高中英語閱讀教案，高中英語閱讀課教案中文版

英語
2023-04-24

目錄
高中英語閱讀課教案全英文
高中閱讀課教案
高三英語閱讀理解公開課教案
高中英語優(yōu)秀教學(xué)設(shè)計(jì)一等獎
高中英語閱讀課教案中文版

高中英語閱讀課教案全英文

教案是老師進(jìn)行教學(xué)的畝李重要道具，對教學(xué)有重要的作用，可以幫助老師更好地把控教學(xué)節(jié)奏。有了教案，老師可以更好地進(jìn)行教學(xué)，提高自身的教學(xué)水平，更好地實(shí)現(xiàn)教學(xué)目標(biāo)。優(yōu)秀的教案設(shè)計(jì)對老師的幫助是非常大的，這里給大家分享一些優(yōu)秀的教案設(shè)計(jì)，供大家參考。

高中英語教案范文

本單元通過學(xué)習(xí)馬克·吐溫的《百萬英鎊》并改編成短劇形式的課文，學(xué)生能初步了解作者的風(fēng)格。學(xué)生應(yīng)能在教師的指導(dǎo)下，排演這個(gè)短劇。通過對話課的學(xué)習(xí)與操練，學(xué)生接觸表示堅(jiān)持個(gè)人意見的常用語句，并要求學(xué)生運(yùn)用到實(shí)際會話中。學(xué)習(xí)并初步掌握as if和no matter引導(dǎo)讓步狀語從句的用法。

Teaching important and difficult points

1.單詞

run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, excited

2.詞組

shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, next to

3.交際用語

There seems to be something wrong with it.

I would like you to change this blouse.

You sold me a blouse that I can’t use any more.

I am afraid I can’t do that right now.

Why can’t you do something about it?

Is anything the matter?

4.語法

學(xué)習(xí)as if和no matter的用法。

教學(xué)建議

課文建議

在Lesson 38課，建議教師應(yīng)組織學(xué)生1)以節(jié)目的形式演出這段對話。2)教師可選取錄像或多媒體形式完成此課的教學(xué)任務(wù)。3)教師把學(xué)生分成三人一組，適當(dāng)準(zhǔn)備一些道具排演本課的最后結(jié)局的短劇。4)教師要求學(xué)生找出能刻畫服裝店老板人物特征和心理變化的相關(guān)語句。如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod..

對話分析

本單元對話是講述在服裝店調(diào)換衣服的經(jīng)過，學(xué)生對其內(nèi)容較易理解，但一些新單詞的用法應(yīng)掌握，如：customer, run, insist, change…for…。本課中也提供了給學(xué)生做相應(yīng)對話的迅敬遲練習(xí)，如：A pair of trousers, A radio的口語練習(xí)。

教學(xué)重點(diǎn)難點(diǎn)

1.serve的用法

1)serve(sb.) as sth.表示“為(某人)工作，(尤指)當(dāng)傭人”。

He served as a gardener and chauffeur.他做園藝工人兼司機(jī)。

2)serve還可表示“供職，服役”。

He has served his country well.他為國盡職。

3)serve sb. (with sth.). 表示“將(飯菜)端上桌。”

Four waiters served lunch for us.有四位服務(wù)員招待我們吃午飯。

4)serve 還可用于“(在商店等處)接待(顧客稿清)或?yàn)轭櫩腿∝浳铩钡囊馑贾小?/p>

Are you being served?有售貨員接待您嗎?

He served some sweets to the children.他為孩子們拿來了他們想要的糖。

5)serve 還指“(一份飯)夠……”。

This packet of soup serves two.這包湯料夠兩個(gè)人食用。

2.judge的用法

1)judge用作動詞，表示作“斷定，估計(jì)，認(rèn)為”解。其后可帶賓語從句，也可帶不定式或形容詞、名詞等引導(dǎo)的賓補(bǔ)成分。

We judge that they have finished.我們估計(jì)他們已經(jīng)干完了。

We judge them to have finished.我們估計(jì)他們已經(jīng)干完了。

She judged him about fifty.她估計(jì)他在五十歲左右。

The committee judged it better to start the investigation at once.委員會認(rèn)為最好立即開始此項(xiàng)調(diào)查。

From his letter, we judged his visit to China a great success.從他的來信判斷他對中國的訪問非常成功。

2)judge用作“判斷，斷定”解時(shí)，還可接wh—分句或wh—加不定式結(jié)構(gòu)。

I can’t judge whether she was right or wrong.我不能斷定她是對還是錯。

3)judge還可表示“評判，評價(jià)”，可說judge sb. / sth.

Don’t judge a man by his looks.勿以貌取人。

4)Judging by / from…(從……來看，據(jù)……來判斷)是慣用短語，可用來引導(dǎo)獨(dú)立分句。

Judging from his looks ,he may be sick.從外表看，他或許生病了。

Judging by his accent, he must be from Guangdong.聽口音，他準(zhǔn)是個(gè)廣東人。

3.get off的用法

1)get off意為“脫下”。

It’s rather hot today, we must get off the jacket.今天太熱了，我們必須脫下夾克衫。

2)注意：get off還可作“下車”;“離開”;“出發(fā)”;“起飛”解。

As soon as I got off the bus, I started for the village on foot. 我一下公共汽車，就開始步行到村里去。

We must get off at once or we' II be late我們必須馬上走，否則要遲到了。

We got off immediately after breakfast.我們一吃過早飯就出發(fā)了。

The plane got off on time. 飛機(jī)準(zhǔn)時(shí)起飛。

4.favor的用法

1)in favor (of )表示“贊成、主張”，常用作表語或后置定語。

The students were in favor of reform. 學(xué)生贊成改革。

2)do sb. a favor或do a favor for sb. 是個(gè)正式的禮貌用語，意思是“給某人以恩惠，幫某人的忙”。

Would you do me a favor? 幫我一下好嗎?

