高中英语教案模板 45页

优秀教案点评\nLivingwithoutanaimislikesailingwithoutacompass.\nQuestionOne何为优秀教案？（讨论）\n备课的作用具有指导性、统整性、操作性、预演性、突显性。作为教学实施过程的基础工作——备课是必不可少的.怎样备课才是有效的？认真研究新课程标准、教材和学生，研究我们在教学过程中可能遇到的问题以及解决的措施，都是非常有必要的。教师在上课之前，研究教材，选择教学内容，制定教学目标，考虑学生的学习方法，确定教师的教学方法，设计教学过程，制作多媒体课件或教具，设计课堂练习，把这些内容写出来的过程就是备课。其中，教案是备课的重要标志性成果。\n优秀教案的特征有：1.比较明确的全面的教学目的。不但有掌握知识、发展智力、形成技能的目的，还有品德、情意方面的目的。绝大多数教案中都使用了“教学目的”，而鲜见把教学目的转化为操作性的具体教学目标。2.教案有教学条件的准备。明确标示了教学条件准备。列出了教学的条件准备，说明了我国中小学教学手段的多样化，及多媒体开始运用于教学中，这有利于激发学生的学习兴趣，提高教学质量。\n3.有重点难点分析。明确重点难点，有利于实际教学中中心突出，层次分明，采取合适策略解决关键问题，以确保教学质量。4.明确的教学程序设计。教学过程的详细设计，教案中都会列出“教学过程”的小标题。教学过程设计明显表现出程序性、阶段性、操作性的特点，即规划出了非常详细的教学步骤和教学行为，这可保证教学实践有序而扎实地进行。5.有专门的板书设计。教案中板书设计表达有两种方式，一是在教案中留出专门地方列示板书设计，二是在教学过程及教学内容显示中以加注方式表明为板书。\nQuestionTwo教案中可能会存在的主要问题是什么？（讨论）\n存在的主要问题1、教学难点和教学步骤不一致。2、教案排版各步骤不突出。3、有少量的语法错误。4、小标题和内容不一致5、教学方法和教学步骤的方法不一致。6、书写太乱，影响成绩。（汉语书法差的尽量用英语）\nQuestionThree教案的几个必需要素？\n一：Teachinggoals教学目标1.Targetlanguage目标语言2.Abilitytarget能力目标Enablethestudentstopractisemakingsuggestionsandgivingadvicewiththetargetlanguage.3.Learning-skilltarget学能目标Helpthestudentslearntohowtomakesuggestionsandgiveadvice.\n二：Teachingimportantpoints教学重点1.Helpthestudentsexpresstheirideasfreely.2.Enablethestudentstocreatetheirowndialogues.三：Teachingdifficultpoints教学难点Tellthestudentssomewaystocreateadialogueaboutmakingsuggestionsandgivingadvice.\n四：Teachingmethods教学方法1.Explorativelearning:Tape-listeninganddescribing(individuals).2.Cooperativelearning:Pair-worktopractisethedialogueandcreateanotherdialogue.五：Teachingaids教具准备a.arecorderandatapeb.amultiple-mediacomputer六：Teachingprocedures教学过程七：BlackboardDesign\n优秀教案赏析\nUnit9TechnologyReading----LifeonTheGo●TeachingAims:1.TounderstandandmasterthewordsandexpressionsinReadingpassage.2.Toimprovethestudents’readingability.TodeveloptheSs’abilityandskillsofguessingwordsandreadingcomprehension.3.ToleadtheSstodiscusstheeffectsofcellphones\n●TeachingPoints:1.Totrainthereadingcomprehensiontothewholepassage2.ToimproveSsabilityoflistening,speaking,readingandwriting.3.Tomakeabreakthroughinreadingteachingbycombiningallkindsofwaysofteachingtogetherinonelecture,andletstudentsinalllevelsmaketheirownsteps.●TeachingMaterials:Blackboard,Computers,Projector(投影仪),TapeRecorder.\n●TeachingProcedures:Step1Warmingup(5min)Describethefunctionsofcellphones,andletstudentsguess“whatisit?”Howmanystudentswhohavecellphinesinourclass?Step2Pre-reading(5min)Task:Discussthesequestions(pairwork)1)Howisthewaywelivetodaydifferentfromlifeinthepast?2)Whyarethingslikecellphones,computersandTVsopopular?Goal:Thisiswarming-upbeforereading.Pairworkcanletstudentsknowmoreaboutcellphonesandsomenewwords:function,callfor,dial,obey,behavior,etcStep3Reading(25min)Task:1)Fastreading(Individualwork).\nQ:(1)Whatdoesthereadingtalkabout?(cellphone)(2)Whodidn’tdaretousethephoneinschool,becausetheywouldtakeitawayfromhim?(JohnHill)Goal:Trainstudentstoglancethroughthepassagequicklytogetthespecificinformationandneglectotherinformation\n2)Carefulreading(Groupwork)FillintheblanksonP60Goal:Trainstudentshowtofindouttherightanswersandfillintheblanks3)Designyourowncellphone.(groupwork)①.Whatcolourisit?②.Whatsizeisit?