高中英语教学设计（共14篇）

作者：44171060 | 发布时间：2020-05-18 09:01:59 收藏本文下载本文

第1篇：高中英语教学设计

教学设计

Unit 12 Don’t eat in cla.复习班：闫月厚

教学目标： 1.谈论规则

2.祈使语气

3.表示允许

4.能够用口头或书面描述规则

教学重点和难点：

重点掌握祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。

教学设计：学习内容学生活动教师活动

1.表示规则的句型：

*---Don’t run in the hallways.---Sorry, Ms Mendoza.* Don’t watch TV after school.* Don’t go out on school nights.1.思考、谈论规则。* Don’t talk loudly.* Do your homework after school!* Practice your guitar every day.引导、启发、教授需学内容。

2.Can for permiion, such as: We can do„.We can’t do„.Can we do„?

*---What are the rules?---Well, we can’t arrive late for cla.*---Can we listen to music, Alex?---We can’t listen to music in the hallways, but we can listen to it outside.2.听录音，回答问题。

*---Can we eat in the claroom?---No, we can’t.*---Can students wear hats in school?---Yes, they can.放录音；启发、提示问题及答语。

3.阅读→迁移（读、写、文化差异）。

阅读/认图标；阅读信件→根据其信息找出规则→写出规则。3.引导、提示图标含义；提示文化差异。

4.用口头或书面形式描述规则。

4.利用本单元所学祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do，根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。4.检查学生讨论制定规章制度或使用规则情况——句型、短语、动词形式是否正确；指导并落实学生写作情况。教学过程设计：

Task One:

Talk about school rules to “feel” Imperatives

Goal：Get to know about the structure to expre rules

Step 1: Talk about the school rules they know / remember

Step 2: Look at the picture and read the rules in Section A – 1a, telling the difference between yours

Step 3: Add more rules to your school, which you think neceary

Task Two:

Listen and find out what Ss can do and what they cannot

Goal: Try to understand the rules by listening

Step 1: Listen to conversations about the activities and find out what students can do and what they cannot do

Step 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A(2a / b)

Step 3: Listen to conversations about the activities and find out what rules students break

→Section A(1b)

Step 4: Listen to the different rules that different people have to follow→Section B(2a / b)

Task Three:

Learn to read the signs for rules

Goal: Learn about the rules by reading the signs

Step 1: Learn about the rules by reading the pictures→Section B1

Step 2: Learn about the rules by reading the signs→Section B(3 b)

Step 3: Talk about the similarities or the differences about the signs between China and abroad

Task Four:

Write rules for libraries, labs, computer-rooms, and swimming pools etc.Goal: Learn to take care of public things

Step 1:

Read the letter →Section B(3 a)

Find the rules in the letter

Write them down

Step 2:

Talk in pairs about the rules for public places, such as libraries, labs, computer-rooms, swimming pools, etc.Discu in groups about the rules for these public places

Write down what have been talked about / discued

教学点评与反思：

设计思路：

任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听（通过听那些能做、哪些不能做的事儿，体会情态动词can和can’t的用法）、认（通过认图标，说出规则，并把说出的规则写下来），最后根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度, 培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。

二、课后反思：

不足之处：图标展示得不够；还可通过图标渗透中外文化差异。

可取之处：全方位的训练了学生的听、说、读、写的能力。

教案点评：

本设计采用任务型教学模式，设置四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，及如何表达规则；然后通过听，体会情态动词can和can’t的用法，通过认图标，说出规则，最后为图书馆、实验室等公共场所制定规章制度或使用规则。通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育。

第2篇：高中英语教学设计

1 3 4 5 篇2：高中英语教学设计与反思

高中英语教学设计与反思 1 2 4 5 篇3：高中英语教学设计案例

高中英语教学设计案例课题: unit 19 modern agriculture modern agriculture(reading)(senior english for china student’s book 1b)设计教师:熊琼

工作单位: 广西平果县平果高级中学

联系电话: *** 一.教材分析

本单元的中心话题为modern agriculture “现代农业”，其中包括“饮食结构”、“农业生产与环境气候”、“土地利用”等话题。本课是第十九单元第二课时阅读”（reading）部分，这是一篇科普文章，该文从中国农业的“历史与现状”、“传统农业技术应用及发展”、“现代农业生产”、“农业生产与生态的前景展望”等四方面对中国农业生产进行了介绍。本文语言通俗易懂，说明事物层次分明，以激发学生学习的兴趣和热情，让他们对于中国的农业发展有一个全面的了解，并可以对学生进行农业技术的兴趣培养。

二、学情分析

高一学生英语基础薄弱，词汇量少，语法知识不足，中式英文思维方式严重，复杂句子结构无法理解，进行阅读相当困难。

三.teaching contents 教学内容 unit 19 modern agriculture(sefc book 1b)reading: modern agriculture(全日制普通中学教科书(必修)人教版高一英语(下)第十九单元《现代农业》的阅读部分)四.design of teaching objectives 教学目标设计 1.target language 目标语言 make the students master the following words,phrases and sentence patterns.(让学生掌握下列单词、短语和句型。)(1)important words(重点单词)： protection,technique,irragation, import, production, garden, wisdom, pratical, system, condition, soil(2)important phrases(重点词组)： be harmful to, be friendly to, depend on, stand for,a variety of(3)important sentence patterns(重点句型)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 poible, two or more crops are planted each year where poible.2.ability goals能力目标

improve the students’ reading ability through reading activities.(通

过系列阅读活动提高学生的阅读理解能力。)3.learning ability goals 学能目标 enable the students to know the development of modern agriculture in china.（让学生了解中国现代农业的发展。）

五.teaching important points(教学重点)1.learn the words and phrases listed above.(学习上列单词和短语。)2.enable the students to know the development of modern agriculture in china.（让学生了解中国现代农业的发展。）

六.teaching difficult points(教学难点)1.understand 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 poible, two or more crops are planted each year where poible.2.how to help the students understand the paage better.(怎样帮助学生更好地理解这篇课文)七.teaching methods(教学方法)1.task-based method(任务型教学法)2.skimming(略读法)3.careful reading(细读法)八.teaching aids:(教学辅助手段)1.a blackboard 九.teaching procedures(教学过程)step i greeting and leading in(4 minutes)(引入，4分钟)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.)设计目的：激发学生的学习兴趣，让学生主动参与。step ii pre-reading(5 minutes)(读前，5分钟)let’s look at some pictures in the pre-reading part on page45 of your textbook.1.ask students to claify the pictures in the following way: traditional farming(1 3 5)agriculture modern farming(2 4 6)hi-tech farming(7 8)设计意图：（1）激活学生已有的信息，使学生具备摄入新知识的心理定势。

（2）激发学生的学习兴趣。

（3）帮助老师引入课文的主题。step iii.while-reading(17 minutes)(读中，18分钟)1.skimming(4 minutes)(跳读，4分钟)ask the students to read the paage 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– a solution for the shortage of arable land para.5 gm used in agriculture para.6 gm research on tamato（show the poible answers on the screen)(将参考答案显示在屏幕上)学生活动：学生快速浏览课文，了解课文大意。

设计意图：训练学生快速阅读，归纳各段落的中心意思的能力。（skimming for the main idea）

2.scanning (10 minutes)(查读，10分钟)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 farming.this 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 学生活动:认真阅读课文完成任务，然后向全班汇报。设计意图:训练学生快速查读细节、捕捉信息的能力。step ⅳ language study(5 minutes)(语言学习5分钟)there are some useful words and phrases the studeuts should learn to step v group work(7 minutes)小组讨论(7分钟)ask the students to discu 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.学生活动:学生思考并讨论上述问题，然后向全班同学汇报。

设计意图:帮助学生进行课堂反思，自己学到了些什么知识； step ⅵ conclusionand homwork（1 minutes）总结和布置作业（1分钟）make a brief summary about the text and aign the homework.t: today, we’ve read the paage about modern chinese agriculture.we are sure we’ll have healthier and mo delicious food in the near future with the new technology.after cla, please read the text once agaim and find the sentences you appreciate most.十一.学生学习活动评价设计

评价方式采用：自评、他评、师评。每个主题活动结束后，学生填写一张评价表，学期做阶段性评价，并把评价结果记入“我的成长足迹”。

十二.reflection after teaching(教学反思)本节课在多媒体的辅助下，一方面以直观的图片激发学生学习的兴趣，另一方面以课件形式展示，节约了书写的时间，一节课的时间虽紧凑但却能借助于多媒体安排更多的内容，能更加顺利地完成不同的任务设置skimming(跳读)和scanning(查读)，培养学生的阅读技巧，教会学生更快更准的找到问题的答案和有效的信息。

在活动中主要让学生独立完成各项任务，达到了英语阅读的训练目的。但是，本堂课也还存在一些不足，需要加以改进： 1.由于本堂课任务多，容量大，导致完成任务时间较紧，在pre-reading部分耗时过多，任务间过渡不够自然，今后应注意教学步骤间的紧密衔接。2.本节课注重学生阅读技巧的训练，在一定程度上培养了他们的阅读能力，但课文知识内容拓展不够。3.多媒体的使用虽然带来了诸多方便，但同时呈现的内容过多，能让学生记住的东西却反而少。

第3篇：高中英语教学设计(全英语)

课题：unit4 Earthquakes A NIGHT THE EARTH DIDN’T SLEEP(READING)(NEW SENIOR ENGLISH FOR CHINA STUDENT’S BOOK 1)高中英语教学设计

设计教师：张强

工作单位：兴城2高中

联系电话：***

Unit4 Earthquake-reading

[Teaching design] 1.Teaching goals（教学目标）: Knowledge aims（知识目标）: To get the students to understand the text and complete the task given and to use the knowledge they have learned to communicate with clamates freely.Ability aims（能力目标）: 1).To develop students’ ability of observation, analysis and imagination in the proce of learning this paage.2).To help students to strengthen their memory and to improve their ability of thinking and comprehension.3).To stimulate students’ creativity.Emotional aims（情感目标）: 1).To get the students know damages earthquakes bring about and the ways to reduce loes of earthquakes.2).To get the students to know how to protect oneself and help others in earthquakes.3).To get the students to be aware of terrible disasters, meanwhile get them to face it in a proper way, and never get discouraged.2.Teaching important points（教学重点）:

1).To get the students to know basic knowledge about natural disasters.2).To get the students to learn about TangShan Earthquake 3).To get the students to learn different reading skills.3.Teaching difficult points（教学难点）:

