高考英語教案學生都有哪些？英語，旨在培養(yǎng)具有良好綜合素質(zhì)、扎實的外語基礎(chǔ)技能和專業(yè)知識能力，掌握相關(guān)專業(yè)知識。下面是小編為大家?guī)淼母呖加⒄Z教案學生七篇，希望大家能夠喜歡！

高考英語教案學生精選篇1

教學準備

教學目標

教學目標 (這部分謝3點，按照USE的目標寫)

(1)學習建議信的結(jié)構(gòu)、語言。

(2)討論學校建筑物設(shè)計中行走不便的學生的需求。

(3)給校長寫一封建議信。

(4)繼續(xù)培養(yǎng)對殘疾人的尊重和關(guān)愛意識。

教學重難點

教學目標 (這部分謝3點，按照USE的目標寫)

(1)學習建議信的結(jié)構(gòu)、語言。

(2)討論學校建筑物設(shè)計中行走不便的學生的需求。

(3)給校長寫一封建議信。

(4)繼續(xù)培養(yǎng)對殘疾人的尊重和關(guān)愛意識。

教學過程

Step 1Warming-up and lead-in (5 mins)

(1)導入

用本單元的閱讀文Marty’s story來導入，引出殘疾人的話題。

T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?

(He has a raremuscle disease.)

Yes, he’sdisabled.

But is Martyleading a miserable life due to his disability?

(No.)

He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.

(2)揭題

教師通過展示我們學校的圖片以及通過采訪班上一位曾經(jīng)有行走困難的學生，點出學校有些地方可能對行走困難學生帶來不便。然后說明教學目標：閱讀一封建議信，討論學校設(shè)施中可以改進的地方，以及寫一封給校長的建議信。

T: We are lucky tobe able-bodied and study in such a beautiful school.

But every now andthen, I find such students in our school. What are their problems?

(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)

T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?

Do you find itdifficult to walk around in our school with a walking stick?

Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?

(Yes.)

T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?

So in today’slesson, we are going to

1. read asuggestion letter

2. discussproblems with the school facilities

3. write a suggestionletter to the headmaster

2 Reading (15 min)

本課是讀寫結(jié)合的綜合語言實踐課，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表達)的模式。沒有優(yōu)質(zhì)的輸入就沒有優(yōu)質(zhì)的輸出，因此通過閱讀建議信來理解建議信的結(jié)構(gòu)、目的和寫作手法，是本節(jié)課的重要環(huán)節(jié)，是USE種的第一步U(Understanding)。

(1) 學習建議信結(jié)構(gòu)。

建議信是正式信件，學生以前在課堂上沒有接觸過，因此要點出建議信的結(jié)構(gòu)。

T: This is aletter to an architect. What information can we get in this part?

(receiver’s nameand address.)

What’s this partabout?

(sender’s name /signature)

From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.

It is the mostimportant part in a suggestion letter, which is called the body.

(2) 通過閱讀了解主旨大意。

T：The main body can be divided into three parts. Whatare they?

(1, 2-6, 7)

T: What's thepurpose of the 1st paragraph?

(To give thearchitect the purpose of writing the letter.)

What's the purposeof the last paragraph?

(To persuade thearchitect to adopt her suggestions.)

(3) 通過閱讀學習寫建議信策略

建議信的目的是讓人接受所給的建議，一要讓讀者對你的建議一目了然，二要讓讀者覺得你的建議有道理，樂于接受你給出的建議。因此，通過閱讀學習寫作策略是非常重要的。

高考英語教案學生精選篇2

教學準備

教學目標

知識目標

1.Get students to learn the useful words and expressions in this unit.

eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to

2.Help students to learn about disabilities and life of the disabled.

能力目標

1.Let students read the passage Marty's Story to develop their reading ability.

2.Enable students to know that people with disabilities can also live well.

情感目標

1.By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.

2.Help them understand more about how challenging life can be for the disabled.

3.Develop students' sense of cooperative learning.

教學重難點

教學重點

Get students inspired by positive stories of the people with disabilities.

教學難點

1.Develop students' reading ability.

2.Help students understand the difficulties the disabled have to overcome.

教學過程

?Step 1　Warming up

1.Warming up by discussing

First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.

Do you know any famous people who are disabled?

What difficulties do they have to overcome in daily life?

What have they achieved?

Suggested answers：

Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.

Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.

Helen Keller was deaf and blind，but she was a great writer.

2.Warming up by talking

First，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.

