高中英語(yǔ)閱讀教學(xué)教案應(yīng)該怎么寫？教案是教師為順利而有效地開(kāi)展教學(xué)活動(dòng)，根據(jù)課程標(biāo)準(zhǔn)，教學(xué)大綱和教科書要求及學(xué)生的法等進(jìn)展的詳細(xì)設(shè)計(jì)和安排的一種實(shí)用性教學(xué)文書。下面給大家?guī)?lái)高中英語(yǔ)閱讀教學(xué)教案，歡迎大家閱讀。TeachingObjectives:1.TotrainSs'readingability(suchasguessingtheTeachingPoints:1.Ssgetusedtothreereadingskills.Properties:overpostage,putforward,proposal,seal,deliver,system,postalProcedures:1.Lead-intalktoarousestudents'motivation.Explain"postage",andwritepostageontheBb.postage:paymentforthecarryingoflettersA:FiftyfenforanyplaceinChinaexceptHongKong,Q:WhatdothepostmA:Theytakethelettersfromthepostboxandcarrytotheaddressedpeople.Explain"deliver",andwritedeliverontheBb.deliver:takelettersorgoodstotheaddressedpeople.toprojectthequestionontothescreen.Explain"putforward"and"proposal",andwritethemontheBb.putforward:putanideabeforepeopleforthinkingproposal:posed,planoridea,suggestionAgain:WhoputforwardtheStep2.Skimming(4'30")1.InstructionsT:NowIgiveyouapassagetoread,andforthefirsttimeyoushouldonlyfindtheanswertothequestion.Youhaveonlytwoandahalfminutestoread.Sodon'treadwordforword.Readquickly.Justtrytofindtheanswer.2.Handingoutthereadingmaterialandreading3.CheckingA:RowlandHill,aschoolmasterinEngland.Step3.Scanning(6')1.InstructionsT:ThistimeIgiveyouthreeminutestoreadthepassage.Whenyouarereading,findtheanswerstothquestions.UseOHPtoprojectthequ1.Whywasthepostagehighintheearlynieenth2.Whenwaspostagestam3.Checking1)Pairwork2)ClasscheckingAns.toQue.1.Becausethepostofficeshadtosendmanypeopletocollectthepostage.Step4.Fullreading(21')1.InstructionsT:NowIgiveyoutenminutestoreadthepassageforthethirdtimeandyoushouldreaditcarefully.Beforereading,let'sgooverthequestionsontheworksheet.prevent:stop,notletsb.dosth.reuse:useagainT:Trytofindtheanswerstothequestions.Butdon'twritetheanswersdown,youcanputasignorunderlinethesentencesconcerningthequestions.3.CheckingSs.2)Classwork:Checkingtheanswersinclass.PossibleAnswers:1.Whywerepeopleunhappytopaypostageforlettersintheearlynieenthcentury?letters,especiallywhentheypaidforaletterwhichtheyletters.fewerpostmentodeliverletters.Yes.6.Doeseverycountryintheworldhasitsownstamps?Yes.Step5:Rounding-off(7')1.AnsweringSs'questionsonthepassageifany.2.Makingaguided-dialoguewiththeinformationgivenfromthepassage.HandoutWorkSheet2.Doitinpairs.3.Askingtwoorthreepairstoreadtheirdailogues.Apossiblepleteddialogue:A:Oh,Whatabeautifulstamp!B:Yes,it'sfromtheU.S.A..A:Doyouknowintheearlynieenthcenturypeopledidletters.peopletocollectthepostage.A:RowlandHill,aschoolmasterinEngland.B:WhydopostofficesputsealsontA:Theycanpreventpeoplefromusingthestampsagain.B:Whendidpostofficesbegintosellstamps?B:Thankyoufortellingmesomanythingsaboutstamps.Step6.Assignment(30")AsktheSstoshortenthepassagewithinfourorfivesentencesafterclass,andtowriteitintheirexercisebooks.*************************************************************ReadingMaterial:Whenyousendaletterorfirstbegintousestamps?Whowasthefirsttothinkofthisidea?Intheearlynieenthcentury,peopledidnotusestamps.Theyhadtopaypostagewhentheyreceivedletters.Theywereunhappyaboutthis,especiallywhentheypaidforaletterwhichtheydidnotwishtoreceiveatall.Thepostagewashighatthattime,becausethepostofficeshadtosendmanypeopletocollectthepostage.RowlandHill,aschoolmasterinEngland,wasthefirsttoputforwardaproposaltousestamps.Hethoughtitpostage.Theycouldgotothenearbypostofficetobuyletters