天津版高中英语教案（完整文档）

下面是小编为大家整理的天津版高中英语教案（完整文档）,供大家参考。

英语教师应依据课本的内容和要求，指定独特的教学计划，由易到难、由浅渐深地将英语阅读分为不同等级，这样不仅能让自己对教材了然于心，也能更好地帮助学生提升英语阅读水平。今天小编在这给大家整理了一些2021天津版高中英语教案，我们一起来看看吧!

教学目标

Teaching aims

通过本单元的教学，学生了解有关急救的常识，在生活中如何处理一些突发事件，然后实施紧急救护等总结，归纳情态动词的用法，如：should/shouldn’t;must/mustn’t ;ought to等表示义务和责任的用法。

Teaching important and difficult points

1.Words

knee, still, bite (bit, bitten/bit), lay (laid, laid), mouth-to-mouth, bum,cut, electric, container pool, breathe, within, handkerchief, wound, safety,wire, guard, sideway, firm, firmly wherever, stomach, injure, injured, injury,poison, quantity, nearby

2.Phrases

first aid, ought to, medical care, by mistake, pay attention to, in a shortwhile, deal with, take it easy, running water, out of one’s reach, throw up,hold up

3. Useful expressions

We must carry her to the side of the road.

You mustn’t move someone if they are badly hurt.

Parents should know some first aid.

You shouldn’t get up if you are badly hurt.

I ought to go home.

I have to cook supper for my grandmother.

4. Grammar

Revise Modal Verbs : must, should

Study Modal Verb: ought to

教学建议

课文建议

教师安排中国学习联盟声朗读课文，理解课文含义，通过阅读，教师对学生可小组讨论，提问，口语练习，复述急救方法等，教师给学生展示几组图片，帮助学生学会一般的急救措施和家庭安全常识。

写作建议

教师布置学生写作的题目及要求，教师给学生几分钟时间进行讨论，教师给学生一些关键的词语，如：breathe, First Aid Centre,handkerchief, mouth-to mouth so on.之后，教师给学生十分钟左右时间开始写，最后教师请几位同学朗读，教师给予讲评。

教材分析

本单元是围绕First aid, Safety in thehome,展开话题。对话课中描述两个学生在街上看到一个女孩从自行车上摔下来的经过，同时对话中使用了情态动词的用法，课文中附有图片和口语练习，帮助学生了解急救的重要性及有关的常识。

重点难点：

1. What should you do if a person has drunk poison by mistake?假如有人误喝了毒药，你怎么办?

by mistake是固定词组，意为“错误地”，“无心地(做错了事)”。例如：

She put salt in her cup of coffee by mistake.她错将盐放入咖啡里了。

2. do with，deal with

二者都可以用来表示“处理”的意思

但是用于特殊疑问句的时候do with与what连用;deal with则与how连用。例如：

你会怎样处理一个从自行车上摔倒而严重受伤的?

另外，do with还可表达别的意思。例如：

What did you do with my umbrella? (=Where did you put my umbrella?)

你把我的伞放到哪里去了?

What are we to do with this naughty boy? (=How are we to deal with thisnaughty boy?) 我们该怎样处置这个顽皮的男孩?

3. knock at, knock down & knock into的区别

knock at 指“敲打门窗”

I heard someone knocking at the door.我听见有人敲门。

Tom tried knocking at the window.汤姆试着敲了敲窗户。

knock down 指“……撞倒”

He nearly knocked me down at the corner.在拐角处，他几乎把我撞倒。

He was knocked down by a car. 他被汽车撞倒了。

knock into 指“碰倒，撞上某人”，也可指“偶然碰见”。

The child knocked into the teacher.那孩子撞到了老师身上。

He knocked into the chair in the dark.黑暗中他撞在了椅子上。

He didn't expect to knock into some of his friends here.他没有想到在这儿遇见一些朋友。

4. ask, demand, inquire, question & require

1)ask是一个常用词，表示“问”的意思。

Did you ask the price of that ten-speed bicycle?你打听过那辆十速自行车的价钱了吗?

