- 相關推薦
高中英語復習教學設計（精選9篇）
作為一名老師，通常會被要求編寫教學設計，教學設計是連接基礎理論與實踐的橋梁，對于教學理論與實踐的緊密結(jié)合具有溝通作用。那么寫教學設計需要注意哪些問題呢？下面是小編精心整理的高中英語復習教學設計，歡迎大家分享。
高中英語復習教學設計 1
本節(jié)課的教學對象是三年級學生。這一年齡段的學生仍然具備低年級學生的特點，形象思維占優(yōu)勢，活潑好動，喜歡表現(xiàn)。同時，他們經(jīng)過近一年的英語學習，已經(jīng)具備一定的英語認讀聽說能力;本課時的教學內(nèi)容是對前四課學習內(nèi)容的全面復習，旨在通過本節(jié)課使學生熟練系統(tǒng)的掌握前面的單詞和交際用語，進一步發(fā)展學生對所學話題的語言表達能力。
通過以上分析，本節(jié)課的教學目標設計為：能夠就“地點、時間”這一話題，與同學進行簡單的交流;能夠較熟練地對自己一天的活動進行簡單的描述。
教學目的：
1. 通過復習，學生能熟練掌握本學期所學的單詞。
2. 通過復習與活動，學生能綜合運用本學期所學的日常用語。
教學過程：
Step 1 Free talk
1.本單元教師可采用比較活潑的問候方式，例如：教師唱：“Hello!hello!How are you?Hello!Hello!How
are you?”學生用歌聲回答：“I’m fine, thank you. I’m fine, thank you.”教師唱“Nice
to meet you, Nice to meet you.”學生也以歌聲作答.
2. 師生進行接歌比賽。(此舉旨在活躍氣氛，調(diào)動學生的情緒。為下面的復習活動做好準備。)
Step 2 Guessing game
1. 師生各自在手里拿一樣人物卡片，背在身后。用“Is this…?Is that…?”提問，用 “Yes，she is. /No，he
isn’t.”回答.如果猜對了,一方可再問 “what’s she/he like ?”,并用 “She/he’s
thin/tall….” 來回答。教師要引導學生用這樣的方式互相要對方的東西看,并會用 “Great!”來表達贊嘆.
2. 使用多媒體
1) 看圖猜地點。
出示一幅不完整的拼圖，每猜一次就會拼出一小部分，逐漸顯露出完整的全圖。學生在此過程中用 “Is this the
classroom/playground…?”來猜。一方可接著問：“What can we do in the classroom…?”
另一方可答：“We can study…”(盡量使用后半學期的單詞圖片。)
2)看圖猜時間。
屏幕出現(xiàn)若干圖片，學生根據(jù)各種圖片猜測時間，如果猜對，則展示所猜時間圖;猜錯則怪叫不開窗。教師同時與學生討論“ It’s time
for breakfast/school…. What time is it?”
Step 3 Role play
1. 在上一個情景的基礎上，引導學生同Nancy打招呼，引入 “What time is it? It’s half past
five. Oh! It’s time for games. Let’s play on the
playground.…?(復習六個地點的名稱)，并根據(jù)時間來安排自己的活動，接近生活.”，引導學生看圖并自編對話進行表演，以此系統(tǒng)的復習了前四個單元的教學內(nèi)容。
2. 教師自制錄音帶，學生通過聽對話完成Listen and circle。同時復習Seasons一單元的內(nèi)容。
Step 4.Copy
教材的第四部分是練習單詞的'認讀和書寫，由于前面已經(jīng)做了大量的單詞和句型的認讀，在此重點練習單詞書寫。我根據(jù)學生的年齡特點和心理特點，以及教材的編寫意圖，只要求學生能夠正確抄寫單詞。培養(yǎng)學生正確抄寫單詞的能力。另外，評價是英語課程的重要組成部分，小學英語以形成性評價為主，學生應該是評價的積極參與者。學生的情感發(fā)展對英語學習有著深刻的影響。教師在教學中應注重學生的情感需求，教師一句表揚的話語、一個鼓勵的眼神、一個善意的微笑都表達了對學生的關注，從而增強學生的自信心。在本節(jié)課教學中，采取學生自我評價和教師評價相結(jié)合的形式。鼓勵學生在認為自己表現(xiàn)出色時，為自己選擇喜歡的貼畫，增進學生的自信。這些評價的方法和措施促進了英語教學過程中學生積極情感、態(tài)度的形成，促進了學生的英語學習和自我發(fā)展。
Step 5. Homework
經(jīng)過以上幾個環(huán)節(jié)，本單元復習內(nèi)容基本都涉及到，但并未全部按書上的原有形式出現(xiàn)，所以將課文部分作為家庭作業(yè)完成。
高中英語復習教學設計 2
學論設依計據(jù)
英語教學是一種動態(tài)教學或活動教學，教學過程是交際活動過程。只有從組織教學活動入手，大量地進行語言實踐，使英語課堂交際化，才能有效地培養(yǎng)學生運用英語進行交際的能力。新課標提出：“外國語是學習文化科學知識，獲取世界各方面信息和進行國際交往的重要工具�！焙汀啊l(fā)展聽、說、讀、寫的基本技能，提高初步運用英語進行交際的能力……”，結(jié)合本班學生的實際，對寫作課進行了操作性較強的處理。
教材分析
本課是高三復習階段的一節(jié)寫作課,我在教學中不僅僅強調(diào)寫,對于與寫作緊密聯(lián)系的聽、說、讀、改錯都有兼顧。采用任務型教學法和小組合作探究學習法，從而擴大課堂的語料輸入量及學生的語言輸出量。
學情分析
在高一、高二兩年英語學習的基礎上，高三學生已經(jīng)掌握了一定的寫作技能，形成了初步的寫作策略。但大部分學生的基礎知識仍然較為薄弱，運用英語進行交際活動的能力較差;主動學習的動力不夠，然而他們學習比較認真，好勝心強，渴望在班集體里得到他人的承認，很在乎別人對他們的評價;求知欲旺盛，思維比較活躍。部分學生的基礎較好，能主動配合老師，愿意開口講、動筆能力強。他們有著高中生獨立、愛表現(xiàn)自我的特點。因此，只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。
教學重點
Try to use non-predicate (學會使用非謂語動詞)
Try to use Inverted Sentences (學會使用倒裝結(jié)格)
Try to use different ways (學會使用多樣化的表達方法)
教難學點
1. 如何幫助學生運用寫作策略，促進學生自主寫作。
2. 怎樣以寫作課的教學為依托，全面訓練學生的聽、說、讀、寫能力。
教學目標
(一) 認知目標
1.句型和語言點(見教學重點)。
2.用所學的知識與伙伴進行交流、溝通，學會改錯、寫作。
(二)情感目標
利用多媒體手段營造積極和諧教學氛圍，使學生不自覺地進入情景之中，充分調(diào)動學生的思維活動和情感體驗，引起學生的共鳴。
(三)智力目標
在運用語言的過程中培養(yǎng)學生的觀察力、分析力、想象力和自學能力，幫助學生加強記憶力，提高思維能力和運用英語的綜合能力，激發(fā)創(chuàng)造能力。
教學方法
高中階段是個體探索自我、發(fā)現(xiàn)自我、表現(xiàn)自我、塑造自我、完善自我的重要時期，高中生的認識能力比初中普遍提高，自我意識進一步發(fā)展，獨立意識等均有明顯提高，通過活動課、小組討論等具體形式，特別是創(chuàng)設有利于高中生自己自我認識、自我反省、自我調(diào)節(jié)的情境，利用他們自身較高的自我意識水平對自己的學習進行調(diào)節(jié)、監(jiān)控。因此，本課我主要采用以下兩種教學方法：
1、活動教學法：
2、任務型教學法：
任務型教學法是讓學生在課堂活動中獲得知識。任務完成的過程，就是一個知識轉(zhuǎn)化的過程。
學法滲透
本課我將結(jié)合活動教學法和任務型教學法，在教學中將學生分成四人一組的學習小組。讓學生們在小組中通過合作和探究來完成他們的任務。
合作學習在形式上是學生座位排列由過去的秧田式變成合圍而坐，但其實質(zhì)是學生間建立起積極的相互依存關系，每一個組員不僅自己要主動學習，還有責任幫助其他同學學習，以全組每一個同學都學好為目標。教師根據(jù)小組的總體表現(xiàn)進行小組獎勵，學生是同自己過去比較而獲獎勵。合作學習不僅有利于提高學生的學業(yè)成績，而且能滿足學生心理需要，提高學生自尊，促進學生情感發(fā)展與同學間互愛及學生社交能力的提高。通過這種形式的教學，學生可以較好地適應將來在校外可能遇到的各種能力差異，使個別差異在集體教學中發(fā)揮積極作用。
教學手段
1、多媒體輔助：將本課所需要的動畫、錄音、圖片、文字、圖表和音樂制成CAI軟件使抽象的語言變得直觀，為學生運用英語進行交際創(chuàng)設情景
2、非測試性評價：本課我將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生學會自主學習，學會與人合作，培養(yǎng)創(chuàng)新意識以及具備科學的價值觀。
教學過程設計
教學步驟活動內(nèi)容設計意圖
Step1
Warming up (熱身—中英文諺語翻譯)
Teacher speaks English and the students speak Chinese.
e.g. Where there is a will, there is a way.
時間就是金錢。
He who laughs last laugs best.
Time and tide waits for no man.
世上無難事，只怕有心人。
不勞無獲。
Question: What do you learn from the above proverbs?
任務型活動：中英文諺語翻譯，學生小組活動，課前收集珍惜時間的諺語，既鍛煉了學生的動手收集材料的能力，又激發(fā)了參與學習過程的'熱情和競爭意識，在英語課堂上滲透情感教育，珍惜時間，勤奮學習。Using some proverbs about treasuring time to attract Ss’attention.
Step2
Presentation
(導入)
Commands of an excellent composition.
高考英語寫作六檔要求
第六檔(很好)(22~25分)：完全完成了試題規(guī)定的任務，完全達到了預期的寫作目的。
1.覆蓋所有內(nèi)容要點。
2.應用了較多的語法結(jié)構和詞匯。
3.具有較強的書面表達能力，使用較復雜結(jié)構或較高級句子，基本無語法或詞匯錯誤。
4.有效地使用了語句間的連接成分、全文結(jié)構緊湊、篇章布局合理。
緊扣上一環(huán)節(jié)的中英文諺語翻譯，課件展示高考英語寫作六檔要求,引導學生了解高考英語寫作中高分作文的要求。
Step 3
Try to avoid
common
mistakes
Give Ss pieces of paper and then ask them to do some practising.
Correct the following sentences
Everywhere can see this kind of tree.
Mary married with John.
I have no difficult in finding your room.
If I were you, I won’t do that.
Answers:
Everywhere we/you can see this kind of tree.
Mary married John.
I have no difficulty in finding your room.
If I were you, I wouldn’t do that.
小組活動：
四人一組討論單句中的錯誤(也是學生習作中經(jīng)常犯的錯誤)本環(huán)節(jié)難度不高，即便學困生經(jīng)過討論也能完成此任務。成功給人以最大的滿足，產(chǎn)生自豪感，增強學習毅力。
Step 4
Try to use
non-predicate .
At first do some revision about non-predicate .
Then do some exercises.
Rewrite the sentences with non-predicate .
They arrived at the school.
They felt the happy atmosphere.
When they arrived at the school, they felt the happy atmosphere.
Arriving at the school, they felt the happy atmosphere.
I am given another chance. I will succeed.
If I am given another chance, I will succeed.
Given another chance, I will succeed.
He wants to improve his English. He studies hard.
In order to /To improve his English, he studies hard.
本環(huán)節(jié)教師先給學生復習相關的非謂語動詞語法知識然后進行小組活動,同組的學生互相配合，分工合作，交流意見，最終確定正確答案，在句型轉(zhuǎn)換過程中，教師鼓勵學生自己發(fā)現(xiàn)句中的疑難點(包括部分生詞)，并通過小組合作，解決疑難點。
Step 5
Try to use
Inverted sentences.
Do some revision about Inverted sentences mainly NOT and AS
Change the sentences
He didn’t realize his foolishness until he returned home.
Not until he returned home did he realize his foolishness.
Although he was tired, he continued to work.
Tired as he was, he continued to work.
Describe the character and picture by using Inverted Sentence.
Poor as he was, he was happy.
Hard as the environment is , they all study hard.
本環(huán)節(jié)主要復習倒裝句NOT and AS句型，配以圖片，讓學生用相關倒裝句型描述圖片。學生需要用所學的語言討論自己感興趣的話題，表達自己的思想，小組活動，句型轉(zhuǎn)換，相互檢查，核對答案。在課堂中把知識點落實到實處。
Step 6
Try to use
different ways.
他于昨天下午五點到達這里。
He came here at 5:00 p.m. yesterday. (simple)
He did not come here until 5:00 p.m. yesterday. (negative sentence)
Not until/till 5:00 p.m. did he come here yesterday.(inverted sentence)
It was at/ not until 5:00p.m.that he came here yesterday.(emphatic sentence)
It was 5:00 p.m. when he came here yesterday. (attributive clause)
沒有公共汽車，她只好步行回家。
There was no bus. She had to walk home.
There being no bus, she had to walk home.
There was no bus so she had to walk home.
Because there was no bus, she had to walk home.
The reason why she had to walk home was that there was no bus.
他通過了考試，令我們很驚訝。
1.He succeeded /was successful (in) passing the exam , which surprised us greatly. (attributive clause)
2. The fact that he succeeded /was successful (in) passing the exam surprised us greatly. (appositive clause)
3. We felt greatly surprised (that )he succeeded /was successful (in) passing the exam. (object clause)
4.What surprised us greatly was that he succeeded/was successful (in) passing the exam. (subject & predicative clause )
5.It was surprising that he succeeded /was successful (in) passing the exam. (subject clause)
Using different structures to describe the character and picture.
一……就……
1.Lian Zhan and his wife/The Lians were warmly welcomed directly/ the moment/as soon as /when they arrived at the airport.
2.On arriving/On their arrival at the airport , Lian Zhan and his wife were warmly welcomed.
3.No sooner had Lian Zhan and his wife arrived at the airport than they received a warm welcome.
4.Hardly /scarcely had Lian Zhan and his wife arrived at the airport when they received a warm welcome.
任務型活動，本環(huán)節(jié)是教學的難點,運用多樣化的表達方法也就是意味著學生必須掌握多種句型結(jié)構并熟練運用。
Step 7
Tasks
Listening, singing and analysing.
Analyse the words of songs.
1.They say nothing lasts forever.
2.Hiding from the rain and snow, Try to forget it.
3.All I need is someone who makes me wanna sing.
4.Standing on a mountain high, looking at the moon through a clear
blue sky ,I should go and see some friends ,but they
dont really comprehend.
