制定教案也是为了让我们的教学工作更顺利的进行下去，要想让自己的教学能力得到提高，我们必须认真制定教案，以下是会述职范文小编精心为您推荐的高中英语教案模板5篇，供大家参考。
高中英语教案模板篇1
教学准备
教学目标
1、 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…… in/on/from……
amazing marine animals： seal， turtle， dolphin， sea-horse， sea-star， shark， angelfish， jellyfish， lobster， coral
step2、 fast-reading：
1、 find out the background information of the story ： writer， career， writing style， time， place， main character、
2、 find out the main idea of the passage： what’s the first story mainly about？
step3、 careful-reading：
1、 clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales、 did he believe it at first？ when did he believe it was a true anecdote？
2、 how many paragraphs are there all together in story1？ the hunt can be divided into 3 stages、
stage1： before the hunt： （para、 2-6）：
old tom’s doing： throwing itself out of … and crashing down again… why？ to tell the whalers…， …by the boat…， circling back to …why？ to lead the whalers…
whalers’ reaction： another whaler __________、 george _____ ___ _____ clancy， and clancy ______ after him、 they __________ the boat and ______ ____into the bay、
stage2&3： dur ing and after the hunt： （para、 7-9）：
killer whale’s doing： the killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________； and some others are stopping it _______ out to sea、 the killers started ________ between our boat and the whale just like a pack of ____ ___ dogs、 when the baleen whale was dead， its body wa s _______ down into the depths of the sea、
whalers’ reaction： the man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot、
conclusion： they have amazing relationship、 they work as a team
step4 ： summary
working at the _______station， i had the chance to _________ a baleen whale being attacked by a ______ of k iller whales、
on the afternoon i arrived at the station， as i was __________ my accommodation， i heard a loud noise coming from the bay、 i ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again、 george told me it was old tom， who announced there would be a ___________、
using a _________， we could see a baleen whale _______________ by about six killers、 some are ________ themselves on top of the whale’s __________to stop it breathing； and some others are stopping it _______ out to sea、 the whalers aimed the ________ at the whale and then let it go to hit the spot、 being badly ________， the whale soon died、 very soon， its body was ________ by the killers down into the _______ of the sea、
课后习题
deal with exercise 3 in comprehending 、 let the ss work in groups and do some discussion：as a matter of fact， whales are now an endangered animal、 many people are trying to protect them from being hunted、 the last whaling station in australia closed in 1978、 but some countries oppose the ban、 an d there are still people who hunt whales、 what’s your opinion？ are you for or against the banning whaling？ consider the problem carefully and we’ll have a discussion tomorrow、
高中英语教案模板篇2
Ⅰ. 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 discussion
method(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)，learning
paper(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 important
language points, enable students to describe people using the adjectives.
③emotional aims(情感目标): encourage the students to think about what makes a
person great.
Ⅵ. teaching focuses(教学重点)：get the students to review and consolidate what they
have learned in this unit.
Ⅶ. teaching difficulties(教学难点)：get the students to turn what they have learned into
their 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。依次介绍本节课的竞答规则：
本此活动分为五轮淘汰赛，全班共八个小组，每个小组推荐一名选手(作为本组站神)进行参与:
→→第一轮采用记单词的方式，进行车轮大赛，最终淘汰掉一个小组，剩余七个小组成功晋级第二轮，成功晋级的小组将获得5分，加入到本组的总量化分数中;
例：
1. n.成就，功绩 _______________________ 7 .n. 巢，窝 ________________________
2. n.福利，福利事业 _________________ 8..n. 联系，关系，结合，纽带_________ 3. n,项目，工程，规划 _________________ 9. n. 观察，观测，遵守 ______________ 4. n.学会，学院，协会 _________________ 10. n. 童年，幼年时期 ________________
„„„.
