- 高中英语教学设计 推荐度：
- 相关推荐
高中英语教学设计模板（精选11篇）
作为一位不辞辛劳的人民教师，编写教学设计是必不可少的，借助教学设计可以更好地组织教学活动。那么应当如何写教学设计呢？下面是小编收集整理的高中英语教学设计模板，希望能够帮助到大家。
高中英语教学设计 1
教学目标
1.知识与技能目标
(1)通过阅读有关曼哈顿著名的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。
(2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
2.过程与方法目标
(1)通过展现曼哈顿以及曼哈顿五个著名艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的`背景知识为节课做热身。
(2)通过阅读课文利用Skimming和Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。
(3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。
3.情感、态度、价值观目标
通过学习，使学生了解世界著名的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。
教学重难点
教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。
教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。
教学过程
(一)展示学习目标与小组评价规则
(二)“导入”
展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。
(三)Fast reading
快速扫读课文
(四)Detailed Reading：详细阅读
(五)Challenge your speaking(口语能力提升)
提供参考词汇：Welcome to…
This museum is located in…
It displays(展出)art works in… centuries of…countries，including…
It will appeal to…
You shouldn’t miss…
(六)Challenge your writing(英语写作能力提升)
Watch the videos and then write an advertisement to introduce one of the museums in Weifang.within80 words
写作参考词汇：潍坊世界风筝博物馆(Weifang World Kite Museum)
杨家埠民间艺术大观园(yangjbu Folk Art Museum)
kite 风筝 wood-print new year pictures木板年画 be located in 位于
…is famous/well-known for…因…而出名 it displays/shows…展出
Here you can enjoy… 在这里你可以欣赏到… artist 艺术家 appeal to 吸引 tourist 游客 it’s well worth a visit 很值得参观
(七)成果展示
个别学生优秀作文展示
(黑板展示)
展示作文评分细则
教师点评
课后习题
高中英语教学设计 2
教学重难点
(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学过程
Step 1Warming-up and lead-in(5 mins)
(1)导入
用本单元的阅读文Marty’s story来导入，引出残疾人的话题。
T：Hello，class.Inthe last lesson，we learnt Marty’s story.What’s the problem with Marty？
(He has a raremuscle disease.)
Yes，he’sdisabled.
But is Martyleading a miserable life due to his disability？
(No.)
He is leading afulfilling life due to his own efforts.The disabled can live as good andcomfortable a life as we do.But it calls for more efforts.
(2)揭题
教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。
T：We are lucky tobe able-bodied and study in such a beautiful school.
But every now andthen，I find such students in our school.What are their problems？
(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)
T：This is SongYaoguang，our classmate.Yaoguang，what happened to you？
Do you find itdifficult to walk around in our school with a walking stick？
Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty？
(Yes.)
T：If you have some suggestions，you can write asuggestion letter to our headmaster.Have you ever written such a letterbefore？
So in today’slesson，we are going to
1.read asuggestion letter
2.discussproblems with the school facilities
3.write a suggestionletter to the headmaster
2 Reading(15 min)
本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表达)的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一步U(Understanding)。
(1)学习建议信结构。
建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。
T：This is aletter to an architect.What information can we get in this part？
(receiver’s nameand address.)
What’s this partabout？
(sender’s name /signature)
From these twoparts，we learn that this is a formal letter.So a suggestion letter is aformal letter.
It is the mostimportant part in a suggestion letter，which is called the body.
(2)通过阅读了解主旨大意。
T：The main body can be divided into three parts.Whatare they？
(1，2-6，7)
T：Whats thepurpose of the 1st paragraph？
(To give thearchitect the purpose of writing the letter.)
Whats the purposeof the last paragraph？
(To persuade thearchitect to adopt her suggestions.)
(3)通过阅读学习写建议信策略
建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。
a)数字和斜体的运用
T：Now，let’s cometo the concrete suggestions that Alice has made.How many suggestions doesAlice make？
Why do you thinkthe writer numbered her suggestions and used italics？
(Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)
So when you writea suggestion letter，you should number the suggestions and use italics.
b)具体写建议时要结合问题和解决办法
T：We are going tolearn some more writing strategies of writing suggestions.
How should wewrite suggestions？Let’s take a look at the first suggestion，what are theproblems for those who use wheelchair？
(the lifts are atthe back of the cinema in cold，unattractive places.As disabled people have touse the lifts，this makes them feel they are not as important as othercustomers.)
And what is thesuggested solution？
(It would be handyto have lifts to all parts of the cinema.The buttons in the lifts should beeasy for a person in a wheelchair to reach，and the doors be wide enough toenter.)
From this part，wecan see that a suggestion should consist of two parts，the problem and thesolution.
Let’s see two moreexamples.Find out the problems and suggested solutions in these two parts.
