高中英语教案模板中文范文.docx

1、高中英语教案模板中文范文高中英语教案模板中文范文高中英语教案模板中文范文 以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。正确把握英语学科特点，积极倡导合作探究的学习方式。培养学生积极地情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。以下是带来的内容，感谢您的阅读，希望能帮助到您！ 高中英语教案模板中文1 课型设计与课时分配 1st period warming up(6.3-6.4) 2nd period Reading (I)(6.5) 3rd period Reading(II)(6.9) 4th p

2、eriod Language Study(6.10-6.11) 5th period Listening(6.12) 6th period Writing(6.13) . 分课时教案 The First Period warming up Teaching goals 教学目标 1. Target Language目标语言 a. 重点词汇和短语 misunderstand, similar, facial, expression, agreement, yawn, chest,gesture, adult, punish b. 重点句型或交际用语 Act out the following m

3、eanings, please. Please guess what I mean. Please show the actions, using body language. Now it is your turn to show the action / gesture. Please use either spoken words or body language to express your ideas. Please use both spoken words and body language to express your ideas. 2. Ability goals能力目标

4、 a. Enable the students to understand what a certain gesture of the bodylanguage means in a given situation. b. Enable the students to act out some meanings, requirements, requests orsituations given in the target language. c. Enable the students to express with the target language the meaningsgiven

5、 in body language. 3. Learning ability goals 学能目标 a. Help the students learn how to express themselves in body language whenneeded. b. Help the students understand others when body language is beingused. Teaching important points教学重点 a. Teach the students how to understand body language used in diff

6、erentcountries or cultures as well as in different occasions. b. Teach the students how to use body language in the most appropriateoccasions. Teaching difficult points 教学难点 a. Enable the students to realize the importance of body language incommunication so that little or no misunderstanding may oc

7、cur. b. Let the students know that there is both positive body language andnegative body language. Teaching methods教学方法 a. Individual work, pair work and group work. b. Acting out by imitation, mime or with gestures and body movement. Teaching aids教具准备 A computer, a projector and some pictures. Teac

8、hing procedures ways教学过程与方式 Step I Lead-in The teacher shows some pictures on screen. These pictures are from theEvening Party Celebrating the coming Lunar New Year of the Rooster of 2005. Ss: Yes, Thousands of Hands Kwan-yin. T: But do you know who she is? Yes, she was the leading dancer of theprog

9、ram. Her name is Tai Lihua(邰丽华). She is called a Fairy of Peachblossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise,diligent, charming and energetic girl. She studied very hard and got two degreesof bachelors in university. She was famous as an artist for her wonderfulperformance.

10、 She is deaf and dumb. But how did she get that great achievementand became a successful person? She loves life very much. We should learn fromher spirit. Besides her hard working, body language plays a very important partin her life. We are all healthy people, sometimes we can use body language toe

11、xpress ourselves. So we should pay more attention to learning bodylanguages. Step II Introduction T: Now lets do some TPR (Total Physical Response) activities together, Ihope you will enjoy them and have fun as well. Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead /shoulders

12、/ stomach / legs / feet / toes . Shake your head / arm / hand . Wave your arm / hand . Open your eyes / arms /mouth . Close your eyes / mouth . Twist your wrist / waist. Cross your arms / fingers. Nod your head. Bow your head. Make a face to each other. Bend / cry / shout / scream / smile / laugh .

13、T: All right. Now lets do them a little bit difficult. Lets play a gametogether. Those who fail to follow the rule of the game will be dropped out. Thegame is: “Simon says”. For example, if I say “Simon says, touch your head”, thenyou touch your head. If not, you shouldnt touch your head but remain

14、still.Clear? Ready? Now lets start. 3 or 5 minutes for the game. T: Ok. Its time to take up the lesson. Please look at the screen. Letstake a look at the following gestures: Gesture Action Meaning A handshake You are welcome. A clap of hand Come on; be cheerful. A V-shape of the fore-finger and midd

15、le finger May you succeed! Or congratulations on your success! A half-closed hand with thumb down I am not in favor of your idea or Illhave to refuse you. A wrinkling of the brow in thought or displeasure or a scowl She isworried. Tears coming out of his eyes. He is very sad. All smiles on her face

16、She is very happy. Waving their hands They are waving goodbye to people around. A hand stretched out forward with strength He is stopping a tank. People jump with their both hands stretched open in the air. They arecheering for the victory. T: What are the actions of the above gestures? What do they

