高中英语写作教案

高中英语写作教案。

经过小编反复校验和调整这篇“高中英语写作教案”得以呈现。每位老师不可或缺的课件是教案课件，大家可以开始写自己课堂教案课件了。教案是教师教学效果的提升保证。欢迎您的到来我们希望我们的网站能够成为您的读书驿站并收藏！

高中英语写作教案 篇1

高中英语写作课教学设计范文

教学目的：教会学生用英语准确表达表格中涉及的要点。

教学重点：引导学生根据表格中的中文要点，由词成句，由句成文。最后适当使用连接词，组句成篇，实现用词准确，行文流畅。

教学辅助手段：电脑(或实物投影仪)

教学方法：讨论法

教学步骤：

一、介绍书面表达六步法(Introduction)

1.仔细审题，确立主题，明确要求。

2.围绕主题，提炼要点，编拟提纲。

3.分析要点及提纲，提炼关键单词和短语。

4.恰当使用句型，连词成句。

5.恰当使用连接词，组句成篇。

6.规范誊写

二、呈现学生得分情况(Presentation)

反映出学生得分差距，引起学生共鸣：希望在作文上获得提高。

三、讨论(Discussion)

1.写作人称为第三人称和第一人称，词数150词左右，时态一般现在时。

2.明确要点，确定核心词、词组、句型。

(要点“你的看法”：鼓励学生畅所欲言，激起课堂高潮。)

四、呈现(Presentation)

1.高考英语写作关键：A.学会使用较高级词汇。B.学会使用较丰富的句式。C.学会使用恰当的连接词。

2.呈现学生作文中出现的'典型句子。要求学生用高级词汇、高级句型进行改写，加以完善。

3.展示挖空后的范文，要求学生填入适当的关联词，并指出范文中的精彩之处。

五、反馈(Feedback)

1.学生修改作文，互查互改错误。

2.教师总结。首先，针对文中学生未找出或改对的错误，帮助学生一起改正。其次，对文中的错误之处进行分类(如：名词复数、动词时态、介词等)，引起学生的重视。

六、提高书面表达建议：(Suggestions)

1.准确记忆单词。

2.掌握足够的语言知识点，如构词法，语法知识等。

3.经常进行写作练习。

4.适当背诵作文参考答案。

5.大量阅读。

七、作业(Assignment)

发给学生另一篇体裁相似的书面表达材料，要求学生根据本课所学思路独力完成。

高中英语写作教案 篇2

英语写作课不知讲些什么，学生写作时不知从何写起，作文不成句，语法错误，一直是老师们的困惑，也是学生的绊脚石。到底写作课该如何上，怎么下手，下面分享几点方法：

高中英语写作课教学

一、消除学生的恐惧心理，培养写作习惯

针对我校学生基础差，学习习惯不好的状况，首先让学生知道，写作并不难，就是把我们要说的话，用自己的话写出来，我们平时讲课的例句就是很好的素材，只要稍加整理即可，关键是敢写。

二、注意平时积累词汇，打好写作基础

平时上课尤其是词汇教学时，注意提醒学生积累一些例句，段落甚至是名人名言。要求学生背诵课文中的佳句和词汇句型较多的段落，这样可以帮助学生理解课文内容，背诵重点句型和短语，积累话题写作的素材，培养学生的语感。课下注意收集各种体裁的写作 篇章结构以及开头结尾常用的优美句型。

三、练习写作的句式变化，进行专题指导

写作水平的提高非一日之功，也不能光说不练，积累素材完成后，教师要进行针对性的写作方法指导。首先，训练过程要循序渐进，要让学生体验到成功，有信心，愿意去写作，并且要安排由易到难，由课内到课外，有机械到灵活。英译汉练习让学生写出课文中的重点句子——利用单元词汇进行造句练习——缩写课文——改写课文——仿写课文——写与课文相关的短文。其次，讲解写作步骤：审题——构思——提纲——初稿——修改——定稿。并注意写作中记叙文的五个W(what---who---when---where---why or how)。最后，提醒学生注意写作规则和标点符号的使用，并把高考评分标准展示给学生们，让他们对照自己的文章，找出存在的问题。

四、真实客观的评价，批改欣赏得法

对于学生习作的批改，有两种途径，一是教师面批面改，及时发现学生存在的问题，提出改进的建议和今后要注意的问题。二是学生互评互批，这样既可以看到别人的长处，积累更多的方法，又可以发现学生们共同性的错误，以利于改正提高。教师应及时反馈具有共同性和倾向性的错误，并把优秀作文展示出来，激励优秀学生，鼓舞其他学生。

写作高分技巧

一、背诵+默写+仿写

step 1 背诵

其实，想要提高英文写作水平，无非就三大方法：多读、多背、多写。读是用心读，在阅读文章时及时将看到的精彩词汇、词组、句型记录下来，并在写作中反复运用积累下来的表达。

背诵确实是提高英语实力和考研分数的最好办法，但这个背并不是死记硬背，尽量结合译文，理解之后再背诵。前期背诵，肯定会很痛苦，很难背不下来，但如果能一直坚持下去，背诵速度会有一个明显的提高。

step 2 默写

背诵之后一定要记得默写，很多同学在完成背诵这个环节就不再进行下去。默写才能检验你真正记住了多少。大作文尽量在15分钟内默写完成，小作文默写尽量控制在8分钟以内。

小编建议大家范文只背一遍就好，多多默写几遍。每次默写之后，要仔细对比原文，并用红笔认真修改拼写、标点及语法等方面的错误，找出自己的写作弱点。

step 3 仿写

在掌握范文之后，可以尝试去写一篇话题相似的作文，尽量使用刚刚背过的词汇、词组和句型。

在经过不断地背诵、默写后，仿写一些主题相似的作文就会变得容易起来，等到考场后，自然能够灵活使用范文中学习到的词组、句型以及语法等。

二、语言>结构>内容

No.1 语言

对于阅卷老师来说，在看到一篇考生作文时，他们最看重的是语言水平。同时，语言水平也是考生最薄弱的地方。

语言有两大评分标准：1.用词和句型没有太多的严重错误，可取得写作及格分(小作文6分+，大作文12分+);2.用词和句型富于变化，可取得写作高分(小作文8分+，大作文16分+)

No.2 结构

结构即文章的逻辑性。不同于中文，英文写作比较注重逻辑的严谨性。大家在写作文的时候，可以采用总-分-总结构。

大作文每段首句一般为主题句，其次为两至三句的描述或论证。首段一般是图画或图表的描述，第二、三两段一般为观点的论证。最后一段为小结，概括论证。

No.3 内容

内容即观点或思维。内容上有三大要素：论点、论据和论证。论点即文章的中心思想，一般放在第二段首句及第三段首句;原因、例证等具体论据以及因果、分类等论证出现在第二、三段。

三、书写工整!卷面工整!字迹清晰!

根据考研英语大纲的“评分原则及方法”，如果英语作文书写较差，影响到阅卷，将分数降低一个档次。如果书写较好，小作文直接加2分，大作文直接加4分。作文卷面书写较好，涨6分以上并不是难事。

所以说，大家在写作文的时候一定要注意卷面干净，即使英文写的不好看，也要写清楚，写整齐，保证卷面的整洁度。

高中英语写作教案 篇3

1、简要分析故事中人物的性格特点，弄清楚狐狸是怎样骗取乌鸦嘴里的`肉的，乌鸦为什么会上当。

（板书：狐狸狡猾

乌鸦爱听奉承的话）

2、出示练习提供的材料，指名学生读。

（自从被狐狸骗走了到嘴的一块肉，乌鸦一直很后悔。有一天，乌鸦又得到一块肉。当它在一棵大树上歇脚的时候，碰巧又被出来寻找食物的狐狸看见了。）

3、学生自由读材料，思考：乌鸦一直很后悔，它会想些什么呢？假设你就是那只乌鸦，你会怎么想对待狐狸呢？

4、学生交流讨论以上的问题，教师行间指导。

5、集流：你认为故事的结尾会是这样的？指名学生回答，并给予适当的指导，最后讨论故事的结局有几种情况：

（1）乌鸦再次被骗了；

（2）乌鸦没有被骗到，狐狸只好灰溜溜地走了；

（3）乌鸦想出好的方法惩治了狡猾的狐狸。

6、指导学生根据材料及画面展开合理的想象：在我们的故事中，乌鸦始终不能张开嘴，如果张开了嘴，它的肉就没有了；如果没有被骗的话，也要想出合理的方法，毕竟狐狸很狡猾；若是狐狸惩治了狐狸的话，也要想出合理的方法，因为乌鸦没有狐狸大。

7、指导学生分小组讨论，每小组分成三个部分讨论、交流。

8、交流讨论情况。教师和学生一起点拨。

9、学生将想到的内容内容连起来说一说。

（1）给学生充分的时间自由练说

（2）同桌互相交流讨论，指出对方的不合理之处。（教师巡回指导）

高中英语写作教案 篇4

高中英语词汇加写作课件，一起来看看吧。

怎样才能提高写作能力？

要想用英语把文章写好，首先需要打下牢固的语言基础，即相当程度的语言造诣、良好的语言修养和敏锐的语言感知能力。写作者必须懂得写作的具体步骤，了解写作的性质，掌握写作的技巧。更为重要的是，中国学生还必须解决用英语思维的问题。不懂得英美人思维方式的人，无论语言功底有多深，是写不出地道的英语文章的。

英语语言的功底指对这门语言中各种语言知识的掌握和运用能力，其中包括用词的准确和精炼、修辞手段的自如运用、时态的准确运用以及语法和句法结构的熟练掌握等。写作中常出现的问题是用词欠准确，这主要是由于对词意和词在不同的语境中所产生的不同语意把握不好所致，而词汇量的贫乏也无疑是造成用词欠妥的一个重要因素。当然，掌握了一定词汇量而不懂得修辞知识的人仍不可能把文章写好。

除了语言功底，写作者还必须清楚写作的具体任务、写作的特殊性以及写作所需要的各种技巧。写作是一种综合的智力活动，其作品是以思想为基础，以语言为工具而创造出来的艺术品。写作不仅需要丰富的想象力，还需要严谨的语言逻辑和独特的思想。否则，文章决不可能成为语言的佳作。

中国人用英语写作还面临一个思维方式的转变问题。不熟悉英语语言思维方式的人，无论有何等"高超"的写作技巧，都不可能创造出优美地道的英文作品。尤其是有很多学生在用英语写文章之前总习惯先用中文列出提纲，然后按照列出的中文提纲从事英语的写作。以这种方式写出的文章是可想而知的。

总之，思维方式的转变、对写作性质的深入了解、树立英语写作的正确意识是创造成功的英文作品的前提。如果您已经下决心提高自己的写作能力，请阅读以下文章：

英语写作要诀

Agreement: 主语和谓语在人称、数上的一致，关系代词与先行词的一致。

Ambiguity: 尽量不去使用可能引起歧义的词语或句子。

Brief: 文章"简为贵"，要抓住要点，简明扼要。

Coherence: 文理通顺，前后连贯。

Development: 主题的发挥应当充分、合理、正确。

Division: 词汇、句子、段落要分配使用得当，划分要清楚，避免使用重复字句和种子片段。

Figures: 正确合理使用各类修辞格式。

Inflated diction: 不使用做作的语言。

Key: 用适当的关键词突出主题，每段都应有主题句。

Logical: 内容要符合逻辑。

Message: 信息要新鲜、确实、可信。

Omit: 合理删除多余的不必要部分。

Proposition: 主张、观点、论述要清楚肯切、合情入理。

Punctuation: 正确适时使用标点符号。

Relevant: 文章一定要切题。

Sentence pattern: 句型要尽量多样化。

Strait: 开门见山，直来直去。

Style: 文体恰切，适合内容要求。

Tense: 动词时态要正确、一致、变化合理。

Theme: 选题得当，主题突出。

英语作文的文章的开头

一篇文章通常可分为三个部分，即开头、正文和结尾。这三个部分安排是否得体，直接影响到文章的质量。

文章的开头一般来说应尽量做到开门见山，用简单明白的叙述引出文章的话题，使读者了解文章要谈论什么，一下于引起读者的兴趣。

作文常见的开头形式大致有以下几种：

1．开门见山，揭示主题

文章一开头，，就交待清楚文章的主题是什么。如“How I Spent My Vacation”(我怎样度假)的开头是：

I Spent my last vacation happily．

下面是题为"Honesty"(谈诚实)一文中的开头：

Honesty is one of the best virtues．An honest man is always trusted and respected．On the contrary, one who tells lies is regarded as a "liar"，and is looked upon by honest people．

事情、时间或环境开头

在文章的开头，先把人物、事件和环境交待清楚。例如"A Trip to Jinshan" (去金山旅游)的开头：

The day before yesterday my class went on a bus trip to Jinshan. The bus ride there took three hours. The long trip made us very tired, but the sight of the beautiful sea refreshed us.

3. 回忆性的开头

用回忆的方法来开头。例如"A Trip to the Taishan Mountain"(泰山游)的开头是：

I remember my first trip to the Taishan Mountain as if it were yesterday.

4．概括性的开头

即对要在文章中叙述的人或事先作一个概括性的介绍。如“The Happiness of Reading Books”(读书的快乐)的开头：

People often say that gold and silver are the most valuable things in the world. But I say that to read books is more valuable than anything else, because books give us knowledge and knowledge gives us power.

5．介绍环境式的开头

即开头利用自然景物或自然环境引出要介绍的事物。如“An Accident”(一场事故)的开头是:

It was a rainy and windy morning. The sky was gloomy, the temperature was low, and the street was nearly empty. I was on my way back to school. Suddenly, a speeding car came round the corner.

6．交待写作目的的开头。

在文章的一开头就交待写作目的，如通过文章要表扬谁，批评谁，或说明一个什么问题等。如 "Pollution Control" (控制污染)的开头：

In this article I shall draw your attention to the subject of pollution control.

英语作文的文章的结尾

文章结尾的作用是概括全文内容，进一步强调或肯定文章的中心思想，使文章意义表达得更加深刻。

文章结尾的形式也是多种多样的`，常见的有以下几种：

1．首尾呼应，画龙点睛

在文章的结尾，把含义较深的话放在末尾，以点明主题，深化主题，起到画龙点睛的效果。如"I Cannot Forget Her" (我忘不了她)的结尾：

After her death, I felt as if something were missing in my life. I was sad over her passing away, but I knew she would not have had any regrets at having given her life for the benefit of the people.

2．重复主题句

结尾回到文章开头阐明的中心思想或主题句上，达到强调的效果。如“I Love My Home Town”(我爱家乡)的结尾：

I love my home town, and I love its people. They too have changed. They are going all out to do more for the good of our motherland.

3. 自然结尾

随着文章的结束，文章自然而然地结尾。如“Fishing”(钓鱼)的结尾：

I caught as many as twenty fish in two hours, but my brother caught many more. Tired from fishing, we lay down on the river bank, bathing in the sun. We returned home very late.

4．含蓄性的结尾

用比喻或含蓄的手法不直接点明作者的看法，而是让读者自己去领会和思考。如“A Day of Harvesting”(收割的日子)的结尾：

Evening came before we realized it. We put down our sickles and looked at each other. Our clothes were wet with sweat, but on every face there was a smile.

5．用反问结尾

虽然形式是问句，但意义却是肯定的，并具有特别的强调作用，引起读者深思。如 "Should We Learn to Do Housework?" (我们要不要学做家务?) 的结尾。

Everyone should learn to do housework. Don't you agree, boys and girls?

6．指明方向，激励读者

结尾表示对将来的展望，或期待读者投入行动。如“Let's Go in for Sports”(让我们参加体育运动)的结尾：

As we have said above, sports can be of great value. They not only make people live happily but also help people to learn virtues and do their work bettter. A sound mind is in a sound body. Let's go in for sports.

文章的结尾没有一定的模式，可以根据表达主题的需要灵活创造。一般的习惯是，一些记叙文和描写文经常采用自然结尾的方法；但说理性和逻辑性较强的说明文和议论文则往往都有结束语，以便使文章首尾呼应，结构完整

英文写作中词语的选择

1．词语选择的重要性

在The Right Word at the Right Time的“序言”中，编者对词语选用的重要性作了一个很好的比喻：“Using the right word at the right time is rather like wearing appropriate clothing for the occasion：

it is a courtesy to others，and a favor to yourself-a matter of presenting yourself well in the eyes of the world."

显然，说话或写文章时用词适当比穿着适当难度大得多，因而也具有更大的重要性。在我国，古人写文章时常为一个词语的选用具思苦想，因而有“语不惊人死不休”的说法。

成语“一字值千金”也说明了选择词语的极端重要性。有时“一字之差”造成令人遗憾的败笔，或招致成千上万的经济损失。这些反面的教训也告诉我们必须重视词语选用的问题。

2．词语选择的可能性

实际上，我们每个人的脑子里都有了一个或大或小的词库，只要我们肯去发掘，往往可以得到更好的表达方式。这是我们做好词语选用的主观条件。

从客观条件广看，我们有各种类型的词典和参考书，只要我们平时多翻译、多阅读，写作时勤查考，就会在词语选用上不断进步。当然，一部好词典也不会毫无缺点，更难以面面俱到，因此在这里我们应牢牢记住著名英国作家、评论家和辞书编纂家Johson的话：

Dictionaries are like watches: the worst is better than none, and the best cannot be expected to go quite true.

3．词语选择的三项标准

关于择语标准，人们说法不一，但准确、鲜明、生动三项原则是公认的。当然，某词语用得是否符合要求，不可孤立地从词语本身的含义上着眼，还要看其具体使用场合，包括同其他词语搭配等。

1)择语的准确性

准确性，就是要根据使用场合选用确切的语言形式，正如有句英语俗语所言：

Do not write so that your words may be undetstood, but write so that your words must be understood.

著名美国作家马克吐温说：“用词准确与用词几乎准确，这两者之间的差异就如闪电与萤火虫之间的差异。”(The difference between the right word and the almost-right word is as great as that between lighting and the lighting bug．)

为了择语准确，必须熟悉词语的多义性。例如depression对心理学家、经济学家或地质学家来说，含义各不相同：

He is in a state of deep depression as a result of his setback latest experiment.

The depression first hit almost all the small and medium-sized enterprises.

Transportation was at a standstill caused by the depressions in the highways after the earthquake in that area.

反之，也常常有几个词语可以表示类似的含义，如心理学上的“depression”也能用melancholia，the blues，the dismal in the dumps，low等词语表示。

要做到准确选择，有必要注意词语的两种意义：“基本意义”(denotation)和"引申意义"(connotation)。前者指该词语的本身，或客观的固有含义，后者指该词语在一定搭配或上下句中出现的其他意义，往往比较含蓄，带有词语使用者的主观态度或感情色彩。如inexpensive和cheap都表示便宜的基本意思，如顾客问营业员：“May I have some thing cheaper?”意思是希望要价钱便宜一点的，当然并不是说质量可以不好，但cheap在其他句式或使用场合可引出“低劣”、“平庸”、“吝啬”、“卑鄙”等多种意思，这类意思正是修辞上的“敏感地带”。

选用词语的准确性还表现在区分表示大体/抽象含义的词语和表示具体/特定含义的词语上，需要根据不同的使用场合做出正确的选择。抽象含义词语和具体含义词语不是两个对立的家族，在一定的条件下可以转化，如

labor一词通常带抽象含义，但并非一成不变。试比较：

A)Honest labor creates wealth for the society.

B)In the GM contract dispute, labor seeks a five-cent per hour wage increase.

