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高中英語教案設(shè)計(jì)參考模板（精選9篇）
英語，屬于印歐語系中日耳曼語族下的西日耳曼語支，是由古代從丹麥等斯堪的納維亞半島以及德國、荷蘭及周邊移民至不列顛群島的盎格魯、撒克遜和朱特部落的日耳曼人所說的語言演變而來，并通過英國的殖民活動(dòng)傳播到了世界各地。下面是小編為你帶來的 高中英語教案設(shè)計(jì)模板，歡迎閱讀。
高中英語教案設(shè)計(jì)參考 篇1
一、 教學(xué)內(nèi)容：
牛津高中英語模塊一Unit 1 （上）
二、教學(xué)要求：
1．掌握和校園生活有關(guān)的常用單詞、詞組與句型。
2．學(xué)會(huì)描述校園生活和學(xué)校設(shè)施。
High school is a time of discovery, learning and hard work!高中是探索、學(xué)習(xí)和辛勤勞動(dòng)的時(shí)期
Huge campus and low-rise building 學(xué)校面積大，沒有高層建筑。
Twelve laboratories are available for different experiments.12個(gè)實(shí)驗(yàn)室可供不同試驗(yàn)使用。
Each room comes with its own bothroom and Internet access.每個(gè)房間都有自己的衛(wèi)生間和英特網(wǎng)接口。
3．學(xué)習(xí)閱讀技巧：skimming&scanning。
4．語法：定語從句（一）
【知識(shí)重點(diǎn)與學(xué)習(xí)難點(diǎn)】
一、 重要單詞：
access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax
二、重點(diǎn)詞組：
class teacher 班主任
at ease with 和….相處不拘束
school hours學(xué)校作息時(shí)間
earn respect from 贏得…的尊敬
sound like聽起來象
for free 免費(fèi) get a general idea 了解大意
as well as 除….以外, 也
key words 關(guān)鍵詞
word by word 逐字逐句地
find one’s way around 認(rèn)識(shí)路
develop an interest in 培養(yǎng)對(duì)….的興趣
surf the Internet網(wǎng)上沖浪
【難點(diǎn)講解】
1. What is your dream school life like?
你理想中的學(xué)校生活是什么樣子?
這里 dream 表示心目中最理想的. 如 dream team (夢(mèng)之隊(duì))。
2. Going to a British high school for one year was a very enjoyable and exciting experience for me.
去一所英國中學(xué)讀書一年對(duì)我來說是一次令人愉快和興奮的經(jīng)歷。
Going 在本句里作動(dòng)名詞，它和后面的to a British high school for one year構(gòu)成動(dòng)名詞短語作句子的主語。Go to a British high school本來是個(gè)動(dòng)詞詞組，在go 后面加上ing 后，它就具備名詞的特性可以在句子中充當(dāng)主語、賓語或表語。
動(dòng)詞的現(xiàn)在分詞和過去分詞都可以作定語，但所表達(dá)的意思不同, 現(xiàn)在分詞作定語常表示“令人…”、“正在….”;例如exciting news, sleeping dog; 過去分詞則有被動(dòng)或完成的意思,常表示“感到….的”、“被….的”,例如： an excited crowd of people, broken heart.
3. I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3.30 p.m.
我對(duì)英國學(xué)校的作息時(shí)間很滿意因?yàn)閷W(xué)校大約上午9點(diǎn)開始上課，下午3點(diǎn)半左右放學(xué)。
Be happy with=be pleased with, around=about。
4. This means I could get up an hour later than usual as schools in China begin before 8 a.m.
這意味著我可以晚一小時(shí)起床，因?yàn)樵谥袊鴮W(xué)校8點(diǎn)鐘上課。
as adv.同樣地, 被看作, 象
prep.當(dāng)做
conj.與...一樣, 當(dāng)...之時(shí), 象, 因?yàn)?/p>
本單元多次出現(xiàn)as, 用法各不相同,應(yīng)注意比較。另外as 還可以構(gòu)成一些常用詞組：as if就好像, as far as就….而言, so as to以便于, as for至于, such as例如，等等。
mean: 意味著, 后面通常加名詞或賓語從句。例如：
The attack of Pear Harbor meant a declaration of war with the United States.
The raise of salary means that I can send my daughter to a better school.
5. He also told us that the best way to earn respect from the school was to work hard and achieve high grades.
他還告訴我們贏得學(xué)校尊敬的最好方法是努力學(xué)習(xí)并取得好成績。
The best way to do sth is to…..結(jié)構(gòu)用來表達(dá)做某事的最好方法是….., 例如:
The best way to learn English is to use it as often as possible.
6. I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English.
我發(fā)現(xiàn)這兒的家庭作業(yè)沒有我原來學(xué)校的多，但一開始對(duì)我有些挑戰(zhàn)性，因?yàn)樗凶鳂I(yè)都是英語的。
As…..as, 中間加形容詞或副詞,一般要連接兩個(gè)相同的句子成分, 請(qǐng)比較下面兩句話:
You hate him as much as I (=You hate him as much as I hate him).
You hate him as much as me(=You hate him as much as you hate me).
Used to 過去常常, 隱含的意思是現(xiàn)在的情況已經(jīng)不同。例如:
She used to study very hard. ( She does not study so hard any more).
Used to 的否定形式是usedn’t to/ didn’t use to
注意：be used to sth/doing 表示習(xí)慣于….
7. Cooking was really fun as I learnt how to buy, prepare and cook food.
當(dāng)我學(xué)著怎樣買菜、洗菜、燒飯時(shí)，烹飪真的是一件有趣的事。
fun是名詞,有趣的事情, 副詞really并非修飾它,而是修飾前面的be動(dòng)詞was
試比較: He is really a funny guy. 和 He is a really funny guy.這兩句意思雖然相同, 但really修飾的對(duì)象不同,因此說話的側(cè)重點(diǎn)也不同。
8. I do like eating desserts after meals as you mentioned in your article.
就像你在文章中提到的那樣，我的確喜歡在飯后吃甜食。
Do、did在陳述句中，用在動(dòng)詞前表示強(qiáng)調(diào)，可譯作的確、確實(shí)。
9. Upon finishing his studies, he started travelling in China.
完成學(xué)業(yè)之后，他開始在中國旅行。
介詞upon/ on加doing相當(dāng)于帶as soon as 的時(shí)間狀語從句。
Upon finishing his study＝As soon as he finished his study
10. Former student return from China
一位校友重中國歸來
former, past, old 雖然都和過去有關(guān)，但 側(cè)重點(diǎn)不同。 former：“過去曾經(jīng)是...的、 前任….”, past: “過去的” old“老的、從前的”。例如: former president前總統(tǒng)，past experience以往的經(jīng)驗(yàn)，my old school我的母校。
11. earn, achieve和gain
這三個(gè)單詞的基本意思都是“get”但含義不盡相同, earn ：get as the reward of work（掙，得到…作為工作的回報(bào)）, achieve ：get what you want by effort(成就,通過努力達(dá)到某個(gè)目標(biāo)), gain和“get”的用法最接近，它對(duì)得到的方法和內(nèi)容都沒有具體要求。常見搭配:
earn money/ a living/ one’s respect/ one’s bread, achieve a gaol/ success/ purpose/ high grade, gain experience/ weight/ an advantage over/ time/ the upper hand( 占上風(fēng))/ ground(取得進(jìn)步).
【語法】
定語從句(1)
用來說明主句中某一名詞或代詞（有時(shí)也可說明整個(gè)主句或主句中一部分）而起定語作用的句子叫作定語從句。定語從句的作用和作定語的形容詞、介詞詞組、分詞詞組相似，有時(shí)可以相互轉(zhuǎn)換，例如：金發(fā)女孩可譯作a blonde girl ，a girl with blonde hair或a girl who has blonde hair。定語從句通常由關(guān)系代詞that/ which/ who/ whom/ which/ as或關(guān)系副詞when/ where/ why引導(dǎo)，這些詞既指代主句中要說明的名詞或代詞, 又充當(dāng)從句中的某個(gè)句子成分。請(qǐng)看例句：
1.Tom is the only person who can keep a cool head in time of crisis.(who指代主句中的`先行詞person,在從句中作主 語)
2.Tom is the only friend whom(或who) I can rely on. (指代friend，在從句中作賓 語, 所以常用代詞who的賓格形式).
