高中英语教案反思模板

推荐第1篇：高中英语教案教学反思

高中英语教案教学反思

篇1：高中>英语教案>教学反思

二十一世纪，中国将全面推进>素质教育。中国共产党中央、国务院《关于深化教育改革，全面推进素质教育的决定》指出：“实施素质教育，就是全面贯彻党的教育方针，以提高国民素质为根本宗旨，以培养学生的创新精神和实践能力为重点，造就有理想、有道德、有文化、有纪律的德、智、体、美等全面发展的社会主义事业的建设者和接班人。进一步改革德育工作的方法，寓德育于各学科教学之中，智育工作要转变教育观念，改革人才培养模式，积极实行启发式和讨论式教学，激发学生独立思考和创新的意识，切实提高教学质量。要让学生感受、理解知识产生和发展的过程，培养学生的科学精神和创新思维习惯，重视培养学生收集处理信息的能力，获取新知识的能力，分析和解决问题的能力，语言文字表达能力以及团结协作和社会活动的能力。“根据素质教育的要求，>英语教学必须进行改革。

高中英语课程改革的主要目的是：建立新的外语教育教学理念，使课程设计课程内容具有时代性，基础性与选择性；建立灵活的课程目标体系，使之对不同阶段与不同地区的英语教学更具指导意义；建立多元，开放的英语课程评价体系，使评价真正成为教学的有机组成部分；建立规范的英语教材体系以及丰富的课程资源体系，以保障英语课程的顺利实施。

因此，根据高中生认知能力发展的特点与学业发展的需求，高中英语课程应该强调在进一步发展学生综合语言能力运用的基础上，着重提高学生用英语获取信息，处理信息，分析问题与解决问题的能力，特别注重提高学生用英语进行思维与表达的能力；形成跨文化交际的意识与基本的跨文化交际能力；进一步拓宽国际视野，增强爱国主义精神与民族使命感，形成健全的情感，态度，价值观，为未来发展与终身学习奠定良好的基础。

在新一轮基础教育改革的今天，教师正面对着一个新的课程环境，新的课程研究模式，一个要求教师角色向广度延伸，向深度扩展的时代背景。在这个传统教育方式与现代教育方式激烈对峙的转型时期，交织着教师的退缩，彷徨，奋进的各种心态。课程改革的基础是教师，没有高素质的教师队伍，改革就难以成功。但像高素质的人才只能在改革之中而不能在改革之前产生一样，课程改革所需要的高素质的教师只能在改革中造就。所以，在高中英语新课标实施的过程中，我们英语老师究竟如何去应对这种改革背景，全面提高自身素质就成为新课程实施成功与否的关键所在。

要迎接好新课程的挑战，我们就要建立终身学习的理念，不断更新知识结构，发展专业能力与知识能力，以适应现代社会发展对英语课程的要求。树立终身学习的理念实际上就是强化教师自我发展的终身化意识，主要表现在：

首先，教师要不断进行教学反思。广泛的反思性教学实际上就是要求英语教师对教学不断反思、对业务不断提高、对自我不断发展，以促进教师发展朝终身化方向发展。反思将强化教师的创造性、激励个人成长愿望、有益于传授主要知识和培养课堂技能，养成教师的专业气质。以高标准进行反思性教学的教师将逐渐形成敏锐的专业判断力，使英语教师更加专业化。这就要求教师要克服一次性学习的观念，树立终身学习的精神，使每一堂课的教学都成为教师反思和提高的机会。那么受益的学生就远不只一堂课、一个班级。

自我发展的终身化就要求知识必须不断更新，那么英语教师的备课就要随时间的变化而变化，随班级、学生的不同而变化。这就意味着要求教师的每一堂课都要上出新意，都要推陈出新，无形中培养了教师终身学习、终身发展的意识。英语教师要力图把每一堂课都当作提高自己教学质量、指导课堂教学、拓宽自己专业眼界的机会。因为无论一个教学过程多么好，都可以改进或改革以更好地满足学生的需要。

其次，分析自己的教学经验，写教后感，有规律地反思成功或失败的经验。还要经常分析教学实践与学生学习之间的关系，以开放的心态对待创新，把学生的需要与长期的教学目标结合起来。一旦养成终身的自我评估习惯，教师将不断地挑战自己，发展自己，从而把专业的成长与发展和赋予课堂教学以活力当作自己的责任。

挖掘学生和当前语言教学的知识深度、开拓他们知识的内容广度、促进学生和教师的认知发展。要明确地认识到英语教学是一个发展的领域，所以英语教师要经常研究教学实践，精通专业人文知识，同时还要了解英语教学的前沿问题，跟上学科的发展。通过创新，通过各种方式主动研究自己的教学，追求、探索自己不熟知的领域，自觉养成终身研究的习惯。

再次，英语教师要不断分析、评价自己的教学质量，强化教学效果、促进学生学习，形成自己教学行为原理，促进终身自我发展。还要经常与同事交流、参加集体备课和研讨课，以类似的研究强化终身型的学者气质。另外，为更新自我知识，还要积极地与其它学科教师进行有效的互相交流和学习，积极寻求同事的帮助，以教师和学习者的身份继续发展自己。同时，参与同行教师的教学、欢迎同事以他们的观察帮助自己做自我评价，或学习其他在教学上富有经验的教师。从而提倡内部合作与团队精神，实现跨学科、跨层次教学。

新课程要求我们从以知识为本的教育理念转变为以学生发展为本的教育理念，重新认识高中英语课程的目标与定位。长期以来，我们高中英语教学的都是围绕着高考这根指挥棒，目的是为了高考能够出好成绩。因此，我们的英语教学工作带有明显的功利主义色彩，而忽略了它的人文性目的，忽略了语言对青少年进行素质教育方面的重要作用。《高中英语课程标准》明确指出：“高中阶段的外语教育是培养公民素质的重要过程，它既要满足学生心智与情感态度的发展需求以及高中毕业生就业，升学与未来生存发展的需要，同时还要满足国家的经济建设与科技发展对人才培养的要求。因此，高中阶段的外语教育有多重的人文与社会意义”。从这里可以看出，新课程要以培养学生的实践精神与创新精神为目标，共同为学生的终身发展打下良好的基础。

篇2：高中英语教案教学反思

反思我们的高中英语教学，不得不思考高中英语究竟该怎么上？优秀的高中英语课应当具有情感性、人文性、文化性。我们的高中英语教学，还存在诸多薄弱之处。如何让学生喜欢英语课，提高高中英语教学质量，我认为要从以下几个方面改进。

一、教学反思的定义：

教学反思是指教师在教育教学实践中遇到问题或困惑时，通过不同程度的思考，并采取一定的措施，不断加深对问题的认识与理解，进而改善教学实践的一系列活动，是教师自觉地把自己的课堂教学实践作为认识对象，进行全面而深入的冷静思考和总结。它可以激活教师的教学智慧，探索教材内容的崭新表达方式，构建师生互动机制及学生学习的新方式。它还是一个教育者进行自我认识、自我矫正、自我超越的过程。

二、教学反思的必要性

新课程要求教师要具备一定的课程开发与整合的技能，要求教师在充满不确定性的教育环境中实践和探索，要求教师以一个研究者的身份进入课堂教学实践，成为反思的实践者。正如教师专业成长的公式“经验+反思=成长”指出的那样，没有反思的经验是狭隘的，至多只能形成肤浅的知识。人民教育家傅任敢先生也提到了“教然后知困，知困然后能自强也”。教学反思是一种有益的思维活动和再学习活动。一个优秀教师的成长过程中离不开教学反思这一重要环节。特级教师袁王瑢指出，如果说有什么“秘诀”，那就是勇于实践，勤于总结，即上完一节课或教完一篇课文之后，应该坐下来回想一下，写点教后感，写一得之见，记下疏漏之处。

三、教学反思的内容1.反思一得之见

在教学过程中，教师有时会突发奇想，迸发灵感，使得教学效果出奇的好，这些瞬间的灵感往往是在特定状态下产生的，并非备课时预设的，它具有稍纵即逝的特点。这就要求我们老师及时反思并记录下来，以便于下节课借鉴。作为教师，总会有或多或少自己满意的地方，把它记下来，这就是教学一得。如我在教单词时，发现学生单词记不住，一个单词记十多遍，好不容易记住了，第二天又忘记了，学生渐渐对英语失去兴趣。尤其是理科班的一些男生，课间我与学生交流时，发现学生对流行歌曲非常着迷，于是我就尝试用歌词作例句，来激发学生“我爱记单词”。如教单词ugly时，我举了一句歌词的例句：IamuglybutIamgentle.（我很丑，但我很温柔）学生很快记住了ugly和gentle两个单词。再如，在教whatever时，我唱了一句Rightherewaiting（此情可待）：Whereveryougo,whateveryoudo,Iwillberightherewaitingforyou,（无论你去哪，无论你在做什么，我都在这儿等你。）学生也很快掌握了whatever的用法，收到了“唱的比说的好听”的效果。学生感到听得愉快、学得轻松、记得牢固。2.反思疏漏之处“智者千虑，必有一失”，即便是一堂精心准备的公开课，也难免有疏漏、失误之处，造成美中不足，如有时教材内容处理不妥，有时教学方法选用不当，有时师生活动不协调，有时教学效果不明显。如果不及时查漏补缺，就不利于教学水平的提高。如果在每堂课后都能反思教学中的不足和失误，多积累“病因”和“病例”，同时对症下药地积极摸索，寻找疗法，就会收到“吃一堑，长一智”的效果。如我在教高二英语选修六第一单元的语法虚拟语气时，我按照教师讲解概念、用法，学生做题巩固，教师总结规律的模式，整堂课看似进行得很顺利，但通过测试发现，教学效果并不理想。究竟是什么原因呢？我课后认真进行反思，总结出虚拟语气是高中教学语法中的一个难点，老师自己可以讲得头头是道，学生却听得一头雾水，不知所云。所以，整节课教师用课前设计的教案牵着学生的鼻子走，关注了语法知识的讲授，忽视了对学生实际语言运用能力的培养，学生只是消极地配合老师来完成教学任务。在这堂课堂里教师是主角，学生是配角，没有突出学生的主体地位，反思后我觉得教学步骤应改为教师创设语言情景，引出虚拟语气，引导学生用虚拟语气进行造句，提供练习让学生模拟操练，学生分组合作探究，教师启发诱导，学生感悟、归纳、总结。“课堂教学永远是一门遗憾的艺术，而科学有效的教学反思可以减少遗憾。

3.反思学生机智课堂教学中常有这样的情况出现：有时学生在课堂上会提出独到的见解和有创意的问题，给课堂增色添彩；有时学生对问题的分析甚至优于教师预先设想的答案，学生难能可贵的见解将是对课堂教学的补充和完善，也可以拓宽教师的教学思路，提高教学水平。如在教多个形容词同时修饰一个名词时该如何排序，我总结不出好的规律提供给学生，只能让他们多做题目、多记例句。突然，一位学生站起来说，他在一本参考书里看到有人用一句口诀就记住了：“县官行令宴国材”分别指代限定词、冠词、形状、年龄、颜色、国家、材料。例如，一座小的白色的木头房子——asmallwhitewoodenhouse。而在在正式的语法书中，若有多个形容词修饰名词，则一般排序如下：限定词（the,a,an）+描绘性形容词（fine,beautiful）+size（大小）+shape（形状）+age（时间、年龄）+colour（颜色）+origin（国籍、来源）+material（材料、材质）+purpose（目的、用途）+名词。我觉得这位学生的方法简单实用，给予他热情的表扬和鼓励。我在另一个班级授课时，就采取了这一方法，效果很好。

四、教学反思的方式

1.坚持写教学反思日记。教师要把自己教学中成功的做法、灵感、学生机智、疏漏之处及时记录下来，同时也要把参考资料、优秀教师的教学经验以及公开课、观摩课的体会记下来，在今后的教学中加以吸收、消化。还可以把教学反思日记发布到自己的博客上，供网上的其他教师探讨，自己从中得到启发。这是一个大范围的讨论，可以听到不同领域、不同流派、不同学校、不同学科等的意见，“他山之石，可以攻玉”。网络的兴起提供了新型的现代化的反思方法，为我们提供了广泛的思路。

2.与同事之间要精诚合作，相互交流、分享、讨论。可以采取集体备课（教师间通过交流解决自己遇到的难题，相互学习优秀的处理方法和策略）、说课、相互听课（观察和分析同事的教学活动和教学特点）交流心得、名师指点等方式共同探讨，在先进教育理论的指导下，借助行动研究，不断地对自己的教育实践进行反思。思想的激荡可以喷发出智慧的火花，名师的指点让人获得智慧并可能产生新的智慧。

3.公开课和评课。听课对教师的专业发展是十分有利的，观摩教师可以针对课堂的发生发展变化、教师与学生的互动，准确把握教学行为及教材的重点、难点。很多老师都己想去听别人的课，可以互相讨论交流，发现自己的不足之处，不自觉地会有对比、评价在里面，获得一些信息。其次还有录音、录像。录像的客观条件不是很成熟，但是录音是很容易做到的，是很直接、很生动、很形象的方法。第一手资料可以看出自己的利弊，包括语言、形体动作等非言语行为。可以选择某堂课或其他老师进行活动，教师之间也可以互相研讨、提问。评课是一个很重要的环节。请有经验的教师和教研员做一些评课活动，可以及时、准确地发现问题，提出改进的方法和建议。这是必不可少的两个方面。

4.撰写教学案例。在案例撰写的过程中，可以使教师关注、分析、判断、选择、重新评价当前的问题，使教师对自己的教学进行深思熟虑，可以更明白自己的优势与不足。教学案例描述的是教学实践，它以丰富的叙述形式，向人们展示了一些包含有教师和学生的典型行为、思想、感情在内的>故事。教学案例一般要交代案例背景，为读者提供事件发生的前因；叙述案例事件，向读者展现出明显的矛盾冲突，讲明问题是如何发生，问题是什么，问题产生的原因有哪些，解决问题的过程和步骤等；加强对案例进行反思，找出问题中的利弊得失及对今后的启示。

五、教学反思的重要性

教学反思可以激活英语教师的教学智慧。教学反思不仅像操作性教学一样发展学生，而且可以全面发展教师的各项能力。因为当教师全面反思自己的教学行为时，他会从教学主体、教学目的和教学工具等方面，从教学前、教学中、教学后等环节获得经验，使自己变得更成熟。因此教学反思是把要求学生“学会学习”与要求教师“学会教学”统一起来的教学实践，反思是“专业人士”表现出来的一种普遍的素质。换言之，反思是“专业生活”方式的一部分。教师的专业发展是贯穿整个职业生涯的，教师只有坚持积极的自我反思，以主体身份参与，投入其中，逐步养成教学反思的习惯，掌握一定的反思策略，才能实现自我的不断发展和提高。华东师大叶澜教授说过：“一个教师写一辈子教案不可能成为名师，如果一个教师写三年教学反思就有可能成为名师。”让我们每一个教师都来做个有心人，培养教学反思意识，勤于观察，乐于记录，以记促思，敏于反思，以思促教。只有这样，英语教师才有可能提升自己的教学智慧，成为一名智慧型名师。

篇3：高中英语教案教学反思

高中英语阅读课文具有题材广泛、体裁各样、语言知识丰富等特征，是各单元教学的核心部分，也是培养学生阅读能力的主要渠道。

阅读教学传统模式常常是单一的自下而上模式，只是把课文作为单纯向学生传授语法及语言知识的载体，重在老师的讲解，忽视了培养学生的阅读速度和理解能力；传统的阅读理解提问方式也常常停留在对所阅读文章的表层理解层次上。如何借助这些课文来提高学生的阅读速度、阅读理解能力和语言水平呢？这是一个需要师生互相合作的工作。在阅读课的课堂教学中，教师应精心设计教学程序，让学生的阅读和讨论交流相互交叉进行，从而使阅读课既达到提高学生阅读水平的效果，又能较好地发挥学生的主观能动性，将接受的信息转变成交际实践的内容。通过使用交际化的手法进行阅读教学，为提高学生听、说、读、写等综合能力打下坚实的基础。教学过程由教师、学生、教材、方法四要素组成，这四要素所组成的六对关系只有处于一种和谐的状态，才能实现教学过程的最优化。在进行阅读课教学设计时，不能只考虑教师的意志，忽视了学生的主体性。教师在教学中应激发学生思考，让学生有话可说，并乐于说。

一、设计提问，激发学生的主体思维

二、问题设计是英语阅读教学的重要手段，是帮助学生理解、鉴赏文章的切入点。教师设计问题，要遵循循序渐近的原则

三、要把问题建筑在学生的注意力和兴趣之上，服务于全面提高学生素质水平的目标需要。

高中英语课文大多篇幅较长。课文内容参透了丰富的审美以及科学教育内容。在这些兼顾知识性、趣味性、思想性的阅读课教学中精心设计既有启发性又能激起学生探讨兴趣的系列问题，可以启迪学生动脑，激发学生思维，培养学生主动学习的习惯。教师设计问题时，要紧扣教材，层层推进，要具有一定的思想梯度。在提问、解答的过程中，教师要启发引导，以激活学生的思维欲望，帮助学生认知和理解。

二、授之以法，把学习的主动权交给学生

要提高学生的素质，就要培养学生的能力。因此英语阅读教学中要突出“学”字，从让学生“学会”转到培养学生“会学”，授之以法，把学习的主动权交给学生。

1.指导学生认真预习

高中阅读课文长，难度大，抽象概念内容多，形象思维内容少，语法现象较复杂。因此，对学生来说，认真预习是及其重要的。如果学生没任何准备走进课堂那么学习肯定是被动的，教师讲解什么，学生就听什么；教师演示什么，学生就看什么。这样的学习有什么主动性呢？预习看起来是学生的事情，但教师精心指导是十分关键的。教师要教给学生预习的方法，指导学生认真预习，并写出自学笔记、提出自学中遇到的疑难问题。譬如安排学生针对有关问题做些准备，要求学生课前利用工具书预习生词。可以给学生布置问题回去思考。学生只有掌握了科学有效的学习方法，接受新知识才能举一反三，触类旁通，更好地做到知识的迁移，并使学生受益终身。

2.鼓励学生踊跃参与

学生踊跃参与，最关键的是教师要充分尊重学生的人格，充分发挥教学民主，为此，教师要妥善引导，要尽最大的努力最大限度地引导学生参与到探索知识的过程中去。为此，要做到：

（1）要营造宽松、和谐、融洽、平等的学习氛围。

（2）要留下足够的参与时间和空间。教学不要“满堂灌”，也不能“满堂问”，学生能讲的，要尽量让学生讲；学生能动的，要尽量让学生动。

（3）要创造良好的参与条件，提供合适的参与机会，组织学生独立思考与集体讨论。在阅读课的教学中，教师可让学生互设情景，就他们感兴趣的话题以小组为单位全班展开讨论，以达到全员参与的目的。

3.培养学生归纳理解

阅读的目的就是要获取书面信息。因而阅读时不能逐字逐句地去分析语法，而是要快速完成树材料的阅读，抓住大意，再深层次地去理解内容。在阅读时教师可指导学生根据不同题材、体裁的阅读材料采取不同的归纳形式去归纳材料内容，快速、准确地猎取文章信息，培养学生良好的阅读习惯。由于阅读材料题材与体裁的不同，因而在阅读中还可以从不同角度用各种不同的归纳方式去归纳、理解材料内容，如可以归纳动词，显示事件过程；归纳文章人物，突出重点人物等等，从而在阅读实践中不断提高自己的阅读理解能力。

三、增加语言实践量，延伸英语阅读空间

高中每单元一篇阅读课文所选的文章都是好文章，他们内容丰富，涉及面广，课文中所反映的中外文化习俗、世界名人传记，体育竞技比赛、饮食卫生习惯等等都唤起高中生的注意和兴趣。但是，从培养阅读能力的角度来看，仅限于课文的阅读教学是远远不够的。阅读课的课堂教学内容绝不能只停留在封闭的教室、狭窄的一本书里，而是要面对更广阔的社会生活，以拓宽阅读内容视角，摆脱传统的英语阅读教材的束缚，以提高学生的能力素质。

每周选择三到五篇难易适中、兼顾知识性和趣味性的读物，打印出来发给学生课后阅读，并要求他们做相应的阅读理解题。

四、英语阅读教学应渗透人格教育

培养具有健全人格的人是当前素质教育的目标之一。高中英语阅读教材是一套集思想性、科学性、趣味性与实用性于一体的好教材，具有很强的思想性。阅读教学应结合教学内容，寓思想品德教育于英语阅读教学中，提高学生的政治思想素质。因此，教师要努力挖掘教材中的思想教育因素，以知识为载体，适时适度地渗透思想品德以及爱国主义教育。

此外，在教学中还可根据教材需要利用讨论等方式进行教学，融>德育教育于教学中，这不仅可以培养和提高学生运用语言的能力，还能使学生受到深刻的思想教育，这不正是素质教育的宗旨和目的。当然，在阅读教学中渗透人格教育，最重要的还是教师正确地认识英语阅读教学在人格教育中的作用。

推荐第2篇：高中英语教案

高中英语说课模板

Ladies and Gentlemen, It’s my great pleasure to be here sharing my

leon with you.The content of my leon is《 foreign language teaching and research pre》Book ， .let me talk about this leon as the following:

一、教材分析:Analysis of the Teaching material

二、教学目标:Teaching alms and demands:

三、教学重难点:Teaching keys and difficulties:

四、教学方法:Teaching methods:

五、教学工具:Teaching aids：

六、教学过程:Teaching procedures:

七、板书设计：Blackboard Design.

