高中英语教案万能模板.docx

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1、高中英语教案万能模板 学习习惯属于非智力的范畴，但它对学生学习却起到事半功倍的效果。故此，英语老师应从早读入手，培育学生的朗读实力;强化英语书写规范的训练，为高考书面表达的书写打下良好的基础。 中学英语教案1 文件high1 unit18.doc 标题 Unit 18 The necklace 章节 第十八单元 关键词 内容 单元重点 .语言要点 accept, invitation, after all, continue, call on, day and night, pay back, at the most, worth, notany more .日常交际用语 1. Where h

2、ave you been all these days? 2. What happened? 3. We did have a good time. 4. Excuse me. Ive lost a case I wonder if its been found. 5. Can you describe the case? 6. Where did you last have it? 7. We asked everyone there if they had found , but without luck. 8. We couldnt find it; it was lost. .语法 疑

3、问句的干脆引语和间接引语 e.g.1. He asked if she was Pleased. 2. She asked him how many People were going to the ball. 背景学问介绍 1.作者 Guy de Maupassant(莫泊桑18501893)was a wellknown French novelist and short story writer.在少年时他就对文学表现出了深厚的爱好，很小的时候起先写作，在30多岁成为著明的小说家，他的大部分作品讲的是人们的日常生活。1871年起先，他在政府部门就职，这期间他熟识了政府职员的生活。这段经验

4、帮助他创建出了他的短篇小说“项链”。他的作品简洁明白，讽刺运用得恰到好处。莫泊桑晚年承受疾病围绕，1893年病逝于巴黎。 2.有关这部戏的介绍 “项链”这篇课文是一个独幕剧，它包括三个人物：Mathilde Loisel, a yang woman; Pierre Loisel, Mathildes husband, a government worker; Jeanne, Mathildes good friend. 课文难点分析 1. Scene1 A park in Paris walks towards her. 这部分用斜体表示，或象下文一样置于括号中，叫做舞台指导说明(stage

5、directions )一般运用现在时态。戏剧一般首先介绍故事发生的时间(time)、地点(place)和剧中人物(characters)。在这一段中有了详细介绍。 2. but I dont think I know you. 我好象并不相识你。 I dont think I should do that. 我认为我不该做那件事。 I dont believe she will come. 我上信她不会来。 “think, believe” 这两个词的否定式在主句中表示，而宾语从句中的动词用确定式。 3. In fact you do. 事实上你相识我。 =In fact, you know

6、 me. 为了避开和前面重复，所以用助动词代替。 e.g.We all love singing, but he doesnt. 我们都喜爱唱歌，但他不喜爱。 Class 2 went to a picnic, but Class 1 didnt. 2班去野餐了，但1班没去。 4. recognize vt. 相识，分辨 e.g.She was so changed that I hardly recognized her. 她变得我几乎认不出来了。 Harry recognized me in the crowd. 亨利在人群中认出了我。 5. Where have you been all

7、 these years? 这些年你上哪儿去了? e.g. The teacher asked Jane, “You didnt come to school, last week, where have you been?” 老师问Jane，“你上星期没来学校，去哪儿了?” 6. Thats because of hard work. 那是因为劳累。 e.g.He couldnt go further. Thats because of his wounded leg. 他不能再往前走了，因为他的腿受了伤。 He cried because of the pain in his arm =

8、He cried because he had a pain in his arm. 他因为胳膊疼而哭了。 because of后面跟名词在句中作状语与because加句子引导的状语从句意义相同。 7. Have times been hard for you? 这些年境况不太好吧! times这个词我们以前见过：(morden times )表示目前或某种特别时期的生活状况或环 境，可译作“日子”、“境况”、“时代”。 e.g.He didnt complain of hard times, but kept on working hard. 他没有埋怨时势艰难，相反的是始终努力工作。 St

9、udents thought times are terrible in July. 学生们认为7月是一段难熬的日子。 8. But what happened? 发生什么事了? happen take place. 没有被动式。 e.g.I remembered the whole things as if it happened yesterday. 我记得整个事情，就好象是昨天发生的。 Why didnt the boss come yesterday? 为什么老板昨天没来? An accident happened to him. 他出事了。 9. Do you remember on

