學生高考英語教案都有哪些？20世紀以來，由于英語國家，特別是美國的強大，英語新詞匯對全世界影響很大，尤其是科技詞匯。下面是小編為大家?guī)淼膶W生高考英語教案七篇，希望大家能夠喜歡！

學生高考英語教案（精選篇1）

教學目標

1. To practise listening comprehension.

2.To practise making decisions and reasoning

教學重難點

1. To practise listening comprehension.

2.To practise making decisions and reasoning

教學工具

課件

教學過程

Step1. revision

1. check the homework exercises.

1). It has been reported that children will be offered free education.

It has been reported that free education will be offered to children.

2). It has been said that we will be offered the latest computer science course book.

It has been planned that the latest computer science course book will be offered to us.

3). I have been told by Peter that I will be lent his notebook computer for a week.

I have been told by Peter that his notebook computer will be lent to me for a week.

2. Question: What can computers be used as?

Step2. Lead-in

As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?

(TV, radio, CD-ROM, DVD, books……)

Step3. Listening (SB)

1. Pre-listening: What are the changes brought by different forms of IT ?

What are the advantages and disadvantages of them ?

2. While-listening:

Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)

Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.

Type of IT Advantages Disadvantages

TV You can both listen and watch. You cannot write to friends.

Web You can find information. It is very expensive.

Radio You can listen to English. You cannot watch a film.

Book You can get information. Sometimes it is out of date.

3. Post-listening:

1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.

I think that….

In my opinion, ….

I believe that….

I agree because….

I disagree because….

I’ve decided that….

2) (group work): Discussion :

Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)

Step4. Speaking

1. Pre-speaking

Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.

2. While-speaking

1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.

Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)

Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)

Supporting an opinion Challenging an opinion

I think that … , because … Perhaps, but what if / about …

First, … Have you thought about …

One reason is that … What makes you think that

I think it is better because… I don’t like it because….

(Pair work )Use the expressions to support your opinion or challenging other’s opinions.

2) Oral report: (individual work )

Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…

3. Post-speaking

Conclusion—What useful expression do we use to make a decision and reason?

(In this way, they can review and use the words and phrases again.)

Step6 Pre-writing

Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.

Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?

Step7 Writing

Say: Write a passage about the result of your discussion! It should contain:

What do you have to do?

What is the child like?

What is the parents’ requirement of the child?

What do the parents want you to do?

What does the child want you to do?

Then what will you do? How do you feel?

Sample writing:

Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.

The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!

So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!

Step8 Assessment

Get the students to assess their writing ability according to the following the questions:

1. Is your composition well developed?

2. Are your ideas well organized to the point?

3. Do you have a good choice of words and idioms in your writing?

4. Do you get a good mastery of complex structures of language?

5. What kind of mistakes have you made in your writing?

Step9: Homework

Write about your discussion. You may begin like this:

Hello, everyone. My name is __X. I’m 321 model android. I work for the Li family….

課后小結

學了這節(jié)課，你有什么收獲?

課后習題

完成課后習題一、二。

板書

Unit 3 Computers

學生高考英語教案（精選篇2）

一、教材分析：

本課是結合人教版高中英語教材選修5中有關過去分詞的語法內(nèi)容，進行過去分詞的學習，教學中將語法知識的傳授和語言基本技能的學習結合到一起，注重復習語法與語言的運用。采用任務型教學法和小組合作探究學習法，從而擴大課堂的語言輸入量及學生的語言輸出量。

二、學情分析：

在高一英語學習基礎上，學生已經(jīng)掌握基本的語言結構和一定程度的聽說讀寫能力。在復習的過程中，結合學生原有的知識掌握水平，鞏固基礎強化正確使用語法知識，提高學生運用語言的深度和難度。但大部分學生的基礎知識仍然較為薄弱，運用英語進行交際活動的能力較差，主動學習的動力不夠，然而他們學習比較認真，渴求知欲旺盛，思維比較活躍。部分學生的基礎較好，能主動配合老師。只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。

