高中英语 Unit 6 Life in the future 教案

第一篇：高中英语 Unit 6 Life in the future 教案

Unit 6 Life in the future(人教版高二英语上册教案教学设计)

Teaching aims and demands

Goals: Talk about life in the future Practice making predictions Learn about Noun Clauses(2).1.Vocabulary and useful expressions:

Forecast, major, trend, contemporary, indicate, urban, energy, ensure, system, consumer, reform, customer, goods, purchase, tiny, cash, remain, importance, regularly, physician, cure, biochemistry, educator, hopeful, reality

In general, keep in touch with, pay attention to, in store, 2.Function:

Making prediction:

What will life be like in the future? How will people….Where will people work….It would be wonderful if …..It would be bad for ….If…….It’s possible/ impossible to …..No one can predict what /when…...3.Grammar:

Noun Clauses :(2)

What life will be like in the future is difficult to predict.They are careful about what they wear.If we learn to accept change and appreciate what is new and different….Teaching procedure: Period 1.Step 1.Warming up 1.Brainstorming:

Find as many words as the students can find about future lives.2.Following the steps of the warming-up on page 41.3.Activity:

Discuss in groups about the following areas in the future: Communication/ housing/ transportation/ education/ hospital Step 2.Listening

Step1 Ss finish the listening task on page 42 Ss listen to the tape again and check the answers.Step 2.dealing with the Ex 1—2 on p116 on Workbook.Step 3.Listening skills

Give the students some tips on how to improve listening while checking the Ex.a.make notes while listening;

b.grasp the most important information Step3.Language points

1.Use the questions below to get started.用下面的问题来开始。

句中 to get started 为不定式作目的状语，其中的get 相当于被动语态中be 或 become, 意为―成为，被‖，其后往往接上动词的过去分词。

I wouldn’t take the slightest risk of getting trapped inside.我不会去冒被困在里面的危险。If you can’t finish the work on time, you’ll get dismissed.如果你不能准时完成那项工作，你将被开除。

2.The year is 2089 and scientists have discovered how to make ―doubles‖, exact copies of a person that can do everything the original can do.时间是2089年，科学家们已发现了制造―一模一样的人‖的方法，这些―一模一样的人‖就是能做一个人所能做的一切的复制品。

句中 exact copies of a person 为 doubles 的同位语，that can do everything the original can do 为copies 的定语从句，而定语从句中的宾语everything 又带上了一个宾语从句 the original can do.3.It would be bad for society if people had doubles…如果人们有替身，那会对社会有害的… 这是一个使用了虚拟语气的句子，其中 if people had doubles 为非真实条件状语从句。

英语中，表示在说话者看来实现可能性很小的将来事态，或表示与现在事态相反的主观设想时，运用虚拟语气。其主句的谓语动词用would/could/might/should后接动词原形，条件状语从句的谓语动词过去式形式

He would visit us if he were in town.如果他在镇上，他会拜访我们的。

If Richard worked hard next term, he might pass the exam.如果Richard努力学习，他也许会通过考试。

Step 4.Talking

1.Ss four in one group and have a discussion about the topic on page 117

2.Ss make notes during the discussion, and try to use wh-questions freely to get information needed.Step 5.Speaking

Ss work in pairs and make prediction:

The following structures are helpful to students: What will life be like in the future? How will people….Where will people work….It would be wonderful if …..It would be bad for ….If…….It’s possible/ impossible to …..No one can predict what /when…...Step 6.Assignment

Finish Wb Ex 2on page 117 Period 2.(Reading)Step 1.Pre-reading

1.Show some pictures of highly-developed technology used in daily life.2.group work: describe the pictures.Step 2.While-reading

1.Scanning: Ss read quickly and answer: What is the passage about?

2.Ss read and get the main ideas of each paragraph.Step 3.After-reading

Comprehending by answering the following questions:

What are the advantages of future transportation, smart card, online shopping and e-schools? What will happen in the field of health and medicine in the future? Why is it important to be lifelong learners?

