高中英语教学设计(精选13篇)

文/ 散文网 时间: 教育随笔

篇1: 高中英语教学设计

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 activities.(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 blackboard

2. 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)

Agriculture

Modern farming (2 4 6)

Hi-tech farming (7 8)

2.Compare 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 out

the main ideas of each paragragh (On the screen).

Para.1 Agriculture in general in China

Para.2 Modernization in farming techniques

Para.3 Balance between food production and environment

Para.4 GreenhouseC a solution for the shortage of arable land

Para.5 GM used in Agriculture

Para.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。(Skimming

for the main idea)

2.Scanning (10 minutes)(查读,10分钟)

Get the students to read the text carefully and finish these

exercises ,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 whole

population

B. because China needs more and more land to build cities

C. because there are not enough farmers to work on the land

D. because the other land cannot be used for agriculture

(2) Fertilisation is a technique that is used to ______.

A. make poor soil better

B. make wet land drier

C. make dry land better

D. grow vegetables with their roots

in water instead of earth

(3) Modern agriculture means finding ways to _____.

A. increase irrigation and stop using fertilisers

B. stop irrigation and using fertilisers

C. increase production and be friendly to the environment

D. produce the same amount while taking better care of nature

(4) In the sentence “? they are protected from the wind, rain and insects”, “they” means _____.

A. greenhouses B. roots

C. vegetables D. tomatoes

(5) In GM “M” stands for “modified”, which means “changed”. What changes is ______.

A. the way in which poor soil is made better

B. the way in which Chinese farmers work on their land

C. the way in which crops develop from seed

D. 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。

设计意图:训练学生快速查读细节、捕捉信息的能力。

Step Ⅳ Language study(5 minutes)(语言学习5分钟)

There are some useful words and phrases the studeuts should learn to

Step V Group work (7 minutes)小组讨论(7分钟)

Ask the students to discuss the questions on Page47 in groups to make further understanding of the text. Decide which fruit, vegetables and farm animals you would change. Explain how you would change them and why.

学生活动:学生思考并讨论上述问题,然后向全班同学汇报。

设计意图:帮助学生进行课堂反思,自己学到了些什么知识;

Step Ⅵ Conclusionand Homwork(1 minutes)总结和布置作业 (1分钟)

Make a brief summary about the text and assign the homework.

T: Today, we’ve read the passage about modern Chinese agriculture. We are sure we’ll have healthier and mo delicious food in the near future with the new technology. After class, please read the text once agaim and find the sentences you appreciate most.

十一.学生学习活动评价设计

评价方式采用:自评、他评、师评。每个主题活动结束后,学生填写一张评价表,学期做阶段性评价,并把评价结果记入“我的成长足迹”。

十二.Reflection after teaching (教学反思)

本节课在多媒体的辅助下,一方面以直观的图片激发学生学习的兴趣,另一方面以课件形式展示,节约了书写的时间,一节课的时间虽紧凑但却能借助于多媒体安排更多的内容,能更加顺利地完成不同的任务设置。

篇2: 高中英语教学设计

Reading --Secrets and lies & A friendship in trouble

教材分析:

“Secrets and lies   A friendship in trouble”围绕本单元的主题“Getting along with others”,以书信的形式,向杂志的专栏作家反映了交友过程中遇到的烦恼------与好朋友争吵,闹矛盾。该文章以一个平常的视角,列举了朋友相处过程中遇到的问题,同时,让同学们领悟书信的.字里行间传达的感情。

文章以第一人称讲述,语言浅显流畅,多用短句,学生读起来会有身临其境之感。而且文中很多语言都透露出英语语言的美感,欣赏性很强。

学情分析:

英语学习的面应该扩展到英语国家的历史、文化、人文、地理等各个方面。教师任教的班级为理化班和物生班,班级中男生偏多,上课很有热情。两封书信的内容很容易在学生中产生共鸣。教师更关注激发学生探讨解决问题的具体可行的途径。

教学思路:

1. 老师通过安排阅读任务、解决阅读障碍的任务、以及读后交流心得体会的任务,让学生在小组合作过程中提高阅读理解能力、猜词能力和语言运用能力。

2. 引导学生进行自主性学习,善于发现问题,并且寻找解决问题的思路和方法。

3. 通过引导、启发式教学,对学生进行文化知识的渗透。

4. 电脑辅助教学以增加课堂容量。

Teaching Plan

Title: Module 5 Unit1 Reading

Teaching objectives

A. Knowledge objectives

1. Students will increase their key words and expressions

betray, pretend, admit, swear, forgive, focus, manner, guilty, dislike, argue, senstitive, blame sb for doing sth., make cruel remarks on, apologize to sb. for doing sth.

