高中英语说课教案模板7篇

在平时的教学活动中，教案发挥着特别重要的功用，想必有用很多人在面对教案的写作都会感到发愁吧，下面是本站小编为您分享的高中英语说课教案模板7篇，感谢您的参阅。

高中英语说课教案模板篇1

一. 教材内容分析

本单元的中心话题是“电影”，本课是第三课时，是一篇传记体的短文，介绍当前好莱坞最有影响的导演艺术家—史蒂芬 斯皮尔伯格的创作生涯和一些作品。同一般传记一样，本文也是按照人物的生平时间展开：前两段记述了史蒂芬 斯皮尔伯格的早期创作尝试和生平，之后几大段介绍了他的事业和美满的家庭。学生从中可以进一步了解导演，也能体验一些影评的模式。

二.教学重点难点

(1).关系副词引导的定语从句和介词+关系代词引导的定语从句

(2)掌握相关的词汇和短语

(3)文章段落结构的分析并概括各段的段落大意.

(4)如何提高学生的阅读能力。

(5)对影视界名人及电影的评价(comments)如何写影评(review)。

三.教学目标

(一)知识技能

1. 掌握一些课文中涉及的词汇和短语：

如：academy, adult, industry, cruelty, marry, research, creature, owe…to…, take off, scene, blockbuster, director, script, studio, follow-ups等

2. 学习掌握一些重点句子：

如：this was a film in which … real actors… p31

instead of …

this was the moment when …took off. p31

when asked about the secret about …he owes…to…p32

after that it still took …before… p32

3. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。

4. 通过本课训练使学生能够提高他们的阅读理解能力，通过一些重点词汇及短语掌握文章大意。

(二)情感态度

1. 通过学习课文，培养学生了解、尊重异国文化，体现国际合作精神。

2. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

(三)文化意识

1. 通过学习，了解国际导演史蒂芬 斯皮尔伯格。

2. 通过学习，了解世界影视文化，培养世界意识。

3. 通过中外影视文化对比，加深对中国影视文化的理解。

四.教具准备：

录音机，电脑，屏幕及图片。

五. 教学方法：

1.任务型教学法

学生学习本文时，我设计了一些任务，通过感知，体验，参与合作等方式，使学生的主动地位得到充分体现。如：要求学生阅读文章，回答问题，填写表格等。2.多媒体教学法

这一单元以影视为主题,利用多媒体展示影片相关图片，帮助学生用自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣.

六、教学步骤

step one:revision

1. check the words and expressions.

2. ask the students to explain the following words in english.

graduate work as play a role in

step two: pre-reading

此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制作而突出导演的重要作用。task: to experience being a director (write one scene of the film and act it out).

活动形式

1.师生互动：教师提问if you want to make a film, who do you need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等

2.小组活动：

1)教师可设置这样的讨论题：what part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。

2)根据所选的各种角色交叉分组，发挥各自的作用。

a. what would the scene be like and what happens in it?

b. who are the main actors in that scene and what do they do?

c. write a short dialogue and act it out

step three: while--reading

本篇阅读材料是人物传记，介绍了导演steven spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导steven spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。

活动形式：

1.小组活动(lead-in)

分别给出和斯皮尔伯格所执导的电影的几幅图片，引起学生的兴趣，让学生分组讨论，预测文章的主题.

t: now, please discuss the pictures in groups then guess what is the text about?

a few minutes later, the teacher ask several students to report their answers.

2.个人活动(listening)

让学生听录音一遍，然后找出课文中所提及的五部影片的名字。

t: who knows the names of the five films?

s:the five films are: jaws, et , jurassic park ,schindler’s list, and saving privateryan.

t: you are correct.

3.个人活动(skimming)

a.快速阅读课文，按时间主线制作一个steven spielberg 的要事记

the teacher shows the years on the screen.

1946, 1968, 1959, 1975, 1982, 1993

t : let’s check the answer. i would like this group to answer these questions.

sa: in 1946 steven spielberg was born in america.

sb: in 1968 steven spielberg made his first real film.

sc: in 1959 steven spielberg won a prize for a short film.

sd: in 1975 steven spielberg he made one of his first films jaws

se: in 1982 steven spielberg made the film et which was about creatures that come to the earth.

sf: in 1993 he made the film jurassic park

b.快速阅读课文的para3—5 , 查找出有关这5部电影内容和主题的信息，并核对与自己猜想是否相符。

films information of the film

jaws(1975) about a big shark that attacks and eat swimmers

et (1982) about a little creature comes from outer space

jurassic (1993) about an island where a very rich man keeps dinosaurs.

schindler’s list(1993) about the cruelty of war/a german who saves jewish people from being killed in the war.

saving private ryan(1998) about the cruelty of war/an american leads his team to search for a soldier named ryan.

3.个人活动( scanning)

阅读并查找有关spielberg的信息：

when and where was he born?

when did he start making films?

what did he use to make films at first? and later?

what was his dream?

what did he study?

when and with what did his career take off?

what does spielberg owe his success to?

step four: post-reading

该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么(写尝试应用定语从句，体验定语从句的结构)。第一块(questions)中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1)、英语作为工具的重要性 2)、不懈努力、持之以恒 3)、成功需要家人的支持，合作、互助精神。

t: let’s turn to page 32, part in pairs and answer the five questions:

1. why did spielberg study english instead of the film?

2. why were the people who saw the film jaws were afraid to swim in the sea?

3. how important is his family to spielberg’s career?

4. what was spielberg’s dream?

5. what have you learn from reading about?

step four: homework

iew the reading not one less on page34

2. make sentences with the following words:

(1)career (2)role (3) owe (4) award (5)accept

七、教学评价

根据《国家英语新课程标准》对外语教学评价的原则，对学生的评价应坚持形成性评价和终结性评价并重的原则，既关注结果(教学过程中忘记考试)，更关注过程。在英语教学过程中更多地关注学生英语学习的过程、关注形成性评价，应重视形成性评价对学生英语学习的交流，对学生的书面作业、口头回答、演讲、朗诵等课外学习行为和学生的学习能力、学习态度、参与程度、合作精神等做出评价。形成性评价包括学生相互评价和学生自我评价等方式，应对学生的认知、情感、技能等方面给予综合评价，以帮助学生树立自信心、培养学生的学习能力和帮助学生确定合理的学习目标和使用恰当的学习策略。

形成性评价应采取多种评价方式，包括口头的、书面的、表格形式的，还可以建立学生个人学习档案。

高中英语说课教案模板篇2

教学准备

教学目标

1、引导学生通过上下文理解生词的含义：

anecdote， annual， witness， accommodation， shore， yell， pack， flee， drag， depth， lip， tongue， abandon， relationship， help out

2、帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。

3帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。

教学重难点

1、引导学生通过上下文理解生词的含义：

anecdote， annual， witness， accommodation， shore， yell， pack， flee， drag， depth， lip， tongue， abandon， relationship， help out

2、帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。

3帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。

教学过程

step1 lead –in &warming-up（5mins）

问题导入——教师呈现问题和图片

t： have you seen plants andanimals that live under the sea？ where did you see them？ what’s this？ yes，they’re killer whales、 how much do you know about them？ i’ll show you a shortvideo、

?意图说明】在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。最后出现虎鲸的形象，以抛出问题what’sthis？ how much do you know about them？来引出今天阅读的主角——虎鲸。先播放一段视频——“虎鲸捕猎”的场面。

step2 pre-reading （predicting）（2mins）

t： now please look at the title“is old tom an old man？” right， it’s notan old man、 it’s the name of a killer whale、 here are two pictures of thekiller whale、 can you guess what happened to him？

?意图说明】标题导读是指导英语阅读的重要方法。通过解读题目，观察文中的插图，让学生预测故事的内容，这样更能激起他们的阅读兴趣。

step3 while-reading （28mins）

task 1 fast-reading（3mins）

what’s the main idea of the passage？ read the passage quickly and completethe following sentences、

the text consists of two ________written by clancy、they are mainly about how old tom helped the whalers ________a whale and savedjames from the _______、

explain new words：

anecdote： short， usuallyamusing story about a real person or event

?意图说明】采用完成句子的形式来给出文章的大意，这样很大程度上降低了难度，可以让更多的学生能够完成，从而产生成就感。

task 2 careful-reading（3mins）

read the first story again and finish the chart、

fill in the blanks、

?意图说明】训练学生寻找细节信息的阅读技能，同时突出本课的生词和短语。要求学生不看书来完成，这样更具有挑战性。

task 3 discussing and speaking（5mins）

discuss in pairs and answer the following questions、

what’s the relationshipbetween old tom and the whalers？

?意图说明】活动2的填表活动只是帮助学生对故事主要情节有大概的了解，而这个环节的提问是为了帮助学生进一步读懂文章，对文章有更深的理解和思考，培养他们的批判性思维，使他们能够正确对待动物与人类之间的关系。

task 4 read the second story again and finish the chart、（2mins）

fill in the blanks、

task 5 discussing and speaking（15mins）

read the second story and answer the following questions：

1、 how did old tom help james？

2、 as far as you know ， what other animals everhelp out human beings in history？

?意图说明】这里给学生时间去交流他们所知道的动物救人的奇闻轶事，然后请个别小组来汇报讨论结果，与全班同学来分享故事。如果学生知道的不多，教师可让他们阅读以下三个小故事。

（公元前5世纪，古希腊历史学家希罗多德记载过一件奇事：音乐家阿里昂乘船返回希腊时，水手们意欲谋财害命。阿里昂乞求水手们允诺他演奏生平最后一曲。他奏完乐曲就跳入大海，一头海豚游过来驮起这位音乐家，将他送到了伯罗奔尼撒半岛。

有一个车老板赶着马车从山上往山下走，这时辕马的套掉了，老板俯下身想拣起来，没想到穿在身上的棉大衣被压在车轮底下，将人带了下去。在这千钧一发之际，辕马一口将车老板叼起，随着巨大的惯性向山下跑去，一直跑到安全地带，车才慢慢停下来，把人轻轻放下，这时马跑了一身汗。”战兽医师说，“这个老板心地非常善良，平时与马很有感情，从来不打马，这次有难，是马救了他。

” 1999年《哈尔滨晚报》登载了这样一条新闻：黑龙江省阿城市有一个聋哑人，有一天坐在火车道上，当火车路过这里时，怎么鸣叫他也听不见。这时，在路边吃草的一只山羊见到了，它拼命地跑了过来，用角把这个人推出了道轨，而它来不及躲避，不幸壮烈牺牲。）

3、 what conclusion can we come to after weshare these stories？

?意图说明】通过交流几个动物救人的感人故事，学生会由衷地产生对动物的喜爱和感激之情，会认识到大自然的一切，我们都要感恩，都要爱护，我们与动物要和谐相处，世界才会更美好。

step4 languageappreciation（10mins）

?意图说明】接下来这个环节是要引导学生学会鉴赏文章中语言的美，这也是本节课的一个重点部分。学生可根据自己的真实想法，给出他们认为写的精彩的＇句子，以及给他们留下最深印象的场面。

in the first story， which sentences do you thinkbest describe the scene of the whale hunt and the actions of old tom？ in thesecond story， what scene impresses you most？

在学生各抒己见之后，教师可着重分析以下几个句子。

we ran down to the shore in time to see an enormousanimal opposite us throwing itself out of the water andthen crashing down again、

我们及时赶到岸边，看到对面有一个庞大的动物猛力跃出水面，然后又坠落到水里。

throwing itself out of the water形象地表现了鲸跃出水面的动作。throw的用法很灵活，能表达出丰富的含义。如：

i felt discouraged when he threw cold water on myidea、

他给我的想法泼冷水时，我感到很沮丧。

she threw herself into a chair and began to cry、

她倒在椅子上，哭了起来。

the fire threw hundreds of workers out of work、

大火使几百个工人失业。

…when we approached him， i saw james being firmly held up in the water by old tom、

当我们靠近他的时候，我看到老汤姆在水中正稳稳地托着詹姆斯。

step4 homework

1、 surf the internet andlearn more about the killer whale and other marine animals、

2、 try to retell the story using your own words、

高中教学计划小编推荐各科教学设计：

高中英语说课教案模板篇3

《unit 1 friendship》

大家好！今天我说课的内容是高一英语新课程实验教科书必修1 unit one， the first period。下面我就从教材分析、教法分析、学法分析、教学过程、教学评价五个方面进行说明。

一、教材分析

（一）教材的地位和作用

本节课是本单元以及本教材的第一节课，本课谈论的是：朋友是不是仅限于人类、朋友的真正含义、如何与人相处的问题等关于朋友的话题。本课涉及的有陈述句和疑问句的直接引语和间接引语的掌握和运用等语法要点。学生从初中到高中，来到一个新的学校，同学彼此陌生，不免想起老同学，老朋友。这样的话题正好能引起学生的兴趣。而且本课的内容和语法的启发性和实用性都很强，能使学生在学中用，在用中学，对综合提高学生的听说读写能力有较好的促进作用。

（二）教学目标

英语教学大纲规定，通过听说读写的训练，使学生获得英语基础知识和运用英语的能力，激发学生的学习兴趣，为进一步学习打下良好的基础。因此，我制定以下教学目标：

知识目标：

1、掌握和使用陈述句和疑问句的直接引语和间接引语。

2、讨论朋友和友谊。

3、学习掌握本课的重点词汇。

技能目标：

1、学会阅读的技能——scanningand skimming 。

2、通过谈论朋友和友谊，既锻炼学生的语言运用能力，又培养了学生发现问题、思考问题、解决问题的能力。

3、理解阅读文段，复述故事。

情感态度：

1、患难之交才是真朋友。

2、知音难得。

3、海内存知己，天涯若比邻。

文化意识：

认识德国纳粹党。让学生了解那段德国法西斯残害犹太人的历史，使学生在感受外国历史文化的同时自然而然的习得语言。

（三）重点与难点

重点：

1、训练scanningand skimming等阅读技能。

2、认识朋友的真正含义以及与人相处的问题。

难点：

1、阅读技能的训练。

2、陈述句和疑问句的直接引语和间接引语的互相转换（人称的变化、时态的变化、指示代词、时间状语、地点状语和动词的变化）。

（四）教具

本课利用录音机、投影仪等辅助设备，激发学生的学习兴趣，调动他们的积极性，为展开话题提供丰富的材料，使教学收到事半功倍的效果。

二、教法分析

在新课程背景下，教师要成为学生学习的促进者、组织者和合作者。本课采用讨论法，主要采用小组合作讨论的方式。在读前阶段我就提出问题，让学生思考讨论是不是只有人与人之间才可以交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，我再引导学生深入讨论几个与本课有关的话题，展开教师为主导、学生为主体的师生双边活动。通过创设真实自然的语言环境，使学生在语言实践中把语言知识和技能主动转化为交流能力，变苦学为乐学，从而培养学生大胆用英语进行交际的能力。

三、学法分析

教务于学。传统教育的弊端是教师“满堂灌”，只重视怎么教而忽视怎样学，结果高分低能的现象十分严重。为了改变教师牵着学生鼻子走的被动状态，我通过创设话题，寓教于乐，引导学生自学、自做、自助、自悟，让学生学会自己动手，收集信息、处理信息，用所学语言去实践和解决问题，使学生在运用语言的过程中感悟体验所学语言的规律，培养语言意识，积累语言经验，形成语言感觉，达到语言运用的目的。从而使学生真正成为学习的主人。

