高中全英文教案模板范文。

在教學(xué)工作者實(shí)際的教學(xué)活動(dòng)中，總不可避免地需要編寫教案，教案是教學(xué)藍(lán)圖，可以有效提高教學(xué)效率。那么大家知道正規(guī)的教案是怎么寫的嗎？以下是小編幫大家整理的高中英語教案，歡迎閱讀，希望大家能夠喜歡。

高中全英文教案模板范文 篇1

教學(xué)重難點(diǎn)

教學(xué)目標(biāo)(這部分謝3點(diǎn)，按照USE的目標(biāo)寫)

(1)學(xué)習(xí)建議信的結(jié)構(gòu)、語言。

(2)討論學(xué)校建筑物設(shè)計(jì)中行走不便的學(xué)生的需求。

(3)給校長寫一封建議信。

(4)繼續(xù)培養(yǎng)對(duì)殘疾人的尊重和關(guān)愛意識(shí)。

教學(xué)過程

Step 1Warming-up and lead-in (5 mins)

(1)導(dǎo)入

用本單元的閱讀文Marty’s story來導(dǎo)入，引出殘疾人的話題。

T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?

(He has a raremuscle disease.)

Yes, he’sdisabled.

But is Martyleading a miserable life due to his disability?

(No.)

He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.

(2)揭題

教師通過展示我們學(xué)校的圖片以及通過采訪班上一位曾經(jīng)有行走困難的學(xué)生，點(diǎn)出學(xué)校有些地方可能對(duì)行走困難學(xué)生帶來不便。然后說明教學(xué)目標(biāo)：閱讀一封建議信，討論學(xué)校設(shè)施中可以改進(jìn)的地方，以及寫一封給校長的建議信。

T: We are lucky tobe able-bodied and study in such a beautiful school.

But every now andthen, I find such students in our school. What are their problems?

(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)

T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?

Do you find itdifficult to walk around in our school with a walking stick?

Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?

(Yes.)

T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?

So in today’slesson, we are going to

1. read asuggestion letter

2. discussproblems with the school facilities

3. write a suggestionletter to the headmaster

2 Reading (15 min)

本課是讀寫結(jié)合的綜合語言實(shí)踐課，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表達(dá))的模式。沒有優(yōu)質(zhì)的輸入就沒有優(yōu)質(zhì)的輸出，因此通過閱讀建議信來理解建議信的結(jié)構(gòu)、目的和寫作手法，是本節(jié)課的重要環(huán)節(jié)，是USE種的第一步U(Understanding)。

(1)學(xué)習(xí)建議信結(jié)構(gòu)。

建議信是正式信件，學(xué)生以前在課堂上沒有接觸過，因此要點(diǎn)出建議信的結(jié)構(gòu)。

T: This is aletter to an architect. What information can we get in this part?

(receiver’s nameand address.)

What’s this partabout?

(sender’s name /signature)

From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.

It is the mostimportant part in a suggestion letter, which is called the body.

(2)通過閱讀了解主旨大意。

T：The main body can be divided into three parts. Whatare they?

(1, 2-6, 7)

T: Whats thepurpose of the 1st paragraph?

(To give thearchitect the purpose of writing the letter.)

Whats the purposeof the last paragraph?

(To persuade thearchitect to adopt her suggestions.)

(3)通過閱讀學(xué)習(xí)寫建議信策略

建議信的目的是讓人接受所給的建議，一要讓讀者對(duì)你的建議一目了然，二要讓讀者覺得你的建議有道理，樂于接受你給出的建議。因此，通過閱讀學(xué)習(xí)寫作策略是非常重要的。

a)數(shù)字和斜體的運(yùn)用

T: Now, let’s cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?

Why do you thinkthe writer numbered her suggestions and used italics?

(Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)

So when you writea suggestion letter, you should number the suggestions and use italics.

b)具體寫建議時(shí)要結(jié)合問題和解決辦法

T: We are going tolearn some more writing strategies of writing suggestions.

How should wewrite suggestions? Let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?

(the lifts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the lifts, this makes them feel they are not as important as othercustomers.)

And what is thesuggested solution?

(It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. )

From this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.

Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.

