高中英語説課教案模板7篇
在平時的教學活動中，教案發揮着特別重要的功用，想必有用很多人在面對教案的寫作都會感到發愁吧，下面是本站小編為您分享的高中英語説課教案模板7篇，感謝您的參閲。
高中英語説課教案模板篇1
一. 教材內容分析
本單元的中心話題是“電影”，本課是第三課時，是一篇傳記體的短文，介紹當前好萊塢最有影響的導演藝術家—史蒂芬 斯皮爾伯格的創作生涯和一些作品。同一般傳記一樣，本文也是按照人物的生平時間展開：前兩段記述了史蒂芬 斯皮爾伯格的早期創作嘗試和生平，之後幾大段介紹了他的事業和美滿的家庭。學生從中可以進一步瞭解導演，也能體驗一些影評的模式。
二.教學重點難點
(1).關係副詞引導的定語從句和介詞+關係代詞引導的定語從句
(2)掌握相關的詞彙和短語
(3)文章段落結構的分析並概括各段的段落大意.
(4)如何提高學生的閲讀能力。
(5)對影視界名人及電影的評價(comments)如何寫影評(review)。
三.教學目標
(一)知識技能
1. 掌握一些課文中涉及的詞彙和短語：
如：academy, adult, industry, cruelty, marry, research, creature, owe…to…, take off, scene, blockbuster, director, script, studio, follow-ups等
2. 學習掌握一些重點句子：
如：this was a film in which … real actors… p31
instead of …
this was the moment when …took off. p31
when asked about the secret about …he owes…to…p32
after that it still took …before… p32
3. 學習、掌握關係副詞when，where.，why 引導的定語從句及介詞+關係代詞引導的定語從句。
4. 通過本課訓練使學生能夠提高他們的閲讀理解能力，通過一些重點詞彙及短語掌握文章大意。
(二)情感態度
1. 通過學習課文，培養學生了解、尊重異國文化，體現國際合作精神。
2. 通過開展小組活動，指導學生積極與人合作，相互學習，相互幫助，培養其團隊精神。
(三)文化意識
1. 通過學習，瞭解國際導演史蒂芬 斯皮爾伯格。
2. 通過學習，瞭解世界影視文化，培養世界意識。
3. 通過中外影視文化對比，加深對中國影視文化的理解。
四.教具準備：
錄音機，電腦，屏幕及圖片。
五. 教學方法：
1.任務型教學法
學生學習本文時，我設計了一些任務，通過感知，體驗，參與合作等方式，使學生的主動地位得到充分體現。如：要求學生閲讀文章，回答問題，填寫表格等。2.多媒體教學法
這一單元以影視為主題,利用多媒體展示影片相關圖片，幫助學生用自己的話概括主要內容,提高課堂教學效率,增強學生學習興趣.
六、教學步驟
step one:revision
1. check the words and expressions.
2. ask the students to explain the following words in english.
graduate work as play a role in
step two: pre-reading
此部分的關鍵在於讓學生了解如何製作電影，尤其是通過了解電影的製作而突出導演的重要作用。task: to experience being a director (write one scene of the film and act it out).
活動形式
1.師生互動：教師提問if you want to make a film, who do you need to invite?通過此問題引出電影製作過程中所需的各種角色，如photographer, actor/actress, editor, director等等
2.小組活動：
1)教師可設置這樣的討論題：what part would you like to play in making a film?根據選擇分組，讓他們討論選擇各角色的理由。同時討論各角色在電影製作中所做的不同工作。通過討論，學生不難發現，在電影的製作過程中，導演起了非常關鍵的作用。
2)根據所選的各種角色交叉分組，發揮各自的作用。
a. what would the scene be like and what happens in it?
b. who are the main actors in that scene and what do they do?
c. write a short dialogue and act it out
step three: while--reading
本篇閲讀材料是人物傳記，介紹了導演steven spielberg 的成長經歷以及他的主要成就和作品。通過文章的學習，旨在瞭解西方的電影文化背景以及學習名導steven spielberg的那種對自己的事業堅持不懈、孜孜以求的精神。
活動形式：
1.小組活動(lead-in)
分別給出和斯皮爾伯格所執導的電影的幾幅圖片，引起學生的興趣，讓學生分組討論，預測文章的主題.
t: now, please discuss the pictures in groups then guess what is the text about?
a few minutes later, the teacher ask several students to report their answers.
2.個人活動(listening)
讓學生聽錄音一遍，然後找出課文中所提及的五部影片的名字。
t: who knows the names of the five films?
s:the five films are: jaws, et , jurassic park ,schindler’s list, and saving privateryan.
t: you are correct.
