⾼中英语试卷讲评课教案范⽂集锦
以“英语课程标准”为宗旨，适应新课程改⾰的需要，⾯向全体学⽣，提⾼学⽣的⼈⽂素养，增强实践能⼒和创新精神。正确把握英语学科特点，积极倡导合作探究的学习⽅式。培养学⽣积极地情感态度和正确的⼈⽣价值观，提⾼学⽣综合素质为学⽣全⾯发展和终⾝发展奠定基础。以下是⼩编带来的内容，感谢您的阅读，希望能帮助到您！
⾼中英语试卷讲评课教案1
Step I.Revision
Check the homework with the whole class.
Step II. Warming up
Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.
T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”
S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.
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S2: The biggest noi was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV t.
T: That’s too terrible.
S3: The noi when planes take off.
S4: The sound of trains.
T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chine it is 天崩地裂?
Ss: No, we have no chance to hear that.
T: If there is a sound like this, what is it?
S5: When someone hears something une-pected and terrible. For e-ample, when one of his loved families dies, he will feel this sound.
T: Terrific! You are using a literary way to e-press the sound.
S6: When an earthquake happens.
T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?
S7: The earth is shaking . All the buildings will fall down.
S8: Many people will die. And perhaps many children will lo their parents.
T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you e in the pictures?
S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.
S2: From the picture of San Francisco,I can e that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large.
T: Good! What will happen if there has been a big earthquake in the two cities? Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion.
Step III.Pre-reading
There are two questions in this part. Both are very interesting. The first one c
an more or less reveal the students’ values; while the cond one can enlarge their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.
T: Now, let’s look at the pictures. What are the predictions of an earthquake?
S1: Before an earthquake animals will become nervous. Cows, pigs, hors and dogs will be upt. And people can e mice running about. If the earthquake happens during winter, people can even e snakes.
T: Terrific! Where did you get this knowledge?
S1: From geography. I like it.
T: good. Sit down plea.
S2: Madam, I don’t know the meaning of the picture with two women.
T: It doesn’t matter. You will know it soon after reading our te-t. OK. Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?
S3: I’ll take all my money. People can’t live without money.
S4: I will take as much water as possible. Becau it is said that people can keep alive for nearly 7 days by drinking without any food
S5: In that ca, I’d rather take some apples, so that besides drinking, I can also eat.
S6: I will carry my grandma. She is my most loved person in this world. She brought me up.
T: What a dutiful child you are! I’m very glad to hear that. Sit down plea! It ems that all of you know what you should do during an earthquake. OK. Let’s read our te-t, and e what it tells us.
Step IV.Reading生菜的营养价值
In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. Ask them to pay attention to the first ntence of each paragraph. This
can help them finish e-erci3 in Comprehention. It is about the main idea of each paragraph. Then ask them to read the te-t again carefully to obtain some details. Before reading for the cond time, show some questions on the screen, and let the students read the questions first. The questions can guide them to have a good understanding about the te-t. They can also make preparations for E-s1-2,which are about details.
Skimming
T: At first I’d like to read the te-t quickly to get the general idea of the article. While reading, you should pay attention to the ntence of each paragraph.
T: Have you got the general idea of the te-t?
Ss: Yes.
T: What is it?
S1: There is no quick answer to this question . Are you suggesting us that the general idea is the mi-ture of the first ntences of each paragraph?
T: Sure.
S1:OK. That’s easy. The main idea of the passage is some signs of the earthquake, and what would happen during the quake.
T: Good, sit down plea. In fact, while we are answering the questions, we have involved the quence, the functional item for this unit. (Teacher writes the word on the blackboard ) Do you understand the meaning of the word?
Ss: No.
T: Sequence means the order of the events. It can tell us which event happens first, and which happens later. Do you know the quence that is ud in our te-t?
S3: Yes. At first, the te-t tells us something that happened before the quake, then it tells us the things that happened
during the quake and at last it tells us the things that happened after the earthquake.
T: Quite right! Now plea look at the screen, the are the first ntences of each paragraph. Read them and think if they are the main idea of the te-t. If necessary, you may make some changes to make more e-act.
Teacher shows the screen and gives a little time to think it over.
1.Strange things were happening in the countryside in the northeast Hebei.
2.The disaster happened and caud a lot of loss.
3. All hope was not lost.
Careful reading
T: Now, it’s time for us to read the te-t carefully. But before reading, you should read some questions first. The questions may help you get some information quickly and easily. Now look at the screen, and read the questions.
Show on the screen
1.What natural signs of a coming disaster were there?
2.Can you think of some reasons why the signs weren’t noticed?
3.What events probably made the disaster wor?
4.What situations probably made the disaster wor?
5.How were the survivors held?
Step V. E-tension
Show the questions on the screen.
1.From who point of view are events described? How do you know?
2.What is the mood of this passage? How is it created?
3.Why do you think the writer choos to e-press his feelings about the quake rather than simply reporting what had happened?
4.Why is the title A NIGHT THE EARTH DIDN’T SLEEP?
5.What does the ntence “Slowly, the city began to breathe again.” mean?
Answers:
1. He us third-person to describe the quake. His description is very objective. For e-ample, the cond ntence in the third paragraph. The writer says: “Everywhere they looked nearly everything was destroyed.” The writer us they instead of we.
2.The mood is rious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.欧美摇滚乐队
3.Although the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting.
