高中英语优秀教案参考

“hanfeng2001655”通过精心收集，向本站投稿了20篇高中英语优秀教案参考，下面小编给大家整理后的高中英语优秀教案参考，希望大家喜欢！

篇1：高中英语优秀教案参考

1 occupation【课文原句】

occupation工作/ 职业

他的职业是什么?What is his occupation?

辨析：occupation, job, work和profession 这四个名词都有“工作”之意。

occupation较为正式，经常用在填写表格上。

job是可数名词，可指一个单独任务，也可指工作职位。

work是不可数名词，泛指一切工作。

profession一般指需要专门技能，尤指需要较高教育水平的某一行业、职业，如医生或律师。areer指经过专门训练，终身愿意从事的职业。

选词填空 occupation, job, profession, work

a. Please state your name, age and_________ below.

b. I have a few _____ to do in the house this morning.

c. Looking after children all day is hard____.

d. His ability carried him to the top of his ____

2.cover& submit【课文原句】

1)cover在这里是“报道”的意思，此外还有“覆盖，涉及，包含，掩饰”之意 。

This event will be covered live by TV.

Do not try to cover a mistake.

Mary covered her face with her hands.

She laughed to cover her anxiety.

His reading covers a wide range of subjects.

We covered about 30 miles a day.

2)submit v. 提交,呈递(文件等);使服从，顺从

常见搭配：submit sth (to sb).(向某人)提交某物 submit(oneself)to 听任

①请提交你的申请表。Please submit your application form.

②我不肯听任他的控制。I refuse to submit(myself) to his control.

3.assist & concentrate课文原句】

1) assist v. 帮助，协助 常见搭配：assist (sb) with/in sth.帮助(某人)做某事

assist sb to do sth 帮助某人做某事 assist (sb) in doing sth帮助(某人)做某事

①他叫我来帮助他实施他的计划。He asked us to assist him in carrying through his plan.

②一组护士协助那个医生进行手术。A team of nurses assisted the doctor in performing the operation.

辨析：aid, assist, help这些动词均有“帮助”之意。

aid: 正式用词，指帮助他人脱离危险或战胜困难，着重强者对急需帮助的弱者的帮助。

assist: 强调在提供帮助时，以受助者为主， 所给的帮助起第二位或从属的作用。

help: 最普通用词，含义广泛。指一般性的或迫切需要的帮助，侧重积极地为他人提供物质、精神或其他方面的帮助。

2)concentrate vt. 集中; 聚集 常见搭配：

concentrate on (doing) sth 专注于(做)某事

concentrate the /one’s mind 集中注意力; 聚精会神

concentrate one’s effort/attention on sth 集中力量/注意力于某事

concentration n. 专心;聚集

完成句子

a.Stop talking and ________________________.(专心工作 )

b. Nothing ____________________ ( 集中注意力 ) better than the knowledge that you could die tomorrow.

c. I decided to ________________________ ( 全力以赴 ) finding somewhere to live.

4.acquire课文原句】

acquire vt. 获得，取得

1)他是如何获得他的财富的。How did he acquire his wealth?

2)我们逐步获得了做这项工作的经验。Gradually we acquired experience of how to do the work.

辨析：acquire, obtain, gain, get, win, earn, secure这些动词均含“获得、取得、得到”之意。

acquire: 强调通过不断的、持续的努力而获得某物，也指日积月累地渐渐地获得。书面语用词。

obtain: 较正式用词，着重通过巨大努力、要求而得到所需或盼望已久的东西。

gain: 侧重指经过努力或有意识行动而取得某种成就或获得某种利益或好处。

get: 普通用词，使用广泛，可指以任何方式得到某物，也不一定要经过努力。

win: 主要指通过努力、斗争、比赛等而获得胜利。

earn: 侧重指依靠自己的劳动或因付出价与有功而获得。

5.have a good nose for sth课文原句】

have a good nose for sth = have an eye for …/ have an ear for .. 有眼光/ 对..感兴趣;对…很敏感;很善于发现

1)她对音乐感兴趣。She has an ear for music .

2) 他是个善于收集丑闻的记者。He is a reporter who has a nose for scandals.6.assess【课文原句】

assess vt 评价，评定;估算 常见搭配：assess sb./sth(as sth) 评定某人或某物(为… )assess+wh-从句 评定…… assess sth (at sth)将某物估价(为……)

1) 他这么懒很难评估他的能力。He’s so lazy that it’s difficult to assess his ability.

2) 一栋建筑物是否值得保存有这个委员会来评定。The committee assesses whether the building is worth preserving.

3) 他们将这所房子估价为25万美元。They assessed the value of the house at $25,000.

知识链接：assessment n. 看法，评定assessor n评判员

7.inform 【课文原句】

inform vt.通知;告知 常见搭配：inform sb. of /about sth通知某人某事

inform sb. +从句…告知某人……keep sb. informed 随时告知某人

1) 他向警察报告了那起抢劫案。He informed the police of /about the robbery.

2) 我通知他必须12点出发。I informed him that he must start at 12o’clock.

3) 有事随时通知我。Keep me informed of what happens.

8.depend on【课文原句】

depend on 依赖，依靠，取决于，随 ... 而定

常见搭配：depend on/ upon sth/wh-从句 依靠/取决于某事/…depend on/upon sb./sth. doing。。。 相信/指望…做某事

1)一切生物都依赖太阳生长。All living things depend on the sun for their growth.

2) 你不要指望他准时来。You can’t depend on his/him coming on time.

3)我们的成功取决于我们是否努力工作。Our success depends on whether we work hard or not.

知识链接：dependence n.依靠，依赖 dependent adj.依靠的，依赖的

That depends./ It (all )depends 视情况而定。

9.case $ accuse…of 【课文原句】

1) case n.情况;病例;案例;容器;箱子

① 他总是这样。That is often the case with him.

② 这位病人是流感的病例。The patient is a case of flu.

③ 博物馆中的展品常摆放在玻璃橱里。Exhibits in museums are often displayed in glass cases.

常见搭配：in case 即使;免得;以防万一(引导的状语从句常用一般现在时表示将来或用should+do) in case of… 即使……;万一…… in no case 决不(置于句首时，句子用部分倒装) in this/that case即使这样/那样 in any case无论如何

①带上伞以防下雨。Take the umbrella with you in case it rains/should rain.

②我决不会背叛我的祖国。In no case will I turn against my motherland.

③听说星期天得加班，那样的话我们就没法去看电影了。It is said that we’ll have to do extra work on Sunday. In that case, we can’t go to a movie.

2)accuse sb. of (doing )sth.因……而指责/控告某人

①警察指控他犯了谋杀罪。The police accused him of murder.

②她控告他偷了她的表。She accused him of stealing her watch.

知识链接：

charge sb. with (doing) sth 指控某人犯……罪

blame sb. for (doing) sth /blame sth on sb.因……而责怪某人

10.so as to【课文原句】

so as to 为的是，以便

1)为了赶上最后一趟车，他跑得很快。He ran quickly so as to catch the last bus.

2)他练习讲英语是为了提高口语。He practised speaking English so as to improve spoken English.

in order to +动词原形、so as to +动词原形和to+动词原形都可以引导目的状语。有时为了表示强调，也可以将in order to do、to do 等放在句首，而so as to do 一般不放在句首，也比较口语化。表达否定的目的时，可以用in order not to do和so as not to do 这两种结构。

为了赶上火车，我早上五点起床。

① In order to /To catch the train, I got up at five a.m.

② I got up at five in order to / so as to /to catch the train.

③ I got up at five in order that I could catch the train.

11. guilty【课文原句】

guilty adj有罪的，犯罪的;内疚的

常见搭配：be guilty of 有……罪 be guilty 对……内疚

1) 这个美国男子被证实犯了谋杀罪。The American man was proved guilty of murder.

2) 他因没有常去看望父母而感到内疚。He felt guilty about not visiting his parents more often.

12. demand 【课文原句】

demand 1)vt (强烈)要求;需要 常见结构：demand sth. 需要……;要求 ……

demand to do sth. 要求做某事 demand that…(从句谓语要用should +do)需要/要求…….

① 这种工作需要极大的耐心。The work demands great patience.

② 我坚决要求见经理。I demand to see the manager.

③ 反对派要求把所有事实公之于世。The opposition have demanded that all the facts should be made public.

2)n. 要求;需求，需要;所需之物 常见结构：in demand 需求大 on demand 一经需求 make demands on对……提出需求

他们拒绝了工会的需求。They rejected the demands of the union.

1. 一位专业摄影师___________________2. 随身携带_____________________

3. 渴望做…… _______________________4. 集中精力于___________________

5. 专修一门课程______________________6. 以后______________________

7. 获得你需要的所有信息__________________________

8. 有对新闻非常敏感的 “嗅觉”_________________________9. 依赖 _________

10. 职业诀窍_________________________11. 有证据支持我们的故事_________

12. 说出全部真相_____________________

13. 查明故事被遗漏的部分___________________

14. 完全搞错了_____________

15. 指控某人做某事__________________________16. 事情是这样的。_________

17. 为了___________________18. 理应做过某事__________________________

19. 安排采访_______________________________________

20. 盼望做某事_______________________________

21. 当记者的首次任务______________________________

22. 故意地_____________________________________

23. 为某人辩护_____________________

24. 润色语言风格 ______________________________

25. 被印制成胶片____________________________________

26. 在……前头_______________________________

27. 最后_______________________________

28. 与某人约会______________________________________

29. 对……做调查____________________________

30. 从事_______________________

31. 把……传递给……_________________________

32. 着手做某事_________________________________________

1. a professional photographer 2. bring with 3. be eager to do 4. concentrate on

5. take a course 6. later on 7.acquire all the information you need to know

8. have a nose for a story 9. depend on 10. a trick of the trade

11. have the evidence to support our story 12. tell the whole truth

13. find out the missing part of the story 14. get the wrong end of the stick

15. accuse sb. of (doing) sth. 16. This is how the story goes. 17. so as to

18. be supposed to have done 19. arrange an interview 20. look forward to (doing) sth.

21. the first assignment as a reporter 22. on purpose 23. defend…against…

24. polish the style 25. be processed into film negatives 26. ahead of 27. last of all

28. make an appointment with sb. 29. do some research on 30. work on 31. pass… on to… 32. set (out)to do/ set about doing

篇2：高中英语优秀教案参考

课题：Module 5 Unit3 Life in the future

Reading: First impressions

单元/课时学习内容分析

本单元的中心话题是谈论未来生活，本节课时本单元的第一节阅读课，是一篇科普文章，主要是由一个故事来呈现，通过讲述LiQiang 因为中奖来到30亲身经历了在未来生活中交通，环境，住房等方面发生的巨大变化，第一印象和感受。

文章是一封以email的方式写给父母的家信，语言简洁明了，理解相对容易，但是文章信息量较大，为学生提供了想象的空间，因此，学生通过快速阅读首先归纳文章的主旨和段意。了解文章从哪些方面描述了未来生活，找到未来世界在以下几方面的变化：跨时空旅行，交通，住房，城镇环境和空气质量。

然后通过回答问题和列表，匹配等练习形式帮助学生获取关于对未来各方面具体描述的信息。同时，由于文章涉及的内容是科学幻想的，学生生活实践中未能尝试和经历的，因此可以借助图片以及与文章内容相关的flash动画等资源帮助学生理解信息，使学生对未来世界有一定的感观认识。

此外，学生通过获取关于对LiQing心理的描写判断其对未来的态度，并找出支持观点的论据或例子。培养学生推理判断的能力。在此基础上，学生对文中描述的未来生活得出自己的结论和判断。对人类的活动进行反思，提倡环保的生活意识，

最后通过本课的学习，学生进行发挥想象，对未来的生活环境和生活方式进行猜测。培养学生发散性思维和创新精神。

学生基本情况简介

高二学生能够运用基本词汇描述用英语简单描述现在和未来的生活，表达个人情感和个人观点，学生具备基本的阅读能力，如概括文意，猜测词义，获取实事细节等。掌握了一些简单的阅读技巧及方法，如略读，找读，跳读等。

但是学生缺乏对文字传达的信息的准确理解。因此学生在人物对未来生活的态度进行判断时，容易形成思维定势，主观臆断。

教学目标

知识与技能目标：

The students will be able to

1. sum up the main idea of the story and each paragraph.

2. make inference about the writer’s attitude towards the future life and to identify the evidence used to infer them.

