高一英语知识教案
高一英语知识教案都有哪些？要掌握外语知识、外国文学知识、国家和地区知识，熟悉中国语言文化知识，了解相关专业知识和人文、社会科学、自然科学的基础知识，形成跨学科的知识结构，体现专业特色。下面是小编为大家带来的高一英语知识教案七篇，希望大家能够喜欢！
高一英语知识教案精选篇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
高一英语知识教案精选篇2
一、本课在教材中的地位
我说课的课题是高中英语第一册(上)，第11单元，第42课，美国乡村音乐。本课是本单元的第二课时，是一节阅读课，阅读课是每单元教学的重要环节。本课包括美国乡村音乐的背景知识和历史发展知识。本课包括四会词11个, 三会词及短语6个，二会词及短语3个。
二、教学目标与要求
根据大纲“巩固，扩大学生的基础知识”和关于词汇方面的要求，以及英语学科的语言特点，我确立本课的知识目标为两点：一是要求学生掌握11个四会词dollar leader value remain boyfriend girlfriend think of appear electrical fun make fun of , 和success society anger political equipment beauty 6个三会词。二是要求学生对课文进行较好的理解，即了解美国乡村音乐方面的知识。根据大纲“侧重培养阅读能力”的要求和高一学生阅读能力的发展水平， 我确立的第一个能力目标为训练学生的skimming 和scanning 两种能力。第二个能力目标为发展学生的观察，记忆，想象，比较，分析和快速反应等能力。确立此目标的依据是英语教学大纲的“发展智力，提高思维，观察，注意，记忆，想象，联想等能力”的要求。
三、教材分析与学生分析
本课包括美国乡村音乐的历史和现状两部分内容，阅读容量正常，阅读材料内容不易理解，涉及到的某些历史知识，如美国当代人的价值观，所以我确立本课的重点和难点都是解决这样一个问题：当代美国人的价值观在美国乡村音乐中有了那些变化。
我在本课的教学处理上注重文章的阅读理解，淡化词汇和语法教学，词汇部分仅用一个word puzzle 来解决。在阅读理解方面，我强调从输入知识(即教师的教)到能力的输出(即学生的用)，通过这一过程，达到了扩大学生思维容量，提高学生能力的目的。
从学生学习语言的规律看，高一年级是学生的阅读能力提
高的重要阶段。一般来说，他们比较擅长对记叙文的阅读理解，阅读速度快，正确率高，而社科类文章则是使他们感到最为头疼的问题。但教学大纲要求“高一学生能以每分钟40-50个词的速度”进行阅读，“阅读生词率不超过3%的……科普小品等内容的材料…….理解准确率达到70%”。而且从经验看，我感到学生阅读社科文章一是速度慢，这主要是由于他们对文章内容不熟悉和其中的背景知识使他们感到无从下手。学生存在的第二个问题是他们的理解正确率往往低于70%。为了解决这两个问题，我在指导学生阅读时强调skimming和scanning这两种技能，目的之一就是要提高他们的阅读速度和快速查找信息的能力，从而提高正确率。
四、教学方法与辅助手段
本课运用的教学方法主要有两个：情景交流法和多媒体教学。 现代的语言教学强调语言在一定的语言环境中的运用。在本课的教学环节中我搜集了美国五十年代和六十年代以及现代的乡村歌曲，使他们在这个语言环境中欣赏美国乡村音乐。在模拟的真实情景中尽情地，自由地运用英语进行交际。我这堂课最突出的教学方法还是多媒体教学，即通过展示软件，达到讲解的目的，突破难点。由于本课的难点：美国人生观的理解，所以我设计了多媒体课件来代替老师讲解。这样，就把书本上枯燥乏味的文字变为形象生动的图片和动画，使学生先获得感性认识，然后才是理性的总结，符合认识事物的规律。运用这种图示法，学生就会从原来的从书本，从老师那里被动地接受知识变成现在的主动，积极地探索知识，激发了他们的学习兴趣，改善了学习效果，突破了难点。
20年的英语教学使我感到让学生“学会”并不难，难的是让学生“会学”,讲授知识并不难，难得是培养学生运用知识的能力。英语学科无论是教学还是考试都注重阅读能力，所以在本课中，我注重指导学生的阅读能力。主要体现在三个方面：一是快速阅读。快速阅读训练对于学生提高阅读速度和质量很有帮助。尤其是教学大纲和考试都要求学生能在较短时间内阅读相当篇幅的阅读材料。二是默读。事实证明，学生阅读时如果朗读，那么他们的注意力仅会停留在所读词汇的发音上而不是所读文章的意义上。三是阅读时带着问题读。这种阅读方法尤其在高考中很有益处。在时间允许的情况下，如果带着问题阅读，可以更加集中注意力，抓住重点。
