高中英语选修课教案
高二英语选修六unit教案2024案例
高二英语选修六Unit教案2024案例一、教学目标1.知识目标学生能够掌握本单元的核心词汇和短语；学生能够理解并运用本单元的主要语法点；学生能够熟练阅读和翻译本单元的课文。
2.能力目标培养学生的听说读写能力，特别是阅读理解和写作能力；提高学生运用英语进行交流的能力。
3.情感目标激发学生对英语学习的兴趣和热情；培养学生积极向上的学习态度和合作精神。
二、教学内容1.课文《ANewStart》2.语法：现在进行时和过去进行时3.词汇：start,continue,finish,stop,progress,achieve,goal,challenge, etc.三、教学过程第一课时1.导入老师通过提问方式引导学生回顾上节课所学内容，为新课做好铺垫。
2.课文阅读学生自主阅读课文，理解文章大意；老师通过提问检查学生对课文的理解。
3.词汇学习老师讲解并让学生跟读本节课的核心词汇；学生通过例句和练习巩固词汇。
4.语法讲解老师通过实例讲解现在进行时和过去进行时的用法；学生通过练习巩固语法知识。
第二课时1.复习老师通过提问方式检查学生对上节课所学内容的掌握情况。
2.课文深入阅读学生分角色朗读课文，体会文章情感；老师通过问题引导学生深入理解课文。
3.写作练习老师给出写作题目，学生进行课堂写作；老师选取优秀作品进行展示和点评。
第三课时1.听力训练老师播放与本单元话题相关的听力材料；学生完成听力练习，老师解答疑问。
2.口语练习学生分组进行口语练习，模拟真实场景；老师选取优秀小组进行展示和点评。
3.语法巩固老师通过练习检查学生对现在进行时和过去进行时的掌握情况；学生完成练习，老师解答疑问。
第四课时1.小组讨论老师给出讨论话题，学生分组进行讨论；各小组汇报讨论成果，老师进行点评。
2.课文复习学生自主复习课文，巩固所学知识；老师通过提问检查学生对课文的掌握情况。
3.家庭作业布置老师布置与本节课相关的家庭作业，要求学生按时完成。
新北师大版高中英语选修第一册教案
新北师大版高中英语选修第一册教案英语选修第一册教案课程概述•课程名称：英语选修第一册•适用对象：高中学生•出版版本：新北师大版•教材：英语选修第一册教学目标1.培养学生的听、说、读、写能力，以及跨文化交际能力。
2.帮助学生掌握英语的基本语法和词汇，能够熟练运用于日常生活和学术领域。
3.培养学生的阅读理解和写作能力，能够读懂和撰写各类文章。
4.提高学生对英语学习的兴趣，激发学生的学习动力。
教学内容第一单元：Living with Technology1.Lesson 1: The Impact of Technology–词汇学习：impact, explore, significant, potential, global, ethical–听力：听取关于科技对人类生活的影响的短对话，回答相关问题。
–视频：观看一段关于现代科技的视频，讨论其对社会发展的影响。
–阅读：阅读一篇文章，了解人工智能技术的发展与应用。
–语法：复习并掌握情态动词来表达推测和可能性。
–写作：撰写一篇关于人工智能的短文，探讨其利与弊。
–听力：再次听取关于科技的短对话，回答相关问题。
2.Lesson 2: The Online World–词汇学习：virtual, interact, chat, filter,moderation, cyberbullying–阅读：阅读一篇文章，了解网络世界的优劣。
–听力：听取与网络使用相关的讨论，回答相关问题。
–语法：学习并掌握条件句的用法，并运用于讨论网络使用的利弊。
–写作：写一篇关于网络使用的文章，讨论网络安全和个人隐私。
……第二单元：Media and Society……教学方法1.合作学习：鼓励学生在小组内合作学习和讨论课文内容，激发学生的思维和创造力。
2.多媒体教学：通过使用视频、录音等多媒体资源，增强学生对英语听力和口语的训练。
3.情景模拟：设计各种情景让学生进行角色扮演，提高他们的口语表达和跨文化交际能力。
英语高中选修教案设计模板
课程名称：____________________授课班级：____________________授课时间：____________________授课教师：____________________一、教学目标1. 知识目标：- 学生能够掌握本节课的核心词汇和语法点。
- 学生能够运用所学知识进行听、说、读、写等语言实践活动。
2. 能力目标：- 学生能够提高英语实际应用能力，包括口语表达、听力理解、阅读理解、写作能力等。
- 学生能够运用所学知识进行跨文化交流。
3. 情感目标：- 培养学生对英语学习的兴趣，激发学生的学习热情。
- 增强学生的自信心，培养学生的团队合作精神。
二、教学内容1. 课文内容：- 精讲课文，分析文章结构，理解作者观点。
- 学习课文中的核心词汇和语法点。
2. 相关话题讨论：- 结合课文内容，引导学生进行相关话题讨论。
- 引导学生运用所学知识进行表达和交流。
3. 文化背景知识：- 介绍与课文相关的文化背景知识，拓宽学生的知识面。
- 培养学生的跨文化交际能力。
三、教学过程1. 导入新课- 通过图片、视频、歌曲等形式导入新课，激发学生的学习兴趣。
- 简要介绍本节课的学习目标和内容。
2. 新课导入- 预习课文，检查学生的预习情况。
- 结合课文内容，进行课堂讨论，引导学生发现文章结构和作者观点。
3. 课文讲解- 分析课文中的核心词汇和语法点，讲解其用法和例句。
- 通过角色扮演、情景模拟等方式，让学生在语境中运用所学知识。
4. 话题讨论- 结合课文内容，引导学生进行相关话题讨论。
- 鼓励学生大胆表达自己的观点，培养学生的口语表达能力。
5. 文化背景知识介绍- 介绍与课文相关的文化背景知识，拓宽学生的知识面。
- 引导学生思考文化差异，培养学生的跨文化交际能力。
6. 课堂小结- 总结本节课所学内容，强调重点和难点。
- 鼓励学生在课后复习，巩固所学知识。
7. 作业布置- 布置适量的课后作业，巩固所学知识。
高一英语选修教学设计
高一英语选修教学设计立足此刻，放眼未来，为使今后的工作此项工作取得更大的进步，下面是校订的高一英语选修教学设计5篇，欢迎大家阅读畅谈借鉴，希望大家喜欢，也希望对大家有所能够帮助。
高一英语选修教学设计1教学准备教学目标Teaching content: A healthy life1. Improve the students’ reading ability.2. Get the students to understand the text fully.3. To talk about the importance of health and the harmful effects ofsmoking.教学重难点Teaching important and difficult points:How to help the students understand the text fully.教学过程Teaching procedures:Step 1 Greetings. (Greet the Ss as usual.)Step 2 Free Talk1.What do you think is the most important in ourlife?(Show some pictureson the screen and get the students to answer the following questions：)2. What is a truly healthy person?3.What causes health issues?4.Why do you think some adolescents start smoking?5.Can you tell me the harmful effects of smoking?Step 3 ReadingScanning1.Go through the first two paragraphs and the last one.And answer thefollowing questions.1)Who?2)To whom?3)Why?2.Read and find out the main idea of each paragraph.a.Grandad talks about James’ problem of smoking.b.The harmful effects of smoking.c.The life Grandad is living and the importance of his healthy life.d.Grandad’s advice on stopping smoking.e.Three different ways of becoming addicted.Detail reading1.Read the passage carefully and fill in the blanks.2.Read the passage carefully and answer the following question.How to stop smoking?1)Prepare yourself.2)Be determined.3)Break the habit.4)Relax.5)Get help if you need.6)Keep trying.Step 4 Comprehending practiceDo some multiple choices1.In what way did the old man try to persuade his grandson to give upsmoking?A. Using scientific theoryB. His failure in loveC. His sports activityD. His own experience2.The phrase “ withdrawl symptoms” in para3 probably means ______.A. some bad effects of smoking.B. bad temperC. feeling painD. the discomfort when stopping smoking.3.The reason why Grandad stopped smoking were the following EXCEPTthat___.A.his girlfriend didn’t like his bad smellB.he had to leave the football teamC.he noticed that he became breathlessD.his parents asked him to stop smoking4.What can we know from the passage?A.Quitting smoking is very easy.B.James managed to give up smoking finally.C.It is difficult to give up smoking, and it needs great determination.D.James’ grandad lives a healthy and active life because he didn’t becomeaddicted to cigarettes during adolescence.5.According to the letter, James’ grandad ______.A.is