高中英语教案模板

教案模板高中英语

Unit 8 Adventure Warm-up Tapescript 1 Boy 1: I've been interested in ancient Egypt since I was small. There's something exciting about the country. I've got lots of books on Egypt and a couple of videos. Of course, I'd really love to go there. I've always dreamed of seeing the Pyramids. They look really great in photos. 2 Girl 1: I just love airplanes. I don't know why, but for me they're really exciting. I've been on planes lots of times and it always feels great, especially when you take off! It'd be great to be able to fly one. That's my dream – to fly! 3 Boy 2: I like watching travel programmes on television. There was a good series last year. The presenter went round the world visiting all the major capitals. I'd love to do that, you know, go to places like Paris, Sydney, Beijing. It would be a great experience. 4 Girl 2: I've always loved water, you know. The first time I got into a canoe was when I was about eight. But my dream is to go down the Amazon. It wouldn't be easy, but I think it'd be a real challenge. And just think of all the things you would see – the rain forest, the wildlife, small villages. 不要紧张，发挥最好，预祝成功！

高中英语试讲模板Unit 1Module 3 Book1 for Junior Students Topic: There are 46 students inmy classContents:1. The new words in thispart;2. “There be “ sentence structure.Teaching aims:1. To make good use of the words in thispart2. To learn the usage of “There be “sentence structure.3. To understand a short dialogue about school in listening.4. To learn to love the nature and sportsTeaching difficulties:Help thestudents to analyze the two articles and find out the similarities anddifferences between hiking and rafting.Teaching procedures:Step 1Revision1. T (teacher): Before the class, I want toask you some questions.1)Do you like traveling? And Why?2)Do you like adventure travel?3)Do you like hiking? Can you tell us something about hiking?4)Do you know rafting? Can you tell us something about rafting5)Which do you like better, hiking or rafting?(Askindividual students to answer the questions above)2. T (teacher): So, bothhiking and rafting are adventure travels. They are always done outdoors. Theyare fun and exciting. In order to get close to nature, people always go hikingand rafting. Today we are going to learn the differencesbetween hiking and rafting.Step 2 Presentation1. Now, open your books and turn to pageseventeen, read the Hiking and Rafting again, and find out the differencesbetween hiking and rafting.2. Draw a form on the blackboard.Step 3 Drill(Have you found the answers? Now let’s dotogether.)1. We know hiking is always on foot. Youmust take a long walking. So, we always go hiking on the mountains, in a forestor along a river. However, rafting is down on rivers and streams where thewater moves quickly. (Fill the answer in the form)2. Ok, let’s talk about the cost. Hiking isvery cheap while rafting is somewhat expensive. (Fill the answer in the form)3. And skills needed? From the book, we know if you want to gohiking, you must walk a long distance, so you must have good walking skills; ifyou want to go rafting, you must be careful not to fall into water, so you musthave good rafting and swimming skills. (Fill the answer in the form)4. T: … S: … T: … S: …Step 4 DiscussionAsk the students to discuss the followingdifferences (equipment and possible skills) in groups of four. Think about whatwe should take and what possible dangers we may meet when we are going hikingand rafting, and tell the reasons to each other.(At this time, I walk around the classroomto see what they are talking about.)Step 5 ConsolidationAsk some students to tell us the answers andtheir reasons. Then ask them to write the answers on the blackboard.Step 6 HomeworkAsk students (Ss)to find out thesimilarities after class, and complete the form on Page 18. Leave some time forstudents to ask questions. 注意： 1. 教案要求用全英文撰写，既要注重语法的正确性、语言的流畅性，又要参照中学备课教学的规范要求，要注重课堂教学术语的有机运用；2. 教案不仅要重点地突出本节课的教学重点、难点、考点(可用字体、字号加以区别)，又要体现课堂教学环节、教学原则和学生的认知接受能力；3. 教案要体现教者具备的教育学、心理学知识、外语教育教学思想、英语新课程理念。

不知道你是要哪个年级的？我这里有个高中的教案，希望能帮到你！Module 2 My New TeachersPeriod 2Teaching Content:Reading And Vocabulary Teaching Aims and Demands:Language knowledge1. New words: nervous, patient, serious, amusing, admit, appreciate, avoid, scientific, physics, literature, summaries, respect…2.Grammar: verbs followed by V–ingReading skillUnderstanding how to describe a personAffection and attitudesUnderstanding new teachers and forming positive attitudes towards the studies of all subjects in senior high.Learning strategies1.Categorizing adjectives used to describe characters of people2.Summing up verbs followed by V-ing.Cultural awarenessGetting prepared for the comparison of education systems, teacher-student relationship and other aspects between China and foreign countries.Teaching Aids Multi-media Teaching ProceduresⅠ. Revision Help students to revise words that is learnt in Period One of this module by answering questions:1. Who was your favorite teacher in Junior High?2. What adjectives will you use to describe your favorite teacher in Junior High?Ⅱ. Pre-reading activitiesLead in the study of the text by carrying out the following activities.1.What adjectives will you use to describe me –- your new English teacher? What about other teachers?(Ask students to speak out as many words as they can)2. Look at the pictures. What are your first impressions of the three teachers? (Prediction)(Ask students to write down the adjectives and check with their partners)Ⅲ. Reading for main ideaHelp students to grasp the main idea of the text by doing the task..1.Read the text fast and check your prediction.Mrs. Li _______________Mrs. Chen _______________Mr. Wu _______________2. Answer the following questions.1) Who is the most popular teacher? 2) Who is the kindest teacher?3) Which teacher are students most afraid of?Ⅳ. Reading for detailed informationMake sure students get the detailed information by doing the following.1.Read the text again and fill in the table.Name Appearance/Character Subject Teaching style My feelingMrs. Li Mrs. Chen Mr. Wu 2. Read the text again. Ask and answer the questions in pairs:1)What first impression did Mrs. Li give to the writer? Why?2)Why don’t you feel completely stupid in her class?3)Guess what faster students think of her class?4)Are all the students on time for Mrs. Chen’s class? Why?5)Why don’t some of the class like her?6)What is Mr. Wu’s teaching style?7)Why is he very popular among his students?Ⅴ. Dealing with expressions1.Read the text again and underline all the verbs followed by V –ing. Make sure students understand the meaning of each sentence.2. Find words and phrases in the text that match the definitions below. (Activity 3, P13)3. Pay attention to these sentences.A. but Mrs. Li just smiles, so that you don’t feel completely stupid! (Line 8, Para.1)1)All the people laughed at me, so that I felt embarrassed.2)The girl practiced playing the violin very hard, so that she did a very good job at the concert.3)The next morning my uncle got up early, so that he was able to catch the first bus.Discussion: What does so that + clause show? Time, reason, purpose or result? B. I’ll do well in the exam with Mrs. Chen teaching me. (the last sentence of Para.2) 1)I’ll make more progress in my English study with you helping me.2)He really couldn’t work with a baby crying in the next room.3)They walked on with the white snow shining under the sun. …… Questions: 1)Do you understand these sentences?2) Can you rewrite each sentence? Ⅵ. Language use 1. Retell the text according to the key words in the tableName Appearance/Character Subject Teaching style My feeling1。Mrs. Li nervous, shy, kind, patient English explain,avoid,smile slowly for,wonderful formake progress2.Mrs. Chen strictseriousnot smile physics well-organizedclearexplain exactly never be my favorite lessondo well in3.Mr. Wu good-lookingenergeticamusing Chinese literature talkwavetell respect a lot2. Discuss the following questions in pairs:1) Of the three teachers which one do you like best? Why?2) Would you like Mrs. Chen to be your physics teacher? Why or why not?3. Ask students to describe their new teachers in groups of four and then give a presentation.The following key words are given to help them:name, appearance/character, teaching style, their goals in the new termHomework1． Exercises 2 and 4 (Textbook P13)2． Exercise 5 (Workbook P74)点评：本课突出了第二模块中的阅读文章。首先，文章中将要使用的词汇通过学生的口语活动得以复习巩固，为下一步的阅读任务做好了准备；接着，以看图预测的方式导入阅读活动，使学生能够较快地进入角色，开始积极地快速阅读，检测自己的预测。完成阅读后的任务练习题丰富、多样并具有一定的拓展性，很好地发掘了学生的语言潜能，同时培养了学生对教师的情感认识；也对教师本身有所启发。在学生对阅读文章已形成一个整体认识，建立语篇意向之后，再进行比较详细的句意分析，保证了大部分学生都能读懂文章。最后，总结性地巩固了该课中心词汇，并通过应用这些词汇让学生复述课文，从而有效地培养了学生口语表达能力。课后练习的处理也很合理，将课文中的练习同活动用书的练习一起当作作业来安排，就为课堂教学节约出时间来。

高中英语教案模板

高中英语试讲模板Unit 1Module 3 Book1 for Junior Students Topic: There are 46 students inmy classContents:1. The new words in thispart;2. “There be “ sentence structure.Teaching aims:1. To make good use of the words in thispart2. To learn the usage of “There be “sentence structure.3. To understand a short dialogue about school in listening.4. To learn to love the nature and sportsTeaching difficulties:Help thestudents to analyze the two articles and find out the similarities anddifferences between hiking and rafting.Teaching procedures:Step 1Revision1. T (teacher): Before the class, I want toask you some questions.1)Do you like traveling? And Why?2)Do you like adventure travel?3)Do you like hiking? Can you tell us something about hiking?4)Do you know rafting? Can you tell us something about rafting5)Which do you like better, hiking or rafting?(Askindividual students to answer the questions above)2. T (teacher): So, bothhiking and rafting are adventure travels. They are always done outdoors. Theyare fun and exciting. In order to get close to nature, people always go hikingand rafting. Today we are going to learn the differencesbetween hiking and rafting.Step 2 Presentation1. Now, open your books and turn to pageseventeen, read the Hiking and Rafting again, and find out the differencesbetween hiking and rafting.2. Draw a form on the blackboard.Step 3 Drill(Have you found the answers? Now let’s dotogether.)1. We know hiking is always on foot. Youmust take a long walking. So, we always go hiking on the mountains, in a forestor along a river. However, rafting is down on rivers and streams where thewater moves quickly. (Fill the answer in the form)2. Ok, let’s talk about the cost. Hiking isvery cheap while rafting is somewhat expensive. (Fill the answer in the form)3. And skills needed? From the book, we know if you want to gohiking, you must walk a long distance, so you must have good walking skills; ifyou want to go rafting, you must be careful not to fall into water, so you musthave good rafting and swimming skills. (Fill the answer in the form)4. T: … S: … T: … S: …Step 4 DiscussionAsk the students to discuss the followingdifferences (equipment and possible skills) in groups of four. Think about whatwe should take and what possible dangers we may meet when we are going hikingand rafting, and tell the reasons to each other.(At this time, I walk around the classroomto see what they are talking about.)Step 5 ConsolidationAsk some students to tell us the answers andtheir reasons. Then ask them to write the answers on the blackboard.Step 6 HomeworkAsk students (Ss)to find out thesimilarities after class, and complete the form on Page 18. Leave some time forstudents to ask questions. 注意： 1. 教案要求用全英文撰写，既要注重语法的正确性、语言的流畅性，又要参照中学备课教学的规范要求，要注重课堂教学术语的有机运用；2. 教案不仅要重点地突出本节课的教学重点、难点、考点(可用字体、字号加以区别)，又要体现课堂教学环节、教学原则和学生的认知接受能力；3. 教案要体现教者具备的教育学、心理学知识、外语教育教学思想、英语新课程理念。

