高中英语优秀教案模板

推荐第1篇：高中英语渗透法制教育优秀教案2

Unit 2

Cloning The First Period warming up

黔西一中 英语组 易金明

Teaching goals 1.Target language

a.Important words and phrases clone, commercial, producer, undertake, arbitrary, object, forbid, accumulate, cast down, object to, the media, in favour of b.Important sentences It is a way of...The fact is that...The question that occurred ...2.Ability goals Enable the students to describe cloning: What is the advantages of cloning？ What is the problems or dangers of cloning？What is your opinion of cloning？

3.Learning ability goals

Help the students learn how to describe cloning.4.Emotional aims: Enable the students to know some laws about cloning .《人胚胎干细胞研究伦理指导原则》 Teaching important points How to describe cloning. Teaching difficult points

Help the students analyze the writing techniques of the article.Teaching methods

Skimming, task-based method and debate method.Teaching aids

A recorder, a projector and some slides.

Teaching procedures && ways Step I Lead-in

Get Ss to talk about what is cloning and a clone and show them some laws about cloning .《人胚胎干细胞研究伦理指导原则》

《中华人民共和国科技部和卫生部人胚胎干细胞研究伦理指导原则》

第一条 为了使我国生物医学领域人胚胎干细胞研究符合生命伦理规范,保证国际公认的生命伦理准则和我国相关规定得到尊重和遵守，促进人胚胎干细胞研究的健康发展,制定本指导原则。 第二条 本指导原则所称人胚胎干细胞包括人胚胎来源的干细胞，生殖细胞起源的干细胞和通过核移植所获得的干细胞。

第三条 凡在中华人民共和国境内从事涉及人胚胎干细胞的研究活动,必须遵守本指导原则。

第四条 禁止进行生殖性克隆人的任何研究。

第五条 用于研究的人胚胎干细胞只能通过下列方式获得：

（一）体外受精时多余的配子或囊胚；

（二）自然或自愿选择流产的胎儿细胞；

（三）体细胞核移植技术所获得的囊胚和单性分裂囊胚；

（四）自愿捐献的生殖细胞。

第六条 进行人胚胎干细胞研究，必须遵守以下行为规范：

（一）利用体外受精、体细胞核移植技术、单性复制技术或遗传修饰获得的囊胚，其体外培养期限自受精或核移植开始不得超过14天；

（二）不得将前款中获得的已用于研究的人囊胚植入人或任何其他动物的生殖系统；

（三）不得将人的生殖细胞与其他物种的生殖细胞结合。

第七条 禁止买卖人类配子、受精卵、胚胎和胎儿组织。

第八条 进行人胚胎干细胞研究，必须认真贯彻知情同意与知情选择原则，签署知情同意书，保护受试者的隐私。前款所指的知情同意和知情选择是指研究人员应当在实验前，用准确、清晰、通俗的语言向受试者如实告知有关实验的预期目的和可能产生的后果和风险，获得他们的同意并签署知情同意书。

第九条 从事人胚胎干细胞研究单位应成立包括生物学、医学、法律或社会学等有关方面的研究和管理人员组成的伦理委员会，其职责是对人胚胎干细胞研究的伦理学及科学性进行综合审查、咨询和监督。

第十条 从事人胚胎干细胞研究的单位应根据本指导原则制定本单位相应的实施细则或管理规程。

第十一条 本指导原则由国务院科学技术行政主管部门、卫生行政主管部门负责解释。

第十二条 本指导原则自发布之日起施行。

Step Ⅱ Pre-reading

Before cla, ask the students to search for some information about this topic. 1.What is a clone? 2.How is a clone produced? 3.What benefits can humans gain from cloning? 4.What problems may arise when humans are cloned? 5.Should we clone human? 6.Could cloning replace sex as the means of creating new human life? 7.Could a parent clone a child who is dying of a terminal illne? Suggest answers: 1.It is a way of making an exact copy of another animal and plant.2.This happens in plants when gardeners take cuttings from growing plants to make new ones, and when small parts of a plant are taken and gown in a laboratory.It also happens in animals when twins identical in sex and appearance are produced from the same original egg.3.It can help cure disease and can help couples who have no baby to bear a new baby.4.There may be more bad people like Hitler.5.In my opinion, I do not agree, for it may cause many moral problems.6.No.Because cloned human has the same quality as the real human, natural born baby’s quality is higher than his parents. 7.No.The cloned baby also has the disease.Step Ⅲ While-reading Get the students to comprehend the paage quickly and accurately and meanwhile help the students form a good habit of reading.T: Have you got the answers of your questions? Now please skim the paage fast to obtain a general understanding of the whole paage.While reading, divide the whole paage into several parts and find out the main idea of each part.Show the following.

Para.1 Cloning is a way of making an exact copy of another animal and plant.Para.2 Cloning has two major uses.Para.3 The problems of Dolly.Para.4 The effect of Dolly.Para.5 It is forbidden to clone human being.Step Ⅳ Post-reading

Ask the students to read the paage again to finish exercises. Step Ⅴ Homework 1.Complete the exercises on page 13.2.Recite the key sentences in the text.

Teaching reflecting: _____________________________________________________________________________________________________________________________________________________________________________________________________________________

推荐第2篇：高中英语写作方法（优秀）

英文写作“四步走”

由于时间限制，高考时一般在15分钟左右必须完成英语作文。高考的英语作文步骤如下：1）作文动笔之前一般都要先打腹稿。在确立中心上，运用材料上，篇章结构上，充分酝酿。

2）考虑好想写多少句子，该用哪些动词和词组等。3）边写边思考内容的连贯性，语言和句子的准确性。4）写完后一定要再细看一遍。

作文句式的多变性——恰当使用复杂句型

（一）改变时态

例: The bell is ringing now.(一般)There goes the bell! (高级)

（二）改变语态

例: People suggest that the conference be put off.(一般)It is suggested that the conference be put off.(高级)

（三）使用不定式

例: He is so kind that he can help me.(一般)He is so kind as to help me.(高级)

（四）使用过去分词

例: ①She walked out of the lab and many students followed her.(一般)

Followed by many students, she walked out of the lab.(高级) ②Once it is seen, it can never be forgotten.(一般) Once seen, it can never be forgotten.(高级)

（五）使用V-ing形式

例: ①When he arrives, please give me an e-mail.(一般)

On arriving/his arrival, please give me an e-mail.(高级)②If the weather permits, I’ll come tomorrow.(一般)I’ll come tomorrow, weather permitting.(高级)

③You work hard.You will succeed.（一般）Working hard, you will succeed.（高级）

（六）使用名词性从句

例: ①It disappointed everybody that he didn’t turn up.(一般)

The fact that he didn’t turn up disappointed everybody.(高级) ②I happened to have met him.(一般) It happened that I had met him.(高级)

③To his surprise, the little girl knows so many things.(一般)

What surprises him is that the little girl knows so many things.(高级)

（七）使用定语从句

例:The girl is spoken highly of.Her composition was well written.(一般) The girl whose composition was well written is spoken highly of.(高级)

（八）使用状语从句

例: ①I won’t believe what he says.(一般)

No matter what he says, I won’t believe.(高级)

②If you come back before six o’clock, you can go out.(一般)

You can go out on condition that (provided that) you come back before Six o’clock.(高级)

③If she doesn’t agree, what shall we do?(一般)

Supposing that she doesn’t agree, what shall we do?(高级)

（九）使用虚拟语气

（十）倒装句

（1）虚拟语气中if省略（2）only+状语置于句首 （3）否定词置于句首（4）地点副词置于句首

（十一）强调句型

It is „„that (who)„

（十二）固定句型结构

要使用高等级词汇及短语

（一）使用高等级词汇

（二）使用短语

（三）使用谚语

（四）使用表强调的词，

如alone, just, single, only, not„at all, on the earth, the very, on earth等

（五）使用修辞手法:明喻，暗喻，夸张，头韵，拟人等

as busy as a bee,as proud as a peacock,as blind as a bat

1.The man can\'t be trusted.He is as slippery as an eel.那个人不可信赖。他像鳗鱼一样狡猾。

2.He jumped as if he had been stung.他像被蜇了似的跳了起来。

3.Childhood is like a swiftly paing dream.童年就像一场疾逝的梦。

4.Reading makes a full man; conference a ready man; and writing an exact man.读书使人充实；交谈使人机智；写作使人精确。

（六）使用连接词，过渡自然，连贯通顺，一气呵成,巧用连接词，过渡词： （1）表并列关系（2）表递进关系（3）表转折对比（4）表原因

（5）表结果（6）表条件（7）表时间（8）表特定的顺序关系（9）表换一种方式表达（10）表进行举例说明（11）表陈述事实

（12）表强调的过渡词（13）表比较（14）表目的（15）表总结的过渡词

（七）“特殊”的英语连词 由动词转化成的连词

1.suppose （如果，假使）引导条件状语从句。例如： Suppose it rains， what shall we do？如果天下雨，我们该怎么办？

2.save （除了，只是）引导状语从句，表示伴随状况。例如：

A similar timetable has been used， save that the morning break is shorter.已经采用了差不多相同的时间表，只是早上的休息时间缩短了。 由分词转化成的连词：

这类连词有两种：一种是由现在分词转化成的连词，另一种是由过去分词转化成的连词。

1.现在分词

由现在分词转化成的连词有:seeing (考虑到) supposing (即使,如果) providing (如果) granting (即使) saving (除了，除非) auming (假使) admitting (虽说，即使) presuming (假定，假使) considering (考虑到) (1)He can stay here providing he works.如果他工作的话，他可以留在这儿。

(2)Supposing that you\'ve made some progre, you should not be proud.假定你有了一些进步，你也不应该骄傲自大。

(3)Considering they are newcomers， they\'ve done very well.考虑到他们是新来的，他们已经做得很好了。 2.过去分词

由过去分词转化成的连词有:provided（如果„„的话；以„„为条件）， granted（假定；即使） given (就„„而言)

(1)You may go, provided your work is done.如果你的工作做完了，你就可以走了。

(2)Granted that he has enough money to buy the house, it doesn\'t mean he\'s going to do so.即使他有足够的钱来买这栋房子，他也不一定会这么做。 由副词转化成的连词

directly ，instantly ，immediately ,constantly均表示“一„„就，马上，立刻”的意思，可用来引导时间状语从句。例如：

(1)Directly I had done it， I knew I had made a mistake.我刚做完这件事，就知道出错了。 (2)I came immediately I\'d eaten.我一吃完就来了。

(3)I telegraphed instantly I arrived there.

我一到了那里就打电报。 由名词转化成的连词

由名词转化过来的连词，前面一般都有定冠词。 1.the moment， the instant， the minute

这几个词组都表示“一„„就，马上，立刻”的意思，可用来引导时间状语从句。例如：

(1)I will meet you the instant you arrive.你一到我就去见你。

(2)The moment you leave， please tell me.你一动身就请告诉我。 2.the first （或 second， next， last ） time （或 moment）表示“在某一次„„的时候”，可用来引导时间状语从句。例如：I liked her the first time I met her.第一次见到她时我就喜欢上了她。 由介词短语转化成的关联连词

由介词短语转化成的关联连词很多，而且还在不断增加。常见的有 for fear that（唯恐）， in case that （假使）， in order that （为了）， on condition that （如果）， withthe result that （结果）等，可用来引导条件、目的或结果状语从句。例如： (1)He hurried home for fear that he might mi his guests.他急忙赶回家，唯恐见不到他的客人。 (2)In case I\'m late， start without me.如果我来晚了，你们不必等我。

(3)I was in the bath with the result that I didn\'t hear the telephone.我正在浴室里洗澡，结果没有听见电话铃响。

(4)They flew there in order that they might be in time to attend the opening ceremony.为了能及时参加开幕典礼，他们乘飞机到了那里。

文章段落之间的逻辑关系主要由过渡词来完成，在修辞中称为启、承、转、合。“启”

就是开头, “承”是承接，“转”是转折，“合”是综合或总结。

（1）用于“启”的过渡词语 用于表示“启”的过渡词或过渡性的语句通常用在段落或文章的开头：

first, first of all, at first, in the first place, firstly, to being with, to start with, recently, now, at present, in recent years, in general, generally speaking, at present, lately, currently, It is often said that…, As the proverb says…,

It goes without saying that…, It is clear/obvious that…,

Many people often ask …

（2）用于“承”的过渡词语 表示“承”的过渡词或过渡性的语句通常用在段落中的第一个扩展句中：

second, similarly, in addition, besides, then, furthermore, moreover, what is more, what is worse, for example, for instance, certainly, surely, obviously, in other words, especially, particularly, in particular, indeed, still, third, truly, in fact, at the same time, no doubt， It is true that…,Everybody knows that…,It can be easily proved that…, No one can deny that…The reason why …is that …,

There is no doubt that…,To take…for an example (instance) …,We know that…,What is more serious is that…

（3）用于“转”的过渡词语 用于“转”的过渡词或过渡性的语句通常用在段落中的第二个扩展句中：

but, however, on the other hand, on the contrary, in contrast, in any case, at any rate（无论如何）, otherwise, or, or else, while, whereas, but, despite, in spite of ..., yet, instead, neverthele(虽然如此)

I do not believe that…,Perhaps you’ll ask why…

This may be true, but we still have a problem with regard to…,

Though we are in basic agreement with …, yet differences will be found, That’s why I feel that…

（4）用于“合”的过渡词语 用于“合”的过渡词或过渡性的语句通常用在段落的结论句或文章的结论段中：

in a word, in general, in short, above all, after all, generally speaking，to sum up, finally, in conclusion, at last, in summary, therefore, as a result, above all, thus，after all(毕竟), eventually, hence, in short, in conclusion, in a word, in sum(总之), on the whole(就整体而言), to sum up

From this point of view …On account of this we can find that …

The result is dependent on …Thus, this is the reason why we must…

英语作文常用句型：段首句和中间段落句适用

（一）段首句

1．关于„„人们有不同的观点。一些人认为„„

There are different opinions among people as to ____ .Some people suggest that ____.2．俗话说（常言道）„„，它是我们前辈的经历，但是，即使在今天，它在许多场合仍然适用。

There is an old saying______.Its the experience of our forefathers，however，it is correct in many cases even today.

3．现在，„„，它们给我们的日常生活带来了许多危害。首先，„„；其次，„„。更为糟糕的是„„。

Today, ____, which have brought a lot of harms in our daily life.First, ____Second, ____.What makes things worse is that______.

4．现在，„„很普遍，许多人喜欢„„，因为„„，另外（而且）„„。

Nowadays，it is common to ______.Many people like ______ because ______.Besides，______.

5．任何事物都是有两面性，„„也不例外。它既有有利的一面，也有不利的一面。 Everything has two sides and ______ is not an exception，it has both advantages and disadvantages.

6．关于„„人们的观点各不相同，一些人认为（说）„„，在他们看来，„„People’s opinions about ______ vary from person to person.Some people say that ______.To them, _____.

7．人类正面临着一个严重的问题„„，这个问题变得越来越严重。

Man is now facing a big problem ______ which is becoming more and more serious.8．„„已成为人们的关注的热门话题，特别是在年青人当中，将引发激烈的辩论。 ______ has become a hot topic among people，especially among the young and heated debates are right on their way.

9．„„在我们的日常生活中起着越来越重要的作用，它给我们带来了许多好处，但同时也引发一些严重的问题。

______ has been playing an increasingly important role in our day-to-day life.It has brought us a lot of benefits but has created some serious problems as well.10．根据图表/数字/统计数字/表格中的百分比/图表/条形图/成形图可以看出„„。很显然„„，但是为什么呢？

According to the figure/number/statistics/percentages in the /chart/bar graph/line/graph，it can be seen that______ while.Obviously，______，but why?

（二）中间段落句

1.相反，有一些人赞成„„，他们相信„„，而且，他们认为„„。

On the contrary，there are some people in favor of ___.At the same time，they say____.

2.但是，我认为这不是解决„„的好方法，比如„„。最糟糕的是„„。 But I don’t think it is a very good way to solve ____.For example，____.Worst of all，___.

3.„„对我们国家的发展和建设是必不可少的，（也是）非常重要的。首先，„„。而且„„，最重要的是„„

______is neceary and important to our country’s development and construction.First，______.What’s more, _____.Most important of all,______.4.有几个可供我们采纳的方法。首先，我们可以„„。

There are several measures for us to adopt.First, we can______ 5.面临„„，我们应该采取一系列行之有效的方法来„„。一方面„„，另一方面， Confronted with______，we should take a series of effective measures to______.7.As for me, I\'m in favor of the opinion that education is not complete with graduation,

for the following reasons:

就我而言，我同意教育不应该随着毕业而结束的观点，有以下原因：

For one thing，______For another，______

6.早就应该拿出行动了。比如说„„，另外„„。所有这些方法肯定会„„。It is high time that something was done about it.For example, _____.In addition, _____.All these measures will certainly______.

