高中英语规范教案模板

推荐第1篇：高中英语学习规范要求（优秀）

英语学习规范具体要求

学科认识规范

英语学习，赢在坚持，热爱阅读，完美人生！ 学习环节规范

早读：目标明确，任务早完成，课前再巩固。声音洪亮，音量提气势，语速保效率。 预习：借助学习资料，理解课文，勾划疑难，上课

认真听讲。

根据习题答案，提前改错，仍有疑问，即是

听课重点。

课堂：课前大声朗读，课上积极参与，主动回答问

题，收获胜过面子！

自习：考试化！——零参阅！零低效！分分必争，

规范涂卡！

重过程！——聪明地利用时间，重视思维过

程。测试成绩反应问题，但不代表一切。

复习：错题整理，写清套题号和整理日期，单选整理不是唯

一，各种题型都收入囊中。

遵循记忆规律，及时有效复习。反复学习，过度学习，

将复习进行到底！

积累：阅读天天有，积累日日毕。

新词积累每天至少8个，句子至少5个。 英文书写规范：下笔要准（定好位置）运笔要稳（认真书写）

收笔要忍（别太心急）

字母大小一致，倾斜方向一致； 标点向左靠拢，单词沿线书写； 刻意雕琢精品，极力征服老师。

People can succeed in almost anythingfor which they have unlimited enthusiasm.

推荐第2篇：高中英语阅读课教案

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

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

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

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

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

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

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

1.Instructions

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

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

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

1) Pair work

2) Cla checking

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

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

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

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

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

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

3.Checking

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

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

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

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

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

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

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

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

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

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

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

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

Work Sheet 1:

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

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

3.Why was the postage much lower using stamps?

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

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

Work Sheet 2:

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

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

B: Then how did they pay the postage?

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

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

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

推荐第3篇：高中英语Module4FineArtWesternChineseandPopArts教案

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

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

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

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

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

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

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

3)Language points ⑴consider 认为 ）.

⑵with复合结构

⑶aim 以…为目标；意欲；打算 ⑷stand 忍受

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

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

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

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

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

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

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

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

develop an interest in“养成对……的兴趣”

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

推荐第4篇：高中英语说课稿 教案

高中英语全英文说课稿模板(精品) Interpretation

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

I have been ready to begin this representation with five parts.Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure. Part 1 Teaching Material

The content of my leon is New Senior English for China Book___ Unit_______.This unit is about____________________ (topics).By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________.At the same time, let the students learn how to____________________ (functional items).From this leon, it starts___________________________(structures).(As we all know, reading belongs to the input during the proce of the language learning.The input has great effect on output, such as speaking and writing.) Therefore, this leon is in the important position of this unit.If the Ss can master it well, it will be helpful for them to learn the rest of this unit. Part 2 Teaching Aims

According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings: 1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)

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

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

(3)The Ss can understand the content of the leon, talk about ___________________ (information) and get their own idea about _______________________________.2.Ability objects (技能目标：听，说，读，写)

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

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

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

(4) To train the Ss’ abilities of studying by themselves and cooperating .3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)

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

(2)Teach the Ss_________________________, put the moral education in the language study.Part 3 the Important and Difficult Points Based on the requirement of the syllabus.

The important points are__________________________ such as ______________.The difficult points are_________________________ for example_____________.Part 4 Teaching Methods

As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language.For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) . 1.Communicative Approach(交际教学法)

2.Whole Language Teaching(整体语言教学法) 3.Task-based Language Teaching (任务教学法)

4.Total Situational Action (情景教学) a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss.At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching Procedure Step 1.Lead-in.(_____min)

___________________________________________________________________

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

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

Step 2.Pre-reading

Task 1.(Individual work, pair work, group work, cla work; _____min) Let Ss _____________________________________________________________ Task 2.(Individual work, pair work, group work, cla work; _____min) ___________________________________________________________________

Now, let’s see what happened to the____________/ let’s check whether it is right or not.Purpose of my design: (1) to get to know something about the _________________.(2) To have a better understanding about the importance of ___________________.Step 3.While-reading

Task 1.(Individual work, pair work, group work, cla work; _____min)

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

Para 1 ___________________

Para 2 ___________________

Para 3 ___________________ „

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

Task 3.(Individual work, pair work, group work, cla work; _____min)

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

Task 4.(Individual work, pair work, group work, cla work; _____min)

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

Purpose of my design: Enable students to understand the given material better by using different reading skills.And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Step 4.Post-reading

Task 1.(Individual work, pair work, group work, cla work; _____min) (接task3)Ask Ss to close books and finish the summary according their notes.

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

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

Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.

Step 5.Homework

1.__________________________________________________ 2.__________________________________________________

Purpose of my design: Homework is so important and neceary for to master the knowledge they learned after cla.It will check whether the Ss achieve the teaching aims.

英语说课稿（英文版）

8B Unit 3 Online Travel

Reading Around the world in eight hours

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

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

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

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

(三)Teaching aims and Demands 1.Knowledge objects

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

To develop the Ss’ abilities of listening, speaking, reading and writing.To train the students how to use their own words to expre their ideas.Ability objects

(1) To develop the Ss’ abilities of listening, speaking, reading and writing.(2) To train the Ss’ ability of working in pairs.

(3) To develop the Ss’ abilities of communication by learning the useful structures.

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

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

(四)Teaching key and Difficult point

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

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

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

Be able to talk about Olympics in oral English.

(五) Teaching Equipment

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

Part Two: The Teaching Methods

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

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

Part Three: Studying Procedures

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

Design of the blackboard

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

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

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

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

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

Step2.Presentation

Learn new words in groups:

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

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

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

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

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

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

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

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

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

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

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

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

Leon One Higher, Faster, Stronger

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

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

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

推荐第5篇：高中英语试讲教案

高一英语Unit 3 Going Places（说课稿）

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

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

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

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

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

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

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

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

Writing本单元的要求是写信。以Sue的口吻给父母写两封信（分别写于周

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

Tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。

Checkpoint 简要地总结了本单元的语法重点，并提供了一些例句。

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

可见一斑。

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

（一）重点

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

（二）难点

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

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

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

3． 学习策略

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

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

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

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

推荐第6篇：高中英语试讲教案

Module 1

Cultural Corner

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

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

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

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

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

推荐第7篇：高中英语阅读课教案：

高中英语阅读课教案：

LESSON PLAN

Time of Leon: 45 minutes Students: Senior Grade One

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

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

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

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

New Words and A Phrase:

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

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

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

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

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

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

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

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

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

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

2) Cla checking

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

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

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

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

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

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

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

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

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

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

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

Yes.

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

system: a set of working ways

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

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

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

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

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

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

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

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

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

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

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

How Did Postage Stamps Come Into Use

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

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

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

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

Work Sheet 1:

Find the answers to the following questions from the paage:

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

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

Work Sheet 2:

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

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

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

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

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

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

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

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

推荐第8篇：高中英语时态 教案

高中英语教案 时态总结

一、时态的内涵

Tense翻译为时态，包含时间+状态两个方面。

时间的划分：过去，现在，将来 状态的划分：一般，进行，完成

状态——实意动词：

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

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

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

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

时间——助动词

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

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

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

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

我昨天去了学校

I went to school yesterday.

好，这是肯定句，那要是否定句呢。 我不是每天都去学校。

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

如果说我昨天没去学校，怎么说呢？

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

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

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

现在来造几个句子，运用一下上面的知识。

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

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

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

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

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

将来完成进行时

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

过去完成进行时

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

再次总结。规则：时间+状态。

一、十六种时态

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

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

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

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

二、时态的表达：需要借助助动词和实意动词

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

Have 现在完成：I have watched TV.

注意： 1.

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

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

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

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

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

过去将来完成进行时

一、结构形式

过去完成进行时由“would have been+现在分词”构成。

二、用法归纳

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

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

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

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

推荐第9篇：高中英语阅读课教案

高中英语教师资格证面试（阅读课）

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

Step 1: Lead-in( warm-up)

Activity 1: watching & talking

Step 2: Pre-reading

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

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

Task 1: Scanning

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

Task 2: Detail reading

Read the paage carefully and do T/F exercises

Step 4: Language Learning

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

Step 5: Summary

Let students summarize what we have learnt and key points.

Make an aement on…

Step 6: Homework

Write an eay about…

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

推荐第10篇：高中英语公开课教案

公开课教案

Xxx

X x

Model 1

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

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

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

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

第11篇：高中英语听说读写课教案

高中英语听说读写课教案、反思及评议（1）

NSEFC Module 4 Unit 2 Working the land Period 5

Listening, reading, speaking and writing

一、教学课型: 听说读写课

二、教材分析 1．教材处理

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

2．教学目标

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

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

3．教学重难点

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

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

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

4．教学方法

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

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

三、教学设计 (一) 总体思路

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

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

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

（二）教学过程

Step1.Revision & Lead—in before listening

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

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

[设计说明]