lonelyB.didn’t give up smokinged to be a member of the school football teamD.gave James some good advice that he thought ofStep 5 Summary (高考链接)By the way, did you know that this is because you become addicted _1_______cigarettes in three different ways? First, you can become physically addicted tonicotine,_2_______ is one of the hundreds of chemicals in cigarettes. This meansthat after a while your body becomes accustomed to_3__________ (have) nicotinein it. So when the drug leaves your body, you get withdrawal symptoms. Iremember _4_________(feel) bad -tempered and sometimes even in pain. Secondly,you become addicted through habit. As you know, _5____you do the same thing overand over again, you begin to do _6___automatically. Lastly, you can become7___________(mental) addicted. I believed I was happier and 8_____________ afterhaving a cigarette, so I began to think that I could only feel good _9________ Ismoked. I was addicted in all three ways, so it was very difficult to quit._10______ I did finally manage.Step 6 DiscussionWhat kind of person do you think James’ grandfather is?Step 7 ProverbsFirst wealth is health. —— Emerson 爱默生(He who has health has hope, and he who has hope has everything.)课后习题Homework1.Try to find some other useful ways to help smokers quit smoking on theInternet.2.Read the passage again and find out the important words andstructures.高一英语选修教学设计2教学准备教学目标Teaching Aims:In this class Ss will be able to① practice skimming and scanning for information needed like what are thetwo concerns and what are Earth Care’s suggestion s.② Master the phrases such as: put up with, so long as, and so on, make adifference, have no effect on … , by making sentences or by using them into thepost er.③ become aware of the serious effects of global warming and the importanceof saving energy to be environmentally friendly.④ Summarize the points according to their understanding.⑤ work together to design a poster by using the suggestions in thearticle.教学重难点Teaching Difficulties:Students may find it hard to add more suggestions about how to save energyin our daily life and to summarize the points according to those suggestions.Students may not know clear what is a poster and how to design an attractive andpersuasive poster in short time.教学过程Teaching Procedure:Step1. Lead-in (individual & collective work)1. Teacher begins the class by asking: Have you ever seen the movie The DayAfter Tomorrow? and then let students enjoy a short movieclip with thefollowing two questions:① What kinds of disasters have you seen in the film?② Can you guess how they came about (happen)?2. introduce the topic: global warming. And then have a furtherquestion:①What other disaster will be caused by global warming?【Designing Purpose】To arouse students’ interest by watching the movie clip and educe thetopic, that is global warming. And then by showing a lot of pictures, makestudents know and understand the terrible effects of global warming, thus makingpreparations for promoting environmental protection.Step2. While Reading (Individual work)Skimming: Go through the first letter to f ind:① who is the writer?② what are his two concerns?Scanning: Read the second letter and answer the following questions:① Does Earth Care agree with Ouy ang Guang’s opinion that individuals canhave no effect?② what are Earth Care’s suggestions?③ Can we carry those suggestions out? Why?【Designing Purpose】To help the students grasp the main information of the two letters byskimming and scanning. While stud ents get the answer to question1, ask them tofind the supporting sentence : Together, individuals can make a difference. Wedo not have to put up with pollution. Guess the meanings of the two italicizedphrases according to the surroundings and their understanding.Step3. Post reading (Pair work)1. Discussion: Make students discuss whether they canfind more ways orsuggestions about reducing carbon dioxide and saving energyin our dailylife.Suggested ways:1) Use less hot water 7)Change a light bulb 8)Try car sharing2) Take a shower instead of a bath3) Buy fresh food instead of frozen4) Buy things that are actually in season5) Eat less high fat food like KFC and Macdonald6) Clean filters(过滤器) on your air conditioner.【Designing Purpose】To cultivate students to work in pairs and learn to summarize an opinionand share the knowledge of saving energy in daily life. To practice the abilityof understanding the meaning of new words and expressions toremove theobstacles in reading.Step4. learn what is a poster (collective work)Know what is a poster by giving a simple sample and try to get thestructure.【Designing Purpose】To know clearly a poster should have a heading, contents and aneye-catching slogan, which will make it easy for students to design anacceptable poster.Step5. Prepare the poster (individual & group work)1. Decide our content s:①Choose and decide five most important suggestions. (individual work)②Write them down on your paper and try to make them persuasive by usingimperativesentences. (individual work)③Compare your list with your group members and decide five for your poster.