最新高中英語講課教案

1、高中英語講課教案【篇一：高二英語教學(xué)案例】 高二英語教學(xué)案例 unit 3 under the sea 一、教學(xué)背景 教學(xué)對象是高二學(xué)生，他們的英語根底知識和根本技能都是一般水平，對英語學(xué)習(xí)興趣不濃，因此，調(diào)動學(xué)生的學(xué)習(xí)興趣，以學(xué)生主動學(xué)習(xí)為目標(biāo)。 二、教學(xué)目標(biāo) help the ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importance of the relationship between animals and humans

2、 through reading. 三、教學(xué)重點 help the ss know more about plants and animals under the sea as well as the animals loyalty and help to human beings. 四、教學(xué)難點 analyze the structure of some sentences; summarize the main idea of each paragraph as well as the text. 五、教學(xué)方法 making dialogues to collect information

3、 about the plants and animals under the sea; fast-reading and careful-reading methods; thinking and summarizing methods. step warming up t: good morning / afternoon, everyone! ss: good morning / afternoon, sir / madam! t: have you seen plants and animals that live under the sea? and do you like them

4、?ss: yes. they are very beautiful and lovely. / some are ugly and dangerous. / i like them very much whether they are beautiful or ugly. / yes, they are very nice . t: mm, i see. but where did you see them? ss: at an aquarium. / in the tunnel under the sea. / in the zoo. / on tv, the programs about

5、the sea animals. / on the internet. i have seen a lot of pictures about the sea animals and plants . t: very good. you see, your sight of sea animals is limited. do you want to know more about them? ss: yes! very much! but how? t: arent they beautiful! i think youve known more about sea animals and

6、plants. now, lets work in groups of four, making a list about what you have known about them to collect the information. draw a form like this and then fill in it. show the following form on the screen. after the ss have finished, show a fulfilled one as a summary. step pre-reading let the ss talk a

7、bout the picture in pre-reading and get them prepared for the reading passage. t: now look at the picture in pre-reading. what can you see and what do you think is happening in it? s: in the picture we can see a huge fish, from the water spurted out of the blow-hole on its head we can know it must b

8、e a whale. there are some big fish running after it. they are having a fight, i guess. s: there is a small boat not far from the whale. the people on the boat might be hunting whales. i heard of it before. t: if you want to uncover the puzzle, read the words on the left side of the picture. after a

9、short while. t: what does anecdote mean? have you got its meaning from the dictionary? s: it means a short story based on your personal experience. t: right! so what are the main characters of the story?s: whalers, killer whales and baleen whales. t: but what is the real name of the killers? and how

10、 did they help the whalers to catch the baleen whales? lets read the text and find the answers. step reading comprehending in this step, the ss will read the text and deal with the comprehending exercises. skimming let the ss skim the text and get the main ideas of the two anecdotes. after skimming.

11、 t: who is old tom? what is the first anecdote about? s: old tom is the name of killer whales. the first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale. t: good! how about the second one? s: it tells about how a killer whale protected and saved

12、 james, a whaler. scanning let the ss do scanning and find the answers to the questions in exercise2. t: first, go through the questions in exercise 2 on page 21, and then i will give you several minutes to do scanning. a few minutes later, guide the ss to do pair work (as follows), while the teache

13、r can walk around to see if they have any problems to deal with. sa: what evidence was there that old tom was helping the whalers out? sb: old tom was swimming by the boat, showing us the way and leading us to the hunt. george started beating the water with his oar and there was tom, circling back t

14、o the boat, leading us to the hunt again . step discussiondeal with exercise 3 in comprehending. let the ss work in groups and do some discussion. t: look at the title of this text: old tom the killer whale. who is old tom and what is special about it? s: it is a killer whale! its the head of the ki

15、ller whale team, i think. s: maybe it is the most clever and powerful one in the team. t: now in groups, discuss the relationship between old tom and the whalers. then discuss what other animals help out humans in hunting. a sample description: sa: old tom is honest and helpful to the whalers and th