What should we do to make sure we will have a bright future? Step 4.Assignment

1.Surf the internet and get more information about the topic..2.find a few sentences in the passage which you like most, understand them entirely and then explain them to your deskmates.Period 3(Language points)Step 1.Revision

Ask some Ss to recite the sentences that they have learnt last period.Step 2.Learning about the language

Teacher explain some language points in the text on page 43--44.Language points 1.What will the future be like in general? 大体上说将来会是什么样的？

In general 意为＂一般的，大体上＂

In general, people like her.Generally adv.通常，普遍的，大体上

We generally go to the sea for our holidays.The plan has been generally accepted.Generally speaking, his composition is a good one.2.forecast n&vt 预测，预报

The weather forecast on the radio tonight tells of coming storm.今晚收音机的天气预报报告将有暴风雨来袭．

The teacher forecast that 15 of his pupils would pass the examination.3.one way to catch a glimpse of the future is to examine some of the major t rends in contemporary society.了解未来的一个方法就是调查现代社会的一些主要的时尚．

(1)catch a glimpse of 意为＂看一眼，明白＂

I only caught a glimpse of the parcel, so I can’t guess what was in it.(2)major adj.重要的，重大的，较多的，较大的The car needs major repairs.The play is a major success.这部戏极为成功．

(3)contemporary adj 当代的，现代的，同时代的.He devotes himself to the research on the contemporary Art.他投身于对现代艺术的研究中去．

John is my contemporary;we’re both 55.Is this musician a contemporary.4.indicate vt

表明，象征，预示，标示

The black clouds indicate that it will rain soon.乌云表明很快就要下雨了．

They indicated that they were tired.他们表明他们很累．

I asked him where my sister was and he indicated the shop opposite.我问他我妹妹在哪里，他指着对面的商店．

Indication n.暗示，表示，预兆

There’re indications that the weather is changing.有些预兆显示天气要变了．

5.To ensure safety, the train is controlled by an advanced computer system.为保证安全，火车是由一套先进的电脑控制的。

（1）ensure vt.确保．保证

The medicine will ensure you a good night’s sleep.此药可保证你一夜睡好。

He wrote one poem which ensured his undying fame.他写的一首好诗使他永享盛名。

（2）system n.系统，制度，网，体制

the solar system 太阳系 a railway system 铁路系统

the postal system 邮政网络 a new system of election 选举的新体制

6.regularly adv.有规律的，定期的，习惯性的Take the medicine regularly 3 times a day.She writes to me as regularly as clockwork every Thursday.她有规律的每星期四写信给我，就像钟一样准确。

7．We cannot be sure whether our dreams will come true, but we can at lease be hopeful that our efforts to improve the world will be successful.我们不能肯定我们的梦想是否成真，但我们至少对我们改善世界的努力的成功满怀希望。

（1）句中whether our dreams will come true 和that our efforts … successful 均为宾语从句。

（2）hopeful adj.有希望的；怀有希望的

I’m hopeful that he’ll arrive early.我满怀希望他会早到。

He’s the most hopeful man in politics.他是政坛上最有希望的人。

Hopeful 用作名词时，意为―有希望的，有前途的‖ Most teachers think that he is a young hopeful.大多数老师认为他是一位有希望的年轻人．

（3）句中 to improve the world作 our efforts 的定语

I never miss a chance to play football.Can you tell me some basic ways to learn English.8.If we learn to welcome changes and appreciate what is new and different, we’ll be well-prepared for whatever the future may have in store.若干我们学会迎接变化，学会欣赏新的不同的东西，我们就能有准备的未来给我们带来的一切。

In store 贮藏着，准备着，就要来到

We have a lot of food in store for the bad weather.我们备有大量食物，以备坏天气时用。

There will be a shock in store for him.他必将感到震惊。

Step 3.Practice

1.Ss finish Ex 1 and 2 on page 45 by themselves.2.check the answer.3.Teacher gives Ss suggested answer and tell them why if the Ss have any problem.Step 4.Assignment

1.Learn the useful expressions by heart.2.Finish Wb.Ex1 –3 focusing on vocabulary on page 117--118.Period 4.(Grammar)Step 1.Revision

Check the answers of Wb Ex 1 – 3 on P117--118 Step 2.1.Discovering useful structures and underline the Noun Clauses in passage: Let Ss themselves find the functions of the Noun Clauses.2.Ss study more examples on p46.What life will be like in the future is difficult to predict.They are careful about what they wear.If we learn to accept change and appreciate what is new and different….3.More exercises to consolidate the Grammar..EX1—3 on p118

Period 5(Integrating skills)Step 1.Warming up

Ask Ss some questions about Life in the future Step 2.Reading

1.Ss read the passage : Where is the future going?