When you writesuggestions yourselves, don’t forget to write both problems and solutions.

c)運(yùn)用禮貌用語

T: The thirdwriting strategy is about the the language. Suppose you were the architect,which one of these two statements do you prefer?

(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.

You must thinkabout the needs of disabled customers.

Why? (It soundsmore polite and more acceptable.)

Exactly. When youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.

Now let’s findsome more examples in the text.

(Screen)

It would be handyto have lifts to all parts of the cinema.

It would help tofit sets of earphones to all seats...

So I’d like tosuggest that the seats at the back be placed higher than those at the front …

For disabledcustomers it would be more convenient to place the toilets near…

And if the doorscould be opened outwards, disabled customers would be very happy.

I hope mysuggestions will meet with your approval.

Step 3Discussion(8 min)

小組討論是USE中的第二部S(Sharing)，分享。各學(xué)習(xí)小組合作學(xué)習(xí)，討論學(xué)校中哪些地方可能對(duì)行走困難學(xué)生帶來不便，積累寫作素材，為下一步的寫作做準(zhǔn)備。

T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:

1. What parts ofour school may cause problems for those with walking difficulty?

2. What are yoursolutions?

Step 4 Writing(15 min)

寫作是USE中的第三部E(Expressing)，表達(dá)。經(jīng)過前面的閱讀輸入，學(xué)生們已經(jīng)基本掌握了建議信的寫作手法;通過分享，學(xué)生們積累了寫作素材;因此，寫作部分由學(xué)生完成一封給校長的建議信，指出學(xué)校設(shè)計(jì)中的不足。這也是本堂課的最終目標(biāo)，實(shí)現(xiàn)學(xué)生從輸入到輸出的轉(zhuǎn)化。老師在寫作后進(jìn)行必要的指導(dǎo)，指出學(xué)生寫作中的優(yōu)點(diǎn)和不足。

Now that we havediscussed the problems and solutions with some school facilities, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use polite forms.

Step 4 Emotionalattitude and values(2 min)

通過本單元Reading和UsingLanguage部分的學(xué)習(xí)，學(xué)生們有了理解、尊重、關(guān)心、幫助殘疾人的意識(shí)，因此在本節(jié)課的最后，做一個(gè)總結(jié)，也是培養(yǎng)學(xué)生情感態(tài)度價(jià)值觀的一個(gè)環(huán)節(jié)。

In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions or donatingmoney is far from enough. What else should we do?

( Care aboutdetails in their life.

Don’t look down upon them or laugh at them. )

Accept them as one of us,and invite them to join us in avariety of activities.)

高中全英文教案模板范文 篇2

課題

Starter Module1 Unit1 Good morning,Miss Zhou.

課型

Listening and speaking

教學(xué)目標(biāo)

學(xué)習(xí)稱呼語和問候語

教學(xué)重點(diǎn)

打招呼用語

教學(xué)難點(diǎn)

如何正確運(yùn)用打招呼用語

教具 多媒體、錄音機(jī)

課時(shí)

1

教學(xué)課程

1. Greeting.

2. Warming-up

T: Class,Please stand up. Hello, class.

S: Hello, Ms…

T: Sit down please.

S: Thank you.

3. Drills

(1) 練習(xí)打招呼問好。

Hello ,Good morning, Good afternoon

(2) 練習(xí)告別語Goodbye。

4. Practise

1)Work in pairs part3

2) Complete the sentences.

5. Conclude

6. Homework

Complete part7 and part 8

高中全英文教案模板范文 篇3

教學(xué)內(nèi)容分析

本單元的中心話題是“著名（杰出）女性”，話題涉及談?wù)撝澳阕畛缇吹呐浴皨D女獨(dú)自南極探險(xiǎn)”，“美國電視著名黑人女主持人奧普拉·溫茀麗的故事”等，語言技能和語言知識(shí)都圍繞中心話題而設(shè)計(jì)。本節(jié)課為此單元的第二課時(shí)——閱讀課。

