只有认真制定教案，我们的教学能力才会大大提高，教案在拟订的过程中，老师一定要强调创新教学方法，大学生范文网小编今天就为您带来了高中英语教案模板7篇，相信一定会对你有所帮助。
高中英语教案模板篇1
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一.教学内容分析
本单元的中心话题是good manners，这是一个亘古及今且永恒的话题。但在我们这一单元中，good manners 都有些什么内容呢?中外文化中对good manners 的理解、体现有什么异同?我们该怎么做、做什么才能成为一个受人欢迎、具有good manners 的人呢?单元中十一个板块的相关话题的设计及语言材料的选编无不紧紧扣着这个中心。从日常生活中看似虽小但能触及心灵的情景及行为，如道歉、书面致谢;东西方餐桌礼仪;域外风俗礼节等，都作了详尽的诠释，所有这些为我们提供的不仅是充实的英语语言知识和综合语言运用技能训练的内容，更重要的是学生学习这一单元的整个过程也是他们陶冶情操、规范行为、发展心智的过程，这对他们身心的发展会产生较强的感染作用，有助于他们人文素养的整体提高和跨文化意识的加强。
“热身”(warming up)部分设计了学生学习生活中及日常生活中经常发生的四幅画面：上课迟到、打断别人说话、排队买饭时不小心雨伞戳着别人、商店里排队付款一男士推开两顾客从他们中间穿过，顾客生气质问男士。让学生学会道歉，学会讲礼貌。这部分的目的是，引出中心话题good manners，帮助学生明白讲礼貌会使我们人际之间关系和谐融洽，甚至会化干戈为玉帛;同时复习或学习一些致歉语和必要的答语。
“听力”(listening)部分提供了一段两朋友间的对话，一朋友不打招呼骑走了另一朋友的自行车，并且把它弄丢了。怎么办?当然是道歉。这个听力练习要求学生通过听学会对发生了这种事情后的道歉表达和更高姿态的回响，使道歉者释然。以此了解英语国家人士语言的得体性、思维的方式与习惯表达方法，培养学生跨文化交际的意识。如 “i guess it wasn’t really your fault, was it?” , “ that’s ok. forget it. it was an old bike anyway.”
“口语”(speaking)部分提供的是三组文字情景，要求学生在前面“热身”和“听力”的基础上，以双人对话的活动形式体现情景，训练学生在比较真实的情景中口头表达能力和丰富他们有关道歉的语汇，包括词和句型。充分展示具备good manners者解决问题、处理尴尬场面的风采。
“读前”(pre-reading)部分设计了四个情景：1)at a dinner party, 2)greeting your teacher, 3)receiving your birthday present, 4)paying a visit to a friend’s house, 以小组活动的形式讨论并写下在中国文化中以上情景有礼有节的一些规矩，这一活动的目的是不仅要调用学生已有的直接和间接的体现good manners 的生活经验，加深对我们中国是文明礼仪之邦的认识，而且激活学生的思维，自然过度到下一步的 “reading”--- 西方文化、餐饮礼仪。
“阅读”(reading)部分是一篇说明文。主要介绍了西方的餐桌礼仪，并在字里行间渗透着和中国餐饮文化进行比较。东西方文化交织在一起，充满了跨文化交际的信息，体现了教材的国际性和民族性。
“读后”(post-reading)部分的前三项任务是要求学生针对课文的理解完成的，可作为评价学生对文章理解的程度。如第一项：列出中西方餐桌上餐具及其摆放的位置;第二项：标出西方正式宴会上主要食物上桌的顺序;第三项：判断西方正式宴会上哪些就餐行为文明有礼，哪些行为显得无礼粗俗。第四项是回答问题，是一道联系中国实际的、开放性的一道问题：中国的餐桌礼仪也在变化吗?举例说说。可以小组讨论的形式进行，目的在于让学生对中西方餐桌礼仪的认同，以及培养学生的思辩能力。
“语言学习”(language study)分词汇和语法两部分。词汇部分有构词法知识，前缀in-, im-, un-, non- 和练习部分词汇的一篇与课文主题相关的短文。引导学生通过短文提供的生动语境培养自己理解和记忆单词的能力。语法项目是定语从句，这是继前面两单元后第三次出现，不属新的语法知识。非限制性定语从句第一次介入。语法第一部分提供的限制性定语从句和非限制性定语从句的例句比较和说明，可供学生自主学习，让学生探究发现两种定语从句的不同形式和含义。第二部分着重检验学生运用两种定语从句拓展句子的能力。
“综合技能”(integrating skills)设计了一个很实用的写作任务：写感谢信。这个设计包括读和写。阅读部分的内容是一封感谢信的范例;写作部分的任务是：对老师的帮助、父母的关心支持、朋友的真诚、收到生日礼物等写一封感谢信。通过这一活动，让学生明白对他人的帮助心存感激，无疑是一种美德，一种素养。
“学习建议”(tips)部分提供了一些行为规范的名言警句，告戒学生随时随地讲文明、懂礼貌，从自身做起，从小事做起。
“复习要点”(checkpoint)部分简要地总结了本单元的语法重点----限制性定语从句和非限制性定语从句，并且设计了一些最基本的语言练习，帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。
二.课时安排：6 课时。
the first period: warming up and listening
the second period: speaking
the third period and fourth periods: pre-reading, reading and post-reading
the fifth period: language study
the sixth period：integrating skills
三.分课时教学计划
the first period
goals:
to focus on talking about good manners as warming up and listening practice.
