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精选冀教版九年级英语教案 精选一年级上册英语教案 精选高三英语复习教案15篇 精选大班幼儿英语教案 精选八年级英语教案人教版高中英语教案模板(15篇)
教案是教师与学生之间有效沟通的桥梁。教案是教师为了有效组织和实施教学而编写的一份详细计划。下面是小编为大家整理的高中英语教案模板，如果大家喜欢可以分享给身边的朋友。
高中英语教案模板（精选篇1）
一、 教学内容：
牛津高中英语模块一Unit 1 （上）
二、教学要求：
1．掌握和校园生活有关的常用单词、词组与句型。
2．学会描述校园生活和学校设施。
High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期
Huge campus and low-rise building 学校面积大，没有高层建筑。
Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。
Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。
3．学习阅读技巧：skimming&scanning。
4．语法：定语从句（一）
【知识重点与学习难点】
一、 重要单词：
access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax
二、重点词组：
class teacher 班主任
at ease with 和….相处不拘束
school hours学校作息时间
earn respect from 赢得…的尊敬
sound like听起来象
for free 免费 get a general idea 了解大意
as well as 除….以外, 也
key words 关键词
word by word 逐字逐句地
find one’s way around 认识路
develop an interest in 培养对….的兴趣
surf the Internet网上冲浪
【难点讲解】
1. What is your dream school life like?
你理想中的学校生活是什么样子?
这里 dream 表示心目中最理想的. 如 dream team (梦之队)。
2. Going to a British high school for one year was a very enjoyable and exciting experience for me.
去一所英国中学读书一年对我来说是一次令人愉快和兴奋的经历。
Going 在本句里作动名词，它和后面的to a British high school for one year构成动名词短语作句子的主语。Go to a British high school本来是个动词词组，在go 后面加上ing 后，它就具备名词的特性可以在句子中充当主语、宾语或表语。
动词的现在分词和过去分词都可以作定语，但所表达的意思不同, 现在分词作定语常表示“令人…”、“正在….”;例如exciting news, sleeping dog; 过去分词则有被动或完成的意思,常表示“感到….的”、“被….的”,例如： an excited crowd of people, broken heart.
3. I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3.30 p.m.
我对英国学校的作息时间很满意因为学校大约上午9点开始上课，下午3点半左右放学。
Be happy with=be pleased with, around=about。
4. This means I could get up an hour later than usual as schools in China begin before 8 a.m.
这意味着我可以晚一小时起床，因为在中国学校8点钟上课。
as adv.同样地, 被看作, 象
prep.当做
conj.与...一样, 当...之时, 象, 因为
本单元多次出现as, 用法各不相同,应注意比较。另外as 还可以构成一些常用词组：as if就好像, as far as就….而言, so as to以便于, as for至于, such as例如，等等。
mean: 意味着, 后面通常加名词或宾语从句。例如：
The attack of Pear Harbor meant a declaration of war with the United States.
The raise of salary means that I can send my daughter to a better school.
5. He also told us that the best way to earn respect from the school was to work hard and achieve high grades.
他还告诉我们赢得学校尊敬的最好方法是努力学习并取得好成绩。
The best way to do sth is to…..结构用来表达做某事的最好方法是….., 例如:
The best way to learn English is to use it as often as possible.
6. I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English.
我发现这儿的家庭作业没有我原来学校的多，但一开始对我有些挑战性，因为所有作业都是英语的。
As…..as, 中间加形容词或副词,一般要连接两个相同的句子成分, 请比较下面两句话:
You hate him as much as I (=You hate him as much as I hate him).
You hate him as much as me(=You hate him as much as you hate me).
Used to 过去常常, 隐含的意思是现在的情况已经不同。例如:
She used to study very hard. ( She does not study so hard any more).
Used to 的否定形式是usedn’t to/ didn’t use to
注意：be used to sth/doing 表示习惯于….
7. Cooking was really fun as I learnt how to buy, prepare and cook food.
当我学着怎样买菜、洗菜、烧饭时，烹饪真的是一件有趣的事。
fun是名词,有趣的事情, 副词really并非修饰它,而是修饰前面的be动词was
试比较: He is really a funny guy. 和 He is a really funny guy.这两句意思虽然相同, 但really修饰的对象不同,因此说话的侧重点也不同。
8. I do like eating desserts after meals as you mentioned in your article.
就像你在文章中提到的那样，我的确喜欢在饭后吃甜食。
Do、did在陈述句中，用在动词前表示强调，可译作的确、确实。
9. Upon finishing his studies, he started travelling in China.
完成学业之后，他开始在中国旅行。
介词upon/ on加doing相当于带as soon as 的时间状语从句。
Upon finishing his study＝As soon as he finished his study
10. Former student return from China
一位校友重中国归来
former, past, old 虽然都和过去有关，但 侧重点不同。 former：“过去曾经是...的、 前任….”, past: “过去的” old“老的、从前的”。例如: former president前总统，past experience以往的经验，my old school我的母校。
11. earn, achieve和gain
这三个单词的基本意思都是“get”但含义不尽相同, earn ：get as the reward of work（挣，得到…作为工作的回报）, achieve ：get what you want by effort(成就,通过努力达到某个目标), gain和“get”的用法最接近，它对得到的方法和内容都没有具体要求。常见搭配:
earn money/ a living/ one’s respect/ one’s bread, achieve a gaol/ success/ purpose/ high grade, gain experience/ weight/ an advantage over/ time/ the upper hand( 占上风)/ ground(取得进步).
【语法】
定语从句(1)
用来说明主句中某一名词或代词（有时也可说明整个主句或主句中一部分）而起定语作用的句子叫作定语从句。定语从句的作用和作定语的形容词、介词词组、分词词组相似，有时可以相互转换，例如：金发女孩可译作a blonde girl ，a girl with blonde hair或a girl who has blonde hair。定语从句通常由关系代词that/ which/ who/ whom/ which/ as或关系副词when/ where/ why引导，这些词既指代主句中要说明的名词或代词, 又充当从句中的某个句子成分。请看例句：
1.Tom is the only person who can keep a cool head in time of crisis.(who指代主句中的先行词person,在从句中作主 语)
2.Tom is the only friend whom(或who) I can rely on. (指代friend，在从句中作宾 语, 所以常用代词who的宾格形式).
