高中英语阅读教案全英
高中英语阅读教案全英
高中英语阅读教案全英【篇一：高中英语阅读教案】高中英语阅读课教案book5 unit 5 first aid for burns授课董红英一、teaching aims:1. knowledge aims:(1) get the students to learn some useful words and expressions in the passage;focus:2. ability aims:(1) enable the students to learn how to use what they’ve learnt to do first aid treatment for burns correctly;(2) let the students learn the reading skills of getting the main idea of each para part;(3) train the students’ reading abilities, such as skimming and scanning;(4) to develop the students’ ability to get the text information through reading practice;(5) to develop the students’ speaking skills;(6) to challenge the students to express a real-life even and share experiences with others in the topic.3. morality aims:(1) enable the students to be brave, calm when facing such accidents and know how to give first aid in different situations;(2)develop students’ sense of cooperative learning and their abilities of discovery;(3)to motivate the students to concern about others and their safeties二、key points and difficult pointskey points: (1). get the students to imitate the pronunciation and the intonation.(2). to arouse their interest in the lesson.(3). improve the ss’ reading a bilities and develop their reading skills.(4). to develop students’ speaking skills in describing a specific situation where they make storieswith the first aid treatment they have learnt in this lesson. difficult points: (1).to improve the ss’ reading abilities and develop their reading skills; .(2). to help the ss use what they’ve learnt to do first aid treatment for burns correctly. (3). to develop students’ speaking skill in describing a specific situation where they makestories with first aid treatment in this lesson.三、teaching procedures:step 1：watching and thinking1. i will begin the lesson by playing a video and help the students to find out “what happened to the boy? what did the man do before a doctor can be f ound?”, which is to lead in the topic: “first aid”, and get the students ready for the further discussion “what is first aid?”. help the students to get the answer “first aid is a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found”, and explain the new word “temporary---lasting or serving for a time only, not permanent”.(2) while helping the students finish all the exercises, i will carry out a competition: divide the students into four groups, and the one who stand up fast and give the right answer can get 1 mark for his\her group, the group which gets the highest mark will get a present.step 2：fast reading1. give the students a minute and some tips to help them divide the passage into 5 parts and find out the main idea of each part.questions:1. how many parts can the passage be divided into?2. what is the main idea of each part?part 1 a. the characteristics of three kinds of burnspart 2 b. the three types of burnspart 3 c. different first aid treatment for different burnspart 4 d. the functions of the skinpart 5 e. how we get burnedstep 3：careful reading1. get the students finish some comprehensive exercises, and help them to get the key information of each part. try to make the students finish these exercises creatively and actively;1). listen to the tape of part1 and find out: the functions of skin1. protect you against poisons and the sun’s harmful rays;2. keep you .4. give you .2). listen to the tape of part2 and find out the causes of burns3). listen to the tape of part3 and find out: types of burnsthere are three types of burns depending on which layers are burned.first degree burns affect only the _____ layer and should feel better within _______________.second degree burns affect both the top and the_______ layer. these burns are serious and take ______________ to heal.third degree burns affect all three layers and any ______ and organs under the skin. they are very severe injuries and the victim must get to hospital at once.4). listen to the tape of part 4 and find out the characteristics of burns5). listen to the tape of part 5 and find out the treatment for first aid1. ________ clothing and jewelry near the burns.2. ______ the burns with cool but not icy water.3. ______ cool, clean wet cloths on the burns.4. ______ the burned area gently.5. ______ the burned area with a dry clean bandage.6. ______ the burned area higher than the heart, if possible.7. ______ the victim to the doctor or hospital, if the injuries are second or third degreeburns.2. get the students to read the passage aloud while they are listening to the tape, ask the students to pay attention to the pronunciation and the intonation;3. guide the students if necessary, and always encourage them, encouragement can build their confidences.step 4：post reading:1. to practise the use of group and pair activities, with the emphasis on communicating with their partners and the cooperation of teams.2. guide the students to find out the correct answer and remind them of paying attention to the key words.(1). the passage is mainly about __________.a. the function of the three layers of the skinb. the characteristics of burnsc. burns and the first aidd. steps of treatment for different burns(2). you can get burns by various things, except __________.a. the sun or hot liquidsb. steam or radiationc. fire or the lightd. electricity or chemicals(3). when you get the second degree burns, you can carry out the following first aid except _______.a. cool the burns immediately with the icy waterb. get a doctor to help you at oncec. place cool cloths on the burned area repeatedlyd. dry the burned area gently3. help the students summarize some useful reading skills.4. to process information and to apply knowledge to solve a problem.step5: conclusion of reading skills1.help the students discover some reading skills through reading a similar passage.2. develop the students’ learning-by-doing abilities【篇二：高中英语阅读教案】英语阅读教案objectives1.to find out some specific facts of the passage2.to study some useful expressions and new words in the text.3.to make up a conversation between marco polo and the author4.to practise writing a reportteaching procedures:step 1 lead-in ( 歌曲导入 )t: good morning , class.ss: good morning , madam .t: today let’s begin our class with the beautiful song “a whole new world”. we have been learning the song these days. now listen , enjoy and learn to sing the song again.step 2 group discussion ( 小组讨论 )t: what is the song about ? what do you think of the song? sa: it’s about a whole new world. ??.sb: it’s beautiful. ??.t: good. now look at the screen. china in the yuan dynasty was a whole new world to marco polo. today let’s read a passage marco polo. have you ever heard of marco polo? do you know kublai ? what do you know about the yuan dynasty?( show the pictures of marco polo and some people in italy, kublai and some people in the yuan dynasty.)t: let’s have group discussion. each group has its own question. group one : who was marco polo? what do you know about marco polo? group two :who was kublai ? what do you know about kublai? group three:what do you know about the yuan dynasty?group four: what do you know about italy?step 3 vocabulary studyt: here are some important words which are frequently used when we talk about marco polo.look them up in the dictionary . write down the sentences and english explanations.faithful / fantastic / imprison / awed / missionstep 4 fast-reading ( 快速阅读)t: now, let’s read the passage marco polo and his travels . read the text as quickly as possible.try to find the answers to the questions on the screen.1.why did marco and his father travel to china?2.why was the emperor impressed with marco?3.why was marco surprised to see people using paper money?4.what were the black stones marco saw people burning for fuel?5.how long did marco spend in china?step 5 听录音、观图像。
高中英语全学科阅读教学设计
高中英语全学科阅读教学设计第一部分：教学目标与背景介绍高中英语全学科阅读教学旨在培养学生的综合阅读能力，提高他们的文化素养和批判性思维能力。
本教学设计针对高中一年级学生，通过选取不同学科的文本，引导学生进行跨学科的阅读和思考，以提升他们的学科综合素养。
第二部分：教学内容与步骤1. 教学内容（1）选择丰富多样的学科文本，如历史、地理、数学、科学等，确保学生接触到不同学科的知识和信息。
