英语教案范文全英文版高中
高中英语教案模板全英文范文集锦
高中英语教案模板全英文范文集锦高中英语教案模板全英文11. Ability goals 能力目标To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.2. Learning ability goals 学能目标To enable the Ss to talk about animals under the sea.To help the Ss know the importance of the relationship between animals and humans.教学重难点教学重点和难点Teaching important points 教学重点Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.Teaching difficult points 教学难点1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.2. Help the Ss tell apart from Before, During and After in the story.教学过程Step1. Warming Up : Talk about animals under the sea.1. Have you ever seen some marine animals?2. What have you seen, and where have you seen them?I have seen a/some/many。
高中英语教案英文版5篇
高中英语教案英文版5篇高中英语教案英文版5篇教案可以恰当地选择和运用教学方法，调动学生学习的积极性，面向大多数学生，同时注意培养优秀生和提高后进生，使全体学生都得到发展。
以下是带来的内容，感谢您的阅读，希望能帮助到您！高中英语教案英文版1Teaching Procedures of Period 1:Step1.Warming up (15 mins)Ss know a lot about sports from everyday life and media, so I arrange sucha task -discussion(group of 4): Q: What do you know about sports?During this process, if Ss can’t express themselves in English, Chinese isalso all right. Besides, it is agood chance to present new words. If necessary, I will make somecomplements. At the same time, I will present them as many pictures about sportsas possible.Possible response:school sports meetSports meet the National Gamesthe Asian Gamesthe Olympic Gamesthe World Cupetcball games: volleyball, basket ball, football, table tennis, tennis,,golfbadminton, bowling, baseball, American football, ice hockey etcEvents of sports track and field: relay race, long jump, high jump, polejump, discus, shot, javelin etcgymnastic: rings, double bars, high and low bars, horse , free exerciseswimming/shooting/skiing/ ice sports/diving/aquatic sports etcSport stars : Beckham, Mike Owen, Michael Jordan etc Purpose: This activity is designed to encourage students to think aboutsports and activaterelevant vocabulary.Step 2. Speaking(15 mins)Task1(pair work): Talk about their favourite sports, favourite sportsstars, and the reason why they like them, with the following expressions as aguide.(See SB p52) Task2(pair work): A survey about physical fitness (Seepostscript 1)Task3(group work): Add up their total scores and divide by the number ofpeople. Then get their group’s average scores. Discuss their survey answers.1). Do you think your group is doing well or not? Why ?2). How can you become fitter?高中英语教案英文版2教学目标Teaching aims and demands本单元的教学目标是使学生掌握表示判断和个人看法的常用语句，学会使用现在完成时的被动语态。
高中教案英语(精选6篇)
高中教案英语(精选6篇)高中教案英语篇1Disneyland教学目标本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市;本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。
通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特?迪斯尼奋斗的生活简历。
引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。
同时，设计问答练习，提高学生阅读能力。
作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。
对话教学建议Step 1听录音教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。
1.What were they talking about ?2.How to answer the first /second/third/forth/fifth visitor question?Step 2 练习组织学生五个人一组，练习对话三至五分钟。
教师请几组同学到前面表演。
Step 3改写将对话内容改写为一篇短文，要求学生用本课的地点名称如：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 讨论If you are visitor, How to ask the way to the stranger at first?Step 5总结教师提问学生们，归纳和总结对话用语。
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…教材分析本课的日常用语用语是有关对话asking the way and responses,这样的问路用语在初中都以学过，所以对话不在是个难点。
高中英语教学设计案例5篇
高中英语教学设计案例5篇高中生要作好充分思想准备，以自信、宽容的心态，尽快融入集体，适应新同学、适应新校园环境、适应与初中迥异的纪律制度。
记住：是你主动地适应环境，而不是环境适应你。
因为你走向社会参加工作也得适应社会。
接下来是关于高中英语教学设计案例的文章，希望能帮助到大家!高中英语教学设计案例1Teaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my kn ee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise bookthrough using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue After that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph?(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat?(What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from companies and stores.)4. How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.) Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.高中英语教学设计案例2Teaching aims and demands:a. Achieve language skills and related knowledge about the topic of friends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’s bookd. Grammar:Direct and indirect speechLesson 1Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend.Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students to say more about friends.Step 3ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to page 85. Make a similar dialogue as in exercise 2.Some useful expressions :Why did you…? Why didn’t you…? You said that you would…Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.Step 5 HomeworkFinish Exercise 3 in the workbook.Lesson2Step1 RevisionAsk several students to present a speech about friends as a revision.Step 2 Pre-readingPresent the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.Step 3 ReadingBefore asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?At the same time explain the language points if necessary.Step 4 Post-readingDiscuss the following questions in the Part POST-READING.Step 5 HomeworkPrepare a talk about Tom Hanks or something about one of his film.Lesson3Step 1 RevisionGet the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language StudyAsk the students fill in the blanks with proper words.Step 3 GrammarIllustrate to the students the use of Direct and Indirect Speech.Then ask the students to do the exercise in the Part Grammar on P5.Step 4 PracticeAsk the students to act the exercise2 in the part Grammar out.Step 5 HomeworkAsk the students to finish the exercise2 in their workbook.Lesson4Step 1 RevisionCheck the homework.Step 2 PresentationPresent simples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail by learn the above e-mail simple.Step 4 WritingAsk the students to write an e-mail message.Step 5 HomeworkAsk the students to try to write an e-mail to their e-pal.