高中英語(yǔ)老師教案范文四篇

1/1高中英語(yǔ)老師教案范文四篇文化教學(xué)作為英語(yǔ)學(xué)習(xí)的重要組成部分,受到學(xué)者以及英語(yǔ)老師的廣泛重視。在課堂上進(jìn)行與目標(biāo)語(yǔ)內(nèi)容相關(guān)的文化導(dǎo)入有助于同學(xué)全面深刻的了解西方文化,從而他們的交際力量。

高中英語(yǔ)教案1

1.讓同學(xué)了解地球的形成和進(jìn)展

2.讓同學(xué)體會(huì)并把握各種閱讀技能和技巧

3.通過(guò)文章學(xué)習(xí)使同學(xué)熟悉地球?qū)θ祟惖闹匾饬x，增加愛護(hù)地球的意識(shí)。

Keypointsanddifficulties：

1，通過(guò)閱讀了解地球的進(jìn)展歷程

2，把握不同的閱讀技巧，提高閱讀力量

Teachingprocedures：

Step1Lead-in

Letstudentsdoapuzzletheearth

Apuzzle

Itlookslikeaballbutyoucan’tplay,

Itisourhomebutsobig,

Itisroundbutweusuallythinkitisflat.

Itmovesanytimebutnoonefeels.

設(shè)計(jì)說(shuō)明：展現(xiàn)該謎語(yǔ)，并讓同學(xué)齊讀，然后猜出答案--地球。利用齊讀的方式使同學(xué)精神興奮，通過(guò)猜謎語(yǔ)激發(fā)同學(xué)的愛好導(dǎo)入新課。

Step2Pre-reading

A.Letstudentsenjoythebeautyoftheearth.

B.Questions:

1,Howdidtheearthcomeintobeing?

2,InChina,therearesomestoriesaboutthebeginningoflife.

Doyouknow?

設(shè)計(jì)說(shuō)明：通過(guò)圖片讓同學(xué)感受地球，產(chǎn)生喜愛地球家園的體驗(yàn)，同時(shí)讓同學(xué)產(chǎn)生了疑問(wèn)，地球是怎么形成的，順當(dāng)過(guò)渡到下一部分。

Step3Fast-reading

1,Letstudentsreadthetextquicklyandthenanswerthefollowingquestions.

(1)Accordingtothetext,howdidtheuniversebegin?

(2)Whatisthefundamentaltothedevelopmentoflife?

(3)Wheredidlifefirstbegin,onthelandorinthesea?

(4)Whichkindofanimalhasbecomethemostimportantanimalsontheplanettoday?

設(shè)計(jì)說(shuō)明：設(shè)計(jì)幾個(gè)較為簡(jiǎn)潔卻有關(guān)全局的問(wèn)題，讓同學(xué)帶著問(wèn)題快速搜尋所需信息，熬煉同學(xué)快速閱讀的力量。讓同學(xué)快速把握文章的脈絡(luò)，為接下來(lái)的認(rèn)真閱讀活動(dòng)打下基礎(chǔ)。

2,Letthestudentsreadthetextagainandthenfinishthefollowingexercise

Para1a,thedevelopmentoflife

Para2b,theimportantofwater

Para3c,themostimportantanimalsontheplanet

Para4d,theformationoftheEarth

Para5e,the“BigBang”

設(shè)計(jì)說(shuō)明：在上一活動(dòng)的基礎(chǔ)上，通過(guò)此連線題進(jìn)一步考察同學(xué)在規(guī)定時(shí)間內(nèi)把握語(yǔ)篇大意和各段中心大意的力量。

Step4Careful-reading

1,Analyzingreadthetextandfillintheblanks

Howlifebeganontheearth

設(shè)計(jì)說(shuō)明：在同學(xué)對(duì)文章的內(nèi)容已經(jīng)有了比較全面的了解后，用圖表的方式讓同學(xué)重新構(gòu)建文章的主要內(nèi)容。形式簡(jiǎn)潔、明白，便于學(xué)問(wèn)的把握和系統(tǒng)化。

2,Readingandanswerthefollowingquestions.

1.Whywastheearthdifferentfromotherplanets?

2.Whydidtheplantsgrowbeforetheanimalscame?

3.Whyisitwronginfilmsandstoriestoshowdinosaursandpeopletogether?

4.Whatproblemiscausedbyhumanbeings?

