高中英語漢字教案

在英語教學過程中，注重與學生的交流，開展以學生為中心的互動式教學。作為一名英語老師，在寫英語教案之前不妨先學習它的寫法。你是否在找正準備撰寫“高中英語漢字教案”，下面小編收集了相關的素材，供大家寫文參考！

高中英語漢字教案篇1

一、教學重點

本課時的教學重點是Let’s learn部分的單詞：old，short thin，tall，strong, young, funny, kind等。要求學生能聽懂句型，并結合這些句子表達的情境，學會恰當地替換句中的單詞。逐步學會聽、說、讀、寫單詞：old，short，thin，tall，strong。

二、教學難點

本課時的教學難點是如何利用所提供的對話和情景，以舊引新，讓學生進入學習狀態。Let’s start部分在學生用書當中首次出現，教師應正確理解此部分的輔墊作用，可根據實際教學需要進行使用，并幫助學生熟悉教材內容的變化。

三、課前準備

1.教師準備教學過程中所需要的圖片、聲音、課件，以及本課時的八張單詞卡。

2.準備一些教師的照片或圖片。

3.教師準備錄音機及錄音帶。

四、教學過程

1.Warm-up(熱身)

(l) 教師播放Let’s start下面歌謠的錄音，讓學生聽歌謠猜單元話題，激發學生對新學期第一單元英語學習的興趣。還可以使用四年級上冊第三單元學過的句型：“I have a new friend. He’s tall. He’s strong, too.”并結合相關人物的圖片，引導學生復習 strong， tall， short，thin等詞，為本課時聽、說、讀、寫這些單詞做好準備。

(2)日常口語練習，內容可參考如下：

T：Hello, everyone! Welcome back to school! Nice to see you!

Ss: Nice to meet you!

(3) 問學生幾個問題，引出本課重點內容。具體會話可參考如下：

T：Hi，everyone!Nice to see you again.What grade are you in now?

Ss：We’re in Grade 5.

T：Do you like your new English books(new classroom, new teacher)?

Ss：Yes!

T： What are we going to talk about in Unit 1?Guess!What’s the topic of Unit 1?

2. Presentation(新課呈現)

(l)教師出示Let’s start部分圖片，介紹說： Rabbit has many new teachers in her school. Do you have new teachers? 引導學生根據情景圖的提示描述新教師。然后教師說：“今天我們將學習怎樣描述新教師。Sarah將為大家介紹幾位新教師，大家在先看一看有哪些是新教師?

(2)出示Let’s learn部分的圖片，向學生介紹說： They are Sarah’s teachers. Describe these teachers.引導學生結合預習部分回答出 strong， tall， short， thin等舊詞，然后結合圖卡向學生呈現新詞：youny，kind old，funny。教師可利用簡筆畫、單詞卡片或實物圖片等—一教授新詞，使學生正確理解、認讀。

(3)教師可播放單詞的聲音，讓學生在聽過一遍后跟讀單詞，逐步掌握正確的讀音。

(4)教師根據以下信息請學生判斷會話中描述的教師是 Let’s learn配圖中的哪一位： Mr Hu is the art teacher. What’s he like?He’s short and thin.完成前面鋪墊的學習任務，讓學 生猜出哪位是Sarah的新教師。教師再引導學生利用 Let’s learn部分所提供的替換句型，描述Sarah的其他兩位新教師，練習鞏固所學新詞。

(4)試著寫單詞。

教師范寫四會單詞，讓學生跟寫或在單詞卡片背面仿寫，達到聽、說、讀、寫 四會掌握新詞的目的。

3.Let’s play (趣味操練)

(1)Let’s find out (找一找)

教師指導學生用所學新詞和句型描述Let’s find out部分幾位教師的體貌特征，然后找出正確的圖片。完成這項活動后，教師引導學生充分利用八張新詞卡片繼續進行結對或小組活動，如： My new Chinese teacher is tall and strong. Who is he? 讓其他學生選出正確的圖片。

(2)Let’s sing (唱一唱)

教師放歌曲“My new teacher”的錄音，學生跟唱，進一步在音樂節奏中感知新詞。

4.Consolidation and extension(鞏固與擴展)

(l)讓學生做本單元 A Let’s learn部分的活動手冊配套練習。

(2)讓學生模仿Let’s find out部分的錄音，讀給朋友或家長聽。展示不同教師的圖片，讓學生猜出是教哪個科目的教師，然后用所學新詞描述這些教師的外貌特征。

(3)讓學生參照 Let’s find out部分設計一些謎語讓大家清一猜。可以參考以下語言： She is tall. She’s beautiful. She’s very young. We all like her. Who’s she?

