在本单元教学中，学生学习并初步掌握非限制性定语从句的用法，并运用到书面作业中。进一步学习提出建议的表达方式，能较为熟练的提出建议，语言使用正确。一起看看人教版高一英语必修二全册教案！欢迎查阅！下面是一秘范文为大伙儿带来的10篇《高中英语教案》，希望朋友们参阅后能够文思泉涌。
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）
Fast reading
Read the passage as quickly as they can. I show the questions on the screen and let them get the
main idea of each paragraph:
1. Why can living things live in such oceans around the Antarctica?
2. What does the whale feed on?
3. What is the difference between the sperm whale and other whales?
Method: Read the text individually, use question—and—answer activity.
Purpose: Improve the students’ reading ability.
Understand the general idea of each paragraph.
高中英语教案范文Step 5
Listening(book closed)
1. Listen to the tape then do an exercise(wb page 90, part 1)
2. True or false exercise.(on the screen)
Train the Ss’ listening ability and prepare for later exercises.
一、指导思想
以学校教务处工作计划为指导，本学期英语教研组将认真组织学习和贯彻基础教育课程改革精神和要求，继续探索实践，努力创新，深入推进课程改革工作；根据高中英语学科特点，开展一系列教学研究活动，切实创新教学模式，提高教学效率，提高教师素质，从而不断推进素质教育的深化。
二、主要工作
（一） 加强教研组建设，通过加强理论学习，提升教师的理论水平和业务水平
1) 进一步认真学习《英语课程标准》，熟悉新教材，研究新教材，明确必修与选修的关系，共同探讨必修课程的设计和安排。
2) 学习与新课程相关的教育教学理论书刊和文章。
3) 学习有关有效教学策略和教学评价的理论和经验。
4) 学习有关研究性学习、校本课程开发和推进校本教研的理论和经验。
（二） 强化教学常规落实提高课堂教学效率
1) 强化教学常规的落实。本学期特别要抓好 “备课”“上课”“课后辅导”等主要环节。各备课组在积极有效地开展集体备课的基础上，充分发挥个人的教学特长，更加有效地提高课堂教学效率。
2) 严格常规管理。开学初各备课组要认真制订切实可行的备课组活动计划，并有效地开展高质量的教学研究活动。
（三） 充分发挥教学新秀、教学能手、学科带头人和骨干教师的作用，全力帮助青年教师迅速成长
1) 组织教学新秀、教学能手、学科带头人和骨干教师上公开课、示范课和研究课，鼓励他们不断学习，勇于开拓，闯出教学新思路，真正发挥“领头燕”的作用。
2) 为推动教师加强业务学习和提高工作能力，英语教研组将积极响应学校号召，鼓励并且支持组内青年教师积极参加各级各类业务比赛，以英语课堂教学大展示为载体，提升英语教师的整体素质。
3) 组织教研组老师积极参与全市中学英语教学论文评比活动，引导教师加强理论学习，鼓励教师结合自己的教学实践和教学理论认真总结经验，不断进行教学反思，积极撰写教学反思、教学心得和教科研论文。同时积极选送优秀论文至大市、省参评。
（四） 认真抓好各备课组的常规工作
一、高三英语教学的具体措施：
1)明确要求，把握准绳。高三备课组应认真学习教学大纲和考纲，依托课本，联系学生生活进行综合教学和复习。
2)理清思路，科学安排。必修和选修内容的增加给高三英语教师提出了更高的要求，这势必促使我们针对教材的特点和高考的形式更新观念，周密计划，在有限的时间内达到的教学效果。
