高中英语电子教案（优秀12篇）

2024-04-20 12:37:04

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高中英语教案篇一

教材解读

本单元紧扣“女性”这一中心话题，通过介绍几位生活在不同国度的杰出女性，探讨女性在社会生活中的地位、价值和贡献，关注她们所面临的困难，讴歌她们在社会各个领域的成就。学习本单元内容有助于提高学生对妇女的社会角色的认识，培养学生（尤其是女学生）的自信心、事业心和社会责任感，建立正确的性别观和社会观。

“热身”(Warmingup)部分要求学生评论课本列出的六位女性，提出自己的观点和理由。该部分呼应了模块一中第五单元NelsonMandela－amodernhero的“读前”部分。在学习这一单元时，学生们经过讨论已总结出评定伟人的标准。因此，在教本单元时，教师可以让学生沿用这一标准，并针对本单元具体内容进行讨论，当然，学生也可以提出自己的看法。教师应当鼓励学生提出异议，但必须注意以下两点：（1)教师要引导学生提出积极意义的观点；（2）学生应有理有据地阐述自己的观点并使其令人信服。

“读前”(Pre-reading）部分提出了两个问题：简・古道尔为什么不在大学里进行专业的生物学研究而要到非洲去研究黑猩猩？你同意她的这种做法吗？这两个问题还要求学生思考两种不同的研究方法（即实验室研究法与野外研究法）的优势与不足之处。然后，要求学生看课文中的标题和插图。

“阅读”（Reading)部分以《非洲野生动物保护者》为题，描写了简与她的同事们在非洲原始森林观察非洲黑猩猩的一个片段，并阐释她从事这项工作的重要性以及她所取得的成就。尽管他们在野外的考察工作又脏又累，但他们觉得这样做是值得的，他们有一些重要的发现是在学校的实验室不可能获得的，这正是简・古道尔要到非洲原始森林来的原因。她通过许多年的研究，帮助人类了解黑猩猩的生活习性。她强烈呼吁让动物回归自然，反对用动物作广告或从事娱乐活动，她力图唤起人类理解动物、尊重动物和保护动物的意识，而她所取得的成就无疑是对有进取心的广大妇女的莫大鞭策和鼓舞。“理解”(Comprehending)部分有四项练习，分别从不同层面引导学生进行阅读。前三个练习通过选择题、归纳段落大意和填表格来检查学生对阅读篇章的表层理解程度。练习四要求学生必须在深刻理解课文内容的基础上，对课文中简的行为表达自己的看法。通过讨论这四个开放性的话题，可以坚定学生保护动物的信念。

“语言学习”(LearningaboutLanguage)部分主要着重于词汇和语法的训练。词汇学习部分主要通过词语释义、同源词对比、反义填空等多种形式的练习帮助学生熟悉构词法、重点词汇以及短语。语法部分紧扣“主谓语一致”这一语法项目，重点学习如何确定集合名词的数，通过句子填空让学生在语境中判断几何名词单复数概念，并通过短文填空综合操练主谓语一致。该部分不仅关注主谓语一致的语法形式和意义，也关注了主谓语一致的语用价值。

“语言运用”(UsingLanguage)部分综合训练听说读写的能力。阅读部分介绍了另一位杰出女性一一林巧稚，我国著名的妇科疾病专家。她以其执著的追求和不懈的努力

教师备课系统──多媒体教案

获得事业上的成功；她关注贫穷的妇女和母亲，尤其是农村妇女，她以善良和爱心赢得人们的尊敬。不但如此，她还把毕生的心血全部贡献给了她的病人和中国的医疗事业。这篇文章不仅仅要让学生了解一位中国杰出女性的生平，更重要的是它在如何选择未来事业的问题上给予学生一定的启发。听力部分要求学生在听完录音后，列出女性在通向成功道路上所面临的特有的困难。说的部分要求学生运用介绍人物品质和个性的形容词来描述生活中富有奉献精神的女性，然后，把她的故事、品质和个性写出来。写的部分从内容和方法两个方面给了四点提示。

“小结”（Summingup）部分让学生从内容、词语和结构三个方面对本单元内容进行归纳总结。词汇部分的小结可以从构词法的角度进行适当的梳理和拓宽。

“学习建议”(LearningTip）部分就人物描写提出了建议，即选取典型事迹，抓住人物特征。

高中英语优秀教案参考篇二

1 occupation【课文原句】

occupation工作/ 职业

他的职业是什么？What is his occupation?

辨析：occupation, job, work和profession 这四个名词都有“工作”之意。

occupation较为正式，经常用在填写表格上。

job是可数名词，可指一个单独任务，也可指工作职位。

work是不可数名词，泛指一切工作。

profession一般指需要专门技能，尤指需要较高教育水平的某一行业、职业，如医生或律师。areer指经过专门训练，终身愿意从事的职业。

选词填空 occupation, job, profession, work

a. Please state your name, age and_________ below.

b. I have a few _____ to do in the house this morning.

c. Looking after children all day is hard____.

d. His ability carried him to the top of his ____

2.cover& submit【课文原句】

1)cover在这里是“报道”的意思，此外还有“覆盖，涉及，包含，掩饰”之意。

This event will be covered live by TV.

Do not try to cover a mistake.

Mary covered her face with her hands.

She laughed to cover her anxiety.

His reading covers a wide range of subjects.

We covered about 30 miles a day.

2)submit v. 提交，呈递(文件等);使服从，顺从

常见搭配：submit sth (to sb).(向某人)提交某物 submit(oneself)to 听任

①请提交你的申请表。Please submit your application form.

②我不肯听任他的控制。I refuse to submit(myself) to his control.

3.assist & concentrate课文原句】

1) assist v. 帮助，协助常见搭配：assist (sb) with/in sth.帮助(某人)做某事

assist sb to do sth 帮助某人做某事 assist (sb) in doing sth帮助(某人)做某事

①他叫我来帮助他实施他的计划。He asked us to assist him in carrying through his plan.

②一组护士协助那个医生进行手术。A team of nurses assisted the doctor in performing the operation.

辨析：aid, assist, help这些动词均有“帮助”之意。

aid: 正式用词，指帮助他人脱离危险或战胜困难，着重强者对急需帮助的弱者的帮助。

assist: 强调在提供帮助时，以受助者为主，所给的帮助起第二位或从属的作用。

help: 最普通用词，含义广泛。指一般性的或迫切需要的帮助，侧重积极地为他人提供物质、精神或其他方面的帮助。

2)concentrate vt. 集中；聚集常见搭配：

concentrate on (doing) sth 专注于(做)某事

concentrate the /one’s mind 集中注意力；聚精会神

concentrate one’s effort/attention on sth 集中力量/注意力于某事

concentration n. 专心；聚集

完成句子

a.Stop talking and ________________________.(专心工作 )

b. Nothing ____________________ ( 集中注意力 ) better than the knowledge that you could die tomorrow.

c. I decided to ________________________ ( 全力以赴 ) finding somewhere to live.

4.acquire课文原句】

acquire vt. 获得，取得

1)他是如何获得他的财富的。How did he acquire his wealth?

2)我们逐步获得了做这项工作的经验。Gradually we acquired experience of how to do the work.

