高中英語教案模板(15篇)

教案是教師與學生之間有效溝通的橋梁。教案是教師為了有效組織和實施教學而編寫的一份詳細計劃。下面是小編為大家整理的高中英語教案模板，如果大家喜歡可以分享給身邊的朋友。

高中英語教案模板（精選篇1）

一、 教學內容：

牛津高中英語模塊一Unit 1 （上）

二、教學要求：

1．掌握和校園生活有關的常用單詞、詞組與句型。

2．學會描述校園生活和學校設施。

High school is a time of discovery, learning and hard work!高中是探索、學習和辛勤勞動的時期

Huge campus and low-rise building 學校面積大，沒有高層建筑。

Twelve laboratories are available for different experiments.12個實驗室可供不同試驗使用。

Each room comes with its own bothroom and Internet access.每個房間都有自己的衛生間和英特網接口。

3．學習閱讀技巧：skimming&scanning。

4．語法：定語從句（一）

【知識重點與學習難點】

一、 重要單詞：

access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax

二、重點詞組：

class teacher 班主任

at ease with 和….相處不拘束

school hours學校作息時間

earn respect from 贏得…的尊敬

sound like聽起來象

for free 免費 get a general idea 了解大意

as well as 除….以外, 也

key words 關鍵詞

word by word 逐字逐句地

find one’s way around 認識路

develop an interest in 培養對….的興趣

surf the Internet網上沖浪

【難點講解】

1. What is your dream school life like?

你理想中的學校生活是什么樣子?

這里 dream 表示心目中最理想的. 如 dream team (夢之隊)。

2. Going to a British high school for one year was a very enjoyable and exciting experience for me.

去一所英國中學讀書一年對我來說是一次令人愉快和興奮的經歷。

Going 在本句里作動名詞，它和后面的to a British high school for one year構成動名詞短語作句子的主語。Go to a British high school本來是個動詞詞組，在go 后面加上ing 后，它就具備名詞的特性可以在句子中充當主語、賓語或表語。

動詞的現在分詞和過去分詞都可以作定語，但所表達的意思不同, 現在分詞作定語常表示“令人…”、“正在….”;例如exciting news, sleeping dog; 過去分詞則有被動或完成的意思,常表示“感到….的”、“被….的”,例如： an excited crowd of people, broken heart.

3. I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3.30 p.m.

我對英國學校的作息時間很滿意因為學校大約上午9點開始上課，下午3點半左右放學。

Be happy with=be pleased with, around=about。

4. This means I could get up an hour later than usual as schools in China begin before 8 a.m.

這意味著我可以晚一小時起床，因為在中國學校8點鐘上課。

as adv.同樣地, 被看作, 象

prep.當做

conj.與...一樣, 當...之時, 象, 因為

本單元多次出現as, 用法各不相同,應注意比較。另外as 還可以構成一些常用詞組：as if就好像, as far as就….而言, so as to以便于, as for至于, such as例如，等等。

mean: 意味著, 后面通常加名詞或賓語從句。例如：

The attack of Pear Harbor meant a declaration of war with the United States.

The raise of salary means that I can send my daughter to a better school.

5. He also told us that the best way to earn respect from the school was to work hard and achieve high grades.

他還告訴我們贏得學校尊敬的最好方法是努力學習并取得好成績。

The best way to do sth is to…..結構用來表達做某事的最好方法是….., 例如:

The best way to learn English is to use it as often as possible.

6. I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English.

我發現這兒的家庭作業沒有我原來學校的多，但一開始對我有些挑戰性，因為所有作業都是英語的。

As…..as, 中間加形容詞或副詞,一般要連接兩個相同的句子成分, 請比較下面兩句話:

You hate him as much as I (=You hate him as much as I hate him).

You hate him as much as me(=You hate him as much as you hate me).

Used to 過去常常, 隱含的意思是現在的情況已經不同。例如:

She used to study very hard. ( She does not study so hard any more).

Used to 的否定形式是usedn’t to/ didn’t use to

注意：be used to sth/doing 表示習慣于….

7. Cooking was really fun as I learnt how to buy, prepare and cook food.

當我學著怎樣買菜、洗菜、燒飯時，烹飪真的是一件有趣的事。

fun是名詞,有趣的事情, 副詞really并非修飾它,而是修飾前面的be動詞was

試比較: He is really a funny guy. 和 He is a really funny guy.這兩句意思雖然相同, 但really修飾的對象不同,因此說話的側重點也不同。

8. I do like eating desserts after meals as you mentioned in your article.

就像你在文章中提到的那樣，我的確喜歡在飯后吃甜食。

Do、did在陳述句中，用在動詞前表示強調，可譯作的確、確實。

9. Upon finishing his studies, he started travelling in China.

完成學業之后，他開始在中國旅行。

介詞upon/ on加doing相當于帶as soon as 的時間狀語從句。

Upon finishing his study＝As soon as he finished his study

10. Former student return from China

一位校友重中國歸來

former, past, old 雖然都和過去有關，但 側重點不同。 former：“過去曾經是...的、 前任….”, past: “過去的” old“老的、從前的”。例如: former president前總統，past experience以往的經驗，my old school我的母校。

11. earn, achieve和gain

這三個單詞的基本意思都是“get”但含義不盡相同, earn ：get as the reward of work（掙，得到…作為工作的回報）, achieve ：get what you want by effort(成就,通過努力達到某個目標), gain和“get”的用法最接近，它對得到的方法和內容都沒有具體要求。常見搭配:

earn money/ a living/ one’s respect/ one’s bread, achieve a gaol/ success/ purpose/ high grade, gain experience/ weight/ an advantage over/ time/ the upper hand( 占上風)/ ground(取得進步).

【語法】

定語從句(1)

用來說明主句中某一名詞或代詞（有時也可說明整個主句或主句中一部分）而起定語作用的句子叫作定語從句。定語從句的作用和作定語的形容詞、介詞詞組、分詞詞組相似，有時可以相互轉換，例如：金發女孩可譯作a blonde girl ，a girl with blonde hair或a girl who has blonde hair。定語從句通常由關系代詞that/ which/ who/ whom/ which/ as或關系副詞when/ where/ why引導，這些詞既指代主句中要說明的名詞或代詞, 又充當從句中的某個句子成分。請看例句：

1.Tom is the only person who can keep a cool head in time of crisis.(who指代主句中的先行詞person,在從句中作主 語)

2.Tom is the only friend whom(或who) I can rely on. (指代friend，在從句中作賓 語, 所以常用代詞who的賓格形式).

3.China is no longer the weak nation that she used to be. (關系代詞that指代weak nation，在從句中作表語)

4.The school whose floor space is very limited can’t take in one more student. (關系代詞whose指代the school’s ，從句中作floor space的定語)

5.I like to go to the gym where I can have a work-out after sittiong for a day. (關系副詞where指代主句中的地點狀語gym 在從句中作狀語)

【閱讀技巧】

Skimming & Scanning

Skimming略讀，skim原意是輕輕掠過表面，作為閱讀技巧是指通過瀏覽文章標題，主題句，插圖和圖表等方法了解文章的大意。 Skan, 本意是掃描，這里指用眼光快速掃視書報等材料尋找我們想要的信息。他們的區別在于Skimming是為了了解文章的大意,而Scanning是為了尋找某些具體信息。Skimming & Scanning都是快速閱讀的重要策略，也是信息時代我們必備的技能。尤其是在閱讀英語時，注重練習Skimming & Scanning可以幫助克服逐字逐句的閱讀習慣（如finger-point reading, lip reading），提高閱讀速度。

【補充閱讀】

閱讀這篇文章,根據中文提示和上下文寫出所缺的單詞:

My School Day

I leave home at 6:45 and walk 20 minutes to ______(趕) a bus to school. The bus is a special one just for kids going to my school. The _______(路程) on the bus takes an hour because it has to keep stopping to pick up other students along the way.

