學(xué)習(xí)習(xí)慣屬于非智力的范疇，但它對(duì)學(xué)生學(xué)習(xí)卻起到事半功倍的效果。故此，英語(yǔ)教師應(yīng)從早讀入手，培養(yǎng)學(xué)生的朗讀能力;強(qiáng)化英語(yǔ)書(shū)寫(xiě)規(guī)范的訓(xùn)練，為高考書(shū)面表達(dá)的書(shū)寫(xiě)打下良好的基礎(chǔ)。

高中英語(yǔ)教案1

文件　high1 unit18.doc

標(biāo)題 Unit 18 The necklace

章節(jié) 第十八單元

關(guān)鍵詞

內(nèi)容

單元重點(diǎn)

Ⅰ.語(yǔ)言要點(diǎn)

accept, invitation, after all, continue, call on, day and night, pay back, at the most,

worth, not…any more

Ⅱ.日常交際用語(yǔ)

1. Where have you been all these days?

2. What happened?

3. We did have a good time.

4. Excuse me. I’ve lost a case I wonder if it’s been found.

5. Can you describe the case?

6. Where did you last have it?

7. We asked everyone there if they had found …, but without luck.

8. We couldn’t find it; it was lost.

Ⅲ.語(yǔ)法

疑問(wèn)句的直接引語(yǔ)和間接引語(yǔ)

e.g.1. He asked if she was Pleased.

2. She asked him how many People were going to the ball.

背景知識(shí)介紹

1.作者

Guy de Maupassant(莫泊桑1850—1893)was a well—known French novelist and short –story writer.在少年時(shí)他就對(duì)文學(xué)表現(xiàn)出了濃厚的興趣，很小的時(shí)候開(kāi)始寫(xiě)作，在30多歲成為著明的小說(shuō)家，他的大部分作品講的是人們的日常生活。1871年開(kāi)始，他在政府部門(mén)就職，這期間他熟悉了政府職員的生活。這段經(jīng)歷幫助他創(chuàng)造出了他的短篇小說(shuō)“項(xiàng)鏈”。他的作品簡(jiǎn)潔明了，諷刺運(yùn)用得恰到好處。莫泊桑晚年承受疾病圍繞，1893年病逝于巴黎。

2.有關(guān)這部戲的介紹

“項(xiàng)鏈”這篇課文是一個(gè)獨(dú)幕劇，它包括三個(gè)人物：Mathilde Loisel, a yang woman;

Pierre Loisel, Mathilde’s husband, a government worker; Jeanne, Mathilde’s good friend.

課文難點(diǎn)分析

1. Scene1 A park in Paris ……walks towards her.

這部分用斜體表示，或象下文一樣置于括號(hào)中，叫做舞臺(tái)指導(dǎo)說(shuō)明(stage directions )一般使用現(xiàn)在時(shí)態(tài)。戲劇一般首先介紹故事發(fā)生的時(shí)間(time)、地點(diǎn)(place)和劇中人物(characters)。在這一段中有了具體介紹。

2. …but I don’t think I know you. 我好象并不認(rèn)識(shí)你。

I don’t think I should do that. 我認(rèn)為我不該做那件事。

I don’t believe she will come. 我上信她不會(huì)來(lái)。

“think, believe” 這兩個(gè)詞的否定式在主句中表示，而賓語(yǔ)從句中的動(dòng)詞用肯定式。

3. In fact you do. 事實(shí)上你認(rèn)識(shí)我。

=In fact, you know me. 為了避免和前面重復(fù)，所以用助動(dòng)詞代替。

e.g.①We all love singing, but he doesn’t. 我們都喜歡唱歌，但他不喜歡。

②Class 2 went to a picnic, but Class 1 didn’t. 2班去野餐了，但1班沒(méi)去。

4. recognize vt. 認(rèn)識(shí)，辨認(rèn)

e.g.①She was so changed that I hardly recognized her. 她變得我?guī)缀跽J(rèn)不出來(lái)了。

②Harry recognized me in the crowd. 亨利在人群中認(rèn)出了我。

5. Where have you been all these years? 這些年你上哪兒去了?

e.g. The teacher asked Jane, “You didn’t come to school, last week, where have you been?”

