高中英语试讲教案|高中英语试讲教案（实用10篇）

高中英语试讲教案（实用10篇）。

【1】高中英语试讲教案

一、紧扣主题突出重点

动笔之前，针对提示的文字或图片必须先认真审题，组织内容，构思提纲，理顺思路，切忌偏题，离题，东拉西扯，不得要领，一定要避免累赘繁琐，条理不清，重点不突出的失误。

二、表达正确文字流畅

强调使用课本上学到过的单词、词组、佳句确保文章简洁通顺，切忌使用随便从文曲星或词典上找来的冷僻单词，特别强调的是必须避免使用不规范的中文式表达，受欢迎的作文是用词用句实实在在，朴实无华，清晰流畅的.文章。

三、结构规范时态无误

准确判断时态，语态的应用，不能交叉混杂，这部分则能充分反映学生的思维判断能力，分辨清楚正确的时态、语态将为作文润色不少。

四、单词、标点无误

注意单词拼写、标点符号，避免细节上的失误。错拼和自造单词均会对成绩造成不良影响。

作文成绩在高考中起着至关重要的作用。另外，高考作文要求字数为120个以上，笔者认为控制在150字左右为妥，若字数太少会给人一种考生水平低下，草草了事的感觉，而且也无法表达清楚较深层次的思想。

【2】高中英语试讲教案

通过本单元教学，使学生学会使用表示目的用语，并运用到日常交际。复习一般现在时，一般过去时和含有情态动词的被动语态的用法。使学生学会写种植西红柿的过程。

burn, free, operate, obey, punish, so that, in order to, make sure, stop. . . (from) doing

1)I’ll keep the box in the shade so that the sun doesn’t bum the little plants.

2)I’ll water them to stop the soil getting too dry.

1.利用对话、课文，组织学生进行听、说、读、写的训练。

2.利用新单词、词组及日常交际用语，组织学生造句、编对话、叙述课文、表达思想等。

通过对话和课文的学习，唤起学生对大自然的爱心，使他们认识到保护环境的重要性。

1、听、读 2、问答练习3、造句4、编演对话5、讨论6、复述课文7、讲故事

1.建议教师在听之前，大概介绍所听材料的内容或背景知识，这样学生们能够抓住要点，同时教师也为了让学生们理解得更清楚，也可提前把问题写在黑板或让学生们先看问题，然后听磁带。

2.在20课131页的听力练习，主要内容讲解一对英国夫妇的农场，教师在放磁带之前，让学生们看一看每道练习题的大致问的内容，放完一遍后，教师可问一到两个学生农场的概况，然后教师根据问题的内容在分别放磁带。

1、教师坚持用英语组织课堂教学的方向，尽量给学生创造英语的真实情景。帮助学生听懂课堂用语和日常交际用语。

2、本单元是对于表示目的一些交际用语，教师可以按以下程序：看、听老师演示→听录音→ 训练学生典型句型→ 读课文 → 学生运用。

本单元的内容是围绕播种，植树这一题材，让学生了解植树造林的意义。日常交际用语运用了陈述目的基本表达法，同时在对话及课文阅读中使用了主要词汇的用法，如;shade, in order to, in fact, stop, cut down, known down等。同时本单元出现的语法重点是复习被动语态及表示目的句型结构。

这四个动词都有“带”的意思，但动作的方向不同。

1)take意为“拿去，带去”，如图所示：

It’s going to rain. You’d better take your umbrella with you. 要下雨了，你带上雨伞。

2)bring意为“带来，拿来”，如图所示：

Bring me the newspaper, please.请把报纸给我拿来。

3)carry意为“携带”，无方向性。如：

He always caries a small notebook in his pocket.他口袋里老是带着一个小笔记本。

如：People had to walk many kilometers in order to fetch wood.人们要砍柴得走很远。

burn v.--烧毁，焚毁.烧伤;(由酸类)灼伤;燃烧(以取火或热)

l)此词指正在燃烧的状态而不表示“点燃”的动作，“点燃”一词应是light。

I will keep the box in the shade so that the sun doesn't burn the little plants.我将把盒子放在阴凉处以防太阳晒坏小苗。

The two men had their limits burning all night long in order that everyone might see how hard they were working on the Emperor’ s new clothes. 这两个人点了一夜灯以便让大家知道 他们赶做皇帝的新装是多么卖力。

2)对其过去式、过去分词有两种形式burned，burned或burnt，burnt。但是过去分词burnt常用作adj.，如

He took a burnt stick up from the ground.他从地上捡起一个燃烧过的棍子。

强调动作时多用burned，其后常接宾语。

They had burned all the old letters before they left.他们在离开前把所有的信都烧了。

In fact they grow better if you feed them. 事实上如果你们喂养他们，他们就能生长得更好。

She feeds her baby on (with) cows’ milk. =She feeds cows’ milk to her baby.

The sheep feed chiefly on grass. 羊主要以草为食。

soil, earth, ground ,land 和 field的区别

earth作“泥土”解，与soil通用。它还可以作“地球，大地”解，相对于天空而言，如：

He filled the hole with earth. 他用泥土填洞。

soil 指土壤，耕地，国土等。

Soil is earth in which flowers, trees and other plants can grow. 土壤是花草、树木及其他植物得以生长的泥土。

land 指相对于大海而言的“陆地”，也可以指土地、 国土等。

After along journey, they found the rich land. 经过长途跋涉，他们找到了这块沃土。

ground主要指地面、地板(floor),也可指田地(与land可通用)，如：

There is a large play ground in front of our building.在我们楼前有一个大操场。

field指田地、原野、场地(=ground)。如：

They are working in the fields. 他们正在地里干活。

The rest are left to grow even taller. 余下的被留下来以让它们长得更高。

1)the rest作“剩余部分，其余”讲。它作主语时，其谓语动词的数要依据它所指代的名词的数来确定。例如：

The rest of the money was left to his son. 剩余的钱留给他儿子。

Only Tom is in the classroom. The rest of the students are still at play.只有汤姆在教室里。其余的学生还在玩。

2)句中的副词even修饰比较级taller, 它没有实际意义，只起加强语气的作用。可用来修饰形容词或副词比较级的词或短语还有much, far, still, rather, a lot, a great, deal, a little, a bit等。例如：

It’s a bit cold today. 今天有点冷。

His book is far more interesting. 他的书更加有趣。

so that he can catch the first bus.

in order that he can catch the first bus.

so as to catch the first bus.

in order to catch the first bus.

to catch the first bus.