四、教学过程

新课程改革的核心理念是“一切为了学生的发展”。学生的英语学习不仅仅是掌握几个单词和句型，更重要的是学会运用语言来交流思想，办实事。因此我精心设计了以下教学环节：

（一）激趣导入，务于新知

一节课的良好开始，对于整节课教学的顺利进行起着至关重要的作用。在warming up 部分我分四步进行：

1、用问问题的形式导入（屏幕显示）。同时板书unit 1 friendship。

do you have any friends？ are you good to your friends？

which kind of friend do you think is the best friend？

2、做调查：在warming up部分有5个问题，我让学生独立完成。然后在屏幕上显示下列表格。

3、调查结果：显示各得分情况所对应的调查结果，让学生自行对照。

grade 1 （5分以下） 直截了当，做事果断，没考虑不良后果。

grade 2 （10分以下） 能用更合理的方法处理问题，又不伤朋友之间的感情，但自己的利益有时会受损。

grade 3 （10分以上） 不伤感情，又能保全自己利益。

通过调查问卷的形式，引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法，最后的问卷调查结果让学生兴趣和热情倍增，这样能促使学生很快进入语言学习和探究活动中去，愉快的进入学习状态。

4、学习三句谚语，使学生明确对待朋友和友谊的态度。

a friend in need is a friend indeed. 患难之交才是真朋友。

real friends are few and far between. 知音难得。

long distance separates no bosom friends. 海内存知己，天涯若比邻。

（二）创设话题，教学新知

新课程指出，教师不再是居高临下的管理者，而是学生学习的促进者、组织者、合作者。

1、我布置pre-reading部分的几个问题启发学生对“朋友”和“友谊”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友。接着让学生就问题进行小组讨论。然后让个别学生回答问题。

接着屏幕显示我补充的问题：

why do you need friends？

what do you think a good friend should be like？

高中英语说课教案模板篇4

《scientists at work》

一、教学背景分析

1. 单元背景分析

随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。

2.学生情况分析

本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

二、教学目标分析

语言技能

听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。

说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。

读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。

写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。

情感态度与文化意识

（1）。进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。

（2）。引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。

（3）。指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。

（4）。意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。

语言知识

词汇：学习并使用一些与science 和scientists有关的词汇。

语法：进一步了解一词多义现象与合成词的构成。

功能：学习如何就某一事物给予别人指导与说明。

话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。

学习策略

指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。

三、教学内容分析

本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。

warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。

speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，（练习中提供了诸如maglev train， cloning， nuclear energy， computer 与 space flight等内容）然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。

reading讲述的是科学家 franklin的风筝实验，从而证明lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。

language study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。

integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。

四、教学重点与难点

重点

（1）。能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ it’s good / bad / harmful for… / it’s dangerous / expensive / important / unnecessary/ it brings people …/ it can help people…

（2）。掌握如何就某一话题给予别人指示与说明，能熟练运用 don’t do… / don’t forget to… / make sure… / remember that… / do be careful of…等结构进行讨论、对话与表演。

（3）。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。

高中英语说课教案模板篇5

(1)课题：friendship

(2)教材分析与学生分析： 本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。warming up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法;pre-reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友;reading部分anne’s best friend以日记形式讲述了犹太女孩安妮的故事;comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; using about language 部分教学本课重点词汇和重点语法项目。

(3) 课时安排：the first period: speaking: warming up and pre-reading the second period： reading

the third period: grammar

the forth period：listening

the fifth period: writing

(4)教学目标：

①知识与技能：talk about friends and friendship; practise talking about agreement and disagreement, giving advice and making decisions; use direct speech and indirect speech; learn to write an essay to express and support an opinion.

②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友; 2. 结交网友;3. 观点交流;4. 善不善交朋友; 5. 朋友的重要性。

③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的.理解，以及如何正确交友，处理朋友之间发生的问题等。

(5) 教学重点和难点：

词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

重点语法项目： 直接引语和间接引语的互相转换

难点：understand the real meaning of friends and friendship;

discuss the answers to the questions (reading);

how to teach the ss to master the usage of direct speech and indirect

speech(statement and questions).

