高中英語教學設計（共9篇）

教學設計
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篇1：高中英語教學設計

一. 教材分析

本單元的中心話題為Modern Agriculture “現代農業”，其中包括“飲食結構”、“農業生產與環境氣候”、“土地利用”等話題。本課是第十九單元第二課時閲讀”（Reading）部分，這是一篇科普文章，該文從中國農業的“歷史與現狀”、“傳統農業技術應用及發展”、“現代農業生產”、“農業生產與生態的前景展望”等四方面對中國農業生產進行了介紹。本文語言通俗易懂，説明事物層次分明，以激發學生學習的興趣和熱情，讓他們對於中國的農業發展有一個全面的瞭解，並可以對學生進行農業技術的興趣培養。

二、學情分析

高一學生英語基礎薄弱，詞彙量少，語法知識不足，中式英文思維方式嚴重，複雜句子結構無法理解，進行閲讀相當困難。

三hing Contents 教學內容

Unit 19 Modern Agriculture (SEFC Book 1B)

Reading: Modern Agriculture

(全日制普通中學教科書(必修)人教版高一英語(下)第十九單元《現代農業》的閲讀部分)

四gn of Teaching Objectives 教學目標設計

et language 目標語言

Make the students master the following words,phrases and sentence patterns.(讓學生掌握下列單詞、短語和句型。)

(1)Important words(重點單詞)：

Protection,technique,irragation, import, production, garden, wisdom, pratical, system, condition, soil.

(2)Important phrases(重點詞組)：

Be harmful to, be friendly to, depend on, stand for,a variety of.

(3)Important sentence patterns(重點句型)

a. It is on this arable land that the farmers produce food for the whole population of China.

b. To make as much use of the land as possible, two or more crops are planted each year where possible.

ity goals能力目標

Improve the students’ reading ability through reading activities.(通過系列閲讀活動提高學生的閲讀理解能力。)

ning ability goals 學能目標

Enable the students to know the development of modern agriculture in China.

（讓學生了解中國現代農業的發展。）

五hing Important Points(教學重點)

n the words and phrases listed above.

(學習上列單詞和短語。)

2. Enable the students to know the development of modern agriculture in China.（讓學生了解中國現代農業的發展。）

六hing Difficult Points(教學難點)

rstand the following sentences correctly.

a. It is on this arable land that the farmers produce food for the whole population of China.

b. To make as much use of the land as possible, two or more crops are planted each year where possible.

to help the students understand the passage better.

(怎樣幫助學生更好地理解這篇課文)

七hing Methods(教學方法)

-based method(任務型教學法)

ming(略讀法)

ful reading (細讀法)

八hing Aids:(教學輔助手段)

1.A blackboard

2. A projector and a computer for multimedia

九hing procedures (教學過程)

Step I Greeting and leading in (4 minutes)(引入，4分鐘)

T:How much do you know about agriculture? Do you often help your parents to do some farming work?

(Let students think about these questions and show their ideas.)

設計目的：激發學生的學習興趣，讓學生主動參與。

Step II Pre-reading (5 minutes)(讀前，5分鐘)

T:Today we come to the Reading. Before starting our reading part,

let’s look at some pictures in the Pre-reading part on page45 of your textbook.

students to classify the pictures in the following way:

Traditional farming (1 3 5)

Agriculture

Modern farming (2 4 6)

Hi-tech farming (7 8)

are traditional & modern farming, focusing on the advantage & disadvantage of modern farming. Then fill the form. (Show the pictures again)

設計意圖：

（1）激活學生已有的信息，使學生具備攝入新知識的心理定勢。

（2）激發學生的學習興趣。

（3）幫助老師引入課文的主題。

Step III. While-reading(17 minutes)(讀中，18分鐘)

ming (4 minutes) (跳讀，4分鐘)

Ask the students to read the passage quickly. While reading, find out

the main ideas of each paragragh (On the screen).

