高中英语最新优秀教学教案

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高中英语教案英文版5篇

高中英语教案英文版5篇

高中英语教案英文版5篇高中英语教案英文版5篇教案可以恰当地选择和运用教学方法,调动学生学习的积极性,面向大多数学生,同时注意培养优秀生和提高后进生,使全体学生都得到发展。

以下是带来的内容,感谢您的阅读,希望能帮助到您!高中英语教案英文版1Teaching Procedures of Period 1:Step1.Warming up (15 mins)Ss know a lot about sports from everyday life and media, so I arrange sucha task -discussion(group of 4): Q: What do you know about sports?During this process, if Ss can’t express themselves in English, Chinese isalso all right. Besides, it is agood chance to present new words. If necessary, I will make somecomplements. At the same time, I will present them as many pictures about sportsas possible.Possible response:school sports meetSports meet the National Gamesthe Asian Gamesthe Olympic Gamesthe World Cupetcball games: volleyball, basket ball, football, table tennis, tennis,,golfbadminton, bowling, baseball, American football, ice hockey etcEvents of sports track and field: relay race, long jump, high jump, polejump, discus, shot, javelin etcgymnastic: rings, double bars, high and low bars, horse , free exerciseswimming/shooting/skiing/ ice sports/diving/aquatic sports etcSport stars : Beckham, Mike Owen, Michael Jordan etc Purpose: This activity is designed to encourage students to think aboutsports and activaterelevant vocabulary.Step 2. Speaking(15 mins)Task1(pair work): Talk about their favourite sports, favourite sportsstars, and the reason why they like them, with the following expressions as aguide.(See SB p52) Task2(pair work): A survey about physical fitness (Seepostscript 1)Task3(group work): Add up their total scores and divide by the number ofpeople. Then get their group’s average scores. Discuss their survey answers.1). Do you think your group is doing well or not? Why ?2). How can you become fitter?高中英语教案英文版2教学目标Teaching aims and demands本单元的教学目标是使学生掌握表示判断和个人看法的常用语句,学会使用现在完成时的被动语态。

优质高中英语教学设计5篇

优质高中英语教学设计5篇

优质高中英语教学设计5篇作为一无名无私奉献的教育工作者,总不可避免地需要编写教学设计,教学设计有利于教学水平的提高,有助于教研活动的开展。

那么教学设计应该怎么写才合适呢?以下是小编收集整理的优质高中英语教学设计,欢迎阅读,希望大家能够喜欢。

优质高中英语教学设计1一、教材分析:本课是结合人教版高中英语教材选修5中有关过去分词的语法内容,进行过去分词的学习,教学中将语法知识的传授和语言基本技能的学习结合到一起,注重复习语法与语言的运用。

采用任务型教学法和小组合作探究学习法,从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析:在高一英语学习基础上,学生已经掌握基本的语言结构和一定程度的听说读写能力。

在复习的过程中,结合学生原有的知识掌握水平,巩固基础强化正确使用语法知识,提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱,运用英语进行交际活动的能力较差,主动学习的动力不够,然而他们学习比较认真,渴求知欲旺盛,思维比较活跃。

部分学生的基础较好,能主动配合老师。

只有设置使他们感兴趣的活动,因材施教,才能让他们投入到课堂活动中来。

三、教学目标:1.知识目标:引导学生掌握过去分词在真实的生活语境中的使用。

培养学生通读,分析,理解,综合的能力,教会学生体察语境,结合上下文,符和逻辑推理和合理的想象,结合语法和题干中的语境解决问题。

在运用语言过程中培养学生的观察力、分析力、想象力和自学能力,提高思维能力和运用英语的综合能力。

2.能力目标:利用多媒体手段营造积极和谐教学氛围,使学生进入情景之中,充分调动学生的思维活动和情感体验,规范学生运用英语知识准确表达的能力,同时,发展学生综合语言运用的能力,分析问题和解决问题的能力,培养学生自主学习。

3.德育目标:用含过去分词的句子结构表达思想感情。

四、教学重点:1.过去分词的用法.2. 过去分词的运用五、教学难点:1.结合语法知识,以课堂教学为依托,全面训练学生的听、说、读、写能力,加强和提高运用英语的综合能力。

高一英语全英教案5篇

高一英语全英教案5篇

高一英语全英教案5篇高一英语全英教案篇1教学目标1. 语言知识目标:1) 能掌握以下单词:rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry2) 能掌握以下句型:①Don't eat in class.②You must be on time.③Eat in the dining hall.2. 学会用英语表达一些标志的含义。

3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法3. 情感态度价值观目标:能用英语表达和制定一些简单的规则,理解没有规矩不成方圆;无论是在学校时还是在家庭中以及以后走上社会都应当遵守规则,按规则办事。

教学重难点1. 教学重点:1) 肯定祈使句是省略掉主语的原形动词开头;2) 否定祈使句则是在肯定祈使句前加上“don’t”。

3) 情态动词must及have to在用法上的区别。

2. 教学难点:掌握祈使句的用法,并能听懂、会说一些简单的祈使句。

多媒体教学过程Ⅰ. Warming-up and revision教师进教室后,使用祈使句请学生们完成一系列动作:Please stand up/ sit down. Close the door, please. Look at me and listen to me.Don’t open your books. Don’t talk. Let’s begin our class.学生听教师的指令完成各种动作,教师也可将指令写到黑板上,让学生从视觉上考察祈使句的特点。

Ⅱ. Presentation教师出示书上1a 的图片,向学生提问。

指着图上奔跑的男孩提问T:What’s the boy doing? S: He’s running.T: Where is he running? S: He’s running in the hallways.(板书,教读)T:Can you run in the hallways? S: No, I can’t.T: So please don’t run in the hallways.(板书,教读)(= You can’t run in the hallways.)学生跟读数遍,明白祈使句和“can”的表达含意。

高中英语优秀教育教学教案(7篇)

高中英语优秀教育教学教案(7篇)