3)区分目标，注重过程。区分目标指注意区分终结性目标与过程性目标。注重过程是指教学中应注意过程性训练。我们的终结性目标是201x年六月的高考，我们的过程性目标是上好每一节课。
4)利用课本，培养能力。课本是载体，失去了就等于失去了通往高考的桥梁，也就没有了前进的方向。我们不但不能丢掉课本，还要充分利用课本。高三三个模块内容多，时间有限，我们应该根据各班学生的实际情况对教材进行适当的取舍。高三模块教材所选语言素材具有时代性，教学内容贴近现实生活，语言生动地道，有利于提高学生的人文素养。而且选材广泛，旨在扩大学生的知识面，更有利于增加对学生的英语语言知识的输入量。它的另一个特点是词汇量丰富。学习它是扩大学生词汇量的一个的机会。所以要充分利用，合理利用各模块。使用各模块教材有两个主要目的：一是提高阅读能力，二是扩大词汇量。
培养阅读能力一直是高中英语教学的重点，也是各种考试考查的重点。高中英语模块教材题材多样，体裁丰富，其语言原汁原味，难度和题材都很适合高三阅读训练，是培养阅读能力的很好的材料。阅读时我们应参照《高中英语教学大纲》与《英语课程标准》中有关对阅读技能目标的要求，以及高考对阅读能力要求，重点应该是训练学生归纳总结、判断推理等深层次理解能力以及获取信息和猜测词义的能力（如识别关键词、确定主题句、准确预测，学会理解文章主旨和作者意图，根据文章中的线索进行恰当的推理等），还应让学生掌握一定的快速阅读技巧（如略读、跳读等）。所以在指导学生阅读过程中，我们可以亲自设计一些阅读任务(reading tasks)，而不必拘泥于教材中的问题，设题时应尽量满足学生的兴趣和要求，并与高考的要求靠近，从而使学生逐步掌握阅读策略。同时我们还应该教会学生根据阅读目的的不同使用不同的阅读技巧和策略，用不同的文章教会学生使用不同的阅读技能。
词汇教学也是处理高三教学的一个重点。分析201x年的江苏卷、全国卷以及其他省份的高考卷不难看出：词语的用法在考试中已经占有了一定的份量。在教学中应该给学生提供词汇学习的方法以及推测词义的策略，比如如何通过上下文(context)、课文线索(clue)、词的形式(form)以及根据自己已有的知识(world knowledge)来猜测词义，如何使用字典等。词汇教学主要是使学生掌握词义，词的用法和搭配。应注意避免孤立教单词的用法及区别，真正做到培养学生运用语言的能力。要真正掌握词义和词的用法，必须通过有情景的课文教学，并结合听、说、读、写等综合语言活动才能达到。
5)淡化语法，但不忽视语法。高三之前的语法知识都是穿插在各单元中进行的，比较分散，到了高三有必要加以整理，系统归纳，使知识系统化、条理化。语法复习应避免过深过难的现象。同时要精选一定量的配套练习，以达到巩固复习过的知识。选题应该遵循目前高考的要求，即：减少单纯的语法考查，降低语法的难度，增加语境，加强语境中对语法的理解及推理能力的考查。每一类语法项目的复习可以分三个板块进行：复习要点（附单元例句），了解考点（列举高考题），精选练习（突出语境，强调运用能力）。语法复习还应该注重学生学习的重点和难点。这一阶段教师要帮助学生梳理各种语法知识，使他们很容易地做到既收得拢又放得开，即达到纲举目张的教学效果。
6)复习要求实，方法要求新。在高三教学结束以后，开始复习高一、高二的各模块。在这一过程之中，我们应该努力使枯燥无味的“重复”变为积极生动的“再现”，寓能力培养于整个复习过程之中，切忌教师“垄断”复习课堂。复习课上要注意加强学生的操练活动，让学生多动脑筋多思考问题，在教师的指导下，由学生自己找出并归纳各种语言现象及知识点，然后教师再给予回顾总结，逐步引导他们加强知识横向的、纵向的联系，以加深印象，并培养他们的逻辑思维能力。这一阶段教师的主要作用就是帮助学生尽快构建知识网络，掌握重点、难点和考点，加强对英语知识的积累和记忆。
7)熟悉题型特点，提高应试能力。英语测试形式总是一套综合性较强的试卷。专门学习哪个知识点或者哪个语法项目是不可能应付考试的。因此，平时教学中除了教授学生基础知识，做一些分散性训练外，还应该加强套题的训练，让学生知道试卷各题型的特点，以及其答题所需的技巧、方法和高考所提出的要求。做到有的放矢，才能达到所期望的目的。
（五） 改进教研方式，提高教研质量