2.Help Ss to understand the passage entirely.3.Finish the comprehending exercises on P121 Step 3.Writing

Finish the writing task on p 121 The following chart may be a help for making logical thoughts

Period 6.(Writing)Step 1.Pre-writing

1.Ss read the passage onP47 and get a general idea about it.2.Explain the skills on how to organize a paragraph.Step 2.While-writing

1.Ss write a short e-mail to an e-pal

2.Ss exchange their writing and correct the mistakes.3.Ss rewrite the letter again.Step 3.After-writing

Choose some samples and show them in class.Tips on writing:

Pay attention to the form of writing a letter.Pay attention to the tense while writing.Pay attention to the structures of the sentences.Step 4.assignment

Ss in group 3-5, discuss the life in 3044

Period 7.Teachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit.Teachers can also add more practice in this period to consolidate what the Ss have learned.Finally, ask the Ss to learn to definite.It is very important to improve their learning and let them have a sense of achieving gradually.

第二篇：高中英语试讲教案

Module 1

Cultural Corner

The European Union The general idea of this period: in this period, we will learn some knowledge about the European Union, including its’ history and development.Teaching aims: 1.Review the useful words, expressions and sentences in this module.2.Improve the students’ reading ability.3.Learn some cultural knowledge about the European Union.Teaching important points: 1.Have the students master the new words and structure.2.Improve the students’ reading ability.Teaching difficult points: 1.Improve the students’ reading ability.2.Have the students make sense of the whole passage.Teaching methods: 1.Reading, listening and practicing 2.Pair work & group work Teaching Procedures: Step 1 Warm-up: Greeting and Lead-in Step 2 Listen to the tape, underline new words and look up the dictionary.Step 3 Fast-reading and summary the main idea of each paragraph.Step 4 intensive reading and discussion Step 5 extension and discussion Step 6 summary and homework Writing design: Teaching Procedures: Step 1 Warm-up: Greeting and Lead-in T: Good morning, boys and girls.Before the class, I will tell you a story.As we all know, the Second World War is one of the most destructive war in the history which lasted for 6 years.Many European countries involved in this war but they failed.They lost lots of money and manpower.However, there is a biggest winner in this war.Right!The United States.So, after this war, this United States became the greatest country in the world.And he wanted to be the leader of the whole world.But, of course, the European countries can’t agree with him.They were not willing to follow the United States.What can they do? They come up a way to keep the balance with the United States.They decided to set a new organization and get together.The organization is the European Union.This is what we will learn today.Please open your books and turn to page 9.Step 2 Listen to the tape, underline new words and look up the dictionary.T: Now, please listen to the tape.The only thing you need to do is underline the words you don’t know and then look up them in your dictionary.Step 3 Fast-reading and summary the main idea of each paragraph.T: Well, have you finished? And the second time, I need you to read this passage again.And after that, tell me the main idea of each paragraph.T: Well, time’s up.Who want to have a try? Yes, I think it’s very easy for you right? We can see the main idea of paragraph 1 is the European Union is an organization of European countries.And the second paragraph talks about the countries are independent and are governed in different ways.And the last paragraph tell us each of them sends the representatives to the European Parliament which has some control over what happens in each of the member countries.Step 4 intensive reading and answer the question T: This time, please read this passage carefully and answer the questions 1 on page 9.Find the names of three first members and three new members of the European Union.Yes, we can find the answer in paragraph 2, right? The writer list many first members and new members.You can choose three by yourself and write down on your books.Step 5 extension and discussion

T: Now, look at the two pictures on this page.This first one is a building, so beautiful right? It is the EU Headquarters.European Union we can say it EU to make it easier right? And the second picture is the flag of the European Union.Now I will ask you some question, you can discussion with you partners.So listen to me carefully Question 1: Where is the EU headquarters? Question 2: How many star can you see on the flag and what’s meaning? The last question is on you books: In term of the size and population, how big is the European Union compared with China? I will give you 5mins to discuss with your partner and then give me you answer.T: Great!You’re so cleaver.The EU headquarters is in the capital of Belgium——Brussels.And there are 12 stars on the flag.They have a perfect meaning.They are stand for the Virgin Mary.And the last question, compared with the EU, the size of our country is so big and we have much more population than EU.Step 5 summary and homework T: We have learned more about the European Union.And there are some new phrases in this passage.Today’s homework is searching relevant knowledge.