Do me a favor by turning off the radio. 幫我把收音機(jī)關(guān)掉。

Do me the favor to come. 務(wù)請光臨。

注：do sb. a favor后接of doing 或不定式時(shí)，應(yīng)將不定冠詞a改為定冠詞the。

5.put down的用法

1)意為“寫下;記下”。

Put down your name and your telephone number.寫下你的名字和電話號碼。

Put this down in your notebook for future reference.這點(diǎn)記在你的筆記本上，以供今后參考。

2)可作“鎮(zhèn)壓;撲滅”。

The fire was finally put down by the firemen.大火最后終于被消防隊(duì)員撲滅了。

6.as if的用法

as if 是連詞詞組，作“好像”、“好似”解，引導(dǎo)表語從句，用于下列句型中：

It looks/seems as if ....表示“看起來似乎……”。其中It為無人稱代詞，本身并無詞義。looks / seems是連系動詞，as if引出表語從句。

It looks as if it is going to show. 看來，要下雪。

It seemed as if the suit was made to his own measure. 這套衣服看來似乎是按尺寸給他定做的。

除此之處，as if也可以引導(dǎo)方式狀語從句，修飾主句的謂語，此時(shí)從句中的謂語動詞常用虛擬語氣。關(guān)于這一點(diǎn)，暫可不必向?qū)W生交代。

The woman loves the children as if she were their mother.這個(gè)婦女愛這些孩子，她好像就是他們的媽媽一樣。

高中英語優(yōu)秀教案

一、教學(xué)目標(biāo)設(shè)計(jì)：

知識與技能：①掌握快速閱讀的方法，熟悉“發(fā)表看法，提出建議”的口語技能，高中英語教學(xué)案例。②充分利用網(wǎng)絡(luò)資源，強(qiáng)化學(xué)生自主學(xué)習(xí)的意識，培養(yǎng)學(xué)生組織語言、運(yùn)用語言的能力。

過程與方法：①培養(yǎng)學(xué)生篩選局部和整體信息的能力和獨(dú)立閱讀能力，通過自主學(xué)習(xí)和協(xié)作學(xué)習(xí)，獲取信息和處理信息的能力。②培養(yǎng)學(xué)生質(zhì)疑意識，分析問題、解決問題、綜合問題的能力和創(chuàng)造性思維能力。

情感價(jià)值觀：通過本節(jié)課的學(xué)習(xí)，培養(yǎng)學(xué)生的人文和信息素養(yǎng)。

二、教材內(nèi)容及重點(diǎn)、難點(diǎn)分析：

教材內(nèi)容：本課教學(xué)內(nèi)容是新課標(biāo)，Canada---The True North 與以往接觸過的介紹國家的文章相比，本課的內(nèi)容沒有整體介紹加拿大的地理概況和風(fēng)土人情，而是透過一個(gè)旅人的眼睛來看加拿大。相比較而言，這樣的課文難度更大。

教學(xué)重點(diǎn)：①對課文內(nèi)容的整體把握。②學(xué)生組織語言、運(yùn)用語言的能力。【重點(diǎn)突破】任務(wù)驅(qū)動，層層深入。利用“任務(wù)驅(qū)動”方法，使學(xué)生利用資源自主探究、解決一系列層層深入的問題。在教學(xué)中，教師作為問題的精心設(shè)計(jì)者和疑難問題的點(diǎn)撥者，培養(yǎng)學(xué)生組織語言的能力。

教學(xué)難點(diǎn)：①對課文內(nèi)容中細(xì)節(jié)的理解。②對網(wǎng)上各種信息源的比較篩選，及學(xué)生易受無關(guān)因素的干擾而導(dǎo)致的學(xué)習(xí)效率問題。【難點(diǎn)突破】設(shè)置情境，循序漸進(jìn)，層層遞進(jìn)。設(shè)置富有情趣的情境，激發(fā)他們的閱讀欲望，積極主動地進(jìn)行自主探究。循序漸進(jìn)的設(shè)計(jì)問題 , 激發(fā)學(xué)生的創(chuàng)造思維，層層深入地引導(dǎo)學(xué)生進(jìn)行自主和協(xié)作學(xué)習(xí)。

三、教學(xué)策略及教法設(shè)計(jì)：

【教學(xué)策略】：①本節(jié)課的教學(xué)以建構(gòu)主義學(xué)習(xí)理論為指導(dǎo)，以學(xué)生為中心，以問題為出發(fā)點(diǎn)，使課堂教學(xué)過程成為學(xué)生自主地進(jìn)行信息加工、知識意義構(gòu)建、創(chuàng)新能力發(fā)展的過程。教師在教學(xué)過程中則適時(shí)介入，引導(dǎo)、啟發(fā)、組織、幫助、促進(jìn)。②設(shè)計(jì)創(chuàng)造性思維問題。所謂創(chuàng)造性思維問題即是指有利于學(xué)生創(chuàng)造性思維發(fā)展的問題。創(chuàng)造性思維問題的設(shè)計(jì)應(yīng)遵循這樣幾個(gè)原則：題型具有開放性、解題富有挑戰(zhàn)性。

【教法】：①演示法：把制作的課件、動畫等顯示給學(xué)生看，便于學(xué)生對微觀知識的把握，并從舊知中獲得啟迪，從而解決問題。②評價(jià)閱讀法：將學(xué)生通過對材料的收集、整理和內(nèi)化而形成的學(xué)習(xí)成果，在全班學(xué)生中展示，使學(xué)生獲得成功的喜悅，從而激發(fā)學(xué)生的后續(xù)學(xué)習(xí)熱情。③任務(wù)驅(qū)動教學(xué)法：將所要學(xué)習(xí)的新知識隱含在一個(gè)或幾個(gè)問題之中，學(xué)生通過對所提的任務(wù)進(jìn)行分析、討論，并在老師的指導(dǎo)、幫助下找出解決問題的方法，最后通過任務(wù)的完成而實(shí)現(xiàn)對所學(xué)知識的意義建構(gòu)。