给你一份说课和讲课的范例。参考一下Module 1 Unit 2 Heroes Lesson 1 Modern Heroes说课教案（一） 教学内容1． 本课是Unit 2 heroes Lesson 1 Modern Heroes 的第一课时。本单元分别介绍了National hero， History makers，Sports stars 和 Superhero。这几篇文章的主题都是hero，但涉及的领域不同，它们融会贯通，承上启下，融为一体。2． 本课是介绍National Hero，是学生比较熟悉和感兴趣的话题，前部分需要介绍杨利伟和神州五号，让学生掌握有关词汇；后一部分是介绍杨利伟乘坐神州五号宇宙飞船遨游太空的情况。3． 本课文出现了较多的定语从句，还有生词较多（有些单词表没有而初中又没有学过），在这样的困难前提下，我引导学生通过 culture and background knowledge，结合课本内容丰富自己的知识面，拓宽学生对航天知识的了解，让学生了解航天英雄的成功之路，激发他们的民族自豪感。（二） 学生分析1． 组成情况职业高中高一学生年龄都在14－16岁之间，大多数学生由于初中的知识基础打得不扎实，而且缺乏主动学习的能动性，自学能力差，对学习没有持有探究性和方向性，也没有养成良好英语学习习惯，所以学习成绩不太理想。2． 学生的知识与技能水平职业高中招生的学生，基础知识比较薄弱，甚至连音标都不会读，词汇的掌握范围狭窄，影响了阅读，听力和作文。学生的表达能力还是停留在比较低级的水平，面对每幅图片或某个主题只能说出一两句话，而且在阅读上，未能掌握泛读和精读的技巧和方法，课后的预习和复习能力较差，缺乏总结归纳的能力。3． 学生已掌握的学习策略尽管学生的知识和技能水平一般，但经过了一定时间的训练后，他们还是掌握了pair work, group work, using the culture and background knowledge的阅读技巧。（三） 教学目标1． 通过快速阅读文章，学生能够对每段文章进行归纳总结，准确地把段落主题与所给的headings联系起来。2． 通过仔细阅读，学生能够回答关于文章的细节问题。3． 通过进一步阅读，学生能够学生能用英语对采访自己心目中的民族英雄。并尝试复述课文。（四） 教学策略教学方法：使用交际法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组表演的形式，完成各种任务，以达到完成教学任务的途径。（五） 教学过程第一步 导入T: Good morning, Everyone! Do you like watching movies? Do you know Jet Lee (李连杰)？Do you know one of his famous movie called HERO? What does ‘hero’ mean? Who are the heroes in your heart? Do you know Yan Liwei, our national hero?第二步 介绍文章人物T: Open your books, and turn to page 100 and 101. Let’s read two passages about Shenzhou V and Yang Liwei.Shenzhou V is China’s first manned spaceship. It lifted off at 9 a.m. on Wednesday, October 15th, 2003 in Jiuquan, Gansu Province. It was carrying Yang Liwei. It was launched very successfully and landed in Inner Mongolia safely.Yang Liwei is China’s first astronaut. He was a pilot in the army. He was chosen from 1,500 other army pilots and started training for his space flight in 1998. During the 21-hour space flight, he circled the earth 14 times. When the spaceship was doing its seventh circle, Yang Liwei showed the flags of China and the United Nations, expressing the wishes of the Chinese people to explore and use space peacefully.介绍文章时，展示文章中的生词，让学生猜测词意，带读并加以巩固。第三步 阅读文章（1） Fast Reading呈现六个headings，让学生快速阅读，要求归纳每段的主题。a. Astronaut lands safelyb. Welcome homec. International good wishedd. An exciting lift-offe. Introdutionf. During the flight学生单个回答并集体讨论改正错误。(2) Careful Reading学生通过fast reading,完成了headings后，基本对课文有一定的了解，然后呈现出五道问题，要求学生再进行第二次阅读，对课文进行更深入的了解。1. How did Yang Liwei feel duing the flight? How did he feel afterwards?2. What did Yang Liwei do during the Shenzhou V’s seventh circle of the earth?3. How many circles did the spaceship complete while Yang Liwei was sleeping?4. What were helicopters doing as Yang Liwei returned to the earth’s atmosphere?5. What did Yang Liwei do when he came out of the spaceship?第四步 巩固练习通过两次阅读让学生对课文熟悉，训练学生的阅读速度和解题技巧，最后通过ask and answer in pairs，培养学生的口语能力，并强迫他们记住文章的主要内容，为下一步语言运用打下基础。第五步 语言运用为提高学生对生活中的热点问题发表自己观点的能力，让学生运用自己学过的语言知识，对自己心目中的民族英雄进行模拟采访。把全班同学分成若干个小组，每个小组有一名同学扮演“杨利伟”，其他同学为全国各地新闻媒体记者，他们自由设计问题，对“杨利伟”进行采访。教师巡视课堂，发现表现出色的小组，让他们到台前表演。教师总结评价。第六步 布置作业让学生准备复述杨利伟的故事，要求说出自己的民族自豪感。A Teaching Plan for Unit 3 Celebration Lesson 1 FestivalsHUANG SHUI PING General objectives:1.To read to learn the main Chinese seasonal festivals and their history origin and meanings.2.To help them learn some phrasal verbs and functional items about the topic and try to use them.Language aim:1.Phrases:Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together2.important sentences:The Mid-Autumn Festival is celebrated by Chinese people.The Lantern Festival falls on the fifteenth day of the first lunar month. It marks the beginning of the hottest season of the year.Ability aim:1).Improving the ability of getting the general information and specific information from reading a text.2). Using own words to describe some important Chinese festivals.Emotion aim:To promote students’ qualities of a patriotism(爱国主义精神，爱国心) by learning the main Chinese festivals and learn their history origin and their meanings。Teaching important points and difficult points:1).To get information from reading2).To talk about festivals freely in English. Teaching methods:Brainstorming, task-based teaching method , heuristic teaching method , group work.Teaching aids:a recorder, a computer, and blackboardTeaching procedures:Step1. Greeting and reviewing.Greet the class as usual.Ask: what we can celebrate in our life? Get students to answer using the key words in warming up. eg, Graduation, a birthday, Christmas, passing an exam, winning a scholarship, a sporting victory, the Mid-Autumn Festival, the New Year, a wedding, Halloween, the Dragon Boat FestivalStep2. Leading-in.Show students many pictures of different seasons on the screen , asking: What’s your favourite season? Why? Help students answer using the words that they have already learned. Then ask: What festivals happen during your favourite seasons? Show more pictures about different festivals on the screen to help them to answer. Students can work together to answer this question. Eg,T:What is your favorite season? What festivals happen during your favorite season? ( have a discussion)(S1: I liker summer. There are Children’s Day, Dragon-boat Festival and Mother’s Day.S2: My favorite season is winter. They are Spring Festival and Lantern Festival and Christmas Day.S3: ……T：Well done. Thank you.Explain the differences between Day and Festival.Step3.While-readingActivity1.Fast-reading Get students to read the text quickly, match the pictures with the festivals.Activity2. Guessing.Show some describing sentences on the screen to let students read and guess the names of the three festivals .Activity3. Careful-readingThis time let students read the text carefully and get more detailed information to fill in the table of exercise3 on page36.Ask some students to report their answers to the class.Step4. PracticePlay the tape for the students to listen and ask them to fill in the blanks according the text.1.The Mid-Autumn Festival happens in September or______. it is important because it is a special _____ for family.2. There are many different kinds of mooncakes ____ fruit, coffee, chocolate and so on.3. The ____ ____ Festival falls on the fifth day of the fifth month of the lunar year. 4.The Dragon boat race marks the _____ of the hottest season of the year.5.________Festival marks the end of the Chinese New Year celebration. Step5. Post-reading.Let students discuss with a partner and answer the following question.Which festival in China is most important for children? Young people? Old people? Women and men?Then ask some students to give a report.Step6. Homework.1. do the exercise 9 on Page 372. remember the new words in Lesson One.3. use your own words to describe a festival that you are familiar with.Step7. Blackboard design. Lesson 1 FestivalsThe Mid-Autumn Festival is celebrated by Chinese people.The Lantern Festival falls on the fifteenth day of the first lunar month. It marks the beginning of the hottest season of the year.

我们英语老师都知道学生学习英语最大的障碍就是词汇，大部分学生学不好英语就是因为记不住单词，或者说记住了又忘了，如此导致学生一提到英语就头疼，真所谓“望英兴叹”，高中英语词汇课教学反思 。但是，我们明白词汇是任何一种语言教学的基本要素。语篇能力当然是最高境界, 但语篇是词汇的组装和欣赏, 是词汇的栽体, 词汇才是语篇的根本, 我们能在不同的语篇中欣赏到词汇的魅力。所以脱离了词汇的英语教学就成了无源之水, 无米之炊。为大面积地提高学生的掌握词汇的能力，我做了如下反思:1. 授人之鱼, 不如授人之渔。教学生一些必备的语音知识。例如: 音标的正确发音, 音标中音节的划分, 开音节和闭音节等。这样学生才会对单词的发音和如何记忆单词有了一定的了解, 他们在学习单词时心中才不回茫然。2.充分利用每个单元后的词汇。老师可以利用早读课或课上的时间进行集体教学单词的发音, 注意多音节单词的重音, 提醒学生那些单词容易拼错。让学生有一定的时间去拼读, 记忆这些单词。在上课时, 老师对这些单词进行听写, 批改后, 发现问题, 再让学生板书, 然后学生再订正。通常新学的单词在一周里要听写三遍, 拼错的再订正三遍。这样一来,学生通过反复记忆、反复纠错, 正确的单词形式才能在大脑皮层下留下深刻的印象。与此同时老师还要指导学生再趁热打铁, 练习使用这些词汇, 因为只有经过语言的操练, 这些词汇才能成为活的语言材料。3. 充分利用每个单元的Reading&vocabulary，教学反思《高中英语词汇课教学反思 》(http://www.unjs.com)。因为在Reading 中, 学生可以体会到如何运用单词, 在具体的语境掌握单词的使用方法; 在Word study 中, 学生可以巩固所学的单词并能拓宽所学单词的用法。如果能及时地默写优美的句子, 则会提高学生学习英语的兴趣。4. 可以运用比较, 联想和语境的方法进行词汇教学。经过多年的教学实践, 我认为, 在词汇教学中, 运用比较, 联想和语境学习词汇,可以使学生产生兴趣、加深理解、增强记忆, 从而进一步突破高中词汇教学瓶颈, 以达到提高学生英语运用能力的目的。5. 在语境中强化交际是不可忽视的。因为英语词汇和英、美国家的文化息息相关。英语词汇中有很多用法已约定俗成, 如一些成语 ( idioms) 、比喻(metaphors) 和幽默( humors) 等。只有依据特定的文化背景和历史知识才能正确理解词义, 切忌望文生义或逐词对译。总之, 词汇教学要得到老师和学生们应有的重视, 才有可能突破词汇教学瓶颈, 我们才能有效的学习英语，才能体味英语学习的真正魅力。

