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1，高中英语课文教案设计

啊 应该是的吧 我也在准备 马上就考啦 着急呀 也祝你好运

高中英语课文教案设计

2，高中英语优秀教学教案设计

　　篇一：人教版高一英语优秀教案Music 　　Focus: Reading 　　1.To activate the Ss in learning “music”. 　　2. To develop the Ss ability of reading. 　　3. To help the Ss know something about the different styles of music. 　　1. Enable the Ss to understand the details about the passage The Band that Wasnt. 　　2. Help the Ss to sum up the main idea of each paragraph. 　　Step 1Warming up 　　1) Lead in 　　Before class, T plays a song Im a believer which was sung by The Monkees, with the words of 　　the song printed on the screen. 　　Then tell them: This is one of my favorite music. The music is a little show. When I listen to it, 　　it will remind of many old things. So I like it very much. What is your favorite music? And whydo you like it? So your favorite music belongs to pop music/rock… What other kinds of music do 　　you know?(classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.) 　　2) Task: Brain-storming 　　Ask the students to name different music styles. Show some styles of music that they are not 　　familiar with. 　　folk 　　pop 　　Step 2 Listening and Matching 　　1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen 　　to them carefully and choose the proper picture for each of them. 　　2) Guide the Ss to sum up the Characteristics for each music style. 　　3) Check the answers on the computer screen. 　　Step 3 Pre-reading 　　1）Task :Listing 　　Have you heard about any of the famous bands in the world? List some of them. 　　Which one do you like best? Why? 　　2) Presentation 　　Ask the Ss to search the information about “The Monkees” before class, and now encourage them to share their information with their teammate. 　　3) Background information and language support 　　If necessary , the teacher should provide some background information about “The Monkees” , or explain some key words in the reading passage (P 35, Learning about language part 1 may be a good choice. ) 　　Step 4While-reading 　　1) Task: Jumbles (Fast reading) 　　(Group work, four Ss) each student in every group is only given a part (one paragraph)of the complete article and read alone. One minute later, they exchange their own information to the other students of the same group. Then they discuss together and decide the order of the story. 　　2) Listen and Check 　　Listen to the tape and check the correct order of the article. 　　Q: What is the best title of the article? 　　3) Task : Memory Challenge Task (Scanning) 　　(Students are given the complete pieces of the article—ask them to open their books.)Get them to read the passage in detail and then work in group raising two questions for other group to answer.(books closed) 　　4) Reading and Matching 　　Read the passage again very carefully, and join the parts of the sentences together. (P 35, Part 2)More detailed questions: 　　①Why do most m 　　usicians like to be in a band with others? 　　②Which two musical bands are mentioned in the passage? 　　③How do some bands formed by high school students earn extra money? 　　④When did the Monkees break up? 　　5) Brainstorming 　　Ask the Ss to brainstorm as many suitable adjectives as possible to describe “The Monkees”. Then give the reasons for the choices. 　　Step 5Post-reading 　　1) Language Focus 　　Get the students to sum up the phrases of the article. 　　Then get the Ss to play a game called “What is your dream?”. Work in pairs and tell each other your dream and what you expect to happen. Use the phrases dream of and be honest with in the sentences. 　　2) Discussion 　　Do you think “The Monkees” was really a band? Why and why not? 　　Step 6Homework 　　1. Read more about “The Monkees”. 　　2. Find out some sentences in the reading passage that contain of Whom /in which attributive clauses? 　　3. Preview “Learning about Language” and finish the relevant exercises. 　　Period 3 Vocabulary & Grammar 　　Focus: Grammar 　　1)To help Ss master the vocabulary about “music” 　　2)To arouse Ss language awareness . 　　3) To consolidate the Attributive Clauses. 　　1) The Attributive Clauses with preposition + which/ whom 　　2) The relevant words about “music” 　　Step 1 Revision 　　1) Listening and Recognizing 　　Ask the Ss to listen to some pieces of music from the computer and write down the style of each piece of music belongs to. 　　