高中教案英语模板7篇

教案在书写中能够帮助教师有效地评估学生的学习成果和反馈，教案能够通过引人入胜的教学活动和内容设计激发学生的创造力和想象力，文笔巴巴小编今天就为您带来了高中教案英语模板7篇，相信一定会对你有所帮助。

高中教案英语模板7篇

高中教案英语模板篇1

ladies and gentlemen, it’s my great pleasure to be here sharing my lesson with you.

the content of my lesson is《 foreign language teaching and research press》book ， .let me talk about this lessson as the following:

一、教材分析:

analysis of the teaching material

二、教学目标:

teaching alms and demands:

三、教学重难点:

teaching keys and difficulties:

四、教学方法:

teaching methods:

五、教学工具:

teaching aids：

六、教学过程:

teaching procedures:

七、板书设计：

blackboard design.

八、教学评价与反思

也就是说，为了更好地实现任务式教学和探究式教学，我采用了一下教学方法：

1、速读法：根据高中英语教材侧重阅读理解这一特点，让学生快速阅读，以尽快了解文章的大意。

2、问答法：帮助学生理解文章的细节

3、翻译法：适当地运用翻译可帮助学生理解文章的难点

4、讨论法：通过pair work.group work.让学生都得到一次口语训练的机会，教师应设计一些适当的话题。

5、快乐教学法：即教师在教学过程中，要尽可能地利用多媒体技术、图片、课件等刺激学生的感官系统，创造一种和谐的学习氛围，让老师教得开心，学生学得开心。

高中教案英语模板篇2

一、教学内容分析

本单元的中心话题是西方绘画艺术的历史和中西方各种艺术形式和风格。听说读写都是围绕这个而展开的。

这节课的内容主要是围绕中国的绘画艺术的历史和风格及其各个时期的代表作品而展开的。通过做听力训练和热身，让他们对艺术和绘画有一个大概的了解，从而为接下来西方艺术的学习垫定基础。

二、教学目标

1.aims of knowledge(知识目标)

1) to know the information about art

2) to know some relevant words and expressions

2.aims of abilities(能力目标)

1) to improve students listening ability by guessing the content and setting down the key words

2) to enable the students to understand the brief short history of the traditional chinese painting

3.affective aims(情感、态度与价值观目标)

to arouse the patriotic spirit of the students and improve their team spirit by doing the group work

三、学习者特征分析

虽然这是选修七第一单元的第一个课时，学生在语言理解上会有一定障碍。我们班学生男生为大多数，普遍听力较薄弱，也比较缺乏兴趣。但是高二的学生通过一年多的高中英语学习，已经积累了一定的词汇，而且在听听力之前教师会让学生做热身，先熟悉目标词汇，使听力难度降低。在课堂上通过播放自己制作的视频来显示不同时期的绘画作品，同时播放《江南style》让学生自由展示自己的舞蹈，从而来激发学生的兴趣，消除学生听力课上的紧张情绪。

四、教学策略选择与设计

1.students-centered teaching

以学生为中心让学生积极参与课堂

2.task-based teaching

听力环节教师创设情境，设置不同的听力教学任务，锻炼学生的思维

五、教学重点及难点

1. to know about the traditional chinese art

2. to set down the key words while listening

六、教学过程

1、教师活动

2、学生活动

3、设计意图

step1:warming up

(1) show the art works of fruit

(2) brainstorming

(3) enjoy a video of chinese painting

(4) learn the brief history of chinese painting

在用多媒体展示图片和视频后让学生回答下面的问题：

q1. what do you think of it?

q2.do you feel happy after seeing them?

q3.can you think of any other art styles?