（2）设计相关练习活动，包括问题解答、信息概括、文本分析等，以帮助学生全面理解和掌握文本的内容和要点。
2. 教学步骤（1）引入：通过介绍一个具有跨学科背景的话题，激发学生的兴趣和思考。
比如，通过介绍宇航员在太空中的实验，引发学生对科学、物理、生态等学科的思考。
（2）学生阅读文本：提供相关学科文本，让学生阅读并理解其中的知识内容。
（3）问题解答：提供一些问题，要求学生根据文本内容回答。
问题涵盖各个学科的知识点，鼓励学生进行跨学科思考。
（4）信息概括：要求学生准确概括文本中的信息和观点，培养他们的归纳总结能力。
（5）文本分析：引导学生分析文本结构和语言特点，培养他们的文本解读和理解能力。
（6）学科综合思考：鼓励学生对不同学科的知识进行综合思考，引导他们形成有深度和广度的学科视野。
第三部分：教学评估与反馈1. 教学评估（1）开展课堂小测：通过课堂小测，检测学生对不同学科的文本和相关知识的理解程度。
（2）布置作业：设计相关作业，要求学生根据文本内容进行扩展思考，或者写一篇综合分析的文章。
2. 教学反馈（1）批改作业：认真批改学生的作业，给予及时的反馈和建议。
（2）答疑解惑：根据学生在作业中的问题，进行答疑解惑，帮助他们更好地理解和应用所学知识。
第四部分：教学资源与延伸1. 教学资源（1）学科教材：选择适合的学科教材，作为教学资源，满足学生对不同学科文本的需求。
（2）互联网资源：利用互联网资源，搜索相关学科资料和文档，为学生提供更丰富的学科背景知识。
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。
高中阅读课教案(全英文)
The class design of In search of the Amber Room Class type: ReadingDuration: 45 minutesStudents: Grade 101Theoretical basisAccording to The National English Curriculum Standards, reading is one of five basic elements of all-round student cultivation. Reading capacity is an important measurement of one’s information accepting ability. Students can broaden their vocabularies and learn native collocations during reading and those will set a solid foundation for the development of the rest four capacities，especially viewing.Viewing is the element added to the core elements lately, which is about the ability to recognize information between lines and apply them in daily life later.The interactive view considers language to be a communicative tool that is mainly used to build up and maintain social relations between people. Reading is a kind of special communication to some extent, which connects the reader to the writer.While reading, the information conveyed by the content may remind the reader of his/her own experience, which is another performance of interaction. When students meet some difficulties during reading, the teacher will make some explanations about difficult points which is the interaction between the teacher and students.After reading and understanding the context, students are asked to reach a higher level- they can express their own story while using words in the new vocabulary.It’s the interaction between students.2Background information2.1Analysis of teaching materialThe teaching material is about the description, history and special meaning of a cultural relic— amber room. This passage describes the missing amber room concretely which leaves the imagination space for students, and it introduces the location where it is and the owner who it belongs to corresponding to different periods. It is easy for students to grasp detailed information based their good mastery of vocabularies and reading strategies, but if they want to get to deeper level of understanding, they have to clarify the intricate relationships between the people and countries mentioned in the passage, so it is necessary for teacher to provide the scaffold by supplementing relevant history to help students better understand the passage. Based on the information provided by teacher, students can perceive the historical and diplomatic meaning of cultural relics individually or in peer work. Furthermore, students can extend their discussion to the history of Yuan Ming Yuan — the palace that is destroyed by foreign invaders but having witnessed the changes of China— and conclude the historical and cultural meaning of it on their own.2.2Analysis of studentsStudents in grade 10 just graduate from junior high school, so they have laid a foundation for further English study. According to The National English Curriculum Standards, junior high school graduates have a good mastery of guessing new vocabulary or unfamiliar grammar in the context, finding out and comprehending necessary information, searching out the topic and inner logic of a passage and predicting the development and maybe the ending of a passage, grasping information with different reading strategies in accordance with different reading targets. In senior high school, the standard shifts as students can predict thetopic and content of a passage, analyze reading materials critically and so on after three-year study.They have learnt The Attribute Clause before, so they can understand the meaning of sentences with the attribute clauses in the reading material. The most difficult task is to make students understand the slight difference between restrictive and non-restrictive attribute clauses.They also have learnt some knowledge about cultural relics since they were in primary school and they must have been to some museums, so they have had a vague impression of the concept of cultural relics and known the story of royal palace—Yuan Ming Yuan, which can help T illustrate the concept of cultural relics clearly and be an object of knowledge transfer practice.3Learning objectives3.1Language knowledgeIn this lesson, students are able to:1.Recognize and remember the new vocabularies such as words rare,valuable, vase, amazing, honey, selected, design, fancy style,decorated, jewel, artist, troop, reception, remove, wooden, doubt,former and phrases belong to, at war, less than.2.Recognize the function of some specific adverbs such as however, infact, in return, later recently and apply them into their writing.3.Clarify the slight difference between restrictive and non-restrictiveattribute clauses, understand the meaning behind these two grammarpoints and know how to use them correctly in their own writing.3.2Language skillsIn this lesson, students are able to:1.Write down key words while reading and then abstract main ideasfrom each paragraph.2.Predict the topic and the content according to the title and understandthe meaning of the title from several perspectives after intensivereading.3.Make sense of the topic and the content of the reading material andlearn to apply the structure into their writing of the story about YuanMing Yuan in chronological order.3.3Learning strategiesIn this lesson, students are able to:1.Consolidate their ability of scanning, skimming, skipping and so on.2.Learn non-restrictive attribute clause in the context based on theknowledge about the attribute clauses they have learnt before andconnect these two grammar points.3.Know the intention of the reading material related to the type andcharacteristics of the passage.4.Cooperate with group members when encountering difficulties andhave willingness to share their own experiences and thoughts witheach other for better understanding of the concept of cultural relics3.4Cultural awarenessIn this lesson, students are able to:1.Know the history background of the reading material and relationshipsbetween the countries and people mentioned in the passage.2.Have a clear understanding of the concept of cultural relics and thehistorical and diplomatic meaning of cultural relics— a witness to aperiodic history, a representative of a culture and a peacemaker.4Emphasis and difficulties4.1Emphasis:1.Student remember and consolidate the new vocabulary the newvocabularies such as words rare, valuable, vase, amazing, honey,selected, design, fancy style, decorated, jewel, artist, troop, reception,remove, wooden, doubt, former and phrases belong to, at war, less thanand some specific adverbs such as however, in fact, in return, laterrecently and apply them into their own writing.2.Student clarify the slight difference between restrictive and non-restrictive attribute clauses, understand the meaning behind these twogrammar points and know how to use them correctly in daily life.3.Students predict the topic and the content according to the title andunderstand the meaning of the title from several perspectives afterintensive reading.4.Students make sense of the topic and the content of the readingmaterial and learn to apply the structure into their writing of the storyabout Yuan Ming Yuan in chronological order.5.Students have a better understanding the concept of cultural relics andthe historical and diplomatic meaning of cultural relics— a witness toa periodic history, a