积极采用“参与式”“研讨式”教学研究模式，适当安排校际的横向交流活动。
（六）学期教学进度参考：应复习完高中英语语法，完成《牛津译林版高中英语》第9第10模块，并开展一些辅助阅读，如英语报刊和英美文学读物等。
二、高二英语教学的具体措施：
1)加强理论学习，改变教学观念，熟悉新课标，并用以指导教学实践。高中新课程已全面实施，困难与挑战均很大。我们高二备课组教师将继续认真学习新课标有关指导性著作，进一步转变教学观念：变教堂为学堂，还学生学习英语的主动权。在师生的双边活动中，注重培养学生“自主？探究？合作”的精神，激发学生学英语的兴趣，争取使学生在“积累？整合”、“应用？拓展”、“发现？创新”等方面获得发展。
2)加强备课组集体备课。备课组内资源共享，分工合作。每个单元由一位老师负责，并在每周的备课组活动中由该位老师主讲备课思路及单元的重点、难点。负责的老师必须精心备课，列出每单元的知识框架，突出知识的重点、难点、交叉点和易混点，并配上精心挑选的、与本单元知识相关的习题，并制作成课件。做到统一教学和复习进度，统一教案、课件、练习等。做到教学上既有所统一，又各有特色。努力通过集体备课，发挥所有老师的智慧，从而扎扎实实地上好每一堂课；并使各位教师明确近期和远期任务。总之，尽量做到集体备课不流于形式，更注重内容与实效。
3)努力提高课堂教学效率。在教学过程中，我们要注重新旧知识的衔接；注重提高独立思考和判断的能力，培养学生创新精神和实践能力，发展与人沟通、合作的能力，增进跨文化理解和跨文化交际能力。建议运用多媒体技术介绍主题背景知识，在教学中加入图文声象等信息使学生在学习书面知识时不会感到呆板与乏味，从而提高教学内容的表现力和趣味性。同时创设大量的活动，使学生能通过亲身参与和实践，感悟和体验英语，发展语言技能，进而逐步获得综合语言运用能力。
4)加强在备课组内的听课活动。本学期，我们将一如既往，在备课组内开展互相听课活动。通过坚持这个教学常规，来保证备课组的教学质量和教师的取长补短以及青年教师的迅速成长。
5)把握好教材的深度与难度，在注重学生活动能力培养的同时，扎实抓好英语基础知识的积累。学生基础知识相对仍比较薄弱，而我们的教学时间又相对不足，在这种情况下，我们要求向四十五分钟要质量，尽量利用教材作例子，巩固基础知识。与此同时，我们要自编相应的练习，并在词汇、听力、语法等方面作了专题辅导和训练。
6)加强对高考信息的研究。我们要认真研究近几年的高考试题，制定有效的措施，确保在进行常规教学的同时，注入部分高考的知识。
7)学期教学进度参考：1、完成《牛津译林版高中英语》第5第6模块。2、开展一些辅助阅读，如英语报刊、《新概念英语》、英美文学简易读物等。
三、高一英语教学的具体措施
（1）教学观念：重视教育的两大功能---工具性和人文性。 突出英语教学“实践第一”的理念，在教学中努力体现有效的教学策略和学习策略的渗透，注意学生情感态度和动机的培养，以促进他们的心智和文化意识的发展。
（2）教学常规：
1、培养良好的道德规范和学习习惯，做好初高中知识和认知能力等方面的衔接，认真完成本学期的教学任务。在教学中多鼓励学生动脑思考、大胆想象、主动参与、动手实践。课堂上精心设计各种 “任务性”活动，通过各种实践，达到有利于学生语言综合能力提高的目的。
2、抓好备课组的集体备课。每次备课组活动以确定中心发言人，备课组组员集体讨论的方式确定本单元的难点、重点、教学方式等。
3、加强高中英语常规教学，充分用好教材和手边的各种辅学资料，定期检查学生笔记、单元小结、课外作业等；扩充课外阅读，在教学中注意渗透英语国家文化背景的教育。
（3）第二课堂：有计划地开展好校本课程和研究性学习活动。注重发挥学生的主体性；协助搞好组内各项英语活动；适时组织竞赛等活动，提高学生学习英语的兴趣。
（4）学期教学进度参考：
1、完成《牛津译林版高中英语》第1第2模块。
2、开展一些辅助阅读，如英语报刊、《新概念英语》、英美文学简易读物等。
I want a hot dog please.
learning aims：
1、能听懂、会读、会说、会写本单元的单词：hamburger \cola \hot dog\ cent \dollar
2、能听懂会说：
What do you want to eat \drink?