2)demand含有强硬、断然的意味。

I demand that you leave this place at once.我要求你立即离开此地。

3)inquire 多用于较正式的语体，通常只表示打听消息，寻求答案。

He inquired of the girl the way to the railway station.他问那女孩到火车站怎么走。

4)question 常表示一连串问题，有时则有盘问，审问之意。

①The questioning of the prisoner went on for hours.对那个囚犯的审讯延续了好几个小时。

5)require有按照权利来“要求”或“命令”之意。

Since he was involved in the case, the court required hisappearance.由于他与此案有关，法庭令他出庭。

5.breathe & breath

1)breathe 是动词，是“呼吸”的意思。

He was breathing hard/heavily after racing for thetrain.他跑着赶上了火车，吃力地喘着气。

It is good to breathe fresh country air instead of citysmoke.呼吸乡间新闻空气而不吸入城市烟尘是有益的。

▲注意以下几个习语的意思：

1)I can't concentrate with you breathing down myneck.你这样紧紧叮着我，使我精神无法集中。

2)Promise me you won't breathe a word of this to anyone.答应我别将此事泄漏给任何人。

3)The new manager has breathed fresh life into the company.新经理给公司带来了朝气。

2)breath是名词，也作“呼吸”解。

1)You can see people's breath on a cold day.冷天能看到人们呼出的空气。

2)His breath smelt of garlic.他呼出气中有蒜味。

▲注意以下习语的意思：

①Her smile is a breath of fresh air in this gloomyoffice.她的微笑给沉闷的办公室带来生气。

②Religion is the breath of life for her.宗教对她来说是不可缺少的精神支柱。

③It took us a few minutes to get our breath back after therace.赛跑后我们用了好几分钟才恢复了正常呼吸。

④The audience held their breath as the acrobat walked along thetightrope.杂技演员走钢丝时，观众们都屏住了呼吸。

⑤His heart condition makes him short(out) of breath.他心脏状况不佳使他呼吸急。

⑥He lost his breath in running.由于奔跑他几乎喘不上气。

语法：情态动词(Modal Verbs)

1) must

A.表示必须要干的事。如：

We must obey the rules.我们必须遵守规则。

You mustn’t talk like that.你可不能那样说话。

must也可以表达过去情况，主要用于间接引语中。

She said that we must wait a little while.她说我们必须要等一会儿。

B.表示一种推测(只用于肯定句中，语气比may要肯定得多)。

must have则表示对过去情况的推测。例如：

This must be Tom’s room. 这准是Tom的房间。

Jack must have gone there, hasn’t he? / didn’t he?杰克准是去过那儿了，对不对?

C.比较：have to也表示“必须”，但have to更强调客观需要，must着重说明主观看法。如：

We had to be there at 10 o’clock.我们得在10点到那儿。(客观需要)

We must be back before 10 o’clock.我们必须10点前回来。(主观认为)

有时也可互换：

We must / have to leave now.我们得走了。

must和have to的否定式即mustn’t和don’t have to意思完全不同。Mustn’t表示“不作某事”，有禁止的含义;don’thave to表示“不必要(作某事)”，含有“客观上无此必要”的意思。例如：

You mustn’t move someone if the person is badly hurt.如果这人受了重伤，你一定不要动他.

The person isn’t hurt at all. You don’t have to give him firstaid.这个人根本就没有受伤，你不必给他进行急救。

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

教学准备

教学目标

Teaching goals

1. Target language

a. Important words and phrases

Poem, poetry, recite, aspect, convey, nursery, rhyme, diamond, cottage,balloon, sparrow, tease, salty, endless, translate, nursery rhyme, take it easy,run out of, make up of

b. Important sentences

Which poem is about things that don’t make sense?

Poets use many different forms of poems to express themselves.

I hadn’t taken my eye off the ball.