to learn to express apologies and responses to apologies.
to arouse students’ interest in learning good manners through various activities in class.
teaching procedures:
i. warming up
设计问题、语境，诱发学生打开话匣子，不作限制，更不当练习来完成。
1.以旧带新，先入为主，根据学生自己的体验和理解，列举good manners 的事例。
2.知错并向人道歉是good manners 的行为之一。引入道歉用语，借书中情景和额外补充的各种情景反复演练，使学生能将这些礼貌用语娴熟地运用于生活之中。
(这些情景的提供，也为最后让学生自己描述道歉场面作准备)
3.作为一个有礼貌的人，对他人的诚恳道歉怎么反映?说些什么让道歉者心里释然?(为下一步的听力做个铺垫)
4.你上次向人道歉的情景还记得吗?对方是否是个讲礼貌的人。请描述一下。
1. t: we like people with good manners. we don’t like people with bad manners.
well, what are good manners in your opinions? for example,
is it good manners to take your classmate’s bicycle without telling him?
of course it’s ( not) good manners to do…./ that….
group work: make a list of at least four things which are good manners in our daily life.
2. what should we do at least to be good manners if we do something wrong?
making an apology? and how to express your apologies? what expressions do you use to apologize?
(excuse me/ i’m sorry./ i am terribly sorry/ please forgive me...)
3. look at the four pictures in the text. complete the dialogues with proper words according to the situations given.
4. here are some more similar situations. please make similar dialogues in pairs to drill the expressions of apologies.
situation one: you go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. you interrupt them.
situation tw you are late for the school gathering and all your classmates are waiting for you at the bus station. you explain that you had a flat tyre. your classmates forgive you and tell you not to worry.
situation three: when you are walking in the streets, you step onto someone’s toes and this person is a bit angry. he reminds you to be careful next time.
situation four: you are playing basketball and suddenly the ball hit someone passing by. the person is very angry with you.
5. in fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. on the other hand, your proper response to an apology also shows you are a person with good manners.
well, what’s your response to the following apologies?
1) i’m sorry, sam. i stepped on your pen and broke it. i didn’t see it on the floor.
______________________________. ( it’s ok. i have another pen.)
2) i’m sorry, mr. tan, i didn’t complete my homework. i was not feeling well last night.
__________________________________________________________________.
(are you feeling better now? you may hand in your homework tomorrow.)
6. do you think it good manners to make an apology to people in time if you have done something wrong? please describe the situation last time when you made an apology to others.
what did you say to express your apologies? what was the other’s response?
did he / she accept your apology? do you think him a person with good manners?
why (not)?
ii. listening
1. listening in sb.
遵循step by step 的原则，分听前(pre-listening)、听时(while-listening)和听后(post-listening) 三步走，并设计各个步骤的任务型活动，使整个听力目标明确，中心话题更为突出。
pre-listening: go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. why do you think so?
while-listening: answer the questions and complete the six sentences.
post-listening questions:
has anything similar happened to you? what was the situation? how did you deal with it?
do you think you’re a person with good manners? in what ways?
2. listening in wb. p.115
listen to the tape and finish the exercises in it.
the second period
goals:
to focus on oral practice --- speaking.
the students are to use the expressions of apologies and possible answers freely through some situations.
they are enabled to solve some simulating problems about good manners and bad manners.
teaching procedures:
i. elicit the expressions of apologies and possible answers through the situations which might happen to the teacher himself / herself.
the teacher is a bitl late for the class.
the teacher carelessly knocks down a student’s booksl on the table.
the teacher blames some student wrongly for not …l
1. t: i’m sorry. i didn’t mean to …. now i apologize for my …
s: oh, that’s all right.