2. Students will learn to analyse the difficult sentences

I must have sounded very proud of myself after the quis, saying how easy it was and how I was sure to get a good grade.

He could not keep pace with the game, and a result of his careless playing we lost.

He got annoyed, saying it wasn’t his fault if he couldn’t play as well as me, and that I shouldn’t talk to him in this manner.

Football is very important to me, but so is our friendship.

3. Students will increase their reading strategy: reading to understand feelings.

B. Ability objectives

1. Students will comprehend a letter written to an advice columnist (presented in the video).

2. In the above video, students will identify what is the secret and what is the lie respectively.

3. Students will comprehend and produce necessary voccabulary for friendship.

C. Moral objectives

1. Students will discuss how to solve the problems arising in making friends.

2. Each student will write a letter to help Sarah or Andrew to solve their problems after class.

Teaching methods

1. Translation Method

2. CALL(Computer一Assisted Language Learning)

Teaching aids

Computer

Teaching procedures

StepⅠLead-in (3 mins)

Q1: What can cause a friendship to break up?

The The reasons leading to a broken friendship are as follows:

Not trusting each other

Misunderstanding

Lacking communication

There being conflicts in interest

Not caring each other enough

……

Q2: Who can we turn to for help when we have problems with our friends?

Parents, techers, …. magazine advice columnists.

StepⅡFast reading (3 mins)

What are the secret and lie respectively (分别地) in the author’s(Sarah’s) opinion?

Secret: Sarah got a D in a surprise Maths test.

Lie: Hannah didn’t admit having given away the secret.

Step Ⅲ Careful reading (10 mins)

Questions:

1. Why do you think Sarah and Hannah could be good friends before ?

They were like each other and had much in common.(We are both very academic and like to study;we are both very hard-working and always get good grades at school.)

2. Why did Sarah tell Hannah that they weren’t going to be friends any more?

Because she thought Hannah had told everyone how badly she had done in the Maths quiz.

3. What might have caused their friendship to break?

Sarah didn’t trust her friend.

Hannah may have betrayed her friend.

Sarah and Hannah lacked communication.

Step Ⅳ Reading strategy: understanding feelings (5 mins)

A letter to a magazine advice columnist usually includes:

1) Descriptions of problems

2) Descriptions of feelings

While reading such a letter, it’s important to identify the writer’s feelings towards a

certain problem and then think about what advice to give him/her.

Let’s take Sarah’s letter for example:

How Sarah felt: Why

betrayed She thought her best friend Hannah

didn’t keep her secret.

ashamed She scored the lowest mark in her class.

upset She found a piece of paper on her

desk that said “stupid Sarah got a D”.

angry She thought Sarah didn’t keep her word.

A friendship in trouble (10 mins)

Read the second letter carefully and answer the following questions.

1. Why did Andrew shout at Mathew after the match?

2. What did Matthew think about losing the match?

3. What kind of boy is Matthew?

4. How is Matthew recently?

How Andrew felt Why he felt so?

They lost the game because of Matthew’s carelessness.

He made some really cruel remarks to Matthew.

His best friend Mtthew has stopped talking to him.

Step Ⅴ Enjoying the beauty of English laguage (8 mins)

T: Since we have finished reading the story, have you found some expressions or sentences that impress you most? Can you give some examples and tell us why?

Ss: I must have sounded very proud of myself after the quis, saying how easy it was and how I was sure to get a good grade.

He could not keep pace with the game, and a result of his careless playing we lost.

He got annoyed, saying it wasn’t his fault if he couldn’t play as well as me, and that I shouldn’t talk to him in this manner.

Football is very important to me, but so is our friendship.

Step Ⅵ Discussion(5mins)

1. Suppose you are the advice columnist, what advice will you give Saran and what to Andrew?

2. Enjoy some beautiful sentences about frienship:

The recipe of friendship :

1 cup of sharing

2 cups of caring

1 cup of forgiveness

and hugs of tenderness

Mix all these together

to make friends forever.