③.Whatshapeisit?④.Whatmaterialisitmadeof?⑤.Whatfeaturesdoesithave?⑥.Howmuchwillitcost?Goal:Stimulatestudents’creativethinking\n4)Consolidation.(5min)ListentothetapeandreadafterthetapeGoal:1)Consolidatewhatstudentslearninclass.2)PractisetheirspokenEnglish.Step4Post-readingDiscussion:Shouldstudentsbeallowedtousecellphonesinschool?(Groupwork)Goal:Cellphoneslhavegreateffectsonstudents’lifeandstudy.Throughdiscussion,studentscanexchangetheirthoughtsandknowthebadandgoodeffectsofcellphones.Step5Homework:(2min)Task:Writeapassageabout“Shouldstudentsbeallowedtousecellphonesinschool?”Goal:Thistaskmayimprovestudents’abilityofwritingandexpressingthemselves.\nBlackboardDesign①.Whatcolourisit②.Whatsizeisit?③.Whatshapeisit?④.Whatmaterialisitmadeof?⑤.Whatfeaturesdoesithave?⑥.Howmuchwillitcost?\nVingVedTodosthactivepassivepurposeS+Vt+OS+ViS+Vt+D.OLogicalSubjectactivepassiveVingVedS+Vt+OS+ViS+Vt+D.OImperativeSentence\SentenceS+Vt+OS+ViS+Vt+D.O非谓语动词做状语conj.（and,but,or,so,then）Conj.+sentence,Sentence.\neg.SeeingTom,Icouldn’thelpthinkingofhisbrother.Havingbeenshownthelab,weweretakentoseethelibrary.Togotocollege,manystudentsstudywellhard.Tom,bemorecareful,oryou’llfailintheexam.Thebellringing,weweresittingintheroom.Theworkhavingbeenfinished,shesatdowntohavearest.Ifthemanisonlyinterestedinyourlooks,thatjustshowshowshallowheis.Themanisonlyinterestedinyourlooks,whichjustshowshowshallowheis.(Attributiveclause)\n名词性从句的解题思路：找出句子的动词SubjectClause+V.+ObjectClauseSubjectClause+LinkV.+PredicativeClauseeg.Lucyhopestobecomeafriendofwhoeversharesherinterest.Whatalltheinventionshaveincommonisthattheyhavesucceeded.\nUnit2LearningFromHelenKellerReadingI.依据(TeachingBasis)：《普通高中英语课程标准》II.课型(ThetypeoftheText):阅读课(Reading:TheMostImportantDayinMyLife)III.教学方法（TeachingMethods）：交际法(CommunicativeApproach)，小组讨论法(Groupdiscussionmethod)，任务型教学法(Taskbasedteachingmethod)IV.教学手段(TeachingAids)：多媒体电脑(Multimediacomputer)V.教学目标(LearningAims)：知识目标(LanguageKnowledge)Words:symbolfogharbordollflushimitatestreamflowawakenattackeagerExpressions:shineonlead…into…agreatmanydrawwaterset…freelongfor\n能力目标(LanguageSkills)：在阅读前和阅读中使用预测、猜测、略读、查读等技巧。学习策略目标(LearningStrategies)：自主学习；能利用推理和归纳等逻辑手段分析和解决问题。情感态度价值观(EmotionandAttitude)：通过了解坚强的海伦的生平事迹，学习她坚韧的意志品质和对美好生活的不懈追求的精神。从而学会爱生命，爱自己，爱他人，并理解和尊重特殊人群的情感和需求。文化目标(CulturalSense):了解海伦的人生故事和成就和如何对特殊人群采取不同的教学方法。V.教学重点、难点(FocusesandDifficulties)：重点：1.Words:fogharbordollflushimitatefloweager2.应用略读和查读了解文章内容。难点：采用不同阅读技巧完成不同任务。VI.教学过程(TeachingProcedure)：\nPre-reading(16’)Step1.Teachingorganizations(omitted)(1’)Step2.Gettingreadyforreading(15’)Task1:Takeouta10-yuanand20-yuannoteandletthestudentsunderstandBraillealphabetTask2:Enjoytheexercises.(ReadtheBraillealphabetanddotheexercisestoarousethestudents’interesttothetext.Answers:1.Howareyou?2.HelenKellerTask3:GettheSstounderstandwhatMarkTwainsaid“Thetwomostinterestingcharactersofthe19thcenturyareNapoleonandHelenKeller.ThenCheckyourknowledge(lookatthepictureswhichshowHelenKellerreadingaBraillebookwithherhands)DoyouknowHelenKellerandherstory?(letthestudentssaysomethingaboutHelenKellerandgiveabriefintroductiontothegreatblindwriter)\nTheLifeStoryofHelenKellerJune27,1880ShewasborninAlabama,America.February,1882ShelostbothhersightandhearingafterbeingstruckbyscarletfeverMarch3,1887ShemetAnneSullivan,herlife-longteacher.1888-1900,attendedPerkinsinstitutefortheblind,CambridgeSchoolforyoungladies,RadcliffeCollegeJune28,1904ShereceivedaBachelorofArtsdegree,graduatingfromHarvardUniversitySeptember,1964ShewasawardedthePresidentialMedalofFreedom,thenation’shighestcivilianhonorJune1,1968Shepassedawayinhersleep,asaworld-famousactivist,lecturer,authorandeducatorwhowasblindanddeaf\nHelenKellerwasbornin1880innorthernAlabama,USA.Nineteenmonthsaftershewasborn,shewasextremelyill,andlostbothhersightandhearing.Whenshewasseven,herparentshiredatutornamedAnneSullivan.ShetaughtHelentoreadandwriteandhowtothink.HelenenteredRadcliffeCollege,thewomen’sbranchofHarvardUniversityattheageof20.Herfirstbook,TheStoryofMyLife,wastranslatedintomanylanguages.Shealsodidresearch,gavespeechesallaroundtheworld,andhelpedraisemoneyformanyorganizationsfortheblind.Helenreceiveddozensofawards,suchasthePresidentialMedalofFreedom,thehighesthonorthatanAmericanciviliancanreceive.Shediedinhersleepin1968.\nTask4WatchanexcerptfromthemovieAmiracleworkerAsk:Areyouinterestedinherlearninghowtoreadandwrite?.ThenenjoyanexcerptfromthemovieTask5Brainstorming:ImagineyouareMissSullivan,anddiscussingroupshowyoucanteachthefollowingwordstoHelen:dollwaterloveRemember!Helencannotseeorhearanything.TeacherleadstheSstodescribethepicture,usingthewordsandexpressions:imitateawakenflowspoutTask6Describethemovingandunforgettabledetails,usingthekeywords:fogharbordollflushimitatestreamflowawakenattackeager设计意图：该部分作为阅读前的准备，通过开课，实物讨论以及图片描述、预测，对学生形成刺激，激活生活经验和阅读兴趣，跟后续课文的阅读拉近距离，做好铺垫和准备。\nWhile-reading(18’)Step4.Reading(18’)Task7:FastingReading:forthegeneralidea(4’)AsktheSstogothroughthetextbyskimmingandthenJudgeTRUEorFAUSE:1.Helenlikesashipinaheavyfog.()2.MissSullivanspelled“d-o-l-l”intoHelen’shandandshesuddenlyunderstood.()3.Atfirst,Helenjustimitatedthespellingofwordswithoutunderstandingthem.()4.Helenrealizedthateverythinghasanameafterherteacherhadbeenwithherforseveralweeks.()5.WhilewaterflowedoveroneofHelen’shand,MissSullivanspelledtheword“w-a-t-e-r”intoherotherhand.()GuidetheSstosearchforthekeyandusefulinformationtofinishquestions设计意图：通过读每段的首句或尾句获取文章的大意，这是阅读的重要技能之一。\nTask8:CarefulReading:forsomedetails(7’)AsktheSstoreadthetextandcompletethefollowingtable.Whilereading,trytoguessthemeaningsofunknownwordsfromthecontext,pictures,examplesandevenpronunciation.BeforeAnneMansfieldSullivanCameAfterAnneMansfieldSullivanCameShewaslikea___inaheavy____Simply____whattheteacherdid.Didn’tknowwhere___Water_____hersoul.The___cryofthesoulisallshedideveryday.Shegottoknowthe_____ofwords.设计意图：快速检索所需信息,并能进行知识和信息转化迁移。\nPost-reading(8’)Step5:Discussion:exchangeyourideaaboutthefollowingstatement:Thebestandmostbeautifulthingsintheworldcannotbeseenoreventouched.Theymustbefeltwithintheheart.设计意图：。促进学生思维和口头表达能力的培养，对学生进行热爱生命和培养坚韧性格的情感教育。Summary(2’)A.somekeywords:symbolfogharbordollflushimitatestreamflowawakenattackeagerB.Thewayofusingdifferentreadingskills:skimmingandscanningC.Tellthestudentstolearntolovelife,studyhardandnevertogiveup.5.AssignmentforSs(1’)ReadthetextagainandtrytosearchformoreinformationaboutHelenKellerontheinternetandshareitnextperiod\nVII.板书设计(BlackboardDesign)：Unit2LearningFromHelenKellerfogharbordollflushimitatestreamflowawakenattackeagerBeforeAnneMansfieldSullivanCameAfterAnneMansfieldSullivanCameShewaslikea___inaheavy____Simply____whattheteacherdid.Didn’tknowwhere___Water_____hersoul.The___cryofthesoulisallshedideveryday.Shegottoknowthe_____ofwords.VIII.教学后记(TeachingReflection)：\n\n\n\n\n\nUnit1MakingadifferenceTeachingAims:1.Learnandmastertheusefulwordsandphrases.2.Trainthestudents’readingability.3.LetthestudentslearnfromStephenHawking.TeachingImportantPoints:1.Masterthefollowingphrasesandsentencepattern:workon,goby,beengagedto,goonwithsth,dreamof,turnoutThereisnopoint(in)doingsth.2.Enablethestudentstounderstandthetextbetter.3.Improvethestudents’readingability.\nTeachingDifficultPoints:1.Howtomakethestudentsunderstandthereadingtextbetter.2.Howtomakethestudentsunderstandthefollowingsentence.Theredidn’tseemmuchpointinworkingonthePhD.TeachingMethods:1.ScanningthetexttogetsomeinformationaboutHawking.2.Carefulreadingtoanswersomedetailedquestions.3.Discussionafterreadingthepassagetomakethestudentslearnhowtousethescientificmethodtosolvetheproblem.4.Individual,pairorgroupworktomakeeverystudentworkinclass.TeachingAids:1.acomputer2.ataperecorder3.theblackboard\nTeachingProcedures:StepILead-inandPre-readingT:Yesterdaywelearntsomequotesfromsomescientists.Nowlookatthepictureonthescreen.Doyouknowwhothepersonis?(StephenHawking,oneofthegreatestphysicistsofourtime,ABriefHistoryofTime)TodaywearegoingtolearnapassageaboutStephenHawking.ItwilltellusHawking’sdetermination,thoughtsandsometheories.Firstlet’slearnsomenewwordsandphrases.ThenturntoP3.LookatthequestionsinPre-readingquicklyandthenscanthetextasquicklyaspossibleandfindtheanswerstothem.Answers:1Becausehewantedajob.2Hawkingbecamefamousintheearly1970s,whenheandAmericanRogerPenrosemadenewdiscoveriesabouttheBigBangandblackholes.3In2002,HawkingvisitedChinaandspoketouniversitystudentsinHangzhouandBeijing.\nStepIIReadingT:Welldone.Nowreadthepassageonceascarefullyaspossible.Thenanswersomedetailedquestionsonthescreen.Youmaydiscusstheminpairsifnecessary.WhatdidStephenHawkingdowhenhewastoldthathehadanincurabledisease?1.Howwouldmostpeoplefeelwhentheyweretoldthattheyhadincurabledisease?2.WhatdidHawkingwritein1988?3.WhatdidHawkingexplaininthebook?4.AccordingtoHawking,howdopeoplemisunderstandscience?5.Whatarethebasicstepsofthescientificmethod?6.WhatisitthatHawkingdoesn’tlikeabouthisspeechcomputer?\nStepIIIListeningandConsolidationT:NowI’llplaythetape.Youcanfollowitinalowvoice.Payattentiontoyourpronunciationandintonation.ThendoexxinPost-reading.HomeworkT:Learnthewordsandphrasesbyheartandtrytousethemfreelyandcorrectly.Readthetextfluentlyandrecitesomeimportantsentences.\nTheDesignoftheWritingontheBbUnit1MakingadifferenceTheSecondPeriodUsefulexpressions:workon+n./pron./doing,goby:pass,be/getengaged(tosb.):beboundbyapromisetomarry,goonwithsth:continuewithsth,dreamof:imagine,turnout:prove(tobe),Sentencepattern:Thereisnopoint(in)doingsth.=Thereisnogoodreasonfordoingsth.\nTHANKYOU