作为一位兢兢业业的人民教师，就不得不需要编写教学设计，教学设计是连接基础理论与实践的桥梁，对于教学理论与实践的紧密结合具有沟通作用。教学设计要怎么写呢？以下是快回答给大家分享的7篇优秀高中英语教学设计，希望能够让您对于高中英语教学设计的写作有一定的思路。
高中英语教学设计 篇一
教学目标
a. 重点词汇和短语
realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, focus on, a great deal, scores of
b. 重点句式
There are so many ... that it would be impossible to ... P1
People became focused more on ... and less on ... P2
If the rules of perspective had not been discovered, people would not have been able to paint ... P2
教学重难点
a. 重点词汇和短语
realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, focus on, a great deal, scores of
b. 重点句式
There are so many ... that it would be impossible to ... P1
People became focused more on ... and less on ... P2
If the rules of perspective had not been discovered, people would not have been able to paint ... P2
教学过程
Teaching procedures:
【写一写】
(Some pictures are given to the students to learn some about western paintings)
写出所有相应关于作品的英语名称
______________________________________________________________________
【想一想】
Which style of paintings do you prefer, western or Chinese? Why?
_____________________________________________________________________________
【skimming】Skim the text and complete the main idea of it.
The text mainly tells us _____ of the major movements in ________ art over the centuries.
绘制时间轴
课文P3---exercise 1
【判一判】
1. Western art has changed very little over the last seventeen centuries.
2. Painters in the Middle Ages did not use perspective.
3. Impressionists painted landscapes.
4. You cannot recognize any object in abstract modern art.
5. In the Renaissance most artists painted indoors.
6. Abstract art is still art style today.
【选一选】
Choose the best answer.
1. According to the text, art is least influenced by ________.
A. social changes
B. the way of life
C. the development of agriculture
D. beliefs of a people
2. When did painters mainly focus more on people and less on religion?
A. From 5th to 15th century AD.
B. From 15th to 16th century.
C. From late 19th to early 20th century.
D. From 20th century to today.
3. Who were the first to paint outdoors?
A. Painters in the Middle Ages.
B. Painters in the Renaissance.
C. The Impressionists.
D. Contemporary painters.
【巩固训练】 讲练通---P2 retelling
课后习题
【Homework】
课时跟踪训练
(7)To say "No good! / Terrible!"
(8)To mean "thinking" or “worrying”。
高中英语教学设计 篇二
1、知识目标
学生能够会说、认读本课对话并能够使用句型：What are you doing? I’m making a model ship。Pass me an egg，please。 Give me two apples。
2、能力目标
引导学生积极运用所学英语进行表达与交流，学生的多元化只能在交际活动中得以以体现和发展
3、情感目标
把语言训练融入各种情景之中，学生通过体验，参与活动，学会与他人合作，共同完成学习任务，从而体验成功，培养对语言学习的兴趣。
4教学重难点
重点：1)理解并灵活运用句型What are you doing? I’m…
2)两个祈使句：Pass me an egg，please。
Give me two apples。
难点：knife、scissors、minute的发音。以及长句子：We‘ll go to the lake and try it on the water。
5、教具准备
课件、录音机和磁带，剪刀，小刀，一页纸，图片等
方案设计方法
基于本课的特点和六年级学生好动，好奇，模仿力强，表现欲旺盛等心理特点，我在教法设想和学法指导上坚持以情景话题为核心，以功能、结构为主线，以任务型活动贯穿教学始终，运用直观教学法，情景教学法，全身反应法等教学方法，帮助学生在视听说读唱玩演等饶有趣味活动中，相互合作，体验参与，自主的、愉快的学习英语，发展能力，维持兴趣。力求做到：“开课能激趣，讲课蕴情趣，练习有兴趣，结束藏意趣”
教案流程
1、 Warm up
(1) Greetings师生相互问候，帮助学生自然进入英语学习状态
(2) Sing a song and dance: Front,back,right ,left
师生共同唱歌跳舞，既活跃课堂氛围，拉进师生间距离。
2、 Revision
让学生两人一组复习第18课的会话，为下一步学习作了铺垫。
3、 Presentation and drill
1)通过用纸叠船创设情景引出引出句型What am I doing? I’m making a model ship. 然后板书，进行操练，通过CAI 教学What are you doing? I’m…四幅情景图分别配上I’m watching TV. I’m listening to the radio. I’m talking to a friend. I’m playing with my doll.让学生边看边听边感知，老师在示范并辅以肢体语言，然后让发音准确的学生小老师教读。