创设真实情景与学生交流，既是以身示范，又自如、贴切地呈现教材中提供的常用道歉用语和回答方式。
2. t: what do you think of me since i made an apology for what i did?
what if i didn’t apologize to you for what i did?
就老师的行为让学生评说会更加激发学生说的兴趣，还会使学生具备一定的good manners 的尺度标准。同时，为后面学生自己如何表现出文明礼貌、“问题”如何解决作准备。
3. t: what would you do in the following situations, so as to show you have good manners?
p.37l
ii. role-play: problem solving
邻里之间的关系同样体现出文明礼貌的程度。有矛盾、有问题，原因是什么?居委会怎么解决?这项模拟活动跳出了课文，拓展了训练内容。要求学生将学过的表达方法与新的表达方法结合使用，对信息做各种合理的处理与加工，进行创造性的语言活动。充分体现口语教学突出话题和功能的双重要求。
survey and interview about relationship between neighbors.
in your group of four, one acts as a journalist, interviewing separately the other three who are neighbors about their relationship in between. each neighbor talks about their good or bad relationship between each other and tells the reasons for it. one or two of the neighbors have some problems, and they can’t get on well with each other. the journalist reports it to the neighborhood committee and they try to solve it.
我们中国人用自己的good manners的尺度标准，处理好邻里之间的关系。世界其他各国对good manners 的尺度标准是否都一样?
iii. discussion p.116
iv. conclusion:
different countries have different standards of good manners. but people all over the world will appreciate those who are kind and helpful to others and the things that are beautiful and true.
the third and fourth periods
goals:
to get to know the western table manners.
to learn some useful expressions about table manners.
to compare chinese table manners with western table manners.
teaching procedures:
i. pre-reading tasks:
其目的是激活学生已有的相关背景知识，启发学生思维和想象，活跃课堂气氛，使学生很快融入课堂教学内容。如借助图片或powerpoint, 以小组竞赛的形式复习有关中外餐桌上食物、餐具的一些单词;以小组讨论的形式重温文明礼仪之邦的中国在待人接物、餐桌礼仪方面的独特习俗;最后聚焦于西方的餐桌礼仪。三项任务一步一步地扣上下一步的阅读内容。
高中英语教案模板篇2
教学目标（这部分谢3点，按照use的目标写）
（1）学习建议信的结构、语言。
（2）讨论学校建筑物设计中行走不便的学生的需求。
（3）给校长写一封建议信。
（4）继续培养对残疾人的尊重和关爱意识。
教学过程
step 1warming-up and lead-in （5 mins）
（1）导入
用本单元的阅读文marty’s story来导入，引出残疾人的话题。
t： hello， class、 inthe last lesson， we learnt marty’s story、 what’s the problem with marty？
（he has a raremuscle disease、）
yes， he’sdisabled、
but is martyleading a miserable life due to his disability？
（no、）
he is leading afulfilling life due to his own efforts、 the disabled can live as good andcomfortable a life as we do、 but it calls for more efforts、
（2）揭题
教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。
t： we are lucky tobe able-bodied and study in such a beautiful school、
but every now andthen， i find such students in our school、 what are their problems？
（they havedifficulty walking and they have to move around with walking sticks orwheelchairs、）
t： this is songyaoguang， our classmate、 yaoguang， what happened to you？
do you find itdifficult to walk around in our school with a walking stick？
do you think itnecessary to have our school reconstructed for the students with walkingdifficulty？
（yes、）
t：if you have some suggestions， you can write asuggestion letter to our headmaster、 have you ever written such a letterbefore？
so in today’slesson， we are going to
1、 read asuggestion letter
2、 discussproblems with the school facilities
3、 write a suggestionletter to the headmaster
step2 reading （15 min）
本课是读写结合的综合语言实践课，遵循use的模式，即understanding（理解）→sharing（分享）→expressing（表达）的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是use种的第一步u（understanding）。
（1）学习建议信结构。
建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。
t： this is aletter to an architect、 what information can we get in this part？
（receiver’s nameand address、）
what’s this partabout？
（sender’s name /signature）
from these twoparts， we learn that this is a formal letter、 so a suggestion letter is aformal letter、
it is the mostimportant part in a suggestion letter， which is called the body、
（2）通过阅读了解主旨大意。
t：the main body can be divided into three parts、 whatare they？
（1， 2-6， 7）
t： what＇s thepurpose of the 1st paragraph？
（to give thearchitect the purpose of writing the letter、）
what＇s the purposeof the last paragraph？
（to persuade thearchitect to adopt her suggestions、）
（3）通过阅读学习写建议信策略
建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。
a）数字和斜体的运用
t： now， let’s cometo the concrete suggestions that alice has made、 how many suggestions doesalice make？
why do you thinkthe writer numbered her suggestions and used italics？
（highlight the key points so as to make iteasier for the readers to remember and understand her suggestions、）
so when you writea suggestion letter， you should number the suggestions and use italics、
b）具体写建议时要结合问题和解决办法
t： we are going tolearn some more writing strategies of writing suggestions、
how should wewrite suggestions？ let’s take a look at the first suggestion， what are theproblems for those who use wheelchair？
（the lifts are atthe back of the cinema in cold， unattractive places、 as disabled people have touse the lifts， this makes them feel they are not as important as othercustomers、）
and what is thesuggested solution？
（it would be handyto have lifts to all parts of the cinema、 the buttons in the lifts should beeasy for a person in a wheelchair to reach， and the doors be wide enough toenter、 ）
from this part， wecan see that a suggestion should consist of two parts， the problem and thesolution、
let’s see two moreexamples、 find out the problems and suggested solutions in these two parts、
when you writesuggestions yourselves， don’t forget to write both problems and solutions、
c）运用礼貌用语
t： the thirdwriting strategy is about the the language、 suppose you were the architect，which one of these two statements do you prefer？
（screen） i hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers、
you must thinkabout the needs of disabled customers、
why？ （it soundsmore polite and more acceptable、）
exactly、 when youwrite suggestions， you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable、
now let’s findsome more examples in the text、
（screen）
it would be handyto have lifts to all parts of the cinema、
it would help tofit sets of earphones to all seats、、、
so i’d like tosuggest that the seats at the back be placed higher than those at the front …
for disabledcustomers it would be more convenient to place the toilets near…
and if the doorscould be opened outwards， disabled customers would be very happy、
i hope mysuggestions will meet with your approval、
step 3 discussion（8 min）
小组讨论是use中的第二部s（sharing），分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。
t： now let’s comeback to our topic today、 some parts of our school are not suitable for thosewith walking difficulty、 let’s discuss：
1、 what parts ofour school may cause problems for those with walking difficulty？
2、 what are yoursolutions？
step 4 writing（15 min）
写作是use中的第三部e（expressing），表达。经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法；通过分享，学生们积累了写作素材；因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。老师在写作后进行必要的指导，指出学生写作中的优点和不足。
now that we havediscussed the problems and solutions with some school facilities， we can writea suggestion letter to our headmaster、 take out your handouts、 the first partand last part are already given to you、 what you have to do is write 2-3suggestions on the reconstruction of our school、 when writing， do remember towrite both problems and solutions， and use polite forms、
step 5 emotionalattitude and values（2 min）
通过本单元reading和usinglanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。
in this unit， wehave learned the difficulty of the disabled and how they face and conquer thedifficulty、 but as able-bodies people， just making some suggestions or donatingmoney is far from enough、 what else should we do？
（ care aboutdetails in their life、
don’t look down upon them or laugh at them、 ）
accept them as one of us，and invite them to join us in avariety of activities、）
高中英语教案模板篇3
教学准备
教学目标
1、引导学生通过上下文理解生词的含义：
anecdote， annual， witness， accommodation， shore， yell， pack， flee， drag， depth， lip， tongue， abandon， relationship， help out
2、帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学重难点