(6) 教学策略： discussion, student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation

(7) 教学煤体设计： a projector and a tape recorder.

(8) 教学过程：

period one：speaking (warming up and pre-reading)

aims

talk about friends and friendship.

practise talking about agreement and disagreement.

step i revision

ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. then give some comments.

t: now, let's check up your homework for last class. i'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

step ii warming up

t: / think most of us have some good friends. do you know why people make friends with one another?

step iii talking(wb p41)

first get the students to listen to what a canadian say about making friends. then ask them to discuss the two questions.

t: now we're going to listen to what leslie clark, a canadian has got to say about making friends. after listening, please talk about the two questions in groups of 4. try to use the following expressions.

1 do you agree with her?

2 what do you think of people from foreign countries?

agreement disagreement

i think so, i don't think so.

i agree.i don't agree

that's course not.

that's exactly my opinion. i'm afraid not.

you're quite right. i don't think you are right.

step iv speaking(b p6)

first, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. ask them to fill in the form prepared before class. show the instructions and decide what kind of friends their classmates are. third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. show the instructions and decide what kind of friends other classmates are. they can share your questionnaire with one or two other groups and try each other's questionnaires.

at last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

t: friends come in many flavors. there are best friends, school friends, fair-weather friends, forever friends and many more. do you want to know what kind of friends your classmates are? now let's make a survey. first, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1. your friend borrowed 100 yuan from you last week and hasn't returned it. you will

a. ask him / her to pay back as soon as possible; or you'll end the friendship.

b. ask him / her to pay back if he / she has.

c. tell him / her not to return it.

2. your friend said your bad words behind you. you will

a. ask him / her to say sorry to you , or you'll stop your friendship.

b. excuse him / her and forget it.

c. ask others to tell him / her that he/she is wrong.

3. you promised to meet your friend at five o'clock but your parents ask you to do homework at home. you will

a. tell him your parents ask you to do homework at home.

b. tell him / her a lie that you are ill.

c. say sorry to him / her and plan to meet him / her another time.

4. you borrowed a bike from your friend, but you had it stolen. you will

a. buy a new one which is the same as his / hers.

b. just tell him / her you had it stolen.

c. say sorry to him/her and buy him/her an old one

after they finish choosing the answers, show the scoring sheet on the screen.

instructions:

2-5 a fair-weather friend

only like them when they are happy and popular. if they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. you don't help your friends when they have problems. you are always thinking about yourself.

you should care more about your friends. if you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.

6-11 a school friend

you see each other in school. you just study and play with them together in school. you may not know everything about each other. you take things smoothly. you seldom hurt your friends with your benefit considered. you'd better add more affection to your friends. friendship is about feelings and we must give as much as we take.

12-17 a best friend

you do everything together with your friends: study, read, watch tv, surf the internet, play sports and listen to music. if either one has a problem, the other is there to help. you know your friends very well. you understand and yield to each other. you help with each other and improve together. you have a lot of common benefit. your friendship is good to both of you. you are mutually beneficial.

18-21 forever friend

you will always listen to your friends and try to help them, even if you disagree or if you are having a problem. whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. you devote yourself to your best friends. you are willing to lose what you have, even your life.

课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

高中英语说课教案模板篇6

1. ability goals 能力目标

to help the ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.

to get the ss to master some key words such as witness, abandon, yell, drag, flee and so on.

2. learning ability goals 学能目标

to enable the ss to talk about animals under the sea.

to help the ss know the importance of the relationship between animals and humans.

教学重难点

教学重点和难点

teaching important points 教学重点

help the ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.

teaching difficult points 教学难点

1. help the ss get the main idea and some detailed information by fast-reading and careful-reading.

2. help the ss tell apart from before, during and after in the story.

教学过程

step1. warming up : talk about animals under the sea.

1. have you ever seen some marine animals?

2. what have you seen, and where have you seen them?

i have seen a/some/many…… in/on/from……

amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral

step2. fast-reading:

1. find out the background information of the story : writer, career, writing style, time, place, main character.