When I arrive at school, I______(領取) my Tablet PC from the Flexi (Flexiable Learning Centre). Then I go to my Tutor Room for Registration at 8:30. We listen to announcements to see what special things are happening at school today or this week.

At about 8:50 we leave Tutor Room to go to our First Period. Every day I have a different Lesson the first period. Normally it is Humanities but I also have Maths, Drama and Music, and French on the other days. Each period lasts an hour.

All my lessons are in different rooms and places around the school. Each Room either has a three_____(位) number or a name. The numbers are very hard to remember!. I have different teachers for each lesson. I have a _______(存物柜) where I can store some of my stuff but otherwise I have to carry it all around with my in my bags.

Swipe Cards

Every Student carries a swipe card. We swipe into every lesson to let the school know that we have _____(參加) that certain lesson and to know where we are in case of emergencies.

On the Swipe Card there are two stripes, a black and a brown. The brown is to swipe into lessons and the black is to get into the toilets and buildings.

We can put money on our Swipe cards instead of carrying cash around. When we want to pay for snacks at the Tuck Shop or canteen we just hand over our cards and they deduct the money.

Subjects

Maths, English Science ICT

Drama Music Art PE

Humanities (History, Geography, and Religion) French or Spanish

Time Table

9:00 1st Period

10:00 2nd Period

11:00 - 11:20 Break

During break, I have a snack and play and chat with my friends. Usually we play 'IT' a chasing game. Snow ball fight when it snows is dead fun.

11:20 3rd Period

12:30 4th Period

1:30 - 2:10 Lunch

I bring a packed lunch to school but occasionally I have school dinners in the School______(食堂).

2:10 5th Period

3:10 End of School

Sometimes I stay after school for clubs.

Canteen

The Canteen is open at Lunch Time and Break Time. Most hot food is served only at lunch time. Chips are only_______(買的到) on Mondays and Fridays.

【同步練習】

一、 用適當的關系代詞或關系副詞填空：

1．I still remember the time _______ I first became a high school student.

2. There are many places in London _______ you can buy a cup of coffee.

3. That is the reason _____ he is so keen on school activities.

4. China is a country_______ history can be dated back to 3000 BC.

5. He is driving a car ______ can travel at 150 mile per hour.

6. He has to fly to all the major cities of the world ______ his company has set up offices.

7. The lady _____ we met in the bar is eyeing us from the corner .

8.We are facing the same problem ____ we did years ago.

二、將下列每組句子合成一個帶定語從句的復合句：

1. The anti-Japanese aggression war broke out on July the 7th. It lasted for eight years.

2. On his website we saw some photos. Mr. Lee took these photos in Europe.

3. On the way to school I saw some trees. Their leaves were eaten up by insects.

4. Shelley likes to spend her leisure time in the students’ union. She can meet many international students there.

5. Jane’s father wants her to be a singer. He himself has always wanted to be a singer himself.

參考答案

一、

1. when 2. where/in which 3. why 4. whose 5. which/that 6. where 7. whom/who 8. as

二、

1. The anti-Japanese aggression war which lasted for eight years broke out on July the 7th.

2. On his website we saw some photos which Mr. Lee took in Europe.

3. On the way to school, I saw some trees whose leaves were eaten up by insects.

4. shelley likes to spend her leisure time in the students’ union where she can meet many internatioal students.

5. Jane’s father wants her to be the singer that he himself has always wanted to be.

高中英語教案模板（精選篇2）

高中英語閱讀課文具有題材廣泛、體裁各樣、語言知識豐富等特征，是各單元教學的核心部分，也是培養學生閱讀能力的主要渠道。

閱讀教學傳統模式常常是單一的自下而上模式，只是把課文作為單純向學生傳授語法及語言知識的載體，重在老師的講解，忽視了培養學生的閱讀速度和理解能力；傳統的閱讀理解提問方式也常常停留在對所閱讀文章的表層理解層次上。如何借助這些課文來提高學生的閱讀速度、閱讀理解能力和語言水平呢？這是一個需要師生互相合作的工作。在閱讀課的課堂教學中，教師應精心設計教學程序，讓學生的閱讀和討論交流相互交叉進行，從而使閱讀課既達到提高學生閱讀水平的效果，又能較好地發揮學生的主觀能動性，將接受的信息轉變成交際實踐的內容。通過使用交際化的手法進行閱讀教學，為提高學生聽、說、讀、寫等綜合能力打下堅實的基礎。教學過程由教師、學生、教材、方法四要素組成，這四要素所組成的六對關系只有處于一種和諧的狀態，才能實現教學過程的最優化。在進行閱讀課教學設計時，不能只考慮教師的意志，忽視了學生的主體性。教師在教學中應激發學生思考，讓學生有話可說，并樂于說。

一、設計提問，激發學生的主體思維

二、問題設計是英語閱讀教學的重要手段，是幫助學生理解、鑒賞文章的切入點。教師設計問題，要遵循循序漸近的原則

三、要把問題建筑在學生的注意力和興趣之上，服務于全面提高學生素質水平的目標需要。

高中英語課文大多篇幅較長。課文內容參透了豐富的審美以及科學教育內容。在這些兼顧知識性、趣味性、思想性的閱讀課教學中精心設計既有啟發性又能激起學生探討興趣的系列問題，可以啟迪學生動腦，激發學生思維，培養學生主動學習的習慣。教師設計問題時，要緊扣教材，層層推進，要具有一定的思想梯度。在提問、解答的過程中，教師要啟發引導，以激活學生的思維欲望，幫助學生認知和理解。

二、授之以法，把學習的主動權交給學生

要提高學生的素質，就要培養學生的能力。因此英語閱讀教學中要突出“學”字，從讓學生“學會”轉到培養學生“會學”，授之以法，把學習的主動權交給學生。

1、指導學生認真預習

高中閱讀課文長，難度大，抽象概念內容多，形象思維內容少，語法現象較復雜。因此，對學生來說，認真預習是及其重要的。如果學生沒任何準備走進課堂那么學習肯定是被動的，教師講解什么，學生就聽什么；教師演示什么，學生就看什么。這樣的學習有什么主動性呢？預習看起來是學生的事情，但教師精心指導是十分關鍵的。教師要教給學生預習的方法，指導學生認真預習，并寫出自學筆記、提出自學中遇到的疑難問題。譬如安排學生針對有關問題做些準備，要求學生課前利用工具書預習生詞?？梢越o學生布置問題回去思考。學生只有掌握了科學有效的學習方法，接受新知識才能舉一反三，觸類旁通，更好地做到知識的遷移，并使學生受益終身。

2、鼓勵學生踴躍參與

學生踴躍參與，最關鍵的是教師要充分尊重學生的人格，充分發揮教學民主，為此，教師要妥善引導，要盡最大的努力最大限度地引導學生參與到探索知識的過程中去。為此，要做到：