Step Ⅶ Conclusion and homework ( 1 min)

JBZT p.8-10

教后感:

1、对于课文重要语言现象的处理虽然比较详细,但是缺少学生方面的操练和巩固。因此,阅读课中如何处理文章难点也是一个值得深究的方面。

2、学生阅读的时间还是比较少,虽然课堂上有快速阅读和精读的步骤,但是,这些还远远不够,因此要建议学生课后再重读文章,尤其课上讨论的复杂句式及语言优美的句子。

篇3:高中英语教学设计

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…

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

篇4:高中英语教学设计

一、学情分析

当前在中学生中吸烟现象比较常见,课本内容接近学生生活,对学生有教育意义,容易激发学生的学习热情,易于展开讨论。

二、教材分析

本课是高一必修2第二模块里的一篇阅读课(Reading),出自外语教学与研究出版社出版的高中英语学生用书。在第一课Introduction里面初步接触和学习了描写抽烟、吸毒及其危害性的词语,这一课Reading是上文的延续。本课Reading实际上分为两篇文章,第一篇主要讲述了一个吸毒者和他的故事;第二篇主要讲述了使用的危害。

三、设计思路

本堂课采用任务型教学途径,这种途径是以应用为动力,以应用为目的,以应用为核心(为用而学,用中学,学了用)的教学途径。任务型教学是一种以人为本的,能体现语言价值的,先进的、有效的教学途径。学生带着任务学习,在完成任务的过程中逐渐生成的知识,形成的技能。本课将通过任务型教学,努力达到课堂活动目的。

四、教学目标

1、让学生学习另一些介绍抽烟及其危害性的词语。

2、通过阅读包括这些词汇的两篇文章并做寻找文章和所属段落的关系以及回答问题,判断正误等方式,培养联想、理解、前后联系能力和逻辑分析能力。

五、教学重点和难点

1、理解有关吸毒及其危害的知识,找出段落和文章的从属关系。

2、培养阅读时的联想、理解、前后联系的能力和逻辑分析能力。

3、阅读的同时也培养学生运用所学的词汇进行语言交际的能力。

六、教学辅助手段

CAI课件,录音机。

七、教学过程(略)

篇5:高中英语教学设计

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。

3、德育目标:

用含过去分词的句子结构表达思想感情。

四、教学重点:

1、过去分词的用法

2、过去分词的运用

五、教学难点:

1、结合语法知识,以课堂教学为依托,全面训练学生的听、说、读、写能力,加强和提高运用英语的综合能力。

2、过去分词在真实的生活语境中的使用。

六、教学策略:

通过小组讨论、小组竞赛等具体形式,创设有利于高中生自己自我认识、自我反省、自我调节的情境,利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此,本课采用教学方法---任务型教学法。以任务为中心,任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动,使学生的学习活动具有明确的目标。在的各种“任务”中,学生能够不断地获得知识并得出结论。

七、学习策略:

本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段,帮助学生养成自主学习与合作学习的能力,培养创新意识和实践能力,以及具备科学的价值观。

篇6:高中英语教学设计

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。

篇7:高中英语教学设计

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

篇8:高中英语教学设计

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。

篇9:高中英语教学设计

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

篇10:优秀高中英语教学设计

课题

Starter Module1 Unit1 Good morning,Miss Zhou.

课型

Listening and speaking

教学目标

学习称呼语和问候语

教学重点

打招呼用语

教学难点

如何正确运用打招呼用语

教具 多媒体、录音机

课时

1

教学课程

1. Greeting.

2. Warming-up

T: Class,Please stand up. Hello, class.

S: Hello, Ms…

T: Sit down please.

S: Thank you.

3. Drills

(1) 练习打招呼问好。

Hello ,Good morning, Good afternoon

(2) 练习告别语Goodbye。

4. Practise

1)Work in pairs part3

2) Complete the sentences.

5. Conclude

6. Homework

Complete part7 and part 8

1.高中英语优秀教学设计模板

2.高中英语教学设计反思

3.晏子使楚优秀教学设计

4.画风优秀教学设计

5.《猫》优秀教学设计

6.窃读记优秀教学设计

7.《花钟》优秀教学设计

8.中职 优秀教学设计

9.中彩那天优秀教学设计

10.观潮优秀教学设计

篇11:高中英语教学设计反思

高中英语教学设计反思

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 expect 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?