3. describe the future life by using the language from the text and talk about their imaginations of the future life

教学重点和难点

1) 学生利用上下文猜测的阅读技巧，图片和flash等方式的资源，理解未来生活进行描述的细节信息。

2)人物对未来生活个方面的不同态度的推理和判断。

篇3：高中英语优秀教案参考

教学目标

教学目标 与要求

通过本单元教学，使学生学会使用表示目的用语，并运用到日常交际。复习一般现在时，一般过去时和含有情态动词的被动语态的用法。使学生学会写种植西红柿的过程。

教学的重点和难点

Words and expressions

burn, free, operate, obey, punish, so that, in order to, make sure, stop. . . (from) doing

Daily expressions

1)I’ll keep the box in the shade so that the sun doesn’t bum the little plants.

2)I’ll water them to stop the soil getting too dry.

Grammar

1.Ways of expressing purposes

2.Revision of the Passive Voice

教学建议

能力训练

1.利用对话、课文，组织学生进行听、说、读、写的训练。

2.利用新单词、词组及日常交际用语，组织学生造句、编对话、叙述课文、表达思想等。

德育教学

通过对话和课文的学习，唤起学生对大自然的爱心，使他们认识到保护环境的重要性。

互动活动

1、听、读 2、问答练习3、造句4、编演对话5、讨论6、复述课文7、讲故事

听力建议

1.建议教师在听之前，大概介绍所听材料的内容或背景知识，这样学生们能够抓住要点，同时教师也为了让学生们理解得更清楚，也可提前把问题写在黑板或让学生们先看问题，然后听磁带。

2.在20课131页的听力练习，主要内容讲解一对英国夫妇的农场，教师在放磁带之前，让学生们看一看每道练习题的大致问的内容，放完一遍后，教师可问一到两个学生农场的概况，然后教师根据问题的内容在分别放磁带。

口语建议

1、教师坚持用英语组织课堂教学的方向，尽量给学生创造英语的真实情景。帮助学生听懂课堂用语和日常交际用语。

2、本单元是对于表示目的一些交际用语，教师可以按以下程序：看、听老师演示→听录音→ 训练学生典型句型→ 读课文 → 学生运用。

教材分析

本单元的内容是围绕播种，植树这一题材，让学生了解植树造林的意义。日常交际用语运用了陈述目的基本表达法，同时在对话及课文阅读中使用了主要词汇的用法，如;shade, in order to, in fact, stop, cut down, known down等。同时本单元出现的语法重点是复习被动语态及表示目的句型结构。

教学重点难点

take, bring, carry, fetch

这四个动词都有“带”的意思，但动作的方向不同。

1)take意为“拿去，带去”，如图所示：

It’s going to rain. You’d better take your umbrella with you. 要下雨了，你带上雨伞。

2)bring意为“带来，拿来”，如图所示：

Bring me the newspaper, please.请把报纸给我拿来。

3)carry意为“携带”，无方向性。如：

He always caries a small notebook in his pocket.他口袋里老是带着一个小笔记本。

4)fetch意为“去拿来”，如图所示： 含有一去一来的意思。

如：People had to walk many kilometers in order to fetch wood.人们要砍柴得走很远。

burn v.--烧毁，焚毁.烧伤;(由酸类)灼伤;燃烧(以取火或热)

l)此词指正在燃烧的状态而不表示“点燃”的动作，“点燃”一词应是light。

I will keep the box in the shade so that the sun doesn't burn the little plants.我将把盒子放在阴凉处以防太阳晒坏小苗。

The two men had their limits burning all night long in order that everyone might see how hard they were working on the Emperor’ s new clothes. 这两个人点了一夜灯以便让大家知道 他们赶做皇帝的新装是多么卖力。

2)对其过去式、过去分词有两种形式burned，burned或burnt，burnt。但是过去分词burnt常用作adj.，如

He took a burnt stick up from the ground.他从地上捡起一个燃烧过的棍子。

强调动作时多用burned，其后常接宾语。

They had burned all the old letters before they left.他们在离开前把所有的信都烧了。

feed.作为食物喂养;以……为食

In fact they grow better if you feed them. 事实上如果你们喂养他们，他们就能生长得更好。

She feeds her baby on (with) cows’ milk. =She feeds cows’ milk to her baby.

The sheep feed chiefly on grass. 羊主要以草为食。

soil, earth, ground ,land 和 field的区别

earth作“泥土”解，与soil通用。它还可以作“地球，大地”解，相对于天空而言，如：

He filled the hole with earth. 他用泥土填洞。

soil 指土壤，耕地，国土等。

Soil is earth in which flowers, trees and other plants can grow. 土壤是花草、树木及其他植物得以生长的泥土。

land 指相对于大海而言的“陆地”，也可以指土地、国土等。

After along journey, they found the rich land. 经过长途跋涉，他们找到了这块沃土。

ground主要指地面、地板(floor),也可指田地(与land可通用)，如：

There is a large play ground in front of our building.在我们楼前有一个大操场。

field指田地、原野、场地(=ground)。如：

They are working in the fields. 他们正在地里干活。

The rest are left to grow even taller. 余下的被留下来以让它们长得更高。

1)the rest作“剩余部分，其余”讲。它作主语时，其谓语动词的数要依据它所指代的名词的数来确定。例如：

The rest of the money was left to his son. 剩余的钱留给他儿子。

Only Tom is in the classroom. The rest of the students are still at play.只有汤姆在教室里。其余的学生还在玩。

2)句中的副词even修饰比较级taller, 它没有实际意义，只起加强语气的作用。可用来修饰形容词或副词比较级的词或短语还有much, far, still, rather, a lot, a great, deal, a little, a bit等。例如：

It’s a bit cold today. 今天有点冷。

His book is far more interesting. 他的书更加有趣。

so that he can catch the first bus.

in order that he can catch the first bus.

so as to catch the first bus.

in order to catch the first bus.

to catch the first bus.

本单元重点的语法项目是表示目的的方式，下面将表示目的的几种方式归纳如下。

1、动词不定式(包括 so as to，in order to)。

2、用so that和 in order that引导目的状语从句，从“句中一般含有情态动词can，could，may，might等。下面以“为了能赶上第一班车，他每天都起得很早”为例。

He gets up early every morning

以上是用肯定句结构。

用否定结构，注意“不定式的否定结构在to前加not; so that/ in order that 只有在主句主语和从句主语一致的情况下可以换成 so as to/in order to;in order to可放于句首，so as to则不可)

so that he can’t miss the first bus.

in order that he can't miss the first bus.

so as not to miss the first bus.

in older not to miss the first bus.

so that也可用来引导结果状语从句。在so that引导的结果状语从句中，谓语动词前不用情态动词，主从句间可有逗号隔开。例如：

Everyone said no, so that the plan was dropped. 大家都反对，计划就不再讨论了。

cut down, cut in, cut off与cut out的区别

cut down意为砍倒，削减，指将树砍倒或裁军

to cut down a tree with an axe 用斧头把树砍倒

cut in 意为打断，指从语言中打断

Don't cut in while I'm talking. 我说话时别插嘴。

cut off意为“切断、切下”指切断电源，水源，煤气等。

He cut off the gas when a fire breaks out.

cut out意为切下，删下，指删掉，剪下文章等。

He cut out an article from the newspaper.

篇4：高中英语优秀教案参考

教学内容分析

本单元的中心话题是“(杰出)女性”，话题涉及谈论及你最崇敬的女性“妇女独自南极探险”，“美国电视黑人女主持人奥普拉·温茀丽的故事”等，语言技能和语言知识都围绕中心话题而设计。本节课为此单元的第二课时——阅读课。

“读前”(Pre-reading)设计了三个有关旅行和南北极的问题，具体涉及极地探险、动物等内容, 能够诱发学生的探索精神和想象力。通过学生的讨论、探究，自主地发现下面阅读故事的背景，有助于学生正确理解文章的深层意思，真正体会主人公Helen Thayer的伟大。

“阅读”(Reading)材料是一篇记叙文，故事描叙的是作者Helen Thayer在她60岁时，独游南极洲的冒险经历。在恶劣多变的气候条件及险恶的地理状况中，作者在危急关头，虽感孤独恐惧，但表现出冷静、顽强、乐观的态度，最后克服险境。对学生今后的人生道路、心理素质、生活态度起到了陶冶和积极的导向作用。

Teaching Aims：

1 Train the students’reading ability.

2 Learn and master the following words and phrases;

1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value

2) Phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision

Teaching Important Points：

1. Improve the students’ reading ability.

2. Enable the student to understand the text better.

3. Let the students have strong wills and determination by reading the passage.

Teaching Difficult Points：

1. How to improve the students’reading ability.

2. The use of some useful expressions.

Teaching Methods：

1. Discussion before reading to make the students be interested in what they learn in class.

2. Fast reading to get the general idea of the text.

3. Careful reading to answer some detailed questions.

4. Individual, pair or group work to make every student work in class.

Teaching Aids:

1. a map of the world

2. a tape recorder

3. a computer

Teaching Procedures：

Step I Greeting and speech

Greet the students as usual and the student who is on duty give a speech before class.

Step II Lead?-in

1 Do you like travelling ?

Where do you like to travel best ?

How will you travel ?

2 Imagine you are traveling alone to the South Pole, what will you take with you ?

3 Why do polar bears never eat penguins ?

Step III Fast – reading

Ask the students to read the text quickly and silently, find the answers to these three questions .

1 How did the writer celebrate her 60th birthday ?

2 When was the writer is 60th birthday ?

3 Why did she say it was an experience she would never forget and would value for the rest of her life ?

Step IV Careful-reading

Ask students to read the text again carefully and finish three tasks:

1 Finish Exercise 1 of post-reading on page 32.

2 Fill in the form on the screen .

Time WeatherWhat did she do?/What happened to her?

began her almost 200-mile journey

3rd --11th

celebrated her 60th birthday

13th --21th----------------------

22th-----------------------

23th

----------------------

3. Do some T/F exercises on the screen.

1). She celebrated her fiftieth birthday by traveling alone to the South Pole.

2). She went to Antarctica with the dog team pulling her sled.

3). Everything went all right during the first few days.

4). During the next week the wind grew so strong that it blew away her tent.

5). She had an accident after her birthday.

6). It was all her training that helped her out of danger

Step V Listening and Consolidation

Play the tape for the students and ask them to read the text after the tape in a low voice, paying attention to the pronunciation and intonation.

Step VI Discussion

1. What kind of woman is Helen Thayer ? Describe her in a few sentences.

2. Do you admire her? Why ?

Step VII Reading together.

“If you have a goal without a plan, it's only a dream. Once you set a goal, you have to keep going. There have been a lot of times where I was determined to just take the next step. Those who can take that next step are the successful people in the world.”

-------Helen Thayer

StepVIII Homework

1. Reading the text again and again after class.

2. Finish the exercises of Grammar.

Step IX Record after Teaching

高中英语高二优秀教案参考

篇5：高中英语优秀教案

I.MeetingyournewSs

- Getting to know your Ss & introducing yourself to the Ss

- Setting up necessary rules for classroom learning and for homework

II.Topics

- Friends and friendship

- Interpersonal relationships

III.Function

- Agreement

I agree. Yes, I think so. So do I. Me too. Exactly.

No problem. Sure.Certainly. Of course. All right.

You’re right/correct. Good idea.I think that’s a good idea.

- Disagreement

I don’t think so. Neither do I. That’s not right.Yes, but …

I’m afraid not. No way.I’m sorry, but I don’t agree.

Of course not. I disagree.

IV.Grammar

- Direct Speech and Indirect Speech (Part I. Statements and questions)

1. Reporting statements

“I don’t want to set down a series of facts in a diary,” said Anne.

---- Anne said that she didn’t want to set down a series of facts in a diary.

2. Reporting yes-no questions

“Does a friend always have to be a person?” the writer asks us.

---- The writer asks us if a friend always has to be a person.

3. Reporting wh- questions

“What do you call your diary?” Anne’s sister asked her.

---- Anne’s sister asked her what she called her diary.

