高中英语教案范文合集总汇

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2020高中英语语法教案优秀范文一

Ⅰ 词类.

词类英语名称意义例词

名词 The Noun (缩写为n) 表示人或事物的名称 Basket, mouth, hospital, year, train

冠词 The Article (art) 用在名词前帮助说明名词所指的人或事物 a, an, the

代词 The Pronoun (pron) 用来代替名词、形容词或数词 They, his, him, mine, which, all

形容词 The Adjective (adj) 用以修饰名词,表示人或事物的特征 Long, empty, heavy, different,

cheap, hungry

数词The Numeral (num) 表示数量或顺序Three, thirteen, twenty, second

动词 The Verb (v) 表示动作或状态 Hear, write, swim, eat, borrow, sing 副词 The Adverb (adv) 修饰动词、形容词或其他副词 Quickly, early, out, soon, then,

sometimes

介词 The Preposition (prep) 表示名词、代词等和句中其他词的关系 From, with, at, into, behind,

between, for

连词 The Conjunction (conj) 用来连接词与词、短语与短语或句与句 And, or, but, so, because

感叹词 The Interjection (interj) 表示说话时的喜悦、惊讶等情感 Oh, hey, ouch, well, there,

dear

(一) 名词:

专有名词:表示人名、月份、日期、地名等.如 China, John, London, the USA, Harbin .

个体名词:表示单个的人或事物.如 boat, chair, desk, apple .

集体名词:表示一群人或一些事物的总称.如 family, people, class, police . 可数名词

普通名词物质名词:表示无法分为个体的物质.如 water, air, tea, sea, money, cotton .

抽象名词:表示抽象概念的词.如 health, help, work, friendship . 不可数名词

2.名词的数.可数名词有单复数,不可数名词没有单复数.X| k |B| 1 . c|O |m

3.名词的格:名词有三个格:主格(作主语)、宾格(作宾语)、和所有格.其中只有名词的所有格有形式变化.

(二)冠词

1.定冠词-the .

○1 特指某(些)人或某(些)事物.The students are very good.

○2 说话人与听话人都知道的人或事物.Where is the toilet ?

○3 重复提到上文的人或事物.I have a cat , the cat is white and black .

○4 表示世界上独一无二的事物.The moon moves around the earth .

○5 形容词级和序数词前和表示方位的名词前.I am the oldest . He is the first to school . I live

in the south .

○6 乐器的名称前常用定冠词-the .I like playing the piano / violin .

○7 和某些形容词连用,使形容词名词化,代表某一类人.We should help the poor .

○8 放在某些专有名词前.We will go to visit the Great Wall next week . the people’s

Republic of China .

○9 放在姓氏的复数形式前,表示全家人或夫妇两人.The Whites are watching TV .

○10 固定词组中.In the morning / afternoon / evening .

2.不定冠词-a / an .

○1 指人或事物的某一种类.A horse is a useful animal. A table has four legs.

○2 指某一类人或事物中的任何一个.Pass me a pencil, please. We write with a pen.

○3 指某人或某物,但不具体说明何人或何物.The book was written by a peasant. Last month we were

working in a factory.

○4 不定冠词还可以指“事物的单位”,如“每日”、“每斤”等. Here is a letter for you . The meat is 18

yuan a kilo.

3.零冠词.

○1 泛指人类或男女.Man will conquer nature .

○2 抽象名词在用来表示它的一般概念时,通常不加冠词.Knowledge begins with practice .

○3 有些个体名词有时可以转化成具有抽象意义,其前面也常不加冠词.We had better send him to hospital at

once.

○4 在专有名词前一般不用冠词.China is a great country. Mr Smith is an artist.

○5 在三餐饭何球类运动名称之前不用冠词.He often goes out for a walk after supper. Sometimes I

play basketball.

○6 在节假日、星期几、月份、季节等名词前.October 10th is Teachers’Day.

○7 称呼语或表示头衔、职务的名词前不用冠词.Granny is sleeping now. We call him monitor.

○8 在语言名词前,名词前有指示代词、物主代词或数词时,不用冠词.This

is his book. I can speak English

○9 不用冠词的惯用语.At night / on food / go to town / at home / in class / at work

(三)形容词

1.形容词的构成.

○1 简单形容词由一个单词构成.Good, long, green, large, bright, interesting, surprised,

learned, developing, sleeping .