辨析：acquire, obtain, gain, get, win, earn, secure这些动词均含“获得、取得、得到”之意。

acquire: 强调通过不断的、持续的努力而获得某物，也指日积月累地渐渐地获得。书面语用词。

obtain: 较正式用词，着重通过巨大努力、要求而得到所需或盼望已久的东西。

gain: 侧重指经过努力或有意识行动而取得某种成就或获得某种利益或好处。

get: 普通用词，使用广泛，可指以任何方式得到某物，也不一定要经过努力。

win: 主要指通过努力、斗争、比赛等而获得胜利。

earn: 侧重指依靠自己的劳动或因付出价与有功而获得。

5.have a good nose for sth课文原句】

have a good nose for sth = have an eye for …/ have an ear for .. 有眼光/ 对。感兴趣；对…很敏感；很善于发现

1)她对音乐感兴趣。She has an ear for music .

2) 他是个善于收集丑闻的记者。He is a reporter who has a nose for scandals.6.assess【课文原句】

assess vt 评价，评定；估算常见搭配：assess sb./sth(as sth) 评定某人或某物(为… )assess+wh-从句评定…… assess sth (at sth)将某物估价(为……)

1) 他这么懒很难评估他的能力。He’s so lazy that it’s difficult to assess his ability.

2) 一栋建筑物是否值得保存有这个委员会来评定。The committee assesses whether the building is worth preserving.

3) 他们将这所房子估价为25万美元。They assessed the value of the house at $25,000.

知识链接：assessment n. 看法，评定assessor n评判员

7.inform 【课文原句】

inform vt.通知；告知常见搭配：inform sb. of /about sth通知某人某事

inform sb. +从句…告知某人……keep sb. informed 随时告知某人

1) 他向警察报告了那起抢劫案。He informed the police of /about the robbery.

2) 我通知他必须12点出发。I informed him that he must start at 12o’clock.

3) 有事随时通知我。Keep me informed of what happens.

8.depend on【课文原句】

depend on 依赖，依靠，取决于，随 ... 而定

常见搭配：depend on/ upon sth/wh-从句依靠/取决于某事/…depend on/upon sb./sth. doing。。。相信/指望…做某事

1)一切生物都依赖太阳生长。All living things depend on the sun for their growth.

2) 你不要指望他准时来。You can’t depend on his/him coming on time.

3)我们的成功取决于我们是否努力工作。Our success depends on whether we work hard or not.

知识链接：dependence n.依靠，依赖 dependent adj.依靠的，依赖的

That depends./ It (all )depends 视情况而定。

9.case $ accuse…of 【课文原句】

1) case n.情况；病例；案例；容器；箱子

① 他总是这样。That is often the case with him.

② 这位病人是流感的病例。The patient is a case of flu.

③ 博物馆中的展品常摆放在玻璃橱里。Exhibits in museums are often displayed in glass cases.

常见搭配：in case 即使；免得；以防万一(引导的状语从句常用一般现在时表示将来或用should+do) in case of… 即使……;万一…… in no case 决不(置于句首时，句子用部分倒装) in this/that case即使这样/那样 in any case无论如何

①带上伞以防下雨。Take the umbrella with you in case it rains/should rain.

②我决不会背叛我的祖国。In no case will I turn against my motherland.

③听说星期天得加班，那样的话我们就没法去看电影了。It is said that we’ll have to do extra work on Sunday. In that case, we can’t go to a movie.

2)accuse sb. of (doing )sth.因……而指责/控告某人

①警察指控他犯了谋杀罪。The police accused him of murder.

②她控告他偷了她的表。She accused him of stealing her watch.

知识链接：

charge sb. with (doing) sth 指控某人犯……罪

blame sb. for (doing) sth /blame sth on sb.因……而责怪某人

10.so as to【课文原句】

so as to 为的是，以便

1)为了赶上最后一趟车，他跑得很快。He ran quickly so as to catch the last bus.

2)他练习讲英语是为了提高口语。He practised speaking English so as to improve spoken English.

in order to +动词原形、so as to +动词原形和to+动词原形都可以引导目的状语。有时为了表示强调，也可以将in order to do、to do 等放在句首，而so as to do 一般不放在句首，也比较口语化。表达否定的目的时，可以用in order not to do和so as not to do 这两种结构。

为了赶上火车，我早上五点起床。

① In order to /To catch the train, I got up at five a.m.

② I got up at five in order to / so as to /to catch the train.

③ I got up at five in order that I could catch the train.

11. guilty【课文原句】

guilty adj有罪的，犯罪的；内疚的

常见搭配：be guilty of 有……罪 be guilty 对……内疚

1) 这个美国男子被证实犯了谋杀罪。The American man was proved guilty of murder.

2) 他因没有常去看望父母而感到内疚。He felt guilty about not visiting his parents more often.

12. demand 【课文原句】

demand 1)vt (强烈)要求；需要常见结构：demand sth. 需要……;要求 ……

demand to do sth. 要求做某事 demand that…(从句谓语要用should +do)需要/要求…….

① 这种工作需要极大的耐心。The work demands great patience.

② 我坚决要求见经理。I demand to see the manager.

③ 反对派要求把所有事实公之于世。The opposition have demanded that all the facts should be made public.

2)n. 要求；需求，需要；所需之物常见结构：in demand 需求大 on demand 一经需求 make demands on对……提出需求

他们拒绝了工会的需求。They rejected the demands of the union.

1. 一位专业摄影师___________________2. 随身携带_____________________

3. 渴望做…… _______________________4. 集中精力于___________________

5. 专修一门课程______________________6. 以后______________________

7. 获得你需要的所有信息__________________________

8. 有对新闻非常敏感的 “嗅觉”_________________________9. 依赖 _________

10. 职业诀窍_________________________11. 有证据支持我们的故事_________

12. 说出全部真相_____________________

13. 查明故事被遗漏的部分___________________

14. 完全搞错了_____________

15. 指控某人做某事__________________________16. 事情是这样的。_________

17. 为了___________________18. 理应做过某事__________________________

19. 安排采访_______________________________________

20. 盼望做某事_______________________________

21. 当记者的首次任务______________________________

22. 故意地_____________________________________

23. 为某人辩护_____________________

24. 润色语言风格 ______________________________

25. 被印制成胶片____________________________________

26. 在……前头_______________________________

27. 最后_______________________________

28. 与某人约会______________________________________

29. 对……做调查____________________________

30. 从事_______________________

31. 把……传递给……_________________________

32. 着手做某事_________________________________________

1. a professional photographer 2. bring with 3. be eager to do 4. concentrate on

5. take a course 6. later on 7.acquire all the information you need to know

8. have a nose for a story 9. depend on 10. a trick of the trade

11. have the evidence to support our story 12. tell the whole truth

13. find out the missing part of the story 14. get the wrong end of the stick

15. accuse sb. of (doing) sth. 16. This is how the story goes. 17. so as to

18. be supposed to have done 19. arrange an interview 20. look forward to (doing) sth.

21. the first assignment as a reporter 22. on purpose 23. defend…against…

24. polish the style 25. be processed into film negatives 26. ahead of 27. last of all

28. make an appointment with sb. 29. do some research on 30. work on 31. pass… on to… 32. set (out)to do/ set about doing

高中英语教案篇三

Good morning/afternoon, my dear judges. I'm number ___. It's my great honor to have this opportunity to talk about my teaching ideas. My presentation consists of the following aspects.