To develop the students’ reading ability.4.Design thinking（教学反思）：

The reading paage A NIGHT THE EARTH DIDN’T SLEEP is the high light of the whole unit.It lays emphasis on reading and understanding.In order to stimulate students’ learning enthusiasm, I use some flashes,pictures and words to lead them in: ①first I used PPT to show students a cartoon figure called “Mr.Nature” and show some pictures of disasters to let students recognize them, thus can develop students’ interest in learning by adding a human element to the natural world.②Ask students whether they have experienced an earthquake to improve their understanding of the causes of earthquakes.③ let the students discu the warning signs before an earthquake and enable them to realize these strange signs in order to get ready to avoid unneceary loes.Finally let the students look at the title A NIGHT THE EARTH DIDN’T SLEEP and understand the meaning of it.In the part of fast-reading, I list some new words in this unit and paraphrase them in English to improve the thinking ability of the students.Then skim the paage and answer a few questions which are not very difficult to them to arouse their interest in learning.While reading intensively, I make the students listen to the tape in the proce of reading so as to achieve the unity of listening and reading.Intensive reading is divided into three parts: true or false,fill in the forms and retell the paage.True or false examines students’ understanding of the article.Fill in the forms is a supplement to the right and wrong.Retell the paage requests the students to combine with what they wrote in the form, thus can improve students’ oral English.Meanwhile, I play the part of the movie of TangShan Earthquake directed by Feng Xiaogang to make the students feel the havoc of the earthquakes and deepen the understanding of the content to arouse students’ interest in the text.The part of post reading was based on the comprehension of the paage.Students can not only improve their ability of communication ,but also gain knowledge of protecting themselves from various kinds of disasters by discuion and interviews.These activities can cultivate the students’ patriotic feelings and draw a satisfactory full stop for this cla.5.Teaching methods（教学方法）: 1).Task-based teaching and learning 2).Cooperative learning 3).Dicuion

6.Teaching procedure（教学过程）：

Step 1 Leading-in 导入 Show some pictures to the students.Teacher: First let’s get to know the man, who is called Mr.Nature.He is very emotional.When he is happy, he stays calm and shows us beautiful natural scenery.But when he gets angry, he becomes a troublemaker and causes many natural disasters.Can you name the following natural disasters? Suggested answers: Flood, drought, fire, volcano, typhoon, tornado, rock-mud flow, snows-slide, earthquake Teacher: As we all know, an earthquake is a kind of common disasters.It can cause great damage to people.Have you ever experienced an earthquake?(Students’ answers)

Teacher: Can you describe your feelings at that time?(Students’ answers)

Teacher: Why does an earthquake happen? Suggested answers: Scientists believe that the surface of the earth is covered by a number of moving plates such as the Pacific plate, the Indian plate, the Eurasian plate, and so on.Sometimes two plates move towards and push against each other.Sometimes they stop for years but at other times they jump and an earthquake is felt.An earthquake is the result of the movement of these plates.Teacher: We know China is a country where many earthquakes happen.Why does China have a lot of earthquakes? Suggested answers: Because the Pacific plate is pushing China from the east and the Indian plate is pushing China from the southwest.The power of this movement created the Himalayas and Mount Qomolangma.It now causes earthquakes in China.Take the Wenchuan earthquake for example, the Indian plate moved northwards and put preure on the Eurasian plate.It led to the rise of the Qinghai-Tibet Plateau.Then the risen Qinghai-Tibet Plateau moved eastwards and put preure on Sichuan Basin.At last, the Wenchuan earthquake happened.Wenchuan is located on solid rock of the active earthquake belt, which makes the quake spread very far.It was felt in many provinces in China, including Shanxi Province.Teacher: Usually we can see dark clods in the sky before rain.Dark clouds are a sign of rain.Similarly, something unusual often happens before an earthquake.What do you think will happen before an earthquake? Suggested answers: There are bright lights in the sky.Chickens are flying and dogs are barking, and pigs and cows are too nervous to eat.Fish jump out of the pond, and mice ran widely out of the fields.The well has deep cracks in it and the water in it rises and falls.Teacher: If we can read these signs from nature, it’s very useful for us to make good preparations for the coming disaster.Ok.34 years ago, a strong earthquake hit Tangshan city and destroyed everything.Now let’s learn about the terrible earthquake.Turn to page 26.Look at the reading paage—A Night the Earth Didn’t Sleep.What information does the writer try to give us through the title? / What does the title mean? Suggested answers: “The earth didn’t sleep” means the earth was active or the earth shook.“A Night the Earth Didn’t Sleep” is a poetic way of saying that an earthquake happened at night.The title attracts people’s attention.Step 2 Fast reading Read the text quickly and try to finish the following exercises.A.New words or phrases burst: break open because of preure from inside at an end: finished nation: all the people in the country steam: gas that hot water gives out in ruins: destroyed extreme: very great in degree usele: of no use shocked: surprised very much rescue: save somebody or something from danger shelter: a place that protects you from the weather or danger B.Questions 1.When did the Tangshan earthquake happen? Suggested answers: The earthquake happened at 3:42 am on July 28, 1976.2.How many people were killed or injured in the earthquake? Suggested answers: More than 400, 000 people were killed or injured in the earthquake.3.Was all hope lost? How did the army help the people there after the earthquake? Suggested answers: No, all hope was not lost.The army sent 150,000 soldiers to Tangshan to help the rescue workers.The army organized teams to dig out those who were trapped and to bury the dead.C.Structure of the text 1.Match the paragraphs in the right column with their headings in the left column.There is one extra heading which you do not need.2.Divide the text into 3 parts and find out the time of each part.Step 3 Careful reading

Listen to the tape and do the following tasks.1.True or false ① People in Tangshan were warned of the earthquake and didn’t go to bed that night.(F)

② People in Beijing also felt the earthquake.(T)③ One-third of the nation died or were injured during the earthquake.(F)

④ Two dams fell and a few bridges also fell or were not safe for traveling.(F)⑤ Later that afternoon, another big earthquake which was much stronger than the first one shook Tangshan.(F)⑥ Soon after the quakes, many soldiers were sent to Tangshan to help the rescue workers.(T)⑦ Slowly, the city of Tangshan began to recover from the earthquake.(T)2.Fill in blanks of the form according to the text.Time Events Result Before the Tangshan earthquake 3 days before the earthquake well water: rose and fell well walls: had deep cracks a smelly gas: came out of the cracks Animals’ unusual behaviors chickens and pigs: too nervous to eat mice: ran out of the fields fish: jumped out of their bowls and ponds People of the city thought little of these events and were asleep as usual that night.at about 3 am on July 28, 1976 saw: bright lights in the sky heard: the sound of planes water pipes: cracked and burst During the Tangshan earthquake at 3:42 am on July 28, 1976 Felt: Everything began to shake It was felt in Beijing more than 200km away.One-third of the nation felt it.Saw: a huge crack which was 8 km long and 30m wide Steam burst from holes in the ground.hard hills of rock: became rivers of dirt the large city: lay in ruins in 15 seconds bricks: covered the ground two dams and most of the bridges: fell railway tracks: usele Great damages Everything was destroyed.All the hospitals, 75% of its factories and buildings and 90% of its homes were gone.More than 400,000 people were killed or injured.later that afternoon another earthquake happened some rescue workers and doctors were trapped under the ruins more buildings: fell water, food and electricity: were hard to get After the Tangshan earthquake all hope: was not lost the army: sent 15,000 soldiers to help workers: built shelters for survivors fresh water: was also taken to the city Slowly, the city began to breathe again.3.Retell the text according to the form.Step 4 Post-reading Discuion 1.Is it difficult or easy to predict earthquakes? Can we stop earthquakes? 2.What shall we do or not do if an earthquake happens? Give students some statements and ask them decide which is safe and which is dangerous.Stay in a small room, such as kitchen or bathroom.Stay on the balcony.Jump out of the tall buildings.If you haven’t enough time to escape, you may stand close to the inside wall with something covering on the head.Use the life.If you stay in the open air, keep off the tall building, and go to the fields without trees.Stand close to the windows.Hide under a piece of heavy furniture.3.What will you do if you hear the news that big earthquakes happen in other places? B.Interview Work in pairs.Suppose you are a newspaper reporter, and the other is a survivor from the Tangshan earthquake.Now the newspaper reporter is interviewing the survivor.Please act the interview out.Step 5 Aignment

1.Write a summary of the text.2.If you want to know more about earthquakes, you can search the Internet.7.reconsider after teaching（教学反思）：

This cla is good as a whole.I use a variety of pictures and short films about the earthquakes to let the students have an intuitive knowledge of the earthquakes.While looking at the photos and videos, students had a heated debate related to the earthquakes and this can greatly mobilize the students’ learning enthusiasm.Students learned a lot of common sense about the earthquakes as well as some ability to escape during an earthquake in the atmosphere of pleasant learning.When I dealt with teaching materials, the concept of new curriculum reform is included——I deleted the second question in Pre-reading and added a question about: how to protect ourselves when faced with an earthquake.Before dealing with the paage, I let the students to think how to write this article themselves if the topic was given to them and this greatly cultivate the students’ divergent thinking.

第4篇：高中英语教学设计方案

《高中英语必修3 Unit 5》阅读的教学设计

一、概述

授课内容：高中英语必修3 Unit 5》阅读

班级：1年4班

地点：前教学楼

授课时间：下午第二节

二、教学内容分析

本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。相比较而言，这样的课文难度更大。

三、教学设计理念

在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。网络学习是一种学习过程交互化的学习模式。学生带着问题借助网络查询信息，进行信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。

四、学习目标

 知识与能力

①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。

 过程与方法

①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。

 情感态度价值观

通过本节课的学习，培养学生的人文和信息素养。

五、学习者特征分析

1．智力因素方面

学生通过小学和中学一年多的学习，掌握了英语句子的基础知识，能够就一些话题进行简单的讨论。也有一定的阅读水平。

2．非智力因素

学生的求知欲比较强，学习风气好，表现欲强，上课气氛比较活跃。

六、教学媒体及资源

1．教学环境

有广播系统的网络多媒体教室。

2．教学资源

“金山辞典”工具软件、《Canada---The True North》课件、北京师范大学现代教育技术研究所提供的V-cla教学平台系统；学生用网络课件及教师用PPT课件。

七、学习策略选择

①本节课的教学以建构主义学习理论为指导，以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。②设计创造性思维问题。所谓创造性思维问题即是指有利于学生创造性思维发展的问题。创造性思维问题的设计应遵循这样几个原则：题型具有开放性、解题富有挑战性。

八、教学过程

第一步：热身活动：猜单词。在这个步骤中，我给出两组前一节课学过的词，分别让两组同学上来猜。所采用的方式类似于《幸运52》：单词是出现在屏幕上的，其中一个同学背对着屏幕，他是猜者；另一个同学则是解释者，他要用英语或辅以动作将单词的意思表现出来。两组同学之间展开竞争，看谁猜得又快又多。这个活动不仅可以复习上节课的内容，更重要的是活跃了课堂气氛，令同学们很快融入课堂氛围。

第二步：读前活动

（一）：自由展示。在上这一课之前，我给学生布置的预习任务是介绍你最想去的地方。Which country or place would you like to visit most? Why?学生们自由组成小组，上网查找相关资料，然后对所搜集的信息进行整理，最后形成自己的powerpoint展示文件。在课堂上，由本小组的发言代表上来进行展示和介绍。这一环节是这节课的重头戏。

第三步：读前活动

（二）：自由交谈。给学生提出这样一个问题：如果你有机会去加拿大，你最想看什么？If you have a chance to visit Canada, what would you expect to see there? 先要求他们在小组内讨论，然后再在全班同学面前发言。

第四步：读前活动

（三）：小组讨论。经过了前面的大量的有关加拿大的信息的冲击，你愿意用哪三个词语来描述加拿大？What three words would you use to describe Canada? Why? 请小组代表发言。

第五步：加拿大概况综述。这一步骤是对上几个步骤的总结，同时也是教师整合并优化了有关加拿大的各种信息所进行的展示。目的是进一步加深同学们对加拿大的了解，对他们所获取的知识进行梳理，也为下一个步骤展开铺垫。

第六步：掠读课文。（first reading）在这个步骤中，我给出了8个问题，让同学们带着这8个问题来阅读课文。读完后回答问题。

1.Why are the cousins not flying direct to the Atlantic coast?