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

[反思]

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

Step2: While- listening

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

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

[设计说明]

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

[反思]

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

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

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

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

[设计说明]

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

[反思]

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

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

[设计说明]

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

[反思]

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

第12篇：高中英语话题作文教案

高中英语网

话题作文《成功》

一、话题导入

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

二、作文开讲

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

这位老师对一名学习成绩差的同学说：你小学没考上第一名，这

高中英语网

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

1（选材）

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

高中英语网

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

如何熟悉成功？[成功是什么（宏观、抽象）]，

1、话题中的两种成功观，让学生找出来，即文中加横线的部分。

2、现代汉语词典解释：成功就是预期目标的顺利实现。

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

高中英语网

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

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

5、其他（同学们的立意）[成功是什么（微观、具体）]

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

12、教师说：成功

3、清洁工说：成功是天天早晨给人们不多

3、取一个吸引人的标题。（题目）

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

高中英语网

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

4、写自己最擅长的文体（形式）

议论文、

三、布置作业

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

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

高中英语网

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

第13篇：高中英语实习教案(共)

教案一

Teaching Plan for unit1. Advertising

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

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

Inspire the students to say something about advertisement in English;

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

get the general information of advertisement;

know the two branches of advertisement;

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

set up the correct view of advertisements

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

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

教案二

Teaching plan for unit 2.Sports events

Period 2.Reading 1 I.Background information:

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

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

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

Grasp the features of speech

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

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

教案三

Teaching Plan for unit3. Tomorrow\'s world

Period 2.Reading 1

I.Background information:

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

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

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

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

Understand the main idea of the paage;

Know how to read a busine proposal;

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

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

教案四

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

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

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

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

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

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

第14篇：高中英语试讲教案《Breaking_the_record》

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

第二课时 教学目标 (一)知识技能

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

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

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

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

Leading-in (discuion)

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

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

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

records.(过度)

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

Task five

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

来源：中师教育 www.daodoc.com

第15篇：高中英语写作课教案

Task based writing—How to describe a person I.Teaching objectives: Students will be able to:

1.Learn how to write a short paage of a great man.2.Get some useful adjectives for describing a person 3.Develop students’ awarene of waring

4.Get some information about how to write a basic writing.5.Develop students’ writing ability.II.Writing strategies:

1.Learning Book1 Unit 5 Nelson Mandela- a modern hero to get some useful adjectives to describe a person 2.Knowing how to write a basic writing 3.Brainstorm about the topic 4.Finish the writing in group

III.Teaching aids: multi-media equipments (computer, slides, PPT，etc.)

IV.Homework: writing another paage V.Teaching procedures Lead in

Step 1: T.let students think about how to describe a person.Such as \"Mary is a nice girl.\" \"Jim is an outgoing boy.\"

Brainstorming how to describe a person and get vocabulary input.Writing strategy: Get some useful adjective to describe a person and get vocabulary input.Pre-writing Step 2 T presents a short paage about a famous singer to students and asks them to gue that who he is.

Showing students a sample about how to describe a person Find out: 1.Who is he?

2.Find out some useful words, expreion and sentence patterns in the paage

3.If you want to write a composition about a person, how will you write it? While-writing

Step 3 1.Give students a writing topic in the form of a chat and this writing topic is about Nelson Mandela.

2.Tell students that the paage must be written with five sentences.3.Give students time to get key information

Step 4: Ss try to translate the information they get into five English sentences

Sentence Main information

1 When was Mandela born and his hobbies. 2 Mandela\'s experience when he was a lawyer 3-4 What did he do for poor black man in South Africa

5 His famous saying and dream. Post-writing

Step 5 Group work: Discuion

1.Ss check the translation for their partners and discu how to correct their mistakes

2.Thinking: Great people are also famous people, but famous people may not be great people.So what should a great people be? 3.What can we learn from a great person.VI.Sample and Summary

Step 6 Show Ss a poible version for the writing and ask them to find out some useful words, expreions and sentence patterns Step 7 Sum up: How can you do a task based writing

1.Examining the writing topic and ensure the person, tense and writing style of it.