Translate the sentences:
我校是一所三亞市重點中學，位于三亞市東面,占地約50多畝。校園很美,綠樹成蔭。
Our school ,(which is )a key school in Sanya city, lies in the
east of Sanya, covering an area of over 50 mu. It is very
beautiful ,with many trees.
Maybe we can use another way to express!
East of Sanya lies our school, (which is )a key school of Sanya
city , with an area of more than 50 mu. It is beautiful,surrounded
with many trees.小組活動，播放英文歌曲，讓學生欣賞跟唱研究、探討歌詞中與課堂教學相關的句型，這樣人人都有均等參與的機會。充分發(fā)揮了學生的主觀能動性，讓學生動起來，讓他們自動地投身于語言學習的活動中，使他們能在課堂教學活動中真正有一種學習主人的滋味，有一種成功的渴望和感受。把他們的表現(xiàn)欲充分調(diào)動起來，敢于表現(xiàn)自己，激發(fā)學生的學習主動性和積極性，使學生變被動為主動，變淺層次的參與為深層次的參與。把教學活動變成了真正的交際活動，并將課堂活動推向高潮。使學生能鮮明地感受到學習的意義，顯示了學以致用的功效。
Step 8
Assignment
Ask the students to finish the composition after class.
今天,我校舉行建校十周年慶典活動.假如你是我校廣播站的記者,請你根據(jù)下面要點提示寫一篇新聞報道. 要點提示:
校園慶典
情況
1. 進校園，氛圍濃
2. 到處是鮮花，校友交談的情景
學�，F(xiàn)況1.現(xiàn)有200多名老師,近4000學生.
2. 教師工作苦,樂于奉獻。
3. 每年有許多學生被重點大學錄取。
你的感想 努力學習, 明天母校以我為榮。
要求:
1. 五個句子(不包括所給的第一句)。
2. 內(nèi)容適當發(fā)揮, 注意行文連貫。
3. 適當使用所講方法。
4.開頭語已給好。
Today, our school celebrated its tenth birthday…
任務型活動：課外作業(yè)，課堂小組活動延伸到課外，學生仍然可以互相合作完成該寫作任務。該環(huán)節(jié)是本課所有教學環(huán)節(jié)的延續(xù)，通過寫的練習，使學生逐步學會使用課堂中的語言素材，活用固定的表達方法，學生需要用所學的語言討論自己感興趣的話題，表達自己的思想，與同伴交流各自了解的信息，達到了形成和提高寫作能力與技巧的目的。
Blackboard design (板書設計)
Writing
avoid common mistakes
use non-predicate
use Inverted sentences
use different ways
高中英語復習教學設計 3
教學目標
1.引導學生通過上下文理解生詞的含義：
anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out
2.幫助學生掌握文中一些描述事物和情景的生動手法，從而體會作者的思想情感，把握文章的精髓。
3.幫助學生通過兩個故事，對生活在大洋的虎鯨能有更多的了解，同時對虎鯨給予我們?nèi)祟愔覍嵉膸椭a(chǎn)生由衷的感激，從而加強動物保護和環(huán)境保護意識。
教學重難點
1.引導學生通過上下文理解生詞的含義：
anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out
2.幫助學生掌握文中一些描述事物和情景的生動手法，從而體會作者的思想情感，把握文章的精髓。
3幫助學生通過兩個故事，對生活在大洋的虎鯨能有更多的了解，同時對虎鯨給予我們?nèi)祟愔覍嵉膸椭a(chǎn)生由衷的感激，從而加強動物保護和環(huán)境保護意識。
教學過程
Step1 Lead –in &Warming-up(5mins)
問題導入——教師呈現(xiàn)問題和圖片
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.
意圖說明：在讀前這個環(huán)節(jié)，通過幾個問題，激發(fā)學生原有的'對海洋生物的知識儲備，再展示一些相關的圖片，認識一些常見海底動物的英文名稱。最后出現(xiàn)虎鯨的形象，以拋出問題What’sthis? How much do you know about them?來引出今天閱讀的主角——虎鯨。先播放一段視頻——“虎鯨捕獵”的場面。
Step2 Pre-reading (Predicting)(2mins)
T: Now please look at the title“Is Old Tom an old man?” Right, it’s notan old man. It’s the name of a killer whale. Here are two pictures of thekiller whale. Can you guess what happened to him?
意圖說明：標題導讀是指導英語閱讀的重要方法。通過解讀題目，觀察文中的插圖，讓學生預測故事的內(nèi)容，這樣更能激起他們的閱讀興趣。
Step3 While-reading (28mins)
Task 1 Fast-reading(3mins)
What’s the main idea of the passage? Read the passage quickly and completethe following sentences.
The text consists of two ________written by Clancy.They are mainly about how Old Tom helped the whalers ________a whale and savedJames from the _______.
Explain new words:
anecdote: short, usuallyamusing story about a real person or event
意圖說明：采用完成句子的形式來給出文章的大意，這樣很大程度上降低了難度，可以讓更多的學生能夠完成，從而產(chǎn)生成就感。
Task 2 Careful-reading(3mins)
Read the first story again and finish the chart.
Fill in the blanks.
意圖說明：訓練學生尋找細節(jié)信息的閱讀技能，同時突出本課的生詞和短語。要求學生不看書來完成，這樣更具有挑戰(zhàn)性。
Task 3 Discussing and Speaking(5mins)
Discuss in pairs and answer the following questions.
What’s the relationshipbetween Old Tom and the whalers?
意圖說明：活動2的填表活動只是幫助學生對故事主要情節(jié)有大概的了解，而這個環(huán)節(jié)的提問是為了幫助學生進一步讀懂文章,對文章有更深的理解和思考，培養(yǎng)他們的批判性思維，使他們能夠正確對待動物與人類之間的關系。
Task 4 Read the second story again and finish the chart.(2mins)
Fill in the blanks.
Task 5 Discussing and Speaking(15mins)
Read the second story and answer the following questions:
1. How did Old Tom help James?
2. As far as you know , what other animals everhelp out human beings in history?
意圖說明：這里給學生時間去交流他們所知道的動物救人的奇聞軼事，然后請個別小組來匯報討論結(jié)果，與全班同學來分享故事。如果學生知道的不多，教師可讓他們閱讀以下三個小故事。
(公元前5世紀，古希臘歷史學家希羅多德記載過一件奇事：音樂家阿里昂乘船返回希臘時，水手們意欲謀財害命。阿里昂乞求水手們允諾他演奏生平最后一曲。他奏完樂曲就跳入大海，一頭海豚游過來馱起這位音樂家，將他送到了伯羅奔尼撒半島。
有一個車老板趕著馬車從山上往山下走，這時轅馬的套掉了，老板俯下身想揀起來，沒想到穿在身上的棉大衣被壓在車輪底下，將人帶了下去。在這千鈞一發(fā)之際，轅馬一口將車老板叼起，隨著巨大的慣性向山下跑去，一直跑到安全地帶，車才慢慢停下來，把人輕輕放下，這時馬跑了一身汗�！睉�(zhàn)獸醫(yī)師說，“這個老板心地非常善良，平時與馬很有感情，從來不打馬，這次有難，是馬救了他。
” 1999年《哈爾濱晚報》登載了這樣一條新聞:黑龍江省阿城市有一個聾啞人，有一天坐在火車道上，當火車路過這里時，怎么鳴叫他也聽不見。這時，在路邊吃草的一只山羊見到了，它拼命地跑了過來，用角把這個人推出了道軌，而它來不及躲避，不幸壯烈犧牲。)
3. What conclusion can we come to after weshare these stories?
意圖說明：通過交流幾個動物救人的感人故事，學生會由衷地產(chǎn)生對動物的喜愛和感激之情，會認識到大自然的一切，我們都要感恩，都要愛護，我們與動物要和諧相處，世界才會更美好。
Step4 Languageappreciation(10mins)
意圖說明：接下來這個環(huán)節(jié)是要引導學生學會鑒賞文章中語言的美，這也是本節(jié)課的一個重點部分。學生可根據(jù)自己的真實想法，給出他們認為寫的精彩的句子，以及給他們留下最深印象的場面。
In the first story, which sentences do you thinkbest describe the scene of the whale hunt and the actions of Old Tom? In thesecond story, what scene impresses you most?
在學生各抒己見之后，教師可著重分析以下幾個句子。
We ran down to the shore in time to see an enormousanimal opposite us throwing itself out of the water andthen crashing down again.
我們及時趕到岸邊，看到對面有一個龐大的動物猛力躍出水面，然后又墜落到水里。
throwing itself out of the water形象地表現(xiàn)了鯨躍出水面的動作。throw的用法很靈活，能表達出豐富的含義。如：
I felt discouraged when he threw cold water on myidea.
他給我的想法潑冷水時，我感到很沮喪。
She threw herself into a chair and began to cry.
她倒在椅子上，哭了起來。
The fire threw hundreds of workers out of work.
大火使幾百個工人失業(yè)。
…when we approached him, I saw James being firmly held up in the water by Old Tom.
當我們靠近他的時候，我看到老湯姆在水中正穩(wěn)穩(wěn)地托著詹姆斯。
Step4 Homework
1. Surf the Internet andlearn more about the killer whale and other marine animals.
2. Try to retell the story using your own words.
高中英語復習教學設計 4
一、教學目標設計：
知識與技能：
①掌握快速閱讀的方法，熟悉“發(fā)表看法，提出建議”的口語技能，高中英語教學案例。
�、诔浞掷镁W(wǎng)絡資源，強化學生自主學習的意識，培養(yǎng)學生組織語言、運用語言的能力。
過程與方法：
�、倥囵B(yǎng)學生篩選局部和整體信息的能力和獨立閱讀能力，通過自主學習和協(xié)作學習，獲取信息和處理信息的能力。
�、谂囵B(yǎng)學生質(zhì)疑意識，分析問題、解決問題、綜合問題的能力和創(chuàng)造性思維能力。
情感價值觀：通過本節(jié)課的學習，培養(yǎng)學生的人文和信息素養(yǎng)。
二、教材內(nèi)容及重點、難點分析：
教材內(nèi)容：本課教學內(nèi)容是新課標，Canada---The True North 與以往接觸過的介紹國家的文章相比，本課的內(nèi)容沒有整體介紹加拿大的地理概況和風土人情，而是通過一個旅人的眼睛來看加拿大。相比較而言，這樣的課文難度更大。
教學重點：
①對課文內(nèi)容的整體把握。
�、趯W生組織語言、運用語言的能力�！局攸c突破】任務驅(qū)動，層層深入。利用“任務驅(qū)動”方法，使學生利用資源自主探究、解決一系列層層深入的問題。在教學中，教師作為問題的精心設計者和疑難問題的點撥者，培養(yǎng)學生組織語言的能力。
教學難點：
�、賹φn文內(nèi)容中細節(jié)的理解。
�、趯W(wǎng)上各種信息源的比較篩選，及學生易受無關因素的干擾而導致的學習效率問題�！倦y點突破】 設置情境，循序漸進，層層遞進。設置富有情趣的情境，激發(fā)他們的閱讀欲望，積極主動地進行自主探究。循序漸進的設計問題 , 激發(fā)學生的'創(chuàng)造思維，層層深入地引導學生進行自主和協(xié)作學習。
三、教學策略及教法設計：
【教學策略】：
�、俦竟�(jié)課的教學以建構主義學習理論為指導，以學生為中心，以問題為出發(fā)點，使課堂教學過程成為學生自主地進行信息加工、知識意義構建、創(chuàng)新能力發(fā)展的過程。教師在教學過程中則適時介入，引導、啟發(fā)、組織、幫助、促進。
�、谠O計創(chuàng)造性思維問題。所謂創(chuàng)造性思維問題即是指有利于學生創(chuàng)造性思維發(fā)展的問題。創(chuàng)造性思維問題的設計應遵循這樣幾個原則：題型具有開放性、解題富有挑戰(zhàn)性。
【教法】：
①演示法：把制作的課件、動畫等顯示給學生看，便于學生對微觀知識的把握，并從舊知中獲得啟迪，從而解決問題。
�、谠u價閱讀法：將學生通過對材料的收集、整理和內(nèi)化而形成的學習成果，在全班學生中展示，使學生獲得成功的喜悅，從而激發(fā)學生的后續(xù)學習熱情。
�、廴蝿镇�(qū)動教學法：將所要學習的新知識隱含在一個或幾個問題之中，學生通過對所提的任務進行分析、討論，并在老師的指導、幫助下找出解決問題的方法，最后通過任務的完成而實現(xiàn)對所學知識的意義建構。
四、教學過程設計：
第一步：熱身活動：猜單詞。在這個步驟中，我給出兩組前一節(jié)課學過的詞，分別讓兩組同學上來猜。所采用的方式類似于《幸運52》：單詞是出現(xiàn)在屏幕上的，其中一個同學背對著屏幕，他是猜者;另一個同學則是解釋者，他要用英語或輔以動作將單詞的意思表現(xiàn)出來。兩組同學之間展開競爭，看誰猜得又快又多。這個活動不僅可以復習上節(jié)課的內(nèi)容，更重要的是活躍了課堂氣氛，令同學們很快融入課堂氛圍。
第二步：讀前活動(一)：自由展示。在上這一課之前，我給學生布置的預習任務是介紹你最想去的地方。Which country or place would you like to visit most? Why?學生們自由組成小組，上網(wǎng)查找相關資料，然后對所搜集的信息進行整理，最后形成自己的powerpoint展示文件。在課堂上，由本小組的發(fā)言代表上來進行展示和介紹。這一環(huán)節(jié)是這節(jié)課的重頭戲。
第三步：讀前活動(二)：自由交談。給學生提出這樣一個問題：如果你有機會去加拿大，你最想看什么?If you have a chance to visit Canada, what would you expect to see there? 先要求他們在小組內(nèi)討論，然后再在全班同學面前發(fā)言.
第四步：讀前活動(三)：小組討論。經(jīng)過了前面的大量的有關加拿大的信息的沖擊，你愿意用哪三個詞語來描述加拿大?What three words would you use to describe Canada? Why? 請小組代表發(fā)言。
第五步：加拿大概況綜述。這一步驟是對上幾個步驟的總結(jié)，同時也是教師整合并優(yōu)化了有關加拿大的各種信息所進行的展示。目的是進一步加深同學們對加拿大的了解，對他們所獲取的知識進行 梳理，也為下一個步驟展開鋪墊。
第六步：掠讀課文。(first reading)在這個步驟中，我給出了8個問題，讓同學們帶著這8個問題來閱讀課文。讀完后回答問題。
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：精讀課文。(second reading) 在這個步驟中，我給出了5個跟課文內(nèi)容有關的句子，讓同學們判斷正誤。如果該句是錯的，請給出正確答案。
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：復述課文(retelling) 給出課文中的關鍵詞匯，讓同學們用自己的話來復述課文。
Helpful words and expressions
great scenery second largest go eastward 5,500/from west to east
here in Vancouver surrounded by ski/sail
第九步：口頭作文(oral practice) 設定一個情境，給出一些關鍵詞匯，讓同學們模仿課文來編一段對話或一篇短文。
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 from south to north
along the coast theme parks
第十步：作業(yè)布置。要求學生將第九步中的口頭作文寫出來，變成書面作文。
Write down the short passage or the short dialogue that you’ve just worked out.