“讀前”（Pre-reading）設(shè)計(jì)了三個(gè)有關(guān)旅行和南北極的問題，具體涉及極地探險(xiǎn)、動(dòng)物等內(nèi)容, 能夠誘發(fā)學(xué)生的探索精神和想象力。通過學(xué)生的討論、探究，自主地發(fā)現(xiàn)下面閱讀故事的背景，有助于學(xué)生正確理解文章的深層意思，真正體會(huì)主人公Helen Thayer的偉大。

“閱讀”(Reading)材料是一篇記敘文，故事描敘的是作者Helen Thayer在她60歲時(shí)，獨(dú)游南極洲的冒險(xiǎn)經(jīng)歷。在惡劣多變的氣候條件及險(xiǎn)惡的地理狀況中，作者在危急關(guān)頭，雖感孤獨(dú)恐懼，但表現(xiàn)出冷靜、頑強(qiáng)、樂觀的態(tài)度，最后克服險(xiǎn)境。對(duì)學(xué)生今后的人生道路、心理素質(zhì)、生活態(tài)度起到了陶冶和積極的導(dǎo)向作用。

Teaching Aims：

1 Train the students’reading ability.

2 Learn and master the following words and phrases;

1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value

2) Phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision

Teaching Important Points：

1. Improve the students’ reading ability.

2. Enable the student to understand the text better.

3. Let the students have strong wills and determination by reading the passage.

Teaching Difficult Points：

1. How to improve the students’reading ability.

2. The use of some useful expressions.

Teaching Methods：

1. Discussion before reading to make the students be interested in what they learn in class.

2. Fast reading to get the general idea of the text.

3. Careful reading to answer some detailed questions.

4. Individual, pair or group work to make every student work in class.

Teaching Aids:

1. a map of the world

2. a tape recorder

3. a computer

Teaching Procedures：

Step I Greeting and speech

Greet the students as usual and the student who is on duty give a speech before class.

Step II Lead-in

1 Do you like travelling ?

Where do you like to travel best ?

How will you travel ?

2 Imagine you are traveling alone to the South Pole, what will you take with you ?

3 Why do polar bears never eat penguins ?

Step III Fast – reading

高中全英文教案模板范文 篇4

教學(xué)目標(biāo)

Words

base, command, request, recognize

Expressions

because of, come up, at present, make use of, such as, play a part (in)

Patterns

…because of that, English began to b spoken in many other countries.

Actually all languages change and develop…

The latter gave a separate identity to American English spelling.

教學(xué)重難點(diǎn)

■ To help students get to know about English development

■ To help students better understand “l(fā)earning English”

■ To help students understand and use some important words and expressions

■ To help students identify examples of Indirect Speech (II): request & commands in the text

教學(xué)工具

課件

教學(xué)過程

⑴Warming up by listing

Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.

English Countries Explanation

Mother tongue the United Kingdom

the United States of America

Canada

Australia

South Africa

Ireland

New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.

Second language India

Pakistan

Nigeria

the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.

Foreign language China

Germany

France

etc. The number of people who learn English as a foreign language is more than 750 million.

⑵Warming up by answering questions about English

Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?

●What is Standard English?

Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.

●What is a dialect?

A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.

●Do we have standard Chinese? What is it?

In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.

⑶Warming up by giving reasons

Unit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?

English is one of the official languages of the Olympic Games and the United Nations.

English dominates international websites and provides nearly all of the new computer terminology.

Tourism and trade from Western Europe and North America has contributed to the spread of English.

Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.

2.Pre-reading

We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?

for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.

Go on with your reasons. I shall write your suggestions on the board as you make them.

3. Skimming the text for general ideas

Now we go to page 9 to skim the text for the main idea of each paragraph.

Paragraph 1: The spread of the English language in the world

Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.

Paragraph 3: English changes and develops when cultures meet and communicate with each other.

Paragraph 4: By the 19th century English is settled.

Paragraph 5: English is spoken as a foreign language or second language in South Asia.

4. Reading and filling

Read the text to complete the chart below.

Time English is influenced by…

AD 450-1150 German

1150-1500 French

In the 1600’s Shakespeare, who make use of a wider vocabulary than ever before

By the 19th century Samuel Johnson, Noah Webster

Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China

5. Reading and copying

Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.

Useful expressions

at the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…, develop one’s own identity, increase rapidly.

