高中英语教案汇总。

每个老师不可缺少的课件是教案课件，但老师也要清楚教案课件不是随便写写就行的。教案的编写应落实素质教育的要求和目标，应该从什么角度去写教案课件呢？特别为您挑选的“高中英语教案”希望能够满足您的需求，希望您能在本网页中发现您所需要的全部信息和启示！

高中英语教案(篇1)

一、教学目标与要求

通过本单元教学，学生应能熟练地运用表示“希望、意愿、祝愿”的常用语;复习it的用法;了解19世纪欧美白人捕捉和贩运黑人作奴隶及虐待他们的罪恶历史。

二、教学重点与难点

1.重点词汇

become of, once in a while, provide, the moment, go back, role, reason

2.重点句型

1)Born a free man, he was now in Chairs.

2)What shocked him most was that the man who carried him were black.

3)Worse was to come.

4)All he knew was that his African ancestor taught his son and grandson the words in his own language for “river” and “guitar”!

3.语法it的用法

1)There's a knock at the door.Who is it?

2)It's a lovely baby.Is it a boy or a girl?

3)It is/has been three years since we last met.

4)It is necessary for you to do so.

5)It was in the street that I met him this morning.

教学建议

教学教法：高三下学期，教师按部就班的讲课文是不现实的。但高三下册书里却有很多精彩的文章及词汇，舍弃又未免可惜。把课文当作听力来上，即锻炼了听力，又培养了语感。如果听力与写作结合，学生的进步会更快。 写作可以练习听后写大意(main idea)，写相关内容的文章。对于精彩段落，还可以练习听写整个段落。

词语辨析：

1.the moment

the moment作连词时和as soon as用法相当，用来引出一个时间状语从句。如：

I recognized Jack the moment he appeared in the street. 杰克在街上一露面，我就认出来了。

The moment (that) he said it he knew what a mistake he had made. 他一开口说那事，就知道自己犯了什么样的错误。

类似的名词除the moment 外, 如the minute，the second也可作连词用。在英国英语中 immediately也可作连词用，和as soon as用法一样。如：

I’ll tell him the minute (that) he gets here. 他一到达那儿，我就告诉他。

I left immediately the clock struck twelve. 钟一敲十二点我就离开了。

Please let me know immediately you get the results. 你一得到结果，请立即告诉我。

2.for和because的区别

for 和because都表示原因，但because是从属连词，连接原因状语从句，表示直接的，根本的理由;for是并列连词，连接两个并列分句，表示附加的推断的理由。如：

The light went out, because the oil was out. 因为油用完了，所以灯灭了。(直接的原因)

The oil must be out, for the light went out. 油想必用完了，因为灯灭了。(推断的理由)

3. be + to – v 常用来表示不可避免要发生的事，注定后来要发生的事。

They said goodbye, not knowing that they were never to meet again.

他们互相告别，不知道永远不可能再见面了。

The worst is still to come. 最严重的事情注定要发生的。

be + to-v 还常表示计划、打算或安排好做某事，应该或不应该做某事以及能不能做某事。如：

That book of yours is to appear next month. (=That book of yours is going to appear next month. )

你那本书将于下月出版。

You are not to smoke in the offices. (==You should not smoke in the offices. ) 你们不得在办公室吸烟。

What am I to do? ( =What should I /can I do?) 我该怎么办?

4.if only引起的句子表示一种难以实现的愿望，句子谓语要用虚拟语气。如：

It only he had had more courage! 要是他更勇敢些就好了!

If only she didn’t drive so fast! 但愿她开车不要太快!

If only it would stop raining! 雨要是停下来就好了!

5.make up one's mind, decide, determine

l)make up one's mini“决心;认定”，后接不定式或that从句，mind随人称而变化。如：

We've made up our minds to devote our lives to serving the people heart and soul.

2)decide指经过考虑或讨论研究作出决定，后接不定式，介词 on/up on或从句。如：

He decided on taking the position at the bank. ==He decided to take the position at the bank.

3)determine“决心、坚决”，侧重表示决心已下定，任何力量都动摇不了这种决心。其后常接不定式，也可接on/upon + ing。如：

His mother has determined to give him a chance.

6.seize，take，grasp，arrest

1)seize“抓住”有猛然抓住并不脱手之意。如：

The policeman seized the thief by the collar.

2)take“抓住”，属一般用语。如：

He took his girl friend by the arm.

3)grasp“抓住，抓紧;抱住;理解，领会”。如：

Grasp the rope and I'll pull you up.

I didn't quite grasp your meaning

4)arrest侧重于“逮捕;扣留;防止。”如：

He was arrested In suspicion of having murdered the girl.

This newly developed drug has arrested his cancer.

7.give out, give away, give back, give forth, give in, give off, give over, give up

(l)give out放出、发生;宣称，公布，发表;分配，分发;用完，耗尽;精疲力竭。如：

The nurse's patience at last gave out.

(2)give away赠送;出卖;泄露/give back归还;返射/give forth放出，发出(声音，气味等);发表，公布give in投降;屈服，让步;交上/give off发出(蒸气、光、烟等)/give over移交，交托/give up让给;放弃，抛弃。

8. Once on the boat, they were taken below and their chains were fixed to bars that ran the length of the ship.

run在这里为引申含义，作“扩展，延伸”解。如：

The road runs along the river. 那条道路沿着河流延伸。

The shelves run round the wall. 书架绕墙而立。

9.All he knew was that his African ancestor taught his son and grandson the words in his own language for "river" and "guitar".

这是一个主从复合句。All the knew是主语，其中all后省略了关系代词that，he knew是定活从句。连词that后引导一个表语从句。

He can do all he could to help me. 他会尽其所能来帮助我。 (all that he could中的all that 可省略)

高中英语教案(篇2)

少儿英语教案模板

1.教学Demands and Aims（教学目标）

2．教学重点难点

1、单词

2、句子

3. 语法

3.教具Aids（教具）

4．教学procedures（教学过程） Greeting（问候）warm up（热身） Review（复习） New Leon（新班） Step One：Step 2：Step 3：Follow up（提醒）

5。家庭作业（homework assignment）

assignment of assignments

1.书面作业

1. After each class, teachers can Appropriate selection of after-school exercises (books or extracurricular reference books) and letter assignments.

