高一英語教案都有哪些？國際交流活動旨在拓寬學生的國際視野，提高跨文化能力。開展國際夏令營、短期留學、國內外聯合培訓等各種國際交流活動。下面是小編為大家帶來的高一英語教案模板七篇，希望大家能夠喜歡！

高一英語教案模板（精選篇1）

Teaching Aims and Demands

Words and Phrases

Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then

Three Skills: energy soft bar fuel chemical balance tasty boil mixture

Spoken English:

In the clinic / seeing a doctor:

What’s wrong with you?/What’s the matter with you?

Lie down and let me examine you.

Let me have a look.

Where does it hurt?

Drink plenty of water and get some rest.

I’ve got a pain here. This place hurts.

There’s something wrong with back/my knee/my arm.

I don’t feel well.

Grammar:

Use of Language:

1. Master the function use of language as defined above.

2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.

Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.

Important points:

1. Talk about different kinds of food that one favorites.

2. learn the basic knowledge of healthy eating.

3. learn how to say in the clinic.

4. Grasp the language points and grammar in the text.

Difficult points: The use of modal verbs --- had better, should and ought to.

Teaching aids: computer or slider-projector

Way of Teaching: Communication way of teaching, discussion and group work.

Lesson 1Step 1 Warming-Up

First show the students some pictures of dishes and so to introduce the topic of this unit.

And then show the pictures on their text books and let them to decide what is junk food and what is not.

Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.

Step 2 Listening

Let the students listen to the tape and be prepared to answer the questions below.

Step 3 Speaking

Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue

After that list the useful expressions in their dialogue.

Step 4 Homework

Prepare for the next class.

Collect some menus if possible for the next class.

Lesson 2

Step 1 Introduction

Using the questions on P3 to introduce the new text.

Step 2 Fast-reading

1.What does the “fuel ” mean in the first paragraph?

(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)

2.What do we have to consider when we choose to buy or eat?

(What kinds of nutrients that the food contain.)

3.What made our eating habit changing?

(Many things: what people believe, advice from companies and stores.)

4. How can we feel and look fine?

(We ought to learn about our body and the fuel it needs to keep fit.)

Explain the language points if necessary.

Step 3 Carefully-reading

How many parts can be divided into?

(Three parts.)

What’s the main idea of each part?

(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)

Step 4 Talking

Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.

Step 5 Homework

Finish the exercise --- Vocabulary on P5. and P72-73

Lesson 3

Step 1 Revision

Check the homework.

Step 2 Grammar

First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.

Step 3 Consolidation

(1) Finish the exercise on P5 and on P74

(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.

1.give advice that will really help the person.

2. be polite and sincere

at last get the students to finish the following practice.

Step 4 Homework

Finish the exercise 3 on P74 in the students’ workbook.

Lesson 4

Step 1 Revision

Let some students read their reply to the letters on P74.

Step 2 Reading

Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)

Step 3 Writing

Ask the students to work in pairs to write the recipe for their favourite dish.

We may first give the tips on P7 as a guide.

Step 4 Discussion

First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?

What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)

Step 5 Homework

Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.

高一英語教案模板（精選篇2）

教學目標

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.

教學重難點

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.

教學工具

課件。

教學過程

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.

高一英語教案模板（精選篇3）

教學目標

1. Ability goals能力目標：

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學能目標：

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.

教學重點和難點

Teaching important points教學重點

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教學難點

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.

教學過程

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.

課后習題

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.

高一英語教案模板（精選篇4）

一、課程目標

高中英語新課程的總目標是使學生在義務教育階段英語學習的基礎上，進一步明確英語學習的目的，發展自主學習和合作學習的能力；形成有效的英語學習策略；培養學習的綜合語言運用能力。綜合語言運用能力的形成建立在語言技能、語言知識、情感態度、學習策略和文化意識等素養整合發展的基礎上。語言技能和語言知識是綜合語言運用能力的基礎。情感態度是影響學生學習和發展的重要因素。學習策略是提高學習效率、發展自主學習能力的先決條件。文化意識則是得體運用語言的保障。