老師問(wèn)Jane，“你上星期沒(méi)來(lái)學(xué)校，去哪兒了?”

6. That’s because of hard work. 那是因?yàn)閯诶邸?/p>

e.g.①He couldn’t go further. That’s because of his wounded leg.

他不能再往前走了，因?yàn)樗耐仁芰藗?/p>

②He cried because of the pain in his arm = He cried because he had a pain in his arm.

他因?yàn)楦觳蔡鄱蘖恕?/p>

because of后面跟名詞在句中作狀語(yǔ)與because加句子引導(dǎo)的狀語(yǔ)從句意義相同。

7. Have times been hard for you? 這些年境況不太好吧!

times這個(gè)詞我們以前見(jiàn)過(guò)：(morden times )表示目前或某種特殊時(shí)期的生活情況或環(huán)

境，可譯作“日子”、“境況”、“時(shí)代”。

e.g.①He didn’t complain of hard times, but kept on working hard. 他沒(méi)有抱怨時(shí)勢(shì)艱難，相反的是一直努力工作。

②Students thought times are terrible in July. 學(xué)生們認(rèn)為7月是一段難熬的日子。

8. But what happened? 發(fā)生什么事了?

happen take place. 沒(méi)有被動(dòng)式。

e.g.①I(mǎi) remembered the whole things as if it happened yesterday.

我記得整個(gè)事情，就好象是昨天發(fā)生的。

②──Why didn’t the boss come yesterday? 為什么老板昨天沒(méi)來(lái)?

──An accident happened to him. 他出事了。

9. Do you remember one afternoon ten years ago when I came to your house and borrowed a

necklace of yours. 10年前的一個(gè)下午，我到你家借過(guò)一條項(xiàng)鏈，你還記得嗎?

Ten year ago和由when 引導(dǎo)的定語(yǔ)從句一起修飾afternoon.

e.g.①Cart still remembers one afternoon in his first year when the professor took the students the Chemistry lab.卡爾仍然記得一年級(jí)時(shí)教授帶學(xué)生到化學(xué)實(shí)驗(yàn)室去的那個(gè)下午的情景。

②There are thousands of starts in the sky that are like our sun.

天空中有成千上萬(wàn)顆像太陽(yáng)一樣的恒星。

10. I’ve written to accept the invitation. 我已經(jīng)寫(xiě)信表示接受邀請(qǐng)了。

e.g.①I(mǎi) received a note, but didn’t accept it. 我收到了一張支票，但沒(méi)接受。

②Jack received my letter, and accepted my advice.

Jack收到了我的信并且接受了我的建議。

③give sb. An invitation給sb發(fā)邀請(qǐng)(invite sb. to…)

refuse sb’s invitation. 拒絕sb的邀請(qǐng)。

11. I haven’t got an evening dress for the ball! 我沒(méi)有參加晚會(huì)的禮服啊!

12. But, just this once. After all, this ball is very important.

不過(guò)就這么一次，要知道，這次舞會(huì)很重要啊!

after all“畢竟，終究，到底”。用來(lái)說(shuō)服或提醒對(duì)方，引出對(duì)方似乎忘記了的某個(gè)

重要的論點(diǎn)或理由。

e.g.①They met with difficulties, but I hear that they’re succeeded after all.

他們遇到了困難，但我聽(tīng)說(shuō)他們終究是成功了。

②She said she would not go to the ball, but she went there after all.

她說(shuō)不去參加舞會(huì)，但最后還是去了。

13. I have no jewellery to wear. 我沒(méi)有首飾戴。

dress和wear的區(qū)別：

e.g.①She always dresses in green. 她總是穿著綠色的衣服。

②Dress at once! 立刻穿上衣服。

③The mother dresses the baby everyday. 媽媽每天給小寶寶穿衣服。

而wear的賓語(yǔ)只能是鞋帽等物品，表示一種狀態(tài)。

④He’s wearing a new coat today. 他今天穿了一件新大衣。

但不能說(shuō)：Wear your clothes at once.