.Thepostofficecouldsimplyputsealsonthestampssothatpeoplecouldnotusethestampsagain.Inthisway,thepostofficedidnotneedtosendpostmentocollectpostage.Itonlyneededtosendfewerpostmentodeliverletters.Thatwasagoodideaandthegovernmentfinallyaeptedit.OnMay6,1840,postofficesttosellstamps.Soonthisnewpostalsystemwastakeothercountries.Noweachcountryhasitsownstamps.Andtherearemanypeoplewhocollectstampsallovertheworld.Findtheanswerstothefollowingquestionsfromthe1.Whywerepeopleunhappytopaypostageforlettersintheearlynieenthcentury?2.Whywasitmucheasierforpeopletousestampsfor4.Howcouldthepostofficepreventpeoplefromreusingthestamps?5.Didothercountriestakeupthenewpostalsystem?6.DoeseverycountryintheworldhasitsownstampsCompletethedialoguewiththeinformationyouhavegot:B:Yes,it'sfromtheU.S.A..A:.A:.A:.A:.A:.II.Analysisofteachingmaterial本單元的話題是Sharing,本課設(shè)計(jì)的這篇課文是一個(gè)志愿者的一封家書，她在巴布亞新幾內(nèi)亞共和國(guó)的一個(gè)小山村教書。信中詳細(xì)地描述了她所在學(xué)校的情況和她去一個(gè)學(xué)生家做客的經(jīng)歷。通過(guò)這封信，學(xué)生可以了解巴布亞新幾內(nèi)亞共和國(guó)各部落的生活狀況和風(fēng)俗習(xí)慣，同時(shí)能夠更好地理解志愿者的工作,培養(yǎng)學(xué)生互助合作的精神和社會(huì)責(zé)任感。Ⅲ.Analysisofstudents讀技能，如查找細(xì)節(jié)信息，抓住段落要點(diǎn)和全文大意等，在閱讀速度方面也有了較大的提高，這有助于學(xué)生較好地完成這個(gè)課時(shí)的課文閱讀。2.這個(gè)單元的話題是分享、幫助與合作。對(duì)于高二的學(xué)生而言，他們的價(jià)值觀人生觀已經(jīng)根本形成，本課通過(guò)閱讀志愿者的家么工作?為什么?”幫助學(xué)生認(rèn)識(shí)這個(gè)世界，理解互助合作的意義，即在幫助他人的過(guò)程中實(shí)現(xiàn)自己的人生價(jià)值。3.學(xué)生在這節(jié)課的學(xué)習(xí)過(guò)程中需要用到預(yù)習(xí)策略、分析信息策(1)學(xué)生能夠正確讀寫及運(yùn)用本課出現(xiàn)的單詞。(2)學(xué)生掌握本課詞組的意思并能在句子中熟練運(yùn)用。2.Abilityobjective(1)強(qiáng)化略讀、查讀等閱讀技能，訓(xùn)練通過(guò)尋找關(guān)鍵詞、主題句等方式更快速并準(zhǔn)確地確定文章的段落大意，理清文章的總體框架與脈絡(luò)的技能。(2)增強(qiáng)閱讀理解能力;開(kāi)展借助圖片、表格等非語(yǔ)言信息進(jìn)展語(yǔ)言輸出的能力。3.Affectiveobjectives(1)幫助學(xué)生理解志愿者工作的意義，培養(yǎng)學(xué)生在日常生活中幫助他人、扶貧救困的愛(ài)心。(2)在小組合作互動(dòng)中，增強(qiáng)學(xué)生的團(tuán)隊(duì)合作精神與分享意識(shí)。Ⅴ.TeachingImportantandDifficultPoints1.訓(xùn)練用英語(yǔ)獲取信息、處理信息、分析問(wèn)題和解決問(wèn)題的能力;2.理解作為志愿者工作的意義，從而樹立正確的價(jià)值觀。whattheywilllearn.(Ssareplantingtrees/helpingthedisabled/cleaningthestreet…)Letter“Y”?Ss:Youth.)theiranswersaordingtothepictures.)[設(shè)計(jì)說(shuō)明]本環(huán)節(jié)主要是課文導(dǎo)入和熱身環(huán)節(jié)，利用多媒體播放和本課主題相關(guān)的直觀、生動(dòng)的圖片和音樂(lè)，創(chuàng)設(shè)輕松和諧的課開(kāi)教學(xué)。StepII.Pre-reading[設(shè)計(jì)說(shuō)明]通過(guò)看幻燈片呈現(xiàn)的題目和圖片，讓學(xué)生猜測(cè)本文作者的工作，激發(fā)學(xué)生探究問(wèn)題的興趣，有利于閱讀活動(dòng)的展開(kāi)。StepIII.While-readingfillPart3(Para4-8)Avisittoalocalvillage[設(shè)計(jì)說(shuō)明]快速限時(shí)閱讀把閱讀課文作為整體來(lái)處理，掌握主旨大意，這一任務(wù)過(guò)程中為了降低難度設(shè)空完成學(xué)生比較容易承受。在對(duì)課文表層理解的根底上，要求學(xué)生根據(jù)每段大意把文章進(jìn)練和提高了學(xué)生略讀、查讀的閱讀技能。而且，提高了學(xué)生閱讀的積極性。detailedinformationinthetext.(SslistentothetextroofBeliefsTheybelieveinevilspirits.Theythinkthattheattractsevilspiritssotheydryitoutinacanoverthefire.difficulties.分發(fā)揮多媒體優(yōu)勢(shì)教學(xué)。先讓學(xué)生聽(tīng)錄音的同時(shí)跟讀來(lái)完成細(xì)節(jié)信息填空，這樣不僅可以訓(xùn)練學(xué)生的聽(tīng)力，而且讓學(xué)生了解了巴布亞新幾內(nèi)亞獨(dú)立國(guó)部落的生活狀況和風(fēng)俗習(xí)慣信息。在此根底生讓學(xué)生通過(guò)朗讀，訓(xùn)練學(xué)生朗讀能力提高語(yǔ)音語(yǔ)調(diào)，鼓勵(lì)學(xué)生發(fā)現(xiàn)文章中的疑難點(diǎn)并解決。StepⅣ.Post-readingtheplacesItalkabout.differencetotheseboy’slivesatall.eyestoadjust.⑥Ilovedlisteningtothefamilysoftlytalkingtoparticipateintheconversation.theirdiscussion)yourvoluntarygestures,let’ssingtogether.[設(shè)計(jì)說(shuō)明]本環(huán)節(jié)屬于讀后活動(dòng)，首先處理課文中的典型的長(zhǎng)難句，這也引出了本課的語(yǔ)法工程定語(yǔ)從句。小組討論“如