关于重庆高中英语教案
关于重庆高中英语教案范文
一、教学目标1. 知识目标：（1）让学生掌握重庆的相关词汇和短语，如“重庆火锅”、“长江索道”等。
（2）让学生学会描述重庆的地理特点和风土人情，如“山城”、“辣妹子”等。
（3）让学生能够用英语介绍重庆的旅游景点和文化习俗。
2. 能力目标：（1）培养学生运用英语进行交流的能力。
（2）提高学生运用英语描述事物和表达观点的能力。
3. 情感目标：（1）激发学生对重庆的热爱之情。
（2）培养学生传承和弘扬中华优秀文化的意识。
二、教学内容1. 课题：重庆火锅（1）介绍重庆火锅的历史和发展。
（2）讲解火锅食材的英文表达，如“肥牛”、“毛肚”等。
（3）示范如何用英语点餐和推荐火锅菜品。
2. 课题：长江索道（1）介绍长江索道的起源和运行情况。
（2）讲解乘坐索道的安全知识和注意事项。
（3）练习用英语描述索道上的景色和感受。
三、教学方法1. 情境教学法：通过设定相关情境，让学生在实际语境中学习和应用英语。
2. 互动教学法：引导学生参与课堂讨论，提高学生的积极性和参与度。
3. 任务型教学法：布置实际任务，让学生在完成任务的过程中运用英语。
四、教学步骤1. 热身活动：让学生用英语介绍自己喜欢的美食和旅游景点。
2. 新课导入：介绍重庆火锅和长江索道的基本情况。
3. 课堂讲解：讲解相关词汇和短语，如“火锅”、“索道”等。
4. 实践环节：让学生模拟在火锅店点和乘坐索道的场景，用英语进行交流。
五、课后作业1. 复习课堂所学内容，巩固词汇和短语。
2. 结合自己的生活经验，用英语写一篇关于重庆的短文。
3. 准备下一节课的展示环节，展示自己的学习成果。
六、课题：重庆小面（1）介绍重庆小面的起源和发展。
（2）讲解小面的制作过程和食材的英文表达，如“面条”、“蔬菜”等。
（3）示范如何用英语点餐和推荐小面口味。
七、教学内容：磁器口古镇（1）介绍磁器口古镇的历史和文化背景。
（2）讲解古镇特色景点和商铺的英文表达，如“古街”、“茶馆”等。
（3）练习用英语介绍古镇的风貌和体验感受。
关于重庆高中英语教案范文
关于重庆高中英语教案范文教案包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等。
下面是为大家准备以下的内容，希望对你们有所帮助，关于重庆高中英语教案范文一教学目标知识目标:复习两个阅读技能---scanning, skimming;学习本单元的部分生词。
能力目标:能形成*的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。
情感目标:学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。
在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;学生能明白计划的重要性,并能收获一些与之相关的谚语。
教学重难点形成*的图式,并在图式的帮助下复述*的主要内容。
教学工具课件教学过程StepsTeacher’s activityStudents’ activityAimsStep 1Show and tell the students the learning goals for them and make possible explanationsStudents listen to the teacher and have an idea of what they are going to learn in this class.To make the students know what they are to learn in this class Step 21). Show some pictures with beautiful scenery2) Ask the students two questions:Are they attractive?Where do you want to travel? –I dream about traveling…1.) Students appreciate those pictures2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”1). To arouse students’ interest2) To practice a sentence patternStep 31). Show the title of the reading passage2). Ask the students whether this passage is about the whole process of the journey.3). Ask the students how to skim.4) Tell the students the skill of skimming on the screen1) Students answer the question after they read the subtitle of this part.2). Students tell how to skim.1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.2) To review how to skimStep 41) Ask the students to skim more—to find out the main idea of each paragraph.1) Students tell the main idea of each paragraph1) To practice how to skimStep 5With four questions, teacher asks the students to scan paragraph 1Ask students how the scanShow the skills of scanning on the screenStudents scan paragraph 1, and answer the four questionsStudents tell how to scanTo review how to scanTo practice how to scanStep 61) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table1) Students scan paragraph 2 and finish the table1) To practice how to scanStep 71) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.2) Ask the students to match each geographic word to the proper meanings1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.2) Students do the matching work1) To better know how the Mekong river flows2) To help the students better learn the geographic words which are new to them3) To check how the students understand the new wordsStep 8Review the structure of the passage together with the students and show some key words on the screenProvide the students with some words and phrases which are the new words in this unitAsk them to retell the main content of the passage in groupsWith the teacher, students review the structure of the passage Retell the main content of the passage in groupsTo help students form the schema of the passage by reviewing the structure of itTo know the content of the passage better as well as to create more chances for the students to use the new wordsStep 91) Ask the students what they learn from the story2) Give the students some useful and related proverbs1) Students share their opinions with the group members what they have learned from the story.2) Students read the proverbs loudly together.1) To encourage students to form their own views and share them with others2) To learn some useful proverbsStep 101) Summarize this class by showing the learning goals again2)Homework1) Students review what they have learned by reading the learning goals on the screen.1) To help students review what they have learned in this class关于重庆高中英语教案范文二教学准备教学目标1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to.2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。
探索符合重庆高中英语教材特点的教学案例
探索符合重庆高中英语教材特点的教学案例是英语教育的重要任务之一。
重庆高中英语教材注重学生的学习兴趣、情感体验以及价值观、文化价值的培养。
我们应该从教学目标、教学内容、教学方法等方面探索符合重庆高中英语教材特点的教学案例，为学生的英语学习提供更好的支持。
一、教学目标重庆高中英语教材的教学目标是培养学生的语言综合能力和跨文化交际能力。
教学案例应着重培养学生的听、说、读、写能力，同时让学生体验英语所代表的西方文化和价值体系。
例如，初中阶段的英语教学往往注重基础语言技能的培养，而高中英语教学则着重培养语文素养的提升。
教学案例应着重发展学生的思辨力、表达能力和联想能力，同时让学生了解所学英语与中英文化的异同，以提升学生的跨文化交往能力。
二、教学内容重庆高中英语教材中的教学内容丰富多彩，从阅读理解、听力理解、口语表达到写作技巧等内容都得到了充分的覆盖。
教学案例应根据学生的英语水平、兴趣爱好和活力特点，选择合适的教学内容，以吸引学生的兴趣。
例如，学生喜欢看电影，教师就可以利用英文配音或英文版电影来提高学生的听力和口语表达能力，同时让学生感受到中英文化之间的差异。
教学案例应当紧紧围绕教学内容展开，通过优秀的授课方式，能够激发学生学习英语的热情和热爱，提高英语学习的效率。
三、教学方法重庆高中英语教材特点明显，这就要求我们选择合适的教学方法。
符合教材特点的教学案例，应该是寓教于乐的，能够提高课堂效率和学习质量的。
例如，可以利用合作学习方式，让学生积极参与，互动合作，达到分享思想、交流经验、批判反思的效果，从而提高语言运用能力。
同时，教师也可以采用游戏化教学方式，如口语角色扮演、听力填空等，使学生在轻松的氛围下提高英语学习效果。
探索符合重庆高中英语教材特点的教学案例需要我们不断地重视，并在课堂实践中反复尝试、总结和修正。
通过不断探索，我们可以选用更为科学的英语教学方法，更好地激发学生学习英语的热情，达到理论水平和实践能力相结合的教学目标。
重庆高一英语教材教案
重庆高一英语教材教案【篇一：重庆市綦江实验中学校高一英语12周基础性教案】重庆市綦江实验中学校英语学科教案1234【篇二：重大版高中英语4册 unit 4 教案】unit 4 three gorgesteaching aims:1. know the use of the new words.2. improve the ss? reading abilityteaching important points:1. improve the ss? reading ability.2. the new words.3. language pointsteaching difficult points:improve the ss? reading ability.master the new words.language points.teaching aids:a tape recordera projectorthe blackboardteaching procedures:period 1 getting readystep 1: greetingstep2: free talkthree gorgesdo you like traveling? have you ever been to the three gorges? can you give a description ofyour experience? do you know the names of the three gorges? three gorges: 瞿塘峡巫峡西陵峡step 3: brief introduction of three gorgeslook at the picture.三峡水电站，又称三峡工程、三峡大坝。
它是世界上规模最大的水电站，也是中国有史以来建设最大型的工程项目。
三峡水电站1992年获得中国全国人民代表大会批准建设，1994年正式动工兴建，2003年开始蓄水发电，于2009年全部完工。
重庆市南川中学高中英语 Unit 1 Plant World Language Points教案2
重庆市南川中学高中英语 Unit 1 Plant World Language Points教案2 重庆大学版必修4Objectives:1.Instructional objectives:make Ss master the words and expressions in th e text2.Personal objective:make Ss have a good ability to use the words and expressions.Focal points:1.enlarging vocabulary2. know about the use of the wordsDifficult points:how to use the words and the expressionsProcedure s:Stage 1 Getting Ss ready for learningStep 1 GreetingsStep 2 vocabulary presentation and practice.Stage 2 Pre-stageStep 1 review some new wordsStage 3 While-stageIt grows up straight and thin, with branches at the top.grow up1)长大,成年，成熟She is growing up quickly.The tree planted by the president has grown up.A close feeling gradually grew up between them.2. It has long leaves that sway in the wind like slim fingers reaching to touch something.reach1)够到，伸出或展开The lad der is too short to reach the window.The small boy can’t reach the books on the shelf.2)伸手The snake reached out to touch the apple on the tree.3. not all bamboo grows tallnot all= all …not 都表示部份否定Not all of them went to see the film last night.=all of them did not go to see the film last night.昨晚不是所有人都去看了电影。