(4)讓學生把新學的歌曲唱給家長或朋友聽。

5. 小結

單詞：old，short thin，tall，strong, young, funny, kind

教案點評：

提供第一課時教案示例。本課時Let’s learn部分主要是通過情景會話，談論美術教師的樣子，來讓學生學習單詞：old，short thin，tall，strong, young, funny, kind等。教學設計適合與學生身邊的人物相聯系，尤其是新老師。可引導學生復習已學過的tall, short, thin, strong等詞匯，再進一步學習本課新生詞。達到描述不同圖片人物的要求。利用一些活動來鞏固知識。教師引導學生充分利用事先準備好的人物圖片，進行結對或小組活動，如： My new Chinese teacher is tall and strong. Who is he? 讓其他學生選出正確的圖片。

高中英語漢字教案篇2

教學目標

Teaching aims(教學目標)

1.學會談論自己和他人過去發生的事情和活動。

2. 能夠熟練的運用本節課出現的動詞短語。

教學重難點

Language points(語言點)

1.要求掌握以下句式： Where did you go on vacation?

I went to the mountains.

2.要求掌握以下詞匯：

動詞詞組(過去式形式)：went on vacation, stayed at home, went to the beach, went to the mountains, visited my uncle, went to summer camp, visited museums, went to New York City

(本節課短語比較多，過去式變化也不簡單，鼓勵學生說出更多自己知道的描述過去事情的短語。)

Difficulties(難點)：用準確的過去式短語描述過去發生的事情

教學過程

Teaching steps(教學步驟)

1. Warm-up and lead in(課堂熱身和導入)

(1)New term greetings (新學期問候)

T: Hello everyone! Good to see all of you again. Did you enjoy your summer vacation?

S: Yes!

(師生之間的問好過后，讓學生前后位、同桌之間互相問好)1

(2)Lead in(導入)

T: Can you tell me about the activities you did during the summer vacation? Try to use verb phrases, for example, “watch TV”.

S1: I went shopping.

S2: I went to the movies with my friends.

S3: I went swimming.

(老師可以鼓勵學生給出盡可能多的答案，并引導學生使用過去式)

T: Wow. It sounds like you had a good time during the summer vacation! I’m sure you enjoyed yourselves very much. Now I want to know where you went on vacation.

(教師把“Where did you go on vacation?”和 I went/… 板書在黑板上)

教學設計說明：從貼近學生熟悉的話題入口，通過對學生暑假生活的了解及回顧，引出今天的重點內容。

2. Presentation(呈現新知識)

T: I went to Hainan on vacation. Lily, where did you go on vacation?

S1: I went to Australia. Where did you go on vacation, Henry?

S2: I went to Australia. Where did you go on vacation, George?

S3: …

(每個同學說完一件活動后教師特別強調一下過去式形式并把其原形和過去式形式寫在黑板上，用彩色筆標出有變化的地方)

教學設計說明：通過學生自己的真實活動描述，引出重要的動詞短語，同時有意識的呈現并操練Where did you go on vacation? I went …重要句型。雖然是新課，通過這樣的形式呈現學生很快會理解并掌握。

3. Work on 1a

T: Look at the picture in 1a on Page 1. Some students are also talking about their vacation, like we were doing earlier. They went to different places and did different things. Some stayed at home Some …

(引導學生說出圖片中出現的其余的活動)

Let’s match the activities they did to the picture.

(教師可以四處走動，以幫助有需要的同學)

Check the answers:

1. stayed at home f

2. went to New York City b

3. visited my uncle g

4. went to summer camp d

5. went to the mountains c

6. went to the beach a

7. visited museums e

教學設計說明：在完成1a 任務前簡單的口頭說出圖片內容其實是為連線打基礎，幫助基礎薄弱的同學，同時大家一起再鞏固了一遍短語動詞的過去式。

4. Work on 1b

T: Listen to these three conversations carefully and number the people in the picture using 1-5.