2.幼儿适合做简单的功课，如听录音、读课文、画图、连线、写信； 每学期两次考试：期中考试和期末考试。

3.要求高年级孩子抄字、背单词、背课文等书面作业； 可以在每节课前进行适当的听写练习；每个月可以做适当的听写练习单元测试；期间有两大考试：期中考试和期末考试。

2.胶带作业

1。及时安排（条件允许的情况下每周一次）：将本周的学习内容录入磁带，下周交。

2.录音要求：先让学生跟老师打招呼，再到背诵单元汇报，再录制作业内容，最后跟老师说再见。 （例如：你好！am Go 是第 11 单元？？？再见！阿曼达！）

3.听力改正：

(1)书面记录：在听力过程中，将学生的发音错误记录在学生手册中。 （2）更正过程：

A：打招呼，先表扬肯定，再犯错，注意读错。 B：小声细语，增进师生间的情感交流 C：提问。

D: End 说：“再见！”

3.电话教学

1.时间安排：每月两次电话授课，每位学生授课时间不超过8分钟。

2.教学内容：

（1）本周学习单词和背诵课文。 (2)单词和句子的翻译。 (3) 故障排除。 (4) 家长经验交流。

高中英语教案(篇3)

一、教学内容分析：

在本单元的warming-up学习中学生学习了世界英语的分支，已经在不同国家应用时候的差异。Reading部分“The Road to Modern English”通过对英语语言的发展历史这一话题的探讨，加强学生对英语语言的了解，特别是对英语发展趋势的了解。通过本课的学习要让学生了解英国英语、美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的惯用法和不同的发音规律。在完成本节课的学习后，学生能感受到英语语言的多层次和多元化，有助于培养学生的跨文化意识。

我所带的学生，英语基础好的不多。大多数学生没有兴趣也没有耐心阅读完整篇文章更不要说掌握文意了。所以往往出现老师自问自答唱独角戏的情况。为了照顾所有学生，让每位学生都参与教学活动。在开展教研活动时，我们教学经验丰富的'教研组长提出了这个因材施教的任务教学方法。效果颇好。在这一过程中，即使有些学生在前面的fast-reading中对课文认识不够，但经过后面的这一活动，绝大多数学生都能很好的理解课文。

（1）To learn the importance of English.

（2）Ss will be able to know the development of English and feel the role that culture plays in thechange of language.

（3）To know the difference between British English and American English.

（4）Ss will be able to know how to get the key sentence of a paragraph.

subway, elevator, petrol, gas, official, voyage, conquer, native, come up, apartment, actually, base, at present, gradually,  vocabulary, make use of, latter, identity， fluently, frequently, usage, command

①English is a language spoken all around the world.

②There are more than 42 countries where the majority of the people speak English.

③The number of people who learn English as a foreign language is more than 750 million.

④In China students learn English at school as a foreign language, except for those in Hong Kong, where many people speak English as a first or a second language.

To help students to learn more about English and train the interest to English

( 1) To be able to get the main idea from the text.

(2.) To be able to solve the problem by analyzing.

(3) To be able to use the different learning strategies for different reading purposes.

在本课教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的任务活动，吸引和组织他们积极参与，使学生通过思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。

2、启发式教学法。创设情景，引入主题，配合小组讨论交流，采用启发式教学启发学生主动学习。

Greet the students as usual.

(show the pictures ：a football, an eraser, a flat and a lift on the screen.)

T: What’s this? ( Point to the football.)

T: Yes. An Englishman usually calls it a football. But what do Americans usually call it?

T: What about this one? ( Point to the eraser.)…

T: Well, as we know, there is more than one kind of English in the word. They are different from one another in some ways. Why has English changed over time? What will world English be in the future? Do you know? Well, today, the passage “The Road To Modern English” will tell us. Now please open your books and turn to page 9.

1. Let the students read the passage carefully and then make a time line of the development of English.

2. Let the students read the passage again and fill in the blanks with the words from the text.

It is not easy for a Chinese person to speak English as ___ as a ___ English speaker. One reason is that English has a large ___. It also has different usage in different English speaking countries. If you use “flat” instead of “___”, people in America will know you have learned British English. If you use the word “___”instead of “lift” in Britain, people will know you have studied American English.

Retell the history of English and tell the differences of ancient English and modern English, British English and American English.

Ask and answer the questions like these:

When did five to seven million people speak English?

Why did English begin to be spoken in many other countries?

Which country may have the largest number of English learners?

Answer questions: Tell us what did you learn from this lesson?

Why do you think people all over the world want to learn English？

1. Go over the text and try to learn all the useful words and expressions in this part by heart.

2. Write a passage about your English learning.

高中英语教案(篇4)

如何提高小学英语教师的学科素质

常言道：“欲行善事，必先利其器”。小学英语老师的“装置”是什么意思？成为一名称职的小学英语教师需要什么样的积累和准备？很多中小学英语教师在专业发展中应该学习哪些知识，应该提高哪些方面的修养不是很清楚。因此，有必要探讨中小学英语教师自身发展和提高教师培训效率的基本素养问题。我们从语言能力、语言学基础理论、第二语言习得与语言教学方法、跨文化交际常识、教育心理学知识应用、师德修养等方面来谈谈这个问题。虽然要成为一名优秀的中小学英语教师还需要具备更多的素质，但这里讨论的几点可以算是一些最基本的先决条件。

我。英汉语言技能培养

首先是基本的英语听说读写能力。小学毕业生的英语课程标准要求至少为Level 2，所以小学英语教师本身的语言水平不能低于这个Level 2的要求。在目前的小学英语教师构成中，转岗和兼职教师占了相当大的比重。无论是学历水平还是语言能力，恐怕距离小学英语教师的基本语言要求还有相当大的距离。很多老师的发音很成问题，口语和写作能力普遍需要加强。对于刚开始学外语的小学生来说，先入为主的印象对他们以后的学习，尤其是外语的发音语调和基本认知有很大的影响。教师可以做他们要求学生做的事情。如今，许多英语教师的教学水平并没有提高。可能不是“不会教”的问题，而是自己的知识积累不足，这就是“没教过”的问题。因此，在组织形式多样的培训时，要采取切实措施，帮助小学英语教师在课程标准理念、教学方法、教学技巧等方面培训教师的英语水平达到最低限度。 .语言素养不是一日之功，教师要抓住一切机会，逐步提高自己的语言素养。此外，需要强调的是，汉语的培养也不容忽视。英语教师虽然教英语，但即使有英语教学的能力，良好的汉语表达能力也应该是英语教师必备的素质。而且，从目前的情况来看，要求所有小学全英文授课，在大部分地区是不现实的。

二、跨文化交际知识与文化修养

语言永远离不开文化，没有文化的语言教学往往既不深入也不深入。效率。当然，英语教学离不开英语文化。英语教学的一个重要目标是培养学习者用英语进行交流的能力，而要培养这种能力，仅仅依靠语音、词汇、语法和句子是远远不够的。文化内容。跨文化交际知识、语用意识、文化敏感性是英语教学从“死”到“活”的桥梁。我们知道，在任何两种语言中看似等价的东西很少是完全等价的。因此，英语教师应具有跨文化意识，并将这种意识渗透到学生的教学中。这不仅可以激发学生的学习兴趣，使英语课堂教学更加有效，而且有利于培养学生的文化敏感性，为以后的英语学习打下良好的基础，提高学生的综合素质。这里还需要指出的是，英语教学中的文化不仅包括英美文化，还包括中国文化。无论从教师自身的修养还是从英语教学的需要来看，基本的中国文化修养都是中小学英语教师。必修课。

三、二语习得与教学法培养

如果前三点主要是帮助中小学英语教师把握问题英语教学中“教什么”的问题，那么第二语言习得知识和教学方法的培养就是帮助教师解决“如何教得更好”的问题。要想成为一名比较合格的英语教师，除了自身的语言和文化修养外，教师还需要熟悉第二语言学习的基本理论和一般规律，以及一些对外语教学有很大影响的方法。历史上的影响，包括发音教学。 ，词汇教学和句法结构教学的常用方法和培养听、说、读、写技能的常用技能。教师结合教学实践，探索自己的一套教学方法，形成一些行之有效的教学技能。有了这些理论指导，教学内容和教学目标的确定就有了更多的依据，教学步骤的安排和教学活动的设计也更加灵活多样。理性的态度应该基于对各种理论方法的理解和熟悉，具体分析当地的教学实践，包括教师自身条件、教学环境、课时、教材、学生的接受能力和需求等。 , 执行各种方法。筛选和理性吸收，在实践中不断探索和尝试，不断调整，逐步形成自己的教学策略和风格。

