高中英语教学设计最新28篇

网友发表时间 2024-11-04 03:35:38 3677208

高中英语教学设计应注重培养学生的语言能力、文化意识和思维能力，结合多样化的教学方法和评估手段，提升学习兴趣。下面是勤劳的小编为大家分享的高中英语教学设计范例，欢迎借鉴参考。

高中英语教案全英篇1

一。教材解读(Material Interpretation) 通常人们忌讳“只见树木，不见森林”，然而这里我们姑且就一个单元这只林片木来想象一下那片充满神奇的森林。从某种意义上说，这或许正是这套教材的编写者们的用意所在。高一英语新教材的编写依然以单元为单位，但每个单元打破了呆板的块状设计，换之于流畅的线型流程，为课堂教学的灵活组织留下了更大的空间。

整个教材体现了Communicative Curriculum的指导思想。每个单元以功能为主题，话题为支撑，结构为平台，任务为载体，意义交流为目的，充分体现了语言运用的基本思路，为任务型课堂教学构建了框架，注重提高学生用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力。

本单元的主题是Technology，中心话题为Hi-tech,话题本身具有强烈的时代气息，贴近学生的实际生活，符合学生的认知水平，在学生中有较强的认同感。这一单元的交际功能项目(Functional Item)有两个：

1、 Describing things

2、 Expressing agreement & disagreement。

结构项目(Structure)为The Present Continuous Passive Voice;主要能力项目为Reading 和Writing，其中一个阅读正篇，两个Language Input, 要求学生学会阅读并在阅读中培养根据上下文或构词法理判断词义的能力，同时学会写信并在信中阐述问题的症结，发表自己的观点。拓展�

二教学目标(Instructional Objectives) 通过教学，学生能描绘一些日常用品（如第一课时的A Guessing Game 和Describing and Drawing），发现一些问题，发表个人观点，努力解决问题（如第二课时的Problems and Solutions，Role Play和A TV Chitchat Program: Help is on the Way）；能学会与他人交流和合作（如第三课时中的Designing and advertising a new model of cell phone for Chinese high school students）；能学会寻找适当渠道解决实际问题（如第四课时中的A Letter of Complaint to the Headmaster）；能自己学会学习，在学习中建立输入假设，在实践中验证假设，并最后修正假设（如第四课时的对The Present Continuous Passive Voice的学习）；能懂得基本的一些学习策略，并运用这些策略提高在一定的context 中对一些较难词义的推断能力（如第五课时中的Word and Strategy）；能运用高科技获取更多英语信息，提升自己的英语学习（如第三课时中的Story Sharing和第六课时的Essay Writing）；能探究高科技为人类带来文明和便利的同时可能存在的负面影响以及消除这些影响的解决办法（如第五课时中的Talk about the advantages and disadvantages of cellphones, robots, computers etc.）；能在研究性的学习中进行自我反思，培养公民意识、社会责任感和全球观念（如第五课时中的A Probe into the Cause of Teenagers’ Addiction to Cyber Café和第六课时中的To Be a Technology-driven Human or not to Be）；能在不断的反思中领悟并懂得人类追求高科技的根本目的，倡导人与人之间的友爱和真情（如第六课时中的写给未来控制了人类的巨能电脑Q12 的题为Love is the Everlasting Topic of the World的信）。

Unit 9 (SEFC 1A) Notion Technology Topic Hi-tech Functional Items 1. Describe things 2. Expressing agreement & disagreement Structure The Passive Voice (3) The Present Continuous Passive Voice Tasks Guessing Game Describing things and how they work 2. Describing and Drawing Topic Touch 2. Role play Solving problems by giving opinions 3. A TV Chitchat Program Help is on the Way 4. A Project Designing and advertising a new model of cell phone for Chinese high school students 5. An Investigation Teaching and Living Facilities of the School 6. A Discussion Damage That Is Being Done to the Earth 7. An Interview Voice of Students 8. A Letter of Complaint 9. A Hi-tech Show 10. A Survey A Probe into the Cause of Teenagers’ Addiction to Cyber Café 11. A Debate To Be a Technology-driven Human or Not to Be 12. A Letter to Q12 Love is the Everlasting Topic of the World 13. An Essay Big Thing Moral Goals 1. Creative Thinking 2. Communication and Cooperation 3. Love and Caring 4. Environmental Protection 5. Social Awareness 6. Global Sense 三。教学设想(Teaching Assumptions) 在整个单元的教学中我们突出以话题为纲，交际功能为主线，兼顾结构，适当拓展。在教学方法上坚持以Communicative Approach为主，辅以其他多种有效教学方法。充分运用任务型教学途径，精心设计各种任务，以任务为载体，搭建意义交流舞台，创设各种情景途径，创建各种情感体验机会。通过教学，进一步发展学生基本语言运用能力，激活学生的英语思维，保持英语的学习热情，使精心设定的Moral Goal 的完成能水到渠成。例如，提高用英语获取信息、处理信息、分析和解决问题的能力，发展学生与人沟通和合作的能力；激发学生对事物深入了解的探究心理，逐步养成研究性学习意识；通过自主学习和社会调查，和与发展国家在科技方面的比较，了解社会，增强社会责任感（(Social Responsibility），强化祖国意识(National Awareness)，培养全球观念(Global Sense)。 1.话题拓展 (Extended Topics) 以Technology为主题，由中心话题衍生出六个Sub Topics, 分别是New Uses of Things, Problems and Solutions, Life in a Technological Era, Teaching & Living Facilities of the School, Controversy about Technology 和Attitude towards Technology。

高中英语教案设计篇2

一、First–reading 采用自上而下模式，侧重培养快速阅读理解能力

“自上而下的模式”是哥德曼（Goodman）1971年提出的阅读理论模式。这一理论反对把阅读看成是对一系列词句的知觉，认为阅读者不必使用全部文本中的提示，他们在文章中挑选和选择足够的信息来作出预测，用他们自己的经验和有关客观世界的知识去验证他们的预测。按这个模式，阅读者在阅读过程中不是逐字、逐句地去理解，而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。该模式有利有弊，弊在对学生语言基础知识的掌握不利，容易造成学生语言基本功不扎实。然而，由于强调整体篇章理解，在阅读时采取跳跃式搜索、猜测等方法，所以有利于培养学生快速阅读理解能力。

阅读速度的培养是阅读教学中一个重要的任务。目前，中学生阅读能力在速度上与可能达到的指标相比普遍要低几倍，甚至十几倍。随着信息时代的到来，人们急需尽快获取各种信息资料，成倍提高工作效率与学习效果，培养学生的快速阅读理解能力是实施英语素质教育的必然要求。然而，训练学生阅读速度必须建立在学生对文章内容处于陌生状态的基础上，因此，在学生初次接触阅读课文时，应该采用自上而下阅读模式，不失时机地培养他们的快速阅读习惯、快速阅读理解能力。这一阶段的教学设计主要如下：

1、引入题材。可采用设疑悬念、直观导入、故事导入等引入方式。

2、进行快阅。可向学生介绍组读法、察读法、浏读法、略读法、跳读法等快速阅读方法。

3、检测理解。可采用问答题、判断题、选择题、做笔记、填图表等检测形式。

附SEFC Book IA Lesson 26 & Lesson 27 阅读理解问答题：

1) Which was the USA's strongest earthquakes ?

2) How many people lost their lives and how many people lost their

homes in the 1906 earthquake ?

3) How many people lost their lives in the 1989 earthquake?

4) When the 1906 earthquake happened, how many metres did the Pacific

plate jump to the north ?

5) How many measures(措施) can we take in order to deal with

earthquakes ?

6) What is " The Big One"?

经过一读课文及完成表层信息捕捉问题后，学生对文章有了肤浅的认识，阅读速度也得到训练。然而，阅读包含两个阶段：一是辨认文字符号的感性认识阶段；二是理解内容，吸收信息，创造性思维译码的理性认识阶段。因此，二读课文，加深文章的理解就显得尤为必要了。

二、Second–reading 采用交互作用模式，侧重培养阅读理解综合能力

语言心理学的图式理论认为，阅读过程是读者通过视觉器官接受以文字符号形式输入的外部代码，再结合大脑中的内部代码（即图式）进行编解码认知加工，从而理解并提取信息的过程。根据鲁姆哈特（D·Rumelhart）1977年提出的交互作用模式，这个过程实际上也即是读者大脑中自下而上与自上而下认知加工交互作用的过程。相互作用模式（the interactive model）也可称为图式理论模式（the schema theory model）。按图式阅读理论，读者的阅读能力由三种图式决定：语言图式、内容图式和形式图式。语言图式是指读者对构成阅读材料的语言的掌握程度。内容图式是指读者对文章所讨论的主题的熟悉程度。形式图式是指读者对文章的体裁的了解程度。在阅读过程中，读者大脑中的这三种图式与文章的语言、内容和形式相互作用，其结果决定了读者对文章的理解程度。

阅读的关键在于理解，尤其是深层理解。交互作用模式对提高学生的英语阅读综合能力能起关键的作用。借助形式图式模式，教师可引导学生弄清文章的文体思路，了解各种不同体裁的课文的结构特点。例如教"Earthquakes" 时引导学生归纳出文体思路是accidents--- causes --- solutions---- prediction。借助文章体裁结构帮助理解文章实际上也是一种阅读策略，同时也有助于学生下一阶段完成重建语篇的表达训练。借助内容图式，教师可启发学生寻找或利用文章上下文线索去激活自己大脑中相应的背景知识内容图式。例如教“Earthquakes”时引导学生回忆“板块学说”（plate tectonics）相关内容，将文章内容与大脑中的相关信息联系起来有助于学生更深刻理解文章的细节内容、中心思想、作者的写作态度、写作意图及文章的“弦外之音”。语言图式在阅读理解中起着基础的作用，没有语言图式，内容图式和形式图式就发挥不了作用。教师应结合课文内容提高学生识别文章中词、短语和句子的能力。例如教“Earthquakes”时引导学生理解“shook”、“jumped”、“stay up”等在文章中的意思。这样做，学生读懂文章的能力才会逐步提高，下一阶段进行语言知识的学习和应用才会有基础。总之，综合利用形式图式、内容图式、语言图式来指导二读课文，对提高学生阅读综合能力是必不可少的。这一阶段的教学设计主要如下：

1、细读课文。可采用全文阅读，逐段阅读，合段阅读等阅读方式。

2、检测理解。可采用问答题、判断题、讨论题、选择题等检测形式。

3、阅读析评。可采用学生发言、教师总结或师生一起讨论归纳等双边活动形式。

附SEFC Book 1A Lesson 26 & Lesson 27阅读理解问答题：

1) What do the first three paragraphs talk about ?

2) What does the writer try to explain in the last paragraph of Lesson 26 ?

3) What does the writer intend to do in the first paragraph of Lesson 27 ?

4) Why does the writer mention "The Big One" ?

5) If we compare the 1986 earthquake with the 1989 earthquake, what can we find ?

6) If the 1989 earthquake had happened in the centre of town, what would have happened?

7) Why can't we stop earthquakes ?

8) Do you think that San Francisco is now in danger ? Why ?

9) How does the writer make each paragraph of the two lessons coherent (连贯的) ?

10) What have you learned from the lessons ?

经过二读课文及完成一些深层阅读理解问题后，学生对文章有了深刻的理解，吸收信息或利用所获得信息来分析问题和解决问题的能力也得到培养。阅读吸收信息，吸收是为了表达。因此，教学活动的设计不应只停留在输入的层次上，应该使语言输入（听与读）和语言输出（说与写）之间产生一种平衡。运用所学语言知识以及题材信息重建语篇、提高学生语言表达能力势在必行。

三、Post–-reading 采用自下而上模式，侧重培养知识综合运用能力

自下而上模式是指阅读者在阅读过程中从最小的单位——字母和单词（从底或下层）识别开始，逐步弄懂（在顶或上层）较大的语言单位——短语、分句、句子和语篇的意义。按照这个模式去理解阅读过程，教师在教授阅读课时主要任务就是帮助学生解决语言上的障碍，即弄清词、短语和句子的意义。

由此看来，阅读课教学既是一门阅读课，也是一门语言课。随着学生对课文理解的深化，教师必须提高学生对语言知识的掌握程度。阅读理解的问题，说到底就是语言方面的问题。所以，通过阅读，可以学习语言知识，通过学习语言知识，有助于提高阅读能力。阅读能力与语言学习，两者相辅相成、密切关系；另外，中学英语大纲规定，在英语教学中要努力使基础知识转化为言语技能，并发展成运用英语进行交际的能力。为此，在完成二读课文之后采用自下而上模式深化语言知识的学习与运用则是提高学生阅读能力和语言表达能力的必然要求。这一阶段的教学设计主要如下：

1、归纳知识。可引导学生按语言单位来分类归纳；也可按段落顺序或情节内容来归纳排列。

2、深化知识。可介绍一词多义、词与词区别、长句分析和逻辑纽带等拓展性知识。

3、运用知识。口头上可采用命题发言、口述大意、复述课文、话题讨论等准交际或交际练习形式；笔头上可采用改写、缩写、书面表达等准交际或交际练习形式。

附SEFC Book 1A Lesson 26 & Lesson 27 读后重建语篇训练题：

1) Why do you think San Francisco are easily shaken by earthquakes ?