高中教案模板英语

|英语说课模板（分环节版），超实用！ 教学考试研究院  高中英语研究中心   4月15日 说课就是教师口头表述具体课题的教学设想及其理论依据，也就是授课教师在备课的基础上，面对同行或教研人员，讲述自己的教学设计，然后由听者评说，达到互相交流，共同提高的目的的一种教学研究和师资培训的活动。 说课的环节通常有：说教学材料、说教学目标、说重难点等、说学生、说教法、说学法、说工具、说教学程序、说板书等。教师可根据需要自由组合以上环节，但一般都包含：说教学目标、说重难点、说教法和说教学程序等。下面列出其中一些环节的英文说课模板，供各位老师参考。 Teaching Material The content of my lesson is ______________. It provides all-around practice of listening, speaking, reading and writing on the topic of this unit. If the students can master it well, it will be helpful for them to learn the rest of this unit. Therefore, this lesson plays an important part in the English teaching of this unit. The selected teaching material is ______________. The article is about ________________. After analyzing it carefully, I find the article ___________ / the topic is unfamiliar to most students. Teaching Aims 1. Knowledge aims (语言目标：语音，词汇，语法，功能，话题) The Ss can master the usage of the important words and expressions.                The Ss can use the _______________ (grammar) in the proper situation. The Ss can understand the content of the lesson, talk about ________________ and get their own ideas about __________________. 2. Ability aims (技能目标：听，说，读，写) To develop Ss’ abilities of listening, speaking, reading and writing. To guide Ss to set up effective studying strategies. To improve Ss’ reading ability, especially their skimming and scanning ability. To train Ss’ ability of studying by themselves and cooperating. 3. Emotional or moral aims (情感目标：兴趣，合作，爱国，国际视野) By learning this lesson, the Ss increase their interest in ___________ and set up self-confidence in ______________. By completing the task,the Ss develop their sense of teamwork… 1. Knowledge aims The Ss can hear, read, and use the main sentence patterns. The Ss can understand the content of the lesson. The Ss can use the patterns to express their thoughts in proper situation and learn how to describe ______ with proper adjectives. 2. Ability aims To develop the Ss’ abilities of listening, speaking, reading and writing, especially speaking and writing ability. To train the Ss’ ability of working in pairs. To improve the Ss’ reading ability, especially their skimming and scanning ability. To help Ss learn how to use body language to show their feelings. 3. Emotional or moral aims By completing the task, the Ss increase their interest in _______________ and set up self-confidence in ________________. By reading the text, students can learn ______________. The Important and Difficult Points Based on the requirement of the syllabus. The important points are _________________ such as __________. The difficult points are _________________ for example __________. One of the teaching difficult is how to enable the students to use new words and phrases in proper situation all through their daily life. The students also find it difficult to describe their experience with the proper logic and well organized language. Teaching Methods For achieving these teaching aims, I will use the following teaching methods. 1. Communicative Language Teaching (交际教学法) 2. Whole Language Teaching (整体语言教学法) 3. Task-based Language Teaching (任务教学法) 4. Situational Teaching Method (情景教学法) Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT(Teacher Talking Time) and increase STT (Student Talking Time). So during this lesson, emphases are to be laid on: 1. Student-centered teaching 2. Task-based learning 3. Activity-based teaching (individual work; pair work; group work; class work) Situation of Students Students of this stage are quick in thought and they are eager to show what they know. They have certain ability of reading, but they are lack of the cultural background and the courage to express their ideas. Therefore, the teacher should show more background information to help students have a good understanding of the text, and encourage them to express themselves. What’s more, the teacher should teach students some learning strategies. Teaching Aids 1. a projector 2. a multi-media computer system 3. chalk Teaching Procedure Step 1. Lead-in. ( _____ min) ________________________________ Purpose of my design: a. To catch Ss’ attention about the class/topic/passage b. To build up suspense/develop interest in ___________. Step 2. Pre-reading Task 1. (Individual work, pair work, group work, class work; _____ min) ... Task 2. (Individual work, pair work, group work, class work; _____min) ... Now, let’s see what happened to the _______________/ let’s check whether it is right or not. Purpose of my design: (1) Enable Ss to know something about the __________. (2) Enable Ss to have a better understanding about the importance of _______. Step 3. While-reading Task 1. (Individual work, pair work, group work, class work; _____min) Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph. Para 1 ___________________ Para 2 ___________________ Para 3 ___________________ … Task 2. (Individual work, pair work, group work, class work; _____min) Scanning: Guide Ss to read the text quickly to find specific information. ... Task 3. (Individual work, pair work, group work, class work; _____min) Careful reading:Guide Ss to read the material carefully and take some notes, then answer the following questions. … Task 4. (Individual work, pair work, group work, class work;_____min) Careful reading: Ask Ss to read the material carefully and find out the correct answers to finish the following chart. ... Purpose of my design: Enable Ss to understand the given material better by using different reading skills. Proper competition can arouse the Ss’ interest in English learning. Task-based teaching method is used here to develop the Ss’ ability of communication and their ability of cooperation will be well trained as well. Step 4. Post-reading Task 1. (Individual work, pair work, group work, class work; _____min) Ask Ss to close books and finish the summary according to their notes. (接Task3) Retell the story /Sum up the passage in Ss’ own words according to the chart. (接task4) Task 2. (Individual work, pair work, group work, class work; _____min) Discuss ______________ with other group members and then choose a reporter to share their opinions about ______________ with the whole class. Purpose of my design: I think if the Ss can finish this task well, they will benefit a lot in their spoken language. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. Step 5. Homework 1. _________________________________ 2. _________________________________ Purpose of my design: Homework is so important and necessary for the Ss to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims. Blackboard Design Blackboard design should be a thing that attract the students’ attention and let them to write down the important teaching points. I will divide the blackboard into two parts. The left part will be used to write the important vocabulary and grammar and their usage. It will be reserved for the whole class. The right part will be precious explanation, I will write some sentence of the words, phrases and structures to explain their meaning.

全英文版本的高中英语说课稿，应该怎么写?下面是我给大家整理的高中英语说课稿范文英文版，供大家参阅!

Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the

teaching procedure,and Blackboard design.First, let me talk about the teaching material.

Part 1 Teaching Material:

This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学

大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:

1.Knowledge objects:

a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.

c)The Ss can use the patterns to express their thoughts in the proper situation.

2.Ability objects:

(1) To develop the Ss’ abilities of listening, speaking, reading and writing.

(2) To train the Ss’ ability of working in pairs.

(3) To Improve the student’s reading ability, especially their skimming and scanning ability.

3.Emotion or moral objects:

a)By completing the task,the Ss increase their interest and set up self-confidence in science;

b)Teach the Ss what is “science”, put the moral education in the language study.

now,let’s come to the Important points and the Difficult points.

Well, how to achieve the teaching objects better, how to stress

the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .

Part 2 Teaching Methods:

In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “Whole language

teaching” (整体语言教学法)and “Task-based” language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —

activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use

language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English. Part 3 Studying Methods: ......

Interpretation

Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.

I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.

Part 1 Teaching Material

The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.

Part 2 Teaching Aims

According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:

1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)

(1)The Ss can master the usage of the important words and expressions.

(2)The Ss can use the __________________ (grammar) in the proper situation.

(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.

2.Ability objects (技能目标：听，说，读，写)

(1) To develop the Ss’ abilities of listening, speaking, reading and writing

(2) To guide Ss to set up effective studying strategies.

(3) To improve the student’s reading ability, especially their skimming and scanning ability.

(4) To train the Ss’ abilities of studying by themselves and cooperating.

3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)

(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.

(2)Teach the Ss_________________________, put the moral education in the language study.

Part 3 the Important and Difficult Points

Based on the requirement of the syllabus.

The important points are__________________________ such as ______________.

The difficult points are_________________________ for example_____________.

Part 4 Teaching Methods

As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .

1. Communicative Approach(交际教学法)

2. Whole Language Teaching(整体语言教学法)

3. Task-based Language Teaching (任务教学法)

4. Total Situational Action (情景教学)

a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.

Part 5 Teaching Procedure

Step 1 Lead-in. (_____min)

___________________________________________________________________

Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.

(2) To set up suspense/develop interest in _______________.

Step 2 Pre-reading

Task 1 (Individual work, pair work, group work, class work; _____min)

Let Ss _____________________________________________________________

Task 2 (Individual work, pair work, group work, class work; _____min)

___________________________________________________________________

Now, let’s see what happened to the_______________/ let’s check whether it is right or not.

Purpose of my design: (1) to get to know something about the _________________.

(2) To have a better understanding about the importance of ___________________.

Step 3 While-reading

Task 1 (Individual work, pair work, group work, class work; _____min)

Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.

Para 1 ___________________

Para 2 ___________________

Para 3 ___________________

Task 2(Individual work, pair work, group work, class work; _____min)

Scanning: Listen to the tape part by part to finish ___________________________.

Task 3 (Individual work, pair work, group work, class work; _____min)

Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.

Task 4 (Individual work, pair work, group work, class work; _____min)

Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.

Purpose of my design:

Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. ―Task-based‖ teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.

Step 4 Post-reading

Task 1 (Individual work, pair work, group work, class work; _____min)

(接task3)Ask Ss to close books and finish the summary according their notes.

(接task4)Retell the story /Sum up the passage in Ss’ own words according to the chart.

Task 2 (Individual work, pair work, group work, class work; _____min)

Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.

Purpose of my design:

I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the

activities, especially for the Ss who have trouble in English study.

Step 5 Homework

1. __________________________________________________

2. __________________________________________________

Purpose of my design:

Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.

I Teaching Aims:

1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)

2. To encourage Ss to practice, participate, and co-operate in the classroom activities.

3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think … II Teaching Approaches Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).

So during this lesson, emphases are to be laid on:

1. Student-centered teaching

2. Task-based learning

3. Activity-based teaching (individual work; pair work; group work; class work)

III Teaching Aids:

1. a projector

2. a multi-media computer system

They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.

IV Teaching Procedure

Step 1 Warming-up & lead-in Activity 1 Free talks (class work) Q1: Who do you think looks coolest in our class? Q2: Do you like him/her? Q3: If so, why? If not, why? … Download some pictures/music from the Internet. Guiding Qs may be: Q1: Who’s she/he? Q2: Do you like him/her? Q3: If so, why? If not, why? Q4: Do you think he/she is perfect? Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic. Activity 2 Picture-talking /Music-talking (individual work) Step 2 Pre-reading Activity1 Look and guess (class work) In this activity, Ss are required to look at the title/subtitle and guess what they will read.

the picture/… Activity2 Brain-storming (class work)

Goal: To develop Ss’ reading skill---predicting and present some new words in the passage such as …

Activity 1 Skimming (class work) Step 3 Reading

Para of the article (or the first sentence or the last sentence of each Para.) Goal: To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. Activity 2 Scanning (group work)

Title

Part/Para.

Main idea

Detailed information

1 a. topic sentences/introduction

b. examples/supporting ideas

c. conclusion

Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other. Activity 3 Report (class work) Invite some group members to report their work to the whole class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and Q1: What does the word ―this‖ in the last Para? But 3 refer to? A. B. C. A. B. D. D. Q2: What is the Chinese equivalent for the phrase ―investing in loss‖? C. Q3: The word ―flawless‖ in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)

Step 4 Post-reading

Activity1 Role-play (pair work) Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be: Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect? ―Remind you‖, remind yourself of what? Activity3 Poster-designing/Cartoon-designing/… (Group work) Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of … Task 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned. Task 2 Look up some more information about … (Individual work) Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic. Goal: To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills. As for my blackboard-design, since time is limited, I’d like to give a brief introduction. Step 5 Homework

高中英语reading教案模板

篇一：高中英语教案模板

Unit3---A Master of Nonverbal Humour

The Second Period Reading

Teaching aims: students to learn what humor means and what is nonverbal humor.

introduce the life and work of Charlie Chaplin.

introduce the kind of humour we can all laugh at

---nonverbal humour

train the students’ reading and understanding ability

Difficult points: Find out the main ideas of every paragraph.

Teaching aids: A recorder and a projector, multimedia

Teaching procedure:

Step 1. Greetings and Revision

Check homework: ask students to review what we learned in last

period.

Step 2. Pre-reading (通过展示几幅幽默图片，使课堂气氛活跃了起

来，一下子调动了学生的积极性，然后顺势导入本课的主人公

---Charlie Chaplin)

Questions: do you know about Charlie Chaplin?

do you know about his films?

Step 3 Reading

Task 1 :find out the main information about Charlie Chaplin

1)Born:___________________________________

2)job:______________________________________________

3)Famous character:_________________________________

4)Costume:__________________________________________

5)Type of acting:_____________________________________

6) Died:_____________________________________________

Task 2: Listen to the tape of the passage and match the main idea

with each part.