4.I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer us A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.
5.Here we can e that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to the city. The city will not die, she has hope and she can recover from the pain.
Step VI Comprehending
Answers to E--1-3
1.1. C
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2. E
3.B
4.D
5.A
2.1. The walls of the villages wells had cracks in them.
2 .Roads got huge cracks
3. Brick buildings were destroyed.
4. The army helped the survivors.
5. Shelters were put up for tho with no homes.
3.1. Strange things were happening in the countryside in northeast Hebei..
1.The disaster happened and caud a lot of loss.
2.All hope was not lost.
Step VII Homework
课后反思：总体感觉上，本节课上得⽐较成功，⼼情愉快。基本上完成了教学任务。学⽣们不但对地震有了⼀定的了解，⽽且能⽤英语进⾏简单的描述。但是同学们在讨论、汇报、回答问题时词汇单⼀，句式多是中国⽅的英语。在今后的教学中要加强语句表达⽅⾯的训练。
⾼中英语试卷讲评课教案2
《Unit 2 Working the land》
教学准备
教学⽬标
(1)知识⽬标：让学⽣通过阅读课⽂更多地了解我国的农业科学家袁隆平的科研成果及其影响。
(2)能⼒⽬标：让学⽣进⼀步使⽤恰当地阅读⽅式与技能，如略读(skimming)，快速阅读(fast reading)，细读(clo reading)等
(3)情感⽬标：让学⽣不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的⽣活态度。
教学重难点
1.阅读课⽂更多地了解我国的农业科学家袁隆平的科研成果及其影响。
教学过程
1. 话题的引导。(Pre-reading)
净资产收益1).开头通过设计了⼀⾸熟悉的诗歌，让学⽣知道话题---farming.雾天开车开什么灯
2).涉及到提⾼产量从⽽解决世界饥荒问题，从⽽引出本节课的中⼼话题--伟⼤⼈物袁隆平。
2. 跟读与阅读完成导学案练习
贯彻⽬的与困难策略，指导学⽣根据不同的阅读⽬的，在阅读的不同阶段，灵活使⽤各种阅读策略，捕捉⽂章主要信息，理解作者的写作意图，突破本⽂的教学重点与难点。采⽤整体语⾔教学法和任务
型语⾔教学法。
1)、通过阅读训练，引导学⽣如何利⽤略读(skimming)的⽅法把握⽂章的⼤意，侧重培养快速阅读理解能⼒和⽂章中⼼把握能⼒。
2)、精读各个段落语段，侧重培养快速捕捉⽂章重要细节的能⼒和猜测⽣词的能⼒，学会欣赏⽂章中的优美句⼦。
3：阅读过程--浅层次阅读。(Reading I)
1). 其中关于⼈物的基本信息中，通过设计了⼀个信息表格的浅层次阅读练习，对⽂中⼈物有了初步了解。
2). 关于他的梦想，书本上描写得⾮常⽣动，我让班⾥有艺术特长的学⽣画了⼀幅漫画，利⽤画⾯反映课⽂第四段所描述的内容，同时⽤第⼀⼈称配了声⾳效果。
4. 阅读过程--深层次阅读。(Reading II)
在处理了⼀些简单信息之后，阅读⼈物最重要的是要读出⼈物不同于其他⼈的成就以及值得学⽣学习的⼀些可贵品质。就这两⽅⾯的内容，设计了⼀棵树的形象，引导学⽣去寻找袁隆平作出的成就以及他⾝上拥有的可贵品质。人工智能就业方向
5.知识点的处理：由句⼦的分析带出语⾔点，记住句⼦，记住了单词⽤法
课后习题
⼀、单词拼写
1. ____________ vt. & vi. ⽃争; n.努⼒
2. ____________ adj. 感到满意的
3. ____________ n.⾃由; ⾃主
4. ____________ vt. & vi. 配备; 装备
5. ____________ n. 产量, 输出量
6. ____________vt. 输出 n.出⼝
7. ____________vt. 搞乱, 使糊涂
蓝色的英文单词
8. ____________ n. 补给; vt.提供
9. ____________ adj. 适当的, 相配的
10. ___________vt. 使膨胀 vi. 发展
⼆、单词运⽤
1.We had a ___________(努⼒) to stop the criminal.
2. The document will be _____________ (传阅) to all members.
3. I’ll type your report if you’ll baby-sit in e_________.
4. Our farm ___________ the market with fruits and vegetables.
5. We should s__________ the results of the e-am briefly and report to the headmaster.
6. Sydney’s population _____________ rapidly in the 1960s.
7. He has a ____________ (晒⿊的) face and bright eyes.
8. The plane _________ speed as it was approaching the airport.
9. The workers there worked _______ crazy, with only thirty minutes’ break at noon.
10. He __________ (耕作) the farm with great success.
Comprehending：Paraphra the ntences.
1. At that time, hunger was a disturbing problem in many parts of the countryside
2.Using his hybrid rice, farmers are producing harvests twice as large as before.
3. Thanks to his rearch, the UN has more tools in the battle to rid the world of hunger.
4.He would much rahter keep time for his hobbies.
Consolidation E-erci;
1._____ your generous help, or I will not overcome the difficulty.
A.Thanks to
B. Becau
C. Thanks for
D. Thank to
2. It is so_______ that he is always making nois.