representative of a culture and a peacemaker.4.2Difficulties:1.Student clarify the slight difference between restrictive and non-restrictive attribute clauses, understand the meaning behind these twogrammar points and know how to use them correctly in daily life.2.Students have a better understanding the concept of cultural relics andthe historical and diplomatic meaning of cultural relics— a witness toa periodic history, a representative of a culture and a peacemaker.5 Teaching& Learning methodologies5.1 Teaching MethodsThe interactive model which is integrated by bottom-up and top-down techniques will be adopted to help students develop their reading strategies and increase their language efficiency in general.5.2 Learning MethodsCooperative learning method will be used to promote students to communicate more and cultivate their ability of cooperation. In this class, the teacher will design group work tasks, which need to be finished through cooperating learning and idea-sharing.6 Teaching aids T eaching aidsPurpose PPTSave the time of blackboard writing. They are all used to draw students’ attention, arouse their interests, activate their schema and make language more comprehensible. blackboard Strengthen the language points andelicit students’ products and thecomplete structure of readingmaterial step by step.stickers Save timevideo and pictureSet an authentic scene and make theclass more vividly.7Teaching proceduresperiod activity Duration IntentionPre-reading Lead-in:T talks about her tour to Beijing Lastsummer vacation and shows somepicture of cultural relics she has beento or seen, including Yuan MingYuan.Q1: Are they all cultural relics?(Individual work)Q2: Does a cultural relic have to berare and valuable? Is it enough tohave survived for a long time?(Individual work)Q3: What is cultural relic? Could youplease make a conclusion? (groupwork)7minsArouse Ss’ interests inthe topic with T’s tourstory and free talkingDuring T introduces herown experiences, some ofnew vocabularies arepresented before readingthe passage which cangive Ss a guessingdirection of thefollowing passage andlower the difficulty ofunderstanding thepassage.After discussion, Ss havea better understandingof the concept ofcultural relics.Pre-reading Predicting:T asks Ss to read the title of thereading material—in search of theamber room and guess what thepassage will tell us. (individual work)(T shows the picture of amber to helpthem understand the new wordbetter)Skimming:T asks Ss to skim it quickly and see ifthey were right and asks them whateach paragraph is roughly about.5minsActive Ss’imagination.Cultivate the habit ofbrain storm beforewriting.Practice Ss’ ability ofcomprehension andconclusion.While-Intensive reading 7min Ss get some detailed information about thereading Step1:T asks Ss to read the paragragh1carefully and find out the informationas follows:1.How is the amber room about?(Show a picture of the amber room)2.What is the function of thisroom?3.Who is the one having theownership of this room in thebeginning?(Stick the name to the blackboard)Step2:T lists the two non-restrictiveattribute sentences on the ppt andcompare them to the restrictiveattribute sentences they have learntbefore. amber room which can explain the reason why it is a gift and missing at war.Compare the new grammar point to the old one and connect them.While-reading Step3:T asks Ss to read the next threeparagraphs and find out the changeof the ownership and the function ofthe amber room. (lockup work)Frederick William I (the King ofPrussia) — Peter the Great (the Czarof Russia) —Catherine II (the Czar ofRussia)– Nazi army (Nazi German)The palace–gift–winter palace–areception– one of the wonders of theworld– wealth/money——— AWITNESS TO HISTORY(T provides the scaffold bysupplementing relevant history tohelp students better understand thepassage)14minsMake a mind map with Ssto make inner logicclear.T provides some relevanthistory to get Ss moreaccessed to westernculture to arouse theirinterests in westernculture.Transition:T: As Russia and German breaks up, the amber room is destroyed. Is there no amber room in the world forever?Step4:T asks Ss to read the last paragraphand asks them the following questions:1.Why is the new amber roombuilt again? Who built it?2.How is the new amber room?(individual work)Here comes another role of the cultural relic– THE PEACEMAKERStep5:T asks Ss to reconsider the meaning of the title of this passage. “In search of amber” can be in search of history, culture or peace，so we should cherish cultural relics. students can perceive the historical and diplomatic meaning of cultural relicsreminds Ss of the importance of the title to the whole passage.Post-reading Extensive reading:T shows the picture of anothercultural relic–Yuan Ming Yuan againand plays a short documentary whichtells the whole history of the royalpalace.T asks Ss to compare the fate ofthese two cultural relics and whatrole Yuan Ming Yuan plays comparedto the amber room.Story Retelling:T shows two mind map about theamber room and Yuan Ming Yuan12minsGive Ss to chance toknowledge transferfrom amber room toYuan Ming YuanGive them chance tospeak publicly.respectively and Ss choose one toretell the story in their own words.T will invite some Ss to retell the storyin front of the whole class.8Assignment1.Write a summary of in search of the amber room in 80 words2.Write a letter to your Friends the story of Yuan Ming Yuan in 150 words 9Blackboard design。
高中英语阅读理解教案范文全英文
高中英语阅读理解教案范文全英文Reading comprehension is an essential skill for high school students learning English. It not only helps students understand and analyze different types of text but also improves their vocabulary and critical thinking abilities. One effective way to teach reading comprehension is through a well-structured lesson plan that includes a variety of activities designed to engage students and enhance their understanding of the text.阅读理解是高中学生学习英语的基本技能。
它不仅帮助学生理解和分析不同类型的文本，还可以提高他们的词汇量和批判性思维能力。
教授阅读理解的一种有效方式是通过一个结构良好的教案，其中包括各种活动，旨在吸引学生并加深他们对文本的理解。
A comprehensive reading comprehension lesson plan should start with pre-reading activities to activate students' prior knowledge and build interest in the text. These activities can include brainstorming, predicting, or discussing related topics to help students make connections between their own experiences and the text.一个全面的阅读理解教案应该从阅读前活动开始，激发学生的先验知识，建立对文本的兴趣。
高中英语阅读理解教案范文全英文
高中英语阅读理解教案范文全英文(中英文版)High School English Reading Comprehension Lesson Plan Template Below is a sample lesson plan for high school English teachers aiming to enhance their students" reading comprehension skills.This plan incorporates various strategies and activities to foster a deeper understanding of the text.Section 1: IntroductionObjective: To introduce the topic and engage students in the reading process.Activity: Begin the class by discussing the title and cover of the text.Encourage students to make predictions about the content based on these elements.Materials: Textbook, whiteboard, markers"Good morning, everyone! Today, we will embark on a journey through a fascinating text.Before we dive in, let"s take a moment to analyze the title and cover.What do you think this story is about? Share your predictions with your neighbors."Section 1:导入目标：引入话题并激发学生在阅读过程中的兴趣。
高中英语阅读教学设计全英