2.Make out an outline which can be translated into five English sentences

3.Translate the information you get into five English sentences 4.Check your composition and discu it with you partner 5.Correct your mistakes if available VII.Step 8: Homework (after cla)

Write an article in the form of task based writing which is about an armle pianist-Liu Wei（刘伟）

第16篇：高中英语作文写作教案

A letter of complaint

金星中学

申义娟

Teaching aims：

Teaching knowledge aims：

Enable students master how to write a letter of complaint.Enable students master the statement and format commonly used in complaint letters。

Enable students to actually apply what they have learned in situations。

Teaching Emotion Aims：

Let students know what should be done in their daily lives when their legitimate rights and interests are violated.Teaching important points：

Writing skills for English complaint letters.Teaching difficult points：

The writing methods of English complaint letters.Teaching props: Multimedia courseware, material and exercise books.Teaching procedure：

Step 1 Greeting and Welcome the teachers to our cla.Step

2Lead in

1 Ask students two questions: When you have problems with faulty goods or services.What should you do? When you are diatisfied with your teacher.What should you do? Step 3 How to write a letter of complaint? Letters of complaint usually include the following stages: 第一段：开头，自我介绍，交代投诉内容，尽可能做到客观礼貌. I am writing to complain / make a complaint about…

I am writing to expre my diatisfaction / disappointment about…

第二段：正文，写明投诉的原因、问题的经过及产生的结果。

The reason for my diatisfaction is...In the first place,... In addition,...第三段：结尾，提出解决建议并希望尽快得到满意的答复，

表示感谢。

I appreciate it very much if you could...I hope you will take my complaints seriously and… Thank you for your consideration and I will be

2 looking forward to your reply.Step 4 Team work After learning how to write a letter of complaint,let\'s write a letter of complaint about your English teacher.Write the composition in groups of four and according to the interview.Step 5 Correct their composition with their deskmates.

Step 6 Show some good compositions. Step 7 Consolidation

Step 8.Homework Enable students complete their composition.

第17篇：高中英语万能教案(阅读课)

高中英语万能教案模板(阅读课) Teaching Aims(objectives) 1.Knowledge aim Students will know more knowledge about XXX.2.Ability aim Through different activities, students will improve their reading and speaking skills.(listening,writing…) 3.Emotional aim After this leon, students will have XXX awarene and they would like to discu different topic with their clamates.Teaching Key and Difficult Points

1.Teaching Key Points Students will learn more about XXX and some new words(phrases).2.Teaching Difficult Points Improve their reading skill and widen their vision.Teaching Procedures

Step 1 Warming-up(3 minutes) Show several pictures of XXX on the multimedia screen and invite 2 students to share their ideas about the pictures.(Justification:Through this step,students will get interested in the topic of XXX.) Step 2 Pre-reading(4 minutes) Teacher will explain some new words and expreions:A,B,C,D,EEE,FFF.(Justification:Explaining new words can help students understand the whole paage easily.) Step 3 While-reading(8 minutes) 1)Global reading: Read the paage quickly.Find the main idea of the paage and topic sentences of each paragraph.2)Detailed reading: Answer the questions: a) How many XXs are there in XXX? b) What is a XX? c) Why does XXX do SSS? (Justification:Students can use reading strategies to get the main idea and detailed information from the paage.) Step 4

Post-reading(5 minutes) Have a group discuion: What do you know about XXX from the paage?Invite each group to share their ideas.Teacher should give them a guidance and summary.(Justification:Students can practice expreing their ideas in oral English with the new words and expreions)

第18篇：高中英语试听课教案

教学目标

知识与技能目标：通过对错误类型的分析，让学生学会短文改错的解题思路和解题技巧。 教学重难点

如何掌握新改错的错误类型以及对篇章的解题方法 教学用具

黑板、PPT、英语资料 教学步骤

Step One: Lead in.1) Greet the students 2) Lead in Step Two : Requirement Altogether there are ten mistakes in the paage.In a sentence two mistakes appear at most.Students can change, delete, add a word.However, students mustn’t correct the eleventh or twelfth mistake.If they correct the eleventh or twelfth mistake, they won’t get any mark as for the eleventh mistake.Step Three: Analyze the types of mistakes and correct the sentences in which there is one mistake.(1) 教师设计课堂活动，依照错误类型，改正有一处错误的句子，形式为抢答.1.Some parents think it is usele for girls go to school.2.Henry did not like his car, that ran badly and often broke down.3.Is teaching kids English as interested as you expected in college? 4.It was kind of them to meet me at the station and drove me to their home.5.Filling with many people, the room is crowded.6.There used to be a church in the front of the room.Step Four: Introduce how to correct the paage to students, and do the exercises.(1) 解题三部曲，即①Read the paage through and get the general idea and tense of the paage; meanwhile, correct the simple mistakes.（改前通读, 强化语篇意识）