1、引导学生通过上下文理解生词的含义：
anecdote， annual， witness， accommodation， shore， yell， pack， flee， drag， depth， lip， tongue， abandon， relationship， help out
2、帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学过程
step1 lead –in &warming-up（5mins）
问题导入——教师呈现问题和图片
t： have you seen plants andanimals that live under the sea？ where did you see them？ what’s this？ yes，they’re killer whales、 how much do you know about them？ i’ll show you a shortvideo、
?意图说明】在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。最后出现虎鲸的形象，以抛出问题what’sthis？ how much do you know about them？来引出今天阅读的主角——虎鲸。先播放一段视频——“虎鲸捕猎”的场面。
step2 pre-reading （predicting）（2mins）
t： now please look at the title“is old tom an old man？” right， it’s notan old man、 it’s the name of a killer whale、 here are two pictures of thekiller whale、 can you guess what happened to him？
?意图说明】标题导读是指导英语阅读的重要方法。通过解读题目，观察文中的插图，让学生预测故事的内容，这样更能激起他们的阅读兴趣。
step3 while-reading （28mins）
task 1 fast-reading（3mins）
what’s the main idea of the passage？ read the passage quickly and completethe following sentences、
the text consists of two ________written by clancy、they are mainly about how old tom helped the whalers ________a whale and savedjames from the _______、
explain new words：
anecdote： short， usuallyamusing story about a real person or event
?意图说明】采用完成句子的形式来给出文章的大意，这样很大程度上降低了难度，可以让更多的学生能够完成，从而产生成就感。
task 2 careful-reading（3mins）
read the first story again and finish the chart、
fill in the blanks、
?意图说明】训练学生寻找细节信息的阅读技能，同时突出本课的生词和短语。要求学生不看书来完成，这样更具有挑战性。
task 3 discussing and speaking（5mins）
discuss in pairs and answer the following questions、
what’s the relationshipbetween old tom and the whalers？
?意图说明】活动2的填表活动只是帮助学生对故事主要情节有大概的了解，而这个环节的提问是为了帮助学生进一步读懂文章，对文章有更深的理解和思考，培养他们的批判性思维，使他们能够正确对待动物与人类之间的关系。
task 4 read the second story again and finish the chart、（2mins）
fill in the blanks、
task 5 discussing and speaking（15mins）
read the second story and answer the following questions：
1、 how did old tom help james？
2、 as far as you know ， what other animals everhelp out human beings in history？
?意图说明】这里给学生时间去交流他们所知道的动物救人的奇闻轶事，然后请个别小组来汇报讨论结果，与全班同学来分享故事。如果学生知道的不多，教师可让他们阅读以下三个小故事。
（公元前5世纪，古希腊历史学家希罗多德记载过一件奇事：音乐家阿里昂乘船返回希腊时，水手们意欲谋财害命。阿里昂乞求水手们允诺他演奏生平最后一曲。他奏完乐曲就跳入大海，一头海豚游过来驮起这位音乐家，将他送到了伯罗奔尼撒半岛。
有一个车老板赶着马车从山上往山下走，这时辕马的套掉了，老板俯下身想拣起来，没想到穿在身上的棉大衣被压在车轮底下，将人带了下去。在这千钧一发之际，辕马一口将车老板叼起，随着巨大的惯性向山下跑去，一直跑到安全地带，车才慢慢停下来，把人轻轻放下，这时马跑了一身汗。”战兽医师说，“这个老板心地非常善良，平时与马很有感情，从来不打马，这次有难，是马救了他。
” 1999年《哈尔滨晚报》登载了这样一条新闻：黑龙江省阿城市有一个聋哑人，有一天坐在火车道上，当火车路过这里时，怎么鸣叫他也听不见。这时，在路边吃草的一只山羊见到了，它拼命地跑了过来，用角把这个人推出了道轨，而它来不及躲避，不幸壮烈牺牲。）
3、 what conclusion can we come to after weshare these stories？
?意图说明】通过交流几个动物救人的感人故事，学生会由衷地产生对动物的喜爱和感激之情，会认识到大自然的一切，我们都要感恩，都要爱护，我们与动物要和谐相处，世界才会更美好。
step4 languageappreciation（10mins）
?意图说明】接下来这个环节是要引导学生学会鉴赏文章中语言的美，这也是本节课的一个重点部分。学生可根据自己的真实想法，给出他们认为写的精彩的＇句子，以及给他们留下最深印象的场面。
in the first story， which sentences do you thinkbest describe the scene of the whale hunt and the actions of old tom？ in thesecond story， what scene impresses you most？
在学生各抒己见之后，教师可着重分析以下几个句子。
we ran down to the shore in time to see an enormousanimal opposite us throwing itself out of the water andthen crashing down again、
我们及时赶到岸边，看到对面有一个庞大的动物猛力跃出水面，然后又坠落到水里。
throwing itself out of the water形象地表现了鲸跃出水面的动作。throw的用法很灵活，能表达出丰富的含义。如：
i felt discouraged when he threw cold water on myidea、
他给我的想法泼冷水时，我感到很沮丧。
she threw herself into a chair and began to cry、
她倒在椅子上，哭了起来。
the fire threw hundreds of workers out of work、
大火使几百个工人失业。
…when we approached him， i saw james being firmly held up in the water by old tom、
当我们靠近他的时候，我看到老汤姆在水中正稳稳地托着詹姆斯。
step4 homework
1、 surf the internet andlearn more about the killer whale and other marine animals、
2、 try to retell the story using your own words、
高中教学计划小编推荐各科教学设计：
高中英语教案模板篇4
1. ability goals 能力目标
to help the ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
to get the ss to master some key words such as witness, abandon, yell, drag, flee and so on.
