2023-03-09 10:52:56来源：励普网
关于最新高一英语教案人教版范文 高中英语教案的知识大家了解吗？以下就是小编整理的关于最新高一英语教案人教版范文 高中英语教案的介绍，希望可以给到大家一些参考，一起来了解下吧！
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作为高一新生，我们要作好充分思想准备，尽快融入集体，适应新同学、适应新校园环境、适应与初中迥异的纪律制度。
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 importantlanguage points， enable students to describe people using the adjectives.
③Emotional aims（情感目标）：
Encourage the students to think about what makes aperson great.
Ⅵ. Teaching focuses（教学重点）：
Get the students to review and consolidate what theyhave learned in this unit.
Ⅶ. Teaching difficulties（教学难点）：
Get the students to turn what they have learned intotheir ability.
Ⅷhing 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。
（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。；
Sheback 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
（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 &vi. 举动，表现________________ 2 . 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 .谈到，查阅，参考_______________ 7. vt，计划，打算 _________________ 递送，生，接生，发表___________ .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。
教学准备
教学目标
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
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.
教学准备
教学目标
Teaching aims：
1） Get the students to master some important words， phrases and sentence patterns.
2） Enable the students to use the language points by themselves.
教学重难点
Teaching important points：
Master the usages of “more than ， come up， over， be based on， present， a/ the number of”
Teaching difficult points：
present： v adj
教学工具
课件。
教学过程
1 Do you know that there is more than one kind of English？
more than one不止一个
eg：
More than one girl in this school holds such a view.
more than one后跟___________，作主语时，谓语动词要用______。
more than
1）. more than +num（数词） ：over
She showed the visitors around the museum，_______________________________
___________________________________________（其建造花了3年多时间）
2）more than +n： not only
Music is more than just a sound--- it’s a way of thinking.
3） more than +adj/v ： very
听到这个消息我很高兴。
____________________________________.
4） more A than B与其说B倒不如说A
与其说他聪明倒不如说他勤奋。
________________________________.
2. Yes . I’d like to come up to your apartment.
come up
1）走近，靠近
练一练：
他走近我问我去车站的路。
___________________________________________________________.
（2）（被）提出
In order to finish the task on time， a good piece of advice came up at the meeting.
误区警示：come up作“被提出”讲时是不及物动词短语，不能用被动语态。
拓展：
（1）Can you tell me how the accident came about？_____
（2）I came across my old classmate in the street.______
（3）The author’s new book will came out next week.________
（4）My dream has at last come true._______
（5）The doctor came up with a good idea at the meeting._____
3 So why has English changed over time？
Over： during
在过去的几年间，我的家乡发生了巨大的改变。
____________________________________________________________.
The girls sing songs over their work
4 It was based more on German than the English we speak at present.
base：vt建于…之上；以…为基础
用法：base A on B
A be based on B
One should always base his opinion on facts.
变为被动：___________________________________________________________.
Exercise：
她的结论是建立在科学研究的基础上的
_____________________________________________________________.
教学是以科学为基础的一门艺术。
Teaching is an art __________________________________.
at present =at the moment
o Mother is busy preparing dinner at present.
present （adj.）
1）现在的，目前的，可作前置定语
目前的形势________________________
2）出席的，在场的，可作后置定语和表语
出席的人们：__________________________
他出席了昨天的会议。
____________________________________________________.
所有出席会议的人都同意我的计划。
_____________________________________________.
o present （n.）礼物=gift
o present （vt.）
present v.赠送，提出，展现，
present sb. with sth.或present sth. to sb.
把…赠送给，颁发，授予
Eg. On his birthday， his friends____________________________（送给他一本书）
◆即学即练
根据括号中的汉语提示完成下列句子。？
（1）How many people _______________ （出席）at the meeting？
（2）The experts ___________________ （出席会议的）were from different parts of the world.？
（3）What is your_________________ （现在的住址）？？
（4）The mayor ____________ （颁发） a silver cup to the winner next week.？
（5）What are you busy doing_______________ （目前）？
（6）He gave his mother__________ （一件礼物）.？
5. For example， India has a very large number of fluent English speakers .
Today the number of people learning English in China is increasing rapidly.
a number of许多，后接______名词，作主语时谓语动词用_____.
The number of …的数量，后接_____名词，作主语时谓语动词用______.
1）去年许多人失业了。
_____________________________________________.
2）出国的人的数量正在增加。
___________________________________________.
随堂检测：单句填空
1 The film ___________（base） on a novel by Lu xun.
2 _________（actual）， I am busy at the moment.
3 Many people believe the English _________（speak） on TV and on the radio is standard English.
4 The number of students _________（pass） the exam _____（be） increasing rapidly.
单句改错：
1 She came up a new idea a new idea at the meeting.
2 More than one person are against the plan.
3 I am sorry he is out at the present.
4 Basing on facts， the novel sells well.
Translation
1对于一个中国人来说，把英语说得和说英语的本地人一样流利是不容易的。
2一个原因就是英语的词汇量很大。
3去西方国家学英语的人数快速增加。
4很多人尽力充分利用每个机会说英语。
5我们都知道，说得越多，就越流利。：
连句成篇：用上面的句子，根据以下的提示写一篇小短文
对于中国人来说…….一个原因是…….为了更好的学好英语，近年来……此外…….因为众所周知……
Homework
Write a passage using the words ，phrases and sentence patterns that we have learn.