第三篇：高中英语说课稿 教案

高中英语全英文说课稿模板(精品)Interpretation

Good morning, ladies and gentlemen.It’s my great honor and pleasure to be here sharing my lesson with you.I have been ready to begin this representation with five parts.Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching Material

The content of my lesson is New Senior English for China Book___ Unit_______.This unit is about____________________(topics).By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________.At the same time, let the students learn how to____________________(functional items).From this lesson, it starts___________________________(structures).(As we all know, reading belongs to the input during the process of the language learning.The input has great effect on output, such as speaking and writing.)Therefore, this lesson is in the important position of this unit.If the Ss can master it well, it will be helpful for them to learn the rest of this unit.Part 2 Teaching Aims

According to the new standard curriculum and the syllabus(新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings: 1.Knowledge objects(语言目标：语音，词汇，语法，功能，话题)

(1)The Ss can master the usage of the important words and expressions.(2)The Ss can use the __________________(grammar)in the proper situation.(3)The Ss can understand the content of the lesson, talk about ___________________(information)and get their own idea about _______________________________.2.Ability objects(技能目标：听，说，读，写)

(1)To develop the Ss’ abilities of listening, speaking, reading and writing

(2)To guide Ss to set up effective studying strategies.(3（3)To improve the student’s reading ability, especially their skimming and scanning ability.(4)To train the Ss’ abilities of studying by themselves and cooperating.3.Emotion or moral objects(情感目标：兴趣，自信，合作，爱国，国际视野)

(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.(2)Teach the Ss_________________________, put the moral education in the language study.Part 3 the Important and Difficult Points Based on the requirement of the syllabus.The important points are__________________________ such as ______________.The difficult points are_________________________ for example_____________.Part 4 Teaching Methods

As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language.For achieving these teaching aims,(after the analysis of the teaching material and teaching aims,)I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论).1.Communicative Approach(交际教学法)

2.Whole Language Teaching(整体语言教学法)3.Task-based Language Teaching(任务教学法)

4.Total Situational Action(情景教学)a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss.At the same time, CAI(电脑辅助教学)can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching Procedure Step 1.Lead-in.(_____min)

___________________________________________________________________

Purpose of my design:(1)to catch Ss’ attention about the class/topic/passage.(2)To set up suspense/develop interest in _______________.Step 2.Pre-reading

Task 1.(Individual work, pair work, group work, class work;_____min)Let Ss _____________________________________________________________ Task 2.(Individual work, pair work, group work, class work;_____min)___________________________________________________________________

Now, let’s see what happened to the____________/ let’s check whether it is right or not.Purpose of my design:(1)to get to know something about the _________________.(2)To have a better understanding about the importance of ___________________.Step 3.While-reading

Task 1.(Individual work, pair work, group work, class work;_____min)

Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.Para 1 ___________________

Para 2 ___________________

Para 3 ___________________ „

Task 2.(Individual work, pair work, group work, class work;_____min)Scanning: Listen to the tape part by part to finish ___________________________.Task 3.(Individual work, pair work, group work, class work;_____min)

Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.Task 4.(Individual work, pair work, group work, class work;_____min)

Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.Purpose of my design: Enable students to understand the given material better by using different reading skills.And proper competition can arouse the Ss’ interest in English learning.“Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Step 4.Post-reading

Task 1.(Individual work, pair work, group work, class work;_____min)(接task3)Ask Ss to close books and finish the summary according their notes.(接task4)Retell the story /Sum up the passage in Ss’ own words according to the chart.Task 2.(Individual work, pair work, group work, class work;_____min)Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step 5.Homework

1.__________________________________________________ 2.__________________________________________________

Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class.It will check whether the Ss achieve the teaching aims.英语说课稿（英文版）

