高中英语教学案例
高中英语的教案模板
高中英语的教案模板一、教案标题主题：__________学段：高中学科：英语授课时间：____周教学目标：________二、教学步骤1. 导入环节（引入话题激发学生兴趣，预习相关内容）2. 语言输入（介绍新知识点，讲解语法或词汇）3. 听力训练（设计听力练习，培养学生听力技能）4. 口语练习（组织口语练习，提高学生口语表达能力）5. 阅读训练（指导学生阅读文章或课文，培养阅读能力）6. 书面表达（布置作业，要求学生进行书面表达）三、教学方法1. 任务型教学（以任务为导向，让学生在任务中掌握知识点）2. 合作学习（组织学生合作学习，培养团队合作能力）3. 多媒体辅助（利用多媒体手段辅助教学，激发学生学习兴趣）4. 差异化教学（根据学生水平差异，采取不同教学策略）四、教学评估1. 课堂表现（观察学生课堂表现，如回答问题、参与讨论等）2. 作业评定（批改学生作业，评定学生书面表达能力）3. 测验考试（组织测验或考试，检验学生对知识点的掌握情况）五、教学反思与调整1. 教学反思（回顾教学过程，总结教学效果和存在问题）2. 优化调整（根据反思结果调整教学方式或内容）六、教学延伸1. 学科拓展（引导学生进行相关课外学习，拓展知识面）2. 学科应用（指导学生将所学知识应用到实际生活中）七、教学资源1. 教材（列出使用的教材名称和版本）2. 多媒体资料（列出使用的多媒体资料，如PPT、视频等）3. 其他资源（列出其他辅助教学资源，如练习册、教学工具等）以上为高中英语的教案模板，根据具体教学内容和学生实际情况，可酌情调整教案内容和步骤。
教学叙事案例高中英语
教学叙事案例高中英语High School English":Teaching English at the high school level can be a challenging yet rewarding experience. As an educator, I have had the opportunity to work with diverse students and implement various instructional strategies to foster their language development and academic growth. In this narrative case study, I will share my experiences and insights from teaching English to a group of high school students.The class I was assigned to teach was a 10th-grade English literature course, comprising 25 students with varying levels of proficiency in the language. One of the primary goals I set for myself was to create a inclusive and engaging learning environment that would cater to the diverse needs and learning styles of my students.To begin, I conducted a thorough assessment of the students' prior knowledge and skills. This allowed me to identify their strengths, weaknesses, and areas that required additional support. I was particularly interested in understanding their familiarity with literary analysis, their reading comprehension abilities, and their confidence in expressing their ideas through written and oral communication.Based on the assessment results, I designed a comprehensive curriculum that balanced the study of classic literary works with opportunities for students to develop their critical thinking, problem-solving, and communication skills. I carefully selected a range of texts, including novels, short stories, and poetry, that would not only expose the students to diverse literary genres but also challenge them to explore complex themes and universal human experiences.One of the key instructional strategies I employed was the use of interactive, student-centered activities. Instead of relying solely on lecture-based lessons, I incorporated group discussions, collaborative projects, and interactive presentations. This approach encouraged the students to actively engage with the material, share their perspectives, and learn from one another.For example, when we studied Harper Lee's "To Kill a Mockingbird," I divided the class into small groups and assigned each group a different theme or character to analyze. The students were tasked with conducting research, identifying relevant textual evidence, and preparing a presentation to share their findings with the class. This not only deepened their understanding of the novel but also developed their research, critical thinking, and public speaking skills.Furthermore, I placed a strong emphasis on the development ofwriting skills. Throughout the course, the students were required to complete various writing assignments, ranging from literary analyses to personal narratives. I provided detailed feedback on their work, focusing on aspects such as organization, coherence, and the use of evidence to support their arguments.One particularly memorable assignment was a creative writing exercise in which the students were asked to reimagine the ending of a classic short story. The students' imaginative and thought-provoking responses not only demonstrated their understanding of the original text but also showcased their ability to think critically and express their ideas in a compelling manner.In addition to the academic components of the course, I also recognized the importance of fostering a positive and supportive classroom environment. I made a conscious effort to get to know my students on an individual level, to understand their unique backgrounds, interests, and learning needs. This allowed me to tailor my instructional approach and provide personalized support when necessary.One student, in particular, stood out to me during this process. Emily was a quiet and reserved student who initially struggled with the demands of the course. However, through my one-on-one interactions with her, I discovered that she had a deep passion forpoetry and a keen eye for literary