作爲一位傑出的教職工，時常會需要準備好教案，編寫教案有利於我們弄通教材內容，進而選擇科學、恰當的教學方法。快來參考教案是怎麼寫的吧！下面是小編收集整理的高中英語公開課教案範文，僅供參考，歡迎大家閱讀。
高中英語公開課教案範文1
一、教材分析
主題公園作爲人類文明的一大體現，作爲當今社會人們主要休閒、娛樂方式之一，是一個非常貼近生活、具有時代性、可深度挖掘的教學主題。本單元以主題公園爲背景，圍繞a world of fun這一主題開展聽、說、讀、寫多種教學活動。單元語言素材涉及過山車、蹦極運動、自由落體車、賽車等娛樂方式及各類主題公園的不同特色，具有很強的時代氣息，貼近學生生活，有利於學生了解生活、運動與休閒，瞭解中外文化，增強世界意識，有利於培養積極的生活態度。
本單元的Warming up部分以圖片形式引入本單元的話題之一：amusement parks;並通過師生或生生自由問答，讓學生了解並交流個體各類活動方面的體驗、喜好及理由，從而引出話題amusement parks和theme parks,爲聽力部分和閱讀部分作必要的鋪墊。
Listening提供一個會議事例：在我市建一個主題公園的招標大會上，Fun Fun Productions and Merry Rides Limited兩個不同特色公司的代表人發表演說表達各自優勢以爭取承建權。在聽音之前需要作恰當的導入，聽時做課文1、2部分，聽後再作小組討論：選擇哪一家公司作爲承建商及給出相應的理由。這一話題具有社會性，時代性特點，在課堂上可以激發學生模擬真實語境進行創造性對話活動。
Speaking緊緊圍繞“問路與指路”話題：課內提供一張公園平面圖，學生根據出發點和目的地的聯繫進行有意義的對話實踐。Post-speaking內容擴展至生活實際情況。
Reading是一篇介紹主題公園的說明文。它包括主題公園的定義、特點，同時介紹了the World Park of China, the Ocean Park of Hong Kong, Disneyland in California三個不同的主題公園，引導學生了解和比較主題公園的不同主題，激發學生聯想主題公園的未來發展。Post-reading部分鼓勵學生自行設計主題公園活動，鼓勵學生積極想象、培養創新能力。
文章結構思路如下：
1)What is a theme park? →
2)Know about 3 great theme parks:
The World park ---People can have fun and experience sth different.
The Ocean Park in Hong Kong ---People come for thrills and entertainment and know more about the idea behind the park.
Disneyland in California ---The theme is the world of Walt Disney and his characters. →
3)New theme parks are being built.
篇章結構圖示：
What is a theme park?
Examples:
Three parks What do people
Themes, attractions experience and learn?
Theme parks in the future
課文線索內容複述如下：
When you come to a wonderful theme park, you are sure to enjoy yourself. You can find a collection of rides, exhibitions and other attractions. They are based on a common theme. On one hand , people can have fun, thrills and entertainment. On the other, theme parks are designed to teach people something. Those who come for thrills will also know more about a certain subject, such as life in the ocean, the discovery of the ancient world, and life in the future. What’s more, you may imagine much new things if you think you cannot get enough of scary rides and exciting adventures. Then there will be new designs, and new theme parks will be coming.
德育滲透：
- All work and no play makes Jack a dull boy.
工作而無娛樂使人愚鈍。
- Never should a man stay in a closed-door room. You should explore the universe to see how men are coping with the events of changing.
任何人都不應閉關自守，而應面向世界，以探索人們怎樣對付日新月異的事態發展。
- Never go to the forest if you are afraid of the wolf. (Lenin)
大膽的探索和體驗源自你的勇氣。(列寧)
Language study要求學生掌握和運用相應的詞彙;瞭解分詞的意義，學習掌握現在分詞作狀語的用法，區別運用分詞的進行式作狀語與完成式作狀語結構。
Integrating skills閱讀部分在主題公園的基礎上以rides爲主題內容，介紹了幾種不同的rides,要求讀後以課文爲基礎，鼓勵學生創造、想象，以小組活動形式設計並描述the scarest and most exciting ride in the word。
學生在本單元的學習過程中，除了增長語言知識、提高語言技能外，更要拓展文化視野，發展跨文化交際的意識和能力;並且結合個人經驗充分體驗他人在個別主題活動方面的感受，加強合作意識、陶冶情操，提高自身素養。
二、教學目標
知識技能：掌握並會運用有關詞彙、句型和現在分詞短語作狀語的用法。
情感態度：結合個人經驗充分體驗他人在個別主題活動方面的感受，倡導創新意識的培養、加強合作意識、陶冶情操。增強世界意識，培養積極的生活態度
學習策略：通過小組活動等，指導學生積極與人合作、相互學習、相互幫助，培養合作能力、團隊精神。利用圖書館、網絡等輔助學習，在學習、討論、反思和探索實踐中逐步形成策略。
文化意識：拓展文化視野，發展跨文化交際的意識和能力。
三、教學重點、難點
1.重點：
話題: Talking about amusement parks.