本单元重点的语法项目是表示目的的方式，下面将表示目的的几种方式归纳如下。

1、动词不定式(包括 so as to，in order to)。

2、用so that和 in order that引导目的状语从句，从“句中一般含有情态动词can，could，may，might等。下面以“为了能赶上第一班车，他每天都起得很早”为例。

以上是用肯定句结构。

用否定结构，注意“不定式的否定结构在to前加not; so that/ in order that 只有在主句主语和从句主语一致的情况下可以换成 so as to/in order to;in order to可放于句首，so as to则不可)

so that he can’t miss the first bus.

in order that he can't miss the first bus.

so as not to miss the first bus.

in older not to miss the first bus.

so that也可用来引导结果状语从句。在so that引导的结果状语从句中，谓语动词前不用情态动词，主从句间可有逗号隔开。例如：

Everyone said no, so that the plan was dropped. 大家都反对，计划就不再讨论了。

cut down, cut in, cut off与cut out的区别

to cut down a tree with an axe 用斧头把树砍倒

Don't cut in while I'm talking. 我说话时别插嘴。

cut off意为“切断、切下”指切断电源，水源，煤气等。

He cut off the gas when a fire breaks out.

cut out意为切下，删下，指删掉，剪下文章等。

He cut out an article from the newspaper.

【3】高中英语试讲教案

阅读是高中阶段英语教学的重头戏。阅读教学的目的包括两方面：一是让学生学习并掌握一定的语言知识;二是发展一定的技能和策略，培养学生用英语获取和处理信息的能力。阅读是一个语言与思维相互作用的过程。因此，教学设计的好坏对教师的教学效果和对培养学生综合运用语言的能力都会产生很大的影响。

教学设计的目的是获得解决问题的最优方法，时刻体现“以学生为本”的思想，以开发学生的学习潜能，促进学生的全面发展为最终目的。教师怎样在阅读课上既能突出阅读理解这一中心，又能达到为学生的学习服务的目的呢?下面，谈谈我的一些教学实践情况。

一、精心设计切入点，构建有趣的学习情境

导入是承上启下和温故知新的必然途径，是吸引学生注意力和激发学习兴趣的教学措施，是上好一节课的重要环节。进行导入活动时，教师要根据学生的学习情况、心理特点和阅读材料的内容，设计能激起求知欲的导入。例如，在教学SEFC Book 2 Unit 5的“The Band That Wasn’t”一课时，我们用多媒体图片配以相应的音乐进行导入。通过对这些图片的提问和描述，自然导入新课话题，导入内容与新知识联系紧密。这样学生就会有阅读的兴趣。

二、抓住重点，构建积极探究的学习情境

一篇文章是一个思想连贯的语言整体，既有完整的思想，又有完整的结构。整体呈现课文更有助于提高阅读能力。仍然以“The Band That Wasn’t”一课为例，导入新课后，我们给出导读性理解题。如，

(1)Which two musical bands are mentioned in the passage?

(2)When did “The Monkees ” break up and when did it reunite?

(3)Why was “The Monkees ” successful in the end?

让学生速读全文。理解大意后，我们从语篇结构入手，梳理文章，然后依据其线索，设计内容连贯、主体结构突出的理解题。在阅读理解的过程中，不同层次的阅读测试练习题满足了不同程度学生的需要，极大地调动了全体学生的积极主动性。

三、掌握时机，处理好语言点

生词是阅读中的障碍。有些生词适宜在导入时呈现;有些适宜在阅读后查阅词典;有些可以在阅读中让学生猜测词义。如，本文里的“bread up”一词，我们在阅读中给学生呈现几个相关含义的句子，让学生在观察语言现象的基础后归纳，然后做适量练习加以巩固。

四、展示亮点，构建合作的学习情境

学生已熟悉了语言材料，积累了语言知识。我们不妨就本课相关内容展开讨论。讨论就是交流，它能增进师生之间的了解，有利于及时发现学习中存在的问题，培养学生配合、协作的意识，使学生进行发散性和创造性的思维活动。讨论是对阅读材料学习的延伸，是一种有意义的信息输出过程，是阅读教学环节中的一个重点。在讨论活动设计中，我们要善于挖掘教材中丰富的文化信息和思想内容，所提出的问题不仅可以涉及所学课文的一般事实，同时也肩负起思想教育的功能。如，本文我们设计了这样的讨论题“Do you think Listening to music is good when you are studying?”和“Why or why not?”我们鼓励学生发表自己的见解，为学生创设自由、宽松的讨论氛围，让每个小组组织自己的语言，然后让各组代表发表自己的看法，充分调动学生的参与、合作意识，培养学生的创造性，使其将所学的语言知识转化为语言交际能力。课后让学生把讨论的内容写成书面表达，为本节课画上一个圆满的句号。

总之，在整个阅读教学过程中，始终突出“导演”与“演员”的位置关系。使学生的知识与能力得到和谐、统一的发展，达到提高学生综合运用语言能力的最终目的。

【4】高中英语试讲教案

一、教材分析：

本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学目标:

1.知识目标:

引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。

2.能力目标：

利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。

3.德育目标：

用含过去分词的句子结构表达思想感情。

四、教学重点:

1.过去分词的用法.

2. 过去分词的运用

五、教学难点:

1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2. 过去分词在真实的生活语境中的使用。

六、教学策略:

通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

七、学习策略:

本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

【5】高中英语试讲教案

高中英语古诗教案篇1

教材分析：

教材分析本单元是对英语中一般现在时句型的扩展和练习，学生可以运用所学语言讨论动物习性这一真实语言情景，将语言变得生活化、情境化，从而掌握一般现在时的各种句式。本课没有偏词难句，主要的语言功能就是让学生会用简单的句式介绍和描述动物的习性。

学情分析：

小学生都具有好奇、好玩、好动、好表现、好表扬等心理特点，同时对新奇的事物非常感兴趣。同时，六年级学生也具备了一定的合作能力和参与意识，在一定的情境中，学生能够积极的参与、大胆表达、勇于合作，展现出良好的学习氛围。

教学目标：

《小学英语课程标准》强调指出：“英语教学要重视对学生实际语言运用能力的培养，重视学生的学习方式和任务型的教学途径，发展学生的综合语言运用能力。” 根据以上要求及对学生实际情况的分析，我制定了如下教学目标。