继续进行纸叠船创设情景，师说：Who can help me? Pass me the knife ，please。板书新单词pass 、knife。Give me two apples。 板书新单词give、scissors。然后板书，进行操练，通过CAI 教学展示Let‘s practise中的六幅图，让学生造句，加深学生对这两个祈使句的印象。
2)第二步让学生叠纸船。通过学生用纸叠船创设情景引出句子：Can I help you? Can it go on the water?看到学生有叠完船的，老师引出：Wait a minute 。After class。We‘ll go to the lake and try it on the water。I‘ll show you 。通过学生用纸叠船创设情景这样做也激发了学生的学习兴趣，使学生对本科教学任务有清晰地感知，并产生丰富的想象，带着浓厚的兴趣参与本课的教学中。
4、听音，指图，跟读对话
充分利用教学资源，培养学生听和模仿的能力。以课本为载体，落实教学内容
5、Practice
1)Pair work
同桌操练新授内容并展示，鼓励学生在真实生活情境中使用所学语言进行交流，培养运用英语的能力。
2)Sing a song
把What are you doing? I’m … 变成歌曲(曲调同“两只老虎”)
老师先示范唱一遍，然后师生一起唱。以学生耳熟能详的歌曲，调动学生的积极性，能有效的巩固教学内容。
6、Consolidation。
1)、Do workbook。进一步巩固所学知识。
2)、Fun time。学习Look out!告诉学生注意交通安全。
3)、抄写板书四会内容，检查学生的书写以及书写姿势。
7.Homework
1) Listen and repeat。通过回家听录音，复习巩固所学内容。
2) 小组合作组织一个新对话。
高中英语教学设计 篇三
一、 课程类型：
高三复习课
二、 教学目标：
一) 认知目标
1.句型和语言点(见教学重点)。
2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。
二)情感目标
利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。
三)智力目标
在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮 助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
三、 教材分析：
这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写，对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。
四、 教学重点：
1. 学会审题和谋篇
2. 掌握多样化的表达方式
3. 熟练各段中的固定写作套路
五、 教学难点：
1. 如何帮助学生运用写作策略，促进学生自主写作。
2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。
六、 教学方法：
1、活动教学法：
2、任务型教学法：
七、 教学设计：
Step 1. Warming up
Come up with some proverbs for the students to put them into Chinese.
Recitation is of the first importance in any language learning!
Practice makes perfect! …
What do you learn from the above proverbs?
Step 2. Presentation
Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.
Step 3. Exhibition
Show on the whiteboard a writing.
暑假即将来临。你班同学讨论了假期计划，提出了不同看法，请根据提示写一篇有关讨论的英语短文，并谈谈你的看法。
注意：1、词数100左右；
2、短文必须包括表中所列要点，可根据内容分段表述；
3、可适当增加细节，以使行文连贯；
4、参考词汇：眼界—horizon(或view)。
Step 4. Analysis
Analyze the key points and ask the students questions about them.
[写作要点]
1、确定人称，根据本题要求，它应是一篇说明文，故用they比较妥当，而不能用I和you，这样文章才更清晰。
2、确定时态，文章以一般现在时为主，但还可以适当地使用一般将来时，这样文章会富于变化，使文章更有色彩。
3、确定要点，注意不能直接把提供的汉语提示进行逐条翻译，要把两种对比观点归纳整理，形成逻辑关系，最好用两段分别阐述观点，这样文章会更有条理性。
Step 5. Group discussion
Show on the whiteboard an excellent writing and sort out the useful fixed patterns after group discussion.
Step 6. Further practice
人们对于学生网上交友持不同意见。请你用英语写一篇关于学生网上交友的短文，介绍人们的不同观点，并表达自己的看法。
赞成的理由
1.广交朋友2.可自由表达思想3.利于外语学习
反对的理由。
1.浪费时间2.影响学习3.可能上当受骗
你的看法
高中英语教学设计 篇四
一、教材分析：
本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：
在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三、教学目标：
1.知识目标：
引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。
2.能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。
3.德育目标：
用含过去分词的句子结构表达思想感情。
四、教学重点：
1.过去分词的用法。
2. 过去分词的运用
五、教学难点：
1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
2. 过去分词在真实的生活语境中的使用。
六、教学策略：
通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。
七、学习策略：
本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。
八、教学用具：
多媒体辅助（将本课所需要的图片、文字等制成PPT课件）
九、 教学过程：
Step 1 Greeting Step 2 Leading-in
1. Get students to enjoy a story read by a student. While listening to the story, they should keep the underlined sentences in mind and then teacher will check up how many sentences the students remember.