analysis. I encouraged her to share her insights during class discussions and to incorporate her love of poetry into her writing assignments.Over the course of the semester, I witnessed a remarkable transformation in Emily. She became more confident in her abilities, actively participated in class, and produced exceptional work that showcased her analytical and creative skills. This experience reinforced my belief in the power of personalized instruction and the importance of recognizing and nurturing each student's individual strengths and talents.Throughout the teaching experience, I also faced several challenges that required me to adapt and refine my instructional strategies. For instance, I encountered students with diverse learning styles, some of whom preferred visual aids, while others thrived in hands-on activities. I had to be flexible and incorporate a range of teaching methods to ensure that all students could access the content and engage with the material effectively.Additionally, I had to navigate the complexities of teaching sensitive topics, such as social injustice and cultural diversity, which were often present in the literary works we studied. I approached these discussions with empathy, sensitivity, and a commitment to fostering open and respectful dialogues among my students.Despite the challenges, the overall experience of teaching high school English was deeply rewarding. Witnessing the growth and development of my students, both academically and personally, was truly gratifying. I saw them evolve from passive recipients of information to active, critical thinkers who could articulate their ideas with confidence and clarity.In reflecting on this teaching narrative, I have gained valuable insights that will inform my future practice. I have learned the importance of adapting to the unique needs and learning styles of each student, the significance of creating a inclusive and supportive classroom environment, and the power of incorporating interactive and student-centered instructional strategies.As I continue on my journey as an educator, I am committed to building upon these experiences and constantly seeking ways to improve my teaching practice. By staying attuned to the ever-changing needs of my students and the evolving landscape of education, I hope to continue making a meaningful impact on the lives of the young people I have the privilege of teaching.。
高中英语教师教学案例分析范文6篇
高中英语教师教学案例分析范文6篇Teaching English at the high school level requires a deep understanding of the subject matter, effective instructional strategies, and the ability to engage and motivate students. Effective English teachers must possess a range of skills and knowledge to ensure their students develop proficiency in reading, writing, speaking, and listening. This essay presents six case studies that illustrate the diverse teaching practices and approaches employed by successful high school English teachers.Case Study 1: Incorporating Technology to Enhance Engagement Mrs. Emily Johnson, a veteran English teacher at Westside High School, has embraced the use of technology to create dynamic and engaging lessons. She regularly incorporates multimedia elements, such as interactive presentations, educational videos, and online discussions, to supplement her traditional instruction. By leveraging technology, Mrs. Johnson is able to cater to the diverse learning styles of her students and maintain their attention throughout the lesson. Her students have reported feeling more engaged and motivated to participate in class activities, leading to improvedcomprehension and academic performance.Case Study 2: Differentiated Instruction for Diverse LearnersMr. Liam Patel, an English teacher at Eastwood High School, recognizes the importance of addressing the unique needs and abilities of each student in his classroom. He employs a range of differentiated instructional strategies to ensure that all of his students, regardless of their academic level or learning preferences, have the opportunity to succeed. This includes offering tiered assignments, providing scaffolding for struggling learners, and incorporating project-based learning to allow students to demonstrate their understanding in various ways. By tailoring his instruction to the individual needs of his students, Mr. Patel has seen a significant improvement in their overall academic achievement and engagement.Case Study 3: Fostering Critical Thinking through Socratic Seminars Ms. Olivia Hernandez, an English teacher at Northside High School, is a strong proponent of the Socratic