高中英语阅读教学设计全英Introduction:In recent years, the teaching of English reading comprehension in high schools has become increasingly important. Students need to develop effective reading strategies to understand and analyze complex texts. This article aims to provide a comprehensive English reading teaching design for high school students.1. Pre-reading Activities:Before starting the reading process, it is crucial to engage students in pre-reading activities that activate their prior knowledge and pique their interest in the topic. Some effective pre-reading activities include:a) Brainstorming: Encourage students to brainstorm ideas related to the topic of the reading passage. This helps them activate their background knowledge and make connections with the text.b) Predictions: Ask students to make predictions about the content or topic of the reading passage based on the title or some key words. This helps create curiosity and anticipation.2. During Reading Activities:While students are reading the text, teachers can incorporate various activities to enhance their comprehension and critical thinking skills. Some suggested activities include:a) Annotation: Encourage students to annotate the text by highlighting key ideas, unknown vocabulary, or making notes in the margins. This promotes active reading and helps students identify important information.b) Comprehension Questions: Prepare a list of comprehension questions related to the text. Students can answer these questions individually or in pairs/groups to check their understanding of the content.c) Vocabulary Expansion: Identify key vocabulary words in the text and provide students with exercises to learn and practice using these words in context. This improves their overall language proficiency.3. Post-reading Activities:After students have finished reading the text, it is essential to reinforce their understanding and encourage them to reflect on what they have learned. Here are some effective post-reading activities:a) Discussion: Organize a class discussion to allow students to share their thoughts, opinions, and questions about the text. This fosters critical thinking and encourages students to engage in meaningful conversations.b) Writing Tasks: Assign writing tasks that require students to summarize the main ideas, make connections to their own lives, or analyze the text in a specific way. This helps consolidate their understanding and develop their writing skills.c) Extension Activities: Provide extension activities that allow students to further explore the topic or delve deeper into the content of the reading passage. This could include research projects, presentations, or creative tasks.Conclusion:In conclusion, a well-designed English reading teaching plan for high school students should incorporate pre-reading, during reading, and post-reading activities. These activities engage students actively and enhance their reading comprehension, critical thinking, and language skills. By implementing this comprehensive teaching design, teachers can create a stimulating and effective learning environment for their students.。
高中英语课全英教案
高中英语优质课全英教案第一章：课程概述与目标1.1 课程背景本课程旨在提高高中生的英语听说读写能力，通过全英教学环境，使学生能够更自然地接触和使用英语，提高他们的语言运用能力。
1.2 教学目标通过本课程的学习，学生将能够：熟练运用英语进行日常交流；理解并运用所学知识进行阅读、写作和听力理解；第二章：教学方法与策略2.1 教学方法采用交际法、任务型教学法和情境教学法，让学生在实际的语言环境中学习和使用英语。
2.2 教学策略通过小组讨论、角色扮演等活动，激发学生的学习兴趣和积极性；利用多媒体教学资源，提供丰富的语言输入和输出机会；定期进行评估，以监测学生的学习进度和提高学习效果。
第三章：教学内容与安排3.1 课程内容英语语音和语法；词汇和短语；日常交流场景；英语听说读写技能的训练。
3.2 教学安排每周安排两节全英授课，每节课时为45分钟。
课程将持续一学期，共计18周。
第四章：教学评估与反馈4.1 评估方法通过定期的测试和作业评估学生的学习成果。
测试包括听力和口语考试、笔试和课堂表现。
4.2 反馈教师将对学生的学习情况进行定期反馈，帮助学生了解自己的优点和需要改进的地方，并提供必要的辅导和支持。
第五章：教学资源与材料5.1 教学资源英语教材和辅助材料；多媒体教学设备；网络资源和学习平台。
5.2 学生材料英语词典；学习笔记和练习册；个人电脑或平板电脑，用于在线学习和作业提交。
第六章：课堂管理6.1 纪律与规则建立积极的课堂氛围，鼓励学生积极参与；准时开始和结束课程，遵守课堂纪律；尊重学生，确保教学活动有序进行。
6.2 学生参与鼓励学生提问和发表意见；组织小组讨论和角色扮演等活动，提高学生的参与度；根据学生的兴趣和水平，设计合适的教学活动。
第七章：作业与练习7.1 作业布置布置与课堂内容相关的作业，巩固所学知识；作业难度适中，给予学生一定的挑战；设定作业提交截止时间，并按时批改。
7.2 练习设计在课堂上进行听力、口语、阅读和写作练习；利用多媒体教学资源，提供实时的练习和反馈；鼓励学生自主学习，进行课外阅读和听力训练。
高中英语全英教案
高中英语教案I. Teaching focusthe damage caused to the world and figure out the reasons.ways to stop the earth from being polluted by discussing in groups.approachesElicitation, Mutual InteractionaidInteractive multimedia teachingprocessStep 1 Revision1. Check note-makingEarth: not enough rain, too many cattle, cutting down trees, strong windsAir: smoke from factories, power stations, cars, chemical rain, accidents at power stations and factoriesWater: waste from factories and citiesStep 2 Presentation1． Present a series of images depicting the natural beauty of the earth, then the pollution. Highlight the sharp contrast between them. Guide the students to the conclusion: The earth used to be much more beautiful than now; the earth is in danger due to the increasing pollution.2． Study the map on the textbook, then scan the passages to figure out where on the world atlas the damage has happened. Encourage the students to give out their point of view toward the pollution issue.Step 3 Audiovisual LearningThe students watch a video on the text, then do the following true or false questions. 1. Many parts of the world with large population and plenty of crops have become deserts. T2. Land may become poor if farmers do not limit the numbers of their cattle. T3. Good soil is gradually lost these days as trees are being cut down. T4. Air pollution and water pollution are the two causes of the problem that many partsof the world have become deserts. F5. Chemicals in the smoke from power stations can travel hundreds of miles in the wind before falling down to the ground in the rain. F6. After a bad accident at a nuclear power station, 50% of the trees in Germany were damaged. F7. The writer to explain how water is polluted uses the examples of the accidents in both India and Russian. F8. Once oceans are polluted, they are not able to clean themselves. FStep 4 Intensive ReadingRead the passages again for some detailed information1. To say something about the damage that is caused to the world by pollution, using the information from the text. Try to present possible ways to help solve the problems.PhenomenaCausesSuggestionsEARTHThe area of desert is growing every year.Cattle eat grass.Limit the number of the cattle.Good soil is gradually lost.Trees being cut down; strong winds blowing the valuable soil away.Plant more trees and try to protect them.AIRAir is being polluted.Factories, power stations and cars produce a lot of waste.A lot of things have to be done to reduce pollution. New laws should be passed and people should realize how serious the problem is.A lot of people died from polluted air in both Russia and India.There were serious accidents that polluted the air.Trees in the forest are destroyed and fish in the lakes are killed.Chemical rain.WATERIn some places it’s no longer safe for swimming, nor is it safe to eat the fish. Factories and cities produce a lot of waste.Same as above.Lake Baikal, which used to be cleanest I the world, s now polluted.Waste produced from a chemical factory.summarize the text by giving the main idea of each passage.Earth:The area of desert is growing and good soil is gradually lost.Air:Chemicals in the smoke cause a lot of damage and serious accidents took placefrom time to time.Water:Water pollution is caused by man’s waste. The waters of this great lake have been dirtied and 4800 square km of ocean were polluted by oil.Step 5 DiscussionAppoint one student to host the discussion. The rest of the class fall into groups of 4, changing ideas on the following question.(1)What kind of pollution can you think of(2)Why trees are important(3)What are the causes of water pollution(4) What can be done to stop land from becoming into desert(5) What else do we know about the problems that the earth is facing(6) What steps should we take to save the earthStep 6 Role playThe students take turns to play the role of a newspaper reporter, making interviews with heads of factories . A papermaking factory) which are seriously polluting air and/or water. Record the interviews and compose a report.Step 7 Assignment（1）Read the additional materials about pollution and do the reading comprehension exercises.（2）Finish the report.Thanks for attending this class_____________________________________________________________________________--__资料我国环境污染现状令人担忧据专家估计,中国每年因环境污染造成的损失达到二千八百三十亿元人民币,其中,仅水污染一项,估计一年造成经济损失约五百亿元.据香港东方日报报导,自六十年代至今,中国有环境监测的四百三十二条大小河流中,八成受到不同程度的水体污染,其中大江河经过城镇河段的占二成,支流受污染的占六成,全中国二千八百多个湖泊,凡能接纳城镇污水的,大多出现水体负氧化现象.由于地下水过度开采,京津沪大面积出现土地沉降一点五公尺至二公尺,桂林溶岩区三十米地下水重金属超标十至二十倍.大气污染造成的经济损失约为二百亿元,由于城市燃煤、工厂排放废气及汽车死气污染,大气中二氧化硫、一氧化碳等有毒悬浮微粒弥漫在城市上空,空气污染导致许多城市肺癌死亡率增至万分之二,全国酸雨覆盖面积已达百分之三十,所有这些损失加起来也等于二百亿元.而生态环境破坏和自然灾害造成的损失估计高达二千亿元,森林覆盖率由四九年的三成左右,现已下降至不足一成四,草原的严重退化,水土流失面积达一百五十五万平方公里,占国土面积的百分之十六.同时,城镇建设却仍以每年侵占一百五十万公顷土地的速度发展,破坏自然生态平衡,加上自然灾害带来的损失,每年至少损失二百亿元.其他污染如固体废物排放、噪音污染等造成的损失也高达一百三十亿元.专家分析表示,造成环境污染引起的经济损失原因众多,但国家工业规划布局失误,调控措施不力和公民环保意识不强是主要原因.我的体会；学习了该教案后,我总结体会两点.一、该教案在教学设计上非常注重学生能力的培养,充分利用教材和多媒体手段逐步引导学生理解课文,并能进一步升华课文的主题,使学生受到心灵的启迪和道德的震撼.一切都水到渠成.二、教案所附资料可在课堂中充分被学生利用,使他们的讨论言之有据,会使他们更乐于知识的学习和掌握.这点可以作为我今后很好的借鉴。
