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　　关于外研社高中英语教案范文一

　　Ⅰ.语言要点

　　accept, invitation, after all, continue, call on, day and night, pay back,at the most,

　　worth, not…any more

　　Ⅱ.日常交际用语

　　1. Where have you been all these days?

　　2. What happened?

　　3. We did have a good time.

　　4. Excuse me. I’ve lost a case I wonder if it’s been found.

　　5. Can you describe the case?

　　6. Where did you last have it?

　　7. We asked everyone there if they had found …, but without luck.

　　8. We couldn’t find it; it was lost.

　　Ⅲ.语法

　　疑问句的直接引语和间接引语

　　e.g.1. He asked if she was Pleased.

　　2. She asked him how many People were going to the ball.

　　背景知识介绍

　　1.作者

　　Guy de Maupassant(莫泊桑1850—1893)was a well—known French novelist and short–storywriter.在少年时他就对文学表现出了浓厚的兴趣，很小的时候开始写作，在30多岁成为著明的小说家，他的大部分作品讲的是人们的日常生活。1871年开始，他在政府部门就职，这期间他熟悉了政府职员的生活。这段经历帮助他创造出了他的短篇小说“项链”。他的作品简洁明了，讽刺运用得恰到好处。莫泊桑晚年承受疾病围绕，1893年病逝于巴黎。

　　2.有关这部戏的介绍

　　“项链”这篇课文是一个独幕剧，它包括三个人物：Mathilde Loisel, a yang woman;

　　Pierre Loisel, Mathilde’s husband, a government worker; Jeanne, Mathilde’sgood friend.

　　课文难点分析

　　1. Scene1 A park in Paris ……walks towards her.

　　这部分用斜体表示，或象下文一样置于括号中，叫做舞台指导说明(stage directions)一般使用现在时态。戏剧一般首先介绍故事发生的时间(time)、地点(place)和剧中人物(characters)。在这一段中有了具体介绍。

　　2. …but I don’t think I know you. 我好象并不认识你。

　　I don’t think I should do that. 我认为我不该做那件事。

　　I don’t believe she will come. 我上信她不会来。

　　“think, believe” 这两个词的否定式在主句中表示，而宾语从句中的动词用肯定式。

　　3. In fact you do. 事实上你认识我。

　　=In fact, you know me. 为了避免和前面重复，所以用助动词代替。

　　e.g.①We all love singing, but he doesn’t. 我们都喜欢唱歌，但他不喜欢。

　　②Class 2 went to a picnic, but Class 1 didn’t. 2班去野餐了，但1班没去。

　　4. recognize vt. 认识，辨认

　　e.g.①She was so changed that I hardly recognized her. 她变得我几乎认不出来了。

　　②Harry recognized me in the crowd. 亨利在人群中认出了我。

　　5. Where have you been all these years? 这些年你上哪儿去了?

　　e.g. The teacher asked Jane, “You didn’t come to school, last week, wherehave you been?”

　　老师问Jane，“你上星期没来学校，去哪儿了?”

　　6. That’s because of hard work. 那是因为劳累。

　　e.g.①He couldn’t go further. That’s because of his wounded leg.

　　他不能再往前走了，因为他的腿受了伤。

　　②He cried because of the pain in his arm = He cried because he had a painin his arm.

　　他因为胳膊疼而哭了。

　　because of后面跟名词在句中作状语与because加句子引导的状语从句意义相同。

　　7. Have times been hard for you? 这些年境况不太好吧!

　　times这个词我们以前见过：(morden times )表示目前或某种特殊时期的生活情况或环

　　境，可译作“日子”、“境况”、“时代”。

　　e.g.①He didn’t complain of hard times, but kept on working hard.他没有抱怨时势艰难，相反的是一直努力工作。

　　②Students thought times are terrible in July. 学生们认为7月是一段难熬的日子。

　　8. But what happened? 发生什么事了?

　　happen take place. 没有被动式。

　　e.g.①I remembered the whole things as if it happened yesterday.

　　我记得整个事情，就好象是昨天发生的。

　　②──Why didn’t the boss come yesterday? 为什么老板昨天没来?

　　──An accident happened to him. 他出事了。

　　9. Do you remember one afternoon ten years ago when I came to your houseand borrowed a

　　necklace of yours. 10年前的一个下午，我到你家借过一条项链，你还记得吗?

　　Ten year ago和由when 引导的定语从句一起修饰afternoon.

　　e.g.①Cart still remembers one afternoon in his first year when theprofessor took the students the Chemistrylab.卡尔仍然记得一年级时教授带学生到化学实验室去的那个下午的情景。

　　②There are thousands of starts in the sky that are like our sun.