(groupwork)2. Slogan and heading: showing sample posters to help them decide a headingand a slogan for your poster.【Designing Purpose】This is the most important part of this writing task. Students will be ableto summarize and compose sentences by choosing and organizing what they want tosay, thus improving their writing ability and the process of output based onwhat they have learned in reading part. And by learning some sample posters tohelp them decide their own heading and slogan.Step6. produce &show time (group work)With the heading, slogan and ways, students will not find it difficult tomake a poster. What theyShould pay attention is how to illustrate their poster and make it moreattractive. And then choose several pairs to represent their posters.【Designing Purpose】Making the poster will improve their cognitive capability of the importanceof environmental protection and at the same time they can enjoy a sense ofachievement in show time. And they make believe thatindividuals can really makea difference.课后习题Homework：Put their poster up around the school to make more students know aboutenergy saving and global warming. Write a short passage to tell others how tosolve the problem of global warming based on the suggestions you have collectedand send it in your QQ zone or blog.板书板书设计：tsunami/ flood/More suggestions: make full use of paper/ use both sides of paperreuse waterlimit the time of using private carssend emails instead of cardsuse less hot wateralways take a shopping bag with youdrive a bicycle but not e-bicycle高一英语选修教学设计3教学准备Teaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语energy, light (v.), heat (v.), renewable, non-renewable, fuel, blame, runoutb. 交际用语Expressing agreement and disagreementYes, I agree with you.Yes, I think so.I believe that you’ve got it right.I don’t think so.I don’t think that’s right.I’m afraid you are wrong.2. Ability goals 能力目标Enable the students to talk about different sources of energy and expresstheir own ideas.3. Learning ability goals 学能目标Help the students learn how to give their ideas about the use ofenergy.Teaching important points 教学重点Enable the students to express agreement and disagreement.Teaching difficult points 教学难点Enable the students to learn how to express agreement and disagreement.教学过程Step ⅠRevisionT: Good morning, everyone.Ss: Good morning, teacher.T: Sit down, please. Before class, I’ll check your homework first. Mary,would you read your homework to us?Check the students’ homework and have a discussion with the students aboutthe mistakes Mary made. Let the students have a clear understanding about themistakes and then correct them.Step ⅡWarming upT: As we all know, we depen d on energy to do many things in our dailylife. Some people even say we could do nothing without energy. Can you tell mewhat we use energy for?Sa: Energy lights our cities.Sb: Energy heats our buildings.Sc: Energy entertains us. With the help of electricity, people have got alot of fun from watching TV, playing computers and so on.Sd: There are many other electrical appliances that make our life moreconvenient and comfortable such as washing machines, microwaves, airconditioners and so on.Se: Today energy also helps people realize many so-called dreams in thepast. For example, people can “fly” from one place to another by plane whichruns on energy.Sf: It’s true. In fact, not only planes but also cars, ships and trains runon energy.T: Well done. All that you’ve just said is right. So it seems that energyplays a very important role in the modern world. Then where does all the energycome from? Open your books and turn to page 25. Look at the pictures on thispage. They may help you find out the answers.After a while.T: Who’d like to tell us you r answers?Sg: Wind power.Sh: Coal power.T: Right. Is there any difference between them?Si: Yes. Wind will never run out while coal is a limited source.T: It’s true. As we know, an energy source is renewable when supplies of itnever run out while some supplies， such as coal, will definitely run out oneday. Energy of this kind is called non-renewable sources. Please think of asmany sources as you can and decide which energy sources on your list arerenewable and which are non-renewable.If necessary, give some words related to the pictures which might bedifficult for the students such as oil refinery,hydroelectric power and soon.The teacher should also collect as much information about different sourcesof energy as possible and show it to the students in class through a computer.In this way, the students will become more interested in this topic and theirknowledge on this aspect will be enlarged.Sample answers:Step Ⅲ Listening and DiscussingT: Fromwhat we’ve just talked about, it is clear that energy does a lot ofgood to us.But every coin has two sides. Is there any negative effect of usingenergy?Sa: Yes.People use too much energy which