染雾高中英语教案参赛 篇一
教案主题：Listening and Speaking Skills Development
教学目标：
1. 提高学生的听力和口语能力，特别是在不同场景下的交流能力。
2. 增强学生的听力理解和口语表达能力，培养他们在日常生活和学习中正确运用英语进行交流的能力。
3. 培养学生的团队合作精神和互助意识，通过小组活动提高学生的互动和沟通能力。
教学重点：
1. 听力技巧的训练和提高。
2. 口语表达的练习和提升。
教学难点：
1. 学生在听力理解方面可能会遇到困难。
2. 学生在口语表达方面可能会感到不自信。
教学准备：
1. PPT演示文稿。
2. 音频材料和录音设备。
3. 学生小组分组表。
教学过程：
Step 1: Warm-up (5 minutes)
教师播放一段关于学校生活的录音，让学生聆听并回答相关问题，以激发学生对听力和口语的兴趣。
Step 2: Listening Practice (15 minutes)
教师播放一段关于日常生活的对话录音，要求学生仔细听，并回答相关问题。然后，教师进行听力答案的讲解和解释。
Step 3: Speaking Activity (20 minutes)
教师组织学生分成小组，每个小组选择一个话题，例如"Traveling"或"Food and Drinks"。然后，每个小组成员依次发表自己对该话题的看法，并互相交流。教师在此过程中给予学生必要的指导和反馈。
Step 4: Group Presentation (15 minutes)
每个小组选出一名代表，向全班呈现他们小组的讨论成果。其他学生可以提问或发表自己的观点。教师鼓励学生积极参与讨论，提高他们的口语表达能力。
Step 5: Wrap-up (5 minutes)
教师总结今天的教学内容，强调学生在课堂上学到的听力和口语技巧，并鼓励他们在日常生活中多加练习和运用。
教学延伸：
1. 学生可自由选择其他感兴趣的话题进行讨论，扩展他们的交际能力。
2. 学生可以通过录音设备录制自己的口语表达，然后进行自我评估和改进。
高中英语教案参赛 篇二
教案主题：Reading and Writing Skills Enhancement
教学目标：
1. 培养学生阅读和写作的兴趣，提高他们的阅读和写作技巧。
2. 培养学生的批判性思维和分析能力，提高他们的文学鉴赏能力。
3. 培养学生的独立思考和表达能力，提高他们的写作水平和语言表达能力。
教学重点：
1. 阅读技巧的训练和提高。
2. 写作表达的练习和提升。
教学难点：
1. 学生在阅读理解方面可能会遇到困难。
2. 学生在写作表达方面可能会感到不自信。
教学准备：
1. PPT演示文稿。
2. 阅读材料和写作题目。
3. 学生写作范文和评分标准。
教学过程：
Step 1: Warm-up (5 minutes)
教师向学生介绍一篇名叫"The Power of Literature"的文章，让学生朗读并回答相关问题，以激发学生的阅读和写作兴趣。
Step 2: Reading Comprehension (15 minutes)
教师让学生阅读一篇关于环境保护的文章，并回答相关问题。然后，教师进行阅读答案的讲解和解释。
Step 3: Writing Practice (20 minutes)
教师给学生一个写作题目，例如"Write a letter to the editor about the importance of recycling"。学生在规定时间内完成写作，并交换作文进行互相评阅。教师在此过程中给予学生必要的指导和反馈。
Step 4: Peer Review (15 minutes)
学生根据评分标准评阅对方的作文，并提出建议和改进意见。教师鼓励学生积极参与评阅过程，提高他们的写作水平和批判性思维能力。
Step 5: Wrap-up (5 minutes)
教师总结今天的教学内容，强调学生在课堂上学到的阅读和写作技巧，并鼓励他们在日常生活中多读多写，不断提高自己的语言表达能力。
教学延伸：
1. 学生可以选择其他感兴趣的题目进行写作，扩展他们的写作能力。
2. 学生可以组织文学阅读小组，分享和讨论自己喜欢的文学作品。
高中英语教案参赛 篇三
高中英语教案参赛模板
参赛内容：高中必修1第4单元第1课时
XX市XX县XX学校
___________(参赛教师姓名)
工作简历：
现教班级：
质量自评：
校办联系电话：
个人联系电话：
说明：以下设计案例仅供参考，教师设计教学方案时不应局限于此。教学设计的教材分析、教学目标、教学过程主要以中文来撰写，不必全用英文。
Lesson Plan of Unit 4
Earthquake
（第3课时）
一、教材内容分析
覆盖内容：Discovering useful structures（Attributive clauses）
教材分析：本课时教学内容是阅读与语法教学相结合，在阅读材料的背景下来学习定语从句。前面进行的课文阅读教学、词汇和短语教学是本课时可利用的基础。如何通过感知、观察、对比、归纳、运用来学习掌握新的语法项目是本课时的重点。
二、教学目标
By the end of this class, the students will be able to
?Identify the attributive clauses and the relative pronouns with teacher’s illustrations.