高中英语优秀教育教学教案(7篇)高中英语优秀教育教学教案教学准备教学目标1、掌握下列词汇和短语: 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、进一步学习有关“朋友”的知识信息,启发学生对朋友和友谊的思考。

3、了解《安妮日记》的背景知识,在感受外国文化的同时,深刻理解安妮日记的内涵,同时提高学生文化意识。

4、训练学生一定的阅读技巧,使他们掌握一些有效的学习策略,从而提高阅读速度和理解的准确性,并养成一定的自主学习能力。

5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。

6、通过个人活动、小组活动和班级活动等方法,培养学生的合作互助精神,分享英语学习的经验,感受用英语交流的成功和喜悦。

教学重难点教学重点:1、了解《安妮日记》的背景知识,在感受外国文化的同时,深刻理解安妮日记的内涵,同时提高学生文化意识。

2、训练学生的阅读技巧,提高学生阅读速度和理解能力。

教学难点:对所获得的信息进行处理、加工和学习,形成有效的学习策略。

教学工具ppt课件教学过程...板书Uint1 Reading Anne’s Best FriendQualities: easy-going ,warm-hearted ,helpful,…Questions:SkimmingSummarizeDiscussion: 1> style 2> ideas高中英语优秀教育教学教案教学目标教学目标与要求通过本单元教学,全面复习本册书所列出的重点日常交际用语项目,如:命令与要求、提出建议与忠告、表示个人看法等。

英语教案高中教学范文5篇

英语教案高中教学范文5篇

英语教案高中教学范文5篇英语(English)是印欧语系-日耳曼语族下的语言,由26个字母组成,英文字母渊源于拉丁字母,拉丁字母渊源于希腊字母,而希腊字母则是由腓尼基字母演变而来的。

接下来是小编为大家整理的英语教案高中教学范文,希望大家喜欢!英语教案高中教学范文一《Unit 1 Friendship》大家好!今天我说课的内容是高一英语新课程实验教科书必修1 Unit One, The first period。

下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。

一、教材分析(一)教材的地位和作用本节课是本单元以及本教材的第一节课,本课谈论的是:朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。

本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。

学生从初中到高中,来到一个新的学校,同学彼此陌生,不免想起老同学,老朋友。

这样的话题正好能引起学生的兴趣。

而且本课的内容和语法的启发性和实用性都很强,能使学生在学中用,在用中学,对综合提高学生的听说读写能力有较好的促进作用。

(二)教学目标英语教学大纲规定,通过听说读写的训练,使学生获得英语基础知识和运用英语的能力,激发学生的学习兴趣,为进一步学习打下良好的基础。

因此,我制定以下教学目标:知识目标:1、掌握和使用陈述句和疑问句的直接引语和间接引语。

2、讨论朋友和友谊。

3、学习掌握本课的重点词汇。

技能目标:1、学会阅读的技能——scanningand skimming 。

2、通过谈论朋友和友谊,既锻炼学生的语言运用能力,又培养了学生发现问题、思考问题、解决问题的能力。

3、理解阅读文段,复述故事。

情感态度:1、患难之交才是真朋友。

2、知音难得。

3、海内存知己,天涯若比邻。

文化意识:认识德国纳粹党。

让学生了解那段德国法西斯残害犹太人的历史,使学生在感受外国历史文化的同时自然而然的习得语言。

(三)重点与难点重点:1、训练scanningand skimming等阅读技能。

高中英语教学设计 高中英语优秀教学设计(优秀9篇)

高中英语教学设计 高中英语优秀教学设计(优秀9篇)

高中英语教学设计高中英语优秀教学设计(优秀9篇)高中英语教学设计篇一教学目标:1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .2.To learn by ourselves and cooperate with each other.3.To be a hard-working,and practical student.教学重难点1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .2.To learn by ourselves and cooperate with each other.3.To be a hard-working,and practical student.教学过程一。

必考单词速记1.事实n. ________________2. (电脑)操作员,接线员__________3.性格;特点______________4.科技;工艺_______________5.目标,目的n. ______________6.出现;发生vi. ______________7.解决;解答vt. _______________8.类型,打字v. n.____________9.发信号vi. n ;信号。

_________10.无论如何,即使如此adv. ______二。

写出下列单词的变化形式1. operator n.操作员;接线员→_____________v.操作;经营→____________n.操作;经营2. technology n.工艺;科技;技术→_______________ adj.科技的3. intelligence n.智力;聪明;智能→_________adj.智能的;聪明的4. appearance n.外观;外貌;出现→________________vi.出现5. application n.应用;用途;申请→_______________v.应用;申请→___________n.申请人;求职者6. explore vt. vi.探索;探测→___________n.探险家;勘探者→_____________ n.探索7. personal adj.私人的;个人的;→________adv.就个人而言;亲自→_________n. 个性;人格;三、用所给词的适当形式填空(1)Can you say dolphins are much more ____________than other animals?Well, they are animals of high _____________. (intelligent)(2) She expressed her _________ opinion yesterday. ____________ speaking, I agreed with what she said. (personal)(3) Any ___________ who would like to _____________ to become anassistant in our company should send us an ___________ .(apply)四、语境助记——词不离句,句不离段With the electronic technology revolution going on,simplified calculation is solved in the application on finance by universal exploration. Our goal of making life happier is certain to be realized through man's intelligence.五、翻译下列必背短语?1.在某种程度上_______________2.依…看;据…认为_____________3.从…时候起_______________4.结果_______________5.处理;安排;对付____________6.弥补,补足;整理,编造_________7.毕竟_______________?8.看守,监视_______________9.在……帮助下_______________?六。

高中英语优秀教案范例四篇

高中英语优秀教案范例四篇

高中英语优秀教案范例四篇英语文化教学是现代教学中非常重要的一门课程,已经成为一种主流的课程,各个阶段对英语文化教育的课程都是非常重视的, 理解英语母体本身的真正含义,真正的将英语这门语言学好,达到综合运用的能力。