It was snowing and very cold outside. A little girl was walking in the street, selling matches. She didn’t wear any shoes because she . She but nobody bought a single one. She was so cold that she sat in a corner . She lit a match and saw a Christmas tree The and she . She lit another one and saw her grandmother. , her grandmother went away with her .The next day, people 2. Brainstorming
What is the Past Participle? In your opinion, what role does the Past Participle play in the sentences?
设计说明：
1. 教师首先展示安徒生的《卖火柴的小女孩》图片和文本，然后请一位学生有感情的朗读，教师通过多媒体呈现图片和学生的朗读，目的是对学生的视觉和听觉作一个冲撞，吸引学生的注意力，并激发起好奇心。
2.利用新颖和形象的图片导入，让学生边听边记，最后考查学生记住几个过去分词，符合中学生的挑战心理，激发它们的学习热情，从而引出本节课的话题--过去分词。再者通过头脑风暴有利于学生参与教学活动，进行讨论和对话活动，激活学生的知识背景。
Step 3 Discovering the useful structures
1.Find out the Past Participle, and tell what role the Past Participle play in the sentences.
(1) 动词-ed形式作______
*…there were lots of matches
*…saw a Christmas tree *The candles were burning brightly…
(2) 动词-ed形式作______
* She looked very
*…and she seemed
(3) 动词-ed形式作
*…she had her shoes
*…she wished all her matches …
*…she sat in a corner with her legs …
*…people saw the girl …
(4) 过去分词在句中作
*, her grandmother went away with her .
设计说明：
通过叙述式和游戏式，引导学生利用过去分词形式解释所设置的文本信息，借助小组竞赛，实现生生互动、师生互动，将过去分词形式用作定语、表语、宾语补足语、状语的各种结构进行归纳。
2. Brainstorming
Work in pairs to discuss the following questions.
(1) Do you have any puzzles in using The Past Participle?
(2) Do you know the differences between The Past Participle and The Present Participle?
3. Work in pairs to tell what the differences between The Past Participle and The Present Participle.
Read and compare
(1)The gentleman called Chen Kaichi is our intern teacher(实习老师）.
(2)The people sitting behind the classroom are all English teachers.
过去分词与现在分词作定语的区别：过去分词强调动作___________, 现在分词强调动作___________。
(3) I saw her taken out of the classroom.
(4) I saw her coming into the classroom.
过去分词与现在分词作宾补的区别： 二者与宾语逻辑上都是主谓关系， 但过
去分词强调他们之间的___________, 现在分词强调他们之间的_____________
(6) Seen from the top of the hill, the city looks more beautiful to us.
(7) Seeing from the top of the hill, we find the city very beautiful.
过去分词与现在分词作状语的区别：过去分词主句的主语之间是。 而现在分词与主语的主语之间是。
设计说明：
1、通过文字所描绘的语境，引导学生在运用中掌握过去分词，并共同回顾、归纳过去分词的用法，引导学生自己发现问题、分析问题、解决问题。
2、通过下列文字所描绘的情境，使学生在形象化、真实化的语境中明白过去分词和动词-ing充当定语、宾补、状语的异同。这项操练活动大大训练了学生的发散思维，又锻炼了思维能力与快速反应能力，还加深了对所学语法现象的理解。
Step 4 Practising
How much do you know about “The Past Participle”? Can you use it correctly? Let’s have a try.
（Divide students into four groups and have a competition: each group has two chances to choose the exercise to do .If the answers are correct ,the group will get the points. If the group fail , other groups will have the chance .）
一。 完成句子
2. of show about family is more popular.
二．单选题
1. As is known to us all, traveling is____, but we often feel_____ when we are back from travels.
A. interesting; tiredB. interested; tiring C. interesting; tiring D. interested; tired
2. He found a magazine _____ with the owner’s name_____ on the desk with the back cover _____ off.
A. marking, lying, torn B. marked, lying, torn
C. marked, laid, tearing D. marking, laying, tearing
3.______ the room, the man found the phone______ .
