高中英语阅读教案全英
高中英语阅读教案全英
高中英语阅读教案全英【篇一：高中英语阅读教案】高中英语阅读课教案book5 unit 5 first aid for burns授课董红英一、teaching aims:1. knowledge aims:(1) get the students to learn some useful words and expressions in the passage;focus:2. ability aims:(1) enable the students to learn how to use what they’ve learnt to do first aid treatment for burns correctly;(2) let the students learn the reading skills of getting the main idea of each para part;(3) train the students’ reading abilities, such as skimming and scanning;(4) to develop the students’ ability to get the text information through reading practice;(5) to develop the students’ speaking skills;(6) to challenge the students to express a real-life even and share experiences with others in the topic.3. morality aims:(1) enable the students to be brave, calm when facing such accidents and know how to give first aid in different situations;(2)develop students’ sense of cooperative learning and their abilities of discovery;(3)to motivate the students to concern about others and their safeties二、key points and difficult pointskey points: (1). get the students to imitate the pronunciation and the intonation.(2). to arouse their interest in the lesson.(3). improve the ss’ reading a bilities and develop their reading skills.(4). to develop students’ speaking skills in describing a specific situation where they make storieswith the first aid treatment they have learnt in this lesson. difficult points: (1).to improve the ss’ reading abilities and develop their reading skills; .(2). to help the ss use what they’ve learnt to do first aid treatment for burns correctly. (3). to develop students’ speaking skill in describing a specific situation where they makestories with first aid treatment in this lesson.三、teaching procedures:step 1：watching and thinking1. i will begin the lesson by playing a video and help the students to find out “what happened to the boy? what did the man do before a doctor can be f ound?”, which is to lead in the topic: “first aid”, and get the students ready for the further discussion “what is first aid?”. help the students to get the answer “first aid is a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found”, and explain the new word “temporary---lasting or serving for a time only, not permanent”.(2) while helping the students finish all the exercises, i will carry out a competition: divide the students into four groups, and the one who stand up fast and give the right answer can get 1 mark for his\her group, the group which gets the highest mark will get a present.step 2：fast reading1. give the students a minute and some tips to help them divide the passage into 5 parts and find out the main idea of each part.questions:1. how many parts can the passage be divided into?2. what is the main idea of each part?part 1 a. the characteristics of three kinds of burnspart 2 b. the three types of burnspart 3 c. different first aid treatment for different burnspart 4 d. the functions of the skinpart 5 e. how we get burnedstep 3：careful reading1. get the students finish some comprehensive exercises, and help them to get the key information of each part. try to make the students finish these exercises creatively and actively;1). listen to the tape of part1 and find out: the functions of skin1. protect you against poisons and the sun’s harmful rays;2. keep you .4. give you .2). listen to the tape of part2 and find out the causes of burns3). listen to the tape of part3 and find out: types of burnsthere are three types of burns depending on which layers are burned.first degree burns affect only the _____ layer and should feel better within _______________.second degree burns affect both the top and the_______ layer. these burns are serious and take ______________ to heal.third degree burns affect all three layers and any ______ and organs under the skin. they are very severe injuries and the victim must get to hospital at once.4). listen to the tape of part 4 and find out the characteristics of burns5). listen to the tape of part 5 and find out the treatment for first aid1. ________ clothing and jewelry near the burns.2. ______ the burns with cool but not icy water.3. ______ cool, clean wet cloths on the burns.4. ______ the burned area gently.5. ______ the burned area with a dry clean bandage.6. ______ the burned area higher than the heart, if possible.7. ______ the victim to the doctor or hospital, if the injuries are second or third degreeburns.2. get the students to read the passage aloud while they are listening to the tape, ask the students to pay attention to the pronunciation and the intonation;3. guide the students if necessary, and always encourage them, encouragement can build their confidences.step 4：post reading:1. to practise the use of group and pair activities, with the emphasis on communicating with their partners and the cooperation of teams.2. guide the students to find out the correct answer and remind them of paying attention to the key words.