高中英语教案1I.MeetingyournewSs- Getting to know your Ss introducing yourself to the Ss- Setting up necessary rules for classroom learning and for homeworkII.Topics- Friends and friendship- Interpersonal relationshipsIII.Function- AgreementI agree. Yes, I think so. So do I. Me too. Exactly.No problem. Sure.Certainly. Of course. All right.You’re right/correct. Good idea.I think that’s a good idea.- DisagreementI don’t think so. Neither do I. That’s not right.Yes, but …I’m afraid not. No way.I’m sorry, but I don’t agree.Of course not. I disagree.IV.Grammar- Direct Speech and Indirect Speech (Part I. Statements and questions)1. Reporting statements“I don’t want to set down a series of facts in a diary,” said Anne.---- Anne said that she didn’t want to set down a series of facts in a diary.2. Reporting yes-no questions“Does a friend always have to be a person?” the writer asks us.---- The writer asks us if a friend always has to be a person.3. Reporting wh- questions“What do you call your diary?” Anne’s sister asked her.---- Anne’s sister asked her what she called her diary.V.Wordsandexpressionsupset ignore calm concern loose Netherlands German series outdoors dusk thunder entire entirely power curtain dusty partner settle suffer highway recover pack suitcase overcoat teenager exactly disagree grateful dislike tip swap item (32 words) add up calm down have got to be concerned aboutwalk the dog go through set down a series ofon purpose in order to at dusk face to faceno longer suffer fromget/be tired ofpack sth. upget along with fall in love join in(19 phrases)- survey vet Amsterdam Jewish Nazi Kitty spellbind loneliness Margot gossip secondly (11 words)VI.Timeallotment1st period – Warming up (P1) Workbook Listening (P41)2nd period –Pre-reading Reading Comprehension (P2-P3)3rd 4th period –Learning about Language (P4-5)5th period –Using Language (P6 Reading listening)6th period–Using Language (P7 Reading Writing)7th period–Wb Listening Task Reading Task (P43-44)8th period–Writing Task Project (P46-47)The 1st period – Warming up Using languageGoals for the 1st period:1. Introduce yourself and set up some rules for learning2. Talk about friends and friendship3. Learn the new words and expressions:upset ignore calm concern loose add up calm down have got to be concerned about walk the dogTeaching procedures:Step1Beginning1. Introduce yourself2. Set up some rules for learning:Before class: 1) Get into the classroom at the first bell.2) Get everything and yourself ready for the class.In class: 1) Follow the teacher closely and work with your mind.2) Take an active part in classroom learning activities.3) Take notes and raise questions.4) Speak English as much as you can.After class: 1) Finish your homework on time and hand it in as required.2) Review what you’ve learned in class in time.3) Preview your lesson as required.Step2Warmingup1. Introduce the topic Friendship. Ask Ss if they have a very good friend and why he or she can be their good friends.(Collect the adjectives/nouns Ss use to describe their friends on the Bb.)Supplements:Poem 1 Friends Poem 2 Auld Lang SyneBy Jill EgglestonBy Robert BurnsFriends care Should auld acquaintance be forgotFriends share and never brought to mind?We need friends Should auld acquaintance be forgotEverywhere!and days of auld lang syne?For auld lang syne, my dear,Proverbs: for auld lang syne,A life without a friend is a life withoutwe’ll take a cup of kindness yes,a sun. --- French proverbfor auld lang syne.You can buy friendship with friendship,but never with dollars.Should auld acquaintance be forgot --- Unknown and never brought to mind?A friend is a person with whom I may be Should auld acquaintance be forgotsincere. With him, I may think aloud. and days of auld lang syne?--- Ralph Waldo Emerson And here’s a hand, my trusty friendReal friendship is shown in times of trouble; And gie’s (give us) a hand o’thineProsperity is full of friends. We’ll tak’ a cup o’kindness yet---EuripidesFor auld lang syne.2. Think: What qualities and behaviors make a good friend?(a. Let the Ss make a list of 3-5 qualities a good friend should have.b. Have them work in group of four to collect the list of words.c. Then ask one from each group to write the words on the Bb.)3. Have the Ss do the survey in the Sb P1.4. When they have completed it, have Ss look again at the list on the Bb to see whether it should be revised.Explanation of each item:Q1: A: 1 point B. 3 points C. 2 pointsThis question deals with how thoughtful you are towards others: How much do you value your friend? Would you change the time of the day to go to the cinema to fit in with him/her?Q2: A: 1 point B. 2 points C. 3 pointsThis question is concerned with fairness: Is it fair for your friend to borrow something, break it and return it broken?Q3: A: 1 point B. 2 points C. 3 pointsThis question deals with your concern for others: Should you make the troubles of your friend more important than your own responsibilities?Q4: A: 3 point B. 2 points C. 1 pointsThis question is concerned with responsibilities to a friend. If you are asked to look after something and it is broken or harmed, what should you do?Q5: A: 0 point B. 2 points C. 0 pointsThis question is concerned with honesty.5. Quickly deal with the meaning of the new expressions in this part. We’ll later practice them in Ex 1, 2, 3 in Learning about language on Sb P.41) add up: v. to add sth. together2) upset: adj. sad, unhappy3) ignore: v. pay no attention to4) calm…down: v. make sb. calm, comfort sb.5) have got to …: v. have to do sth.6) be concerned about: v. be worried about, care about7) walk the dog: v. exercise the dog8) loose: adj. not tight重点词汇用法的学习,例如:1. add: add ... to;add to; add up; add up to;Eg. Will you please add some milk to my coffee?The little baby adds to our enjoyment at the party.Add up your score and see how many points you get.Add up these figures foe me, please.All the money I have in my pocket adds up to $ 125.2. upset: adj. worried, annoyed; v. cause to worry, to be sad/angryEg. I was very upset because one of my friends was rude to me.His cheating in the exam upset his teacher.3. ignore: v. pay no attention to; to behave as if you had not heard or seen sb./sth. n. ignoranceEg. You can’t ignore the fact that many criminals never go to prison.These are the problems which we can’t afford to ignore.Sam rudely ignored the inquiry.He had completely ignored her remark, preferring his own theory.4. calm: v. calm downEg. The mother calmed the baby by giving him some milk.What the manager said calmed the fears of the works.We tried to calm him down, but he kept shouting and crying.Calm down. There’s nothing to worry about.5. concern: v. concern sth.; be concerned about /with/ for sb. / sth.; n.Eg. This case concerns the group of people greatly.What I said at the meeting doesn’t concern you, so don’t worry about it.Our head teacher is concerned about our study and health all the time.He has never been concerned about/for what others think of him.He seemed to be concerned with the case.Your school work, rather than your private life, is my concern.My greatest concern is the development of our school.6. walk the dog: to take a dog for a walkEg. He is out walking the dog.walk sb home/ to a placeIt’s late --- let me walk you to the bus stop.6. If necessary, the T may ask one or two Ss the following questions:a. What kind of person are you according to the survey?b. Do you think you can be a good friend to others? And how?c. What do you think are the basic elements we need to keep our friendship?Step3ListeningWorkbook Listening on P411. Before you listen, discuss these questions with the class.1) Do you think it is a good idea to make friends with people from other countries?(to broaden one’s world outlook; to avoid national stereotypes etc.)2) What are the advantages of this friendship?(to practice another language with a native speaker; to learn new ideas and new ways of thinking; to find out more about another country etc.)2. the 1st Listening of Part 1: Write down what Leslie does in China in one sentence.(Leslie does some business in China and her company sells buses.)3. the 2nd Listening of Part 1: Tick the things done by Leslie.(going out for delicious dinners; visiting a mountain; going to people’s homes)4. the 1st Listening of Part 2: What does Leslie say about the friends she made in China?(1) Leslie says that she make friends but they are just business friends because she thinks one cannot make friends on a short visit.(2) Leslie thinks some of the friends in China may have liked her, but others may try to be nice to her so as to gain a business advantage.Step4Homework1. Make sentences with the 8 new words and expressions.2. Prepare and read aloud the rest new words.The 2nd period – Pre-reading Reading ComprehensionGoals for the 2nd period:1. Have Ss read the text and try their best to understand Anne’s eagerness for friends, friendship, nature and freedom.2. Get Ss have some knowledge about the Nazi’s cruel deeds towards the Jews during the Second World War.3. Train Ss’ reading ability of scanning and skimming. Learn to appreciate Anne’s Diary , the classic work.高中英语教案2课题:Friendship\(2)教材分析与学生分析:本单元的中心话题是“友谊”,几乎所有的内容都是围绕这一中心话题展开的。