五、教学步骤
本课的教学过程分为三个步骤。第一步是Pre-reading。我通过播放country road 这首歌，提出了三个问题，导入本课主题American country music, 并检查了学生的预习情况。导课这一环节大约需要5分钟。
第二步是fast-reading, 包括两个环节。第一个环节是阅读理解，需要5分钟,主要目的是让学生抓topic sentence;第二个环节需要10分钟，讲解本课语言点并介绍美国乡村音乐的发展历史和现状。在每部分的阅读理解之前，都有不同形式的过渡，使各部分的教学能有机的联系起来，并且我也提出问题，阅读后又配有不同形式的阅读理解练习题。
第三个步骤是Post-reading。包括四个环节。第一个环节是巩固练习，需要10分钟左右，要求学生两人一组编对话。假设你与朋友要去看美国乡村音乐演唱会，你们会谈论什么?通过这样设置的情景，
一是可以检验学生对所学知识的运用是否正确;
二是可以训练学生的听，说技能和想象等思维能力。
第二个环节是发展技能练习，需要10分钟。将全班学生分为两组。A组同学喜欢乡村音乐，B组同学喜欢摇滚乐。让他们展开辩论，试图说服对方他们的选择是较好的。这样双方都积极地进行思维。同时辩论的形式也激发了他们的好胜心。为了鼓励更多的学生尤其是听说能力较差的学生参与辩论，我还提出，“one sentence or even a few words is also OK”，限度地调动学生的非智力因素。第三个环节是德育教育。我通过对美国乡村音乐历史的分析，使学生自发地认识到美国所存在的严重的社会问题。第四个环节是作业。除了常规的作业布置以外，我要求学生每人学唱一首美国乡村歌曲。德育教育和作业布置两个环节共需要4 分钟。
step sections time
Pre-reading Lead-in 1’
While- reading Reading compre-hension Amr.country music General knowledge 15’
John Danver
Country music
history 1950s---love
1960s---anger1970s---money,success
Today—sunshine ,laughing,friends
Dealing with vocabulary 5’
Post- reading Practice (pairwork) 10’
Developing skills (debate) 10’
Moral education 4’
Homework
本课的教学中我使用了多媒体进行导课，它能迅速抓住学生的注意力，很快导入正课。我还唱了country road这首歌加强学生对美国乡村音乐的印象。整堂课中我主要使用了自己设计，制作的多媒体教学软件。软件的作用主要有四点：
一是加大课堂容量。事实证明，以上教学任务在多媒体的帮助下，在学生预习到位的前提下，完全能顺利完成。
二是突破难点。多媒体教学软件通过以图代文的方式，解决了文章理解的难点，不再需要教师枯燥地讲解。
三是可以指导学生的逻辑思维。四是可以调动学生的积极性，激发他们的学习兴趣。
六、板书设计
我的板书设计主要体现了本课的重点和难点。
Blackboard Design
Unit 11
Lesson 42 American Country Music Topic sentence1950s------love1960s------anger1970s—1980s------money and success1990s------sunshine laughing and friendslanguage points1. Money was also thought to be important.We all thought him (to be) the best singer in our school2. During these years many young students were angry with society,so songs were often full of anger.3. Politcal leaders were not well thought of and those songs ofte made fun of them. 4. Singers do not just come from the States but from all over the world.