高考英語教案學生精選篇3

傳統(tǒng)的教學模式已經(jīng)被發(fā)揮得淋漓盡致.盡管如此，面對基礎(chǔ)差的學生，我們還是無能為力，效果不明顯。因此，我們就要探究問題究竟在哪里?為什么學生的英語總是提不高呢?應該怎樣教呢?下面就是總結(jié)出來的教師的困惑：

1.音標：學生不會讀，沒有能力自己拼讀新單詞。

2、單詞：教師在困惑：該分散教還是集中教?

3、語法：學生對句子結(jié)構(gòu)的把握很薄弱。

4、聽力：高考聽力越來越難，甚至有個別大學四、六級的題目，而學生的聽力時間越來越少，所以聽力的提高非常緩慢。

5、閱讀：學生的最大問題是閱讀速度太慢，理解能力薄弱。

6、口語：由于高考不怎么考口語，口語被很多人忽略了。

7、寫作：用中文的思維寫英語。

那么高中的英語應該怎么教?高一的英語應該教什么?高一一入學的新生，我們就應該告訴他們：中英文之間存在著兩種語言文化背景;兩種語言民族習慣;兩種語言表達規(guī)律。所以，由于中文的思維和英文的思維不一樣，高一的學生首先要知道知道兩種文化的不同，然后從一開始就用英文的正常的思維來學英文，不要總是以中文的思維來學習英文。

反思：本學期開學我們沒有做到的東西就是：沒有去介紹中英文化的不同，尤其是強調(diào)中英文化的不同思維方式和語言特點。所以，在下學期，這一課我認為需要補上。畢竟，“亡羊補牢，為時未晚”。 有了這個基本認知后，高一的學生就要從最基礎(chǔ)的東西學起，所以即使到了高中，他們實際上還要補很多學英語一定要掌握的東西：音標，詞類，基本的句子結(jié)構(gòu)。再次從基礎(chǔ)學起。

1.音標：很多學生，尤其是差生的最大的困難是記不住單詞，記不住單詞是因為不會讀單詞，不會讀單詞是因為不會音標。雖然是高一的學生，但實際上在我們這樣中等的學校，中等的學生里面，沒有幾個人完全掌握了音標，大部分高一學生的音標水平基本上等于零。所

以，我認為，高一的學生入學的第一件大事就是學音標，我們確實有花時間去學習音標，但是只是用了兩三節(jié)課的時間。目標是基本上每人都可以自己獨立地把書本上大部分的新單詞拼讀出來。但同時我們也要知道，音標不是一兩節(jié)課就可以教會學會的東西，學習音標需要在會讀的基礎(chǔ)上大量地練習，達到熟練的程度，達到一看到音標就可以不費力地拼讀單詞的程度。

2、單詞：學會音標后下一步就是大量地記單詞。記單詞是一件很需要下工夫的事，也是一件很辛苦的事，一定要付出努力。但是，怎樣才能夠讓付出的努力有收獲呢?我們可以試著用五個步驟” ：

1). 音節(jié)拼讀，準確讀詞。

2).拼讀準確清晰;

3).自然集中注意;

4).注意力快速擺動轉(zhuǎn)移;

5).限制聯(lián)想”。

3、詞類：我認為高一就要讓學生學習十大詞類，不能等到高三才學習，那時已經(jīng)太晚了。本人很贊同這個觀點。學生在學習單詞的時候就要搞清楚單詞的詞性，然后知道什么詞可以放在句子的什么位置，例如，定語的用法和位置，介詞的位置，狀語的位置等。只有把這些詞類的基本用法搞清楚才有可能寫出的句子。反思：本學期我們沒有時間去講詞類，但也從來沒想過在高一就講詞類。所以，我的這個建議還是很有參考價值的。高一下學期可以看看有沒有時間去講詞類。

4、句子：有了單詞后，學生要學的就是句子結(jié)構(gòu)，也是我們教學中最重要的地方。沒有句子，就沒有文章，就談不上學習英語。所以，在高一階段，學生必須學習五種基本句型，而且必須要過關(guān)。在這方面，我給了我們一點建議。我認為，英語的句型簡化后實際上只有兩種：be句型和do句型。然后就是把句子擴展，把各種句子成分添加到基本句型里面，把各種詞類用在句子里面，從而組合成高級的句子。反思：我個人很贊同我的觀點，所以我堅持在高一上學期必須要教五種基本句型，也建議備課組長統(tǒng)一要求全級教授五種基本句型，因為沒有正確的.基本句子，到后面的從句等高級句型學生就很難學下去。所以，這個基礎(chǔ)一定要打好。而在本學期中，雖然我們也教了五種基本句型，但我相信還不是很到位，有的學生還是沒有掌握好，所以，句子結(jié)構(gòu)這個方面也需要在后面的學習中不斷地鞏固。