(1). the passage is mainly about __________.a. the function of the three layers of the skinb. the characteristics of burnsc. burns and the first aidd. steps of treatment for different burns(2). you can get burns by various things, except __________.a. the sun or hot liquidsb. steam or radiationc. fire or the lightd. electricity or chemicals(3). when you get the second degree burns, you can carry out the following first aid except _______.a. cool the burns immediately with the icy waterb. get a doctor to help you at oncec. place cool cloths on the burned area repeatedlyd. dry the burned area gently3. help the students summarize some useful reading skills.4. to process information and to apply knowledge to solve a problem.step5: conclusion of reading skills1.help the students discover some reading skills through reading a similar passage.2. develop the students’ learning-by-doing abilities【篇二：高中英语阅读教案】英语阅读教案objectives1.to find out some specific facts of the passage2.to study some useful expressions and new words in the text.3.to make up a conversation between marco polo and the author4.to practise writing a reportteaching procedures:step 1 lead-in ( 歌曲导入 )t: good morning , class.ss: good morning , madam .t: today let’s begin our class with the beautiful song “a whole new world”. we have been learning the song these days. now listen , enjoy and learn to sing the song again.step 2 group discussion ( 小组讨论 )t: what is the song about ? what do you think of the song? sa: it’s about a whole new world. ??.sb: it’s beautiful. ??.t: good. now look at the screen. china in the yuan dynasty was a whole new world to marco polo. today let’s read a passage marco polo. have you ever heard of marco polo? do you know kublai ? what do you know about the yuan dynasty?( show the pictures of marco polo and some people in italy, kublai and some people in the yuan dynasty.)t: let’s have group discussion. each group has its own question. group one : who was marco polo? what do you know about marco polo? group two :who was kublai ? what do you know about kublai? group three:what do you know about the yuan dynasty?group four: what do you know about italy?step 3 vocabulary studyt: here are some important words which are frequently used when we talk about marco polo.look them up in the dictionary . write down the sentences and english explanations.faithful / fantastic / imprison / awed / missionstep 4 fast-reading ( 快速阅读)t: now, let’s read the passage marco polo and his travels . read the text as quickly as possible.try to find the answers to the questions on the screen.1.why did marco and his father travel to china?2.why was the emperor impressed with marco?3.why was marco surprised to see people using paper money?4.what were the black stones marco saw people burning for fuel?5.how long did marco spend in china?step 5 听录音、观图像。
高中英语全学科阅读教学设计
高中英语全学科阅读教学设计第一部分：教学目标与背景介绍高中英语全学科阅读教学旨在培养学生的综合阅读能力，提高他们的文化素养和批判性思维能力。
本教学设计针对高中一年级学生，通过选取不同学科的文本，引导学生进行跨学科的阅读和思考，以提升他们的学科综合素养。
第二部分：教学内容与步骤1. 教学内容（1）选择丰富多样的学科文本，如历史、地理、数学、科学等，确保学生接触到不同学科的知识和信息。
（2）设计相关练习活动，包括问题解答、信息概括、文本分析等，以帮助学生全面理解和掌握文本的内容和要点。
2. 教学步骤（1）引入：通过介绍一个具有跨学科背景的话题，激发学生的兴趣和思考。
比如，通过介绍宇航员在太空中的实验，引发学生对科学、物理、生态等学科的思考。
（2）学生阅读文本：提供相关学科文本，让学生阅读并理解其中的知识内容。
（3）问题解答：提供一些问题，要求学生根据文本内容回答。
问题涵盖各个学科的知识点，鼓励学生进行跨学科思考。
（4）信息概括：要求学生准确概括文本中的信息和观点，培养他们的归纳总结能力。
（5）文本分析：引导学生分析文本结构和语言特点，培养他们的文本解读和理解能力。
（6）学科综合思考：鼓励学生对不同学科的知识进行综合思考，引导他们形成有深度和广度的学科视野。
第三部分：教学评估与反馈1. 教学评估（1）开展课堂小测：通过课堂小测，检测学生对不同学科的文本和相关知识的理解程度。
（2）布置作业：设计相关作业，要求学生根据文本内容进行扩展思考，或者写一篇综合分析的文章。
2. 教学反馈（1）批改作业：认真批改学生的作业，给予及时的反馈和建议。
（2）答疑解惑：根据学生在作业中的问题，进行答疑解惑，帮助他们更好地理解和应用所学知识。
第四部分：教学资源与延伸1. 教学资源（1）学科教材：选择适合的学科教材，作为教学资源，满足学生对不同学科文本的需求。
（2）互联网资源：利用互联网资源，搜索相关学科资料和文档，为学生提供更丰富的学科背景知识。
高一英语全英教案5篇
高一英语全英教案5篇高一英语全英教案篇1教学目标1. 语言知识目标：1) 能掌握以下单词：rules, arrive, late, hall, dinning hall, listen, listen to, fight, sorry2) 能掌握以下句型：①Don't eat in class.②You must be on time.③Eat in the dining hall.2. 学会用英语表达一些标志的含义。
