最新人教版高中英语教学设计电子教案
人教版高中英语教学设计
人教版高中英语必修5 Unit 2 The United Kingdom
一．教学内容分析：
人教版新课标高中英语必修5 第二单元(The United Kingdom ) Using language Sightseeing in London让学生了解英国首都伦敦的名胜古迹( Big
Ben;StPaul’sCathedral ;WestminsterAbbey;Greenwich;Highgate Cemetery)
二、教学目标(Teaching goals)
1.目标语言（Target Language）
a. 重点词汇和短语
sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill
b. 重点句式
Worried about the time available, Zhang Pingyu had ... P14
What interested her most was the longitude line.P14
It seemed strange that the man who had developed communism should have lived and died in London. P14
But she was thrilled by ... P14
2. 能力目标（Ability goals）
Improve the reading ability of the students and enable the students to plan a tour around certain places.
3. 学能目标Learning ability goals
Help the students know more about the historical sites in London.
三、教学重难点（Teaching important & difficult points）
Help the students identify different kinds of tour and talk about the most interesting place for the tour and master the key words and expressions in the passage.
四、教学方法（Teaching methods ）
1、任务型教学法（Task-based teaching method）。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、交际法教学:让学生在完成任务的活动中提高听说能力
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Reading 部分对The UK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。
五、教具准备（Teaching aids）
A computer and a projector.
六、教学过程与方式（Teaching procedures & ways）
Step I Revision and Lead-in
Talk about London with the students.
T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London?
S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliame nt, Buckingham Palace, which is the Queen’s London home.
S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.
S3: Many people think that London is all gray, but in fact r ed is London’s favorite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine —if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.
Ask the students to read the passage and do the exercises after the passage.
T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.
Step Ⅱ Reading
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 following questions.
Show the questions on the screen.
1. How did Zhang Pingyu plan her tour?
2. What were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them?
Sample answers:
1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.
2. The buildings mentioned in the text were:
Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers; Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.
Task 2: Ask the students to study the structure of the text “Sightseeing in London”.
1. The Tower of London
2. St Pau l’s Cathedral
3. Westminster Abbey
4. Big Ben
5. Buckingham Palace
Show the following. （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，使学生产生阅读欲望。）
Greenwich
The
second
day
The
third
day
The
first
day
1. High gate Cemetery
2. The Library of the
British Museum
3. Windsor Castle
Task 3 .Ask the students find out the key words and expressions.
(1)delight n.＆vt.
to one’s delight = to the delight of sb.
take delight in
with /in delight
be delighted at /by /with
be delighted to do sth .
delightful adj.
(2) remain vi ＆linking v
remain --- remaining (adj ) --- remains (n )
After the fire ,very little remained of my house . 剩下
Much work remained to be done .有待以后再做
I’ll remained to see the end of the game .留下
In fact ,the work remained unfinished .仍然是
The children remained listening .
The Indian people remain in deep poverty .
The remains of the ancient temple are worth seeing .n.残余物
（3）thrill vt. ＆n.
be thrilled at /with sth
thrilling adj.
(4) Worried about the time available, Zhang Pingyu had made a list of the sites she wanted to see in London. 过去分词做原因状语= Because she was worried
about ……
(5)It looked splendid when first built .时间状语从句的省略
=（when it was first built）
(6)It seemed strange that the man who had developed communism should have lived and died in London. It作形式主语，that 引导主语从句。
七、Homework:
Ask the students to review the words learnt in this unit.
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重点词汇，短语。
左边：
1. How did Zhang Pingyu plan her tour?
2. What were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them?
右边：
(1)delight n.＆vt.
to one’s delight = to the delight of sb.
take delight in
with /in delight
be delighted at /by /with
be delighted to do sth .
delightful adj.