V.Wordsandexpressions

upset ignore calm concern loose Netherlands German series outdoors dusk thunder entire entirely power curtain dusty partner settle suffer highway recover pack suitcase overcoat teenager exactly disagree grateful dislike tip swap item (32 words)

add up calm down have got to be concerned about

walk the dog go through set down a series of

on purpose in order to at dusk face to face

no longer suffer fromget/be tired ofpack sth. up

get along with fall in love join in(19 phrases)

- survey vet Amsterdam Jewish Nazi Kitty spellbind loneliness Margot gossip secondly (11 words)

VI.Timeallotment

1st period – Warming up (P1) & Workbook Listening (P41)

2nd period –Pre-reading & Reading & Comprehension (P2-P3)

3rd & 4th period –Learning about Language (P4-5)

5th period –Using Language (P6 Reading & listening)

6th period–Using Language (P7 Reading & Writing)

7th period–Wb Listening Task & Reading Task (P43-44)

8th period–Writing Task & Project (P46-47)

The 1st period – Warming up & Using language

Goals for the 1st period:

1. Introduce yourself and set up some rules for learning

2. Talk about friends and friendship

3. Learn the new words and expressions:

upset ignore calm concern loose add up calm down have got to

be concerned about walk the dog

Teaching procedures:

Step1Beginning

1. Introduce yourself

2. Set up some rules for learning:

Before class: 1) Get into the classroom at the first bell.

2) Get everything and yourself ready for the class.

In class: 1) Follow the teacher closely and work with your mind.

2) Take an active part in classroom learning activities.

3) Take notes and raise questions.

4) Speak English as much as you can.

After class: 1) Finish your homework on time and hand it in as required.

2) Review what you’ve learned in class in time.

3) Preview your lesson as required.

Step2Warmingup

1. Introduce the topic Friendship. Ask Ss if they have a very good friend and why he or she can be their good friends.

(Collect the adjectives/nouns Ss use to describe their friends on the Bb.)

Supplements:

Poem 1 Friends Poem 2 Auld Lang Syne

By Jill EgglestonBy Robert Burns

Friends care Should auld acquaintance be forgot

Friends share and never brought to mind?

We need friends Should auld acquaintance be forgot

Everywhere!and days of auld lang syne?

For auld lang syne, my dear,

Proverbs: for auld lang syne,

A life without a friend is a life withoutwe’ll take a cup of kindness yes,

a sun. --- French proverbfor auld lang syne.

You can buy friendship with friendship,

but never with dollars.Should auld acquaintance be forgot

--- Unknown and never brought to mind?

A friend is a person with whom I may be Should auld acquaintance be forgot

sincere. With him, I may think aloud. and days of auld lang syne?

--- Ralph Waldo Emerson And here’s a hand, my trusty friend

Real friendship is shown in times of trouble; And gie’s (give us) a hand o’thine

Prosperity is full of friends. We’ll tak’ a cup o’kindness yet

---EuripidesFor auld lang syne.

2. Think: What qualities and behaviors make a good friend?

(a. Let the Ss make a list of 3-5 qualities a good friend should have.

b. Have them work in group of four to collect the list of words.

c. Then ask one from each group to write the words on the Bb.)

3. Have the Ss do the survey in the Sb P1.

4. When they have completed it, have Ss look again at the list on the Bb to see whether it should be revised.

Explanation of each item:

Q1: A: 1 point B. 3 points C. 2 points

This question deals with how thoughtful you are towards others: How much do you value your friend? Would you change the time of the day to go to the cinema to fit in with him/her?

Q2: A: 1 point B. 2 points C. 3 points

This question is concerned with fairness: Is it fair for your friend to borrow something, break it and return it broken?

Q3: A: 1 point B. 2 points C. 3 points

This question deals with your concern for others: Should you make the troubles of your friend more important than your own responsibilities?

Q4: A: 3 point B. 2 points C. 1 points

This question is concerned with responsibilities to a friend. If you are asked to look after something and it is broken or harmed, what should you do?

Q5: A: 0 point B. 2 points C. 0 points

This question is concerned with honesty.

5. Quickly deal with the meaning of the new expressions in this part. We’ll later practice them in Ex 1, 2, 3 in Learning about language on Sb P.4

1) add up: v. to add sth. together

2) upset: adj. sad, unhappy

3) ignore: v. pay no attention to

4) calm…down: v. make sb. calm, comfort sb.

5) have got to …: v. have to do sth.

6) be concerned about: v. be worried about, care about

7) walk the dog: v. exercise the dog

8) loose: adj. not tight

重点词汇用法的学习，例如：

1. add: add ... to;add to; add up; add up to;

Eg. Will you please add some milk to my coffee?

The little baby adds to our enjoyment at the party.

Add up your score and see how many points you get.

Add up these figures foe me, please.

All the money I have in my pocket adds up to $ 125.

2. upset: adj. worried, annoyed; v. cause to worry, to be sad/angry

Eg. I was very upset because one of my friends was rude to me.

His cheating in the exam upset his teacher.

3. ignore: v. pay no attention to; to behave as if you had not heard or seen sb./sth. n. ignorance

Eg. You can’t ignore the fact that many criminals never go to prison.

These are the problems which we can’t afford to ignore.

Sam rudely ignored the inquiry.

He had completely ignored her remark, preferring his own theory.

4. calm: v. calm down

Eg. The mother calmed the baby by giving him some milk.

What the manager said calmed the fears of the works.

We tried to calm him down, but he kept shouting and crying.

Calm down. There’s nothing to worry about.

5. concern: v. concern sth.; be concerned about /with/ for sb. / sth.; n.

Eg. This case concerns the group of people greatly.

What I said at the meeting doesn’t concern you, so don’t worry about it.

Our head teacher is concerned about our study and health all the time.

He has never been concerned about/for what others think of him.

He seemed to be concerned with the case.

Your school work, rather than your private life, is my concern.

My greatest concern is the development of our school.

6. walk the dog: to take a dog for a walk

Eg. He is out walking the dog.

walk sb home/ to a place

It’s late --- let me walk you to the bus stop.

6. If necessary, the T may ask one or two Ss the following questions:

a. What kind of person are you according to the survey?

b. Do you think you can be a good friend to others? And how?

c. What do you think are the basic elements we need to keep our friendship?

Step3Listening

Workbook Listening on P41

1. Before you listen, discuss these questions with the class.

1) Do you think it is a good idea to make friends with people from other countries?

(to broaden one’s world outlook; to avoid national stereotypes etc.)

2) What are the advantages of this friendship?

(to practice another language with a native speaker; to learn new ideas and new ways of thinking; to find out more about another country etc.)

2. the 1st Listening of Part 1: Write down what Leslie does in China in one sentence.

(Leslie does some business in China and her company sells buses.)

3. the 2nd Listening of Part 1: Tick the things done by Leslie.

(going out for delicious dinners; visiting a mountain; going to people’s homes)

4. the 1st Listening of Part 2: What does Leslie say about the friends she made in China?

(1) Leslie says that she make friends but they are just business friends because she thinks one cannot make friends on a short visit.

(2) Leslie thinks some of the friends in China may have liked her, but others may try to be nice to her so as to gain a business advantage.

Step4Homework

1. Make sentences with the 8 new words and expressions.

2. Prepare and read aloud the rest new words.

The 2nd period – Pre-reading & Reading & Comprehension

Goals for the 2nd period:

1. Have Ss read the text and try their best to understand Anne’s eagerness for friends, friendship, nature and freedom.

2. Get Ss have some knowledge about the Nazi’s cruel deeds towards the Jews during the Second World War.

3. Train Ss’ reading ability of scanning and skimming. Learn to appreciate Anne’s Diary , the classic work.

篇6：高中英语优秀教案

1.题目:MillenniumKids

2.内容

Millennium Kids is an international youth empowerment environmental organization.

Millennium Kids HQ - Perth Western Australia is a not-for-profit organization headquartered in Perth, Western Australia, began in after a small group of Western Australian students attended the United Nations ‘Leave It To Us’ environmental conference for children in the UK. On their return from the conference, the young people were disappointed with the level of youth involvement in local environment issues and decided to set the wheels in motion for developing their own environmental conference – “Kids Helping Kids. With support from Perth Zoo, Department of Environment, Clean Up Australia, CALM and the City of South Perth a conference was born and, subsequently, their own youth-based environmental organization, Millennium Kids Inc.

The organization has international affiliates in Canada and South Africa with collaborative organization links in Indonesia and Malaysia.

Millennium Kids Australia is a registered charity with tax deductible status. Millennium Kids is run by kids, for kids, aged 10–25 years. A team of educators, mentors and sponsors support their aim to encourage young people to be leaders by being aware and active in their environment. Young people aged 18–25 can progress to leadership and training roles within the organization helping take practical action to improve their local environment.

The Millennium Kids agenda is directed by its Youth Board, with fifteen members aged between 10 and 25 years, and is supported by the United Nations Environment Program Agenda 21, Chapter 25 Declaration which states ‘national governments should pay more attention to the opinions and concerns of children regarding the environment’ and how it should be managed for future generations’.

3.要求

(1)朗读短文

(2)设计听力课

(3)适当板书设计

篇7：高中英语优秀教案

教学目标：

1、能听懂、会读、会说goodbye, my friend, he’s, she’s.

2、能听懂、会读、会说日常交际用语Goodbye,… He’s/She’s… He’s/She’s my friend.

3、能初步运用本课所学的词汇和日常交际用语与人告别，向他人介绍自己的朋友。

教学重点：

1、能在情境中理解friend一词的意义。

2、能理解Goodbye,…这一交际用语的含义并知道如何在生活中运用。

教学难点：

能根据性别的不同，用He’s/She’s…来介绍自己的朋友。

教学准备：PPT、头饰等。

教学过程：

Step1Warmingup&Lead-in

1. Free talk (T-S，S-S)

2.Lead-in

T: Let’s play a game. Close your eyes. Listen and guess: Who’s this?

S1: Hello/hi/ good morning, class!

S2,3,4: Are you…?

S1: Yes, I am. / No, I’m not.

(当最后一个同学说时，教师参与其中)T: Let me have a try! Em，he’s/she’s…

Ss: No!

T: She’s/He’s…

Ss: No!

T: Em，I don’t know. Who’s she/he? (睁开眼睛看一看)

T: Oh, she’s/he’s…

3. Try to say

T: You did a good job just now! Look! I have some other pictures. Do you know them?

(呈现一组学生熟悉的体育、影视名星)T: Who is she? Who is he?

S1, 2, 3, 4: She’s/He’s…

(最后出现美羊羊的卡通形象)

Ss: She’s Mei Yangyang.

T: Yes! She’s Mei Yangyang. And she’s my friend. (领读friend，my friend，并让学生看口型，准确发音，分男女生读，小组读)

4. Work in pairs (T-S, S-S)

T: Now, you know my friend. Can you introduce your friend to me?

T: Look!You may say ‘She’s/He’s…She's/He's my friend.’(PPT呈现句型)

S1, 2, 3: (Try to introduce)

S1: Hello …

S2: Hello…

S1: (手指另一个同学)She’s/He’s…She’s/He’s my friend.

S2: She’s/He’s…She’s/He’s my friend.

Step2Presentation

1.Watch and match

(看完影像后指Miss Li头像)T: Who’s she?

Ss: She’s Miss Li.

T: Yes, she’s the teacher.

(指Mike爸爸头像)T: He’s Mike’s dad.

(指Yang Ling妈妈头像)Who’s she?

Ss: And she’s Yang Ling’s mum.

(指Mike头像)T: Who’s he?

Ss: He’s Mike.

T: Who’s she?

Ss: She’s Yang Ling.

T: Yes, they’re Mike and Yang Ling. And they are friends.

T: Today let’s talk about friends.

2. Read and find

Mike和Yang Ling是怎样向父母介绍自己的朋友的?在文中找出来!

S1: She’s Yang Ling. She’s my friend.

S2: He’s Mike. He’s my friend.

Summary: 学生自主归纳出用‘-He’s/She’s…-He’/She’s my friend.’向他人介绍我的朋友)

3.Watch and think

T: Watch the cartoon again; find out what Miss Li and her students are saying. When we say like this? (让学生找出表示告别的交际用语，并联系文中的场景想一想，在生活中怎样去用?)

Ss: Goodbye, …

S1: 在下课的时候说Goodbye。

S2: 放学离开校园时Goodbye。

Summary：让学生自己总结出交际用语Goodbye表示与他人告别。

4. Read the dialogue

1) Read after the video/ tape.

2)Open the books and read after the teacher(读对话时要提醒学生用手指着书上的句子逐句跟读)

3) Read by themselves

4) Read in groups(让学生在小组内分角色读，读出不同角色的感情色彩)

Step3Production

1.Let’s summarize:

(让学生自主小结本课所学交际用语在生活中如何运用，PPT呈现))

What have you learnt today? (今天你学习了什么?)

Topic: My friends(我的朋友)

Patterns: -Goodbye,…(表示与他人告别)

-He’s/She’s…-He’/She’s my friend.(向他人介绍我的朋友)

Please use them as much as you can! (请多多运用它们哦!)