高中全英文教案模板范文 篇5

一、教材分析；

１、教材簡(jiǎn)析：

高一英語第四單元的話題是“unforgettable experiences”， 整個(gè)單元的設(shè)計(jì)圍繞這一話題展開聽、說、讀、寫多種教學(xué)活動(dòng)，內(nèi)容涉及“談?wù)撨^去的經(jīng)歷”、“描述任人物、事件以及人的感覺”、“學(xué)會(huì)在一篇文章中用First, Next, Then ,Finally來組織內(nèi)容”等，讓學(xué)生初步了解定語從句， 學(xué)會(huì)使用關(guān)系代詞who ,whom, whose, which, that 的用法。我上的這節(jié)課是本單元的課后閱讀訓(xùn)練，它是繼前面幾個(gè)課時(shí)內(nèi)容的延伸，單元教學(xué)內(nèi)容中閱讀部分安排了一篇描述洪水的文章，而這篇課文是描述地震的文章，結(jié)合目前時(shí)事，我想以此為載體讓學(xué)生在完成閱讀任務(wù)的基礎(chǔ)上對(duì)地震的知識(shí)有更多的了解，所以設(shè)計(jì)了這一課時(shí)。

2、教學(xué)目標(biāo)：（知識(shí)目標(biāo)、能力目標(biāo)、德育目標(biāo)）

知識(shí)目標(biāo)：學(xué)習(xí)描述地震災(zāi)害的常用語，能簡(jiǎn)單的描述地震的發(fā)生原因。

能力目標(biāo)：

（1）發(fā)展學(xué)生聽、說、讀、寫的基本技能，提高閱讀技巧，培養(yǎng)綜合語言運(yùn)用的能力；

（2）能利用上下文理解單詞的含義，；

（3）能根據(jù)所讀材料運(yùn)用適當(dāng)語言進(jìn)行復(fù)述。

德育目標(biāo)：通過本文的閱讀讓學(xué)生對(duì)地震有更多認(rèn)識(shí)，加強(qiáng)自我保護(hù)。

確立教學(xué)目標(biāo)的依據(jù)：

根據(jù)新課標(biāo)要求，通過聽、說、讀、寫四項(xiàng)基本語言技能的訓(xùn)練，使學(xué)生形成綜合語言運(yùn)

用能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為真實(shí)語言交際打基礎(chǔ)。此外，每一門課程都應(yīng)該盡可能結(jié)合學(xué)科特點(diǎn)，把培養(yǎng)學(xué)生的情感融化到日常教育教學(xué)中。

３、重點(diǎn)與難點(diǎn)：

（1）重點(diǎn)：

1.利用不同的任務(wù)訓(xùn)練skimming, scanning, careful reading等閱讀微技能；

2．對(duì)地震知識(shí)的更多了解。

（2）難點(diǎn)：

1.閱讀技能的訓(xùn)練；。

2.教學(xué)輔助工具：

（1） 收錄機(jī)；

（2）多媒體

二、教學(xué)流程：

１、新課導(dǎo)入

由前面的閱讀文章的內(nèi)容說起，那一場(chǎng)洪災(zāi)對(duì)于課文的主人公來說是一次難忘的經(jīng)歷，而我們可能會(huì)遇到各種各樣的自然災(zāi)害，詢問學(xué)生知道的災(zāi)害，展示圖片讓學(xué)生對(duì)此有所了解，然后展示一幅完美的城市圖和災(zāi)后城市圖進(jìn)行比較，猜測(cè)發(fā)生變化的原因，從而引出課題，這樣通過師生互動(dòng)，激活主題，激發(fā)了學(xué)生的學(xué)習(xí)興趣，對(duì)后面進(jìn)行本文的閱讀做了鋪墊和準(zhǔn)備。

２、新課的講解

（1）不同層次的閱讀技能訓(xùn)練；

首先是Speed reading，

a. skanning，快速默讀全文，了解課文大意，回答簡(jiǎn)單問題為下一步找出細(xì)節(jié)作好鋪墊。

b. skimming，讓學(xué)生進(jìn)行跳躍式閱讀，了解文章的結(jié)構(gòu)，教師要求學(xué)生（work in pairs）給每一部分給一個(gè)標(biāo)題， 以此培養(yǎng)他們找尋文章或段落的主題句和