3.China is no longer the weak nation that she used to be. (關(guān)系代詞that指代weak nation，在從句中作表語)
4.The school whose floor space is very limited can’t take in one more student. (關(guān)系代詞whose指代the school’s ，從句中作floor space的定語)
5.I like to go to the gym where I can have a work-out after sittiong for a day. (關(guān)系副詞where指代主句中的地點(diǎn)狀語gym 在從句中作狀語)
【閱讀技巧】
Skimming & Scanning
Skimming略讀，skim原意是輕輕掠過表面，作為閱讀技巧是指通過瀏覽文章標(biāo)題，主題句，插圖和圖表等方法了解文章的大意。 Skan, 本意是掃描，這里指用眼光快速掃視書報(bào)等材料尋找我們想要的信息。他們的區(qū)別在于Skimming是為了了解文章的大意,而Scanning是為了尋找某些具體信息。Skimming & Scanning都是快速閱讀的重要策略，也是信息時(shí)代我們必備的技能。尤其是在閱讀英語時(shí)，注重練習(xí)Skimming & Scanning可以幫助克服逐字逐句的閱讀習(xí)慣（如finger-point reading, lip reading），提高閱讀速度。
【補(bǔ)充閱讀】
閱讀這篇文章,根據(jù)中文提示和上下文寫出所缺的單詞:
My School Day
I leave home at 6:45 and walk 20 minutes to ______(趕) a bus to school. The bus is a special one just for kids going to my school. The _______(路程) on the bus takes an hour because it has to keep stopping to pick up other students along the way.
When I arrive at school, I______(領(lǐng)取) my Tablet PC from the Flexi (Flexiable Learning Centre). Then I go to my Tutor Room for Registration at 8:30. We listen to announcements to see what special things are happening at school today or this week.
At about 8:50 we leave Tutor Room to go to our First Period. Every day I have a different Lesson the first period. Normally it is Humanities but I also have Maths, Drama and Music, and French on the other days. Each period lasts an hour.
All my lessons are in different rooms and places around the school. Each Room either has a three_____(位) number or a name. The numbers are very hard to remember!. I have different teachers for each lesson. I have a _______(存物柜) where I can store some of my stuff but otherwise I have to carry it all around with my in my bags.
Swipe Cards
Every Student carries a swipe card. We swipe into every lesson to let the school know that we have _____(參加) that certain lesson and to know where we are in case of emergencies.
On the Swipe Card there are two stripes, a black and a brown. The brown is to swipe into lessons and the black is to get into the toilets and buildings.
We can put money on our Swipe cards instead of carrying cash around. When we want to pay for snacks at the Tuck Shop or canteen we just hand over our cards and they deduct the money.
Subjects
Maths, English Science ICT
Drama Music Art PE
Humanities (History, Geography, and Religion) French or Spanish
Time Table
9:00 1st Period
10:00 2nd Period
11:00 - 11:20 Break
During break, I have a snack and play and chat with my friends. Usually we play 'IT' a chasing game. Snow ball fight when it snows is dead fun.
11:20 3rd Period
12:30 4th Period
1:30 - 2:10 Lunch
I bring a packed lunch to school but occasionally I have school dinners in the School______(食堂).
2:10 5th Period
3:10 End of School
Sometimes I stay after school for clubs.
Canteen
The Canteen is open at Lunch Time and Break Time. Most hot food is served only at lunch time. Chips are only_______(買的到) on Mondays and Fridays.
【同步練習(xí)】
一、 用適當(dāng)?shù)年P(guān)系代詞或關(guān)系副詞填空：
1．I still remember the time _______ I first became a high school student.
2. There are many places in London _______ you can buy a cup of coffee.
3. That is the reason _____ he is so keen on school activities.
4. China is a country_______ history can be dated back to 3000 BC.
5. He is driving a car ______ can travel at 150 mile per hour.
6. He has to fly to all the major cities of the world ______ his company has set up offices.
7. The lady _____ we met in the bar is eyeing us from the corner .
8.We are facing the same problem ____ we did years ago.
二、將下列每組句子合成一個(gè)帶定語從句的復(fù)合句：
1. The anti-Japanese aggression war broke out on July the 7th. It lasted for eight years.
2. On his website we saw some photos. Mr. Lee took these photos in Europe.
3. On the way to school I saw some trees. Their leaves were eaten up by insects.
4. Shelley likes to spend her leisure time in the students’ union. She can meet many international students there.
5. Jane’s father wants her to be a singer. He himself has always wanted to be a singer himself.
參考答案
一、
1. when 2. where/in which 3. why 4. whose 5. which/that 6. where 7. whom/who 8. as
二、
1. The anti-Japanese aggression war which lasted for eight years broke out on July the 7th.
2. On his website we saw some photos which Mr. Lee took in Europe.
3. On the way to school, I saw some trees whose leaves were eaten up by insects.
4. shelley likes to spend her leisure time in the students’ union where she can meet many internatioal students.
5. Jane’s father wants her to be the singer that he himself has always wanted to be.
高中英語教案設(shè)計(jì)參考 篇2
Teaching Aims
Knowledge a nd Skills:
1. Ge t to know about Canada.
2.Grasp some reading skills.
3.Stimulate the Ss’ interest and love for learning about foreign countries.
Strategy and Method:
1.Train the students’fastreading ability.
2.Train the students’ ability to co operate with others.
教學(xué)重難點(diǎn)
Main points：
1. Introduce the information of Canada to the students.
2.Train the students’reading ability —skimming,and listening ability
Difficult point：
Learn different reading skil ls for different reading purposes.
Teaching procedures and ways
教學(xué)過程
Step1. Readin g&Greeting (2`)
Step2. Leading in and Warming Up (5`)
1.Free talk: Do you like to go sightseeing?
Which country do you like to visit?
What can you see in these countries?
2.Quiz
Step3. Fast reading (10`)
1.what is“the true north”?
It refers to “the crossCanada train.”
2.Draw the route of the two girls’ traveling across Canada
Step4. Careful reading(T&F) (15`)
Step5. Consoli dation (7`)
Listening & Summary
Fill in the blank and retell the story
課后習(xí)題
Homework
Surf the Internet to find more information about Canada
Chalkboard Designing
Unit5Canada – the “the true north”
A thip “ on the true north”
Vancouver Rocky Mountains Thunder Bay
Calgary Lake Superior Toronto
高中英語教案設(shè)計(jì)參考 篇3
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
Words
base, command, request, recognize
Expressions
because of, come up, at present, make use of, such as, play a part (in)
Patterns
…because of that, English began to b spoken in many other countries.
Actually all languages change and develop…
The latter gave a separate identity to American English spelling.
教學(xué)重難點(diǎn)
■ To help students get to know about English development
■ To help students better understand “l(fā)earning English”
■ To help students understand and use some important words and expressions
■ To help students identify examples of Indirect Speech (II): request & commands in the text
教學(xué)工具
課件
教學(xué)過程
⑴Warming up by listing
Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.
English Countries Explanation
Mother tongue the United Kingdom
the United States of America
Canada
Australia
South Africa
Ireland
New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.
Second language India
Pakistan
Nigeria
the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.
Foreign language China
Germany
France
etc. The number of people who learn English as a foreign language is more than 750 million.
�、芖arming up by answering questions about English
Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?
●What is Standard English?
Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.
●What is a dialect?
A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.
●Do we have standard Chinese? What is it?
In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.
⑶Warming up by giving reasons
Unit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?
x English is one of the official languages of the Olympic Games and the United Nations.
x English dominates international websites and provides nearly all of the new computer terminology.
x Tourism and trade from Western Europe and North America has contributed to the spread of English.
x Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
2.Pre-reading
We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?
for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.
Go on with your reasons. I shall write your suggestions on the board as you make them.
3. Skimming the text for general ideas
Now we go to page 9 to skim the text for the main idea of each paragraph.
Paragraph 1: The spread of the English language in the world
Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.
Paragraph 3: English changes and develops when cultures meet and communicate with each other.
Paragraph 4: By the 19th century English is settled.