2. Act the dialogue

1) (T-Ss示范表演)T: Now，I’ll be Miss Li.You are all my students. And boys act as Mike, girls act as Yang Ling. OK?

2) Act in groups

情境一：文中的对话创编

情境二：兴趣班放学了，老师宣布下课……

情境三：参加“好朋友”社团活动

情境四：卡通人物大聚会

3) Act out(提供表演对话的头饰，场景图片等，引导学生演出自己的个性风采)

3. 评价(T-Ss, S-Ss)(通过师生评价和生生评价选出最佳编剧奖和最佳表演奖)

Step4Homework

1) Read the dialogue after the tape five times, and act it with your friend.

2) Introduce your friends to your mum and dad, use what you learnt today!

3) Prepare two photos of your friends, cut them out and stick on the paper.

以上就是英语教案《unit 3 My friends》，是由中公教师网收集整编，如有，请注明来源。

篇8：高中英语优秀教学教案

Module4Unit1Advertising语法课教案

Teaching aims:

1。 Students can explain the difference of direct speech and reported speech。

2。 Students can list the changes when transform the direct speech into reported speech。

3。 Students can use reported speech or indirect speech to report things。

4。 Students can express others’ ideas more properly。

5。 Students can be more confident in learning English。

Teaching key points and difficult points:

Key points:

How to change direct speech into reported speech。

Difficult Points:

The changing points when change direct speech into reported speech。

Teaching procedures:

Step 1 Lead-in

Present a short video。 It is a joke about XiaoMing。 He misuse I， she and he and can’t introduce his family members to others properly。

Then lead in today’s topic how to change direct speech into reported speech。

(Justification: By showing the video， students can be more curious about learning this lesson。)

Step 2 Presentation

1。 Ask students to watch several advertisements。 In every videos there is a person to talk about the merits of his or her products。 Then list several sentences to ask students to choose which advertisement it refers to。 For example:

The girl said that she was praised by her boyfriend。

The boy introduce that the little guys can be found wherever they are。

A lot of mums encourage others to use it to protect babies skin。

2。 Show the original sentences(direct speech) of the advertisement and the listed sentences before together。 Ask students to observe the sentences and try to think about what is the direct speech and what is the reported speech。 Then conclude how to change direct speech into reported sentence: we can change direct speech into reported speech by using an object clause or an infinitive phrase。

3。 Present several reported speech chosen from the advertisements。 Ask students to pay attention to the form of different reported speech including statements， questions and imperative statements。

4。 Show some sentences using direct speech and ask students to try to change the direct speech into reported speech。 Then underline personal pronouns， tense， time and place， pronoun and ask students to check their deskmates’ sentences and pay attention to the underline parts。 Present the sentences students made and ask them to conclude the important points of changing a direct speech into reported speech from the following aspects: personal pronouns， tense， time and place， pronoun and other special cases。

(Justification: Using the advertisement can lead in different sentences using direct speech and reported speech naturally and help students accept the new grammar rules more easily。 Inductive method and deductive method are bined in this part to achieve students’ mastership。)

Step 3 Practice

Set an situation of the advertisement department。 Every students is a member of the department。 Ask them to finish the following tasks:

1。 There is a report made by their colleague and ask students to correct the sentences on the blackboard。

2。 Show the advertisement of the text book and ask students to plete the letter written by Wang Yilin to Mr Fan Zhenbin。 Then check the answer with their classmates。

3。 Show a list of tips given by an advertising expert and ask them to report the advice to the manager and finish the Exercise B in P11。

(Justification: This step can help students get a deeper understanding of the grammar and the key point and difficult point will be solved in this step。)

Step 4 Production

Four students in a group finish the following tasks。

1。 Show a short video and encourage students to talk about the story of the video with each other。

2。 Set an situation that there is an advertisement order about useful English learning method。 Invite students to discuss in groups and list the opinions of every group members and then change the opinions with the group beside by using reported speech。 Teacher will invite some volunteers to share their opinions。

(Justification: Students can fully cooperate with each other and learn how to use what they learned into their daily life。 Also， they can develop critical thinking and speak

篇9：高中英语精选教案

百万英镑The Million Pound Bank Note 的教学设计(Warming Up)

陈美杏 文昌实验高中 英语 序号13

I. 教学内容分析

本单元课文百万英镑是根据美国短篇小说家马克吐温写的小说改编的剧本。因为本课文是高中阶段学生接触到的第一篇英文剧本，所以在Warming Up 阶段应该对剧本的相关知识做一下介绍，让学生了解英语戏剧的特色和要素。

Warming Up 是对马克吐温及其作品的讨论，以及关于他本人生平的简要介绍。这部分是本单元的背景知识，并没包括生单词，只是作一个导入。

II. 环节教学目标

1. 使学生对马克吐温及其作品, 有个初步的了解。

2. 使学生对英语剧本有初步的了解，引发学生学英语戏剧即课文的兴趣，可以通过模仿戏剧配音提高英语语调感知水平。

III. 环节教学手段

阅读法(朗读戏剧片段)、课堂讨论法

IV. 环节教学用时：10分钟

V. 环节教学过程

步骤一：播放百万英镑电影开头片段约30秒，询问学生是否知道这部电影，然后引出马克吐温。(1分钟)

步骤二：让学生自己阅读P.17 的Warming Up小短文，完成旁边的Note。(3分钟)

步骤三：随机抽三位同学检查答案，问清楚答案在第几行哪句找到的，如果是猜测的答案，也请学生说明理由。然后关上课本，大家再复述一遍，注意老师只提醒词，让学生讲。(2分钟)

步骤四：又播放一次步骤一的电影，询问是否有人知道电影的话本题材，引入英语戏剧。老师再对戏剧作一个简短介绍。(1分钟)

步骤五：模仿电影配音，让学生注意话剧语调的起伏，老师示范时做一下比较夸张的语音示范，比如Who?Me?Sir?模仿出那种身临其境感，让学生模仿，去演，设置一个比赛，看谁模仿的。(3分钟)

篇10：高中英语精选教案

Unit 9 Technology

一、重点词汇

1. toothpick n. 牙签 (short, pointed piece of wood, etc, for removing bits of food

from between the teeth)

2. press vi, vt. (push sth. strongly; push steadily against)

1) 压;按;推 He pressed the doorbell. 他按了门铃。

“Just press this button, and you'll start the engine.”

只要按一下这个按钮便可启动这台发动机了。

2) 熨;熨平I've pressed your trousers with the iron. 我用熨斗熨了你的裤子。

3)(常与up, round连用)挤 He pressed his way through the crowd. 他挤过人群。

4)(常与on, upon连用)迫;迫使;进逼 The debts pressed on him. 债务威逼着他。

5)(与for连用)敦促，力劝

She pressed her guests to stay a little longer.她极力劝说客人们再呆一会儿。

6)(常与on, upon连用)紧迫 Time presses. 时间紧迫

The problem of fuel presses for solution.这个燃料的问题急待解决。

We'll let you know if anything presses.“如有紧急情况,我们会通知你的。”

3. teenager n. (十三到十九岁的)少年(a young person between 13 and 19 years old; aboy

or a girl in his or her teens)

Sandy is a very busy teenager.山迪是个非常忙碌的少年。

4. throughout adv, prep 各处，到处;遍及;从头到尾;全部时间

He is famous throughout the world. 他闻名于世界。

It rained throughout the night. 雨下了一整夜。

5. add vt. vi.

1) 增加 to add more hot water 多加点热水

Add a few more names of labourers to the list.名单上再加上几个工人的名字。

2) 加;加起来 If you add 4 to 3 you get 7. 四加三得七。

Add up these figures, please.请把这些数字加起来。

3) 补充说; 又说

I should add that we are very pleased. 我要补充的是我们非常高兴。

I should like to add that we are pleased with the test result.

我还要补充说一下,我们对测试结果表示满意。

6. latest adj. 最后的, 最迟的; 最新的, 最近的 the latest news最近的消息; the latest fashion 最新式样

7. calendar n.

1) 历法

From January 1st to February 1st is one calendar month.

从一月一日到二月一日是一个历月。

2) 日历;月历

Their five-year-old son is able to use the calendar to count how many days it

is until his birthday. 他们五岁的儿子能用日历数出离他的生日还有多少天。

8. remind vt. (常与of, to + inf, that连用)使想起;使记起;提醒

1) remind sb. Of / about sb. / sth 使某人想起某人/某事

2) remind sb. To do sth.提醒某人做某事

3)remind sb. That clause提醒某人某事; 使某人想起某事

Remind me to write to Mother. 提醒我给妈妈写信。

This reminds me of last year. 这使我想起去年的事。

Please remind me that I must call her up before nine.请提醒我九点前给她打个电话。

The film reminded him of what he had seen in China.

这部影片使他回想起在中国所看到的一切。

9. appointment n.

1) 约定(会面时间或地点)

I made an appointment to see the doctor. 我约定好时间去看医生。

2) 职位 the appointment of a chairman 职位

10. behaviour n. 行为;举动

Everyone praises the children's good behavior. 每个人都赞扬孩子们的好行为。

11. obey vt. vi. 服从;顺从;听话

to obey an order 服从命令

They refused to obey. 他拒绝服从。

12. dare vt

1) 竟敢;敢 Don't dare do that again! 不要再这样胆大妄为!

2) 敢于;敢面对事物 He will dare any danger. 他敢冒任何危险。

3)(与to连用)挑战 He dared me to jump over the stream. 他激我跳过小溪。

13. emergency n. 紧急情况

The hospital has to treat emergencies such as car accidents.

这个医院处理诸如车祸一类的急诊。

In an emergency, telephone the police. 出现紧急情况时，请给警察打电话。

The patient was asked to ring the bell in an emergency.要求病人在有紧急情况时按铃。 14. whatever adj, pron

1) …什么就…什么

They eat whatever they can find. 他们找到什么就吃什么?

Whatever 常用来引导名词性从句或让步状语从句, 引导让步状语从句时, 可用no matter what

替代。

2) 无论什么，不管什么

Whatever(=No matter what)we said, he'd disagree. 无论我们说什么，他都不同意。

Whatever your argument, I shall hold to my decision.

不管你怎样争辩,我还是坚持自己的决定。

College students are seen doing whatever work they can find.

我们可以看到,只要有工作,大学生们什么都干。

Do whatever she tells you and you'll have peace.

她叫你干什么你就干什么,那你就太平了。

Whatever happens, the first important thing is to keep cool.

不管发生什么事,头等重要的是保持冷静。

You may do whatever you want to do. 无论你想做什么事，你都可以做。

Whatever you do, I won't tell you my secret.

不管你做什么，我都不会把我的秘密告诉你。

15. dial vt, vi

1)拨(电话号码)

Put in the money before dialing.先投钱币再拨号。

2)(给某人)打电话;向某地通话

How do I dial London? 怎样拨电话到伦敦?

16. unexpected adj. adj.想不到的, 意外的, 未预料到

unexpected guests 不速之客;unexpected results未料到的结果

17.negative adj.

1) 否定的，否认的 a negative answer 否定的答覆;a negative vote 反对票

2) 消极的;无用的;无益的 negative attitude 消极的态度

negative advice that only tells you what not to do 只告诉你不要做某事的消极劝告

3) 没有迹象的;结果为阴性的

The test for bacteria was negative. 细菌试验结果是阴性的。

4)〈电〉阴性的;负极的 negative pole 负极

5) 减的;负的;负值的 a negative profit 减少利润; the negative sign 负号 18. clone n.无性系, 无性繁殖, 克隆; v.无性繁殖, 复制

human cloning 克隆人;to clone sheep克隆羊

19. interview n. 接见;会见

I thank you very much indeed for this interview.非常感谢你这次接见。

2) 采访; 面试 to go for an interview 进行面试

20. department n

1) 部门;部;司;局;处;系

English department 英语系

2)(某些国家的)县; 职责;专长

Advertising is my department. 我负责做广告。

21. electricity n. 电;电力; 电流 make electricity 发电

Do you use electricity for cooking? 你用电做饭吗?

22. planet n. 行星 The earth is a planet.地球是个行星。

23. defeat vt

1)打败;战胜

They were defeated in the football match. 他们在足球赛中输了。

2)使失败;使受挫 Our hopes were defeated. 我们的希望破灭了。

n. 失败;击败

The football team suffered a defeat. 该足球队被击败了。

24. force n.