（1）要營造寬松、和諧、融洽、平等的學習氛圍。

（2）要留下足夠的參與時間和空間。教學不要“滿堂灌”，也不能“滿堂問”，學生能講的，要盡量讓學生講；學生能動的，要盡量讓學生動。

（3）要創造良好的參與條件，提供合適的參與機會，組織學生獨立思考與集體討論。在閱讀課的教學中，教師可讓學生互設情景，就他們感興趣的話題以小組為單位全班展開討論，以達到全員參與的目的。

3、培養學生歸納理解

閱讀的目的就是要獲取書面信息。因而閱讀時不能逐字逐句地去分析語法，而是要快速完成樹材料的閱讀，抓住大意，再深層次地去理解內容。在閱讀時教師可指導學生根據不同題材、體裁的閱讀材料采取不同的歸納形式去歸納材料內容，快速、準確地獵取文章信息，培養學生良好的閱讀習慣。由于閱讀材料題材與體裁的不同，因而在閱讀中還可以從不同角度用各種不同的歸納方式去歸納、理解材料內容，如可以歸納動詞，顯示事件過程；歸納文章人物，突出重點人物等等，從而在閱讀實踐中不斷提高自己的閱讀理解能力。

三、增加語言實踐量，延伸英語閱讀空間

高中每單元一篇閱讀課文所選的文章都是好文章，他們內容豐富，涉及面廣，課文中所反映的中外文化習俗、世界名人傳記，體育競技比賽、飲食衛生習慣等等都喚起高中生的注意和興趣。但是，從培養閱讀能力的角度來看，僅限于課文的閱讀教學是遠遠不夠的。閱讀課的課堂教學內容絕不能只停留在封閉的教室、狹窄的一本書里，而是要面對更廣闊的社會生活，以拓寬閱讀內容視角，擺脫傳統的英語閱讀教材的束縛，以提高學生的能力素質。

每周選擇三到五篇難易適中、兼顧知識性和趣味性的讀物，打印出來發給學生課后閱讀，并要求他們做相應的閱讀理解題。

四、英語閱讀教學應滲透人格教育

培養具有健全人格的人是當前素質教育的目標之一。高中英語閱讀教材是一套集思想性、科學性、趣味性與實用性于一體的好教材，具有很強的思想性。閱讀教學應結合教學內容，寓思想品德教育于英語閱讀教學中，提高學生的政治思想素質。因此，教師要努力挖掘教材中的思想教育因素，以知識為載體，適時適度地滲透思想品德以及愛國主義教育。

此外，在教學中還可根據教材需要利用討論等方式進行教學，融德育教育于教學中，這不僅可以培養和提高學生運用語言的能力，還能使學生受到深刻的思想教育，這不正是素質教育的宗旨和目的。當然，在閱讀教學中滲透人格教育，最重要的還是教師正確地認識英語閱讀教學在人格教育中的作用。

高中英語教案模板（精選篇3）

一、教材分析

(一)教材的地位和作用

本節課是本單元以及本教材的第一節課，本課談論的是：朋友是不是僅限于人類、朋友的真正含義、如何與人相處的問題等關于朋友的話題。本課涉及的有陳述句和疑問句的直接引語和間接引語的掌握和運用等語法要點。學生從初中到高中，來到一個新的學校，同學彼此陌生，不免想起老同學，老朋友。這樣的話題正好能引起學生的興趣。而且本課的內容和語法的啟發性和實用性都很強，能使學生在學中用，在用中學，對綜合提高學生的聽說讀寫能力有較好的促進作用。

(二)教學目標

英語教學大綱規定，通過聽說讀寫的訓練，使學生獲得英語基礎知識和運用英語的能力，激發學生的學習興趣，為進一步學習打下良好的基礎。因此，我制定以下教學目標：

知識目標：

1、掌握和使用陳述句和疑問句的直接引語和間接引語。

2、討論朋友和友誼。

3、學習掌握本課的重點詞匯。

技能目標：

1、學會閱讀的技能——scanningand skimming 。

2、通過談論朋友和友誼，既鍛煉學生的語言運用能力，又培養了學生發現問題、思考問題、解決問題的能力。

3、理解閱讀文段，復述故事。

情感態度：

1、患難之交才是真朋友。

2、知音難得。

3、海內存知己，天涯若比鄰。

文化意識：

認識德國的納粹黨。讓學生了解那段德國法西斯殘害猶太人的歷史，使學生在感受外國歷史文化的同時自然而然的習得語言。

(三)重點與難點

重點：

1、訓練scanningand skimming等閱讀技能。

2、認識朋友的真正含義以及與人相處的問題。

難點：

1、閱讀技能的訓練。

2、陳述句和疑問句的直接引語和間接引語的互相轉換(人稱的變化、時態的變化、指示代詞、時間狀語、地點狀語和動詞的變化)。

(四)教具

本課利用錄音機、投影儀等輔助設備，激發學生的學習興趣，調動他們的積極性，為展開話題提供豐富的材料，使教學收到事半功倍的效果。

二、教法分析

在新課程背景下，教師要成為學生學習的促進者、組織者和合作者。本課采用討論法，主要采用小組合作討論的方式。在讀前階段我就提出問題，讓學生思考討論是不是只有人與人之間才可以交朋友，然后在閱讀中通過安妮的日記向學生說明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓練的基礎上，我再引導學生深入討論幾個與本課有關的話題，展開教師為主導、學生為主體的師生雙邊活動。通過創設真實自然的語言環境，使學生在語言實踐中把語言知識和技能主動轉化為交流能力，變苦學為樂學，從而培養學生大膽用英語進行交際的能力。

三、學法分析

教務于學。傳統教育的弊端是教師“滿堂灌”，只重視怎么教而忽視怎樣學，結果高分低能的現象十分嚴重。為了改變教師牽著學生鼻子走的被動狀態，我通過創設話題，寓教于樂，引導學生自學、自做、自助、自悟，讓學生學會自己動手，收集信息、處理信息，用所學語言去實踐和解決問題，使學生在運用語言的過程中感悟體驗所學語言的規律，培養語言意識，積累語言經驗，形成語言感覺，達到語言運用的目的。從而使學生真正成為學習的主人。

四、教學過程

新課程改革的核心理念是“一切為了學生的發展”。學生的英語學習不僅僅是掌握幾個單詞和句型，更重要的是學會運用語言來交流思想，辦實事。因此我精心設計了以下教學環節：

(一)激趣導入，務于新知

一節課的良好開始，對于整節課教學的順利進行起著至關重要的作用。在Warming up部分我分四步進行：

1、用問問題的形式導入(屏幕顯示)。同時板書Unit 1 Friendship。

Do you have any friends? Are you good to your friends?

Which kind of friend do you think is the best friend?

2、做調查：在Warming up部分有5個問題，我讓學生獨立完成。然后在屏幕上顯示下列表格。

3、調查結果：顯示各得分情況所對應的調查結果，讓學生自行對照。

Grade 1 (5分以下)直截了當，做事果斷，沒考慮不良后果。

Grade 2 (10分以下)能用更合理的方法處理問題，又不傷朋友之間的感情，但自己的利益有時會受損。

Grade 3 (10分以上)不傷感情，又能保全自己利益。

通過調查問卷的形式，引導學生了解日常生活中朋友之間發生的真實問題以及解決這些問題的方法，最后的問卷調查結果讓學生興趣和熱情倍增，這樣能促使學生很快進入語言學習和探究活動中去，愉快的進入學習狀態。

4、學習三句諺語，使學生明確對待朋友和友誼的態度。

A friend in need is a friend indeed.患難之交才是真朋友。

Real friends are few and far between.知音難得。

Long distance separates no bosom friends.海內存知己，天涯若比鄰。

(二)創設話題，教學新知

新課程指出，教師不再是居高臨下的管理者，而是學生學習的促進者、組織者、合作者。

我布置Pre-reading部分的幾個問題啟發學生對“朋友”和“友誼”進行思考，使學生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友。接著讓學生就問題進行小組討論。然后讓個別學生回答問題。

接著屏幕顯示我補充的問題：

Why do you need friends?

