高中英語(yǔ)教案全英文版

高中英語(yǔ)教案全英文版【篇一：新課標(biāo)人教版高一英語(yǔ)必修3全英文全套教案】1.unit1festivalsaroundtheworld2.teachingaimsofthisunittalkaboutfestivalsandcelebrationstalkaboutthewaystoexpressrequestandthankslearntousemodalverbswriteasimilarstorywithadifferentending3.sentencepatterns:request:could/wouldyouplease…?couldihave…?couldwelookat…?ilookforwardto…mayisee…?thanks:it?sverykindofyou…thankyouverymuch/thanksalot.i?dloveto.itwasapleasure…don?tmentionit.youaremostwelcome.4.modalverbs:maymight,cancouldwillwouldmustcanthefirstperiod1.teachingaims:couldihave…?…?mayisee…?wemighttake…teachingprocedurest:everybody!welcomebacktoschool!didyouhaveagoodtimeinyourwinterholidays?ss.yes.ofcourse!t:whendidyoufeelmosthappyandexcited?ss:atthespringfestival.t:whocantelluswhy?anyvolunteers?s1:becauseitisthemostimportantfestivalinourcountry.s2:becauseigotalotofluckymoneyfrommyparents.s3:becauseineedn?tstudyatfestivalsandtherewasalotofdeliciousfoodtoeat.howgreat.s4:becauseimetmycousinsandfriendswhoihadn?tseenforalongtime.t.veryfood!iamgladtohearthat.todaywewilltalkaboutfestivals,whicharemeanttocelebrateimportantevents.pleasethinkaboutsomeotherfestivals.canyounamejustafew?ss:newyear,yuanxiaofestival…:t:quiteright.that?scalledthelantern?sfestival.howaboutsomeotherfestivals?ss:thearmyday,internationallabour?sday,nationalday,tombsweepingfestival,dragonboatfestival,mid-autumnday…t:youhavedoneagoodjob,boysandgirls!.stepⅡwarming–uplikebestthemusic,thethingstosee,thevisitsorthefood?stepⅣassignment1.consolidation2.listeningtothematerialagainafterclasstobefamiliarwithit.3.homework:collectasmuchinformationaboutfestivalsaspossible.thesecondperiodreadingteachingaims1.vocabulary:starve,starvation,plenty,satisfyancestorlampsleadfeastboneorigininmemoryofdressuptrickpoetarrivalnationalgainindependencegatheragriculturaleuropeancustomawardswatermelonhandsomeroosteradmirelookforwardtoreligiousasthoughhavefunwithdaily2.toenablethestudentstoknowtheearliestfestivalswithreasonsforthemandfourdifferentkindsoffestivalsthatoccurinmostpartsoftheworld3.toenablethestudentstomastersomeenglishexpressionsandphrasesfestivals.(defending)c.→energeticadj.(fullofordonewithenergy)lookforwardto(toisaprepositionhere.)devoteto,be/getusedto,getdownto,sticktoe.g.i?mlookingforwardtohearingfromyou.stepⅢlisteningt:nowiwillplaythetapeforyou.youcanjustlistenwithyourbooksclosedorlookatyourbooksorreadinalowvoicetogetherwiththetape.it?suptoyou.afterlistening,pleasewritedownthreethingsthatmostfestivalsseemtohaveincommon.(comprehendingex.3onpage3).thethirdperiodlearningaboutlanguageteachingaims:1.letthestudentsknowtheusageofmodalverbs.2.enablethestudentstorecognizethewordsandexpressionsinthereadingpassageaccordingtowhatmeanthesameasthem.stepⅠgreetingandrevision(asksomestudentstoretellthetextwelearned.)stepⅡ.practicingtheusefulwordsandexpressionst:asweknow,therearetwoimportantkindsofandintransitiveverbs.butmanyintransitiveverbsstructureon.thewordsgiven.s2:wearetalkingaboutverbs.s3:wouldyouliketotalkwithme?stepⅢverbsformandtrytoexplaintheirmeanings.ifyouhaveanysteptheusageofmodalverbs.ithinkitisnoteasyforyoutomasterthem,afterclassyoushouldreviewthem.homework1.practiceofwbp42ex