3.個人活動(skimming)
a.快速閲讀課文，按時間主線製作一個steven spielberg 的要事記
the teacher shows the years on the screen.
1946, 1968, 1959, 1975, 1982, 1993
t : let’s check the answer. i would like this group to answer these questions.
sa: in 1946 steven spielberg was born in america.
sb: in 1968 steven spielberg made his first real film.
sc: in 1959 steven spielberg won a prize for a short film.
sd: in 1975 steven spielberg he made one of his first films jaws
se: in 1982 steven spielberg made the film et which was about creatures that come to the earth.
sf: in 1993 he made the film jurassic park
b.快速閲讀課文的para3—5 , 查找出有關這5部電影內容和主題的信息，並核對與自己猜想是否相符。
films information of the film
jaws(1975) about a big shark that attacks and eat swimmers
et (1982) about a little creature comes from outer space
jurassic (1993) about an island where a very rich man keeps dinosaurs.
schindler’s list(1993) about the cruelty of war/a german who saves jewish people from being killed in the war.
saving private ryan(1998) about the cruelty of war/an american leads his team to search for a soldier named ryan.
3.個人活動( scanning)
閲讀並查找有關spielberg的信息：
when and where was he born?
when did he start making films?
what did he use to make films at first? and later?
what was his dream?
what did he study?
when and with what did his career take off?
what does spielberg owe his success to?
step four: post-reading
該部分可分成兩塊，其中第二塊內容可以提前到閲讀中去完成，也可在讀後總結，當學生讀完影片內容時，可以根據自己的理解寫出五部影片的內容是什麼(寫嘗試應用定語從句，體驗定語從句的結構)。第一塊(questions)中第1，3，5三個問題比較難，從文中直接找不到答案，也是學生理解上需要昇華的部分。可以通過分組，讓學生討論來理解這幾個問題。讓學生領會以下幾點：1)、英語作為工具的重要性 2)、不懈努力、持之以恆 3)、成功需要家人的支持，合作、互助精神。
t: let’s turn to page 32, part in pairs and answer the five questions:
1. why did spielberg study english instead of the film?
2. why were the people who saw the film jaws were afraid to swim in the sea?
3. how important is his family to spielberg’s career?
4. what was spielberg’s dream?
5. what have you learn from reading about?
step four: homework
iew the reading not one less on page34
2. make sentences with the following words:
(1)career (2)role (3) owe (4) award (5)accept
七、教學評價
根據《國家英語新課程標準》對外語教學評價的原則，對學生的評價應堅持形成性評價和終結性評價並重的原則，既關注結果(教學過程中忘記考試)，更關注過程。在英語教學過程中更多地關注學生英語學習的過程、關注形成性評價，應重視形成性評價對學生英語學習的交流，對學生的書面作業、口頭回答、演講、朗誦等課外學習行為和學生的學習能力、學習態度、參與程度、合作精神等做出評價。形成性評價包括學生相互評價和學生自我評價等方式，應對學生的認知、情感、技能等方面給予綜合評價，以幫助學生樹立自信心、培養學生的學習能力和幫助學生確定合理的學習目標和使用恰當的學習策略。
形成性評價應採取多種評價方式，包括口頭的、書面的、表格形式的，還可以建立學生個人學習檔案。
高中英語説課教案模板篇2
教學準備
教學目標
1、引導學生通過上下文理解生詞的含義：
anecdote， annual， witness， accommodation， shore， yell， pack， flee， drag， depth， lip， tongue， abandon， relationship， help out