A. Entering; stealingB. Entering; stolen
C. To have entered; being stolenD. Having entered; to be stolen
三．单句改错
1. Having not seen the film, I can’t tell you what I think of it.
2. The men worked for extra hours got an extra pay.
3. Knowing little English, he had trouble making himself understanding.
4. Do you notice the girl dressing a red coat?
5. Giving more time, we could do it much better.
四．用分词结构美化句子
1.发现学生下午昏昏欲睡的样子，老师竭尽所能来激发(arouse)他们的兴趣。 arouse their interest.
用分词结构
the teacher did everything he could to arouse their interest.
2.这本用简易英语写成的书很容易读懂 用分词结构
The book
五．把下面的打乱的词或词组连串成句
a group of students , the teacher, the office, followed, by , entered
Moyan , stood there, surrounding , many , reporters
六．短文填词
country. Now he lives in the countryside. with his wife , he is taking a walk on the path(小路) happy.
七．完型填空
I am Robinson Crusoe. I have been alone on the island for two weeks. I don’t know by, but I couldn’t make . The other day, I was see a small house in the . There was nobody there. I am still alone!
1. A. cuted B. cutC. cutting D. to cut
2. A. pastB. passedC. passing D. to pass
3. A. hearing B. understood C. heard D. understanding
4. A. delighted B. disappointed C. interested D. confused
5. A. breakingB. to break C. broken D. break
设计说明：
1.新课程呼唤英语教学回归生活，强调课程从学生的学习兴趣和生活经验出发，因而设计时选择了学生熟悉事物作为话题，引导学生运用目标语言结构。
2.任务型活动：通过学生小组活动、小组竞赛的形式，激发参与学习过程的热情和竞争意识。合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组随机选题竞答游戏活动，激发学生的参与意识和学生的挑战意识。
高中英语教学设计 篇五
教学准备
教学目标
Teaching Objectives
1. Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.
2. Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.
3. Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.
教学重难点
Teaching difficult points
1. How to guide students to search for and sort out related information according to the assigned task through the Internet.
2. How to cu ltivate students’ learning ability through teamwork based on network.
Teaching important points
1. Help students to get the general idea and detailed information of the text effectively by skimming and scanning.
2. Help students to analyze the reasons for Charlie Chaplin’s success by interpreting the key sentences and get them inspired.
教学过程
Step 1
Lead-in(3 mins)
1.Students’ Activities：
2.The Purpose of Activities
Students are to appreciate a video clip performed by Mr. Bean.
Students will be guided to acquire the form of nonverbal humour in a vivid way,
thus eage r to learn about the main character of the text with interest.
Step 2
Network-based Interactive Learning(25 mins)
1.Students’ Activities
(1).Students are divided into five groups to search for and sorted out the related information according to the assigned task online
(2)A representative of each group is to share the information with the others.
2.the Purpose of Activities
Students will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.
Step3 Text-based Reading(17 mins)
Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the little tramp”become Charlie Chaplin’ famous character ?3. Read Paragraph 4 and fill in the blanks
。4. Find out the sentences that can account for Charlie Chaplin’s success from the text.
2.The Purpose of Activities
(1)Students will get the general idea as well as the structu re of the text by skimming.
(2)Students will get the detailed information and have a deeper understanding of the text.
(3) Students will get inspired while analyzing the secret to Charlie Chaplin’s success by interpre ting and appreciating some key sentences in the text.
课后习题
Step 5 Homework
1. Students are to read the text carefully again and underline the phrases and sentences difficult to understand after class.
2. Write a summary (about 130 words).
高中英语教学设计 篇六
教学目标：
1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .
2.To learn by ourselves and cooperate with each other.
3.To be a hard-working，and practical student.
教学重难点
1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .
2.To learn by ourselves and cooperate with each other.
3.To be a hard-working，and practical student.