2) Give a speech on what we should do in order to deal with earthquakes.

3) Write a passage to report the 1989 earthquake in San Francisco.

4) Write a short article on the 1999 earthquake in Taiwan.

实践证明，把阅读课教学活动分成三个阶段，不同阅读活动阶段采用不同阅读理论模式以实现阅读课教学的最终目的这是非常必要的，也是非常恰当的。这种做法有以下主要特点：

1、它使学生的综合能力得到了训练。在认知能力方面，快速阅读理解训练促使学生的观察力、注意力、记忆力高度集中；深层阅读理解训练使学生思维能力、想象力得到发展。在语言能力方面，各个阶段中阅读理解问题的解决使学生的听说、读写能力得到全面培养，尤其是阅读理解能力更得到了充分发展。在交往能力方面，同学们在老师引导下，在交流与讨论中相互合作、相互沟通，最后得出认识比较统一的答案。在这一过程中，学生的相互沟通能力、协调合作能力、凝聚力自然也就得到了培养。另外，通过重建语篇训练，学生的创造能力也将得到培养。

2、它体现了素质教育的基本要求。在素质教育的全体性方面，由浅入深，由易到难，由表及里的阅读理解练习能给不同程度的同学提供体验成功乐趣的机会，能调动全体学生参与的积极性。在素质教育的整体性方面，这种教学设计主张适应各类体裁的阅读课文，挖掘文章的内涵和主旨，使各种有用信息渗透到英语教学之中；整个过程始终贯穿着培养学生的各方面能力，全方位开发学生的潜能。在素质教育的主体性方面，这种教学设计克服传统的教师讲、学生记的弊病，学生在教师引导下学会思考、学会分析、学会发现，学会表达，真正发挥了学生的主体作用和教师主导作用。

高一英语必修二全册教案篇3

一、教学目标与要求

在本单元教学中，学生学习并初步掌握非限制性定语从句的用法，并运用到书面作业中。进一步学习提出建议的表达方式，能较为熟练的提出建议，语言使用正确。通过对课文的学习，了解保护古迹文物的重要意义，并用自己组织的语言，描述阿斯旺大坝的概况。完成练习册编排的练习。

二、教学重点与难点

1、重点词汇flood;figure;rebuild;mark;face（v.）；in danger;date from;make agood effort

2、重要句型figure;rebuild;mark ；face（v.）；in danger;date from;make a good ef-fort

3、语法定语从句(5)：1)The project，which lasted four years，cost$ 1 )Bob’s father，who worked on the project，spent four years in Egypt.

4、日常交际用语提出建议(Making suggestions)：1)Well，there are several thingswe could )Maybe we could go shopping this )I think we should do that an- other )You’d better take a sun will burn you if you’re not careful.

关于新疆高中英语教案篇4

一、教法建议

【抛砖引玉】

同学们将通过本单元的阅读课文“Milu Deer Return To China”, 深刻认识并了解保护野生动物的重要意义。

单元双基学习目标

Ⅰ.词汇学习

四会单词和词组：at present , nature , common , recently , alive , year by year , greatly , one day , sick

三会单词和词组：increase , similar , equipment , disappear , period , research , protect , paint , deer , performance , put on performance , one after another

Ⅱ. 交际英语

目的、意图、同意和祝愿

1. Why are you making this journey ?

2. We are trying to collect the memory for a wildlife project .

3. We want to do … so that …

4. What is the purpose of your new project ?

5. We want to do … very much .

6. That sounds a great idea .

7. Good luck with your trip !

Ⅲ. 语法学习

在本单元，同学们要理解并初步掌握现在进行时被动语态的用法。现在进行时的被动语态是由“由be的现在式 (am , is , are ) + being + 过去分词”构成。现在进行时的被动语态是表示“某人或者某事此时正在被……”。如：A teaching building is being built in our school .

【指点迷津】

单元重点词汇点拨

1. deer鹿

I saw four deer in the forest .

〖点拨〗deer的单复数一样。单复数形式一样的名词还有：sheep , aircraft , police , cattle等。

2. increase增加；繁殖

Travel increases one’s knowledge of the world .

The number of tourists has increased . = Tourists have increased in number .

〖点拨〗增加了百分之几常用介词by连接。The population of this town increased by five percent last year .

另外，on the increase是“不断增加，正在增加中”。如：Traffic accidents in cities are on the increase this month .

类似的

The two of them are similar in character .

A cat is similar to a tiger in many ways .

〖点拨〗be similar to与……相似。又如：Gold is similar in colour to brass (铜) 。

4. recently近来

The recently completed , 35-story , four-star hotel is the tallest building in the city .

〖点拨〗recently在句中时，句子常用现在完成时。如：Have you been very busy recently ?

5. alive活着的；存在的

Who’s the greatest man alive ?

〖点拨〗alive ; living ; live ; lively ; life ; lives 这些词都有“活着”之意，它们的用法各不相同。

1)alive 意为“活着”，侧重说明生与死之间的界限，既可指人，也可指物；可用来作表语，后置定语或宾补。虽有死的可能，但还活着。例如：

The badly wounded soldier was still alive when taken to the hospital .

He is dead , but his dog is still alive . 他死了，但他的狗仍然还活着。

No man alive is greater than he . 在活着的人中没有人比他更伟大了。(注：此时 alive 含有“在所有活着的……之中”)

He wanted to keep the fish alive . 他想让鱼活着。

2)living意为“活着”强调说明“尚在人间”，“健在”，可用来指人或物，作定语或表语。例如：

Comrade Wang is really a living Lei Feng in our country .

My first teacher is still living . 我的启蒙老师仍健在。

English is a living language . 英语的活的语言。

A living language should be learned through listening and speaking .

He is regarded as one of the best living writers at present . 他被认为是当代活着的的作家之一。

注意：living 前加上 the , 表示类别，指“活着的人们”。例如：The living must finish the work of those dead . 活着的人必须完成那些死去的人的事业。

living 还可用于短语，例如：make a living 谋生。

3)live “活着的”，通常指物，不指人，常用来作定语放名词的前面。还指“实况转播的”。例如：

a live wire 有电的电线，a live fish 一条活鱼。

Do you like a live show or a recorded show ? 你是喜欢直播还是录音。

He said he had seen a live whale . 他说他看见过活鲸鱼。

make a / one's living by + ing 通过干……谋生

4)lively 则意为“活泼的”，“活跃”，“充满生气的”，可作定语、表语或宾补，既可指人，又可指物。例如：

Jenny is a lively girl . 詹妮是个活泼的女孩。

Everything is lively here . 这儿一切都生机勃勃。

He had a strange way of making his classes lively and interesting . 他有一种奇特的方法，使他的课生动有趣。

5)life 是名词作生命可数，作生活不可数。其复数是 lives 。类似把 -fe 变为 -ves 的还有：wife , shelf , leaf , half , loaf , thief , knife , wolf , self .

I prefer country life to city life .

These children are full of life . 这些孩子充满火力。

Many people lost their lives in the accident .

all one's life 一生，true to life 栩栩如生，in one's life 在……的一生中，come back to life 苏醒过来，live / lead a happy life 过着幸福的生活。

单元词组思维运用

1. make a trip to到……旅行

They are leaving tomorrow to make a trip to Hangzhou .

注意：“去……旅行”还可以用take a trip , have a trip , go on a trip , make a journey 。

2. collect money for= raise money for 为……筹集资金；为……募捐

These Young Pioneers are trying to collect money for a wildlife protect .

3. put on performances演出

You have put on a fine performance .

The performance put on by the senior class was a dance .

4. at present= for the time being 目前；现在；如今

How many research center are there at present for milu deer in China ?

5. do with处理；对待

What do people plan to do with the milu deer in future ?

注意：do with常与what连接使用，deal with常与how连接使用。

6. too many of太多的

Too many of the deer had been killed and they disappeared .

注意：so many和too many的顺序。too much修饰不可数名词。如：Too much of such rain will ruin the crop .

7. year by year年复一年

They liked the cool wet weather there and their number increased year by year .

We should do everything possible to enable the peasants to raise their personal incomes year by year .

注意由“名词 + by + 名词”的短语还有：step by step逐步地，two by two两个两个地，little by little逐步地。

8. south of = to the south of在……以南

The zoo is three miles south of the city . 动物园在城南三英里处。

Hunan Province lies to the north of Guangdong .

9. one day总有一天；有一天

该词组可以指过去，也可以指将来。但some day指将来。

One day last summer I made a trip to the country .

You will come to see the importance of English one day (= some day) .

10. in the wild在荒野；在旷野

These animals had to live in the wilds of northwest China .

11. once more = once again再次；重新

The facts showed once more that he was not interested in music .

12. one after another = one after the other = one by one 一个接一个；相继

The students left the theatre one after another after the play . 13. in the past year在过去的一年中

A lot of work has been done in the past year .

注意：类似的还有，in the past few years在过去的几年中，in the last few months在过去的几个月中。出现这样的短语时，句子常用完成时态。而in the past (在过去) 却需要使用过去时。

14. be similar to和……差不多，和……相近

If one thing is very similar to another thing , they look almost the same .

Cameras are similar to the human eye .

15. make a study of对……加以研究

She gave us some advice on how to make a study of teaching methods .

16. set free释放

The girl set the pretty birds free .

高中英语教案篇5

学习目标

Students are to be able to

predict what to hear.

use the group of words related to stress.

tell the ways to deal with the stress.

教学流程

学生背景

升入高中后的'第二节英语课。

教学内容

1) Listen to an interview concerning stressful situations

2) Predict before listening

教学目的

1) To identify stressful situations.

2) To use stress related words and expressions.

3) To learn about ways of dealing with stress.

4) To predict before listening.

教学过程

步骤

教师活动

学生活动

时间教具

板书

可能遇到的问题

Lead in

Ask questions

Write down key words on the Bb Answer the questions

Get familiar with the topic 2’ Pictures

Computer Title

New words and key sentences Ss might not use the target words

Introduce

Lexical

Items in

Context

Write down model sentences on the Bb Brainstorm and talk about stressful situations 3’

Textbook Model sentences Differences between

very, quite vs.

a little

Check point Ex. 2 Page 10 Focus on the form, meaning and use of the lexical items 3’

Textbook Key words Ss might have difficulty producing the answer:

stress pressure

Prediction Introduce the technique of prediction Ss use the technique to predict answers individually

Justify their opinions in pairs 5’ Textbook

computer No Ss’ individual differences

Listening

Play the cassette

Highlight the strategies

Play the cassette

twice Listen for general information to check the answers 10’ Computer

Textbook No Some Ss might feel depressed after checking, then they need encouragement

Listening Play the cassette for the third time

Encourage Ss to choose suitable ways to answer the 3 questions based on their ability

Help Ss to find the right answers Listen for specific information to answer the question

Get enough information on stress and learn the ways to deal with stress 12’

Textbook

Answer sheet

Computer No

Ss might over or under- estimate their own ability to answer the questions

Ss might not be able to collect enough specific information to finish the task

Give Suggestions Offer a chance for Ss to evaluate their study Solve practical problems in their life in groups

Presentation

Evaluation 10’ Answer sheets Evaluation form

The suggestions might be quite different based on individual differences, whatever the results everyone should be awarded

Homework Read Supplementary Reading on P7 & P9

关于新疆高中英语教案篇6

教学准备

教学目标

知识目标 1. To help students fully understand the passage.

2. Encourage students to retell the story.

能力目标 1. Improve students’ reading skills of skimming and scanning.

2. Encourage students to cooperate with others.

情感态度价值观 1. Help students to appreciate the qualities of Nelson Mandela and learn from him.

2. Develop students’ social responsibility.

教学重难点

重点

难点 1. Improve students’ reading skills of skimming and scanning.

2. Conclude and appreciate Nelson Mandela’s qualities.

students’ reading skills of skimming and scanning.

students to retell the story.

教学过程

Step I: Warming up

Listening to a song: You raise me up.

设计意图：通过课前一首歌，让学生明确当我们身处逆境的时候，我们都需要一个helper甚至是一个hero,引出modern hero曼德拉。

Step II: Pre-reading

Task is the writing style of the passage?

A. Narrative(记叙文)B. Expository(说明文)C. argumentative(议论文)

Task is the writing order of the passage?

A. Time order B. Space order

Task is the relationship between Nelson Mandela and Elias?

设计意图：迅速引导学生思考本文的文体和写作顺序，为下一环节的阅读做准备。引导学生根据题目大胆猜测，旨在培养学生预测文章主题、把握中心的能力。

Step III：While – reading

1. Skimming

Task1. What is the main idea of the story?