Step5Consolidation

Retellhowlifebeganontheearthaccordingtokeywords

高中英語(yǔ)教案2

StepI.Revision

Checkthehomeworkwiththewholeclass.

StepII.Warmingup

Askthestudentstoreadtheinstructionsandmakesuretheyknowwhattodo,andthenhaveadiscussionaboutthetwopictures.

T:Today,beforewebeginourreading,I’dliketoaskyouaquestion,“Whatisthebiggestsoundyouhaveheardinyourlife?”

S1:ThesoundofwindthatblewinawinternightwhenIwasveryyoung.Itsoundedlikeaghostwhowashowling.Iwasveryfrightenedatthattime.

S2:ThebiggestnoisewastheonethatIheardwhenmyneighborwasquarrellingwithhiswife.Perhaps,theybroketheirTVset.

T:That’stooterrible.

S3:Thenoisewhenplanestakeoff.

S4:Thesoundoftrains.

T:Good!Iagreethatallofthemarebigsound.Butdidyouonceheardthesoundthattheheavenfallsandtheearthcracks,inChineseitis天崩地裂?

Ss:No,wehavenochancetohearthat.

T:Ifthereisasoundlikethis,whatisit?

S5:Whensomeonehearssomethingunexpectedandterrible.Forexample,whenoneofhislovedfamiliesdies,hewillfeelthissound.

T:Terrific!Youareusingaliterarywaytoexpressthesound.

S6:Whenanearthquakehappens.

T:Great!Ihavewaitedforthisanswerforalongtime.Todaywe’lllearnsomethingaboutearthquakes.Ithinkmostofushaveheardofearthquakes.Canyouimaginehowterribleitis?

S7:Theearthisshaking.Allthebuildingswillfalldown.

S8:Manypeoplewilldie.Andperhapsmanychildrenwilllosetheirparents.

T:Yeah,earthquakesaredisasterstoeverybody.NowlookatthetwopicturesofTangshanandSanFrancisco.Canyoudescribewhatyouseeinthepictures?

S1:Tangshanisabeautifulcity.Ithasbeautifulgardens,broadroadsandsometallbuildings.

S2:FromthepictureofSanFrancisco,Icanseethatitisaverybigcity.Therearemanytallbuildingsthicklystandingontheearth.Ithinkthepopulationofthecityisverylarge.

T:Good!Whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?Workinpairsanddiscussit.ThenI’llasksomeofyoutoshowyouropinion.

StepIII.Pre-reading

Therearetwoquestionsinthispart.Bothareveryinteresting.Thefirstonec

anmoreorlessrevealthestudents’values;whilethesecondonecanenlargetheirimagination.Nomatterwhattheiranswersare,aslongastheyhavegivencarefulthoughtstothesituations,theiranswersshouldbegood.

T:Now,let’slookatthepictures.Whatarethepredictionsofanearthquake?

S1:Beforeanearthquakeanimalswillbecomenervous.Cows,pigs,horsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakehappensduringwinter,peoplecanevenseesnakes.

T:Terrific!Wheredidyougetthisknowledge?

S1:Fromgeography.Ilikeit.

T:good.Sitdownplease.

S2:Madam,Idon’tknowthemeaningofthepicturewithtwowomen.

T:Itdoesn’tmatter.Youwillknowitsoonafterreadingourtext.OK.Imaginethereisanearthquakenow,andyourhomeisshaking,atthismomentyouhavenotimetotakeanyotherthingsbutone,whatwillitbe?

S3:I’lltakeallmymoney.Peoplecan’tlivewithoutmoney.

S4:Iwilltakeasmuchwateraspossible.Becauseitissaidthatpeoplecankeepalivefornearly7daysbydrinkingwithoutanyfood

S5:Inthatcase,I’drathertakesomeapples,sothatbesidesdrinking,Icanalsoeat.

S6:Iwillcarrymygrandma.Sheismymostlovedpersoninthisworld.Shebroughtmeup.

T:Whatadutifulchildyouare!I’mverygladtohearthat.Sitdownplease!Itseemsthatallofyouknowwhatyoushoulddoduringanearthquake.OK.Let’sreadourtext,andseewhatittellsus.

StepIV.Reading

Inthispart,teachershouldaskthestudentstoreadthepassagequicklyforthefirsttimetogetthegeneralideaofthepassage.Askthemtopayattentiontothefirstsentenceofeachparagraph.Thiscanhelpthemfinishexercise3inComprehention.Itisaboutthemainideaofeachparagraph.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingforthesecondtime,showsomequestionsonthescreen,andletthestudentsreadthequestionsfirst.Thesequestionscanguidethemtohaveagoodunderstandingaboutthetext.TheycanalsomakepreparationsforExs1-2,whichareaboutdetails.