2.What is the continent they are croing?

3.What is “The True North”?

4.Why do many people want to live in Vancouver?

5.What happens at the Calgary Stampede?

6.Where does wheat grow in Canada?

7.Why would ship be able to reach the centre of Canada?

8.Name two natural resources that Canada has.第七步：精读课文。(second reading)在这个步骤中，我给出了5个跟课文内容有关的句子，让同学们判断正误。如果该句是错的，请给出正确答案。

1.The girls went to Canada to see their relatives in Montreal.2.Danny Lin was going to drive them to Vancouver.3.You can cro Canada in le than five days by bicycle.4.The girls looked out the windows and saw Native Indians and cowboys.5.Thunder Bay is a port city in the south of Canada, near Toronto.第八步：复述课文(retelling)给出课文中的关键词汇，让同学们用自己的话来复述课文。

Helpful words and expreions

great scenery

second largest

go eastward

mountains/lakes/forests/rivers

5,500/from west to east

here in Vancouver

surrounded by

ski/sail

第九步：口头作文(oral practice)设定一个情境，给出一些关键词汇，让同学们模仿课文来编一段对话或一篇短文。

Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport.While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.Work in groups.You are required to present either a short paage or a short dialogue.Helpful words and expreions

great scenery

third largest

go northward

mountains/lakes/forests/rivers

from south to north

here in Shenzhen

along the coast

theme parks

第十步：作业布置。要求学生将第九步中的口头作文写出来，变成书面作文。Write down the short paage or the short dialogue that you’ve just worked out.

第5篇：牛津高中英语教学设计

牛津高中英语教学设计

教材：牛津高中英语(模块三)高一下学期

文档内容：教学设计—教案

单元：Unit 2 Language

板块：Project（第一课时）

作者：孙小朵

教案背景：新课改背景下，素质教育的真谛：创新与合作,着重于孩子能力的培养，鼓励在创新中成长。本课时的设计为Project的第一课时，主要是侧重于文本的处理，同时也把文章的重点短语一并完成，学生在课前做好充分的预习准备。对于Project的文本，我们在实际操作中达成了这样的认识：文本是用以阅读的，但是不同于Reading的阅读，Project的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为下一课时的图册文本设计提供信息与蓝本，本文主要是讲述了中国汉字的发展历程：汉字的出现.象形字.会意字.形声字.以及简化字。

Teaching aims:

1.Let the students know the development of Chinese characters.2.Let students know the formation of Chinese characters.3.Learn to explain the proce ofthe Chinese character

Teaching procedures:

Step 1Lead-in

Ask students a question "Can you recognise these Chinese characters?"and Show the students some pictures about developing proce of the Chinese characters and introduce the topic “The development of Chinese characters”.【设计说明】作为文本阅读的导入，首先要找一些关于课文的图片来挑动学生的学习兴趣，激发学生的学习热情，自然而然地引至主题。

Step 2Skimming

Skim the text and think about how many parts we can divide the whole text into,then match the main idea with each part:

A The origin of Chinese characters.B Simplified Chinese characters.C.Brief introduction of Chinese characters.D.Form and development of Chinese characters.para.1 CPara.2APara.3-4 DPara.5 B

【设计说明】通过快速阅读掌握文本的结构划分，对于文本实现整体性的粗线条把握,在文本划分基础上概括每部分的总体大意。

Step 3 Reread the text and answer the following questions

Part１

What makes the Chinese language differ from many Western languages?

The Chinese language differs from many Western languages in that it uses characters which stand for ideas, objects or deeds instead of an alphabet.And Chinese words are formed by combining different characters.Part 2

Who is said to have invented Chinese writing?

Cang Jie.Give a short introduction of Cang Jie.仓颉也称苍颉，是传说为黄帝的史官，汉字的创造者。传说中仓颉生有“双瞳四目”。目有重瞳者，中国史书上记载只有三个人，虞舜、仓颉、项羽。虞舜是禅让的圣人，孝顺的圣人，而仓颉是文圣人，项羽则是武圣人。

Part 3

How are Chinese characters formed?

1.drawings of physical objects－pictographs(象形)

(More pictographs are given for students to match with their simplified characters.)

2.combine two or more elements together to expre ideas or directions and numbers(会意)The teacher explains some characters.examples: 莫(上下都是草，中间是个太阳，意思是太阳已落入草丛之中，天色已暮)众(三个人)、友（二手相叠，友善相助义）、比（两人紧挨着）、More characters are given to the students.They are encouraged to use their imagination to explain them.囚——(人困于门中)，友（二手相叠，友善相助义）、珏（两串玉）、朋（两串贝）、焱(三个“火”)；戋（两戈交接，攻伐义）、丝（两捆丝）、品(三个口)

3.combine meaning and pronunciation－pictophonetic characters(形声)

The teacher gives examples: 蛛、钱、材、消、熔

Ask the students to have a discuion with the partner and try to find some more examples of pictophonetic characters.Part 4

When did Chinese writing begin ?

Thousands of years ago

How was Chinese writing invented ?

Cang Jie saw the tracks of animals in the snow and he got the idea that he could use different shapes to stand for different objects.【设计说明】在掌握文本结构，主体大意的基础上，进行文本的精细阅读，目的是在理解文本细节的基础上，为Project的图册设计进行素材的收集，写作结构的梳理。

Step 5Phrases and sentences

1.与„„不同 differ from2.代表 stand for 3.在许多情况下in many cases

4.组成make up5.根据 according to 6.随着时间的过去 over time

7.总体来说 as a whole8.（使）变成 turn into9.在20世纪50年代in the 1950s

【设计说明】在熟悉课本的基础上，能快速的在课文中找到重要的短语和句子。Step6.Language points:

Let each group to choose their favourite fruit(banana pear grapestrawberry apple)and thendiscu the phrases with their parters.1.differfrom（有区别，与---不同）

differ in(在----方面不同）be different from

difference--tell the difference between

(1)他的房子和我的不同。（译）His house differs from mine.介词填空)

2.in many cases

in case(that);in case of;in no case;in any case;in this/that case

3..Not all characters were developedfrom drawing of objects 并非所有的，表示部分否定提示：句中all,every,both,many表示“都，每一个，许多”时，无论放在主语部分还是谓语部分，都表示部分否定。相应的完全否定形式是： none,nothing,nobody, no one,neither

4.It is easy to distinguish(distinguish)their meanings by looking at them.(1)学好英语是可能的。It is poible to learn English well.(2)他似乎已经知道问题的答案。It seems that he has known the answer to the question.5.turn into

Practice:

1)当气温低于零度，水就变成冰。

2)Heat turns ice into/to steam.【拓展】有关turn的短语：

in turnby turnsturn backturn down

turn inturn intoturn offturn on

turn outturn overturn toturn up

【设计说明】通过做游戏的方法让学生选择自己要讨论的题目并同时完成Step 6Homework

Find more information on the Internet about the development of Chinese characters.教学反思：通过网络阅读，提高学生搜寻、定位、整合信息的能力，为下一课时的图册制作实现素材的积累。

第6篇：高中,英语,教学设计,教案

高中英语教学设计（教案）

Teaching plan

Great Minds Objects: 1.Review the words and expreions.2.Review the contents.3.Guide students to study what a genius is in their opinions.4.Arouse students‟ awarene of what leads to succe.Teaching Aids: Multi-media

Teaching procees: 1.Lead-in ① If I have seen farther than others, it is because I was standing on the shoulders of giant.We should learn from past experience and others.The former generation had laid the foundation for us, and we should draw leons from them.② Genius is one percent inspiration, ninety-nine percent perspiration.The gift is not the main factor that makes us a genius.It‟s your efforts and constant hard working that makes person a genius.③ If a equals succe, the formula is: A=X + Y + Z.X is work, Y is play, Z is keep your mouth shut.Succe is not easy to achieve, and we have to make efforts.We need time to rest and recover, and put all your dreams and plan into action, instead of talking and bragging.After all, action speaks louder than words.④ Chance favors the prepared mind.Chance always belongs to people who are prepared.It will not fall on some one accidentally, and chances are the product of preparation.2.Making sentences Make impreive and inspiring sentences with the given phrases：

① regard … as…

； attempt

② lead to ；let down

③ learn „by heart ；guide

④ in trouble ；offer 3.Retelling the story in different roles.Group A and B retell the story in the role of Einstein, you can begin your story with the sentence: “I „m always invited to the university to explain my theory…..” Do you worry about Hans when he was giving the lecture on the stage? Do you feel anxious when Hans was asked so complex a question? Group C and D retell the story in the role of Hans, you can begin your story with the sentence: “I have been Dr.Einstein‟s driver for many years….”

Do you feel nervous when you are asked such a complex question that you don‟t know how to answer it? How do you feel driving a genius like Einstein? 4.Ask and answer: further study of the real meaning of being a genius.高中英语教学设计（教案）

① ② ③ ④

⑤ Why was Einstein called a genius? humorous, outstanding, clever, workings of the universe, creative What do you think a genius is? great mental ability, wisdom, creation, something significant Why did Einstein call Hans a genius? I am confused.clever, quick wit, ordinary, able Let‟s redefine “genius”.You don‟t have to be a scientist to be a genius.ordinary, clever, able Is there any poibility to become genius? Genius is one percent inspiration and 99 percent perspiration.⑥ How can you be succeful?