八 教学评价与反思

Now,let me talk about the teaching material first.本课时所教的是外研社高一上学期使用的必修2 Mudule6。本模块介绍了----这节课学习的是listening and vocabulary和speaking部分的内容，是本模块的第三课时，要求通过听的活动了解和学习有关----------------------------的词汇，培养表达结果，做总结的逻辑思维能力和获取信息的能力。Speaking 讨论了------------------------------在这节课之前，学生学习了reading and vocabulary,通过阅读文章，已经掌握了部分------------------------的词汇，本课由复习旧课入手，引入新课的新词汇，并以听说为主线，对-------这一主题进行延伸和拓展。 Therefore , on studying the teaching material and analyzing the regulation of students growing of mind , I put forward the teaching objectives according to English syllabus and new leon standard.I will talk about it from Knowledge objects , Ability objects and emotion

objects:

知识目标：见教参 能力目标：见教参 德育目标见教参

(1)---------------

(2）------------ Next , according to the new teachingstand and the teaching content , I made out the key points and the difficult points of this leon:

（1）握重点词汇与短语，如：----------- （2）语法方面掌握 --以及一些有用的

表达式和句子结构。 （3）加深学生对于文章的理解，发展学生听、说、读、写的基本技能，提高初步运用英语进行交际的能力，侧重提高阅读能力。 Well, how to achieve the teaching objectives better, to stre the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods

below.According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based Language Teaching.They offer the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome.The activity reflects real life and learners focus on meaning, they are free to use any language they

want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning English.

Studying Methods: Let Ss study in a relaxed and agreeable atmosphere.Ss understand the new knowledge in certain degree through the mental proce of seeing, hearing, saying, observing, imagining , thinking etc.And make preparation for completing the new study task.也就是说，为了更好地实现任务式教学和探究式教学，我采用了一下教学方

法：

1、速读法：根据高中英语教材侧重阅读理解这一特点，让学生快速阅读，

以尽快了解文章的大意。

2、问答法：帮助学生理解文章的细节

3、翻译法：适当地运用翻译可帮助学生理解文章的难点

4、讨论法：通过Pair work.Group work.让学生都得到一次口语训练的机

会，教师应设计一些适当的话题。

5、快乐教学法：即教师在教学过程中，要尽可能地利用多媒体技术、图片、课件等刺激学生的感官系统，创造一种和谐的学习氛围，让老师教得开心，学生

学得开心。 【本课时主要以听说教学为主线，以导学式模式培养学生的听力理解策略。以听力技能训练和口语表达训练为主线，贯穿听说读写综合技能的培养，针对学生听力理解障碍，在教学中遵循“循序渐进”的原则，进行知识的输入，技能的培养，和文化知识的渗透，良好学习策略的培养。本课时采用多媒体教学，给予学生更直观的感受，也加快了教学的节奏。课前教师要从网上下载一些相关的图

片和资料。】

TEACHING AIDS: （教学辅助手段）

Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or Authorware

Teaching Proce: In order to realize the teaching proce systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching proce into six steps.

Step1 Revision and lead-in Step2 Presentation and practice.It contains some small steps such as Listening ,Reading , Disouion

etc.

Step3 Task time.This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences learned in this paage and everyday life experience according to the given situation (show it on the screen using a multi-media computer).This step is employed to create a language environment for students’ communication in the cla; If the students can finish this task well, they will benefit a lot in their spoken English.

Step4 Consolidation and extension.Finish Exx 1 and 3 orally, left Ex 2 as written work.Ex.1 revises the Object Clause（宾语从句）.When transforming（变换） the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order.Ex.2 is a revision of the Modal Verbs（情态动词） and some useful expreions.Let the Ss work in pairs and then check the answers with the

whole cla.

Step5 Homework 1.Do Ex 2 in the exercise books.This is used to make the students have a further understand of the modal verbs.2.Write a short paage about the dialogue learned.This is used to practise writing ability of the students.Step6 Blackboard Design.(Show on the CAI) 在整个课程中，我的思路是这样的：教学之初，给学生呈现一些--------------图片，让学生首先从视觉的角度对要学习的内容有一个深刻的认识;在进入课文的学习之前，先粗略地复习上一节课所学的相关的词汇，要求学生用简单英语解释，但允许学生自主选择想解释的词汇。这样，既减少了学生的胆怯心理，又达到了运用语言的目的：通过对于本文的语言片段的学习，以及围绕着它所作的拓展训练，培养学生理解含有所学生词的句子和段落并获取信息，找出段落和文章的从属关系，培养学生对因果关系的判断分析能力，归纳分析能

力和表达能力。 Anyway, the teaching of this leon aims to develop not only the Ss\' language technical abilities, but also the diverse intelligence by

integrated teaching methods.As teachers, to make our English clarooms shine with vitality, we are laid with heavy burden, and we still have long way to go.Above is the lecture notes of my leon.Thank you!

推荐第3篇：高中英语教案

Journey down the Mekong （Unit 3 Travel journal）

Teaching designer: wang zhongwen No.7 Middle School of wuwei Teaching goals: 1.Students can use what they have learned to describe a trip.2.Learn something about the Mekong River through reading the text.3.Students should realize what personalities they should have if they want to succe.Teaching important and difficult points: 1.Understand the text well.2.Try to apply different skills according to different tasks.3.Be able to use the sentence pattern into speaking.Teaching material: PEP

New Senior English Student Book 1 Unit 3 Travel Journey

Reading Teaching methods： 1, Task base teaching method 2.Communicative teaching method. Teaching procedures: Step 1 Warming-up 1.Review 2.Lead-in: Let’s sing a song together.Step 2 Pre-reading

1.Show a map of the Mekong River.2.List the countries that the Mekong River flows through.China, Laos, Thailand, Cambodia, Burma, Vietnam Step 3 Fast reading

Task 1 : Read through the text and try to match the general idea Paragraph 1

dream Paragraph 2

A stubborn sister

Paragraph 3

Preparation Step 4 Detailed reading Task 2: Read paragraph 1 and try to finish the true or fause. 1) Wang Kun and Wang Wei are brother and sister.

(

) 2) Wang Kun and Wang Wei have dreamed about taking a great bike trip.(

) 3) Lancang River, the Chinese part of the river that is called the Mekong River in other countries.

(

)

4.Wang Kun first had the idea to cycle along the Mekong River.

(

)

Task 3: Pair works: read the paage again, and try to describe their differences.

Wang Wei is stubborn, determined, wouldn’t change her mind.Wang Kun is careful, cares about detail. Step 5: Summary _________ middle school, Wang Kun and his sister had _____________ taking a great bike trip.After _______________ college, with cousins they finally got the ________ to take the trip.Once Wang Wei had ___________________, nothing could change her mind.Finally, they agreed to start their journey at _____________ more than 5,000 metres.From the atlas they learnt that the Mekong begins in a Glacier on a ________________.At first it is small and the water is _____ and _____.As it enters Southeast Asia, its _____slow and at last it flows into the ______________.Step 6 Discu Is Wang Wei a stubborn girl? Why? Step7 : Homework

1.Suppose you are a newspaper reporter, and you have heard about their plan.You want to interview Wangwei about her plans for the trip along the Mekong River.Please make a dialogue after cla.2.Tick out the sentences that you feel difficult.

推荐第4篇：高中英语教案

新年第一节英语课（高一教案）

Step I Greetings and lead in（问候以及导入） 1.Happy new year! T: Well, I am so happy to see you again after the long vacation.I wish everyone of you had a happy holiday.So how about your holiday? Had you done some travel? 2.Learn some expreions about “dragon”（学习一些关于中国龙的习语、成语） T: This year is the year of dragon, so we will play a gueing game.I will show the English expreions and you try to gue the Chinese expreions, \"long\" included.

Step II Revision（复习）

1.Dear, how many words can you still remember after a month\'s winter holiday? 2.2.How many phrases can you still remember? 3.3.Do you still remember the grammar very closely?

There is no shortcut in the science road ,only be deligent.在科学上没有平坦的大道,只有不畏劳苦沿着陡峭山路攀登的人,才有希望达到光辉的顶点。”（马克思） You never know what you can till you try.A good beginning is half done.

中学英语全英文说课范文（模板）

Unit 16 Leon 63 Hello, everyone.Today I’m very pleased to have an opportunity to talk about some of my teaching ideas.My topic is life in the oceans taken from Leon 63 of Unit 16 in SEFC（2）.It is made up of four parts.Part 1 My understanding of this leon The analysis of the teaching material: This leon is a reading paage.It plays a very important part in the English teaching of this unit.Leon 62 and Leon 63 are a whole unit.By studying Leon 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans.At the same time, we should get the students to understand some difficult sentences to comprehend the paage better.The Ss should do some listening, speaking and writing, too.Of course, the Ss should receive some moral education.Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.Teaching aims: 1.Knowledge aim: Understand the main idea of the text.2.Ability aim: Retell the text in their own words.3.Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted.Key points / Teaching important points: How to understand the text better.Teaching difficult points: 1.Use your own words to retell the text.2.Discu the pollution of the sea and how to save the sea.Something about the Ss: 1.The Ss have known something about the sea and sea life through the Internet and other ways.2.They are lack of vocabulary.3.They don’t often use English to expre themselves and communicate with others.4.Some Ss are not active in the cla because they are afraid of making mistakes.Part 2 My teaching theories, methods and aids

Before dealing with this leon, I’ll do my best to carry out the following theories: Make the Ss the real masters in cla while the teacher himself acts as director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method: Double activities teaching method Question-and-answer activity teaching method Watch-and-listen activity Free discuion method Pair work or individual work method Teaching aids: 1.a projector 2.a tape recorder 3.multimedia 4.the blackboard Part 3.Teaching steps / procedures I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are: Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discuion, Homework Step 1 Greetings Greet the whole cla as usual.Step 2.Revision 1.Ask students some questions to revise the last leon（show them on the screen）.a.How much salt do the oceans contain per thousand parts of water?（35 parts of salt.3.5% by weight）

b.What is coral? Why are corals not found in deep water? c.Why is the Dead Sea called the Dead Sea? 2.Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）.Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new leon.Step 3.Lead-in and preparation for reading

Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose: Arouse the students’ interest of study.Bring in new subject: Life in the oceans.Step 4.Fast reading Read the paage as quickly as they can.I show the questions on the screen and let them get the main idea of each paragraph: 1.Why can living things live in such oceans around the Antarctica? 2.What does the whale feed on? 3.What is the difference between the sperm whale and other whales? Method: Read the text individually, use question—and—answer activity.Purpose: Improve the students’ reading ability.Understand the general idea of each paragraph.Step 5.Listening（book closed）

1.Listen to the tape then do an exercise（wb page 90, part 1） 2.True or false exercise.（on the screen）

Train the Ss’ listening ability and prepare for later exercises.Step 6.Intensive reading

Read the paage carefully again and answer some detailed questions on the screen.1.How much does a whale eat at a time? 2.Do all the whales feed on small fish? 3.How deep can a sperm whale dive? It is also called depth reading or study reading.It means reading for detailed information.Purpose: Further understand the text （Train further reading ability） to find out some different sentences and details of the text.Step 7.Preparation for details of the text on the screen 1....its heart slows to half its normal speed.slow-v.to become / make slower.2....using sound wave Present participle used as adverbial.3.provide sth.for sb.provide sb.with sth.4.at a time: each time 5.grow to a length of...Purpose: Train the Ss’ ability of understanding and using laguage.Step 8.Consolidation 1.Find out the topic sentences.2.Retell the paage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this cla.What’s more, I want to let them have the ability of introducing and analyzing expreion.At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.Step 9.Discuion Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted.What should they do? Purpose: I mean to give them emotional education.I give them multi-media pictures to arouse their interest of study and their love for life.I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on.Everyone should do something to love and protect our home.Step 10.Homework

Write an article Saving the sea.I want to improve the ability of their writing.At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Part 4.Blackboard design

推荐第5篇：高中英语教案

Unit3---A Master of Nonverbal Humour

The Second Period

Reading Teaching aims: 1.Enable students to learn what humor means and what is

nonverbal humor.

2.To introduce the life and work of Charlie Chaplin.

3.To introduce the kind of humour we can all laugh at

---nonverbal humour

4.To train the students’ reading and understanding ability Difficult points: Find out the main ideas of every paragraph.Teaching aids: A recorder and a projector, multimedia Teaching procedure: Step 1.Greetings and Revision

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

period.Step 2.Pre-reading (通过展示几幅幽默图片，使课堂气氛活跃了起来，一下子调动了学生的积极性，然后顺势导入本课的主人公---Charlie Chaplin) Questions: 1.What do you know about Charlie Chaplin?

2.What do you know about his films? Step 3 Reading

Task 1 :find out the main information about Charlie Chaplin

1)Born:___________________________________

1

2)job:______________________________________________

3)Famous character:_________________________________

4)Costume:__________________________________________

5)Type of acting:_____________________________________

6) Died:_____________________________________________

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

with each part.

Para1

1.Charlie’s childhood

Para2

2.His famous character (角色）

Para3

3.The Charlie Chaplin’s laughter (笑声）

Para4

4.His achievements

Para5

5.An example of his work Task 3: Answer the following questions: 1.What’s the paage mainly about?

A.The history of English humour?

B.The films Chaplin made.

C.The humour Chaplin made in his films.

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

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

2

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

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

D.It is set in Canada in the middle of the nineteenth century 3.Charlie Chaplin made people laugh when they felt depreed, so

they could feel

____________

A.le content with their lives

B.more satisfied with their lives

C.more worried about their lives

D.they had a miserable life Task 4: Give a description on Little Tramp.

The little tramp, a poor, homele man with a moustache, wore a small round black hat, large trousers and worn-out shoes carrying a walking stick.Task 5: Introduce the main films of Charlie Chaplin.

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

events.Chaplin tried cutting and eating the bottom of the shoe.

3

Chaplin and his friend washed sand and expected to pick up gold,

but they failed.

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

They were caught in a small wooden house.

Chaplin cut off the leather top of the shoe.

Chaplin picked out the laces of the shoe.Step 4: Post-reading Answer the questions: 1.Besides joy, what else can humor bring to us

in our studies and life?

( relaxation, confidence, hope, joy, health, friendship, love...) 2.The reasons for his succe: ( Determination, Devotion, Optimistic attitude to life, Kindne

Sympathy to the poor...) 3.Give students a humorous story if time permitting.Step 5: Conclusion Today we have learned something about humor, it is everywhere in our daily life.I hope you can be optimistic(乐观的) no matter what difficulties you meet with, just as Charlie Chaplin was.Step 6: Homework 1.Write a humorous story in English and find out the Grammar Items

in this paage.2.Pre-view the important words and expreions in the text.

4

推荐第6篇：高中一年级英语教案

教案一

Unit 3 This is my sister

一 教学目标

1、学生学会介绍家庭成员，确认人物。

2、掌握所有家庭成员身份的英语表达方式。

3、掌握与本课有关的，介绍家庭成员的重点句型。

4、掌握名词的复数变化。二 教学重点、难点

1、家庭成员的名称。

2、名词的复数，指示代词this,that的复数变化。

3、陈述句变一般疑问句，并做肯定或否定回答。

4、单数名词的复数变化是本单元难点。三 重点词汇及句型

Sister,brother,mother,father,parent,parents,uncle,aunt,cousin,daughter, Son Thanks for 为„„而感谢 take photos 照相 very much 非常；很 Those are my two brothers.These are my sisters.Is she your aunt? -Yes,she is./No,she isn\'t.Are they your uncles? -Yes,they are./No,they aren\'t.四 重点语法

1、指示代词this/these,that/those的用法及区别。

2、人称代词主格I/he/she的用法。五 教学教具

若干人物照片及全家福照片一张 六 教学过程

1、打招呼（greeting）

2、热身活动(warm-up)

3、复习上节课内容，简要概括重点知识。通过提问，听写，检查学生对上节课知识的掌握情况。(review)

4、分组。（为培养团队合作意识和竞争意识，把全班分二或三组）

5、导入新课。（首先通过一张全家福导入新课，然后介绍照片中的家庭成员，引出本课中的新单词。随后根据照片画一张树状图，表明家庭成员之间的关系。接下来引入句型this is/these are„„句型与that is/those are„„句型，举例让学生明白these/those是this/that的复数形式，指代两个或两个以上的人或事物。在口语表达中，This is„„是第三者为互不认识的双方介绍的用语；These are„„用来一次介绍两个或两个以上的人。其次是对所学新单词进行复数变化，其规律是在词尾加\'s\'。最后对几个易混淆的词进行区别，parent和parents；she,he,it的复数形式为they.）

6、课文讲解 Dear Mary,

Thanks for the photo of your family.Here is my family photo!This is my brother,Tony.This is my sister,Mona.These are my parents.

Your friend

Emma

（注释：\"Thanks for\"表示为某事而感谢，for为介词，后接名词或者名词性短语;例如：Thanks for your help.Thanks for helping me.\"of\"表示“„„的”，表示所属关系。This is the picture of my brother.这是我哥哥的照片。\"Here is my family photo!\"是一个倒装句，正常语序是\"My family photo is here.\"）例如：Here are my notebooks.=My notebooks are here.我的笔记本在这里。

7、总结一下全课重点词汇、句型及语法知识点。

8、布置家庭作业内容及新课的预习。（练习新单词、短语。用Thanks for;take photos 这两个短语造句；写一篇作文描述自己一家的全家福照片。 ）

教案二

Unit 7 How much are these pants?

一 教学目标

1、通过学习，掌握各类服装的名称。

2、学会如何询问价格，掌握基数词的表达法。

3、学会如何感谢他人，及谈论对服装的喜好。二 教学重点、难点

1、各类服装的名称。

2、询问价格的句型。

3、购物交流中的日常用语。

4、基数的表达方法为本单元难点。三 教学重点词汇短语及句型

Sock,sweater,pants,shoes,shirt,sale,help,want,price,welcome,sell,dollar, How much 多少 on sale 廉价出售 have a look at 看一看；看一眼；

help sb.with something（help sb.to do something）帮某人干某事 A pairs of socks 一双袜子 two pairs of shoes 两双鞋 What\'s this?

It\'s„„ What color is it?

