高中英语教案高中英语教案优秀7篇

2024-04-12 08:28:36

注重培养学生听说读写的语言技能及交往能力。首先，要精讲基础知识，加强基本训练，使学生获得综合运用语音语法词汇进行听说读写的交际能力。其次，要使操练形式与学生的生活时间紧密相连，从而使语言技能发展成运用语言进行交际的能力。下面是书包范文爱岗的小编给大家找到的7篇高中英语教案，仅供参考，希望可以帮助到有需要的朋友。

高中英语教案设计篇一

课题： Unit1 Festivals around world

学情分析：

教学目标：

1、语言目标：

1)。To get the students to talk about festivals

2)。 To learn about how festivals begin and howto celebrate festivals so as to enable them to learn more about differentcultures while learning different language 。

2、重点词汇和短语：

熟记课文中重点词组或短语。

festival， celebrate， celebration， lunar， takeplace， on the 15th day of the eighth lunar month， beauty， harvest， relatives，custom， admire， decorate， origin， separate， dress up， parking lot， luck money，family reunion， get together， Christmas，solar calendar， carnival， parade，Christian， Easter， Lantern Festival， Arbor Day， Pure Brightness Day， JesusChrist， the Easter Bunny， hot cross buns， the best bands

Sentence structures: (句子)

1)、Festivals are meant to celebrateimportant times of year。

2)、Discuss when they take place， whatthey celebrate and what people do at that time。

3)、Cara suggests that Li Mei change hershoes to something more fortable， wear some lighter and cooler clothing andalso take a hat。

4)、Easter customs include making andeating hot cross buns， coloring and searching for eggs supposedly hidden by theEaster

本事目标：

Letstudents to know how to get the key words from the conversation about thecarnival parade， and how to talk about sth。 happened。

五、情感目标：

Letstudents to know and pare Chinese festivals and customs with westernfestivals and customs。

六、教学重难点：

1、How to talk about the Chinesefestivals and social customs at festivals。

2、How to get the key words tounderstand the conversation about the carnival parade， to talk about sth。happened。

七、教学过程：

Step 1 Warming up

Step 2 Pre-reading

Lookat the pictures and discuss in pairs what kind of information you think will beintroduced in the passage。

Step 3 Reading and prehending

1。Ask the students to skim the passage and find out what festivals are mentionedin each paragraph。

Paragraph 1:__________________

Paragraph 2:__________________

Paragraph3: __________________

Paragraph4: __________________

Paragraph5: __________________

Suggestedanswers:

Paragraph1: Ancient festivals: celebrate the end of the winter， planting in spring andharvest in autumn; celebrate when hunters catch animals。

Paragraph 2: Day of the Dead;Halloween。

Paragraph3: Dragon Boat Festival; Columbus Day; October 2。

Paragraph 4: Harvest andThanksgiving festivals;

Mid-AutumnDay。

Paragraph5: Spring Festival; Carnival; Easter;

Cherry Blossom Festival。

2。 Read the passage carefully and answerthe true or false questions。

( ) 1)、The ancient people needn't worry about their food。

( ) 2)、Halloween used to be a festival intended to honor the dead。

( ) 3)、Mohandas Gandhi helped gain India's independence from the USA。

( ) 4)、ThanksgivingDay is held to celebrate harvest。

( ) 5)、Eastercelebrates the birth of Jesus。

高中英语教案设计篇二

课题： Unit1 Festivals around world

学情分析：

教学目标：

1、语言目标：

1)To get the students to talk about festivals

2) To learn about how festivals begin and howto celebrate festivals so as to enable them to learn more about differentcultures while learning different language 。

2、重点词汇和短语：

熟记课文中重点词组或短语。

Sentence structures: (句子)

1)、Festivals are meant to celebrateimportant times of year。

2)、Discuss when they take place， whatthey celebrate and what people do at that time。

3)、Cara suggests that Li Mei change hershoes to something more fortable， wear some lighter and cooler clothing andalso take a hat。

4)、Easter customs include making andeating hot cross buns， coloring and searching for eggs supposedly hidden by theEaster

本事目标：

Letstudents to know how to get the key words from the conversation about thecarnival parade， and how to talk about sth、happened。

情感目标：

Letstudents to know and pare Chinese festivals and customs with westernfestivals and customs。

教学重难点：

1、How to talk about the Chinesefestivals and social customs at festivals。

2、How to get the key words tounderstand the conversation about the carnival parade， to talk about sth。happened。

