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1、2023年高中英语微课教案模板（精选多篇） 推荐第1篇：高中英语微课教案with的复合结构 高中英语微课教案 微课名称:With的复合结构 知识点来源:牛津高中英语Module4 Unit2 教学设备:黑板、多媒体辅助（播放将本课所需要的图片、文字等制成的PPT课件） 设计思路: 1.通过对with复合结构的基本构成和句法功能的概括和总结，促使学生能较好掌握其用法并能够灵活运用。 2.通过典型例题的训练，进一步巩固所学知识。 教学背景: With的复合结构是学生学习的重点和难点，也是高考常考知识点，但在学习的过程中，许多学生不能完全掌握其用法并灵活运用。 教学方法:讲授法、启发法、练习法等。
2、教学目的： 1.体验语言的美感，培养学生学习英语的兴趣。 2.通过讲解，帮助学生掌握with复合结构的基本用法及其在具体语境中的应用。3.培养学生分析、概括的能力和应用所学知识解决实际问题的能力。 教学重点:理解with复合结构的句法功能。 教学难点:with复合结构在真实语境中的应用。 教学过程： 一、引入课题 以游戏“猜猜我是谁”的形式引入课题“with的。 二、基本用法 师：它是由介词with+复合结构构成，即with+宾语+宾语补足语。 课件演示：充当with复合结构中的宾语补足语可以是名词，形容词，副词，介词短语，不定式，现在分词，过去分词。 三、句法功能 师：With的复合结构可在
3、句中可用作状语表示伴随，方式，原因，条件等；在少数情况下也可用作定语。 课件演示：结合典型的例句，提供学生with复合结构所使用的具体语境。 四、典型例题 通过两个典型例题的讲解，帮助学生提高运用所学知识解决实际问题的能力。 教学小结： 在本节微课中，本人将根据学生的实际情况出发，通过讲授式、启发式和练习式教学方法调动学生的求知的欲望，结合教学课件帮助学生归纳总结出with的复合结构的基本用法以及句法功能，再结合典型的例题讲解巩固所学的知识。在讲授的过程中努力注重结合具体的语境来培养学生的分析、归纳和运用所学知识解决实际问题的能力。 推荐第2篇：高中英语写作课教案 Book6 Module3
4、Interpersonal relationship Friendship 高中英语写作课教案 Teaching Aims 1.To get the students to appreciating remarks on friendship or friends.2.To enable the students to write a short story about friends or friendships.Teaching Procedures Step 1 Discuion Now, I found 500 pounds in Roys pocket.Did Roy steal t
5、he money from the charity? Someone says yes, someone says no.If Roy did steal the money from the charity, shall I tell the teacher or call the police? If Roy didnt steal the money, what should I do? Discu it in groups of four . Collect answers from students.Draw a conclusion; whether Roy stole the m
6、oney or not, we help him all the same.Because were friends.Friends are the ones we can get help from and we can trust. In this unit, we have talked a lot about friends and friendship, knowing the importance of friends.And what do you think of a friend or friendship? How to keep friendship?List good
7、qualities and bad qualities a friend may have.Suggested answers: Good qualities: outgoing hospitable considerate enthusiastic friendly kind polite honest loyal brave positive optimistic smart intelligent modest generous determined responsible mature Bad qualities: dishonest unfriendly dishonest rude
8、 impolite selfish lazy carele peimistic Brainstorming: Step 2 Writing Describe a problem you had with a friend and give advice on how to keep friends. Suggested expreions: close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to , considerat
9、e, warm hearted, honest, 一些有关友谊的名言警句如： On friends and friendship: A true friend is one soul in two bodies.(-Aristotle) A friend in need is a friend indeed.(-Ray) Be slow in choosing a friend; slower in changing.(-Benjamin Franklin) A friend is a present which you give yourself.(-Robert Louis Stevens
10、on) Fate chooses your relatives, you choose your friends.(-Abbe Jacques Deille) A faithful friend is the medicine of life.(-William Shakespeare) The bird a nest, the spider a web, man friendship.(-William Blake) We choose our friend by instinct, but we keep them by judgment.(-Alfred Capus) Friendshi
11、p is love without his wings.(-George Gordon Byron) True friendship is a plant of slow growth.(-George Washington) Sample: Friendship is one of the most valuable relationship in our lives, it may even last through you whole life.I have a good friend.Sometimes I argue with my friend.For example, once
12、we discued a problem of our homework, as we held different ideas and wanted to persuade each other, we argued a lot.However, after we found the correct answer, the one that was wrong apologized at once.No matter how often we quarreled and what we quarreled for, we are good friends for ever.My favour