Skimming

T:AtfirstI’dliketoreadthetextquicklytogetthegeneralideaofthearticle.Whilereading,youshouldpayattentiontothesentenceofeachparagraph.

T:Haveyougotthegeneralideaofthetext?

Ss:Yes.

T:Whatisit?

S1:Thereisnoquickanswertothisquestion.Areyousuggestingusthatthegeneralideaisthemixtureofthefirstsentencesofeachparagraph?

T:Sure.

S1:OK.That’seasy.Themainideaofthepassageissomesignsoftheearthquake,andwhatwouldhappenduringthequake.

T:Good,sitdownplease.Infact,whileweareansweringthequestions,wehaveinvolvedthesequence,thefunctionalitemforthisunit.(Teacherwritesthewordontheblackboard)Doyouunderstandthemeaningoftheword?

Ss:No.

T:Sequencemeanstheorderoftheevents.Itcantelluswhicheventhappensfirst,andwhichhappenslater.Doyouknowthesequencethatisusedinourtext?

S3:Yes.Atfirst,thetexttellsussomethingthathappenedbeforethequake,thenittellsusthethingsthathappenedduringthequakeandatlastittellsusthethingsthathappenedaftertheearthquake.

T:Quiteright!Nowpleaselookatthescreen,thesearethefirstsentencesofeachparagraph.Readthemandthinkiftheyarethemainideaofthetext.Ifnecessary,youmaymakesomechangestomakemoreexact.

Teachershowsthescreenandgivesalittletimetothinkitover.

1.StrangethingswerehappeninginthecountrysideinthenortheastHebei.

2.Thedisasterhappenedandcausedalotofloss.

3.Allhopewasnotlost.

Carefulreading

T:Now,it’stimeforustoreadthetextcarefully.Butbeforereading,youshouldreadsomequestionsfirst.Thesequestionsmayhelpyougetsomeinformationquicklyandeasily.Nowlookatthescreen,andreadthequestions.

Showonthescreen

1.Whatnaturalsignsofacomingdisasterwerethere?

2.Canyouthinkofsomereasonswhythesesignsweren’tnoticed?

3.Whateventsprobablymadethedisasterworse?

4.Whatsituationsprobablymadethedisasterworse?

5.Howwerethesurvivorsheld?

StepV.Extension

Showthequestionsonthescreen.

1.Fromwhosepointofviewareeventsdescribed?Howdoyouknow?

2.Whatisthemoodofthispassage?Howisitcreated?

3.Whydoyouthinkthewriterchoosestoexpresshisfeelingsaboutthequakeratherthansimplyreportingwhathadhappened?

4.WhyisthetitleANIGHTTHEEARTHDIDN’TSLEEP?

5.Whatdoesthesentence“Slowly,thecitybegantobreatheagain.”mean?

Answers:

1.Heusesthird-persontodescribethequake.Hisdescriptionisveryobjective.Forexample,thesecondsentenceinthethirdparagraph.Thewritersays:“Everywheretheylookednearlyeverythingwasdestroyed.”Thewriterusestheyinsteadofwe.

2.Themoodisseriousandabitsad.Itiscreatedbygivingdetailsofhowmanypeopleandanimalswerekilledorinjured,andhowmanybuildingsweredestroyed.

3.Althoughthewriterwasnotthere,hefeltsadforthepeopleofTangshan.Heknowsthatsomepersonalfeelingswillmakethereadingmoreinteresting.

4.Ithinkthereasonisthat,asusual,nightisthetimetosleep,andnightshouldbesafeandquiet.Butthatnighteverythingchanged.ThewriterusesANIGHTTHEEARTHDIDN’TSLEEPasatitletoshowhowterribleandhowunusualthenightwas.

5.Herewecanseethatthewritercomparedthecitytoapersonwhosufferedalotinthedisaster.Hefeltherpain,andheworriedabouther.Sowhenhesaidthatpeoplecametohelpher,wecanfeelhisfeelingstothecity.Thecitywillnotdie,shehashopeandshecanrecoverfromthepain.

StepVIComprehending

AnswerstoE_1-3

1.1.C2.E3.B4.D5.A

2.1.Thewallsofthevillageswellshadcracksinthem.