(2) remain vi ＆linking v
remain --- remaining (adj ) --- remains (n )
After the fire ,very little remained of my house . 剩下
Much work remained to be done .有待以后再做
I’ll remained to see the end of the game .留下
In fact ,the work remained unfinished .仍然是
The children remained listening .
The Indian people remain in deep poverty .
The remains of the ancient temple are worth seeing .n.残余物
（3）thrill vt. ＆n.
be thrilled at /with sth
九、教学反思：
1.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remain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。
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、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
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高中英语教学设计 丛静如 一、教学背景 教学对象是高一学生，英语基础知识和基本技能都是一般水平，对英语学习兴趣不浓，因此，调动学生的学习兴趣，以学生主动学习为目标。 二、教材分析 本课例是高一必修1第一模块里的unit3,welcome to the unit，转绕“looking good，feeling good”这一健康主题，主要通过网络，电影的形式开展学习活动，让学生观看电影并自主通过网络查找资源，协作学习，通过讨论，了解当今人类的健康问题。要求学生学完本课后能够熟练运用英语表达自己的看法，并且正确认识健康的重要性。最突出特点是让学生尝试“自主学习，主动思考，乐于协作，勇于创新”。利用网络资源使学生的学习活动变得多元化。人机互动——师生互动——生生互动。 三、教学目标 1．让学生注意他们的健康，不要为了自身的身材吸引人而忽略了健康问题。 2．让学生通过讨论图片来提高英语口语能力。 四、教学重点、难点 1．教学重点
训练学生听说能力 2．教学难点 提高学生口语能力 五、教法 探究式和师生互动 六、教学辅助手段 计算机、自制CAI课件和学生学习支持材料。 七、教学课程设计与分析 Step 1. Presentation Teachers use the pictures connected with heath to lead in . show some pictures of some famous people and think of these questions: Is a person’s ability judged b y their appearance? Which do you think is more important, looking good or feeling good? 教师：让学生发表自己的见解，以这种方法导入课题，引起学生对问题的探究，也培养了学生观察问题的能力。 Step 2 Discuss Choose four pictures and have a free talk Show four pictures to let them know the importance of health and let them talk freely. eg .who is the person? The reason why he does so as the picture shows。
高中英语新课标教案教学设计模板合集.doc
课时教学设计
重点及分析Please guess what I mean. Please show the actions, using body language. 教学 难点及突破Enable the students to understand what a certain gesture of the body language means in a given situation. 教学过程 教 学 环 节 老师指导与学生活动设计意图Step I Lead-in The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005. T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her
新课标备战范文年高中英语语法教案各章练习答案教案
各章练习答案 名词练习答案 1 D 15 B 29 D 43 D 57 A 2 D 16 B 30 B 44 B 58 C 3 C 17 B 31 C 45 A 59 D 4 C 18 C 32 C 46 B 60 B 5 A 19 C 33 B 47 D 61 C 6 C 20 B 34 C 48 B 62 B 7 A 21 C 35 A 49 C 63 B 8 D 22 A 36 C 50 B 64 D 9 C 23 D 37 C 51 C 65 B 10 D 24 C 38 B 52 A 66 C 11 C 25 A 39 B 53 D 67 C 12 A 26 A 40 C 54 C 68 D 13 D 27 C 41 D 55 A 69 D 14 B 28 C 42 A 56 D 70 A 介词练习答案 1 D 19 B 37 C 55 B 73 C 91 B 109 A 2 B 20 D 38 D 56 B 74 D 92 C 110 C