seminar approach. She regularly facilitates discussions in which students engage in deep, thoughtful dialogue about complex literary texts, challenging them to analyze, interpret, and defend their ideas. By encouraging students to question, explore, and critically examine the material, Ms. Hernandez helps them develop essential critical thinking and communication skills. Her students have reported feeling more confident in theirability to express their ideas and engage in meaningful intellectual discourse.Case Study 4: Integrating Interdisciplinary ConnectionsMr. Ethan Nguyen, an English teacher at Southside High School, recognizes the importance of helping his students make connections between the English curriculum and other academic disciplines. He regularly collaborates with teachers from other departments to design interdisciplinary units and projects that allow students to apply their English skills in a broader context. For example, he has worked with the history department to create a unit on the literature and social movements of the Civil Rights era, and with the science department to explore the intersection of literature and environmental science. By fostering these interdisciplinary connections, Mr. Nguyen helps his students develop a more holistic understanding of the subject matter and its real-world applications.Case Study 5: Emphasis on Writing DevelopmentMs. Sophia Ramirez, an English teacher at Westwood High School, places a strong emphasis on the development of her students' writing skills. She has implemented a comprehensive writing program that includes frequent opportunities for students to engage in various types of writing, from personal narratives to research-based essays. Ms. Ramirez provides detailed feedback and individualized instruction to help her students improve their writingmechanics, organization, and overall effectiveness. Her students have reported feeling more confident in their writing abilities and better prepared for the rigors of college-level work.Case Study 6: Cultivating a Love for LiteratureMr. Aiden Chen, an English teacher at Eastside High School, is passionate about fostering a love for literature in his students. He curates a diverse range of literary texts, from classic novels to contemporary poetry, and creates engaging lessons that encourage students to explore the themes, characters, and literary devices within these works. Mr. Chen also incorporates opportunities for students to engage in creative writing and book discussions, allowing them to express their personal interpretations and connections to the material. By cultivating a genuine appreciation for literature, Mr. Chen has seen his students develop a deeper understanding and enjoyment of the English language and its power to convey human experiences.These six case studies highlight the diverse teaching practices and approaches employed by successful high school English teachers. From incorporating technology to fostering critical thinking, these educators have demonstrated their commitment to providing their students with a well-rounded and enriching educational experience. By drawing upon these examples, other English teachers can gain valuable insights and inspiration to enhance their own instructionalpractices and better support the academic and personal growth of their students.。
高中英语教学设计优秀7篇
高中英语教学设计优秀7篇高中英语教学设计篇一教学目标1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3.帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学重难点1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学过程Step1 Lead –in amp;Warming-up(5mins)问题导入——教师呈现问题和图片T: Have you seen plants andanimals that live under the sea? Where did you see them? What’s this? Yes,they’re killer whales. How much do you know about them? I’ll show you a shortvideo.意图说明：在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。
高中英语教学案例分析范文6篇
高中英语教学案例分析范文6篇The world we live in today is a complex and ever-evolving landscape, filled with both challenges and opportunities. As we navigate this dynamic environment, it is essential to approach life with a sense of purpose, resilience, and a deep understanding of the human experience. In this essay, we will explore the importance of embracing our individuality, cultivating meaningful relationships, and striving for personal growth and fulfillment.At the heart of the human experience lies the pursuit of self-discovery. Each individual is unique, with their own set of strengths, weaknesses, dreams, and aspirations. It is this diversity that makes our world so rich and vibrant. By embracing our individuality, we