（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 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。
教学准备
教学目标
1.学生能通过寻找每段的主题句归纳文章结构。
2.学生能够通过在课文中寻找相关表述感知作者态度。
3.学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。
教学重难点
1.学生能通过寻找每段的主题句归纳文章结构。
2.学生能够通过在课文中寻找相关表述感知作者态度。
3.学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。
教学过程
Step1：Warm-up andlead-in （5 mins）
1.教师展示国外志愿者教师支教照片，引入本课主题：书信分享支教见闻和感受
2.教师介绍本课主人公——来自澳大利亚的Jo来到巴布亚新几内亚做志愿者教师。
3.指定一名学生课前准备，在课堂上结合PPT做3分钟口头报告，补充介绍巴布亚新几内亚的情况。
[教学目的]本环节的目的是激活话题词汇和背景知识图式。从单元主题到本课主题，让学生根据图片预测文章内容，激活相关词汇并；学生课堂口头报告锻炼口语表达能力，并展示相关词汇。
Step2：Reading forstructure
1.教师通过课文所配的10幅图片让学生预测课文内容。
1.教师要求学生快速通读全文完成段落大意的配对练习验证预测结果。
2.教师引导学生归纳出全文的整体结构。
[教学目的]本环节的目的是让学生了解文章的整体结构。不仅让学生学会寻找中心句，而且让学生从每个段落的中心句归纳出课文整体结构，让学生回顾信息交流类书信的写作结构。
Step3：Reading fordetails （10 minutes）
1.教师要求学生先同桌配对合作，然后按照学习小组分组合作，仔细阅读文章细节找出信息，完成下列表格（划线部分是学生需要填出的部分）：
2.教师引导学生根据文章中的相关语言和信息体会作者的感情和态度。
[教学目的]本环节的目的是在把握文体的基础上，让学生深入了解文章细节，通过语言了解作者的观点态度，让学生对本课有进一步理解。课堂组织形式有个体独立完成和小组合作完成表格，小组合作的好处是可以通过讨论得到同伴支持，加快理解速度，加深理解程度，课堂气氛也比较热烈。
Step4：Language inuse
1.教师引导学生关注本文的语言特色——描写生动、细致。
2.教师要求学生模仿课文语言造句或者补全句子，谈谈自己的学校。
1）描写学校
a. Well， it’s a bushschool – the classrooms are made of bamboo and the roofs of grass.
b. Well， it’s a ____school – ____________________________.
2）描写教学
a. The other day I wasshowing the boys the weekly chemistry experiment when， before I knew it， themixture was bubbling over everywhere！ The boys who had never come acrossanything like this before started jumping out of the windows.
b. The other day_________________________________________________ when， before I knew it，__________________________________！ -__________________ __________________________.
3）描写家访
a. We walked for two anda half hours to get there- first up a mountain to a ridge from where we hadfantastic views and then down a steep path to the valley below.
b. We drove for 1 and ahalf hours to get to Shanchong village in Changtai county – first up a mountainto a ridge from where we had fantastic views and then down a steep path to thevalley below.
[教学目的]语言必须在运用中内化，本环节的目的是要提升学生正确运用新学到的语言结构表达的能力，让学生在语言操练当中对文章内容加深印象并能够运用到自己的表达当中。本环节的语言操练形式主要是看图给关键词造句，其他的训练形式还可以包括朗读重点段落、句型转换、句子翻译等等。
Step5：Writingactivity
1.教师提出写作任务：
2.四人小组合作完成写作任务。其中一人为记录员，其他三人各负责一个问题。
3.每个小组派一名代表到讲台上分享各小组的观点。
4.教师对学生的写作给与点评。
[教学目的]本环节的目的是提供学生展示运用本课所获取的信息和语言知识来表达自己的观点并进行阐述的机会，有利于提高学生的综合语言运用能力。
Step6 Homework
1.小组课后修改课堂上完成的回信后上交。
2.课后上网查阅有关徐本禹的资料，下节课分享。
[教学目的]课堂上着重口头表达，课后着重学生落实在笔头上，二者结合，有利于学生巩固所学知识。
教学准备
教学目标
Knowledge and ability： To help the Ss know about the history of the Amber room and develop their reading skills.
Process and method： Ss acquire knowledge and improve ability through discussion and competition.
Emotion， attitude and values： to arouse Ss＇s awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.
教学重难点
important point： Understand the content of the whole passage and master the different reading skills，such as ，skimming， scanning and so on.
difficult point ： how to solve the questions and find the useful information using the reading skills.
教学工具
课件。
教学过程
Lead in
1. show some pictures .
2. show the pictures and a short video of amber room.
purpose： motive Ss＇s interest.
Hi， everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.
Presentation
Look at the photos here. What do you know about the substance of “amber”？ What do know
about the cultural relics “the Amber Room”？
discussion：
Now， boys and girls， I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this： My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now， my family fell into a moral dilemma. Can you help us to make a decision？
A： What should we do？
B： Can we keep it for ourselves or report it to the government？
C： Have you come across such a situation — to make a difficult choice？
listen and answer the questions：
Play tape. Ss get the main idea of the passage.
Reading
pre-reading：
1. Have you ever seen a piece of amber？
What do you know about it？
2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.
Reading：
1st time：
read by yourself as quickly as you can.
join the correct parts of the sentences together.
2nd time：choices and T/F
compete between boys and girls.
3rd time：
answer some question. Ask ss to think over and discuss.
purpose： understand the text better and arouse Ss＇s awareness of competition. Grasp the main information.
Discussion and report
Think over of what we discuss in the part of warming up： I find myself falling into the dilemma.
you discuss together ，and write down the outline of a report.
work in group
Consolidation
fill in the blanks （summary）.
Homework
make a report .
use the useful information in the passage.