We hadn’t taken it easy.

The poem is made up of five lines.

A lot of Tang poetry has been translated into English. The translationshave a free form that English people like to copy.

2. Ability goals

a. Enable Ss to talk about different types of poems: nursery rhymes; listpoems; cinquain,; haiku; Tang poems

b. Enable Ss to talk about different purposes of writing poems.

c. Understand the main theme of each poem.

d. Enable Ss to chant some of their favorite poems.

3. Learning ability

Enable Ss to distinguish different types of poems

教学重难点

Teaching important points

1. Talk about five main types of poems.

2. Understand the main purpose of writing the poems.

Teaching difficult points

1. Find the rhythm of each poem.

2. Chant the poem.

3. Understand the main purpose of writing the poems.

教学过程

Teaching procedures & ways

Step 1. Greetings

Step 2. Presentation

Ask Ss to think back and try to remember poems from their early childhood,either in Chinese or in English.

Talk about some famous poets both home and abroad, either ancient ones ormodern ones.

Brainstorming: What will you think of when we talk about the word“poem”?

Step 3. Warming up

Read the questions in this part, reminding Ss what they notice about theabove poems.(e.g. they have a strong beat, or they have rhyme, or they play withwords and sounds, or perhaps some of them are funny because they make nosense.)

Tell Ss that there are many reasons why people write poetry. Give theexamples on the Bb. Ask Ss why they think the poets wrote the poems they havejust recited.. Write their suggestions on the board.

Give Ss a time limit of a few minutes. Divide the class into groups of fourto discuss the purpose of writing poems. Ask one person from each group to readtheir group’s list and add their suggestions to the list on the board.(Suggested reasons: to create certain feelings or images in the reader; to sharea feeling or experience; to describe something in detail or give an impression;to get the reader to think about an idea; to express a point of view; to makethe reader experience the sight, sounds, smells, feel and tastes of something;to create a mood, to play with words--- their sounds, rhyme and rhythm.)

If time permits, in small groups or as a class, discuss the kinds of topicsthat poets write about.( people, animals, nature, landscapes, the sea, theseasons, stories, death, war, youth and old age, feeling and experiences,emotions like love, hate, sadness, regret and desire, etc.)

Step 4. Pre-reading

People from different countries write different kinds of poems. Get Ss todiscuss the questions on Page 9 with their partners: Do you have a favorite poemin Chinese? Why ? Do you have a favorite poem in English? Why?

As to exercise 2, give Ss practice in an important reading skill: scanninga text, that is, looking through a text quickly to find specific information.Read the table in exercise 2 with the Ss. Tell them that they are going to lookfor the information in the table, just in the poems themselves, not in the otherparts of the text. They are to look only for those pieces of information and notread every word. Do an example with them.

Suggested answers to exercise 2:

Step 5. Reading

Scanning

Get the Ss to read the passage quickly and accurately and meanwhile helpthe Ss to form a good habit of reading. Teacher gives Ss a couple of minutes tolook through the whole passage. Tell them to read the text silently and then asksome detailed questions about the text on the slide show . Teacher shouldencourage Ss to express their ideas.

Q1. Why do people write poetry?

Q2. How many forms of poems are mentioned in the passage? What arethey?

Q3. What does “nursery rhyme” mean? Why do they delight small children?

Q4. What’s the characteristic of “list poems”? What about “cinquain”?

Q5. Why do English People like “Haiku”?

Q6. Are you familiar with Tang Poems? Do you know the title of the lastpoem in the text?

Listening

Before Ss read the text, have them close their books and listen to the textwith their eyes closed. This gives Ss the opportunity to listen to the sounds or“music” of the poems before reading them in detail. Tell them that it doesn’tmatter if they don’t understand every word.

First reading

Get Ss to read the text carefully, finding the one sentence that sums upthe paragraph of each part.. Underline the topic sentence.