→→第二轮节采用记短语的方式，在成功晋级的7个小组中进行车轮赛，最终淘汰掉两个小组，剩余5个小组成功晋级第三轮，成功晋级的小组将获得的分数为上一轮得分的二倍(即5-2=10); 例：
1.过着…的生活 ____________________ 6 .离开，启程，出发 ________________ 2.涌上心头，涌入脑海 ______________ 7.藐视，瞧不起 ___________________ 3.查阅，参考，谈到 _______________ 8. 碰巧，凑巧 ___________________ 4.偶然遇见，碰见 ________________ 9 继续，坚持 ____________________
„„„
→→第三轮采用背诵句子的方式，在成功晋级的5个小组中进行车轮赛，最终淘汰掉三个小组，剩余两个小组成功晋级第总决赛，并且这两个小组均获得一次免答权，这两个小组将获的分数为上一轮得分的二倍(即10-2=20); 例：
(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。
she (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;
back to the place we left the family sleeping in a tree (3)简预先提醒我们，到下午的时候我们就会又脏又累，她说对了。
(4)她母亲头几个月来帮过她的忙，这才使她得以开始自己的计划。
begin her project.
(5) 比方说，她的一个重要发现是黑猩猩猎食动物。
was that chimps hunt and eat meat. „„„
→→第四轮为复活赛，在前三轮车轮赛中被淘汰的6个小组，均可获得一次复活机会，但是复活赛的要求非常苛刻，每个参赛的小组必须能够正确背出随机指定的3个句子，8个短语，10个单词，如能成功过关，将直接晋级总决赛，但不享有免答权;假如没有成功过关，所有分数将清零。 例：
(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。
speakers.
a. go on b. carry on c. carry out d. work on
3. the new equipment ________ the disabled during the 2008 beijing paralympics. a. was intended for b. was intended to c. intended for d. intended to
4. he was an ________ poet at that time and his _____ poems spread through all the country. a. inspired;inspired b. inspiring;inspired c. inspired;inspiring d. inspiring;inspiring
she (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;
„„„
注意事项:(1)小组加分不累计。
(2)前三轮车轮赛中，每次选手必须更换，从第四轮开始可自由安排,各
小组相互监督，如有违规取消其参赛资格及所得分数。
(3)每轮车轮赛中间设1-2分钟准备时间。 (4)参赛选手在准备时间内抽取答题顺序。
设计意图:(1)增加学习的趣味性，提高学生的参与度，提高课堂效率。 (2)培养团队协作能力，增强竞争意识。
(3)尝试一种新的模式，改变英语课堂的沉闷现状。 step 3 summing up (总结)：
step 4 homework :(1)写作专题突破, 根据提示用英语写一篇介绍宋庆龄的短文。
(2)review and summarize what you have learned in unit 1. (3)preview the next unit.
step 5 blackboard design (板书设计)：
back to the place left the family sleeping in a tree (3)简预先提醒我们，到下午的时候我们就会又脏又累，她说对了。
and she is right.
1.与某人联系______________________ 2.计算出，得出 _____________________ 3.大胆的说，直率的说______________ 4.迫不及待做某事____________________ 5.获得博士学位____________________ 6.为了某人 _________________________ 7.为什么不呢______________________ 8.大学入学考试(高考)______________ 1 .vt&vi. 举动，表现________________ 2 .vt. 观察，观察____________________ 3. vt&n. z尊敬，尊重，敬意_________ 4 . vt&vi.讨论，争辩，辩论___________ 5. vt.鼓舞，激发，启示_____________ 6 .vi.谈到，查阅，参考_______________ 7. vt,计划，打算 _________________ 8.vt 递送，生，接生，发表___________ 8.adj.直言的，坦诚的_______________ 10. adj.值得的，值得做的______________
……….