功能: Ways of giving directions.
Designing new things.
詞彙: theme create attract attractions lead to have sth. in common
thrills and entertainment be based on more advanced step into experience sth. risk injury give sb. a thrill scream one’s way… race against imagination design live to ride
表達用語: Excuse me. Am I going in the right direction?
Excuse me. Does this road lead to …?
Got it. Thank you.
句型: There is the Fun Fun Park, where we will have rides and entertainment.
What reason does he give for choosing his park?
Entering one of the attractions at Universal Studios is like steeping into the world of your favourite film.
It seemed like people just cannot get enough of scary rides and exciting adventures.
You can feel what it is like to live in space…
語法: The –ing form used as an adverbial.
eg. Many people come to the theme parks looking for thrills and entertainment.
Visitors leave knowing more about the idea behind the park.
Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.
2.難點：
a.動詞-ing結構作狀語的運用。
b.針對事物特點描述的寫作。
寫作技巧(如何描寫事物?Tips P70)
關鍵：抓住事物特徵
Ask ourselves questions as follows:
What is it?
What is the use of it?
What does it look like?
How large is it?
What does it sound / feel / smell / taste like?
How does it work?
What do people do to it?
What do people think of it?
Why do some people love it?
What is your opinion towards it?
四、課時安排
Period 1 Warming up and Listening
Period 2 Reading
Period 3 Speaking
Period 4 Integrating Skills
Period 5 Language Study
五、教學計劃
Period 1 Warming-up & Listening
Goals:
1. Talk about amusement parks and our experiences.
2. Learn to express likes and dislikes about the amusing activities.
3. Be able to listen for information and understanding.
Teaching Procedures:
Step 1 Warming-up
Task 1 Talk about the topic and the word FUN
Students talk about fun things use Adjs to describe fun things
Question 1. What is fun? (snowing, sailing, hiking, rafting---)
do fun things have in common?
Cooking is fun because it is challenging ( interesting, relaxing---).
3. Where can we have fun? ( cinemas, amusement parks, theme parks---
Fun is everywhere if we can enjoy it.)
Task 2 Talk about our own experiences
Questions: 1. Have you ever been to an amusement park? What did you see?
2. Have you ever tried sitting in a roller coaster?
3. How did you feel?
4. Do you like it? Why?
Task 3 Watch pictures and talk about likes and dislikes
1. Look at the pictures and name the activites
Question: Do you like these activities? Why / Why not?
2. Do an interview to find others’ ideas (make up a dialogue).
The dialogue can be like this:
Student A: Hello, .... Have you ever been to an amusement park?
Student B: Oh, yes. I have tried…
Student A: Do you like it?
Student B: Sure. I like it because it’s really exciting and …
Step2 Listening
Pre-listening Talk about the theme of the theme parks
A theme park must have a special theme.
Questions: If you are to build a theme park, what theme will you have? Why?
While-listening: Listen and finish the exercises 1 and 2
Post-listening: 1. Fill in the following form.
Which of the parks do you think is better?
Name Theme Your reason and ideas
高中英語公開課教案範文2
一、教學目標
本單元的中心話題是“電影”，本課是第三課時，是一篇傳記體的短文，介紹當前好萊塢最有影響的導演藝術家—史蒂芬斯皮爾伯格的創作生涯和一些作品。同一般傳記一樣，本文也是按照人物的生平時間展開：前兩段記述了史蒂芬斯皮爾伯格的早期創作嘗試和生平，之後幾大段介紹了他的事業和美滿的家庭。學生從中可以進一步瞭解導演，也能體驗一些影評的模式。
二、教學重點難點
(1).關係副詞引導的定語從句和介詞+關係代詞引導的定語從句
(2)掌握相關的詞彙和短語
(3)文章段落結構的分析並概括各段的段落大意.