Para.1 Agriculture in general in China

Para.2 Modernization in farming techniques

Para.3 Balance between food production and environment

Para.4 Greenhouse�C a solution for the shortage of arable land

Para.5 GM used in Agriculture

Para.6 GM research on tamato

（Show the possible answers on the screen)(將參考答案顯示在屏幕上)

學生活動：學生快速瀏覽課文，瞭解課文大意。

設計意圖：訓練學生快速閲讀，歸納各段落的中心意思的能力。（Skimming

for the main idea）

ning (10 minutes)(查讀，10分鐘)

Get the students to read the text carefully and finish these

exercises ，then ask some students to give the answer.

（1） In China only seven percent of the land is used for is _____.

A. because farmers don’t need more land to produce food for the whole

population

B. because China needs more and more land to build cities

C. because there are not enough farmers to work on the land

D. because the other land cannot be used for agriculture

（2） Fertilisation is a technique that is used to ______.

A. make poor soil better

B. make wet land drier

C. make dry land better

D. grow vegetables with their roots

in water instead of earth

（3） Modern agriculture means finding ways to _____.

A. increase irrigation and stop using fertilisers

B. stop irrigation and using fertilisers

C. increase production and be friendly to the environment

D. produce the same amount while taking better care of nature

（4） In the sentence “? they are protected from the wind, rain and insects”, “they” means _____.

A. greenhouses B. roots

C. vegetables D. tomatoes

（5） In GM “M” stands for “modified”, which means “changed”. What changes is ______.

A. the way in which poor soil is made better

B. the way in which Chinese farmers work on their land

C. the way in which crops develop from seed

D. the way in which farmers take care of the environment

學生活動:認真閲讀課文完成任務，然後向全班彙報。

設計意圖:訓練學生快速查讀細節、捕捉信息的能力。

Step Ⅳ Language study(5 minutes)(語言學習5分鐘)

There are some useful words and phrases the studeuts should learn to

Step V Group work (7 minutes)小組討論(7分鐘)

Ask the students to discuss the questions on Page47 in groups to make further understanding of the text. Decide which fruit, vegetables and farm animals you would change. Explain how you would change them and why.

學生活動:學生思考並討論上述問題，然後向全班同學彙報。

設計意圖:幫助學生進行課堂反思，自己學到了些什麼知識；

Step Ⅵ Conclusionand Homwork（1 minutes）總結和佈置作業（1分鐘）

Make a brief summary about the text and assign the homework.

T: Today, we’ve read the passage about modern Chinese agriculture. We are sure we’ll have healthier and mo delicious food in the near future with the new technology. After class, please read the text once agaim and find the sentences you appreciate most.

十一.學生學習活動評價設計

評價方式採用：自評、他評、師評。每個主題活動結束後，學生填寫一張評價表，學期做階段性評價，並把評價結果記入“我的成長足跡”。

十二ection after teaching (教學反思)

本節課在多媒體的輔助下，一方面以直觀的圖片激發學生學習的興趣，另一方面以課件形式展示，節約了書寫的時間，一節課的時間雖緊湊但卻能借助於多媒體安排更多的內容，能更加順利地完成不同的任務設置。

篇2：高中英語教學設計

Reading --Secrets and lies & A friendship in trouble

教材分析：

“Secrets and lies A friendship in trouble”圍繞本單元的主題“Getting along with others”，以書信的形式，向雜誌的專欄作家反映了交友過程中遇到的煩惱------與好朋友爭吵，鬧矛盾。該文章以一個平常的視角，列舉了朋友相處過程中遇到的問題，同時，讓同學們領悟書信的.字裏行間傳達的感情。

文章以第一人稱講述，語言淺顯流暢，多用短句，學生讀起來會有身臨其境之感。而且文中很多語言都透露出英語語言的美感，欣賞性很強。

學情分析：

英語學習的面應該擴展到英語國家的歷史、文化、人文、地理等各個方面。教師任教的班級為理化班和物生班，班級中男生偏多，上課很有熱情。兩封書信的內容很容易在學生中產生共鳴。教師更關注激發學生探討解決問題的具體可行的途徑。

教學思路：

1. 老師通過安排閲讀任務、解決閲讀障礙的任務、以及讀後交流心得體會的任務，讓學生在小組合作過程中提高閲讀理解能力、猜詞能力和語言運用能力。

2. 引導學生進行自主性學習，善於發現問題，並且尋找解決問題的思路和方法。

3. 通過引導、啟發式教學，對學生進行文化知識的滲透。

4. 電腦輔助教學以增加課堂容量。

Teaching Plan

Title: Module 5 Unit1 Reading

Teaching objectives

A. Knowledge objectives

1. Students will increase their key words and expressions

betray, pretend, admit, swear, forgive, focus, manner, guilty, dislike, argue, senstitive, blame sb for doing sth., make cruel remarks on, apologize to sb. for doing sth.

