第1篇：关于新疆高中英语教案范文
一、教法建议
【抛砖引玉】
同学们将通过本单元的阅读课文“Milu Deer Return To China”, 深刻认识并了解保护野生动物的重要意义。
单元双基学习目标
Ⅰ.词汇学习
四会单词和词组：at present , nature , common , recently , alive , year by year , greatly , one day , sick
三会单词和词组：increase , similar , equipment , disappear , period , research , protect , paint , deer , performance , put on performance , one after another
Ⅱ. 交际英语
目的、意图、同意和祝愿
1. Why are you making this journey ?
2. We are trying to collect the memory for a wildlife project .
3. We want to do … so that …
4. What is the purpose of your new project ?
5. We want to do … very much .
6. That sounds a great idea .
7. Good luck with your trip !
Ⅲ. 语法学习
在本单元，同学们要理解并初步掌握现在进行时被动语态的用法。现在进行时的被动语态是由“由be的现在式 (am , is , are ) + being + 过去分词”构成。现在进行时的被动语态是表示“某人或者某事此时正在被……”。如：A teaching building is being built in our school .
【指点迷津】
单元重点词汇点拨
1. deer鹿
I saw four deer in the forest .
〖点拨〗deer的单复数一样。单复数形式一样的名词还有：sheep , aircraft , police , cattle等。
2. increase增加;繁殖
Travel increases one’s knowledge of the world .
The number of tourists has increased . = Tourists have increased in number .
〖点拨〗增加了百分之几常用介词by连接。The population of this town increased by five percent last year .
另外，on the increase是“不断增加，正在增加中”。如：Traffic accidents in cities are on the increase this month .
3.similar类似的
The two of them are similar in character .
A cat is similar to a tiger in many ways .
〖点拨〗be similar to与……相似。又如：Gold is similar in colour to brass (铜) 。
4. recently近来
The recently completed , 35-story , four-star hotel is the tallest building in the city .
〖点拨〗recently在句中时，句子常用现在完成时。如：Have you been very busy recently ?
5. alive活着的;存在的
Who’s the greatest man alive ?
〖点拨〗alive ; living ; live ; lively ; life ; lives 这些词都有“活着”之意，它们的用法各不相同。
1)alive 意为“活着”，侧重说明生与死之间的界限，既可指人，也可指物;可用来作表语，后置定语或宾补。虽有死的可能，但还活着。例如：
The badly wounded soldier was still alive when taken to the hospital .
He is dead , but his dog is still alive . 他死了，但他的狗仍然还活着。
No man alive is greater than he . 在活着的人中没有人比他更伟大了。(注：此时 alive 含有“在所有活着的……之中”)
He wanted to keep the fish alive . 他想让鱼活着。
2)living意为“活着”强调说明“尚在人间”，“健在”，可用来指人或物，作定语或表语。例如：
Comrade Wang is really a living Lei Feng in our country .
My first teacher is still living . 我的启蒙老师仍健在。
English is a living language . 英语的活的语言。
A living language should be learned through listening and speaking .
He is regarded as one of the best living writers at present . 他被认为是当代活着的的作家之一。
注意：living 前加上 the , 表示类别，指“活着的人们”。例如：The living must finish the work of those dead . 活着的人必须完成那些死去的人的事业。
living 还可用于短语，例如：make a living 谋生。
3)live “活着的”，通常指物，不指人，常用来作定语放名词的前面。还指“实况转播的”。例如：
a live wire 有电的电线，a live fish 一条活鱼。
Do you like a live show or a recorded show ? 你是喜欢直播还是录音 。
He said he had seen a live whale . 他说他看见过活鲸鱼。
make a / one\'s living by + ing 通过干……谋生
4)lively 则意为“活泼的”，“活跃”，“充满生气的”，可作定语、表语或宾补，既可指人，又可指物。例如：
Jenny is a lively girl . 詹妮是个活泼的女孩。
Everything is lively here . 这儿一切都生机勃勃。
He had a strange way of making his classes lively and interesting . 他有一种奇特的方法，使他的课生动有趣。
5)life 是名词作生命可数，作生活不可数。其复数是 lives 。类似把 -fe 变为 -ves 的还有：wife , shelf , leaf , half , loaf , thief , knife , wolf , self .