3.China is no longer the weak nation that she used to be. (关系代词that指代weak nation，在从句中作表语)
4.The school whose floor space is very limited can’t take in one more student. (关系代词whose指代the school’s ，从句中作floor space的定语)
5.I like to go to the gym where I can have a work-out after sittiong for a day. (关系副词where指代主句中的地点状语gym 在从句中作状语)
【阅读技巧】
Skimming & Scanning
Skimming略读，skim原意是轻轻掠过表面，作为阅读技巧是指通过浏览文章标题，主题句，插图和图表等方法了解文章的大意。 Skan, 本意是扫描，这里指用眼光快速扫视书报等材料寻找我们想要的信息。他们的区别在于Skimming是为了了解文章的大意,而Scanning是为了寻找某些具体信息。Skimming & Scanning都是快速阅读的重要策略，也是信息时代我们必备的技能。尤其是在阅读英语时，注重练习Skimming & Scanning可以帮助克服逐字逐句的阅读习惯（如finger-point reading, lip reading），提高阅读速度。
【补充阅读】
阅读这篇文章,根据中文提示和上下文写出所缺的单词:
My School Day
I leave home at 6:45 and walk 20 minutes to ______(赶) a bus to school. The bus is a special one just for kids going to my school. The _______(路程) on the bus takes an hour because it has to keep stopping to pick up other students along the way.
When I arrive at school, I______(领取) my Tablet PC from the Flexi (Flexiable Learning Centre). Then I go to my Tutor Room for Registration at 8:30. We listen to announcements to see what special things are happening at school today or this week.
At about 8:50 we leave Tutor Room to go to our First Period. Every day I have a different Lesson the first period. Normally it is Humanities but I also have Maths, Drama and Music, and French on the other days. Each period lasts an hour.
All my lessons are in different rooms and places around the school. Each Room either has a three_____(位) number or a name. The numbers are very hard to remember!. I have different teachers for each lesson. I have a _______(存物柜) where I can store some of my stuff but otherwise I have to carry it all around with my in my bags.
Swipe Cards
Every Student carries a swipe card. We swipe into every lesson to let the school know that we have _____(参加) that certain lesson and to know where we are in case of emergencies.
On the Swipe Card there are two stripes, a black and a brown. The brown is to swipe into lessons and the black is to get into the toilets and buildings.
We can put money on our Swipe cards instead of carrying cash around. When we want to pay for snacks at the Tuck Shop or canteen we just hand over our cards and they deduct the money.
Subjects
Maths, English Science ICT
Drama Music Art PE
Humanities (History, Geography, and Religion) French or Spanish
Time Table
9:00 1st Period
10:00 2nd Period
11:00 - 11:20 Break
During break, I have a snack and play and chat with my friends. Usually we play 'IT' a chasing game. Snow ball fight when it snows is dead fun.
11:20 3rd Period
12:30 4th Period
1:30 - 2:10 Lunch
I bring a packed lunch to school but occasionally I have school dinners in the School______(食堂).
2:10 5th Period
3:10 End of School
Sometimes I stay after school for clubs.
Canteen
The Canteen is open at Lunch Time and Break Time. Most hot food is served only at lunch time. Chips are only_______(买的到) on Mondays and Fridays.
【同步练习】
一、 用适当的关系代词或关系副词填空：
1．I still remember the time _______ I first became a high school student.
2. There are many places in London _______ you can buy a cup of coffee.
3. That is the reason _____ he is so keen on school activities.
4. China is a country_______ history can be dated back to 3000 BC.
5. He is driving a car ______ can travel at 150 mile per hour.
6. He has to fly to all the major cities of the world ______ his company has set up offices.
7. The lady _____ we met in the bar is eyeing us from the corner .
8.We are facing the same problem ____ we did years ago.
二、将下列每组句子合成一个带定语从句的复合句：
1. The anti-Japanese aggression war broke out on July the 7th. It lasted for eight years.
2. On his website we saw some photos. Mr. Lee took these photos in Europe.
3. On the way to school I saw some trees. Their leaves were eaten up by insects.
4. Shelley likes to spend her leisure time in the students’ union. She can meet many international students there.
5. Jane’s father wants her to be a singer. He himself has always wanted to be a singer himself.
参考答案
一、
1. when 2. where/in which 3. why 4. whose 5. which/that 6. where 7. whom/who 8. as
二、
1. The anti-Japanese aggression war which lasted for eight years broke out on July the 7th.
2. On his website we saw some photos which Mr. Lee took in Europe.
3. On the way to school, I saw some trees whose leaves were eaten up by insects.
4. shelley likes to spend her leisure time in the students’ union where she can meet many internatioal students.
