高中英語(yǔ)教案優(yōu)秀教案 高中英語(yǔ)

1、本文格式為Word版，下載可任意編輯 高中英語(yǔ)教案優(yōu)秀教案 高中英語(yǔ) 主題 Are you ready to order? 人數(shù) 16個(gè)學(xué)生 年級(jí) 高一，財(cái)經(jīng)專業(yè) 課時(shí) 1課時(shí) 地點(diǎn) 聰慧教室 課本 職業(yè)英語(yǔ)其次冊(cè) Designing Idea Under the guidance of the purpose which is making study serve the practise, combining with PersonnelTrainingProgram and requirements of English improvement , I adopt the Situati

2、on Simulation and Elicitation as the teaching methods. This lesson begins with the real-task situation. Meanwhile, students are required to learn independently and explore cooperatively Relying on the online teaching platform, it makes full use of online and offline resources. The information-based

3、means, such as micro-class, and Intelligent Voice Teaching Assistant,Chao Xing software, overcome the keys and difficulties in teaching, promote students auditory,vision and memory to join the language activities,consolidate basic language knowledge, strengthen basic skills and realize differentiate

4、d teaching. Finally, the knowledge is integrated into the workplace simulation skillfully to improve students oral English and professional quality. Data Analysis System carries out real-time evaluation before, during and after class, which improves the timeliness of classroom teaching. 一、Teaching C

5、ontext 1. Analysis of content Based on the PersonnelTrainingProgram and the requirements for the English improvement, combing with the study serve the practise, the English course is divided into eight projects during this semester. This lesson is selected from Welcome to the restaurant . Referring

6、to the listening and speaking module of unit 5, book 1, the teaching content is integrated. This lesson introduces the new words about foods and drinks, the general process of ordering foods,the sentence patterns about ordering. 2. Analysis of students Learned knowledge and abilities: (1) Understand

7、 the basic process of ordering foods. (2) Greet customers in English. (3)Use the teaching platform and a variety of application software skillfully. Expected knowledge and abilities：Use the learned words, and choose the corresponding sentence structures to introduce the basic process of ordering foo

8、ds. Difficulties in learning: (1) Lack English words and sentence structures to introduce food ordering. (2) Pronunciation and Intonation are not standard, role-plays are not skillful and natural. 二、Teaching Objectives Keys and Difficulties of Teaching 1. Teaching objectives Knowledge objective: Mas

9、ter the words and sentence structures to introduce the basic process of ordering foods. Ability objective: Use the words and sentence structures to make role-plays in the given situation. Quality objective: Cultivate the awareness of cherishing foods and refusing food waste. 2. Keys and difficulties

10、 of teaching Keys of teaching: Master the words and sentence structures to introduce the general process of ordering foods. pizza 披薩 steamed dumplings 蒸餃 mutton soup 羊肉湯 sandwich 三明治 steak 牛排 mushroom soup 蘑菇湯 fried dumplings 煎餃 fresh fruit 嶄新水果 hamburger 漢堡包 . . Sentence patterns： 1. May I take you

11、r order? Can I take your order?/ Are you ready to order? 2. You can order half of it. 3. Whats the specialty? 4. Would you like something to drink/eat? 5.Id like a hamburger, mutton soup and fresh fruit. 3. Difficulties of teaching: Use the learned words, and choose the corresponding sentence struct

12、ures to introduce how to order foods in the specific situation. 三、Teaching Environment and Resources 1.Teaching environment Campus covered Wifi ( bandwidth100M ); Smart classroom ( Students use computers, and teachers use electronic touching screens.) 2.Teaching resources Teaching platform ( Extend

13、the time and space of learning and make communication between teachers and students more convenient.); Online and offline resources( Micro Class Intelligent Chao Xing software Intelligent Voice Assistant Game Playing) 四、 Design of Teaching and Learning Methods 1. Learning Methods Active Learning: Pr

14、e-class: Watch the micro class to know the process of ordering foods, and learn the words and basic sentence structures; Then, sort out and expand related words and sentence structures by thinking map; Finally, work in groups to collect the general information online and dub the videos about making

15、order in the restaurant in English. During-class: Carry out four tasks to strengthen listening and speaking: Knowledge Learning、Listening、Writing and Workplace Simulation. Post-class: Complete the layered tasks. Cooperative Learning: Students work in groups to collect information before class and do

16、 performance as a waiter/waitress, which improve their independent learning ability and creative thinking ability. 2. Teaching Methods Situation Simulation: Students conduct workplace simulation exercises working as waiters and customers. Elicitation: The teacher shows the question that how the wait