②Read the paage carefully and correct as many as ten mistakes.(改中细读，注意语法词汇错误） ③Read the paage again and check the answers.(改后复读，纠正失误，减少差错） （2）篇章练习，教师带领学生共同分步骤做短文改错，强化理论，巩固练习

将学生分成四个小组， 每小组选一名小组长。小组内合作讨论完成改错，各成员将改错结果汇报给小组长，在黑板上展示各小组结果。对得分高小组予以表扬，对得分低的予以鼓励。 My dream school starts at 8:30 a.m.and ends at 3:30 p.m.They are three leons in the morning and two in the afternoon.We didn’t need to do so many homework.Therefore, we have more time with after-school activities.For example, we can do reading for one and a half hour and play sports for one hour every day.My dream school look like a big garden.There are all kinds of the flowers and trees around the claroom buildings.We can lie on the gra for a rest, or sat by the lake listening music.The teachers here are kind and helpfully.They are not only our teachers but also our friends.做题思路：1.先通览全文，掌握其大意。2.了解文章体裁。3.着重文章的动词（时态、语态、非谓语）形式的表达。4.第二遍开始改错。改错要着眼于句子（从主语和谓语、谓语和宾语、定语和状语等）5.改完以后，进行第三遍阅读，对全文进行检查核对，看看是否还有遗漏。

Homework 依照所学知识，让学生成为改错试题的设计者，同桌合作，为一篇改正后的高考真题短文设置十处错误。看学生设置的错误是否和专家设计得一样。此任务的设置有助于培养学生的逆向思维能力， 并让学生了解错误命题人在设置错误时的思路和规律。

第二句: there+be+名词+（某时间）有。所以They应改为There。注意句子开头的第一个字母必须大写。

第三句：考查时态和不定代词。We didn’t need to do so many homework.纵览全文，时态都是一般现在时，突然出现一个一般过去时，实属不正常。所以应将didn’t改为don’t。

名词homework是不可数名词，不能与表示可数的词如many, few, a number of, a good many等连用。所以应将many改为much。 第四句：考查介词搭配。Therefore, we have more time with after-school activities.We have time for sth.意思为：我们有做......的时间。这里介词for可以理解为目的。

第五句：考查名词的复数形式。For example, we can do reading for one and a half hour and play sports for one hour every day.句子中的one and a half意思是1.5或者一个半, 后面的名词必定是复数。所以hour要用复数形式，即：hours。

第六句：考查动词的主谓一致（谓语动词的形式）。My dream school look like a big garden.这句话的主语是my dream school, 是第三人称单数，所以它的动词应该是现在第三人称单数形式。即：looks。

第七句：考查冠词。There are all kinds of the flowers and trees around the claroom buildings.不用冠词的其中一个用法就是：可数名词前通常不用冠词，表示泛指。所以这里flowers和trees均为泛指，不用冠词，去掉the。

第八句：考查动词的时态和动词短语（介词）。We can lie on the gra for a rest, or sat by the lake listening music.此句话含有一个由连词or连接的并列谓语。前面用的是情态动词+动词原形， 而后面的动词则用了一般过去时，这显然不符合连词连接的词性应该一致的习惯。根据全文用的是一般现在时，所有连词or后面的过去式sat应该与前面的谓语动词can lie达成一致，应该改为sit。

listen为不及物动词，不能直接跟宾语，加上一个介词就变成了及物动词，这里与listen搭配的是介词to。

第九句：考查形容词。 The teachers here are kind and helpfully.由连词and连接的两个词，其形式应该是一致的。由are kind得知应该是系表结构，所以后面的副词helpfully应该改为形容词helpful。

第十句：They are not only our teachers but also our friends.此句应用了表示递进的并列连词not only..., but also...不仅......而且......后面接的都是名词，完全符合英语表达的习惯。

第19篇：高中英语全英教案

高中英语教案

I. Teaching focus

1.Realize the damage caused to the world and figure out the reasons.

2.Find ways to stop the earth from being polluted by discuing in groups.

II.Teaching approaches Elicitation, Mutual Interaction

III.Teaching aid Interactive multimedia teaching

IV.Teaching proce

Step 1

Revision 1. Check note-making

Earth: not enough rain, too many cattle, cutting down trees, strong winds Air: smoke from factories, power stations, cars, chemical rain, accidents at power stations and factories Water: waste from factories and cities

Step 2

Presentation

1． Present a series of images depicting the natural beauty of the earth, then the pollution.Highlight the sharp contrast between them.Guide the students to the conclusion: The earth used to be much more beautiful than now; the earth is in danger due to the increasing pollution.

