高中英语教学设计（共9篇）-教学设计-好范文网

好范文网小编为你精心整理了9篇《高中英语教学设计》的范文，但愿对你的工作学习带来帮助，希望你能喜欢！当然你还可以在好范文网搜索到更多与《高中英语教学设计》相关的范文。

篇1：高中英语教学设计

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 possible, two or more crops are planted each year where possible.

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 possible, two or more crops are planted each year where possible.

2.How to help the students understand the passage 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

2. A projector and a computer for multimedia

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)

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.

1.Ask 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)

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

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 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)(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 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.

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 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.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。

篇2：高中英语教学设计

Reading --Secrets and lies & A friendship in trouble

教材分析：

“Secrets and lies A friendship in trouble”围绕本单元的主题“Getting along with others”，以书信的形式，向杂志的专栏作家反映了交友过程中遇到的烦恼------与好朋友争吵，闹矛盾。该文章以一个平常的视角，列举了朋友相处过程中遇到的问题，同时，让同学们领悟书信的.字里行间传达的感情。

文章以第一人称讲述，语言浅显流畅，多用短句，学生读起来会有身临其境之感。而且文中很多语言都透露出英语语言的美感，欣赏性很强。

学情分析：

英语学习的面应该扩展到英语国家的历史、文化、人文、地理等各个方面。教师任教的班级为理化班和物生班，班级中男生偏多，上课很有热情。两封书信的内容很容易在学生中产生共鸣。教师更关注激发学生探讨解决问题的具体可行的途径。

教学思路：

1. 老师通过安排阅读任务、解决阅读障碍的任务、以及读后交流心得体会的任务，让学生在小组合作过程中提高阅读理解能力、猜词能力和语言运用能力。

2. 引导学生进行自主性学习，善于发现问题，并且寻找解决问题的思路和方法。

3. 通过引导、启发式教学，对学生进行文化知识的渗透。

4. 电脑辅助教学以增加课堂容量。

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 (分别地) 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

教后感：

1、对于课文重要语言现象的处理虽然比较详细，但是缺少学生方面的操练和巩固。因此，阅读课中如何处理文章难点也是一个值得深究的方面。

2、学生阅读的时间还是比较少，虽然课堂上有快速阅读和精读的步骤，但是，这些还远远不够，因此要建议学生课后再重读文章，尤其课上讨论的复杂句式及语言优美的句子。

篇3：高中英语教学设计

教学准备

教学目标

知识目标:

复习两个阅读技能---scanning， skimming;

学习本单元的部分生词。

本事目标:

能构成文章的图式，在图式的帮忙下自主地复述本课的主要资料，在此过程中实现生词的重现。

情感目标:

学生在教师的启发下，经过师生互动和生生互动，进一步探究知识。在这一过程中，学生能够不断地实现互相教育和自我教育，并能寻求自我发展;

学生能明白计划的重要性，并能收获一些与之相关的谚语。

教学重难点

构成文章的图式，并在图式的帮忙下复述文章的主要资料。

教学工具

课件

教学过程

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：高中英语教学设计

一、学情分析

当前在中学生中吸烟现象比较常见，课本内容接近学生生活，对学生有教育意义，容易激发学生的学习热情，易于展开讨论。

二、教材分析

本课是高一必修2第二模块里的一篇阅读课(Reading)，出自外语教学与研究出版社出版的高中英语学生用书。在第一课Introduction里面初步接触和学习了描写抽烟、吸毒及其危害性的词语，这一课Reading是上文的延续。本课Reading实际上分为两篇文章，第一篇主要讲述了一个吸毒者和他的故事;第二篇主要讲述了使用的危害。

三、设计思路

本堂课采用任务型教学途径，这种途径是以应用为动力，以应用为目的，以应用为核心(为用而学，用中学，学了用)的教学途径。任务型教学是一种以人为本的，能体现语言价值的，先进的、有效的教学途径。学生带着任务学习，在完成任务的过程中逐渐生成的知识，形成的技能。本课将通过任务型教学，努力达到课堂活动目的。

四、教学目标

1、让学生学习另一些介绍抽烟及其危害性的词语。

2、通过阅读包括这些词汇的两篇文章并做寻找文章和所属段落的关系以及回答问题，判断正误等方式，培养联想、理解、前后联系能力和逻辑分析能力。

五、教学重点和难点

1、理解有关吸毒及其危害的知识，找出段落和文章的从属关系。

2、培养阅读时的联想、理解、前后联系的能力和逻辑分析能力。

3、阅读的同时也培养学生运用所学的词汇进行语言交际的能力。

六、教学辅助手段

CAI课件，录音机。

七、教学过程(略)

篇5：高中英语教学设计

一、教材分析：

本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度、但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学目标:

1、知识目标:

引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。

2、能力目标：

利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。

3、德育目标：

用含过去分词的句子结构表达思想感情。

四、教学重点:

1、过去分词的用法

2、过去分词的运用

五、教学难点:

1、结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2、过去分词在真实的生活语境中的使用。

六、教学策略:

通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

七、学习策略:

本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

篇6：高中英语教学设计

课题: Unit1 Festivals around world

学情分析：

教学目标:

1、语言目标：

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、重点词汇和短语：

熟记课文中重点词组或短语。

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

本事目标：

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

五、情感目标：

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

六、教学重难点：

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、教学过程:

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：高中英语教学设计

Module4 Unit 1 Advertising语法课教案

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：高中英语教学设计

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：高中英语教学设计

教学准备

教学目标

1。经过学生分享自我的旅游经历，用英语进行交流与表达。

2。经过略读与找读，使学生获取文章主要信息，练习阅读技巧。

3。经过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。

教学重难点

教学重点：利用阅读技巧，获取文章大意及细节

教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品

教学过程

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?

设计意图：大部分学生都喜欢旅游，教师谈谈自我旅游的经历，询问学生的旅游经历。列举世界上著名的河流图片，让学生来欣赏认识完美的河流。能有效地调动学生的学习进取性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。

II。 Pre-reading

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

设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了资料和词汇上的铺垫。

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

设计意图：略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。

2。 Scanning

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

Who and What

Where and How

Why and When

设计意图：1。寻找who，what，where，how，why and when等关键信息，让学生把握这类记叙文的阅读要点。2。根据图表复述，练习学生语言整合与连贯的本事。

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

设计意图：研读课文第二段，思考至少3个形容词来描述王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自我观点的信息。

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。

设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的主角，结合示意图向游客介绍湄公河，从而到达复述的目的。

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。

设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。

V。 Summary

What have we learned in this class?

设计思路：引导学生反思本节课主要资料及重难点。

课后习题

Homework

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

2。 Preview Learning about Language。

板书

板书设计：

Unit 3 Travel Journal

Part 1 The dream and the plan

careless waterfall

determined entire

excited view

crazy

stubborn

risk-taking

高中英语教学设计（共9篇）