17、ers remind the customers to save foods and ask them to think about it. 五、Teaching Path Steps Teachers Activities Students Activities Information-based Means Purposes Pre-class Active learning 1.Deliver the task list by teaching platform. (Appendix 1) 2.Task 1: Micro class 3.Task 2: Ask students to s

18、ort out and expand the related words and sentence structures by mind-mapping . 4. Task3: (1) Divide students into four groups according to their aptitudes. (2)Upload the videos about ordering foods and ask students to dub in groups. 5.Finger out the error rate of words and sentence structures. Then,

19、 make adjustments to the teaching preset. 1.Log on the teaching platform, and obtain the task list. 2. Watch the micro class to know the process of ordering foods, and learn the words and basic sentence structures. 3. Draw the thinking map. 4. (1) Work in groups to collect the general information of

20、 ordering foods online.（2） Dub the videos about making order in the restaurant in English. （3）Upload the dubbed videos to the teaching platform, and vote in groups. Multi- media Mind-mapping Dubbing Software Video Teaching Platform 1. Micro class improves students ability of self-study. 2.Mind-mappi

21、ng helps students to sort out and expand the related words and sentence structures. 3. Dubbed videos help teacher make adjustments to the teaching preset well. During -class show 2min 1. Release the result of the votes. 2. Invite the most voted group to perform. 3. Tell students my American friends

22、Judy will visit me at ZiBo，want her to taste Shandong delicious foods. 1.The representative performs their show. Video Inspire students longing for Shandong traditional foods. During -class Knowledge learning 9min 1. Use the Intelligent Vocabulary System to show and explain the words . 2. Give pictu

23、res about foods and drinks ,ask them to say the English words with the pictures. 3.lead students to complete the words. 4.Give students a funny word flash game. 1. Memorize the key words. 2. Take part in Words Flash Game. . Pictures Words Flash Game 1 .The form of sound with pictures helps students

24、memorize the words vividly. 2.Game improves the fun of memorizing words. During -class Listening 7min 1.Give students listening tasks by teaching platform.（1）Listen to the tape and check foods. （2） Ask them to fill the blanks in the listening material. （3） Match games 1.Students receive the task by

25、Chaoxing and achieve listening practise independently. 2.Students check the foods they hear and upload the answers. 3.Match the correct dialogues. Chaoxing software Variable Speed Animation 1.Listening practise helps students remember English words vividly in the situational dialogues. 2.Listening i

26、ndependently let students suppress interference. 3. Variable Speed Animation meets the needs of students at different levels and realizes personalized learning. 4.Teachers explanation correct students mistakes while expanding the sentence During -class Dialogue 5min 1. Give out the tasks by teaching

27、 platform. 2. 查看學(xué)生反應(yīng)結(jié)果 3. 邀請(qǐng)一位學(xué)生回復(fù)問(wèn)題 1. 根據(jù)軟件來(lái)接收任務(wù)，依次舉行回復(fù)問(wèn)題，劃線以及完成菜單的要求。 2.小組代表?yè)尨饐?wèn)題。 學(xué)習(xí)通軟件 1. 實(shí)現(xiàn)有效地分層教學(xué) 2. 鞏固學(xué)生的競(jìng)爭(zhēng)意識(shí)以及強(qiáng)化學(xué)識(shí)點(diǎn)的學(xué)習(xí)。 課中 簡(jiǎn)寫(xiě)句子 3分鐘 1. 教師提出問(wèn)題，引導(dǎo)學(xué)生積極斟酌，在教學(xué)平臺(tái)上發(fā)布任務(wù)。 被隨機(jī)選中的學(xué)生朗讀小組議論的結(jié)果服務(wù)員指點(diǎn)顧客節(jié)糧的句子。 選人軟件 實(shí)現(xiàn)啟發(fā)式教學(xué)，激發(fā)學(xué)生創(chuàng)新型思維，生成更多的句型，實(shí)現(xiàn)生成化教學(xué)。并形成節(jié)糧意識(shí)。 課中 機(jī)械練習(xí) 5分鐘 1. 參與學(xué)生議論并指導(dǎo)學(xué)生。 2. 邀請(qǐng)每組舉行對(duì)話表示。. 3. 激勵(lì)和指