重庆高中英语必修二 Unit2《The Olymliic Games》全套教案
Unit 2The Olympic gamesPeriod One能力目标：1. Develop students’ reading ability and let them learn different reading skills.2. Enable students to learn to talk about the Olympic Games.情感目标：1. Arouse students’ great interest in Olympic Games.2. Develop students’ sense of cooperative learning.教学重点：1. Develop students’ reading ability.2. Enable students to learn to talk about the Olympic Games.3. Let students learn to use comparing and contrasting when writing.教学方法：1. Task-based teaching method2. Cooperative learning3. Discussion教学过程：Step 1 lead-in and warming upWhat sports do you like? Do you want to take pert in-the Olympic Games?Step 2 Pre-readingWhen and where will the next Olympic Games be held?Step 2 reading一、Read the first paragraph and fill in the blanks.Pausanias, who was a Greek writer about 2000 years ago, has come on a magical journey on March 18th,2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.An InterviewInterviewer:Interviewee（接受采访者）Topic二、Look through the passage and then match the questions and answers.1. How often do you bold your Games? a. There are no running races or horseRiding event in winter Games.2. How runners enjoy competing in winter? b. Every country wants the opportunityAnd what about the horses?3. All athletes are from the Greek world? c. A special village is built for them toLire in.4. Where ear all athletes housed? d. Every four year.5. Does anyone want to host the Olympic Games? e. It’s all about being able to run faster,Jump higher and throw further6. Has the olive wreath been replaced? f. Any country can take part if theirDo you compete for prize money too? Athletes are good enough.From the questions and answers, we learn something about modern Olympics and Olympics.三、Scan the text and fill in the table.Compare ancient and modern Olympic Gamesthe main ideaIn this lesson, we learn the and between Ancient Olympics and Modern Olympics.四、Answer the following questions1. When pausanias hears that women are allowed to join in, what does he say? How about his feeling, sad, surprised or happy?2. Why does Pausanias think Li Yan should feel proud?3. Why does think people may be competing for money in the modern Olympic Games?Step Ⅳ: Read the beginning and ending of the interview dialogue)An Interviewbeginning: self-introductionStructure middle: questions + answersEnding: expressing thanksStepⅤ: Interview ActivitySupppose（假设）one is Li Yan and the other is PausaniasUseful expressions:My name is…, I am from…,May I ask you some questions about …?How often …?Thank you so much for your time.StepⅥ: SummaryThe Olympic Games are the biggest sports meeting in the world, which Include two kinds, the and . Both of them are every . All countries can takepart if their athletes reached the for their event. Women are not only to join in but playing a very role. A village is built for the competitors to live in. It ’s a great to host the Olympic Games. The olive wreath has been by medals. But it ’s still about being bale to run , jump and throw .Step Ⅶ: Homework1. Remember to finish the self-evaluation.Period two三维目标知识目标1. Get students to know the structure of the present future passive voice.2. Let students learn the usages of the present future passive voice.能力目标Enable students to use the present future passive voice correctly and properly.情感目标1. Get students to become interested in grammar learning.2. Develop students ’ sense of group cooperation.教学重点Enable students to learn how to use the present future passive voice correctly.教学难点1. Task-based teaching method2. Cooperative learning and practice教学方法教学过程Step 1 Grammar revision1. Review the passive voice 1) the present passive voice: am/ is/ are +..p p 2) the present continuous passive voice: am/ is/ are + being + ..p p2. Fill in the blank with the right form of the verb given.1) Their house (paint) and they have to live with their parents.2) Visitors (request) not to touch the exhibits.3) In some parts of the world, tea (serve) with milk and sugar.4) The news article (write) at present.Suggested answers:1) is being painted 2) are requested 3) is served 4) is being written3. Do Page 13 Exercise 3 to review the passive voice by making a poster.Step 2 Grammar learning1. Reading aloud and discoveringAsk students to turn back to page 9 to go through Pre-reading and the passage An Interview. Let them pick out the sentences in the present future passive voice and translate them into Chinese.2. Looking and thinkingLet students look at the tense used in the sentences they picked out and think over this question: What is the structure of the present future passive voice?3. Summing upThe structure of the present future passive voice is “shall/ will + be + ..p p ”. It is a combination of the future tense and the passive voice. We also can use the structure “is/ am/ are to be + ..p p ”for the present future passive voice.Step 3 Grammar practice1. Turn to page 13. Ask students to do Exercise 2 to help the officials make some rules for the Olympic Games, using the present future passive voice.2. Turn to page 50. Ask students to do Exercise 1 and Exercise 2. Check the answers after most of them finish.Step 4 Closing down by consolidation exercisesTurn the following sentences into passive voice.1) They will put up a notice on the wall.→ .2) Have you sent for a doctor?→ .3) I have never heard of such a thing before→ .4) We must take good care of the children here.→ .5) His classmates laughed at him for the foolish mistake.→ .Suggested answers:1) A notice will be put up on the wall.2) Has the doctor been sent for?3) Such a thing has never been heard of before.4) The children must be taken good care of here.5) He was laughed at for the foolish mistake by his classmates.Step 5 Summary1. 一般将来时的被动语态的用法：(1)表示根据计划或者安排将要发生的被动动作。
关于重庆高中英语教案范文
关于重庆高中英语教案范文标题：为高中英语课程设计的教案范文教案范文如下：教学目标：1. 了解并学习重庆的历史、地理和文化背景，激发学生学习英语的兴趣；2. 提高学生的听、说、读、写能力，培养他们的语言表达能力；3. 让学生掌握并运用所学知识与人进行交流和合作；4. 培养学生的自主学习能力和团队合作精神。
教学内容：Unit 1: Introduction to Chongqing词汇：history, geography, culture, transportation, landmarks, etc.语法：Simple Present Tense, Present Continuous Tense, Present Perfect Tense技能：听、说、读、写教学步骤：Step 1: Pre-reading activities1. Show students some pictures of Chongqing and ask them to discuss what they see.2. Introduce Chongqing's history, geography, and culture briefly and ask students to share what they know about the city.Step 2: Reading comprehension1. Give students a reading passage about Chongqing and ask them to read it silently.2. Divide students into pairs and ask them to discuss the questions based on the reading passage.- What is the history of Chongqing?- What are some famous landmarks in Chongqing?- How is Chongqing's transportation system?- What are some unique aspects of Chongqing's culture?3. Discuss the answers as a class and provide additional information if needed.Step 3: Vocabulary and grammar practice1. Introduce new vocabulary related to the reading passage.2. Give examples of sentences using different tenses (Simple Present Tense, Present Continuous Tense, Present Perfect Tense) and ask students to make their own sentences using the given vocabulary.3. Provide additional exercises or worksheets to practice the new vocabulary and grammar.Step 4: Speaking and writing1. Divide students into small groups and ask them to discuss and plan a short presentation about Chongqing. Each group should present information about Chongqing's history, geography, and culture.2. Provide a template for the presentation and give students time to prepare.3. Each group presents their findings to the class.4. Ask students to write a short paragraph about Chongqing, discussing what they like or find interesting about the city.Step 5: Closure1. Review the key points of the lesson and ask students if they have any questions.2. Assign homework, such as researching a famous landmark in Chongqing or writinga short essay about their visit to the city.教学辅助材料：1. Pictures of Chongqing2. Reading passage about Chongqing3. Vocabulary and grammar exercises or worksheets4. Presentation template5. Homework assignment根据教学目标和内容的设计，此教案旨在通过介绍重庆的历史、地理和文化背景，提高学生的听、说、读、写能力，并培养他们的自主学习和团队合作能力。
