外研社英语必修一教案

外研社英语必修一教案【篇一：外研社版高中英语必修一module1reading教案设计】【篇二：外研版高中英语必修1module2教案】moduletwomynewteachersperiodoneteachingcontent:introduction;speakingeverydayenglishteachingimportantpoints:1.encouragethestudentstotalkabouttheirfavouriteteachers;2.trainthestudents`speakingabilities;3.teachthestudentssomenewwords:amusing,energetic,funny,intelligent,lively,nervous,organized,patient,popular,serious,shy,strict,stupid...teachingdifficultpoints:1.leadthestudentstotalkinclassactively;2.helpthemtomakesenseofthenewwordsdescribingcharacters.teachingprocedures:step1introduction1.revision1)brainstorming:trytobringoutasmanyadjectivesusedtodescribeapersonaspossible,andthengetthemeaningofthepositiveadjectivesornegativeadjectives.readoutthesewordsaloudinclasstogether.(activity1onp11)2)helpthesstousetheadjectivestodescribethepeopletheyknow.(activity2onp11)2.activity3onp11readthroughthestatementsandtick;readoutthestatementsaloudinclasstogetherorindividually.3.activity4onp11listenthefirsttimetogetthemainidea.thestudentsdon`tneedtounderstandeveryword,justthegeneralsense.listenthesecondtimeandtick,thencheckwithapartnerortheteacher.ifpossible,listenthethirdtimetocheckagainandunderstandbetter.step2speaking1.pre-task:askthesstodescribetheirfavouriteteachers,usingtheadjectivestheyhavejustlearnedandtrytotellthereasonswhy.thenpresentinclass.(activity1inspeakingonp14)theycanwritedownthedescription.iftheydon`twanttomentiontheteacher`sname,theycanwritethisteacherratherthantheteacher`sactualname.2.activity21)readthroughtheexampledialogue.havethestudentsrepeatthequestionsaftertheteachertopracticethecorrectintonation.2)encouragethestudentstothinkoutmorewordsexpressinglikes.writethewordsontheblackboardsothattheymayusethemforthenextexercise.【enjoylikepreferbeintobefondoffavorinfavorofcareforadmireadore...】3)pairwork:makeadialogueaftertheexampletodiscusswhatpartsofschoollifetheyenjoyandwhy,usingtheexpressionsofdescribingtheirlikes:eg:ilike…betterthan…,becausei….ienjoy…,because….iprefer…iamnotgoodat…because….【*4.exercisesaboutthedescriptionoflikes.】(i’dprefer,i’drather,youwouldprefer,wouldalsoprefer,wouldprefer)jason:hi,mary.doyouhaveanenglishclassthismorning?mary:oh,yes,jason.thisisourfirstenglishlesson.ihopethatmynewteacherisayounggirl.(1)________tohaveabeautifulandlivelyenglishteacher.jason:ohreally?(2)_________learnfromanolderteacher,becauseanolderteacherismoreintelligentithink.mary:no,idon’tthinkso.(3)_______totalkwithanenergeticandamusingyounggirl,becauseiwillbecomenervousiftheteacherisstrict.(4)________tohavearelaxedclass.jason:perhapsyouareright.iknowmissliisaverypopularteacheronthiscampus.manystudents(5)________tolearnfromher.ifshecanteachus,(6)________learnfromher.mary:butithinkyou(7)________tofollowanolderteacher?jason:well,iguessthatapopularteacher(8)________toteachpopularstudentslikeme.suggestedanswers:students`ownanswers.step3:everydayenglish1.readthroughtheexpressionsastheclassfollow,andmakesurethatthestudentsunderstandthemall.theteachermaygivesomeexplanationsandencouragethestudentstomatchtheexplanationswiththeexpressionsgiven.haveyougotthat?childrentakealookyoudecidekidshavealookthat’ssettledit’snowdecidedacoupleofthingsseveralthingsit`suptoyouhaveyoubeentoldaboutthat?2.askthemtocompletethesentences,thenchecktheanswers.step4:summaryandhomework1.summary:summarizewhattheyhavelearnedinthisperiod.2.homework:activity5onp74inworkbook.periodtwoteachingcontent:readingandvocabularyteachingimportantpoints:1.encouragethestudentstospeakactivelyinclass;2.trainthestudents`readingskills;3.teachthestudentssomedifficultlanguagepoints.teachingdifficultpoints:1.howtohelpthestudentsimprovetheirreadingability.2.howtohelpthestudentstomakesenseofthepassage.3.teachthestudentstodescribesomeone`scharacter.teachingprocedures:step1greetingsandrevision1.greetthestudentsasusual.2.asksomestudentstoreadoutwordsinthismoduleorcheckthehomeworkinlastperiod.step2leadinlookatthepicturesofthethreeteachersonp12andtrytoguesstheircharactersandpersonalities.trytousethewordsyoulearnedlastclasstotalkaboutyourfirstimpressionsontheteachers.eg:iguesssheisanewteacher,butidon`tthinksheisveryshy...step3fastreadinghelpthestudentstograspthemainideaofthetextbydoingthetask.readthetextfastandcheckyourprediction.mrs.limrs.chenmr.wustep4carefulreadingmakesurestudentsgetthedetailedinformationbydoingthefollowing.3.readthetextathirdtimetounderstanditbetterandthenfinishactivity4onp13quickly.4.finishactivity2-3asusual.【*activity1andactivity5canbeomitted】step5summaryandhomework1.summary:summarizewhattheyhavelearnedinthisperiod.2.homework:finishreadingonp75-76inworkbook.appendix:notestothetextasconj.1)因为（引导原因状语从句）eg:ashewasn`treadyintime,wewentwithouthim.2)以?方式（引导方式状语从句）eg:doasisay.3)当?的时候，一边?一边（引导时间状语从句）eg:ilistenedtomusicasiwanderedaroundthemall.1)so...that分开用时引导结果状语从句，意为“如此?以至于?”eg:heissohonestthateverybodytrustshim.hewassoillthatwehadtosendforadoctor.2)sothat连在一起用时引导的从句既可表示目的，也可表示结果，要根据句子意思确定，意为“以便?，以至于?”eg:iworkedhardsothaticouldpasstheexam.(目的)hewascaughtintherainsothatallhisclothesgotwet.(结果)3.wedon