-It\'s„„

How much is it/are they? -It\'s/They\'re„„ What\'s the price of„„？

Can I help you ?(What can I Do for you?) 四 教学所需教具

若干服装图片，并标有价格 五 教学过程

1、打招呼（greeting）

2、热身活动(warm-up)

3、复习上节课内容，简要概括重点知识。通过提问，听写，检查学生对上节课知识的掌握情况。(review)

4、分组。（为培养团队合作意识和竞争意识，把全班分二或三组）

5、导入新课。（运用场景导入法，假设你来到一家服装店买衣服的场景。导出有关服装的新单词pants,socks, sweater,shoes.on sale.通过图片反复重复新单词的读音，学会a pair of socks;two pairs of socks;a pair of pants;two pairs of pants;的表达法。然后引出口语交际用语Can I help you?以及询问价格的两种方法How much is this sweater?What\'s the price of these pants?,其答语是It\'s ten dollars./They are five dollars.最后组织学生练习重点句型。）

6、询问学生是否有不明白之处，若有加以解释。

7、总结这一课时所学内容，并强调重点。

8、布置家庭作业内容及新课的预习。（写新单词，词组。用动词want,sell,welcome造句。）

教案三

Unit 10 I\'m going to be a baseball player

一 教学目标

1、了解并掌握几种不同职业的表达。

2、谈论自己与他人未来想从事的职业及原因。

3、谈论为实现理想而做出的打算与安排。二 教学重点、难点

1、be going to 表示一般将来时的用法

2、辨析几组词的用法（sound与sound like;every day与everyday；find，look for与find out;travel,trip,journey与tour;）

3、用be going to 表示一般将来时描述未来职业 三 重点词汇、短语及句型

grow,somewhere,sound,find,save,hold,travel, Grow up 成长；长大 sounds like 听起来像 be going to 将要

hold an art exhibition 举办艺术展all over the world 全世界 every day 每天part-time 业余时间save money 省钱

“ be going to ”后接动词原形，表示即将、将要、打算做某事。其中的be要根据句子的主语来确定。一般将来时时常与表示将来时间的状语如tomorrow,next week,next Sunday等连用。这是本课的语法重点。 四 教学过程

1、打招呼，问候学生。（greeting）

2、复习上节课内容，简要概括重点知识。通过提问，听写，检查学生对上节课知识的掌握情况。(review)

3、分组。（为培养团队合作意识和竞争意识，把全班分二或三组）

4、导入新课。（首先提出问题，采用问题导入法，what are you going to be when you grow up?可以先找一些学生谈谈自己未来的职业理想，以及简要阐述原因。老师做简要评述。然后学习课文\"My dream job\",在学习新课之前老师带学生熟悉本节课新单词，短语。随后让几个学生分段读课文，教师一句句讲解，涉及生词的给予详细解释并举例阐述。重点解释be going to句型的用法以及表示的一般将来时态）

5、询问学生是否有不明白之处，若有，加以解释。

6、总结这一课时所学内容，并强调重点。

7、布置家庭作业内容及新课的预习。（写一篇描述未来职业的作文）

My dream job

When I grow up,I\'m going to do what I want to do.I\'m going to move somewhere interesting.Pairs sounds like a city that I could enjoy.There are lots of art exhibitions there,I want to be an artist.So how am I going to do it?First,I\'m going to find a part-time job for a year or two,and save money.Then I\'m going to be a student at an art school in Pairs,and I\'m going to study French at the same time.Next,I\'m going to hold art exhibitions because I want to be rich and buy a big house for my parents.I also want travel all over the world.One day,I\'m going to retire somewhere quiet and beautiful.

推荐第7篇：高中二年级英语教案

高中二年级英语教案Leon 57 Step 1 Revision 1.Check the homework exercises.2.Ask the students some questions quickly about their daily life.Step 2 Presentation 1.Read the introduction aloud.Ask the students to listen to the tape and then answer the questions: Why did Mr.Ball call on Mrs.Zhu? How much do you know about Dr.Zhang? 2.Let the students to answer the questions in pairs and check with the whole cla.(1.To him a maage about the date for the conference; 2.He lives in Guangzhou; is on a visit to Beijing; has some personal affairs to see to; is visiting some relatives.) 3.Ask the students to gue the meaning of the new words.Step 3 Dialogue 1.Play the tape for the students to listen and follow.2.Go through the dialogue briefly and make sure the students understand it.3.Play the tape again, and the students to listen and repeat.4.Ask the students to practise in pairs.Step 4 Language points 1.Mr.Ball has just called on Mrs.Zhu to give her a maage.* call on: to visit sb.formally 拜访，去会见某人; call at 拜访某地

I hope to call on you at your office at 3 o’clock today.She called on the old teacher once a month.We often call at the place of interest.* drop in at/ on : visit unexpectedly or informally顺便拜访 Drop in and see me when you are next in Beijing.He often drops in for coffee.He often drops in at my place on his way home.We dropped in on our teacher when we went to town.2.Do come in.* do 用在祈使句中或肯定句中加强语气． Do come and jion us.Please! Do be quitet a moment.I do hope you will go with us.3.I’ve got some personal affairs that I have to see to.* have got = have 拥有，具有 I have got a new car.Have you got any money with you? She hasn’t got much time for the moment.* see to = deal with 处理（某事），负责做（某事），照顾（某人）

I have got a lot of things to see to this afternoon.Who is seeing to the arrangements for the next meeting? I’ll see to the guests when they arrive.4.It’s time I went and pick up my little girl from school.* It’s time +主语+动词的过去式.“是某人该做某事的时候了”, 虚拟语气.It is time you went to bed.It is time they did cleaning.It is high time that you studied hard.* It is time for sth./ It is time to do sth./ it is time for sb.to do sth.It is time for supper.It is time to go to school.It is time for us to go to school.* pick up 1)拾起,捡起.He picked up a wallet on the ground and handed it in 2)采摘They are picking up the apples on the trees.We must try our best to prevent children picking up the flowers in the garden.3)获得,学会.She picked up English when was in Beijing in the 1930s.We picked up so much knowledge when we were in the countryside.4)看到,测知,收听到.My radio can pick up BBC.We couldn’t pick up the news yesterday evening.5)中途搭人, 带货.The bus stopped to pick up the paengers.6)恢复, 振作.A bite of something might pick you up.Have a rest and pick up your flesh.He picked up his courage and went on studied hard.7)加速，提速.The train picked up speed.Let’s see how fast you can pick up from a standing start.8)收拾, 整理.The farmers are picking up their tools.She is picking up her room.9)逮住, 捉牢.The police managed to pick up the thief at the end.10)跌到后使自己爬起来.He slipped and fell, but quickly picked himself up.Step 5 Practice 1.Read through the phrases with the students.Then books shut.Do a repetition drill with the cla, paying attention to intonation.Books open.Ask the students give some example sentences with It’s time I„ Then let the students practise in pairs.2.For the second activity, read the instructions aloud.Ask the students to make a similar dialogue, using other words and phrases Step 6 Workbook 1.Ex.1.Revise the everyday English expreions.Then get the students to do the dialogues in pairs.Check the answers with the whole cla.2.Ask several pairs to act out the dialogues.3.Ex.2 should be done orally in cla.Point out the different patterns with similar.Encourage the students to produce as many as sentences as poible.4.Ex.2.Ask some students to come to the Bb to write out the sentences.Step 7 Homework Finish off the Workbook exercises.Do Ex.2 as written work.Get the students to do vocabulary preparation in Leon 58, Part 1.

推荐第8篇：高中英语教案重点

在高中英语教师资格证面试中，面试很可能涉及到英语，所以，大多数考生对于说课内容都比较模糊，也没有相关的经验，所以可能导致大家的说课成绩不高，影响了总体的说课成绩。下面编者和大家说说高中英语教师资格证面试经验几点。

一、说课内容

说课时间规定不得超过15分钟，超时将酌情扣分。说课后，专家组根据说课情况和测试项目内容提出面试问题，申请人进行答辩。面试题目一般不少于2个，回答时间不超过5分钟。下面我介绍一下说课的内容主要包括：

(1)教材所处的地位及作用

(2) 教学目标及确定依据

(3)教学重点、难点及确定依据

(4)试讲中考查的重点

(5)课程资源的开发及有机整合

(6)心理调节的方法指导

(7)知识建构的方法指导

(8)教学方法的选择及依据

(9)灵活教法及促进学生发展的实效性

(10)各种教学手段的合理选择及有效运用

(11)创设问题情景导入、激发兴趣诱发探究

(12)学生主体积极参与、师生关系和谐互动

(13)善于扣紧教学重点、有效突破教学难点

(14)贴近生产生活实际、体现理论联系实际等。

二、试讲技巧与经验总结

我建议大家试讲前要做好充分的准备，首先把试讲所需教材准备好，接着把教材整体复习一遍，然后是搜集和学习说课稿范文，最后制作几份相关说课稿模板。建议没有说课经验的考生把全部说课内容都写出来，做到有备无患。

考试当天要按时到考场。

(1)候考。

一般抽到8号以后的考生要等到下午才能试讲。等到有人叫你时，你要带上书，说课稿，身份证，准考证，到指定的考场候着，那时你还不能抽题。

(2)抽题后，上交说课稿。

我的经验是最好准备两三份说课稿，正式说课之前留给自己一份，说课的时候要交给考官。如果你只有一份说课稿，只有看考官能否允许等你说完课之后再交，如果按规定是不行的。

(3)尝试换题。

如果你抽到的题目正好是你不熟悉的，毕竟这次面试的机会很难得，所以我建议你最好和考官商量一下可否换题。

(4)试讲。

依照我的经验说课时切不可表现出紧张的情绪，如果你表现出太过紧张的情绪，那么你就很难通过试讲。考生声音洪亮，语言表达流畅，注意衣着，表现稳重大方，是很容易赢得考官的赞赏。说课的时间控制在10分钟比较好。因为超过12分钟要扣分。

(6)板书。

如果要新的规定说试讲者必须写板书，那么你就要写板书。如果没有规定，那么你可写也可不写板书，因为试讲时间才12分钟，即使你写板书也不要写得太多。

(7)答辩。

说课稿占10%的成绩，说课占40%的成绩，回答问题占50%。考官一般会问大家2-3个与说课有关的问题。提问的问题大致分为以下几类：

一、课程理论类。

二、教学方法类。如你的教学思路是什么?教学设想与框架是什么?

三、基本情况类，如你是刚毕业的吗?以前有没教过书等问题。

另外，需要提醒大家是，在准备说课稿的时候要注意听课对象。因为听课对象是老师不是学生，所以我建议大家说课的角度应该放在，你是怎么上这堂课?你要怎么教学生?千万别把考官当学生，给他们具体讲教材的内容。

其实，最重要还是自己得有信心去参加试讲，试讲的时候一定要让自己精神饱满，让别人看到你的说课特点和优点。希望编者的分享能够帮助到大家。

如果你参加的是全国统考，那么我的回答应该对你有帮助。英语教师资格证的面试，初中和高中是一样的，放在一起考。

考前要进行抽签，先机器随机抽取两道题，考生快速浏览后决定取其中一篇（我今年上半年考的时候是这样的，因为全国统考还是试点，所以不排除变更的可能性）。

这里要注意，英语试讲面试分这几种：听说课，阅读课，语法课，写作课及词汇课。每种类型的课，要求也不尽相同，所以您准备时也要从这五种类型出发。

接下来便是备课。共二十分钟。会发给您一张纸和考试题目，要在纸上写上教案。当然，教案不一定要和书上的标准模板一样一项不拉地写下来，您只要写上课的重点就好了。

注意，这份教案进入面试考场后要交给考官，考生是不能看的。至于考官会不会看，那就不一定了，一般不会看。

面试过程大致如下：时间20分钟，分三部份。

一。随机抽取两个关于教育的问题进行提问，回答时间大约五分钟。

这两个问题一般会问：你为何选择成为一名教师？对某一句教育名言的认识。等关于教育的问题，您可上网搜索一些资料。

二。试讲。共十分钟。

有这样几点要求：1，要求全英文试讲，绝不可出现中文。2，一定要有清晰的板书。

3，题目的要求一定要完成（可能会叫你阅读一遍文章，也可能要求与学生进行互动）。如果这几点要求不能完成，那么试讲一定是不通过的。

三。提问。

原则上是考官对您的试讲提问，但如果您的试讲很精彩，通过没问题，考官可能不会提问，或问些与考试无关的事情。提问时一般都会用中文，如果那位考官用英语提问，那您当然也要用英文进行回答。

基本流程就是这样了，以我的经验来说，您只要试讲通过，其它不是大问题。所以还是要对五种类型的英语课进行针对性的练习，如果您有机会真正地上几堂英语课，那就更好了！

如果还有其它问题，可以问我哦～我已经通过啦

推荐第9篇：高中二年级英语教案

Saving the earth（第一课时）

教学目标Teaching aims and demands

本单元的教学目标是使学生掌握表示判断和个人看法的常用语句，学会使用现在完成时的被动语态。能利用职权课文中所提供和信息，对比民航在购买计算机管理系统前后的情况，进行描写或表述。

1)Important vocabularies

damage, waste, pollute, fit, room, turn---into, cattle, cause, limit, in place, blow away, sight, present, pour, die out, in danger, no more than, purpose, go off, measure, point to, joy 2）Daily expreions What was the conference like? (What do you think of /about ---? How do you like ---? How about ---?) It’s a good idea.(I agree with you.That’s quite true.) We’ve got to do something about pollution.What else did you hear about at the meeting? If ---, ----.3) Useful phases It was called ---.That’s a problem we Chinese must pay special attention to.It won’t be fit for us to live in.

Many of the injured lost their sight.A lot of disease are present in the water.The waters of this great lake.In 1989 an oil tanker hit a rock off the northwest coast of Alaska.The most important one is the part that humans have played.First, ---.Second, ----.In all there are probably no more than a total of 400 tigers left in China.Last Monday our cla went on an organized trip to a forest to study the wildlife.He was busy measuring a plant and taking photographs of it.To my great joy, ---.4) Grammar The Past Particle as Predicative and Attribute

教学建议能力训练

1．通过口头练习，学会日常生活中各种表达自己观点和看法的方式。

2．学会简单的通过表面现象分析内在缘由, 并用现实的事例进行应证，初步掌握这种文体的写作技巧。

3.通过35课的学习可以简单地描述一个完整的事件。

德育渗透

1．通过课文的学习，使得学生深层地了解地球环保这一重要主题, 让他们懂得地球环保不是一个和几个方面的事情, 而是随时随地, 方方面面, 彼此互相联系和沟通,并且影响着我们人类的生活的大问题。

2．通过对于环保的了解,使同学们的意识增强, 认识到环境污染的严重危害性和从自身做起保护环境的必要性。师生互动活动

Leon 33：口头练习：对话交际功能——日常生活用语(给出自己的观点和看法)。 Leon 34：学生扮演新闻记者采访土壤沙化的当地的居民,印度的受伤的病人, 国家的环保机关的负责人询问有关课文的信息。另外可以让学生扮演俄罗斯的环保专家。

Leon 35：学生扮演国家历史博物馆的讲解员同时其他学生可以作为参观者询问问题,了解某种动物的发展兴衰史。Leon 36：口头,笔头练习：讨论个别环保问题并汇报写出一篇小论文。口语建议

可以让学生们就西北某一贫困林区毁林种庄稼的做法发表正反两方面的讨论，运用所学的口头的表达方式。语法建议

可以让学生们将34和35课课文的有关过去分词作定语和表语的结构挑出，写在黑板上用学生找的现实的课文原例分析语法。 教材分析

从本单元的对话来看，主要是学习如何用英语表达出自己的观点和看法, 是同意还是不同意。如同意对方的观点: I think so.I agree completely.I’m with you.That’s a good idea---.I think it is great.如果不同意: I don\'t know about that.I don’t think so.Sorry, but I disagree.I know what you mean, but don’t you think ---.I see your point, but I think ---.You’re right, but I think---.

同时注重 damage, pollute, desert, in place, limit, fit, present, pour, die out, measure, go off, point to, to one’s joy 等重点词汇和短语在本单元中学习，本单元中的阅读课主要内容是通过列举如:人为污染地球的土地,空气和水资源以及自然界对人类的报复; 动物界遭到人类的侵害,造成了生态不平衡等事例, 而达到警醒同学和世人,让同学们从小就培养一种环保意识, 维护环境生态的平衡。同时在这里运用了重点语法知识，Past Particle形式充当表语和定语的用法。

推荐第10篇：英语教案反思

三年 级 Unit 4 Time Part A

上店小学

曾兵

一．教学目标 （1）语言知识目标

1．学习单词eleven和twelve，初步运用early，late，o\'clock, home，story，sorry等单词。 2．学习句子：It\'s five o\'clock.3．学唱歌曲：What’s the Time in London? 4．功能：整点时间的表达法。 （2）语言技能目标

1．能说、会认读数字one至twelve。 2．能根据钟面准确描述整点时间。 （3）情感态度目标

帮助学生养成守时的好习惯。 （4）文化意识

乐于接触异国文化，了解英美国家有关时间的不同表达法及相关文化。 二． 教学重点

1．学习单词eleven和twelve，初步运用early，late，o\'clock, home，story，sorry等单词。 2．学习句子：It\'s five o\'clock.3．学习字母o在重读闭音节中的读音。 三．教学难点

1．能说、会认读数字one至twelve。

2．能根据钟面准确描述整点时间。 四．教学准备 1．字母和单词卡片。 2．卡通纸板钟。 3．录音机或教学光盘。 五．教学过程 Step l Warming up 1．师生互致问候。

2．欣赏歌曲：What’s the Time in London?

Step 2 Revision 1．复习数字one至ten。

(1)全班一起从one数到ten，再从ten倒数到one。请几位同 学单独数数，比比谁数得快。 (2)游戏——报数接力我最快。

游戏规则：每组按“开火车”的方式报数。学生A说“one”， 学生B说“three...”（只报单数），说到“nine”时，下一个再接 回“one”。也可以只报双数，如：two，four，six„随着速度的加 快，游戏更具挑战性。

2．教师播放各类钟表视频，问学生：“What can you see?”告 诉学生钟表可以告诉我们时间。 3．揭示并板书课题：Unit 4 Time Part A\' Step 3 Presentation

（一）单词和词组教学

1．教授单词：o\'clock。

一阵闹钟响过后，教师指着纸板钟自问自答： “What，s the time? It\'s...o\'clock.”出示单词卡片o\'clock，教学单词o\'clock。

2．教授词组：...o\'clock。

教师将钟面拨到6点，自问自答：“What\'s the time? Six o\'clock” 再将钟面拨到8点，说：“What\'s the time? Eight o\'clock“继续拨动 钟面，请学生根据钟面回答。如： 教师问：What\'s the time? 学生A答：Ten o\'clock.3．教授单词：eleven和twelve。

教师拨动钟面至11点，自问自答： “What\'s the time? It\'s eleven o\'clock.”教师出示单词卡 片eleven，教学单词eleven。 教师用同样方法教学twelve。

（二）句型教学

1．教授句型：It\'s...o\'clock.(1)教师再次拨动钟面至5点，说：“Look It\'s five o\'clock”板书句子，边板书边示范读，然后请个别学生带读。

(2)游戏——整点报时。

游戏规则：教师出示卡通纸板钟面，拨动钟面，学生用最快的 速度报出整点时间，速度最快并能准确报时的学生可获得加分。

（三）课文教学

1．教授句子：It\'s early.Let\'s play.教师出示纸板钟，将钟面拨到四点半，说：“School is over.Look.What\'s the time? It\'s four thirty.What does Julia say?”

教师让学生翻开课本第23页，播放课文录音或教学光盘，引出句 子“It’s early.Let\'s play.”的教学

2．学习词组：go home。 教师将钟面拨到5点，问：“Now, what’s the time7”学生回 答问题后，教师再问：“It\'s five o\'clock．Are they going home?” 教师出示go home卡片，教学go home 3．学习词组：story book和story books 教师问：Are they going home? 请学生带着这个问题再次听课文录音或观看教学光盘，引出 story book的教学。教师出示一本故事书，教学story book，再出 示若干本故事书，引导学生说出story books 4．教学句子：You\'re late.教师将钟面拨至6点，说：“Oh，It’s six o’clock.Julia is at home now．教师继续问： What does mom say?引导学生根据 课文内容回答问题，引出句子“You’re late.”