四、教學(xué)過程設(shè)計(jì)：

第一步：熱身活動：猜單詞。在這個(gè)步驟中，我給出兩組前一節(jié)課學(xué)過的詞，分別讓兩組同學(xué)上來猜。所采用的方式類似于《幸運(yùn)52》：單詞是出現(xiàn)在屏幕上的，其中一個(gè)同學(xué)背對著屏幕，他是猜者;另一個(gè)同學(xué)則是解釋者，他要用英語或輔以動作將單詞的意思表現(xiàn)出來。兩組同學(xué)之間展開競爭，看誰猜得又快又多。這個(gè)活動不僅可以復(fù)習(xí)上節(jié)課的內(nèi)容，更重要的是活躍了課堂氣氛，令同學(xué)們很快融入課堂氛圍。

第二步：讀前活動(一)：自由展示。在上這一課之前，我給學(xué)生布置的預(yù)習(xí)任務(wù)是介紹你最想去的地方。Which country or place would you like to visit most? Why?學(xué)生們自由組成小組，上網(wǎng)查找相關(guān)資料，然后對所搜集的信息進(jìn)行整理，最后形成自己的powerpoint展示文件。在課堂上，由本小組的發(fā)言代表上來進(jìn)行展示和介紹。這一環(huán)節(jié)是這節(jié)課的重頭戲。

第三步：讀前活動(二)：自由交談。給學(xué)生提出這樣一個(gè)問題：如果你有機(jī)會去加拿大，你最想看什么?If you have a chance to visit Canada, what would you expect to see there? 先要求他們在小組內(nèi)討論，然后再在全班同學(xué)面前發(fā)言，教學(xué)反思。

第四步：讀前活動(三)：小組討論。經(jīng)過了前面的大量的有關(guān)加拿大的信息的沖擊，你愿意用哪三個(gè)詞語來描述加拿大?What three words would you use to describe Canada? Why? 請小組代表發(fā)言。

第五步：加拿大概況綜述。這一步驟是對上幾個(gè)步驟的總結(jié)，同時(shí)也是教師整合并優(yōu)化了有關(guān)加拿大的各種信息所進(jìn)行的展示。目的是進(jìn)一步加深同學(xué)們對加拿大的了解，對他們所獲取的知識進(jìn)行梳理，也為下一個(gè)步驟展開鋪墊。

第六步：掠讀課文。(first reading)在這個(gè)步驟中，我給出了8個(gè)問題，讓同學(xué)們帶著這8個(gè)問題來閱讀課文。讀完后回答問題。

1.Why are the cousins not flying direct to the Atlantic coast?

2.What is the continent they are crossing?

3.What is “The True North”?

4.Why do many people want to live in Vancouver?

5.What happens at the Calgary Stampede?

6.Where does wheat grow in Canada?

7.Why would ship be able to reach the centre of Canada?

8.Name two natural resources that Canada has.

第七步：精讀課文。(second reading) 在這個(gè)步驟中，我給出了5個(gè)跟課文內(nèi)容有關(guān)的句子，讓同學(xué)們判斷正誤。如果該句是錯的，請給出正確答案。

1.The girls went to Canada to see their relatives in Montreal.

2.Danny Lin was going to drive them to Vancouver.

3.You can cross Canada in less than five days by bicycle.

4.The girls looked out the windows and saw Native Indians and cowboys.

5.Thunder Bay is a port city in the south of Canada, near Toronto.

第八步：復(fù)述課文(retelling) 給出課文中的關(guān)鍵詞匯，讓同學(xué)們用自己的話來復(fù)述課文。

Helpful words and expressions

great scenery second largest go eastward 5,500/from west to east

here in Vancouver surrounded by ski/sail

第九步：口頭作文(oral practice) 設(shè)定一個(gè)情境，給出一些關(guān)鍵詞匯，讓同學(xué)們模仿課文來編一段對話或一篇短文。

Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport. While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.

Work in groups. You are required to present either a short passage or a short dialogue.

Helpful words and expressions

great scenery third largest go northward from south to north

along the coast theme parks

第十步：作業(yè)布置。要求學(xué)生將第九步中的口頭作文寫出來，變成書面作文。

Write down the short passage or the short dialogue that you’ve just worked out.

五、教學(xué)反思

本節(jié)課是新課標(biāo)，我將本節(jié)課設(shè)計(jì)為競賽、導(dǎo)入、個(gè)人探究、互動交流、協(xié)作探究和討論及口頭作文等九個(gè)步驟。我充分發(fā)揮自制網(wǎng)絡(luò)課件的優(yōu)勢，使本節(jié)課的內(nèi)容更加充實(shí)，容量更多。既貫通了所要學(xué)的知識，又拓展了課外知識，使得本節(jié)課學(xué)生在學(xué)習(xí)過程中興趣更加濃厚 , 積極地自主探究，討論問題熱烈，課堂氣氛活躍!