16、e whalers are very kind to old tom and its group, too. theyre just like good friends. sb: i think so. maybe old tom and other killers have been trained by the whalers, just like hunting dogs, they get on well with the whalers. in everyday life they take care of each other and in an emergency, they h

17、elp each other. sc: speaking to hunting dogs, i think they are the most typical animals that help out humans in hunting. upon meeting the quarries, they are very excited and listen to their masters very well to hunt for them. if there is a group of dogs, they may work together till they help the mas

18、ter catch the quarries. then they will be very happy and come back to the master to report their success. thats very interesting. and if their master is in danger, they will rush up to rescue him. there are many moving stories of this kind. sd: yes. after reading the text, we can learn more about th

19、e relationship between humans and animals. humans and animals should depend on each other and be kind to each other. only in that way, can the world be more harmonious and beautiful. deal with some language points. step homework 1、 write down a summary 2、 preview the reading text. 六、教學(xué)反思 1、讓學(xué)生了解海洋動植

20、物和大自然，并學(xué)習(xí)用英語表達(dá)對它們的感受、關(guān)切和熱愛。 2、在教學(xué)過程中理應(yīng)強(qiáng)化對海洋生物和大自然的保護(hù)意識以及環(huán)保意識?！酒焊咧杏⒄Z試講教案定語從句】 定語從句 attributive clause之關(guān)系副詞篇 教學(xué)目標(biāo)：掌握由關(guān)系副詞引導(dǎo)的定語從句 教學(xué)重點：定語從句中的關(guān)系副詞why, when, where 教學(xué)難點：關(guān)系詞的選擇 教學(xué)過程 step onelead in step twonew lesson 一、 定語從句相關(guān)根底知識 1. 定語從句 2. 定語從句結(jié)構(gòu)：主句(先行詞)+關(guān)系詞+從句 3. 先行詞 4. 關(guān)系詞/引導(dǎo)詞：連接/引導(dǎo)；做成分 5. 關(guān)系詞分類： 關(guān)系

21、代詞 (that，which，who, whom, whose) 從句中做主，賓，表，賓補(bǔ)； 關(guān)系副詞why, when, where 從句中做狀語 二、定語從句之關(guān)系副詞 1. 關(guān)系副詞why 1) 在從句中做原因狀語，修飾從句謂語動詞；先行詞必須是表示原因的名詞，常用的就兩個reason, cause e.g.1this is the reason why i didnt come here. 2why作關(guān)系詞引導(dǎo)定語從句，先行詞一定是reason/cause;但reason/cause是先行詞時，關(guān)系詞不一定就是why，可能是that/which e.g. the reason _ he

22、 gave me was unknown. the reason _ he didnt attend the meeting was unknown. 3如何選擇關(guān)系詞 解題路徑：區(qū)分關(guān)系代詞和關(guān)系副詞，分析從句中的成分，判斷關(guān)系詞在從句中充當(dāng)?shù)某煞?，從而判斷是關(guān)系代詞還是關(guān)系副詞 a. 通過翻譯找準(zhǔn)先行詞 b. 判斷從句中的謂語動詞是否及物。及物動詞沒有帶賓語，說明關(guān)系詞在從句中做賓語，因此是關(guān)系代詞注意spend，visit是及物動詞，give后可接雙賓語人是間接賓語，不能獨立存在，talk 是不及物動詞 4why引導(dǎo)的定語從句時，先行詞可省略 因此例句1可以改為：this is why

23、i didnt come here. 小結(jié)：why引導(dǎo)的定語從句比擬簡單，記住reason和cause 2. 關(guān)系副詞when 1) 在從句中做時間狀語，修飾從句謂語動詞；先行詞必須是表示時間的名詞，常用的例如hour, day, year, time等 e.g. (2) i never forget the day when we first met in the park. 2) 先行詞是時間名詞，關(guān)系詞不一定是when e.g. the days _ we spent in london is unforgettable. the days _ we stayed in london i