上述A句中labor一词为抽象含义，泛指各种社会劳动，B句中labor为具体含义，特指WAW，即美国汽车、飞机、农业机械工人联合会。

2)择语的鲜明度

准确性是鲜明度的前提，也是提高鲜明度的基础。然而，鲜明与简练相关。英国文豪莎士比亚的名言“Brevity is the soul of wit”相当于汉语的“言贵简洁”。我们说话、写文章都要以“言简意赅”四字为目标，为此，应从两个方面加以注意：

A．在可以运用较简短的常见词语表达意思时不要用复杂而少的词语，如：do something for(不用perform，

accomplish)，用end／finish a letter (不用terminate，conclude)。

B．多余的或转弯抹角的词语都不利于明白地表达思想，因而下列短语中加括号的部分都应省去：

mutual aid(to each other)(mutual)aid to each other，(an entirely)complete confidence，repeat the question(again)，return(back) from abroad，etc．

3)择语的生动感

生动感也可以叫做优美感(gracefulness)，它是建筑在准确性和鲜明度的基础上的，否则，单纯追求生动或优雅，就会出现辞藻华丽(flowery)

记叙文指导

记叙文是以写人、记事、状物为主要内容，以叙述和描写为表达方式的文章。

以写人为主的记叙文，应该注意肖像描写、行动描写、语言描写、心理描写以及对细节的描写，考生应根据写作的要求，灵活掌握，突出重点。

以写事为主的记叙文，应该注意交待六要素（时间、地点、人物、事件、原因、结果），应该注意描写先后顺序以及记事的相对完整，注意把握好事情的开始、发展、高潮及结局。

以与景为主的记叙文，应该注意景物的主要特征，景物描写的层次，以及人与物的情感交融。

记叙文写作要点如下：

１． 明确写作目的和叙述的中心思想，段落叙述始终围绕着主题而展开，避免空间的叙述和与主题无关的内容。

２． 一篇好叙述文需要直接或间接表达以下六个问题，即：when？该事发生的时间， where？该事发生的地点，who？人物角色是谁，what？发生的是什么事，why？该事发生的原因，以及how？事件的结果是如何造成的等等。

３． 一篇记叙文，无论长短如何都应该是一个完全独立的事实，因此，在下笔时必须明确：该从何处开始叙述，该在何处结束叙述，以及应该提供何种事实才能使叙述完整。

“倒叙”和“穿插叙述”的方法，但初学者最好采用“顺叙”的方法进行训练，以情节发生时间的先后为序。

记叙文范文欣赏

记叙是一种表现人物活动，经历或事物的发生，发展，变化过程的写作方法。它可以是讲述自己的经历，也可以解释一个观点。记叙以描写事件为主，其中“五个W”是叙述的要点。记叙一般以时间为顺序。记叙文不同于其他文体，它可以没有主题句，结论句，所叙道理隐含于故事之中。如：

It was a cold day in winter. An ant was bringing out some grains of corn he had gathered in summer to dry them. A grasshopper, who was very hunger, saw the ant and begged him for some corn, saying that he was dying of hunger. The ant looked at the grasshopper and asked him what he had done in summer and why he hadn’t stored up some grains of corn. The grasshopper told the ant that he had been very busy in summer and he hadn’t stored any corn. The ant asked him once more what he had done in summer. The grasshopper replied that he had sung all summer. The ant angrily said to him that he could dance all winter as he had sung all summer.

该段文章通过故事情节的发展使读者自然地读出“不劳无获”的结论。但是记叙性段落同样也可有主题句，扩展句和结论句的支持，练习写作时应予以注意。

1. 记叙文的基本要求

1）主题要明确，内容要充实。文章中的故事要有头有尾，要有高潮，要把何人，何事，何时，何地，何因几方面交代清楚，避免空泛，笼统的话。通过对人物，事物和景物的描写，表现出故事的主题和作者的思想感情。

2）层次分明，有条有理。继续时除了有开头语及高潮性的结尾外，还要注意描写的层次要清楚，挑选一些典型事例或细节加以理安排，用最简单易行的方法，按时间的先后顺序进行描写。

3)记叙应以时间为线索，注意时间关联词的使用。

I usually get up early in the morning. Then, I go to the lavatory to brush my teeth and my face. After that, I go to the sports ground to have some exercise. Lunch is at 12:00. After lunch, I take a nap. In the afternoon, I go to the library. When evening comes, I watch TV for a while. Then I listen to the English broadcast, or prepare my lessons in the classroom. I usually go to bed when the close strikes 11.

怎样及时到达机场描写得很少，尽管它们也是这个事件的一部分。

Traveling can have its exciting, though frustrating moments. A few years ago I spent a week in America. The week was over, to my surprised, that I had left one of my suitcases at my hotel. Quickly, I jumped into a taxi and explained my situation to the driver. We sped off in the direct of my hotel. Suddenly, the taxi driver slowed down so he could talk with the driver of a truck moving along the road next to us. The truck contained live chicken. Without stopping the taxi, the driver stuck his hand out of the window and took a live chicken, which he neatly stuck under the seat next to him. Meanwhile, I was getting more and more anxious about my suitcase and making my plane on time. Time wasn’t bothering the taxi driver, though. Instead of heading straight for the hotel, he made a detour to drop the chicken off at his home! In the end, however, we managed to get the suitcase and then raced back to the airport. Fortunately, I made it to my plane on time. What started out as a frustrating moment ended up being a permanent memory and a great story.

记叙文高考指引

记叙文是高考书面表达中比较常用的一种形式。

1）记叙文要写作者比较了解的人或事物。

结构、层次及所用语言都应围绕主题进行。

3）具体详细地描述。要使文章有说服力，叙述就必须繁简疏密相间。详细具体的描写有助于读者对所叙述的人物或事件等有个深刻的印象。

毫无花样。这就要求写作时长短句结合，注意衔接词的运用。

通顺、简洁和准确。时态的运用应注意上下文的相关性、连续性，要与表达的内容一致。

插叙等。

形象，使读者有身临其境的感觉，因而加强了故事的真实感和感染力。其缺点是，描写的范围受到限制。一篇文章中，由于角色的变化，人称也要随之而变，但应注意前后一致性。

记叙文下水试游

1、写作题目：My First Stay at Home

写作要求：请根据下列要求，以My First Stay at Home为题，写一篇100字左右的文章。

内容要点：

1、父母出差，自己一个人在家

2、自己照顾自己

3、难忘有意义的经历

要点提示：

1.memorable experience

2.on business

3.take care of oneself.

思路指津：时态：描述自己过去的经历自然用一般过去时

谋篇布局：文章以时间为线索，描述自己在家的行为

主题：难忘的经历，所以中心应该突出如何难忘，如何有意义

参考范文：

My first stay at home alone was memorable. When I was twelve, once both of my mother and father were away on business, and I had been all by myself for two days. My parents left early the first day, and I got up soon after they left. In the first evening I was a little scared, so I turned on all the lights. I actually kept the light on in my bedroom the whole night. For fear of getting up late the next morning, I put three alarm clocks near my bed and set the alarms respectively at 6:00, 6:10, and 6:15. In order to prove that I could take care of myself, I washed my own clothes the second afternoon, though I could wait for Mother to do it. I really felt proud of myself and thought I was a big girl.

说明文写作指导

说明文是以说明为主要表达方式，介绍事物的形状、构造、性质、变化、类别、状态、功能、成因、结果等特征的文章。它是一种应用性很强的文体，说明的目的是让读者有所知，给读者提供知识，使之了解客观世界，掌握解决问题的方法。说明文的基本特点就是具有知识性、科学性、应用性、解说性和条理性。常见的说明文有：解说词、说明书、书文简介、内容提要、科普小品、生产工艺、操作规程和景物介绍等，常见说明方法有：定义、注释、举例、分类、比较、引用、比喻、描述、数字分析和综合等。说明文的时态常用一般现在时，语态常用被动语态，有时用虚拟语气。对中学生而言，说明文的出题形式为文字提示或图表、图示，文体则可见于短文、书信、便条、日记等。写说明文必须注意事实正确，表达清晰，条理清楚，层次分明，语言简练和用词准确。

说明文范文赏析

说明文是对事情的发生、发展、结果、特征、性质、状态、功能等进行解释、介绍、阐述的一种文体。这类文章的目的和性质是客观地介绍、解释事物，使读者获得知识和信息，并不需要发表主张、做出证明。一般说来，知识简介，商品介绍，旅游指南，科技读物，工作总结，实验报告，教材辅导等均属说明文之列。

写说明文，可以按时间、空间、结构、逻辑顺序来写，也可以采取举例、比较、对比、分类、分析、说明、叙述等方法。

1.比较对照

比较对照有两种，一是逐点比较，二是整块比较，即AB交错或先A后B：

1）逐点比较：多数人认为这种AB交错的方式可以避免行文的单调沉闷，对比的效果更鲜明突出。如：

There are basic differences between large and small enterprises. In a small enterprise, you operated mainly through personal contacts. In a large enterprise, you have established “policies” , “channels” of organization, and fairly strict procedure. In the small enterprise you have immediate effectiveness in a very small area. You can see the effect of your work and of your decisions ground. In the large organization you are normally taught one thing thoroughly. In the small one the danger is of becoming a Jack-of-all-trades-but-master-of-none. In the large it is of becoming the man who knows more and more about less and less.

2) 整块比较

It is easy to be a winner. A winner can show his joy publicly. He can laugh and sing and dance and celebrate his victory. People love to be with winners. Winners are never lonely. Unlike winners, losers are the lonely ones of the world. It is difficult to face defeat with dignity. Losers can not show their disappointment publicly. They can not cry or grieve about their defeat. They may suffer privately, but they must be composed in public. They have nothing to celebrate and no one to share their sadness.

2.分类

分类是人类认识客观世界的重要手段之一，也是描写事物、解释观点最有效的方式之一。通过将一事物分类，可使复杂事物变得清晰明了，便于作者阐述自己的观点。

分类段落的各类排列要条理，可采用从主要到次要，从次要到主要，从多到少或从少到多等方式排列，亦可平行排列。如：

1） As far as political views are concerned, people fall into three categories. First are the conservative people. Conservatives are opposed to sudden or great changes. Second are the liberal people.These people are in favor of progress and reform. But their opinions often seem to idealistic. The third type is the moderate people. The moderates keep everything within reasonable limits. They are more practical in this hard world. In my opinion, most people seem to belong to this group.

本段采用平行排列的方式，按人的政治观点分为三类：保守、自由和温和。

2) These are several reasons why I decided tom attend Bingston University . First of all, the tuition is reasonable. Secondly, the university has a deferred payment plan., which lessons the load of peasant families like mine. Another reason is that Bingston has the finest teachers in its graduate program. My chief reason, however, is Bingston’s program in agriculture, my chosen field, which is recognized as the leader in this area.

该段采用主次排列的方式，分析了作者决定上Bingston大学的原因。

3) According to Mr. Li, the fifteen students of his class fall into three groups. Seven of them work hard and study well. They always get good marks in examinations and are often praised by the teachers. Li calls them “good students”. The monitor, the secretary of the Youth League, and the captain of the class volleyball team, are quick in finding out what their fellow students are interested in or what they should do as a collective. They always organize proper activities at the proper time. So Li calls them “good organizers”. Four other students are very kind to their classmates, always ready to lend them a helping hand. They help to clean the classroom and the corridor even when they are not on duty. Li says that they are “ good comrades”. “What about yourself?” someone asks him. “I’m a group by my self --a good observer”.

该段不同于以上两段，不是先分类再解释，而是先说明其特点，然后定义分类。虽分类并不科学，却达到了其幽默之目的。

3.特征

例证指具体说明人或事物特点、本质及其规律的方法。所用例子需有代表性、典型性。例证型段落的写作方式多为先提出主题再列举事例。在事例之前一般有For example或For instance。例证后面，根据情况还可以加上结论句。如：

In order to prevent non-smokers from being affected, measures must be taken to reduce the chances of smoking. A lot of work can be done concerning this. For example, in some public places, such as in the theatres and cinemas, smoking should be forbidden. Even on the train or plane people should not be allowed to smoke. Doctors, teachers and government leaders should take the lead not to smoke. Above all, the harmfulness and dangers caused by smoking should be made known to all through newspapers, broadcast, or TV programs. Also the growing of tobacco and the production of cigarettes should not be encouraged. If these measures can be taken, we can effectively reduce the chances of smoking.

高中英语写作教案 篇5

（北京四中 王思敏）     一、进行写作训练的意义     《中学英语教学大纲》指出：写是书面表达和传递信息的交际能力。英语写作是一门综合性很强的实践课 ，通过写作训练，能促进学生更准确地掌握语音、词汇、语法等知识，增加学习兴趣，建立学习信心，并培养 丰富的想象力，逻辑思维能力和语言组织能力。因此，我们在中学阶段英语教学中必须重视写作训练，使学生 在中学阶段学会和掌握英语写作的技巧和方法，能用英语写出日常应用文，以及一般内容的其它文体的文章。 为学生今后进一步深造或进入社会，用英语进行交际打下良好基础。     二、高中写作训练的教学要求     １．学会和掌握中学英语写作的基本方法和技巧。     ２．着重训练和培养以下写作能力：     １）听写能力 ①能用英文记课堂笔记；②能听写浅于课文的短文。     ２）造句能力 要求学生根据书上重点词、词组、句型或例句，举一反三造出正确的句子。     ３）书面语言概括能力 要求学生在保留原课文主要内容的前提下，对课文进行改写或缩写。     ４）模仿作文能力 要求学生能以一篇课文为蓝本，改变其中部分内容（如：人物、地点、时间等）写一 篇短文。     ５）自由书面表达能力 要求学生在所学知识范围内，运用所学的某些重点语言知识，编写故事，描述生 活中的一段经历或简述自己的思想。     ３．各年级写作目的要求：     高一年级     １）能基本具有记课堂笔记的能力；能听写与课文内容有关的材料，１０分钟内听写１００个词。     ２）能用课内所学重点词、词组、句型造句，基本上无语法错误。     ３）能抓住课文主要内容改写、缩写课文，无严重语法错误。     ４）能改变课文（或范文）中部分内容，根据课文仿写３００个词的短文，无严重语法错误。     ５）能根据命题或自己选题，写出５０－１００词的短文，尽量避免写中文式英文，基本上无严重语法错 误。     高二年级     １）能准确地记课堂笔记；能听写浅于课文的材料，语速为每分钟１２０－１３０个字母，书写速度１０ 分钟约２００个词。     ２）能用课内所学重点词、词组、句型造句，基本上无语法错误。     ３）能抓住课文主要内容改写、缩写课文，无严重语法错误。     ４）能改变课文（或范文）中部分内容，根据课文仿写４００词的短文，无严重语法错误。     ５）能由教师命题或自己选题，写出１００－１５０词的短文或应用文，基本无中文式英文，无严重语法 错误。     高三年级     １）能听写浅于课文的短文，１０分钟内听写２００－２５０词。     ２）能在所学语言范围内造句，基本上无语法错误。     ３）能抓住课文主要内容改写、缩写课文，无严重语法错误。     ４）能改变课文（或范文）中部分内容，根据课文形式，仿写５００词的短文，无严重语法错误。     ５）能由教师命题或自己选题，写出１５０－２００词的短文或应用文，基本无中文式英文，无严重语法 错误。     各年级一般两周写一篇作文。     三、训练原则和方法     １．循序渐进，由“课文内”到“课文外”，先易后难，先机械后灵活。     随着年级的增长，各项训练要求逐年提高，训练水平应成螺旋式上升。     例一：训练“造句”能力     以“advice”一词为例，可按以下步骤进行训练：     １）重复课文中句子。体会新词、词组、句型的含义和用法。     让学生说出或写出课文中句子。     In one of his books,Marx gave some advice on how to learn a for     （１） （２） （３）eign language.     ２）要求学生改变划线的某一部分或某几部分。     学生可能造出下面的句子：* In one of his books,Lenin gave some advice on how to learn a for eign language.* In class,our English teacher gave some advice on how to learn aforeign languag e.* At the meeting,he gave some advice on how to improve our English.     ３）教师可将课文中的句子稍加变化，让学生进一步体会新内容，继续模仿造句。* He gave a piece of advice on our work.* The old worker gave me much good advice.     通过以上句子，让学生了解advice是不可数名词。     ４）还可给一些与advice搭配的其它词组，让学生模仿造句。如：     take one"s advice 接受某人的建议   &n

高中英语写作教案 篇6

高中英语写作错误分析及成功对策_英语教学论文  学生也普遍反映英文书面表达难，到底难在哪里？为此笔者采用往届高考书面表达原题对所代９５届两个高中班学生进行测试调查，评分标准、时间限制和高考类同。随后对答卷错误进行了分析统计。结果发现学生在有关英语谓语的时态、语气、动词词义辩析和句子结构方面的错误占到大约４２％之多，拼写单词错误约占２５％，名词、代词和冠词类的错误占１５％，介词和关连词使用不当占８％左右，形容词、副词和其它方面错误占９％多点。评讲后学生感到书面表达短文内容所用词语和结构不难，很容易理解，就是当时自己想不起来，写不好。结合统计分析结果及学生评讲后的整体感受和部分外语程度中上的学生进行了个别面对面的交谈讨论，发现学生英语书面表达的主要困难有： １、汉语谓语无字形变化，而英语谓语变化多、时态、语态、语气的语法概念和英语动词变化之间的关系，写作应用起来不明确不熟练，加之英汉在动词意义上有差别，用英语写作时就很容易出错。显然这是以汉语为母语，英语为第二语言学习的学生在谓语、动词学习应用中出现的负迁移。有必要反其道而行之，加强英语谓语动词变化的训练以矫枉过正。 ２、英语的句子结构以动词为中心各有特定的搭配，学生在写作时感到缺乏表达思想的语感。经常有汉英翻译词对字硬译的现象，加之英汉两种语言在文化思维方面语言表达有相当的差异，也造成英语书面表达的一定困难。要培养学生英语表达的语感必须加强平时口头和笔头整句表达习惯的建立和听力理解。 ３、从生理和心理方面看，高中学生已相对成熟，而他们所能用的英语语言在英语的书面表达上就是想说的话很多，意思也很好，使用的语言形式却词不达意，错误百出，为此要尽可能使学生接触大量和他们生理发展相适应的英语语言材料，以便于他们吸收丰富自己的英语知识。 ４、书面表达单词拼写错误占了一定的比例，说明学生英语词汇的记忆准确熟练程度不够。有的学生反映说有的单词很熟练，不知怎么回事书面表达时就写错了，看来从记忆单词到笔头运用还需要一个过程，这个过程是一个吸收理解记忆反复运用的慢功夫。 以上学生英语书面表达中的错误和困难，提示了解决这一难题的可能途径和方向。 一、滴水穿石 俗话说“千里之行始于足下”。英语书面的表达能力的形成不是一日之功，也不是一周两月之功，必须从平时的课堂教学一点一滴抓起，持之以恒，滴水穿石，才有可能最后解决英语书面表达的难题。 高中英语课堂以课文教学为主，结合课文教学抓住学生英语书面表达的难点和关键——谓语动词语义比较语法形式变化，采取多种形式进行写作的基本训练，是培养学生英语书面表达能力的主要手段之一。具体做法是：①课文的词汇教学，不局限于照本宣章，而是结合英语的构词，同义反义比较，名词的可数与不可数词义的区别，加强学生对英语词形变化的理解，扩充他们的词汇量，鼓励他们口笔头造句，借此培养学生用完整句子表意的能力。②课文教学的过程读、写、听、说交替。一般听说在先，读写在后。针对写作训练的听、说、读、写要注意材料内容的语言形式和课文内容的语言形式要有适当的变化和整体的系统性，以课文内容的提问为例，教师提问用的词语结构和课文内容相关，但和课文语言所用词语要有适当的差异，使学生稍加思考能够理解，为学生同样意思多种英语近似表达形式添砖加瓦，积累材料，在不知不觉中了解掌握更多的英语语句表达方法。③指导学生就课文内容进行长句短写，短句详写的口笔头练习，帮助学生熟练掌握英语中常用动词句子的结构变化，单句和复句的异同关键所在。使用频率高，结构变化较多的英语常用动词如Ｗｉｓｈｈｏｐｅｅｘｐｅｃｔ之类的动词要经常反复采用不同形式练习，帮助学生熟练掌握常用动词句子结构和词义区别，逐步在心理上树立用英语造句达意的信心和习惯。④有时结合课文，有时另外补充材料，采用各种形式指导学生改写、缩写或连词完成短文或填词完成短文。 然而英语课文教学中所进行的以上写作训练指导并不解决英语书面表达的全部，这一过程主要抓住英语动词和单复句的变化，少而精地进行英语书面表达的基础训练，为培养学生扎实的语言书面表达能力还需要广泛的多而杂的英文阅读。 二、蓄势待发 “读书破万卷，下笔如有神”。这句话生动说明了书面表达和广泛阅读的关系。世界著名的外语教学理论家美国人ＳｔｅｐｈｅｎＫｒａｓｈｅｎ在其１９９３年出版的教学理论力作《Ｐｏｗｅｒ ｏｆ Ｒｅａｄｉｎｇ——Ｉｎｓｉｇｈｔ ｆｒｏｍ ｔｈｅ ｒｅｓｅａｒｃｈ》中指出外语学习过程中①外语书读的多的人，其读写能力比读书量少的人强。②第二语言的阅读量和语言的习得之间有肯定的关系。研究表明，正确指导学生阅读是解决词汇问题和迅速提高第二语言的有效必由之路。读书和写作就好比输入和输出，没有足够的输入吸收是不可能有大量的输出的。 高中学生英语词汇量有限，各科作业负担沉重，英语阅读必须考虑内容、难易适当，时间上尽可能不给他们加重额外负担。经过比较选择，采用省高校出版社发行的“高中英语泛读教程”为主，国家级刊物“高中英语画刊”和全国发行的“中学生英文报”和“英语辅导报”为辅。这几种阅读材料内容广泛，语言生动，体裁多样，文章长短适宜，很受学生们的欢迎。时间安排平时利用早自习限时完成，以每分钟５０到１００个单词计算阅读量，高三年级每周用两节课的时间专门用于学生自己自由阅读英文杂志和报刊，老师个别指导解答问题，一般经过两学期到三学期的坚持阅读，学生们就会感到英语常用词的基本词义和情景有很大提高。动词的结构和变换也比较熟悉和习惯了，实际上学生已在不知不觉充满乐趣地完成了英语词汇的巩固强化这个艰巨任务，为用英语进行书面表达积累了必需的词语、句式和背景方面的材料。学生进行英语阅读时是否积极主动，满怀热情，对于语言材料的理解和吸收影响极大，若是抱着完成老师作业的态度读书，就可能出现和尚念经有口无心，前面看过，后面忘光的现象。因此，仅仅为学生选择适宜有趣的读物和安排一定的时间还不够，教师要想法在指导学生阅读的过程中激发培养学生主动学习外语的兴趣，增强学生学外语的自信心，形成良好正确阅读外文材料的习惯，基本的做法是经常让学生个别地在自己的同学面前理解，成功地完成有适当难度的英语阅读问题，老师及时给以鼓励。 三、提纲挈领 英语书面表达的综合训练要提纲挈领是相对省时有效的方法。尤其高三毕业班时间紧，复习量大，更是如此。这里的“纲”指的是教学大纲和考试纲要说明要求学生掌握的重要语法概念和书面表达各种不同文体及要求。这里的“领”是说书面表达训练过