然后是careful reading ，

a.掃 讀 ：用多媒體展示針對(duì)每個(gè)部分提出不同問題，，學(xué)生通過掃讀來獲取細(xì)節(jié)信息。在通讀全文梳理文章，理解主題基礎(chǔ)上，學(xué)生熟悉了文章內(nèi)容，才能掌握地震的相關(guān)知識(shí)。在這一環(huán)節(jié)中，針對(duì)各部分設(shè)計(jì)了不同的任務(wù)，

1、選擇題，四個(gè)部分

2、根據(jù)上下文了解代詞的指代內(nèi)容，涉及全文。

3、針對(duì)第二部分回答問題

4、針對(duì)第三部分讓學(xué)生結(jié)合示意圖用自己的語言復(fù)述地震的形成，這既是理解基礎(chǔ)上的表達(dá)，也是對(duì)理解的檢驗(yàn)。它可以訓(xùn)練學(xué)生的各種思維能力，培養(yǎng)學(xué)生各種語用能力，是激發(fā)學(xué)生創(chuàng)造性思維的有效教學(xué)方法。復(fù)述課文是培養(yǎng)學(xué)生用英語連貫表達(dá)的一種有效的訓(xùn)練手段，而且加深了學(xué)生對(duì)課文的理解，從而促進(jìn)他們的口語交際能力和書面表達(dá)能力的發(fā)展。

5、針對(duì)最后一部分提出一個(gè)開放性的問題進(jìn)行討論

b.朗讀：讓學(xué)生跟讀錄音，掌握正確的語音語調(diào),從整體上把握課文結(jié)構(gòu)并從中得到自己的感受。這也為下一步學(xué)生討論做好鋪墊。學(xué)生通過以上活動(dòng)，從基本框架到細(xì)節(jié)信息把握住了這篇文章。

接下來的環(huán)節(jié)是通過多媒體展示的幾幅圖片讓學(xué)生進(jìn)行讀后討論。讓學(xué)生對(duì)地震有更多認(rèn)識(shí)

（2）在情境中激思，培養(yǎng)創(chuàng)新思維：

在課文教學(xué)時(shí)，我采用多種思維訓(xùn)練法，培養(yǎng)學(xué)生的創(chuàng)新思維。根據(jù)教材的語言材料，巧設(shè)疑問，鼓勵(lì)學(xué)生從不同方面，不同角度進(jìn)行思維。

在careful reading的掃讀中，每個(gè)部分的問題各不相同，任務(wù)都非常有針對(duì)性，訓(xùn)練了學(xué)生各項(xiàng)不同的能力，學(xué)生表現(xiàn)出極大的興趣和參與熱情。這激發(fā)了學(xué)生的好奇心，這樣既可提高口語表達(dá)能力，又可提高學(xué)生的想像能力。所以教師在課堂上巧妙地適時(shí)設(shè)問，是對(duì)學(xué)生進(jìn)行多種思維的訓(xùn)練，學(xué)生的思維創(chuàng)造性也因此得到充分發(fā)揮。

其次詳細(xì)閱讀之后，給學(xué)生提出一些討論話題，是繼教材內(nèi)容之后的一個(gè)延伸，由此，以教材為載體我們更多的了解了地震的相關(guān)知識(shí)，而學(xué)生用英語進(jìn)行討論，也是對(duì)語言運(yùn)用能力的培養(yǎng)。

3、作業(yè)的布置：

（1）做課后練習(xí)三，了解地震的各個(gè)震級(jí)所帶來的破壞完成句子，這一練習(xí)有兩個(gè)目的，一方面更多的了解了地震，另一方面復(fù)習(xí)了定語從句的關(guān)系代詞的用法。

（2）預(yù)習(xí)寫作部分提出的問題，準(zhǔn)備寫一寫汶川地震。

高中全英文教案模板范文 篇6

Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.