5、語法：我認為，給高中生講語法，不要把他們當高中生，要用最簡單的詞匯，不要出現(xiàn)生詞。他主張的語法教學法是“道可道，非常道：正反向語法拓展訓練——由易到難，由難到易”并且根據(jù)學生常犯的錯誤，我建議“時態(tài)分離教學”，“時”為“過去、現(xiàn)在、將來、過去將來”;“態(tài)”為“一般、進行、完成、完成進行”。分開教學有利于學生清楚地掌握時態(tài)。反思：我的說法里面，令我們恍然大悟的是要用最簡單的詞匯教學生語法。如果單詞的意思又不懂，語法又是新學的，那么學生肯定很費勁。另外一個讓我們恍然大悟的是，我提到：我們小時候?qū)W語文的時候，都是老師給我們字，我們自己寫詞語，詞組，然后讓我們自己造句;但是反思一下我們現(xiàn)在的英語教學，我們從來沒有給學生機會自己造句。通常我們都是直接給學生句子，或者是給中文讓學生翻譯成英文，從來都沒有給學生機會造自己的句子。這就有可能降低了學生的學習興趣和學習的主動性，因為老師給的句子不一定都和他們的生活相關(guān)，會令學生覺得這些英語他們都用不上。當然，讓學生自己造句會是一個很費時的過程，而且老師無法檢查學生的句子對錯與否，所以，讓學生自己造句是一個很有建設(shè)性的做法，但是需要經(jīng)過一定時間對學生加以訓練。

6.閱讀：閱讀能力是學生的弱項，主要原因在于詞匯量低，閱讀速度慢，還有就是自身的背景知識缺乏等原因?qū)е碌拈喿x理解能力低下。針對初級階段的學生，我在講座上給我們介紹了“如何以爬的姿勢飛行?通過非機械性重復迅速提高閱讀速度”的胡敏的十遍讀書法，具體做法是：第一遍;通篇快速瀏覽，捕捉全文大意。第二遍：總結(jié)形容詞和名詞的搭配。第三遍：總結(jié)動詞和名詞的搭配。第四遍：總結(jié)大副詞與動詞、形容詞的搭配。第五遍：查找?guī)Ы樵~的短語。第六遍：體會英文語序，注意英漢對比。第七遍：研究句子開端，追求表達變化。第八遍：透析句子之間聯(lián)系，銜接手段。第九遍：把握過渡手段，領(lǐng)會文章布局。第十遍:汲取語言精華，摘錄文章亮點。我個人認為，這種方法只能是在初始階段可以嘗試，因為它很費時。總的來說，要提高學生的閱讀能力，還是要靠學生多看多讀多練。正如中文里的一句話，“讀書百遍，其義自見”。我覺得英文也是這樣，所謂見多識廣，讀多了，不僅在閱讀速度上有幫助，在文章的理解上也會有幫助。

以上是我對英語教學內(nèi)容的設(shè)計和反思。我們的教學對象——學生有不同的學習基礎(chǔ)，因此首先要將學生進行分層。我尊重學生的意愿，安排學生開展自我評價，并選擇相應的層次。同時我在教學過程中，充分了解學生的實際情況，結(jié)合各種測試手段，將學生大致分成三個層次：

A、基礎(chǔ)較差，學習積極性不高，成績欠佳;

B、基礎(chǔ)一般，學習比較自覺，有一定的上進心，成績中等;

C、基礎(chǔ)扎實，接受能力強，學習自覺，方法正確，成績優(yōu)秀。

當然，學生的分層是動態(tài)的，學生可以依據(jù)學業(yè)的變化及時“升層”和“降層”，使自己始終處于最適合發(fā)展的層次。

1，備課的分層

我在每次備課時都會認真研究教材，研究教學大綱，查閱相關(guān)資料，收集有用信息。根據(jù)學生的分層情況，確定不同教學內(nèi)容的具體目標。在知識點的挖掘上，既要注重培養(yǎng)中等以上學生的運用能力、應變能力，也要照顧到英語薄弱學生的接受能力。總之，所設(shè)定的課堂內(nèi)容、練習層次、問題難度都要體現(xiàn)分層教學的特點。切忌盲目追高或求全。