高中英语写作教案 篇7

大家知道，阅读在中占有很大的比重，所以许多同学都想扎扎实实地打好阅读基础，迅速有效地提高阅读。那么，要想提高英语阅读要具备哪些基础呢？

一、词汇量的基础

词汇量的大小是进行阅读的基础的基础，如果词汇量太小，连阅读文章中的单词都不认识，那么阅读是无法进行的。对于参加的同学来说，考纲词汇表上的词汇是必备的，即使不能中英文互译(这还不是最高的要求，最高的要求是要能运用自如)，至少也要能根据英文理解其汉语意思，同时还要具备一定的构词法，因为现在的英语阅读理解题对由考纲内词汇组合成的合成词或派生出的派生词一般不再注中文。除此之外，由于英语阅读理解文章允许有 3% 左右的生词，所以，同学们若能在考纲词汇表之外另外积累一部分常用词汇，对于提高阅读能力也是非常有益的。另外，在阅读理解的命题中可能涉及的常用词也需引起注意，如title(标题)，passage(段，节)，imply(暗示)，attitude(态度，看法)，paragraph(段，节)，describe(描述)，purpose(目的)，underline(在……下划线)，tone(语气)，infer(推断出)等。

二、猜测词义基础

阅读中遇到生词是难免的，所以学会猜测生词词义就显得十分必要。阅读中出现的生词主要有两类：一类是考纲内的词汇，由于考生不熟悉而构成为生词，这类生词实为假生词；另一类是“纲外词”构成的生词。命题者之所以没有对这类“纲外词”给出中文注释，可能有多方面的原因，如含义比较显然或对短文的中心意思没有多大影响等。面对这些词，同学们应设法通过上下文猜猜它们的含义，即使猜不出它们的具体意思，只要能猜出个“大概”也行。猜词时同学们可以这样开始，首先根据句子结构判断其词性(是名词、动词、形容词、副词等)，然后再根据句意判断其含义类型(是用具还是交通工具、是动物还是植物、是食物还是用物、是表具体意义还是抽象概念等等)。通过这样的判断后，其具体意思即使不清楚，但它表示的大致方面的含义就不会错了。比如有这样一个句子 The man was feeding the baby with porridge. 这里同学们对 porridge 不熟悉，但我 们可以根据本句的结构推断出它应是一个名词(用作 with 的宾语)，再根据句意(...feeding the baby with...)可推断出它应是一种食物，而且应是一种比较细软的食物(因为是 feeding the baby)，而不应是一种粗硬的食物。在实际阅读中我们对生词能推测到这一步就可以了。最后说明一点，在高考阅读理解中凡涉及地名、人名等专有名词一般是不注中文的。

猜测词义的具体有很多，同学们要根据具体情况灵活运用。如定义法(即根据文章中的定义关系确定生词的词义)、释义法(即根据文章中所提供的释义关系来确定生词的词义)、因果法(即通过因果关系进行猜测词义)、对比法(即根据文章前后的对比关系确定生词的词义)、构词法(即根据前缀、后缀、复合、派生等构词知识判断生词的词义)、语境法(即根据上下文的语境来猜测生词的词义)、列举法(即通过对文章所列举的事物来猜测生词的词义)、常识法(即根据普通常识推测生词的词义)、类属法(即通过类属来推测词义)、推理法(即根据文章的前后语境推出生词的词义)等。

三、阅读量的基础

新课标对各年级阅读量的要求是，(八级)“除教材外，课外阅读量应累计达到36 万词以上”；(七级)“除教材外，课外阅读量应累计达到25万词以上”；(六级)“除教材外，课外阅读量应累计达到19万词以上”。 “36 万词”是个什么概念呢？按现在高考英语阅读文章的长度来算，一篇文章大约 300-350 词，那么36万词大约就相当于 1200篇这样的文章。三年，每年365天，三年共365×3=1095天，也就是说，三年同学们每天(包括寒和节假日)至少要读一篇三四百词的文章。同学们可以对照一下，看看自己是否达到了这个标准。同时，这也从一个侧面告诉我们，要想提高阅读能力，阅读量是基础。只有上了一定的量，才能找到阅读的感觉，才有可能从本质上提高阅读能力。

四、阅读速度基础

要想提高阅读能力，阅读速度也是一个重要的基础。现在的高考英语阅读理解通常为 2000 词左右(含阅读文章与及选项)，高考考试大纲给阅读理解题分配的时间是 35 分钟，也就是考生的阅读速度必须达到 2000÷35 = 57.14 词 / 分钟。每分钟 57 个词，同学们能达到这个速度吗？但问题是 高中语文，就算同学们能达到这个速度也还远远不够，因为还有一个不可忽略的重要因素就是，同学们在做阅读理解题时，一般不可能只看一遍就能把所有都搞定，有的文章和段落有可能还要看两遍，甚至三遍，有时还要停下来思考，等等。所有这些时间都应算在 35 分钟内。由此看来，阅读速度这个基础同学们一定要予以充分重视，在平时训练时就要有意识地培养自己的能力。

五、难句分析基础

正如阅读中会遇到生词一样，阅读时遇到难句也是难免的，同学们在平时训练时应注意掌握一些对付难句的基本方法与技巧。一般说来，构成难句通常有以下几种可能：

一是因为结构复杂构成难句。遇此情况同学们应从分析句子成分入手，找出句子的主干(主谓宾)，理清各修饰成分(尤其是各类修饰性从句)，然后确定句子“方向性意思”。请看从高考阅读真题中选取的一句话：

The measure of a man’s real character is what he would do if he knew he would never be found out.

句子虽不长，但有一定难度。句中不仅含有表语从句，而且还有条件状语从句，同时还在从句部分使用了虚拟语气。句子大意为：衡量一个人真正品质的标准是看他如果知道自己不会被别人发现的情况下他所做的事。

二是因为结构异常而导致的难句。所谓结构异常指的是句子成分的排列未按正常词序来排列，遇此情况同学们就应想法将异常语序恢复为正常语序。一般说来，导致语序异常的原因有很多种，比如因为强调的原因，因为上下文连贯的原因等等。请看从高考阅读真题中选取的一句话：

Before 1066, in the land we now call Great Britain lived peoples belonging to two major language groups.

此句虽不长，但却不太好理解，首先它是一个含有倒装结构的句子，正常的结构应是Before 1066, peoples belonging to two major language groups lived in the land we now call Great Britain. 另外，句中还含有作定语的分词短语belonging to two major language groups以及定语从句we now call Great Britain。全句大意为：1066年以前，在我们现在称为英国的土地上，住着属于两个主要语种的民族。

三是因为省略导致的难句。有些句子如果完全地写出来可能并不难，但在一定的语境中省略了一些成分后它就变难了。遇此情况同学们应考虑将可能省略的成分补充完整。请看一句：

Bob and Annie had not known each other long before they became eager to get married: Bob because he was interested in Annied’s beauty and Annie because she was interested in Bob’s money.

句子后半部的 Bob because he was interested in Annied’s beauty and Annie because she was interested in Bob’s money 因为有所省略而变得不好理解，其实它的完整形式应是 Bob became eager to get married because he was interested in Annied’s beauty and Annie became eager to get married because she was interested in Bob’s money. 句意为：Bob 和 Annie 认识没多久他们急于要结婚了，其中 Bob 是因为看上了 Annie 的美丽，而 Annie 则是看上了 Bob 的钱。

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高中英语教案7篇

资料可以指人事物的相关多类信息、情报。在我们的现实生活工作中，时常会需要资料作为参考。参考资料我们接下来的学习工作才会更加好！所以，你有哪些值得推荐的资料内容呢？于是，小编为你收集整理了高中英语教案7篇。欢迎大家阅读，希望对大家有所帮助。

高中英语教案【篇1】

教学准备

教学目标

Teaching Objectives

1. Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.

2. Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.

3. Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.

教学重难点

Teaching difficult points

1. How to guide students to search for and sort out related information according to the assigned task through the Internet.

2. How to cu ltivate students’ learning ability through teamwork based on network.

Teaching important points

1. Help students to get the general idea and detailed information of the text effectively by skimming and scanning.

2. Help students to analyze the reasons for Charlie Chaplin’s success by interpreting the key sentences and get them inspired.

教学过程

Step 1

Lead-in(3 mins)

1.Students’ Activities：

2.The Purpose of Activities

Students are to appreciate a video clip performed by Mr. Bean.

Students will be guided to acquire the form of nonverbal humour in a vivid way,

thus eage r to learn about the main character of the text with interest.

Step 2

Network-based Interactive Learning(25 mins)

1.Students’ Activities

(1).Students are divided into five groups to search for and sorted out the related information according to the assigned task online

(2)A representative of each group is to share the information with the others.

2.the Purpose of Activities

Students will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.

Step3 Text-based Reading(17 mins)

Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the little tramp”become Charlie Chaplin’ famous character ?3. Read Paragraph 4 and fill in the blanks

。4. Find out the sentences that can account for Charlie Chaplin’s success from the text.

2.The Purpose of Activities

(1)Students will get the general idea as well as the structu re of the text by skimming.

(2)Students will get the detailed information and have a deeper understanding of the text.

(3) Students will get inspired while analyzing the secret to Charlie Chaplin’s success by interpre ting and appreciating some key sentences in the text.

课后习题

Step 5 Homework

1. Students are to read the text carefully again and underline the phrases and sentences difficult to understand after class.

2. Write a summary (about 130 words).

高中英语教案【篇2】

教学准备

教学目标

1、 Ability goals能力目标

To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.

To get The Ss to master some key words such as witness， abandon， yell， drag， flee and so on.

　2、 Learning ability goals学能目标

To enable the Ss to talk about animals under the sea.

To help the Ss know the importance of the relationship between animals and humans.

教学重点和难点

Teaching important points教学重点

Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs、

Teaching difficult points教学难点

1、 Help the Ss get the main idea and some detailed information by fast-reading and careful-reading、

2、 Help the Ss tell apart from Before， During and After in the story、

教学过程

　Step1、 Warming Up ： Talk about animals under the sea、

1、 Have you ever seen some marine animals？

2、 What have you seen， and where have you seen them？

I have seen a/some/many…… in/on/from……

amazing marine animals： seal， turtle， dolphin， sea-horse， sea-star， shark， angelfish， jellyfish， lobster， coral

　Step2、 Fast-reading：

1、 Find out the Background Information of the story ： writer， career， writing style， time， place， main character、

2、 Find out the Main Idea of the passage： What’s the first story mainly about？

　Step3、 Careful-reading：

1、 Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales、 Did he believe it at first？ When did he believe it was a true anecdote？

2、 How many paragraphs are there all together in story1？ The hunt can be divided into 3 stages、

Stage1： before the hunt： （para、 2-6）：

Old Tom’s doing： throwing itself out of … and crashing down again… Why？ to tell the whalers…， …by the boat…， circling back to …Why？ to lead the whalers…

Whalers’ reaction： Another whaler __________、 George _____ ___ _____ Clancy， and Clancy ______ after him、 They __________ the boat and ______ ____into the bay、

　Stage2&3： Dur ing and after the hunt： （para、 7-9）：

Killer whale’s doing： The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________； and some others are stopping it _______ out to sea、 The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs、 When the baleen whale was dead， its body wa s _______ down into the depths of the sea、

Whalers’ reaction： The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot、

Conclusion： They have amazing relationship、 They work as a team

Step4 ： Summary

Working at the _______station， I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales、

On the afternoon I arrived at the station， as I was __________ my accommodation， I heard a loud noise coming from the bay、 I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again、 George told me it was Old Tom， who announced there would be a ___________、

Using a _________， we could see a baleen whale _______________ by about six killers、 Some are ________ themselves on top of the whale’s __________to stop it breathing； and some others are stopping it _______ out to sea、 The whalers aimed the ________ at the whale and then let it go to hit the spot、 Being badly ________， the whale soon died、 Very soon， its body was ________ by the killers down into the _______ of the sea、

课后习题

Deal with Exercise 3 in Comprehending 、 Let the Ss work in groups and do some discussion：As a matter of fact， whales are now an endangered animal、 Many people are trying to protect them from being hunted、 The last whaling station in Australia closed in 1978、 But some countries oppose the ban、 An d there are still people who hunt whales、 What’s your opinion？ Are you for or against the banning whaling？ Consider the problem carefully and we’ll have a discussion tomorrow、

高中英语教案【篇3】

一、 课程类型：

高三复习课

二、 教学目标：

一) 认知目标

1.句型和语言点(见教学重点)。

2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。

二)情感目标

利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。

三)智力目标

在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮 助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

三、 教材分析：

这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。

四、 教学重点：

1. 学会审题和谋篇

2. 掌握多样化的表达方式

3. 熟练各段中的固定写作套路

五、 教学难点：

1. 如何帮助学生运用写作策略，促进学生自主写作。

2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。

六、 教学方法：

1、活动教学法：

2、任务型教学法：

七、 教学设计：

Step 1. Warming up

Come up with some proverbs for the students to put them into Chinese.

Recitation is of the first importance in any language learning!

Practice makes perfect! …

What do you learn from the above proverbs?

Step 2. Presentation

Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.

Step 3. Exhibition

Show on the whiteboard a writing.

暑假即将来临。你班同学讨论了假期计划，提出了不同看法，请根据提示写一篇有关讨论的英语短文，并谈谈你的看法。

注意：

1、词数100左右;

2、短文必须包括表中所列要点，可根据内容分段表述;

3、可适当增加细节，以使行文连贯;

4、参考词汇：眼界—horizon(或view)。

Step 4. Analysis

Analyze the key points and ask the students questions about them.

[写作要点]

1、确定人称，根据本题要求，它应是一篇说明文，故用they比较妥当，而不能用I和you，这样文章才更清晰。

2、确定时态，文章以一般现在时为主，但还可以适当地使用一般将来时，这样文章会富于变化，使文章更有色彩。

3、确定要点，注意不能直接把提供的汉语提示进行逐条翻译，要把两种对比观点归纳整理，形成逻辑关系，最好用两段分别阐述观点，这样文章会更有条理性。

Step 5. Group discussion

Show on the whiteboard an excellent writing and sort out the useful fixed patterns after group discussion.

Step 6. Further practice

人们对于学生网上交友持不同意见。请你用英语写一篇关于学生网上交友的短文，介绍人们的不同观点，并表达自己的看法。

赞成的理由

1.广交朋友2.可自由表达思想3.利于外语学习

反对的理由.

1.浪费时间2.影响学习3.可能上当受骗

你的看法

高中英语教案【篇4】

At the Sports Store

教学目标：

1.知识目标：能四会单词need,any,or;理解any，some的用法;能灵活使用句子We need some ping-pong balls. Do you have any balls? Do you like this T-shirt or that T-shirt? I like this one. Do you like these runners or those runners? I want these runners.

2.能力目标：能利用所学的词汇和句子到商店买东西，提高综合语言运用能力,解决实际生活中的问题。

3.情感目标：让学生学会独立买东西，学会看价钱和计算价格。

教学重、难点：要求四会的单词和要求掌握的句式。

教具、学具准备：

1. 单词卡片,运动服装,乒乓球,纸币，课后习题卡(每人一张)。

2. 录音机或课件。

教学过程：

Class Opening and Review

1. 分给学生不同的球，让学生自己说出I like to play ____. My favourite sport is ____./ I like ____ best.

2. T: What’s this/that?

S: It’s a T-shirt?

T: Do you like this T-shirt or that T-shirt?

S: I like this one.

T: What are these/those?

S: They are runners.

T: Do you like these runners or those runners?

S: I like/want these runners.

(设计意图：利用已有知识引出新知识，减小教学的难度，or在以前的教学中已多次用到，学生都已掌握，不必再多费时间，加深学生对this，that， these，those用法的印象为下面的学习做铺垫。)

New Concepts

1. If I want to play ping-pong，we need some ping-pong balls.Say “need”,please.让学生利用 need 造句。

2. Do you have any balls? Say “any”,please.讲清some和any的用法，都跟可数名词的复数或不可数名词，如：some/any shorts;some/any soup;some用在肯定句中，any用在否定和问句中，举例说明。

3. 完成课后习题。

4. 听录音两至三遍。同时讲解美元和元的区别。如：one dollar，two dollars;one yuan，two yuan.练习一下如何问多少钱How much is it? How much are they?

5. 布置商店的环境，让学生根据课文编短剧，三、四人一组。

6. 汇报演出。

(设计意图：本课是对话形式的课文教学，主要是环境的设置，要让学生在实际的生活环境中学习本文，首先要解决课文中的重难点，也就是新单词和一些主要句式，理清脉络。突破了重难点，理清了脉络，学生在表演对话时就没有很大的困难了。)

Class Clossing

Activity book

Homework

亲自到体育用品商店买一次东西并运用所学语言。

板书设计：

Lesson2. At the Sports Store

We need some ping-pong balls.

Do you have any balls?

课后习题：

一. 改错：

these book this runners some ball

those pencil that T-shirts any soups

二. 选词填空：

1. Do you like ______T-shirt or ______T-shirt?

2. Do you like ______shorts or ______shorts?

3. We need ______ ping-pong balls. Do you have ______ balls?

(any, some, these, those, this, that)

高中英语教案【篇5】

一、教材分析：

本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学目标:

1.知识目标:

引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。

2.能力目标：

利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。

3.德育目标：

用含过去分词的句子结构表达思想感情。

四、教学重点:

1.过去分词的用法. 2. 过去分词的运用

五、教学难点:

1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2. 过去分词在真实的生活语境中的使用。

六、教学策略:

通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

七、学习策略:

本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

八、教学用具：

多媒体辅助(将本课所需要的图片、文字等制成PPT课件)

九、 教学过程：

Step 1 Greeting Step 2 Leading-in

1. Get students to enjoy a story read by a student. While listening to the story, they should keep the underlined sentences in mind and then teacher will check up how many sentences the students remember.

It was snowing and very cold outside. A little girl was walking in the street, selling matches. She didn’t wear any shoes because she . She but nobody bought a single one. She was so cold that she sat in a corner . She lit a match and saw a Christmas tree The and she . She lit another one and saw her grandmother. , her grandmother went away with her .The next day, people 2. Brainstorming

What is the Past Participle? In your opinion, what role does the Past Participle play in the sentences?