三、教學目標：

1、知識目標：

引導學生掌握過去分詞在真實的生活語境中的使用。培養(yǎng)學生通讀，分析，理解，綜合的能力，教會學生體察語境，結合上下文，符和邏輯推理和合理的想象，結合語法和題干中的語境解決問題。在運用語言過程中培養(yǎng)學生的觀察力、分析力、想象力和自學能力，提高思維能力和運用英語的綜合能力。

2、能力目標：

利用多媒體手段營造積極和諧教學氛圍，使學生進入情景之中，充分調(diào)動學生的思維活動和情感體驗，規(guī)范學生運用英語知識準確表達的能力，同時，發(fā)展學生綜合語言運用的能力，分析問題和解決問題的能力，培養(yǎng)學生自主學習。

3、德育目標：

用含過去分詞的句子結構表達思想感情。

四、教學重點：

1、過去分詞的用法。

2、過去分詞的運用

五、教學難點：

1、結合語法知識，以課堂教學為依托，全面訓練學生的聽、說、讀、寫能力，加強和提高運用英語的綜合能力。

2、過去分詞在真實的生活語境中的使用。

六、教學策略：

通過小組討論、小組競賽等具體形式，創(chuàng)設有利于高中生自己自我認識、自我反省、自我調(diào)節(jié)的情境，利用他們自身較高的自我意識水平對自己的學習進行調(diào)節(jié)、監(jiān)控。因此，本課采用教學方法———任務型教學法。以任務為中心，任務的設計焦點是解決某一具體的貼近學生生活的問題。教師要從學生“學”的角度來設計教學活動，使學生的學習活動具有明確的目標。在的各種“任務”中，學生能夠不斷地獲得知識并得出結論。

七、學習策略：

本課將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生養(yǎng)成自主學習與合作學習的能力，培養(yǎng)創(chuàng)新意識和實踐能力，以及具備科學的價值觀。

學生高考英語教案（精選篇3）

教學目標

I. 單詞和詞組

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. 日常交際用語

1.請求

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.允許

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

Go ahead, please.

That’s all right. / OK.

It’s all right to me.

3.拒絕

I’m sorry, but it’s not allowed here.

You’d better not.

I’m afraid not. It’s not right.

III.語法

復習名詞性從句作賓語和表語的用法。

教學建議

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.

學生高考英語教案（精選篇4）

Grammar

一、動名詞做主語的用法

動名詞做主語往往表示經(jīng)常性、習慣性的'動作，在口語中也可以表示具體的動作。如：

Seeing is believing. Helping her is my duty. Talking mends no holes.

空談無濟于事。

Working with you is a pleasure.和你一起工作是一種樂趣。

動名詞做主語和不定式做主語一樣，也可以用it作形式主語。如：

It's rather tiring walking around in a city.

不定式做主語往往表示具體的特別是將來的動作。如：

It's no use crying over spilt milk.覆水難收。

He realized that to go on like this was wrong.

二、動名詞作賓語的用法

1.有些動詞或短語動詞后常用動名詞作賓語。如admit, appreciate, avoid,can't stand(不能忍受)，consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,

imagine. insist on, keep (on), look forward to, mention, mind, miss(錯過)，pay attention to, practice, put off, stick to, suggest等等。

Doing morning exercises is good for your health.做早操對你的健康有好處。

Her shoes wants mending.她的鞋該修理了。

注意：當need, want, require, worth后面接doing也可以表示被動。

Your hair wants cutting.你的頭發(fā)該理了。

The floor requires washing.地板需要沖洗。

I have finished writing this book.我已經(jīng)寫完這本書了。

2.在allow, advise, forbid, permit后直接跟動名詞作賓語，如果有名詞或代詞作賓語，則構成“allow/advise/forbid/permit +名詞/代詞+不定式(賓語補足語)”之形式。如：

We don't allow smoking here. We don't allow anybody to smoke here.

3.動詞need, require, want意為“需要”時，后跟動名詞的主動式或不定式的被動式作賓語，意義沒有區(qū)別。如：

The window needs/requires/wants cleaning/to be cleaned.