重庆文化题材教案英语
重庆文化题材教案英语教案标题：Exploring Chongqing Culture through English Language教案目标：1. 通过学习英语语言，了解重庆的历史、地理、文化和名胜古迹。
2. 提高学生的英语听、说、读、写能力，并培养跨文化交流的意识。
3. 培养学生的合作学习和研究能力。
教学时长：5个课时教学步骤：第一课时：Introduction to Chongqing Culture1. 利用图片和视频展示重庆的地理位置、自然风景和人文景观。
2. 引导学生讨论他们对重庆的印象，并提供相关背景知识。
3. 学生小组合作，用英语介绍重庆的地理位置和特点。
第二课时：Historical Significance of Chongqing1. 学生小组合作，研究重庆在中国历史中的重要地位，并用英语进行介绍。
2. 引导学生了解重庆在抗日战争中的作用，并讨论其对中国历史的影响。
3. 学生个人写作任务：写一篇英语短文，描述重庆在中国历史中的地位和意义。
第三课时：Cultural Traditions of Chongqing1. 学生小组合作，研究重庆的传统文化，如巴渝文化、民俗和传统节日。
2. 学生展示他们的研究成果，并用英语进行介绍。
3. 学生小组合作，设计一个重庆传统文化展览，并用英语进行展示。
第四课时：Famous Landmarks in Chongqing1. 学生小组合作，研究重庆的著名景点和古迹，如洪崖洞、解放碑和三峡大坝。
2. 学生展示他们的研究成果，并用英语进行介绍。
3. 学生小组合作，设计一个重庆名胜古迹旅游宣传册，并用英语进行展示。
第五课时：Cross-cultural Exchange with Chongqing1. 学生小组合作，研究重庆与其他国家或地区的文化交流活动。
2. 学生展示他们的研究成果，并用英语进行介绍。
3. 学生小组合作，设计一个重庆与其他国家或地区的文化交流项目，并用英语进行展示。
关于重庆高中英语教案范文
关于重庆高中英语教案范文一、教学目标1. 知识目标：（1）让学生掌握重庆的相关词汇和短语，如重庆火锅、长江索道、磁器口等。
（2）让学生能够用英语介绍重庆的风景名胜和特色美食。
（3）让学生了解重庆的历史背景和文化底蕴。
2. 能力目标：（1）培养学生运用英语进行交流和表达的能力。
（2）提高学生通过阅读、听力等方式获取相关信息的能力。
3. 情感目标：（1）激发学生对重庆的热爱和自豪感。
（2）培养学生对英语学习的兴趣和积极性。
二、教学内容1. 主题：重庆的风景名胜和特色美食。
2. 重点词汇：重庆火锅、长江索道、磁器口、辣子鸡等。
3. 难点：如何用英语描述重庆的历史背景和文化底蕴。
三、教学过程1. 导入：（1）向学生介绍重庆的基本情况，如地理位置、人口、面积等。
（2）引导学生谈论对重庆的印象和经历。
2. 新课内容展示：（1）向学生介绍重庆的风景名胜，如长江索道、磁器口等。
（2）让学生通过图片和视频了解重庆的美食文化，如火锅、辣子鸡等。
3. 课堂活动：（1）分组讨论：让学生分组讨论重庆的风景名胜和特色美食，并准备用英语进行介绍。
（2）角色扮演：让学生扮演导游，向其他同学介绍重庆的旅游景点和美食，回答同学们的问题。
四、作业布置1. 让学生写一篇关于重庆的英语作文，包括介绍重庆的风景名胜和特色美食。
2. 让学生收集有关重庆的历史背景和文化底蕴的资料，进行阅读和分享。
五、教学反思2. 对学生在作业中的表现进行评价和反馈，针对存在的问题进行改进。
3. 对下一步的教学内容进行计划和安排，确保教学目标的实现。
六、教学策略1. 交际式教学法：通过小组讨论、角色扮演等活动，让学生在实际语境中运用英语，提高交际能力。
2. 情境教学法：创设真实的旅游场景，让学生在特定情境下学习英语，增强学习兴趣。
3. 任务型教学法：引导学生参与各种任务，如写作、搜集资料等，提高学生的实践能力。
七、教学资源1. 图片：重庆风景名胜和特色美食的图片。
重庆市长寿区高中英语Unit1Culturalrelice教案新人教版必修2
Unit 1 Cultural relice教学准备1。
教学目标1）。
To learn the knowledge of the cultural relics。
2）. Discus s how to protect our cultural relics.3).Reading and understanding， catching the history and information of the Amber Room.4）。
Functional item， how to tell the story about the Amber Room5）。
Finish the comprehending exercises after the reading passage。
6）. Use scanning； skimming and careful reading to learn the story of the Amber Room.2. 教学重点/难点Key pointsTo understand cultural relics.How to tell the story about the Amber RoomDifficultiesTalk about cultural relics at home and abroad in English freely.To learn the story of the amber room。
3。
教学用具课件4. 标签Unit 1 Cultural relice教学过程导入1). Guessing：Teacher present some pictures and statements ，let the students guess whtat or where it is.The Great Wall； The Pyramid ； Taj Mahal2）Teacher show some pictures. They are all very famous places in China or in the world。
2024年关于重庆高中英语教案范文
2024年关于重庆高中英语教案范文一、教学目标本次课程的教学目标主要围绕提高学生的英语语言能力，具体包括：知识与技能：使学生掌握本节课的重点词汇和句型，并能够在实际情境中进行运用。
过程与方法：通过多样化的教学活动，培养学生的自主学习能力和合作学习精神。
情感态度与价值观：激发学生对英语学习的兴趣，树立积极的学习态度，并认识到英语学习对个人成长和未来发展的重要性。
二、教学重点和难点重点：本节课的重点是让学生掌握关键词汇和句型，并能在实际对话中灵活运用。
难点：学生对于某些复杂句型和语法结构的理解与应用，特别是那些在日常生活和学习中较少接触到的表达。
三、教学过程导入新课通过播放一段与主题相关的视频或音频材料，激发学生的学习兴趣和好奇心。
提出问题，引导学生主动思考，为接下来的学习做好铺垫。
简要介绍本节课的学习目标和内容，帮助学生明确学习任务。
词汇和句型学习展示新词汇和句型，通过例句解释其意义和用法。
设计词汇记忆游戏或句型接龙等活动，帮助学生在轻松愉快的氛围中快速记忆。
引导学生通过小组讨论或角色扮演等方式，实际运用所学词汇和句型，加深理解。
语法解析与练习针对本节课的语法重点进行详细解析，通过图表或示例帮助学生理解语法结构。
设计不同层次的语法练习题，从简单到复杂，逐步提升学生的语法应用能力。
鼓励学生互相纠错，通过合作学习的方式共同提高语法水平。
听说训练播放一段对话录音，让学生模仿跟读，注意语音、语调和停顿。
设计听说练习，如听对话回答问题、听录音填空等，提高学生的听力理解能力。
开展角色扮演活动，让学生在模拟真实情境中进行对话练习，锻炼口语表达能力。
课堂小结与拓展总结本节课学习的重点内容和知识点，帮助学生形成清晰的知识脉络。
提供一些与本节课主题相关的拓展资源和阅读材料，激发学生的求知欲和探索精神。
布置课后作业，包括书面练习和口头练习，以巩固和拓展课堂所学。
四、教学方法和手段本次课程采用多种教学方法和手段，包括：情景教学法：通过创设真实或模拟的情境，让学生在具体情境中学习和运用英语。
重庆市綦江实验中学校高中英语必修二教案：unit5 Peri
Period 2 Reading 1Teaching Goals:1.To learn and talk about kinds of music.2.To learn and read about bands.3.To study the attributive clause (in/for/with/by+which/whom).4.To learn to write an e-mail.Step 1.Pre-readingPurpose: To have Ss learn about some more about the popular band and arouse their interest.Individual workGet the Ss to answer this question individually.1.Have you heard about any of the famous bands in the world? List some if youhave.2.Which one do you like best? Why?3.Do you know anythi ng about “The Monkees”?For your reference:These are open-ended questions designed to reach Ss’ affective domain and to further stimulate their interest in the topic of the unit. Answers will, of course, vary widely. Notice that the second question asks students to think about their feelings about music. They must give a reason why they enjoy something, which as teenagers they are not in the habit of doing. You might want to ask students to describe to a partner which kind of music they most enjoyed from the Warming Up exercise. Step 2. Reading1. ListeningPurpose: To get a brief understanding of the text.To train Ss’ listening ability.Ask Ss to find the writing type and the main idea of the text.Main idea: how “The Monkees” was formed by the TV organizers and became a real band.2. ScanningPurpose: To get Ss to have some details in the text.(1) Read the text quickly and identify the topic sentence of each paragraph. Ss may find it either at the beginning, the middle or the end of the paragraph.(2) Read the passage carefully and silently to complete the tables, which list how people formed a band and how “The Monkees” was formed by the TV organizers and became a real band.How do people get to form a band? (2nd paragraph)Suggested Answers:How do people get to form a band? (2nd paragraph)Suggested Answers:How was The Monkees formed and became a real band? (3rd and 4th paragraph)3.Discussion(1) Do you think the TV organizers were right to call “The Monkees”a bandwhen they did not sing or write their own songs ? Why ?。
2024年关于重庆高中英语教案
2024年关于重庆高中英语教案一、教学目标1. 知识与技能学生能够掌握本单元的核心词汇和短语，并能准确、流利地读出。
学生能够理解和运用本单元的重点语法结构，包括时态、语态和非谓语动词等。
学生能够读懂本单元的课文，理解文章的主旨和细节，并能用英语进行简单的讨论和写作。
2. 过程与方法培养学生通过上下文猜测词义的能力，提高学生的阅读理解能力。
通过小组讨论、角色扮演等互动形式，提升学生的合作学习和语言交际能力。
鼓励学生通过写作练习巩固所学知识，提高英语表达能力。
3. 情感、态度和价值观激发学生学习英语的兴趣和动力，培养自信心和学习自主性。
帮助学生认识英语作为全球通用语的重要性，促进跨文化理解和尊重。
引导学生形成积极的学习态度和良好的学习习惯。
二、教学重点和难点1. 教学重点核心词汇和短语的掌握。
重点语法结构的理解和运用。
课文的理解和讨论。
2. 教学难点复杂语法结构的准确使用。
英语写作的流畅性和逻辑性。
文化差异的理解和表达。
三、教学过程1. 导入新课通过播放与主题相关的视频或音频材料，引起学生的兴趣。
提问与主题相关的问题，激活学生的前知。
简短介绍本单元的学习目标和重点。
2. 知识呈现展示核心词汇和短语，通过例句和图片帮助学生理解。
讲解重点语法结构，通过例句和练习帮助学生巩固。
朗读课文，讲解难句和重点词汇的用法。
3. 互动讨论组织学生小组讨论课文的主题和细节。
让学生分享自己对主题的理解，教师给予指导和补充。
开展角色扮演活动，让学生在情境中运用所学语言。
4. 实践应用设计写作任务，让学生运用所学词汇和语法进行短文写作。
提供写作指导，强调写作的逻辑性和语言表达的准确性。
展示学生作品，进行点评和讨论，鼓励学生的创造性表达。
5. 总结反馈总结本单元的学习内容，强调重点和难点。
收集学生的反馈，了解他们的学习困难和需求。
布置课后作业，巩固所学知识和技能。