Task2. What is the structure of the story?

(Para__——Para___)Part 1 main idea:_____________________________________

(Para__——Para___)Part 2 main idea:_____________________________________

设计意图：快速通读全文，把握文章主旨大意。着重培养学生快速了解文章大意把握文章脉络的能力。

2. Scanning

Para 1&2,

Task 1:

Timeline Elias’ life

1940

1946

1948

1948-1952

1952

Task2. Use an adjective to describe his feeling before he met Mandela. Why do you think so?

Para3-5

Task 1:.Answer the following questions:

1).What did Mandela do to help Elias?

2).What unfair stage did black people face in South Africa?

3).What did they do to fight against the government?

Task2. What about his feeling after he met Mandela? Why do you think so?

设计意图：通过分段细读培养学生把握事实细节的能力，同时引导学生精确地把握作者的情感态度的变化，旨在培养学生在把握事实细节的同时理清文章脉络，把握整体的能力。

3. Appreciating the sentences.

1.“The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.

2.“…we were put in a position in which we had either to accept we were less important, or fight the Government. We first broke the law in a way which was peaceful, when this was not allowed… only then did we decide to answer violence with violence.”

设计意图：引导学生分析理解文章中的长难句，提高学生突破长难句的能力。

Step Ⅳ：Post-reading (Group work)

Task 1: Retelling the story in the third person.

My grandfather was a poor black worker. ...

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Vocabulary and structure for you to refer to.

the time when…, lawyer, went to ... for advice, offer guidance, generous, leave school, no passbook, out of work, hopeful, join, equal , a stage where…, be decided by ,

answer violence with violence, blew up ... achieve our dream of…,

Task qualities do you think Nelson Mandela have according the passage?

设计意图：在文章脉络及足够的事实细节输入之后，本活动为读后的输出部分。旨在引导学生回顾本课重点；同时对本课内容进行内化、拓展，以提高学生的语言运用能力。同时曼德拉品质的归纳，让学生明确为人所具备的品质，向伟人学习。

Step V: Assignment

1. Turn to the Internet or other materials for further information about Nelson Mandela.

2. Read the passage aloud to appreciate the important sentences and learn the new vocabulary.

设计意图：作业是课堂设计的延续和拓展，紧密结合本课所学内容，旨在培养课外阅读习惯和学以致用的能力。

高中英语教案篇7

Good morning/afternoon, my dear judges. I'm number ___. It's my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects.

Analysis of the teaching material

First of all, let’s come to the analysis of teaching material. This lesson is from New Senior English for China Book5 module 3, the reading part. The topic of this unit is about adventures. It is excerpted from Mark Twain’s work “ The Adventures of Huckleberry Finn”。 The story is about two teenagers who find a steamboat and board on the steamboat.

Analysis of the students

Secondly, students are the subject of our class. After many years of English studying, they’ve known many words, sentences and some skills to solve English problems. They not only study the words and phrases, but also learn the meaning and the culture. So I would introduce them more knowledge above the passage to arouse their reading interest.

Analysis of the teaching aims

By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims.

The first one is knowledge aims:

1)Students learn and grasp the following important useful new words and expressions: pour down; sail down; climb on to; panic; curious; tie up…

2) Learn the language and grasp the meaning in this passage.

The second one is ability aims:

Through reading, students reading ability and word-guessing ability will be improved.

The last one is Emotional aims:

Students will be more interested in the literature and cinema in English and enjoy the famous works.

Analysis of the key and difficult points

According to the analysis above, I set the key points and difficult points as follows.

Teaching key points:

Member and master new words and phrases and understand the passage.

Teaching difficult points:

Foster students’ interest of reading passage and improve their reading ability.

Analysis of teaching and study methods

Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. I will lead them to study by themselves, and through answering my questions, they will have a good understanding of the passage.

Analysis of the teaching procedures

Now, let’s come to the most important part of this lesson: the analysis of the teaching procedures. This lesson is divided into 5 stages, that is, warming up, pre-reading, while-reading, post-reading and summary & homework.

Step 1 warming up

In my warming up stage, after greeting with the students I will Introduce Mark Twain and his works, such as The Adventures of Huckleberry Finn， Running for Governor，The Prince and the Pauper. Then tell students today we will learn adventure, a passage from The Adventures of Huckleberry Finn.

Mark twain is a famous American writer. Through the introduction, students will have more interest in reading famous works. And they will be curious about the passage and I can move to the next step smoothly.

Step 2 Pre-reading

In pre-reading, I will ask them to have a free talk about adventure.

Ask them talk about adventure. For example: What is adventure? Would you like to go? Adventure is an exciting trip. Perhaps sometimes you feel bored, you could imagine going on a great adventure, such as caving, climbing, sailing and canoeing.

Then lead students to predict the passage, ask them to Look at the picture in the book and discuss the following questions:

1. Who are they? 2. Where are they? 3. What are they doing? 4. What is the boy pointing at?

In this way, students will be familiar with adventure and lay a foundation for reading the passage.

Step 3 While-reading

In this period, there are two activities: global reading and detailed reading. Firstly, global reading, I would like to give students 5minutes to have a global reading to check their ideas what they predict during the pre-reading. At the same time, they find out and circle the difficult words.

Fast reading can help students understand the whole passage quickly and practice their logic thinking. Then I will explain the difficult words, such as fantasy, identify, and account. For example

Fantasy n. the activity of imaging things

phrase: live in a fantasy world fantastic adj.

identify v recognize sb or sth

identify the criminal

identity n. ID identity card

Next, it should be detailed reading. I will ask them to read the passage again and do the exercise2 on the book. Number the events in the order they happen. Then I check the answer.

After this reading, students will grasp the whole passage. In order to create more chance for students to read, I will ask students read the passage paragraph by paragraph. Answer the following questions showed on the PPT.

Paragraph1. Discover a steamboat

What was the weather like that night?

What did they see and what were they doing then?

Paragraph2-5 board the steamboat

How did Huck and Jim get to the sinking steamboat?

How did they get on it?

Paragraph6-8 in the steamboat

What did Jim do when they heard someone was going to kill another?

Paragraph9-11 leave the steamboat

What did Huck decide to do after he heard they would leave the man on the steamboat?

Students will get more detailed information, and more interested in this story. Furthermore, they would like to read more works of Mark Twain.

Step4 Post-reading

Now it should be post-reading. In order to make sure that students will master the new words, I will ask them to do the exercise 4 and 5. Encourage them to member the verb words and phrases during the exercises.

After the exercise, I will give them 5 minutes to prepare, then to retell the passage according to the event orders. During the oral English time, I will encourage them to open their mouth and give them more positive evaluation. It benefits students for practicing their speaking and having more confidence in learning English.

Step 5 Summary and homework

At the end of the class, I’d like to make a summary about this lesson and present my homework to consolidate what the students have learnt in this period. I will conclude with my students together what we’ve learnt. The home work is to remember the key words and phrase and write a short passage about what will happen next.

高中英语精选教案篇8

百万英镑The Million Pound Bank Note 的教学设计(Warming Up)

陈美杏文昌实验高中英语序号13

I. 教学内容分析

本单元课文百万英镑是根据美国短篇小说家马克吐温写的小说改编的剧本。因为本课文是高中阶段学生接触到的第1篇英文剧本，所以在Warming Up 阶段应该对剧本的相关知识做一下介绍，让学生了解英语戏剧的特色和要素。

Warming Up 是对马克吐温及其作品的讨论，以及关于他本人生平的简要介绍。这部分是本单元的背景知识，并没包括生单词，只是作一个导入。

II. 环节教学目标

1. 使学生对马克吐温及其作品，有个初步的了解。

2. 使学生对英语剧本有初步的了解，引发学生学英语戏剧即课文的兴趣，可以通过模仿戏剧配音提高英语语调感知水平。

III. 环节教学手段

阅读法(朗读戏剧片段)、课堂讨论法

IV. 环节教学用时：10分钟

V. 环节教学过程

步骤一：播放百万英镑电影开头片段约30秒，询问学生是否知道这部电影，然后引出马克吐温。(1分钟)

步骤二：让学生自己阅读的Warming Up小短文，完成旁边的Note。(3分钟)

步骤三：随机抽三位同学检查答案，问清楚答案在第几行哪句找到的，如果是猜测的答案，也请学生说明理由。然后关上课本，大家再复述一遍，注意老师只提醒词，让学生讲。(2分钟)

步骤四：又播放一次步骤一的电影，询问是否有人知道电影的话本题材，引入英语戏剧。老师再对戏剧作一个简短介绍。(1分钟)

步骤五：模仿电影配音，让学生注意话剧语调的起伏，老师示范时做一下比较夸张的语音示范，比如Who?Me?Sir?模仿出那种身临其境感，让学生模仿，去演，设置一个比赛，看谁模仿的。(3分钟)

高中英语教案篇9

二十一世纪，中国将全面推进素质教育。中国共产党中央、国务院《关于深化教育改革，全面推进素质教育的决定》指出：“实施素质教育，就是全面贯彻党的教育方针，以提高国民素质为根本宗旨，以培养学生的创新精神和实践能力为重点，造就有理想、有道德、有文化、有纪律的德、智、体、美等全面发展的社会主义事业的建设者和接班人。进一步改革德育工作的方法，寓德育于各学科教学之中，智育工作要转变教育观念，改革人才培养模式，积极实行启发式和讨论式教学，激发学生独立思考和创新的意识，切实提高教学质量。要让学生感受、理解知识产生和发展的过程，培养学生的科学精神和创新思维习惯，重视培养学生收集处理信息的能力，获取新知识的能力，分析和解决问题的能力，语言文字表达能力以及团结协作和社会活动的能力。“根据素质教育的要求，英语教学必须进行改革。

高中英语课程改革的主要目的是：建立新的外语教育教学理念，使课程设计课程内容具有时代性，基础性与选择性；建立灵活的课程目标体系，使之对不同阶段与不同地区的英语教学更具指导意义；建立多元，开放的英语课程评价体系，使评价真正成为教学的有机组成部分；建立规范的英语教材体系以及丰富的课程资源体系，以保障英语课程的顺利实施。

因此，根据高中生认知能力发展的特点与学业发展的需求，高中英语课程应该强调在进一步发展学生综合语言能力运用的基础上，着重提高学生用英语获取信息，处理信息，分析问题与解决问题的能力，特别注重提高学生用英语进行思维与表达的能力；形成跨文化交际的意识与基本的跨文化交际能力；进一步拓宽国际视野，增强爱国主义精神与民族使命感，形成健全的情感，态度，价值观，为未来发展与终身学习奠定良好的基础。

在新一轮基础教育改革的今天，教师正面对着一个新的课程环境，新的课程研究模式，一个要求教师角色向广度延伸，向深度扩展的时代背景。在这个传统教育方式与现代教育方式激烈对峙的转型时期，交织着教师的退缩，彷徨，奋进的各种心态。课程改革的基础是教师，没有高素质的教师队伍，改革就难以成功。但像高素质的人才只能在改革之中而不能在改革之前产生一样，课程改革所需要的高素质的教师只能在改革中造就。所以，在高中英语新课标实施的过程中，我们英语老师究竟如何去应对这种改革背景，全面提高自身素质就成为新课程实施成功与否的关键所在。

要迎接好新课程的挑战，我们就要建立终身学习的理念，不断更新知识结构，发展专业能力与知识能力，以适应现代社会发展对英语课程的要求。树立终身学习的理念实际上就是强化教师自我发展的终身化意识，主要表现在：

首先，教师要不断进行教学反思。广泛的反思性教学实际上就是要求英语教师对教学不断反思、对业务不断提高、对自我不断发展，以促进教师发展朝终身化方向发展。反思将强化教师的创造性、激励个人成长愿望、有益于传授主要知识和培养课堂技能，养成教师的专业气质。以高标准进行反思性教学的教师将逐渐形成敏锐的专业判断力，使英语教师更加专业化。这就要求教师要克服一次性学习的观念，树立终身学习的精神，使每一堂课的教学都成为教师反思和提高的机会。那么受益的学生就远不只一堂课、一个班级。

自我发展的终身化就要求知识必须不断更新，那么英语教师的备课就要随时间的变化而变化，随班级、学生的不同而变化。这就意味着要求教师的每一堂课都要上出新意，都要推陈出新，无形中培养了教师终身学习、终身发展的意识。英语教师要力图把每一堂课都当作提高自己教学质量、指导课堂教学、拓宽自己专业眼界的机会。因为无论一个教学过程多么好，都可以改进或改革以更好地满足学生的需要。

其次，分析自己的教学经验，写教后感，有规律地反思成功或失败的经验。还要经常分析教学实践与学生学习之间的关系，以开放的心态对待创新，把学生的需要与长期的教学目标结合起来。一旦养成终身的自我评估习惯，教师将不断地挑战自己，发展自己，从而把专业的成长与发展和赋予课堂教学以活力当作自己的责任。