3. 熟练使用目标语言谈论对某些规章制度(校规、家规等)的看法3. 情感态度价值观目标：能用英语表达和制定一些简单的规则，理解没有规矩不成方圆;无论是在学校时还是在家庭中以及以后走上社会都应当遵守规则，按规则办事。
教学重难点1. 教学重点：1) 肯定祈使句是省略掉主语的原形动词开头;2) 否定祈使句则是在肯定祈使句前加上“don’t”。
3) 情态动词must及have to在用法上的区别。
2. 教学难点：掌握祈使句的用法，并能听懂、会说一些简单的祈使句。
多媒体教学过程Ⅰ. Warming-up and revision教师进教室后，使用祈使句请学生们完成一系列动作：Please stand up/ sit down. Close the door, please. Look at me and listen to me.Don’t open your books. Don’t talk. Let’s begin our class.学生听教师的指令完成各种动作，教师也可将指令写到黑板上，让学生从视觉上考察祈使句的特点。
Ⅱ. Presentation教师出示书上1a 的图片，向学生提问。
指着图上奔跑的男孩提问T：What’s the boy doing? S: He’s running.T: Where is he running? S: He’s running in the hallways.(板书，教读)T：Can you run in the hallways? S: No, I can’t.T: So please don’t run in the hallways.(板书，教读)(= You can’t run in the hallways.)学生跟读数遍，明白祈使句和“can”的表达含意。
高中阅读课教案(全英文)
The class design of In search of the Amber Room Class type: ReadingDuration: 45 minutesStudents: Grade 101Theoretical basisAccording to The National English Curriculum Standards, reading is one of five basic elements of all-round student cultivation. Reading capacity is an important measurement of one’s information accepting ability. Students can broaden their vocabularies and learn native collocations during reading and those will set a solid foundation for the development of the rest four capacities，especially viewing.Viewing is the element added to the core elements lately, which is about the ability to recognize information between lines and apply them in daily life later.The interactive view considers language to be a communicative tool that is mainly used to build up and maintain social relations between people. Reading is a kind of special communication to some extent, which connects the reader to the writer.While reading, the information conveyed by the content may remind the reader of his/her own experience, which is another performance of interaction. When students meet some difficulties during reading, the teacher will make some explanations about difficult points which is the interaction between the teacher and students.After reading and understanding the context, students are asked to reach a higher level- they can express their own story while using words in the new vocabulary.It’s the interaction between students.2Background information2.1Analysis of teaching materialThe teaching material is about the description, history and special meaning of a cultural relic— amber room. This passage describes the missing amber room concretely which leaves the imagination space for students, and it introduces the location where it is and the owner who it belongs to corresponding to different periods. It is easy for students to grasp detailed information based their good mastery of vocabularies and reading strategies, but if they want to get to deeper level of understanding, they have to clarify the intricate relationships between the people and countries mentioned in the passage, so it is necessary for teacher to provide the scaffold by supplementing relevant history to help students better understand the passage. Based on the information provided by teacher, students can perceive the historical and diplomatic meaning of cultural relics individually or in peer work. Furthermore, students can extend their discussion to the history of Yuan Ming Yuan — the palace that is destroyed by foreign invaders but having witnessed the changes of China— and conclude the historical and cultural meaning of it on their own.2.2Analysis of studentsStudents in grade 10 just graduate from junior high school, so they have laid a foundation for further English study. According to The National English Curriculum Standards, junior high school graduates have a good mastery of guessing new vocabulary or unfamiliar grammar in the context, finding out and comprehending necessary information, searching out the topic and inner logic of a passage and predicting the development and maybe the ending of a passage, grasping information with different reading strategies in accordance with different reading targets. In senior high school, the standard shifts as students can predict thetopic and content of a passage, analyze reading materials critically and so on after three-year study.They have learnt The Attribute Clause before, so they can understand the meaning of sentences with the attribute clauses in the reading material. The most difficult task