高中英語教案設(shè)計(jì)

一、學(xué)生分析

教學(xué)對象為高中三年級學(xué)生，智力發(fā)展趨于成熟。他們的認(rèn)知能力比初中階段有了進(jìn)一步的發(fā)展，漸漸形成用英語獲取信息、處理信息、分析問題和解決問題的能力，因此我特別注重提高學(xué)生用英語進(jìn)行思維和表達(dá)的能力。他們學(xué)習(xí)英語方法由死記硬背轉(zhuǎn)型向理解型并應(yīng)用到交際上，他們有自己的學(xué)習(xí)技能和策略，學(xué)會把語言學(xué)習(xí)與現(xiàn)實(shí)生活和興趣聯(lián)系起來。通過任務(wù)型課堂活動和學(xué)習(xí)，學(xué)生的學(xué)習(xí)自主性得到加強(qiáng)，不再認(rèn)為英語的課堂學(xué)習(xí)很枯燥，主動參與到活動中去，成為課堂的主體，同時(shí)也加強(qiáng)了與他人交流合作的能力。學(xué)生已經(jīng)完成了高中英語第一個(gè)模塊的學(xué)習(xí)，漸漸習(xí)慣了我的教法。雖然一開始他們覺得與初中教學(xué)很不相同(初中老師注重手把手式的語法教學(xué))，但經(jīng)過半個(gè)學(xué)期后，他們適應(yīng)得很快，而且還取得一定的進(jìn)步。他們會對課文內(nèi)容提出自己的疑惑和勇于闡述見解，并且從課內(nèi)知識拓展到課外，通過多種渠道獲取學(xué)習(xí)資源。不過，本班學(xué)生的水平參差不齊，有些差距還相當(dāng)大。因此在教學(xué)過程中，布置的任務(wù)要兼顧各個(gè)層次的學(xué)生，使他們都有所收獲。

二、教材分析

這一課是本單元第一個(gè)課時(shí)。在上這一節(jié)課前并沒有讓他們了解太多的與課文內(nèi)容相關(guān)的知識，只是由于這課出現(xiàn)的人名和地方名比較多，我在課前教他們讀了一下。我在備這一課時(shí)，發(fā)現(xiàn)它的 warming-up部分會花費(fèi)比較長的時(shí)間，于是我沒有采用，而使用了我自己另外準(zhǔn)備的引入(只是花了4到5分鐘的時(shí)間)，讓學(xué)生對這課的話題作好心理準(zhǔn)備，也為了完成本單元的目標(biāo)作了鋪墊。我覺得在今后也必須合理使用手中的教材，根據(jù)學(xué)生水平和教學(xué)設(shè)計(jì)進(jìn)行整合或增減，讓不同層次的學(xué)生在課堂上都有所收獲。

三、教學(xué)目標(biāo)

本課為閱讀課型，主要介紹有關(guān)俄羅斯遺失琥珀屋的軼事。通過閱讀使學(xué)生了解世界文化遺產(chǎn)，學(xué)會描述他們的起源、發(fā)展和保護(hù)等方面的情況。教師根據(jù)課文內(nèi)容用不同的形式來讓學(xué)生自己歸納，提高閱讀技能。由于這課講述國外文化遺產(chǎn)，學(xué)生會感到陌生，為了引起共鳴，因此要把中外文化遺產(chǎn)結(jié)合一起討論。本課目的要使學(xué)生學(xué)會如何談?wù)撐幕z產(chǎn)以及最后形成保護(hù)文物的意識。

教學(xué)內(nèi)容大致分為以下幾個(gè)方面：

1.看圖片和聽錄音引入文化遺產(chǎn)這一話題。

2.從網(wǎng)上一些琥珀屋圖片并展示給學(xué)生看，分辨新舊琥珀屋，給學(xué)生以感官上的刺激，而且有利于幫助學(xué)生對文章的理解。(一些生詞用板書)

3.學(xué)生閱讀課文后完成精讀練習(xí)。

4.兩人圍繞琥珀屋設(shè)計(jì)小對話。

6.小結(jié)文章，一是找關(guān)鍵線索，二是寫作手法。

7.小組討論，包括復(fù)述課文，加深對文章的理解，以及學(xué)生總結(jié)自己通過本課學(xué)習(xí)學(xué)到了什么(達(dá)到教學(xué)目標(biāo)--形成保護(hù)文物意識)。

四、教學(xué)策略

環(huán)環(huán)相扣，設(shè)計(jì)緊湊。先利用錄音和圖片引起興趣，然后帶著問題有目的地閱讀文章，通過回答問題掌握細(xì)節(jié)，知道琥珀屋從形式-失蹤-重建的過程，再從整體上把握它的結(jié)構(gòu)、特色，學(xué)習(xí)用英語歸納以及復(fù)述，最后自己去小結(jié)上完這節(jié)課的收獲，使他們的掌握閱讀技巧的同時(shí)也增加了見識。在小組討論過程中，學(xué)會用英語口語判斷別人給出的依據(jù)，并給出自己的觀點(diǎn)。

采用多媒體教學(xué)，用一些有關(guān)文物的精美圖片，引起學(xué)生對即將閱讀的文章的興趣，減少陌生感。

課前需要準(zhǔn)備中外文物圖片以及對這些圖片簡短的錄音描述。

五、教學(xué)過程

(一) warming-up引入

教師用 PowerPoint分別展示三幅圖片以及播放有關(guān)的三段介紹錄音，并不需要學(xué)生詳細(xì)記錄細(xì)節(jié)，因?yàn)椴皇锹犃φn，只是了解圖片是什么地方，位于哪個(gè)國家等。

( look at three pictures and listen to three tourist guide describe each of them. What do you think of them?)

1、3為學(xué)生所熟悉的

1. The Pyramids in Egypt

2. Machu Picchu in Peru

3. The Great Wall of China

然后問問題：

what do you think of them?