What do you think a good friend should be like?

高中英語教案模板（精選篇4）

教學目標：

學生基本掌握meat,rice,noodles,fish,milk.懂得Do you like??”是提問“你喜歡??？”并能作出相應的回答。

通過說唱活動培養學生的英語語感，提高學生的思維能力和語言能力。 通過學習、合作、交流，激發學生的學習動機，培養學生學習的興趣，充分調動學生學習的積極性；把所學語言知識與實際生活緊密結合。

遵循“以學生發展為本”的課改理念，面向全體學生，啟發和引導每一個學生積極主動地參與到學習活動中，培養和提高學生合作學習的意識和能力。

教學重點：

掌握有關食物的英語單詞，談論并詢問他人的喜好。

教學難點：

一般疑問句的用法。

教具準備：

多媒體課件，自制食物圖片。

教學過程：

Step1 熱身運動（反應游戲：Touch your face, Touch your nose）

通過TPR活動，有助于幫助學生集中注意力，做好上課的準備。

Step2 揭示課題

T: 同學們平時都喜歡吃什么食物？

S:肉、牛奶??

T:同學們想知道這些食物用英語怎么說嗎？今天我們就一起來學習。直接點明這堂課的學習任務。

Step3 師生交流

T:出示fish圖片.I like fish.（表現出喜歡的樣子）Do you like fish?引導學生回答 Yes,Ido.

T：Here you are.（做出給對方的樣子）

S:Thank you.

教師可以和多幾個同學練習。

T:出示noodles圖片 Idon’t like noodles（表現出不喜歡的樣子－搖頭）Do you like noodles?引導學生回答 No,Idon’t

教學其他單詞方法同上。

備課思路：師生的真實交流，讓學生感受到語言與實際生活緊密結合，通過

這種自然的方式把新的語言項目呈現給學生，讓學生體驗獲取知識的成就感，培養自信心。

Step 4 Let’s chant (多媒體課件)

noodles noodles是面條 面條noodles細又長

milk milk是牛奶牛奶milk白又甜

fish fish是魚肉魚肉fish鮮又鮮

meat meat是肉類 肉類meat真好吃

把單詞編成chant,鞏固學生記憶，將枯燥乏味的詞匯學習，變得生動有趣。

Step 5 聽歌并學唱歌曲

播放學生比較熟悉的旋律“How old are you?”然后根據旋律改歌詞。 Do you like meat?

唱歌是學生喜歡的學習活動形式之一。在教學中充分利用教學資源，把歌謠作為學習一般疑問句、培養聽力、檢驗知識掌握情況、復習鞏固知識和發展學生語言能力的一種手段。

Step 6 課文教學

老師對學生說：“Ms Smart,Lingling,Sam,Amy,Tom正在吃飯，我們一起來看看他們喜歡的食物是什么?！?/p>

（多媒體課件）呈現活動1，請學生認真聽，試著理解課文內容，聽第一遍錄音后，老師提問：“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”請學生帶著問題聽第二遍錄音，最后，請學生邊聽邊指向相應的圖畫，并模仿跟讀。

Step 7合作學習

每組一個學生拿著食物圖片問同桌：“Do you like??”另一個學生根據自己的喜好回答：“Yes, I do. ∕ No, I don’t.

高中英語教案模板（精選篇5）

一、教學內容

Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)

二、教學目標

在本節課結束時，學生能夠

了解文化遺產的基本概念、本質特點以及基本類型。

通過找讀（scanning）關鍵詞、略讀（skimming) 和精讀 (careful reading)，了解有關琥珀屋的故事。

用歸類法學習詞匯。

用自己的話復述琥珀屋的故事。

運用本課時學習的內容和自己已有的知識討論相關話題。

三、教學步驟

步驟一 熱身

1． 請學生看學生用書p. 1或者PPT中的圖片，兩人一組討論三個問題。教師請幾組學生回答問題，然后綜合大家的看法總結出文化遺產的定義。

2. 請學生說出一些中外文化遺產的名稱，教師寫在黑板上。可以采取小組競賽的形式，比一比看哪組說得多、說得正確。

注：問題中出現了五個生詞。rare, valuable和survive很難根據上下文猜出詞義，教師可以布置學生課前查字典自學其詞義，用法可以留到詞匯課處理。vase一詞通過圖片可以猜出，dynasty可以通過語境猜出。

設計意圖：通過呈現圖片和小組競賽引起學生對本單元話題的興趣，使學生了解文化遺產的概念，為過渡到下一步學習做好鋪墊。

步驟二 讀前

1. 請學生先欣賞教師準備的幾件琥珀飾品或者看學生用書p. 1的琥珀飾品圖片，然后請學生回答問題，并根據課文標題和圖片預測課文內容。

2. 詞匯準備：請學生把書翻到p.89本單元詞匯表，根據要求獨立地找出相應的詞匯。找三個學生分別說出答案，其他學生和教師補充或更正。

設計意圖：通過觀察實物、回答問題，使學生把琥珀和文化遺產聯系起來，從而引入閱讀主題，并讓學生預測閱讀課文內容；通過讓學生根據要求找出相應詞匯教給學生用歸類法學習詞匯，同時為之后的閱讀掃清詞匯障礙。

步驟三 讀中

1. 請學生略讀課文，核查自己預測的內容是否正確。

2. 請學生在再次閱讀課文前先看一下學生用書p.2練習二中的五個問題，然后在限定時間內快速瀏覽閱讀課文的每一段，完成練習二的閱讀任務，確定每段的段意。最后兩人一組回答五個問題。教師請幾個學生分別說出答案，其他學生和教師補充。

3． 請學生再讀一遍課文，根據時間順序在限定時間內找出琥珀屋的歷代主人及當時發生的和琥珀屋相關的事件，完成下面的表格。

4. 請學生兩人一組，仔細閱讀第一段和第三段，歸納琥珀屋能夠成為世界奇觀的原因。

設計意圖：通過略讀課文檢測讀前預測是否正確，并對課文內容有大體的了解；練習二的五個問題分別概括了每段的段意，考慮到高一學生概括能力較弱，采取給出各段段意讓他們分別找出與其匹配的段落的方式降低了難度；通過回答五個問題使學生了解課文的細節內容，明確概括段意的依據；通過填表讓學生學會根據時間、人物等關鍵詞快速確定主要信息；通過仔細閱讀和分析課文重點內容培養學生的分析能力，同時也使他們進一步理解琥珀屋作為文化遺產的理由。

步驟四 讀后

請學生兩人一組根據PPT表格中的提示復述課文，然后教師選兩個學生當堂復述。

設計意圖：通過復述檢查學生對文章大意的了解程度，并檢測學生歸納總結和口語表達能力。

步驟五 討論

請學生四人一組討論問題，每小組確定一個組長、一個記錄員和一個發言人。組長組織并參與討論，記錄員記錄大家的看法，發言人代表小組陳述大家的看法；討論后教師請持不同觀點的小組分別闡述理由，其他持相同觀點的小組補充。觀點沒有對錯之分，但要言之有理，有充分的論據支持自己的觀點。討論時可以參考PPT中的一些表達法。

設計意圖：通過討論培養學生勤于思考的習慣，鍛煉口語表達的能力；同時也增強學生保護文化遺產的意識。

步驟六 作業

設計意圖：通過聽課文錄音并朗讀幫助學生掌握正確的語音、語調；通過讓學生自己找課文中的難句和復習所學詞匯培養其自主學習的能力。

高中英語教案模板（精選篇6）

Teaching ais:

①.T read sectins f a str and sequence then use predictin strategies and lining wrds.

