第一篇：高中英語(yǔ)教學(xué)設(shè)計(jì)(全英語(yǔ))

課 題：unit4 Earthquakes A NIGHT THE EARTH DIDN’T SLEEP(READING)(NEW SENIOR ENGLISH FOR CHINA STUDENT’S BOOK 1)高中英語(yǔ)教學(xué)設(shè)計(jì)

設(shè)計(jì)教師：張強(qiáng)

工作單位：興城2高中

聯(lián)系電話：***

Unit4 Earthquake-reading

[Teaching design] 1.Teaching goals（教學(xué)目標(biāo)）: Knowledge aims（知識(shí)目標(biāo)）: To get the students to understand the text and complete the task given and to use the knowledge they have learned to communicate with classmates freely.Ability aims（能力目標(biāo)）: 1).To develop students’ ability of observation, analysis and imagination in the process of learning this passage.2).To help students to strengthen their memory and to improve their ability of thinking and comprehension.3).To stimulate students’ creativity.Emotional aims（情感目標(biāo)）: 1).To get the students know damages earthquakes bring about and the ways to reduce losses of earthquakes.2).To get the students to know how to protect oneself and help others in earthquakes.3).To get the students to be aware of terrible disasters, meanwhile get them to face it in a proper way, and never get discouraged.2.Teaching important points（教學(xué)重點(diǎn)）:

1).To get the students to know basic knowledge about natural disasters.2).To get the students to learn about TangShan Earthquake 3).To get the students to learn different reading skills.3.Teaching difficult points（教學(xué)難點(diǎn)）:

To develop the students’ reading ability.4.Design thinking（教學(xué)反思）：

The reading passage A NIGHT THE EARTH DIDN’T SLEEP is the high light of the whole unit.It lays emphasis on reading and understanding.In order to stimulate students’ learning enthusiasm, I use some flashes,pictures and words to lead them in: ①first I used PPT to show students a cartoon figure called “Mr.Nature” and show some pictures of disasters to let students recognize them, thus can develop students’ interest in learning by adding a human element to the natural world.②Ask students whether they have experienced an earthquake to improve their understanding of the causes of earthquakes.③ let the students discuss the warning signs before an earthquake and enable them to realize these strange signs in order to get ready to avoid unnecessary losses.Finally let the students look at the title A NIGHT THE EARTH DIDN’T SLEEP and understand the meaning of it.In the part of fast-reading, I list some new words in this unit and paraphrase them in English to improve the thinking ability of the students.Then skim the passage and answer a few questions which are not very difficult to them to arouse their interest in learning.While reading intensively, I make the students listen to the tape in the process of reading so as to achieve the unity of listening and reading.Intensive reading is divided into three parts: true or false,fill in the forms and retell the passage.True or false examines students’ understanding of the article.Fill in the forms is a supplement to the right and wrong.Retell the passage requests the students to combine with what they wrote in the form, thus can improve students’ oral English.Meanwhile, I play the part of the movie of TangShan Earthquake directed by Feng Xiaogang to make the students feel the havoc of the earthquakes and deepen the understanding of the content to arouse students’ interest in the text.The part of post reading was based on the comprehension of the passage.Students can not only improve their ability of communication ,but also gain knowledge of protecting themselves from various kinds of disasters by discussion and interviews.These activities can cultivate the students’ patriotic feelings and draw a satisfactory full stop for this class.5.Teaching methods（教學(xué)方法）: 1).Task-based teaching and learning 2).Cooperative learning 3).Dicussion

6.Teaching procedure（教學(xué)過(guò)程）：

Step 1 Leading-in 導(dǎo)入 Show some pictures to the students.Teacher: First let’s get to know the man, who is called Mr.Nature.He is very emotional.When he is happy, he stays calm and shows us beautiful natural scenery.But when he gets angry, he becomes a troublemaker and causes many natural disasters.Can you name the following natural disasters? Suggested answers: Flood, drought, fire, volcano, typhoon, tornado, rock-mud flow, snows-slide, earthquake Teacher: As we all know, an earthquake is a kind of common disasters.It can cause great damage to people.Have you ever experienced an earthquake?(Students’ answers)