5．再播放课文录音二到三遍，采用全班学生跟读、个别学生 或小组跟读的形式学习对话内容。

6．分角色表演对话。

7．巩固练习。

(1)完成课本第24页的Look and say. (2)游戏——猜猜看。 游戏规则：学生以小组为单位进行比赛．比一比谁猜时间猜得 准。教师将卡通纸板钟背对着学生，然后由教师或学生提问： \"What’s the time?”学生每猜一次即可为所在小组赢得一分，得 分最多的小组即为优胜组。

(3)学唱歌曲：What’s the Time in London? Step 4 Homework 1．听录音，熟读本课内容 2．完成《活动手册》． 3．制作一个纸板钟,和家人用所学句子围绕时间展开问答。

《三年级 Unit 4 Time Part A》教学反思

这节课的内容是闽教版小学英语第四册Unit 4 Time Part A。本节课的教学目标是1.能听,说,认读主要单词:clock, o’clock, time，eleven,twelve。2.能听说读句型:What’s the time? It’s five o’clock .等。教学重、难点能听说读句子What’s the time? It’s ten o’clock.以及掌握时间英文表达方式的规律。为了在课堂上为学生营造一个轻松有趣的学习氛围，促使学生积极主动地学习英语，并将所学的知识自然有效地运用于生活实际。因此本堂课的教学思路的设计我结合了小学英语课程标准的要求。课堂教学以与每位学生密切相关的“时间”为主线贯穿始终。基于小学英语“指导——自主学习”这一理念，我在课堂上激发学生主动参与，发挥主观能动性，使用实物、游戏等方式，营造了一个轻松有趣的学习氛围，促使学生积极主动地学习英语，并将所学的知识学以致用，将学习与生活紧密联系起来。我鼓励他们在游戏、活动竞赛中大胆展示自我，让所学的知识得到升华，把所学知识转变成为真实交际的能力，为学生提供自主学习和直接交流的机会，充分表现和自我发展的空间，并尊重每一位学生积极鼓励他们在学习中尝试，保护他们的自尊心和积极性，引导学生在学习过程中进行自我评价，并根据需要调整学习目标和策略，使学生认识自我，树立信心。实践表明，和谐、民主的氛围有利于解放学生思想，使学生思维活跃，从而敢想、敢说、敢做、乐于发表自己的见解，勇于大胆创新，这样有利于使学生形成探求创新的心理愿望和性格。在实践中他们学会自我评价，由此产生的成就感又转化为无穷尽的学习后继力。面向全体学生，发挥学生主体作用，才能跟上新教材所蕴涵的新理念。

第11篇：高中二年级英语教案leon90

高二英语教案Leon 90 Reading Teaching objectives: 1．Students will be able to skim and scan the paage to have a good understanding of the knowledge of telephones.2．Students will be able to develop their abilities of comparing, concluding and imagining.Teaching aids: a computer, etc.Teaching procedure: A．Pre-reading 1．Revision Use the information from Leon 89 about telephoning to complete some short dialogues: 1) ----There is no Tom here.----________.2) ----________ Tom? ----Yes, please.3) ----Is this a convenient time? ----________.4) ----________.Someone wants to use the phone.----Ok, all the best.Bye.(Im sorry.I think I dialed the wrong number/ would you like a word with; Hold on.Ill go and get him/ sure, go ahead/ Ill have to go now.) After doing this, you may ask Ss to make a similar dialogue to Leon 89: You want to call a friend to borrow a book, but first you dialed the wrong number.Encourage Ss to practice their spoken English.2．Presentation Use the following two situations to let Ss have a discuion about what is the most convenient communicative way to prepare the students to read the paage of Leon 90: 1) You want to find out if a friend is free to come to the cinema with you.2) You want to wish a friend good luck for an important exam.You may wish to use a period of video tape in which a woman is using a telephone to arrange an appointment quickly.Then show some pictures of telephones of different periods to give Ss an impreion that the old telephones are not so smart and convenient as todays so as to arouse Ss interest.B．While-reading 1．The first time the students read the article on SB Page 62, they will skim it.Say please read the article quickly.Try to finish it in two or three minutes.Do not worry if youve do not understand each word.When youve finished, answer the two general questions at the top of Page 62.(By thick, heavy, metal wires; By satellite, by very thin gla pipes.) 2．Now the students read the paage again.This time, divide the text into two parts (P1-3: old telephones; P4-5: modern telephones) and deal with them separately.To the first part, you may ask the following questions: Why were telephones not popular at the beginning? / Why were telephones expensive at the beginning? / Why did you have to wind the handle before making a call? / What did the telephone operator do? / What do you call a book containing all the customers telephone numbers (It was difficult to hear people over long distances./ The wires which carried the telephone conversations were thick, heavy and expensive./ To produce electricity./ She connected the two numbers and made a note of the length of the telephone call and the charge./ A telephone directory.To the second part you may ask some other questions: What are satellites used for? / What is the problem with electrical signals? / Why are light signals better than electrical signals? / How is a persons voice sent to another one? (For sending telephone signals over long distances./ The problem with electrical signals is that they get weaker and weaker as they travel along metal wires./ They travel long distances without getting weaker and their signal is clearer./ A persons voice is changed into electrical signals.These electrical signals are turned into light signals which are sent down the thin “pipe”.At the other end, the light signals are received and changed back into electrical signals and finally sound.) 3．Now the Ss read the short paage about The Telephone in the Office on SB Page 63.To test their understanding, let them translate them into Chinese.(Conference calling电话会议Dialing缩位拨号Redirection转移呼叫Call waiting 呼叫等待).4．Now let the Ss deal with the new words in this leon.You may use pictures to help Ss understand and use the new words.( Ex.V in AB) 1) Iron and steel are kinds of strong building materials.The storm started on the way, but I had no strength to gofor a raincoat.We are making efforts to strengthen the relationship.2) If something happens frequently, it happens often.He paid frequent visits to me while he was staying here.The baby was fed frequently.3) To save time and money , he hired bicycles for traveling when he was in the country.4) He looked up and saw a snake wound around a branch.The rivers wind their way to the sea.5)Where does Zhongshan Road connect with Zhujiang Road? The two cities are connected by a railway line.The police thought the man connected with the murder.C．Post-reading 1．Give Ss several minutes to prepare to retell the two parts of the text according to some given key words.(Ex.VI in AB) (old telephones) long distances difficult wires thick, heave, expensive make a call wind a handle / electricity operator connect / note of length / charge

telephone directory 1878 / one piece / one side

1877—2, 600

1900—300,000 000 (modern telephones) great advances

last quarter of the 20th Century

radio waves

satellite

electrical signals

weaker / strengthen 3-4 km

light signals

150 km clearer

gla pipes

1 mm / send light signals

sound→electrical signals→light signals→electrical signals→sound 2．Here Ss may find some situations to judge which modern ways of telephones they can make use of 1) Youre a doctor, you have to go out to see a patient, but there are still many people who want your help.2) Every day, you call your girl friend to say “Hello” to her.3) You are on the phone.Maybe someone has important things to tell you, but the line is busy.4) You are a bo.Youve two chain companies in two different cities.You want to discu with the two managers about the reduction of the price immediately.Answer： Redirection; Dialing; Call waiting; Conference calling 3．Let Ss discu after they have grasped the general knowledge of telephones: What other functions of telephones do you want to develop? Ss may be interested in this topic.Give them time and space to imagine.Show a bridge to future to encourage students’ interest to science (on the Homework 1．Write a paage to describe the old and modern telephones by using the method of comparison.2．Finish off the Ex.in AB.

第12篇：高中二年级英语教案Hurricane

高中二年级英语教案Hurricane

教学目标

Teaching aims and demands

本单元的对话课的学习与操练，学生复习表示焦虑的日常用语和应答，学生能准确地运用到实际的对话过程中，了解飓风造成的巨大危害，学生能用自己组织的语言，介绍飓风在英国所造成的破坏，并能对灾情能有较为详尽的描述，学习过去分词作宾语补足语的用法并能掌握。

Teaching important and difficult points

1．单词

midnight n., hurricane n., anxious adj., expect vt., warn vt., warning n.likely adj., painful adj.path n., block vt., branch n., bath n., awake adj., cottage n.,blanket n., altogether adv., surprisingly adv., weatherman n.

2.词组

be anxious about, pushover, bring down, take the place of, clear away, or so, as well as, blow down = blow over,

cut off, wake up 3.交际用语与句型 We were getting very worried.We are anxious about"- What's the matter with you ? Is there anything the matter ? There is no need to be worried.

4．语法

掌握过去分词作宾语补足语的用法。

教学建议 课文建议 对话建议

1.建议教师运用对话中的几个句型编写一个小对话；2.教师在听说过程中可借助多媒体形式给学生展示，培养学生视觉和听觉的能力；3.教师可让学生把课文改成复述的形式；4.教师利用完形填空形式来检验

学生对对话中的词语理解。

课文分析

本课用两篇文章介绍了在1987年英国发生的飓风给人们的生活带来了巨大的损失和灾难，在第一篇课文中描述了19人丧生，1500万树木和森林被刮倒，电线和电话线被刮断。第二篇课文介绍了许多公司中损失了大量的树木，其中著名的公园国立植物园损失了一千多棵树木，其中有些贵重树种等。

课文重点、难点

辨析 hurt, ache, pain与painful

1）hurt:（使）疼痛。

My stomach hurts because I have eaten too many apples.我的肚子痛，因为我吃了太多的苹果。

2）ache隐隐作痛；持续作痛。

The strong light made my eyes ache.强烈的光线使我的眼睛感到疼痛。

ache还可用作名词表示“疼痛”， ache还可以构成合成名词：

headache 头痛 backache 腰痛 stomachache 肚子痛

earache耳朵痛

toothache 牙痛 heartache 心痛

3）pain用作名词，痛苦，痛

She had a pain in her back all the time.她的背部一直都痛。

4）painful用作形容词, 痛的；使痛苦的，会痛的

Is your tooth still painful? 你的牙齿还痛吗？

辨析expect, hope与wish

1).expect的用法

expect vt.表示“预料，期待，盼望，指望，料想，以为”等意思，在expect之后，通常除了接不定式，带不定式的复合宾语外，还可以接名词、代词以及宾语从句。

I hardly expected to find you still here.我几乎没料想到仍会在这儿找到你。

Do you expect me to stay after that?在那之后你希望我呆下去吗？

I didn’t expect that you would finish the work so soon.我没料想到你会这样快地完成这项工作。

2）hope希望，用于可能实现的场合，一般只接不定式或从句作宾语。

I hope to see you soon.我希望尽快见到你。

3）wish愿，希望，多用于虚拟语气，常接双宾语或宾语从句。

I wish you succe.或I hope that you will succeed.

辨析rob和steal

rob是“抢”的意思，应说rob sb.of sth.

They robbed us of all our money.他们抢走了我们所有的钱。

steal是“偷”的意思，应说steal sth.from sb.

They stole all our money from us.他们偷走了我们所有钱。

词汇学习1.strike的用法

1）表示“打，击，敲（某人或某物）”。

The stone struck me on the side of the head.石子打中我头部的侧面。

2）表示“通过摩擦产生（亮光，火花等）”。

He struck a match and lighted a candle.他划了根火柴，点亮了蜡烛。

表示“打动，影响，引起”的意思。

His words struck fear in the listeners.他的话在听众中引起惊恐。

3）表示“罢工”的意思。

They struck for better working conditions.他们为争取改善工作条件而罢工。

4）表示“迷住，吸住”的意思。

I was struck by the beauty of the West Lake.我被西湖的美景给迷住了。

2.escape的用法

1）用作动词，表示“（从监禁、管制中）逃脱，逃走” A lion escaped from its cage.一头狮子从笼中逃走了。

2）escape表示“（液体、气体）汇漏，渗出” Make a hole to let the water escape.弄个洞让水排出去。 3）表示“避免，躲避（愉快的事）免除”的意思

Where can we go to escape the crowds?我们到哪里才可以躲开这些人群。

4）其名词形式仍为escape Do you smell an escape of gas from the pipe?你闻到从管子里漏出的煤气味了吗？

3．be / get anxious about的用法 意为“为……担忧虑或担心”。

They are anxious about your health.他们在为你的健康担心。 而be anxious to do something意为“渴望或急切地去干某事”。

They are anxious to fly back.他们急切地想飞回来。

4．bring down的用法

意为“使倒下（下降）”；“击落，推翻”。

The wind brought down a number of trees.风刮倒了好些棵树。 They could do nothing to bring down prices.他们设法使物价下降。 Two more enemy planes were brought down.又有两架敌机被击落。

5．take the place of的用法 意为“代替”，“取代”。

Nothing can take the place of the pleasant time.什么东西也不能够替代那失去的好时光。

【注意】take sb’s place 也可以用来表示“代替某人”。 He can take your teacher’s place.他可以替代你老师的位置。

第13篇：高中二年级英语教案Canada

高中二年级英语教案Canada

教学目标 Teaching aims

了解和重点介绍加拿大的概况，因纽特人的历史和现状，如：加拿大的国土面积、人口、天气情况、主要资源及生产情况等；学习主谓一致的语法规则，了解和掌握一些常见的主谓一致现象。

Teaching important and difficult points

1.Words

notice, settle, differently, deal, race, skin, tool, tap, eastern, official, settler, struggle, freeze average, natural,

exploit, ordinary, refer, tent, basic

2.Phrases

generally speaking, all the year round, a great deal of, clear up, official language, refer to, settle in, be famous for, make use of, from time to time, struggle against, below freezing

3.Useful expreions

1.I thought you were from the States.

2.A lot of people can’t tell the difference between an American accent and a Canadian accent.

3.What do you mean by…？

4.American spellings are used more and more in Canadian now.

5.That sounds strange.

教学建议 课文建议

本单元涉及到加拿大的历史和风土人情，教师应精心设计此课的活动，形式以分组讨论，问答，图片展示，经历故事等。如：1）教师可展示加拿大的地图，教师通过准备好的问题，让学生知道它的地理位置及面积等。2）教师应给学生充分的时间阅读，教师可让学生从课文中找出典型的句子归纳加拿大的概况，并且进一步让学生讨论加拿大与中国的差异。3）教师为了提高学生的兴趣，可提供给学生一些加拿大的风景、名胜的图片和照片，相关的背景材料给学生们阅读，如：加拿大的主要城市，民族，国歌，宗教，名

胜，河流等。

写作建议

本单元训练学生写中国和加拿大的区别，首次出现这样的练习，老师要给学生一些必要的提示。提醒学生都包括哪些方面，应先说什么，后说什么。先口头说出，再写下来。老师可先给学生一些问题，让学生回答，如学生回答对了，让学生把这些答语写出来，老师再指导学生将这些答语连成句子文章，比如：

Same as China Different from China

Large land

Canada has 2 official languages

Weather is different from area to area, long and hard, winters in the north

Six time areas

Many lakes Smaller population

Much coal, oil and gas No places as hot as south China

More fresh water

A lot of forests

教材分析

本单元在对话课中主要介绍了美国英语和加拿大英语的不同点：如发音、用法和拼写等方面。课文用两篇文章让学生们简单了解加拿大国家的概况及文化背景知识，在27课中教材用一些练习帮助学生们了解

和掌握主谓一致的用法和运用。

教学重点难点 1.be famous for的讲解

以……著名[其同义词组为be (well)known for

Hangzhou is famous for its beautiful scenery.杭州以优美的风景而闻名。

be famous for 与be famous as的区别

1) 当主语是表示人的名词

be famous for表示“以某种知识技能、作品或特征而出名”

be famous as则表示“以某种身份而出名”

Einstein was famous for his Theory of Relativity.爱因斯坦以他的相对论而出名。

Einstein was famous as a great scientist.爱因斯坦以一位伟大的科学家而著称。

2) 当主语是地点名词

be famous for表示“以某种特产而出名”

be famous as则表示“以什么样的产地或地方闻名”

The area is famous for its green tea.这个地区以绿茶而出名。

The area is famous as a great tea-producing place.这个地区以绿茶产地而出名。

3)当主语是事物名词

be famous for表示“以其内容、特征、价值等而被人所知”

be famous as则表示“以某种形式而出名”

This grammar book is famous for its practical usage.这本语法书以其实用性而为人所知。

This book is famous as a reference book.这是一本有用的参考书。

注意：be famous for后的介词宾语是主语所属内容，而be famous as后的介词宾语与主语是同位成分。

例如：

Einstein was famous as a great scientist.可说成：Einstein was a great scientist.

2.kind, sort和type的区别

kind指性质相同，且有极相似之物质，在分类中可作为一类者。

What kind of cake do you like best?你最喜欢哪一种饼？

sort 可与kind互换使用，但较为含混，有时只表示大概此种而已。Sort有时有轻蔑的意味，相反kind

要庄重得多。

He makes friends with all sorts of people.他同各种各样的人交朋友。

type则指型，类型，比较具体，肯定等，而kind比较笼统，模糊。

Men of his type are not to be trusted.像他那种类型的人不可信赖。

3.As in China, the weather is different from area to area.同中国的情况一样，加拿大的气候也随着地区的不同

而不同。

本句相当于一个省略的方式状语从句，相当于“As it is in China, …”。as用作连词，后面接从句，意思

是“正如；和……一样”。例：

1）As is the last experiment，he got the same result this time.正如上次的实验一样，他这次获得了同样的

结果。

2)As in your country, we grow wheat in the north and rice in the south.正如你们国家的情况一样，我们在北

方种小麦，南方种玉米。 4.A lot of people can’t tell difference between an American accent and a Canadian accent.很多人区别不了美国

英语口音与加拿大英语口音。

tell the difference between 判别……的区别，tell在这里意为“判别，区分”再如：

The twin brothers arc very much alike.People can’t tell one from the other．孪生兄弟长得很相似，人们简

直没法区分他们两个人。

Young as he is, he can tell right from wrong．尽管他还年轻，但他能辨别对错。

the difference between …指的是两者之间的区别；the difference in…指的是在某些方面的区别。如：

What’s the difference in temperature between day and night? 白天和夜间的温差是多大？

Coins have some differences in size, weight, shape and metal.硬币的差别体现在其尺寸、重量、形状和质

地上。

5.We fill our cars with “gas”…,

fill…with…, “将……装满……”或“使……充满……”，如：

Jack filled his pockets with chestnuts.杰克将口袋装栗子。

fill with有“充满……”之意，是不及物动词，如：

Her eyes filled with tears.他的两眼充满泪水。比较：

Tears filled her eyes泪水充满了她的两眼。

The room filled with heavy smoke．满屋浓烟。比较：

The heavy smoke filled the room.浓烟满屋。

be filled with与be full of的区别：

be filled with为系表结构，如：

The young man is filled with joy.那青年内心充满喜悦。

full of是短语形容词，含义与filled with相近，可充当状语、定语（后置）或表语。如：

Crusoe stared at the footprint, full of fear．克鲁索盯着那个脚印，满怀恐惧。（状语）

第14篇：攀登英语教案反思

攀登英语Level1级A Unit 1 输入课教学设计及反思

一、教学内容（teacher contents）

攀登英语Level 一级A Unit 1 1.songs and chants boys and girls I am a boy and you are a girl Do you want to be my friend? I am a girl and you are a boy Yes,I want to be your friend La „„la„„la„„

Yes,I will always be your friend 2.Everyday English(日常英语) How are you ? Fine ,thank you See you See you

二、学习目标（teaching aims） 1,知识目标（knowledge aims）

能够快乐地演唱本单元所学歌曲，并通过所学的日常英语能正确使用How are you ? Fine ,thank you来进行互相问好。 2.能力目标

A.够模仿说唱本单元所学的童谣 B.了解并能使用How are you ? Fine ,thank you进行灵活提问和回答。 3.情感目标（emotional aims）