设计说明：

1. 教师首先展示安徒生的《卖火柴的小女孩》图片和文本，然后请一位学生有感情的朗读，教师通过多媒体呈现图片和学生的朗读，目的是对学生的视觉和听觉作一个冲撞，吸引学生的注意力，并激发起好奇心。

2.利用新颖和形象的图片导入，让学生边听边记，最后考查学生记住几个过去分词，符合中学生的挑战心理，激发它们的学习热情，从而引出本节课的话题--过去分词。再者通过头脑风暴有利于学生参与教学活动，进行讨论和对话活动，激活学生的知识背景。

Step 3 Discovering the useful structures

1.Find out the Past Participle, and tell what role the Past Participle play in the sentences.

(1) 动词-ed形式作______

…there were lots of matches

…saw a Christmas tree The candles were burning brightly…

(2) 动词-ed形式作______

She looked very

…and she seemed

(3) 动词-ed形式作

…she had her shoes

…she wished all her matches …

…she sat in a corner with her legs …

…people saw the girl …

(4) 过去分词在句中作

, her grandmother went away with her .

设计说明：

通过叙述式和游戏式，引导学生利用过去分词形式解释所设置的文本信息，借助小组竞赛，实现生生互动、师生互动，将过去分词形式用作定语、表语、宾语补足语、状语的各种结构进行归纳。

2. Brainstorming

Work in pairs to discuss the following questions.

(1) Do you have any puzzles in using The Past Participle?

(2) Do you know the differences between The Past Participle and The Present Participle?

3. Work in pairs to tell what the differences between The Past Participle and The Present Participle.

Read and compare

(1)The gentleman called Chen Kaichi is our intern teacher(实习老师).

(2)The people sitting behind the classroom are all English teachers.

过去分词与现在分词作定语的区别:过去分词强调动作___________, 现在分词强调动作___________。

(3) I saw her taken out of the classroom.

(4) I saw her coming into the classroom.

过去分词与现在分词作宾补的区别: 二者与宾语逻辑上都是主谓关系, 但过

去分词强调他们之间的___________, 现在分词强调他们之间的_____________

(6) Seen from the top of the hill, the city looks more beautiful to us.

(7) Seeing from the top of the hill, we find the city very beautiful.

过去分词与现在分词作状语的区别：过去分词主句的主语之间是。 而现在分词与主语的主语之间是。

设计说明：

1、通过文字所描绘的语境，引导学生在运用中掌握过去分词，并共同回顾、归纳过去分词的用法，引导学生自己发现问题、分析问题、解决问题。

2、通过下列文字所描绘的情境，使学生在形象化、真实化的语境中明白过去分词和动词-ing充当定语、宾补、状语的异同。这项操练活动大大训练了学生的发散思维，又锻炼了思维能力与快速反应能力，还加深了对所学语法现象的理解。

Step 4 Practising

How much do you know about “The Past Participle”? Can you use it correctly? Let’s have a try.

(Divide students into four groups and have a competition: each group has two chances to choose the exercise to do .If the answers are correct ,the group will get the points. If the group fail , other groups will have the chance .)

高中英语教案【篇6】

教学准备

教学目标

Teaching aims:

1) Get the students to master some important words, phrases and sentence patterns.

2) Enable the students to use the language points by themselves.

教学重难点

Teaching important points:

Master the usages of “more than , come up, over, be based on, present, a/ the number of”

Teaching difficult points:

present: v adj

教学工具

课件

教学过程

1 Do you know that there is more than one kind of English?

more than one 不止一个

eg：

More than one girl in this school holds such a view.

more than one 后跟___________,作主语时，谓语动词要用______。

more than

1). more than +num(数词) :over

She showed the visitors around the museum,_______________________________

___________________________________________(其建造花了3年多时间)

2)more than +n: not only

Music is more than just a sound--- it’s a way of thinking.

3) more than +adj/v : very

听到这个消息我很高兴。

____________________________________.

4) more A than B 与其说B倒不如说A

与其说他聪明倒不如说他勤奋。

________________________________.

2. Yes . I’d like to come up to your apartment.

come up

1)走近，靠近

练一练：

他走近我问我去车站的路。

___________________________________________________________.

(2)(被)提出

In order to finish the task on time, a good piece of advice came up at the meeting.

误区警示：come up 作“被提出”讲时是不及物动词短语，不能用被动语态。

拓展：

(1)Can you tell me how the accident came about?_____

(2)I came across my old classmate in the street.______

(3)The author’s new book will came out next week.________

(4)My dream has at last come true._______

(5)The doctor came up with a good idea at the meeting._____

3 So why has English changed over time?

Over: during

在过去的几年间，我的家乡发生了巨大的改变。

____________________________________________________________.

The girls sing songs over their work

4 It was based more on German than the English we speak at present.

base： vt 建于…之上;以…为基础

用法：base A on B

A be based on B

One should always base his opinion on facts.

变为被动：___________________________________________________________.

Exercise:

她的结论是建立在科学研究的基础上的

_____________________________________________________________.

教学是以科学为基础的一门艺术。

Teaching is an art __________________________________.

at present =at the moment

o Mother is busy preparing dinner at present.

present (adj.)

1) 现在的，目前的，可作前置定语

目前的形势________________________

2)出席的，在场的，可作后置定语和表语

出席的人们：__________________________

他出席了昨天的会议。

____________________________________________________.

所有出席会议的人都同意我的计划。

_____________________________________________.

o present (n.) 礼物=gift

o present (vt.)

present v.赠送，提出，展现，

present sb. with sth.或present sth. to sb.

把…赠送给,颁发,授予

Eg. On his birthday, his friends____________________________(送给他一本书)

◆ 即学即练

根据括号中的汉语提示完成下列句子。?

(1)How many people _______________ (出席)at the meeting?

(2)The experts ___________________ (出席会议的)were from different parts of the world.?

(3)What is your_________________ (现在的住址)??

(4)The mayor ____________ (颁发) a silver cup to the winner next week.?

(5)What are you busy doing_______________ (目前)?

(6)He gave his mother__________ (一件礼物).?

5. For example, India has a very large number of fluent English speakers .

Today the number of people learning English in China is increasing rapidly.

a number of 许多，后接______ 名词，作主语时谓语动词用_____.

The number of …的数量，后接_____ 名词，作主语时谓语动词用______.

1)去年许多人失业了。

_____________________________________________.

2)出国的人的数量正在增加。

___________________________________________.

随堂检测：单句填空

1 The film ___________(base) on a novel by Lu xun.

2 _________(actual), I am busy at the moment.

3 Many people believe the English _________(speak) on TV and on the radio is standard English.

4 The number of students _________(pass) the exam _____(be) increasing rapidly.

单句改错：

1 She came up a new idea a new idea at the meeting.

2 More than one person are against the plan.

3 I am sorry he is out at the present.

4 Basing on facts, the novel sells well.

Translation

1 对于一个中国人来说，把英语说得和说英语的本地人一样流利是不容易的。

2 一个原因就是英语的词汇量很大。

3去西方国家学英语的人数快速增加。

4很多人尽力充分利用每个机会说英语。

5我们都知道，说得越多，就越流利。：

连句成篇： 用上面的句子，根据以下的提示写一篇小短文

对于中国人来说……. 一个原因是……. 为了更好的学好英语，近年来……此外……. 因为众所周知……

Homework

Write a passage using the words ,phrases and sentence patterns that we have learn.

高中英语教案【篇7】

教学准备

教学目标

Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.

Process and method: Ss acquire knowledge and improve ability through discussion and competition.

Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics. Understand cultural relics belong to the whole world and the human beings.

教学重难点

important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming, scanning and so on.

difficult point : how to solve the questions and find the useful information using the reading skills.

教学工具

课件

教学过程

Leadin

1. show some pictures .

2. show the pictures and a short video of amber room.

purpose: motive Ss's interest.

Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.

Presentation

Look at the photos here. What do you know about the substance of “amber”? What do know

about the cultural relics “the Amber Room”?

discussion:

Now, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under a tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision?

A: What should we do?

B: Can we keep it for ourselves or report it to the government?

C: Have you come across such a situation — to make a difficult choice?

listen and answer the questions:

Play tape. Ss get the main idea of the passage.

Reading

pre-reading:

1. Have you ever seen a piece of amber?

What do you know about it?

2. look at the title and the picture. predict what it is about. Then skim it quickly and see if you were right.

Reading:

1st time:

read by yourself as quickly as you can.

join the correct parts of the sentences together.

2nd time:choices and T/F

compete between boys and girls.

3rd time:

answer some question. Ask ss to think over and discuss.

purpose: understand the text better and arouse Ss's awareness of competition. Grasp the main information.

Discussionandreport

Think over of what we discuss in the part of warming up: I find myself falling into the dilemma.

you discuss together ,and write down the outline of a report.

work in group

Consolidation

fill in the blanks (summary).

Homework

make a report .

use the useful information in the passage.

高中英语必修2教案

老师的课前准备是工作上的一项重要任务，其中之一就是准备教案和课件。教案课件的质量对于教学工作的成效有着直接的影响，因此写好教案课件并非是随随便便的事情。

学生的表现会直接反映在教师的教案和课件中。因此，在编写教案课件时需要注意一些方面。首先，要确保教案中的内容与教学目标一致，紧密结合课程要求。其次，要注意语言的准确性和清晰度，以确保学生能够清楚地理解教学内容。同时，教案课件的布局和格式也要简洁明了，便于学生阅读和理解。

在接下来的内容中，我们将探索“高中英语必修2教案”的文化内涵和背后的故事。欢迎继续关注我们的网站，以获取更多详情！

高中英语必修2教案 篇1

高中英语必修4 Unit5教案

高中英语必修4Unit5教案

Unit5Themeparks

.单元教学目标

技能目标SkillGoals

Talkaboutdifferenttypesofthemeparksindifferentcultures

Showpeoplearoundaplaceandgivedirections

Studywordformation

writeanintroductiontoaplacewithdetailedexplanations

II.目标语言

功能句式

Expressionsusedtoshowpeoplearoundaplace

wearehappytoshowyou...overthereisthe...Downthepathyoucansee...Themainidea/themeintheparkis...youwillenjoydoing/seeing...Expressionsusedtoaskthewayandgivedirections

can/couldyoushowmewhere...is?

can/couldyoutellmethewayto...?

Howcanwegetto...?

Howfaris/arethe...?

youcanreach...bybus/subway/...Goalong/down...andturnleft/rightatthe...crossing.Itisjustbehind/nextto/oppositethe...,youcan’tmissit.Itisabout...minutes’walk/busride.Itisabout...metersaway.词汇

．

四会词汇

theme,amusement,various,variety,rides,equipment,experiment,advance,advanced,technique,test,cloth,Brazil,jungle,creature,up-to-date,excitement,volunteer,jungle,sneaker,admission,outing,shuttle,brand,advanced

2．认读词汇

rollercoaster,fantasyland,imaginary,imagination,vary,Futuroscope,mysterious,T-Rexcombination

3．词组

Nowonder,inadvance,getcloseto,cometolife，结构

wordFormation

III.教材分析和教材重组

.教材分析

本单元以Themeparks为话题，旨在通过本单元的教学，使学生了解分散于世界各地的各种各样的主题公园，学会向别人介绍某个景点的大体情况，以及计划各项活动，同时培养学生对世界及生活的热爱。

.1warmingup通过向学生呈现四个风格各异的世界著名主题公园，激发学生学习本单元的兴趣。

.2Pre-reading通过学生对主题公园里活动的想象，交流了解主题公园的有关知识。

.3Reading通过介绍世界各地形式各异的主题公园概况，使学生了解风格迥异的各国主题公园。

.4comprehending让学生从的标题及各段大意来整体理解课文。

.5LearningaboutLanguage分词汇和语法两部分。

Discoveringusefulwordsandexpressions中的练习1是以给出意思写出相对应词汇的形式考查对中重要词汇及短语的理解。练习2是以短文填词完型的形式考查对练习1中词汇的运用。练习4则以完成句子的形式考查学生对get/becloserto这一短语不同意义及用法的准确运用。

Discoveringusefulstructures是通过填表格的练习方式向学生呈现英语词汇不同的构词法（合成及派生）。

.6UsingLanguage分为四个部分练习听、说、读、写。)Listening

练

习

听

力

可

配

合ListeningonP69inworkbook及ListeningTaskonP73进行。

2）Readingandspeaking这是一篇泛读，介绍更新奇的主题公园（观察未来）。然后让学生练习朗读课文的第二段，注意个别特殊的发音方式。接着把（观察未来）公园的各项活动性质归类及解释理由。然后根据自己对的理解为该主题公园绘制一张地图。最后分别说出（观察未来）主题公园会让你体验到的三种时间及空间的经历。

3）writing要求介绍某一主题公园的概况，包括种类，方位，各活动项目及门票收费。

4）Speaking根据所准备的公园概况介绍写一段

对话，作为导游回答一位正在游览公园的朋友对公园情况的一些询问。

2.教材重组

2.1因本教材重点强调的是阅读能力，故将warming-up,Reading,comprehending合在一起设计成一节“精读课”。2.2LearningaboutLanguage,UsingStructures

中

和的workbookUsingwordsandexpressions,Usingstructures合在一起,设计成一节“语法课”（既有词汇又有语法）。

2.3将UsingLanguage中的Listening,workbook中的Listening和Listeningtask整合成一节“听力课”。

2.4将Readingandspeaking，workbook

中的Readingtask整合为一节“泛读课”，旨在从整体上理解课文，作为对本单元话题“主题公园”的知识扩充。

2.5将Speaking,workbook

中的Talking

和Speakingtask整合为一节“口语课”。

2.6将UsingLanguage中的writing和workbook中的writingtask整合成一节“写作课”。

3.课型设计与设时分配（经教材分析，根据学情，本单元可以用六个课时教完。）

stperiod

IntensiveReading

2ndperiod

LanguageStudy

3rdperiod

Listening

4thperiod

ExtensiveReading

5thperiod

Speaking

6thperiod

writing

IV.分课时教案

TheFirstPeriod

IntensiveReading

Teachinggoals

教学目标

.Targetlanguage目标语言

a.重点词汇和短语

themepark,provide...with...,amuseoneself,various,avarietyof,shuttle,charge...for,admission,makeaprofit,souvenir,baseon,involve...in,athletic,brand,equipment,sneakers,cometolife,minority,fantasy,getcloseto,settlers,takeanactivepartin,experiment,advanced,technique

b．重点句子

Asyouwanderaroundthefantasyamusementpark,youmayseeSnowwhiteormickeymouseinaparadeoronthestreet.withalltheseattractions,nowondertourismisincreasingwhereverthereisaDisneyland.2.Abilitygoals能力目标

Enablethestudentstoknowsomethingaboutthevariousthemeparksallovertheworld,tounderstandthedifferencebetweenathemeparkandatraditionalparkandtrytofinishthecomprehendingexercises.3.Learningabilitygoals学能目标

Learnhowtogeneralizeandcomparethesimilaritiesanddifferences.Teachingimportantpoints

教学重点

Tosolvethequestionsincomprehending,andletthestudentsfindoutthemainideaofeachparagraph,giveasummaryofthetext.Teachingdifficultpoints

教学难点

Howtogiveageneralinstruction/descriptionofaplace.Teachingmethods

教学方法

Listening;

Skimming;

Scanning;

Task-based.Teachingaids

教具准备

Arecorderandacomputer.Teachingprocedures&&ways

教学过程与方式

StepIRevision

T:Goodmorning/afternoon,boysandgirls!Firstlet’shaveadictationaboutthewordsandphrasesinUnit4.Takeoutapieceofpaper,please.major,local,represent,columbia,introduce,approach,touch,strange,express,belikelyto,general,avoidspoken,misunderstand,punish,atease

T:Now,handinyourpaperplease;I

’llcheckyourworkafterclass.StepII

warmingup

T:Let’slookatthe

picturesonP33.Trytomatchthenamesoftheparkswiththepictures.canyouguesswhichareparksandwhicharethemeparks?

T:whichoneoftheseparkswouldyouliketovisitmostifyouhavethechance?

Sa:ofcourseIwouldgotoDisneyland.IhavewatchedsomuchaboutitonTVandI

’vebeendreamingaboutshakinghandswiththoselovelycartooncharactersandtakingpictureswiththem.Sb:Iwouldliketogotowaterpark,becauseIlikeswimmingandIliketotakepartintheactivitiesinwaterinthispark.„

StepIII

Reading

Skimming

T:It

’wearegoingtostudyapassageaboutthemeparks.ThetitleisTHEmEPARkS

—FUNANDmoRETHANFUN.Iwouldlikeyoutoreadthepassagequicklyforthefirsttimetogetageneralideaofthepassage.Atthesametime,pleasefindoutthetopicsentenceofeachparagraph.T:Haveyougotthemainideaofthepassage?whocantellmethetopicsentencesofsixparagraphs?

Topicsentences

Paragraph1.Differentkindsofthemeparks.Paragraph2.Disneyland.Paragraph3.Dollywood

Paragraph4.England’scamelotPark

Scanning

T:Afterthefirstreading,wehaveallgotageneralideaofthepassage.SoIwouldlikeyoutoreaditcarefullyagainandtrytofindtheanswerstothesedetailedquestions.Teachershowsthequestionsonthescreen..whatisthepurposeofDollywood?whatkindofpeopledoyouthinkwillvisitsthisthemepark?

2.whatdoyouknowaboutancientEnglishstories?whatotheractivitiesdoyouimaginethereareatcamelotPark?

3.Disneylandisaplacetohavefun.whatwillyoudoifyouhaveachancetovisitDisneyland?

4.Ifyouhaveachancetovisitoneofthesethreeparks,whichwillyouvisit?why?

suggestedanswers

.ThepurposeofDollywood

istoshowandcelebrateAmerica’straditional bablyalotofAmericanswillvisitthisthemepark.2-4studentswillgivetheirownanswers.StepV

Discussion

T:Ifyouhaveenoughtimeandmoney,wouldyouliketogotravelingtoseethenaturalbeautyofthecountryorgothethemeparkstoenjoytheexcitingexperiences?Givereasonsforyourchoice.a)Teacherdividestheclassintogroupsoffour.Eachgrouptriestoreachanagreementandtocollectasmanyreasonsaspossiblefromthegroupmembers.b)Afterthediscussion,theteacherasksastudentfromeachofthegroupstoreportthedecisionoftheirgroupandtogivetheirreasonsforthedecision.StepVI

Homework

Rememberallthenewwordsandphrasesinthereadingpassage.writeasummaryofthereadingpassageusingthenewwords.ThesecondperiodListening

Teachinggoals

.Targetlanguage

cloth,marineLandthemepark,dolphins,polarbears,dotricks,arollercoaster,dugout

2.Abilitygoals

Enablethestudentstomastertheskilloflisteningforinformation.3.Learningabilitygoals

Helpthestudentslearnhowtogettheskillsoflistening.Teachingimportantpoints

Listentothethreematerialsaboutcustoms,Seaworldandbuildingadugoutboatandanswerthequestionscorrectly.Teachingdifficultpoints

Listenandgettheneededinformationtocompletetheexercises.Teachingmethods

Listeningandcooperativelearning.Teachingaids

I

Arecorder,acassettetapeandacomputer.Teachingprocedures&ways

StepI

Revision

checkthestudents'homework.StepII

Listening

Studentsareaskedtoreadquestionstofindouttherequirementsfirst,andthenlistentothetapethreetimestocompletethematchingexercisesandanswertheeightquestions.T:PleaseopenyourbooksandturntoPage37.Beforeyoulistentothetape,readtherequirementsandkeeptheminmind.Payattentiontotheimportantinformationwhilelisteningandyou'dbettertakesomenotesofit.T:Differentcountrieshavedifferentcultures.Differentna?tionalgroupshavedifferentcustomstoo.InPart1,wearegoingtohearaboutthecustomsofsomenationalgroups.Nowlet'slistentotherecordingandtrytomatcheachgrouptoanexampleofitscustoms.Studentslistentotherecordingforthefirsttime.T:Haveyougottheanswers?Let'scheck.checktheanswerstogether.T:Let'slistentothetapeagainandanswerthequestionsin

Part2.youmaylistentoittwice.Studentslistentotherecordingforanothertwotimes.checktheanswerstothequestionsbyaskingsomestu?dentstoanswerthem.StepIII

Listening

T:Let'scometotheListeningonPage69.HerewearegoingtolistentoDavidEvensandjiyangwhoarevisitingtheSeaworld.T:HaveyoueverbeentoSeaworld?

Ss:yes.T:whatcanyoudoinSeaworld?