8.Name 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 expressions

great scenery

second largest

go eastward

mountains/lakes/forests/rivers

5,500/from west to east

here in Vancouver

surrounded by

ski/sail

第九步:口头作文(oral practice) 设定一个情境,给出一些关键词汇,让同学们模仿课文来编一段对话或一篇短文。

Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport. While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.

Work in groups. You are required to present either a short passage or a short dialogue.

Helpful words and expressions

great scenery

third largest

go northward

mountains/lakes/forests/rivers

from south to north

here in Shenzhen

along the coast

theme parks

第十步:作业布置。要求学生将第九步中的口头作文写出来,变成书面作文。

Write down the short passage or the short dialogue that you’ve just worked out.

六、教学反思

本节课是新课标《高中英语必修3 Unit 5》,我将本节课设计为竞赛、导入、个人探究、互动交流、协作探究和讨论及口头作文等九个步骤。我充分发挥自制网络课件的优势,使本节课的内容更加充实,容量更多。既贯通了所要学的知识,又拓展了课外知识,使得本节课学生在学习过程中兴趣更加浓厚 , 积极地自主探究,讨论问题热烈,课堂气氛活跃!现将课堂教学反思总结如下:

(一)信息技术与英语学科整合方面

1、信息技术与英语学科内容的整合。网络是信息的海洋、包罗万象的课本 , 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。

2、信息技术与英语学习模式的整合。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。

(二)英语课堂教学方面

本节课英语教学中以问题为线索,采用“任务驱动”方法,让学生自主探究和协作探究为主,培养学生的自主学习能力。故本人在这节课中通过安排学生的个人探索、协作学习、讨论等各种形式来激发学生学习兴趣,主动阅读,有创造性的完成任务。让学生在教师的指导下,通过感知、体验、实践,参与和合作等方式,实现任务的目标,感受成功:在学习过程中进行情感和策略调整,以形成积极的学习态度,促进语言实际运用能力的提高。 采用师生交流方式导入自然亲切,拉近了师生之间的情感距离,营造出宽松的学习气氛,同时让学生了解有关加拿大的相关内容。根据教师提出的一系列问题,学生自主搜索与加拿大相关的信息资料,然后以个人探究和协作学习相结合,并以各种的形式展示交流成果。本人这节课安排探究和讨论过程中的观点汇总等形式鼓励学生借助小组活动的形式来合作,来表达,来思考。能使学生在活动中互相学习、互相帮助,互相鼓励,体验集体荣誉感和成就感,发展合作精神。

(三)存在问题:

1、在口头作文这个环节里,学生们都非常积极踊跃,但由于时间关系,没能让任何一对同学展示他们的对话或短文。这是这堂课的一个缺陷。

2、在第二个教学步骤中,学生们的展示有少少的雷同部分。如果我在上课前仔细审核他们的作品,再适当地调配和整合他们所搜集到的信息,那效果将会更好

1.长城教学设计与反思

2.《秋天》教学设计及反思

3.《将心比心》教学设计与反思

4.灰雀教学设计与反思

5.《中秋与重阳》教学设计与反思

6.窃读记教学设计及反思

7.《自然之道》教学设计及反思

8.《花钟》教学设计与反思

9.灰雀教学设计与反思

10.《自然之道》教学设计以及反思

篇12:高中英语教学设计反思

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。因此,我们就要探究问题究竟在哪里?为什么学生的英语总是提不高呢?应该怎样教呢?下面就是总结出来的教师的困惑:

1.音标:学生不会读,没有能力自己拼读新单词。2、单词:教师在困惑:该分散教还是集中教?3、语法:学生对句子结构的把握很薄弱4、听力:高考听力越来越难,甚至有个别大学四、六级的题目,而学生的听力时间越来越少,所以听力的提高非常缓慢。5、阅读:学生的最大问题是阅读速度太慢,理解能力薄弱。6、口语:由于高考不怎么考口语,口语被很多人忽略了。7、写作:用中文的思维写英语。

那么高中的英语应该怎么教?高一的英语应该教什么?高一一入学的新生,我们就应该告诉他们:中英文之间存在着两种语言文化背景;两种语言民族习惯;两种语言表达规律。所以,由于中文的思维和英文的思维不一样,高一的学生首先要知道知道两种文化的不同,然后从一开始就用英文的正常的思维来学英文,不要总是以中文的思维来学习英文。

