高中英语课教学设计

篇一：高中英语优质课教案

writing

how to write an english diary

班级____姓名课型：写作课主编教师：张楠

teaching aims: a) how to write an english diary.

b) the form of english diaries.

c) to improve the students’ writing ability.

important points: the skills of english writing.

difficult points: how to make every sentence appropriate and

precise. teaching procedure:

step i. leading-in

after exchanging greetings, talk about writing diaries and the advantages of writing in english.（as we know, most of the students, especially the girls, like writing diaries. but few of you write in english, which is a good way to improve your writing and speaking.

so why not write english diaries? today our topic is how to write english diaries.）

step ii. discussion

first, give the students about three minutes to check their

vocabulary about days in each week and the twelve months of the year, and ask two students to write them on the blackboard. second, give them about five minutes to discuss the words and phrases about

weather and mood.

step iii. writing

step iv. enjoy a good version

jan.3 2014 friday rainy

in the evening some of my friends invited me to the ktv. it was the first time that i had been there.① at first i didn’t want to go. i

felt depressed②in the afternoon because i did badly in the math exam. it’s really true that “i see me running through that open door. i believe i can fly”. ⑥there is always a door open to you. so just believe yourself and you can do everything you can.

满分揭秘

①it was the first time that…表示第一次做…”,that后从句用过去完成时,此句表

达准确,说明了作者娴熟的语言运用能力.

②depressed”沮丧的”,该词为高级词汇,使用恰当.

③while在此处表示对比,通过”我”和其他同学之间表现的对比返衬上文所说明的我心情郁

闷这一事实.

④该句用due to表示原因,同时用名词encouragement,说明了作者用词的考究,不落俗套.

⑤ after which引导非限制性定语句,介词和关系代词使用准确.

⑥用it作形式主语,后面用了主语从句,而该主语从句是选自i believe i can fly这首

歌中的歌词,不仅引用恰当,且作者丰富的知识令读者叹服.

step v. homework

请你根据以下提示，用英语写一则日记（时间：9月25日，星期六，刮风）

1）早上8：00起床

2）晨练后吃早饭，妈妈包了饺子，味道好

3）做完作业后帮妈妈做家务

4）午饭前打电话约朋友李梅下午二时看电影，片名叫titanic

5) 乘公共汽车于1：50抵达电影院，李梅在等

6）电影院里人很多

7）电影很有趣，过得很愉快

参考范文

september25, saturdaywindy

this morning i got up at 8:00. after i did morning exercises, i had breakfast. my mother made dumplings for breakfast. they were delicious. after breakfast, i did my homework. then i helped my mother do housework. before lunch, i phoned my friend li mei. i asked her to go to the cinema with me at 2 oclock this afternoon.

the name of the film was titanic. i went to the cinema by bus. i arrived there at 1:50 p.m. li mei was waiting for me at that moment. the film was very interesting. we had a good time.

vi.vii.viii.ix.x.xi.xii

篇二：高中英语阅读课教学设计 6

unit4 sharing reading: a letter home教案设计

ⅰ.teaching contents 教学内容

module 7 unit4 sharing reading: a letter home

ii.analysis of teaching material 教材分析

本单元的话题是sharing，主要涉及帮助弱者、志愿服务、合作分享等。通过听、说、读、写等各种活动学习相关的语言知识，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。了解一些志愿者工作的信息，培养学生互助合作的精神和社会责任感。结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。

本课设计的这篇课文是一个志愿者的一封家书，她在巴布亚新几内亚共和国的一个小山村教书。信中详细地描述了她所在学校的情况和她去一个学生家做客的经历。通过这封信，学生可以了解巴布亚新几内亚共和国各部落的生活状况和风俗习惯，同时能够更好地理解志愿者的工作。

ⅲ.analysis of students学情分析

1．学生经过高中阶段必修1～选修6的学习，具备了一定的阅读技能，如查找细节信息，

抓住段落要点和全文大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这个课时的课文阅读。同时，在听、说、写等方面也有了一定的基础。