13、ite proverb says friend are like stars, you dont always see them, but you know they re always there. Thats true, indeed friends are willing to help you all the time.When you are down ,friends raise you up with their hearts .When you lose your way, friends guide you and pull you to the right way.When
14、 you have sorrow to complain of, friends are always the best ears for you. So please cherish your friends, because everyone of them is unique and precious.Getting along with friends is just like growing plants.We must use patience, trust, and honesty as fertilizer to make friendship stonger.And neve
15、r forget ,plants need sunshine, so do friends.Often give them some warm and you will find your hearts are getting closer. Friendship stands on both sides , so the more you give and the more you will get .Remember, the key is your sincere heart.Step 3 Promotion and Homework 1) Aign another writing ta
16、sk based on the following information: What do you think of a friend or friendship? How to keep friendship? 2） Instruct the students to write and revise by themselves.3) Let the students hand in their final copies.4) Select some good samples to read to the whole cla. Suggested sample: Friendship is
17、the most important things in life.Good friend would like to help you when you met some troubles.Real good friends could put each other in their hearts.Real friendship is like the spring rivers flowing down the mountains, silently.Everybody is looking forward to meeting real friends.How to find real
18、friendship and keep it? I think it is like you planting a big tree.You should choose good seeds and take care of it to make it grow.Almost the same thoughts between each other is on base.Maybe fight also will happen.How to do? To make real friend, you dont be shy to explain your thoughts to the othe
19、r.Try your best to keep friendship forever.It is neceary to tell the truth and respect each other. 教学实施过程： 针对学生这样的实际情况，并受任务型教学法启示“任务型教学理论实际上就是建立在讨论或交流教学思路的基础上的,是交流教学思路的一种发展形态,英语教学要以学生为中心,教师要为学生设计运用语言的环境,通过大量的交流活动总结和掌握语言的规律,并在交流活动中实践,从而达到目的.”我对每模块后的书面表达内容的教学作了调整，这样处理：即把写作课变成讨论和写作并存的活动课，并在活动课中备有相关的多媒体
20、内容或音乐，使学生在真切愉快的情景中搜集写作素材，完成写作内容，最后达到激发学生写作兴趣，提高写作技能并促进其他几种技能的效果。具体教学过程如下： 第一步，确定题目后，教师启发学生思考，回忆写作中所需要的相关词汇，必要时通过多媒体展示相关内容，然后教师在黑板上进行总结或借助多媒体把关键词语呈现给学生.例如外研版教材Book6 Module3 Interpersonal relationship_ Friendship,该模块的写作任务讲述朋友之间所产生的矛盾问题，并提出建议如何保持友谊：Describing a problem you had with a friend and giving
21、advice on how to keep friends教师可先展示一些有关友谊或本班同学相处的图片、幻灯片、音乐等,以激发学生的学习兴趣。然后教师可引导学生说说自己的好朋友，尽可能用到本模块所学过的词汇：close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to, considerate, warmhearted, honest, 等等。 第二步，分组讨论（均匀分配不同程度的学生），要求学生围绕写作话题借助有关词汇，人人
22、动口，积极思维:1.Who is your good friend? 2.How do you become good friends? 3.Have you ever quarreled with each other? 4.Whats the problem? 5.Have you made up? 6.What should you do to keep your friendship? 等, 并让学生各抒己见,提供出不同的词语句型，如1.Ive known him/her for .2.We first met six years ago.I remember meeting him/
23、her for the first time 3.We have much in common.4.I not only.but also.5.I suggest that.6.Why not.? 7.Cant we .? 8.What about.? 9.Friendship is both.and.10.If we., we can.等也可提供一些有关友谊的名言警句如：On friends and friendship: A true friend is one soul in two bodies.(-Aristotle) A friend in need is a friend ind
24、eed.(-Ray) Be slow in choosing a friend; slower in changing.(-Benjamin Franklin) A friend is a present which you give yourself.(-Robert Louis Stevenson) Fate chooses your relatives, you choose your friends.(-Abbe Jacques Deille) A faithful friend is the medicine of life.(-William Shakespeare) The bi
