高中英语听说读写课教案

第一篇：高中英语听说读写课教案

高中英语听说读写课教案、反思及评议（1）

NSEFC Module 4 Unit 2 Working the land Period 5

Listening, reading, speaking and writing

一、教学课型: 听说读写课

二、教材分析 1．教材处理

这节课是本单元的第五课时，学生在extensive reading部分已了解了“Chemical or Organic Farming?”的有关情况，为本节课的听说读写训练作了铺垫。虽然学生对chemical farming和organic farming有了一定的理解，但是要求他们把相关内容用英语表达出来仍有一定的难度。本节课的目的是让学生通过听、读活动，从语言材料中获取相关的信息，并通过对信息的加工和处理，提高他们的说、写能力。

2．教学目标

1）Develop students’ listening, reading, speaking and writing ability.2）Let students learn some expressions of persuation.3）Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.3．教学重难点

1)Get students to listen and understand the listening material.2)Get students to learn how to persuade others by using the functional items for persuasion

3)Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.4．教学方法

1)Task-based teaching and learning 2)Cooperative learning 3)Discussion

5．教具：Multi-media project;tape-recorder;cabbage;towel

三、教学设计(一)总体思路

1． 这节课的目的是提高学生的听说读写综合能力。以一根主线下来，从听力中chemical

farming的缺点到说、读、写部分的green food的优点，从语言的输入到语言的输出。

首先让学生从听力材料中获知 “Chemical farming”对食物的影响，训练学生的听力能力，提出绿色食品，注重食物安全。然后从阅读材料中获知 “green food”的生长环境和好处。接着提供情景，让学生编对话，运用useful expressions of persuation，训练学生的口语表达能力。最后，在写作中，提供sample和三个情景，叫学生设计海报，提高学生的写作能力。

（二）教学过程

Step1.Revision & Lead—in before listening

1.Ask students to go over what they have learned in the extensive reading by doing an interwiew.2.Teacher shows a cabbage with a hole in it to the class and ask: Look!What is wrong with the vegetable?

[设计说明]

通过记者对农民的采访，激活学生已有的知识。然后，以chemical farming为切入点，给学生看实物，一个长得很大但又空心的大白菜，以引起学生对听力的兴趣，从而自然地引出听力材料的话题 “What is wrong with the vegetable?”。

[反思]

有目的地布置作业，效果截然不同。由于两组学生课前准备得充分，表现得非常出色，完成了既定目标，也营造了宽松、和谐的教学氛围。尤其是林松泽同学，扮演农民这个角色尤其成功，头围毛巾，手势语丰富，口语流利，声音洪亮，致使全班同学哄堂大笑。另外，学生带着问题 “What is wrong with the vegetable?”去听，这种设疑导入法能有效激发学生的兴趣，形成对学习内容知之、好之、乐之的心理过程，达到激趣乐学，学生完全消除了恐惧畏难心理，使他们的心理调整到了最佳状态。

Step2: While-listening

1.Ask students to listen to the tape for the main idea.---The possible bad effects of chemical fertilizers on the fruit and vegetables that we eat today.[设计说明]

要求学生听懂大意，了解材料的主要信息。教材是以问答题出现的：What is the main topic of the conversation? 教师觉得听一遍就叫学生回答，难度实在太大，就对教材做了大胆的处理，变为二选一，good effects or bad effects，以降低难度，致使绝大多数学生都能回答。

[反思]

在教学过程中，教师可以根据实际教学需要，对教材中不太合适的内容进行替换。教师认为这个听力材料适用，但问题设计不适合自己的学生，就用自己设计的题目来替换原有的题目，以降低难度，面向全体学生。

2.Ask students to Listen to the tape for a second time.Decide if the following statesments are true or false.Before listening, ask students to go through the five sentences first.(If necessary, write down key words.)(1)Paul thinks that Carrie is not telling him the truth.(T)(2)Using chemical fertilizers always makes vegetables empty inside.(F)(3)Today’s fruit is not as healthy for people as fruit fifty years ago.(T)

(4)Eating more vegetables is good for us.(F)