4.在begin, continue, love, like, hate, prefer, intend, start后用動名詞和

用不定式作賓語均可，意義沒有多大區(qū)別。

5.動詞forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟動名詞和跟不定式區(qū)別較大，須注意。

forget, regret, remember后跟動名詞，動名詞表示已經(jīng)發(fā)生的動作;后跟不定式表示將要發(fā)生的動作。

Period9-10 writing and checking the answers of the exercises.

學生高考英語教案（精選篇5）

教學目標

通過本單元教學，使學生掌握有關提出建議或忠告的句型，對他人的一些具體問題提出自己的建議或忠告。復習有關看病的用語。通過對課文的學習，了解有關營養(yǎng)與衛(wèi)生方面的基本常識，描寫中國食譜與西方食譜之間的差異及優(yōu)勢。

1.重點詞匯

examine;advise;contain;score;scores of;discuss;cause;suggestion;in (the)future;be rich in;put on weight;at the end (of);lose weight

2.重要句型

1)I advise you not to eat fruit that isn't ripe in future.

2)The result is that many of them become fat.

3)There is as much sugar in it as eight pieces of sugar.

3.語法

學習英語中提出建議和忠告的句型

4.日常交際用語

a. Seeing the doctor：

1)What can I do for you? What was the matter?

2)Lie down and let me examine you.

3)I've got a pain/cough/headache.

4)I don't feel well.

5)There's something wrong with……

6)Take this medicine three times a day.

7)Drink plenty of water and have a good rest.

8)Take two pills now and two more in four hours'time.

b. Making suggestions and giving advice

1)You'd better have a good rest.

2)I advise you to do something.

3)I advise you not to do something.

4)I suggest that you do…

5)Why not do…?

6)Why don't you do…?

教學建議

寫作建議

1.首先讓學生們寫在練習本上，然后與同組討論，互相交換議建議。

2.談論書中所給出的幾個題目，練習學生們看病的用語。如：

I've got a pain/ There's something wrong，/I feel terrible./ I don't feel well，so on.

課文建議

Step1本篇課文是有關健康飲食的話題，通過對比中西方飲食的對比，讓學生們能夠?qū)φn文的了解，教師列表寫在黑板上。(略)

Step2通過閱讀，讓學生掌握一些飲食的名稱，如What's your favorite food?

duck/ chicken/egg/peanuts/jiaozi/noodles/chocolate/cream/cakes/potato crisps/butter，etc…

聽力建議

Step1.Preparation for listening

讓學生們準備去聽聽力，首先讓他們看P121頁的練習，使學生們能夠了解練習的大概內(nèi)容。

Setp2.每一道題先放一遍，提問學生們是否聽懂，大概的內(nèi)容是什么。然后再放兩遍，讓學生們單獨去做練習。

Setp3.讓學生們能夠重復每一段小故事。如：Ex1.

I was in a chemistry lesson. I was carefully looking at something on the lab table and my hair caught fire. Luckily I wasn't badly hurt .Next time I'll tie my hair back before I go into the lab. Long hair can be dangerous

重點難點講解

辨析pain與ache

相同點：兩者都表示疼痛。不同點：

pain要注意以下三個方面：

① 表示身體某部位不適時，屬于可數(shù)名詞;

I've a pain in my back. 我后背有點疼。

② 表示精神上的痛苦時，屬于不可數(shù)名詞;

He gave his mother much pain by failing all the subjects. 他所有的考試不及格使他媽媽很痛苦。

③作“努力”、“辛苦”講時，只用復數(shù)形式，但不能用many，few修飾。

No pains，no gains. 不勞則無獲。

ache表“疼痛”時，其主語是身體的某部位，而不是“人”。

My legs ache. = I have pains in my legs. 我腳疼。

注：head，tooth，stomach(胃)與ache一起構成復合名詞，如：headache(頭疼)，但leg，foot，hand，forehead不行。

辨析asleep，sleepy 和sleeping

相同點：這三個詞都具有形容詞性質(zhì)。不同點：

asleep意思是“睡著了，它是表語形容詞，在句中只能作表語或賓語補足語，不能作定語。

The teacher found Tom asleep in class and kept him behind after school.