is to make students understand the slight difference between restrictive and non-restrictive attribute clauses.They also have learnt some knowledge about cultural relics since they were in primary school and they must have been to some museums, so they have had a vague impression of the concept of cultural relics and known the story of royal palace—Yuan Ming Yuan, which can help T illustrate the concept of cultural relics clearly and be an object of knowledge transfer practice.3Learning objectives3.1Language knowledgeIn this lesson, students are able to:1.Recognize and remember the new vocabularies such as words rare,valuable, vase, amazing, honey, selected, design, fancy style,decorated, jewel, artist, troop, reception, remove, wooden, doubt,former and phrases belong to, at war, less than.2.Recognize the function of some specific adverbs such as however, infact, in return, later recently and apply them into their writing.3.Clarify the slight difference between restrictive and non-restrictiveattribute clauses, understand the meaning behind these two grammarpoints and know how to use them correctly in their own writing.3.2Language skillsIn this lesson, students are able to:1.Write down key words while reading and then abstract main ideasfrom each paragraph.2.Predict the topic and the content according to the title and understandthe meaning of the title from several perspectives after intensivereading.3.Make sense of the topic and the content of the reading material andlearn to apply the structure into their writing of the story about YuanMing Yuan in chronological order.3.3Learning strategiesIn this lesson, students are able to:1.Consolidate their ability of scanning, skimming, skipping and so on.2.Learn non-restrictive attribute clause in the context based on theknowledge about the attribute clauses they have learnt before andconnect these two grammar points.3.Know the intention of the reading material related to the type andcharacteristics of the passage.4.Cooperate with group members when encountering difficulties andhave willingness to share their own experiences and thoughts witheach other for better understanding of the concept of cultural relics3.4Cultural awarenessIn this lesson, students are able to:1.Know the history background of the reading material and relationshipsbetween the countries and people mentioned in the passage.2.Have a clear understanding of the concept of cultural relics and thehistorical and diplomatic meaning of cultural relics— a witness to aperiodic history, a representative of a culture and a peacemaker.4Emphasis and difficulties4.1Emphasis:1.Student remember and consolidate the new vocabulary the newvocabularies such as words rare, valuable, vase, amazing, honey,selected, design, fancy style, decorated, jewel, artist, troop, reception,remove, wooden, doubt, former and phrases belong to, at war, less thanand some specific adverbs such as however, in fact, in return, laterrecently and apply them into their own writing.2.Student clarify the slight difference between restrictive and non-restrictive attribute clauses, understand the meaning behind these twogrammar points and know how to use them correctly in daily life.3.Students predict the topic and the content according to the title andunderstand the meaning of the title from several perspectives afterintensive reading.4.Students make sense of the topic and the content of the readingmaterial and learn to apply the structure into their writing of the storyabout Yuan Ming Yuan in chronological order.5.Students have a better understanding the concept of cultural relics andthe historical and diplomatic meaning of cultural relics— a witness toa periodic history, a representative of a culture and a peacemaker.4.2Difficulties:1.Student clarify the slight difference between restrictive and non-restrictive attribute clauses, understand the meaning behind these twogrammar points and know how to use them correctly in daily life.2.Students have a better understanding the concept of cultural relics andthe historical and diplomatic meaning of cultural relics— a witness toa periodic history, a representative of a culture and a peacemaker.5 Teaching& Learning methodologies5.1 Teaching MethodsThe interactive model which is integrated by bottom-up and top-down techniques will be adopted to help students develop their reading strategies and increase their language efficiency in