is resulting in an increase incarbon dioxide.That is how the global warming comes about.Sb: Andmeanwhile it pollutes the environment.T: It’strue. Many people have realized the problem. Next we’ll do somelisteningpractice on this topic. Let’s see what other people think of thisissue.Thestudents are asked to read the questions quickly to find out thelisteningpoints first. Then listen to the tape twice and give the correctanswers.T: Nowplease turn to page 31. Let’s do listening. Before you listen to thetape,please read fast the statements in Exercise 1 to find out the listeningpoints.Pay much attention to the key points while listening.Play thetape for the first time. Help the students get a generalunderstanding aboutthe dialogue. The students listen and try to finish Exercise1. Play the tapeagain, train the students’ ability to spot specific informationand understandthe implication in the dialogue. The students listen and finishExercise 2.Severalminutes later.T：Have you finished the exercises?Ss: Yes.T: OK,let’s check your answers.Explainsome difficult points if necessary.T: Nowread what Professor Chen and Li Bin say. Work in groups. Discuss whoyou agreewith and give reasons. Use some of the phrases listed in Exercise 2 oranyothers you know.课后习题Homework1. Review the new words and expressions you learned in this class.2. Preview Reading.高一英语选修教学设计4教学准备教学目标1. Knowledge objectivesKnow that the -ing form can be used as various kinds of adverbialsUnderstand the differences among “doing”, “having done”, “being done” and“having been done”2. Ability objectivesMaster the usage of the -ing form as adverbials and properly use it inwritingPolish one’s writing with the -ing form as adverbials3. Emotional objectivesCultivate teamwork and confidenceFeel free to use English grammar in daily life教学重难点教学重点 Understanding four -ing forms used as adverbials and five tips on howto use the -ing form as adverbials教学难点 Master the usage of the -ing form as adverbials and properly use it inwriting教学过程Lead-in: Song appreciation(1) Play the song Take me to your heart before class.(2) Start the class with a clip of the song sung by the teacher.(3) Lead the Ss to notice the -ing form used as adverbials in thelyrics.This is a warming-up step designed to arouse Ss’ enthusiasm and to come tothe point.Step 1: We ChooseTask 1: Observe the -ing form in each sentence and decide what it refersto.(reason, result, concession, time, manner, condition)1. Being very rich, he spends as much money as he likes. (reason)2. Working hard, you’ll surely succeed. (c ondition)3. They sat there, waiting for the beginning of the sports meeting.(manner)4. Walking on the street, he came across a long-lost friend. (time)5. The polar bear was not careful enough, falling on the icy ground.(result)6. Not understanding what you are talking about, I still admire you.(concession)It is intended to remind Ss that the -ing form can be used as various kindsof adverbials. Ask several Ss to answer and, if necessary, interpret thesentences for them with adverbial clauses.Task 2: Check the words in red and decide their relation with the subjectand the predicate. (A. active B. passive C. meanwhile D. before-after)Laughing and jumping, he left school.Having finished his homework, he left school.Being talked about at that time, he left school.Having been punished, he left school.First, let Ss choose the correct relation between the -ing form and thesubject and that between the -ing form and the predicate in each sentence. Thenlead Ss to sum up the differences among “doing”, “having done”, “being done” and“having been done”.Task 3: Read the sentences aloud and recall the tips.When the reading is finished, ask Ss how to use the -ing form asadverbials.It is i ntended as a transition from “what” to “how” and the second step isnaturally introduced.Step 2: We ChangeTask 1: (Group work) Identify the mistakes in the following sentences andchange the sentences into correct ones. Discuss your reason.1. I had a wonderful childhood, travel around the world.2. When crossed the road, you should be careful.3. Having not finished his homework, he was punished by his parents.4. Working hard, your dream will come true.It is aimed to revise the usage of the -ing form as adverbials. By groupdiscussion, Ss may find it easier to solve the problem. Matters such asnon-predicate, relation, conjunction, negative words and logical subject are allinvolved.Task 2: (Pair work) Orally change the adverbial clauses or compoundsentences into the -ing form as adverbials.e.g. After we have been informed of Mr. Li’s birthday, we hurried toexpress our best wishes on the blackboard.