Paragraph 5: English is spoken as a foreign language or second language in South Asia.
4. Reading and filling
Read the text to complete the chart below.
Time English is influenced by…
AD 450-1150 German
1150-1500 French
In the 1600’s Shakespeare, who make use of a wider vocabulary than ever before
By the 19th century Samuel Johnson, Noah Webster
Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China
5. Reading and copying
Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.
Useful expressions
at the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…, develop one’s own identity, increase rapidly
高中英語教案設(shè)計(jì)參考 篇4
teaching aims:
1. 能力目標(biāo)：
a. listening: get information and views from the listening material;
b. speaking: express one’s attitude or views about friends and friendship in appropriate words.
c. reading: enable the ss to get the main idea
d. writing: write some advice about making friend as an editor
2. 知識(shí)目標(biāo)：
a. talk about friends and friendship; how to make friends; how to maintain friendship
b. use the following expressions:
i think so. / i don’t think so.
i agree. / i don’t agree.
that’s correct.
of course not.
exactly.
i’m afraid not.
c. to enable the ss to control direct speech and indirect speech
d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought german series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目標(biāo):
a. to arose ss’ interest in learning english;
b. to encourage ss to be active in the activities and make ss to be confident;
c. to develop the ability to cooperate with others.
4. 策略目標(biāo)：
a. to develop ss’ cognitive strategy: taking notes while listening;
b. to develop ss’ communicative strategies.
5. 文化目標(biāo)：
to enable the ss to get to know different opinions about making friends from different countries.
teaching steps:
period one
step1. warm-up
1. ss listen to an english song auld lang syne.
2. brainstorming: let ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
step 2. talk about your old friends
1. ss talk about their old friends in junior middle school, talk about their appearance, personality, hobbies, etc.
2. self-introduction
step 3. make new friends
1. ss go around and ask their new friends some information and fill in the following form
name age/hobbies/favorite sports, books, …
2. report to the class: who will probably be your friend why.
step 4. do a survey
ss do the survey in the text ,p1
sep 5. listening and talking
do wb p41 (talking). while ss listen to the material, ask them to take notes about the speaker’s views of making friends.
when ss make their conversation, ask them to try to use the following expressions.
高中英語教案設(shè)計(jì)參考 篇5
�、裨~類。
詞類英語名稱意義例詞
名詞：The Noun (縮寫為n)表示人或事物的名稱Basket, mouth, hospital, year, train.
冠詞：The Article (art)用在名詞前幫助說明名詞所指的人或事物a, an, the.
代詞：The Pronoun (pron)用來代替名詞、形容詞或數(shù)詞They, his, him, mine, which, all.
形容詞：The Adjective (adj)用以修飾名詞，表示人或事物的特征Long, empty, heavy, different, cheap, hungry.
數(shù)詞：The Numeral (num)表示數(shù)量或順序Three, thirteen, twenty, second.
動(dòng)詞：The Verb (v)表示動(dòng)作或狀態(tài)Hear, write, swim, eat, borrow, sing.
副詞：The Adverb (adv)修飾動(dòng)詞、形容詞或其他副詞Quickly, early, out, soon, then, sometimes.
介詞：The Preposition (prep)表示名詞、代詞等和句中其他詞的關(guān)系From, with, at, into, behind, between, for.
連詞：The Conjunction (conj)用來連接詞與詞、短語與短語或句與句And, or, but, so, because.
感嘆詞：The Interjection (interj)表示說話時(shí)的喜悅、驚訝等情感Oh, hey, ouch, well, there, dear.
(一)名詞
1、專有名詞：表示人名、月份、日期、地名等。如China, John, London, the USA, Harbin .
2、個(gè)體名詞：表示單個(gè)的人或事物。如boat, chair, desk, apple .
3、集體名詞：表示一群人或一些事物的總稱。如family, people, class, police .可數(shù)名詞。
4、普通名詞物質(zhì)名詞：表示無法分為個(gè)體的物質(zhì)。如water, air, tea, sea, money, cotton .
5、抽象名詞：表示抽象概念的詞。如health, help, work, friendship .不可數(shù)名詞
6、名詞的數(shù)。可數(shù)名詞有單復(fù)數(shù)，不可數(shù)名詞沒有單復(fù)數(shù)。
7、名詞的格：名詞有三個(gè)格：主格(作主語)、賓格(作賓語)、和所有格。其中只有名詞的所有格有形式變化。
(二)冠詞
1.定冠詞-the .
○1、特指某(些)人或某(些)事物。The students are very good.
○2、說話人與聽話人都知道的人或事物。Where is the toilet ?
○3、重復(fù)提到上文的人或事物。I have a cat , the cat is white and black .
○4、表示世界上獨(dú)一無二的事物。The moon moves around the earth .
○5、形容詞級(jí)和序數(shù)詞前和表示方位的名詞前。I am the oldest . He is the first to school . I live in the south .
○6、樂器的名稱前常用定冠詞-the 。I like playing the piano / violin .
○7、和某些形容詞連用，使形容詞名詞化，代表某一類人。We should help the poor .
○8、放在某些專有名詞前。We will go to visit the Great Wall next week . the people’s Republic of China .
○9、放在姓氏的`復(fù)數(shù)形式前，表示全家人或夫婦兩人。The Whites are watching TV .
○10、固定詞組中。In the morning / afternoon / evening .
2.不定冠詞-a / an .
○1、指人或事物的某一種類。A horse is a useful animal. A table has four legs.
○2、指某一類人或事物中的任何一個(gè)。Pass me a pencil, please. We write with a pen.
○3、指某人或某物，但不具體說明何人或何物。The book was written by a peasant. Last month we were working in a factory.
○4、不定冠詞還可以指“事物的單位”，如“每日”、“每斤”等。 Here is a letter for you . The meat is 18 yuan a kilo.
3.零冠詞。
○1、泛指人類或男女。Man will conquer nature .
○2、抽象名詞在用來表示它的一般概念時(shí)，通常不加冠詞。Knowledge begins with practice .
○3、有些個(gè)體名詞有時(shí)可以轉(zhuǎn)化成具有抽象意義，其前面也常不加冠詞。We had better send him to hospital at once.
○4、在專有名詞前一般不用冠詞。China is a great country. Mr Smith is an artist.
○5、在三餐飯何球類運(yùn)動(dòng)名稱之前不用冠詞。He often goes out for a walk after supper. Sometimes I play basketball.
○6、在節(jié)假日、星期幾、月份、季節(jié)等名詞前。October 10th is Teachers’ Day.
○7、稱呼語或表示頭銜、職務(wù)的名詞前不用冠詞。Granny is sleeping now. We call him monitor.
○8、在語言名詞前，名詞前有指示代詞、物主代詞或數(shù)詞時(shí)，不用冠詞。This is his book. I can speak English .
○9、不用冠詞的慣用語。At night / on food / go to town / at home / in class / at work等。
(三)形容詞
1.形容詞的構(gòu)成。
○1、簡單形容詞由一個(gè)單詞構(gòu)成。Good, long, green, large, bright, interesting, surprised, learned, developing, sleeping .
○2、復(fù)合形容詞由一個(gè)以上的詞構(gòu)成。20-minute, second-hand, 500-word, 8-year-old, three-legged, round-trip, part-time, good-looking.
2.形容詞的用法。
○1、修飾名詞作定語。She is a beautiful girl .
○2、作表語。He is very strong.
○3、作賓語補(bǔ)足語。Let the door open. You must keep your classroom clean .
○4、 “定冠詞+形容詞”表示一類人或物，在句子中可作主語或賓語。We should speak to the old politely.
○5、大多數(shù)形容詞既可作表語又可作定語，但少數(shù)形容詞只能作表語，不能作定語。如：asleep, ill, awake等。
○6、有些形容詞只能作定語而不能作表語。如：many, little, wooden, golden等。
3.形容詞的位置。
○1、形容詞通常放在它所修飾的名詞的前面。A heavy box.
○2、與表示度量的詞連用，形容詞要放在它所修飾詞語的后面。3 metre long. 12 kilometer away .
○3、與不定代詞something, anything, everything, nothing等連用時(shí)，可以放在這些詞之后。 Something important . nothing serious .