I prefer country life to city life .
These children are full of life . 这些孩子充满火力。
Many people lost their lives in the accident .
all one\'s life 一生 ，true to life 栩栩如生，in one\'s life 在……的一生中，come back to life 苏醒过来，live / lead a happy life 过着幸福的生活。
单元词组思维运用
1. make a trip to到……旅行
They are leaving tomorrow to make a trip to Hangzhou .
注意：“去……旅行”还可以用take a trip , have a trip , go on a trip , make a journey 。
2. collect money for= raise money for 为……筹集资金;为……募捐
These Young Pioneers are trying to collect money for a wildlife protect .
3. put on performances演出
You have put on a fine performance .
The performance put on by the senior class was a dance .
4. at present= for the time being 目前;现在;如今
How many research center are there at present for milu deer in China ?
5. do with处理;对待
What do people plan to do with the milu deer in future ?
注意：do with常与what连接使用，deal with常与how连接使用。
6. too many of太多的
Too many of the deer had been killed and they disappeared .
注意：so many和too many的顺序。too much修饰不可数名词。如：Too much of such rain will ruin the crop .
7. year by year年复一年
They liked the cool wet weather there and their number increased year by year .
We should do everything possible to enable the peasants to raise their personal incomes year by year .
注意由“名词 + by + 名词”的短语还有：step by step逐步地，two by two两个两个地，little by little逐步地。
8. south of = to the south of在……以南
The zoo is three miles south of the city . 动物园在城南三英里处。
Hunan Province lies to the north of Guangdong .
9. one day总有一天;有一天
该词组可以指过去，也可以指将来。但some day指将来。
One day last summer I made a trip to the country .
You will come to see the importance of English one day (= some day) .
10. in the wild在荒野;在旷野
These animals had to live in the wilds of northwest China .
11. once more = once again再次;重新
The facts showed once more that he was not interested in music .
12. one after another = one after the other = one by one 一个接一个;相继
The students left the theatre one after another after the play . 13. in the past year在过去的一年中
A lot of work has been done in the past year .
注意：类似的还有，in the past few years在过去的几年中，in the last few months在过去的几个月中。出现这样的短语时，句子常用完成时态。而in the past (在过去) 却需要使用过去时。
14. be similar to和……差不多，和……相近
If one thing is very similar to another thing , they look almost the same .
Cameras are similar to the human eye .
15. make a study of对……加以研究
She gave us some advice on how to make a study of teaching methods .
16. set free释放
The girl set the pretty birds free .
第2篇：关于新疆高中英语教案范文
教学准备
教学目标
1.能力目标
在本节课结束后,学生能够
借助上下文情景推测新词汇的词义。
根据教材或教师提供的关键信息和词汇对纳尔逊·曼德拉进行简单的介绍。
在教师的引导下完成课文内容的简单复述。
2.目标语言
重点单词和短语
lawyer, guidance, legal, fee, out of work, hopeful, vote, attack, violence, as a matter of fact, blow up, equal, in trouble, unfair, turn to
掌握征求意见和表达意见的基本功能语句(详见课本39页Speaking and writing部分提供的功能语句。)
3.文化目标
了解关于南非人权斗争的历史背景以及纳尔逊?曼德拉早期的政治生涯,体会种族歧视给黑人带来的不公平的命运。
教学重难点
使学生了解纳尔逊.曼德拉这位伟人,及他为国家所做出的努力和贡献。
培养学生的阅读理解能力。
提高学生的口语表达能力。
加强学生的书面表达能力。
深入认识本文关键人物以及他的人生态度,组织成文。
教学工具
课件
教学过程
Step1导入
1.教师就前一节课学过的内容提出一些问题,要求学生回答问题时使用所学的新词汇。
2.教师向学生明确本节课任务:读故事,了解Nelson Mandela。
设计意图: 复习的环节起着承上启下的作用,帮助学生温故而知新;明确学习任务使学生在一开始就非常清楚自己的任务,对教学的顺利开展是必要的铺垫
step2阅读前
1. 给学生播放香港乐队Beyond为纪念Nelson Mandela而创作的歌曲“光辉岁月”的MV,让学生根据MV中的片断、歌词以及已有的知识谈论对曼德拉的认识。教师提出问题:How much do you know about Nelson Mandela?