四、教学法与心理修养

教学工作的性质决定了教师不能一厢情愿地安排和实施自己的教学计划。要实现教学目标，教师的努力最终要通过学生来实现。只有学生“爱学习”、“懂得学习”，教师的“教”才有效。这就要求教师掌握一定的教育心理学知识和技能，相当于掌握了与学生交流的有效工具。比如让学生“爱学习”，教师可以根据学生的年龄特点，从多方面入手，让学生喜欢英语老师，激发动力和内驱力，吸引注意力，培养和保持兴趣，正确运用批评和表扬、保护学生自尊、因材施教等。又如解决让学生“学”的问题，教师需要引导学生认知发展水平的学习策略，合理分配注意力，运用遗忘规则安排复习，运用形象思维，多感官刺激等等。这些依赖于教育心理学、儿童发展心理学、学习心理学和语言心理学的知识。例如，儿童发展心理学知识可以帮助教师了解各个年龄段儿童的心理特征，包括记忆力、注意力、兴趣、爱好、动机水平、意志品质、创新能力、伙伴关系、性格特征和父母之间的关系等。这些是指导中小学英语教学中一些具体问题的重要依据。比如小学语音教学中是否教注音符号，什么时候教什么方式，什么时候开始写，是否教语法，教到什么程度等等，具体问题需要根据教育心理学来定。

V.人格魅力与师德修养

以上讲了教师的“教书能力”和“教书能力”。 “问题。没有师德，教师的“教”“教”“才”就不会“帅”，教师的其他素养也会因此而失去灵魂。教师劳动的一个重要特征是他对受教育者施加的任何影响都不可避免地伴随着某种情感因素。师生之间的交流是灵魂与灵魂的交流。作为一种精神生产，教师的劳动对学生的影响是有影响的教师的师德智慧和教师的综合文化素质具有很大的教育价值，师德修养是一切修养的第一前提，在各级师资培养中应占有重要地位。然而，当前的教师培训更注重技术方面，似乎忽视了教师的道德修养。对此，也有人喊出，教师培养的重点不应该是一招、一法、一技、一教，而主要是教育的理想、教育的信念、教育的境界、追求的教育。教育。 ，就是不断唤醒、激活和发扬存在于每一位教师心中的“教育智慧”。

师德修养内涵丰富而深远，难以简单概括。 （一）品德高尚。没有崇高的道德，就不可能有吸引学生的魅力，即使专业知识和能力再高，也不足以成为一名优秀的教师。健康的身心和积极的人生态度是师德立身之本。据调查，中小学教师各种心理问题的比例已达到令人担忧的程度。一方面，全社会需要对教师和教育给予更多的支持和关注，另一方面，教师需要有意识地学习和锻炼，不断提高自身的心理素质和精神境界。 (2) 永恒的爱。 “爱是一切教育的起点”，关爱每一个学生是对老师的最低要求。陶行知说：“爱是一种伟大的力量，没有爱就没有教育”。但在实际教学中，在任何时候、任何情况下，都不容易遵循这个原则。 “赏识教育”和“理解教育”所引起的巨大反响，可以说明社会对爱心教育的期待。 (3)严谨、敬业。学生不仅要对老师“听话，信他们的路”，更重要的是“看他们的动作，亲吻他们的人”。老师的一言一行，都是学生学习的榜样。无论是生活还是工作，只有严谨的老师才能成为学生学习的榜样。只有敬业的教师才能培养出负责任的学生。 (4)开放的胸怀和创新意识。知识和信息时代要求教师不断更新自己的知识结构，以跟上时代的发展。头脑僵硬、知识过时的老师是不可能抓住学生的心的。 “教与学”不是教师根据学生的需要被迫学习，而是教师自主学习。终身学习不仅是对学生的要求，也是对每一位教师的要求。

虽然这五个方面是分开陈述的，但教师也可以根据自己的情况分阶段学习和训练。但实际上，它们在教学实践中发挥作用时，是融为一体的，也是教师能力结构中的一个有机整体。五个方面非常重要，其中语言能力是基础，师德是一切修养的灵魂。

目前，农村小学英语教师大多存在人数严重不足、专业化程度低、优秀教师流失严重等严重问题，不仅严重影响小学英语教学质量的好坏，也影响着初中英语教学质量。英语教学的效率也影响着学生终身学习的质量。因此，对于农村小学英语教师来说，应努力提高自身的专业素质，并在此基础上提高小学英语教学质量。

1.小学英语教师应具备的专业素质

小学英语教师除了具备各科共有的专业素质外，还应更加重视应具备的英语专业素养在教学中具备：

1．语言知识：规范的英语发音，大量丰富的英语词汇，流利地道的英语口语，正确规范的英语语法，英语学习文化意识。 虽然小学英语教学的内容是一些基础知识和基本技能，而且英语教材也比较简单，但是没有扎实系统的英语专业知识，教师是很难胜任小学英语教学的。小学英语老师流利的口语和纯正的发音语调对于小学生学习英语非常重要。此外，对英语国家的文化，尤其是小学生感兴趣的西方节日、传统习俗和生活方式，也有透彻的了解和掌握。 ，能很好地培养小学生学习英语的兴趣和积极性；

2．语言能力：听、说、读、写、译能力强。 英语是一门语言交际学科，其功能在于交际。只有教师具备全面而熟练的语言交际能力，才能很好地培养学生，使学生具备这些重要的语言技能。

3.学科教学技能：英语组织教学、英语板书、英语教学评价、英语游戏活动的设计与组织等。农村学校没有语言学习环境，教师是唯一的英语交流对象.因此，教师应尽量使用英语作为所有教学活动的交际语言，营造良好的英语学习氛围，增加学生的语言输入。此外，还涉及学生喜欢看和听的游戏活动，增加了学习的乐趣，提高了英语教学的效果。

总之，农村小学英语教师只要有高度的责任心和敬业精神，自身专业素质低的问题就可以解决，只要善用有他们身边的可用资源，有决心和信心，我一定会把自己塑造成一个具有更高、更全面专业素质的优秀英语教师。

思考小学英语教师提高学科素质对于教师来说，课堂教学不仅仅是为了完成教学任务，而是让学生和自己在完成的过程中享受教与学的乐趣知识的转移。美的精神享受。我们要营造一个师生相互促进、共同成长的课堂，一个轻松、轻松、快乐、畅所欲言的学生，一个倾听学生软语的老师。要不断提高他们的学术素养和专业水平。教学永远是一门不完美的艺术。我们需要在教学实践中不断提升自己，在不断的实践中发展自己的教学魅力。

基本素养一：崇高的职业道德

爱学生、严谨治学是教师职业道德的基本内容，是教师敬业精神的具体表现，是判断力教师行为的基本价值标准和教育的整体价值。爱学生是教师必须具备的情感品质，但仅有爱是不够的。教师要注意爱学生的方式方法。作为一名英语教师，除了教自己的课外，还要关心学生良好思想品德的形成。

