隨著信息化時代的到來和素質教育改革的不斷深化，高中英語的作用已經不再僅僅局限于幫助學生提高語言技能，而是更多地在開拓中學生視野和提升其語言綜合素質方面發(fā)揮了重要的作用。

高中英語教案1

課題

Starter Module1 Unit1 Good morning,Miss Zhou.

課型

Listening and speaking

教學目標

學習稱呼語和問候語

教學重點

打招呼用語

教學難點

如何正確運用打招呼用語

教具 多媒體、錄音機

課時

1

教學課程

1. Greeting.

2. Warming-up

T: Class,Please stand up. Hello, class.

S: Hello, Ms…

T: Sit down please.

S: Thank you.

3. Drills

(1) 練習打招呼問好。

Hello ,Good morning, Good afternoon

(2) 練習告別語Goodbye。

4. Practise

1)Work in pairs part3

2) Complete the sentences.

5. Conclude

6. Homework

Complete part7 and part 8

高中英語教案2

一、教材分析：

本課是結合人教版高中英語教材選修5中有關過去分詞的語法內容，進行過去分詞的學習，教學中將語法知識的傳授和語言基本技能的學習結合到一起，注重復習語法與語言的運用。采用任務型教學法和小組合作探究學習法，從而擴大課堂的語言輸入量及學生的語言輸出量。

二、學情分析：

在高一英語學習基礎上，學生已經掌握基本的語言結構和一定程度的聽說讀寫能力。在復習的過程中，結合學生原有的知識掌握水平，鞏固基礎強化正確使用語法知識，提高學生運用語言的深度和難度.但大部分學生的基礎知識仍然較為薄弱，運用英語進行交際活動的能力較差，主動學習的動力不夠，然而他們學習比較認真，渴求知欲旺盛，思維比較活躍。部分學生的基礎較好，能主動配合老師。只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。

三、教學目標:

1.知識目標:

引導學生掌握過去分詞在真實的生活語境中的使用。培養(yǎng)學生通讀，分析，理解，綜合的能力，教會學生體察語境，結合上下文，符和邏輯推理和合理的想象，結合語法和題干中的語境解決問題。在運用語言過程中培養(yǎng)學生的觀察力、分析力、想象力和自學能力，提高思維能力和運用英語的綜合能力。

2.能力目標：

利用多媒體手段營造積極和諧教學氛圍，使學生進入情景之中，充分調動學生的思維活動和情感體驗，規(guī)范學生運用英語知識準確表達的能力，同時，發(fā)展學生綜合語言運用的能力，分析問題和解決問題的能力，培養(yǎng)學生自主學習。

3.德育目標：

用含過去分詞的句子結構表達思想感情。

四、教學重點:

1.過去分詞的用法.

2. 過去分詞的運用

五、教學難點:

1.結合語法知識，以課堂教學為依托，全面訓練學生的聽、說、讀、寫能力，加強和提高運用英語的綜合能力。

2. 過去分詞在真實的生活語境中的使用。

六、教學策略:

通過小組討論、小組競賽等具體形式，創(chuàng)設有利于高中生自己自我認識、自我反省、自我調節(jié)的情境，利用他們自身較高的自我意識水平對自己的學習進行調節(jié)、監(jiān)控。因此，本課采用教學方法---任務型教學法。以任務為中心，任務的設計焦點是解決某一具體的貼近學生生活的問題。教師要從學生“學”的角度來設計教學活動，使學生的學習活動具有明確的目標。在的各種“任務”中，學生能夠不斷地獲得知識并得出結論。

七、學習策略:

本課將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生養(yǎng)成自主學習與合作學習的能力，培養(yǎng)創(chuàng)新意識和實踐能力，以及具備科學的價值觀。

高中英語教案3

Module4Unit1Advertising語法課教案

Teaching aims:

1。 Students can explain the difference of direct speech and reported speech。

2。 Students can list the changes when transform the direct speech into reported speech。

3。 Students can use reported speech or indirect speech to report things。

4。 Students can express others’ ideas more properly。

5。 Students can be more confident in learning English。

Teaching key points and difficult points:

Key points:

How to change direct speech into reported speech。

Difficult Points:

The changing points when change direct speech into reported speech。

Teaching procedures:

Step 1 Lead-in

Present a short video。 It is a joke about XiaoMing。 He misuse I， she and he and can’t introduce his family members to others properly。

Then lead in today’s topic how to change direct speech into reported speech。

(Justification: By showing the video， students can be more curious about learning this lesson。)

Step 2 Presentation

1。 Ask students to watch several advertisements。 In every videos there is a person to talk about the merits of his or her products。 Then list several sentences to ask students to choose which advertisement it refers to。 For example:

The girl said that she was praised by her boyfriend。

The boy introduce that the little guys can be found wherever they are。

A lot of mums encourage others to use it to protect babies skin。

2。 Show the original sentences(direct speech) of the advertisement and the listed sentences before together。 Ask students to observe the sentences and try to think about what is the direct speech and what is the reported speech。 Then conclude how to change direct speech into reported sentence: we can change direct speech into reported speech by using an object clause or an infinitive phrase。

3。 Present several reported speech chosen from the advertisements。 Ask students to pay attention to the form of different reported speech including statements， questions and imperative statements。

4。 Show some sentences using direct speech and ask students to try to change the direct speech into reported speech。 Then underline personal pronouns， tense， time and place， pronoun and ask students to check their deskmates’ sentences and pay attention to the underline parts。 Present the sentences students made and ask them to conclude the important points of changing a direct speech into reported speech from the following aspects: personal pronouns， tense， time and place， pronoun and other special cases。

(Justification: Using the advertisement can lead in different sentences using direct speech and reported speech naturally and help students accept the new grammar rules more easily。 Inductive method and deductive method are bined in this part to achieve students’ mastership。)

Step 3 Practice

Set an situation of the advertisement department。 Every students is a member of the department。 Ask them to finish the following tasks:

1。 There is a report made by their colleague and ask students to correct the sentences on the blackboard。

2。 Show the advertisement of the text book and ask students to plete the letter written by Wang Yilin to Mr Fan Zhenbin。 Then check the answer with their classmates。

3。 Show a list of tips given by an advertising expert and ask them to report the advice to the manager and finish the Exercise B in P11。

(Justification: This step can help students get a deeper understanding of the grammar and the key point and difficult point will be solved in this step。)

Step 4 Production

Four students in a group finish the following tasks。

1。 Show a short video and encourage students to talk about the story of the video with each other。

2。 Set an situation that there is an advertisement order about useful English learning method。 Invite students to discuss in groups and list the opinions of every group members and then change the opinions with the group beside by using reported speech。 Teacher will invite some volunteers to share their opinions。

(Justification: Students can fully cooperate with each other and learn how to use what they learned into their daily life。 Also， they can develop critical thinking and speak

高中英語教案4

Understandingeachother-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。