教案在书写时需要教师进行教学资源的收集和整理，提高他们的信息获取能力，我们写教案的目的就是为了让自己的课堂更加生动有趣，下面是好文溜溜小编为您分享的科三英语高中教案7篇，感谢您的参阅。
科三英语高中教案篇1
lesson plan interpretation
nsefc book1 unit3 travel journal
hello, everyone. it’s an honor for me to stand here and interpret my lesson. the lesson plan i am going to talk about is from nsefc book 1 unit 3 travel journal. i’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.
Ⅰ. the theoretical basis
first, i’d like to show my theoretical basis--schema theory and top-down model (goodman, 1971). journey down the mekong is a reading course. according to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (carrel and eisterhold, 1983), or between the new information and the old knowledge store (anderson and pearson, 1984). so in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the ss’ old knowledge store and add more relevant background knowledge before they get the students to read. according to the top-down model, general idea of the text will be got first, and then come the details.
ii. understanding of the teaching material
my understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.
at the beginning, let’s focus on the first part. journey down the mekong is a piece of travel journal written by wang kun. it’s mainly about wang kun and his sister’s dream of taking a great bike trip down the mekong river, their preparation for the trip and some more details of the mekong river. general speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. so before the students’ first reading, i will explain the new words and phrases briefly and after reading the whole passage, i will embody the usage of the news words and phrases, and get the student understand the difficult sentences. as it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.
that’s all for the first part, now let’s move to the second part. according to the teaching material and the new curriculum of english, in order to fulfill the learning task of this lesson, i establish the following objectives:
a) knowledge objectives
by the end of the lesson, ss will have a better understanding of the meaning and structure of the text. then ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.
b) ability objectives
actually students should be encouraged to do speed reading in the first period of reading lesson. but the students in my class are lack of independent reading ability. in this class, i will encourage and help them to read, think and find out information by themselves most time. since the main objective of reading course is to improve the ss’ reading ability, i’ll train their ability of identifying the general idea in the fast reading. and in intensive reading their ability of information-gathering and summarizing is developed. and the whole class is for ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.
c) moral objectives
though journey down the mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. so before learning the text, we will have a short discussion about the importance of the river. i want the ss to have the awareness of protecting the river and protecting our environment.
well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. according to the national curriculum of english and language learning theory, when teaching reading, we should encourage the ss to do speed reading for the first time, that’s to say, we should encourage our ss to read as fast as they can when they do the first reading. so much emphasis should be put on reading skills and reading comprehension as well. so the important points are that how to make ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. as to the difficult points, they are the same as the important ones.
iii. teaching methods and studying ways
that’s all for my understanding of the teaching material. now let’s focus on the ways of teaching and learning.
generally speaking, i adopt task-based language teaching and communicative approach in my class. as for learning, ss will learn through independent reading, discussing and cooperating.
i will use computer and blackboard as my teaching aids.
Ⅳ. teaching procedure
here comes the most important part, the teaching procedure. it includes 5 steps: step i: lead-in and pre-reading, step ii: while-reading, step iii: consolidation, step iv: post-reading, step v: homework.
step i: lead-in and pre-reading (7mins)
now let’s come to the first step. there are three activities in this step and i will spend 7mins on them.
in activity one, i will ask ss two questions "do you know some great rivers in china?" and "why they are great?” here, as the ss get familiar with the chinese great rivers, i choose to ask them some great rivers in china. and the answer to the second question can lead in the next activity--brainstorming.
in activity two, i will ask the ss to discuss in pairs and answer the question "how do people who live along a river use it?” my purpose of this activity is to remind the ss the importance of the river, thus stimulate the ss' awareness of protecting the rivers.
in the last activity, i will show the ss a picture of the mekong river and ask them to list the countries that it flows through. this activity leads in the while-reading.
step ii: while-reading (21mins)
while-reading is the main part and it will take 21mins. here i adopt the top-down reading model. this step is divided into 2 parts: fast reading and careful reading. before reading, i will ask the ss to predict what will talk in the text according to the title. it can exert the ss' imagination.
1) fast reading
during fast reading, i will ask the ss to reading the whole passage quickly and get the main idea of each paragraph. usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. so the main idea of each paragraph will be matched because the ss are lack of the skill of summarizing the main idea by themselves.
2) careful reading
after getting the general idea of each para., i will deal with the details para. by para..
in paragraph one, i will ask the ss to read quickly and do the exercises t or f. and if it is f, i will ask them to correct it. this exercise can help the ss get the key information of the first paragraph in a short time and can deepen the ss’ understanding of the first paragraph.
in paragraph two, i will ask ss one question “is it a difficult journey to cycle along the mekong? why?” this can help the ss develop their ability of summarizing. if the ss can’t answer the question briefly, i will encourage them to find the key sentences and try to join them together.
and in the last paragraph, i will ask ss two questions “how does the water of mekong river change?” and “what can you see when you travel along the mekong river?” both questions are required to answer in keys word. in order to lower the difficulty of the questions, i will show them the examples. after that, i will present some pictures to deepen the ss’ impression on the new words. and these two questions can help the ss gain a deeper understanding on the mekong river.
step iii: consolidation (6mins)
after dealing with the detailed information of each paragraph, i will ask the ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. it will take 6 minutes. the two questions are “where is the source of the mekong river and which sea does it enter?” and “how do wang kun and wang wei prepare for the trip?” it is easy for the ss to find the answer to the first question in the text. as to the second question, it may be a little difficult, so i will list some tips for the ss to find the answer more easily.
step iv: post-reading (10mins)
that’s all for the while-reading. now let’s move to the fourth step. in this step, i will design two activities and i will spend 10 minutes on them.
the first activity is filling in the blanks. in this activity, ss are required to find the different attitudes of wang kun and wang wei to the trip, and then the teacher will express her attitude to this trip. after demonstrating, ss are encouraged to express their attitudes. it can help the ss train their ability of information-gathering and expression.
the second activity is thinking. in this activity, i will ask the ss to discuss in groups of four and try to use some words to describe the characteristics of wang kun and wang wei according to their attitudes. it is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperation
step v: homework (1min)
finally it comes to the homework. ss are required to review the learnt lesson and underline the useful words and phrases in the text. this one is for them to consolidate what they’ve learnt and make preparation for the next lesson—learning about the language..