(一)知识与技能：引导学生运用一般现在时的句子介绍动物习性。

(二)过程与方法：学生通过小组合作，组内讨论，组间交流，培养学生自主学习和运用语言的能力。

(三)情感态度与价值观：通过了解动物与人类的和谐关系，激发学生热爱动物的情感和自觉保护动物的意识。

教学策略：

(一)教学方式与学习方式 [教学方式：“任务型”教学方式 学习方式：自主探究、合作交流] 本课的设计中，我运用了“任务型”教学方式，要求学生通过表达、询问、解释、沟通、交涉、协商等多种语言活动形式来完成任务，同时注重英语中听、说、读、写各项基本技能的训练;英语课程标准强调重视学生实际语言运用能力的培养，倡导体验、实践、参与、合作与交流的学习方式。学生将在“任务型”教学方式的引导下，在自主探究与合作交流中学习和运用语言。

(二)评价方式 [评价方式：多元性评价] 心理学家指出：学生在课堂上有获得表扬的需要，评价的主体应该是多元性的。所以，在教学中我着眼于学生语言运用的培养，采用激励性评价、师生评价、生生互评等多元性评价方式，在教学活动中充分激发学生的求知欲和表现欲，实现教学过程的化。

(三)教学手段

1、结合本课教学目标我设计了“猜谜语”、“听音排序”、“听音写词”、“动物习性的讨论”、 “学说小韵诗”、“写写喜爱的动物”等几项任务。

2、利用图片，激发学生的学习兴趣。

3、采用小组比赛的形式，激发学生积极参与，培养其集体荣誉感。

教学过程：

一、Warm up

T: Good morning, boys and girls!

Ss: Good morning, teacher!

T: Pleased to meet you!

Ss: Pleased to meet you, too!

T: Now relax yourself. Let’s listen to music.

(Play the song Old MacDonald had a farm.)

Ss: (Listen, repeat and clap.)

T: This song sounds nice. There are lots of animals in the song. Yes?

Ss: Yes!

T: Do you like animals?

Ss: Yes!

T: Now I say, you guess which animals they are. Let’s have a match between four groups. OK?

Ss: OK!

T: Number

1. They’ve got long tails. They climb trees very fast. They like bananas. What are they?

S1: They are monkeys.T: You are very clever! Group 2 can get a flag.

T: Number

2. They are tall. They’ve got long necks. What are they?

S2: They are pandas.T: Fantastic! Group 3, a flag!

T: Who can say another animal?

二、Presentation

T: So many animals! I like pandas. But I don’t like snakes. (Write on board.) What about you?

S1: I like monkeys. But I don’t like tigers.

S2: I like bears. But I don’t like dogs.

T: Good. And do you know what do pandas love? (Write the title: Unit 2 Pandas love bamboo.)Ss: (Read the title together for twice.)

T: Today we’ll discuss some animals. Let’s see what they are.(Show the pictures of animals.)

Ss: (Read and spell the words together for twice.)

三、New contents

T: These animals are lovely. You can see them on your books. Now listen to the tape, order the pictures.

T: Now I’ll check the answers. Who can tell me?

S1: Number 1 is …T: Excellent! And what do they like? Let’s listen, then you should say and write down the sentences.

T: First, which animals?

Ss: Snakes.

T: Who can repeat the sentence?

S3: Snakes love the sun.

T: Great! (Write on the board.) Read together, please.

Ss: Snakes love the sun.

T: Next, which animals?

Ss: Elephants.

T: Who can repeat?

S4: Elephants like water.

T: Can you write on board?(The same process for the other animals.)

Ss: (Read the sentences together.)

T: (Correct the mistakes.)

T: Now I say numbers, you say the sentences.

T: Who can come here and point to the pictures for us?

S2: I can. …You are very good!

四、Practice

T: Can you remember now?

Ss: Yes!

T: OK. I say, you guess. They love the sun. What are they?

S5: They are snakes.T: Very good. Now work in pairs, practice part 2.

Ss: (Work in pairs to do the practice.)

T: Who want to show your dialogue?Ss: (Several groups act out.)

T: You did a good job! Now let’s learn another animal----owl.(Read and explain the word.)

T: I’ll ask students to explain the sentences.

Ss: (Study the chant, and then say with the rhyme.)

五、Enlargement

T: Today we’ve learnt lots of animals. But which do you like? Now talk in groups: What are your favorite animals? Why?

Ss: (Talk in groups.)

T: Stop! Now write down your ideas. You can write like this: My favorite animals are …Because… T: Who want to read your sentences?

S1: …

S2: …

T: You are very lovely. We love animals, because they are our good friends. Let’s read loudly!

Ss: We love animals, because they are our good friends.

T: Again! Louder!

Ss: We love animals, because they are our good friends!

T: Well done, children! You should remember this sentence.Class is over. Goodbye, children!

Ss: Goodbye, teacher!

高中英语古诗教案篇2

一、教学内容

1.语音：1)复习音标及字母组合[u:] u, oo; [u] u, oo, oul; 2)学习音标及字母组合[(+] ure, ua

2.语法：1)小结本单元所学to be going to+动词原形的用法;2)小结本单元出现的形容词比较等级的规则变化和不规则变化。

二、教具

录音机;音标卡片、小黑板等。

三、课堂教学设计

1.复习值日生报告。

教师出示事先准备好的写有形容词原级的小黑板，要求学生迅速写出其比较级、级形式。

2.教师出示音标卡片，复习[u:] [u]两个元音的读音，启发学生分别给出含有这两个元音的单词。教师可将这些单词书写在黑板上，并用彩色粉笔写出读这些音的字母或字母组合。

教[(+]这个双元音的读音。学生初步掌握其读音后，重复上一步骤。

3.放课文第1、2部分录音，学生打开书跟读，反复三遍。指导学生做练习册习题1。

4.指导学生阅读复习要点中例词、例句。教师小结该要点中所列两项语法内容。

5.指导学生做练习册习题。

6.布置作业

1)练习朗读本课第1、2部分中的音标、单词、短语和句子;2)结合书后有关语法讲解，温习本单元语法项目;3)抄写复习要点中例句及词语;4)完成练习册习题。

四、难点讲解

形容词比较等级(Ⅰ)形容词比较等级的规则变化和不规则变化。本单元只介绍单音节形容词和少数双音节形容词的变化：

1)一般在词尾加-er或-est，分别构成比较级和级。例如： small----smaller----smallest。

2)以字母e结尾的形容词，加-r或-st,例如：nice----nicer----nicest。

3)重读闭音节词尾只有一个辅音字母时，双写这个辅音字母，再加-er或-est。例如：big----bigger----biggest。

4)以辅音字母+y结尾的双音节形容词。改y为i，再加-er或-est。例如： easy----easier----easiest。

此外，少数形容词还有不规则变化，需要认真记忆。例如：good----better----best; many----more----most等。

高中英语古诗教案篇3

教学内容：

1.词汇

(1)复习关于职业的词汇：doctor, teacher, nurse, cook, fireman, driver, policeman, pilot, singer.