10、e afternoon ten years ago when I came to your house and borrowed a necklace of yours. 10年前的一个下午，我到你家借过一条项链，你还记得吗? Ten year ago和由when 引导的定语从句一起修饰afternoon. e.g.Cart still remembers one afternoon in his first year when the professor took the students the Chemistry lab.卡尔仍旧记得一年级时教授带学生到化学试验室去的那个下午的情景。 T

11、here are thousands of starts in the sky that are like our sun. 天空中有成千上万颗像太阳一样的恒星。 10. Ive written to accept the invitation. 我已经写信表示接受邀请了。 e.g.I received a note, but didnt accept it. 我收到了一张支票，但没接受。 Jack received my letter, and accepted my advice. Jack收到了我的信并且接受了我的建议。 give sb. An invitation给sb发邀请(invi

12、te sb. to) refuse sbs invitation. 拒绝sb的邀请。 11. I havent got an evening dress for the ball! 我没有参与晚会的礼服啊! 12. But, just this once. After all, this ball is very important. 不过就这么一次，要知道，这次舞会很重要啊! after all“终归，终究，究竟”。用来劝服或提示对方，引出对方好像遗忘了的某个 重要的论点或理由。 e.g.They met with difficulties, but I hear that theyre s

13、ucceeded after all. 他们遇到了困难，但我听说他们终究是胜利了。 She said she would not go to the ball, but she went there after all. 她说不去参与舞会，但最终还是去了。 13. I have no jewellery to wear. 我没有首饰戴。 dress和wear的区分： e.g.She always dresses in green. 她总是穿着绿色的衣服。 Dress at once! 立即穿上衣服。 The mother dresses the baby everyday. 妈妈每天给小宝宝穿

14、衣服。 而wear的宾语只能是鞋帽等物品，表示一种状态。 Hes wearing a new coat today. 他今日穿了一件新外套。 但不能说：Wear your clothes at once. 14. Cant you just wear a flower instead? 莫非不能就戴一朵花吗? 这是一个否定疑问句，表示惊讶，可能含有指责或责怪的意思。 e.g.Hasnt Albert telephoned you? Albert还没有打电话来吗?(说话人认为Albert本该 已经打电话来了，但却没打，因此感到惊奇，并含有指责的口气) Its getting dark. Cant

15、 you walk a little faster? 天快黑了，你不能走快点吗?(说话 人觉得对方走慢了，含有责怪的口气) 15. She married a man with a lot of money. 她嫁了一个很有钱的人。 marry sb. 娶了某人/嫁给某人。get married结了婚。 be/ get married to sb.与某人结婚，不能用 with. e.g.Is Jack married? Jack结婚了吗? He got married last year. 他去年结婚了。 He has been married to Mary for 3years. 他和Ma

16、ry结婚3年了。 Alice married a Frenchman. Alice和一个法国人结婚了。 16. So I called on you So是连词，用来承上启下，表示话语的逻辑性。“我想起你嫁了一个有钱人，所以就去探望你”。 call on/ upon sb. visit sb.到家探望。 e.g.Its to years since I last called on my former teacher. 我最近的一次拜望老师已经是10年前了。 Call at sbs house. 到家探望。 “Ill call at your house tomorrow morning. A

17、re you free? “Yes. Youre welcome.” “明天我想到家去探望你，你有空吗?”“好的，欢迎”。 17. You tried it on and it looked wonderful on you. 你把项链戴上试了试，戴在你身上真是太好看了。 e.g.Never buy shoes without trying them on first. 鞋子要先试再买。 The tailor asked the girl to try on the new dress. 裁缝要那个小孩试一下新衣服。 try on: 试穿，试戴。 18. Perhaps in those da

18、ys I was. 或许那时候我是(个美丽的姑娘) 这是承上启下的句子，后面的表语可以省略，以避开重复，在口语中常见。 e.g.She said it was a valuable necklace. It really was. 她说那是一条很珍贵的项链，的确很珍贵。 “Are they in the park?” “I think they are.” “他们在公园里吗?”“我想是的”。 19. Pierre and I did have a very good time at the ball. 我和波尔在舞会上的确玩的很痛快。 句中的did是助动词，在确定句中用来强调它后面的动词。 e