24、s unforgettable. 小結(jié)：關(guān)系詞when的用法，先行詞是否為時間名詞，分析從句句子成分。從句缺少時間狀語用when, 缺少其他成分用that等 即 先行詞是時間名詞，關(guān)系詞不一定是when 關(guān)系詞是when，先行詞一定是時間名詞 3.關(guān)系副詞where1) 在從句中做地點狀語，修飾從句謂語動詞；先行詞通常是表示地點的名詞，常用的例如house, factory, palce等 e.g. (3) i get out of the house where i was born. 2) 先行詞是地點名詞，關(guān)系詞不一定是where e.g. this is the town _ i sp

25、ent my childhood. this is the town _ i told you about. 判斷方法任然是看關(guān)系詞在定語中充當(dāng)?shù)某煞?3where引導(dǎo)定語從句，先行詞可能是隱含地點意義的抽象名詞 必須舍我其誰vs通常(還有例外) 換句話說，where引導(dǎo)的定語從句，先行詞不一定是表示地點的名詞，但是這類名詞隱含地點意義，通常是抽象名詞，例如dream, case, point, stage, situation, occasion, business等 e.g. he has reached the point(地步/程度) _ a change is needed.(tha

26、t/which/where/who) can you think out a situation (情況/情形)_ this phrase can be used. 小結(jié)：a.確認(rèn)關(guān)系詞在從句中是否作狀語，再確認(rèn)先行詞是否為地點名詞 b.謹(jǐn)記where引導(dǎo)的定語從句中可能出現(xiàn)“離譜的先行詞 先行詞是地點名詞，關(guān)系詞不一定是where 關(guān)系詞是where，先行詞也不一定是地點名詞 三個關(guān)系副詞中where用法最復(fù)雜 4. 關(guān)系副詞有how嗎？ how 不可以作為表示方式的關(guān)系副詞，在英語中假設(shè)要表示方式，用以下四種句型 1the way +從句 2the way that +從句 3the wa

27、y in which +從句 4the manner that +從句 e.g. (4) i dont like _ you speak to her. a the wayb the way in thatc the way whichd the way of which step threeexercise the factory_ we visited last week was built in 2001. the factory_ my father was working was built in 2001. its helpful to put children into a si

28、tuation_ they can see themselves differently. 高考真題09福建 a thatb whenc whichd where造句 要求:定語從句中至少再包含另外一個定語從句 e. g. ill never forget the day when we first met in the park where is full of pandas whose eyes are black that is my sisters favorite.【篇三：高中英語教學(xué)案例】 高中英語教學(xué)案例 高二外研版選修六 module3 friendship period 2

29、roys story xxxx 一、學(xué)生分析 授課對象為高二98班的同學(xué)。98班為文科班，女生較多，英語根底較好，對英語比擬感興趣。所以我比擬注重提高學(xué)生的英語思維和表達(dá)能力。通過任務(wù)型課堂活動和學(xué)習(xí)，學(xué)生的學(xué)習(xí)自主性得到加強(qiáng)，主動參與到活動中去，成為課堂的主體，同時也加強(qiáng)了與他人交流合作的能力。但是考慮到有十來個男生的英語根底不是太好，我在問題的設(shè)置上采用的是先易后難兼顧到了各個層次的學(xué)生。是孩子們在學(xué)習(xí)的過程中各有收獲 二、教材分析 這一模塊的中心話題是友誼。閱讀正是圍繞這一話題展開的。表達(dá)了作者和他的朋友從相識到相知。但后來因他朋友父親的去世，他的朋友開始變得反復(fù)無常。而且作者無意中發(fā)現(xiàn)他的朋友偷別人的東西。這件事讓作者變得無所適從無法去面對他的朋友。 三、教學(xué)目標(biāo) 知識與技能：學(xué)習(xí)閱讀中的詞匯及培養(yǎng)一些閱讀能力。 情感價值觀：通過本節(jié)課的學(xué)習(xí)使學(xué)生意識到友誼的重要性。 五、教學(xué)過程 step1 lead-in導(dǎo)入 在