(5)All of today’s vegetables look healthy but in fact are not.(T)

[设计说明]

先让学生快速浏览5个句子，然后带着任务听录音，以减少听力训练中的盲目性，这是听力教学中常见的教学方法。必要时，学生可记下关键词。另外，考虑到教材中的第四个句子本身就很难理解，作了改动。

[反思]

学生对前四个句子掌握得很好，回答正确。不过，教师对第五个句子疏忽了，这句话也很难理解，因为从不同的角度去理解，答案会不一样。原先可以把这个句子删掉或替换。教师备课还不够仔细充分。

3.Show students the listening text and and ask them to listen to the tape for a third time to check if their answers are right.This time students can look at the material and should underline the key words, phrases and sentences.(listening text is omitted)

[设计说明]

这步主要是引导和鼓励学生积极利用学习资源解决学习中的困难，培养学生的判断能力和自己解决问题的能力。

[反思]

要求学生听第三遍录音时可以看材料，并划出做题的依据，使学生做到自己问题尽量自己解决，从而增强了自信，提高了能力。

第二篇：高中英语写作课教案

Task based writing—How to describe a person I.Teaching objectives: Students will be able to:

1.Learn how to write a short passage of a great man.2.Get some useful adjectives for describing a person 3.Develop students’ awareness of waring

4.Get some information about how to write a basic writing.5.Develop students’ writing ability.II.Writing strategies:

1.Learning Book1 Unit 5 Nelson Mandela-a modern hero to get some useful adjectives to describe a person 2.Knowing how to write a basic writing 3.Brainstorm about the topic 4.Finish the writing in group

III.Teaching aids: multi-media equipments(computer, slides, PPT，etc.)

IV.Homework: writing another passage V.Teaching procedures Lead in

Step 1: T.let students think about how to describe a person.Such as “Mary is a nice girl.” “Jim is an outgoing boy.”

Brainstorming how to describe a person and get vocabulary input.Writing strategy: Get some useful adjective to describe a person and get vocabulary input.Pre-writing Step 2 T presents a short passage about a famous singer to students and asks them to guess that who he is.Showing students a sample about how to describe a person Find out: 1.Who is he?

2.Find out some useful words, expression and sentence patterns in the passage

3.If you want to write a composition about a person, how will you write it? While-writing

Step 3 1.Give students a writing topic in the form of a chat and this writing topic is about Nelson Mandela.2.Tell students that the passage must be written with five sentences.3.Give students time to get key information

Step 4: Ss try to translate the information they get into five English sentences

Sentence Main information

When was Mandela born and his hobbies.2 Mandela's experience when he was a lawyer 3-4 What did he do for poor black man in South AfricaHis famous saying and dream.Post-writing

Step 5 Group work: Discussion

1.Ss check the translation for their partners and discuss how to correct their mistakes

2.Thinking: Great people are also famous people, but famous people may not be great people.So what should a great people be? 3.What can we learn from a great person.VI.Sample and Summary

Step 6 Show Ss a possible version for the writing and ask them to find out some useful words, expressions and sentence patterns Step 7 Sum up: How can you do a task based writing

1.Examining the writing topic and ensure the person, tense and writing style of it.2.Make out an outline which can be translated into five English sentences

3.Translate the information you get into five English sentences 4.Check your composition and discuss it with you partner 5.Correct your mistakes if available VII.Step 8: Homework(after class)

Write an article in the form of task based writing which is about an armless pianist-Liu Wei（刘伟）

第三篇：高中英语写作课教案[模版]

Book6 Module3 Interpersonal relationship—— Friendship

高中英语写作课教案

Teaching Aims 1.To get the students to appreciating remarks on friendship or friends.2.To enable the students to write a short story about friends or friendships.Teaching Procedures Step 1 Discussion Now, I found 500 pounds in Roy’s pocket.Did Roy steal the money from the charity? Someone says ‘yes’, someone says ‘no’.If Roy did steal the money from the charity, shall I tell the teacher or call the police? If Roy didn’t steal the money, what should I do?