can unlock our full potential and contribute to the betterment of society in our own unique way. Whether it is through our chosen profession, creative endeavors, or the way we engage with our communities, the expression of our authentic selves is the foundation upon which we can build a life of purpose and meaning.However, the journey of self-discovery is not without its obstacles. We are often confronted with societal expectations, cultural norms, and the pressure to conform to a certain mold. It is in thesemoments that we must have the courage to challenge the status quo and forge our own path. By cultivating self-awareness and a deep understanding of our values, we can navigate these challenges with grace and resilience, ultimately emerging as stronger and more empowered individuals.Alongside the pursuit of self-discovery, the cultivation of meaningful relationships is a vital aspect of the human experience. We are inherently social creatures, and our connections with others profoundly shape our lives. Whether it is the love and support we receive from family and friends, the mentorship and guidance we find in our communities, or the deep bonds we form with romantic partners, these relationships are the bedrock upon which we build our lives.In an increasingly interconnected world, it is easy to become consumed by the superficial connections we make through social media and digital platforms. However, true fulfillment comes from the depth and quality of our relationships, not their quantity. By investing time and energy into building genuine, authentic connections with others, we can create a support system that nurtures our personal growth, provides a sense of belonging, and helps us navigate the ups and downs of life.Moreover, the cultivation of meaningful relationships extendsbeyond our personal lives and into the broader societal context. As we engage with our communities, whether it is through volunteering, political activism, or simply being a good neighbor, we have the power to contribute to the greater good and foster a more just, equitable, and compassionate world. By recognizing our interconnectedness and our shared responsibility to one another, we can work towards creating a society that values empathy, collaboration, and the collective well-being of all its members.Finally, the pursuit of personal growth and fulfillment is a lifelong journey that requires a deep commitment to self-improvement and a willingness to step outside of our comfort zones. In a world that is constantly evolving, it is crucial that we remain adaptable, open-minded, and eager to learn. Whether it is through formal education, self-directed learning, or the acquisition of new skills, the pursuit of knowledge and personal development is the key to unlocking our full potential and staying relevant in an ever-changing landscape.However, personal growth is not just about the accumulation of knowledge and skills; it is also about the cultivation of emotional intelligence, empathy, and a deep understanding of the human condition. By cultivating these qualities, we can develop a greater sense of self-awareness, emotional resilience, and the ability to navigate the complexities of life with grace and wisdom.As we strive for personal growth and fulfillment, it is important to remember that the journey is not always linear or easy. We will inevitably face setbacks, challenges, and moments of uncertainty. It is in these moments that we must draw upon our inner strength, our support systems, and our commitment to growth and self-improvement. By embracing these challenges with a positive mindset and a willingness to learn, we can transform them into opportunities for personal growth and transformation.In conclusion, the human experience is a rich and multifaceted tapestry, woven with the threads of self-discovery, meaningful relationships, and personal growth. By embracing our individuality, cultivating genuine connections with others, and continuously striving for self-improvement, we can unlock our full potential and contribute to the creation of a more just, equitable, and compassionate world. As we navigate the complexities of life, let us approach each day with a sense of purpose, resilience, and a deep appreciation for the beauty and wonder of the human experience.。
高中英语精选教学设计案例
高中英语精选教学设计案例一、单元主题：人与自然1. 教学目标：a. 提高学生的听、说、读、写能力；b. 培养学生的自主学习和合作学习能力；c. 增强学生对自然环境保护的意识。
2. 教学内容：a. 文化背景介绍：自然灾害与环境保护；b. 学科知识点：自然灾害的类型与原因、环境保护的重要性；c. 语言技能训练：听力、口语、阅读、写作。
3. 教学活动：活动一：听力训练a. 听取不同类型的自然灾害新闻报道，学生进行听力填空练习；b. 听取环境保护相关的演讲稿，学生进行听力理解和问题回答。