19、.g.Do come here next Sunday. 下星期日肯定来啊! I did agree with you. 我完全赞同你。 She does keep her promise. 她的确一贯遵守诺言。 20. But that was the last moment of happiness in our lives. 但那是我们一生中最终的华蜜时刻了。 21. On our way home that the necklace was not around my neck any more! 那天晚上在回家的路上，我低头一看，发觉项链不再挂在我的颈项上了。 not any mer

20、e. 不再。 e.g.Dont make the same mistake any more. 不要再犯同样的错误了。 She doesnt live here any more. 她不再住在这儿了。 22. It was exactly like your necklace, but it was a different one. 那条项链的确和你的一模一样，但却是另外的一条。 句中的One用来指代前在的名词(necklace)。复数用ones. e.g.There are two books. The one on the shelf is mine. 这有2本书，书架上那本是我的。 Th

21、ere are lots of dresses in the case. You can try on the ones you like. 箱子里有许多件衣服，你可以试穿全部你喜爱的。 23. During the next ten years to pay back the money we had borrowed (= In order to return the money which we had borrowed, both of us worked a long time every day in the next ten years.)在后来的10年时间里，为了偿还这笔借款，

22、我们两个不分昼夜地干活。 pay back作“偿还”，“还钱”解。pay back money to sb. pay back money for sth. e.g.“Ill pay back the money to you next week. Is it ok?”“我下星期还钱给你，行吗?” “Thats ok!” 好吧! “Have you paid back the money for the foods?” 购买食品的钱还了没有? They paid off all the debts on time. 他们按时把债还清了。 Once we have paid off the st

23、ore, we shall owe money to no one. 一旦把商店的钱还清了，我们就不欠任何人的钱了。 24. Thats why I come and ask for help. 这就是为什么我显得这样苍老。 “Why” 在这里相当于“the reason why ”即(为什么)的缘由。 e.g. He had stolen the necklace. Thats why he was punished. 他偷了项链，这说是受到惩处的缘由。 25. It wasnt valuable at all. 它根本就不值钱。 at all“全然”“完全”。常用于否定句中“notat a

24、ll”“完全不”，“根本不”。 e.g.Shes rather lazy, not at all suitable for the post. 她太懒了，根本不适合这个职业。 I dont believe her at all. 我根本就不信任她。 26. It was worth five hundred francs at the most 它最多值500法郎。 be worth+sth. /doing sth.“值(多少钱)” e.g.This piece of jewelry is worth $500. 这件手饰值500美元。 His suggestion is worth cons

25、ideration / considering. 他的建议值得考虑。 The museum is worth a visit. 那个博物馆值得一看。 27. He is now at the Lost and Found. 他现在失物招领处。 间接问句 干脆引语假如是疑问句，变成间接引语时，有以下共同要求： 1.要把疑问语序变成陈述句语序。 2.主语的人称，谓语动词的时态以及状语要作相应的改变。 3.句末要用句号。 干脆引语假如是一般疑问句，变成间接引语时，还要用if / whether引导。假如在引语中含有“or”，则只能用whether. e.g. He asked her, “Are y

26、ou pleased?” He asked her if / whether she was pleased. She asked me, “Have you finished the work?” She asked me if / where I had finished the work. Mother asked, “Will you stay at home or go with us?” Mother asked (me) whether I would stay at home or go with them. 干脆引语假如是特别疑问句，变成间接引语时仍和原来的疑问代词。 e.g

27、. She asked me, “Where have you been all these years?” She asked me where I had been all those years. He asked Tom, “What are you looking for?” He asked Tom what he was looking for. He asked me, “Why didnt you stop her?” He asked me why I hadnt stopped her. 练习 请改写这个剧本。 中学英语教案2 教学打算 教学目标 1. 通过学生共享自己的

28、旅游经验，用英语进行沟通与表达。 2. 通过略读与找读，使学生获得文章主要信息，练习阅读技巧。 3. 通过小组探讨为旅游打算的物品，使学生用英语简洁的语言实践活动。 教学重难点 教学重点：利用阅读技巧，获得文章大意及细微环节 教学难点：用英语沟通并进行简洁实践活动旅游须要打算的物品 教学过程 I、Warming Up: 1. Id like to share my travelling experience with you, and would you like to share your travelling experience? 2. The world has many great

