高中英语说课教案模板7篇

高中英语说课教案模板7篇
高中英语说课教案模板篇1
一. 教材内容分析
本单元的中心话题是“电影”，本课是第三课时，是一篇传记体的短文，介绍当前好莱坞最有影响的导演艺术家—史蒂芬斯皮尔伯格的创作生涯和一些作品。

同一般传记一样，本文也是按照人物的生平时间展开：前两段记述了史蒂芬斯皮尔伯格的早期创作尝试和生平，之后几大段介绍了他的事业和美满的家庭。

学生从中可以进一步了解导演，也能体验一些影评的模式。

二.教学重点难点
(1).关系副词引导的定语从句和介词+关系代词引导的定语从句
(2)掌握相关的词汇和短语
(3)文章段落结构的分析并概括各段的段落大意.
(4)如何提高学生的阅读能力。

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

三.教学目标
(一)知识技能
1. 掌握一些课文中涉及的词汇和短语：
如：academy, adult, industry, cruelty, marry, research, creature, owe…to…, take off, scene, blockbuster, director, script, studio, follow-ups 等
2. 学习掌握一些重点句子：
如：this was a film in which … real actors… p31
instead of …
this was the moment when …took off. p31
when asked about the secret about …he owes…to…p32
after that it still took …before… p32
3. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。

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

(二)情感态度
1. 通过学习课文，培养学生了解、尊重异国文化，体现国际合作精神。

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

(三)文化意识
1. 通过学习，了解国际导演史蒂芬斯皮尔伯格。

2. 通过学习，了解世界影视文化，培养世界意识。

3. 通过中外影视文化对比，加深对中国影视文化的理解。

四.教具准备：
录音机，电脑，屏幕及图片。

五. 教学方法：
1.任务型教学法
学生学习本文时，我设计了一些任务，通过感知，体验，参与合作等方式，使学生的主动地位得到充分体现。

如：要求学生阅读文章，回答问题，填写表格等。

2.多媒体教学法
这一单元以影视为主题,利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣.
六、教学步骤
step one:revision
1. check the words and expressions.
2. ask the students to explain the following words in english.
graduate work as play a role in
step two: pre-reading
此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制作而突出导演的重要作用。

task: to experience being a director (write one scene of the film and act it out).
活动形式
1.师生互动：教师提问if you want to make a film, who do you need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等
2.小组活动：
1)教师可设置这样的讨论题：what part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。

同时讨
论各角色在电影制作中所做的不同工作。

通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。

2)根据所选的各种角色交叉分组，发挥各自的作用。

a. what would the scene be like and what happens in it?
b. who are the main actors in that scene and what do they do?
c. write a short dialogue and act it out
step three: while--reading
本篇阅读材料是人物传记，介绍了导演steven spielberg 的成长经历以及他的主要成就和作品。

通过文章的学习，旨在了解西方的电影文化背景以及学习名导steven spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。

活动形式：
1.小组活动(lead-in)
分别给出和斯皮尔伯格所执导的电影的几幅图片，引起学生的兴趣，让学生分组讨论，预测文章的主题.
t: now, please discuss the pictures in groups then guess what is the text about?
a few minutes later, the teacher ask several students to report their answers.
2.个人活动(listening)
让学生听录音一遍，然后找出课文中所提及的五部影片的名字。

t: who knows the names of the five films?
s:the five films are: jaws, et , jurassic park ,schindler’s list, and saving privateryan.
t: you are correct.
3.个人活动(skimming)
a.快速阅读课文，按时间主线制作一个steven spielberg 的要事记
the teacher shows the years on the screen.
1946, 1968, 1959, 1975, 1982, 1993
t : let’s check the answer. i would like this group to answer these questions.
sa: in 1946 steven spielberg was born in america.
sb: in 1968 steven spielberg made his first real film.
sc: in 1959 steven spielberg won a prize for a short film.
sd: in 1975 steven spielberg he made one of his first films jaws
se: in 1982 steven spielberg made the film et which was about creatures that come to the earth.
sf: in 1993 he made the film jurassic park
b.快速阅读课文的para3—5 , 查找出有关这5部电影内容和主题的信息，并核对与自己猜想是否相符。