(2)学习生词：astronaut, coach, actor (actress)， writer.

2.功能句型

(1)复习询问他人职业及回答：What does he/she do? He/She is a/an …。

(2)学习询问对方将来想要从事的工作及回答：What do you want to be when you grow up?

I want to be a/an …。

教学目标：

1.知识目标

(1)能掌握和职业相关的一些词汇，并能在相应的功能句型中熟练运用;

(2)能在恰当的情景下熟练运用关于询问他人的职业及回答的交际用语;

(3)能在相应的情景下熟练地运用关于询问对方将来想要从事的工作及回答的交际用语。

2.能力目标

(1)通过学习和操练，使学生能掌握本课所学关于职业的词汇，能熟练询问他人的职业及对将来工作的理想，并做出相应的回答;

(2)在学习过程中培养学生发现问题和解决问题的能力，提高自学能力;

3.策略目标

(1)帮助学生学会与人合作，共同完成学习任务;

(2)帮助学生学会观察生活中标的英语，学会借助词典来学习。

4.其他目标

(1)在学习职业名称的过程中了解“感动中国的2021年度人物”，潜移默化地为学生树立榜样;

(2)在小组学习和帮助他人学习的同时，培养学生乐于助人，热爱集体的良好品质;

(3)通过多种形式的游戏和活动，激发学生英语学习兴趣。

教学重点：

1.重点词汇：astronaut, coach, actor (actress)， writer.

2.重点句型：What do you want to be? I want to be a/an …。

教学难点：

1.正确朗读和运用关于职业的词汇。

2.正确理解、询问对方对将来工作的理想，并能做出正确的回答。

教具准备：

1.教师准备：多媒体课件，图片，单词卡片，奖励卡片;

2.学生准备：课本，笔。

教学过程：

课前介绍评价方式

Step 1: Warm up and lead in

1. Oral English

2. Sing a song: The Wheels on the Bus.

3. (课件)： Look, she is the driver of the bus. Her job is driving the bus. Do you know “job”? 板书Jobs，并介绍课题。

Step 2: Review some words

1. Free talk: What jobs do you know? (Can you act as a …?)

2. Games:

(1) Show some word cards, read and act.

(2) Act, ask and guess---What does he/she do?

Step 3: Presentation:

1. Talk about the great people in 2021.

(1) Watch the screen and think: Who are they? What are their jobs? (通过课件呈现“感动中国”的人物。)

(2) T: They are called the Great People in 2021. 他们是被评为“感动中国的2021年度人物中的几个。Do you know their names?

(介绍6个人物的姓名。学生活动：介绍人物姓名，摆放相应人物的复读机、图片和文字介绍材料。教师示范第一个。)

(3) Watch and listen.

T: What are their jobs? Let’s listen. (课件录音完整介绍6个人物的工作和业绩。)

2. Learn the new word by the students themselves.

(1)示范pair work: Listen, look, match and read. (示范过程中学习生词：coach---c-oa-ch---coach)

(2)学生自学单词，合作完成练习。

T: OK. Boys and girls take out your paper and practice with your partner, please. If there are some new words for you, you can use your dictionary(出示字典)， go to listen to the tape or teach each other.

(学生活动：自学不会的单词，合作完成练习。)

(3)学生组内练习介绍一个人物。(学生活动：选择一至两个人物在组内练习介绍。)

3. Introduce them in the front.

T: Who wants to come here and introduce one of them to us? Please listen carefully and check your answers.(学生活动：自愿前来介绍一个人物。)

要求：介绍以后要板书图片;离人物介绍大图较近的学生可以引导用大图片。

4. 相应单词的练习

astronaut:

(1) Pronunciation: astronaut---an astronaut.

(2) Practice (Pass the picture and ask) What does he do? He is an astronaut.

writer:

(1) T: Can you act as a writer? 引导学生练习： writer---writer

(2) T: What other writers do you know?

actor:

(1) T: Who’s your favorite actor? (根据学生的回答介绍：actress)

(2) T: Do you want to be an actor or actress? Why?

5. Learn the sentence patterns.

(1) T: They are all the great people in China. We will always remember them. Do you want to be one of them? What do you want to be when you grow up? You can say: I want to be …。 (出示句卡，带读，板书)

(2) T: What about my daughter? Can you ask her?

(出示句卡，学习问句，板书) want---want to be---What do you want to be---grow up---when you grow up---What do you want to be when you grow up?

(3) 课件：播放录音---妞妞的回答

(4) Practice: Pair work; Show in the front.

Step 4: Reinforcement --- Talk about the most popular job.

T: Excellent! You have so many wonderful dreams for your future job. What is the most popular job in our class? Let’s finish a questionnaire.

(1) Model;

(2) 小组调查;

(3) 各小组填写结果;

(4) 汇总全班调查结果

T: The most popular job in our class is ________. Why do you want to be a/an …?

Step 5: Summary

T: How can you make your dream to be true? What can you do for your dream?

Please remember: Where there is a will, there is a way. (课件呈现)

Step 6: Homework

Talk about your dream job with your parents.

高中英语古诗教案篇4

教学目标

To learn to communicate with each other by talking about the weather. To have the ability to make a weather forecast. To analyze the relations between the weather and our environment .

IV. Emotion goal: Through the activities of talking about the weather and things around us, students show their concern for others ， the environment and our society.

教学重难点

Learn the following expressions:

How is it going? Not bad/ Great/Terrible/Pretty good

How is the weather? ---It’s raining!

What are you doing? —I’m watching TV.

教学工具

课件

教学过程

Step 1 Revision and Leading

What’s the weather like today?

How is the weather today? ---It’s…

How are you today?

How is it going ( with you)?

Not bad/ Great/Terrible/Pretty good

Look at the picture

How is the weather in Beijing?

What is he doing?

He is watching TV.

How is the weather in ..

Where do you want to go?

What’s your favorite weather?

Now you are in ….

This is ..

How is it going?

How is the weather in …

What are you doing?

Make a conversation by telephone (orally in the class )

Step 2 Practice

Look at the picture1 and picture 2

Where are they?

What are they doing?

How is the weather?

What about in picture two

The boys are Paying basketball in picture one , but they are playing baseball in Picture two.

It’s sunny in Picture 1, but it’s raining in Picture 2.

Look at the picture 3 and 4. tell us the difference of the two pictures

Step 3 Game part 4

Now let’s play a game in Part four.

The boys are Paying basketball in picture one , but they are playing baseball in Picture two.

