高中英语教学设计

高中英语教学设计(精选5篇)

　　高中英语教学设计（一）：

　　教学准备

　　教学目标

　　知识目标:

　　复习两个阅读技能---scanning， skimming;

　　学习本单元的部分生词。

　　本事目标:

　　能构成文章的图式，在图式的帮忙下自主地复述本课的主要资料，在此过程中实现生词的重现。

　　情感目标:

　　学生在教师的启发下，经过师生互动和生生互动，进一步探究知识。在这一过程中，学生能够不断地实现互相教育和自我教育，并能寻求自我发展;

　　学生能明白计划的重要性，并能收获一些与之相关的谚语。

　　教学重难点

　　构成文章的图式，并在图式的帮忙下复述文章的主要资料。

　　教学工具

　　课件

　　教学过程

　　Steps

　　Teacher’s activity

　　Students’ activity

　　Aims

　　Step 1

　　Show and tell the students the learning goals for them and make possible explanations

　　Students listen to the teacher and have an idea of what they are going to learn in this class。

　　To make the students know what they are to learn in this class

　　Step 2

　　1)。 Show some pictures with beautiful scenery

　　2) Ask the students two questions:

　　Are they attractive?

　　Where do you want to travel? – I dream about traveling…[由Www.YiZhiPu.Com整理]

　　1。) Students appreciate those pictures

　　2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling into…”

　　1)。 To arouse students’ interest

　　2) To practice a sentence pattern

　　Step 3

　　1)。 Show the title of the reading passage

　　2)。 Ask the students whether this passage is about the whole process of the journey。

　　3)。 Ask the students how to skim。

　　4) Tell the students the skill of skimming on the screen

　　1) Students answer the question after they read the subtitle of this part。

　　2)。 Students tell how to skim。

　　1) To make the students pay attention to the subtitle， which can tell the main idea of the passage。

　　2) To review how to skim

　　Step 4

　　1) Ask the students to skim more—to find out the main idea of each paragraph。

　　1) Students tell the main idea of each paragraph

　　1) To practice how to skim

　　Step 5

　　With four questions， teacher asks the students to scan paragraph 1

　　Ask students how the scan

　　Show the skills of scanning on the screen

　　Students scan paragraph 1， and answer the four questions

　　Students tell how to scan

　　To review how to scan

　　To practice how to scan

　　Step 6

　　1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have， and then finish the table

　　1) Students scan paragraph 2 and finish the table

　　1) To practice how to scan

　　Step 7

　　1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences。

　　2) Ask the students to match each geographic word to the proper meanings

　　1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile。

　　2) Students do the matching work

　　1) To better know how the Mekong river flows

　　2) To help the students better learn the geographic words which are new to them

　　3) To check how the students understand the new words

　　Step 8

　　Review the structure of the passage together with the students and show some key words on the screen

　　Provide the students with some words and phrases which are the new words in this unit

　　Ask them to retell the main content of the passage in groups

　　With the teacher， students review the structure of the passage

　　Retell the main content of the passage in groups

　　To help students form the schema of the passage by reviewing the structure of it

　　To know the content of the passage better as well as to create more chances for the students to use the new words

　　Step 9

　　1) Ask the students what they learn from the story

　　2) Give the students some useful and related proverbs

　　1) Students share their opinions with the group members what they have learned from the story。

　　2) Students read the proverbs loudly together。

　　1) To encourage students to form their own views and share them with others

　　2) To learn some useful proverbs

　　Step 10

　　1) Summarize this class by showing the learning goals again

　　2)Homework

　　1) Students review what they have learned by reading the learning goals on the screen。

　　1) To help students review what they have learned in this class

　　高中英语教学设计（二）：

　　课题: Unit1 Festivals around world

　　学情分析：

　　教学目标:

　　1、语言目标：

　　1)。To get the students to talk about festivals

　　2)。 To learn about how festivals begin and howto celebrate festivals so as to enable them to learn more about differentcultures while learning different language 。

　　2、重点词汇和短语：

　　熟记课文中重点词组或短语。

　　festival， celebrate， celebration， lunar， takeplace， on the 15th day of the eighth lunar month， beauty， harvest， relatives，custom， admire， decorate， origin， separate， dress up， parking lot， luck money，family reunion， get together， Christmas，solar calendar， carnival， parade，Christian， Easter， Lantern Festival， Arbor Day， Pure Brightness Day， JesusChrist， the Easter Bunny， hot cross buns， the best bands

　　Sentence structures: (句子)