?Select right proper pronouns for attributive clauses by practising.
?Modify somebody or something with an attributive clause flexibly either in written or oral work.
三、教学过程
Step 1 Lead-in and presentation （7 minutes）
1. Listening to a story (class work)
Give a group of sentences which include attributives clauses. Ask the students to listen carefully and find what happened to my friend. The passage can be like this:
I have a good friend who was a volunteer in the Wenchuan earth quake-hit areas in 2008. He was extremely shocked when he arrived there. He found buildings that had stood in the downtown were destroyed. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains. The residents whose home had been completely destroyed were searching or digging for their family members, colleagues or friends.
2. Retelling the story(pair work)
Ask the students try to retell the story with help of the following expressions:
a. I have a good friend
b. He found buildings
c. The highways
d. The residents
3. Putting the sentences on the blackboard/screen and underlining the attributives clauses. (single work)
a. I have a good friend who was a volunteer in the Wenchou quake-hit areas in 2008.
b. He found buildings that had stood in the downtown were destroyed.
c. The highways which led to the world outside the mountains were blocked by big rocks that fell down from the mountains.
d. The residents whose home had been completely destroyed were searching or digging for their family members, students, colleagues, or friends.
【设计说明：本环节以一篇包含多个定语从句的短文引入目标语言结构，让学生通过听，说，看的形式，并在教师的提示下自我发现并关注感知目标语定语从句的形式与用法。】
Step 2 Discovering the grammar rules（12 minutes）
1. Translating the sentences above(pair work)
Ask the students to translate the sentences above with the teacher’s help .
2. Finding out the function (class work)
Ask the students to focus on the underlined parts of each sentence, and pay attention to its structure function. Help them draw a conclusion: An attributive clause gives more information about someone or something referred to in the main clause.
3. Discovering the structure(pair work)
With teacher’s illustrations,students try to sum up the structures of attributive clause : sb.sth. + that/which/who/whose + other parts of the clause
Antecedent + Relative pronoun + other parts of the clause
【设计说明：本环节先通过让学生接触大量含有定语从句结构的语言材料，再通过学生自己观察，发现，提取，加工及教师的适当引导，进而从中总结归纳出定语从句语法规则。这有利于学生探究学习和自主学习能力的提高。】
Step 3 Summing up the usage （10 minutes）
1. Scanning (single work)
Ask the students to scan the text and find out the attributives clauses.
a. But the million of people of the city, who thought little of these events, were asleep as usual that night.
b. A huge crack that was eight kilometres long and thirty metres wide cut across houses, roads and canals.
c. The number of people who were killed or injured reached more than 400,000.
d. It was a city whose hospitals, 75% of its factories and buildings and 90% of its homes were gone.
e. The army organized teams to dig out those who were trapped and to bury the dead.
f. Workers built shelters for survivors whose homes had been destroyed.
2．Comparing & finding the rules (group work)
Ask the students to compare the underlined sentences from the text and find the relative pronouns, then discuss in what cases those relative pronouns are used.
3．Filling in blanks and translating (single work)
Ask the students to complete and translate the sentences in Exercise 2 on page 29 in the textbook.
4. Explaining the usage of the relative pronouns
Ask a few students to try to explain the usage of the relative pronouns with the sentences they found in the text. Then teacher gives a summary.
【设计说明：本环节采用的“观察?对比?分析?讨论?归纳”的语法教学模式让学生体验探究定语从句中关系代词的用法。】
Step 4 Practising（12 minutes）
1. Making simple sentences (group work)
Ask the students to work in group
2. Making complex sentences (group work)
Ask the students to work in groups to develop those simple sentences into complex sentences with attributives clauses. Have a check in group.
3. Describing pictures with attributive clauses
Pictures in the Pre-reading can be reused here. Or some other pictures prepared by teacher.