2.Roadsgothugecracks

3.Brickbuildingsweredestroyed.

4.Thearmyhelpedthesurvivors.

5.Shelterswereputupforthosewithnohomes.

3.1.StrangethingswerehappeninginthecountrysideinnortheastHebei..

1.Thedisasterhappenedandcausedalotofloss.

2.Allhopewasnotlost.

StepVIIHomework

課后反思：總體感覺(jué)上，本節(jié)課上得比較勝利，心情開心。基本上完成了教學(xué)任務(wù)。同學(xué)們不但對(duì)地震有了肯定的了解，而且能用英語(yǔ)進(jìn)行簡(jiǎn)潔的描述。但是同學(xué)們?cè)跔?zhēng)論、匯報(bào)、回答問(wèn)題時(shí)詞匯單一，句式多是中國(guó)方的英語(yǔ)。在今后的教學(xué)中要加強(qiáng)語(yǔ)句表達(dá)方面的訓(xùn)練。

高中英語(yǔ)教案3

一、教學(xué)目標(biāo)

學(xué)問(wèn)目標(biāo)

1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.

2.Getstudentstoreadtheplay.

3.Letstudentslearntheexpressionsoforderingfood.

力量目標(biāo)

1.Developstudents’readingskillsandenablethemtolearnhowtousedifferentreadingstrategiestoreaddifferentreadingmaterials.

2.Enablestudentstounderstandandactouttheplay.

3.Havestudentslearnhowtousetheexpressionstoorderfood.

情感目標(biāo)

1.Stimulatestudents’interestsoflearningEnglishbyreadingandactingthisplay.

2.Developstudents’senseofgroupcooperationandteamwork.

二、教學(xué)重點(diǎn)

1.Developstudents’readingandspeakingskills.

2.Letstudentsreadandacttheplay.

3.Havestudentslearntousetheexpressionstoorderfood.

三、教學(xué)難點(diǎn)

1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.

2.Getstudentstoacttheplay.

3.Havestudentsmakeadialogueattherestaurant.

教學(xué)過(guò)程

→Step1Revision

1.Checkthehomeworkexercises.

2.AsktwostudentstoretellthecontentofActI,Scene3.intheirownwords.

→Step2Warmingup

WehavelearnedthatHenrygotaletterfromthetwooldbrothers,sopleasepredictwhatwillhappennext.

→Step3Reading

1.Readtheplayfasttounderstandthegistanddecidewhetherthefollowingstatementsaretrueorfalse.

1)TheownerlookeddownuponHenrywhenhenoticedHenry’sappearance.

2)HenryaskedformoreofthesamefoodbecauseheisanAmericanwholiketoeatalot.

3)WhenHenrysawthemillionpoundbanknote,hewashappyandproudofit.

4)Theownerdidn’tbelievethatthebanknotewasrealandheaskedHenrytogetoutoftherestaurant.

2.Readtheplaycarefullyanddothefollowing:

1)Answerthesequestionsinsmallgroups.

(1)Whosebehaviorchangesthemostduringthisscene?Giveexamples.

(2)Whatkindofpersonistheowneroftherestaurant?

(3)WhydoyouthinktheowneroftherestaurantgaveHenryafreemeal?

2)PaymuchattentiontothedifferentattitudestowardsHenry.

BeforeHenryshowshismillionpoundbanknote:

OwnerHostessWaiter

Thatone’sreserved.

Well,wewillhavetotakeachance.

...ifyoupaythebill...Mygoodness!Heeatslikeawolf.

It’llcostatinybit.

Again,everything?

What’stheretowaitfor?

AfterHenryshowshismillionpoundbanknote:

OwnerHostessWaiter

I’msosorry,sir,sosorry.

Oh,please,don’tworry,sir.Doesn’tmatteratall.

Justhavingyousithereisagreathonor!...bow...Screams

Andyouputhiminthebackoftherestaurant!

bow

...bow...

3.Retellthestory:

Withtheenvelopeinhand,Henrydecidedtoenterarestaurantforameal.Heorderedsomehamandeggsandanicebigsteaktogetherwithatallglassofbeer.Thewaitertoldhimthemealwouldcosthimatinybit.Aftereatinghisfirstorder,Henryaskedformoreofthesame.