五、教學反思
本節(jié)課是新課標，我將本節(jié)課設計為競賽、導入、個人探究、互動交流、協(xié)作探究和討論及口頭作文等九個步驟。我充分發(fā)揮自制網(wǎng)絡課件的優(yōu)勢，使本節(jié)課的內(nèi)容更加充實，容量更多。既貫通了所要學的知識，又拓展了課外知識，使得本節(jié)課學生在學習過程中興趣更加濃厚 , 積極地自主探究，討論問題熱烈，課堂氣氛活躍!
高中英語復習教學設計 5
一、 課程類型：
高三復習課
二、 教學目標：
一) 認知目標
1.句型和語言點(見教學重點)。
2.用所學的知識與伙伴進行交流、溝通，學會改錯、寫作。
二)情感目標
利用多媒體手段營造積極和諧教學氛圍，使學生不自覺地進入情景之中，充分調(diào)動學生的思維活動和情感體驗，引起學生的共鳴。
三)智力目標
在運用語言的過程中培養(yǎng)學生的觀察力、分析力、想象力和自學能力，幫 助學生加強記憶力，提高思維能力和運用英語的綜合能力，激發(fā)創(chuàng)造能力。
三、 教材分析：
這是高三復習階段的一節(jié)寫作課。這節(jié)書面表達課就從審題謀篇等方面入手來完成教學目的，側(cè)重于引導學生在把握書面表達的寫作前準備即謀篇審題能力，使學生在動手寫作前迅速構思按照規(guī)范的模式來完成謀篇審題：在教學中不僅僅強調(diào)寫,對于與寫作緊密聯(lián)系的聽、說、讀、改錯都有兼顧。采用任務型教學法和小組合作探究學習法，從而激發(fā)學生的學習興趣，同時也能擴大課堂的語料輸入量及學生的語言輸出量。
四、 教學重點：
1. 學會審題和謀篇
2. 掌握多樣化的表達方式
3. 熟練各段中的固定寫作套路
五、 教學難點：
1. 如何幫助學生運用寫作策略，促進學生自主寫作。
2. 使學生了解謀篇的重要性，培養(yǎng)謀篇的.能力和習慣。
六、 教學方法：
1、活動教學法：
2、任務型教學法：
七、 教學設計：
Step 1. Warming up
Come up with some proverbs for the students to put them into Chinese.
Recitation is of the first importance in any language learning!
Practice makes perfect! …
What do you learn from the above proverbs?
Step 2. Presentation
Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.
Step 3. Exhibition
Show on the whiteboard a writing.
暑假即將來臨。你班同學討論了假期計劃，提出了不同看法，請根據(jù)提示寫一篇有關討論的英語短文，并談談你的看法。
注意：1、詞數(shù)100左右;
2、短文必須包括表中所列要點，可根據(jù)內(nèi)容分段表述;
3、可適當增加細節(jié)，以使行文連貫;
4、參考詞匯：眼界—horizon(或view)。
Step 4. Analysis
Analyze the key points and ask the students questions about them.
[寫作要點]
1、確定人稱，根據(jù)本題要求，它應是一篇說明文，故用they比較妥當，而不能用I和you，這樣文章才更清晰。
2、確定時態(tài)，文章以一般現(xiàn)在時為主，但還可以適當?shù)厥褂靡话銓頃r，這樣文章會富于變化，使文章更有色彩。
3、確定要點，注意不能直接把提供的漢語提示進行逐條翻譯，要把兩種對比觀點歸納整理，形成邏輯關系，最好用兩段分別闡述觀點，這樣文章會更有條理性。
Step 5. Group discussion
Show on the whiteboard an excellent writing and sort out the useful fixed patterns after group discussion.
Step 6. Further practice
人們對于學生網(wǎng)上交友持不同意見。請你用英語寫一篇關于學生網(wǎng)上交友的短文，介紹人們的不同觀點，并表達自己的看法。
贊成的理由
1、廣交朋友
2、可自由表達思想
3、利于外語學習
反對的理由.
1、浪費時間
2、影響學習
3、可能上當受騙
你的看法
高中英語復習教學設計 6
一、教材分析：
本課是結(jié)合人教版高中英語教材選修5中有關過去分詞的語法內(nèi)容，進行過去分詞的學習，教學中將語法知識的傳授和語言基本技能的學習結(jié)合到一起，注重復習語法與語言的運用。采用任務型教學法和小組合作探究學習法，從而擴大課堂的語言輸入量及學生的語言輸出量。
二、學情分析：
在高一英語學習基礎上，學生已經(jīng)掌握基本的語言結(jié)構和一定程度的聽說讀寫能力。在復習的過程中，結(jié)合學生原有的知識掌握水平，鞏固基礎強化正確使用語法知識，提高學生運用語言的深度和難度.但大部分學生的基礎知識仍然較為薄弱，運用英語進行交際活動的能力較差，主動學習的動力不夠，然而他們學習比較認真，渴求知欲旺盛，思維比較活躍。部分學生的基礎較好，能主動配合老師。只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。
三、教學目標:
1.知識目標:
引導學生掌握過去分詞在真實的生活語境中的使用。培養(yǎng)學生通讀，分析，理解，綜合的能力，教會學生體察語境，結(jié)合上下文，符和邏輯推理和合理的想象，結(jié)合語法和題干中的語境解決問題。在運用語言過程中培養(yǎng)學生的觀察力、分析力、想象力和自學能力，提高思維能力和運用英語的綜合能力。
2.能力目標：
利用多媒體手段營造積極和諧教學氛圍，使學生進入情景之中，充分調(diào)動學生的思維活動和情感體驗，規(guī)范學生運用英語知識準確表達的能力，同時，發(fā)展學生綜合語言運用的能力，分析問題和解決問題的能力，培養(yǎng)學生自主學習。
3.德育目標：
用含過去分詞的句子結(jié)構表達思想感情。
四、教學重點:
1、過去分詞的用法。
2、過去分詞的運用
五、教學難點:
1.結(jié)合語法知識，以課堂教學為依托，全面訓練學生的`聽、說、讀、寫能力，加強和提高運用英語的綜合能力。
2. 過去分詞在真實的生活語境中的使用。
六、教學策略:
通過小組討論、小組競賽等具體形式，創(chuàng)設有利于高中生自己自我認識、自我反省、自我調(diào)節(jié)的情境，利用他們自身較高的自我意識水平對自己的學習進行調(diào)節(jié)、監(jiān)控。因此，本課采用教學方法---任務型教學法。以任務為中心，任務的設計焦點是解決某一具體的貼近學生生活的問題。教師要從學生“學”的角度來設計教學活動，使學生的學習活動具有明確的目標。在的各種“任務”中，學生能夠不斷地獲得知識并得出結(jié)論。
七、學習策略:
本課將各種活動設計成小組活動并開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生養(yǎng)成自主學習與合作學習的能力，培養(yǎng)創(chuàng)新意識和實踐能力，以及具備科學的價值觀。
八、教學用具：
多媒體輔助（將本課所需要的圖片、文字等制成PPT課件）
九、 教學過程：
Step 1 Greeting Step 2 Leading-in
1. Get students to enjoy a story read by a student. While listening to the story, they should keep the underlined sentences in mind and then teacher will check up how many sentences the students remember.