活动二：口语训练a. 小组讨论：学生分组就自己所在地区的自然灾害进行讨论，包括原因、对人们生活的影响以及如何应对；b. 角色扮演：学生分角色模拟对话，讨论环境保护的重要性。
活动三：阅读训练a. 阅读文章：学生阅读与自然灾害及环境保护相关的短文，并进行问题回答；b. 阅读广告：学生阅读关于环境保护的广告语，并进行理解和判断。
活动四：写作训练a. 写作任务：学生写一篇关于自己对环境保护的看法和建议的短文；b. 互评批改：学生交换作文进行互相批改，提供改进意见。
4. 教学评价：a. 听力训练：根据填空练习的正确率进行评价；b. 口语训练：根据小组讨论和角色扮演的表现进行评价；c. 阅读训练：根据问题回答和理解判断的准确度进行评价；d. 写作训练：根据语法和表达的准确性、连贯性进行评价。
5. 教学延伸：a. 建议学生在课下深入了解自己所在地区的自然灾害和环境保护情况，并将其整理为报告；b. 鼓励学生自主进行英语环保演讲比赛。
二、单元主题：文化交流1. 教学目标：a. 培养学生的跨文化交际能力；b. 提高学生的阅读和写作能力；c. 增强学生对不同文化的理解和尊重。
2. 教学内容：a. 文化背景介绍：不同国家的传统节日和习俗；b. 学科知识点：节日及习俗的由来和意义；c. 语言技能训练：阅读、写作和口语。
3. 教学活动：活动一：阅读训练a. 阅读：学生阅读不同国家的传统节日和习俗的相关文章，并进行问题回答和讨论；b. 阅读广告：学生阅读关于节日庆典活动的广告，并进行理解和判断。
牛津高中英语教学案例与分析
、
项探究学习和合作学习 ：要求学生在课前 炼 其英 语表 达能 力 ，又 为新 课 提前 “ 热 节让学生略读文章 ，使其快速把握非正式
力 ，并在课 堂上通过 自主合作 、探究等方
达到深 层次理解 文章 ，体 验语 言 ，实现语 言习得 ，感受英语学 习的成 功．本课任 务
（ ） ａｋ ．ｒｗ ｉ －ｅｄｎ （ 读 二 Ｔ ｓｓ ｆ ｈ ｅ ｒａｉｇ 阅 ｏ ｌ
② 使学生利 用各种阅读技 巧和方法 ， 主学 习能力 和协作式探究能力 ． 获取所需信息 ； ③ 学 生能 够模 仿本 文制 定 自己 的旅
行计划．
四、教 学过 程
任 务 ） Ｔ ｓ ） ：（ ａｋ １
备工作 ； 入探究 ，自主地解决 问题 ，提 高学 生的 自 几位小组代表演示他们课前做的海报 ，简 单介绍课文提及的几个地区 ，教师随后作 出评价和领读地名 ，再借助 “ 头脑风暴 ” 与本话 题有关的知识和词汇 ，引起学生对 文 章内容的兴趣 ，为下一 步阅读理解做好 充 分的准备．
中 Ｕｉ ｎｔ ２中的 阅读课 ，是本单元 的第二课 时 ，也是本单 元 的重点 ，话题是 ｔｅ Ａ — ｈ ｄ
（ ）Ｒｅ ｏ ｔｅ ｆ ｄｎ ｓ ｏ ｔｅ ｃａｓ ２ ｐ ｆ ｈ ｉ ｉｇ ｔ ｈ ｌｓ． ｌ ｎ
Ａｎ ｐ ｏ ｏ ｎ ｅ ｈ ｎ ｗ ｒ ｓ ｆ ｐ ａ ｅ ． ｄ ｒ ｎ ｕ ｃ ｔ ｅ ｅ ｗｏ ｄ ｏ ｌｃ ｓ
Ｈｏ ｄ ｙ ｕ ｅ ｌ ｂ ｕ Ａ ｒｃ ？ Ｉ ｓｔ ｏ ｗ ｏ ｏ ｆ ｅ ａ ｏ ｔ ｆ ａ ｉ ｆ ｉ ｎ？ ｙ ｕ ａ ｅ ｃ ａ ｃ ｏ ｈ ｖ ａ ｈ ｎ ｅ， ｗｏ ｌ ｙ ｕ ｉ ｅ ｏ ｕ ｄ ｏ ｌ ｔ ｋ
高中英语教学设计案例5篇
高中英语教学设计案例5篇高中生要作好充分思想准备，以自信、宽容的心态，尽快融入集体，适应新同学、适应新校园环境、适应与初中迥异的纪律制度。
记住：是你主动地适应环境，而不是环境适应你。
因为你走向社会参加工作也得适应社会。
接下来是关于高中英语教学设计案例的文章，希望能帮助到大家!高中英语教学设计案例1Teaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my kn ee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise bookthrough using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue After that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph?(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat?(What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from companies and stores.)4. How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.) Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.高中英语教学设计案例2Teaching aims and demands:a. Achieve language skills and related knowledge about the topic of friends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’s bookd. Grammar:Direct and indirect speechLesson 1Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend.Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students to say more about friends.Step 3ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to page 85. Make a similar dialogue as in exercise 2.Some useful expressions :Why did you…? Why didn’t you…? You said that you would…Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.Step 5 HomeworkFinish Exercise 3 in the workbook.Lesson2Step1 RevisionAsk several students to present a speech about friends as a revision.Step 2 Pre-readingPresent the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.Step 3 ReadingBefore asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?At the same time explain the language points if necessary.Step 4 Post-readingDiscuss the following questions in the Part POST-READING.Step 5 HomeworkPrepare a talk about Tom Hanks or something about one of his film.Lesson3Step 1 RevisionGet the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language StudyAsk the students fill in the blanks with proper words.Step 3 GrammarIllustrate to the students the use of Direct and Indirect Speech.Then ask the students to do the exercise in the Part Grammar on P5.Step 4 PracticeAsk the students to act the exercise2 in the part Grammar out.Step 5 HomeworkAsk the students to finish the exercise2 in their workbook.Lesson4Step 1 RevisionCheck the homework.Step 2 PresentationPresent simples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail by learn the above e-mail simple.Step 4 WritingAsk the students to write an e-mail message.Step 5 HomeworkAsk the students to try to write an e-mail to their e-pal.高中英语教学设计案例3Ⅰ. Teaching Basis (教学依据) ：《普通高中英语新课程标准》Ⅱ. The Type of the Text (课型) ：Revision (复习课)Ⅲ. Teaching Methods(教学方法): Question-based method(提问式)，Group discussionmethod(小组讨论法)，Cooperative learning(合作探究)，Practicing(练习).Ⅳ. Teaching Aids (教学手段) ：Multimedia computer(多媒体电脑)，Learningpaper(导学案)，Blackboard(黑板).Ⅴ. Teaching Aims(教学目标) ：①Knowledge aims(知识目标): words: achievement, specialist, organization, hard-working, confident….. phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., It is/was+….+that…. grammar: Subject-verb agreement.②Ability aims(能力目标): Develop the students’ ability to use the importantlanguage points, enable students to describe people using the adjectives.③Emotional aims(情感目标): Encourage the students to think about what makes aperson great.Ⅵ. Teaching focuses(教学重点)：Get the students to review and consolidate what theyhave learned in this unit.Ⅶ. Teaching difficulties(教学难点)：Get the students to turn what they have learned intotheir ability.Ⅷ.Teaching procedure(教学过程)： Step 1 复习学案情况反馈(1分钟)Step 2 lead-in ：通过图片展示的方式，过渡到知识竞答类节目《一站到底》，本节课也将模仿这种模式授课。