让孩子们轻松快乐地唱，说，培养学生学习英语的兴趣，通过小组活动培养学生互助关心的美德。

三、教学重点（teaching important ponit）

掌握并能运用句子：How are you ? Fine ,thank you See you See you

四、教学难点（teaching important point）

两人间能利用句子进行交换问好

五、教学用具

DVD机 《课堂学习》VCD 《迪士尼英语》VCD

六、教学步骤（teaching proceduces）

1,预热（warming up）(五分钟) A.歌曲（boys and girls）进行拍手跟唱 B．进行自我介绍

2.歌曲童谣（songs and chants）(五分钟) Unit1 boys and girls (1) (2) (3) watch and listen(播放1遍) listen and repeat(播放2遍) follow (播放2遍) 3，日常英语（Every English）(5分钟) （1） 常英语对话

A.watch and listen(播放2遍) B.listen and repeat(播放2遍) C.follow(播放2遍) （2） 日常英语操练

教师拿出句子卡片，教读，开火车轮读 T:Please read after me Ss:„„„„

先请几个学生和教师进行师生对话，再请几个学生进行对话展示。 T: How are you ? Fine ,thank you See you See you 4.Disney 英语（10分钟）

播放《迪士尼神奇英语》VCD第1课第1节到第2节（组织学生观看迪士尼动画英语，鼓励学生们跟着大嘴巴跟读句子或回答问题） 5.总结（sum up）(五分钟) A．count the starts together(评出小组

一、

二、三名) B．ask the student to color their books(学生填涂课堂学习卡) C．homework

反思

攀登英语的教学模式是以摆脱聋哑式英语，提高学生的口语水平为核心目标，让英语成为实际的交际工具，全面提高学生的英语水平。本节课力图实现这一目标，为此作出了相应的努力。

在课堂内容的安排上，严格按照攀登英语所拟定的教学方略进行实施。坚持以人为本，促进学生、教师和家长的整体发展与提高为原则，力图注重对儿童内在学习兴趣、学习策略、自信心、自主学习、合作能力和英语思维的培养，尽力尝试解决英语学习中的“哑巴英语”问题。内容采用的是攀登英语中的课程有关于面向儿童生活的学习内容，比较适合儿童年龄特点的学习内容，同时配合运用多媒体的这一教学设备，为学生提供丰富、标准的英语学习资源，尝试充分挖掘儿童英语学习中内隐学习、伴随学习的积极、长效作用。

此节课不足的地方有很多，需要努力的地方也更多。

虽然用的是多媒体手段为儿童创设侵润式英语学习环境，但是教学用具还是不够完备。每个小组的图标并没能形成实物，不便于学生熟悉他们的小组名，小组奖励栏的图标，学生并没有完全明白意思，也没有形成实物，阻碍学生对课程教学步骤的感知，吸引学生的注意力不够。

课堂教学记录有点混乱，还没有培养学生养成良好的行为习惯，坚持不了“no chinese”原则，时不时需要中文来讲解、说明课堂规则，以致时间把握不好，整个教学流程没有完整走下来，只进行到了Everyday English的教学，教学目标只是达成了一部分。

激励性评价虽然也在做，但是激励性的习惯英语学生还没有学会听和读，整个课堂够活跃但落实到具体的达成目标，是很少达到的。因时间掌控不好，没有实现学生学习记录册的填涂，有点有头无尾。

实践后，发现需要改进的工作实在太多，希望自己在一步步的实践中，耐心地改进，争取能喝孩子们一同攀登英语！

第15篇：高中英语教案(人教版必修3)

高中英语教案（人教版必修3）

Unit 1 Festivals around the world ，( 单元教学目标 技能目标Goals ? Talk about festivals and celebrations ? Talk about the ways to expre request and thanks ? Learn to use Modal verbs ? Write a similar story with a different ending II( 目标语言

Talk about festivals: *Festivals are meant to celebrate important events.功 *What?s your favorite holiday of the year? 能

*What festivals or celebrations do you enjoy in your city or town? 句

*Do you like spending festivals with your family or with your friends? 式

*What part of a festival do you like best——the music, the things to see, the visit or the food? *Festivals and celebrations of all kinds are held everywhere.*They lit fires and made music because they thought these festivals would bring a year of plenty.*Some festivals are held to honor the dead or satisfy and please the ancestors.*Festivals can be held as an honor to famous people or the gods.*The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.*Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.Request: Could/Would you please...? Could I have ...? Could we look at...? I look forward to ....May I see...? Thanks It?s very kind of you ...Thank you very much/Thanks a lot.I?d love to.It was a pleasure...Don?t mention it.You are most welcome.1.四会词汇

starve, plenty, satisfy, ancestor, lamp, lead, feast, bone, origin, trick, poet, arrival, national, gain, independence, gather, agricultural, European, custom, award, award, watermelon, handsome, rooster, admire, energetic, forward, Easter, clothing, religious, social, Christian, daily, permiion, poibility, 词

fool, apologize, drown, sadne, obvious, wipe, lovely, couple, weep, announcer, forgive 汇 2.认读词汇

Obon, incense, skull, Halloween, carnival, lunar, parade, Jesus, cherry, bloom, Trinidad, Valentine, weave, herd, the Milky Way, magpie 3.固定词组

take place, in memory of, dre up, play a trick, look forward to, day and night, as though, have fun with, turn up, keep one?s word, hold one?s breath 4.重点词汇

starve, satisfy, lead, gather, admire, apologize, drown, wipe, weep, forgive Modal verbs: may/ might, can/ could, will/ would, shall/should, must/ can ? They lit fires and made music because they thought these festivals would bring a year of plenty.P1 语

? Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.P2 法 ? Festivals can be held as an honor to famous people or the gods.1.Discu when they take place, what they celebrate and one that people do at that time.P1 2.They lit fires and made music because they thought these festivals would bring a year of plenty.P1 重

3.Some festivals are held to honor the dead, or satisfy and please the 点

ancestors, who could return either to help or to do harm.P2 句 4.They light lamps and play music because they think that this will lead the 子

ancestors to earth.P2 5.The festival of Halloween had its origin as an event in memory of the dead.P2 6.The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.P2 7.They might include parades, dancing in the streets day and night, loud music and colorful clothing of all kinds.P2 8.The teacher said that we could not leave early.(permiion) P5 9.The hunters are lost.They could starve.(poibility) P5 10.It was Valentine?s Day and Hu Jin had said she would meet him at the coffee shop after work.P7 11.She said she would be there at seven o?clock, and he thought she would keep her word.P7 12."I don?t want them to remind me of her." So he did.P7 III.教材分析与教材重组 1.教材分析

本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活 动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节

日也有所了解，进而拓展社会文化背景、增加跨国文化知识;使学生复习和巩固

运用请求和感谢的表达法，掌握情态动词的用法;并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。

1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论;使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。

1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。

1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。

1.4 Comprehending是考察对阅读内容的进一步理解。

练习一:六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。

练习二:要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。

练习三:要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。

1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expreions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空;Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。

1.6 Using Language 是英语听说读写的全面运用的练习。

1.6 ? Listening 是课文的延伸，通过听几位学生参加Trinidad Carnival 节日游行的两段对话，使学生体会参加节日游行的真实情景，既训练听力一通过问题训练了他们的分析能力。

1.6 ? Speaking 分为两部分。第一部分通过电话突出交际用语功能的训练;第一部分让学生编对话，可以按自己的想象、经历为内容，训练思维和表达能力。

1.6 ? Reading 是发生在情人节的一个令人伤心的爱情故事，其中又插入了一个“七巧节”的故事。阅读后的讨论不仅帮助学生理解文章主旨大意，更重要的是让学生学会寻求解决问题的方法。

1.6 ? Writing 的任务是写一个与文章结尾不同的结局。旨在让学生通过思考写出自己的想法，尝试自己解决问题。

总之，通过本单元的系统学习，让学生了解世界各国的节日及民俗，学习有关节日的词汇，并能够丰富语言知识，提升用英语表达观点的能力。

2.教材重组

2.1 口语 从话题内容和功能上分析Warming Up 与Workbook中的Listening和Talking相一致，旨在启发学生讨论、思考并引出本单元关于节日的话题，可以整和成一节任务型“口语课”。

2.2精读 可将Pre-reading、Reading、Comprehending三个活动整和成一节“阅读课”。

2.3语言学习将Learning about Language与Workbook中的Using words && expreions Using structures结合在一起，上一节“语言学习课”。 2.4听力 可将Using language中的 Listening与Workbook中 Listening和Listening task放在同一节课中处理，上一堂 "听力课"。(Using language中的 Speaking可视听力时间而定，可课上处理亦可留做课下作业下堂课提问。) 2.5.泛读 可将Using Language中的Reading &&Writing和Workbook中的Reading Task上成一节 "泛读课"。

2.6 复习、写作 可将Workbook中的Speaking Task 和Writing Task 上成一节复习写作课。(Workbook中的Project && checking yourself, 可视学生水平安排在本堂课或留做作业。) 3.课型设计与课时分配 (经分析教材, 本单元可以用六课时教完。) 1st period Speaking 2nd period Reading 3rd period Learning about Language 4th period Listening 5th period Extensive Reading 6th period Writing && Consolidation IV.分课时教案

The First Period Speaking Teaching goals 教学目标 1.Target language 目标语言 a.重点词汇和短语

take place, lunar, festivals, Army Day, Christmas, dre up b.交际用语

Expre one?s opinion: In my opinion, ...I believe ...I think that ...Expreions used in the shops: Would you like...? Could I have...? Might I offer help...? May I see...? You should try...? Could we look at...? Can you suggest...? We might take...? 2.能力目标

Enable the students to talk about Chinese festivals and customs in English and get to know some information about foreign festivals.3.学能目标

Enable the students to learn how to talk about Chinese festivals and customs.Teaching important points 教学重点及难点

How to talk about the Chinese festivals and social customs at festivals and how to offer and request the items you need in shops.Teaching methods 教学方法

Elicitation, discuion, listening, pair work.Teaching aid 教具准备

A computer, a projector and a tape recorder Teaching procedures && ways 教学过程与方法 Step I Leading in T: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays? Ss: Yes.Of course! T: When did you feel most happy and excited? Ss: At the Spring Festival.T: Who can tell us why? Volunteers! S1: Because it?s the most important festival in our country.S2: Because I got much lucky money from my parents, grandparents and my relatives.S3: Because I needn?t study at festivals and there was lots of delicious food to eat.How great! S4: Because I met my cousins and old friends who I hadn?t seen for a long time and we had a very good time together.T: Excellent work! I am glad to hear that.Now let?s talk about FESTIVALS, which are meant to celebrate important events.Please think about other Chinese festivals.S1: New Year (January 1st), Yuan Xiao Festival (15 days after the Spring Festival).T: Quite right.That?s the Lantern Festival.It?s the 15th day of the first lunar month.What do you usually do on the Lantern Festival? S2: We eat special sweet dumplings called Yuan Xiao and enjoy displayed lanterns.S3: And we enjoy beautiful fireworks, too.T: You have done a good job.What are the other festivals? S4: International Women?s Day.It was on March 8.S5: Arbor Day on March 12th.S6: International Labor Day and Chinese Youth Day.S7: International Children?s Day.T: Yes.Very good.Next one? S8: Army Day is on August 1st and Teachers? Day is on September 10th.S9: National Day on October 1st.T: Excellent work! Those are all the legal holidays in our country.Do you know our traditional festivals? List some of them, please.Sa: The most important one is the Spring Festival.T: Yes.It?s also called Lunar New Year.Anything else? Sb: Qingming Festival in memory of the dead or the heroes on April the fifth.T: It?s called Tomb Sweeping Festival.Another one? Sc: Dragon Boat Festival on the fifth day of the fifth lunar month in memory of the great poet — Qu Yuan.Sd: Mid-Autumn Festival on the fifth day of the eighth lunar month.T: You?ve done a good job, boys and girls! You have named many festivals.I?m proud of you for you are so well-informed.Step II Warming up T: Look at the screen and I?ll show you a table and some pictures: Festivals Date Festivals Date New Year January 1st Teachers? Day September 10th International March 8 National Day October 1st Women?s Day Arbor Day March 12th the Spring Lunar New Year Festival International Labor May 1st Pure Brightne April the fifth Day Day Chinese Youth Day May 4th.Dragon Boat the fifth day of the Festival fifth lunar month International June 1st Mid-Autumn the 5th day of the Children?s Festival 8th lunar month Day Army Day August 1st Lantern the 15 day of the Festival 1st lunar month

T: What can you get from the table and the pictures? Ss: Chinese festivals.T: Open your books and turn to page one.Work in pairs and discu another four Chinese festivals: what people celebrate and what people do.The first one is given to you as an example.Three minutes for free talk, then ask some students to share their opinions with the whole cla.Suggested answers: Festivals Date What does it What do people do? celebrate? the Spring Festival The 1st day of the The coming of Visit relatives; have 1st Lunar month spring a big meal; display Spring Festival couplets and pictures International May 1st The hard-working Taking a week off Labor Day people all over the work; visit scenic world spots; go shopping Lantern Festival the fifteenth The first full moon Eat special sweet day of the first after Lunar New dumplings-yuanxiao lunar month Year enjoy lanterns& fireworks The Dragon the 5th day of the in memory of Qu Dragon boat racing, Boat Festival 5th lunar month Yuan, a great poet eating zongzi and drinking realgar wine; put herbs on doorways for good health Do not expect all students have the same answers, and accept any correct information.T: Ok! We have got lots of information about Chinese festivals.Would you like to know something about foreign festivals? Ss: Yes! T: What?s the most important festival in western countries? Ss: Christmas! T: That?s right! Please look at the pictures and talk about them.

1 2 3

4 5 6 S1: The first one is about April Fools day on April 1st.But I know nothing about the second picture.S2: I have no idea, either.There are some round objects.What are they? T: They are the Easter eggs(复活节彩蛋).On Easter Day people like to dye and exchange eggs.Easter Day comes on the Sunday on or after March 21st.People think Jesus Christ(耶稣) comes back to life on that day.Many people go to church and children often get presents.How about the third one? Ss: Halloween! Children like to play a game “trick or treat”(不请吃就捣蛋).T: Yes! Halloween is a time to have fun.It comes on October 31st.It?s one of the most favorite holidays for children.Parties are very popular, too.People wear scary clothes and masks(面具), for example, dre up like a witch(巫婆).Next one? S3: A plate of chicken and some delicious food.But I don?t know what it is called.T: The food is turkey(火鸡), corn(玉米) and pumpkin pies(南瓜派).Thanksgiving Day is a traditional American festival on the fourth Thursday in November when families get together and have a big dinner.How about the fifth picture? Ss: There are roses and heart in it.May be it?s about love.Ss: I see.It is on February 14th.But I don?t know its English name.T: It?s Valentine?s Day.Candy, flowers and other gifts are exchanged between lovers or couples on this day, in honor of two martyrs, both named St.Valentine.Do you know something about the last picture? S4: The flowers are beautiful.What?s the name of the festival? T: It?s Cherry Bloom Festival, a Japanese festival.Every April when the cherry flowers come out, Japanese people celebrate it.They go out with their friends or families.They sit under the trees, sing and have a picnic.Ok.That?s about some foreign festivals.Step III Listening (WB P41) T: Now, we will come to the listening part.First, turn to Page 41.And then listen to the tape.Look at the first picture in this page.What can you see? S5: A rabbit and a chicken.T: Yes.But the rabbit is called the Easter Bunny.Read after me "the Easter Bunny".It is an imaginary rabbit that children believe comes to the home to hide the Easter eggs(复活节彩蛋).And the second picture is about the Easter eggs.What?s in the third picture? S6: Some bread.T: Yes.The bread with an X is called hot cro buns.On Easter Day people eat it.Now listen to the tape and try to get the main idea.Play the tape for the students.While listening, the students should grasp the key words and get the main idea.Then play the tape once more.After listening, let the students answer the questions.And check the answers with the whole cla.Then sum up the useful expreions in the material (about Easter Day).Then play the tape a third time for them to write down the main idea of the paage.Then check the answers with the whole cla.The suggested answers are in the Teachers? Book Page 18.Step IV Talking (WB P41) T: Now we?ll make up a dialogue: suppose that Spring Festival is coming, and you are to do some shopping for it, work in pairs one as the customer and the other as the shopkeeper.First, look through the useful expreions given on this page.Then I will ask some of you to present your dialogue publicly.Teachers show the useful expreions on the screen.You can give a model or not.It?s up to the English level of your students.2minutes later ask several students to talk.Sa: May I help you? Sb: Yes.I?d like to buy something for Spring Festival.Sa: May I suggest your buying some vegetables and fruit, which are very fresh.At Festivals you?d better not have too much fat.Sb: Thanks for your advice.I?ll take two kilos cabbage, three kilos bananas and some nuts.Sa: Would you like some flowers to decorate you house? Sb: No, thanks.May I see some candy? I will buy some for my nephew.Sa: This way, please.We have all kinds of candy here.Would you like some chocolate? Sb: Yes, let me see.We might take this kind and that one over there.Sa: Anything else? Sb: No.That?s what I need.Sa: Many thanks for your coming! May you have a happy Spring Festival! [The sample dialogue is in the Teachers? Book Page 18.] Step V Aignment 1.Consolidation T: Boys and girls you did very well today.We have talked about many festivals around the world.I hope you can listen to the listening material again after cla to be familiar with it.2.Homework Collect as much information about festivals as poible.Think about the questions in Part 2 "pre-reading" and then preview the next part about reading to get the main idea.Unit 3 The Million Pound Bank-Note ，( 单元教学目标 技能目标Skill Goals Talk about short stories and dramas.Learn how to act out a play.Learn how to request and order food.Learn Noun clauses as the object and predicative.Write a play or drama.II( 目标语言 Request(请求) Would you please come in? 功

Would you mind waiting just a few minutes? 能 May I ask you how much money you have? 句 — Well, to be honest, I have none.式 Could you offer me some kind of work? I wonder, Mr.Adams, if you mind us asking a few questions? — Go right ahead.Ordering food (点餐) I?d like some ham and eggs and a nice big steak.I?ll have a nice long gla of beer.1.四会词汇

bet, scene, tale, servant, permit, bay, stare, spot, paage, account, appearance, patience, silly, jealous, unbelievable, steak, tiny, wolf, deert, rude, manner, scream, shoulder, rag, indeed, bow, decade, pilot, humour, novel, character, director, barber 词2.认读词汇

narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingne, simply, Clemens, iue, fake, boyhood, Hannibal, Miouri, Miiippi, fathom, contest, Yale, 汇

loneline, playwright, script 3.固定词组

make a bet, go ahead, by accident, account for, to be honest, in rags, even if, get into trouble 4.重点词汇

bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble Noun clauses as the object (宾语从句) I can?t say that I have any plans....and he does not know what he should do.语

I did not know whether I could survive until morning.法 Noun clauses as the predicative (表语从句) That?s why we?ve given you the letter.1.Have you ever made a bet with a friend? If so, what did you bet on? 2.He is lost in London.3.Permit me to lead the way, sir.4.As a matter of fact, I landed in Britain by accident.重 5.His eyes stare at what is left of the brothers? dinner on the table.点

6.I wonder, Mr Adams, if you?d mind us asking a few questions.句 7.I earned my paage by working as an unpaid hand, which accounts for my 子

appearance.8.Well, we will have to take a chance.9.(in a rude manner) What?s there to wait for? 10.He?s in rags! Period 1 warming up & reading(1) Teaching goals 1.Target language a.重点词汇和短语

bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous b.交际用语

Expreions on request: Would you step inside a moment, please? Would you please come in? May we ask what you?re doing in this country and what your plans are? Well, why don?t you explain what this is all about? c.重点句型