Para11. Charlie’s childhood

Para22. His famous character (角色）

Para33. The Charlie Chaplin’s laughter (笑声） Para44. His achievements

Para55. An example of his work

Task 3: Answer the following questions:

1. What’s the passage mainly about?

A. The history of English humour?

B. The films Chaplin made.

C. The humour Chaplin made in his films.

D. The Gold Rush in Alaska.

2. When and where is the film The Gold Rush set in?

A. it is set in California at the end of the nineteenth century.

B. it is set in Canada at the end of the nineteenth century

C. It is set in Alaska in the middle of the nineteenth century

D. It is set in Canada in the middle of the nineteenth century

3. Charlie Chaplin made people laugh when they felt depressed, so they could feel____________

A. less content with their lives

B. more satisfied with their lives

C. more worried about their lives

D. they had a miserable life

Task 4: Give a description on Little Tramp.

The little tramp, a poor, homeless man with a moustache, wore a

small round black hat, large trousers and worn-out shoes carrying a walking stick.

Task 5: Introduce the main films of Charlie Chaplin.

The Gold Rush , Modern Times, The Great Dictator...

--> Enjoy the part of the film ---The Gold Rush

(利用多媒体播放卓别林的经典影片The Gold Rush中的片段，让学生体会以下大师的惟妙惟肖的表演，从而激发学生的好奇心，使其迫不及待地去读课文，更深入地了解“无声的幽默的大师—卓别林”.) Task 6: After seeing the film, find the correct order of the following events.

Chaplin tried cutting and eating the bottom of the shoe.

Chaplin and his friend washed sand and expected to pick up gold,but they failed.

They were so hungry that they boiled a pair of leather shoes.

They were caught in a small wooden house.

Chaplin cut off the leather top of the shoe.

Chaplin picked out the laces of the shoe.

Step 4: Post-reading

Answer the questions: joy, what else can humor bring to us in our studies and life?

( relaxation, confidence, hope, joy, health, friendship, love...)

2. The reasons for his success:

( Determination, Devotion, Optimistic attitude to life, Kindness

Sympathy to the poor... )

3. Give students a humorous story if time permitting.

Step 5: Conclusion

Today we have learned something about humor, it is everywhere in our daily life. I hope you can be optimistic(乐观的) no matter what difficulties you meet with, just as Charlie Chaplin was.

Step 6: Homework

a humorous story in English and find out the Grammar Items in this passage.

the important words and expressions in the text.

篇二：高中英语 教学设计 范例

英语学科教学设计

篇三：高中英语教案范例

新年第一节英语课（高一教案）

Step I Greetings and lead in（问候以及导入）

1. Happy new year!

T: Well, I am so happy to see you again after the long vacation. I wish everyone of you had a happy holiday. So how about your holiday? Had you done some travel? 2. Learn some expressions about “dragon”（学习一些关于中国龙的习语、成语） T: This year is the year of dragon, so we will play a guessing game. I will show the English expressions and you try to guess the Chinese expressions, "long" included.

Step II Revision（复习）

1. Dear, how many words can you still remember after a month's winter holiday?

2. 2. How many phrases can you still remember?

. Do you still remember the grammar very closely?

There is no shortcut in the science road ,only be deligent.在科学上没有平坦的大道,只有不畏劳苦沿着陡峭山路攀登的人,才有希望达到光辉的顶点。”（马克思）

You never know what you can till you try.

A good beginning is half done.

中学英语全英文说课范文（模板）

Unit 16 Lesson 63

Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts.

Part 1 My understanding of this lesson

The analysis of the teaching material:

This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims:

1. Knowledge aim: Understand the main idea of the text.

2. Ability aim: Retell the text in their own words.

3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points:

How to understand the text better.

Teaching difficult points:

1. Use your own words to retell the text.

2. Discuss the pollution of the sea and how to save the sea.

Something about the Ss:

1. The Ss have known something about the sea and sea life through the Internet and other ways.

2. They are lack of vocabulary.

3. They don’t often use English to express themselves and communicate with others.

4. Some Ss are not active in the class because they are afraid of making mistakes.

Part 2 My teaching theories, methods and aids

Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

Teaching method:

Double activities teaching method

Question-and-answer activity teaching method

Watch-and-listen activity

Free discussion method

Pair work or individual work method

Teaching aids:

1. a projector

2. a tape recorder

3. multimedia

4. the blackboard

Part 3. Teaching steps / procedures

I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

The entire steps are:

Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings

Greet the whole class as usual.

Step 2. Revision

1. Ask students some questions to revise the last lesson（show them on the screen）.

a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. by weight）

b. What is coral? Why are corals not found in deep water?

c. Why is the Dead Sea called the Dead Sea?

2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

Step 3. Lead-in and preparation for reading

Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

Purpose: Arouse the students’ interest of study.

Bring in new subject: Life in the oceans.

Step 4. Fast reading

Read the passage as quickly as they can. I show the questions on the screen and let them get the

main idea of each paragraph:

1. Why can living things live in such oceans around the Antarctica?

2. What does the whale feed on?

3. What is the difference between the sperm whale and other whales?

Method: Read the text individually, use question—and—answer activity.

Purpose: Improve the students’ reading ability.

Understand the general idea of each paragraph.

Step 5. Listening（book closed）

1. Listen to the tape then do an exercise（wb page 90, part 1）

2. True or false exercise.（on the screen）

Train the Ss’ listening ability and prepare for later exercises.

Step 6. Intensive reading

Read the passage carefully again and answer some detailed questions on the screen.

1. How much does a whale eat at a time?

2. Do all the whales feed on small fish?

3. How deep can a sperm whale dive?

It is also called depth reading or study reading. It means reading for detailed information.

Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.

Step 7. Preparation for details of the text on the screen

1. ...its heart slows to half its normal speed.

slow-v. to become / make slower.

2. ...using sound wave

Present participle used as adverbial.

3. provide sth. for sb.

provide sb. with sth.

4. at a time: each time

5. grow to a length of...

Purpose: Train the Ss’ ability of understanding and using laguage.

Step 8. Consolidation

1. Find out the topic sentences.

2. Retell the passage according to the topic sentences.

Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.

Step 9. Discussion

Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?

Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.

Step 10. Homework

Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.

Part 4. Blackboard design

高三是最紧张最有压力的一年，无论老师还是学生，做好一切准备迎接考试吧!下面是由我为大家整理的“高三英语教案万能模板(通用)”，仅供参考，欢迎大家阅读。

一、本课在教材中的地位

我说课的课题是高中英语第一册(上)，第11单元，第42课，美国乡村音乐。本课是本单元的第二课时，是一节阅读课，阅读课是每单元教学的重要环节。本课包括美国乡村音乐的背景知识和历史发展知识。本课包括四会词11个, 三会词及短语6个，二会词及短语3个。

二、教学目标与要求

根据大纲“巩固，扩大学生的基础知识”和关于词汇方面的要求，以及英语学科的语言特点，我确立本课的知识目标为两点：一是要求学生掌握11个四会词dollar leader value remain boyfriend girlfriend think of appear electrical fun make fun of , 和success society anger political equipment beauty 6个三会词。二是要求学生对课文进行较好的理解，即了解美国乡村音乐方面的知识。根据大纲“侧重培养阅读能力”的要求和高一学生阅读能力的发展水平， 我确立的第一个能力目标为训练学生的skimming 和scanning 两种能力。第二个能力目标为发展学生的观察，记忆，想象，比较，分析和快速反应等能力。确立此目标的依据是英语教学大纲的“发展智力，提高思维，观察，注意，记忆，想象，联想等能力”的要求。

三、教材分析与学生分析

本课包括美国乡村音乐的历史和现状两部分内容，阅读容量正常，阅读材料内容不易理解，涉及到的某些历史知识，如美国当代人的价值观，所以我确立本课的重点和难点都是解决这样一个问题：当代美国人的价值观在美国乡村音乐中有了那些变化。

我在本课的教学处理上注重文章的阅读理解，淡化词汇和语法教学，词汇部分仅用一个word puzzle 来解决。在阅读理解方面，我强调从输入知识(即教师的教)到能力的输出(即学生的用)，通过这一过程，达到了扩大学生思维容量，提高学生能力的目的。

从学生学习语言的规律看，高一年级是学生的阅读能力提高的重要阶段。一般来说，他们比较擅长对记叙文的阅读理解，阅读速度快，正确率高，而社科类文章则是使他们感到最为头疼的问题。但教学大纲要求“高一学生能以每分钟40-50个词的速度”进行阅读，“阅读生词率不超过3%的……科普小品等内容的材料…….理解准确率达到70%”。而且从经验看，我感到学生阅读社科文章一是速度慢，这主要是由于他们对文章内容不熟悉和其中的背景知识使他们感到无从下手。学生存在的第二个问题是他们的理解正确率往往低于70%。为了解决这两个问题，我在指导学生阅读时强调skimming和scanning这两种技能，目的之一就是要提高他们的阅读速度和快速查找信息的能力，从而提高正确率。

四、教学方法与辅助手段

本课运用的教学方法主要有两个：情景交流法和多媒体教学。 现代的语言教学强调语言在一定的语言环境中的运用。在本课的教学环节中我搜集了美国五十年代和六十年代以及现代的乡村歌曲，使他们在这个语言环境中欣赏美国乡村音乐。在模拟的真实情景中尽情地，自由地运用英语进行交际。我这堂课最突出的教学方法还是多媒体教学，即通过展示软件，达到讲解的目的，突破难点。由于本课的难点：美国人生观的理解，所以我设计了多媒体课件来代替老师讲解。这样，就把书本上枯燥乏味的文字变为形象生动的图片和动画，使学生先获得感性认识，然后才是理性的总结，符合认识事物的规律。运用这种图示法，学生就会从原来的从书本，从老师那里被动地接受知识变成现在的主动，积极地探索知识，激发了他们的学习兴趣，改善了学习效果，突破了难点。

20年的英语教学使我感到让学生“学会”并不难，难的是让学生“会学”,讲授知识并不难，难得是培养学生运用知识的能力。英语学科无论是教学还是考试都注重阅读能力，所以在本课中，我注重指导学生的阅读能力。主要体现在三个方面：一是快速阅读。快速阅读训练对于学生提高阅读速度和质量很有帮助。尤其是教学大纲和考试都要求学生能在较短时间内阅读相当篇幅的阅读材料。二是默读。事实证明，学生阅读时如果朗读，那么他们的注意力仅会停留在所读词汇的发音上而不是所读文章的意义上。三是阅读时带着问题读。这种阅读方法尤其在高考中很有益处。在时间允许的情况下，如果带着问题阅读，可以更加集中注意力，抓住重点。

五、教学步骤

本课的教学过程分为三个步骤。第一步是Pre-reading。我通过播放country road 这首歌，提出了三个问题，导入本课主题American country music, 并检查了学生的预习情况。导课这一环节大约需要5分钟。

第二步是fast-reading, 包括两个环节。第一个环节是阅读理解，需要5分钟,主要目的是让学生抓topic sentence;第二个环节需要10分钟，讲解本课语言点并介绍美国乡村音乐的发展历史和现状。在每部分的阅读理解之前，都有不同形式的过渡，使各部分的教学能有机的联系起来，并且我也提出问题，阅读后又配有不同形式的阅读理解练习题。

第三个步骤是Post-reading。包括四个环节。第一个环节是巩固练习，需要10分钟左右，要求学生两人一组编对话。假设你与朋友要去看美国乡村音乐演唱会，你们会谈论什么?通过这样设置的情景，一是可以检验学生对所学知识的运用是否正确;二是可以训练学生的听，说技能和想象等思维能力。

第二个环节是发展技能练习，需要10分钟。将全班学生分为两组。A组同学喜欢乡村音乐，B组同学喜欢摇滚乐。让他们展开辩论，试图说服对方他们的选择是较好的。这样双方都积极地进行思维。同时辩论的形式也激发了他们的好胜心。为了鼓励更多的学生尤其是听说能力较差的学生参与辩论，我还提出，“one sentence or even a few words is also OK”，限度地调动学生的非智力因素。第三个环节是德育教育。我通过对美国乡村音乐历史的分析，使学生自发地认识到美国所存在的严重的社会问题。第四个环节是作业。除了常规的作业布置以外，我要求学生每人学唱一首美国乡村歌曲。德育教育和作业布置两个环节共需要4分钟。

step sections time

Pre-reading Lead-in 1’

While- reading Reading compre-hension music General knowledge 15’

John Danver

Country music

history 1950s---love

1960s---anger1970s---money,success

Today—sunshine ,laughing,friends

Dealing with vocabulary 5’

Post- reading Practice (pairwork) 10’

Developing skills (debate) 10’

Moral education 4’

Homework

本课的教学中我使用了多媒体进行导课，它能迅速抓住学生的注意力，很快导入正课。我还唱了country road这首歌加强学生对美国乡村音乐的印象。整堂课中我主要使用了自己设计，制作的多媒体教学软件。软件的作用主要有四点：

一是加大课堂容量。事实证明，以上教学任务在多媒体的帮助下，在学生预习到位的前提下，完全能顺利完成。

二是突破难点。多媒体教学软件通过以图代文的方式，解决了文章理解的难点，不再需要教师枯燥地讲解。

三是可以指导学生的逻辑思维。四是可以调动学生的积极性，激发他们的学习兴趣。

六、板书设计

我的板书设计主要体现了本课的重点和难点。

Blackboard Design

Unit 11

Lesson 42 American Country Music Topic sentence1950s------love1960s------anger1970s—1980s------money and success1990s------sunshine laughing and friendslanguage points1. Money was also thought to be all thought him (to be) the best singer in our school2. During these years many young students were angry with society,so songs were often full of . Politcal leaders were not well thought of and those songs ofte made fun of them. 4. Singers do not just come from the States but from all over the world.