高中英语教学设计案例3Ⅰ. Teaching Basis (教学依据) ：《普通高中英语新课程标准》Ⅱ. The Type of the Text (课型) ：Revision (复习课)Ⅲ. Teaching Methods(教学方法): Question-based method(提问式)，Group discussionmethod(小组讨论法)，Cooperative learning(合作探究)，Practicing(练习).Ⅳ. Teaching Aids (教学手段) ：Multimedia computer(多媒体电脑)，Learningpaper(导学案)，Blackboard(黑板).Ⅴ. Teaching Aims(教学目标) ：①Knowledge aims(知识目标): words: achievement, specialist, organization, hard-working, confident….. phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., It is/was+….+that…. grammar: Subject-verb agreement.②Ability aims(能力目标): Develop the students’ ability to use the importantlanguage points, enable students to describe people using the adjectives.③Emotional aims(情感目标): Encourage the students to think about what makes aperson great.Ⅵ. Teaching focuses(教学重点)：Get the students to review and consolidate what theyhave learned in this unit.Ⅶ. Teaching difficulties(教学难点)：Get the students to turn what they have learned intotheir ability.Ⅷ.Teaching procedure(教学过程)： Step 1 复习学案情况反馈(1分钟)Step 2 lead-in ：通过图片展示的方式，过渡到知识竞答类节目《一站到底》，本节课也将模仿这种模式授课。
高中英语阅读理解教案范文全英文
高中英语阅读理解教案范文全英文全文共3篇示例，供读者参考篇1Title: High School English Reading Comprehension Teaching PlanI. IntroductionReading comprehension plays a crucial role in English language learning. It involves various skills such as understanding the main ideas, making inferences, and interpreting the author's purpose. As high school students, it is essential for them to develop strong reading comprehension skills to succeed in their academic and professional life. This teaching plan will introduce effective strategies and activities to help high school students improve their reading comprehension abilities.II. Objectives1. To enhance students' ability to comprehend written text in English.2. To improve students' critical thinking skills through reading.3. To help students analyze and interpret different types of texts.4. To expand students' vocabulary and language proficiency.5. To develop students' confidence in reading and interpreting complex texts.III. Strategies1. Pre-reading Activities: Before reading a text, students can engage in activities such as predicting the content based on the title or images, discussing their prior knowledge on the topic, or brainstorming questions they have about the text.2. During-reading Activities: While reading, students can highlight key information, identify the main ideas and supporting details, and monitor their understanding by summarizing the text after each paragraph or section.3. Post-reading Activities: After reading, students can engage in discussions about the text, share their opinions and interpretations, answer comprehension questions, or write a summary or reflection on what they have read.4. Vocabulary Building: Introducing new vocabulary words and idioms from the text, and providing opportunities for students to use these words in context through exercises or discussions.5. Critical Thinking Exercises: Encouraging students to analyze the author's purpose, make inferences, identify biases, and evaluate the credibility of the information presented in the text.IV. Sample Lesson PlanTitle: Understanding Non-Fiction TextsObjective: To help students develop skills in comprehending and analyzing non-fiction texts.1. Warm-up (10 minutes)- Discuss the difference between fiction and non-fiction texts.- Brainstorm examples of non-fiction texts such as newspaper articles, essays, and scientific reports.2. Pre-reading Activity (10 minutes)- Show students the title and subtitles of a non-fiction article.- Ask students to make predictions about the content based on the title and subtitles.3. Reading (30 minutes)- Ask students to read the non-fiction article individually.- Encourage students to highlight key information, identify the main ideas and supporting details.- Monitor students' progress and provide support as needed.4. Post-reading Activities (20 minutes)- Divide students into small groups to discuss the main ideas of the text and share their interpretations.- Ask students to answer comprehension questions about the text.- Have students write a summary or reflection on what they have learned from the article.5. Vocabulary Building (10 minutes)- Introduce new vocabulary words from the text and discuss their meanings and usage.- Provide exercises for students to practice using the new words in sentences.6. Critical Thinking Exercise (10 minutes)- Ask students to analyze the author's purpose and identify biases in the text.