Ⅴ. blackboard design
on the top, there is the title of this lesson. on the left, it lists some important roles that the river plays. on the right, there are some useful words and expressions.
that’s all for my interpretation. thank you for your att
科三英语高中教案篇2
一、教学目标：
学生基本掌握meat,rice,noodles,fish,milk.懂得do you like??”是提问“你喜欢??？”并能作出相应的回答。
通过说唱活动培养学生的英语语感，提高学生的思维能力和语言能力。 通过学习、合作、交流，激发学生的学习动机，培养学生学习的兴趣，充分调动学生学习的积极性；把所学语言知识与实际生活紧密结合。
遵循“以学生发展为本”的课改理念，面向全体学生，启发和引导每一个学生积极主动地参与到学习活动中，培养和提高学生合作学习的意识和能力。
二、教学重点：
掌握有关食物的英语单词，谈论并询问他人的喜好。
三、教学难点：
一般疑问句的用法。
四、教具准备：
多媒体课件，自制食物图片。
五、教学过程：
step1 热身运动（反应游戏：touch your face, touch your nose）
通过tpr活动，有助于帮助学生集中注意力，做好上课的准备。
step2 揭示课题
t: 同学们平时都喜欢吃什么食物？
s:肉、牛奶??
t:同学们想知道这些食物用英语怎么说吗？今天我们就一起来学习。直接点明这堂课的学习任务。
step3 师生交流
t:出示fish图片.i like fish.（表现出喜欢的样子）do you like fish?引导学生回答 yes,ido.
t：here you are.（做出给对方的样子）
s:thank you.
教师可以和多几个同学练习。
t:出示noodles图片 idon’t like noodles（表现出不喜欢的样子－摇头）do you like noodles?引导学生回答 no,idon’t
教学其他单词方法同上。
备课思路：师生的真实交流，让学生感受到语言与实际生活紧密结合，通过
这种自然的方式把新的语言项目呈现给学生，让学生体验获取知识的成就感，培养自信心。
step 4 let’s chant (多媒体课件)
noodles noodles是面条 面条noodles细又长
milk milk是牛奶牛奶milk白又甜
fish fish是鱼肉鱼肉fish鲜又鲜
meat meat是肉类 肉类meat真好吃
把单词编成chant,巩固学生记忆，将枯燥乏味的词汇学习，变得生动有趣。
step 5 听歌并学唱歌曲
播放学生比较熟悉的旋律“how old are you?”然后根据旋律改歌词。 do you like meat?
唱歌是学生喜欢的学习活动形式之一。在教学中充分利用教学资源，把歌谣作为学习一般疑问句、培养听力、检验知识掌握情况、复习巩固知识和发展学生语言能力的一种手段。
step 6 课文教学
老师对学生说：“ms smart,lingling,sam,amy,tom正在吃饭，我们一起来看看他们喜欢的食物是什么。”
（多媒体课件）呈现活动1，请学生认真听，试着理解课文内容，听第一遍录音后，老师提问：“what does lingling like? what does sam like? what does amy like? what does tom like?”请学生带着问题听第二遍录音，最后，请学生边听边指向相应的图画，并模仿跟读。
step 7合作学习
每组一个学生拿着食物图片问同桌：“do you like??”另一个学生根据自己的喜好回答：“yes, i do. ∕ no, i don’t.
科三英语高中教案篇3
一.教学内容分析
本单元的中心话题是good manners，这是一个亘古及今且永恒的话题。但在我们这一单元中，good manners 都有些什么内容呢?中外文化中对good manners 的理解、体现有什么异同?我们该怎么做、做什么才能成为一个受人欢迎、具有good manners 的人呢?单元中十一个板块的相关话题的设计及语言材料的选编无不紧紧扣着这个中心。从日常生活中看似虽小但能触及心灵的情景及行为，如道歉、书面致谢;东西方餐桌礼仪;域外风俗礼节等，都作了详尽的诠释，所有这些为我们提供的不仅是充实的英语语言知识和综合语言运用技能训练的内容，更重要的是学生学习这一单元的整个过程也是他们陶冶情操、规范行为、发展心智的过程，这对他们身心的发展会产生较强的感染作用，有助于他们人文素养的整体提高和跨文化意识的加强。
“热身”(warming up)部分设计了学生学习生活中及日常生活中经常发生的四幅画面：上课迟到、打断别人说话、排队买饭时不小心雨伞戳着别人、商店里排队付款一男士推开两顾客从他们中间穿过，顾客生气质问男士。让学生学会道歉，学会讲礼貌。这部分的目的是，引出中心话题good manners，帮助学生明白讲礼貌会使我们人际之间关系和谐融洽，甚至会化干戈为玉帛;同时复习或学习一些致歉语和必要的答语。
“听力”(listening)部分提供了一段两朋友间的对话，一朋友不打招呼骑走了另一朋友的自行车，并且把它弄丢了。怎么办?当然是道歉。这个听力练习要求学生通过听学会对发生了这种事情后的道歉表达和更高姿态的回响，使道歉者释然。以此了解英语国家人士语言的得体性、思维的方式与习惯表达方法，培养学生跨文化交际的意识。如 “i guess it wasn’t really your fault, was it?” , “ that’s ok. forget it. it was an old bike anyway.”