挖掘学生和当前语言教学的知识深度、开拓他们知识的内容广度、促进学生和教师的认知发展。要明确地认识到英语教学是一个发展的领域，所以英语教师要经常研究教学实践，精通专业人文知识，同时还要了解英语教学的前沿问题，跟上学科的发展。通过创新，通过各种方式主动研究自己的教学，追求、探索自己不熟知的领域，自觉养成终身研究的习惯。

再次，英语教师要不断分析、评价自己的教学质量，强化教学效果、促进学生学习，形成自己教学行为原理，促进终身自我发展。还要经常与同事交流、参加集体备课和研讨课，以类似的研究强化终身型的学者气质。另外，为更新自我知识，还要积极地与其它学科教师进行有效的互相交流和学习，积极寻求同事的帮助，以教师和学习者的身份继续发展自己。同时，参与同行教师的教学、欢迎同事以他们的观察帮助自己做自我评价，或学习其他在教学上富有经验的教师。从而提倡内部合作与团队精神，实现跨学科、跨层次教学。

新课程要求我们从以知识为本的教育理念转变为以学生发展为本的教育理念，重新认识高中英语课程的目标与定位。长期以来，我们高中英语教学的都是围绕着高考这根指挥棒，目的是为了高考能够出好成绩。因此，我们的英语教学工作带有明显的功利主义色彩，而忽略了它的人文性目的，忽略了语言对青少年进行素质教育方面的重要作用。《高中英语课程标准》明确指出：“高中阶段的外语教育是培养公民素质的重要过程，它既要满足学生心智与情感态度的发展需求以及高中毕业生就业，升学与未来生存发展的需要，同时还要满足国家的经济建设与科技发展对人才培养的要求。因此，高中阶段的外语教育有多重的人文与社会意义”。从这里可以看出，新课程要以培养学生的实践精神与创新精神为目标，共同为学生的终身发展打下良好的基础。

高中英语教案ppt 篇10

Unit 5 Theme parks

The fifth period Words and expressions

I. Words for Reading (THEME PARKS —FUN AND MORE THAN FUN)

theme n. a favourite theme for poetry, a theme park

amuse v. amuse oneself by …， be amused at [by, with]…

amusement n. find much amusement in…， an amusement park

various a. too various to form a group, various opinions

variety n. for a variety of reasons, have a great variety to choose from, in a variety of

ways

ride n. give sb. a ride, go for a ride, take a long ride

shuttle n. the space shuttle Columbia broke up over Texas, carry shuttle audio during

space shuttle missions.

charge v. charge double for… 对……加倍收费，charge a fee for a service，He is charged

with heavy responsibility.

admission n. Admission by ticket only. Grant sb. admission, gain admission to/ into…

profit ① n. bring a handsome profit to…， divide profits 分红利，increase profits ② v.

make big profits （on sth.）， sell sth. at a profit, do sth. for profit

souvenir n. This book ekes out souvenir of my life in the United States. 这本书帮助我追

忆在美国的生活。

involve v. You'd like to meaningfully involve students.， the right of Congress to involve the

nation in war

athletic a. an athletic meeting, athletic sports

brand n. Do you like this brand of coffee? a famous brand, the most popular brand on the

market

equipment n. lab equipment, military equipments, the necessary equipments for a trip

sneaker n. wear a new pair of sneakers

minority n. The minority is subordinate to the majority. 少数服从多数

fantasy n. fantasy sports and gaming site, the work of fantasy artist Amy Brown

Fantasyland n. living in a fantasyland, the Guide to Fantasyland

settler n. the early settlers of America, the first white settlers, The settlers were soon acclimated.

marine a. develop a mercantile marine 发展商船

experiment n. attempt the experiment of…， carry out an experiment, make an experiment on sb.， prove sth. by experiment

imaginary a. an imaginary enemy, imaginary number 虚数

advanced a. most advanced branches of science and technology, a man advanced in years 老年人

technique n. developed a technique for remotely fingerprinting, a Swimming Technique

Magazine, developing a practical technique for solving voice problems

II. Words for Learning about Language(Word formation)

imagination n. have a good/ poor imagination

test n. provides test preparation services for college admissions, Preparing for a test isn't

easy. do well on the test

vary v. Opinions vary on this point. vary with… 与……一起变化

cloth n. lay the cloth 铺桌布、准备开饭， cut one’s coat according to one’s cloth量布裁衣

，量入为出

III. Words for Using Language (UTUROSCOPE—EXCITEMENT AND LEARNING)

jungle n. Jungle refers usually to a forest. It originated from a Sanskrit word jangala, meaning wilderness. In many languages of the Indian subcontinent, including Indian English it is generally used to refer to any wild, untended or uncultivated land, including forest, scrub, or desert landscapes.

creature n. The term creature refers to an term can be used to dehumanize a person. For example, in the fictional novel Frankenstein, or The Modern Prometheus by Mary Shelley, Dr. Frankenstein’s hideous construction is often referred to as a "creature." The term literally means "a created thing," and is sometimes used in theology to contrast a created object with a divine Creator under discussion.

volunteer n. a. v. A volunteer is a person who performs or offers to perform a service out of his or her own free will, often without payment. The year 2001 was the International Year of the Volunteer. 2005 is the UK Year of the Volunteer

People may volunteer to perform some work, ， of charitable character. Some volunteer for clinical trials or other medical research, and may even donate their bodies to science after their death

高中英语优秀教案参考篇11

课题：Module 5 Unit3 Life in the future

Reading: First impressions

单元/课时学习内容分析

本单元的中心话题是谈论未来生活，本节课时本单元的第一节阅读课，是1篇科普文章，主要是由一个故事来呈现，通过讲述LiQiang 因为中奖来到30亲身经历了在未来生活中交通，环境，住房等方面发生的巨大变化，第一印象和感受。

文章是一封以email的方式写给父母的家信，语言简洁明了，理解相对容易，但是文章信息量较大，为学生提供了想象的空间，因此，学生通过快速阅读首先归纳文章的主旨和段意。了解文章从哪些方面描述了未来生活，找到未来世界在以下几方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。

然后通过回答问题和列表，匹配等练习形式帮助学生获取关于对未来各方面具体描述的信息。同时，由于文章涉及的内容是科学幻想的，学生生活实践中未能尝试和经历的，因此可以借助图片以及与文章内容相关的flash动画等资源帮助学生理解信息，使学生对未来世界有一定的感观认识。

此外，学生通过获取关于对LiQing心理的描写判断其对未来的态度，并找出支持观点的论据或例子。培养学生推理判断的能力。在此基础上，学生对文中描述的未来生活得出自己的结论和判断。对人类的活动进行反思，提倡环保的生活意识，

最后通过本课的学习，学生进行发挥想象，对未来的生活环境和生活方式进行猜测。培养学生发散性思维和创新精神。

学生基本情况简介

高二学生能够运用基本词汇描述用英语简单描述现在和未来的生活，表达个人情感和个人观点，学生具备基本的阅读能力，如概括文意，猜测词义，获取实事细节等。掌握了一些简单的阅读技巧及方法，如略读，找读，跳读等。

但是学生缺乏对文字传达的信息的准确理解。因此学生在人物对未来生活的态度进行判断时，容易形成思维定势，主观臆断。

教学目标

知识与技能目标：

The students will be able to

1. sum up the main idea of the story and each paragraph.

2. make inference about the writer’s attitude towards the future life and to identify the evidence used to infer them.

3. describe the future life by using the language from the text and talk about their imaginations of the future life

教学重点和难点

1) 学生利用上下文猜测的阅读技巧，图片和flash等方式的资源，理解未来生活进行描述的细节信息。

2)人物对未来生活个方面的不同态度的推理和判断。

关于新疆高中英语教案篇12

教学准备

教学目标

1.能力目标

在本节课结束后，学生能够

借助上下文情景推测新词汇的词义。

根据教材或教师提供的关键信息和词汇对纳尔逊·曼德拉进行简单的介绍。

在教师的引导下完成课文内容的简单复述。

2.目标语言

重点单词和短语

lawyer, guidance, legal, fee, out of work, hopeful, vote, attack, violence, as a matter of fact, blow up, equal, in trouble, unfair, turn to

掌握征求意见和表达意见的基本功能语句(详见课本39页Speaking and writing部分提供的功能语句。)

3.文化目标

了解关于南非人权斗争的历史背景以及纳尔逊？曼德拉早期的政治生涯，体会种族歧视给黑人带来的不公平的命运。

教学重难点

使学生了解纳尔逊。曼德拉这位伟人，及他为国家所做出的努力和贡献。

培养学生的阅读理解能力。

提高学生的口语表达能力。

加强学生的书面表达能力。

深入认识本文关键人物以及他的人生态度，组织成文。

教学工具

课件

教学过程

Step1导入

1.教师就前一节课学过的内容提出一些问题，要求学生回答问题时使用所学的新词汇。

2.教师向学生明确本节课任务：读故事，了解Nelson Mandela。

设计意图：复习的环节起着承上启下的作用，帮助学生温故而知新；明确学习任务使学生在一开始就非常清楚自己的任务，对教学的顺利开展是必要的铺垫

step2阅读前

1. 给学生播放香港乐队Beyond为纪念Nelson Mandela而创作的歌曲“光辉岁月”的MV,让学生根据MV中的片断、歌词以及已有的知识谈论对曼德拉的认识。教师提出问题：How much do you know about Nelson Mandela?

根据学生的回答，在黑板上列举曼德拉的相关信息。如果学生对该人物并不熟悉，教师可以简单介绍曼德拉的一生，通过板书呈现关键信息和部分新词汇。

设计意图： Nelson Mandela虽然是当代著名人物，但毕竟离学生的现实生活有一定距离。通过一首耳熟能详的流行歌来了解这一人物，使学生感到亲切，对Mandela产生兴趣，并能从歌词和画面中感受到世界人民对Nelson Mandela的敬意。教师在介绍人物的过程中不断复现或呈现部分新词汇，不仅减少了学生阅读过程中的障碍，还可以加深学生的词汇记忆，并为后面的复述环节埋下伏笔

step3阅读

1.教师提出几个问题，引导学生读文章标题，看插图，预测故事中的人物和背景。

2.让学生快速阅读首段和末段，对前一活动中的第二、第三个问题进行验证。

3.仔细阅读课文，了解文章主要内容，通过上下文猜测新词汇含义。

1)阅读前，学生先浏览第35页的练习1,做好读的准备。教师针对文中新词汇给出鼓励和指引：阅读的过程不查词汇表，通过构词法、上下文和常识大胆猜测，猜不出来就先跳过。

2)让学生仔细阅读课文，完成练习1,判断句子正误，并更正错误信息。

3)将学生分成小组，让他们讨论阅读中的生词含义，并按猜词策略进行分类。

4)教师通过简单的词语释义配对练习，检查学生是否正确理解新词汇的含义。

4.学生再次阅读课文，两人小组合作回答问题，教师宣布答案供查对。

5. 教师引导学生再次阅读并思考故事中引用的Mandela所说的话，更深刻地体会当时黑人的生存状况和Mandela事业的意义所在(课本第35页练习4),理解后朗读这两句话。

设计意图：整个阅读过程的设计体现了预测——求证的思路，目的在于激发学生读的欲望；阅读的任务训练了学生在细节的获取和整理及猜测词义方面的微技能，培养他们的阅读策略和词汇学习策略。最后一步对文中重要句子的理解，有助于学生更深刻的理解单元主题。

step4复述Elias的故事

1.教师提供以下引导性问题以及可供表达的词汇或句型，学生两人之间进行故事接龙游戏。

2.给予学生一定的活动时间，然后请几组同学向全班展示。

设计意图：这一步骤是对阅读文章的信息和语言进行复习整理的过程，使学生得以及时回顾课堂学习的内容，也可算是课堂小结的一个部分。双人轮流说的形式使每个人在有限的时间内都能有说的机会。

step5小结和家庭作业

1.小结今天学习和探讨的内容，包括对文章主题的理解，如何根据语境猜词等。

2.布置课后任务，包括：

1)复述故事，叙述中尽量使用本课中出现的新词汇。

2)复习本节课出现的词汇，要求掌握读音和意义，并完成课本第36页练习1和2。

设计意图：最后的小结帮助学生回顾梳理整节课的思路，把握重�

高中英语教学教案篇13

Period One（第一课时）

Introduction;Reading and Vocabulary

一。学习目标：

1、知识目标：

（1）学习并应用文中所给单词与短语；

（2）回顾并了解一些有关乐器、音乐家及名曲方面的知识；

2、能力目标：

（1）发展提高阅读能力，如快读、跳读等；

（2）发展提高口头表达能力。

3、情感目标：

（1）通过小组活动或二人合作提高自身合作意识；

（2）培养自己的对音乐的兴趣，丰富自身精神或情感生活；

二。学习方法：

1、自主学习，同桌合作，小组讨论；

2、参与课内阅读活动。

三。重点与难点：

1、重点：

(！)大胆自由讨论音乐、音乐家与乐器：

（2）提高自身阅读能力。

2、难点：

（1）能否大胆积极主动地参与讨论；

（2）能否处理一些语言难点与语法难点。

四。基础自学：

1、认知词汇：拼读记忆单词(from ”audience” to “tour” on P114 Word List)

2、读前问答： Questions 1—6 （ P21 Activity One ）

3、快速阅读: (1) Read the passage and choose the best title.（ P22—P23）。

（2） Read the passage again and answer the questions (P23 Activity 3 No1----No8)

五。课文学习：

(P 21 Vocabulary and speaking)

1、 Match the phrases to Chinese（连线）:

A. Play the drum 1.弹吉他

B. Play the erhu 2.弹钢琴

C. Play the piano 3.打鼓

D. Play the guitar 4.拉二胡

E. Play the saxophone 5.拉小提琴

F. Play the violin 6.吹萨克斯风

2、 Some famous musicians who play the next instruments（著名的乐手）:

Violin: 梅纽因，帕尔曼，吕思清，盛中国，俞丽拿，陈美

Guitar: Jimi Hendrix，Jeff Beck，Jimmy Page，hide，木村好夫（木吉他）

Piano: 鲍蕙荞，朗朗，李云迪，Richard Clayderman，

Saxophone: Kenny 。G，

Erhu: 华彦钧，刘天华，闵惠芬，宋飞，

3、 Audience听众，观众: audience在作为集合名词大多以单数形式出现，既可以表示单数意义，也可以表示复数意义。作主语时，若看作一个集体谓语动词用单数；指集体中的成员时，谓语用复数。

（1） There __________(be) a large audience at the pop concert.