Music 1 : Country Roads by John Denver (country music) 　　Music 2: Beat itby Michael Jackson (rock music) 　　Music 3: 步步高 （folk music） 　　Music 4: 老鼠爱大米 （pop music） 　　Music 5: 命运交响曲(classical music) 　　… 　　2) Discussion 　　What kind of music do you like better, Chinese or Western, Classical or modern? Why? How does music make you feel? 　　3) Check the homework the day before. Step 2Word Power 　　1) Word Ladder 　　Complete these sentences. Then write the missing words in the puzzle on the right and find the hidden word. (WB P 70) 　　2) Word Building 　　Study the vocabulary list in the appendix and list the words with un-,dis-, -less, -ful, -ment, -ity, -en, -ern, -al , -tion. Tell what part of speech they are. This will you help English words. 　　3) Recognizing and Listing 　　Tick （√）the words which are connected with “music”and find out the meanings of those unfamiliar ones. 　　Add your own to the list ________________________________________________________ 　　4）Discussion and Listing 　　Which instruments are used in pop and rock music? 　　Which instruments are used in classical music? 　　Which instruments are used in jazz? 　　Which instruments are used in traditional Chinese music? 　　Which of the instruments do you like listening to? 　　Is the Chinese instrument different from the other instruments? Describe the difference, if there is Step 3 Grammar 　　1) Study the Rule 　　Read these sentences. 　　a. The musicians of whom the band was formed played jokes on each other… 　　b. However, after a year or so in which they became more serious about their work… 　　c. The musicians for whom they worked were very popular. 　　d. The guitar with which “The Beatles” played their first hit was lost while they were touring. Now answer these questions. 　　1. If you take away the relative clauses, do the sentences still make sense? Why or why not ? 　　2.Why is there a relative pronoun before the relative clause? 　　3. Can the preposition be removed from the sentences without changing the meaning? 　　4. Can that replace which and whom in the sentences? Why or why not? 　　Look at the sentences carefully and try to think of the questions. 　　2) Find the rule 　　Get the Ss to think of the questions above and sum up the grammar rule of preposition + the relative clause. 　　篇二：教师资格证人教版高中英语优秀教案 　　Teaching aims: 　　1. 能力目标： 　　a. Listening: get information and views from the listening material; 　　b. Speaking: express ones attitude or views about friends and friendship in appropriate words. 　　c. Reading: enable the Ss to get the main idea 　　d. Writing: write some advice about making friend as an editor 　　2. 知识目标： 　　a. Talk about friends and friendship; how to make friends; how to maintain friendship 　　b. Use the following expressions: 　　I think so. / I dont think so. 　　I agree. / I dont agree. 　　Thats correct. 　　Of course not. 　　Exactly. 　　Im afraid not. 　　c. to enable the Ss to control direct speech and indirect speech 　　d. vocabulary: upset , calm , concern , loose, Netherlands, German, series, 　　outdoors, dusk,crazy , purpose , thunder , entire, entirely,power , curtain, dusty, partner, settle, suffer , highway, recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , item 　　add up calm down have got to e concerned about walk the dog go 　　through set down a series of on purpose in order to at dusk face to face no longer ot …any longer suffer from gete tired of pack sth. up get along with fall in love join in 　　3. 情感目标: 　　a. To arose Ss interest in learning English; 　　b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others. 　　4. 策略目标： 　　a. To develop Ss cognitive strategy: taking notes while listening; 　　b. To develop Ss communicative strategies. 　　5. 文化目标：to enable the Ss to get to know different opinions about making friends from different countries. 　　Teaching steps: 　　Period one 　　Step1. Warming up 　　1. Ss listen to an English song AULD LANG SYNE. 　　2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, 　　humorous, funny, wise, kind, open-minded, responsible, helpful…. 　　Step 2. Talk about your old friends 　　1. Ss talk about their old friends in Junior Middle School, talk about their 　　appearance, personality, hobbies, etc. 　　2. Self-introduction 　　Step 3. Make new friends 　　1. Ss go around and ask their new friends some information and fill in the following 　　Step 4. Do a survey 　　Ss do the survey in the text ,P1 　　Sep 5. Listening and talking 　　Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speakers views of making friends. 　　When Ss make their conversation, ask them to try to use the following expressions. I think so. / I dont think so. I agree. / I dont agree. 　　Thats correct.Of course not.Exactly. Im afraid not. 　　