高中英语教案设计参考优秀5篇

高中英语教案设计参考优秀5篇

高中英语教案设计参考优秀5篇高中英语教学设计篇一教学目标Wordsbase, command, request, recognizeExpressionsbecause of, come up, at present, make use of, such as, play apart (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.教学重难点■ To help students get to know abo ut English development■ To help students better understand “learning 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教学工具课件教学过程⑴Warming up by listingGood 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 ExplanationMother tongue the United Kingdomthe United States of AmericaCanadaAustraliaSouth AfricaIrelandNew 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 IndiaPakistanNigeriathe 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 ChinaGermanyFranceetc. The number of people who learn English as a foreign language is more than 750 million.⑵Warming up by answering questions about EnglishGood 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, inwhich 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 ma ny dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.⑶Warming up by giving reasonsUnit 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?x English is one of the official languages of the Olympic Games and the United Nations.x English dominates international websites and provides nearly all of the new computer terminology.x Tourism and trade from Western Europe and North America has contributed to the spread of English.x 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-readingWe 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 theboard as you make them.3. Skimming the text for general ideasNow 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 worldParagraph 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 fillingRead the text to complete the chart below.Time English is influenced by…AD 450-1150 German1150-1500 FrenchIn the 1600’s Shakespeare, who make use of a wider vocabulary than ever beforeBy the 19th century Samuel Johnson, Noah WebsterNow Languages in South Asia, in Singapore, in Malaysia, in Africa and in China5. Reading and copyingNext we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.Useful expressionsat the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, atpresent, 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高中教师的英语教学设计篇二教学准备教学目标教学目标(这部分谢3点,按照USE的目标写)(1)学习建议信的结构、语言。

高中英语优秀教学案例六篇

高中英语优秀教学案例六篇

高中英语优秀教学案例六篇英语教学案例1一、教学目标1.能够听懂、会说几个重要节日的词汇,并能用英语表达这些节日所在的月份。

2.能够以图文并茂的形式介绍自己喜欢的某个节日。

3.欣赏并学唱关于月份的歌曲。

二、教学建议A. Good to know.1.热身与复习(1)复习12个月份的英文表达①教师引导学生认读月份名称的单词卡片,随即发给读词最快的学生。

②拿到词卡的学生一起站到教室前面,按月份的顺序排队。

③全班再次按顺序说出12个月份的英文表达。

(2)教师呈现年历或第一课时歌谣课件,引导学生演唱第一课时所学的歌谣。

(3)师生交流:When is your birthday? It‘s in ...2.学习新知(1)教师呈现母亲节图片,引导学生观察画面内容,如:Who are they? What is the girl doing? Why is she giving flowers to her mother? Is it her mother’s birthday?...引出Mother‘s Day之后,让学生跟读词汇。

英语教学案例2一、语言技能目标第一层次:1.能够听懂、会说衣服词汇cap,coat,shoes,sweater,jacket,gloves,trousers;能在四线三格中基本规范地抄写单词,并尝试借助拼读规律记忆单词。

2.能够听懂、会说用来介绍复数衣服的功能句:These are ...3.能够听懂、会说用来询问自己该穿什么衣服的功能句:What should I wear today?及其答语:You should wear ...,初步学会在恰当的情境中运用,并通过描摹句子来体会句子书写规范,为抄写句子和独立写句子打基础。

4.能够读懂介绍自己所在城市的季节、天气、穿衣情况以及询问对方城市相关情况的小书信;并通过替换小书信中的关键信息回信,介绍自己的上述情况,回复朋友的询问。

5.能够借助熟悉的旧单词和图片感知字母u在闭音节单词中的发音规律,并利用该规律拼出新单词的读音,进而尝试记住其写法。

高中英语教案(精品10篇)