○4、當(dāng)名詞前有多個(gè)形容詞修飾時(shí)，一般按下面的詞序排列：冠詞(包括物主代詞、序數(shù)詞、基數(shù)詞)-描述形容詞(brave, beautiful)-表示形狀(大小、長短、高矮)的形容詞-表示年齡或新舊的形容詞-表示顏色的形容詞-表示國籍、出處或來源的形容詞-表示材料、物質(zhì)的形容詞-表示用途或類別的形容詞-被修飾的詞。My nice small brown leather bag . those large round black wooden tables .
4.形容詞的比較級(jí)和級(jí)。(一般加er / est，不規(guī)則見表)
○1、原級(jí)的用法：“……和……相同”。
A.肯定句：A +動(dòng)詞+ as +形容詞原級(jí)+ as + B . He is as tall as me .
B.否定句：A… + not as +形容詞原級(jí)+ as + B (即A不如B那么…)。
A… + not so +形容詞原級(jí)+ as + B = A…+ less +形容詞原級(jí)+than + B .
○2、比較級(jí)的用法：
A. A +動(dòng)詞+形容詞的比較級(jí)+ than + B . (A比B更…，在這種句型中，比較級(jí)前面可用much, even, still, a little, a bit, a lot, any, far等修飾，表示“…得多”，“甚至…”，“更…”，“…一點(diǎn)兒”。
B. “比較級(jí)+ and +比較級(jí)”、 “more and more +部分雙音節(jié)或多音節(jié)的原級(jí)”譯為“越來越…”。
○3、級(jí)的用法：個(gè)體用-of，范圍用-in，級(jí)前面要用定冠詞-the.
A.三種級(jí)表示法。
級(jí)：Shanghai is the largest city in China .
比較級(jí)：Shanghai is larger than any other city in China . / Shanghai is larger than the other cities in China .
原級(jí)：No other city is as large as Shanghai in China . / No other city is larger than Shanghai in China .
(四)副詞
1.副詞的種類：
○1、時(shí)間副詞：often, always, usually, early, ago, already, before, ever, late, now, soon, since, tomorrow, just now …
○2、地點(diǎn)副詞：here, there, above, below, outside, anywhere, back, down, home, out, everywhere …
○3、方式副詞：hard, well, badly, fast, slowly, angrily, simply, carefully …
○4、程度副詞：very, quite, much, still, almost, little, too, enough …
○5、疑問副詞：how, when, where, why …
○6、關(guān)系副詞：when, where, why … (引導(dǎo)定語從句)
○7、連接副詞：how, when, where, why, whether …
○8、頻率副詞：often, seldom, usually, never, sometimes, every day, always, hardly …
○9、其他副詞：really, certainly, surely, maybe …
2.副詞的用法：
○1、作狀語：He can finish the work easily .
○2、作定語(要后置)：The students here are from Harbin .
○3、作表語：I must be off now .
○4、作賓補(bǔ)，構(gòu)成復(fù)合賓語：Show him up . I saw him out with my sister last night .
3.副詞的比較級(jí)和級(jí)。(一般加er / est ,不規(guī)則見表)
○1、副詞的原級(jí)：
A. as +副詞的原級(jí)+ as “與…一樣”。
B. not as(so) +副詞的原級(jí)+ as “與…不一樣”。
C. too +副詞的原級(jí)+ to do sth . “太…而不能”。
D. so +副詞的原級(jí)+ that從句“如此…以致于…”。
E.副詞的原級(jí)+ enough to do sth . “足夠…能做…”。
○2、副詞的比較級(jí)：
A.A +動(dòng)詞+副詞比較級(jí)+ than + B.
B.副詞比較級(jí)前也可以用much, even, still, far, any, a little, a bit, a lot等修飾。
C.比較級(jí)+ and +比較級(jí)，表示“越來越…”，the more … the more …表示“越…就越…”
D.副詞的級(jí)前通常不加定冠詞the .
(五)數(shù)詞
1.基數(shù)詞：
1 one 13 thirteen 20 twenty 100 a hundred.
2 two 14 fourteen 21 twenty-one 300 three hundred.
3 three 15 fifteen 22 twenty-two 1,000 a thousand.
4 four 16 sixteen 30 thirty 5,000 five thousand.
5 five 17 seventeen 40 forty 1,000,000 a million.
6 six 18 eighteen 50 fifty 1,000,000,000 a billion.
7 seven 19 nineteen 60 sixty.
8 eight 70 seventy.
9 nine 80 eighty.
10 ten 90 ninety.
11 eleven.
12 twelve.
2.序數(shù)詞：
1 first 1st 11 eleventh 11th 20 twentieth 20th 100 one hundredth 100th
2 second 2nd 12 twelfth 12th 21 twenty-first 21st 103 one hundred and third 103rd
3 third 3rd 13 thirteenth 13th 30 thirtieth 30th 134 one hundred and thirty-fourth 134th
4 fourth 4th 14 fourteenth 14th 37 thirty-seventh 37th 200 two hundredth 200th
5 fifth 5th 15 fifteenth 15th 40 fortieth 40th 1000 one thousandth 1,000th
6 sixth 6th 16 sixteenth 16th 50 fiftieth 50th 1,000,000 one millionth 1,000,000th
7 seventh 7th 17 seventeenth 17th 60 sixtieth 60th 1,000,000,000 one billionth 1,000,000,000th
8 eighth 8th 18 eighteenth 18th 70 seventieth 70th
9 ninth 9th 19 nineteenth 19th 80 eightieth 80th
10 tenth 10th 90 ninetieth 90th
○1作主語：The first is better than the second .
○2作賓語：He was among the first to arrive .
○3作表語：He is the first to come to school .
○4作定語：The ninth letter of the word “restaurant” is “n” ./ There are three thousand workers in the factory .
(六)代詞
類別作用例詞例句。
人稱代詞代替人或事物，主格作主語，賓客作賓語數(shù)。
格人稱單數(shù)復(fù)數(shù)I am a teacher .
They are students .
We all like him .
He gave the book to me .
一二三一二三。
主格：I you he She it we you they.
賓格：me you him Her it us you them.
物主代詞形容詞性只作定語，名詞性可以作主、賓、表語等，表示所屬關(guān)系詞義。
類型我的你。
的他的她。
的它。
的我們的你們的他們。
的My book is there.
Her father is a worker.
This bike is yours, ours is broken .
形容詞性：my your his her its our your their.
名詞詞性：mine yours his hers its ours yours theirs.
反身代詞起強(qiáng)調(diào)作用，只作同位語和賓語數(shù)人稱第一人稱第二人稱第三人稱We ourselves did the work.
He did the work by himself.
單數(shù)：myself yourself himself herself itself.
復(fù)數(shù)：ourselves yourselves themselves.
相互代詞表示相互關(guān)系，作賓語賓格所有格We should help each other.
Please correct each other’s mistakes .
each other(兩者相互) each other’s(相互的)
one another(三者或三者以上) one another’s(相互的)
指示代詞起指示作用，作定語、主語、賓語、表語等This, that, these, those, it, such, same Take this book to his room.
My point is this .
不定代詞代替或修飾任何不定數(shù)量及不定范圍的人或事物some, any, no, none, many, few, little, all, both, every, one, either, neither, other, a few, a little, another, somebody, nobody, nothing, each I have something to tell you.
Neither answer is right.
疑問代詞表示疑問，構(gòu)成特殊問句who, what, whose, which, whom Whom did you see ?
關(guān)系代詞引導(dǎo)定語從句which, that, who, whom, whose The book that I lost was new.
連接代詞引導(dǎo)名詞性從句(主語從句、賓語從句、表語從句、同位語從句) what, who, that I know what you are doing .
That’s what I hope .
(七)動(dòng)詞
類別意義例子例句
行為動(dòng)詞含有實(shí)在的意義，表示動(dòng)作或狀態(tài)，在句中能獨(dú)立作謂語。及物動(dòng)詞后面一定接賓語Open, visit, hear … He visited Gaozhou yesterday.
不及物動(dòng)詞后面可以不接賓語Laugh, cry, live … He lives in Beijing .
連系動(dòng)詞(link v)本身有一定的詞義，但不能獨(dú)立作謂語，必須與表語一起構(gòu)成謂語。 Be, become, grow, get, turn, look, sound, smell, taste, feel, seem … The meat smells bad .