It was snowing and very cold outside. A little girl was walking in the street, selling matches. She didn’t wear any shoes because she . She but nobody bought a single one. She was so cold that she sat in a corner . She lit a match and saw a Christmas tree The and she . She lit another one and saw her grandmother. , her grandmother went away with her .The next day, people 2. Brainstorming
What is the Past Participle? In your opinion, what role does the Past Participle play in the sentences?
設計說明：
1. 教師首先展示安徒生的《賣火柴的小女孩》圖片和文本，然后請一位學生有感情的朗讀，教師通過多媒體呈現(xiàn)圖片和學生的朗讀，目的是對學生的視覺和聽覺作一個沖撞，吸引學生的注意力，并激發(fā)起好奇心。
2.利用新穎和形象的圖片導入，讓學生邊聽邊記，最后考查學生記住幾個過去分詞，符合中學生的挑戰(zhàn)心理，激發(fā)它們的學習熱情，從而引出本節(jié)課的話題--過去分詞。再者通過頭腦風暴有利于學生參與教學活動，進行討論和對話活動，激活學生的知識背景。
Step 3 Discovering the useful structures
1.Find out the Past Participle, and tell what role the Past Participle play in the sentences.
(1) 動詞-ed形式作______
…there were lots of matches
…saw a Christmas tree The candles were burning brightly…
(2) 動詞-ed形式作______
...She looked very
…and she seemed
(3) 動詞-ed形式作
…she had her shoes
…she wished all her matches …
…she sat in a corner with her legs …
…people saw the girl …
(4) 過去分詞在句中作
her grandmother went away with her .
設計說明：
通過敘述式和游戲式，引導學生利用過去分詞形式解釋所設置的文本信息，借助小組競賽，實現(xiàn)生生互動、師生互動，將過去分詞形式用作定語、表語、賓語補足語、狀語的各種結(jié)構進行歸納。
2. Brainstorming
Work in pairs to discuss the following questions.
(1) Do you have any puzzles in using The Past Participle?
(2) Do you know the differences between The Past Participle and The Present Participle?
3. Work in pairs to tell what the differences between The Past Participle and The Present Participle.
Read and compare
(1)The gentleman called Chen Kaichi is our intern teacher(實習老師）.
(2)The people sitting behind the classroom are all English teachers.
過去分詞與現(xiàn)在分詞作定語的區(qū)別:過去分詞強調(diào)動作___________, 現(xiàn)在分詞強調(diào)動作___________。
(3) I saw her taken out of the classroom.
(4) I saw her coming into the classroom.
過去分詞與現(xiàn)在分詞作賓補的區(qū)別: 二者與賓語邏輯上都是主謂關系, 但過
去分詞強調(diào)他們之間的___________, 現(xiàn)在分詞強調(diào)他們之間的_____________
(6) Seen from the top of the hill, the city looks more beautiful to us.
(7) Seeing from the top of the hill, we find the city very beautiful.
過去分詞與現(xiàn)在分詞作狀語的區(qū)別：過去分詞主句的主語之間是。 而現(xiàn)在分詞與主語的主語之間是。
設計說明：
1、通過文字所描繪的語境，引導學生在運用中掌握過去分詞，并共同回顧、歸納過去分詞的用法，引導學生自己發(fā)現(xiàn)問題、分析問題、解決問題。
2、通過下列文字所描繪的情境，使學生在形象化、真實化的語境中明白過去分詞和動詞-ing充當定語、賓補、狀語的異同。這項操練活動大大訓練了學生的發(fā)散思維，又鍛煉了思維能力與快速反應能力，還加深了對所學語法現(xiàn)象的理解。
Step 4 Practising
How much do you know about “The Past Participle”? Can you use it correctly? Let’s have a try.
�。―ivide students into four groups and have a competition: each group has two chances to choose the exercise to do .If the answers are correct ,the group will get the points. If the group fail , other groups will have the chance .）
一. 完成句子
2. of show about family is more popular.
二．單選題
1. As is known to us all, traveling is____, but we often feel_____ when we are back from travels.
A. interesting; tiredB. interested; tiring C. interesting; tiring D. interested; tired
2. He found a magazine _____ with the owner’s name_____ on the desk with the back cover _____ off.
A. marking, lying, torn B. marked, lying, torn
C. marked, laid, tearing D. marking, laying, tearing
3.______ the room, the man found the phone______ .
A. Entering; stealingB. Entering; stolen
C. To have entered; being stolenD. Having entered; to be stolen
三．單句改錯
1. Having not seen the film, I can’t tell you what I think of it.
2. The men worked for extra hours got an extra pay.
3. Knowing little English, he had trouble making himself understanding.
4. Do you notice the girl dressing a red coat?
5. Giving more time, we could do it much better.
四．用分詞結(jié)構美化句子
1.發(fā)現(xiàn)學生下午昏昏欲睡的樣子，老師竭盡所能來激發(fā)(arouse)他們的興趣。 arouse their interest.
用分詞結(jié)構
the teacher did everything he could to arouse their interest.
2.這本用簡易英語寫成的書很容易讀懂 用分詞結(jié)構
The book
五．把下面的打亂的詞或詞組連串成句
a group of students , the teacher, the office, followed, by , entered
Moyan , stood there, surrounding , many , reporters
六．短文填詞
country. Now he lives in the countryside. with his wife , he is taking a walk on the path(小路) happy.
七．完型填空
I am Robinson Crusoe. I have been alone on the island for two weeks. I don’t know by, but I couldn’t make . The other day, I was see a small house in the . There was nobody there. I am still alone!
1. A. cuted B. cutC. cutting D. to cut
2. A. pastB. passedC. passing D. to pass
3. A. hearing B. understood C. heard D. understanding
4. A. delighted B. disappointed C. interested D. confused
5. A. breakingB. to break C. broken D. break
設計說明：
1.新課程呼喚英語教學回歸生活，強調(diào)課程從學生的學習興趣和生活經(jīng)驗出發(fā)，因而設計時選擇了學生熟悉事物作為話題，引導學生運用目標語言結(jié)構。
2.任務型活動：通過學生小組活動、小組競賽的形式，激發(fā)參與學習過程的熱情和競爭意識。合作學習活動，學生在活動中運用語言，調(diào)動起學生的認知結(jié)構和主體意識。教師把語法規(guī)則活化為活動，把教學活動活化為交際活動。設分組隨機選題競答游戲活動，激發(fā)學生的參與意識和學生的挑戰(zhàn)意識。
高中英語復習教學設計 7
教學重難點
教學目標(這部分謝3點，按照USE的目標寫)
(1)學習建議信的結(jié)構、語言。
(2)討論學校建筑物設計中行走不便的學生的需求。
(3)給校長寫一封建議信。
(4)繼續(xù)培養(yǎng)對殘疾人的尊重和關愛意識。
教學過程
Step 1Warming-up and lead-in (5 mins)
(1)導入
用本單元的閱讀文Marty’s story來導入，引出殘疾人的話題。
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)揭題
教師通過展示我們學校的圖片以及通過采訪班上一位曾經(jīng)有行走困難的學生，點出學校有些地方可能對行走困難學生帶來不便。然后說明教學目標：閱讀一封建議信，討論學校設施中可以改進的地方，以及寫一封給校長的建議信。
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 to
1. read asuggestion letter
2. discussproblems with the school facilities
3. write a suggestionletter to the headmaster
2 Reading (15 min)
本課是讀寫結(jié)合的綜合語言實踐課，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表達)的模式。沒有優(yōu)質(zhì)的輸入就沒有優(yōu)質(zhì)的輸出，因此通過閱讀建議信來理解建議信的結(jié)構、目的和寫作手法，是本節(jié)課的重要環(huán)節(jié)，是USE種的第一步U(Understanding)。
(1)學習建議信結(jié)構。
建議信是正式信件，學生以前在課堂上沒有接觸過，因此要點出建議信的結(jié)構。
T: This is aletter to an architect. What information can we get in this part?