运用多媒体展示让内容形象直观，激趣导入艺术和绘画这个话题，提高学生学习的自觉性和主动性。同时让学生了解中国绘画的历史。

step2: pre-listening

talk about the artworks and guess what period of chinese history each artwork belongs to .

preview the relevant words and expressions

让学生根据图片猜测这些作品所属的年代

学生猜词意，读单词

图文并茂加上老师的讲解，让枯燥的知识生动化，让学生直观的感受意识产生的自然过程，并能够较快接受相关词汇。为听力打好基础。

step3: first-listening

put the words of time into order

听完材料后思考并讨论问题，学生回答问题。

听力中相关的年代和时期，在之前热身中已熟悉，把时间排序，提高对数字听力的敏感度。

step4:second-listening

listen again and take some notes for the detailed information( who &when)

分组讨论思考。学生回答问题。

听细节，此作品是什么人在什么年代创作。

提高学生听力中把握细节的能力。

step5: game time (江南style)

学生观看视频再上台表演

小游戏是一个小高潮，气氛顿时活跃，调节课堂氛围，激发学生学习兴趣。

step6: conclusion and evaluation

思考讨论并回答。让学生对本节课进行总结，反思自己所学。

让学生反思的过程其实是让学生做自我评估，对自己的英语学生有一个及时的了解。对教师课堂效率的提高有一定帮助。

高中教案英语模板篇3

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.

高中教案英语模板篇4

一、教学内容：

牛津高中英语模块一unit 1 （上）

二、教学要求：

1．掌握和校园生活有关的常用单词、词组与句型。

2．学会描述校园生活和学校设施。

high school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期

huge campus and low-rise building 学校面积大，没有高层建筑。

twelve laboratories are available for different experiments.12个实验室可供不同试验使用。

each room comes with its own bothroom and internet access.每个房间都有自己的卫生间和英特网接口。

3．学习阅读技巧：skimming&scanning。

4．语法：定语从句

知识重点与学习难点

（一）重要单词：

access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax

（二）重点词组：

class teacher 班主任

at ease with 和….相处不拘束

school hours学校作息时间

earn respect from 赢得…的尊敬

sound like听起来象

for free 免费 get a general idea 了解大意

as well as 除….以外, 也

key words 关键词

word by word 逐字逐句地

find one’s way around 认识路

develop an interest in 培养对….的兴趣

surf the internet网上冲浪

难点讲解

1. what is your dream school life like?

你理想中的学校生活是什么样子?

这里 dream 表示心目中最理想的. 如 dream team (梦之队)。

2. going to a british high school for one year was a very enjoyable and exciting experience for me.

去一所英国中学读书一年对我来说是一次令人愉快和兴奋的经历。

going 在本句里作动名词，它和后面的to a british high school for one year构成动名词短语作句子的主语。go to a british high school本来是个动词词组，在go 后面加上ing 后，它就具备名词的特性可以在句子中充当主语、宾语或表语。

动词的现在分词和过去分词都可以作定语，但所表达的意思不同, 现在分词作定语常表示“令人…”、“正在….”;例如exciting news, sleeping dog; 过去分词则有被动或完成的意思,常表示“感到….的”、“被….的”,例如： an excited crowd of people, broken heart.

3. i was very happy with the school hours in britain because school starts around 9 a.m. and ends about 3.30 p.m.

我对英国学校的作息时间很满意因为学校大约上午9点开始上课，下午3点半左右放学。

be happy with=be pleased with, around=about。

4. this means i could get up an hour later than usual as schools in china begin before 8 a.m.

这意味着我可以晚一小时起床，因为在中国学校8点钟上课。

as adv.同样地, 被看作, 象

prep.当做

conj.与...一样, 当...之时, 象, 因为

本单元多次出现as, 用法各不相同,应注意比较。另外as 还可以构成一些常用词组：as if就好像, as far as就….而言, so as to以便于, as for至于, such as例如，等等。

mean: 意味着, 后面通常加名词或宾语从句。例如：

the attack of pear harbor meant a declaration of war with the united states.

the raise of salary means that i can send my daughter to a better school.

5. he also told us that the best way to earn respect from the school was to work hard and achieve high grades.

他还告诉我们赢得学校尊敬的最好方法是努力学习并取得好成绩。

the best way to do sth is to…..结构用来表达做某事的最好方法是….., 例如:

the best way to learn english is to use it as often as possible.

6. i found the homework was not as heavy as what i used to get in my old school, but it was a bit challenging for me at first because all the homework was in english.