2. Students will learn to analyse the difficult sentences

I must have sounded very proud of myself after the quis, saying how easy it was and how I was sure to get a good grade.

He could not keep pace with the game, and a result of his careless playing we lost.

He got annoyed, saying it wasn’t his fault if he couldn’t play as well as me, and that I shouldn’t talk to him in this manner.

Football is very important to me, but so is our friendship.

3. Students will increase their reading strategy: reading to understand feelings.

B. Ability objectives

1. Students will comprehend a letter written to an advice columnist (presented in the video).

2. In the above video, students will identify what is the secret and what is the lie respectively.

3. Students will comprehend and produce necessary voccabulary for friendship.

C. Moral objectives

1. Students will discuss how to solve the problems arising in making friends.

2. Each student will write a letter to help Sarah or Andrew to solve their problems after class.

Teaching methods

1. Translation Method

2. CALL(Computer一Assisted Language Learning)

Teaching aids

Computer

Teaching procedures

StepⅠLead-in (3 mins)

Q1: What can cause a friendship to break up?

The The reasons leading to a broken friendship are as follows:

Not trusting each other

Misunderstanding

Lacking communication

There being conflicts in interest

Not caring each other enough

……

Q2: Who can we turn to for help when we have problems with our friends?

Parents, techers, …. magazine advice columnists.

StepⅡFast reading (3 mins)

What are the secret and lie respectively (分別地) in the author’s(Sarah’s) opinion?

Secret: Sarah got a D in a surprise Maths test.

Lie: Hannah didn’t admit having given away the secret.

Step Ⅲ Careful reading (10 mins)

Questions:

1. Why do you think Sarah and Hannah could be good friends before ?

They were like each other and had much in common.(We are both very academic and like to study;we are both very hard-working and always get good grades at school.)

2. Why did Sarah tell Hannah that they weren’t going to be friends any more?

Because she thought Hannah had told everyone how badly she had done in the Maths quiz.

3. What might have caused their friendship to break?

Sarah didn’t trust her friend.

Hannah may have betrayed her friend.

Sarah and Hannah lacked communication.

Step Ⅳ Reading strategy: understanding feelings (5 mins)

A letter to a magazine advice columnist usually includes:

1) Descriptions of problems

2) Descriptions of feelings

While reading such a letter, it’s important to identify the writer’s feelings towards a

certain problem and then think about what advice to give him/her.

Let’s take Sarah’s letter for example:

How Sarah felt: Why

betrayed She thought her best friend Hannah

didn’t keep her secret.

ashamed She scored the lowest mark in her class.

upset She found a piece of paper on her

desk that said “stupid Sarah got a D”.

angry She thought Sarah didn’t keep her word.

A friendship in trouble (10 mins)

Read the second letter carefully and answer the following questions.

1. Why did Andrew shout at Mathew after the match?

2. What did Matthew think about losing the match?

3. What kind of boy is Matthew?

4. How is Matthew recently?

How Andrew felt Why he felt so?

They lost the game because of Matthew’s carelessness.

He made some really cruel remarks to Matthew.

His best friend Mtthew has stopped talking to him.

Step Ⅴ Enjoying the beauty of English laguage (8 mins)

T: Since we have finished reading the story, have you found some expressions or sentences that impress you most? Can you give some examples and tell us why?

Ss: I must have sounded very proud of myself after the quis, saying how easy it was and how I was sure to get a good grade.

He could not keep pace with the game, and a result of his careless playing we lost.

He got annoyed, saying it wasn’t his fault if he couldn’t play as well as me, and that I shouldn’t talk to him in this manner.

Football is very important to me, but so is our friendship.

