《高中英语教案万能模板.pdf》由会员分享，可在线阅读，更多相关《高中英语教案万能模板.pdf（33页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、高中英语教案万能模板高中英语教案万能模板学习习惯属于非智力的范畴，但它对学生学习却起到事半功倍的效果。故此，英语教师应从早读入手，培养学生的朗读能力;强化英语书写规范的训练，为高考书面表达的书写打下良好的基础。高中英语教案 1文件high1 unit18.doc标题 Unit 18 The necklace章节 第十八单元关键词内容单元重点.语言要点accept,invitation,after all,continue,call on,day and night,pay back,at the most,worth,not。any more.日常交际用语1.Where have you be
2、en all these days?2.What happened?3.We did have a good time.4.Excuse me.Ive lost a case I wonder if its been found.5.Can you describe the case?6.Where did you last have it?7.We asked everyone there if they had found。,but withoutluck.8.We couldnt find it;it was lost.语法疑问句的直接引语和间接引语e.g.1.He asked if s
3、he was Pleased.2.She asked him how many People were going to the ball.背景知识介绍1.作者Guy de Maupassant(莫泊桑 18501893)was a wellknownFrench novelist and short story writer.在少年时他就对文学表现出了浓厚的兴趣，很小的时候开始写作，在 30 多岁成为著明的小说家，他的大部分作品讲的是人们的日常生活。1871 年开始，他在政府部门就职，这期间他熟悉了政府职员的生活。这段经历帮助他创造出了他的短篇小说“项链”。他的作品简洁明了，讽刺运用得恰到好
4、处。莫泊桑晚年承受疾病围绕，1893 年病逝于巴黎。2.有关这部戏的介绍“项链”这篇课文是一个独幕剧，它包括三个人物：MathildeLoisel,a yang woman;Pierre Loisel,Mathildes husband,a government worker;Jeanne,Mathildes good friend.课文难点分析1.Scene1 A park in Paris。walks towards her.这部分用斜体表示，或象下文一样置于括号中，叫做舞台指导说明(stage directions)一般使用现在时态。戏剧一般首先介绍故事发生的时间(time)、地点(pl
5、ace)和剧中人物(characters)。在这一段中有了具体介绍。2.。but I dont think I know you.我好象并不认识你。I dont think I should do that.我认为我不该做那件事。I dont believe she will come.我上信她不会来。“think,believe”这两个词的否定式在主句中表示，而宾语从句中的动词用肯定式。3.In fact you do.事实上你认识我。=In fact,you know me.为了避免和前面重复，所以用助动词代替。e.g.We all love singing,but he doesnt.我
6、们都喜欢唱歌，但他不喜欢。Class 2 went to a picnic,but Class 1 didnt.2 班去野餐了，但 1 班没去。4.recognize vt.认识，辨认e.g.She was so changed that I hardly recognized her.她变得我几乎认不出来了。Harry recognized me in the crowd.亨利在人群中认出了我。5.Where have you been all these years?这些年你上哪儿去了?e.g.The teacher asked Jane,“You didnt come to school
7、,lastweek,where have you been?”老师问 Jane，“你上星期没来学校，去哪儿了?”6.Thats because of hard work.那是因为劳累。e.g.He couldnt go further.Thats because of his woundedleg.他不能再往前走了，因为他的腿受了伤。He cried because of the pain in his arm=He cried becausehe had a pain in his arm.他因为胳膊疼而哭了。because of后面跟名词在句中作状语与 because加句子引导的状语从句意
8、义相同。7.Have times been hard for you?这些年境况不太好吧!times 这个词我们以前见过：(morden times)表示目前或某种特殊时期的生活情况或环境，可译作“日子”、“境况”、“时代”。e.g.He didnt complain of hard times,but kept on workinghard.他没有抱怨时势艰难，相反的是一直努力工作。Students thought times are terrible in July.学生们认为 7月是一段难熬的日子。8.But what happened?发生什么事了?happen take place.