2、幫助學生掌握文中一些描述事物和情景的生動手法，從而體會作者的思想情感，把握文章的精髓。
3幫助學生通過兩個故事，對生活在大洋的虎鯨能有更多的瞭解，同時對虎鯨給予我們人類忠實的幫助產生由衷的感激，從而加強動物保護和環境保護意識。
教學重難點
1、引導學生通過上下文理解生詞的含義：
anecdote， annual， witness， accommodation， shore， yell， pack， flee， drag， depth， lip， tongue， abandon， relationship， help out
2、幫助學生掌握文中一些描述事物和情景的生動手法，從而體會作者的思想情感，把握文章的精髓。
3幫助學生通過兩個故事，對生活在大洋的虎鯨能有更多的瞭解，同時對虎鯨給予我們人類忠實的幫助產生由衷的感激，從而加強動物保護和環境保護意識。
教學過程
step1 lead –in &warming-up（5mins）
問題導入——教師呈現問題和圖片
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、
?意圖説明】在讀前這個環節，通過幾個問題，激發學生原有的對海洋生物的知識儲備，再展示一些相關的圖片，認識一些常見海底動物的英文名稱。最後出現虎鯨的形象，以拋出問題what’sthis？ how much do you know about them？來引出今天閲讀的主角——虎鯨。先播放一段視頻——“虎鯨捕獵”的場面。
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？
?意圖説明】標題導讀是指導英語閲讀的重要方法。通過解讀題目，觀察文中的插圖，讓學生預測故事的內容，這樣更能激起他們的閲讀興趣。
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
?意圖説明】採用完成句子的形式來給出文章的大意，這樣很大程度上降低了難度，可以讓更多的學生能夠完成，從而產生成就感。
task 2 careful-reading（3mins）
read the first story again and finish the chart、
fill in the blanks、
?意圖説明】訓練學生尋找細節信息的閲讀技能，同時突出本課的生詞和短語。要求學生不看書來完成，這樣更具有挑戰性。
task 3 discussing and speaking（5mins）
discuss in pairs and answer the following questions、
what’s the relationshipbetween old tom and the whalers？
?意圖説明】活動2的填表活動只是幫助學生對故事主要情節有大概的瞭解，而這個環節的提問是為了幫助學生進一步讀懂文章，對文章有更深的理解和思考，培養他們的批判性思維，使他們能夠正確對待動物與人類之間的關係。
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？
?意圖説明】這裏給學生時間去交流他們所知道的動物救人的奇聞軼事，然後請個別小組來彙報討論結果，與全班同學來分享故事。如果學生知道的不多，教師可讓他們閲讀以下三個小故事。
（公元前5世紀，古希臘歷史學家希羅多德記載過一件奇事：音樂家阿里昂乘船返回希臘時，水手們意欲謀財害命。阿里昂乞求水手們允諾他演奏生平最後一曲。他奏完樂曲就跳入大海，一頭海豚游過來馱起這位音樂家，將他送到了伯羅奔尼撒半島。
有一個車老闆趕着馬車從山上往山下走，這時轅馬的套掉了，老闆俯下身想揀起來，沒想到穿在身上的棉大衣被壓在車輪底下，將人帶了下去。在這千鈞一髮之際，轅馬一口將車老闆叼起，隨着巨大的慣性向山下跑去，一直跑到安全地帶，車才慢慢停下來，把人輕輕放下，這時馬跑了一身汗。”戰獸醫師説，“這個老闆心地非常善良，平時與馬很有感情，從來不打馬，這次有難，是馬救了他。
” 1999年《哈爾濱晚報》登載了這樣一條新聞：黑龍江省阿城市有一個聾啞人，有一天坐在火車道上，當火車路過這裏時，怎麼鳴叫他也聽不見。這時，在路邊吃草的一隻山羊見到了，它拼命地跑了過來，用角把這個人推出了道軌，而它來不及躲避，不幸壯烈犧牲。）
3、 what conclusion can we come to after weshare these stories？
?意圖説明】通過交流幾個動物救人的感人故事，學生會由衷地產生對動物的喜愛和感激之情，會認識到大自然的一切，我們都要感恩，都要愛護，我們與動物要和諧相處，世界才會更美好。
step4 languageappreciation（10mins）
?意圖説明】接下來這個環節是要引導學生學會鑑賞文章中語言的美，這也是本節課的一個重點部分。學生可根據自己的真實想法，給出他們認為寫的精彩的＇句子，以及給他們留下最深印象的場面。
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？
在學生各抒己見之後，教師可着重分析以下幾個句子。
we ran down to the shore in time to see an enormousanimal opposite us throwing itself out of the water andthen crashing down again、
我們及時趕到岸邊，看到對面有一個龐大的動物猛力躍出水面，然後又墜落到水裏。
throwing itself out of the water形象地表現了鯨躍出水面的動作。throw的用法很靈活，能表達出豐富的含義。如：
i felt discouraged when he threw cold water on myidea、
他給我的想法潑冷水時，我感到很沮喪。