3 A 21 B 39 A 57 C 75 A 93 A 111 C 4 B 22 B 40 A 58 C 76 D 94 B 112 D 5 C 23 D 41 A 59 D 77 B 95 C 113 A 6 D 24 C 42 C 60 B 78 B 96 C 114 C 7 A 25 A 43 A 61 A 79 D 97 D 115 A 8 C 26 C 44 C 62 A 80 C 98 D 116 B 9 C 27 D 45 D 63 D 81 A 99 A 117 A 10 B 28 A 46 C 64 D 82 C 100 C 118 A 11 D 29 C 47 D 65 D 83 D 101 C 119 B 12 C 30 B 48 B 66 C 84 A 102 D 120 B 13 C 31 B 49 C 67 A 85 D 103 B 121 A 14 C 32 C 50 B 68 A 86 D 104 C 122 B 15 D 33 B 51 D 69 D 87 C 105 D 123 C 16 A 34 C 52 B 70 A 88 B 106 C 124 D 17 B 35 D 53 C 71 C 89 A 107 C 125 D 18 C 36 B 54 D 72 B 90 C 108 D 126 冠词练习答案 1 C 19 C 37 B 55 C 2 B 20 A 38 B 56 A 3 D 21 A 39 C 57 D 4 A 22 B 40 C 58 D
高中英语教案
Unit 1 Friendship Teaching Aims: 1. 能力目标： 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 Ss to get the main idea and be familiar with reading skills. d. Writing: write some advice about making friends as an editor. 2. 知识目标： 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. Enable Ss to master 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 suppose 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. 情感目标： a. Arose Ss' interest in learning English b. Encourage Ss to be active in the activities and make Ss be confident c. Develop the ability to cooperate with others. 4. 策略目标： a. Develop Ss' cognitive strategy: taking notes while listening. b. Develop Ss' communicative strategy. 5. 文化目标： a. Enable Ss to get to know different opinions about making friends from different countries. Teaching design: Period 1 Warming-up 1课时 I. Teaching objectives:
高中英语阅读教学设计案例
高中英语阅读教学课案 一、课案主题 在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力探究学习、合作学习、任务型学习是在新课程标准下实施素质教育的关键环节，所以在我的教学设计里，时时体现着这几种原则。 二、课案背景 一方面，高中年龄段的学生对周围的事物较为敏感，有自己的观点和看法，他们不满足于教科书上的知识，想获得更多的信息。在英语学习上，他们不只是想把英语作为一门死记硬背的课程来学，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。另一方面学生对体育比较感兴趣，对吉尼斯纪录有一定的了解因此，应结合学生的实际情况，因材施教，激发学生兴趣，让学生主动学习，学有所获。 本课案是高一必修5第五模块里的Reading部分，转绕“A life in sport”这一健康主题，主要通过网络，电影的形式开展学习活动，让学生观看电影并自主通过网络查找资源，协作学习，通过讨论，了解当今体育名人李宁。要求学生学完本课后能够通过讨论图片来提高英语口语能力。 三、课案描述 Step I.lead in Teachers use the pictures connected with instruments and listen to a piece of music to lead in. show some pictures of some famous people and think of these questions: 1.which of the instruments do you like listen to 2.Who the people are? 3.Which famous musicians play them?