○2 复合形容词由一个以上的词构成.20-minute, second-hand, 500-word, 8-year-old,

three-legged, round-trip, part-time, good-looking.

2.形容词的用法.

○1 修饰名词作定语.She is a beautiful girl .

○2 作表语.He is very strong.

○3 作宾语补足语.Let the door open. You must keep your classroom clean .

○4 “定冠词+形容词”表示一类人或物,在句子中可作主语或宾语.We should speak to the old politely.

○5 大多数形容词既可作表语又可作定语,但少数形容词只能作表语,不能作定语.如:asleep, ill, awake 等.

○6 有些形容词只能作定语而不能作表语.如:many, little, wooden, golden 等.

3.形容词的位置.

○1 形容词通常放在它所修饰的名词的前面.A heavy box.

○2 与表示度量的词连用,形容词要放在它所修饰词语的后面.3 metre long.

12 kilometer away .

○3 与不定代词something, anything, everything, nothing 等连用时,可以放在这些词之后. Something

important . nothing serious .

○4 当名词前有多个形容词修饰时,一般按下面的词序排列: 冠词(包括物主代词、序数词、基数词)-描述形容词(brave,

beautiful)-表示形状(大小、长短、高矮)的形容词-表示年龄或新旧的形容词-表示颜色的形容词-表示国籍、出处或来源的形容词-表示材料、物质的形容词-表示用途或类别的形容词-被修饰的词.My

nice small brown leather bag . those large round black wooden tables .

4.形容词的比较级和级.(一般加 er / est ,不规则见表)

○1 原级的用法:“……和……相同”

A. 肯定句:A + 动词 + as + 形容词原级 + as + B . He is as tall as me .

B. 否定句:A… + not as +形容词原级 + as + B (即A 不如 B 那么…)

A… + not so +形容词原级+ as + B = A…+ less + 形容词原级+than + B .

○2 比较级的用法:

A. A + 动词 + 形容词的比较级 + than + B . (A 比 B 更… ,在这种句型中,比较级前面可用 much, even,

still, a little, a bit, a lot, any, far 等修饰,表示“…得多”,“甚至…”,“更…”,“…一点儿”.

B. “比较级 + and + 比较级”、“more and more + 部分双音节或多音节的原级” 译为“越来越…”.

○3 级的用法:(个体用-of ,范围用-in,级前面要用定冠词-the)

A. 三种级表示法.

级:Shanghai is the largest city in China .

比较级:Shanghai is larger than any other city in China . / Shanghai is larger

than the other cities in China .

原级: No other city is as large as Shanghai in China . / No other city is

larger than Shanghai in China .

(四) 副词

1.副词的种类:

○1 时间副词:often, always, usually, early, ago, already, before, ever, late,

now, soon, since, tomorrow, just now …

○2 地点副词:here, there, above, below, outside, anywhere, back, down, home,

out, everywhere …

○3 方式副词:hard, well, badly, fast, slowly, angrily, simply, carefully …

○4 程度副词:very, qu ite, much, still, almost, little, too, enough …

○5 疑问副词:how, when, where, why …

○6 关系副词:when, where, why … (引导定语从句)

○7 连接副词:how, when, where, why, whether …

○8 频率副词:often, seldom, usually, never, sometimes, every day, always, hardly

○9 其他副词:r eally, certainly, surely, maybe …

2.副词的用法:

○1 作状语 : He can finish the work easily .

○2 作定语(要后置) : The students here are from Harbin .

○3 作表语 : I must be off now .

○4 作宾补,构成复合宾语 : Show him up . I saw him out with my sister last night .

3.副词的比较级和级.(一般加 er / est ,不规则见表)

○1 副词的原级:

A. as + 副词的原级+ as “与…一样”

B. not as(so) + 副词的原级+ as “与…不一样”

C. too + 副词的原级+ to do sth . “太…而不能”

D. so + 副词的原级 + that 从句“如此…以致于…”

E. 副词的原级 + enough to d o sth . “足够…能做…”

○2 副词的比较级:

A.A + 动词 + 副词比较级 + than + B

B.副词比较级前也可以用 much, even, still, far, any, a little, a bit, a lot 等修饰.

C.比较级 + and + 比较级,表示“越来越…”,the more … the more … 表示”越…就越…”

D.副词的级前通常不加定冠词 the .