7.为什么„„？第一个原因是„„；第二个原因是„„；第三个原因是„„。总的来说，„„的主要原因是由于„„

Why______? The first reason is that ______.The second reason is ______.The third is ______.For all this, the main cause of ______due to ______.8.然而，正如任何事物都有好坏两个方面一样，„„也有它的不利的一面，象„„。However, just like everything has both its good and bad sides, ______also has its own disadvantages, such as ______.9.尽管如此，我相信„„更有利。

Nonethele, I believe that ______is more advantageous.10.完全同意„„这种观点（陈述），主要理由如下：

I fully agree with the statement that ______ because______.

1.For my part, I agree with the latter opinion for the following reasons:

我同意后者，有如下理由：

2.Before giving my opinion, I think it is important to look at the arguments on both

sides.

在给出我的观点之前，我想看看双方的观点是重要的。 3.This view is now being questioned by more and more people.

这一观点正受到越来越多人的质疑。

4.From what has been discued above, we may safely draw the conclusion that

advantages of bicycle far outweigh its disadvantages and it will still play eential roles in modern society.

通过以上讨论，我们可以得出结论：自行车的优点远大于缺点，并且在现代社会它仍将发挥重要作用。

5.This iue has caused wide public concern.

这个问题已经引起了广泛关注。

6.It must be noted that learning must be done by a person himself.

必须指出的是学习只能靠你自己。

8.Even the best poible graduate needs to continue learning before she or he becomes

an educated person.

即使最优秀的毕业生，要想成为一个博学的人也要不断地学习。

9.For people who want to adopt a healthy and meaningful life style, it is important to

find time to learn certain new knowledge.Just as an old saying goes: it is never too late to learn.

对于那些想过上健康而有意义的生活的人们来说，找时间学习一些新知识是很重要的，正如那句老话：活到老，学到老.

10.Some people pretend to despise the things they cannot have.

吃不到葡萄的人说葡萄酸。

11.Speech is a mirror of the soul; as a man speaks, so is he.

语言是心灵的镜子；一个人只要说话，他说的话就是他的心灵的镜子。

12.Ideal is the beacon.Without ideal, there is no secure direction; without direction,

there is no life.

理想是指路明灯。没有理想，就没有坚定的方向；没有方向，就没有生活。 13.Living without an aim is like sailing without a compa.生活没有目标就像航海没有指南针。

14.The important thing in life is to have a great aim, and the determination to attain it.

人生重要的事情就是确定一个伟大的目标，并决心实现它。

15.No one can degrade us except ourselves; that if we are worthy, no influence can

defeat us.

除了我们自己以外，没有人能贬低我们。如果我们坚强，就没有什么不良影响能够打败我们。

16.No pain, no palm; no thorns, no throne; no gall, no glory; no cro, no crown.

没有播种，何来收获；没有辛劳，何来成功；没有磨难，何来荣耀；没有挫折，何来辉煌。

17.Activity is the only road to knowledge.