I want to…
How much is it? It’s…”等句子。
3、能正确、流利地进行情境对话。
教学步骤：
Step 1： Warm-up and show the learning aims
1、 Say “Hello” to the children and talk about some interesting experience during the winter vacation.
2、 T: Boys and girls, today we are going to learn Module1 Unit 1 I want a hot dog please. （板书课题） First, please look at our learning aims.（出示本课学习目标，教师慢慢读，学生仔细看、认真听。）
Step 2: Learn the new words and the key sentences.
1、 T: Now I feel hungry and thirsty. I want something to eat and drink. Can you give me some suggestions? （让学生说出他们知道的食物和饮料，并板书在黑板上）
2、 Ask the students to learn the new words by themselves.
① Try to read by themselves.
② Listen to the tape and read after the tape.
③Let the students read the words in their own small groups.
3、 (The teacher points to the words in the blackboard): I want a hot dog, please. （使用这种方式逐一把单词带入句型中，给学生进行重点句型的大量听力输入）
4.Pair works: Ask and answer with the key sentences.
①What do you want? I want…。
②How much is it? It’s …。
Step 3: Learn the text
T: Today Daming ， Simon and Simon’s father go to the restaurant to have the meal. The dialogue tells us the story.
1、 Put the pictures on the blackboard and ask the children to look at the picture carefully. Listen to the dialogue between the waitress and the customers.
2、 Listen to the tape and circle the new words.
3、 Listen again and answer some questions.
Where are they? Is a hot dog really a dog?
What does Daming\Simon\Simon’s father want?
4、 Pause after each sentence for the children to repeat.
5、 Practice in groups and act out the dialogue.
Step 4 Finish a task
1、 Recite the new words and the key sentences correctly and skillfully in 5 minutes.
2、 Group works: Suppose you are in the restaurant and going to have a meal. Then make a dialogue.
3、 Copy the new words three times. （要求：①在四线格内书写 ②用手写体书写 ③书写要认真、细心、端正、漂亮）
Blackboard Writing:
I want a hot dog, please.
New words：hamburger ， cola, dollar, cent, enjoy
What do you want? I want…。
How much is it? It’s …。
Unit 1 Festivals around the world
一、教学内容 Pre-reading; Reading; Comprehending
二、教学目标
在本节课结束时，学生能够
l 认识节日的分类以及节日对人们生活的影响，从更深入的层面理解各国节日的意义。
l 运用略读(skimming)、找读(scanning)、细读(careful reading)等阅读技巧来掌握篇章中心内容，获取阅读文章中的关键信息。
l 根据上下文，理解本课的生词、词组，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。
三、教学步骤
步骤一 略读(skimming)
1、学生看Reading中的图片和标题，两人一组讨论阅读材料中将介绍什么信息，完成Pre-reading的练习2。鼓励学生在班内发表个人的见解。
2、老师指导学生快速浏览文章中的小标题和每个自然段的首句，了解文章大意，即不同的节日或庆典类型代表着不同的含义，有些是纪念死者的，有些是纪念人士的，有些是庆祝冬天的结束春天的播种、秋天的丰收、以及猎人猎到猎物等等。
设计意图：快速浏览图片、标题信息、文章中的小标题和每个自然段的首句进行略读，可以使学生在较短时间内准确地找到文章的基本信息。
步骤二 找读(scanning)
1、老师先让学生看“理解”中的练习1，了解节日的分类，老师可做必要的解释。
设计意图：学生在把握了节日的分类后，他们在完成下列各环节时更有针对性。
2、让学生带着练习1中的任务通读一遍课文，重点阅读和练习有关的内容，快速找出练习所要求的基本信息。
设计意图：通过找读，学生带着任务就可以快速获得练习1所要求的关键信息。
3、 在老师的指导下，全班合作填写练习1表格中的第一行。然后，老师要求学生独立完成余下的三行表格的填写。学生完成表格的填写后，老师作点评。
设计意图：学生在第一环节中完成了节日的分类、第二环节中找到了练习1中的关键信息后，学生在本环节进一步整合信息，完成练习1表格的填写。
步骤三 细读(careful reading)
1、 学生仔细阅读课文，独立完成Comprehending中练习2的问题1~3，然后请几个学生回答，最后全班核对答案。
设计意图：练习2中的问题1~3较4~5简单，通过细读全文，学生能够独立作答。
问题1~3的参考答案：
1) Festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.
2) Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.
3) At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.
2、 学生4人一组讨论问题4~5，然后每组选出一名代表，汇报讨论结果，最后老师给予指导并得出尽可能一致的意见。
设计意图：问题4~5是开放性的问题，通过讨论，学生可以根据文章的线索进行推理，根据已有的知识和经验得出问题的答案。在汇报中，学生就能够分享彼此的成果。
问题4~5参考答案：
1) It is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while.
2) The Chinese, Japanese and Mexican festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors’ tombs.
步骤四 归纳内容、对比
完成练习3~4的深层次的阅读理解任务：
老师要求学生探讨课文的整体结构和细节，从每个自然段中找出练习所需的具体的例证。然后老师指导学生完成表格的第一行。学生仿照第一行的填写方法，完成表格其它行的填写。在老师帮助下全班同学一起核对答案，力争取得较一致的意见。
设计意图：通过本环节的学习，学生能够体验归纳、总结、对比的学习过程，同时，为完成后续的写作任务做铺垫。
步骤五 解决阅读中学生遇到的困难
老师要求学生朗读课文。然后4人一组根据上下文讨论在阅读中遇到的难以理解的单词和词组，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等，先是组内探讨解决，组内解决不了的，老师给予帮助。
设计意图：解决阅读中的障碍，培养学生根据上下文进行猜词的能力。
步骤六 归纳整理、复述课文
1、 老师事先用投影呈现出本课信息图，学生在老师的引导下，共同完成信息图中的信息填写，选一名学生填写投影中的信息图（可用词或短语）。然后学生根据“信息图”用自己的话复述课文：
设计意图：教学生如何处理和加工信息，检查学生对课文中的主要信息、事实、情节要点等是否清楚，训练学生灵活运用所学语言表达自己的思想。
步骤七 作业
让学生把复述的内容写成短文。
设计意图：进一步加强学生对课文中主要内容的掌握，培养学生写summary的技巧。
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.
Unit 16 Lesson 63
Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2)。 It is made up of four parts.
Part 1 My understanding of this lesson
The analysis of the teaching material:
This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims:
1、 Knowledge aim: Understand the main idea of the text.
2、 Ability aim: Retell the text in their own words.
3、 Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points:
How to understand the text better.
Teaching difficult points:
1、 Use your own words to retell the text.
2、 Discuss the pollution of the sea and how to save the sea.
Something about the Ss:
1、 The Ss have known something about the sea and sea life through the Internet and other ways
2、 They are lack of vocabulary.
3、 They don’t often use English to express themselves and communicate with others.
4、 Some Ss are not active in the class because they are afraid of making mistakes.
Part 2 My teaching theories, methods and aids
Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.
Teaching method:
Double activities teaching method
Question-and-answer activity teaching method
Watch-and-listen activity
Free discussion method
Pair work or individual work method
Teaching aids:
1、 a projector
2、 a tape recorder
3、 multimedia
4、 the blackboard
Part 3. Teaching steps / procedures
I have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.
The entire steps are:
Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning)， Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, Homework Step 1 Greetings
Greet the whole class as usual.
Step 2. 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.
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.
Step 4. Fast reading
Read the passage as quickly as they can. I show the questions on the screen and let them get the
main idea of each paragraph:
1、 Why can living things live in such oceans around the Antarctica?
