高中英語閱讀教學教案應該怎么寫？教案是教師為順利而有效地開展教學活動，根據課程標準，教學大綱和教科書要求及學生的法等進展的詳細設計和安排的一種實用性教學文書。下面給大家帶來高中英語閱讀教學教案，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,本課設計的這篇課文是一個志愿者的一封家書，她在巴布亞新幾內亞共和國的一個小山村教書。信中詳細地描述了她所在學校的情況和她去一個學生家做客的經歷。通過這封信，學生可以了解巴布亞新幾內亞共和國各部落的生活狀況和風俗習慣，同時能夠更好地理解志愿者的工作,培養學生互助合作的精神和社會責任感。Ⅲ.Analysisofstudents讀技能，如查找細節信息，抓住段落要點和全文大意等，在閱讀速度方面也有了較大的提高，這有助于學生較好地完成這個課時的課文閱讀。2.這個單元的話題是分享、幫助與合作。對于高二的學生而言，他們的價值觀人生觀已經根本形成，本課通過閱讀志愿者的家么工作?為什么?”幫助學生認識這個世界，理解互助合作的意義，即在幫助他人的過程中實現自己的人生價值。3.學生在這節課的學習過程中需要用到預習策略、分析信息策(1)學生能夠正確讀寫及運用本課出現的單詞。(2)學生掌握本課詞組的意思并能在句子中熟練運用。2.Abilityobjective(1)強化略讀、查讀等閱讀技能，訓練通過尋找關鍵詞、主題句等方式更快速并準確地確定文章的段落大意，理清文章的總體框架與脈絡的技能。(2)增強閱讀理解能力;開展借助圖片、表格等非語言信息進展語言輸出的能力。3.Affectiveobjectives(1)幫助學生理解志愿者工作的意義，培養學生在日常生活中幫助他人、扶貧救困的愛心。(2)在小組合作互動中，增強學生的團隊合作精神與分享意識。Ⅴ.TeachingImportantandDifficultPoints1.訓練用英語獲取信息、處理信息、分析問題和解決問題的能力;2.理解作為志愿者工作的意義，從而樹立正確的價值觀。whattheywilllearn.(Ssareplantingtrees/helpingthedisabled/cleaningthestreet…)Letter“Y”?Ss:Youth.)theiranswersaordingtothepictures.)[設計說明]本環節主要是課文導入和熱身環節，利用多媒體播放和本課主題相關的直觀、生動的圖片和音樂，創設輕松和諧的課開教學。StepII.Pre-reading[設計說明]通過看幻燈片呈現的題目和圖片，讓學生猜測本文作者的工作，激發學生探究問題的興趣，有利于閱讀活動的展開。StepIII.While-readingfillPart3(Para4-8)Avisittoalocalvillage[設計說明]快速限時閱讀把閱讀課文作為整體來處理，掌握主旨大意，這一任務過程中為了降低難度設空完成學生比較容易承受。在對課文表層理解的根底上，要求學生根據每段大意把文章進練和提高了學生略讀、查讀的閱讀技能。而且，提高了學生閱讀的積極性。detailedinformationinthetext.(SslistentothetextroofBeliefsTheybelieveinevilspirits.Theythinkthattheattractsevilspiritssotheydryitoutinacanoverthefire.difficulties.分發揮多媒體優勢教學。先讓學生聽錄音的同時跟讀來完成細節信息填空，這樣不僅可以訓練學生的聽力，而且讓學生了解了巴布亞新幾內亞獨立國部落的生活狀況和風俗習慣信息。在此根底生讓學生通過朗讀，訓練學生朗讀能力提高語音語調，鼓勵學生發現文章中的疑難點并解決。StepⅣ.Post-readingtheplacesItalkabout.differencetotheseboy’slivesatall.eyestoadjust.⑥Ilovedlisteningtothefamilysoftlytalkingtoparticipateintheconversation.theirdiscussion)yourvoluntarygestures,let’ssingtogether.[設計說明]本環節屬于讀后活動，首先處理課文中的典型的長難句，這也引出了本課的語法工程定語從句。小組討論“如