films information of the film
jaws(1975) about a big shark that attacks and eat swimmers
et (1982) about a little creature comes from outer space
jurassic (1993) about an island where a very rich man keeps
dinosaurs.
schindler’s list(1993) about the cruelty of war/a german who saves jewish people from being killed in the war.
saving private ryan(1998) about the cruelty of war/an american leads his team to search for a soldier named ryan.
3.个人活动( scanning)
阅读并查找有关spielberg的信息：
when and where was he born?
when did he start making films?
what did he use to make films at first? and later?
what was his dream?
what did he study?
when and with what did his career take off?
what does spielberg owe his success to?
step four: post-reading
该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么(写尝试应用定语从句，体验定语从句的结构)。

第一块(questions)中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。

可以通过分组，让学生讨论来理解这几个问题。

让学生领会以下几点：1)、英语作为工具的重要性2)、不懈努力、持之以恒3)、成功需要家人的支持，合作、互助
精神。

t: let’s turn to page 32, part 1.work in pairs and answer the five questions:
1. why did spielberg study english instead of the film?
2. why were the people who saw the film jaws were afraid to swim in the sea?
3. how important is his family to spielberg’s career?
4. what was spielberg’s dream?
5. what have you learn from reading about?
step four: homework
1.preview the reading not one less on page34
2. make sentences with the following words:
(1)career (2)role (3) owe (4) award (5)accept
七、教学评价
根据《国家英语新课程标准》对外语教学评价的原则，对学生的评价应坚持形成性评价和终结性评价并重的原则，既关注结果(教学过程中忘记考试)，更关注过程。

在英语教学过程中更多地关注学生英语学习的过程、关注形成性评价，应重视形成性评价对学生英语学习的交流，对学生的书面作业、口头回答、演讲、朗诵等课外学习行为和学生的学习能力、学习态度、参与程度、合作精神等做出评价。

形成性评价包括学生相互评价和学生自我评价等方式，应对学生的认知、情感、技能等方面给予综合评价，以帮助学生树立自信心、培养
学生的学习能力和帮助学生确定合理的学习目标和使用恰当的学习
策略。

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

高中英语说课教案模板篇2
教学准备
教学目标
1、引导学生通过上下文理解生词的含义：
anecdote，annual，witness，accommodation，shore，yell，pack，flee，drag，depth，lip，tongue，abandon，relationship，help out
2、帮助学生掌握文中一些描述事物和情景的生动手法，从而体会的思想情感，把握文章的精髓。

3帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。

教学重难点
1、引导学生通过上下文理解生词的含义：
anecdote，annual，witness，accommodation，shore，yell，pack，flee，drag，depth，lip，tongue，abandon，relationship，help out
2、帮助学生掌握文中一些描述事物和情景的生动手法，从而体
会的思想情感，把握文章的精髓。

3帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。

教学过程
step1 lead –in pre-reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友;reading部分anne’s best friend以日记形式讲述了犹太女孩安妮的故事;comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; using about language 部分教学本课重点词汇和重点语法项目。

(3) 课时安排：the first period: speaking: warming up and
pre-reading the second period：reading
the third period: grammar
the forth period：listening
the fifth period: writing
(4)教学目标：
①知识与技能：talk about friends and friendship; practise talking about agreement and disagreement, giving advice and making decisions; use direct speech and indirect speech; learn to write an essay to express and support an opinion.
②过程与方法：本单元在读前阶段就提出问题，让学生思考是
不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。

在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友; 2. 结交网友;3. 观点交流;4. 善不善交朋友; 5. 朋友的重要性。