教学过程
一。必考单词速记
1.事实n. ________________
2. (电脑)操作员，接线员__________
3.性格；特点______________
4.科技；工艺_______________
5.目标，目的n. ______________
6.出现；发生vi. ______________
7.解决；解答vt. _______________
8.类型，打字v.& n.____________
9.发信号vi.& n ;信号。_________
10.无论如何，即使如此adv. ______
二。写出下列单词的变化形式
1. operator n.操作员；接线员
→_____________v.操作；经营
→____________n.操作；经营
2. technology n.工艺；科技；技术
→_______________ adj.科技的
3. intelligence n.智力；聪明；智能
→_________adj.智能的；聪明的
4. appearance n.外观；外貌；出现
→________________vi.出现
5. application n.应用；用途；申请
→_______________v.应用；申请
→___________n.申请人；求职者
6. explore vt.& vi.探索；探测
→___________n.探险家；勘探者
→_____________ n.探索
7. personal adj.私人的；个人的；
→________adv.就个人而言；亲自
→_________n. 个性；人格；
三、用所给词的适当形式填空
(1)Can you say dolphins are much more ____________than other animals?
Well, they are animals of high _____________. (intelligent)
(〖www.kuaihuida.com〗2) She expressed her _________ opinion yesterday. ____________ speaking, I agreed with what she said. (personal)
(3) Any ___________ who would like to _____________ to become an
assistant in our company should send us an ___________ .(apply)
四、语境助记——词不离句，句不离段
With the electronic technology revolution going on，simplified calculation is solved in the application on finance by universal exploration. Our goal of making life happier is certain to be realized through man's intelligence.
五、翻译下列必背短语？
1.在某种程度上_______________
2.依…看；据…认为_____________
3.从…时候起_______________
4.结果_______________
5.处理；安排；对付____________
6.弥补，补足；整理，编造_________
7.毕竟_______________?
8.看守，监视_______________
9.在……帮助下_______________?
六。根据句子意思写出单词的正确形式。?
1.With the most difficult problem _____________(solve),I went to Qingdao for a good rest.?
2.With so many problems _____________(arise) unexpectedly, the manager was at a loss about what to do next.?
3.The team e_____________ the mountain for gold, finding nothing valuable there.
4.The policeman s__________ to the car to stop.?
5.They took turns to________(看守) their clothes while they were swimming .
6.________________(从现在起), I will spent too much of my time in writing _______________(以致于) I will no longer have time ______________(处理) those interpersonal relationships
七、单元考点作文串记(根据提示翻译句子)
1.近来，高智商(intelligent)的机器人出现(arise)了。
_______________________________________________________________
2.有些可以打字、发信号(signal)。
_______________________________________________________________
3.有些能处理(deal with)一些重要事情。
_______________________________________________________________
4.在某种程度上说(in a way)，电脑改变了我们的生活。
_______________________________________________________________
5.许多学生对电脑如此着迷以至于(so ... that ...)在电脑上花费了太多的时间。
_______________________________________________________________
6.部分学生在考试中失败。
_______________________________________________________________
7.但不管怎么说(anyhow)电脑在我们的日常生活中起很重要的作用。
_________________________________________________________________________
高中英语教案设计参考 篇七
Ⅰ词类。
词类英语名称意义例词
名词：The Noun (缩写为n)表示人或事物的名称Basket, mouth, hospital, year, train.
冠词：The Article (art)用在名词前帮助说明名词所指的人或事物a, an, the.
代词：The Pronoun (pron)用来代替名词、形容词或数词They, his, him, mine, which, all.
形容词：The Adjective (adj)用以修饰名词，表示人或事物的特征Long, empty, heavy, different, cheap, hungry.
数词：The Numeral (num)表示数量或顺序Three, thirteen, twenty, second.
动词：The Verb (v)表示动作或状态Hear, write, swim, eat, borrow, sing.
副词：The Adverb (adv)修饰动词、形容词或其他副词Quickly, early, out, soon, then, sometimes.
介词：The Preposition (prep)表示名词、代词等和句中其他词的关系From, with, at, into, behind, between, for.
连词：The Conjunction (conj)用来连接词与词、短语与短语或句与句And, or, but, so, because.
感叹词：The Interjection (interj)表示说话时的喜悦、惊讶等情感Oh, hey, ouch, well, there, dear.
(一)名词
1、专有名词：表示人名、月份、日期、地名等。如China, John, London, the USA, Harbin .
2、个体名词：表示单个的人或事物。如boat, chair, desk, apple .
