导读：第一篇：高考英语教案大全 教学准备 教学目标 Words base, command, request, recognize Expressions because of, come up, at present, make use of, such as, play a part (in) Patterns …because of that, English began to b spoke... 如果觉得还不错，就继续查看以下内容吧！
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第一篇：高考英语教案大全
教学准备
教学目标
Words
base, command, request, recognize
Expressions
because of, come up, at present, make use of, such as, play a part (in)
Patterns
…because of that, English began to b spoken in many other countries.
Actually all languages change and develop…
The latter gave a separate identity to American English spelling.
教学重难点
■ To help students get to know about English development
■ To help students better understand “learning English”
■ To help students understand and use some important words and expressions
■ To help students identify examples of Indirect Speech (II): request & commands in the text
教学工具
课件
教学过程
⑴Warming up by listing
Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now let’s make a list of them on the blackboard.
English Countries Explanation
Mother tongue the United Kingdom
the United States of America
Canada
Australia
South Africa
Ireland
New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.
Second language India
Pakistan
Nigeria
the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.
Foreign language China
Germany
France
etc. The number of people who learn English as a foreign language is more than 750 million.
⑵Warming up by answering questions about English
Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?
●What is Standard English?
Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.
●What is a dialect?
A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.
●Do we have standard Chinese? What is it?
In China there’re so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.
⑶Warming up by giving reasons
Unit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?
__ English is one of the official languages of the Olympic Games and the United Nations.
__ English dominates international websites and provides nearly all of the new computer terminology.
__ Tourism and trade from Western Europe and North America has contributed to the spread of English.
__ Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.
2.Pre-reading
We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?
for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.
Go on with your reasons. I shall write your suggestions on the board as you make them.
3. Skimming the text for general ideas
Now we go to page 9 to skim the text for the main idea of each paragraph.
Paragraph 1: The spread of the English language in the world
Paragraph 2: Native speaker can understand each other even if they don’t speak the same kind of English.
Paragraph 3: English changes and develops when cultures meet and communicate with each other.
Paragraph 4: By the 19th century English is settled.
Paragraph 5: English is spoken as a foreign language or second language in South Asia.
4. Reading and filling
Read the text to complete the chart below.
Time English is influenced by…
AD 450-1150 German
1150-1500 French
In the 1600’s Shakespeare, who make use of a wider vocabulary than ever before
By the 19th century Samuel Johnson, Noah Webster
Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China
5. Reading and copying
Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.
Useful expressions
at the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…, develop one’s own identity, increase rapidly
第二篇：高考英语教案大全
教学准备
教学目标
1. 通过学生分享自己的旅游经历，用英语进行交流与表达。
2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点
教学重点：利用阅读技巧，获取文章大意及细节
教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品
教学过程
I、Warming Up:
1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
设计意图：1.寻找who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习学生语言整合与连贯的能力。
2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.
设计意图：研读课文第二段，思考至少3个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。
3). Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.
设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。
IV. Group work
Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.
设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。
V. Summary
What have we learned in this class?
设计思路：引导学生反思本节课主要内容及重难点。
课后习题
Homework
1. Read the passage as fluently as possible after class.
2. Preview Learning about Language.
板书
板书设计：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
第三篇：高考英语教案大全
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)，Learningpaper(导学案)，Blackboard(黑板).
Ⅴ. Teaching Aims(教学目标) ： ①Knowledge aims(知识目标):
words: achievement, specialist, organization, hard-working, confident….. phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., It is/was+….+that…. grammar: Subject-verb agreement.
②Ability aims(能力目标): Develop the students’ ability to use the importantlanguagepoints,enablestudentstodescribepeopleusingtheadjectives.
③Emotional aims(情感目标): Encourage the students to think about what makes apersongreat.
Ⅵ. Teaching focuses(教学重点)：Get the students to review and consolidate what theyhavelearnedinthisunit.
Ⅶ. Teaching difficulties(教学难点)：Get the students to turn what they have learned intotheirability.
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乘以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乘以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。
第四篇：高考英语教案大全
教学准备
教学目标
1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to.
