高中英语教学设计案例
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。
高中英语大单元教学设计案例
高中英语大单元教学设计案例一、教学任务及对象1、教学任务本教学设计围绕高中英语大单元教学展开，旨在通过综合性的语言实践活动，帮助学生提高英语综合运用能力。
教学任务以英语课程标准为指导，结合教材内容，设计具有挑战性、趣味性和实际应用价值的任务。
主要涵盖听、说、读、写四个方面，包括词汇、语法、篇章理解和表达能力的教学。
2、教学对象本教学设计面向的高中生具有一定的英语基础，但在语言实际运用中仍存在一定的困难。
他们对英语学习充满热情，但需要更多的鼓励和引导来提高自信心。
此外，学生在学习过程中，需要培养良好的学习策略，提高自主学习能力和合作学习能力。
针对这些特点，教学设计将注重个体差异，激发学生的学习兴趣，提高他们的英语素养。
二、教学目标1、知识与技能（1）掌握本单元的核心词汇和短语，并能熟练运用到日常交流和写作中。
（2）理解和运用本单元所学的语法知识，如时态、语态、非谓语动词等，提高句子结构和篇章的连贯性。
（3）提高听力理解能力，能够理解并获取英语听力材料中的关键信息。
（4）提升口语表达能力，能够就本单元话题进行流畅的讨论和观点阐述。
（5）培养阅读技巧，如快速阅读、精读、归纳总结等，提高阅读理解能力。
（6）锻炼写作能力，能够运用所学知识撰写短文，表达个人观点和情感。
2、过程与方法（1）采用任务型教学法，通过设定具有真实情境的任务，引导学生主动参与，培养其自主学习能力。
（2）运用合作学习策略，组织小组活动，让学生在互动交流中互相学习、互相促进，提高团队协作能力。
（3）结合多媒体教学资源，创设丰富的语言环境，激发学生的学习兴趣，提高学习效果。
（4）注重启发式教学，引导学生主动探究问题，培养批判性思维和问题解决能力。
（5）定期进行学习反馈，及时调整教学策略，帮助学生找到适合自己的学习方法。
3、情感，态度与价值观（1）培养学生的学习兴趣，激发他们学习英语的热情，增强自信心。
（2）引导学生树立正确的价值观，尊重不同文化，培养跨文化交际意识。
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。
优秀高中英语教学设计(优秀7篇)
优秀高中英语教学设计(优秀7篇)高中英语教学设计篇一教学目标a. 重点词汇和短语realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, focus on, a great deal, scores ofb. 重点句式There are so many ... that it would be impossible to ... P1People became focused more on ... and less on ... P2If the rules of perspective had not been discovered, people would not have been able to paint ... P2教学重难点a. 重点词汇和短语realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, focus on, a great deal, scores ofb. 重点句式There are so many ... that it would be impossible to ... P1People became focused more on ... and less on ... P2If the rules of perspective had not been discovered, people would not have been able to paint ... P2教学过程Teaching procedures:【写一写】(Some pictures are given to the students to learn some about western paintings)写出所有相应关于作品的英语名称______________________________________________________________________【想一想】Which style of paintings do you prefer, western or Chinese? Why?_____________________________________________________________________________ 【skimming】Skim the text and plete the main idea of it.The text mainly tells us _____ of the major movements in ________ art over the centuries.绘制时间轴课文P3---exercise 1【判一判】1. Western art has changed very little over the last seventeen centuries.2. Painters in the Middle Ages did not use perspective.3. Impressionists painted landscapes.4. You cannot recognize any object in abstract modern art.5. In the Renaissance most artists painted indoors.6. Abstract art is still art style today.【选一选】Choose the best answer.1. According to the text, art is least influenced by ________.A. social changesB. the way of lifeC. the development of agricultureD. beliefs of a people2. When did painters mainly focus more on people and less on religion?A. From 5th to 壹五th century AD.B. From 壹五th to 16th century.C. From late 19th to early 20th century.D. From 20th century to today.3. Who were the first to paint outdoors?A. Painters in the Middle Ages.B. Painters in the Renaissance.C. The Impressionists.D. Contemporary painters.【巩固训练】讲练通---P2 retelling课后习题【Homework】课时跟踪训练(7)To say No good! / Terrible!(8)To mean thinking or “worrying”。