“口语”(speaking)部分提供的是三组文字情景，要求学生在前面“热身”和“听力”的基础上，以双人对话的活动形式体现情景，训练学生在比较真实的情景中口头表达能力和丰富他们有关道歉的语汇，包括词和句型。充分展示具备good manners者解决问题、处理尴尬场面的风采。
“读前”(pre-reading)部分设计了四个情景：1)at a dinner party, 2)greeting your teacher, 3)receiving your birthday present, 4)paying a visit to a friend’s house, 以小组活动的形式讨论并写下在中国文化中以上情景有礼有节的一些规矩，这一活动的目的是不仅要调用学生已有的直接和间接的体现good manners 的生活经验，加深对我们中国是文明礼仪之邦的认识，而且激活学生的思维，自然过度到下一步的 “reading”--- 西方文化、餐饮礼仪。
“阅读”(reading)部分是一篇说明文。主要介绍了西方的餐桌礼仪，并在字里行间渗透着和中国餐饮文化进行比较。东西方文化交织在一起，充满了跨文化交际的信息，体现了教材的国际性和民族性。
“读后”(post-reading)部分的前三项任务是要求学生针对课文的理解完成的，可作为评价学生对文章理解的程度。如第一项：列出中西方餐桌上餐具及其摆放的位置;第二项：标出西方正式宴会上主要食物上桌的顺序;第三项：判断西方正式宴会上哪些就餐行为文明有礼，哪些行为显得无礼粗俗。第四项是回答问题，是一道联系中国实际的、开放性的一道问题：中国的餐桌礼仪也在变化吗?举例说说。可以小组讨论的形式进行，目的在于让学生对中西方餐桌礼仪的认同，以及培养学生的思辩能力。
“语言学习”(language study)分词汇和语法两部分。词汇部分有构词法知识，前缀in-, im-, un-, non- 和练习部分词汇的一篇与课文主题相关的短文。引导学生通过短文提供的生动语境培养自己理解和记忆单词的能力。语法项目是定语从句，这是继前面两单元后第三次出现，不属新的语法知识。非限制性定语从句第一次介入。语法第一部分提供的限制性定语从句和非限制性定语从句的例句比较和说明，可供学生自主学习，让学生探究发现两种定语从句的不同形式和含义。第二部分着重检验学生运用两种定语从句拓展句子的能力。
“综合技能”(integrating skills)设计了一个很实用的写作任务：写感谢信。这个设计包括读和写。阅读部分的内容是一封感谢信的范例;写作部分的任务是：对老师的帮助、父母的关心支持、朋友的真诚、收到生日礼物等写一封感谢信。通过这一活动，让学生明白对他人的帮助心存感激，无疑是一种美德，一种素养。
“学习建议”(tips)部分提供了一些行为规范的名言警句，告戒学生随时随地讲文明、懂礼貌，从自身做起，从小事做起。
“复习要点”(checkpoint)部分简要地总结了本单元的语法重点----限制性定语从句和非限制性定语从句，并且设计了一些最基本的语言练习，帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。
二.课时安排：6 课时。
the first period: warming up and listening
the second period: speaking
the third period and fourth periods: pre-reading, reading and post-reading
the fifth period: language study
the sixth period：integrating skills
三.分课时教学计划
the first period
goals:
to focus on talking about good manners as warming up and listening practice.
to learn to express apologies and responses to apologies.
to arouse students’ interest in learning good manners through various activities in class.
teaching procedures:
i. warming up
设计问题、语境，诱发学生打开话匣子，不作限制，更不当练习来完成。
1.以旧带新，先入为主，根据学生自己的体验和理解，列举good manners 的事例。
2.知错并向人道歉是good manners 的行为之一。引入道歉用语，借书中情景和额外补充的各种情景反复演练，使学生能将这些礼貌用语娴熟地运用于生活之中。
(这些情景的提供，也为最后让学生自己描述道歉场面作准备)
3.作为一个有礼貌的人，对他人的诚恳道歉怎么反映?说些什么让道歉者心里释然?(为下一步的听力做个铺垫)
4.你上次向人道歉的情景还记得吗?对方是否是个讲礼貌的人。请描述一下。
1. t: we like people with good manners. we don’t like people with bad manners.
well, what are good manners in your opinions? for example,
is it good manners to take your classmate’s bicycle without telling him?
of course it’s ( not) good manners to do…./ that….
group work: make a list of at least four things which are good manners in our daily life.
2. what should we do at least to be good manners if we do something wrong?
making an apology? and how to express your apologies? what expressions do you use to apologize?
(excuse me/ i’m sorry./ i am terribly sorry/ please forgive me...)
3. look at the four pictures in the text. complete the dialogues with proper words according to the situations given.
4. here are some more similar situations. please make similar dialogues in pairs to drill the expressions of apologies.
situation one: you go to the teachers’ office to hand in your homework, but your teacher is talking with one of her colleague. you interrupt them.
situation tw you are late for the school gathering and all your classmates are waiting for you at the bus station. you explain that you had a flat tyre. your classmates forgive you and tell you not to worry.
situation three: when you are walking in the streets, you step onto someone’s toes and this person is a bit angry. he reminds you to be careful next time.
situation four: you are playing basketball and suddenly the ball hit someone passing by. the person is very angry with you.