我发现这儿的家庭作业没有我原来学校的多，但一开始对我有些挑战性，因为所有作业都是英语的。

as…..as, 中间加形容词或副词,一般要连接两个相同的句子成分, 请比较下面两句话:

you hate him as much as i (=you hate him as much as i hate him).

you hate him as much as me(=you hate him as much as you hate me).

used to 过去常常, 隐含的意思是现在的情况已经不同。例如:

she used to study very hard. ( she does not study so hard any more).

used to 的否定形式是usedn’t to/ didn’t use to

注意：be used to sth/doing 表示习惯于….

7. cooking was really fun as i learnt how to buy, prepare and cook food.

当我学着怎样买菜、洗菜、烧饭时，烹饪真的是一件有趣的事。

fun是名词,有趣的事情, 副词really并非修饰它,而是修饰前面的be动词was

试比较: he is really a funny guy. 和 he is a really funny guy.这两句意思虽然相同, 但really修饰的对象不同,因此说话的侧重点也不同。

8. i do like eating desserts after meals as you mentioned in your article.

就像你在文章中提到的那样，我的确喜欢在饭后吃甜食。

do、did在陈述句中，用在动词前表示强调，可译作的确、确实。

9. upon finishing his studies, he started travelling in china.

完成学业之后，他开始在中国旅行。

介词upon/ on加doing相当于带as soon as 的时间状语从句。

upon finishing his study＝as soon as he finished his study

10. former student return from china

一位校友重中国归来

former, past, old 虽然都和过去有关，但侧重点不同。 former：“过去曾经是...的、前任….”, past: “过去的” old“老的、从前的”。例如: former president前总统，past experience以往的经验，my old school我的母校。

11. earn, achieve和gain

这三个单词的基本意思都是“get”但含义不尽相同, earn ：get as the reward of work（挣，得到…作为工作的回报）, achieve ：get what you want by effort(成就,通过努力达到某个目标), gain和“get”的用法最接近，它对得到的方法和内容都没有具体要求。常见搭配:

earn money/ a living/ one’s respect/ one’s bread, achieve a gaol/ success/ purpose/ high grade, gain experience/ weight/ an advantage over/ time/ the upper hand( 占上风)/ ground(取得进步).

语法

定语从句(1)

用来说明主句中某一名词或代词（有时也可说明整个主句或主句中一部分）而起定语作用的句子叫作定语从句。定语从句的作用和作定语的形容词、介词词组、分词词组相似，有时可以相互转换，例如：金发女孩可译作a blonde girl ，a girl with blonde hair或a girl who has blonde hair。定语从句通常由关系代词that/ which/ who/ whom/ which/ as或关系副词when/ where/ why引导，这些词既指代主句中要说明的名词或代词, 又充当从句中的某个句子成分。请看例句：

1.tom is the only person who can keep a cool head in time of crisis.(who指代主句中的先行词person,在从句中作主语)

2.tom is the only friend whom(或who) i can rely on. (指代friend，在从句中作宾语, 所以常用代词who的宾格形式).

3.china is no longer the weak nation that she used to be. (关系代词that指代weak nation，在从句中作表语)

4.the school whose floor space is very limited can’t take in one more student. (关系代词whose指代the school’s ，从句中作floor space的定语)

5.i like to go to the gym where i can have a work-out after sittiong for a day. (关系副词where指代主句中的地点状语gym 在从句中作状语)

阅读技巧

skimming & scanning

skimming略读，skim原意是轻轻掠过表面，作为阅读技巧是指通过浏览文章标题，主题句，插图和图表等方法了解文章的大意。 skan, 本意是扫描，这里指用眼光快速扫视书报等材料寻找我们想要的信息。他们的区别在于skimming是为了了解文章的大意,而scanning是为了寻找某些具体信息。skimming & scanning都是快速阅读的重要策略，也是信息时代我们必备的技能。尤其是在阅读英语时，注重练习skimming & scanning可以帮助克服逐字逐句的阅读习惯（如finger-point reading, lip reading），提高阅读速度。

补充阅读

阅读这篇文章,根据中文提示和上下文写出所缺的单词:

my school day

i leave home at 6:45 and walk 20 minutes to ______(赶) a bus to school. the bus is a special one just for kids going to my school. the _______(路程) on the bus takes an hour because it has to keep stopping to pick up other students along the way.