四、教学方法和手段采用任务型教学法，以实际任务为驱动，促进学生在完成任务中学习和运用语言。
重庆地区高一英语Unit2 English around the world 新课标 人教版 教案
重庆地区高一英语Unit2 English around the worldI. Teaching Aims and DemandsII. Teaching Time: Five periodsThe First PeriodI. Teaching Aims:1.Learn a dialogue about American English and British English.2.Listen to a material.3.Do some exercises about sentence transformation.II. Teaching Important Points:1.How to improve the students’ listening ability.2.How to help the students to express their ideas freely.III. Teaching Difficult Points:How to use different sentence patterns to express one’s idea.IV. Teaching Methods:1.Listening method to prove the students’ listening ability.2.Discussion method to help the students have a clear idea of what they’ve learned.V. Teaching Aids:1. a tape recorder2. a projector and some slidesVI. Teaching Procedures:Step I Greetings and RevisionT: Good morning, everyone!Ss: Good morning, teacher!T: Sit down, please! In this class, I want to check your homework first.(Teacher and the students learn the new words and expressions of this period. The teacher gives the explanations and examples if necessary.)Step II Warming upT: Now , I’ll ask you some questions. The first question is: How many countries and regionsare there in the world?S1: About two hundred.T: How many languages are there in the world?S2: It’s hard to say. I learned from a magazine that there were more than three thousand.S3: Perhaps more than five thousand, I remember.T: It was thought that there were more than three thousand before. But it is found in recent years that there are more than five thousand languages in the world. Only thirteen languages are used by above 55 million people. My next question is: How many languages are used as the working languages of the United Nations?S4: There are five. They are: Chinese, French, Russian, English and Spanish.T: In this unit, we’ll talk about English . Please open your books at Page 8. Read the text on this page and have a discussion with your partner . Discuss the questions in the text: What is it that Joe can’t find in the bathroom? Why can’t he find it?S5: It is the toilet.T: Why?S6: Perhaps when Joe says “bathroom” , he means a place, where there is a toilet. But in Nancy’s eyes, it is a place where people can only have a bath. Am I right?T: Yes, you are right. As we know, Joe is an American, so he speaks American English. While Nancy is English, he speaks British English. That’s to say, there are some slight differences between British English and American English . We’ll discuss this further in the fourth period.You can read it after class to see how much you can understand it.Step III ListeningT: Let’s do listening. Please turn to Page 9. Look at the picture and read the requirement.T: I’ll play the tape twice. When I play it for the first time, just listen to it. While I play it for the second time, write some necessary information on a piece of paper and then discuss the answers with your partner.T: Now let’s listen to another dialogue. First look at the background and requirements on Page 91.(After a while, teacher plays the tape. Finally check the answers.)Step IV SpeakingT: Please look at Speaking on Page 9. Practise the following dialogues with your partner and act them out. Then complete the sentences below the dialogues.(The students prepare the dialogues for a few minutes.)T: Are you ready?Ss: Yes.T: Who will give us the performance?S1, S2, S3: We’ll try.…(After the teacher asks the students to act the dialogue out. )T: Let’s complete the sentences one by one.Step V PracticeT: We’ve just acted out two dialogues. Now make another dialogue for three students, using the situation similar to the one above. I’ll ask some students to act it out in three minutes. Three students a group. Let’s begin.T: Are you ready?Ss: Yes, we are all ready.T: Which group will be the first to perform? Will the first group give us a performance?(S4,S5,S6 stand up.)S4: (to S5) Give me a phone call when you have time.S5: I certainly will.S6: (to S5) What did he tell you?S5: He told me to give him a phone call when I had time.(The second group stand up.)S7: (to S8) Will you please tell me your telephone number?S8: It’s 69738877.S9: (to S8) What did he ask you to do?S8: He asked me to tell him my telephone number.T: Very good. Now repeat your dialogue again for each group.(The students repeat their dialogue in groups.)Step VI Summary and HomeworkT: In this class, we have talked about sth. about English, listened some materials and done some exercises about sentence transformation. Please learn the sentences by heart. After class, do more practice as we did it in class and try to speak more English as you can.Homework: p91 No.1,3 (talking)Step VII Record after Teaching.The Second PeriodI. Teaching Aims:1.Learn the text “English around the world”.2.Get the students to master the useful expressions in the text.3.Train the students to read text with correct pronunciation and intonation.II. Teaching Important Points:1.How to improve the students’ ability to read an article.2.How to get the students to master the useful expressions.III. Teaching Difficult Points:The use of some useful expressions.IV. Teaching Methods:1.Fast-reading to train the students’ reading speed.2.Reading comprehension to help the students grasp the main idea of the text.3.Practise getting the students to master what t hey’ve learned.V. Teaching Aids:1. a tape recorder2. a projector and some slidesVI. Teaching Procedures:Step 1 Greetings and RevisionGreet the whole class as usual. The teacher checks the students’ homework and gives explanations if necessary.Step II Preparation for Reading(The teacher and the students learn the new words and expressions of this period together and the teacher explains some of them when necessary.)T: Now I want to ask you some questions about language. Listen carefully. The first question is: What language has the largest number of speakers?Ss: Chinese.T: The second question: What language is the most widely spoken and used?Ss: English.T: How many languages do you speak?S1: I speak Chinese and English.T: Which is your native language ?S2: Chinese.T: If you speak more than one language, in what situation do you use the languages?S3: I’m learning English. I can speak English and Chinese. I’ll speak English in everyday life and use it as much as I can. As long as the person I speak to understands English, I will talk to him in English. I think it is a good way to practise my English. At the same time, his or her English can be improved, too, if he is learning English, too. I’ll speak Chinese to anyone who can only speak Chinese.Step III Fast-readingT: As we know, English is the most widely used language. In this period, we’ll talk about English . Please open your books at page 10. Read the text “English around the world ” fast and think about the three questions on the Bb. Do it by yourself and write the answers on a piece of paper. I’ll collect the first five pieces and see who can answer them quickly and correctly.Do you understand what I mean?Ss: Yes.T: Questions:(1)How many countries are there where the majority of the people speak English?(2)How is English used in Hong Kong?