Step 4 Homework

Do the work book

Copy words

Make a survey about the weather your father and mother like and the reason

课后小结

学了这节课，你有什么收获?

课后习题

完成课后练习题。

板书

Unit 6 It’s raining!

【6】高中英语试讲教案

【7】高中英语试讲教案

高中英语寻求建议教案篇1

教学目标

1. 语言知识目标：

1) 能掌握以下单词： newspaper, use, soup, wash, movie, just

能掌握以下句型：

① —What are you doing? —I'm watching TV.

② —What's he doing? —He's using the computer.

③ —What are they doing? —They're listening to a CD.

④ —This is Jenny. —It's Laura here.

2) 能掌握语法：现在进行时态的用法。

3) 能运用所学的知识，描述人们正在干的事情。

教学重难点

1. 教学重点：

1) 词汇、词组搭配和现在进行时的用法。能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。

2) 能掌握现在进行时态及一些表示具体动作的词组搭配,如: doing homework, using the computer, watching TV, eating dinner… 等

2. 教学难点：

现在进行时中现在分词的结构及读音，能在交际中准确地运用现在进行时来描述或表达正在进行的动作。

教学工具

多媒体

教学过程

Ⅰ. Warming-up and Lead in

1. Greet the Ss and check the homework.

2. Watch a video program.

Ⅱ. Presentation

1. Show some pictures on the big screen. Present the new words and expressions.

2. Ss watch and learn the new words and expressions.

3. Give Ss some time and try to remember the new words and expressions.

4. (Show some pictures on the screen and ask some students to perform the actions.)

e.g. T: What are you doing?

S: I am doing homework. (Help him/her to answer)

T: What is he /she doing?

Ss: He /she is doing homework.

Teach: watching TV, cleaning, reading a book, eating dinner, talking on the phone...as the same way.

5. Work on 1a. Ss read the activities and look at the pictures. Then match the activities with pictures.

6. Check the answers with the Ss.

Ⅲ. Game (guess)

1. T: Now let's play a game. What's she/he doing? You must watch the big screen carefully.

(Show some pictures on the big screen quickly) Let Ss guess what's he/she is doing?

2. Ss watch and guess the actions.

3. Ask and answer about the pictures.

—What's he/she doing?

—He's/She's …

Ⅳ. Listening

1. T: What are Jenny, John, Dave and Mary doing? Now let’s listen to the tape, find out the right activities from 1a.

2. Play the recording for the Ss twice.

3. Ss listen to the recording and write the numbers from 1a.

Ⅴ. Pair work

1. Ask the Ss to read the conversations in 1c with a partner. Then look at the pictures in 1a. And conversations about other person in the picture.

2. Ss make conversations by themselves and practice the conversations.

Ⅵ. Listening

1. Work on 2a;

T: Jack and Steve are talking on the phone. What are they doing now? Listen to the conversations and match the answers with the questions.

(Play the recording for the first time, students only listen carefully. Then, listen to the recording again, and match the answers with the questions. )

Check the answers.

2. Work on 2b.

Let Ss read the conversation in 2b first. Then play the recording for the Ss twice.

The first time Ss only listen and write down the words in the blanks. Then play the recording again for the Ss to check the answers. (If necessary, press the Pause button to help.)

Ⅶ. Pair work

1. Now, role-play the conversation with your partners.

2. Let some pairs to act out the conversation in front of the class.

Ⅷ. Role-play

1. Ask Ss to read the conversation in 2d and answer the questions below.

① Are Jenny and Laura talking on the phone?

(Yes, they are.)

② What's Laura doing now?

(She's washing her clothes.)

③ What's Jenny doing?

(She's watching TV.)

④ When do they meet at Jenny's home?

(At half past six.)

2. Ss read the conversation and answer the questions above.

3. Check the answers with the Ss.

4. Let Ss work in pairs and role-play the conversation.

Homework:

1. Review the words and expressions in this period.

2. Understand the knowledge about the present progressive tense.

3. Make five sentences on what are you doing now.

高中英语寻求建议教案篇2

本课时主要是通过展示家庭居室结构，让学生学习各个房间的英文名称study, bathroom, bedroom, living room, kitchen. 家是每个学生最熟悉的地方，学生要学会运用本课所学知识来简单描述自己的家，结合学过的语言描述各个房间。

“Let's do”部分的教学是结合“Let's learn”中所学过的单词进行扩展，让学生知道一些相关单词的指示用语。让学生在听懂这些用语的基础上，进行模仿和听、做活动。还可设计多种课堂活动，使学生掌握这一部分的内容，同时激发学生学习英语的兴趣。

教学目标：

1.能简单描述自己的房间。

2.能听、说、认读本课主要单词：study, bathroom, bedroom, living room, kitchen，并能在日常生活中运用。

3.能听懂Let's do中的指示语，并按照指令作出相应的动作。

教学重点：

1、听、说、认读单词：study, bathroom, living room, bedroom, kitchen。

2、学习表示指令的词组。

教学难点：

单词study, bathroom, bedroom的发音。

教学方法：

引导法 启发法 直观教学法

学法分析：

小组合作学习法 讨论学习法 自主学习法

教学过程：

1 Warm-up/Revision

教师引导

1、集体唱英文儿歌。

2、复习上节课所学单词

2 Presentation

1、出示study 的图片，手指着书房里的书问学生：What are they? 教读单词 study, 并板书。

教师用动作帮助学生理解词义：We read the books in the study.

2、按照相同方法，教授单词 bathroom, living room, bedroom.

3、师把第46页Let’s learn部分的挂图贴到黑板上说：This is my home. How many rooms can you see? What are they?

4、教师说指令。

学生回答提问：They are books 并跟老师认读study。

学生依次回答问题并跟老师认读单词bathroom, living room, bedroom.

