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天津版高中英語教案

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天津版高中英語教案

　　作為一名老師，總不可避免地需要編寫教案，教案是教學活動的總的組織綱領和行動方案。那么什么樣的教案才是好的呢？下面是小編整理的天津版高中英語教案，僅供參考，希望能夠幫助到大家。

天津版高中英語教案

天津版高中英語教案1

　　教學目標

　　Teaching aims

　　通過本單元的教學，學生了解有關急救的常識，在生活中如何處理一些突發(fā)事件，然后實施緊急救護等總結，歸納情態(tài)動詞的用法，如：should/shouldn’t; must/mustn’t ;ought to等表示義務和責任的用法。

　　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 short while, 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

　　教學建議

　　課文建議

　　教師安排中國學習聯盟聲朗讀課文，理解課文含義，通過閱讀，教師對學生可小組討論，提問，口語練習，復述急救方法等，教師給學生展示幾組圖片，幫助學生學會一般的急救措施和家庭安全常識。

　　寫作建議

　　教師布置學生寫作的題目及要求，教師給學生幾分鐘時間進行討論，教師給學生一些關鍵的詞語，如：breathe, First Aid Centre, handkerchief, mouth-to mouth so on.之后，教師給學生十分鐘左右時間開始寫，最后教師請幾位同學朗讀，教師給予講評。

　　教材分析

　　本單元是圍繞First aid, Safety in the home,展開話題。對話課中描述兩個學生在街上看到一個女孩從自行車上摔下來的經過，同時對話中使用了情態(tài)動詞的用法，課文中附有圖片和口語練習，幫助學生了解急救的重要性及有關的常識。

　　重點難點：

　　1. What should you do if a person has drunk poison by mistake? 假如有人誤喝了毒藥，你怎么辦?

　　by mistake是固定詞組，意為“錯誤地”，“無心地(做錯了事)”。例如：

　　She put salt in her cup of coffee by mistake.她錯將鹽放入咖啡里了。

　　2. do with，deal with

　　二者都可以用來表示“處理”的意思

　　但是用于特殊疑問句的時候do with與what連用;deal with則與how連用。例如：

　　你會怎樣處理一個從自行車上摔倒而嚴重受傷的?

　　另外，do with還可表達別的意思。例如：

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

　　你把我的傘放到哪里去了?

　　What are we to do with this naughty boy? (=How are we to deal with this naughty boy?) 我們該怎樣處置這個頑皮的男孩?

　　3. knock at, knock down & knock into的區(qū)別

　　knock at 指“敲打門窗”

　　I heard someone knocking at the door.我聽見有人敲門。

　　Tom tried knocking at the window.湯姆試著敲了敲窗戶。

　　knock down 指“……撞倒”

　　He nearly knocked me down at the corner.在拐角處，他幾乎把我撞倒。

　　He was knocked down by a car. 他被汽車撞倒了。

　　knock into 指“碰倒，撞上某人”，也可指“偶然碰見”。

　　The child knocked into the teacher.那孩子撞到了老師身上。

　　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.他沒有想到在這兒遇見一些朋友。

　　4. ask, demand, inquire, question & require

　　1)ask是一個常用詞，表示“問”的意思。

　　Did you ask the price of that ten-speed bicycle?你打聽過那輛十速自行車的價錢了嗎?

　　2)demand含有強硬、斷然的意味。

　　I demand that you leave this place at once.我要求你立即離開此地。

　　3)inquire 多用于較正式的語體，通常只表示打聽消息，尋求答案。

　　He inquired of the girl the way to the railway station.他問那女孩到火車站怎么走。

　　4)question 常表示一連串問題，有時則有盤問，審問之意。

　�、賂he questioning of the prisoner went on for hours.對那個囚犯的審訊延續(xù)了好幾個小時。

　　5)require有按照權利來“要求”或“命令”之意。

　　Since he was involved in the case, the court required his appearance.由于他與此案有關，法庭令他出庭。

　　5.breathe & breath

　　1)breathe 是動詞，是“呼吸”的意思。

　　He was breathing hard/heavily after racing for the train.他跑著趕上了火車，吃力地喘著氣。

　　It is good to breathe fresh country air instead of city smoke.呼吸鄉(xiāng)間新聞空氣而不吸入城市煙塵是有益的。