2，授課的分層

根據(jù)備課要求，我的授課主要著眼于B層中等學生，實施中速推進，課后輔導兼顧A、C優(yōu)差兩頭，努力為基礎(chǔ)較差的學生當堂達標創(chuàng)造條件。具體做法是：對C層學生少講多練，讓他們獨立學習，注重培養(yǎng)其綜合運用知識的能力，提高其解題的技能技巧;對B層學生，則實行精講精練，重視雙基教學，注重課本上的例題和習題的處理，著重在掌握基礎(chǔ)知識和訓練基本技能上下功夫;對A層學生則要求低，坡度小，放低起點，淺講多練，查漏補缺，弄懂基本概念，掌握必要的基礎(chǔ)知識和基本技能。課時進度以A、B兩層學生的水平為標準，上課以A、B兩層的要求為公共內(nèi)容。課堂提問注重層次性，提問簡單的問題或直接從課本上可以直接找到答案的問題我就優(yōu)先考慮A層學生，并輔以及時的表揚和鼓勵，激發(fā)他們的學習信心和興趣。偶爾也給點難題，培養(yǎng)他們勇于嘗試的精神。遇到難度較大或語言運用能力較強的問題時，可以讓C層學生充分發(fā)表自己的見解。這樣不同層次的學生都有參與的機會，人人都能體會到成功的喜悅。在課堂活動安排上，機械性的訓練，我優(yōu)先考慮A層同學，并允許其犯一些錯誤，而對于B、C兩層同學則提出較高的要求，在其他同學“知其然”的同時，他們就應該知其“所以然”。一些難度大的練習活動可以把不同層次的學生交叉安排。比如對活表演，可以讓不同層次的學生同臺表演，可以讓A層學生選擇臺詞較少的角色。又如課文的當堂復述，A層學生可以在一定的提示下或在老師的引導下進行，有的甚至可以看書模仿。在知識點的介紹上，可以通過板書或口頭提示，讓學生們清楚哪些是必須當堂理解的基礎(chǔ)知識，哪些是拓寬和延伸，使得聽課的學生都能做到心中有數(shù)，有的放矢。閱讀的訓練，A層學生應先要讀懂，達到一定的速度，細節(jié)題要有一定的準確率。C層學生應重視思維的培養(yǎng)，培養(yǎng)更全面、深刻、邏輯地考慮問題的能力。

3，練習和作業(yè)的分層

練習和作業(yè)是課堂教學反饋的形式之一。課堂教學效率要提高，教師就要隨時掌握學生的學習活動情況，及時幫助學生克服學習過程中的困難。因此，我在授課過程中經(jīng)常運用練習對學生學習進行監(jiān)督，發(fā)現(xiàn)問題，及時矯正。在完成課堂練習時，有些同學在四五分鐘時間。

高考英語教案學生精選篇4

教學目標

1) Important vocabularies

Daily; advertisement; check interview; fix; develop; hand; add; deliver; speed; latest; publish; avoid; besides; get down to ; face-to face; be popular with somebody; as well; care for

2)Daily expressions

Are you /Will you be free then?

Yes, Id be fee. Id like to go.

Lets go together then. Ill meet you at the theatre at six - thirty .

Good! See you then.

What time shall we meet?

Where is the best place to meet?

What about meeting outside? I suggest…

3) Useful phases

Whats on…? Is there anything good on?

They are said to be very good.

Finally, there is no more time left for adding new stories.

4) Grammar

V.-ing Form is used to be Subject and Object

教學建議

能力訓練

1.通過口頭練習，學會日常生活中的各種表達方式。

2.學會介紹事物及報刊雜志的方法，了解這種文體的寫作技巧。

德育滲透

1.通過課文的學習，引導學生懂得任何一件事物都得付出很多的勞動，懂得愛惜報紙，愛惜各種書籍。

2.通過對報紙各版面的介紹，擴大了同學們的眼界，增強了他們求知欲和學習積極性。

師生互動活動

Lesson 13：口頭練習：對話交際功能——日常生活用語。

Lesson 14：學生扮演主編介紹報紙出版的過程。

Lesson 15：學生扮演主編介紹《中國日報》的內(nèi)容。

Lesson 16：筆頭練習：寫一篇介紹一種報紙或雜志的英語論文。

教材分析

從本單元的對話來看，主要是學習如何用英語提出約會以及如何應答約會的日常用語，如：詢問對方是否有空，建議會面時間和地點及如何應答的日常用語，并能運用Will you be free?到It’s.. What about…?等最為普通的語言功能進行日常交際， 同時也注重check, fix, face-to face, deliver, take a photograph, pass on, get down to, as well, what’s on 等重點詞匯和短語在本單元中學習，本單元中的閱讀課主要內(nèi)容是了解報社一天的工作和報紙的出版過程及《中國日報》的一些情況，同時在這里運用了重點語法知識，V.-ing形式充當主語和賓語的用法。