学生用动作和语言表达句子，并说出相应的房间。

听录音，跟读Let’s do部分。

3 Practice

出示练习题 习题练习并拓展

教学内容与教师的活动 媒体的运用学生的活动 教师进行逻辑选择

教学评价：

1、 学生评价：以小组为单位完成老师所提出的问题，然后进行小组交流，组内进行互评。

2、 教师评价：教师对完成情况进行适当正确的评价，并给与激励性 的语言，手势。

教学反思：

●一起合同网Hc179.cOm重磅推荐:
• 高中英语教学计划 | 人教版高中英语选修6《Unit2Poems》教案 | 高中英语教师年度个人考核工作总结 | 数学《10的减法》教案 | 高中英语试讲教案 | 高中英语试讲教案

通过本节课的学习，学生基本掌握了所学到的新词，熟读且能理解课文内容，并能够运用到实际情景当中，教者能够利用多种教学方法，提高了学生学习的兴趣，达到了预期的效果

高中英语寻求建议教案篇3

教材分析：

本模块教学内容，以超市购物为情境，让学生通过学习，用How many…?How much …? 进行对可数名词与不可数名词数量的提问;能够用英语根据自己的需要制作购物单;能够在真实情境中，用How many…do you want? How much … do you want? 对他人所需物品数量进行询问。

学情分析：

五年级学生已经掌握了大量的食物类单词，而超市购物又是学生比较感兴趣的一项活动。因此，让学生模拟购物，既可当售货员，又可当顾客，可极大提高学生的学习积极性。

教学目标：

(1) 知识目标：掌握本单元新词need,food,shopping list,cheese,how much,kilo,juice;学会用How many…? How much…?来提问可数名词与不可数名词数量。

(2) 能力目标：能用英语写购物单;能够用英语进行购物;能够帮助别人购买所需物品，即代购。

(3) 情感目标：培养学生的团队协作能力;引导学生事前做好准备，方可事半功倍的情感体验;通过模拟购物实践活动，让学生学会理财，积累生活经验。

教学重点：

掌握本单元新词;能听懂、会说本单元课文句子。

教学难点：

能运用所学句型来提问可数名词与不可数名词数量。

教学过程：

一、课前热身：1.Greeting:goodmorning boys and girls.

2.Sing the song of where did you go.

3. Ask the students “what did you do yesterday?”

二、课文导入

1. Tell the children: I went shopping yesterday. I went to Qinglong Street.教师板书课题“shopping”，接着说：“I went to the supermarket. I bought lots of things.”请学生说出所在城镇一个比较有名的超市名称，教师板书“supermarket”并领读，然后让学生用英语说说超市中一些常用物品的名称。

2. Tell the children that Lingling and Ms Smart will go shopping. Today we are going to learn how to buy things in a supermarket in English.

三、课文教学

1.学生带着问题观看Uint1活动1插图： Open your book then look at the pictures and ask them who they see and what they are doing?

2.教师播放课文录音，学生初步理解课文。Then ask the children: Where are Ms Smart and Lingling? What need they buy?请学生找出Ms Smart和Lingling需要买的食物，根据学生回答，教师板书“bananas,cheese,noodles”，教学新单词cheese。

3. 教师出示shopping list一张，问学生：“what’s this?”如果学生不会用英语表达，则教学新词shopping list，指导学生的发音，采取多种方法练习：全班齐读、小组读、开火车读、个别读。

4.教师讲解：“how many”和：“how much”都是用于询问“多少”的，但在用法上有所区别。“how many”用来提问可数名词的数量，而“how much” 用来提问不可数名词的数量。请学生回忆学过的名词，并个别回答。教师拿出各种文具、食品、服装、玩具和水果等卡片，让学生区别哪些是可数名词，哪些是不可数名词。教师用实例帮助学生理解这两个词组的用法。例如：“hou many apples do you want?how much milk do you want?”等。

5.再次播放课文录音，在每句话后停顿，请学生跟读并模仿录音中的语音、语调，然后学生齐读课文。

6. 小表演：请学生一人扮演Ms Smart，一人扮演Lingling,练习朗读课文。然后请几组学生分角色将课文对话在全班面前表演，教师及时表扬，提高学生学习英语的兴趣。

四、课堂练习

1.完成活动2： Ask the children to look at the shopping list and read the food and quantities correctly.

2.完成活动3： Learn to buy things.

3.出示课件：一段购物的视频，提醒学生注意人物的表情、语言、动作。学生小组讨论，合作学习。

4.模拟购物：Ask the students to go to different shops and buy different things. 把全班分成四个组，即四个“商店”， 每组由一名学生当售货员，其它学生充当顾客。(购买完一次轮换角色)顾客可以到任何一家“商店”“购买”自己喜欢的物品。教师到各组去指导，同时教师也当顾客购买物品。

5.教师总结全课，表扬做得好的学生。

五、家庭作业

1. 抄写课文的新单词。

2.社会实践： 周末与家人到超市购物。

3.小练笔：把购物过程用已学英语记录下来，同学之间互相交流、学习。

高中英语寻求建议教案篇4

教学内容：

This lesson is about Module 7 Unit 1 “This dog can help him.” of New Standard English, Book 9. This lesson is for the students of Grade Five.

教学目标：

1、Knowledge aims:

a. To enable students to master and use these new words : blind , special.

b. To enable students to master the usage of “can” .

c. To enable students to use the target sentences correctly : This dog can help him . Can Fifi help the blind people ? No , he can’t . He only wants to play .

2、Ability aims:

a. Talking about abilities with “can” , “can’t ” and know the objective case.

b. To improve students’ language ability.

3、Emotion aims:

a. To encourage students to cooperate with the others , help each other and learn from each other.

b. To educate students to protect animals and help disabled people .

教学重点：

To master and use the new words , sentence pattern and the usage of “can”。

教学难点：

To use the sentence patterns to talk about ability.

教学准备：

cards , CD-ROM, CAI, task-paper, tape—recorder.

教学过程：

Step1. Warming up

1、Greeting.

2、Please sing a song and do the actions.

3、Look and say some phrases more .

4、Free talk. What can you do ? Or what can’t you do?

Step 2. Presentation

Dear boys and girls, Do you love animals?

We can see some dogs and cats in our life. What can they do ?

Today we’ll learn Module 7 Unit 1. ( Write on the blackboard)

Step 3. Practice

1、Listen to the text and try to answer the questions:

Q1: How many dogs are there in the text? Answer the question------2 dogs.

2、Show Ss by PPT：Look at this dog. Is this dog lovely? It’s a pet dog. Its name is Fifi. Look at the other one.

Is it lovely? It is very special. Learn special(Pay attention to the pronunciation of “e”)

3、Show Ss a picture of blind people by PPT and ask “What’s the matter with this man ?”Learn blind

4、Who can help him? Look! This dog can help him. (Write on the blackboard.) Learn the target sentence. (Read in the different ways. ) Pay attention to “ him”。

Learn the usage of objective case . Then do a practice .

a. My mum is ill. I will help__. (she her)

b. Who can help __? ( I me)

c. The boy is cute. Dad bought a pen for___. (him he)

d. These are blind people. But Fifi can’t help_____. (they them)

5、Listen again and circle “can, can’t” . Answer the question:

Q2：Can Fifi help the blind people?

6、Learn the sentences: Can Fifi help the blind people? No, he can’t. / Yes, he can. (read in pairs )

Fifi is a pet dog. So he only wants to play. Read this sentence.

