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1、2022最新高中英语动词时态教案5篇2021教学中，备课是一个必不可少、十分重要的环节，备课不充分或者备得不好，会严重影响课堂的气氛和学生的积极性，一堂准备充分的课，会令学生和老师都获益非浅。因此，平时，我紧抓备、教、改、辅、查等教学中的重要环节。以下是小编带来的高中英语动词时态教案内容，感谢您的阅读，希望能帮助到您！高中英语动词时态教案1一.教材解读(Material Interpretation) 通常人们忌讳“只见树木，不见森林”，然而这里我们姑且就一个单元这只林片木来想象一下那片充满神奇的森林。从某种意义上说，这或许正是这套教材的编写者们的用意所在。高一英语新教材的编写依然以单元为单位
2、，但每个单元打破了呆板的块状设计，换之于流畅的线型流程，为课堂教学的灵活组织留下了更大的空间。整个教材体现了Communicative Curriculum的指导思想。每个单元以功能为主题，话题为支撑，结构为平台，任务为载体，意义交流为目的，充分体现了语言运用的基本思路，为任务型课堂教学构建了框架，注重提高学生用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力。本单元的主题是Technology，中心话题为Hi-tech,话题本身具有强烈的时代气息，贴近学生的实际生活，符合学生的认知水平，在学生中有较强的认同感。这一单元的交际功能项目(Functional Item)
3、有两个：1. Describing things2. Expressing agreement & disagreement。结构项目(Structure)为The Present Continuous Passive Voice;主要能力项目为Reading 和Writing，其中一个阅读正篇，两个Language Input, 要求学生学会阅读并在阅读中培养根据上下文或构词法理判断词义的能力，同时学会写信并在信中阐述问题的症结，发表自己的观点。拓展项目为如何运用高科技获取更多英语信息，提升英语学习，并探究科技为人类带来便利的同时可能存在的负面影响以及消除这些影响的解决办法。二 教学
4、目标(Instructional Objectives) 通过教学，学生能描绘一些日常用品(如第一课时的A Guessing Game 和Describing and Drawing)，发现一些问题，发表个人观点，努力解决问题(如第二课时的Problems and Solutions，Role Play和A TV Chitchat Program: Help is on the Way);能学会与他人交流和合作(如第三课时中的Designing and advertising a new model of cell phone for Chinese high school students)
5、;能学会寻找适当渠道解决实际问题(如第四课时中的A Letter of Complaint to the Headmaster);能自己学会学习，在学习中建立输入假设，在实践中验证假设，并最后修正假设(如第四课时的对The Present Continuous Passive Voice的学习);能懂得基本的一些学习策略，并运用这些策略提高在一定的context 中对一些较难词义的推断能力(如第五课时中的Word and Strategy);能运用高科技获取更多英语信息，提升自己的英语学习(如第三课时中的Story Sharing和第六课时的Essay Writing);能探究高科技为人类带来
6、文明和便利的同时可能存在的负面影响以及消除这些影响的解决办法(如第五课时中的Talk about the advantages and disadvantages of cellphones, robots, computers etc.);能在研究性的学习中进行自我反思，培养公民意识、社会责任感和全球观念(如第五课时中的A Probe into the Cause of Teenagers Addiction to Cyber Caf和第六课时中的To Be a Technology-driven Human or not to Be);能在不断的反思中领悟并懂得人类追求高科技的根本目的，倡
7、导人与人之间的友爱和真情(如第六课时中的写给未来控制了人类的巨能电脑Q12 的题为Love is the Everlasting Topic of the World的信)。Unit 9 (SEFC 1A) Notion Technology Topic Hi-tech Functional Items 1. Describe things 2. Expressing agreement & disagreement Structure The Passive Voice (3) The Present Continuous Passive Voice Tasks 1.A Guessi
8、ng Game Describing things and how they work 2. Describing and Drawing Topic Touch 2. Role play Solving problems by giving opinions 3. A TV Chitchat Program Help is on the Way 4. A Project Designing and advertising a new model of cell phone for Chinese high school students 5. An Investigation Teachin
9、g and Living Facilities of the School 6. A Discussion Damage That Is Being Done to the Earth 7. An Interview Voice of Students 8. A Letter of Complaint 9. A Hi-tech Show 10. A Survey A Probe into the Cause of Teenagers Addiction to Cyber Caf 11. A Debate To Be a Technology-driven Human or Not to Be
10、12. A Letter to Q12 Love is the Everlasting Topic of the World 13. An Essay Big Thing Moral Goals 1. Creative Thinking 2. Communication and Cooperation 3. Love and Caring 4. Environmental Protection 5. Social Awareness 6. Global Sense 三.教学设想(Teaching Assumptions) 在整个单元的教学中我们突出以话题为纲，交际功能为主线，兼顾结构，适当拓展
11、。在教学方法上坚持以Communicative Approach为主，辅以其他多种有效教学方法。充分运用任务型教学途径，精心设计各种任务，以任务为载体，搭建意义交流舞台，创设各种情景途径，创建各种情感体验机会。通过教学，进一步发展学生基本语言运用能力，激活学生的英语思维，保持英语的学习热情,使精心设定的Moral Goal 的完成能水到渠成。例如，提高用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力;激发学生对事物深入了解的探究心理，逐步养成研究性学习意识; 通过自主学习和社会调查，和与发展国家在科技方面的比较，了解社会，增强社会责任感(Social Respons
12、ibility)，强化祖国意识(National Awareness)，培养全球观念(Global Sense)。 1.话题拓展 (Extended Topics) 以Technology为主题，由中心话题衍生出六个Sub Topics, 分别是New Uses of Things, Problems and Solutions, Life in a Technological Era, Teaching & Living Facilities of the School, Controversy about Technology 和Attitude towards Technolog
13、y。高中英语动词时态教案2一.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
14、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
15、，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 wasnt really your fault, was it?” , “ Thats 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
16、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 friends 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
17、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
18、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
19、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
