1、高中英語教學(xué)設(shè)計(jì)(匯總5篇) 教學(xué)準(zhǔn)備 教學(xué)目標(biāo) 知識(shí)目標(biāo): 復(fù)習(xí)兩個(gè)閱讀技能-scanning， skimming; 學(xué)習(xí)本單元的部分生詞。 本事目標(biāo): 能構(gòu)成文章的圖式，在圖式的幫忙下自主地復(fù)述本課的主要資料，在此過程中實(shí)現(xiàn)生詞的重現(xiàn)。 情感目標(biāo): 學(xué)生在教師的啟發(fā)下，經(jīng)過師生互動(dòng)和生生互動(dòng)，進(jìn)一步探究知識(shí)。在這一過程中，學(xué)生能夠不斷地實(shí)現(xiàn)互相教育和自我教育，并能尋求自我發(fā)展; 學(xué)生能明白計(jì)劃的重要性，并能收獲一些與之相關(guān)的諺語。 教學(xué)重難點(diǎn) 構(gòu)成文章的圖式，并在圖式的幫忙下復(fù)述文章的主要資料。 教學(xué)工具 課件 教學(xué)過程 Steps Teachers activity Students a

2、ctivity Aims Step 1 Show and _ 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 beau

3、tiful scenery 2) Ask the students two questions: Are they attractive? where do you want to travel? i dream about traveling由網(wǎng)友投稿 1。) Students appreciate those pictures 2) Students answer teachers questions and practice the sentence pattern “I dream about traveling into” 1)。 To arouse students interes

4、t 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 t

5、hey read the subtitle of this part。 2)。 Students _ how to skim。 1) To make the students pay attention to the subtitle， which can _ the main idea of the passage。 2) To review how to skim Step 4 1) Ask the students to skim moreto find out the main idea of each paragraph。 1) Students _ the main idea of

6、 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 _ how to scan To review how to scan To practice h

7、ow 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 geographi

8、c 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

9、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

10、 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 re _ the main content of the passage in groups With the teacher， students review the structure of the passage Re _ the main content of the passage in groups To help st

11、udents 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)

12、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 learn

13、ing 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 課題: Unit1 Festivals around world 學(xué)情分析： 教學(xué)目標(biāo): 1、語言目標(biāo)： 1)。To get the students to talk about festivals 2)。 To learn about how

14、 festivals begin and howto celebrate festivals so as to enable them to learn more about differentcultures while learning different language 。 2、重點(diǎn)詞匯和短語： 熟記課文中重點(diǎn)詞組或短語。 festival， celebrate， celebration， lunar， takeplace， on the 15th day of the eighth lunar month， beauty， harvest， relatives，custom， adm

15、ire， 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)、

16、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 m

17、aking andeating hot cross buns， coloring and searching for eggs supposedly hidden by theEaster 本事目標(biāo)： 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(biāo)： Letstudents to know and pare Chinese festivals and customs wi

18、th westernfestivals and customs。 六、教學(xué)重難點(diǎn)： 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(xué)過程: Step 1 Warming up Step 2 Pre-reading Lookat the pictures and dis

19、cuss 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:

20、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-Autumn

21、Day。 Paragraph5: Spring Festival; Carnival; Easter; Cherry Blossom Festival。 2。 Read the passage carefully and answerthe true or false questions。 ( ) 1)、The ancient people neednt worry about their food。 ( ) 2)、Halloween used to be a festival intended to honor the dead。 ( ) 3)、Mohandas Gandhi helped

22、gain Indias independence from the USA。 ( ) 4)、ThanksgivingDay is held to celebrate harvest。 ( ) 5)、Eastercelebrates the birth of Jesus。 Suggested answers: 1)F 2)T 3)F 4)T 5)F 3。 Work in pairs。 Imagine that somestudents are celebrating a festival。 Use the information given in the text tohelp them mak

23、e up a dialogue。 Step 4 Language study Dealing with some language problems to helpthe students to have a better understanding of the text。 1。 At that time people would starve if foodwas difficult to find， especially during the cold winter months。 2。Some festivals are held to honor the dead or to sat

24、isfy the ancestors， whomight return either to help or to do harm。 3。 The country， covered with cherry treeflowers， looks as though it is covered with pink snow。 Step 5 Study the text 1。 Find out a sentence in the text whichhas a similar meaning with the following one。 As long as the neighbors dont g

25、ive anysweets， the children will make a fool of them。 2。 Translate the followingsentence。 Itis now a childrens festival， when they can dress up and go to theirneighbours homes to ask for sweets。 Step 6 Listening， reading aloud and underlining Ask the students to read the passage aloudto the tape and

26、 let them pay attention to the pronunciation of each word andthe pauses within each sentence。 Tell them to pick out all the usefulexpressions or collocations from the passage while reading and copy them intothe notebook after class as homework。 Step 7 Groupwork Discussin pairs which festivals you th

27、ink are the most important and which are themost fun。 Then fill in the chart with your ideas。 Type of festival Example of festival Reasons for your choice Most important Most fun。 Step 8 Re _ing Let the students try to re _ the passageaording to the key words and expressions given on the blackboard。

28、 Step 9 Homework 1。 Findout useful words and expressions， beautiful sentences and finish the exercisesin Learning about Language aordingly。 2。 Write an introduction of the festivalyour group have created。 八、教學(xué)反思： 英語學(xué)習(xí)是一個(gè)全面發(fā)展的過程，聽、說、讀、寫每一項(xiàng)技能都是學(xué)好英語不可缺少的必備項(xiàng)，每節(jié)課適時(shí)適量的訓(xùn)練是很有必要的。經(jīng)過聽讀讓學(xué)生在理解課文的基礎(chǔ)上學(xué)習(xí)運(yùn)用新學(xué)詞匯；經(jīng)過學(xué)

29、習(xí)讓學(xué)生分析、理解和感悟文章的難句，以到達(dá)準(zhǔn)確把握句意和文意的目的。經(jīng)過總結(jié)進(jìn)一步強(qiáng)調(diào)本節(jié)課的重點(diǎn)，讓學(xué)生在短暫的時(shí)光內(nèi)有效地回顧和復(fù)習(xí)。 后面還有多篇高中英語教學(xué)設(shè)計(jì)！ 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 differ

30、ent 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 differenc

31、es 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 ca

32、n 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

33、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。 Its Cultural Differences。

34、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 lets read the passage and find out if our prediction is

35、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 cult

36、ural 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 question

37、s。 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

38、 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 fr

39、om 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

40、 the text。 2。 After the class， ask students to write a paragraph about how people can understand each others cultures better。 Justification: Consolidate what they have learned in this class and broaden their horizon。 Module4 Unit 1 Advertising語法課教案 Teaching aims: 1。 Students can explain the differen

41、ce 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

42、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，

43、she and he and cant introduce his family members to others properly。 Then lead in todays 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 advert

44、isements。 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 w

45、herever 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 repor

46、ted 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

47、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 s

48、entences 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:

49、 Using the advertisement can lead in different sentences using direct speech and reported speech naturally and help students aept 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 a

50、dvertisement 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 wri

51、tten 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。) Ste