Pay attention to “wants”。 (Learn the third person singular of the simple present tense.)

Read the target sentences on the blackboard. Let’s sum up the usage of “ can ”。

7、Development activities : read these sentences and feel the usage of the original form of verbs.

a. Let’s see.

b. I will go to school tomorrow.

c. He is going to swim.

d. I want to drink water.

8、Listen to the text and repeat.

9、Read in roles. Learn TV presenter.(毕福剑) Who wants to be Lingling/ Amy/ TV presenter?

Step 4. Production

1、Dogs are very clever. What about the other animals? Let’s see. Try to say“ This… can/ can’t…”

2、Guessing game. Try to say “ This…can/can’t…” Guess “ Can...?”

3、Do some practice. (Task paper)

4、Reading practice : There is a TV show.

This is the TV presenter---- little pig. Please read and complete.

5、Talk about your pet . What’s your favourite animals ?

Please talk about your pet.

Step 5. Summary and homework

1、Sum up：What have we learned today?

2、Homework:

Copy the key words and the target sentences for 3 times.

Write a passage about your pet.

3、There are many disabled people in our life. Let’s have a look. Show them some pictures of disabled people who named TaiLihua, Yangguang, LiuWei and PingYali etc.

They are broken in health but not in spirit .

4、Learn English proverbs:

a. Broken in health but not in spirit.

b. Be the useful to the society.

板书设计：

Module 7 Unit 1 This dog can help him.

special Can Fifi help the blind people?

blind No, he can’t. Yes, he can.

He only wants to play.

【8】高中英语试讲教案

辨析 1. ignore / neglect / overlook

3. calm / quiet / silent / still

4. join / join in / take part in / attend

变化 1. ignore vt. 忽视 ignorance n. 无知 ignorant adj.无知的

2. dusk n. 黄昏; 傍晚 dusky adj.昏暗的; 黑暗的

3. add v. 添加; 增加 addition n. 加, 附加 additional adj. 添加的;附加的

单词 1. upset adj. 心烦意乱的，不安的;不适的 vt. (upset, upset)

2. concern v. 担忧; 涉及; 关系到 n. 担心，关注;(利害)关系

3. settle vt. 安家; 定居;停留vt. 使定居，安家;解决

4. get along with 与某人相处;(工作的) 进展

5. in order to 为了……

重点句子 1. Mother asked her if / whether she was very hot with so many clothes on.

2. I don’t set down a series of facts in a diary as most people do …

3. … it was the first time in a year and a half that I’d seen the night face to face.

ignore 通常指有意不顾，或不理会显而易见的事物。

neglect 侧重指有意的忽略或忽视，也可指粗心与疏忽。

overlook 指因匆忙而疏忽或视而不见。

○1We could not afford to _________ such a serious offence.

2). He utterly ________ my warnings and met with an accident.

3). Don’t ________ paying him a visit now and then.

答案: 1). overlooked 2). ignored 3). neglect

cheat 主要指盈利的买卖中或游戏竞赛中欺骗人，骗取人的钱等。

fool “愚弄”，指利用人缺乏常识，心理脆弱来欺骗人。

1). You may get _________ in that shop.

2). He can’t __________ her. She sees through him every time.

3. calm / quiet / silent / still

calm 天气、水、水面(表风平浪静);(指人时)表示镇定自如。

quiet 表“宁静”、“安静”、“寂静”，侧重没有响声，没有噪音和没有动静。指人时侧重性格温和，文静。

silent 表“沉默”、“不发言”、“不说话”，常常表示人不爱说话，沉默无语。

still “不动的”，指人时侧重一动不动，;指物时指完全没有声音，突出静止不动。

1). Please stand __________ while I take your photo.

2). Why do you keep __________?

3). Everything was ___________.

4). He remained ___________ in the face of the enemy.

答案: 1). still 2). silent 3). quiet 4). calm

4. join / join in / take part in / attend

join in 表示参加游戏、活动等;join sb. (in sth.) 表(和某人一起)做某事

take part in表示参与、参加讨论、游行、比赛、战斗、斗争、运动、庆祝等

attend 主要指出席、参加会议、婚礼;听讲座、课、报告、音乐会等;上学、教堂

1). Can I ___________ the game?

2). Did you ____________ the fighting?

3). He __________ the army last year.

4). A lot of people __________ her wedding.

答案: 1). join in 2). take part in 3). joined 4)attended

1. ignore vt. 忽视 ignorance n. 无知 ignorant adj.无知的

2. dusk n. 黄昏; 傍晚 dusky. adj.昏暗的; 黑暗的

3. add v. 添加; 增加 addition n. 加, 附加 additional adj. 添加的;附加的

1) I can't __________ his rudeness any longer. (ignore)

2) To say you were ________ of the rules is no excuse. ( ignore)

3) We are in complete ___________ of your plans. (ignore)

4) There is ____________ light inside the cave. (dusk)

5) The street lights come on at ____________ and go off at dawn. (dusk )

6) Many words have been ____________ to this edition of the dictionary. (add)

7) They've just had an ____________ to the family. (add)

8) There are _____________ charges. (add)

答案: 1) ignore 2)ignorant 3) ignorance 4) dusky

5) dusk 6) added 7) addition 8) additional

1. upset adj. 心烦意乱的，不安的;不适的 vt. (upset, upset)

1). Our arrangements for the weekend were upset by her visit. 她一来把我们周末的安排给打乱了。

2). Don't upset yourself -- no harm has been done. 不要难过--并没有造成伤害。

3). He was horribly upset over her illness. 他为她的病而忧心忡忡。

4). The students really upset her. 学生们着实让她烦恼。

1). Is it ______ you, dear?

2). She felt rather ______ on hearing the news.

3). Is it an ______ message?

4). Don’t be ______. It will be OK.

答案: 1). upsetting 2). upset 3). upsetting 4).upset

2. concern v. 担忧; 涉及; 关系到 n. 担心，关注;(利害)关系

1). The news concerns your brother. 这消息与你兄弟有关。

2). The boy's poor health concerned his parents. 那男孩健康状况不佳,使他的父母亲忧虑。

3). That's no concern of mine. 那不关我的事。

as / so far as … be concerned 关于;至于;就……而言

be concerned at / over sth. 为某事忧虑

be concerned in sth. 牵涉到，与……有关，参与

1). There is an article that _______ the rise of the prices.

2). The children are rather _____ about their mother’s health.

3). Officials should ______ themselves _______ public affairs.