教学过程：

Step 1 Warming up

Step 2 Pre-reading

Lookat the pictures and discuss in pairs what kind of information you think will beintroduced in the passage。

Step 3 Reading and prehending

1、Ask the students to skim the passage and find out what festivals are mentionedin each paragraph。

Paragraph 1:__________________

Paragraph 2:__________________

Paragraph3: __________________

Paragraph4: __________________

Paragraph5: __________________

Suggestedanswers:

Paragraph1: Ancient festivals: celebrate the end of the winter， planting in spring andharvest in autumn; celebrate when hunters catch animals。

Paragraph 2: Day of the Dead;Halloween。

Paragraph3: Dragon Boat Festival; Columbus Day; October 2。

Paragraph 4: Harvest andThanksgiving festivals;

Mid-AutumnDay。

Paragraph5: Spring Festival; Carnival; Easter;

Cherry Blossom Festival。

2、Read the passage carefully and answerthe true or false questions。

( ) 1)、The ancient people needn't worry about their food。

( ) 2)、Halloween used to be a festival intended to honor the dead。

( ) 3)、Mohandas Gandhi helped gain India's independence from the USA。

( ) 4)、ThanksgivingDay is held to celebrate harvest。

( ) 5)、Eastercelebrates the birth of Jesus。

高一英语必修二全册教案篇三

一。题材内容及学习目的

本模块话题是“电影和电视节目”，阅读课文为影评。通过本模块的学习，使学生能用新学词汇、句型等基础知识，围绕话题开展厅、硕、读、写活动，能正确看待电影、电视的功能，并通过影视作品增长知识、丰富生活。

二。教学目标

1、语言知识

语音感叹句的语音

词汇 MODULE FILE ， VOCABULARY

语法 Adverbs of frequency and place

Adverbs and adverbial phrases

功能 Talking about how often you do things

话题从背景、情节、角色、演员和评论等方面讨论电影

2、语言技能

听能听懂广播、电视中比较简单的英语节目。

说能在老师指导下参与角色扮演等活动并能正确使用语音、语调。

读能连贯、流畅地朗读课文，并能根据上下文猜测生词的意思。

写能够描述简单的人物或事件并表达自己的见解。

高中英语教案篇四

教学准备

教学目标

1). To learn the knowledge of the cultural relics.

2). Discuss how to protect our cultural relics.

3).Reading and understanding, catching the history and information of the Amber Room.

4). Functional item, how to tell the story about the Amber Room

5). Finish the comprehending exercises after the reading passage.

6). Use scanning; skimming and careful reading to learn the story of the Amber Room.

教学重难点

Key points

To understand cultural relics.

How to tell the story about the Amber Room

Difficulties

Talk about cultural relics at home and abroad in English freely.

To learn the story of the amber room.

教学工具

课件

教学过程

导入

1). Guessing:

Teacher present some pictures and statements ,let the students guess whtat or where it is.

The Great Wall; The Pyramid ; Taj Mahal

2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:

A. Can you name them out?

Who have the right to own and confirm them?

(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden City

Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boat

and Mogao Caves)

Step I: Pre-reading

1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?

Show some pictures of amber. Let students know what the amber is and its value.

color yellow- brown

feel like feel as hard as stone

Amber is the fossil(化石) form of resin(树脂) from trees.

It takes millions of years to form.

2). Can you imagine a house made of amber?Please preview “In search of the amber room.”

Step II: Fsat reading and thinking about the title:

1). Teacher give students the following questions to think:

When you see this title, what do you want to know?

What is the Amber Room?

Why was it called the Amber Room?

What was it made for?

What happened to it?

Why to search for it?

(Ask the students just remember these questions in their mind not find the answers.)

2). Fast reading to get the main idea:

The Amber Room , which xxxxxxxsent to the Russian people as a xxx, was xxby the xxxxx soldiers .

(Students read the passage quickly and fill in the blans)

3). Now, let the students try to answer the questions in part 1). (PPT 7)

(Teacher may give some necessary help)

Step III: Scanning

Ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)

After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)

Step IV: Skimming

Ask students to skim the passage and complete exercise 2 on page2.

( 3 ) How did the Amber Room become one of the wonders of the world?

( 5 ) How was a new Amber Room built?

( 4 ) How did the Amber Room get lost?

( 1 ) How was the Amber Room made?

( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?

Step V: Careful reading

Let the students read the text carefully and try to find some details to complete the form on PPT 11.

Step VI: Role play

Just now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?

( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)

Homework

1. Read the story of The Amber Room again after class.

2. Write the introduction of the Amber Room you have discussed in class.

3. Prepare for next period by underline the difficult points in the text.

高中英语教案篇五

教学准备

教学目标

掌握住列举的重点单词和句子

教学重难点

掌握住列举的重点单词和句子并能灵活运用

教学过程

Ⅰ。重点单词

1.________ vi. 爆裂；爆发

n. 突然破裂；爆发

2.________ n. 事件；大事

3.________ n. 废墟；毁灭

vt. 毁灭；使破产

4.________ adj. 极度的

5.________ vt. 破坏；毁坏；消灭

6.________ vt. & vi. (使)震惊；震动

n. 休克；打击；震惊

7.________ n. & vt. 援救；营救

8.________ vt. 使陷入困境

n. 陷阱；困境

9.________ n. 灾难；灾祸

10.________ vt. 埋葬；掩埋；隐藏

11.________ n. & vt. 损失；损害

12.________ n. 裁判员；法官

vt. 断定；判断；判决

13.________ vt. 损害；伤害→________ n. 伤害；损害→________ adj. 受伤的

14.________ n. 电；电流；电学→________ adj. 用电的；带电的→________ adj. 与电有关的；电学的

15.________ vt. 使惊吓；吓唬

→ ________ adj. 受惊的；受恐吓的

→ ________ adj. 令人恐惧的

16.____________ n. 祝贺；（复数）贺词

→ _____________ vt. 祝贺

Ⅱ。重点短语

1.a (great) number ________ 许多；大量的

2.dig ________ 掘出；发现

3.________ an end 结束；终结

4.right ________ 立刻；马上

5.as ________ 仿佛；好像

6.________ ruins 严重受损；破败不堪

7.think little ________ 轻视，满不在乎

8.tens ________ thousands of 数以万计

9.be proud ________ 以……自豪

10.judge ________ 从……判断

11.be trapped ________ 陷入

12.be buried ________ 埋头于

13.put ________ shelters 搭建避难所

away ________ 离开

15.pay attention ________ 注意

Ⅲ知识点教案

EX.2 On seeing Jay Chow appear on the stage, the audience burst out _ shubaoc.com 书包范文…________ (cheer)。

burst with anger/ joy

勃然大怒

burst n.

突然破裂；爆发

a burst of laughter

一阵笑声

2、

n. 废墟，遗迹（常用复数形式）；毁灭

be/lie in ruins

成为废墟；严重受损；破败不堪

EX.1 All the towns were/lay in _____ (ruin) after the earthquake.

vt.毁灭；使破产

ruin oneself

ruin one’s health/fame/future

EX.2 过量吸烟损害健康，因此你应该戒烟。

Heavy smoking ruins your health, so you should give up smoking.

EX.3 用 ruin, destroy, damage填空：

① Her heart was slightly _______ as a result of her long illness.

② His life was ________ by drink.

③ The earthquake almost _______ all the bridges in this area.

3、 injure vt.损害；伤害

______ n. 伤害

______ adj. 受伤的

________ 伤员

Exs.

①The soldier was ______ in the arm in the war.

②She was ______ slightly in an accident during the work.

③This bright light will do great ______ to your eyes.

④I was very much ______ at his words.

看例句再归纳：

1、 I was shocked to hear that 17 people died in the explosion at a restaurant in Anhui.

2、 I was shocked at the news that 17 people died in the explosion at a restaurant in Anhui.

3、 I was shocked that 17 people died

in the explosion at a restaurant in Anhui.

excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…

6、 trap

vt. 使陷入困境

trap sb. into (doing) sth.

be trapped in

困在 ……中；陷在……中

EX.1 警察设圈套使他讲出实情。

The police trapped him into

telling the truth.

EX.2 对比练习

他陷入交通堵塞中，感到很无助。

1) He ___________ (trap) in the traffic jam and felt helpless.

2) When he __________ (trap) in the traffic jam, he felt helpless.

3) When __________ (trap) in the traffic jam, he felt helpless.

n. 陷阱；困境

set a trap to do sth./for…

诱使某人做某事

fall into a trap

落入圈套

7、 bury vt.