③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。

对书中的内容是否感兴趣，有哪些收获，解决了什么问题。

使学生加深对友谊、友情的.理解，以及如何正确交友，处理朋友之间发生的问题等。

(5) 教学重点和难点：
词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit
短语：add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in
重点语法项目：直接引语和间接引语的互相转换
难点：understand the real meaning of friends and friendship;
discuss the answers to the questions (reading);
how to teach the ss to master the usage of direct speech and indirect
speech(statement and questions).
(6) 教学策略：discussion, student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation
(7) 教学煤体设计：a projector and a tape recorder.
(8) 教学过程：
period one：speaking (warming up and pre-reading)
aims
talk about friends and friendship.
practise talking about agreement and disagreement.
step i revision
ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. then give some comments.
t: now, lets check up your homework for last class. id like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.
step ii warming up
t: / think most of us have some good friends. do you know why people make friends with one another?
step iii talking(wb p41)
first get the students to listen to what a canadian say about making friends. then ask them to discuss the two questions.
t: now were going to listen to what leslie clark, a canadian has got
to say about making friends. after listening, please talk about the two questions in groups of 4. try to use the following expressions.
1 do you agree with her?
2 what do you think of people from foreign countries?
agreement disagreement
i think so, i dont think so.
i agree.i dont agree
thats correct.of course not.
thats exactly my opinion. im afraid not.
youre quite right. i dont think you are right.
step iv speaking(b p6)
first, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. ask them to fill in the form prepared before class. show the instructions and decide what kind of friends their classmates are. third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. show the instructions and decide what kind of friends other classmates are. they can share your questionnaire with one or two other groups and try each others questionnaires.
at last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.
t: friends come in many flavors. there are best friends, school friends, fair-weather friends, forever friends and many more. do you want to know what kind of friends your classmates are? now lets make a survey. first, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.
1. your friend borrowed 100 yuan from you last week and hasnt returned it. you will
a. ask him / her to pay back as soon as possible; or youll end the friendship.
b. ask him / her to pay back if he / she has.
c. tell him / her not to return it.
2. your friend said your bad words behind you. you will
a. ask him / her to say sorry to you , or youll stop your friendship.
b. excuse him / her and forget it.
c. ask others to tell him / her that he/she is wrong.
3. you promised to meet your friend at five oclock but your parents ask you to do homework at home. you will
a. tell him your parents ask you to do homework at home.
b. tell him / her a lie that you are ill.
c. say sorry to him / her and plan to meet him / her another time.
4. you borrowed a bike from your friend, but you had it stolen. you will
a. buy a new one which is the same as his / hers.
b. just tell him / her you had it stolen.
c. say sorry to him/her and buy him/her an old one
after they finish choosing the answers, show the scoring sheet on the screen.
instructions:
2-5 a fair-weather friend
only like them when they are happy and popular. if they are feeling down, or if they are having a problem, you dont want to spend time or talk with them. you dont help your friends when they have problems. you are always thinking about yourself.
you should care more about your friends. if you continue to be self-centered and dont consider others feelings, you wont make more friends and keep friendship for long.
6-11 a school friend
you see each other in school. you just study and play with them together in school. you may not know everything about each other. you take things smoothly. you seldom hurt your friends with your benefit considered. youd better add more affection to your friends. friendship is
about feelings and we must give as much as we take.
12-17 a best friend
you do everything together with your friends: study, read, watch tv, surf the internet, play sports and listen to music. if either one has a problem, the other is there to help. you know your friends very well. you understand and yield to each other. you help with each other and improve together. you have a lot of common benefit. your friendship is good to both of you. you are mutually beneficial.
18-21 forever friend
you will always listen to your friends and try to help them, even if you disagree or if you are having a problem. whenever they have any difficulty, youll try your best to do what you can to help them without hesitation. you devote yourself to your best friends. you are willing to lose what you have, even your life.
课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。