　　天空中有成千上万颗像太阳一样的恒星。

　　10. I’ve written to accept the invitation. 我已经写信表示接受邀请了。

　　e.g.①I received a note, but didn’t accept it. 我收到了一张支票，但没接受。

　　②Jack received my letter, and accepted my advice.

　　Jack收到了我的信并且接受了我的建议。

　　③give sb. An invitation给sb发邀请(invite sb. to…)

　　refuse sb’s invitation. 拒绝sb的邀请。

　　11. I haven’t got an evening dress for the ball! 我没有参加晚会的礼服啊!

　　12. But, just this once. After all, this ball is very important.

　　不过就这么一次，要知道，这次舞会很重要啊!

　　after all“毕竟，终究，到底”。用来说服或提醒对方，引出对方似乎忘记了的某个

　　重要的论点或理由。

　　e.g.①They met with difficulties, but I hear that they’re succeeded afterall.

　　他们遇到了困难，但我听说他们终究是成功了。

　　②She said she would not go to the ball, but she went there after all.

　　她说不去参加舞会，但最后还是去了。

　　13. I have no jewellery to wear. 我没有首饰戴。

　　dress和wear的区别：

　　e.g.①She always dresses in green. 她总是穿着绿色的衣服。

　　②Dress at once! 立刻穿上衣服。

　　③The mother dresses the baby everyday. 妈妈每天给小宝宝穿衣服。

　　而wear的宾语只能是鞋帽等物品，表示一种状态。

　　④He’s wearing a new coat today. 他今天穿了一件新大衣。

　　但不能说：Wear your clothes at once.

　　14. Can’t you just wear a flower instead? 难道不能就戴一朵花吗?

　　这是一个否定疑问句，表示吃惊，可能含有批评或责备的意思。

　　e.g.①Hasn’t Albert telephoned you? Albert还没有打电话来吗?(说话人认为Albert本该

　　已经打电话来了，但却没打，因此感到奇怪，并含有批评的口气)

　　②It’s getting dark. Can’t you walk a little faster? 天快黑了，你不能走快点吗?(说话

　　人觉得对方走慢了，含有责备的口气)

　　15. She married a man with a lot of money. 她嫁了一个很有钱的人。

　　marry sb. 娶了某人/嫁给某人。get married结了婚。

　　be/ get married to sb.与某人结婚，不能用 with.

　　e.g.①—Is Jack married? Jack结婚了吗?

　　—He got married last year. 他去年结婚了。

　　②He has been married to Mary for 3years. 他和Mary结婚3年了。

　　③Alice married a Frenchman. Alice和一个法国人结婚了。

　　16. So I called on you…

　　So是连词，用来承上启下，表示话语的逻辑性。“我想起你嫁了一个有钱人，所以就去看望你……”。

　　call on/ upon sb. visit sb.到家看望。

　　e.g.①It’s to years since I last called on my former teacher.

　　我最近的一次拜望老师已经是10年前了。

　　Call at sb’s house. 到家看望。

　　②“I’ll call at your house tomorrow morning. Are you free? “—Yes. You’rewelcome.”

　　“明天我想到家去看望你，你有空吗?”“好的，欢迎”。

　　17. You tried it on and it looked wonderful on you.

　　你把项链戴上试了试，戴在你身上真是太好看了。

　　e.g.①Never buy shoes without trying them on first. 鞋子要先试再买。

　　②The tailor asked the girl to try on the new dress. 裁缝要那个小孩试一下新衣服。

　　try on: 试穿，试戴。

　　18. Perhaps in those days I was. 也许那时候我是(个漂亮的姑娘)…

　　这是承上启下的句子，后面的表语可以省略，以避免重复，在口语中常见。

　　e.g.①She said it was a valuable necklace. It really was.

　　她说那是一条很贵重的项链，的确很贵重。

　　②“Are they in the park?” “I think they are.” “他们在公园里吗?”“我想是的”。

　　19. Pierre and I did have a very good time at the ball.

　　我和波尔在舞会上的确玩的很痛快。

　　句中的did是助动词，在肯定句中用来强调它后面的动词。

　　e.g.①Do come here next Sunday. 下星期日一定来啊!

　　②I did agree with you. 我完全赞同你。

　　③She does keep her promise. 她确实一贯遵守诺言。

　　20. But that was the last moment of happiness in our lives.

　　但那是我们一生中最后的幸福时刻了。

　　21. On our way home…… that the necklace was not around my neck anymore!

　　那天晚上在回家的路上，我低头一看，发现项链不再挂在我的脖子上了。

　　外研社高中英语教案二

　　教学准备

　　教学目标

　　1). To learn the knowledge of the cultural relics.

