高中英语教学设计4篇
高中英语教学设计(最新10篇)
高中英语教学设计（最新10篇）高中英语教学设计篇一教学重难点教学目标(这部分谢3点，按照USE的目标写)(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 to1. read asuggestion letter2. discussproblems with the school facilities3. write a suggestionletter to the headmaster2 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。
高中英语教学设计 高中英语优秀教学设计(优秀9篇)
高中英语教学设计高中英语优秀教学设计(优秀9篇)高中英语教学设计篇一教学目标：1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .2.To learn by ourselves and cooperate with each other.3.To be a hard-working，and practical student.教学重难点1.To have a good review of the key words and phrases and be able to write the good and bad things about computers .2.To learn by ourselves and cooperate with each other.3.To be a hard-working，and practical student.教学过程一。
必考单词速记1.事实n. ________________2. (电脑)操作员，接线员__________3.性格；特点______________4.科技；工艺_______________5.目标，目的n. ______________6.出现；发生vi. ______________7.解决；解答vt. _______________8.类型，打字v. n.____________9.发信号vi. n ;信号。
_________10.无论如何，即使如此adv. ______二。
写出下列单词的变化形式1. operator n.操作员；接线员→_____________v.操作；经营→____________n.操作；经营2. technology n.工艺；科技；技术→_______________ adj.科技的3. intelligence n.智力；聪明；智能→_________adj.智能的；聪明的4. appearance n.外观；外貌；出现→________________vi.出现5. application n.应用；用途；申请→_______________v.应用；申请→___________n.申请人；求职者6. explore vt. vi.探索；探测→___________n.探险家；勘探者→_____________ n.探索7. personal adj.私人的；个人的；→________adv.就个人而言；亲自→_________n. 个性；人格；三、用所给词的适当形式填空(1)Can you say dolphins are much more ____________than other animals?Well, they are animals of high _____________. (intelligent)(2) She expressed her _________ opinion yesterday. ____________ speaking, I agreed with what she said. (personal)(3) Any ___________ who would like to _____________ to become anassistant in our company should send us an ___________ .(apply)四、语境助记——词不离句，句不离段With the electronic technology revolution going on，simplified calculation is solved in the application on finance by universal exploration. Our goal of making life happier is certain to be realized through man's intelligence.五、翻译下列必背短语？1.在某种程度上_______________2.依…看；据…认为_____________3.从…时候起_______________4.结果_______________5.处理；安排；对付____________6.弥补，补足；整理，编造_________7.毕竟_______________?8.看守，监视_______________9.在……帮助下_______________?六。
高中英语教学设计优秀7篇
高中英语教学设计优秀7篇高中英语教学设计篇一教学目标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 out2.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 out2.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 amp;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。
英语高中课堂教学设计5篇
英语高中课堂教学设计5篇英语高中课堂教学设计5篇英语是世界使用最为广泛的语言，以英语为母语的人数在世界上排名第三。
下面是小编为你准备的英语高中课堂教学设计，快来借鉴一下并自己写一篇与我们分享吧！英语高中课堂教学设计【篇1】教学目标：1. 掌握字母Jj---Nn的准确认读及正确书写。
2. 能正确认读Jj---Nn的相关词汇。
3. 运用所学字母能准确拼读单词。
教学重点：1.字母Jj---Nn的认读及书写。
2. 相关词汇的认读。
教学难点：1. 单词kite和money发音。
2. 字母Jj 和 Gg的读音区别。
3. 字母L l手写体和印刷体的区别。
教学过程：（一）唱字母歌（sing ABC song ）在轻松愉快的音乐声中把学生引入到英语课堂中来。
（二）学新词（to learn new words）1. 用动画的方式出现新词吉普车。
问：What’s this? It’s a jeep. 领读几遍。
2.用半遮掩的方式出现新词柠檬。
问：What color? What’s this?3. 用实物出现新词---袋鼠。
4. 学生齐读数遍后，通过听并找卡片的活动巩固单词。
用多种方式呈现单词，既能吸引学生的注意力，同时又保持学生的学习兴趣。
（三）字母教学1. 认读字母通过出示字母卡片，领读数遍后，用“找朋友”的游戏巩固字母大小写。
既：老师把所学字母卡片的大小写分别发给学生，在听到教师“let’s go”的指令下，学生快速跑到前面并找到自己相应的大小写字母站好。
2. 融会贯通当学生找好相应的大小写字母并站好后，坐在位子上的学生一齐问：“What’s your name ?拿着卡片的学生答：My name is Jj ／Kk/Ll……（本册书第一单元的重点句）。
教师任意指着一个字母问：Who’s this/that?学生答：This is Jj/Ｋｋ．．．（本单元重点句）把所学句型应用到字母教学中来，既为枯燥的字母教学创设了语言环境，同时又让学生体会到了语言的灵活性，让他们把所学知识得到了具体的应用。
高中英语教学设计案例5篇
高中英语教学设计案例5篇高中生要作好充分思想准备，以自信、宽容的心态，尽快融入集体，适应新同学、适应新校园环境、适应与初中迥异的纪律制度。
记住：是你主动地适应环境，而不是环境适应你。