He is a student .
助動(dòng)詞(v.aux.)本身沒有詞義，不能獨(dú)立作謂語，只能和主要?jiǎng)釉~一起構(gòu)成謂語動(dòng)詞，表示否定、疑問、時(shí)態(tài)或其他語法形式Do, does, did, am, is, are, have, has, had, shall, will, should, would … He doesn’t speak English .
We are playing football .
He had gone to Beijing .
情態(tài)動(dòng)詞(Modal Verbs)本身有一定的意義，但不能獨(dú)立作謂語，只能和主要?jiǎng)釉~一起構(gòu)成謂語動(dòng)詞，表示說話人的語氣和情態(tài)。情態(tài)動(dòng)詞沒有人稱和數(shù)的變化。 Can, may, must, should, need, dear, shall, will, have to … She can speak English .
May I speak to Ann, please、
We must go now .
注：動(dòng)詞(除情態(tài)動(dòng)詞，只有原形和過去式)有原形、第三人稱單數(shù)、動(dòng)詞-ing、動(dòng)詞過去式、動(dòng)詞過去分詞五種形式。
(八)介詞
1.介詞的種類：
○1、簡單介詞：in, at, of, from, since, around, to …
○2、合成介詞：onto, into, without, upon, within …
○3、短語介詞：because of, in front of, according to …
○4、分詞介詞：regarding, following, concerning …
2.介詞短語在句子中的作用：
○1、作定語。I know the answer to the question .
○2、作狀語。The children are playing basketball in the playground .
○3、作表語。Mike is in the classroom .
○4、作賓語補(bǔ)足語。He found himself in the middle of the river .
○5、作主語補(bǔ)足語。Tom was seen inside the cinema .
3.常用介詞的基本用法：
○1、表示時(shí)間的介詞(at, in, on, for, since, after, by, during, before, from, to, until, within …)
○2、表示位置，方位的介詞(in, at, on, to …)
○3、表示交通方式的常用介詞(by, on, in …)
○4、其他一些詞組搭配介詞(be angry with/at/about sb/sth . be strict with/in/ sb/sth
高中英語教案設(shè)計(jì)參考 篇6
教學(xué)目標(biāo)：
學(xué)生基本掌握meat,rice,noodles,fish,milk.懂得Do you like??”是提問“你喜歡??？”并能作出相應(yīng)的回答。
通過說唱活動(dòng)培養(yǎng)學(xué)生的英語語感，提高學(xué)生的思維能力和語言能力。 通過學(xué)習(xí)、合作、交流，激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)，培養(yǎng)學(xué)生學(xué)習(xí)的興趣，充分調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性；把所學(xué)語言知識(shí)與實(shí)際生活緊密結(jié)合。
遵循“以學(xué)生發(fā)展為本”的課改理念，面向全體學(xué)生，啟發(fā)和引導(dǎo)每一個(gè)學(xué)生積極主動(dòng)地參與到學(xué)習(xí)活動(dòng)中，培養(yǎng)和提高學(xué)生合作學(xué)習(xí)的意識(shí)和能力。
教學(xué)重點(diǎn)：
掌握有關(guān)食物的英語單詞，談?wù)摬⒃儐査说南埠谩?/p>
教學(xué)難點(diǎn)：
一般疑問句的用法。
教具準(zhǔn)備：
多媒體課件，自制食物圖片。
教學(xué)過程：
Step1 熱身運(yùn)動(dòng)（反應(yīng)游戲：Touch your face, Touch your nose）
通過TPR活動(dòng)，有助于幫助學(xué)生集中注意力，做好上課的準(zhǔn)備。
Step2 揭示課題
T: 同學(xué)們平時(shí)都喜歡吃什么食物？
S:肉、牛奶??
T:同學(xué)們想知道這些食物用英語怎么說嗎？今天我們就一起來學(xué)習(xí)。直接點(diǎn)明這堂課的學(xué)習(xí)任務(wù)。
Step3 師生交流
T:出示fish圖片.I like fish.（表現(xiàn)出喜歡的`樣子）Do you like fish?引導(dǎo)學(xué)生回答 Yes,Ido.
T：Here you are.（做出給對(duì)方的樣子）
S:Thank you.
教師可以和多幾個(gè)同學(xué)練習(xí)。
T:出示noodles圖片 Idon’t like noodles（表現(xiàn)出不喜歡的樣子－搖頭）Do you like noodles?引導(dǎo)學(xué)生回答 No,Idon’t
教學(xué)其他單詞方法同上。
備課思路：師生的真實(shí)交流，讓學(xué)生感受到語言與實(shí)際生活緊密結(jié)合，通過
這種自然的方式把新的語言項(xiàng)目呈現(xiàn)給學(xué)生，讓學(xué)生體驗(yàn)獲取知識(shí)的成就感，培養(yǎng)自信心。
Step 4 Let’s chant (多媒體課件)
noodles noodles是面條 面條noodles細(xì)又長
milk milk是牛奶牛奶milk白又甜
fish fish是魚肉魚肉fish鮮又鮮
meat meat是肉類 肉類meat真好吃
把單詞編成chant,鞏固學(xué)生記憶，將枯燥乏味的詞匯學(xué)習(xí)，變得生動(dòng)有趣。
Step 5 聽歌并學(xué)唱歌曲
播放學(xué)生比較熟悉的旋律“How old are you?”然后根據(jù)旋律改歌詞。 Do you like meat?
唱歌是學(xué)生喜歡的學(xué)習(xí)活動(dòng)形式之一。在教學(xué)中充分利用教學(xué)資源，把歌謠作為學(xué)習(xí)一般疑問句、培養(yǎng)聽力、檢驗(yàn)知識(shí)掌握情況、復(fù)習(xí)鞏固知識(shí)和發(fā)展學(xué)生語言能力的一種手段。
Step 6 課文教學(xué)
老師對(duì)學(xué)生說：“Ms Smart,Lingling,Sam,Amy,Tom正在吃飯，我們一起來看看他們喜歡的食物是什么�！�
�。ǘ嗝襟w課件）呈現(xiàn)活動(dòng)1，請(qǐng)學(xué)生認(rèn)真聽，試著理解課文內(nèi)容，聽第一遍錄音后，老師提問：“What does Lingling like? What does Sam like? What does Amy like? What does Tom like?”請(qǐng)學(xué)生帶著問題聽第二遍錄音，最后，請(qǐng)學(xué)生邊聽邊指向相應(yīng)的圖畫，并模仿跟讀。
Step 7合作學(xué)習(xí)
每組一個(gè)學(xué)生拿著食物圖片問同桌：“Do you like??”另一個(gè)學(xué)生根據(jù)自己的喜好回答：“Yes, I do. ∕ No, I don’t.