→→第五轮为总决赛，所有进入的总决赛的小组，将随机抽到一个单选题目，请在20秒的时间内给出答案，并进行解释说明，如果回答错误将直接被淘汰。直到剩余最后一个小组，最后的胜利者的小组将获得“站神”的称号，并将获得全场分40分。
高中英语教案模板篇3
teaching plan teaching aims：
aim: students will be able to understand the main idea and some details of the aim: students will be able to use reading skills such as skimming and aim: students can get more interested in english procedures: one: warming-up lead-in(1 minutes) the students some pictures or play a song about … and ask them some simple questions: …
two: pre-reading(2 minutes)common sense on…
ask students to give examples of…
play the video about ….while enjoy the video, students think over the following questions: …. three: while-reading(4 minutes)
read the text for the students and then ask them to conclude the main idea of the idea: …
ask the students to read the paage carefully and decide whether the statements are true or false and explain why: …
ask the students to work in groups and have a discuion on the following questions: …
four: post-reading(2 minutes)ask students to retell the students to retell between partners first, then ask two students to retell before five: summary and homework(1 minutes)briefly review the content learned the students to write a composition about the ending of this : good morning, boys and are you today? great!today, we are going to learn a new leon, but before the cla, i want to show you some , what do you see in the pictures? great!how do you feel about…? do you have any experience about…?
t: well, …(common sense).can you name some examples of …? ok, peter, : …, yes, great!how about you, lily?
t: … and ….well done.[now, i will play a video for think over ‘…’ while you enjoy the video.] t: ok, the video is over, who want to share his opinion with us? aslan, go : thanks for we have talked a lot about the …, now open your book and
turn to page ’s move on the learn the text about ….i will read the text for reading, please try to conclude the main idea of the we go!（读课文）
t: ok, do you understand the whole paage? great!so, who volunteer to answer the question: what’s the main idea of the paage? lily, : good job!this paage is mainly about … it’s very , please read it carefully and then do the true or false on the : have you finished? is the first statement true or false? helen, what’s your answer? t: yes, it’s about the second one? …（句子）true or false? ok, stacey : yes!it’s can you explain why?
t: excellent!it’s false because … now, the last volunteer? great, mike, : yes, it’s true, , can you understand the whole text? we must understand this reading material thoroughly, we should pay more attention to each and very fact in this reading material in order to understanding the text.[ in the following part, we will do some further work in groups and have a discuion on the questions shown on the ppt: … ten : ok, time is group wants to share your opinion? great, please!t: well can feel that you have thought it there any group has different opinions? well, this : you did a good job too.…（问题答案）] t: well, we have read the text thoroughly and it seems like all of you have understood please work in pairs and try to retell the ’ll give you ten minutes and then i’ll ask two students to do the ’s : time is want to retell the paage first? come on, don’t be shy!great, : excellent!anyone else? mark, : very good!
t: ok, so much for we have learned … it’s very write a composition about the ending of the story after ’s all, you can have a break now.
高中英语教案模板篇4
教学目标（这部分谢3点，按照use的目标写）
（1）学习建议信的结构、语言。
（2）讨论学校建筑物设计中行走不便的学生的需求。
（3）给校长写一封建议信。
（4）继续培养对残疾人的尊重和关爱意识。
教学过程
step 1warming-up and lead-in （5 mins）
（1）导入
用本单元的阅读文marty’s story来导入，引出残疾人的话题。
t： hello， class、 inthe last lesson， we learnt marty’s story、 what’s the problem with marty？
（he has a raremuscle disease、）
yes， he’sdisabled、
but is martyleading a miserable life due to his disability？
（no、）