2． Study the map on the textbook, then scan the paages to figure out where on the world atlas the damage has happened.Encourage the students to give out their point of view toward the pollution iue.

Step 3

Audiovisual Learning

The students watch a video on the text, then do the following true or false questions.

1.

Many parts of the world with large population and plenty of crops have become deserts.

T 2. Land may become poor if farmers do not limit the numbers of their cattle.

T 3. Good soil is gradually lost these days as trees are being cut down.

T 4. Air pollution and water pollution are the two causes of the problem that many parts of the world have become deserts.

F 5. Chemicals in the smoke from power stations can travel hundreds of miles in the wind before falling down to the ground in the rain.

F 6. After a bad accident at a nuclear power station, 50% of the trees in Germany were damaged.F 7. The writer to explain how water is polluted uses the examples of the accidents in both India and Ruian.

F 8. Once oceans are polluted, they are not able to clean themselves. F

Step 4

Intensive Reading Read the paages again for some detailed information 1.

To say something about the damage that is caused to the world by pollution, using the information from the text.Try to present poible ways to help solve the problems. Phenomena Causes Suggestions

EARTH The area of desert is growing every year. Cattle eat gra. Limit the number of the cattle.Good soil is gradually lost. Trees being cut down; strong winds blowing the valuable soil away.Plant more trees and try to protect them.

AIR

Air is being polluted. Factories, power stations and cars produce a lot of waste. A lot of things have to be done to reduce pollution.New laws should be paed and people should realize how serious the problem is.

A lot of people died from polluted air in both Ruia and India. There were serious accidents that polluted the air.Trees in the forest are destroyed and fish in the lakes are killed.

Chemical rain.

WATER In some places it’s no longer safe for swimming, nor is it safe to eat the fish.

Factories and cities produce a lot of waste.

Same as above.

Lake Baikal, which used to be cleanest I the world, s now polluted. Waste produced from a chemical factory.2.to summarize the text by giving the main idea of each paage.Earth:

The area of desert is growing and good soil is gradually lost.Air:

Chemicals in the smoke cause a lot of damage and serious accidents took place from time to time.Water: Water pollution is caused by man’s waste. The waters of this great lake have been dirtied and 4800 square km of ocean were polluted by oil. Step 5

Discuion Appoint one student to host the discuion.The rest of the cla fall into groups of 4, changing ideas on the following question.

(1)What kind of pollution can you think of? (2)Why trees are important? (3)What are the causes of water pollution? (4) What can be done to stop land from becoming into desert? (5) What else do we know about the problems that the earth is facing? (6) What steps should we take to save the earth? Step

Role play

The students take turns to play the role of a newspaper reporter, making interviews with heads of factories (e.g.A papermaking factory) which are seriously polluting air and/or water.Record the interviews and compose a report.

Step

7 Aignment （1）Read the additional materials about pollution and do the reading comprehension exercises.

（2）Finish the report.

Thanks for attending this cla!

_____________________________________________________________________________--__

资料

我国环境污染现状令人担忧

据专家估计，中国每年因环境污染造成的损失达到二千八百三十亿元人民币，其中，仅水污染一项，估计一年造成经济损失约五百亿元。

据香港《东方日报》报导，自六十年代至今，中国有环境监测的四百三十二条大小河流中，八成受到不同程度的水体污染，其中大江河经过城镇河段的占二成，支流受污染的占六成，全中国二千八百多个湖泊，凡能接纳城镇污水的，大多出现水体负氧化现象。由于地下水过度开采，京津沪大面积出现土地沉降一点五公尺至二公尺，桂林溶岩区三十米地下水重金属超标十至二十倍。

大气污染造成的经济损失约为二百亿元，由于城市燃煤、工厂排放废气及汽车死气污染，大气中二氧化硫、一氧化碳等有毒悬浮微粒弥漫在城市上空，空气污染导致许多城市肺癌死亡率增至万分之二，全国酸雨覆盖面积已达百分之三十，所有这些损失加起来也等于二百亿元。

而生态环境破坏和自然灾害造成的损失估计高达二千亿元，森林覆盖率由四九年的三成左右，现已下降至不足一成四，草原的严重退化，水土流失面积达一百五十五万平方公里，占国土面积的百分之十六。