If a equals succe, the formula is: A=X + Y + Z.X is work, Y is play, Z is keep your mouth shut.This is Einstein‟s formula of succe, but I don‟t think it can apply to everyone.What would you add to this formula? Let‟s try to make your own formula of succe.5.Aignment: Read more about Einstein and make a formula of succe for your own.教后反思：

本堂课的设计是围绕着“问题有效性”进行的。教学的过程中，在问题的有效性上着力比较多。尽量希望达到问题循序渐进，从易到难，由浅入深。

在具体教学过程中，学生对于答案确定的问题，都能准确，快速地进行回答。对于半开放性问题，从课文内容中引申出的有一定深入的问题，学生的回答不尽如人意。我想这存在两个方面的原因；其一，在提问的方式，和指令上，学生有些困惑，并且在提问之前可能没有作出足够的铺垫。其二，学生的思考问题能力还有待提高，从教学过程来看，学生并不能循着给出的引导启发，做出有效回答。综上，在教学指令上，教师应该做到更清晰明了，做出更有效的铺垫，并且应该锻炼学生思考问题的能力。

另外，还有一类问题，那就是关于学生自身对于自己的反思和思考的问题。此类问题，学生也不能做出好的回答。原因同样有二，其一；学生并不习惯自身反思，没有“日三省吾身”的习惯，而不善自省的人是很难取得长足的进步的。其二，学生的英语语言能力跟不上学生的中文思维能力，英语作为第二语言，学生掌握的程度还是有限的。这是造成此类问题效果不佳的主要原因。因此，在日常教学中，应该更多地给学生情感教育和人文熏陶，同时要加强语言的积累和语言能力的提升。

在此次公开课中，作为任课老师，也学到了很多，是对自身教学能力的又一次锻炼和提升。

第7篇：高中英语WORD教学设计

篇1：外研版高中英语选修9《module 4 languages of the word》word教案 module 4 languages of the word 重点单词： trend, affectation, argument, definition, outlook, enthusiasm, inquiry, generation, extract, ornament, disposition, counsel, origin, scholar, diligence, virus, file , overtake, expand,document, distort, execute, bound,confute, swallow,digest,distill,infect, ceremonnial, bleak, sloth, crafty, flashy 重点短语：

apart from, under the control of, more of le, be based on, on average, refer to 重点句型：

2．the film is based on the nocel with the same title.3．the meeting is more or le over and we can go to see the film soon.4．it is estimated that 90% the candidates have paed the test.5．the novel is not only sold in this bookstore ,but also in other bookstore.6．the heavy rain prevented us from going to school.7．china, with a population of 1.3 billion, is one of the largest countries on the world.9.on average, the climate here is warm and humid all the year around.10.his whole school education added up to no more than one year.step1 单词突破

the eagle expanded its wings.老鹰展翅。

the ship-building industry is rapidlu expanding.造船工业正在迅速发展。

in ten years the city’s population expanded by 12%.十年之中该城人口增加了百分之十二。

he is thinking of expanding his busine.他正考虑扩展他的生意。

metals expand when they are heated.金属遇热则膨胀。

expand one’s view 充分阐述自己的观点 expand on /upon 详谈，充分阐述 expand in/into 把„„扩展

expandin 扩展，扩大，发展，展开 expandsible adj 能扩张的，会膨胀的the scientist expanded on/upon his new theory.那位科学家详述了他的新理论。

练习：

1.a.expandedb.to expandc.expanding d to be expanded 2.our english teacher has agreed to the tine limit for our paper.a spread b streth c expand d extend 3.the population of afriea so rapidly as to ezuse great concern of the whole wold..a expadingb stredtchingc extending d spreading 4.in order to prevent the disease other districts,the authorized organization killed thousands and thousands of cows.a extending b spradingc expandingd strething of the clothing busine.a widen b spread c lengthend expand 6.the boy his chesr by breathing deeply.b extended c spread d expanded 她比她的丈夫多活了十年。

only a child survived the traffic accident.只有一个小孩从这次交通事故中活下来。

she is barely surviving on her social security payment.他靠每月的社会保险金勉强维持生活。survive on 靠„„存活下来

survive from 从„„存活下来，流传下来 no ship could survive in such a storm.在这样的风暴中没有一艘船能长时间的坚持下去。he is the only survivor of the air crash.他是坠机事故的唯一幸存者。

camels can survived for many days without water.骆驼许多不喝水还能生存。

fortunately he survived the traffic accident.他很幸运的在车祸之后还能活着。

only a few house survived from the earthquake.她经常鼓励我在公共场所多讲话。

the teacher encouraged the boy in his studies.为„„向某人呼吁

appeal to sb to do sth 恳请某人做某事 appeal to sth对„„有吸引力

max tried to appeal to her good sense to make her change her mind after the fire, very little remainded of my house.火灾过后寒舍所剩无几。

i remain in london until may.我在伦敦一直呆到五月。

everyone remains silent/in silence.大家仍然保持沉默。

let things remain as they are.一切保持现状。

if you take 3 away from 8, 5 remains.八减三等于五。

the children ate and ate until no food remained on the table.孩子们一直吃个不停直到把桌子上的东西吃光才罢休。he remains in london until may.他在伦敦一直呆到五月

it remains to be done„.还要看情况发展 he took the remains of dinner home.他把剩余的饭菜带回家。much remains to be said.世界的人口在迅速增长。rammer.这本书包含两个论述语法的章节。

my job doesn’t include making coffee for the bo.我的工作不包括给老板冲咖啡。does the price include tax？

这个价格是否包括税款？

your duties will include putting the children to bed.哄小孩睡觉也是你工作的一部分。

there are six members,including the chairman.共有六名成员包括主席在内。

all of us, myself included, should go there.我们所有的人包括我自己都要去那儿。

the poibility of food poisioning has been excluded.食物中毒的可能性已被排除。sea water contains salt.the room can hold twenty people 20个人。.„..喜爱，以„„为乐

to sb’s delight令人高兴的事

delight in sth/ doing sth 以„„为乐

take/ find(a)delight in 喜欢干某事，从„„中取乐 be delighted at/with sth 对某事感到高兴 be delighted to do sth很高兴做某事

he takes delight in proving others wrong 他以证实别人出错为乐。.we were all delighted to receive your letters.收到你的来信，我们都很高兴。

to our delight, our tootball team won.令我们高兴的是我们的足球队赢了。she ran back home with delight.他兴高采烈的跑回家。

she delights in her work.他的母语是德语。

you can always tell the diffrence between the tourists and the natives.游客与当地人之间的区别一看即知。

they never saw their native land again.他们再也没有见过自己的故土。

the kind of strangers plant is native to italy.明天肯定又是阳光灿烂。

are you bound to stay at the office so late? 你必须要在办公室里呆这么晚吗？ be bound to do sth 一定会；有义务的be bound for准备去be bound up with 与„„有密切联系

he is too bound up in his work to have much time for his children.他工作太忙，没有时间多陪孩子们。

the girl is bound to win a prize medal.女孩决心要获得奖章。

module 4 the world’s top ten language step 1 the world language is colorful.do you know the world’s top ten languages? now open your book and look through the title of each part.and then answer activity 1.1.what do you think the numbers after the names of the languages mean ?(a)the number of people who live in a country where the language is spoken?(b)the number of people who speak the language worldwide? 2.which of the names of the languages are also nationalities? the key: 1.(b)2.2,4,5,8,9,10 step 2 read the paage and check your answer to activity 1 step 3 read the paage again and choose the corrects answer.1.the western name for putonghua ____________.(a)is the translation of the chinese word for magistrate.(b)indicated that the language was used by imperial mandarins.(c)was used in the 19th century.2.750 million is the total number of people who speak english ___________.(a)as a first language(b)as a first or second language(c)as a foreign language(a)the population of india will never overtake the population of china.(b)it includes a huge number of dialects.(c)too many people speak english in india.4.there are speakers of arabic in non-arabic because______________.(a)there are millions of muslims north africa and the middle east.(b)it’s one of the world’s oldest languages(c)it’s the language of muslims.5.spanish, french, italian and portuguese______________.(a)have their roots in the same language(b)are more or le the same language(c)have a few similar words.6.the use of portuguese expanded _____________(a)because explorers used it(b)when it became the official language of brazil(c)after portugal independent 篇2：外研版高中英语必修5《module 4 carnival》word教案 module 4 carnival 1.出现

the moon came out from behind the clouds.月亮从云后露出脸来。the rain stopped and the sun came out.2.出版to be iued or brought out:发行或发表： the authors new book just came out.作家的新书刚出版 the report came out in 2007.3.结果是to end up;result:结束；结果：

everything came out wrong.每件事都是错误地结束 the party came out all right.晚会开得很好。4.传出

when the news came out, everyone was shocked.消息传来,人人都感到震惊。5.总计

the total came out at 1010.总数算出来为一千零十。

the whole story came out at the trial.整个真相在审问中变得众所周知.it was only after his death that the truth came out.死后才真相大白.7.to make a formal social debut:正式的社交

she came out at age 18 in new york city.她于十八岁在纽约城初入社交圈 8.to declare oneself publicly:自己公开宣布：

the governor came out in favor of tax breaks.这位政府官员公开宣布赞成停止征税 9.(照片)显形成功

only one of our photos came out.10.清除.11.to reveal that one is gay or homosexual.2.dre up: 1..her maid helped her to dre up for the party.她的女仆帮助她穿上参加晚会的礼服。

2.we are supposed to dre up as movie characters for the party, what a novel idea!我们在晚会上要装扮得像电影中的角色，这是一个多么新奇的主意啊！

用不著穿讲究衣服－－就穿平常的衣服来吧。

4.she dre up in elizabethan costume for the fancy-dre ball.她穿上伊丽莎白的服装去参加化妆舞会。n.女装,服装 v.穿著

1.she always drees in black.她总穿着黑衣服。

2.she wears a beautiful evening dre.她穿着一件漂亮的晚礼服。

3.the prince is dreed up by a famous dremaker.公主的衣服是由著名的女装师缝制的。

用不著穿讲究衣服－－就穿平常的衣服来吧。dre n.(统指)服装(尤指外衣);[a dre]女服;童装礼服, 盛装

覆盖物;外形, 形式;装饰品;(鸟等的)羽毛 care much about dre 讲究衣着 a summer dre 夏装 an evening dre 夜礼服 a full dre 大礼服 a bird in its winter dre 冬季羽毛丰满的鸟儿 chinese poetry in english dre 中国诗歌的英译本

给...穿衣;供衣着给;打扮

装饰, 修饰, 布置, 整理

敷裹, 包扎(伤口)加工(皮带等);梳理(头发);梳刷(马等), 烹调(饮食);做(菜);修剪(树木等);使(织物、石料等)表面光洁

整顿(队伍)耕种(土地);给(土地)施肥;为(庄稼)除草

适当处理;【矿】选(矿)be dreed in white穿着白衣服 dre oneself换衣, 打扮

a well [finely] dreed lady衣着漂亮[讲究]的妇女 dre a ship with flags用旗帜装饰轮船 dre a shop window布置商店的橱窗 dre a wound敷裹伤口 dre ones hair梳理头发

dre down a horse给马梳刷 dre a salad拌色拉

dre a chicken for dinner为晚餐多做一只鸡 dre jade stones修琢玉石 dre the ranks列队

dre a crop给庄稼施肥除草

穿衣, 穿礼服;打扮;整装

【军】看齐

(鸡等)退毛后净重

dre well [badly, neatly]衣着漂亮[难看, 整洁] dre up like a plushhorse[美俚]穿得过份考究 get up and dre quickly.快起来穿衣服。

he dreed for dinner.他身着夜礼服去赴宴了。dre to the right.向右看齐。

dre up: 使?看起来与众不同;使(想法,观念)格外吸引人

he dreed the facts up in amusing details.他妙口生花把事情说得很生动.he dreed up his idea in a quite different way.他用一种截然不同有方式使自己的想法格外吸引人．

dre down: vt.穿着随便,训斥

1.to scold;reprimand: 责备；指责：

i was dreed down by the teacher for latene.我因为迟到而受到老师的责备 for this, the teacher dreed me down for a good while.2.to wear informal clothes, befitting an occasion or location: 穿平常的衣服：穿非正式服装以适应场合或地点：

i dreed down for such a casual occasion.在这样非正式的场合，我穿着随便 4.extend: vt.伸出(手臂等), 拉开, 展开(翅膀);扩展, 扩大, 扩张, 扩散