高中英語教案設(shè)計(jì)參考 篇7
(一)教學(xué)內(nèi)容分析
這是一篇介紹“飲食習(xí)慣”的文章，包括傳統(tǒng)飲食習(xí)慣的改變?nèi)粘ｏ嬍尺x擇,旨在讓學(xué)生明白健康的飲食習(xí)慣的養(yǎng)成是擁有健康體魄的前提。本篇文章生詞量較大標(biāo)題較抽象，各段主題句分布不太明顯(大部分分布在段落中間)。且大部分學(xué)生對(duì)飲食與健康的關(guān)系(如人體每天必須攝入的六種基本營養(yǎng)成分的來源、健康飲食的重要性、什么是綠色食品等)了解較少。因此，本文的學(xué)習(xí)難度較大。
(二)教學(xué)目標(biāo)
1.語言知識(shí)目標(biāo)：
a)使學(xué)生了解protein,calcium等基本營養(yǎng)成分的來源和主要功能，健康的飲食習(xí)慣是健康的保證，以及素食主義等信息。
b)學(xué)習(xí)掌握有關(guān)營養(yǎng)成分與食物的詞匯，如：protein、calcium、carbohydrate、fibre、mineral、vitamin、vegetarian&vegan、greenfoodandcleanfood、eco-foodandorganicfood等，以及keepupwith，Thesamegoesfor?以及as和only引導(dǎo)的倒裝句的用法。
2.語言技能目標(biāo)：
a)使學(xué)生學(xué)會(huì)克服生詞障礙，通過略讀，尋找文章的主題句，理清文章的總體框架與脈絡(luò);通過查讀，捕捉文章的重要細(xì)節(jié)，理解作者的寫作意圖。
b)使學(xué)生學(xué)會(huì)運(yùn)用各種猜詞技巧，猜測(cè)部分生詞在具體的語言環(huán)境的含義。c)使學(xué)生能夠運(yùn)用所學(xué)知識(shí)，用英語為自己所熟悉的一個(gè)人設(shè)計(jì)一份“healthydiet”，并闡明設(shè)計(jì)的依據(jù)。
3.情感態(tài)度與文化意識(shí)目標(biāo)：
a)使學(xué)生學(xué)會(huì)審視自己、審視食物，提高養(yǎng)成健康飲食習(xí)慣的意識(shí)。b)使學(xué)生懂得：健康是做好一切事情的根本。要想有強(qiáng)健的體魄，除了合理安排好一天的生活以外，還需要有科學(xué)、衛(wèi)生的飲食習(xí)慣，每天一定量的體育活動(dòng)和體力勞動(dòng)。青少年必須有健康的身體，長大以后才能成為一位具有現(xiàn)代科學(xué)文化，適合時(shí)代要求的合格勞動(dòng)者。
c)使學(xué)生學(xué)會(huì)關(guān)心他人，體貼他人，并養(yǎng)成較強(qiáng)的合作意識(shí)。
d)讓學(xué)生了解一些不同的飲食觀念及主張，加深對(duì)世界飲食文化的了解，弘揚(yáng)中華民族飲食文化的精髓,培養(yǎng)愛國主義精神。
(三)教學(xué)重點(diǎn)和難點(diǎn)：
1.重點(diǎn)
1)讓學(xué)生認(rèn)識(shí)到飲食對(duì)健康的重要影響。
2)側(cè)重培養(yǎng)學(xué)生對(duì)文章的整體性結(jié)構(gòu)的把握，突出培養(yǎng)學(xué)生以下3個(gè)方面的能力：
a.文章中心把握能力。
b.根據(jù)主題快速捕捉文章重點(diǎn)細(xì)節(jié)的能力。
c.猜詞能力。
3)重點(diǎn)掌握有關(guān)營養(yǎng)成分與食物的詞匯，特別是人體每天必須攝入的六種基本營養(yǎng)成分的詞匯以及這些營養(yǎng)成分的來源和主要功能。
2.難點(diǎn)
1)如何使學(xué)生養(yǎng)成科學(xué)的閱讀習(xí)慣，提高閱讀理解能力和語言水平。
2)如何使學(xué)生學(xué)會(huì)提取、篩選和重組文章中關(guān)于健康飲食的信息，并靈活運(yùn)用于語言實(shí)踐中，達(dá)到語言實(shí)踐能力的擴(kuò)展與提高。
教學(xué)方法與教材處理
1.任務(wù)型語言教學(xué)法
任務(wù)型語言教學(xué)認(rèn)為：人們使用語言的過程就是一個(gè)完成各種各樣任務(wù)的過程。任務(wù)型學(xué)習(xí)強(qiáng)調(diào)通過“做中學(xué)”、“學(xué)中做”，使學(xué)生在完成任務(wù)的過程中習(xí)得語言。本課組織學(xué)生四至五人組成一個(gè)學(xué)習(xí)小組，共同為大家所熟悉的一個(gè)人設(shè)計(jì)一份“healthydiet”,并口頭闡述設(shè)計(jì)的理由。該設(shè)計(jì)基于課文內(nèi)容，但又不局限于課文的范疇，旨在貫徹“做中學(xué)”、“學(xué)中做”策略，吸引和組織他們積極參與，并通過討論、交流和合作等方式，在自然、真實(shí)的情境中，完成任務(wù)，體會(huì)、掌握語言的應(yīng)用，達(dá)到學(xué)以致用的目的。
2.合作學(xué)習(xí)教學(xué)法
合作學(xué)習(xí)教學(xué)法是以小組活動(dòng)為主體的一種教學(xué)活動(dòng)，一種同伴之間的合作互動(dòng)活動(dòng)，。合作學(xué)習(xí)教學(xué)法有利于改善課堂心理氣氛、大面積提高學(xué)生的學(xué)業(yè)成績、促進(jìn)學(xué)生良好非智力品質(zhì)的發(fā)展，調(diào)整學(xué)生的語言焦慮感。焦慮是影響外語學(xué)習(xí)的重要情感因素，外語學(xué)習(xí)中的焦慮主要是指學(xué)習(xí)者需要用外語進(jìn)行表達(dá)時(shí)產(chǎn)生的恐懼或不安心理。因此，本課打破傳統(tǒng)的“稻田式課堂教學(xué)結(jié)構(gòu)”采用“四至五人組成一個(gè)學(xué)習(xí)小組”的課堂教學(xué)結(jié)構(gòu)，來組織教學(xué)，旨在營造輕松的學(xué)習(xí)氛圍，為積極學(xué)習(xí)提供有利的條件，讓學(xué)生在完成任務(wù)的過程中通過互相交流，降低語言焦慮感，獲得愉快的學(xué)習(xí)經(jīng)歷，從而對(duì)學(xué)習(xí)本身和所學(xué)內(nèi)容產(chǎn)生興趣感。
3.整體語言教學(xué)法
整體語言教學(xué)法要求按“整體-部分-整體”的模式，進(jìn)行語篇閱讀訓(xùn)練，即從“整體”開始，以“整體”結(jié)束的“三段式”閱讀教學(xué)法。本課采用從整體略讀——分段細(xì)讀——聽讀課文內(nèi)容，進(jìn)一步理解課文內(nèi)容，即是這種教學(xué)策略的體現(xiàn)。
(四)、學(xué)法指導(dǎo)
1)認(rèn)知策略:指導(dǎo)學(xué)生運(yùn)用已學(xué)會(huì)的抓重點(diǎn)、做記號(hào)、摘筆記等方式，對(duì)所學(xué)內(nèi)容進(jìn)行整理與歸納。
2)調(diào)控策略:繼續(xù)培養(yǎng)自我評(píng)價(jià)與相互評(píng)價(jià)的習(xí)慣，鼓勵(lì)學(xué)生增加與教師和同學(xué)交流學(xué)習(xí)英語的體會(huì)和經(jīng)驗(yàn)，學(xué)會(huì)科學(xué)評(píng)價(jià)自己的學(xué)習(xí)行為與學(xué)習(xí)效果，進(jìn)一步形成有效的學(xué)習(xí)方法,樹立積極向上的學(xué)習(xí)態(tài)度。
3)交際策略：創(chuàng)設(shè)有意義的情景和任務(wù)活動(dòng)，引導(dǎo)學(xué)生通過四人一小組，進(jìn)行合作學(xué)習(xí)，讓他們圍繞課堂任務(wù)分工合作，相互探討、相互交流，從而獲得知識(shí)、技能和情感體驗(yàn)，變被動(dòng)學(xué)習(xí)為主動(dòng)學(xué)習(xí)。
(五)、說教學(xué)程序
1.Pre-task：激發(fā)學(xué)習(xí)興趣，明確學(xué)習(xí)任務(wù)(8分鐘左右)
引入話題，激發(fā)學(xué)習(xí)興趣，明確學(xué)習(xí)任務(wù)。教師通過一個(gè)問題“Doyouthinkitimportanttohavegoodeatinghabits?”呈現(xiàn)文章的標(biāo)題“Wearewhatweeat”。緊接著引導(dǎo)學(xué)生解讀文章標(biāo)題、預(yù)測(cè)文章內(nèi)容，讓學(xué)生在閱讀過程中處于主動(dòng)認(rèn)知狀態(tài)。雖然本文標(biāo)題較抽象,學(xué)生可能一下子無法正確理解其所包含的深層含義，可再采取通過分析句子成分和引導(dǎo)學(xué)生抓住關(guān)鍵詞“eat”進(jìn)行大腦風(fēng)暴兩種方式相結(jié)合的教學(xué)策略來降低理解難度�？紤]到文章生詞量較多，且大部分學(xué)生對(duì)文章的背景知識(shí)，了解較少。因此，在引導(dǎo)學(xué)生預(yù)測(cè)文章內(nèi)容的同時(shí)，有必要在討論“Whatkindofwordswillbeusedinthepassage?”這個(gè)問題時(shí)，引出人體每天必須攝入的六種基本營養(yǎng)成分的單詞：protein、