she threw herself into a chair and began to cry、
她倒在椅子上，哭了起來。
the fire threw hundreds of workers out of work、
大火使幾百個工人失業。
…when we approached him， i saw james being firmly held up in the water by old tom、
當我們靠近他的時候，我看到老湯姆在水中正穩穩地託着詹姆斯。
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、
高中教學計劃小編推薦各科教學設計：
高中英語説課教案模板篇3
《unit 1 friendship》
大家好！今天我説課的內容是高一英語新課程實驗教科書必修1 unit one， the first period。下面我就從教材分析、教法分析、學法分析、教學過程、教學評價五個方面進行説明。
一、教材分析
（一）教材的地位和作用
本節課是本單元以及本教材的第一節課，本課談論的是：朋友是不是僅限於人類、朋友的真正含義、如何與人相處的問題等關於朋友的話題。本課涉及的有陳述句和疑問句的直接引語和間接引語的掌握和運用等語法要點。學生從國中到高中，來到一個新的學校，同學彼此陌生，不免想起老同學，老朋友。這樣的話題正好能引起學生的興趣。而且本課的內容和語法的啟發性和實用性都很強，能使學生在學中用，在用中學，對綜合提高學生的聽説讀寫能力有較好的促進作用。
（二）教學目標
英語教學大綱規定，通過聽説讀寫的訓練，使學生獲得英語基礎知識和運用英語的能力，激發學生的學習興趣，為進一步學習打下良好的基礎。因此，我制定以下教學目標：
知識目標：
1、掌握和使用陳述句和疑問句的直接引語和間接引語。
2、討論朋友和友誼。
3、學習掌握本課的重點詞彙。
技能目標：
1、學會閲讀的技能——scanningand skimming 。
2、通過談論朋友和友誼，既鍛鍊學生的語言運用能力，又培養了學生髮現問題、思考問題、解決問題的能力。
3、理解閲讀文段，複述故事。
情感態度：
1、患難之交才是真朋友。
2、知音難得。
3、海內存知己，天涯若比鄰。
文化意識：
認識德國納粹黨。讓學生了解那段德國法西斯殘害猶太人的歷史，使學生在感受外國曆史文化的同時自然而然的習得語言。
（三）重點與難點
重點：
1、訓練scanningand skimming等閲讀技能。
2、認識朋友的真正含義以及與人相處的問題。
難點：
1、閲讀技能的訓練。
2、陳述句和疑問句的直接引語和間接引語的互相轉換（人稱的變化、時態的變化、指示代詞、時間狀語、地點狀語和動詞的變化）。
（四）教具
本課利用錄音機、投影儀等輔助設備，激發學生的學習興趣，調動他們的積極性，為展開話題提供豐富的材料，使教學收到事半功倍的效果。
二、教法分析
在新課程背景下，教師要成為學生學習的促進者、組織者和合作者。本課採用討論法，主要採用小組合作討論的方式。在讀前階段我就提出問題，讓學生思考討論是不是隻有人與人之間才可以交朋友，然後在閲讀中通過安妮的日記向學生説明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓練的基礎上，我再引導學生深入討論幾個與本課有關的話題，展開教師為主導、學生為主體的師生雙邊活動。通過創設真實自然的語言環境，使學生在語言實踐中把語言知識和技能主動轉化為交流能力，變苦學為樂學，從而培養學生大膽用英語進行交際的能力。
三、學法分析
教務於學。傳統教育的弊端是教師“滿堂灌”，只重視怎麼教而忽視怎樣學，結果高分低能的現象十分嚴重。為了改變教師牽着學生鼻子走的被動狀態，我通過創設話題，寓教於樂，引導學生自學、自做、自助、自悟，讓學生學會自己動手，收集信息、處理信息，用所學語言去實踐和解決問題，使學生在運用語言的過程中感悟體驗所學語言的規律，培養語言意識，積累語言經驗，形成語言感覺，達到語言運用的目的。從而使學生真正成為學習的主人。
四、教學過程
新課程改革的核心理念是“一切為了學生的發展”。學生的英語學習不僅僅是掌握幾個單詞和句型，更重要的是學會運用語言來交流思想，辦實事。因此我精心設計了以下教學環節：
（一）激趣導入，務於新知
一節課的良好開始，對於整節課教學的順利進行起着至關重要的作用。在warming up 部分我分四步進行：
1、用問問題的形式導入（屏幕顯示）。同時板書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、做調查：在warming up部分有5個問題，我讓學生獨立完成。然後在屏幕上顯示下列表格。
3、調查結果：顯示各得分情況所對應的調查結果，讓學生自行對照。
grade 1 （5分以下） 直截了當，做事果斷，沒考慮不良後果。
grade 2 （10分以下） 能用更合理的方法處理問題，又不傷朋友之間的感情，但自己的利益有時會受損。
grade 3 （10分以上） 不傷感情，又能保全自己利益。
通過調查問卷的形式，引導學生了解日常生活中朋友之間發生的真實問題以及解決這些問題的方法，最後的問卷調查結果讓學生興趣和熱情倍增，這樣能促使學生很快進入語言學習和探究活動中去，愉快的進入學習狀態。
4、學習三句諺語，使學生明確對待朋友和友誼的態度。
a friend in need is a friend indeed. 患難之交才是真朋友。
real friends are few and far between. 知音難得。
long distance separates no bosom friends. 海內存知己，天涯若比鄰。
（二）創設話題，教學新知
新課程指出，教師不再是居高臨下的管理者，而是學生學習的促進者、組織者、合作者。
1、我佈置pre-reading部分的幾個問題啟發學生對“朋友”和“友誼”進行思考，使學生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友。接着讓學生就問題進行小組討論。然後讓個別學生回答問題。