【免费下载】初中英语教学设计模板教案设计
初中英语教学设计模板教案设计 Food and drink 教学内容分析饮食话题是学生们最感兴趣的话题之一。他与人们的日常生活息息相关。 只要老师引导得好，可设计许多的内容。同时“饮食”话题也是初中阶段必会的以及各类考试中经常涉及的重要话题之一。 本单元主要让学生练习“吃”和“喝”的话题。结合时间的表达和“饿了”“渴了”的表达引出“想吃什么”，“想喝什么”的话题，练习常用的表达。并介绍两种单词，food words and drink words,所涉及的语法现象为不可数名词量的表达。食品有：bread, rice 等，饮料有：tea, milk, water, juice 等,引出 a cup of, a bag of, a glass of, a bottle of, a piece of,学生基础较好的班可给出a bowl of, a box of 等。与此同时运用所学过的 how many 句型，进一步学会不可数名词量的提问和应答。 73课复习时间的表达，引出“饿了”“渴了”的表示方法。并学习一些表示中外食品的单词。本课作为74课的预备课。 74课学习功能句 “想要……吗?”“……怎么样?”的表达。为74课的第二部分 “购买食品”做好铺垫。 75课在73、74的基础上，运用所学过的句型做调查。 进行第二轮语音复习。定位在最基本的/i/，/e/和/i:/三个单元音上。 ●语音及词汇教学建议 准确、熟练的运用最基本的/i ：/, /e/ 和 /i/三个单元音。 教师在教每一个单词时都要注意它是属于可数名词还是不可数名词。要特别关注“量的表达”。 教单词要用多种方法，如：利用拼读规律，利用学过的单词迁移，联想法等。、管路敷设技术通过管线敷设技术，不仅可以解决吊顶层配置不规范问题，而且可保障各类管路习题到位。在管路敷设过程中，要加强看护关于管路高中资料试卷连接管口处理高中资料试卷弯扁度固定盒位置保护层防腐跨接地线弯曲半径标高等，要求技术交底。管线敷设技术中包含线槽、管架等多项方式，为解决高中语文电气课件中管壁薄、接口不严等问题，合理利用管线敷设技术。线缆敷设原则：在分线盒处，当不同电压回路交叉时，应采用金属隔板进行隔开处理；同一线槽内，强电回路须同时切断习题电源，线缆敷设完毕，要进行检查和检测处理。、电气课件中调试对全部高中资料试卷电气设备，在安装过程中以及安装结束后进行高中资料试卷调整试验；通电检查所有设备高中资料试卷相互作用与相互关系，根据生产工艺高中资料试卷要求，对电气设备进行空载与带负荷下高中资料试卷调控试验；对设备进行调整使其在正常工况下与过度工作下都可以正常工作；对于继电保护进行整核对定值，审核与校对图纸，编写复杂设备与装置高中资料试卷调试方案，编写重要设备高中资料试卷试验方案以及系统启动方案；对整套启动过程中高中资料试卷电气设备进行调试工作并且进行过关运行高中资料试卷技术指导。对于调试过程中高中资料试卷技术问题，作为调试人员，需要在事前掌握图纸资料、设备制造厂家出具高中资料试卷试验报告与相关技术资料，并且了解现场设备高中资料试卷布置情况与有关高中资料试卷电气系统接线等情况，然后根据规范与规程规定，制定设备调试高中资料试卷方案。 、电气设备调试高中资料试卷技术电力保护装置调试技术，电力保护高中资料试卷配置技术是指机组在进行继电保护高中资料试卷总体配置时，需要在最大限度内来确保机组高中资料试卷安全，并且尽可能地缩小故障高中资料试卷破坏范围，或者对某些异常高中资料试卷工况进行自动处理，尤其要避免错误高中资料试卷保护装置动作，并且拒绝动作，来避免不必要高中资料试卷突然停机。因此，电力高中资料试卷保护装置调试技术，要求电力保护装置做到准确灵活。对于差动保护装置高中资料试卷调试技术是指发电机一变压器组在发生内部故障时，需要进行外部电源高中资料试卷切除从而采用高中资料试卷主要保护装置。
英语课堂教学设计案例参考
高一英语课堂教学设计案例 （高一必修一第三单元 Travel Journal最后一课） 漳州三中高一年段英语备课组蔡清清 一、教学内容介绍 该课是根据高一英语新教材第一模块第三单元Travel Journal中课后学生用书中的Writing Task扩展而成的一节活动课，是新课程教学实践中一次较为大胆的尝试。该课教学抛开传统的教师教学生学的教学方法，让学生在课前通过小组分工合作制作英语旅游海报和课件，并在课堂上开展大量的“任务型”活动来让学生体验语言，从而提升学生综合语言运用的能力，并通过活动培养学生自主学习和合作互助的精神，激发学生学习英语的热情。 二、设计理念 （一）英语教学主要任务之一是培养学生良好的学习习惯和学习兴趣，培养其交际和运用英语的能力。要达到这些任务，首先，教师应尽快从旧教材旧教法的框框中解放出来，转变思想，更新观念。若继续沿用传统的重语言知识讲授、重译写和语法教学、轻语言运用能力的培养，调动不起大多数学生学习英语的积极性。其次，应重视学生学习英语兴趣的培养，激发学生的学习兴趣。新时期英语教学要提倡“乐”的观念，情绪越好、越乐观，对所学内容便会发生浓厚的兴趣，学习效果也将越好。再者，在新形势下，转变教学思想是搞好新教材教法的前提，更新观念是用好新教材的保证。英语教师在实际教学中应自觉转变过去以应试为目的的教育思想，充分发挥新教材的优势特点，以突出教材的交际功能为主线来培养学生初步运用英语交际的能力；尽快解决教材新与方法旧的矛盾，变“不适应”为“适应”，掌握教学的主动权。 （二）运用交际手段，培养学生的能力。绝大部分学生主要是在课堂上学习英语，而在现实生活中缺少语言交际的环境和场所。从语言学角度来看，语言是人与人之间最常用、最有效、最重要的一种交际工具。交际能力是指在真实的情景中运用语言进行听说读写、交流信息和思想感情的能力。在教学中我努力创设和提供情景操练的机会，尽可能地将真实生活搬进课堂，注意在教学中为学生创设语言交际的环境。同时，还注意到交际是双向性的，是说者和听者双向交流思想的过程。在这一过程中，双方