Analysis of the teaching material

First of all, let’s come to the analysis of teaching material. This lesson is from New Senior English for China Book5 module 3, the reading part. The topic of this unit is about adventures. It is excerpted from Mark Twain’s work “ The Adventures of Huckleberry Finn”。 The story is about two teenagers who find a steamboat and board on the steamboat.

Analysis of the students

Secondly, students are the subject of our class. After many years of English studying, they’ve known many words, sentences and some skills to solve English problems. They not only study the words and phrases, but also learn the meaning and the culture. So I would introduce them more knowledge above the passage to arouse their reading interest.

Analysis of the teaching aims

By the analysis of the New Curriculum Standard in English, teaching material and the students in my class, I set the following three teaching aims.

The first one is knowledge aims:

1)Students learn and grasp the following important useful new words and expressions: pour down; sail down; climb on to; panic; curious; tie up…

2) Learn the language and grasp the meaning in this passage.

The second one is ability aims:

Through reading, students reading ability and word-guessing ability will be improved.

The last one is Emotional aims:

Students will be more interested in the literature and cinema in English and enjoy the famous works.

Analysis of the key and difficult points

According to the analysis above, I set the key points and difficult points as follows.

Teaching key points:

Member and master new words and phrases and understand the passage.

Teaching difficult points:

Foster students’ interest of reading passage and improve their reading ability.

Analysis of teaching and study methods

Now, I would like to talk about the teaching methods and studying methods. As to the teaching methods, Communicative Approach and Task-based Teaching Method will be adopted in this lesson. I will lead them to study by themselves, and through answering my questions, they will have a good understanding of the passage.

Analysis of the teaching procedures

Now, let’s come to the most important part of this lesson: the analysis of the teaching procedures. This lesson is divided into 5 stages, that is, warming up, pre-reading, while-reading, post-reading and summary & homework.

Step 1 warming up

In my warming up stage, after greeting with the students I will Introduce Mark Twain and his works, such as The Adventures of Huckleberry Finn， Running for Governor，The Prince and the Pauper. Then tell students today we will learn adventure, a passage from The Adventures of Huckleberry Finn.

Mark twain is a famous American writer. Through the introduction, students will have more interest in reading famous works. And they will be curious about the passage and I can move to the next step smoothly.

Step 2 Pre-reading

In pre-reading, I will ask them to have a free talk about adventure.

Ask them talk about adventure. For example: What is adventure? Would you like to go? Adventure is an exciting trip. Perhaps sometimes you feel bored, you could imagine going on a great adventure, such as caving, climbing, sailing and canoeing.

Then lead students to predict the passage, ask them to Look at the picture in the book and discuss the following questions:

1. Who are they? 2. Where are they? 3. What are they doing? 4. What is the boy pointing at?

In this way, students will be familiar with adventure and lay a foundation for reading the passage.

Step 3 While-reading

In this period, there are two activities: global reading and detailed reading. Firstly, global reading, I would like to give students 5minutes to have a global reading to check their ideas what they predict during the pre-reading. At the same time, they find out and circle the difficult words.

Fast reading can help students understand the whole passage quickly and practice their logic thinking. Then I will explain the difficult words, such as fantasy, identify, and account. For example

Fantasy n. the activity of imaging things

phrase: live in a fantasy world fantastic adj.

identify v recognize sb or sth

identify the criminal

identity n. ID identity card

Next, it should be detailed reading. I will ask them to read the passage again and do the exercise2 on the book. Number the events in the order they happen. Then I check the answer.

After this reading, students will grasp the whole passage. In order to create more chance for students to read, I will ask students read the passage paragraph by paragraph. Answer the following questions showed on the PPT.

Paragraph1. Discover a steamboat

What was the weather like that night?

What did they see and what were they doing then?

Paragraph2-5 board the steamboat

How did Huck and Jim get to the sinking steamboat?

How did they get on it?

Paragraph6-8 in the steamboat

What did Jim do when they heard someone was going to kill another?

Paragraph9-11 leave the steamboat

What did Huck decide to do after he heard they would leave the man on the steamboat?

Students will get more detailed information, and more interested in this story. Furthermore, they would like to read more works of Mark Twain.

Step4 Post-reading

Now it should be post-reading. In order to make sure that students will master the new words, I will ask them to do the exercise 4 and 5. Encourage them to member the verb words and phrases during the exercises.

After the exercise, I will give them 5 minutes to prepare, then to retell the passage according to the event orders. During the oral English time, I will encourage them to open their mouth and give them more positive evaluation. It benefits students for practicing their speaking and having more confidence in learning English.

Step 5 Summary and homework

At the end of the class, I’d like to make a summary about this lesson and present my homework to consolidate what the students have learnt in this period. I will conclude with my students together what we’ve learnt. The home work is to remember the key words and phrase and write a short passage about what will happen next.

高中英语教案英文篇四

教学目标：

1，知识与能力目标

熟练掌握单词与短语：blind, show，special,clever

熟练掌握重点语句：This dog can help him.

Can Fifi help the blind people?

No, he can’t 。He only wants to play.

使学生能够灵活运用can ，can’t 描述动物具有的能力，并且能用can对动物是否具有某种能力进行提问。

2，情感态度目标

培养学生热爱动物，热爱大自然，热爱我们周围环境的意识。

教学策略：

简笔画，小组讨论，

教学过程：（请写清每一教学环节的设计意图）

Step 1 Warming up

Draw an animal on the blackboard. Let the students guess what animal it is 。

It’s a dog.

（通过逐步画出的小狗既引起学生的兴趣，又引出本课关于导盲犬的话题）

Step 2 Presentation and practice

1、 Draw a man beside a dog. Then draw the man to blind. Talk about it then teach the word“blind”。Watch a TV show and answer a question“Who can help the blind man ？”

2、 Listen to the passage and repeat it. Try to be the TV presenter.

1)跟读一遍刚刚观看过的盲人与导盲犬的电视节目的文章。

2)请学生试读缺少个别词语的文章。

3)小组练习，根据每句提示词试复述文章。

3.Listen to CDROM and answer the question “Can Fifi help the blind people? ”

Write down the sentence on the blackboard and repeat it.

4.Listen again and answer the question “What does he want to do?”

5、 Listen and circle the sentences with “can or can’t”。

6、 Memorizing game. Guess what the special animals can do 。

7、 Listen the passage and repeat it.

8、 Do some exercises on AB p26 1: Read the text and circle.

（通过听读和练习使学生对课文有基本的掌握，并能基本流利朗读、初步记忆）

Step 4 Consolidation and extension

1、 Talk about pictures about some special animals. Then the students talk about them in group using "This…can … 。 This …can’t … 。 "

3、 Give each group a picture of an animal, let each group watch and discuss. For example, “It’s white. It’s fat. It can catch the mouse. It can’t swim.”

Then show it.