七、布置作业
在我的Workpage中，Pre-class部分我安排了两项任务：
一是让A组和B组学生分别查找关于American country music信息，从而为课堂教学中的辩论做准备。
二是要求学生每人学唱一首美国乡村歌曲,并从网上查阅美国乡村歌曲的相关背景资料，把英语学习从课堂引向社会。
高一英语知识教案精选篇3
根据《新课标》总目标的描述，结合本课的内容，我把本节课的教学目标系统化，分别是：语言知识，能力目标，情感目标，文化意识，和学习策略。
1.语言知识目标
掌握并能运用下列词汇：
tient,serious,intelligent,energetic,amusing,nervous,shy,strict,impression,respect,organise,appreciate,admit…
2.语言技能目标
运用表示个性特征的词汇描述熟悉的人物;理解介绍教师风格的短文，了解不同教师的个性特征和教学风格，获取信息并掌握和理解作者的观点;简单描写自己身边的老师。
3.学习策略目标
搜集和运用所学词汇、短语;对介绍教学风格的材料进行理解、分析、比较和总结;体现自主合作探究相结合。
4.文化意识和情感态度目标
加深对老师的了解和热爱, 既发挥学习主动性也配合教师的教学工作，实现感情交流, 使师生关系更加融洽。
(三)教学重点与难点
重点：围绕学校生活对教师个性特征、教学风格进行描写。
难点：了解不同教师的教学风格，并运用于实际。
二、说学情
在教学过程中，对学情的了解是教师因材施教的关键。高中的学生注意力有一定的稳定性，观察能力很强，具有一定的目的性，系统性和全面性，已经初步实现从具体思维向抽象思维的过渡。他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。同时，自我意识增强，拥有强烈的主观能动性。尤其是海南省新课改实施以后，他们更是拥有很强烈的自我展现意识与欲望，不但在乎别人对自己的评价，更渴望得到别人的关注和赞赏。他们已具有了一定的自主合作和探究的能力，具有了一定的英语语言知识和英语应用的能力，具备了基本的英语思考和英语表达的基本技能。
因此，设计这节课时，我充分考虑到学生的主体性，把自己作为与学生一起探讨的一员，以亦师亦友的身份走进他们，以基础的语言启发他们，以轻松的话题开始，以愉快的交流展开合作，充分创造机会让同学们都拥有成功的喜悦，在和谐的氛围中探究并完成教学任务。
三、说教学方法
新课程提倡运用任务型教学途径，围绕核心问题，设定小任务;围绕文章内容，尽可能提供训练学生技能的机会;开展自主性学习的课堂活动，强调合作探究与独立思考相结合。任务型教学：任务型教学强调语言学习应该是在“做中学”“用中学”。任务设计应该贴近学习者的生活，才能激发学习者的背景知识，激发他们的学习的兴趣，语言才能在经意中习得(incidental acquisition).
这节课本人主要采用任务型教学法和活动教学法，借助多媒体展开教学活动。通过运用阅读技巧，如查读等方式提高阅读能力，从而使学生掌握阅读策略，同时围绕文章设计多种语言活动，以自主合作等多种形式，引导学生根据不同的学习任务尝试使用不同的学习策略，使良好的学习习惯得以培养，自主学习和合作得以发展，交际能力和综合运用能力得以提高。
四、说学法
通过本课教学，我将主要培养学生掌握以下学习方法：
1.参与式学习法：培养他们从练中学，在学中用，通过设置符合学生知识水平的活动让学生参与、体验、实践，并从中品味在活动中的乐趣。
2.知识迁移法：培养学生善于运用所学知识来分析和解决问题的能力。
3.合作学习法：通过小组形式完成多种活动，培养探究和合作意识与能力。
五、说教学过程
Step1. Lead-in(Brainstorming)
让学生分成两大组，男生一组，女生一组，进行竞赛，使用学过的形容词描述老师，说出最多形容词的小组获胜。
T: What shall we talk about today?
S: My New Teachers.
T: You have already been students for about 9 years. During the 9 years, you must have met different teachers.
Could you use some adjectives to describe these teachers?
S: Yes.
T: Let’s play a game. I’ll divide the class into two parts. One part is boys, the other is girls. Let’s see which group gets more words.