14. Can’t you just wear a flower instead? 難道不能就戴一朵花嗎?

這是一個(gè)否定疑問(wèn)句，表示吃驚，可能含有批評(píng)或責(zé)備的意思。

e.g.①Hasn’t Albert telephoned you? Albert還沒(méi)有打電話(huà)來(lái)嗎?(說(shuō)話(huà)人認(rèn)為Albert本該

已經(jīng)打電話(huà)來(lái)了，但卻沒(méi)打，因此感到奇怪，并含有批評(píng)的口氣)

②It’s getting dark. Can’t you walk a little faster? 天快黑了，你不能走快點(diǎn)嗎?(說(shuō)話(huà)

人覺(jué)得對(duì)方走慢了，含有責(zé)備的口氣)

15. She married a man with a lot of money. 她嫁了一個(gè)很有錢(qián)的人。

marry sb. 娶了某人/嫁給某人。get married結(jié)了婚。

be/ get married to sb.與某人結(jié)婚，不能用 with.

e.g.①—Is Jack married? Jack結(jié)婚了嗎?

—He got married last year. 他去年結(jié)婚了。

②He has been married to Mary for 3years. 他和Mary結(jié)婚3年了。

③Alice married a Frenchman. Alice和一個(gè)法國(guó)人結(jié)婚了。

16. So I called on you…

So是連詞，用來(lái)承上啟下，表示話(huà)語(yǔ)的邏輯性?！拔蚁肫鹉慵蘖艘粋€(gè)有錢(qián)人，所以就去看望你……”。

call on/ upon sb. visit sb.到家看望。

e.g.①I(mǎi)t’s to years since I last called on my former teacher.

我最近的一次拜望老師已經(jīng)是10年前了。

Call at sb’s house. 到家看望。

②“I’ll call at your house tomorrow morning. Are you free? “—Yes. You’re welcome.”

“明天我想到家去看望你，你有空嗎?”“好的，歡迎”。

17. You tried it on and it looked wonderful on you.

你把項(xiàng)鏈戴上試了試，戴在你身上真是太好看了。

e.g.①Never buy shoes without trying them on first. 鞋子要先試再買(mǎi)。

②The tailor asked the girl to try on the new dress. 裁縫要那個(gè)小孩試一下新衣服。

try on: 試穿，試戴。

18. Perhaps in those days I was. 也許那時(shí)候我是(個(gè)漂亮的姑娘)…

這是承上啟下的句子，后面的表語(yǔ)可以省略，以避免重復(fù)，在口語(yǔ)中常見(jiàn)。

e.g.①She said it was a valuable necklace. It really was.

她說(shuō)那是一條很貴重的項(xiàng)鏈，的確很貴重。

②“Are they in the park?” “I think they are.” “他們?cè)诠珗@里嗎?”“我想是的”。

19. Pierre and I did have a very good time at the ball.

我和波爾在舞會(huì)上的確玩的很痛快。

句中的did是助動(dòng)詞，在肯定句中用來(lái)強(qiáng)調(diào)它后面的動(dòng)詞。

e.g.①Do come here next Sunday. 下星期日一定來(lái)啊!

②I did agree with you. 我完全贊同你。

③She does keep her promise. 她確實(shí)一貫遵守諾言。

20. But that was the last moment of happiness in our lives.

但那是我們一生中最后的幸福時(shí)刻了。

21. On our way home…… that the necklace was not around my neck any more!

那天晚上在回家的路上，我低頭一看，發(fā)現(xiàn)項(xiàng)鏈不再掛在我的脖子上了。

not ……any mere. 不再。

e.g.①Don’t make the same mistake any more. 不要再犯同樣的錯(cuò)誤了。

②She doesn’t live here any more. 她不再住在這兒了。

22. It was exactly like your necklace, but it was a different one.

那條項(xiàng)鏈的確和你的一模一樣，但卻是另外的一條。

句中的One用來(lái)指代前在的名詞(necklace)。復(fù)數(shù)用ones.

e.g.①There are two books. The one on the shelf is mine. 這有2本書(shū)，書(shū)架上那本是我的。

②There are lots of dresses in the case. You can try on the ones you like.