接着屏幕顯示我補充的問題：
why do you need friends？
what do you think a good friend should be like？
高中英語説課教案模板篇4
《scientists at work》
一、教學背景分析
1. 單元背景分析
隨着科學技術的發展，各種各樣新的發明和發現都層出不窮。生活在這樣一個知識爆炸的年代，學生們更應用心去體會並感受科技和發明創造者給生活帶來的變化，進而能聯想到他們平時所學的學科及知識，並用英語為媒介進行知識的整合與串聯。同時從另一個角度來説，科技進步的同時，我們的社會也產生了各種各樣的矛盾與爭論，因此如何正確的看待或處理這些問題，也成為廣大學生應該瞭解並掌握的知識。
2.學生情況分析
本單元的設計與實施是建立在學生經過高一上半學期新教材學習基礎之上。學生已經逐步的適應了在活動與任務中學習英語以及如何處理語言知識與活動開展的關係。並且，他們也已經形成並培養了一定的小組合作學習及自主學習的能力。
二、教學目標分析
語言技能
聽：在聽懂教師向學生講述實驗中注意事項基礎上，繼續學習並強化捕捉特定信息的能力，以及確定全文主要話題的概括能力。
説：應能在瞭解一定的現代科技發明基礎上，思考並學習如何對一種新的事物進行描述。同時能與他人進行交流，敍述事物的利與弊端。
讀：強化略讀、查讀等閲讀微技能，訓練通過尋找關鍵詞，主題句等方式更快速並準確的確定文章的段落大意，理清文章的總體框架與脈絡。繼續運用已經掌握的基本猜詞技巧猜測部分單詞，並在上下文體驗中感受某些佳句給讀者帶來的深層含義。
寫：學習在對事物進行理性思考的基礎上，運用恰當的句型與詞彙描述對事物正反面的不同觀點，同時更應注重掌握一些必要的過渡詞增加此類寫作的條理性與層次感，並應熟悉議論性作文的基本寫作框架。
情感態度與文化意識
（1）。進一步培養小組合作學習的能力，通過調查、採訪、討論等活動完成任務，取長補短，加強團體協作意識。
（2）。引導學生用英語進行不同學科特點的思考，體會學科之間的聯繫與區別。通過話題啟發學生積極思考，調動學生的學習興趣。
（3）。指導學生用批判的思維去接受新的事物，增強他們的辯論意識與能力。
（4）。意識到科技工作的艱苦以及所必需的個人品質與素質，鼓勵學生在學習過程中的創新精神與實踐能力。
語言知識
詞彙：學習並使用一些與science 和scientists有關的詞彙。
語法：進一步瞭解一詞多義現象與合成詞的構成。
功能：學習如何就某一事物給予別人指導與説明。
話題：掌握有關實驗説明的話題表達以及如何從正反兩方面對某一話題進行分析討論。
學習策略
指導學生運用已學會的抓重點、做記號、摘筆記等方式對所學內容進行整理與歸納，並鼓勵學生增加與教師和同學交流、合作，繼續培養正確的自我評價與相互評價的習慣，從而總結交流學習所得，進一步形成有效的學習方法。並指導學生把英語學習從課堂延伸到課外，發揮已掌握的使用工具書，查找資料、上網等方式增加用英語思維與表達的能力，瞭解實驗對於科學研究的重要性，樹立正確的向上的學習態度，形成具有批判性的看問題習慣。
三、教學內容分析
本單元的中心話題是science and scientists。話題依附於聽力、對話、閲讀與寫作等語言載體中。本單元的話題內容與學生的日常學習有着密切的關係，應該説是以英語為媒體讓學生表達他們對平時理化生等理科課程，特別是相關實驗，所想到及感受到的內容。因此，儘管本單元的話題對學生而言有着一定的難度，但卻有體現出了以學生為中心，貼近學生生活而又富有時代氣息的特點。
warming up設計了四幅與學生的理科課程有關的圖片，學生通過對日常熟悉的相干實驗工具及場地的識別，展開相關學科特點與學習的討論。同時在此基礎上，要求學生們在listening部分能熟悉某些實驗室的規則及注意事項，掌握如何給予別人指導與説明，並能抓住文章的中心話題，捕捉相關細節內容，回答有關的問題。
speaking則是一個極富時代氣息的討論練習。要求學生們能對現在熱門的尖端科技有所瞭解，（練習中提供了諸如maglev train， cloning， nuclear energy， computer 與 space flight等內容）然後能就這些新的科學技術與工具進行理性的辨證的思考，既能感受到它們給我們的生活帶來的巨大利益，同時也能發現其中所存在的不足與弊端，並能通過討論、對話等形式發表自己的觀點與想法。這一部分也應該是本單元寫作內容的一個鋪墊。
reading講述的是科學家 franklin的風箏實驗，從而證明lighting and electricity are the same的故事。學生在理解文章的基礎上，能充分感受到實驗對於科學工作的重要性及科學家是如何獲得事業上的成功的。同時能落實材料中所出現的一些單詞與短語的使用。
language study是在本單元詞彙學習的基礎上，讓學生進一步瞭解並掌握一定的構詞法。主要是兼類詞、一詞多義現象及合成詞的構成。
integrating skills 通過學生對科學家是否應利用動物進行實驗，從而達到發明新產品現象的討論，理性的從正反兩個方面看待這一問題。同時在閲讀、思考與討論的基礎上，寫下一篇闡明自己觀點、立場與看法的短文。
四、教學重點與難點
重點
（1）。能就某一話題進行合理的分析，並從不同的角度去分析問題，展示一個物體的利與弊兩個方面。同時能在討論時學會運用哪些結構與單詞對事物進行評價，諸如“ it’s good / bad / harmful for… / it’s dangerous / expensive / important / unnecessary/ it brings people …/ it can help people…