Step 6. Discussion 　　Divide Ss four in one group and each group choose a topic to discuss. There are four topics. 　　Topic 1: Why do you need friends? Make a list of reasons why friends are important to you. 　　Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend? 　　Topic 3: Does a friend always have to be a person? What else can be your friend? Why? Topic 4: List some qualities of a person who does not make friend easily. 　　Step 7. Summary 　　1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends. 　　2. T shows more information about friendship and a poem about friendship. What is friendship? 　　I want to find the answer to the question 　　What is friendship? 　　When it rains, I think friendship is a small umbrella. 　　It can give me a piece of clear sky. 　　When Im crying, I think friendship is a white handkerchief. 　　It can wipe my tears dry. 　　When I am sad, I think friendship is a warm word. 　　It can bring me happiness again. 　　When I am in trouble, I think friendship is a strong hand. 　　It can help me escape my troubles. 　　When I sit in a quiet place, I think friendship is a very wonderful feeling. 　　It cant be pulled and torn, because it is in everyones heart. 　　It is there from the beginning to the end of our lives. 　　3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation 　　1. Look up the new words and expressions in warming up and pre-reading in a dictionary. 　　2. Write a short passage about your best friend. 　　Period two 　　Step1.Warming up 　　Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home. 　　How would you feel? 　　What would you do? 　　Four students a group discuss with each other for 2 minutes. 　　Activity2: Play a short part of the movies Step2. Predicting 　　Students read the title of the passage and observe the pictures and the outline of it to guess: 　　Who is Annes best friend? 　　What will happen in the passage? 　　Step3. Skimming 　　Students skim the passage in 2 minutes to get the main idea : 　　Who is Annes best friend? 　　When did the story happen? 　　Step4. Scanning 　　Students work in pairs to find the information required below: 　　Anne 　　in World War Ⅱ 　　Step5. Intensive reading 　　Students work in group of four to discuss the following open questions: 　　1.Why did the windows stay closed? 　　2.How did Anne feel? 　　3.What do you think of Anne? 　　4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇,上下文). 　　5.Which sentences attract you in the passage? 　　Step6. Activity 　　Four students a group to discuss the situation: 　　Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you. 　　What will you take? Why? 　　How will you spend the 3 months? 　　How will you treat each other and make friends ? 　　Step7.Assignment 　　Task1.Surf the internet to find Annes Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class. 　　Task2.Ex2、3 、4on Page3 　　Period three 　　Step 1. Warming up 　　Check the Ss assignment: task 2 　　Step 2. Language points: 　　1. add (v.) 　　1). To put together with something else so as to increase the number, size, importance, etc.增加，添加 　　Please add something to what Ive said, John. 　　2). To join numbers, amount, etc so as to find the total 相加 　　Add up these figures for me, please. 　　add to something: to increase 增加 　　What he did has added to out difficulties. 　　add up to: to amount to 加起来等于；总计 　　The cost added up to 100 million yuan. 　　2. go through 　　1). To examine carefully 仔细阅读或研究 　　I went through the students papers last night. 　　2). To experience 经历，遭受或忍受 　　You really dont know what we went through while working on this project. 　　3. crazy (adj.) 　　1). mad, foolish 疯狂的.，愚蠢的 　　Its crazy to go out in such hot weather. 　　2). wildly excited; very interested 狂热的，着迷的 　　She is crazy about dancing. 　　4. be concerned about/for: be worried about 担心 　　Were all concerned about her safety. 　　Step 3. Learning about language 　　1. Finish Ex.1, 2 and 3. on Page 4. 　　2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures. 　　Step 4. Practice 　　Using structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. Assignment 　　Finish Wb. Ex, 1 and2 on page 41 and 42. 　　Period four 　　Step 1. Revision 　　Check the Ss assignment. 　　Step 2. Reading 　　Ss read the letter on page 6 　　Notes: 　　1. get along with 　　2. fall in love 　　Step 3. Listening 　　Ss should take notes while they are listening. 　　1. first listening: Ss listen and answer the questions of part 2 on page 6. 　　2. second listening: Ss listen again and finish part 3 on page 6. 　　Step 4. Listening 　　Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.