(Notice that only the clause part will be changed: predicate→non-predicate)Having been informed of Mr. Li’s birthday, we hurried to……1. Because we hoped to convey our concern for him, we asked Miss Zhu tobring him a card.2. When we danced together, we felt very excited.3. Although we had not met him before, we still treated him as an oldfriend.4. If you think it over, you will have a good idea.5. She stood on the stage and played with her hair.6. He was so humorous that he made us burst into laughter.It is designed for Ss to put into practice the tips mentioned in theprevious task.Step 3: We ChatTask 1: Using the correct form of the given verbs, help me to complete thecaption of my moment.Last month, I led my students to join in the oral English competition.(live) far away from the site, we had to get up early in the morning. (noteat) anything before, I felt hungry. As for the students, though tired, theywere still enthusiastic about the coming challenge, (talk and laugh) on the bus.When (arrive) at the site, they were very excited.(devote) to practicing before, they did a wonderful job in the competition,(bring) glory to our school. As far as I am concerned, (make) great efforts topractice, any of you can also stand out.It is a revision of the tips mentioned. In addition, it sets an example ofhow to use the -ing form as adverbials in our daily life.Task 2: Writingo Choose a picture to post.o Write the caption for it.o Try to use the -ing form as adverbials. (3 minutes)Ss are asked to choose a picture from five and write the caption for it byusing the -ing form as adverbials in 3 minutes. This is to integrate what hasbeen covered and put it into practice.Task 3: Sharingo Move around the classroom.o Share your moment.o Get “like” or “comment”.(You may also leave your comment when discovering any grammaticalmistake.)An example is shown to clarify the instruction. Then Ss are given fiveminutes to share their moments with their classmates. This is a peerproof-reading activity.Task 4: Presentingo How many“ likes” have you got?o What about “comments”?o Who would like to share with the whole class your moment or the commentsyou got?This is for several volunteers to present their works and notice themistakes when using the -ing form as adverbials.Step 4: SummarySummarize what we have learnt today:o 6 kinds of adverbialso 4 forms of -ingo 5 tipsThis is to remind Ss of what they have learnt today.课后习题Homeworko Review the usage of the –ing form as adverbials.(You may refer to a mini-lecture. )o Polish your caption and share it with your friends.o Finish exercise 3 - 5 on Page 64 of your exercise book.The homework is intended to familiarize Ss with the rules of the -ing formused as adverbials and to develop their writing skills.高一法语选修教学设计5教学准备教学目标教学目标：1 深入理解课文，分析文章长难句，培养快速阅读、整体理解和写作的能力。
英语高中选修教案设计模板
一、教学目标1. 知识目标：- 学生能够掌握本节课的核心词汇和语法知识。
- 学生能够运用所学知识进行简单的口头和书面表达。
2. 能力目标：- 学生能够提高英语听、说、读、写四项基本技能。
- 学生能够运用英语进行日常交流。
3. 情感目标：- 学生能够增强学习英语的兴趣和自信心。
- 学生能够培养良好的学习习惯和团队合作精神。
二、教学内容1. 课文内容：选取与主题相关的课文，让学生通过阅读、听力等方式掌握课文内容。
2. 词汇：整理课文中的核心词汇，讲解词义、用法和搭配。
3. 语法：讲解与课文相关的语法知识，如时态、语态、非谓语动词等。
4. 文化背景：介绍与课文相关的文化背景知识，拓展学生的视野。
三、教学过程1. 导入（5分钟）- 利用图片、视频、歌曲等导入新课，激发学生的学习兴趣。
2. 预习（10分钟）- 学生阅读课文，了解课文大意，标注生词和疑问。
3. 课文讲解（20分钟）- 教师讲解课文内容，引导学生理解课文大意，分析人物性格和情节发展。
4. 词汇学习（15分钟）- 教师讲解课文中的核心词汇，让学生掌握词义、用法和搭配。
5. 语法讲解（10分钟）- 教师讲解与课文相关的语法知识，让学生理解并掌握。
6. 练习巩固（15分钟）- 设计听力、口语、阅读、写作等练习题，让学生巩固所学知识。
7. 总结与拓展（5分钟）- 教师总结本节课所学内容，布置课后作业，拓展学生的知识面。
四、教学评价1. 课堂表现：观察学生在课堂上的参与度、发言积极性等。
2. 作业完成情况：检查学生的课后作业，了解学生对知识的掌握程度。
3. 期末考试：通过期末考试，评估学生对本学期所学知识的掌握情况。
五、教学反思1. 教师反思：总结本节课的教学效果，找出教学中的不足，为今后的教学提供改进方向。
2. 学生反馈：收集学生对本节课的反馈意见，了解学生的需求，不断优化教学方法。
六、教学资源1. 课文：选取与主题相关的课文，确保内容丰富、有趣。
2. 词汇卡片：制作词汇卡片，帮助学生记忆单词。
高中英语选修试讲教案模板
---课程名称：高中英语选修课程课题： [具体课题名称]课时： 1课时教学目标：1. 知识与技能：- 学生能够掌握[具体知识点]。
- 学生能够运用[具体技能]进行[具体活动]。
2. 过程与方法：- 通过[具体活动]，培养学生[具体能力]。
- 通过小组合作，提高学生的[具体能力]。
3. 情感态度与价值观：- 培养学生对[具体话题]的兴趣和关注。
- 增强学生的跨文化交流意识和能力。
教学重点：- [具体知识点或技能]教学难点：- [具体知识点或技能的深入理解和应用]教学准备：- 教师：PPT课件、教学视频、相关教学材料- 学生：提前预习教材，准备相关话题的资料教学过程：一、导入（5分钟）1. 引导学生回顾上一节课的内容，激发学生的兴趣。
2. 通过提问或小游戏，让学生思考今天要学习的内容。
二、新课导入（10分钟）1. 展示PPT课件，引入今天的学习主题。
2. 阅读课文，让学生初步了解文章大意。
三、课堂活动（25分钟）1. 小组讨论：将学生分成小组，针对文章中的[具体问题]进行讨论，并总结讨论结果。
2. 角色扮演：让学生扮演文章中的角色，模拟对话或场景，提高学生的口语表达能力。
3. 知识竞赛：通过问答形式，巩固学生对[具体知识点]的理解。
四、课堂小结（5分钟）1. 教师总结本节课的重点内容。
2. 强调学生对[具体知识点]的理解和应用。
五、课后作业（5分钟）1. 布置相关的阅读材料，让学生进行课外阅读。
2. 布置写作任务，要求学生运用今天学习的知识点进行写作。
教学评价：1. 观察学生在课堂活动中的表现，评估学生的参与度和学习效果。
2. 通过课后作业的完成情况，了解学生对[具体知识点]的掌握程度。
---备注：- 教学过程中，教师应根据学生的实际情况调整教学内容和教学方法。
- 鼓励学生积极参与课堂活动，培养学生的自主学习能力。
- 注重学生的个体差异，因材施教，使每个学生都能在课堂上有所收获。
北师大版高中英语选修必修一unit1教案
北师大版高中英语选修必修一unit1教案北师大版高中英语选修必修一Unit1教案教学目标：1. 让学生掌握与旅行相关的基本词汇和表达方式。
2. 培养学生的跨文化交流意识，了解不同国家的文化和风俗。
3. 提高学生的英语听说读写能力，特别是口语交际能力。
教学内容：1. 与旅行相关的基本词汇，如：旅行社、导游、地图、航班等。
2. 旅行中的常见问题及应对措施。
3. 跨文化交流的基本知识。
教学难点与重点：重点：旅行词汇的掌握与运用，跨文化交流的意识。
难点：如何引导学生结合实际情况，灵活运用所学知识进行口语交流。
教具和多媒体资源：1. 投影仪与PPT课件2. 旅行照片、视频素材3. 旅行相关物品的实物模型，如：护照、行李箱等。
教学方法：1. 激活学生的前知：通过提问学生过去的旅行经历，激活他们对旅行的兴趣和记忆。
2. 教学策略：讲解、示范、小组讨论、角色扮演。
3. 学生活动：设计旅行计划、模拟导游讲解等。
教学过程：1. 导入：故事导入 - 讲述一段有趣的旅行故事，引起学生的兴趣。
2. 讲授新课：首先介绍旅行相关的基本词汇，再深入到跨文化交流的话题。
通过图片和视频展示不同国家的文化和风俗。
3. 巩固练习：小组活动，每组选择一个国家，模拟该国的旅行情景，运用所学词汇和表达进行角色扮演。
4. 归纳小结：总结本节课的重点内容，回顾旅行相关的词汇和跨文化交流的重要性。
评价与反馈：1. 设计评价策略：小组报告、观察、口头反馈。
2. 反馈：针对学生的角色扮演给予具体指导建议，鼓励他们下次做得更好。
作业布置：1. 收集5个与旅行相关的英文表达。
2. 写一篇关于自己最难忘的旅行经历的短文。
3. 与家人或朋友用英语进行一次模拟旅行计划交流。
教师自我反思：本节课的导入部分较为生动，成功引起了学生的兴趣。
但在讲解过程中，对于某些专业词汇的讲解还不够深入，下次应加强这方面的教学。