(They represent the culture of their countries, so they are called______)引導(dǎo)學(xué)生講出 cultural relics這個(gè)詞組接著分別說出 cultural relics的定義(學(xué)生個(gè)人觀點(diǎn))

(引入部分使學(xué)生對本節(jié)課的話題有所了解，而且很有興趣了解其它文物)

(二) Reading使學(xué)生了解Amber Room形成、發(fā)展,經(jīng)歷了幾個(gè)階段

1、讓學(xué)生解釋文章的title—In Search of the Amber Room (Maybe it's lost)

2、為了讓學(xué)生知道琥珀屋是什么樣子，幫助理解文章，教師展示多張圖片，新舊琥珀屋對照、外觀、以及里面擺設(shè)的琥珀，金碧輝煌的琥珀屋使學(xué)生大開眼界，嘆為觀止，并學(xué)會分辨新舊。

3、先給出一系列問題，讓學(xué)生帶著問題閱讀課文(scanning)。有目的性閱讀是閱讀訓(xùn)練一種技巧，并且提醒學(xué)生不用太多花大多注意力在人名、地名上面，而假設(shè)自己正在讀一本偵探，集中精力探究事情的發(fā)生經(jīng)過。

4、閱讀后學(xué)生回答問題(大部分學(xué)生能找到答案)

5、在了解細(xì)節(jié)的基礎(chǔ)上，再次閱讀(skimming)。全班分5個(gè)小組，分配任務(wù)給每一個(gè)組，文章共有5段，每組概括一個(gè)段落的大意，而且要求使用不超過3個(gè)單詞來概括，既降低了難度又提高了學(xué)生歸納能力。

(三) Difficult points

因?yàn)橹皇情喿x課，語言點(diǎn)不作詳解，是為下個(gè)課時(shí)作準(zhǔn)備，分別找出 4句難句，讓學(xué)生進(jìn)行解釋，一一說明屬于什么從句(分別有賓從、狀從、定從、主從)(從句是學(xué)生的薄弱環(huán)節(jié))，為學(xué)生掃除閱讀障礙。

l. Frederic WilliamⅠ,the king of Prussia could never have imagined that his greatest gift to Russian people would have such a strange history.

2. Once it is heated, the amber can be made into any shape.

3. This was a time when the two countries were at war.

4. There is not doubt that the boxes were then put on a train for Konigsberg .

(四) Summing-up(總結(jié))

學(xué)生掌握每段大意后，從總體上把握文章結(jié)構(gòu)和特點(diǎn)

1、找出與Amber Room有關(guān)的重要線索(3個(gè)人物、2個(gè)國家、1個(gè)組織)

2、分析寫作手法(時(shí)間順序及都用了一般過去時(shí)描述已發(fā)生的事情)：讓學(xué)生將來進(jìn)行寫作訓(xùn)練描述某事經(jīng)過時(shí)，可以模仿這篇文章的手法

(五) Group-work(task)4人小組

學(xué)生此時(shí)已非常熟悉文章內(nèi)容及結(jié)構(gòu)，進(jìn)入用英語進(jìn)行交際環(huán)節(jié)

1、復(fù)述課文，教師給出一段文字，中間有不少空格，學(xué)生根據(jù)課文內(nèi)容填寫空格(learn how to talk about cultural relics)

Fill in the blanks:

The Amber Room was made________. Frederick WilliamⅠ________.It soon became part of the Czar's winter palace in St.

Petersburg . Later, CatherineⅡ________and she told her artists to________. In September, 1941，the Nazi Germany

army secretly ________. After that, what happened to the Amber Room________. Now Russians and Germans have

________much like the old one.

2、談?wù)勛约簭闹械氖斋@(What can you learn from the text?)學(xué)生都能說出要保護(hù)文物(完成本課教學(xué)目標(biāo))至于怎樣保護(hù)，因時(shí)間關(guān)系留待下個(gè)課時(shí)再討論。

(六)布置作業(yè)：復(fù)習(xí)課文及寫一篇如何保護(hù)家鄉(xiāng)某一文物的文章。

六、課后反思

教學(xué)成功之處是引導(dǎo)學(xué)生一步接一步從閱讀文章表層意思，到探討深層意思，使學(xué)生明白文物重要性及要做好保護(hù)。例如，先帶著問題讀課文，回答問題，接著概括段意，然后分析句子，(這是表層理解)，最后總結(jié)全文，通過字面理解使學(xué)生達(dá)成共識――保護(hù)文物，升華到深層理解。引入部分達(dá)到預(yù)期效果，沒有用書本上的例子，而自己準(zhǔn)備了錄音和圖片作為引入，時(shí)間短且能引起學(xué)生興趣及渴望了解更多的求知欲。

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高中閱讀課教案

篇一：人教版高一英語優(yōu)秀教乎凱案Music

Focus: Reading

1.To activate the Ss in learning “music”.

2. To develop the Ss’ ability of reading.

3. To help the Ss know something about the different styles of music.

1. Enable the Ss to understand the details about the passage The Band that Wasn’t.

2. Help the Ss to sum up the main idea of each paragraph.

Step 1Warming up

1) Lead in

Before class, T plays a song I’m a believer which was sung by The Monkees, with the words of

the song printed on the screen.

Then tell them: This is one of my favorite music. The music is a little show. When I listen to it,

it will remind of many old things. So I like it very much. What is your favorite music? And whydo you like it? So your favorite music belongs to pop music/rock… What other kinds of music do

you know?(classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.)

2) Task: Brain-storming

Ask the students to name different music styles. Show some styles of music that they are not

familiar with.

folk

pop

Step 2 Listening and Matching

虛悉1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen

差頃乎to them carefully and choose the proper picture for each of them.

2) Guide the Ss to sum up the Characteristics for each music style.

3) Check the answers on the computer screen.

Step 3 Pre-reading

1）Task :Listing

Have you heard about any of the famous bands in the world? List some of them.

Which one do you like best? Why?