- Discuss the credibility of the information presented and encourage students to form their own opinions.V. ConclusionBy implementing effective strategies and activities in teaching reading comprehension, high school students can improve their language skills, critical thinking abilities, and confidence in reading and interpreting complex texts. This teaching plan provides a framework for educators to help students develop the necessary skills to succeed in their academic and professional endeavors.篇2High School English Reading Comprehension Teaching PlanI. IntroductionReading comprehension is a vital skill for high school students to develop, as it not only enhances their academicperformance but also improves their overall language proficiency. This teaching plan aims to effectively teach high school students how to improve reading comprehension skills.II. Objectives1. To enhance students' ability to understand and interpret various types of texts.2. To improve students' vocabulary and language usage.3. To develop critical thinking skills through reading and analyzing texts.4. To help students draw connections between texts and real-life situations.III. Strategies1. Pre-reading activities: Before reading a text, engage students in activities such as brainstorming, predicting, and activating prior knowledge. This helps set the context for the text and prepares students for what they are about to read.2. During-reading activities: While students are reading a text, encourage them to use active reading strategies such as highlighting key information, making annotations, and askingquestions. This helps students stay focused and ensures better comprehension.3. Post-reading activities: After reading a text, have students engage in activities such as summarizing, analyzing, discussing, and interpreting the text. This helps reinforce comprehension and allows students to reflect on the text.IV. Lesson Plan1. Introduction to reading comprehension: Start the lesson by explaining the importance of reading comprehension and its relevance to academic success. Provide examples of how reading comprehension skills can be applied in various contexts.2. Pre-reading activity: Choose a text that is appropriate for the students' proficiency level and interests. Engage students in a pre-reading activity such as predicting the content of the text based on the title or images.3. During-reading activity: Ask students to read the text individually or in pairs and actively engage with the text by highlighting key information, making annotations, and asking questions.4. Post-reading activity: Have students discuss the text in groups, summarize the main ideas, analyze the text's structure,and draw connections to real-life situations. Encourage students to express their opinions and interpretations of the text.V. AssessmentAssess students' reading comprehension skills through various methods such as quizzes, writing assignments, class discussions, and presentations. Provide constructive feedback to help students improve their comprehension skills.VI. ConclusionReading comprehension is a crucial skill that high school students need to develop to succeed academically and in life. By implementing effective teaching strategies and engaging students in various activities, educators can help students improve their reading comprehension skills and become better readers and critical thinkers.篇3High School English Reading Comprehension Lesson PlanObjective:- To improve students' comprehension skills through reading and answering questions based on a variety of texts.- To develop students' critical thinking skills by analyzing and interpreting information from different sources.- To enhance students' vocabulary and grammar skills by exposing them to a range of reading materials.Materials:- A selection of reading passages on various topics (e.g. news articles, short stories, poems)- Reading comprehension questions for each passage- Highlighters or colored pens for marking important information- Answer keys for the comprehension questions- Whiteboard and markers for class discussionProcedure:1. Warm-up (10 minutes):- Begin the lesson by asking students to discuss in pairs or small groups about what reading comprehension means to them.- Engage the students in a short discussion about the importance of being able to understand and interpret written texts.2. Introduction to the Lesson (5 minutes):- Explain to the students that today's lesson will focus on improving their reading comprehension skills through various activities.- Provide an overview of the objectives and outcomes of the lesson to set the students' expectations.3. Reading and Comprehension Activities (40 minutes):- Divide the students into small groups and distribute the reading passages and comprehension questions.- Instruct the students to read the passage carefully, highlighting or underlining important information as they go.- Encourage students to work together in their groups to answer the comprehension questions, referring back to the text for evidence and support.- Walk around the classroom, monitoring the students' progress and providing assistance where needed.- Once the groups have completed the questions, reconvene as a class to discuss the answers and address any areas of confusion or misunderstanding.- Review the correct answers with the class and reinforce key vocabulary and grammar concepts that were covered in the passages.4. Extension Activities (15 minutes):- To further enhance the students' comprehension skills, provide additional reading passages or texts for them to work on individually or in pairs.