28、導(dǎo)。 1. 小組合作議論并根據(jù)提示句練習(xí)對(duì)話，將節(jié)糧思想融入其中。 2. 每組選出代表舉行對(duì)話表示。 3. 每組自評(píng)和互評(píng) ppt 使學(xué)生學(xué)識(shí)掌管內(nèi)化，口語(yǔ)表現(xiàn)才能外化。 課中 現(xiàn)場(chǎng)模擬 14分鐘 1. 創(chuàng)設(shè)情境，讓學(xué)生角色扮演。 2. 激勵(lì)和指導(dǎo). 1. 每組推選服務(wù)員和顧客的扮演者，舉行對(duì)話表示，選擇一位學(xué)生全程錄像。 2. 小組互評(píng)，投票選出最正確表演之星。 3. 談?wù)撍麄兊氖斋@。（附件2） 教學(xué)平臺(tái) 數(shù)據(jù)分析軟件 定量評(píng)價(jià)是更具壓服力和直觀的。 課中 家庭作業(yè) 2分鐘 1. 布置分層作業(yè) 2. 播放非洲饑餓兒童的視頻 1. 獲得分層作業(yè) 2. 觀看視頻。 分層教學(xué) 教學(xué)平臺(tái) 鼓舞學(xué)生對(duì)

29、飲食文化的喜歡以及杜絕濫用意識(shí)的形成。 課后 穩(wěn)定和提高 1. 給不同的學(xué)生發(fā)放不同學(xué)習(xí)任務(wù)。 2. 根本任務(wù)：（1）隨機(jī)砸金蛋，做練習(xí)。（2）掌管根本句型和單詞（附件3） 3. 拓展任務(wù)： (1) 制作山東美食菜單，可制作成手抄報(bào)，拍照掃碼上傳 (2)做一個(gè)熱愛(ài)吃什么的對(duì)話，掃碼上傳 1. 登錄教學(xué)平臺(tái)；接收作業(yè)。 2. 選擇自己熱愛(ài)的金蛋，舉行習(xí)題練習(xí)。 3. 網(wǎng)上搜集資料，制作菜譜。 4. 課下小組議論，完成對(duì)話，掃碼上傳視頻。 教學(xué)平臺(tái) 嬉戲動(dòng)畫(huà)軟件 1. 分層學(xué)習(xí)得志學(xué)生不同層次的需要. 2. 在網(wǎng)絡(luò)平臺(tái)表示優(yōu)秀作業(yè)起到了極大地鼓舞和促進(jìn)作用。 七、教學(xué)反思 【教學(xué)效果】 基于數(shù)據(jù)分

30、析系統(tǒng)，使用了新的教學(xué)方法后，學(xué)生的通過(guò)率高達(dá)80%到95%.分?jǐn)?shù)超過(guò)80分的從66%增加到了88%。學(xué)習(xí)積極性極大地提高了。 這說(shuō)明信息化教學(xué)得到了好的教學(xué)結(jié)果。 【創(chuàng)新點(diǎn)】 1.讓學(xué)生享受英語(yǔ)學(xué)習(xí)通過(guò)把學(xué)識(shí)融入實(shí)際生活。整個(gè)教學(xué)過(guò)程能使學(xué)生感受到儉約糧食的重要性以及會(huì)意中華美食文化的美好。與此同時(shí)，學(xué)生還能自如的用英文點(diǎn)餐，體會(huì)餐廳生活。 2.信息化教學(xué)方式加強(qiáng)了學(xué)習(xí)的高效性和消遣性，很好的解決了傳統(tǒng)的教學(xué)難題。 【有待提高】 教學(xué)資源的豐富度和教學(xué)手段有待提高。 附件 1 Are you ready to order?任務(wù)單 任務(wù) 1： 觀看微課視頻 了解在餐廳用英文點(diǎn)餐的過(guò)程并學(xué)習(xí)單詞

31、和如何點(diǎn)餐的句式布局。 Foods/Drinks Sentence patterns 任務(wù) 2：繪制思維導(dǎo)圖 將相關(guān)的句型布局和單詞舉行分類，拓展 任務(wù) 3：上傳音頻 小組合作上網(wǎng)收集關(guān)于山東美食和飲品的資料，并用英文介紹自己最熱愛(ài)的食物，然后，將音頻上傳教學(xué)平臺(tái)，小組投票。 Group 1 Zhangtao/Lu Yingxin/Feng Junjie/Wang Junfei Mutton soup Group 2 Xun Tianzi/Zhu Yuqing/Pu Hengyue/Ma Jicong Dezhou chicken Group 3 Zhou Linyue/Yu Yang/Che

32、nXinyue/Yang Wenjing/ Steamed dumplings Group 4 Zhang Jialin/Li Yufan/Gao Xinyao/Cui Wenju Mushroom soup 附件2 工程 內(nèi)容 分?jǐn)?shù) ( 1,2,3,4,5) Knowledge Learning（學(xué)識(shí)學(xué)習(xí)） I have finished the tasks with good quality and quantity before class. In this lesson, I have learned to use the vocabulary and sentence structures to introduce the general situation of mountains. Information- based Mea