体现全面照顾大部分学生的教学理念。

注意培养学生开口说英语的的信心。

高中英语说课教案模板篇6
1. ability goals 能力目标
to help the ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
to get the ss to master some key words such as witness, abandon,
yell, drag, flee and so on.
2. learning ability goals 学能目标
to enable the ss to talk about animals under the sea.
to help the ss know the importance of the relationship between animals and humans.
教学重难点
教学重点和难点
teaching important points 教学重点
help the ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
teaching difficult points 教学难点
1. help the ss get the main idea and some detailed information by fast-reading and careful-reading.
2. help the ss tell apart from before, during and after in the story.
教学过程
step1. warming up : talk about animals under the sea.
1. have you ever seen some marine animals?
2. what have you seen, and where have you seen them?
i have seen a/some/many…… in/on/from……
amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral
step2. fast-reading:
1. find out the background information of the story : writer, career, writing style, time, place, main character.
2. find out the main idea of the passage: what’s the first story mainly about?
step3. careful-reading:
1. clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. did he believe it at first? when did he believe it was a true anecdote?
2. how many paragraphs are there all together in story1? the hunt can be divided into 3 stages.
stage1: before the hunt: (para. 2-6):
old tom’s doing: throwing itself out of … and crashing down again… why? to tell the whalers…, …by the boat…, circling back to …why? to lead the whalers…
whalers’ reaction: another whaler __________. george _____ ___ _____ clancy, and clancy ______ after him. they __________ the boat and ______ ____into the bay.
stage2 and some others are stopping it _______ out to sea. the killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. when the baleen whale was dead, its body wa s
_______ down into the depths of the sea.
whalers’ reaction: the man in the bow of the boat aimed the
harpoon at the whale and then let it go to hit the spot.
conclusion: they have amazing relationship. they work as a team
step4 : summary
working at the _______station, i had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
on the afternoon i arrived at the station, as i was __________ my accommodation, i heard a loud noise coming from the bay. i ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. george told me it was old tom, who announced there would be a ___________.
using a _________, we could see a baleen whale _______________ by about six killers. some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it
_______ out to sea. the whalers aimed the ________ at the whale and then let it go to hit the spot. being badly ________, the whale soon died. very soon, its body was ________ by the killers down into the _______ of the sea.
课后习题
课后作业
deal with exercise 3 in comprehending . let the ss work in groups and do some discussion：as a matter of fact, whales are now an endangered animal. many people are trying to protect them from being
hunted. the last whaling station in australia closed in 1978. but some countries oppose the ban. an d there are still people who hunt whales. what’s your opinion? are you for or against the banning whaling? consider the problem carefully and we’ll have a discussion tomorrow.
高中英语说课教案模板篇7
good afternoon, everyone. it’s my great pleasure to be here sharing my lesson with you. the content is senior high english module 1 unit 2 modern heroes. i’ll be ready to begin this lesson from six parts, that is, analysis of the teaching material, analysis of the students, teaching aims, teaching important and difficult points, teaching methods and teaching procedures. first of all, let me talk about the teaching material.
part 1 analysis of the teaching material:
unit 2 is about different heroes, in which most students are interested. by studying this unit, we’ll enable the students to know how to be a hero and develop their interest in heroes. lesson 1 plays an important part in the english teaching in this unit. if the students can learn it well, it will be helpful to make the students learn the rest of this unit. this lesson is about a national hero——yang liwei who is famous for the first astronaut of china, which, i think, the students are familiar with. there are many new words and expressions related to space flight appearing in the reading material, too.
part 2 analysis of the students:
aged 15-16 years, the students in senior1 think actively, respond swiftly and have the courage to express their thoughts and ideas. just entering high school and lacking in the ability of active learning, however, they haven’t formed a good habit of learning english. when it comes toreading, they haven’t master how to use extensive and intensive reading skills and the abilities of summary and induction as well. in a word, students haven’t mastered the reading strategies. on the other hand, after a certain time of training, they’ve mastered some reading skills, such as group work, using the culture and background knowledge etc.
part 3 teaching aims:
according to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, i think the teaching aims are the followings:
knowledge goals:
●to learn some words and expressions related to space flight appearing in the reading material.
ability goals:
●to improve students’ basic ability of listening, speaking and reading.
●to practise extensive reading in order to understand the main idea
of each paragraph and guess the meaning of new words from the context.
emotional goals:
●to motivate students’ interest in space exploration of china.
●to help student to learn to cooperate with each other.
now, let’s come to the important and the difficult points.
part 4 teaching important and difficult points:
the important and difficult points of this period lie in: to achieve the teaching aims better and make the student respond actively to complete the tasks. but how to? according to the analysis of the teaching material and the students’ learning background, i will use the following methods.
part 5 teaching methods:
in my opinion, the main instructional aims of learning english in the high school is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the english language. so in this lesson i’ll mainly use the “communicative approach” to mobilize the enthusiasm of the students to actively participate in class activities and fulfill the tasks of teaching through teacher-student interaction and group discussion.
at the same time, i’ll also use “task-based approach” in my teaching, which offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome. i’ll make use of the
modern electricity teaching equipment and all kinds of teaching means, which can develop the ss creativity in learning english.
part 6 teaching procedures
step 1 lead-in.
show the students a piece of video: the launch of shenzhou v
then ask the students the following questions:
do you know who was in the spaceship?(show the picture of yang liwei)
what do you know about him? (show the profile of yang liwei )
how do you feel about him?
how did you feel about china’s first manned space flight?
purpose of my design: this activity can stimulate the interest of students, which naturally leads to the topic of this period.
step 2 fast readingask the students to skim the passage to complete the task. ( show the students the exercise on the screen)
task 1: divide the class into two groups: boys and girls. ask them to read the article quickly and the boys circle all the words related to a spaceship’s movement while the girls circle all the words related to yang liwei’s movement in the spaceship.
then ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.
purpose of my design: enable students to understand the given
material better using a useful reading skills. dividing the class into two groups--boys and girls, will create a competition between the boys and girls, which, of cause , makes the studens more actively participate in the class activities.
step 3 detailed reading
task 2: the students have got some basic understanding of the passage after task 1.this time show the boy students five questions to answer, requiring them to conduct a second reading and get a further understanding of the passage . at the same time ask the girl students to find out the headings of the paragraphs and match them together.
boys:
1. how did yang liwei feel during the flight? how did he feel afterwards?
2. what did yang liwei do during the shenzhou v’s seventh circle of the earth?
3. how many circles did the spaceship complete while yang liwei was sleeping?
4. what were helicopters doing as yang liwei returned to the earth’s atmosphere?
5. what did yang liwei do when he came out of the spaceship?
girls:
para.1 introduction
para.2 an exciting lift-off
para.3 during the flight
para.4 international good wishes
para.5 astronaut lands safely
para.6 welcome home
then ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.
purpose of my design: the task makes students more familiar with the passage, train their reading speed and reading strategies and develop the students’ capacity of induction.
step 4 post reading
(show some sentences with pictures to students, then ask them to guess the meaning of some words or phrases. )
task 3: ask the students to guess the meanings of some words and phrases together with some pictures. then ask the students to complete the following exercise shown on the screen, using some words and expressions in this passage.
china’s first spaceship at 9 a.m.,october 15,2023. the first chinese ,yang liwei said, “when the spaceship was , i could really feel the high . when the spaceship from the rocket, i suddenly got a feeling of the sky.” during the 21-hour space , the spaceship the earth 14 times. when the space was the earth for the seventh time, yang liwei showed the
of china and the un, the wishes of chinese to space peacefully. yang landed . the spaceship was red when it came into the earth’s . the ship was shaking when it let out its . at the same time were ready to save yang. yang climbed out of the spaceship, smiled and to the crowds waiting for him.
purpose of my design: present some key words and phrases appearing in the passage, and fill in the blanks to increase the students’ ability of language use. then ask the students to report the answers one by one. this task can test the students’ learning effects.
step 5 free discussion
task 4: ask the students to work in pairs. imagine one is yang liwei and the other is a reporter from cctv. make up an interview between them.
example:
reporter: when did the spaceship lift off?
yang: it lifted off at 9 a.m. on october 15th, 2023.
r: what did you eat in space?
y:…...
purpose of my design: most students can take their parts in the activities, especially for the ss who have trouble in english study. in the group activities, they can speak a little english. without doubt, this will encourage them to speak english. in fact, it is a kind of demand of
human being. “task-based” method is used here to develop the students’ ability of communication and also their ability of co-operation will be well trained.。

step 6: homework.
1.what do you think of yang liwei? please write 5 or 6 sentences.
2. read the article space heroes on page 32
purpose of my design: i think homework is so important that the students should practise english as much as they can in class or after class. it is necessary for the students to do some exercises after class to master the knowledge they learned, which is an extension of the previous lesson.。