The content of my lesson is《 foreign language teaching and research press》Book ， .let me talk about this lessson as the following:

一、 教材分析:

Analysis of the Teaching material

二、教學(xué)目標(biāo):

Teaching alms and demands:

三、教學(xué)重難點(diǎn):

Teaching keys and difficulties:

四、教學(xué)方法:

Teaching methods:

五、教學(xué)工具:

Teaching aids：

六、教學(xué)過程:

Teaching procedures:

七、板書設(shè)計(jì)：

Blackboard Design.

八、教學(xué)評(píng)價(jià)與反思

也就是說，為了更好地實(shí)現(xiàn)任務(wù)式教學(xué)和探究式教學(xué)，我采用了一下教學(xué)方法：

1、速讀法：根據(jù)高中英語教材側(cè)重閱讀理解這一特點(diǎn)，讓學(xué)生快速閱讀，以盡快了解文章的大意。

2、問答法：幫助學(xué)生理解文章的細(xì)節(jié)

3、翻譯法：適當(dāng)?shù)剡\(yùn)用翻譯可幫助學(xué)生理解文章的難點(diǎn)

4、討論法：通過Pair work.Group work.讓學(xué)生都得到一次口語訓(xùn)練的機(jī)會(huì)，教師應(yīng)設(shè)計(jì)一些適當(dāng)?shù)脑掝}。

5、快樂教學(xué)法：即教師在教學(xué)過程中，要盡可能地利用多媒體技術(shù)、圖片、課件等刺激學(xué)生的感官系統(tǒng)，創(chuàng)造一種和諧的學(xué)習(xí)氛圍，讓老師教得開心，學(xué)生學(xué)得開心。

高中全英文教案模板范文 篇7

一、教學(xué)內(nèi)容

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

二、教學(xué)目標(biāo)

在本節(jié)課結(jié)束時(shí)，學(xué)生能夠

了解文化遺產(chǎn)的基本概念、本質(zhì)特點(diǎn)以及基本類型。

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

用歸類法學(xué)習(xí)詞匯。

用自己的話復(fù)述琥珀屋的故事。

運(yùn)用本課時(shí)學(xué)習(xí)的內(nèi)容和自己已有的知識(shí)討論相關(guān)話題。

三、教學(xué)步驟

步驟一 熱身

1． 請(qǐng)學(xué)生看學(xué)生用書p. 1或者PPT中的圖片，兩人一組討論三個(gè)問題。教師請(qǐng)幾組學(xué)生回答問題，然后綜合大家的看法總結(jié)出文化遺產(chǎn)的定義。

2. 請(qǐng)學(xué)生說出一些中外文化遺產(chǎn)的名稱，教師寫在黑板上。可以采取小組競(jìng)賽的形式，比一比看哪組說得多、說得正確。

注：?jiǎn)栴}中出現(xiàn)了五個(gè)生詞。rare, valuable和survive很難根據(jù)上下文猜出詞義，教師可以布置學(xué)生課前查字典自學(xué)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(shè)計(jì)意圖：通過呈現(xiàn)圖片和小組競(jìng)賽引起學(xué)生對(duì)本單元話題的興趣，使學(xué)生了解文化遺產(chǎn)的概念，為過渡到下一步學(xué)習(xí)做好鋪墊。

步驟二 讀前

1. 請(qǐng)學(xué)生先欣賞教師準(zhǔn)備的幾件琥珀飾品或者看學(xué)生用書p. 1的琥珀飾品圖片，然后請(qǐng)學(xué)生回答問題，并根據(jù)課文標(biāo)題和圖片預(yù)測(cè)課文內(nèi)容。

2. 詞匯準(zhǔn)備：請(qǐng)學(xué)生把書翻到p.89本單元詞匯表，根據(jù)要求獨(dú)立地找出相應(yīng)的詞匯。找三個(gè)學(xué)生分別說出答案，其他學(xué)生和教師補(bǔ)充或更正。

設(shè)計(jì)意圖：通過觀察實(shí)物、回答問題，使學(xué)生把琥珀和文化遺產(chǎn)聯(lián)系起來，從而引入閱讀主題，并讓學(xué)生預(yù)測(cè)閱讀課文內(nèi)容；通過讓學(xué)生根據(jù)要求找出相應(yīng)詞匯教給學(xué)生用歸類法學(xué)習(xí)詞匯，同時(shí)為之后的閱讀掃清詞匯障礙。