9、没有被动式。e.g.I remembered the whole things as if it happenedyesterday.我记得整个事情，就好象是昨天发生的。Why didnt the boss come yesterday?为什么老板昨天没来?An accident happened to him.他出事了。9.Do you remember one afternoon ten years agowhen Icame to your house and borrowed anecklace of yours.10 年前的一个下午，我到你家借过一条项链，你还记得吗?Ten year
10、 ago 和由 when 引导的定语从句一起修饰afternoon.e.g.Cart still remembers one afternoon in his first yearwhen the professor took the students the Chemistry lab.卡尔仍然记得一年级时教授带学生到化学实验室去的那个下午的情景。There are thousands of starts in the sky that are like oursun.天空中有成千上万颗像太阳一样的恒星。10.Ive written to accept the invitation.我已经写
11、信表示接受邀请了。e.g.I received a note,but didnt accept it.我收到了一张支票，但没接受。Jack received my letter,and accepted my advice.Jack 收到了我的信并且接受了我的建议。give sb.An invitation 给 sb 发邀请(invite sb.to。)refuse sbs invitation.拒绝 sb 的邀请。11.I havent got an evening dress for the ball!我没有参加晚会的礼服啊!12.But,just this once.After all,
12、this ball is very important.不过就这么一次，要知道，这次舞会很重要啊!after all“毕竟，终究，到底”。用来说服或提醒对方，引出对方似乎忘记了的某个重要的论点或理由。e.g.Theymet with difficulties,but I hear that theyresucceeded after all.他们遇到了困难，但我听说他们终究是成功了。She said she would not go to the ball,but she went thereafter all.她说不去参加舞会，但最后还是去了。13.I have no jewellery t
13、o wear.我没有首饰戴。dress和 wear 的区别：e.g.She always dresses in green.她总是穿着绿色的衣服。Dress at once!立刻穿上衣服。The mo ther dresses the baby everyday.妈妈每天给小宝宝穿衣服。而 wear 的宾语只能是鞋帽等物品，表示一种状态。Hes wearing a new coat today.他今天穿了一件新大衣。但不能说：Wear your clothes at once.14.Cant you just wear a flower instead?难道不能就戴一朵花吗?这是一个否定疑问句
14、，表示吃惊，可能含有批评或责备的意思。e.g.Hasnt Albert telephoned you?Albert还没有打电话来吗?(说话人认为 Albert本该已经打电话来了，但却没打，因此感到奇怪，并含有批评的口气)Its getting dark.Cant you walk a little faster?天快黑了，你不能走快点吗?(说话人觉得对方走慢了，含有责备的口气)15.She married a man with a lot of money.她嫁了一个很有钱的人。marry sb.娶了某人/嫁给某人。get married 结了婚。be/get married to sb.与某
15、人结婚，不能用 with.e.g.Is Jack married?Jack 结婚了吗?He got married last year.他去年结婚了。He has been married to Mary for 3years.他和 Mary 结婚3 年了。Alice married a Frenchman.Alice 和一个法国人结婚了。16.So I called on you。So 是连词，用来承上启下，表示话语的逻辑性。“我想起你嫁了一个有钱人，所以就去看望你。”。call on/upon sb.visit sb.到家看望。e.g.Its to years since I last c
16、alled on my former teacher.我最近的一次拜望老师已经是 10 年前了。Call at sbs house.到家看望。“Ill call at your house tomorrow morning.Are you free?“Yes.Youre welcome.”“明天我想到家去看望你，你有空吗?”“好的，欢迎”。17.You tried it on and it looked wonderful on you.你把项链戴上试了试，戴在你身上真是太好看了。e.g.Never buy shoes without trying them on first.鞋子要先试再买。
17、The tailor asked the girl to try on the new dress.裁缝要那个小孩试一下新衣服。try on:试穿，试戴。18.Perhaps in those days I was.也许那时候我是(个漂亮的姑娘)。这是承上启下的句子，后面的表语可以省略，以避免重复，在口语中常见。e.g.She said it was a valuable necklace.It really was.她说那是一条很贵重的项链，的确很贵重。“Are they in the park?”“I think they are.”“他们在公园里吗?”“我想是的”。19.Pierre a
18、nd I did have a very good time at the ball.我和波尔在舞会上的确玩的很痛快。句中的 did 是助动词，在肯定句中用来强调它后面的动词。e.g.Do come here next Sunday.下星期日一定来啊!I did agree with you.我完全赞同你。She does keep her promise.她确实一贯遵守诺言。20.But that was the last moment of happiness in our lives.但那是我们一生中最后的幸福时刻了。21.On our way home。that the necklac
19、e was not aroundmy neck any more!那天晚上在回家的路上，我低头一看，发现项链不再挂在我的脖子上了。not。any mere.不再。e.g.Dont make the same mistake any more.不要再犯同样的错误了。She doesnt live here any more.她不再住在这儿了。22.It was exactly like your necklace,but it was a different one.那条项链的确和你的一模一样，但却是另外的一条。句中的 One 用来指代前在的名词(necklace)。复数用 ones.e.g.T
20、here are two books.The one on the shelf is mine.这有 2 本书，书架上那本是我的。There are lots of dresses in the case.You can try on theones you like.箱子里有很多件衣服，你可以试穿所有你喜欢的。23.During the next ten years。to pay back the money wehad borrowed(=In order to returnthe money which we had borrowed,both of us worked along ti