- Encourage students to write short summaries or reflections on the texts they have read, focusing on the main ideas and key points.- Challenge the students to identify and analyze different perspectives or interpretations within the text, promoting critical thinking and analysis skills.5. Closure (5 minutes):- Conclude the lesson by reviewing the key concepts and skills that were covered during the class.- Encourage students to continue practicing their reading comprehension skills by reading regularly and engaging with a variety of texts.- Provide positive feedback and reinforcement to motivate the students and reinforce their learning.Assessment:- Assess students' comprehension skills through their responses to the reading comprehension questions and their participation in class discussions.- Monitor students' progress over time by evaluating their ability to analyze and interpret texts effectively.- Provide feedback and guidance to help students improve their reading comprehension skills and achieve their learning goals.Overall, this lesson plan is designed to help high school students develop and enhance their reading comprehension skills through engaging and interactive activities. By providing a variety of reading materials and opportunities for discussion and analysis, students will be able to improve their comprehension abilities and become more proficient readers.。
高中英语阅读理解教案范文全英文
高中英语阅读理解教案范文全英文(中英文版)High School English Reading Comprehension Lesson Plan Template Below is a sample lesson plan for high school English teachers aiming to enhance their students" reading comprehension skills.This plan incorporates various strategies and activities to foster a deeper understanding of the text.Section 1: IntroductionObjective: To introduce the topic and engage students in the reading process.Activity: Begin the class by discussing the title and cover of the text.Encourage students to make predictions about the content based on these elements.Materials: Textbook, whiteboard, markers"Good morning, everyone! Today, we will embark on a journey through a fascinating text.Before we dive in, let"s take a moment to analyze the title and cover.What do you think this story is about? Share your predictions with your neighbors."Section 1:导入目标：引入话题并激发学生在阅读过程中的兴趣。
高三英语全英文教案
高三英语全英文教案【篇一：高中英语全英文说课稿万能模板】interpretationgood morning, ladies and gentlemen. it’s my great honor and pleasure to be here sharing my lesson with you.i have been ready to begin this representation with five parts. analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.part 1 teaching materialthe content of my lesson is new senior english for chinabook___ unit____________________. this unit isabout____________________ (topics). by studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. at the same time, let the students learn how to____________________ (functional items). from this lesson, itstarts___________________________(structures). (as we all know, reading belongs to the input during the process of the language learning. the input has great effect on output, such as speaking and writing.) therefore, this lesson is in the important position of this unit. if the ss can master it well, itwill be helpful for them to learn the rest of this unit.part 2 teaching aimsaccording to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:1.knowledge objects (语言目标：语音，词汇，语法，功能，话题) (1)the ss can master the usage of the important words and expressions.(2)the ss can use the __________________ (grammar) in the proper situation.(3)the ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.2.ability objects (技能目标：听，说，读，写)(1) to develop the ss’ abilities of listening, speaking, reading and writing(2) to guide ss to set up effective studying strategies.(3) to improve the student’s reading ability, especially their skimming and scanning ability.(4) to train the ss’ a bilities of studying by themselves and cooperating.3.emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)(1)by completing the task, the ss increase their interest in____________________and set up self-confidence in_____________________.(2)teach the ss_________________________, put the moral education in the language study.part 3 the important and difficult pointsbased on the requirement of the syllabus.the important points are__________________________ suchas ______________.the difficult points are_________________________ forexample_____________.part 4 teaching methodsas is known to us all, a good teaching method requires thatthe teacher should help ss develop good sense of the english language. for achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) i will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .1. communicative approach(交际教学法)2. whole language teaching(整体语言教学法)3. task-based language teaching (任务教学法)4. total situational action (情景教学)a “scene —activity” teaching method , it establishes a real scene and the interaction between the teacher and the ss. atthe same time, cai (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the ss creativity in learning english.part 5 teaching procedurestep 1 lead-in. (_____min)______________________________________________________ _____________purpose of my design: (1) to catch ss’ attention about the class/topic/passage.