高中英语教案模板课件

优秀教案点评1优秀教案点评122QuestionOne

何为优秀教案？（讨论）3QuestionOne3

备课的作用具有指导性、统整性、操作性、预演性、突显性。作为教学实施过程的基础工作——备课是必不可少的.

怎样备课才是有效的？认真研究新课程标准、教材和学生，研究我们在教学过程中可能遇到的问题以及解决的措施，都是非常有必要的。教师在上课之前，研究教材，选择教学内容，制定教学目标，考虑学生的学习方法，确定教师的教学方法，设计教学过程，制作多媒体课件或教具，设计课堂练习，把这些内容写出来的过程就是备课。其中，教案是备课的重要标志性成果。

4备课的作用具有指导性、统整性、操作性、预演性、突显553.有重点难点分析。明确重点难点，有利于实际教学中中心突出，层次分明，采取合适策略解决关键问题，以确保教学质量。4.明确的教学程序设计。教学过程的详细设计，教案中都会列出“教学过程”的小标题。教学过程设计明显表现出程序性、阶段性、操作性的特点，即规划出了非常详细的教学步骤和教学行为，这可保证教学实践有序而扎实地进行。5.有专门的板书设计。教案中板书设计表达有两种方式，一是在教案中留出专门地方列示板书设计，二是在教学过程及教学内容显示中以加注方式表明为板书。63.有重点难点分析。明确重点难点，有利于实际教学中中心突出，QuestionTwo教案中可能会存在的主要问题是什么？（讨论）7QuestionTwo教案中可能会存在的主要7存在的主要问题1、教学难点和教学步骤不一致。2、教案排版各步骤不突出。3、有少量的语法错误。4、小标题和内容不一致5、教学方法和教学步骤的方法不一致。6、书写太乱，影响成绩。（汉语书法差的尽量用英语）8存在的主要问题1、教学难点和教学步骤不一致。8QuestionThree教案的几个必需要素？9QuestionThree教案的几个必需要素？9一：Teachinggoals教学目标1.Targetlanguage目标语言2.Abilitytarget能力目标

Enablethestudentstopractisemakingsuggestionsandgivingadvicewiththetargetlanguage.3.Learning-skilltarget学能目标

Helpthestudentslearntohowtomakesuggestionsandgiveadvice.10一：Teachinggoals教学目标10二：Teachingimportantpoints教学重点

1.Helpthestudentsexpresstheirideasfreely.2.Enablethestudentstocreatetheirowndialogues.三：Teachingdifficultpoints教学难点

Tellthestudentssomewaystocreateadialogueaboutmakingsuggestionsandgivingadvice.11二：Teachingimportantpoints教学1212优秀教案赏析13优秀教案赏析13141415151616

Q:(1)Whatdoesthereadingtalkabout?(cellphone)(2)Whodidn’tdaretousethephoneinschool,becausetheywouldtakeitawayfromhim?(JohnHill)

Goal:Trainstudentstoglancethroughthepassagequicklytogetthespecificinformationandneglectotherinformation17

Q:(1)Whatdoesthereading2)Carefulreading

(Groupwork)FillintheblanksonP60Goal:Trainstudentshowtofindouttherightanswersandfillintheblanks3)Designyourowncellphone.(groupwork)

①.Whatcolourisit?②.Whatsizeisit?③.Whatshapeisit?④.Whatmaterialisitmadeof?⑤.Whatfeaturesdoesithave?⑥.Howmuchwillitcost?Goal:Stimulatestudents’creativethinking182)Carefulreading(Groupw4)Consolidation.(5min)ListentothetapeandreadafterthetapeGoal:1)Consolidatewhatstudentslearninclass.2)PractisetheirspokenEnglish.

Step4Post-reading

Discussion:Shouldstudentsbeallowedtousecellphonesinschool?(Groupwork)Goal:Cellphoneslhavegreateffectsonstudents’lifeandstudy.Throughdiscussion,studentscanexchangetheirthoughtsandknowthebadandgoodeffectsofcellphones.

