高中英语教案精选.docx

高中英语教案中学英语教案1教学打算教学目标1. Ss will be able to master the following useful new words and expressions.well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,shock,rescue,quake,electricity,army,shelter,fresh, organize, bury, at an end, dig out, coal mine, in ruins2. Ss will be able to know the basic knowledge about Earthquake教学重难点1. The usages of some words and expressions.2. How to train the students reading ability in learning the text.教学工具课件教学过程Step I lead-inLet students see a short video and answer the questions1.What happened in the video? Earthquakes2.How do you feel seeing the plots(情节)? Students discussion.Step II Fast reading1. What is the passage mainly about? In Tangshan ,earthquakes happened on July 28th 19762. Skim the text and answer the questionsThe type of writing (写作体裁)Narrative writingTopic sentence of Paragraph 1Sentence 1Topic sentence of Paragraph 2Sentence 2Topic sentence of Paragraph 3Sentence 1Topic sentence of Paragraph 4Sentence 1Step III Detailed readingAsk students to read the text carefully and answer the questionsTask1: What were the nature signs of the coming earthquake?(选择)Para 11.Water in well( G ) 2. Well walls(D ) 3.Chickens &pigs(F ) 4 .Mice (A) 5.Fish(E ) 6. Bright lights( B) 7. Water pipes(C )A. Ran out of fields B. in the sky C. Cracked and burst D. Deep cracks E. Jumped out of pondsF. Too nervous to eat G. Rose and fell, fell and roseTask 2 Fill in the blanksMain IdeaDetailsDamage caused byearthquakePara 2-3At xxx am, the xxxx earthquake of the 20th century began .xxx burst from holes in the ground.Hard hills of the rock became rivers of xx.xxxx covered the ground like red autumn leaves.Two xxx and most of the bridges fell.The railway tracks were now xxxpieces of xxx.xx now filled the wells instead of water.Water,food,and xxxxxx were hard to get.The reconstruction(重建) after the earthquakePara 41. The army xxxxx2. Workers xxxxfor survivors.3.xxxxxwas taken to the city.Details:1. At 3:42 am, the greatest earthquake of the 20th century began.2. Steam burst from holes in the ground.3. Hard hills of the rock became rivers of dirt.4. Bricks covered the ground like red autumn leaves.5. Two dams and most of the bridges fell.6. The railway tracks were now useless pieces of steel.7. Sand now filled the wells instead of water.8. Water, food, and electricity were hard to get.Step IV consolidation (当堂巩固)Let students fill the blanks according to the passageStrange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1xxx(fall). Farmers noticed that the well walls had deep cracks 2xxxxx them. A smelly gas came out of the cracks. In 3xxxfarmyards, the chickens and even the pigs were too nervous 4xxxx(eat). 5xxx(mouse) ran out of the fields looking for places 6xxxx(hide). Fish jumped outOf their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7xxx the sky. The sound of planes could 8xxxx(hear) outside the city of Tangshan even 9xxx no planes were in the sky.In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, xxxxthought little of these events, were asleep as usual that night.1 falling 2 in 3 the 4 to eat 5 mice 6 to hide 7in 8 be heard 9when 10 who这部分目的是让学生进一步巩固课文的内容。