（通过练习使学生既掌握住can和can’t的用法并复习形容词的用法，又学会对动物能力的描述）

Step 5 Summary

1，引导学生自主回顾本节课所学知识，引导学生发现生活中动物对人类的帮助，培养学生热爱动物，热爱大自然的意识。

2，用课件展示搜救犬、缉毒犬、警犬等多种犬类，并显示英文。让学生在知晓狗是人类的朋友的基础上展示“The dogs are our friends. We love dogs. We love animals.”

Step 6 Homework

1、 Listen to the tape for 5 times 。

2、 Try to find other helpful animals and try to describe them.

（让学生通过练习进一步巩固对课文的掌握并学以致用，学会描述动物是人类的朋友）

高中英语教案设计篇五

知识目标：

复习两个阅读技能——scanning， skimming;

学习本单元的部分生词。

本事目标：

能构成文章的图式，在图式的帮忙下自主地复述本课的主要资料，在此过程中实现生词的重现。

情感目标：

学生在教师的启发下，经过师生互动和生生互动，进一步探究知识。在这一过程中，学生能够不断地实现互相教育和自我教育，并能寻求自我发展；

学生能明白计划的重要性，并能收获一些与之相关的谚语。

教学重难点

构成文章的`图式，并在图式的帮忙下复述文章的主要资料。

教学工具

课件

教学过程

Steps

Teacher’s activity

Students’ activity

Aims

Step 1

Show and tell the students the learning goals for them and make possible explanations

Students listen to the teacher and have an idea of what they are going to learn in this class。

To make the students know what they are to learn in this class

Step 2

1)、Show some pictures with beautiful scenery

2) Ask the students two questions:

Are they attractive?

Where do you want to travel? – I dream about traveling…

1)Students appreciate those pictures

2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling into…”

1) To arouse students’ interest

2) To practice a sentence pattern

Step 3

1) Show the title of the reading passage

2) Ask the students whether this passage is about the whole process of the journey。

3) Ask the students how to skim。

4) Tell the students the skill of skimming on the screen

1) Students answer the question after they read the subtitle of this part。

2)。Students tell how to skim。

1) To make the students pay attention to the subtitle， which can tell the main idea of the passage。

2) To review how to skim

Step 4

1) Ask the students to skim more—to find out the main idea of each paragraph。

1) Students tell the main idea of each paragraph

1) To practice how to skim

Step 5

With four questions， teacher asks the students to scan paragraph 1

Ask students how the scan

Show the skills of scanning on the screen

Students scan paragraph 1， and answer the four questions

Students tell how to scan

To review how to scan

To practice how to scan

Step 6

1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have， and then finish the table

1) Students scan paragraph 2 and finish the table

1) To practice how to scan

Step 7

1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences。

2) Ask the students to match each geographic word to the proper meanings

1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile。

2) Students do the matching work

1) To better know how the Mekong river flows

2) To help the students better learn the geographic words which are new to them

3) To check how the students understand the new words

Step 8

Review the structure of the passage together with the students and show some key words on the screen

Provide the students with some words and phrases which are the new words in this unit

Ask them to retell the main content of the passage in groups

With the teacher， students review the structure of the passage

Retell the main content of the passage in groups

To help students form the schema of the passage by reviewing the structure of it

To know the content of the passage better as well as to create more chances for the students to use the new words

Step 9

1) Ask the students what they learn from the story

2) Give the students some useful and related proverbs

1) Students share their opinions with the group members what they have learned from the story。

2) Students read the proverbs loudly together。

1) To encourage students to form their own views and share them with others

2) To learn some useful proverbs

Step 10

1) Summarize this class by showing the learning goals again

2)Homework

1) Students review what they have learned by reading the learning goals on the screen。

1) To help students review what they have learned in this class

高中英语精选教案参考篇六

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 等。

(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 .

高中英语教案精选篇七

Revision

1. Ask students some questions to revise the last lesson(show them on the screen).

a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)

b. What is coral? Why are corals not found in deep water?

c. Why is the Dead Sea called the Dead Sea?

2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.

高中英语教案范文Step 3

Lead-in and preparation for reading

Show them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.

Purpose: Arouse the students’ interest of study.

Bring in new subject: Life in the oceans.