when i arrive at school, i______(领取) my tablet pc from the flexi (flexiable learning centre). then i go to my tutor room for registration at 8:30. we listen to announcements to see what special things are happening at school today or this week.

at about 8:50 we leave tutor room to go to our first period. every day i have a different lesson the first period. normally it is humanities but i also have maths, drama and music, and french on the other days. each period lasts an hour.

all my lessons are in different rooms and places around the school. each room either has a three_____(位) number or a name. the numbers are very hard to remember!. i have different teachers for each lesson. i have a _______(存物柜) where i can store some of my stuff but otherwise i have to carry it all around with my in my bags.

swipe cards

every student carries a swipe card. we swipe into every lesson to let the school know that we have _____(参加) that certain lesson and to know where we are in case of emergencies.

on the swipe card there are two stripes, a black and a brown. the brown is to swipe into lessons and the black is to get into the toilets and buildings.

we can put money on our swipe cards instead of carrying cash around. when we want to pay for snacks at the tuck shop or canteen we just hand over our cards and they deduct the money.

subjects

maths, english science ict

drama music art pe

humanities (history, geography, and religion) french or spanish

time table

9:00 1st period

10:00 2nd period

11:00 - 11:20 break

during break, i have a snack and play and chat with my friends. usually we play it a chasing game. snow ball fight when it snows is dead fun.

11:20 3rd period

12:30 4th period

1:30 - 2:10 lunch

i bring a packed lunch to school but occasionally i have school dinners in the school______(食堂).

2:10 5th period

3:10 end of school

sometimes i stay after school for clubs.

canteen

the canteen is open at lunch time and break time. most hot food is served only at lunch time. chips are only_______(买的到) on mondays and fridays.

同步练习

一、用适当的关系代词或关系副词填空：

1．i still remember the time _______ i first became a high school student.

2. there are many places in london _______ you can buy a cup of coffee.

3. that is the reason _____ he is so keen on school activities.

4. china is a country_______ history can be dated back to 3000 bc.

5. he is driving a car ______ can travel at 150 mile per hour.

6. he has to fly to all the major cities of the world ______ his company has set up offices.

7. the lady _____ we met in the bar is eyeing us from the corner .

8.we are facing the same problem ____ we did years ago.

二、将下列每组句子合成一个带定语从句的复合句：

1. the anti-japanese aggression war broke out on july the 7th. it lasted for eight years.

2. on his website we saw some photos. mr. lee took these photos in europe.

3. on the way to school i saw some trees. their leaves were eaten up by insects.

4. shelley likes to spend her leisure time in the students’ union. she can meet many international students there.

5. jane’s father wants her to be a singer. he himself has always wanted to be a singer himself.

参考答案

一、

1. when 2. where/in which 3. why 4. whose 5. which/that 6. where 7. whom/who 8. as

二、

1. the anti-japanese aggression war which lasted for eight years broke out on july the 7th.

2. on his website we saw some photos which mr. lee took in europe.

3. on the way to school, i saw some trees whose leaves were eaten up by insects.

4. shelley likes to spend her leisure time in the students’ union where she can meet many internatioal students.

5. jane’s father wants her to be the singer that he himself has always wanted to be.

高中教案英语模板篇5

junior

unit14 the birth of a festival

Ⅰ.teaching aims

about festival and customs

expreing and supporting an opinion a festival of china

Ⅱ.knowledge aims words: harvest, honors, ancestor, creatively, generation, purpose, faith, commercial, similar, salute, celebration…..phrases:

hear about, so that, as well as, believe in, get together, play a trick on sb… sentence:

was born in 1966, when people created a new festival so that african american would be able to celebrate their history and african first-fruit festivals had many things in must do as much as we can to make our community better and more kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discuing one of the seven principles of

grammar hear about=learnt about

hear of sb.=have a knowledge of much/great faith in sb./ little/no faith in sb./ faith with well as+clause

do as much as do have honour to sb.=do honour to sb.(do )

Ⅲ.teaching key and difficult points:

teaching key: understand the text and using your own words to retell the point：how to use phrases: as well as, so that, have … in aids:

1)raising question approach 2)discuion approach

3)task-based approach

*teaching means: use the multi-media as an aistant means in teaching.Ⅳ.teaching steps: step 1 lead-in

1）have a free talk about festival in china, and then discu the question in pre-reading on page does your family celebrate the spring festival? do we celebrate the spring festival? festivals help us understand our history and culture? kind of gifts and things do people buy during major festival like christmas and the spring festival? 2）show the student 3 pictures about kwanzaa and then discu what’s the picture about ?

step 2 listening comprehensions

1)present the students the questions before listening to the )get the students to listen to the tape and then answer the following questions.① why did people create kwanzaa? ② many festival around the world are celebrated around the same do we celebrate these festivals at these times?

step 3 fast reading

1)tell the students the task of reading before they read the )after reading then summary the main idea of this

step 4 language points

phrases: hear about, seven-day, celebrating, get together, so that, have…in common, harvest, honour, as well as, as much as we can do, believe in, so that, keep faith with, show honour to sb., in honour : was born in 1966, when people created a new festival so that african american would be able to celebrate their history and african first-fruit festivals had many things in must do as much as we can to make our community better and more kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discuing one of the seven principles of kwanzaa..step 5 intensive reading

1)tell the students the task of reading before they read the paage once )get the students to read the paage more carefully and then discu the following questions in groups.① compare kwanzaa with the chinese spring festival and which way are they similar and in which war are they different?

② look at the seven principle of one do you think is the most important? why? are there any other festivals which have one or more of the same principles?

step 6 task—based activity 1)ask the students act as an announcer and introduce mid-autumn festival to the )show some picture for the students to )give them some key , traditional, mid-autumn festival, moon cakes, chang e, celebrate, get together, big )give the students an example when summary

1)go through the important points and difficult points of this leon with the students once )come to the screen ① to know about the brief history of the kwanzaa.② to get more information about the kwanzaa.③ to master the important words, phrases and sentences.④ to retell the

高中教案英语模板篇6

传统的阅读理解提问方式也常常停留在对所阅读文章的表层理解层次上。那么，如何借助这些课文来提高学生的阅读速度、阅读理解能力和语言水平呢?经过教学实践和不断尝试，下面以sefc book 1a unit 7 "earthquakes" 单元阅读课为例对这一问题进行探析。

一、first–reading 采用自上而下模式，侧重培养快速阅读理解能力

“自上而下的模式”是哥德曼(goodman)1971年提出的阅读理论模式。这一理论反对把阅读看成是对一系列词句的知觉，认为阅读者不必使用全部文本中的提示，他们在文章中挑选和选择足够的信息来作出预测，用他们自己的经验和有关客观世界的知识去验证他们的预测。按这个模式，阅读者在阅读过程中不是逐字、逐句地去理解，而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。该模式有利有弊，弊在对学生语言基础知识的掌握不利，容易造成学生语言基本功不扎实。然而，由于强调整体篇章理解，在阅读时采取跳跃式搜索、猜测等方法，所以有利于培养学生快速阅读理解能力。

阅读速度的培养是阅读教学中一个重要的任务。目前，中学生阅读能力在速度上与可能达到的指标相比普遍要低几倍，甚至十几倍。随着信息时代的到来，人们急需尽快获取各种信息资料，成倍提高工作效率与学习效果，培养学生的快速阅读理解能力是实施英语素质教育的必然要求。然而，训练学生阅读速度必须建立在学生对文章内容处于陌生状态的基础上，因此，在学生初次接触阅读课文时，应该采用自上而下阅读模式，不失时机地培养他们的快速阅读习惯、快速阅读理解能力。这一阶段的教学设计主要如下：

1、引入题材。可采用设疑悬念、直观导入、故事导入等引入方式。

2、进行快阅。可向学生介绍组读法、察读法、浏读法、略读法、跳读法等快速阅读方法。

3、检测理解。可采用问答题、判断题、选择题、做笔记、填图表等检测形式。

1) which was the usa’s strongest earthquakes ?

2) how many people lost their lives and how many people lost their

homes in the 1906 earthquake ?

3) how many people lost their lives in the 1980 earthquake?

