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1、高中人教版英语教案【篇一：人教版高中英语教学设计】人教版高中英语教学设计人教版高中英语教学设计人教版高中英语必修人教版高中英语必修 5 unit 2 the united kingdom5 unit 2 the united kingdom一一 教学内容分析：教学内容分析：人教版新课标高中英语必修人教版新课标高中英语必修 5 5 第二单元第二单元(the united kingdom)(the united kingdom)using language sightseeing in londonusing language sightseeing in london 让学生了解英国首都伦敦让学
2、生了解英国首都伦敦的名胜古迹的名胜古迹(big(bigben;stpaulscathedral;westminsterabbey;greenwich;highgateben;stpaulscathedral;westminsterabbey;greenwich;highgatecemetery)cemetery)二、教学目标二、教学目标(teaching goals)(teaching goals)1.1.目标语言（目标语言（target languagetarget language）a.a.重点词汇和短语重点词汇和短语 sightseeing,available,delight,tower
3、,royal,uniform,splendid,sightseeing,available,delight,tower,royal,uniform,splendid,statue,communism,thrillstatue,communism,thrill b.b.重点句式重点句式 worried about the time available,zhang pingyu had.p14 worried about the time available,zhang pingyu had.p14 what interested her most was the longitude line.p
4、14 what interested her most was the longitude line.p14 it seemed strange that the man who had developed it seemed strange that the man who had developedcommunism should have lived and died in london.p14communism should have lived and died in london.p14 but she was thrilled by.p14 but she was thrille
5、d by.p14 2.2.能力目标（能力目标（ability goalsability goals）improve the reading ability of the students and enable the improve the reading ability of the students and enable thestudents to plan a tour around certain places.students to plan a tour around certain places.3.3.学能目标学能目标 learning ability goalslearni
6、ng ability goals help the students know more about the historical sites in help the students know more about the historical sites inlondon.london.三、教学重难点（三、教学重难点（teaching important difficult pointsteaching important difficult points）help the students identify different kinds of tour and talk about h
7、elp the students identify different kinds of tour and talk aboutthe most interesting place for the tour and master the keythe most interesting place for the tour and master the keywords and expressions in the passage.words and expressions in the passage.四、教学方法（四、教学方法（teaching methodsteaching methods
8、）1 1、任务型教学法（、任务型教学法（task-based teaching methodtask-based teaching method）。读之前，教）。读之前，教师设定阅读任务，学生在阅读过程中思考，分析，讨论，最终解决师设定阅读任务，学生在阅读过程中思考，分析，讨论，最终解决问题。最后通过任务的完成而实现对所学知识的意义建构。问题。最后通过任务的完成而实现对所学知识的意义建构。2 2、交际法教学、交际法教学:让学生在完成任务的活动中提高听说能力让学生在完成任务的活动中提高听说能力 3 3、多媒体辅助教学法。把有关英国的文本，图片等信息融合在课件、多媒体辅助教学法。把有关英国的文本，
9、图片等信息融合在课件中，发挥学生的多种感官作用，激发学生学习兴趣，提高学习效率。中，发挥学生的多种感官作用，激发学生学习兴趣，提高学习效率。在在 readingreading 部分对部分对 the ukthe uk 有了一定的了解，在此基础上进一步学习有了一定的了解，在此基础上进一步学习关于英国的一些名胜古迹。关于英国的一些名胜古迹。五、教具准备（五、教具准备（teaching aidsteaching aids）a computer and a projector.a computer and a projector.六、教学过程与方式（六、教学过程与方式（teaching procedur
10、es waysteaching procedures ways）step i revision and lead-in step i revision and lead-in talk about london with the students.talk about london with the students.t:london has been a capital city for nearly 1,000 years,and t:london has been a capital city for nearly 1,000 years,andmany of its ancient b
11、uildings still stand.have you found anymany of its ancient buildings still stand.have you found anyinformation about london?information about london?s1:the most famous sites in london are the tower of london,s1:the most famous sites in london are the tower of london,westminster abbey and st.pauls ca
12、thedral.but most visitorswestminster abbey and st.pauls cathedral.but most visitorsalso want to see the house of parliament,buckingham palace,also want to see the house of parliament,buckingham palace,which is the queens london home.which is the queens london home.s2:once,london was a small roman to
13、wn on the north bank of s2:once,london was a small roman town on the north bank ofthe thames,bthe thames,but slowly it grew into one of the worlds majorut slowly it grew into one of the worlds majorcities with more than 7 million people.different areas of londoncities with more than 7 million people
