高中英語教學案例範文
設計出一篇優秀的高中英語教學案例，自己也會有很大的達成感。下面是本站小編給大家整理的高中英語教學案例範文，供大家參閱!
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 ， me talk
about this lessson as the following:
一、 教材分析:Analysis of the Teaching material
二、教學目標:Teaching alms and demands:
三、教學重難點:Teaching keys and difficulties:
四、教學方法:Teaching methods:
五、教學工具:Teaching aids：
六、教學過程:Teaching procedures:
七、板書設計：Blackboard Design.
八 教學評價與反思
Now,let me talk about the teaching material first.
本課時所教的是外研社高一上學期使用的必修2 Mudule6。本模塊介紹了
------------------------------------------------------------------這節課學習的是listening and vocabulary和speaking部分的內容，是本模塊的第三課時，要求通過聽的活動了解和學習有關----------------------------的詞彙，培養表達結果，做總結的邏輯思維能力和獲取信息的能力。Speaking 討論了------------------------------在這節課之前，學生學習了reading and vocabulary,通過閱讀文章，已經掌握了部分------------------------的詞彙，本課由複習舊課入手，引入新課的新詞彙，並以聽說爲主線，對--------------------------------------這一主題進行
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)握重點詞彙與短語，如：------------------------------------------
(2)語法方面掌握 ---------------------------------以及一些有用的表達式和句子結構。
(3)加深學生對於文章的理解，發展學生聽、說、讀、寫的基本技能，提高初步運用英語進行交際
的能力，側重提高閱讀能力。
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.
也就是說，爲了更好地實現任務式教學和探究式教學，我採用了一下教學方法：
1、速讀法：根據高中英語教材側重閱讀理解這一特點，讓學生快速閱讀，以儘快瞭解文章的大意。
2、問答法：幫助學生理解文章的細節
3、翻譯法：適當地運用翻譯可幫助學生理解文章的難點
4、討論法：通過Pair p work.讓學生都得到一次口語訓練的機會，教師應設計一些適當的
話題。
5、快樂教學法：即教師在教學過程中，要儘可能地利用多媒體技術、圖片、課件等刺激學生的感官
系統，創造一種和諧的學習氛圍，讓老師教得開心，學生學得開心。
【本課時主要以聽說教學爲主線，以導學式模式培養學生的聽力理解策略。以聽力技能訓練和口語表達訓練爲主線，貫穿聽說讀寫綜合技能的培養，針對學生聽力理解障礙，在教學中遵循“循序漸進”的原則，進行知識的輸入，技能的培養，和文化知識的滲透，良好學習策略的培養。本課時採用多媒體教學，
給予學生更直觀的感受，也加快了教學的節奏。課前教師要從網上下載一些相關的圖片和資料。】
高中英語教學案例範文2TEACHING AIDS: (教學輔助手段)
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(賓語從句). When transforming(變換) 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(情態動詞) and some useful expressions. Let the Ss work in
pairs and then check the answers with the whole class.
Step5 Homework
Ex 2 in the exercise books. This is used to make the students have a further understand of
the modal verbs.
e a short passage about the dialogue learned. This is used to practise writing ability of the
students.
Step6 Blackboard Design. (Show on the CAI)
在整個課程中，我的思路是這樣的：教學之初，給學生呈現一些--------------圖片，讓學生首先從視覺的角度對要學習的內容有一個深刻的認識;在進入課文的學習之前，先粗略地複習上一節課所學的相關的詞彙，要求學生用簡單英語解釋，但允許學生自主選擇想解釋的詞彙。這樣，既減少了學生的膽怯心理，又達到了運用語言的目的：通過對於本文的語言片段的學習，以及圍繞着它所作的拓展訓練，培養學生理解含有所學生詞的句子和段落並獲取信息，找出段落和文章的從屬關係，培養學生對因果關係的判斷分析能
力，歸納分析能力和表達能力。
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!
高中英語教學案例範文3Teaching 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