(3)What language should we use on Internet so that we can communicate with people aroundthe world?The students read the text and discuss the questions. The teacher goes among the students and joins the students in the discussion. Then the teacher collects the first five pieces of answers, examines them and gives them back to the students . While doing this, point out any mistakes the students make and let them correct the mistakes by themselves.T: Have you finished? Who will give us the first answer?S: There are more than 42 countries where most of the people speak English.T: And the others?S: We can use English to communicate with people everywhere around the world through the Internet.T: Are you any different ideas?…Step IV ReadingT: Now read the text carefully and discuss the questions .(1)How many people use English as their mother tongue?(2)How many people learn English as a second language?(3)In which countries do we find most native speakers of English? Give the names offive countries.(4)How is English used in countries such as India, Pakistan, Nigeria and Philippines?(5)How many people learn English as a foreign language?(6)Why is it becoming more and more important to have a good knowledge of English?(7)Living in China you can use English every day in different situations. Give twoexamples.(The teacher and the students discuss the questions together for a few minutes. Then check the answers.)Step V Explanation1.all around the world: all over the world2.the majority of: the greater number or amount(esp. of people); moste.g. The majority of doctors believe smoking is harmful to health.3.in total: when all have been added upe.g. In total, there must have been 20000 people there.4.one’s mother tongue: one’s native language5.the number of (number, figures); a number of(several, many)e.g. The number of students absent is 6. A number of students were absent yesterday.municate with: communicate , to make(news, opinions, feelings, etc.) knowne.g. I shall communicate with you directly.Step VI Listening and Read AloudT: Let’s listen to the tape. I’ll play the tape twice. When I first play it, just listen.When I play it for the second time, listen and repeat it. After that, read the text aloud.Step VII Post-reading and PractiseT: Please turn to page 11. Let’s do Part 2 in Post- reading. Complete the following summary with proper words. Pair work. Write your answers on a piece of paper . Later, we’ll check the answers.T: Now let’s do an exercise . You should do it like this: try to find useful expression s in the text and make sentences with them in groups of four. One student, one sentence. Do it by turns. Are you clear?Ss: Yes.T: Now I’ll ask some students to make sentences. One sentence at a time. S1, please give us your sentence.S1:I’ll make a sentence with the phrase “all around the world”. We Chinese people have friends all around the world.T: Please go on.S2: the majority of: The majority of our class passed the exam.S3: in total: In total, there must have been 500 students there..S4:one’s mother tongue: Mr. Smith comes from the US and English is his mother tongue.S5:the number of: The number of the students in our school is increasing year by year.Such as, develop into, without doing, communicate with, through the Internet, havea good knowledge ofStep VIII Summary and HomeworkHomework: p93, No. 3Step IX Record and TeachingThe Third PeriodI. Teaching Aims:1.Review some useful words in the text.2.Learn and master the sentence patterns which express an order and a request, and their different features.II. Teaching Important Points:Point out the features of an order---which uses the imperative, namely “tell/order sb. to do sth.” and of a request, ---which uses a question form or an imperative, very polite, namely “ask sb. to do sth.III. Teaching Difficult Points:How to change orders and requests into reported orders and requests.IV. Teaching Methods:1.Inductive method and talking method to give the students a clear picture of what theyshould master.2.Practise to make the students remember what they’ve learned.3.Pair work and group work to make every student active in class.V. Teaching Aids:1. a tape recorder2. some slidesVI. Teaching Procedures:Step 1 Greetings and RevisionGreet the whole class as usual. The teacher checks the students’ homework . Let some Ss say sth. about English in their own words. If they have some difficulty, part 2 in Post-reading on Page 11 may give them some help.Step II Word StudyT: Match the words and phrases on the left with their meanings on the right. Do it with your partner. In a few minutes, we’ll check the answers.T: Now let’s do another exercise. Please turn to page 92. Look at the part of Vocabulary. (No. 1, 2)I give you four minutes to do it. Then I’ll check it.Step III GrammarT: (to S1) Stand up. Open the door. Look outside. Now close the door.T: (to S2) Sit down, please. Could you lend me your pen? Can you show me your book?T: What did I say to S1?Ss: Stand up./ Open the door./ Look outside./ Now close the door.T: What did I say to S2?Ss: Sit down, please. Could you lend me your pen? Can you show me your book?T: What was the difference between what I said to S1 and what I said to S2?Ss: You told/ordered S1 to stand up/open the door/look outside/close the door.You asked S2 to sit down/ lend you his or her pen/ show you his or her book.T: You are right. In fact, what I said to S1 is an order. What I said to S2 is a request. Its patterns are like this: Orders and Requests.Direct speech: (Orders): Do…/Don’t…(Requests): Do…, please?/ Can you…?/Could you…?/Will you…?/ Would you…?Indirect speech: (Orders): sb. told/ordered sb. else (not) to do sth.(Requests): sb. asked sb. else (not) to do sth.T: Now let’s do No. 1and No. 2 on Page 12.Step IV PracticeNo. 3 on Page 12.Step V Summary and HomeworkNo. 1, 2 on Page 93Step VI Record and TeachingThe Fourth PeriodI. Teaching Aims:1.Learn the text to get the students know about the differences between American English and British English.2.Get the students to master the useful words and expressions of the text.II. Teaching Important Points:1.Improve the students’ reading ability by reading the material.2.Improve the students’ writing ability.3.Get the students to know about American English and British English.III. Teaching Difficult Points:How to improve the students’ writing ability.IV. Teaching Methods:1.Fast-reading and reading to improve the students’ reading ability.2.Practice and pair work or group work to have every student master what they’ve learned. V. Teaching Aids:1. a tape recorder2. a projector and some slidesVI. Teaching Procedures:Step 1 Greetings and RevisionGreet the whole class as usual. I’m going to check the your homework first. Then we’ll le arn a text: American English and British English. We’ll do some exercises about it as well. At last, we’ll go over Checkpoint of this unit. Then the teacher and the students go over the new words and expressions of this period. The teacher gives explanations when necessary.Step II Fast ReadingT: English is a young language. It grew from other languages, such as German and French. People began to write it down only six hundred years ago. Now it is spoken by people all over the world. From the last period we know there are 42 countries where the majority of people speak English. However English is not exactly the same in different countries , American people speak English , but it is a bit different from British English. Today , we are going to read about these differences. Please turn to Page 12. Read the text fast and find the answers to the questions . Do it as fast as possible and write your answers on a piece of paper. I’ll collect the first five pieces.1.What is American English for “I think”?