2、 What does the whale feed on?
3、 What is the difference between the sperm whale and other whales?
Method: Read the text individually, use question—and—answer activity.
Purpose: Improve the students’ reading ability.
Understand the general idea of each paragraph.
Step 5. Listening(book closed)
1、 Listen to the tape then do an exercise(wb page 90, part 1)
2、 True or false exercise.(on the screen)
Train the Ss’ listening ability and prepare for later exercises.
Step 6. Intensive reading
Read the passage carefully again and answer some detailed questions on the screen.
1、 How much does a whale eat at a time?
2、 Do all the whales feed on small fish?
3、 How deep can a sperm whale dive?
It is also called depth reading or study reading. It means reading for detailed information.
Purpose: Further understand the text (Train further reading ability) to find out some different sentences and details of the text.
Step 7. Preparation for details of the text on the screen
1、 。.。its heart slows to half its normal speed.
slow-v. to become / make slower.
2、 。.。using sound wave
Present participle used as adverbial.
3、 provide sth. for sb.
provide sb. with sth.
4、 at a time: each time
5、 grow to a length of.。.
Purpose: Train the Ss’ ability of understanding and using laguage.
Step 8. Consolidation
1、 Find out the topic sentences.
2、 Retell the passage according to the topic sentences.
Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.
Step 9. Discussion
Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?
Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger! I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.
Step 10. Homework
Write an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.
一。题材内容及学习目的
本模块话题是“电影和电视节目”，阅读课文为影评。通过本模块的学习，使学生能用新学词汇、句型等基础知识，围绕话题开展厅、硕、读、写活动，能正确看待电影、电视的功能，并通过影视作品增长知识、丰富生活。
二。教学目标
1、 语言知识
语音 感叹句的语音
词汇 MODULE FILE ， VOCABULARY
语法 Adverbs of frequency and place
Adverbs and adverbial phrases
功能 Talking about how often you do things
话题 从背景、情节、角色、演员和评论等方面讨论电影
2、 语言技能
听 能听懂广播、电视中比较简单的英语节目。
说 能在老师指导下参与角色扮演等活动并能正确使用语音、语调。
读 能连贯、流畅地朗读课文，并能根据上下文猜测生词的意思。
写 能够描述简单的人物或事件并表达自己的见解。
UNIT4 ENGLISH POETRY
县三中 覃巧
Time: October 21 ,
Class: Class 1,Grade 2
Teaching Aims:
1. Train the students’ reading ability
2. Learn more about English poetry through the passage
Teaching important and difficult point:
How to help the students improve their reading ability and understand the text better.
Teaching methods:
1. Discussion 2.Fast reading 3. Careful reading
Teaching aid: Computer
Teaching Procedures:
StepI Greetings and Duty report
StepII Lead—in
1. Play a Chinese poem for students and then ask students to think about
the Chinese poets who the students have known.
2. Use five minutes to discuss them with students together.
StepIII Read the new words of this unit
Step IV Reading1. Play the Mp3 of the text and ask students to read the text
quickly .Then find out how many English poets are mentioned in the passage? Who are they ?
2. Read the passage again carefully and then do the exercises on the
screen.
3. Ask some students to give their answers.
Step V Summery
Step VI Homework
1. Ask the students to the text as much as possible and then pay
attention to the new words in the text.
2. Find out the answers what do the words in bold refer to in the
passage.
1.occasionn.时刻，时节；大事；节日
[应试指导] (1)on no occasion位于句首时倒装的考查 (2)作先行词时定语从句引导词的考查
on occasion(s)偶尔，有时
on one occasion曾经，有一次
on this/that occasion在这个/那个时候
on no occasion绝不，不会
occasional adj.偶尔的，间或发生的
occasionally adv.有时，偶尔
It is an occasion for all the family to celebrate.
这是个值得举家庆祝的时刻。
What do they say when they meet on a formal occasion?
在正式场合见面的时候，他们要说什么？
[夯实基础]
语法填空
(1)I call on my parents on occasion.
(2)On no occasion should you do such a thing like that.