（2） 200 audience _________________(watch) the match at this time yesterday>

（3） The audience ____________/___________(be) very excited by the show.

4、 different (adj)-___________________ (adv) -________________________(n)

与…不同_________________________ 在…方面不同_____________________

(P22-23Reading and vocabulary)

1、 Fast Reading（快速阅读）: Read the passage quickly and choose the best title:

Three Great Austrian Composers.

2、 Three Great Composers of the Eighteenth Century（世纪）。

3、 Three Great Children Composers.

II. Fast Reading ：Read the passage quickly and fill in the table about the three great composers:

Name Birthplace（出生地） Date of birth and death Family background（家庭背景）

高中英语教案精选篇14

UNIT4 ENGLISH POETRY

县三中覃巧

Time: October 21 ,

Class: Class 1,Grade 2

Teaching Aims:

1. Train the students’ reading ability

2. Learn more about English poetry through the passage

Teaching important and difficult point:

How to help the students improve their reading ability and understand the text better.

Teaching methods:

1. Discussion reading 3. Careful reading

Teaching aid: Computer

Teaching Procedures:

StepI Greetings and Duty report

StepII Lead—in

1. Play a Chinese poem for students and then ask students to think about

the Chinese poets who the students have known.

2. Use five minutes to discuss them with students together.

StepIII Read the new words of this unit

Step IV Reading1. Play the Mp3 of the text and ask students to read the text

quickly .Then find out how many English poets are mentioned in the passage? Who are they ?

2. Read the passage again carefully and then do the exercises on the

screen.

3. Ask some students to give their answers.

Step V Summery

Step VI Homework

1. Ask the students to the text as much as possible and then pay

attention to the new words in the text.

2. Find out the answers what do the words in bold refer to in the

passage.

高中英语电子教案篇15

高中英语电子教案

高中英语电子教案 Topic Music(Reading) 授课教师师立云 Teaching aim the biographies of three famous composers in the world. the usages of several words. students to act as great composers. Emotion goal From the stories of the composers, help students realize everyone can succeed if we work hard and have confidence no matter what shortcomings we have. Teaching method Discussion and students performances. Teaching steps Step and emotional communication. Lead in: composer Step 2. Reading and discussion. 1. Read the text by way of “Reading―listening to the tape--reading” 2. Ask-answering questions by students’ activities. Step 3. languages learning. 1. be known as = be famous as be known for = be famous for be known to sb. 2. impress v. be impressed with / by / at sb/ sth. We were impressed with/ by his speech. Step 4. Role-play Two topics: 1. Haydn, Mozart and Beethoven meet together…… died, Haydn and Beethoven attend M’s funeral…… (Mozart is a bit deaf and he can’t hear clearly) Step 5. Discussion: What can we learn from the story of the three composers. Goal: Encourage students to be confident no matter what kind of difficulty they meet. Tomorrow is another day! Blackboard: Composers Father Fame H M B Topics: 1. H. together…… 2. H meets B on M’s funeral… Words and expressions: 1. be known as be known for be known to sb. 2. impress v. be impressed with / by sb./sth. impression n. make an impression on

高中英语教学教案篇16

Unit 16 Lesson 63

Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2)。 It is made up of four parts.

Part 1 My understanding of this lesson

The analysis of the teaching material:

This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims:

1、 Knowledge aim: Understand the main idea of the text.

2、 Ability aim: Retell the text in their own words.

3、 Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points:

How to understand the text better.

Teaching difficult points:

1、 Use your own words to retell the text.

2、 Discuss the pollution of the sea and how to save the sea.

Something about the Ss:

1、 The Ss have known something about the sea and sea life through the Internet and other ways

2、 They are lack of vocabulary.

3、 They don’t often use English to express themselves and communicate with others.

4、 Some Ss are not active in the class because they are afraid of making mistakes.

Part 2 My teaching theories, methods and aids

Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.

Teaching method:

Double activities teaching method

Question-and-answer activity teaching method

Watch-and-listen activity

Free discussion method

Pair work or individual work method

Teaching aids:

1、 a projector

2、 a tape recorder

3、 multimedia

4、 the blackboard

Part 3. Teaching steps / procedures

I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.

The entire steps are:

Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning)， Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings

Greet the whole class as usual.

Step 2. Revision

1、 Ask students some questions to revise the last lesson(show them on the screen)。

a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. % by weight)

b. What is coral? Why are corals not found in deep water?

c. Why is the Dead Sea called the Dead Sea?

2、 Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people)。 Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

Step 3. Lead-in and preparation for reading

Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

Purpose: Arouse the students’ interest of study.

Bring in new subject: Life in the oceans.

Step 4. Fast reading

Read the passage as quickly as they can. I show the questions on the screen and let them get the

main idea of each paragraph:

1、 Why can living things live in such oceans around the Antarctica?

2、 What does the whale feed on?

3、 What is the difference between the sperm whale and other whales?

Method: Read the text individually, use question—and—answer activity.

Purpose: Improve the students’ reading ability.

Understand the general idea of each paragraph.

Step 5. Listening(book closed)

1、 Listen to the tape then do an exercise(wb page 90, part 1)

2、 True or false exercise.(on the screen)

Train the Ss’ listening ability and prepare for later exercises.

Step 6. Intensive reading

Read the passage carefully again and answer some detailed questions on the screen.

1、 How much does a whale eat at a time?

2、 Do all the whales feed on small fish?

3、 How deep can a sperm whale dive?

It is also called depth reading or study reading. It means reading for detailed information.

Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text.

Step 7. Preparation for details of the text on the screen

1、。.。its heart slows to half its normal speed.

slow-v. to become / make slower.

2、。.。using sound wave

Present participle used as adverbial.

3、 provide sth. for sb.

provide sb. with sth.

4、 at a time: each time

5、 grow to a length of.。.

Purpose: Train the Ss’ ability of understanding and using laguage.

Step 8. Consolidation

1、 Find out the topic sentences.

2、 Retell the passage according to the topic sentences.

Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.

Step 9. Discussion

Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?

Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.

Step 10. Homework

Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.

高一英语必修二全册教案篇17

一。题材内容及学习目的

本模块话题是“电影和电视节目”，阅读课文为影评。通过本模块的学习，使学生能用新学词汇、句型等基础知识，围绕话题开展厅、硕、读、写活动，能正确看待电影、电视的功能，并通过影视作品增长知识、丰富生活。

二。教学目标

1、语言知识

语音感叹句的语音

词汇 MODULE FILE ， VOCABULARY

语法 Adverbs of frequency and place

Adverbs and adverbial phrases

功能 Talking about how often you do things

话题从背景、情节、角色、演员和评论等方面讨论电影

2、语言技能

听能听懂广播、电视中比较简单的英语节目。

说能在老师指导下参与角色扮演等活动并能正确使用语音、语调。

读能连贯、流畅地朗读课文，并能根据上下文猜测生词的意思。

写能够描述简单的人物或事件并表达自己的见解。

高中英语教案英文篇18

教学目标：知识目标：

1、 player and team, game

and lost

能力目标：1. Demonstrate “win” and “lose” after the game is done

a game of “spelling Bee”

情感目标：When you get lose, you don’t lose your heart. Try it again and again. You will win at last.

教学重点、难点：1. words about the game

and lose

教具、学具：A big picture of this lesson and a tape

教学过程：

Class opening and review

Play “Charades” to review occupations the students mastered in Levels 1, 2 and 7: teacher, clerk, cashier, waitress and bus driver. After the students have guessed these occupations, add “doctor” and “police officer”。 The students mastered these words orally in Level 1, but they haven’t seen them for a long time. Whisper the translation for these occupations to the students acting them out, and help the class guess the occupations with lots of prompts and encouragement. You can, for example, draw blanks on the blackboard and slowly write in the letters as you sound

out more and more of each occupation.

Introduce

Demonstrate “player” “team” “game” with six volunteers and a game of “spelling bee” divide the volunteers into two teams of three. Give player a sheet of coloured paper to hold, the same colour for each team.

Demonstrate “win” and “lose” after the game is done. Point to the teams and as you say “You win/lose”

Use the student book

Pause after Number 1 in the student book.

Review the story so far. Li Ming and Jenny have been learning about sports. Look at the pictures in the student book. What are they doing now?

Note some of the idiom in this lesson: Bob plays basketball “for fun” Jenny and Li Ming “jump up and down” Li Ming asks Jenny “What’s the score?” What do the students think these phrases mean?

Practice

Divide the class into small groups. In each group. Some students pretend that they want to learn a game that the other students know how to learn a game that you play in class.

Do the activity book

Class closing

电子教案篇19

教学目标

知识目标

知道原子的核外电子是分层排布的；

了解原子结构示意图的涵义；

了解离子的概念及其与原子的区别和联系；

常识性介绍离子化合物和共价化合物。

能力目标

通过对核外电子运动状态的想象和描述以及原子和离子的比较，培养学生的抽象思维能力和逻辑思维能力。

情感目标

通过对最外层电子数与元素性质的学习，让学生认识到事物之间是相互依存和相互转化的，初步学会科学抽象的学习方法；

通过对核外电子排布知识的学习，让学生体会核外电子排布的规律性。

教学建议

教材分析

本节课核外电子排布的初步知识，是在学习了第二章分子和原子的基础上进行的，核外电子排布的初步知识与原子构成。形成了原子结构理论的知识体系，本节之所以放在第三章讲述，目的为了分散知识难点，使学生的空间想象力得以充分的发挥。通过对前18号元素的核外电子排布情况的介绍。使学生了解前18号元素原子的核外电子排布规律，进一步了解元素性质与其原子结构的关� 因本节课的内容抽象，学生难理解，在高中化学的学习中还会进一步讲述原子结构理论，所以本节课知识只要求学生达到了了解的水平即可。

教法建议

本节课文谈到原子是由原子核和电子构成的。原子核体积很小，仅占原子体积的几千万亿之一，电子在核外的空间里作高速的运动。而电子是怎样在核外空间运动的呢？对学生来说是一个抽象概念，是教学难点。因为教师既不能套用宏观物体的运动规律在体会微观粒子的运动状态，又不能不以宏观物体的运动状态为例来描述原子中核和电子的行为。否则会影响学生对核外电子分层运动的表象的形成。我们可以借助与计算机多媒体课件来描述，让学生明确电子在核外作高速运动，是没有固定轨道的。

1、在多电子原子里电子是分层运动的，核外电子根据能量的差异和通常运动的区域离核的远近不同，分属于不同的电子层。

2、介绍原子结构示意图，例如

用圆圈表示原子核，在圆圈内用正数+17表示质子数，用弧线表示电子层，弧线上的数字表示该电子层上的电子数。

3．元素的分类及原子的最外层电子数与元素的化学性质的关系。

(1)稀有气体元素：最外层电子数为8个(氦为2个)是一种稳定结构，不易得失电子，化学性质稳定，一般不与其他物质发生化学反应。

(2)金属元素：最外层电子数一般少于4个，易失电子，化学性质活泼。

(3)非金属元素：最外层电子数一般多于或等于4个，易获得电子，化学性质活泼。

4．离子：

(1)带电的原子(或原子团)叫离子

阳离子：带正电荷的离子叫做阳离子。

阴离子：带负电荷的离子叫做阴离子。

(2)离子符号的写法：在元素符号或原子团的右上角写上离子所带的电荷数及所带电荷的正负。而所带正负电荷的数目，有取决于原子的最外层电子数。

5．离子化合物

(1)定义：由阴阳离子相互作用而形成的化合物叫离子化合物。

(2)构成离子化合物的微粒是离子，离子也是构成物质的一种微粒。

6．共价化合物

(1)定义：以共用电子对形成的化合物，叫共价化合物。

(2)构成共价化合物的微粒是分子。

小结：构成物质的微粒有：分子，原子和离子

探究活动

原子的秘密与科学家

形式：课外分组查阅资料，课上汇报讨论

目的：

培养学生查阅资料的能力，感受科学家们不畏困难勇于探索的精神。同时，也对原子结构知识，有更深刻的认识。

高中英语教案设计篇20

Understanding each other-Reading教案

Teaching aim:Knowledge aim:

Students can master the expressions about cultural differences。

Students will get familiar with the topic of culture and learn how to talk about different cultures and customs。

Ability aims:

Students can master the reading strategy to understand the use of examples。

Students will be able to get the main subject of the conversation through fast reading and the detailed information through detailed reading。

Students can talk about cultural differences in their daily life。

Emotional aim:

Students will learn to respect different cultures and customs。

Students will be more confident in speaking English in public。

Key and difficult points:

Key points:

Students can get the detailed information through careful reading。

Difficult points :

Students can apply the expressions into daily munication。

Students can show respect for different cultures。

Teaching procedures

Step 1: Warming up

Show some pictures of different wedding ceremonies in different countries and ask students to guess the country。

Justification: Attract students’ attention and lead students into the class naturally。

Step 2：Pre-reading

Show the title of the reading passage and ask students to predict what aspects of cultural differences the passage involves、For example:

T: Dear students， what is the title of our reading passage?