25、rd a nest, the spider a web, man friendship.(-William Blake) We choose our friend by instinct, but we keep them by judgment.(-Alfred Capus) Friendship is love without his wings.(-George Gordon Byron) True friendship is a plant of slow growth.(-George Washington) 同时教师提醒学生在讨论中尽量使用正确的时态、语态并用英语交流。这一步也是学
26、生英文写作收集写作素材的过程。教师可参考与到各个组中，帮助学生解决疑难问题，并根据不同的写作内容和各小组的实际水平适当给他们提供一些新的词汇，同时鼓励那些平时不善于言谈的学生开口交流和帮助基础较差的学生。通过不断的教学实践，我发现：在这种活动或情景之下，学生无拘无束，大胆热烈讨论，加之教师的指导，写作的素材自然获得不少。最后每组选一位代表执笔完成书面表达，并在时间允许内在全班朗读； 第三步，教师进行总结归纳： Friendship is a kind of human relations.It is a human instinct to make friends.When in troubl
27、e, we need friends to offer us help, support and encouragement.With succe achieved, we also need friends to share our joys.Long live friendship! 同时再次强调写作中所需的时态、语态和学生写作过程中容易犯的错误等关键问题。而后要求学生课后完成各自的写作内容并上交作业。 第四步，作文评价是个意义重大的环节，可采用以下评价机制，包括学生自评学生互评教师评价全班反馈范文共赏五个环节。 学生参与情况： 运用这种教学方式，我所教的班级学生普遍反映：这种讨论和写作的
28、方式更适合他们，因为气氛活跃，让人觉得轻松，通过小组的讨论、互相帮助和老师的指引，较容易搜集到写作素材,而且参考小组素材再结合自己的观点，就更容易下手写作了。每个小组都能写出较为优秀的文章，而且，学生完成作业情况非常好，能充分运用课上所讲的相关词汇和表达方式，有些同学的文章写得相当好，可以作为范文展示学习。总而言之，这种写作教学法既激发了学生的写作兴趣，又提高了他们的口语表达能力，同时还培养了他们的群体合作精神，而且也达到了师生互动交流。 推荐第3篇：高中英语写作课教案 Task based writingHow to describe a person I.Teaching objectiv
29、es: Students will be able to: 1.Learn how to write a short paage of a great man.2.Get some useful adjectives for describing a person 3.Develop students awarene of waring 4.Get some information about how to write a basic writing.5.Develop students writing ability.II.Writing strategies: 1.Learning Boo
30、k1 Unit 5 Nelson Mandela- a modern hero to get some useful adjectives to describe a person 2.Knowing how to write a basic writing 3.Brainstorm about the topic 4.Finish the writing in group III.Teaching aids: multi-media equipments (computer, slides, PPT，etc.) IV.Homework: writing another paage V.Tea
31、ching procedures Lead in Step 1: T.let students think about how to describe a person.Such as Mary is a nice girl. Jim is an outgoing boy. Brainstorming how to describe a person and get vocabulary input.Writing strategy: Get some useful adjective to describe a person and get vocabulary input.Pre-writ
32、ing Step 2 T presents a short paage about a famous singer to students and asks them to gue that who he is. Showing students a sample about how to describe a person Find out: 1.Who is he? 2.Find out some useful words, expreion and sentence patterns in the paage 3.If you want to write a composition ab
33、out a person, how will you write it? While-writing Step 3 1.Give students a writing topic in the form of a chat and this writing topic is about Nelson Mandela. 2.Tell students that the paage must be written with five sentences.3.Give students time to get key information Step 4: Ss try to translate t
34、he information they get into five English sentences Sentence Main information 1 When was Mandela born and his hobbies. 2 Mandelas experience when he was a lawyer 3-4 What did he do for poor black man in South Africa 5 His famous saying and dream. Post-writing Step 5 Group work: Discuion 1.Ss check t
35、he translation for their partners and discu how to correct their mistakes 2.Thinking: Great people are also famous people, but famous people may not be great people.So what should a great people be? 3.What can we learn from a great person.VI.Sample and Summary Step 6 Show Ss a poible version for the