　　1)、Festivals are meant to celebrateimportant times of year。

　　2)、Discuss when they take place， whatthey celebrate and what people do at that time。

　　3)、Cara suggests that Li Mei change hershoes to something more fortable， wear some lighter and cooler clothing andalso take a hat。

　　4)、Easter customs include making andeating hot cross buns， coloring and searching for eggs supposedly hidden by theEaster 

　　本事目标：

　　Letstudents to know how to get the key words from the conversation about thecarnival parade， and how to talk about sth。 happened。

　　五、情感目标：

　　Letstudents to know and pare Chinese festivals and customs with westernfestivals and customs。

　　六、教学重难点：

　　1、How to talk about the Chinesefestivals and social customs at festivals。

　　2、How to get the key words tounderstand the conversation about the carnival parade， to talk about sth。happened。

　　七、教学过程:

　　Step 1 Warming up

　　Step 2 Pre-reading

　　Lookat the pictures and discuss in pairs what kind of information you think will beintroduced in the passage。

　　Step 3  Reading and prehending

　　1。Ask the students to skim the passage and find out what festivals are mentionedin each paragraph。

　　Paragraph 1:__________________

　　Paragraph 2:__________________

　　Paragraph3: __________________

　　Paragraph4: __________________

　　Paragraph5: __________________

　　Suggestedanswers:

　　Paragraph1: Ancient festivals: celebrate the end of the winter， planting in spring andharvest in autumn; celebrate when hunters catch animals。

　　Paragraph 2: Day of the Dead;Halloween。

　　Paragraph3: Dragon Boat Festival; Columbus Day; October 2。

　　Paragraph 4: Harvest andThanksgiving festivals;

　　Mid-AutumnDay。

　　Paragraph5: Spring Festival; Carnival; Easter;

　　Cherry Blossom Festival。

　　2。 Read the passage carefully and answerthe true or false questions。

　　(  ) 1)、The ancient people needn't worry about their food。

　　(  ) 2)、Halloween used to be a festival intended to honor the dead。

　　(  ) 3)、Mohandas Gandhi helped gain India's independence from the USA。

　　(  ) 4)、ThanksgivingDay is held to celebrate harvest。

　　(  ) 5)、Eastercelebrates the birth of Jesus。

　　Suggested answers:

　　1)F   2)T   3)F   4)T   5)F

　　3。 Work in pairs。 Imagine that somestudents are celebrating a festival。 Use the information given in the text tohelp them make up a dialogue。

　　Step 4  Language study

　　Dealing with some language problems to helpthe students to have a better understanding of the text。

　　1。 At that time people would starve if foodwas difficult to find， especially during the cold winter months。

　　2。Some festivals are held to honor the dead or to satisfy the ancestors， whomight return either to help or to do harm。

　　3。 The country， covered with cherry treeflowers， looks as though it is covered with pink snow。

　　Step 5  Study the text

　　1。 Find out a sentence in the text whichhas a similar meaning with the following one。

　　As long as the neighbors don't give anysweets， the children will make a fool of them。

　　2。 Translate the followingsentence。

　　Itis now a children's festival， when they can dress up and go to theirneighbour's homes to ask for sweets。

　　Step 6  Listening， reading aloud and underlining

　　Ask the students to read the passage aloudto the tape and let them pay attention to the pronunciation of each word andthe pauses within each sentence。 Tell them to pick out all the usefulexpressions or collocations from the passage while reading and copy them intothe notebook after class as homework。

　　Step 7   Groupwork

　　Discussin pairs which festivals you think are the most important and which are themost fun。 Then fill in the chart with your ideas。

　　Type of festival

　　Example of festival

　　Reasons for your choice

　　Most important

　　Most fun。

　　Step 8  Retelling

　　Let the students try to retell the passageaccording to the key words and expressions given on the blackboard。

　　Step 9  Homework

　　1。 Findout useful words and expressions， beautiful sentences and finish the exercisesin Learning about Language accordingly。

　　2。 Write an introduction of the festivalyour group have created。

　　八、教学反思：

　　英语学习是一个全面发展的过程，听、说、读、写每一项技能都是学好英语不可缺少的必备项，每节课适时适量的训练是很有必要的。经过听读让学生在理解课文的基础上学习运用新学词汇；经过学习让学生分析、理解和感悟文章的难句，以到达准确把握句意和文意的目的。经过总结进一步强调本节课的重点，让学生在短暂的时光内有效地回顾和复习。