老師發(fā)現(xiàn)湯姆在課上睡著了，放學后把他留了下來。

sleepy意思是“想睡了”但并沒有睡著。它可以在句中作定語。

I'm sleepy and I'd like to go to bed.老想睡了，我去房間休息了。

sleeping意思是“正在睡覺”。它可以在句中作定語。

They woke up the sleeping girl and asked her where her parents were.他們把那位正在睡覺的女孩叫醒，問她父母在哪兒。

辨析diet與food

相同點：diet，food都可作“食物”解。不同點：

diet指的是習慣的食物或規(guī)定的食物，特指維持健康的定量或定質(zhì)的食物，如病人的療養(yǎng)飲食。

The doctor has ordered me a special diet.醫(yī)生給我安排了特殊的飲食。

注意：diet是可數(shù)名詞，常與不定冠詞a連用，如：

food是一般用法，凡能吃喝的具有營養(yǎng)的東西都稱food. food是不可數(shù)名詞，但在表示食品的種類時，可以用復數(shù)。

The doctor put him on a diet after operation.手術之后，醫(yī)生規(guī)定了他的飲食。

Too many sweet foods will make you fat.太多的甜食會使你發(fā)胖。

辨析in the future 與 in future

相同點：這兩個短語都表示“在將來”的意思，一般可以互換。不同點：

1)in future (= from now on)強調(diào)“從今以后/今后”，如：

Don't do that again. Be more careful in future. 別再那樣做了，今后更要注意。

2)in the future (=time that has not come yet)側(cè)重表示“將來某個時候/將來”，不一定就是從今立即開始，與in the past相對。

My sister wants to be an actress in the future. 我妹妹將來想當演員。

辨析 too much 與 much too

1)much too具有副詞功能，作程度狀語，常用來修飾形容詞或副詞原級，意為“實在太，非常”。它不能修飾動詞。

It is much too expensive. 這實在太貴了。

2)too much具有形容詞、名詞和副詞的功能，可用作主語、賓語、表語、定語或狀語，意為“太多、過多、過分、太厲害”。中心詞為much，too用于修飾much，表示程度，用以加強語氣。其用法可以歸納為以下幾種：

a. 用作形容詞，修飾不可數(shù)名詞;

b. 用作副詞，修飾動詞，作狀語。

c. 用作名詞，后常與of連用。

d. 用作代詞;

e. 一般不單獨用在be動詞之后，但可用在 “be too much for sb.”結構中，表示“對某人來說太難了(受不了)”。例如：

1)There was too much noise.(√)The noise was too much.(×)噪音太大了。

2)She is afraid the rip will be too much for her. 她怕受不了旅途的勞累。

3)You are asking for too much.你要的太多了。

4)Jack thinks too much of himself.杰克太自以為是。

It cost him too much. 他付出的代價太大了。

辨析advise和suggest

相同點：這二個動詞都是提出建議和忠告，后面同時可接如下用法：

1)可接名詞：He advised / suggested a rest.他建議休息一下。

2)代詞：They advised / suggested nothing to us.他們對我們沒有什么建議。

3)動名詞：Tom advised / suggested sending for a doctor at once.湯姆建議立即叫醫(yī)生。

4)that引導的賓語從句(that從句中用should+動詞原形，should可省略，意思相近)。

I advised / suggested that he (should)eat more fruit.我建議他應多吃水果。

不相同點：

advise可以接賓語+不定式短語或疑問詞引導的不定式短語，而suggest不能這樣用。

The doctor advised me to rest for a week.醫(yī)生建議我休息一星期。

I suggested to hold a meeting (×)

I suggested holding a meeting.(√)

John suggested us to go for a walk.(×)

John advised us to go for a walk.(√)