高一年級（課標六級）英語課程目標：

1.進一步增強英語學習動機，有較強的自主學習意識。

2.能理解口頭或書面材料中表達的觀點，并且能簡單發表自己的見解。

3.能有效地使用口頭或書面語言描述個人經歷。

4.能在教師的幫助下策劃、組織和實施英語學習活動。

5.能主動利用多種教育資源進行學習。

6.能初步對學習過程和結果進行自我評價，調整自己學習目標和策略。

7.能體會交際中所使用語言的文化內涵和背景。

高一年級（課標七級）英語課程目標：

1.有明確和持續的學習動機和自主學習意識。

2.能就熟悉的話題交流信息，提出問題并且陳述自己的意見和建議。

3.能讀懂供高中學生閱讀的英文原著簡寫本及英語報刊。

4.具有初步的實用寫作能力，例如：事務通知和邀請信等。

5.能在教師的指導下，主動參與計劃、組織和實施語言實踐活動。

6.能主動擴展和利用學習資源，從多渠道獲取信息，并能利用所獲得的信息進行清楚和有條理的表達。

7.具有較強的自我評價和自我調控能力，基本形成適合自己的學習策略。

8.理解交際中的文化差異，初步形成跨文化交際意識。

二、 課程內容

完成牛津英語第三第四模塊的全部內容。

適當增加泛聽、泛讀內容。

（六級泛讀累計18萬詞以上，七級泛讀累計23萬詞以上。）

（七級詞匯目標：學會使用2400-2500個單詞和300-400個習慣用語或固定搭配；了解英語單詞的詞義變化以及日常生活中新出現的詞匯。）

三、 課程進度

1.第一階段 第1 — 9周 Modal III

2.第10--11 周期中復習（統練）

3.第二階段 第12--18周 Modal IV

4.第19--21 周期末復習（檢測）

四、 課程建議

1、根據高中學生學業發展的需求，高中英語課程應該著重提高學生用英語獲取信息、處理信息、分析問題和解決問題的能力，特別注重提高學生用英語進行思維和表達的能力；形成跨文化交際的意識和基本的跨文化交際能力；進一步拓寬國際視野，增強愛國主義精神和民族使命感，形成健全的情感、態度、價值觀，為未來發展和終身學習奠定良好的基礎。

2、高中英語教學要鼓勵學生通過積極嘗試、自我探究、自我發現和主動實踐等學習方式，形成具有高中特點的英語學習的過程與方法。

3、優化學習方式，提高自主學習能力?；顒釉O計有利于使學生通過觀察、體驗、探究等積極主動的學習方法，充分發揮自己的學習潛能。

4、課程設計有利于學生學會運用多種媒體和信息資源，拓寬學習渠道，形成具有個性的學習方法和風格。

5、關注學生情感，提高人文素養。在英語學習的過程中，提高獨立思考和判斷的能力，發展與人溝通和合作的能力，增進跨文化理解和跨文化交際的能力。

6、評價要有利于學生的發展，對學生的學習起到促進作用。

（四）新教材使用建議

根據新課程改革的精神，教師要善于結合教學實際的需求，靈活地和創造性地使用教材，對教材的內容、編排順序和教學方法等方面進行適當的取舍或調整。

1、對教材內容進行適當的補充和刪減。教師在使用教材的過程

中，可以根據需要對教材內容進行適當補充，以使教材的內容更加符合學生的需要和貼近學生的實際生活。在對教材適當補充時，教師還可以根據實際情況對教材內容進行適當的取舍。對教材進行取舍時，不應該影響教材的完整性和系統性。

2、替換教學內容和活動。教師可以根據教學實際需要，對教材

中不太合適的內容或活動進行替換。例如：某一單元閱讀理解練習題設計得不合理或不適合自己的學生，則可以用自己設計的練習題進行替換。

3、擴展教學內容或活動步驟。教材中，某些教學活動的過高或過低現象時有發生，如果認為某些活動過難，可以增加幾個準備性或提示的步驟，從而降低活動的難度；如果活動太容易，教師可以對原有的活動進行延伸，比如：在閱讀理解的基礎上展開討論或辯論、增加詞匯訓練或進行寫作訓練等。

4、調整教學順序。根據學生的實際情況對教材內容的順序進行適當的調整有利于提高教學效果。比如：現實生活中發生了某件重要的事情，教材中有一個內容相關的單元，如果在延續性和難度等方面沒有太大的問題，就可以提前學習這個單元。把教材內容與現實生活聯系起來，有利于激發學生的學習動機，也有利于提高學生的學習效果。