Ss:wecanfeedthedolphins.wecanplaywiththepolarbears.wecanwatchseaanimalsdoperformances.wecangodivingtoseefish.wecanseelearnaboutthedifferentkindsoffishandseaweed.wecangosurfingonthesea.T:Good.Let'slistentotherecordingabouttheSeaworldinAustralia.Afterlistening,ticktheiteminthelistofwhatpeoplecandointhispark.Areyouready?Let'sgo.Studentslistentotherecordingforthefirsttimeandfinishtheexercise.T:Haveyougottheanswers?Let'scheck.Teachercheckstheanswerswiththewholeclass.T:Let'slistentothetapeagainandtrytoanswerthequestionsinPart3.Pleasereadthequestionsfirst.T:ok.Let'skeepthesethreequestionsinmindandtrytofindtheanswerswhilelistening.Areyouready?Let'sgo!Playthetapeagain,andthenchecktheanswerstothequestionsbyaskingsomestudentstoanswerthem.StepIV

ListeningTask

T:Let'sturntoPage73andgoontodotheListeningTaskhere.Forthistask,wearegoingtolearnhowtobuildadugoutboatandhowtomakeahouseofpalmleaves.Areyouinterestedinmakingthingsbyyourselves?

Ss:yes.T:Great!youwillbeabletodoitafterdoingthelistening.T:Let'sfindouthowtobuildadugoutboatfirst.whilelistening,youneedtopayattentiontothematerialsyouneed,thesteps,themethodofmakingapersonsitinit,andthemethodofmakingtheboateasilygothroughthesea.Areyouclearaboutwhattodonow?Let'slisten.StudentslistentotherecordingfortwoorthreetimesandfillinthetableinPart1.T:Haveyougotallthisinformation?Let'scheck.Teachercheckstheanswersbyaskingsomestudentstoreadouttheiranswers.T:Now,wecometothebuildingofahouseofpalmleaves.whilelistening,weneedtopayattentiontothemethodofjoiningthepalmleaves,thenumberofareasforsides,howtojointhesidesofthehousetogether,thenumberofareasfortheroof,andhowtojointherooftowalls.withthisfivequestionsinmind,let'sbeginlistening.StudentslistentotherecordingfortwoorthreetimesandcompletethechartinPart2.T:Haveyougottheinformationtocompletethesecondcolumnofthechart?Let'schecktheanswerstogether.Teacherscheckstheanswerswiththewholeclass.StepV

Homework

Dothelisteningagainafterclass.PreviewReadingandspeaking,Readingtask.ThethirdperiodGrammar

compound

.合成名词

n+n

airconditioner

空调

bloodpressure

血压

incometax

所得税

creditcard

信用卡

adj+n

centralbank

中央银行

fastfood快餐

solarsystem

太阳系

remotecontrol

遥控

v-ing+另一词

washingmachine

洗衣机

drivinglicense

驾驶执照

其他方式

by-product

副产品

editor-in-chief

主编

2.合成形容词

过去分词或带ed词尾的词构成。

absent-minded

心不在焉的 grey-haired

头发灰白的

动词的ing或另一词构成 long-suffering

长期受苦的 far-reaching

深远的

3.合成动词及合成副词

water-ski

滑冰

overeat吃得太多

baby-sit

看孩子

empty-handed一无所获的Derivation:addletterstothebeginningortheendofaword.)前缀:

dis-:disagree,dislike，disappear

in-:incorrect,impossible,irregular，un-:unhappy,unable,unfit，non-:nonstop,nonverbal

re-:rewrite,review

2)后缀:

构

成名

词

：-er,-ese,-ist,-ian,-ment,-tion,-ness,-th.buyer,chinese,socialist,musicianagreement,collection,illness,truth

构成形容词:-al,-an,-ful,-ing,-y,-less

national,American,careful，exciting,cloudy,useless

构成动词:-fy,-ise:

beautify,realize

构成副词:-ly:

badly

构成数词:-teen,-ty,-th

thirteen,sixty,twelfth

conversion:changethepartofspeechofaword.

高中英语必修2教案 篇2

Unit 1 Friendship : Reading——Anne’s Best Friend 教案

课时：一课时 课型：讲授课

一、教材分析

本单元的主题是友谊。这一课时主要是围绕阅读部分来讲，阅读是整个单元的核心部分，是在学习上一课时Warming up and Pre-reading的基础知识上接着对阅读文本“安妮最好的朋友”中词汇知识点和阅读技巧等的学习，为接下来的第三课时的语法知识的学习及以后的听说读写综合技能的练习打好基础。文章通过一个虚拟的采访——两千年前古希腊作家帕萨尼亚斯与一位当代女孩李燕的对话，向学生介绍了古代和现代奥运会的异同及奥运会的一些基本情况。文章讲述了犹太女孩安妮为躲避纳粹迫害而藏身于小阁楼中，并把日记作为自己朋友，通过写日记来表达自己孤独和郁闷的心情。

二、教学目标：

(一)知识目标: 1.掌握文章中的生词和短语:reason;list;share;feeling;Netherlands;German;series;outdoors;crazy;nature;purpose;dare;thunder;entirely;power;according;trust;indoors;share...with...;go through;hide away;set down;a series of;be crazy about;on purpose;in order to;in one’s power;face to face;according to;2.帮助学生找到他们觉得最困难单词和短语,并帮助他们理解。3.了解强调句型。(二)技能目标: 1.更好地掌握Skimming和Scanning。

2.能分析并总结直接引语和间接引语（疑问和陈述）的规律，能熟练地进行两者间的转换，并在生活中运用。

3.能介绍Anne的基本情况，说明她当时的心情和内心的渴望。(三)情感目标: 1.通过Anne的日记，了解犹太人被纳粹迫害的悲惨命运。2.体会自由，友谊的珍贵。

3.通过学习此阅读文章为学会珍惜朋友间的友谊,并能分辨他们的生活中真正的朋友和虚伪的朋友。

三、教学重点和难点：

重点：

1、训练scanning and skimming等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。难点：

1、阅读技能的训练。

2、陈述句和疑问句的直接引语和间接引语的互相转换（人称的变化、时态的变化…..）

四、教学过程(一)导入

1.教师可以先让学生讨论他们是否有考虑过和动物,植物甚至是一个物品交朋友,为什么或为什么不？让学生们分析原因。(二)课前 阅读开始前，先给学生复习一下上一课时讲过的Skimming(略读)和Scanning(寻读)阅读技巧，并要求学生们用这两种方法进行下面文章的阅读。1.skimming(略读)的方法和技巧：

Read the title Read the introduction of the first paragraph

Read the first sentence of each paragraph

Read the headings and sub-headings

Notice any pictures and charts

Read the summary or last paragraph 2.Scanning（寻读）的方法和技巧：

①学生读课文，抓住文中的关键信息，并将文章分成三部分，写出每段的大意。②全班默读文章。③读安妮的日记

1)Ask the students how Anne felt in the hiding place.2)Guess the meanings of “spellbound” “hold me entirely in their power” from the discourse.3)Ask the students to read the diary again and try to retell it.④大声朗读 : 播放文章的磁带让学生听并跟读。(三)讲授新课： reading 阅读

1.让学生阅读非日记体部分的内容,介绍这篇文章的写作背景。

2.只通过阅读标题和看图，先不阅读文章，让学生试着猜猜看安妮的朋友是什么。3.让学生浏览前两个段落来确认他们的猜测。

4.让学生快速浏览安妮的日记，了解文章的中心内容并概括段落大意.鼓励学生先列出一些关键词，如：Anne, crazy, nature等

Para.One: Anne made her diary her best friend whom she could tell everything.Para.Two: Anne’s diary acted as her true friend during the time she and her family had to hide away for a long time.Para.Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.5.给学生讲解本课的生词。1.add(to)v.1)to put together with something else so as to increase the number, size, or importance;

2)to join(numbers or amounts)so as to find the total.eg: The fire is going out;will you add some wood? The snowstorm added to our difficulties.Add up these figures for me, please.2.ignore v.to take no notice of;refuse to pay attention to

eg: His letters were ignored.Even the best of men ignored that simple rule.My advice was completely ignored.ncern v.使担心;使不安

(+about/for);涉及,关系到;影响到 eg: The boy's poor health concerned his parents.He is concerned for her safety.The news concerns your brother.He was very concerned about her.4.loose

adj.not firmly or tightly fixed.eg: She wore loose garments in the summer.I have got a loose tooth.Some loose pages fell out of the book.5.purpose

n.[C] an intention or plan;a person’s reason for an action.eg: What is the purpose of his visit? The purpose of a trap is to catch and hold animals.Did you come to London to see your family, or for business purpose?

6.series n.(of)a group of things of the same kind or related in some way, coming one after another or in order.eg: Then began a series of wet days that spoiled our vacation.This publishing firm is planning a new series of school textbooks.They carried out a series of experiments to test the new drug.7.cheat.1)v.to behave in a dishonest way in order to win an advantage;2)n.a person who cheats;dishonest persons

eg: They cheated the old woman of her house and money.The salesman cheated me into buying a fake.He never cheated in exams.I see you drop that card, you cheat!

I never thought that Sam is a cheat.8.share

1)vt.&vi.(inwith amountbetween)to have, use or take part in something with others or among a group.2)n.(inof)the part belongs to, owed to or done by a particular person.eg: The money was shared out between them.Sam and I share a room.We shared in his joy.They always share their happiness and sorrow.I have done my share of the work.9.crazy adj.1)mad;foolish

2)[+about] wildly excited;very interested

eg: You're crazy to go out in this stormy weather.John's crazy about that girl./ She is just crazy about dancing.10.dare v.& v.aux..1)+ to do;2)+ v

to be brave enough or rude enough(to do sth.dangerous, difficult or unpleasant).eg: How dare you accuse me of lying!/ How dare you ask me such a question? My younger sister dare not go out alone./ He did not dare to leave his car there.11.trust

1)n.[U](in)form believe in the honesty, goodness or worth etc, of someone or something

2)v.to believe in the honesty and worth of someone or something;have confidence in

eg: I have no trust in him./ I don’t place any trust in the government’s promises.Why do you trust a guy like him? / I trust your wife will soon get well.12.suffer v.(for)to experience pain, difficulty or loss

eg: I cannot suffer such rudeness./ He suffered from poverty all his life.My father suffers from high blood pressure./ They suffered a great deal in those days.13.advice n.[U] opinion given to someone about what they should do in a particular situation→v.advise to give advice to

eg: I want your advice, sir.I don't know what to do./ I asked the doctor for her advice.If you take my advice, you won’t tell anyone about this.He gave them some good sound advice.municate v.1)(to)to make(opinions, feelings, information etc.)known or undby others.e.g.by speech, writing or body movements;

2)(with)to share or exchange opinions, feelings, information etc eg: Our teacher communicates his idea very clearly.He had no way to communicate with his brother.Did she communicate my wishes to you? We learn a language in order to communicate.Deaf people use sign language to communicate.15.calm

1)adj.free from excitement, nervous activity or strong feelings;quiet 2)n.[U] peace and quiet 3)v.to make calm

eg: You must try to be calm./ The high wind passed and the sea was calm again.The police chief advised his men to stay keep calm and not lose their tempers.There was a calm on the sea./ She calmed the baby by giving him some milk.We calmed the old lady down.Useful expressions:

1.add up : to join(numbers or amounts)so as to find the total.eg: Add up 3, 4 and 5 and you'll get 12./Add up your score and see how many points you can get.If we add these marks up, we'll get a total of 90.2.calm down : to make or become calm

eg: Calm down, sir.What's the trouble?/ Just calm down, there’s nothing to worry about!/ We tried to calm him down, but he keep shouting.3.be concerned about with : to worry or interest

eg: My parents are concerned about my studies./Don’t concern yourself about with other people’s affairs./She’s concerned about his son’s future.4.go through

1)to suffer or experience;2)to look at or examine carefully;

3)to pass through or be accepted eg: The country has gone through too many wars./ The new law did not go through.Let’s go through it again, this time with the music.5.set down

1)to make a written record of;write down 2)put down

eg: I have set down everything that happened./I will set down the story as it was told to me.Please set me down at the next corner.6.a series of + pl.& n 做主语时，谓语动词用单数 一连串的，一系列的，连续的eg: There has been a series of car accidents at the crossing.These days I have read a series of articles on reading.A series of TV play is on Channel 1 these days.7.on purpose : intentionally;with a particular stated intention eg: He did it on purpose.“I am sorry I stepped on your toe;it was an accident.” “It wasn’t!You do it on purpose.”

I came here on purpose to see you.8.according to : as stated by sb.or sth.eg: They divided themselves into three groups according to age./Please arrange the books according to size./According to the Bible, Adam was the first man./According to her, grandfather called at noon.9.fall in love : begin to be in love(with sb.)

They fell in love at once;it was love at first sight./What will he do if his daughter falls in love with a poor man? /They fell in love with each other for years.10.join in

: to take part in(an activity)

They are going to join in the singing./She started dancing and we all joined in./Would you like to join in my birthday party?

(四)巩固练习： 阅读后

1.让学生做理解部分的练习。2.利用“理解”部分的练习，问学生： Imagine you had to go into hiding like Anne and her family.What would you miss most? Give your reasons.让学生讨论，并且将答案列出来。每一组可以决定出本组认为最好的答案。最后全班选出最佳的答案。

(五)布置作业：

1.再次通读一下这篇短文,尝试复述它。2.做完练习册的作业。

3.用几句话表达你对朋友和友谊的理解。设计意图：为了巩固今天所学的内容，以此来培养学生的语言组织和表达能力以及考察对课文的理解情况。

课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。

高中英语必修2教案 篇3

have trouble with sb/sth 同某人闹意见；做…有困难

throw away the friendship 放弃/终止友谊

have the/a habit of doing sth 有做…的习惯

1. I wonder if… 我想知道是否….

2. It’s because… 这是因为…. 此从句中because不能用since或as 代替

3. What do you think a good friend should be like? 你认为一个好朋友应该是什么样的呢？

4. While walking the dog, you were careless and it got loose and was hit by a car.

=While you were walking the dog, …在遛狗时，你不小心让狗挣脱了绳子，结果狗被车撞了。

（当while, when, before, after 等引导的时间状语从句中的主语与主句的主语一致时，可将从句中的主语和be动词省去。）

5. Do you want a friend whom you could tell everything to, like your deepest feelings and thoughts? 你想有一位无话不谈、能推心置腹的朋友吗？

6. I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. 我已经很久不能去户外，所以我变得对自然界的所有东西都很感兴趣。

7. I can well remember that there was a time when a deep blue sky, the song of birds, moonlight and flowers could never have kept me spellbound. 我记得非常清楚，曾有一段时间，湛蓝的天空、鸟儿的歌唱、月光和鲜花，从未使我心醉神迷过。

8. It was the first time in a year and a half that I’d seen the night face to face.

这是我一年半以来第一次目睹夜晚。

9. I would be grateful if you could give me some advice. 如果您给我提些建议，我会非常感谢的。 （I would be grateful if… 委婉客气提出请求）

10. It’s a good habit for you to keep a diary. 记日记对你来说是个好习惯。

11. She found it difficult to settle and…

12. This series of readers is very interesting.

13. A friend in need is a friend indeed.

14. People are told that their actions should be as gentle as the wind that blows from the sea.

play a role/ part (in) 在…中担任角色；在…中起作用;扮演一个角色；参与

play an important role/ part 在…中起重要作用 because of 因为；由于

make (good/ full) use of （好好/充分）利用

from one place to another 从一处到另一处

present sth to sb / present sb with sth

an international language 一门国际语言 an international organization 一个国际组织

1. However, they may not be able to understand everything.

2. This is because Britain ruled India from 1765 to 1947.

3. All languages change when cultures communicate with one another.

4. What the British call “petrol” the Americans call “gas”.

(美国人把被英国人称作“petrol”的东西称作“gas”。 此处what引导宾语从句)

5. Actually, it was based more on German than present day English.

6. …those who reported the news were expected to speak excellent English.

7. The US is a large country in which many different dialects are spoken.

(in which= where, 其引导定语从句。 美国是一个大国，国内说着许许多多的方言。)

8. …there is more than one kind of English in the world.

(more than one+单数可数名词，作主语时，谓语用单数)

9. It is not easy for a Chinese person to speak English as well as a native English speaker.

(对于一个中国人来说把英语说得跟以英语为母语的人一样好是不容易的。)

句型：It is + adj/n+ for sb to do sth 对于某人来说做某事是…

扩充：It is + adj+ of /for sb to do sth

当句式中形容词修饰to do sth 时用for; 若形容词修饰sb，则用of.

eg: It’s kind of you to help me carry the box.

附：

1. either…or…和neither…nor…连接两个名词作主语，谓语动词采取就近原则。

三个表示最后最终的用法：

⑴finally: 按照顺序的最后，常与first, secondly 等连用

⑶in the end: 经过长期曲折斗争努力，终于… 如：战争等

4. 与人交谈，常会有听不清楚或听不懂的情形，遇到这种情况该如何开口呢？

⑴Pardon?

⑵I beg your pardon? I don’t understand./ Sorry, I can’t follow you.

对不起，我没听懂，请再说一遍好吗？

⑶Could you say that again, please? / Could you repeat that, please? 请再说一遍好吗？

⑷Could you speak more slowly, please? 请你说得慢一点好吗？

5. include ─ including; included

actually ─ actual (adj); rapidly ─ rapid (v)

wide (adj) ─ widen (v); broad (adj) ─ broaden (v)

foreign ─ foreigner;

6. petrol------gas ;

lift------elevator;

film------movie; sweets----candy;

dream of/ about doing sth 梦想做某事

persuade sb to do sth= persuade sb into doing sth 说服某人做某事

persuade sb not to do sth= persuade sb out of doing sth 说服某人不做某事

insist on (one’s) sth/ doing sth 一定要；坚持要

the best way of doing sth/ the best way to do sth 干某事的最好办法

determine to do sth ( 动作) / be determined to do sth （心理） 决心干某事

can’t wait/ can hardly wait to do sth 迫不及待想干某事

for one thing… for another （用来引出某事的理由）一则… 二则…

1. It was my sister who first had the idea to cycle along the Mekong River.

强调句基本句型：it is/ was…. that….其中指人时可用who(主)，whom(宾)。

2. Although she didn’t know the best way of getting to places, she insisted that we (should) find the source of the river.

insist that….(should)+ v原形 坚持要；坚持要求

3. Have you ever seen snowmen ride bicycles? (metaphor)

4. To climb the mountain road was hard work but to go down the hills was great fun.

5. Good luck on your journey.

6. The lake shone like glass in the moonlight. (simile)

a great/ large number of =a great many/good 大量的

be trapped in/ under 陷入……/ 陷在……下面

the high school speaking competition 高中演讲比赛

have sb do sth= make sb do sth= let sb do sth 让某人做某事

come to an end (vi) = put/ bring sth to an end = put/ bring an end to sth 结束某事

be proud of / take pride in 以……而自豪

one-third 1/3 two-thirds 2/3

seventy-five percent 75%

right away= right now= at once= immediately 立刻

happen= take place= come about= break out

1. It is always calm before a storm.

2. Now, imagine there has been a big earthquake. 此句为There be 句型

3. Mice ran out of the fields looking for places to hide. 现在分词表伴随

4. It seemed that the world was at an end.

5. Water, food and electricity were hard to get.

句型：主语+ be + adj + to do 其中to do 用主动形式表示被动含义

6. All hope was not lost. all 与not 连用 表示部分否定

7. It’s never too late to learn. 活到老，学到老。

falling leaves 正在落的叶子 boiling water 正在沸腾的水

fallen leaves 已经落在地上的叶子 boiled water 开水

Unit5 Nelson Mandela----a modern hero

lose one’s heart to sb/sth 爱上，喜欢上

be out of work = lose one’s job 失业

as a matter of fact = in fact = actually 事实上 beg for 乞讨

set about 着手做某事 (set about doing sth)

set out 陈列，摆出；开始（set out to do sth）

be active in = take an active part in 积极参与，在……活跃

keep sb from doing sth阻止某人做某事 die for 为……而死

put sb in prison= throw sb into prison= send sb to prison 把……投入监狱

have problems/ difficulty/ trouble with sth

have problems/ difficulty/ trouble (in) doing sth have a go= have a try

answer violence with violence 以暴制暴

equal (adj)------equally (adv)------equality (n) violence (n)------violent (adj)

cruelty (n)------cruel (adj)------cruelly (adv)

educated (adj)------education (n)

1. Only then did we decide to answer violence with violence.

only 放在句首且后接状语时（作状语：副词；介词短语；状语从句），要使用部分倒装------才用一般疑问句语序。

Only yesterday did his father tell him the truth.