谦虚好学，积极追求专业知识，不断提高自身素质和专业水平，是优秀教师人格的显着特征；作为一名英语教师，不仅要有扎实的专业知识，还要有广泛的人文素养。知识。传授给学生的不仅是专业知识，还有很多人生道理。同时，教师还应阅读大量的教育教学理论知识，并能够运用所学理论指导教学实践。只有这样，才能实现从“教师”到“研究教师”的转变。

基础素养2：语言素养

语言素养包括：扎实的语言基础知识和优秀的语言基础能力。

英语教师必须具备扎实的英语专业知识和较强的基本语言能力，这是做好英语教学的必备条件之一。英语教师必须具备扎实的英语发音、词汇和语法知识，同时具备较高的听、说、读、写、译和跨文化交际素养，才能满足教学要求。面对语言模仿能力强的孩子，老师必须有纯正的发音、纯正的语调、活泼优美的形式。为了给孩子以后的学习打好基础，小学英语教师的英语语言能力尤为重要。因此，小学英语教师首先要通过发音测试。

那么，怎样才能拥有一口优美地道的英语口语呢？除了准确把握每个音标的读音位置外，还要多接触英、美的各种音标资料，反复模仿学习，吸收纯正的英文元素。我们还应该更加注意我们口语的一些细节。

基本素养三：教学素养（教学能力）

一个优秀的小学英语教师必须同时具备多种教学素养（技能），包括教学设计能力、课堂教学 课堂教学中的组织能力和专业能力。

1、教学设计（备课、编写教案）技巧

备课是教学工作的重要环节，是直接影响教学效果的关键环节之一，是保证课堂教学顺利进行、提高教学质量的重要手段。所谓备课，就是教师在课前所做的准备工作。它是关于教师充分学习课程标准，挖掘材料并了解他们的学生，弄清楚他们为什么教？教什么？学生如何学习？老师怎么教？创造性地设计具有明确目的和适当方法的教学计划（编写教案）的过程。

如何提高我的教学设计技能？过去，教学以传授知识为中心，所以备课和写教案的重点往往放在知识的获取和技能的训练上。教师往往将过多的精力放在对教材内容的研究上，而忽视了对学生现有知识和经验的了解，忽视了对学生学习态度、情感、意志和个人学习情况的了解，这是类似于“不符合新课标的要求。”“新课标”要求我们从备课和教学设计入手，努力做到“以学生为本”。教师要着眼于如何促进学生'“学”。因此，教师在备课和写教案时，要潜心分析学生的学习情况，研究学生的认知结构和知识结构的最佳组合，以便更好地充分反映和给予在教学中充分发挥学生的主观能动性；（如：学生要学习形容词的比较级，就必须找到形容词之间的联系。 udent现有的知识结构和新的知识点，找到两者的结合点，精心组织教学设计。比较水平。）了解不同学生的认知水平和学习特点，能够因材施教，达到“为每个学生的发展”的目标。

由于小学生年龄小，刻意关注的时间短，英语教师需要设计新颖活泼，符合学生实际，贴近学生生活，融合兴趣和教学设计的实用性。综合教学设计。

2.课堂教学组织能力

教师是课堂教学的组织者。教师要善于控制课堂教学，善于激发和感染学生，努力使课堂教学处于和谐轻松的氛围中。此外，要及时对学生进行激励，使学生保持强烈的参与欲望和强烈的求知欲。

教师要善于组织教育活动和课堂教学，在教学过程中管理好课堂纪律，能够正确处理课堂中的各种事件。可以自由控制教育环境，营造轻松愉快的课堂氛围，进行讨论时可以自由收回。

如何提高你的课堂教学组织能力？好老师不应该封闭，而应该有开阔的视野，经常与校内外同行讨论自己的教学经验，经常阅读学术刊物，登录相关教育网站，积极参加学术研讨、观察会议、交流会。在对外交流有限的情况下（比如我校只有两名英语教师，如何进行教研？）要充分利用本校或姊妹校教师之间的合作，并且可以达到同样的效果。教师要多听课，多学，取长补短，逐步形成自己的教学风格。优秀教师的课，普通教师的课，你要听；你需要听这个学科的课，你还需要听其他学科的课。后者经常被忽视。例如，英语老师可以从中文课甚至数学课中得到很多启发。比如有一个“全语文教育”的提法，与小学语文教学有很多相似之处。如：先让学生对整篇课文有一个整体的了解，然后对出现的生词和语点进行必要的解释。这与传统的教学方法有很大不同。

3.具有一定的音乐、绘画、歌舞能力

课堂教学专业技能包括唱歌、演奏、表演、绘画以及运用多媒体手段辅助教学的能力。我通常学习画简单的笔画，提高我的黑板写字能力。

4. 充分利用多媒体辅助教学的能力

多媒体教学与传统教学方式相比，直观、新颖，可以创造生动、生动、生动的教学图文并茂的环境，为教师教学的顺利实施提供了形象。它可以有效地利用情景演示来激发学生的学习兴趣，开发学生的潜能，将有意识的学习活动与无意识的学习活动结合起来。多媒体在教学中的应用，不仅丰富了教学内容，而且活跃了课堂气氛，调动了学生求知的自觉性和主动性。学生可以快乐地学习。总之，多媒体教学方式为教学带来了新的理念。尤其是在小学阶段，孩子的年龄特征使他们更容易接受、更感兴趣、更愿意继续探索直接作用于感官刺激的知识。我将继续深入挖掘并探索使用白板来提高我自己的课堂效率。

但不可否认的是，传统的直观教学媒体一直是英语教师教学的好帮手。如：图片、实物、挂图、自制教具等，经济实用，操作简单，深受广大小学英语教师的喜爱。特别是在一些农村小学，由于条件有限，自制教具已成为教学中最重要的辅助工具。

5 组织第二课堂的能力

第二课堂是课堂教学的延伸和补充。教师要根据学生的身心特点，有机结合教学，设计、组织、引导学生开展丰富多彩的课外活动。如：开设英语角、教授英语歌曲、组织观看或表演英语短剧、观看英语电视节目、组织各类英语水平比赛、举办朗诵和演讲比赛、安排课外阅读等。这些活动无疑会激发学生的学习兴趣，对开发学生的智力、培养学生的综合运用英语能力起到潜移默化的作用。

高中英语教案(篇5)

Unit 1 Friendship

单元要点预览(旨在让同学整体了解本单元要点)

词汇

部分 词语

辨析 1. ignore / neglect / overlook

2. cheat / fool

3. calm / quiet / silent / still

4. join / join in / take part in / attend

词形

变化 1. ignore vt. 忽视 ignorance n. 无知 ignorant adj.无知的

2. dusk n. 黄昏; 傍晚 dusky adj.昏暗的; 黑暗的

3. add v. 添加; 增加 addition n. 加, 附加 additional adj. 添加的;附加的

重点

单词 1. upset adj. 心烦意乱的，不安的;不适的 vt. (upset, upset)

2. concern v. 担忧; 涉及; 关系到 n. 担心，关注;(利害)关系

3. settle vt. 安家; 定居;停留vt. 使定居，安家;解决

4. suffer vt.& vi.遭受;忍受;经历

5. disagree vt. 不同意

重点

词组 1. add up合计

2. go through 经历;经受

3. on purpose 故意

4. get along with 与某人相处;(工作的) 进展

5. in order to 为了……

重点句子 1. Mother asked her if / whether she was very hot with so many clothes on.