根据学生的回答,在黑板上列举曼德拉的相关信息。如果学生对该人物并不熟悉,教师可以简单介绍曼德拉的一生,通过板书呈现关键信息和部分新词汇。
设计意图: Nelson Mandela虽然是当代著名人物,但毕竟离学生的现实生活有一定距离。通过一首耳熟能详的流行歌来了解这一人物,使学生感到亲切,对Mandela产生兴趣,并能从歌词和画面中感受到世界人民对Nelson Mandela的敬意。教师在介绍人物的过程中不断复现或呈现部分新词汇,不仅减少了学生阅读过程中的障碍,还可以加深学生的词汇记忆,并为后面的复述环节埋下伏笔
step3阅读
1.教师提出几个问题,引导学生读文章标题,看插图,预测故事中的人物和背景。
2.让学生快速阅读首段和末段,对前一活动中的第二、第三个问题进行验证。
3.仔细阅读课文,了解文章主要内容,通过上下文猜测新词汇含义。
1)阅读前,学生先浏览第35页的练习1,做好读的准备。教师针对文中新词汇给出鼓励和指引:阅读的过程不查词汇表,通过构词法、上下文和常识大胆猜测,猜不出来就先跳过。
2)让学生仔细阅读课文,完成练习1,判断句子正误,并更正错误信息。
3)将学生分成小组,让他们讨论阅读中的生词含义,并按猜词策略进行分类。
4)教师通过简单的词语释义配对练习,检查学生是否正确理解新词汇的含义。
4.学生再次阅读课文,两人小组合作回答问题,教师宣布答案供查对。
5. 教师引导学生再次阅读并思考故事中引用的Mandela所说的话,更深刻地体会当时黑人的生存状况和Mandela事业的意义所在(课本第35页练习4),理解后朗读这两句话。
设计意图: 整个阅读过程的设计体现了预测——求证的思路,目的在于激发学生读的欲望;阅读的任务训练了学生在细节的获取和整理及猜测词义方面的微技能,培养他们的阅读策略和词汇学习策略。最后一步对文中重要句子的理解,有助于学生更深刻的理解单元主题。
step4复述Elias的故事
1.教师提供以下引导性问题以及可供表达的词汇或句型,学生两人之间进行故事接龙游戏。
2.给予学生一定的活动时间,然后请几组同学向全班展示。
设计意图: 这一步骤是对阅读文章的信息和语言进行复习整理的过程,使学生得以及时回顾课堂学习的内容,也可算是课堂小结的一个部分。双人轮流说的形式使每个人在有限的时间内都能有说的机会。
step5小结和家庭作业
1.小结今天学习和探讨的内容,包括对文章主题的理解,如何根据语境猜词等。
2.布置课后任务,包括:
1)复述故事,叙述中尽量使用本课中出现的新词汇。
2)复习本节课出现的词汇,要求掌握读音和意义,并完成课本第36页练习1和2。
设计意图:最后的小结帮助学生回顾梳理整节课的思路,把握重点,为课后复习提供指引;课后作业中的词汇练习帮助学生复习巩固词汇;缩写练习是课堂活动的延续,经常性的写小段的文章,使学生在写的技能上得到更多锻炼。
第3篇：关于新疆高中英语教案范文
教学准备
教学目标
知识目 标 1. To help students fully understand the passage.