Step V Post-reading-Activity: news report Group work(小组活动):假设我们时间倒流到1976年这场灾难的现场。小组探讨出一篇关于唐山大地震的五句话新闻报道。选出一名组员做新闻报道员。向全班做一个新闻报道。新闻报道要包括以下内容:写作提纲outline新闻的标题headline简洁明白,吸引人新闻的导语 introduction新闻消息的第一句揭示核心内容新闻的主体main body对导语进行绽开和阐释结束语conclusion对全文概括总结唐山地震发生的时间,地点地震发生前的一些预兆地震带来的破坏和损失地震后的救援工作这部分主要是培育学生的小组合作实力和语言表达实力,进一步巩固课堂所学的内容。Step VI Homework: write a news report about Yushu earthquake.中学英语教案2单元整体设计思路第一课时：阅读课 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)其次课时: 语法课 Discovering useful structures (p. 4); Using structures (p. 43)第三课时：阅读与听说课 Reading and listening; Speaking (pp. 5-6)第四课时: 词汇课 Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)第五课时: 听说课 Listening; Talking (p. 41)第六课时: 读写课 Reading and writing (p. 7)第七课时: 单元评价课 Self-test and self-evaluation; Summary第一课时 阅读课一、教学内容 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)二、教学目标在本节课结束时，学生能够了解文化遗产的基本概念、本质特点以及基本类型。通过找读（scanning）关键词、略读（skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。用归类法学习词汇。用自己的话复述琥珀屋的故事。运用本课时学习的内容和自己已有的学问探讨相关话题。三、教学步骤步骤一 热身1 请学生看学生用书p. 1或者PPT中的图片，两人一组探讨三个问题。老师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。2. 请学生说出一些中外文化遗产的名称，老师写在黑板上。可以实行小组竞赛的形式，比一比看哪组说得多、说得正确。注：问题中出现了五个生词。rare, valuable和survive很难依据上下文猜出词义，老师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。vase一词通过图片可以猜出，dynasty可以通过语境猜出。设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的爱好，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。步骤二 读前1. 请学生先观赏老师打算的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并依据课文标题和图片预料课文内容。2. 词汇打算：请学生把书翻到p.89本单元词汇表，依据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和老师补充或更正。设计意图：通过视察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预料阅读课文内容；通过让学生依据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。步骤三 读中1. 请学生略读课文，核查自己预料的内容是否正确。2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速阅读阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最终两人一组回答五个问题。老师请几个学生分别说出答案，其他学生和老师补充。3 请学生再读一遍课文，依据时间依次在限定时间内找出琥珀屋的历代主子及当时发生的和琥珀屋相关的事务，完成下面的表格。4. 请学生两人一组，细致阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的缘由。设计意图：通过略读课文检测读前预料是否正确，并对课文内容有大体的了解；练习二的五个问题分别概括了每段的段意，考虑到高一学生概括实力较弱，实行给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答五个问题使学生了解课文的细微环节内容，明确概括段意的依据；通过填表让学生学会依据时间、人物等关键词快速确定主要信息；通过细致阅读和分析课文重点内容培育学生的分析实力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。步骤四 读后请学生两人一组依据PPT表格中的提示复述课文，然后老师选两个学生当堂复述。设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达实力。步骤五 探讨请学生四人一组探讨问题，每小组确定一个组长、一个记录员和一个发言人。组长组织并参加探讨，记录员记录大家的看法，发言人代表小组陈述大家的看法；探讨后老师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。探讨时可以参考PPT中的一些表达法。设计意图：通过探讨培育学生勤于思索的习惯，熬炼口语表达的实力；同时也增加学生爱护文化遗产的意识。步骤六 作业设计意图：通过听课文录音并朗读帮助学生驾驭正确的语音、语调；通过让学生自己找课文中的难句和复习所学词汇培育其自主学习的实力。中学英语教案3教学打算教学目标Wordsbase, command, request, recognizeExpressionsbecause of, come up, at present, make use of, such as, play a part (in)Patternsbecause of that, English began to b spoken in many other countries.Actually all languages change and developThe latter gave a separate identity to American English spelling.