反思:本学期开学我们没有做到的东西就是:没有去介绍中英文化的不同,尤其是强调中英文化的不同思维方式和语言特点。所以,在下学期,这一课我认为需要补上。毕竟,“亡羊补牢,为时未晚”。 有了这个基本认知后,高一的学生就要从最基础的东西学起,所以即使到了高中,他们实际上还要补很多学英语一定要掌握的东西:音标,词类,基本的句子结构。再次从基础学起。

1.音标:很多学生,尤其是差生的最大的困难是记不住单词,记不住单词是因为不会读单词,不会读单词是因为不会音标。虽然是高一的学生,但实际上在我们这样中等的学校,中等的学生里面,没有几个人完全掌握了音标,大部分高一学生的音标水平基本上等于零。所以,我认为,高一的学生入学的第一件大事就是学音标,我们确实有花时间去学习音标,但是只是用了两三节课的时间。目标是基本上每人都可以自己独立地把书本上大部分的新单词拼读出来。但同时我们也要知道,音标不是一两节课就可以教会学会的东西,学习音标需要在会读的基础上大量地练习,达到熟练的程度,达到一看到音标就可以不费力地拼读单词的程度。

2、单词:学会音标后下一步就是大量地记单词。记单词是一件很需要下工夫的事,也是一件很辛苦的事,一定要付出努力。但是,怎样才能够让付出的努力有收获呢?我们可以试着用五个步骤” :

1). 音节拼读,准确读词。

2).拼读准确清晰;

3).自然集中注意;

4).注意力快速摆动转移;

5).限制联想”。

3、词类:我认为高一就要让学生学习十大词类,不能等到高三才学习,那时已经太晚了。本人很赞同这个观点。学生在学习单词的时候就要搞清楚单词的词性,然后知道什么词可以放在句子的什么位置,例如,定语的用法和位置,介词的位置,状语的位置等。只有把这些词类的基本用法搞清楚才有可能写出的句子。反思:本学期我们没有时间去讲词类,但也从来没想过在高一就讲词类。所以,我的这个建议还是很有参考价值的。高一下学期可以看看有没有时间去讲词类。

4、句子:有了单词后,学生要学的就是句子结构,也是我们教学中最重要的地方。没有句子,就没有文章,就谈不上学习英语。所以,在高一阶段,学生必须学习五种基本句型,而且必须要过关。在这方面,我给了我们一点建议。我认为,英语的句型简化后实际上只有两种:be句型和do句型。然后就是把句子扩展,把各种句子成分添加到基本句型里面,把各种词类用在句子里面,从而组合成高级的句子。反思:我个人很赞同我的观点,所以我坚持在高一上学期必须要教五种基本句型,也建议备课组长统一要求全级教授五种基本句型,因为没有正确的基本句子,到后面的从句等高级句型学生就很难学下去。所以,这个基础一定要打好。而在本学期中,虽然我们也教了五种基本句型,但我相信还不是很到位,有的学生还是没有掌握好,所以,句子结构这个方面也需要在后面的学习中不断地巩固。