Discuss it in groups of four.Collect answers from students.Draw a conclusion;whether Roy stole the money or not, we help him all the same.Because we’re friends.Friends are the ones we can get help from and we can trust.In this unit, we have talked a lot about friends and friendship, knowing the importance of friends.And what do you think of a friend or friendship? How to keep friendship?List good qualities and bad qualities a friend may have.Suggested answers: Good qualities:

outgoing hospitable considerate enthusiastic friendly kind polite honest loyal brave positive optimistic smart intelligent modest generous determined responsible mature

Bad qualities:

dishonest unfriendly dishonest rude impolite selfish lazy careless pessimistic Brainstorming: Step 2 Writing Describe a problem you had with a friend and give advice on how to keep friends.Suggested expressions: close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to , considerate, warm hearted, honest, 一些有关友谊的名言警句如： On friends and friendship: A true friend is one soul in two bodies.(---Aristotle)A friend in need is a friend indeed.(---Ray)Be slow in choosing a friend;slower in changing.(---Benjamin Franklin)A friend is a present which you give yourself.(---Robert Louis Stevenson)Fate chooses your relatives, you choose your friends.(---Abbe Jacques Deille)A faithful friend is the medicine of life.(---William Shakespeare)The bird a nest, the spider a web, man friendship.(---William Blake)We choose our friend by instinct, but we keep them by judgment.(---Alfred Capus)Friendship is love without his wings.(---George Gordon Byron)True friendship is a plant of slow growth.(---George Washington)Sample: Friendship is one of the most valuable relationship in our lives, it may even last through you whole life.I have a good friend.Sometimes I argue with my friend.For example, once we discussed a problem of our homework, as we held different ideas and wanted to persuade each other, we argued a lot.However, after we found the correct answer, the one that was wrong apologized at once.No matter how often we quarreled and what we quarreled for, we are good friends for ever.My favourite proverb says ' friend are like stars, you don’t always see them, but you know they re always there.' Thats true, indeed friends are willing to help you all the time.When you are down ,friends raise you up with their hearts.When you lose your way, friends guide you and pull you to the right way.When you have sorrow to complain of, friends are always the best ears for you.So please cherish your friends, because everyone of them is unique and precious.Getting along with friends is just like growing plants.We must use patience, trust, and honesty as fertilizer to make friendship stonger.And never forget ,plants need sunshine, so do friends.Often give them some warm and you will find your hearts are getting closer.Friendship stands on both sides , so the more you give and the more you will get.Remember, the key is your sincere heart.Step 3 Promotion and Homework 1)Assign another writing task based on the following information: What do you think of a friend or friendship? How to keep friendship? 2）Instruct the students to write and revise by themselves.3)Let the students hand in their final copies.4)Select some good samples to read to the whole class.Suggested sample: Friendship is the most important things in life.Good friend would like to help you when you met some troubles.Real good friends could put each other in their hearts.Real friendship is like the spring rivers flowing down the mountains, silently.Everybody is looking forward to meeting real friends.How to find real friendship and keep it? I think it is like you planting a big tree.You should choose good seeds and take care of it to make it grow.Almost the same thoughts between each other is on base.Maybe fight also will happen.How to do? To make real friend, you don't be shy to explain your thoughts to the other.Try your best to keep friendship forever.It is necessary to tell the truth and respect each other.教学实施过程：

针对学生这样的实际情况，并受任务型教学法启示“任务型教学理论实际上就是建立在讨论或交流教学思路的基础上的,是交流教学思路的一种发展形态,英语教学要以学生为中心,教师要为学生设计运用语言的环境,通过大量的交流活动总结和掌握语言的规律,并在交流活动中实践,从而达到目的.”我对每模块后的书面表达内容的教学作了调整，这样处理：即把写作课变成讨论和写作并存的活动课，并在活动课中备有相关的多媒体内容或音乐，使学生在真切愉快的情景中搜集写作素材，完成写作内容，最后达到激发学生写作兴趣，提高写作技能并促进其他几种技能的效果。具体教学过程如下：