答案: 1). concerns 2). concerned 3). concern … with

1). He settled his child in a corner of the compartment. 他把孩子安顿在车厢的一个角落里。

2). The family has settled in Canada. 这家人已定居加拿大。

3). Both wanted to settle their scores. 双方都愿意捐弃前嫌。

1). 都十一点了，她安不下心来工作。

______________________________________________________________________________________

2). 题目这么难，谁能解决?

______________________________________________________________________________________

答案: 1). It’s eleven o’clock now, but she cannot settle to work.

2). Since it is so difficult, who can settle this problem?

1). Do you suffer from headaches? 你常头痛吗?

2). She's suffering from loss of memory. 她患有遗忘症。

suffer from/with/for sth 感到疼痛﹑ 不适﹑ 悲伤等; 受苦; 吃苦头:

1).我们在金融危机中损失惨重。

______________________________________________________________________________________

2).他的脚痛得不得了。

______________________________________________________________________________________

答案: 1). We suffered huge losses in the financial crisis.

【9】高中英语试讲教案

高中英语作文：高中英语作文范文 Healthy diet

在平平淡淡的学习、工作、生活中，大家对作文都再熟悉不过了吧，写作文是培养人们的观察力、联想力、想象力、思考力和记忆力的重要手段。那么你有了解过作文吗？以下是小编为大家整理的`高中英语作文：高中英语作文范文 Healthy diet，仅供参考，大家一起来看看吧。

Healthy diet

Today, there are more and more people going on a diet.当今节食的人越来越多。

Going on a diet keeps people from growing too fat and saves them from many inconveniences and diseases related to being overweight.

节食可以防止肥胖，避免许多由于肥胖带来的不便和疾病。

However, if carried too far, going on a diet could become extremely dangerous. Some young girls risk their lives to lose weight because they are eager to have a beautiful figure. The risk can damage their health and even can be life threatening.

过度节食也是相当有害的，有些女孩为了有漂亮的身材，常常过度节食，甚至不管自己的健康状况。这种做法往往有损健康。

假如你们学校“英语爱好者俱乐部”将对饮食习惯进行讨论。请根据提示，用英文写一篇题为‘中国饮食’的发言稿。内容要点如下：

1.中国饮食被认为是世界上最健康的饮食之一。

2.中国饮食中的糖和脂肪含量低，不易使人发胖;

3.但目前随着麦当劳，肯德基等西式快餐在中国的迅速扩张，年轻人的饮食中开始含有越来越多高糖高脂的垃圾食品，从而大大影响了国民的健康。

4.为了保持健康，我们应该多参加锻炼，保持均衡饮食，多吃水果蔬菜，少吃奶油，巧克力等。

Chinese diet is considered to be one of the most healthy diet in the world because it contains less sugar and fat, keeping us away from obesity. However, with the wide spread of Mc Donald’s and KFC fast food restaurants in China, many young Chinese found more and more junk food are coming into their diets. Those deep fried chips and burgers served in the western fast food restaurants are rich in sugar and fat, which has a great negative effect on our health. In order to maintain our health status, we should do more exercise. Meanwhile, keeping a balanced diet is a must with more fruit and vegetables, less butter and chocolates.

【10】高中英语试讲教案

Teaching Goals:

1.To enable Ss to know about the way to express possibility and improbability.2.To enable Ss to master the usage of “may”, “might”, and “likely”.3.To help Ss learn how to use modal verbs “may” and “might” to express conjecture.Teaching Procedures: Step 1.Revision

Check the answers to the Vocabulary exercises in the Workbook.Step ction 1.Ask Ss to do Activity 1 on page 54 and call back the answers.Then give them the correct answers.2.Ask Ss to identify the creatures in the pictures in Activity 4 on page 55, by using “may” or “might”.Arouse their interest in talking about possibility.3.Ask Ss to do Activity 2 on page 54 individually.Then check their answers.Step 3.Grammar

1.Leading-in

Ask Ss to work in groups and discuss the question in Activity 1 of Grammar on page 57.Then give them the right answer.2.Explanation

Explain how to use modal verbs to talk about something which happened in the past—perhaps.(1)对过去的事情进行猜测，但把握较小时，肯定形式一般用may have done，否定形式一般用may not have done。如：

He may have gone back home, because he didn’t say he would take part in her birthday party.He may not have paid for the bill, because he had lost his job.(2)对过去的事情进行猜测，但把握更小时，肯定形式一般用might have done，否定形式用might not have done。如：

They helped send her bat to the hospital;otherwise, she thought, the baby might have died.She might not have left home when I got to school.(3)对过去的事情进行猜测，并且可能性较大时，肯定形式一般用must have done，否定形式一般用can’t have done。如：

Your score is the highest;you must have studied very hard.You can’t have seen her in her office last Friday;she’s been out of town for two weeks.3.Practice Ask Ss to do Activity 2 on page 57.Then call back the answers and correct them.4.Supplements

Explain how to use modal verbs to talk about something which happened at present—perhaps.用来表猜测的情态动词有：must, can, may等，但它们所表示可能性是不同的。(1)对现在的事情进行猜测，并且可能性较大时，肯定形式一般用must加动词原形，此时，must不再表示“必须”，而是表示“肯定”；否定形式一般用can’t加动词原形，此时，can不再表示“能够”，而是表示“肯定不„„”。如：

I saw him go out just now.He can’t be in his own room.It must be Linda in the classroom, because she is on duty today.(2)对现在的事情进行猜测，但把握较小时，肯定形式一般用may加动词原形，此时，may不再表示“可以”，而是表示“可能”；否定形式一般用may not加动词原形。如：

He may tell the truth to his father.She may not angry because she is good-tempered.(3)对现在的事情进行猜测，但把握更小时，肯定形式一般用might加动词原形；否定形式一般用might not加动词原形。如：

She might not be angry because she usually is very patient.He might be at home now, but I’m not sure.(4)情态动词+动词现在进行时，表示对现在或将来正在进行的情况进行推测。如： At this moment, our teacher must be correcting our exam papers.Doctor Wang isn’t here.He might be giving a lecture in the hall.(5)情态动词+动词的现在完成进行时，表示对过去正在发生事情的推测。如： Your mother must have been looking for you.The light was on the whole night.He may have been doing his homework all the time.nsolidation

Ask Ss to translate the following sentences.(1)他们也许错过了那班飞机。

(2)快点！他们正在机场等我们。

(3)Tom是个诚实的孩子。他今晚可能会把真相告诉他父亲。

(4)他五年前来看过我，他也许不费劲就能找到我的住处。Step 4.Homework

1.Ask Ss to review Grammar.2.Ask Ss to finish Grammar exercises in the Workbook pages 97~98.

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