第一环节：导入与复习。这部分起到复习旧知导入新知的作用。主要任务是使用学过的形容词描述老师，既复习了上节课涉及到的词汇，又很自然地进入到今天主要谈论的话题。为避免学生对词汇复习感到枯燥无味，于是采用游戏形式Brainstorming完成，程度地调动了学生的学习兴趣，所以这部分也属于激趣阶段。Step2: Pre-reading
1.把课文中的三位教师的图片扫描到电脑上展示给学生看，在课件中通过呈现照片使学生对课文中的三位老师产生亲切感，让学生描述着三位老师，并根据图片猜测三位老师的个性和风格，尽可能用学过的词汇表达自己对三位教师的第一印象。
2.让学生带着Reading Activity1中的两个问题，进行听力训练，使学生初步感知课文内容，训练学生的听力扑捉能力，为进一步的阅读理解打下基础。
T: Talking about teachers is an interesting topic for students all the time.
Now, we’ll read three compositions about three teachers written by their students. And we’ll know more about them. Let’s know them first.
S: Mrs Li, Mr Wu, Mrs Chen.
T: First, let’s listen to the tape and try your best to answer the two questions.
1. Which teachers do students like a lot?
2. Who is a very good teacher but is serious and strict?
Step3: While-reading
1.总体阅读文章，只要求理解，核对听力中的两个问题的答案。
2.每个学生一边阅读一边记下不懂的地方，然后两人一组，互相帮助解决语言形式引起的理解问题，如，生词或短语，完成课本上的Ativity2&3的词汇练习。
3.再一次阅读，回答课文中Ativity4的问题，培养查读技能。
(1) Which paragraphs tell us what the teachers look like?
(2) What subjects does each teacher teach?
(3) Who is the most popular teacher?
(4) Who is the kindest teacher?
(5) Which teacher is students most afraid of?
(6) Which teachers explain things clearly?
4.全班分为三大组，每一组分别对课文进行小结，完成表格。这一活动培养学生的合作精神和总结能力。利用表格进行读书摘记，使课文内容化繁为简，思路清晰，易于对比三位老师的个性特征和教学风格。
Name
Subject
Appearance
Personality
Examples
Mrs Li
Mrs Chen
Mr Wu
Step4.Post-reading
1.让学生两人一组，讨论下列问题：
Which teachers do you like best, Mrs Li, Mrs Chen or Mr Wu? Why?
2.呈现学生身边任课教师的真实照片，让学生运用所学词句描述自己熟悉的老师特征。让学生四人一小组讨论，然后写下要点进行汇报。
这一环节属于学生语言能力的拓展、知识的灵活运用。通过呈现学生身边任课教师的真实照片，让学生运用所学词句描述自己熟悉的老师特征这一活动联系了学生的真实生活，学生比较感兴趣，每个学生都有话要说。通过这一活动，使学生把所学语言运用于实践当中。
通过以上各个环节的设计与实施，从多方面强化语言技能的训练，全面培养学生的综合英语能力。
Step 5. Homework:
Write a composition about your favorite teacher.
六.板书设计
1. Words describing your teacher:
Team1(Girls) Team2(Boys)
Patien kind
Lively popular
... …
2.利用多媒体课件展示一些图片、阅读理解问题和读书摘记表格。
高一英语知识教案精选篇4
Good evening ,dear teacher, I'm pleased to have the chance to show you my teaching opinions. The topic I will talk about is from Book 4 unit 1 women of achievement . It consists of 6 parts.
Part I. The analysis of teaching material
First is my analysis of teaching material, this unit will talk about a few great women, and the article will focus on Jane Goodall, a great woman, as an animal lover, she tried her best to call for protection of wildlife. So we can see the article aims to enhance the students' awareness of wildlife protection.
Part II. Teaching aims:
According to the new standard curriculum and syllabus , and study the teaching material , I think the teaching aims are as follows:
1. Knowledge aims: (firstly) to master the new words, phrases ,and useful expressions
2. Ability aims: secondly to develop the ss' reading skills such as : listening , speaking , Reading and writing .
3. Moral aims: thirdly by learning the passage, let the students realize that everyone should have the responsibility to protect the wildlife.
Part III. Teaching and learning methods:
In order to achieve the teaching aims , I will use the task-based and students-centered methods , and the teacher acts as a director. I will also use encouraging words such as : have a try , a good job, excellent, and so on and make full use of modern equipments.
