5th to 15th century AD.B. From 15th to 16th century.C. From late 19th to
20、early 20th century.D. From 20th century to today.3. Who were the first to paint outdoors?A. Painters in the Middle Ages.B. Painters in the Renaissance.C. The Impressionists.D. Contemporary painters.【巩固训练】 讲练通-P2 retelling课后习题【Homework】课时跟踪训练2021外研社高一英语必修一教案例文3教学目标Teaching goals1. Target languagea. I
21、mportant words and phrasesPoem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage, balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy, run out of, make up ofb. Important sentencesWhich poem is about things that dont make sense?Poets use many different form
22、s of poems to express themselves.I hadnt taken my eye off the ball.We hadnt taken it easy.The poem is made up of five lines.A lot of Tang poetry has been translated into English. The translations have a free form that English people like to copy.2. Ability goalsa. Enable Ss to talk about different t
23、ypes of poems: nursery rhymes; list poems; cinquain,; haiku; Tang poemsb. Enable Ss to talk about different purposes of writing poems.c. Understand the main theme of each poem.d. Enable Ss to chant some of their favorite poems.3. Learning abilityEnable Ss to distinguish different types of poems教学重难点
24、Teaching important points1. Talk about five main types of poems.2. Understand the main purpose of writing the poems.Teaching difficult points1. Find the rhythm of each poem.2. Chant the poem.3. Understand the main purpose of writing the poems.教学过程Teaching procedures & waysStep 1. GreetingsStep 2
25、. PresentationAsk Ss to think back and try to remember poems from their early childhood, either in Chinese or in English.Talk about some famous poets both home and abroad, either ancient ones or modern ones.Brainstorming: What will you think of when we talk about the word “poem”?Step 3. Warming upRe
26、ad the questions in this part, reminding Ss what they notice about the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.)Tell Ss that there are many reasons why people write poetry. Give th
27、e examples on the Bb. Ask Ss why they think the poets wrote the poems they have just recited. Write their suggestions on the board.Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their groups
28、list and add their suggestions to the list on the board. (Suggested reasons: to create certain feelings or images in the reader; to share a feeling or experience; to describe something in detail or give an impression; to get the reader to think about an idea; to express a point of view; to make the
29、reader experience the sight, sounds, smells, feel and tastes of something; to create a mood, to play with words- their sounds, rhyme and rhythm.)If time permits, in small groups or as a class, discuss the kinds of topics that poets write about.( people, animals, nature, landscapes, the sea, the seas
30、ons, stories, death, war, youth and old age, feeling and experiences, emotions like love, hate, sadness, regret and desire, etc.)Step 4. Pre-readingPeople from different countries write different kinds of poems. Get Ss to discuss the questions on Page 9 with their partners: Do you have a favorite po
31、em in Chinese? Why ? Do you have a favorite poem in English? Why?As to exercise 2, give Ss practice in an important reading skill: scanning a text, that is, looking through a text quickly to find specific information. Read the table in exercise 2 with the Ss. Tell them that they are going to look fo
32、r the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not read every word. Do an example with them.Suggested answers to exercise 2:Step 5. ReadingScanningGet the Ss to read the passage quickly and a
33、ccurately and meanwhile help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.
34、Q1. Why do people write poetry?Q2. How many forms of poems are mentioned in the passage? What are they?Q3. What does “nursery rhyme” mean? Why do they delight small children?Q4. Whats the characteristic of “list poems”? What about “cinquain”?Q5. Why do English People like “Haiku”?Q6. Are you familia
35、r with Tang Poems? Do you know the title of the last poem in the text?ListeningBefore Ss read the text, have them close their books and listen to the text with their eyes closed. This gives Ss the opportunity to listen to the sounds or “music” of the poems before reading them in detail. Tell them th
36、at it doesnt matter if they dont understand every word.First readingGet Ss to read the text carefully, finding the one sentence that sums up the paragraph of each part. Underline the topic sentence.Second readingTell Ss that they are going to look at the rhythm of two of the poems. Make sure they kn
37、ow what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong beats on the limerick on the board.There was an old man with a beardWho said “it is just as I feared”.“Four insects and thenTwo birds and a henHave al
38、l made a home in my beard”.Now read the poem A & B. Ask them to mark the strong beats on the two poems that have a strong rhythm. Check their answers . Then play the tape and get them to clap to the strong beats in those two poems.Third readingJust as any scene can serve as the subject of a pain
39、ting, so any part of daily life can provide material for a poem. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. Read the last poem (Poem H), and a
40、nswer the following questions:Q1. What parts of the poem suggest that the woman loves her husband?Q2. How do you understand the sentence” Should the journeyer return, this stone would utter speech.”? Explain the sentence in your own words.Q3. What picture do you have in your mind when you read the a
41、bove sentences?Q4. Do you know the Chinese title of this poem? Do you know the Chinese version of the poem?Step 6. Make a short summary of this period.课后习题Homework1. Surf some websites to find out more information about poets.2. Review the content of the reading passage.3. Finish the exercises on Pa
42、ge 12& 13.2021外研社高一英语必修一教案例文4教学目标教学目标(Teaching Aims)知识与技能(Knowledge and Skills)1. 了解教学大纲关于语法填空的命题特点。2. 能够根据语法填空的命题特点自己编语法填空的题目3. 掌握语法填空的解题方法与技巧过程与方法(Process and Methods) 让每一位同学都能参与到课堂教学与活动中来，以小组或结对 的形式进行相互学习和讨论。情感态度与价值观(Feeling, Attitudes and Values) 学习应对语法填空是与课文相结合，让学生在了解各种不同诗歌形式的背景下学习语法填空的设题与解
43、题特点，从而更加理解英语诗歌的特色，更加懂得如何阅读和欣赏英语诗歌。教学重难点教学重点(Important Points) ：1. 让学生了解语法填空的命题特点2. 掌握语法填空的解题方法与技巧教学难点(Difficult Points)：语法填空中词性的转换教学过程(Teachers Activities)Step I: Lead-in Review the new words and expressions of this unit by them together, and then do Task 1-speak out the other forms according to the
44、 giv en words Listen to the song Jingle Bells and try to fill a word into each blank.Step II : Pre-practising1. Questions Do you think it is difficult to complete the items of blank-filling with grammar knowledge? Have you figured out the characteristics of the item?2. ExplainingIn this item there a
45、re 10 blanks for you to fill in with less than one proper word some blanks with a given word while others with none fill in the blanks with the proper form of the given word according to its grammatical and logical meaning. choose a preposition, pronoun, conjunction or an article to fill in the blan
46、k without any given word.3. DiscussionHow can we finish the items step by step with our grammar knowledge? _. _ _. _.Step III : While-practising1. Making an item of grammatical blank-filling based on the para graph of the text. more than 5 blanks. some blanks with given word. others with none.2. exc
47、hange the item you made for your partner to complete it .3. The whole class finis h the one the teacher prepared for them.Step IV : Post-practising1.Check some of the students anwsers and give comments.2.Draw a conclusionStep V: Homework Assign ment1. Further improve your skills of dealing with the
48、grammar filling.2.Complete Ex.2 on Page 10, Nanfang New Class2021外研社高一英语必修一教案例文5一、教学目标设计：知识与技能：掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能，高中英语教学案例。充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。过程与方法：培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。情感价值观：通过本节课的学习，培养学生的人文和信息素养。二、教材内容及重点、难点分析：教材内容：本课教学内容是新课标，Canada-The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。相比较而言，这样的课文难度更大。