4) when the 1906 earthquake happened, how many metres did the pacific

plate jump to the north ?

5) how many measures(措施) can we take in order to deal with

earthquakes ?

6) what is " the big one"?

经过一读课文及完成表层信息捕捉问题后，学生对文章有了肤浅的认识，阅读速度也得到训练。然而，阅读包含两个阶段：一是辨认文字符号的感性认识阶段;二是理解内容，吸收信息，创造性思维译码的理性认识阶段。因此，二读课文，加深文章的理解就显得尤为必要了。

二、second–reading 采用交互作用模式，侧重培养阅读理解综合能力

语言心理学的图式理论认为，阅读过程是读者通过视觉器官接受以文字符号形式输入的外部代码，再结合大脑中的内部代码(即图式)进行编解码认知加工，从而理解并提取信息的过程。根据鲁姆哈特(d·rumelhart)1977年提出的交互作用模式，这个过程实际上也即是读者大脑中自下而上与自上而下认知加工交互作用的过程。相互作用模式(the interactive model)也可称为图式理论模式(the schema theory model)。按图式阅读理论，读者的阅读能力由三种图式决定：语言图式、内容图式和形式图式。

语言图式是指读者对构成阅读材料的语言的掌握程度。内容图式是指读者对文章所讨论的主题的熟悉程度。形式图式是指读者对文章的体裁的了解程度。在阅读过程中，读者大脑中的这三种图式与文章的语言、内容和形式相互作用，其结果决定了读者对文章的理解程度。

阅读的关键在于理解，尤其是深层理解。交互作用模式对提高学生的英语阅读综合能力能起关键的作用。借助形式图式模式，教师可引导学生弄清文章的文体思路，了解各种不同体裁的课文的结构特点。例如教"earthquakes" 时引导学生归纳出文体思路是accidents--- causes --- solutions---- prediction。

借助文章体裁结构帮助理解文章实际上也是一种阅读策略，同时也有助于学生下一阶段完成重建语篇的表达训练。借助内容图式，教师可启发学生寻找或利用文章上下文线索去激活自己大脑中相应的背景知识内容图式。例如教“earthquakes”时引导学生回忆“板块学说”(plate tectonics)相关内容，将文章内容与大脑中的相关信息联系起来有助于学生更深刻理解文章的细节内容、中心思想、作者的写作态度、写作意图及文章的“弦外之音”。语言图式在阅读理解中起着基础的作用，没有语言图式，内容图式和形式图式就发挥不了作用。

教师应结合课文内容提高学生识别文章中词、短语和句子的能力。例如教“earthquakes”时引导学生理解“shook”、“jumped”、“stay up”等在文章中的意思。这样做，学生读懂文章的能力才会逐步提高，下一阶段进行语言知识的学习和应用才会有基础。总之，综合利用形式图式、内容图式、语言图式来指导二读课文，对提高学生阅读综合能力是必不可少的。这一阶段的教学设计主要如下：

1、细读课文。可采用全文阅读，逐段阅读，合段阅读等阅读方式。

2、检测理解。可采用问答题、判断题、讨论题、选择题等检测形式。

3、阅读析评。可采用学生发言、教师总结或师生一起讨论归纳等双边活动形式。

1) what do the first three paragraphs talk about ?

2) what does the writer try to explain in the last paragraph of lesson 26 ?

3) what does the writer intend to do in the first paragraph of lesson 27 ?

4) why does the writer mention "the big one" ?

5) if we compare the 1980 earthquake with the 1980 earthquake, what can we find ?

6) if the 1980 earthquake had happened in the centre of town, what would have happened?

7) why can’t we stop earthquakes ?

8) do you think that san francisco is now in danger ? why ?

9) how does the writer make each paragraph of the two lessons coherent (连贯的) ?

10) what have you learned from the lessons ?

