天津版高中英語(yǔ)教案

　　作為一名老師，總不可避免地需要編寫(xiě)教案，教案是教學(xué)活動(dòng)的總的組織綱領(lǐng)和行動(dòng)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(yǔ)教案，僅供參考，希望能夠幫助到大家。

天津版高中英語(yǔ)教案1

　　教學(xué)目標(biāo)

　　Teaching aims

　　通過(guò)本單元的教學(xué)，學(xué)生了解有關(guān)急救的常識(shí)，在生活中如何處理一些突發(fā)事件，然后實(shí)施緊急救護(hù)等總結(jié)，歸納情態(tài)動(dòng)詞的用法，如：should/shouldn’t; must/mustn’t ;ought to等表示義務(wù)和責(zé)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(xué)建議

　　課文建議

　　教師安排中國(guó)學(xué)習(xí)聯(lián)盟聲朗讀課文，理解課文含義，通過(guò)閱讀，教師對(duì)學(xué)生可小組討論，提問(wèn)，口語(yǔ)練習(xí)，復(fù)述急救方法等，教師給學(xué)生展示幾組圖片，幫助學(xué)生學(xué)會(huì)一般的急救措施和家庭安全常識(shí)。

　　寫(xiě)作建議

　　教師布置學(xué)生寫(xiě)作的題目及要求，教師給學(xué)生幾分鐘時(shí)間進(jìn)行討論，教師給學(xué)生一些關(guān)鍵的詞語(yǔ)，如：breathe, First Aid Centre, handkerchief, mouth-to mouth so on.之后，教師給學(xué)生十分鐘左右時(shí)間開(kāi)始寫(xiě)，最后教師請(qǐng)幾位同學(xué)朗讀，教師給予講評(píng)。

　　教材分析

　　本單元是圍繞First aid, Safety in the home,展開(kāi)話題。對(duì)話課中描述兩個(gè)學(xué)生在街上看到一個(gè)女孩從自行車(chē)上摔下來(lái)的經(jīng)過(guò)，同時(shí)對(duì)話中使用了情態(tài)動(dòng)詞的用法，課文中附有圖片和口語(yǔ)練習(xí)，幫助學(xué)生了解急救的重要性及有關(guān)的常識(shí)。

　　重點(diǎn)難點(diǎn)：

　　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(cuò)誤地”，“無(wú)心地(做錯(cuò)了事)”。例如：

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

　　2. do with，deal with

　　二者都可以用來(lái)表示“處理”的意思

　　但是用于特殊疑問(wèn)句的時(shí)候do with與what連用;deal with則與how連用。例如：

　　你會(huì)怎樣處理一個(gè)從自行車(chē)上摔倒而嚴(yán)重受傷的?

　　另外，do with還可表達(dá)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?cè)撛鯓犹幹眠@個(gè)頑皮的男孩?

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

　　knock at 指“敲打門(mén)窗”

　　I heard someone knocking at the door.我聽(tīng)見(jiàn)有人敲門(mén)。

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

　　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(chē)撞倒了。

　　knock into 指“碰倒，撞上某人”，也可指“偶然碰見(jiàn)”。

　　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(méi)有想到在這兒遇見(jiàn)一些朋友。

　　4. ask, demand, inquire, question & require

　　1)ask是一個(gè)常用詞，表示“問(wèn)”的意思。

　　Did you ask the price of that ten-speed bicycle?你打聽(tīng)過(guò)那輛十速自行車(chē)的價(jià)錢(qián)了嗎?

　　2)demand含有強(qiáng)硬、斷然的意味。

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

　　3)inquire 多用于較正式的語(yǔ)體，通常只表示打聽(tīng)消息，尋求答案。

　　He inquired of the girl the way to the railway station.他問(wèn)那女孩到火車(chē)站怎么走。

　　4)question 常表示一連串問(wèn)題，有時(shí)則有盤(pán)問(wèn)，審問(wèn)之意。

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

　　5)require有按照權(quán)利來(lái)“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(guān)，法庭令他出庭。

　　5.breathe & breath

　　1)breathe 是動(dòng)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(chē)，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(gè)習(xí)語(yǔ)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(wú)法集中。

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

　　3)The new manager has breathed fresh life into the company.新經(jīng)理給公司帶來(lái)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(xí)語(yǔ)的意思：

　　①Her smile is a breath of fresh air in this gloomy office.她的微笑給沉悶的'辦公室?guī)��?lái)生氣。

　　②Religion is the breath of life for her.宗教對(duì)她來(lái)說(shuō)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(fù)了正常呼吸。

　�、躎he audience held their breath as the acrobat walked along the tightrope.雜技演員走鋼絲時(shí)，觀眾們都屏住了呼吸。

　�、軭is 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(yǔ)法：情態(tài)動(dòng)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(shuō)話。

　　must也可以表達(dá)過(guò)去情況，主要用于間接引語(yǔ)中。

　　She said that we must wait a little while.她說(shuō)我們必須要等一會(huì)兒。

　　B.表示一種推測(cè)(只用于肯定句中，語(yǔ)氣比may要肯定得多)。

　　must have則表示對(duì)過(guò)去情況的推測(cè)。例如：

　　This must be Tom’s room. 這準(zhǔn)是Tom的房間。

　　Jack must have gone there, hasn’t he? / didn’t he?杰克準(zhǔn)是去過(guò)那兒了，對(duì)不對(duì)?

　　C.比較：have to也表示“必須”，但have to更強(qiáng)調(diào)客觀需要，must著重說(shuō)明主觀看法。如：

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

　　We must be back before 10 o’clock.我們必須10點(diǎn)前回來(lái)。(主觀認(rèn)為)

　　有時(shí)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(wú)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?jiǎng)铀?

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

天津版高中英語(yǔ)教案2

　　教學(xué)準(zhǔn)備

　　教學(xué)目標(biāo)

　　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(xué)重難點(diǎn)

　　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(xué)過(guò)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(xí)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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