2. I don’t set down a series of facts in a diary as most people do …

3. … it was the first time in a year and a half that I’d seen the night face to face.

重点语法 直接引语和间接引语 (见语法部分)

语言要点(模块)

Ⅰ.词语辨析 (旨在提供完形填空所需材料)

1. ignore / neglect / overlook

【解释】

ignore 通常指有意不顾，或不理会显而易见的事物。

neglect 侧重指有意的忽略或忽视，也可指粗心与疏忽。

overlook 指因匆忙而疏忽或视而不见。

【练习】用上面所提供的辨析词的适当形式填空

○1We could not afford to _________ such a serious offence.

2). He utterly ________ my warnings and met with an accident.

3). Don’t ________ paying him a visit now and then.

答案: 1). overlooked 2). ignored 3). neglect

2. cheat / fool

【解释】

cheat 主要指盈利的买卖中或游戏竞赛中欺骗人，骗取人的钱等。

fool “愚弄”，指利用人缺乏常识，心理脆弱来欺骗人。

【练习】用上面所提供的辨析词的适当形式填空

1). You may get _________ in that shop.

2). He can’t __________ her. She sees through him every time.

答案: 1). cheated 2). fool

3. calm / quiet / silent / still

【解释】

calm 天气、水、水面(表风平浪静);(指人时)表示镇定自如。

quiet 表“宁静”、“安静”、“寂静”，侧重没有响声，没有噪音和没有动静。指人时侧重性格温和，文静。

silent 表“沉默”、“不发言”、“不说话”，常常表示人不爱说话，沉默无语。

still “不动的”，指人时侧重一动不动，;指物时指完全没有声音，突出静止不动。

【练习】用上面所提供的辨析词的适当形式填空

1). Please stand __________ while I take your photo.

2). Why do you keep __________?

3). Everything was ___________.

4). He remained ___________ in the face of the enemy.

答案: 1). still 2). silent 3). quiet 4). calm

4. join / join in / take part in / attend

【解释】

join 表示参加组织、党派、团体、军队、俱乐部等

join in 表示参加游戏、活动等;join sb. (in sth.) 表(和某人一起)做某事

take part in表示参与、参加讨论、游行、比赛、战斗、斗争、运动、庆祝等

attend 主要指出席、参加会议、婚礼;听讲座、课、报告、音乐会等;上学、教堂

【练习】用上面所提供的辨析词的适当形式填空

1). Can I ___________ the game?

2). Did you ____________ the fighting?

3). He __________ the army last year.

4). A lot of people __________ her wedding.

答案: 1). join in 2). take part in 3). joined 4)attended

Ⅱ.词性变化(旨在提供语法填空所需材料)

1. ignore vt. 忽视 ignorance n. 无知 ignorant adj.无知的

2. dusk n. 黄昏; 傍晚 dusky. adj.昏暗的; 黑暗的

3. add v. 添加; 增加 addition n. 加, 附加 additional adj. 添加的;附加的

【练习】用括号内所提供词的适当形式填空

1) I can't __________ his rudeness any longer. (ignore)

2) To say you were ________ of the rules is no excuse. ( ignore)

3) We are in complete ___________ of your plans. (ignore)

4) There is ____________ light inside the cave. (dusk)

5) The street lights come on at ____________ and go off at dawn. (dusk )

6) Many words have been ____________ to this edition of the dictionary. (add)

7) They've just had an ____________ to the family. (add)

8) There are _____________ charges. (add)

答案: 1) ignore 2)ignorant 3) ignorance 4) dusky

5) dusk 6) added 7) addition 8) additional

Ⅲ.重点词汇 (旨在提供综合运用所需材料)

1. upset adj. 心烦意乱的，不安的;不适的 vt. (upset, upset)

[典例]

1). Our arrangements for the weekend were upset by her visit. 她一来把我们周末的安排给打乱了。

2). Don't upset yourself -- no harm has been done. 不要难过--并没有造成伤害。

3). He was horribly upset over her illness. 他为她的病而忧心忡忡。

4). The students really upset her. 学生们着实让她烦恼。

[重点用法]

be upset by… 被…… 打乱

upset oneself about sth 为某事烦恼

[练习] 用upset的适当形式填空

1). Is it ______ you, dear?

2). She felt rather ______ on hearing the news.

3). Is it an ______ message?

4). Don’t be ______. It will be OK.

答案: 1). upsetting 2). upset 3). upsetting 4).upset

2. concern v. 担忧; 涉及; 关系到 n. 担心，关注;(利害)关系

[典例]

1). The news concerns your brother. 这消息与你兄弟有关。

2). The boy's poor health concerned his parents. 那男孩健康状况不佳,使他的父母亲忧虑。

3). That's no concern of mine. 那不关我的事。

[重点用法]

as / so far as … be concerned 关于;至于;就……而言

be concerned about 关心

be concerned at / over sth. 为某事忧虑

be concerned in sth. 牵涉到，与……有关，参与

[练习] 用concern的适当形式填空

1). There is an article that _______ the rise of the prices.

2). The children are rather _____ about their mother’s health.

3). Officials should ______ themselves _______ public affairs.

答案: 1). concerns 2). concerned 3). concern … with

3. settle vt. 安家;定居;停留

vt. 使定居，安家;解决

[典例]

1). He settled his child in a corner of the compartment. 他把孩子安顿在车厢的一个角落里。

2). The family has settled in Canada. 这家人已定居加拿大。

3). Both wanted to settle their scores. 双方都愿意捐弃前嫌。

[重点用法]

settle down 镇定下来 settle in 在…定居

[练习] 中译英

1). 都十一点了，她安不下心来工作。

______________________________________________________________________________________

2). 题目这么难，谁能解决?

______________________________________________________________________________________

答案: 1). It’s eleven o’clock now, but she cannot settle to work.

2). Since it is so difficult, who can settle this problem?

4. suffer vt.& vi.遭受;忍受;经历

[典例]

1). Do you suffer from headaches? 你常头痛吗?

2). She's suffering from loss of memory. 她患有遗忘症。

[重点用法]

suffer from/with/for sth 感到疼痛﹑ 不适﹑ 悲伤等; 受苦; 吃苦头:

[练习] 中译英

1).我们在金融危机中损失惨重。

______________________________________________________________________________________

2).他的脚痛得不得了。

______________________________________________________________________________________

答案: 1). We suffered huge losses in the financial crisis.

高中英语教案(篇6)

高中英语试讲模板

Solar energy teaching plan Teaching Aims:

Knowledge aim: Students will know more knowledge about solar aim: Through different activities, students will improve their reading and speaking skills.

Emotional aim: After this leon, students will have environmental protection awarene and they would like to discu different topic with their Key Points:

Students will learn more about solar energy and some new Difficult Points:

Improve their reading skill and horizon their vision Teaching Procedures: Step 1 Warming-up

Free chat: ask them to talk about new energy for two minutes and then share together.

(Small-hydro, wind, modern bioma, geothermal, ocean and so on.) Step 2 Pre-reading

Ask students one question: Which kind of new energy is the most convenient for us to use? Step 3 While-reading Global reading

Read the paage quickly in two minutes and find the main reading

Give students 5 minutes to read this article quickly and answer two questions.

Q1: How much the terrestrial equator perimeter is? Q2: How much energy could the earth obtain?