(3)I can remember very few occasions when he had to ask for leave because of ill health.
2.celebrationn.庆祝；庆典(aspeciallyorganizedeventtocelebrate..
[应试指导] 祝贺类写作高频词汇
in celebration of为庆贺……
celebrate sth.庆祝……
congratulate sb./oneself on sth.因……向某人/自己庆贺
Congratulations!祝贺！恭喜！
Usually，no matter how far away or how busy we are，we will try to return home for the celebration.
通常不管我们多么远，多么忙，我们都努力回家来庆祝这一节日。(辽宁·书面表达)
[夯实基础]
语法填空
(1)The old couple held a party to celebrate(celebrate) their fiftieth wedding anniversary last week.
(2)I want to congratulate you on your success with all my heart.
(3)Celebrating/To celebrate(celebrate) Christmas is their custom.
(4)I congratulated myself on having chosen a good woman to be my wife.
3.powern.能力；力量；权力；动力
[应试指导] 在谚语中的应用
come to/into power掌权；上台
in one’s power在某人的掌控中
beyond/out of one’s power某人不能胜任的，超出某人能力的
do all in one’s power尽力而为
As the saying goes，knowledge is power.
俗话说，知识就是力量。
She is said to have the power to foresee the future.
据说她有预测未来的能力。
She interviewed six women who have reached positions of great power and influence.
她采访了6名身居高位，并且颇具影响力的女士。
[夯实基础]
(1)语法填空
①The president is the most powerful(power) man in America.
②They have invented a new car，which is powered(power) by solar batteries.
(2)He told her that he would do everything in his power to prove that he was the man for her.
①He told her that he would do what he could to prove that he was the man for her.(改为含有what从句的复合句)
②He told her that he would do his best to prove that he was the man for her.(用do one’s best改写句子)
4.destroyv.摧毁，毁灭；破坏(damage...badly
destroy one’s health有害健康
destroy one’s career/hopes毁灭某人的`事业/毁掉希望
cause/do damage to对……造成破坏
The fire destroyed most of the building.
大火把这座建筑物几乎烧毁了。
All hopes of a peaceful settlement were destroyed by his speech.
和平解决的希望都被他的讲话给毁了。
Failure was slowly destroying him.
失败渐渐地把他毁了。
[词义辨析] destroy，damage
(1)destroy表示毁灭性的破坏，多指无法修复。
(2)damage指不同程度的损害、毁坏；作名词时，表示“损害”。
[夯实基础]
(1)用destroy，damage的适当形式填空
①The bridge was destroyed by the flood.
②The strong sandstorm damaged most of the young trees.
(2)语法填空
①Smoking destroying(destroy) his health，he is quite weak now.
②His hope destroyed(destroy)，he felt helpless.
5.decoratev.装饰；装修
[应试指导] 场所介绍类写作高频词汇
decorate...with...用……装饰……
decoration n.装饰；装修；装饰品
The hall is decorated with flowers.
大厅里摆放着鲜花。
[夯实基础]
语法填空
(1)With its simple decoration(decorate)，the main bedroom is a peaceful heaven.
(2)He decorated his room with pictures of all his favorite sports figures.
6.servev.服侍……进餐；服役；供职于；服务；用作
serve sb.=serve sb.sth.给某人端上……
serve the people为人民服务
serve as当作；作为
at the service of sb.=at one’s service听……差遣；随时准备为……做事
server n.服务器；侍者
Who will serve lunch to us/serve us lunch?
谁招待我们吃午饭？
The company said it would focus on making more competitive servers，storage and networking gear，as well as analytic software.
该公司说，它将专注于生产更有竞争力的服务器、存储设备和联网设备，以及分析软件。
[夯实基础]
(1)When the news came that the war broke out，he decided to serve in the army(去部队服役).
(2)She ushered(引导) me into the front room，which served as(用作) her office.
(3)We are at your service(随时为你服务).Don’t hesitate to turn to us if you have any further problems.