17、 mean? S4: The first gesture is a handshake, which means “Youre welcome”. S5: The second is a handclap, which means “Come on” or “Be cheerful” orsomething like that. S6: The third one is a V-shaped posture of the first finger and the middlefinger, which suggests a wish for the other or others to suc

18、ceed. S7: The fourth is a half-closed hand with the thumb down. It means the onewho gives this gesture is against the others idea or simply refuses therequest. S8: The fifth is a worried look of a woman. She wrinkles her brows orfrowns. It also seems that she scowls. It shows that she is worried or

19、sad. Inother words, she is unhappy. S9: The sixth is a man shedding tears. Tears were running down his cheeks.He is very sad for losing his relatives or sad for his failure. S10: The seventh is a smiling face. It is easy to see that she is veryhappy. S11: The eighth is a gesture of waving hands. The

20、y are waving goodbye topeople who are around to see them off. S12: The ninth is a hand stretched out forward with great strength. The boyis trying to stop a tank from entering into his homeland. S13: The tenth is hands stretched out upward. They are all very cheerful.They are wild with joy; maybe th

21、ey have just won a game. So we can see that theyare cheering for their victory. T: You have all done a good job. So you see that there are many cases orsituations in which body language can convey meanings as well as spoken orwritten languages. If you want to know more about it, lets come to Unit 4

22、BodyLanguage. Step Practice T: Look at Page 25. What are these people communicating? Step Time for Fun T: Now lets play a game in groups of four. One thinks of a situation andasks the others to show some actions using body language. When the one choosesthe action that is most likely, it is his or he

23、r turn to think of some othersituation for the others to show the actions so that the game may go on for afew rounds. Clear? Ss: Yes. Thats funny! T: Try to make the situations as interesting and enjoyable as you can. Andshow the situation as lively as possible. Besides, make sure that everyone has

24、aturn. Ss: All right. S1: What are you likely to do if it rains? (Actions) S2: reads a book; S3: puts on a raincoat; S4: cleans the house. S1: Ok. I think S3 seems the most likely, so it is his turn. S3: What are you likely to do if the river floods? (Actions) S1: runs away as fast as he can; S2: he

25、lps the younger or elder to escape as soon as possible; S4: climbs onto a tree. S3: Ok. I think S2 seems the most likely, so it is her turn. S2: What are you likely to do if the house catches fire? (Actions) S1: fetches some water; S3: tries to put it out with blooms; S4: runs away as quickly as he

26、can. S2: Ok. I think S4 seems the most likely, so it is his turn. S4: What are you likely to do if you meet with a fierce dog? (Actions) S1: remains where he is and bends down, looking at the dog; S3: tries to scare it away with small stones; S4: runs away as quickly as possible. S2: Ok. I think S1

27、seems the most likely, so we all have done a goodjob. T: Yes. I couldnt agree with you. Now, one more group. Step V Role Play (Speaking task on P67) T: Now, theres still a little time left. Lets come to Speaking Task onPage 67. Homework 1. Team work: Discuss the importance of body language. 2. Go ov

28、er the Reading: 1) Communication: No Problem? 2) Showing our feeling. T: I think you must have known something about these pictures. Yes, theyare from a program of CCTV, the Evening Party Celebrating the Spring Festival of2005, the coming Lunar New Year of the Rooster. I think that was the bestprogr

29、am. Do you remember the name of this program? The second period Reading The Second Period Reading (I) Teaching goals 教学目标 1. Target language目标语言 a. 词汇和短语 major, local, represent, curious, Columbia, introduce, approach, touch,cheek, stranger, spoken, express, action, Jordan, nod, general, avoid,comed

30、y b. 重点句子 Yesterday, another student and I , representing our universitys studentassociation, went to the Capital International Airport to meet this yearinternational students. I saw several young people enter the waiting area looking aroundcuriously. She stepped back appearing surprised and put up

31、her hands, as if indefence. 2. Ability goals能力目标 a. Enable the students to realize the importance of body language. What is the purpose of language? What is the purpose of body language? How can you tell if someone is sad even if they do not speak? How can you communicate a feeling to someone who do

32、es not speak yourlanguage? b. Enable the students to understand the text. Where are the visitors from? How do Mr. Garcia from Columbia and Julia Smith from Britain response whenthey are introduced to each other? What do Mr. Cook and the Japanese visitor do as they are introduced? How can people expr

33、ess themselves besides their spoken language? Do all cultures greet each other the same way? Do English people and other Europeans act the same when they firstmeet? Is a handshake very common in Japan? Is a kiss often used in France when people meet? Why are there different kinds of body language? c. Enable the students to retell the text in thei