教学重难点 To help students get to know about English development To help students better understand “learning English” To help students understand and use some important words and expressions To help students identify examples of Indirect Speech (II): request & commands in the text教学工具课件教学过程Warming up by listingGood morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now lets make a list of them on the blackboard.English Countries ExplanationMother tongue the United Kingdomthe United States of AmericaCanadaAustraliaSouth AfricaIrelandNew Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.Second language IndiaPakistanNigeriathe Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.Foreign language ChinaGermanyFranceetc. The number of people who learn English as a foreign language is more than 750 million.Warming up by answering questions about EnglishGood morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?What is Standard English?Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.What is a dialect?A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.Do we have standard Chinese? What is it?In China therere so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.Warming up by giving reasonsUnit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?x English is one of the official languages of the Olympic Games and the United Nations.x English dominates international websites and provides nearly all of the new computer terminology.x Tourism and trade from Western Europe and North America has contributed to the spread of English.x Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.2.Pre-readingWe are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.Go on with your reasons. I shall write your suggestions on the board as you make them.3. Skimming the text for general ideasNow we go to page 9 to skim the text for the main idea of each paragraph.Paragraph 1: The spread of the English language in the worldParagraph 2: Native speaker can understand each other even if they dont speak the same kind of English.Paragraph 3: English changes and develops when cultures meet and communicate with each other.Paragraph 4: By the 19th century English is settled.Paragraph 5: English is spoken as a foreign language or second language in South Asia.4. Reading and fillingRead the text to complete the chart below.Time English is influenced byAD 450-1150 German1150-1500 FrenchIn the 1600s Shakespeare, who make use of a wider vocabulary than ever beforeBy the 19th century Samuel Johnson, Noah WebsterNow Languages in South Asia, in Singapore, in Malaysia, in Africa and in China5. Reading and copyingNext we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.Useful expressionsat the end of, make voyages, speak English as, in the next century, change over time, communicate with, be based on, at present, become less like, rule England, enrich the English language, make use of, move to, later in the 18th century, give a separate identity to, have a very large number of, fluent English speakers, become the language for, develop ones own identity, increase rapidly中学英语教案4中学英语阅读课文具有题材广泛、体裁各样、语言学问丰富等特征，是各单元教学的核心部分，也是培育学生阅读实力的主要渠道。阅读教学传统模式经常是单一的自下而上模式，只是把课文作为单纯向学生传授语法及语言学问的载体，重在老师的讲解，忽视了培育学生的阅读速度和理解实力；传统的阅读理解提问方式也经常停留在对所阅读文章的表层理解层次上。如何借助这些课文来提高学生的阅读速度、阅读理解实力和语言水平呢？这是一个须要师生相互合作的工作。在阅读课的课堂教学中，老师应细心设计教学程序，让学生的阅读和探讨沟通相互交叉进行，从而使阅读课既达到提高学生阅读水平的效果，又能较好地发挥学生的主观能动性，将接受的信息转变成交际实践的内容。通过运用交际化的手法进行阅读教学，为提高学生听、说、读、写等综合实力打下坚实的基础。