21、me every day in the next tenyears.)在后来的 10 年时间里，为了偿还这笔借款，我们两个不分昼夜地干活。pay back 作“偿还”，“还钱”解。pay back money to sb.payback money for sth.e.g.“Ill pay back the money to you next week.Is itok?”“我下星期还钱给你，行吗?”“Thats ok!”好吧!“Have you paid back the money for the foods?”购买食品的钱还了没有?They paid off all the debts o
22、n time.他们按时把债还清了。Once we have paid off the store,we shall owe money tono one.一旦把商店的钱还清了，我们就不欠任何人的钱了。24.Thats why I come and ask for help.这就是为什么我显得这样苍老。“Why”在这里相当于“the reason why。”即(为什么)。的原因。e.g.He had stolen the necklace.Thats why he was punished.他偷了项链，这说是受到惩罚的原因。25.It wasnt valuable at all.它根本就不值钱。
23、at all“全然”“完全”。常用于否定句中“not。at all”“完全不”，“根本不”。e.g.Shes rather lazy,not at all suitable for the post.她太懒了，根本不适合这个职业。I dont believe her at all.我根本就不相信她。26.It was worth five hundred francs at the most。它最多值500 法郎。be worth+sth.g sth.“值(多少钱)”e.g.This piece of jewelry is worth$500.这件手饰值 500 美元。His suggesti
24、on is worth consideration/considering.他的建议值得考虑。The museum is worth a visit.那个博物馆值得一看。27.He is now at the Lost and Found.他现在失物招领处。间接问句直接引语如果是疑问句，变成间接引语时，有以下共同要求：1.要把疑问语序变成陈述句语序。2.主语的人称，谓语动词的时态以及状语要作相应的变化。3.句末要用句号。直接引语如果是一般疑问句，变成间接引语时，还要用 if/whether 引导。如果在引语中含有“or”，则只能用 whether.e.g.He asked her,“Are y
25、ou pleased?”?He asked her if/whether she was pleased.She asked me,“Have you finished the work?”?She asked me if/where I had finished the work.Mother asked,“Will you stay at home or go with us?”?Mother asked(me)whether I would stay at home or go withthem.直接引语如果是特殊疑问句，变成间接引语时仍和原来的疑问代词。e.g.She asked me
26、,“Where have you been all these years?”?She asked me where I had been all those years.He asked Tom,“What are you looking for?”?He asked Tom what he was looking for.He asked me,“Why didnt you stop her?”?He asked me why I hadnt stopped her.练习请改写这个剧本。高中英语教案 2教学准备教学目标1.通过学生分享自己的旅游经历，用英语进行交流与表达。2.通过略读与找读
27、，使学生获取文章主要信息，练习阅读技巧。3.通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。教学重难点教学重点：利用阅读技巧，获取文章大意及细节教学难点：用英语交流并进行简单实践活动旅游需要准备的物品教学过程I、Warming Up:1.Id like to share my travelling experience with you,andwould you like to share your travelling experience?2.The world has many great rivers.Have you been to theserivers?设计意图：大
28、部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。II.Pre-readingHave you been to the Mekong River?What countries doesthe Mekong River flow through?设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。III.Reading1.SkimmingSkim the pas
29、sage and find the main idea for each paragraphPara 1:DreamPara 2:A stubborn sisterPara 3:Preparation设计意图：略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。2.Scanning1).Read Para 1 and find the key word for the information:Who and WhatWhere and HowWhy and When设计意图：1.寻找 who，what，where，how，why and when等关键信息,让
30、学生把握这类记叙文的阅读要点。2.根据图表复述，练习学生语言整合与连贯的能力。2).Please use at least three adjectives to describe Wang Weiaccording to Para2,and give your reasons.设计意图：研读课文第二段，思考至少 3 个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。3).Read 3 and answer:what can they see along the MekongRiver?Suppose you are a tourist guide,pleas
31、e introduce theMekong River briefly to your audience.设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。IV.Group workImagine that you are preparing for your own trip down theMekong.In your groups of four:choose 5 things that you thinkare the most useful,and give you
32、r reasons why you choose them.设计思路：读后讨论，学生想象去湄公河前必备的 5 件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。V.SummaryWhat have we learned in this class?设计思路：引导学生反思本节课主要内容及重难点。课后习题Homework1.Read the passage as fluently as possible after class.2.Preview Learning about Language.
33、板书板书设计：Unit 3 Travel JournalPart 1 The dream and the plancareless waterfalldetermined entireexcited viewcrazystubborn高中英语教案 3Good morning/afternoon,my dear judges.Im number _.Its my great honor to have this opportunity to talk about myteaching ideas.My presentation consists of the following aspects.