Step5Homework:(2min)

Task:Writeapassageabout“Shouldstudentsbeallowedtousecellphonesinschool?”Goal:Thistaskmayimprovestudents’abilityofwritingandexpressingthemselves.194)Consolidation.(5min)19BlackboardDesign①.Whatcolourisit②.Whatsizeisit?③.Whatshapeisit?④.Whatmaterialisitmadeof?⑤.Whatfeaturesdoesithave?⑥.Howmuchwillitcost?20BlackboardDesign20VingVedTodosthS+Vt+OS+ViS+Vt+D.OLogicalSubjectVingVedS+Vt+OS+ViS+Vt+D.OImperativeSentence\SentenceS+Vt+OS+ViS+Vt+D.O非谓语动词做状语conj.（and,but,or,so,then）Conj.+sentence,Sentence.21VingVedTodosthS+Vt+OS+ViS+Vt

eg.SeeingTom,Icouldn’thelpthinkingofhisbrother.Havingbeenshownthelab,weweretakentoseethelibrary.Togotocollege,manystudentsstudywellhard.Tom,bemorecareful,oryou’llfailintheexam.Thebellringing,weweresittingintheroom.Theworkhavingbeenfinished,shesatdowntohavearest.

Ifthemanisonlyinterestedinyourlooks,thatjustshowshowshallowheis.Themanisonlyinterestedinyourlooks,whichjustshowshowshallowheis.(Attributiveclause)22eg.SeeingTom,Icouldn’the23232424能力目标(LanguageSkills)：在阅读前和阅读中使用预测、猜测、略读、查读等技巧。学习策略目标(LearningStrategies)：自主学习；能利用推理和归纳等逻辑手段分析和解决问题。情感态度价值观(EmotionandAttitude)：通过了解坚强的海伦的生平事迹，学习她坚韧的意志品质和对美好生活的不懈追求的精神。从而学会爱生命，爱自己，爱他人，并理解和尊重特殊人群的情感和需求。文化目标(CulturalSense):了解海伦的人生故事和成就和如何对特殊人群采取不同的教学方法。V.教学重点、难点(FocusesandDifficulties)：重点：1.Words:fogharbordollflushimitatefloweager2.应用略读和查读了解文章内容。难点：采用不同阅读技巧完成不同任务。VI.教学过程(TeachingProcedure)：25能力目标(LanguageSkills)：在阅读前和阅读中Pre-reading(16’)Step1.Teachingorganizations(omitted)(1’)Step2.Gettingreadyforreading(15’)Task1:Takeouta10-yuanand20-yuannoteandletthestudentsunderstandBraillealphabetTask2:Enjoytheexercises.(ReadtheBraillealphabetanddotheexercisestoarousethestudents’interesttothetext.Answers:1.Howareyou?2.HelenKellerTask3:GettheSstounderstandwhatMarkTwainsaid“Thetwomostinterestingcharactersofthe19thcenturyareNapoleonandHelenKeller.ThenCheckyourknowledge(lookatthepictureswhichshowHelenKellerreadingaBraillebookwithherhands)DoyouknowHelenKellerandherstory?(letthestudentssaysomethingaboutHelenKellerandgiveabriefintroductiontothegreatblindwriter)26Pre-reading(16’)2627272828Task4WatchanexcerptfromthemovieAmiracleworkerAsk:Areyouinterestedinherlearninghowtoreadandwrite?.Thenenjoyanexcerptfromthemovie<themiracleworker>Task5Brainstorming:ImagineyouareMissSullivan,anddiscussingroupshowyoucanteachthefollowingwordstoHelen:dollwaterloveRemember!Helencannotseeorhearanything.TeacherleadstheSstodescribethepicture,usingthewordsandexpressions:imitateawakenflowspoutTask6Describethemovingandunforgettabledetails,usingthekeywords:fogharbordollflushimitatestreamflowawakenattackeager设计意图：该部分作为阅读前的准备，通过开课，实物讨论以及图片描述、预测，对学生形成刺激，激活生活经验和阅读兴趣，跟后续课文的阅读拉近距离，做好铺垫和准备。29Task4WatchanexcerptfromtWhile-reading(18’)Step4.Reading(18’)Task7:

FastingReading:forthegeneralidea(4’)AsktheSstogothroughthetextbyskimmingandthenJudgeTRUEorFAUSE:1.Helenlikesashipinaheavyfog.()2.MissSullivanspelled“d-o-l-l”intoHelen’shandandshesuddenlyunderstood.()3.Atfirst,Helenjustimitatedthespellingofwordswithoutunderstandingthem.()4.Helenrealizedthateverythinghasanameafterherteacherhadbeenwithherforseveralweeks.()5.WhilewaterflowedoveroneofHelen’shand,MissSullivanspelledtheword“w-a-t-e-r”intoherotherhand.()GuidetheSstosearchforthekeyandusefulinformationtofinishquestions设计意图：通过读每段的首句或尾句获取文章的大意，这是阅读的重要技能之一。