general.5.2 Learning MethodsCooperative learning method will be used to promote students to communicate more and cultivate their ability of cooperation. In this class, the teacher will design group work tasks, which need to be finished through cooperating learning and idea-sharing.6 Teaching aids T eaching aidsPurpose PPTSave the time of blackboard writing. They are all used to draw students’ attention, arouse their interests, activate their schema and make language more comprehensible. blackboard Strengthen the language points andelicit students’ products and thecomplete structure of readingmaterial step by step.stickers Save timevideo and pictureSet an authentic scene and make theclass more vividly.7Teaching proceduresperiod activity Duration IntentionPre-reading Lead-in:T talks about her tour to Beijing Lastsummer vacation and shows somepicture of cultural relics she has beento or seen, including Yuan MingYuan.Q1: Are they all cultural relics?(Individual work)Q2: Does a cultural relic have to berare and valuable? Is it enough tohave survived for a long time?(Individual work)Q3: What is cultural relic? Could youplease make a conclusion? (groupwork)7minsArouse Ss’ interests inthe topic with T’s tourstory and free talkingDuring T introduces herown experiences, some ofnew vocabularies arepresented before readingthe passage which cangive Ss a guessingdirection of thefollowing passage andlower the difficulty ofunderstanding thepassage.After discussion, Ss havea better understandingof the concept ofcultural relics.Pre-reading Predicting:T asks Ss to read the title of thereading material—in search of theamber room and guess what thepassage will tell us. (individual work)(T shows the picture of amber to helpthem understand the new wordbetter)Skimming:T asks Ss to skim it quickly and see ifthey were right and asks them whateach paragraph is roughly about.5minsActive Ss’imagination.Cultivate the habit ofbrain storm beforewriting.Practice Ss’ ability ofcomprehension andconclusion.While-Intensive reading 7min Ss get some detailed information about thereading Step1:T asks Ss to read the paragragh1carefully and find out the informationas follows:1.How is the amber room about?(Show a picture of the amber room)2.What is the function of thisroom?3.Who is the one having theownership of this room in thebeginning?(Stick the name to the blackboard)Step2:T lists the two non-restrictiveattribute sentences on the ppt andcompare them to the restrictiveattribute sentences they have learntbefore. amber room which can explain the reason why it is a gift and missing at war.Compare the new grammar point to the old one and connect them.While-reading Step3:T asks Ss to read the next threeparagraphs and find out the changeof the ownership and the function ofthe amber room. (lockup work)Frederick William I (the King ofPrussia) — Peter the Great (the Czarof Russia) —Catherine II (the Czar ofRussia)– Nazi army (Nazi German)The palace–gift–winter palace–areception– one of the wonders of theworld– wealth/money——— AWITNESS TO HISTORY(T provides the scaffold bysupplementing relevant history tohelp students better understand thepassage)14minsMake a mind map with Ssto make inner logicclear.T provides some relevanthistory to get Ss moreaccessed to westernculture to arouse theirinterests in westernculture.Transition:T: As Russia and German breaks up, the amber room is destroyed. Is there no amber room in the world forever?Step4:T asks Ss to read the last paragraphand asks them the following questions:1.Why is the new amber roombuilt again? Who built it?2.How is the new amber room?(individual work)Here comes another role of the cultural relic– THE PEACEMAKERStep5:T asks Ss to reconsider the meaning of the title of this passage. “In search of amber” can be in search of history, culture or peace，so we should cherish cultural relics. students can perceive the historical and diplomatic meaning of cultural relicsreminds Ss of the importance of the title to the whole passage.Post-reading Extensive reading:T shows the picture of anothercultural relic–Yuan Ming Yuan againand plays a short documentary whichtells the whole history of the royalpalace.T asks Ss to compare the fate ofthese two cultural relics and whatrole Yuan Ming Yuan plays comparedto the amber room.Story Retelling:T shows two mind map about theamber room and Yuan Ming Yuan12minsGive Ss to chance toknowledge transferfrom amber room toYuan Ming YuanGive them chance tospeak publicly.respectively and Ss choose one toretell the story in their own words.T will invite some Ss to retell the storyin front of the whole class.8Assignment1.Write a summary of in search of the amber room in 80 words2.Write a letter to your Friends the story of Yuan Ming Yuan in 150 words 9Blackboard design。