找出含bury 的短语并翻译

① The army organized teams to dig out those who were trapped and to bury

the dead.

掩埋

② He has learnt to bury his feelings.

掩藏、隐藏

③ You’ll never solve your problems if you just bury your head in the sand----you have to face them.

bury…in…

把……埋到……里；使……沉浸于……

④ She buried her face in her hands and wept.

bury one’s face in hands

双手掩面

be buried in/bury oneself in

专心于；埋头于；沉浸于

EX.1 对比练习：

他埋头学习，不知道他的同学们早已经离开了。

1、 As he ____________ (bury) in his study, he didn’t know that his classmates had left.

2、 As he __________ (bury) himself in his study, he didn’t know that his classmates had left.

3、 _____ (bury) in his study, he didn’t know that his classmates had left.

4、 ________(bury) himself in his study, he didn’t know that his classmates had left.

5、 8. right away

6、立刻、马上

7、 =right now/ at once/in no time

8、 by the end of 到时候为止（常与_________连用）

9、 EX.2 By the end of last month, he _________(learn) 3,000 English

10、 words or so.

11、 EX.3 我会用爱迪生的一句名言来结束。

12、 I’ll end up with a famous saying from Edison.

13、 10. Review

14、 a （great/large) number of +(pl.） n.

15、 the number of+（pl.）n.

16、 EX.1 The number of foreign students attending Chinese universities_________ (be) rising steadily since 1990.

17、 EX.2 ----The number of students are in

18、 the dining hall now.（改错）

19、 ----Yes. The number of students

20、 _____ (be) about 400.（填空）

21、 11. Thousands of families were killed and many children were left without parents.

22、 leave 做使役动词，意为 ___________________

23、 leave+宾语+宾补 {doing sth.

24、 {done

25、 {to do sth.

26、 {adj. / adv. /介词短语

27、 EX.1 You shouldn’t have left water ___________(run)。

28、 EX.2 She ran away _____________________

29、 _______________. (她跑开了，留下她的男友

30、一个人在雨中)

31、 12. It seemed as if the world was at an end!

32、 → as if用于陈述语气中：

33、 It looks as if it’s going to rain.

34、 She closed her eyes as if she was tired.

35、 → as if 用于虚拟语气中：

36、 1)。 She behaved as if nothing ______________(happen)。

37、 →as if___________ “似乎要做某事”

38、 2)。 He opened his mouth as if _________ something. (say)

39、 12. It seemed as if the world was at an end!

40、 → as if用于陈述语气中：

41、 It looks as if it’s going to rain.

42、 She closed her eyes as if she was tired.

43、 → as if 用于虚拟语气中：

44、 1)。 She behaved as if nothing ______________(happen)。

45、 →as if___________ “似乎要做某事”

46、 2)。 He opened his mouth as if _________ something. (say)

47、 the following sentences:

48、 1)。 All hope was not lost.

49、

50、 2)。 Not everyone has passed the exam.

51、 3)。 I don’t want both the ties.

52、部分否定/半否定:

53、 all/both/every.。. not.。.（not all/both/every…）

54、意为：______________________

55、 EX.1 ________ people can understand you.

56、 = _____ people can _____understand you.

57、并不是所有的人都能理解你。

全部否定：

no, never, none, neither, nobody,

nothing, no one, nowhere…

EX.2 这两个男孩对我们都不粗鲁。

Neither of the boys is rude to us.

Ⅳ。巩固考点作文串记

One night, everything began ___________ (shake)， with the pipes _________ (burst) and the electricity cut off. It seemed that the world was ______ an end. Some people were ______ (injure)， some buried in the _______ (ruin) and some missing. Judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. But all hope was not lost, ________ soldiers were soon sent to help ______. With the help of the soldiers, everything returned to _______ (peaceful)。

高中英语教案篇六

二十一世纪，中国将全面推进素质教育。中国共产党中央、国务院《关于深化教育改革，全面推进素质教育的决定》指出：“实施素质教育，就是全面贯彻党的教育方针，以提高国民素质为根本宗旨，以培养学生的创新精神和实践能力为重点，造就有理想、有道德、有文化、有纪律的德、智、体、美等全面发展的社会主义事业的建设者和接班人。进一步改革德育工作的方法，寓德育于各学科教学之中，智育工作要转变教育观念，改革人才培养模式，积极实行启发式和讨论式教学，激发学生独立思考和创新的意识，切实提高教学质量。要让学生感受、理解知识产生和发展的过程，培养学生的科学精神和创新思维习惯，重视培养学生收集处理信息的能力，获取新知识的能力，分析和解决问题的能力，语言文字表达能力以及团结协作和社会活动的能力。“根据素质教育的要求，英语教学必须进行改革。