30While-reading(18’)3031313232VII.板书设计(BlackboardDesign)：

Unit2LearningFromHelenKeller

fogharbordollflushimitatestreamflowawakenattackeagerBeforeAnneMansfieldSullivanCameAfterAnneMansfieldSullivanCameShewaslikea___inaheavy____Simply____whattheteacherdid.Didn’tknowwhere___Water_____hersoul.The___cryofthesoulisallshedideveryday.Shegottoknowthe_____ofwords.VIII.教学后记(TeachingReflection)：33VII.板书设计(BlackboardDesign)：34343535363637373838Unit1MakingadifferenceTeachingAims:1.Learnandmastertheusefulwordsandphrases.2.Trainthestudents’readingability.3.LetthestudentslearnfromStephenHawking.TeachingImportantPoints:1.Masterthefollowingphrasesandsentencepattern:workon,goby,beengagedto,goonwithsth,dreamof,turnoutThereisnopoint(in)doingsth.2.Enablethestudentstounderstandthetextbetter.3.Improvethestudents’readingability.39Unit1Makingadifference394040TeachingProcedures:StepILead-inandPre-readingT:Yesterdaywelearntsomequotesfromsomescientists.Nowlookatthepictureonthescreen.Doyouknowwhothepersonis?(StephenHawking,oneofthegreatestphysicistsofourtime,ABriefHistoryofTime)TodaywearegoingtolearnapassageaboutStephenHawking.ItwilltellusHawking’sdetermination,thoughtsandsometheories.Firstlet’slearnsomenewwordsandphrases.ThenturntoP3.LookatthequestionsinPre-readingquicklyandthenscanthetextasquicklyaspossibleandfindtheanswerstothem.Answers:1Becausehewantedajob.2Hawkingbecamefamousintheearly1970s,whenheandAmericanRogerPenrosemadenewdiscoveriesabouttheBigBangandblackholes.3In2002,HawkingvisitedChinaandspoketouniversitystudentsinHangzhouandBeijing.41TeachingProcedures:414242StepIIIListeningandConsolidationT:NowI’llplaythetape.Youcanfollowitinalowvoice.Payattentiontoyourpronunciationandintonation.ThendoexxinPost-reading.HomeworkT:Learnthewordsandphrasesbyheartandtrytousethemfreelyandcorrectly.Readthetextfluentlyandrecitesomeimportantsentences.43StepIIIListeningandConsoliTheDesignoftheWritingontheBbUnit1MakingadifferenceTheSecondPeriodUsefulexpressions:workon+n./pron./doing,goby:pass,be/getengaged(tosb.):beboundbyapromisetomarry,goonwithsth:continuewithsth,dreamof:imagine,turnout:prove(tobe),Sentencepattern:Thereisnopoint(in)doingsth.=Thereisnogoodreasonfordoingsth.44TheDesignoftheWritingont4545优秀教案点评46优秀教案点评1472QuestionOne

何为优秀教案？（讨论）48QuestionOne3

备课的作用具有指导性、统整性、操作性、预演性、突显性。作为教学实施过程的基础工作——备课是必不可少的.

怎样备课才是有效的？认真研究新课程标准、教材和学生，研究我们在教学过程中可能遇到的问题以及解决的措施，都是非常有必要的。教师在上课之前，研究教材，选择教学内容，制定教学目标，考虑学生的学习方法，确定教师的教学方法，设计教学过程，制作多媒体课件或教具，设计课堂练习，把这些内容写出来的过程就是备课。其中，教案是备课的重要标志性成果。