5. Jane’s father wants her to be the singer that he himself has always wanted to be.
高中英语教案模板（精选篇2）
高中英语阅读课文具有题材广泛、体裁各样、语言知识丰富等特征，是各单元教学的核心部分，也是培养学生阅读能力的主要渠道。
阅读教学传统模式常常是单一的自下而上模式，只是把课文作为单纯向学生传授语法及语言知识的载体，重在老师的讲解，忽视了培养学生的阅读速度和理解能力；传统的阅读理解提问方式也常常停留在对所阅读文章的表层理解层次上。如何借助这些课文来提高学生的阅读速度、阅读理解能力和语言水平呢？这是一个需要师生互相合作的工作。在阅读课的课堂教学中，教师应精心设计教学程序，让学生的阅读和讨论交流相互交叉进行，从而使阅读课既达到提高学生阅读水平的效果，又能较好地发挥学生的主观能动性，将接受的信息转变成交际实践的内容。通过使用交际化的手法进行阅读教学，为提高学生听、说、读、写等综合能力打下坚实的基础。教学过程由教师、学生、教材、方法四要素组成，这四要素所组成的六对关系只有处于一种和谐的状态，才能实现教学过程的最优化。在进行阅读课教学设计时，不能只考虑教师的意志，忽视了学生的主体性。教师在教学中应激发学生思考，让学生有话可说，并乐于说。
一、设计提问，激发学生的主体思维
二、问题设计是英语阅读教学的重要手段，是帮助学生理解、鉴赏文章的切入点。教师设计问题，要遵循循序渐近的原则
三、要把问题建筑在学生的注意力和兴趣之上，服务于全面提高学生素质水平的目标需要。
高中英语课文大多篇幅较长。课文内容参透了丰富的审美以及科学教育内容。在这些兼顾知识性、趣味性、思想性的阅读课教学中精心设计既有启发性又能激起学生探讨兴趣的系列问题，可以启迪学生动脑，激发学生思维，培养学生主动学习的习惯。教师设计问题时，要紧扣教材，层层推进，要具有一定的思想梯度。在提问、解答的过程中，教师要启发引导，以激活学生的思维欲望，帮助学生认知和理解。
二、授之以法，把学习的主动权交给学生
要提高学生的素质，就要培养学生的能力。因此英语阅读教学中要突出“学”字，从让学生“学会”转到培养学生“会学”，授之以法，把学习的主动权交给学生。
1、指导学生认真预习
高中阅读课文长，难度大，抽象概念内容多，形象思维内容少，语法现象较复杂。因此，对学生来说，认真预习是及其重要的。如果学生没任何准备走进课堂那么学习肯定是被动的，教师讲解什么，学生就听什么；教师演示什么，学生就看什么。这样的学习有什么主动性呢？预习看起来是学生的事情，但教师精心指导是十分关键的。教师要教给学生预习的方法，指导学生认真预习，并写出自学笔记、提出自学中遇到的疑难问题。譬如安排学生针对有关问题做些准备，要求学生课前利用工具书预习生词。可以给学生布置问题回去思考。学生只有掌握了科学有效的学习方法，接受新知识才能举一反三，触类旁通，更好地做到知识的迁移，并使学生受益终身。
2、鼓励学生踊跃参与
学生踊跃参与，最关键的是教师要充分尊重学生的人格，充分发挥教学民主，为此，教师要妥善引导，要尽最大的努力最大限度地引导学生参与到探索知识的过程中去。为此，要做到：
（1）要营造宽松、和谐、融洽、平等的学习氛围。
（2）要留下足够的参与时间和空间。教学不要“满堂灌”，也不能“满堂问”，学生能讲的，要尽量让学生讲；学生能动的，要尽量让学生动。
（3）要创造良好的参与条件，提供合适的参与机会，组织学生独立思考与集体讨论。在阅读课的教学中，教师可让学生互设情景，就他们感兴趣的话题以小组为单位全班展开讨论，以达到全员参与的目的。
3、培养学生归纳理解
阅读的目的就是要获取书面信息。因而阅读时不能逐字逐句地去分析语法，而是要快速完成树材料的阅读，抓住大意，再深层次地去理解内容。在阅读时教师可指导学生根据不同题材、体裁的阅读材料采取不同的归纳形式去归纳材料内容，快速、准确地猎取文章信息，培养学生良好的阅读习惯。由于阅读材料题材与体裁的不同，因而在阅读中还可以从不同角度用各种不同的归纳方式去归纳、理解材料内容，如可以归纳动词，显示事件过程；归纳文章人物，突出重点人物等等，从而在阅读实践中不断提高自己的阅读理解能力。
三、增加语言实践量，延伸英语阅读空间
高中每单元一篇阅读课文所选的文章都是好文章，他们内容丰富，涉及面广，课文中所反映的中外文化习俗、世界名人传记，体育竞技比赛、饮食卫生习惯等等都唤起高中生的注意和兴趣。但是，从培养阅读能力的角度来看，仅限于课文的阅读教学是远远不够的。阅读课的课堂教学内容绝不能只停留在封闭的教室、狭窄的一本书里，而是要面对更广阔的社会生活，以拓宽阅读内容视角，摆脱传统的英语阅读教材的束缚，以提高学生的能力素质。
每周选择三到五篇难易适中、兼顾知识性和趣味性的读物，打印出来发给学生课后阅读，并要求他们做相应的阅读理解题。
四、英语阅读教学应渗透人格教育
培养具有健全人格的人是当前素质教育的目标之一。高中英语阅读教材是一套集思想性、科学性、趣味性与实用性于一体的好教材，具有很强的思想性。阅读教学应结合教学内容，寓思想品德教育于英语阅读教学中，提高学生的政治思想素质。因此，教师要努力挖掘教材中的思想教育因素，以知识为载体，适时适度地渗透思想品德以及爱国主义教育。
此外，在教学中还可根据教材需要利用讨论等方式进行教学，融德育教育于教学中，这不仅可以培养和提高学生运用语言的能力，还能使学生受到深刻的思想教育，这不正是素质教育的宗旨和目的。当然，在阅读教学中渗透人格教育，最重要的还是教师正确地认识英语阅读教学在人格教育中的作用。
高中英语教案模板（精选篇3）
一、教材分析
(一)教材的地位和作用
本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。这样的话题正好能引起学生的兴趣。而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。
(二)教学目标
英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。因此，我制定以下教学目标：
知识目标：
1、掌握和使用陈述句和疑问句的直接引语和间接引语。
2、讨论朋友和友谊。
3、学习掌握本课的重点词汇。
技能目标：
1、学会阅读的技能——scanningand skimming 。
2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。
3、理解阅读文段，复述故事。
情感态度：
1、患难之交才是真朋友。
2、知音难得。
3、海内存知己，天涯若比邻。
文化意识：
认识德国的纳粹党。让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。
(三)重点与难点
重点：
1、训练scanningand skimming等阅读技能。
2、认识朋友的真正含义以及与人相处的问题。
难点：
1、阅读技能的训练。
2、陈述句和疑问句的直接引语和间接引语的互相转换(人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化)。
(四)教具
本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。
二、教法分析
在新课程背景下，教师要成为学生学习的促进者、组织者和合作者。本课采用讨论法，主要采用小组合作讨论的方式。在读前阶段我就提出问题，让学生思考讨论是不是只有人与人之间才可以交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，我再引导学生深入讨论几个与本课有关的话题，展开教师为主导、学生为主体的师生双边活动。通过创设真实自然的语言环境，使学生在语言实践中把语言知识和技能主动转化为交流能力，变苦学为乐学，从而培养学生大胆用英语进行交际的能力。
三、学法分析
教务于学。传统教育的弊端是教师“满堂灌”，只重视怎么教而忽视怎样学，结果高分低能的现象十分严重。为了改变教师牵着学生鼻子走的被动状态，我通过创设话题，寓教于乐，引导学生自学、自做、自助、自悟，让学生学会自己动手，收集信息、处理信息，用所学语言去实践和解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。从而使学生真正成为学习的主人。
四、教学过程
新课程改革的核心理念是“一切为了学生的发展”。学生的英语学习不仅仅是掌握几个单词和句型，更重要的是学会运用语言来交流思想，办实事。因此我精心设计了以下教学环节：
(一)激趣导入，务于新知
一节课的良好开始，对于整节课教学的顺利进行起着至关重要的作用。在Warming up部分我分四步进行：
1、用问问题的形式导入(屏幕显示)。同时板书Unit 1 Friendship。
Do you have any friends? Are you good to your friends?