（2）。掌握如何就某一話題給予別人指示與説明，能熟練運用 don’t do… / don’t forget to… / make sure… / remember that… / do be careful of…等結構進行討論、對話與表演。
（3）。能進一步瞭解一詞多義及合成詞的知識。以便能更好的區別單詞詞義與猜測單詞詞義，利用構詞法知識擴充詞彙量，並能真正做到為閲讀服務。
高中英語説課教案模板篇5
(1)課題：friendship
(2)教材分析與學生分析： 本單元的中心話題是“友誼”，幾乎所有的內容都是圍繞這一中心話題展開的。warming up部分以調查問卷的形式引導學生了解日常生活中朋友之間發生的真實問題以及解決這些問題的方法;pre-reading部分的幾個問題啟發學生對“友誼”和“朋友”進行思考，使學生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友;reading部分anne’s best friend以日記形式講述了猶太女孩安妮的故事;comprehending部分通過連句、多項選擇和問答形式幫助學生對課文內容、細節進行更深入的理解; using about language 部分教學本課重點詞彙和重點語法項目。
(3) 課時安排：the first period: speaking: warming up and pre-reading the second period： reading
the third period: grammar
the forth period：listening
the fifth period: writing
(4)教學目標：
①知識與技能：talk about friends and friendship; practise talking about agreement and disagreement, giving advice and making decisions; use direct speech and indirect speech; learn to write an essay to express and support an opinion.
②過程與方法：本單元在讀前階段就提出問題，讓學生思考是不是隻有人與人之間才能交朋友，然後在閲讀中通過安妮的日記向學生説明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓練的基礎上，可以再引導學生深入討論幾個與本單元話題有關的問題：1.描述朋友; 2. 結交網友;3. 觀點交流;4. 善不善交朋友; 5. 朋友的重要性。
③情感態度與價值觀：學完本單元后要求學生進行自我評價，主要評價自己在本單元中的學習情況。對書中的內容是否感興趣，有哪些收穫，解決了什麼問題。使學生加深對友誼、友情的.理解，以及如何正確交友，處理朋友之間發生的問題等。
(5) 教學重點和難點：
詞彙：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit
短語： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in
重點語法項目： 直接引語和間接引語的互相轉換
難點：understand the real meaning of friends and friendship;
discuss the answers to the questions (reading);
how to teach the ss to master the usage of direct speech and indirect
speech(statement and questions).
(6) 教學策略： discussion, student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation
(7) 教學煤體設計： a projector and a tape recorder.
(8) 教學過程：
period one：speaking (warming up and pre-reading)
aims
talk about friends and friendship.
practise talking about agreement and disagreement.
step i revision
ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. then give some comments.
t: now, let's check up your homework for last class. i'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.
step ii warming up
t: / think most of us have some good friends. do you know why people make friends with one another?
step iii talking(wb p41)
first get the students to listen to what a canadian say about making friends. then ask them to discuss the two questions.
t: now we're going to listen to what leslie clark, a canadian has got to say about making friends. after listening, please talk about the two questions in groups of 4. try to use the following expressions.