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。
高中英语精选教学设计案例
高中英语精选教学设计案例一、单元主题：人与自然1. 教学目标：a. 提高学生的听、说、读、写能力；b. 培养学生的自主学习和合作学习能力；c. 增强学生对自然环境保护的意识。
2. 教学内容：a. 文化背景介绍：自然灾害与环境保护；b. 学科知识点：自然灾害的类型与原因、环境保护的重要性；c. 语言技能训练：听力、口语、阅读、写作。
3. 教学活动：活动一：听力训练a. 听取不同类型的自然灾害新闻报道，学生进行听力填空练习；b. 听取环境保护相关的演讲稿，学生进行听力理解和问题回答。
活动二：口语训练a. 小组讨论：学生分组就自己所在地区的自然灾害进行讨论，包括原因、对人们生活的影响以及如何应对；b. 角色扮演：学生分角色模拟对话，讨论环境保护的重要性。
活动三：阅读训练a. 阅读文章：学生阅读与自然灾害及环境保护相关的短文，并进行问题回答；b. 阅读广告：学生阅读关于环境保护的广告语，并进行理解和判断。
活动四：写作训练a. 写作任务：学生写一篇关于自己对环境保护的看法和建议的短文；b. 互评批改：学生交换作文进行互相批改，提供改进意见。
4. 教学评价：a. 听力训练：根据填空练习的正确率进行评价；b. 口语训练：根据小组讨论和角色扮演的表现进行评价；c. 阅读训练：根据问题回答和理解判断的准确度进行评价；d. 写作训练：根据语法和表达的准确性、连贯性进行评价。
5. 教学延伸：a. 建议学生在课下深入了解自己所在地区的自然灾害和环境保护情况，并将其整理为报告；b. 鼓励学生自主进行英语环保演讲比赛。
二、单元主题：文化交流1. 教学目标：a. 培养学生的跨文化交际能力；b. 提高学生的阅读和写作能力；c. 增强学生对不同文化的理解和尊重。
2. 教学内容：a. 文化背景介绍：不同国家的传统节日和习俗；b. 学科知识点：节日及习俗的由来和意义；c. 语言技能训练：阅读、写作和口语。
3. 教学活动：活动一：阅读训练a. 阅读：学生阅读不同国家的传统节日和习俗的相关文章，并进行问题回答和讨论；b. 阅读广告：学生阅读关于节日庆典活动的广告，并进行理解和判断。
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。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
&lm=-1&tn=image&fr=&pv=&word=20
08%B1%B1%BE%A9%B0%C2%D4%CB%B
B%E1%CD%BC%C6%AC&istype=2&z=0&f
m=rs5#pn=0
3. Ss talk about the difference between
ancient and modern Olympic Games.
1'
习动机。
第一次阅读：要求学生在规定时 间内读完课文、完成练习，发展 速读能力。通过速读，使学生熟 悉访谈类文体课文结构，了解 古、现代奥运会的一些基本情
IW 7'
2. Check the answers.
Ss read the passage again. 1. Answer the questions. Step 5 2. Check the answers.
(Presentation)
PW 3' GW 1' GW 2'
GW 2'
Step 3 Task presenting.
(Practice) Reading
1. Ss scan the passage and choose the
Step 4
best answer.
通过交代任务，给学生指出本节
课努力的方向，激发起学生的学
教学活动 Activities
(Preparation) Warming up and Pre-reading
设计意图 Intentions
互动模式 &时间
IP & time
Step 1
/show/eBSYabgkvl_rVbqm.ht ml
1. A quiz: Ss discuss to answer the questions about the Olympic Games.
二、教学课题
高一（上） Module2, Unit2 The Olympic Games Reading: An Interview（第 1 课时）
三、教材分析
1、教材内容： 本节课所学教材选自必修二第二单元第一课时，它以世界性的体育盛 会——The Olympic Games 为中心话题，旨在通过本课的教学，培养学生的阅读策略；使 学生了解奥运会的起源、宗旨、比赛项目以及古、现代奥运会的异同；让学生了解采访对 话文体的基本特点；同时，培养学生对体育运动的爱好。
92&cl=2&lm=-1&fm=result&fr=&sf=1&fmq=132376 4727828_R&pv=&ic=0&z=&se=1&showtab=0&fb=0 &width=&height=&face=0&istype=2&word=%B1%B
主题词汇库；帮助学生复习已有 词汇，训练逻辑思维，让学生有 效识记并使用新学词汇，为后续 的学习做好铺垫。
讨论，降低难度，避免无话可说。
GW
4'
among countries to host the Olympics as
to win Olympic medals"?
What do you think of green
Olympics and cultural Olympics?
What did the Olympic Games bring
正确运用略读、找读等阅读策略。 【情感、态度与价值观】 ①增加对奥运知识的了解，拓展视野，激发学习兴趣；②学
习奥运精神，树立正确的人生观与世界观，提高小组合作学习能力；③了解奥运会召开的 意义，培养对体育运动的热爱。
4、教学重点及难点： 重点：①了解古、现代奥运会的异同点；②了解采访对话类文体的特点。 难点：①在信息分散的文章中如何快速准确地获取主要信息，并进行归纳、推理；② 清晰及有条理的表达自己的观点。