(2) to set up suspense/develop interest in _______________. step 2 pre-readingtask 1 (individual work, pair work, group work, class work;_____min)let ss______________________________________________________ _______task 2 (individual work, pair work, group work, class work;_____min)______________________________________________________ _____________now, let’s see what happened to the_______________/ let’s check whether it is right or not.purpose of my design: (1) to get to know something about the _________________.(2) to have a better understanding about the importance of___________________.step 3 while-readingtask 1 (individual work, pair work, group work, class work;_____min)skimming: ss should read the material fast to find out the main idea/topic sentence for each paragraph.para 1 ___________________para 2 ___________________para 3 ___________________task 2(individual work, pair work, group work, class work;_____min)scanning: listen to the tape part by part to finish___________________________.task 3 (individual work, pair work, group work, class work;_____min)scanning: guide ss to read the material carefully and take some important notes, then answer the following questions.task 4 (individual work, pair work, group work, class work;_____min)scanning: ask ss to read the material carefully and find out the correct answers to finish the following chart.purpose of my design:enable students to understand the given material better by using different reading skills. and proper competition can arouse the ss’ interest in english learning. ―task-based‖ teaching method is used here to develop the ss’ ability of communication and also their ability of co-operation will be well trained.step 4 post-readingtask 1 (individual work, pair work, group work, class work;_____min)(接task3)ask ss to close books and finish the summary according their notes.(接task4)retell the story /sum up the passage in ss’ own words according to the chart.task 2 (individual work, pair work, group work, class work;_____min)discuss_______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.purpose of my design:i think if the ss can finish this task well, they will benefit a lot in their spoken english. most ss can take their parts in theactivities, especially for the ss who have trouble in english study.step 5 homework1. __________________________________________________2. __________________________________________________ purpose of my design:homework is so important and necessary for to master the knowledge they learned after class. it will check whether the ss achieve the teaching aims.说课二i teaching aims:1. to develop ss’ basic skills of listening, speaking, reading and writing. reading is the focus in this lesson. reading skills for ss include (predicting, skimming, scanning and digesting.)2. to encourage ss to practice, participate, and co-operate in the classroom activities.3. to get ss to know something about … and have a better understanding of the importance of …. as for teaching approaches, i think … ii teaching approaches communicative approach and computer-assisted instruction are to be used in the course of this lesson. and i will try my best to limit ttt, that is, limit teacher talking time and increase stt (student talking time).so during this lesson, emphases are to be laid on:1. student-centered teaching2. task-based learning3. activity-based teaching (individual work; pair work; group work; class work)iii teaching aids:1. a projector2. a multi-media computer systemthey are for showing ss some pictures, some audio files, some visual files, some topics or reading tasks.iv teaching procedurestep 1 warming-up lead-in activity 1 free talks (class work)q1: who do you think looks coolest in our class? q2: do you like him/her? q3: if so, why? if not, why? … download some pictures/music from the internet. guiding qs may be:q1: who’s she/he? q2: do you like him/her? q3: if so, why? if not, why?q4: do you think he/she is perfect? goal: to lead up to the topic, get ss to warm up and arouse their interest in the topic. activity 2 picture-talking /music-talking (individual work) step 2 pre-reading activity1 look and guess (class work) in this activity,ss are required to look at the title/subtitle and guess what they will read.the picture/… activity2 brain-storming (class work)goal: to develop ss’ reading skill---predicting and present some new words in the passage such as …activity 1 skimming (class work) step 3 readingpara of the article (or the first sentence or the last sentence of each para.) goal: to develop ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible. activity 2 scanning (group work)titlepart/para.main ideadetailed information1 a. topic sentences/introductionb. examples/supporting ideasc. conclusiongoal: to develop ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate ss to cooperate with each other. activity 3 report (class work) invite some group members to report their work to the whole class. goal: to overcome ss’ shyness and stimulate ss to speak in public. activity 4 further understanding and word study (pair work) encourage ss to discuss the following qs in pairs (a powerpoint will be used here to present some blank-filling exercises