高二英语教学实践案例(3篇)
第1篇一、案例背景随着新课程改革的不断深入，英语教学越来越注重培养学生的综合语言运用能力。
在高中英语阅读教学中，教师不仅要传授给学生阅读技巧，还要培养学生的阅读兴趣，提高他们的阅读能力。
本文以高二英语阅读课为例，探讨基于任务型教学法的高中英语阅读课教学实践。
二、教学目标1. 知识目标：掌握一定的阅读技巧，如略读、寻读、精读等。
2. 能力目标：提高阅读速度和理解能力，学会从文章中获取信息，培养批判性思维能力。
3. 情感目标：激发学生的阅读兴趣，培养学生的自主学习能力，增强学生的自信心。
三、教学对象高二年级学生，具备一定的英语基础，但阅读能力参差不齐。
四、教学过程（一）导入1. 话题导入：教师选择与课文主题相关的图片、视频或话题，激发学生的兴趣。
2. 提问导入：教师提出与课文主题相关的问题，引导学生思考。
（二）任务一：快速阅读1. 目标：了解文章大意，掌握文章结构。
2. 方法：教师引导学生进行快速阅读，了解文章的主题、作者观点、主要事实等。
3. 活动：教师可以设计以下活动：快速浏览文章，回答问题。
找出文章的主旨句。
划分文章段落，概括段落大意。
（三）任务二：精读1. 目标：深入理解文章内容，掌握文章细节。
2. 方法：教师引导学生进行精读，分析文章的语言特点、写作手法等。
3. 活动：词语理解：找出文章中的生词，查找词典或利用上下文推断词义。
句子分析：分析句子的结构、语法、修辞手法等。
举例说明：举例说明文章中的观点或事实。
（四）任务三：讨论与表达1. 目标：提高学生的口语表达能力，培养他们的批判性思维能力。
2. 方法：教师引导学生进行小组讨论或全班讨论，表达自己的观点。
3. 活动：小组讨论：围绕文章主题进行讨论，分享自己的观点。
全班讨论：全班同学共同讨论，教师引导并总结。
（五）任务四：拓展与延伸1. 目标：提高学生的综合语言运用能力，拓宽他们的知识面。
2. 方法：教师引导学生进行拓展阅读或实践活动。
3. 活动：拓展阅读：推荐与课文主题相关的书籍或文章，引导学生进行阅读。
高中英语教学案例及其分析
高中英语教学案例及其分析案例一: 提高学生听力能力案例描述在某高中英语教学中，学生的听力成绩相对较低，教师决定采取以下策略来提高学生的听力能力：1. 引入真实语境：通过给学生播放真实的英语对话录音材料，让学生从中感受到语言环境的真实性和多样性。
2. 课堂互动：教师在课堂上组织学生进行听力活动，包括听力对话、听力填空、听力选择等，以增加学生的听力训练机会。
3. 听力技巧训练：教师向学生介绍一些有效的听力技巧和策略，如细听、预测答案、注意关键词等，帮助学生提高听力能力和应对考试。
案例分析通过采取以上策略，学生的英语听力能力得到了明显提高。
学生们更加主动参与听力活动，积极运用学到的听力技巧，提高了听力表现和考试分数。
在这个案例中，教师注重真实语境和互动的教学方法，使学生能够在语言环境中感受到英语的真实性，从而提高听力能力。
此外，教师的技巧训练也帮助学生掌握了一些解题技巧，提高了应试能力。
案例二: 提升学生口语表达能力案例描述某高中英语教学中，学生的口语表达能力较差，教师决定采取以下策略来提升学生的口语能力：1. 组织口语练：教师组织学生进行口语练，包括角色扮演、小组讨论等活动，以提高学生的口语表达能力和流利度。
2. 激发学生兴趣：教师引导学生选择与自己兴趣相关的口语话题，并鼓励学生进行自由表达和互动交流，增强学生对口语的研究动力。
3. 提供反馈和指导：教师及时给予学生口语表达的反馈和指导，帮助学生发现问题并改进口语表达，同时鼓励学生积极尝试和进步。
案例分析通过以上策略的实施，学生的口语表达能力得到了明显提升。
学生们在口语练中更加自信和流利，能够积极参与讨论和交流，表达自己的观点和想法。
在这个案例中，教师重视口语练和兴趣驱动的教学方法，通过提供反馈和指导，帮助学生改进口语表达。
此外，教师的激发学生兴趣也起到了积极的作用，增强了学生对口语研究的主动性和积极性。
结论通过以上两个案例的分析，我们可以得出以下结论：1. 在教学中引入真实语境，可以帮助学生感受到语言环境的真实性，提高听力能力。
大单元教学案例高中英语
大单元教学案例高中英语一、教学目标1. 把本单元Section A 和Section B 的所有听力材料进行整合。
2. 从Section A 的1b和2b 听力材料中提炼出Do you like …? Yes, I do. /No, I don’t. I like hamburgers. / I don’t like ice-cream. Let’s have …. 从Section B 材料中总结所听到有关食物的单词。
3. 学习有关于水果的单词，完成书上1a ,并把单词和图片进行匹配练习，关注图片上的对话。
二、教学步骤1. 热身：利用Unit 5 Do you have a soccer ball ? 进行导入。
因为学生刚刚学习过运动的词汇，对进行Do yo u have a…?非常熟悉。
过渡到Do you like …? e.g. Do you have a basketball ? Yes, I do . Do you like basketball ? Yes, I do . / No, I don’t.2. 预听：通过词卡的形式学习有关于水果的单词。
快闪形式加强记忆。
然后完成书上1a ,把单词和图片进行匹配练习。
关注图片上的对话。
3. 听力练习：听前做好预测，听关键词。
- Task 1：listen and number the conversation- Task 2：listen and fill in the blanks. 听后总结句型Do you like…?Yes, I do. /No, I don’t.- Task 3：Pair work 两人小组看图练习- Task 4：Listen again and fill in the blanks. 在图片上填写所听到的词汇。
4. 角色扮演：让学生朗读对话，然后进行角色扮演。
小组进行评价。
5. 文本梳理：阅读对话，回答问题，梳理文本内容。
高中英语教学案例范文三篇
高中英语教学案例范文三篇1.介绍俄罗斯遗失琥珀屋的轶事2.研究描述世界文化遗产的起源、发展和保护等方面的情况3.提高阅读技能，让学生自己归纳课文内容4.结合中外文化遗产一起讨论，引起共鸣5.研究如何谈论文化遗产，形成保护文物的意识。
四、教学过程1.引入：通过图片展示和视频介绍，让学生了解世界文化遗产的概念和意义，引起学生对文化遗产的兴趣。
2.阅读课文：让学生自己阅读课文，并在阅读过程中记录重要信息，例如人名、地名、时间、事件等。
3.归纳课文内容：让学生自己归纳课文内容，并进行讨论，帮助学生理解课文。
4.结合中外文化遗产讨论：让学生结合自己所了解的文化遗产，进行讨论，引起共鸣。
5.研究如何谈论文化遗产：让学生研究如何谈论文化遗产，例如如何描述文化遗产的起源、发展和保护等方面的情况。
6.总结：让学生总结本节课所学内容，并形成保护文物的意识。
五、教学反思本节课的教学效果还不错，学生对文化遗产的意义和重要性有了更深入的了解，也学会了如何谈论文化遗产。
但是，在教学过程中，我发现有些学生对课文内容的理解还不够深入，需要加强课后的巩固。
同时，我也需要更好地掌握学生的研究水平，让教学内容更加贴近学生的实际情况。
教学过程：一、引入教师通过图片和录音引入文化遗产的话题，展示琥珀屋的新旧图片，给学生感官上的刺激，帮助学生理解文章。
教师可以在板书上记录一些生词。
二、精读练学生阅读课文后进行精读练，回答问题掌握细节，了解琥珀屋从形式-失踪-重建的过程，从整体上把握它的结构、特色，并研究用英语归纳以及复述。
三、设计小对话两人围绕琥珀屋设计小对话，练口语表达能力，同时研究难句的解释。
四、小结文章学生找关键线索，分析文章的写作手法，小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。
五、小组讨论学生进行小组讨论，复述课文，加深对文章的理解，并总结自己通过本课研究学到了什么，达到教学目标--形成保护文物意识。
六、教学策略教师采用多媒体教学，用一些有关文物的精美图片，引起学生对即将阅读的文章的兴趣，减少陌生感。
高中英语优秀教学设计3篇(人教版高中英语教学设计优秀案例)
高中英语优秀教学设计3篇(人教版高中英语教学设计优秀案例)下面是收集的高中英语优秀教学设计3篇(人教版高中英语教学设计优秀案例)，以供借鉴。
高中英语优秀教学设计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。
2. 过去分词在真实的生活语境中的使用。
高中英语教学全英案例
中学英语教学案例一．教材分析本单元以A healthy life为话题，通过谈论人们最关切的健康问题，使学生相识到吸烟、喝酒、吸毒、不良饮食等对健康的危害，了解吸烟的危害及怎样戒烟；通过阅读一篇有关艾滋病的宣扬文章了解一些艾滋病的常识及如何预防艾滋病；并学会如何就健康问题给别人供应一些建议；功能句式要求学生学会如何表达聚会中的礼仪和禁忌。
通过单元学习，要求学生意识到健康的重要性，养成良好的生活习惯，并学会帮助别人解决一些健康问题。
1.1 Warming Up列举了一些年轻人所关切的健康问题，由此引出单元话题。
要求学生列举出更多类似的健康问题，然后在小组和班级范围内进行比较，说出哪个问题是最重要的，并列举出5个有关这个问题人们应当了解的学问。
1.2 Pre-reading要求学生探讨5个与吸烟有关的问题，为后面的Reading做铺垫。
1.3 Reading是一封爷爷写给James的建议信，信中谈到了吸烟为什么会上瘾、吸烟对健康的危害并附上了一篇如何戒烟的文章来帮助James戒烟。
1.4 Comprehending要求学生探讨几个与Reading内容有关的问题，并依据Reading的内容完成表格。