.1,2,3.2.pleasefindout10sentenceswithmodalverbs,andtrytogettheirmeanings.thefourthperiodlistening【篇二：高中英語(yǔ)教案范例】新年第一節(jié)英語(yǔ)課（高一教案）stepigreetingsandleadin（問(wèn)候以及導(dǎo)入）1.happynewyear!t:well,iamsohappytoseeyouagainafterthelongvacation.iwisheveryoneofyouhadahappyholiday.sohowaboutyourholiday?hadyoudonesometravel?2.learnsomeexpressionsabout“dragon”（學(xué)習(xí)一些關(guān)于中國(guó)龍的習(xí)語(yǔ)、成語(yǔ)）t:thisyearistheyearofdragon,sowewillplayaguessinggame.iwillshowtheenglishexpressionsandyoutrytoguessthechineseexpressions,longincluded.stepiirevision（復(fù)習(xí)）1.dear,howmanywordscanyoustillrememberafteramonthswinterholiday?2.2.howmanyphrasescanyoustillremember?3.3.doyoustillrememberthegrammarveryclosely?thereisnoshortcutinthescienceroad,onlybedeligent.在科學(xué)上沒(méi)有平坦的大道,只有不畏勞苦沿著陡峭山路攀登的人,才有希望達(dá)到光輝的頂點(diǎn)。”（馬克思）youneverknowwhatyoucantillyoutry.agoodbeginningishalfdone.中學(xué)英語(yǔ)全英文說(shuō)課范文（模板）unit16lesson63hello,everyone.todayi’mverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.mytopicislifeintheoceanstakenfromlesson63ofunit16insefc（2）.itismadeupoffourparts.part1myunderstandingofthislessontheanalysisoftheteachingmaterial:thislessonisareadingpassage.itplaysaveryimportantpartintheenglishteachingofthisunit.lesson62andlesson63areawholeunit.bystudyinglesson63,sscanimprovetheirreadingability,learnmoreabouttheseaandthelifeintheoceans.atthesametime,weshouldgetthestudentstounderstandsomedifficultsentencestocomprehendthepassagebetter.thessshoulddosomelistening,speakingandwriting,too.ofcourse,thessshouldreceivesomemoraleducation.letthessunderstandtheseabetter,lovetheseaandsavetheseaandthelifeofthesea.teachingaims:1.knowledgeaim:understandthemainideaofthetext.2.abilityaim:retellthetextintheirownwords.3.emotionalaim:makethesslovethelifeoftheseaanddosomethingtostopitbeingpolluted.keypoints/teachingimportantpoints:howtounderstandthetextbetter.teachingdifficultpoints:1.useyourownwordstoretellthetext.2.discussthepollutionoftheseaandhowtosavethesea.somethingaboutthess:1.thesshaveknownsomethingabouttheseaandsealifethroughtheinternetandotherways.2.theyarelackofvocabulary.3.theydon’toftenuseenglishtoexpressthemselvesandcommunicatewithothers.4.somessarenotactiveintheclassbecausetheyareafraidofmakingmistakes.part2myteachingtheories,methodsandaidsbeforedealingwiththislesson,i’lldomybesttocarryoutthefollowingtheories:makethesstherealmastersinclasswhiletheteacherhimselfactsasdirector；combinethelanguagestructureswiththelanguagefunctions;letthestudentsreceivesomemoraleducationwhiletheyarelearningtheenglishlanguage.teachingmethod:doubleactivitiesteachingmethodquestion-and-answeractivityteachingmethodwatch-and-listenactivityfreediscussionmethodpairworkorindividualworkmethodteachingaids:1.aprojector2.ataperecorder3.multimedia4.theblackboardpart3.teachingsteps/proceduresihavedesignedthefollowingstepstotraintheirabilityoflistening,speaking,readingandwriting,especiallyreadingability.theentirestepsare:greetings,revision,lead-inandpreparationforreading,fastreading（scanning）,listening,intensivereading,preparationfordetailsofthetext,consolidation,discussion,homeworkstep1greetingsstep2.revision1.askstudentssomequestionstorevisethelastlesson（showthemonthescreen）.a.howmuchsaltdotheoceanscontainperthousandpartsofwater?