and q1: what does the word ―this‖ in the last para? but 3 refer to?a.b. c. a. b. d. d. q2: what is the chinese equivalent for the phrase ―investing in loss‖? c. q3: theword ―flawless‖ in line 5 of para.2 can be replaced by ___ q4: which of the following statements is true or not true? goal: to help ss to guess the meaning of certain unknown words and understand the passage exactly. multiple choices.)step 4 post-readingactivity1 role-play (pa ir work) suppose one student is a … and the other …. ss are encouraged to put themselves in the situation and make a face-to-face interview. activity2 discussion (group work)topics may be: q1: do u want to be perfect?q2: do u think there is anyone in the world that is perfect? ―remind you‖, remind yourself of what?activity3 poster-designing/cartoon-designing/… (group work) goal: these post-reading activities are intended to develop ss’ creative thinking and get them to know the importance of … task 1 write a summary of the passage (about 100 words) (individual work) goal: to spur ss to consolidate what they have learned. task 2 look up some more information about … (individual work) encourage ss to go to the school library or get on the internet if possible to consult related english websites on the topic. goal: to encourage ss to study english spontaneously and independently after class, arouse ss’ interest in traditional chinese culture and develop ss’ culture awareness and cross-culture communicative skills. as for myblackboard-design, since time is limited, i’d like to give a brief introduction. step 5 homework这是考取教师资格证的第二环节：说课。
英语教案范文全英文版高中
英语教案范文全英文版高中Title: Promoting Critical Thinking through DebateSubject: EnglishGrade: High SchoolTime: 2 class periods (90 minutes each)Objectives:1. Develop critical thinking skills by analyzing and evaluating arguments.2. Enhance English language proficiency, especially in speaking and listening.Materials:1. Handouts with sample debate topics and guidelines.2. Whiteboard or flipchart.3. Timer or stopwatch.4. Internet access for additional research purposes (optional).5. Pens and papers.Warm-up (10 minutes):1. Begin the class by asking students about their understanding of a debate. Encourage them to share their personal experiences or observations.2. Write their responses on the whiteboard to create a mind map of ideas.Introduction to Debating (15 minutes):1. Introduce the concept of debating, explaining its purpose and structure.3. Present a few sample debate topics and ask students to brainstorm arguments for both sides.Main Activities:Activity 1: Analyzing Arguments (30 minutes):1. Divide the class into small groups of 4-5 students.2. Distribute handouts with sample debate topics and guidelines.3. Instruct each group to choose a topic and assign team members to take positions either for or against the proposition.5. Have each group present their arguments to the class and encourage open discussion.Activity 2: Structured Debate (60 minutes):1. Divide the class into two larger teams: Affirmative and Negative.2. Assign each team a debate topic and provide them with the necessary materials.3. Give the teams 10 minutes to prepare their arguments and rebuttals.4. Set up the debate format as follows:a. Team Affirmative presents their opening statement (5 minutes).b. Team Negative presents their opening statement (5 minutes).c. Team Affirmative presents their arguments (5 minutes).d. Team Negative presents their arguments (5 minutes).e. Team Affirmative presents their rebuttals (3 minutes).f. Team Negative presents their rebuttals (3 minutes).g. Questions and answers session between the teams (10 minutes).h. Closing statements from both teams (3 minutes each).6. Encourage active participation from the audience by taking notes and asking questions during the Q&A session.Closure (10 minutes):1. Facilitate a class discussion about the effectiveness of the debates.2. Ask students to reflect on the critical thinking skills they used and how it impacted their arguments.3. Discuss different techniques used in persuasive speaking and how they could be improved.Homework:1. Assign students to write a reflective essay on their experiences during the debate.2. Provide a list of follow-up questions for students to consider in their essays, such as:a. How did the debate challenge your critical thinking skills?b. Did your initial opinion on the topic change after hearing the arguments?c. How did you handle opposing viewpoints during the Q&A session?d. What are some areas you can improve on for future debates?Notes:- Adjust the debate topics and difficulty level according to the English proficiency and interest of the students.- Encourage students to conduct additional research for more in-depth arguments.。