5、調整教學方法。由于客觀條件的差異、學生現有水平的差異以及教學實際情況的差異，有時教材推薦或建議的教學方法不一定適合實際教學的需要。在這種情況下教師要注意調整教學方法。

高一英語教案模板（精選篇5）

各位同學，你們好!很高興能和大家一起來迎接新的學期，共同來進行學習和生活，一起度過初中一年級的美好時光。作為初一的新生，我們首先要明了我們今年的英語學習目標和任務，以及如何提高學習興趣和效率，當然要想保證圓滿完成學習任務還需要一定的制度或得以保障，所以，今天這節課我們主要弄清楚三個方面的要求：

一、明了初一英語的學習內容和目標要求

1、初一上學期主要是學習音標，音標是英語學習的重要內容，音標學習的好壞直接關系著英語聽說讀寫能力的好壞，是英語學習的重中之重。因為它能提高1學生讀準單詞的能力

2、有利于學生進行預習工作。會了音標就可以很主動的自己學習發音，單詞的讀法。3會了音標就可以很主動的自己學習發音，單詞的讀法。

3、英語的.拼字是一門很深的學問。不像漢字很零散，英語有規律可尋。會了音標還可以用來背單詞。甚至可以自己檢驗單詞拼寫有否錯誤。很大程度上，能節省老師課堂上不少時間，接受新事物相對來講更快速

4、提高學生的聽力能力

為什么這樣說呢?很多學生的情況表明，他們的考試聽力部分是很容易失分的地方。稍微出現幾個連讀或者是快讀，就很明顯的要出現長時間的考慮和停頓。很多人事后會說，我聽都沒有聽到它就過去了;太快了，我都不知道它在講什么。音標掌握的很好的同學在這方面就會稍高一籌。正確的發音可以解決很多做挺立時的不利因素。也提高了應試的能力。

二、掌握課標詞和句型句式

初一主要是在練習鞏固音標的基礎上學習單詞發音、拼寫、詞性等內容，句式句法主要是學習一般現在時和現在進行時等簡單的句型，每個同學大可不必擔心，都非常簡單，只要每個同學認真學都不會有問題的。

三、養成良好的學習習慣

1、養成良好的預習和復習習慣

每天晚上除了完成老師布置的書面作業外，還要鞏固課堂上學過的內容，做到每晚必備，這樣有效的為明天的課堂打基礎，有能力的同學還應有良好的預習習慣，這樣能及早的了解新知識，找出自己的困惑或不懂的地方。有條件的同學還要經常進行聽力練習或聽力欣賞。

2、做好課前的準備

準備好必備的書本、鋼筆等必要的學習用品，避免上課時用什么找什么而耽誤學習時間，影響學習效率。除了必要的用品準備外，還要進行必要的知識準備，以便老師口頭或筆頭檢查。

3、養成認真完成作業的習慣

作業是對我們所學知識的鞏固和加深，所以一定要有嚴肅認真的作業態度，認真書寫，認真對待每個題目，不會的題目可以做出標記，別為了完成作業而完成作業，胡亂填寫。

總之，如果同學們能對自己充滿信心，認真配合老師的工作，相信每個同學都會有很好的發展和提高，希望你們能把老初一英語開學第一課教案師當朋友，老師也可以和你們交朋友，讓我們在歡樂愉悅的氛圍中學習著并快快樂著，快樂著并學習著!

高一英語教案模板（精選篇6）

教學目標

1.知識目標：

1)Students should learn some useful words and phrases: musician,clap, passer-by, form, extra, earn, advertisement,

2 attractive, instrument,loosely, actor dream of, be honest with, play jokes on, or so, break up.

3)Students should understand the general idea of the passage

2.語言能力目標：

1)Developthe Ss’skills of skimming, scanning and careful reading.

2) Train the Ss to findthe key words and the topic sentences.

3)Encourage the Ssto guess the new wordsaccording the reading.

3.情感態度與文化意識目標：

1)Encourage the Ss to share the differentkinds of music.

2)Improve the cooperation and share among the students.