Teacher: Can you describe your feelings at that time?(Students’ answers)

Teacher: Why does an earthquake happen? Suggested answers: Scientists believe that the surface of the earth is covered by a number of moving plates such as the Pacific plate, the Indian plate, the Eurasian plate, and so on.Sometimes two plates move towards and push against each other.Sometimes they stop for years but at other times they jump and an earthquake is felt.An earthquake is the result of the movement of these plates.Teacher: We know China is a country where many earthquakes happen.Why does China have a lot of earthquakes? Suggested answers: Because the Pacific plate is pushing China from the east and the Indian plate is pushing China from the southwest.The power of this movement created the Himalayas and Mount Qomolangma.It now causes earthquakes in China.Take the Wenchuan earthquake for example, the Indian plate moved northwards and put pressure on the Eurasian plate.It led to the rise of the Qinghai-Tibet Plateau.Then the risen Qinghai-Tibet Plateau moved eastwards and put pressure on Sichuan Basin.At last, the Wenchuan earthquake happened.Wenchuan is located on solid rock of the active earthquake belt, which makes the quake spread very far.It was felt in many provinces in China, including Shanxi Province.Teacher: Usually we can see dark clods in the sky before rain.Dark clouds are a sign of rain.Similarly, something unusual often happens before an earthquake.What do you think will happen before an earthquake? Suggested answers: There are bright lights in the sky.Chickens are flying and dogs are barking, and pigs and cows are too nervous to eat.Fish jump out of the pond, and mice ran widely out of the fields.The well has deep cracks in it and the water in it rises and falls.Teacher: If we can read these signs from nature, it’s very useful for us to make good preparations for the coming disaster.Ok.34 years ago, a strong earthquake hit Tangshan city and destroyed everything.Now let’s learn about the terrible earthquake.Turn to page 26.Look at the reading passage—A Night the Earth Didn’t Sleep.What information does the writer try to give us through the title? / What does the title mean? Suggested answers: “The earth didn’t sleep” means the earth was active or the earth shook.“A Night the Earth Didn’t Sleep” is a poetic way of saying that an earthquake happened at night.The title attracts people’s attention.Step 2 Fast reading Read the text quickly and try to finish the following exercises.A.New words or phrases burst: break open because of pressure from inside at an end: finished nation: all the people in the country steam: gas that hot water gives out in ruins: destroyed extreme: very great in degree useless: of no use shocked: surprised very much rescue: save somebody or something from danger shelter: a place that protects you from the weather or danger B.Questions 1.When did the Tangshan earthquake happen? Suggested answers: The earthquake happened at 3:42 am on July 28, 1976.2.How many people were killed or injured in the earthquake? Suggested answers: More than 400, 000 people were killed or injured in the earthquake.3.Was all hope lost? How did the army help the people there after the earthquake? Suggested answers: No, all hope was not lost.The army sent 150,000 soldiers to Tangshan to help the rescue workers.The army organized teams to dig out those who were trapped and to bury the dead.C.Structure of the text 1.Match the paragraphs in the right column with their headings in the left column.There is one extra heading which you do not need.2.Divide the text into 3 parts and find out the time of each part.Step 3 Careful reading

Listen to the tape and do the following tasks.1.True or false ① People in Tangshan were warned of the earthquake and didn’t go to bed that night.(F)

② People in Beijing also felt the earthquake.(T)③ One-third of the nation died or were injured during the earthquake.(F)