7.applyvt.&vi.涂；应用(use);使用；申请(makearequest);涉及(concern，relate)
apply vt.&vi.涂(put or spread a surface);应用(use);使用；申请(make a request);涉及(concern，relate)
[应试指导] 申请类写作高频词汇
apply (to sb.) for sth.(向某人)申请某物
apply to适合
apply sth.把某物应用(涂抹)于……
apply oneself to (=be applied to)(doing)sth.致力于/集中精力于……
application n.申请；报名；适用
applicant n.申请者；应征者；报名者
Apply some medicine to his wound.
给他的伤口上点药吧。
What you said doesn’t apply to me.
你所说的并不适合我。
[夯实基础]
(1)用apply的适当形式填空
①The new technology，if applied to rice growing，will help increase the grain output.
②His application for membership of the organization was rejected.
③If the applicant is not a true candidate for the job，do not interview him.
(2)If you apply yourself to the job in hand，you’ll soon finish it.
①Applying yourself to the job in hand，you’ll soon finish it.(用现在分词短语作状语改写句子)
②Applied to the job in hand，you’ll soon finish it.(用过去分词短语作状语改写句子)
8.attendv.出席，参加(bepresent);照料，护理(takecareof);处理，对付(dealwith)
[应试指导] 其高级词汇是be present at
attend school/class/church上学/上课/做礼拜
attend on/upon sb.伺候某人；照顾某人
attend to sb./sth.处理；倾听；照料；专心；注意
Thousands of people attended the ceremony.
数千人参加了庆典。
They will not attend the Olympic Winter Games.
他们不会出席本届冬奥会。
The main thing is to attend to the injured.
首要任务是照顾伤者。
[夯实基础]
用attend短语的适当形式填空
(1)—Would you like to join us in the game?
—I’m afraid not，for I have something important to attend to.
(2)I’m staying at home tonight to attend on/to my father.
9.contributev.捐献；捐助(givemoneyorgoodsto...);是……的原因之一(beoneofthecausesofsth.);贡献；投稿(write...for...)
contribute v.捐献；捐助(give money or goods to...);是……的原因之一(be one of the causes of sth.);贡献；投稿(write...for...)
[多词一义] contribute to，result in，be responsible for，bring about，lead to，cause
contribute...to...把……贡献给……
contribute to(=result in/lead to)有助于；导致
make a contribution/contributions to对……作出贡献
He contributed a lot of good ideas to the discussion.
他在这次讨论中提出很多好的想法。
Would you like to make a contribution to the hospital building fund?
你愿意为医院建设基金捐款吗？
[夯实基础]
(1)同义句改写
Various factors contributed to his downfall.
Various factors resulted in/led to/were responsible for/caused his downfall.
(2)In a discussion group，it’s very important that everyone contributes(每个人都贡献) whatever’s in their minds.
10.linkv.&n.关联；联系；关系
link...to/with把……连接起来
be linked to/with和……有联系
link up连接起来
Researchers have detected a link between smoking and heart disease.
研究人员发现了吸烟和心脏病之间的关系。
Television stations around the world are linked by satellites.
全世界的电视台通过卫星联系在一起。
[夯实基础]
语法填空
(1)Police suspect there may be a link between the two murders.
(2)The newspapers have linked his name with hers.
(3)The two spacecraft will link up with each other in orbit.
11.seriouslyadv.认真地；真诚地
take...seriously认真对待
be serious about对……严肃
I want people who take responsibility seriously.
我想招的是那些严肃对待责任的人。
I’m afraid I’m not a very serious person.
恐怕我不是一个非常严肃的人。
[夯实基础]
(1)It was a question which deserved serious consideration(认真考虑).
(2)He was serious about(认真对待) the matter.
脏或乱的状态；弄乱，弄脏
in a mess一片混乱
make a mess of把……弄乱
mess up把……弄糟
messy adj.杂乱的
When he returned home，he found everything in a terrible mess.
他回到家以后，发现一切都乱糟糟的。
Don’t mess up the house while I am gone.
我不在的时候别把房子里弄得乱糟糟的。
以上就是一秘范文为大家整理的10篇《高中英语教案》，您可以复制其中的精彩段落、语句，也可以下载DOC格式的文档以便编辑使用。