5、语法:我认为,给高中生讲语法,不要把他们当高中生,要用最简单的词汇,不要出现生词。他主张的语法教学法是“道可道,非常道:正反向语法拓展训练——由易到难,由难到易”并且根据学生常犯的错误,我建议“时态分离教学”,“时”为“过去、现在、将来、过去将来”;“态”为“一般、进行、完成、完成进行”。分开教学有利于学生清楚地掌握时态。反思:我的说法里面,令我们恍然大悟的是要用最简单的词汇教学生语法。如果单词的意思又不懂,语法又是新学的,那么学生肯定很费劲。另外一个让我们恍然大悟的是,我提到:我们小时候学语文的时候,都是老师给我们字,我们自己写词语,词组,然后让我们自己造句;但是反思一下我们现在的英语教学,我们从来没有给学生机会自己造句。通常我们都是直接给学生句子,或者是给中文让学生翻译成英文,从来都没有给学生机会造自己的句子。这就有可能降低了学生的学习兴趣和学习的主动性,因为老师给的句子不一定都和他们的生活相关,会令学生觉得这些英语他们都用不上。当然,让学生自己造句会是一个很费时的过程,而且老师无法检查学生的句子对错与否,所以,让学生自己造句是一个很有建设性的做法,但是需要经过一定时间对学生加以训练。6.阅读:阅读能力是学生的弱项,主要原因在于词汇量低,阅读速度慢,还有就是自身的背景知识缺乏等原因导致的阅读理解能力低下。针对初级阶段的学生,我在讲座上给我们介绍了“如何以爬的姿势飞行?通过非机械性重复迅速提高阅读速度”的胡敏的十遍读书法,具体做法是:第一遍;通篇快速浏览,捕捉全文大意。第二遍:总结形容词和名词的搭配。第三遍:总结动词和名词的搭配。第四遍:总结大副词与动词、形容词的搭配。第五遍:查找带介词的短语。第六遍:体会英文语序,注意英汉对比。第七遍:研究句子开端,追求表达变化。第八遍:透析句子之间联系,衔接手段。第九遍:把握过渡手段,领会文章布局。第十遍:汲取语言精华,摘录文章亮点。我个人认为,这种方法只能是在初始阶段可以尝试,因为它很费时。总的来说,要提高学生的阅读能力,还是要靠学生多看多读多练。正如中文里的一句话,“读书百遍,其义自见”。我觉得英文也是这样,所谓见多识广,读多了,不仅在阅读速度上有帮助,在文章的理解上也会有帮助。

以上是我对英语教学内容的设计和反思。我们的教学对象——学生有不同的学习基础,因此首先要将学生进行分层。我尊重学生的意愿,安排学生开展自我评价,并选择相应的层次。同时我在教学过程中,充分了解学生的实际情况,结合各种测试手段,将学生大致分成三个层次。

A、基础较差,学习积极性不高,成绩欠佳;

B、基础一般,学习比较自觉,有一定的上进心,成绩中等;

C、基础扎实,接受能力强,学习自觉,方法正确,成绩优秀。

当然,学生的分层是动态的,学生可以依据学业的变化及时“升层”和“降层”,使自己始终处于最适合发展的层次。

2,备课的分层

我在每次备课时都会认真研究教材,研究教学大纲,查阅相关资料,收集有用信息。根据学生的分层情况,确定不同教学内容的具体目标。在知识点的挖掘上,既要注重培养中

等以上学生的运用能力、应变能力,也要照顾到英语薄弱学生的接受能力。总之,所设定的课堂内容、练习层次、问题难度都要体现分层教学的特点。切忌盲目追高或求全。 3,授课的分层根据备课要求,我的授课主要着眼于B层中等学生,实施中速推进,课后辅导兼顾A、C优差两头,努力为基础较差的学生当堂达标创造条件。具体做法是:对C层学生少讲多练,让他们独立学习,注重培养其综合运用知识的能力,提高其解题的技能技巧;对B层学生,则实行精讲精练,重视双基教学,注重课本上的例题和习题的处理,着重在掌握基础知识和训练基本技能上下功夫;对A层学生则要求低,坡度小,放低起点,浅讲多练,查漏补缺,弄懂基本概念,掌握必要的基础知识和基本技能。课时进度以A、B两层学生的水平为标准,上课以A、B两层的要求为公共内容。课堂提问注重层次性,提问简单的问题或直接从课本上可以直接找到答案的问题我就优先考虑A层学生,并辅以及时的表扬和鼓励,激发他们的学习信心和兴趣。偶尔也给点难题,培养他们勇于尝试的精神。遇到难度较大或语言运用能力较强的问题时,可以让C层学生充分发表自己的见解。这样不同层次的学生都有参与的机会,人人都能体会到成功的喜悦。在课堂活动安排上,机械性的训练,我优先考虑A层同学,并允许其犯一些错误,而对于B、C两层同学则提出较高的要求,在其他同学“知其然”的同时,他们就应该知其“所以然”。一些难度大的练习活动可以把不同层次的学生交叉安排。比如对活表演,可以让不同层次的学生同台表演,可以让A层学生选择台词较少的角色。又如课文的当堂复述,A层学生可以在一定的提示下或在老师的引导下进行,有的甚至可以看书模仿。在知识点的介绍上,可以通过板书或口头提示,让学生们清楚哪些是必须当堂理解的基础知识,哪些是拓宽和延伸,使得听课的学生都能做到心中有数,有的放矢。阅读的训练,A层学生应先要读懂,达到一定的速度,细节题要有一定的准确率。C层学生应重视思维的培养,培养更全面、深刻、逻辑地考虑问题的能力。

