高中英语教案优秀教案 高中英语

1、本文格式为Word版，下载可任意编辑 高中英语教案优秀教案 高中英语 主题 Are you ready to order? 人数 16个学生 年级 高一，财经专业 课时 1课时 地点 聪慧教室 课本 职业英语其次册 Designing Idea Under the guidance of the purpose which is making study serve the practise, combining with PersonnelTrainingProgram and requirements of English improvement , I adopt the Situati

2、on Simulation and Elicitation as the teaching methods. This lesson begins with the real-task situation. Meanwhile, students are required to learn independently and explore cooperatively Relying on the online teaching platform, it makes full use of online and offline resources. The information-based

3、means, such as micro-class, and Intelligent Voice Teaching Assistant,Chao Xing software, overcome the keys and difficulties in teaching, promote students auditory,vision and memory to join the language activities,consolidate basic language knowledge, strengthen basic skills and realize differentiate

4、d teaching. Finally, the knowledge is integrated into the workplace simulation skillfully to improve students oral English and professional quality. Data Analysis System carries out real-time evaluation before, during and after class, which improves the timeliness of classroom teaching. 一、Teaching C

5、ontext 1. Analysis of content Based on the PersonnelTrainingProgram and the requirements for the English improvement, combing with the study serve the practise, the English course is divided into eight projects during this semester. This lesson is selected from Welcome to the restaurant . Referring

6、to the listening and speaking module of unit 5, book 1, the teaching content is integrated. This lesson introduces the new words about foods and drinks, the general process of ordering foods,the sentence patterns about ordering. 2. Analysis of students Learned knowledge and abilities: (1) Understand

7、 the basic process of ordering foods. (2) Greet customers in English. (3)Use the teaching platform and a variety of application software skillfully. Expected knowledge and abilities：Use the learned words, and choose the corresponding sentence structures to introduce the basic process of ordering foo

8、ds. Difficulties in learning: (1) Lack English words and sentence structures to introduce food ordering. (2) Pronunciation and Intonation are not standard, role-plays are not skillful and natural. 二、Teaching Objectives Keys and Difficulties of Teaching 1. Teaching objectives Knowledge objective: Mas

9、ter the words and sentence structures to introduce the basic process of ordering foods. Ability objective: Use the words and sentence structures to make role-plays in the given situation. Quality objective: Cultivate the awareness of cherishing foods and refusing food waste. 2. Keys and difficulties

10、 of teaching Keys of teaching: Master the words and sentence structures to introduce the general process of ordering foods. pizza 披萨 steamed dumplings 蒸饺 mutton soup 羊肉汤 sandwich 三明治 steak 牛排 mushroom soup 蘑菇汤 fried dumplings 煎饺 fresh fruit 崭新水果 hamburger 汉堡包 . . Sentence patterns： 1. May I take you

11、r order? Can I take your order?/ Are you ready to order? 2. You can order half of it. 3. Whats the specialty? 4. Would you like something to drink/eat? 5.Id like a hamburger, mutton soup and fresh fruit. 3. Difficulties of teaching: Use the learned words, and choose the corresponding sentence struct

12、ures to introduce how to order foods in the specific situation. 三、Teaching Environment and Resources 1.Teaching environment Campus covered Wifi ( bandwidth100M ); Smart classroom ( Students use computers, and teachers use electronic touching screens.) 2.Teaching resources Teaching platform ( Extend

13、the time and space of learning and make communication between teachers and students more convenient.); Online and offline resources( Micro Class Intelligent Chao Xing software Intelligent Voice Assistant Game Playing) 四、 Design of Teaching and Learning Methods 1. Learning Methods Active Learning: Pr

14、e-class: Watch the micro class to know the process of ordering foods, and learn the words and basic sentence structures; Then, sort out and expand related words and sentence structures by thinking map; Finally, work in groups to collect the general information online and dub the videos about making

15、order in the restaurant in English. During-class: Carry out four tasks to strengthen listening and speaking: Knowledge Learning、Listening、Writing and Workplace Simulation. Post-class: Complete the layered tasks. Cooperative Learning: Students work in groups to collect information before class and do

16、 performance as a waiter/waitress, which improve their independent learning ability and creative thinking ability. 2. Teaching Methods Situation Simulation: Students conduct workplace simulation exercises working as waiters and customers. Elicitation: The teacher shows the question that how the wait

17、ers remind the customers to save foods and ask them to think about it. 五、Teaching Path Steps Teachers Activities Students Activities Information-based Means Purposes Pre-class Active learning 1.Deliver the task list by teaching platform. (Appendix 1) 2.Task 1: Micro class 3.Task 2: Ask students to s

18、ort out and expand the related words and sentence structures by mind-mapping . 4. Task3: (1) Divide students into four groups according to their aptitudes. (2)Upload the videos about ordering foods and ask students to dub in groups. 5.Finger out the error rate of words and sentence structures. Then,

19、 make adjustments to the teaching preset. 1.Log on the teaching platform, and obtain the task list. 2. Watch the micro class to know the process of ordering foods, and learn the words and basic sentence structures. 3. Draw the thinking map. 4. (1) Work in groups to collect the general information of

20、 ordering foods online.（2） Dub the videos about making order in the restaurant in English. （3）Upload the dubbed videos to the teaching platform, and vote in groups. Multi- media Mind-mapping Dubbing Software Video Teaching Platform 1. Micro class improves students ability of self-study. 2.Mind-mappi

21、ng helps students to sort out and expand the related words and sentence structures. 3. Dubbed videos help teacher make adjustments to the teaching preset well. During -class show 2min 1. Release the result of the votes. 2. Invite the most voted group to perform. 3. Tell students my American friends