　　高中英语教学设计（三）：

　　Understanding each other-Reading教案

　　Teaching aim:Knowledge aim:

　　Students can master the expressions about cultural differences。

　　Students will get familiar with the topic of culture and learn how to talk about different cultures and customs。

　　Ability aims:

　　Students can master the reading strategy to understand the use of examples。

　　Students will be able to get the main subject of the conversation through fast reading and the detailed information through detailed reading。

　　Students can talk about cultural differences in their daily life。

　　Emotional aim:

　　Students will learn to respect different cultures and customs。

　　Students will be more confident in speaking English in public。

　　Key and difficult points:

　　Key points:

　　Students can get the detailed information through careful reading。

　　Difficult points :

　　Students can apply the expressions into daily munication。

　　Students can show respect for different cultures。

　　Teaching procedures

　　Step 1: Warming up

　　Show some pictures of different wedding ceremonies in different countries and ask students to guess the country。

　　Justification: Attract students’ attention and lead students into the class naturally。

　　Step 2：Pre-reading

　　Show the title of the reading passage and ask students to predict what aspects of cultural differences the passage involves。 For example:

　　T: Dear students， what is the title of our reading passage?

　　S:。。。

　　T:Yes。 Correctly。 It’s Cultural Differences。 What kinds of cultural differences do you know?

　　S:。。。

　　T: Food， marriage and festival and so on。 Excellent。 You all have a broad knowledge。 Of all these kinds of cultural differences what do you think the passage talks about?

　　S:。。

　　T: Good job。 Now let’s read the passage and find out if our prediction is right or not。

　　Justification : Arouse students’ interest in this lesson by asking them to predict what the passage is mainly about and help students to have a basic understanding of the topic in the reading text。

　　Step 3：While-reading

　　1。Global reading

　　Read the conversation quickly and find out the cultural differences the passage talks about。 Later， ask some volunteers to share their answers。

　　Justification: Train the skimming ability of students and enable them to get the general idea of the passage as quickly as possible。

　　2。 Detailed reading

　　Read the passage carefully with the following questions。

　　Q1: In the west， when is the polite rime to open a present? Why?

　　Q2:What surprised Peter about the wedding ceremony in Korea?

　　Q3: what drink is not permitted in Brunei?

　　Q4: What kind of food do Brits eat at Bonfire Night?

　　Justification: Improve students’ reading strategies to find out the detailed information and understand the use of examples。

　　Step 4：Post-reading

　　Divide students into groups of four and ask them to have a discussion about cultural difference in 7minutes。 And the discussion should be related to the following questions。

　　Q1: What do you know about cultures that are different from our own?

　　Q2: Why do we need to find out about other cultures’ traditions?

　　Justification: Help students to have a better understanding of cultural differences and improve their speaking abilities。

　　Step 5：Summary and Homework

　　1。 Ask students to make a summary of the cultural differences mentioned in the text。

　　2。 After the class， ask students to write a paragraph about how people can understand each other’s cultures better。

　　Justification: Consolidate what they have learned in this class and broaden their horizon。

　　高中英语教学设计（四）：

　　Module4 Unit 1 Advertising语法课教案

　　Teaching aims:

　　1。 Students can explain the difference of direct speech and reported speech。

　　2。 Students can list the changes when transform the direct speech into reported speech。

　　3。 Students can use reported speech or indirect speech to report things。

　　4。 Students can express others’ ideas more properly。

　　5。 Students can be more confident in learning English。

　　Teaching key points and difficult points:

　　Key points:

　　How to change direct speech into reported speech。

　　Difficult Points:

　　The changing points when change direct speech into reported speech。

　　Teaching procedures:

　　Step 1 Lead-in

　　Present a short video。 It is a joke about XiaoMing。 He misuse I， she and he and can’t introduce his family members to others properly。

　　Then lead in today’s topic how to change direct speech into reported speech。

　　(Justification: By showing the video， students can be more curious about learning this lesson。)

　　Step 2 Presentation

　　1。 Ask students to watch several advertisements。 In every videos there is a person to talk about the merits of his or her products。 Then list several sentences to ask students to choose which advertisement it refers to。 For example:

　　The girl said that she was praised by her boyfriend。

　　The boy introduce that the little guys can be found wherever they are。

　　A lot of mums encourage others to use it to protect babies skin。

　　2。 Show the original sentences(direct speech) of the advertisement and the listed sentences before together。 Ask students to observe the sentences and try to think about what is the direct speech and what is the reported speech。 Then conclude how to change direct speech into reported sentence: we can change direct speech into reported speech by using an object clause or an infinitive phrase。