高中英语课全英教案
高中英语优质课全英教案第一章：课程简介与目标1.1 课程背景本课程是为高中学生设计的英语优质课，旨在提高学生的英语听、说、读、写综合能力，使他们能够更好地应对高中英语学习的需求和挑战。
1.2 课程目标通过本课程的学习，学生将能够：熟练运用英语进行日常交流和表达阅读并理解高中英语课文和相关阅读材料写出结构清晰、内容丰富、语言准确的英语文章提高英语词汇量和文化素养第二章：教学方法与策略2.1 教学方法本课程采用任务驱动法、情境教学法和合作学习法等多样化的教学方法，激发学生的学习兴趣和积极性，提高他们的英语实践能力。
2.2 教学策略通过听、说、读、写的实际操作，培养学生的英语综合运用能力利用多媒体教学资源和互联网资源，丰富教学内容和形式创设真实的语言环境，让学生在实际情境中学习和使用英语提供个性化的学习指导，关注学生的个体差异和需求第三章：教学内容与安排3.1 教学内容本课程的教学内容包括：基础英语语法和词汇知识高中英语课文和相关阅读材料日常英语口语表达和交流技巧英语写作技巧和策略3.2 教学安排每个单元包括课文阅读、语法知识讲解、口语练习和写作训练每周安排一次课堂教学，每次课时长为45分钟每个单元结束后进行一次小测验，以检验学生的学习效果第四章：教学评价与反馈4.1 教学评价本课程采用形成性评价和终结性评价相结合的方式进行教学评价。
4.2 评价方法平时作业和课堂表现占总评的30%单元测试和期末考试占总评的70%4.3 反馈机制教师应及时给予学生反馈，指出他们的优点和不足之处，并提供改进的建议学生之间应互相交流和反馈，共同提高英语水平第五章：教学资源与工具5.1 教学资源本课程所需的教学资源包括：高中英语课本和相关阅读材料多媒体教学课件和视频材料英语学习网站和在线资源5.2 教学工具使用投影仪和计算机等多媒体设备进行教学利用互联网和在线学习平台，提供更多的学习资源和练习机会第六章：教学计划6.1 课程进度计划本课程共计36课时，每课时45分钟。
高中英语阅读理解教案范文全英文
高中英语阅读理解教案范文全英文High School English Reading Comprehension Teaching PlanI. Objectives:- To improve students' reading comprehension skills in the English language- To enhance students' understanding of English texts- To develop students' ability to infer meaning from context- To expand students' vocabulary and knowledge of grammarII. Materials:- A variety of English texts ranging from newspapers and magazine articles to short stories and poems- Reading comprehension worksheets with questions and exercises- A dictionary and other reference materials for vocabulary building- Audio materials for listening comprehension exercisesIII. Procedures:1. Pre-reading activities:- Before diving into the text, engage students in a discussion about the topic or theme of the reading.- Preview key vocabulary and concepts that may be unfamiliar to students.- Activate students' prior knowledge by asking them to make predictions about the content of the text.2. Reading activities:- Have students read the text silently or aloud, depending on their reading levels.- Encourage students to highlight or underline key ideas and details as they read.- Break the text into smaller chunks and pause to discuss comprehension questions or check for understanding.3. Post-reading activities:- Engage students in a group discussion to review the main ideas and themes of the text.- Have students work individually or in pairs to answer comprehension questions or complete exercises related to the text.- Encourage students to reflect on the reading by writing a summary, a response, or a reflection.IV. Assessment:- Use quizzes, tests, or essays to assess students' comprehension of the text.- Evaluate students' ability to analyze, infer, and interpret information from the reading.- Provide feedback on students' reading comprehension skills and offer suggestions for improvement.V. Extension activities:- Encourage students to read more English texts outside of the classroom.- Assign additional reading comprehension exercises or projects to further develop students' skills.- Incorporate multimedia resources such as videos, podcasts, or online articles to engage students in different types of reading materials.By implementing this comprehensive teaching plan, educators can help high school students improve their English reading comprehension skills and become more proficient readers in the language.。
高中阅读教学设计教案英文
高中阅读教学设计教案英文高中阅读教学设计教案 (Teaching Design for High School Reading) Introduction:In this teaching design, we will focus on developing students' reading skills in the high school classroom. The aim is to enhance their comprehension, critical thinking, vocabulary, and overall reading proficiency. This design is structured to ensure a systematic and engaging learning experience, enabling students to become confident and competent readers.I. Lesson Objectives- Enhance students' reading comprehension skills- Develop critical thinking abilities while analyzing texts- Expand students' vocabulary through reading activities- Foster independent reading habits amongst students- Improve students' overall reading fluencyII. Teaching Methods1. Pre-reading Activitiesa. Engage students in a brief discussion about the topic or theme of the text.b. Activate prior knowledge by asking students to share relevant experiences or opinions.c. Introduce new vocabulary related to the text and ensure students understand key terms.2. During-reading Activitiesa. Model and practice effective reading strategies such as skimming, scanning, and close reading techniques.b. Encourage students to annotate the text by highlighting important details, making notes, and asking questions.c. Incorporate group discussions to promote active engagement and comprehension.3. Post-reading Activitiesa. Facilitate a class discussion to assess comprehension, analyze the main ideas, and evaluate the text.b. Assign comprehension exercises, such as multiple-choice questions or short answer prompts, to reinforce understanding.c. Encourage creative responses through activities like writing summaries, reviews, or reflections on the text.III. Assessment Methods1. Formative Assessmenta. Observations during class discussions and group activities to assess students' engagement and understanding.b. Quick quizzes or exit tickets to gauge comprehension of the text and key concepts.2. Summative Assessmenta. Assign reading assignments with essay questions to assess critical thinking and analytical skills.b. Conduct reading comprehension tests to evaluate overall reading proficiency.c. Monitor independent reading progress by assigning book reports or presentations.IV. Differentiation Strategies1. Accommodations for struggling readersa. Provide additional support materials, such as simplified versions of the text or graphic organizers.b. Offer individual or small group instruction to address specific reading challenges.2. Enrichment for advanced readersa. Assign more complex texts or additional reading materials for in-depth analysis and discussion.b. Encourage independent research or presentations related to the topic or theme of the text.V. Resources and Materials1. Authentic texts from a variety of genres, such as short stories, articles, or excerpts from novels.2. Online resources for comprehension exercises, vocabulary building, and reading activities.3. Technology tools, such as interactive whiteboards or educational apps, to enhance engagement and learning.Conclusion:This teaching design provides a comprehensive framework for developing high school students' reading skills. By incorporating various strategies, assessments, and differentiation techniques, teachers can create dynamic and interactive reading lessons. With consistent practice and exposure to a range of texts, students will not only improve their reading proficiency, but also develop a lifelong love for reading.。
高中英语全英教案设计
高中英语全英教案设计教案设计：高中英语全英一、教学目标1.学会运用英语进行口语交流和书写表达；2.提高学生的英语听力、口语、阅读和写作能力；3.加深对英语语言和文化的理解和认识。
二、教学内容1.单词词汇：通过单词卡片、词义解释和例句等方式，学习并记忆相关的单词词汇；2.语法知识：学习和掌握各种语法结构和句型，如时态、语态、从句等；3.口语练习：通过对话、问题回答、辩论等形式，提高学生的口语交流能力；4.阅读与写作：阅读课文，理解并掌握文章结构，进行写作练习。
三、教学步骤1.知识导入–引入学生对本节课主题的兴趣，如通过图片、视频等形式；–回顾上一节课的内容，并进行简要概述。
2.新知学习–教授新的单词和词组，通过示范、解释和操练等方式进行；–介绍相关的语法知识，通过例句和练习进行讲解。
3.口语练习–分组进行对话或角色扮演练习，以达到熟练运用新知识的目的；–提出问题，并让学生进行回答，培养学生的思维能力和口语表达能力；–组织学生进行辩论或讨论，提高学生的逻辑思维和辩证能力。
4.阅读与写作–学生阅读课文，理解文章结构和主题；–分析课文中的重点词汇、句型和篇章结构；–练习写作，如写作摘要、总结或小作文等。
5.练习与巩固–基于所学知识进行练习与巩固，如填空、选择题等；–结合生活实际或情景，进行口语练习；–批改作业并给予适当的反馈和指导。
6.总结与拓展–小结本节课的重点内容，确保学生对所学知识的掌握程度；–提供相关参考资料或拓展阅读，扩展学生的知识面；–鼓励学生运用所学知识进行实践。
四、教学评价1.通过课堂表现、小组合作、作业完成等方式对学生的学习情况进行评价；2.根据学生的学习水平，及时调整教学方法，提供个别辅导和指导；3.监控学生的学习进度，确保教学目标的达成；4.定期组织考试或测试，评估学生的学习效果。
以上就是对“高中英语全英”课程的教案设计。
希望能够帮助学生提高英语的听、说、读、写能力，培养综合运用英语的能力。
(高中英语教案)高中英语阅读课教案高中英语教案