　　▲注意以下幾個習語的意思：

　　1)I can't concentrate with you breathing down my neck.你這樣緊緊叮著我，使我精神無法集中。

　　2)Promise me you won't breathe a word of this to anyone.答應我別將此事泄漏給任何人。

　　3)The new manager has breathed fresh life into the company.新經理給公司帶來了朝氣。

　　2)breath是名詞，也作“呼吸”解。

　　1)You can see people's breath on a cold day.冷天能看到人們呼出的空氣。

　　2)His breath smelt of garlic.他呼出氣中有蒜味。

　　▲注意以下習語的意思：

　�、貶er smile is a breath of fresh air in this gloomy office.她的微笑給沉悶的'辦公室?guī)砩鷼狻?/p>

　�、赗eligion is the breath of life for her.宗教對她來說是不可缺少的精神支柱。

　�、跧t took us a few minutes to get our breath back after the race.賽跑后我們用了好幾分鐘才恢復了正常呼吸。

　　④The audience held their breath as the acrobat walked along the tightrope.雜技演員走鋼絲時，觀眾們都屏住了呼吸。

　　⑤His heart condition makes him short(out) of breath.他心臟狀況不佳使他呼吸急。

　�、轍e lost his breath in running.由于奔跑他幾乎喘不上氣。

　　語法：情態(tài)動詞(Modal Verbs)

　　1) must

　　A.表示必須要干的事。如：

　　We must obey the rules.我們必須遵守規(guī)則。

　　You mustn’t talk like that.你可不能那樣說話。

　　must也可以表達過去情況，主要用于間接引語中。

　　She said that we must wait a little while.她說我們必須要等一會兒。

　　B.表示一種推測(只用于肯定句中，語氣比may要肯定得多)。

　　must have則表示對過去情況的推測。例如：

　　This must be Tom’s room. 這準是Tom的房間。

　　Jack must have gone there, hasn’t he? / didn’t he?杰克準是去過那兒了，對不對?

　　C.比較：have to也表示“必須”，但have to更強調客觀需要，must著重說明主觀看法。如：

　　We had to be there at 10 o’clock.我們得在10點到那兒。(客觀需要)

　　We must be back before 10 o’clock.我們必須10點前回來。(主觀認為)

　　有時也可互換：

　　We must / have to leave now.我們得走了。

　　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”，有禁止的含義;don’t have to表示“不必要(作某事)”，含有“客觀上無此必要”的意思。例如：

　　You mustn’t move someone if the person is badly hurt.如果這人受了重傷，你一定不要動他.

　　The person isn’t hurt at all. You don’t have to give him first aid.這個人根本就沒有受傷，你不必給他進行急救。

天津版高中英語教案2

　　教學準備

　　教學目標

　　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 translations have a free form that English people like to copy.

　　2. Ability goals

　　a. Enable Ss to talk about different types of poems: nursery rhymes; list poems; 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

　　教學重難點

　　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.

　　教學過程

　　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 or modern 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 the above poems.(e.g. they have a strong beat, or they have rhyme, or they play with words and sounds, or perhaps some of them are funny because they make no sense.)

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

　　Give Ss a time limit of a few minutes. Divide the class into groups of four to discuss the purpose of writing poems. Ask one person from each group to read their 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 share a 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 make the 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 topics that poets write about.( people, animals, nature, landscapes, the sea, the seasons, 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 to discuss the questions on Page 9 with their partners: Do you have a favorite poem in Chinese? Why ? Do you have a favorite poem in English? Why?

　　As to exercise 2, give Ss practice in an important reading skill: scanning a 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 look for the information in the table, just in the poems themselves, not in the other parts of the text. They are to look only for those pieces of information and not read 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 help the Ss to form a good habit of reading. Teacher gives Ss a couple of minutes to look through the whole passage. Tell them to read the text silently and then ask some detailed questions about the text on the slide show . Teacher should encourage Ss to express their ideas.

　　Q1. Why do people write poetry?

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

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

　　Q4. What’s the characteristic of “l(fā)ist 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 last poem in the text?

　　Listening

　　Before Ss read the text, have them close their books and listen to the text with 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’t matter if they don’t understand every word.

　　First reading

　　Get Ss to read the text carefully, finding the one sentence that sums up the 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. Make sure they know what rhythm is. Read the limerick aloud and have Ss listen for the strong beats. Then have them clap the strong beats as you read. Mark the strong 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 two poems that have a strong rhythm. Check their answers . Then play the tape and get 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 of daily life can provide material for a poem.. Of course, the choice that the artist or poet makes relates to his or her purpose. Poetry is usually short and compact, so it should be read several times, preferably aloud, to appreciate its meaning. 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, this stone would utter speech.”? Explain the sentence in your own words.

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

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

　　Step 6. Make a short summary of this period.

　　課后習題

　　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.

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