您的位置: 主页 > 经典范文 >

高中英语教案范文大全(16篇)

时间:2023-02-17 17:26:43  来源:养殖之家网   作者:

高中英语教案范文大全(第1篇)

  单元整体设计思路

  第一课时:阅读课 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)

  第二课时: 语法课 Discovering useful structures (p. 4); Using structures (p. 43)

  第三课时:阅读与听说课 Reading and listening; Speaking (pp. 5-6)

  第四课时: 词汇课 Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)

  第五课时: 听说课 Listening; Talking (p. 41)

  第六课时: 读写课 Reading and writing (p. 7)

  第七课时: 单元评价课 Self-test and self-evaluation; Summary

  第一课时 阅读课

  一、教学内容 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)

  二、教学目标

  在本节课结束时,学生能够

  了解文化遗产的基本概念、本质特点以及基本类型。

  通过找读(scanning)关键词、略读(skimming) 和精读 (careful reading),了解有关琥珀屋的故事。

  用归类法学习词汇。

  用自己的话复述琥珀屋的故事。

  运用本课时学习的内容和自己已有的知识讨论相关话题。

  三、教学步骤

  步骤一 热身

  1. 请学生看学生用书p. 1或者PPT中的图片,两人一组讨论三个问题。教师请几组学生回答问题,然后综合大家的看法总结出文化遗产的定义。

  2. 请学生说出一些中外文化遗产的名称,教师写在黑板上。可以采取小组竞赛的形式,比一比看哪组说得多、说得正确。

  注:问题中出现了五个生词。rare, valuable和survive很难根据上下文猜出词义,教师可以布置学生课前查字典自学其词义,用法可以留到词汇课处理。vase一词通过图片可以猜出,dynasty可以通过语境猜出。

  设计意图:通过呈现图片和小组竞赛引起学生对本单元话题的兴趣,使学生了解文化遗产的概念,为过渡到下一步学习做好铺垫。

  步骤二 读前

  1. 请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片,然后请学生回答问题,并根据课文标题和图片预测课文内容。

  2. 词汇准备:请学生把书翻到p.89本单元词汇表,根据要求独立地找出相应的词汇。找三个学生分别说出答案,其他学生和教师补充或更正。

  设计意图:通过观察实物、回答问题,使学生把琥珀和文化遗产联系起来,从而引入阅读主题,并让学生预测阅读课文内容;通过让学生根据要求找出相应词汇教给学生用归类法学习词汇,同时为之后的阅读扫清词汇障碍。

  步骤三 读中

  1. 请学生略读课文,核查自己预测的内容是否正确。

  2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题,然后在限定时间内快速浏览阅读课文的每一段,完成练习二的阅读任务,确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案,其他学生和教师补充。

  3. 请学生再读一遍课文,根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件,完成下面的表格。

  4. 请学生两人一组,仔细阅读第一段和第三段,归纳琥珀屋能够成为世界奇观的原因。

  设计意图:通过略读课文检测读前预测是否正确,并对课文内容有大体的了解;练习二的五个问题分别概括了每段的段意,考虑到高一学生概括能力较弱,采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度;通过回答五个问题使学生了解课文的细节内容,明确概括段意的依据;通过填表让学生学会根据时间、人物等关键词快速确定主要信息;通过仔细阅读和分析课文重点内容培养学生的分析能力,同时也使他们进一步理解琥珀屋作为文化遗产的理由。

  步骤四 读后

  请学生两人一组根据PPT表格中的提示复述课文,然后教师选两个学生当堂复述。

  设计意图:通过复述检查学生对文章大意的了解程度,并检测学生归纳总结和口语表达能力。

  步骤五 讨论

  请学生四人一组讨论问题,每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论,记录员记录大家的看法,发言人代表小组陈述大家的看法;讨论后教师请持不同观点的小组分别阐述理由,其他持相同观点的小组补充。观点没有对错之分,但要言之有理,有充分的论据支持自己的观点。讨论时可以参考PPT中的一些表达法。

  设计意图:通过讨论培养学生勤于思考的习惯,锻炼口语表达的能力;同时也增强学生保护文化遗产的意识。

  步骤六 作业

  设计意图:通过听课文录音并朗读帮助学生掌握正确的语音、语调;通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。

高中英语教案范文大全(第2篇)

动词形,名词数;

注意形和副;

非谓动词细辨别;

习惯用法要记住;

句子成分多分析;

逻辑错误须关注。

接着,我们细细看来!

一. 动词形

主要包括两类错误:动词的时态和语态错误,以及主、谓不一致的错误。例如:

My favourite sport is football. I was member of our school football team. (am)

Now my picture and prize is hanging in the library. (are)

上述两例分别属于时态错误和主、谓不一致错误。找出此类错误的关键是树立牢固的时态概念,注意短文内容发生或存在的时间,保持时间概念的一致性。

二. 名词数

指名词单、复数形式的用法错误。常表现为将名词复数写成单数。例如:

…so that I’ll get good marks in all my subject. (subjects)

三. 区分形和副

区分形容词和副词在句子中的作用和具体用法。这也是高考短文改错的常考点。例如:

I’m sure we’ll have a wonderfully time together. (wonderful)

Unfortunate, there are too many people in my family. (Unfortunately)

需要注意的是,形容词多用来做定、表、补语等,而副词只能在句子中作状语,修饰动词、形容词、副词或整个句子。第一例中的wonderful作定语修饰time,第二句的Unfortunately作状语修饰整个句子。

四. 非谓动词细辨别

这是考查最多的错误形式之一。主要有分词和动名词类错误,也包括不定式类错误。例如:

…in my spare time, but now I am interesting in football. (interested)

Play football not only makes us grow up tall and strong but also … (playing)

My parents love me… and will do all they can ∧ make sure… (to)

上述二、三例分别是动名词作主语,和不定式作目的状语。一般的,现在分词有主动和进行的含义,而过去分词具有被动态和完成时的含义,不定式有将来的含义。

五. 习惯用法要记住

主要考查习惯搭配方面的基础知识。这也是历年高考的常考点,其错误表现形式主要有三种:多词、少词和搭配错误。例如:

It was very kind for them to meet me at the railway station and… (of)

We must keep in mind that we play for the team instead ∧ ourselves. (of)

六. 句子成分多分析

不同的句子成分要用不同的词类;不同的语景要选择不同的词语。这些都有待我们对句子结构和句子成分作细致的分析,才能找出用词不当的错误。例如:

They ∧ eager to know everything about China and…(were)

I live in Beijing, where is the capital of China. (which)

第一例漏掉了谓语动词were,这是受汉语习惯的影响而导致的错误;第二例则是词类与它在句子中的成分不相符,where是副词,不能作主语。

七. 逻辑错误须关注

与句子的上、下文不一致,甚至相矛盾,属于逻辑性错误。如称谓上的张冠李戴,人名、地名、时间、方位等方面的错误,常是这类错误的考查对象。例如:

The Smiths did his best to make me feel at home. (their)

First, let me tell you something more about myself. (去掉more)

… no way of setting the matter except by selling the set. Now someone at home reads instead. (everyone)

上述第一例中的主语是Smiths(史密斯夫妇俩),因此后面的his不合逻辑。第二例中的more在这儿表“再”的意思,才开始告诉别人,怎么能说“再告诉你一些事”?第三例讲的是为了解决看电视时的争端,“我们”把电视机卖了;晚上没电视看了,所以与从前一样,大家又都读书了,所以该用 everyone。

除了上述错误类型外,常考的错误形式还有:连词but, and, or和so的用法错误(可以归类为逻辑错误),以及冠词的用法错误等。例如:

She was smiling but nodding at me. (and)

It looks as if my parents treat me as a visitor and a guest. (or)

We may be one family and live under a same roof.(the)

下面是全国高考英语真题中的短文改错题。这道题较全面地反映了本文的口诀。现在试着做一做,然后参阅题后的答案与解析。

Last week my parents and I took a two-day trip to Emei

Mountain in Sichuan. As everyone knows,it’s famous

76. _____

Mountain with all kinds of plants and animals. The weather 77. _____

Was fine. It was about noon we arrived at the foot of 78. _____

the mountain,the three of them were very excited. As we 79. _____

climbed the mountain,we saw monkeys,visiting temples 80. _____

and told stories. On the way up I was busy taking picture 81._____

since the scenery was so beautiful. The time passes quickly. 82. _____

Evening came down. We spent the night in a hotel at the top 83. _____

of the mountain. The food was expensive and the service was 84. _____

good. I was so tired that I fell asleep at the moment my 85. _____

head touched the pillow.

【答案与解析】

76. famous前加上a.(名词数)

77. 正确

78. we前面加when,引导一个时间状语从句。(句子成分多分析)

79. them→us (逻辑错误须关注)

80. visiting→visited(非谓动词细辨别)

81. picture→pictures(名词数)

82. passes→passed(动词形)

83. 去掉down(习惯用法要记住)

84. and→but(逻辑错误须关注)

85. 去掉at(句子成分多分析 / 习惯用法要记住)

高中英语教案范文大全(第3篇)

(1)课题:Friendship

(2)教材分析与学生分析: 本单元的中心话题是“友谊”,几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法;Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考,使学生明确不仅人与人之间可以做朋友,日记也可以成为人们的朋友;Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事;Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。

(3) 课时安排:The first period: Speaking: Warming Up and Pre-Reading The second period: Reading

The third period: Grammar

The forth Period:Listening

The fifth period: Writing

(4)教学目标:

①知识与技能:Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.

②过程与方法:本单元在读前阶段就提出问题,让学生思考是不是只有人与人之间才能交朋友,然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上,可以再引导学生深入讨论几个与本单元话题有关的问题:1.描述朋友; 2. 结交网友;3. 观点交流;4. 善不善交朋友; 5. 朋友的重要性。

③情感态度与价值观:学完本单元后要求学生进行自我评价,主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣,有哪些收获,解决了什么问题。使学生加深对友谊、友情的.理解,以及如何正确交友,处理朋友之间发生的问题等。

(5) 教学重点和难点:

词汇:add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

短语: add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

重点语法项目: 直接引语和间接引语的互相转换

难点:Understand the real meaning of friends and friendship;

Discuss the answers to the questions (Reading);

How to teach the Ss to master the usage of Direct Speech and Indirect

Speech(Statement and Questions).

(6) 教学策略: Discussion, Student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation

(7) 教学煤体设计: A projector and a tape recorder.

(8) 教学过程:

Period One:Speaking (Warming Up and Pre-Reading)

Aims

Talk about friends and friendship.

Practise talking about agreement and disagreement.

Step I Revision

Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.

T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

Step II Warming up

T: / think most of us have some good friends. Do you know why people make friends with one another?

Step III Talking(WB P41)

First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.

T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.

1 Do you agree with her?

2 What do you think of people from foreign countries?

Agreement Disagreement

I think so, I don't think so.

I agree.I don't agree

That's correct.Of course not.

That's exactly my opinion. I'm afraid not.

You're quite right. I don't think you are right.

Step IV Speaking(B P6)

First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.

At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will

A. ask him / her to pay back as soon as possible; or you'll end the friendship.

B. ask him / her to pay back if he / she has.

C. tell him / her not to return it.

2. Your friend said your bad words behind you. You will

A. ask him / her to say sorry to you , or you'll stop your friendship.

B. excuse him / her and forget it.

C. ask others to tell him / her that he/she is wrong.

3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will

A. tell him your parents ask you to do homework at home.

B. tell him / her a lie that you are ill.

C. say sorry to him / her and plan to meet him / her another time.

4. You borrowed a bike from your friend, but you had it stolen. You will

A. buy a new one which is the same as his / hers.

B. just tell him / her you had it stolen.

C. say sorry to him/her and buy him/her an old one

After they finish choosing the answers, show the scoring sheet on the screen.

Instructions:

2-5 A fair-weather friend

Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.

You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.

6-11 A school friend

You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.

12-17 A best friend

You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.

18-21 Forever friend

You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.

课后反思:本课教学设计容量和密度较大,但难度适中,大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

高中英语教案范文大全(第4篇)

短文改错(共10小题;每小题1.5分)

下文中共有10处错误。在缺词处加一个漏字符号(Λ),并在其下面写出该加的词。把多余的词用斜线()划掉。在错的词下划一横线,并在该词下面写出修改后的词。

注意:1.每处错误及其修改均仅限一词;

2.只允许修改10处,多者(从第11处起)不计分。

As summer vacation are coming soon, my classmates are trying very

hardly to get train tickets to go home. But I have made up my minds to spend

the vacation far from home for first time in my life. My parents have agreed to

visiting me, and I will have a different vacation. When they came here, I will

show they around my university and the city as well. I have decided to buy

them some nice gifts. It will be a big surprising for them. My parents had done

a lot for me, and I think it is high time that I did anything special to express my

thanks.

答案:

As summer vacation are coming soon, my classmates are trying very

is

hardly to get train tickets to go home. But I have made up my minds to spend the

hardmind

vacation far from home for∧ first time in my life. My parents have agreed to

the

visiting me, and I will have a different vacation. When they came here, I will show

visitcome

they around my university and the city as well. I have decided to buy them

them

some nice gifts. It will be a big surprising for them. My parents had done a lot for

surprisehave

me, and I think it is high time that I did anything special to express my thanks.

something

高中英语教案范文大全(第5篇)

  一、教学内容

  Warming up; Pre-reading; Reading; Comprehending (pp.1-2)

  二、教学目标

  在本节课结束时,学生能够

  了解文化遗产的基本概念、本质特点以及基本类型。

  通过找读(scanning)关键词、略读(skimming) 和精读 (careful reading),了解有关琥珀屋的故事。

  用归类法学习词汇。

  用自己的话复述琥珀屋的故事。

  运用本课时学习的内容和自己已有的知识讨论相关话题。

  三、教学步骤

  步骤一、热身

  1.请学生看学生用书p.1或者PPT中的图片,两人一组讨论三个问题。教师请几组学生回答问题,然后综合大家的看法总结出文化遗产的定义。

  2.请学生说出一些中外文化遗产的名称,教师写在黑板上。可以采取小组竞赛的形式,比一比看哪组说得多、说得正确。

  注:问题中出现了五个生词。rare,valuable和survive很难根据上下文猜出词义,教师可以布置学生课前查字典自学其词义,用法可以留到词汇课处理。vase一词通过图片可以猜出,dynasty可以通过语境猜出。

  设计意图:通过呈现图片和小组竞赛引起学生对本单元话题的兴趣,使学生了解文化遗产的概念,为过渡到下一步学习做好铺垫。

  步骤二、读前

  1.请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p.1的琥珀饰品图片,然后请学生回答问题,并根据课文标题和图片预测课文内容。

  2.词汇准备:请学生把书翻到p.89本单元词汇表,根据要求独立地找出相应的词汇。找三个学生分别说出答案,其他学生和教师补充或更正。

  设计意图:通过观察实物、回答问题,使学生把琥珀和文化遗产联系起来,从而引入阅读主题,并让学生预测阅读课文内容;通过让学生根据要求找出相应词汇教给学生用归类法学习词汇,同时为之后的阅读扫清词汇障碍。

  步骤三、读中

  1.请学生略读课文,核查自己预测的内容是否正确。

  2.请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题,然后在限定时间内快速浏览阅读课文的每一段,完成练习二的阅读任务,确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案,其他学生和教师补充。

  3.请学生再读一遍课文,根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件,完成下面的表格。

  4.请学生两人一组,仔细阅读第一段和第三段,归纳琥珀屋能够成为世界奇观的原因。

  设计意图:通过略读课文检测读前预测是否正确,并对课文内容有大体的了解;练习二的五个问题分别概括了每段的段意,考虑到高一学生概括能力较弱,采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度;通过回答五个问题使学生了解课文的细节内容,明确概括段意的依据;通过填表让学生学会根据时间、人物等关键词快速确定主要信息;通过仔细阅读和分析课文重点内容培养学生的分析能力,同时也使他们进一步理解琥珀屋作为文化遗产的理由。

  步骤四、读后

  请学生两人一组根据PPT表格中的提示复述课文,然后教师选两个学生当堂复述。

  设计意图:通过复述检查学生对文章大意的了解程度,并检测学生归纳总结和口语表达能力。

  步骤五、讨论

  请学生四人一组讨论问题,每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论,记录员记录大家的看法,发言人代表小组陈述大家的看法;讨论后教师请持不同观点的小组分别阐述理由,其他持相同观点的小组补充。观点没有对错之分,但要言之有理,有充分的论据支持自己的观点。讨论时可以参考PPT中的一些表达法。

  设计意图:通过讨论培养学生勤于思考的习惯,锻炼口语表达的能力;同时也增强学生保护文化遗产的意识。

  步骤六、作业

  设计意图:通过听课文录音并朗读帮助学生掌握正确的语音、语调;通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。

高中英语教案范文大全(第6篇)

099.

This is the BBC in London. Here is the news at ten.

South Korea has the most effective edudation system of the world's richest countries, with Japan in the second place and the United States and Germany near the bottom, a United Nation's study said Tuesday. The ranking provides a comparison of the developed world.

The study is based not on how many students reach what level of education, but on testing what pupils actually know and what they are able to do, including their abilities in reading, math and science.

Germany, with its strong eucational tradition, occupies the 19th place out of 24 nations, just behind the United States in 18th place.

An American government official said, "Our schools are simply not good enough and they don't compare well with systems in other countries."

"It is clear that educational disadvantage is born not at school but in the home," said the report. "Learning begins at birth and is encouraged by a loving, stimulating environment."

参考答案:

(1) math and science

(2) South Korea

(3) second

(4) The United States/America

(5) 19th

高中英语教案范文大全(第7篇)

Lesson Plan Interpretation

NSEFC Book1 Unit3 Travel Journal

Hello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.

Ⅰ. The theoretical basis

First, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.

II. Understanding of the teaching material

My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.

At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.

That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:

a) Knowledge objectives

By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.

b) Ability objectives

Actually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.

c) Moral objectives

Though Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.

Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.

III. Teaching methods and studying ways

That’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.

Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.

I will use computer and blackboard as my teaching aids.

Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.

Step I: Lead-in and pre-reading (7mins)

Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.

In activity one, I will ask Ss two questions "Do you know some great rivers in China?" and "Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.

In activity two, I will ask the Ss to discuss in pairs and answer the question "How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.

In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.

Step II: While-reading (21mins)

While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.

1) Fast reading

During fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.

2) Careful reading

After getting the general idea of each Para., I will deal with the details Para. by Para..

In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.

In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.

And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.

Step III: Consolidation (6mins)

After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.

Step IV: Post-reading (10mins)

That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.

The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.

The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperation

Step V: Homework (1min)

Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..

Ⅴ. Blackboard design

On the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.

That’s all for my interpretation. Thank you for your att

高中英语教案范文大全(第8篇)

Good afternoon, everyone. It’s my great pleasure to be here sharing my lesson with you. The content is Senior High English Module 1 Unit 2 Modern heroes. I’ll be ready to begin this lesson from six parts, that is, analysis of the teaching material, analysis of the Students, teaching aims, teaching important and difficult points, teaching methods and teaching procedures. First of all, let me talk about the teaching material.

Part 1 Analysis of the teaching material:

Unit 2 is about different heroes, in which most students are interested. By studying this unit, we’ll enable the students to know how to be a hero and develop their interest in heroes. Lesson 1 plays an important part in the English teaching in this unit. If the students can learn it well, it will be helpful to make the students learn the rest of this unit. This lesson is about a national hero——Yang Liwei who is famous for the first astronaut of China, which, I think, the students are familiar with. There are many new words and expressions related to space flight appearing in the reading material, too.

Part 2 Analysis of the Students:

Aged 15-16 years, the students in Senior1 think actively, respond swiftly and have the courage to express their thoughts and ideas. Just entering high school and lacking in the ability of active learning, however, they haven’t formed a good habit of learning English. When it comes toreading, they haven’t master how to use extensive and intensive reading skills and the abilities of summary and induction as well. In a word, students haven’t mastered the reading strategies. On the other hand, after a certain time of training, they’ve mastered some reading skills, such as group work, using the culture and background knowledge etc.

Part 3 Teaching aims:

According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching aims are the followings:

Knowledge goals:

●To learn some words and expressions related to space flight appearing in the reading material.

Ability goals:

●To improve students’ basic ability of listening, speaking and reading.

●To practise extensive reading in order to understand the main idea of each paragraph and guess the meaning of new words from the context.

Emotional goals:

●To motivate students’ interest in space exploration of China.

●To help student to learn to cooperate with each other.

Now, let’s come to the Important and the Difficult points.

Part 4 Teaching Important and Difficult points:

The important and difficult points of this period lie in: To achieve the teaching aims better and make the student respond actively to complete the tasks. But how to? According to the analysis of the teaching material and the students’ learning background, I will use the following methods.

Part 5 Teaching Methods:

In my opinion, the main instructional aims of learning English in the High School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use the “communicative approach” to mobilize the enthusiasm of the students to actively participate in class activities and fulfill the tasks of teaching through teacher-student interaction and group discussion.

At the same time, I’ll also use “task-based approach” in my teaching, which offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome. I’ll make use of the modern electricity teaching equipment and all kinds of teaching means, which can develop the Ss creativity in learning English.

Part 6 Teaching procedures

Step 1 Lead-in.

Show the students a piece of video: the launch of Shenzhou V

Then ask the students the following questions:

Do you know who was in the spaceship?(Show the picture of Yang Liwei)

What do you know about him? (Show the profile of Yang Liwei )

How do you feel about him?

How did you feel about China’s first manned space flight?

Purpose of my design: This activity can stimulate the interest of students, which naturally leads to the topic of this period.

Step 2 Fast readingAsk the students to skim the passage to complete the task. ( Show the students the exercise on the screen)

Task 1: Divide the class into two groups: boys and girls. Ask them to read the article quickly and the boys circle all the words related to a spaceship’s movement while the girls circle all the words related to Yang Liwei’s movement in the spaceship.

Then ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.

Purpose of my design: Enable students to understand the given material better using a useful reading skills. Dividing the class into two groups--boys and girls, will create a competition between the boys and girls, which, of cause , makes the studens more actively participate in the class activities.

Step 3 Detailed reading

Task 2: The students have got some basic understanding of the passage after Task 1.This time show the boy students five questions to answer, requiring them to conduct a second reading and get a further understanding of the passage . At the same time ask the girl students to find out the headings of the paragraphs and match them together.

Boys:

1. How did Yang Liwei feel during the flight? How did he feel afterwards?

2. What did Yang Liwei do during the Shenzhou V’s seventh circle of the earth?

3. How many circles did the spaceship complete while Yang Liwei was sleeping?

4. What were helicopters doing as Yang Liwei returned to the earth’s atmosphere?

5. What did Yang Liwei do when he came out of the spaceship?

Girls:

Para.1 Introduction

Para.2 An exciting lift-off

Para.3 During the flight

Para.4 International good wishes

Para.5 Astronaut lands safely

Para.6 Welcome home

Then ask the boys to judge whether the girls’ answers are right or wrong and the girls do the same.

Purpose of my design: The task makes students more familiar with the passage, train their reading speed and reading strategies and develop the students’ capacity of induction.

Step 4 Post reading

(Show some sentences with pictures to students, then ask them to guess the meaning of some words or phrases. )

Task 3: Ask the students to guess the meanings of some words and phrases together with some pictures. Then ask the students to complete the following exercise shown on the screen, using some words and expressions in this passage.

China’s first spaceship at 9 a.m.,October 15,2003. The first Chinese ,Yang Liwei said, “When the spaceship was , I could really feel the high . When the spaceship from the rocket, I suddenly got a feeling of the sky.” During the 21-hour space , the spaceship the earth 14 times. When the space was the earth for the seventh time, Yang Liwei showed the

of China and the UN, the wishes of Chinese to space peacefully. Yang landed . The spaceship was red when it came into the earth’s . The ship was shaking when it let out its . At the same time were ready to save Yang. Yang climbed out of the spaceship, smiled and to the crowds waiting for him.

Purpose of my design: Present some key words and phrases appearing in the passage, and fill in the blanks to increase the students’ ability of language use. Then ask the students to report the answers one by one. This task can test the students’ learning effects.

Step 5 Free discussion

Task 4: Ask the students to Work in pairs. Imagine one is Yang Liwei and the other is a reporter from CCTV. Make up an interview between them.

Example:

Reporter: When did the spaceship lift off?

Yang: It lifted off at 9 a.m. on October 15th, 2003.

R: What did you eat in space?

Y:…...

Purpose of my design: Most students can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak English. In fact, it is a kind of demand of human being. “Task-based” method is used here to develop the students’ ability of communication and also their ability of co-operation will be well trained.。

Step 6: Homework.

1.What do you think of Yang Liwei? Please write 5 or 6 sentences.

2. Read the article space heroes on page 32

Purpose of my design: I think homework is so important that the students should practise English as much as they can in class or after class. It is necessary for the students to do some exercises after class to master the knowledge they learned, which is an extension of the previous lesson.

高中英语教案范文大全(第9篇)

Ⅰ. Teaching Basis (教学依据) :《普通高中英语新课程标准》

Ⅱ. The Type of the Text (课型) :Revision (复习课)

Ⅲ. Teaching Methods(教学方法): Question-based method(提问式),Group discussion

method(小组讨论法),Cooperative learning(合作探究),Practicing(练习).

Ⅳ. Teaching Aids (教学手段) :Multimedia computer(多媒体电脑),Learning

paper(导学案),Blackboard(黑板).

Ⅴ. Teaching Aims(教学目标) : ①Knowledge aims(知识目标):

words: achievement, specialist, organization, hard-working, confident….. phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., It is/was+….+that…. grammar: Subject-verb agreement.

②Ability aims(能力目标): Develop the students’ ability to use the important

language points, enable students to describe people using the adjectives.

③Emotional aims(情感目标): Encourage the students to think about what makes a

person great.

Ⅵ. Teaching focuses(教学重点):Get the students to review and consolidate what they

have learned in this unit.

Ⅶ. Teaching difficulties(教学难点):Get the students to turn what they have learned into

their ability.

Ⅷ.Teaching procedure(教学过程): Step 1 复习学案情况反馈(1分钟)

Step 2 lead-in :通过图片展示的方式,过渡到知识竞答类节目《一站到底》,本节课也将模仿这种模式授课。依次介绍本节课的竞答规则:

本此活动分为五轮淘汰赛,全班共八个小组,每个小组推荐一名选手(作为本组站神)进行参与:

→→第一轮采用记单词的方式,进行车轮大赛,最终淘汰掉一个小组,剩余七个小组成功晋级第二轮,成功晋级的小组将获得5分,加入到本组的总量化分数中;

例:

1. n.成就,功绩 _______________________ 7 .n. 巢,窝 ________________________

2. n.福利,福利事业 _________________ 8..n. 联系,关系,结合,纽带_________ 3. n,项目,工程,规划 _________________ 9. n. 观察,观测,遵守 ______________ 4. n.学会,学院,协会 _________________ 10. n. 童年,幼年时期 ________________

???.

→→第二轮节采用记短语的方式,在成功晋级的7个小组中进行车轮赛,最终淘汰掉两个小组,剩余5个小组成功晋级第三轮,成功晋级的小组将获得的分数为上一轮得分的二倍(即5-2=10); 例:

1.过着…的生活 ____________________ 6 .离开,启程,出发 ________________ 2.涌上心头,涌入脑海 ______________ 7.藐视,瞧不起 ___________________ 3.查阅,参考,谈到 _______________ 8. 碰巧,凑巧 ___________________ 4.偶然遇见,碰见 ________________ 9 继续,坚持 ____________________

???

→→第三轮采用背诵句子的方式,在成功晋级的5个小组中进行车轮赛,最终淘汰掉三个小组,剩余两个小组成功晋级第总决赛,并且这两个小组均获得一次免答权,这两个小组将获的分数为上一轮得分的二倍(即10-2=20); 例:

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。

She (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;

back to the place we left the family sleeping in a tree (3)简预先提醒我们,到下午的时候我们就会又脏又累,她说对了。

(4)她母亲头几个月来帮过她的忙,这才使她得以开始自己的计划。

begin her project.

(5) 比方说,她的一个重要发现是黑猩猩猎食动物。

was that chimps hunt and eat meat. ???

→→第四轮为复活赛,在前三轮车轮赛中被淘汰的6个小组,均可获得一次复活机会,但是复活赛的要求非常苛刻,每个参赛的小组必须能够正确背出随机指定的3个句子,8个短语,10个单词,如能成功过关,将直接晋级总决赛,但不享有免答权;假如没有成功过关,所有分数将清零。 例:

(1)她的一生全都奉献给了中国妇女和儿童的医疗事业。

speakers.

A. go on B. carry on C. carry out D. work on

3. The new equipment ________ the disabled during the 2008 Beijing Paralympics. A. was intended for B. was intended to C. intended for D. intended to

4. He was an ________ poet at that time and his _____ poems spread through all the country. A. inspired;inspired B. inspiring;inspired C. inspired;inspiring D. inspiring;inspiring

She (2)这意味着我们要返回前一天晚上我们离开时黑猩猩一家睡觉的大树旁。;

???

注意事项:(1)小组加分不累计。

(2)前三轮车轮赛中,每次选手必须更换,从第四轮开始可自由安排,各

小组相互监督,如有违规取消其参赛资格及所得分数。

(3)每轮车轮赛中间设1-2分钟准备时间。 (4)参赛选手在准备时间内抽取答题顺序。

设计意图:(1)增加学习的趣味性,提高学生的参与度,提高课堂效率。 (2)培养团队协作能力,增强竞争意识。

(3)尝试一种新的模式,改变英语课堂的沉闷现状。 Step 3 Summing up (总结):

Step 4 Homework :(1)写作专题突破, 根据提示用英语写一篇介绍宋庆龄的短文。

(2)Review and summarize what you have learned in Unit 1. (3)Preview the next unit.

Step 5 Blackboard Design (板书设计):

back to the place left the family sleeping in a tree (3)简预先提醒我们,到下午的时候我们就会又脏又累,她说对了。

and she is right.

1.与某人联系______________________ 2.计算出,得出 _____________________ 3.大胆的说,直率的说______________ 4.迫不及待做某事____________________ 5.获得博士学位____________________ 6.为了某人 _________________________ 7.为什么不呢______________________ 8.大学入学考试(高考)______________ 1 .vt&vi. 举动,表现________________ 2 .vt. 观察,观察____________________ 3. vt&n. z尊敬,尊重,敬意_________ 4 . vt&vi.讨论,争辩,辩论___________ 5. vt.鼓舞,激发,启示_____________ 6 .vi.谈到,查阅,参考_______________ 7. vt,计划,打算 _________________ 8.vt 递送,生,接生,发表___________ 8.adj.直言的,坦诚的_______________ 10. adj.值得的,值得做的______________

……….

→→第五轮为总决赛,所有进入的总决赛的小组,将随机抽到一个单选题目,请在20秒的时间内给出答案,并进行解释说明,如果回答错误将直接被淘汰。直到剩余最后一个小组,最后的胜利者的小组将获得“站神”的称号,并将获得全场分40分。

高中英语教案范文大全(第10篇)

一.教材解读(Material Interpretation) 通常人们忌讳“只见树木,不见森林”,然而这里我们姑且就一个单元这只林片木来想象一下那片充满神奇的森林。从某种意义上说,这或许正是这套教材的编写者们的用意所在。高一英语新教材的编写依然以单元为单位,但每个单元打破了呆板的块状设计,换之于流畅的线型流程,为课堂教学的灵活组织留下了更大的空间。

整个教材体现了Communicative Curriculum的指导思想。每个单元以功能为主题,话题为支撑,结构为平台,任务为载体,意义交流为目的,充分体现了语言运用的基本思路,为任务型课堂教学构建了框架,注重提高学生用英语获取信息、处理信息、分析和解决问题的能力,发展学生与人沟通和合作的能力。

本单元的主题是Technology,中心话题为Hi-tech,话题本身具有强烈的时代气息,贴近学生的实际生活,符合学生的认知水平,在学生中有较强的认同感。这一单元的交际功能项目(Functional Item)有两个:

1. Describing things

2. Expressing agreement & disagreement。

结构项目(Structure)为The Present Continuous Passive Voice;主要能力项目为Reading 和Writing,其中一个阅读正篇,两个Language Input, 要求学生学会阅读并在阅读中培养根据上下文或构词法理判断词义的能力,同时学会写信并在信中阐述问题的症结,发表自己的观点。拓展项目为如何运用高科技获取更多英语信息,提升英语学习,并探究科技为人类带来便利的同时可能存在的负面影响以及消除这些影响的解决办法。

二 教学目标(Instructional Objectives) 通过教学,学生能描绘一些日常用品(如第一课时的A Guessing Game 和Describing and Drawing),发现一些问题,发表个人观点,努力解决问题(如第二课时的Problems and Solutions,Role Play和A TV Chitchat Program: Help is on the Way);能学会与他人交流和合作(如第三课时中的Designing and advertising a new model of cell phone for Chinese high school students);能学会寻找适当渠道解决实际问题(如第四课时中的A Letter of Complaint to the Headmaster);能自己学会学习,在学习中建立输入假设,在实践中验证假设,并最后修正假设(如第四课时的对The Present Continuous Passive Voice的学习);能懂得基本的一些学习策略,并运用这些策略提高在一定的context 中对一些较难词义的推断能力(如第五课时中的Word and Strategy);能运用高科技获取更多英语信息,提升自己的英语学习(如第三课时中的Story Sharing和第六课时的Essay Writing);能探究高科技为人类带来文明和便利的同时可能存在的负面影响以及消除这些影响的解决办法(如第五课时中的Talk about the advantages and disadvantages of cellphones, robots, computers etc.);能在研究性的学习中进行自我反思,培养公民意识、社会责任感和全球观念(如第五课时中的A Probe into the Cause of Teenagers’ Addiction to Cyber Café和第六课时中的To Be a Technology-driven Human or not to Be);能在不断的反思中领悟并懂得人类追求高科技的根本目的,倡导人与人之间的友爱和真情(如第六课时中的写给未来控制了人类的巨能电脑Q12 的题为Love is the Everlasting Topic of the World的信)。

Unit 9 (SEFC 1A) Notion Technology Topic Hi-tech Functional Items 1. Describe things 2. Expressing agreement & disagreement Structure The Passive Voice (3) The Present Continuous Passive Voice Tasks 1.A Guessing Game Describing things and how they work 2. Describing and Drawing Topic Touch 2. Role play Solving problems by giving opinions 3. A TV Chitchat Program Help is on the Way 4. A Project Designing and advertising a new model of cell phone for Chinese high school students 5. An Investigation Teaching and Living Facilities of the School 6. A Discussion Damage That Is Being Done to the Earth 7. An Interview Voice of Students 8. A Letter of Complaint 9. A Hi-tech Show 10. A Survey A Probe into the Cause of Teenagers’ Addiction to Cyber Café 11. A Debate To Be a Technology-driven Human or Not to Be 12. A Letter to Q12 Love is the Everlasting Topic of the World 13. An Essay Big Thing Moral Goals 1. Creative Thinking 2. Communication and Cooperation 3. Love and Caring 4. Environmental Protection 5. Social Awareness 6. Global Sense 三.教学设想(Teaching Assumptions) 在整个单元的教学中我们突出以话题为纲,交际功能为主线,兼顾结构,适当拓展。在教学方法上坚持以Communicative Approach为主,辅以其他多种有效教学方法。充分运用任务型教学途径,精心设计各种任务,以任务为载体,搭建意义交流舞台,创设各种情景途径,创建各种情感体验机会。通过教学,进一步发展学生基本语言运用能力,激活学生的英语思维,保持英语的学习热情,使精心设定的Moral Goal 的完成能水到渠成。例如,提高用英语获取信息、处理信息、分析和解决问题的能力,发展学生与人沟通和合作的能力;激发学生对事物深入了解的探究心理,逐步养成研究性学习意识; 通过自主学习和社会调查,和与发展国家在科技方面的比较,了解社会,增强社会责任感((Social Responsibility),强化祖国意识(National Awareness),培养全球观念(Global Sense)。 1.话题拓展 (Extended Topics) 以Technology为主题,由中心话题衍生出六个Sub Topics, 分别是New Uses of Things, Problems and Solutions, Life in a Technological Era, Teaching & Living Facilities of the School, Controversy about Technology 和Attitude towards Technology。

高中英语教案范文大全(第11篇)

  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 text 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 text 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 Text-based Reading(17 mins)

  Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 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 text.

  2.The Purpose of Activities

  (1)Students will get the general idea as well as the structu re of the text by skimming.

  (2)Students will get the detailed information and have a deeper understanding of the text.

  (3) Students will get inspired while analyzing the secret to Charlie Chaplin’s success by interpre ting and appreciating some key sentences in the text.

  课后习题

  Step 5 Homework

  1. Students are to read the text carefully again and underline the phrases and sentences difficult to understand after class.

  2. Write a summary (about 130 words).

高中英语教案范文大全(第12篇)

教学内容分析

本单元的中心话题是“旅游”,可以说这是一个世界性的时尚话题,随着经济发展、社会进步、人们生活水平的提高,旅游作为现代人的一种生活方式,越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容,如:“人们在旅游中的交通方式”“旅游点的选择”,还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时,正赶上“十一”长假到哪去的话题,学生应该比较感兴趣。

Warming-up 由三部分组成:第一部分通过图例可以看出人们旅游过程中发生的不文明行为;第二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识,引出话题,为后面几堂课的讨论做好热身准备,是本单元的总动员。比如:第一部分的图例内容与eco-travel联系比较紧密,我就把它作为这一课(第六课时)的导入。

Listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知;后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言,掌握一些旅游中会碰到的常用表达法。

Speaking 提供的是关于“时光机器”的资料,幻想人们可以借助于这一神奇的交通工具,在过去、未来的时间长河里随心所欲地畅游,文后设计了表格。这是一个比较开放性的话题,学生可以展开想象,结合学过的历史、地理知识畅所欲言,能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能,按要求完成一定的表格,使之“说”的时候更言之有物。

Reading 分为三部分:pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题,启发学生预测课文内容;reading 是一篇关于探险旅游的材料,其中介绍了hiking 与rafting,话题较新颖;post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。

Language study 分word study和Grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆;语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对word study的处理,除了听写、默写等机械性记忆外,更多的是有意地把他们分散在每堂课的指令用语与话题里,让学生在语境中学,在运用中学。而Grammar则渗透在reading与 writing里学,道理也同上。

Integrating skills 部分可以说是阅读部分的延续,写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料,让学生稍作了解这一新名词的内涵后,完成文中的表格填写,算是一种mini-writing。

Writing本单元的要求是写信。以Sue的口吻给父母写两封信(分别写于周六、周日),对旅游中已做的,正在做的,将要做的事情进行如实描述。考虑到学完第三单元,已经完成了本册教学任务的四分之一,我在此安排了一大一小两作文。

Tips 告诉学生写作前要多作思考,不要急于动手。不失为一剂写作良方。

Checkpoint 简要地总结了本单元的语法重点,并提供了一些例句。

从内容的编排上可以看出,编者打破了原有教材每单元分课而设的框框,代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识,在分别完成四技能的基础上,形成较好的综合运用语言、解决问题的能力的导向,由此可见一斑。

我们教师明确了这一意图后,在引导学生进行四技能操练时就会有的放矢,做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇,如本单元新增了hiking, rafting, eco-travel等新词,相应地词汇要求的级别高了,语言的地道性也有了提升。还有workbook, 简直是又一本教材,里面提供了许多关于听、说、读、写的材料与练习,一方面为我们提供了丰富翔实的资料库,另一方面也许也增加了我们的负荷。这是我对新教材与本单元的一点理解。

教学重点难点:

(一)重点

1. 本单元的生词、短语

2. 有关旅游的一些表达法

3. 掌握游记与来往书信的写法

4. 复习动词的用法以及现在进行时用于将来的表达法

(二)难点

1. 动词时态的综合运用

2. 语法操练与语言交际活动的有机结合

3. 一些开放性话题的实现

4. 课外查阅资料的能力培养

教学目标

1. 语言知识与技能

1) 熟练掌握与话题相关的常用词汇与表达法

2) 培养学生听、说、读、写四技能的综合运用能力

3) 使学生能就given topics较好地完成一些开放性话题

4) 培养学生使用图书馆、网络查阅资料的能力

2. 情感态度与文化意识

1) 在有趣的话题激励下,诱导学生积极参与,充分调动他们学习的兴趣

2) 在师生互动的活动中,加强教师的亲和力,增进彼此的了解与沟通,充分发挥情感教学的优势

3) 在共同完成一些调查、采访、取长补短等任务的过程中,加强团体协作意识

4) 带领学生领略世界风光之美的同时,增强他们的环保意识

3. 学习策略

1) 兴趣教学策略,其中包括对话、讨论、表演等

2) 开放式教学策略,如:brainstorm, role play, given situations 等活动

3) 任务型活动策略,在做中学,在交际中进行真实运用

为了有效地达到以上教学目的,我设计了以下六个任务:

1)The students are to discuss the means of transportation

2)The students are to describe a place they know

3)The students are expected to know what an adventure travel is like

4) The students are supposed to take a virtual travel

5) The students are to write a travel diary/letter

6) The students are to finish a proposal letter/make a survey report

我把本单元计划为六课时,Warming-up & Listening(1课时),Speaking(1课时), Reading(一)(1课时),Reading( 二) (1课时),Grammar & Writing(1课时) ,Integrating skills (1课时),以任务为依托,分别对听、说、读、写四技能进行训练,各有侧重,但又互相结合。注重指导语篇阅读,逐步提高口头表达,笔头写作能力。

任务型语言教学的倡导者认为,掌握语言的途径是让学生做事情,即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时,语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时,习得也扩展到状态。

高中英语教案范文大全(第13篇)

一. 教材内容分析

本单元的中心话题是“电影”,本课是第三课时,是一篇传记体的短文,介绍当前好莱坞最有影响的导演艺术家—史蒂芬 斯皮尔伯格的创作生涯和一些作品。同一般传记一样,本文也是按照人物的生平时间展开:前两段记述了史蒂芬 斯皮尔伯格的早期创作尝试和生平,之后几大段介绍了他的事业和美满的家庭。学生从中可以进一步了解导演,也能体验一些影评的模式。

二.教学重点难点

(1).关系副词引导的定语从句和介词+关系代词引导的定语从句

(2)掌握相关的词汇和短语

(3)文章段落结构的分析并概括各段的段落大意.

(4)如何提高学生的阅读能力。

(5)对影视界名人及电影的评价(comments)如何写影评(review)。

三.教学目标

(一)知识技能

1. 掌握一些课文中涉及的词汇和短语:

如:academy, adult, industry, cruelty, marry, research, creature, owe…to…, take off, scene, blockbuster, director, script, studio, follow-ups等

2. 学习掌握一些重点句子:

如:This was a film in which … real actors… P31

Instead of …

This was the moment when …took off. P31

When asked about the secret about …he owes…to…P32

After that it still took …before… P32

3. 学习、掌握关系副词when,where.,why 引导的定语从句及介词+关系代词引导的定语从句。

4. 通过本课训练使学生能够提高他们的阅读理解能力,通过一些重点词汇及短语掌握文章大意。

(二)情感态度

1. 通过学习课文,培养学生了解、尊重异国文化,体现国际合作精神。

2. 通过开展小组活动,指导学生积极与人合作,相互学习,相互帮助,培养其团队精神。

(三)文化意识

1. 通过学习,了解国际导演史蒂芬 斯皮尔伯格。

2. 通过学习,了解世界影视文化,培养世界意识。

3. 通过中外影视文化对比,加深对中国影视文化的理解。

四.教具准备:

录音机,电脑,屏幕及图片。

五. 教学方法:

1.任务型教学法

学生学习本文时,我设计了一些任务,通过感知,体验,参与合作等方式,使学生的主动地位得到充分体现。如:要求学生阅读文章,回答问题,填写表格等。2.多媒体教学法

这一单元以影视为主题,利用多媒体展示影片相关图片,帮助学生用自己的话概括主要内容,提高课堂教学效率,增强学生学习兴趣.

六、教学步骤

Step one:Revision

1. check the words and expressions.

2. ask the students to explain the following words in English.

graduate work as play a role in

Step two: Pre-reading

此部分的关键在于让学生了解如何制作电影,尤其是通过了解电影的制作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).

活动形式

1.师生互动:教师提问If you want to make a film, who do you need to invite?通过此问题引出电影制作过程中所需的各种角色,如photographer, actor/actress, editor, director等等

2.小组活动:

1)教师可设置这样的讨论题:What part would you like to play in making a film?根据选择分组,让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论,学生不难发现,在电影的制作过程中,导演起了非常关键的作用。

2)根据所选的各种角色交叉分组,发挥各自的作用。

a. What would the scene be like and what happens in it?

b. Who are the main actors in that scene and what do they do?

c. Write a short dialogue and act it out

Step three: while--reading

本篇阅读材料是人物传记,介绍了导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习,旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。

活动形式:

1.小组活动(lead-in)

分别给出和斯皮尔伯格所执导的电影的几幅图片,引起学生的兴趣,让学生分组讨论,预测文章的主题.

T: now, please discuss the pictures in groups then guess what is the text about?

A few minutes later, the teacher ask several students to report their answers.

2.个人活动(Listening)

让学生听录音一遍,然后找出课文中所提及的五部影片的名字。

T: Who knows the names of the five films?

S:The five films are: Jaws, ET , Jurassic Park ,Schindler’s list, and Saving PrivateRyan.

T: You are correct.

3.个人活动(Skimming)

A.快速阅读课文,按时间主线制作一个Steven Spielberg 的要事记

The teacher shows the years on the screen.

1946, 1968, 1959, 1975, 1982, 1993

T : let’s check the answer. I would like this group to answer these questions.

Sa: in 1946 Steven Spielberg was born in America.

Sb: in 1968 Steven Spielberg made his first real film.

Sc: in 1959 Steven Spielberg won a prize for a short film.

Sd: in 1975 Steven Spielberg he made one of his first films Jaws

Se: in 1982 Steven Spielberg made the film ET which was about creatures that come to the earth.

Sf: in 1993 he made the film Jurassic Park

B.快速阅读课文的Para3—5 , 查找出有关这5部电影内容和主题的信息,并核对与自己猜想是否相符。

films Information of the film

Jaws(1975) About a big shark that attacks and eat swimmers

Et (1982) About a little creature comes from outer space

Jurassic (1993) About an island where a very rich man keeps dinosaurs.

Schindler’s list(1993) About The cruelty of war/a German who saves Jewish people from being killed in the war.

Saving private ryan(1998) About the cruelty of war/an American leads his team to search for a soldier named Ryan.

3.个人活动( Scanning)

阅读并查找有关Spielberg的信息:

When and where was he born?

When did he start making films?

What did he use to make films at first? and later?

What was his dream?

What did he study?

When and with what did his career take off?

What does Spielberg owe his success to?

Step four: Post-reading

该部分可分成两块,其中第二块内容可以提前到阅读中去完成,也可在读后总结,当学生读完影片内容时,可以根据自己的理解写出五部影片的内容是什么(写尝试应用定语从句,体验定语从句的结构)。第一块(Questions)中第1,3,5三个问题比较难,从文中直接找不到答案,也是学生理解上需要升华的部分。可以通过分组,让学生讨论来理解这几个问题。让学生领会以下几点:1)、英语作为工具的重要性 2)、不懈努力、持之以恒 3)、成功需要家人的支持,合作、互助精神。

T: let’s turn to page 32, part 1.work in pairs and answer the five questions:

1. Why did Spielberg study English instead of the film?

2. Why were the people who saw the film Jaws were afraid to swim in the sea?

3. How important is his family to Spielberg’s career?

4. What was Spielberg’s dream?

5. What have you learn from reading about?

Step four: Homework

1.Preview the reading Not One Less on page34

2. Make sentences with the following words:

(1)career (2)role (3) owe (4) award (5)accept

七、教学评价

根据《国家英语新课程标准》对外语教学评价的原则,对学生的评价应坚持形成性评价和终结性评价并重的原则,既关注结果(教学过程中忘记考试),更关注过程。在英语教学过程中更多地关注学生英语学习的过程、关注形成性评价,应重视形成性评价对学生英语学习的交流,对学生的书面作业、口头回答、演讲、朗诵等课外学习行为和学生的学习能力、学习态度、参与程度、合作精神等做出评价。形成性评价包括学生相互评价和学生自我评价等方式,应对学生的认知、情感、技能等方面给予综合评价,以帮助学生树立自信心、培养学生的学习能力和帮助学生确定合理的学习目标和使用恰当的学习策略。

形成性评价应采取多种评价方式,包括口头的、书面的、表格形式的,还可以建立学生个人学习档案。

高中英语教案范文大全(第14篇)

  教材解读

  本单元紧扣“女性”这一中心话题,通过介绍几位生活在不同国度的杰出女性,探讨女性在社会生活中的地位、价值和贡献,关注她们所面临的困难,讴歌她们在社会各个领域的成就。学习本单元内容有助于提高学生对妇女的社会角色的认识,培养学生(尤其是女学生)的自信心、事业心和社会责任感,建立正确的性别观和社会观。

  “热身”(Warmingup)部分要求学生评论课本列出的六位女性,提出自己的观点和理由。该部分呼应了模块一中第五单元NelsonMandela-amodernhero的“读前”部分。在学习这一单元时,学生们经过讨论已总结出评定伟人的标准。因此,在教本单元时,教师可以让学生沿用这一标准,并针对本单元具体内容进行讨论,当然,学生也可以提出自己的看法。教师应当鼓励学生提出异议,但必须注意以下两点:(1)教师要引导学生提出积极意义的观点;(2)学生应有理有据地阐述自己的观点并使其令人信服。

  “读前”(Pre-reading)部分提出了两个问题:简·古道尔为什么不在大学里进行专业的生物学研究而要到非洲去研究黑猩猩?你同意她的这种做法吗?这两个问题还要求学生思考两种不同的研究方法(即实验室研究法与野外研究法)的优势与不足之处。然后,要求学生看课文中的标题和插图。

  “阅读”(Reading)部分以《非洲野生动物保护者》为题,描写了简与她的同事们在非洲原始森林观察非洲黑猩猩的一个片段,并阐释她从事这项工作的重要性以及她所取得的成就。尽管他们在野外的考察工作又脏又累,但他们觉得这样做是值得的,他们有一些重要的发现是在学校的实验室不可能获得的,这正是简·古道尔要到非洲原始森林来的原因。她通过许多年的研究,帮助人类了解黑猩猩的生活习性。她强烈呼吁让动物回归自然,反对用动物作广告或从事娱乐活动,她力图唤起人类理解动物、尊重动物和保护动物的意识,而她所取得的成就无疑是对有进取心的广大妇女的莫大鞭策和鼓舞。“理解”(Comprehending)部分有四项练习,分别从不同层面引导学生进行阅读。前三个练习通过选择题、归纳段落大意和填表格来检查学生对阅读篇章的表层理解程度。练习四要求学生必须在深刻理解课文内容的基础上,对课文中简的行为表达自己的看法。通过讨论这四个开放性的话题,可以坚定学生保护动物的信念。

  “语言学习”(LearningaboutLanguage)部分主要着重于词汇和语法的训练。词汇学习部分主要通过词语释义、同源词对比、反义填空等多种形式的练习帮助学生熟悉构词法、重点词汇以及短语。语法部分紧扣“主谓语一致”这一语法项目,重点学习如何确定集合名词的数,通过句子填空让学生在语境中判断几何名词单复数概念,并通过短文填空综合操练主谓语一致。该部分不仅关注主谓语一致的语法形式和意义,也关注了主谓语一致的语用价值。

  “语言运用”(UsingLanguage)部分综合训练听说读写的能力。阅读部分介绍了另一位杰出女性一一林巧稚,我国著名的妇科疾病专家。她以其执著的追求和不懈的努力

  教师备课系统──多媒体教案

  获得事业上的成功;她关注贫穷的妇女和母亲,尤其是农村妇女,她以善良和爱心赢得人们的尊敬。不但如此,她还把毕生的心血全部贡献给了她的病人和中国的医疗事业。这篇文章不仅仅要让学生了解一位中国杰出女性的生平,更重要的是它在如何选择未来事业的问题上给予学生一定的启发。听力部分要求学生在听完录音后,列出女性在通向成功道路上所面临的特有的困难。说的部分要求学生运用介绍人物品质和个性的形容词来描述生活中富有奉献精神的女性,然后,把她的故事、品质和个性写出来。写的部分从内容和方法两个方面给了四点提示。

  “小结”(Summingup)部分让学生从内容、词语和结构三个方面对本单元内容进行归纳总结。词汇部分的小结可以从构词法的角度进行适当的梳理和拓宽。

  “学习建议”(LearningTip)部分就人物描写提出了建议,即选取典型事迹,抓住人物特征。

高中英语教案范文大全(第15篇)

一、答题前先8看

1.句中各部分的结构是否完整,特别是每个句子要有动词;

2. 谓语动词的时态、语态;

3.非谓语动词的用法;

4.名词的单、复数,格的使用是否正确;

5.定冠词和不定冠词是否正确;

6.代词的格和性的使用是否有误;

7.定语从句中关系代词、副词是否准确无误;

8.并列句中的并列连词、主从复合句中的从属连词用的是否得当。

二、短文改错答题4原则

1.改动以最少为原则;

2.虚词以添加或删除为原则;

3.实词以改变词形为原则;

4.以保持句子原意为原则。

答题步骤:通读全文,掌握大意; 整句分析,逐行推敲。

三、短文改错答题的8个套路

1.动词错误:

①一般现在时与一般过去时错用;

②and前后动词时态不一致;

③主谓不一致;

④缺少动词,特别是be动词;

⑤第三人称单数形式错用;

⑥主动语态和被动语态错用。

2.名词错误:

单复数名词错用,可数名词与不可数名词错用。

3.连词错误:

连词包括关系代词、副词,并列连词and/or/but等。关于连词,一般考查从句关系:who/whom/whose/what/which/how/why/when/where/if/whether等。

4.冠词错误:

①误用a和an(根据单词的第一个音素来判定);

②误用a/an和the(固定搭配,或泛指、特指;多冠词或少冠词)

5.形容词和副词错误:

①系动词(be/am/is/are/was/were/become/go/smell/feel)后用形容词;

②词性的误用(形容词修饰名词;副词修饰动词、形容词)。

6.代词错误:

①代词的主格和宾格(I/me;he/him;she/her;we/us; they/them)错误;

②反身代词(myself/yourself/himself/herself/themselves/ourselves)使用错误;

③代词的单数和复数使用错误;

④代词指代错误;

⑤多代词或少代词。

7.非谓语动词错误:

①不定式、动名词作主语、宾语时;

②and连接的不定式或动名词前后不一致(尤其距离较远时);

③介词后用动名词形式作宾语;

④某些动词后要求接动名词或不定式。

8.介词错误:

①词组中的介词误用;

②介词意思理解偏差;

③介词的多用或少用。

四、答题后3核对

1.核对错项时,若的确有一时难以改出的地方,可以参考所改动项是否基本符合“1:1:8”的比例。即多一词1个,缺词1个,错词8个。

2.核对改正的语法项目是否有重复。因为短文改错往往覆盖面广,一般不会出现重复考查某个语法点的现象。

3.核对答题符号是否规范,位置是否准确,看看有无遗漏符号,忽略字母大小写和拼写等问题。

高中英语教案范文大全(第16篇)

Listening text 1:

A Great Chinese Scientist

Father of the Chinese space programme

Yu Ping (YP) is talking to her friend Steve Smith (SS) about Qian Xuesen and his work as a rocket scientist. Part 1

YP: What do you want to be when you grow up, Steve?

SS: I want to be an astronomer and visits stars. I wish to visit Mars one day.

YP: I think I’d like to work in the space industry too. I’d like to be a rocket scientist like Qian Xuesen. SS: What did you have to do to become a rocket scientist?

YP: Well, he first studied at university to be an engineer. Later he went to America to study for his doctor’s

degree. It was then he began to work on rockets.

SS: So it was lucky for out space programme that he came back to China.

YP: Very much so. There was no work on space rockets in China before he began his institute to design and

build rockets to go into space. Part 2

SS: Do you think he wanted to travel into space in one of rockets?

YP: I have no idea but I believe he looked forward to the first spacecraft by a Chinese astronaut.

SS: Yes. Now that China has sent satellites into space. I hope we’ll be the first to land on Mars. That would really be something special and if I were that astronaut I would put Qian Xuesen’s picture on Mars to show how much we admire his work.

YP: Indeed. He is rightfully called the father of the Chinese space programme. He is my hero and he is why I want to be a rocket scientist.

SS: Well, we’d better get on with our homework. We need good grades to get into university. YP: Right you are. See you, then. SS: See you.

Answer key for Ex. 2:

Main idea: It is about the role of Qian Xuesen in the development of space technology in China. Answer key for Ex. 3:

1. Qian Xuesen first studied to be an engineer.

2. In America he began to work to work on space rockets so that he was able to develop a space

programme when he came back to China.

3. When Qian Xuesen returned to China he set up a space institute to begin training people in how to

design and build rockets.

Listening on P.41:

Naming a Flower

Robert Briggs (RB) is talking to Zhang Wei (ZW) about a new kind of lily he has found.

ZW: Hello Robert. What’s that book you are carrying? RB: A book that helps you identify a flower. ZW: I see. Why do you want that?

RB: Well. I’ve found this lily. It looks different to me. So I want to find out if it’s new or not. Our biology

teacher told me that if it’s already known, I’d find it in this book. ZW: Wow! So you think you may have found a new lily?

RB: I hope so, but I have to do some research first to find out for sure. ZW: What happens if it’s in the book?

RB: It means that somebody else has found it and named it. Then I’ll know its biological name. ZW: What do you mean by the biological name?

RB: Actually like us a flower has two names. The first is the group of the flowers it belongs to---like a family

name. A rose is one such group. The second is the kind of flower ----like a given name. It may describe what the rose looks like; for example, the colour of an autumn sunset. Together you get the flower’s name , which is Rose Autumn Sunset.

ZW: Gosh! Who made that system?

RB: A great scientist called Carl Linnaeus. He lived in Sweden from 1707 to 1778. ZW: So long ago!

RB: Yes. And he solved a very serious problem for biology. ZW: What was that?

RB: Before him nobody could tell of a plant was new, as there was no way of checking. There’re so many plants,

you see!

ZW: Yes, I appreciate that! So his system is still used?

RB: Indeed it is. If my flower isn’t in this book, I’ll know that I’ve found a new kind of lily. ZW: That’s great! Can I come and help you? This research sounds fun. RB: Yes. And if I’m lucky…(fading out) Answers key for Ex.1: Go to your teacher

Go to a natural museum speak to a specialist Look it up in a flower book Answers key for Ex.2: The correct answer is C.

Summary A is not correct because it does not give enough information. Summary B is inaccurate. Answers key for Ex.3:

Biology, book, Sweden, 1707, 1778, serious Answers key for Ex.4:

1 It means that his flower has already been identified and has a name.

2 He would know by checking his lily against other lilies in the specialist book. If his lily is different ( for example in the number of petals or staments) it will be a new species.

3 All plants have two names just like people. The first is the group of flower they belong to and is like the family name. The second is the kind of flower within that group and is like a given/personal name.

4 Before Linnaeous there was no way of finding out whether a plant was new or not. This caused problems because different scientists claimed that they had found and named flower first. After he organized his

上一篇:学生会主席竞选演讲稿最新范文(11篇) 下一篇:一劳动节作文(8篇)

相关推荐

单位请假条范文(20篇)

单位请假条范文(20篇)

单位请假条范文(第1篇) 尊敬的公司领导: 本人于xxxx年x月x日登记结婚,并属于晚婚。根据国家有关婚假及...更多

邮件格式范文(9篇)

邮件格式范文(9篇)

邮件格式范文(第1篇) 我是20xx年xx月从xx科借调到区政府办任秘书工作的,主要负责城建、城市管理、环保、...更多

复函的格式及范文(10篇)

复函的格式及范文(10篇)

复函的格式及范文(第1篇) 收件人: ___公司 传真: 电话: 关于: 0412-6734992 13304203625 回复函 紧急...更多

思想汇报范文(18篇)

思想汇报范文(18篇)

思想汇报范文(第1篇) 敬爱的党组织: 自从20__年_月成为硕士研究生后,这一年来我的学习、工作和生活充实...更多

英语范文(7篇)

英语范文(7篇)

英语范文(第1篇) Pirates Treasure--Written by Carol Moore Ten steps from the porch and twenty steps...更多

养殖之家网速递