36、 writing and ask them to find out some useful words, expreions and sentence patterns Step 7 Sum up: How can you do a task based writing 1.Examining the writing topic and ensure the person, tense and writing style of it. 2.Make out an outline which can be translated into five English sentences 3.Tran
37、slate the information you get into five English sentences 4.Check your composition and discu it with you partner 5.Correct your mistakes if available VII.Step 8: Homework (after cla) Write an article in the form of task based writing which is about an armle pianist-Liu Wei（刘伟） 推荐第4篇：高中英语阅读课教案 高中英语阅读
38、课教案： LESSON PLAN Time of Leon: 45 minutes Students: Senior Grade One Teaching Material: How Did Postage Stamps Come Into Use Teaching Objectives: 1.To train Ss reading ability(such as gueing the meaning of new words in the context, the speed of reading.) 2.To train Ss reading comprehension(To get me
39、ages from what they read.) Teaching Points: 1.Ss get used to three reading skills.2.Ss understand the given paage.Properties: Stamps, letters, postcards, work sheets, OHP Teaching Method: Communicative Approach Leon Type: Reading New Words and A Phrase: postage, put forward, proposal, seal, deliver,
40、 system, postal Procedures: Step 1.Warm-up(6) 1.Lead-in Show some stamps, letters and postcards and have free talk to arouse students motivation.2.Dealing with some new words Q: Do you know the postage of a letter? Explain postage, and write postage on the Bb.postage: payment for the carrying of let
41、ters A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.Q: What do the postmen do with the letters? A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addreed people.Explain deliver, and write deliver on the Bb. de
42、liver: take letters or goods to the addreed people.Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.Explain put forward and proposal, and write them on the Bb.put forward: put an idea before people for thinking over proposal: sth.proposed, plan or idea,
43、suggestion Again: Who put forward the proposal to use stamps? Step 2.Skimming(430) 1.Instructions T: Now I give you a paage to read, and for the first time you should only find the answer to the question.You have only two and a half minutes to read.So dont read word for word.Read quickly.Just try to
44、 find the answer.2.Handing out the reading material and reading 3.Checking Q: Who put forward the proposal to use stamps.A: Rowland Hill, a schoolmaster in England. Step 3.Scanning(6) 1.Instructions T: This time I give you three minutes to read the paage.When you are reading, find the answers to the
45、 two questions. Use OHP to project the questions: 1.Why was the postage high in the early nineteenth century when people did not use stamps? 2.When was postage stamps first put to use? 2.Reading 3.Checking 1) Pair work 2) Cla checking Ans.to Que.1.Because the post offices had to send many people to
46、collect the postage. Ans.to Que.2.On May 6, 1840. Step 4.Full reading(21) 1.Instructions T: Now I give you ten minutes to read the paage for the third time and you should read it carefully.Before reading, lets go over the questions on the work sheet. Give Work Sheet 1 to the Ss.Explain the new words
47、 in Que.4. prevent: stop, not let sb.do sth.reuse: use again T: Try to find the answers to the questions.But dont write the answers down, you can put a sign or underline the sentences concerning the questions.2.Reading 3.Checking 1) Group work: Checking the answers in a group of four Ss.2) Cla work: Checking the answers in cla. Poible Answers: 1.Why were people unhappy to pay postage for letters in the early nineteenth century? Because they had to pay postage when they received letters, especi