(五)数词

1.基数词:

1-12 13-19 20-90 100-

1 one 13 thirteen 20 twenty 100 a hundred

2 two 14 fourteen 21 twenty-one 300 three hundred

3 three 15 fifteen 22 twenty-two 1,000 a thousand

4 four 16 sixteen 30 thirty 5,000 five thousand

5 five 17 seventeen 40 forty 1,000,000 a million

6 six 18 eighteen 50 fifty 1,000,000,000 a billion

7 seven 19 nineteen 60 sixty

8 eight 70 seventy

9 nine 80 eighty

10 ten 90 ninety

11 eleven

12 twelve

2.序数词:

1-10 11-19 20-90 100-

1 first 1st 11 eleventh 11th 20 twentieth 20th 100 one hundredth 100th

2 second 2nd 12 twelfth 12th 21 twenty-first 21st 10

3 one hundred and third

103rd

3 third 3rd 13 thirteenth 13th 30 thirtieth 30th 13

4 one hundred and thirty-fourth 134th

4 fourth 4th 14 fourteenth 14th 37 thirty-seventh 37th 200 two hundredth

200th

5 fifth 5th 15 fifteenth 15th 40 fortieth 40th 1000 one thousandth 1,000th

6 sixth 6th 16 sixteenth 16th 50 fiftieth 50th 1,000,000 one millionth 1,000,000th

7 seventh 7th 17 seventeenth 17th 60 sixtieth 60th 1,000,000,000 one billionth 1,000,000,000th

8 eighth 8th 18 eighteenth 18th 70 seventieth 70th

9 ninth 9th 19 nineteenth 19th 80 eightieth 80th

10 tenth 10th 90 ninetieth 90th

○1作主语:The first is better than the second .

○2 作宾语:He was among the first to arrive .

○3 作表语:He is the first to come to school .

○4 作定语:The ninth letter of the word “restaurant” is “n” ./ There are three

thousand workers in the factory .

(六)代词

类别作用例词例句

人称代词代替人或事物,主格作主语,宾客作宾语数

格人称单数复数 I am a teacher .

They are students .

We all like him .

He gave the book to me .

一二三一二三

主格 I you he She it we you they

宾格 me you him Her it us you them

物主代词形容词性只作定语,名词性可以作主、宾、表语等,表示所属关系词

义

类型我的你

的他的她

的它

的我们的你们的他们

的 My book is there.

Her father is a worker.

This bike is yours, ours is broken .

形容词性 my your his her its our your their

名词词性 mine yours his hers its ours yours theirs

反身代词起强调作用,只作同位语和宾语数人称第一人称第二人称第三人称 We ourselves did the work.

He did the work by himself.

单数 myself yourself himself herself itself

复数 ourselves yourselves themselves

相互代词表示相互关系,作宾语宾格所有格 We should help each other.

Please correct each other’s mistakes .

each other(两者相互) each other’s(相互的)

one another(三者或三者以上) one another’s(相互的)

指示代词起指示作用,作定语、主语、宾语、表语等 This, that, these, those, it, such, same Take this

book to his room.

My point is this .

不定代词代替或修饰任何不定数量及不定范围的人或事物 some, any, no, none, many, few, little, all,

both, every, one, either, neither, other, a few, a little, another, somebody,

nobody, nothing, each I have something to tell you.

Neither answer is right.

疑问代词表示疑问,构成特殊问句 who, what, whose, which, whom Whom did you see ?

关系代词引导定语从句 which, that, who, whom, whose The book that I lost was new.

连接代词引导名词性从句(主语从句、宾语从句、表语从句、同位语从句) what, who, that I know what you are

doing .

That’s what I hope .

(七)动词

类别意义例子例句

行为动词含有实在的意义,表示动作或状态,在句中能独立作谓语. 及物动词后面一定接宾语Open, visit, hear … He visited

Gaozhou yesterday.

不及物动词后面可以不接宾语Laugh, cry, live … He lives in Beijing .

连系动词(link v) 本身有一定的词义,但不能独立作谓语,必须与表语一起构成谓语. Be, become, grow, get, turn,

look, sound, smell, taste, feel, seem … The meat smells bad .

He is a student .

助动词(v.aux.) 本身没有词义,不能独立作谓语,只能和主要动词一起构成谓语动词,表示否定、疑问、时态或其他语法形式 Do, does, did,

am, is, are, have, has, had, shall, will, should, would … He doesn’t speak

English .

We are playing football .

He had gone to Beijing .