2. learning ability goals 学能目标
to enable the ss to talk about animals under the sea.
to help the ss know the importance of the relationship between animals and humans.
教学重难点
教学重点和难点
teaching important points 教学重点
help the ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
teaching difficult points 教学难点
1. help the ss get the main idea and some detailed information by fast-reading and careful-reading.
2. help the ss tell apart from before, during and after in the story.
教学过程
step1. warming up : talk about animals under the sea.
1. have you ever seen some marine animals?
2. what have you seen, and where have you seen them?
i have seen a/some/many…… in/on/from……
amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral
step2. fast-reading:
1. find out the background information of the story : writer, career, writing style, time, place, main character.
2. find out the main idea of the passage: what’s the first story mainly about?
step3. careful-reading:
1. clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. did he believe it at first? when did he believe it was a true anecdote?
2. how many paragraphs are there all together in story1? the hunt can be divided into 3 stages.
stage1: before the hunt: (para. 2-6):
old tom’s doing: throwing itself out of … and crashing down again… why? to tell the whalers…, …by the boat…, circling back to …why? to lead the whalers…
whalers’ reaction: another whaler __________. george _____ ___ _____ clancy, and clancy ______ after him. they __________ the boat and ______ ____into the bay.
stage2&3: dur ing and after the hunt: (para. 7-9):
killer whale’s doing: the killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. the killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. when the baleen whale was dead, its body wa s _______ down into the depths of the sea.
whalers’ reaction: the man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
conclusion: they have amazing relationship. they work as a team
step4 : summary
working at the _______station, i had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
on the afternoon i arrived at the station, as i was __________ my accommodation, i heard a loud noise coming from the bay. i ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. george told me it was old tom, who announced there would be a ___________.
using a _________, we could see a baleen whale _______________ by about six killers. some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. the whalers aimed the ________ at the whale and then let it go to hit the spot. being badly ________, the whale soon died. very soon, its body was ________ by the killers down into the _______ of the sea.
课后习题
课后作业
deal with exercise 3 in comprehending . let the ss work in groups and do some discussion：as a matter of fact, whales are now an endangered animal. many people are trying to protect them from being hunted. the last whaling station in australia closed in 1978. but some countries oppose the ban. an d there are still people who hunt whales. what’s your opinion? are you for or against the banning whaling? consider the problem carefully and we’ll have a discussion tomorrow.
高中英语教案模板篇5
lesson plan interpretation
nsefc book1 unit3 travel journal
hello, everyone. it’s an honor for me to stand here and interpret my lesson. the lesson plan i am going to talk about is from nsefc book 1 unit 3 travel journal. i’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.
Ⅰ. the theoretical basis
first, i’d like to show my theoretical basis--schema theory and top-down model (goodman, 1971). journey down the mekong is a reading course. according to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (carrel and eisterhold, 1983), or between the new information and the old knowledge store (anderson and pearson, 1984). so in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the ss’ old knowledge store and add more relevant background knowledge before they get the students to read. according to the top-down model, general idea of the text will be got first, and then come the details.
ii. understanding of the teaching material
my understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.
at the beginning, let’s focus on the first part. journey down the mekong is a piece of travel journal written by wang kun. it’s mainly about wang kun and his sister’s dream of taking a great bike trip down the mekong river, their preparation for the trip and some more details of the mekong river. general speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. so before the students’ first reading, i will explain the new words and phrases briefly and after reading the whole passage, i will embody the usage of the news words and phrases, and get the student understand the difficult sentences. as it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.
that’s all for the first part, now let’s move to the second part. according to the teaching material and the new curriculum of english, in order to fulfill the learning task of this lesson, i establish the following objectives:
a) knowledge objectives
by the end of the lesson, ss will have a better understanding of the meaning and structure of the text. then ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.
b) ability objectives
actually students should be encouraged to do speed reading in the first period of reading lesson. but the students in my class are lack of independent reading ability. in this class, i will encourage and help them to read, think and find out information by themselves most time. since the main objective of reading course is to improve the ss’ reading ability, i’ll train their ability of identifying the general idea in the fast reading. and in intensive reading their ability of information-gathering and summarizing is developed. and the whole class is for ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.