4,练习和作业的分层

练习和作业是课堂教学反馈的形式之一。课堂教学效率要提高,教师就要随时掌握学生的学习活动情况,及时帮助学生克服学习过程中的困难。因此,我在授课过程中经常运用练习对学生学习进行监督,发现问题,及时矫正。在完成课堂练习时,有些同学在四五分钟时间内就完成了,而有的同学则需要十多分钟才能完成。鉴于这种情况,在开展课堂练习时,我将练习分为两部分:一部分是基础性的,要求所有同学都要完成;另一部分练习题是拓展性的,让学有余力的同学完成。因此,我在设计练习或布置作业时把练习或作业分为必做题和选做题两部分;并且确定了三个层次:第一层次为基础练习,是全体学生的必做题;第二层次为变形题或简单综合题,以B层学生能达到的水平为限;第三层次为综合题或探索性问题,这类问题综合性很强或是非常灵活。第二、三两层次的题目为选做题,这样可使C层学生有练习的机会,A、B两层学生也有充分发展的余地,都能享受到成功的喜悦,因而提高了全体学生学习英语的积极性。比如在讲解“定语从句”这个语法项目的时候,A层的学生只要求掌握其基本概念,两大分类,关系代词和关系副词的常见用法;B层学生还应了解何时只用that,不用whichwho和何时只用whichwho,不用that;而C层学生除此之外,还应掌握as在such, so, the same后面引导定语从句的用法。这些不同层次有不同难度,对各层次的学生都有针对性和挑战性,既有统一要求又有区别对待,不同层次的学生都能做到“吃饱、吃好”,达到“提优补差”的目的。

5,辅导的分层

学生训练时,要做好课堂巡视,及时反馈信息,加强对A、B层次学生的辅导。对A层次的学生课后尽可能进行面对面的辅导,积极组织C层次的学生开展第二课堂活动,通过开展竞赛知识讲座,开拓学生的视野,丰富学生的数学知识。平时的课堂训练,难度稍低的练习可由C层次的学生帮助A层次的同学,通过生生之间的互动,促进不同层次的学生的共同进步。

课外辅导是课堂教学的有益补充,这种补充不应该是课堂的延时,更不能变相增加题量负担,而是根掘不问层次的学生给予针对性指导。A层学生,要帮助他们找出学习困难的症结,检查他们在知识上的缺陷和漏洞。特别是在新知识的学习上,一定要对他们加强“监控”,确保他们不掉队。要针对不同特点进行学法指导,不断激发并强化学习兴趣,并引导他们逐渐将兴趣转化为稳定的学习动机,以使他们树立自信心,锻炼克服困难的意志。对于C层学生,则主要培养他们的自学能力。在书本知识掌握较好的前提下,指导他们阅读课外书籍,拓展文化背景知识,扩大词汇量,提高阅读和语言的综合运用能力。

6,评价的分层

分层评价也是分层施教过程中的一个重要环节,基本做法类似于分层练习。根据学生的知识水平和学习能力的差异,实施分层考核,测验时试卷设计为必做题和选做题两卷。必做题属检测达标的基本要求,选做题则属较高要求。这种设计方法可使A层学生有更多的成功机会,进而增强其学习英语的积极性和自信心,同时也可使B、C两层学生不易满足,激发其求知欲。

在单元检测及阶段性检测中,教师应根据不同层次学生所掌握内容和英语达标的不同要求拟定等级性试卷。A卷:基础题,难度较小,只考查本单元重点,不考难点,以记忆和模仿性试题为主;B卷:考查本单元的重点和难点,注重知识的系统性和全面性,侧重知识的实际运用能力;C卷:以本单元内容为中心,进行知识拓展,增加有一定难度的理解及综合性测试题,检测学生语言的综合运用能力。进行等级性测试,旨在使不同能力的学生均有展示自己知识和才能的机会。等级制的分组应是流动的,进步明显者应调至上一等级,成绩明显下降者应调低等级,以便教学具有针对性,也使学生有压力感。