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Reading comprehension is an essential skill for high school students learning English. It not only helps students understand and analyze different types of text but also improves their vocabulary and critical thinking abilities. One effective way to teach reading comprehension is through a well-structured lesson plan that includes a variety of activities designed to engage students and enhance their understanding of the text.阅读理解是高中学生学习英语的基本技能。
它不仅帮助学生理解和分析不同类型的文本，还可以提高他们的词汇量和批判性思维能力。
教授阅读理解的一种有效方式是通过一个结构良好的教案，其中包括各种活动，旨在吸引学生并加深他们对文本的理解。
A comprehensive reading comprehension lesson plan should start with pre-reading activities to activate students' prior knowledge and build interest in the text. These activities can include brainstorming, predicting, or discussing related topics to help students make connections between their own experiences and the text.一个全面的阅读理解教案应该从阅读前活动开始，激发学生的先验知识，建立对文本的兴趣。
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。
高中英语阅读教学设计全英
高中英语阅读教学设计全英Introduction:In recent years, the teaching of English reading comprehension in high schools has become increasingly important. Students need to develop effective reading strategies to understand and analyze complex texts. This article aims to provide a comprehensive English reading teaching design for high school students.1. Pre-reading Activities:Before starting the reading process, it is crucial to engage students in pre-reading activities that activate their prior knowledge and pique their interest in the topic. Some effective pre-reading activities include:a) Brainstorming: Encourage students to brainstorm ideas related to the topic of the reading passage. This helps them activate their background knowledge and make connections with the text.b) Predictions: Ask students to make predictions about the content or topic of the reading passage based on the title or some key words. This helps create curiosity and anticipation.2. During Reading Activities:While students are reading the text, teachers can incorporate various activities to enhance their comprehension and critical thinking skills. Some suggested activities include:a) Annotation: Encourage students to annotate the text by highlighting key ideas, unknown vocabulary, or making notes in the margins. This promotes active reading and helps students identify important information.b) Comprehension Questions: Prepare a list of comprehension questions related to the text. Students can answer these questions individually or in pairs/groups to check their understanding of the content.c) Vocabulary Expansion: Identify key vocabulary words in the text and provide students with exercises to learn and practice using these words in context. This improves their overall language proficiency.3. Post-reading Activities:After students have finished reading the text, it is essential to reinforce their understanding and encourage them to reflect on what they have learned. Here are some effective post-reading activities:a) Discussion: Organize a class discussion to allow students to share their thoughts, opinions, and questions about the text. This fosters critical thinking and encourages students to engage in meaningful conversations.b) Writing Tasks: Assign writing tasks that require students to summarize the main ideas, make connections to their own lives, or analyze the text in a specific way. This helps consolidate their understanding and develop their writing skills.c) Extension Activities: Provide extension activities that allow students to further explore the topic or delve deeper into the content of the reading passage. This could include research projects, presentations, or creative tasks.Conclusion:In conclusion, a well-designed English reading teaching plan for high school students should incorporate pre-reading, during reading, and post-reading activities. These activities engage students actively and enhance their reading comprehension, critical thinking, and language skills. By implementing this comprehensive teaching design, teachers can create a stimulating and effective learning environment for their students.。