Only when his father came back did he go to bed. （从句无需倒装，主句要倒装）

2. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.

3. I felt bad the first time I talked to the group.

链接：It’s the first time that 现在完成时

It was the first time that 过去完成时

4. He taught us during the lunch breaks and the evenings when we should have been asleep.

高中英语必修2教案 篇4

1.attitude to/towards

sb/sth

2.take/adopt/have a

positive/negative...attitude

3.previous adj.ver.1.2.3.4.5.6.5.be covered with/by...． 6.enthusiastic adj.(about)

7.enthusiasm n． 8.amazing adj.9.amazed adj.(to

do)(at/by)10.amaze v

11.amazement n． 12.to one’s amazement 13.in amazement rmation n． rm sb.of sth.16.instruction n． 17.instruct v． 18.bored adj.(with)19.boring adj.20.bore v．

21.embarrassed adj.22.embarrassing adj.23.embarrass v．

24.embarrassment n． 25.behavior n．(U)26.behave oneself 27.description n． 28.describe v． 29.impressive adj.30.impress sb with．..＝sb

be impressed with/by． 31.impress sth on sb/on

one's memory32.leave/make an

impression on sb 33.encouragement n． 34.encourage sb.to do sth.35.discourage sb.from

doing sth.36.disappointed adj.37.disappointing adj.38.disappoint v． 39.disappointment n.40.disappear from sight 41.appear vi.42.(Link-v.)appear

adj./n./to be..43.It appears that从句 44.appearance n.45.be similar to sb.in sth.46.far from 47.nothing like 48.in other words 49.in a/one word 50.in words

51.keep/break one's

word/promise

52.have a word with sb 53.have words with sb 54.word come that....55.leave word with sb.56.=leave a message to sb.57.look forward to

(doing)sth.58.pay attention to

(doing)sth.59.be/get used to

(doing)sth.60.get down to(doing)sth.61.stick to(doing)sth.62.devote...to(doing)sth..63.lead to(doing)sth.64.at the start of 65.at the end of 66.go to college 67.be divided into

68.divide(up)．..among/be

tween

69.divide....in half/in

two/into halves

70.separate...from/by.....71.took an active part in...72.take part in 73.join 74.join in 75.attend

76.attend to...1.2.77.I don't

think/believe/imagine/suppose/expect that.....78.This room is three times

as big as that one.＝This room is three times bigger than that one.＝This room is three times the size of that one.79.Tom has made rapid

progress recently.—Oh，so he has and so have you.80.①So＋系动词/助动词/

情态动词＋主语②neither/nor＋系动词/助动词/情态动词＋主语③So it is with.../It is the same with...

高中英语必修2教案 篇5

Unit 5 Canada-The True North

古丽

Teaching goals Get the students to be able to understand and use the words and expressions below: 1.rather than

settle down

have a gift for

in charge of

look over

ntinent

baggage

scenery

harbour(=harbor)eagle

maple

booth

buffet

bush

dawn

Teaching aids A Projector, an exercise paper and text book.Teaching process Warming-up 1)Students to read the words and expressions on P98-99 for once.(2 mins)2)To show the students the words and expressions we are going to learn at this unit.Section 1 1.Students to read the sentences related to the five phrases and use two minuets to guess the meaning of the related phrases in the sentences.1.Rather than(2mins)I think Tom, rather than you, is to blame.She would rather die than give in.Most men prefer to spend the weekends at home rather than go shopping.rather than ____________ would rather do than do__________ prefer to do rather than do_________

2.Settle down(2 mins)They'd like to see their daughter settle down, get

married and have kids.Have you settled in the new workplace? how is everyone treating you? It was so noisy in the office that i couldn't settle down to write uld you settle up the bill? settle down________ settle in_________ settle down to________ settle up_____________

3.Have a gift for(2mins)She has a gift for learning language.She has already mastered four languages including Chinese, English, French and Russian.Miss.Xu and Mr.Tan in class 19 are gifted at dancing.We enjoyed their dancing at the opening ceremony of school sports meeting.have a gift for_________ be gifted at___________

4.In charge of(2 mins)Mary is in charge of the children.The project is in the charge of an experienced worker.The police said he would take charge of the gun.Iced water is free of charge in restaurants.in charge of _______ in the charge of __________ take charge of __________ free of charge_________

5.Look over(2 mins)

We looked over the house again before we decided to buy it.I'm looking forward to working with you.You musn't look down upon the disabled.As I look through the newspaper, I found some useful information.look over________ look forward to________ look down upon________ look through_________

2.After students finished this, ask them to do the exercise below in 3mins.rather than

settle down

have a gift for

in charge of

look over

.These are your problems _______mine.2.I do not him to be __________ of our company.He is very irresponsible.uld you ______ the bills again? I think there is something wrong with it.4.His brother ___________ music.He can play lots of musical instruments.5.I hope you have _______ in the new country.3.Ask students to read all the sentences above together for once.Then ask them to look at the exercise paper and do the translation exercise in 5 mins.1.我想要冷饮，不要咖啡。（rather than)2.他去法国回来后，决定在家乡安顿下来。（settle down)3.我弟弟对唱歌有天赋。他的声音很好听。（have a gift for)4.我们的校长掌管我们的学校。(in charge of)5.在交卷前，你能再检查一下么？(look over)

After this is done, ask students to read the words and expressions again which we aimed at comprehending at this unit.Section 2

1.Ask students to guess the Chinese meaning of the ten nouns ntinent

baggage

scenery

harbour(=harbor)eagle

maple

booth

buffet

bush

dawn

2.Then, let them look at the pictures on the screen and ask them to guess the words to describe the pictures.Let them spell out the words if possible.(2 mins)

3.Ask Ss to cover up their text book and spell out the English words for Chinese meanings of the ten nouns on their paper.1.大陆

2.风景

3.灌木

4.自助餐

5.海港

6.公用电话间

7.枫叶

8.行李

9.鹰

10.黎明

4.Ask Ss to finish the exercise below.1.Many Europeans explored the _____(大陆)of Africa in the 19th century.uld you give me a hand to carry my ______(行李)to the bedroom? 3.The _____(风景)of the West Lake is beautiful beyond description.4.Sailing in the _____(海港）is popular in Canada.5.A great number of _____(鹰)winged their way across the valley.6._____ leaf(枫叶）is the national symbol of Canada.7.There is a _____(公用电话间）downstairs.8.You cannot ask for someone to take your order when you eat a

(自助餐）.9.The rabbit is hiding in the _____(灌木）, let's find it.10.This is the most beautiful _____（黎明）I've ever seen.Section 3 Let students finish the exercise below using the five expressions and ten nouns we’ve learned in this class.When asked what I want to do in the summer vacation, I said that I like to cross the ______ to see the beautiful _________ along the journey _______staying at home watching TV or playing computer games.I_______ the map and found that Canada is an interesting country to visit.So I decided to go to Canada.With this decision, I called my friend Mary from the ________ on the street and told her that I will be there in 4-5 days.I told her I would like to go to the ________ to see the beautiful sunrise and to go to the park to enjoy the _______leaves, which is the national symbol of Canada.She was very excited about this.Then, I hung up the phone and went home.On my way home, I saw an_____ on the green_____by the road.After I got home, prepared my ________and bought a plane ticket on the internet.The next day, I flew over to Canada and met my friend.She took me to a hotel and helped me to ______.She told me there would be a welcome party for me that night and she was ________ the party.We went to the party together and enjoyed the delicious _______.Early in the next morning, Mary and I got up at _______ and started our tour in the city.Section 4 Homework: Finish the exercise on p57 on the exercise book.

高中英语必修2教案 篇6

Where’s your pen pal from?

一、单元教材分析

本单元的中心话题是pen pals。主要语言功能项目是talk about countries, cities and languages。语法结构为 Where…from; Where…live and whatlanguage…speak。先以Activity1复习语言与国家的配对练习入手，Activity2a, 2b一个综合的听力训练来展示学生的听力能力，并以听力内容为基础，通过Activity2c中假设的两人对话操练来培养学生的交流能力，同时也引导学生多沟通与多交流。

Activity3a是一篇email形式的阅读文章，并有相关问题由学生在阅读后进行回答Activity3b 是根据提供的信息进行填空的写作练习，Activity3c是一篇模仿写作，让学生给自己的笔友写一封关于本人信息的email。我在各课时教学中设计各种各样的小活动，通过Discussion，Classifying，Guessing等不同方式让学生掌握本单元的知识点，用学会的知识与外国的笔友自如的交谈是学习本单元的目的。

二、教学目标分析

1、语言目标

a. 重点词汇：

Countries: Canada, China, France, Japan, the United States, Singapore,Australia,The United Kingdom, Paris.

Cities: Sydney, New York, Toronto, Toyo, London

Languages: English, French, Japanese, Chinese.

b. 重点句型： -Where…from? -She‘s/He‘s from…

-Where does…live?-She/He lives in …

-What language does she /he speak? -She/He speaks ….

2、能力目标

a. 培养学生在文段中寻找信息的能力;

b. 学会用英文给笔友写回信，简单介绍个人情况;

c. 通过有效地小组合作，培养学生合作能力及团队精神。

d. 在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 ,

使学生能熟练运用新句型来谈论年龄和日期。

3、交际目标

通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。

4、德育目标

了解世界，了解不同地区的人文风俗;学会理解和尊重异国文化。

三、单元重难点分析

重点： 1. 谈论国籍、民族及其语言。

2. 询问并回答人们的住处。

难点： 1. 含from的where引导的特殊疑问句及其回答

2. 含live的where引导的特殊疑问句及其回答

四、课时结构

为了能较好地实现既定的教学目标，结合本单元教学内容和学生的学习规律，将本单元授课时定为四课时。

Period 1 Section A 1a—2d

Period 2 Section A 3a—Section B2c

Period 3 Section B 3a---3c

Period 4 Summing up Section A and B and the grammar.

五、教学过程设计

The First Period

Teaching aims:

1.Learn to express the main countries and cities.

2.Know something about the countries.

3.Master where- sentence structure.

Key points:

1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore,the United Kingdom, country, Sydney, New York, Paris, Toronto,Tokyo world

2.Sentences: -Where is your pen pal from? -He‘s from Australia.

-Where does he live? - He lives in Paris

-Where is John‘s pen pal from ?

Teaching aids:

Some cards with cities and countries.

Teaching procedures:

Step 1.Lead—in (1a&2a)

First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通过这个环节，教师完成本单元的新单词的导入，通过提供给学生每个国家的地图，让学生猜出国家名称及相应的城市，学生能有意识的记忆国家及城市的名称，并为整节课任务的完成奠定最基本的词汇基础。在看图片时学生能够做到精神集中，并能激发学生的学习兴趣。

Step2.Practice(1c&2d)

①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with ―Where is she/he from?‖ and ―Where does she/he live? Ask some students to stand up and practice with teacher.

②With these sentence structures, ask students to practice them in pairs.

③Make a Survey to understand your classmates better.

上面这些句型的操练都是为了最后一个任务作铺垫。操练的过程中可以及时纠正学生的错误。然后让学生填写调查表，了解全班同学的笔友分别来自哪个国家以及居住在哪个城市，同时让学生认识和了解一些国家和城市相关地理文化知识，

拓展学生的视野, 激发他们的兴趣。在完成任务的过程中运用where…from和where…live引导的特殊疑问句, 综合运用目标语言, 询问并回答人们的国籍和住处。

Step3.Listening comprehension(1b,2b&2c)

After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口头练习的基础上，在他们熟练掌握本课时句型以后再做这些听力应该是不难了，这样可以增加他们学习英语的信心。并且这些听力材料的设计也是层层递进，由易到难，充分考虑到了学生的层次，起到了很好的巩固作用。 Step4.Homework

Revise Section A1a—2d

Make a similar dialogue about pen pals

The Second Period

Teaching aims:

1. Go on to learn the countries and cities.

2. Master where- sentence structure.

3. Learn the new sentence structure: -What language does she/he speak ?

- He/She speaks…

Key points:

1. Words: language, Japanese, French, in English.

2. Sentences: -What language do they speak?

-What language does she /he speak ?

-She/He speaks ……

Teaching aids:

Some cards with cities and countries.

Teaching procedures:

Step1.Revision (Brain Storm)

Use fresh maps of some countries, let the students say the names of these countries as quickly as possible.用这样一个小小的游戏，既复习了上一课时的单词又活跃了课堂的气氛，也为这一节课新知识的教授作好了衔接。使新课的导入自然又轻松。

Step2.Lead—in (3a&SectionB1)

The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Let‘s look at the map and guess. Then do a matching exercise to consolidate the knowledge. At last do 3a and sectionA1.通过一系列的活动，让学生知道那个国家讲什么语言，学会说这些语言的单词，为下面的任务做准备。

Step3.Listening comprehension (SectionB2a&2b)

Do some listening exercise to review what we learned before.通过这个听力练习，巩固前面所学的知识，也为下一步的学习举了一个范例，相当于一小步导入。

1My pen pal is . She is from speaks has .

2.Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals.

The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes….

3.Discuss with your deskmate.

4.Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages,

初中英语教案

教案是老师上课之前需要备好的课件，每个老师都需要仔细规划教案课件。学生课堂反应会在老师教案里体现出来，好的教案课件怎么写？我们为您特别为您筛选的“初中英语教案”一定能够让您满意，为了不忘记重要信息还请您收藏该网页链接！

初中英语教案(篇1)

SectionA 1a-2d

一、教学目标

（一）知识与技能：

1. 学习并掌握1a-2d的单词和短语

(1) rainstorm, alarm, begin ,heavily ,suddenly, strange；

(2)go off, pick up, take a shower, make sure；

2. 掌握并运用句型

(1)What were you doing yesterday at the time of the rainstorm?

(2)When you called, I was having a shower.

(3)So while you were sleeping, I called Jenny and she helped me.

(4)What were you doing when the rainstorm came?

3.掌握过去进行时态的结构和功能，学会使用when和while从句。

（二）过程与方法：

1.通过情景介绍的方式进行词汇或短语教学，让学生在情境中操练、理解并学会运用；

2.采取Pair work或Group work问答式的口语交际活动，让学生运用表达方式和句型互相操练“过去某一时间正在做某事”；

3. 采取与图片配对、圈出正确答案的听力方式帮助学生掌握听力技能；

4. 采用Role-play的学习策略，利用课件引导学生自主学习，展开课堂教学。

（三）情感态度与价值观：

培养学生在交谈中表达过去的动作在某一时刻发生，使学生能够提高自己的语言表达能力，并促使学生养成勤于观察，勤于思考和勤于记录的好习惯。

二、教学重难点

（一）教学重点：

1.过去进行时态的结构和用法；

2.能够用英语谈论过去发生的难忘的事情，能用英语来讲述故事；

（二）教学难点：

1. 能够用英语谈论过去发生的难忘的事情，能用英语来讲述故事；

2. 理解连词when和while的含义与使用。

三、教学策略

语音教学——让学生进行模仿操练；词汇教学——采取情景介绍的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学——采取 Pair work和Group work 问答式的口语交际活动互相操练；听力教学——采取与图片配对、圈出正确答案的听力方式。

四、教学过程

Step 1 Free talk

1. 要求学生试读课本单词表中的单词和短语，帮助学生解决语音问题。

2. 询问某个学生正在干什么并请求回答的句型，在黑板上板书。

3. 展示图片，向学生提问题。

(1) What are you doing?

(2) What is she/he doing?

e.g. reading , writing, listening to the teacher carefully，playing basketball and so on.

【设计意图】首先，读会单词、短语，帮助学生们解决语音问题，可以让接下来的课上得更顺利。其次，本单元的话题涉及谈论过去发生的难忘的事情。通过学生课前的预习，帮助学生回顾现在进行时的句型。既可以检测学生的预习的是否到位，同时可以为这堂课的句型学习做好铺垫。然后，设计的二个问题是关于现在进行时，通过二个问题的提问与回答，鼓励学生勇于开口，讲述自己身边发生的事情，促使学生积极参与，活跃了课堂氛围。

Step2 Warming-up

1.设置场景一：上星期天上午Lucy家发生的事情，如何用英语表达。

--- What was Lucy doing at this time last Sunday?

--- Lucy was doing her homework.

2. 设置场景二：昨天有一场暴风雨，暴风雨来临时，他们在哪儿？正在干什么？

Where was the girl when the rainstorm came？ And what was the girl doing at the time of the rainstorm ?

【设计意图】通过对身边发生的事情的描述，引出本单元的中心话题和重点句型，为以后的学习打下基础。

Step3 Listening

1. 引导学生观察单元主题图中的四幅，读1a，学习相关生词及表述，

2. 将1a的地点与图片配对。

3. 学生朗读1b的八组短语；学生听听力，核对答案；讲解句中出现的生词及短语等。

【设计意图】通过课本四幅图片，生动具体地展现出当时的`场景，进一步激发学生说的欲望。讲出本单元的关键句型，并在句型中穿插动词短语，用红色笔凸显，加深学生的印象，让学生注意。

Step4 Pair work

1. 要求学生跟读听力材料，模仿语音语调。

2. 让学生结合1a活动中自己写出或摘抄的内容创编对话，对编排优秀或有创意的学生及时肯定、表扬。

【设计意图】由于此前的1a，1b活动中已积累了一些句子，因此操练对话能帮助学生进一步掌握目标语言。同时，通过模仿语音语调，使学生的口语能力有更原汁原味的折射。

Step5 Listening

1. 让学生观察五幅插图，并引导学生尝试用动词短语表述五幅图片的含义，带读短语

2. 听2a，并核对答案。

3. 在2b中，先要求学生浏览句子，了解句子的大意；其次让学生预测这些空可能缺少怎样的单词；最后给出五个短语，让学生听听力填空，核对答案。

4. 让学生将动词短语极其意思进行匹配；要求学生观察短语，并总结他们的共性。

【设计意图】这部分听力要求学生听完男孩的独白后，根据故事发生的顺序排序，语段较长，语速较快，但根据插图学生还是能较快地排好序听完第二遍后要抓住细节填空，逐步加大难度，希望通过快速听力中捕捉具体的细节，这也是中考目标的要求。

Step6 Group work

1、让学生们以2a为基本话题，以对话的形式复述对话，要求学生分角色扮演男孩和电视记者，练习用目标语言谈论过去的事情，以2人为一小组，模仿2a,2b的内容编写对话，并表演出来。

2、让学生们自己对自己的表现及语言表达能力进行了自我评价，迁出优秀的一组，给予鼓励表扬。

【设计意图】模仿训练、巩固过去进行时态的相关知识，提高学生知识运用能力。通过运用和表演，既复习新知，同时以竞争机制评出“最佳表演组”，促使学生们积极参与，让学生感受成功的愉悦，也活跃课堂。

Step7 Exercises

要求学生将答案填在导学案上，一定时间之后核对答案并讲解。

【设计意图】练习是学生心智技能和动作技能形成的基本途径，课堂练习的目的在于使学生理解、掌握知识，是学生学习活动的一个必不可少的组成部分。

Step8 Role-play

1. 播放听力，让学生跟读磁带，了解对话大意。

2. 让学生齐声朗读对话，纠正读音，解答学生存在的语言障碍。

3.要求学生用所学目标语言谈论Mary和Linda在过去事件所做的事情，以巩固练习目标语言。

4. 学生结对分角色朗读对话，给予适当评价。

5. 讲解语言知识点：

1). My alarm didn’t go off so I woke up late.

alarm n. 闹钟

e.g. What time shall I set the alarm for?

我该把闹钟拨到几点钟响？

2). I was waiting for the bus when it began to rain heavily.

①begin v. (began) 开始

e.g. I’ll begin whenever you’re ready.

你什么时候准备好我就开始。

常用的句型： begin to do与begin doing

一般来说，begin to do和begin doing可以互换，但在以下三种情况下，用to do。

I. 主语不是指人，而是it等。

如：It began to rain.

II. begin后接表示心理活动的词。如：begin to know还有believe, wonder, think

等词。

III. begin本身是ing形式，为避免重复后接to do。即：beginning to do

② heavily adv. 在很大程度上；大量地

e.g. moving heavily 吃力地移动

It was raining heavily. 雨下得很大。

3). So, when the rainstorm suddenly came, …

suddenly adv. 突然；忽然

e.g. I suddenly remembered that I hadn’t locked the door.