When you writesuggestions yourselves，don’t forget to write both problems and solutions.
c)运用礼貌用语
T：The thirdwriting strategy is about the the language.Suppose you were the architect，which one of these two statements do you prefer？
(Screen)I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.
You must thinkabout the needs of disabled customers.
Why？(It soundsmore polite and more acceptable.)
Exactly.When youwrite suggestions，you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.
Now let’s findsome more examples in the text.
(Screen)
It would be handyto have lifts to all parts of the cinema.
It would help tofit sets of earphones to all seats...
So I’d like tosuggest that the seats at the back be placed higher than those at the front …
For disabledcustomers it would be more convenient to place the toilets near…
And if the doorscould be opened outwards，disabled customers would be very happy.
I hope mysuggestions will meet with your approval.
Step 3Discussion(8 min)
小组讨论是USE中的第二部S(Sharing)，分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。
T：Now let’s comeback to our topic today.Some parts of our school are not suitable for thosewith walking difficulty.Let’s discuss：
1.What parts ofour school may cause problems for those with walking difficulty？
2.What are yoursolutions？
Step 4 Writing(15 min)
写作是USE中的第三部E(Expressing)，表达。经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法;通过分享，学生们积累了写作素材;因此，写作部分由学生完成一封给校长的.建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。老师在写作后进行必要的指导，指出学生写作中的优点和不足。
Now that we havediscussed the problems and solutions with some school facilities，we can writea suggestion letter to our headmaster.Take out your handouts.The first partand last part are already given to you.What you have to do is write 2-3suggestions on the reconstruction of our school.When writing，do remember towrite both problems and solutions，and use polite forms.
Step 4 Emotionalattitude and values(2 min)
通过本单元Reading和UsingLanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。
In this unit，wehave learned the difficulty of the disabled and how they face and conquer thedifficulty.But as able-bodies people，just making some suggestions or donatingmoney is far from enough.What else should we do？
(Care aboutdetails in their life.Don’t look down upon them or laugh at them.)
Accept them as one of us，and invite them to join us in avariety of activities.
高中英语教学设计 3
一、课程类型：
高三复习课
二、教学目标：
一)认知目标
1.句型和语言点(见教学重点)。
2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。
二)情感目标
利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。
三)智力目标
在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
三、教材分析：
这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写，对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。
四、教学重点：
1.学会审题和谋篇
2.掌握多样化的表达方式
3.熟练各段中的固定写作套路
五、教学难点：
1.如何帮助学生运用写作策略，促进学生自主写作。
2.使学生了解谋篇的'重要性，培养谋篇的能力和习惯。
六、教学方法：
1、活动教学法：
2、任务型教学法：
七、教学设计：
Step 1.Warming up
Come up with some proverbs for the students to put them into Chinese.
Recitation is of the first importance in any language learning!
Practice makes perfect! …
What do you learn from the above proverbs？
Step 2.Presentation
Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.
Step 3.Exhibition
Show on the whiteboard a writing.
暑假即将来临。你班同学讨论了假期计划，提出了不同看法，请根据提示写一篇有关讨论的英语短文，并谈谈你的看法。
注意：1、词数100左右;
2、短文必须包括表中所列要点，可根据内容分段表述;
3、可适当增加细节，以使行文连贯;
4、参考词汇：眼界—horizon(或view)。
Step 4.Analysis
Analyze the key points and ask the students questions about them.
[写作要点]
1、确定人称，根据本题要求，它应是一篇说明文，故用they比较妥当，而不能用I和you，这样文章才更清晰。
2、确定时态，文章以一般现在时为主，但还可以适当地使用一般将来时，这样文章会富于变化，使文章更有色彩。
3、确定要点，注意不能直接把提供的汉语提示进行逐条翻译，要把两种对比观点归纳整理，形成逻辑关系，最好用两段分别阐述观点，这样文章会更有条理性。
Step 5.Group discussion
Show on the whiteboard an excellent writing and sort out the useful fixed patterns after group discussion.
Step 6.Further practice
人们对于学生网上交友持不同意见。请你用英语写一篇关于学生网上交友的短文，介绍人们的不同观点，并表达自己的看法。
高中英语教学设计 4
教学目标
1.Get students to learn the useful words and expressions in this unit.
eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to
2.Help students to learn about disabilities and life of the disabled.
能力目标
1.Let students read the passage Martys Story to develop their reading ability.
2.Enable students to know that people with disabilities can also live well.
情感目标
1.By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.
2.Help them understand more about how challenging life can be for the disabled.
3.Develop students sense of cooperative learning.
教学重难点
教学重点
Get students inspired by positive stories of the people with disabilities.
教学难点
1.Develop students reading ability.
2.Help students understand the difficulties the disabled have to overcome.