箱子里有很多件衣服，你可以試穿所有你喜歡的。

23. During the next ten years… to pay back the money we had borrowed (= In order to return

the money which we had borrowed, both of us worked a long time every day in the next ten

years.)在后來(lái)的10年時(shí)間里，為了償還這筆借款，我們兩個(gè)不分晝夜地干活。

pay back作“償還”，“還錢(qián)”解。pay back money to sb. pay back money for sth.

e.g.①“—I’ll pay back the money to you next week. Is it ok?”“我下星期還錢(qián)給你，行嗎?”

—“That’s ok!” 好吧!

②“Have you paid back the money for the foods?” 購(gòu)買(mǎi)食品的錢(qián)還了沒(méi)有?

③They paid off all the debts on time. 他們按時(shí)把債還清了。

④Once we have paid off the store, we shall owe money to no one.

一旦把商店的錢(qián)還清了，我們就不欠任何人的錢(qián)了。

24. That’s why I come and ask for help. 這就是為什么我顯得這樣蒼老。

“Why” 在這里相當(dāng)于“the reason why …”即(為什么)…的原因。

e.g. He had stolen the necklace. That’s why he was punished.

他偷了項(xiàng)鏈，這說(shuō)是受到懲罰的原因。

25. It wasn’t valuable at all. 它根本就不值錢(qián)。

at all“全然”“完全”。常用于否定句中“not…at all”“完全不”，“根本不”。 e.g.①She’s rather lazy, not at all suitable for the post. 她太懶了，根本不適合這個(gè)職業(yè)。

②I don’t believe her at all. 我根本就不相信她。

26. It was worth five hundred francs at the most… 它最多值500法郎。

be worth+sth. /doing sth.“值(多少錢(qián))”

e.g.①This piece of jewelry is worth $500. 這件手飾值500美元。

②His suggestion is worth consideration / considering. 他的建議值得考慮。

③The museum is worth a visit. 那個(gè)博物館值得一看。

27. He is now at the Lost and Found.

他現(xiàn)在失物招領(lǐng)處。

間接問(wèn)句

直接引語(yǔ)如果是疑問(wèn)句，變成間接引語(yǔ)時(shí)，有以下共同要求：

1.要把疑問(wèn)語(yǔ)序變成陳述句語(yǔ)序。

2.主語(yǔ)的人稱(chēng)，謂語(yǔ)動(dòng)詞的時(shí)態(tài)以及狀語(yǔ)要作相應(yīng)的變化。

3.句末要用句號(hào)。

直接引語(yǔ)如果是一般疑問(wèn)句，變成間接引語(yǔ)時(shí)，還要用if / whether引導(dǎo)。如果在引語(yǔ)中含有“or”，則只能用whether.

e.g.① He asked her, “Are you pleased?” ?

He asked her if / whether she was pleased.

②She asked me, “Have you finished the work?” ?

She asked me if / where I had finished the work.

③ Mother asked, “Will you stay at home or go with us?” ?

Mother asked (me) whether I would stay at home or go with them.

直接引語(yǔ)如果是特殊疑問(wèn)句，變成間接引語(yǔ)時(shí)仍和原來(lái)的疑問(wèn)代詞。

e.g.① She asked me, “Where have you been all these years?” ?

She asked me where I had been all those years.

② He asked Tom, “What are you looking for?” ?

He asked Tom what he was looking for.

③ He asked me, “Why didn’t you stop her?” ?

He asked me why I hadn’t stopped her.

練習(xí)

請(qǐng)改寫(xiě)這個(gè)劇本。

高中英語(yǔ)教案2

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

1. 通過(guò)學(xué)生分享自己的旅游經(jīng)歷，用英語(yǔ)進(jìn)行交流與表達(dá)。

2. 通過(guò)略讀與找讀，使學(xué)生獲取文章主要信息，練習(xí)閱讀技巧。

3. 通過(guò)小組討論為旅游準(zhǔn)備的物品，使學(xué)生用英語(yǔ)簡(jiǎn)單的語(yǔ)言實(shí)踐活動(dòng)。

教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)：利用閱讀技巧，獲取文章大意及細(xì)節(jié)

教學(xué)難點(diǎn)：用英語(yǔ)交流并進(jìn)行簡(jiǎn)單實(shí)踐活動(dòng)—旅游需要準(zhǔn)備的物品

教學(xué)過(guò)程

I、Warming Up:

1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?