第一步，确定题目后，教师启发学生思考，回忆写作中所需要的相关词汇，必要时通过多媒体展示相关内容，然后教师在黑板上进行总结或借助多媒体把关键词语呈现给学生.例如外研版教材Book6 Module3 Interpersonal relationship___ Friendship,该模块的写作任务讲述朋友之间所产生的矛盾问题，并提出建议如何保持友谊：Describing a problem you had with a friend and giving advice on how to keep friends教师可先展示一些有关友谊或本班同学相处的图片、幻灯片、音乐等,以激发学生的学习兴趣。然后教师可引导学生说说自己的好朋友，尽可能用到本模块所学过的词汇：close, trust, chat, be on good terms, get on very well, keep in touch, get to know, personal matters, be similar to, considerate, warmhearted, honest, 等等。

第二步，分组讨论（均匀分配不同程度的学生），要求学生围绕写作话题借助有关词汇，人人动口，积极思维:1.Who is your good friend? 2.How do you become good friends? 3.Have you ever quarreled with each other? 4.What’s the problem? 5.Have you made up? 6.What should you do to keep your friendship? 等, 并让学生各抒己见,提供出不同的词语句型，如1.I’ve known him/her for...2.We first met six years ago...I remember meeting him/her for the first time 3.We have much in common.4.I not only...but also...5.I suggest that...6.Why not...? 7.Can’t we...? 8.What about...? 9.Friendship is both...and...10.If we..., we can...等也可提供一些有关友谊的名言警句如：On friends and friendship: A true friend is one soul in two bodies.(---Aristotle)A friend in need is a friend indeed.(---Ray)Be slow in choosing a friend;slower in changing.(---Benjamin Franklin)A friend is a present which you give yourself.(---Robert Louis Stevenson)Fate chooses your relatives, you choose your friends.(---Abbe Jacques Deille)A faithful friend is the medicine of life.(---William Shakespeare)The bird a nest, the spider a web, man friendship.(---William Blake)We choose our friend by instinct, but we keep them by judgment.(---Alfred Capus)Friendship is love without his wings.(---George Gordon Byron)True friendship is a plant of slow growth.(---George Washington)同时教师提醒学生在讨论中尽量使用正确的时态、语态并用英语交流。这一步也是学生英文写作收集写作素材的过程。教师可参考与到各个组中，帮助学生解决疑难问题，并根据不同的写作内容和各小组的实际水平适当给他们提供一些新的词汇，同时鼓励那些平时不善于言谈的学生开口交流和帮助基础较差的学生。通过不断的教学实践，我发现：在这种活动或情景之下，学生无拘无束，大胆热烈讨论，加之教师的指导，写作的素材自然获得不少。最后每组选一位代表执笔完成书面表达，并在时间允许内在全班朗读；

第三步，教师进行总结归纳： Friendship is a kind of human relations.It is a human instinct to make friends.When in trouble, we need friends to offer us help, support and encouragement.With success achieved, we also need friends to share our joys..Long live friendship!同时再次强调写作中所需的时态、语态和学生写作过程中容易犯的错误等关键问题。而后要求学生课后完成各自的写作内容并上交作业。

第四步，作文评价是个意义重大的环节，可采用以下评价机制，包括学生自评→学生互评→教师评价→全班反馈→范文共赏五个环节。

学生参与情况：

运用这种教学方式，我所教的班级学生普遍反映：这种讨论和写作的方式更适合他们，因为气氛活跃，让人觉得轻松，通过小组的讨论、互相帮助和老师的指引，较容易搜集到写作素材,而且参考小组素材再结合自己的观点，就更容易下手写作了。每个小组都能写出较为优秀的文章，而且，学生完成作业情况非常好，能充分运用课上所讲的相关词汇和表达方式，有些同学的文章写得相当好，可以作为范文展示学习。总而言之，这种写作教学法既激发了学生的写作兴趣，又提高了他们的口语表达能力，同时还培养了他们的群体合作精神，而且也达到了师生互动交流。

