2022年高中课英语教案模板(汇总7篇) .doc

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1、YOUR LOGO原 创 文 档 请 勿 盗 版高中课英语教案模板（共7篇） 第1篇：高中英语阅读课教案高中英语阅读课教案： LESSON PLAN Time of Leon: 45 minutes Students: Senior Grade One Teaching Material: How Did Postage Stamps Come Into Use Teaching Objectives: 1.To train Ss reading ability(such as gueing the meaning of new words in the context, the speed

2、of reading.) 2.To train Ss reading comprehension(To get meages from what they read.) Teaching Points: 1.Ss get used to three reading skills.2.Ss understand the given paage.Properties: Stamps, letters, postcards, work sheets, OHP Teaching Method: Communicative Approach Leon Type: Reading New Words an

3、d A Phrase: postage, put forward, proposal, seal, deliver, system, postal Procedures: Step 1.Warm-up(6) 1.Lead-in Show some stamps, letters and postcards and have free talk to arouse students motivation.2.Dealing with some new words Q: Do you know the postage of a letter? Explain “postage”, and writ

4、e postage on the Bb.postage: payment for the carrying of letters A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.Q: What do the postmen do with the letters? A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the add

5、reed people.Explain “deliver”, and write deliver on the Bb.deliver: take letters or goods to the addreed people.Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.Explain “put forward” and “proposal”, and write them on the Bb.put forward: put an idea befor

6、e people for thinking over proposal: sth.proposed, plan or idea, suggestion Again: Who put forward the proposal to use stamps? Step 2.Skimming(430”) 1.Instructions T: Now I give you a paage to read, and for the first time you should only find the answer to the question.You have only two and a half m

7、inutes to read.So dont read word forword.Read quickly.Just try to find the answer.2.Handing out the reading material and reading 3.CheckingQ: Who put forward the proposal to use stamps.A: Rowland Hill, a schoolmaster in England. Step 3.Scanning(6)1.InstructionsT: This time I give you three minutes t

8、o read the paage.When you are reading, find the answers to the two questions. Use OHP to project the questions:1.Why was the postage high in the early nineteenth century when people did not use stamps?2.When was postage stamps first put to use? 2.Reading 3.Checking1) Pair work2) Cla checkingAns.to Q

9、ue.1.Because the post offices had to send many people to collect the postage. Ans.to Que.2.On May 6, 1840.Step 4.Full reading(21) 1.InstructionsT: Now I give you ten minutes to read the paage for the third time and you should read it carefully.Before reading, lets go over the questions on the work s

10、heet.Give Work Sheet 1 to the Ss.Explain the new words in Que.4.prevent: stop, not let sb.do sth.reuse: use againT: Try to find the answers to the questions.But dont write the answers down, you can put a sign or underline the sentences concerning the questions.2.Reading3.Checking1) Group work: Check

11、ing the answers in a group of four Ss.2) Cla work: Checking the answers in cla. Poible Answers:1.Why were people unhappy to pay postage for letters in the early nineteenth century?Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wi

12、sh to receive at all.The postage was high.2.Why was it much easier for people to use stamps for postage?Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.3.Why was the postage much lower using stamps?Because in this way, the post o

13、ffice did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters. 4.How could the post office prevent people from reusing the stamps? The post office could simply put seals on the stamps so that people could not use the stamps again.Check the understandin

14、g of the word “seal”, and write it on the Bb.seal: 5.Did other countries take up the new postal system? Yes.Check the understanding of “postal” and “system”, and write them on the Bb.postal: of the post system: a set of working ways 6.Does every country in the world has its own stamps? Yes.Step 5: R

15、ounding-off(7) 1.Answering Ss questions on the paage if any.2.Making a guided-dialogue with the information given from the paage.Hand out Work Sheet 2.Do it in pairs.3.Asking two or three pairs to read their dailogues.A poible completed dialogue: A: Oh, What a beautiful stamp! B: Yes, its from the U

16、.S.A.A: Do you know in the early nineteenth century people did not use stamps? B: Then how did they pay the postage? A: They had to pay the postage when they received letters.B: Was the postage very high then? A: Yes.Because the post offices had to send many people to collect the postage.B: Who put

17、forward the proposal to use stamps? A: Rowland Hill, a schoolmaster in England.B: Why do post offices put seals on the stamps? A: They can prevent people from using the stamps again.B: When did post offices begin to sell stamps? A: On May 6, 1840.B: Thank you for telling me so many things about stam

18、ps.Step 6.Aignment(30”) Ask the Ss to shorten the paage within four or five sentences after cla, and to write it in their exercise books.* Reading Material: How Did Postage Stamps Come Into Use When you send a letter or a postcard, you have to put stamps on the envelope or on the card.When did peopl

19、e first begin to use stamps? Who was the first to think of this idea? In the early nineteenth century, people did not use stamps.They had to pay postage when they received letters.Theywere unhappy about this, especially when they paid for a letter which they did not wish to receive at all.The postag

20、e was high at that time, because the post offices had to send many people to collect the postage.Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps.He thought it would be much easier for people to use stamps to cover postage.They could go to the nearby pos