5. in fact, if you can apologize probably after you do something wrong, others will still have a good impression of you. on the other hand, your proper response to an apology also shows you are a person with good manners.
well, what’s your response to the following apologies?
1) i’m sorry, sam. i stepped on your pen and broke it. i didn’t see it on the floor.
______________________________. ( it’s ok. i have another pen.)
2) i’m sorry, mr. tan, i didn’t complete my homework. i was not feeling well last night.
__________________________________________________________________.
(are you feeling better now? you may hand in your homework tomorrow.)
6. do you think it good manners to make an apology to people in time if you have done something wrong? please describe the situation last time when you made an apology to others.
what did you say to express your apologies? what was the other’s response?
did he / she accept your apology? do you think him a person with good manners?
why (not)?
ii. listening
1. listening in sb.
遵循step by step 的原则，分听前(pre-listening)、听时(while-listening)和听后(post-listening) 三步走，并设计各个步骤的任务型活动，使整个听力目标明确，中心话题更为突出。
pre-listening: go over the six questions or sentences and guess in pairs if the persons in the listening have good manners or not. why do you think so?
while-listening: answer the questions and complete the six sentences.
post-listening questions:
has anything similar happened to you? what was the situation? how did you deal with it?
do you think you’re a person with good manners? in what ways?
2. listening in wb. p.115
listen to the tape and finish the exercises in it.
the second period
goals:
to focus on oral practice --- speaking.
the students are to use the expressions of apologies and possible answers freely through some situations.
they are enabled to solve some simulating problems about good manners and bad manners.
teaching procedures:
i. elicit the expressions of apologies and possible answers through the situations which might happen to the teacher himself / herself.
the teacher is a bitl late for the class.
the teacher carelessly knocks down a student’s booksl on the table.
the teacher blames some student wrongly for not …l
1. t: i’m sorry. i didn’t mean to …. now i apologize for my …
s: oh, that’s all right.
创设真实情景与学生交流，既是以身示范，又自如、贴切地呈现教材中提供的常用道歉用语和回答方式。
2. t: what do you think of me since i made an apology for what i did?
what if i didn’t apologize to you for what i did?
就老师的行为让学生评说会更加激发学生说的兴趣，还会使学生具备一定的good manners 的尺度标准。同时，为后面学生自己如何表现出文明礼貌、“问题”如何解决作准备。
3. t: what would you do in the following situations, so as to show you have good manners?
p.37l
ii. role-play: problem solving
邻里之间的关系同样体现出文明礼貌的程度。有矛盾、有问题，原因是什么?居委会怎么解决?这项模拟活动跳出了课文，拓展了训练内容。要求学生将学过的表达方法与新的表达方法结合使用，对信息做各种合理的处理与加工，进行创造性的语言活动。充分体现口语教学突出话题和功能的双重要求。
survey and interview about relationship between neighbors.
in your group of four, one acts as a journalist, interviewing separately the other three who are neighbors about their relationship in between. each neighbor talks about their good or bad relationship between each other and tells the reasons for it. one or two of the neighbors have some problems, and they can’t get on well with each other. the journalist reports it to the neighborhood committee and they try to solve it.
我们中国人用自己的good manners的尺度标准，处理好邻里之间的关系。世界其他各国对good manners 的尺度标准是否都一样?
iii. discussion p.116
iv. conclusion:
different countries have different standards of good manners. but people all over the world will appreciate those who are kind and helpful to others and the things that are beautiful and true.
the third and fourth periods
goals:
to get to know the western table manners.
to learn some useful expressions about table manners.
to compare chinese table manners with western table manners.
teaching procedures:
i. pre-reading tasks:
其目的是激活学生已有的相关背景知识，启发学生思维和想象，活跃课堂气氛，使学生很快融入课堂教学内容。如借助图片或powerpoint, 以小组竞赛的形式复习有关中外餐桌上食物、餐具的一些单词;以小组讨论的形式重温文明礼仪之邦的中国在待人接物、餐桌礼仪方面的独特习俗;最后聚焦于西方的餐桌礼仪。三项任务一步一步地扣上下一步的阅读内容。
科三英语高中教案篇4
一、学情分析
当前在中学生中吸烟现象比较常见，课本内容接近学生生活，对学生有教育意义，容易激发学生的学习热情，易于展开讨论。
二、教材分析
本课是高一必修2第二模块里的一篇阅读课(reading)，出自外语教学与研究出版社出版的高中英语学生用书。在第一课introduction里面初步接触和学习了描写抽烟、吸毒及其危害性的词语， 这一课reading是上文的延续。本课reading实际上分为两篇文章，第一篇主要讲述了一个吸毒者和他的故事;第二篇主要讲述了使用可卡因的危害。
三、设计思路
本堂课采用任务型教学途径，这种途径是以应用为动力，以应用为目的，以应用为核心(为用而学，用中学，学了用)的教学途径。任务型教学是一种以人为本的，能体现语言价值的，先进的、有效的教学途径。学生带着任务学习，在完成任务的过程中逐渐生成的知识，形成的技能。本课将通过任务型教学，努力达到课堂活动目的。
四、教学目标
1.让学生学习另一些介绍抽烟、吸毒及其危害性的词语。
2.通过阅读包括这些词汇的两篇文章并做寻找文章和所属段落的关系以及回答问题，判断正误等方式，培养联想、理解、前后联系能力和逻辑分析能力。
五、教学重点和难点
1.理解有关吸毒及其危害的知识，找出段落和文章的从属关系。
2.培养阅读时的联想、理解、前后联系的能力和逻辑分析能力。
3.阅读的同时也培养学生运用所学的词汇进行语言交际的能力。
六、教学辅助手段
cai课件，录音机
七、教学过程
step1、presentation
teacher uses the pictures connected with drugs to lead in.