高中英语教案(精品10篇)

高中英语教案(精品10篇)高中英语教案篇1Disneyland教学目标本单元对话课复习了有关问路及应答用语,要求学生用所学语言自编对话描述所在学校、区域或城市;本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。

通过本单元教学,要求学生掌握迪斯尼乐园的概况,并可根据提示复述沃尔特?迪斯尼奋斗的生活简历。

引导学生意识到只有通过自身的努力,艰苦奋斗,才能收获成功的道理。

同时,设计问答练习,提高学生阅读能力。

作为高二的起始单元,此处复习了宾语从句的用法,通过课文阅读,完成练习册后练习,学生需熟练掌握此语言项目,并准确运用到口头及书面表达中。

对话教学建议Step 1听录音教师放对话录音,放完两遍之后,教师根据对话内容提出一些问题。

1.What were they talking about ?2.How to answer the first /second/third/forth/fifth visitor question?Step 2 练习组织学生五个人一组,练习对话三至五分钟。

教师请几组同学到前面表演。

Step 3改写将对话内容改写为一篇短文,要求学生用本课的地点名称如: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 讨论If you are visitor, How to ask the way to the stranger at first?Step 5总结教师提问学生们,归纳和总结对话用语。

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…教材分析本课的日常用语用语是有关对话asking the way and responses,这样的问路用语在初中都以学过,所以对话不在是个难点。

高中英语优秀教学设计5篇

高中英语优秀教学设计5篇

高中英语优秀教学设计5篇教学设计一:阅读理解策略教学目标:1. 学生能够运用预测、略读、寻读等阅读策略提高阅读效率。

2. 学生能够准确理解文章主旨大意,并能识别文章中的细节信息。

3. 学生能够分析作者的观点和态度,并进行批判性思考。

教学步骤:1. 导入:通过讨论学生感兴趣的话题引入阅读材料,激发学生的阅读兴趣。

2. 略读:指导学生快速浏览文章,了解文章的大致结构和内容。

3. 寻读:引导学生根据问题寻找文章中的关键信息,提高寻找信息的速度和准确性。

4. 精读:组织学生仔细阅读文章,理解文章的细节信息,并分析作者的观点和态度。

5. 讨论:组织学生就文章内容进行讨论,分享自己的观点和感受,培养学生的批判性思维能力。

教学反思:本节课通过引导学生运用阅读策略,提高了学生的阅读效率和理解能力。

在今后的教学中,可以进一步引导学生将阅读策略应用于其他类型的文本,以提高学生的综合阅读能力。

教学设计二:写作技巧训练教学目标:1. 学生能够掌握议论文的基本结构和写作技巧。

2. 学生能够运用论据和论点进行有效的论证。

3. 学生能够进行自我修改和同伴互评,提高写作水平。

教学步骤:1. 导入:通过分析优秀议论文,引导学生了解议论文的基本结构和写作技巧。

2. 写作指导:讲解议论文的写作步骤,包括确定论点、寻找论据、组织文章结构等。

3. 实践练习:组织学生进行写作练习,并鼓励学生运用所学技巧进行创作。

4. 同伴互评:引导学生进行同伴互评,互相提出修改建议,提高写作水平。

5. 自我修改:指导学生根据同伴互评和自我反思进行修改,完善文章。

6. 展示与分享:组织学生展示自己的作品,并分享写作心得和体会。

教学反思:本节课通过讲解写作技巧和实践练习,提高了学生的写作能力。

在今后的教学中,可以进一步引导学生关注写作过程中的细节问题,如语法、拼写、标点等,以提高学生的写作质量。

教学设计三:口语交际能力提升教学目标:1. 学生能够运用恰当的口语表达技巧进行日常交流。

高中英语教案【7篇】

高中英语教案【7篇】

高中英语教案【7篇】高中英语教案【篇1】一、定语从句的引导词1、一共有9个:who, whom ,whose, that,which, when,where, why,as与名词从句相比:定从不能由what和how引导;which的含义改变;定从内部的介词可以放引导词前。

2、引导词的功能有哪些?(1)引导定语从句(2)代替先行词在定语从句中充当一个成分。

(先行词在从句中不再出现)二、定语从句的关键1、首先,要能判断出该从句是什么从句:(1)放句首没有用逗号分开的,一般是主语从句,也有可能是状语从句,但从句结束后若有体现时态变化的动词,则一定是主语从句。

(2)放及物动词后,若及物动词不是被动语态,后面一定是宾语从句;若该及物动词是被动语态,后面一般是主语从句(It+ is +adj/n./done+that/whether/when…)或状语从句。

(3)放be动词后,后面一定是表语从句,但“It is/was + 从句(被强调成分) + that”是强调句(强调句中“非谓语”)。

(4)放名词后,一般是定语从句,但若该名词有“内涵/内容”(fact/truth/news/information/ problem/suggestion),则很可能是同位语从句。

(5)用逗号分开的从句,一般是状语从句或 as/which引导的定语从句,也要注意用放在句中用逗号分开的“插入语”(however, for example,believe it or not等)。