2) Presentation

Ask the Ss to search the information about “The Monkees” before class, and now encourage them to share their information with their teammate.

3) Background information and language support

If necessary , the teacher should provide some background information about “The Monkees” , or explain some key words in the reading passage (P 35, Learning about language part 1 may be a good choice. )

Step 4While-reading

1) Task: Jumbles (Fast reading)

(Group work, four Ss) each student in every group is only given a part (one paragraph)of the complete article and read alone. One minute later, they exchange their own information to the other students of the same group. Then they discuss together and decide the order of the story.

2) Listen and Check

Listen to the tape and check the correct order of the article.

Q: What is the best title of the article?

3) Task : Memory Challenge Task (Scanning)

(Students are given the complete pieces of the article—ask them to open their books.)Get them to read the passage in detail and then work in group raising two questions for other group to answer.(books closed)

4) Reading and Matching

Read the passage again very carefully, and join the parts of the sentences together. (P 35, Part 2)More detailed questions:

①Why do most m

usicians like to be in a band with others?

②Which two musical bands are mentioned in the passage?

③How do some bands formed by high school students earn extra money?

④When did the Monkees break up?

5) Brainstorming

Ask the Ss to brainstorm as many suitable adjectives as possible to describe “The Monkees”. Then give the reasons for the choices.

Step 5Post-reading

1) Language Focus

Get the students to sum up the phrases of the article.

Then get the Ss to play a game called “What is your dream?”. Work in pairs and tell each other your dream and what you expect to happen. Use the phrases dream of and be honest with in the sentences.

2) Discussion

Do you think “The Monkees” was really a band? Why and why not?

Step 6Homework

1. Read more about “The Monkees”.

2. Find out some sentences in the reading passage that contain of Whom /in which attributive clauses?

3. Preview “Learning about Language” and finish the relevant exercises.

Period 3 Vocabulary & Grammar

Focus: Grammar

1)To help Ss master the vocabulary about “music”

2)To arouse Ss’ language awareness .

3) To consolidate the Attributive Clauses.

1) The Attributive Clauses with preposition + which/ whom

2) The relevant words about “music”

Step 1 Revision

1) Listening and Recognizing

Ask the Ss to listen to some pieces of music from the computer and write down the style of each piece of music belongs to.

Music 1 : Country Roads by John Denver (country music)

Music 2: Beat itby Michael Jackson (rock music)

Music 3: 步步高（folk music）

Music 4: 老鼠愛大米（pop music）

Music 5: 命運(yùn)交響曲(classical music)

…

2) Discussion

What kind of music do you like better, Chinese or Western, Classical or modern? Why? How does music make you feel?

3) Check the homework the day before. Step 2Word Power

1) Word Ladder

Complete these sentences. Then write the missing words in the puzzle on the right and find the hidden word. (WB P 70)

2) Word Building

Study the vocabulary list in the appendix and list the words with un-,dis-, -less, -ful, -ment, -ity, -en, -ern, -al , -tion. Tell what part of speech they are. This will you help English words.

3) Recognizing and Listing

Tick （√）the words which are connected with “music”and find out the meanings of those unfamiliar ones.

Add your own to the list ________________________________________________________

4）Discussion and Listing

Which instruments are used in pop and rock music?

Which instruments are used in classical music?

Which instruments are used in jazz?

Which instruments are used in traditional Chinese music?

Which of the instruments do you like listening to?

Is the Chinese instrument different from the other instruments? Describe the difference, if there is Step 3 Grammar

1) Study the Rule

Read these sentences.

a. The musicians of whom the band was formed played jokes on each other…

b. However, after a year or so in which they became more serious about their work…

c. The musicians for whom they worked were very popular.

d. The guitar with which “The Beatles” played their first hit was lost while they were touring. Now answer these questions.

1. If you take away the relative clauses, do the sentences still make sense? Why or why not ?

2.Why is there a relative pronoun before the relative clause?

3. Can the preposition be removed from the sentences without changing the meaning?

4. Can that replace which and whom in the sentences? Why or why not?

Look at the sentences carefully and try to think of the questions.

2) Find the rule

Get the Ss to think of the questions above and sum up the grammar rule of preposition + the relative clause.

篇二：教師資格證人教版高中英語優(yōu)秀教案

Teaching aims:

1. 能力目標(biāo)：

a. Listening: get information and views from the listening material;

b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.

c. Reading: enable the Ss to get the main idea

d. Writing: write some advice about making friend as an editor

2. 知識目標(biāo)：

a. Talk about friends and friendship; how to make friends; how to maintain friendship

b. Use the following expressions:

I think so. / I don’t think so.

I agree. / I don’t agree.

That’s correct.

Of course not.

Exactly.

I’m afraid not.

c. to enable the Ss to control direct speech and indirect speech

d. vocabulary: upset , calm , concern , loose, Netherlands, German, series,

outdoors, dusk,crazy , purpose , thunder , entire, entirely,power , curtain, dusty, partner, settle, suffer , highway, recover, pack, suitcase, overcoat, teenager, exactly, disagree, grateful, dislike, tip , swap , item

add up calm down have got to e concerned about walk the dog go

through set down a series of on purpose in order to at dusk face to face no longer ot …any longer suffer from gete tired of pack sth. up get along with fall in love join in

3. 情感目標(biāo):

a. To arose Ss’ interest in learning English;

b. To encourage Ss to be active in the activities and make Ss to be confident; c. To develop the ability to cooperate with others.

4. 策略目標(biāo)：

a. To develop Ss’ cognitive strategy: taking notes while listening;

b. To develop Ss’ communicative strategies.

5. 文化目標(biāo)：to enable the Ss to get to know different opinions about making friends from different countries.