c) moral objectives
though journey down the mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. so before learning the text, we will have a short discussion about the importance of the river. i want the ss to have the awareness of protecting the river and protecting our environment.
well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. according to the national curriculum of english and language learning theory, when teaching reading, we should encourage the ss to do speed reading for the first time, that’s to say, we should encourage our ss to read as fast as they can when they do the first reading. so much emphasis should be put on reading skills and reading comprehension as well. so the important points are that how to make ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. as to the difficult points, they are the same as the important ones.
iii. teaching methods and studying ways
that’s all for my understanding of the teaching material. now let’s focus on the ways of teaching and learning.
generally speaking, i adopt task-based language teaching and communicative approach in my class. as for learning, ss will learn through independent reading, discussing and cooperating.
i will use computer and blackboard as my teaching aids.
Ⅳ. teaching procedurehere comes the most important part, the teaching procedure. it includes 5 steps: step i: lead-in and pre-reading, step ii: while-reading, step iii: consolidation, step iv: post-reading, step v: homework.
step i: lead-in and pre-reading (7mins)
now let’s come to the first step. there are three activities in this step and i will spend 7mins on them.
in activity one, i will ask ss two questions "do you know some great rivers in china?" and "why they are great?” here, as the ss get familiar with the chinese great rivers, i choose to ask them some great rivers in china. and the answer to the second question can lead in the next activity--brainstorming.
in activity two, i will ask the ss to discuss in pairs and answer the question "how do people who live along a river use it?” my purpose of this activity is to remind the ss the importance of the river, thus stimulate the ss' awareness of protecting the rivers.
in the last activity, i will show the ss a picture of the mekong river and ask them to list the countries that it flows through. this activity leads in the while-reading.
step ii: while-reading (21mins)
while-reading is the main part and it will take 21mins. here i adopt the top-down reading model. this step is divided into 2 parts: fast reading and careful reading. before reading, i will ask the ss to predict what will talk in the text according to the title. it can exert the ss' imagination.
1) fast reading
during fast reading, i will ask the ss to reading the whole passage quickly and get the main idea of each paragraph. usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. so the main idea of each paragraph will be matched because the ss are lack of the skill of summarizing the main idea by themselves.
2) careful reading
after getting the general idea of each para., i will deal with the details para. by para..
in paragraph one, i will ask the ss to read quickly and do the exercises t or f. and if it is f, i will ask them to correct it. this exercise can help the ss get the key information of the first paragraph in a short time and can deepen the ss’ understanding of the first paragraph.
in paragraph two, i will ask ss one question “is it a difficult journey to cycle along the mekong? why?” this can help the ss develop their ability of summarizing. if the ss can’t answer the question briefly, i will encourage them to find the key sentences and try to join them together.
and in the last paragraph, i will ask ss two questions “how does the water of mekong river change?” and “what can you see when you travel along the mekong river?” both questions are required to answer in keys word. in order to lower the difficulty of the questions, i will show them the examples. after that, i will present some pictures to deepen the ss’ impression on the new words. and these two questions can help the ss gain a deeper understanding on the mekong river.
step iii: consolidation (6mins)
after dealing with the detailed information of each paragraph, i will ask the ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. it will take 6 minutes. the two questions are “where is the source of the mekong river and which sea does it enter?” and “how do wang kun and wang wei prepare for the trip?” it is easy for the ss to find the answer to the first question in the text. as to the second question, it may be a little difficult, so i will list some tips for the ss to find the answer more easily.
step iv: post-reading (10mins)
that’s all for the while-reading. now let’s move to the fourth step. in this step, i will design two activities and i will spend 10 minutes on them.
the first activity is filling in the blanks. in this activity, ss are required to find the different attitudes of wang kun and wang wei to the trip, and then the teacher will express her attitude to this trip. after demonstrating, ss are encouraged to express their attitudes. it can help the ss train their ability of information-gathering and expression.
the second activity is thinking. in this activity, i will ask the ss to discuss in groups of four and try to use some words to describe the characteristics of wang kun and wang wei according to their attitudes. it is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperation
step v: homework (1min)
finally it comes to the homework. ss are required to review the learnt lesson and underline the useful words and phrases in the text. this one is for them to consolidate what they’ve learnt and make preparation for the next lesson—learning about the language..