给予(欢迎, 帮助等), 寄与(同情等);发挥(力量);推广;传播

写出(速记等的)全文;引伸, 延伸, 延续, 延长;致(祝辞)提供, 赠送(招待券等

extend your hands 伸出你的手 extend ones busine扩大其营业

extend financial help to sb.给予某人资助 extend ones congratulations向...致贺

we are impreed by his capacity for handling an immense amount of work without appearing to extend himself.the hot weather extended into october.热天气一直持续到十月。his power extends to other lands.他的权力扩张到别国。fruit trees extended out over the fences.果树枝伸出墙外。我们很佩服他能处理大量的工作而看来一点也不勉强。extend for 延续...(距离)extend from从...伸出来 extend from...into...从...延伸[插]到...里 extend from...to...从...延绵[一直]到

extend out 伸出 extend over 延续...(时间), 遍布 extend through...贯穿..., 达到整个...的长度 extend through to(一直)延伸到 extend: 表示时间和空间的“延长”，但是extend可以用于比喻意义上的“延长”，或范围的“扩展”。如：the extended meaning of a word(词汇的引伸意义)，to extend(or lengthen)a road(延长道路)，to extend(or lengthen)ones stay.(延长某人的逗留)can you extend your visit for a few days more? 你能把你的访问再延长几天吗？ the railway will be extended next year.明年将要延长这条铁路。

?, and the project has now been extended.??而且此项计划现在已经扩大了。he is extending his eyes with radar;? 人类借助雷达来扩大自己的视野。my garden extends as far as the river.我的花园一直伸展到河边 prolong通常表示时间的“延长”

he had deduced that the danes were no longer fit for prolonged battle.他已经推断出，丹麦人已不再适应持久的战争了

5.revive: (使)苏醒,(使)复兴,(使)复活,(使)再生效, 回想 our hopes revived.我们又有希望了。

these flowers will revive in water.这些花在水中会再活。revive a scene in ones mind 回忆一个景象 revive an old play重演旧戏 1.苏醒;复苏

the half-drowned swimmer has revived.淹得半死的游泳者已经苏醒了。2.恢复精力,复元;恢复生机

the crops revived in the rain.庄稼在雨中重又生机盎然。3.复兴;重新流行

the fine arts revived during the renaiance.在文艺复兴时期美术复兴了。vt.1.使苏醒;使复苏 a little whisky may revive him.喝点威士忌酒也许能使他苏醒。2.使恢复精力,使复元;使恢复生机

hot coffee revived the cold, tired man.热咖啡使这个又冷又累的人恢复了精力。3.使复兴;使重新流行

the prime minister promised to revive the economy.首相承诺振兴经济。the picture revived memories of his childhood.这张照片使他回忆起他的童年时代。some of the old plays we had seen years before were revived on the stage.我们多年前看过的旧戏中有几出重又上演了。

the fresh air soon revived him.新鲜空气很快就使他苏醒过来了。to revive an old custom恢复旧习俗

1.the flowers will revive in water.这些花在水中会再活。2.interest in claic music has revived recently.近来对古典音乐的兴趣又浓厚起来。3.a dash of water in his face will revive him.向他脸上泼水能使他苏醒。4.all attempts to revive the fishing industry were foredoomed to failure.千方百计振兴渔业注定徒劳无功 6.book: book in 签到;(旅馆等)登记旅客姓名等;签收[发](货物)预定旅馆房间;办理登记手续

the latest representatives booked in at 3 oclock.最后一批代表已经在三点钟报到了。

i could not get even one ticket since all the seats were booked up.我一张票也弄不到，所有的座位都已预定一空。

book sth.to sb.(=book sth.down to sb.)把货款记在某人帐上 book through 买直达票;直运(行李)book up 预订(车、船、飞机票、旅社房间等)wander vi.漫步, 徘徊, 迷路, 迷失方向, 离题 v.tr.（及物动词）

to wander acro or through: 漫步穿过：

wander the forests and fields.漫步穿过森林与田野

to move about without a definite destination or purpose.徘徊：没有明确目标或目的到处游荡 wander toward town.漫步走向城市

wander about [over]the world漫游世界 wander through the woods徘徊于林中 wander from proper conduct行为不正派 wander from the subject [point]离题 his mind is wandering.他心不在焉。

the dogs have greater freedom, too, for they are allowed to wander outside their enclosure.狗也有较多的自由，因为允许它们在围栏外边随便走动。dont let your mind wander during the lecture.在上课时不要让自己的思想开小差。

（常与in, off连用）漫游；漫步；漂泊 the children wandered in the woods.孩子们在森林里漫步。

蜿蜒前进

the river wanders through beautiful country.那河蜿蜒流过美丽的村庄。

精神恍惚his mind is wandering.他神志不清。v.游荡

1.please dont wander off the point.请不要离题。2.the boy was wandering around.男孩在那周围徘徊。3.the river wanders through some beautiful country.这条河蜿蜒曲折地流经一些风景秀丽的乡村。

4.he wandered in to see me as if he had nothing else to do.他遛遛达达进来看我，好像无事可做的样子 vi.1.漫游;闲逛;流浪;徘徊[(+about/off/over/through)] he wandered in the streets.他在街上游荡。2.迷路

3.离开正道;离题[(+from/off)] during the storm the ship wandered from its course.船在风暴中偏离了航道。he wandered from the subject.他说离了题。4.(精神)错乱;(思想)混乱;出神,开小差 my attention wandered.我走了神。5.(目光等)无目的地移动 6.(河流等)蜿蜒;曲折地流

the stream wanders through the forest.小溪蜿蜒流过森林。vt.1.漫游于,徘徊于

the poet wanted to wander those countries on his own.诗人想独自漫游那些国家。7.mark: put a mark 做记号

a pig with a white mark一头有白斑点的猪 a man of mark一个有影响的人, 著名的人

he got 90 marks for chinese.他汉语考了90分。

put a question mark at the end of that sentence.在那个句末划一个问号。

he leaves his mark on everyone he teaches.他给每一个所教的人留下了印象。he fired but mied the mark.他开枪射击却没击中目标。

第8篇：高中英语学科教学设计

2014高中英语学科教学设计

我的教学设计

荐小学英语教学案例 What colour is it(3000字)荐荐小学英全语英

英说

语

教课

案

稿

(800

范

字)

文

荐英语教师全英文说课稿(精华版)(精选)荐英语教案

第9篇：高中英语课教学设计

篇1：高中英语优质课教案 writing how to write an english diary 班级____姓名课型：写作课主编教师：张楠

teaching aims: a)how to write an english diary.b)the form of english diaries.c)to improve the students’ writing ability.important points: the skills of english writing.difficult points: how to make every sentence appropriate and precise.teaching procedure: step i.leading-in after exchanging greetings, talk about writing diaries and the advantages of writing in english.（as we know, most of the students, especially the girls, like writing diaries.but few of you write in english, which is a good way to improve your writing and speaking.so why not write english diaries? today our topic is how to write english diaries.）

step ii.discuion first, give the students about three minutes to check their vocabulary about days in each week and the twelve months of the year, and ask two students to write them on the blackboard.second, give them about five minutes to discu the words and phrases about weather and mood.step iii.writing step iv.enjoy a good version jan.3 2014 friday rainy in the evening some of my friends invited me to the ktv.it was the first time that i had been there.① at first i didn’t want to go.i felt depreed②in the afternoon because i did badly in the math exam.it’s really true that “i see me running through that open door.i believe i can fly”.⑥there is always a door open to you.so just believe yourself and you can do everything you can.满分揭秘

①it was the first time that„表示第一次做„”,that后从句用过去完成时,此句表达准确,说明了作者娴熟的语言运用能力.②depreed”沮丧的”,该词为高级词汇,使用恰当.③while在此处表示对比,通过”我”和其他同学之间表现的对比返衬上文所说明的我心情郁闷这一事实.④该句用due to表示原因,同时用名词encouragement,说明了作者用词的考究,不落俗套.⑤ after which引导非限制性定语句,介词和关系代词使用准确.⑥用it作形式主语,后面用了主语从句,而该主语从句是选自i believe i can fly这首歌中的歌词,不仅引用恰当,且作者丰富的知识令读者叹服.step v.homework 请你根据以下提示，用英语写一则日记（时间：9月25日，星期六，刮风）1）早上8：00起床

2）晨练后吃早饭，妈妈包了饺子，味道好 3）做完作业后帮妈妈做家务

4）午饭前打电话约朋友李梅下午二时看电影，片名叫titanic 5)乘公共汽车于1：50抵达电影院，李梅在等 6）电影院里人很多

7）电影很有趣，过得很愉快

参考范文

september25, saturdaywindy this morning i got up at 8:00.after i did morning exercises, i had breakfast.my mother made dumplings for breakfast.they were delicious.after breakfast, i did my homework.then i helped my mother do housework.before lunch, i phoned my friend li mei.i asked her to go to the cinema with me at 2 oclock this afternoon.the name of the film was titanic.i went to the cinema by bus.i arrived there at 1:50 p.m.li mei was waiting for me at that moment.the film was very interesting.we had a good time.vi.vii.viii.ix.x.xi.xii 篇2：高中英语阅读课教学设计 6 unit4 sharing reading: a letter home教案设计

ⅰ.teaching contents 教学内容

module 7 unit4 sharing reading: a letter home ii.analysis of teaching material 教材分析

本单元的话题是sharing，主要涉及帮助弱者、志愿服务、合作分享等。通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。

本课设计的这篇课文是一个志愿者的一封家书，她在巴布亚新几内亚共和国的一个小山村教书。信中详细地描述了她所在学校的情况和她去一个学生家做客的经历。通过这封信，学生可以了解巴布亚新几内亚共和国各部落的生活状况和风俗习惯，同时能够更好地理解志愿者的工作。

ⅲ.analysis of students学情分析

1．学生经过高中阶段必修1～选修6的学习，具备了一定的阅读技能，如查找细节信息，抓住段落要点和全文大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这个课时的课文阅读。同时，在听、说、写等方面也有了一定的基础。

2．这个单元的话题是分享、帮助与合作。对于高二的学生而言，他们的价值观人生观已经基本形成，本课通过阅读志愿者的家书，了解一些志愿者的工作，小组讨论“如果你/你们是志愿者你/你们将做什么工作？为什么？”帮助学生认识这个世界，理解互助合作的意义，即在帮助他人的过程中实现自己的人生价值。

3．学生在这节课的学习过程中需要用到预习策略、搜集分析信息策略、归纳整理策略等。

ⅳ.design of teaching objectives 教学目标 1.knowledge objectives 知识目标

(1)学生能够正确读写及运用本课出现的单词。

(2)学生掌握本课词组的意思并能在句子中熟练运用。2.ability objective能力目标

(1)强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。

(2)增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。3.affective objectives 情感价值目标

(1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。(2)在小组合作互动中，增强学生的团队合作精神与分享意识。

ⅴ.teaching important points(教学重点)a.获取巴布亚新几内亚独立国各部落生活状况和风俗习惯的信息； b．阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。

ⅵ.teaching difficult points(教学难点)a.理解作为志愿者工作的意义，从而树立正确的价值观；

b．训练用英语获取信息、处理信息、分析问题和解决问题的能力。

ⅶ.teaching methods(教学方法)1.task-based method to make students interested in what they will learn.(任务型教学法)2.fast reading to get the general idea of the paage.(略读法)3.careful reading to get some detailed information.(细读法)ⅷ.teaching aids:(教学手段)多媒体教学