篇13:高中英语教学设计反思

经过一个半学期的学习、实践,我对英语教学有了更加深刻的认识同时也发现了自己在备课,授课等方面的不足。以下就是我对这一阶段教学活动的反思、总结。

一、高中英语教学要始终贯彻交际性原则,强化学生主体意识

1. 面向全体学生,满足不同的需求,为学生全面发展和终身发展奠定基础。学生在学习中存在智力、兴趣性格、态度、语言基础能力、学习方式等方面的差异,因此在教学中我根据不同学生个体的差异,对他们提出不同的要求。比如对差生,我尽量用难度适中的问题问他们,尽量让他们回答有把握的问题,当他们回答正确时我总会说“Very good”,如果回答错误我也会说“Thank you all the same. It doesn’t matter.”这样他们会因为得到鼓励而信心大增,加强了参与意识,逐渐消除畏惧心理。而对优生,我则对他们提高要求,如单词小测的错误率不得超过20%,课后要多做提高题,增加阅读量等。

2. 创造宽松、和谐的气氛 。 在教学过程中,注重与学生沟通,让学生消除对英语学习的恐惧感,只有对英语感兴趣,才能保持英语学习的动力并取得好成绩。刻板的学习,不仅会影响英语学习的效果,适得其反让他们厌恶学习英语。因此创造宽松、和谐的学习氛围有利于英语学习。我尽量安排每个单元上一次多媒体,让同学们在图片,视频,音频中慢慢掌握英语,这样的学习气氛学生也乐于接受。同时我也鼓励学生大胆地说英语,并对他们在学习过程中犯的错误采取宽容的态度。这锻炼了学生英语表达能力和胆量,也在无形中发展了学生运用英语交际的能力,培养他们创新灵活运用英语的习惯。

二、 温故知新,克服遗忘

注意在课堂上经常复现旧知识,让学生反复操练,由易而顺利地完成一个个学习目标。具体方法是:学习—复习—再复习。复习时做到系统性、针对性、综合性。用以前学过的词语操练新句型或已学过的句式学习新单词。在上课之前我也会提问学生上节课的知识点,造句,或是读读课文来检查他们的复习后所掌握的知识程度。

四、 注意培养自学能力

“授人以鱼,不如授人以渔”教是为了学生的“学”,是要让学生“会学”。因此,我重视对学生的课外学习的指导,帮助他们养成良好学习习惯和自学能力。

⑴早读课,每天两名学生领着同学们坚持听课文录音,加强听力训练,让学生模仿地地道的英美人语音、语调。

⑵指导学生订出学习英语长期计划和短期安排,每天坚持搞好课前预习。

⑶搞好课外阅读,对一些有自学能力的学生,给一些课外读物来扩展他们的指示视野。 ⑷强调作业的独立完成,培养学生克服困难的意志。帮助学生认识到,做作业实际上是新旧知识的运用过程,一定要养成自觉独立完成作业的习惯。

⑸培养学生认真听课,初步运用英语思维和理解。

⑹从音、形、意几方面培养观察力和记忆力,打好语音基础。

⑺用联想对比,归纳演绎等记单词和语法知识。

三、 狠抓基础,注意容量

一方面突出知识重点,狠抓基础,一方面面向全体学生,注意容量,把握节奏,备课先备人,平时注意了解和分析每个学生的具体实际情况,因材施教,有的防矢,合理安排好45分钟教学内容和进程,课堂上,让每个学生都参与学习活动,学生实践面较广并在同一水平基础上对内容从多视角理解,多角度开展操练运用,即在互相理解的基础上从听、说、读、写不同角度展开,在教学“时态”这个既是重点也是难点时,通过设置不同的情景,在情景中进行教学,学生们不知不觉地学习了知识,突出了时间状态和不同的谓语动词,让学生练习理解运用,并设疑释疑、解惑,让学生积极思考,改变过去以教师为中心,满堂灌的状态,多利用现代化教学手段,走出一支粉笔盒满黑板的例句的教学模式。形象的教学手段和彩色的多媒体教学手段使教学走向希望。

教学是一种需要不停探索的东西,我希望自己今后,在不停的摸索和实践中,自己的水平能更加提高。在困惑是正常的,我们会不断探索,不断学习,不断完善教学方法,争取达到“新课标” 的要求,使自己成为一名合格的教师。

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