1. show some pictures of different kinds of drugs to get them to know of drugs.
opium poppy; opium; morphine; heroin; cocaine; ecstasy
2. show three pictures to let them know the dangers of drugs
drug addicts; a heroin baby; a dead drug addict
3. show the number of drug addicts: on march 1st, 2004, china government reported there were about more than 1,050,000 drug addicts in china. more than 70% of them are the young people under the age of 35.
(教师通过看图谈论，直观地将与本课内容有关的图片展现出来。学生很自然地被迁移到了新课中来)
step2、new words
ask students to do an exercise of some new difficult words.
teacher shows the english definitions of new words and then asks them to guess the chinese meanings of the words.
words: addictive; drug addict; drug dealer; heart rate; increase; inject
(教师利用这个练习让学生初步掌握课文里的部分困难单词，解决阅读时的语言障碍)
step3、listening
teacher plays the tape of the first paragraphs of the two articles.
teacher asks students to listen to the tape and then to choose the best titles for the two articles.
a. a drug addict and his story
b. dangerous activities of teenagers
c. the dangers of using cocaine
(教师利用这个练习锻炼学生听力的同时，培养学生联想、分析能力和逻辑分析能力)
step 4 surface-reading (silently)
ask students to read parts 1-6 on page13 and then decide which article they belong to.
(教师通过这个练习培养学生前后联系能力和逻辑分析能力)
step5、deep-reading (aloud)
i. ask students to read the five paragraphs of article 1 and then answer the following questions.
1. how old was adam when he started using drugs?
2. which drug did he use first?
3. who did he buy it from?
4. what was the second drug that the man sold him?
5. how did adam pay for the drugs?
6. what did the police do?
7. did adam take the doctor’s advice?
8. where does adam work now?
ii. ask students to read the three paragraphs of article 2 and then decide if these sentences are true (t) of false (f).
1. cocaine can be smoked and also injected. t
2. people who inject cocaine are in more danger if they share needles. t
3. cocaine makes your heart go more slowly. f
4. smoking crack cocaine can change people’s behavior. t
(教师利用这两个练习使学生进一步抓住两篇文章的细节内容。)
step 6 consolidation
teacher asks students to read article 1 again and then complete the passage
adam, ___years old, is a _____ addict. when he was____, he started ______drugs. he ____ cannabis from a man. one day, the man _____ him some crack cocaine. later he went to ask the man for ____crack cocaine, but he didn’t have______ money to buy it. he was in terrible ______.the next day, he ______a tv and a video recorder and sold them and then he got ______to buy more crack cocaine. by that time, he was _______to crack cocaine. so he had to steal something. one day, the ______took him to_____. then he _____a doctor’s advice and______ taking crack cocaine.
(教师利用这个练习让学生借助于这篇完形天空，能够脱离课本将课文复述出来)
step7、practice
1. teacher shows the picture of adam and another one of shui junyi
teacher: suppose you are shui junyi and go to adam’s workplace and interview him. now all of you make an interview in pairs.
2. ask three pairs to go to the front and act out.
(教师能鼓励学生大胆地开口说英语，学生能用本堂课所学过的词汇及知识进行口语表达，这在英语课堂上是很可贵的，尽管学生的口语表达不是很准确)
homework: ask students to write a passage about what you will do if your friend is a drug addict.
八、案例分析：
1. 利用多媒体制作课件，增大了课堂容量，加大了练习的力度，也加快了课堂的节奏。
2. 为了调动学生的积极性，导入采用了大量的图片，形象直观;在做阅读前加入了一小部分听力;单词的处理让学生根据提示猜测词义。
3. 教学过程体现了素质教育的全体性，由浅入深，由易到难，由表及里的阅读理解练习能给不同程度的同学提供体验成功乐趣的机会，能调动全体学生参与的积极性。
4. 精选习题，紧扣课本，难度适中。
5. 当堂学习当堂测试。巩固练习对学生进行了本课所学知识的一个小测试，最后的采访练习锻炼了学生利用所学知识进行语言交际的能力。
反思
这节课是阅读课，我觉得完成了本课的教学任务，实现了教学目标。在课堂上调动起了学生学习英语的积极性，全面的训练了学生的听、读、说的能力。让学生进行巩固练习时，感觉方法有点陈旧，这是今后教学中要改进的。
点评
英语阅读课最重要的是培养学生的阅读理解能力，用英语去完成任务，这节课达到了这样的目的。教学设计挖掘了文章的内涵和主旨，使各种有用信息渗透到英语教学之中;整个过程始终贯穿着培养学生的各方面能力，全方位开发学生的潜能。
这种教学设计克服传统的教师讲、学生记的弊病，学生在教师引导下学会思考、学会分析、学会发现，学会表达，真正发挥了学生的主体作用和教师主导作用。课堂上能做到全面提高学生的英语能力，通过师生，生生的交流，合作，探究，取得很好的教学效果。