辨析die of 與die from

相同點：兩者含有“由于……而死”之意，后均接名詞或動詞-ing形式。在因外界環(huán)境影到體內(nèi)或疾病，衰弱，年邁而造成的死亡時，兩者可互換。

He died of/from overeating/hunger/cold /illness.他因為消化不良/饑餓/寒冷/疾病而死亡。

不同點：

die of 可用來表示因內(nèi)在感情而造成的死亡，或因直接原因?qū)е滤劳觯Ｓ糜谝韵虑闆r：

die of cancer/a cold/a fever/old age/sorrow/love

die from用來表示非人體的而是環(huán)境污染，事故等造成的死亡，或者說因間接原因?qū)е滤劳觯Ｓ靡韵虑闆r：

die from polluted air /an accident/drinking too much/ a wound因污染的空氣/事故/飲酒過度/受傷而死

分析句型as much /many as…

作“多達……程度”解。所涉及的數(shù)量如果是可數(shù)的，則用many，如果是不可數(shù) 的，則用much，如：

You can eat as much as you like.你愛吃多少就吃多少。

Here are plenty of magazines. Take as many as you want. 這里有大量的雜志，你要多少拿多少吧。

分析discuss用法

vt.討論，商量，商討

1.+疑問詞+to do

We'll discuss when to hold the sports meeting.我們將討論什么時候開支運動會。

2. +從句

We discussed where we should go.我們討論了我們該上哪兒去。

n.討論，議論

We had a long discussion about the question.關于這個問題我們討論了很長時間。

cause much discussion 引起議論

be under discussion 在討論中。

1.When playing football or basketball，you might be using 400 calories an hour.

這句是狀語從句中省略了主語和動詞be.在表示時間、地點、條件、方式(比較)或讓步等的狀語從句中，如果謂語含有動詞be，主語又和主句的主語一致，或其主語是it，那么從句中的主語和謂語的一部分(尤其是動詞be)往往可以省略，如：

連詞+V-ing

When (she was)walking along the river，she met the stranger.

連詞+V-ed

He won't come unless (he is )invited.

連詞+adj/adv

The news will change all our plan，if (it is )true.

另外，在比較狀語從句或方式狀語從句中，可根據(jù)需要省略相同的成份。

You can jump much higher on the moon than (you jump)on the earth.

2.What food do you think is healthy and which is unhealthy?

該句為“特殊疑問詞+do you think+其他部分構成的，用以征詢對方的看法或推測等。其中的do you think 是插入語，并不影響全句結構。可以用于這一結構的動詞還有believe，imagine，suppose等，如：

Who do you think has got the first prize? 你認為誰獲得了第一名?

Which do you suppose will be taken away next? 你認為接下來被拿走的是哪一個?

但是當think，believe，imagine，suppose等用在“think+賓語+to be”結構時，要慎重選擇who(主格)或whom (賓格)，試比較：

1)Whom do you think to be the best in our class?你認為誰是我們班的學生?

2)Who do you think will be our English teacher next term?你認為下學期誰會當我們英語教師?

句1為“think sb. to be”結構，是對sb.表示疑問。

句2是對I think 后賓語從句的主語表示疑問。

表示建議和提出忠告的方法

“建議”可以包括兩個方面，即表示建議對方做某事和表示建議對方和自己一起做某事，第二種情況在現(xiàn)代漢語中可用“咱們”這個人稱代詞。“建議”有許多表達方法，有直接了當?shù)靥岢鲎约旱南敕ǎ灿修D(zhuǎn)彎抹角地暗示自己的想法;有隨時想起的提議，也有經(jīng)過周密思考提出的建議。表達“建議”的常用方法有：

1)用“Let's” 開頭的祈使句后面接動詞原形，建議對方和自己一起做某事，句尾常常加 “shall we?”，“OK” 等用于征求對方看法的詞語，從而使語氣緩和得多。例如：

Let's cross over here while the light's green.

Let's call it a day now，OK?

Let's go upstairs，shall we?

“Let's…，shall we?” 句型可以和 “Shall we…?” 換用，肯定回答常用 “Yes，let's…” .例如：

—Shall we listen to some music? —Yes，let's listen to some.

2)用 “Why don't you…” 句型建議對方做某事，可縮略為 “Why not…?”。 例如：

Why don't you sell the car if you need money?

Why not look in the local paper?

3)用“How/ What about…?” 句型，表達非正式的建議，征求對方意見，多數(shù)情況下建議對方和自己一起做某事。例如：

How about a trip to the beach on Sunday?

What about coming across the road for a break?