第四篇：高中英语说课教案1

人教版高一英语必修1 Unit 1 Friendship

教案

一．教材分析 1.单元背景分析

学生刚从初中步入高中，进入了一个新的环境，认识了许许多多的新同学。如何与新同学建立友谊，如何理解友谊显得至关重要。友谊不仅仅存在于人与人之间，还存在于人与动物，人与物体等等。现在人们生活节奏很快，生活压力也很大，人与人之间变得很冷漠。如何来表达自己内心的感情与想法，向朋友倾诉是有效排解内心的方式。本课我们应该学会如何用英语表达友谊。2.教材内容分析

本课是高中一年级必修1 unit 1 Friendship 中的Reading 部分。主要讲述的是犹太女孩安妮为躲避纳粹的迫害而藏身于小阁楼中，并把日记当作自己的朋友，通过写日记来表达自己孤独和郁闷的心情。通过本课的学习，感受主人公乐观自信的人生态度，纯洁美丽的心灵。本课时主要分为四部分： 1）Pre-reading(读前准备)“读前”部分是Reading 的前奏，要求学生说出我们为什么需要朋友，列举出朋友对我们很重要的理由。朋友一定要是人吗？还有其他的东西可以成为朋友吗？更好的导入文章主题。2）Reading（阅读）

阅读部分摘取了安妮的日记一篇：安妮为了躲避纳粹的迫害藏身小阁楼，每天坚持写日记，日记就是她的朋友。在日记中她描述了以前大自然对她来说是理所当然的，可是现在大自然对她却是一种渴望。她渴望自由。通过这篇文章的学习，我们要体会作者乐观的人生态度，学会如何用英语写日记，养成良好的阅读习惯。3）Post-reading（读后）

“读后”部分是对文章的熟悉，巩固与理解。对文章的主题有更好的了解。3.教学重点 1）、能继续运用各种阅读技能进行有效的阅读，同时能在阅读中继续培养猜测单词词义的能力。同时掌握文中出现的单词与短语的使用。2）、能进一步了解一词多义及合成词的知识。以便能更好的区别单词词义与猜测单词词义，利用构词法知识扩充词汇量，并能真正做到为阅读服务。4.教学难点 1）掌握并运用一些重要词组和短语: in order to, on purpose, in one’s power, at dusk, face to face, happen to do, something/anything/everything to do with, grow/be crazy about, it’s the first time…that… 2)怎样提高学生的阅读技能 5.教学目标 1）知识目标

学习一些重要的新单词，短语和句式 Outdoors, go through, set down, a series of, in order to, on purpose, at dusk, thundering, entirely, dusty, it’s the first time…that… 2)技能目标

提高学生的阅读能力并学会用一些阅读技巧

Skimming: it used quickly to identify the main idea of a text and get an overall impression of the content.Scanning: it used in a situation that you want to find specific information quickly.In scanning, you have a question in your mind and you read a passage only to find the answer ignoring unrelated information.3)情感目标

使学生意识到友谊的重要性，通过阅读这篇文章学会珍惜友谊

二． 教法学法分析

1）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言综合运用能力的提高。

2）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。3）贯彻“教中学，学中用”策略，真正使学生学以致用。

三．教学过程 1.Lead-in(导入)教师可以引用一些谚语，诗歌或者英文歌曲向学生传达人们对朋友和友谊的看法 1）Proverbs（谚语）：

You can buy friendship with friendship, but never with dollars.A life without friend is a life without a sun.2）Poem（诗歌）：

Auld Lang Syne（友谊天长地久）

By Robert Burns

Should auld acquaintance be forgot

and never brought to mind? Should auld acquaintance be forgot and days of auld lang Syne? For auld Lang syne, my dear.for auld lang syne，we’ll take a cup of kindness yet.for auld lang syne….说明友谊与我们的生活息息相关。2.Pre-reading(读前准备)1）提问我们为什么需要朋友。让学生独立思考，发散思维。

2）在日常生活中，我们都认为友谊只存在与人与人之间，那么，请问我们交友必须是人吗？我们可不可以与其他东西交朋友，比如：动物，又或者是日记 3）这个问题是读前准备部分与阅读部分的过度问题，教师让学生带着问题来阅读文章。找出安妮的好朋友是谁？ 3.Reading（阅读部分）1）介绍故事发生的背景：