高中英语阅读课教案高中英语教案高中英语阅读课教案：LESSON PLANTime of Lesson: 45 minutesStudents: Senior Grade OneTeaching Material: How Did Postage Stamps Come Into UseTeaching Objectives:1. To train Ss\' reading ability(such as guessing the meaning of new words in the context, the speed of reading.)2. To train Ss\' reading comprehension(To get messages from what they read.)Teaching Points:1. Ss get used to three reading skills.2. Ss understand the given passage.Properties:Stamps, letters, postcards, work sheets, OHPTeaching Method:Communicative ApproachLesson Type:ReadingNew Words and A Phrase:postage, put forward, proposal, seal, deliver, system, postal Procedures:Step 1. Warm-up(6\')1. Lead-inShow some stamps, letters and postcards and have free talk to arouse students\' motivation.2. Dealing with some new wordsQ: Do you know the postage of a letterExplain \"postage\", and write postage on the Bb.postage: payment for the carrying of lettersA: Fifty fen for any place in China except Hong Kong, Taiwan and Macao. Q: What do the postmen do with the lettersA: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addressed people. Explain \"deliver\", and write deliver on the Bb.deliver: take letters or goods to the addressed people.Q: Who put forward the proposal to use stamps Use OHP to project the question onto the screen.Explain \"put forward\" and \"proposal\", and write them on the Bb. put forward: put an idea before people for thinking overproposal: sth. proposed, plan or idea, suggestionAgain: Who put forward the proposal to use stampsStep 2. Skimming(4\'30\")1. InstructionsT: Now I give you a passage to read, and for the first time you should only find the answer to the question. You have only two and a half minutes to read. So don\'t read word for word. Read quickly. Just try to find the answer.2. Handing out the reading material and reading3. CheckingQ: Who put forward the proposal to use stamps.A: Rowland Hill, a schoolmaster in England.Step 3. Scanning(6\')1. InstructionsT: This time I give you three minutes to read the passage. When you are reading, find the answers to the two questions.Use OHP to project the questions:1. Why was the postage high in the early nineteenth century when people did not use stamps2. When was postage stamps first put to use2. Reading3. Checking1) Pair work2) Class checkingAns. to Que.1. Because the post offices had to send many people to collect the postage.Ans. to Que.2. On May 6, 1840.Step 4. Full reading(21\')1. InstructionsT: Now I give you ten minutes to read the passage for the third time and you should read it carefully. Before reading, let\'s go over the questions on the work sheet.Give Work Sheet 1 to the Ss. Explain the new words in Que. 4. prevent: stop, not let sb. do sth.reuse: use againT: Try to find the answers to the questions. But don\'t write the answers down, you can put a sign or underline the sentences concerning the questions.2. Reading3. Checking1) Group work: Checking the answers in a group of four Ss.2) Class work: Checking the answers in class.Possible Answers:1. Why were people unhappy to pay postage for letters in the earlynineteenth centuryBecause they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all. The postage was high.2. Why was it much easier for people to use stamps for postage Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.3. Why was the postage much lower using stampsBecause in this way, the post office did not need to send postmen to collect postage. It only needed to send fewer postmen to deliver letters.4. How could the post office prevent people from reusing the stamps The post office could simply put seals on the stamps so that people could not use the stamps again.Check the understanding of the word \"seal\", and write it on the Bb. seal: 5. Did other countries take up the new postal systemYes.Check the understanding of \"postal\" and \"system\", and write them on the Bb.postal: of the postsystem: a set of working ways6. Does every country in the world has its own stampsYes.Step 5: Rounding-off(7\')1. Answering Ss\' questions on the passage if any.2. Making a guided-dialogue with the information given from the passage.Hand out Work Sheet 2. Do it in pairs.3. Asking two or three pairs to read their dailogues.A possible completed dialogue:A: Oh, What a beautiful stamp!B: Yes, it\'s from the U.S.A..A: Do you know in the early nineteenth century people did not use stampsB: Then how did they pay the postageA: They had to pay the postage when they received letters.B: Was the postage very high thenA: Yes. Because the post offices had to send many people to collect the postage.B: Who put forward the proposal to use stampsA: Rowland Hill, a schoolmaster in England.B: Why do post offices put seals on the stampsA: They can prevent people from using the stamps again.B: When did post offices begin to sell stampsA: On May 6, 1840.B: Thank you for telling me so many things about stamps.Step 6. Assignment(30\")Ask the Ss to shorten the passage within four or five sentences after class, and to write it in their exercise books.*********************************************************** **Reading Material:How Did Postage Stamps Come Into UseWhen you send a letter or a postcard, you have to put stamps on the envelope or on the card. When did people first begin to use stamps Who was the first to think of this ideaIn the early nineteenth century, people did not use stamps. They had to pay postage when they received letters. They were unhappy about this, especially when they paid for a letter which they did not wish to receive at all. The postage was high at that time, because the post offices had to send many people to collect the postage.Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps. He thought it would be much easier for people to use stamps to cover postage. They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters. The post office could simply put seals on the stamps so that people could not use the stamps again. In this way, the post office did not need tosend postmen to collect postage. It only needed to send fewer postmen to deliver letters. That was a good idea and the government finally accepted it.On May 6, 1840, post offices throughout England began to sell stamps. Soon this new postal system was taken up by other countries. Now each country has its own stamps. And there are many people who collect stamps all over the world.Work Sheet 1:Find the answers to the following questions from the passage:1. Why were people unhappy to pay postage for letters in the early nineteenth century2. Why was it much easier for people to use stamps for postage3. Why was the postage much lower using stamps4. How could the post office prevent people from reusing the stamps5. Did other countries take up the new postal system6. Does every country in the world has its own stamps nowWork Sheet 2:Complete the dialogue with the information you have got:A: Oh, What a beautiful stamp!B: Yes, it\'s from the U.S.A..A: Do you know ________________。
阅读教学设计教案全英版
