高中英语语法教案模板
【篇一：高中英语教案模板】
unit3---a master of nonverbal humour
the second period reading
teaching aims: 1.enable students to learn what humor means and what is nonverbal humor.
2.to introduce the life and work of charlie chaplin.
3.to introduce the kind of humour we can all laugh at
---nonverbal humour
4.to train the students’ reading and understanding ability
difficult points: find out the main ideas of every paragraph.
teaching aids: a recorder and a projector, multimedia
teaching procedure:
step 1. greetings and revision
check homework: ask students to review what we learned in last
period.
step 2. pre-reading (通过展示几幅幽默图片，使课堂气氛活跃了起来，一下子调动了学生的积极性，然后顺势导入本课的主人公
---charlie chaplin)
questions: 1.what do you know about charlie chaplin?
2.what do you know about his films?
step 3 reading
task 1 :find out the main information about charlie chaplin
1)born:___________________________________
2)job:______________________________________________
3)famous character:_________________________________
4)costume:__________________________________________
5)type of acting:_____________________________________
6) died:_____________________________________________ task 2: listen to the tape of the passage and match the main idea
with each part.
para11. charlie’s childhood
para22. his famous character (角色）
para33. the charlie chaplin’s laughter (笑声） para44. his achievements
para55. an example of his work
task 3: answer the following questions:
1. what’s the passage mainly about?
a. the history of english humour?
b. the films chaplin made.
c. the humour chaplin made in his films.
d. the gold rush in alaska.
2. when and where is the film the gold rush set in?
a. it is set in california at the end of the nineteenth century.
b. it is set in canada at the end of the nineteenth century
c. it is set in alaska in the middle of the nineteenth century
d. it is set in canada in the middle of the nineteenth century
3. charlie chaplin made people laugh when they felt depressed, so they could feel____________
a. less content with their lives
b. more satisfied with their lives
c. more worried about their lives
d. they had a miserable life
task 4: give a description on little tramp.
the little tramp, a poor, homeless man with a moustache, wore a
small round black hat, large trousers and worn-out shoes carrying a walking stick.
task 5: introduce the main films of charlie chaplin.
the gold rush , modern times, the great dictator...
-- enjoy the part of the film ---the gold rush
(利用多媒体播放卓别林的经典影片the gold rush中的片段，让学生体会以下大师的惟妙惟肖的表演，从而激发学生的好奇心，使其
迫不及待地去读课文，更深入地了解“无声的幽默的大师—卓别林”.) task 6: after seeing the film, find the correct order of the following events.
chaplin tried cutting and eating the bottom of the shoe.
chaplin and his friend washed sand and expected to pick up gold,but they failed.
they were so hungry that they boiled a pair of leather shoes.
they were caught in a small wooden house.
chaplin cut off the leather top of the shoe.
chaplin picked out the laces of the shoe.
step 4: post-reading
answer the questions: 1.besides joy, what else can humor bring to us in our studies and life?
( relaxation, confidence, hope, joy, health, friendship, love...)
2. the reasons for his success:
( determination, devotion, optimistic attitude to life, kindness sympathy to the poor... )
3. give students a humorous story if time permitting.
step 5: conclusion
today we have learned something about humor, it is everywhere in our daily life. i hope you can be optimistic(乐观的) no matter what difficulties you meet with, just as charlie chaplin was.
step 6: homework
1.write a humorous story in english and find out the grammar items in this passage.
2.pre-view the important words and expressions in the text.
【篇二：高中英语复习教案模板】
unit 1 women of achievement (教案设计)
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)，learning
paper(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 stu dents’ ability to use the important
language points, enable students to describe people using the adjectives.
③emotional aims（情感目标）: encourage the students to think about what makes a
person great.
Ⅵ. teaching focuses(教学重点)：get the students to review and consolidate what they
have learned in this unit.
Ⅶ. teaching difficulties(教学难点)：get the students to turn what they have learned into
their ability.
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*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*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 forb. was intended toc. 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；inspiringd. 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 .vtvi. 举动，表现________________ 2 .vt. 观察，观察____________________ 3. vtn. z尊敬，尊重，敬意
_________ 4 . vtvi.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“站神之王”的称号，并将获得全场最高分40分。例：
单项选择（语法和词汇知识）
1. only when your identity has been checked, _______.