情态动词(Modal Verbs)

本身有一定的意义,但不能独立作谓语,只能和主要动词一起构成谓语动词,表示说话人的语气和情态.情态动词没有人称和数的变化. Can, may, must,

should, need, dear, shall, will, have to … She can speak English .

May I speak to Ann, please、

We must go now .

注:动词(除情态动词,只有原形和过去式)有原形、第三人称单数、动词-ing、动词过去式、动词过去分词五种形式.

(八)介词

1.介词的种类:

○1 简单介词:in, at, of, from, since, around, to …

○2 合成介词:onto, into, without, upon, within …

○3 短语介词:because of, in front of, according to …

○4 分词介词:regarding, following, concerning …

2.介词短语在句子中的作用:

○1 作定语.I know the answer to the question .

○2 作状语.The children are playing basketball in the playground .

○3 作表语.Mike is in the classroom .

○4 作宾语补足语.He found himself in the middle of the river .

○5 作主语补足语.Tom was seen inside the cinema .

3.常用介词的基本用法:

○1 表示时间的介词(at, in, on, for, since, after, by, during, before, from, to,

until, within …)

○2 表示位置,方位的介词(in, at, on, to …)

○3 表示交通方式的常用介词(by, o n, in …)

○4 其他一些词组搭配介词(be angry with/at/about sb/sth . be strict with/in/ sb/sth

2020高中英语语法教案优秀范文二

原创: 翟艳丽黑龙江高中英语翟艳丽名师工作室

设计教师:翟艳丽教学年级:高三年级主谓一致

教材版本:外研社版课题名称:语法教学《主谓一致》

授课时间:45分钟

(一)学情分析

“主谓一致”属于复习的语法知识,但是其中所涉及的知识点较多,学生们在准确性及熟练程度还有所提高,他们往往出现易混嚼、难辨别的问题.针对这一情况,采用导学案形式,集中大容量呈现知识点,并着重强调易混部分,强化学生对“主谓一致”规则的记忆.提高他们学习知识的积极性.

(二)教材分析

主谓一致是我们英语教学中的很重要的一个语法,掌握主谓一致对于学生的英语学习有着至关重要的作用,它渗透到了高考英语的每一部分,特别是在写作和改错部分,如果学生在“主谓一致”这一部分掌握不好,在高考中会失分很多的.所以我在此课中,在很大比例中加入了高考题的链接,激励学生认真仔细剖析高考题,以便于更好地理解把握“主谓一致”的规则和用法.

(三)教学目标

新课标中明确指出:语法教学就是帮助学生提高语言实践活动中的能力.本节课的教学目标为:激励学生将语法“主谓一致”真正落到实处,学会正确使用与主语一致的谓语动词.

(1) 语言知识目标:准确记忆,灵活掌握“主谓一致”相应的规则.

(2) 语言技能目标:培养学生在综合实践活动中对“主谓一致”语法规则的运用.

(3) 情感态度目标:培养学生的自主学习能力以及合作探究能力.

(4)

学习测略目标:主谓一致中的语法规则里需要揣测和理解的,所以这节课我着重帮助学生养成自主探究.研究归纳语法规则的能力,促使他们保持课前预习,课上合作研究的良好学习习惯.

(四)教学重点、难点

重点:①准确理解并掌握在同情况下谓语动词单复数的选择,全面记忆和使用主谓一致规则.

②在实际活动中,正确运用“主谓一致”原则.

难点:几种特殊情况下主谓一致规则的运用,如分数、量词,做主语时谓语动词

的数的选择.

(五)教学策略:

全面调动学生潜能,把学生培养成课堂的主人,要求他们在课前完成发给他们的导学案,采用发现或自主学习和合作探究或学习能力,变被动为主动,促进学生更详尽地掌握知识,使他们更贴近课堂教学,进而激发学生浓厚的学习热情.

(六)教学过程

步骤1:导入(3分钟)为使知识学习易于接受和理解,此处通过一篇英语小短文形式,要求学生迅速准确修改错误,训练学生正误分辨能力.

设计意图:为下一步的语法学习抛砖引玉实现自然而然的过度.

步骤2 题记 (20分钟)

1. 组织学生进行小组探究活动,讨论研究课前导学案中遗留问题.

2. 进行小组学习成果展示,总结主谓一致中的语法规则.

3. 鼓励学生对展示内容进行质疑性学习,并保证“有问必答”.