高中英语课全英教案
高中英语优质课全英教案第一章：课程概述与目标1.1 课程背景本课程旨在提高高中生的英语听说读写能力，通过全英教学环境，使学生能够更自然地接触和使用英语，提高他们的语言运用能力。
1.2 教学目标通过本课程的学习，学生将能够：熟练运用英语进行日常交流；理解并运用所学知识进行阅读、写作和听力理解；第二章：教学方法与策略2.1 教学方法采用交际法、任务型教学法和情境教学法，让学生在实际的语言环境中学习和使用英语。
2.2 教学策略通过小组讨论、角色扮演等活动，激发学生的学习兴趣和积极性；利用多媒体教学资源，提供丰富的语言输入和输出机会；定期进行评估，以监测学生的学习进度和提高学习效果。
第三章：教学内容与安排3.1 课程内容英语语音和语法；词汇和短语；日常交流场景；英语听说读写技能的训练。
3.2 教学安排每周安排两节全英授课，每节课时为45分钟。
课程将持续一学期，共计18周。
第四章：教学评估与反馈4.1 评估方法通过定期的测试和作业评估学生的学习成果。
测试包括听力和口语考试、笔试和课堂表现。
4.2 反馈教师将对学生的学习情况进行定期反馈，帮助学生了解自己的优点和需要改进的地方，并提供必要的辅导和支持。
第五章：教学资源与材料5.1 教学资源英语教材和辅助材料；多媒体教学设备；网络资源和学习平台。
5.2 学生材料英语词典；学习笔记和练习册；个人电脑或平板电脑，用于在线学习和作业提交。
第六章：课堂管理6.1 纪律与规则建立积极的课堂氛围，鼓励学生积极参与；准时开始和结束课程，遵守课堂纪律；尊重学生，确保教学活动有序进行。
6.2 学生参与鼓励学生提问和发表意见；组织小组讨论和角色扮演等活动，提高学生的参与度；根据学生的兴趣和水平，设计合适的教学活动。
第七章：作业与练习7.1 作业布置布置与课堂内容相关的作业，巩固所学知识；作业难度适中，给予学生一定的挑战；设定作业提交截止时间，并按时批改。
7.2 练习设计在课堂上进行听力、口语、阅读和写作练习；利用多媒体教学资源，提供实时的练习和反馈；鼓励学生自主学习，进行课外阅读和听力训练。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
高中英语阅读教案全英【篇一：高中英语阅读教案】高中英语阅读课教案book5 unit 5 first aid for burns授课董红英一、teaching aims:1. knowledge aims:(1) get the students to learn some useful words and expressions in the passage;focus:2. ability aims:(1) enable the students to learn how to use what they’ve learnt to do first aid treatment for burns correctly;(2) let the students learn the reading skills of getting the main idea of each para part;(3) train the students’ reading abilities, such as skimming and scanning;(4) to develop the students’ ability to get the text information through reading practice;(5) to develop the students’ speaking skills;(6) to challenge the students to express a real-life even and share experiences with others in the topic.3. morality aims:(1) enable the students to be brave, calm when facing such accidents and know how to give first aid in different situations;(2)develop students’ sense of cooperative learning and their abilities of discovery;(3)to motivate the students to concern about others and their safeties二、key points and difficult pointskey points: (1). get the students to imitate the pronunciation and the intonation.(2). to arouse their interest in the lesson.(3). improve the ss’ reading a bilities and develop their reading skills.(4). to develop students’ speaking skills in describing a specific situation where they make storieswith the first aid treatment they have learnt in this lesson. difficult points: (1).to improve the ss’ reading abilities and develop their reading skills; .(2). to help the ss use what they’ve learnt to do first aid treatment for burns correctly. (3). to develop students’ speaking skill in describing a specific situation where they makestories with first aid treatment in this lesson.三、teaching procedures:step 1：watching and thinking1. i will begin the lesson by playing a video and help the students to find out “what happened to the boy? what did the man do before a doctor can be f ound?”, which is to lead in the topic: “first aid”, and get the students ready for the further discussion “what is first aid?”. help the students to get the answer “first aid is a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found”, and explain the new word “temporary---lasting or serving for a time only, not permanent”.(2) while helping the students finish all the exercises, i will carry out a competition: divide the students into four groups, and the one who stand up fast and give the right answer can get 1 mark for his\her group, the group which gets the highest mark will get a present.step 2：fast reading1. give the students a minute and some tips to help them divide the passage into 5 parts and find out the main idea of each part.questions:1. how many parts can the passage be divided into?2. what is the main idea of each part?part 1 a. the characteristics of three kinds of burnspart 2 b. the three types of burnspart 3 c. different first aid treatment for different burnspart 4 d. the functions of the skinpart 5 e. how we get burnedstep 3：careful reading1. get the students finish some comprehensive exercises, and help them to get the key information of each part. try to make the students finish these exercises creatively and actively;1). listen to the tape of part1 and find out: the functions of skin1. protect you against poisons and the sun’s harmful rays;2. keep you .4. give you .2). listen to the tape of part2 and find