Which kind of friend do you think is the best friend?
2、做调查：在Warming up部分有5个问题，我让学生独立完成。然后在屏幕上显示下列表格。
3、调查结果：显示各得分情况所对应的调查结果，让学生自行对照。
Grade 1 (5分以下)直截了当，做事果断，没考虑不良后果。
Grade 2 (10分以下)能用更合理的方法处理问题，又不伤朋友之间的感情，但自己的利益有时会受损。
Grade 3 (10分以上)不伤感情，又能保全自己利益。
通过调查问卷的形式，引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法，最后的问卷调查结果让学生兴趣和热情倍增，这样能促使学生很快进入语言学习和探究活动中去，愉快的进入学习状态。
4、学习三句谚语，使学生明确对待朋友和友谊的态度。
A friend in need is a friend indeed.患难之交才是真朋友。
Real friends are few and far between.知音难得。
Long distance separates no bosom friends.海内存知己，天涯若比邻。
(二)创设话题，教学新知
新课程指出，教师不再是居高临下的管理者，而是学生学习的促进者、组织者、合作者。
我布置Pre-reading部分的几个问题启发学生对“朋友”和“友谊”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。接着让学生就问题进行小组讨论。然后让个别学生回答问题。
接着屏幕显示我补充的问题：
Why do you need friends?
What do you think a good friend should be like?
高中英语教案模板（精选篇4）
教学目标：
学生基本掌握meat,rice,noodles,fish,milk.懂得Do you like??”是提问“你喜欢??？”并能作出相应的回答。
通过说唱活动培养学生的英语语感，提高学生的思维能力和语言能力。 通过学习、合作、交流，激发学生的学习动机，培养学生学习的兴趣，充分调动学生学习的积极性；把所学语言知识与实际生活紧密结合。
遵循“以学生发展为本”的课改理念，面向全体学生，启发和引导每一个学生积极主动地参与到学习活动中，培养和提高学生合作学习的意识和能力。
教学重点：
掌握有关食物的英语单词，谈论并询问他人的喜好。
教学难点：
一般疑问句的用法。
教具准备：
多媒体课件，自制食物图片。
教学过程：
Step1 热身运动（反应游戏：Touch your face, Touch your nose）
通过TPR活动，有助于帮助学生集中注意力，做好上课的准备。
Step2 揭示课题
T: 同学们平时都喜欢吃什么食物？
S:肉、牛奶??
T:同学们想知道这些食物用英语怎么说吗？今天我们就一起来学习。直接点明这堂课的学习任务。
Step3 师生交流
T:出示fish图片.I like fish.（表现出喜欢的样子）Do you like fish?引导学生回答 Yes,Ido.
T：Here you are.（做出给对方的样子）
S:Thank you.
教师可以和多几个同学练习。
T:出示noodles图片 Idon’t like noodles（表现出不喜欢的样子－摇头）Do you like noodles?引导学生回答 No,Idon’t
教学其他单词方法同上。
备课思路：师生的真实交流，让学生感受到语言与实际生活紧密结合，通过
这种自然的方式把新的语言项目呈现给学生，让学生体验获取知识的成就感，培养自信心。
Step 4 Let’s chant (多媒体课件)
noodles noodles是面条 面条noodles细又长
milk milk是牛奶牛奶milk白又甜
fish fish是鱼肉鱼肉fish鲜又鲜
meat meat是肉类 肉类meat真好吃
把单词编成chant,巩固学生记忆，将枯燥乏味的词汇学习，变得生动有趣。
Step 5 听歌并学唱歌曲
播放学生比较熟悉的旋律“How old are you?”然后根据旋律改歌词。 Do you like meat?
唱歌是学生喜欢的学习活动形式之一。在教学中充分利用教学资源，把歌谣作为学习一般疑问句、培养听力、检验知识掌握情况、复习巩固知识和发展学生语言能力的一种手段。
Step 6 课文教学
老师对学生说：“Ms Smart,Lingling,Sam,Amy,Tom正在吃饭，我们一起来看看他们喜欢的食物是什么。”
（多媒体课件）呈现活动1，请学生认真听，试着理解课文内容，听第一遍录音后，老师提问：“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”请学生带着问题听第二遍录音，最后，请学生边听边指向相应的图画，并模仿跟读。
Step 7合作学习
每组一个学生拿着食物图片问同桌：“Do you like??”另一个学生根据自己的喜好回答：“Yes, I do. ∕ No, I don’t.
高中英语教案模板（精选篇5）
一、教学内容
Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)
二、教学目标
在本节课结束时，学生能够
了解文化遗产的基本概念、本质特点以及基本类型。
通过找读（scanning）关键词、略读（skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。
用归类法学习词汇。
用自己的话复述琥珀屋的故事。
运用本课时学习的内容和自己已有的知识讨论相关话题。
三、教学步骤
步骤一 热身
1． 请学生看学生用书p. 1或者PPT中的图片，两人一组讨论三个问题。教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。
2. 请学生说出一些中外文化遗产的名称，教师写在黑板上。可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。
注：问题中出现了五个生词。rare, valuable和survive很难根据上下文猜出词义，教师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。vase一词通过图片可以猜出，dynasty可以通过语境猜出。
设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。
步骤二 读前
1. 请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。
2. 词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和教师补充或更正。
设计意图：通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容；通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。
步骤三 读中
1. 请学生略读课文，核查自己预测的内容是否正确。
2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案，其他学生和教师补充。
3． 请学生再读一遍课文，根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件，完成下面的表格。
4. 请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。
设计意图：通过略读课文检测读前预测是否正确，并对课文内容有大体的了解；练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答五个问题使学生了解课文的细节内容，明确概括段意的依据；通过填表让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。
步骤四 读后
请学生两人一组根据PPT表格中的提示复述课文，然后教师选两个学生当堂复述。
设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。
步骤五 讨论
请学生四人一组讨论问题，每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法；讨论后教师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。讨论时可以参考PPT中的一些表达法。
设计意图：通过讨论培养学生勤于思考的习惯，锻炼口语表达的能力；同时也增强学生保护文化遗产的意识。
步骤六 作业
设计意图：通过听课文录音并朗读帮助学生掌握正确的语音、语调；通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。
高中英语教案模板（精选篇6）
Teaching ais:
①.T read sectins f a str and sequence then use predictin strategies and lining wrds.