Teaching steps:

Period one

Step1. Warming up

1. Ss listen to an English song AULD LANG SYNE.

2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave,

humorous, funny, wise, kind, open-minded, responsible, helpful….

Step 2. Talk about your old friends

1. Ss talk about their old friends in Junior Middle School, talk about their

appearance, personality, hobbies, etc.

2. Self-introduction

Step 3. Make new friends

1. Ss go around and ask their new friends some information and fill in the following

Step 4. Do a survey

Ss do the survey in the text ,P1

Sep 5. Listening and talking

Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.

When Ss make their conversation, ask them to try to use the following expressions. I think so. / I don’t think so. I agree. / I don’t agree.

That’s correct.Of course not.Exactly. I’m afraid not.

Step 6. Discussion

Divide Ss four in one group and each group choose a topic to discuss. There are four topics.

Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

Topic 3: Does a friend always have to be a person? What else can be your friend? Why? Topic 4: List some qualities of a person who does not make friend easily.

Step 7. Summary

1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.

2. T shows more information about friendship and a poem about friendship. What is friendship?

I want to find the answer to the question

What is friendship?

When it rains, I think friendship is a small umbrella.

It can give me a piece of clear sky.

When I’m crying, I think friendship is a white handkerchief.

It can wipe my tears dry.

When I am sad, I think friendship is a warm word.

It can bring me happiness again.

When I am in trouble, I think friendship is a strong hand.

It can help me escape my troubles.

When I sit in a quiet place, I think friendship is a very wonderful feeling.

It can’t be pulled and torn, because it is in everyone’s heart.

It is there from the beginning to the end of our lives.

3. Tell Ss: make new friends and keep the old; one is silver and the other is gold. Step 8. Evaluation

1. Look up the new words and expressions in warming up and pre-reading in a dictionary.

2. Write a short passage about your best friend.

Period two

Step1.Warming up

Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.

How would you feel?

What would you do?

Four students a group discuss with each other for 2 minutes.

Activity2: Play a short part of the movies Step2. Predicting

Students read the title of the passage and observe the pictures and the outline of it to guess:

Who is Anne’s best friend?

What will happen in the passage?

Step3. Skimming

Students skim the passage in 2 minutes to get the main idea :

Who is Anne’s best friend?

When did the story happen?

Step4. Scanning

Students work in pairs to find the information required below:

Anne

in World War Ⅱ

Step5. Intensive reading

Students work in group of four to discuss the following open questions:

1.Why did the windows stay closed?

2.How did Anne feel?

3.What do you think of Anne?

4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語篇,上下文).

5.Which sentences attract you in the passage?

Step6. Activity

Four students a group to discuss the situation:

Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

What will you take? Why?

How will you spend the 3 months?

How will you treat each other and make friends ?

Step7.Assignment

Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

Task2.Ex2、3 、4on Page3

Period three

Step 1. Warming up

Check the Ss’ assignment: task 2

Step 2. Language points:

1. add (v.)

1). To put together with something else so as to increase the number, size, importance, etc.增加，添加

Please add something to what I’ve said, John.

2). To join numbers, amount, etc so as to find the total 相加

Add up these figures for me, please.

add to something: to increase 增加

What he did has added to out difficulties.

add up to: to amount to 加起來等于；總計(jì)

The cost added up to 100 million yuan.

2. go through

1). To examine carefully 仔細(xì)閱讀或研究

I went through the students’ papers last night.

2). To experience 經(jīng)歷，遭受或忍受

You really don’t know what we went through while working on this project.

3. crazy (adj.)

1). mad, foolish 瘋狂的.，愚蠢的

It’s crazy to go out in such hot weather.

2). wildly excited; very interested 狂熱的，著迷的

She is crazy about dancing.

4. be concerned about/for: be worried about 擔(dān)心

We’re all concerned about her safety.

Step 3. Learning about language

1. Finish Ex.1, 2 and 3. on Page 4.

2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.

Step 4. Practice

Using structures on Page 42: ask the Ss to use indirect speech to retell the story. Step 5. Assignment

Finish Wb. Ex, 1 and2 on page 41 and 42.

Period four

Step 1. Revision

Check the Ss’ assignment.

Step 2. Reading

Ss read the letter on page 6

Notes:

1. get along with

2. fall in love

Step 3. Listening

Ss should take notes while they are listening.

1. first listening: Ss listen and answer the questions of part 2 on page 6.

2. second listening: Ss listen again and finish part 3 on page 6.

Step 4. Listening

Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.

高三英語閱讀理解公開課教案

福州屏東中學(xué) 鄢海珍

教育心理學(xué)家布魯姆提出了六個(gè)層次的教育目標(biāo)分類：知道（知識）、理解、應(yīng)用、分析、綜合、評價(jià)。其中，知識、理解屬于低層次目標(biāo)，應(yīng)用、分析、綜合、評價(jià)為高層次目標(biāo)。高中英語新課標(biāo)提出了英語學(xué)知鎮(zhèn)科核心素養(yǎng)的理念，思維品質(zhì)是其中的一個(gè)維度。閱讀課是高中英語教學(xué)中的重要課型。在此，我從布魯姆的目標(biāo)分類來談?wù)勎以诟咧杏⒄Z閱讀課的兩次教學(xué)設(shè)計(jì)。