七、布置作业

在我的Workpage中，Pre-class部分我安排了两项任务：

一是让A组和B组学生分别查找关于American country music信息，从而为课堂教学中的辩论做准备。

二是要求学生每人学唱一首美国乡村歌曲,并从网上查阅美国乡村歌曲的相关背景资料，把英语学习从课堂引向社会。

一、 说教材

1、 材的地位和内容

该课文John Snow Defeats King Cholera 是人教版高中英语必修5第一单元的一篇文章，这是一篇阅读课。文章介绍了有名医生John Snow 是如何通过考察、分析和探究的科学方法，发现并控制“霍乱”这种传染疾病的。通过学习这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科学的严密性。该课文出现了英语重要语法知识--过去分词的用法。

2、 教学目标

根据该教材的特点以及高中英语课程标准，我拟定下列教学目标。

1) 语言知识目标

词汇：defeat attend expose cure outbreak control absorb severe valuable strict pump 等

语法：过去分词作定语和表语

2) 语言技能目标

练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力。

3) 情感目标

培养学生的科学探索精神，培养学生科学人文精神相融合的素养。

4) 学习策略目标

学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控，通过各种途径获取相关信息，并运用有效教学资源。

5) 文化意识目标

3、 学重点和难点

重点：理解所读课文;把握过去分词的用法。

难点：利用所学词汇、句型，围绕主题进行叙述。

二、说教法

根据高中英语课程标准，根据“整体语言教学”的理论和实践，以及当前教学改革的新理念，为达成上述的教学目标，运用“任务型”英语教学法。在实际的教学活动中，充分体现教师在教学活动中的主导、组织和监控的作用。充分发挥学生在教学活动中的主观能动性。以学生为中心，开展自主性学习活动，促使学生通过探究、独立思考以及合作学习的方式，完成学习任务。优化学生的学习方式，提高课堂学习效果，采用“讨论学习法”。通过互动的学习方式，培养学生的合作学习精神。

三、说教学设计

根据课文内容的特点，根据高中英语课程标准的要求，为实现该课的教学目标，以提高学生阅读理解能力为重点，加强学生听说读写综合能力，我设计以下教学步骤。

Task 1

为导入教学环节，是学生进入阅读材料和完成各项教学任务的热身活动。通过这个活动，激发学生学习动机，调动其主观能动性。具体作法如下：让学生说出自己熟知的科学家姓名、其发明、工作、生活的情况。完成此任务将使学生学到知识、尝到乐趣、获得聪明、受到鼓舞。

T: Name some famous scientists you know and tell something about them.

S: Charles Darwin---He was British. He wrote the Origin of Species.

S: Thomas Edison---He was an American inventor. He invented electric light bulb.

S: Stephen Hawking---He is a British. He studied black holes of space.

Task 2

呈现教学材料，设计学习任务，要求学生按时完成学习任务。练习学生阅读方法，利用Scanning阅读法，阅读课文，学生通过自主学习的方式，通过探究，独立思考，观察和分析，浏览课文，寻找相关信息，在下表填写，并口头叙述。达到听说读写综合能力练习的目的。

Task 3

再读课文，完成以下判定正误题。要求学生对读到的信息进行理解和整理，通过讨论的学习方式，在学生语言交流的互动过程中，重组信息，作出判定。从而提高学生学会分析问题、处理问题和解决问题的能力。

Task 4

课后作业。要求学生查阅有关霍乱知识的文章，向医生了解什么是霍乱，人类感染后回出现什么症状。并说出还有哪些传染病。

教学反思：整个教学过程均以任务型教学法贯穿。任务的设计都以教材的特点作为重要依据，同时考虑到学生的认知规律。任务的编排依照了从简入繁，从浅入深，从易到难的原则。符合学生实际，符合教学实际，符合认知规律。学生通过完成教学任务的同时，自然而然地习得了语言知识，培养和形成了语言技能，提高了阅读理解能力。而且，通过对文章的理解，加强了对学生品格情操的培养。同时，提高学生自我完成任务的能力和策略。学生在讨论学习和合作学习中形成用英语获取信息、处理信息、分析问题和解决问题的能力。

四、板书设计(略)

一、教学内容分析

本单元的中心话题是西方绘画艺术的历史和中西方各种艺术形式和风格。听说读写都是围绕这个而展开的。

这节课的内容主要是围绕中国的绘画艺术的历史和风格及其各个时期的代表作品而展开的。通过做听力训练和热身，让他们对艺术和绘画有一个大概的了解，从而为接下来西方艺术的学习垫定基础。

二、教学目标

of knowledge(知识目标)

1) to know the information about art

2) to know some relevant words and expressions

of abilities(能力目标)

1) to improve students listening ability by guessing the content and setting down the key words

2) to enable the students to understand the brief short history of the traditional chinese painting

aims(情感、态度与价值观目标)

to arouse the patriotic spirit of the students and improve their team spirit by doing the group work

三、学习者特征分析

虽然这是选修七第一单元的第一个课时，学生在语言理解上会有一定障碍。我们班学生男生为大多数，普遍听力较薄弱，也比较缺乏兴趣。但是高二的学生通过一年多的高中英语学习，已经积累了一定的词汇，而且在听听力之前教师会让学生做热身，先熟悉目标词汇，使听力难度降低。在课堂上通过播放自己制作的视频来显示不同时期的绘画作品，同时播放《江南style》让学生自由展示自己的舞蹈，从而来激发学生的兴趣，消除学生听力课上的紧张情绪。

四、教学策略选择与设计

teaching

以学生为中心 让学生积极参与课堂

teaching

听力环节教师创设情境，设置不同的听力教学任务，锻炼学生的思维

五、教学重点及难点

1. to know about the traditional chinese art

2. to set down the key words while listening

六、教学过程

教师活动

学生活动

设计意图

step1:warming up

(1) show the art works of fruit

(2) brainstorming

(3) enjoy a video of chinese painting

(4) learn the brief history of chinese painting

在用多媒体展示图片和视频后让学生回答下面的问题：

q1. what do you think of it?

you feel happy after seeing them?

you think of any other art styles?

运用多媒体展示让内容形象直观，激趣导入艺术和绘画这个话题，提高学生学习的自觉性和主动性。同时让学生了解中国绘画的历史。

step2: pre-listening

talk about the artworks and guess what period of chinese history each artwork belongs to .

preview the relevant words and expressions

让学生根据图片猜测这些作品所属的年代

学生猜词意，读单词

图文并茂加上老师的讲解，让枯燥的知识生动化，让学生直观的感受意识产生的自然过程，并能够较快接受相关词汇。为听力打好基础。

step3: first-listening

put the words of time into order

听完材料后思考并讨论问题，学生回答问题。

听力中相关的年代和时期，在之前热身中已熟悉，把时间排序，提高对数字听力的敏感度。

step4:second-listening

listen again and take some notes for the detailed information( who &when)

分组讨论思考。学生回答问题。

听细节，此作品是什么人在什么年代创作。

提高学生听力中把握细节的能力。

step5: game time (江南style)

学生观看视频再上台表演

小游戏是一个小高潮，气氛顿时活跃，调节课堂氛围，激发学生学习兴趣。

step6: conclusion and evaluation

思考讨论并回答。让学生对本节课进行总结，反思自己所学。

让学生反思的过程其实是让学生做自我评估，对自己的英语学生有一个及时的了解。对教师课堂效率的提高有一 定帮助。

教学目标：

学生基本掌握meat,rice,noodles,fish,milk.懂得Do you like??”是提问“你喜欢???”并能作出相应的回答。

通过说唱活动培养学生的英语语感，提高学生的思维能力和语言能力。 通过学习、合作、交流，激发学生的学习动机，培养学生学习的兴趣，充分调动学生学习的积极性;把所学语言知识与实际生活紧密结合。

遵循“以学生发展为本”的课改理念，面向全体学生，启发和引导每一个学生积极主动地参与到学习活动中，培养和提高学生合作学习的意识和能力。

教学重点：

掌握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。

教具准备：

多媒体课件，自制食物图片。

教学过程：

Step1 热身运动(反应游戏：Touch your face, Touch your nose)

通过TPR活动，有助于帮助学生集中注意力，做好上课的准备。

Step2 揭示课题

T: 同学们平时都喜欢吃什么食物?

S:肉、牛奶??

T:同学们想知道这些食物用英语怎么说吗?今天我们就一起来学习。直接点明这堂课的学习任务。

Step3 师生交流

T:出示fish图片.I like fish.(表现出喜欢的样子)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.

教师可以和多几个同学练习。

T:出示noodles图片 Idon’t like noodles(表现出不喜欢的样子-摇头)Do you like noodles?引导学生回答 No,Idon’t

教学其他单词方法同上。

备课思路：师生的真实交流，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，让学生体验获取知识的成就感，培养自信心。

Step 4 Let’s 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，变得生动有趣。

Step 5 听歌并学唱歌曲

播放学生比较熟悉的旋律“How old are you?”然后根据旋律改歌词。 Do you like meat?

唱歌是学生喜欢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、培养听力、检验知识掌握情况、复习巩固知识和发展学生语言能力的一种手段。

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欢的食物是什么。”

(多媒体课件)呈现活动1，请学生认真听，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?”请学生带着问题听第二遍录音，最后，请学生边听边指向相应的图画，并模仿跟读。

Step 7合作学习

每组一个学生拿着食物图片问同桌：“Do you like??”另一个学生根据自己的喜好回答：“Yes, I do. ∕ No, I don’t.

一、教材分析：

本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，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，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，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：

在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学目标：

1.知识目标:

引导学生掌握过去分词在真实的生活语境中的使用。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，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维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，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，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：

用含过去分词的句子结构表达思想感情。

四、教学重点：

1.过去分词的用法.