ⅸ.teaching procedures(教学程序)step i warming-up and lead in 1.幻灯片1 t: cla, firstly let’s enjoy a video and a song.: enjoy the song and the video.t: what can you see from the video? : i can see many students are planting trees/helping the disabled/cleaning the street„„„„

t: what can you learn from the video and the video? : we should devote our youthful power to the world.2.幻灯片2 t: so we should learn to share.ok,this is our today’s topic sharing.our main task is reading.2.幻灯片3 t: now, cla, just have a think, what do you mean by “sharing”? let’s look at it.: read the meanings together.3.幻灯片4 t: the people who are helping others in the video are called volunteers.volunteers are not paid which means they are not given money, not because they are not worthle but because they are pricele, but because they cannot be measured by money.are you clear? : yes.t: here is the sign of volunteer.do you know what the sign stands for? a hand? : help.t:a heart? : love.t: a dove? : peace.t: a letter “y”? : youth.t: do you want to be a volunteer? : yes.t: you are great.so you must know what a volunteer usually does.4.幻灯片5-9 t: you can answer the question according to the pictures.:(give their answers)t:(sum up)yes, there are different kinds of voluntary work volunteers can do.[设计说明] 本环节主要是课文导入和热身环节，利用多媒体播放和本课主题相关的直观、生动的图片和音乐，创设轻松和谐的课堂气氛，激发学生兴趣，自然进入本课话题，教师联系生活实际展开教学。step ii.pre-reading 幻灯片10 t: now, cla look at the title and pictures try to gue “what’s the author’s work?” : she is a teacher..t: yes, she is also a volunteer, so she is great.[设计说明] 通过看幻灯片呈现的题目和图片，让学生猜测本文作者的工作，激发学生探究问题的兴趣，有利于阅读活动的展开。step iii.while-reading task 1 fast reading 1.幻灯片 11 t: ok, cla.do you want to know more about her? : yes.t: so you should skim and scan the text quickly.try to get its main idea.:(skim and scan the text)2.幻灯片 12 t：how many paragraphs in the text? : nine.t: you can divide it into 4 parts and match each part with its main idea.i’d like one student to do it.then check the answers.3.幻灯片 13 t: here are some information.i’d like you to read them and tell “true or false” then try to find where the information is in the text, if false correct the wrong place.[设计说明] 快速限时阅读把阅读课文作为整体来处理，掌握主旨大意，这一任务过程中为了降低难度设空完成学生比较容易接受。在对课文表层理解的基础上，要求学生根据每段大意把文章进行划分部分，进一步理解了文章之后。让学生做判断正误题，巩固了学生对课文内容信息的掌握。本环节难度不高，学生都能很好地完成任务，不仅训练和提高了学生略读、查读的阅读技能。而且，提高了学生阅读的积极性。task 2 detailed reading 1,幻灯片 14;(listen to the text and read)2.幻灯片 15，16 t: ok, cla let’s look at the blackboard and fill in the blanks.who can read for us?:(read the answers)3.read aloud t: do you have any questions? now read the text aloud to find out your difficulties.:(read the text aloud)[设计说明] 本环节充分发挥多媒体优势教学先让学生听录音的同时跟读来完成细节信息填空，这样不仅可以训练学生的听力而且让学生了解了巴布亚新几内亚独立国部落的生活状况和风俗习惯信息，在此基础生让学生通过朗读训练学生朗读能力提高语音语调，鼓励学生发现文章中的疑难点并解决。stepⅳ.post-reading 1.幻灯片17 t:(solve the important sentences from the text)here is the sentence, try to read and translate it into chinese.it is also about the grammar, analyze it.:(translate and analyze the sentence)2.幻灯片18 t: what do you learn from the text? : we know that jo worked as a volunteer teacher in a poor area.t: yes, what would you do if you were a volunteer? why? now cla, turn around and you can discu with your members quickly.:(discu with their members)t: ok,stop please.let’s share your wonderful discuion, firstly which group? :(show their discuion)t: well done!3.幻灯片19 t: there are many people around us, in our country or even in the world who need different kinds of help.so voluntary work is an important and great cause.not only can it make people live better but also it can bring happine to volunteers.so we should form a sense of helping others and take an active part in any kind of voluntary activities from now on and try to make the world more beautiful and harmonious.just stand up and show me your voluntary gestures, let’s sing together.are you ready? : yes.(sing together)t: i think you’ve sung very well, but i believe we can do better than sing.yes? : yes.t: you are great![设计说明] 本环节属于读后活动，首先处理课文中的一个典型的长难句，这也引出了本课的语法项目定语从句。小组讨论“如果你/你们是志愿者你/你们将做什么工作？为什么？”使学生更好的了解了这个单元的主题，帮助他人、分享合作。教师可以进一步了解学生对于志愿者工作和帮助他人的看法，有利于进行德育教育，帮助学生树立正确的价值观。最后大家共同举起志愿者手势，齐唱英文歌曲 tomorrow will be better, 将课堂活动推向高潮，激发了他们帮助他人、扶贫就困的热情，达到了本课情感价值教育的目标。stepⅴ.homework 幻灯片20 t:now your homework, do it after cla, so much for this cla.thank you![设计说明] 课后阅读文章找出文章中的定语从句，为下节语法课做准备。

教学反思

这堂课基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。教学中融入了素质教育，且使学生在趣味中学得了知识，这也是目前提倡的教育教学理念。

我感到多媒体教学用于英语阅读教学有很多好处：首先，课堂的导入是十分重要的，好的导入可以激发学生的学习兴趣，直观、生动的图片、动画使得学生更容易进入学习状态，把学生从枯燥的课堂解放，有利于师生的互动，能更好地实现教师的教学意图。其次，多媒体课的容量大，电子白板的使用，使得教师核对答案更容易。因此，教师可以把原来花在板书的时间用于指导学生，或设计一些多样的题型。再者，我通过听录音，朗读课文，配以在幻灯片呈现问题，让学生有目的性带着问题去听课文，朗读课文，一部分一部分的分析课文，解决问题。在此过程中，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望。

教学内容设计要符合本班学生的实际情况，难度适中，尽量满足不同类型和不同层次学生的要求。在任务的设置中应充分考虑学生是否能够完成。本堂课的细节理解部分难度合适，大多数学生都能顺利完成。

我认为在教学中只有师生处于平等地位，学生的主体性才能得到发挥；只有使课堂交际化，师生才能融合在智力与情感的交际过程中，多给学生展示的机会才能激起学生积极求知的学习欲望。

第10篇：高中英语教学设计题

高中英语教学设计题模版

Teaching contents: Teaching objectives

(1)Knowledge objectives

Students can master the following words and expreions: Students will be able to understand the main idea and some details of the paage.(2)Ability objectives

Students can develop their reading ability by skimming and scanning practice.Students can improve the speaking ability by talking about...(3)Emotional objectives

Students can foster the confidence and enthusiasm of learning English.Students can get more interested in English culture.Teaching key points

How to help Students master the following words and expreions like...How to make Students improve their reading and speaking skills.Teaching Difficult Point

How to get the skills of reading and foster students' enthusiasm of learning.Major steps

Step1warming up and lead in(X minutes)Greeting

Brainstorming:Questions and answers The teacher asks students the following questions.(1)(2)(Justification:The step will help students to combine English learning with~~,and the same time it will arose students' in learning this leon.)Step2 Pre-reading(X minutes)

The teacher asks students to discu their opinions on~~.Then the teacher introduces the topic about~~.(Justification:The step will help students know about what~~)

Step3 While-reading(X minutes)(1)Fast reading.(X minutes)Ask the students the main idea of the paage,and what the main characters in the story are.The teacher asks students to read the text quickly and fill in the blanks according to the text.Ask students to read the paage quickly and then conclude the main idea of each paragraph.Main idea: Paragraph1: Paragraph2:......(2)Careful reading(X minutes)Read the paage,discu in groups and put the event in the correct order.The teacher lets the students read the text and do the True or False exercise.Ask students to work in groups and have a competition to answer the following questions.Question1: Question2:......(Justification:This step will help students have a further understanding of the text.)Step4 Post-reading(X minutes)At the step,students will learn the knowledge of words and expreions,so there will be some exercises for them.Without looking at the paage,try to complete the sentences with the correct words.(Justification:This step can check whether the students master the important words and expreions.Step5 Summary and Homework(X minutes)Summary Ask a student to talk about what they have learned in the reading cla and let some students retell the...or summarizes what they have learned in the cla.Homework Listen to the tape and read the text aloud.complete the rest of practices after the texts at a fixed time.(Justification: Students can review and consolidate what they have learned in the cla)

第11篇：高中英语阅读教学设计

高中英语阅读教学设计案例

一，案例主题

在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。新课程标准的三维教学观，具体到英语学科就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力探究学习、合作学习、任务型学习是在新课程标准下实施素质教育的关键环节，所以在我的教学设计里，时时体现着这几种原则。

二，案例背景

一方面，高中年龄段的学生对周围的事物较为敏感，有自己的观点和看法，他们不满足于教科书上的知识，想获得更多的信息。在英语学习上，他们不只是想把英语作为一门死记硬背的课程来学，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。另一方面学生对体育比较感兴趣，对吉尼斯纪录有一定的了解因此，应结合学生的实际情况，因材施教，激发学生兴趣，让学生主动学习，学有所获。

本课例是高一必修5第五模块里的reading部分，转绕“a life in sport”这一健康主题，主要通过网络，电影的形式开展学习活动，让学生观看电影并自主通过网络查找资源，协作学习，通过讨论，了解当今体育名人李宁。要求学生学完本课后能够通过讨论图片来提高英语口语能力。三，案例描述

Step I.lead in Teachers use the pictures connected with instruments and listen to a piece of music to lead in.show some pictures of some famous people and think of these questions: 1.which of the instruments do you like listen to 2.Who the people are? 3.Which famous musicians play them?

0 教师：通过看图片听音乐激发学生的学习兴趣，让学生发表自己的见解，以这种方法导入课题，引起学生对问题的探究，也培养了学生主动思考问题的能力。Step II.Discu 1.Can you give the names of musicians? 2.What kind of music do you like best? 教师：通过分组谈论，充分培养了学生运用语言交际的能力和自主学习能力，充分调动了他们的积极性和创造性。Step III.1.Fast-reading Let students watch some pictures about the musicians in the paage then read the book to find out some information about them。At the same time they can have a group discuion, finally each group presents their own information about them.1.Do you know some information about Haydn? 2.Do you know some information about Mozart? 3.Do you know some information about Beethoven?