高中英语教学设计模板
课时教学设计
节 Step I Lead-in The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005. T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages. Step II Introduction T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.
重点高中英语教案模板
重点高中英语教案模板
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Unit3---A Master of Nonverbal Humour The Second Period Reading Teaching aims: 1.Enable students to learn what humor means and what is nonverbal humor. 2.To introduce the life and work of Charlie Chaplin. 3.To introduce the kind of humour we can all laugh at ---nonverbal humour 4.To train the students’ reading and understanding ability Difficult points: Find out the main ideas of every paragraph. Teaching aids: A recorder and a projector, multimedia Teaching procedure: Step 1. Greetings and Revision Check homework: ask students to review what we learned in last period. Step 2. Pre-reading (通过展示几幅幽默图片，使课堂气氛活跃了起来，一下子调动了学生的积极性，然后顺势导入本课的主人公---Charlie Chaplin) Questions: 1.What do you know about Charlie Chaplin? 2.What do you know about his films? Step 3 Reading Task 1 :find out the main information about Charlie Chaplin 1)Born:___________________________________
高一英语语法教学设计文档
宾语从句和表语从句 1、掌握宾语从句的用法【重点难点】 2、掌握表语从句的用法【重点】 名词性从句包括主语从句、表语从句、宾语从句、同位语从句。（一）宾语从句 (1)宾语从句在句中作及物动词或介词的宾语。 ①We can learn what we did not know. 我们能够学习我们所未知的。 ②He was very pleased with what you had said at the meeting. 他对你会上所言十分满意。 如果主句的谓语动词是及物动词make, find, see, hear等，则把宾语从句置于宾语补足语之后，用it 作为形式宾语。 We find it necessary that we practise spoken-English every day. 我们发现每天练习英语口语是很必要的。 另外，某些带宾语的形容词，如sure, happy, glad, certain等之后也可带宾语从句。(注：有的语法学家认为是省略了形容词后的介词) 。 I am sure that he will succeed. 我相信他会成功的。 注意(1)关联词只能用whether 不能用if 表示“是否”的情况如下： A. 在表语从句和同位从句中。 ①The question is whether the film is worth seeing. 问题是这部电影是否值得一看。 ②The news whether our team has won the match is unknown. 我们队是否赢得比赛的消息还是未知的。 B. 在主语从句中，只有用it 作形式主语时，whether 和if都能引导主语从句，否则，也只能用whether。 ①Whether we shall attend the meeting hasn’t been decided yet.