教学过程
Step 1 Warming up
1.Warming up by discussing
First ask students to talk about people with a mental or physical disability to see how much they know about disabilities.Then show some photos of people with disabilities.Students will be asked to discuss the following questions in small groups.
Do you know any famous people who are disabled？
What difficulties do they have to overcome in daily life？
What have they achieved？
Suggested answers：
Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.
Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.
Helen Keller was deaf and blind，but she was a great writer.
2.Warming up by talking
First，ask students to look at the pictures and read what these people have achieved even though they each have a disability.Next，work with partners to talk about what disability they might have according to each description below the picture.
Suggested answers：
Rosalyn is in a wheelchair.She has walking difficulty.
Richard has difficulty with eyesight，so he cant read the questions or write the answers for his college entrance exams.
Sally has hearing problems(though not deaf as she can still understand loud speech in the cinema).
Gao Qiang was born with Downs Syndrome，which is a mental disability.Some Douns Syndrome Downs Sufferers have made a good career as actors.
Step 2 Pre-reading
Ask students to read the short paragraph in Pre-reading carefully and find out the purpose of the website “Family Village”.
Suggested answers：
1.To give ordinary young people with a disability a chance to share their stories with others.
2.To inspire other disabled people.
3.To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Step 3 Reading
1.Skimming
Give students 2 minutes;ask them to read the passage fast to fill in the blanks：
Sum up the main idea of each paragraph：
Paragraph 1：A(n)______ to Marty and his muscle disease.
Paragraph 2：How the disease ______.
Paragraph 3：Marty met a lot of ______ at school.
Paragraph 4：How his life has become ______.
Paragraph 5：The ______ of his disease.
Suggested answers：
Paragraph 1：An introduction to Marty and his muscle disease.
Paragraph 2：How the disease developed/started.
Paragraph 3：Marty met a lot of difficulties at school.
Paragraph 4：How his life has bec ome easier.
Paragraph 5：The advantages of his disease.
2.Scanning for detailed information
Ask students to read the passage carefully to locate the detailed information.
(1)First ask students to read paragraph one and complete the chart below.
(2)Next read paragraphs two and three and choose the best answer.
Why did the doctors cut out a piece of muscle from Martys leg？
A.Because they could cure the disease by cutting it out.
B.Because they wanted to use it as a specimen(标本).
C.Because they w ould transplant(移植)the new muscle.
D.Because they wanted to find out the cause of the disease.
Key：D
(3)Read paragraph four and answer the following questions：
①What is Martys ambition？
②What is Martys achievement？
③What is Martys hobby？
Suggested answers：
①Martys ambition is to work for a firm that develops computer software when he grows up.
②Marty invented a co mputer football game and a big company decided to buy it from him.
③As well as going to the movies and football matc hes with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.
(4)Ask students to find Martys advice in paragraph five.
Suggested answers：
Dont feel sorry for the disabled.Dont make fun of them.Dont ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.
Step 4 Consolidation
1.Ask students to read the whole passage and choose the best answers.
(1)Which of the following is false？
A.Although there are a few students who look down upon him，Marty never gets annoyed.
B.Marty leads a meaningful life and does not feel sorry for being disabled.
C.Marty only spends time with his pets and never with his friends.
D.Martys disability has made him more independent.
(2)From the passage we can infer that ______ .
A.Marty asks others to feel sorry for him
B.Marty never loses heart
C.Marty is afraid of being made fun of
D.Marty will not accept any encouragement because he has grown stronger psychologically
Keys：(1)C(2)B
2.Ask students to work together to write a mini biography for Marty according to the text.
3.Discuss in pairs to get the main idea of the passage by filling in the blanks.
Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.
Suggested answers：disabled;sorry;enjoys
Step 5 Discussion
1.Ask students to discuss the following questions in small groups.
(1)How did Martys feeling changed over time？
(2)What kind of person do you think Marty is？Can you use adjective words to describe him？
Suggested answers：
(1)The change of Martys feeling over time：
hopeful→hopeless→stupid→not get annoyed→good/busy
(2)We can see Marty is optimistic/brave/independent/strong-minded.
2.Show a video of “Qianshou Guanyin” t o the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”
Step 6 Appreciation
Ask students to read two poems for appreciation when facing obstacles in the future.
Facing Obstacles(Two poems by Tom Krause)
The Heart of the Strong
Strong is the heart that knows not the way
of comfort and ease while living each day.
Yet continues to believe from the depths of its soul
that the future is destined to silver and gold.
Strong is the heart whose yearning is waned
by storms in life filled with heartache and pain.
Yet still gives its all—everything that it can
in search of a dream—Gods ultimate plan.
When there is a victor y—when battles are won
when burdens are lifted and bright shines the sun—
when struggling souls gather—where heroes belong—
they find in themselves—the heart of the strong.