②.T use lining expressins related t tie and sequencing.

③.T use wrdbuilding techniques t fr nuns, verbs, adectives and adverbs.

④.T tal abut and give pinins f fils.

⑤. T practise using the secnd cnditinal fr speculatin

Teaching difficult and ain pints:

T aster the wrdbuilding.

T use the lining wrds.

Teaching aids:

CAI

Teaching prcedures:

Ⅰ. War up

T l at a pictures f Titanic then raise a questin: .Have u seen the fil Titanic? Where did the str happen?

Ⅱ. Speaing

Wr in grups f fur t discuss the tw questins: Have u seen an ther fils abut the sea? What did u thin f the? Tell ur classate.

Ⅲ. Pre-reading

L at the e wrds and find the in the pictures.

Ⅳ. Reading

Tas1: Nw please put Part A, B≈C in the crrect rder.

We can put the paragraphs in rder accrding t (根據):

the pictures

the lining wrds (連接詞) ：上下文相關詞語的連接

Tas2: Read the str again and answer these questins.

1. Wh did the writer’s unger brther fall int the sea?

2. Wh did the bat g twards the whirlpl?

3. Wh did the writer tie hiself t a barrel?

4. Wh didn’t his brther d the sae?

5. Wh did his ld friends nt recgnise hi?

Ⅴ. Language pints:

1. It t less than a single da t change hair fr blac t white.(B)

2. …

3. …

Ⅵ. Please find ut the phrases abut tie sequence in the text

Ⅶ. Wrd building

Ⅷ. Speaing

If I were n a bat ging twards a big whirlpl, I wuld tie self t sething light

高中英語教案模板（精選篇7）

教學目標

To learn to talk about kinds of music

To learn to read about bands

To study The Attributive Clause (in/ for/ with/ by+which/ whom)

To learn to write an e-mail

教學重難點

To study The Attributive Clause (in/ for/ with/ by+which/ whom)

To learn to write an e-mail

教學工具

課件

教學過程

I. Warming up

Warming up by describing

Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.

Warming up by discussing

Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.

Classical music Country music Rock ‘n’ Roll

Rap Orchestra Folk music

Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.

II. Pre-reading

1.Thinking and saying

Have you heard about any of the famous bands in the world? List some if you can.

For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.

2.Listening, talking and sharing

Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.

For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.

Do you know anything about “The Monkees”?

For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.

III. Reading

1.Reading aloud to the recording

Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2.Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from THE BAND THAT WASN’T

dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band

3.Reading to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

1st paragraph: How do people get to form a band?

2nd paragraph: Most musicians meet and form a band.

3rd paragraph: One band started as a TV show.

4th paragraph: “The Monkees” became even more popular than “The Beatles”.

3.Reading and transferring information

Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.

How do people get to form a band?

Members High school students

Reasons They like to write and play music.

Places They practice their music in someone’s home.

Forms They may play to passers-by in the street or subway.

Results They can earn some extra money. They may also have a chance to dream of becoming famous.

How was The Monkees formed and became a real band?

The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones

beginning of the band It began as a TV show.

style of the performance They played jokes on each other as well as played music.

first music and jokes Most of them were based loosely on the band called “The Beatles”.

development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.

changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.

4. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.

Closing down by having a discussion

Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?

For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

Do you agree that the jokes were more important than the music for this band? Give a reason.

For reference: Yes. I think it is the jokes that really attract more fans.

No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.

Closing down by retelling the form of the band The Monkees.

I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.

課后小結

學了這節課你有什么收獲?

課后習題

完成課后習題一、二。

板書

Unit 5 Music

高中英語教案模板（精選篇8）

教學準備

教學目標

1、掌握下列詞匯和短語: reason, list, share, feelings, Netherlands, German, outdoors,Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through,hide away, set down, a series of, on purpose, in order to, face to face,according to.

2、進一步學習有關“朋友”的知識信息，啟發學生對朋友和友誼的思考。

3、了解《安妮日記》的背景知識，在感受外國文化的同時，深刻理解安妮日記的內涵，同時提高學生文化意識。

4、訓練學生一定的閱讀技巧，使他們掌握一些有效的學習策略，從而提高閱讀速度和理解的準確性，并養成一定的'自主學習能力。

5、培養學生快速閱讀的能力、捕捉信息的能力及運用語言進行交際的能力。

6、通過個人活動、小組活動和班級活動等方法，培養學生的合作互助精神，分享英語學習的經驗，感受用英語交流的成功和喜悅。

教學重難點

教學重點:

1、了解《安妮日記》的背景知識，在感受外國文化的同時，深刻理解安妮日記的內涵，同時提高學生文化意識。

2、訓練學生的閱讀技巧，提高學生閱讀速度和理解能力。

教學難點:

對所獲得的信息進行處理、加工和學習，形成有效的學習策略。

教學工具

ppt課件

教學過程

...

板書

Uint1 Reading Anne’s Best Friend

Qualities: easy-going ,warm-hearted ,helpful,…

Questions:

Skimming

Summarize

Discussion: 1> style 2> ideas

高中英語教案模板（精選篇9）

教學目標

To help students learn to express attitudes, agreement & disagreementand certainty

To help students learn to read the text and learn to write diaries inEnglish

To help students better understand “friendship”

To help students learn to understand and use some important words andexpressions

To help students identify examples of Direct Speech & Indirect Speech(I): statements and questions in the text

教學重難點

Words

upset, ignore, calm, concern, settle, suffer, recover, pack

Expressions

add up, calm down, have got to, be concerned about, go through, set down, aseries of, on purpose, in order to, at dusk, face to facer, no longer/ not …anylonger, suffer from, get/ be tired of, pack (sth.) up, get along with, fall inlove, join in

Patterns

“I don’t want to set down a series of facts in a diary as most people do,”said Anne. →Anne said that she didn’t want to set down a series of facts in adiary as most people do.

I stayed awake on purpose until half past eleven…

…it was the first time in a year and a half that I’d seen the night face toface…

教學工具

ppt

教學過程

Hello, everyone. I’m so glad to be your teacher of English. I’d like tomake friends with you, to build up a close friendship with you. Today we shalltake Unit 1. The topic of this unit is Friendship. What do you think friendshipis?

1. Warming up

⑴ Warming up by defining friendship

Hello, everyone. I’m so glad to be your teacher of English. I’d like tomake friends with you, to build up a close friendship with you. Today we shalltake Unit 1. The topic of this unit is Friendship. What do you think friendshipis?

Yeah, there are many explanations about friendship. However, friendship isa relationship that can’t be restricted(限制)by definition(定義). It can only beexperienced. True friendship can exist between any two souls, be it betweenpeople or animals. It can happen at any moment, to anyone. Even to lifelessthings, like a diary, a ball, a friendship can happen.