②.T use lining expressins related t tie and sequencing.
③.T use wrdbuilding techniques t fr nuns, verbs, adectives and adverbs.
④.T tal abut and give pinins f fils.
⑤. T practise using the secnd cnditinal fr speculatin
Teaching difficult and ain pints:
T aster the wrdbuilding.
T use the lining wrds.
Teaching aids:
CAI
Teaching prcedures:
Ⅰ. War up
T l at a pictures f Titanic then raise a questin: .Have u seen the fil Titanic? Where did the str happen?
Ⅱ. Speaing
Wr in grups f fur t discuss the tw questins: Have u seen an ther fils abut the sea? What did u thin f the? Tell ur classate.
Ⅲ. Pre-reading
L at the e wrds and find the in the pictures.
Ⅳ. Reading
Tas1: Nw please put Part A, B≈C in the crrect rder.
We can put the paragraphs in rder accrding t (根据):
the pictures
the lining wrds (连接词) ：上下文相关词语的连接
Tas2: Read the str again and answer these questins.
1. Wh did the writer’s unger brther fall int the sea?
2. Wh did the bat g twards the whirlpl?
3. Wh did the writer tie hiself t a barrel?
4. Wh didn’t his brther d the sae?
5. Wh did his ld friends nt recgnise hi?
Ⅴ. Language pints:
1. It t less than a single da t change hair fr blac t white.(B)
2. …
3. …
Ⅵ. Please find ut the phrases abut tie sequence in the text
Ⅶ. Wrd building
Ⅷ. Speaing
If I were n a bat ging twards a big whirlpl, I wuld tie self t sething light
高中英语教案模板（精选篇7）
教学目标
To learn to talk about kinds of music
To learn to read about bands
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学重难点
To study The Attributive Clause (in/ for/ with/ by+which/ whom)
To learn to write an e-mail
教学工具
课件
教学过程
I. Warming up
Warming up by describing
Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.
Warming up by discussing
Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.
Classical music Country music Rock ‘n’ Roll
Rap Orchestra Folk music
Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.
II. Pre-reading
1.Thinking and saying
Have you heard about any of the famous bands in the world? List some if you can.
For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.
2.Listening, talking and sharing
Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
Do you know anything about “The Monkees”?
For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.
III. Reading
1.Reading aloud to the recording
Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.
2.Reading and underlining
Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from THE BAND THAT WASN’T
dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
3.Reading to identify the topic sentence of each paragraph
Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: How do people get to form a band?
2nd paragraph: Most musicians meet and form a band.
3rd paragraph: One band started as a TV show.
4th paragraph: “The Monkees” became even more popular than “The Beatles”.
3.Reading and transferring information
Read the text again 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?
Members High school students
Reasons They like to write and play music.
Places They practice their music in someone’s home.
Forms They may play to passers-by in the street or subway.
Results They can earn some extra money. They may also have a chance to dream of becoming famous.
How was The Monkees formed and became a real band?
The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones
beginning of the band It began as a TV show.
style of the performance They played jokes on each other as well as played music.
first music and jokes Most of them were based loosely on the band called “The Beatles”.
development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.
changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.
4. Reading and understanding difficult sentences
As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.
IV. Closing down
Closing down by doing exercises
To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.
Closing down by having a discussion
Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?
For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.
Do you agree that the jokes were more important than the music for this band? Give a reason.
For reference: Yes. I think it is the jokes that really attract more fans.
No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.
Closing down by retelling the form of the band The Monkees.
I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.
课后小结
学了这节课你有什么收获?
课后习题
完成课后习题一、二。
板书
Unit 5 Music
高中英语教案模板（精选篇8）
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。
3、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。
4、训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和理解的准确性，并养成一定的'自主学习能力。
5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。
6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学习的经验，感受用英语交流的成功和喜悦。
教学重难点
教学重点:
1、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。
2、训练学生的阅读技巧，提高学生阅读速度和理解能力。
教学难点:
对所获得的信息进行处理、加工和学习，形成有效的学习策略。
教学工具
ppt课件
教学过程
...
板书
Uint1 Reading Anne’s Best Friend
Qualities: easy-going ,warm-hearted ,helpful,…
Questions:
Skimming
Summarize
Discussion: 1> style 2> ideas
高中英语教案模板（精选篇9）
教学目标
To help students learn to express attitudes, agreement & disagreementand certainty
To help students learn to read the text and learn to write diaries inEnglish
To help students better understand “friendship”
To help students learn to understand and use some important words andexpressions
To help students identify examples of Direct Speech & Indirect Speech(I): statements and questions in the text
教学重难点
Words
upset, ignore, calm, concern, settle, suffer, recover, pack
Expressions
add up, calm down, have got to, be concerned about, go through, set down, aseries of, on purpose, in order to, at dusk, face to facer, no longer/ not …anylonger, suffer from, get/ be tired of, pack (sth.) up, get along with, fall inlove, join in
Patterns
“I don’t want to set down a series of facts in a diary as most people do,”said Anne. →Anne said that she didn’t want to set down a series of facts in adiary as most people do.
I stayed awake on purpose until half past eleven…
…it was the first time in a year and a half that I’d seen the night face toface…
教学工具
ppt
教学过程
Hello, everyone. I’m so glad to be your teacher of English. I’d like tomake friends with you, to build up a close friendship with you. Today we shalltake Unit 1. The topic of this unit is Friendship. What do you think friendshipis?
1. Warming up
⑴ Warming up by defining friendship
Hello, everyone. I’m so glad to be your teacher of English. I’d like tomake friends with you, to build up a close friendship with you. Today we shalltake Unit 1. The topic of this unit is Friendship. What do you think friendshipis?