1) Have you ever made a bet with a friend? If so, what did you bet on? 2) He is lost in London.3) Permit me to lead the way, sir.4) As a matter of fact, I landed in Britain by accident.5) His eyes stare at what is left of the brothers? dinner on the table.6) I wonder, Mr Adams, if you?d mind us asking a few questions.7) I earned my paage by working as an unpaid hand, which accounts for my appearance.2.Ability goals a.Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.b.Enable students to sum up the main idea of ACT ONE Scene 3.c.Enable students to understand the details about the whole scene.d.Retell the scene using the key words of the whole scene.e.Expre their opinions by answering the following questions: 1) Do you think money is everything? Why? 2) Do you agree that only money can bring people happine? 3.Learning ability goals a.Help students to understand natural language in the dramatic context and increase their self-confidence in using English.b.Help students to sum up the main idea of ACT ONE Scene3.c.Help students to understand the details of the whole scene.d.Get students to retell the whole scene.e.Help them to answer the following questions: 1) Do you think money is everything? 2) Do you agree that only money can bring people happine? Teaching important points a.How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.b.Discu the questions: 1) Do you think money is everything? 2) Do you agree that only money can bring people happine? Teaching difficult points Discu the questions: 1) Do you think money is everything? 2) Do you agree that only money can bring people happine? Teaching methods Elicitation, discuion, listening, reading and pair work.Teaching aids A computer Teaching procedures Step 1 lead in 1.Discu in pairs Do you like money? why ? Is money everything? Show the sentences to the Ss.Money can buy a house but not a home.Money can buy a bed but not sleep.Money can buy a clock but not time.Money can buy a book but not knowledge.Money can buy medicine but not health.You see, money is not everything.2.Suppose you get a large amount of money by buying lottery tickets (彩票) and become a millionaire (百万富翁).What will you do with the money? Step 2 warming up Mark Twain is probably one of the few American writers.?a great American writer ? a famous speaker ? liked to tell funny stories ? liked to play jokes on his friends Do you know about his masterpieces? What do you know about Mark Twain? Do you know any of his works? Read the short paage quickly and fill in the chart.Real name Meaning of his pen name Birth date Birthplace Place where he grew up His famous stories Then give an introduction of Mark Twain(1835—1910): The greatest humorist of the 19th century American literature.Novels: The Adventures of Tom Sawyer (1876)(汤姆?索亚历险记) The Prince and the Pauper (1882)(皇子与贫儿) The Adventures of Huckleberry Finn (1894)(哈克贝利?费恩历险记) Step 3 Pre-reading 1.First, give students a brief introduction of the story Two rich gentlemen made a bet on what would happen to a person if he was given a million pound note.Henry, the hero of the story, an American young man, sailed too far, drifted out to the ocean.A British ship, for London, paing by, fortunately saved him.2.Prediction : What would happen to Henry? Step 4 Reading 1.Scan the paage and find out : 1.How many characters are there in this scene? Who are they? 2.When and where does the story take place? 3.What do the two old men give Henry? 4.What does the brothers choose Henry for? 2.Skimming: answer the following questions: 1) What happens one day when Henry was walking down the street? 2) Where does Henry come from? 3)What did he do in America? 4) Why does he come to London and how? 5) Why does he stare at the food on the table when he is talking with the men? 6) What did Henry do before coming to London? 7) How much money does he own? 8) When can Henry open the letter the men give him? 9) What?s inside the letter? 10) Does Henry accept the letter? 3.Put the following events in correct order.(1) Henry wandered in London streets.(2) About a month ago Henry Adams was sailing out of the bay.(3) The next morning he was spotted by a ship.(4) Towards nightfall he found himself carried out to sea by a strong wind.(5) On the ship he earned his paage by working as an unpaid hand.Keys: (2) About a month ago Henry Adams was sailing out of the bay.(4) Towards nightfall he found himself carried out to sea by a strong wind.(3) The next morning he was spotted by a ship.(5) On the ship he earned his paage by working as an unpaid hand.(1)Henry wandered in London streets.Step5 post-reading 1.What kind of persons you think the characters are? (Henry Adams, Oliver Roderick) Henry : independent (he earns his paage by working on a ship to England), carele( he arrived in England by accident after not sailing his boat well), honest (he asks for work not charity, he tells the truth to the brothers.)hard-working.Oliver and Roderick : rich (servants and not worrying about giving a stranger a million pound bank-note), mischievous (prepared to bet one million pounds just for a bit of fun), good judges of character( they see Henry is honest and proud) 2.What do you think will happen to Henry? , Will the bank-note help him or get him into trouble? , Give a poible development to the story.Homework: P20Ex1.3 Unit 4 Astronomy: the science of the stars 教材分析和教材重组

教本单元的主要内容是边缘科学、地球生命的起源，万有引力、黑洞和太空旅行等天文

材学知识。通过本单元的学习，培养学生对科学的兴趣，激发学生探究科学的热情。

分1.Warming Up部分共有三组问题，第一组问题引导学生讨论边缘科学(Frontier 析 Science)，即以两种或多种学科为基础而发展起来的科学。例如，生物化学是以生物学

和化学为基础的边缘科学。第二组问题探讨科学研究的方法。第三组问题让学生思考

要成为真正的科学家所必须掌握的技能。

2.Pre-reading部分主要让学生弄清楚什么是科学思想，什么是宗教信仰或文化传统。

学生总喜欢听故事或讲故事，在探讨生命的起源的科学道理之前，让学生交流一下有

关宇宙的起源的种种传说，既有趣味性，又能调动学生的相关知识，激活学生的思维。

3.Reading部分讲述了地球上生命的起源。水的形成使得地球有别与其他星球，它使得

地球上生命的诞生成为可能。科学家认为，地球上的生命首先诞生于水中，上百万年

后，陆地上才长出绿色植物，随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵

化繁衍后代，后来出现了哺乳动物，人类也随之诞生了。文章最后讲述的现象发人深

省:The earth may become too hot for the lives on it.它关系到地球上生命的未来。 4.Comprehending部分通过四个选择填空题检测学生对本文核心问题的理解:地球上生命的起源和延续需要哪些条件?随后通过排序的方式帮助学生弄清本文的行文线索，也就是地球上生命的起源和发展历程。最后提出两个问题，考查学生的深层理解和推断能力。 5.Learning about Language部分首先通过英文解释帮助理解课文中的生词，然后，通过短文填空、词语分类等形式将这些词语用于一个相关的情境中。语法部分也是采用先发现后应用的学习方法。先通过到课文中找句子，让学生认识主语从句，然后，设置一个用手机发短信息的情境，让学生进行简单句与主语从句之间的转换练习。最后设置情境来复习第三单元出现的表语从句。

6.Using Language部分综合训练听说读写的能力。听力部分的内容介绍三位科学巨匠，不仅通过听力填表的形式训练学生捕捉细节的能力，还通过四选一的形式帮助学生找主题思想。在解释对与错的过程中，教师可以适当地介绍一下概括主题的方法。阅读部分是一个科幻小故事，通过“我”和“我的朋友”乘宇宙飞船登月球的经历，介绍了重量、失重和地球引力等科学道理。说和写部分以Visiting the moon为话题，要求学生讨论登月球需要携带的物品和在月球上可能遇到的困难，并要求学生找出克服这些困难的方法。教师可以根据课本上的提示，向学生介绍“先分述后总结”的写作方法。提出问题的解决方案时，要求学生选用适当的“指示”用语。

教1.将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。

材2.将Learning about Language和Workbook的using words and expreions及using 重structures整合在一起上一节“语言学习课”。

组 3.将Using Language设计为一节包括听说读写在内的“综合技能课(一)”。 4.将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说

课”。 5.将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课(二)”。

st课1 Period Reading nd2时 Period Language study rd3分 Period Integrating skills(?) th配 4 Period Listening and Speaking th5 Period Integrating skills(?) Part 1: Teaching Design (第一部分:教学设计) Period 1: A sample leon plan for reading (HOW LIFE BEGAN ON THE EARTH) Aims To develop the students? reading ability To learn something about astronomy Procedures I.Warming up by learning vocabulary Good morning, cla! Today, w are going to take Unit 4 Astronomy: the science of the stars.Before we read the text, let?s turn to page 99 and get familiarized with the vocabulary first.Pay attention to the making of the word.Study the prefixes, roots and suffixes in the words.

Astronaut Yang Liwei II.Pre-reading 1.Looking and saying Have you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet.I will be giving you my theory on this subject.Now look at the screen and listen to me telling you something exciting.科学家透露:宇宙可能有两个

我们的宇宙和一个"隐藏的"宇宙共同"镶嵌"在"五维空间"中。在我们的宇宙早期，这两个

宇宙发生了一次相撞事故，相撞产生的能量生成了我们宇宙中的物质和能量。 2.Talking and sharing Do you know how the universe began? In the 1920s in California, astronomer Edwin Hubble observed distant galaxies using an extremely powerful telescope.He made two mind-boggling(unbelievable) discoveries.First, Hubble figured out that the Milky Way isn?t the only galaxy.He realized that faint, cloud-like objects in the night sky are actually other galaxies far, far away.The Milky Way is just one of billions of galaxies.Second, Hubble discovered that the galaxies are constantly moving away from each other.In other words, the universe is expanding.The biggest thing that we know about is getting bigger all the time.A few years later, Belgian astronomer Georges Lemaître used Hubble„s amazing discoveries to suggest an answer to a big astronomy question: “How did the universe begin?”

III.Reading

1.Listening and reading aloud Now please listen to the recording and then read the text aloud.Pay attention to how the native speaker is reading along and where the pauses are within each sentence.I will play the tape twice and you shall read aloud twice, too.2.Reading and underlining Next you are to read and underline all the useful expreions or collocations in the paage.Copy them into your notebook after cla as homework.Collocations from HOW LIFE BEGAN ON THE EARTH a cloud of energetic dust具有能量的尘埃, combine into„合成„„, move around the sun环绕

太阳运转, become violent变得激烈, the solid surface固体表面, explode loudly猛烈爆炸, in time及时，最终, produce the water vapor产生水蒸汽, make the earth?s atmosphere构成了地球

的大气层, cool down冷却, on the surface在表面, be different from„与„„不同, go round the sun环绕太阳运转, disappear from„从„„消失, stay on„存留在„„, show one?s quality显现

某人的特性, diolve harmful gases分解，溶解有害气体, become part of„变成„„的一部分, develop life发展生命, grow in the water在水里生长, fill„ with„用„„来填充„„，充满

了„„, encourage the development of„鼓励„„的发展, millions of years later几万年以后, live on land在陆地上生活, live in the sea在海里生存, grow into forests长成森林, produce young生出幼仔, lay eggs下蛋, animals with hands and feet长着手脚的动物, spread all over the earth遍布全世界, develop new methods发展了新的方法, grow food种植, move around迁徙, go by过去，推移, take care of„在意„„，照看好„„, put„into„把„„带入，放入„„,

prevent„from„防止„„做„„, escape from„ into„从„„逃离到„„, become hot变热, depend on„.依靠，依赖，取决与„„, solve a problem解决一个问题 3.Reading and understanding difficult sentences Skim the text and identify the difficult sentences of each paragraph.You may put your hand up if you have any questions.4.Reading and transferring information Read the text again to complete the table below, HOW LIFE BEGAN ON THE EARTH What was the earth like after the “Big Bang”?

Why was the earth different? How was life developed on earth? What did small clever animals do? 5.Reading and translating As you have read the text times, you can surely put it into Chinese.Wang Hongqin, will you be the first to have a try, of putting the first paragraph into Chinese.IV.Closing down Closing down by doing exercises To end the leon you are to do the comprehending exercises 2 and 3 on pages 26 and 27.Closing down by having a discuion—How Did the Universe Begin? There are only three poible answers to this question.1(It was created by something larger than itself since the first law of thermodynamics(热力学) says that energy cannot be created, only changed.The universe had to be created by something outside itself, because of the same law.We also know that man could not have created it.2(It was begun by chance (or accident); or 3(The answer is not sure.Shown this way, the question is:

Additional Materials Complete the summary of the story with one word in each blank.HOW LIFE BEGAN ON THE EARTH After the “Big Bang” came a 1 of energetic dust, the earth.Dust combined into a ball, moving 2 the sun.The earth became violent.Then it 3 loudly.In time, the water vapor was produced, making the earth?s atmosphere 4 down.Water then appeared on the 5 .The earth was to be different from other planets going round the 6 .Water disappeared from other planets.But it stayed on 7 .Small plants began developing 8 the water.Years later green plants came into 9 .The air then was 10 with oxygen.Millions of years later, small 11 animals were found to be living on the 12 , in the sea.They spread all over the earth, moving 13 the earth, putting too much carbon dioxide into the atmosphere which 14 heat from escaping from earth into space.In the end the earth may become too hot to live 15 .(Keys: 1.cloud 2.around 3.exploded 4.cool 5.surface 6.sun 7.earth 8.in 9.being 10.filled 11.clever 12.land 13.around 14.prevents 15.upon) Comprehension questions 1.What forms the earth’s atmosphere?

A.Carbon dioxide, oxygen.B.Carbon dioxide, oxygen, poisonous gas.C.Water vapour, carbon dioxide, oxygen, nitrogen.D.Water vapour, carbon dioxide, oxygen, nitrogen and other gases.2.Can you tell what is the “special qualities” of the earth according to the paage? A.The earth goes around the sun.B.The earth was solid shape which was last.C.There are animals and human beings live on it.D.Water remains on the surface of the earth.3.What kind of factor improve the progre of life? A.Water forms on the earth?s surface.B.Green plants began to appear on land.C.The air is full of carbon dioxide.D.Animals began to appear such as insects, amphibians, est.4.What is the main idea of this paage? A.It tells us how does life begin to appear on the earth.B.It tells us why does green plants grow before animals.C.It tells us water plays an important role in the development of life.D.D.It tells us carbon dioxide is the reason why living beings will die in the future, 5.The author infers us that if we want to the life continue on the earth, what should we do? A.We should produce more carbon dioxide to cause global warming.B.We should solve the problem of global warming as soon as poible.C.We should bear le people and think about a new way to grow more crops.D.We should be worthy of water.(Key: DDBAB) Notes to some difficult sentences 1.After the “Big Bang ” the earth was just a cloud of energetic dust.随着“轰隆”一声巨响，地球就成为一个云团，充满着具有能量的尘埃。

Big Bang(big-bang cosmology) 大爆炸宇宙学。 2.It exploded loudly with fire and rock, which were in time to produce the water vapour, carbon dioxide, oxygen, nitrogen and other gases, which were to make the earth’s

atmosphere.它(地球)巨大的爆炸喷出了烈火与岩石，最终产生了水蒸汽、二氧化碳、氧、氮和其他多种气体，从而形成了地球的大气层。

in time: sooner or later; eventually 迟早;最后。 I?ll see him in time.总有一天我会遇见他。

in time(for sth/ to do sth) : not late 及时;不迟。

She will be back in time to prepare dinner.她来得及回来准备晚饭。 in/out of time: in/not in the correct time 合/不合节怕。

The audience clapped in time to the music.观众合着音乐的节拍拍手。 (sth)be to (do): (something) will definitely happen, or it must happen 不可避免要发生或必须发生。

They said goodbye, little knowing that they were never to meet again.他们彼此说了再见，几乎不知道再也不可能见面了。

She is to be honored for this great work.她(一定)会因这部著作而获得荣誉。 Mr.Clark said to his daughter, “You are to be home by 10 o?clock at the latest.” 克拉克先生对他的女儿说:“你必须在10点之前到家。”

3.Nobody knew that it was going to be different from other planets going round the sun.谁也不知道地球会别于环绕太阳运转的其它行星。

(sb/sth)be different from: not like someone or something else in one or more ways 与„„不同。 City life is quite different from country life.都市生活与乡村生活是非常不同的。

注意:(1)强调different时用very, much, quite, entirely, totally等词。(2)有时，美语口语中用than，英语口语中用to来代替from。

going round the sun 为现在分词短语，作定语，表示一般的动作。例如: Men breaking the law will be punished.Men who break the law will be punished.违法的人要受到处罚。 现在分词短语作定语，也可以表示进行的动作。例如: Can you see the girl dancing with your boyfriend? Can you see the girl who is dancing with her boyfriend? 你能看见与男友跳舞的那个姑娘吗, 4.It allowed the earth to diolve harmful gases, which had become part of the earth’s

atmosphere, into the oceans and seas.它使地球把曾经存在于大气层中的有害气体溶解在海洋里。

allow „to do 允许某人做某事。如: Her parents won?t allow her to stay out later than 11:00 in the evening.她父母不允许她晚上在外逗留超过11点。

Please allow me to explain that I did not have any idea about his arrangement.请允许我解释，我事先不知道他的安排。

但要注意:“准许做某事”应当是allow doing 不是allow to do。如: They shouldn?t allow parking in this street.It?s too narrow.他们不应该允许在这条街上停车，街道太窄了。

Walking on the gra is not allowed.不许踩踏草坪。 5.This encouraged the development of early shellfish and all sorts of fish.这为早期贝类及其他各种鱼类的发育进一步创造了条件。

encourage 鼓励;促进;怂恿

Father encouraged him to study physics but he prefers maths.父亲鼓励他学物理，但他更喜欢数学。

He encouraged me to learn dancing.他鼓励我去学跳舞。 名词后缀-ment加在动词之后表示: 1)行为，例如:argument, betterment, development, treatment.2)结果，例如:arrangement, statement, settlement.3) 工具，例如:instrument, pavement.6.They produced young generally by laying eggs.它们一般是通过孵蛋而繁衍后代的。 by doing 用于说明做某事的手段，方式。如: I don?t think she can help him by just giving him money.我认为她光靠给钱是帮不了他的。 He used to make his living by painting.他以前是靠画画为生。

7.They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space.他们把过多的二氧化碳释放到大气层中，这使得地球上的热不能释放到太空中去。

prevent „from doing 阻止某人做某事。如: His heart trouble did not prevent him (from) going to cla the next day.他的心脏病痛没能阻止他第二天去上课。

Nothing can prevent their plans (from) being carried out.什么也不能阻止他们的计划得以实施。 8.Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.在未来的数百万年中，生命能否在地球上延续取决于这

个问题能否得到解决。

(sth) depend on (sth else): something might only happen or be true if the circumstances are right for it 取决于;决定于。如: “Will you go fishing this afternoon?” “Well, it all depends on the weather.” “你今天下午去钓鱼吗,” “得看天气。”

for millions of years to come 中不定式to come作定语，与前面的名词之间有逻辑上的主谓关系，例如: She is the last person to do such a thing.她是最不像做这种事的人。 【高考链接】 主语从句

一、由what(whatever，whoever)等代词引导的主语从句。What they are after is money.他们追求的是金钱。

Whatever was said here must be kept secret.这里说的话都应当保密。

二、由连词that引导的主语从句。其中that一般不可省略，但若用it作形式主语， that从句后置时，则可省略。为避免头重脚轻，我们倾向用it开头，后接be，seem等。如果句子是疑问形式，就只能用带it的结构。

That money doesn't grow on trees should be obvious.金钱不能从树上长出来是显而易见的。 It is obvious(that)money doesn't grow on trees .显而易见，金钱是不能从树上长出来的。 Has it been announced when the planes are to take off,飞机什么时候起飞宣布了没有, 注意: 1)选用what还是用that引导主语从句要根据关联词在从句中是否担任成分而定。且what(以及whatever，whoever等)引导的主语从句一般不用it作形式主语。 What he said is true.他说的是真的。(what在其引导的主语从句中作宾语。) That China is a great socialist country is well known.(=It?s well known that„)众所周知，中国是一个伟大的社会主义国家。(that在其引导的主语从句中不作任何成分，也无词义，只起连接作用。) 2)it引导的强调句与it作形式主语的复合句不可混淆。it引导的强调句是用来对句中某一成分加以强调，其结构为:“It is(或was)+强调部分+that(或who)„”强调句去掉It is(或was)„that(或who)„框架后，剩余部分为一个完整的句子。

It was I that(who) met Mary in the street yesterday.是我昨天在街上遇见了玛丽。(强调主语) 3)常见的用it作形式主语的复合句结构: *It is+形容词(neceary，strange，important，wonderful，poible，likely，等)+that从句，从句中常用虚拟语气。