同时，城镇建设却仍以每年侵占一百五十万公顷土地的速度发展，破坏自然生态平衡，加上自然灾害带来的损失，每年至少损失二百亿元。

其他污染如固体废物排放、噪音污染等造成的损失也高达一百三十亿元。

专家分析表示，造成环境污染引起的经济损失原因众多，但国家工业规划布局失误，调控措施不力和公民环保意识不强是主要原因。

我的体会；

学习了该教案后，我总结体会两点。

一、该教案在教学设计上非常注重学生能力的培养，充分利用教材和多媒体手段逐步引导学生理解课文，并能进一步升华课文的主题，使学生受到心灵的启迪和道德的震撼。一切都水到渠成。

二、教案所附资料可在课堂中充分被学生利用，使他们的讨论言之有据，会使他们更乐于知识的学习和掌握。这点可以作为我今后很好的借鉴

第20篇：高中英语写作课教案

Book6 Module3 Interpersonal relationship—— Friendship

高中英语写作课教案

Teaching Aims 1.To get the students to appreciating remarks on friendship or friends.2.To enable the students to write a short story about friends or friendships.Teaching Procedures Step 1 Discuion Now, I found 500 pounds in Roy’s pocket.Did Roy steal the money from the charity? Someone says ‘yes’, someone says ‘no’.If Roy did steal the money from the charity, shall I tell the teacher or call the police? If Roy didn’t steal the money, what should I do?

Discu it in groups of four .

Collect answers from students.Draw a conclusion; whether Roy stole the money or not, we help him all the same.Because we’re friends.Friends are the ones we can get help from and we can trust.

In this unit, we have talked a lot about friends and friendship, knowing the importance of friends.And what do you think of a friend or friendship? How to keep friendship?List good qualities and bad qualities a friend may have.Suggested answers: Good qualities:

outgoing hospitable considerate enthusiastic friendly kind polite honest loyal brave positive optimistic smart intelligent modest generous determined responsible mature

Bad qualities:

dishonest unfriendly dishonest rude impolite selfish lazy carele peimistic Brainstorming: Step 2 Writing Describe a problem you had with a friend and give advice on how to keep friends. Suggested expreions: close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to , considerate, warm hearted, honest, 一些有关友谊的名言警句如： On friends and friendship: A true friend is one soul in two bodies.(---Aristotle) A friend in need is a friend indeed.(---Ray) Be slow in choosing a friend; slower in changing.(---Benjamin Franklin) A friend is a present which you give yourself.(---Robert Louis Stevenson) Fate chooses your relatives, you choose your friends.(---Abbe Jacques Deille) A faithful friend is the medicine of life.(---William Shakespeare) The bird a nest, the spider a web, man friendship.(---William Blake) We choose our friend by instinct, but we keep them by judgment.(---Alfred Capus) Friendship is love without his wings.(---George Gordon Byron) True friendship is a plant of slow growth.(---George Washington) Sample: Friendship is one of the most valuable relationship in our lives, it may even last through you whole life.I have a good friend.Sometimes I argue with my friend.For example, once we discued a problem of our homework, as we held different ideas and wanted to persuade each other, we argued a lot.However, after we found the correct answer, the one that was wrong apologized at once.No matter how often we quarreled and what we quarreled for, we are good friends for ever.My favourite proverb says \' friend are like stars, you don’t always see them, but you know they re always there.\' Thats true, indeed friends are willing to help you all the time.When you are down ,friends raise you up with their hearts .When you lose your way, friends guide you and pull you to the right way.When you have sorrow to complain of, friends are always the best ears for you.

So please cherish your friends, because everyone of them is unique and precious.Getting along with friends is just like growing plants.We must use patience, trust, and honesty as fertilizer to make friendship stonger.And never forget ,plants need sunshine, so do friends.Often give them some warm and you will find your hearts are getting closer.

Friendship stands on both sides , so the more you give and the more you will get .Remember, the key is your sincere heart.Step 3 Promotion and Homework 1) Aign another writing task based on the following information: What do you think of a friend or friendship? How to keep friendship? 2） Instruct the students to write and revise by themselves.3) Let the students hand in their final copies.4) Select some good samples to read to the whole cla. Suggested sample: Friendship is the most important things in life.Good friend would like to help you when you met some troubles.Real good friends could put each other in their hearts.Real friendship is like the spring rivers flowing down the mountains, silently.Everybody is looking forward to meeting real friends.How to find real friendship and keep it? I think it is like you planting a big tree.You should choose good seeds and take care of it to make it grow.Almost the same thoughts between each other is on base.Maybe fight also will happen.How to do? To make real friend, you don\'t be shy to explain your thoughts to the other.Try your best to keep friendship forever.It is neceary to tell the truth and respect each other.