21、t office to buy stamps and put them on envelopes before they sent the letters.The post office could simply put seals on the stamps so that people could not use the stamps again.In this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to delive

22、r letters.That was a good idea and the government finally accepted it.On May 6, 1840, post offices throughout England began to sell stamps.Soon this new postal system was taken up by other countries.Now each country has its own stamps.And there are many people who collect stamps all over the world.W

23、ork Sheet 1:Find the answers to the following questions from the paage: 1.Why were people unhappy to pay postage for letters in the early nineteenth century?2.Why was it much easier for people to use stamps for postage?3.Why was the postage much lower using stamps?4.How could the post office prevent

24、 people from reusing the stamps?5.Did other countries take up the new postal system? 6.Does every country in the world has its own stamps now? Work Sheet 2:Complete the dialogue with the information you have got: A: Oh, What a beautiful stamp! B: Yes, its from the U.S.A.A: Do you know _ people did n

25、ot use stamps?B: Then how did they pay the postage?A: _ B: Was the postage very high then?A: _ B: Who put forward the proposal to use stamps? A: _ B: Why do post offices put seals on the stamps? A: _ B: When did post offices begin to sell stamps?A:_ B: Thank you for telling me so many things about s

26、tamps第2篇：高中英语语法课教案高中英语语法“虚拟语气”的教学设计 一、教材分析：本课是结合外研社版高中英语教材选修6中相关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注意复习语法和语言的运用。采取任务型教学法和小组合作探索学习法，从而扩大课堂的语言输入量及学生的语言输出量。二、学情分析：在高一和高二英语学习基础上，高三学生已经了解基本的语言结构和一定水平的听说读写能力。在高三语法复习的过程中，结合学生原有的知识了解水平，巩固基础加强正确使用语法知识，提高了学生运用语言的深度和难度.但大局部学生的基础知识仍然较为单薄，运用英语进行交际活

27、动的能力较差，主动学习的动力不够，然而他们学习比拟仔细，渴求知欲旺盛，思想比拟活跃。局部学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才干让他们投入到课堂活动中来。三、教学着重:1.复习的着重-语法虚拟语气的句型结构.2.语法虚拟语气的运用四、教学难点:1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，强化和提高了运用英语的综合能力。2.虚拟语气在真实的生活语境中的使用。五、教学目标: 1.知识目标:引导学生了解情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的要象，结合语法和

28、题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、要象力和自学能力，提高了思想能力和运用英语的综合能力。 2.能力目标：利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思想活动和情感体验，规范学生运用英语知识准确表白的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。 3.德育目标：用情态动词和虚拟语气的句子结构表白思要感情和正确的世界观、人生观。六、教学策略: 通过活动课、小组讨论等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采取教

29、学方法-任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够一直地获得知识并得出结论。七、学习策略:非测试性评价体现新课程尺度的实施效果，评价体系“正确反映外语学习的实质和过程，满足学生发展的需要。” 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，辅助学生养成自主学习和合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。八、教学用具：黑板、录音机、多媒体辅助（将本课所需要的图片、文字、音乐等制成PPT课件）九、教学过程Ste

30、p1 Warming up（5 minutes）Discu about the pictures together , and expre their ideas freely .Such as, What would you do now, if you lost your vision or other valuable things ? You wish 设计说明：1.教师首先展示美国聋哑少女作家 海伦凯勒的影片图片和主要作品，然后请学生阅读以下片段：假如给我三天光明（节选）请学生思考一下这次问题：假如你只有三天的光明，你会怎么做？教师通过多媒体浮现图片，目的吸引学生的注意力，并激发起好

31、奇心。2.利用新颖和形象的图片导入，有利于学生参加教学活动，进行讨论和对话活动。辅助学生学会珍惜拥有，学会生活。 Step2 Presentation （8 minutes）Hold an English poem recital competition.Task1：Divide the whole cla into a number of groups.Each group asks one student to act as the competitor with musicLiving life overIf I had my life live over I would have ta

32、lked le and listened moreI would have invited my friend over to dinner even if the carpet was strained and the sofa faded Task2：Choose the best group that read the poem with their deepest feeling.评价工具（选票）：选出朗读最好的学生。 设计说明：1.用配乐英文诗歌朗诵的方式导入语法-虚拟语气的学习。该诗歌几乎每句都使用虚拟语气来表白思要，传递情感。2.任务型活动：课题的引入采取诗歌朗诵竞赛的形式，学生

33、小组活动，对英文诗歌进行翻译，激发参加学习过程的积极性和竞争意识。最后由全体同学对各组参加谨代表投票进行非测试性评价。 Step3 Revision（7 minutes）Firstly，ask the students to answer the questions in groups to summarize the basic structure of the grammar.1.If there _ (be) no computer, the students _(learn) much now.2.If there _ (not be) the war, people _(live)