④ Two dams fell and a few bridges also fell or were not safe for traveling.(F)⑤ Later that afternoon, another big earthquake which was much stronger than the first one shook Tangshan.(F)⑥ Soon after the quakes, many soldiers were sent to Tangshan to help the rescue workers.(T)⑦ Slowly, the city of Tangshan began to recover from the earthquake.(T)2.Fill in blanks of the form according to the text.Time Events Result Before the Tangshan earthquake 3 days before the earthquake well water: rose and fell well walls: had deep cracks a smelly gas: came out of the cracks Animals’ unusual behaviors chickens and pigs: too nervous to eat mice: ran out of the fields fish: jumped out of their bowls and ponds People of the city thought little of these events and were asleep as usual that night.at about 3 am on July 28, 1976 saw: bright lights in the sky heard: the sound of planes water pipes: cracked and burst During the Tangshan earthquake at 3:42 am on July 28, 1976 Felt: Everything began to shake It was felt in Beijing more than 200km away.One-third of the nation felt it.Saw: a huge crack which was 8 km long and 30m wide Steam burst from holes in the ground.hard hills of rock: became rivers of dirt the large city: lay in ruins in 15 seconds bricks: covered the ground two dams and most of the bridges: fell railway tracks: useless Great damages Everything was destroyed.All the hospitals, 75% of its factories and buildings and 90% of its homes were gone.More than 400,000 people were killed or injured.later that afternoon another earthquake happened some rescue workers and doctors were trapped under the ruins more buildings: fell water, food and electricity: were hard to get After the Tangshan earthquake all hope: was not lost the army: sent 15,000 soldiers to help workers: built shelters for survivors fresh water: was also taken to the city Slowly, the city began to breathe again.3.Retell the text according to the form.Step 4 Post-reading Discussion 1.Is it difficult or easy to predict earthquakes? Can we stop earthquakes? 2.What shall we do or not do if an earthquake happens? Give students some statements and ask them decide which is safe and which is dangerous.Stay in a small room, such as kitchen or bathroom.Stay on the balcony.Jump out of the tall buildings.If you haven’t enough time to escape, you may stand close to the inside wall with something covering on the head.Use the life.If you stay in the open air, keep off the tall building, and go to the fields without trees.Stand close to the windows.Hide under a piece of heavy furniture.3.What will you do if you hear the news that big earthquakes happen in other places? B.Interview Work in pairs.Suppose you are a newspaper reporter, and the other is a survivor from the Tangshan earthquake.Now the newspaper reporter is interviewing the survivor.Please act the interview out.Step 5 Assignment

1.Write a summary of the text.2.If you want to know more about earthquakes, you can search the Internet.7.reconsider after teaching（教學(xué)反思）：

This class is good as a whole.I use a variety of pictures and short films about the earthquakes to let the students have an intuitive knowledge of the earthquakes.While looking at the photos and videos, students had a heated debate related to the earthquakes and this can greatly mobilize the students’ learning enthusiasm.Students learned a lot of common sense about the earthquakes as well as some ability to escape during an earthquake in the atmosphere of pleasant learning.When I dealt with teaching materials, the concept of new curriculum reform is included—— I deleted the second question in Pre-reading and added a question about: how to protect ourselves when faced with an earthquake.Before dealing with the passage, I let the students to think how to write this article themselves if the topic was given to them and this greatly cultivate the students’ divergent thinking.

第二篇：高中英語(yǔ)教學(xué)設(shè)計(jì)

教學(xué)設(shè)計(jì)

Unit 12 Don’t eat in class.復(fù)習(xí)班：閆月厚

教學(xué)目標(biāo)： 1.談?wù)撘?guī)則

2.祈使語(yǔ)氣

3.表示允許

4.能夠用口頭或書面描述規(guī)則

教學(xué)重點(diǎn)和難點(diǎn)：

重點(diǎn)掌握祈使語(yǔ)氣的用法，包括表示允許的Can及其當(dāng)情態(tài)動(dòng)詞用的 have to do；以及各種可以用在表述規(guī)章制度的動(dòng)詞和句型。難點(diǎn)在于情態(tài)動(dòng)詞的用法，以及祈使句與它的應(yīng)答。

教學(xué)設(shè)計(jì)： 學(xué)習(xí)內(nèi)容 學(xué)生活動(dòng) 教師活動(dòng)

1.表示規(guī)則的句型：

*---Don’t run in the hallways.---Sorry, Ms Mendoza.* Don’t watch TV after school.* Don’t go out on school nights.1.思考、談?wù)撘?guī)則。* Don’t talk loudly.* Do your homework after school!* Practice your guitar every day.引導(dǎo)、啟發(fā)、教授需學(xué)內(nèi)容。

2.Can for permission, such as: We can do?.We can’t do?.Can we do??