Step Ⅵ Discussion(5mins)

1. Suppose you are the advice columnist, what advice will you give Saran and what to Andrew?

2. Enjoy some beautiful sentences about frienship:

The recipe of friendship :

1 cup of sharing

2 cups of caring

1 cup of forgiveness

and hugs of tenderness

Mix all these together

to make friends forever.

Step Ⅶ Conclusion and homework ( 1 min)

JBZT p.8-10

教後感：

1、對於課文重要語言現象的處理雖然比較詳細，但是缺少學生方面的操練和鞏固。因此，閲讀課中如何處理文章難點也是一個值得深究的方面。

2、學生閲讀的時間還是比較少，雖然課堂上有快速閲讀和精讀的步驟，但是，這些還遠遠不夠，因此要建議學生課後再重讀文章，尤其課上討論的複雜句式及語言優美的句子。

篇3：高中英語教學設計

教學準備

教學目標

知識目標:

複習兩個閲讀技能---scanning， skimming;

學習本單元的部分生詞。

本事目標:

能構成文章的圖式，在圖式的幫忙下自主地複述本課的主要資料，在此過程中實現生詞的重現。

情感目標:

學生在教師的啟發下，經過師生互動和生生互動，進一步探究知識。在這一過程中，學生能夠不斷地實現互相教育和自我教育，並能尋求自我發展;

學生能明白計劃的重要性，並能收穫一些與之相關的諺語。

教學重難點

構成文章的圖式，並在圖式的幫忙下複述文章的主要資料。

教學工具

課件

教學過程

Steps

Teacher’s activity

Students’ activity

Aims

Step 1

Show and tell the students the learning goals for them and make possible explanations

Students listen to the teacher and have an idea of what they are going to learn in this class。

To make the students know what they are to learn in this class

Step 2

1)。 Show some pictures with beautiful scenery

2) Ask the students two questions:

Are they attractive?

Where do you want to travel? – I dream about traveling…

1。) Students appreciate those pictures

2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling into…”

1)。 To arouse students’ interest

2) To practice a sentence pattern

Step 3

1)。 Show the title of the reading passage

2)。 Ask the students whether this passage is about the whole process of the journey。

3)。 Ask the students how to skim。

4) Tell the students the skill of skimming on the screen

1) Students answer the question after they read the subtitle of this part。

2)。 Students tell how to skim。

1) To make the students pay attention to the subtitle， which can tell the main idea of the passage。

2) To review how to skim

Step 4

1) Ask the students to skim more—to find out the main idea of each paragraph。

1) Students tell the main idea of each paragraph

1) To practice how to skim

Step 5

With four questions， teacher asks the students to scan paragraph 1

Ask students how the scan

Show the skills of scanning on the screen

Students scan paragraph 1， and answer the four questions

Students tell how to scan

To review how to scan

To practice how to scan

Step 6

1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have， and then finish the table

1) Students scan paragraph 2 and finish the table

1) To practice how to scan

Step 7

1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences。

2) Ask the students to match each geographic word to the proper meanings

1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile。

2) Students do the matching work

1) To better know how the Mekong river flows

2) To help the students better learn the geographic words which are new to them

3) To check how the students understand the new words

Step 8

Review the structure of the passage together with the students and show some key words on the screen

Provide the students with some words and phrases which are the new words in this unit

Ask them to retell the main content of the passage in groups

With the teacher， students review the structure of the passage

Retell the main content of the passage in groups

To help students form the schema of the passage by reviewing the structure of it

To know the content of the passage better as well as to create more chances for the students to use the new words

Step 9

1) Ask the students what they learn from the story

2) Give the students some useful and related proverbs

1) Students share their opinions with the group members what they have learned from the story。

2) Students read the proverbs loudly together。

1) To encourage students to form their own views and share them with others

2) To learn some useful proverbs

Step 10

1) Summarize this class by showing the learning goals again

2)Homework

1) Students review what they have learned by reading the learning goals on the screen。