1 do you agree with her?
2 what do you think of people from foreign countries?
agreement disagreement
i think so, i don't think so.
i agree.i don't agree
that's course not.
that's exactly my opinion. i'm afraid not.
you're quite right. i don't think you are right.
step iv speaking(b p6)
first, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. ask them to fill in the form prepared before class. show the instructions and decide what kind of friends their classmates are. third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. show the instructions and decide what kind of friends other classmates are. they can share your questionnaire with one or two other groups and try each other's questionnaires.
at last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.
t: friends come in many flavors. there are best friends, school friends, fair-weather friends, forever friends and many more. do you want to know what kind of friends your classmates are? now let's make a survey. first, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.
1. your friend borrowed 100 yuan from you last week and hasn't returned it. you will
a. ask him / her to pay back as soon as possible; or you'll end the friendship.
b. ask him / her to pay back if he / she has.
c. tell him / her not to return it.
2. your friend said your bad words behind you. you will
a. ask him / her to say sorry to you , or you'll stop your friendship.
b. excuse him / her and forget it.
c. ask others to tell him / her that he/she is wrong.
3. you promised to meet your friend at five o'clock but your parents ask you to do homework at home. you will
a. tell him your parents ask you to do homework at home.
b. tell him / her a lie that you are ill.
c. say sorry to him / her and plan to meet him / her another time.
4. you borrowed a bike from your friend, but you had it stolen. you will
a. buy a new one which is the same as his / hers.
b. just tell him / her you had it stolen.
c. say sorry to him/her and buy him/her an old one
after they finish choosing the answers, show the scoring sheet on the screen.
instructions:
2-5 a fair-weather friend
only like them when they are happy and popular. if they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. you don't help your friends when they have problems. you are always thinking about yourself.
you should care more about your friends. if you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.
6-11 a school friend
you see each other in school. you just study and play with them together in school. you may not know everything about each other. you take things smoothly. you seldom hurt your friends with your benefit considered. you'd better add more affection to your friends. friendship is about feelings and we must give as much as we take.
12-17 a best friend
you do everything together with your friends: study, read, watch tv, surf the internet, play sports and listen to music. if either one has a problem, the other is there to help. you know your friends very well. you understand and yield to each other. you help with each other and improve together. you have a lot of common benefit. your friendship is good to both of you. you are mutually beneficial.
18-21 forever friend
you will always listen to your friends and try to help them, even if you disagree or if you are having a problem. whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. you devote yourself to your best friends. you are willing to lose what you have, even your life.
課後反思：本課教學設計容量和密度較大，但難度適中，大部分學生都能接受。體現全面照顧大部分學生的教學理念。注意培養學生開口説英語的的信心。
高中英語説課教案模板篇6
1. ability goals 能力目標
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 學能目標
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.
教學重難點
教學重點和難點
teaching important points 教學重點
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 教學難點
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.
教學過程
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.
課後習題
課後作業
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.
高中英語説課教案模板篇7
good afternoon, everyone. it’s my great pleasure to be here sharing my lesson with you. the content is senior high english module 1 unit 2 modern heroes. i’ll be ready to begin this lesson from six parts, that is, analysis of the teaching material, analysis of the students, teaching aims, teaching important and difficult points, teaching methods and teaching procedures. first of all, let me talk about the teaching material.
part 1 analysis of the teaching material:
unit 2 is about different heroes, in which most students are interested. by studying this unit, we’ll enable the students to know how to be a hero and develop their interest in heroes. lesson 1 plays an important part in the english teaching in this unit. if the students can learn it well, it will be helpful to make the students learn the rest of this unit. this lesson is about a national hero——yang liwei who is famous for the first astronaut of china, which, i think, the students are familiar with. there are many new words and expressions related to space flight appearing in the reading material, too.
part 2 analysis of the students:
aged 15-16 years, the students in senior1 think actively, respond swiftly and have the courage to express their thoughts and ideas. just entering high school and lacking in the ability of active learning, however, they haven’t formed a good habit of learning english. when it comes toreading, they haven’t master how to use extensive and intensive reading skills and the abilities of summary and induction as well. in a word, students haven’t mastered the reading strategies. on the other hand, after a certain time of training, they’ve mastered some reading skills, such as group work, using the culture and background knowledge etc.
part 3 teaching aims:
according to the new standard curriculum and the syllabus (新課程標準和教學大綱), after studying the teaching material and analyzing the rule of children’s growing of mind, i think the teaching aims are the followings:
knowledge goals:
●to learn some words and expressions related to space flight appearing in the reading material.
ability goals:
●to improve students’ basic ability of listening, speaking and reading.