(receiver’s nameand address.)
What’s this partabout?
(sender’s name /signature)
From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.
It is the mostimportant part in a suggestion letter, which is called the body.
(2)通過閱讀了解主旨大意。
T：The main body can be divided into three parts. Whatare they?
(1, 2-6, 7)
T: Whats thepurpose of the 1st paragraph?
(To give thearchitect the purpose of writing the letter.)
Whats the purposeof the last paragraph?
(To persuade thearchitect to adopt her suggestions.)
(3)通過閱讀學習寫建議信策略
建議信的目的是讓人接受所給的建議，一要讓讀者對你的'建議一目了然，二要讓讀者覺得你的建議有道理，樂于接受你給出的建議。因此，通過閱讀學習寫作策略是非常重要的。
a)數(shù)字和斜體的運用
T: Now, let’s cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?
Why do you thinkthe writer numbered her suggestions and used italics?
(Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)
So when you writea suggestion letter, you should number the suggestions and use italics.
b)具體寫建議時要結(jié)合問題和解決辦法
T: We are going tolearn some more writing strategies of writing suggestions.
How should wewrite suggestions? Let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?
(the lifts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the lifts, this makes them feel they are not as important as othercustomers.)
And what is thesuggested solution?
(It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. )
From this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.
Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.
When you writesuggestions yourselves, don’t forget to write both problems and solutions.
c)運用禮貌用語
T: The thirdwriting strategy is about the the language. Suppose you were the architect,which one of these two statements do you prefer?
(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.
You must thinkabout the needs of disabled customers.
Why? (It soundsmore polite and more acceptable.)
Exactly. When youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.
Now let’s findsome more examples in the text.
(Screen)
It would be handyto have lifts to all parts of the cinema.
It would help tofit sets of earphones to all seats...
So I’d like tosuggest that the seats at the back be placed higher than those at the front …
For disabledcustomers it would be more convenient to place the toilets near…
And if the doorscould be opened outwards, disabled customers would be very happy.
I hope mysuggestions will meet with your approval.
Step 3Discussion(8 min)
小組討論是USE中的第二部S(Sharing)，分享。各學習小組合作學習，討論學校中哪些地方可能對行走困難學生帶來不便，積累寫作素材，為下一步的寫作做準備。
T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:
1. What parts ofour school may cause problems for those with walking difficulty?
2. What are yoursolutions?
Step 4 Writing(15 min)
寫作是USE中的第三部E(Expressing)，表達。經(jīng)過前面的閱讀輸入，學生們已經(jīng)基本掌握了建議信的寫作手法;通過分享，學生們積累了寫作素材;因此，寫作部分由學生完成一封給校長的建議信，指出學校設計中的不足。這也是本堂課的最終目標，實現(xiàn)學生從輸入到輸出的轉(zhuǎn)化。老師在寫作后進行必要的指導，指出學生寫作中的優(yōu)點和不足。
Now that we havediscussed the problems and solutions with some school facilities, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use polite forms.
Step 4 Emotionalattitude and values(2 min)
通過本單元Reading和UsingLanguage部分的學習，學生們有了理解、尊重、關心、幫助殘疾人的意識，因此在本節(jié)課的最后，做一個總結(jié)，也是培養(yǎng)學生情感態(tài)度價值觀的一個環(huán)節(jié)。
In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions or donatingmoney is far from enough. What else should we do?
( Care aboutdetails in their life.
Don’t look down upon them or laugh at them. )
Accept them as one of us,and invite them to join us in avariety of activities.)
高中英語復習教學設計 8
教學目標
1.Get students to learn the useful words and expressions in this unit.
eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to
2.Help students to learn about disabilities and life of the disabled.
能力目標
1.Let students read the passage Martys Story to develop their reading ability.
2.Enable students to know that people with disabilities can also live well.
情感目標
1.By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.
2.Help them understand more about how challenging life can be for the disabled.
3.Develop students sense of cooperative learning.
教學重難點
教學重點
Get students inspired by positive stories of the people with disabilities.
教學難點
1.Develop students reading ability.
2.Help students understand the difficulties the disabled have to overcome.
教學過程
Step 1 Warming up
1.Warming up by discussing
First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.
Do you know any famous people who are disabled?
What difficulties do they have to overcome in daily life?
What have they achieved?
Suggested answers：
Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.
Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.
Helen Keller was deaf and blind，but she was a great writer.
2.Warming up by talking
First，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.
Suggested answers：
Rosalyn is in a wheelchair. She has walking difficulty.
Richard has difficulty with eyesight，so he cant read the questions or write the answers for his college entrance exams.
Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema).
Gao Qiang was born with Downs Syndrome，which is a mental disability. Some Douns Syndrome Downs Sufferers have made a good career as actors.
?Step 2 Pre-reading
Ask students to read the short paragraph in Pre-reading carefully and find out the purpose of the website “Family Village”.
Suggested answers：
1.To give ordinary young people with a disability a chance to share their stories with others.
2.To inspire other disabled people.
3.To get non-disabled people to understand more about how challenging life can be for people with disabilities.
?Step 3 Reading
1.Skimming
Give students 2 minutes;ask them to read the passage fast to fill in the blanks：
Sum up the main idea of each paragraph：
Paragraph 1：A(n)______ to Marty and his muscle disease.
Paragraph 2：How the disease ______.
Paragraph 3：Marty met a lot of ______ at school.
Paragraph 4：How his life has become ______.
Paragraph 5：The ______ of his disease.
Suggested answers：
Paragraph 1：An introduction to Marty and his muscle disease.
Paragraph 2：How the disease developed/started.
Paragraph 3：Marty met a lot of difficulties at school.
Paragraph 4：How his life has bec ome easier.
Paragraph 5：The advantages of his disease.
2.Scanning for detailed information
Ask students to read the passage carefully to locate the detailed information.
(1)First ask students to read paragraph one and complete the chart below.
(2)Next read paragraphs two and three and choose the best answer.
Why did the doctors cut out a piece of muscle from Martys leg?
A.Because they could cure the disease by cutting it out.
B.Because they wanted to use it as a specimen(標本).
C.Because they w ould transplant(移植) the new muscle.
D.Because they wanted to find out the cause of the disease.
Key：D
(3)Read paragraph four and answer the following questions：
①What is Martys ambition?
�、赪hat is Martys achievement?
③What is Martys hobby?
Suggested answers：
�、費artys ambition is to work for a firm that develops computer software when he grows up.
②Marty invented a co mputer football game and a big company decided to buy it from him.
�、跘s well as going to the movies and football matc hes with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.
(4)Ask students to find Martys advice in paragraph five.
Suggested answers：
Dont feel sorry for the disabled.Dont make fun of them.Dont ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.
?Step 4 Consolidation
1.Ask students to read the whole passage and choose the best answers.
(1)Which of the following is false?
A.Although there are a few students who look down upon him，Marty never gets annoyed.
B.Marty leads a meaningful life and does not feel sorry for being disabled.
C.Marty only spends time with his pets and never with his friends.
D.Martys disability has made him more independent.
(2)From the passage we can infer that ______ .
A.Marty asks others to feel sorry for him
B.Marty never loses heart
C.Marty is afraid of being made fun of
D.Marty will not accept any encouragement because he has grown stronger psychologically
Keys：(1)C (2)B
2.Ask students to work together to write a mini biography for Marty according to the text.