我忽然想起没有锁门。

4). That’s strange.

strange adj. 奇特的，奇怪的；不可思议的

e.g. a strange noise 奇怪的声音

He’s always here; it’s strange you’ve never met him.

他经常在这，你却没有见过他，真是不可思议。

5). I called at seven and you didn’t pick up.

pick up(=pick up the phone) 接电话

pick up 还有以下含义：

①拾起；抱起

e.g. The children picked up many sea shells at the seashore.

孩子们在海边捡到许多贝壳。

Pick that book up. 把那本书拣起来。

② 搭载

e.g. The car stopped to pick me up.

汽车停下来接我。

【设计意图】分角色朗读课文，形象生动，如亲临其境，可以把注意力吸引到课文的内容中去，领略其中的含义，更能加深印象，不容易忘记。其次，分角色朗读对话可以调动学生的积极性，提高表达能力。而且，还能增加课堂气氛，营造出积极、活跃的课堂气氛。

Step9 Summary

1、重点词汇: rainstorm, alarm, begin ,heavily ,suddenly, strange, go off, pick up, take a shower, make sure

2、重点句型:

(1) What were you doing yesterday at the time of the rainstorm?

(2)When you called, I was having a shower.

(3)So while you were sleeping, I called Jenny and she helped me.

(4)What were you doing when the rainstorm came?

3、掌握过去进行时态的结构与用法

Step10 Homework

1、复习这课堂的词汇并造句

2、描述你的某一天发生的事情，要求用过去进行时态

初中英语教案(篇2)

初中英语教案设计5篇

作为一名英语学科教师，应该要学会写一篇初中英语教案设计，因为英语教案能够对你的英语教育工作带来帮助。快来写一篇初中英语教案设计吧。下面是小编为大家收集有关于初中英语教案设计，希望你喜欢。

初中英语教案设计1

一、语言知识与技能

1.根据读音规则和音标拼读单词。

2.理解和领悟词语的基本含义、语法项目以及语言形式的基本结构和常用表意功能;

3.能在日常交际情景中听懂对话，例如，能听懂连续的指令并据此完成任务;能引出话题并进行几个回合的交谈;

4.能听懂接近正常语速、熟悉话题的语段和简单故事，获取相关信息;

5.能运用…..词汇和…..语言形式就熟悉的话题进行交谈;能运用…..词汇和…..语言形式及(或)所给提示描述人、物、事件、行为、特征等，表达简单的观点;

6.能在教师的指导下进行简单的角色表演;

7.能连贯、流畅地朗读课文;能从简单的文章中找出有关信息，理解大意;根据上下文猜测生词的意思;

8.每天课外阅读量最少达到100词。

9.能运用…..词汇和…..语言形式以及参照范例(文章结构)写出简单的文段等，包括起草和修改。

二、文化意识

10.了解语言和语用的文化因素，体验跨文化交际。

三、学习策略

11-(1)利用读音规则和音标拼读词汇，利用上下文、非语言信息等理解词义，联想学习和记忆词汇，构词法等。

11-(2)利用情境等理解语法结构和表意功能，发现语言规律并举一反三。

11-(3)复习、整理归纳所学内容。

11-(4)利用预测、语调、重音、问题等来获取听力信息。

11-(5)在课内外活动中借助体态语用英语交流。

11-(6)利用预测、跳读、寻读、细节读等来获取文章信息。

11-(7)仿写短文，准备素材、起草短文并修改。

11-(8)明确目标，制定计划，

11-(9)了解并跨文化交际(恰当使用)。

四、情感态度

12.乐于参与英语活动，敢于用英语表达，积极与他人合作，体验自己的学习效果。

备教学

重、难点

内容

课标具体知识、技能、文化目标

知识与技能、文化意识的重、难点内容

课标具体策略目标选择

sectionA

sectionB

目标1

在读写过程中，能够根据读音规则和音标拼读单词。

11-(1)

11-(2)

11-(3)

目标2

词汇：

name,nice,to,meet,too,your,Ms.,his,and,her,yes,she,he,no,not.

语言形式：

1)what’syourname?---Alan./I’mAlan./Myname’sAlan.

2)Nicetomeetyou.

3)What’shisname?---He’sEric./Hisname’sEric.

4)What’shername?---She’sMary./Hername’sMary.

5)IsheJack?---Yes,heis./No,heisn’t.Hisname’sMike.

6)AreyouHelen?---Yes,Iam./No,I’mnot.I’mGina.

词汇：

zero,one,two,three,four,five,six,seven,eight,nine,telephone,number,phone,telephone/phonenumber,first,firstname,last,lastname,friend,China,middle,school,middleschool.

语言形式：

1)What’syourphonenumber?---It’s…/Myphonenumberis…

2)Isthisyourphonenumber?---Yes,itis./No,itisn’t.

3)What’syourfirst/given/last/familyname?---Myfirst/given/last/familyname’s…

初中英语教案设计2

一、教材分析

(一)教材的地位及作用

本课是新目标英语八年级上册第8单元，教材以 How was your school trip ? 为中心话题，围绕着描述“过去发生的事情”展开，学习和运用一般过去时态的一般疑问句Did you go/see /buy…? Were there any…?询问过去的事件，让学生学会谈论和分享过去发生的事件。本课教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生通过交换对过去发生的事情的描述及看法，促进学生之间和师生之间的情感交流，增进情谊。Section A的主要学习内容是：复习一般过去时态和动词的规则与不规则变化，学习一般过去时态的两种一般疑问句: Did you…? Were there any …?教材安排了许多听，说，读，写的任务活动，我将灵活运用这些活动，将其中的一些活动进行变化或整合，如：1c,2c和3c的Pairwork活动内容相似，我将把2c和3c整合成一个Interview(采访)的任务活动。

(二)教学目标

根据《英语课程标准》关于总目标的具体描述，结合第八单元的教材内容，我按语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：

1、知识目标：单词：学习掌握词汇aquarium,, gift shop, seal, shark, hang out等。

功能：描述过去发生的事情

语言结构：规则动词和不规则动词的一般过去式

一般过去时的一般疑问句

句型：Did you go to the zoo? Yes, I did. No, I didn’t. I went to the aquarium. Were there any seals? Yes, there were. No, there weren’t any sharks.I saw some sharps/ I went to the aquarium.

2、语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化;能听懂本课学习活动中的问题，做出较得体的回答。

说：能在本课的任务型活动如：游戏、调查、故事接龙等中进行简单有交流。

读：能正确朗读本单元对话和句型;能查阅工具书为完成任务做准备。

写：能写出本节课学习的单词和句型，能运用简单的句子写出过去的活动和感受。

3、学习策略：抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借

助手势和表情。

主动参与学习活动，善于和他人合作。

4、情感目标：通过描述过去所做的事，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的喜好，增进情谊。

5、文化意识：用恰当的方式表达赞扬或自己的观点;了解英、美国家中小学生的业余生活，培养世界意识。

初中英语教案设计3

一、教学目标：

1. 语言知识目标：

1) 学习掌握下列词汇：copy, return

2)进行一步复习巩固学习Section A 部分所学的生词和词组。

3)对询问困难及提出的建议的句型，掌握其规则。

4) 通过不同方式的练习，来熟练运用询问及提建议的表达方式。

2. 情感态度价值观目标：

让学生了解每个人在生活中都有可能遇到一些挫折和不幸，我们多去向那些不幸和困难的人们多表示自己的爱心，多去理解和帮助他们，多向他们提出解决问题的建议而不是去嘲笑他们。

二、教学重难点言

1. 教学重点：

1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。

2) 熟练掌握和运用询问困难和提建议的表达方式。

2. 教学难点：

1) 总结询问问题和提出建议的句型，掌握规则。

2) 练习运用所学的句型。

三、教学过程

Step 1 Warming- up and revision

1. Have a dictation of the new words learned in the last class.

make sth. clear (同义词) ___________

talk (同义词) _______________

not allow (同义词) ______________

worried (同义词) ______________

get along with (同义词) ____________

communicate (名词)_____________

old (比较级) _______________

2. Check the homework.

3. Let some Ss read the article in 3a. Then finish the short passage about Sad and Thirteen. (见课件)

1. Sad and Thirteen has some _________. He can’t __________his family. His parents _____ a lot. It’s the only _____________ they have. When they _____, it’s like a big black cloud ____________their home. He doesn’t like it.

His brother always watches whatever he wants until midnight. He _______ to let him watch his favorite TV show. So He always feels ______ and ________ at home.

2. Robert Hunt thinks Sad and Thirteen should _________ these feelings to his family. He should ____ to help. Maybe he _________ _____ jobs around the house so that they have more time _______________________. Second, he could sit down and ____________ ____ his brother. He could ________ that he _________ him watching TV all the time, however, he should let him watch his _____________.

初中英语教案设计4

一、教学目标

1、复习一般疑问句is this a …? yes, it is.

2、复习四个单词a banana , a pear , a mango和a peach。

3、能使用一般疑问句is this a …?向他人询问和确认某件物品，语音语调正确。

4、学习歌谣mango.

二、教学重点、难点

会说歌谣mango; 复习所学的内容，要求发音正确。

三、课前准备

图片，录音磁带，单词卡片等，预先写好课题unit 5 fruit

四、教学过程

step 1sing a song

组织学生齐唱歌曲goodmorning .

step 2 free talk

利用图片复习一般疑问句is this a …? yes, it is.及文具和水果单词。

t: hello, boys and girls. is this a …?

ss: yes, it is.

step 3 play a game

这是一个“摸摸猜猜”游戏。教师准备好一个不透明的包，放入需要的物品。

1、讲解游戏的做法。

2、带领全班学生做游戏。教师先做示范。

t: boys and girls, let’s play a game.

t: look! this is my bag. there are many fruit in it, but you can’t see it. you can touch and guess. let me try first.(教师将手伸入包里摸一下水果，想一下，然后闭上眼睛推测is this a ..?一边说一边将水果拿出来给学生看，等到学生给予应答后才睁开眼睛看自己说的对不对。)

初中英语教案设计5

Properties: Recorder, Overhead Projector and a map of world.

Teaching Objectives:

1. Practise listening ability.

2. Revise the grammar: the Comparative Degrees of Adjective and Adverbs

The Past Perfect Tense

Language Focus: Checkpoint 18

Teaching Procedures:

I. Showing the teaching aims

II. Revision

Check homework, then ask the students to read the partners' homework to share with each other.

Revise the use of the Infinitive

III. leading in

T: Today we'll learn something about Coco. Do you know where she is from?

IV. Listening practice

Play the tape or for the students to listen and find the answer, then look at the workbook, Exercise 1, go through the questions with the students and make sure they can understand what they mean. Play the tape again, let the students discuss their answers in pains before the teacher checks the answers with the whole class.

V. Presentation

Show the students a map of the world, and ask: What map is it? Help the students find “China” and “India” on the map. Let the students discuss the two countries: They are developing countries. They have a large population in the world.

Ask: What’s the population of China and what’s the population of India? Let the students read Part 2 and answer the questions. (China's population is 1 328 000 000 and India's population is 1 000 000 000). That’s to say India’s population is smaller than China’s .Ask the students to use the words in the box to complete the passage, then read together, finally ask the students to retell the text.

VI. Practice

Revise the Grammar: The Past Perfect Tense, give some examples:

1. He had left before his wife came back.

2. I remembered that Peter had already got a bike.

3. By the end of last month, he had learned 2000 new words.

4. When I got to the cinema, the film had begun.

Then ask the students to do Exercise 3. The answers are: 1 C 2 E 3 A 4 B 5 D. Let the students read these sentences together.

VII. Practice

Ask the students to do Exercise 4 first, then check the answers. The answers are: had, in, is, more, the, had, to, in, had, that, to, us, and, to

VIII. Workbook

Give the students five minutes to finish workbook. Do Exercises 1, 3 and 4. Then check the answers.

The answers to Exercise 1 are: took, went, found, was, called, told, had happened, said, would go, came, was found, checked, founded, said, stole, went, enjoyed, came, found, had stolen, had

The answers to Exercise 3 are: I worn out 2 try on 3 slow down 4 made up my mind 5 am pleased with 6 were angry with, deserve to 7 at least 8 as if 9 carried on

IX. Summary

Exercises in class

Fill in the blanks according to the text in this unit.

Lucy and Lily are___1___. They are living together___2___. But sometimes they fight. It doesn't last too___3___. They___4___very well with each other again.

They look___5__, so it's hard for people to recognize them: Who is Lucy___6__Lily. We always___7___mistakes. They feel___8__. They like most of the same things, for example: music, food and___9__. But Lily likes to___10__, Lucy likes to___11__, they don’t like the same colour,____12___. So they have some___13____Sometimes they disagree, but they never___14__. They love each other and they are___15___happy that they are twins.

Answers: 1.twins 2.most of the time 3.long 4.get on 5.the same 6.or 7.make 8. the same 9. books 10 .dance 11. sing 12. either 13. differences 14. fight 15.both

X. Homework

 

初中英语教案(篇3)

一、教材分析

预备篇的主要内容为 26 个字母和最基本的英语日常用语。教材的编写主要是帮助那些没有英语基础的学生更好地使用本套教材，同时又帮助有一点基础的学生尽快熟悉教材中的人物，激发他们的自信心，增强说英语的兴趣。

本单元的教学内容为：

1.学习Aa--Hh 八个字母。

2.学习八个人名。Alice, Bob, Cindy, Dale, Eric, Frank, Grace, Helen

3.学习打招呼的用语：

Hello!/Good morning!/Good afternoon!/Good evening!

4.学会问候熟识的朋友和应答：

--How are you?

--I’m fine, thanks. How are you?

--I’m OK.

二、教学设计思路

本教材主要是根据学生的认知特点和学生的实际水平来编写的，不仅帮助学生学会一些语言基础知识，更重要的是培养和发展学生的语言运用能力。每个单元都围绕一个中心话题来设计不同的任务，让学生通过“Learn by doing. Learn by using.”来完成。对教师来说，有更大的自由度来灵活运用教材，为自己的学生来量身定做学习方案。 本单元是为初学者准备的入门单元，总体内容不多，也不是很难，关键是做好一个衔接工作，根据学生的认知特点和心理特点，通过多样化的、趣味性的学习活动，让没基础的同学克服心里的畏难情绪，感觉到英语不难又很有趣;让有基础的同学更进一步培养起对英语学习的兴趣和自信。

三、教学重点

1.认识教材中的人物，熟悉八个名字。

2.字母 Aa-Hh 的教学。

3.打招呼用语：Hello! Good morning. Good afternoon. Good evening.

-- How are you? -- I’m fine, thanks. How are you? -- I’m OK.

4.字母 a，e 在开音节和闭音节中的读音规则。

四、教学难点

教材中英语人名的学习和大小写字母的学习及书写。

五、课时安排

第一课时：完成1a---1c

第二课时：完成2a---2E

第三课时：完成3a---3d

第四课时：完成4a---4d

六、教学步骤

The first period

Teaching aims:

1.能识别书中的八个人物。

2.学会八个人物的读音。

3.学会早上打招呼的用语。

Language points:

1.词汇：

1)名词：morning, Helen, Bob, Alice, Cindy, Eric, Dale, Grace, Frank

2)形容词：good

3)感叹词：hi, hello

2.句型：Hello! Good morning!

Difficulties:

1.八个英语名字的正确发音。

2.字母A, C, G, H的正确发音。

Teaching steps:

1.Warming up

①Teacher puts a name card with an English name above and a Chinese name below on

the big desk, then points to the name card and have an introduction.

T: This is my name card. I have a Chinese name ... and I have an English name ...

You can call me ...

②Greet the whole class and help them to say.

Hello, ... ! Good morning, ...!

2.Presentation (呈现新知识)

Teacher shows the photos of the eight persons by playing ppt and helps students to

learn to pronounce the names. Teacher says,Here are some new students. Let’s look

at them and learn their names.(通过幻灯片一个个地出现课文中人物的图片)

on 1a(完成 1a)

①Show the picture on page S1 on the PPT. (此步骤不出现问候语)

②Point to the persons and have Ss say their names.

③Say one of the names and have Ss repeat it, and then write it below Boys’names

or Girls’ names in the book.

④Check Ss’answers.

E.g.

T: Li Lei.

S: Yes.(示意学生起立回答问题)

T: Is Frank a boy’s name or a girl’s name?

S: A boy’s name.

T: Right. Sit down, please.

S: Thank you.

4.Presentation (呈现新知识)

Show a picture with Bob and Helen and have Ss guess what Bob would say to Helen.

The answer may be: Hello, Helen! or Good morning, Helen!

【教学设计说明】通过图画上的场景让学生进行猜测，满足学生的好奇心，也让他们了解Good

morning 的使用。

on 1b (完成 1b)

①Play the recording for the first time. Ss only listen.

②Play the recording for the second time. Students listen and repeat.

③Play the recording for the third time. Students look, listen and repeat.

T: Now please open your books to page S1. You can look at the conversations in your

book. Let’s listen and repeat.

on 1c (完成 1c)

①Have Ss practice reading the conversations in the picture in pairs. Move around

the classroom when Ss are practicing. Give them help if needed.

②Greet Ss using their English names. The other Ss listen, watch and learn.

③Students practice greeting each other. They can use their Chinese names if they

wish. Encourage them to use their English names if they can.

④T: Now I’ll ask some pairs to say your conversation to the class.

7.Homework (课后作业)

①听读模仿 1a，并且背诵。要求语音语调优美。

②模仿老师制作的姓名卡，学生在老师给出的英文名字列表中，选出一个名字，制作成卡片，

并学会正确地读出。

初中英语教案(篇4)

教学目标

1、能听懂会说本课的会话。

2、听懂会说How many 。.。 do you have? I have.。.并能在实际情景中运用，要求模仿正确，语调自然。

3、能听说认读本课主要词汇：Chinese book, English book, notebook, math book, story-book, school bag以及句子How many.。.do you have? I have.。.

教学重难点

教学重点：

1、句型：How many… do you have? I have…

2、词汇：Chinese book, English book, math book, notebook, story-book, schoolbag

教学难点：

1、发音：have, math book, story-book, schoolbag

2、区别书写形式：notebook, story-book与Chinese book, English book, math book

教学工具

多媒体

教学过程

（一)热身/复习(Warm-up/Revision）

1、复习第一单元My classroom所学内容

做游戏：Simon says教师说simon says: Clean the board…。学生根据游戏规则做出动作。

看图问答：教师出示一幅画有教室的图片，学生之间根据图片内容做问答练习。

2、复习与本课内容有关的单词

做游戏：教师先出示图片pencil, pen, pencil-case, ruler, ersaser, crayon, book, sharpener…，请学生说出单词。然后教师出示写有上述单词的卡片让学生读出来，让学生把单词和图片配成一对

（二)呈现新课(Presentation）

1、让学生熟悉句型How many… do you have? I have…

教师手拿两支铅笔，说：I have two pencils.

教师提问：How many pencils do you have?

学生回答：I have …

教师手拿一个书包，提问：How many schoolbags do you have?

学生回答：I have…

教师出示单词卡，教读schoolbag并让学生指一指自己的'schoolbag。（把单词卡贴到黑板上）

教师提问：How many books do you have?

学生回答：I have…

（教师可让多名学生来回答上述问题，并板书How many … do you have? I have…）

2、教师出示小松鼠和小熊的手偶、面具或头饰，一边说一边表演课文的对话。

小熊：I have many books in my schoolbag.

小松鼠：How many books do you have?

小熊：I have 6. An English book, a Chinese book, a math book, a notebook, two story-book.

3、教师提问：How many books does the Teddy Bear have?

学生回答：6。

教师提问：Do you know what books the Teddy Bear has?你知道小熊的6本书都是什么书吗？在学生回答不出来时，教师说：让我们一起看一看这6本书都是什么书吧。

4、让学生观看教学课件。[Unit 2 Let's learn/A]

5、教师分别出示语文书、英语书、数学书、故事书和笔记本，让学生用英文进行识别。学生在教师的帮助下学习这些单词。

6、教师出示单词卡，让学生认读单词。（把单词卡贴到黑板上）

学习math时，教师要注意提醒学生th咬舌尖。指导学生区别带有book这几个单词的不同书写形式。

7、学生听录音跟读、模仿。（使用教材相配套的录音带，Unit 2 Let's learn/A）

8、看教学课件，让学生分别给小松鼠和小熊配音。

9、让学生两人一组，运用所学知识进行扩充和自编对话的练习。如：

A: I have a new schoolbag.

B: Oh, it's nice. What's in your schoolbag?

A: A pencil-case and many books.