2．这个单元的话题是分享、帮助与合作。对于高二的学生而言，他们的价值观人生观已经

基本形成，本课通过阅读志愿者的家书，了解一些志愿者的工作，小组讨论“如果你/你们是

志愿者你/你们将做什么工作？为什么？”帮助学生认识这个世界，理解互助合作的意义，即

在帮助他人的过程中实现自己的人生价值。

3．学生在这节课的学习过程中需要用到预习策略、搜集分析信息策略、归纳整理策略等。ⅳ.design of teaching objectives 教学目标

1.knowledge objectives 知识目标

(1)学生能够正确读写及运用本课出现的单词。

(2)学生掌握本课词组的意思并能在句子中熟练运用。

2.ability objective能力目标

(1)强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。

(2)增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。

3.affective objectives 情感价值目标

(1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。

(2)在小组合作互动中，增强学生的团队合作精神与分享意识。

ⅴ.teaching important points(教学重点)

a.获取巴布亚新几内亚独立国各部落生活状况和风俗习惯的信息；

b．阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。

ⅵ. teaching difficult points(教学难点)

a.理解作为志愿者工作的意义，从而树立正确的价值观；

b．训练用英语获取信息、处理信息、分析问题和解决问题的能力。

ⅶ. teaching methods(教学方法)

1.task-based method to make students interested in what they will

learn.(任务型教学法)

2.fast reading to get the general idea of the passage.(略读法)

3.careful reading to get some detailed information.(细读法)

ⅷ. teaching aids:(教学手段)

多媒体教学

ⅸ. teaching procedures (教学程序)

step i warming-up and lead in

1.幻灯片1

t: class, firstly let’s enjoy a video and a song.

ss: enjoy the song and the video.

t: what can you see from the video?

ss: i can see many students are planting trees/helping the

disabled/cleaning the street…………

t: what can you learn from the video and the video?

ss: we should devote our youthful power to the world.

2.幻灯片2

t: so we should learn to share.ok,this is our today’s topic sharing. our main task is reading.

3.幻灯片3

t: now, class, just have a th ink, what do you mean by “sharing”?

let’s look at it.

ss: read the meanings together.

4.幻灯片4

t: the people who are helping others in the video are called volunteers. volunteers are not paid which means they are not given money, not because they are not worthless but because they are priceless, but because they cannot be measured by money. are you clear? ss: yes.

t: here is the sign of volunteer. do you know what the sign stands for? a hand?

ss: help.

t:a heart? ss: love. t: a dove? ss: peace. t: a letter “y”? ss: youth.

t: do you want to be a volunteer?

ss: yes.

t: you are great. so you must know what a volunteer usually does.

5.幻灯片5-9

t: you can answer the question according to the pictures.

ss: (give their answers)

t: (sum up) yes, there are different kinds of voluntary work volunteers can do.

[设计说明] 本环节主要是课文导入和热身环节，利用多媒体播放和本课主题相关的直观、

生动的图片和音乐，创设轻松和谐的课堂气氛，激发学生兴趣，自然进入本课话题，教师联系

生活实际展开教学。

step ii.pre-reading

幻灯片10

t: now, class look at the title and pictures try to guess “what’s

the author’s work?” ss: she is a tea cher..

t: yes, she is also a volunteer, so she is great.

[设计说明] 通过看幻灯片呈现的题目和图片，让学生猜测本文作者的工作，激发

学生探究问题的兴趣，有利于阅读活动的展开。

step iii. while-reading

task 1 fast reading

1.幻灯片 11

t: ok, class. do you want to know more about her?

ss: yes.

t: so you should skim and scan the text quickly. try to get its

main idea.

ss: (skim and scan the text)

2.幻灯片 12

t：how many paragraphs in the text?

ss: nine.

t: you can divide it into 4 parts and match each part with its main idea. i’d like one student to do it. then check the answers.

3.幻灯片 13

t: here are some information. i’d like you to read them and tell “true or false” then try to find where the information is in the

text, if false correct the wrong place.