1) To help students review what they have learned in this class

篇4：高中英語教學設計

一、學情分析

當前在中學生中吸煙現象比較常見，課本內容接近學生生活，對學生有教育意義，容易激發學生的學習熱情，易於展開討論。

二、教材分析

本課是高一必修2第二模塊裏的一篇閲讀課(Reading)，出自外語教學與研究出版社出版的高中英語學生用書。在第一課Introduction裏面初步接觸和學習了描寫抽煙、吸毒及其危害性的詞語，這一課Reading是上文的延續。本課Reading實際上分為兩篇文章，第一篇主要講述了一個吸毒者和他的故事;第二篇主要講述了使用的危害。

三、設計思路

本堂課採用任務型教學途徑，這種途徑是以應用為動力，以應用為目的，以應用為核心(為用而學，用中學，學了用)的教學途徑。任務型教學是一種以人為本的，能體現語言價值的，先進的、有效的教學途徑。學生帶着任務學習，在完成任務的過程中逐漸生成的知識，形成的技能。本課將通過任務型教學，努力達到課堂活動目的。

四、教學目標

1、讓學生學習另一些介紹抽煙及其危害性的詞語。

2、通過閲讀包括這些詞彙的兩篇文章並做尋找文章和所屬段落的關係以及回答問題，判斷正誤等方式，培養聯想、理解、前後聯繫能力和邏輯分析能力。

五、教學重點和難點

1、理解有關吸毒及其危害的知識，找出段落和文章的從屬關係。

2、培養閲讀時的聯想、理解、前後聯繫的能力和邏輯分析能力。

3、閲讀的同時也培養學生運用所學的詞彙進行語言交際的能力。

六、教學輔助手段

CAI課件，錄音機。

七、教學過程(略)

篇5：高中英語教學設計

一、教材分析：

本課是結合人教版高中英語教材選修5中有關過去分詞的語法內容，進行過去分詞的學習，教學中將語法知識的傳授和語言基本技能的學習結合到一起，注重複習語法與語言的運用。採用任務型教學法和小組合作探究學習法，從而擴大課堂的語言輸入量及學生的語言輸出量。

二、學情分析：

在高一英語學習基礎上，學生已經掌握基本的語言結構和一定程度的聽説讀寫能力。在複習的過程中，結合學生原有的知識掌握水平，鞏固基礎強化正確使用語法知識，提高學生運用語言的深度和難度、但大部分學生的基礎知識仍然較為薄弱，運用英語進行交際活動的能力較差，主動學習的動力不夠，然而他們學習比較認真，渴求知慾旺盛，思維比較活躍。部分學生的基礎較好，能主動配合老師。只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。

三、教學目標:

1、知識目標:

引導學生掌握過去分詞在真實的生活語境中的使用。培養學生通讀，分析，理解，綜合的能力，教會學生體察語境，結合上下文，符和邏輯推理和合理的想象，結合語法和題幹中的語境解決問題。在運用語言過程中培養學生的觀察力、分析力、想象力和自學能力，提高思維能力和運用英語的綜合能力。

2、能力目標：

利用多媒體手段營造積極和諧教學氛圍，使學生進入情景之中，充分調動學生的思維活動和情感體驗，規範學生運用英語知識準確表達的能力，同時，發展學生綜合語言運用的能力，分析問題和解決問題的能力，培養學生自主學習。

3、德育目標：

用含過去分詞的句子結構表達思想感情。

四、教學重點:

1、過去分詞的用法

2、過去分詞的運用

五、教學難點:

1、結合語法知識，以課堂教學為依託，全面訓練學生的聽、説、讀、寫能力，加強和提高運用英語的綜合能力。

2、過去分詞在真實的生活語境中的使用。

六、教學策略:

通過小組討論、小組競賽等具體形式，創設有利於高中生自己自我認識、自我反省、自我調節的情境，利用他們自身較高的自我意識水平對自己的學習進行調節、監控。因此，本課採用教學方法---任務型教學法。以任務為中心，任務的設計焦點是解決某一具體的貼近學生生活的問題。教師要從學生“學”的角度來設計教學活動，使學生的學習活動具有明確的目標。在的各種“任務”中，學生能夠不斷地獲得知識並得出結論。

七、學習策略:

本課將各種活動設計成小組活動並開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生養成自主學習與合作學習的能力，培養創新意識和實踐能力，以及具備科學的價值觀。

篇6：高中英語教學設計

課題: Unit1 Festivals around world

學情分析：

教學目標:

1、語言目標：

1)。To get the students to talk about festivals

2)。 To learn about how festivals begin and howto celebrate festivals so as to enable them to learn more about differentcultures while learning different language 。

2、重點詞彙和短語：

熟記課文中重點詞組或短語。

festival， celebrate， celebration， lunar， takeplace， on the 15th day of the eighth lunar month， beauty， harvest， relatives，custom， admire， decorate， origin， separate， dress up， parking lot， luck money，family reunion， get together， Christmas，solar calendar， carnival， parade，Christian， Easter， Lantern Festival， Arbor Day， Pure Brightness Day， JesusChrist， the Easter Bunny， hot cross buns， the best bands

Sentence structures: (句子)

1)、Festivals are meant to celebrateimportant times of year。

2)、Discuss when they take place， whatthey celebrate and what people do at that time。

3)、Cara suggests that Li Mei change hershoes to something more fortable， wear some lighter and cooler clothing andalso take a hat。

4)、Easter customs include making andeating hot cross buns， coloring and searching for eggs supposedly hidden by theEaster

本事目標：

Letstudents to know how to get the key words from the conversation about thecarnival parade， and how to talk about sth。 happened。

五、情感目標：

Letstudents to know and pare Chinese festivals and customs with westernfestivals and customs。

六、教學重難點：

1、How to talk about the Chinesefestivals and social customs at festivals。

2、How to get the key words tounderstand the conversation about the carnival parade， to talk about sth。happened。

七、教學過程:

Step 1 Warming up

Step 2 Pre-reading

Lookat the pictures and discuss in pairs what kind of information you think will beintroduced in the passage。

Step 3 Reading and prehending

1。Ask the students to skim the passage and find out what festivals are mentionedin each paragraph。

Paragraph 1:__________________

Paragraph 2:__________________

Paragraph3: __________________

Paragraph4: __________________

Paragraph5: __________________

Suggestedanswers:

Paragraph1: Ancient festivals: celebrate the end of the winter， planting in spring andharvest in autumn; celebrate when hunters catch animals。

Paragraph 2: Day of the Dead;Halloween。

Paragraph3: Dragon Boat Festival; Columbus Day; October 2。

Paragraph 4: Harvest andThanksgiving festivals;

Mid-AutumnDay。

Paragraph5: Spring Festival; Carnival; Easter;

Cherry Blossom Festival。

2。 Read the passage carefully and answerthe true or false questions。

( ) 1)、The ancient people needn't worry about their food。

( ) 2)、Halloween used to be a festival intended to honor the dead。

( ) 3)、Mohandas Gandhi helped gain India's independence from the USA。

( ) 4)、ThanksgivingDay is held to celebrate harvest。

( ) 5)、Eastercelebrates the birth of Jesus。

篇7：高中英語教學設計

Module4 Unit 1 Advertising語法課教案

Teaching aims:

1。 Students can explain the difference of direct speech and reported speech。

2。 Students can list the changes when transform the direct speech into reported speech。

3。 Students can use reported speech or indirect speech to report things。

4。 Students can express others’ ideas more properly。

5。 Students can be more confident in learning English。

Teaching key points and difficult points:

Key points:

How to change direct speech into reported speech。

Difficult Points:

The changing points when change direct speech into reported speech。

Teaching procedures:

Step 1 Lead-in

Present a short video。 It is a joke about XiaoMing。 He misuse I， she and he and can’t introduce his family members to others properly。

Then lead in today’s topic how to change direct speech into reported speech。

(Justification: By showing the video， students can be more curious about learning this lesson。)

Step 2 Presentation

1。 Ask students to watch several advertisements。 In every videos there is a person to talk about the merits of his or her products。 Then list several sentences to ask students to choose which advertisement it refers to。 For example:

The girl said that she was praised by her boyfriend。

The boy introduce that the little guys can be found wherever they are。

A lot of mums encourage others to use it to protect babies skin。

2。 Show the original sentences(direct speech) of the advertisement and the listed sentences before together。 Ask students to observe the sentences and try to think about what is the direct speech and what is the reported speech。 Then conclude how to change direct speech into reported sentence: we can change direct speech into reported speech by using an object clause or an infinitive phrase。

3。 Present several reported speech chosen from the advertisements。 Ask students to pay attention to the form of different reported speech including statements， questions and imperative statements。

4。 Show some sentences using direct speech and ask students to try to change the direct speech into reported speech。 Then underline personal pronouns， tense， time and place， pronoun and ask students to check their deskmates’ sentences and pay attention to the underline parts。 Present the sentences students made and ask them to conclude the important points of changing a direct speech into reported speech from the following aspects: personal pronouns， tense， time and place， pronoun and other special cases。

(Justification: Using the advertisement can lead in different sentences using direct speech and reported speech naturally and help students accept the new grammar rules more easily。 Inductive method and deductive method are bined in this part to achieve students’ mastership。)

Step 3 Practice

Set an situation of the advertisement department。 Every students is a member of the department。 Ask them to finish the following tasks:

1。 There is a report made by their colleague and ask students to correct the sentences on the blackboard。

2。 Show the advertisement of the text book and ask students to plete the letter written by Wang Yilin to Mr Fan Zhenbin。 Then check the answer with their classmates。

3。 Show a list of tips given by an advertising expert and ask them to report the advice to the manager and finish the Exercise B in P11。

(Justification: This step can help students get a deeper understanding of the grammar and the key point and difficult point will be solved in this step。)

Step 4 Production

Four students in a group finish the following tasks。

1。 Show a short video and encourage students to talk about the story of the video with each other。

2。 Set an situation that there is an advertisement order about useful English learning method。 Invite students to discuss in groups and list the opinions of every group members and then change the opinions with the group beside by using reported speech。 Teacher will invite some volunteers to share their opinions。

(Justification: Students can fully cooperate with each other and learn how to use what they learned into their daily life。 Also， they can develop critical thinking and speak

篇8：高中英語教學設計

Understanding each other-Reading教案

Teaching aim:Knowledge aim:

Students can master the expressions about cultural differences。

Students will get familiar with the topic of culture and learn how to talk about different cultures and customs。

Ability aims:

Students can master the reading strategy to understand the use of examples。

Students will be able to get the main subject of the conversation through fast reading and the detailed information through detailed reading。

Students can talk about cultural differences in their daily life。

Emotional aim:

Students will learn to respect different cultures and customs。

Students will be more confident in speaking English in public。

Key and difficult points:

Key points:

Students can get the detailed information through careful reading。

Difficult points :

Students can apply the expressions into daily munication。

Students can show respect for different cultures。

Teaching procedures

Step 1: Warming up

Show some pictures of different wedding ceremonies in different countries and ask students to guess the country。

Justification: Attract students’ attention and lead students into the class naturally。

Step 2：Pre-reading

Show the title of the reading passage and ask students to predict what aspects of cultural differences the passage involves。 For example:

T: Dear students， what is the title of our reading passage?

S:。。。

T:Yes。 Correctly。 It’s Cultural Differences。 What kinds of cultural differences do you know?

S:。。。

T: Food， marriage and festival and so on。 Excellent。 You all have a broad knowledge。 Of all these kinds of cultural differences what do you think the passage talks about?

S:。。

T: Good job。 Now let’s read the passage and find out if our prediction is right or not。

Justification : Arouse students’ interest in this lesson by asking them to predict what the passage is mainly about and help students to have a basic understanding of the topic in the reading text。

Step 3：While-reading

1。Global reading

Read the conversation quickly and find out the cultural differences the passage talks about。 Later， ask some volunteers to share their answers。

Justification: Train the skimming ability of students and enable them to get the general idea of the passage as quickly as possible。

2。 Detailed reading

Read the passage carefully with the following questions。

Q1: In the west， when is the polite rime to open a present? Why?

Q2:What surprised Peter about the wedding ceremony in Korea?

Q3: what drink is not permitted in Brunei?

Q4: What kind of food do Brits eat at Bonfire Night?

