高中英语教学案例范文
设计出一篇优秀的高中英语教学案例，自己也会有很大的达成感。下面是学习啦小编给大家整理的高中英语教学案例范文，供大家参阅!
高中英语教学案例范文1
Ladies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.
The content of my lesson is《 foreign language teaching and research press》Book ， .let me talk
about this lessson as the following:
一、 教材分析:Analysis of the Teaching material
二、教学目标:Teaching alms and demands:
三、教学重难点:Teaching keys and difficulties:
四、教学方法:Teaching methods:
五、教学工具:Teaching aids：
六、教学过程:Teaching procedures:
七、板书设计：Blackboard Design.
八 教学评价与反思
Now,let me talk about the teaching material first.
本课时所教的是外研社高一上学期使用的必修2 Mudule6。本模块介绍了
------------------------------------------------------------------这节课学习的是listening and vocabulary和speaking部分的内容，是本模块的第三课时，要求通过听的活动了解和学习有关----------------------------的词汇，培养表达结果，做总结的逻辑思维能力和获取信息的能力。Speaking 讨论了------------------------------在这节课之前，学生学习了reading and vocabulary,通过阅读文章，已经掌握了部分------------------------的词汇，本课由复习旧课入手，引入新课的新词汇，并以听说为主线，对--------------------------------------这一主题进行
延伸和拓展。
Therefore , on studying the teaching material and analyzing the regulation of students growing of mind , I put forward the teaching objectives according to English syllabus and new lesson standard. I will
talk about it from Knowledge objects , Ability objects and emotion objects:
(1)-----------------------------------------------------------------------------
(2)--------------------------------------------------------------------------
Next , according to the new teachingstand and the teaching content , I made out the key points and
the difficult points of this lesson:
(1)握重点词汇与短语，如：------------------------------------------
(2)语法方面掌握 ---------------------------------以及一些有用的表达式和句子结构。
(3)加深学生对于文章的理解，发展学生听、说、读、写的基本技能，提高初步运用英语进行交际
的能力，侧重提高阅读能力。
Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching
methods below.
According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely Total Situational Action and Task-based
Language Teaching.
They offer the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any
language they want.
At the same time, make use of the modern electricity teaching equipments and all kinds of teaching
means, it can mobilize the Ss’ enthusiasm and creativity in learning English.
Studying Methods:
Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And
make preparation for completing the new study task.
也就是说，为了更好地实现任务式教学和探究式教学，我采用了一下教学方法：
1、速读法：根据高中英语教材侧重阅读理解这一特点，让学生快速阅读，以尽快了解文章的大意。
2、问答法：帮助学生理解文章的细节
3、翻译法：适当地运用翻译可帮助学生理解文章的难点
4、讨论法：通过Pair work.Group work.让学生都得到一次口语训练的机会，教师应设计一些适当的
话题。
5、快乐教学法：即教师在教学过程中，要尽可能地利用多媒体技术、图片、课件等刺激学生的感官
系统，创造一种和谐的学习氛围，让老师教得开心，学生学得开心。
【本课时主要以听说教学为主线，以导学式模式培养学生的听力理解策略。以听力技能训练和口语表达训练为主线，贯穿听说读写综合技能的培养，针对学生听力理解障碍，在教学中遵循“循序渐进”的原则，进行知识的输入，技能的培养，和文化知识的渗透，良好学习策略的培养。本课时采用多媒体教学，
给予学生更直观的感受，也加快了教学的节奏。课前教师要从网上下载一些相关的图片和资料。】
高中英语教学案例范文2
TEACHING AIDS: (教学辅助手段)
Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or
Authorware
Teaching Process:
In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide the teaching process into six
steps.
Step1 Revision and lead-in
Step2 Presentation and practice.
It contains some small steps such as Listening ,Reading , Disoussion etc.
Step3 Task time.
This step gives the students 5-8minutes to make a similar dialogue using the phrases and
sentences learned in this passage and everyday life experience according to the given situation (show it on the screen using a multi-media computer). This step is employed to create a language environment for students’ communication in the class; If the students can finish this task well, they will benefit a lot in
their spoken English.
Step4 Consolidation and extension.
Finish Exx 1 and 3 orally, left Ex 2 as written work.
Ex. 1 revises the Object Clause(宾语从句). When transforming(变换) the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. Ex. 2 is a revision of the Modal Verbs(情态动词) and some useful expressions. Let the Ss work in
pairs and then check the answers with the whole class.
Step5 Homework
1.Do Ex 2 in the exercise books. This is used to make the students have a further understand of
the modal verbs.
2.Write a short passage about the dialogue learned. This is used to practise writing ability of the
students.
Step6 Blackboard Design. (Show on the CAI)
在整个课程中，我的思路是这样的：教学之初，给学生呈现一些--------------图片，让学生首先从视觉的角度对要学习的内容有一个深刻的认识;在进入课文的学习之前，先粗略地复习上一节课所学的相关的词汇，要求学生用简单英语解释，但允许学生自主选择想解释的词汇。这样，既减少了学生的胆怯心理，又达到了运用语言的目的：通过对于本文的语言片段的学习，以及围绕着它所作的拓展训练，培养学生理解含有所学生词的句子和段落并获取信息，找出段落和文章的从属关系，培养学生对因果关系的判断分析能
力，归纳分析能力和表达能力。
Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities,
but also the diverse intelligence by integrated teaching methods.
As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and
we still have long way to go.
Above is the lecture notes of my lesson. Thank you!
高中英语教学案例范文3
Teaching Plan
I. Topic: eating eggs
II. Target students: fifth grade primary school students
III. Teaching Material: Lesson 13 of Look. Listen and learn
IV. Time: 40min
V. Teaching Objectives:
VI. Language focus and difficult points:
1. Focus: This lesson will not only focus on the correct pronunciation of words and their meanings, but also the imitation of the recordings of those long sentences.
2. Difficult points: Those exaggerated intonation will be a little bit difficult for students to imitate.
VII. Teaching Aids: an egg, a cup, a mp3
VIII. Teaching Method: task based teaching approach
IX. Teaching Procedure:
X. Self-reflection
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