高考英語教案學生精選篇5

Disneyland

教學目標

本單元對話課復習了有關(guān)問路及應答用語，要求學生用所學語言自編對話描述所在學校、區(qū)域或城市;

本單元介紹了美國的迪斯尼樂園及其創(chuàng)始人Walt Disney艱苦創(chuàng)業(yè)的生活經(jīng)歷。通過本單元教學，要求學生掌握迪斯尼樂園的概況，并可根據(jù)提示復述沃爾特?迪斯尼奮斗的生活簡歷。引導學生意識到只有通過自身的努力，艱苦奮斗，才能收獲成功的道理。同時，設(shè)計問答練習，提高學生閱讀能力。

作為高二的起始單元，此處復習了賓語從句的用法，通過課文閱讀，完成練習冊后練習，學生需熟練掌握此語言項目，并準確運用到口頭及書面表達中。

對話教學建議

Step 1聽錄音

教師放對話錄音，放完兩遍之后，教師根據(jù)對話內(nèi)容提出一些問題。

1.What were they talking about ?

2.How to answer the first /second/third/forth/fifth visitor question?

Step 2 練習

組織學生五個人一組，練習對話三至五分鐘。教師請幾組同學到前面表演。

Step 3改寫

將對話內(nèi)容改寫為一篇短文，要求學生用本課的地點名稱如：

Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building

比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….

Step 4 討論

If you are visitor, How to ask the way to the stranger at first?

Step 5總結(jié)

教師提問學生們，歸納和總結(jié)對話用語。

Asking:

Where is …...

How can I get to…

Which is the way to…

Could you tell me if…

Could you tell me the way to…

Answering:

Go straight ahead…

It’s behind …/in frond of/

Go down this street…

教材分析

本課的日常用語用語是有關(guān)對話asking the way and responses,這樣的問路用語在初中都以學過，所以對話不在是個難點。本課的兩篇閱讀文章是有關(guān)人物，沃爾特·迪斯尼。難點在于第一篇是了解他的生活經(jīng)歷和艱苦創(chuàng)業(yè)。第二篇是我們眾所周知的Disneyland，兩篇文章結(jié)合著學過的語法知識賓語從句在里面，這也不是學生們所要了解的重點。

詞語講解

1.bring on 引起;使...前進;把...端上來(如飯菜等)

1) Ill bring on the beef in a minute.我一會就端上來牛排。

2) The fine weather is bringing the crops on nicely. 好天氣使農(nóng)作物長得很好。(使發(fā)展或進步 )

3) He was caught in the rain and this brought on a bad cold.(引起;導致)他被雨淋了，導致了一場重感冒。

bring on 使發(fā)生;

bring in 引來;引進;吸收

bring out 取出;說出;闡明;出版

1) The first dish that was brought on was bean-soup.

2) The sudden cold weather brought on his cold again.

3) His new business brings in 1,000 dollars a month.

4) We also brought in some words from English, such as tank and so on.

5) Bring out the meaning more clearly.

6) They have brought out a set of childrens books.

2.You can see as far as the coast.

as far as 遠到;到...為止;常用來在句中加重語氣

Every day, the old man walks as far as the Summer Palace. 他一直走到頤和園 as/so far as (連詞) 就...而言

As far as I know, what you said cant possibly happen.就我所知你所說的事情是不可能發(fā)生的。

so far 到目前為止，常用在完成時態(tài)中

I havent got the invitation so far.到目前為止，我還沒有得到邀請。

3.One day he remembered the mouse that used to come out in his fathers

garage

used to do sth.

ju:st

1) My friend used to write to me, but now she prefers sending e-mails.

be used to do sth. 被用來做

ju:zd

1)The house was used to keep books two years ago.

2)Elephants are used to carry things.

be/get used to doing/sth.

ju:st

1) I have been used to living in this area.

I have got used to living in this area.

2) I came to Beijing 10 years ago, and Ive got used to the weather here.

4.Go through the gate and youll find the entrance. = If you go through the gate, youll find the entrance. / Go through the gate, or you wont find the entrance.

注意連詞的位置，而且每個復合句中只能有一個連詞，不要在一個句子中重復連詞。

1) Use your brain and youll find a way.