2. The world has many great rivers. Have you been to these rivers?

設(shè)計(jì)意圖：大部分學(xué)生都喜歡旅游，老師談?wù)勛约郝糜蔚慕?jīng)歷,詢(xún)問(wèn)學(xué)生的旅游經(jīng)歷。列舉世界上的河流圖片，讓學(xué)生來(lái)欣賞認(rèn)識(shí)美好的河流。能有效地調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。河流圖片的展示，學(xué)生猜測(cè)河流的名字，喚起學(xué)生的學(xué)習(xí)興趣以及對(duì)大自然的熱愛(ài)。

II. Pre-reading

Have you been to the Mekong River? What countries does the Mekong River flow through?

設(shè)計(jì)意圖：展示沿湄公河的地圖，引起學(xué)生的興趣，讓學(xué)生觀察地圖，說(shuō)出湄公河流經(jīng)的國(guó)家，為隨后的閱讀做好了內(nèi)容和詞匯上的鋪墊。

III. Reading

1. Skimming

Skim the passage and find the main idea for each paragraph

Para 1: Dream

Para 2: A stubborn sister

Para 3: Preparation

設(shè)計(jì)意圖： 略讀：學(xué)生快速瀏覽課文，尋找相關(guān)信息并搭配段落大意。點(diǎn)撥閱讀技巧：注意每段開(kāi)頭及結(jié)尾。

2. Scanning

1). Read Para 1 and find the key word for the information:

Who and What

Where and How

Why and When

設(shè)計(jì)意圖：1.尋找who，what，where，how，why and when等關(guān)鍵信息,讓學(xué)生把握這類(lèi)記敘文的閱讀要點(diǎn)。2. 根據(jù)圖表復(fù)述，練習(xí)學(xué)生語(yǔ)言整合與連貫的能力。

2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.

設(shè)計(jì)意圖：研讀課文第二段，思考至少3個(gè)形容詞來(lái)描寫(xiě)王薇，并利用文章說(shuō)出依據(jù)，目的是讓學(xué)生研讀，并挖掘支持自己觀點(diǎn)的信息。

3). Read 3 and answer: what can they see along the Mekong River?

Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.

設(shè)計(jì)意圖：先讓學(xué)生從文中找到表示地貌的地理術(shù)語(yǔ)，利用形象生動(dòng)的幻燈片，為學(xué)生掃清生詞及讀音障礙，然后讓學(xué)生扮演導(dǎo)游的角色，結(jié)合示意圖向游客介紹湄公河，從而達(dá)到復(fù)述的目的。

IV. Group work

Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.

設(shè)計(jì)思路：讀后討論，學(xué)生想象去湄公河前必備的5件物品，并說(shuō)明選擇的理由。為學(xué)生準(zhǔn)備地圖，收音機(jī)，毯子，水杯，救生圈，雨傘，火柴，手機(jī)，照相機(jī)，藥物，防曬霜等，學(xué)生小組討論，并用英語(yǔ)表達(dá)個(gè)人看法與觀點(diǎn)。

V. Summary

What have we learned in this class?

設(shè)計(jì)思路：引導(dǎo)學(xué)生反思本節(jié)課主要內(nèi)容及重難點(diǎn)。

課后習(xí)題

Homework

1. Read the passage as fluently as possible after class.

2. Preview Learning about Language.

板書(shū)

板書(shū)設(shè)計(jì)：

Unit 3 Travel Journal

Part 1 The dream and the plan

careless waterfall

determined entire

excited view

crazy

stubborn

高中英語(yǔ)教案3

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.

高中英語(yǔ)教案4

Good morning ,everyone .Today I?ll talk about Unit 6 Oxford Primary English Boook 4: Let?s go by taxi. I?ll finish this Unit in four lessons,today I?ll talk about the first period of the Unit .

This Unit is very important of this book..The Unit is the continuation of Unit 8 Oxford Primary

English Book3. It provides the new words of places:station ,supermarket,library,theatre,hospital and airport.The new phrases: by train,by plane,by minibus and on foot.When learn the new words and new phrases, the Ss will come into contact with the new pattern: Shall we go to …by …? As we know there isn't a long histroy that the Ss have learnt English in the primary school,so the main instructional aims of teaching English is to cultivate the Ss? abilities of listening, speaking and the synthetic abilities of communication,co-operation and investigation.And to cultivate their good sense of English.