Use ‘moreover’ and ‘equal to’ to make two new sentences.

Read this paage again in 3 minutes and find the problem of solar energy using.

Step 4 Post-reading

to the tape and read this article loudly in 5 students to discu two questions (5 minutes).Q1: Why we need to find new type of energy?

Q2: How to save different energy in our daily life?

Teacher should give them a guidance and summary of the new energy using and the limited resources in the 5 Summary and homework

Ask two students to summarize this leon, and ask them to write a small article about environmental protection, they should also search the answer of “How do people apply new energy in nowadays’ society?” on the internet.

The early objective Students can improve the listening and speaking abilities by the end of the cla，especially the ability of catching key objectives (1) After this leon ， students will have more interest in learning English.(2) Students will like to communicate with people in their daily life.

Teaching key points：To grasp details of the paage and summarize the main difficult point：To improve listening ability，especially the ability of catching key aids:Multi media Teaching procedures: Step 1 Lead in (8 minutes) (1)Greeting！

(2) Ask students to answer two questions： Q1：Can you tell me any inventors you know？

Q2：Can you list some inventions invented by Edison？ (Justification：Help students open their minds and focus on the let them memorize some useful knowledge.) (3) Play a fragment of silent movie，and then tell students that Edison invents the cinema.(Justification：Help to stimulate students there will be a quiet environment.) Step 2 Presentation(20 minutes) (1) Extensive listening Ask the students to listen to the whole paage extensively and answer the following questions.①What does it mainly talk about？

②Find the topic sentence for each paragraph.

(Justification：Help students understand this paage easily and improve their ability of summarizing.) (2)Intensive listening ①Ask the students to listen to the paage and find out which description of viewing films in Kinetoscope parlors is not individual at a time viewed a film was could view one film after another.(Justification ： Train the students

listening ability of searching information in detail in the paage.) ②Ask the students to listen to the tape again and answer the following ：Why does the author discu phonograph parlors in Paragraph 2？ (Justification：Train students

listening ability to search the useful

Interest and make sure that

Information fast.) ③ Ask the students to read the paage carefully again and answer ：Why does the author mention “an architectural setting” in the paage？

Q2：What does the word “they” in the last two lines refer to？ (Justification ： Improve students Step 3 Consolidations (12 minutes) (1)Ask the students to listen to the tape twice and then read this paage loudly around 5 minutes.(Justification：Enhance students

Understanding of this paage.) (2)Talk show：Ask the students to talk about some movies and invite some of them to introduce it in the front of the claroom；the one who performs well can get some small gifts such as cookies or chocolate.(Justification：Encourage students to broaden their horizon and have more chances to think about their real life.) Step 4 Summary and Homework (5 minutes) Summary：The teacher invites students to summarize the new knowledge which they have learned during this cla，and then the teacher makes a clear ：The teacher asks the students to search some materials about new inventions from the Internet and share their findings on the next cla.(Justification：Different from the traditional way of aigning homework， searching information can help students get more interest from the cla and expand their knowledge.)

Reading skills for the specific information and help students have a better understanding of the paage.)

高中英语试讲模板

Topic: What are you doing for vacation? Ⅰ.Teaching aims Knowledge Aims：

To talk about different future plans: go shopping, watch TV, go to the

park etc To learn the vocabularies: babysitting,sightseeing,how long and so on To learn the communication skills about vacation plans Ability aims: To train students ability of using the learned knowledge To improve students comprehensive ability of listening,speaking,reading and writing Moral training aims: To learn to make plans for future things in our daily life To live a rich and colorful life Ⅱ.Target languages

—What are you doing for vacation? —I am going to my cousins house —What is she doing for vacation? —She’s going camping.

—What are they doing for vacation? —They are going to fish —When are you going? —I am going on Monday Ⅲ.Difficult points

How to talk about future plans Different vacation plans:Camping,Hiking,Climbing Present progreive as future in the sentences: What are you doing for vacation? Where are you going for vacation? When are you coming back? Ⅳ.Teaching and Learning Methods Teaching methods: the Task based language teaching The Communicative approach The Aural Oral approach Learning methods: role playing Listening for key words Ⅴ.Teaching Procedure Step 1 : Warming up Introduce the new topic: summer students questions based on a given the students to talk about their own vacation some of their plans on the blackboard and discu 2 : Presentation Open the book, listen to the tape and finish part one and part the same time, deal with the connected vocabulary and get students to learn to use 3 : Discuion

Ask several students about their vacation plans in detail Give students some time to ask questions that they don’t 4: Pair work Get students to make conversations with their partners about their future they are talking,teacher moves around the claroom to check their work and offer language aistance as 5: Act out Getting groups to act out their conversation before 6: Teacher emphasizes the use of difficult points Present progreive as future in the sentences: Where are you going for vacation? When are you coming back? “Be doing” is the key structure for this use It is often used with the following verbs: go，come, leave, start, begin，run，stay，do, take eg: How long are you staying there? When are they going? They are going next 7 : Homework Ask your parents about their future plan and talk with them about your family plans for vacation.Ⅵ.Blackboard design

Unit 3 What are you doing for vacation? Vacation Plans: camping, hiking, climbing, traveling,going shopping, watching sentence: What are you doing for vacation? When are you going there? How long are you staying there?

高中英语教案(篇7)

教学准备

教学目标

1、学生能通过寻找每段的主题句归纳文章结构。

2、学生能够通过在课文中寻找相关表述感知作者态度。

3、学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。

教学重难点

1、学生能通过寻找每段的主题句归纳文章结构。

2、学生能够通过在课文中寻找相关表述感知作者态度。

3、学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。

教学过程

Step1：Warm-up andlead-in (5 mins)

1、教师展示国外志愿者教师支教照片，引入本课主题：书信分享支教见闻和感受

2、教师介绍本课主人公——来自澳大利亚的Jo来到巴布亚新几内亚做志愿者教师。

3、指定一名学生课前准备，在课堂上结合PPT做3分钟口头报告，补充介绍巴布亚新几内亚的情况。

[教学目的]本环节的目的是激活话题词汇和背景知识图式。从单元主题到本课主题，让学生根据图片预测文章内容，激活相关词汇并;学生课堂口头报告锻炼口语表达能力，并展示相关词汇。

Step2：Reading forstructure

1、教师通过课文所配的10幅图片让学生预测课文内容。

1、教师要求学生快速通读全文完成段落大意的配对练习验证预测结果。

2、教师引导学生归纳出全文的整体结构。

[教学目的]本环节的目的是让学生了解文章的整体结构。不仅让学生学会寻找中心句，而且让学生从每个段落的中心句归纳出课文整体结构，让学生回顾信息交流类书信的写作结构。

Step3：Reading fordetails (10 minutes)

1、教师要求学生先同桌配对合作，然后按照学习小组分组合作，仔细阅读文章细节找出信息，完成下列表格(划线部分是学生需要填出的部分)：

2、教师引导学生根据文章中的相关语言和信息体会作者的感情和态度。

[教学目的]本环节的目的是在把握文体的基础上，让学生深入了解文章细节，通过语言了解作者的观点态度，让学生对本课有进一步理解。课堂组织形式有个体独立完成和小组合作完成表格，小组合作的好处是可以通过讨论得到同伴支持，加快理解速度，加深理解程度，课堂气氛也比较热烈。

