高中英语教案模板范文5篇.docx

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1、高中英语教案模板范文5篇编写教案的繁简，一般是有经验的教师写得简略些，而 新教师写得详尽些。原定教案，在上课进程中可根据具体状 况做适当的必要的调整，课后随时记录教学效果，进行简要 的自我分析，有助于积累教学经验，不断提高教学质量。以 下是我带来的高中英语教案模板范文内容，感谢您的阅读, 希望能援助到您！高中英语教案模板范文2高中英语教案模板范文3高中 英语教案模板范文4高中英语教案模板范文5、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

2、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Hi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To focus on oral practice - Speaking.The students are to use the expressions of apologies and possible answers freely through some situations.They are enabled to solve some simulating problems about good manners

3、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 teacher carelessly knocks down a student/s booksl on the table.The teacher blames so

4、me student wrongly for not .I1. T: I/m 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抱歉用语和回答方式。2. T: What do you think of me since I made an apology for what I did?What if I didn/t 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

5、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.37IRole-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

6、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 neighbor talks about their good or bad relationship between each other and te

7、lls 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 mittee 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？II. Discussion P.116Conclusion:Differe

8、nt 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:To get to know the western table manners.To learn some useful expressions about t

9、able manners.To pare 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;以小组谈论的形式重温文明礼仪 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。高中英语教案模板范文5篇活中看似虽小但能

10、触及心灵的情景及行为，如抱歉、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。让学生学会抱 歉，学会讲礼貌。这部分的目的是，引

11、出中心话题Good manners,援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，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?当然是抱歉。这个听力练习要求学生通过听学会对发 生了这种事情后的抱歉表达和更高姿态的回响，使抱歉者释 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. I

12、t wasan 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景中口头表达能力和丰富 他们有关抱歉的语汇，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：l)At a dinner party, 2)Greeting your teacher, 3)Receiving your birthday present, 4)Paying a visit to a friends house,

13、以小组活动的形 式谈论并写下在中国文化中以上情景有礼有节的一些规则, 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 之邦的认识，而且激活学生的思维，自然过度到下一步的 Reading一西方文化、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，充盈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

14、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、开放性的一道 问题：中国的餐桌礼仪也在变化吗?举例说说。可以小组谈 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

15、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：对老师的援助、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援助心存感谢，无疑是 一种美德，一种素养。学习建议 (Tips)部分提供了一些

16、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，援助学生自评。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-readingT

17、he Fifth Period: Language StudyThe Sixth Period： Integrating Skills.分课时教学打算The First PeriodGOALS:To focus on talking 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 a

18、ctivities in class.TEACHING PROCEDURES:1 . 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。L以旧带新，先入为主，根据学生自己的体验和理解， 列举Good manners的事例。2 .知错并向人抱歉是Good manners的行为之一。引入 抱歉用语，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抱歉场面作 准备）3 .作为一个有礼貌的人，对他人的恳切抱歉怎么反映？ 说些什么让抱歉者心里释然?（为下一步的听力做个铺垫）4 .你上次向人抱歉

19、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 good manners in your opinions? For example,Is it good manners to take your classmate/s bicycle without telling him?Of course its （ not） good manners to do./ that.Group work: Make a

20、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 if we dosomething wrong?Making an apology? And how to express your apologies? What expressions do you use to apologize?(Excuse me/ Km sorry./ I am terribly sorry/ Please forgive me.

21、)3. Look at the four pictures in the text, plete the dialogues with proper words according to the situations given.4. 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 home

22、work, but your teacher is talking with one of her colleague. You interrupt them.Situation tw You are late for the school 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 thr

23、ee: When you are walking in the streets, you step onto someones toes and this person is a bit angry. He reminds you to 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 prob

24、ably after you do something wrong, others will still have a good impression of you. On the other hand, your proper response 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 s

25、ee it on the floor. ( It/s OK. I have another pen.)2) Im sorry, Mr. Tan, I didn/t plete my homework. I was not feeling 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

26、wrong? Please describe the situation last time when you made an apology to others.What did you say to express your apologies? What was theothers response?Did he / she accept your apology? Do you think him a person with good manners?Why (not)?II. ListeningListening in SB.遵循step by step的原则，分听前(Pre-lis

27、tening)、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 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 plete the six sentences.Post-listening questions:Has anything similar happened to you? What was the situation? How did you deal with it?Do you think youre a person with good manners? In what ways?1. Listening in WB. P.115Listen to the tape and finish the exercises in it.The Second PeriodGOALS: