高中英语优质课教案 13页

高中英语优质课教案【篇一：高中英语阅读课公开课教案一等奖】高中英语阅读课此教案独家特色简介：一，高中英语阅读课，该教案在赛课中获得了一等奖，同时该阅读课获得了一等奖,经过实战演练，课堂气氛非常活跃，阅读表格等教学方法得到评委一致称赞二，该教案内容翔实，制作创意十足。a,用表格的形式来制作教案，一目了然，简洁明了b,加入了对应内容的ppt截图，让教案不再是死气沉沉，冗长无聊，而是生动活泼，十分有趣，有新意！三，拥有配套的高质量的说课稿，课件，阅读原文，让你把优秀阅读课信手拈来！说课稿题目：高中英语阅读课公开课说课稿一等奖课件题目：高中英语阅读课公开课课件一等奖阅读原文题目：aninterviewwithjackiechan高中英语阅读课公开课原文123\n45【篇二：高中英语新课标优秀教案】newseniorenglishforchinastudent’sbook4unit3atasteofenglishhumorthesecondperiodteachingaims:1.learnandmastertheusefulwordsandphrases.2.letthestudentlearnfromnonverbalhumor.3.trainthestudents’predicting,skimmingandsummarizingabilityduringreadingthetext.4.encouragethestudentstokeepoptimisticattitudetolife,fostersenseofhumorandcultivatetheirtaste.teachingimportantpoints:1.masterthefollowingphrasesandwords:feel…contentwith,performers,astonishing,unfortunately,worseoff,ordinary,bored,entertaining,throughout,homeless,moustache,failure,overcome,leather,pickout,cutoff,chew,convincing,direct,starin,outstanding,switzerland.2.enablethestudentstounderstandthetextbetter.3.improvethestudents’predicting,skimmingandsummarizingability.teachingdifficultpoints:1.howtomakethestudentsunderstandthetextbetter.\n2.howtomakethestudentsunderstandthefollowingsentence.notthatcharlie’sownlifewaseasy！teachingmethods:1.playingthefootageofthegoldrushandaskingthestudentssomequestions.2.scanningthetexttogetsomeinformationaboutcharliechaplin.3.carefulreadingtosummarizethemainideasofeachparagraph.4.individual,pairorgroupworktomakeeverystudentworkinclass.teachingaids：1.amultimediaclassroom2.theblackboardteachingprocedures:stepⅠgreetingsgreetthewholeclassasusual.stepⅡleading-inandpre-reading1.reviewthecontentoflastclass(comparingchineseandwesternhumor).2.playthefootageofthegoldrush.3.\nletthestudentsthinkaboutanddiscussthequestionsinthepartofpre-reading.ifthestudentscannotanswerthequestionsperfectly,theteachershouldconsummatetheanswer.stepⅢreading1.one.letthestudentsscanthetexttogetsomeinformationaboutcharliechaplinandaccomplishcomprehendingsuggestedanswers:born:1889job:actorfamouscharacter:littletrampcostume:moustache,largetrousers,worn-outshoes,smallroundblackhat,walkingstick.typeofacting:nonverbalhumordied:switzerland,19772.letthestudentscarefullyreadthetextandaccomplishcomprehendingtwo.suggestedanswers:paragraph1:atalentcomedyactorparagraph2:lifeparagraph3:littletrampparagraph4:exampleparagraph5:achievement\nstepⅣdiscussionaccomplishcomprehendingthree.suggestedanswers:1.yes,ithinkso.becausehispoorchildhoodofferedtheexperienceofpoorlifeandtoughenedhim.2.becausehebrightenedthelivesofamericansandbritishthroughtwoworldwarsandthehardyearsinbetween,anduptonownobodyhasbeenabletodothisbetterthanhim.stepⅤsummaryandhomeworksummary:inthisclass,wehavereadatextaboutafamousprinceofcomedy—charliechaplin.wehaveknownthatchaplinisatalentperformer.weshouldlearnoptimisticattitudetolifefromcharliechaplin.wealsolearnedsomewordsandphrasesinthetext.homework:letthestudentswatchoneofcharliechaplin’sfilmsandthenworkinpairsaccordingtocomprehendingfourstepⅥthedesignofwritingontheblackboardstepⅦrecordafterteaching2雷雨《雷雨》是曹禺先生的戏剧代表作品，也是中国现代戏剧史上的一篇力作，该剧以20年代初的中国社\n会为背景，通过一个带有浓厚封建色彩的资产阶级家庭内部的尖锐冲突以及周、鲁两家复杂的矛盾纠葛，生动地展现了具有典型意义的剥削阶级家庭的罪恶历史。学习本课，应紧扣故事发生的背景、仔细体味作者是如何通过个性化的对话，来推动故事情节发展的，从而真正把握剧中人物性格冲突及表现技巧，重点掌握戏剧冲突的独特性及戏剧语言的个性化与表现力。本文将采取活动式（表演）、探讨式、启发式相结合的教学。通过表演课本剧来激发学生的学习兴趣，创设愉悦的课堂情境，在观剧、讨论中不断领略戏剧艺术的独特魅力。拟定二课时。第一课时教学设想：简介作者，观看第一场的戏剧表演，初步感知剧情，分析第一场戏的矛盾冲突，品味戏剧语言，把握人物的基本特征。第二课时教学设想：总结第一场戏所刻画的人物性格特点，观看第二场的戏剧表演，分析戏剧冲突，品味戏剧语言，把握周朴园的性格发展，并由此进入主题提炼，标题阐释，深入鉴赏本剧思想内涵。教学重点分析两场戏剧冲突，并把握人物形象。教学难点戏剧语言的言外之意以及学生对戏剧主题的理解。教具准备多媒体课件。课前准备指导学生分组编排表演《雷雨》中的两场戏。课时安排2课时。三维目标知识与能力1.了解戏剧基本常识，初步学会鉴赏现代话剧。\n2.把握戏剧的主要矛盾冲突，善于分析冲突所折射的人物性格特征，从而理解戏剧的主题。3.品味戏剧语言的言外之意。过程与方法1.学生自排自演，在表演中激发兴趣，体会戏剧艺术的迷人魅力。2.通过冲突中人物的言行分析形象。情感态度与价值观体会戏剧尖锐冲突中所表现出来的人性的假恶丑与真善美，认识具有典型意义的剥削阶级家庭的罪恶历史，从而认清半殖民地半封建社会的罪恶与黑暗以及它灭亡的必然趋势。教学过程第一课时导入新课师上节课，我们在激烈的戏剧冲突中认识了一个善良美丽而又不屈的灵魂，今天我们一起来欣赏一部20世纪30年代名噪一时的话剧名作《雷雨》，这部戏是戏剧大师曹禺的成名之作，为世界文学长廊留下了一位不朽的人物形象——周朴园，这又是一个怎么样的人呢？现在还是先来欣赏几位同学的表演吧。推进新课【创设情境，激发兴趣】\n生课文节选了剧本的第二幕，这一幕又可分为两场，现在就请看第一场的表演。（台上倾情表演，台下凝神观看，表演结束后掌声四起）师好，掌声很热烈，说明演员们的课前努力没白费，哪位同学来点评一下。生课堂小结师周朴园的反应一层层地剥去了虚伪的外皮，在这场戏剧冲突中人性的美和丑产生了激烈碰撞，人物性格得到了淋漓尽致地展现。布置作业师今天的作业就是分别概括周朴园与鲁侍萍一场戏中表现出的性格特征，并准备第二场戏剧表演。第二课时导入新课师（微笑）上节课，我们着重分析了课文的第一场戏，戏剧冲突主要在主人公周朴园与鲁侍萍之间产生，人物的性格在冲突中逐渐得到了展现，这节课我们就先来总结周朴园与鲁侍萍在第一场戏中所表现出的性格特征。这也是留给同学们的作业，现在就请几位同学们来展示自己的思考成果。推进新课\n生我比较喜欢鲁侍萍，所以我来概括她的性格吧。鲁侍萍是一个旧中国劳动妇女形象。她正直、善良，但是在周公馆却备受凌辱和压迫。大年三十的晚上，被周家赶出家门，她走投无路，痛不欲生，跳河自杀。遇救以后，一直挣扎在社会最底层，含着怨愤生活了三十年。生活磨炼了她，使她认清了周朴园的本性，勇敢地控诉周朴园的罪行。她以撕毁五千元支票的举动，表现了她的骨气和尊严，表达了她对周朴园的蔑视。她的唯一的要求就是“见见我的萍儿”，表现出她那纯洁、崇高的母爱。师很好，还有周朴园呢？生???课堂小结布置作业师今天的作业就是写一篇《雷雨》读后感，谈谈自己阅读这部剧本的感受。板书设计第一课时情节发展阶段：偶遇——相认——冲突——缓和第二课时活动与探究\n一、戏剧语言的主要特点有：高度个性化，丰富的潜台词，富于动作性。请阅读《雷雨》全剧，研究曹禺戏剧语言的独特魅力，撰写一篇小论文。二、在《雷雨》中最复杂的就是周朴园对鲁侍萍的感情问题，他对鲁侍萍的爱情有多少是真的，有多少是假的，到底有没有爱过，仔细阅读《雷雨》说说自己的看法。高中英语说课模板一、introduction（导言）英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。二、说课的基本原则1.遵循教学大纲要求，明确说课内容。把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。2.以教师为主导，学生为主体，体现先进的教学理念。3.详略得当，重点突出，体现说课的完整性。4.与教案相结合，体现其可操作性。三、说课的基本程序\n1.说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。2.说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。【篇三：高中英语优质课全英教案】introduceaplacefrommodule2unit4communicationworkshopi.teachingaimsattheendofthislesson,studentswill1.beveryinterestedinwritinganarticletointroduceaplace.2.beabletousesuitableperson,tense,layout,sentencestructuresandlinkingwordstointroduceaplace.3.beproudofourcapitalbeijingandourhometownjiaozuoandlovethem.ii.teachingkeypointsanddifficultpoints1.teacherleadsstudentstounderstandandmasterthelayout,sentencestructuresandlinkingwordseffectively.2.teacherleadsstudentstomasterthewaytouseadvancedandvarioussentencestructures.iii.teachingandlearningmethodsprocess-focusedwritingapproach,groupwork,cooperativelearning.iv.teachingprocedure1.teacherarousesstudents’interestsbyshowingsomephotosofsomefamouscitiesintheworld,andsingingthesong,“welcometobeijing”.\n2.teachershowsthesamplearticleofbeijingtostudents.thisarticleservesaslanguageinputbeforewriting.3.teacherasksstudentsquestionstoleadthemtounderstandandmasterthelayout,sentencestructuresandlinkingwordseffectively.e.g.“howmanyparagraphsarethereinthearticle?”answer:(1.introduction.2.thingstosee.3.thingstodo.4.endingwords.)“whatfactorsareincludedinthefirstparagraph?”answer:(generaldescription,location,area,population,history,climateandtemperature.).“canyoufindandcirclethebeautifulandadvancedsentencesinthearticle?”answer:(location:1.…islocatedin…2.…liesin….area:1.…coversanareaof…2....isthesecond/third/...largestcityintheworldasregardsarea.etc.)4.studentsworkingroupsandcooperatewitheachothertoanswerthesequestions.5.teacherintroducesthewritingtask“writeanarticletointroducejiaozuo.6.teacherdividesstudentsintogroupsofsixandarousesthemtoexpressthephotosofjiaozuoinbestpossiblewaysaccordingtothesentencestructuresinthearticleofbeijing.meanwhile,teacherencouragesstudentstojoinsimplesentencestogetherwithlinkingwords,relativepronouns,presentparticiples,etc.toformmoreadvancedandmorevarioussentencestructures.7.studentswritethefirstdraftsbythemselves.\n8.teacherstimulatesstudentstocheckandcorrecttheirowndrafts;meanwhile,teacherprovidesthestandardsofcheckingandcorrecting.forexample,thecontent,thelayout,thelanguage,thelinkingwords,thehandwriting,thetenseandperson,thegrammarandthespelling.9.teacherdividesstudentsintogroupsofsixandarousesthemtocheckandcorrecttheirpartners’articles.teacherprovidesthestandardsofcheckingandcorrectingagain.10.teacherchoosestwotypicalarticlestoexaminebeforeclass;studentslearnhowtocheckfullyandeffectively.10.teacherhelpthestudentstosummarizesometypicalandcommonmistakesamongstudents’articles,andcorrectandanalyzethem.12.homework.polishthefirstdraftandrewriteit.v.after-classreflection(教后反思）1.bysingingasongtoleadin,studentsaredeeplyarousedtoreadthesamplearticleofbeijing,butmysingingisnotprofessionalandperfect.2.thearticleiswelldesignedwithmanygoodsentencestructuresandlinkingwords,studentscanunderstandthembyansweringthequestionsintendedforthem,butthetimesparedforthemistoolimited,andtheycan’tfullymasterandpracticethem.3.thetimegivenstudentstowriteis10minutes,whichprovesrelativelyshortandlimited.ishouldhavegiventhemmoretimetowritethearticlebetter.4.thetimeforstudentstocheckisonly3minutes,whichprovestobetooshort.thecheckingprocedureisveryimportantinwritingpractice,soteachersshouldplacemoreemphasisonit.