关于优秀高中英语教案

关于优秀高中英语教案优秀高中英语教案范文一教学目的分析p 语言技能听：在听懂老师向学生讲述实验中考前须知根底上，继续学习并强化捕捉特定信息的才能，以及确定全文主要话题的概括才能。说：应能在理解一定的现代科技创造根底上，考虑并学习如何对一种新的事物进展描绘。同时能与别人进展交流，表达事物的利与弊端。读：强化略读、查读等阅读微技能，训练通过寻找【关键词】：p ，主题句等方式更快速并准确确实定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的根本猜词技巧猜想局部单词，并在上下文体验中感受某些佳句给读者带来的深层含义。写：学习在对事物进展理性考虑的根底上，运用恰当的句型与词汇描绘对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的根本写作框架。情感态度与文化意识(1)。进一步培养小组合作学习的才能，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。(2)。引导学生用英语进展不同学科特点的考虑，体会学科之间的联络与区别。通过话题启发学生积极考虑，调动学生的学习兴趣。(3)。指导学生用批判的思维去承受新的事物，增强他们的辩论意识与才能。(4)。意识到科技工作的艰辛以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与理论才能。语言知识词汇：学习并使用一些与science 和scientists有关的词汇。语法：进一步理解一词多义现象与合成词的构成。功能：学习如何就某一事物给予别人指导与说明。话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进展分析p 讨论。学习策略指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进展整理与归纳，并鼓励学生增加与老师和同学交流、合作，继续培养正确的自我评价与互相评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的才能，理解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。三、教学内容分析p 本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着亲密的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有表达出了以学生为中心，贴近学生生活而又富有时代气息的特点。Warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此根底上，要求学生们在Listening局部能熟悉某些实验室的规那么及考前须知，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，答复有关的问题。Speaking那么是一个极富时代气息的讨论练习。要求学生们能对如今热门的尖端科技有所理解，(练习中提供了诸如Maglev train, cloning, nuclear energy, puter 与 space flight等内容)然后能就这些新的科学技术与工具进展理性的辨证的考虑，既能感受到它们给我们的生活带来的宏大利益，同时也能发现其中所存在的缺乏与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一局部也应该是本单元写作内容的一个铺垫。Reading讲述的是科学家 Franklin的风筝实验，从而证明Lighting and electricity are the same的故事。学生在理解文章的根底上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。Language Study是在本单元词汇学习的根底上，让学生进一步理解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。Integrating skills 通过学生对科学家是否应利用动物进展实验，从而到达创造新产品现象的讨论，理性的从正反两个方面对待这一问题。同时在阅读、考虑与讨论的根底上，写下一篇说明自己观点、立场与看法的短文。四、教学重点与难点重点(1)。能就某一话题进展合理的分析p ，并从不同的角度去分析p 问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些构造与单词对事物进展评价，诸如“ Its good / bad / harmful for / Its dangerous / expensive / important / unnecessary/ It brings people / It can help people(2)。掌握如何就某一话题给予别人指示与说明，能纯熟运用 Dont do / Dont forget to / Make sure / Remember that / Do be careful of等构造进展讨论、对话与表演。(3)。能进一步理解一词多义及合成词的知识。以便能更好的区别单词词义与猜想单词词义，利用构词法知识扩大词汇量，并能真正做到为阅读效劳。优秀高中英语教案二教学准备教学目的1. 通过学生分享自己的旅游经历，用英语进展交流与表达。2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言理论活动。教学重难点教学重点：利用阅读技巧，获取文章大意及细节教学难点：用英语交流并进展简单理论活动旅游需要准备的物品教学过程I、Warming Up:1. Id like to share my travelling experience with you, and would you like to share your travelling experience?2. The world has many great rivers. Have you been to these rivers?设计意图：大局部学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上著名的河流图片，让学生来欣赏认识美妙的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜想河流的名字，唤起学生的学习兴趣以及对大自然的热爱。II. Pre-readingHave you been to the Mekong River? What countries does the Mekong River flow through?设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。III. Reading1. SkimmingSkim the passage and find the main idea for each paragraphPara 1: DreamPara 2: A stubborn sisterPara 3: Preparation2. Scanning1). Read Para 1 and find the key word for the information:Who and WhatWhere and HowWhy and When设计意图：1.寻找who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习学生语言整合与连接的才能。2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.设计意图：研读课文第二段，考虑至少3个形容词来描写王薇，并利用文章说出根据，目的是让学生研读，并挖掘支持自己观点的信息。3). Read 3 and answer: what can they see along the Mekong River?Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而到达复述的目的。IV. Group workImagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。V. SummaryWhat have we learned in this class?设计思路：引导学生反思本节课主要内容及重难点。课后习题Homework1. Read the passage as fluently as possible after class.2. Preview Learning about Language.板书板书设计：Unit 3 Travel JournalPart 1 The dream and the plancareless waterfalldetermined entireexcited viewcrazystubbornrisk-taking优秀高中英语教案三教学准备教学目的知识目的:复习两个阅读技能-scanning, skimming;学习本单元的局部生词。才能目的: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。情感目的:学生在老师的启发下,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,并能寻求自我开展;学生能明白方案的重要性,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StepsTeachers activityStudents activityAimsStep 1Show and tell the students the learning goals for them and make possible explanationsStudents listen to the teacher and have an idea of what they are going to learn in this class.To make the students know what they are to learn in this classStep 21). Show some pictures with beautiful scenery2) Ask the students two questions:Are they attractive?Where do you want to travel? I dream about traveling1.) Students appreciate those pictures2) Students answer teachers 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 moreto 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 passageRetell 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第 17 页 共 17 页