行动是通往知识的唯一道路。

高中英语作文句型

一、~~~ the + ~ est + 名词 + (that) + 主词 + have ever + seen ( known/heard/had/read, etc)

~~~ the most + 形容词 + 名词 + (that) + 主词 + have ever + seen ( known/heard/had/read, etc)

例句：Helen is the most beautiful girl that I have ever seen.海伦是我所看过最美丽的女孩。

Mr.Chang is the kindest teacher that I have ever had.张老师是我曾经遇到最仁慈的教师。

二、Nothing is + ~~~ er than to + V

Nothing is + more + 形容词 + than to + V

例句：Nothing is more important than to receive education.没有比接受教育更重要的事。

三、~~~ cannot emphasize the importance of ~~~ too much.（再怎么强调...的重要性也不为过。）

例句：We cannot emphasize the importance of protecting our eyes too much.我们再怎么强调保护眼睛的重要性也不为过。

四、There is no denying that + S + V ...（不可否认的...）

例句：There is no denying that the qualities of our living have gone from bad to worse.不可否认的，我们的生活品质已经每况愈下。

五、It is universally acknowledged that + 句子~~ （全世界都知道...）例句：It is universally acknowledged that trees are indispensable to us.全世界都知道树木对我们是不可或缺的。

六、There is no doubt that + 句子~~ （毫无疑问的...）

例句：There is no doubt that our educational system leaves something to be desired.毫无疑问的我们的教育制度令人不满意。

七、An advantage of ~~~ is that + 句子 （...的优点是...）

例句：An advantage of using the solar energy is that it won\'t create (produce) any pollution.

使用太阳能的优点是它不会制造任何污染。

八、The reason why + 句子 ~~~ is that + 句子 （...的原因是...）

例句：The reason why we have to grow trees is that they can provide us with fresh air.The reason why we have to grow trees is that they can supply fresh air for us.我们必须种树的原因是它们能供应我们新鲜的空气。

九、So + 形容词 + be + 主词 + that + 句子 （如此...以致于...）例句：So precious is time that we can\'t afford to waste it.时间是如此珍贵，我们经不起浪费它。

十、Adj + as + Subject（主词）+ be, S + V~~~ （虽然...）

例句：Rich as our country is, the qualities of our living are by no means satisfactory.{by no means = in no way = on no account 一点也不}

虽然我们的国家富有，我们的生活品质绝对令人不满意。

十一、The + ~er + S + V, ~~~ the + ~er + S + V ~~~

The + more + Adj + S + V, ~~~ the + more + Adj + S + V ~~~（愈...愈...）例句：The harder you work, the more progre you make.你愈努力，你愈进步。

The more books we read, the more learned we become.我们书读愈多，我们愈有学问。

十二、By +V-ing, ~~ can ~~ （借着...，..能够..）例句：By taking exercise, we can always stay healthy.借着做运动，我们能够始终保持健康。

十三、~~~ enable + Object（受词）+ to + V （..使..能够..）例句：Listening to music enable us to feel relaxed.听音乐使我们能够感觉轻松。

十四、On no account can we + V ~~~ （我们绝对不能...）例句：On no account can we ignore the value of knowledge.我们绝对不能忽略知识的价值。

十五、It is time + S + 过去式 （该是...的时候了）

例句：It is time the authorities concerned took proper steps to solve the traffic problems.该是有关当局采取适当的措施来解决交通问题的时候了。

十六、Those who ~~~ （...的人...）

例句：Those who violate traffic regulations should be punished.违反交通规定的人应该受处罚。

十七、There is no one but ~~~ （没有人不...）例句：There is no one but longs to go to college.没有人不渴望上大学。

十八、be + forced/compelled/obliged + to + V （不得不...）例句：Since the examination is around the corner, I am compelled to give up doing sports.我们应该让人们明白努力的价值。

二十七、be closely related to ~~ （与...息息相关）例句： Taking exercise is closely related to health.做运动与健康息息相关。既然考试迫在眉睫，我不得不放弃做运动。

十九、It is conceivable that + 句子 （可想而知的）It is obvious that + 句子 （明显的）It is apparent that + 句子 （显然的）

例句：It is conceivable that knowledge plays an important role in our life.可想而知，知识在我们的一生中扮演一个重要的角色。

二

十、That is the reason why ~~~ （那就是...的原因）例句：Summer is sultry.That is the reason why I don\'t like it.夏天很燠热。那就是我不喜欢它的原因。

二十一、For the past + 时间，S + 现在完成式...（过去...年来，...一直...）例句：For the past two years, I have been busy preparing for the examination.过去两年来，我一直忙着准备考试。

二十二、Since + S + 过去式，S + 现在完成式。

例句：Since he went to senior high school, he has worked very hard.自从他上高中，他一直很用功。

二十三、It pays to + V ~~~ （...是值得的。）例句：It pays to help others.帮助别人是值得的。

二十四、be based on （以...为基础）

例句：The progre of thee society is based on harmony.社会的进步是以和谐为基础的。

二十五、Spare no effort to + V （不遗余力的）We should spare no effort to beautify our environment.我们应该不遗余力的美化我们的环境。

二十六、bring home to + 人 + 事 （让...明白...事）

例句：We should bring home to people the value of working hard.二十八、Get into the habit of + V-ing= make it a rule to + V （养成...的习惯）

We should get into the habit of keeping good hours.我们应该养成早睡早起的习惯。

二十九、Due to/Owing to/Thanks to + N/-Ving, ~~~ （因为...）例句：Thanks to his encouragement, I finally realized my dream.因为他的鼓励，我终于实现我的梦想。

三

十、What a + Adj + N + S + V!= How + Adj + a + N + V!（多么...！）例句：What an important thing it is to keep our promise!

How important a thing it is to keep our promise! 遵守诺言是多么重要的事！

三十

一、Leave much to be desired （令人不满意）

例句：The condition of our traffic leaves much to be desired.我们的交通状况令人不满意。

三十

二、Have a great influence on ~~~ （对...有很大的影响）例句：Smoking has a great influence on our health.抽烟对我们的健康有很大的影响。

三十

三、do good to （对...有益），do harm to （对...有害）例句：Reading does good to our mind.读书对心灵有益。Overwork does harm to health.工作过度对健康有害。

三十

四、Pose a great threat to ~~ （对...造成一大威胁）例句：Pollution poses a great threat to our existence.污染对我们的生存造成一大威胁。

三十

五、do one\'s utmost to + V = do one\'s best （尽全力去...）例句：We should do our utmost to achieve our goal in life.我们应尽全力去达成我们的人生目标。

推荐第3篇：高中英语阅读课教案

高中英语阅读课教案： LESSON PLAN Time of Leon: 45 minutes Students: Senior Grade One

Teaching Material: How Did Postage Stamps Come Into Use Teaching Objectives:

1.To train Ss\\\' reading ability(such as gueing the meaning of new words in the context, the speed of reading.) 2.To train Ss\\\' reading comprehension(To get meages from what they read.) Teaching Points:

1.Ss get used to three reading skills.2.Ss understand the given paage.Properties: Stamps, letters, postcards, work sheets, OHP Teaching Method: Communicative Approach Leon Type: Reading New Words and A Phrase: postage, put forward, proposal, seal, deliver, system, postal Procedures: Step 1.Warm-up(6\\\') 1.Lead-in Show some stamps, letters and postcards and have free talk to arouse students\\\' motivation.2.Dealing with some new words Q: Do you know the postage of a letter? Explain \"postage\", and write postage on the Bb.postage: payment for the carrying of letters A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.Q: What do the postmen do with the letters? A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addreed people.Explain \"deliver\", and write deliver on the Bb.

deliver: take letters or goods to the addreed people.Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.Explain \"put forward\" and \"proposal\", and write them on the Bb.put forward: put an idea before people for thinking over proposal: sth.proposed, plan or idea, suggestion Again: Who put forward the proposal to use stamps? Step 2.Skimming(4\\\'30\") 1.Instructions T: Now I give you a paage to read, and for the first time you should only find the answer to the question.You have only two and a half minutes to read.So don\\\'t read word for

word.Read quickly.Just try to find the answer.2.Handing out the reading material and reading 3.Checking

Q: Who put forward the proposal to use stamps.A: Rowland Hill, a schoolmaster in England. Step 3.Scanning(6\\\')

1.Instructions

T: This time I give you three minutes to read the paage.When you are reading, find the answers to the two questions. Use OHP to project the questions:

1.Why was the postage high in the early nineteenth century when people did not use stamps?

2.When was postage stamps first put to use? 2.Reading 3.Checking

1) Pair work

2) Cla checking

Ans.to Que.1.Because the post offices had to send many people to collect the postage. Ans.to Que.2.On May 6, 1840.

Step 4.Full reading(21\\\') 1.Instructions

T: Now I give you ten minutes to read the paage for the third time and you should read it carefully.Before reading, let\\\'s go over the questions on the work sheet.

Give Work Sheet 1 to the Ss.Explain the new words in Que.4.

prevent: stop, not let sb.do sth.reuse: use again

T: Try to find the answers to the questions.But don\\\'t write the answers down, you can put a sign or underline the sentences concerning the questions.2.Reading

3.Checking

1) Group work: Checking the answers in a group of four Ss.2) Cla work: Checking the answers in cla. Poible Answers:

1.Why were people unhappy to pay postage for letters in the early nineteenth century?

Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all.The postage was high.

2.Why was it much easier for people to use stamps for postage?

Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.3.Why was the postage much lower using stamps?

Because in this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters. 4.How could the post office prevent people from reusing the stamps? The post office could simply put seals on the stamps so that people could not use the stamps again.Check the understanding of the word \"seal\", and write it on the Bb.seal: ÓÊ´Á 5.Did other countries take up the new postal system? Yes.Check the understanding of \"postal\" and \"system\", and write them on the Bb.postal: of the post system: a set of working ways

6.Does every country in the world has its own stamps? Yes.

Step 5: Rounding-off(7\\\') 1.Answering Ss\\\' questions on the paage if any.2.Making a guided-dialogue with the information given from the paage.

Hand out Work Sheet 2.Do it in pairs.3.Asking two or three pairs to read their dailogues.A poible completed dialogue: A: Oh, What a beautiful stamp! B: Yes, it\\\'s from the U.S.A..A: Do you know in the early nineteenth century people did not use stamps? B: Then how did they pay the postage? A: They had to pay the postage when they received letters.B: Was the postage very high then? A: Yes.Because the post offices had to send many people to collect the postage.B: Who put forward the proposal to use stamps? A: Rowland Hill, a schoolmaster in England.B: Why do post offices put seals on the stamps? A: They can prevent people from using the stamps again.B: When did post offices begin to sell stamps? A: On May 6, 1840.B: Thank you for telling me so many things about stamps.Step 6.Aignment(30\") Ask the Ss to shorten the paage within four or five sentences after cla, and to write it in their exercise books.************************************************************* Reading Material: How Did Postage Stamps Come Into Use When you send a letter or a postcard, you have to put stamps on the envelope or on the card.When did people first begin to use stamps? Who was the first to think of this idea? In the early nineteenth century, people did not use stamps.They had to pay postage when they received letters.They

were unhappy about this, especially when they paid for a letter which they did not wish to receive at all.The postage was high at that time, because the post offices had to send many people to collect the postage.

Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps.He thought it would be much easier for people to use stamps to cover postage.They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.The post office could simply put seals on the stamps so that people could not use the stamps again.In this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.That was a good idea and the government finally accepted it.

On May 6, 1840, post offices throughout England began to sell stamps.Soon this new postal system was taken up by other countries.Now each country has its own stamps.And there are many people who collect stamps all over the world.

Work Sheet 1:

Find the answers to the following questions from the paage: 1.Why were people unhappy to pay postage for letters in the early nineteenth century?

2.Why was it much easier for people to use stamps for postage?

3.Why was the postage much lower using stamps?

4.How could the post office prevent people from reusing the stamps?

5.Did other countries take up the new postal system? 6.Does every country in the world has its own stamps now?

Work Sheet 2:

Complete the dialogue with the information you have got: A: Oh, What a beautiful stamp! B: Yes, it\\\'s from the U.S.A..

A: Do you know ____________________ people did not use stamps?

B: Then how did they pay the postage?

A: ______________________________________ B: Was the postage very high then?

A: _________________________________ B: Who put forward the proposal to use stamps? A: __________________________________ B: Why do post offices put seals on the stamps? A: ______________________________________ B: When did post offices begin to sell stamps?

A:_________________________________________ B: Thank you for telling me so many things about stamps

推荐第4篇：高中英语Module4FineArtWesternChineseandPopArts教案

Fine Art—Western, Chinese and Pop Arts Section 1 Teaching aims： Aimed at carrying out quality education, based on students’ development, letting students grasp the vocabulary, grammar, function in this module, strengthening students’ language skills in listening, speaking, reading and writing set in this module, developing students learning strategies.

Through learning this module, students are expected to learn about the artists and their painting styles, be capable of introducing their favorite artists and their works, be interested in art, improve their aesthetic consciousne, love life and develop their sense of cooperation.Aimed to cultivate students’ integrated language capability in various student-centered tasks or activities.Periods 1：Introduction, Reading and vocabulary, Function Teaching aims：（multimedia courseware） Language objectives: To enable the students to grasp the new works, phrases and the structures to give opinions about likes and dislikes Skill objectives: To enable the students to match descriptions with paintings, choosing the correct answers and filling in the form in the aspect of reading To enable the students to give opinions about certain paintings Culture awarene, emotions and attitudes objectives: Teaching important points：

To enable the students to speak out opinions about some paintings with some expreions

To enable the students to grasp the new works and phrases in this part Teaching procedures: PWP Teaching Model Step1.leading-in activity

Use the paintings The Smile of Mona Lisa by da Vinci and the works by Zheng Banqiao on the screen to lead in the topic.Meanwhile, I will introduce the key new words: artist, paint, traditional, brush, ink. Step 2.While—reading 1)Scanning During the start of the period, let the students scan the paage to find out the answers to the questions on Page32, which are about the topics.⑴Match paintings 1-4 with descriptions in paragraphs A-D.⑵Say which paintings are mentioned in paragraph E and F.2)Detailed reading

During this period, I’ll allow students enough time to read the text and then I let them work in groups to do the following two tasks:

⑴Do the multiple choices on the screen.⑵Fill in the form on the screen, which is mainly about the famous artists.

3)Language points ⑴consider 认为 ）.

⑵with复合结构

⑶aim 以…为目标；意欲；打算 ⑷stand 忍受

⑸I got bored of looking at pictures all the time.⑹Tom gradually became interested in art.Step3.Post—reading

During this period, I’ll let the students do the following tasks.

⑴Find out the structures that can be used to giving opinions about likes and dislikes from the paragraphs E and F individually.

⑵And then, along with the students, I’ll look through the sentences giving opinions, provided in the first part of Function, making sure that they know how to expre likes and dislikes.Show the students a series of paintings on the screen, letting them in groups talk about the pictures they like and dislike, and why or why not, using the information learned from the reading material(or in the form of interviewing—group work).Step4.Homework

Try to find more paintings and artists you like through the Internet.

Prepare to introduce a painting in English to your clamates next cla.

(The day students are aigned to the first task; and the rest of the students to the second.) Blackboard design：

Module 4 Fine arts—Western, Chinese and Pop Arts Period One consider: consider sb./sth.to be adj./n.with复合结构: with+宾语+宾补（adj./adv./prep.Phrase/-ing/-ed/inf.） aim v./n.aim to do sth.aim at doing sth.stand+n./doing sth.get tired of/get bored of “厌烦……”

develop an interest in“养成对……的兴趣”

Teaching reflection ：In the proce of leading in, students are familiar with the paintings and the artists, so the pictures can easily arouse their interest and desire to participate.In the proce of while-reading, pay attention to the developing of students reading strategies.In the proce dealing with language points, setting the new words in a context helps the students learn and comprehend the meaning and the usage of them.In the discuion about their favorite paintings, some students are reluctant to speak, partly because of their lack of knowledge of painting; most students can communicate with their partners or group members after learning the reading materials.The task of aignment is set for the sake of the second period, that is, Listening and vocabulary, to some extent.

推荐第5篇：高中英语说课稿 教案

高中英语全英文说课稿模板(精品) Interpretation

Good morning, ladies and gentlemen.It’s my great honor and pleasure to be here sharing my leon 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 leon 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 leon, it starts___________________________(structures).(As we all know, reading belongs to the input during the proce of the language learning.The input has great effect on output, such as speaking and writing.) Therefore, this leon 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 expreions.