WhenHenryopenedtheletter,hefounditwasamillionpoundbanknote.Hewassurprisedbuttheownerandthewaiterwereshocked.Theownerwasnotsureifitwasgenuineorfake.Theycouldn’tbelieveHenrywhowasinragscouldbesorich.Atlast,thenotewasprovedtobereal.

Afterknowingthatthebillisgenuine,theownerthankedHenryagainandagainforhiscomingtohislittleeatingplaceandevenaskedHenrytoforgetthebill.Theowner,hostessandwaiterallbowedtogetherasHenryleft.

→Step4Languagepoints

1.ordern.要(叫)的菜eg.MayItakeyourorder?

n.挨次，次序eg.Thebooksarearrangedinorderofsize.

n.命令eg.Soldiersmustobeyorders

v.命令eg.Theofficerorderedhissoldierstomarch

v.預(yù)定，預(yù)購(gòu)eg.Ihaveorderedasteak.

2.takeachance碰運(yùn)氣

Eg.Asforwhetherhewillwinthegameornot,wemusttakeachance.

Maybetrueloveisadecision,adecisiontotakeachancewithsomebody.

或許真愛只是一個(gè)打算，一個(gè)與某個(gè)人一起冒險(xiǎn)的打算。

3.genuineadj1)真正的，真實(shí)的，名副其實(shí)的;非人造的，非偽造的

Eg.Herweddingringismadeofgenuinediamond.

她的結(jié)婚戒指是真正的鉆石做得。

2)真誠(chéng)的，真心的，誠(chéng)懇的

Mygenuinefriendisnotsuchright?

我真正的伴侶不是這樣的對(duì)嗎?

3.Well,IdidhearthattheBankofEnglandhadissuedtwonotesinthisamount...Anyway,Idon’tthinkitcanbeafake.

我的確聽說(shuō)英格蘭銀行發(fā)行了兩張這樣面值的鈔票……不管怎樣,我覺(jué)得這不行能是假鈔。

助動(dòng)詞do或其他形式does,did在確定句中用于謂語(yǔ)動(dòng)詞前,表示強(qiáng)調(diào)。例如:

IdidtellhimwhatIthoughtof.

我的確告知過(guò)他我的想法。

can表示推想,與主句中的not結(jié)合在一起,表示“不行能”。例如:

Itcan’tbeJim.Iknowhimtoowell.

不行能是吉姆,我太了解他了。

5.Buthe’sinrags!但是他穿得破破爛爛的。

介詞in后面接表示顏色或衣物等的名詞時(shí),意思是“穿著;戴著”。例如:

Thegirlingreenisagoodfriendofmine.

穿綠衣服的女孩是我的一個(gè)好伴侶。

inrags衣衫襤褸

Theoldmaninragsusedtobeveryrich.

衣著襤褸的那位老人過(guò)去很富有。

6.Asforthebill,sir,pleaseforgetit.

至于賬單嘛,先生,請(qǐng)把他忘了吧。

asfor:withregardto至于;關(guān)于

Asforyou,yououghttobeashamedofyourself.

至于你,你應(yīng)當(dāng)感到慚愧。

Asforthehotel,itwasveryuncomfortableandmilesfromthesea.

至于旅館呢,特別不舒適,而且離海邊有好幾里地

→Step5Acting

1.Askstudentstolistentothetapeandroleplaythetext.RemindthemtorememberthatHenryhasanAmericanaccentwhiletheowner,thehostessandthewaitersallhaveBritishaccents.Letthempaymoreattentiontocorrectpronunciationandintonation.

2.Haveasmanygroupsaspossibletoactouttheplayinfrontoftheclass.

→Step6Speaking

1.AskstudentstoreadActⅠ,Scene4againandunderlinealltheexpressionsusedtoorderfood.Readthemaloud.

2.Showthefollowingformonthescreen.Letstudentsreadtheexpressionsaloud,andmakesuretheyunderstandtheirChinesemeanings.

WAITER/WAITRESS

CanIhelpyou?

I’lltakeyourorderinaminute.

Areyoureadytoorder,sir/madam?

Whatwouldyoulike...?

Enjoyyourmeal!

Here’syourbill.

Hereyouare.CUSTOMER

I’dlike...

I’llhave...

Doyouhave...?

Whatdoyousuggest?

I’llhavethat.

Thebill,please.

CanIhavethecheck,please?

2.Supposethesituation:Nowimagineyouarehavingagoodmealinarestaurant.Makeadialoguewithyourpartner,whoactsasawaiter/wai