高中英语试卷讲评课教案范文
高中英语试卷讲评课教案范文集锦
以“英语课程标准”为宗旨，适应新课程改革的需要，面向全体学生，提高学生的人文素养，增强实践能力和创新精神。正确把握英语学科特点，积极倡导合作探究的学习方式。培养学生积极地情感态度和正确的人生价值观，提高学生综合素质为学生全面发展和终身发展奠定基础。以下是小编带来的内容，感谢您的阅读，希望能帮助到您！
高中英语试卷讲评课教案1
Step I.Revision
Check the homework with the whole class.
Step II. Warming up
Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.
T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”
S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.
S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.
T: That’s too terrible.
S3: The noise when planes take off.
S4: The sound of trains.
T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?
Ss: No, we have no chance to hear that.
T: If there is a sound like this, what is it?
S5: When someone hears something une-pected and terrible. For e-ample, when one of his loved families dies, he will feel this sound.
T: Terrific! You are using a literary way to e-press the sound.
S6: When an earthquake happens.
T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?
S7: The earth is shaking . All the buildings will fall down.
S8: Many people will die. And perhaps many children will lose their parents.
T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures?
S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.
S2: From the picture of San Francisco,I can see that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large.
T: Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion.
Step III.Pre-reading
There are two questions in this part. Both are very interesting. The first one c
an more or less reveal the students’ values; while the second one can enlarge their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.
T: Now, let’s look at the pictures. What are the predictions of an earthquake?
S1: Before an earthquake animals will become nervous. Cows, pigs, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes.
T: Terrific! Where did you get this knowledge?
S1: From geography. I like it.
T: good. Sit down please.
S2: Madam, I don’t know the meaning of the picture with two women.
T: It doesn’t matter. You will know it soon after reading our te-t. OK. Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?
S3: I’ll take all my money. People can’t live without money.
S4: I will take as much water as possible. Because it is said that people can keep alive for nearly 7 days by drinking without any food
S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.
S6: I will carry my grandma. She is my most loved person in this world. She brought me up.
T: What a dutiful child you are! I’m very glad to hear that. Sit down please! It seems that all of you know what you should do during an earthquake. OK. Let’s read our te-t, and see what it tells us.
Step IV.Reading
In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. Ask them to pay attention to the first sentence of each paragraph. This can help them finish e-ercise3 in Comprehention. It is about the main idea of each paragraph. Then ask them to read the te-t again carefully to obtain some details. Before reading for the second time, show some questions on the screen, and let the students read the questions first. These questions can guide them to have a good understanding about the te-t. They can also make preparations for E-s1-2,which are about details.
Skimming
T: At first I’d like to read the te-t quickly to get the general idea of the article. While reading, you should pay attention to the sentence of each paragraph.
T: Have you got the general idea of the te-t?
Ss: Yes.
T: What is it?
S1: There is no quick answer to this question . Are you suggesting us that the general idea is the mi-ture of the first sentences of each paragraph?
T: Sure.
S1:OK. That’s easy. The main idea of the passage is some signs of the earthquake, and what would happen during the quake.
T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (Teacher writes the word on the blackboard ) Do you understand the meaning of the word?
Ss: No.
T: Sequence means the order of the events. It can tell us which event happens first, and which happens later. Do you know the sequence that is used in our te-t?
S3: Yes. At first, the te-t tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.
T: Quite right! Now please look at the screen, these are the first sentences of each paragraph. Read them and think if they are the main idea of the te-t. If necessary, you may make some changes to make more e-act.
Teacher shows the screen and gives a little time to think it over.
1.Strange things were happening in the countryside in the northeast Hebei.
2.The disaster happened and caused a lot of loss.
3. All hope was not lost.
Careful reading
T: Now, it’s time for us to read the te-t carefully. But before reading, you should read some questions first. These questions may help you get some information quickly and easily. Now look at the screen, and read the questions.
Show on the screen
1.What natural signs of a coming disaster were there?
2.Can you think of some reasons why these signs weren’t noticed?
3.What events probably made the disaster worse?
4.What situations probably made the disaster worse?
5.How were the survivors held?
Step V. E-tension
Show the questions on the screen.
1.From whose point of view are events described? How do you know?
2.What is the mood of this passage? How is it created?
3.Why do you think the writer chooses to e-press his feelings about the quake rather than simply reporting what had happened?
4.Why is the title A NIGHT THE EARTH DIDN’T SLEEP?
5.What does the sentence “Slowly, the city began to breathe again.” mean?
Answers:
1. He uses third-person to describe the quake. His description is very objective. For e-ample, the second sentence in the third paragraph. The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.
2.The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.
3.Although the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting.
4.I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.
5.Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to the city. The city will not die, she has hope and she can recover from the pain.
Step VI Comprehending
Answers to E--1-3
1.1. C 2. E 3.B 4.D 5.A
2.1. The walls of the villages wells had cracks in them.
2 .Roads got huge cracks
3. Brick buildings were destroyed.
4. The army helped the survivors.
5. Shelters were put up for those with no homes.
3.1. Strange things were happening in the countryside in northeast Hebei..
1.The disaster happened and caused a lot of loss.
2.All hope was not lost.
Step VII Homework
课后反思：总体感觉上，本节课上得比较成功，心情愉快。基本上完成了教学任务。学生们不但对地震有了一定的了解，而且能用英语进行简单的描述。但是同学们在讨论、汇报、回答问题时词汇单一，句式多是中国方的英语。在今后的教学中要加强语句表达方面的训练。
高中英语试卷讲评课教案2
《Unit 2 Working the land》
教学准备
教学目标
(1)知识目标：让学生通过阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。
(2)能力目标：让学生进一步使用恰当地阅读方式与技能，如略读(skimming)，快速阅读(fast reading)，细读(close reading)等
(3)情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活态度。
教学重难点
1.阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。
教学过程
1. 话题的引导。(Pre-reading)
1).开头通过设计了一首熟悉的诗歌，让学生知道话题---farming.
2).涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题--伟大人物袁隆平。
2. 跟读与阅读 完成导学案练习
贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。采用整体语言教学法和任务型语言教学法。
1)、通过阅读训练，引导学生如何利用略读(skimming)的方法把握文章的大意，侧重培养快速阅读理解能力和文章中心把握能力。
2)、精读各个段落语段，侧重培养快速捕捉文章重要细节的能力和猜测生词的能力，学会欣赏文章中的优美句子。
3： 阅读过程--浅层次阅读。(Reading I)
1). 其中关于人物的基本信息中，通过设计了一个信息表格的浅层次阅读练习，对文中人物有了初步了解。
2). 关于他的梦想，书本上描写得非常生动，我让班里有艺术特长的学生画了一幅漫画，利用画面反映课文第四段所描述的内容，同时用第一人称配了声音效果。
4. 阅读过程--深层次阅读。(Reading II)
在处理了一些简单信息之后，阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些可贵品质。就这两方面的内容，设计了一棵树的形象，引导学生去寻找袁隆平作出的成就以及他身上拥有的可贵品质。
5.知识点的处理：由句子的分析带出语言点，记住句子，记住了单词用法
课后习题
一、单词拼写
1. ____________ vt. & vi. 斗争; n.努力
2. ____________ adj. 感到满意的
3. ____________ n.自由; 自主
4. ____________ vt. & vi. 配备; 装备
5. ____________ n. 产量, 输出量
6. ____________vt. 输出 n.出口
7. ____________vt. 搞乱, 使糊涂
8. ____________ n. 补给; vt.提供
9. ____________ adj. 适当的, 相配的
10. ___________vt. 使膨胀 vi. 发展
二、单词运用
1.We had a ___________(努力) to stop the criminal.
2. The document will be _____________ (传阅) to all members.
3. I’ll type your report if you’ll baby-sit in e_________.
4. Our farm ___________ the market with fruits and vegetables.
5. We should s__________ the results of the e-am briefly and report to the headmaster.
6. Sydney’s population _____________ rapidly in the 1960s.
7. He has a ____________ (晒黑的) face and bright eyes.
8. The plane _________ speed as it was approaching the airport.
9. The workers there worked _______ crazy, with only thirty minutes’ break at noon.
10. He __________ (耕作) the farm with great success.
Comprehending：Paraphrase these sentences.
1. At that time, hunger was a disturbing problem in many parts of the countryside
2.Using his hybrid rice, farmers are producing harvests twice as large as before.
3. Thanks to his research, the UN has more tools in the battle to rid the world of hunger.
4.He would much rahter keep time for his hobbies.
Consolidation E-ercise;
1._____ your generous help, or I will not overcome the difficulty.
A.Thanks to B. Because
C. Thanks for D. Thank to
2. It is so_______ that he is always making noises.
A. disturbed B. disturbing
C. disturb D. disturbs
3. He missed the bus, for ________ he came late for work..
A. whom B. that C.where D. which
4.你必须戒除掉自己吸烟的坏毛病。
5. 满意于学生的成绩，他如释重负的笑了。
6. 他宁愿在家里看电视也不愿意打篮球。
高中英语试卷讲评课教案3
Teaching Aims and Demands
Words and Phrases
Four Skills: stomach fever ought ought to e-amine plenty plenty of diet keep up with make a right choice short of fit gain now and then
Three Skills: energy soft bar fuel chemical balance tasty boil mi-ture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you?/What’s the matter with you?
Lie down and let me e-amine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the e-ercise book through using what the students have learned.
Learn the te-t about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorites.
2. learn the basic knowledge of healthy eating.
3. learn how to say in the clinic.
4. Grasp the language points and grammar in the te-t.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their te-t books and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the e-amples in pairs. Ask several pairs of students to present their dialogue
After that list the useful e-pressions in their dialogue.
Step 4 Homework
Prepare for the ne-t class.
Collect some menus if possible for the ne-t class.
Lesson 2
Step 1 Introduction
Using the questions on P3 to introduce the new te-t.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)
2.What do we have to consider when we choose to buy or eat?
(What kinds of nutrients that the food contain.)
3.What made our eating habit changing?
(Many things: what people believe, advice from companies and stores.)
4. How can we feel and look fine?
(We ought to learn about our body and the fuel it needs to keep fit.)
E-plain the language points if necessary.
Step 3 Carefully-reading
How many parts can be divided into?
(Three parts.)
What’s the main idea of each part?
(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
Finish the e-ercise --- Vocabulary on P5. and P72-73
Lesson 3
Step 1 Revision
Check the homework.
Step 2 Grammar
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
(1) Finish the e-ercise on P5 and on P74
(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an e-ample and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the e-ercise 3 on P74 in the students’ workbook.
Lesson 4
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Reading
Read the te-t on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussion
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? (food and e-ercise etc.)
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
高中英语试卷讲评课教案4
《Unit 1 Art》
教学准备
教学目标
1. 知识与技能目标
(1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。
(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
2. 过程与方法目标
(1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。
(2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
3. 情感、态度、价值观目标
通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。
教学重难点
教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。
教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。
教学过程
(一)展示学习目标与小组评价规则
(二)“导入”
展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。
(三) Fast reading
快速扫读课文
(四)Detailed Reading: 详细阅读
(五)Challenge your speaking(口语能力提升)
提供参考词汇： Welcome to …
This museum is located in…
It displays(展出) art works in… centuries of …countries, including …
It will appeal to…
You shouldn’t miss…
(六)Challenge your writing (英语写作能力提升)
Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words
写作参考词汇：潍坊世界风筝博物馆(Weifang World Kite Museum)
杨家埠民间艺术大观园(Yangjiabu Folk Art Museum)
kite 风筝 wood-print new year pictures木板年画 be located in 位于
…is famous/well-known for …因…而出名 it displays/shows…展出
Here you can enjoy… 在这里你可以欣赏到… artist 艺术家 appeal to 吸引 tourist 游客 it’s well worth a visit 很值得参观
(七)成果展示
个别学生优秀作文展示
(黑板展示)
展示作文评分细则
教师点评
课后习题
测评练习
测评一：
从文中找出相对应的短语和句子。(预习测评)
1.宁愿做…
2.对…偏爱
3.值得一去
4.吸引
5.在于
6.不仅仅是
7.向…引进(介绍)
8.生活方式
9.贮存于
10. 入场费(门票)
11. 一个…的收藏
12.每两年
13.健在的艺术家
14.亨利.克莱.弗利克是纽约的一位富豪，于1919年去世，把他的房子、家具和艺术收藏品全部留给了美国人民。
15. 这家博物馆展示的不只是看得见的艺术之美，它还向你介绍了古代的生活方式。
16. 馆内没有永久展出，展品都是随时更换的。
测评二
Writing (写作测评)
Write an advertisement to introduce one of the museums in Weifang. within80 words
高中英语试卷讲评课教案5
《Unit 3 A taste of English humour》
教学准备
教学目标
Teaching Objectives
1. Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.
2. Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.
3. Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.
教学重难点
Teaching difficult points
1. How to guide students to search for and sort out related information according to the assigned task through the Internet.
2. How to cu ltivate students’ learning ability through teamwork based on network.
Teaching important points
1. Help students to get the general idea and detailed information of the te-t effectively by skimming and scanning.
2. Help students to analyze the reasons for Charlie Chaplin’s success by interpreting the key sentences and get them inspired.
教学过程
Step 1
Lead-in(3 mins)
1.Students’ Activities：
2.The Purpose of Activities
Students are to appreciate a video clip performed by Mr. Bean.
Students will be guided to acquire the form of nonverbal humour in a vivid way,
thus eage r to learn about the main character of the te-t with interest.
Step 2
Network-based Interactive Learning(25 mins)
1.Students’ Activities
(1).Students are divided into five groups to search for and sorted out the related information according to the assigned task online
(2)A representative of each group is to share the information with the others.
2.the Purpose of Activities
Students will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.
Step3 Te-t-based Reading(17 mins)
Students’ Activities 1. Students are to read the te-t quickly, and then answer the questions according to the te-t. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the little tramp”become Charlie Chaplin’ famous character ?3. Read Paragraph 4 and fill in the blanks
。4. Find out the sentences that can account for Charlie Chaplin’s success from the te-t.
2.The Purpose of Activities
(1)Students will get the general idea as well as the structu re of the te-t by skimming.
(2)Students will get the detailed information and have a deeper understanding of the te-t.
(3) Students will get inspired while analyzing the secret to Charlie Chaplin’s success by interpre ting and appreciating some key sentences in the te-t.
课后习题
Step 5 Homework
1. Students are to read the te-t carefully again and underline the phrases and sentences difficult to understand after class.
2. Write a summary (about 130 words).