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北师大高中英语教案篇一：北师大版高二英语Unit7 The Sea教案
No.9 Middle SchoolQian Jingjing
Lesson 1 The Spirit of Explorers（&Warm-up）
教材分析（The Analysis of the Teaching Materials）：
本课是第七单元的第1课，是一篇阅读课。通过一篇有关于维京人如何发现北美大陆的文章，让学生们温习，了解有关于维京人当时生活状态和探险经历的历史知识，感受和学习探险者的精神。本课旨在培养学生在文章中获取细节信息的阅读能力。
本课语法是由where, when, why等关系副词引导的定语从句以及介词加which，whom等的定语从句。因为在上学期的第六单元，学生们已经学习了由who，whom，whose，which，that引导的定语从句，对定语从句的特点，用法有了一定的了解，这为本课进一步学习定语从句奠定了基础。本课要求学生能为定语从句选择恰当的引导词并能在语境中应用定语从句。
本课计划按两个课时完成，第一课时的重点是完成阅读文章，学生要学习课文种出现的新单词，练习从文章中提取细节信息的能力，并能够根据文章中的信息简述早期维京人航海的有关情况；第二课时学习由where，when，why引导的定语从句以及由介词加which，whom的定语从句，从识别关系词到选择关系词，最后要求学生能自己使用恰当的关系词来组成定语从句，并在语境中应用。 教学内容（Teaching Content）
话题：探险家的精神（阅读）
重点词汇：frightening, spirit, explorer, sailor, voyage, deed, journey, present-day, eventually, further, set sail, according to, get into trouble, in search of , persuade sb. To do sth.
相关词汇：water-skiing, windsurfing, underwater
语法：由where，when，why等关系副词引导的定语从句以及介词加which，whom等的定语从句。 Teaching Aims:
1.To practise reading for specific information.
2.To practise using relative clauses with when, where and why.
3.To practise using relative clauses with prepositions and relative pronouns.
4.To review and consolidate the relative pronouns.
5.To talk about explorers. Teaching difficulties:
To practise using relative clauses with when, where and why.
Teaching Aids: computer and cassette.
教学过程（Teaching Procedures）
第一课时
Part One Warm-up
Step 1.To ask students to listen and identify the pictures of the sea.(通过声音和图片将学生引入场景，激活学生的思维)
Step 2 Students do exercise 2 on page 7,and brainstorming the sea activities.(激活学生已经学习过的词汇并引出相关的新词) Step 3 Students listen to four people who are talking about their activities ,focusing on the activities at the first time and on the adjectives at the second time.(让学生感知海上运动，使用依据关键词判断谈话内容的听力策略，体会形容词的用法)
Part Two Lesson 1
Step 1 Ask students to discuss who arrived in America first,and teacher introduces the basic information about the Vikings.Students learn to pronounce the place names.(渗透地理和历史知识，为了阅读理解提供清晰的思路)
Step 2 First reading:ask students to skim the text and match the headings with the paragraghs.(学生了解课文的整体结构，了解大意，便于随后的细节阅读)
Step 3 Second reading:students read the text again and sequence the events of the discoveries.(以时间为线索把事件按照顺序排列起来，理清文章的思路) Step 4 Third reading:students read the text and find out "when" and "who" information about the discoveries .And students read the text carefully and get more detailed information by completing the table.(将主要事件的信息由浅入深的分步骤提取和整理，为随后的简述准备信息)
Step 5 Help students understand the meaning of some key words.(在语境种加深对词义的理解)
Step 6 Ask students to work in pairs, asking and answering questions about the three discoveries based on the information in the table.(对课文的主要信息进行内化，为个人的表达做准备)
Step 7 Invite a few students to introduce one part of the Vikings' discoveries.(检查本课的教学目标是不是落实)
Step 8 Homework .
教学反思（Assessment）
北师大高中英语教案篇二：北师大高一英语Beijing opera教学案例模版
设计教师:班碧兰
教材版本:北师大版
学生分析:
教材分析：
教学目标：
教学策略：
教学过程: 教学年级:高一 课题名称:Beijing Opera 授课时间:40分钟 高一年级的学生有强烈的好奇心,表现出各种各样的学习技能和策略,总想把语言学习和自己的现实生活和兴趣联系起来。他们比较能不带成见的接纳异国文化，他们的审美观念以追求时尚及追求个性为特征。在学本课前，学生以接触过听前预测及听的过程中记下关键词的策略。 本课是单元内的第二课，在warm up部分学生听过对京剧的描述，但不知道到底京剧是怎么样的。 1.由于京剧对于大部分学生来说，比较陌生，在引入话题时，采用了大量网上下载的图片，声音及图象文件，增加学生对京剧的感性认识，使他们对
context.老师简要介绍京剧，在上下文中引出新单词。
步骤3：Deal with the new expressions by matching and
make sure students know how to pronounce the new
words.通过单词配对练习巩固新单词。
Task-cycle（任务环）
任务一： Listen to first part of ‘What’s Your Rhythm’ to get some background knowledge about Beijing Opera.听第一段听力材料，获取信息回答问题。 任务二： （pair-work）Generalize topics mentioned in the first listening material in a diagram.