*---What are the rules?---Well, we can’t arrive late for class.*---Can we listen to music, Alex?---We can’t listen to music in the hallways, but we can listen to it outside.2.聽(tīng)錄音，回答問(wèn)題。

*---Can we eat in the classroom?---No, we can’t.*---Can students wear hats in school?---Yes, they can.放錄音；啟發(fā)、提示問(wèn)題及答語(yǔ)。

3.閱讀→遷移（讀、寫、文化差異）。

閱讀/認(rèn)圖標(biāo)；閱讀信件→根據(jù)其信息找出規(guī)則→寫出規(guī)則。3.引導(dǎo)、提示圖標(biāo)含義；提示文化差異。

4.用口頭或書面形式描述規(guī)則。

4.利用本單元所學(xué)祈使語(yǔ)氣的用法，包括表示允許的Can及其當(dāng)情態(tài)動(dòng)詞用的 have to do，根據(jù)常識(shí)或觀察, 為圖書館、生化實(shí)驗(yàn)室、語(yǔ)音室、機(jī)房、健身房、游泳館等公共場(chǎng)所制定規(guī)章制度或使用規(guī)則。4.檢查學(xué)生討論制定規(guī)章制度或使用規(guī)則情況——句型、短語(yǔ)、動(dòng)詞形式是否正確；指導(dǎo)并落實(shí)學(xué)生寫作情況。教學(xué)過(guò)程設(shè)計(jì)：

Task One:

Talk about school rules to “feel” Imperatives

Goal：Get to know about the structure to express rules

Step 1: Talk about the school rules they know / remember

Step 2: Look at the picture and read the rules in Section A – 1a, telling the difference between yours

Step 3: Add more rules to your school, which you think necessary

Task Two:

Listen and find out what Ss can do and what they cannot

Goal: Try to understand the rules by listening

Step 1: Listen to conversations about the activities and find out what students can do and what they cannot do

Step 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A(2a / b)

Step 3: Listen to conversations about the activities and find out what rules students break

→Section A(1b)

Step 4: Listen to the different rules that different people have to follow→Section B(2a / b)

Task Three:

Learn to read the signs for rules

Goal: Learn about the rules by reading the signs

Step 1: Learn about the rules by reading the pictures→Section B1

Step 2: Learn about the rules by reading the signs→Section B(3 b)

Step 3: Talk about the similarities or the differences about the signs between China and abroad

Task Four:

Write rules for libraries, labs, computer-rooms, and swimming pools etc.Goal: Learn to take care of public things

Step 1:

Read the letter →Section B(3 a)

Find the rules in the letter

Write them down

Step 2:

Talk in pairs about the rules for public places, such as libraries, labs, computer-rooms, swimming pools, etc.Discuss in groups about the rules for these public places

Write down what have been talked about / discussed

教學(xué)點(diǎn)評(píng)與反思：

設(shè)計(jì)思路：

任務(wù)型課程的設(shè)計(jì)要自始至終體現(xiàn)任務(wù)的要求與特點(diǎn)，尤其要確保任務(wù)的設(shè)計(jì)與完成是從簡(jiǎn)單重復(fù)逐步過(guò)渡到真實(shí)或接近真實(shí)。基于這一要求與特點(diǎn)，本課的四個(gè)任務(wù)先以談?wù)撚嘘P(guān)學(xué)校各項(xiàng)規(guī)章制度為話題，初步感受祈使句，以及如何表達(dá)規(guī)則；然后聽(tīng)（通過(guò)聽(tīng)那些能做、哪些不能做的事兒，體會(huì)情態(tài)動(dòng)詞can和can’t的用法）、認(rèn)（通過(guò)認(rèn)圖標(biāo)，說(shuō)出規(guī)則，并把說(shuō)出的規(guī)則寫下來(lái)），最后根據(jù)常識(shí)或觀察, 為圖書館、生化實(shí)驗(yàn)室、語(yǔ)音室、機(jī)房、健身房、游泳館等公共場(chǎng)所制定規(guī)章制度或使用規(guī)則。這樣，通過(guò)完成這一系列任務(wù)，既使學(xué)生學(xué)會(huì)了如何描述規(guī)章制度，又滲透了對(duì)學(xué)生的情感教育：通過(guò)對(duì)公共場(chǎng)所制定規(guī)章制度, 培養(yǎng)學(xué)生遵守公德、愛(ài)護(hù)公物的美德。同時(shí)，學(xué)生還可以學(xué)會(huì)發(fā)散思維，以擴(kuò)展知識(shí)；口頭及書面表達(dá)能力也可隨之提高。