2. 过去分词的运用

五、教学难点：

1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2. 过去分词在真实的生活语境中的使用。

六、教学策略：

通过小组讨论、小组竞赛等具体形式，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，本课采用教学方法---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，学生能够不断地获得知识并得出结论。

七、学习策略：

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，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

这篇《高中英语教案模板范文》是 为大家整理的，希望对大家有所帮助。以下信息仅供参考！！！ 各位老师： 大家好！ 我说的课题是高中一年级英语上册第2单元English around the world的第三课时Reading。我说课的内容包括三部分，一是教材分析，二是说教法，三是说教学程序。 一、 教材分析 1、单元背景分析 本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。促使学生了解英美语言在词汇、拼写、语音等方面的区别。使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。 2、教材内容分析 w 本课是高中一年级英语上册 ，unit 2 English around the world 中的Reading. w 本单元的中心话题是“世界英语”，具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要意义，以及英美语言的差异”。本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。 w 本课时主要分为两部分: 1）Pre-reading. (读前准备) “ 读前准备”部分是Reading的前奏，此部分设计了两个问题，诱发学思考。通过对问题的讨论和比较，让学生明白学好英语的重要性。 2）.Reading (阅读) “阅读”部分文体为说明文，全文共分三个段落。全文阐述了一个鲜明的观点：英语的确是当今世界范围内使用最广泛的一门语言之一，也是联合国的工作语言之一，它的重要作用是其他语言不可替代的。 3）Post-reading（读后） “读后”部分共设计了两类题型：第一部分是和个问题，其中前面两个是细节理解题；第三题是一个开放性题目，鼓励学生把英语学习与现实生活相结合。第二部分是填空形式，帮助学生梳理文章，掌握文章主要细节，概括中心思想，实为文章的一个纲要。 三部分均以提高学生阅读能力为主，所以将此三部分有科学地整合成一节阅读课。 3、教学重点 1）、使学生在认识学好英语的重要性的同时，更加热爱自己的祖国。 2）、发展学生的阅读能力，尤其是归纳总结，猜词和查读（scanning）的能力。 3）、使学生通过交际性任务和合作的机会，培养他们用谚语思维和交际的能力。 4、教学难点 1）、使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。 2）、与同伴一起讨论并找到解决问题的方法。 5、教学目标 根据课文特点及新课标对高一年级学生英语学习能力的要求，本课的教学目标我定为以下几方面：一、语言目标，二、情感目标。 1. 语言目标 本课为阅读课型，是一篇说明文，涉及了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍了英美英语语言的差异。通过阅读使学生了解“世界英语”的一些基本概况，包括它的重要性和英美英语的差异。教师根据课文内容用不同的形式来训练学生，提高阅读技能。由于课文讲述的是世界英语的话题，学生会感兴趣。为了引起共鸣，可把课文与生活中经历结合一起讨论。本课的目的是使学生提高听、说和阅读能力，更深的了解学好英语的重要意义。从而激发学生学习英语的兴趣。 2. 情感目标 让学生领会英美不同文化差异和风俗习惯， 领会语言丰富多彩性和发展变化的特征，使学生在认识世界英语在人们生活中扮演的不同角色的同时，更加热爱自己的祖国，从而培养他们的祖国意识。培养他们的跨国文化意识和世界意识。 二、说教法 教学环环相扣，设计紧凑。先利用学生感兴趣的话题引起兴趣，然后带着问题有目的地阅读文章。通过回答问题掌握细节，理清线索，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后以拓展课文知识小组活动完成这节课的整体教学。使他们掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用已学词、句表达出自己的观点。学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。 为了能很好地突出重点，突破难点，圆满完成教学任务，取得良好的教学效果，我抓住重点，联系实际，以学生为主体，教师为主导，让学生集中练习。为了激发学生的兴趣愉快地学，我采用阅读、快速阅读、判断正误等教学方法，让学生充分体现课堂教学“主体者”的身份。 三、说教学程序 1、导入：首先在学生对英语是世界上最广泛使用的语言和越来越多的人在学习英语现有情况了解的基础上，引出问题“Do you know how many countries use English as their mother tongue？Do you know something about English around the world？”在学生思索时，引出课题English around the world。接着再询问学生：What language has the largest number of speakers in the world? What language is the most widely spoken and used in the world? How many countries do you know use English as their mother tongue?使学生对本节课的话题有进一步了解，而且很有兴趣了解“世界英语”的具体情况。从另一个角度，先给学生一个语言上的input。激发学生的兴趣和欲望. 2、Pre-reading （读前准备）：在学生回答了以上问题后，我让学生看这一部分课本上所设的两个问题： 1) How many languages do you speak? Which is your native language? 2) If you speak more than one language, in what situation do you use the languages?让学生仔细思考后回答。教师不必忙着下结论，诱导他们从书中去思考寻找答案，激发他们探究的兴趣。 3、Reading：使学生了解英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。 任务 1：Listen to the tape ，听录音，然后让学生尽力得出大意并且回答问题 1. How many countries are there where the majority of people speak English? 2. How is English used in Hong Kong? 3. What language should we use on the Internet so that we can communicate with people around the world ? 任务2：让学生带着问题阅读课文（scanning）。有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在地名和新单词上面，集中精力探究文章内容。阅读后学生给出答案 （教师不要袖手旁观，可以给学生必要的引导和帮助，发展学生的自主学习能力，真正的成为学习的主体。） 任务3：根据课文内容，判断句子对与错。 1、There are more than 42 countries where the majority of the people speak English in the world.（） 2、There are more than 37,500,000 people who learn English as a second language.（） 3、New Zealand, South Africa, the Republic of Ireland and the Philippines use English as their mother tongue.（） 4、More than 750,000,000 people learn English as a foreign language.（） 5、English is the only one working language of most international organizational trade and tourism.( ) （此设计是为了检查学生是否理解文章大意和一些重点细节。） 任务4：根据课文内容，完成以下五道阅读理解题。 1、 According to the text, which is TRUE about those who use English as a second language? A. English is also their mother tongue. B. They use more than two official languages in their country. C. People enjoy talking to their family members at home in their native language. D. They learn English at high school for about five years. 2、 What’s the situation of English used in China? A. Most Chinese students learn English at school as a foreign language. B. All Chinese students speak English as a foreign language. C. The majority of Chinese students speak English at school as a second language. D. The majority of people in Hong Kong use English as their mother language. 3、 What’s the main idea of the passage? A. There are more than 42 countries where th majority of the people speak English in the world. B. More than 750 million people learn English as a foreign language. C. English is the language of global culture such as popular music and the Internet. D. English is the language which is the most important and widely used in the world today. 4、 Which is right according to the text? A. Native speakers of English might find it unnecessary for them to learn a foreign language. B. English will be the only English to be used in the future. C. English is the working language of most international organizations, international trade and tourism. D. With the development of China’s economy, Chinese will be more and more important than English. 5、 Which is WRONG to answer the following Why is it becoming more and more important to have a good knowledge of English? A. More and more people will become interested in English. B. English is one of the working languages of most international organizations, international trade and tourism. C. We can communicate with people around the world everywhere through the Internet by using English. D. English has developed into the language most widely spoken and used in the world. （这活动帮助学生梳理文章，掌握文章主要细节，概括中心思想。教师对学生的表现要及时给予评价：或表扬、或鼓励。让他们体验到成功的喜悦，努力的收获。因为愉快的体验会化为下一次成功的动力。） 4、Post-reading（Group-work）： 任务5：分小组讨论：1）Why is it becoming more and more important to have a good knowledge of English? 2） In which countries do we find most native speakers of English? Give the names of three counties. 3） Living in China you can use English every day in different situations. Give two examples.给学生五分钟的时间分组讨论，然后让每组的代表给出答案（完成本课教学目标）。 教师在布置任务后，应监控各小组的活动，适当的时候可以参与到学生的活动中去。在活动中，教师多用评价性语言：Marvelous /Excellent /Fantastic /Well done/Great… （这项任务型活动，使学生有机会表达自己的看法与观点，同时，让他们学会合作，发展与人沟通的能力。进一步提高语言实际运用能力，使学生的思维能力、想象力、协作和创新精神等综合素质得到发展。） 5、Summing-up（总结） Through learning this passage, we have got to know that English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the new century. With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life. So it’s no doubt that everyone should have a good knowledge of English. And I hope everyone in our class can make an effort to learn English well. But on the other hand, it doesn’t mean English is better than Chinese. We must keep it in mind that one’s mother tongue is the most beautiful language in the world. The reason why we learn English is that we should thus be more capable of building up our country. (这是个很好的机会引导学生在领会学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。It’s a good chance to lead the students to love our own country as well as to learn English well.) 6、布置作业 1、课后熟读课文； 2、完成Post-reading 。

人教版高中英语教案模板

教学准备

教学目标

1. 教学目标

(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。能够表达一些Body language.

(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。

(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。

教学重难点

教学重点和难点

(1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。

(2) 让学生合适地使用不同的身势语。

(3)课文中现在分词作定语和状语的长难句。

教学过程

Step 1. Lead in

(1)The teacher shows a question on screen： How can we communicate with others when we can’t speak ?

Then ask a student to answer.

设计说明：引出本单元的话题。

(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 设计说明：引出本节课的题目。

Step 2. Fast reading

1. Go through the passage quickly and find out the main idea of each paragraph.

o Match the main idea of each para. with lines.

() A. Other examples of different greeting body language.

() B. Different people have different body language.

() C. Summary of body language.

() D. Meet the visitors at the airport.

() E. Examples of different greeting body language.

2. Try to write down the main idea of the text.

The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.

设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。

Step 3. Careful reading

Read Para. 1 and decide if the following statements are true (T) or false (F).

(1) Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. ( )

(2) After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.

( )

Read and match the people with their ways of greeting

Tony Garcia (Columbia) A. shakes hands and kisses others twice

on each cheek

Ahmed Aziz B. Bows

(Jordan)

Akira Nagata (Japan) C. shakes hands

George Cook (Canada) D. approaches others closely and touches

their shoulder and kisses them on the cheek

Darlene Coulon(France) E. stand quite close to other men but will

usually not touch women.

Read Para. 4&5 and decide whether the following statements are true (T) or false (F).

(1) All cultures don’t greet each other the same way. ( )

(2) From the passage we can see western cultures are better than eastern cultures. ( )

(3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( )

(4) Only a small number of people greet by shaking hands. ( )

设计说明：通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。

Language Points

1. approach vi. &vt.向……靠近;n.靠近;方法，步骤(后常跟介词to)

即时练习

(1) When I ____________(approach) the dog, it ran away at once.

(2) Can you come up with a good approach of solving this problem? (单句改错)

2. likely adj. 可能的;有希望的

be likely to do 很可能……;有希望……(主语既可以是人，也可以是物)

It is likely that...很可能……

即时练习

(1)She is the most _________ girl to win the prize.

(2) It’s likely that he will succeed.(句型转换)

=____________________________

3. Yesterday, another student and I, representing our university’s student association, went to the Capital International …...

representing 是现在分词(非谓语)作定语，相当于定语从句：who represented ….，谓语是went。

即时练习

(1) Mr. Wang, who taught us English before, retired last week. (把划线部分变为非谓语)_____________

(2)The girl __________(study) in the classroom is my sister. (用非谓语填空)

4. I stood for a minute watching them and then went to greet them.

watching 是现在分词(非谓语)作伴随状语，表示watch和stood同时发生，谓语动词是stood和went。

即时练习

(1) The boy stood there and cried.(把划线部分变为非谓语)

The boy stood there_________.

(2)The boy is sitting before the computer__________ (play) games. (用非谓语填空)

设计说明：通过这些题目的练习，让学生掌握课文中的重点单词，短语和长难句，促进对文章细节的理解。

Step 4. Consolidation

阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.

As I get to know more international friends, I learn more about this

(6) __________ (culture) body language. People communicate not only with

(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.

Correct the mistakes in the sentences.

1. I stood for a minute watched them and then went to greet them.

2. Julia stepped back appearing surprising.

3. Akira Nagata from Japan came in smiled.

4. Most people around the world now greet each other by shake hands.

5. These action are not good or bad.

Step 5. Free talk

After discussing with your deskmate, think out the body language you know and act it out.

Ask some pairs to perform in front of the class.

设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。 这个环节师生互动、生生互动，训练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。

Step 6. Summary

What have we learned in this class?

We have learned:

o some body language in different countries

osome language points

ohow to communicate with different people properly using body language

设计说明：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。

Step 7. Homework

Underline all the important words, expressions and sentences.

课后习题

阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.

As I get to know more international friends, I learn more about this

(6) __________ (culture) body language. People communicate not only with

(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.