Then what is your opinion about friendship?

Do you think that friendship is important to our life? Why?

⑵Warming up by learning to solve problems

Nice to meet you, class. We shall be friends from now on. For everybodyneeds friends. But being a good friend can sometimes be hard work. Learning howto solve problems in a friendship can make you a better friend and a happierperson. Discuss the situation below and try to solve the problems wisely.

Common problems among teenagers

Solution

Some of the common problems include forgetting friends’ birthday, notkeeping promises, letting out friends’ secrets and so on.

Maybe we can have a heart-to-heart talk with our friends to ask forforgiveness.

Situation 1: Friends get angry with each other when they try to talk aboutsomething difficult.

Try to understand your friend/ Try to talk about the problem in a differentway.

Situation 2: Friends don’t know how to apologize

Start by telling each other that you are sorry. A simple apology is oftenenough and is a good starting point.

Situation 3: Some friends don’t know how to keep secrets.

Keep your secrets to yourself

Tips on being a good friend

Treat your friends the way you want to be treated. Keep secrets that aretold to you.

Pay attention when your friend is talking. Keep your promises. Share thingswith your friend. Tell your friend the truth. Stick up for your friend.

⑶Warming up by doing a survey

Good morning, class. I am your teacher of English. Glad to be here withyou. Today we shall take Unit 1 Friendship.

To be frankly, I’d like very much to keep a close friendship with you, mydear students, in the following years. How about you then? Ok, thanks. I do hopeto be your good teacher as well as your helpful friend (良師益友).

Now please do the survey on page one.

Add up your score according to the scoring sheet on page 8. You don’t haveto tell your results. You can just keep it a secret.

高中英語教案模板（精選篇10）

教學目標

1. To practise listening comprehension.

2.To practise making decisions and reasoning

教學重難點

1. To practise listening comprehension.

2.To practise making decisions and reasoning

教學工具

課件

教學過程

Step1. revision

1. check the homework exercises.

1). It has been reported that children will be offered free education.

It has been reported that free education will be offered to children.

2). It has been said that we will be offered the latest computer science course book.

It has been planned that the latest computer science course book will be offered to us.

3). I have been told by Peter that I will be lent his notebook computer for a week.

I have been told by Peter that his notebook computer will be lent to me for a week.

2. Question: What can computers be used as?

Step2. Lead-in

As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?

(TV, radio, CD-ROM, DVD, books……)

Step3. Listening (SB)

1. Pre-listening: What are the changes brought by different forms of IT ?

What are the advantages and disadvantages of them ?

2. While-listening:

Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)

Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.

Type of IT Advantages Disadvantages

TV You can both listen and watch. You cannot write to friends.

Web You can find information. It is very expensive.

Radio You can listen to English. You cannot watch a film.

Book You can get information. Sometimes it is out of date.

3. Post-listening:

1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.

I think that….

In my opinion, ….

I believe that….

I agree because….

I disagree because….

I’ve decided that….

2) (group work): Discussion :

Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)

Step4. Speaking

1. Pre-speaking

Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.

2. While-speaking

1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.

Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)

Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)

Supporting an opinion Challenging an opinion

I think that … , because … Perhaps, but what if / about …

First, … Have you thought about …

One reason is that … What makes you think that

I think it is better because… I don’t like it because….

(Pair work )Use the expressions to support your opinion or challenging other’s opinions.

2) Oral report: (individual work )

Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…

3. Post-speaking

Conclusion—What useful expression do we use to make a decision and reason?

(In this way, they can review and use the words and phrases again.)

Step6 Pre-writing

Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.

Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?

Step7 Writing

Say: Write a passage about the result of your discussion! It should contain:

What do you have to do?

What is the child like?

What is the parents’ requirement of the child?

What do the parents want you to do?

What does the child want you to do?

Then what will you do? How do you feel?

Sample writing:

Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.

The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!

So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!

Step8 Assessment

Get the students to assess their writing ability according to the following the questions:

1. Is your composition well developed?

2. Are your ideas well organized to the point?

3. Do you have a good choice of words and idioms in your writing?

4. Do you get a good mastery of complex structures of language?

5. What kind of mistakes have you made in your writing?

Step9: Homework

Write about your discussion. You may begin like this:

Hello, everyone. My name is __X. I’m 321 model android. I work for the Li family….

課后小結

學了這節課，你有什么收獲?

課后習題

完成課后習題一、二。

板書

Unit 3 Computers

高中英語教案模板（精選篇11）

教學準備

教學目標

1. 知識與技能目標

(1)通過閱讀有關曼哈頓的藝術博物館加深對博物館的了解和認識。提高閱讀能力同時學習有關介紹博物館的相關詞匯和表達，并能在特定語境中合理運用。

(2)通過扮演導游對感興趣的博物館進行介紹，提高學生的英語口頭表達能力同時掌握本單元教學目標和要求中的詞匯用法。

(3)通過提供相關詞匯進行對濰坊本地的博物館(濰坊風箏博物館、楊家埠民間藝術大觀園)寫一個宣傳廣告，提高學生的英語寫作能力。

2. 過程與方法目標

(1)通過展現曼哈頓以及曼哈頓五個藝術館的相關圖片激發學生的學習興趣，并激發學生頭腦中相關的背景知識為節課做熱身。

(2)通過閱讀課文利用Skimming 和 Scanning閱讀技能找到每個藝術館的地理位置、藝術特色等相關信息，提高分析處理英文信息的能力。通過尋找描述每個藝術館的關鍵詞培養學生的歸納總結信息的能力，同時為下一個扮演導游介紹藝術館的活動做鋪墊，提供相關的語言詞匯鋪墊。

(3)通過提供相關詞匯進行對濰坊本地的博物館(濰坊風箏博物館、楊家埠民間藝術大觀園)寫一個宣傳廣告，提高學生的英語寫作能力。

3. 情感、態度、價值觀目標

通過學習，使學生了解世界的藝術館，培養學生的文化意識和對藝術的興趣。同時激發學生對家鄉的`自豪感和熱愛之情。

教學重難點

教學重點：閱讀課文、運用文中相關詞匯進行說和寫的活動以提高學生讀、寫、說的能力。

教學難點：在說和寫的過程中如何運用相關詞匯和表達方式來正確、準確、有效的介紹各個藝術館的特點。

教學過程

(一)展示學習目標與小組評價規則

(二)“導入”

展示曼哈頓的相關圖片，展示課文中出現的5個藝術館的圖片及名字。

(三) Fast reading

快速掃讀課文

(四)Detailed Reading: 詳細閱讀

(五)Challenge your speaking(口語能力提升)

提供參考詞匯： Welcome to …

This museum is located in…

It displays(展出) art works in… centuries of …countries, including …

It will appeal to…

You shouldn’t miss…

(六)Challenge your writing (英語寫作能力提升)

Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words

寫作參考詞匯：濰坊世界風箏博物館(Weifang World Kite Museum)

楊家埠民間藝術大觀園(Yang Jiabu Folk Art Museum)

kite 風箏 wood-print new year pictures木板年畫 be located in 位于

…is famous/well-known for …因…而出名 it displays/shows…展出

Here you can enjoy… 在這里你可以欣賞到… artist 藝術家 appeal to 吸引 tourist 游客 it’s well worth a visit 很值得參觀

(七)成果展示

個別學生優秀作文展示

(黑板展示)

展示作文評分細則

教師點評

課后習題

測評練習

測評一：

從文中找出相對應的短語和句子。(預習測評)

1.寧愿做…

2.對…偏愛

3.值得一去

4.吸引

5.在于

6.不僅僅是

7.向…引進(介紹)

8.生活方式

9.貯存于

10. 入場費(門票)

11. 一個…的收藏

12.每兩年

13.健在的藝術家

14.亨利.克萊.弗利克是紐約的一位富豪，于1919年去世，把他的房子、家具和藝術收藏品全部留給了美國人民。

15. 這家博物館展示的不只是看得見的藝術之美，它還向你介紹了古代的生活方式。

16. 館內沒有永久展出，展品都是隨時更換的。

測評二

Writing (寫作測評)

Write an advertisement to introduce one of the museums in Weifang. within80 words

高中英語教案模板（精選篇12）

第一部分：熱身

快速應答：

1.How are you going to school everyday?