Carry On
At times when you feel troubled
when your happiness is gone
look to the heart within you
for the strength to c arry on.
In your heart you will find special virtues
such as faith and hope and love.
These gifts have been sent down to you
from a power up above.
It is faith that keeps the soul searching
for the joy the heart hopes for.
It is lo ve that heals the spirit
making it stronger than before.
And if your heart be broken
if your strength should fade away
the power of these virtues
will still win out the day.
So remember when you are troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
课后习题
Homework
1.Retell Martys Story according to the minibiography.
2.Surf the Internet to learn more about the life ofdisabled people.
高中英语教学设计 5
教学目标
1.引导学生通过上下文理解生词的含义：
anecdote，annual，witness，accommodation，shore，yell，pack，flee，drag，depth，lip，tongue，abandon，relationship，help out
2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3.帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学重难点
1.引导学生通过上下文理解生词的含义：
anecdote，annual，witness，accommodation，shore，yell，pack，flee，drag，depth，lip，tongue，abandon，relationship，help out
2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学过程
Step1 Lead –in &Warming-up(5mins)
问题导入——教师呈现问题和图片
T：Have you seen plants andanimals that live under the sea？Where did you see them？What’s this？Yes，they’re killer whales.How much do you know about them？I’ll show you a shortvideo.
意图说明：在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。最后出现虎鲸的形象，以抛出问题What’sthis？How much do you know about them？来引出今天阅读的主角——虎鲸。先播放一段视频——“虎鲸捕猎”的场面。
Step2 Pre-reading(Predicting)(2mins)
T：Now please look at the title“Is Old Tom an old man？” Right，it’s notan old man.It’s the name of a killer whale.Here are two pictures of thekiller whale.Can you guess what happened to him？
意图说明：标题导读是指导英语阅读的重要方法。通过解读题目，观察文中的插图，让学生预测故事的内容，这样更能激起他们的阅读兴趣。
Step3 While-reading(28mins)
Task 1 Fast-reading(3mins)
What’s the main idea of the passage？Read the passage quickly and completethe following sentences.
The text consists of two ________written by Clancy.They are mainly about how Old Tom helped the whalers ________a whale and savedJames from the _______.
Explain new words：
anecdote：short，usuallyamusing story about a real person or event
意图说明：采用完成句子的形式来给出文章的大意，这样很大程度上降低了难度，可以让更多的学生能够完成，从而产生成就感。
Task 2 Careful-reading(3mins)
Read the first story again and finish the chart.
Fill in the blanks.
意图说明：训练学生寻找细节信息的阅读技能，同时突出本课的生词和短语。要求学生不看书来完成，这样更具有挑战性。
Task 3 Discussing and Speaking(5mins)
Discuss in pairs and answer the following questions.
What’s the relationshipbetween Old Tom and the whalers？
意图说明：活动2的'填表活动只是帮助学生对故事主要情节有大概的了解，而这个环节的提问是为了帮助学生进一步读懂文章，对文章有更深的理解和思考，培养他们的批判性思维，使他们能够正确对待动物与人类之间的关系。
Task 4 Read the second story again and finish the chart.(2mins)
Fill in the blanks.
Task 5 Discussing and Speaking(15mins)
Read the second story and answer the following questions：
1. How did Old Tom help James？
2. As far as you know ，what other animals everhelp out human beings in history？
意图说明：这里给学生时间去交流他们所知道的动物救人的奇闻轶事，然后请个别小组来汇报讨论结果，与全班同学来分享故事。如果学生知道的不多，教师可让他们阅读以下三个小故事。
(公元前5世纪，古希腊历史学家希罗多德记载过一件奇事：音乐家阿里昂乘船返回希腊时，水手们意欲谋财害命。阿里昂乞求水手们允诺他演奏生平最后一曲。他奏完乐曲就跳入大海，一头海豚游过来驮起这位音乐家，将他送到了伯罗奔尼撒半岛。
有一个车老板赶着马车从山上往山下走，这时辕马的套掉了，老板俯下身想拣起来，没想到穿在身上的棉大衣被压在车轮底下，将人带了下去。在这千钧一发之际，辕马一口将车老板叼起，随着巨大的惯性向山下跑去，一直跑到安全地带，车才慢慢停下来，把人轻轻放下，这时马跑了一身汗。”战兽医师说，“这个老板心地非常善良，平时与马很有感情，从来不打马，这次有难，是马救了他。
” 1999年《哈尔滨晚报》登载了这样一条新闻：黑龙江省阿城市有一个聋哑人，有一天坐在火车道上，当火车路过这里时，怎么鸣叫他也听不见。这时，在路边吃草的一只山羊见到了，它拼命地跑了过来，用角把这个人推出了道轨，而它来不及躲避，不幸壮烈牺牲。)
3.What conclusion can we come to after weshare these stories？
意图说明：通过交流几个动物救人的感人故事，学生会由衷地产生对动物的喜爱和感激之情，会认识到大自然的一切，我们都要感恩，都要爱护，我们与动物要和谐相处，世界才会更美好。
Step4 Languageappreciation(10mins)
意图说明：接下来这个环节是要引导学生学会鉴赏文章中语言的美，这也是本节课的一个重点部分。学生可根据自己的真实想法，给出他们认为写的精彩的句子，以及给他们留下最深印象的场面。
In the first story，which sentences do you thinkbest describe the scene of the whale hunt and the actions of Old Tom？In thesecond story，what scene impresses you most？
在学生各抒己见之后，教师可着重分析以下几个句子。
We ran down to the shore in time to see an enormousanimal opposite us throwing itself out of the water andthen crashing down again.