8B Unit 3 Online Travel

Reading Around the world in eight hours

Good afternoon, everyone.Now I’ll say junior Oxford English 8B Unit 3 Reading Part A.Around the World in Eight Hours.I’ll prepare to say the lesson from three parts.Part One: Analysis of the Teaching Material(一)Status and Function

This is an important lesson in this book.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their society sense.It can help students to attain “four skills” request of listening, speaking, reading and writing.Therefore this lesson is in the important position of the teaching material.3.Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(二)Analysis of the students

Most students are interested in computer games.So this topic can greatly attract their interests.It can accelerate them to learn English and geography well.After learning this lesson, they will know English and geography are as important as computer.Without much knowledge ,you won’t be able to learn computer well.(三)Teaching aims and Demands 1.Knowledge objects

To understand the aim of an educational CD-ROM and what the character can do To infer meaning from keywords, context and existing knowledge.To master the Passive voice.2.Ability objects

To develop the Ss’ abilities of listening, speaking, reading and writing.To train the students how to use their own words to express their ideas.Ability objects

(1)To develop the Ss’ abilities of listening, speaking, reading and writing.(2)To train the Ss’ ability of working in pairs.(3)To develop the Ss’ abilities of communication by learning the useful structures.3.Moral objects(1)Through different teaching methods to make students be interested in study.(2)Dare to express their opinions in English.(3)Love to know more knowledge about Olympic Games.Make an effort to contribute to Beijing Olympics.(四)Teaching key and Difficult point

1.Key points To review the Present perfect tense.To learn the Passive voice.To tell more about the CD-ROM.To retell how the game is played To understand the whole passage and answer teacher’s questions 2.Difficult points: The Passive voice.To retell how the game is played Key points:

(1).Be able to express words，phrases and sentences in English.(2).Know about the history of the Olympics and amazing Olympic athletes.2.Difficult points:

Be able to talk about Olympics in oral English.(五)Teaching Equipment

Multi-media computer, Tape recorder, Software: PowerPoint and so on.They will be needed in this lesson.Part Two: The Teaching Methods

1.Communicative teaching method 2.Audio-visual teaching method 3.Task-based” teaching method

As we all know: the main instructional aims of learning English in the Middle School is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the English language.So in this lesson I’ll mainly use “Communicative” teaching method, “Audio-visual” teaching method and “Task-based” teaching method.To use these methods are helpful to develop the students’ abilities.Part Three: Studying Procedures

Step 1 Arouse students’ interest by telling them that they are going to read about a new educational CD-ROM.Explain that the game is set in different countries and involves a tour around the world Step 2 Tell students that the first paragraph of the reading passage explains the background to the game.Listen to the tape.Ask some questions to check understanding, e.g.What’s the name of the new educational CD-ROM? What can it help you to do? Who is the designer? Step 3 Tell students that the second paragraph of the reading passage introduces the main character of the game.Ask some questions to check understanding, e.g.Who is the main character of the game? How old is he? What does he like doing? What was he doing when he fell asleep? Step 4 Tell students that the third and fourth paragraphs of the reading passage, on page41, explain how the game is played.Ask them to read the rest of the reading passage on page 41 Step 5 Ask some questions to check understanding, e.g.How can you earn a point? What will happen if you have earned a point? What will happen if you have earned enough points? How many levels does the game have? How long does it take you to finish the game? What do the questions test? What will you see on the screen when you reach a new place? What can you learn about when you reach London? What will you see when you pass a level? What happened to the places you have visited? Step 6 Read the whole passage and then ask some students to retell how the game is played(in 5steps)1 See a golden cloud with instructions on it 2 See clouds with information about different places;See clouds with questions on them 3 Get a point every time you answer a question correctly 4 A cloud will come down and carry you off to a new place 5 See a world map.The old place is marked in bright purple If possible, ask students to discuss what they have learned from the passage.(with their own words)Step7 Use the following keywords to try to retell the passage.Paragraph1.a new educational CD-ROM, Around the world in Eight Hours.Come out, interesting, at the same time, be designed by, the all-time favorite CD-ROM Paragraph2.Main character, love traveling, lie on the grass, fall asleep Paragraph3.be written on, different colors with questions on them Every time you answer a question, earn enough points, come down, Carry off Pargraph4 Play the role of, take „an hour to finish, travel around, Test your knowledge of, a lot of useful information, for example Paragraph 5 Be the best , get it in sold out Step 8 Homework 1 Translating the following phrases: 2 Try to recite the text.Design of the blackboard