教师:让学生再听几段音乐然后回答问题，进行分组自由讨论，最后学生展示本组讨论结果。这样，既让这生大胆地开口说英语，进行了口语表达，又让学生形成自主学习的能力，调动了他们学习英语的兴趣。体现了“以学生为本”的教学理念。教师：让学生迅速浏览全文，通过回答以上问题把握文章主要内容。也锻炼学生迅速扑捉课文信息的能力。

Step IV.Careful-reading

Read the paage quickly then answer the following questions: 1).Who was born in Austria? 2).Who was born in Germany? 3).Who taught Beethoven how to play the piano? 4).How many pieces of music did Mozart compose？

教师：让学生再次阅读全文分，完成Ativity4。这一步骤帮助学生获得文章的细节信息。教师可以组织学生以辩论的形式做出判断最后由组员代表总结给出正确答案。这样能够充分调动学生的积极性和热情，成为课堂的主角。

3.Conclusion Make explanations about some new words and sentences according to the students, work in pairs and discu the questions: 1).Why did Li Ning start a sportswear company? 2).Why has he been succeful?(Some poible keys)1)．Because he didn’t forget his sporting background and wanted to compete with global giants like Nike and Adidas.2)．Because his sports clothes came onto the market at just the right time and Li Ning’s designs were attractive but comparatively cheaper.4.Exercise

Find words or phrases in the paage which mean: 1).a group of people who sing tighter 2).a large group of people who play claical music together 3).a person who writes music 4).the people who attend a concert 5).a group of pop or rock music 6).a person who sings or plays music alone Keys:（1.choir 2.orchestra 3.composer 4.audience 5.band 6.solo artist）Step V.Post-reading Work in groups of three to retell the text.Student A: the information about Haydn

2 Student B: the information about Mozart Student C: the information about Beethoven 教师：通过组织学生分组重述课文内容来加强学生对全文的理解，同时也锻炼了学生的口语能力。Step VI.Homework 1.Finish Activity 2，4 on the page of 80.2.Recite the new words and useful explanations 教师：通过课后练习让学生充分掌握本课词汇。

这节课充分应用了多媒体资源，调动了学生自主学习的积极性，使课堂活跃起来，通过这堂课，学生锻炼了阅读能力，口语能力，也掌握了许多词汇。阅读是一个综合过程，能力的提高更是一个循序渐进的过程。为此，不同年级应有不同阅读达标要求，课堂上各阶段的阅读理解训练也应随之有所侧重。总之，教师若能结合学生的认知水平，合理、灵活地把上述教学设计运用于阅读课文教学中，高中英语阅读教学目标是完全能够实现的。四，案例评析

1.在《高中英语课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整体实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、加工以及信息的交流”等多种信息素养。网络学习是一种学习过程交互化的学习模式。学生带着问题借助网络查询信息，进行信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。本课主要以多媒体技术为依托，借助网络技术的功能，为学生营造一个自主学习的环境，让学生自主

3 探究。

2.利用多媒体制作课件，增大了课堂容量，加大了练习的力度。也加快了课堂的节奏，该课例成功地运用了多媒体手段和有效网络资源开展学生的学习活动，生动形象地展示了“体育名人李宁的运动生涯”，课堂气氛活跃，学生踊跃参加活动并取得了良好的效果。利用网络，电影及图片资源，充分调动学生的学习积极性、自主性和协作性。让学生自主上网查找资源，激烈讨论，踊跃发表自己的意见，充分体现了“以学生为本”的教学理念。总之多媒体在英语教学中的确有无法比拟的优越性，多媒体设备的应用给教学输入了一股新鲜、灵动的风，它如英语教学活动的“催化剂”，它激活课堂、激活教材、激活师生，使课堂教学高潮迭起、节奏明快、层层推进，创造轻松、愉快的学习氛围，为学生创设了一个充满情趣的语境，让学生在宽松的氛围中视、听、说并举，真正感受英语的魅力，使他们学在课堂、乐在课堂。我深信只要我们能真正能恰如其分地把多媒体教学运用于我们的教学实际中，我们的教学一定会变得更加轻松。

3．在整个过程式中始终贯穿着培养学生的各方面能力。全方位开发学生的潜能。这种教学设计克服了传统的教师讲，学生记的弊病，学生在教师引导下学会了思考，学会分析，学会发现，学会表达，真正发挥了学生的主体作用，和教师的主导作用，课堂上能做到全面提高学生的英语能力，通过师生，生生交流合作、探究，取得很好的教学效果。学生普遍对这种多媒体网络课的形式表示欢迎，提高了他们学习英语的兴趣，完全感觉到不同于普通的教学课堂教学，我认为多媒体和网络资源为学生提供了充分的，均等的机会，达到了非常好的效果，体现了“素质教育”的精神。

第12篇：高中英语教学设计要求

教学设计体例要求

一、本次教学设计比赛的总体要求如下：

（一）类型：一节课设计—leon planning

（二）目的：在于确保教学目标明确、过程得当、手段优化、结果有效、教学质量提升。

（三）思路：依英语课程标准总目标，按具体教学目标和要求，考虑学生认知特点，智力水平和教材等，对英语教学的过程、结构、环节、方法、手段等进行规划。

（四）原则：符合课程标准；符合学科教学规律；符合学生心理需求、认知水平和语言水平。

（五）内容：主要内容为目标设计、活动设计、评价设计。目标设计：回答本节课后学生将能够做什么的问题。活动设计：回答用什么活动帮助达到目标的问题。评价设计：回答本节课有没有达成目标的问题。

（六）方式：设计的呈现方式通常有三种：文字叙述、表格、流程图

二、教学目标设计要求

（一）视角：体现以人为本的教念，从学的角度出发所设计出的教学目标，即明确学生学习后的行为变化，如：能拼写、能朗读、能对话、能造句、能回答课文后的问题等。活动设计有明确目标可循。

（二）描述：对于目标的描述既可以从心理角度描述，也可以从学习行为角度描述。心理描述：使用心理动词（mental verbs），从心理角度描述，即描述心理活动，如：学生能掌握所学语法内容、能理解课文、能欣赏本篇故事、能体会作者意图，等等。

行为描述：使用行为动词（behavioral verbs），从行为角度技术，即描述能观察得到的行为，如：学生能做替换练习，能复述课文、能仿写等等。

（三）类型：针对一节课的教学设计应采用具体明确的短期目标，也就是一节课要实现的目标。如：本节课要教什么内容，学什么内容，通过那此活动方式来教、来学。

（四）维度：按照英语课程标准，课程目标分三个维度，即所谓三维目标（知识与能力、过程与方式、情感态度与价值观）。可分别描述。

知识目标：参照英语课程标准中语言知识在各级中的要求。技能目标：参照英语课程标准中语言听说读写技能在各级中的要求。情感目标：参照英语课程标准中对情感态度的要求和学生的实际。策略目标：参照英语课程标准中学习策略在各级中的要求。

（五）模式：教学目标的编写可从对象、行为、条件、标准等四个纬度来写，也就是我们简称的ABCD模式。

A——对象（audience）阐明教学对象

B——行为（behavior）说明通过学习何种内容学习者应能做到什么（行为的变化）C——条件（condition）说明学习者学习行为时所处的环境、条件因素。D——标准（Degree）指出合格行为的最低标准

例如：The students(A)will be able to answer(B)the questions orally(C)about the weather using the sentence pattern learned in this leon(C2)and fluently.(D)

三、教学活动设计要求

1．教学活动的设计关系到目标能否达成，活动须与目标一致，还要考虑以下方面：时间、难度、形式、媒介、文化、策略与作业。

2．每项活动设计标明所需时间及组织方式（个人、双人组、多人组与全体）。3．教学活动设计应遵循真实性原则，创造性地设计较真实的情景及贴近学生实际的教学活动。

4．教学活动的安排符合学生的认知规律，遵循由易到难，由简入繁的教学原则。5．每一个教学步骤都包含中文的设计说明（作者的设计意图及课前的预设，50-100字）。

四、教学评价设计要求

教学评价是本课结束前对本课目标达成情况作出快速的判断。教学评价的设计须与目标、活动一致。

检测形式有：

1、综合性检测、分项检测；

2、口头检测、书面检测；

3、教师检测、学生检测。

五、格式要求

1．正文用英文表述（设计说明部分采用中文）。语言规范，指令清晰。2．字体，字号，行间距统一规范。

第13篇：牛津高中英语教学设计

牛津高中英语教学设计

单

元：Unit 2 Getting a job 板

块：Welcome to the unit

Thoughts on the design: 本单元话题主要围绕找工作展开。Welcome to the unit在整个一单元中起到了对单元总话题的导入作用。以课本上4张图片为基础，笔者将教授内容划分了三个板块。何处找寻工作信息，为找给工作该做哪些准备（材料上的准备和经验上的积累），面对严峻的就业形势该如何应对找不到工作的局面。课堂活动形式主要以小组自由讨论，发表意见为主。

Teaching aims:

After learning welcome to the unit, the students will be able to: 1.Know where to search job opportunities.2.What to prepare to get a job.3.How to face the difficulties of failing to find a job temporarily.Teaching procedures:

Step 1 where to find job opportunities(PPT4)1 Encourage students to think of where to find job opportunities.2 Encourage students to compare the different ways of find job opportunities.[Explanation] 根据自身的生活经验，高三的学生一般都能列举出若干工作信息来源。为培养学生的深沉思考能力，笔者又设计了

第14篇：高中英语教学设计反思

高中英语教学设计反思

传统的教学模式已经被发挥得淋漓尽致.尽管如此，面对基础差的学生，我们还是无能为力，效果不明显。因此，我们就要探究问题究竟在哪里？为什么学生的英语总是提不高呢？应该怎样教呢？下面就是总结出来的教师的困惑：

1．音标：学生不会读，没有能力自己拼读新单词。

2、单词：教师在困惑：该分散教还是集中教？

3、语法：学生对句子结构的把握很薄弱

4、听力：高考听力越来越难，甚至有个别大学

四、六级的题目，而学生的听力时间越来越少，所以听力的提高非常缓慢。

5、阅读：学生的最大问题是阅读速度太慢，理解能力薄弱。

6、口语：由于高考不怎么考口语，口语被很多人忽略了。

7、写作：用中文的思维写英语。

那么高中的英语应该怎么教？高一的英语应该教什么？高一一入学的新生，我们就应该告诉他们：中英文之间存在着两种语言文化背景；两种语言民族习惯；两种语言表达规律。所以，由于中文的思维和英文的思维不一样，高一的学生首先要知道知道两种文化的不同，然后从一开始就用英文的正常的思维来学英文，不要总是以中文的思维来学习英文。

反思：本学期开学我们没有做到的东西就是：没有去介绍中英文化的不同，尤其是强调中英文化的不同思维方式和语言特点。所以，在下学期，这一课我认为需要补上。毕竟，“亡羊补牢，为时未晚”。

有了这个基本认知后，高一的学生就要从最基础的东西学起，所以即使到了高中，他们实际上还要补很多学英语一定要掌握的东西：音标，词类，基本的句子结构。再次从基础学起。

1．音标：很多学生，尤其是差生的最大的困难是记不住单词，记不住单词是因为不会读单词，不会读单词是因为不会音标。虽然是高一的学生，但实际上在我们这样中等的学校，中等的学生里面，没有几个人完全掌握了音标，大部分高一学生的音标水平基本上等于零。所以，我认为，高一的学生入学的第一件大事就是学音标，我们确实有花时间去学习音标，但是只是用了两三节课的时间。目标是基本上每人都可以自己独立地把书本上大部分的新单词拼读出来。但同时我们也要知道，音标不是一两节课就可以教会学会的东西，学习音标需要在会读的基础上大量地练习，达到熟练的程度，达到一看到音标就可以不费力地拼读单词的程度。