Yeah, there are many explanations about friendship. However, friendship isa relationship that can’t be restricted(限制)by definition(定义). It can only beexperienced. True friendship can exist between any two souls, be it betweenpeople or animals. It can happen at any moment, to anyone. Even to lifelessthings, like a diary, a ball, a friendship can happen.
Then what is your opinion about friendship?
Do you think that friendship is important to our life? Why?
⑵Warming up by learning to solve problems
Nice to meet you, class. We shall be friends from now on. For everybodyneeds friends. But being a good friend can sometimes be hard work. Learning howto solve problems in a friendship can make you a better friend and a happierperson. Discuss the situation below and try to solve the problems wisely.
Common problems among teenagers
Solution
Some of the common problems include forgetting friends’ birthday, notkeeping promises, letting out friends’ secrets and so on.
Maybe we can have a heart-to-heart talk with our friends to ask forforgiveness.
Situation 1: Friends get angry with each other when they try to talk aboutsomething difficult.
Try to understand your friend/ Try to talk about the problem in a differentway.
Situation 2: Friends don’t know how to apologize
Start by telling each other that you are sorry. A simple apology is oftenenough and is a good starting point.
Situation 3: Some friends don’t know how to keep secrets.
Keep your secrets to yourself
Tips on being a good friend
Treat your friends the way you want to be treated. Keep secrets that aretold to you.
Pay attention when your friend is talking. Keep your promises. Share thingswith your friend. Tell your friend the truth. Stick up for your friend.
⑶Warming up by doing a survey
Good morning, class. I am your teacher of English. Glad to be here withyou. Today we shall take Unit 1 Friendship.
To be frankly, I’d like very much to keep a close friendship with you, mydear students, in the following years. How about you then? Ok, thanks. I do hopeto be your good teacher as well as your helpful friend (良师益友).
Now please do the survey on page one.
Add up your score according to the scoring sheet on page 8. You don’t haveto tell your results. You can just keep it a secret.
高中英语教案模板（精选篇10）
教学目标
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教学重难点
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教学工具
课件
教学过程
Step1. revision
1. check the homework exercises.
1). It has been reported that children will be offered free education.
It has been reported that free education will be offered to children.
2). It has been said that we will be offered the latest computer science course book.
It has been planned that the latest computer science course book will be offered to us.
3). I have been told by Peter that I will be lent his notebook computer for a week.
I have been told by Peter that his notebook computer will be lent to me for a week.
2. Question: What can computers be used as?
Step2. Lead-in
As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?
(TV, radio, CD-ROM, DVD, books……)
Step3. Listening (SB)
1. Pre-listening: What are the changes brought by different forms of IT ?
What are the advantages and disadvantages of them ?
2. While-listening:
Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)
Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.
Type of IT Advantages Disadvantages
TV You can both listen and watch. You cannot write to friends.
Web You can find information. It is very expensive.
Radio You can listen to English. You cannot watch a film.
Book You can get information. Sometimes it is out of date.
3. Post-listening:
1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.
I think that….
In my opinion, ….
I believe that….
I agree because….
I disagree because….
I’ve decided that….
2) (group work): Discussion :
Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)
Step4. Speaking
1. Pre-speaking
Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.
2. While-speaking
1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.
Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)
Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)
Supporting an opinion Challenging an opinion
I think that … , because … Perhaps, but what if / about …
First, … Have you thought about …
One reason is that … What makes you think that
I think it is better because… I don’t like it because….
(Pair work )Use the expressions to support your opinion or challenging other’s opinions.
2) Oral report: (individual work )
Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…
3. Post-speaking
Conclusion—What useful expression do we use to make a decision and reason?
(In this way, they can review and use the words and phrases again.)
Step6 Pre-writing
Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.
Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?
Step7 Writing
Say: Write a passage about the result of your discussion! It should contain:
What do you have to do?
What is the child like?
What is the parents’ requirement of the child?
What do the parents want you to do?
What does the child want you to do?
Then what will you do? How do you feel?
Sample writing:
Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.
The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!
So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!
Step8 Assessment
Get the students to assess their writing ability according to the following the questions:
1. Is your composition well developed?
2. Are your ideas well organized to the point?
3. Do you have a good choice of words and idioms in your writing?
4. Do you get a good mastery of complex structures of language?
5. What kind of mistakes have you made in your writing?
Step9: Homework
Write about your discussion. You may begin like this:
Hello, everyone. My name is __X. I’m 321 model android. I work for the Li family….
课后小结
学了这节课，你有什么收获?
课后习题
完成课后习题一、二。
板书
Unit 3 Computers
高中英语教案模板（精选篇11）
教学准备
教学目标
1. 知识与技能目标
(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。
(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
2. 过程与方法目标
(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。
(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
3. 情感、态度、价值观目标
通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的`自豪感和热爱之情。
教学重难点
教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。
教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。
教学过程
(一)展示学习目标与小组评价规则
(二)“导入”
展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。
(三) Fast reading
快速扫读课文
(四)Detailed Reading: 详细阅读
(五)Challenge your speaking(口语能力提升)
提供参考词汇： Welcome to …
This museum is located in…
It displays(展出) art works in… centuries of …countries, including …
It will appeal to…
You shouldn’t miss…
(六)Challenge your writing (英语写作能力提升)
Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words
写作参考词汇：潍坊世界风筝博物馆(Weifang World Kite Museum)
杨家埠民间艺术大观园(Yang Jiabu Folk Art Museum)
kite 风筝 wood-print new year pictures木板年画 be located in 位于
…is famous/well-known for …因…而出名 it displays/shows…展出
Here you can enjoy… 在这里你可以欣赏到… artist 艺术家 appeal to 吸引 tourist 游客 it’s well worth a visit 很值得参观
(七)成果展示
个别学生优秀作文展示
(黑板展示)
展示作文评分细则
教师点评
课后习题
测评练习
测评一：
从文中找出相对应的短语和句子。(预习测评)
1.宁愿做…
2.对…偏爱
3.值得一去
4.吸引
5.在于
6.不仅仅是
7.向…引进(介绍)
8.生活方式
9.贮存于
10. 入场费(门票)
11. 一个…的收藏
12.每两年
13.健在的艺术家
14.亨利.克莱.弗利克是纽约的一位富豪，于1919年去世，把他的房子、家具和艺术收藏品全部留给了美国人民。
15. 这家博物馆展示的不只是看得见的艺术之美，它还向你介绍了古代的生活方式。
16. 馆内没有永久展出，展品都是随时更换的。
测评二
Writing (写作测评)
Write an advertisement to introduce one of the museums in Weifang. within80 words
高中英语教案模板（精选篇12）
第一部分：热身
快速应答：
1.How are you going to school everyday?