49备课的作用具有指导性、统整性、操作性、预演性、突显5053.有重点难点分析。明确重点难点，有利于实际教学中中心突出，层次分明，采取合适策略解决关键问题，以确保教学质量。4.明确的教学程序设计。教学过程的详细设计，教案中都会列出“教学过程”的小标题。教学过程设计明显表现出程序性、阶段性、操作性的特点，即规划出了非常详细的教学步骤和教学行为，这可保证教学实践有序而扎实地进行。5.有专门的板书设计。教案中板书设计表达有两种方式，一是在教案中留出专门地方列示板书设计，二是在教学过程及教学内容显示中以加注方式表明为板书。513.有重点难点分析。明确重点难点，有利于实际教学中中心突出，QuestionTwo教案中可能会存在的主要问题是什么？（讨论）52QuestionTwo教案中可能会存在的主要7存在的主要问题1、教学难点和教学步骤不一致。2、教案排版各步骤不突出。3、有少量的语法错误。4、小标题和内容不一致5、教学方法和教学步骤的方法不一致。6、书写太乱，影响成绩。（汉语书法差的尽量用英语）53存在的主要问题1、教学难点和教学步骤不一致。8QuestionThree教案的几个必需要素？54QuestionThree教案的几个必需要素？9一：Teachinggoals教学目标1.Targetlanguage目标语言2.Abilitytarget能力目标

Enablethestudentstopractisemakingsuggestionsandgivingadvicewiththetargetlanguage.3.Learning-skilltarget学能目标

Helpthestudentslearntohowtomakesuggestionsandgiveadvice.55一：Teachinggoals教学目标10二：Teachingimportantpoints教学重点

1.Helpthestudentsexpresstheirideasfreely.2.Enablethestudentstocreatetheirowndialogues.三：Teachingdifficultpoints教学难点

Tellthestudentssomewaystocreateadialogueaboutmakingsuggestionsandgivingadvice.56二：Teachingimportantpoints教学5712优秀教案赏析58优秀教案赏析13591460156116

Q:(1)Whatdoesthereadingtalkabout?(cellphone)(2)Whodidn’tdaretousethephoneinschool,becausetheywouldtakeitawayfromhim?(JohnHill)

Goal:Trainstudentstoglancethroughthepassagequicklytogetthespecificinformationandneglectotherinformation62

Q:(1)Whatdoesthereading2)Carefulreading

(Groupwork)FillintheblanksonP60Goal:Trainstudentshowtofindouttherightanswersandfillintheblanks3)Designyourowncellphone.(groupwork)

①.Whatcolourisit?②.Whatsizeisit?③.Whatshapeisit?④.Whatmaterialisitmadeof?⑤.Whatfeaturesdoesithave?⑥.Howmuchwillitcost?Goal:Stimulatestudents’creativethinking632)Carefulreading(Groupw4)Consolidation.(5min)ListentothetapeandreadafterthetapeGoal:1)Consolidatewhatstudentslearninclass.2)PractisetheirspokenEnglish.

Step4Post-reading

Discussion:Shouldstudentsbeallowedtousecellphonesinschool?(Groupwork)Goal:Cellphoneslhavegreateffectsonstudents’lifeandstudy.Throughdiscussion,studentscanexchangetheirthoughtsandknowthebadandgoodeffectsofcellphones.

Step5Homework:(2min)

Task:Writeapassageabout“Shouldstudentsbeallowedtousecellphonesinschool?”Goal:Thistaskmayimprovestudents’abilityofwritingandexpressingthemselves.644)Consolidation.(5min)19BlackboardDesign①.Whatcolourisit②.Whatsizeisit?③.Whatshapeisit?④.Whatmaterialisitmadeof?⑤.Whatfeaturesdoesithave?⑥.Howmuchwillitcost?65BlackboardDesign20VingVedTodosthS+Vt+OS+ViS+Vt+D.OLogicalSubjectVingVedS+Vt+OS+ViS+Vt+D.OImperativeSentence\SentenceS+Vt+OS+ViS+Vt+D.O非谓语动词做状语conj.（and,but,or,so,then）Conj.+sentence,Sentence.66VingVedTodosthS+Vt+OS+ViS+Vt

eg.SeeingTom,Icouldn’thelpthinkingofhisbrother.Havingbeenshownthelab,weweretakentoseethelibrary.Togotocollege,manystudentsstudywellhard.Tom,bemorecareful,oryou’llfailintheexam.Thebellringing,weweresittingintheroom.Theworkhavingbeenfinished,shesatdowntohavearest.