[设计说明] 快速限时阅读把阅读课文作为整体来处理，掌握主旨大意，这一任务过程中为

了降低难度设空完成学生比较容易接受。在对课文表层理解的基础上，要求学生根据每段大意

把文章进行划分部分，进一步理解了文章之后。让学生做判断正误题，巩固了学生对课文内容

信息的掌握。本环节难度不高，学生都能很好地完成任务，不仅训练和提高了学生略读、查读

的阅读技能。而且，提高了学生阅读的积极性。

task 2 detailed reading

1,幻灯片 14

ss;(listen to the text and read)

4.幻灯片 15，16

t: ok, class let’s look at the blackboard and fill in the blanks. who can read for us?ss:(read the answers)

5.read aloud

t: do you have any questions? now read the text aloud

to find out your difficulties.ss :( read the text aloud)

[设计说明] 本环节充分发挥多媒体优势教学先让学生听录音的同时跟读来完成细节信息填空，这样不仅可以训练学生的听力而且让学生了解了巴布亚新几内亚独立国部落的生活状况和

风俗习惯信息，在此基础生让学生通过朗读训练学生朗读能力提高语音语调，鼓励学生发现文

章中的疑难点并解决。

stepⅳ. post-reading

1.幻灯片17

t: (solve the important sentences from the text) here is the sentence, try to read and

translate it into chinese. it is also about the grammar, analyze it . ss: (translate and analyze the sentence)

2.幻灯片18

t: what do you learn from the text?

ss: we know that jo worked as a volunteer teacher in a poor area.

t: yes, what would you do if you were a volunteer? why? now class, turn around and you can discuss with your members quickly.

ss: (discuss with their members)

t: ok,stop please. let’s share your wonderful discussion, firstly which group?

ss: (show their discussion)

t: well done!

3.幻灯片19

t: there are many people around us, in our country or even in the world who need different kinds of help. so voluntary work is an important and great cause. not only can it make people live better

but also it can bring happiness to volunteers. so we should form a sense of helping others and take an active part in any kind of voluntary activities from now on and try to make the world more beautiful and harmonious. just stand up and show me your voluntary gestures, let’s sing together. are you ready?

ss: yes.( sing together)

t: i think you’ve sung very well, but i believe we can do better

than sing. yes?

ss: yes. t: you are great!

[设计说明] 本环节属于读后活动，首先处理课文中的一个典型的长难句，这也引出了本课

的语法项目定语从句。小组讨论“如果你/你们是志愿者你/你们将做什么工作？为什么？”使

学生更好的了解了这个单元的主题，帮助他人、分享合作。教师可以进一步了解学生对于志愿者工作和帮助他人的看法，有利于进行德育教育，帮助学生树立正确的价值观。最后大家共同举起志愿者手势，齐唱英文歌曲 tomorrow will be better, 将课堂活动推向高潮，激

发了他们帮助他人、扶贫就困的热情，达到了本课情感价值教育的目标。

stepⅴ.homework

幻灯片20

t:now your homework, do it after class, so much for this class.

thank you!

[设计说明] 课后阅读文章找出文章中的定语从句，为下节语法课做准备。

教学反思

这堂课基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺

利完成教学任务，又促进其情感教育。教学中融入了素质教育，且使学生在趣味中学得了知识，这也是目前提倡的教育教学理念。

我感到多媒体教学用于英语阅读教学有很多好处：首先，课堂的导入是十分重要的，好的导

入可以激发学生的学习兴趣，直观、生动的图片、动画使得学生更容易进入学习状态，把学生从枯燥的课堂解放，有利于师生的互动，能更好地实现教师的教学意图。其次，多媒体课

的容量大，电子白板的使用，使得教师核对答案更容易。因此，教师可以把原来花在板书的时间用于指导学生，或设计一些多样的题型。再者，我通过听录音，

朗读课文，配以在幻灯片呈现问题，让学生有目的性带着问题去听课文，朗读课文，一部分一部分的分析课文，解决问题。在此过程中，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望。

教学内容设计要符合本班学生的实际情况，难度适中，尽量满足不同类型和不同层次学生的

要求。在任务的设置中应充分考虑学生是否能够完成。本堂课的细节理解部分难度合适，大多数学生都能顺利完成。

我认为在教学中只有师生处于平等地位，学生的主体性才能得到发挥；只有使课堂交际化，

师生才能融合在智力与情感的交际过程中，多给学生展示的机会才能激起学生积极求知的学习欲望。