2.Thank you very much for your help.
3.Would mind my opening the window?
4.What day was it yesterday?
5.Whats the weather like today?
第二部分：朗读
口语朗读技巧：
1.声调与降调
I have three English books, two Chinese dictionaries and five pens. Do you have a map in your hand? Yes, I do.
2.连读：将前一个单词最后的辅音与后一个单词开头的'元音连在一起朗读。 half an hour ran out of not at all
3.失爆：当相邻两个爆破音在一起时，往往给前面一个爆破音留一个位置，但不
爆破，稍停随即发后面的爆破音，这种现象称为“失爆”。 hot bath the next day a good deal of I don’t believe I don’t know I want to say
朗读练习：
1. A smart housewife was told that there was a kind of stove which would only
consume half of the coal she was burning. She was very excited, and said: "Thatll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!"
2.The little boy did not like the look of the barking dog.
"Its all right," said a gentleman, "dont be afraid. Dont you know the proverb: Barking dogs dont bite?"
"Ah, yes," answered the little boy. "I know the proverb, but does the dog know the proverb, too?"
高中英语教案模板（精选篇13）
一、 教材分析：
学生在度过一个假期后，英语知识较生疏，教师应当复习好以前单词，为学习新知打下基础。Ｌet’s talk A部分很好地体现了这一点。Good morning We have a……复习民第一册中内容。“I’m from America”这一句为B Let’s taik“Where are you from？做了铺垫，教师应充分注意这一点
boy、girl 、teacher student 、meet等单词又是第一次出现，也需要我们特别关注。
二、教学目标：
1、能够得简单地表达自己心情，如：nice to meet you welcome back to school
2、能够听懂并回答 Where are you from？
I’m from
3、认识、会说字母A——E
4、掌握A、B Ler’s talk中单词。
5、理解A、B Ler’s talk中内容。
三、教学重、难点：
能够听懂并回答 Where are you from？
掌握A、B Ler’s talk中单词。
理解A、B Ler’s talk中内容。
四、课时安排
第一课时 A lLet’s talk Let’s learn B Let’s sing
第二课时 A Let’s practise Let’s play Let’s chant
第三课时 B lLet’s talk Let’s learn
第四课时 BLet’ssay Let’spractise
第 五课时B Let’s Let’s
第六课时 C story time
高中英语教案模板（精选篇14）
教学目标
本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市;
本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特?迪斯尼奋斗的生活简历。引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的`道理。同时，设计问答练习，提高学生阅读能力。
作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。
对话教学建议
Step 1听录音
教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。
1.What were they talking about ?
2.How to answer the first /second/third/forth/fifth visitor question?
Step 2 练习
组织学生五个人一组，练习对话三至五分钟。教师请几组同学到前面表演。
Step 3改写
将对话内容改写为一篇短文，要求学生用本课的地点名称如：
Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building
比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….
Step 4 讨论
If you are visitor, How to ask the way to the stranger at first?
Step 5总结
教师提问学生们，归纳和总结对话用语。
Asking:
Where is …...
How can I get to…
Which is the way to…
Could you tell me if…
Could you tell me the way to…
Answering:
Go straight ahead…
It’s behind …/in frond of/
Go down this street…
教材分析
本课的日常用语用语是有关对话asking the way and responses,这样的问路用语在初中都以学过，所以对话不在是个难点。本课的两篇阅读文章是有关人物，沃尔特·迪斯尼。难点在于第一篇是了解他的生活经历和艰苦创业。第二篇是我们众所周知的Disneyland，两篇文章结合着学过的语法知识宾语从句在里面，这也不是学生们所要了解的重点。
高中英语教案模板（精选篇15）
一、 教材分析
1、单元背景分析
本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。尤其介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。促使学生了解英美语言在词汇、拼写、语音等方面的区别。使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。
2、教材内容分析
w 本课是高中一年级英语上册 ，unit 2 English around the world 中的Reading.
w 本单元的中心话题是“世界英语”，具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要意义，以及英美语言的差异”。本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。
w 本课时主要分为两部分:
1）Pre-reading. (读前准备)
“ 读前准备”部分是Reading的前奏，此部分设计了两个问题，诱发学思考。通过对问题的讨论和比较，让学生明白学好英语的重要性。
2）.Reading (阅读)
“阅读”部分文体为说明文，全文共分三个段落。全文阐述了一个鲜明的观点：英语的确是当今世界范围内使用最广泛的一门语言之一，也是联合国的工作语言之一，它的重要作用是其他语言不可替代的。
3）Post-reading（读后）
“读后”部分共设计了两类题型：第一部分是和个问题，其中前面两个是细节理解题；第三题是一个开放性题目，鼓励学生把英语学习与现实生活相结合。第二部分是填空形式，帮助学生梳理文章，掌握文章主要细节，概括中心思想，实为文章的一个纲要。
三部分均以提高学生阅读能力为主，所以将此三部分有科学地整合成一节阅读课。
3、教学重点
1）、使学生在认识学好英语的重要性的同时，更加热爱自己的祖国。
2）、发展学生的阅读能力，尤其是归纳总结，猜词和查读（scanning）的能力。
3）、使学生通过交际性任务和合作的机会，培养他们用谚语思维和交际的能力。
4、教学难点
1）、使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。
2）、与同伴一起讨论并找到解决问题的方法。
5、教学目标
根据课文特点及新课标对高一年级学生英语学习能力的要求，本课的教学目标我定为以下几方面：一、语言目标，二、情感目标。
1. 语言目标
本课为阅读课型，是一篇说明文，涉及了英语在当今世界范围内人们生活中扮演的`不同角色及其重要意义。尤其介绍了英美英语语言的差异。通过阅读使学生了解“世界英语”的一些基本概况，包括它的重要性和英美英语的差异。教师根据课文内容用不同的形式来训练学生，提高阅读技能。由于课文讲述的是世界英语的话题，学生会感兴趣。为了引起共鸣，可把课文与生活中经历结合一起讨论。本课的目的是使学生提高听、说和阅读能力，更深的了解学好英语的重要意义。从而激发学生学习英语的兴趣。
2. 情感目标
让学生领会英美不同文化差异和风俗习惯， 领会语言丰富多彩性和发展变化的特征，使学生在认识世界英语在人们生活中扮演的不同角色的同时，更加热爱自己的祖国，从而培养他们的祖国意识。培养他们的跨国文化意识和世界意识。
二、说教法
教学环环相扣，设计紧凑。先利用学生感兴趣的话题引起兴趣，然后带着问题有目的地阅读文章。通过回答问题掌握细节，理清线索，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后以拓展课文知识小组活动完成这节课的整体教学。使他们掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用已学词、句表达出自己的观点。学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能。
为了能很好地突出重点，突破难点，圆满完成教学任务，取得良好的教学效果，我抓住重点，联系实际，以学生为主体，教师为主导，让学生集中练习。为了激发学生的兴趣愉快地学，我采用阅读、快速阅读、判断正误等教学方法，让学生充分体现课堂教学“主体者”的身份。
三、说教学程序
1、导入：首先在学生对英语是世界上最广泛使用的语言和越来越多的人在学习英语现有情况了解的基础上，引出问题“Do you know how many countries use English as their mother tongue？Do you know something about English around the world？”在学生思索时，引出课题English around the world。接着再询问学生：What language has the largest number of speakers in the world? What language is the most widely spoken and used in the world? How many countries do you know use English as their mother tongue?使学生对本节课的话题有进一步了解，而且很有兴趣了解“世界英语”的具体情况。从另一个角度，先给学生一个语言上的input。激发学生的兴趣和欲望.