14、.different areas of londonseem to be like different cities.and it also has many big parks,seem to be like different cities.and it also has many big parks,full of trees,flowers and grass.sitting on the grass in thefull of trees,flowers and grass.sitting on the grass in themiddle of hyde park or kensi
15、ngton gardens,you are in themiddle of hyde park or kensington gardens,you are in thecountry,miles away.country,miles away.s3:many people think that london is all gray,but in fact red is s3:many people think that london is all gray,but in fact red islondons favorite color.london is at its best when p
16、eople arelondons favorite color.london is at its best when people arecelebrating.then the flags,the cheering crowds and thecelebrating.then the flags,the cheering crowds and thecarriages and horses all sparkle in the sunshinecarriages and horses all sparkle in the sunshine if its notif its notrainin
17、g,of course!however,it is often foggy.thats why itsraining,of course!however,it is often foggy.thats why itscalled“fog city”.called“fog city”.ask the students to read the passage and do the exercises ask the students to read the passage and do the exercisesafter the passage.after the passage.t:“sigh
18、tseeing in london”is aboutt:“sightseeing in london”is about a chinese girls first visit toa chinese girls first visit tolondon.it tells us how it would feel to visit london for the firstlondon.it tells us how it would feel to visit london for the firsttime.now read and find the answers to the questi
19、ons after thetime.now read and find the answers to the questions after thetext.text.step step reading reading task 1:ask the students to read the text to get the main idea.task 1:ask the students to read the text to get the main idea.t:now please read the text and find the answers to the t:now pleas
20、e read the text and find the answers to thefollowing questions.show the questions on the screen.following questions.show the questions on the screen.1.how did zhang pingyu plan her tour?1.how did zhang pingyu plan her tour?2.what were the buildings mentioned in the text?what were 2.what were the bui
21、ldings mentioned in the text?what werethey famous for?who built them?what happened to them?they famous for?who built them?what happened to them?sample answers:sample answers:1.first,she made a list of the sites she wanted to see.then 1.first,she made a list of the sites she wanted to see.thenshe pla
22、ned her four-day trip.she planed her four-day trip.2.the buildings mentioned in the text were:2.the buildings mentioned in the text were:tower,built by norman invaders of ad 1066,it is a solid,stone,tower,built by norman invaders of ad 1066,it is a solid,stone,square tower which remained standing fo
23、r one thousand years;square tower which remained standing for one thousand years;st pauls cathedral,built after the terrible fire of london in 1666,st pauls cathedral,built after the terrible fire of london in 1666,looked splendid;westminster abbey,contains statues inlooked splendid;westminster abbe
24、y,contains statues inmemory of dead poets and writers;greenwich,the longitudememory of dead poets and writers;greenwich,the longitudeline;big ben;highgate cemetery;windsor castle.line;big ben;highgate cemetery;windsor castle.task 2:ask the students to study the structure of the text task 2:ask the s
25、tudents to study the structure of the text“sightseeing in london”.“sightseeing in london”.1.the tower of london 1.the tower of london2.st pauls cathedral2.st pauls cathedral 3.westminster abbey 3.westminster abbey 4.big ben 4.big ben 5.buckingham palace 5.buckingham palace show the following.show th