Ifthemanisonlyinterestedinyourlooks,thatjustshowshowshallowheis.Themanisonlyinterestedinyourlooks,whichjustshowshowshallowheis.(Attributiveclause)67eg.SeeingTom,Icouldn’the68236924能力目标(LanguageSkills)：在阅读前和阅读中使用预测、猜测、略读、查读等技巧。学习策略目标(LearningStrategies)：自主学习；能利用推理和归纳等逻辑手段分析和解决问题。情感态度价值观(EmotionandAttitude)：通过了解坚强的海伦的生平事迹，学习她坚韧的意志品质和对美好生活的不懈追求的精神。从而学会爱生命，爱自己，爱他人，并理解和尊重特殊人群的情感和需求。文化目标(CulturalSense):了解海伦的人生故事和成就和如何对特殊人群采取不同的教学方法。V.教学重点、难点(FocusesandDifficulties)：重点：1.Words:fogharbordollflushimitatefloweager2.应用略读和查读了解文章内容。难点：采用不同阅读技巧完成不同任务。VI.教学过程(TeachingProcedure)：70能力目标(LanguageSkills)：在阅读前和阅读中Pre-reading(16’)Step1.Teachingorganizations(omitted)(1’)Step2.Gettingreadyforreading(15’)Task1:Takeouta10-yuanand20-yuannoteandletthestudentsunderstandBraillealphabetTask2:Enjoytheexercises.(ReadtheBraillealphabetanddotheexercisestoarousethestudents’interesttothetext.Answers:1.Howareyou?2.HelenKellerTask3:GettheSstounderstandwhatMarkTwainsaid“Thetwomostinterestingcharactersofthe19thcenturyareNapoleonandHelenKeller.ThenCheckyourknowledge(lookatthepictureswhichshowHelenKellerreadingaBraillebookwithherhands)DoyouknowHelenKellerandherstory?(letthestudentssaysomethingaboutHelenKellerandgiveabriefintroductiontothegreatblindwriter)71Pre-reading(16’)2672277328Task4WatchanexcerptfromthemovieAmiracleworkerAsk:Areyouinterestedinherlearninghowtoreadandwrite?.Thenenjoyanexcerptfromthemovie<themiracleworker>Task5Brainstorming:ImagineyouareMissSullivan,anddiscussingroupshowyoucanteachthefollowingwordstoHelen:dollwaterloveRemember!Helencannotseeorhearanything.TeacherleadstheSstodescribethepicture,usingthewordsandexpressions:imitateawakenflowspoutTask6Describethemovingandunforgettabledetails,usingthekeywords:fogharbordollflushimitatestreamflowawakenattackeager设计意图：该部分作为阅读前的准备，通过开课，实物讨论以及图片描述、预测，对学生形成刺激，激活生活经验和阅读兴趣，跟后续课文的阅读拉近距离，做好铺垫和准备。74Task4WatchanexcerptfromtWhile-reading(18’)Step4.Reading(18’)Task7:

FastingReading:forthegeneralidea(4’)AsktheSstogothroughthetextbyskimmingandthenJudgeTRUEorFAUSE:1.Helenlikesashipinaheavyfog.()2.MissSullivanspelled“d-o-l-l”intoHelen’shandandshesuddenlyunderstood.()3.Atfirst,Helenjustimitatedthespellingofwordswithoutunderstandingthem.()4.Helenrealizedthateverythinghasanameafterherteacherhadbeenwithherforseveralweeks.()5.WhilewaterflowedoveroneofHelen’shand,MissSullivanspelledtheword“w-a-t-e-r”intoherotherhand.()GuidetheSstosearchforthekeyandusefulinformationtofinishquestions设计意图：通过读每段的首句或尾句获取文章的大意，这是阅读的重要技能之一。

75While-reading(18’)3076317732VII.板书设计(BlackboardDesign)：

Unit2LearningFromHelenKeller

fogharbordollflushimitatestreamflowawakenattackeagerBeforeAnneMansfieldSullivanCameAfterAnneMansfieldSullivanCameShewaslikea___inaheavy____Simply____whattheteacherdid.Didn’tknowwhere___Water_____hersoul.The___cryofthesoulisallshedideveryday.Shegottoknowthe_____ofwords.VIII.教学后记(TeachingReflection)：78VII.板书设计(BlackboardDesign)：79348035813682378338Unit1MakingadifferenceTeachingAims:1.Learnandmastertheusefulwordsandphrases.2.Trainthestudents’readingability.3.LetthestudentslearnfromStephenHawking.TeachingImportantPoints:1.Masterthefol