德国纳粹党：前身为德国工人党，1921年6月29日，希特勒任该党主席，确立法西斯***。在国内取消民主自由，煽起排犹运动，实行法西斯恐怖统治。对外疯狂扩军备战，实行扩张政策，挑起第二次世界大战。

《安妮日记》的故事背景发生于反犹太时期，安妮一家为了躲避迫害，必须藏起来。

2）任务一：让学生安静地快速地浏览文章，然后用自己的话概括文章的主要内容

任务二：讲解新单词，词组和句式。① go through: to examine carefully 仔细阅读或研究 I went through the students’ papers last night.to experience 经历，遭受或忍受

You really don’t know what we went through while working on this project.② spellbind: to hold the complete attention of 吸引人；迷人；使入迷

The children watched spellbound as the magician took rabbits from his hat.当魔术师从他的帽子里变出兔子时，孩子们都看得入了迷。③ at dusk: the time when daylight is becoming less bright, especially at night The street lights go on at dusk.④ In one’s power: to be in a situation in which someone has complete control over you I’ve got him in my power.I can ask him to do anything I want.⑤ it’s the first time…that… 某人第一次做某事 It’s the second time that John has held an art exhibition 任务三：完成一下练习

1.Read the passage and join the correct parts of the sentence.1.Anne kept a diary because

A she couldn’t meet her friends.2.She felt very lonely because

B Jews were caught by Nazis and killed.3.They had to hid because

C she could tell everything to it.4.Anne named her diary Kitty because

D she wanted it to be best friend.参考答案1C 2A 3B 4D 2.Read the passage again and answer the following questions.1)About how long had Anne and her family been in the hiding place when she wrote this part of her diary? About two years.The family went into the hiding place early July 1942.2)How did Anne feel about nature before she and her family hid away? Before she and her family hid away, she took nature for granted, but now she appreciates its beauty and majesty.任务四：自由讨论 What do you think is the purpose of this passage? Why did Anne write it?

What is Anne’s tone? In other words, is she angry, sad, happy or thrilled?

What is Anne’s point of view? Do you agree with it? If so, why? If not, why not?

Do you find some sentences you like? 让学生自由作答。

4.Post-reading(课后阅读)1)With a partner brainstorm some adjectives to describe her feelings.Make a list of at least five.2)Share your list with another pair.Choose five good adjectives from the two lists.5.summary(总结)Today we learned a dairy.Keeping a dairy is a good habit.I hope students can write the dairy in English.And we know the optimistic life attitude is good for us.6.Homework 1）完成课本第四页learning about languages 部分的1,2,3，题。

2）完成workbook中using words and expressions部分和Reading task 部分。

第五篇：中文听说读写教案-第二课

A：你好！B：你好！

A：请问，你贵姓？ B：我姓李。

A：李先生，你叫什么名字？ B：我叫李友。你呢？ A：我叫王鹏。B：你是美国人吗？

A：我不是美国人，我是荷兰人。B：我也是荷兰人！

这 那

这是什么？ 这是照片。这是照片吗？ 这是照片。那是照片吗？ 那不是照片。

照片

我的照片 你的照片 他的照片 她的照片

这是李友的照片。这是李先生的照片。那是王朋的照片。那是王小姐的照片。这是学生的照片吗？

这不是学生的照片，这是老师的照片。

展示照片

爸爸 妈妈 孩子 男 男孩子 儿子 女孩子 女儿 姐姐 弟弟 [补充] 哥哥（大哥）姐姐

有

爸爸、妈妈有两个孩子。

爸爸、妈妈有一个儿子、一个女儿。我的爸爸、妈妈有____个孩子。

她是老师的妈妈？ 她是谁？

这是谁？（明星图片）那是谁？

你的老师是谁？ 谁是李老师？ 谁是学生？ 谁是中国人？ 谁是荷兰人？ 谁是美国人？

谁有哥哥/姐姐/弟弟/妹妹？ 谁没有哥哥/姐姐/弟弟/妹妹？