34、a happier life in the future.3.If you _ (come) yesterday, you _ (see) Jackie Chen.4.If you_ (attend) the concert, your oral English _(become) better now.设计说明：1.教师在进行语法教学的过程中掌握好教学内容和教学范围的度, 适应高三复习的需要，强化语法教学的交际性，科学性和可操作性。2.合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组竞答游戏活动，激发学生的参加意识

35、。 Step4 Consolidation (5minutes)1.If Newton lived today, he would be surprised by what _ in science and technology.A.had discovered B.had been discovered C.has discovered D.has been discovered2.This printer is of good quality.If it _ break down within the first year, we would repair it at our expens

36、e.A.would B.should C.could D.might 3.- John went to the hospital alone.- If he _ me about it, I would have gone with him. A.should tell B.tells C.told D.had told 设计说明： 以选择题的形式，降低学习学习的难度。通过课堂测试进行反馈，进而了解学生的了解情况，以学生的为本，注意次体差别，因材施教。 Step5 Writing （20 minutes）Task1: Summarize the grammar with the student

37、s and write down what they said on the blackboard.1.Ifdid/were , would/could/should/might do 2.If had done , would/could/should/might have done 3.Ifdid/ were to/should do ,would/could/should/might doTask 2: Discu the sentences in groups and encourage the students to expre their feelings in English a

38、s follows 1.I regret wasting the time which I should have spent on my studies playing computer games.2.I could have been good at English, but I devoted too little time and energy to it.3.If I had worked two years ago as hard as I do now, my grades would be much more satisfactory now.Task3: Ask the s

39、tudents to translate the sentences into English.1.我的老师建议我制定学习规划并仔细的执行。(1) My teacher suggests that I should make a study plan and carry it out very seriously.(2)It is suggested that I should make(3)My teachers suggestion is that I should make2.现在，我学习起来好像永不疲倦一样。我相信，坚强不懈和决心会助我胜利。At present, I am learn

40、ing as if I were never tired.I believe that my perseverance and determination will lead to my succe.设计说明：1.让学生围绕该话题展开讨论，以确认可以使用虚拟语气的地方。课堂教学过程中，注意 “精讲精练，以练为主；点到为止，注意运用”。2.在学生找到可使用的句子之后，鼓励学生灵活运用多种虚拟语气的表白方式对语言进行深档次的句法处理.调动学生参加课堂学习活动的积极性，增强面对高考的自信。 Step5 AignmentAsk the students to finish the compositio

41、n we have talked about or write a composition about your dream that can hardly be realized in your daily life, such as walking in the space , living under the sea, making a journey, and so on.Motivate the students to use the grammar “the subjunctive mood” to organize the sentences and form the compo

42、sition.(写作训练) 设计说明：任务型活动：课外作业是课堂教学活动的延伸，学生可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写作的练习，使学生逐步学会运用语法知识，讨论自己感兴趣的话题，表白自己的思要，达到形成和提高了写作能力和技巧的目的，完成学习的任务。让学生在反复接触和运用语言的过程中逐步体会和感知语言的规律性，从而使学生的语法知识内化成语言能力。Blackboard design (板书设计)Revision- the subjunctive mood1did/were , would/could/should/might do 2had done , would

43、/could/should/might have done 3did/ were to/should do ,would/could/should/might do Ifbut for Reflection after teaching（教学反思）本节课通过不同的任务设置，让学生在小组活动中通过合作和探索来完成各次任务。新教材要求将语言的形式和其意义、交际功能有机的结合起来，通过在现实的语言运用中内化语言规则，从而使学生达到能准确运用语言进行有效交际的目的。大多数学生离开课堂之后并没有多少听说英语的练习机会，他们非常缺少环境英语的反复刺激。导致学生的语言基础不扎实，在表白自己的看法和用英语进行

44、讨论时，不断有学生夹杂着汉语。在学生进行小组活动时，应尽量给学生更多的辅助，主动了解学生的语言困难。学生在有限的课堂中学到的知识究竟有限，让他们了解语言的同时，将课堂学到的知识内化为能力，继而实现语言学习并运用的目的。同时，运用写作引导学生体验语言的用法，提高学生的能力。第3篇：高中英语阅读课教案：高中英语阅读课教案：LESSON PLAN Time of Leon: 45 minutes Students: Senior Grade One Teaching Material: How Did Postage Stamps Come Into Use Teaching Objectives:

45、 1.To train Ss reading ability(such as gueing the meaning of new words in the context, the speed of reading.) 2.To train Ss reading comprehension(To get meages from what they read.) Teaching Points: 1.Ss get used to three reading skills. 2.Ss understand the given paage. Properties: Stamps, letters,

46、postcards, work sheets, OHP Teaching Method: Communicative Approach Leon Type: Reading New Words and A Phrase: postage, put forward, proposal, seal, deliver, system, postal Procedures: Step 1.Warm-up(6) 1.Lead-in Show some stamps, letters and postcards and have free talk to arouse students motivatio

47、n. 2.Dealing with some new words Q: Do you know the postage of a letter? Explain “postage”, and write postage on the Bb. postage: payment for the carrying of letters A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao. Q: What do the postmen do with the letters? A: They take the letters from the