我们及时赶到岸边，看到对面有一个庞大的动物猛力跃出水面，然后又坠落到水里。
throwing itself out of the water形象地表现了鲸跃出水面的动作。throw的用法很灵活，能表达出丰富的含义。如：
I felt discouraged when he threw cold water on myidea.
他给我的想法泼冷水时，我感到很沮丧。
She threw herself into a chair and began to cry.
她倒在椅子上，哭了起来。
The fire threw hundreds of workers out of work.
大火使几百个工人失业。
…when we approached him，I saw James being firmly held up in the water by Old Tom.
当我们靠近他的时候，我看到老汤姆在水中正稳稳地托着詹姆斯。
Step4 Homework
1.Surf the Internet andlearn more about the killer whale and other marine animals.
2.ry to retell the story using your own words.
高中英语教学设计 6
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
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– 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。
高中英语教学设计 7
一、教学目标设计：
知识与技能：
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，高中英语教学案例。
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。
情感价值观：通过本节课的学习，培养学生的人文和信息素养。
二、教材内容及重点、难点分析：
教材内容：本课教学内容是新课标，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，而是通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。
教学重点：①对课文内容的整体把握。
②学生组织语言、运用语言的能力。【重点突破】任务驱动，层层深入。利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的'精心设计者和疑难问题的点拨者，培养学生组织语言的能力。
教学难点：①对课文内容中细节的理解。
②对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。【难点突破】 设置情境，循序渐进，层层递进。设置富有情趣的情境，激发他们的阅读欲望，积极主动地进行自主探究。循序渐进的设计问题 ，激发学生的创造思维，层层深入地引导学生进行自主和协作学习。
三、教学策略及教法设计：
【教学策略】：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。
【教法】：①演示法：把制作的课件、动画等显示给学生看，便于学生对微观知识的把握，并从旧知中获得启迪，从而解决问题。
②评价阅读法：将学生通过对材料的收集、整理和内化而形成的学习成果，在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。
③任务驱动教学法：将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
四、教学过程设计：
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 crossing？
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 cross Canada in less 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 expressions
great scenery second largest go eastward 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 passage or a short dialogue.
Helpful words and expressions
great scenery third largest go northward from south to north
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 passage or the short dialogue that you’ve just worked out.
五、教学反思
本节课是新课标，我将本节课设计为竞赛、导入、个人探究、互动交流、协作探究和讨论及口头作文等九个步骤。我充分发挥自制网络课件的优势，使本节课的内容更加充实，容量更多。既贯通了所要学的知识，又拓展了课外知识，使得本节课学生在学习过程中兴趣更加浓厚 ，积极地自主探究，讨论问题热烈，课堂气氛活跃!
高中英语教学设计 8
一、教材分析
主题公园作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。本单元以主题公园为背景，围绕a world of fun这一主题开展听、说、读、写多种教学活动。单元语言素材涉及过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园的不同特色，具有很强的时代气息，贴近学生生活，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，有利于培养积极的生活态度。
本单元的Warming up部分以图片形式引入本单元的话题之一：amusement parks;并通过师生或生生自由问答，让学生了解并交流个体各类活动方面的体验、喜好及理由，从而引出话题amusement parks和theme parks，为听力部分和阅读部分作必要的铺垫。
Listening提供一个会议事例：在我市建一个主题公园的招标大会上，Fun Fun Productions and Merry Rides Limited两个不同特色公司的代表人发表演说表达各自优势以争取承建权。在听音之前需要作恰当的导入，听时做课文1、2部分，听后再作小组讨论：选择哪一家公司作为承建商及给出相应的理由。这一话题具有社会性，时代性特点，在课堂上可以激发学生模拟真实语境进行创造性对话活动。
Speaking紧紧围绕“问路与指路”话题：课内提供一张公园平面图，学生根据出发点和目的地的联系进行有意义的`对话实践。Post-speaking内容扩展至生活实际情况。
Reading是一篇介绍主题公园的说明文。它包括主题公园的定义、特点，同时介绍了the World Park of China，the Ocean Park of Hong Kong，Disneyland in California三个不同的主题公园，引导学生了解和比较主题公园的不同主题，激发学生联想主题公园的未来发展。Post-reading部分鼓励学生自行设计主题公园活动，鼓励学生积极想象、培养创新能力。
文章结构思路如下：
1)What is a theme park？
2)Know about 3 great theme parks：The World park ---People can have fun and experience sth different.