(I guess)2.Why did Noah Webster do in order to make American English different from British English?(He changed the spelling of many words.)Then the teacher checks the answers with the students.Step III ReadingT: Now read the text again. Read it carefully and discuss the following questions with your partner. Write your answers on a piece of paper.1.When did America become an independent country?2.Where did the word “fall” first come from?3.Can you give some examples to show spelling differences between American and BritishEnglish?4.Is there any difference in written English in the two countries?5.What differences are there in spoken English in the two countries?6.Do you think that people from British and America can understand each other? Why do youthink so?7.How did the differences between British and American English come about?8.Which do you prefer , American English or British English? Why?T: Have you finished? Give u your answers. One student, one question. Volunteers?S1: In 1776.S2: From England.S3: Yes. For example, the words “colour, center and travelled” in British Engish are spelt “color, center and traveled” in American English.S4: Yes, in written English there are some spelling differences between British English and American English. And in some cases, different words are used for the same thing.S5: Some words are pronounced differently in the two countries. For example, Americans say dance[d ns], and in southern England they say [da:ns] . In America they pronounce not [nat], in southern England they say[n t], and so on.S6: Yes. Though there are many spelling differences, people from the two countries don’t have much difficulty in understanding each other because written English is more or less the same in both Britain and America.S7: There is no quick answer to this question. When people from England traveled to other countries, they took the English language with them. At first, the language stayed the same as the language began to change from one part of the world to another. At last the English language became two variants--- British English and American English.S8: I prefer American English to British English because American English is easier to understand./ I prefer British English to American English because British English sound more beautiful.The teacher explains some words and expressions:1. come about--- happen, take placee.g. When John woke up , he was in the hospital, but he didn’t know how that had come about.2.the language in America stayed the same…stay (vi.)---keep, remaine.g. The door stayed open all the day.3.end up with---finish withe.g. The party ended up with the singing of Liu Huan.4.different from--- different thane.g. Mary is different from/than/ to Jane.5.more or less---about, not exactly, almost, nearlye.g. He must have given Tom two hundred yuan more or less.The work is more or less finished.T: Do you have anything else you don’t understand? If you have, please tell me. I’ll be glad to have a discussion with you.T: Turn to Page 13. Look at the exercises behind the text. Choose the correct answers to the following questions, according to the text.Step IV Listening and Reading AloudT: Let’s listen to the tape. I’ll play the tape twice. When I first play it, just listen.When I play it for the secondtime, listen and repeat it. After that, read the text aloud.Step V Reading and WritingT: Now look at Part 2 on Page 13. Read the paragraph about American English and fill in the chart. First read the passage, please. Then do it in groups. Write your answers on a piece of paper. Later, we’ll check the answers.Step VI CheckpointT: Please turn to Page 14. Look at Checkpoint2. The first part should be done like this: For each pair of sentences, complete one of them according to the other. Then find useful expressions from the text and make sentences with them. Group work. Later we’ll check the answers.(Make sentences with: come about, in the same way, end up with, different from, more or less, have difficulty in doing , a great many)Step VII Summary and HomeworkHomework: Write a short passage , comparing American and British English or dialects in Chinese. Besides, read the tips on Page 14 carefully and use them when possible.Step VIII Record after TeachingThe Fifth PeriodI. Teaching Aims:1.Go over the grammar--- the Direct Speech and the Indirect Speech, pointing out and correcting the mistakes that the students often make in changing the Direct Speech into the Indirect Speech.2.Summarize the changes of the pronouns, tenses, adverbials in turning the Direct Speech into the Indirect Speech.II. Teaching Important Points:1.By doing a lot of practice, let the students know how to use an infinitive to express one’s order or request in the Indirect Speech.2.By doing plenty of exercises , let the students know how to make a statement correctly in the Indirect Speech.III. Teaching Difficult Points:1.Let the students know how to tell the difference between an order and a request.2.Let the students know how to change the pronouns when turning the Direct Speech into the INDIRECT speech.IV. Teaching Methods:Review, explanation, inductive methodV. Teaching Aids:1. a computer2. a blackboardVI. Teaching Procedures:Step 1 GreetingsGreet the whole class as usual.Step II RevisionT: Turn the following direct speeches in indirect speeches:1.“Please open the window,” the teacher said to Li Ming.2.“Don’t play games in the classroom,” the monitor said to us.3.He asked, “Where are you going to get off, John?”4.He said to me, “You are wrong.”5.“Are you a Party member?” he asked.6.“A sport meet will be held in our school next week,” Li Mei said to her parents.Step III GrammarT: From the mistakes you have made, I can see that you haven’t made clear the changes of tenses and adverbial when changing the Direct Sp eech into Indirect Speech. Now let’s have a summary and try to learn them by heart. Now turn to Page 178. Read the grammar carefully. Then do some exercises.Step VI Reading on Page 94-95Step V HomeworkWriting on Page 96Step V Record after Teaching。
关于重庆高中英语教案
关于重庆高中英语教案关于重庆高中英语教案范文一教学目标知识目标:复习两个阅读技能---scanning, skimming;学习本单元的部分生词。
能力目标:能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。
情感目标:学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。
在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;学生能明白计划的重要性,并能收获一些与之相关的谚语。
教学重难点形成文章的图式,并在图式的帮助下复述文章的主要内容。