(教師放錄音，因為對話簡單教師可以在放完一遍錄音以后就訂正答案)

T: Listen again, then read the conversations aloud.

T: Can you guess what these words mean? everyone, anyone, anywhere, nothing

Have Ss guess the meanings. Help and correct Ss when necessary.教學設計說明：聽并完成1b任務不難，但是好的聽力材料應該充分利用，讓學生聽后模仿并理解重要詞匯的意思有利于培養學生聽力和口語水平。

5. Work on 1c

T: Now we know what Tina, Xiang Hua, Sally, Bob and Tom did during their vacation. Let’s work in pairs and talk about the people in the picture. Then I’ll choose a few pairs to present their conversation to the class.

Choose two pairs to present their conversation to the class.

A: Where did Tina go on vacation?

B: She went to the mountains.

(給學生練習的時間,然后抽查5對看對話情況，特別是過去式使用情況)

教學設計說明：進一步鞏固本節課所學內容，讓學生對聽力對話內容又了更深的理解和更好的掌握。

課后習題

Homework

Oral:

Listen, then read the three conversations aloud.

Written:

Make a survey about what three of your friends did during the summer vacation.

高中英語漢字教案篇3

教學目標：

1.知識目標

words :when back those ice cream with finish hurry wp wait drop

(2個詞組2個過去式 came dropped)

sentences: When did you come back

We came back last Sunday.

I dropped my ice cream.

2.能力目標

(1)學生能認讀并拼寫本課單詞

(2)掌握動詞的過去式形式

3.情感目標 運用過去式描述過去發生的事情

教學重點：

動詞過去式的形式及相關句型

教學難點：

1.一般現在時 一般過去時 一般將來時的區別

2.含有動詞過去式的特殊疑問句的構成

教學過程：

一、Warm-up

T: Hello,boys and girls. How are you

S: I'm fine thank you.

T: Today Let's talk something about summer holiday, OK

I have three questions.

Number1

Where did you go

S: I went to...

T: Olny yourself And your mother and farther. Yes! So you can say. I went to...with...

(設計目的：復習go的過去式went.同時引出with這個單詞!

What did you buy

I bought…。

(設計目的：復習buy的過去式bought.)

When did you come back

1.用come here學come back幫助學生理解

2.I went to Henan in Summer holiday.

Now it's September.I came back last month.(利用日歷學習)

用last month幫助理解when,進一步學習

3 對比學習come---came

ask and answer in pairs(設計目的：不僅學會回答，也掌握問句)

summary: 總結過去時

go--went do—did

come--came buy—bought

二、以ice cream 引出所學內容，

(1) T: Boys and girls are very clever,so today I bring some presents. Oh,look ,it's an...

(板書ice cream并教授，教師拿著卡片問Do you like these ice creams S: Yes.

T:look at those ice creams. They're nice.(板書those.并對比學習these-those

(2)出現bus的圖片，邊做動作邊講hurry up,通過揮手講wait for us

finish吃完(找幾個學生，發給他們幾塊小東西，很快能夠完成的)

1 教師先模仿，吃完手中的東西說：I finished my ..

2 對一個學生說Please finish your..這個學生再對下一個學生重復同樣的句子

3 全班同學一起說"Please finish your.."

drop-dropped 通過動作。

I dropped my pen/book....

三、review the words

1. Look at the blackboard and read together

2. Look at the word cards and read.

3. Play a game: I say a word to a student quietly, let otherstudents guess.(設計目的：練習單詞的發音)

4.Play a game:用單詞卡只露第一個字母。讓學生猜單詞(設計目的：練習單詞的認識及拼寫能力。eg:w:with,wait, when在這里可以通過比賽貼ice cream然后掉了一個。再練習dropped.

四、Listen and point.

1.Listen and point.

2.Listen and repeat.

Step V do the exercises.

read and Choose T or F.

1.Lingling is in London with Sam and Amy.

2.They are back yesterday.

3.They came back yesterday.

4.john lives near Amy and Sam.