因为你走向社会参加工作也得适应社会。
接下来是关于高中英语教学设计案例的文章，希望能帮助到大家!高中英语教学设计案例1Teaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my kn ee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise bookthrough using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue After that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph?(It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2.What do we have to consider when we choose to buy or eat?(What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from companies and stores.)4. How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.) Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.高中英语教学设计案例2Teaching aims and demands:a. Achieve language skills and related knowledge about the topic of friends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’s bookd. Grammar:Direct and indirect speechLesson 1Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend.Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students to say more about friends.Step 3ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to page 85. Make a similar dialogue as in exercise 2.Some useful expressions :Why did you…? Why didn’t you…? You said that you would…Please forgive me. You promised to … I’m very sorry… It won’t happen again. I forgot.Step 5 HomeworkFinish Exercise 3 in the workbook.Lesson2Step1 RevisionAsk several students to present a speech about friends as a revision.Step 2 Pre-readingPresent the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.Step 3 ReadingBefore asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?At the same time explain the language points if necessary.Step 4 Post-readingDiscuss the following questions in the Part POST-READING.Step 5 HomeworkPrepare a talk about Tom Hanks or something about one of his film.Lesson3Step 1 RevisionGet the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language StudyAsk the students fill in the blanks with proper words.Step 3 GrammarIllustrate to the students the use of Direct and Indirect Speech.Then ask the students to do the exercise in the Part Grammar on P5.Step 4 PracticeAsk the students to act the exercise2 in the part Grammar out.Step 5 HomeworkAsk the students to finish the exercise2 in their workbook.Lesson4Step 1 RevisionCheck the homework.Step 2 PresentationPresent simples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail by learn the above e-mail simple.Step 4 WritingAsk the students to write an e-mail message.Step 5 HomeworkAsk the students to try to write an e-mail to their e-pal.高中英语教学设计案例3Ⅰ. Teaching Basis (教学依据) ：《普通高中英语新课程标准》Ⅱ. The Type of the Text (课型) ：Revision (复习课)Ⅲ. Teaching Methods(教学方法): Question-based method(提问式)，Group discussionmethod(小组讨论法)，Cooperative learning(合作探究)，Practicing(练习).Ⅳ. Teaching Aids (教学手段) ：Multimedia computer(多媒体电脑)，Learningpaper(导学案)，Blackboard(黑板).Ⅴ. Teaching Aims(教学目标) ：①Knowledge aims(知识目标): words: achievement, specialist, organization, hard-working, confident….. phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., It is/was+….+that…. grammar: Subject-verb agreement.②Ability aims(能力目标): Develop the students’ ability to use the importantlanguage points, enable students to describe people using the adjectives.③Emotional aims(情感目标): Encourage the students to think about what makes aperson great.Ⅵ. Teaching focuses(教学重点)：Get the students to review and consolidate what theyhave learned in this unit.Ⅶ. Teaching difficulties(教学难点)：Get the students to turn what they have learned intotheir ability.Ⅷ.Teaching procedure(教学过程)： Step 1 复习学案情况反馈(1分钟)Step 2 lead-in ：通过图片展示的方式，过渡到知识竞答类节目《一站到底》，本节课也将模仿这种模式授课。
