高中英語關(guān)于學校生活單元的教案范文

　　作為一名人民教師，編寫教案是必不可少的，借助教案可以更好地組織教學活動。教案應該怎么寫呢？下面是小編為大家收集的高中英語關(guān)于學校生活單元的教案范文，歡迎閱讀與收藏。

　　一、教材分析

　　主題公園作為人類文明的一大體現(xiàn)，作為當今社會人們主要休閑、娛樂方式之一，是一個非常貼近生活、具有時代性、可深度挖掘的教學主題。本單元以主題公園為背景，圍繞a world of fun 這一主題開展聽、說、讀、寫多種教學活動。單元語言素材涉及過山車、蹦極運動、自由落體車、賽車等娛樂方式及各類主題公園的不同特色，具有很強的時代氣息，貼近學生生活，有利于學生了解生活、運動與休閑，了解中外文化，增強世界意識，有利于培養(yǎng)積極的生活態(tài)度。

　　本單元的Warming up部分以圖片形式引入本單元的話題之一：amusement parks;并通過師生或生生自由問答，讓學生了解并交流個體各類活動方面的體驗、喜好及理由，從而引出話題amusement parks 和theme parks,為聽力部分和閱讀部分作必要的鋪墊。

　　Listening提供一個會議事例：在我市建一個主題公園的招標大會上，F(xiàn)un Fun Productions and Merry Rides Limited兩個不同特色公司的代表人發(fā)表演說表達各自優(yōu)勢以爭取承建權(quán)。在聽音之前需要作恰當?shù)膶�入，聽時做課文1、2部分，聽后再作小組討論：選擇哪一家公司作為承建商及給出相應的理由。這一話題具有社會性，時代性特點，在課堂上可以激發(fā)學生模擬真實語境進行創(chuàng)造性對話活動。

　　Speaking緊緊圍繞“問路與指路”話題： 課內(nèi)提供一張公園平面圖，學生根據(jù)出發(fā)點和目的地的聯(lián)系進行有意義的對話實踐。Post-speaking內(nèi)容擴展至生活實際情況。

　　Reading是一篇介紹主題公園的說明文。它包括主題公園的定義、特點，同時介紹了the World Park of China, the Ocean Park of Hong Kong, Disneyland in California三個不同的主題公園，引導學生了解和比較主題公園的不同主題，激發(fā)學生聯(lián)想主題公園的未來發(fā)展。Post-reading部分鼓勵學生自行設(shè)計主題公園活動，鼓勵學生積極想象、培養(yǎng)創(chuàng)新能力。

　　文章結(jié)構(gòu)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.

　　篇章結(jié)構(gòu)圖示：

　　What is a theme park?

　　Examples:

　　Three parks What do people

　　Themes, attractions experience and learn?

　　Theme parks in the future

　　課文線索內(nèi)容復述如下：

　　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.

　　德育滲透：

　　- All work and no play makes Jack a dull boy.

　　工作而無娛樂使人愚鈍。

　　- 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.

　　任何人都不應閉關(guān)自守，而應面向世界，以探索人們怎樣對付日新月異的事態(tài)發(fā)展。

　　- Never go to the forest if you are afraid of the wolf. (Lenin)

　　大膽的探索和體驗源自你的勇氣。(列寧)

　　Language study要求學生掌握和運用相應的詞匯;了解分詞的意義，學習掌握現(xiàn)在分詞作狀語的用法，區(qū)別運用分詞的進行式作狀語與完成式作狀語結(jié)構(gòu)。

　　Integrating skills閱讀部分在主題公園的基礎(chǔ)上以rides為主題內(nèi)容，介紹了幾種不同的rides, 要求讀后以課文為基礎(chǔ)，鼓勵學生創(chuàng)造、想象， 以小組活動形式設(shè)計并描述the scarest and most exciting ride in the word。

　　學生在本單元的學習過程中，除了增長語言知識、提高語言技能外，更要拓展文化視野，發(fā)展跨文化交際的意識和能力;并且結(jié)合個人經(jīng)驗充分體驗他人在個別主題活動方面的感受，加強合作意識、陶冶情操，提高自身素養(yǎng)。

　　二、教學目標

　　知識技能：掌握并會運用有關(guān)詞匯、句型和現(xiàn)在分詞短語作狀語的用法。

　　情感態(tài)度：結(jié)合個人經(jīng)驗充分體驗他人在個別主題活動方面的感受，倡導創(chuàng)新意識的培養(yǎng)、加強合作意識、陶冶情操。增強世界意識，培養(yǎng)積極的生活態(tài)度

　　學習策略：通過小組活動等，指導學生積極與人合作、相互學習、相互幫助，培養(yǎng)合作能力、團隊精神。利用圖書館、網(wǎng)絡(luò)等輔助學習，在學習、討論、反思和探索實踐中逐步形成策略。

　　文化意識：拓展文化視野，發(fā)展跨文化交際的意識和能力。

　　三、教學重點、難點

　　1. 重點：

　　話題: Talking about amusement parks.

　　功能: Ways of giving directions.

　　Designing new things.

　　詞匯: 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

　　表達用語: 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…

　　語法: 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. 難點：

　　a.動詞-ing結(jié)構(gòu)作狀語的運用。

　　b.針對事物特點描述的寫作。

　　寫作技巧(如何描寫事物?Tips P70)

　　關(guān)鍵：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、課時安排

　　Period 1 Warming up and Listening

　　Period 2 Reading

　　Period 3 Speaking

　　Period 4 Integrating Skills

　　Period 5 Language Study

　　五、教學計劃

　　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

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