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

(3)The Ss can understand the content of the leon, 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（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 cla/topic/paage.

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

Step 2.Pre-reading

Task 1.(Individual work, pair work, group work, cla work; _____min) Let Ss _____________________________________________________________ Task 2.(Individual work, pair work, group work, cla 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, cla 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, cla work; _____min) Scanning: Listen to the tape part by part to finish ___________________________.

Task 3.(Individual work, pair work, group work, cla 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, cla 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, cla work; _____min) (接task3)Ask Ss to close books and finish the summary according their notes.

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

Task 2.(Individual work, pair work, group work, cla work; _____min) Discu _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole cla.

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 neceary for to master the knowledge they learned after cla.It will check whether the Ss achieve the teaching aims.

英语说课稿（英文版）

8B Unit 3 Online Travel

Reading Around the world in eight hours

Good afternoon, everyone.Now I’ll say junior Oxford English 8B Unit 3 Reading Part A.Around the World in Eight Hours.I’ll prepare to say the leon from three parts.

Part One: Analysis of the Teaching Material (一) Status and Function

This is an important leon in this book.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense.It can help students to attain “four skills” request of listening, speaking, reading and writing.Therefore this leon is in the important position of the teaching material.3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(二) Analysis of the students

Most students are interested in computer games.So this topic can greatly attract their interests.It can accelerate them to learn English and geography well.After learning this leon, they will know English and geography are as important as computer .Without much knowledge ,you won’t be able to learn computer well.

(三)Teaching aims and Demands 1.Knowledge objects

To understand the aim of an educational CD-ROM and what the character can do To infer meaning from keywords, context and existing knowledge.To master the Paive voice.2.Ability objects

To develop the Ss’ abilities of listening, speaking, reading and writing.To train the students how to use their own words to expre their ideas.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 develop the Ss’ abilities of communication by learning the useful structures.

3.Moral objects (1) Through different teaching methods to make students be interested in study.(2) Dare to expre their opinions in English.

(3) Love to know more knowledge about Olympic Games.Make an effort to contribute to Beijing Olympics.

(四)Teaching key and Difficult point

1.Key points To review the Present perfect tense.To learn the Paive voice.To tell more about the CD-ROM.To retell how the game is played To understand the whole paage and answer teacher’s questions 2.Difficult points: The Paive voice.To retell how the game is played Key points:

(1).Be able to expre words，phrases and sentences in English.

(2).Know about the history of the Olympics and amazing Olympic athletes.2.Difficult points:

Be able to talk about Olympics in oral English.

(五) Teaching Equipment

Multi-media computer, Tape recorder, Software: PowerPoint and so on.They will be needed in this leon.

Part Two: The Teaching Methods

1.Communicative teaching method 2.Audio-visual teaching method 3.Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language.So in this leon I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.To use these methods are helpful to develop the students’ abilities.

Part Three: Studying Procedures

Step 1 Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM.Explain that the game is set in different countries and involves a tour around the world Step 2 Tell students that the first paragraph of the reading paage explains the background to the game .Listen to the tape.Ask some questions to check understanding, e.g.What’s the name of the new educational CD-ROM? What can it help you to do? Who is the designer? Step 3 Tell students that the second paragraph of the reading paage introduces the main character of the game .Ask some questions to check understanding, e.g.Who is the main character of the game? How old is he? What does he like doing? What was he doing when he fell asleep? Step 4 Tell students that the third and fourth paragraphs of the reading paage, on page41, explain how the game is played.Ask them to read the rest of the reading paage on page 41 Step 5 Ask some questions to check understanding, e.g.How can you earn a point? What will happen if you have earned a point? What will happen if you have earned enough points? How many levels does the game have? How long does it take you to finish the game? What do the questions test? What will you see on the screen when you reach a new place? What can you learn about when you reach London? What will you see when you pa a level? What happened to the places you have visited? Step 6 Read the whole paage and then ask some students to retell how the game is played(in 5steps) 1 See a golden cloud with instructions on it 2 See clouds with information about different places; See clouds with questions on them 3 Get a point every time you answer a question correctly 4 A cloud will come down and carry you off to a new place 5 See a world map.The old place is marked in bright purple If poible, ask students to discu what they have learned from the paage.(with their own words) Step7 Use the following keywords to try to retell the paage.Paragraph1. a new educational CD-ROM, Around the world in Eight Hours. Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM Paragraph2. Main character, love traveling, lie on the gra, fall asleep Paragraph3.be written on, different colors with questions on them Every time you answer a question, earn enough points, come down, Carry off Pargraph4 Play the role of, take „an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example Paragraph 5 Be the best , get it in sold out Step 8 Homework 1 Translating the following phrases: 2 Try to recite the text.

Design of the blackboard

1) The Present perfect tense.A new educational CD-ROM has just come out.When you have earned enough points,„.„„..Carry you off to a place you have never visited before.The places you have visited are marked„ 2) The Paive voice.It is designed by Nancy Jackson.These words were written on it.The places you have visited are marked in bright purple.Get it now before it is sold out Part Four Teaching steps

I’ll finish this leon in six steps.Step1 Warm-up

Play a song about Olympics, lead in cla.Talk about the title “Higher, Faster, Stronger.” Free talk about questions:

Have you watched the Olympics on TV? What’s your favourite Olympic sport? Do you think the Olympics are important? Why or why not?

Purpose of my designing: Draws out this cla study content with the song, stimulates the students’ study interest.

Step2.Presentation

Learn new words in groups:

Places: Greece, Athens, Sydney, Mexico City, Los Angles Time: ancient, modern, BC, AD Medals: gold, silver, bronze

Sports and events: race, sprint, long jumping, shooting.

I’ll use CAI to present the whole text.I’ll write the key points on the Bb while they are watching.After watching, I’ll teach them to read the words and sentences on the Bb.Make sure they can read them well.

Purpose of my designing: To present the text by CAI is much easier for the Ss to learn and grasp the meanings.CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.Step3.Practice

First play the tape recorder.Let the Ss listen and imitate the text.Pay attention to their pronunciation and intonation.Then finish the exercises on the computer.

Purpose of my designing: This step is employed to make the Ss get the general idea of the text.At the same time let the Ss have a chance to practice their listening and spoken ability.Step4.Play a gueing game.Divide the cla into several large groups.In each group students will take turns miming a sports activity and the other students will take turns gueing.Instruct the groups to choose a timekeeper and scorekeeper.Answers should be specific and both give the name of the game and describe the action.Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is neceary to provide situations to review learned knowledge.Step5.Knowledge development

The 2008 Olympics had been succefully held in Beijing.What do you know about the emblem of Beijing Olympics? What does it stand for? Show CAI and watching.

The emblem of the Beijing 2008 Olympic Games.The emblem has a single Chinese character on a red seal and means \"Chinese seal-dancing Beijing.\"Below it, there are the words \"Beijing 2008.\"The character in the emblem is \"jing.\" It means \"capital\" of China and it is also like a runner or a dancer.The running figure of the emblem shows the spirit of the Olympic -faster, higher and stronger.Purpose of my designing: Raises student\'s feeling of national pride.Step6.Homework:

Give the homework with the song 《阳光体育之歌》 playing.

(1).Search for more information of the Olympics on the Internet.

(2).If you’re a volunteer of Beijing Olympics.What can you do for our country?

Purpose of my designing: Realizes the textbook and the life link, develops student\'s study space.Part Five Blackboard Design

Leon One Higher, Faster, Stronger

Places: Greece, Athens, Sydney, Mexico City, Los Angeles Time: ancient, modern, BC, AD Medals: gold, silver, bronze

Sports and events: race, sprint, long jumping, shooting.

Purpose of my designing: Presents the text key content clearly on the blackboard, favors the student to knowledge grasping.

推荐第6篇：高中英语试讲教案

高一英语Unit 3 Going Places（说课稿）

教学内容分析:本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。

Warming-up 由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第

二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。

Listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。

Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。

Reading 分为三部分：pre-reading, reading, post-reading.pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖；post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。

Language study 分word study和Grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆；语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对word study的处理，除了听写、默写等机械性记忆外，更多的是有意地把他们分散在每堂课的指令用语与话题里，让学生在语境中学，在运用中学。而Grammar则渗透在reading与 writing里学，道理也同上。

Integrating skills 部分可以说是阅读部分的延续，写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料，让学生稍作了解这一新名词的内涵后，完成文中的表格填写，算是一种mini-writing。

Writing本单元的要求是写信。以Sue的口吻给父母写两封信（分别写于周

六、周日），对旅游中已做的，正在做的，将要做的事情进行如实描述。考虑到学完第三单元，已经完成了本册教学任务的四分之一，我在此安排了一大一小两作文。

Tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。

Checkpoint 简要地总结了本单元的语法重点，并提供了一些例句。

从内容的编排上可以看出，编者打破了原有教材每单元分课而设的框框，代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识，在分别完成四技能的基础上，形成较好的综合运用语言、解决问题的能力的导向，由此

可见一斑。

我们教师明确了这一意图后，在引导学生进行四技能操练时就会有的放矢，做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇，如本单元新增了hiking, rafting, eco-travel等新词，相应地词汇要求的级别高了，语言的地道性也有了提升。还有workbook, 简直是又一本教材，里面提供了许多关于听、说、读、写的材料与练习，一方面为我们提供了丰富翔实的资料库，另一方面也许也增加了我们的负荷。这是我对新教材与本单元的一点理解。 教学重点难点：

（一）重点

1． 本单元的生词、短语2． 有关旅游的一些表达法3． 掌握游记与来往书信的写法4． 复习动词的用法以及现在进行时用于将来的表达法

（二）难点

1． 动词时态的综合运用2． 语法操练与语言交际活动的有机结合 3． 一些开放性话题的实现4． 课外查阅资料的能力培养 教学目标

1． 语言知识与技能1） 熟练掌握与话题相关的常用词汇与表达法 2） 培养学生听、说、读、写四技能的综合运用能力3） 使学生能就given topics较好地完成一些开放性话题4） 培养学生使用图书馆、网络查阅资料的能力 2． 情感态度与文化意识

1） 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣2） 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势3） 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识4） 带领学生领略世界风光之美的同时，增强他们的环保意识

3． 学习策略

1） 兴趣教学策略,其中包括对话、讨论、表演等2） 开放式教学策略，如：brainstorm, role play, given situations 等活动3） 任务型活动策略，在做中学，在交际中进行真实运用

为了有效地达到以上教学目的，我设计了以下六个任务： 1）The students are to discu the means of transportation 2）The students are to describe a place they know 3）The students are expected to know what an adventure travel is like 4） The students are supposed to take a virtual travel 5） The students are to write a travel diary/letter 6） The students are to finish a proposal letter/make a survey report

我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)， Reading(一)(1课时)，Reading( 二) (1课时)，Grammar & Writing(1课时) ，Integrating skills (1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。

任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。

推荐第7篇：高中英语试讲教案

Module 1

Cultural Corner

The European Union The general idea of this period: in this period, we will learn some knowledge about the European Union, including its’ history and development.Teaching aims: 1.Review the useful words, expreions and sentences in this module.2.Improve the students’ reading ability.3.Learn some cultural knowledge about the European Union.

Teaching important points: 1.Have the students master the new words and structure.2.Improve the students’ reading ability.Teaching difficult points: 1. Improve the students’ reading ability.2. Have the students make sense of the whole paage.Teaching methods: 1.Reading, listening and practicing 2.Pair work & group work Teaching Procedures: Step 1 Warm-up: Greeting and Lead-in Step 2 Listen to the tape, underline new words and look up the dictionary.Step 3 Fast-reading and summary the main idea of each paragraph.Step 4 intensive reading and discuion Step 5 extension and discuion Step 6 summary and homework Writing design: Teaching Procedures: Step 1 Warm-up: Greeting and Lead-in T: Good morning, boys and girls.Before the cla, I will tell you a story.As we all know, the Second World War is one of the most destructive war in the history which lasted for 6 years.Many European countries involved in this war but they failed.They lost lots of money and manpower.However, there is a biggest winner in this war.Right! The United States.So, after this war, this United States became the greatest country in the world.And he wanted to be the leader of the whole world.But, of course, the European countries can’t agree with him.They were not willing to follow the United States.What can they do? They come up a way to keep the balance with the United States.They decided to set a new organization and get together.The organization is the European Union.This is what we will learn today. Please open your books and turn to page 9.Step 2 Listen to the tape, underline new words and look up the dictionary.T: Now, please listen to the tape.The only thing you need to do is underline the words you don’t know and then look up them in your dictionary.Step 3 Fast-reading and summary the main idea of each paragraph.T: Well, have you finished? And the second time, I need you to read this paage again.And after that, tell me the main idea of each paragraph.T: Well, time’s up.Who want to have a try? Yes, I think it’s very easy for you right? We can see the main idea of paragraph 1 is the European Union is an organization of European countries.

And the second paragraph talks about the countries are independent and are governed in different ways.

And the last paragraph tell us each of them sends the representatives to the European Parliament which has some control over what happens in each of the member countries.Step 4 intensive reading and answer the question T: This time, please read this paage carefully and answer the questions 1 on page 9. Find the names of three first members and three new members of the European Union.Yes, we can find the answer in paragraph 2, right? The writer list many first members and new members.You can choose three by yourself and write down on your books.Step 5 extension and discuion

T: Now, look at the two pictures on this page.This first one is a building, so beautiful right? It is the EU Headquarters.European Union we can say it EU to make it easier right? And the second picture is the flag of the European Union.Now I will ask you some question, you can discuion with you partners.So listen to me carefully Question 1: Where is the EU headquarters? Question 2: How many star can you see on the flag and what’s meaning? The last question is on you books: In term of the size and population, how big is the European Union compared with China? I will give you 5mins to discu with your partner and then give me you answer.T: Great! You’re so cleaver.The EU headquarters is in the capital of Belgium——Bruels.And there are 12 stars on the flag.They have a perfect meaning.They are stand for the Virgin Mary.And the last question, compared with the EU, the size of our country is so big and we have much more population than EU.Step 5 summary and homework T: We have learned more about the European Union.And there are some new phrases in this paage.Today’s homework is searching relevant knowledge.

推荐第8篇：高中英语阅读课教案：

高中英语阅读课教案：

LESSON PLAN

Time of Leon: 45 minutes Students: Senior Grade One

Teaching Material: How Did Postage Stamps Come Into Use Teaching Objectives:

1.To train Ss\\\' reading ability(such as gueing the meaning of new words in the context, the speed of reading.) 2.To train Ss\\\' reading comprehension(To get meages from what they read.) Teaching Points:

1.Ss get used to three reading skills. 2.Ss understand the given paage. Properties:

Stamps, letters, postcards, work sheets, OHP Teaching Method: Communicative Approach Leon Type: Reading

New Words and A Phrase:

postage, put forward, proposal, seal, deliver, system, postal Procedures: Step 1.Warm-up(6\\\') 1.Lead-in

Show some stamps, letters and postcards and have free talk to arouse students\\\' motivation. 2.Dealing with some new words Q: Do you know the postage of a letter?

Explain \"postage\", and write postage on the Bb. postage: payment for the carrying of letters

A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao. Q: What do the postmen do with the letters?

A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addreed people. Explain \"deliver\", and write deliver on the Bb. deliver: take letters or goods to the addreed people.

Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen. Explain \"put forward\" and \"proposal\", and write them on the Bb. put forward: put an idea before people for thinking over proposal: sth.proposed, plan or idea, suggestion Again: Who put forward the proposal to use stamps? Step 2.Skimming(4\\\'30\") 1.Instructions

T: Now I give you a paage to read, and for the first time you should only find the answer to the question.You have only two and a half minutes to read.So don\\\'t read word for word.Read quickly.Just try to find the answer. 2.Handing out the reading material and reading 3.Checking

Q: Who put forward the proposal to use stamps. A: Rowland Hill, a schoolmaster in England. Step 3.Scanning(6\\\') 1.Instructions

T: This time I give you three minutes to read the paage.When you are reading, find the answers to the two questions. Use OHP to project the questions:

1.Why was the postage high in the early nineteenth century when people did not use stamps? 2.When was postage stamps first put to use? 2.Reading 3.Checking 1) Pair work

2) Cla checking

Ans.to Que.1.Because the post offices had to send many people to collect the postage. Ans.to Que.2.On May 6, 1840. Step 4.Full reading(21\\\') 1.Instructions

T: Now I give you ten minutes to read the paage for the third time and you should read it carefully.Before reading, let\\\'s go over the questions on the work sheet.

Give Work Sheet 1 to the Ss.Explain the new words in Que.4. prevent: stop, not let sb.do sth. reuse: use again

T: Try to find the answers to the questions.But don\\\'t write the answers down, you can put a sign or underline the sentences concerning the questions. 2.Reading 3.Checking

1) Group work: Checking the answers in a group of four Ss. 2) Cla work: Checking the answers in cla. Poible Answers:

1.Why were people unhappy to pay postage for letters in the early nineteenth century?

Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all.The postage was high.

2.Why was it much easier for people to use stamps for postage?

Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters. 3.Why was the postage much lower using stamps?

Because in this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters. 4.How could the post office prevent people from reusing the stamps?

The post office could simply put seals on the stamps so that people could not use the stamps again. Check the understanding of the word \"seal\", and write it on the Bb. seal: ÓÊ´Á 5.Did other countries take up the new postal system?

Yes.

Check the understanding of \"postal\" and \"system\", and write them on the Bb. postal: of the post

system: a set of working ways

6.Does every country in the world has its own stamps? Yes.

Step 5: Rounding-off(7\\\')

1.Answering Ss\\\' questions on the paage if any.

2.Making a guided-dialogue with the information given from the paage. Hand out Work Sheet 2.Do it in pairs.

3.Asking two or three pairs to read their dailogues. A poible completed dialogue: A: Oh, What a beautiful stamp! B: Yes, it\\\'s from the U.S.A..

A: Do you know in the early nineteenth century people did not use stamps? B: Then how did they pay the postage?

A: They had to pay the postage when they received letters. B: Was the postage very high then?

A: Yes.Because the post offices had to send many people to collect the postage. B: Who put forward the proposal to use stamps? A: Rowland Hill, a schoolmaster in England. B: Why do post offices put seals on the stamps?

A: They can prevent people from using the stamps again. B: When did post offices begin to sell stamps? A: On May 6, 1840.

B: Thank you for telling me so many things about stamps. Step 6.Aignment(30\")

Ask the Ss to shorten the paage within four or five sentences after cla, and to write it in their exercise books. ************************************************************* Reading Material:

How Did Postage Stamps Come Into Use

When you send a letter or a postcard, you have to put stamps on the envelope or on the card.When did people first begin to use stamps? Who was the first to think of this idea?

In the early nineteenth century, people did not use stamps.They had to pay postage when they received letters.They were unhappy about this, especially when they paid for a letter which they did not wish to receive at all.The postage was high at that time, because the post offices had to send many people to collect the postage.

Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps.He thought it would be much easier for people to use stamps to cover postage.They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.The post office could simply put seals on the stamps so that people could not use the stamps again.In this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.That was a good idea and the government finally accepted it.

On May 6, 1840, post offices throughout England began to sell stamps.Soon this new postal system was taken up by other countries.Now each country has its own stamps.And there are many people who collect stamps all over the world.

Work Sheet 1:

Find the answers to the following questions from the paage:

1.Why were people unhappy to pay postage for letters in the early nineteenth century? 2.Why was it much easier for people to use stamps for postage? 3.Why was the postage much lower using stamps?

4.How could the post office prevent people from reusing the stamps? 5.Did other countries take up the new postal system? 6.Does every country in the world has its own stamps now?

Work Sheet 2:

Complete the dialogue with the information you have got: A: Oh, What a beautiful stamp!

B: Yes, it\\\'s from the U.S.A..

A: Do you know ____________________ people did not use stamps? B: Then how did they pay the postage?

A: ___________________________________________________________. B: Was the postage very high then?

A: ___________________________________________________________. B: Who put forward the proposal to use stamps?

A: ___________________________________________________________. B: Why do post offices put seals on the stamps?

A: ___________________________________________________________. B: When did post offices begin to sell stamps?

A: ___________________________________________________________. B: Thank you for telling me so many things about stamps.

推荐第9篇：高中英语时态 教案

高中英语教案 时态总结

一、时态的内涵

Tense翻译为时态，包含时间+状态两个方面。

时间的划分：过去，现在，将来 状态的划分：一般，进行，完成

状态——实意动词：

四种形式 例：go, went, gone, going 四种形式各有分工 一般：go, went 进行：going 完成：gone 例： 一般

I go to school every day. I went to school yesterday. 进行

we are learning English.I was learning English when you called me yesterday.完成

We have had breakfast.I had had breakfast by 8 this morning.

时间——助动词

时助动词(Auxiliary verb)do, be, will, have持续性动作动词动作性动词(dynamic verb)时态态状态性动词(stativeverb)瞬间性动作动词客观状态动词心理状态动词

那接下来又有新的问题了。比如说，现在分词，它只有一种形式，如going ,或者learning, 那我们时间又不一样，有过去进行的，现在进行的，比如刚才的两个例句，we are learning English, 我们用的是 are.I was learning English yesterday when you called me.用的是was.所以我们发现，learning是没有变化的，但前面这个are, was是变化的。它们的变化就把这个时间讲清楚了。而它呢，位于learning实意动词之前的这个，叫助动词。也就是说，be，是个助动词。如果我问be是什么词？很多同学肯定会说be是系动词，其实be又是助动词，又是系动词，这里的be就是助动词。大家该如何理解呢，看这里，一个实意动词，只能把状态讲清楚，但因为一个状态里面，有不同的时间，比如进行，有过去进行，现在进行，和将来进行，而实意动词本身不能把这个时间讲清楚，于是就借助于，求助于，助动词来帮忙，所以这个词就叫做助动词。

那助动词是怎么分配的呢，答案直接告诉大家：一般do，进行时be，完成时 have，将来时 will。通过do，be，have，will不同的形式变化，就把时间给讲清楚了。好，现在造几个句子，你们就有感觉了。

第一句话：我每天都去学校。 I go to school every day.

我昨天去了学校

I went to school yesterday.

好，这是肯定句，那要是否定句呢。 我不是每天都去学校。

I don’t go to school every day.是不是加了do这个助动词表达否定概念。

如果说我昨天没去学校，怎么说呢？

I didn’t go to school yesterday.这里有人可能有疑问，问什么肯定句是went，而否定句就是 go，为什么就还原成原形了呢？很多人没有想过这个问题，或者想了没有想明白这个问题。其实很简单，大家想一下，否定句中，这个did not，did是不是就已经表达出过去的意思了？所以go就不需要再重复的来体现一般过去时了。而在肯定句里面，在没有助动词的情况下，只能靠go自己用过去式went来体现它的一般过去这个时间。所以我们只要在一个点上可以体现出来就行了。不需要重复体现它的时间，明白了吗？

这就是为什么否定句、疑问句中用了did之后，后面的动词要还原的原因。因为did已经告诉我们它是个一般过去时了。清楚了吗？

好，到这里，我们总结一下，英语中tense，这个时态，我们要把两个问题讲清楚，一个是时间，一个是状态，我们把时间讲清楚，靠的是助动词，把状态讲清楚，靠的是实意动词四种形式，其中原形和过去式用来表达一般状态，动词的现在分词形式用来表达进行状态，动词的过去分词形式用来表达完成状态，于是时间和状态都讲清楚了，那么时态就讲清楚了。

现在来造几个句子，运用一下上面的知识。

I do homework every day.I do not do homework every day. 这两个do词性是一样的吗？

第一个是助动词，只起语法作用，翻译不出来，第二个是实意动词。这两个do叫什么呢，同音同形异义词，把这个概念理解了，你就清楚了。归根结底，这是两个单词，而不是一个单词，只不过长的一样，发音一样。

I have had breakfast I had had breakfast by 8 this morning.

现在我们来用这么一个时态造句：现在完成进行时，这算简单句中比较难的一个句子。比如说这样一句话

到现在为止，我学英语已经学了十年了。（并没有结束，还要继续学。） 现在完成 have +过去分词 进行 be +现在分词 have/has been + v-ing I have been studying English for ten years

将来完成进行时

I will have been studying English for ten years by the end of this year.

过去完成进行时

I had been studying English for ten years by the end of last year.

再次总结。规则：时间+状态。

一、十六种时态

时态-Tense状态时间现在present过去past将来future过去将来past future一般一般现在时一般过去时一般将来时一般过去将来时进行continuous完成perfect完成进行perfect continuous现在进行时过去进行时将来进行时过去将来进行时现在完成时过去完成时将来完成时过去将来完成时现在完成进行时过去完成进行时将来完成进行时过去将来完成进行时 1.一般现在时 the present tense 2.一般过去时 the past tense 3.一般将来时 the future tense 4.一般过去将来时 the past future tense 5.现在进行时 the present continuous tense 6.过去进行时 the past continuous tense 7.将来进行时 the future continuous tense 8.过去将来进行时 the past future continuous tense 9.现在完成时 the present perfect tense 10.过去完成时 the past perfect tense 11.将来完成时 the future perfect tense

12.过去将来完成时 the past future perfect tense

13.现在完成进行时 the present perfect continuous tense 14.过去完成进行时 the past perfect continuous tense 15.将来完成进行时 the future perfect continuous tense

16.过去将来完成进行时 the past future perfect continuous tense

二、时态的表达：需要借助助动词和实意动词

一般现在：I watch TV everyday.一般过去：I watched TV last night. Be 现在进行：I am watching TV now.过去进行：I was watching TV at eight last night. Will 一般将来：I will watch TV tonight.

Have 现在完成：I have watched TV.

注意： 1.

I watched TV last night.I didn’t watch TV last night.

didn’t 已经体现了过去的意思，故watch就变为原形，不必重复体现时间。

2.同音同形异义词 I do homework everyday.I do not do homework everyday.助动词do - 只起语法作用，没有实际意义 实意动词do – 实际意义：做

I had had my breakfast by 8 a.m.yesterday.

时态-Tense状态一般进行完成完成进行时间现在do / gobe / goinghave / gonehave been / gone过去did / wentwas, were / goinghad / gonehad been / gone将来willwill bewill havewill have been过去将来wouldwould bewould havewould have been

过去将来完成进行时

一、结构形式

过去完成进行时由“would have been+现在分词”构成。

二、用法归纳

过去将来完成进行时表动作从过去某一时间开始一直延续到过去将来某一时间。动作是否继续下去，由上下文决定。如：

He said that by the end of the spring term he would have been studying English for three years.他说到了春季学期末，他就学了三年英语了。

I want you thinking of food and wine, because these last years would have been miserable for you.我要你只想吃喝，因为最近几年你的生活够苦的。

在间接引语中，将来完成进行时通常要改为过去将来完成进行时。如： I know by this time next week you’ll have been working here for 30 years.→I knew by that time he would have been working there for 30 years.She will have been teaching in this university for 20 years by this summer.→She told me she’d have been teaching in that university for 20 years by that summer.

推荐第10篇：高中英语阅读课教案

高中英语教师资格证面试（阅读课）

Teaching Aims: 1.Knowledge aim: let students master the useful words and expreions in ghe reading materials.2.Ability aim: students master the skiils of skimming and scanning, learn to use the transitional sentence and learn to predict the eay well.3.Emotional aim: (depends on the content of the reading article) Teaching Key Points: Improve students’ reading ability and master some words and expreions Teaching Difficult Points: Improve students’ reading strategy and how to make them understand …better Teaching Methods: PWP Reading Model, Task-based Method Teaching Aids: multi-media, textbook, tape recorder Teaching Procedures:

Step 1: Lead-in( warm-up)

Activity 1: watching & talking

Step 2: Pre-reading

Activity 1: prediction & Listen to the record, Question-aswer(2Qs)

Step 3: While-reading Using the task-based method to help students improve their reading skills

Task 1: Scanning

Scan the text and find the answers of two relevant questions asked in advance.Seek the information without reading the whole paage.

Task 2: Detail reading

Read the paage carefully and do T/F exercises

Step 4: Language Learning

Find out the new words and phrases.Let students gue using the prediction skills we had told before explanation.

Step 5: Summary

Let students summarize what we have learnt and key points.

Make an aement on…

Step 6: Homework

Write an eay about…

Blackboard Design: Titile:… Questions: New words: New Phrases:

第11篇：高中英语公开课教案

公开课教案

Xxx

X x

Model 1

How Good Are Your Social Skills? Learning Aims: 1.Learn some words related to social manners.2.Get a general understanding of social skills using different reading strategies

3.Be able to summarize some basic social skills mentioned in the paage and thus improve their own social techniques Step 1 lead-in What kind of book is it from? A.B.a busine course a how-to book teaching social skills

Step 2 while- reading Skip to get the main idea of each paragraph.Learn how to do small talk Develop your listening skill.Learn the rules.The general idea is ______.A.B.social skills listening skills C.D.talk skills social rules Step 3 read the paage carefully to get some detailed information.1.We will not be shy if we have good ____________.2.According to paragraph 1and 2 ,We should _______.A.avoid talking to someone

whom you know B.lack the confidence to talk to a stranger C.talk confidently to a stranger 3.Communication is a __________ proce .It involves _________ and ________.Step 4post- reading Learn more about social skills and culture in different countries ! Step 5Home work: Find more social rules in different countries.

第12篇：优秀高中英语作文赏析

优秀高中英语作文赏析两篇

（一）书信

在紧张的高三备考阶段,英语老师为了提高复习效率,广泛征求学生意见。假如你叫张华,请根据以下提示,给英语老师写封信,表达你们的需求和建议。

●适当放慢进度,留出思考时间 ●反复训练重要、易错知识点●指导方法 ●减少作业量以保证质量 ●给予更多鼓励

注意:1.根据以上内容写一篇短文,不要逐句翻译,可适当增加细节以使行文连贯。

2.要准确使用语法和词汇;使用一定的句型、词汇,清楚、连贯地表达自己的意思;

3.词数:120个左右。开头已给出,不计词数。

Dear Mr.Wang,

We’re so pleased that you are willing to share our views, which is very important to you and us.Our suggestions can be listed as follows.

First,in the course of the general revision, what we need is solid foundation.As we all know, we didn’t learn well enough in the first

two years, so please slow down and make sure we have really

mastered something.Second, we need a little more time to think for ourselves.As for those important points that also make us confused, would you please give us more practice in case we forget? Third, we need your instruction, for example, about how to write in natural English.I still have another request: for example,you can aign us le homework in order that we can do it more efficiently.

By the way, we often feel frustrated, which has a very bad effect on our study.We would appreciate it if you would give us some encouragement from time to time.

（二）话题作文一篇

近来，越来越多的学生在校外租房而不愿住大寝室。请根据下面提示，一分为二地用英语写一篇短文，说说两者各自的好处与坏处，并表明自己的观点。

1.学习时间;2.安全; 3.自由性; 4.与同学交往; 5.学习效果。注意：可从其他角度阐述，但两方面的理由都至少要有两条;词数100左右。

Nowadays, it’scommon that some students would not like to live in a dorm.Instead, they rent houses outside the school.There are

advantages for both.On one hand,living in a dorm can increase friendship and cooperation between clamates.What’s more, it is safer.A dorm is more like a society, wich enables students to learn to adapt to each other, thus preparing for the social life later.On the other hand,as for renting houses to live alone, it’s better for study as you can feel free in your own room without being interrupted by others.As a result, you can have more time and devote yourself to studying whole-heartedly.But there may appear some safety problems as you live outside the school.

In conclusion, as a student, I prefer living in a dorm.Only in this way can I live better and study better.

第13篇：高中英语课外阅读实施方案（优秀）

泗阳县高中英语课外阅读实施方案（实验）

一、指导思想

以《普通高中英语课程标准》理念为引领，落实“教育教学三年图强规划和教学教研行动计划”为目标，从而提高学生用英语获取信息、处理信息、分析和解决问题的能力，用英语进行思维和表达的能力，以促进心智、情感、态度与价值观的发展和综合人文素养的提高。

二、实施要求

1、学校专人定期检查学生英语课外读书笔记；月考、周练有指定的课外阅读内容，以促进学生课外阅读；组织学生积极参加市县各种读书比赛活动，并给予一定物质与精神奖励。

2、县教研室将不定期组织专人检查学校开展英语课外阅读活动的情况，检查三年阅读规划，一年阅读计划的落实情况，并通报结果，对不足之处提出具体的整改措施。

三、实施策略

1、课内教师指导

课任教师利用阅读课推荐阅读书目，激发阅读热情，检查阅读进度，规范阅读行为，优化阅读策略，促进学生养成良好的阅读习惯。

2、课外学生自读

学生要充分利用课外时间阅读老师所推荐的阅读书目，做好读书笔记，适时地与同学交流读书心得，阅读课上积极展示阅读成果。1

3、活动促进阅读

依托校图书馆，凭借班级图书角，借助“班级英语读书论坛本”，发表自己的观点，其他同学积极跟贴，畅所欲言，以便提升英语表达能力，使读写相结合。成立校园英语读书会，适时举办校园英语沙龙、英语角、书本剧表演等活动，创造浓厚的读书氛围。

四、必读书目

1、《牛津高中英语·同步阅读》（强化版）译林出版社

2、报刊阅读 China Daily, The 21st Century

3、时文阅读（课任教师提供）

4、美文欣赏（校本课程）

5、牛津书虫系列第

四、

五、六级（共17本）外语教学与研究出版：《双城记》、《简·爱》、《傲慢与偏见》、《野性的呼唤》、《雾都孤儿》、《飘》、《呼啸山庄》、《大卫·科波菲尔》、《苔丝》、《远大前程》、《金银岛》、《黑骏马》、《极限之旅》、《远离尘嚣》、《理智与情感》、《巴斯克维尔猎犬》、《海底两万里》。