步驟三 讀中

1. 請(qǐng)學(xué)生略讀課文，核查自己預(yù)測(cè)的內(nèi)容是否正確。

2. 請(qǐng)學(xué)生在再次閱讀課文前先看一下學(xué)生用書p.2練習(xí)二中的五個(gè)問題，然后在限定時(shí)間內(nèi)快速瀏覽閱讀課文的每一段，完成練習(xí)二的閱讀任務(wù)，確定每段的段意。最后兩人一組回答五個(gè)問題。教師請(qǐng)幾個(gè)學(xué)生分別說出答案，其他學(xué)生和教師補(bǔ)充。

3． 請(qǐng)學(xué)生再讀一遍課文，根據(jù)時(shí)間順序在限定時(shí)間內(nèi)找出琥珀屋的歷代主人及當(dāng)時(shí)發(fā)生的和琥珀屋相關(guān)的事件，完成下面的表格。

4. 請(qǐng)學(xué)生兩人一組，仔細(xì)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(shè)計(jì)意圖：通過略讀課文檢測(cè)讀前預(yù)測(cè)是否正確，并對(duì)課文內(nèi)容有大體的了解；練習(xí)二的五個(gè)問題分別概括了每段的段意，考慮到高一學(xué)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(gè)問題使學(xué)生了解課文的細(xì)節(jié)內(nèi)容，明確概括段意的依據(jù)；通過填表讓學(xué)生學(xué)會(huì)根據(jù)時(shí)間、人物等關(guān)鍵詞快速確定主要信息；通過仔細(xì)閱讀和分析課文重點(diǎn)內(nèi)容培養(yǎng)學(xué)生的分析能力，同時(shí)也使他們進(jìn)一步理解琥珀屋作為文化遺產(chǎn)的理由。

步驟四 讀后

請(qǐng)學(xué)生兩人一組根據(jù)PPT表格中的提示復(fù)述課文，然后教師選兩個(gè)學(xué)生當(dāng)堂復(fù)述。

設(shè)計(jì)意圖：通過復(fù)述檢查學(xué)生對(duì)文章大意的了解程度，并檢測(cè)學(xué)生歸納總結(jié)和口語表達(dá)能力。

步驟五 討論

請(qǐng)學(xué)生四人一組討論問題，每小組確定一個(gè)組長、一個(gè)記錄員和一個(gè)發(fā)言人。組長組織并參與討論，記錄員記錄大家的看法，發(fā)言人代表小組陳述大家的看法；討論后教師請(qǐng)持不同觀點(diǎn)的小組分別闡述理由，其他持相同觀點(diǎn)的小組補(bǔ)充。觀點(diǎn)沒有對(duì)錯(cuò)之分，但要言之有理，有充分的論據(jù)支持自己的觀點(diǎn)。討論時(shí)可以參考PPT中的一些表達(dá)法。

設(shè)計(jì)意圖：通過討論培養(yǎng)學(xué)生勤于思考的習(xí)慣，鍛煉口語表達(dá)的能力；同時(shí)也增強(qiáng)學(xué)生保護(hù)文化遺產(chǎn)的意識(shí)。

步驟六 作業(yè)

設(shè)計(jì)意圖：通過聽課文錄音并朗讀幫助學(xué)生掌握正確的語音、語調(diào)；通過讓學(xué)生自己找課文中的難句和復(fù)習(xí)所學(xué)詞匯培養(yǎng)其自主學(xué)習(xí)的能力。

高中全英文教案模板范文 篇8

一、教學(xué)內(nèi)容分析

本單元的中心話題是西方繪畫藝術(shù)的歷史和中西方各種藝術(shù)形式和風(fēng)格。聽說讀寫都是圍繞這個(gè)而展開的。

這節(jié)課的內(nèi)容主要是圍繞中國的繪畫藝術(shù)的歷史和風(fēng)格及其各個(gè)時(shí)期的代表作品而展開的。通過做聽力訓(xùn)練和熱身，讓他們對(duì)藝術(shù)和繪畫有一個(gè)大概的了解，從而為接下來西方藝術(shù)的學(xué)習(xí)墊定基礎(chǔ)。