2、其次,判断出是定语从句后可以用“三个优先”法做题:(1)优先选择含whose的选项,能与空格后的名词构成“某人的某物”搭配,一般就是答案;(2)优先选择含介词的选项,然后看该介词与从句中的谓语是否能构成符合逻辑的搭配;(3)用逗号分开的定从,优先考虑as和which,若该空能翻译为“一件事”而从句意思是通顺的,则放句首就用as,句末用which(若该空能翻译为“如同”“像…一样”则应用as)3、再次,做定语从句题可以用“三问法”来检测是否出错:(1)先行词本身是否为特殊的词?way+ in which/that/省略指物的不定代词:anything, one, some,many, a lot, all, both, that 等 + that指人的不定代词或数词:one, those, anyone, two等 + who既有人又有物: + that“抽象的地点”condition, situation,case, point + where“抽象的时间”one’s stay/visit + when在特定语境中可以作“地点/位置”理解的词:trousers/ sleeves + where(2)先行词前面有无特殊的词?有不定代词修饰:all/every/little/much+ …+ that有最高级/序数词修饰:the best/second … + that有just the/ the very/ the only/ the last等修饰:+ that有who/which疑问词:+ that(避免重复)有the same/ such/ as修饰:一般+ as(注意:①第一个as是否为一个以as结尾的搭配,如regard…as;②区分such…as(定从)与such …that“如此…以至于”)(3)先行词在定语从句中充当什么成分?注意:从句中spend后的“时间”,以及visit后的“地点”,不是状语,而是宾语,应该用不定代词4、只能用that引导定语从句有哪些情况?先行词前为all, everything, nothing,something, anything, little, much等不定代词时;先行词前有:all, every, no, some, any,little, much, few等不定代词修饰时;先行词被序数词修饰时;先行词被形容词最高级修饰时;先行词前only, just, very, last有等修饰时;先行词是表示人和物混杂的两个名词时;主句是以who, which,开头的疑问句或先行词是疑问代词时;在修饰时间、地点等先行词时,只有用that代替when, where等引导词;【例】Ill never forget the Sunday (that) you first arrived.Do you know anywhere (that) I can get a drink ?先行词为reason, way (意为“方法”)时,常用that 代替why,which, in which,也可省略。

高二英语教案设计(优秀4篇)

高二英语教案设计(优秀4篇)

高二英语教案设计(优秀4篇)高二英语教案篇一《Body Language》教学设计一、教学目标与要求通过本单元教学,使学生了解身势语在各国人民交往中的重要性。

了解在各国不同身势语所表示的不同的交际含义,并以此来学习一些国家的风俗习惯和文化背景,学会如何礼貌待人;学生能运用所学语言,对不同的身势语及其含义进行介绍;复习动词不定式作宾语、定语、表语和状语的用法;复习表述提供帮助积应答的用语;正确完成练习册安排的练习。

二、教学重点与难点1.重点词汇manage;wave;nod;realize;agreement;disagreement;while;manners;municate;make sb....;body language;one another;not all...2.重要句型1)Although we may not realize it,when we talk with others we make ourselves understood not just by words. 2)But not all body language means the same thing in different countries.3)In some Asian countries,you must not touch the head of another person.4)But English people do not like to be too close to one another unless there is a rea-son.3.语法复习动词不定式作宾语、定语、表语和状语。

(The Infinitive) 1) They don't like to be too close to one another.2)They will move back to keep a certain distance away.3)Have you got anything to say?4) It's a pleasure to meet you.5)Waving one's hand is to say ”Goodbye".6)I don't know how to municate with foreigners.4.日常交际用语提供帮助和应答(Offers and responses)1) Can I take those boxes for you?2)Thanks.Thst's very kind.3)What about your bag?Would you like me to carry it?4)No,thanks.I can manage it myself.5)Is there anything else I can do for you?6)No,thank you.Thanks for all your help.7)Shall I show you how to use this electrical typewrit-er?8)Thanks.I haven't used this one before.三、课型(一)对话课Ⅰ.教具录音机、投影仪。

高中英语最新课程教案范文5篇

高中英语最新课程教案范文5篇

高中英语最新课程教案范文5篇英语是印欧语系-日耳曼语族下的语言,由26个字母组成,英文字母渊源于拉丁字母,拉丁字母渊源于希腊字母,而希腊字母则是由腓尼基字母演变而来的。

下面是小编为大家整理的关于高中英语最新课程教案范文,希望对您有所帮助!高中英语最新课程教案范文1一、案例实施背景任何语言的习得和学习都离不开大量阅读的实践。

许多教师也意识到高中阅读对于学生综合语言能力培养的重要性,用尽各种办法来培养学生的阅读微技能。

当然这样做的目的确实也提高了学生测试性阅读的能力。

如阅读前讲解重点生词或词组,阅读中找main idea, 设计不同程度的问题帮助不同层次学生理解阅读,呈现表格,运用复述,角色扮演,采访等不同形式来开展阅读任务。

以上虽均衡了话题及功能两方面,但这些方法仍只停留在字,词,句及其他细节的表层理解上。

要想真正让学生内化阅读材料,除了表层的理解外,阅读也要关注语言文字背后的深层理解和文化内涵。

这点我们可以从语文学习上得到启示。

《英语新课程标准》就阅读的知识性和欣赏性上提出了指导思想:语言有丰富的文化内涵。

英语学习就是要关注说英语国家的历史地理、风土人情、传统习俗、生活方式、文学艺术、行为规范、价值观念等,从而加深对世界文化的理解。

因此,笔者认为高中英语阅读课除了训练测试性阅读之外,需要大量的欣赏性阅读材料来补充教学。

教师应该冲破词汇,语法的束缚,在阅读中突出技能渗透的同时,应将课文阅读教学提高到欣赏性阅读的美学高度,真正培养他们的英语学习兴趣。

二、教学内容分析教学内容为高一NSEFC Book 1 Unit 4的reading task。

作为地震内容的阅读补充材料,它是作家Jack London的笔下之作。

以一个目击者的身份,介绍了旧金山大地震的所见所闻所感。

语言地道优美,描述性较强。

重点是欣赏阅读中训练略读和查读两大阅读微技能,逐步加深对旧金山地震及细节理解,并对地震中发生的一切形成自己的观点看法和情感态度,体会人们地震后表现出来的勇敢精神。

高中英语教案(优秀6篇)-最新

高中英语教案(优秀6篇)-最新

高中英语教案(优秀6篇)在本单元教学中,学生学习并初步掌握非限制性定语从句的用法,并运用到书面作业中。

进一步学习提出建议的表达方式,能较为熟练的提出建议,语言使用正确。

一起看看人教版高一英语必修二全册教案!欢迎查阅!的精心为您带来了6篇《高中英语教案》,亲的肯定与分享是对我们最大的鼓励。

高中英语教案篇一学习目标Students are to be able topredict what to hear.use the group of words related to stress.tell the ways to deal with the stress.教学流程学生背景升入高中后的'第二节英语课。