S:……

T:Yes、Correctly、It’s Cultural Differences、What kinds of cultural differences do you know?

S:……

T: Food， marriage and festival and so on、Excellent、You all have a broad knowledge、Of all these kinds of cultural differences what do you think the passage talks about?

S:……

T: Good job、Now let’s read the passage and find out if our prediction is right or not。

Justification : Arouse students’ interest in this lesson by asking them to predict what the passage is mainly about and help students to have a basic understanding of the topic in the reading text。

Step 3：While-reading

1。Global reading

Read the conversation quickly and find out the cultural differences the passage talks about、Later， ask some volunteers to share their answers。

Justification: Train the skimming ability of students and enable them to get the general idea of the passage as quickly as possible。

2、 Detailed reading

Read the passage carefully with the following questions。

Q1: In the west， when is the polite rime to open a present? Why?

Q2:What surprised Peter about the wedding ceremony in Korea?

Q3: what drink is not permitted in Brunei?

Q4: What kind of food do Brits eat at Bonfire Night?

Justification: Improve students’ reading strategies to find out the detailed information and understand the use of examples。

Step 4：Post-reading

Divide students into groups of four and ask them to have a discussion about cultural difference in 7minutes、And the discussion should be related to the following questions。

Q1: What do you know about cultures that are different from our own?

Q2: Why do we need to find out about other cultures’ traditions?

Justification: Help students to have a better understanding of cultural differences and improve their speaking abilities。

Step 5：Summary and Homework

1、Ask students to make a summary of the cultural differences mentioned in the text。

2、After the class， ask students to write a paragraph about how people can understand each other’s cultures better。

Justification: Consolidate what they have learned in this class and broaden their horizon。

高中英语教案篇21

Teaching Aims

Knowledge a nd Skills:

1. Ge t to know about Canada.

some reading skills.

the Ss’ interest and love for learning about foreign countries.

Strategy and Method:

the students’fastreading ability.

the students’ ability to co operate with others.

教学重难点

Main points：

1. Introduce the information of Canada to the students.

the students’reading ability ―skimming,and listening ability

Difficult point：

Learn different reading skil ls for different reading purposes.

Teaching procedures and ways

教学过程

Step1. Readin g&Greeting (2`)

Step2. Leading in and Warming Up (5`)

talk: Do you like to go sightseeing?

Which country do you like to visit?

What can you see in these countries?

Step3. Fast reading (10`)

is“the true north”?

It refers to “the crossCanada train.”

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

课后习题

Homework

Surf the Internet to find more information about Canada

Chalkboard Designing

Unit5Canada C the “the true north”

A thip “ on the true north”

Vancouver Rocky Mountains Thunder Bay

Calgary Lake Superior Toronto

高中英语优秀教案参考篇22

1 occupation【课文原句】

occupation工作/ 职业

他的职业是什么？What is his occupation?

辨析：occupation, job, work和profession 这四个名词都有“工作”之意。

occupation较为正式，经常用在填写表格上。

job是可数名词，可指一个单独任务，也可指工作职位。

work是不可数名词，泛指一切工作。

profession一般指需要专门技能，尤指需要较高教育水平的某一行业、职业，如医生或律师。areer指经过专门训练，终身愿意从事的职业。

选词填空 occupation, job, profession, work

a. Please state your name, age and_________ below.

b. I have a few _____ to do in the house this morning.

c. Looking after children all day is hard____.

d. His ability carried him to the top of his ____

& submit【课文原句】

1)cover在这里是“报道”的意思，此外还有“覆盖，涉及，包含，掩饰”之意。

This event will be covered live by TV.

Do not try to cover a mistake.

Mary covered her face with her hands.

She laughed to cover her anxiety.

His reading covers a wide range of subjects.

We covered about 30 miles a day.

2)submit v. 提交，呈递(文件等);使服从，顺从

常见搭配：submit sth (to sb).(向某人)提交某物 submit(oneself)to 听任

①请提交你的申请表。Please submit your application form.

②我不肯听任他的控制。I refuse to submit(myself) to his control.

& concentrate课文原句】

1) assist v. 帮助，协助常见搭配：assist (sb) with/in sth.帮助(某人)做某事

assist sb to do sth 帮助某人做某事 assist (sb) in doing sth帮助(某人)做某事

①他叫我来帮助他实施他的计划。He asked us to assist him in carrying through his plan.

②一组护士协助那个医生进行手术。A team of nurses assisted the doctor in performing the operation.

辨析：aid, assist, help这些动词均有“帮助”之意。

aid: 正式用词，指帮助他人脱离危险或战胜困难，着重强者对急需帮助的弱者的帮助。

assist: 强调在提供帮助时，以受助者为主，所给的帮助起第二位或从属的作用。

help: 最普通用词，含义广泛。指一般性的或迫切需要的帮助，侧重积极地为他人提供物质、精神或其他方面的帮助。

2)concentrate vt. 集中；聚集常见搭配：

concentrate on (doing) sth 专注于(做)某事

concentrate the /one’s mind 集中注意力；聚精会神

concentrate one’s effort/attention on sth 集中力量/注意力于某事

concentration n. 专心；聚集

完成句子

talking and ________________________.(专心工作 )

b. Nothing ____________________ ( 集中注意力 ) better than the knowledge that you could die tomorrow.

c. I decided to ________________________ ( 全力以赴 ) finding somewhere to live.

课文原句】

acquire vt. 获得，取得

1)他是如何获得他的财富的。How did he acquire his wealth?

2)我们逐步获得了做这项工作的经验。Gradually we acquired experience of how to do the work.

辨析：acquire, obtain, gain, get, win, earn, secure这些动词均含“获得、取得、得到”之意。

acquire: 强调通过不断的、持续的努力而获得某物，也指日积月累地渐渐地获得。书面语用词。

obtain: 较正式用词，着重通过巨大努力、要求而得到所需或盼望已久的东西。

gain: 侧重指经过努力或有意识行动而取得某种成就或获得某种利益或好处。

get: 普通用词，使用广泛，可指以任何方式得到某物，也不一定要经过努力。

win: 主要指通过努力、斗争、比赛等而获得胜利。

earn: 侧重指依靠自己的劳动或因付出价与有功而获得。

a good nose for sth课文原句】

have a good nose for sth = have an eye for …/ have an ear for .. 有眼光/ 对。感兴趣；对…很敏感；很善于发现

1)她对音乐感兴趣。She has an ear for music .

2) 他是个善于收集丑闻的记者。He is a reporter who has a nose for 【课文原句】

assess vt 评价，评定；估算常见搭配：assess sb./sth(as sth) 评定某人或某物(为… )assess+wh-从句评定…… assess sth (at sth)将某物估价(为……)

1) 他这么懒很难评估他的能力。He’s so lazy that it’s difficult to assess his ability.

2) 一栋建筑物是否值得保存有这个委员会来评定。The committee assesses whether the building is worth preserving.

3) 他们将这所房子估价为25万美元。They assessed the value of the house at $25,000.

知识链接：assessment n. 看法，评定assessor n评判员

【课文原句】

inform vt.通知；告知常见搭配：inform sb. of /about sth通知某人某事

inform sb. +从句…告知某人……keep sb. informed 随时告知某人

1) 他向警察报告了那起抢劫案。He informed the police of /about the robbery.

2) 我通知他必须12点出发。I informed him that he must start at 12o’clock.

3) 有事随时通知我。Keep me informed of what happens.

on【课文原句】

depend on 依赖，依靠，取决于，随 ... 而定

常见搭配：depend on/ upon sth/wh-从句依靠/取决于某事/…depend on/upon sb./sth. doing。。。相信/指望…做某事

1)一切生物都依赖太阳生长。All living things depend on the sun for their growth.

2) 你不要指望他准时来。You can’t depend on his/him coming on time.

3)我们的成功取决于我们是否努力工作。Our success depends on whether we work hard or not.

知识链接：dependence n.依靠，依赖 dependent adj.依靠的，依赖的

That depends./ It (all )depends 视情况而定。

$ accuse…of 【课文原句】

1) case n.情况；病例；案例；容器；箱子

① 他总是这样。That is often the case with him.

② 这位病人是流感的病例。The patient is a case of flu.

③ 博物馆中的展品常摆放在玻璃橱里。Exhibits in museums are often displayed in glass cases.

常见搭配：in case 即使；免得；以防万一(引导的状语从句常用一般现在时表示将来或用should+do) in case of… 即使……;万一…… in no case 决不(置于句首时，句子用部分倒装) in this/that case即使这样/那样 in any case无论如何

①带上伞以防下雨。Take the umbrella with you in case it rains/should rain.

②我决不会背叛我的祖国。In no case will I turn against my motherland.

③听说星期天得加班，那样的话我们就没法去看电影了。It is said that we’ll have to do extra work on Sunday. In that case, we can’t go to a movie.

2)accuse sb. of (doing )sth.因……而指责/控告某人

①警察指控他犯了谋杀罪。The police accused him of murder.

②她控告他偷了她的表。She accused him of stealing her watch.

知识链接：

charge sb. with (doing) sth 指控某人犯……罪

blame sb. for (doing) sth /blame sth on sb.因……而责怪某人

as to【课文原句】

so as to 为的是，以便

1)为了赶上最后一趟车，他跑得很快。He ran quickly so as to catch the last bus.

2)他练习讲英语是为了提高口语。He practised speaking English so as to improve spoken English.

in order to +动词原形、so as to +动词原形和to+动词原形都可以引导目的状语。有时为了表示强调，也可以将in order to do、to do 等放在句首，而so as to do 一般不放在句首，也比较口语化。表达否定的目的时，可以用in order not to do和so as not to do 这两种结构。

为了赶上火车，我早上五点起床。

① In order to /To catch the train, I got up at five

② I got up at five in order to / so as to /to catch the train.

③ I got up at five in order that I could catch the train.

11. guilty【课文原句】

guilty adj有罪的，犯罪的；内疚的

常见搭配：be guilty of 有……罪 be guilty 对……内疚

1) 这个美国男子被证实犯了谋杀罪。The American man was proved guilty of murder.

2) 他因没有常去看望父母而感到内疚。He felt guilty about not visiting his parents more often.

12. demand 【课文原句】

demand 1)vt (强烈)要求；需要常见结构：demand sth. 需要……;要求 ……

demand to do sth. 要求做某事 demand that…(从句谓语要用should +do)需要/要求…….

① 这种工作需要极大的耐心。The work demands great patience.

② 我坚决要求见经理。I demand to see the manager.

③ 反对派要求把所有事实公之于世。The opposition have demanded that all the facts should be made public.

2)n. 要求；需求，需要；所需之物常见结构：in demand 需求大 on demand 一经需求 make demands on对……提出需求

他们拒绝了工会的需求。They rejected the demands of the union.