The Ocean Park in Hong Kong ---People come for thrills and entertainment and know more about the idea behind the park.
Disneyland in California ---The theme is the world of Walt Disney and his characters.
3)New theme parks are being built.- Never go to the forest if you are afraid of the wolf.(Lenin)
大胆的探索和体验源自你的勇气。(列宁)
Language study要求学生掌握和运用相应的词汇;了解分词的意义，学习掌握现在分词作状语的用法，区别运用分词的进行式作状语与完成式作状语结构。
Integrating skills阅读部分在主题公园的基础上以rides为主题内容，介绍了几种不同的rides，要求读后以课文为基础，鼓励学生创造、想象，以小组活动形式设计并描述the scarest and most exciting ride in the word。
学生在本单元的学习过程中，除了增长语言知识、提高语言技能外，更要拓展文化视野，发展跨文化交际的意识和能力;并且结合个人经验充分体验他人在个别主题活动方面的感受，加强合作意识、陶冶情操，提高自身素养。
二、教学目标
知识技能：掌握并会运用有关词汇、句型和现在分词短语作状语的用法。
情感态度：结合个人经验充分体验他人在个别主题活动方面的感受，倡导创新意识的培养、加强合作意识、陶冶情操。增强世界意识，培养积极的生活态度
学习策略：通过小组活动等，指导学生积极与人合作、相互学习、相互帮助，培养合作能力、团队精神。利用图书馆、网络等辅助学习，在学习、讨论、反思和探索实践中逐步形成策略。
文化意识：拓展文化视野，发展跨文化交际的意识和能力。
三、教学重点、难点
1.重点：
话题：Talking about amusement parks.
功能：Ways of giving directions.Designing new things.
词汇：theme create attract attractions lead to have sth.in common thrills and entertainment be based on more advanced step into experience sth.risk injury give sb.a thrill scream one’s way… race against imagination design live to ride
表达用语：Excuse me.Am I going in the right direction？Excuse me.Does this road lead to …？Got it.Thank you.
句型：There is the Fun Fun Park，where we will have rides and entertainment.What reason does he give for choosing his park？Entering one of the attractions at Universal Studios is like steeping into the world of your favourite film.It seemed like people just cannot get enough of scary rides and exciting adventures.You can feel what it is like to live in space…
语法：The –ing form used as an adverbial.
eg.Many people come to the theme parks looking for thrills and entertainment.Visitors leave knowing more about the idea behind the park.Having enjoyed the rides at the Headland，visitors can take the shuttle to the Lowland.
2.难点：
a.动词-ing结构作状语的运用。 b.针对事物特点描述的写作。
写作技巧(如何描写事物？Tips P70)关键：抓住事物特征
Ask ourselves questions as follows：What is it？What is the use of it？
What does it look like？How large is it？What does it sound / feel / smell / taste like？How does it work？
What do people do to it？
What do people think of it？
Why do some people love it？
What is your opinion towards it？
四、课时安排
Period 1 Warming up and Listening Period 2 Reading Period 3 Speaking
Period 4 Integrating Skills
Period 5 Language Study
五、教学过程
1.Period 1 Warming-up & Listening Goals：
Talk about amusement parks and our experiences.
2. Learn to express likes and dislikes about the amusing activities.
3.Be able to listen for information and understanding.
Teaching Procedures：Step1 Warming-up
Task 1 Talk about the topic and the word FUN
Students talk about fun things use Adjs to describe fun things Question
1. What is fun？(snowing，sailing，hiking，rafting---)
2.What do fun things have in common？Cooking is fun because it is challenging( interesting，relaxing---).
3.Where can we have fun？( cinemas，amusement parks，theme parks--- Fun is everywhere if we can enjoy it.)Task 2 Talk about our own experiences Questions：
1. Have you ever been to an amusement park？What did you see？
2. Have you ever tried sitting in a roller coaster？
3.How did you feel？
4.Do you like it？Why？
Task 3 Watch pictures and talk about likes and dislikes
1.Look at the pictures and name the activites Question：Do you like these activities？Why / Why not？
2. Do an interview to find others’ ideas(make up a dialogue).The dialogue can be like this：
Student A：Hello....Have you ever been to an amusement park？
Student B：Oh，yes.I have tried…
Student A：Do you like it？
Student B：Sure.I like it because it’s really exciting and …
Step2 Listening Pre-listening Talk about the theme of the theme parks A theme park must have a special theme.