第14篇：高中英语说课优秀

Unit 1Welcome Back to School

说教材

1.教材内容

本课是一堂对话新授课，主要通过老师带新同学加入班级时与全班同学之间的对话呈现新句型I’m fom America.让学生学习用英语表达自己是哪里人。

2.教材的地位

本课安排在新学期的第一课， 内容紧扣本单元主题Wellcome back to school，既是第一册教材在知识上的延续，也是本单元部分对话学习的基础。因为本课对话发生在新学期师生共同欢迎新同学加入班级的时刻， 对于已很熟悉教材中一些主人公的学生来说，Amy这一新人物的出现必将使他们欣赏。本课学习的效果将回在很大程度上影响学生在新学期中学英语的态度。 说目标

1.教学目标

根据英语新刻标的要求， 教材内容的特点以及学生的认知水平确定如下教学目标。 [知识目标]理解本课对话，掌握句型I’m from…以及几个常见的国名如America,Canada, Englian, China, Japan等的表达

[能力目标]学会正确使用句型I’m from…表达自己是哪里人

[情感目标]使学生对自己的家乡有自豪感

2.教学重难点

本课的教学重点是让学生掌握表达自己是哪里人的句型I’m from…，并能大方地向他人做自我介绍。但是根据往常的教学体会， 本课重点句型中from的尾音/m/特别容易被学生忽视或遗漏，国名America,England的发音对初学者来说也并不简单， 因此语音问题是本课的难点。 同时， 让学生理解Cla, we have a new friend today.也有一定难度，教学中通过不同情景反复呈现、积极引导、趣味操练等突破难点、突出重点。

说教法

1.教法分析

为了充分调动学生学习英语的积极性，发挥学生参与活动的热情，本课教学中，我会运用国旗图片、单词卡片、地点图片等直观形象地呈现新语言项目，并设计有助于培养学生思维的游戏、自编数来宝等活动创设大量让学生练习语言和锻炼实践能力的机会，使学生在游戏中牢牢地掌握难点单词的读音。

2.学法指导

通过让学生观察、比较、模仿、猜测等， 使学生懂得仔细倾听和认真思考在英语学习中的必要性，并且通过师生、生生之间的大量语言交流，让学生感悟到英语学习必须亲历参与、大胆表达 ，并逐渐体会到学习英语的快乐成功感。

3.教学手段

根据三年级学生的已有英语认知水平， 在本课的教学中，我将运用一些传统的直观手段如图片、卡片、头饰等丰富教学内容， 并合理地使用多媒体课件使部分内容更加生动形象。 另外， 运用动脑筋猜一猜、趣味练一练等活动活跃课堂气氛， 提高学生参与的积极性。

说设计

1导入设计

（1）日常对话与游戏

T: Welcome back to school! How are you? Nice to meet you, my friends.Now listen and show me.Show me your book/ruler/bag…

（2）游戏猜猜猜

教师出示一个新布包，里面装的全是新物品。引导学生根据布包外显示的物品形状对包里的东西进行猜测，逐个拿出实物并说：“I have a new… ”最后拿出一新相片，放于实物投影仪上并介绍说：“I have a new friend.She is Xiaowanzi .”引导学生们想这位新朋友表示欢迎。

[设计思路]

这是新学期的第一堂课，教师有必要创设良好的气愤让学生充分感受英语的魅力，同时复习一些与本课内容相关的知识。Showing游戏让学生对英语指令和一些单词重新有了记忆，同时复习一些单词重新有了记忆，而猜猜游戏则强调了句型I have a new… 的运用，为新课中的句型We have a new friend.打基础。樱桃小丸子则起着承上启下的作用， 便于引入下一环节中表达自己是哪里人这一新句型。

2.展示新知

(1)呈现新句型

出示日本国旗， 向学生们介绍：“小丸子is from Japan.” 重复一遍后， 教师指点自己摇头说：“I’m not from Japan.” 又指点中国国旗肯定地说：“ I\'m from China.” 为使学生进一步理解这一新句型， 教师体温几个一般疑问句如Are you from Japan? Is she from China?等， 让学生回答Yes/No来逐个体会。

(2)学习国家单词：China Japan

(3)教师自我介绍

I’m xxx..I’m from China.Where are you from?引导学生尝试用I’m from…作自我介绍.(4)学说句型I\'m from China.

分步跟读：China ---from China---I’m from China.

教师以夸张的口型让学生看清楚I’m 中的两次/ m /音，并通过“谁是最佳模仿手”的游戏让学生积极地练习新句子的发音。

(5)Where is Sarah from?

 多媒体出示人物Sarah 以及China, Japan, Canada, America的国旗， 让学生猜Sarah是哪国人，揭晓谜底后学习单词Canada, America。

单词America的练习采用重音击掌法，根据声音、速度的变换达到趣味练习的目的。

(6)接龙游戏

多媒体呈现世界地图，让学生感知已学国家的大致方位，并开展词汇操练游戏---接龙。方法：四人小组为单位，每人代表一个国家名，第一个学生说两遍自己的国名，再随意叫一遍另一个国名，被叫到的同学继续重复该活动。本活动既在趣味中操练了单词的发音，又训练了学生的注意力和快速的反应能力。

[设计思路]

新语言项目在情景中自然呈现，通过教师演示、比较，学生判断、选择等达到理解与学习的目的， 充分体现了由不知到知的过程。新知识的学习紧密结合趣味性的游戏， 使学生快乐地学，有效的学。

3.操练巩固

(1)击鼓传花

听音乐传盒子，音乐声停时，持盒人从盒中抽出一张卡(卡上的地名为中国各省市），然后引导他大声的进行介绍：Hello, I’from…

(2)小组合作，完成表演

内容：多媒体呈现学生们熟悉的人物：Mike, Jie, John, Bai Ling ，请学生四人小组活动，分别扮演屏幕上的四个人并做自我介绍，说说他们分别是哪里人。

(3)抽小组上台展示，互相交流。

(4)根据表演内容编说Chant

Hello, I’m| Mike.| I’m from |Canada| （每小节击掌一次.）Canada, Canada.（每个音节击掌一次.）

Hello, I’m |Chen Jie.| I’m from |China |（按小节击拍.）China, China.（按音节击拍.） (5)学习新句型We have a new friend today.

多媒体呈现第一册中的八个人物图， 然后点击屏幕出现新人物， 教师自然引出导语：This is our new friend, Cla, we have a new friend today.

多媒体播放Amy的话：” Hi!, I’, Amy.I’m from America.”

引导学生对新朋友表示热烈欢迎并高呼“Welcome!”

(6)呈现课文录音， 模仿跟读后进行角色朗读。

[设计思路]充分发挥多媒体的优势，使学生在变化的图中发现新成员-----， 从而自然引出教学内容。击鼓传花游戏和自编的使学生在有节奏的拍拍说说中达到了趣味操练的目的。

4.拓展延伸

(1)小动物来自哪里？

多媒体呈现四个国家最典型的动物，并且播放录音：I’m Panda/Beaver/Kangaroo/Eagle让学生说说这些动物分别来自哪个国家。

答案交流后四人小组扮演

(2)多媒体呈现中国国地图，激发学生的爱国情感

点击屏幕呈现五个拿着家乡名胜风景图或家乡特产的中国人，请学生小组合作，说说这几个人分别来自哪里。

(3)完成个人小档案

在学生感觉中国真大真美时，教师引导学生说说自己对家乡的情感， 并过渡到自己来自哪个居住小区的讨论，然后完成个人小档案。

My name is_________

I’M from___________

I’m in Cla_________

I’m from____________

(4)同学之间相互交流个人小档案。

[设计思路]

本环节拓展了新语言项目I’m from…的使用范围， 即不仅可以讨论人， 也可以将物拟人进行讨论。 不仅 可以表示来自哪个国家， 也可以表示来自一个国家或一个地区中的某个地点。个人小档案的填写与交流则给学生创设了真实交际的场景。

课后作业

(1)复习朗读本课对话

(2)扮演伟人

要求学生选择心目中特别钦佩的三名来自不同国家的中外伟人，制作伟人名片并且扮演伟人做自我介绍。伟人名片将在班中进行展览。

[设计思路]改变传统的单一的读写作业形式，充分发挥学生的主题意识，培养学生搜集信息的能力，扩大学生的知识面，在作业的完成过程中增强对伟人的钦佩之情，进而产生学习伟人的精神的思想。

说评价

本课围绕“学生是学习的主人”理念展开设计， 在激发学生学习兴趣、启发学生积极思维以及

引导学生体会学法方面进行了大胆的尝试。

本课教学在延伸拓展与作业安排上较有特色，即充分地从语言项目的意义功能出发，设计多个有意义的情景让学生进行练习实践，不断体会， 从而提高学习的有效性。

 本课教学由浅入深，环环相扣，集高密度与多信息一体。

第15篇：高中英语优秀说课稿（材料）

Unit 16 Scientists at work 说课稿

一。 教学背景分析

1.单元背景分析

随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。

2.学生情况分析

本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

二。教学目标分析

语言技能

听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。

说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。

读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。

写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。

情感态度与文化意识

（1）。进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。

（2）。引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。

（3）。指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。

（4）。意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。

语言知识

词汇：学习并使用一些与science 和scientists有关的词汇。

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语法：进一步了解一词多义现象与合成词的构成。

功能：学习如何就某一事物给予别人指导与说明。

话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。

学习策略

指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。

三。 教学内容分析

本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。

Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在Listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。

Speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如Maglev train, cloning, nuclear energy, computer 与 space flight等内容）然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。

Reading讲述的是科学家Franklin著名的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。

Language Study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。

Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。 四。 教学重点与难点

重点

（1）。能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利 2

与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ It’s good / bad / harmful for… / It’s dangerous / expensive / important / unneceary/ It brings people …/ It can help people…

（2）。掌握如何就某一话题给予别人指示与说明，能熟练运用 Don’t do… / Don’t forget to… / Make sure… / Remember that… / Do be careful of…等结构进行讨论、对话与表演。

（3）。能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。

（4）。能把事物的正反利益和理性的思考落实到笔头，即能清晰地就某一争论性话题发表自己的立场，阐明原因。并能进一步运用基本的协作技能学会argumentative eay的写作。

（5）。能继续运用各种阅读微技能进行有效的阅读， 同时能在阅读中继续培养猜测单词词义的能力。同时掌握文中出现的单词与短语的使用。

2.难点

（1）。如何有效的让学生就given topic进行合作，分析问题的利弊，并掌握相关的词汇。

（2）。如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展。

（3）。如何更加有效的掌握并运用一些key words and expreions, such as make /do an experiment on…， comfort, conduct, charge, a great of, prove, tear, sharp, explain, pick out, test on, doubt, conclusion and so on.

（4）。如何能使议论性作文表达的更加完整与流畅。

（5）。指导学生通过各种渠道如图书馆、网络等资源查找资料。

五、教学原则

（1）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。

（2）以任务型教学 （Task-based Language Teaching）作为课堂教学设计之理念，具体采用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。

（3）贯彻“教中学，学中用”策略，真正使学生学以致用。

（4）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

六。 教材与任务安排

本单元计划为六课时：Warming up & Listening （1课时）， Speaking （1课时） ，Reading （2课时）， Grammar （1课时）， Integrating skills（1课时）。同时本单元安

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排的三大任务是（1）。为学校理化生实验室拟订英语实验室规则。并以墙报的形式进行比较后，选出其中最佳的规则，然后上报给学校。（2）。科学家创造发明故事比赛。要求学生在课外收集国内外发明家的故事，经过整理后，能以故事、小品、对话等不同形式表演出来。在全班同学 的共同评判下选出最佳故事及选手。（3）。当地热点争论问题讨论。搜集本地目前人们所争论的一些问题，并能采集到不同的人对于这一问题的不同看法与见解，并能进行思考后，发表自己的立场与观点。然后写一封书信给当地相应的管理机构或政府部门。

高一英语《Unit-9 It’s raining!》优秀说课稿模板

ONE.Teaching material analysis

1.Teaching items: This leon is the first leon in Unit-9.It’s also a main point in this leon, which provides an example for the target sentence construction.It’s increases the students synthetic ability of hearing, speaking, reading, writing by reviewing the present continuous tense.

2.Aims to the teaching:

A.Aim to the knowledge:

To learn the target words raining, windy, cloudy, sunny, snowing in this leon.The target sentence construction in this leon is: How is the weather?

B.Aim to the abilities :

To improve the students communication ability.

C.Aims to the emotion:

To train the students to love our nation, and develop their good charactor.

3.Difficult and important points:

To get the local weather information by using their knowledge which they have learnt.TWO.Teaching method--- the investigative method

As we all know: the main instructional aims of learning English in middle school is to cultivate students’ basic abilities of listening、speaking、reading and writing and their good sense of the English language.So in this leon I’ll mainly use “Task-based” teaching method.That is to say, I will let the Ss learn in real situations, finish a task by making a survey to help the Ss to get a better understanding of the key structure of the conversation.And in this leon communication method、scene method and CAI will be needed. THREE.Study method---the investigative method

I request the students to study English independently cooperatively and investigatively.Each unit in Go for it contains pair work, group work and games.The

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students who sit at the same table and groups can make a discuion and learn each other.It makes each student be relaxed.They needn’t worry about making mistakes.It can arouse students to think and to say what they want to say.Study becomes more relaxed and pleased in this kind of environment. FOUR.The time table of teaching steps 1.Review.It will take me 7 minutes. 2.Presentation.This is the most important part in this leon.It will take me 32 minutes. 3.The study of diffuse thought.It will take me 4 minutes.4.Briefly summary and homework.It will take me 2 minutes FIVE.Teaching steps

I’ll finish this leon in 5 steps.Step1---Review

Purpose: To form a better surrounding for the students by speaking and

doing some total physical response and at the same time it provides situations to review learned knowledge for the next step.

1.Let a student greet and make a duty report.

2.Free talk between T and Ss about last unit.

3.Review the present continuous tense by software.

I will make a conversion with the students .I ask ,students answer.The question is:“ What is he doing?” Students answer:“ He is singing.” The second picture,“ What are they doing?” “They are playing che.”And then I will let the students ask and answer in pairs using the target sentences “What is he doing?” “What is she doing?”“What are they doing?”。 Make sure the students ask and answer correctly.They can use the words:dance、go to school、swim、play computer games、paint、watch TV and run.Step2---Presentation

The purpose is to present the key words one by one is much easier for the students to learn and grasp the meaning.CAI provide a real situation for students to understand the conversation better.

I’ll mainly talk about this step.1.I’ll use a picture to ask a question: “Is’t raining?” Ss answer:”Yes,it is.” Then I’ll tell them if you want to know the weather, you can ask:“How is the weather?” The answer is:“It’s raining.” “raining ”is a target word and “How is the weather?” is a target sentence.Help the Ss understand the meaning by body language.Then lead the Ss to read the sentences.Make sure they can say them out correctly.I will use the

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other pictures to teach the target words “windy、cloudy、sunny and snowing”。 2.I will use the other pictures to teach the other target words“ windy, sunny cloudy and snowy.”

These are the sentences they must master.“How is the weather?” “It’s cloudy”。 “It’s windy.” “It’s sunny.” “It’s snowing.”

and“It’s raining.” 3.After they finish learning the target words.I will ask them to open the books and turn to P53.I will teach 1a

This activity introduces the key words.After they finish I will give them the right answers.4.We will do listening exercise 1b

This activity gives student practice in understanding the target language in spoken English.

The students can listen twice and finish them.5.Pair work.

This activity provides guided oral practice using the target language.

Ask the students to make a conversation in pairs according to the model.6.After they finish, we will go on listening exercises.Look at Page 54-2a.

At first I will point to the four pictures.Ask students to tell what each person is doing in each picture.For example “The boy is talking on the phone”。 “The men is playing basket.”and so on.Then I will play the tape twice and the Ss number the pictures.I will give them the right answers.7.Go on learning 2b.It’s listening exercises,too.

I will ask a student to read the list of names and another student read the list of activities for the cla.Then play the tape twice.The students tisten and match the names and the activities.After they finish , I will give them the correct answers.8.2c-Pair work.

I will ask SS to make conversations in pairs, I’ll ask some pairs to present their conversations to the cla.9.After learning the text.I will let Ss do some more oral exercises.

This is a weather report.I’ll let the students make a conversation in pairs with the weather information using the target words and sentences.

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高一上册第八单元

《运动与奥林匹克》优秀说课稿模板

一.总述

课题：运动与奥林匹克（高一上册第八单元）

内容：热身，听力，口语

课型：听说课 二.说教材

1． 教材的地位和作用

本单元教材在本册书中有极其重要的地位，在学生整体的知识结构中也有着不可或缺的作品：早在建国初期，体育英语显示了他重要的作用（乒乓外交）；在现在，经济发展和SARS的入侵，人人注重体育锻炼，身体健康成为人们茶余饭后的重要话题（全民健身）；在未来，北京举办2008奥运会，（志愿者）。 2． 教材重点的确立

重点为-----热身 热身一向是容易被忽略的部分，但我却有着不同的观点①引入本单元知识，带学生进入一个丰富多彩的体育世界。②介绍有关体育的基础知识，激发学生对体育的兴趣方面也起着重要的作用。从而提高学生对本单元知识学习的兴趣③引入大量本单元有关体育的新单词，为后面听说读写个方面奠定良好的基础（配课件图--根基最重要）总之，是要通过以激活学生已有的相关背景知识，补充必要和新的背景知识，以启发学生对话题的思考，同时，还为学生归纳和总结已有的语言知识，并为其预测，了解和讨论话题做了铺垫。 3． 教材难点的确立

难点为----听力

听力历来都是英语学习者很难突破的瓶颈 原因：发音部位和技巧的不同；历史文化背景的不同；词汇量的限制；练习机会较少

本课：体育赛事新闻 原因：语速较快；个人兴趣影响（背景知识的限制） 4． 通过本课教材要达到的教学目标（与新课标结合

文化意识：了解体育和奥运的基本文化知识

语言知识：掌握有关体育方面的大量单词及短语

能力策略：能从复杂的听力材料中快速的获取有效信息；灵活运用所学知识加强口语表达能力

情感态度：加强学生对体育知识以及体育锻炼的兴趣；通过介绍2008北京奥运的知识，培养其爱国主义情感 三． 说教学 1.学法的指导

以“我”为心，注重能力，积极参与，总结分析

以“我”为心：在学习中不要以教师为中心，要使学生真正成为学习的主体。在日常生活

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中练习英语的机会较少，课堂教学就成了向学生提供可理解性语言输入的一个重要渠道，如果在这唯一的渠道中还只以教师为中心，放弃了自己的学习机会，则无法达到良好的学习效果。

注重能力：让学生注重能力的提高，而不仅仅是知识的记忆。目前很多英语课上教师讲得过多，学生练的太少；学生也没有从思想上认识到，英语应该是一门实践课，是一种“技能”的培养，而不是“知识”的获取。我们应该尽可能使学生的注意力转移到信息和沟通上，而不是使用语言的形式上。

积极参与：充分调动学生参与课堂活动的积极性，并尽可能多的为学生创造独立思考的机会。在教师的指引下，多设置课堂活动，让学生在活动中知道，外语是自己学会的，练会的，而不是老师交会的。

总结分析：培养学生在丰富多彩的课堂活动后，学会自己总结所得到东西，使其自己悟出其中的道理，并总结学习方法。是与新课标所提到的学生自我评价体系相结合的过程。着重评价学生的综合语言运用能力，以及在学习过程中表现出的情感，态度和价值观。作为教师应该帮助学生设立自我评价的平台，尽力将评价体系具体和量化。（话题：国际奥运委员会要来我校参观，会询问你一些关于我国的全民健身和申办奥运的情况。） 2． 教学方法的选择及运用

①情景教学法：由我国特级教师李吉林创造。指导教师在教学过程中为学生创造一个具体，生动，形象的学习环境，以激发学生的兴趣，产生一定的内心情感体验，促进对知识的理解，记忆，并受到思想情感的陶冶。

②愉快教学法：是教师在教学过程中充分利用学生的好奇，疑问，求美，成就的心理特点，从教材的实际和学生的知识水平出发。列举趣味性的事例，提出引人入胜的问题，以激发学生的兴趣，求知欲望，提高学习效率。以兴趣为突破口，化难为易。

③暗示教学法：又称启发式外语教学法。首先，要求教师要善于设置诱发学生学习潜力的外部环境，激发学生的动机。其次，适当的采用音乐，电影等艺术途径，特别是发挥声调，节奏，音乐的刺激与感染作用，加强教学的情感效果

自己使用：自己综合，补充完善-----两点一线，四个方面

３．配合课件说明两点一线,四个方面的具体运用（重点的突破和难点的化解,以及学生活动的组织）

总原则：两点一线，四个方面

⑴ 两点：将课本的知识点与师生的兴趣点紧密结合

第一层面：着重使课本的知识点和学生的兴趣点结合起来。所有智力方面的工作都要依赖兴趣。只有充分调动学生的兴趣，才能培养学生自觉，主动学习英语的习惯。作为教师应该运用灵活的教学手段和方法，用兴趣的火花去点燃学生智慧的火焰。

第二层面：教师自己兴趣调动。言教不如身教，只有自己投入到教材中去，才能感染更多的学生。对与那些本身对体育感兴趣的学生，知趣相投，更容易投入到课堂中来。（体育生）对于那些本身对体育不太感兴趣的学生，要发挥教师本人和教学环境的感染力，去吸引他们投入到其中来。总之，教师全身心投入教材，是建立良好师生关系的必要条件，是调动

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学生学习兴趣的重要前提，也是教师传授知识的桥梁和润滑剂。

下面是结合课件展示我是如何集体将课堂内容的三个部分与兴趣点想结合的。

本课的知识第一部分为热身训练，这也是本节课的重点所在。我采取的是利用兴趣来突破重点。具体的方法是“两个游戏，解决难题”。

首先是让学生通过第一个游戏来进行自我测评即设计一些有关体育方面的选择，判断正误，以及问答题，每答对一道题就会得到相应的分数，然后根据最后的总分来判断自己对体育的了解到底有多少。从而让学生大量的了解有关体育和奥运的知识，当然在选题方面要简单并与学生的兴趣息息相关，比如北京申办奥运等。每道题都涉及到了一些本单元的新单词，在答题的过程中学生就掌握了相关单词，并激发了他们对体育和奥运的兴趣。通过第一个游戏我也基本的了解了班里每个学生对体育的兴趣水平（感染力），更加有利与用自己的兴趣去感染学生。

由于本单元的单词很多都是体育项目的名称，学生在记忆时有一定的困难，因此我设计了第二个游戏，以学生一些耳熟能详的体育明星为突破口，由此让学生记忆他们所从事的体育项目。这样就解决了一些新单词的引入问题。

通过两个游戏我即完成了热身部分的教学任务，也完成了对教学重点的突破。

本课的第二部分时听力，这一部分主要是提高学生在听力过程中捕捉有效信息的能力，由此能听懂体育新闻及体育赛事的比赛结果。

听力是英语学习中比较枯燥的部分，但也是本节课的难点，在课堂上是学生最容易忽视的部分。我依旧是通过调动学生兴趣的方法来解决这一难题的。具体的措施有两点：①加强对每段听力背景知识的介绍，寻找听力内容与学生兴趣的结合点。例如在听NBA比赛之前，我先让学生自己介绍他们喜欢的球队。在这一部分学生有很多话可说，但用英语表达就显的颇为牵强了，于是我介绍了一些知名球队的英语表达法并介绍了一些有关篮球的专业术语（盖帽，扣蓝等），从而提升了他们对NBA的兴趣，并扩展了知识和单词量，也在无形之中将本段听力的背景知识介绍给了学生。②加强听力技巧上的指导。让学生区别有效信息和干扰信息，尽力捕捉有效信息，例如听体育赛事的新闻要注重球队名称，比分输赢等。从而减少学生在听力过程中的盲目性。

通过听力背景知识的趣味性介绍和听力技巧上的指导，使学生在轻松愉快的气氛中，完成了听力部分的学习，并化解了本课的难点。

第三部分是口语练习。这一部分主要使学生能用所学的单词和句型通顺介绍自己喜爱的运动明星和运动。重点是让学生有话可说，有话能说。

有话可说主要是让学生找到自己感兴趣的话题。于是我以NBA明星迈克尔•乔丹为例，让学生能在自己最熟悉，最喜爱的明星身上找到共同话题，做到有话可说。但有话能说是对学生语言驾御能力的考验，在这一部分我是在学生零星的发言基础上，总结出对乔丹的介绍，并突出了其中的重点单词和句型，让学生在后面的发言中可以有所借鉴，使他们有话能说。

总之，在本课内容的各个部分我都加强了学生兴趣点与课本知识点的结合，以兴趣为突 9

破口来带动学生情绪，突破教学难点。并使学生整堂课都能被所学知识吸引，wWw.daKao8.CoM激发其对英语学习的兴趣，并且学生活动的组织也是始终贯穿在其中的，突出了课堂的主体是学生。

⑵ 一线：就是让体育和奥运的主线始终贯穿与课堂之上，听说读写都以运动和奥运为主轴。做到由景生情，以情带义（解释）。这样即突出了教材的连贯性，也创造了层层递进的条件，使学生对此方面的知识更系统，更完整，此外还有利于培养学生热爱运动和积极从事体育锻炼的热情。

⑶ 四个方面：听，说，读，写

从个体来看： 听、说、读、写是语言学习不可缺少的四个方面，每一个各体在教学的过程中都必须涉及到。所以在本课之中，我尽力使学生在四个方面都有所练习，但由于本课是一节听说课，那么在四个方面要有侧重，以听说为主，读写为辅。

听和说已经在前面有所介绍，以下主要介绍我是如何将读和写两个方面溶入我的课堂中的。阅读主要是体现在阅读听力的背景知识以及说话练习的示范性总结中。而写的方面我则布置成为了作业，让学生写一篇自己喜爱的运动明星的介绍。这既是对课堂所学知识的延伸，也弥补了课堂时间上的不足，可以让每个学生都能充分的得到练习。

从整体来看：听，说，读，写四个方面有是一个有机的整体，是相互关联，相互影响的。每一个部分都不可能是单独存在的，必将会涉及到其它的几个方面。在教学的过程中要突出更方面知识的连带性，使学生全面的提高语言水平，断不可只见树木，不见森林。

这就是我整体的说课过程，其中还有很多的缺点和不足，希望大家给与批评指正。谢谢！ 四．说课件

１．课件制作原则：充分准备，合理选材，巧妙呈现，精心制作，正确把握

充分准备:：

合理选材：选取材料应符合学生的年龄特点和知识特点

巧妙呈现：多媒体的运用使呈现部分达到最佳效果

精心制作：力求课件灵活多变，流畅自然，雅而不俗，赏心悦目

２．正确把握：正确把握多媒体在课堂中的运用，切记华而不实，反客为主

课件制作构想：辅助为先，两个体现

辅助为先：课堂教学内容的辅助

两个体现：1．体现“一线“

2． 体现三部分内容的自然过渡

课件主要是对课堂知识的辅助讲解，但我在制作过程中努力使其体现我教材处理的原则。首先，使体现“一线”。用颜色和装饰体现运动和奥运的主线。在颜色方面选择了与五环旗相应的颜色，并用奥运和五环的图标作为装饰，充分体现课堂主线。其次，用自然的课件顺序，使教材的三部分内容自然衔接，顺利过渡。