Correct the mistakes in the sentences.

1. I stood for a minute watched them and then went to greet them.

2. Julia stepped back appearing surprising.

3. Akira Nagata from Japan came in smiled.

4. Most people around the world now greet each other by shake hands.

5. These action are not good or bad.

教学准备

教学目标

Teaching aims：

1. Knowledge aims: enable the students to know the meaning of some words and phrases, such as frown, yawn, turn his back to someone, nod the head up and down .

2. Ability aims: enable the students to know how the people around the world to show their feelings by using body language.

3. Emotional aims: encourage the students to show out their feelings by using body language.

教学重难点

Teaching important and difficult points:

1. Make the students familiar with the universal gestures and actions.

2. How we show our feelings by using body language correctly.

教学过程

...

课后习题

Homework：

Rewrite this passage by using the outline and details.

高三是最紧张最有压力的一年，无论老师还是学生，做好一切准备迎接考试吧!下面是由我为大家整理的“高三英语教案万能模板(通用)”，仅供参考，欢迎大家阅读。

一、本课在教材中的地位

我说课的课题是高中英语第一册(上)，第11单元，第42课，美国乡村音乐。本课是本单元的第二课时，是一节阅读课，阅读课是每单元教学的重要环节。本课包括美国乡村音乐的背景知识和历史发展知识。本课包括四会词11个, 三会词及短语6个，二会词及短语3个。

二、教学目标与要求

根据大纲“巩固，扩大学生的基础知识”和关于词汇方面的要求，以及英语学科的语言特点，我确立本课的知识目标为两点：一是要求学生掌握11个四会词dollar leader value remain boyfriend girlfriend think of appear electrical fun make fun of , 和success society anger political equipment beauty 6个三会词。二是要求学生对课文进行较好的理解，即了解美国乡村音乐方面的知识。根据大纲“侧重培养阅读能力”的要求和高一学生阅读能力的发展水平， 我确立的第一个能力目标为训练学生的skimming 和scanning 两种能力。第二个能力目标为发展学生的观察，记忆，想象，比较，分析和快速反应等能力。确立此目标的依据是英语教学大纲的“发展智力，提高思维，观察，注意，记忆，想象，联想等能力”的要求。

三、教材分析与学生分析

本课包括美国乡村音乐的历史和现状两部分内容，阅读容量正常，阅读材料内容不易理解，涉及到的某些历史知识，如美国当代人的价值观，所以我确立本课的重点和难点都是解决这样一个问题：当代美国人的价值观在美国乡村音乐中有了那些变化。

我在本课的教学处理上注重文章的阅读理解，淡化词汇和语法教学，词汇部分仅用一个word puzzle 来解决。在阅读理解方面，我强调从输入知识(即教师的教)到能力的输出(即学生的用)，通过这一过程，达到了扩大学生思维容量，提高学生能力的目的。

从学生学习语言的规律看，高一年级是学生的阅读能力提高的重要阶段。一般来说，他们比较擅长对记叙文的阅读理解，阅读速度快，正确率高，而社科类文章则是使他们感到最为头疼的问题。但教学大纲要求“高一学生能以每分钟40-50个词的速度”进行阅读，“阅读生词率不超过3%的……科普小品等内容的材料…….理解准确率达到70%”。而且从经验看，我感到学生阅读社科文章一是速度慢，这主要是由于他们对文章内容不熟悉和其中的背景知识使他们感到无从下手。学生存在的第二个问题是他们的理解正确率往往低于70%。为了解决这两个问题，我在指导学生阅读时强调skimming和scanning这两种技能，目的之一就是要提高他们的阅读速度和快速查找信息的能力，从而提高正确率。

四、教学方法与辅助手段

本课运用的教学方法主要有两个：情景交流法和多媒体教学。 现代的语言教学强调语言在一定的语言环境中的运用。在本课的教学环节中我搜集了美国五十年代和六十年代以及现代的乡村歌曲，使他们在这个语言环境中欣赏美国乡村音乐。在模拟的真实情景中尽情地，自由地运用英语进行交际。我这堂课最突出的教学方法还是多媒体教学，即通过展示软件，达到讲解的目的，突破难点。由于本课的难点：美国人生观的理解，所以我设计了多媒体课件来代替老师讲解。这样，就把书本上枯燥乏味的文字变为形象生动的图片和动画，使学生先获得感性认识，然后才是理性的总结，符合认识事物的规律。运用这种图示法，学生就会从原来的从书本，从老师那里被动地接受知识变成现在的主动，积极地探索知识，激发了他们的学习兴趣，改善了学习效果，突破了难点。

20年的英语教学使我感到让学生“学会”并不难，难的是让学生“会学”,讲授知识并不难，难得是培养学生运用知识的能力。英语学科无论是教学还是考试都注重阅读能力，所以在本课中，我注重指导学生的阅读能力。主要体现在三个方面：一是快速阅读。快速阅读训练对于学生提高阅读速度和质量很有帮助。尤其是教学大纲和考试都要求学生能在较短时间内阅读相当篇幅的阅读材料。二是默读。事实证明，学生阅读时如果朗读，那么他们的注意力仅会停留在所读词汇的发音上而不是所读文章的意义上。三是阅读时带着问题读。这种阅读方法尤其在高考中很有益处。在时间允许的情况下，如果带着问题阅读，可以更加集中注意力，抓住重点。

五、教学步骤

本课的教学过程分为三个步骤。第一步是Pre-reading。我通过播放country road 这首歌，提出了三个问题，导入本课主题American country music, 并检查了学生的预习情况。导课这一环节大约需要5分钟。

第二步是fast-reading, 包括两个环节。第一个环节是阅读理解，需要5分钟,主要目的是让学生抓topic sentence;第二个环节需要10分钟，讲解本课语言点并介绍美国乡村音乐的发展历史和现状。在每部分的阅读理解之前，都有不同形式的过渡，使各部分的教学能有机的联系起来，并且我也提出问题，阅读后又配有不同形式的阅读理解练习题。

第三个步骤是Post-reading。包括四个环节。第一个环节是巩固练习，需要10分钟左右，要求学生两人一组编对话。假设你与朋友要去看美国乡村音乐演唱会，你们会谈论什么?通过这样设置的情景，一是可以检验学生对所学知识的运用是否正确;二是可以训练学生的听，说技能和想象等思维能力。

第二个环节是发展技能练习，需要10分钟。将全班学生分为两组。A组同学喜欢乡村音乐，B组同学喜欢摇滚乐。让他们展开辩论，试图说服对方他们的选择是较好的。这样双方都积极地进行思维。同时辩论的形式也激发了他们的好胜心。为了鼓励更多的学生尤其是听说能力较差的学生参与辩论，我还提出，“one sentence or even a few words is also OK”，限度地调动学生的非智力因素。第三个环节是德育教育。我通过对美国乡村音乐历史的分析，使学生自发地认识到美国所存在的严重的社会问题。第四个环节是作业。除了常规的作业布置以外，我要求学生每人学唱一首美国乡村歌曲。德育教育和作业布置两个环节共需要4分钟。

step sections time

Pre-reading Lead-in 1’

While- reading Reading compre-hension music General knowledge 15’

John Danver

Country music

history 1950s---love

1960s---anger1970s---money,success

Today—sunshine ,laughing,friends

Dealing with vocabulary 5’

Post- reading Practice (pairwork) 10’

Developing skills (debate) 10’

Moral education 4’

Homework

本课的教学中我使用了多媒体进行导课，它能迅速抓住学生的注意力，很快导入正课。我还唱了country road这首歌加强学生对美国乡村音乐的印象。整堂课中我主要使用了自己设计，制作的多媒体教学软件。软件的作用主要有四点：

一是加大课堂容量。事实证明，以上教学任务在多媒体的帮助下，在学生预习到位的前提下，完全能顺利完成。

二是突破难点。多媒体教学软件通过以图代文的方式，解决了文章理解的难点，不再需要教师枯燥地讲解。

三是可以指导学生的逻辑思维。四是可以调动学生的积极性，激发他们的学习兴趣。

六、板书设计

我的板书设计主要体现了本课的重点和难点。

Blackboard Design

Unit 11

Lesson 42 American Country Music Topic sentence1950s------love1960s------anger1970s—1980s------money and success1990s------sunshine laughing and friendslanguage points1. Money was also thought to be all thought him (to be) the best singer in our school2. During these years many young students were angry with society,so songs were often full of . Politcal leaders were not well thought of and those songs ofte made fun of them. 4. Singers do not just come from the States but from all over the world.

七、布置作业

在我的Workpage中，Pre-class部分我安排了两项任务：

一是让A组和B组学生分别查找关于American country music信息，从而为课堂教学中的辩论做准备。

二是要求学生每人学唱一首美国乡村歌曲,并从网上查阅美国乡村歌曲的相关背景资料，把英语学习从课堂引向社会。

一、 说教材

1、 材的地位和内容

该课文John Snow Defeats King Cholera 是人教版高中英语必修5第一单元的一篇文章，这是一篇阅读课。文章介绍了有名医生John Snow 是如何通过考察、分析和探究的科学方法，发现并控制“霍乱”这种传染疾病的。通过学习这篇课文，使学生感悟到科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解到科学发现的全过程具有其科学的严密性。该课文出现了英语重要语法知识--过去分词的用法。

2、 教学目标

根据该教材的特点以及高中英语课程标准，我拟定下列教学目标。

1) 语言知识目标

词汇：defeat attend expose cure outbreak control absorb severe valuable strict pump 等

语法：过去分词作定语和表语

2) 语言技能目标

练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力。

3) 情感目标

培养学生的科学探索精神，培养学生科学人文精神相融合的素养。

4) 学习策略目标

学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控，通过各种途径获取相关信息，并运用有效教学资源。

5) 文化意识目标

3、 学重点和难点

重点：理解所读课文;把握过去分词的用法。

难点：利用所学词汇、句型，围绕主题进行叙述。

二、说教法

根据高中英语课程标准，根据“整体语言教学”的理论和实践，以及当前教学改革的新理念，为达成上述的教学目标，运用“任务型”英语教学法。在实际的教学活动中，充分体现教师在教学活动中的主导、组织和监控的作用。充分发挥学生在教学活动中的主观能动性。以学生为中心，开展自主性学习活动，促使学生通过探究、独立思考以及合作学习的方式，完成学习任务。优化学生的学习方式，提高课堂学习效果，采用“讨论学习法”。通过互动的学习方式，培养学生的合作学习精神。

三、说教学设计

根据课文内容的特点，根据高中英语课程标准的要求，为实现该课的教学目标，以提高学生阅读理解能力为重点，加强学生听说读写综合能力，我设计以下教学步骤。

Task 1

为导入教学环节，是学生进入阅读材料和完成各项教学任务的热身活动。通过这个活动，激发学生学习动机，调动其主观能动性。具体作法如下：让学生说出自己熟知的科学家姓名、其发明、工作、生活的情况。完成此任务将使学生学到知识、尝到乐趣、获得聪明、受到鼓舞。

T: Name some famous scientists you know and tell something about them.

S: Charles Darwin---He was British. He wrote the Origin of Species.

S: Thomas Edison---He was an American inventor. He invented electric light bulb.

S: Stephen Hawking---He is a British. He studied black holes of space.