教学工具课件教学过程StepsTeacher’s activityStudents’ activityAimsStep 1Show and tell the students the learning goals for them and make possibleexplanationsStudents listen to the teacher and have an idea of what they are going tolearn in this class.To make the students know what they are to learn in this classStep 21). Show some pictures with beautiful scenery2) Ask the students two questions:Are they attractive?Where do you want to travel? – I dream about traveling…1.) Students appreciate those pictures2) Students answer teacher’s questions and practice the sentence pattern “Idream about traveling in/to…”1). To arouse students’ interest2) To practice a sentence patternStep 31). Show the title of the reading passage2). Ask the students whether this passage is about the whole process of thejourney.3). Ask the students how to skim.4) Tell the students the skill of skimming on the screen1) Students answer the question after they read the subtitle of this part.2). Students tell how to skim.1) To make the students pay attention to the subtitle, which can tell themain idea of the passage.2) To review how to skimStep 41) Ask the students to skim more—to find out the main idea of each paragraph.1) Students tell the main idea of each paragraph1) To practice how to skimStep 5With four questions, teacher asks the students to scan paragraph 1 Ask students how the scanShow the skills of scanning on the screenStudents scan paragraph 1, and answer the four questionsStudents tell how to scanTo review how to scanTo practice how to scanStep 61) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table1) Students scan paragraph 2 and finish the table1) To practice how to scanStep 71) Provide the students with a picture which describes a geographic word aswell as a few sentences about the flow of the Mekong river on each slide and askthem to read the sentences.2) Ask the students to match each geographic word to the proper meanings1) Students read the sentences loudly together and look at the pictures andthe related geographic words in the meanwhile.2) Students do the matching work1) To better know how the Mekong river flows2) To help the students better learn the geographic words which are new tothem3) To check how the students understand the new wordsStep 8Review the structure of the passage together with the students and showsome key words on the screenProvide the students with some words and phrases which are the new words inthis unitAsk them to retell the main content of the passage in groupsWith the teacher, students review the structure of the passageRetell the main content of the passage in groupsTo help students form the schema of the passage by reviewing the structureof itTo know the content of the passage better as well as to create more chancesfor the students to use the new wordsStep 91) Ask the students what they learn from the story2) Give the students some useful and related proverbs1) Students share their opinions with the group members what they have learned from the story.2) Students read the proverbs loudly together.1) To encourage students to form their own views and share them withothers2) To learn some useful proverbsStep 101) Summarize this class by showing the learning goals again2)Homework1) Students review what they have learned by reading the learning goals onthe screen.1) To help students review what they have learned in this class关于重庆高中英语教案范文二教学准备教学目标1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors,Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through,hide away, set down, a series of, on purpose, in order to, face to face, according to.2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。
关于重庆高中英语教案范文
关于重庆高中英语教案范文一、教学目标1. 知识目标：（1）学生能够掌握与重庆相关的词汇和短语，如“重庆火锅”、“长江三峡”、“重庆大厦”等。
（2）学生能够运用所学的重庆相关词汇和短语进行简单的交流和描述。
2. 能力目标：（1）学生能够听懂并准确模仿重庆方言的发音和语调。
（2）学生能够运用所学的重庆相关词汇和短语，运用适当的语法结构，进行简单的口语交流和写作。
3. 情感目标：（1）学生能够了解重庆的风土人情，增强对家乡的热爱和自豪感。
（2）学生能够通过学习重庆方言，增进与他人的交流和合作，培养团队精神。
二、教学内容1. 教学重点：（1）重庆相关词汇和短语的掌握。
（2）重庆方言的发音和语调的模仿。
2. 教学难点：（1）重庆方言中特殊音素的发音。
（2）运用所学的重庆相关词汇和短语进行口语交流和写作。
三、教学方法1. 情境教学法：通过设置各种真实的重庆场景，让学生在实际情境中学习和使用重庆相关词汇和短语。
2. 模仿教学法：通过听录音、模仿发音和语调，让学生掌握重庆方言的特色。
3. 互动教学法：通过小组讨论、角色扮演等形式，让学生积极参与课堂活动，提高口语交流能力。
四、教学步骤1. 导入：教师展示重庆的图片，引导学生谈论对重庆的印象，激发学习兴趣。
2. 新课内容：教师讲解重庆相关词汇和短语，让学生跟读并模仿发音。
3. 实践环节：学生分组进行角色扮演，运用所学的重庆相关词汇和短语进行口语交流。
4. 听力练习：学生听录音，模仿重庆方言的发音和语调。
5. 总结与反馈：教师对学生的口语交流和听力练习进行点评，指出需要改进的地方。
五、课后作业1. 学生回家后，用所学的重庆相关词汇和短语，给父母讲述自己在学校的所见所闻。
2. 学生听录音，模仿重庆方言的发音和语调，进行口语练习。
3. 学生收集有关重庆的资料，下一节课分享给同学。
六、教学评估1. 形成性评估：教师在课堂中通过观察学生的参与度、发音准确性以及词汇运用情况，及时给予反馈，帮助学生改进学习方法。
关于重庆高中英语教案范文
重庆高中英语教案范文一、教学目标1. 知识目标：学生能够掌握重庆相关的词汇和短语。
学生能够理解并运用重庆的语法结构。
学生能够描述重庆的自然景观和人文特色。
2. 能力目标：学生能够听懂、说出一篇关于重庆的短文。
学生能够通过阅读和写作表达对重庆的认识和感受。
3. 情感目标：学生能够培养对重庆的兴趣和热爱，提高保护自然环境和文化遗产的意识。
二、教学内容1. 教学重点：重庆的词汇和短语。
重庆的语法结构。
描述重庆的自然景观和人文特色。
2. 教学难点：重庆的地名和景点的专有名词。
表达个人对重庆的感受和观点。
三、教学方法1. 情境教学法：通过展示图片、视频等，创设重庆的自然景观和人文特色的情境，激发学生的学习兴趣。
2. 任务型教学法：通过小组讨论、角色扮演等任务，培养学生的合作能力和语言运用能力。
3. 交际法：通过模拟对话、情景剧等形式，提高学生的听说能力。
四、教学步骤1. 导入：教师展示重庆的图片，引导学生谈论对重庆的印象。
2. 新课内容：教师介绍重庆的词汇和短语，讲解语法结构，让学生进行听力练习。
3. 实践环节：学生分组讨论，选择一个重庆的景点，用英语进行介绍。
4. 课堂小结：教师总结本节课的学习内容，布置课后作业。
五、课后作业1. 复习本节课所学的重庆词汇和短语。
2. 写一篇关于重庆的短文，可以是介绍一个景点，或者表达自己对重庆的感受。
3. 听录音，模仿语音语调，提高听力水平。
六、教学评价1. 课堂参与度：观察学生在课堂活动中的参与情况，包括发言、讨论、表演等。
2. 作业完成情况：检查学生课后作业的完成质量，包括词汇掌握、短文写作等。
3. 听力测试：进行听力测试，评估学生的听力水平。
4. 口语表达：通过角色扮演、口语报告等形式，评估学生的口语表达能力。
七、教学资源1. 图片：收集重庆的自然景观、人文特色等图片。
2. 视频：寻找关于重庆的风光宣传片或纪录片。
3. 教材：选用适合高中生的英语教材，如《新概念英语》、《牛津英语》等。
重庆市江津区第六中学高中英语(重庆大学版)必修1教案unit1
Unit 1 Further Reading The Personal Qualities of a teacherTeaching goals:1.Lead the Ss to use scanning , skimming and careful readingskills to understand the text2.Learn to guess the words meaningcate the Ss to understand teachersThe important point and difficulty: How to get the Ss to use the scanning and skimming methods to understand the textTeaching procedures:Step One Pre-reading Lead-in1.Free talk : Do you like your Chinese teachers ?Why do you like her?What qualities do you think a teacher should have?2.Get the Ss to write down as many words as they can to describe a teacherSuch as patient attractive tolerant sympathetic humorous d evotion3. Lead to learn these words4. Present today’s taskToday We’ll read a text The Personal Qualities of a teacher Step Two While -ReadingTell the Ss something about scanning and skimmingToday we will use scanning and skimming to read the text. Skimmi ng is a type of rapid reading which is used to get the main idea or ideasScanning is used to locate some specific information without und erstanding the whole passage.2.Let the Ss to use the scanning skillsLet The Ss to read No.1 and understand the requirementLet the Ss to use Scanning skills to read the textThen answer questions of Exercise 1 choose the best answersTell them this time it’s not necessary to complete reading,only finding the necessary information is Ok.Let them to check in pairs then teacher corrects it .3. Skimming:Let the Ss to skim the text and retell the text with the help of the following:Firstly ……attractiveSecondly………sympathetic…..telerantThirdly……..lively and interestingFourthly…….patienceFinally………cooperation4. Carefully reading:What is the three main respects of teacher’s study ?Ss to guess the meanings:patient attractive tolerant sympathetic cooperation3 Deal with some language pointsBe boring make mistakes a bit of good- looking every now and then deal with4 Let the Ss to finish the last paragraphStep Three Post-reading1.Let the Ss to discuss in groupsWhat teacher would you like best?Use the followingThe teacher I like bestAgeSexHeightClothingAppearnaceHobbyPersonal qualities2.Let them perform in classStep Four HomeworkWrite down what they disscussStep1 GreetingStep2Present the task :describe your favorite teacher . ask Ss list some words about a person. eg：Appearance，Personal qualities，Professional qualities，and so on.write them on the blackboard.（划线部分为本单元词汇与短语）Appearance: good-looking, handsome, pretty, ordinary-looking, old, young, plump, slim…Personal qualities: easy-going, warm-hearted, humorous, kind, silent, confident…Professional qualities: hardworking, caring, serious, strict, patient…Others: funny, perfect, active, tidy, excellent…Step3Ask Ss find some sentences and words they like about describing the teacher in the reading part. list these sentences and words on the blackboard.He is devoted to his students.He always prepares his lessons well before class and act out what he wants to teach in class.He has a sense of humor.Step4Explain the important sentences , words and phrases they list. And then ask Ss make some new sentences by using these words and phrases.Step5Complete the writing by using these words, phrases and sentences on the blackboard.(对本单元的词汇和短语又进行了复习)下面我以重大版教材Unit 1 Favourite Teachers 中的Listening为材料，设计一个听前活动。
