高中英语教学设计 (汇总5篇)

高中英语教学设计 (汇总5篇) 由会员“skt_midas”整理投稿精心推荐，小编希望对你的学习工作能带来参考借鉴作用。

【目录】篇1：高中英语教学设计篇2：高中英语教学设计篇3：高中英语教学设计篇4：高中英语教学设计篇5：高中英语教学设计【正文】

篇1：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…[由www.网友投稿]

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 geogra ……此处隐藏1188个字……ith 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5：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

【小编简评】

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