英语选修课教案
英语选修课教案教案标题：英语选修课教案教案目标：1. 帮助学生提高英语听、说、读、写的能力。
2. 培养学生对英语文化和背景知识的理解和欣赏能力。
3. 培养学生的自主学习和合作学习能力。
教学重点：1. 提高学生的英语口语表达能力。
2. 培养学生的阅读理解和写作能力。
3. 增加学生对英语文化和文学的了解。
教学难点：1. 帮助学生克服英语听力和口语的困难。
2. 培养学生的英语写作能力。
3. 增加学生对英语文化和文学的深入理解。
教学准备：1. 教材：选取适合学生年龄和英语水平的英语选修课教材。
2. 多媒体设备：投影仪、音响等。
3. 教学资源：英语课外阅读书籍、英语电影、英语歌曲等。
教学步骤：第一步：导入（5分钟）引入本课的主题，并通过图片、视频等多媒体资源激发学生的学习兴趣。
第二步：预习（10分钟）让学生预习本课的课文或话题，并提前准备一些问题或观点。
第三步：听说训练（15分钟）通过播放录音或视频，让学生进行听力训练，并进行相关的口语练习，如对话、角色扮演等。
第四步：阅读理解（15分钟）让学生阅读本课的课文，并进行相关的阅读理解练习，如选择题、填空题、判断题等。
第五步：写作训练（15分钟）让学生根据本课的话题或课文内容进行写作训练，如写一篇短文、写一封信件等。
第六步：文化背景介绍（10分钟）通过讲解和讨论，介绍与本课相关的英语文化和背景知识，增加学生对英语文化的了解。
第七步：课堂练习（10分钟）布置一些小组或个人练习题，让学生在课堂上进行练习，巩固所学知识。
第八步：课堂总结（5分钟）对本课的重点内容进行总结，并对学生的学习情况进行评价和反馈。
教学延伸：1. 鼓励学生进行英语课外阅读，提高阅读理解能力。
2. 组织学生进行英语角、英语演讲比赛等活动，提高口语表达能力。
3. 鼓励学生参加英语文化交流活动，增加对英语文化的了解和欣赏能力。
教学评估：1. 课堂练习成绩评估。
2. 书面作业评估。
3. 口头表达评估。
高中英语选修七教案
高中英语选修七教案在现代教育体系中，高中英语教学旨在培养学生的语言运用能力，增强跨文化交际意识，并提升学生的综合素养。
作为英语教师，设计一份高效、实用的教案至关重要。
今天，我们就以高中英语选修七为例，来探讨如何制作一份符合学生需求的教案范本。
首先，我们要明确教案的教学目标。
这些目标应当具体、可测量，并且与课程标准紧密相连。
例如，对于选修七的某个单元，我们可以设定如下目标：学生能够理解并使用单元中的关键词汇和表达方式；能够通过阅读提高获取信息的能力；能够在听力练习中准确把握主旨；以及能够在口语活动中流利表达个人观点。
接下来，是教学内容的选择与安排。
根据选修七的课程特点，我们应选取贴近学生生活的话题，同时结合语言点、语法结构等进行有机融合。
例如，如果单元主题为“环境保护”，则可以通过引入真实的环保新闻材料，让学生在讨论中学习相关词汇和表达方法。
教学方法的选用也是编写教案时不可忽视的一环。
有效的教学方法可以激发学生的学习兴趣，提高课堂效率。
如采用任务型教学法，设置情境模拟、角色扮演等活动，让学生在完成任务的过程中自然而然地掌握知识。
此外，信息技术的合理应用，比如多媒体教学、网络资源的利用，也将极大丰富教学手段。
评价与反馈机制同样重要。
教案中应包含对学生学习效果的评价方式，这可以是形式多样的测试，也可以是日常的观察记录和学生的自我评价。
及时、有效的反馈能够帮助学生认识到自己的不足，进而调整学习策略。
最后，教案的编写还应考虑到个体差异。
不同的学生有不同的学习风格和接受能力，因此教案设计时应留有一定的弹性空间，允许教师根据实际情况做出适当调整。
综上所述，一个优秀的高中英语选修七教案范本应具备清晰的教学目标、合理的内容安排、多元化的教学方法、有效的评价与反馈机制，以及适应学生个体差异的灵活性。
通过这样的教案，不仅可以帮助学生构建扎实的语言基础，还能够培养其自主学习和批判性思维能力，为其未来的学术和职业发展打下坚实的基础。
外研版高中英语选必四教案
外研版高中英语选必四教案教案标题：外研版高中英语选必四教案一、教学目标：1. 理解和掌握外研版高中英语选必四课程教材内容；2. 培养学生的英语听、说、读、写和翻译能力；3. 提高学生的英语交际能力和批判思维能力；4. 培养学生对英语学习的兴趣和学习策略。
二、教学内容：1. 选课内容分析与解读；2. 课程目标和学习要求；3. 课程相关阅读、听力、口语和写作练习。
三、教学步骤：第一课时：Introduction to Selected Must Four1. 导入：通过展示课程教材封面和介绍该选修课有关的知识点来激发学生学习英语的兴趣。
2. 引入课程目标和学习要求，并解释其重要性和意义。
3. 阅读篇章概述部分，介绍课程的整体结构和内容，并引导学生预测课程中可能涉及到的主题和话题。
4. 学生讨论：根据预测的主题和话题，学生就自己感兴趣的部分展开讨论，分享自己的观点和看法。
第二课时：Reading Comprehension and Vocabulary Building1. 学生课前阅读的教材内容，并就生词和短语进行讲解和讨论。
2. 学生分组进行充分阅读，理解文章中的内容，并根据问题回答问题。
3. 学生之间分享答案，并一起分析文章的结构和发现重点句子。
第三课时：Listening and Speaking Practice1. 放音频材料，要求学生仔细听，理解听力材料，并回答问题。
2. 学生进行小组讨论，就听力材料中提到的观点、看法、问题和答案进行交流。
3. 小组长代表各组反馈观点和讨论结果，全班共同分享和讨论。
第四课时：Writing Practice and Translation1. 学生进行课文相关的写作练习，如摘要、总结、评论、辩论等。
2. 学生进行小组讨论，就自己的写作成果进行分享和修改。
3. 学生进行课文相关的翻译练习，将难点句子或段落进行翻译，并与同伴交流和比较。
四、教学评估：1. 课堂参与度和合作度；2. 课后完成的作业和练习；3. 平时表现和课程测试。
英语选修四教案模板及范文
一、教学目标1. 知识目标：（1）掌握本单元重点词汇和短语；（2）理解并运用本单元语法知识；（3）提高阅读理解能力。
2. 能力目标：（1）提高听、说、读、写四项基本技能；（2）培养学生在实际情境中运用英语的能力；（3）提高学生的跨文化交际意识。
3. 情感目标：（1）激发学生学习英语的兴趣；（2）培养学生积极向上的学习态度；（3）增强学生的团队协作精神。
二、教学重点与难点1. 教学重点：（1）词汇和短语；（2）语法知识；（3）阅读理解。
2. 教学难点：（1）语法知识的运用；（2）阅读理解的技巧；（3）跨文化交际。
三、教学过程1. 导入新课（1）教师简要介绍本单元主题，激发学生学习兴趣；（2）通过提问、讨论等方式，引导学生回顾上一单元所学内容。
2. 词汇教学（1）教师带领学生朗读课文，引导学生发现并总结本单元重点词汇；（2）通过游戏、练习等方式，帮助学生记忆和运用词汇。
3. 语法教学（1）教师讲解本单元语法知识，并结合实例进行分析；（2）学生进行相关练习，巩固所学知识。
4. 阅读理解（1）教师指导学生阅读课文，引导学生关注文章结构、主题和细节；（2）学生进行阅读练习，提高阅读理解能力。
5. 听力训练（1）教师播放听力材料，引导学生进行听力练习；（2）学生总结听力技巧，提高听力水平。
6. 口语表达（1）教师设计情景对话，引导学生进行口语练习；（2）学生展示自己的口语表达能力，教师进行点评和指导。
7. 总结与作业布置（1）教师对本节课所学内容进行总结，强调重点和难点；（2）布置课后作业，巩固所学知识。
四、教学评价1. 课堂表现：观察学生在课堂上的参与度、合作精神、口语表达能力等；2. 作业完成情况：检查学生课后作业的完成情况，了解学生对知识的掌握程度；3. 考试成绩：通过期中、期末考试，评估学生的学习成果。
英语选修四教案范文：一、教学目标1. 知识目标：（1）掌握本单元重点词汇：environment, pollution, reduce, recycle等；（2）理解并运用本单元语法知识：现在进行时；（3）提高阅读理解能力。
高中英语 选修课教案 第一课时
课程类别
拓展性课程
授课时间
周四第八节课
班级
高一19班
课题名称
《莎士比亚十四行诗》Sonnet 18
I.教学目标：
1. Knowledge and Skills
1) Help the students to read and know more about Shakespeare and his sonnets.
the eye of heaven---the sun
The poet makes his beloved immortal by means of his poetry. This theme is a conventional one in Elizabethan sonnets. Shakespeare writes a monologue in the form of an address. It contains a carefully reasoned argument which, as in many of Shakespeare's sonnets, moves in a series of steps.
The first line, a question, proposes a comparison between Shakespeare's beloved and a summer season. Summer is chosen because it is lovely and pleasant. In the second line the comparison is restricted: in outward appearance and character the beloved person is more beautiful and less extreme than summer. The reasons for the restriction are given in the next four lines which describe the less pleasant aspects of summer. In the seventh and eighth lines Shakespeare complains that every beauty will become less one day. The ninth line takes up the comparison with summer again: summer has by now become the summer of life. The comparison turns into a contrast by referring back to the seventh. The poet's assurance becomes even firmer in lines eleven and twelve, which contain a promise that death will be conquered. 'Eternal lines' refers to lines of poetry but also suggest lines of shape. It points forward to the triumphant couplet which explains and summarizes the theme: poetry is immortal and makes beauty immortal.