(本課是本冊(cè)教材中較為重要的依棵，它是牛津小學(xué)英語(yǔ)3A第八單元知識(shí)的一個(gè)延伸。在本單元中提供了六個(gè)地點(diǎn)類(lèi)的單詞及四個(gè)交通工具類(lèi)的單詞和學(xué)生在學(xué)習(xí)單詞的過(guò)程中將會(huì)遇到的一個(gè)新句型Shall we go to … by…? 我們知道小學(xué)生學(xué)習(xí)英語(yǔ)的時(shí)間不是很長(zhǎng)，所以這一堂課的主要教學(xué)目標(biāo)將一培養(yǎng)學(xué)生的聽(tīng)說(shuō)讀寫(xiě)能力及與人交流合作和初步調(diào)查研究的能力和較好的英語(yǔ)語(yǔ)感。)

ⅠTeaching contents:

1. The new words of the places: station, supermarket, library and so on.

2. The new words of vehicles: train, plane, minibus and foot.

3. The new pattern: Shall we go to … by …?

Ⅱ Teaching aims:

1. The aims to the knowledge

a. To enable the Ss to read and spell the new wordsand understand the meaning of the new words.

b. To help the Ss learn the new pattern: Shall we go to … by …?

c. To enable the Ss to communicate with the others using the new pattern.

2. The aims to the abilities

a. To improve the Ss ability of listening and speaking .

b. To encourage the Ss to communicate with the others actively.

3. The aims to the emotion

a. To educate the Ss to be polite and helpful to the others.

Ⅲ The key pionts:

1. To enable the Ss master the new words.

2. To enable the Ss study in groups and co-operate with the others.

3. To arouse the Ss? interest in English.

Ⅳ Teaching methods:

To cultivate the Ss? abilities of listening,speaking,reading and writing,to increase the Ss?ability of learning English by themselves and to arouse their interest ,in this peroid,I?ll use the teaching methods below:

(為培養(yǎng)學(xué)生的聽(tīng)說(shuō)讀寫(xiě)和學(xué)習(xí)英語(yǔ)的自主能力，為激發(fā)他們學(xué)習(xí)英語(yǔ)的興趣，在這堂課中，我將會(huì)采用以下的教學(xué)方法：)

1. Communication method(交際法)

I?ll set up a real situation,in this way ,the Ss can say in pairs or in groups,they can say freely and needn?t worring about making mistakes.

2. Task-based method (任務(wù)法)

That is to say I?ll let the Ss finish a task by making a short dialogue and acting it out.To help the Ss get a better undersangding of the key structure.

Ⅴ Teaching aids:

In this lesson, the CAI,some pictures will be used.

Ⅵ Teaching procedure:

Step 1 Warm up

1. Sing a song << They sing happily>>.

2. Make a free talk between the T-S ,S-S.

Are you happy today?

Let?s go to the park,OK?...

This step is to form a better situation for rhe students by singing and speaking.They will come into the real surrounding of English learning,And it can also review the learnt knowledge for the next

step.(這一環(huán)節(jié)通過(guò)唱歌和自由對(duì)話(huà)為學(xué)生營(yíng)造了較好的語(yǔ)言環(huán)境，他們會(huì)很快地進(jìn)入英語(yǔ)學(xué)習(xí)的情境中來(lái)，在此同時(shí)也復(fù)習(xí)了舊知，為下一步的學(xué)習(xí)做好了充分的準(zhǔn)備。)

Step 2 Presentation

I?ll mainly talk about this period.

1. Learn the new words of places

a. CAI shows a big beautiful picture of a city.

b. A little cat go around the city and tell the Ss what place it is .

c. Write down the words on the blackboard.Ask them to read and spell ,pay attention to the

pronunciation.

d. Show some pictures of the places,ask sb to say and put the pictures in the right places on the blackboard.

e. Practise the new words:

(1) Show some signs of the places and ask them to guess what place it is.For example show a red cross to guess that is a hospital.

(2) Guide them to make a short dialogue and practise with their partners.

Shall we go to …? All right.