另外还要求学生用自己的语言简要概述一下advice on how to stop smoking。
1.5 Learning about Language包括两部分：Discovering useful words and expressions是两个关于Reading中的一些词汇的练习；Discovering useful structures 是关于it structure的用法介绍和练习。
1.6 Using Language是一篇关于HIV / AIDS的宣扬材料，介绍了一些有关艾滋病病毒和艾滋病的基本学问以及在生活中如何进行预防。
要求学生能推断一些相关陈述的正误。
1.7 Listening是Tina和Sara之间的一段对话，要求学生能听出一些关键词并完成句子。
高中英语教学案例一等奖
高中英语教学案例一等奖这是高中英语优秀教学设计一等奖，是供老师和家长借鉴的优秀教学设计一等奖文章。
高中英语教学案例一等奖 1一、教材依据本课时教学是依据小学英语PEP教材四年级上册第四单元A部分Let’s learn和Let’s do设计而成。
二、设计思想这个课时的教学目标本来主要是：1、让学生掌握单词study， bathroom， bedroom，living room，kitchen听说与认读。
2、能说唱“Let’s do”部分的内容并能做出相应的动作。
本人根据学生的实际程度和课程理念出发，又增加了两个教学目标：1、能听说词汇watch TV, read a book, have a snack, take a shower, have a sleep。
2、完成一个交际任务：介绍自己的家。
采用了新课标倡导的“任务型”教学途径。
在教学中，新单词的教学都应在一定的语言情境中呈现，并结合学生已经学过的语言结构、富有韵律和动感的“Let’s do”以及学生所喜好的歌曲和游戏活动进行大面积操练，巩固新语言，最后给出新语言框架：This is my home. You can see a living room, a bedroom,book in the study …. Wele to my home!，通过老师示范、尖子生示范，让学生学会介绍自己的家,并在交际活动中活化新语言，完成学习任务。
三、教学目标1．能听、说、认读单词study, bathroom, bedroom, living room和kitchen，并能在实际情景中加以运用。
2．能听懂并发出一些指令，如：Go to the living room/ …. Watch TV. Read a book. Have a snack. Take a shower. Have a sleep.3．能用下列语言简单介绍自己的家：This is my home. You can see a living room, a bedroom, a …. I can watch TV in the living room, I can read a book in the s tudy ….4．培养学生对家的热爱。
高中英语教学案例描述
高中英语教学案例描述
案例描述：
本案例是关于高中英语教学的，主要涉及到词汇教学和阅读理解教学。
一、词汇教学
在一次高一英语课上，教师正在教授一个新单元的词汇。
教师首先通过图片和实物引导学生猜测新词的意思，然后展示单词卡片，让学生读出单词并尝试解释其含义。
接着，教师设计了一些活动，如单词接龙、填空游戏等，让学生在游戏中记忆和巩固新词。
最后，教师布置了一些课后作业，要求学生用新词造句，并在下节课上进行分享。
二、阅读理解教学
在一次高二英语课上，教师正在教授一篇关于环保的阅读理解文章。
教师首先带领学生阅读全文，然后提出一些问题，让学生思考文章的主题和主要内容。
接着，教师让学生分组讨论文章中的细节问题，如作者的观点、文章的结构等。
然后，教师让学生自己阅读文章，并完成一些阅读理解题目。
最后，教师让学生分享他们的解题思路和方法，并对全班的答案进行讲解和讨论。
通过这两个案例，我们可以看到，高中英语教学需要注重学生的参与和实践，通过各种活动和任务，帮助学生掌握和运用英语知识。
同时，教师也需要关注学生的学习过程和结果，及时给予反馈和指导，以提高教学效果。
高中英语优秀教案范例
高中英语优秀教案范例【篇一：高中英语教学设计】第三届全国中小学“教学中的互联网搜索”优秀教案评选教学设计教学过程step1 lead-int: “good morning, boys and girls! have you had your breakfast? s: yes/not: if you did not have your breakfast, what’s your feeling now? are you feeling hungry now?【设计意图】首先通过自由交流的方式，老师提问学生回答的方式，进行导入和热身活动，减轻学生上课伊始的紧张感，快速地融入课堂，成为课堂教学活动的主体。
today i will show you some pictures, and please tell me whatis happening to these people.they are facing the problem of hunger.what do they need most?maybe a bowl of rice or noodles is their best choice.【设计意图】首先给学生展示一些有关非洲饱受饥饿折磨的儿童图片，让学生从直观上先受到触动，从心底里同情这些遭受饥饿的孩子，使学生在浏览图片事受到心灵上的震撼并激起他们对本课话题的兴趣。
do you know how to get rice?show them some pictures about the procedures of rice planting.plowing the fieldgrowing young plantsinserting young plants into the fieldfertilizinggrowing harvestingfinally we get rice.【设计意图】由于地处北方地区，大多数学生不了解水稻等生产，故而设置问题do you know how to get rice? 同时该问题的提出，让学生的思维巧妙地过渡到课文中。
英语教案设计范例大全模板高中
英语教案设计范例大全模板高中
一、教案简介
教学内容：阅读理解
适用年级：高中
教学目标：通过本节课的学习，学生能够提高阅读理解能力，掌握相关的阅读技巧。
二、教学准备
教学资源：教材《高中英语阅读理解》第一单元
教学工具：投影仪，黑板，教案
学生准备：提前要求学生预习相关内容
三、教学过程
第一步：导入（5分钟）
1.引导学生回顾上节课所学内容
2.激发学生学习的兴趣，引入本节课的话题
第二步：教学内容讲解（15分钟）
1.介绍阅读理解的基本方法
2.分析阅读理解题型的特点
3.解读教材中相关的文本
第三步：示范演练（20分钟）
1.老师对教材中的一篇文章进行阅读理解演练
2.学生跟读，理解文章内容，回答问题
第四步：小组合作（15分钟）
1.学生分组，进行小组合作讨论
2.各小组展示他们的答案和解题思路
第五步：教师总结（5分钟）
1.总结本节课的重点
2.强调阅读理解的重要性和方法
四、教学反馈
作业布置：要求学生完成课后阅读理解练习题
教学评价：收集学生在本节课学习中的问题和反馈，做出及时调整和改进
五、拓展
延伸阅读：鼓励学生多读英文文章和课外书籍，提高阅读能力
培养方法：指导学生建立良好的英文阅读习惯，不断提升阅读理解水平
结语
以上为高中英语教案设计范例大全模板，在实际教学中可根据具体情况进行调整和细化。
希望本节课的内容能够帮助学生掌握阅读理解的技巧，提高英语学习效果。
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。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
高中英语教学案例
一、学生分析
授课对象为高三（3）班的学生。
高三（3）班为理科班，男生较多，英语基础较差，对英语不太感兴趣。
大部分学生的思维活动、表现欲望和合作精神在平时的教学中表现很好。
根据这些特点，我采用与新课标要求相一致的新的教学方式，即活动式的教学法和任务型教学法相结合的方法，调动全班学生的积极性，在师生互动、生生互动中实现教学任务和目标。
二、教材分析
本节课的授课内容为定语从句中的一个重点也是难点的内容：定语从句中关系代词和关系副词的用法及区别。
对于该内容学生半知半解，加上语法容易让人觉得枯燥，学生对此内容有排斥畏难心理。
尤其是当先行词一样时，该用关系代词还是关系副词是一个难点。
三、教学目标
知识与技能：1.让学生弄清楚定语从句中关系代词和关系副词的用法；2.重点是定语从句中关系代词和关系副词的区。
过程与方法：1.培养学生自主学习和协作学习的能力；2.培养学生质疑意识，分析问题、解决问题、归纳问题的能力。
情感价值观：通过本节课的学习，培养学生的爱校情感。
四、教学策略和方法
本节课的教学以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、归纳能力发展的过程。
教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。
随堂进行小组指导，一方面参与学生的讨论，更给学生以个别辅导，以帮助学生解决学习过程中的难题。
通过演示法把制作的课件、学生的作文等显示给学生看，便于学生对知识的把握，并从中获得启迪，从而解决问题。
通过小组协作法分析问题、解决问题，从而内化而形成学习成果，并将其在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。
通过任务驱动教学法将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
五、教学过程
Step1 Lead-in导入
在上课前几分钟，我播放了学生们都非常熟悉的周杰伦的歌《青花瓷》。
上课时，很自然地询问学生是否知道这首歌和周杰伦。
学生们非常高兴，也非常积极地回答相关问题。
课堂气氛很好，也达到了调动学生学习积极性，同时引入这节课的课题的目的。
与此同时，在屏幕上展示相关句子，如：song is sung by Jay . Jay Chou is a famous singer.然后，提示学生可用另一种表达方式来表述同样的意义，由此引出定语从句The song is sung by Jay Chou who/that is a famous singer.
