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。
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高中英语教学设计案例课题: Unit 19 Modern AgricultureModern Agriculture (Reading)(Senior English for China Student’s Book 1B)设计教师:熊琼工作单位: 广西平果县平果高级中学联系电话: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 activit ies.(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 blackboard2. 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)AgricultureModern farming (2 4 6)Hi-tech farming (7 8)pare 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 outthe main ideas of each paragragh (On the screen).Para.1 Agriculture in general in ChinaPara.2 Modernization in farming techniquesPara.3 Balance between food production and environmentPara.4 Greenhouse – a solution for the shortage of arable landPara.5 GM used in AgriculturePara.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。
（Skimmingfor the main idea ）2.Scanning (10 minutes)(查读，10分钟)Get the students to read the text carefully and finish theseexercises ，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 wholepopulationB. because China needs more and more land to build citiesC. because there are not enough farmers to work on the landD. because the other land cannot be used for agriculture（2） Fertilisation is a technique that is used to ______.A. make poor soil betterB. make wet land drierC. make dry land betterD. grow vegetables with their rootsin water instead of earth（3） Modern agriculture means finding ways to _____.A. increase irrigation and stop using fertilisersB. stop irrigation and using fertilisersC. increase production and be friendly to the environmentD. produce the same amount while taking better care of nature（4）In the sentence “… they are pr otected from the wind, rain and insects”, “they” means _____.A. greenhousesB. rootsC. vegetablesD. tomatoes（5）In GM “M” stands for “modified”, which means “changed”.What changes is ______.A. the way in which poor soil is made betterB. the way in which Chinese farmers work on their landC. the way in which crops develop from seedD. 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。