Ⅴ. blackboard design
on the top, there is the title of this lesson. on the left, it lists some important roles that the river plays. on the right, there are some useful words and expressions.
that’s all for my interpretation. thank you for your att
高中英语教案模板篇6
《scientists at work》
一、教学背景分析
1. 单元背景分析
随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。
2.学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
二、教学目标分析
语言技能
听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，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：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述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基本写作框架。
情感态度与文化意识
（1）。进一步培养小组合作学习的能力，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）。引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。
（3）。指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。
（4）。意识到科技工作的艰苦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实践能力。
语言知识
词汇：学习并使用一些与science 和scientists有关的词汇。
语法：进一步了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行分析讨论。
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行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，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能力，了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
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密切的关系，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，但却有体现出了以学生为中心，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。同时在此基础上，要求学生们在listening部分能熟悉某些实验室的规则及注意事项，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，回答有关的问题。
speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如maglev train， cloning， nuclear energy， computer 与 space flight等内容）然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分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。学生在理解文章的基础上，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基础上，让学生进一步了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行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。
四、教学重点与难点
重点
（1）。能就某一话题进行合理的分析，并从不同的角度去分析问题，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结构与单词对事物进行评价，诸如“ it’s good / bad / harmful for… / it’s 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，能熟练运用 don’t do… / don’t forget to… / make sure… / remember that… / do be careful of…等结构进行讨论、对话与表演。
（3）。能进一步了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测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。
高中英语教案模板篇7
教学准备
教学目标
1、 ability goals能力目标
to help the ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
to get the ss to master some key words such as witness， abandon， yell， drag， flee and so on.
2、 learning ability goals学能目标
to enable the ss to talk about animals under the sea.
to help the ss know the importance of the relationship between animals and humans.
教学重点和难点
teaching important points教学重点
help the ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs、
teaching difficult points教学难点
1、 help the ss get the main idea and some detailed information by fast-reading and careful-reading、
2、 help the ss tell apart from before， during and after in the story、
教学过程
step1、 warming up ： talk about animals under the sea、
1、 have you ever seen some marine animals？
2、 what have you seen， and where have you seen them？
i have seen a/some/many…… in/on/from……
amazing marine animals： seal， turtle， dolphin， sea-horse， sea-star， shark， angelfish， jellyfish， lobster， coral
step2、 fast-reading：
1、 find out the background information of the story ： writer， career， writing style， time， place， main character、
2、 find out the main idea of the passage： what’s the first story mainly about？
step3、 careful-reading：
1、 clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales、 did he believe it at first？ when did he believe it was a true anecdote？
2、 how many paragraphs are there all together in story1？ the hunt can be divided into 3 stages、
stage1： before the hunt： （para、 2-6）：
old tom’s doing： throwing itself out of … and crashing down again… why？ to tell the whalers…， …by the boat…， circling back to …why？ to lead the whalers…
whalers’ reaction： another whaler __________、 george _____ ___ _____ clancy， and clancy ______ after him、 they __________ the boat and ______ ____into the bay、
stage2&3： dur ing and after the hunt： （para、 7-9）：
killer whale’s doing： the killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________； and some others are stopping it _______ out to sea、 the killers started ________ between our boat and the whale just like a pack of ____ ___ dogs、 when the baleen whale was dead， its body wa s _______ down into the depths of the sea、
whalers’ reaction： the man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot、
conclusion： they have amazing relationship、 they work as a team
step4 ： summary
working at the _______station， i had the chance to _________ a baleen whale being attacked by a ______ of k iller whales、
on the afternoon i arrived at the station， as i was __________ my accommodation， i heard a loud noise coming from the bay、 i ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again、 george told me it was old tom， who announced there would be a ___________、
using a _________， we could see a baleen whale _______________ by about six killers、 some are ________ themselves on top of the whale’s __________to stop it breathing； and some others are stopping it _______ out to sea、 the whalers aimed the ________ at the whale and then let it go to hit the spot、 being badly ________， the whale soon died、 very soon， its body was ________ by the killers down into the _______ of the sea、
课后习题
deal with exercise 3 in comprehending 、 let the ss work in groups and do some discussion：as a matter of fact， whales are now an endangered animal、 many people are trying to protect them from being hunted、 the last whaling station in australia closed in 1978、 but some countries oppose the ban、 an d there are still people who hunt whales、 what’s your opinion？ are you for or against the banning whaling？ consider the problem carefully and we’ll have a discussion tomorrow、
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