教学过程由老师、学生、教材、方法四要素组成，这四要素所组成的六对关系只有处于一种和谐的状态，才能实现教学过程的最优化。在进行阅读课教学设计时，不能只考虑老师的意志，忽视了学生的主体性。老师在教学中应激发学生思索，让学生有话可说，并乐于说。一、设计提问，激发学生的主体思维二、问题设计是英语阅读教学的重要手段，是帮助学生理解、鉴赏文章的切入点。老师设计问题，要遵循循序渐近的原则三、要把问题建筑在学生的留意力和爱好之上，服务于全面提高学生素养水平的目标须要。中学英语课文大多篇幅较长。课文内容参透了丰富的审美以及科学教化内容。在这些兼顾学问性、趣味性、思想性的阅读课教学中细心设计既有启发性又能激起学生探讨爱好的系列问题，可以启迪学生动脑，激发学生思维，培育学生主动学习的习惯。老师设计问题时，要紧扣教材，层层推动，要具有肯定的思想梯度。在提问、解答的过程中，老师要启发引导，以激活学生的思维欲望，帮助学生认知和理解。二、授之以法，把学习的主动权交给学生要提高学生的素养，就要培育学生的实力。因此英语阅读教学中要突出“学”字，从让学生“学会”转到培育学生“会学”，授之以法，把学习的主动权交给学生。1。指导学生仔细预习中学阅读课文长，难度大，抽象概念内容多，形象思维内容少，语法现象较困难。因此，对学生来说，仔细预习是及其重要的。假如学生没任何打算走进课堂那么学习确定是被动的，老师讲解什么，学生就听什么；老师演示什么，学生就看什么。这样的学习有什么主动性呢？预习看起来是学生的事情，但老师细心指导是非常关键的。老师要教给学生预习的方法，指导学生仔细预习，并写出自学笔记、提出自学中遇到的疑难问题。譬如支配学生针对有关问题做些打算，要求学生课前利用工具书预习生词。可以给学生布置问题回去思索。学生只有驾驭了科学有效的学习方法，接受新学问才能举一反三，触类旁通，更好地做到学问的迁移，并使学生受益终身。2。激励学生踊跃参加学生踊跃参加，最关键的是老师要充分敬重学生的人格，充分发挥教学民主，为此，老师要妥当引导，要尽最大的努力最大限度地引导学生参加到探究学问的过程中去。为此，要做到：（1）要营造宽松、和谐、融洽、同等的学习氛围。（2）要留下足够的参加时间和空间。教学不要“满堂灌”，也不能“满堂问”，学生能讲的，要尽量让学生讲；学生能动的，要尽量让学生动。（3）要创建良好的参加条件，供应合适的参加机会，组织学生独立思索与集体探讨。在阅读课的教学中，老师可让学生互设情景，就他们感爱好的话题以小组为单位全班绽开探讨，以达到全员参加的目的。3。培育学生归纳理解阅读的目的就是要获得书面信息。因而阅读时不能逐字逐句地去分析语法，而是要快速完成树材料的阅读，抓住大意，再深层次地去理解内容。在阅读时老师可指导学生依据不同题材、体裁的阅读材料实行不同的归纳形式去归纳材料内容，快速、精确地猎取文章信息，培育学生良好的阅读习惯。由于阅读材料题材与体裁的不同，因而在阅读中还可以从不同角度用各种不同的归纳方式去归纳、理解材料内容，如可以归纳动词，显示事务过程；归纳文章人物，突出重点人物等等，从而在阅读实践中不断提高自己的阅读理解实力。三、增加语言实践量，延长英语阅读空间中学每单元一篇阅读课文所选的文章都是好文章，他们内容丰富，涉及面广，课文中所反映的中外文化习俗、世界名人传记，体育竞技竞赛、饮食卫生习惯等等都唤起中学生的留意和爱好。但是，从培育阅读实力的角度来看，仅限于课文的阅读教学是远远不够的。阅读课的课堂教学内容绝不能只停留在封闭的教室、狭窄的一本书里，而是要面对更广袤的社会生活，以拓宽阅读内容视角，摆脱传统的英语阅读教材的束缚，以提高学生的实力素养。每周选择三到五篇难易适中、兼顾学问性和趣味性的读物，打印出来发给学生课后阅读，并要求他们做相应的阅读理解题。四、英语阅读教学应渗透人格教化培育具有健全人格的人是当前素养教化的目标之一。中学英语阅读教材是一套集思想性、科学性、趣味性与好用性于一体的好教材，具有很强的思想性。阅读教学应结合教学内容，寓思想品德教化于英语阅读教学中，提高学生的政治思想素养。因此，老师要努力挖掘教材中的思想教化因素，以学问为载体，适时适度地渗透思想品德以及爱国主义教化。此外，在教学中还可依据教材须要利用探讨等方式进行教学，融德育教化于教学中，这不仅可以培育和提高学生运用语言的实力，还能使学生受到深刻的思想教化，这不正是素养教化的宗旨和目的。当然，在阅读教学中渗透人格教化，最重要的还是老师正确地相识英语阅读教学在人格教化中的作用。中学英语教案5教学目标：学生基本驾驭meat,rice,noodles,fish,milk.懂得Do you like?”是提问“你喜爱?？”并能作出相应的回答。通过说唱活动培育学生的英语语感，提高学生的思维实力和语言实力。 通过学习、合作、沟通，激发学生的学习动机，培育学生学习的爱好，充分调动学生学习的主动性；把所学语言学问与实际生活紧密结合。遵循“以学生发展为本”的课改理念，面对全体学生，启发和引导每一个学生主动主动地参加到学习活动中，培育和提高学生合作学习的意识和实力。教学重点：驾驭有关食物的英语单词，谈论并询问他人的喜好。教学难点：一般疑问句的用法。教具打算：多媒体课件，自制食物图片。教学过程：Step1 热身运动（反应嬉戏：Touch your face, Touch your nose）通过TPR活动，有助于帮助学生集中留意力，做好上课的打算。Step2 揭示课题T: 同学们平常都喜爱吃什么食物？S:肉、牛奶?T:同学们想知道这些食物用英语怎么说吗？今日我们就一起来学习。干脆点明这堂课的学习任务。Step3 师生沟通T:出示fish图片.I like fish.（表现出喜爱的样子）Do you like fish?引导学生回答 Yes,Ido.T：Here you are.（做出给对方的样子）S:Thank you.老师可以和多几个同学练习。T:出示noodles图片 Idont like noodles（表现出不喜爱的样子摇头）Do you like noodles?引导学生回答 No,Idont教学其他单词方法同上。备课思路：师生的真实沟通，让学生感受到语言与实际生活紧密结合，通过这种自然的方式把新的语言项目呈现给学生，让学生体验获得学问的成就感，培育自信念。Step 4 Lets chant (多媒体课件)noodles noodles是面条 面条noodles细又长milk milk是牛奶牛奶milk白又甜fish fish是鱼肉鱼肉fish鲜又鲜meat meat是肉类 肉类meat真好吃把单词编成chant,巩固学生记忆，将枯燥乏味的词汇学习，变得生动好玩。Step 5 听歌并学唱歌曲播放学生比较熟识的旋律“How old are you?”然后依据旋律改歌词。 Do you like meat?唱歌是学生喜爱的学习活动形式之一。在教学中充分利用教学资源，把歌谣作为学习一般疑问句、培育听力、检验学问驾驭状况、复习巩固学问和发展学生语言实力的一种手段。Step 6 课文教学老师对学生说：“Ms Smart,Lingling,Sam,Amy,Tom正在吃饭，我们一起来看看他们喜爱的食物是什么。”（多媒体课件）呈现活动1，请学生仔细听，试着理解课文内容，听第一遍录音后，老师提问：“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”请学生带着问题听其次遍录音，最终，请学生边听边指向相应的图画，并仿照跟读。Step 7合作学习每组一个学生拿着食物图片问同桌：“Do you like?”另一个学生