教学内容1) Listen to an interview concerning stressful situations2) Predict before listening教学目的1) To identify stressful situations.2) To use stress related words and expressions.3) To learn about ways of dealing with stress.4) To predict before listening.教学过程步骤教师活动学生活动时间教具板书可能遇到的问题Lead inAsk questionsWrite down key words on the Bb Answer the questionsGet familiar with the topic 2’ PicturesComputer TitleNew words and key sentences Ss might not use the target wordsIntroduceLexicalItems inContextWrite down model sentences on the Bb Brainstorm and talk about stressful situations 3’Textbook Model sentences Differences betweenvery, quite vs.a littleCheck point Ex. 2 Page 10 Focus on the form, meaning and use of the lexical items 3’Textbook Key words Ss might have difficulty producing the answer:stress pressurePrediction Introduce the technique of prediction Ss use the technique to predict answers individuallyJustify their opinions in pairs 5’ Textbookputer No Ss’ individual differencesListeningPlay the cassetteHighlight the strategiesPlay the cassettetwice Listen for general information to check the answers 10’ ComputerTextbook No Some Ss might feel depressed after checking, then they need encouragement Listening Play the cassette for the third timeEncourage Ss to choose suitable ways to answer the 3 questions based on their abilityHelp Ss to find the right answers Listen for specific information to answer the questionGet enough information on stress and learn the ways to deal with stress 12’TextbookAnswer sheetComputer NoSs might over or under- estimate their own ability to answer the questionsSs might not be able to collect enough specific information to finish the taskGive Suggestions Offer a chance for Ss to evaluate their study Solve practical problems in their life in groupsPresentationEvaluation 10’ Answer sheets Evaluation formThe suggestions might be quite different based on individual differences, whatever the results everyone should be awardedHomework Read Supplementary Reading on P7 P9高中英语教案精选篇二Revision1. Ask students some questions to revise the last lesson(show them on the screen).a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)b. What is coral? Why are corals not found in deep water?c. Why is the Dead Sea called the Dead Sea?2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, municate with others about their survery results and prepare for the new lesson.高中英语教案范文Step 3Lead-in and preparation for readingShow them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose: Arouse the students’ interest of study.Bring in new subject: Life in the oceans.高中英语教案篇三(1)课题:Friendship(2)教材分析与学生分析:本单元的中心话题是“友谊”,几乎所有的内容都是围绕这一中心话题展开的。

高中英语教案(优秀8篇)

高中英语教案(优秀8篇)

高中英语教案(优秀8篇)高中英语教学设计篇一单元整体设计思路第一课时:阅读课Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)第二课时:语法课Discovering useful structures (p. 4); Using structures (p. 43)第三课时:阅读与听说课Reading and listening; Speaking (pp. 5-6)第四课时:词汇课Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)第五课时:听说课Listening; Talking (p. 41)第六课时:读写课Reading and writing (p. 7)第七课时:单元评价课Self-test and self-evaluation; Summary第一课时阅读课一、教学内容Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)二、教学目标在本节课结束时,学生能够了解文化遗产的基本概念、本质特点以及基本类型。

通过找读(scanning)关键词、略读(skimming) 和精读(careful reading),了解有关琥珀屋的故事。

用归类法学习词汇。

用自己的话复述琥珀屋的故事。

运用本课时学习的内容和自己已有的知识讨论相关话题。

三、教学步骤步骤一热身1.请学生看学生用书p. 1或者PPT中的图片,两人一组讨论三个问题。

教师请几组学生回答问题,然后综合大家的看法总结出文化遗产的定义。

2. 请学生说出一些中外文化遗产的名称,教师写在黑板上。

可以采取小组竞赛的形式,比一比看哪组说得多、说得正确。

注:问题中出现了五个生词。

rare, valuable和survive很难根据上下文猜出词义,教师可以布置学生课前查字典自学其词义,用法可以留到词汇课处理。

高中英语优秀教学教案(通用5篇)

高中英语优秀教学教案(通用5篇)

高中英语优秀教学教案(通用5篇)篇一:高中英语优秀教学教案通用一、教材分析^p :学生在度过一个假期后,英语知识较陌生,老师应当复习好以前单词,为学习新知打下根底。

Let’s talk A局部很好地表达了这一点。

Good morning We have a……复习民第一册中内容。

“I’m from America”这一句为B Let’staik“Where are you from?做了铺垫,老师应充分注意这一点。

boy、girl 、teacher student 、meet等单词又是第一次出现,也需要我们特别关注。

二、教学目的:1、可以得简单地表达自己心情,如:nice to meet you wele back to school2、可以听懂并答复 Where are you from?I’m from3、认识、会说字母A——E4、掌握A、B Ler’s talk中单词。

5、理解A、B Ler’s talk中内容。

三、教学重、难点:可以听懂并答复 Where are you from?掌握A、B Ler’s talk中单词。

理解A、B Ler’s tal k中内容。

四、课时安排第一课时 A lLet’s talk Let’s learn B Let’s sing第二课时 A Let’s practise Let’s play Let’schant第三课时 B lLet’s talk Let’s learn第四课时BLet’ssay Let’spractise第五课时 B Let’s Let’s第六课时 C story time篇二:高中英语优秀教学教案通用教学目的1、引导学生通过上下文理解生词的含义:anecdote, annual, witness, acmodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2、帮助学生掌握文中一些描绘事物和情景的生动手法,从而体会作者的思想情感,把握文章的精华。

高中英语优秀教案(优秀7篇)

高中英语优秀教案(优秀7篇)