2. find out the main idea of the passage: what’s the first story mainly about?

step3. careful-reading:

1. clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. did he believe it at first? when did he believe it was a true anecdote?

2. how many paragraphs are there all together in story1? the hunt can be divided into 3 stages.

stage1: before the hunt: (para. 2-6):

old tom’s doing: throwing itself out of … and crashing down again… why? to tell the whalers…, …by the boat…, circling back to …why? to lead the whalers…

whalers’ reaction: another whaler __________. george _____ ___ _____ clancy, and clancy ______ after him. they __________ the boat and ______ ____into the bay.

stage2&3: dur ing and after the hunt: (para. 7-9):

killer whale’s doing: the killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. the killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. when the baleen whale was dead, its body wa s _______ down into the depths of the sea.

whalers’ reaction: the man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.

conclusion: they have amazing relationship. they work as a team

step4 : summary

working at the _______station, i had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.

on the afternoon i arrived at the station, as i was __________ my accommodation, i heard a loud noise coming from the bay. i ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. george told me it was old tom, who announced there would be a ___________.

using a _________, we could see a baleen whale _______________ by about six killers. some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. the whalers aimed the ________ at the whale and then let it go to hit the spot. being badly ________, the whale soon died. very soon, its body was ________ by the killers down into the _______ of the sea.

课后习题

课后作业

deal with exercise 3 in comprehending . let the ss work in groups and do some discussion：as a matter of fact, whales are now an endangered animal. many people are trying to protect them from being hunted. the last whaling station in australia closed in 1978. but some countries oppose the ban. an d there are still people who hunt whales. what’s your opinion? are you for or against the banning whaling? consider the problem carefully and we’ll have a discussion tomorrow.

高中英语说课教案模板篇7

good afternoon, everyone. it’s my great pleasure to be here sharing my lesson with you. the content is senior high english module 1 unit 2 modern heroes. i’ll be ready to begin this lesson from six parts, that is, analysis of the teaching material, analysis of the students, teaching aims, teaching important and difficult points, teaching methods and teaching procedures. first of all, let me talk about the teaching material.

part 1 analysis of the teaching material:

unit 2 is about different heroes, in which most students are interested. by studying this unit, we’ll enable the students to know how to be a hero and develop their interest in heroes. lesson 1 plays an important part in the english teaching in this unit. if the students can learn it well, it will be helpful to make the students learn the rest of this unit. this lesson is about a national hero——yang liwei who is famous for the first astronaut of china, which, i think, the students are familiar with. there are many new words and expressions related to space flight appearing in the reading material, too.

part 2 analysis of the students:

aged 15-16 years, the students in senior1 think actively, respond swiftly and have the courage to express their thoughts and ideas. just entering high school and lacking in the ability of active learning, however, they haven’t formed a good habit of learning english. when it comes toreading, they haven’t master how to use extensive and intensive reading skills and the abilities of summary and induction as well. in a word, students haven’t mastered the reading strategies. on the other hand, after a certain time of training, they’ve mastered some reading skills, such as group work, using the culture and background knowledge etc.

part 3 teaching aims:

according to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, i think the teaching aims are the followings:

knowledge goals:

●to learn some words and expressions related to space flight appearing in the reading material.

ability goals:

●to improve students’ basic ability of listening, speaking and reading.

●to practise extensive reading in order to understand the main idea of each paragraph and guess the meaning of new words from the context.

emotional goals:

●to motivate students’ interest in space exploration of china.