It?s neceary that he write something in English.他用英语写点东西是必要的。 It?s strange that she did not go to school yesterday.奇怪的是她昨天没去上学。 *It is+名词(a fact，a pity ，no wonder，good news，等)+that从句

It's a pity that she should have said so.真遗憾她竟然会这么说。 *It is+过去分词(said，reported，decided，unknown等)+that从句 Its said that our English teacher will go abroad next week.据说我们英语老师下周要去出国。 *It +不及物动词(seems，appears，happens， matters等)+that从句

It seems that she is in great need of help.看来她急帮忙。 4)主语为从句时，一般要用单数谓语动词形式;但如果引导的从句作主语、代表复数概念(常可从表语上看出)时，谓语动词则常用复数形式: What we need is water.我们需要的是水。

What we need are useful books.我们需要的是有用的书。

三、由连接代词或连接副词(或if, whether)引导的主语从句。 When they will come hasn't been made public.他们什么时候回来还没有宣布。 Whether I?ll attend the meeting hasn?t been decided.=It hasn?t been decided whether(if) I?ll attend the meeting.我是否参加会议还未决定。 【高考链接】

1 ._____we?ll go camping tomorrow depends on the weather.A.If B.Whether C.That D.Where 2.______she couldn't understand was____fewer and fewer students showed interest in her leons.A .What;why B.That;what C.What;because D.Why;that 3._____ leaves the room last ought to turn off the light.A.Anyone B.The person C.Whoever D.Who 4.These wild flowers are so special I would do____I can to save them A.whatever B.that C.which D.whichever 5.It is pretty well understood _____ controls the flow of carbon dioxide in and out the atmosphere today.A.that B.when C.what D.how 6.___we can?t get seems better than ____we have.A.What; what B.What; that C.That; that D.That; what 7._______ team wins on Saturday will go through to the national championships.A.No matter what B.No matter which C.Whatever D.Whichever 8.______ makes this shop different is that it offers more personal services.A.What B.Who C.Whatever D.Whoever 9.After Yang Liwei succeeded in circling the earth, ______ our astronauts desire to do is to walk in space.A.where B.what C.that D.how 10.______ in the regulations that you should not tell other people the paword of your e-mail account.A.What is required B.What requires C.It is required D.It requires 【巩固练习】

1(____studies hard will pa the exam.A.Whoever B.Any student C.Who D.Those who 2.____the workers insisted on was that they ____more pay.A.That; must be given B.What; be given C.Whether; would be given D.What; should give 3.____he will be sent to Hainan is certain.A.Why B.Whether C.That D.How 4---You look so worried, what has happened? ----It worries me ____I?ve hurt him.A.if B.which C .what D.whether 5.____he said at the meeting astonished everybody present.A.What B.That C .The fact D.The matter 6.Does ____ matter if he can?t finish the job on time? A .this B.that C .he D.it 7.____breaks the law should be punished.A.Anyone B.Whoever C.He D..Whatever 8.____I accept the gift or refuse it is none of your busine.A.If B.Whether C.Even if D.When 9.____said that was wrong.A.Who B.Whoever C.Anybody D.Everybody 10._____ is unknown to us all.A.Where did he get it B.Where he got it C.That where he got D.Which he got it 11.____has helped to save the drowning girl is worth praising.A.Who B.The one C.Anyone D.Whoever 12.It worried her a bit ____her shoes were worn out.A(while B.that C.if D.for 13(I read about it in some book or other，does it matter____it was, A.Where B.what C.how D.which 14(____ is a fact that English is being accepted as an international language A.There B.This C.That D.It 15(I found ____strange that she didn't show any interest in it.A .that B.what C.it D.which 【汉译英】

1.澳大利亚出产羊毛。2.父亲把零钱放进钱包。

3.他们敏捷的行动阻止了火势蔓延。4.你不能永远依赖你的双亲。

5.我们初次见面到如今已有好多年了。【答案及解析】 【高考链接】

1.B 因谓语动词depends on，说明go camping这件事尚未确定。主语从句在句首时，不用if，故用whether。

2.A 本句兼考查主语从句与表语从句。

3.C 此题中有两个不是并列的动词谓语，而Anyone和The person不是连接代词，也不是关系代词，所以先排除A和B;又whoever=the person who,故选C.4.A 本句考查“do what one can(do)”这一句型。用whatever代what语气更强。 5.C what引导主语从句，在从句中做主语，it是形式主语;that引导主语从句时，只起引导作用，不作任何成分。

6.A 主语从句we can?t get后缺宾语，故需用what;而than后分句也缺宾语，仍需用what。 7.D 根据句子结构可知本题考查名词性从句用法，故A、B项排除;whatever与whichever的不同之处在于前者没有范围而后者有范围，而本句中所表达的是在本周六参加比赛的获胜队，是有范围的，故D项正确。 8 A what引导主语从句，在主语从句中作主语。表语从句部分是说明该商店与众不同的具体内容，并未指人，因此排除B、D两项;whatever:anything that „ 意为“„„的任何事物”，不合句意，故排除。

9.B 根据题干中的„to do is„可知主语从句中缺少主语，而选项中能作主语从句主语的只有what。

10.C 此句中it作形式主语，代替后面的that从句，而且that从句内容与require构成被动关系，故C项正确。

【巩固练习】

1.A 2B.3C 4D 5A 6D 7B 8 B 9 B 10B 11D 12B 13D 14D 15C 【汉译英】 1.Australia produces wool.2.The father put the small change into the wallet.3.Their prompt actions prevented the fire from spreading.4.You can?t depend on your parents forever.5.Many years have gone by since we first met.Unit 4 Astronomy: the science of the stars 教材分析和教材重组

教本单元的主要内容是边缘科学、地球生命的起源，万有引力、黑洞和太空旅行等天文材学知识。通过本单元的学习，培养学生对科学的兴趣，激发学生探究科学的热情。 分1.Warming Up部分共有三组问题，第一组问题引导学生讨论边缘科学(Frontier 析 Science)，即以两种或多种学科为基础而发展起来的科学。例如，生物化学是以生物学

和化学为基础的边缘科学。第二组问题探讨科学研究的方法。第三组问题让学生思考 要成为真正的科学家所必须掌握的技能。

2.Pre-reading部分主要让学生弄清楚什么是科学思想，什么是宗教信仰或文化传统。

学生总喜欢听故事或讲故事，在探讨生命的起源的科学道理之前，让学生交流一下有

关宇宙的起源的种种传说，既有趣味性，又能调动学生的相关知识，激活学生的思维。

3.Reading部分讲述了地球上生命的起源。水的形成使得地球有别与其他星球，它使得

地球上生命的诞生成为可能。科学家认为，地球上的生命首先诞生于水中，上百万年

后，陆地上才长出绿色植物，随后出现了陆栖动物和水陆两栖动物。最初的动物靠孵

化繁衍后代，后来出现了哺乳动物，人类也随之诞生了。文章最后讲述的现象发人深

省:The earth may become too hot for the lives on it.它关系到地球上生命的未来。

4.Comprehending部分通过四个选择填空题检测学生对本文核心问题的理解:地球上生

命的起源和延续需要哪些条件?随后通过排序的方式帮助学生弄清本文的行文线索，也

就是地球上生命的起源和发展历程。最后提出两个问题，考查学生的深层理解和推断

能力。 5.Learning about Language部分首先通过英文解释帮助理解课文中的生词，然后，通过

短文填空、词语分类等形式将这些词语用于一个相关的情境中。语法部分也是采用先

发现后应用的学习方法。先通过到课文中找句子，让学生认识主语从句，然后，设置

一个用手机发短信息的情境，让学生进行简单句与主语从句之间的转换练习。最后设

置情境来复习第三单元出现的表语从句。

6.Using Language部分综合训练听说读写的能力。听力部分的内容介绍三位科学巨匠，不仅通过听力填表的形式训练学生捕捉细节的能力，还通过四选一的形式帮助学生找主题思想。在解释对与错的过程中，教师可以适当地介绍一下概括主题的方法。阅读部分是一个科幻小故事，通过“我”和“我的朋友”乘宇宙飞船登月球的经历，介绍了重量、失重和地球引力等科学道理。说和写部分以Visiting the moon为话题，要求学生讨论登月球需要携带的物品和在月球上可能遇到的困难，并要求学生找出克服这些困难的方法。教师可以根据课本上的提示，向学生介绍“先分述后总结”的写作方法。提出问题的解决方案时，要求学生选用适当的“指示”用语。

教1.将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。

材2.将Learning about Language和Workbook的using words and expreions及using 重structures整合在一起上一节“语言学习课”。 组 3.将Using Language设计为一节包括听说读写在内的“综合技能课(一)”。 4.将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说

课”。

5.将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课(二)”。

st课1 Period Reading nd时2 Period Language study rd分3 Period Integrating skills(?) th配 4 Period Listening and Speaking th5 Period Integrating skills(?) Part 1: Teaching Design (第一部分:教学设计) Period 1: A sample leon plan for reading (HOW LIFE BEGAN ON THE EARTH) Aims To develop the students? reading ability To learn something about astronomy Procedures I.Warming up by learning vocabulary Good morning, cla! Today, w are going to take Unit 4 Astronomy: the science of the stars.Before we read the text, let?s turn to page 99 and get familiarized with the vocabulary first.Pay attention to the making of the word.Study the prefixes, roots and suffixes in the words.

Astronaut Yang Liwei II.Pre-reading 1.Looking and saying Have you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet.I will be giving you my theory on this subject.Now look at the screen and listen to me telling you something exciting.科学家透露:宇宙可能有两个

我们的宇宙和一个"隐藏的"宇宙共同"镶嵌"在"五维空间"中。在我们的宇宙早期，这两个

宇宙发生了一次相撞事故，相撞产生的能量生成了我们宇宙中的物质和能量。 2.Talking and sharing Do you know how the universe began? In the 1920s in California, astronomer Edwin Hubble observed distant galaxies using an extremely powerful telescope.He made two mind-boggling(unbelievable) discoveries.First, Hubble figured out that the Milky Way isn?t the only galaxy.He realized that faint, cloud-like

第16篇：高中英语教案 中国特色词汇集锦

高中英语辅导网http://www.daodoc.com/ 高中英语教案 中国特色词汇集锦.doc

中华民族的喜庆节日（Chinese Festival）

国庆节 National Day

中秋节 Mid-Autumn Festival

春节 Spring Festival

元宵节 Lantern Festival

儿童节 Children’s Day

端午节 Dragon Boat Festival

妇女节 Women’s Day

泼水节 Water-Splashing Day

教师节 Teachers’ Day

五四青年节 Youth Day

中国独特的传统饮食（Unique Traditional Chinese Foods）

馄饨 wonton

锅贴 guotie (fried jiaozi)

花卷 steamed twisted rolls

套餐 set meal

盒饭 box lunch; Chinese take-away

米豆腐 rice tofu

魔芋豆腐 konjak tofu

米粉 rice noodles

冰糖葫芦 a stick of sugar-coated haws (or apples,etc.)

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火锅 chafing dish 八宝饭 eight-treasure rice pudding 粉丝 gla noodles 豆腐脑 jellied bean curd 中国新兴事物（Newly Sprouted Things）

中国电信 China Telecom 中国移动 China Mobile 十五计划 the 10th Five-Year Plan 中国电脑联网 Chinanet 三峡工程 the Three Gorges Project 希望工程 Project Hope 京九铁路 Beijing –Kowloon Railway 扶贫工程 Anti-Poverty Project 菜篮子工程 Vegetable Basket Project 温饱工程 Decent-Life Project 安居工程 Economy Housing Project 扫黄 Porn-Purging Campaign 西部大开发 Go-West Campaign 具有文化特色的现代表述

大陆中国 Mainland China 红宝书 little red book 红色中国 socialist China

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四化 Four Modernizations

终生职业 job-for-life

铁饭碗 iron rice bowl

大锅饭 communal pot

关系户 closely-related units

外出打工人员 migrant workers

关系网 personal nets, closely-knitted guild

五讲(讲文明、讲礼貌、讲卫生、讲秩序、讲道德)：the Five Merits focus on decorum, manners, hygiene, disciplines and morals

四美（心灵美、语言美、行为美、环境美）： the Four Virtues are golden heart, refined language, civilized behavior, and green environment

近一季度见诸报端的中国现代特色词汇翻译

基层监督 gra-roots supervision

基础税率 base tariff level

婚介所 matrimonial agency

婚外恋 extramarital love

婚纱摄影 bride photo

黑心棉 shoddy cotton

机器阅卷 machine scoring

即开型奖券 scratch-open ticket/lottery

集中精力把经济建设搞上去 go all out for economic development

价格听证会 public price hearings

甲A球队 Division A Soccer Team

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家政服务 household management service 加强舆论监督 ensure the correct orientation is maintained in public opinion 假帐 accounting fraud 叫板 challenge; pick a quarrel 矫情 use lame arguments 渐进式台独 gradual Taiwan independence 借调 temporarily transfer 扩大中等收入者比重 Raise the proportion of the middle-income group. 扩大内需，刺激消费expand domestic demand and consumption 安居工程 housing project for low-income urban residents 信息化 in&＃102;ormation-based&＃59; in&＃102;ormationization 智力密集型 concentration of brain power&＃59; knowledge-intensive 外资企业 overseas-funded enterprises 下岗职工 laid-off workers 分流 reposition of redundant personnel 三角债 chain debts 素质教育 education for all-round development 豆腐渣工程 jerry-built projects 社会治安情况 law-and-order situation 民族国家 nation state “台独” \"independence of Taiwan\"

台湾当局 Taiwan authorities

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台湾同胞 Taiwan coMPAtriots 台湾是中国领土不可分割的一部分。Taiwan is an inalienable part of the Chinese territory. 西部大开发 Development of the West Regions 可持续性发展 sustainable development 风险投资 risk investment 通货紧缩 deflation 扩大内需 to expand domestic demand 计算机辅助教学 computer-aisted instruction ( CAI ) 网络空间 cyberspace 虚拟现实 virtual reality 网民 netizen ( net citizen ) 电脑犯罪 computer crime 电子商务 the e-busine 网上购物 shopping online 应试教育 exam-oriented education 学生减负 to reduce study load 总裁助理 aistant president 综合治理 comprehensive treatment 安居工程 housing project for low-income urban residents 信息化 information-based; informationization 智力密集型 concentration of brain power; knowledge-intensive

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高中英语辅导网http://www.daodoc.com/ 外资企业 overseas-funded enterprises 下岗职工 laid-off workers 分流 reposition of redundant personnel 三角债 chain debts 素质教育 education for all-round development 豆腐渣工程 jerry-built projects 社会治安情况 law-and-order situation 西部大开发 Development of the West Regions 可持续性发展 sustainable development 风险投资 risk investment 通货紧缩 deflation 扩大内需 to expand domestic demand 计算机辅助教学 computer-aisted instruction ( CAI

网络空间 cyberspace 虚拟现实 virtual reality 网民 netizen ( net citizen ) 电脑犯罪 computer crime 电子商务 the e-busine 网上购物 shopping online 应试教育 exam-oriented education 学生减负 to reduce study load 下岗 laid-off workers

京翰教育中心 http://www.daodoc.com/

)

高中英语辅导网http://www.daodoc.com/

下海 plunge into the commercial sea 下网 off line 小康之家 well-off family; comfortably-off family 新秀 up-and-coming star, rising star 新新人类 New Human Being ； X Generation 信息港 info port 形象小姐 / 先生 image representative of a product or a brand 虚拟网 virtual net 学生处 students\' affairs division 研究生毕业证 / 学位证 graduate diploma/graudate degree\'sdiploma 摇钱树 cash cow 以人为本 people oriented; people foremost 义务教育 compulsory education 易拉罐 pop can 应试教育 examination-oriented education system 舆论导向 direction of public opinion 运球 dribble 在职博士生 on-job doctorate 早恋 puppy love 招生就业指导办公室 enrolment and vocation guidance office 证券营业部 stock exchange; security exchange 知识产权 intellectual property rights

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中专生 secondary specialized or technical school student 中流砥柱 mainstay, chief corner stone 专卖店 exclusive agency; franchised store 自我保护意识 self-protection awarene 综合国力 comprehensive national strength 综合业务数字网 integrated service digital network (ISDN) 公正、公平、公开 just, fair and open 好莱坞大片 Hollywood blockbuster 黄金时段 prime time 假唱 lip-synch 劲射 power shot 拉拉队 cheering squad 来电显示电话机 caller ID telephone 论文答辩 (thesis) oral defense 泡沫经济 bubble economy 票贩子 scalper, ticket tout 拳头产品 competitive products; knock-out products; blockbuster 三角恋爱 love triangle 三 维 动 画 片 three-dimensional animation \" 扫黄 \"、\" 打非 \" eliminate pornography and illegalpublications 申办奥运会 bid for the Olympic Games 实现中华民伟大复兴 bring about a great rejuvenation of the Chinesenation

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市场疲软 sluggish market

素质教育 education for all-around development

筒子楼： tube-shaped apartment

脱贫致富 cast (shake, throw) off poverty and set out on a road toprosperity

网吧 Internet bar

网恋 online love affair

网上冲浪 surf the Internet

网上交易平台 online trading platform

网友 net friend

无人售票 self-service ticketing

无绳来电显示电话 cordle telephone with caller ID

无线应用协议 WAP （ wirele application protocol

The claification for the commodities:

1.frozen food 速冻食品

2.dairy products 牛产品

3.packaged foods 包装食品

4.cleaning supplies 清洁用品

5.personal-care supplies 个人护理用品

6.toys 玩具

7.car-care products 汽车护理用品

8.yard-care products 庭院护理用品

Different stores

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）高中英语辅导网http://www.daodoc.com/

1.Convienience store便利店

2.Grocery store小卖部

3.Supermarket超市

4.Drug store药店

5.Department store商场

6.Discount store打折店

7.Factory outlets厂家直销点

8.Specialty shop专卖店

9.Shopping mall/shopping center购物中心

1.Houshold department: dish 碟子

silverware 银器

cooking utensils 厨具

pots 壶

pans 锅

2.Hardware department: tool 工具

paint 涂料

light-fixture 灯饰

plumbing supplies home improvement products 家庭装修用品

3.Appliance department:

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sewing machine 缝纫机

washer 洗碗机

dryer 烘干机

refrigerator 冰箱

vacuum sweeper 吸尘器

water heater 热水器

washing machine 洗衣机

air comditioner 空调

electric cooker 电炉

microwave oven 微波炉

preure cooker 高压锅

kettle 水壶

chopping board 切菜板

truner 锅铲

cleaver 切肉刀

4.Office supplies executive desk 办公桌

photocopier 复印机

laser printer 激光打印机

floppy disk 软盘

fax machine 传真机

appointment book 记事簿

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stapler 订书机

filig box 档案分类箱

clip 纸夹

stationery cabinet 文具柜

5.Electronics and entertainment department: television 电视

radio 广播

stereos/High-Fi 高保真音响

recorder 录音机

computer 电脑

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第17篇：重大版高中英语教案：《Unit_3_Powerful_Music》

Unit 3

Powerful Music

(Listening, Speaking - Writing)

I.Listening and Speaking（25’）

2．学习方法：

Step1：1）快速完成第1项任务，熟悉几种常见音乐类型的表达法，扩大词汇量。2’

2）一起朗读这些表达法。1’

3）听歌曲”Take Me Home, Country Roads”前半段，确定是什么音乐类型。1’Step2：1）浏览第2项中的词汇。1’

2）听歌曲，勾出歌里出现过的词汇。3’

3）观察这些词汇的特点，大部分都与countryside相关。1’

Step3：1）阅读第3项中的3个句子，预测将要听到的对话的主要内容。1’

2）听录音，对斜体字部分做出选择。2’

Step4：1）观察第4项中的表格，注意听的主要方向是找到对话中女士最喜欢的音乐

类型并总结原因。1’

2）听对话第1遍，检测自己的预测是否正确。1’