重庆市长寿区高中英语 Unit 1 Friendship教案 新人教版必修1
Unit 1 Friendship教学准备1. 教学目标Train the students’ listening and writing ability.Enable the students to learn how to give advice and the skill of giving advice.Strengthen students’ abilities to practice language, discover, and solve problems.2. 教学重点/难点Enable the students to learn how to give advice and the skill of giving advice.Strengthen students’ abilities to practice language, discover, and solve problems.3. 教学用具ppt4. 标签高中英语教学过程Ⅰ.Leading-inDoyou think there is real friendship between boys and girls?Ⅱ.Read the letter that Lisa wrote to Miss Wang ofRadio for Teenagers and answerthe following questions.1. Lisa wrote to Miss Wang to ask for_______.2. Lisa’s problem is that She has ____ withher classmates. Some of them started______ about her friendship with a boy.Ⅲ.Listen to the tape and try to spell the words as youhear their pronunciation.1. There’s nothing wrong with you and this boy ______ friendsand ________together.2. _______ yourfriendship with this boy would be a ______ thing to do.3. Teena gers like to______, and they often see something that isn’t real.4. My advice is to______ your classmates. That way you will _____ them that you are more_________ than they are.Listen again and pay attention to the following exercise.1. What is Miss Wang’s attitude toward Lisa’s friendship with the boy?A. AngryB. UpsetC. Supportive2. What’s Miss Wang’s advice?A.Ignore the boy.B. Ignore her classmatesC. Ignore her gossiping classmatesⅣ.Reading and writingStep 1: Read Xiao Dong’s letter on page 7. What is Xiao Dong’s problem?He’s not good at______ ______ ____.He finds it hard to______________________________________Step 2: Work with yourpartner to come up with some suggestions about ways to change the situation andgive your reasons.Step 3: Decide whichare the best ideas .Then complete your letter of advice. The following sampleand the expressions may help you.Dear Xiao Dong,I’m sorry you are having trouble in making friends.However, the situation is easy to chan ge if you take my advice. Here are sometips to help you:First, why not…?If you do this,…Secondly, youshould/can…Then/That way,…Thirdly, it would be agood idea if…By doing this, …I hope you will findthese ideas useful.Yours,Miss WangWr ite your letterdown. Pa y attention to your handwriting.Dear Xiao Dong,______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ _____________________________________________________________________________Yours,Miss WangStep 4 .When youfinish your writing, please swap your letter with your partner and check formistakes.。
重庆市綦江实验中学校高中英语必修四《Unit4 Body language》教案grammar
2.Doing exercises No. 1 and 2 on page 29
Turn to page 29. Do exercises No. 1 and 2。
III. Ready used materials for The ~ing form as the Attribu来自e & Adverbial
Make lists of all the different categories of '-ing' words; that is, their different functions in the sentence.
Examples of some of the different categories
1.Readingand thinking
Turn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.
学法指导
情感态度价值观
课 型
(new class)
教学重点及分析
To master some sentence patterns
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关于重庆高中英语教案教案包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等。
下面是为大家准备以下的内容，希望对你们有所帮助，关于重庆高中英语教案范文一教学目标知识目标:复习两个阅读技能---scanning, skimming;学习本单元的部分生词。
能力目标:能形成*的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。
情感目标:学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。
在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;学生能明白计划的重要性,并能收获一些与之相关的谚语。
教学重难点形成*的图式,并在图式的帮助下复述*的主要内容。
教学工具课件教学过程StepsTeacher’s activityStudents’ activityAimsStep 1Show and tell the students the learning goals for them and make possible explanationsStudents listen to the teacher and have an idea of what they are going to learn in this class.To make the students know what they are to learn in this class Step 21). Show some pictures with beautiful scenery2) Ask the students two questions:Are they attractive?Where do you want to travel? –I dream about traveling…1.) Students appreciate those pictures2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”1). To arouse students’ interest2) To practice a sentence patternStep 31). Show the title of the reading passage2). Ask the students whether this passage is about the whole process of the journey.3). Ask the students how to skim.4) Tell the students the skill of skimming on the screen1) Students answer the question after they read the subtitle of this part.2). Students tell how to skim.1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.2) To review how to skimStep 41) Ask the students to skim more—to find out the main idea of each paragraph.1) Students tell the main idea of each paragraph1) To practice how to skimStep 5With four questions, teacher asks the students to scan paragraph 1Ask students how the scanShow the skills of scanning on the screenStudents scan paragraph 1, and answer the four questionsStudents tell how to scanTo review how to scanTo practice how to scanStep 61) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table1) Students scan paragraph 2 and finish the table1) To practice how to scanStep 71) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.2) Ask the students to match each geographic word to the proper meanings1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.2) Students do the matching work1) To better know how the Mekong river flows2) To help the students better learn the geographic words which are new to them3) To check how the students understand the new wordsStep 8Review the structure of the passage together with the students and show some key words on the screenProvide the students with some words and phrases which are the new words in this unitAsk them to retell the main content of the passage in groupsWith the teacher, students review the structure of the passage Retell the main content of the passage in groupsTo help students form the schema of the passage by reviewing the structure of itTo know the content of the passage better as well as to create more chances for the students to use the new wordsStep 91) Ask the students what they learn from the story2) Give the students some useful and related proverbs1) Students share their opinions with the group members what they have learned from the story.2) Students read the proverbs loudly together.1) To encourage students to form their own views and share them with others2) To learn some useful proverbsStep 101) Summarize this class by showing the learning goals again2)Homework1) Students review what they have learned by reading the learning goals on the screen.1) To help students review what they have learned in this class关于重庆高中英语教案范文二教学准备教学目标1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to.。