1)The Present perfect tense.A new educational CD-ROM has just come out.When you have earned enough points,„.„„..Carry you off to a place you have never visited before.The places you have visited are marked„ 2)The Passive voice.It is designed by Nancy Jackson.These words were written on it.The places you have visited are marked in bright purple.Get it now before it is sold out Part Four Teaching steps

I’ll finish this lesson in six steps.Step1 Warm-up

Play a song about Olympics, lead in class.Talk about the title “Higher, Faster, Stronger.” Free talk about questions:

Have you watched the Olympics on TV? What’s your favourite Olympic sport? Do you think the Olympics are important? Why or why not?

Purpose of my designing: Draws out this class study content with the song, stimulates the students’ study interest.Step2.Presentation

Learn new words in groups:

Places: Greece, Athens, Sydney, Mexico City, Los Angles Time: ancient, modern, BC, AD Medals: gold, silver, bronze

Sports and events: race, sprint, long jumping, shooting.I’ll use CAI to present the whole text.I’ll write the key points on the Bb while they are watching.After watching, I’ll teach them to read the words and sentences on the Bb.Make sure they can read them well.Purpose of my designing: To present the text by CAI is much easier for the Ss to learn and grasp the meanings.CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.Step3.Practice

First play the tape recorder.Let the Ss listen and imitate the text.Pay attention to their pronunciation and intonation.Then finish the exercises on the computer.Purpose of my designing: This step is employed to make the Ss get the general idea of the text.At the same time let the Ss have a chance to practice their listening and spoken ability.Step4.Play a guessing game.Divide the class into several large groups.In each group students will take turns miming a sports activity and the other students will take turns guessing.Instruct the groups to choose a timekeeper and scorekeeper.Answers should be specific and both give the name of the game and describe the action.Purpose of my designing: I think it is important to form a better English learning surrounding for the Ss by imitating and at the same time it is necessary to provide situations to review learned knowledge.Step5.Knowledge development

The 2008 Olympics had been successfully held in Beijing.What do you know about the emblem of Beijing Olympics? What does it stand for? Show CAI and watching.The emblem of the Beijing 2008 Olympic Games.The emblem has a single Chinese character on a red seal and means “Chinese seal-dancing Beijing.”Below it, there are the words “Beijing 2008.”The character in the emblem is “jing.” It means “capital” of China and it is also like a runner or a dancer.The running figure of the emblem shows the spirit of the Olympic-faster, higher and stronger.Purpose of my designing: Raises student's feeling of national pride.Step6.Homework:

Give the homework with the song 《阳光体育之歌》 playing.(1).Search for more information of the Olympics on the Internet.(2).If you’re a volunteer of Beijing Olympics.What can you do for our country?

Purpose of my designing: Realizes the textbook and the life link, develops student's study space.Part Five Blackboard Design

Lesson One Higher, Faster, Stronger

Places: Greece, Athens, Sydney, Mexico City, Los Angeles Time: ancient, modern, BC, AD Medals: gold, silver, bronze

Sports and events: race, sprint, long jumping, shooting.Purpose of my designing: Presents the text key content clearly on the blackboard, favors the student to knowledge grasping.

第四篇：高中英语试讲教案

高一英语Unit 3 Going Places（说课稿）

教学内容分析:本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。

Warming-up 由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。

Listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。

Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。

Reading 分为三部分：pre-reading, reading, post-reading.pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖；post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。

Language study 分word study和Grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆；语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对word study的处理，除了听写、默写等机械性记忆外，更多的是有意地把他们分散在每堂课的指令用语与话题里，让学生在语境中学，在运用中学。而Grammar则渗透在reading与 writing里学，道理也同上。

Integrating skills 部分可以说是阅读部分的延续，写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料，让学生稍作了解这一新名词的内涵后，完成文中的表格填写，算是一种mini-writing。