设计意图:倡导以学生为主体的英语教学,全面提升学生主动认知能力,激活学生的学习兴趣;全思维发挥“愉快教学”的主导作用,使学生在合作探究的学习活动中,优化学习效率,激发潜能.

步骤3 高考寻踪 (5分钟)

此部分,选择设计“主谓一致”有代表性的高考题,呈现给学生,要求学生在课堂上准确作答并进行解析,同时也可以质疑.

设计意图:帮助学生洞察高考出题方向,使之打好“高考战役”的准备站,并且达到巩固所学语法规则的目的.

步骤 4 强化闯关联系 (10分钟)

该部分主要选择“特殊情况”(如就进一致,承前原则等)中的“主谓一致”题型,加大了强度及难度,采用小组强大比赛.

设计意图:对学生的应辩能力起到了提升作用,帮助学生扎实记忆“主谓一致”语法规则,同时以抢答比赛形式促进学生学习积极性、主动性.

步骤 5 能力迁移 (5分钟)

此部分要求学生即兴编写与“主谓一致”有关的语句.

设计意图:强化训练学生潜意识中的“主谓一致”的运用习惯,为灵活处理高

考中的书面表达或改错题做好充分准备.

步骤 6 总结归纳 (2分钟)

进行简要地总结

设计意图:为加强学生对“主谓一致”语法规则的记忆与掌握,明确认知思路.

作业:

1. 完成练习册中关于“主谓一致”的习题.

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that的用法

①主语从句、表语从句、同位语从句中用that但不能省略.

例如:

That they are good at English is known to us all.

The problem is that we don’t have enough money.

She expressed the hope that they would come to China one day.

②宾语从句中的连接词that有时可省有时又不可省,在以下几种情况中that 不能省略:(A)当that从句和主句谓语动词之间有插入词语或者从句主语之间有插入语时,that不可省略;

(B)当that 从句与另一名词性从句并列作宾语时,that不能省;

(C)当that作介词宾语时,that不可省掉.例如:

He judged that, because he was a child, he did not understand wine. Everyone knew what happened and that she was worried.

The reason lies in that she works harder than the others do.

③that从句作主语和宾语时,可以用it 来替换成以下几种结构表达.

(A)It is clear/certain/likely/true/surprising that…

(B)It is a pity/shame/good idea/no wonder that ...

(C)It is said/reported/ believed/known/thought/suggested that …

(D)It seems/happens that.

例如:

It happened that I went out last night.

It is said that China will win in the World Cup.

④that和what的区别.

that

引导名词性从句时,在主从句中不以当任何句子成分,也没有任何含义;而what 引导名词性从句时,在主从句中都要充当一定的句子成分,what可以分解成定语从句中的先行词

+ 关系代词即常说的先行词 + that.

例如:

It’s shame that he has made such a mistake. Do what he says.

⑤同位语从句与定语从句中that的区别:

同位语从句中的连词that只起连接作用,在从句中不担当任何句子成分;而定语从句中的关系代词that在句中做宾语或主语,宾语与先行词有修饰关系.

如果句子是同位语从句,就应用连词that而不能用which.同位语从句一般放在表具体含义的名词后解释名词的含义或内容,

如以下名词:news、fact、suggestion、truth、plan、belief、doubt、possibility、idea等,而定语从句只是对先行词的限定和修饰.

例如:

They expressed the hope that they would come to visit China again.(同位语从句)

The hope she expressed is that they would come to visit China again.(定语从句)

whether和if的用法

①whether和if在宾语从句中可以互换,但是作介词宾语时连接词一般用whether.

例如:

It all depends on whether they will come back.

②后面直接跟or not 时用whether.

例如:

I didn’t know whether or not he had arrived in Wuhan.

③主语从句表语从句中只能用whether.

例如:

Whether the meeting will be put off has not been decided yet.

The question is whether they have so much money.

④whether可以引导同位语从句,用以说明前面的名词的内容,if不能.

例如:

We ought to discuss carefully the question whether we can do

it or not.

⑤whether常与or连用表示一种选择,if不能这样用;whether也可与动词不定式连用但if不能.

例如:

The question of whether they are male or female is not important.

I have not decided whether to go or not.

⑥间接引语位于句首时或者是间接引语提前时用whether不用if.

例如:

Thank you, but whether I’ll be free I’m not sure at the moment.

⑦whether可引导一个让步状语从句表示“不管”、“无论”,而if不能.

例如:

Whether he comes or not, we will begin our party on time.