科三英语高中教案篇5
一、教学目标设计：
知识与技能：①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能，高中英语教学案例。②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。
情感价值观：通过本节课的学习，培养学生的人文和信息素养。
二、教材内容及重点、难点分析：
教材内容：本课教学内容是新课标，canada---the true north 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。相比较而言，这样的课文难度更大。
教学重点：①对课文内容的整体把握。②学生组织语言、运用语言的能力。【重点突破】任务驱动，层层深入。利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。
教学难点：①对课文内容中细节的理解。②对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。【难点突破】 设置情境，循序渐进，层层递进。设置富有情趣的情境，激发他们的阅读欲望，积极主动地进行自主探究。循序渐进的设计问题 , 激发学生的创造思维，层层深入地引导学生进行自主和协作学习。
三、教学策略及教法设计：
?教学策略】：①本节课的教学以建构主义学习理论为指导，以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。②设计创造性思维问题。所谓创造性思维问题即是指有利于学生创造性思维发展的问题。创造性思维问题的设计应遵循这样几个原则：题型具有开放性、解题富有挑战性。
?教法】：①演示法：把制作的课件、动画等显示给学生看，便于学生对微观知识的把握，并从旧知中获得启迪，从而解决问题。②评价阅读法：将学生通过对材料的收集、整理和内化而形成的学习成果，在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。③任务驱动教学法：将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
四、教学过程设计：
第一步：热身活动：猜单词。在这个步骤中，我给出两组前一节课学过的词，分别让两组同学上来猜。所采用的方式类似于《幸运52》：单词是出现在屏幕上的，其中一个同学背对着屏幕，他是猜者;另一个同学则是解释者，他要用英语或辅以动作将单词的意思表现出来。两组同学之间展开竞争，看谁猜得又快又多。这个活动不仅可以复习上节课的内容，更重要的是活跃了课堂气氛，令同学们很快融入课堂氛围。
第二步：读前活动(一)：自由展示。在上这一课之前，我给学生布置的预习任务是介绍你最想去的地方。which country or place would you like to visit most? why?学生们自由组成小组，上网查找相关资料，然后对所搜集的信息进行整理，最后形成自己的powerpoint展示文件。在课堂上，由本小组的发言代表上来进行展示和介绍。这一环节是这节课的重头戏。
第三步：读前活动(二)：自由交谈。给学生提出这样一个问题：如果你有机会去加拿大，你最想看什么?if you have a chance to visit canada, what would you expect to see there? 先要求他们在小组内讨论，然后再在全班同学面前发言.
第四步：读前活动(三)：小组讨论。经过了前面的大量的有关加拿大的信息的冲击，你愿意用哪三个词语来描述加拿大?what three words would you use to describe canada? why? 请小组代表发言。
第五步：加拿大概况综述。这一步骤是对上几个步骤的总结，同时也是教师整合并优化了有关加拿大的各种信息所进行的展示。目的是进一步加深同学们对加拿大的了解，对他们所获取的知识进行 梳理，也为下一个步骤展开铺垫。
第六步：掠读课文。(first reading)在这个步骤中，我给出了8个问题，让同学们带着这8个问题来阅读课文。读完后回答问题。
1.why are the cousins not flying direct to the atlantic coast?
2.what is the continent they are crossing?
3.what is “the true north”?
4.why do many people want to live in vancouver?
5.what happens at the calgary stampede?
6.where does wheat grow in canada?
7.why would ship be able to reach the centre of canada?
8.name two natural resources that canada has.
第七步：精读课文。(second reading) 在这个步骤中，我给出了5个跟课文内容有关的句子，让同学们判断正误。如果该句是错的，请给出正确答案。
1.the girls went to canada to see their relatives in montreal.
2.danny lin was going to drive them to vancouver.
3.you can cross canada in less than five days by bicycle.
4.the girls looked out the windows and saw native indians and cowboys.
5.thunder bay is a port city in the south of canada, near toronto.
第八步：复述课文(retelling) 给出课文中的关键词汇，让同学们用自己的话来复述课文。
helpful words and expressions
great scenery second largest go eastward 5,500/from west to east
here in vancouver surrounded by ski/sail
第九步：口头作文(oral practice) 设定一个情境，给出一些关键词汇，让同学们模仿课文来编一段对话或一篇短文。
suppose two of your cyber pals in canada come to visit shenzhen and you are meeting them at the airport. while you are driving them home, you are telling them something about china and shenzhen, just as what danny lin said in the text.
work in groups. you are required to present either a short passage or a short dialogue.
helpful words and expressions
great scenery third largest go northward from south to north
along the coast theme parks
第十步：作业布置。要求学生将第九步中的口头作文写出来，变成书面作文。
write down the short passage or the short dialogue that you’ve just worked out.
五、教学反思
本节课是新课标，我将本节课设计为竞赛、导入、个人探究、互动交流、协作探究和讨论及口头作文等九个步骤。我充分发挥自制网络课件的优势，使本节课的内容更加充实，容量更多。既贯通了所要学的知识，又拓展了课外知识，使得本节课学生在学习过程中兴趣更加浓厚 , 积极地自主探究，讨论问题热烈，课堂气氛活跃!
科三英语高中教案篇6
1、adapt v.
根据语境猜词义
(1)how do these insects adapt themselves to new environments?
(2)you can adapt this fabric for anything from divers' suits to gloves.
(3)many children buy books after they have been adapted for television.