Writing本单元的要求是写信。以Sue的口吻给父母写两封信（分别写于周六、周日），对旅游中已做的，正在做的，将要做的事情进行如实描述。考虑到学完第三单元，已经完成了本册教学任务的四分之一，我在此安排了一大一小两作文。

Tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。

Checkpoint 简要地总结了本单元的语法重点，并提供了一些例句。

从内容的编排上可以看出，编者打破了原有教材每单元分课而设的框框，代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识，在分别完成四技能的基础上，形成较好的综合运用语言、解决问题的能力的导向，由此

可见一斑。

我们教师明确了这一意图后，在引导学生进行四技能操练时就会有的放矢，做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇，如本单元新增了hiking, rafting, eco-travel等新词，相应地词汇要求的级别高了，语言的地道性也有了提升。还有workbook, 简直是又一本教材，里面提供了许多关于听、说、读、写的材料与练习，一方面为我们提供了丰富翔实的资料库，另一方面也许也增加了我们的负荷。这是我对新教材与本单元的一点理解。教学重点难点：

（一）重点

1． 本单元的生词、短语2． 有关旅游的一些表达法3． 掌握游记与来往书信的写法4． 复习动词的用法以及现在进行时用于将来的表达法

（二）难点

1． 动词时态的综合运用2． 语法操练与语言交际活动的有机结合 3． 一些开放性话题的实现4． 课外查阅资料的能力培养 教学目标

1． 语言知识与技能1）熟练掌握与话题相关的常用词汇与表达法 2）培养学生听、说、读、写四技能的综合运用能力3）使学生能就given topics较好地完成一些开放性话题4）培养学生使用图书馆、网络查阅资料的能力 2． 情感态度与文化意识

1）在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣2）在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势3）在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识4）带领学生领略世界风光之美的同时，增强他们的环保意识

3． 学习策略

1）兴趣教学策略,其中包括对话、讨论、表演等2）开放式教学策略，如：brainstorm, role play, given situations 等活动3）任务型活动策略，在做中学，在交际中进行真实运用

为了有效地达到以上教学目的，我设计了以下六个任务： 1）The students are to discuss the means of transportation 2）The students are to describe a place they know 3）The students are expected to know what an adventure travel is like 4）The students are supposed to take a virtual travel 5）The students are to write a travel diary/letter 6）The students are to finish a proposal letter/make a survey report

我把本单元计划为六课时，Warming-up & Listening(1课时)，Speaking(1课时)，Reading(一)(1课时)，Reading(二)(1课时)，Grammar & Writing(1课时)，Integrating skills(1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。

任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。

第五篇：高中英语阅读课教案

高中英语阅读课教案： LESSON PLAN Time of Lesson: 45 minutes Students: Senior Grade One

Teaching Material: How Did Postage Stamps Come Into Use Teaching Objectives:

1.To train Ss' reading ability(such as guessing the meaning of new words in the context, the speed of reading.)2.To train Ss' reading comprehension(To get messages from what they read.)Teaching Points:

1.Ss get used to three reading skills.2.Ss understand the given passage.Properties: Stamps, letters, postcards, work sheets, OHP Teaching Method: Communicative Approach Lesson Type: Reading New Words and A Phrase: postage, put forward, proposal, seal, deliver, system, postal Procedures: Step 1.Warm-up(6')1.Lead-in Show some stamps, letters and postcards and have free talk to arouse students' motivation.2.Dealing with some new words Q: Do you know the postage of a letter? Explain “postage”, and write postage on the Bb.postage: payment for the carrying of letters A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.Q: What do the postmen do with the letters? A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addressed people.Explain “deliver”, and write deliver on the Bb.deliver: take letters or goods to the addressed people.Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.Explain “put forward” and “proposal”, and write them on the Bb.put forward: put an idea before people for thinking over proposal: sth.proposed, plan or idea, suggestion Again: Who put forward the proposal to use stamps? Step 2.Skimming(4'30“)1.Instructions T: Now I give you a passage to read, and for the first time you should only find the answer to the question.You have only two and a half minutes to read.So don't read word for

word.Read quickly.Just try to find the answer.2.Handing out the reading material and reading 3.Checking

Q: Who put forward the proposal to use stamps.A: Rowland Hill, a schoolmaster in England.Step 3.Scanning(6')

1.Instructions

T: This time I give you three minutes to read the passage.When you are reading, find the answers to the two questions.Use OHP to project the questions:

1.Why was the postage high in the early nineteenth century when people did not use stamps?