1) 力，力量 the force of the explosion 爆炸力

You must use force to open that bottle. 你必须用力打开那个瓶子。

2) 暴力

The thief took the money from the old man by force. 小偷用暴力夺走了老人的钱。

3)〈物〉力 the force of gravity 地心引力

The force of gravity makes things fall to earth.地心引力使物体落向地面。

4)(pl) 三军武装力量

The air force is one of the armed forces.空军是武装部队的一种。

25. peaceful adj 安静的; 宁静的;安宁的; 爱好和平的

It's peaceful at home when the children are at school.

孩子们在学校上学时，家里就安静了。

26. succeed vi, vt (常与in连用)成功;达到; 完成

He succeeded in the examination. 他考试及格了。

His business has succeeded, and is making a lot of money.

他的生意很成功，赚了很多钱。

The astronauts succeeded in returning from the moon to the earth according to the plan.

宇航员们按计划成功地从月球返回到地球。

二、重点词组

1. stay in touch with = keep in touch with 和某人保持联系;get in touch with与……取得联系;

lose touch with… 与……失去联系; be out of touch with与……失去联系;be in touch with与

……有联系

2. call for 需要;要求;值得：

The occasion calls for a cool head. 这种场合需要冷静的头脑。

3. in case(of) 万一……; 如果发生……; 假使……

in case假使; 以防(万一); 免得。in case可引导一个条件状语从句或目的状语从句，还可单独使用，

置于句尾。例如：

In case of fire, ring the alarm bell.如遇火灾，既按警铃。

In case he comes, let me know.如果他来的话，告诉我一声。

You’d better take an umbrella in case it rains.(=It may rain; you’d better take an

umbrella just in case.) 可能会下雨，拿把雨伞，以防万一。

4. according to prep. 据;按照; 取决于;视…而定

lives according to her means 按他的方式生活

According to my watch it is 10 o'clock. 按我的表是10点钟。

pay is according to quality 依照质量付费

5.take over 接管;接替;继承

what is good and still useful should be taken over.好的有用的东西应当继承。

Our chairman has left, so Jack will take over (his job).我们的走了，因此杰克将接

管(他的工作)。

6. break down

1) 破坏;拆散

Chemicals in the body break our food down into useful substances.

人体中的化学元素把食物分解成有用的物质。

The peace talks are said to have broken down. (喻)据说和谈破裂了。

2)(机器)损坏 Our truck broke down outside town. 我们的卡车在城外抛锚了。

The car broke down halfway to the destination.汽车在到达目的地的中途抛锚了。

3) 失败;破裂 Their opposition broke down.他们的反对意见打消了。

4) 精神崩溃;失去控制 He broke down and wept. 他不禁失声痛哭。

5) 起化学变化 Food is broken down by chemicals. 化学物质引起食物转化。

三、重点句型

1. I should be home in about ten minutes. 再过大约十分钟，我应该到家了。

should 在此的意思为“应该”，但在不同的语境中should有不同的含义，注意下列句子：

You should not use your cellphone in class.你不该在上课时使用手机。(表示要求)

I think you should think it over before doing it. 我认为你应该三思而后行。(表示建议)

We’ve got everything ready. There should be no problem.我们已经准备好了一切。应该不 会有问题了。(表示判断)

2. Modern cellphones are more than just phones—they are used as cameras and radios, and

to send e-mail or surf the Internet.现代的手机不仅仅是电话机—它们也当坐照相机和收音机

使用，还可以发送电子邮件和上网。

use A as B 把A用作B。例如：

In ancient times, people used stones as tools for farming.在古代，人们把石头用作耕作的

工具。

use sth to do sth用某物来做某事。例如：

In ancient times, people used stones to kill animals for food.

在古代，人们用石头来捕杀动物获取食物。

3. The answer seems to be that we have a need to stay in touch with friends and family no

matter where we are or what we are doing.答案似乎是：无论我们在何处或正在做什么，我们都

需要和朋友以及家人一直保持联系。

1) seem 似乎，好像，其用法及搭配有：

seem + adj., 如：

This problem seems complicated, but actually it is simple.

这个问题看似复杂，其实很简单。

seem to do

I seem to have seen him somewhere before.我好像以前在哪儿见过他。

It seems that…,

It seems that everything is going on well.好像一切正常。

It seems as if…,

It seems as if it’s going to rain.看来快要下雨了。

2) no matter无论，不管，后面常跟疑问词引导的从句，其意相当于疑问词后加ever。如 no matter

what=whatever; no matter where=wherever; no matter how=however; no matter when=

whenever例如：

No matter when (Whenever) I meet him, he is always wearing that old hat.

不管我什么时候遇见他，他总是戴着那顶旧礼帽。

No matter how (However) expensive the cellphone is, I’ll buy it because I need one

badly.

无论这手机有多贵，我都要买。因为我急需有个手机。

3. She says that her cellphone helps her do whatever she wants to do.她说她的手机能让她想

做什么就做什么。

whatever无论什么，不管什么，在句中用作连接代词，引导名词性从句。

With the money, you can buy whatever you want.有了这些钱，你可以想买什么就买什么。

类似用法的词还有：whoever, whomever, whichever等。如：

Whoever leaves the classroom last should remember to turn off the light before leaving.

不管是谁最后离开教室，都应该记住走之前关灯。

You may choose whichever you like.不管你喜欢哪个，都可以选。四、语法

现在进行时态的被动语态的用法

现在进行时态的被动语态是用来表示说话时或现阶段某一被动的动作正在进行，其表现形式为：

is/am/are/ + being + 过去分词。例如：

A、computer center is being built for the students.

The phones are also being used as cameras and radios.

五、例题分析

第一阶梯

单项选择

1. Mum will be back from work _______ half an hour.

A. in B. after C. later D. before

2. ______ the money for protecting wildlife _____ now?

A. Is; being collecting B. Are, collected C. Is, being collected D. Has, collected

3. The old machine _____ our difficulty to finish the work on time.

A. adds up to B. has added C. adding to D. added to

4. ______ home alone after 12:00 in the evening.

A. Do you dare go B. Dare you go C. Dare you to go D. If you dare go

5. He spent what he had _______ a cell phone.

A. bought B. to buy C. buying D. had bought

6. Although they’ve never met, they _____ by e-mail for years.

A. stay in touch with B. get in touch with C. keep in touch D. get in touch

7. Never give up, ______ great difficulty is.

A. whatever B. whoever C. however D. whenever

8. _______ danger, you may call 120 for help.

A. In case B. In case of C. When D. If

9. Mr White is one of the foreign experts who ______ in China.

A. works B. is working C. has been working D. are working

10. The secretary reminded me _____ there was a meeting that afternoon.

A. of B. about C. that D. on

答案与简析：

1. A in + 一段时间常与将来时态连用，after + 一段时间或一段时间 + later多用于过去时态。

2. C 本题考查现在进行时态的被动语态结构is/am/are being done，D选项的正确形式应为has

been collected。

3. D “这台旧机器增加了我们按时完工的难度。”add to意为“增加”，在句中作谓语，add up

to意为“共计”，add…to表“把……加在……里”。

4. B句中dare作情态动词, 其后接动词原形; 若作实义动词, 答案为Do you dare to go. D选项不能

构成疑问句。

5. C “他倾其所有买了一手机。”本题考查短语spend…(in) doing/on sth.

6. C stay/ keep in touch (with sb.)意为“保持联系”;get in touch(with sb.)意为“取得

联系”。 get为瞬间动词，不能与for years 连用。

7. C “无论困难有多大，永远不要放弃”。本题的考查目标为no matter how引导的让步状语从句，

此时no matter how = however，修饰形容词或副词。

8. B in case of 接名词，其余选项接句子。

9. D 本题考查定语从句中的主谓一致。先行词为experts，谓语动词用复数。 10. C 本题考查remind的用法。that后接句子，其余选项接名词或代词。

第二阶梯

完成句子:

1. 我爷爷70岁了， 却终日忙个不停。

My grandpa is _____ ______ ______ all day long though he is 70.

2. 你知道会上正在讨论什么吗?

Do you know _______ _______ ________ ________ at the meeting?

3. 成功需要勤奋。

Success _____ _______ hard work.

4. 无论我说什么，他就是不相信。

_______ ________ _______ I said, he wouldn’t believe me.

5. 听到这个消息，学生老师都高兴。

_______ ________ the students _____ _______ the teacher was happy at the news.

6. 王先生病了, 我已接管他的工作。

Mr Wang is ill, so I’ve ________ _________ his work.

7. 我苦思冥想，却未能想出一个好办法。

I kept thinking hard, but failed to ________ ________ _______ a good idea.

8. 在比赛中，Douglas成功地击败了其他的选手。

Douglas _____ _____ _____ all the other players in the match.

9. 竹子不仅仅用于建筑。

Bamboo is used for ________ _________ building.

10. 他似乎已经听说了这个坏消息。

He _______ ______ have heard the bad news.

篇11：高中英语简短教案精选

Part I. Analysis of the teaching material

1)The position and role of this text

“ Body language ” is the third period of unit 21. It’s a reading comprehension text. This lesson is very important for the students to learn in that it is related to our thinking strategies and it uses both words and body language to express our thoughts and opinions and to communicate with other people.

2) Knowledge goal:

Understand the main idea of the text

3) ability goal: ①talk about body language

②improve the students’ ability of reading

4) Moral goal: Get aware of some gestures and facial expressions in different cultures.

5) Teaching aims

①to improve the students’ reading ability, such as skimming, scanning.

②to Understand the main idea of the text

③Get aware of some gestures and facial expressions in different cultures.

Part II. Analysis of the teaching methods

Question-and-answer activity teaching method

Watch-and-listen activity

Free discussion method

Pair work or individual work method

To reach my teaching aims, I’ll take advantage of some teaching aids, such as a tape recorder, multimedia, the blackboard

Part III. Analysis of the learning approach

Interest is the best teacher. But with the heavy study burden and

impact of the traditional spoon-feeding teaching, sometimes the

students may lose the interest in learning and are not independent

enough. So how to motivate them, develop their interest and build up

their self-study ability are the first things I am considering about

PartIV. The teaching process

Step 1 Warming up

Show a short film and a MTV show and ask the students the following questions:

T: How do the actors in the show express themselves?

S: By facial expressions and what they do.

T: What do we call that?

S: Body language.

T: What is body language?

S: Body language is the movements or positions of our body. We use them to show other people what we are thinking about and how we are feeling.

[设计说明] 让学生在课前欣赏两段表演，在活跃气氛，激发学生对身势语的兴趣的同时，通过回答演员们如何表现自己这一问题引出本课话题------body language.

Step 2 Brainstorming

Show some gestures and ask the students to guess what the gestures mean.

[设计说明] 展现几幅身势语图片以激发学生的学习兴趣和参与的热情，创造轻松的课堂氛围，最后用一幅图片调动学生的求知欲------同一身势语在不同文化背景下可能会有不同的含义。

Step 3 Reading &comprehension

(1) Listen to the text and answer the following questions:

T: Does body language have the same meaning in different countries?

S: No.

T: What is the best example of universally understood body language?

S: The smile

[设计说明] 在学生预习的基础上，用听力的形式唤起学生对课文内容的回忆，并训练学生通过听获取主要信息的能力，从整体上把握好文章的内容。

(2) Ask students to read the text quickly and find out the main idea/key sentence of each paragraph in pairs.

Para 1: We use both words and body language to express our thoughts and opinions and to communicate with other people.

Para 2: Just like spoken language, body language varies from culture to culture.

(The same gesture has different meanings in different countries.)

Para 3: People in different countries show the same idea in different ways.

Para 4: Some gestures seem to be universal.Para 5: Perhaps the best example of universally understood body language is the smile.

-Teachers can also ask students how many parts we can divide the whole text into and what the main idea of each part is.

Part 1 (Para 1): We use both words and body language to express our thoughts and opinions and to communicate with other people.

Part 2 (Para 2-3): Just like spoken language, body language varies from culture to culture.

Part 3 (Para 4-5): Some gestures seem to be universal.

[设计说明] 阅读课要提高学生提炼文章主旨大意的能力，通过归纳总结一方面从整体上把握文章。另一方面也可提高阅读技能。

(3)Read the passage carefully and try to find out the answers to the following questions:

T: What body language varies greatly?

S: Eye contact, gesture OK, thumbs up, shaking heads, “crazy” gesture, nodding heads.

T: Try to complete the table

S:

GESTURES COUNTRIES MEANINGS

eye contact some countries a way to show that one is interested

other countries rude or disrespectful

a circle with one’s thumb and index finger most countries OK

Japan Money

France Zero

Brazil Rude

Germany

thumbs up the US great or good job

Nigeria Rude

Germany The number one

Japan

moving the index finger in a circle in front of the ear some countries Crazy

Brazil You have a phone call.