教学意图：吸引学生注意力，激发学习兴趣，同时引出本课教学内容。
Step2 Review and Presentation
在第一步之后趁热打铁，让学生分析该定语从句中的先行词，关系代词等，让学生复习与定语从句相关的内容，此时重点复习关系代词和关系副词，并将其写在黑板上。
然后用图片帮助学生复习关系代词和关系副词的用法。
具体做法是在屏幕上展示学生熟悉的人、物和地点，图片下给出相关的句子让学生恰当的使用关系代词或关系副词填空。
如：人--姚明，句子：
Yao Ming is a basketball player who/that is very popular.
物---电脑，句子：
This is a computer which/that I often use to surf the Internet.
地点---九寨沟，句子：
I can’t forget he days when/during which I visited Jiuzhaigou.
地点---鸟巢，句子：
Do you know the reason why/for which people call it the Bird’s Nest? 在用定语从句描述图片时，帮助学生分析关系代词和关系副词在从句中所充当的成分，同时为下一步总结在定语从句中何时使用关系代词和关系副词作铺垫。
教学意图：用学生熟悉和喜欢的人、物、地点的图片，可激发学生的学习兴趣；用定语从句描述图片可帮助学生复习定语从句中关系代词和关系副词的用法，同时让学生自己总结在定语从句中何时使用关系代词和关系副词。
Step3 Consolidation
为了检验学生是否真正掌握了关系代词和关系副词的用法，我在屏幕上给出了两组先行词一样的句子，即：
a. is the house ______he visited last year.
2. This is the house ______he was born.
b. 1. Do you believe the reason ______he has explained to you?
2. Do you believe the reason ______he came late?
让学生以小组为单位讨论分析，最后给出答案。
事实上，学生很快给出了正确答案，说明学生对此内容掌握地很好，而且学生信心很足。
在此基础上，我问他们是否愿意尝试更具挑战性的题目，学生们跃跃欲试。
我给出了六道完成句子题目。
这六道题的题型与湖北省高考英语完成句子题型一样，且需用定语从句相关知识做题。
我让学生六人一组讨论、分析，然后每组派一名学生将其中一题答案写在黑板上，同组的同学还可帮助订正。
教学意图：帮助学生巩固定语从句中关系代词和关系副词的用法，同时让学生将所学的知识应用于解答高考题型。
Step4 Play a game
既然学生已经知道可以用定语从句来描述人、物或地点，为了进一步巩固已学的知识同时强调语法的语用功能，我设置了这个游戏环节。
在这个游戏中，我将题目分为三组：人、物、地点；请三个不同的学生来选择不同的题；然后让学生以小组为单位讨论、互助后，派一名同学用定语从句描述图片内容，让这三个同学猜并说出图片中人、物或地点的名字。
答对者及描述正确者可得到纪念品。
为了提高学生参与积极性及突出语法的语用功能，我将我们的学校、学校里的操场，学生的板凳，校长、老师、同学及每个班上都有的倒计时牌拍下来，放在游戏的题目中。
事实证明效果很好。
教学意图：进一步巩固已学的知识同时强调语法的语用功能。
Step5 Composition
在上一环节中出现的人、物和地点都是学生非常熟悉和每天都会见到的，并且都是他们学习了三年的学校里的人，物。
对于即将毕业的高三的学生来说，这一切都有着不同寻常的意义。
于是我将学校的值得学生们留念的人，物、地点的照片用幻灯片的形式配上音乐又重新回顾一遍。
在此基础上，我问同学们是否热爱我们的学校，如果要写一篇介绍我们学校的作文，他们会写什么。
同学们踊跃回答。
然后我给出一篇已经写好的以“I love my school”为题的作文，请同学们评价好不好。
同学们一致认为这篇作文中的句子过于简单，在高考中得分不会高，并提出可以用定语从句等将此
作文修改的更好。
接着我让同学们以小组为单位将这篇作文现场修改。
在此巡视的过程中我用相机将部分同学修改后的作文拍摄下来并放到大屏幕上让全班同学一起欣赏。
教学意图：进一步巩固已学的知识并将学过的知识应用于作文的写作，以此提高英语作文水平，争取高考作文拿高分；同时激发了学生的爱校情感。
Step6 Summary
小结本节课的重点：定语从句中关系代词和关系副词的用法及区别。
六、课后反思
利用多媒体制作课件，增大了课堂容量，加大了练习的力度。
也加快了课堂的节奏。
明确任务目标，站在学生角度，精心设计教学任务，提高学生英语学习的积极性，为学生创设英语交际环境。
整堂课师生，生生互动性强，在自主、互动、探究的方式中展开课堂教学。
并且引导学生重视所学的知识的语用功能。
课堂气氛活跃，学生踊跃参加活动并取得了良好的效果。
?。