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高中英语说课稿：《Film》优秀说课稿模板

一． 教材内容分析

本单元的中心话题是“电影”，本课是第三课时，是一篇传记体的短文，介绍当前好莱坞最有影响的导演艺术家-史蒂芬 斯皮尔伯格的创作生涯和一些作品。同一般传记一样，本文也是按照人物的生平时间展开：前两段记述了史蒂芬 斯皮尔伯格的早期创作尝试和生平，之后几大段介绍了他的事业和美满的家庭。学生从中可以进一步了解著名导演，也能体验一些影评的模式。

二．教学重点难点

（1）.关系副词引导的定语从句和介词+关系代词引导的定语从句

（2）掌握相关的词汇和短语

（3）文章段落结构的分析并概括各段的段落大意. （4）如何提高学生的阅读能力。

（5）对影视界名人及电影的评价（comments）如何写影评（review）。

三．教学目标

（一）知识技能

1.掌握一些课文中涉及的词汇和短语：

如：academy, adult, industry, cruelty, marry, research, creature, owe„to„, take off, scene, blockbuster, director, script, studio, follow-ups等 2.学习掌握一些重点句子：

如：This was a film in which „ real actors„ P31 Instead of „

This was the moment when „took off.P31 When asked about the secret about „he owes„to„P32 After that it still took „before„ P32 3.学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。

4.通过本课训练使学生能够提高他们的阅读理解能力，通过一些重点词汇及短语掌握文章大意。

（二）情感态度

1.通过学习课文，培养学生了解、尊重异国文化，体现国际合作精神。

2.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

（三）文化意识

1.通过学习，了解国际著名导演史蒂芬 斯皮尔伯格。 2.通过学习，了解世界著名影视文化，培养世界意识。 3.通过中外影视文化对比，加深对中国影视文化的理解。

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四．教具准备：

录音机，电脑，屏幕及图片。

五.教学方法： 1.任务型教学法

学生学习本文时，我设计了一些任务，通过感知，体验，参与合作等方式，使学生的主动地位得到充分体现。如：要求学生阅读文章，回答问题，填写表格等。 2．多媒体教学法

这一单元以影视为主题,利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣.

六、教学步骤 Step one:Revision 1.check the words and expreions. 2.ask the students to explain the following words in English. graduate work as play a role in Step two: Pre-reading 此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out). 活动形式

1．师生互动：教师提问If you want to make a film, who do you need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actre, editor, director等等 2．小组活动：

1）教师可设置这样的讨论题：What part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。 2）根据所选的各种角色交叉分组，发挥各自的作用。 a.What would the scene be like and what happens in it? b.Who are the main actors in that scene and what do they do? c.Write a short dialogue and act it out Step three: while--reading 本篇阅读材料是人物传记，介绍了著名导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。

活动形式：

1．小组活动(lead-in) 12

分别给出和斯皮尔伯格所执导的电影的几幅图片，引起学生的兴趣，让学生分组讨论，预测文章的主题. T: now, please discu the pictures in groups then gue what is the text about? A few minutes later, the teacher ask several students to report their answers.2．个人活动(Listening) 让学生听录音一遍，然后找出课文中所提及的五部影片的名字。 T: Who knows the names of the five films? S:The five films are: Jaws, ET , Juraic Park ,Schindler’s list, and Saving Private Ryan. T: You are correct. 3．个人活动(Skimming) A.快速阅读课文，按时间主线制作一个Steven Spielberg 的要事记 The teacher shows the years on the screen. 1946, 1968, 1959, 1975, 1982, 1993 T : let’s check the answer.I would like this group to answer these questions. Sa: in 1946 Steven Spielberg was born in America. Sb: in 1968 Steven Spielberg made his first real film. Sc: in 1959 Steven Spielberg won a prize for a short film. Sd: in 1975 Steven Spielberg he made one of his first films Jaws Se: in 1982 Steven Spielberg made the film ET which was about creatures that come to the earth. Sf: in 1993 he made the film Juraic Park B.快速阅读课文的Para3-5 , 查找出有关这5部电影内容和主题的信息，并核对与自己猜想是否相符。 films Information of the film Jaws(1975) About a big shark that attacks and eat swimmers Et (1982) About a little creature comes from outer space Juraic (1993) About an island where a very rich man keeps WwW.dakAO8.com dinosaurs. Schindler’s list(1993) About The cruelty of war/a German who saves Jewish people from being killed in the war. Saving private ryan(1998) 13

About the cruelty of war/an American leads his team to search for a soldier named Ryan. 3．个人活动( Scanning) 阅读并查找有关Spielberg的信息： When and where was he born? When did he start making films? What did he use to make films at first? and later? What was his dream? What did he study? When and with what did his career take off? What does Spielberg owe his succe to? Step four: Post-reading 该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么（写尝试应用定语从句，体验定语从句的结构）。第一块（Questions）中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1）、英语作为工具的重要性 2）、不懈努力、持之以恒 3）、成功需要家人的支持，合作、互助精神。

T: let’s turn to page 32, part 1.work in pairs and answer the five questions: 1.Why did Spielberg study English instead of the film? 2.Why were the people who saw the film Jaws were afraid to swim in the sea? 3.How important is his family to Spielberg’s career? 4.What was Spielberg’s dream? 5.What have you learn from reading about? Step four: Homework 1.Preview the reading Not One Le on page34 2.Make sentences with the following words: (1)career (2)role (3) owe (4) award (5)accept

七、教学评价

根据《国家英语新课程标准》对外语教学评价的原则，对学生的评价应坚持形成性评价和终结性评价并重的原则，既关注结果(教学过程中忘记考试)，更关注过程。在英语教学过程中更多地关注学生英语学习的过程、关注形成性评价，应重视形成性评价对学生英语学习的交流，对学生的书面作业、口头回答、演讲、朗诵等课外学习行为和学生的学习能力、学习态度、参与程度、合作精神等做出评价。形成性评价包括学生相互评价和学生自我评价等方式，应对学生的认知、情感、技能等方面给予综合评价，以帮助学生树立自信心、培养学生的学习能力和帮助学生确定合理的学习目标和使用恰当的学习策略。

形成性评价应采取多种评价方式，包括口头的、书面的、表格形式的，还可以建立学生

14

个人学习档案。

第16篇：【英语】高中英语新课标必修三_Unit_1优秀教案

普通高中课程标准实验教科书（人教版）

英语必修Ⅲ

Unit1 Festivals around the world (Reading)

Festivals and Celebrations

学生姓名：赵倩倩

Unit 1 Festivals around the world

Ⅰ.Analysis of teaching material

At the beginning of the cla, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations.The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events.

The Pre-reading is a continuation of the Warming Up and it moves the discuion to a more personal level.It is intended to help students enter imaginatively into a discuion of festivals and their importance to the society.It also directs their attention to the variety of events and activities those festivals include.The teacher should let students discu the questions and predict what kind of information will be introduced in the Reading.The reading paage titled FESTIVALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world.Encourage students to look at the pictures and the heading of each section to gue what the text might be about.Then let them skim for the general idea for each section, and scan for further understanding.Because this paage introduces a lot of useful new words and expreions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading paage.The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole cla.To consolidate the contents of the reading paage, students should be required to talk about festivals in their own words at the end of the cla.In order to arouse students’ interest, the teacher can hold a competition between groups.

Ⅱ.Teaching aims

1.Knowledge aims

1).Get students to learn the useful new words and expreions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dre up, play a trick on, look forward to, day and night, as though, have fun with 2).Let students learn about history and basic knowledge of festivals both in and out of China.

2.Ability aims 1).Develop students’ reading ability and let them learn different reading skills.2).Enable students to talk about festivals and celebrations.

3.Emotional aims 1).Stimulate students’ love for their own national culture and customs.2).Develop students’ sense of cooperative learning.

Ⅲ.Teaching methods: 1.Explanation to get the students to have a clear idea.2.Discuion to get the students to understand the text easier.

Ⅳ.Teaching Aids:

A computer and a tape recorder

Ⅴ.Teaching important and difficult points 1.Important points 1).Let students learn more about history and basic knowledge of festivals.2).Get students to learn different reading skills.

2.Difficult points 1).Develop students’ reading ability.

2).Enable students to talk about festivals and celebrations.

Ⅵ.Teaching procedure →Step 1 Leading-in Have a free talk with students.Ask them the following questions: Did you have a good time in your winter holidays? When did you feel most happy and excited? Why? (At the Spring Festival.Because it’s the most important festival in our country...) →Step 2 Warming up

1.Let students brainstorm the other Chinese festivals.(Lantern Festival, Pure Brightne Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival...)

2.Let students read the information about Chinese festivals below and discu another three Chinese festivals: When does the festival come? What do people celebrate? What do people do? Festivals Date Festivals Date New Year January 1st Teachers’ Day September 10th International March 8th National Day October 1st Women’s Day Arbor Day March 12th The Spring Festival Lunar New Year International Labor May 1st Dragon Boat the fifth day of the fifth Day Festival lunar month International Children’s Day Army Day June 1st August 1st Mid-Autumn Festival

Lantern Festival Pure Day Chinese Youth Day May 4th

the 15th day of the 8th lunar month

the 15th day of the 1st lunar month

Brightne April the fifth

3.Ask students to fill in the following form and ask some to share their opinions with the whole cla.The first one is given as an example.Festivals Time of year/date What it celebrates What people do Mid-Autumn autumn/fall the beauty of the give/eat moon Festival full moon, harvest, cakes and watch

time with family the full moon with and friends family and friends

4.Talk about some foreign festivals with students.(Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day, ...) →Step 3 Pre-reading 1.Let students discu the following questions: What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit? 2.Ask students to look at the pictures and title of the paage in Reading.Discu in pairs what kind of information will be introduced in the paage.→Step 4 Reading

1.Fast reading Ask students to skim the reading paage and then fill in the following chart.Kinds of Festivals Names of Festivals Countries Festivals

Festivals

Harvest

Spring

(Let students look through the chart and then read the text silently.Three minutes later, check the answers with the whole cla.Show the suggested answers on the screen.) 2.Intensive reading Allow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish the following: 1)Choose the best answer to each question or to finish each sentence according to the text.(1)Why do Japanese people light lamps during the Festival of the Dead? A.Because they want to make the festival colorful.B.Because they want to light up their rooms.C.Because they want to light up their way.D.Because they want to lead their ancestors to return to earth.(2)Which of the following was not mentioned as a famous person in the text? A.Mohandas Gandi.B.Christopher Columbus.C.Abraham Lincoln.D.Qu Yuan.(3)The place where people will usually decorate churches and town halls with flowers and fruits is ______________.A.India B.America C.Europe D.China (4)Easter is held in memory of the return of Jesus for Christians and also celebrates ______________.A.the coming of spring B.the autumn harvest C.the Lunar New Year D.the end of a year Suggested answers: (1)D (2)C (3)C (4)A 2)Use the information from the reading paage to answer the following questions.(1)What are festivals of the dead usually for? (2)What makes autumn festivals happy events? (3)What do people usually do at spring festivals? (4)What is one important reason to have festivals and celebrations? (5)Compare the festivals of the dead in Mexico, Japan and China.What things are similar? What things are different? 3.Reading and discuion Read the text a third time and then work in pairs to do the following.1)Based on the reading paage, what do most festivals seem to have in common? Why do you think these things might be important to people everywhere? Talk with your partner and fill in the chart below.Three common things Reasons why they are important to people everywhere 1. 2. 3.

2)Discu in pairs which festivals you think are the most important and which are the most fun.Then fill in the chart with your ideas. Type of festival Example of festival Reasons for your

choice Most important

Most fun

(Let students have enough time to read the paage carefully and discu the questions and charts with their partners.Encourage them to expand their answers according to their own experiences.) 4.Explanation Help students analyze some difficult, long and complex sentences and gue the meanings of some new words.Encourage them to try to deal with the language points in the context.

Discu the following important sentences and phrases in the paage.1) Some festivals are held to honour the dead, or to satisfy the ancestors, who might return either to help or to do harm.2) In memory of 3) India has a national festival on October 2 to honour Mohandas Gandhi, the leader who helped gain India’s independence from Britain.4) People are grateful because their food is gathered for the winter and the agricultural work is over.5) The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.6) The country, covered with cherry tree flowers, looks as though it is covered with pink snow.Suggested explanations: 1)The sentence contains a non-restrictive attributive clause who might return either to help or to do harm.It means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.2)In memory of: serving to recall sb., to keep him fresh in people’s minds He wrote a poem in memory of his dearest wife, who died in an accident.in honor of: showing great respect or high public regard 3)The leader who helped gain India’s independence from Britain: a noun phrase followed by an attributive clause as the appositive 4)two clauses for reason 5)energy n.→ energetic adj.: full of or done with energy look forward to: “to” is a preposition here.I’m looking forward to hearing from you.

be devoted to; be/get used to; get down to; stick to...6)covered with cherry tree flowers: a past participle phrase equal to “which is covered with cherry tree flowers” as though: as if He talks as though he knew all about it.He looks as if he had seen a ghost.5.Reading aloud and underlining Ask students to read the paage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence.Tell them to pick out all the useful expreions or collocations from the paage while reading and copy them to the notebook after cla as homework.→Step 5 Consolidation

Ask students to talk about festivals in their own words according to the text.Then let them complete the following paage with proper words or phrases.There are all kinds of festivals and ______________ around the world, which are held for different ______________.The ancient festivals were mainly held at three times a year—the end of the cold ______________, planting in spring and ______________ in autumn.Some festivals are held to ______________ the dead or ______________ the ancestors, who might return either to help or ______________, while other festivals are held to honor famous people or to the ______________, such as Dragon Boat Festival, Columbus Day, and so on.Harvest and ______________ festivals are happy events because their food is ______________ for the winter and the ______________ work is over, to which Mid Autumn Festival belongs.And the most ______________ and important festivals are the ones that ______________ the end of winter and to the coming of ______________ such as the Lunar New Year, at which people have a very ______________.Suggested answers: celebrations; reasons; weather; harvest; honor; to satisfy; to do harm; gods; Thanksgiving; gathered; agricultural; energetic; look forward to; spring; good time →Step 6 Homework

1）Preview the next part about reading to get the main idea.

2) Translate these sentences into English:（People usually do at the Spring Festival） 1 大扫除迎新年的到来。（do some cleaning） 2 除夕夜放鞭炮。(set off firecrackers) 3孩子们穿上新衣服。(dre up) 4互相拜访亲戚或朋友。(visit relatives) 5 北方人喜欢吃饺子。(dumpling) 6家长给孩子们压岁钱。(lucky money in red packets) 3) Write a paage:

My favourite festival-the Spring Festival 参考写作内容:

春节是中国最重要的节日, 它不仅是庆祝农历新年的到来, 也是家人团聚的时候。除夕之夜，人们穿着漂亮的新衣服，与家人团聚并一起在家里吃丰盛的年饭。午夜，人们会放鞭炮迎接新年的到来。在春节期间，人们互相拜访亲戚或朋友。大人习惯上要给孩子们压岁钱，祝福孩子们新年好运。在许多地方，人们放炮竹。但是在一些城市，放炮竹已经被禁止了。孩子们非常盼望过新年，因为他们可以吃美味的东西，穿上新衣服，开心地玩耍。更重要的是，他们可以得到父母、亲戚的压岁钱。 →Step 8.Reflection

Ⅶ.Blackboard design

Unit 1 Festivals around the world

Festivals and Celebrations Kinds of Festivals Festivals Festivals Harvest Spring

Names of Festivals

Countries

第17篇：高中英语听说读写课教案

高中英语听说读写课教案、反思及评议（1）

NSEFC Module 4 Unit 2 Working the land Period 5

Listening, reading, speaking and writing

一、教学课型: 听说读写课

二、教材分析 1．教材处理

这节课是本单元的第五课时，学生在extensive reading部分已了解了“Chemical or Organic Farming?”的有关情况，为本节课的听说读写训练作了铺垫。虽然学生对chemical farming和organic farming有了一定的理解，但是要求他们把相关内容用英语表达出来仍有一定的难度。本节课的目的是让学生通过听、读活动，从语言材料中获取相关的信息，并通过对信息的加工和处理，提高他们的说、写能力。

2．教学目标

1）Develop students’ listening, reading, speaking and writing ability.2）Let students learn some expreions of persuation.

3）Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.

3．教学重难点

1) Get students to listen and understand the listening material.

2) Get students to learn how to persuade others by using the functional items for persuasion

3) Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.

4．教学方法

1) Task-based teaching and learning 2) Cooperative learning 3) Discuion

5．教具：Multi-media project; tape-recorder; cabbage; towel

三、教学设计 (一) 总体思路

1． 这节课的目的是提高学生的听说读写综合能力。以一根主线下来，从听力中chemical

farming的缺点到说、读、写部分的green food的优点，从语言的输入到语言的输出。

首先让学生从听力材料中获知 “Chemical farming”对食物的影响，训练学生的听力能力，提出绿色食品，注重食物安全。然后从阅读材料中获知 “green food”的生长环境和好处。接着提供情景，让学生编对话，运用useful expreions of persuation，训练学生的口语表达能力。最后，在写作中，提供sample和三个情景，叫学生设计海报，提高学生的写作能力。

（二）教学过程

Step1.Revision & Lead—in before listening