(4)如何提高學生的閱讀能力。
(5)對影視界名人及電影的評價(comments)如何寫影評(review)。
三、教學目標
(一)知識技能
1.掌握一些課文中涉及的詞彙和短語：
如：academy, adult, industry, cruelty, marry, research, creature, owe…to…, take off, scene, blockbuster, director, script, studio, follow-ups等
2.學習掌握一些重點句子：
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.學習、掌握關係副詞when，where.，why引導的定語從句及介詞+關係代詞引導的定語從句。
4.通過本課訓練使學生能夠提高他們的閱讀理解能力，通過一些重點詞彙及短語掌握文章大意。
(二)情感態度
1.通過學習課文，培養學生了解、尊重異國文化，體現國際合作精神。
2.通過開展小組活動，指導學生積極與人合作，相互學習，相互幫助，培養其團隊精神。
(三)文化意識
1.通過學習，瞭解國際導演史蒂芬斯皮爾伯格。
2.通過學習，瞭解世界影視文化，培養世界意識。
3.通過中外影視文化對比，加深對中國影視文化的理解。
四、教具準備：
錄音機，電腦，屏幕及圖片。
五、教學方法：
1.任務型教學法
學生學習本文時，我設計了一些任務，通過感知，體驗，參與合作等方式，使學生的主動地位得到充分體現。如：要求學生閱讀文章，回答問題，填寫表格等。2.多媒體教學法
這一單元以影視爲主題,利用多媒體展示影片相關圖片，幫助學生用自己的話概括主要內容,提高課堂教學效率,增強學生學習興趣.
六、教學步驟
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
此部分的關鍵在於讓學生了解如何製作電影，尤其是通過了解電影的製作而突出導演的重要作用。Task: To experience being a director (write one scene of the film and act it out).
活動形式
1.師生互動：教師提問If you want to make a film, who do you need to invite?通過此問題引出電影製作過程中所需的各種角色，如photographer, actor/actress, editor, director等等
2.小組活動：
1)教師可設置這樣的討論題：What part would you like to play in making a film?根據選擇分組，讓他們討論選擇各角色的理由。同時討論各角色在電影製作中所做的不同工作。通過討論，學生不難發現，在電影的製作過程中，導演起了非常關鍵的.作用。
2)根據所選的各種角色交叉分組，發揮各自的作用。
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
本篇閱讀材料是人物傳記，介紹了導演Steven Spielberg的成長經歷以及他的主要成就和作品。通過文章的學習，旨在瞭解西方的電影文化背景以及學習名導Steven Spielberg的那種對自己的事業堅持不懈、孜孜以求的精神。
活動形式：
1.小組活動(lead-in)
分別給出和斯皮爾伯格所執導的電影的幾幅圖片，引起學生的興趣，讓學生分組討論，預測文章的主題.
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.個人活動(Listening)
讓學生聽錄音一遍，然後找出課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.個人活動(Skimming)
A.快速閱讀課文，按時間主線製作一個Steven Spielberg的要事記
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.快速閱讀課文的Para3—5 ,查找出有關這5部電影內容和主題的信息，並覈對與自己猜想是否相符。
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.個人活動( Scanning)
閱讀並查找有關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
該部分可分成兩塊，其中第二塊內容可以提前到閱讀中去完成，也可在讀後總結，當學生讀完影片內容時，可以根據自己的理解寫出五部影片的內容是什麼(寫嘗試應用定語從句，體驗定語從句的結構)。第一塊(Questions)中第1，3，5三個問題比較難，從文中直接找不到答案，也是學生理解上需要昇華的部分。可以通過分組，讓學生討論來理解這幾個問題。讓學生領會以下幾點：
1)、英語作爲工具的重要性
2)、不懈努力、持之以恆
3)、成功需要家人的支持，合作、互助精神。
T: let’s turn to page 32, part 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
iew 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、教學評價
根據《國家英語新課程標準》對外語教學評價的原則，對學生的評價應堅持形成性評價和終結性評價並重的原則，既關注結果(教學過程中忘記考試)，更關注過程。在英語教學過程中更多地關注學生英語學習的過程、關注形成性評價，應重視形成性評價對學生英語學習的交流，對學生的書面作業、口頭回答、演講、朗誦等課外學習行爲和學生的學習能力、學習態度、參與程度、合作精神等做出評價。形成性評價包括學生相互評價和學生自我評價等方式，應對學生的認知、情感、技能等方面給予綜合評價，以幫助學生樹立自信心、培養學生的學習能力和幫助學生確定合理的學習目標和使用恰當的學習策略。
形成性評價應採取多種評價方式，包括口頭的、書面的、表格形式的，還可以建立學生個人學習檔案。