he is leading afulfilling life due to his own efforts、 the disabled can live as good andcomfortable a life as we do、 but it calls for more efforts、
（2）揭题
教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。
t： we are lucky tobe able-bodied and study in such a beautiful school、
but every now andthen， i find such students in our school、 what are their problems？
（they havedifficulty walking and they have to move around with walking sticks orwheelchairs、）
t： this is songyaoguang， our classmate、 yaoguang， what happened to you？
do you find itdifficult to walk around in our school with a walking stick？
do you think itnecessary to have our school reconstructed for the students with walkingdifficulty？
（yes、）
t：if you have some suggestions， you can write asuggestion letter to our headmaster、 have you ever written such a letterbefore？
so in today’slesson， we are going to
1、 read asuggestion letter
2、 discussproblems with the school facilities
3、 write a suggestionletter to the headmaster
step2 reading （15 min）
本课是读写结合的综合语言实践课，遵循use的模式，即understanding（理解）→sharing（分享）→expressing（表达）的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是use种的第一步u（understanding）。
（1）学习建议信结构。
建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。
t： this is aletter to an architect、 what information can we get in this part？
（receiver’s nameand address、）
what’s this partabout？
（sender’s name /signature）
from these twoparts， we learn that this is a formal letter、 so a suggestion letter is aformal letter、
it is the mostimportant part in a suggestion letter， which is called the body、
（2）通过阅读了解主旨大意。
t：the main body can be divided into three parts、 whatare they？
（1， 2-6， 7）
t： what＇s thepurpose of the 1st paragraph？
（to give thearchitect the purpose of writing the letter、）
what＇s the purposeof the last paragraph？
（to persuade thearchitect to adopt her suggestions、）
（3）通过阅读学习写建议信策略
建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。
a）数字和斜体的运用
t： now， let’s cometo the concrete suggestions that alice has made、 how many suggestions doesalice make？
why do you thinkthe writer numbered her suggestions and used italics？
（highlight the key points so as to make iteasier for the readers to remember and understand her suggestions、）
so when you writea suggestion letter， you should number the suggestions and use italics、
b）具体写建议时要结合问题和解决办法
t： we are going tolearn some more writing strategies of writing suggestions、
how should wewrite suggestions？ let’s take a look at the first suggestion， what are theproblems for those who use wheelchair？
（the lifts are atthe back of the cinema in cold， unattractive places、 as disabled people have touse the lifts， this makes them feel they are not as important as othercustomers、）
and what is thesuggested solution？
（it would be handyto have lifts to all parts of the cinema、 the buttons in the lifts should beeasy for a person in a wheelchair to reach， and the doors be wide enough toenter、 ）
from this part， wecan see that a suggestion should consist of two parts， the problem and thesolution、
let’s see two moreexamples、 find out the problems and suggested solutions in these two parts、
when you writesuggestions yourselves， don’t forget to write both problems and solutions、
c）运用礼貌用语
t： the thirdwriting strategy is about the the language、 suppose you were the architect，which one of these two statements do you prefer？
（screen） i hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers、
you must thinkabout the needs of disabled customers、
why？ （it soundsmore polite and more acceptable、）
exactly、 when youwrite suggestions， you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable、
now let’s findsome more examples in the text、
（screen）
it would be handyto have lifts to all parts of the cinema、
it would help tofit sets of earphones to all seats、、、
so i’d like tosuggest that the seats at the back be placed higher than those at the front …
for disabledcustomers it would be more convenient to place the toilets near…