高中英语优秀教案(优秀7篇)高中英语教学设计篇一知识目标:复习两个阅读技能——scanning,skimming;学习本单元的部分生词。

本事目标:能构成文章的图式,在图式的帮忙下自主地复述本课的主要资料,在此过程中实现生词的重现。

情感目标:学生在教师的启发下,经过师生互动和生生互动,进一步探究知识。

在这一过程中,学生能够不断地实现互相教育和自我教育,并能寻求自我发展;学生能明白计划的重要性,并能收获一些与之相关的谚语。

教学重难点构成文章的`图式,并在图式的帮忙下复述文章的主要资料。

教学工具课件教学过程StepsTeacher’s activityStudents’ activityAimsStep 1Show and tell the students the learning goals for them and make possible explanationsStudents listen to the teacher and have an idea of what they are going to learn in this class。

To make the students know what they are to learn in this classStep 21)、Show some pictures with beautiful scenery2) Ask the students two questions:Are they attractive?Where do you want to travel? – I dream about traveling…1)Students appreciate those pictures2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling into…”1) To arouse students’ interest2) To practice a sentence patternStep 31) Show the title of the reading passage2) Ask the students whether this passage is about the whole process of the journey。

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高中英语最新优秀教学教案随着信息化时代的到来和素质教育改革的不断深化,高中英语的作用已经不再仅仅局限于帮助学生提高语言技能,而是更多地在开拓中学生视野和提升其语言综合素质方面发挥了重要的作用。

高中英语教案1课题Starter Module1 Unit1 Good morning,Miss Zhou.课型Listening and speaking教学目标学习称呼语和问候语教学重点打招呼用语教学难点如何正确运用打招呼用语教具多媒体、录音机课时1教学课程1. Greeting.2. Warming-upT: Class,Please stand up. Hello, class. S: Hello, Ms…T: Sit down please.S: Thank you.3. Drills(1) 练习打招呼问好。

Hello ,Good morning, Good afternoon (2) 练习告别语Goodbye。

4. Practise1)Work in pairs part32) Complete the sentences.5. Conclude6. HomeworkComplete part7 and part 8高中英语教案2一、教材分析:本课是结合人教版高中英语教材选修5中有关过去分词的语法内容,进行过去分词的学习,教学中将语法知识的传授和语言基本技能的学习结合到一起,注重复习语法与语言的运用。

采用任务型教学法和小组合作探究学习法,从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析:在高一英语学习基础上,学生已经掌握基本的语言结构和一定程度的听说读写能力。

在复习的过程中,结合学生原有的知识掌握水平,巩固基础强化正确使用语法知识,提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱,运用英语进行交际活动的能力较差,主动学习的动力不够,然而他们学习比较认真,渴求知欲旺盛,思维比较活跃。

部分学生的基础较好,能主动配合老师。

只有设置使他们感兴趣的活动,因材施教,才能让他们投入到课堂活动中来。

三、教学目标:1.知识目标:引导学生掌握过去分词在真实的生活语境中的使用。

培养学生通读,分析,理解,综合的能力,教会学生体察语境,结合上下文,符和逻辑推理和合理的想象,结合语法和题干中的语境解决问题。

在运用语言过程中培养学生的观察力、分析力、想象力和自学能力,提高思维能力和运用英语的综合能力。

2.能力目标:利用多媒体手段营造积极和谐教学氛围,使学生进入情景之中,充分调动学生的思维活动和情感体验,规范学生运用英语知识准确表达的能力,同时,发展学生综合语言运用的能力,分析问题和解决问题的能力,培养学生自主学习。

3.德育目标:用含过去分词的句子结构表达思想感情。

四、教学重点:1.过去分词的用法.2. 过去分词的运用五、教学难点:1.结合语法知识,以课堂教学为依托,全面训练学生的听、说、读、写能力,加强和提高运用英语的综合能力。

2. 过去分词在真实的生活语境中的使用。

六、教学策略:通过小组讨论、小组竞赛等具体形式,创设有利于高中生自己自我认识、自我反省、自我调节的情境,利用他们自身较高的自我意识水平对自己的学习进行调节、监控。

因此,本课采用教学方法---任务型教学法。

以任务为中心,任务的设计焦点是解决某一具体的贴近学生生活的问题。

教师要从学生“学”的角度来设计教学活动,使学生的学习活动具有明确的目标。

在的各种“任务”中,学生能够不断地获得知识并得出结论。

七、学习策略:本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段,帮助学生养成自主学习与合作学习的能力,培养创新意识和实践能力,以及具备科学的价值观。

高中英语教案3Module4Unit1Advertising语法课教案Teaching aims:1。

Students can explain the difference of direct speech and reported speech。

2。

Students can list the changes when transform the direct speech into reported speech。

3。

Students can use reported speech or indirect speech to report things。

4。

Students can express others’ ideas more properly。

5。

Students can be more confident in learning English。

Teaching key points and difficult points:Key points:How to change direct speech into reported speech。

Difficult Points:The changing points when change direct speech into reported speech。

Teaching procedures:Step 1 Lead-inPresent a short video。

It is a joke about XiaoMing。

He misuse I,she and he and can’t introduce his family members to others properly。

Then lead in today’s topic how to change direct speech into reported speech。

(Justification: By showing the video,students can be more curious about learning this lesson。

)Step 2 Presentation1。

Ask students to watch several advertisements。

In every videos there is a person to talk about the merits of his or her products。

Then list several sentences to ask students to choose which advertisement it refers to。

For example:The girl said that she was praised by her boyfriend。

The boy introduce that the little guys can be found wherever they are。

A lot of mums encourage others to use it to protect babies skin。

2。

Show the original sentences(direct speech) of the advertisement and the listed sentences before together。

Ask students to observe the sentences and try to think about what is the direct speech and what is the reported speech。

Then conclude how to change direct speech into reported sentence: we can change direct speech into reported speech by using an object clause or an infinitive phrase。

3。

Present several reported speech chosen from the advertisements。

Ask students to pay attention to the form of different reported speech including statements,questions and imperative statements。

4。

Show some sentences using direct speech and ask students to try to change the direct speech into reported speech。

Then underline personal pronouns,tense,time and place,pronoun and ask students to check their deskmates’ sentences and pay attention to the underline parts。

Present the sentences students made and ask them to conclude the important points of changing a direct speech into reported speech from the following aspects: personal pronouns,tense,time and place,pronoun and other special cases。

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