Questions：If you are to build a theme park，what theme will you have？Why？
While-listening：Listen and finish the exercises 1 and 2 Post-listening：1. Fill in the following form.Which of the parks do you think is better？
Name Theme Your reason and ideas
高中英语教学设计 9
一.课题
Where did you go on vacation？
二.教学目标
1.知识与技能目标：
(1)能正确听、说、读、写词汇stayed，went，visited等。
(2)正确听、说、读、写句型Where did you/she/he go on vacation？I/she/he went to ….
2.过程与方法目标：
(1)能用英语询问别人在假期做了什么，描述自己在假期做了什么。
(2)运用知识与生活情境相结合的方法，培养学生正确与人沟通的.能力。
3.情感态度与价值观目标：
激发学生的学习兴趣、参与意识及积极性，培养学生的综合运用语言及团结合作的能力。
三.教学重难点：
1.教学重点：能正确听、说、读、写句型—Wheredid sb.go on vacation？—Sb.went to sp.
2.教学难点：能正确使用一般过去时
四.教学过程：
Step 1 greeting
Step 2 lead in— aninvestigation about students’ vacations.
Step 3 presentation—showsome pictures to students，and ask them some questions about them.
Step 4 practice—studentsmake up dialogues.
Step 5 review— analyzethe rule of the sentences and read these sentences.
Step 6 homework—write ashort article to introduce your vacation.
五.板书：
Where did you go on vacation？
He went to Shanghai.
She went to Sydney.sb.+ went to + sp.
I went to the mountains.
高中英语教学设计 10
一、教学内容分析
本单元的中心话题是西方绘画艺术的历史和中西方各种艺术形式和风格。听说读写都是围绕这个而展开的。
这节课的内容主要是围绕中国的绘画艺术的历史和风格及其各个时期的代表作品而展开的。通过做听力训练和热身，让他们对艺术和绘画有一个大概的了解，从而为接下来西方艺术的学习垫定基础。
二、教学目标
1.aims of knowledge(知识目标)
1)to know the information about art
2)to know some relevant words and expressions
2.aims of abilities(能力目标)
1)to improve students listening ability by guessing the content and setting down the key words
2)to enable the students to understand the brief short history of the traditional chinese painting
3.affective aims(情感、态度与价值观目标)
to arouse the patriotic spirit of the students and improve their team spirit by doing the group work
三、学习者特征分析
虽然这是选修七第一单元的第一个课时，学生在语言理解上会有一定障碍。我们班学生男生为大多数，普遍听力较薄弱，也比较缺乏兴趣。但是高二的学生通过一年多的高中英语学习，已经积累了一定的词汇，而且在听听力之前教师会让学生做热身，先熟悉目标词汇，使听力难度降低。在课堂上通过播放自己制作的视频来显示不同时期的绘画作品，同时播放《江南style》让学生自由展示自己的舞蹈，从而来激发学生的兴趣，消除学生听力课上的紧张情绪。
四、教学策略选择与设计
1.students-centered teaching
以学生为中心 让学生积极参与课堂
2.task-based teaching
听力环节教师创设情境，设置不同的听力教学任务，锻炼学生的思维
五、教学重点及难点
1.to know about the traditional chinese art
2.to set down the key words while listening
六、教学过程
step1：warming up
(1)show the art works of fruit
(2)brainstorming
(3)enjoy a video of chinese painting
(4)learn the brief history of chinese painting
在用多媒体展示图片和视频后让学生回答下面的问题：
q1.what do you think of it？
q2.do you feel happy after seeing them？
q3.can you think of any other art styles？
运用多媒体展示让内容形象直观，激趣导入艺术和绘画这个话题，提高学生学习的自觉性和主动性。同时让学生了解中国绘画的历史。
step2：pre-listening
talk about the artworks and guess what period of chinese history each artwork belongs to .