1. 一位专业摄影师___________________2. 随身携带_____________________

3. 渴望做…… _______________________4. 集中精力于___________________

5. 专修一门课程______________________6. 以后______________________

7. 获得你需要的所有信息__________________________

8. 有对新闻非常敏感的 “嗅觉”_________________________9. 依赖 _________

10. 职业诀窍_________________________11. 有证据支持我们的故事_________

12. 说出全部真相_____________________

13. 查明故事被遗漏的部分___________________

14. 完全搞错了_____________

15. 指控某人做某事__________________________16. 事情是这样的。_________

17. 为了___________________18. 理应做过某事__________________________

19. 安排采访_______________________________________

20. 盼望做某事_______________________________

21. 当记者的首次任务______________________________

22. 故意地_____________________________________

23. 为某人辩护_____________________

24. 润色语言风格 ______________________________

25. 被印制成胶片____________________________________

26. 在……前头_______________________________

27. 最后_______________________________

28. 与某人约会______________________________________

29. 对……做调查____________________________

30. 从事_______________________

31. 把……传递给……_________________________

32. 着手做某事_________________________________________

1. a professional photographer 2. bring with 3. be eager to do 4. concentrate on

5. take a course 6. later on all the information you need to know

8. have a nose for a story 9. depend on 10. a trick of the trade

11. have the evidence to support our story 12. tell the whole truth

13. find out the missing part of the story 14. get the wrong end of the stick

15. accuse sb. of (doing) sth. 16. This is how the story goes. 17. so as to

18. be supposed to have done 19. arrange an interview 20. look forward to (doing) sth.

21. the first assignment as a reporter 22. on purpose 23. defend…against…

24. polish the style 25. be processed into film negatives 26. ahead of 27. last of all

28. make an appointment with sb. 29. do some research on 30. work on 31. pass… on to… 32. set (out)to do/ set about doing

高中英语教案篇23

教材解读

本单元紧扣“女性”这一中心话题，通过介绍几位生活在不同国度的杰出女性，探讨女性在社会生活中的地位、价值和贡献，关注她们所面临的困难，讴歌她们在社会各个领域的成就。学习本单元内容有助于提高学生对妇女的社会角色的认识，培养学生（尤其是女学生）的自信心、事业心和社会责任感，建立正确的性别观和社会观。

“热身”(Warmingup)部分要求学生评论课本列出的六位女性，提出自己的观点和理由。该部分呼应了模块一中第五单元NelsonMandela－amodernhero的“读前”部分。在学习这一单元时，学生们经过讨论已总结出评定伟人的标准。因此，在教本单元时，教师可以让学生沿用这一标准，并针对本单元具体内容进行讨论，当然，学生也可以提出自己的看法。教师应当鼓励学生提出异议，但必须注意以下两点：（1)教师要引导学生提出积极意义的观点；（2）学生应有理有据地阐述自己的观点并使其令人信服。

“读前”(Pre-reading）部分提出了两个问题：简・古道尔为什么不在大学里进行专业的生物学研究而要到非洲去研究黑猩猩？你同意她的这种做法吗？这两个问题还要求学生思考两种不同的研究方法（即实验室研究法与野外研究法）的优势与不足之处。然后，要求学生看课文中的标题和插图。

“阅读”（Reading)部分以《非洲野生动物保护者》为题，描写了简与她的同事们在非洲原始森林观察非洲黑猩猩的一个片段，并阐释她从事这项工作的重要性以及她所取得的成就。尽管他们在野外的考察工作又脏又累，但他们觉得这样做是值得的，他们有一些重要的发现是在学校的实验室不可能获得的，这正是简・古道尔要到非洲原始森林来的原因。她通过许多年的研究，帮助人类了解黑猩猩的生活习性。她强烈呼吁让动物回归自然，反对用动物作广告或从事娱乐活动，她力图唤起人类理解动物、尊重动物和保护动物的意识，而她所取得的成就无疑是对有进取心的广大妇女的莫大鞭策和鼓舞。“理解”(Comprehending)部分有四项练习，分别从不同层面引导学生进行阅读。前三个练习通过选择题、归纳段落大意和填表格来检查学生对阅读篇章的表层理解程度。练习四要求学生必须在深刻理解课文内容的基础上，对课文中简的行为表达自己的看法。通过讨论这四个开放性的话题，可以坚定学生保护动物的信念。

“语言学习”(LearningaboutLanguage)部分主要着重于词汇和语法的训练。词汇学习部分主要通过词语释义、同源词对比、反义填空等多种形式的练习帮助学生熟悉构词法、重点词汇以及短语。语法部分紧扣“主谓语一致”这一语法项目，重点学习如何确定集合名词的数，通过句子填空让学生在语境中判断几何名词单复数概念，并通过短文填空综合操练主谓语一致。该部分不仅关注主谓语一致的语法形式和意义，也关注了主谓语一致的语用价值。

“语言运用”(UsingLanguage)部分综合训练听说读写的能力。阅读部分介绍了另一位杰出女性一一林巧稚，我国著名的妇科疾病专家。她以其执著的追求和不懈的努力

教师备课系统──多媒体教案

获得事业上的成功；她关注贫穷的妇女和母亲，尤其是农村妇女，她以善良和爱心赢得人们的尊敬。不但如此，她还把毕生的心血全部贡献给了她的病人和中国的医疗事业。这篇文章不仅仅要让学生了解一位中国杰出女性的生平，更重要的是它在如何选择未来事业的问题上给予学生一定的启发。听力部分要求学生在听完录音后，列出女性在通向成功道路上所面临的特有的困难。说的部分要求学生运用介绍人物品质和个性的形容词来描述生活中富有奉献精神的女性，然后，把她的故事、品质和个性写出来。写的部分从内容和方法两个方面给了四点提示。

“小结”（Summingup）部分让学生从内容、词语和结构三个方面对本单元内容进行归纳总结。词汇部分的小结可以从构词法的角度进行适当的梳理和拓宽。

“学习建议”(LearningTip）部分就人物描写提出了建议，即选取典型事迹，抓住人物特征。

高中英语教案设计篇24

教学准备

教学目标

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.

教学重难点

■ To help students get to know about English development

■ To help students better understand “learning 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

教学工具

课件

教学过程

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.

⑵Warming 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.

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

高中英语教案设计篇25

课题： Unit1 Festivals around world

学情分析：

教学目标：

1、语言目标：

1)To get the students to talk about festivals

2) To learn about how festivals begin and howto celebrate festivals so as to enable them to learn more about differentcultures while learning different language 。

2、重点词汇和短语：

熟记课文中重点词组或短语。

festival， celebrate， celebration， lunar， takeplace， on the 15th day of the eighth lunar month， beauty， harvest， relatives，custom， admire， decorate， origin， separate， dress up， parking lot， luck money，family reunion， get together， Christmas，solar calendar， carnival， parade，Christian， Easter， Lantern Festival， Arbor Day， Pure Brightness Day， JesusChrist， the Easter Bunny， hot cross buns， the best bands

Sentence structures: (句子)

1)、Festivals are meant to celebrateimportant times of year。

2)、Discuss when they take place， whatthey celebrate and what people do at that time。

3)、Cara suggests that Li Mei change hershoes to something more fortable， wear some lighter and cooler clothing andalso take a hat。

4)、Easter customs include making andeating hot cross buns， coloring and searching for eggs supposedly hidden by theEaster

本事目标：

Letstudents to know how to get the key words from the conversation about thecarnival parade， and how to talk about sth、happened。

情感目标：

Letstudents to know and pare Chinese festivals and customs with westernfestivals and customs。

教学重难点：

1、How to talk about the Chinesefestivals and social customs at festivals。

2、How to get the key words tounderstand the conversation about the carnival parade， to talk about sth。happened。

教学过程：

Step 1 Warming up

Step 2 Pre-reading

Lookat the pictures and discuss in pairs what kind of information you think will beintroduced in the passage。

Step 3 Reading and prehending

1、Ask the students to skim the passage and find out what festivals are mentionedin each paragraph。

Paragraph 1:__________________

Paragraph 2:__________________

Paragraph3: __________________

Paragraph4: __________________

Paragraph5: __________________

Suggestedanswers:

Paragraph1: Ancient festivals: celebrate the end of the winter， planting in spring andharvest in autumn; celebrate when hunters catch animals。

Paragraph 2: Day of the Dead;Halloween。

Paragraph3: Dragon Boat Festival; Columbus Day; October 2。

Paragraph 4: Harvest andThanksgiving festivals;

Mid-AutumnDay。

Paragraph5: Spring Festival; Carnival; Easter;

Cherry Blossom Festival。

2、Read the passage carefully and answerthe true or false questions。

( ) 1)、The ancient people needn't worry about their food。

( ) 2)、Halloween used to be a festival intended to honor the dead。

( ) 3)、Mohandas Gandhi helped gain India's independence from the USA。

( ) 4)、ThanksgivingDay is held to celebrate harvest。

( ) 5)、Eastercelebrates the birth of Jesus。

高中英语教案通用篇26

Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the

teaching procedure,and Blackboard , let me talk about the teaching material.

Part 1 Teaching Material:

This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学

大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I think the teaching aims are the followings:

objects:

a)The Ss can hear, read, and use the main sentence patterns b)The Ss can understand the content of the lesson.

c)The Ss can use the patterns to express their thoughts in the proper situation.

objects:

(1) To develop the Ss’ abilities of listening, speaking, reading and writing.

(2) To train the Ss’ ability of working in pairs.

(3) To Improve the student’s reading ability, especially their skimming and scanning ability.

or moral objects:

a)By completing the task,the Ss increase their interest and set up self-confidence in science;

b)Teach the Ss what is “science”, put the moral education in the language study.

now,let’s come to the Important points and the Difficult points.

Well, how to achieve the teaching objects better, how to stress

the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analysis of the teaching material and the students’learning background ,I will use the following methods .

Part 2 Teaching Methods:

In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicative” Approach(交际教学法), “Whole language

teaching” (整体语言教学法)and “Task-based” language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language former is a “scene —

activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use

language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they the same time, I’ll make use of the modern electricity teaching equipments and all kinds of t

高中英语精选教案篇27

Unit 9 Technology

一、重点词汇

1. toothpick n. 牙签 (short, pointed piece of wood, etc, for removing bits of food

from between the teeth)

2. press vi, vt. (push sth. strongly; push steadily against)

1) 压；按；推 He pressed the doorbell. 他按了门铃。

“Just press this button, and you'll start the engine.”

只要按一下这个按钮便可启动这台发动机了。

2) 熨；熨平I've pressed your trousers with the iron. 我用熨斗熨了你的裤子。

3)(常与up, round连用)挤 He pressed his way through the crowd. 他挤过人群。

4)(常与on, upon连用)迫；迫使；进逼 The debts pressed on him. 债务威逼着他。

5)(与for连用)敦促，力劝

She pressed her guests to stay a little longer.她极力劝说客人们再呆一会儿。

6)(常与on, upon连用)紧迫 Time presses. 时间紧迫

The problem of fuel presses for solution.这个燃料的问题急待解决。

We'll let you know if anything presses.“如有紧急情况，我们会通知你的。”

3. teenager n. (十三到十九岁的)少年(a young person between 13 and 19 years old; aboy

or a girl in his or her teens)

Sandy is a very busy teenager.山迪是个非常忙碌的少年。

4. throughout adv, prep 各处，到处；遍及；从头到尾；全部时间

He is famous throughout the world. 他闻名于世界。

It rained throughout the night. 雨下了一整夜。

5. add vt. vi.

1) 增加 to add more hot water 多加点热水

Add a few more names of labourers to the list.名单上再加上几个工人的名字。

2) 加；加起来 If you add 4 to 3 you get 7. 四加三得七。

Add up these figures, please.请把这些数字加起来。

3) 补充说；又说

I should add that we are very pleased. 我要补充的是我们非常高兴。

I should like to add that we are pleased with the test result.

我还要补充说一下，我们对测试结果表示满意。

6. latest adj. 最后的，最迟的；最新的，最近的 the latest news最近的消息； the latest fashion 最新式样

7. calendar n.

1) 历法

From January 1st to February 1st is one calendar month.

从一月一日到二月一日是一个历月。

2) 日历；月历

Their five-year-old son is able to use the calendar to count how many days it

is until his birthday. 他们五岁的儿子能用日历数出离他的生日还有多少天。

8. remind vt. (常与of, to + inf, that连用)使想起；使记起；提醒

1) remind sb. Of / about sb. / sth 使某人想起某人/某事

2) remind sb. To do sth.提醒某人做某事

3)remind sb. That clause提醒某人某事；使某人想起某事

Remind me to write to Mother. 提醒我给妈妈写信。

This reminds me of last year. 这使我想起去年的事。

Please remind me that I must call her up before nine.请提醒我九点前给她打个电话。

The film reminded him of what he had seen in China.

这部影片使他回想起在中国所看到的一切。

9. appointment n.