【设计说明：本环节为定语从句的操练及运用阶段。要求学生先造简单句，再过渡到造复合句（含定语从句），操练的难度逐步加大,这符合学生的认知规律。同时让学生在具体运用中体会内化定语从句的结构与用法也是行之有效的。】
Step 5 Assessment and summary （3 minutes）
Ask the students to read out their sentences in class and give comments with each other. Then teacher give a brief summary for the usage of the attributives clauses.
【设计说明：本环节通过生生之间对学生练习的互评及教师的点评，学生能及时纠错，能对定语从句正确运用有更深刻的理解与记忆。教师对这节课重点内容的`简单小结，帮助学生整理思路，形成清晰的概念，起着画龙点睛的作用。】
Step 6 Homework （1 minute）
1. Choose 5 sentences you heard in class and write them down in the Exercise-book.
2. Do Ex. 1 on Page 64 .
Unit 5 Nelson Mandela a modern hero教案
Unit 5 Nelson andela a modern hero教案
Unit 5 Nelson andela ? a modern hero
1. quality
(1)[u. c.]质，质量，品质
e.g. Quality is more important than quantity.
(2)[c.]性质，特性，特点
e.g. One quality of wood is that it can burn.
(3)[c.]品德，品性
e.g. odesty is one of his good qualities.
注：quality作“品性”讲时，经常指一个人性格中美好的部分。表示某物“具有……的品性”时用介词of。
2.warm ? hearted
cold ? hearted kind - hearted warm - blooded cold ? blooded
3.mean
(1)adj.吝啬的，小气的
be mean with/about sth.对于……是吝啬的
(2)adj.（人或其行为）卑鄙的，刻薄的
be mean to sb./sth.
e.g. They were mean to me.
(3)adj.熟练的，出色的
e.g. David Beckham is a mean football player.
(4)vt. 意思是；意味着表示……的意思；打算；有……目的
mean to do sth. mean doing sth.
4.active
(1)积极的
be active in sth.在……方面积极的
take an active part in sth.积极参加某事
e.g. The government took active measures to prevent the spread of the disease.
(2)（尤指体力上）忙碌的；活跃的
(3)（思想上）充满活力的，活跃的
e.g. That child has a very active imagination.
5.devote
be devoted to sb./sth.
be devoted to doing sth.
devoted oneself to…
to: prep. pay attention to…
It is well know that he devoted his whole life to promoting world peace.（将他的一生奉献于促进世界和平）(devote, promote)
6.die for
(1)因……而死
(2)渴望，极想（进行时态）
e.g. I’m dying for a cup of water.
7. fight
fight + n.
fight with sb.
fight against sb./sth.
fight for sth.
fight back
8.advice
a piece of advice
advice sb. (not) to do
advice sb. against doing sth.
advice doing
advice that-clause (should do)
advice sb. on sth.
advice wh- to do
辨析：
易混词辨析例句
advice“忠告，建议”为不可数名词，表示“提建议”用动词give或offer。He gave me some advice on how to improve my English.
suggestion“建议”，可数名词，表示“提建议”时用动词make。What suggestions did he make just now?
tip“指点，建议”，往往指内部的或专家性的指导或告诫。The following are tips for Internet surfers.
9.guidance
under/with the guidance of sb.
10.after
after后接doing作宾语时，doing的逻辑主语应和句子的主语一致，否则错误。
误：After getting up, the telephone rang.
正：After he got up, the telephone rang.
After getting up, he made the bed.
11.choose
choose chose chosen
choose n.
choose from/between
choose sb. as/for
choose sth. for sb.
cannot choose but to do
辨析：
易混词辨析例句
choose为“选择”的一般用语，指从较多的人或物中选出。We chose this book as a present for him.
select强调“精挑细选”，有“择优”和“分层次”之意。He has been selected for the team.
elect意为“选举”，指重大政治选举中选出某人担任某一职务。He was the first black to be elected president.
12.blow up
(1)炸毁
(2)吹胀，给……充气
blow away枪杀；彻底战胜；使（某人）大为惊讶
blow in不期而至
blow out吹灭，吹熄
blow off不重视，轻视
blow over吹倒，刮倒
13.equal
(1)be equal to
(2)be/feel equal to (doing) sth.胜任，经得起
(3)vt.等于，比得上
e.g. Four times five equals twenty.
14.power
have the power to do
take power; come into power
(be) in power
lose power
15.beg
(1)恳求，乞求
beg sb. for sth.
beg sth. of/from sb.
beg sb. to do sth.
beg to do sth.
(2)乞讨，讨要，行乞
beg for sth.
beg from sb.
beg sth. from sb.