　　2). Discuss how to protect our cultural relics.

　　3).Reading and understanding, catching the history and information of theAmber Room.

　　4). Functional item, how to tell the story about the Amber Room

　　5). Finish the comprehending exercises after the reading passage.

　　6). Use scanning; skimming and careful reading to learn the story of theAmber Room.

　　教学重难点

　　Key points

　　To understand cultural relics.

　　How to tell the story about the Amber Room

　　Difficulties

　　Talk about cultural relics at home and abroad in English freely.

　　To learn the story of the amber room.

　　教学工具

　　课件

　　教学过程

　　导入

　　1). Guessing:

　　Teacher present some pictures and statements ,let the students guess whtator where it is.

　　The Great Wall; The Pyramid ; Taj Mahal

　　2)Teacher show some pictures. They are all very famous places in China orin the world. Ask the students to think these over:

　　A. Can you name them out?

　　Who have the right to own and confirm them?

　　(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden City

　　Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boat

　　and Mogao Caves)

　　Step I: Pre-reading

　　1).Ok, you have know something about cultural relics, have you ever seen apiece of amber?And what do you know about it?

　　Show some pictures of amber. Let students know what the amber is and itsvalue.

　　color yellow- brown

　　feel like feel as hard as stone

　　Amber is the fossil(化石) form of resin(树脂) from trees.

　　It takes millions of years to form.

　　2). Can you imagine a house made of amber?Please preview “In search of theamber room.”

　　Step II: Fsat reading and thinking about the title:

　　1). Teacher give students the following questions to think:

　　When you see this title, what do you want to know?

　　What is the Amber Room?

　　Why was it called the Amber Room?

　　What was it made for?

　　What happened to it?

　　Why to search for it?

　　(Ask the students just remember these questions in their mind not find theanswers.)

　　2). Fast reading to get the main idea:

　　The Amber Room , which _________________sent to the Russian people as a_____, was ____by the _____________ soldiers .

　　(Students read the passage quickly and fill in the blans)

　　3). Now, let the students try to answer the questions in part 1). (PPT7)

　　(Teacher may give some necessary help)

　　Step III: Scanning

　　Ask the students to scan all the names of the person appeared in the textand find out what did they do to the amber room. Join the correct parts of thesentences together. (exercise 1 on page 2)

　　After do the above exercise ,teacher give students a picture of the peoplein the text and let the students try to tell theclue of the story according tothe persons. (PPT 9)

　　Step IV: Skimming

　　Ask students to skim the passage and complete exercise 2 on page2.

　　( 3 ) How did the Amber Room become one of the wonders of the world?

　　( 5 ) How was a new Amber Room built?

　　( 4 ) How did the Amber Room get lost?

　　( 1 ) How was the Amber Room made?

　　( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russiaas a gift?

　　Step V: Careful reading

　　Let the students read the text carefully and try to find some details tocomplete the form on PPT 11.

　　Step VI: Role play

　　Just now you have learnt the story of The Amber Room, now suppose you are aguide of The Amber Room, how will you intrduce the amber room to thevisitors?

　　( Give students about 3 minutes to have a discussion in group of four ,thenask some of groups to make a role play before all the class.)

　　Homework

　　1. Read the story of The Amber Room again after class.

　　2. Write the introduction of the Amber Room you have discussed inclass.

　　3. Prepare for next period by underline the difficult points in thetext.

　　板书

　　Blackboard Design

　　Unit 1 Cultural relics

　　Warming up & pre-reading

　　What is cultural relics?

　　A.a cultural relic is sth. that survived for a long time

　　B.a cultural relic may be a part of old thing has remained when the rest ofit had been destroyed

　　C. a cultural relic is something rather rare

　　外研社高中英语教案三

　　教学准备

　　教学目标

　　Knowledge and ability: To help the Ss know about the history of the Amberroom and develop their reading skills.

　　Process and method: Ss acquire knowledge and improve ability throughdiscussion and competition.

　　Emotion, attitude and values: to arouse Ss's awareness of protecting thecultural relics. Understand cultural relics belong to the whole world and thehuman beings.

　　教学重难点

　　important point: Understand the content of the whole passage and master thedifferent reading skills,such as ,skimming, scanning and so on.

　　difficult point : how to solve the questions and find the usefulinformation 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 ofthem are natural sites. Only an international professional organization from UNhas 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 achoice 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 atree in the earth of our garden. It’s so beautiful and special. Now, my familyfell 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 skimit 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 ofcompetition. Grasp the main information.

　　Discussion　and　report

　　Think over of what we discuss in the part of warming up: I find myselffalling 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.

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