3）听对话第2遍，完成表格的填写。2’

Step5：1）阅读第5项表格中的句子，充分理解其句意。4’

2）熟悉蓝色字体部分表示邀请的基本常用句型。2’

3）注意在回答邀请的句子的时候，不能只是简单地回答Yes, NO, OK, Sorry

II.Writing（15’）

1．学习目标：学习如何简单地凭借一首歌曲或乐曲。

2．学习方法：

Step1：再听一次”Take Me Home, Country Roads”，注意从旋律，歌词的含义，歌曲的

风格、歌曲所表达的情感等方面去欣赏这首歌。3’

Step2：阅读歌词，充分理解歌词的含义。5’

Step3：1）思考并回答第2项中的4个问题。7’

2）根据问题下面的提示，结合问题的答案，课后完成对这首歌的简评。

第18篇：教师资格证考试高中英语教案

1.阅读课的教学方案

1.Teaching aims: 1.Train the students’ reading ability.2.Enable the students to realize ...3.Stimulate（激发） the students’ interest and ...2.Teaching methods: 1.Fast reading to get general idea of the text.2.Careful reading to understand the paage better.3.Teaching procedures（程序）： Step1

Lead-in Use some pictures of ...to lead in the topic.Step 2

Pre-reading 1.Play a gue game: ...2.Play another gue game: ...Step 3

Predict（预测）

1.Ask the students to predict what the reading paage talks about according to the title and illustrations（插图） of paage.The teacher can give some clues by talking about the illustrations: ......Step 4

Skimming（略读）

1.Let the students skim the whole paage to get the main idea, then evaluate their predictions.During this activity, the teacher should give some guidance（指导） on reading skills.Main idea of the paage: ...2.Let the students skim the paage and divide it into different parts to find out the main idea of every part an the topic sentences.Part 1 (paragraph 1...) ......Step 5

Careful reading ...（问题）

Ask the students to scan the second part and complete the chart（图表）with information from the paage.Ask the students to read carefully and finish the following tasks: ......（设计一些问题或判断对错等）

2.听说课的教学方案：

Knowledge aims 1.To listen to and understand the listening materials.2.Students can master the following expreions: ...（一些句型） Ability aims 1.Enable students to catch and understand the listening materials.2.Develop students’ ability to get special information and take note while listening.3.Get students to learn and use the expreions of ...Emotional aim 1.Enable students to know more about ...2.Develop students’ sense of ...Teaching procedures Step 1

Lead-in Play a game ...1.Put students into pairs.Give them each two minutes to think of ......（游戏过程）

Step 2

Pre-listening 1.Tell students they will listen to a dialogue about ...2.Give students some directions and make them predict what the listening text is about.Step 3

While-listening 1.Tell students listen to the tape first to get the main idea and decide whether their prediction gist right or not.2.Ask students to listen to the tape again.Let them listen and answer some questions.(Show the questions on the blackboard) 3.Students exchange the information and listen to the tape a third time for checking.Let them have the correct answers.Step 4

Post-listening 1.Give 2-3 minutes to students to ask questions if they have any.2.Show students the listening text and let them read it aloud.3.Let students read aloud the questions and expreions on the blackboard: ...(之前目标里的句型) 4.Make sure they will understand and enable to use the, Then let them in Pairs discu ...5.Get some pairs to act out their dialogue in front of the cla.Step 5

Homework 1.Make sentences with the expreions in the leon.2.Surf the internet to find out more information about ... 3.给一篇文章用来讲语法的课堂设计

Knowledge objectives To learn the use of ...（语法点） Ability objectives

To use ...（语法） correctly and properly according to the context.Emotional objectives

1.To become interested in grammar learning.2.To develop the sense of group cooperation Teaching important points Get students to learn and master the new grammar item: ...（语法） Teaching difficult points Enable students to learn how to use ...correctly.Teaching procedures Step 1

Revision 1.Check the homework exercises.2.Let students dictate some new words and expreions.Step 2

Discovering useful structures 1.Ask students to read through the paage ..., pick out the sentences where ...（语法） are, and then underline ...（语法）

2.Let students work in pairs to translate these sentences and try to understand the use of ...3.Have students observe the sentences and draw the conclusion: ...Step 3

Understanding and summarizing

1.Ask students to work in pairs to finish the following exercises on how ...are used.(Show the following on the screen) ...Step 4

Using structures (Show the following exercises on the screen or give out exercises papers.) Answer the following questions using ......1.Ask students to work in group of four.2.Give them four minutes to finish the work and ask each group to choose the best answers.3.Ask students to choose the best sentences.Step 5

Playing the game Get into groups and play the game: Step 6

Closing down by a quiz.(Show some exercises on the screen.) Let students finish them within a few minutes, then check the answers with the whole cla.

4.写作课的教学方案

Knowledge objectives By the end of this leon the students: 1.will have a better understanding of the structure and characteristics of an advertisement.2.will grasp some useful words and expreions to describe a good restaurant such as: ...Ability objectives 1.To grasp the use of persuasive sentences.2.To improve the ability of in gathering, analyzing, comparing and making conclusion.Moral objectives 1.To improve the students’ learning motivation.2.To make the students become confident.3.To improve their ability of cooperating with each other through discuing.Teaching important and difficult points Task-based approach, cooperating approach and communicative approach. Teaching procedures Step 1

Revision & lead in First check the homework of last cla.Then let the students swap the homework with each other and discu in groups of 4, take notes, find out and category the impreive sentences into 5 kinds of information: ...Step 2

Discuing 1.Show students 4 pictures of ...

2.Ask 3 students to report their work, show them the pictures of ...Step 3

Pre-writing 1.Show them the sample ...2.Read the ...and think over what are the characteristics of ..., encourage some students to analyze and tell their opinion.Step 4

While-writing 1.Ask students to read the requirements on the text.2.Ask them to write the topic sentence first, and then write at least 6 supporting sentences to ...Step 5

Post-writing Let them swap their paage with each other and recommend 3 most succeful ... Step 6

Homework

1.Polish students’ writing and write some more aspects of ...Their final work will be modified and selected, then the most succeful ones will be put up on the English Corner.2.Review the words and expreions in this unit. 5.阅读课的教学方案

Teaching aims 1.To know the meaning and usage of the following words: ...To understand some important sentences in the text and know the structure and usage of inversion.2.To master the micro-reading skills through skimming and scanning.3.To know the ability and knowledge ...and develop the ability of getting information from the paage and dealing with the information.Teaching methods Task-based learning; situational learning; group work learning.The key and difficult points 1.To enable the students to get the main idea of the paage, analyze the structure, and get useful information.2.To train the students of micro-reading skills such as skimming and scanning, and develop their ability of reorganizing and transferring information.Teaching proce Step 1

Pre-reading Question: Step 2

Skimming Questions ( To explain some words and structures.) Step 3

Detailed reading Step 4

Interview Step 5

Summary Step 6

Homework 1.Read and practice the dialogue after cla fluently.2.Find the useful words and expreions in the paage and do exercises on the textbook following the paage to consolidate them.

第19篇：小学英语教案及反思

Unit 1Hello第一课时

授课人：王彩凤

教学目标：

1、听懂、会说 Hello./Hi .Goodbye./Bye-Bye.I\'m ...。

2、通过创设见面打招呼、自我介绍以及道别等情景，让学生学会见面打招呼、自我介绍及道别的日常用语

3、培养学生乐于开口,敢于开口讲英语的习惯，激发学生想学、乐学英语的兴趣和愿望。

教材分析：

在本课时主要学习见面打招呼、自我介绍及道别用语Hello./Hi .Goodbye./Bye-Bye.I\'m ...。为此，教师为学生创设见面打招呼、自我介绍以及道别等情景，使学生了解英语常用用语以及使用环境。教学中，除让学生听懂以上日常用语以外，还应让学生敢说、会说。学生对于打招呼和道别用语Hello./Hi .Goodbye./Bye-Bye.的发音比较熟悉，而对于自我介绍用语I\'m ...的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。

教学重点：

本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说 Hello./Hi .Goodbye./Bye-Bye.I\'m ...。 教学难点：

自我介绍用语I\'m …的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。

教具准备：

1.教材相关人物的面具或头饰

2.为击鼓传花游戏准备相应的道具

3.教材相配套的录音带

教学过程：

1． 热身 (Warm-up)

（1）先给学生播放卡通片，了解所学语言运用的环境。内容为\"迪士尼英语\"中第一课的片段（Magic English----Hello）学生在他们喜爱的卡通节目中了解、学习打招呼用语Hello./Hi ，边看卡通边说英语。学习语言的同时，了解语言所用的环境，兴趣与语境同时创设，学习与兴趣同时存在。[本部分内容根据各校情况可自行改变，用图片来代替，或直接进入下一环节。]

（2）通过看卡通片告诉学生\"卡通\"一词的发音是由英语单词Cartoon一词的发音直接翻译过来的。在现实生活中，我们还有许多的类似之处，有时我们甚至直接用英语的单词来代表某物如CD, VCD, DVD等等。

（3）由于学生是第一次正式接受英语课的学习，教师可在此基础上采取交谈的方式与学生讨论一下英语的作用以及学习英语的意义。不妨请学生说说他们在现实生活中已经了解的英语单词或日常用语。利用蝴蝶页彩图中呈现的我们生活中学生已经会说或较熟悉的词汇如 CD, VCD, DVD, OK! Hi! Yeah! Wow! Bye!等词来激发学生学习兴趣与学习愿望。

2． 呈现新课 (Presentation)

（1）在学生初步了解打招呼用语后，教师播放本课的歌曲 \"Hello\"的录音，自然引出师生之间的打招呼。

T: Hello, boys and girls.Ss: Hello.

（2）教师利用这个机会及时向学生介绍自己Hello, I\'m …/Hi, I\'m …

（3）教师还可带上Sarah的头饰介绍Hello! I\'m Sarah./Hi ! I\'m Sarah.（教师在示范时，应定要用手势语言辅助学生理解。对于初学者来讲，体态语言和手势语可帮助他们理解和记忆，因此教师要适时利用手势和动作甚至表情来配合教学。）

（4）给学生带上Sarah, Chen Jie, Mike, Wu Yifan的面具或头饰，扮演这些人物到讲台前说Hello! I\'m

（5）听录音，通过电子白板来展示Let\'s talk部分的教学内容。

3．趣味操练 (Practice)

（1）游戏。玩\"击鼓传花\"的游戏。首先，将全班学生分为两大组。教师可有节奏地敲击小鼓，两组学生同时开始传花，当老师的鼓声停止时，两组各有一名学生拿到花，这时，拿到花的学生就说Hello, I\'m …/Hi, I\'m …（这个游戏也可用放音乐来代替击鼓，学生可待音乐停止时起立做自我介绍。）

在做此游戏时，教师应提示学生发音，引导学生区分正确、错误的发音。另外，此次练习中，若学生已有英文名字，即可使用，若没有英文名字可先用中文名字代替。若班级学生人数不多，可在此为学

生起英文名字。

（2）让学生自己说说所学用语的使用环境，并让学生自己拟定一个使用所学用语的场所。结合图片，进一步巩固情景。为学生出示情景图，让他们自己说说，在此情景中该说些什么？

清晨，两个小朋友在校门口相遇，猜猜看，他们说了些什么？

上课了，老师带一名新同学进教室。新生Lily该怎样做自我介绍？

下课了，有好几名同学与Lily结识，他们是怎样说的呢？

放学了，同学们相互道别，他们彼此都说了些什么？

（3）两到四个人一组练习自我介绍。在此强调分手时说Goodbye./Bye-Bye。

（4）自由结合或自己下位子了解、结识新伙伴，尤其是了解伙伴的英文名字。再次练习Hello, I\'m …/Hi, I\'m …Goodbye./Bye-Bye。

4．课堂评价 (Aement)

1）让学生看书上的图，看图中人物，想他们在说什么。

2）让学生听录音试跟读。

5．扩展性活动(Add-activities)

（1）将制作面具的材料发给学生。教学生如何给面具涂色，将面具剪下并粘在小木棍上。

（2）学生带上面具，互相打招呼并介绍自己，复习本课所学知识。

（3）提示学生，注意保留面具，以后教学活动中会用到这些面具。 板书设计

Unit 1 Hello

[将\"清晨，两个小朋友在校门口相遇\"的图贴在黑板上，图旁写上Hello/Hi ]

[将自我介绍的图片贴在黑板上，并写 Hello, I\'m…]

[将放学时，师生互道再见的情景图贴于黑板，并写 Goodbye.]

教后反思：学生第一次上英语课，热情很高，个个都很专注地听着。他们对英语的好奇心非常有利于以后的英语学习，我要从多多方面下功夫，保持学生的学习兴趣。本课后学生基本能用英语进行自我介绍， 但I’m的发音，学生不到位。另外，书中各个人物的介绍可以弱化，以免增加课堂容量，挫伤学生积极性。

第20篇：初中英语教案教学反思

篇1：初中英语教案教学反思

本学期的教学工作已经接近尾声，通过一学期的教学，工作中有了许多收获，但同时也遇到了一些问题现反思如下。

一、词汇教学

本册书词汇量大，其中七年级上册有词汇700个左右，下册约450个，八年级上册约450个，下册约400个，九年级全册约500个，合计2500个。词汇量大自然也就增加了教学的难度，但我们又必须让学生掌握，否则难以适应教材的要求。那么我们该采取什么方式来教学单词？

实践证明，传统教学中，靠讲解和机械操练掌握词汇的方法是不行的。尤其在当前中、小学英语脱节，词汇量大，教学任务重的形势下，我们更应注重培养学生自学的能力。我认为我们应做好下列几点：

1.重师范。在教单词时，要求教师自己示范到位，发音清晰，讲解发音要点。同时培养学生认真听，专心看，积极模仿的好习惯。听清后再跟说。确定学生大都听清，模仿正确后，再出示单词卡片，以免分散学生的注意力。对直观的单词配以图片、体态语帮助学生理解。顺利完成音——形——义的逐步过度。

2.重情景。单词是构成语言的三大要素之一。人类思维活动是借助词汇进行的。人类思想的交流也是通过由词构成的句子来实现的。没有词汇任何语言都是不可想象的。因此单词具有语言的意义，应在特定的语境中引出，这样既便于学生理解，印象也深刻。

3.重迁移。在教学中我们应提倡“新旧贯通”或叫“相互迁移”。其实这也是一个很好的学习方法。如：pen--pencil--pencil-box , day--today--Monday--Tuesday--yesterday, all--tall---ball--small 等等。

4.重运用。学习单词的目的是为了运用词汇，并能正确运用到笔头表达之中。在英语教学中创设一定的语言情景，使学生宛如置于一种真实的语言环境中，就能使学生自然而然使用所学习词汇来表达他们的思想感情，从而达到学以至用的效果。如：七年级上册unit3的教学，我们可以让学生带全家照来学校，让学生相互介绍自己的家人，让学生在运用中掌握单词与句型。

二、任务设计

本册书倡导以任务为基础的教学，也就是引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。任务的设计也就是要给学生提供明确、真实的语言信息，使学生在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。那么我们在教学中又应如何设计任务？

1.任务要真实。既要从学生的认知水平和生活实际出发，又要与社会生活紧密相连。如教授八年级上册 Unit 5 时，我们可以设计这样的任务：某同学生日要举行一个晚会，邀请各位同学参加，你是接受还是拒绝，用英语又如何表示？班级要召开新年晚会，你如何邀请科任老师？

2.任务要可完成。如果设计的任务不可完成，将在很大程度上妨碍学生主体水平的发挥。

3.任务要由简到繁，由易到难，层层深入，构建由初级任务到高级任务并由高级任务涵盖初级任务的循环，使教学阶梯式地层层递进。

4.要注意任务的合作性。任务的完成必须依赖于学习者之间的共同合作，每一个学习者在执行任务的过程中，都担当各自不同的角色，都需要提供自己所掌握的信息，在共同完成任务的过程中培养合作精神

三、阅读教学

现在我们流行这样一种说法：一节课老师最多讲15分钟，剩下的要么是开展活动，要么就是让学生自学。《新目标英语》中每单元至少有两篇阅读材料，我们现在一般都采用阅读教学法，通过发现问题、分析问题、解决问题来获得知识，强调自学与合作学习。那么在课堂教学中教师到底要不要讲？究竟应该怎样讲？

叶圣陶先生曾说过：讲当然是必要的，问题可能在如何看待讲和怎样讲。可见教师并不是不能讲，而是要“精要地讲”。再说，只让学生畅抒己见而没有教师精当的讲授和适时的点拨，学生的思维不可能深入；只让学生想象体验而没有教师开启智慧的引导，学生的创新精神很难得到培养；只让学生诵读感悟而没有教师的品词析句，学生的学习势必缺少深度和广度。因此教师作为学生学习的组织者、引导者、促进者，必须从教育规律和学生实际出发，精心设计好自己的“讲解点”。那么，在何时精要地讲呢？

1.自读之前启发讲：即在学生自主阅读之前，简明扼要地揭示阅读要求和重点。

2.重点地方着重讲：对材料中的重点、难点和关键之处，在学生自读、自悟的基础上进行重点讲解，该挖掘处必挖掘，该品味，该讲深讲透的地方必须讲深讲透。

3.疑难问题明确讲：当学生在材料理解上遇到疑难时教师要鲜明地讲，从而为学生解难释疑，让学生正确理解、领悟材料内容。

4.合作中提示讲：当学生在合作学习中不能抓住要点进行有效合作时，教师要进行提示性讲解，以使合作有效、深入。

5.总结时补充讲：在总结一节课、一篇材料的阅读情况时，在学生概括、总结的基础上，教师要及时进行补充，以进一步进行提炼和归纳，从而使总结更加完整、准确。

四、音标教学

本册书中没有突出音标教学，但为了帮助学生掌握单词，改变学生从一开始学英语就处于被动的学习地位的现状，我们必须进行音标教学。那么，我们如何在新形势下教学音标？

我认为可采用先集中后分散的教学原则。这里所说的集中，即首先运用3个左右的学时集中识记26个字母，这期间穿插一些日常英语用语和简短易学的英语歌曲，内容基本上跟教材相符；其次，用2——3周的时间进行字母、音素和音标的教学，教学的重点要放在了解字母、音素、音标三者之间的内在联系，明确各自在拼读单词中的作用，完成48个音素、音标及其相应字母、字母组合的教学，使学生初步过发音、拼读开口关。同时，结合教材生词表上的单词练习拼读，掌握用音、形、义相结合的正确方法识记单词（可以是生词表上部分单词，特别是一些有读音规律的单词），从而使学生初步形成独立拼读的能力，使学生的英语学习从一开始就进入积极主动的学习状态。然后是分散教学，即按照教材所编的教学任务施教。以达到在教学中进一步分散巩固前面所学的字母、音素和音标，确实形成熟练的拼读能力，并进一步学习和掌握单音部分的其它学习内容。

五、语法教学

课本倡导和鼓励任务型语言教学模式。也就是让学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来学习和掌握语言。这套教材图文并茂、实用性强，交际性强。如八年级（上）中的 Unit 6 重点是讲授形容词的比较级，教材中除了少数的几个例句，根本没有提到任何语法规则。但是在教学实践中到底要不要教学语法？语法教学应受到多大的重视？

我认为应该教学语法，应该重视语法教学。当然，我强调语法教学的重要性并不是要回复到传统的语法教学模式中去，而是强调培养学习者的语法意识。Widdowson 在一次演讲中指出，语言由两部分内容组成，一部分是综合的，记忆中的词块；另一部分是分析性的语法规则。语法在语言中起的是调节性的作用，但是这一功能必不可少。不学语法是不可能真正学会一种语言的。事实上，在农村大多数学生在离开课堂之后并没有多少听说英语的机会，他们十分缺少环境英语的反复刺激。而在课堂中学到的毕竟有限，如果让他们掌握了规律，那么在任何时候他们都能通过思考，转化成自己的知识，继而形成语言能力。一旦有了良好的外语交际环境，学生们自然也就能自如地运用。

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