3、集体名词：表示一群人或一些事物的总称。如family, people, class, police .可数名词。
4、普通名词物质名词：表示无法分为个体的物质。如water, air, tea, sea, money, cotton .
5、抽象名词：表示抽象概念的词。如health, help, work, friendship .不可数名词
6、名词的数。可数名词有单复数，不可数名词没有单复数。
7、名词的格：名词有三个格：主格(作主语)、宾格(作宾语)、和所有格。其中只有名词的所有格有形式变化。
(二)冠词
1.定冠词-the .
○1、特指某(些)人或某(些)事物。The students are very good.
○2、说话人与听话人都知道的人或事物。Where is the toilet ?
○3、重复提到上文的人或事物。I have a cat , the cat is white and black .
○4、表示世界上独一无二的事物。The moon moves around the earth .
○5、形容词级和序数词前和表示方位的名词前。I am the oldest . He is the first to school . I live in the south .
○6、乐器的名称前常用定冠词-the 。I like playing the piano / violin .
○7、和某些形容词连用，使形容词名词化，代表某一类人。We should help the poor .
○8、放在某些专有名词前。We will go to visit the Great Wall next week . the people’s Republic of China .
○9、放在姓氏的复数形式前，表示全家人或夫妇两人。The Whites are watching TV .
○10、固定词组中。In the morning / afternoon / evening .
2.不定冠词-a / an .
○1、指人或事物的某一种类。A horse is a useful animal. A table has four legs.
○2、指某一类人或事物中的任何一个。Pass me a pencil, please. We write with a pen.
○3、指某人或某物，但不具体说明何人或何物。The book was written by a peasant. Last month we were working in a factory.
○4、不定冠词还可以指“事物的单位”，如“每日”、“每斤”等。 Here is a letter for you . The meat is 18 yuan a kilo.
3.零冠词。
○1、泛指人类或男女。Man will conquer nature .
○2、抽象名词在用来表示它的一般概念时，通常不加冠词。Knowledge begins with practice .
○3、有些个体名词有时可以转化成具有抽象意义，其前面也常不加冠词。We had better send him to hospital at once.
○4、在专有名词前一般不用冠词。China is a great country. Mr Smith is an artist.
○5、在三餐饭何球类运动名称之前不用冠词。He often goes out for a walk after supper. Sometimes I play basketball.
○6、在节假日、星期几、月份、季节等名词前。October 10th is Teachers’ Day.
○7、称呼语或表示头衔、职务的名词前不用冠词。Granny is sleeping now. We call him monitor.
○8、在语言名词前，名词前有指示代词、物主代词或数词时，不用冠词。This is his book. I can speak English .
○9、不用冠词的惯用语。At night / on food / go to town / at home / in class / at work等。
(三)形容词
1.形容词的构成。
○1、简单形容词由一个单词构成。Good, long, green, large, bright, interesting, surprised, learned, developing, sleeping .
○2、复合形容词由一个以上的词构成。20-minute, second-hand, 500-word, 8-year-old, three-legged, round-trip, part-time, good-looking.
2.形容词的用法。
○1、修饰名词作定语。She is a beautiful girl .
○2、作表语。He is very strong.
○3、作宾语补足语。Let the door open. You must keep your classroom clean .
○4、 “定冠词+形容词”表示一类人或物，在句子中可作主语或宾语。We should speak to the old politely.
○5、大多数形容词既可作表语又可作定语，但少数形容词只能作表语，不能作定语。如：asleep, ill, awake等。
○6、有些形容词只能作定语而不能作表语。如：many, little, wooden, golden等。
3.形容词的位置。
○1、形容词通常放在它所修饰的名词的前面。A heavy box.
○2、与表示度量的词连用，形容词要放在它所修饰词语的后面。3 metre long. 12 kilometer away .
○3、与不定代词something, anything, everything, nothing等连用时，可以放在这些词之后。 Something important . nothing serious .
○4、当名词前有多个形容词修饰时，一般按下面的词序排列：冠词(包括物主代词、序数词、基数词)-描述形容词(brave, beautiful)-表示形状(大小、长短、高矮)的形容词-表示年龄或新旧的形容词-表示颜色的形容词-表示国籍、出处或来源的形容词-表示材料、物质的形容词-表示用途或类别的形容词-被修饰的词。My nice small brown leather bag . those large round black wooden tables .