Justification: Improve students’ reading strategies to find out the detailed information and understand the use of examples。

Step 4：Post-reading

Divide students into groups of four and ask them to have a discussion about cultural difference in 7minutes。 And the discussion should be related to the following questions。

Q1: What do you know about cultures that are different from our own?

Q2: Why do we need to find out about other cultures’ traditions?

Justification: Help students to have a better understanding of cultural differences and improve their speaking abilities。

Step 5：Summary and Homework

1。 Ask students to make a summary of the cultural differences mentioned in the text。

2。 After the class， ask students to write a paragraph about how people can understand each other’s cultures better。

Justification: Consolidate what they have learned in this class and broaden their horizon。

篇9：高中英語教學設計

教學準備

教學目標

1。經過學生分享自我的旅遊經歷，用英語進行交流與表達。

2。經過略讀與找讀，使學生獲取文章主要信息，練習閲讀技巧。

3。經過小組討論為旅遊準備的物品，使學生用英語簡單的語言實踐活動。

教學重難點

教學重點：利用閲讀技巧，獲取文章大意及細節

教學難點：用英語交流並進行簡單實踐活動—旅遊需要準備的物品

教學過程

I、Warming Up:

1。 I’d like to share my travelling experience with you， and would you like to share your travelling experience?

2。 The world has many great rivers。 Have you been to these rivers?

設計意圖：大部分學生都喜歡旅遊，教師談談自我旅遊的經歷，詢問學生的旅遊經歷。列舉世界上著名的河流圖片，讓學生來欣賞認識完美的河流。能有效地調動學生的學習進取性。河流圖片的展示，學生猜測河流的名字，喚起學生的學習興趣以及對大自然的熱愛。

II。 Pre-reading

Have you been to the Mekong River? What countries does the Mekong River flow through?

設計意圖：展示沿湄公河的地圖，引起學生的興趣，讓學生觀察地圖，説出湄公河流經的國家，為隨後的閲讀做好了資料和詞彙上的鋪墊。

III。 Reading

1。 Skimming

Skim the passage and find the main idea for each paragraph

Para 1: Dream

Para 2: A stubborn sister

Para 3: Preparation

設計意圖：略讀：學生快速瀏覽課文，尋找相關信息並搭配段落大意。點撥閲讀技巧：注意每段開頭及結尾。

2。 Scanning

1)。 Read Para 1 and find the key word for the information:

Who and What

Where and How

Why and When

設計意圖：1。尋找who，what，where，how，why and when等關鍵信息，讓學生把握這類記敍文的閲讀要點。2。根據圖表複述，練習學生語言整合與連貫的本事。

2)。 Please use at least three adjectives to describe Wang Wei according to Para2， and give your reasons。

設計意圖：研讀課文第二段，思考至少3個形容詞來描述王薇，並利用文章説出依據，目的是讓學生研讀，並挖掘支持自我觀點的信息。

3)。 Read 3 and answer: what can they see along the Mekong River?

Suppose you are a tourist guide， please introduce the Mekong River briefly to your audience。

設計意圖：先讓學生從文中找到表示地貌的地理術語，利用形象生動的幻燈片，為學生掃清生詞及讀音障礙，然後讓學生扮演導遊的主角，結合示意圖向遊客介紹湄公河，從而到達複述的目的。

IV。 Group work

Imagine that you are preparing for your own trip down the Mekong。 In your groups of four: choose 5 things that you think are the most useful， and give your reasons why you choose them。

設計思路：讀後討論，學生想象去湄公河前必備的5件物品，並説明選擇的理由。為學生準備地圖，收音機，毯子，水杯，救生圈，雨傘，火柴，手機，照相機，藥物，防曬霜等，學生小組討論，並用英語表達個人看法與觀點。

V。 Summary

What have we learned in this class?

設計思路：引導學生反思本節課主要資料及重難點。

課後習題

Homework

1。 Read the passage as fluently as possible after class。

2。 Preview Learning about Language。

板書

板書設計：

Unit 3 Travel Journal

Part 1 The dream and the plan

careless waterfall

determined entire

excited view

crazy

stubborn

risk-taking

標籤：英語教學高中

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