Part IV . Difficult and important points :
Now let's come to difficult and important points , It's about the great women, so we can learn a lot of good qualities of Jane Goodall, and the difficult point is to develop the students reading skills and communicate with each other fluently.
Part V. Teaching procedures:
Next part is the most important part, teaching procedures.
Step 1. Leading-in
At first, I will show some pictures about great women, and ask/encourage the students to guess who they are , and what makes them great. In the last picture , I will show some pictures about her work in the forest , According to the pictures, what did she do ? In this way , we will enter the passage.
Step 2.skimming.
43minutes to get the main idea of the passage, this step will train the students' fast reading ability. And grasp the key information of the passage.
Step 3 . Scanning
According to the main idea, we know Jane Goodall spent 40 years in the forest, .
1. Why did she go to Africa ?
2. What did she do there?
3. What did she achieve ?
According to these questions and a table , to complete the scanning .
Step 4 language points:
While they are reading , they may meet some new words , phrases, or even sentences, first they can underline it and then discuss it with your partner. And I will also show some useful expressions. Such as:
1. Worthwhile /worthy /worth
2.only after ...... Was she allowed ....
Step 5. Discussion .
Right now we know Jane Goodall devoted her most time to research, now what made her great ? And what did you learn from her ? 4 minutes to discuss in groups , and then some will present their opinions to us. This step will develop the students' ability of cooperation , communication and expression.
Step 6. Homework .
Finally , it is the homework , write a composition , try to introduce Jane Goodall , what did you learn from her? You can use words and phrases as many as you can you have learned in your passage.
Step 7 . The blackboard design.
A good design will have a better understanding. So here is the title , and on the left are the key words ,or phrases, on the right are some sentences.
Now a clear design will help them understand better.
So much for my teaching ideas. Thank you for your attention.
高一英语知识教案精选篇5
Lesson Plan Interpretation
NSEFC Book1 Unit3 Travel Journal
Hello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.
Ⅰ. The theoretical basis
First, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.
II. Understanding of the teaching material
My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.
At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.
That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:
a) Knowledge objectives
By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.
b) Ability objectives
Actually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.
c) Moral objectives
Though Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.
Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.
III. Teaching methods and studying ways
That’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.
Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.
I will use computer and blackboard as my teaching aids.
Ⅳ. Teaching procedure
Here comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.
Step I: Lead-in and pre-reading (7mins)
Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.
In activity one, I will ask Ss two questions "Do you know some great rivers in China?" and "Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.
In activity two, I will ask the Ss to discuss in pairs and answer the question "How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.
In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.
Step II: While-reading (21mins)
While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.
1) Fast reading
During fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.
2) Careful reading
After getting the general idea of each Para., I will deal with the details Para. by Para..
In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.
In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.
And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.
Step III: Consolidation (6mins)
After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.
Step IV: Post-reading (10mins)
That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.
The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.
The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperation
Step V: Homework (1min)
Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..
Ⅴ. Blackboard design
On the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.
That’s all for my interpretation. Thank you for your att
高一英语知识教案精选篇6
一. 教材内容分析
本单元的中心话题是“电影”，本课是第三课时，是一篇传记体的短文，介绍当前好莱坞最有影响的导演艺术家—史蒂芬 斯皮尔伯格的创作生涯和一些作品。同一般传记一样，本文也是按照人物的生平时间展开：前两段记述了史蒂芬 斯皮尔伯格的早期创作尝试和生平，之后几大段介绍了他的事业和美满的家庭。学生从中可以进一步了解导演，也能体验一些影评的模式。
二.教学重点难点
(1).关系副词引导的定语从句和介词+关系代词引导的定语从句
(2)掌握相关的词汇和短语
(3)文章段落结构的分析并概括各段的段落大意.