　　3。 Present several reported speech chosen from the advertisements。 Ask students to pay attention to the form of different reported speech including statements， questions and imperative statements。

　　4。 Show some sentences using direct speech and ask students to try to change the direct speech into reported speech。 Then underline personal pronouns， tense， time and place， pronoun and ask students to check their deskmates’ sentences and pay attention to the underline parts。 Present the sentences students made and ask them to conclude the important points of changing a direct speech into reported speech from the following aspects: personal pronouns， tense， time and place， pronoun and other special cases。

　　(Justification: Using the advertisement can lead in different sentences using direct speech and reported speech naturally and help students accept the new grammar rules more easily。 Inductive method and deductive method are bined in this part to achieve students’ mastership。)

　　Step 3 Practice

　　Set an situation of the advertisement department。 Every students is a member of the department。 Ask them to finish the following tasks:

　　1。 There is a report made by their colleague and ask students to correct the sentences on the blackboard。

　　2。 Show the advertisement of the text book and ask students to plete the letter written by Wang Yilin to Mr Fan Zhenbin。 Then check the answer with their classmates。

　　3。 Show a list of tips given by an advertising expert and ask them to report the advice to the manager and finish the Exercise B in P11。

　　(Justification: This step can help students get a deeper understanding of the grammar and the key point and difficult point will be solved in this step。)

　　Step 4 Production

　　Four students in a group finish the following tasks。

　　1。 Show a short video and encourage students to talk about the story of the video with each other。

　　2。 Set an situation that there is an advertisement order about useful English learning method。 Invite students to discuss in groups and list the opinions of every group members and then change the opinions with the group beside by using reported speech。 Teacher will invite some volunteers to share their opinions。

　　(Justification: Students can fully cooperate with each other and learn how to use what they learned into their daily life。 Also， they can develop critical thinking and speak

　　高中英语教学设计（五）：

　　教学准备

　　教学目标

　　1。 经过学生分享自我的旅游经历，用英语进行交流与表达。

　　2。 经过略读与找读，使学生获取文章主要信息，练习阅读技巧。

　　3。 经过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。

　　教学重难点

　　教学重点：利用阅读技巧，获取文章大意及细节

　　教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品

　　教学过程

　　I、Warming Up:

　　1。 I’d like to share my travelling experience with you， and would you like to share your travelling experience?

　　2。 The world has many great rivers。 Have you been to these rivers?

　　设计意图：大部分学生都喜欢旅游，教师谈谈自我旅游的经历，询问学生的旅游经历。列举世界上著名的河流图片，让学生来欣赏认识完美的河流。能有效地调动学生的学习进取性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。

　　II。 Pre-reading

　　Have you been to the Mekong River? What countries does the Mekong River flow through?

　　设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了资料和词汇上的铺垫。

　　III。 Reading

　　1。 Skimming

　　Skim the passage and find the main idea for each paragraph

　　Para 1: Dream

　　Para 2: A stubborn sister

　　Para 3: Preparation

　　设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。

　　2。 Scanning

　　1)。 Read Para 1 and find the key word for the information:

　　Who and What

　　Where and How

　　Why and When

　　设计意图：1。寻找who，what，where，how，why and when等关键信息，让学生把握这类记叙文的阅读要点。2。 根据图表复述，练习学生语言整合与连贯的本事。

　　2)。 Please use at least three adjectives to describe Wang Wei according to Para2， and give your reasons。

　　设计意图：研读课文第二段，思考至少3个形容词来描述王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自我观点的信息。

　　3)。 Read 3 and answer: what can they see along the Mekong River?

　　Suppose you are a tourist guide， please introduce the Mekong River briefly to your audience。

　　设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的主角，结合示意图向游客介绍湄公河，从而到达复述的目的。

　　IV。 Group work

　　Imagine that you are preparing for your own trip down the Mekong。 In your groups of four: choose 5 things that you think are the most useful， and give your reasons why you choose them。

　　设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。

　　V。 Summary

　　What have we learned in this class?

　　设计思路：引导学生反思本节课主要资料及重难点。

　　课后习题

　　Homework

　　1。 Read the passage as fluently as possible after class。

　　2。 Preview Learning about Language。

　　板书

　　板书设计：

　　Unit 3 Travel Journal

　　Part 1 The dream and the plan

　　careless waterfall

　　determined entire

　　excited view

　　crazy

　　stubborn

　　risk-taking