out the causes of burns3). listen to the tape of part3 and find out: types of burnsthere are three types of burns depending on which layers are burned.first degree burns affect only the _____ layer and should feel better within _______________.second degree burns affect both the top and the_______ layer. these burns are serious and take ______________ to heal.third degree burns affect all three layers and any ______ and organs under the skin. they are very severe injuries and the victim must get to hospital at once.4). listen to the tape of part 4 and find out the characteristics of burns5). listen to the tape of part 5 and find out the treatment for first aid1. ________ clothing and jewelry near the burns.2. ______ the burns with cool but not icy water.3. ______ cool, clean wet cloths on the burns.4. ______ the burned area gently.5. ______ the burned area with a dry clean bandage.6. ______ the burned area higher than the heart, if possible.7. ______ the victim to the doctor or hospital, if the injuries are second or third degreeburns.2. get the students to read the passage aloud while they are listening to the tape, ask the students to pay attention to the pronunciation and the intonation;3. guide the students if necessary, and always encourage them, encouragement can build their confidences.step 4：post reading:1. to practise the use of group and pair activities, with the emphasis on communicating with their partners and the cooperation of teams.2. guide the students to find out the correct answer and remind them of paying attention to the key words.(1). the passage is mainly about __________.a. the function of the three layers of the skinb. the characteristics of burnsc. burns and the first aidd. steps of treatment for different burns(2). you can get burns by various things, except __________.a. the sun or hot liquidsb. steam or radiationc. fire or the lightd. electricity or chemicals(3). when you get the second degree burns, you can carry out the following first aid except _______.a. cool the burns immediately with the icy waterb. get a doctor to help you at oncec. place cool cloths on the burned area repeatedlyd. dry the burned area gently3. help the students summarize some useful reading skills.4. to process information and to apply knowledge to solve a problem.step5: conclusion of reading skills1.help the students discover some reading skills through reading a similar passage.2. develop the students’ learning-by-doing abilities【篇二：高中英语阅读教案】英语阅读教案objectives1.to find out some specific facts of the passage2.to study some useful expressions and new words in the text.3.to make up a conversation between marco polo and the author4.to practise writing a reportteaching procedures:step 1 lead-in ( 歌曲导入 )t: good morning , class.ss: good morning , madam .t: today let’s begin our class with the beautiful song “a whole new world”. we have been learning the song these days. now listen , enjoy and learn to sing the song again.step 2 group discussion ( 小组讨论 )t: what is the song about ? what do you think of the song? sa: it’s about a whole new world. ??.sb: it’s beautiful. ??.t: good. now look at the screen. china in the yuan dynasty was a whole new world to marco polo. today let’s read a passage marco polo. have you ever heard of marco polo? do you know kublai ? what do you know about the yuan dynasty?( show the pictures of marco polo and some people in italy, kublai and some people in the yuan dynasty.)t: let’s have group discussion. each group has its own question. group one : who was marco polo? what do you know about marco polo? group two :who was kublai ? what do you know about kublai? group three:what do you know about the yuan dynasty?group four: what do you know about italy?step 3 vocabulary studyt: here are some important words which are frequently used when we talk about marco polo.look them up in the dictionary . write down the sentences and english explanations.faithful / fantastic / imprison / awed / missionstep 4 fast-reading ( 快速阅读)t: now, let’s read the passage marco polo and his travels . read the text as quickly as possible.try to find the answers to the questions on the screen.1.why did marco and his father travel to china?2.why was the emperor impressed with marco?3.why was marco surprised to see people using paper money?4.what were the black stones marco saw people burning for fuel?5.how long did marco spend in china?step 5 听录音、观图像。