2、单词：学会音标后下一步就是大量地记单词。记单词是一件很需要下工夫的事，也是一

骤” ：

1）.音节拼读，准确读词。

2）.拼读准确清晰;

3）.自然集中注意;

4）.注意力快速摆动转移;

5）.限制联想”。

3、词类：我认为高一就要让学生学习十大词类，不能等到高三才学习，那时已经太晚了。本人很赞同这个观点。学生在学习单词的时候就要搞清楚单词的词性，然后知道什么词可以放在句子的什么位置，例如，定语的用法和位置，介词的位置，状语的位置等。只有把这些词类的基本用法搞清楚才有可能写出的句子。反思：本学期我们没有时间去讲词类，但也从来没想过在高一就讲词类。所以，我的这个建议还是很有参考价值的。高一下学期可以看看有没有时间去讲词类。

4、句子：有了单词后，学生要学的就是句子结构，也是我们教学中最重要的地方。没有句子，就没有文章，就谈不上学习英语。所以，在高一阶段，学生必须学习五种基本句型，而且必须要过关。在这方面，我给了我们一点建议。我认为，英语的句型简化后实际上只有两种：be句型和do句型。然后就是把句子扩展，把各种句子成分添加到基本句型里面，把各种词类用在句子里面，从而组合成高级的句子。反思：我个人很赞同我的观点，所以我坚持在高一上学期必须要教五种基本句型，也建议备课组长统一要求全级教授五种基本句型，因为没有正确的基本句子，到后面的从句等高级句型学生就很难学下去。所以，这个基础一定要打好。而在本学期中，虽然我们也教了五种基本句型，但我相信还不是很到位，有的学生还是没有掌握好，所以，句子结构这个方面也需要在后面的学习中不断地巩固。

5、语法：我认为，给高中生讲语法，不要把他们当高中生，要用最简单的词汇，不要出现生词。他主张的语法教学法是“道可道，非常道：正反向语法拓展训练——由易到难，由难到易”并且根据学生常犯的错误，我建议“时态分离教学”，“时”为“过去、现在、将来、过去将来”；“态”为“一般、进行、完成、完成进行”。分开教学有利于学生清楚地掌握时态。反思：我的说法里面，令我们恍然大悟的是要用最简单的词汇教学生语法。如果单词的意思又不懂，语法又是新学的，那么学生肯定很费劲。另外一个让我们恍然大悟的是，我提到：我们小时候学语文的时候，都是老师给我没有给学生机会自己造句。通常我们都是直接给学生句子，或者是给中文让学生翻译成英文，从来都没有给学生机会造自己的句子。这就有可能降低了学生的学习兴趣和学习的主动性，因为老师给的句子不一定都和他们的生活相关，会令学生觉得这些英语他们都用不上。当然，让学生自己造句会是一个很费时的过程，而且老师无法检查学生的句子对错与否，所以，让学生自己造句是一个很有建设性的做法，但是需要经过一定时间对学生加以训练。6.阅读：阅读能力是学生的弱项，主要原因在于词汇量低，阅读速度慢，还有就是自身的背景知识缺乏等原因导致的阅读理解能力低下。针对初级阶段的学生，我在讲座上给我们介绍了“如何以爬的姿势飞行？通过非机械性重复迅速提高阅读速度”的胡敏的十遍读书法，具体做法是：第一遍;通篇快速浏览，捕捉全文大意。第二遍：总结形容词和名词的搭配。第三遍：总结动词和名词的搭配。第四遍：总结大副词与动词、形容词的搭配。第五遍：查找带介词的短语。第六遍：体会英文语序，注意英汉对比。第七遍：研究句子开端，追求表达变化。第八遍：透析句子之间联系，衔接手段。第九遍：把握过渡手段，领会文章布局。第十遍:汲取语言精华，摘录文章亮点。我个人认为，这种方法只能是在初始阶段可以尝试，因为它很费时。总的来说，要提高学生的阅读能力，还是要靠学生多看多读多练。正如中文里的一句话，“读书百遍，其义自见”。我觉得英文也是这样，所谓见多识广，读多了，不仅在阅读速度上有帮助，在文章的理解上也会有帮助。

以上是我对英语教学内容的设计和反思。我们的教学对象——学生有不同的学习基础，因此首先要将学生进行分层。我尊重学生的意愿，安排学生开展自我评价，并选择相应的层次。同时我在教学过程中，充分了解学生的实际情况，结合各种测试手段，将学生大致分成三个层次： A、基础较差，学习积极性不高，成绩欠佳；

B、基础一般，学习比较自觉，有一定的上进心，成绩中等； C、基础扎实，接受能力强，学习自觉，方法正确，成绩优秀。

当然，学生的分层是动态的，学生可以依据学业的变化及时“升层”和“降层”，使自己始终处于最适合发展的层次。，备课的分层

我在每次备课时都会认真研究教材，研究教学大纲，查阅相关资料，收集有用信息。根据学生的分层情况，确定不同教学内容的具体目标。在知识点的挖掘上，既要注重培养中等以上学生的运用能力、应变能力，也要照顾到英语薄弱学生的接受能力。总之，所设定的课堂内容、练习层次、问题难度都要体现分层教学的特点。切忌盲目追高或求全。3，授课的分层

根据备课要求，我的授课主要着眼于B层中等学生，实施中速推进，课后辅导兼顾A、C优差两头，努力为基础较差的学生当堂达标创造条件。具体做法是：对C层学生少讲多练，让他们独立学习，注重培养其综合运用知识的能力，提高其解题的技能技巧；对B层学生，则实行精讲精练，重视双基教学，注重课本上的例题和习题的处理，着重在掌握基础知识和训练基本技能上下功夫；对A层学生则要求低，坡度小，放低起点，浅讲多练，查漏补缺，弄懂基本概念，掌握必要的基础知识和基本技能。课时进度以A、B两层学生的水平为标准，上课以A、B两层的要求为公共内容。课堂提问注重层次性，提问简单的问题或直接从课本上可以直接找到答案的问题我就优先考虑A层学生，并辅以及时的表扬和鼓励，激发他们的学习信心和兴趣。偶尔也给点难题，培养他们勇于尝试的精神。遇到难度较大或语言运用能力较强的问题时，可以让C层学生充分发表自己的见解。这样不同层次的学生都有参与的机会，人人都能体会到成功的喜悦。在课堂活动安排上，机械性的训练，我优先考虑A层同学，并允许其犯一些错误，而对于B、C两层同学则提出较高的要求，在其他同学“知其然”的同时，他们就应该知其“所以然”。一些难度大的练习活动可以把不同层次的学生交叉安排。比如对活表演，可以让不同层次的学生同台表演，可以让A层学生选择台词较少的角色。又如课文的当堂复述，A层学生可以在一定的提示下或在老师的引导下进行，有的甚至可以看书模仿。在知识点的介绍上，可以通过板书或口头提示，让学生们清楚哪些是必须当堂理解的基础知识，哪些是拓宽和延伸，使得听课的学生都能做到心中有数，有的放矢。阅读的训练，A层学生应先要读懂，达到一定的速度，细节题要有一定的准确率。C层学生应重视思维的培养，培养更全面、深刻、逻辑地考虑问题的能力。4，练习和作业的分层

练习和作业是课堂教学反馈的形式之一。课堂教学效率要提高，教师就要随时掌握学生的学习活动情况，及时帮助学生克服学习过程中的困难。因此，我在授课过程中经常运用练习对学生学习进行监督，发现问题，及时矫正。在完成课堂练习时，有些同学在四五分钟时间内就完成了，而有的同学则需要十多分钟才能完成。鉴于这种情况，在开展课堂练习时，我将练习分为两部分：一部分是基础性的，要求所有同学都要完成；另一部分练习题是拓展性的，让学有余力的同学完成。因此，我在设计练习或布置作业时把练习或作业分为必做题和选做题两部分；并且确定了三个层次：第一层次为基础练习，是全体学生的必做题；第二层次为变形题或简单综合题，以B层学生能达到的水平为限；第三层次为综合题或探索性问题，这类问题综合性很强或是非常灵活。第二、三两层次的题目为选做题，这样可使C层学生有练习的机会，A、B两层学生也有充分发展的余地，都能享受到成功的喜悦，因而提高了全体学生学习英语的积极性。比如在讲解“定语从句”这个语法项目的时候，A层的学生只要求掌握其基本概念，两大分类，关系代词和关系副词的常见用法；B层学生还应了解何时只用that，不用whichwho和何时只用whichwho，不用that；而C层学生除此之外，还应掌握as在such, so, the same后面引导定语从句的用法。这些不同层次有不同难度，对各层次的学生都有针对性和挑战性，既有统一要求又有区别对待，不同层次的学生都能做到“吃饱、吃好”，达到“提优补差”的目的。5，辅导的分层

学生训练时，要做好课堂巡视，及时反馈信息，加强对A、B层次学生的辅导。对A层次的学生课后尽可能进行面对面的辅导，积极组织C层次的学生开展第二课堂活动，通过开展竞赛知识讲座，开拓学生的视野，丰富学生的数学知识。平时的课堂训练，难度稍低的练习可由C层次的学生帮助A层次的同学，通过生生之间的互动，促进不同层次的学生的共同进步。

课外辅导是课堂教学的有益补充，这种补充不应该是课堂的延时，更不能变相增加题量负担，而是根掘不问层次的学生给予针对性指导。A层学生，要帮助他们找出学习困难的症结，检查他们在知识上的缺陷和漏洞。特别是在新知识的学习上，一定要对他们加强“监控”，确保他们不掉队。要针对不同特点进行学法指导，不断激发并强化学习兴趣，并引导他们逐渐将兴趣转化为稳定的学习动机，以使他们树立自信心，锻炼克服困难的意志。对于C层学生，则主要培养他们的自学能力。在书本知识掌握较好的前提下，指导他们阅读课外书籍，拓展文化背景知识，扩大词汇量，提高阅读和语言的综合运用能力。

6，评价的分层

分层评价也是分层施教过程中的一个重要环节，基本做法类似于分层练习。根据学生的知识水平和学习能力的差异，实施分层考核，测验时试卷设计为必做题和选做题两卷。必做题属检测达标的基本要求，选做题则属较高要求。这种设计方法可使A层学生有更多的成功机会，进而增强其学习英语的积极性和自信心，同时也可使B、C两层学生不易满足，激发其求知欲。

在单元检测及阶段性检测中，教师应根据不同层次学生所掌握内容和英语达标的不同要求拟定等级性试卷。A卷：基础题，难度较小，只考查本单元重点，不考难点，以记忆和模仿性试题为主；B卷：考查本单元的重点和难点，注重知识的系统性和全面性，侧重知识的实际运用能力；C卷：以本单元内容为中心，进行知识拓展，增加有一定难度的理解及综合性测试题，检测学生语言的综合运用能力。进行等级性测试，旨在使不同能力的学生均有展示自己知识和才能的机会。等级制的分组应是流动的，进步明显者应调至上一等级，成绩明显下降者应调低等级，以便教学具有针对性，也使学生有压力感