疑问词 + ever和no matter + 疑问词的区别

①疑问词 + ever可引导名词性从句,在主从句中要充当一定的部分.

例如:

Whoever breaks the rule must be punished.

You can choose whatever you like in the shop.

②疑问词 + ever还可引导让步状语从句.

例如:

Whoever breaks the rule, he must be punished,

Whatever you do, you must do it well.

③no matter + 疑问词只能引导让步状语从句.

例如:

No matter what you do, you must do it well.

No matter who breaks the rule, he must be punished.

when和where引导的同位语从句与定语从句的区别.

when 和where前面的名词若是表示时间、地点的名词,则when和where引导的是定语从句,否则则为同位语从句.如:

They put forward the question where they could get the money.

This is the place where the accident happened.

名词性从句中主句和从句的时态一致

(1)宾语从句中主句和从句的时态保持一致,但如果从句中表示提示的是客观现象,虽然主句是过去时态,从句仍用一般现在时.

例如:

Hello,I didn’t know you were in London. How long have you been here? The teacher told us that light travels at a very high speed.

(2)主语从句作主语相当于单数第三人称作主语,谓语动词用单数,如果由and

连接两个或两个以上的主语从句作主语时,谓语动词用复数;由两个或多个连接词引导一个主语从句,谓语动词用单数.

例如:

When the meeting will begin has not been decided yet.

When they will start and where they go have not been decided yet. When and where the meeting will begin has not been decided.

名词性从句的词序

名词性从句在句中要用陈述句语序.

例如:

He asked me what was the matter with me.

We’ve heard the news that we’ll move into the new house. Whatever you say will interest us all.

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persons’ pictures mentioned) Ss: he/she is .... T:What qualities of your idol attract you most (I will pick up three students to answer this question) T: do you want to know who my idol is Ss:no T:have a guess .(then I will show them a picture of Jackie Chan’s profile ) 》 Ss: he is Jackie chan. T: Ok, today, I will introduce my idol—Jackie Chan to all of you. First let us enjoy a video about Jackie Chan’s life. Then I will play a video about Jackie chan. 《 $ Step 2. Pre-reading (8 min)Task1. A small quiz (individual work,3 min) T: let’s check the following sentence using true or false .and I will pick up some students to say his or her answer and tell me why it is wrong or correct. # Ss:ok. 1. Get Ss to know something about Jackie Chan. 】 2. Serve as a warm-up for the following tasks.

高中英语教案范例

高中英语教案范例《听力试讲》 1. 题目：听力教学试讲 2.内容： Thank you for joining CCTV’s Around The World show. Today, we’re in Australia. It’s a beautiful, sunny day! There are many people here on vacation. Some are taking photos. Others are lying on the beach. Look at this group of people, they are playing beach volleyball. They look cool! I am surprised they can play in this heat. This is a very interesting place. The people are really very relaxed! 3.要求： (1)朗读短文 (2)设计听力课 (3)适当设计板书参考教案 1. Teaching aims 1)Knowledge aim Students can master the main idea of this passage 2)Ability aim Students’listening ability will be improved and their speaking ability

3)Emotional aim Students will be more interested in English. 2. Teaching key and difficult points 1) Key point Help students to master the content and details of paragraph. 2) Difficult point Help students to find the correct answer using skimming and scanning 3. Teaching and learning methods Task-based teaching method; Question & Answer teaching method; Communicative teaching method; Independent learning method; Cooperative learning method; 4. Teaching procedure: Step1: Greeting & Lead in After greeting with students, teacher will ask students it they like Australia and how much do you know about Australia, then do a quiz. Step 2: Pre-listening 1) Show a video clip, and let students guess the main idea of our passage.

高中英语教案怎么写

高中英语教案怎么写篇一：高中英语教案模板 Unit3---A Master of Nonverbal Humour The Second Period Reading Teaching aims: 1.Enable students to learn what humor means and what is nonverbal humor. 2.To introduce the life and work of Charlie Chaplin. 3.To introduce the kind of humour we can all laugh at ---nonverbal humour 4.To train the students’ reading and understanding ability Difficult points: Find out the main ideas of every paragraph. Teaching aids: A recorder and a projector, multimedia Teaching procedure: Step 1. Greetings and Revision