阅读教学设计教案全英版Objective: To improve students' reading comprehension skills in EnglishLevel: IntermediateLesson duration: 60 minutesMaterials needed: Textbook, worksheets, whiteboard, markersWarm-up (5 minutes)- Greet the students and have a brief conversation to create a friendly and relaxed atmosphere.- Ask the students about their favorite books or genres of literature. Encourage them to share their thoughts in English.Pre-reading activity (10 minutes)- Show the students a picture related to the reading passage and ask them to brainstorm ideas about what they think the text will be about.- Write some of their predictions on the whiteboard and discuss the ideas as a class.Vocabulary preview (15 minutes)- Introduce key vocabulary words from the reading passage, such as unfamiliar words or words that might pose a challenge for students.- Write the vocabulary words on the board and elicit their meanings from the students through discussion.- Provide examples and ask students to create sentences using the new vocabulary words to reinforce their understanding.Reading comprehension (25 minutes)- Distribute the reading passage to the students and ask them to read it silently to themselves.- Instruct the students to highlight or underline any unfamiliar words or phrases they come across.- After reading, divide the class into small groups to discuss the main ideas, key details, and any questions or uncertainties they may have.- Encourage students to use the new vocabulary words in their discussions and to support their ideas with evidence from the text.- Monitor the groups and provide assistance as needed.Post-reading activities (15 minutes)- Bring the class back together and facilitate a whole-class discussion about the reading passage.- Ask a few students to share their thoughts, impressions, and any questions that arose during the group discussions.- Address any areas of confusion or misunderstanding and provide further explanation or clarification if necessary.- Assign written comprehension exercises, such as answering questions or summarizing the main points of the text, as homework.Wrap-up (5 minutes)- Summarize the main points of the lesson and highlight any important takeaways.- Encourage the students to continue reading in English outside of the classroom and to explore various genres of literature.- Thank the students for their participation and effort during the lesson.Note: This teaching plan can be adapted for different reading passages and levels of English proficiency. The duration of each activity can be adjusted based on the needs and pace of the students.。
高中英语阅读教学设计全英
学生参与度：评估学生的参与度， 是否能够积极参与到教学中来。
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教学方法有效性：评估教学方法是 否有效，是否能够激发学生的学习 兴趣和积极性。
教学反馈：教师需要及时收集学生 的反馈，对教学效果进行评估，不 断改进教学方法和策略。
教学反思与改进措施
教学内容：评估是否达到教学目标，是否符合学生实际需求 教学方法：分析是否有效，是否需要调整 学生反馈：听取学生意见，了解教学效果 自身表现：反思自己的表现，找出不足并制定改进措施
提高学生的阅读理解能力 和批判性思维能力。
培养英语阅读习惯
激发学生英语阅读兴趣，提高阅读 积极性
扩大英语词汇量，增强语言感知能 力
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掌握正确的阅读技巧，提高阅读理 解能力
培养良好的英语阅读习惯，提高自 主学习能力
增强跨文化意识
教学目标：通过 阅读英语文章， 了解不同文化背 景下的价值观和 生活方式，增强 学生的跨文化意 识。
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图文设计：利用图片、图表、动画 等形式呈现教学内容，增加视觉效 果。
视频剪辑：将与教学内容相关的视 频片段进行剪辑，插入课件中，增 强学习体验。
教学实验设备
电脑：播放音频和视频材料
黑板：书写重要知识点和解 释
投影仪：展示PPT和教学资 料
教学软件：辅助教学和管理
教学评估与反 思
学生阅读能力评估
教学内容：选取 具有代表性的英 语文章，介绍不 同文化背景下的 风俗习惯、传统 节日、社交礼仪 等方面的知识。
教学方法：采用 案例分析、小组 讨论、角色扮演 等多种教学方法， 引导学生积极参 与跨文化交流活 动，提高跨文化 交际能力。
高中英语阅读教案
高中英语阅读教案Title: High School English Reading Lesson PlanAims:1. To enhance students' reading comprehension skills.2. To improve students' vocabulary and language usage.3. To develop students' critical thinking skills.Objectives:By the end of the lesson, students will be able to:1. Understand the main ideas and details of a passage.2. Identify and explain new vocabulary words.3. Analyze and interpret the meaning of the text.4. Engage in a discussion about the text and express their own opinions.Materials:1. Texts with appropriate difficulty level for high school students.2. Vocabulary list with definitions and example sentences.3. Discussion questions related to the text.4. Whiteboard or projector.Procedure:1. Warm-up (5 minutes):Begin the lesson with a short discussion about a current event or a topic related to the text. This will stimulate students' prior knowledge and activate their interest in the reading.2. Pre-reading Activity (10 minutes):Introduce key vocabulary words from the text using the providedvocabulary list. Model how to use the words in sentences and ask students to do the same. Ensure that students understand the meanings of the words before proceeding.3. Reading (20 minutes):Distribute the texts or display them using a projector. Instruct students to read the passage individually and underline or highlight important information. Encourage students to use contextual clues to determine the meaning of unfamiliar words. Monitor students' progress and offer support if needed.4. Comprehension Questions (10 minutes):Ask students comprehension questions about the text to check their understanding. Allow students to answer individually, in pairs, or in small groups. Discuss the answers as a class to clarify any misunderstandings.5. Vocabulary Exercise (10 minutes):Give students a worksheet or handout with exercises that require them to use the new vocabulary words in various contexts. This will help reinforce their understanding and retention of the words.6. Discussion and Analysis (15 minutes):Pose discussion questions related to the text. Encourage students to express their own opinions and provide evidence from the text to support their views. Foster critical thinking by asking students to analyze the author's purpose and the overall message of the text. 7. Wrap-up (5 minutes):Summarize the main points of the lesson and allow students to askany remaining questions. Assign relevant homework, such as writing a response to the text or finding additional articles on the topic.Note: The timing provided for each activity is approximate and can be adjusted based on classroom dynamics and student needs.。
高中英语教案模板范文全英
Subject: English Language ArtsGrade Level: High SchoolDuration: 45 minutes to 1 hourObjective:- To [Objective 1] (e.g., improve students' reading comprehension skills).- To [Objective 2] (e.g., enhance students' vocabulary knowledge).- To [Objective 3] (e.g., develop students' critical thinking abilities).Materials:- Textbook and supplementary materials relevant to the lesson.- Whiteboard or projector for displaying visual aids.- Handouts or worksheets.- Writing materials (pens, pencils, paper).Preparation:- Review the lesson content and ensure that all materials are prepared.- Familiarize yourself with the vocabulary and grammar points to be covered.- Create any necessary handouts or worksheets.- Prepare any visual aids that will be used during the lesson.Teaching Procedure:I. Introduction (5 minutes)- Greet the students and briefly review the previous lesson.- Introduce the new topic or lesson objectives.- Explain the relevance of the lesson to the students' learning.II. Warm-Up Activity (10 minutes)- Conduct a brief activity to activate prior knowledge and engage the students.- Example: A quick quiz, a vocabulary game, or a related reading passage.III. Main Content (20 minutes)- Present the main content of the lesson through various activities.- Example:- Reading Comprehension: Have students read a passage and answer comprehension questions.- Vocabulary Building: Introduce new vocabulary and have students practice using them in sentences.- Grammar Practice: Explain and demonstrate the grammar point, then have students practice with exercises.IV. Group Work (10 minutes)- Divide the class into small groups and assign a task related to the lesson.- Example: Discuss a topic, create a presentation, or solve a problem together.V. Individual Work (10 minutes)- Provide students with individual tasks to complete.- Example: Writing a paragraph, filling out a worksheet, or completing a puzzle.VI. Conclusion (5 minutes)- Summarize the main points of the lesson.- Ask students to share their thoughts or experiences related to the topic.- Assign homework or discuss the next lesson.Assessment:- Evaluate students' understanding and participation through quizzes, exercises, and group work.- Collect and review individual work to assess writing and critical thinking skills.Homework:- Assign relevant homework to reinforce the lesson.- Example: Reading a passage, writing a short essay, or completing a grammar exercise.Feedback:- Provide constructive feedback on students' work.- Encourage students to ask questions and seek clarification.Extension Activities:- Suggest additional activities for advanced students or those who need extra help.- Example: Reading a more challenging text, researching a topic, or creating a project.Note:- Adjust the teaching procedure and activities as needed based on the students' needs and responses.- Ensure that all students are engaged and that the lesson is accessible to all learners.---This template can be customized according to the specific needs of the lesson and the level of the students.。