首先，以人教版選修六第三單元的Using language：HIV/AIDS: ARE YOU AT RISK?為例。我設(shè)計(jì)的是一堂讀寫結(jié)合課。課前，我模猛孫先由兩個(gè)情景創(chuàng)設(shè)導(dǎo)入新課，一個(gè)是關(guān)于艾滋病的情景導(dǎo)入，另一個(gè)是我校宣傳“世界艾滋病日”的生活情景，激發(fā)學(xué)生的學(xué)習(xí)興趣。接著在閱讀環(huán)節(jié)，我主要設(shè)置了知識理解類的問題，如讀第一段并回答：1. What’s HIV? 2. What’s AIDS?3. What is the difference between HIV and AIDS ? 讀第二段回答：1. How is HIV spread? 2. Is there a cure for AIDS or HIV at the moment? 讀第三、四段找出How to stay safe? 讀第五段判斷正誤，請同學(xué)們正確對待艾滋病的誤解，學(xué)習(xí)哪些行為不會引起艾滋病的感染。讀后我設(shè)計(jì)了兩個(gè)思考題：1.Many people have prejudice against AIDS sufferers. However，Being looked down upon, people with AIDS will feel __________________________。2.What can we do to help them? 并請同學(xué)們小組討論作答，這兩個(gè)問題的設(shè)計(jì)屬于應(yīng)用，分析、綜合類。通過閱讀課文，學(xué)生在了解了艾滋病的知識后，應(yīng)用所學(xué)的內(nèi)容，分析艾滋病患者在遭受歧視的情況下會經(jīng)歷怎樣的情感體驗(yàn)？作為學(xué)生，我們應(yīng)該如何幫助艾滋病患者？課堂上，學(xué)生在小組討論后各抒己見，表明了看法。接著，我再次創(chuàng)設(shè)了情景：你從網(wǎng)上看到一篇關(guān)于一位叫莎莎的女孩，她因感染艾滋病病毒，受到歧視，沒法上學(xué)。請你寫一封信給當(dāng)?shù)氐膶W(xué)校，幫助莎莎順利上學(xué)，過上正常的生活。這個(gè)任務(wù)的設(shè)計(jì)目的旨在讓學(xué)生在閱讀的基礎(chǔ)上，實(shí)現(xiàn)從輸入到輸出的順利過渡。情景的創(chuàng)設(shè)幫助學(xué)生綜合所學(xué)，在語境中習(xí)得語言。學(xué)生寫作后，通旦鏈過圖片展現(xiàn)學(xué)生作品，并讓學(xué)生從內(nèi)容，語言兩個(gè)方面評價(jià)學(xué)生的作品。

這堂課的設(shè)計(jì)我認(rèn)為做到了從布魯姆的目標(biāo)分類出發(fā)，將學(xué)生對知識的認(rèn)知過程分成了從低到高的不同階段，展現(xiàn)了螺旋式的上升。由于文本簡單，遺憾的是沒能設(shè)計(jì)出體現(xiàn)提高學(xué)生批判性思維的任務(wù)。高中英語閱讀課的另一個(gè)課型是readnig for thinking. 以這個(gè)學(xué)期選修七第三單元的閱讀Old Tom the killer Whale 為例，我設(shè)計(jì)了基于思維的閱讀教學(xué)。

導(dǎo)入環(huán)節(jié)，我用了知識競賽的方式，Quick response on whales，激發(fā)學(xué)生對海洋動物鯨的了解, 激發(fā)學(xué)生的學(xué)習(xí)興趣。讀前環(huán)節(jié)，我設(shè)計(jì)了兩個(gè)任務(wù)，1.看書里提供的圖片，讓學(xué)生析圖說圖，2. 閱讀背景介紹，填表。這兩個(gè)任務(wù)屬于知識理解類，屬于低層次目標(biāo)問題。讀中環(huán)節(jié)，任務(wù)一：整體閱讀，從宏觀把握文章的結(jié)構(gòu)和大意，這個(gè)任務(wù)的設(shè)置屬于綜合類。任務(wù)二：事件發(fā)生先后排序，這個(gè)任務(wù)屬于知識理解類，任務(wù)三，細(xì)讀文章回答問題，通過問題鏈的設(shè)置，達(dá)到訓(xùn)練學(xué)生從低階思維到高階思維培養(yǎng)的目的。

1. What evidence was there that Old Tom was helping out the whalers?

2. What other animals did the author compare the killer whales with? Why do you think the killer whales behave like this?

3. Why did George think that the killer whales worked as a team?

4. Why did the whalers allow the killer whales to drag the whale away?

5. How did Old Tom help James? Why do you think he did this?

從問題的設(shè)置看，"what" 類的問題是文中可以找到答案的，屬于淺層問題，"why" "how"類的問題則屬于高階思維類的問題。尤其是最后一個(gè)問題，為什么虎鯨會去救人類？學(xué)生通討論回答，得出了虎鯨與人類是朋友關(guān)系，人與自然和諧相處的結(jié)論。

讀后，讓學(xué)生思考并討論：Whether human being should be allowed to kill the whales and how to protect the whales？這個(gè)任務(wù)讓學(xué)生進(jìn)一步思考當(dāng)今社會下人類是否允許捕鯨？如何保護(hù)鯨？這個(gè)任務(wù)屬于分析綜合和評價(jià)類。學(xué)生在理解文本后需要實(shí)現(xiàn)自己與自己的對話，不同的社會背景，人類與鯨的關(guān)系發(fā)生了改變，新時(shí)代如何保護(hù)鯨，實(shí)現(xiàn)人類與動物的和諧發(fā)展是學(xué)生需要思考的問題。這個(gè)問題的提出培養(yǎng)了學(xué)生的思辨能力。

布魯姆的目標(biāo)分類指向?qū)W生高階思維能力的培養(yǎng)，如何在教學(xué)設(shè)計(jì)中更好地依托布魯姆目標(biāo)分類理論，設(shè)計(jì)出符合新課標(biāo)理念的高效課堂，值得更進(jìn)一步的探討和實(shí)踐。

高中英語優(yōu)秀教學(xué)設(shè)計(jì)一等獎

Title

Type

Teaching time

Preparing time

Teaching goals

Teaching tools

Teaching contents

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