2、Pre-reading （读前准备）：在学生回答了以上问题后，我让学生看这一部分课本上所设的两个问题： 1) How many languages do you speak? Which is your native language? 2) If you speak more than one language, in what situation do you use the languages?让学生仔细思考后回答。教师不必忙着下结论，诱导他们从书中去思考寻找答案，激发他们探究的兴趣。
3、Reading：使学生了解英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。
任务 1：Listen to the tape ，听录音，然后让学生尽力得出大意并且回答问题
1. How many countries are there where the majority of people speak English?
2. How is English used in Hong Kong?
3. What language should we use on the Internet so that we can communicate with people around the world ?
任务2：让学生带着问题阅读课文（scanning）。有目的性阅读是阅读训练一种技巧，并且提醒学生不用太多花大多注意力在地名和新单词上面，集中精力探究文章内容。阅读后学生给出答案
（教师不要袖手旁观，可以给学生必要的引导和帮助，发展学生的自主学习能力，真正的成为学习的主体。）
任务3：根据课文内容，判断句子对与错。
1、There are more than 42 countries where the majority of the people speak English in the world.（）
2、There are more than 37,500,000 people who learn English as a second language.（）
3、New Zealand, South Africa, the Republic of Ireland and the Philippines use English as their mother tongue.（）
4、More than 750,000,000 people learn English as a foreign language.（）
5、English is the only one working language of most international organizational trade and tourism.( )
（此设计是为了检查学生是否理解文章大意和一些重点细节。）
任务4：根据课文内容，完成以下五道阅读理解题。
1、 According to the text, which is TRUE about those who use
English as a second language?
A. English is also their mother tongue.
B. They use more than two official languages in their country.
C. People enjoy talking to their family members at home in their native language.
D. They learn English at high school for about five years.
2、 What’s the situation of English used in China?
A. Most Chinese students learn English at school as a foreign language.
B. All Chinese students speak English as a foreign language.
C. The majority of Chinese students speak English at school as a second language.
D. The majority of people in Hong Kong use English as their mother language.
3、 What’s the main idea of the passage?
A. There are more than 42 countries where th majority of the people speak English in the world.
B. More than 750 million people learn English as a foreign language.
C. English is the language of global culture such as popular music and the Internet.
D. English is the language which is the most important and widely used in the world today.
4、 Which is right according to the text?
A. Native speakers of English might find it unnecessary for them to learn a foreign language.
B. English will be the only English to be used in the future.
C. English is the working language of most international organizations, international trade and tourism.
D. With the development of China’s economy, Chinese will be more and more important than English.
5、 Which is WRONG to answer the following questions.
Why is it becoming more and more important to have a good knowledge of English?
A. More and more people will become interested in English.
B. English is one of the working languages of most international organizations, international trade and tourism.
C. We can communicate with people around the world everywhere through the Internet by using English.
D. English has developed into the language most widely spoken and used in the world.
（这活动帮助学生梳理文章，掌握文章主要细节，概括中心思想。教师对学生的表现要及时给予评价：或表扬、或鼓励。让他们体验到成功的喜悦，努力的收获。因为愉快的体验会化为下一次成功的动力。）
4、Post-reading（Group-work）：
任务5：分小组讨论：1）Why is it becoming more and more important to have a good knowledge of English? 2） In which countries do we find most native speakers of English? Give the names of three counties. 3） Living in China you can use English every day in different situations. Give two examples.给学生五分钟的时间分组讨论，然后让每组的代表给出答案（完成本课教学目标）。 教师在布置任务后，应监控各小组的活动，适当的时候可以参与到学生的活动中去。在活动中，教师多用评价性语言：Marvelous /Excellent /Fantastic /Well done/Great…
（这项任务型活动，使学生有机会表达自己的看法与观点，同时，让他们学会合作，发展与人沟通的能力。进一步提高语言实际运用能力，使学生的思维能力、想象力、协作和创新精神等综合素质得到发展。）
5、Summing-up（总结）
Through learning this passage, we have got to know that English is becoming more and more popular all over the world now. So English learning seems important to everyone, especially us students of the new century. With China’s entry into WTO, English will play a more important part in business, in tourism, and even in people’s daily life. So it’s no doubt that everyone should have a good knowledge of English. And I hope everyone in our class can make an effort to learn English well. But on the other hand, it doesn’t mean English is better than Chinese. We must keep it in mind that one’s mother tongue is the most beautiful language in the world. The reason why we learn English is that we should thus be more capable of building up our country. (这是个很好的机会引导学生在领会学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。It’s a good chance to lead the students to love our own country as well
as to learn English well.)
6、布置作业
1、课后熟读课文；
2、完成Post-reading Ex.2。
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