This step is not to present the new words one by one,just with the help of the CAI and the

pictures,it can provide a real situatian to understand the meaning of the words and to arouse the

Ss?interest in English learning.A competition can encourage them to try by themselves and improve their ability of learning. (這一環(huán)節(jié)，并不是簡(jiǎn)單地逐個(gè)呈現(xiàn)要學(xué)的新單詞，而是借助于多媒體和圖片，為學(xué)生的學(xué)習(xí)提供了一個(gè)較真實(shí)的情境，讓他們?cè)谇榫持袑W(xué)會(huì)新知，對(duì)所學(xué)新單詞的意思有比較好的理解，同時(shí)也大大激發(fā)了學(xué)生學(xué)習(xí)英語(yǔ)的興趣。設(shè)置的競(jìng)賽的環(huán)節(jié)能夠鼓勵(lì)學(xué)生大膽嘗試，提高他們英語(yǔ)學(xué)習(xí)的能力。)

2. Learn the new words of vehicles

a. CAI provide some sounds of the vehicles,and ask them to guess

b. Listen to the sound and learn the new words.

c. Read and spelll the words .Have a competition:Who can recite the words quickly .

d. Practise the new words:

1. Look at part of the picture and guess.

2. Learn the new phrases

Act and say：(邊表演邊說(shuō))

Train,train,go by train

Plane,plane,go by plane

Minibus,minibus,go by minibus

Foot,foot,go on foot

This step I use the CAI to show the sounds and let them to guess,they will be happy to try and be interested in the procedure of the learning.And the acting will help them get a more better understanding of the phrases.(這一環(huán)節(jié)，我使用多媒體提供不同交通工具發(fā)出的聲音，讓學(xué)生去猜一猜，他們?cè)趯W(xué)的過(guò)程中會(huì)很高興地去嘗試并會(huì)對(duì)學(xué)習(xí)的過(guò)程本身產(chǎn)生濃厚的興趣。邊說(shuō)邊演的環(huán)節(jié)，可以通過(guò)調(diào)動(dòng)學(xué)生的所有感官，讓他們對(duì)所學(xué)詞組的意思有更好的理解，同時(shí)印象也更深刻了)

Step 3 Practise

1.A guesssing game

The CAI show a big picture.There are many places in the picture,and there are different

vehicles in the way to the different places.Ask them to guess and give them a smiling face or a crying face.There can be a competition between the groups.Using the structure: Shall we go to … by…?

2.Work in pairs

Ask them to make a dialogue with their partners.They can speak to several classmates who they want to co-operate with,so they can walk freely in the class.

This part is very important of the lesson.The Ss? abilities of speaking and communication will be well trained.Use the CAI to set a real surrounding and encourage the Ss to communicate with the others.They can say loudly and freely .They will feel happy and successful during this part.By way of communication ,the Ss will understanding the meaning of the structure better and master the knowledge firmly.(這部分在這一課中非常重要，因?yàn)樵谶@一環(huán)節(jié)中學(xué)生說(shuō)和與別人交流的能力將會(huì)得到很好的鍛煉。用多媒體創(chuàng)設(shè)真實(shí)情境，鼓勵(lì)學(xué)生與他人進(jìn)行交流。他們可以大聲自由的說(shuō)英語(yǔ)。在這過(guò)-他們會(huì)體驗(yàn)到快樂(lè)和成功。通過(guò)與別人的交流，真實(shí)的語(yǔ)言運(yùn)用，學(xué)生對(duì)重點(diǎn)句型的意義用法也有了很好的理解，這將促使他們牢固地掌握所學(xué)的知識(shí)。)

Step 4 Consolidation

The CAI show two characterswho are fimilar to the Ss.Give them a task: Make a short dialogue between the two to talk about their weekends.

This part is the consolidation of the key structure,and also is an extensive activity for the Ss.During this part ,the Ss can think and say by themselves,they will be glad to use the knowledge they have

learnt,and their creative power will be well trained. (這一環(huán)節(jié)是對(duì)重點(diǎn)句型的復(fù)習(xí)鞏固，也是給學(xué)生設(shè)置的一項(xiàng)拓展延伸的學(xué)習(xí)活動(dòng)。這部分，學(xué)生可以自己大膽的思考，大膽的說(shuō)，非常樂(lè)意地去用所學(xué)的知識(shí)與他人對(duì)話(huà)，他們的創(chuàng)造能力也得到了很好的培養(yǎng)。)

Step 5 Homework

Do a survey

Investigate they can go to some place by which vehicle.