T: Some gestures seemed to be universal. What are they? How to communicate them?

S: I’m tired, I’m full, and I’m hungry.

T: Why is the smile the best example of universal body language?

S: ......

[设计说明] 引导学生分析课文，抓住关键词，概括文章的细节，通过填写表格培养学生的理解能力和概括能力，培养和提高阅读能力和技巧。

Step 4 Post-reading

Try to make a comparison between the body language in china and that in the US

Comparison

Meaning Gestures in the USA Gestures in China

No, don’t do that.

Moving the index finger from side to side. Moving the head or hand from side to side

I don’t know Shrugging one’s shoulders Shaking the head

Well done Thumbs up. Thumbs up.

Incredible. I can’t believe it.

Rolling one’s eyes.

open one’s eyes and mouth wide

Money Rubbing the thumb and forefinger together Rubbing the thumb and forefinger together

Crazy

Moving the index finger in a circle in front of the ear. No such a gesture

Good luck

Cross the fingers on both hands No such a gesture

Come here

Moving the index finger forwards and backwards. Moving one’s hand up and down with the palm facing down.

[设计说明] 本部分通过表格形式培养学生分析比较研究能力，从而更好的掌握不同文化背景下身势语的异同，达到本节课的教学目的，同时也提高学生的跨文化交流意识。

Step 5 Discussion/Assessment

Imagine you are the boss of the company and you want to employ a man as your assistant. Judging from the body language of the four men, which one will you choose? Why?

[设计说明] 培养学生运用所学知识，围绕中心话题进行思考和讨论的能力，提高学生英语口头表达的技能;准备好四张卡片，让四位学生上台用身势语将卡片上内容表现出来。让其他学生作出选择，并解释选择的原因。通过这种方式一方面可以让学生学会用身势语表达自己。另一方面锻炼了口语。

Step 6 Dumb show

Think of some situations in your daily life in which you use body language and then try to act them out without any words. You can work in pairs or groups.

[设计说明] 学生以小组形式开展活动，讨论真实语境下的身势语的表达，通过这一话题，一方面激活了学生的思维，活跃了课堂气氛，另一方面也让学生学会了观察生活，从而学会生活;同时在表演结束后再让其他学生用英语描述表演者所表现的情景，培养观察身势语的能力，并在想象，猜测的过程中形成内心语言，最终用语言复述自己的思想。

Step 7 德育渗透

? Do in Rome as Rome does [as the Romans do].

[谚]入国问禁, 入乡随俗。

? Manners make the man.

礼貌造就人。

? Good manners are the art of making those people easy with whom we converse. ---Jonathan Swift

礼貌周到是使同我们谈话的那些人感到自在的艺术。

——(英作家)斯威夫特

Step 7 Homework

1. Read the passage and try to recite it.

2. Finish Word study on Page 60.

3. Try to know more about body language.

篇12：高中英语备课教案优秀

教学准备

教学目标

1. 知识与技能目标

(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。

(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

2. 过程与方法目标

(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。

(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。

(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。

3. 情感、态度、价值观目标

通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。

教学重难点

教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。

教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。

教学过程

(一)展示学习目标与小组评价规则

(二)“导入”

展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。

(三) Fast reading

快速扫读课文

(四)Detailed Reading: 详细阅读

(五)Challenge your speaking(口语能力提升)

提供参考词汇： Welcome to …

This museum is located in…

It displays(展出) art works in… centuries of …countries, including …

It will appeal to…

You shouldn’t miss…

(六)Challenge your writing (英语写作能力提升)

Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words

写作参考词汇：潍坊世界风筝博物馆(Weifang World Kite Museum)

杨家埠民间艺术大观园(Yangjiabu Folk Art Museum)

kite 风筝 wood-print new year pictures木板年画 be located in 位于

…is famous/well-known for …因…而出名 it displays/shows…展出

Here you can enjoy… 在这里你可以欣赏到… artist 艺术家 appeal to 吸引 tourist 游客 it’s well worth a visit 很值得参观

(七)成果展示

个别学生优秀作文展示

(黑板展示)

展示作文评分细则

教师点评

课后习题

测评练习

测评一：

从文中找出相对应的短语和句子。(预习测评)

1.宁愿做…

2.对…偏爱

3.值得一去

4.吸引

5.在于

6.不仅仅是

7.向…引进(介绍)

8.生活方式

9.贮存于

10. 入场费(门票)

11. 一个…的收藏

12.每两年

13.健在的艺术家

14.亨利.克莱.弗利克是纽约的一位富豪，于19去世，把他的房子、家具和艺术收藏品全部留给了美国人民。

15. 这家博物馆展示的不只是看得见的艺术之美，它还向你介绍了古代的生活方式。

16. 馆内没有永久展出，展品都是随时更换的。

测评二

Writing (写作测评)

Write an advertisement to introduce one of the museums in Weifang. within80 words

高中英语备课教案范文二：《Unit3AtasteofEnglishhumour》

教学准备

教学目标

Teaching Objectives

1. Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.

2. Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.

3. Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.

教学重难点

Teaching difficult points

1. How to guide students to search for and sort out related information according to the assigned task through the Internet.

2. How to cu ltivate students’ learning ability through teamwork based on network.

Teaching important points

1. Help students to get the general idea and detailed information of the text effectively by skimming and scanning.

2. Help students to analyze the reasons for Charlie Chaplin’s success by interpreting the key sentences and get them inspired.

教学过程

Step 1

Lead-in(3 mins)

1.Students’ Activities：

2.The Purpose of Activities

Students are to appreciate a video clip performed by Mr. Bean.

Students will be guided to acquire the form of nonverbal humour in a vivid way,

thus eage r to learn about the main character of the text with interest.

Step 2

Network-based Interactive Learning(25 mins)

1.Students’ Activities

(1).Students are divided into five groups to search for and sorted out the related information according to the assigned task online

(2)A representative of each group is to share the information with the others.

2.the Purpose of Activities

Students will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.

Step3 Text-based Reading(17 mins)

Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the little tramp”become Charlie Chaplin’ famous character ?3. Read Paragraph 4 and fill in the blanks

。4. Find out the sentences that can account for Charlie Chaplin’s success from the text.

2.The Purpose of Activities

(1)Students will get the general idea as well as the structu re of the text by skimming.

(2)Students will get the detailed information and have a deeper understanding of the text.

(3) Students will get inspired while analyzing the secret to Charlie Chaplin’s success by interpre ting and appreciating some key sentences in the text.

课后习题

Step 5 Homework

1. Students are to read the text carefully again and underline the phrases and sentences difficult to understand after class.

2. Write a summary (about 130 words).

篇13：高中英语备课教案优秀

教学准备

教学目标

(1)知识目标：让学生通过阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。

(2)能力目标：让学生进一步使用恰当地阅读方式与技能，如略读(skimming)，快速阅读(fast reading)，细读(close reading)等

(3)情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活态度。

教学重难点

1.阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。

教学过程

1. 话题的引导。(Pre-reading)

1).开头通过设计了一首熟悉的诗歌，让学生知道话题---farming.

2).涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题--伟大人物袁隆平。

2. 跟读与阅读 完成导学案练习

贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。采用整体语言教学法和任务型语言教学法。

1)、通过阅读训练，引导学生如何利用略读(skimming)的方法把握文章的大意，侧重培养快速阅读理解能力和文章中心把握能力。

2)、精读各个段落语段，侧重培养快速捕捉文章重要细节的能力和猜测生词的能力，学会欣赏文章中的优美句子。

3： 阅读过程--浅层次阅读。(Reading I)

1). 其中关于人物的基本信息中，通过设计了一个信息表格的浅层次阅读练习，对文中人物有了初步了解。

2). 关于他的梦想，书本上描写得非常生动，我让班里有艺术特长的学生画了一幅漫画，利用画面反映课文第四段所描述的内容，同时用第一人称配了声音效果。

4. 阅读过程--深层次阅读。(Reading II)

在处理了一些简单信息之后，阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些可贵品质。就这两方面的内容，设计了一棵树的形象，引导学生去寻找袁隆平作出的成就以及他身上拥有的可贵品质。

5.知识点的处理：由句子的分析带出语言点，记住句子，记住了单词用法

课后习题

一、单词拼写

1. ____________ vt. & vi. 斗争; n.努力

2. ____________ adj. 感到满意的

3. ____________ n.自由; 自主

4. ____________ vt. & vi. 配备; 装备

5. ____________ n. 产量, 输出量

6. ____________vt. 输出 n.出口

7. ____________vt. 搞乱, 使糊涂

8. ____________ n. 补给; vt.提供

9. ____________ adj. 适当的, 相配的

10. ___________vt. 使膨胀 vi. 发展

二、单词运用

1.We had a ___________(努力) to stop the criminal.

2. The document will be _____________ (传阅) to all members.

3. I’ll type your report if you’ll baby-sit in e_________.

4. Our farm ___________ the market with fruits and vegetables.

5. We should s__________ the results of the exam briefly and report to the headmaster.

6. Sydney’s population _____________ rapidly in the 1960s.

7. He has a ____________ (晒黑的) face and bright eyes.

8. The plane _________ speed as it was approaching the airport.

9. The workers there worked _______ crazy, with only thirty minutes’ break at noon.

10. He __________ (耕作) the farm with great success.

Comprehending：Paraphrase these sentences.

1. At that time, hunger was a disturbing problem in many parts of the countryside

2.Using his hybrid rice, farmers are producing harvests twice as large as before.

3. Thanks to his research, the UN has more tools in the battle to rid the world of hunger.

4.He would much rahter keep time for his hobbies.

Consolidation Exercise;

1._____ your generous help, or I will not overcome the difficulty.

A.Thanks to B. Because

C. Thanks for D. Thank to

2. It is so_______ that he is always making noises.

A. disturbed B. disturbing

C. disturb D. disturbs

3. He missed the bus, for ________ he came late for work..

A. whom B. that C.where D. which

4.你必须戒除掉自己吸烟的坏毛病。

5. 满意于学生的成绩，他如释重负的笑了。

6. 他宁愿在家里看电视也不愿意打篮球。

篇14：高中英语电子教案

高中英语电子教案

高中英语电子教案 Topic Music(Reading) 授课教师 师立云 Teaching aim 1.Learn the biographies of three famous composers in the world. 2.Learn the usages of several words. 3.Encorage students to act as great composers. Emotion goal From the stories of the composers, help students realize everyone can succeed if we work hard and have confidence no matter what shortcomings we have. Teaching method Discussion and students performances. Teaching steps Step 1.Greetings and emotional communication.   Lead in: composer Step 2. Reading and discussion.   1. Read the text by way of “Reading―listening to the tape--reading”   2. Ask-answering questions by students’ activities. Step 3. languages learning.   1. be known as = be famous as   be known for = be famous for  be known to sb.   2. impress  v.   be impressed with / by / at sb/ sth.   We were impressed with/ by his speech. Step 4. Role-play Two topics: 1. Haydn, Mozart and Beethoven meet together…… 2.Mozart died, Haydn and Beethoven attend M’s funeral……   (Mozart is a bit deaf and he can’t hear clearly) Step 5. Discussion: What can we learn from the story of the three composers. Goal: Encourage students to be confident no matter what kind of difficulty they meet.  Tomorrow is another day! Blackboard: Composers B.P  Father Fame D.P H M B   Topics:  1. H. M.B.meet together……  2. H meets B on M’s funeral… Words and expressions: 1. be known as  be known for  be known to sb. 2. impress  v.   be impressed with / by sb./sth.   impression  n.   make an impression on  