●to practise extensive reading in order to understand the main idea of each paragraph and guess the meaning of new words from the context.
emotional goals:
●to motivate students’ interest in space exploration of china.
●to help student to learn to cooperate with each other.
now, let’s come to the important and the difficult points.
part 4 teaching important and difficult points:
the important and difficult points of this period lie in: to achieve the teaching aims better and make the student respond actively to complete the tasks. but how to? according to the analysis of the teaching material and the students’ learning background, i will use the following methods.
part 5 teaching methods:
in my opinion, the main instructional aims of learning english in the high school is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the english language. so in this lesson i’ll mainly use the “communicative approach” to mobilize the enthusiasm of the students to actively participate in class activities and fulfill the tasks of teaching through teacher-student interaction and group discussion.
at the same time, i’ll also use “task-based approach” in my teaching, which offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome. i’ll make use of the modern electricity teaching equipment and all kinds of teaching means, which can develop the ss creativity in learning english.
part 6 teaching procedures
step 1 lead-in.
show the students a piece of video: the launch of shenzhou v
then ask the students the following questions:
do you know who was in the spaceship?(show the picture of yang liwei)
what do you know about him? (show the profile of yang liwei )
how do you feel about him?
how did you feel about china’s first manned space flight?
purpose of my design: this activity can stimulate the interest of students, which naturally leads to the topic of this period.
step 2 fast readingask the students to skim the passage to complete the task. ( show the students the exercise on the screen)
task 1: divide the class into two groups: boys and girls. ask them to read the article quickly and the boys circle all the words related to a spaceship’s movement while the girls circle all the words related to yang liwei’s movement in the spaceship.
then ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.
purpose of my design: enable students to understand the given material better using a useful reading skills. dividing the class into two groups--boys and girls, will create a competition between the boys and girls, which, of cause , makes the studens more actively participate in the class activities.
step 3 detailed reading
task 2: the students have got some basic understanding of the passage after task time show the boy students five questions to answer, requiring them to conduct a second reading and get a further understanding of the passage . at the same time ask the girl students to find out the headings of the paragraphs and match them together.
boys:
1. how did yang liwei feel during the flight? how did he feel afterwards?
2. what did yang liwei do during the shenzhou v’s seventh circle of the earth?
3. how many circles did the spaceship complete while yang liwei was sleeping?
4. what were helicopters doing as yang liwei returned to the earth’s atmosphere?
5. what did yang liwei do when he came out of the spaceship?
girls:
para.1 introduction
para.2 an exciting lift-off
para.3 during the flight
para.4 international good wishes
para.5 astronaut lands safely
para.6 welcome home
then ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.
purpose of my design: the task makes students more familiar with the passage, train their reading speed and reading strategies and develop the students’ capacity of induction.
step 4 post reading
(show some sentences with pictures to students, then ask them to guess the meaning of some words or phrases. )
task 3: ask the students to guess the meanings of some words and phrases together with some pictures. then ask the students to complete the following exercise shown on the screen, using some words and expressions in this passage.
china’s first spaceship at 9 a.m.,october 15,2003. the first chinese ,yang liwei said, “when the spaceship was , i could really feel the high . when the spaceship from the rocket, i suddenly got a feeling of the sky.” during the 21-hour space , the spaceship the earth 14 times. when the space was the earth for the seventh time, yang liwei showed the
of china and the un, the wishes of chinese to space peacefully. yang landed . the spaceship was red when it came into the earth’s . the ship was shaking when it let out its . at the same time were ready to save yang. yang climbed out of the spaceship, smiled and to the crowds waiting for him.
purpose of my design: present some key words and phrases appearing in the passage, and fill in the blanks to increase the students’ ability of language use. then ask the students to report the answers one by one. this task can test the students’ learning effects.
step 5 free discussion
task 4: ask the students to work in pairs. imagine one is yang liwei and the other is a reporter from cctv. make up an interview between them.
example:
reporter: when did the spaceship lift off?
yang: it lifted off at 9 a.m. on october 15th, 2003.
r: what did you eat in space?
y:…...
purpose of my design: most students can take their parts in the activities, especially for the ss who have trouble in english study. in the group activities, they can speak a little english. without doubt, this will encourage them to speak english. in fact, it is a kind of demand of human being. “task-based” method is used here to develop the students’ ability of communication and also their ability of co-operation will be well trained.。
step 6: homework.
do you think of yang liwei? please write 5 or 6 sentences.
2. read the article space heroes on page 32
purpose of my design: i think homework is so important that the students should practise english as much as they can in class or after class. it is necessary for the students to do some exercises after class to master the knowledge they learned, which is an extension of the previous lesson.