29、rivers. Have you been to these rivers? 设计意图：大部分学生都喜爱旅游，老师谈谈自己旅游的经验,询问学生的旅游经验。列举世界上的河流图片，让学生来观赏相识美妙的河流。能有效地调动学生的学习主动性。河流图片的展示，学生揣测河流的名字，唤起学生的学习爱好以及对大自然的酷爱。 II. Pre-reading Have you been to the Mekong River? What countries does the Mekong River flow through? 设计意图：展示沿湄公河的地图，引起学生的爱好，让学生视察地图，说出湄公河流经的国家，为

30、随后的阅读做好了内容和词汇上的铺垫。 III. Reading 1. Skimming Skim the passage and find the main idea for each paragraph Para 1: Dream Para 2: A stubborn sister Para 3: Preparation 设计意图： 略读：学生快速阅读课文，找寻相关信息并搭配段落大意。点拨阅读技巧：留意每段开头及结尾。 2. Scanning 1). Read Para 1 and find the key word for the information: Who and What Whe

31、re and How Why and When 设计意图：1.找寻who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 依据图表复述，练习学生语言整合与连贯的实力。 2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons. 设计意图：研读课文其次段，思索至少3个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。 3). Read 3 and answer:

32、 what can they see along the Mekong River? Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience. 设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。 IV. Group work Imagine that you are preparing for your own trip down the Mekon

33、g. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them. 设计思路：读后探讨，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生打算地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组探讨，并用英语表达个人看法与观点。 V. Summary What have we learned in this class? 设计思路：引导学生反思本节课主要内容及重难点。 课后习题 H

34、omework 1. Read the passage as fluently as possible after class. 2. Preview Learning about Language. 板书 板书设计： Unit 3 Travel Journal Part 1 The dream and the plan careless waterfall determined entire excited view crazy stubborn 中学英语教案3 Good morning/afternoon, my dear judges. I'm number _. It'

35、s my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects. Analysis of the teaching material First of all, lets come to the analysis of teaching material. This lesson is from New Senior English for China Book5 module 3, the reading p

36、art. The topic of this unit is about adventures. It is excerpted from Mark Twains work “ The Adventures of Huckleberry Finn”. The story is about two teenagers who find a steamboat and board on the steamboat. Analysis of the students Secondly, students are the subject of our class. After many years o

37、f English studying, theyve known many words, sentences and some skills to solve English problems. They not only study the words and phrases, but also learn the meaning and the culture. So I would introduce them more knowledge above the passage to arouse their reading interest. Analysis of the teachi

38、ng aims By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims. The first one is knowledge aims: 1)Students learn and grasp the following important useful new words and expressions: pour down; sail down; clim

39、b on to; panic; curious; tie up 2) Learn the language and grasp the meaning in this passage. The second one is ability aims: Through reading, students reading ability and word-guessing ability will be improved. The last one is Emotional aims: Students will be more interested in the literature and ci

40、nema in English and enjoy the famous works. Analysis of the key and difficult points According to the analysis above, I set the key points and difficult points as follows. Teaching key points: Member and master new words and phrases and understand the passage. Teaching difficult points: Foster stude

41、nts interest of reading passage and improve their reading ability. Analysis of teaching and study methods Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. I wil

42、l lead them to study by themselves, and through answering my questions, they will have a good understanding of the passage. Analysis of the teaching procedures Now, lets come to the most important part of this lesson: the analysis of the teaching procedures. This lesson is divided into 5 stages, tha

43、t is, warming up, pre-reading, while-reading, post-reading and summary & homework. Step 1 warming up In my warming up stage, after greeting with the students I will Introduce Mark Twain and his works, such as The Adventures of Huckleberry Finn， Running for Governor，The Prince and the Pauper. The

44、n tell students today we will learn adventure, a passage from The Adventures of Huckleberry Finn. Mark twain is a famous American writer. Through the introduction, students will have more interest in reading famous works. And they will be curious about the passage and I can move to the next step smoothly. Step 2 Pre-re