根据语义找匹配
a. 改造;改装 b. 改编;改写 c. 适应;适合
(1)c (2)a (3)b
adapt oneself to…使自己适应或习惯于……
adapt to 适应
adapt sth. for sth. 改造;改装(以适应新用途、新情况)
adapt…from…根据……改写 / 改编
adaptable adj. 适应力强的;适用面广的
adaptation n. 适应; 改编; 改造
adapt / adjust / fit / suit / match
它们都有“适合,适应”的意思。
adapt指修改或改变,使某物或某人做些改变以适应新条件。
you should adapt yourself to the new environment.
adjust指借正当的判断或熟练的技巧“调整,调节”,以使两者互相适应。
you can't see through the telescope until it is adjusted to your eyes.
fit指大小适合,引申为“吻合”。
the shoes fit me well.
suit多指合乎要求、口味、性格或情况。
no dish suits all tastes.
match指大小、色调、形状或性质等相配或相称。
a red jacket doesn't match green trousers.
用适当的介词填空
(1)the play is adapted from a michael crichton novel.
(2)this teaching material can be adapted for older children.
(3)when you go to a new country, you must adapt yourself to new customs.
1、adapt v.
2、conduct n. & vt.
根据语境猜词义
(1)we are conducting a
survey of consumer attitudes towards organic food.
(2)non-metals such as wood, glass and plastic cannot conduct heat easily.
(3)the orchestra is conducted by john williams.
(4)“i can't scold your cheating on the examination,” said a father to his son. “but i'm glad that you conduct_yourself honestly next time. ”
(5)why has his fellow students' conduct changed towards marty?
根据语义找匹配
a. (乐队)指挥 b. 为人;表现c. 导(电、热)
d. 实施;进行e. 行为
(1)d (2)c (3)a (4)b (5)e
conduct a survey / investigation 进行调查
conduct oneself 表现
conductive adj. 具有传导性的
conductor n. (乐队)指挥;(公共汽车上的)售票员
用conduct的适当形式填空
yesterday our chemistry teacher(1) conducted an experiment on wood to see whether it is (2) conductive, after the experiment we drew a conclusion that wood is a poor (3) conductor of heat.
3、congratulate vt.
根据语境猜词义
(1)she congratulated me warmly on my exam results.
(2)i congratulate myself on my good fortune.
根据语义找匹配
a. 祝贺;向……道喜b. (因某事)为……感到高兴
(1)a (2)b
congratulate sb. on sth. / congratulate sb. for doing(having done)sth. 祝贺某人做了某事 congratulate oneself on sth. / congratulate oneself for doing / having done sth. 庆幸自己做了某事
congratulation n. 恭喜;祝贺 (常用复数)
please accept my sincere congratulations on your marriage. 谨以至诚祝贺你们喜结良缘。
congratulate / celebrate
两者的意思很接近,但在
英语中却有所不同。
congratulate意思是“祝贺,道贺”,只能用人作宾语,若要表明所祝贺的事情,后面要用on (upon)连接,构成congratulate sb. on / upon sth.
we congratulated her on winning the contest.
i will congratulate you on / upon your success.
celebrate意思是举行仪式、典礼的“庆祝”,只能用事(节日、胜利、成功等)作宾语,构成celebrate sth.
we had a party to celebrate parents' silver wedding.
they will celebrate your birthday next week.
翻译句子
(1)我们祝贺他考试得了第一名。
we congratulated him on having come first in his exam.
(2)请见到她时转达我的祝贺。
please give / pass her my congratulations when you see her.
4、access n.&v.
根据语境猜词义
(1)only 40% of 5-year-olds have access to preschool education.
(2)there is easy access to the countryside by rail.
(3)bank customers can access their checking accounts instantly through the electronic system.
根据语义找匹配
a. 通道;入口 b. (使用某物或接近某人的)权利;机会 c.接近,利用
(1)b (2)a (3)c
have / get / obtain / gain access to…拥有……的机会;可以接近;进入
give access to接近;准许进入
accessible adj. 可接近的;可进入的;可使用的
be accessible to…可接近的,可靠近的;可使用的
access (to) / approach (to)
access to
①(……的)通道;入口
the only access to that farmhouse is across the fields.
②(使用某物或接近某人的)权利或机会
students must have access to good resources.
approach to
①(……的)路径;途径
soldiers were guarding all approaches to the palace.
②(解决某一特定问题,尤其是经过深思熟虑的)方法;态度
we need a fresh approach to sports in education.
单项填空
( )(1)for professional athletes, __________ to the olympics means that they have a chance to enter the history books.
a. appeal b. attachment c. access d. approach
( )(2)the people living here are __________ to the swimming pool.
a. predictable b. possible c. accessible d. due
5、in other words 换句话说
根据语境感悟其用法
i soon found that the work i was doing had been done by other people — in_other_words,_i'm wasting my time.
我很快发现我在重复别人已做过的事情,换句话说,我是在浪费时间。
keep one‘s word 遵守诺??
break one's word 失信,食??
eat one‘s words 承认说错了话 get in a word插话
leave word留言 have a word with sb. 与某人谈一谈
have words with sb. (about sth. )(为某事)与某人争吵
in a / one word简言之;总之
beyond words无法用言语表达
with these words说完这些话
word came that…有消息传来说……
sb. sent word that…某人传来消息……
word came that our duties would be changed.
有消息说我们的职责会有变动。
he sent word by an army messenger that they had arrived in jakarta. 他通过通信兵传送消息说他们已经达到雅加达。
in other words / i mean
in other words 换句话说,也就是说(尤指转向更简单的说法)
he decided to quit the job. in other words, he had to find another job instead.
i mean我是说 (用于补充评论或解释刚说过的话或原因)
we couldn't live on that! i mean, it is ridiculous.