高中英语教学设计（精选8篇）
高中英语教学设计（精选8篇）什么是教学设计？教学设计是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。
一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。
高中英语教学设计（精选8篇）作为一名专为他人授业解惑的人民教师，时常要开展教学设计的准备工作，教学设计以计划和布局安排的形式，对怎样才能达到教学目标进行创造性的决策，以解决怎样教的问题。
如何把教学设计做到重点突出呢？下面是小编为大家收集的高中英语教学设计（精选8篇），欢迎阅读，希望大家能够喜欢。
高中英语教学设计1一、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。
高中英语优秀教学设计5篇
高中英语优秀教学设计5篇教学设计一：阅读理解策略教学目标：1. 学生能够运用预测、略读、寻读等阅读策略提高阅读效率。
2. 学生能够准确理解文章主旨大意，并能识别文章中的细节信息。
3. 学生能够分析作者的观点和态度，并进行批判性思考。
教学步骤：1. 导入：通过讨论学生感兴趣的话题引入阅读材料，激发学生的阅读兴趣。
2. 略读：指导学生快速浏览文章，了解文章的大致结构和内容。
3. 寻读：引导学生根据问题寻找文章中的关键信息，提高寻找信息的速度和准确性。
4. 精读：组织学生仔细阅读文章，理解文章的细节信息，并分析作者的观点和态度。
5. 讨论：组织学生就文章内容进行讨论，分享自己的观点和感受，培养学生的批判性思维能力。
教学反思：本节课通过引导学生运用阅读策略，提高了学生的阅读效率和理解能力。
在今后的教学中，可以进一步引导学生将阅读策略应用于其他类型的文本，以提高学生的综合阅读能力。
教学设计二：写作技巧训练教学目标：1. 学生能够掌握议论文的基本结构和写作技巧。
2. 学生能够运用论据和论点进行有效的论证。
3. 学生能够进行自我修改和同伴互评，提高写作水平。
教学步骤：1. 导入：通过分析优秀议论文，引导学生了解议论文的基本结构和写作技巧。
2. 写作指导：讲解议论文的写作步骤，包括确定论点、寻找论据、组织文章结构等。
3. 实践练习：组织学生进行写作练习，并鼓励学生运用所学技巧进行创作。
4. 同伴互评：引导学生进行同伴互评，互相提出修改建议，提高写作水平。
5. 自我修改：指导学生根据同伴互评和自我反思进行修改，完善文章。
6. 展示与分享：组织学生展示自己的作品，并分享写作心得和体会。
教学反思：本节课通过讲解写作技巧和实践练习，提高了学生的写作能力。
在今后的教学中，可以进一步引导学生关注写作过程中的细节问题，如语法、拼写、标点等，以提高学生的写作质量。
教学设计三：口语交际能力提升教学目标：1. 学生能够运用恰当的口语表达技巧进行日常交流。
高中教案详案范文英语精选10篇
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高中英语教学设计4篇高中英语教学设计1一、教学设计意图在《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。
二、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。
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。
三、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《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。
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。
四、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。
五、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 e_pect 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：略读课文。
（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? 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 e_pressionsgreat scenerysecond largestgo eastwardmountains/lakes/forests/rivers5,500/from west to eastHere in Vancouversurrounded byski/sail高中英语教学设计2一、说教材本单元主要是围绕生日展开教学，要求学生掌握十二个月份和序数词的变化，以及日期和生日的表达。
我上的是第二课时，在第一课时中，学生已经学习了十二个月份和序数词，本课时主要是要求学生掌握日期的表达，以及能正确说出自己的生日，能掌握四会句型：When’s your birthday? My birthday is on the… of … What would you like as a birthday present? I’d like …二、说学生十二个月份和序数词已经在第一课时学习过，大多数学生掌握良好，但六年级学生在课堂上不爱表现自己，部分学生对于英语学习缺少兴趣。
三、说教法1、游戏教学。
兴趣是的老师。
在复习单词时设计了What’s missing?的游戏，让学生在课的'一开始就感受学习的快乐，为进一步的学习做铺垫。
2、朗读教学。
英语是一门语言，交际是学习的目的，因此，课堂上朗读和运用是必不可少的，教师设计了多种朗读和练习方式，例如：小组朗读，个人朗读，男女对读，同桌讨论等，让学生在有限的课堂时间内得到最多的练习。
3任务教学。
在巩固句型时，设计了Do a survey的教学任务。
学生在调查时能运用语言，巩固语言知识。
四、说教学过程1.在课的一开始主要通过Free talk：How many days arethere in a week? How many months are there in a year?引出复习单词，在复习单词时通过询问Which is the first/second.. month in a year来初步复习一下序数词。
接着设计了What’s missing?这个游戏来进一步复习月份，同时也激发了学生学习的积极性。
之后引出句型复习：When’s your birthday? My birthday is in…。
2.通过复习句型When’s your birthday? My birthday is in…。
引出我的生日在几月几日，以及Helen和Jim的生日，重点掌握序数词，通过总结让学生对序数词的变化有一个整体的了解。
在学生掌握序数词的基础上，让学生了解日期的表达，因为学生对于单词还不能默写，所以日期的练习只限于口头讨论和朗读。
学生掌握了日期之后让学生说说自己的生日，引出本课的重点句型When’s your birthday? My birthday is on the… of …。
What would you like as a birthday present? I’d like … Present这个单词比较难读，是朗读教学的重点。
3.通过讨论练习C部分句型进一步巩固句型，最后设计了Doa survey教学活动，学生在调查时再次巩固句型，并学会了用第三人陈述重点句型。
4.Assignment。
书本上C部分句型图1和图3，从书面上巩固所学的新句型。
高中英语教学设计3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。