Step4：Language inuse

1、教师引导学生关注本文的语言特色——描写生动、细致。

2、教师要求学生模仿课文语言造句或者补全句子，谈谈自己的学校。

1)描写学校

a、 Well， it’s a bushschool – the classrooms are made of bamboo and the roofs of grass、

b、 Well， it’s a ____school – ____________________________、

2)描写教学

a、 The other day I wasshowing the boys the weekly chemistry experiment when， before I knew it， themixture was bubbling over everywhere! The boys who had never come acrossanything like this before started jumping out of the windows、

b、 The other day_________________________________________________ when， before I knew it，__________________________________! -__________________ __________________________、

3)描写家访

a、 We walked for two anda half hours to get there- first up a mountain to a ridge from where we hadfantastic views and then down a steep path to the valley below、

b、 We drove for 1 and ahalf hours to get to Shanchong village in Changtai county – first up a mountainto a ridge from where we had fantastic views and then down a steep path to thevalley below、

[教学目的]语言必须在运用中内化，本环节的目的是要提升学生正确运用新学到的语言结构表达的能力，让学生在语言操练当中对文章内容加深印象并能够运用到自己的表达当中。本环节的语言操练形式主要是看图给关键词造句，其他的训练形式还可以包括朗读重点段落、句型转换、句子翻译等等。

Step5：Writingactivity

1、教师提出写作任务：

2、四人小组合作完成写作任务。其中一人为记录员，其他三人各负责一个问题。

3、每个小组派一名代表到讲台上分享各小组的观点。

4、教师对学生的写作给与点评。

[教学目的]本环节的目的是提供学生展示运用本课所获取的信息和语言知识来表达自己的观点并进行阐述的机会，有利于提高学生的综合语言运用能力。

Step 6 Homework

1、小组课后修改课堂上完成的回信后上交。

2、课后上网查阅有关徐本禹的资料，下节课分享。

[教学目的]课堂上着重口头表达，课后着重学生落实在笔头上，二者结合，有利于学生巩固所学知识。

高中英语教案(篇8)

word格式

microteachingleonplan name:date:11-12-2010instructor: teachingcontents:abriefintroductiontomarktwain teachingobjectives:bytheendoftheleon,studenthouldbe :lead-inskill；conclusionskill;:usetheirownwordstodescribemark :blackboard,chalk,pictures,:10minutes teachingprocedures:

teacher?steachingstudents?time activitiekillsactivities

专业资料整理

word格式

step1leadingin:leadinginyes;2minutes

beforeourcla,skill；somestudents

i?llaskyousomequestioning

answerthe2

nd

; 1)doyoulikestudenta

readingbooks?

answerthe3

2)what?? 3)whoisyour favoritewriter? ok,welearnalot frombooks, right?books bringus

happine,books areourgood friends.

r

d

专业资料整理

word格式

step2today,wewillquestioningstudents

learnaveryskillanswerthe famouswriterquestion ?mark youcansee,it?satwain? youknowhis name?

good,ithinkall ofyouhave previewedthe ?s begintolearn quicklyand discuthe questionsonthe blackboardwith yourpartner.

专业资料整理

word格式

step3ok,finishedit?questioningstudents

let? questionsquestion1 )firsttogether one,nationality?,american?; )andnextaskstudenta one,answer

appraisement?question2 ,writerand writerandalsoaspeaker?; )whotwoorthree haseverreadhitudents books?oh,----.answer ok,veryquestion3,they good.”themaysay,tom

adventureoftomsawyer?;twoor sawyer”.anyonethreestudents else?no?ok,mayanswer “onemillion,famousor poundpopular? bank-note”百万 英镑isalsovery

专业资料整理

word格式

twainwrote manygood books,itakeone here,tom sawyer,youcan readitafter )last question,use somekeywords answers? ok,----famous? good.----popular? else?no?ok,we canalsoknowhe isavery

importantperson inamerican

专业资料整理

word格式

history,we?lltalk aboutwhenwe ,now,weconclusionstudenta:”he

knowalotaboutskillandwasafamous marktwain,whoquestioningandimportant ” sentencetostudentb:”his describehim?booksarevery justinyourownpopular.” words,whowant tohaveatry?ok, ----.verygood.----?haveatry? , wecansumtheir

专业资料整理

word格式

famousand important americanwriter andhisbooksare ,wehavea general descriptionto marktwain,next clawewill focusonhis worksand interesting everyonecan previewthetext, ok?ok,clais over,goodbye! homework:previewnexttext self-aement:

专业资料整理

高中英语教案(篇9)

教学准备

教学目标

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.

教学重难点

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.

教学工具

课件

教学过程

Leadin

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.

Discussionandreport

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.

高中英语教案(篇10)

教学目标

1) Important vocabularies

Daily; advertisement; check interview; fix; develop; hand; add;

deliver; speed; latest; publish; avoid; besides; get down to ; face-to face;

be popular with somebody; as well; care for

2)Daily expressions

Are you /Will you be free then?

Yes, I'd be fee. I'd like to go.

Let's go together then. I'll meet you at the theatre at six - thirty .

Good! See you then.

What time shall we meet?

Where is the best place to meet?

What about meeting outside? I suggest…

3) Useful phases

What's on…? Is there anything good on?

They are said to be very good.

Finally, there is no more time left for adding new stories.

4) Grammar

V.-ing Form is used to be Subject and Object

教学建议

能力训练

1.通过口头练习，学会日常生活中的各种表达方式。

2.学会介绍事物及报刊杂志的方法，了解这种文体的写作技巧。

德育渗透

1.通过课文的学习，引导学生懂得任何一件事物都得付出很多的劳动，懂得爱惜报纸，爱惜各种书籍。

2.通过对报纸各版面的介绍，扩大了同学们的眼界，增强了他们求知欲和学习积极性。

师生互动活动

Lesson 13：口头练习：对话交际功能——日常生活用语。

Lesson 14：学生扮演主编介绍报纸出版的过程。

Lesson 15：学生扮演主编介绍《中国日报》的内容。

Lesson 16：笔头练习：写一篇介绍一种报纸或杂志的英语论文。

教材分析

从本单元的对话来看，主要是学习如何用英语提出约会以及如何应答约会的日常用语，如：询问对方是否有空，建议会面时间和地点及如何应答的日常用语，并能运用Will

you be free?到It’s.. What about…?等最为普通的语言功能进行日常交际， 同时也注重check, fix, face-to face,

deliver, take a photograph, pass on, get down to, as well, what’s on

等重点词汇和短语在本单元中学习，本单元中的阅读课主要内容是了解报社一天的工作和报纸的出版过程及《中国日报》的一些情况，同时在这里运用了重点语法知识，V.-ing形式充当主语和宾语的用法。

重点知识讲解

1.Sure, go ahead.行，请便吧!

1)Sure这里作副词，表示肯定(=Surely，Certainly，Of course)

2)Go ahead有下列几种常用的用法：

A.(用于祈使句)尽管去做

—May I use your dictionary? 我可以用你的词典吗?

— Yes, go ahead.行，你尽管问吧!

B.继续做(某事) go ahead with sth.

Don't stop. Just go ahead with your work.不要停下来。只管干你们的活。

C.领先;先走一步。

You go ahead and tell them we're coming.你先走一步，告诉他们我们就来。

D.取得进展;有进步。

The modem agriculture and industry are going ahead rapidly.