4)用suggest，suggestion等詞匯表示比較正式的建議，在會議和討論中使用較多，也常用于書面語中。例如：

I suggest a meeting with the new members.

I suggest trying it once more.

I suggest (that)we (should)take the night train.

“勸告”偏重于為對方著想，替對方出主意、想辦法，或者是長輩對晚輩、師長對學生、有經(jīng)驗的對無經(jīng)驗的人講應該做什么或怎樣去做。表達“勸告”的常用方法有：

1)“You'd better….”句型表達隨便的勸告，口語中有時省略had和主語you.例如：

You'd better take an umbrella. It's going to rain.

Better do it yourself. It's no good depending on others.

2)用should，ought to，might，could 等情態(tài)動詞表達責任和義務。例如：

—Please tell me which courses to take in the first term.

—Well，you could take a history course. You might also take art course. You should certainly take a language course.

3)用advise，advice 等詞匯。例如：

I strongly advise you to see the doctor.

My advice is： Go to the doctor right now.

學生高考英語教案（精選篇6）

教學準備

教學目標

1. Ss will be able to master the following useful new words and expressions.

well,smelly,pond,burst,canal,steam,dirt,injure,brick,dam,useless,steel,shock,rescue,quake,electricity,army,shelter,fresh,organize,bury,atanend,digout,coalmine,inruins

2. Ss will be able to know the basic knowledge about Earthquake

教學重難點

1. The usages of some words and expressions.

2. How to train the students’ reading ability in learning the text.

教學工具

課件

教學過程

Step I lead-in

Let students see a short video and answer the questions

1.What happened in the video? Earthquakes

2.How do you feel seeing the plots(情節(jié))? Students’ discussion.

Step II Fast reading

1. What is the passage mainly about? In Tangshan ,earthquakes happened on July 28th 1976

2. Skim the text and answer the questions

The type of writing (寫作體裁)

Narrative writing

Topic sentence of Paragraph 1

Sentence 1

Topic sentence of Paragraph 2

Sentence 2

Topic sentence of Paragraph 3

Sentence 1

Topic sentence of Paragraph 4

Sentence 1

Step III Detailed reading

Ask students to read the text carefully and answer the questions

Task1: What were the nature signs of the coming earthquake?(選擇)Para 1

1.Water in well( G ) 2. Well walls(D ) 3.Chickens &pigs(F ) 4 .Mice (A) 5.Fish(E ) 6. Bright lights( B) 7. Water pipes(C )

A. Ran out of fields B. in the sky C. Cracked and burst D. Deep cracks E. Jumped out of ponds

F. Too nervous to eat G. Rose and fell, fell and rose

Task 2 Fill in the blanks

Main Idea

Details

Damage caused by

earthquake

Para 2-3

At _____ am, the __________ earthquake of the 20th century began .

_______ burst from holes in the ground.

Hard hills of the rock became rivers of ____.

________ covered the ground like red autumn leaves.

Two _______ and most of the bridges fell.

The railway tracks were now _________pieces of _______.

______ now filled the wells instead of water.

Water,food,and ______________ were hard to get.

The reconstruction(重建) after the earthquake

Para 4

1. The army _____________

2. Workers ____________for survivors.

3._____________was taken to the city.

Details:

1. At 3:42 am, the greatest earthquake of the 20th century began.

2. Steam burst from holes in the ground.

3. Hard hills of the rock became rivers of dirt.

4. Bricks covered the ground like red autumn leaves.

5. Two dams and most of the bridges fell.

6. The railway tracks were now useless pieces of steel.

7. Sand now filled the wells instead of water.

8. Water, food, and electricity were hard to get.

Step IV consolidation (當堂鞏固)

Let students fill the blanks according to the passage

Strange things were happening in the countryside of northeast Hebei. For three days the water in the village wells kept rising and 1_________(fall). Farmers noticed that the well walls had deep cracks 2___________ them. A smelly gas came out of the cracks. In 3_________farmyards, the chickens and even the pigs were too nervous 4__________(eat). 5_________(mouse) ran out of the fields looking for places 6________(hide). Fish jumped out

Of their bowls and ponds. At about 3 am on July 28,1976, some people saw bright lights 7_________ the sky. The sound of planes could 8________(hear) outside the city of Tangshan even 9_________ no planes were in the sky.