26、e following.（说明：教师可以借助图片评说、文化背景介（说明：教师可以借助图片评说、文化背景介绍和生活体验等方法导入，激活学生相关的知识网络，使学生产生绍和生活体验等方法导入，激活学生相关的知识网络，使学生产生阅读欲望。）阅读欲望。）greenwich greenwich the the second second day day the the third third day day the the first first day day 1.high gate cemetery 1.high gate cemetery 2.the library of the 2.the lib
27、rary of the british museum 3.windsor castle british museum 3.windsor castle task 3.ask the students find out the key words and task 3.ask the students find out the key words andexpressions.expressions.(1)delight n.(1)delight n.vt.vt.to ones delight=to the delight of sb.to ones delight=to the delight
28、 of sb.take delight in take delight in with/in delight with/in delight be delighted at/by/with be delighted at/by/with be delighted to do sth.be delighted to do sth.delightful adj.delightful adj.(2)remain vi(2)remain vi linking v linking v remain-remaining(adj)-remains(n)remain-remaining(adj)-remain
29、s(n)after the fire,very little remained of my house.after the fire,very little remained of my house.剩下剩下 much work remained to be done.much work remained to be done.有待以后再做有待以后再做ill remained to see the end of the game.ill remained to see the end of the game.留下留下 in fact,the work remained unfinished.i
30、n fact,the work remained unfinished.仍然是仍然是 the children remained listening.the children remained listening.the indian people remain in deep poverty.the indian people remain in deep poverty.the remains of the ancient temple are worth seeing.n.the remains of the ancient temple are worth seeing.n.残余物残余
31、物（3 3）thrill vt.thrill vt.n.n.be thrilled at/with sth be thrilled at/with sth thrilling adj.thrilling adj.(4)worried about the time available,zhang pingyu had made a(4)worried about the time available,zhang pingyu had made alist of the sites she wanted to see in london.list of the sites she wanted t
32、o see in london.过去分词做原因状过去分词做原因状语语=because she was worried about=because she was worried about (5)it looked splendid when first built.(5)it looked splendid when first built.时间状语从句的省略时间状语从句的省略=（when it was first builtwhen it was first built）(6)it seemed strange that the man who had developed(6)it see
33、med strange that the man who had developedcommunism should have lived and died in london.itcommunism should have lived and died in london.it 作形式主作形式主语，语，thatthat 引导主语从句。引导主语从句。七、七、homework:homework:ask the students to review the words learnt in this unit.ask the students to review the words learnt i
34、n this unit.八、板书设计：八、板书设计：黑板的左边简要写出教学过程，右边写出在处理文章过程中出现的黑板的左边简要写出教学过程，右边写出在处理文章过程中出现的重点词汇，短语。重点词汇，短语。左边：左边：1.how did zhang pingyu plan her tour?1.how did zhang pingyu plan her tour?2.what were the buildings mentioned in the text?what were 2.what were the buildings mentioned in the text?what werethey
35、famous for?who built them?what happened to them?they famous for?who built them?what happened to them?右边：右边：(1)delight n.(1)delight n.vt.vt.to ones delight=to the delight of sb.to ones delight=to the delight of sb.take delight in take delight in with/in delight with/in delight be delighted at/by/with
36、 be delighted at/by/with be delighted to do sth.be delighted to do sth.delightful adj.delightful adj.(2)remain vi(2)remain vi linking v linking v remain-remaining(adj)-remains(n)remain-remaining(adj)-remains(n)after the fire,very little remained of my house.after the fire,very little remained of my
37、house.剩下剩下 much work remained to be done.much work remained to be done.有待以后再做有待以后再做ill remained till remained to see the end of the game.o see the end of the game.留下留下 in fact,the work remained unfinished.in fact,the work remained unfinished.仍然是仍然是 the children remained listening.the children remain
38、ed listening.the indian people remain in deep poverty.the indian people remain in deep poverty.the remains of the ancient temple are worth seeing.n.the remains of the ancient temple are worth seeing.n.残余物残余物（3 3）thrill vt.thrill vt.n.n.be thrilled at/with sth be thrilled at/with sth九、教学反思：九、教学反思：1.1
