高中英语讲课教案

高中英语讲课教案

【篇一：高二英语教学案例】

高二英语教学案例

unit3underthesea

一、教学背景

教学对象是高二学生，他们的英语基础知识和基本技能都是一般水

平，对英语学习兴趣不浓，因此，调动学生的学习兴趣，以学生主

动学习为目标。

二、教学目标

helpthesslearnhowtotalkaboutplantsandanimalsunder

theseabymeansofmakingdialoguesandknowthe

importanceoftherelationshipbetweenanimalsandhumans

throughreading.

三、教学重点

helpthessknowmoreaboutplantsandanimalsunderthe

seaaswellastheanimals1loyaltyandhelptohumanbeings.

四、教学难点

analyzethestructureofsomesentences;

summarizethemainideaofeachparagraphaswellasthetext.

五、教学方法

makingdialoguestocollectinformationabouttheplantsand

animalsunderthesea;

fast-readingandcareful-readingmethods;

thinkingandsummarizingmethods.

stepIwarmingup

t:goodmorning/afternoon,everyone!

ss:goodmorning/afternoon,sir/madam!

t:haveyouseenplantsandanimalsthatliveunderthesea?

anddoyoulikethem?

ss:yes.theyareverybeautifulandlovely./someareuglyand

dangerous./ilikethemverymuchwhethertheyarebeautiful

orugly./yes,theyareverynice...

t:mm,isee.butwheredidyouseethem?

ss:atanaquarium./inthetunnelunderthesea./inthezoo./

ontv,theprogramsabouttheseaanimals./ontheinternet,i

haveseenalotofpicturesabouttheseaanimalsandplants...

t:verygood,yousee,yoursightofseaanimalsislimited,do

youwanttoknowmoreaboutthem?

ss:yes!verymuch!buthow?

t:aren'ttheybeautiful!ithinkyou'veknownmoreaboutsea

animalsandplants,now,lefsworkingroupsoffour,makinga

listaboutwhatyouhaveknownaboutthemtocollectthe

information,drawaformlikethisandthenfillinit.showthe

followingformonthescreen,afterthesshavefinished,show

afulfilledoneasasummary.

stepnpre-reading

letthesstalkaboutthepictureinpre-readingandgetthem

preparedforthereadingpassage.

t:nowlookatthepictureinpre-reading,whatcanyouseeand

whatdoyouthinkishappeninginit?

s:inthepicturewecanseeahugefish,fromthewater

spurtedoutoftheblow-holeonitsheadwecanknowitmust

beawhale,therearesomebigfishrunningafterit.theyare

havingafight,iguess.

s:thereisasmallboatnotfarfromthewhale,thepeopleon

theboatmightbehuntingwhales,iheardofitbefore.

t:ifyouwanttouncoverthepuzzle,readthewordsontheleft

sideofthepicture.

afterashortwhile.

t:whatdoesanecdotemean?haveyougotitsmeaningfrom

thedictionary?s:itmeansashortstorybasedonyour

personalexperience,t:right!sowhatarethemaincharacters

ofthestory?

s:whalers,killerwhalesandbaleenwhales.

t:butwhatistherealnameofthekillers?andhowdidthey

helpthewhalerstocatchthebaleenwhales?lefsreadthetext

andfindtheanswers.

stepmreadingcomprehending

inthisstep,thesswillreadthetextanddealwiththe

comprehendingexercises.

skimming

letthessskimthetextandgetthemainideasofthetwo

anecdotes,afterskimming.

t:whoisoldtom?whatisthefirstanecdoteabout?

s:oldtomisthenameofkillerwhales,thefirstanecdote

describesahuntingexperienceabouthowthekillerwhales

helpedthewhalerstohuntawhale.

t:good!howaboutthesecondone?

s:ittellsabouthowakillerwhaleprotectedandsavedjames,

awhaler,scanning

letthessdoscanningandfindtheanswerstothequestions

inexercise2.

t:first,gothroughthequestionsinexercise2onpage21,and

theniwillgiveyouseveralminutestodoscanning.