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英语教案范文全英文版高中Unit 16 Lesson 63Hello, everyone. Today I ’m very pleased to have an opportunity to talk about some o f my t eaching ideas. My t opic is life in the oceans taken from Lesson 63 of Unit 16 inSEFC(2). It is made u p of four parts.Part 1 My understanding of this lessonThe analysis of the teaching material:Thislesson is a reading passage. It plays a very important partin the English teaching of this unit. Lesson 62 and Lesson63 are a whole unit. By studying Lesson 63, Ss can improvetheir reading ability, learn more about the sea and the lifein the oceans. At the same time, we should get the studentsto understand some difficult sentences to comprehend thepassage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moraleducation. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea.Teaching aims:1.Knowledge aim: Understand the main idea of the text.2.Ability aim: Retell the text in their own words.3. Emotional aim: Make the Ss love the life of the sea and do somethingto stop it being polluted.Key points / Teaching importantpoints:How to understand the text better.Teaching difficultpoints:1. Use your own words to retell the text.2. Discussthe pollution of the sea and how to save the sea.Somethingabout the Ss:1. The Ss have known something about the sea and sea life through the Internet and other ways.2. They are lack of vocabulary.3. They don ’t often use English to express themselves and communicate with others.4. Some Ss are notactive in the class because they are afraid of makingmistakes.Part 2 My t eaching theories, methods and aidsBefore dealing with this lesson, I ’ll do my best to carry out the following theories: Make the Ss the real masters in classwhile the teacher himself acts as director; Combine thelanguage structures with the language functions; Let thestudents receive some m oral education while they are learning the English language.Teaching method:Double activitiesteaching methodQuestion-and-answer activity teachingmethodWatch-and-listen activityFree discussion methodPairwork or individual work methodTeaching aids:1. a projector2.a tape recorder3. multimedia4. the blackboardPart 3.Teaching steps / proceduresIhave designed the followingsteps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire stepsare:Greetings, Revision, Lead-in and preparation for reading,Fast reading(scanning), Listening, Intensive reading,Preparation for details of the text, Consolidation,Discussion, HomeworkStep 1 GreetingsGreet the whole class as usual.Step 2. Revision1. Ask students some questions torevise the last lesson(show them on the screen).a. How muchsalt do the oceans contain per thousand parts of water?(35parts of salt. 3.5% by weight)b. What is coral? Whyare corals not found in deep water?c. Whyis the Dead Sea called the Dead Sea?2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from otherpeople). Through this part we can consolidate what theystudied yesterday, communicate with others about theirsurvery results and prepare for the new lesson.Step 3.Lead-in and preparation for readingShow them some picturesand let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose: Arouse the students ’interest of study.Bring in newsubject: Life in the oceans.Step 4. Fast readingRead the passage asquickly as they can. I show the questions on the screen andlet them get the main idea of each paragraph:1. Whycan living things live in such oceans around the Antarctica?2. What doesthe whale feed on?3. What is the difference between the sperm whale and other whales?Method: Read the text individually,use question-and-answer activity.Purpose: Improve thestudents ’reading ability.Understand the general idea ofeach paragraph.Step 5. Listening(book closed)1. Listen tothe tape then do an exercise(wb page 90, part 1)2. True orfalse exercise.(on the screen)Train the Ss ’listeningability and prepare for later exercises.Step 6. IntensivereadingRead the passage carefully again and answer somedetailed questions on the screen.1. How m uch does a whale eat at a time?2. Do all the whales feed on small fish?3. Howdeep can a sperm whale dive?It is also called depth reading orstudy reading. It means reading for detailedinformation.Purpose: Further understand the text (Trainfurther reading ability) to find out somedifferent sentences and details of the text.Step 7. Preparation for details ofthe text on the screen1. ...its heart slows to half its normal speed.slow-v. to become / make slower.2. ing sound wavePresent participle used as adverbial.3. provide sth. for sb.provide sb. with sth.4. at a time: each time5. grow to alength of...Purpose: Train the Ss’ability of understanding and using laguage.Step 8. Consolidation1. Find out the topicsentences.2. Retell the passage according to the topicsentences.Purpose: I want to know if my students understandthe whole text really and if they master what I mean to tellthem in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell iteasily.Step 9. DiscussionShow them some pictures about thepolluted sea and many living things which are in danger andask them: What are their opinions about it? In order to letthem have free choice, I give them another topic: The sea isbeing polluted. What should they do?Purpose: I mean to givethem emotional education. I give them multi-media picturesto arouse their interest of study and their love for life.I meanto make them realize: The sea is in danger!Iteach them to do their best to help it and do something from now on.Everyone should do something to love and protect ourhome.Step 10. HomeworkWrite an article Saving the sea. I want to improve the ability of their writing. At the same time,train the ability of do-it-yourself and looking up theinformation by themseleves.Part 4. Blackboard designUnit 16 Lesson 63Topic Sentences:1. Some living things can live inThe sperm whale feeds on squid.。