39、.本堂课对词汇的处理有成功之处。上课时我在每个教学环节根据本堂课对词汇的处理有成功之处。上课时我在每个教学环节根据语境，巧妙设计问题，引起学生对相关词汇的注意，然后通过英英语境，巧妙设计问题，引起学生对相关词汇的注意，然后通过英英释义，或多媒体呈现，并写释义，或多媒体呈现，并写在黑板右边，让学生自然而然地掌握了词汇。例如在黑板右边，让学生自然而然地掌握了词汇。例如 remainremain 我列出一我列出一些例句要学生自己去归纳它的用法，而不是采用传统的讲授式。些例句要学生自己去归纳它的用法，而不是采用传统的讲授式。2 2本堂课学生能跟着教师的步伐，参与教学活动，但是，活动形式本堂课学生能跟着
40、教师的步伐，参与教学活动，但是，活动形式还是有点单一，主要采用了问答式。教师应该不断更新观念，积极还是有点单一，主要采用了问答式。教师应该不断更新观念，积极运用各种手段调动学生合作学习、快乐学习，注重学生的主动发展、运用各种手段调动学生合作学习、快乐学习，注重学生的主动发展、学习兴趣和个性的培养，使学生的积极性得到发挥，只有这样英语学习兴趣和个性的培养，使学生的积极性得到发挥，只有这样英语阅读教学才能更加有效阅读教学才能更加有效【篇二：人教版高中英语教学设计】人教版高中英语必修三人教版高中英语必修三 unit 2 healthy eating unit 2 healthy eating 教学设
41、计教学设计（一）教学内容分析（一）教学内容分析这是一篇介绍这是一篇介绍“饮食习惯饮食习惯”的文章，包括传统饮食习惯的改变日常饮的文章，包括传统饮食习惯的改变日常饮食选择食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。本篇文章生词量较大标题较抽象，各段主题句分布不太明显提。本篇文章生词量较大标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。且大部分学生对饮食与健康的关系（大部分分布在段落中间）。且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重（如人体每天必须摄入的六种基本营养成分
42、的来源、健康饮食的重要性、什么是绿色食品等）了解较少。因此，本文的学习难度较大。要性、什么是绿色食品等）了解较少。因此，本文的学习难度较大。（二）教学目标（二）教学目标 1.1.语言知识目标：语言知识目标：a)a)使学生了解使学生了解 protein,protein,calciumcalcium 等基本营养成分的来源和主要功能，等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。健康的饮食习惯是健康的保证，以及素食主义等信息。b)b)学习掌握有关营养成分与食物的词汇，如：学习掌握有关营养成分与食物的词汇，如：proteinprotein、calciumcalcium
43、、carbohydratecarbohydrate、fibrefibre、mineralmineral、vitaminvitamin、vegetarianvegetarianveganvegan、green food and clean foodgreen food and clean food、eco-food and organic foodeco-food and organic food 等，以等，以及及 keep up with keep up with，the same goes for?the same goes for?以及以及 asas 和和 onlyonly 引导的倒装引导
44、的倒装句的用法。句的用法。2.2.语言技能目标：语言技能目标：a)a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。者的写作意图。b)b)使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。的含义。c)c)使学生能够运用所学知识，用英语为自己所熟悉的一个使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份人设计一份“health
45、y diet”“healthy diet”，并阐明设计的依据。，并阐明设计的依据。3.3.情感态度与文化意识目标：情感态度与文化意识目标：a a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。b b）使学生懂得：健康是做好一切事情的根本。要想有强健的体魄，）使学生懂得：健康是做好一切事情的根本。要想有强健的体魄，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，每天一定量的体育活动和体力劳动。青少年必须有健康的身体，长每天一定量的体育活动和体力劳动。青少
46、年必须有健康的身体，长大以后才能成为一位具有现代科学文化，适合时代要求的合格劳动大以后才能成为一位具有现代科学文化，适合时代要求的合格劳动者。者。c c）使学生学会关心他人，体贴他人，并养成较强的合作意识。）使学生学会关心他人，体贴他人，并养成较强的合作意识。d d）让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的）让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的了解，弘扬中华民族饮食文化的精髓了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。培养爱国主义精神。（三）教学重点和难点：（三）教学重点和难点：1 1重点重点 1 1）让学生认识到饮食对健康的重要影响。）让学生认识到
47、饮食对健康的重要影响。2 2）侧重培养学生对文章的整体性结构的把握，突出培养学生以下）侧重培养学生对文章的整体性结构的把握，突出培养学生以下 3 3个方面的能力：个方面的能力：a.a.文章中心把握能力。文章中心把握能力。b.b.根据主题快速捕捉文章重点细节的能力。根据主题快速捕捉文章重点细节的能力。c.c.猜词能力。猜词能力。3 3）重点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入）重点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。2 2难点难点 1)1)如何使学生
48、养成科学的阅读习惯，提高阅读理解能力和语言水平。如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。2)2)如何使学生学会提取、筛选和重组文章中关于健康饮食的信息，如何使学生学会提取、筛选和重组文章中关于健康饮食的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。并灵活运用于语言实践中，达到语言实践能力的扩展与提高。二、教学方法与教材处理二、教学方法与教材处理 1 1任务型语言教学法任务型语言教学法任务型语言教学认为：人们使用语言的过程就是一个完成各种各样任务型语言教学认为：人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习强调通过任务的过程。任务型学习强调通过“做中
49、学做中学”、“学中做学中做”，使学生在，使学生在完成任务的过程中习得语言。本课组织学生四至五人组成一个学习完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组，共同为大家所熟悉的一个人设计一份小组，共同为大家所熟悉的一个人设计一份“healthy diet”,“healthy diet”,并口头并口头阐述设计的理由。该设计基于课文内容，但又不局限于课文的范畴，阐述设计的理由。该设计基于课文内容，但又不局限于课文的范畴，旨在贯彻旨在贯彻“做中学做中学”、“学中做学中做”策略，吸引和组织他们积极参与，并策略，吸引和组织他们积极参与，并通过讨论、交流和合作等方式，在自然、真实的情境中，完成
50、任务，通过讨论、交流和合作等方式，在自然、真实的情境中，完成任务，体会、掌握语言的应用，达到学以致用的目的。体会、掌握语言的应用，达到学以致用的目的。2 2合作学习教学法合作学习教学法合作学习教学法是以小组活动为主体的一种教学活动，一种同伴之合作学习教学法是以小组活动为主体的一种教学活动，一种同伴之间的合作互动活动，。合作学习教学法有利于改善课堂心理气氛、间的合作互动活动，。合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调整学生的语言焦虑感。焦虑是影响外语学习的重要情感因素，外语整学生的语