二、教學(xué)目標(biāo)

1.aims of knowledge(知識(shí)目標(biāo))

1) to know the information about art

2) to know some relevant words and expressions

2.aims of abilities(能力目標(biāo))

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

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

3.affective aims(情感、態(tài)度與價(jià)值觀目標(biāo))

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

三、學(xué)習(xí)者特征分析

雖然這是選修七第一單元的第一個(gè)課時(shí)，學(xué)生在語言理解上會(huì)有一定障礙。我們班學(xué)生男生為大多數(shù)，普遍聽力較薄弱，也比較缺乏興趣。但是高二的學(xué)生通過一年多的高中英語學(xué)習(xí)，已經(jīng)積累了一定的詞匯，而且在聽聽力之前教師會(huì)讓學(xué)生做熱身，先熟悉目標(biāo)詞匯，使聽力難度降低。在課堂上通過播放自己制作的視頻來顯示不同時(shí)期的繪畫作品，同時(shí)播放《江南style》讓學(xué)生自由展示自己的舞蹈，從而來激發(fā)學(xué)生的興趣，消除學(xué)生聽力課上的緊張情緒。

四、教學(xué)策略選擇與設(shè)計(jì)

1.students-centered teaching

以學(xué)生為中心 讓學(xué)生積極參與課堂

2.task-based teaching

聽力環(huán)節(jié)教師創(chuàng)設(shè)情境，設(shè)置不同的聽力教學(xué)任務(wù)，鍛煉學(xué)生的思維

五、教學(xué)重點(diǎn)及難點(diǎn)

1. to know about the traditional chinese art

2. to set down the key words while listening

六、教學(xué)過程

1、教師活動(dòng)

2、學(xué)生活動(dòng)

3、設(shè)計(jì)意圖

step1:warming up

(1) show the art works of fruit

(2) brainstorming

(3) enjoy a video of chinese painting

(4) learn the brief history of chinese painting

在用多媒體展示圖片和視頻后讓學(xué)生回答下面的問題：

q1. what do you think of it?

q2.do you feel happy after seeing them?

q3.can you think of any other art styles?

運(yùn)用多媒體展示讓內(nèi)容形象直觀，激趣導(dǎo)入藝術(shù)和繪畫這個(gè)話題，提高學(xué)生學(xué)習(xí)的自覺性和主動(dòng)性。同時(shí)讓學(xué)生了解中國繪畫的歷史。

step2: pre-listening

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

preview the relevant words and expressions

讓學(xué)生根據(jù)圖片猜測(cè)這些作品所屬的年代

學(xué)生猜詞意，讀單詞

圖文并茂加上老師的講解，讓枯燥的知識(shí)生動(dòng)化，讓學(xué)生直觀的感受意識(shí)產(chǎn)生的自然過程，并能夠較快接受相關(guān)詞匯。為聽力打好基礎(chǔ)。

step3: first-listening

put the words of time into order

聽完材料后思考并討論問題，學(xué)生回答問題。

聽力中相關(guān)的年代和時(shí)期，在之前熱身中已熟悉，把時(shí)間排序，提高對(duì)數(shù)字聽力的敏感度。

step4:second-listening

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

分組討論思考。學(xué)生回答問題。

聽細(xì)節(jié)，此作品是什么人在什么年代創(chuàng)作。

提高學(xué)生聽力中把握細(xì)節(jié)的能力。

step5: game time (江南style)

學(xué)生觀看視頻再上臺(tái)表演

小游戲是一個(gè)小高潮，氣氛頓時(shí)活躍，調(diào)節(jié)課堂氛圍，激發(fā)學(xué)生學(xué)習(xí)興趣。

step6: conclusion and evaluation

思考討論并回答。讓學(xué)生對(duì)本節(jié)課進(jìn)行總結(jié)，反思自己所學(xué)。

讓學(xué)生反思的過程其實(shí)是讓學(xué)生做自我評(píng)估，對(duì)自己的英語學(xué)生有一個(gè)及時(shí)的了解。對(duì)教師課堂效率的提高有一 定幫助。