高中英语写作教案篇八

高中英语写作教案

高三下学期，要进行高三英语专项讲座及练习。从英语试卷来看，唯有阅读表达和书面表达是主观试题，学生可以根据自己实际水平绕开一些难以表达的词句，从而多拿些分。另外，学生通过一段时间的英语词汇积累、语法学习、以及通过阅读培养语感，学生整体水平有一定提高。在此基础上，培养学生写作能力及技巧是大有可能的。下面是一个书面表达教学教案。高考英语书面表达复习―――增强书面表达效果的技巧 Ⅰ明确目标：了解NMET书面表达评分原则，体会一篇好的书面表达文章的特点，掌握增强书面表达效果的技巧。 Ⅱ自学指导：书面表达各档次的给分范围和要求第五档（很好）（21-25分）完全完成了试题规定的任务。 ü 覆盖所有内容要点 ü 应用了较多的语法结构和词汇 ü 语法结构和词汇方面有些许错误，但为尽力使用复杂结构或较高级词汇所致；具备较强的语言应用能力 ü 有效使用了语句间的连接成分，使全文结构紧凑完全达到了预期的写作目的。第四档（好）（16-20分）完全完成了试题规定的任务。 ü 虽漏掉1、2个次重点，但覆盖所有主要内容 ü 应用的语法结构和词汇能满足任务的要求 ü 语法结构和词汇方面应用基本准确，些许错误主要是尝试使用较复杂结构或词汇所致 ü 应用简单的语句间的连接成分，使全文结构紧凑达到了预期的写作目的。第三档（适当）（11-15分）基本完成了试题规定的任务。 ü 虽漏掉一些内容，但覆盖所有主要内容 ü 应用的语法结构和词汇能满足任务的要求 ü 有一些语法结构或词汇方面的错误，但不影响理解 ü 应用简单的语句间连接成分，使全文内容连贯整体而言，基本达到了预期的写作目的。第二档（较差）（6-10分）未恰当完成试题规定的任务。 ü 漏掉或未描述清楚一些主要内容，写了一些无关内容 ü 语法结构单调，词汇项目有限 ü 有一些语法结构或词汇方面的错误，影响了对写作内容的理解 ü 较少使用语句间的连接成分，内容缺少连贯性信息未能清楚地传达给读者。第一档（差）（1-5分）未完成试题规定的任务。 ü 明显遗漏主要内容，写了一些无关内容，原因可能是未理解试题要求 ü 语法结构单调，词汇项目有限 ü 较多语法结构或词汇方面的错误，影响对写作内容的理解 ü 缺乏语句间的`连接成分，内容不连贯信息未能传达给读者。 0分未能传达给读者任何信息；内容太少，无法评判；写的内容均与所要求内容无关或所些内容无法看清。 Ⅲ合作探究： 08高考天津卷书面表达（满分25分）假设2月12日是你父亲的生日，下面三幅图描绘的是你给父亲买完礼物后乘坐地铁回家时经历的一件事。请根据图示，用英语写一篇日记记叙这件事，并谈谈自己的感受。注意：1. 词数不少于100； 2. 可适当加入细节，以使行文连贯。参考词汇：地铁（列车）----- subway train 学生分组对例文进行分档、评分：（A） It is my father’s birthday today. I bought him a gift downtown to thank him for caring for me these years in the morning. Then I got on a subway train. The gift was a little heavy, but I was lucky to find a seat available to sit on. Thinking about how happy father would be when seeing the gift, I smiled happily. Several minutes later, the subway train stopped at the next stop, and an elderly lady got on with two heavy suitcase in her hands. She seemed to be tired, but there was no seat available for her. I looked around, but nobody seemed to be willing to give a seat away to the lady. I hesitated for a minute because of my heavy gift, and then stood up to let the lady sit down. I felt happy though I was tired the whole travel. As the young, I think we have duties to care for the elder people in public places. If all of us spare no effort to do this, our city must be more and more harmonious. (B) Today is my father’s birthday. I want to give my father a surprise, then I go to shop to buy a gift for my father. When I go home by subway train, I see an old woman get on the subway train. At that time, many people in the train. It’s very full. So I decide give my seat to this woman after one minute. The old woman thanks me very much, and she say I’m a good child. I feel very happy. I think that helping people when they come across difficult is very happy. (C) Today is my father’s birthday. In order to make my father happy I went to buy a present to give he. On my way go home and on the subway train is crowed. Next station. A woman net to me. I found her take many bags look as difficult. About one minute, I let the seat to her. The woman said “Thank you” gradutlly. I feeling very happy. About this case, I understand that help others is an honour behavior. It makes me very happy and could make a warn society. I feel I did a very meaningful thing. I hope everybody can do it like me. So our society could become very beautiful and hopeful. (D) Today is father’s day. I was bought something for my fathers. I think if father look this can very happy. In the subway train, I was very happy because. soon I. can saw my father. But next stop. An old woman got the bus. The wamon was very hard to then she. got two box. One minutes later, I stand up and to wamon sat down. She was very happy and saw: “Thank you.” I think. if I told this story to my father. He an. more happy then. Father’s Day. Ⅳ精讲点拨： 1．如何算是一篇好文章？ 1） 2） 3） 2．增强书面表达效果的技巧 1） 2） 3） Ⅴ练习达标：（Ⅰ）词汇练习： 1. We all think he is a great man. 2. As a result the plan was a failure. 3. He set off for Shanghai in order to find a good job. 4. In our school, there are twenty-six classrooms. 5. You can find my house easily. 6. Because the weather was good, our journey was comfortable. 7. Suddenly I thought out a good idea. （Ⅱ）句型练习： 1. When he arrives, please give me an e-mail.（使用V-ing形式）. 2. To his surprise, the little girl knows so many things.（使用名词性从句） 3. He came in and there was a baby in his arms. (用with结构) 4.由于不知道他的电话，他没法跟Mary联系(用非谓语） 5.我到十点钟才上床睡觉。 I didn’t go to bed until ten o’clock. 6. She walked out of the lab and many students followed her. (用过去分词) 7. When he spoke, he felt more and more excited.（使用句型结构） 8. Because the weather is fine, many people went to climb the Western Hills. （使用独立主格结构） Ⅵ拓展提高：（河北区一模）八月十日，星期天上午，你们班同学骑车到学校附近的公园组织了一次环保活动。请根据下表内容，写一篇日记，发表你对此次活动的看法。 1组扫除：清理废纸、烟蒂、塑料袋等废弃物 2组宣传：树立标牌，告诉游客要爱护花木 3组演讲：向游客宣传“白色污染”的害处以及保护环境的重要性你的看法 …… 注意：1）日记必须包括表内所有的内容，可以适当增加细节，使内容连贯； 2）词数：不少于100词。 3）参考词汇：烟蒂 cigarette end 学生作业：（尝试修改） August 10th Sunny On Sunday morning, our classmates rode bikes to park which near our school. We organized an activity of protecting environment. Our teacher divided students into three groups. The first group’s aim is to clean the park, they cleaned all of the rubbish and cigarette ends and so on. The second group’s aim is to make all the people of in the park know that we should protect environment. They also made signs in order to protect grass and flowers. The third group’s aim is to make a speech in public. They spoke about the white rubbish’s harm. In conclusion, the activity of protecting environment is a good action. Ⅶ范例： Ⅷ作业：

高一英语必修二全册教案篇九

一、本课在教材中的地位

我说课的课题是高中英语第一册(上)，第11单元，第42课，美国乡村音乐。本课是本单元的第二课时，是一节阅读课，阅读课是每单元教学的重要环节。本课包括美国乡村音乐的背景知识和历史发展知识。本课包括四会词11个，三会词及短语6个，二会词及短语3个。

二、教学目标与要求

根据大纲“巩固，扩大学生的基础知识”和关于词汇方面的要求，以及英语学科的语言特点，我确立本课的知识目标为两点：一是要求学生掌握11个四会词dollar leader value remain boyfriend girlfriend think of appear electrical fun make fun of ，和success society anger political equipment beauty 6个三会词。二是要求学生对课文进行较好的理解，即了解美国乡村音乐方面的知识。根据大纲“侧重培养阅读能力”的要求和高一学生阅读能力的发展水平，我确立的第一个能力目标为训练学生的skimming 和scanning 两种能力。第二个能力目标为发展学生的观察，记忆，想象，比较，分析和快速反应等能力。确立此目标的依据是英语教学大纲的“发展智力，提高思维，观察，注意，记忆，想象，联想等能力”的要求。

三、教材分析与学生分析

本课包括美国乡村音乐的历史和现状两部分内容，阅读容量正常，阅读材料内容不易理解，涉及到的某些历史知识，如美国当代人的价值观，所以我确立本课的重点和难点都是解决这样一个问题：当代美国人的价值观在美国乡村音乐中有了那些变化。

我在本课的教学处理上注重文章的阅读理解，淡化词汇和语法教学，词汇部分仅用一个word puzzle 来解决。在阅读理解方面，我强调从输入知识（即教师的教）到能力的输出（即学生的用），通过这一过程，达到了扩大学生思维容量，提高学生能力的目的。

从学生学习语言的规律看，高一年级是学生的阅读能力提

高的重要阶段。一般来说，他们比较擅长对记叙文的阅读理解，阅读速度快，正确率高，而社科类文章则是使他们感到最为头疼的问题。但教学大纲要求“高一学生能以每分钟40-50个词的速度”进行阅读，“阅读生词率不超过3%的……科普小品等内容的材料……。理解准确率达到70%”。而且从经验看，我感到学生阅读社科文章一是速度慢，这主要是由于他们对文章内容不熟悉和其中的背景知识使他们感到无从下手。学生存在的第二个问题是他们的理解正确率往往低于70%。为了解决这两个问题，我在指导学生阅读时强调skimming和scanning这两种技能，目的之一就是要提高他们的阅读速度和快速查找信息的能力，从而提高正确率。