1.Ask students to go over what they have learned in the extensive reading by doing an interwiew.

2.Teacher shows a cabbage with a hole in it to the cla and ask: Look! What is wrong with the vegetable?

[设计说明]

通过记者对农民的采访，激活学生已有的知识。然后，以chemical farming为切入点，给学生看实物，一个长得很大但又空心的大白菜，以引起学生对听力的兴趣，从而自然地引出听力材料的话题 “What is wrong with the vegetable?”。

[反思]

有目的地布置作业，效果截然不同。由于两组学生课前准备得充分，表现得非常出色，完成了既定目标，也营造了宽松、和谐的教学氛围。尤其是林松泽同学，扮演农民这个角色尤其成功，头围毛巾，手势语丰富，口语流利，声音洪亮，致使全班同学哄堂大笑。另外，学生带着问题 “What is wrong with the vegetable?”去听，这种设疑导入法能有效激发学生的兴趣，形成对学习内容知之、好之、乐之的心理过程，达到激趣乐学，学生完全消除了恐惧畏难心理，使他们的心理调整到了最佳状态。

Step2: While- listening

1.Ask students to listen to the tape for the main idea.

---The poible bad effects of chemical fertilizers on the fruit and vegetables that we eat today.

[设计说明]

要求学生听懂大意，了解材料的主要信息。教材是以问答题出现的：What is the main topic of the conversation? 教师觉得听一遍就叫学生回答，难度实在太大，就对教材做了大胆的处理，变为二选一，good effects or bad effects，以降低难度，致使绝大多数学生都能回答。

[反思]

在教学过程中，教师可以根据实际教学需要，对教材中不太合适的内容进行替换。教师认为这个听力材料适用，但问题设计不适合自己的学生，就用自己设计的题目来替换原有的题目，以降低难度，面向全体学生。

2.Ask students to Listen to the tape for a second time.Decide if the following statesments are true or false.Before listening, ask students to go through the five sentences first.( If neceary, write down key words.) (1) Paul thinks that Carrie is not telling him the truth.( T ) (2) Using chemical fertilizers always makes vegetables empty inside.( F ) (3) Today’s fruit is not as healthy for people as fruit fifty years ago.( T )

(4) Eating more vegetables is good for us.( F )

(5) All of today’s vegetables look healthy but in fact are not.( T )

[设计说明]

先让学生快速浏览5个句子，然后带着任务听录音，以减少听力训练中的盲目性，这是听力教学中常见的教学方法。必要时，学生可记下关键词。另外，考虑到教材中的第四个句子本身就很难理解，作了改动。

[反思]

学生对前四个句子掌握得很好，回答正确。不过，教师对第五个句子疏忽了，这句话也很难理解，因为从不同的角度去理解，答案会不一样。原先可以把这个句子删掉或替换。教师备课还不够仔细充分。

3.Show students the listening text and and ask them to listen to the tape for a third time to check if their answers are right.This time students can look at the material and should underline the key words, phrases and sentences.(listening text is omitted)

[设计说明]

这步主要是引导和鼓励学生积极利用学习资源解决学习中的困难，培养学生的判断能力和自己解决问题的能力。

[反思]

要求学生听第三遍录音时可以看材料，并划出做题的依据，使学生做到自己问题尽量自己解决，从而增强了自信，提高了能力。

第18篇：高中英语话题作文教案

高中英语网

话题作文《成功》

一、话题导入

同学们，今天这节课，咱们来点轻松的，聊聊天，谈谈话，上一节轻松的话题作文课，怎么样？（稍事停顿，看同学们的反应，学生积极性）（今天来了这么多老师听课，。今天的话题，是大家非常熟悉也非常关心的——今天几号了？（同学们答3月17日），相信同学们目前最大的心愿就是高考成功。好，咱们就来聊与成功有关的话题，

二、作文开讲

（读慢点，注重停顿和语气） 有位老这不算什么，还有大学呢；你大这不算什么，你还没有参加工作呢；你参加工作谋了你有了好位置，不一定就能扮好你的社会角色。只有你用自己的学识、聪明、勇气和毅力赢得了社会财富，你才算成功了，但这也不是最后的成功。

这位老师对一名学习成绩差的同学说：你小学没考上第一名，这

高中英语网

不要紧，还有中学呢；中学没考上第一名，这不要紧，还有大学呢；大学没考上第一名，这不要紧，你将来还要走上社会呢；参加工作了，没有谋个好工作，这不要紧，你还可以寻找；一时寻找不到，这也不要紧，尝试着做几件事，你就会对自己有所发现。你一直没有成功，这不要紧，或许这是件好事，这反倒使你一直保持一种冷静、。同学们对这个话题有了初步的理解，话题作文的由头——“成功”（板书：成功，字写大一点，居中）

1（选材）

绝大多数同学对话题作文的理解仍然停留在材料作文上，不自觉地被材料暗示的中心所左右，以至于写出的作文千人一面，观点雷同，没有多少新意，这是当前的通病。因此，我在这里需要非凡强调一下话题作文与传统的材料作文的区别。所谓“话题”，就是谈话的中心，就是引发谈话的由头。由某个设想好的“话题”所引

高中英语网

出的作文就是“话题作文”。也可以这样理解：话题好比一个圆的圆心，从圆心到圆周上的任何一点连起来的线都可视为一个话题作文的写作角度。而与此相对的材料作文的主题则必须从材料中提炼，行文也必须依循“引议联结”的模式，具有很强的限制性。话题“成功”的选材朋友的成功，可以写成功的感受等。（请3有把握的，有话可写）题选材，题范围，章来。如话题作文“呼唤”实在有偏题的嫌疑。

如何熟悉成功？[成功是什么（宏观、抽象）]，

1、话题中的两种成功观，让学生找出来，即文中加横线的部分。

2、现代汉语词典解释：成功就是预期目标的顺利实现。

3、闻名乒乓球运动员李楠的成功观：“成功是努力的过程，是自己所钟爱的事业的不断进步，是

高中英语网

自己能够为自己爱的人和爱自己的人带来欢乐，是留在人生路上坚实而干净的脚印。”

4、自己（曾岚）的成功观：成功是什么？是我们生命中想达到我们的目标而奋斗的过程，是一条线，而不是一点。

5、其他（同学们的立意）[成功是什么（微观、具体）]

1、每个人都有自己不同的成功观点，可以分三类。一类：他们获得到一世的功名，他们心中装自己的同时心中容着天下人的成功。1在于征服，在于从士兵到将军的过程。2世界的人都用我的视窗系统。二类：只因他们心中惟有自己没有天下人。1高境界的实施。2三类：天。

12、教师说：成功

3、清洁工说：成功是天天早晨给人们不多

3、取一个吸引人的标题。（题目）

作文题目其实好比人的衣裳，就象报纸的标题一样，往往起到抢眼的作用，有很多同学不重视，相当一部分同学是作文写完了之后才草草地拟一个标题，有时候甚至忘记了，没有标题，这是一个误区，

高中英语网

要吃很大的亏。高考阅卷老师平均两三分钟就改完一篇作文，标题的映象对于他给你的分值太重要了。因此，在构思文章的时候，把精力多用一点在题目上是十分关键和重要的。就成功话题作文而言，可以考虑拟如下题目，大家一起来比较筛选。一种方法是给话题前面或后想，一名高三学生的成功观，作文内容或中心的体现。如，让我捧走等

4、写自己最擅长的文体（形式）

议论文、

三、布置作业

完成“成功” 提示：根据刚才对选材、审题、立筛选，确定自己熟悉的一个角完成整篇文章，当然成文时还要注重布局某篇板书设计（略）

附：话题作文材料 高中英语有位老师对一名学习成绩优秀的同学说：你在小学考第一名，这不算什么，还有中学呢；你在中学考了第一名，这不算什么，还有大学呢；你大学考了第一名，这不算什么，你还没

高中英语网

有参加工作呢；你参加工作谋了个好差事，这也不算什么，有了好差事，你并不一定就有了好位置；你有了好位置，不一定就能扮好你的社会角色。只有你用自己的学识、聪明、勇气和毅力赢得了社会财富，你才算成功了，但这也不是最后的成功。这位老师对一名学习成绩差的同学说：你小学没考上第一名，这不要紧，你还可以寻找；一时寻找不到，这也不要紧，你就世上本来就没有最后成功的归宿。

第19篇：高中英语实习教案(共)

教案一

Teaching Plan for unit1. Advertising

Period 1.Welcome to the Unit I.Background information:

1.students: 42, senior high school students, Grade 1 2.time: 45min II.Type of the leon: Welcome to the Unit III.Teaching aims & learning objectives: 1.Inform the general knowledge and English expreions of advertisement;

Inspire the students to say something about advertisement in English;

Train the thinking ability of conclusion.2.By the end of the leon, students should be able to:

get the general information of advertisement;

know the two branches of advertisement;

say in English the features and some slogans of commercial advertisement and public service advertisement.

set up the correct view of advertisements

IV.Focus of the leon & predicted area of difficulty: 1.the features of commercial ads & PSA 2.identify whether the advertisement tell the complete truth.V.Teaching procedures: Step one: lead in (5min) 1.Introduce the students the game named “fashion store” I have played recently and tell them my simulated shop fails attracting customers.2.Tell them what I have done to rescue my shop but they didn’t work so ask students for help---how to lure customers through my door and inspire students to come to the point---do an advertisement of my shop Step 2: introduce commercial advertisement (22 min) 1.Use a picture to introduce the earliest advertisement in the world.2.Present 4 pictures of the development of advertising and let students put the pictures in correct time order.3.Show different forms of advertisement through some pictures.4.Encourage students to conclude the features of commercial advertisement and give them some tips if neceary.Step 3: introduce public service advertisement (15min) 1.Show the students a picture of Project Hope and other PSA and describe the theme of every picture 2.Inform the students some general idea of PSA.3.Encourage them to conclude the features of PSA by comparing with the commercial advertisements.Step 4: Discuion (12 min) 1.What are the functions of advertising?

2.Do you believe that advertisements tell the complete truth? 3.Conclude the advantages and disadvantages of advertising.(if time limits, turn it to homework) VI.Teaching aids: blackboard, chalk, PPT VII.Homework: 1.Find 5 slogans of commercial advertisement or PSA.2.Read the paage on page2.

教案二

Teaching plan for unit 2.Sports events

Period 2.Reading 1 I.Background information:

1.students: 42, senior high school students, Grade 1 2.time: 45mins II.Type of the leon: Reading 1 III.Teaching aims & learning objectives: 1.Help Ss learn to use reading strategies to read a speech in an efficient way.

Inform the students the development of Olympics and some famous athletes.

Inspire the students to learn the spirits from those athletes.2.By the end of the leon, students should be able to:

Grasp the features of speech

Get to know the main idea of the paage IV.Focus of the leon & predicted area of difficulty: 1.The reading strategy of the paage 2.The development of Olympics and the achievements of the sports stars V.Teaching procedures: Step one: pre -reading ( 5 mins) 1.Review the sports events that have discued last cla.2.A brief introduction of 2012 London Olympic Games.

3.Inform the students that Mr Johnson gave a speech to the high school students in Beijing.Step two: while-reading ( 30 mins ) 1.Introduce the students the structure of this paage---speech 2.Fast reading: ask students to read the paage as fast as they can and answer 3 questions.3.Detailed reading: ask the students to read the paage again.In this time ,read the paage as carefully as they can and then try to complete 3 tasks.(1) Task 1.Answer 4 questions.(2) Task 2.Decide whether the statements are true or false according to the paage (3) Task 3.Complete the table Step three: post-reading ( 10 mins ) 1.Discuion: what kinds of spirit should we learn from the athletes? 2.Write a speech as a publicizing ambaador of the Youth Olympic Games.VI.Teaching aids: blackboard, chalk, PPT VII.Homework: read the text for 3 times after cla

教案三

Teaching Plan for unit3. Tomorrow\'s world

Period 2.Reading 1

I.Background information:

1.students: 42, senior high school students, Grade 1 2.time: 45min II.Type of the leon: Reading 1 III.Teaching aims & learning objectives: 1.To teach the students the main idea of the paage and some detailed information about VR.

To master the skills of reading & writing a busine proposal in English.

To provide a chance for students to gain a better understanding of the future and inspire the students to use their imagination and believe that everything could happen in the future.

2.By the end of the leon, students should be able to

Understand the main idea of the paage;

Know how to read a busine proposal;

Be willing to imagine what will happen in the future.IV.Focus of the leon & predicted area of difficulty: 1.To inspire the students to imagine the future.2.To gain the structure of a busine proposal.V.Teaching procedures: Step one: pre reading (8min) 1.Language appreciation: share some short sentences about past, now and future with students.2.Present some pictures about the future and let them describe their imagination about future world.3.Discu with their desk-mates \"If you had a magic power, what would you mostly want to do? \" Step two: while reading (27 mins ) 1.Analysis the reading strategy 2.Fast reading activity: read the paage as quickly as they can and then answer 3questions.3.Detailed reading activities: read the paage again and try to finish 2 tasks--- fill in the blanks and complete the table Step three : post reading (10 mins ) Discu the following 2 questions with their partners 1.If you have a chance to use VR, what do you want to experience mostly? 2.

VI.Teaching aids: blackboard, chalk, PPT VII.Homework: finish KKL

教案四

Teaching plan for Unit 1 School life Teaching aims of the whole unit: 1． Develop students’ ability of reading comprehension by reading an article about school life in the UK and two other articles about school clubs.2． Develop students’ ability of listening comprehension by listening to two talks about school activities.3． Develop students’ speaking ability by discuing daily school life and reporting school activities.Period 1

Welcome to the unit I.Teaching aims: 1 Get students to know the different high school loves between the UK and China.2 Develop students’ English speaking skills.II.Teaching Procedures: Step 1.Warming up Let some students make a self-introduction. 1.Introduce themselves.

2.Say something about their junior high school life. 3.Pair work: brain storm: When we are talking about our school life, what will we probably think of? What words or phrases will we use to describe our school life? Step 2 Presentation 1.Say the following to students: It’s the beginning of the new term.You’ve just finished your junior high and are about to enter a new period in your studies.I am happy to give your leons and I hope we can be friends.

I can see that some of your are eager to know what studying at senior high will be like.Will it be differ4ent from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China.

What about schools in other countries? Do you have different experiences? Are schools all over the world the same? This is the subject of our first unit. 2.Ask students to read the instruction and tell them: Here are three pictures that show some aspects of school life in the UK.Please read the instructions, look at the pictures: what\'s the difference between schools in China and the UK? Step 3 Discuion 1 Ask students the following questions to talk about the words in the four pictures: Huge campus and low-rise buildings What does huge mean? What does low-rise mean? What about campus and school buildings in China? (Schools in China usually have a large enough campus to make sure students have enough space to study and play.But most school buildings have at least 3 storeys.) Lockers for every student Do you know what a locker is? (There are rows of lockers by the clarooms for students to put their bookd, exercise-books and other belongings.) What do you think about locker for students? Do you think that we should have such locker in our school? Why or Why not? Fewer students in each cla How many students are there in our cla? Do you know the number of students in a cla in the UK? At ease with our teacher What can we know from this picture? What does the word ease mean? What do you think the phrase at ease mean? Were you getting on well with the teacher when you were in junior high? What relationship do you want to have with your teachers in senior high? 2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China.Then ask several students to report their discuion to the whole cla.3.Ask students to discu the three questions in pairs, and them ask some of them to report their answers to the questions to the whole cla.What is your dream school life like? What kind of school activities do you enjoy? What do you think of your life here in the new school? Step 4 Summary and Homework Today we’ve mainly talked about the differences between the high school lives in the UK and in China.After cla you should: 1) Recall all the new words and expreions that we learn in this leon.2) Find more about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.

3) Preview the following part: reading (page 2 to page 4).

第20篇：高中英语试讲教案《Breaking_the_record》

http://www.daodoc.com 浙江教师资格证考试面试高中英语试讲教案《Breaking the record》

第二课时 教学目标 (一)知识技能

①通过本课的学习使学生能够在理解的基础上复述课文 ②在阅读中体会并初步掌握生词、词组、句型的用法 ③体会作者在写本文时是如何进行内容安排的 (二)情感态度

①了解吉尼斯纪录的相关知识、以及勇于挑战并打破 纪录的杰出人物应具备的品质 ②鼓励学生打破“我不行”的心理暗示让意念统领身体走出一条完美的道路 (三)能力目标

①通过词族和词缀的学习让学生掌握一种记忆单词的方法 ②通过三读法让学生掌握速读、跳读、精读的要领 教学重点难点 (1)重点：

1.了解记叙文的文体特点并以此指导阅读;2.训练skimming, scanning, careful reading等阅读微技能; 3.对文章深层次的理解及细节的欣赏，认识及分析主人公的人物特征及人物性格。 (2)难点： 1.阅读技能的训练; 2.对记叙文的鉴赏能力及人物评价。 教学过程

Leading-in (discuion)

To show Ss pictures about some famous athletes to let them know something in common about these people--the key of succe.Some words may be used in this activity ：

Sports champion athlete winning breaking records challenge exciting confidence physical ability speed strength Something in common： concentration confidence good physical abilities speed strength flexibility athletic skills strong will interest hard training 目的及依据：本环节通过看图讨论激发学生的学习兴趣激活已有的背景知识，使学生能运用已有的知识和经验思考本单元的中心话题。能起到温故而知新的作用。

Pre-reading Task one to show students some pictures which occur in the text, First, lets them to know the name of the activity and the way to do it, Second, let the students experience one or more of this, such as somersaulting doing jumping jacks, Third, thinking and discuing ① Would you consider each activity to be serious sports? ② Which activity would you like to try? Would you need to be fit to do any of them? ③ Do you think you could do any of them for any length of time? (Indication：Different activity requires different physical fitne psychological personification such as coordination strength balance? concentration strong will devotion) Now cla we will read a story about a man called Ashrita Furman who has broken Guinne 浙江教育考试网为考生准备了浙江教师资格证考试面试高中英语试讲教案《Breaking the record》，为您助考。

records.(过度)

(读前部分设计依据及目的：本部分根据学生的认知规律而设计，首先让学生借助图片了解运动的名称及运动方式，其次，让学生体验其中一项或几项活动，体验后让学生思考问题 这种方式呦浅入深、由感性认识到理性思考了解文章当中提到的运动项目降低阅读难度 ，为下一步阅读理解做好充分的准备) While reading Task two Listening (scanning)(close your book 此处把快速阅读与听力整合在一起正大课堂容量加快课堂节奏) (提高学生的听力水平培养快速获取所需信息的能力) Task two Listen to the tape, after listening tick the topics that the author does not cover physical skills needed for events ② number of records broken ③ his family life ④ kind of records broken ⑤ why he became a sportsman ⑥ countries he likes best⑦ place and date of birth ⑧ his occupation ⑨ his education ⑩ his first Guinne record (目的及依据，新课程理念要求让学生对语篇整体学习，为此首先让学生快速把握文章结构要点让学生从整体明白文) Task three Skim the text and answer the questions ①Who is Ashrita Furman? ②When and why he entered the Guinne book of world records? ③When did Ashrita become a student Chinmoy? ④When did he first come acro the Guine book of the world records ⑤ What are some of his pgysical difficulties? A walking with a bottle of milk on his head B standing on top of a Swi ball C somersaulting D doing gymnastically correct lunges ⑥ what happens in an event that prevent Ashrita from giving up? Post reading

Task five

Discuion on Ashrita’s motivation ①Why did Ashrita challenge the Guinne world records instead of taking part in the Olympic games? ②Why does he keep on trying to challenge different Guinne records? ③Why didn’t he take part in a conventional sports instead of un conventional and funny one? ④Why did Ashrita took part in active sports after learned quiet mediation? Task six discuion on Ashrita’s belief.work in group four or five each group may be for it or against it, choose one, and discu with your group, (divide the cla into two parts for-part and against part, then have a cla report) Task seven Summary and homework Task one Write an article about the imagination about the outlook of Ashrita Task two work in group to find more information about Ashria through internet as well as books about after cla each group should try brief paper about ahsrita.

来源：中师教育 www.daodoc.com

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