2.Thank you very much for your help.

3.Would mind my opening the window?

4.What day was it yesterday?

5.Whats the weather like today?

第二部分：朗讀

口語朗讀技巧：

1.聲調與降調

I have three English books, two Chinese dictionaries and five pens. Do you have a map in your hand? Yes, I do.

2.連讀：將前一個單詞最后的輔音與后一個單詞開頭的'元音連在一起朗讀。 half an hour ran out of not at all

3.失爆：當相鄰兩個爆破音在一起時，往往給前面一個爆破音留一個位置，但不

爆破，稍停隨即發后面的爆破音，這種現象稱為“失爆”。 hot bath the next day a good deal of I don’t believe I don’t know I want to say

朗讀練習：

1. A smart housewife was told that there was a kind of stove which would only

consume half of the coal she was burning. She was very excited, and said: "Thatll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!"

2.The little boy did not like the look of the barking dog.

"Its all right," said a gentleman, "dont be afraid. Dont you know the proverb: Barking dogs dont bite?"

"Ah, yes," answered the little boy. "I know the proverb, but does the dog know the proverb, too?"

高中英語教案模板（精選篇13）

一、 教材分析：

學生在度過一個假期后，英語知識較生疏，教師應當復習好以前單詞，為學習新知打下基礎。Ｌet’s talk A部分很好地體現了這一點。Good morning We have a……復習民第一冊中內容。“I’m from America”這一句為B Let’s taik“Where are you from？做了鋪墊，教師應充分注意這一點

boy、girl 、teacher student 、meet等單詞又是第一次出現，也需要我們特別關注。

二、教學目標：

1、能夠得簡單地表達自己心情，如：nice to meet you welcome back to school

2、能夠聽懂并回答 Where are you from？

I’m from

3、認識、會說字母A——E

4、掌握A、B Ler’s talk中單詞。

5、理解A、B Ler’s talk中內容。

三、教學重、難點：

能夠聽懂并回答 Where are you from？

掌握A、B Ler’s talk中單詞。

理解A、B Ler’s talk中內容。

四、課時安排

第一課時 A lLet’s talk Let’s learn B Let’s sing

第二課時 A Let’s practise Let’s play Let’s chant

第三課時 B lLet’s talk Let’s learn

第四課時 BLet’ssay Let’spractise

第 五課時B Let’s Let’s

第六課時 C story time

高中英語教案模板（精選篇14）

教學目標

本單元對話課復習了有關問路及應答用語，要求學生用所學語言自編對話描述所在學校、區域或城市;

本單元介紹了美國的迪斯尼樂園及其創始人Walt Disney艱苦創業的生活經歷。通過本單元教學，要求學生掌握迪斯尼樂園的概況，并可根據提示復述沃爾特?迪斯尼奮斗的生活簡歷。引導學生意識到只有通過自身的努力，艱苦奮斗，才能收獲成功的`道理。同時，設計問答練習，提高學生閱讀能力。

作為高二的起始單元，此處復習了賓語從句的用法，通過課文閱讀，完成練習冊后練習，學生需熟練掌握此語言項目，并準確運用到口頭及書面表達中。

對話教學建議

Step 1聽錄音

教師放對話錄音，放完兩遍之后，教師根據對話內容提出一些問題。

1.What were they talking about ?

2.How to answer the first /second/third/forth/fifth visitor question?

Step 2 練習

組織學生五個人一組，練習對話三至五分鐘。教師請幾組同學到前面表演。

Step 3改寫

將對話內容改寫為一篇短文，要求學生用本課的地點名稱如：

Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building

比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….

Step 4 討論

If you are visitor, How to ask the way to the stranger at first?

Step 5總結

教師提問學生們，歸納和總結對話用語。

Asking:

Where is …...

How can I get to…

Which is the way to…

Could you tell me if…

Could you tell me the way to…

Answering:

Go straight ahead…

It’s behind …/in frond of/

Go down this street…

教材分析

本課的日常用語用語是有關對話asking the way and responses,這樣的問路用語在初中都以學過，所以對話不在是個難點。本課的兩篇閱讀文章是有關人物，沃爾特·迪斯尼。難點在于第一篇是了解他的生活經歷和艱苦創業。第二篇是我們眾所周知的Disneyland，兩篇文章結合著學過的語法知識賓語從句在里面，這也不是學生們所要了解的重點。

高中英語教案模板（精選篇15）

一、 教材分析

1、單元背景分析

本單元討論的話題是“世界英語”介紹了英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。尤其介紹了英美語言的差異，讓學生更進一步了解學好英語的必要性和其重要意義。促使學生了解英美語言在詞匯、拼寫、語音等方面的區別。使學生在認識到學好英語的重要性的同時，更加熱愛自己的祖國，從而培養他們的祖國意識。

2、教材內容分析

w 本課是高中一年級英語上冊 ，unit 2 English around the world 中的Reading.

w 本單元的中心話題是“世界英語”，具體涉及“英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義，以及英美語言的差異”。本課的語言知識及語言技能主要是圍繞“世界英語”這一中心話題進行設計的。

w 本課時主要分為兩部分:

1）Pre-reading. (讀前準備)

“ 讀前準備”部分是Reading的前奏，此部分設計了兩個問題，誘發學思考。通過對問題的討論和比較，讓學生明白學好英語的重要性。

2）.Reading (閱讀)

“閱讀”部分文體為說明文，全文共分三個段落。全文闡述了一個鮮明的觀點：英語的確是當今世界范圍內使用最廣泛的一門語言之一，也是聯合國的工作語言之一，它的重要作用是其他語言不可替代的。

3）Post-reading（讀后）

“讀后”部分共設計了兩類題型：第一部分是和個問題，其中前面兩個是細節理解題；第三題是一個開放性題目，鼓勵學生把英語學習與現實生活相結合。第二部分是填空形式，幫助學生梳理文章，掌握文章主要細節，概括中心思想，實為文章的一個綱要。