Task 2

呈现教学材料，设计学习任务，要求学生按时完成学习任务。练习学生阅读方法，利用Scanning阅读法，阅读课文，学生通过自主学习的方式，通过探究，独立思考，观察和分析，浏览课文，寻找相关信息，在下表填写，并口头叙述。达到听说读写综合能力练习的目的。

Task 3

再读课文，完成以下判定正误题。要求学生对读到的信息进行理解和整理，通过讨论的学习方式，在学生语言交流的互动过程中，重组信息，作出判定。从而提高学生学会分析问题、处理问题和解决问题的能力。

Task 4

课后作业。要求学生查阅有关霍乱知识的文章，向医生了解什么是霍乱，人类感染后回出现什么症状。并说出还有哪些传染病。

教学反思：整个教学过程均以任务型教学法贯穿。任务的设计都以教材的特点作为重要依据，同时考虑到学生的认知规律。任务的编排依照了从简入繁，从浅入深，从易到难的原则。符合学生实际，符合教学实际，符合认知规律。学生通过完成教学任务的同时，自然而然地习得了语言知识，培养和形成了语言技能，提高了阅读理解能力。而且，通过对文章的理解，加强了对学生品格情操的培养。同时，提高学生自我完成任务的能力和策略。学生在讨论学习和合作学习中形成用英语获取信息、处理信息、分析问题和解决问题的能力。

四、板书设计(略)

一、教学内容分析

本单元的中心话题是西方绘画艺术的历史和中西方各种艺术形式和风格。听说读写都是围绕这个而展开的。

这节课的内容主要是围绕中国的绘画艺术的历史和风格及其各个时期的代表作品而展开的。通过做听力训练和热身，让他们对艺术和绘画有一个大概的了解，从而为接下来西方艺术的学习垫定基础。

二、教学目标

of knowledge(知识目标)

1) to know the information about art

2) to know some relevant words and expressions

of abilities(能力目标)

1) to improve students listening ability by guessing the content and setting down the key words

2) to enable the students to understand the brief short history of the traditional chinese painting

aims(情感、态度与价值观目标)

to arouse the patriotic spirit of the students and improve their team spirit by doing the group work

三、学习者特征分析

虽然这是选修七第一单元的第一个课时，学生在语言理解上会有一定障碍。我们班学生男生为大多数，普遍听力较薄弱，也比较缺乏兴趣。但是高二的学生通过一年多的高中英语学习，已经积累了一定的词汇，而且在听听力之前教师会让学生做热身，先熟悉目标词汇，使听力难度降低。在课堂上通过播放自己制作的视频来显示不同时期的绘画作品，同时播放《江南style》让学生自由展示自己的舞蹈，从而来激发学生的兴趣，消除学生听力课上的紧张情绪。

四、教学策略选择与设计

teaching

以学生为中心 让学生积极参与课堂

teaching

听力环节教师创设情境，设置不同的听力教学任务，锻炼学生的思维

五、教学重点及难点

1. to know about the traditional chinese art

2. to set down the key words while listening

六、教学过程

教师活动

学生活动

设计意图

step1:warming up

(1) show the art works of fruit

(2) brainstorming

(3) enjoy a video of chinese painting

(4) learn the brief history of chinese painting

在用多媒体展示图片和视频后让学生回答下面的问题：

q1. what do you think of it?

you feel happy after seeing them?

you think of any other art styles?

运用多媒体展示让内容形象直观，激趣导入艺术和绘画这个话题，提高学生学习的自觉性和主动性。同时让学生了解中国绘画的历史。

step2: pre-listening

talk about the artworks and guess what period of chinese history each artwork belongs to .

preview the relevant words and expressions

让学生根据图片猜测这些作品所属的年代

学生猜词意，读单词

图文并茂加上老师的讲解，让枯燥的知识生动化，让学生直观的感受意识产生的自然过程，并能够较快接受相关词汇。为听力打好基础。

step3: first-listening

put the words of time into order

听完材料后思考并讨论问题，学生回答问题。

听力中相关的年代和时期，在之前热身中已熟悉，把时间排序，提高对数字听力的敏感度。

step4:second-listening

listen again and take some notes for the detailed information( who &when)

分组讨论思考。学生回答问题。

听细节，此作品是什么人在什么年代创作。

提高学生听力中把握细节的能力。

step5: game time (江南style)

学生观看视频再上台表演

小游戏是一个小高潮，气氛顿时活跃，调节课堂氛围，激发学生学习兴趣。

step6: conclusion and evaluation

思考讨论并回答。让学生对本节课进行总结，反思自己所学。

让学生反思的过程其实是让学生做自我评估，对自己的英语学生有一个及时的了解。对教师课堂效率的提高有一 定帮助。

教学目标：

学生基本掌握meat,rice,noodles,fish,milk.懂得Do you like??”是提问“你喜欢???”并能作出相应的回答。

通过说唱活动培养学生的英语语感，提高学生的思维能力和语言能力。 通过学习、合作、交流，激发学生的学习动机，培养学生学习的兴趣，充分调动学生学习的积极性;把所学语言知识与实际生活紧密结合。

遵循“以学生发展为本”的课改理念，面向全体学生，启发和引导每一个学生积极主动地参与到学习活动中，培养和提高学生合作学习的意识和能力。

教学重点：

掌握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。

教具准备：

多媒体课件，自制食物图片。

教学过程：

Step1 热身运动(反应游戏：Touch your face, Touch your nose)

通过TPR活动，有助于帮助学生集中注意力，做好上课的准备。

Step2 揭示课题

T: 同学们平时都喜欢吃什么食物?

S:肉、牛奶??

T:同学们想知道这些食物用英语怎么说吗?今天我们就一起来学习。直接点明这堂课的学习任务。

Step3 师生交流

T:出示fish图片.I like fish.(表现出喜欢的样子)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.

教师可以和多几个同学练习。

T:出示noodles图片 Idon’t like noodles(表现出不喜欢的样子-摇头)Do you like noodles?引导学生回答 No,Idon’t

教学其他单词方法同上。

备课思路：师生的真实交流，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，让学生体验获取知识的成就感，培养自信心。

Step 4 Let’s 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，变得生动有趣。

Step 5 听歌并学唱歌曲

播放学生比较熟悉的旋律“How old are you?”然后根据旋律改歌词。 Do you like meat?

唱歌是学生喜欢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、培养听力、检验知识掌握情况、复习巩固知识和发展学生语言能力的一种手段。

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欢的食物是什么。”

(多媒体课件)呈现活动1，请学生认真听，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?”请学生带着问题听第二遍录音，最后，请学生边听边指向相应的图画，并模仿跟读。

Step 7合作学习

每组一个学生拿着食物图片问同桌：“Do you like??”另一个学生根据自己的喜好回答：“Yes, I do. ∕ No, I don’t.

一、教材分析：

本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，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，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，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：

在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学目标：

1.知识目标:

引导学生掌握过去分词在真实的生活语境中的使用。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，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维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，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，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：

用含过去分词的句子结构表达思想感情。

四、教学重点：

1.过去分词的用法.

2. 过去分词的运用

五、教学难点：

1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2. 过去分词在真实的生活语境中的使用。

六、教学策略：

通过小组讨论、小组竞赛等具体形式，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，本课采用教学方法---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，学生能够不断地获得知识并得出结论。

七、学习策略：

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，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

教学准备

教学目标

1. Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back.

2. Let students have a better understanding of the reading passage.

教学重难点

mportant points

1. Let students have a good understanding of the passage.

2. Get students to learn different reading skills.

◆ Difficult points

Give students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences.

教学过程

一 学生课外学习活动设计：

任务一：学生调查问卷：

(1)What does a balanced diet should contain?

(2) Why are you so strong/weak/fat/thin? Does it have anything to

do with your diet?

任务二：Making a diet for yourdinner.

根据泛读学到的健康饮食的知识，为自己的家庭涉及晚餐食谱，分析食谱里包含哪些种类

的食物，判断其能否提供均衡的营养，并分析原因。

二.教师课堂教学活动设计：

Step I: warming-up

Step II : Further reading

Step III: Analyze the important sentence patterns

Step IV: Analyze long and difficult sentences.

Step V: Consolidate the knowledge by students themselves

Step VI: Retell the text.

三 . 学生课堂学习活动设计：

Learning aims:

1. To understand the passage further.

2. To master the words and expressions and the key sentence patterns in this passage.

3. To learn to keep a balanced diet.

Step I : Further reading

Answer these questions using sentences in the text.

1. Which sentence can describe Wang Peng’s feeling in the beginning?

________________________________________________________________

2. What did Wang Peng think of the diet in his restaurant?

________________________________________________________________

3. What’s Wang Peng’s feeling towards Yong Hui on his way home in para3? Which sentence shows the feeling?

_________________________________________________________________

Step II Sentence patterns

仿句自测：

望向窗外，Tom想：“没有什么比和一个好朋友一起旅游更让人感到愉快的(pleasant)了。” 但是，John却没有到来，Tom不能允许John不守诺言而不受到惩罚。

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Step III: long and difficult sentences

1. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.

2. I’ll help you lose weight and be fit in two weeks if you eat here every day.

3. At the library Wang Peng was surprised to find that his restaurant served far too much fat and Yong Hui’s far too little.

Demands:

1. Discuss with your deskmate.

2. Come onto the platform to analyze and translate for us.

Step IV：Consolidate your knowledge by yourselves

Assignments：

down the important and puzzled words and expressions.

2. Make up a short passage for others to fill in the blanks with your grammatical knowledge.

Arrangement：

Demands:

1. Six minutes to prepare by yourself.

2. Share your work in groups.

3. Share your work with all of us.

Step V Retelling

Now suppose you are Wang Peng, and you meet your friend Li Hua. You are ready to tell him the story about your experience.

You can begin like this:

● That morning, I sat in my empty restaurant feeling very frustrated…

Demands:

1. Four minutes to prepare by yourself.

2. Then tell the story to your partner.

You can refer to the following words and expressions.

In Wang Peng’s restaurant:

课后习题

Homework:

Write down the story of your experience with Yong Hui.

教学准备

教学目标

Talk about healthy diet

Make suggestions or giving advice on diet

Distinguish the meanings of Modal verbs

Make a balanced menu

教学重难点

Talk about healthy diet

Make suggestions or giving advice on diet

Distinguish the meanings of Modal verbs

Make a balanced menu

教学工具

课件

教学过程

I. Warming up

Warming up by learning vocabulary

Hello, everyone. We shall read about healthy eating today. Everybody has to eat, but do you eat a healthy diet? Turn to page 97 and familiarize yourself with the words and expressions used in this unit. Try to make up a story based on the vocabulary, either in English or in Chinese.

Warming up by sharing opinions

If you eat out a lot, find ways to follow your meal plan as much as possible. Pick a restaurant with a variety of choices to increase your chances of finding the foods you want.

When you eat out, order only what you need and want, know how to make changes in your meal plan in case the restaurant doesn't have just what you want.

Variety, Balance, and Moderation多样性，平衡性，和节制性

There is no secret to healthy eating. Be sure to eat a variety of foods, including plenty of vegetables, fruits, and whole grain products. Also include low-fat dairy products, lean meats, poultry, fish, and legumes. Drink lots of water and go easy on the salt, sugar, alcohol, and saturated fat. Good nutrition should be part of an overall healthy lifestyle, that also includes regular physical activity, not smoking, and stress management. If you drink alcoholic beverages, do so in moderation.

II. Pre-reading

1. Questioning and answering

Rice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?

For reference: Then people in the south would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases of the traditional food in North China.

If you had the chance to do one thing to help end hunger in the world, what would you do?

For reference: I would try to end hunger by popularizing the advanced farming techniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.

2. Looking and listening

Look at the sign of a restaurant. It reads:

We Make It Easy!

Accommodating up to 80 guests

Sit down meals with a choice of three entrees

Buffets available for parties of 38 or more

Intimate appetizer receptions

Banquets are menu price plus tax & tip

No room charge for meal functions

No advanced deposit required

Elegant set-up, complete with table linens and fresh-cut flowers

Service staff dedicated to your party

Do you want to eat here at this restaurant? Let’s go!

III. Reading

1. Reading aloud to the recording

Comprehension—understanding what you are reading—is important. To read in thought groups(意群) is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text COME AND EAT HERE. Pay attention to the thought groups in the sentences while listening and reading aloud.

Reading and underlining

Read the text again and try to underline all the collocations in the passage. You are going to copy them into your notebook after class as homework.

课后小结

学了这节课，你有什么收获?

课后习题

完成课后练习题。

板书

Unit 2 Healthy eating