四、教学方法与辅助手段

本课运用的教学方法主要有两个：情景交流法和多媒体教学。现代的语言教学强调语言在一定的语言环境中的运用。在本课的教学环节中我搜集了美国五十年代和六十年代以及现代的乡村歌曲，使他们在这个语言环境中欣赏美国乡村音乐。在模拟的真实情景中尽情地，自由地运用英语进行交际。我这堂课最突出的教学方法还是多媒体教学，即通过展示软件，达到讲解的目的，突破难点。由于本课的难点：美国人生观的理解，所以我设计了多媒体课件来代替老师讲解。这样，就把书本上枯燥乏味的文字变为形象生动的图片和动画，使学生先获得感性认识，然后才是理性的总结，符合认识事物的规律。运用这种图示法，学生就会从原来的从书本，从老师那里被动地接受知识变成现在的主动，积极地探索知识，激发了他们的学习兴趣，改善了学习效果，突破了难点。

20年的英语教学使我感到让学生“学会”并不难，难的是让学生“会学”，讲授知识并不难，难得是培养学生运用知识的能力。英语学科无论是教学还是考试都注重阅读能力，所以在本课中，我注重指导学生的阅读能力。主要体现在三个方面：一是快速阅读。快速阅读训练对于学生提高阅读速度和质量很有帮助。尤其是教学大纲和考试都要求学生能在较短时间内阅读相当篇幅的阅读材料。二是默读。事实证明，学生阅读时如果朗读，那么他们的注意力仅会停留在所读词汇的发音上而不是所读文章的意义上。三是阅读时带着问题读。这种阅读方法尤其在高考中很有益处。在时间允许的情况下，如果带着问题阅读，可以更加集中注意力，抓住重点。

五、教学步骤

本课的教学过程分为三个步骤。第一步是Pre-reading。我通过播放country road 这首歌，提出了三个问题，导入本课主题American country music, 并检查了学生的预习情况。导课这一环节大约需要5分钟。

第二步是fast-reading, 包括两个环节。第一个环节是阅读理解，需要5分钟，主要目的是让学生抓topic sentence;第二个环节需要10分钟，讲解本课语言点并介绍美国乡村音乐的发展历史和现状。在每部分的阅读理解之前，都有不同形式的过渡，使各部分的教学能有机的联系起来，并且我也提出问题，阅读后又配有不同形式的阅读理解练习题。

第三个步骤是Post-reading。包括四个环节。第一个环节是巩固练习，需要10分钟左右，要求学生两人一组编对话。假设你与朋友要去看美国乡村音乐演唱会，你们会谈论什么？通过这样设置的情景，

一是可以检验学生对所学知识的运用是否正确；

二是可以训练学生的听，说技能和想象等思维能力。

第二个环节是发展技能练习，需要10分钟。将全班学生分为两组。A组同学喜欢乡村音乐，B组同学喜欢摇滚乐。让他们展开辩论，试图说服对方他们的选择是较好的。这样双方都积极地进行思维。同时辩论的形式也激发了他们的好胜心。为了鼓励更多的学生尤其是听说能力较差的学生参与辩论，我还提出，“one sentence or even a few words is also OK”，限度地调动学生的非智力因素。第三个环节是德育教育。我通过对美国乡村音乐历史的分析，使学生自发地认识到美国所存在的严重的社会问题。第四个环节是作业。除了常规的作业布置以外，我要求学生每人学唱一首美国乡村歌曲。德育教育和作业布置两个环节共需要4 分钟。

step sections time

Pre-reading Lead-in 1’

While- reading Reading compre-hension music General knowledge 15’

John Danver

Country music

history 1950s---love

1960s---anger1970s---money,success

Today—sunshine ，laughing,friends

Dealing with vocabulary 5’

Post- reading Practice (pairwork) 10’

Developing skills (debate) 10’

Moral education 4’

Homework

本课的教学中我使用了多媒体进行导课，它能迅速抓住学生的注意力，很快导入正课。我还唱了country road这首歌加强学生对美国乡村音乐的印象。整堂课中我主要使用了自己设计，制作的多媒体教学软件。软件的作用主要有四点：

一是加大课堂容量。事实证明，以上教学任务在多媒体的帮助下，在学生预习到位的前提下，完全能顺利完成。

二是突破难点。多媒体教学软件通过以图代文的方式，解决了文章理解的难点，不再需要教师枯燥地讲解。

三是可以指导学生的逻辑思维。四是可以调动学生的积极性，激发他们的学习兴趣。

六、板书设计

我的板书设计主要体现了本课的重点和难点。

Blackboard Design

Unit 11

Lesson 42 American Country Music Topic sentence1950s------love1960s------anger1970s—1980s------money and success1990s------sunshine laughing and friendslanguage points1. Money was also thought to be important.We all thought him (to be) the best singer in our school2. During these years many young students were angry with society,so songs were often full of anger.3. Politcal leaders were not well thought of and those songs ofte made fun of them. 4. Singers do not just come from the States but from all over the world.

七、布置作业

在我的Workpage中，Pre-class部分我安排了两项任务：

一是让A组和B组学生分别查找关于American country music信息，从而为课堂教学中的辩论做准备。

二是要求学生每人学唱一首美国乡村歌曲，并从网上查阅美国乡村歌曲的相关背景资料，把英语学习从课堂引向社会。

电子教案篇十

教学目标

知识目标

知道原子的核外电子是分层排布的；

了解原子结构示意图的涵义；

了解离子的概念及其与原子的区别和联系；

常识性介绍离子化合物和共价化合物。

能力目标

通过对核外电子运动状态的想象和描述以及原子和离子的比较，培养学生的抽象思维能力和逻辑思维能力。

情感目标

通过对最外层电子数与元素性质的学习，让学生认识到事物之间是相互依存和相互转化的，初步学会科学抽象的学习方法；

通过对核外电子排布知识的学习，让学生体会核外电子排布的规律性。

教学建议

教材分析

本节课核外电子排布的初步知识，是在学习了第二章分子和原子的基础上进行的，核外电子排布的初步知识与原子构成。形成了原子结构理论的知识体系，本节之所以放在第三章讲述，目的为了分散知识难点，使学生的空间想象力得以充分的发挥。通过对前18号元素的核外电子排布情况的介绍。使学生了解前18号元素原子的核外电子排布规律，进一步了解元素性质与其原子结构的关系，为离子化合物，共价化合物的形成以及化合价的教学提供了理论依据。因本节课的内容抽象，学生难理解，在高中化学的学习中还会进一步讲述原子结构理论，所以本节课知识只要求学生达到了了解的水平即可。

教法建议

本节课文谈到原子是由原子核和电子构成的。原子核体积很小，仅占原子体积的几千万亿之一，电子在核外的空间里作高速的运动。而电子是怎样在核外空间运动的呢？对学生来说是一个抽象概念，是教学难点。因为教师既不能套用宏观物体的运动规律在体会微观粒子的运动状态，又不能不以宏观物体的运动状态为例来描述原子中核和电子的行为。否则会影响学生对核外电子分层运动的表象的形成。我们可以借助与计算机多媒体课件来描述，让学生明确电子在核外作高速运动，是没有固定轨道的。