3.Discuss in pairs to get the main idea of the passage by filling in the blanks.
Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.
Suggested answers：disabled;sorry;enjoys
Step 5 Discussion
1.Ask students to discuss the following questions in small groups.
(1)How did Martys feeling changed over time?
(2)What kind of person do you think Marty is?Can you use adjective words to describe him?
Suggested answers：
(1)The change of Martys feeling over time：
hopeful→hopeless→stupid→not get annoyed→good/busy
(2)We can see Marty is optimistic/brave/independent/strong-minded.
2.Show a video of “Qianshou Guanyin” t o the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”
?Step 6 Appreciation
Ask students to read two poems for appreciation when facing obstacles in the future.
Facing Obstacles (Two poems by Tom Krause)
The Heart of the Strong
Strong is the heart that knows not the way
of comfort and ease while living each day.
Yet continues to believe from the depths of its soul
that the future is destined to silver and gold.
Strong is the heart whose yearning is waned
by storms in life filled with heartache and pain.
Yet still gives its all—everything that it can
in search of a dream—Gods ultimate plan.
When there is a victor y—when battles are won
when burdens are lifted and bright shines the sun—
when struggling souls gather—where heroes belong—
they find in themselves—the heart of the strong.
Carry On
At times when you feel troubled
when your happiness is gone
look to the heart within you
for the strength to c arry on.
In your heart you will find special virtues
such as faith and hope and love.
These gifts have been sent down to you
from a power up above.
It is faith that keeps the soul searching
for the joy the heart hopes for.
It is lo ve that heals the spirit
making it stronger than before.
And if your heart be broken
if your strength should fade away
the power of these virtues
will still win out the day.
So remember when you are troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
課后習題
Homework
1.Retell Martys Story according to the minibiography.
2.Surf the Internet to learn more about the life ofdisabled people.
高中英語復習教學設計 9
一、教材分析
本單元的中心話題為Modern Agriculture “現(xiàn)代農(nóng)業(yè)”，其中包括“飲食結(jié)構”、“農(nóng)業(yè)生產(chǎn)與環(huán)境氣候”、“土地利用”等話題。本課是第十九單元第二課時閱讀”（Reading）部分，這是一篇科普文章，該文從中國農(nóng)業(yè)的“歷史與現(xiàn)狀”、“傳統(tǒng)農(nóng)業(yè)技術應用及發(fā)展”、“現(xiàn)代農(nóng)業(yè)生產(chǎn)”、“農(nóng)業(yè)生產(chǎn)與生態(tài)的前景展望”等四方面對中國農(nóng)業(yè)生產(chǎn)進行了介紹。本文語言通俗易懂，說明事物層次分明，以激發(fā)學生學習的興趣和熱情，讓他們對于中國的農(nóng)業(yè)發(fā)展有一個全面的了解，并可以對學生進行農(nóng)業(yè)技術的興趣培養(yǎng)。
二、學情分析
高一學生英語基礎薄弱，詞匯量少，語法知識不足，中式英文思維方式嚴重，復雜句子結(jié)構無法理解，進行閱讀相當困難。
三、Teaching Contents 教學內(nèi)容
Unit 19 Modern Agriculture (SEFC Book 1B)
Reading: Modern Agriculture
(全日制普通中學教科書(必修)人教版高一英語(下)第十九單元《現(xiàn)代農(nóng)業(yè)》的閱讀部分)
四、Design of Teaching Objectives 教學目標設計
1.Target language 目標語言
Make the students master the following words,phrases and sentence
patterns.(讓學生掌握下列單詞、短語和句型。)
(1)Important words(重點單詞)：
Protection,technique,irragation, import, production, garden, wisdom, pratical, system, condition, soil
(2)Important phrases(重點詞組)：
Be harmful to, be friendly to, depend on, stand for,a variety of
(3)Important sentence patterns(重點句型)
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能力目標
Improve the students’ reading ability through reading activities.(通
過系列閱讀活動提高學生的閱讀理解能力。)
3.Learning ability goals 學能目標
Enable the students to know the development of modern agriculture in
China.
�。ㄗ寣W生了解中國現(xiàn)代農(nóng)業(yè)的發(fā)展。）
五、Teaching Important Points(教學重點)
1.Learn the words and phrases listed above.
(學習上列單詞和短語。)
2. Enable the students to know the development of modern agriculture
in China.（讓學生了解中國現(xiàn)代農(nóng)業(yè)的發(fā)展。）
六、Teaching Difficult Points(教學難點)
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.
(怎樣幫助學生更好地理解這篇課文)
七、Teaching Methods(教學方法)
1.Task-based method(任務型教學法)
2.Skimming(略讀法)
3.Careful reading (細讀法)
八、Teaching Aids:(教學輔助手段)
1.A blackboard
2. A projector and a computer for multimedia
九、Teaching procedures (教學過程)
Step I Greeting and leading in (4 minutes)(引入，4分鐘)
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.)
設計目的：激發(fā)學生的學習興趣，讓學生主動參與。
Step II Pre-reading (5 minutes)(讀前，5分鐘)
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)
設計意圖：
�。�1）激活學生已有的信息，使學生具備攝入新知識的心理定勢。
（2）激發(fā)學生的學習興趣。
（3）幫助老師引入課文的主題。
Step III. While-reading(17 minutes)(讀中，18分鐘)
1.Skimming (4 minutes) (跳讀，4分鐘)
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 Greenhouse– a solution for the shortage of arable land
Para.5 GM used in Agriculture
Para.6 GM research on tamato
�。⊿how the possible answers on the screen)(將參考答案顯示在屏幕上)
學生活動：學生快速瀏覽課文，了解課文大意。
設計意圖：訓練學生快速閱讀，歸納各段落的中心意思的能力。（Skimming for the main idea）
2.Scanning (10 minutes)(查讀，10分鐘)
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
學生活動:認真閱讀課文完成任務，然后向全班匯報。
設計意圖:訓練學生快速查讀細節(jié)、捕捉信息的能力。
Step Ⅳ Language study(5 minutes)(語言學習 5分鐘)
There are some useful words and phrases the studeuts should learn to
Step V Group work (7 minutes)小組討論(7分鐘)
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.
學生活動:學生思考并討論上述問題，然后向全班同學匯報。
設計意圖:幫助學生進行課堂反思，自己學到了些什么知識；
Step Ⅵ Conclusionand Homwork（1 minutes）總結(jié)和布置作業(yè) （1分鐘）
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、學生學習活動評價設計
評價方式采用：自評、他評、師評。每個主題活動結(jié)束后，學生填寫一張評價表，學期做階段性評價，并把評價結(jié)果記入“我的成長足跡”。
十二、Reflection after teaching (教學反思)
本節(jié)課在多媒體的輔助下，一方面以直觀的'圖片激發(fā)學生學習的興趣，另一方面以課件形式展示，節(jié)約了書寫的時間，一節(jié)課的時間雖緊湊但卻能借助于多媒體安排更多的內(nèi)容，能更加順利地完成不同的任務設置。
【高中英語復習教學設計】相關文章：
高中英語人教版教學設計（精選11篇）12-06
高中英語教學設計模板（精選11篇）11-21
復習教學總結(jié)06-06
四年級《乘法》單元復習教學設計06-29
高中英語的教學計劃02-28
高中英語教教學總結(jié)03-16
高中英語期末教學總結(jié)05-29
高中英語教學總結(jié)08-28
一年級《總復習》教學設計（精選11篇）07-01
五年級《整理與復習-長方體》教學設計07-04