2、进一步学习有关“朋友”的知识信息，启发学生对朋友和友谊的思考。
3、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。
4、训练学生一定的阅读技巧，使他们掌握一些有效的学习策略，从而提高阅读速度和理解的准确性，并养成一定的自主学习能力。
5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。
6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学习的经验，感受用英语交流的成功和喜悦。
教学重难点
教学重点:
1、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。
2、训练学生的阅读技巧，提高学生阅读速度和理解能力。
教学难点:
对所获得的信息进行处理、加工和学习，形成有效的学习策略。
教学工具
ppt课件
教学过程
...
板书
Uint1 Reading Anne’s Best Friend
Qualities: easy-going ,warm-hearted ,helpful,…
Questions:
Skimming
Summarize
Discussion: 1> style 2> ideas
第五篇：高考英语教案大全
教学准备
教学目标
1). To learn the knowledge of the cultural relics.
2). Discuss how to protect our cultural relics.
3).Reading and understanding, catching the history and information of the Amber Room.
4). Functional item, how to tell the story about the Amber Room
5). Finish the comprehending exercises after the reading passage.
6). Use scanning; skimming and careful reading to learn the story of the Amber Room.
教学重难点
Key points
To understand cultural relics.
How to tell the story about the Amber Room
Difficulties
Talk about cultural relics at home and abroad in English freely.
To learn the story of the amber room.
教学工具
课件
教学过程
导入
1). Guessing:
Teacher present some pictures and statements ,let the students guess whtat or where it is.
The Great Wall; The Pyramid ; Taj Mahal
2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:
A. Can you name them out?
Who have the right to own and confirm them?
(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden City
Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boat
and Mogao Caves)
Step I: Pre-reading
1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?
Show some pictures of amber. Let students know what the amber is and its value.
color yellow- brown
feel like feel as hard as stone
Amber is the fossil(化石) form of resin(树脂) from trees.
It takes millions of years to form.
2). Can you imagine a house made of amber?Please preview “In search of the amber room.”
Step II: Fsat reading and thinking about the title:
1). Teacher give students the following questions to think:
When you see this title, what do you want to know?
What is the Amber Room?
Why was it called the Amber Room?
What was it made for?
What happened to it?
Why to search for it?
(Ask the students just remember these questions in their mind not find the answers.)
2). Fast reading to get the main idea:
The Amber Room , which _________________sent to the Russian people as a _____, was ____by the _____________ soldiers .
(Students read the passage quickly and fill in the blans)
3). Now, let the students try to answer the questions in part 1). (PPT 7)
(Teacher may give some necessary help)
Step III: Scanning
Ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)
After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)
Step IV: Skimming
Ask students to skim the passage and complete exercise 2 on page2.
( 3 ) How did the Amber Room become one of the wonders of the world?
( 5 ) How was a new Amber Room built?
( 4 ) How did the Amber Room get lost?
( 1 ) How was the Amber Room made?
( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?
Step V: Careful reading
Let the students read the text carefully and try to find some details to complete the form on PPT 11.
Step VI: Role play
Just now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?
( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)
Homework
1. Read the story of The Amber Room again after class.
2. Write the introduction of the Amber Room you have discussed in class.
3. Prepare for next period by underline the difficult points in the text.
板书
Blackboard Design
Unit 1 Cultural relics
Warming up & pre-reading
What is cultural relics?
A.a cultural relic is sth. that survived for a long time
B.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed
C. a cultural relic is something rather rare
第六篇：高考英语教案大全
Teaching Aims and Demands
Words and Phrases
Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then
Three Skills: energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you?/What’s the matter with you?
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorites.
2. learn the basic knowledge of healthy eating.
3. learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their text books and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
After that list the useful expressions in their dialogue.
Step 4 Homework
Prepare for the next class.
Collect some menus if possible for the next class.
Lesson 2
Step 1 Introduction
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)
2.What do we have to consider when we choose to buy or eat?
(What kinds of nutrients that the food contain.)
3.What made our eating habit changing?
(Many things: what people believe, advice from companies and stores.)
4. How can we feel and look fine?
(We ought to learn about our body and the fuel it needs to keep fit.)
Explain the language points if necessary.
Step 3 Carefully-reading
How many parts can be divided into?
(Three parts.)
What’s the main idea of each part?
(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
Finish the exercise --- Vocabulary on P5. and P72-73
Lesson 3
Step 1 Revision
Check the homework.
Step 2 Grammar
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
(1) Finish the exercise on P5 and on P74
(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the exercise 3 on P74 in the students’ workbook.
Lesson 4
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Reading
Read the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussion
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
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