经过二读课文及完成一些深层阅读理解问题后，学生对文章有了深刻的理解，吸收信息或利用所获得信息来分析问题和解决问题的能力也得到培养。阅读吸收信息，吸收是为了表达。因此，教学活动的设计不应只停留在输入的层次上，应该使语言输入(听与读)和语言输出(说与写)之间产生一种平衡。运用所学语言知识以及题材信息重建语篇、提高学生语言表达能力势在必行。

三、post–-reading 采用自下而上模式，侧重培养知识综合运用能力

自下而上模式是指阅读者在阅读过程中从最小的单位——字母和单词(从底或下层)识别开始，逐步弄懂(在顶或上层)较大的语言单位——短语、分句、句子和语篇的意义。按照这个模式去理解阅读过程，教师在教授阅读课时主要任务就是帮助学生解决语言上的障碍，即弄清词、短语和句子的意义。

由此看来，阅读课教学既是一门阅读课，也是一门语言课。随着学生对课文理解的深化，教师必须提高学生对语言知识的掌握程度。阅读理解的问题，说到底就是语言方面的问题。所以，通过阅读，可以学习语言知识，通过学习语言知识，有助于提高阅读能力。阅读能力与语言学习，两者相辅相成、密切关系。

另外，中学英语大纲规定，在英语教学中要努力使基础知识转化为言语技能，并发展成运用英语进行交际的能力。为此，在完成二读课文之后采用自下而上模式深化语言知识的学习与运用则是提高学生阅读能力和语言表达能力的必然要求。这一阶段的教学设计主要如下：

1、归纳知识。可引导学生按语言单位来分类归纳;也可按段落顺序或情节内容来归纳排列。

2、深化知识。可介绍一词多义、词与词区别、长句分析和逻辑纽带等拓展性知识。

3、运用知识。口头上可采用命题发言、口述大意、复述课文、话题讨论等准交际或交际练习形式;笔头上可采用改写、缩写、书面表达等准交际或交际练习形式。

1) why do you think san francisco are easily shaken by earthquakes ?

2) give a speech on what we should do in order to deal with earthquakes.

3) write a passage to report the 1980 earthquake in san francisco.

4) write a short article on the 1999 earthquake in taiwan.

实践证明，把阅读课教学活动分成三个阶段，不同阅读活动阶段采用不同阅读理论模式以实现阅读课教学的最终目的这是非常必要的，也是非常恰当的。这种做法有以下主要特点：

1、它使学生的综合能力得到了训练。

在认知能力方面，快速阅读理解训练促使学生的观察力、注意力、记忆力高度集中;深层阅读理解训练使学生思维能力、想象力得到发展。在语言能力方面，各个阶段中阅读理解问题的解决使学生的听说、读写能力得到全面培养，尤其是阅读理解能力更得到了充分发展。在交往能力方面，同学们在老师引导下，在交流与讨论中相互合作、相互沟通，最后得出认识比较统一的答案。在这一过程中，学生的相互沟通能力、协调合作能力、凝聚力自然也就得到了培养。另外，通过重建语篇训练，学生的创造能力也将得到培养。

2、它体现了素质教育的基本要求。

在素质教育的全体性方面，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。在素质教育的整体性方面，这种教学设计主张适应各类体裁的阅读课文，挖掘文章的内涵和主旨，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。在素质教育的主体性方面，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。

3、它有利于学生逐步完善自己的认知结构。

所谓认知(cognition)就是通过学习过程的感知、领悟、推理及转化，从而实现对学习信息的了解、发现、知晓和理解。所谓认知结构就是学习者头脑里的知识信息网络结构，即已有的全部观念的内容及组织结构。从整个教学设计来看，它将学习内容有序地组织起来，并进一步内化形成新的知识结构，符合学生的认知规律。

阅读是一个综合过程，能力的提高更是一个循序渐进的过程。为此，不同年级应有不同阅读达标要求，课堂上各阶段的阅读理解训练也应随之有所侧重。总之，教师若能结合学生的认知水平，合理、灵活地把上述教学设计运用于阅读课文教学中，高中英语阅读教学目标是完全能够实现的。

高中教案英语模板篇7

一.课题

where did you go on vacation?

二.教学目标

1. 知识与技能目标：

(1) 能正确听、说、读、写词汇stayed,went, visited等。

(2)正确听、说、读、写句型where did you/she/he go on vacation? i/she/he went to ….

2. 过程与方法目标：

(1) 能用英语询问别人在假期做了什么，描述自己在假期做了什么。