用word的适当短语填空
(1)nack is good, kind, hard-working and intelligent; in a / one word, i can't speak too highly of him.
(2)i cannot trust him any more because he did not keep his word.
(3)with these words,he left the room hurriedly.
(4)beethoven wrote many world-famous musical compositions.in other words, he was a great musician.
(5)you also can leave word online, we really appreciate your proposal.
6、out of breath 上气不接下气
根据语境感悟其用法
after climbing that long flight of stairs she was completely out_of_breath. 爬完那么长的一段楼梯后,她已经完全喘不过气来了。
out of sight看不见 out of control失控
out of date过期,过时 out of order出毛病;混乱
out of work失业 out of patience不能忍受
out of question没问题;无疑;毫无疑问
out of the question不可能的;办不到的
out of fashion过时,不流行
out of reach够不着 out of touch失去联系
out of place不适合 out of cash钱用光了
用out of 的相关短语填空
(1)the ford car went out of control and crashed over the cliff.
(2)some popular songs go out of fashion / date (过时)soon.
(3)this medicine is out of order (出毛病).
(4)hardly had i opened the door when he rushed into the office out of breath (上气不接下气).
( ) 1. (2009?浙江)the good thing about children is that they ______ very easily to new environments.
a. adapt b. appeal
c. attach d. apply
…but i am very outgoing and have learned to _adapt_to my disability.(p2)
a 本题考查动词词义辨析。句意为:孩子们的一个很好的优势就是他们很容易适应新的环境。adapt to适应;appeal to呼吁;attach to附属于;apply to向……申请。
( ) 2. (2010?全国Ⅰ)with father's day around the corner, i have taken some money out of the bank ______ presents for my dad.
a. buy b. to buy
c. buying d. to have bought
i have to work hard to_live_a_normal_life but it has been worth it.(p2)
b 动词不定式作目的状语。根据选项此题考查非谓语动词。题干中空格划在名词后,但是空格后的部分不是对
(3)this medicine is out of order (出毛病).
(4)hardly had i opened the door when he rushed into the office out of breath (上气不接下气).
( ) 1. (2009?浙江)the good thing about children is that they ______ very easily to new environments.
a. adapt b. appeal
c. attach d. apply
…but i am very outgoing and have learned to _adapt_to my disability.(p2)
a 本题考查动词词义辨析。句意为:孩子们的一个很好的优势就是他们很容易适应新的环境。adapt to适应;appeal to呼吁;attach to附属于;apply to向……申请。
( ) 2. (2010?全国Ⅰ)with father's day around the corner, i have taken some money out of the bank ______ presents for my dad.
a. buy b. to buy
c. buying d. to have bought
i have to work hard to_live_a_normal_life but it has been worth it.(p2)
b 动词不定式作目的状语。根据选项此题考查非谓语动词。题干中空格划在名词后,但是空格后的部分不是对
科三英语高中教案篇7
一、答题前先8看
1、句中各部分的结构是否完整，特别是每个句子要有动词；
2、 谓语动词的时态、语态；
3、非谓语动词的用法；
4、名词的单、复数，格的使用是否正确；
5、定冠词和不定冠词是否正确；
6、代词的格和性的使 .niubb.net 用是否有误；
7、定语从句中关系代词、副词是否准确无误；
8、并列句中的并列连词、主从复合句中的从属连词用的是否得当。
二、短文改错答题4原则
1、改动以最少为原则；
2、虚词以添加或删除为原则；
3、实词以改变词形为原则；
4、以保持句子原意为原则。
答题步骤：通读全文，掌握大意； 整句分析，逐行推敲。
三、短文改错答题的8个套路
1、动词错误：
①一般现在时与一般过去时错用；
②and前后动词时态不一致；
③主谓不一致；
④缺少动词，特别是be动词；
⑤第三人称单数形式错用；
⑥主动语态和被动语态错用。
2、名词错误：
单复数名词错用，可数名词与不可数名词错用。
3、连词错误：
连词包括关系代词、副词，并列连词and/or/but等。关于连词，一般考查从句关系：who/whom/whose/what/which/how/why/when/where/if/whether等。
4、冠词错误：
①误用a和an（根据单词的第一个音素来判定）；
②误用a/an和the（固定搭配，或泛指、特指；多冠词或少冠词）
5、形容词和副词错误：
①系动词(be/am/is/are/was/were/become/go/smell/feel)后用形容词；
②词性的误用（形容词修饰名词；副词修饰动词、形容词）。
6、代词错误：
①代词的主格和宾格(i/me;he/him;she/her;we/us; they/them)错误；
②反身代词(myself/yourself/himself/herself/themselves/ourselves)使用错误；
③代词的单数和复数使用错误；
④代词指代错误；
⑤多代词或少代词。
7、非谓语动词错误：
①不定式、动名词作主语、宾语时；
②and连接的不定式或动名词前后不一致（尤其距离较远时）；
③介词后用动名词形式作宾语；
④某些动词后要求接动名词或不定式。
8、介词错误：
①词组中的介词误用；
②介词意思理解偏差；
③介词的多用或少用。
四、答题后3核对
1、核对错项时，若的确有一时难以改出的地方，可以参考所改动项是否基本符合“1：1：8”的比例。即多一词1个，缺词1个，错词8个。
2、核对改正的语法项目是否有重复。因为短文改错往往覆盖面广，一般不会出现重复考查某个语法点的现象。
3、核对答题符号是否规范，位置是否准确，看看有无遗漏符号，忽略字母大小写和拼写等问题。
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