(4)如何提高学生的阅读能力。
(5)对影视界名人及电影的评价(comments)如何写影评(review)。
三.教学目标
(一)知识技能
1. 掌握一些课文中涉及的词汇和短语：
如：academy, adult, industry, cruelty, marry, research, creature, owe…to…, take off, scene, blockbuster, director, script, studio, follow-ups等
2. 学习掌握一些重点句子：
如：This was a film in which … real actors… P31
Instead of …
This was the moment when …took off. P31
When asked about the secret about …he owes…to…P32
After that it still took …before… P32
3. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。
4. 通过本课训练使学生能够提高他们的阅读理解能力，通过一些重点词汇及短语掌握文章大意。
(二)情感态度
1. 通过学习课文，培养学生了解、尊重异国文化，体现国际合作精神。
2. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。
(三)文化意识
1. 通过学习，了解国际导演史蒂芬 斯皮尔伯格。
2. 通过学习，了解世界影视文化，培养世界意识。
3. 通过中外影视文化对比，加深对中国影视文化的理解。
四.教具准备：
录音机，电脑，屏幕及图片。
五. 教学方法：
1.任务型教学法
学生学习本文时，我设计了一些任务，通过感知，体验，参与合作等方式，使学生的主动地位得到充分体现。如：要求学生阅读文章，回答问题，填写表格等。2.多媒体教学法
这一单元以影视为主题,利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣.
六、教学步骤
Step one:Revision
1. check the words and expressions.
2. ask the students to explain the following words in English.
graduate work as play a role in
Step two: Pre-reading
此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).
活动形式
1.师生互动：教师提问If you want to make a film, who do you need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等
2.小组活动：
1)教师可设置这样的讨论题：What part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。
2)根据所选的各种角色交叉分组，发挥各自的作用。
a. What would the scene be like and what happens in it?
b. Who are the main actors in that scene and what do they do?
c. Write a short dialogue and act it out
Step three: while--reading
高一英语知识教案精选篇7
本篇阅读材料是人物传记，介绍了导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。
活动形式：
1.小组活动(lead-in)
分别给出和斯皮尔伯格所执导的电影的几幅图片，引起学生的兴趣，让学生分组讨论，预测文章的主题.
T: now, please discuss the pictures in groups then guess what is the text about?
A few minutes later, the teacher ask several students to report their answers.
2.个人活动(Listening)
让学生听录音一遍，然后找出课文中所提及的五部影片的名字。
T: Who knows the names of the five films?
S:The five films are: Jaws, ET , Jurassic Park ,Schindler’s list, and Saving PrivateRyan.
T: You are correct.
3.个人活动(Skimming)
A.快速阅读课文，按时间主线制作一个Steven Spielberg 的要事记
The teacher shows the years on the screen.
1946, 1968, 1959, 1975, 1982, 1993
T : let’s check the answer. I would like this group to answer these questions.
Sa: in 1946 Steven Spielberg was born in America.
Sb: in 1968 Steven Spielberg made his first real film.
Sc: in 1959 Steven Spielberg won a prize for a short film.
Sd: in 1975 Steven Spielberg he made one of his first films Jaws
Se: in 1982 Steven Spielberg made the film ET which was about creatures that come to the earth.
Sf: in 1993 he made the film Jurassic Park
B.快速阅读课文的Para3—5 , 查找出有关这5部电影内容和主题的信息，并核对与自己猜想是否相符。
films Information of the film
Jaws(1975) About a big shark that attacks and eat swimmers
Et (1982) About a little creature comes from outer space
Jurassic (1993) About an island where a very rich man keeps dinosaurs.
Schindler’s list(1993) About The cruelty of war/a German who saves Jewish people from being killed in the war.
Saving private ryan(1998) About the cruelty of war/an American leads his team to search for a soldier named Ryan.
3.个人活动( Scanning)
阅读并查找有关Spielberg的信息：
When and where was he born?
When did he start making films?
What did he use to make films at first? and later?
What was his dream?
What did he study?
When and with what did his career take off?
What does Spielberg owe his success to?
Step four: Post-reading
该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么(写尝试应用定语从句，体验定语从句的结构)。第一块(Questions)中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1)、英语作为工具的重要性 2)、不懈努力、持之以恒 3)、成功需要家人的支持，合作、互助精神。
T: let’s turn to page 32, part 1.work in pairs and answer the five questions:
1. Why did Spielberg study English instead of the film?
2. Why were the people who saw the film Jaws were afraid to swim in the sea?
3. How important is his family to Spielberg’s career?
4. What was Spielberg’s dream?
5. What have you learn from reading about?
Step four: Homework
1.Preview the reading Not One Less on page34
2. Make sentences with the following words:
(1)career (2)role (3) owe (4) award (5)accept