4.形容词的比较级和级。(一般加er / est，不规则见表)
○1、原级的用法：“……和……相同”。
A.肯定句：A +动词+ as +形容词原级+ as + B . He is as tall as me .
B.否定句：A… + not as +形容词原级+ as + B (即A不如B那么…)。
A… + not so +形容词原级+ as + B = A…+ less +形容词原级+than + B .
○2、比较级的用法：
A. A +动词+形容词的比较级+ than + B . (A比B更…，在这种句型中，比较级前面可用much, even, still, a little, a bit, a lot, any, far等修饰，表示“…得多”，“甚至…”，“更…”，“…一点儿”。
B. “比较级+ and +比较级”、 “more and more +部分双音节或多音节的原级”译为“越来越…”。
○3、级的用法：个体用-of，范围用-in，级前面要用定冠词-the.
A.三种级表示法。
级：Shanghai is the largest city in China .
比较级：Shanghai is larger than any other city in China . / Shanghai is larger than the other cities in China .
原级：No other city is as large as Shanghai in China . / No other city is larger than Shanghai in China .
(四)副词
1.副词的种类：
○1、时间副词：often, always, usually, early, ago, already, before, ever, late, now, soon, since, tomorrow, just now …
○2、地点副词：here, there, above, below, outside, anywhere, back, down, home, out, everywhere …
○3、方式副词：hard, well, badly, fast, slowly, angrily, simply, carefully …
○4、程度副词：very, quite, much, still, almost, little, too, enough …
○5、疑问副词：how, when, where, why …
○6、关系副词：when, where, why … (引导定语从句)
○7、连接副词：how, when, where, why, whether …
○8、频率副词：often, seldom, usually, never, sometimes, every day, always, hardly …
○9、其他副词：really, certainly, surely, maybe …
2.副词的用法：
○1、作状语：He can finish the work easily .
○2、作定语(要后置)：The students here are from Harbin .
○3、作表语：I must be off now .
○4、作宾补，构成复合宾语：Show him up . I saw him out with my sister last night .
3.副词的比较级和级。(一般加er / est ,不规则见表)
○1、副词的原级：
A. as +副词的原级+ as “与…一样”。
B. not as(so) +副词的原级+ as “与…不一样”。
C. too +副词的原级+ to do sth . “太…而不能”。
D. so +副词的原级+ that从句“如此…以致于…”。
E.副词的原级+ enough to do sth . “足够…能做…”。
○2、副词的比较级：
A.A +动词+副词比较级+ than + B.
B.副词比较级前也可以用much, even, still, far, any, a little, a bit, a lot等修饰。
C.比较级+ and +比较级，表示“越来越…”，the more … the more …表示“越…就越…”
D.副词的级前通常不加定冠词the .
(五)数词
1.基数词：
1 one 13 thirteen 20 twenty 100 a hundred.
2 two 14 fourteen 21 twenty-one 300 three hundred.
3 three 15 fifteen 22 twenty-two 1,000 a thousand.
4 four 16 sixteen 30 thirty 5,000 five thousand.
5 five 17 seventeen 40 forty 1,000,000 a million.
6 six 18 eighteen 50 fifty 1,000,000,000 a billion.
7 seven 19 nineteen 60 sixty.
8 eight 70 seventy.
9 nine 80 eighty.
10 ten 90 ninety.
11 eleven.
12 twelve.
2.序数词：
1 first 1st 11 eleventh 11th 20 twentieth 20th 100 one hundredth 100th
2 second 2nd 12 twelfth 12th 21 twenty-first 21st 103 one hundred and third 103rd
3 third 3rd 13 thirteenth 13th 30 thirtieth 30th 134 one hundred and thirty-fourth 134th
4 fourth 4th 14 fourteenth 14th 37 thirty-seventh 37th 200 two hundredth 200th
5 fifth 5th 15 fifteenth 15th 40 fortieth 40th 1000 one thousandth 1,000th
6 sixth 6th 16 sixteenth 16th 50 fiftieth 50th 1,000,000 one millionth 1,000,000th
7 seventh 7th 17 seventeenth 17th 60 sixtieth 60th 1,000,000,000 one billionth 1,000,000,000th
8 eighth 8th 18 eighteenth 18th 70 seventieth 70th
9 ninth 9th 19 nineteenth 19th 80 eightieth 80th
10 tenth 10th 90 ninetieth 90th
○1作主语：The first is better than the second .