calcium、carbohydrate、fibre、mineral、vitamin。這樣既可向?qū)W生展示本環(huán)節(jié)的重點(diǎn)單詞，又可為閱讀掃清文化背景障礙和語言障礙，又可為突破本文的重難點(diǎn)作好準(zhǔn)備。
2.Task-cycle：課文主體內(nèi)容的教學(xué)與操練，知識(shí)的掌握與能力的過渡(27分鐘左右)
指導(dǎo)學(xué)生根據(jù)不同的閱讀目的，在閱讀的不同階段，靈活使用各種閱讀策略，捕捉文章主要信息，理解作者的寫作意圖，突破本文的教學(xué)重點(diǎn)與難點(diǎn)。
1.通過限時(shí)閱讀訓(xùn)練，引導(dǎo)學(xué)生略讀文章內(nèi)容，歸納段落大意，理清全文線索，側(cè)重培養(yǎng)快速閱讀理解能力和文章中心把握能力。
【設(shè)計(jì)思路】：本環(huán)節(jié)針對(duì)課文的主旨，提出兩個(gè)預(yù)測(cè)性問題，要求學(xué)生在5分鐘之內(nèi)，略讀文章內(nèi)容，快速找出各段的keysentence，理清文章的基本脈絡(luò)。在兩個(gè)預(yù)測(cè)性問題的.幫助下，大部分學(xué)生很快就能找出文章的主題句，理解作者的寫作意圖。針對(duì)各段主題句分布不太明顯，學(xué)生尋找起來有一定的難度這一情況，教師可通過先展示文章基本脈絡(luò)，提醒學(xué)生根據(jù)文章脈絡(luò)以及對(duì)文章主旨的把握，結(jié)合自己在閱讀之前對(duì)文章的預(yù)測(cè)，快速找出各段的keysentence，歸納各段大意。此外，教師還應(yīng)通過限定閱讀時(shí)間，及時(shí)糾正不良的閱讀習(xí)慣等教學(xué)策略，來幫助學(xué)生養(yǎng)成良好的閱讀習(xí)慣，培養(yǎng)快速閱讀理解能力。
2.精讀部分語段，側(cè)重培養(yǎng)快速捕捉文章重要細(xì)節(jié)的能力和猜測(cè)生詞的能力。
【設(shè)計(jì)思路】：本文的主要生詞和重點(diǎn)細(xì)節(jié)主要集中在第二至第四段(特別是第二段材料)。因此，可引導(dǎo)學(xué)生通過查讀第二段材料，找出人體每天必須攝入的六種基本營養(yǎng)成分及其來源和功能。此外，考慮到這六個(gè)詞匯的知識(shí)含量較高，且難于記憶，故筆者在設(shè)計(jì)上作了一個(gè)小小的創(chuàng)新。即以表格的形式，讓學(xué)生填寫本文的重點(diǎn)細(xì)節(jié)，讓學(xué)生在完成任務(wù)的過程中，體會(huì)各種營養(yǎng)成分來源的規(guī)律,為學(xué)會(huì)給未提及的食物作營養(yǎng)成分推測(cè)，培養(yǎng)信息歸類能力，作好鋪墊。然后再通過直觀手段，以圖片結(jié)合文字的形式，再次展現(xiàn)文章的重點(diǎn)單詞與細(xì)節(jié)，激發(fā)學(xué)習(xí)興趣，加深學(xué)生的印象，并為突破本文的重點(diǎn)與難點(diǎn)：“Designahealthydietandlistyourreasons.”打下扎實(shí)的基礎(chǔ)。相對(duì)于第二段材料，
第三段和第四段材料的生詞量較少，且大部分生詞通過使用各種猜詞策略，就可理解他們?cè)谖闹械囊馑�。因此，可充分利用這兩段內(nèi)容，來培養(yǎng)學(xué)生的猜詞悟義能力。具體可引導(dǎo)學(xué)生先通過推讀生詞所在語段，然后再以小組為單位，交流各自所使用的猜詞技巧與猜詞經(jīng)驗(yàn)，來提高培養(yǎng)學(xué)生的猜詞能力，最終獲得獨(dú)立自由閱讀的能力。根據(jù)對(duì)教材內(nèi)容的科學(xué)分析，確定本環(huán)節(jié)主要引導(dǎo)學(xué)生使用各種猜詞策略(通過上下文、課文線索、詞的形式、以及根據(jù)自己已有的知識(shí)等)，猜測(cè)、理解“vegetarian”、“vegan”、“eco-food”、“organicfood”、“greenfoodandcleanfood”、“diet”、“supplement”等詞在文中的意思。同時(shí)為加深學(xué)生對(duì)“greenfood”的理解，還特地引出綠色食品的標(biāo)志。此外，還可在這一環(huán)節(jié)中適當(dāng)處理一些語言難點(diǎn)(如keepupwith，Thesamegoesfor?及only和as引導(dǎo)的倒裝句的用法)，以上語言難點(diǎn)在SBp131-p133中,有詳細(xì)的分析。因此，課堂上不必占用太多時(shí)間，應(yīng)把重點(diǎn)放在引導(dǎo)學(xué)生學(xué)會(huì)在具體的語境中理解、體會(huì)這些詞組、句型的用法。其它的一些語言難點(diǎn)可隨機(jī)處理，也可通過練習(xí)的方式體現(xiàn)出來，讓學(xué)生去課文中尋找答案，體會(huì)他們的用法。
3.Post-task：展示成果，交流成果的過程，語言實(shí)踐能力的擴(kuò)展與提高(9分鐘左右)
采用交際教學(xué)法和合作學(xué)習(xí)法，組織語言實(shí)踐活動(dòng)，完成本文的主題任務(wù)。達(dá)到從知識(shí)的鞏固與運(yùn)用到知識(shí)的擴(kuò)展與創(chuàng)新能力的形成。
【設(shè)計(jì)思路】：本環(huán)節(jié)要求學(xué)生根據(jù)自己對(duì)健康飲食的認(rèn)識(shí)，發(fā)揮自己的想象力和創(chuàng)造力，以小組為單位，用英語為大家所熟悉的某一個(gè)人(如：自己或班上的其他同學(xué)或者本校的某位老師)設(shè)計(jì)一份“healthydiet”,并列出設(shè)計(jì)的依據(jù)。由于Pre-task和Task-recycle兩個(gè)步驟中的許多活動(dòng)，已從各個(gè)方面，為學(xué)生順利完成本活動(dòng)作好了充分的準(zhǔn)備，故學(xué)生完成這個(gè)任務(wù)的難度，估計(jì)不大。但為了更好地調(diào)動(dòng)學(xué)生完成任務(wù)的積極性，本環(huán)節(jié)還特地以生動(dòng)有趣的gif動(dòng)畫和圖片為學(xué)生提供了foodgroups。針對(duì)主題任務(wù)，本環(huán)節(jié)還設(shè)計(jì)了小組間的設(shè)計(jì)成果競賽與小組間的互相評(píng)價(jià)兩個(gè)讓學(xué)生互相交流學(xué)習(xí)成果的平臺(tái)。旨在引導(dǎo)學(xué)生通過讀的輸人，提取、篩選和重組文章中的重要語言信息，并通過用英語進(jìn)行交流，達(dá)到從課文知識(shí)的鞏固到自身知識(shí)的擴(kuò)展與創(chuàng)新能力的形成。針對(duì)學(xué)生在完成任務(wù)的過程中，可能會(huì)因詞匯障礙的影響，而用普通話甚至閩南語進(jìn)行交流，在這個(gè)活動(dòng)中，教師應(yīng)貫徹“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)扮演自身作為“設(shè)計(jì)者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者”的角色，并“動(dòng)態(tài)”地去發(fā)現(xiàn)問題，分析問題和解決問題，鼓勵(lì)、督促學(xué)生堅(jiān)持用英語作為課堂交流的語言。
4.SumupandHomework：課文內(nèi)容的鞏固、延伸與拓展(第四和第五兩個(gè)環(huán)節(jié)預(yù)計(jì)只需1分鐘左右)
【設(shè)計(jì)思路】：課外作業(yè)主要以提綱的形式，呈現(xiàn)給學(xué)生。在“Sumup”環(huán)節(jié)中，通過“Dietcuresmorethanthedoctor.和Thebalanceddietisthebest!”這兩句健康英語諺語，結(jié)合播放《健康歌》，進(jìn)一步加深學(xué)生對(duì)本文主題的理解。
Homework的內(nèi)容包括以下幾個(gè)環(huán)節(jié)：
1)Givealectureonhealthyfood.