5.John dropped his ice cream.

Activity:

Name:_________

Where did you go

I went to _________

When did you come back

I came back__________

五、Homework

描述自己的假期旅行。包括(when where who what how)。

高中英語漢字教案篇4

I want a hot dog please.

learning aims：

1、能聽懂、會讀、會說、會寫本單元的單詞：hamburger \cola \hot dog\ cent \dollar

2、能聽懂會說：

What do you want to eat \drink?

I want to…

How much is it? It’s…”等句子。

3、能正確、流利地進行情境對話。

教學步驟：

Step 1： Warm-up and show the learning aims

1. Say “Hello” to the children and talk about some interesting experience during the winter vacation.

2. T: Boys and girls, today we are going to learn Module1 Unit 1 I want a hot dog please. (板書課題) First, please look at our learning aims.(出示本課學習目標，教師慢慢讀，學生仔細看、認真聽。)

Step 2: Learn the new words and the key sentences.

1. T: Now I feel hungry and thirsty. I want something to eat and drink. Can you give me some suggestions? (讓學生說出他們知道的食物和飲料，并板書在黑板上)

2. Ask the students to learn the new words by themselves.

① Try to read by themselves.

② Listen to the tape and read after the tape.

③Let the students read the words in their own small groups.

3. (The teacher points to the words in the blackboard): I want a hot dog, please. (使用這種方式逐一把單詞帶入句型中，給學生進行重點句型的大量聽力輸入)

4.Pair works: Ask and answer with the key sentences.

①What do you want? I want….

②How much is it? It’s ….

Step 3: Learn the text

T: Today Daming , Simon and Simon’s father go to the restaurant to have the meal. The dialogue tells us the story.

1. Put the pictures on the blackboard and ask the children to look at the picture carefully. Listen to the dialogue between the waitress and the customers.

2. Listen to the tape and circle the new words.

3. Listen again and answer some questions.

Where are they? Is a hot dog really a dog?

What does Daming\Simon\Simon’s father want?

4. Pause after each sentence for the children to repeat.

5. Practice in groups and act out the dialogue.

Step 4 Finish a task

1. Recite the new words and the key sentences correctly and skillfully in 5 minutes.

2. Group works: Suppose you are in the restaurant and going to have a meal. Then make a dialogue.

3. Copy the new words three times. (要求：①在四線格內書寫 ②用手寫體書寫 ③書寫要認真、細心、端正、漂亮)

Blackboard Writing:

I want a hot dog, please.

New words：hamburger , cola, dollar, cent, enjoy

What do you want? I want….

How much is it? It’s ….

高中英語漢字教案篇5

教學目標：

知識目標：

1.bought, taught and thought

2.the story

3.a song

能力目標：1. past tense

2.where did you do?

3.What did you do?

情感目標：When you play things, you must get good corporation with your players.

教學重點、難點：1.I am throwing the basketball.

2.hitting and throwing

教具、學具：some balls and story a tape and pictures

教學過程：

一. Class opening and review

Review “ past tense” and “ future tense” verbs with a game. Write three columns of words on the blackboard and ask for volunteers to match them correctly. As each student makes a match, he or she says “Yesterday I___de. Today I___. Tomorrow I am going to__.

Introduce

Add “buy” “teach” and “think” to your “today” column. Ask the students to give you the future tense for each verb and write them under your “tomorrow” column. Then write “taught” “thought” “bought” in a different order than the other two columns, and ask the students to guess how they match with the present-tense verbs. Point out the similarities in spelling “bought” “taught” “thought”

Use the student book

Pause after Number 1 in the student book. Review the story so far. Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures in the student book. Who are they talking to?

Note the word “player” in the lesson. A “players” plays something, such as a sport.

Practice

Play “What’s wrong?” to practice the new past tense verbs, and other tenses and verbs.

Play “spelling Bee” to practice spelling any vocabulary in this unit.

Tech “Oh, what did you do?” in Number 3 of the student book.

Use the activity book

Number 2 in the activity book is a listening exercise. The students listen to each sentence on the audiotape and change it into the past—tense. Here’s how the audiotape goes:

板書：

Lesson4 Where did you go?

bought taught thought

Where did you do?

What did you do?