1、在多电子原子里电子是分层运动的，核外电子根据能量的差异和通常运动的区域离核的远近不同，分属于不同的电子层。

2、介绍原子结构示意图，例如

用圆圈表示原子核，在圆圈内用正数+17表示质子数，用弧线表示电子层，弧线上的数字表示该电子层上的电子数。

3．元素的分类及原子的最外层电子数与元素的化学性质的关系。

(1)稀有气体元素：最外层电子数为8个(氦为2个)是一种稳定结构，不易得失电子，化学性质稳定，一般不与其他物质发生化学反应。

(2)金属元素：最外层电子数一般少于4个，易失电子，化学性质活泼。

(3)非金属元素：最外层电子数一般多于或等于4个，易获得电子，化学性质活泼。

4．离子：

(1)带电的原子(或原子团)叫离子

阳离子：带正电荷的离子叫做阳离子。

阴离子：带负电荷的离子叫做阴离子。

(2)离子符号的写法：在元素符号或原子团的右上角写上离子所带的电荷数及所带电荷的正负。而所带正负电荷的数目，有取决于原子的最外层电子数。

5．离子化合物

(1)定义：由阴阳离子相互作用而形成的化合物叫离子化合物。

(2)构成离子化合物的微粒是离子，离子也是构成物质的一种微粒。

6．共价化合物

(1)定义：以共用电子对形成的化合物，叫共价化合物。

(2)构成共价化合物的微粒是分子。

小结：构成物质的微粒有：分子，原子和离子

探究活动

原子的秘密与科学家

形式：课外分组查阅资料，课上汇报讨论

目的：

培养学生查阅资料的能力，感受科学家们不畏困难勇于探索的精神。同时，也对原子结构知识，有更深刻的认识。

高中英语教案ppt 篇十一

Unit 5 Theme parks

The fifth period Words and expressions

I. Words for Reading (THEME PARKS —FUN AND MORE THAN FUN)

theme n. a favourite theme for poetry, a theme park

amuse v. amuse oneself by …， be amused at [by, with]…

amusement n. find much amusement in…， an amusement park

various a. too various to form a group, various opinions

variety n. for a variety of reasons, have a great variety to choose from, in a variety of

ways

ride n. give sb. a ride, go for a ride, take a long ride

shuttle n. the space shuttle Columbia broke up over Texas, carry shuttle audio during

space shuttle missions.

charge v. charge double for… 对……加倍收费，charge a fee for a service，He is charged

with heavy responsibility.

admission n. Admission by ticket only. Grant sb. admission, gain admission to/ into…

profit ① n. bring a handsome profit to…， divide profits 分红利，increase profits ② v.

make big profits （on sth.）， sell sth. at a profit, do sth. for profit

souvenir n. This book ekes out souvenir of my life in the United States. 这本书帮助我追

忆在美国的生活。

involve v. You'd like to meaningfully involve students.， the right of Congress to involve the

nation in war

athletic a. an athletic meeting, athletic sports

brand n. Do you like this brand of coffee? a famous brand, the most popular brand on the

market

equipment n. lab equipment, military equipments, the necessary equipments for a trip

sneaker n. wear a new pair of sneakers

minority n. The minority is subordinate to the majority. 少数服从多数

fantasy n. fantasy sports and gaming site, the work of fantasy artist Amy Brown

Fantasyland n. living in a fantasyland, the Guide to Fantasyland

settler n. the early settlers of America, the first white settlers, The settlers were soon acclimated.

marine a. develop a mercantile marine 发展商船

experiment n. attempt the experiment of…， carry out an experiment, make an experiment on sb.， prove sth. by experiment

imaginary a. an imaginary enemy, imaginary number 虚数

advanced a. most advanced branches of science and technology, a man advanced in years 老年人

technique n. developed a technique for remotely fingerprinting, a Swimming Technique

Magazine, developing a practical technique for solving voice problems

II. Words for Learning about Language(Word formation)

imagination n. have a good/ poor imagination

test n. provides test preparation services for college admissions, Preparing for a test isn't

easy. do well on the test

vary v. Opinions vary on this point. vary with… 与……一起变化

cloth n. lay the cloth 铺桌布、准备开饭， cut one’s coat according to one’s cloth量布裁衣

，量入为出

III. Words for Using Language (UTUROSCOPE—EXCITEMENT AND LEARNING)

jungle n. Jungle refers usually to a forest. It originated from a Sanskrit word jangala, meaning wilderness. In many languages of the Indian subcontinent, including Indian English it is generally used to refer to any wild, untended or uncultivated land, including forest, scrub, or desert landscapes.

creature n. The term creature refers to an animal.The term can be used to dehumanize a person. For example, in the fictional novel Frankenstein, or The Modern Prometheus by Mary Shelley, Dr. Frankenstein’s hideous construction is often referred to as a "creature." The term literally means "a created thing," and is sometimes used in theology to contrast a created object with a divine Creator under discussion.

volunteer n. a. v. A volunteer is a person who performs or offers to perform a service out of his or her own free will, often without payment. The year 2001 was the International Year of the Volunteer. 2005 is the UK Year of the Volunteer

People may volunteer to perform some work, e.g.， of charitable character. Some volunteer for clinical trials or other medical research, and may even donate their bodies to science after their death

高中英语教案设计篇十二

一、First–reading 采用自上而下模式，侧重培养快速阅读理解能力

“自上而下的模式”是哥德曼（Goodman）1971年提出的阅读理论模式。这一理论反对把阅读看成是对一系列词句的知觉，认为阅读者不必使用全部文本中的提示，他们在文章中挑选和选择足够的信息来作出预测，用他们自己的经验和有关客观世界的知识去验证他们的预测。按这个模式，阅读者在阅读过程中不是逐字、逐句地去理解，而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。该模式有利有弊，弊在对学生语言基础知识的掌握不利，容易造成学生语言基本功不扎实。然而，由于强调整体篇章理解，在阅读时采取跳跃式搜索、猜测等方法，所以有利于培养学生快速阅读理解能力。

阅读速度的培养是阅读教学中一个重要的任务。目前，中学生阅读能力在速度上与可能达到的指标相比普遍要低几倍，甚至十几倍。随着信息时代的到来，人们急需尽快获取各种信息资料，成倍提高工作效率与学习效果，培养学生的快速阅读理解能力是实施英语素质教育的必然要求。然而，训练学生阅读速度必须建立在学生对文章内容处于陌生状态的基础上，因此，在学生初次接触阅读课文时，应该采用自上而下阅读模式，不失时机地培养他们的快速阅读习惯、快速阅读理解能力。这一阶段的教学设计主要如下：

1、引入题材。可采用设疑悬念、直观导入、故事导入等引入方式。

2、进行快阅。可向学生介绍组读法、察读法、浏读法、略读法、跳读法等快速阅读方法。

3、检测理解。可采用问答题、判断题、选择题、做笔记、填图表等检测形式。

附SEFC Book IA Lesson 26 & Lesson 27 阅读理解问答题：

1) Which was the USA's strongest earthquakes ?

2) How many people lost their lives and how many people lost their

homes in the 1906 earthquake ?

3) How many people lost their lives in the 1989 earthquake?

4) When the 1906 earthquake happened, how many metres did the Pacific

plate jump to the north ?

5) How many measures(措施) can we take in order to deal with

earthquakes ?

6) What is " The Big One"?