afewminuteslater,guidethesstodopairwork(asfollows),

whiletheteachercanwalkaroundtoseeiftheyhaveany

problemstodealwith.

sa:whatevidencewastherethatoldtomwashelpingthe

whalersout?sb:oldtomwasswimmingbytheboat,showing

usthewayandleadingustothehunt,georgestartedbeating

thewaterwithhisoarandtherewastom,circlingbacktothe

boat,leadingustothehuntagain...stepIVdiscussion

dealwithexercise3incomprehending,letthessworkin

groupsanddosomediscussion.

t:lookatthetitleofthistext:oldtomthekillerwhale,whois

oldtomandwhatisspecialaboutit?

s:itisakillerwhale!ifstheheadofthekillerwhaleteam,i

think,s:maybeitisthemostcleverandpowerfuloneinthe

team.

t:nowingroups,discusstherelationshipbetweenoldtom

andthewhalers,thendiscusswhatotheranimalshelpout

humansinhunting.

asampledescription:

sa:oldtomishonestandhelpfultothewhalersandthe

whalersareverykindtooldtomanditsgroup,too.they5rejust

likegoodfriends,sb:ithinkso.maybeoldtomandother

killershavebeentrainedbythewhalers,justlikehuntingdogs,

theygetonwellwiththewhalers,ineverydaylifetheytake

careofeachotherandinanemergency,theyhelpeachother.

sc:speakingtohuntingdogs,ithinktheyarethemosttypical

animalsthathelpouthumansinhunting,uponmeetingthe

quarries,theyareveryexcitedandlistentotheirmastersvery

welltohuntforthem,ifthereisagroupofdogs,theymay

worktogethertilltheyhelpthemastercatchthequarries,then

theywillbeveryhappyandcomebacktothemastertoreport

theirsuccess,thafsveryinteresting,andiftheirmasterisin

danger,theywillrushuptorescuehim.therearemanymoving

storiesofthiskind.

sd:yes.afterreadingthetext,wecanlearnmoreaboutthe

relationshipbetweenhumansandanimals,humansand

animalsshoulddependoneachotherandbekindtoeach

other,onlyinthatway,cantheworldbemoreharmoniousand

beautiful.

dealwithsomelanguagepoints.

stepVhomework

1、writedownasummary

2、previewthereadingtext.

六、教学反思

1、让学生了解海洋动植物和大自然，并学习用英语表达对它们的

感受、关切和热爱。

2、在教学过程中理应强化对海洋生物和大自然的保护意识以及环保

意识。

【篇二：高中英语试讲教案一定语从句】

定语从句attributiveclause之关系副词篇

教学目标：掌握由关系副词引导的定语从句

教学重点：定语从句中的关系副词why,when,where

教学难点：关系词的选择

教学过程

steponeleadin

steptwonewlesson

一、定语从句相关基础知识

1.定语从句

2.定语从句结构：主句(先行词)+关系词+从句

3.先行词

4.关系词/引导词：连接/引导；做成分

5.关系词分类：

关系代词(that,which,who,whom,whose)一

一从句中做主，宾，表，宾补；

关系副词(why,when,where)一

一从句中做状语

二、定语从句之关系副词

1.关系副词why

1)在从句中做原因状语，修饰从句谓语动词；先行词必须是表示原

因的名词，常用的就两个reason,cause

e.g.(1)thisisthereasonwhyididn'tcomehere.

2)why作关系词引导定语从句，先行词一定是reason/cause;但

reason/cause是先行词时，关系词不一定就是why,可能是

that/which

e.g.①thereasonhegavemewasunknown.

(2)thereasonhedidn'tattendthemeetingwas

unknown.

3)如何选择关系词

解题路径：区分关系代词和关系副词，分析从句中的成分，判断关

系词在从句中充当的成分，从而判断是关系代词还是关系副词

a.通过翻译找准先行词

b.判断从句中的谓语动词是否及物。及物动词没有带宾语，说明关

系词在从句中做宾语，因此是关系代词(注意spend,visit是及物

动词，give后可接双宾语人是间接宾语，不能独立存在，talk是不

及物动词)

4)why引导的定语从句时，先行词可省略

因此例句(1)可以改为：thisiswhyididn'tcomehere.