篇15：高中英语写作教案

高中英语写作教案

高三下学期，要进行高三英语专项讲座及练习。从英语试卷来看，唯有阅读表达和书面表达是主观试题，学生可以根据自己实际水平绕开一些难以表达的词句，从而多拿些分。另外，学生通过一段时间的英语词汇积累、语法学习、以及通过阅读培养语感，学生整体水平有一定提高。在此基础上，培养学生写作能力及技巧是大有可能的。 下面是一个书面表达教学教案。   高考英语书面表达复习―――增强书面表达效果的技巧 Ⅰ明确目标： 了解NMET书面表达评分原则，体会一篇好的书面表达文章的特点，掌握增强书面表达效果的技巧。 Ⅱ自学指导： 书面表达各档次的给分范围和要求 第五档（很好）（21-25分） 完全完成了试题规定的任务。 ü 覆盖所有内容要点 ü 应用了较多的语法结构和词汇 ü 语法结构和词汇方面有些许错误，但为尽力使用复杂结构或较高级词汇所致；具备较强的语言应用能力 ü 有效使用了语句间的连接成分，使全文结构紧凑 完全达到了预期的写作目的。 第四档（好）（16-20分） 完全完成了试题规定的任务。 ü 虽漏掉1、2个次重点，但覆盖所有主要内容 ü 应用的语法结构和词汇能满足任务的要求 ü 语法结构和词汇方面应用基本准确，些许错误主要是尝试使用较复杂结构或词汇所致 ü 应用简单的语句间的连接成分，使全文结构紧凑 达到了预期的写作目的。 第三档（适当）（11-15分） 基本完成了试题规定的任务。 ü 虽漏掉一些内容，但覆盖所有主要内容 ü 应用的语法结构和词汇能满足任务的要求 ü 有一些语法结构或词汇方面的错误，但不影响理解 ü 应用简单的语句间连接成分，使全文内容连贯 整体而言，基本达到了预期的写作目的。 第二档（较差）（6-10分） 未恰当完成试题规定的任务。 ü 漏掉或未描述清楚一些主要内容，写了一些无关内容 ü 语法结构单调，词汇项目有限 ü 有一些语法结构或词汇方面的错误，影响了对写作内容的理解 ü 较少使用语句间的连接成分，内容缺少连贯性 信息未能清楚地传达给读者。 第一档（差）（1-5分） 未完成试题规定的任务。 ü 明显遗漏主要内容，写了一些无关内容，原因可能是未理解试题要求 ü 语法结构单调，词汇项目有限 ü 较多语法结构或词汇方面的错误，影响对写作内容的理解 ü 缺乏语句间的`连接成分，内容不连贯 信息未能传达给读者。 0分 未能传达给读者任何信息；内容太少，无法评判；写的内容均与所要求内容无关或所些内容无法看清。   Ⅲ合作探究： 08高考天津卷书面表达（满分25分）  假设2月12日是你父亲的生日，下面三幅图描绘的是你给父亲买完礼物后乘坐地铁回家时经历的一件事。请根据图示，用英语写一篇日记记叙这件事，并谈谈自己的感受。   注意：1. 词数不少于100；  2. 可适当加入细节，以使行文连贯。   参考词汇：地铁（列车）----- subway train   学生分组对例文进行分档、评分： （A） It is my father’s birthday today. I bought him a gift downtown to thank him for caring for me these years in the morning. Then I got on a subway train. The gift was a little heavy, but I was lucky to find a seat available to sit on. Thinking about how happy father would be when seeing the gift, I smiled happily. Several minutes later, the subway train stopped at the next stop, and an elderly lady got on with two heavy suitcase in her hands. She seemed to be tired, but there was no seat available for her. I looked around, but nobody seemed to be willing to give a seat away to the lady. I hesitated for a minute because of my heavy gift, and then stood up to let the lady sit down. I felt happy though I was tired the whole travel. As the young, I think we have duties to care for the elder people in public places. If all of us spare no effort to do this, our city must be more and more harmonious.  (B) Today is my father’s birthday. I want to give my father a surprise, then I go to shop to buy a gift for my father. When I go home by subway train, I see an old woman get on the subway train. At that time, many people in the train. It’s very full. So I decide give my seat to this woman after one minute. The old woman thanks me very much, and she say I’m a good child. I feel very happy. I think that helping people when they come across difficult is very happy. (C) Today is my father’s birthday. In order to make my father happy I went to buy a present to give he. On my way go home and on the subway train is crowed. Next station.  A woman net to me. I found her take many bags look as difficult. About one minute, I let the seat to her. The woman said “Thank you” gradutlly. I feeling very happy. About this case, I understand that help others is an honour behavior. It makes me very happy and could make a warn society. I feel I did a very meaningful thing. I hope everybody can do it like me. So our society could become very beautiful and hopeful. (D) Today is father’s day. I was bought something for my fathers. I think if father look this can very happy. In the subway train, I was very happy because. soon I. can saw my father. But next stop. An old woman got the bus. The wamon was very hard to then she. got two box. One minutes later, I stand up and to wamon sat down. She was very happy and saw: “Thank you.” I think. if I told this story to my father. He an. more happy then. Father’s Day.          Ⅳ精讲点拨： 1．如何算是一篇好文章？ 1） 2） 3） 2．增强书面表达效果的技巧 1） 2） 3） Ⅴ练习达标： （Ⅰ）词汇练习： 1. We all think he is a great man.   2. As a result the plan was a failure.   3. He set off for Shanghai in order to find a good job.   4. In our school, there are twenty-six classrooms.   5. You can find my house easily.   6. Because the weather was good, our journey was comfortable.   7. Suddenly I thought out a good idea.     （Ⅱ）句型练习： 1.  When he arrives, please give me an e-mail.（使用V-ing形式）.   2. To his surprise, the little girl knows so many things.（使用名词性从句） 3. He came in and there was a baby in his arms. (用with结构)   4.由于不知道他的电话，他没法跟Mary联系(用非谓语）   5.我到十点钟才上床睡觉. I didn’t go to bed until ten o’clock.     6. She walked out of the lab and many students followed her. (用过去分词)   7. When he spoke, he felt more and more excited.（使用句型结构）   8. Because the weather is fine, many people went to climb the Western Hills. （使用独立主格结构）   Ⅵ拓展提高：（河北区一模） 八月十日，星期天上午，你们班同学骑车到学校附近的公园组织了一次环保活动。请根据下表内容，写一篇日记，发表你对此次活动的看法。 1组 扫除：清理废纸、烟蒂、塑料袋等废弃物 2组 宣传：树立标牌，告诉游客要爱护花木 3组 演讲：向游客宣传“白色污染”的害处以及保护环境的重要性 你的看法 …… 注意：1）日记必须包括表内所有的内容，可以适当增加细节，使内容连贯；   2）词数：不少于100词。  3）参考词汇：烟蒂 cigarette end 学生作业：（尝试修改）   August 10th  Sunny   On Sunday morning, our classmates rode bikes to park which near our school.  We organized an activity of protecting environment. Our teacher divided students into three groups.  The first group’s aim is to clean the park, they cleaned all of the rubbish and cigarette ends and so on. The second group’s aim is to make all the people of in the park know that we should protect environment. They also made signs in order to protect grass and flowers. The third group’s aim is to make a speech in public. They spoke about the white rubbish’s harm. In conclusion, the activity of protecting environment is a good action.                                                         Ⅶ范例： Ⅷ作业：  

篇16：高中英语精选教案参考

一、教学目标

1.知识与技能：认识Word窗口的组成，掌握Word的启动、退出方法和Word文档的保存方法。

2.过程与方法：通过探究，扩展思维，培养用不同方法解决同一问题的能力和借鉴以往经验的知识迁移能力。

3.情感态度与价值观：感受Word软件的强大功能，培养用Word软件进行文字处理的兴趣。

4.创新与行为：积极尝试用计算机来表达思想。

二、教具准备

1.多媒体机房。

2.电脑教室教学系统。

3.课件、找茬游戏。

三、教学重点与难点

1.重点：掌握启动和退出Word的方法

2.难点：认识Word窗口的组成及其主要功能。

四、教学设计说明

本节是让学生在会用记事本、写字板进行简单的文字输入的基础上，进行Word 的教学，学生根据以往经验学习新知，掌握启动和退出Word的方法，自主探究Word 2003窗口各个组成部分和作用，感知到Word 2003是一种功能强大，更适合我们日常工作需要的文字处理软件。

根据教材的特点与小学生的认识规律，本课采用“设疑—尝试—探索—讲解—归纳—建构”的教学方法，限度地让每位学生参与学习的全过程，充分体现学生的主观能动性，尽量启发学生“自己想”“自己试”“自己做”“自己说”。培养学生的主体学习习惯，发展学生分析、比较、迁移类推的独立操作能力。

五、教学课时

1课时。

六、教学过程

(一) 情景导入，初识Word

1.同学们，一上课呢，老师先邀请大家一起来欣赏一些电脑作品。想不想看，好，注意这些作品都有哪些特色。

2.展示用Word制作的各种优秀的小报素材。

3.学生观看课件后，回答问题。(作品中有图片、文字，有丰富的颜色等。)

4.设问启发：同学们，你们知道这些小报作品是用什么软件制作出来的吗?

5.介绍Word的基本知识：Word在英文中是字、词的意思。这里指的就是软件名称。Word是Microsoft(微软公司)的Office系列办公自动化软件的重要组件之一，运行于Windows操作系统，是目前应用最广泛的文字处理软件之一，它具有非常强大的字处理功能。下面我们就一起来认识 Word。

篇17：高中英语精选教案参考

Ⅰ 词类。

词类 英语名称 意 义 例 词

名词 The Noun (缩写为n) 表示人或事物的名称 Basket, mouth, hospital, year, train

冠词 The Article (art) 用在名词前帮助说明名词所指的人或事物 a, an, the

代词 The Pronoun (pron) 用来代替名词、形容词或数词 They, his, him, mine, which, all

形容词 The Adjective (adj) 用以修饰名词，表示人或事物的特征 Long, empty, heavy, different, cheap, hungry

数词 The Numeral (num) 表示数量或顺序 Three, thirteen, twenty, second

动词 The Verb (v) 表示动作或状态 Hear, write, swim, eat, borrow, sing

副词 The Adverb (adv) 修饰动词、形容词或其他副词 Quickly, early, out, soon, then, sometimes

介词 The Preposition (prep) 表示名词、代词等和句中其他词的关系 From, with, at, into, behind, between, for

连词 The Conjunction (conj) 用来连接词与词、短语与短语或句与句 And, or, but, so, because

感叹词 The Interjection (interj) 表示说话时的喜悦、惊讶等情感 Oh, hey, ouch, well, there, dear

(一) 名词：

专有名词：表示人名、月份、日期、地名等。如 China, John, London, the USA, Harbin .

个体名词：表示单个的人或事物。如 boat, chair, desk, apple .

集体名词：表示一群人或一些事物的总称。如 family, people, class, police . 可数名词

普通名词 物质名词：表示无法分为个体的物质。如 water, air, tea, sea, money, cotton .

抽象名词：表示抽象概念的词。如 health, help, work, friendship . 不可数名词

2.名词的数。可数名词有单复数，不可数名词没有单复数。X| k |B| 1 . c|O |m

3.名词的格：名词有三个格：主格(作主语)、宾格(作宾语)、和所有格。其中只有名词的所有格有形式变化。

(二)冠词

1.定冠词-the .

○1 特指某(些)人或某(些)事物。The students are very good.

○2 说话人与听话人都知道的人或事物。Where is the toilet ?

○3 重复提到上文的人或事物。I have a cat , the cat is white and black .

○4 表示世界上独一无二的事物。The moon moves around the earth .

○5 形容词级和序数词前和表示方位的名词前。I am the oldest . He is the first to school . I live in the south .

○6 乐器的名称前常用定冠词-the 。I like playing the piano / violin .

○7 和某些形容词连用，使形容词名词化，代表某一类人。We should help the poor .

○8 放在某些专有名词前。We will go to visit the Great Wall next week . the people’s Republic of China .

○9 放在姓氏的复数形式前，表示全家人或夫妇两人。The Whites are watching TV .

○10 固定词组中。In the morning / afternoon / evening .

2.不定冠词-a / an .

○1 指人或事物的某一种类。A horse is a useful animal. A table has four legs.

○2 指某一类人或事物中的任何一个。Pass me a pencil, please. We write with a pen.

○3 指某人或某物，但不具体说明何人或何物。The book was written by a peasant. Last month we were working in a factory.

○4 不定冠词还可以指“事物的单位”，如“每日”、“每斤”等。 Here is a letter for you . The meat is 18 yuan a kilo.

3.零冠词。

○1 泛指人类或男女。Man will conquer nature .

○2 抽象名词在用来表示它的一般概念时，通常不加冠词。Knowledge begins with practice .

○3 有些个体名词有时可以转化成具有抽象意义，其前面也常不加冠词。We had better send him to hospital at once.

○4 在专有名词前一般不用冠词。China is a great country. Mr Smith is an artist.

○5 在三餐饭何球类运动名称之前不用冠词。He often goes out for a walk after supper. Sometimes I play basketball.

○6 在节假日、星期几、月份、季节等名词前。October 10th is Teachers’ Day.

○7 称呼语或表示头衔、职务的名词前不用冠词。Granny is sleeping now. We call him monitor.