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高中英语阅读教案全英【篇一：高中英语阅读教案】高中英语阅读课教案book5 unit 5 first aid for burns授课董红英一、teaching aims:1. knowledge aims:(1) get the students to learn some useful words and expressions in the passage;focus:2. ability aims:(1) enable the students to learn how to use what they’ve learnt to do first aid treatment for burns correctly;(2) let the students learn the reading skills of getting the main idea of each para part;(3) train the students’ reading abilities, such as skimming and scanning;(4) to develop the students’ ability to get the text information through reading practice;(5) to develop the students’ speaking skills;(6) to challenge the students to express a real-life even and share experiences with others in the topic.3. morality aims:(1) enable the students to be brave, calm when facing such accidents and know how to give first aid in different situations;(2)develop students’ sense of cooperative learning and their abilities of discovery;(3)to motivate the students to concern about others and their safeties二、key points and difficult pointskey points: (1). get the students to imitate the pronunciation and the intonation.(2). to arouse their interest in the lesson.(3). improve the ss’ reading a bilities and develop their reading skills.(4). to develop students’ speaking skills in describing a specific situation where they make storieswith the first aid treatment they have learnt in this lesson. difficult points: (1).to improve the ss’ reading abilities and develop their reading skills; .(2). to help the ss use what they’ve learnt to do first aid treatment for burns correctly. (3). to develop students’ speaking skill in describing a specific situation where they makestories with first aid treatment in this lesson.三、teaching procedures:step 1：watching and thinking1. i will begin the lesson by playing a video and help the students to find out “what happened to the boy? what did the man do before a doctor can be f ound?”, which is to lead in the topic: “first aid”, and get the students ready for the further discussion “what is first aid?”. help the students to get the answer “first aid is a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found”, and explain the new word “temporary---lasting or serving for a time only, not permanent”.(2) while helping the students finish all the exercises, i will carry out a competition: divide the students into four groups, and the one who stand up fast and give the right answer can get 1 mark for his\her group, the group which gets the highest mark will get a present.step 2：fast reading1. give the students a minute and some tips to help them divide the passage into 5 parts and find out the main idea of each part.questions:1. how many parts can the passage be divided into?2. what is the main idea of each part?part 1 a. the characteristics of three kinds of burnspart 2 b. the three types of burnspart 3 c. different first aid treatment for different burnspart 4 d. the functions of the skinpart 5 e. how we get burnedstep 3：careful reading1. get the students finish some comprehensive exercises, and help them to get the key information of each part. try to make the students finish these exercises creatively and actively;1). listen to the tape of part1 and find out: the functions of skin1. protect you against poisons and the sun’s harmful rays;2. keep you .4. give you .2). listen to the tape of part2 and find out the causes of burns3). listen to the tape of part3 and find out: types of burnsthere are three types of burns depending on which layers are burned.first degree burns affect only the _____ layer and should feel better within _______________.second degree burns affect both the top and the_______ layer. these burns are serious and take ______________ to heal.third degree burns affect all three layers and any ______ and organs under the skin. they are very severe injuries and the victim must get to hospital at once.4). listen to the tape of part 4 and find out the characteristics of burns5). listen to the tape of part 5 and find out the treatment for first aid1. ________ clothing and jewelry near the burns.2. ______ the burns with cool but not icy water.3. ______ cool, clean wet cloths on the burns.4. ______ the burned area gently.5. ______ the burned area with a dry clean bandage.6. ______ the burned area higher than the heart, if possible.7. ______ the victim to the doctor or hospital, if the injuries are second or third degreeburns.2. get the students to read the passage aloud while they are listening to the tape, ask the students to pay attention to the pronunciation and the intonation;3. guide the students if necessary, and always encourage them, encouragement can build their confidences.step 4：post reading:1. to practise the use of group and pair activities, with the emphasis on communicating with their partners and the cooperation of teams.2. guide the students to find out the correct answer and remind them of paying attention to the key words.(1). the passage is mainly about __________.a. the function of the three layers of the skinb. the characteristics of burnsc. burns and the first aidd. steps of treatment for different burns(2). you can get burns by various things, except __________.a. the sun or hot liquidsb. steam or radiationc. fire or the lightd. electricity or chemicals(3). when you get the second degree burns, you can carry out the following first aid except _______.a. cool the burns immediately with the icy waterb. get a doctor to help you at oncec. place cool cloths on the burned area repeatedlyd. dry the burned area gently3. help the students summarize some useful reading skills.4. to process information and to apply knowledge to solve a problem.step5: conclusion of reading skills1.help the students discover some reading skills through reading a similar passage.2. develop the students’ learning-by-doing abilities【篇二：高中英语阅读教案】英语阅读教案objectives1.to find out some specific facts of the passage2.to study some useful expressions and new words in the text.3.to make up a conversation between marco polo and the author4.to practise writing a reportteaching procedures:step 1 lead-in ( 歌曲导入 )t: good morning , class.ss: good morning , madam .t: today let’s begin our class with the beautiful song “a whole new world”. we have been learning the song these days. now listen , enjoy and learn to sing the song again.step 2 group discussion ( 小组讨论 )t: what is the song about ? what do you think of the song? sa: it’s about a whole new world. ??.sb: it’s beautiful. ??.t: good. now look at the screen. china in the yuan dynasty was a whole new world to marco polo. today let’s read a passage marco polo. have you ever heard of marco polo? do you know kublai ? what do you know about the yuan dynasty?( show the pictures of marco polo and some people in italy, kublai and some people in the yuan dynasty.)t: let’s have group discussion. each group has its own question. group one : who was marco polo? what do you know about marco polo? group two :who was kublai ? what do you know about kublai? group three:what do you know about the yuan dynasty?group four: what do you know about italy?step 3 vocabulary studyt: here are some important words which are frequently used when we talk about marco polo.look them up in the dictionary . write down the sentences and english explanations.faithful / fantastic / imprison / awed / missionstep 4 fast-reading ( 快速阅读)t: now, let’s read the passage marco polo and his travels . read the text as quickly as possible.try to find the answers to the questions on the screen.1.why did marco and his father travel to china?2.why was the emperor impressed with marco?3.why was marco surprised to see people using paper money?4.what were the black stones marco saw people burning for fuel?5.how long did marco spend in china?step 5 听录音、观图像。