. 一、英語(yǔ)說(shuō)課講稿的要素及撰寫(xiě)方法

英語(yǔ)說(shuō)課講稿也包括五個(gè)要素：說(shuō)教材、說(shuō)教法、說(shuō)學(xué)法、說(shuō)教學(xué)程序、說(shuō)板書(shū)設(shè)計(jì)。

(一)說(shuō)教材

說(shuō)教材要對(duì)教材所在的知識(shí)系統(tǒng)做簡(jiǎn)要分析，通過(guò)分析某課教學(xué)內(nèi)容在整個(gè)教材體系中的作用，以及本課教學(xué)內(nèi)容與學(xué)生先前掌握的知識(shí)和將要學(xué)習(xí)的知識(shí)的聯(lián)系，說(shuō)明教材的地位和作用;通過(guò)對(duì)課程標(biāo)準(zhǔn)關(guān)于教學(xué)的具體要求的概括分析，說(shuō)明本課教學(xué)目標(biāo)的確立及其依據(jù);通過(guò)對(duì)英漢兩種語(yǔ)言差異和學(xué)生的知識(shí)水平的簡(jiǎn)要分析，確定并說(shuō)明重點(diǎn)、難點(diǎn)和關(guān)鍵點(diǎn)的確立及其依據(jù)。

1.說(shuō)教材的地位和作用。

說(shuō)教材的地位和作用，應(yīng)簡(jiǎn)要分析本課內(nèi)容在單元整體教學(xué)中和整個(gè)教材體系中甚至在素質(zhì)教育英語(yǔ)教學(xué)中的重要地位。例如，在分析SEFC Bl L37的教材地位和作用時(shí)可做如下表述。

SEFC Bl L37是對(duì)話(huà)課，對(duì)話(huà)課是單元整體教學(xué)的重要環(huán)節(jié)。作為單元的第一課，對(duì)話(huà)課的作用首先是為第二、三課提供話(huà)題和語(yǔ)境。由于整個(gè)單元都是圍繞一個(gè)話(huà)題操練特定的功能項(xiàng)目，對(duì)話(huà)課又具有為二、三課的學(xué)習(xí)掃清語(yǔ)言和文化障礙的作用。

本課對(duì)話(huà)內(nèi)容緊緊圍繞體育運(yùn)動(dòng)話(huà)題展開(kāi)，談?wù)撨\(yùn)動(dòng)項(xiàng)目必定使人聯(lián)想到奧運(yùn)會(huì)、奧運(yùn)歷史、奧運(yùn)精神等，這就為下一課閱讀教學(xué)提供了話(huà)題和語(yǔ)境。本課操練的功能項(xiàng)目是表達(dá)個(gè)人喜好的句型"prefer...to"，學(xué)習(xí)并熟練掌握該句型有助于學(xué)生能就"prefer A to B”表達(dá)自己對(duì)運(yùn)動(dòng)項(xiàng)目的愛(ài)好及愛(ài)好程度。

從素質(zhì)教育的要求和學(xué)習(xí)語(yǔ)言的目的看，高中英語(yǔ)教學(xué)重視培養(yǎng)學(xué)生運(yùn)用英語(yǔ)進(jìn)行交際的能力。根據(jù)英語(yǔ)課程標(biāo)準(zhǔn)的要求，對(duì)話(huà)課應(yīng)側(cè)重培養(yǎng)學(xué)生的口語(yǔ)表達(dá)能力，體現(xiàn)英語(yǔ)教學(xué)的交際性、得體性、準(zhǔn)確性和實(shí)踐性。因此，本節(jié)對(duì)話(huà)課教學(xué)應(yīng)著重培養(yǎng)學(xué)生熟練運(yùn)用所學(xué)功能用語(yǔ)談?wù)擉w育話(huà)題的能力，為進(jìn)一步自由談?wù)搳W運(yùn)歷史打下基礎(chǔ)。