高中英语优秀教学教案设计

3，高中英语优质课比赛的活动怎么设计才好

首先需要参加区里的教学技能达标，晋级之后市里有比赛，然后省比赛，再国家比赛。

高中英语优质课比赛的活动怎么设计才好

4，高中英语教案怎么写

有几样东西一定要包含在内：教材分析，教学目标，重难点、教学过程，过程的步骤一定要详细，要有针对性和目的性。教学目标要从知识、过程和情感三个方面去写。

5，英语教学案例分析的基本资料

书名:英语教学案例分析图书编号:1275551定价:13.0出版日期:2005-08-01版次:1开本:大16开
该书内容包括：高中英语新课程标准的特点、新课程理念下高中教学所面临的问题及对策、高中英语新课程教学实施建议、高中英语课程教学设计案例等。

6，哪个网站上可以找到高中英语的教案谢谢

高中英语教案--课件教案（这里有一些：）http://www.bulog.cn/bulog/3148/4533.shtml这里也有：）http://www.swfcai.com/jiaoan/yingyu/gaozhong/高中英语教案浏览：）~http://www.lxwz.net/newsInfo.aspx?pkId=345
在百度上soso啊~

7，英语教学案例分析的介绍

该书内容包括：高中英语新课程标准的特点、新课程理念下高中教学所面临的问题及对策、高中英语新课程教学实施建议、高中英语课程教学设计案例等。
作为课堂教学的重要组成部分，英语教师的课堂用语可以为学生提供良好的可理解的语言输入，可以让学生在教师的话语中不知不觉地了解英语。因此教师应用丰富的表达方式对学生评价，尽量是用一些描述性的语言体现语言的运用。如“a clever girl, wonderful！nice picture！well done！good！good idea！”这样才有利于学生充分体验语言的多样性，感觉学习的喜悦。

8，高中英语教学评价设计怎么写

首先写教学目标，现在是课改阶段上课要有新的理念分三部分：知识、能力、情感态度价值观。 然后分析教材：重点和难点 三 教具 四 教学方法 五 教学过程，可分详案和简案，详案要设想每句话怎么讲比较麻烦，简案只要写一下时间安排，和每部分教师的活动和学生的活动 六 板书提纲 七 教学反馈 这样的教案就比较完整，也能及时地总结问题。 我认为写教案最重要的是先确立教学理念，也就是第一部分，千万不能小看了这部分，否则上课就会漫无目的，效果比较差。
教学设计的话，以学生理解为目标，可以，开始前十分钟回顾上节课的新单词（这节课当然就不能作为新单词了），然后提问几个句子，以及涉及到的语法，后面的25分钟重点讲本节课的内容，尤其是课文部分，多调动一些生动有趣的例子，比如因为这个单词或短语产生的误会啊，笑话啊之类的，最重要的是调动希望学习的学生的积极性，尤其的男生。后面的5分钟大家可以齐读课文。或者follow me的形式重读本节课的生词以及布置布置课下的小作业。。

文章TAG：高中英语优秀教学设计案例高中  高中英语  英语  
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