2) If you study hard, youll surely make progress.

3) Hurry up! Or well miss the last train.

語法講解

賓語從句

I. 賓語從句 即在復合句中作主句的(及物動詞或介詞)賓語。賓語從句通常由連接代詞或副詞引導;可分為四類：

1.由 that引導的賓語從句(that沒有任何意義，在從句中不充當任何成分，在口語和非正式文體中常可以省略)：

I thought (that)the food was rather expensive.

Mother knows (that) Jim will work hard.

2. 由 if /whether“是否” 引導的賓語從句：

I wonder if/whether it was Disney who made the first cartoons.

Could you tell me if/whether Mr. Black lives here?

3. 由 what, why, when, where, who, which, whose, whom, how 等 wh- 類連接代詞或副詞引導的賓語從句：

Can anyone fail to see what kind of show they are putting on?

Please tell me which class you are in?

He asked me whom I was waiting for.

The stranger doesn’t know when the ship arrives.

I didn’t understand why the boy had so many questions.

Please ask the teacher how we get to the place.

4.由關(guān)系代詞型what 等代詞引導的賓語從句：

We always mean what we say.

I will try to make up what I have missed.

I’ll give you whatever help you need.

I’ll read whichever book you recommend

II.使用賓語從句應注意的幾個問題

1.連接代詞或副詞的使用。連接代詞或副詞的使用是由句子的意義決定的(這是高考的重點)。

A computer can only do what you have instructed it to do.

--“Doesn’t Helen live on this street?”

--“No. This is where Leon lives.”

2. 賓語從句的語序。無論是連接代詞還是連接副詞引導的賓語從句的 語序都應是陳述句的語序。

She asked the boys if they had white hats.

I don’t remember when we arrived.

Do you know which class he is in?

3. 時態(tài)的呼應。分以下三種情況考慮：

1) 主句的謂語動詞是過去時態(tài)時，從句的時態(tài)也應是過去的某種時態(tài)。

He answered (that) he was listening to me.

Lily told us (that) she was born in May, 1980.

2) 主句的謂語動詞是過去時態(tài)時，從句所敘述的是客觀真理、格言時，從句時態(tài)無需改變，仍用一般現(xiàn)在時。

The teacher said that (that) the earth goes around the sun.

Father told me that practice makes perfect.

2)主句的謂語動詞是現(xiàn)在時或?qū)頃r，從句的時態(tài)不受限制。根據(jù)實情，可使用任何所需時態(tài)。

He says he will be back in an hour.

They know Jim is working hard.

4.形容詞后的賓語從句。

常可跟賓語從句的形容詞有：afraid, glad, sure, happy, pleased, surprised, sorry 等等。

She is afraid that Jim will forget his Chinese.

I’m sure that he will succeed.

高考英語教案學生精選篇6

Body language

課型設(shè)計與課時分配

1st period warming up(6.3-6.4)

2nd period Reading (I)(6.5)

3rd period Reading(II)(6.9)

4th period Language Study(6.10-6.11)

5th period Listening(6.12)

6th period Writing(6.13)

Ⅳ. 分課時教案

The First Period warming up

Teaching goals 教學目標

1. Target Language目標語言

a. 重點詞匯和短語

misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punish

b. 重點句型或交際用語

Act out the following meanings, 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能力目標

a. Enable the students to understand what a certain gesture of the body language means in a given situation.

b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.

c. Enable the students to express with the target language the meanings given in body language.

3. Learning ability goals 學能目標

a. Help the students learn how to express themselves in body language when needed.

b. Help the students understand others when body language is being used.

Teaching important points教學重點

a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.

b. Teach the students how to use body language in the most appropriate occasions.

Teaching difficult points 教學難點

a. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.

b. Let the students know that there is both positive body language and negative body language.

Teaching methods教學方法

a. Individual work, pair work and group work.

b. Acting out by imitation, mime or with gestures and body movement.

Teaching aids教具準備

A computer, a projector and some pictures.

Teaching procedures & ways教學過程與方式

Step I Lead-in

The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 20__.

Ss: Yes, Thousands of Hands Kwan-yin.

T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua(邰麗華). She is called a Fairy of Peach blossom(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 degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages.

Step II Introduction

T: Now let’s do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.

Touch your head / face / eyes / nose / mouth / ears / cheeks / forehead / shoulders / 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 ...