Check homework: ask students to review what we learned in last period. Step 2. Pre-reading (通过展示几幅幽默图片，使课堂气氛活跃了起来，一下子调动了学生的积极性，然后顺势导入本课的主人公 ---Charlie Chaplin) Questions: 1.What do you know about Charlie Chaplin? 2.What do you know about his films? Step 3 Reading Task 1 :find out the main information about Charlie Chaplin 1)Born:___________________________________ 2)job:______________________________________________ 3)Famous character:_________________________________ 4)Costume:__________________________________________ 5)Type of acting:_____________________________________

高中英语教学设计案例

高中英语教学设计案例一、教案背景 1、教学对象：高一年级学生 2、教师：张世钰 3、学科：英语 4、单位：郑州十九中 5、课时：第一学时 6、教学准备：多媒体教学课件、复印好的课堂活动纸（学案） 7、指导思想与理论依据：《高中英语新课程标准》指出，英语教学首先要培养学生的学习兴趣、信心、策略和习惯；强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式，发展学生的综合语言运用能力；突出“以人为本的教育思想”，以学生为主体，注重学生全面发展与个性差异的统一。教师应关注每一位学生，尊重他们的需要和个体差异，使他们都能在各自不同的基础上获得身心的健康发展，发展终身学习的能力。二、教学课题高一（上） Module2, Unit2 The Olympic Games Reading: An Interview（第1课时）三、教材分析 1、教材内容：本节课所学教材选自必修二第二单元第一课时，它以世界性的体育盛会——The Olympic Games为中心话题，旨在通过本课的教学，培养学生的阅读策略；使学生了解奥运会的起源、宗旨、比赛项目以及古、现代奥运会的异同；让学生了解采访对话文体的基本特点；同时，培养学生对体育运动的爱好。 2、学情分析：本节课的授课对象是我校高一（26）班，是一个尖子班，期中考试（试题难度0.5~0.6）成绩全班61人的平均分为104分，其中优秀以上9人，及格以上50人。该班学生来有一半来自农村。学生虽然有求知欲望，但缺乏自信心，不敢在课堂上淋漓尽致的展示自己的能力。优点是他们学习比较刻苦，英语的基本功相对来说比较扎实，具有一定的自主合作和探究的能力，具备了用英语思考和表达的基本技能。要恰当运用英语词汇表达已有的奥运知识和看法，以及通过英语文章的阅读获取相关信息对于高一的学生来说仍有一定难度。 3、教学目标：【知识与技能】通过本课时的学习，学生能够：①能读懂课文大意。②以词与词之间的语义联系为线索，建立自己的奥运会话题词汇库；③正确运用与奥运会话题有关的新学词汇，说出古、现代奥运会的异同。④了解采访对话文体的基本特点。【过程与方法】①通过阅读课文、回答问题，培养归纳和推理能力；②通过阅读文章，

人教版高中英语教案范文合集大全

人教版高中英语教案范文合集大全英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。下面是为大家准备以下的内容，希望对你们有所帮助，人教版高中英语教案范文合集大全一教学准备教学目标 1. 知识与技能目标 (1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。 (2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 2. 过程与方法目标 (1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。 (2)通过阅读课文利用Skimming 和Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。 (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 3. 情感、态度、价值观目标通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。教学重难点

高中英语优秀教学设计

教学设计学科高中英语课题教材设计者学校 Unit3 Celebrations Lesson1 Festivals( A reading lesson)

Ⅰ Analysis of Teaching Material This is the first lesson of this unit. Before this class, the teacher have taught the students vocabulary in Warm-up and Lesson 1. The reading passage titled FESTIVALS briefly describes three traditional festivals of China. Such a topic is closely related to students’life, thus it is very easy to arouse their interest in learning this lesson. The text covers 3 sections. Teacher should encourage students to skim for the general idea for each section, and scan for further understanding, because this lesson introduces a lot of useful new words and expressions which are only used for festivals. In order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in the each step to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. Moreover, homework is very important for an effective class. So the students are assigned to write a composition about Spring Festival, based on what they have learned in this lesson. Ⅱ Teaching Aims: 1.Learn and master the useful words and phrases. 2.Let the student learn about 3 traditional Festivals of China. 3.Train the students’ skimming and summarizing ability during reading the text. 4.Encourage students to learn more about Chinese festivals and cultivate their love to our traditional culture. Ⅲ Teaching Important Points: 1.Master the following words and phrases: be celebrated by, is said to do, be made with, fall on, the first lunar month, burn down, in many shapes and sizes, mark, many different kinds of, special food 2.Enable the students to understand the three Chinese traditional festivals, Mid-Autumn