教学实施过程：

针对学生这样的实际情况，并受任务型教学法启示“任务型教学理论实际上就是建立在讨论或交流教学思路的基础上的,是交流教学思路的一种发展形态,英语教学要以学生为中心,教师要为学生设计运用语言的环境,通过大量的交流活动总结和掌握语言的规律,并在交流活动中实践,从而达到目的.”我对每模块后的书面表达内容的教学作了调整，这样处理：即把写作课变成讨论和写作并存的活动课，并在活动课中备有相关的多媒体内容或音乐，使学生在真切愉快的情景中搜集写作素材，完成写作内容，最后达到激发学生写作兴趣，提高写作技能并促进其他几种技能的效果。具体教学过程如下：

第一步，确定题目后，教师启发学生思考，回忆写作中所需要的相关词汇，必要时通过多媒体展示相关内容，然后教师在黑板上进行总结或借助多媒体把关键词语呈现给学生.例如外研版教材Book6 Module3 Interpersonal relationship___ Friendship,该模块的写作任务讲述朋友之间所产生的矛盾问题，并提出建议如何保持友谊：Describing a problem you had with a friend and giving advice on how to keep friends教师可先展示一些有关友谊或本班同学相处的图片、幻灯片、音乐等,以激发学生的学习兴趣。然后教师可引导学生说说自己的好朋友，尽可能用到本模块所学过的词汇：close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to, considerate, warmhearted, honest, 等等。

第二步，分组讨论（均匀分配不同程度的学生），要求学生围绕写作话题借助有关词汇，人人动口，积极思维:1.Who is your good friend? 2.How do you become good friends? 3.Have you ever quarreled with each other? 4.What’s the problem? 5.Have you made up? 6.What should you do to keep your friendship? 等, 并让学生各抒己见,提供出不同的词语句型，如1.I’ve known him/her for ...2.We first met six years ago...I remember meeting him/her for the first time 3.We have much in common.4.I not only...but also...5.I suggest that...6.Why not...? 7.Can’t we ...? 8.What about...? 9.Friendship is both...and...10.If we..., we can...等也可提供一些有关友谊的名言警句如：On friends and friendship: A true friend is one soul in two bodies.(---Aristotle) A friend in need is a friend indeed.(---Ray) Be slow in choosing a friend; slower in changing.(---Benjamin Franklin) A friend is a present which you give yourself.(---Robert Louis Stevenson) Fate chooses your relatives, you choose your friends.(---Abbe Jacques Deille) A faithful friend is the medicine of life.(---William Shakespeare) The bird a nest, the spider a web, man friendship.(---William Blake) We choose our friend by instinct, but we keep them by judgment.(---Alfred Capus) Friendship is love without his wings.(---George Gordon Byron) True friendship is a plant of slow growth.(---George Washington) 同时教师提醒学生在讨论中尽量使用正确的时态、语态并用英语交流。这一步也是学生英文写作收集写作素材的过程。教师可参考与到各个组中，帮助学生解决疑难问题，并根据不同的写作内容和各小组的实际水平适当给他们提供一些新的词汇，同时鼓励那些平时不善于言谈的学生开口交流和帮助基础较差的学生。通过不断的教学实践，我发现：在这种活动或情景之下，学生无拘无束，大胆热烈讨论，加之教师的指导，写作的素材自然获得不少。最后每组选一位代表执笔完成书面表达，并在时间允许内在全班朗读；

第三步，教师进行总结归纳： Friendship is a kind of human relations.It is a human instinct to make friends.When in trouble, we need friends to offer us help, support and encouragement.With succe achieved, we also need friends to share our joys..Long live friendship! 同时再次强调写作中所需的时态、语态和学生写作过程中容易犯的错误等关键问题。而后要求学生课后完成各自的写作内容并上交作业。

第四步，作文评价是个意义重大的环节，可采用以下评价机制，包括学生自评→学生互评→教师评价→全班反馈→范文共赏五个环节。

学生参与情况：

运用这种教学方式，我所教的班级学生普遍反映：这种讨论和写作的方式更适合他们，因为气氛活跃，让人觉得轻松，通过小组的讨论、互相帮助和老师的指引，较容易搜集到写作素材,而且参考小组素材再结合自己的观点，就更容易下手写作了。每个小组都能写出较为优秀的文章，而且，学生完成作业情况非常好，能充分运用课上所讲的相关词汇和表达方式，有些同学的文章写得相当好，可以作为范文展示学习。总而言之，这种写作教学法既激发了学生的写作兴趣，又提高了他们的口语表达能力，同时还培养了他们的群体合作精神，而且也达到了师生互动交流。

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