2)Makeasurveyaboutvegetarianism.
【設(shè)計(jì)思路】：每個(gè)學(xué)習(xí)小組可根據(jù)自己的興趣與愛好，自由選擇其中一項(xiàng)任務(wù)，旨在尊重學(xué)生個(gè)性，給學(xué)生自由選擇學(xué)習(xí)內(nèi)容的空間，讓其通過各種資源渠道，在原有知識(shí)的基礎(chǔ)上獲取更多關(guān)于healthyeating的信息，進(jìn)一步延伸與拓展課文的內(nèi)容，這也有助于結(jié)合課文內(nèi)容，開展研究性學(xué)習(xí)，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。
高中英語教案設(shè)計(jì)參考 篇8
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
Teaching Objectives
1. Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.
2. Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.
3. Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.
教學(xué)重難點(diǎn)
Teaching difficult points
1. How to guide students to search for and sort out related information according to the assigned task through the Internet.
2. How to cu ltivate students’ learning ability through teamwork based on network.
Teaching important points
1. Help students to get the general idea and detailed information of the text effectively by skimming and scanning.
2. Help students to analyze the reasons for Charlie Chaplin’s success by interpreting the key sentences and get them inspired.
教學(xué)過程
Step 1
Lead-in(3 mins)
1.Students’ Activities：
2.The Purpose of Activities
Students are to appreciate a video clip performed by Mr. Bean.
Students will be guided to acquire the form of nonverbal humour in a vivid way,
thus eage r to learn about the main character of the text with interest.
Step 2
Network-based Interactive Learning(25 mins)
1.Students’ Activities
(1).Students are divided into five groups to search for and sorted out the related information according to the assigned task online
(2)A representative of each group is to share the information with the others.
2.the Purpose of Activities
Students will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.
Step3 Text-based Reading(17 mins)
Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the little tramp”become Charlie Chaplin’ famous character ?3. Read Paragraph 4 and fill in the blanks
4. Find out the sentences that can account for Charlie Chaplin’s success from the text.
2.The Purpose of Activities
(1)Students will get the general idea as well as the structu re of the text by skimming.
(2)Students will get the detailed information and have a deeper understanding of the text.
(3) Students will get inspired while analyzing the secret to Charlie Chaplin’s success by interpre ting and appreciating some key sentences in the text.
課后習(xí)題
Step 5 Homework
1. Students are to read the text carefully again and underline the phrases and sentences difficult to understand after class.
2. Write a summary (about 130 words).
高中英語教案設(shè)計(jì)參考 篇9
一、教學(xué)內(nèi)容分析
本單元的中心話題是西方繪畫藝術(shù)的歷史和中西方各種藝術(shù)形式和風(fēng)格。聽說讀寫都是圍繞這個(gè)而展開的。
這節(jié)課的內(nèi)容主要是圍繞中國的繪畫藝術(shù)的歷史和風(fēng)格及其各個(gè)時(shí)期的代表作品而展開的.。通過做聽力訓(xùn)練和熱身，讓他們對(duì)藝術(shù)和繪畫有一個(gè)大概的了解，從而為接下來西方藝術(shù)的學(xué)習(xí)墊定基礎(chǔ)。
二、教學(xué)目標(biāo)
1.aims of knowledge(知識(shí)目標(biāo))
1) to know the information about art
2) to know some relevant words and expressions
2.aims of abilities(能力目標(biāo))
1) to improve students' listening ability by guessing the content and setting down the key words
2) to enable the students to understand the brief short history of the traditional chinese painting
3.affective aims(情感、態(tài)度與價(jià)值觀目標(biāo))
to arouse the patriotic spirit of the students and improve their team spirit by doing the group work
三、學(xué)習(xí)者特征分析
雖然這是選修七第一單元的第一個(gè)課時(shí)，學(xué)生在語言理解上會(huì)有一定障礙。我們班學(xué)生男生為大多數(shù)，普遍聽力較薄弱，也比較缺乏興趣。但是高二的學(xué)生通過一年多的高中英語學(xué)習(xí)，已經(jīng)積累了一定的詞匯，而且在聽聽力之前教師會(huì)讓學(xué)生做熱身，先熟悉目標(biāo)詞匯，使聽力難度降低。在課堂上通過播放自己制作的視頻來顯示不同時(shí)期的繪畫作品，同時(shí)播放《江南style》讓學(xué)生自由展示自己的舞蹈，從而來激發(fā)學(xué)生的興趣，消除學(xué)生聽力課上的緊張情緒。
四、教學(xué)策略選擇與設(shè)計(jì)
1.students-centered teaching
以學(xué)生為中心 讓學(xué)生積極參與課堂
2.task-based teaching
聽力環(huán)節(jié)教師創(chuàng)設(shè)情境，設(shè)置不同的聽力教學(xué)任務(wù)，鍛煉學(xué)生的思維
五、教學(xué)重點(diǎn)及難點(diǎn)
1. to know about the traditional chinese art
2. to set down the key words while listening
六、教學(xué)過程
教師活動(dòng)
學(xué)生活動(dòng)
設(shè)計(jì)意圖
step1:warming up
(1) show the art works of fruit
(2) brainstorming
(3) enjoy a video of chinese painting
(4) learn the brief history of chinese painting
在用多媒體展示圖片和視頻后讓學(xué)生回答下面的問題：
q1. what do you think of it?
q2.do you feel happy after seeing them?
q3.can you think of any other art styles?
運(yùn)用多媒體展示讓內(nèi)容形象直觀，激趣導(dǎo)入藝術(shù)和繪畫這個(gè)話題，提高學(xué)生學(xué)習(xí)的自覺性和主動(dòng)性。同時(shí)讓學(xué)生了解中國繪畫的歷史。
step2: pre-listening
talk about the artworks and guess what period of chinese history each artwork belongs to .
preview the relevant words and expressions
讓學(xué)生根據(jù)圖片猜測(cè)這些作品所屬的年代
學(xué)生猜詞意，讀單詞
圖文并茂加上老師的講解，讓枯燥的知識(shí)生動(dòng)化，讓學(xué)生直觀的感受意識(shí)產(chǎn)生的自然過程，并能夠較快接受相關(guān)詞匯。為聽力打好基礎(chǔ)。
step3: first-listening
put the words of time into order
聽完材料后思考并討論問題，學(xué)生回答問題。
聽力中相關(guān)的年代和時(shí)期，在之前熱身中已熟悉，把時(shí)間排序，提高對(duì)數(shù)字聽力的敏感度。
step4:second-listening
listen again and take some notes for the detailed information( who &when)
分組討論思考。學(xué)生回答問題。
聽細(xì)節(jié)，此作品是什么人在什么年代創(chuàng)作。
提高學(xué)生聽力中把握細(xì)節(jié)的能力。
step5: game time (江南style)
學(xué)生觀看視頻再上臺(tái)表演
小游戲是一個(gè)小高潮，氣氛頓時(shí)活躍，調(diào)節(jié)課堂氛圍，激發(fā)學(xué)生學(xué)習(xí)興趣。
step6: conclusion and evaluation
思考討論并回答。讓學(xué)生對(duì)本節(jié)課進(jìn)行總結(jié)，反思自己所學(xué)。
讓學(xué)生反思的過程其實(shí)是讓學(xué)生做自我評(píng)估，對(duì)自己的英語學(xué)生有一個(gè)及時(shí)的了解。對(duì)教師課堂效率的提高有一 定幫助。
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