高中英语课程改革的主要目的是：建立新的外语教育教学理念，使课程设计课程内容具有时代性，基础性与选择性；建立灵活的课程目标体系，使之对不同阶段与不同地区的英语教学更具指导意义；建立多元，开放的英语课程评价体系，使评价真正成为教学的有机组成部分；建立规范的英语教材体系以及丰富的课程资源体系，以保障英语课程的顺利实施。

因此，根据高中生认知能力发展的特点与学业发展的需求，高中英语课程应该强调在进一步发展学生综合语言能力运用的基础上，着重提高学生用英语获取信息，处理信息，分析问题与解决问题的能力，特别注重提高学生用英语进行思维与表达的能力；形成跨文化交际的意识与基本的跨文化交际能力；进一步拓宽国际视野，增强爱国主义精神与民族使命感，形成健全的情感，态度，价值观，为未来发展与终身学习奠定良好的基础。

在新一轮基础教育改革的今天，教师正面对着一个新的课程环境，新的课程研究模式，一个要求教师角色向广度延伸，向深度扩展的时代背景。在这个传统教育方式与现代教育方式激烈对峙的转型时期，交织着教师的退缩，彷徨，奋进的各种心态。课程改革的基础是教师，没有高素质的教师队伍，改革就难以成功。但像高素质的人才只能在改革之中而不能在改革之前产生一样，课程改革所需要的高素质的教师只能在改革中造就。所以，在高中英语新课标实施的过程中，我们英语老师究竟如何去应对这种改革背景，全面提高自身素质就成为新课程实施成功与否的关键所在。

要迎接好新课程的挑战，我们就要建立终身学习的理念，不断更新知识结构，发展专业能力与知识能力，以适应现代社会发展对英语课程的要求。树立终身学习的理念实际上就是强化教师自我发展的终身化意识，主要表现在：

首先，教师要不断进行教学反思。广泛的反思性教学实际上就是要求英语教师对教学不断反思、对业务不断提高、对自我不断发展，以促进教师发展朝终身化方向发展。反思将强化教师的创造性、激励个人成长愿望、有益于传授主要知识和培养课堂技能，养成教师的专业气质。以高标准进行反思性教学的教师将逐渐形成敏锐的专业判断力，使英语教师更加专业化。这就要求教师要克服一次性学习的观念，树立终身学习的精神，使每一堂课的教学都成为教师反思和提高的机会。那么受益的学生就远不只一堂课、一个班级。

自我发展的终身化就要求知识必须不断更新，那么英语教师的备课就要随时间的变化而变化，随班级、学生的不同而变化。这就意味着要求教师的每一堂课都要上出新意，都要推陈出新，无形中培养了教师终身学习、终身发展的意识。英语教师要力图把每一堂课都当作提高自己教学质量、指导课堂教学、拓宽自己专业眼界的机会。因为无论一个教学过程多么好，都可以改进或改革以更好地满足学生的需要。

其次，分析自己的教学经验，写教后感，有规律地反思成功或失败的经验。还要经常分析教学实践与学生学习之间的关系，以开放的心态对待创新，把学生的需要与长期的教学目标结合起来。一旦养成终身的自我评估习惯，教师将不断地挑战自己，发展自己，从而把专业的成长与发展和赋予课堂教学以活力当作自己的责任。

挖掘学生和当前语言教学的知识深度、开拓他们知识的内容广度、促进学生和教师的认知发展。要明确地认识到英语教学是一个发展的领域，所以英语教师要经常研究教学实践，精通专业人文知识，同时还要了解英语教学的前沿问题，跟上学科的发展。通过创新，通过各种方式主动研究自己的教学，追求、探索自己不熟知的领域，自觉养成终身研究的习惯。

再次，英语教师要不断分析、评价自己的教学质量，强化教学效果、促进学生学习，形成自己教学行为原理，促进终身自我发展。还要经常与同事交流、参加集体备课和研讨课，以类似的研究强化终身型的学者气质。另外，为更新自我知识，还要积极地与其它学科教师进行有效的互相交流和学习，积极寻求同事的帮助，以教师和学习者的身份继续发展自己。同时，参与同行教师的教学、欢迎同事以他们的观察帮助自己做自我评价，或学习其他在教学上富有经验的教师。从而提倡内部合作与团队精神，实现跨学科、跨层次教学。