22、Judy will visit me at ZiBo，want her to taste Shandong delicious foods. 1.The representative performs their show. Video Inspire students longing for Shandong traditional foods. During -class Knowledge learning 9min 1. Use the Intelligent Vocabulary System to show and explain the words . 2. Give pictu

23、res about foods and drinks ,ask them to say the English words with the pictures. 3.lead students to complete the words. 4.Give students a funny word flash game. 1. Memorize the key words. 2. Take part in Words Flash Game. . Pictures Words Flash Game 1 .The form of sound with pictures helps students

24、memorize the words vividly. 2.Game improves the fun of memorizing words. During -class Listening 7min 1.Give students listening tasks by teaching platform.（1）Listen to the tape and check foods. （2） Ask them to fill the blanks in the listening material. （3） Match games 1.Students receive the task by

25、Chaoxing and achieve listening practise independently. 2.Students check the foods they hear and upload the answers. 3.Match the correct dialogues. Chaoxing software Variable Speed Animation 1.Listening practise helps students remember English words vividly in the situational dialogues. 2.Listening i

26、ndependently let students suppress interference. 3. Variable Speed Animation meets the needs of students at different levels and realizes personalized learning. 4.Teachers explanation correct students mistakes while expanding the sentence During -class Dialogue 5min 1. Give out the tasks by teaching

27、 platform. 2. 查看学生反应结果 3. 邀请一位学生回复问题 1. 根据软件来接收任务，依次举行回复问题，划线以及完成菜单的要求。 2.小组代表抢答问题。 学习通软件 1. 实现有效地分层教学 2. 巩固学生的竞争意识以及强化学识点的学习。 课中 简写句子 3分钟 1. 教师提出问题，引导学生积极斟酌，在教学平台上发布任务。 被随机选中的学生朗读小组议论的结果服务员指点顾客节粮的句子。 选人软件 实现启发式教学，激发学生创新型思维，生成更多的句型，实现生成化教学。并形成节粮意识。 课中 机械练习 5分钟 1. 参与学生议论并指导学生。 2. 邀请每组举行对话表示。. 3. 激励和指

28、导。 1. 小组合作议论并根据提示句练习对话，将节粮思想融入其中。 2. 每组选出代表举行对话表示。 3. 每组自评和互评 ppt 使学生学识掌管内化，口语表现才能外化。 课中 现场模拟 14分钟 1. 创设情境，让学生角色扮演。 2. 激励和指导. 1. 每组推选服务员和顾客的扮演者，举行对话表示，选择一位学生全程录像。 2. 小组互评，投票选出最正确表演之星。 3. 谈论他们的收获。（附件2） 教学平台 数据分析软件 定量评价是更具压服力和直观的。 课中 家庭作业 2分钟 1. 布置分层作业 2. 播放非洲饥饿儿童的视频 1. 获得分层作业 2. 观看视频。 分层教学 教学平台 鼓舞学生对

29、饮食文化的喜欢以及杜绝滥用意识的形成。 课后 稳定和提高 1. 给不同的学生发放不同学习任务。 2. 根本任务：（1）随机砸金蛋，做练习。（2）掌管根本句型和单词（附件3） 3. 拓展任务： (1) 制作山东美食菜单，可制作成手抄报，拍照扫码上传 (2)做一个热爱吃什么的对话，扫码上传 1. 登录教学平台；接收作业。 2. 选择自己热爱的金蛋，举行习题练习。 3. 网上搜集资料，制作菜谱。 4. 课下小组议论，完成对话，扫码上传视频。 教学平台 嬉戏动画软件 1. 分层学习得志学生不同层次的需要. 2. 在网络平台表示优秀作业起到了极大地鼓舞和促进作用。 七、教学反思 【教学效果】 基于数据分

30、析系统，使用了新的教学方法后，学生的通过率高达80%到95%.分数超过80分的从66%增加到了88%。学习积极性极大地提高了。 这说明信息化教学得到了好的教学结果。 【创新点】 1.让学生享受英语学习通过把学识融入实际生活。整个教学过程能使学生感受到俭约粮食的重要性以及会意中华美食文化的美好。与此同时，学生还能自如的用英文点餐，体会餐厅生活。 2.信息化教学方式加强了学习的高效性和消遣性，很好的解决了传统的教学难题。 【有待提高】 教学资源的丰富度和教学手段有待提高。 附件 1 Are you ready to order?任务单 任务 1： 观看微课视频 了解在餐厅用英文点餐的过程并学习单词

31、和如何点餐的句式布局。 Foods/Drinks Sentence patterns 任务 2：绘制思维导图 将相关的句型布局和单词举行分类，拓展 任务 3：上传音频 小组合作上网收集关于山东美食和饮品的资料，并用英文介绍自己最热爱的食物，然后，将音频上传教学平台，小组投票。 Group 1 Zhangtao/Lu Yingxin/Feng Junjie/Wang Junfei Mutton soup Group 2 Xun Tianzi/Zhu Yuqing/Pu Hengyue/Ma Jicong Dezhou chicken Group 3 Zhou Linyue/Yu Yang/Che

32、nXinyue/Yang Wenjing/ Steamed dumplings Group 4 Zhang Jialin/Li Yufan/Gao Xinyao/Cui Wenju Mushroom soup 附件2 工程 内容 分数 ( 1,2,3,4,5) Knowledge Learning（学识学习） I have finished the tasks with good quality and quantity before class. In this lesson, I have learned to use the vocabulary and sentence structures to introduce the general situation of mountains. Information- based Mea