教學重難點

1、教學重點：a.To understudend the passage better b.To find the main idea of eachparagraph

2、教學難點：a.Master the reading ability b.Develop the skills ofreading

教學過程

教學設計

本節課共45分鐘，具體教學步驟如下：

Step I Leading-in

播放一段小視頻，內容為歌曲 If you arehappy的英文版本，通過介紹演唱樂隊twins引出本單元話題。隨后，展示幾張國內外流行樂隊的圖片，轉入對本課閱讀內容的探討。

Step II While reading

Task I. Fast reading 快速大聲閱讀文章，完成練習1和2.

1. Read the passage and try to find out:

1) How many bands are mentioned in the passage? What are their names?

__X

2) Which band is “The Band That Wasn’t”?

__X

2.Read the passage quickly and match main ideas with paragraphs.

Para.1 How the Monkees formed the band?

Para.2 Dreaming of being famous.

Para.3 How the Monkees became popular and developed as a real band?

Para.4 The common way that bands form.

Task II. Careful reading 分段閱讀。分別默讀每一段，完成相應練習。

1. (Para.1) Read Para.1 carefully find out how do people form a band.

Step 1

To practice music __X

Step 2

To play __X

Step 3

To give performances ______

Step 6

To make records __X

2. (Para. 3&4) Put the following steps in the right order.小組合作，比賽式進行。

A. Had to use actors

B. Broke up, then reunited

C. Produced their own records

D. Produced a new record

E. Relied on other musicians

F. Sang their own songs

G. To find four musicians

H. Advertised in a newspaper

I. Sang songs by others

J. Pretended to sing

The right order____

Step III Post-reading

Task I. Promotion and discussion.小組討論，分組展示。

This is a press conference and your favorite band The Monkees is here. Whatdo you want to say to them or what else do you want to know about them? Work ingroups and do a role play. Four of you play as members of The Monkees and theothers work as journalists. And you can refer to the following questions.

1. How did your band start?

2. What are the differences between… and… ?

3.Why did you change to sing your own songs?

4.What’s your future plan?

5. What do you want to say to ....?

Task II. Summary of the passage 歸納總結所學。

The article is ________X (main) about the band --____ Monkees. It____(believe) that many people want to be famous singers or musicians,____ they form a band through different __X(way) .

However, there is a band __X is different from others. At first, theysang the songs ____ (write) by other musicians. Later, they played and sang____X (they) own songs. After ______X(reunite) in the 1980s, they made ____X newrecord in the 1990s.

Step IV Homework

1. write a news report about the Monkees based on the interview.

2.Learn the song I'm a believer by the Monkees.

Step V enjoy the song I’m a believer by The Monkees.Here are the lines.

The Monkees------Now I'm A Believer

作詞：Neil Diamond

I thought love was only true in fairy tales

Meant for someone else but not for me

Love was out to get me, that's the way it seemed

Disappointment haunted all my dreams

Then I saw her face, now I'm a believer

Not a trace of doubt in my mind

I'm in love, I'm a believer

I couldn't leave her if I tried

I thought love was more or less a given thing

Seems the more I gave the less I got

What's the use in tryin'? All you get is pain

When I needed sunshine I got rain

Then I saw her face, now I'm a believer

Not a trace of doubt in my mind

I'm in love, I'm a believer

I couldn't leave her if I tried

高一英語教案模板（精選篇7）

教學準備

教學目標

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 the Amber 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 the Amber Room.

教學重難點

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.

教學工具

課件

教學過程

導入

1). Guessing:

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

The Great Wall; The Pyramid ; Taj Mahal

2)Teacher show some pictures. They are all very famous places in China or in 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 a piece of amber?And what do you know about it?

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

color yellow- brown

feel like feel as hard as stone

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

It takes millions of years to form.

2). Can you imagine a house made of amber?Please preview “In search of the amber 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 the answers.)

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). (PPT 7)

(Teacher may give some necessary help)

Step III: Scanning

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

After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the 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 Russia as a gift?

Step V: Careful reading

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

Step VI: Role play

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

( Give students about 3 minutes to have a discussion in group of four ,then ask 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 in class.

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

板書

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 of it had been destroyed

C. a cultural relic is something rather rare