（35partsofsalt.3.5%byweight）b.whatiscoral?whyarecoralsnotfoundindeepwater?c.whyisthedeadseacalledthedeadsea?2.checkthehomework（madeasurveyabouttheseaorsealifebysurfingtheinternetoraskingforhelpfromotherpeople）.throughthispartwecanconsolidatewhattheystudiedyesterday,communicatewithothersabouttheirsurveryresultsandprepareforthenewlesson.step3.lead-inandpreparationforreadingshowthemsomepicturesandletthemtalkeachother,andthenusethepicturesaboutseaandlifeintheoceanstolearnnewwords,forexample,antarctica,hugewhale,spermwhale,squidandsoon.purpose:arousethestudents’interestofstudy.bringinnewsubject:lifeintheoceans.step4.fastreadingreadthepassageasquicklyastheycan.ishowthequestionsonthescreenandletthemgetthemainideaofeachparagraph:1.whycanlivingthingsliveinsuchoceansaroundtheantarctica?2.whatdoesthewhalefeedon?3.whatisthedifferencebetweenthespermwhaleandotherwhales?method:readthetextindividually,usequestion—and—answeractivity.purpose:improvethestudents’readingability.understandthegeneralideaofeachparagraph.step5.listening（bookclosed）1.listentothetapethendoanexercise（wbpage90,part1）2.trueorfalseexercise.（onthescreen）trainthess’ensivereadingreadthepassagecarefullyagainandanswersomedetailedquestionsonthescreen.1.howmuchdoesawhaleeatatatime?2.doallthewhalesfeedonsmallfish?3.howdeepcanaspermwhaledive?itisalsocalleddepthreadingorstudyreading.itmeansreadingfordetailedinformation.purpose:furtherunderstandthetext（trainfurtherreadingability）tofindoutsomedifferentsentencesanddetailsofthetext.step7.preparationfordetailsofthetextonthescreen1....itsheartslowstohalfitsnormalspeed.slow-v.tobecome/videsb.withsth.4.atatime:eachtime5.growtoalengthof...purpose:trainthess’abilityofunderstandingandusinglaguage.step8.consolidation1.findoutthetopicsentences.2.retellthepassageaccordingtothetopicsentences.purpose:iwanttoknowifmystudentsunderstandthewholetextreallyandiftheymasterwhatimeantotelltheminthisclass.what’smore,iwanttoletthemhavetheabilityofintroducingandanalyzingexpression.atthesametime,iwillwritedownthetopicsentencesontheblackboardaccordingtowhatthestudentsfind,sotheycanretelliteasily.step9.discussionshowthemsomepicturesaboutthepollutedseaandmanylivingthingswhichareindangerandaskthem:whataretheiropinionsaboutit?inordertoletthemhavefreechoice,igivethemanothertopic:theseaisbeingpolluted.whatshouldtheydo?purpose:imeantogivethememotionaleducation.igivethemmulti-mediapicturestoarousetheirinterestofstudyandtheirloveforlife.imeantomakethemrealize:theseaisindanger!iteachthemtodotheirbesttohelpitanddosomethingfromnowon.everyoneshoulddosomethingtoloveandprotectourhome.step10.homeworkwriteanarticlesavingthesea.iwanttoimprovetheabilityoftheirwriting.atthesametime,traintheabilityofdo-it-yourselfandlookinguptheinformationbythemseleves.part4.blackboarddesign【篇三：新課標(biāo)人教版高中英語(yǔ)必修五全套教案】鄭州四中迎賓校區(qū)高二年級(jí)英語(yǔ)教學(xué)計(jì)劃unit1greatscientistsperiod1warmingupandreading課時(shí)：課型typeoflesson:reading學(xué)習(xí)目標(biāo)learningaims:1.tohelpstudentslearntodescribepeople2.tohelpstudentslearntoreadanarrationaboutjohnsnow3.tohelpstudentsbetterunderstand―greatscientists‖教學(xué)重點(diǎn)importantpoints:tohelpstudentslearntoreadanarrationaboutjohnsnow教學(xué)難點(diǎn)difficultpoints:tohelpstudentslearntodescribepeople教學(xué)反思teachingre-thinking:家庭作業(yè)homework:教學(xué)過(guò)程teachingprocedures:warmingup熱身stepileadin導(dǎo)入talkaboutscientist.acertainscientist.butfthingswork.physicsarephysicists.studychemistryarechemists.thosethatstudybiologyarebiologists.stepiit:therearesomegreatscientificachievementsthathavechangedtheworld.canyounamesomeofthem?whatkindofroledotheyplayinthefieldofscience?dotheseachievementshaveanythingincommon?matchtheinventionswiththeirinventorsbelowbeforeyouanswerallthesequestions.1.archimedes,ancientgreek(287-212bc),amathematician.2.charlesdarwin,britain(1808-1882).thenameofthebookisoriginofspecies.3.thomasnewcomen,british(1663-1729),aninventorofsteamengine.4.gregormendel,czech,abotanistandgeneticist.5.mariecurie,polishandfrench,achemistandphysicist.6.thomasedison,american,aninventor.7.leonardodavinci,italian,anartist.8.sirhumphrydavy,british,aninventorandchemist.鄭州四中迎賓校區(qū)高二年級(jí)英語(yǔ)教學(xué)計(jì)劃9.zhangheng,ancientchina,aninventor.10.stepperhawking,british,aphysicist.ii.pre-reading預(yù)讀stepigetthestudentstodiscussthequestionsonpage1withtheirpartners.thenaskthestudentstoreporttheirwork.encouragethestudentstoexpresstheirdifferentopinions.1.whatdoyouknowaboutinfectiousdiseases?anybodyinscientificresearch?findaproblem→→→collectresults→analysetheresults→repeatifnecessary鄭州四中迎賓校區(qū)高二年級(jí)英語(yǔ)教學(xué)計(jì)劃unit1greatscientistsperiod1warmingupandreading課時(shí)：課型typeoflesson:reading學(xué)習(xí)目標(biāo)learningaims:1.tohelpstudentslearntodescribepeople2.tohelpstudentslearntoreadanarrationaboutjohnsnow3.tohelpstudentsbetterunderstand―greatscientists‖教學(xué)重點(diǎn)importantpoints:tohelpstudentslearntoreadanarrationaboutjohnsnow教學(xué)難點(diǎn)difficultpoints:tohelpstudentslearntodescribepeople教學(xué)反思teachingre-thinking:家庭作業(yè)homework:教學(xué)過(guò)程teachingprocedures:iii.reading閱讀stepipre-reading預(yù)讀1.doyouknowjohnsnow?johnsnowisawell-kingcholera‖.2.readingpassage:stepiiskimming掃讀1.(johnsnow)2.(choleraoutbreakhitlondon.)3.(500)4.street?(thesefamilieshadnotdrunkthewaterfromthebroadstreetpump.)(optional)skimthepassageandfindtheinformationtocompletetheformbelow.stepiiiscanning找讀鄭州四中迎賓校區(qū)高二年級(jí)英語(yǔ)教學(xué)計(jì)劃readthepassageandnumbertheseeventsintheorderthattheyhappened.johnsnowbegantotesttwotheories.anoutbreakofcholerahitlondonin1854.johnsnowmarkedthedeathsonamap.heannouncedthatthewatercarriedthedisease.johnsnowinvestigatedtwostreetswheretheoutbreakwasverysevere.kingcholerawasdefeated.hefoundthatmostofthedeathswerenearawaterpump.hehadthehandleremovedfromthewaterpump.stepivmainideaandcorrectstage精讀readthepassageandputthecorrectstagesintothereadingaboutresearchintoadisease.tocholera,collectedinformationandwasabletotiecasesoutsidetheareatothepollutedwater.)2.doyouthinkjohnsnowwouldhavesolvedthisproblemwithoutthemap?(no.themaphelpedjohnsnoworganizehisideas.hewasabletoidentifythosehouseholdsthathadhadmanydeathsandchecktheirwater-drinkinghabits.heidentifiedthosehousesthathadhadnodeaths