2. Encourage students to retell the story.
能力目 标 1. Improve students’ reading skills of skimming and scanning.
2. Encourage students to cooperate with others.
情感态度价值观 1. Help students to appreciate the qualities of Nelson Mandela and learn from him.
2. Develop students’ social responsibility.
教学重难点
重点
难点 1. Improve students’ reading skills of skimming and scanning.
2. Conclude and appreciate Nelson Mandela’s qualities.
1.Improve students’ reading skills of skimming and scanning.
2.Encourage students to retell the story.
教学过程
Step I: Warming up
Listening to a song: You raise me up.
设计意图：通过课前一首歌，让学生明确当我们身处逆境的时候，我们都需要一个helper甚至是一个hero,引出modern hero曼德拉。
Step II: Pre-reading
Task 1.What is the writing style of the passage?
A. Narrative(记叙文)B. Expository(说明文)C. argumentative(议论文)
Task 2.What is the writing order of the passage?
A. Time order B. Space order
Task 3.What is the relationship between Nelson Mandela and Elias?
设计意图：迅速引导学生思考本文的文体和写作顺序， 为下一环节的阅读做准备。引导学生根据题目大胆猜测， 旨在培养学生预测文章主题、把握中心的能力。
Step III：While – reading
1. Skimming
Task1. What is the main idea of the story?
Task2. What is the structure of the story?
(Para__——Para___)Part 1 main idea:_____________________________________
(Para__——Para___)Part 2 main idea:_____________________________________
设计意图：快速通读全文，把握文章主旨大意。着重培养学生快速了解文章大意把握文章脉络的能力。
2. Scanning
Para 1&2,
Task 1:
Timeline Elias’ life
1940
1946
1948
1948-1952
1952
Task2. Use an adjective to describe his feeling before he met Mandela. Why do you think so?
Para3-5
Task 1:.Answer the following questions:
1).What did Mandela do to help Elias?
2).What unfair stage did black people face in South Africa?
3).What did they do to fight against the government?
Task2. What about his feeling after he met Mandela? Why do you think so?
设计意图：通过分段细读培养学生把握事实细节的能力，同时引导学生精确地把握作者的情感态度的变化，旨在培养学生在把握事实细节的同时理清文章脉络，把握整体的能力。
3. Appreciating the sentences.
1.“The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.
2.“…we were put in a position in which we had either to accept we were less important, or fight the Government. We first broke the law in a way which was peaceful, when this was not allowed… only then did we decide to answer violence with violence.”
设计意图：引导学生分析理解文章中的长难句，提高学生突破长难句的能力。
Step Ⅳ：Post-reading (Group work)
Task 1: Retelling the story in the third person.
My grandfather was a poor black worker. ...
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Vocabulary and structure for you to refer to.
the time when…, lawyer, went to ... for advice, offer guidance, generous, leave school, no passbook, out of work, hopeful, join, equal , a stage where…, be decided by ,
answer violence with violence, blew up ... achieve our dream of…,
Task 2.What qualities do you think Nelson Mandela have according the passage?
设计意图：在文章脉络及足够的事实细节输入之后，本活动为读后的输出部分。旨在引导学生回顾本课重点;同时对本课内容进行内化、拓展，以提高学生的语言运用能力。同时曼德拉品质的归纳，让学生明确为人所具备的品质，向伟人学习。
Step V: Assignment
1. Turn to the Internet or other materials for further information about Nelson Mandela.
2. Read the passage aloud to appreciate the important sentences and learn the new vocabulary.
设计意图：作业是课堂设计的延续和拓展，紧密结合本课所学内容，旨在培养课外阅读习惯和学以致用的能力。