preview the relevant words and expressions
让学生根据图片猜测这些作品所属的年代
学生猜词意，读单词
图文并茂加上老师的讲解，让枯燥的知识生动化，让学生直观的感受意识产生的`自然过程，并能够较快接受相关词汇。为听力打好基础。
step3：first-listening
put the words of time into order
听完材料后思考并讨论问题，学生回答问题。
听力中相关的年代和时期，在之前热身中已熟悉，把时间排序，提高对数字听力的敏感度。
step4：second-listening
listen again and take some notes for the detailed information( who &when)
分组讨论思考。学生回答问题。
听细节，此作品是什么人在什么年代创作。
提高学生听力中把握细节的能力。
step5：game time(江南style)
学生观看视频再上台表演
小游戏是一个小高潮，气氛顿时活跃，调节课堂氛围，激发学生学习兴趣。
step6：conclusion and evaluation
思考讨论并回答。让学生对本节课进行总结，反思自己所学。
让学生反思的过程其实是让学生做自我评估，对自己的英语学生有一个及时的了解。对教师课堂效率的提高有一 定帮助。
高中英语教学设计 11
教学目标
(一)知识技能
①通过本课的学习使学生能够在理解的基础上复述课文
②在阅读中体会并初步掌握生词、词组、句型的用法
③体会作者在写本文时是如何进行内容安排的
(二)情感态度
①了解吉尼斯纪录的相关知识、以及勇于挑战并打破 纪录的杰出人物应具备的品质
②鼓励学生打破“我不行”的心理暗示让意念统领身体走出一条完美的道路
(三)能力目标
①通过词族和词缀的学习让学生掌握一种记忆单词的方法
②通过三读法让学生掌握速读、跳读、精读的要领
教学重点难点
(1)重点：
1.了解记叙文的.文体特点并以此指导阅读;
2.训练skimming，scanning，careful reading等阅读微技能;
3.对文章深层次的理解及细节的欣赏，认识及分析主人公的人物特征及人物性格。
(2)难点：
1.阅读技能的训练;
2.对记叙文的鉴赏能力及人物评价。
教学过程
Leading-in(discussion)
To show Ss pictures about some famous athletes to let them know something in common about these people--the key of success.
Some words may be used in this activity：
Sports champion athlete winning breaking records challenge exciting confidence physical ability speed strength
Something in common：concentration confidence good physical abilities speed strength flexibility athletic skills strong will interest hard training
目的及依据：本环节通过看图讨论激发学生的学习兴趣激活已有的背景知识，使学生能运用已有的知识和经验思考本单元的中心话题。能起到温故而知新的作用。
Pre-reading
Task one
to show students some pictures which occur in the text，
First，lets them to know the name of the activity and the way to do it，
Second，let the students experience one or more of this，such as somersaulting doing jumping jacks，
Third，thinking and discussing
①Would you consider each activity to be serious sports？
②Which activity would you like to try？Would you need to be fit to do any of them？
③Do you think you could do any of them for any length of time？
(Indication：Different activity requires different physical fitness psychological
personification such as coordination strength balance？concentration strong will devotion)
Now class we will read a story about a man called Ashrita Furman whoo has broken Guinness
records.(过度)
(读前部分设计依据及目的：本部分根据学生的认知规律而设计，首先让学生借助图片了解运动的名称及运动方式，其次，让学生体验其中一项或几项活动，体验后让学生思考问题 这种方式呦浅入深、由感性认识到理性思考了解文章当中提到的运动项目降低阅读难度 ，为下一步阅读理解做好充分的准备)
While reading
Task two Listening(scanning)(close your book 此处把快速阅读与听力整合在一起正大课堂容量加快课堂节奏)(提高学生的听力水平培养快速获取所需信息的能力)
Task two
Listen to the tape，after listening tick the topics that the author does not cover
physical skills needed for events number of records broken his family life kind of records broken why he became a sportsman countries he likes best place and date of birth his occupation his education his first Guinness record
(目的及依据，新课程理念要求让学生对语篇整体学习，为此首先让学生快速把握文章结构要点让学生从整体明白文)
Task three
Skim the text and answer the questions
①Who is Ashrita Furman？
②When and why he entered the Guinness book of world records？
③When did Ashrita become a student Chinmoy？
④When did he first come across the Guiness book of the world records
⑤What are some of his pgysical difficulties？
A、walking with a bottle of milk on his head
B、standing on top of a Swiss ball
C、somersaulting D doing gymnastically correct lunges
⑥what happens in an event that prevent Ashrita from giving up？
Post reading
Task five
Discussion on Ashrita’s motivation
①Why did Ashrita challenge the Guinness world records instead of taking part in the Olympic games？
②Why does he keep on trying to challenge different Guinness records？
③Why didn’t he take part in a conventional sports instead of un conventional and funny one？
④Why did Ashrita took part in active sports after learned quiet mediation？
Task six
discussion on Ashrita’s belief.
work in group four or five each group may be for it or against it，choose one，and discuss with your group，(divide the class into two parts for-part and against part，then have a class report)
Task seven
Summary and homework
Task one
Write an article about the imagination about the outlook of Ashrita
Task two
work in group to find more information about Ashria through internet as well as books about after class each group should try brief paper about ahsrita.
【高中英语教学设计】相关文章：
英语教学设计12-13
英语教学教学设计01-12
小学英语教学设计03-21
高中英语教学计划 英语教学计划高中03-10
解析小学英语教学设计01-25
高一英语教学设计09-27
英语教学设计是什么04-22
英语教学设计（精选15篇）03-14
英语教学设计(模板及范例)07-26