经过一读课文及完成表层信息捕捉问题后，学生对文章有了肤浅的认识，阅读速度也得到训练。然而，阅读包含两个阶段：一是辨认文字符号的感性认识阶段；二是理解内容，吸收信息，创造性思维译码的理性认识阶段。因此，二读课文，加深文章的理解就显得尤为必要了。

二、Second–reading 采用交互作用模式，侧重培养阅读理解综合能力

语言心理学的图式理论认为，阅读过程是读者通过视觉器官接受以文字符号形式输入的外部代码，再结合大脑中的内部代码（即图式）进行编解码认知加工，从而理解并提取信息的过程。根据鲁姆哈特（D·Rumelhart）1977年提出的交互作用模式，这个过程实际上也即是读者大脑中自下而上与自上而下认知加工交互作用的过程。相互作用模式（the interactive model）也可称为图式理论模式（the schema theory model）。按图式阅读理论，读者的阅读能力由三种图式决定：语言图式、内容图式和形式图式。语言图式是指读者对构成阅读材料的语言的掌握程度。内容图式是指读者对文章所讨论的主题的熟悉程度。形式图式是指读者对文章的体裁的了解程度。在阅读过程中，读者大脑中的这三种图式与文章的语言、内容和形式相互作用，其结果决定了读者对文章的理解程度。

阅读的关键在于理解，尤其是深层理解。交互作用模式对提高学生的英语阅读综合能力能起关键的作用。借助形式图式模式，教师可引导学生弄清文章的文体思路，了解各种不同体裁的课文的结构特点。例如教"Earthquakes" 时引导学生归纳出文体思路是accidents--- causes --- solutions---- prediction。借助文章体裁结构帮助理解文章实际上也是一种阅读策略，同时也有助于学生下一阶段完成重建语篇的表达训练。借助内容图式，教师可启发学生寻找或利用文章上下文线索去激活自己大脑中相应的背景知识内容图式。例如教“Earthquakes”时引导学生回忆“板块学说”（plate tectonics）相关内容，将文章内容与大脑中的相关信息联系起来有助于学生更深刻理解文章的细节内容、中心思想、作者的写作态度、写作意图及文章的“弦外之音”。语言图式在阅读理解中起着基础的作用，没有语言图式，内容图式和形式图式就发挥不了作用。教师应结合课文内容提高学生识别文章中词、短语和句子的能力。例如教“Earthquakes”时引导学生理解“shook”、“jumped”、“stay up”等在文章中的意思。这样做，学生读懂文章的能力才会逐步提高，下一阶段进行语言知识的学习和应用才会有基础。总之，综合利用形式图式、内容图式、语言图式来指导二读课文，对提高学生阅读综合能力是必不可少的。这一阶段的教学设计主要如下：

1、细读课文。可采用全文阅读，逐段阅读，合段阅读等阅读方式。

2、检测理解。可采用问答题、判断题、讨论题、选择题等检测形式。

3、阅读析评。可采用学生发言、教师总结或师生一起讨论归纳等双边活动形式。

附SEFC Book 1A Lesson 26 & Lesson 27阅读理解问答题：

1) What do the first three paragraphs talk about ?

2) What does the writer try to explain in the last paragraph of Lesson 26 ?

3) What does the writer intend to do in the first paragraph of Lesson 27 ?

4) Why does the writer mention "The Big One" ?

5) If we compare the 1986 earthquake with the 1989 earthquake, what can we find ?

6) If the 1989 earthquake had happened in the centre of town, what would have happened?

7) Why can't we stop earthquakes ?

8) Do you think that San Francisco is now in danger ? Why ?

9) How does the writer make each paragraph of the two lessons coherent (连贯的) ?

10) What have you learned from the lessons ?

经过二读课文及完成一些深层阅读理解问题后，学生对文章有了深刻的理解，吸收信息或利用所获得信息来分析问题和解决问题的能力也得到培养。阅读吸收信息，吸收是为了表达。因此，教学活动的设计不应只停留在输入的层次上，应该使语言输入（听与读）和语言输出（说与写）之间产生一种平衡。运用所学语言知识以及题材信息重建语篇、提高学生语言表达能力势在必行。

三、Post–-reading 采用自下而上模式，侧重培养知识综合运用能力

自下而上模式是指阅读者在阅读过程中从最小的单位——字母和单词（从底或下层）识别开始，逐步弄懂（在顶或上层）较大的语言单位——短语、分句、句子和语篇的意义。按照这个模式去理解阅读过程，教师在教授阅读课时主要任务就是帮助学生解决语言上的障碍，即弄清词、短语和句子的意义。

由此看来，阅读课教学既是一门阅读课，也是一门语言课。随着学生对课文理解的深化，教师必须提高学生对语言知识的掌握程度。阅读理解的问题，说到底就是语言方面的问题。所以，通过阅读，可以学习语言知识，通过学习语言知识，有助于提高阅读能力。阅读能力与语言学习，两者相辅相成、密切关系；另外，中学英语大纲规定，在英语教学中要努力使基础知识转化为言语技能，并发展成运用英语进行交际的能力。为此，在完成二读课文之后采用自下而上模式深化语言知识的学习与运用则是提高学生阅读能力和语言表达能力的必然要求。这一阶段的教学设计主要如下：

1、归纳知识。可引导学生按语言单位来分类归纳；也可按段落顺序或情节内容来归纳排列。

2、深化知识。可介绍一词多义、词与词区别、长句分析和逻辑纽带等拓展性知识。

3、运用知识。口头上可采用命题发言、口述大意、复述课文、话题讨论等准交际或交际练习形式；笔头上可采用改写、缩写、书面表达等准交际或交际练习形式。

附SEFC Book 1A Lesson 26 & Lesson 27 读后重建语篇训练题：

1) Why do you think San Francisco are easily shaken by earthquakes ?

2) Give a speech on what we should do in order to deal with earthquakes.

3) Write a passage to report the 1989 earthquake in San Francisco.

4) Write a short article on the 1999 earthquake in Taiwan.

实践证明，把阅读课教学活动分成三个阶段，不同阅读活动阶段采用不同阅读理论模式以实现阅读课教学的最终目的这是非常必要的，也是非常恰当的。这种做法有以下主要特点：

1、它使学生的综合能力得到了训练。在认知能力方面，快速阅读理解训练促使学生的观察力、注意力、记忆力高度集中；深层阅读理解训练使学生思维能力、想象力得到发展。在语言能力方面，各个阶段中阅读理解问题的解决使学生的听说、读写能力得到全面培养，尤其是阅读理解能力更得到了充分发展。在交往能力方面，同学们在老师引导下，在交流与讨论中相互合作、相互沟通，最后得出认识比较统一的答案。在这一过程中，学生的相互沟通能力、协调合作能力、凝聚力自然也就得到了培养。另外，通过重建语篇训练，学生的创造能力也将得到培养。

2、它体现了素质教育的基本要求。在素质教育的全体性方面，由浅入深，由易到难，由表及里的阅读理解练习能给不同程度的同学提供体验成功乐趣的机会，能调动全体学生参与的积极性。在素质教育的整体性方面，这种教学设计主张适应各类体裁的阅读课文，挖掘文章的内涵和主旨，使各种有用信息渗透到英语教学之中；整个过程始终贯穿着培养学生的各方面能力，全方位开发学生的潜能。在素质教育的主体性方面，这种教学设计克服传统的教师讲、学生记的弊病，学生在教师引导下学会思考、学会分析、学会发现，学会表达，真正发挥了学生的主体作用和教师主导作用。

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