○8 在语言名词前，名词前有指示代词、物主代词或数词时，不用冠词。This is his book. I can speak English .

○9 不用冠词的惯用语。At night / on food / go to town / at home / in class / at work 等。

(三)形容词

1.形容词的构成。

○1 简单形容词由一个单词构成。Good, long, green, large, bright, interesting, surprised, learned, developing, sleeping .

○2 复合形容词由一个以上的词构成。20-minute, second-hand, 500-word, 8-year-old, three-legged, round-trip, part-time, good-looking.

2.形容词的用法。

○1 修饰名词作定语。She is a beautiful girl .

○2 作表语。He is very strong.

○3 作宾语补足语。Let the door open. You must keep your classroom clean .

○4 “定冠词+形容词”表示一类人或物，在句子中可作主语或宾语。We should speak to the old politely.

○5 大多数形容词既可作表语又可作定语，但少数形容词只能作表语，不能作定语。如：asleep, ill, awake 等。

○6 有些形容词只能作定语而不能作表语。如：many, little, wooden, golden 等。

3.形容词的位置。

○1 形容词通常放在它所修饰的名词的前面。A heavy box.

○2 与表示度量的词连用，形容词要放在它所修饰词语的后面。3 metre long. 12 kilometer away .

○3 与不定代词something, anything, everything, nothing 等连用时，可以放在这些词之后。 Something important . nothing serious .

○4 当名词前有多个形容词修饰时，一般按下面的词序排列： 冠词(包括物主代词、序数词、基数词)-描述形容词(brave, beautiful)-表示形状(大小、长短、高矮)的形容词-表示年龄或新旧的形容词-表示颜色的形容词-表示国籍、出处或来源的形容词-表示材料、物质的形容词-表示用途或类别的形容词-被修饰的词。My nice small brown leather bag . those large round black wooden tables .

4.形容词的比较级和级。(一般加 er / est ，不规则见表)

○1 原级的用法：“……和……相同”

A. 肯定句：A + 动词 + as + 形容词原级 + as + B . He is as tall as me .

B. 否定句：A… + not as +形容词原级 + as + B (即A 不如 B 那么…)

A… + not so +形容词原级 + as + B = A…+ less + 形容词原级+than + B .

○2 比较级的用法：

A. A + 动词 + 形容词的比较级 + than + B . (A 比B 更… ，在这种句型中，比较级前面可用 much, even, still, a little, a bit, a lot, any, far 等修饰，表示“…得多”，“甚至…”，“更…”，“…一点儿”。

B. “比较级 + and + 比较级”、“more and more + 部分双音节或多音节的原级” 译为“越来越…”。

○3 级的用法：(个体用-of ，范围用-in，级前面要用定冠词-the)

A. 三种级表示法。

级：Shanghai is the largest city in China .

比较级：Shanghai is larger than any other city in China . / Shanghai is larger than the other cities in China .

原级： No other city is as large as Shanghai in China . / No other city is larger than Shanghai in China .

篇18：高中英语精选教案参考

教学目标

I. 单词和词组

permission, nation,reduce, fetch, compare, therefore, remain, dislik, share, persuade, hardly, go ahead, burn down, compared to, give up, call for, be used to, get into the habit of

II. 日常交际用语

1.请求

May / Could / Can I do that?

I wonder if I can do that.

Would / Do you mind if I come earlier?

Will you tell me if can go now?

2.允许

Yes, please. / Of course. / Sure. / Certainly.

Go ahead, please.

That’s all right. / OK.

It’s all right to me.

3.拒绝

I’m sorry, but it’s not allowed here.

You’d better not.

I’m afraid not. It’s not right.

III.语法

复习名词性从句作宾语和表语的用法。

教学建议

教材分析

The main dialogue of this unit is to practise the students how to ask for permission, refuse and give permission ability. Though learning the way of expressing are able to remind the students speaking in daily life. This dialogue is the main idea to learn to use these phrase for permission. Though two men’s talking. Meanwhile this lesson offer some practice to help the students to understand and learn about the content of the dialogue. In order to master these phases, this lesson has short dialogue to give the students to speak each other.

重点词汇讲解

1.catch fire与be on fire

1)catch fire：begin to burn着火;烧着。catch fire有动态含义，揩“开始燃烧”。

例如：

Paper catches fire easily.纸容易着火。

The bed clothes catch fire and the whole house may be burnt down.铺盖着火了，整个房子都可能烧掉。

2)be on fire：be burning着火;失火。 be on fire有静态含义，指“燃烧的状态”。

例如：

The house was on fire.房子着火了。

She woke up at midnight and found the kitchen on fire.她半夜醒来发现厨房失火了。

篇19：高中英语精选教案参考

教学目标

本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市;

本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特?迪斯尼奋斗的生活简历。引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。同时，设计问答练习，提高学生阅读能力。

作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。

对话教学建议

Step 1听录音

教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。

1.What were they talking about ?

2.How to answer the first /second/third/forth/fifth visitor question?

Step 2 练习

组织学生五个人一组，练习对话三至五分钟。教师请几组同学到前面表演。

Step 3改写

将对话内容改写为一篇短文，要求学生用本课的地点名称如：

Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building

比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….

Step 4 讨论

If you are visitor, How to ask the way to the stranger at first?

Step 5总结

教师提问学生们，归纳和总结对话用语。

Asking:

Where is …...

How can I get to…

Which is the way to…

Could you tell me if…

Could you tell me the way to…

Answering:

Go straight ahead…

It’s behind …/in frond of/

Go down this street…

教材分析

本课的日常用语用语是有关对话asking the way and responses,这样的问路用语在初中都以学过，所以对话不在是个难点。本课的两篇阅读文章是有关人物，沃尔特·迪斯尼。难点在于第一篇是了解他的生活经历和艰苦创业。第二篇是我们众所周知的Disneyland，两篇文章结合着学过的语法知识宾语从句在里面，这也不是学生们所要了解的重点。

篇20：高中英语阅读课教案

高中英语阅读课教案：

LESSON PLAN

Time of Lesson: 45 minutes

Students: Senior Grade One

Teaching Material: How Did Postage Stamps Come Into Use

Teaching Objectives:

1. To train Ss' reading ability(such as guessing the meaning of new words in the context, the speed of reading.)

2. To train Ss' reading comprehension(To get messages from what they read.)

Teaching Points:

1. Ss get used to three reading skills.

2. Ss understand the given passage.

Properties:

Stamps, letters, postcards, work sheets, OHP

Teaching Method:

Communicative Approach

Lesson Type:

Reading

New Words and A Phrase:

postage, put forward, proposal, seal, deliver, system, postal

Procedures:

Step 1. Warm-up(6')

1. Lead-in

Show some stamps, letters and postcards and have free talk to arouse students' motivation.

2. Dealing with some new words

Q: Do you know the postage of a letter?

Explain “postage”, and write postage on the Bb.

postage: payment for the carrying of letters

A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.

Q: What do the postmen do with the letters?

A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addressed people.

Explain “deliver”, and write deliver on the Bb.

deliver: take letters or goods to the addressed people.

Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.

Explain “put forward” and “proposal”, and write them on the Bb.

put forward: put an idea before people for thinking over

proposal: sth. proposed, plan or idea, suggestion

Again: Who put forward the proposal to use stamps?

Step 2. Skimming(4'30“)

1. Instructions

T: Now I give you a passage to read, and for the first time you should only find the answer to the question. You have only two and a half minutes to read. So don't read word for word. Read quickly. Just try to find the answer.

2. Handing out the reading material and reading

3. Checking

Q: Who put forward the proposal to use stamps.

A: Rowland Hill, a schoolmaster in England.

Step 3. Scanning(6')

1. Instructions

T: This time I give you three minutes to read the passage. When you are reading, find the answers to the two questions.

Use OHP to project the questions:

1. Why was the postage high in the early nineteenth century when people did not use stamps?

2. When was postage stamps first put to use?

2. Reading

3. Checking

1) Pair work

2) Class checking

Ans. to Que.1. Because the post offices had to send many people to collect the postage.

Ans. to Que.2. On May 6, 1840.

Step 4. Full reading(21')

1. Instructions

T: Now I give you ten minutes to read the passage for the third time and you should read it carefully. Before reading, let's go over the questions on the work sheet.

Give Work Sheet 1 to the Ss. Explain the new words in Que. 4.

prevent: stop, not let sb. do sth.

reuse: use again

T: Try to find the answers to the questions. But don't write the answers down, you can put a sign or underline the sentences concerning the questions.

2. Reading

3. Checking

1) Group work: Checking the answers in a group of four Ss.

2) Class work: Checking the answers in class.

Possible Answers:

1. Why were people unhappy to pay postage for letters in the early nineteenth century?

Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all. The postage was high.

2. Why was it much easier for people to use stamps for postage?

Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.

3. Why was the postage much lower using stamps?

Because in this way, the post office did not need to send postmen to collect postage. It only needed to send fewer postmen to deliver letters.

4. How could the post office prevent people from reusing the stamps?

The post office could simply put seals on the stamps so that people could not use the stamps again.

Check the understanding of the word ”seal“, and write it on the Bb.

seal: 5. Did other countries take up the new postal system?

Yes.

Check the understanding of ”postal“ and ”system“, and write them on the Bb.

postal: of the post

system: a set of working ways

6. Does every country in the world has its own stamps?

Yes.

Step 5: Rounding-off(7')

1. Answering Ss' questions on the passage if any.

2. Making a guided-dialogue with the information given from the passage.

Hand out Work Sheet 2. Do it in pairs.

3. Asking two or three pairs to read their dailogues.

A possible completed dialogue:

A: Oh, What a beautiful stamp!

B: Yes, it's from the U.S.A..

A: Do you know in the early nineteenth century people did not use stamps?

B: Then how did they pay the postage?

A: They had to pay the postage when they received letters.

B: Was the postage very high then?

A: Yes. Because the post offices had to send many people to collect the postage.

B: Who put forward the proposal to use stamps?

A: Rowland Hill, a schoolmaster in England.

B: Why do post offices put seals on the stamps?

A: They can prevent people from using the stamps again.

B: When did post offices begin to sell stamps?

A: On May 6, 1840.

B: Thank you for telling me so many things about stamps.

Step 6. Assignment(30”)

Ask the Ss to shorten the passage within four or five sentences after class, and to write it in their exercise books.

*************************************************************

Reading Material:

How Did Postage Stamps Come Into Use

When you send a letter or a postcard, you have to put stamps on the envelope or on the card. When did people first begin to use stamps? Who was the first to think of this idea?

In the early nineteenth century, people did not use stamps. They had to pay postage when they received letters. They were unhappy about this, especially when they paid for a letter which they did not wish to receive at all. The postage was high at that time, because the post offices had to send many people to collect the postage.

Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps. He thought it would be much easier for people to use stamps to cover postage. They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters. The post office could simply put seals on the stamps so that people could not use the stamps again. In this way, the post office did not need to send postmen to collect postage. It only needed to send fewer postmen to deliver letters. That was a good idea and the government finally accepted it.

On May 6, 1840, post offices throughout England began to sell stamps. Soon this new postal system was taken up by other countries. Now each country has its own stamps. And there are many people who collect stamps all over the world.

Work Sheet 1:

Find the answers to the following questions from the passage:

1. Why were people unhappy to pay postage for letters in the early nineteenth century?

2. Why was it much easier for people to use stamps for postage?

3. Why was the postage much lower using stamps?

4. How could the post office prevent people from reusing the stamps?

5. Did other countries take up the new postal system?

6. Does every country in the world has its own stamps now?

Work Sheet 2:

Complete the dialogue with the information you have got:

A: Oh, What a beautiful stamp!

B: Yes, it's from the U.S.A..

A: Do you know ____________________ people did not use stamps?

B: Then how did they pay the postage?

A: ___________________________________________________________.

B: Was the postage very high then?

A: ___________________________________________________________.

B: Who put forward the proposal to use stamps?

A: ___________________________________________________________.

B: Why do post offices put seals on the stamps?

A: ___________________________________________________________.

B: When did post offices begin to sell stamps?

A: ___________________________________________________________.

B: Thank you for telling me so many things about stamps.

【高中英语优秀教案参考】相关文章：

1.高中英语精选教案

2.高中英语优秀作文

3.高中英语作文优秀

4.优秀高中英语作文

5.高中英语阅读理解教案

6.高中英语词法感叹句教案

7.高中英语开学第一课教案

8.高中英语作文通知优秀

9.精选高中英语作文优秀

10.高中英语作文优秀短语