20、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 ListeningThe Second Period: SpeakingThe Third Period and Fourth Periods: Pre-reading, Reading and Post-readingThe Fifth Period: Language StudyThe Sixth Period：Integrating Skills三.分课时教学计划The First PeriodGOALS:To focus on tal
21、king 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G
22、ood 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 dont like people with bad manners.Well, what are
23、good manners in your opinions? For example,Is it good manners to take your classmates bicycle without telling him?Of course its ( 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 i
24、f we do something wrong?Making an apology? And how to express your apologies? What expressions do you use to apologize?(Excuse me/ Im 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
25、. 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 sch
26、ool 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 someones toes and this person is a bit angry. He reminds you t
27、o 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 re
28、sponse to an apology also shows you are a person with good manners.Well, whats your response to the following apologies?1) Im sorry, Sam. I stepped on your pen and broke it. I didnt see it on the floor._. ( Its OK. I have another pen.)2) Im sorry, Mr. Tan, I didnt complete my homework. I was not fee
29、ling 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 yo
30、ur apologies? What was the others response?Did he / she accept your apology? Do you think him a person with good manners?Why (not)?II. Listening1. 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
31、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
32、 with it?Do you think youre a person with good manners? In what ways?2. Listening in WB. P.115Listen to the tape and finish the exercises in it.The Second PeriodGOALS:To focus on oral practice - Speaking.The students are to use the expressions of apologies and possible answers freely through some si
33、tuations.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 teach
34、er carelessly knocks down a students booksl on the table.The teacher blames some student wrongly for not l1. T: Im sorry. I didnt mean to . Now I apologize for my S: Oh, thats 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
35、?What if I didnt 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.37lII. 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
36、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 nei
37、ghbor 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 cant 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
38、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.116IV. 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 PeriodsGOALS
39、: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
40、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。高中英语动词时态教案3Good afternoon, everyone. Its my great pleasure to be here sharing my lesson with you. The content is Senior High English Module 1 Unit 2 Modern heroes. Ill be ready to begin this lesson from six parts, that is, analysis of the
41、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 i
42、nterested. By studying this unit, well 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. Thi
43、s lesson is about a national heroYang 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 st
44、udents 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 havent formed a good habit of learning English. When it comes toreading, they havent master how to use ex
45、tensive and intensive reading skills and the abilities of summary and induction as well. In a word, students havent mastered the reading strategies. On the other hand, after a certain time of training, theyve mastered some reading skills, such as group work, using the culture and background knowledg
46、e etc.Part 3 Teaching aims:According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of childrens growing of mind, I think the teaching aims are the followings:Knowledge goals:To learn some words and expressions related to spa
47、ce 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
48、 interest in space exploration of China.To help student to learn to cooperate with each other.Now, lets 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
49、 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 Ill