and if the doorscould be opened outwards， disabled customers would be very happy、
i hope mysuggestions will meet with your approval、
step 3 discussion（8 min）
小组讨论是use中的第二部s（sharing），分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。
t： now let’s comeback to our topic today、 some parts of our school are not suitable for thosewith walking difficulty、 let’s discuss：
1、 what parts ofour school may cause problems for those with walking difficulty？
2、 what are yoursolutions？
step 4 writing（15 min）
写作是use中的第三部e（expressing），表达。经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法；通过分享，学生们积累了写作素材；因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。老师在写作后进行必要的指导，指出学生写作中的优点和不足。
now that we havediscussed the problems and solutions with some school facilities， we can writea suggestion letter to our headmaster、 take out your handouts、 the first partand last part are already given to you、 what you have to do is write 2-3suggestions on the reconstruction of our school、 when writing， do remember towrite both problems and solutions， and use polite forms、
step 5 emotionalattitude and values（2 min）
通过本单元reading和usinglanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。
in this unit， wehave learned the difficulty of the disabled and how they face and conquer thedifficulty、 but as able-bodies people， just making some suggestions or donatingmoney is far from enough、 what else should we do？
（ care aboutdetails in their life、
don’t look down upon them or laugh at them、 ）
accept them as one of us，and invite them to join us in avariety of activities、）
高中英语教案模板篇5
教学准备
教学目标
1、学生能通过寻找每段的主题句归纳文章结构。
2、学生能够通过在课文中寻找相关表述感知作者态度。
3、学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。
教学重难点
1、学生能通过寻找每段的主题句归纳文章结构。
2、学生能够通过在课文中寻找相关表述感知作者态度。
3、学生能够基于文本信息和话题相关语言，通过小组合作完成一封回信，表达个人感受。
教学过程
step1：warm-up andlead-in （5 mins）
1、教师展示国外志愿者教师支教照片，引入本课主题：书信分享支教见闻和感受
2、教师介绍本课主人公——来自澳大利亚的jo来到巴布亚新几内亚做志愿者教师。
3、指定一名学生课前准备，在课堂上结合ppt做3分钟口头报告，补充介绍巴布亚新几内亚的情况。
[教学目的]本环节的目的是激活话题词汇和背景知识图式。从单元主题到本课主题，让学生根据图片预测文章内容，激活相关词汇并；学生课堂口头报告锻炼口语表达能力，并展示相关词汇。
step2：reading forstructure
1、教师通过课文所配的10幅图片让学生预测课文内容。
1、教师要求学生快速通读全文完成段落大意的配对练习验证预测结果。
2、教师引导学生归纳出全文的整体结构。
[教学目的]本环节的目的是让学生了解文章的整体结构。不仅让学生学会寻找中心句，而且让学生从每个段落的中心句归纳出课文整体结构，让学生回顾信息交流类书信的写作结构。
step3：reading fordetails （10 minutes）
1、教师要求学生先同桌配对合作，然后按照学习小组分组合作，仔细阅读文章细节找出信息，完成下列表格（划线部分是学生需要填出的部分）：
2、教师引导学生根据文章中的相关语言和信息体会作者的感情和态度。
[教学目的]本环节的目的是在把握文体的基础上，让学生深入了解文章细节，通过语言了解作者的观点态度，让学生对本课有进一步理解。课堂组织形式有个体独立完成和小组合作完成表格，小组合作的好处是可以通过讨论得到同伴支持，加快理解速度，加深理解程度，课堂气氛也比较热烈。
step4：language inuse
1、教师引导学生关注本文的语言特色——描写生动、细致。
2、教师要求学生模仿课文语言造句或者补全句子，谈谈自己的学校。
1）描写学校
a、 well， it’s a bushschool – the classrooms are made of bamboo and the roofs of grass、
b、 well， it’s a ____school – ____________________________、
2）描写教学
a、 the other day i wasshowing the boys the weekly chemistry experiment when， before i knew it， themixture was bubbling over everywhere！ the boys who had never come acrossanything like this before started jumping out of the windows、
b、 the other day_________________________________________________ when， before i knew it，__________________________________！ -__________________ __________________________、
3）描写家访
a、 we walked for two anda half hours to get there- first up a mountain to a ridge from where we hadfantastic views and then down a steep path to the valley below、
b、 we drove for 1 and ahalf hours to get to shanchong village in changtai county – first up a mountainto a ridge from where we had fantastic views and then down a steep path to thevalley below、
[教学目的]语言必须在运用中内化，本环节的目的是要提升学生正确运用新学到的语言结构表达的能力，让学生在语言操练当中对文章内容加深印象并能够运用到自己的表达当中。本环节的语言操练形式主要是看图给关键词造句，其他的训练形式还可以包括朗读重点段落、句型转换、句子翻译等等。
step5：writingactivity
1、教师提出写作任务：
2、四人小组合作完成写作任务。其中一人为记录员，其他三人各负责一个问题。
3、每个小组派一名代表到讲台上分享各小组的观点。
4、教师对学生的写作给与点评。
[教学目的]本环节的目的是提供学生展示运用本课所获取的信息和语言知识来表达自己的观点并进行阐述的机会，有利于提高学生的综合语言运用能力。
step 6 homework
1、小组课后修改课堂上完成的回信后上交。
2、课后上网查阅有关徐本禹的资料，下节课分享。
[教学目的]课堂上着重口头表达，课后着重学生落实在笔头上，二者结合，有利于学生巩固所学知识。
会计实习心得体会最新模板相关文章：
★ 高中物理教案5篇