a. you are allowed in
b. you will be allowed in
c. will you allow in
d. will you be allowed in
2. without plenty of oral practice，you’ll find it hard to ______
a conversation with native english
step 6. teaching reflection(教学后记)：
【篇三：高中英语语法教学案例分析】
高中英语语法教学案例分析
---------高中英语组：姜梅
一、学生情况分析
授课对象为高二（2）班的学生。高二（2）班英语基础较差，对英
语不太感兴趣。大部分学生的思维活动、表现欲望和合作精神在平
时的教学中表现很好。根据这些特点，我采用与新课标要求相一致
的教学方式，在师生互动、生生互动的过程中来实现教学任务和目标。
二、教材分析
本节课的授课内容为高中语法的一个重点也是难点的内容：宾语补
足语。对于该内容学生半知半解，加上语法容易让人觉得枯燥，学
生对此内容有排斥畏难心理。
三、教学目标
【知识与技能】：1.让学生弄清楚宾语补足语在句子结构中的作用
和用法。2.宾语补足语的认知与掌握
【过程与方法】：1.培养学生自主学习和协作学习的能力；2.培养学生质疑意识，分析问题、解决问题、归纳问题的能力。
【情感价值观】：通过本节课的学习，培养学生的爱校情感。
四、教学策略和方法
本节课的教学以学生为中心，以问题为出发点，使课堂教学过程成
为学生自主地进行信息加工、知识意义构建、归纳能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。
随堂进行小组指导，一方面参与学生的讨论，更给学生以个别辅导，以帮助学生解决学习过程中的难题。通过演示法把制作的课件、学
生的作文等显示给学生看，便于学生对知识的把握，并从中获得启迪，从而解决问题。通过小组协作法分析问题、解决问题，
从而内化而形成学习成果，并将其在全班学生中展示，使学生获得
成功的喜悦，从而激发学生的后续学习热情。通过任务驱动教学法
将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提
的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的
方法，最后通过任务的完成而实现对所学知识的意义建构。
高中英语新课程的总目标就是培养学生综合运用英语的能力，提倡
学以致用。所以，在中学英语语法教学中，应关注学生的学习和认
知过程，注重学生思维能力的培养，并力求把语言形式、意义和用法有机地结合起来。
五、教学过程
呈现（认知）——辨识（发现与探究）——归纳（分类梳理）——巩固（学以致用）Ⅰ. 从教材例句入手，从认知到理解过渡
1．认知——辩识
简短地对宾语补足语的概念交代之后，让学生自己从课文中找出学过的带有宾语补足语的句子，使学生初步认知宾语补足语的形式和结构。这一步的关键是鼓励同学们感知和发现，而不是直接告之答案。
now when people refer to england you find wales included as well.so to their surprise the three countries found themselves united. they were going to get ireland connected to the other three.i raised my voice to make myself heard.
2．辩识——拓展
引导学生归纳总结过去分词作宾语补足语的用法，引导式地列出其他常接宾语补足语的动词：
have, get, make, leave等带有“致使”含义的动词。
see, hear, watch, feel, think, find, notice, observe等表示感觉和心理状态的动词。
like, want, wish, order等表示“希望”、“要求”等含义的动词。
3．拓展——理解
再以口头或笔头翻译的形式，给出学生一些具体实例，让学生练习的同
时，推动其学习认知、理解到运用的过程。
he painted the wall white.they named their daughter
mary.please make yourself at home.don’t leave me behind.she smelt something burning and saw some smoke risingyesterday she had her wallet stolen when she was doing shopping.if i get further information, i’ll get you informed.when
i came into the classroom, i found it cleaned.
4. 梳理——总结
引导学生思考以往学过的一些有关其它宾语补足语的用法，引出“with+宾语+补语”的结构，运用知识迁移，拓宽思路，总结规律。这时，我认为用power point显示给学生含有with 符合宾语的句子效果更好。因为其步骤能够分层次体现出来。在放映的过程中，如果有学生不清楚，还能达到启发或引导的作用。
he was working there with only a shirt on. （副词作宾补）she said good-bye with tears in her eyes. （介词短语作宾补）with nothing to do, i went out for a walk. （不定式作宾补）with all the work finished, they hurried back home for lunch. （过去分词作宾补）
with so many people communicating in english every day, we can see that it will be more and more important to have a good knowledge of english. （现在分词作宾补）
Ⅱ. 注重语法意义的练习，专项巩固
经过总结规律，学生已明白并基本会灵活运用这一语法知识，我便创设了四个情景，让学生进行有意义的、句子层面的操练：
1．what will you do when your hair is long?
2．your bicycle is broken. what are you going to do?
3．national day is coming. you have no time to arrange your trip to shanghai. what can you do?
4．you had many photos taken when you were in europe. but you can’t still show them to your friends now, why?
口头的操练完成，便可以笔头的形式强化：
1．当我到家时，我发现窗户打破了。
2．昨天我把房间清扫干净了。
3．我看见那个孩子让人打了。
4．星期天我得让人把电脑修一下。
5．他将给女儿做一次x光透视。
6．他到家时，发现门被锁了。
Ⅲ. 注重语用层面的练习，灵活运用
此时，我便指导学生造句或语篇接龙，鼓励他们运用所学语法知识进行真实交际和语篇层面的运用。（make up a story, using as many past
participles as possible. the beginning of the story is as follows:） a: one day, mr. and mrs. smith came back home from work very late. when they entered their house, to their surprise, they found?. b: the city found itself flooded over a night. so many terrified people were walking on the water-covered road. they found a
frightened girl near a pub, trembling. all the drivers found their car engines?.
c: ?
六.评价与反思：
这节语法课的目的是帮助学生掌握宾语补足语的用法，重点是过去
分词作宾补的用法。还拓展了with 复合结构。整节课的教学活动都
能从学生的学习，感知，探究的角度去操作，体现了新课标的要求。整堂课的教学过程比较完整，流畅。设计也不同于传统的语法课，
较有创意。
在课堂上，摆脱了传统语法教学中教师要扮演语法讲解者的角色，
积极地引导、启发，给学生提供了大量的机会和语境感知语言，发
现规律，鼓励学生在不同层面上运用语言，使学生对语法意义，功
能和运用有了较深刻的理解，很好地实现了教学目标。
另外，在设计教学时，不仅关注单句层面上练习和应用，而且注意
到语篇层面上的应用，有利于培养学生运用正确的语言形式表达自
己的思想，真正做到学以致用。但由于课堂时间的限制，学生的参
与面还不够，我将为此作进一步的探究。