人教版高中英语选修5教案(绝对经典版)
人教版高中英语选修5教案(绝对经典版)前言：本文档是根据人教版高中英语选修5教材编写的教案。
教案旨在提供教师指导和学生参考，以有效实施课程教学。
教案概述：本教案共包含教学内容、教学目标、教学重点、教学难点、教学步骤等主要部分。
每个单元的教学内容都经过细致规划，以确保学生全面掌握相关知识和技能。
教学目标：本教案的教学目标旨在帮助学生：1. 提升英语听、说、读、写的综合能力；2. 掌握选修5课本中重要的语法知识和词汇；3. 发展学生的研究策略和沟通能力；4. 培养学生的跨文化意识和批判思维能力。
教学重点：本教案的教学重点聚焦于：1. 教授课本中的重要语法和词汇；2. 启发学生的思维和创造力；3. 开展实际对话和交流活动；4. 提供个性化研究支持和反馈。
教学难点：本教案的教学难点主要在于：1. 帮助学生理解和应用课本中的抽象概念和语言结构；2. 引导学生进行批判性思考和文本分析；3. 鼓励学生主动参与课堂互动和合作研究；4. 提供个性化的复和扩展活动。
教学步骤：本教案的教学步骤分为预导入、研究活动和巩固训练三个部分。
每一部分根据课本内容和教学目标进行精心设计，以创造积极的研究体验和有效的知识吸收。
结语：本教案是一个全面而丰富的研究指南，旨在帮助教师和学生顺利实施人教版高中英语选修5教学。
通过课堂教学和个人研究的结合，学生将能够提高英语水平并培养良好的研究惯。
附录：教案附录提供了课堂活动所需的练题、音频材料和其他补充资源，以帮助学生更好地理解和掌握课程内容。
注：本文档为虚拟创作，不涉及真实的人教版高中英语选修5教案内容。
高中英语英语选修课教案
English songs and listeningZhang jieTeaching aims: English singingEnglish learningEnglish listening through songsTeaching keys and difficulties: Let the students know the pronunciation ofEnglish songs.Teaching methods: Listen to the tap and learn.Teaching procedures：Step I: GreetingsStep II: Lead-indo you learn English?how to learn English well?Step III：English songs can be used:1. Learn pronunciation by listening to music2. Learn words by listening to music3. Learn sentences by listening to music4. Learn grammars by listening to music5. Learn cultures by listening to musicStep IV: Listening1.There are lots of beautiful memories about yesterday in our minds. In thislesson, we will fly back to the word in our memory.2. Answer the questions:(1).What do you think of the style of the song?( )A.relaxingB. cheerfulC. very sadD. slightly blue(2).Which statement describes the songs?( )A.The song is about an old story that happened yesterday.B.The song is about the worries that the singer has about the future.C. The song is about the singer’s yearning for the past.3. Introduce the song and its singers.4.Listen to the song once again, and complete the lyrics.Yesterday once moreWhen I was youngI‘d listen to the________Waiting for my _________ songsWhen they _________ I'd sing alongIt made me ________Those were such _______ timeAnd not so long agoHow I ____________ where they‘d goneBut they're ________ againJust like a long ______ ______All the songs I loved so __________Every Sha-la-la-laEvery Wo-o-wo still _______Every shing-a-ling-a-lingThat _______ ___________ to sing so fineWhen they get to the _________where he's __________ _______ _______It can really make me _______Just ______ beforeIt‘s yesterday once more_________ _______ _______how it was in years gone by And the good _______ that I hadMakes today seem _________sadSo much has ___________It was songs _______love that I would sing to themAnd I‘d __________ _______________Those old melodies still _______ so good to meAs they _______ the years awayEvery Sha-la-la-laEvery Wo-o-wo-oStill _________Every shing-a-ling-a-lingThat they're _________to singSo fineAll my best memories_________ ________ _______ ______ _____Some can ________ make me cryJust like beforeIt's yesterday once moreEvery Sha-la-la-laEvery Wo-o-wo-oStill shinesEvery shing-a-ling-a-lingThat they're starting to sing’sSo fineEvery Sha-la-la-laEvery Wo-o-wo-oStill shines5. Sing the song with the tap .While singing, try to imitate the singer’s pronunciation and memorize the words. the song.Step V: Some more songsStep VI: Summary and conclusion.Step VII: Teaching reflection。
选修八高中英语教案模板
---课程名称：高中英语选修八授课年级：选修八年级授课班级：[班级名称]授课时间：[具体日期]授课教师：[教师姓名]---### 一、教材分析Analysis of the Teaching Material1. 单元主题：[单元主题名称]2. 教学内容：[具体教学内容概述，如：语法点、词汇、阅读材料、写作任务等]3. 教学目标：[教学目标应包括知识目标、能力目标和情感目标]---### 二、教学目标Teaching Aims and Demands1. 知识目标：- 学生能够掌握[具体知识点]，如：[语法点]、[词汇]等。
- 学生能够理解[阅读材料]的主旨大意和细节信息。
2. 能力目标：- 学生能够运用[具体知识点]进行听说读写活动。
- 学生能够通过合作学习，提高英语交际能力。
3. 情感目标：- 学生能够培养对英语学习的兴趣和自信心。
- 学生能够增强团队合作意识。
---### 三、教学重难点Teaching Keys and Difficulties1. 重点：- [具体知识点]，如：[语法点]、[词汇]等。
- [阅读材料]的理解和分析。
2. 难点：- [具体知识点]的运用和拓展。
- [写作任务]的完成。
---### 四、教学方法Teaching Methods1. 启发式教学：通过提问、讨论等方式，激发学生的学习兴趣和思考能力。
2. 合作学习：组织学生进行小组讨论、角色扮演等活动，提高学生的交际能力。
3. 多媒体教学：利用PPT、视频等多媒体手段，丰富教学内容，提高教学效果。
---### 五、教学工具Teaching Aids1. 多媒体设备：电脑、投影仪等。
2. 教学材料：教材、练习册、阅读材料等。
3. 教学辅助工具：黑板、白板、彩色粉笔等。
---### 六、教学过程Teaching Procedures1. 导入：通过歌曲、图片、视频等方式，引入单元主题，激发学生的学习兴趣。
2. 新课讲解：- 语法点讲解：[具体讲解步骤，如：讲解语法规则、举例说明、练习巩固等] - 词汇讲解：[具体讲解步骤，如：讲解词汇含义、用法、例句等]- 阅读材料讲解：[具体讲解步骤，如：分析文章结构、主旨大意、细节信息等] 3. 练习巩固：- 完成教材配套练习。
外研版高中英语 教案 选修
外研版高中英语教案选修教案标题：外研版高中英语教案-选修教案目标：1. 帮助学生掌握选修课程中的英语知识和技能。
2. 培养学生的英语听说读写能力，提高他们的综合语言运用能力。
3. 培养学生的学习策略和自主学习能力，激发他们的学习兴趣和学习动力。
教学重点：1. 通过选修课程的学习，提高学生的英语听说读写能力。
2. 培养学生的跨文化交际能力，增强他们的全球视野。
3. 培养学生的学习兴趣和学习动力，激发他们的创新思维和问题解决能力。
教学难点：1. 如何帮助学生在选修课程中提高英语听说读写能力。
2. 如何培养学生的跨文化交际能力，增强他们的全球视野。
3. 如何激发学生的学习兴趣和学习动力，提高他们的学习效果。
教学准备：1. 外研版高中英语选修教材及相关教学资源。
2. 多媒体设备和教学软件。
3. 各种教学辅助材料，如课件、练习册等。
4. 学生课前作业和学习情况的调查分析。
教学过程：1. 导入（5分钟）介绍本节课的主题和目标，激发学生的学习兴趣和学习动力。
2. 学习新知（30分钟）根据教材内容，通过多种教学方法和教学资源，引导学生学习新知识和技能。
3. 练习与巩固（15分钟）设计一些练习和巩固活动，帮助学生巩固所学内容，提高他们的语言运用能力。
4. 拓展与应用（15分钟）引导学生进行拓展和应用活动，培养他们的创新思维和问题解决能力。
5. 总结与反思（10分钟）对本节课的学习进行总结和反思，鼓励学生提出问题和建议，为下一节课做好准备。
教学评价：1. 利用课堂观察、学生作业、小组合作等方式进行教学评价。
2. 针对学生的学习情况和表现，及时给予反馈和指导，帮助他们提高学习效果。
教学延伸：1. 鼓励学生参加英语角、英语演讲比赛等活动，提高他们的口语表达能力。
2. 推荐相关的英语学习资源和学习方法，帮助学生进行自主学习和提高综合语言运用能力。
教案撰写者：。
高中英语备课选修教案模板
一、教案名称（例如：人教版高中英语选修《Unit 1 Art》）二、教学目标1. 知识与技能目标：（1）学生能够掌握课文中的重点词汇和短语。
（2）学生能够运用所学知识进行阅读、听说、写作等技能的训练。
（3）学生能够通过讨论、合作等方式，提高英语口语表达能力。
2. 过程与方法目标：（1）通过阅读、听力、口语等活动，培养学生自主学习、合作学习的能力。
（2）通过探究、讨论、总结等方式，提高学生的思维能力和创新意识。
3. 情感态度与价值观目标：（1）激发学生对英语学习的兴趣，培养学生积极向上的学习态度。
（2）引导学生关注艺术领域，提高审美素养，培养人文精神。
三、教学重难点1. 教学重点：（1）课文中的重点词汇和短语。
（2）课文的主要内容和结构。
2. 教学难点：（1）如何引导学生理解课文中的深层含义。
（2）如何提高学生的英语口语表达能力。
四、教学准备1. 教师准备：（1）课文录音、课件、相关图片、视频等教学资源。