现代工农业正在迅猛发展。

2.They’re said to be very good.据说他们都很不错。

不定式“to be very good作主语补足语，说明主语的情况。全句相当于It is said that they are very good 或

People say (that) they are very good。

这类句子在转换时，要注意不定式的形式变化。

(1) It is said that he is translating the book into English. = He is said

to be translating the book into English.

(2) It is said that he has translated the book into English. = He is said

to have translated the book into English.

3.Cover the events 采访这些事件。

cove vt.1)对……进行新闻采访

All the reporters want to cover the important events as soon as

possible.所有的记者都想尽快地对这些重大事件进行采访。

2)覆盖

You can put out the fire by covering it with a wet

quilt.用一条湿棉被把火盖住，就可以把火扑灭。

3)行程为……;走……

By sunset, we had covered thirty miles. 日落的时候，我已走了三十英里。

4.…fix a time for a face- to- face interview with them.

约定时间同他们进行面对面的采访。

1)fix v.

A. agree on; arrange 约定;安排;商定

We’ve fixed the date for the meeting.我们以约定了会议的日期。

B.repair修理

She is fixing a shelf to the wall.她正把一个架子固定在墙上。

fix one's eyes on：用(眼睛等)盯住

fix one’s attention on 把(注意力)集中在……

He stood there, his attention fixed on the notice on the

wall.他站在那儿，集中注意力在看墙上的布告。

2)face-to-face

A.adj.面对面(作定语)

face-to-face argument面对面的争论 类似的短语：

heart-to-heart;交心的 hand-to-hand短兵相接的

B.面对面地

face to face with sth. /sb.面对面看……(作状语);类似的短语：

shoulder to shoulder;heart to heart;hand in hand; arm in arm

5.They go to the newspaper's own library to look up any information that

they need.他们到报社自己的图书馆去查阅他们需要的资料。

(1)that　they　

need定语从句，修饰先行词information。关系代词只用that而不用which，因为当先行词之前有不定代词all，any，every，no，some等修饰时或先行词本身就是不定代词(如anything，something，nothing，all等)时，其后的定语从句常用关系代词引导。如果that在定语从句中作宾语，that可以省略。

Have you got any book that interests you much? 你有没有使你感兴趣的书?

2)look up

A.查阅;查找

If there are words you don't understand, look them up in the

dictionary.如果有不认识的词，就查字典。

注意：“查字典”应为look sth up in the dictionary而不能说look up the dictionary.

B.看望

Don't forget to look me up when you come to Beijing.到了北京别忘了来看我。

6.work at, work on的区别

work on sth.中sth.是work的具体对象，work at

sth.中sth.只说明所从事工作的性质(即时间、精力用在某一方面的事情上)，而不在于说明正在做什么。如：

When the boy saw the soldiers, he stopped working on the branch, stood up,

and took off his cap. 小男孩看到了这些士兵，便停止了削树枝，站了起来，取下帽子。(树枝是具体的对象)

work on还表示“继续工作”“努力影响或努力说服”。

Can you work on him to make him change his mind? 你能努力说服他改变主意吗?

高中英语教案(篇11)

教学目标

本单元对话课复习询问方向和回应的条款，并要求学生用他们正在学习的语言写对话来描述他们的学校、地区或城市； p>

本书单元介绍美国迪士尼乐园及其创始人沃尔特

迪士尼的辛勤生活经历。通过本单元的教学，要求学生掌握迪士尼乐园的概况，并根据提示复述华特迪士尼奋斗的人生履历。引导学生认识到，只有通过自己的努力和努力，才能取得成功。同时，设计问答题，提高学生的阅读能力。

作为高二的起始单元，这里对宾语从句的使用进行回顾。在阅读课文并完成练习册后的练习后，学生需要掌握这个语言项目，并将其准确地应用到口头和书面表达中。 .

对话教学建议

第一步听录音

教师播放对话录音。播放两遍后，老师根据对话内容提出一些问题。

1.他们在说什么？

2.如何回答第一个/第二个/第三个/第四个/第五个访客的问题？

第二步练习

组织学生五人一组，练习对话三到五分钟。老师请了几组学生在前面表演。

Step 3 Rewriting

将对话改写成短文，并要求学生使用本课地点的名称，如：

Sleeping美女城堡、熊国、马车、明日

土地建设

例如：卡尔正在回答游客的问题。第一个访客问卡尔

去睡美人城堡的路……

第四步讨论

如果你是访客，一开始怎么问陌生人的路？

第五步总结

教师要求学生对对话进行总结和总结。

询问：

……在哪里……

我怎么去……

去……的路怎么走？

p> p>

你能告诉我如果……

你能告诉我去……的路吗

回答：

往前走……

p>

它在后面……/in frond of/

沿着这条街走……

教科书分析

本课的日常语言是关于对话问路和

问路之类的反应，在初中就已经学会了，所以对话不是难点。本课的两篇阅读文章是关于角色沃尔特·迪斯尼的。难点在于，第一个是要了解他的身世和辛勤工作。第二篇是我们家喻户晓的迪士尼乐园。两篇文章将学习到的语法知识与宾语从句相结合。这不是学生需要理解的重点。

高中英语教案(篇12)

学习目标

Students are to be able to

predict what to hear.

use the group of words related to stress.

tell the ways to deal with the stress.

教学流程

学生背景

升入高中后的"第二节英语课。

教学内容

1) Listen to an interview concerning stressful situations

2) Predict before listening

教学目的

1) To identify stressful situations.

2) To use stress related words and expressions.

3) To learn about ways of dealing with stress.

4) To predict before listening.

教学过程

步骤

教师活动

学生活动

时间 教具

板书

可能遇到的问题

Lead in

Ask questions

Write down key words on the Bb Answer the questions

Get familiar with the topic 2’ Pictures

Computer Title

New words and key sentences Ss might not use the target words

Introduce

Lexical

Items in

Context

Write down model sentences on the Bb Brainstorm and talk about stressful situations 3’

Textbook Model sentences Differences between

very, quite vs.

a little

Check point Ex. 2 Page 10 Focus on the form, meaning and use of the lexical items 3’

Textbook Key words Ss might have difficulty producing the answer:

stress pressure

Prediction Introduce the technique of prediction Ss use the technique to predict answers individually

Justify their opinions in pairs 5’ Textbook

computer No Ss’ individual differences

Listening

Play the cassette

Highlight the strategies

Play the cassette

twice Listen for general information to check the answers 10’ Computer

Textbook No Some Ss might feel depressed after checking, then they need encouragement

Listening Play the cassette for the third time

Encourage Ss to choose suitable ways to answer the 3 questions based on their ability

Help Ss to find the right answers Listen for specific information to answer the question

Get enough information on stress and learn the ways to deal with stress 12’

Textbook

Answer sheet

Computer No

Ss might over or under- estimate their own ability to answer the questions

Ss might not be able to collect enough specific information to finish the task

Give Suggestions Offer a chance for Ss to evaluate their study Solve practical problems in their life in groups

Presentation

Evaluation 10’ Answer sheets Evaluation form

The suggestions might be quite different based on individual differences, whatever the results everyone should be awarded

Homework Read Supplementary Reading on P7 & P9

文章来源：http://m.jab88.com/j/165624.html

更多