B: How many books do you have?

A: I have 4.An English book, a Chinese book, a manth book and a notebook.。

10、找几组学生汇报成果，共同交流。教师要及时做出评价。

（三)趣味操练(Practice）

游戏1 Listen and do

学生要根据指令做出相应的动作。由教师或某一个学生发布命令，其他学生听懂之后要完成这一动作。看谁做得又对又快。指令为：

Put your notebook under your bag.

Put your pencil in your desk.

Put your pencil-case on your chair.

Put your eraser near your pencil-case.

Put your English book on your head.

游戏2看谁拿得快

教师用英文说：Show me your English book. Show me your Chinese book…学生听到之后，要用最快的速度找到和举起相应的物品，看谁拿得快。

游戏3 Listen and draw

教师给学生每人发一张纸，纸上印有5个长方形。告诉学生每个长方形都代表一本书。做法：如教师说：English book，那么学生在第一个长方形上写几个英文字母即可。Math book可用算式或数字表示等等。主要是考查学生是否能听懂并把这些词进行区分。

（四)扩展性活动(Add-activities）

启发学生把本课所学句型和单词综合运用，并回答出问题：

How many Chinese books do you have?

How many English books do you have?

How many math books do you have?

How many notebooks do you have?

How many story-books do you have?

初中英语教案(篇5)

他们外语学习能力薄弱，外语成绩低下，一上英语课就心情烦燥，思维抑制，继而放弃外语学习，两极分化现象由此产生。因此，如何克服和矫正这部分学生外语学习上的困难，使他们充分发挥各自的学习潜能，提高学习积极性和学习成绩，是广大农村中学外语教师不断探索并致力于解决的难题，是全面提高农村中学外语教学质量的关键，也是当前外语教学法研究的重要课题之一。

一、存在的原因

（一）缺乏学习外语的必要的良好心理素质

1、目的不明确，盲目好奇

农村学习由于地域和环境等因素限制，知识面较窄，开始时对学外语感到新鲜，但学习目的不明确。他们带着迷惘、新奇开始了英语学习。学生学习常会出现这样的情况：感兴趣——失去兴趣和信心——厌烦和反感。开始阶段的学习热情高涨，当他们学会几个字母、几个单词和几个简单的句子时，课堂内外都可以听到牙牙学语的感人场面。但曾几何时，这种景象很低快每况愈下，因为，这种热情仅仅凭借好奇心的驱动，他们全不知学英语的艰辛以及保持这股学习热情所需要的毅力。所以，一旦困难接踵而至，日积月累，厌烦和反感便逐渐生成。

2、缺乏动机，学习时热时冷

学习动机是直接推动学生努力学习的内动力，是决定学生学习成效的重要因素。由于初中学生正处于少年向青年和转变时期，他们的情绪很不稳定，时而兴奋快乐，时而沮丧消极，学习态度很大程度上受情绪支配，学习热情忽高忽低。这种学习上的“泠热病”在初中生中普遍存在，严重影响了他们学习的稳步提高。语言学习一定要天天学、日日用，才能越学越好，所以英语学习也贵在坚持。但许多学生的情况往往相反，或一曝十寒，或浅尝辄止。知识、技能和能力得不到合理的发展，一遇到困难只想打退堂鼓。

（二）缺乏持久的学习兴趣和热情

使学生英语学习兴趣下降直至丧失的主要因素有：

1、音标不会拼读，单词记不住，文章前读后忘。

2、成绩始终不理想，学习没有成功感。

3、遇到困难和问题未能得到及时帮助和纠正。

4、作业负担过重，压力过大，学习始终处在紧张状态。5、得到的批评多，关心少，师生关系不融洽。

6、家长对子女学习漠不关心。

7、其它因素。

（三）缺乏良好的学习方法和习惯

相当多的学生由于没有掌握科学和学习方法，没有形成良好的学习习惯，学习效率很低。由于“不会学”而导致“不爱学和不愿学”，成了学习成绩差的一般

规律。因此，学习方法得当、学习习惯良好是提高学习效率、由“厌学“变成”“爱学”的关键所在。存在的主要不良学习方法和习惯有：

1、单词、词组死记硬背

由于没有过好语音关，所以普遍存在着发音不准、句子不会读的现象。记单词时都是用逐个读字母的方法，根本不考虑音、形、义的结合。有的学生为了防止读音遗忘，常在单词上注上汉字读音，令人啼笑皆非。

2、上课注意力难以集中

由于缺乏上好英语课的基本词汇，没有具备语言学习听说的基本技能和能力，上课听不懂，无法理解教师对句子或课文的陈述和讲解。于是，“视而不见、闻而不听、”长此以往，将一无所获。

3、不善于归纳和总结

学校，尤其是农村学校，长期采用陈旧的“搀扶”教学方法，使许多学生养成了在学习上“观望、等待、依赖”的习惯。他们学习不主动，思维不积极，更没有把新旧知识积累和串连起来，而是把原本有系统、有连贯的东西割裂开来。故学会了新内容，忘了旧知识；拿起新课文，丢了旧课文，造成新旧知识脱节。他们的学习只停留在一课书的水平，从而增加了学习难度。

4、缺少预习，未能及时复习

课前不预习，课后不及时复习是他们的“通病”。在学新课时不了解有哪些生词，连课文的标题也不屑一顾，对所要学习的内容、重点、难点和所要达到的目的，心中无数。对教师的提问不是答不上，就是答非所问，拉慢了课堂教学节奏，课内时间利用率低、效率差；课内学。课外忘。

5、回避困难，抄袭作业

抄袭的坏习惯，学习上就不思上进，贪图省力，得过且过，日积月累，积重难返。因此知难而退、抄袭服务业是学习不进步、成绩倒退的主要原因。

6、胆小害羞、不敢开口

大部分的农村学生胆小害羞，在上课有问题不敢说，不敢大声回答、教师的提问和朗读课文，唯恐教师批评，又怕同学取笑。

二、对策及建议

综上所述，造成学生英语学习困难，既有内因，又有外因，归因错综复杂。只有摸清原因，对症下药，才能有成效。

1、采取多种方式，努力提高教师教学水平。

教育行政部门要争取乡镇政府支持，努力提高农村中学的师资水平和教学质量。一是加强教师的冈位培训，分批对教师进行业务培训，特别要过好发音和拼音关。二是加强各年级教师的集体备课，提高教师业务能力和课堂教学水平。

2、综合治理，切实抓好入门教学

英语入门教学是学英语的启蒙阶段，良好的开端是成功的一半。首先，教师要及时摸清新任班级的学生情况，如原就读学校、学力基础、父文化程度、学生个性、学习态度和学习习惯等；对有困难的学

习加强个别交流和思想沟通，帮助他们确立正确的学习动机，树立学好英语的信心；对性格内向的学生更要引导他们多开口、多交往，使学生从一开始就体验到英语教师的特别关爱，建立起融洽、民主的师生关系，增强克服学习困难的自觉性和毅力。

其次，强化语音教学，使学生过好语音关，掌握读音规则，培养起拼读能力，拥有一把打开英语世界大门的钥匙，扫除英语学习的拦路虎。

第三、要重视培养学生的良好学习习惯，克服懒散和不愿开口的旧习。通过教师有意识的引导、督促、和检查，使学生养成在课堂内外仔细观察、大但模仿、全力投入积极参与、及时预习和独立作业等良好习惯。

3、更新教学观念，积极改进课堂教学

人人都有语言能力，有语言能力的人都能学好母语和外语，学好英语决不是一些人的专利。教师要充分信任每一个学生的学习能力，调动每个学生的积极性，强调人人参与，改变学习困难生作为陪衬或局外人的角色，把他们从自我封闭中请出来。在教学中，要承认差异，因材施教，分层要求，让人人有收获，不断增强学生学好英语的信心，消除自卑心理。

语言是学会的而不是教会的，教师是英语学习的指导、促进者。要让学生学会英语，教师必须充分发挥学生的主体作用，改变其“听讲——接受——记忆——习题”的学习模式。通过假设情景，提供机会，让学生在听、说、读、写训练中不断地体验、掌握英语。

初中英语教案(篇6)

一、教材分析

本课是本单元的中心课文，主要以“邀请”这个话题为主线，电话交际为辅线来展开教学活动，讨论距离（befarfrom），请求许可（MayIYesyoumay.No,youmaynot.），表明意图（Iwantto?）中展开教学活动。

二、学情分析

学生已学习了打电话用语和MayI?句型，为学习本课做好了铺垫。

三、教学目标

1.帮助学生掌握并灵活运用本课的重点词汇、短语、句型

2.帮助学生掌握语言技能知识，熟练使用电话用语和邀请的日常交际用语，正确表达与本课有关的Distance、Permission、Intentions内容。

3．让学生感受勇敢地开口与同学交流合作的快乐。

四、教学方法

创设情境、小组演练、仿编对话

五、教学媒体

MultimediaRecorderandTape

六．教学反思

1.导入环节很顺利，效果较好。

2．创设情境让学生仿编演小对话环节较成功，让学生感觉到说英语并非想象的那么困难。

3．学生小组互助自学环节不太理想，部分学生胆怯，主动性不强，应加强鼓励，设法调动全体学生的学习兴趣，帮助他们增强自信。

4.前面语言训练环节用时间较多，使后面巩固知识的练习时间不足，只能让学生课后完成。今后应尽量控制好各个教学环节的时间分配。

初中英语教案(篇7)

第一课时　Section A(1a-2d)

【学

1.能掌握以下单词及短语：unexpected。

2掌握By the time I got outside和When I got to schoolackpack at home句型。

3掌握过去完成时时态结构及用法。

【学习重点】

1能听懂别人叙述过去的事情。

2能初步运用由when/before/by the time引导的时间状语从句叙述过去的事件。

【学习难点】

用过去完成时叙述过去的

Leading in the topic through the conversations between the teacher and students：Have you ever been late for school? Can you tell me why? And then what happened to you that day?

1

Preview the words on P89­90，read the words by phonetic symbols and mark the new words in the text.Finally finish the tasks in 1a.

【学法指导】

◆leave 用作及物动词其用法有：

表“离开”。leave…for…意为“离开某地前往某地”。

表“剩下”。

③表“辞去(工作等);脱离(组织等)”。

也用作不及物动词意为“去出发”。 注意：表示把某物落/忘在某地不能用forget要用leave, 结构为：leave +sth.+地点。情景导入　生成问题

Teacher: For one or more times in our school time，we are late for school.Have you ever been late for school?

Can you tell me why? And what happened to you that day?

初中英语教案(篇8)

Unit 2 This is my sister本单元主要内容是学习表示人物的单词以及学习如何介绍他人和辨认人物句型。 1.把上节课的作业收上来，然后听写。

2.打开书本P88页，跟我一起来读单词。操练：做典中点

一、二两题。 3.Section A：

1)学习本单元重点句型-介绍他人的句型

This is my sister.This is…是我们把一个人介绍给另一个人的常用句型。当被介绍人处于近距离时，单数用this is，复数用these are;处于远距离时，单数用that is，复数用those are。 e.g.This is my mother. These are my friends.

That is my little brother.

Those are my parents.

这是介绍别人，自我介绍则用：I am…

Sister既指姐姐也指妹妹，如果要区分，则姐姐用elder sister;妹妹则用yonger sister，同样用于brother.2) it、that和this区别

This近指，that远指。向某人介绍某人的时候用：This is…

不用That is…

在回答this或that做主语的疑问句时，要用it代替this或that回答。E.g.Is this a book?Yes，it is.

指性别不明的婴儿、身份不明的人或是只闻其声未见其人的时候用it。 e.g. The picture looks nice.Who is in it?It’s me.

It常用来代替前文中所提到的事物。

3)family用法：家庭;家

复数变y为i加es e.g.There are three families here.这里有三家人。

Family除了解释为“家庭;家”，还可以做集合名词，意为“家人”，做主语时，谓语动词用复数形式。

My family is a big one.我家是个大家庭。

My family are watching TV。我的家人正在看电视。 4)Those are my parents.

Parent做可数名词，“父亲或母亲”，复数parents，“父母” 5)these：这些

是this的复数形式

指示代词

英语中指示代词有四个：this、that、these、those

This/these指空间上较近的人或物，也可介绍别人;that/those指较远的人或物。

打电话的时候，常用this代替I，用that代替you。 6)who’s he?

Who is…?句型常用来询问人，表示“…是谁?”其中who做疑问代词，意为：谁;什么人

(一般做主语或宾语)

你的爸爸是谁? Who is your father?

注意：who做宾语时要变成whom，eg：Who/whom is your father talking with? 7)he做人称代词，用来指代男性，对应词是she，指代女性;it指代动植物或无生命的事物、数据，自然现象，时间等。

8)oh，I see.意为“我知道了;我明白了”，其中see意为“明白，领会”。Oh，I see what ‘re saying.See的用法：“看见;看到”

Do you see John in claroom today? “与…见面;看望;会见”同义词meet;

Nice to see/meet you.

See you.回头见。常用作告别语。

See you tomorrow.9)Well，have a good day!好吧，祝你们玩得愉快。-Thanks!You，too.Well做感叹词。在本句中表示停顿后继续交谈，意为“噢;嗯”

Well其它意思：

一、表示惊异、怀疑“哟;啊;哎呀”

二、表示同意、让步等，意为“嗯;好吧”。 Well，I didn’t think to see you here!

I want to go to see a movie.Well，I will go with you.10)have a good day祝你愉快!其回答语：Thanks!You，too.谢谢，也祝你开心。同义短语：have a nice day/have a good time/enjoy yourself跟读短文2d，打开典中点P8做几道题。

4.section B 1) Here are two nice pictures of my family.这里有两张我家人的漂亮照片。

Here is/are…的用法,Here is/are… “这是…”

Here引导的句式中，如果句子的主语是代词，则用部分倒装。Here you are.给你。

Here it is.

2) Photo照片，是photograph的缩写。是可数名词，复数形式photos。

常用短语：in the photo在照片上

take photos拍照

A photo of…一幅…的照片

Photo与picture的区别，photo常指用相机拍摄而成的相片，picture通常指一幅图画，凡是有图的东西都可以成为picture，既可以指照片也可以指画。

2) Of：介词，“…的;属于(某人或者某物)“

A+of+名词B=B的名词所有格“’s或“’ , He is a friend of mine. This is a photo of Lily’s family.

3)net:下一个的;接下来的，在句子中充当定语，修饰名词或代词。

The net one下一个

net week下周

net to是介词短语，意为“紧挨着“

He sits net to his mother.

3)These two girls are my sisiter Cindy and my cousin Helen.A)girl：女孩子

对应的是boy B)cousin：做名词，意为：“堂兄(妹)”既可以指男的，也可以指女的。

总结本单元学习的内容，并且把重点的词组再强调一遍，能划的划出来。

布置作业：

1、抄写课后单词，重点词组和句式;

2、背诵课文

3、做典中点

4、听录音

初中英语教案(篇9)

Grammar 1

教学目标：

1。识别并使用频度副词;

2.识别并使用可数名词和不可属名词;

3。能够将可数名词变成正确的复数形式，包括规则变化和不规则变化。

4。能正确使用量词修饰名词。

教学内容：

词汇：free, story, potato, shelf, knife, sheep, salt, tea, kilo, buy, grandpa

词组：in front of, a packet of, a kilo of,

句型：

1. He often plays football after school.

2. She seldom plays badminton.

3. She always swims after school.

4. He never plays football.

5. She always dances after school.

6. Millie sometimes goes roller skating.

7. What do we need to buy?

教学准备：数码投影或食物实物。

教学过程：

Step 1: Introduction

① Revise the names of the food: What’s your favourite food? …

② Do you drink milk every day?

Do you have an apple every day?

Do you run every day or every week?

…

Introduce the new words: always; usually; often; sometimes; seldom; never.　领读并突出发音规则.

Step 2: Presentation

① 教师向学生介绍他的生活方式：My lifestyle.

I always go to school by bike.

I usually have milk for breakfast.

I often eat fruit at lunchtime.

I sometimes play badminton in the afternoon.

I seldom play football.

I never drink Coke.

②参见PPT让学生理解六个频度副词所表示的做事情的频率。

③自己仿照教师的示例，让学生谈自己的生活方式。

④完成A练习，并请学生读出答案。

⑤看着食物图片，用六个频度副词来表示自己的饮食习惯;学习新单词potato; salt; tea

(这是一个承上启下的环节，既让学生用频度副词来练习，又引出下面的名词的学习)

Step 3: Practice

① 区分图中食物的哪些是可数的，哪些是不可数的;指导学生使用名词的时候要考虑用法。

② 可数名词的用法：让学生总结“a”、“an”的用法;尤其是在字母前的使用;复数的变形方式，阅读书中表格，掌握可数名词变形的技巧。

③ 在语境中具体使用的练习。

④ 不可数名词：可以用量词来表达一定的数量概念。提供量词，让学生与不可数名词搭配。(提醒：当然量词也可以和可数名词搭配)

⑤ 完成B的练习，全班朗读;

⑥ 总结对话中出现的可数名词单/复数、不可数名词。

Step 4: Homework

1. 掌握频度副词的用法;

2. 配以练习，巩固名词的用法。

初中英语教案(篇10)

(一) 知识概要

连词是一种在句子与句子之间,短语之间以及名词等其他词语之间起连接作用的虚词,它不能单独作句子的成份。按其意义可分为并列连词和从属连词两大类。并列连词连接的双方是对等的。常有的并列连词有and, both…and, either…or, neither…nor, not only…but also, as well as等。但如果连接的两部分意义不趋向一致,意义有转折的并列连词有:but, however, while (而),only (只不过)。还有表示选择关系的并列连词,如:or, or else, otherwise… 再有的是连接双方,互为因果,或表示前因后果的连词有:for, so, therefore (因此),then等。从属连词在初中范围内常常用来连接名词性从句,如:that, if, whether, 其次用来连接状语从句。其中有原因状语从句,常用的连接词有:when while, as, since, before, after, once, as soon as, until, till 连接条件状语的连词有:if, unless, as long as 等,而原因状语的连接词有because, since, as, now that (既然)。目的、结果、方式、比较、地点等状语从句的连接词有:so that, so…that, such…that, as…as, than, where… 它们在句子与文章中几乎无处不见。具体用法见下表。

连词用法一览表

种类 功用 例句

并列连词 连接具有并列关系的 词 He knows neither English nor French.

短语 Are you going by bus or on foot?

分句 Mary was a good girl, but she had one shortcoming.

从属连词 引导: 状语从句 I'll do it as you told me.

You will be late unless you hurry.

连接代词和连接副词 主语从句 What he said proved true.

When we'll start has not been decided yet.

表语从句 This is why he didn't come yesterday.

That is where he lives.

宾语从句 The man asked me which I liked best.

I can't understand why she is so late.

关系代词和关系副词 定语从句 Nicotine is a drug that gets one into the habit of smoking.

He came last night when I was out.

(二) 正误辨析

[误] Both my parents are not here. They went to the concert just now.

[正] Neither of my parents is here. They went to the concert just now.

[析] 在英语中both一般用于肯定句中,如用于否定句中,其意义也不同于汉语,如:Both of us are not right. 在英语中应被理解为"我们俩不都对。"而Neither of us is right。 才能被理解为"我们俩无一正确"。

[误] He or his parents has some tickets for the film.

[正] He or his parents have some tickets for the film.

[析] 由or 连接两主语时,谓语动词应与相临近的那一个主语保持一致。

[误] You should study hard, and you won't pass the exam.

[正] You should study hard, or you won't pass the exam.

[析] or作为连词,这里的意思为"否则"。又如:Hurry up, or you'll be late for school.

[误] Though he is poor, but he is ready to help others.

[正] Though he is poor, he is ready to help others.

[正] He is poor, but he is ready to help others.

[析] "虽然……但是"是中文中的常用结构,但在英文中用了"虽然"则不要用"但是",用了"但是"则不能再用"虽然",二者只可用其一。

[误] Either you or I are on duty.

[正] Either you or I am on duty.

[析] either…or 连接两个主语时,其谓语动词与相临近的一个主语相呼应,这也叫作就近原则。类似的用法还有or, neither… nor, not only…but also等。

[误] Tom is our English teacher and teaching English in our school now.

[正] Tom is our English teacher and is teaching English in our school now.

[析] 并列句中常常在后面的句子中作一些省略,以免重复,但不是所有词都可作任意的省略的。当你连接的是两个系动词时,后面的那个系动词不可省略,也就是讲连接的部分不可省略。