In the city, the water pipes in some buildings cracked and burst. But the one million people of the city, ________thought little of these events, were asleep as usual that night.

1 falling 2 in 3 the 4 to eat 5 mice 6 to hide 7in 8 be heard 9when 10 who

這部分目的是讓學生進一步鞏固課文的內(nèi)容。

Step V Post-reading-Activity: news report Group work(小組活動):

假設我們時光倒流到1976年這場災難的現(xiàn)場。

小組討論出一篇關于唐山大地震的五句話新聞報道。

選出一名組員做新聞報道員。

向全班做一個新聞報道。

新聞報道要包括以下內(nèi)容:

寫作提綱 outline

新聞的標題 headline 簡潔明了,吸引人

新聞的導語 introduction 新聞消息的第一句 揭示核心內(nèi)容

新聞的主體 main body 對導語進行展開和闡釋

結束語 conclusion 對全文概括總結

唐山地震發(fā)生的時間,地點

地震發(fā)生前的一些預兆

地震帶來的破壞和損失

地震后的救援工作

這部分主要是培養(yǎng)學生的小組合作能力和語言表達能力,進一步鞏固課堂所學的內(nèi)容。

Step VI Homework: write a news report about Yushu earthquake.

學生高考英語教案（精選篇7）

教學準備

教學目標

1). To learn the knowledge of the cultural relics.

2). Discuss how to protect our cultural relics.

3).Reading and understanding, catching the history and information of the Amber Room.

4). Functional item, how to tell the story about the Amber Room

5). Finish the comprehending exercises after the reading passage.

6). Use scanning; skimming and careful reading to learn the story of the Amber Room.

教學重難點

Key points

To understand cultural relics.

How to tell the story about the Amber Room

Difficulties

Talk about cultural relics at home and abroad in English freely.

To learn the story of the amber room.

教學工具

課件

教學過程

導入

1). Guessing:

Teacher present some pictures and statements ,let the students guess whtat or where it is.

The Great Wall; The Pyramid ; Taj Mahal

2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:

A. Can you name them out?

Who have the right to own and confirm them?

(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden City

Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boat

and Mogao Caves)

Step I: Pre-reading

1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?

Show some pictures of amber. Let students know what the amber is and its value.

color yellow- brown

feel like feel as hard as stone

Amber is the fossil(化石) form of resin(樹脂) from trees.

It takes millions of years to form.

2). Can you imagine a house made of amber?Please preview “In search of the amber room.”

Step II: Fsat reading and thinking about the title:

1). Teacher give students the following questions to think:

When you see this title, what do you want to know?

What is the Amber Room?

Why was it called the Amber Room?

What was it made for?

What happened to it?

Why to search for it?

(Ask the students just remember these questions in their mind not find the answers.)

2). Fast reading to get the main idea:

The Amber Room , which _________________sent to the Russian people as a _____, was ____by the _____________ soldiers .

(Students read the passage quickly and fill in the blans)

3). Now, let the students try to answer the questions in part 1). (PPT 7)

(Teacher may give some necessary help)

Step III: Scanning

Ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)

After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)

Step IV: Skimming

Ask students to skim the passage and complete exercise 2 on page2.

( 3 ) How did the Amber Room become one of the wonders of the world?

( 5 ) How was a new Amber Room built?

( 4 ) How did the Amber Room get lost?

( 1 ) How was the Amber Room made?

( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?

Step V: Careful reading

Let the students read the text carefully and try to find some details to complete the form on PPT 11.

Step VI: Role play

Just now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?

( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)

Homework

1. Read the story of The Amber Room again after class.

2. Write the introduction of the Amber Room you have discussed in class.

3. Prepare for next period by underline the difficult points in the text.

板書

Blackboard Design

Unit 1 Cultural relics

Warming up & pre-reading

What is cultural relics?

A.a cultural relic is sth. that survived for a long time

B.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed

C. a cultural relic is something rather rare