T: All right. Now let’s do them a little bit difficult. Let’s play a game together. Those who fail to follow the rule of the game will be dropped out. The game is: “Simon says”. For example, if I say “Simon says, touch your head”, then you touch your head. If not, you shouldn’t touch your head but remain still. Clear? Ready? Now let’s start.

3 or 5 minutes for the game.

T: Ok. It’s time to take up the lesson. Please look at the screen. Let’s take 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 middle 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 I’ll have to refuse you.

A wrinkling of the brow in thought or displeasure or a scowl She is worried.

Tears coming out of his eyes. He is very sad.

All smiles on her face 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 are cheering for the victory.

T: What are the actions of the above gestures? What do they mean?

S4: The first gesture is a handshake, which means “You’re welcome”.

S5: The second is a handclap, which means “Come on” or “Be cheerful” or something like that.

S6: The third one is a V-shaped posture of the first finger and the middle finger, which suggests a wish for the other or others to succeed.

S7: The fourth is a half-closed hand with the thumb down. It means the one who gives this gesture is against the other’s idea or simply refuses the request.

S8: The fifth is a worried look of a woman. She wrinkles her brows or frowns. It also seems that she scowls. It shows that she is worried or sad. In other 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 very happy.

S11: The eighth is a gesture of waving hands. They are waving goodbye to people who are around to see them off.

S12: The ninth is a hand stretched out forward with great strength. The boy is 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 they have just won a game. So we can see that they are cheering for their victory.

T: You have all done a good job. So you see that there are many cases or situations in which body language can convey meanings as well as spoken or written languages. If you want to know more about it, let’s come to Unit 4 Body Language.

Step Ⅲ Practice

T: Look at Page 25.

What are these people communicating?

Step Ⅳ Time for Fun

T: Now let’s play a game in groups of four. One thinks of a situation and asks the others to show some actions using body language. When the one chooses the action that is most likely, it is his or her turn to think of some other situation for the others to show the actions so that the game may go on for a few rounds. Clear?

Ss: Yes. That’s funny!

T: Try to make the situations as interesting and enjoyable as you can. And show the situation as lively as possible. Besides, make sure that everyone has a turn.

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: helps the younger or elder to escape as soon as possible; S4: climbs on to 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 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 seems the most likely, so we all have done a good job.

T: Yes. I couldn’t agree with you. Now, one more group.

Step V Role Play (Speaking task on P67)

T: Now, there’s still a little time left. Let’s come to Speaking Task on Page 67.

Homework

1. Team work: Discuss the importance of body language.

2. Go over the Reading:

1) Communication: No Problem?

2) Showing our feeling.

T: I think you must have known something about these pictures. Yes, they are from a program of CCTV, the Evening Party Celebrating the Spring Festival of 20__, the coming Lunar New Year of the Rooster. I think that was the best program. Do you remember the name of this program?

The second period Reading

The Second Period Reading (I)

Teaching goals 教學目標

1. Target language目標語言

a. 詞匯和短語

major, local, represent, curious, Columbia, introduce, approach, touch, cheek, stranger, spoken, express, action, Jordan, nod, general, avoid, comedy

b. 重點句子

Yesterday, another student and I , representing our university’s student association, went to the Capital International Airport to meet this year’ international students.

…I saw several young people enter the waiting area looking around curiously.

She stepped back appearing surprised and put up her hands, as if in defence.

2. Ability goals能力目標

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 does not speak your language?

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 when they are introduced to each other?

What do Mr. Cook and the Japanese visitor do as they are introduced?

How can people express 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 first meet?

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 their own words.

3. Learning ability goals 學能目標

Help the students learn how to explain the common idea—“different cultures, different body languages” with the target language in this unit.

Teaching important points 教學重點

How does body language differ among people from different cultures?

Teaching difficult points 教學難點

The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.

Teaching methods 教學方法

Skimming method, task-based method, role-play method.

Teaching aids 教具準備

A recorder, a projector and a computer.

Teaching procedures & ways教學過程與方式

StepⅠ Revision

Free talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.

Step Ⅱ Pre-reading

T: Our text is about a special means of communication—Body Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?

Ss: Yes, sir/madam.

1. What is the purpose of language?

2. How can you tell if someone is sad even if they do not speak?

3. What would you do if you need the other’s help urgently while you two speak different languages?

4. Give an example of how you can communicate a feeling to someone who does not speak your language.

After a few minutes.

T: Now who’d like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.

T: Perfect! Body language is used anytime and anywhere to convey people’s ideas, feelings, information, and so on and so forth. Next question?