(同伴活动)学生借助图表归纳第一段听力材料的大意。 任务三：Use strategies to guide the listening of the second piece of listening materials.
运用听力策略完成听力练习。
1． （group-work）Make prediction before listening. (小组活动)听前预测。
2． （pair-work）Take down key words during the first listening.(同伴活动)记下关键词。
3． Finish the listening practice during the second listening. 再次听材料完成练习。
任务四：Generalize the topic in the second piece of listening material and finish the diagram.
归纳第二段听力材料的大意, 完成图表。
任务五：(group-work)Retell with the help of the diagram.（小组活动）借助图表复述大意。
Post-task:
步骤一： (group-work)Read an introduction about Cantonese Opera and compare the two operas
and find out the similarities and differences with the help of a table.（小组活动）利用关于粤剧的阅读材料及表格，对粤剧，京剧进行比较。
步骤二：Highlight the topic about the National
Treasure and encourage the students to spend time getting some knowledge about something that is Chinese.
主题升华，培养学生热爱祖国文化的情感态度。
步骤三：Homework
Surf the Internet for more information about
Beijing Opera and share it in the next period. 作业布置：上网查找京剧有关材料，下一节课课堂上共享。
课后反思: 1、问题:本人在实施“任务型”教学的过程中发现一些问题：有的学生表现出不愿合作或合作不主动，只顾自己思考，基本上在独立学习的层次上，没有真正的讨论和合作；有的学生表现出对任务不理解；有的学生在交流中过多使用母语等。 2、 策略 1)加强“合作学习”的实践指导 笔者通过调查了解到，学生由于在初中时已习惯了传统的课堂教学模式，习惯教师的单向灌输，所以现在很难适应这种学习方式，也不知如何操作。鉴于此，笔者向学生灌输“合作学习”的思想，并且向学生传授“合作”的技能，直至学生完全具备了“合作”的思想和技能。“合作学习”是采取班级授课与小组活动相结合的一种学习组织
形式。把一个班级分成若干小组，每个小组由若干学生组成。个体通过小组成员之间的合作、互动及单干，完成指派给自己的一部分工作（掌握一定的学习内容）。每个成员的工作都是整个小组工作的有机组成部分。最后，以小组的活动（成绩）与其它小组进行竞争。所以，合作学习能保证每个学生都积极参与学习活动。
2)加强听前活动，降低任务难度
笔者设置相关的听前活动，如根据课文主题设置问答，调查学生对该主题的态度、看法及了解程度；利用图表检查学生对课文已了解程度及学生想从文章中了解什么；借助文章的关键词，让学生产生相关的联想，或要求学生根据这些关键词大声说出他们所想到的事件；或根据标题、幅标题、图片、非文字提示等预测课文内容；
北师大高中英语教案篇三：高中英语 Unit 3 Weddings教学设计 北师大版必修1
福建省泉州第一中学高中英语 Unit 3 Weddings教学设计 北师大版
必修1
Weddings
Teaching aims:
To learn some new words about weddings. To learn weddings in Indonesia and Greece.
To learn to summarize and retell the texts.
To form a sense of intercultural communication.
Teaching methods: Task-based method; individual/pair/group work.
Teaching aids:
Board; multi-media; tape recorder.
Teaching procedures: Stage I. Greeting and lead-in.
Enjoy music（Wedding March）and introduce the topic.
Stage II. Pre-reading.
Step 1. New words presentation. (1). Show some pictures and elicit the new words:
bride; bridegroom; best man; bridesmaid; match-maker; ceremony; entrance; wedding reception.
(2). Match the new words to their definitions. (Ex. 2.)
Step 2. Students talk about the weddings in Wangjiang County they’ ve attended.
Stage II. While-reading.
Step 1. Skimming.
Students read the two texts quickly and match each topic with each part.
Text 1. Indonesian weddings
Part 1.(para.1.) A. What to do and what not to do during the wedding ceremony.
Part 2.(para.2.) B. What to do and what not to do after the wedding ceremony.
Part 3.(para.3-5.)C. What to do and what not to do before the wedding ceremony.
Text 2. Greek weddings
Part 1.(para.1.) A. Activities during the church ceremony.
Part 1.(para.2.) B. Activities after the church ceremony.
Part 1.(para.3.) C. Activities before the church ceremony.
Step 2. Scanning. (Gap-filling.)
Students read the texts carefully and then complete the following table.
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Step 3. T/F questions. (Ex. 3.)
Step 4. Summarize and retell weddings in these two countries.
Ask students how to summarize.
Stage IV. Post-reading.
Step 1. Brainstorm.
Compare traditional Chinese weddings with modern Chinese weddings. What are the differences?
Activities before/during/after the wedding ceremony.
What to do and what not to do.
Step 2. Voice your opinion.
Traditional weddings vs. modern weddings.
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(1). Discussion. Which do you prefer, traditional wedding or modern wedding? Discuss it with your partner.
(2). Role-play.
Imagine you are going to marry next month.
Choose a boy and a girl to act as a young couple that is going to marry. Ask them to make their own choices.
Homework:
1. Write a short composition to record the result of the discussion above and express your opinion.
2. Search more information about foreign weddings on the Internet or in the school library.
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