34、Analysis of the teaching materialFirst of all,lets come to the analysis of teaching material.Thislesson is from New Senior English for China Book5 module 3,thereading part.The topic of this unit is about adventures.It isexcerpted from Mark Twainswork“The Adventures ofHuckleberry Finn”.The story is a
35、bout two teenagers who find asteamboat and board on the steamboat.Analysis of the studentsSecondly,students are the subject of our class.After manyyears of English studying,theyve known many words,sentencesand some skills to solve English problems.They not only studythe words and phrases,but also le
36、arn the meaning and theculture.So I would introduce them more knowledge above thepassage to arouse their reading interest.Analysis of the teaching aimsBy the analysis of the New Curriculum Standard in English,teaching material and the students in my class,I set the followingthree teaching aims.The f
37、irst one is knowledge aims:1)Students learn and grasp the following important usefulnew words and expressions:pour down;sail down;climb on to;panic;curious;tie up。2)Learn the language and grasp the meaning in this passage.The second one is ability aims:Throughreading,studentsreading abilityand word-
38、guessing ability will be improved.The last one is Emotional aims:Students will be more interested in the literature and cinemain English and enjoy the famous works.Analysis of the key and difficult pointsAccording to the analysis above,I set the key points anddifficult points as follows.Teaching key
39、 points:Member and master new words and phrases and understandthe passage.Teaching difficult points:Foster students interest of reading passage and improvetheir reading ability.Analysis of teaching and study methodsNow,I would like to talk about the teaching methods andstudying methods.As to the tea
40、ching methods,CommunicativeApproach and Task-based Teaching Method will be adopted inthis lesson.I will lead them to study by themselves,and throughanswering my questions,they will have a good understanding ofthe passage.Analysis of the teaching proceduresNow,lets come to the most important part of
41、this lesson:the analysis of the teaching procedures.This lesson is divided into5 stages,that is,warming up,pre-reading,while-reading,post-reading and summaryhomework.Step 1 warming upIn my warming up stage,after greeting with the students Iwill Introduce Mark Twain and his works,such as The Adventur
42、esof Huckleberry Finn，Running for Governor，The Prince and thePauper.Then tell students today we will learn adventure,apassage from The Adventures of Huckleberry Finn.Mark twain is a famous American writer.Through theintroduction,students will have more interest in reading famousworks.And they will b
43、e curious about the passage and I can moveto the next step smoothly.Step 2 Pre-readingIn pre-reading,I will ask them to have a free talk aboutadventure.Ask them talk about adventure.For example:What isadventure?Would you like to go?Adventure is an exciting trip.Perhaps sometimes you feel bored,you c
44、ould imagine going ona great adventure,such as caving,climbing,sailing and canoeing.Then lead students to predict the passage,ask them to Lookat the picture in the book and discuss the following questions:1.Who are they?2.Where are they?3.What are they doing?4.What is the boy pointing at?In this way
45、,students will be familiar with adventure and lay afoundation for reading the passage.Step 3 While-readingIn this period,there are two activities:global reading anddetailed reading.Firstly,global reading,I would like to givestudents 5minutes to have a global reading to check their ideaswhat they pre
46、dict during the pre-reading.At the same time,theyfind out and circle the difficult words.Fast reading can help students understand the wholepassage quickly and practice their logic thinking.Then I willexplain the difficult words,such as fantasy,identify,and account.For exampleFantasy n.the activity
47、of imaging thingsphrase:live in a fantasy world fantastic adj.identify v recognize sb or sthidentify the criminalidentity n.ID identity cardNext,it should be detailed reading.I will ask them to readthe passage again and do the exercise2 on the book.Number theevents in the order they happen.Then I ch
48、eck the answer.After this reading,students will grasp the whole passage.Inorder to create more chance for students to read,I will askstudents read the passage paragraph by paragraph.Answer thefollowing questions showed on the PPT.Paragraph1.Discover a steamboatWhat was the weather like that night?Wh
49、at did they see and what were they doing then?Paragraph2-5 board the steamboatHow did Huck and Jim get to the sinking steamboat?How did they get on it?Paragraph6-8 in the steamboatWhat did Jim do when they heard someone was going to killanother?Paragraph9-11 leave the steamboatWhat did Huck decide t
50、o do after he heard they would leavethe man on the steamboat?Students will get more detailed information,and moreinterested in this story.Furthermore,they would like to read moreworks of Mark Twain.Step4 Post-readingNow it should be post-reading.In order to make sure thatstudents will master the new