○2作宾语：He was among the first to arrive .
○3作表语：He is the first to come to school .
○4作定语：The ninth letter of the word “restaurant” is “n” ./ There are three thousand workers in the factory .
(六)代词
类别作用例词例句。
人称代词代替人或事物，主格作主语，宾客作宾语数。
格人称单数复数I am a teacher .
They are students .
We all like him .
He gave the book to me .
一二三一二三。
主格：I you he She it we you they.
宾格：me you him Her it us you them.
物主代词形容词性只作定语，名词性可以作主、宾、表语等，表示所属关系词义。
类型我的你。
的他的她。
的它。
的我们的你们的他们。
的My book is there.
Her father is a worker.
This bike is yours, ours is broken .
形容词性：my your his her its our your their.
名词词性：mine yours his hers its ours yours theirs.
反身代词起强调作用，只作同位语和宾语数人称第一人称第二人称第三人称We ourselves did the work.
He did the work by himself.
单数：myself yourself himself herself itself.
复数：ourselves yourselves themselves.
相互代词表示相互关系，作宾语宾格所有格We should help each other.
Please correct each other’s mistakes .
each other(两者相互) each other’s(相互的)
one another(三者或三者以上) one another’s(相互的)
指示代词起指示作用，作定语、主语、宾语、表语等This, that, these, those, it, such, same Take this book to his room.
My point is this .
不定代词代替或修饰任何不定数量及不定范围的人或事物some, any, no, none, many, few, little, all, both, every, one, either, neither, other, a few, a little, another, somebody, nobody, nothing, each I have something to tell you.
Neither answer is right.
疑问代词表示疑问，构成特殊问句who, what, whose, which, whom Whom did you see ?
关系代词引导定语从句which, that, who, whom, whose The book that I lost was new.
连接代词引导名词性从句(主语从句、宾语从句、表语从句、同位语从句) what, who, that I know what you are doing .
That’s what I hope .
(七)动词
类别意义例子例句
行为动词含有实在的意义，表示动作或状态，在句中能独立作谓语。及物动词后面一定接宾语Open, visit, hear … He visited Gaozhou yesterday.
不及物动词后面可以不接宾语Laugh, cry, live … He lives in Beijing .
连系动词(link v)本身有一定的词义，但不能独立作谓语，必须与表语一起构成谓语。 Be, become, grow, get, turn, look, sound, smell, taste, feel, seem … The meat smells bad .
He is a student .
助动词(v.aux.)本身没有词义，不能独立作谓语，只能和主要动词一起构成谓语动词，表示否定、疑问、时态或其他语法形式Do, does, did, am, is, are, have, has, had, shall, will, should, would … He doesn’t speak English .
We are playing football .
He had gone to Beijing .
情态动词(Modal Verbs)本身有一定的意义，但不能独立作谓语，只能和主要动词一起构成谓语动词，表示说话人的语气和情态。情态动词没有人称和数的变化。 Can, may, must, should, need, dear, shall, will, have to … She can speak English .
May I speak to Ann, please、
We must go now .
注：动词(除情态动词，只有原形和过去式)有原形、第三人称单数、动词-ing、动词过去式、动词过去分词五种形式。
(八)介词
1.介词的种类：
○1、简单介词：in, at, of, from, since, around, to …
○2、合成介词：onto, into, without, upon, within …
○3、短语介词：because of, in front of, according to …
○4、分词介词：regarding, following, concerning …
2.介词短语在句子中的作用：
○1、作定语。I know the answer to the question .
○2、作状语。The children are playing basketball in the playground .
○3、作表语。Mike is in the classroom .
○4、作宾语补足语。He found himself in the middle of the river .
○5、作主语补足语。Tom was seen inside the cinema .
3.常用介词的基本用法：
○1、表示时间的介词(at, in, on, for, since, after, by, during, before, from, to, until, within …)
○2、表示位置，方位的介词(in, at, on, to …)
○3、表示交通方式的常用介词(by, on, in …)
○4、其他一些词组搭配介词(be angry with/at/about sb/sth . be strict with/in/ sb/sth
他山之石，可以攻玉。上面就是快回答给大家整理的7篇优秀高中英语教学设计，希望可以加深您对于写作高中英语教学设计的相关认知。