1) 约定(会面时间或地点)

I made an appointment to see the doctor. 我约定好时间去看医生。

2) 职位 the appointment of a chairman 职位

10. behaviour n. 行为；举动

Everyone praises the children's good behavior. 每个人都赞扬孩子们的好行为。

11. obey vt. vi. 服从；顺从；听话

to obey an order 服从命令

They refused to obey. 他拒绝服从。

12. dare vt

1) 竟敢；敢 Don't dare do that again! 不要再这样胆大妄为！

2) 敢于；敢面对事物 He will dare any danger. 他敢冒任何危险。

3)(与to连用)挑战 He dared me to jump over the stream. 他激我跳过小溪。

13. emergency n. 紧急情况

The hospital has to treat emergencies such as car accidents.

这个医院处理诸如车祸一类的急诊。

In an emergency, telephone the police. 出现紧急情况时，请给警察打电话。

The patient was asked to ring the bell in an emergency.要求病人在有紧急情况时按铃。 14. whatever adj, pron

1) …什么就…什么

They eat whatever they can find. 他们找到什么就吃什么？

Whatever 常用来引导名词性从句或让步状语从句，引导让步状语从句时，可用no matter what

替代。

2) 无论什么，不管什么

Whatever(=No matter what)we said, he'd disagree. 无论我们说什么，他都不同意。

Whatever your argument, I shall hold to my decision.

不管你怎样争辩，我还是坚持自己的决定。

College students are seen doing whatever work they can find.

我们可以看到，只要有工作，大学生们什么都干。

Do whatever she tells you and you'll have peace.

她叫你干什么你就干什么，那你就太平了。

Whatever happens, the first important thing is to keep cool.

不管发生什么事，头等重要的是保持冷静。

You may do whatever you want to do. 无论你想做什么事，你都可以做。

Whatever you do, I won't tell you my secret.

不管你做什么，我都不会把我的秘密告诉你。

15. dial vt, vi

1)拨(电话号码)

Put in the money before dialing.先投钱币再拨号。

2)(给某人)打电话；向某地通话

How do I dial London? 怎样拨电话到伦敦？

16. unexpected adj. adj.想不到的，意外的，未预料到

unexpected guests 不速之客；unexpected results未料到的结果

adj.

1) 否定的，否认的 a negative answer 否定的答覆；a negative vote 反对票

2) 消极的；无用的；无益的 negative attitude 消极的态度

negative advice that only tells you what not to do 只告诉你不要做某事的消极劝告

3) 没有迹象的；结果为阴性的

The test for bacteria was negative. 细菌试验结果是阴性的。

4)〈电〉阴性的；负极的 negative pole 负极

5) 减的；负的；负值的 a negative profit 减少利润； the negative sign 负号 18. clone n.无性系，无性繁殖，克隆； v.无性繁殖，复制

human cloning 克隆人；to clone sheep克隆羊

19. interview n. 接见；会见

I thank you very much indeed for this interview.非常感谢你这次接见。

2) 采访；面试 to go for an interview 进行面试

20. department n

1) 部门；部；司；局；处；系

English department 英语系

2)(某些国家的)县；职责；专长

Advertising is my department. 我负责做广告。

21. electricity n. 电；电力；电流 make electricity 发电

Do you use electricity for cooking? 你用电做饭吗？

22. planet n. 行星 The earth is a planet.地球是个行星。

23. defeat vt

1)打败；战胜

They were defeated in the football match. 他们在足球赛中输了。

2)使失败；使受挫 Our hopes were defeated. 我们的希望破灭了。

n. 失败；击败

The football team suffered a defeat. 该足球队被击败了。

24. force n.

1) 力，力量 the force of the explosion 爆炸力

You must use force to open that bottle. 你必须用力打开那个瓶子。

2) 暴力

The thief took the money from the old man by force. 小偷用暴力夺走了老人的钱。

3)〈物〉力 the force of gravity 地心引力

The force of gravity makes things fall to earth.地心引力使物体落向地面。

4)(pl) 三军武装力量

The air force is one of the armed forces.空军是武装部队的一种。

25. peaceful adj 安静的；宁静的；安宁的；爱好和平的

It's peaceful at home when the children are at school.

孩子们在学校上学时，家里就安静了。

26. succeed vi, vt (常与in连用)成功；达到；完成

He succeeded in the examination. 他考试及格了。

His business has succeeded, and is making a lot of money.

他的生意很成功，赚了很多钱。

The astronauts succeeded in returning from the moon to the earth according to the plan.

宇航员们按计划成功地从月球返回到地球。

二、重点词组

1. stay in touch with = keep in touch with 和某人保持联系；get in touch with与……取得联系；

lose touch with… 与……失去联系； be out of touch with与……失去联系；be in touch with与

……有联系

2. call for 需要；要求；值得：

The occasion calls for a cool head. 这种场合需要冷静的头脑。

3. in case(of) 万一……; 如果发生……; 假使……

in case假使；以防(万一); 免得。in case可引导一个条件状语从句或目的状语从句，还可单独使用，

置于句尾。例如：

In case of fire, ring the alarm bell.如遇火灾，既按警铃。

In case he comes, let me know.如果他来的话，告诉我一声。

You’d better take an umbrella in case it rains.(=It may rain; you’d better take an

umbrella just in case.) 可能会下雨，拿把雨伞，以防万一。

4. according to prep. 据；按照；取决于；视…而定

lives according to her means 按他的方式生活

According to my watch it is 10 o'clock. 按我的表是10点钟。

pay is according to quality 依照质量付费

over 接管；接替；继承

what is good and still useful should be taken over.好的有用的东西应当继承。

Our chairman has left, so Jack will take over (his job).我们的走了，因此杰克将接

管(他的工作)。

6. break down

1) 破坏；拆散

Chemicals in the body break our food down into useful substances.

人体中的化学元素把食物分解成有用的物质。

The peace talks are said to have broken down. (喻)据说和谈破裂了。

2)(机器)损坏 Our truck broke down outside town. 我们的卡车在城外抛锚了。

The car broke down halfway to the destination.汽车在到达目的地的中途抛锚了。

3) 失败；破裂 Their opposition broke down.他们的反对意见打消了。

4) 精神崩溃；失去控制 He broke down and wept. 他不禁失声痛哭。

5) 起化学变化 Food is broken down by chemicals. 化学物质引起食物转化。

三、重点句型

1. I should be home in about ten minutes. 再过大约十分钟，我应该到家了。

should 在此的意思为“应该”，但在不同的语境中should有不同的含义，注意下列句子：

You should not use your cellphone in class.你不该在上课时使用手机。(表示要求)

I think you should think it over before doing it. 我认为你应该三思而后行。(表示建议)

We’ve got everything ready. There should be no problem.我们已经准备好了一切。应该不会有问题了。(表示判断)

2. Modern cellphones are more than just phones—they are used as cameras and radios, and

to send e-mail or surf the Internet.现代的手机不仅仅是电话机—它们也当坐照相机和收音机

使用，还可以发送电子邮件和上网。

use A as B 把A用作B。例如：

In ancient times, people used stones as tools for farming.在古代，人们把石头用作耕作的

工具。

use sth to do sth用某物来做某事。例如：

In ancient times, people used stones to kill animals for food.

在古代，人们用石头来捕杀动物获取食物。

3. The answer seems to be that we have a need to stay in touch with friends and family no

matter where we are or what we are doing.答案似乎是：无论我们在何处或正在做什么，我们都

需要和朋友以及家人一直保持联系。

1) seem 似乎，好像，其用法及搭配有：

seem + adj., 如：

This problem seems complicated, but actually it is simple.

这个问题看似复杂，其实很简单。

seem to do

I seem to have seen him somewhere before.我好像以前在哪儿见过他。

It seems that…,

It seems that everything is going on well.好像一切正常。

It seems as if…,

It seems as if it’s going to rain.看来快要下雨了。

2) no matter无论，不管，后面常跟疑问词引导的从句，其意相当于疑问词后加ever。如 no matter

what=whatever; no matter where=wherever; no matter how=however; no matter when=

whenever例如：

No matter when (Whenever) I meet him, he is always wearing that old hat.

不管我什么时候遇见他，他总是戴着那顶旧礼帽。

No matter how (However) expensive the cellphone is, I’ll buy it because I need one

badly.

无论这手机有多贵，我都要买。因为我急需有个手机。

3. She says that her cellphone helps her do whatever she wants to do.她说她的手机能让她想

做什么就做什么。

whatever无论什么，不管什么，在句中用作连接代词，引导名词性从句。

With the money, you can buy whatever you want.有了这些钱，你可以想买什么就买什么。

类似用法的词还有：whoever, whomever, whichever等。如：

Whoever leaves the classroom last should remember to turn off the light before leaving.

不管是谁最后离开教室，都应该记住走之前关灯。

You may choose whichever you like.不管你喜欢哪个，都可以选。四、语法

现在进行时态的被动语态的用法

现在进行时态的被动语态是用来表示说话时或现阶段某一被动的动作正在进行，其表现形式为：

is/am/are/ + being + 过去分词。例如：

A、computer center is being built for the students.

The phones are also being used as cameras and radios.

五、例题分析

第一阶梯

单项选择

1. Mum will be back from work _______ half an hour.

A. in B. after C. later D. before

2. ______ the money for protecting wildlife _____ now?

A. Is; being collecting B. Are, collected C. Is, being collected D. Has, collected

3. The old machine _____ our difficulty to finish the work on time.

A. adds up to B. has added C. adding to D. added to

4. ______ home alone after 12:00 in the evening.

A. Do you dare go B. Dare you go C. Dare you to go D. If you dare go

5. He spent what he had _______ a cell phone.

A. bought B. to buy C. buying D. had bought

6. Although they’ve never met, they _____ by e-mail for years.

A. stay in touch with B. get in touch with C. keep in touch D. get in touch

7. Never give up, ______ great difficulty is.

A. whatever B. whoever C. however D. whenever

8. _______ danger, you may call 120 for help.

A. In case B. In case of C. When D. If

9. Mr White is one of the foreign experts who ______ in China.

A. works B. is working C. has been working D. are working

10. The secretary reminded me _____ there was a meeting that afternoon.

A. of B. about C. that D. on

答案与简析：

1. A in + 一段时间常与将来时态连用，after + 一段时间或一段时间 + later多用于过去时态。

2. C 本题考查现在进行时态的被动语态结构is/am/are being done，D选项的正确形式应为has

been collected。

3. D “这台旧机器增加了我们按时完工的难度。”add to意为“增加”，在句中作谓语，add up

to意为“共计”，add…to表“把……加在……里”。

4. B句中dare作情态动词，其后接动词原形；若作实义动词，答案为Do you dare to go. D选项不能

构成疑问句。

5. C “他倾其所有买了一手机。”本题考查短语spend…(in) doing/on sth.

6. C stay/ keep in touch (with sb.)意为“保持联系”;get in touch(with sb.)意为“取得

联系”。 get为瞬间动词，不能与for years 连用。

7. C “无论困难有多大，永远不要放弃”。本题的考查目标为no matter how引导的让步状语从句，

此时no matter how = however，修饰形容词或副词。

8. B in case of 接名词，其余选项接句子。

9. D 本题考查定语从句中的主谓一致。先行词为experts，谓语动词用复数。 10. C 本题考查remind的用法。that后接句子，其余选项接名词或代词。

第二阶梯

完成句子：

1. 我爷爷70岁了，却终日忙个不停。

My grandpa is _____ ______ ______ all day long though he is 70.

2. 你知道会上正在讨论什么吗？

Do you know _______ _______ ________ ________ at the meeting?

3. 成功需要勤奋。

Success _____ _______ hard work.

4. 无论我说什么，他就是不相信。

_______ ________ _______ I said, he wouldn’t believe me.

5. 听到这个消息，学生老师都高兴。

_______ ________ the students _____ _______ the teacher was happy at the news.

6. 王先生病了，我已接管他的工作。

Mr Wang is ill, so I’ve ________ _________ his work.

7. 我苦思冥想，却未能想出一个好办法。

I kept thinking hard, but failed to ________ ________ _______ a good idea.

8. 在比赛中，Douglas成功地击败了其他的选手。

Douglas _____ _____ _____ all the other players in the match.

9. 竹子不仅仅用于建筑。

Bamboo is used for ________ _________ building.

10. 他似乎已经听说了这个坏消息。

He _______ ______ have heard the bad news.

电子教案篇28

电子教案一则

导入新课：生活不是处处都是笑声，面对挫折，你应该怎样处理？讲授新课一、感受挫折举例生活中的挫折二、面对挫折中考失败现象调查讨论：中考失败后，是否还要再考大专？结论：积极乐观地面对生活中的'挫折。举例：生活中的强者和被挫折打败的人三、战胜挫折 1、案例分析：跳绳比赛 2、情景剧：别再这样对我 3、小游戏 4、配乐朗诵战胜挫折的方法四、笑对生活最大的心愿面对的困难做法成功宣言课堂总结布置作业学生发言分组讨论，代表发言启发引导学生思考问题学生参与学生总结学生填写教学后记生动的案例，学生的参与增加了课堂气氛和学习效果，教学郊果较好。

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