新课程要求我们从以知识为本的教育理念转变为以学生发展为本的教育理念，重新认识高中英语课程的目标与定位。长期以来，我们高中英语教学的都是围绕着高考这根指挥棒，目的是为了高考能够出好成绩。因此，我们的英语教学工作带有明显的功利主义色彩，而忽略了它的人文性目的，忽略了语言对青少年进行素质教育方面的重要作用。《高中英语课程标准》明确指出：“高中阶段的外语教育是培养公民素质的重要过程，它既要满足学生心智与情感态度的发展需求以及高中毕业生就业，升学与未来生存发展的需要，同时还要满足国家的经济建设与科技发展对人才培养的要求。因此，高中阶段的外语教育有多重的人文与社会意义”。从这里可以看出，新课程要以培养学生的实践精神与创新精神为目标，共同为学生的终身发展打下良好的基础。

高中英语教案设计篇七

Understanding each other-Reading教案

Teaching aim:Knowledge aim:

Students can master the expressions about cultural differences。

Students will get familiar with the topic of culture and learn how to talk about different cultures and customs。

Ability aims:

Students can master the reading strategy to understand the use of examples。

Students will be able to get the main subject of the conversation through fast reading and the detailed information through detailed reading。

Students can talk about cultural differences in their daily life。

Emotional aim:

Students will learn to respect different cultures and customs。

Students will be more confident in speaking English in public。

Key and difficult points:

Key points:

Students can get the detailed information through careful reading。

Difficult points :

Students can apply the expressions into daily munication。

Students can show respect for different cultures。

Teaching procedures

Step 1: Warming up

Show some pictures of different wedding ceremonies in different countries and ask students to guess the country。

Justification: Attract students’ attention and lead students into the class naturally。

Step 2：Pre-reading

Show the title of the reading passage and ask students to predict what aspects of cultural differences the passage involves、For example:

T: Dear students， what is the title of our reading passage?

S:……

T:Yes、Correctly、It’s Cultural Differences、What kinds of cultural differences do you know?

S:……

T: Food， marriage and festival and so on、Excellent、You all have a broad knowledge、Of all these kinds of cultural differences what do you think the passage talks about?

S:……

T: Good job、Now let’s read the passage and find out if our prediction is right or not。

Justification : Arouse students’ interest in this lesson by asking them to predict what the passage is mainly about and help students to have a basic understanding of the topic in the reading text。

Step 3：While-reading

1。Global reading

Read the conversation quickly and find out the cultural differences the passage talks about、Later， ask some volunteers to share their answers。

Justification: Train the skimming ability of students and enable them to get the general idea of the passage as quickly as possible。

2、 Detailed reading

Read the passage carefully with the following questions。

Q1: In the west， when is the polite rime to open a present? Why?

Q2:What surprised Peter about the wedding ceremony in Korea?

Q3: what drink is not permitted in Brunei?

Q4: What kind of food do Brits eat at Bonfire Night?

Justification: Improve students’ reading strategies to find out the detailed information and understand the use of examples。

Step 4：Post-reading

Divide students into groups of four and ask them to have a discussion about cultural difference in 7minutes、And the discussion should be related to the following questions。

Q1: What do you know about cultures that are different from our own?

Q2: Why do we need to find out about other cultures’ traditions?

Justification: Help students to have a better understanding of cultural differences and improve their speaking abilities。

Step 5：Summary and Homework

1、Ask students to make a summary of the cultural differences mentioned in the text。

2、After the class， ask students to write a paragraph about how people can understand each other’s cultures better。

Justification: Consolidate what they have learned in this class and broaden their horizon。

高中英语教案 高中英语教案优秀7篇

高中英语教案设计 篇一

高中英语教案设计 篇二

高一英语必修二全册教案 篇三

高中英语教案 篇四

高中英语教案 篇五

高中英语教案 篇六

高中英语教案设计 篇七

高中英语教案高中英语教案优秀7篇

高中英语教案设计篇一

高中英语教案设计篇二

高一英语必修二全册教案篇三

高中英语教案篇四

高中英语教案篇五

高中英语教案篇六

高中英语教案设计篇七