（2）教学活动设计、教学评价方案等。
2. 学生准备：（1）预习课文，了解课文背景知识。
（2）准备好与课文相关的话题进行讨论。
五、教学过程1. 导入新课（1）通过图片、视频等形式，展示与课文相关的内容，激发学生的学习兴趣。
（2）提出问题，引导学生思考。
2. 预习课文（1）学生自主阅读课文，了解课文大意。
（2）教师检查学生的预习情况，解答学生疑问。
3. 课文讲解（1）讲解课文中的重点词汇和短语，并举例说明。
（2）分析课文结构，引导学生理解课文内容。
4. 课堂活动（1）小组讨论：针对课文内容，提出问题，进行讨论。
（2）角色扮演：根据课文内容，进行角色扮演，提高学生的口语表达能力。
5. 作业布置（1）完成课后练习题。
（2）预习下一课。
六、教学评价1. 课堂表现评价：（1）学生的参与度、积极性。
（2）学生的口语表达能力。
2. 作业评价：（1）学生的作业完成情况。
（2）学生的作业质量。
3. 期末评价：（1）学生的英语成绩。
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高中英语选修课教案【篇一：人教版高中英语选修8全册教案】选修8 unit 1 a land of diversityperiod 1 reading teaching goalsenable the students to talk about things about the usa.help the students learn the huge diversity of races and cultures in america, especially in california.teaching important and difficult pointslearn the huge diversity of races and cultures in california. teaching methodsfast and careful reading; asking and answering activity; individual, pair or group work. teaching aidsa map, a blackboard and a computer teaching procedures step1 warming up.ask the students to describe what they learn about the usa.group work: look at the map of the usa with your group. write on the map the names of as many of the following as you can. compare your names with other groups. step 2 pre-readingask the students to tell things about california including its location, size, population, economy, history etc. what do you learn about california?show the students some pictures and encourage students not only to say what each picture is about but how each one relates to california. step 3 fast readingread through the passage and get the main idea. reading comprehension.ask the students the following questions:when you look at the title, what so you think of ?a land of differences. california is a land of great differences — differences in climate, in landscape and attitude.2) why is the usa called a melting pot?there are many immigrants to the usa and there are many cultures and nationalities. so it is a place in which people, ideas, etc of different kinds gradually get mixed together. beside each date note down an important event in californian history.step 4 detail readingbeside each cultural group , write the period in which they first came to california in large step 5 after readingwhy is california in the 21st century such a multicultural community? (using 3 or 4 sentences to explain. ) step 6 homeworkfinish “learning about language” on page 4.period 2 extensive readingteaching aims: 1. improve ss‘ ability of reading2. 德育目标：了解美国多元文化，进一步培养学生跨文化交际意识，为终身学习奠定良好基础。
part i reading (p8)step 1. fast reading: sb p7 part 1.step 2. careful reading: read george‘s diary and answer the 5 questions on page9 part 2 step 3. pay attention to the main words, phrases and sentences(根据学生实际由集体备课确定)part iireading task(wb p51)step 1. fast reading to find the main topic of each paragraph: step 2. t explains some difficult points.(由集体备课确定)step 3. homework ：read the passage fluently and recite some parts.period 3 grammar teaching aimsenable the students to use the noun clauses as the subject, object, predicative and oppositive. help the students learn how to use the noun clauses. teaching important and difficultpoints differ the noun clauses. teaching methodsanalysis and have some discussions. teaching proceduresstep 1 preparationask the students to underline the noun clauses in thefollowing sentences. then tell what types of noun clauses they are.1)whether native americans arrived in california 15,000 years ago or 14,000 years ago is not important. subject clause(主语从句)2)the fact that they arrived a long time before europeans iswhat matters. appositive clause(同位语从句) predicativeclause(表语从句)3)i believe that the native americans were treated badly when the first europeans came. object clause(宾语从句) step 2 discussionstep 3 analysis 1.高考考查热点:1)名词性从句的语序（陈述句语序）；2)几对重要关联词的区别：whether\if, what\that, what\whatever, who\whoever, etc; 3)it用作形式主语或形式宾语代替主语从句或宾语从句； 4）根据具体情景选用适当的关联词。
2.根据例句，讨论：1）whether\if的区别i. please tell me if/whether you will go to the lectures tomorrow. ii. it all depends on whether the sky will clear up.iii. the question is whether the film is well worth seeing. iv. whether he will be well tomorrow i‘m not sure. v. whether it is true remains a problem. a.引导宾语从句，位于及物动词后 b.引导宾语从句，位于介词后 c.引导宾语从句，放句首d.引导表语从句，主语从句或同位语从句 whether: a, b, c, d if: a2)what\that的区别i. i think that it is unnecessary for me to speak louder. ii. his mother is satisfied with what he has done. iii. that he was able to come made us happy. iv. this is what makes us interested. 3）who\whoever; what\whatever的区别i. the spoken english competition is coming. who will attend the meeting hasn‘t been decided yet.ii. i believe whoever takes part in the competition will try his best. iii. can you tell me what you would like to order? iv. whatever happens, don‘t be surprised.4)常见的it作形式主语的结构i. it is a fact that he won the match.ii. it is necessary that we do study the english.iii. it is known to all that light travels in straight lines. 1)exs.34, students book p52)make sentences using noun clauses as the subject, object, predicative and appositive. step 5 homework1. review what we have learnt today.2. translate sentences:1)显而易见, 英语很重要.(主语从句) 2)玛利认为他会帮助她.(宾语从句)3)我从来未到过那儿这事实是真的.(同位语从句) 4)问题是我们下一步该怎么做.(表语从句)【篇二：新课标人教版高中英语选修六全部教案】选修六unit1 art一、语言要点iv 重点词汇（旨在提供综合运用所需材料） 1. faith n.信仰；信任；信心 [重点用法]have faith in sb./sth.对某人/某事有信心 lose faith in 不再信任,对…失去信心 be faithful to sb. [sth.] 忠实于某人[某事] faithful adj.忠实的 faithfully adv.忠实地 [典例]1) having faith in the masses is the requirement by government.相信群众是对政府的要求。