2.When was postage stamps first put to use? 2.Reading 3.Checking

1)Pair work

2)Class checking

Ans.to Que.1.Because the post offices had to send many people to collect the postage.Ans.to Que.2.On May 6, 1840.Step 4.Full reading(21')1.Instructions

T: Now I give you ten minutes to read the passage for the third time and you should read it carefully.Before reading, let's go over the questions on the work sheet.Give Work Sheet 1 to the Ss.Explain the new words in Que.4.prevent: stop, not let sb.do sth.reuse: use again

T: Try to find the answers to the questions.But don't write the answers down, you can put a sign or underline the sentences concerning the questions.2.Reading

3.Checking

1)Group work: Checking the answers in a group of four Ss.2)Class work: Checking the answers in class.Possible Answers:

1.Why were people unhappy to pay postage for letters in the early nineteenth century?

Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all.The postage was high.2.Why was it much easier for people to use stamps for postage?

Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.3.Why was the postage much lower using stamps?

Because in this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.4.How could the post office prevent people from reusing the stamps? The post office could simply put seals on the stamps so that people could not use the stamps again.Check the understanding of the word ”seal“, and write it on the Bb.seal: ÓÊ´Á 5.Did other countries take up the new postal system? Yes.Check the understanding of ”postal“ and ”system“, and write them on the Bb.postal: of the post system: a set of working ways

6.Does every country in the world has its own stamps? Yes.Step 5: Rounding-off(7')1.Answering Ss' questions on the passage if any.2.Making a guided-dialogue with the information given from the passage.Hand out Work Sheet 2.Do it in pairs.3.Asking two or three pairs to read their dailogues.A possible completed dialogue: A: Oh, What a beautiful stamp!B: Yes, it's from the U.S.A..A: Do you know in the early nineteenth century people did not use stamps? B: Then how did they pay the postage? A: They had to pay the postage when they received letters.B: Was the postage very high then? A: Yes.Because the post offices had to send many people to collect the postage.B: Who put forward the proposal to use stamps? A: Rowland Hill, a schoolmaster in England.B: Why do post offices put seals on the stamps? A: They can prevent people from using the stamps again.B: When did post offices begin to sell stamps? A: On May 6, 1840.B: Thank you for telling me so many things about stamps.Step 6.Assignment(30”)Ask the Ss to shorten the passage within four or five sentences after class, and to write it in their exercise books.************************************************************* Reading Material: How Did Postage Stamps Come Into Use When you send a letter or a postcard, you have to put stamps on the envelope or on the card.When did people first begin to use stamps? Who was the first to think of this idea? In the early nineteenth century, people did not use stamps.They had to pay postage when they received letters.They

were unhappy about this, especially when they paid for a letter which they did not wish to receive at all.The postage was high at that time, because the post offices had to send many people to collect the postage.Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps.He thought it would be much easier for people to use stamps to cover postage.They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.The post office could simply put seals on the stamps so that people could not use the stamps again.In this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.That was a good idea and the government finally accepted it.On May 6, 1840, post offices throughout England began to sell stamps.Soon this new postal system was taken up by other countries.Now each country has its own stamps.And there are many people who collect stamps all over the world.Work Sheet 1:

Find the answers to the following questions from the passage: 1.Why were people unhappy to pay postage for letters in the early nineteenth century?

2.Why was it much easier for people to use stamps for postage?

3.Why was the postage much lower using stamps?

4.How could the post office prevent people from reusing the stamps?

5.Did other countries take up the new postal system? 6.Does every country in the world has its own stamps now?

Work Sheet 2:

Complete the dialogue with the information you have got: A: Oh, What a beautiful stamp!B: Yes, it's from the U.S.A..A: Do you know ____________________ people did not use stamps?

B: Then how did they pay the postage?

A: ______________________________________ B: Was the postage very high then?

A: _________________________________ B: Who put forward the proposal to use stamps? A: __________________________________ B: Why do post offices put seals on the stamps? A: ______________________________________ B: When did post offices begin to sell stamps?

A:_________________________________________ B: Thank you for telling me so many things about stamps