Second reading

Tell Ss that they are going to look at the rhythm of two of the poems. Makesure they know what rhythm is. Read the limerick aloud and have Ss listen forthe strong beats. Then have them clap the strong beats as you read. Mark thestrong beats on the limerick on the board.

There was an old man with a beard

Who said “it is just as I feared”.

“Four insects and then

Two birds and a hen

Have all made a home in my beard”.

Now read the poem A & B. Ask them to mark the strong beats on the twopoems that have a strong rhythm. Check their answers . Then play the tape andget them to clap to the strong beats in those two poems.

Third reading

Just as any scene can serve as the subject of a painting, so any part ofdaily life can provide material for a poem.. Of course, the choice that theartist or poet makes relates to his or her purpose. Poetry is usually short andcompact, so it should be read several times, preferably aloud, to appreciate itsmeaning. Read the last poem (Poem H), and answer the following questions:

Q1. What parts of the poem suggest that the woman loves her husband?

Q2. How do you understand the sentence” Should the journeyer return, thisstone would utter speech.”? Explain the sentence in your own words.

Q3. What picture do you have in your mind when you read the abovesentences?

Q4. Do you know the Chinese title of this poem? Do you know the Chineseversion of the poem?

Step 6. Make a short summary of this period.

课后习题

Homework

1. Surf some websites to find out more information about poets.

2. Review the content of the reading passage.

3. Finish the exercises on Page 12& 13.

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 liketo 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 Riverflow 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 toPara2, 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 brieflyto 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 yourgroups of four: choose 5 things that you think are the most useful, and giveyour 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

教学准备

教学目标

Teaching Objectives

1. Students are able to learn more about nonverbal humour as well asCharlie Chaplin through network-based.

2. Students are able to get the gen eral idea and detailed information ofthe passage by skimming, scanning as well as interpreta tion andappreciation.

3. Students will learn to face difficulties in life with optimism andhumour as well as learn to cooperate with others in groups.

教学重难点

Teaching difficult points

1. How to guide students to search for and sort out related informationaccording to the assigned task through the Internet.

2. How to cu ltivate students’ learning ability through teamwork based onnetwork.

Teaching important points

1. Help students to get the general idea and detailed information of thetext effectively by skimming and scanning.

2. Help students to analyze the reasons for Charlie Chaplin’s success byinterpreting the key sentences and get them inspired.

教学过程

Step 1

Lead-in(3 mins)

1.Students’ Activities：

2.The Purpose of Activities

Students are to appreciate a video clip performed by Mr. Bean.

Students will be guided to acquire the form of nonverbal humour in a vividway,

thus eage r to learn about the main character of the text withinterest.

Step 2

Network-based Interactive Learning(25 mins)

1.Students’ Activities

(1).Students are divided into five groups to search for and sorted out therelated information according to the assigned task online

(2)A representative of each group is to share the information with theothers.

2.the Purpose of Activities

Students will develop their ability to effectively sort out information onthe Internet throug h group cooperation as well as feel a sense of achievementby their oral presentation.

Step3 Text-based Reading(17 mins)

Students’ Activities 1. Students are to read the text quickly, and thenanswer the questions according to the text. 2. Read Paragraph 3 carefully, andthen answer the question ---Why did “the little tramp”become Charlie Chaplin’famous character ?3. Read Paragraph 4 and fill in the blanks

。4. Find out the sentences that can account for Charlie Chaplin’s successfrom the text.

2.The Purpose of Activities

(1)Students will get the general idea as well as the structu re of the textby skimming.

(2)Students will get the detailed information and have a deeperunderstanding of the text.

(3) Students will get inspired while analyzing the secret to CharlieChaplin’s success by interpre ting and appreciating some key sentences in thetext.

课后习题

Step 5 Homework

1. Students are to read the text carefully again and underline the phrasesand sentences difficult to understand after class.

2. Write a summary (about 130 words).

推荐访问:天津 高中 英语教案 天津版高中英语教案 2022天津版高中英语教案 天津2022年高一英语教材