小结：why引导的定语从句比较简单，记住reason和cause

2.关系副词when

1)在从句中做时间状语，修饰从句谓语动词；先行词必须是表示时

间的名词，常用的例如hour,day,year,time等

e.g.(2)ineverforgetthedaywhenwefirstmetinthepark.

2)先行词是时间名词，关系词不一定是when

e.g.①thedayswespentinlondonisunforgettable.

(2)thedayswestayedinlondonisunforgettable.

小结：关系词when的用法，先行词是否为时间名词，分析从句句

子成分。从句缺少时间状语用when,缺少其他成分用that等

即先行词是时间名词，关系词不一定是when

关系词是when,先行词一定是时间名词

3.关系副词where

1）在从句中做地点状语，修饰从句谓语动词；先行词通常是表示地

点的名词，常用的例如house,factory,palce等

e.g.（3）igetoutofthehousewhereiwasborn.

2）先行词是地点名词，关系词不一定是where

e.g.①thisisthetownispentmychildhood.

（2）thisisthetownitoldyouabout.

判断方法任然是看关系词在定语中充当的成分

3）where引导定语从句，先行词可能是隐含地点意义的抽象名词

必须（舍我其谁）vs通常（还有例外）

换句话说，where引导的定语从句，先行词不一定是表示地点的名

词，但是这类名词隐含地点意义，通常是抽象名词，例如dream,

case,point,stage,situation,occasion,business等

e.g.①hehasreachedthepoint（地步/程度）achangeis

needed.（that/which/where/who）

（2）canyouthinkoutasituation（情况/情形）thisphrase

canbeused.小结：a.确认关系词在从句中是否作状语，再确认先

行词是否为地点名词b.谨记where引导的定语从句中可能出现“离

谱”的先行词

先行词是地点名词，关系词不一定是where

关系词是where,先行词也不一定是地点名词

三个关系副词中where用法最复杂

4.关系副词有how吗？

how不可以作为表示方式的关系副词，在英语中若要表示方式，用

以下四种句型

1)theway+从句

2)thewaythat+从句

3)thewayinwhich+从句

4)themannerthat+从句

e.g.(4)idon'tlikeyouspeaktoher.

athewaybthewayinthatcthewaywhichdthewayofwhich

stepthreeexercise

①thefactorywevisitedlastweekwasbuiltin2001.

②thefactorymyfatherwasworkingwasbuiltin2001.

③ifshelpfultoputchildrenintoasituationtheycan

seethemselvesdifferently.

高考真题09福建

athatbwhencwhichdwhere

造句

要求:定语从句中至少再包含另外一个定语从句

e.g.illneverforgetthedaywhenwefirstmetinthepark

whereisfullofpandaswhoseeyesareblackthatismysister's

favorite.

【篇三：高中英语教学案例】

高中英语教学案例

高二外研版选修六modulesfriendship

period2roy'sstory

xxxx

一、学生分析

授课对象为高二98班的同学。98班为文科班，女生较多，英语基

础较好，对英语比较感兴趣。所以我比较注重提高学生的英语思维

和表达能力。通过任务型课堂活动和学习，学生的学习自主性得到

加强，主动参与到活动中去，成为课堂的主体，同时也加强了与他

人交流合作的能力。但是考虑到有十来个男生的英语基础不是太好,

我在问题的设置上采用的是先易后难兼顾到了各个层次的学生。是

孩子们在学习的过程中各有收获

二、教材分析

这一模块的中心话题是友谊。阅读正是围绕这一话题展开的。叙述

了作者和他的朋友从相识到相知。但后来因他朋友父亲的去世，他

的朋友开始变得反复无常。而且作者无意中发现他的朋友偷别人的

东西。这件事让作者变得无所适从无法去面对他的朋友。

三、教学目标

知识与技能：学习阅读中的词汇及培养一些阅读能力。

情感价值观：通过本节课的学习使学生意识到友谊的重要性。

五、教学过程

stepllead-in导入

在上这节课在上课前几分钟，我播放了学生