S2: Even if they don’t speak, I can tell if they are sad by

looking at their facial expressions. I’m a good mind-reader. (Smiling)

S3: Yes, that is quite easy. Just by watching their frowned brows, their long faces, we know that they are unhappy.

T: Very good. We have got two “mind readers” in our class; I’m sure there are more than two! Now who’d like to give the answer to the third question?

S4: Let me try, Sir / Madam. I’ll try to use body language to tell the other what I need urgently. I’ll do it by miming, by any proper posture, or gestures, even by drawing pictures.

T: You are smart! Now who’d like to do the last one. It is more challenging, right?

S5: I’d like to have a try, sir. Last summer I went on a study tour in the States. When I was on the way to

Los Angeles on the flight of the United Airlines, we stopped at Tokyo / Narita Airport in Japan for 3 hours. So I went into the shop at the airport, for I wanted to buy a digital camera. Of course I knew no Japanese, so I spoke to her in Chinese first and then in English. It seemed that she was at a loss when I spoke to her. Then I decided to try it in body language. I just pointed to the camera that I like most-Sony Cyber-shot DSC-P100. The salesgirl spoke to me in Japanese this time but I couldn’t understand a word of it. So I shook my head and kept pointing at the camera. Finally I reached her understanding and she took out the camera I wanted to buy. I examined it for a little while and asked her the price of it by drawing a big “?” in the air with my forefinger. She took out her calculator and put in the price. The price was reasonable and I decided to take it. I paid for it and the salesgirl bowed to me again and again.

T: Wonderful! Thank you for telling us so interesting a true story and giving us so good an example of body language.

Step Ⅲ While-reading

1. Scanning

While reading, please try to divide the whole passage into several parts and find out the main idea.

Part 1 Para 1

You are sent to Capital International Airport to meet this year’s international students.

Part 2 (para. 2 and 3 )

Examples of learned or cultural “body language”.

Part 3. (para. 4 )

Different peoples have different body languages.

Part 4. (para. 5)

Summary of body language.

Read the text carefully, then decide if the following statements are true (T) or false (F).

? Englishmen often stand close to others or touch strangers as soon as they meet.

? Most people around the world now greet each other by kissing .

? Japanese will bow to others as greeting.

? People from Jordan will move very close to you as you introduce yourself to them.

? Some body languages in some countries are good while some countries’ body language are bad.

Step IV Post reading

1. Is the author of this passage male or female? How do you know ?

The author is male. Ahmed Aziz will not shake hands with women, but he shakes hands with the author.

2.What were the two mistakes that the author noticed?

He noticed that the Colombian man kissed the British woman, but in her culture, a kiss from a stranger is not acceptable. He also noticed that the Japanese man bowed just as the Canadian man started to shake hands, so one man’s nose touched the other man’s hand.

3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?

The British woman, Julia, and probably the Canadian man, George, seemed to prefer to keep more physical distance from others. The Colombian man, Tony, and the Jordanian man, Ahmed, seemed to prefer closer physical distance .

4. Did any students have similar greeting customs? If so, which ones?

Yes. Tony from Colombia and Darlene from France had a similar greeting custom-a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom-a handshake, but Ahmed shakes hands only with men.

5. “ When in Rome, do as the Romans do.” What do you think this famous saying means?

This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.

6. Do you agree with the author’s statement that body language is not good or bad? Why or why not?

Students will give their own answers.

Step Ⅴ Homework

1. Get ready to retell the text in your own words.

高考英語教案學生精選篇7

UNIT4 ENGLISH POETRY

縣三中 覃巧

Time: October 21 ,20__

Class: Class 1,Grade 2

Teaching Aims:

1. Train the students’ reading ability

2. Learn more about English poetry through the passage

Teaching important and difficult point:

How to help the students improve their reading ability and understand the text better.

Teaching methods:

1. Discussion 2.Fast reading 3. Careful reading

Teaching aid: Computer

Teaching Procedures:

StepI Greetings and Duty report

StepII Lead—in

1. Play a Chinese poem for students and then ask students to think about

the Chinese poets who the students have known.

2. Use five minutes to discuss them with students together.

StepIII Read the new words of this unit

Step IV Reading1. Play the Mp3 of the text and ask students to read the text

quickly .Then find out how many English poets are mentioned in the passage? Who are they ?

2. Read the passage again carefully and then do the exercises on the

screen.

3. Ask some students to give their answers.

Step V Summery

Step VI Homework

1. Ask the students to the text as much as possible and then pay

attention to the new words in the text.

2. Find out the answers what do the words in bold refer to in thepassage.