三部分均以提高學生閱讀能力為主，所以將此三部分有科學地整合成一節閱讀課。

3、教學重點

1）、使學生在認識學好英語的重要性的同時，更加熱愛自己的祖國。

2）、發展學生的閱讀能力，尤其是歸納總結，猜詞和查讀（scanning）的能力。

3）、使學生通過交際性任務和合作的機會，培養他們用諺語思維和交際的能力。

4、教學難點

1）、使學生在認識到學好英語的重要性的同時，更加熱愛自己的祖國，從而培養他們的祖國意識。

2）、與同伴一起討論并找到解決問題的方法。

5、教學目標

根據課文特點及新課標對高一年級學生英語學習能力的要求，本課的教學目標我定為以下幾方面：一、語言目標，二、情感目標。

1. 語言目標

本課為閱讀課型，是一篇說明文，涉及了英語在當今世界范圍內人們生活中扮演的`不同角色及其重要意義。尤其介紹了英美英語語言的差異。通過閱讀使學生了解“世界英語”的一些基本概況，包括它的重要性和英美英語的差異。教師根據課文內容用不同的形式來訓練學生，提高閱讀技能。由于課文講述的是世界英語的話題，學生會感興趣。為了引起共鳴，可把課文與生活中經歷結合一起討論。本課的目的是使學生提高聽、說和閱讀能力，更深的了解學好英語的重要意義。從而激發學生學習英語的興趣。

2. 情感目標

讓學生領會英美不同文化差異和風俗習慣， 領會語言豐富多彩性和發展變化的特征，使學生在認識世界英語在人們生活中扮演的不同角色的同時，更加熱愛自己的祖國，從而培養他們的祖國意識。培養他們的跨國文化意識和世界意識。

二、說教法

教學環環相扣，設計緊湊。先利用學生感興趣的話題引起興趣，然后帶著問題有目的地閱讀文章。通過回答問題掌握細節，理清線索，再從整體上把握它的結構、特色，學習用英語歸納以及復述，最后以拓展課文知識小組活動完成這節課的整體教學。使他們掌握閱讀技巧的同時也增加了見識。在小組討論過程中，學會用已學詞、句表達出自己的觀點。學生通過體驗、實踐、討論、合作和探究等方式，發展聽、說、讀、寫的綜合語言技能。

為了能很好地突出重點，突破難點，圓滿完成教學任務，取得良好的教學效果，我抓住重點，聯系實際，以學生為主體，教師為主導，讓學生集中練習。為了激發學生的興趣愉快地學，我采用閱讀、快速閱讀、判斷正誤等教學方法，讓學生充分體現課堂教學“主體者”的身份。

三、說教學程序

1、導入：首先在學生對英語是世界上最廣泛使用的語言和越來越多的人在學習英語現有情況了解的基礎上，引出問題“Do you know how many countries use English as their mother tongue？Do you know something about English around the world？”在學生思索時，引出課題English around the world。接著再詢問學生：What language has the largest number of speakers in the world? What language is the most widely spoken and used in the world? How many countries do you know use English as their mother tongue?使學生對本節課的話題有進一步了解，而且很有興趣了解“世界英語”的具體情況。從另一個角度，先給學生一個語言上的input。激發學生的興趣和欲望.

2、Pre-reading （讀前準備）：在學生回答了以上問題后，我讓學生看這一部分課本上所設的兩個問題： 1) How many languages do you speak? Which is your native language? 2) If you speak more than one language, in what situation do you use the languages?讓學生仔細思考后回答。教師不必忙著下結論，誘導他們從書中去思考尋找答案，激發他們探究的興趣。

3、Reading：使學生了解英語在當今世界范圍內人們生活中扮演的不同角色及其重要意義。

任務 1：Listen to the tape ，聽錄音，然后讓學生盡力得出大意并且回答問題

1. How many countries are there where the majority of people speak English?

2. How is English used in Hong Kong?

3. What language should we use on the Internet so that we can communicate with people around the world ?

任務2：讓學生帶著問題閱讀課文（scanning）。有目的性閱讀是閱讀訓練一種技巧，并且提醒學生不用太多花大多注意力在地名和新單詞上面，集中精力探究文章內容。閱讀后學生給出答案

（教師不要袖手旁觀，可以給學生必要的引導和幫助，發展學生的自主學習能力，真正的成為學習的主體。）

任務3：根據課文內容，判斷句子對與錯。

1、There are more than 42 countries where the majority of the people speak English in the world.（）

2、There are more than 37,500,000 people who learn English as a second language.（）

3、New Zealand, South Africa, the Republic of Ireland and the Philippines use English as their mother tongue.（）

4、More than 750,000,000 people learn English as a foreign language.（）

5、English is the only one working language of most international organizational trade and tourism.( )

（此設計是為了檢查學生是否理解文章大意和一些重點細節。）

任務4：根據課文內容，完成以下五道閱讀理解題。

1、 According to the text, which is TRUE about those who use

English as a second language?

A. English is also their mother tongue.

B. They use more than two official languages in their country.

C. People enjoy talking to their family members at home in their native language.

D. They learn English at high school for about five years.

2、 What’s the situation of English used in China?

A. Most Chinese students learn English at school as a foreign language.

B. All Chinese students speak English as a foreign language.

C. The majority of Chinese students speak English at school as a second language.

D. The majority of people in Hong Kong use English as their mother language.

3、 What’s the main idea of the passage?

A. There are more than 42 countries where th majority of the people speak English in the world.

B. More than 750 million people learn English as a foreign language.

C. English is the language of global culture such as popular music and the Internet.

D. English is the language which is the most important and widely used in the world today.

4、 Which is right according to the text?

A. Native speakers of English might find it unnecessary for them to learn a foreign language.

B. English will be the only English to be used in the future.

C. English is the working language of most international organizations, international trade and tourism.

D. With the development of China’s economy, Chinese will be more and more important than English.

5、 Which is WRONG to answer the following questions.

Why is it becoming more and more important to have a good knowledge of English?

A. More and more people will become interested in English.

B. English is one of the working languages of most international organizations, international trade and tourism.

C. We can communicate with people around the world everywhere through the Internet by using English.

D. English has developed into the language most widely spoken and used in the world.

（這活動幫助學生梳理文章，掌握文章主要細節，概括中心思想。教師對學生的表現要及時給予評價：或表揚、或鼓勵。讓他們體驗到成功的喜悅，努力的收獲。因為愉快的體驗會化為下一次成功的動力。）

4、Post-reading（Group-work）：

任務5：分小組討論：1）Why is it becoming more and more important to have a good knowledge of English? 2） In which countries do we find most native speakers of English? Give the names of three counties. 3） Living in China you can use English every day in different situations. Give two examples.給學生五分鐘的時間分組討論，然后讓每組的代表給出答案（完成本課教學目標）。 教師在布置任務后，應監控各小組的活動，適當的時候可以參與到學生的活動中去。在活動中，教師多用評價性語言：Marvelous /Excellent /Fantastic /Well done/Great…

（這項任務型活動，使學生有機會表達自己的看法與觀點，同時，讓他們學會合作，發展與人溝通的能力。進一步提高語言實際運用能力，使學生的思維能力、想象力、協作和創新精神等綜合素質得到發展。）

5、Summing-up（總結）

Through learning this passage, we have got to know that English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the new century. With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life. So it’s no doubt that everyone should have a good knowledge of English. And I hope everyone in our class can make an effort to learn English well. But on the other hand, it doesn’t mean English is better than Chinese. We must keep it in mind that one’s mother tongue is the most beautiful language in the world. The reason why we learn English is that we should thus be more capable of building up our country. (這是個很好的機會引導學生在領會學好英語的重要性的同時，更加熱愛自己的祖國，從而培養他們的祖國意識。It’s a good chance to lead the students to love our own country as well

as to learn English well.)

6、布置作業

1、課后熟讀課文；

2、完成Post-reading Ex.2。