●to help student to learn to cooperate with each other.

now, let’s come to the important and the difficult points.

part 4 teaching important and difficult points:

the important and difficult points of this period lie in: to achieve the teaching aims better and make the student respond actively to complete the tasks. but how to? according to the analysis of the teaching material and the students’ learning background, i will use the following methods.

part 5 teaching methods:

in my opinion, the main instructional aims of learning english in the high school is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the english language. so in this lesson i’ll mainly use the “communicative approach” to mobilize the enthusiasm of the students to actively participate in class activities and fulfill the tasks of teaching through teacher-student interaction and group discussion.

at the same time, i’ll also use “task-based approach” in my teaching, which offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome. i’ll make use of the modern electricity teaching equipment and all kinds of teaching means, which can develop the ss creativity in learning english.

part 6 teaching procedures

step 1 lead-in.

show the students a piece of video: the launch of shenzhou v

then ask the students the following questions:

do you know who was in the spaceship?(show the picture of yang liwei)

what do you know about him? (show the profile of yang liwei )

how do you feel about him?

how did you feel about china’s first manned space flight?

purpose of my design: this activity can stimulate the interest of students, which naturally leads to the topic of this period.

step 2 fast readingask the students to skim the passage to complete the task. ( show the students the exercise on the screen)

task 1: divide the class into two groups: boys and girls. ask them to read the article quickly and the boys circle all the words related to a spaceship’s movement while the girls circle all the words related to yang liwei’s movement in the spaceship.

then ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.

purpose of my design: enable students to understand the given material better using a useful reading skills. dividing the class into two groups--boys and girls, will create a competition between the boys and girls, which, of cause , makes the studens more actively participate in the class activities.

step 3 detailed reading

task 2: the students have got some basic understanding of the passage after task time show the boy students five questions to answer, requiring them to conduct a second reading and get a further understanding of the passage . at the same time ask the girl students to find out the headings of the paragraphs and match them together.

boys:

1. how did yang liwei feel during the flight? how did he feel afterwards?

2. what did yang liwei do during the shenzhou v’s seventh circle of the earth?

3. how many circles did the spaceship complete while yang liwei was sleeping?

4. what were helicopters doing as yang liwei returned to the earth’s atmosphere?

5. what did yang liwei do when he came out of the spaceship?

girls:

para.1 introduction

para.2 an exciting lift-off

para.3 during the flight

para.4 international good wishes

para.5 astronaut lands safely

para.6 welcome home

then ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.

purpose of my design: the task makes students more familiar with the passage, train their reading speed and reading strategies and develop the students’ capacity of induction.

step 4 post reading

(show some sentences with pictures to students, then ask them to guess the meaning of some words or phrases. )

task 3: ask the students to guess the meanings of some words and phrases together with some pictures. then ask the students to complete the following exercise shown on the screen, using some words and expressions in this passage.

china’s first spaceship at 9 a.m.,october 15,2003. the first chinese ,yang liwei said, “when the spaceship was , i could really feel the high . when the spaceship from the rocket, i suddenly got a feeling of the sky.” during the 21-hour space , the spaceship the earth 14 times. when the space was the earth for the seventh time, yang liwei showed the

of china and the un, the wishes of chinese to space peacefully. yang landed . the spaceship was red when it came into the earth’s . the ship was shaking when it let out its . at the same time were ready to save yang. yang climbed out of the spaceship, smiled and to the crowds waiting for him.

purpose of my design: present some key words and phrases appearing in the passage, and fill in the blanks to increase the students’ ability of language use. then ask the students to report the answers one by one. this task can test the students’ learning effects.

step 5 free discussion

task 4: ask the students to work in pairs. imagine one is yang liwei and the other is a reporter from cctv. make up an interview between them.

example:

reporter: when did the spaceship lift off?

yang: it lifted off at 9 a.m. on october 15th, 2003.

r: what did you eat in space?

y:…...

purpose of my design: most students can take their parts in the activities, especially for the ss who have trouble in english study. in the group activities, they can speak a little english. without doubt, this will encourage them to speak english. in fact, it is a kind of demand of human being. “task-based” method is used here to develop the students’ ability of communication and also their ability of co-operation will be well trained.。

step 6: homework.

do you think of yang liwei? please write 5 or 6 sentences.

2. read the article space heroes on page 32

purpose of my design: i think homework is so important that the students should practise english as much as they can in class or after class. it is necessary for the students to do some exercises after class to master the knowledge they learned, which is an extension of the previous lesson.