1%BE%A9%B0%C2%D4%CB%BE%A&s=0
Step 2
2. Ss talk about the Beijing Olympic Games.
/i?ct=201326592&cl=2
利用问题引入本课话题，激发学 生学习兴趣。
New words: ancient volunteer torch motto athlete take part in compete with/against
Reading: An Interview
Basic interview skills: Introduce yourself Ask questions (find new ones in the reply) Say thank you
况。 通过检查练习结果让学生复述 文本主要内容。
CW 1'
第二次阅读：通过个体阅读、回 答问题，训练学生捕捉关键信息 的能力；通过回答问题，培养学 生的归纳和推断能力。让学生进 一步了解课文内容。
IW 5' GW 2'
1. Ss find the differences and the similarities between ancient Olympics and modern Olympics.
六、教学反思
1、本堂课在教学设计上，从学生的学习兴趣、生活经验和认知水平出发，倡导体验、 实践、参与、合作与交流的学习方式，培养学生的阅读能力，发展学生的综合语言运用能 力；突出“学生的主体地位”和“教师的主导地位”，注重学生全面发展与个性差异的统一； 阅读部分任务设计由浅入深，符合学生的认知特点。因本教学班是尖子班，学生英语水平 整体较好，通过本堂课的找方面提供了极大的便利，使英 语课堂教学变得联网给学习带来的便利。
IW 4'
GW 1' GW 1'
4. Ss;
/programs/view/vW4H8
pIgl04/
Step 7
引导学生简单分析采访对话文
Ss find the questions Pausanias answered 体的特点，引导学生通过合作讨
us?
GW 4'
借题发挥，训练学生的发散思维
2. Ss voice out their opinions.
和语言表达能力。
(Progress) Summary & Homework
1. Read the passage;
总结使一节课有始有终，学生可
2. Finish the Summary on your 跟着教师回顾和复习本节课的
and make an analysis.
论，简单分析采访对话文体的特 点，了解采访的基本技巧，感受
真实的语用情境。
GW 4'
(Production) Post-reading
Step 8
1. Ss choose one topic and talk about it 让学生选自己喜欢的话题展开
in pairs: Why"There 's so much competition
2、学情分析： 本节课的授课对象是我校高一（26）班，是一个尖子班，期中考试（试 题难度 0.5~0.6）成绩全班 61 人的平均分为 104 分，其中优秀以上 9 人，及格以上 50 人。 该班学生来有一半来自农村。学生虽然有求知欲望，但缺乏自信心，不敢在课堂上淋漓尽 致的展示自己的能力。优点是他们学习比较刻苦，英语的基本功相对来说比较扎实，具有 一定的自主合作和探究的能力，具备了用英语思考和表达的基本技能。要恰当运用英语词 汇表达已有的奥运知识和看法，以及通过英语文章的阅读获取相关信息对于高一的学生来 说仍有一定难度。
learning sheet; Homework
重点内容。
1'
3. Modify your own word bank;
4. Write a composition about the 考虑到学生的个体差异，作业体
topic you have discussed.
现出层次性。
板书设计
Unit2 The Olympic Games
2. Che导学生通过回答问卷，激活学 生已有的背景知识，使学生积极 主动地参与本单元中心话题的 思考与讨论。
1. Ss descib 引导学生根据图片建立奥运会
3、教学目标： 【知识与技能】 通过本课时的学习，学生能够：①能读懂课文大意。②以词与词之 间的语义联系为线索，建立自己的奥运会话题词汇库；③正确运用与奥运会话题有关 的新学词汇，说出古、现代奥运会的异同。④了解采访对话文体的基本特点。 【过程与方法】 ①通过阅读课文、回答问题，培养归纳和推理能力；②通过阅读文章，
1）读懂课文大意，以词与词之间的语义联系为线索，建立自己的奥运会话题词汇库； 能围绕奥运会话题正确运用已学词汇与同学进行对话交流，说出古、现代奥运会的异同， 并准确表达自己的观点；拓展视野，激发学习兴趣；
2）了解采访对话文体的基本特点及采访的基本技巧； 3）正确运用略读、找读等阅读策略来完成阅读任务，提高归纳和推理能力； 4）通过小组活动、话题讨论，树立正确的人生观与世界观，提高小组合作学习能力。 2、本课在思维拓展、话题讨论部分的处理上，时间略显仓促，学生未能有充分时间思 考准备。
高中英语教学设计案例
一、教案背景
1、教学对象：高一年级学生 2、教师：张世钰 3、学科：英语 4、单位：郑州十九中 5、课时：第一学时 6、教学准备：多媒体教学课件、复印好的课堂活动纸（学案） 7、指导思想与理论依据：《高中英语新课程标准》指出，英语教学首先要培养学生的 学习兴趣、信心、策略和习惯；强调课程从学生的学习兴趣、生活经验和认知水平出发， 倡导体验、实践、参与、合作与交流的学习方式，发展学生的综合语言运用能力；突出“以 人为本的教育思想”，以学生为主体，注重学生全面发展与个性差异的统一。教师应关注每 一位学生，尊重他们的需要和个体差异，使他们都能在各自不同的基础上获得身心的健康 发展，发展终身学习的能力。