二、課后反思：

不足之處：圖標(biāo)展示得不夠；還可通過(guò)圖標(biāo)滲透中外文化差異。

可取之處：全方位的訓(xùn)練了學(xué)生的聽(tīng)、說(shuō)、讀、寫的能力。

教案點(diǎn)評(píng)：

本設(shè)計(jì)采用任務(wù)型教學(xué)模式，設(shè)置四個(gè)任務(wù)先以談?wù)撚嘘P(guān)學(xué)校各項(xiàng)規(guī)章制度為話題，初步感受祈使句，及如何表達(dá)規(guī)則；然后通過(guò)聽(tīng)，體會(huì)情態(tài)動(dòng)詞can和can’t的用法，通過(guò)認(rèn)圖標(biāo)，說(shuō)出規(guī)則，最后為圖書館、實(shí)驗(yàn)室等公共場(chǎng)所制定規(guī)章制度或使用規(guī)則。通過(guò)完成這一系列任務(wù)，既使學(xué)生學(xué)會(huì)了如何描述規(guī)章制度，又滲透了對(duì)學(xué)生的情感教育。

第三篇：高中英語(yǔ)教學(xué)設(shè)計(jì)

高中英語(yǔ)教學(xué)設(shè)計(jì)

高中英語(yǔ)教學(xué)設(shè)計(jì)1

傳統(tǒng)的教學(xué)模式已經(jīng)被發(fā)揮得淋漓盡致.盡管如此，面對(duì)基礎(chǔ)差的學(xué)生，我們還是無(wú)能為力，效果不明顯。因此，我們就要探究問(wèn)題究竟在哪里？為什么學(xué)生的英語(yǔ)總是提不高呢？應(yīng)該怎樣教呢？下面就是總結(jié)出來(lái)的教師的困惑：

1．音標(biāo)：學(xué)生不會(huì)讀，沒(méi)有能力自己拼讀新單詞。2、單詞：教師在困惑：該分散教還是集中教？3、語(yǔ)法：學(xué)生對(duì)句子結(jié)構(gòu)的把握很薄弱4、聽(tīng)力：高考聽(tīng)力越來(lái)越難，甚至有個(gè)別大學(xué)四、六級(jí)的題目，而學(xué)生的聽(tīng)力時(shí)間越來(lái)越少，所以聽(tīng)力的提高非常緩慢。5、閱讀：學(xué)生的最大問(wèn)題是閱讀速度太慢，理解能力薄弱。6、口語(yǔ)：由于高考不怎么考口語(yǔ)，口語(yǔ)被很多人忽略了。7、寫作：用中文的思維寫英語(yǔ)。

那么高中的英語(yǔ)應(yīng)該怎么教？高一的英語(yǔ)應(yīng)該教什么？高一一入學(xué)的新生，我們就應(yīng)該告訴他們：中英文之間存在著兩種語(yǔ)言文化背景；兩種語(yǔ)言民族習(xí)慣；兩種語(yǔ)言表達(dá)規(guī)律。所以，由于中文的思維和英文的思維不一樣，高一的學(xué)生首先要知道知道兩種文化的不同，然后從一開始就用英文的正常的思維來(lái)學(xué)英文，不要總是以中文的思維來(lái)學(xué)習(xí)英文。

反思：本學(xué)期開學(xué)我們沒(méi)有做到的東西就是：沒(méi)有去介紹中英文化的不同，尤其是強(qiáng)調(diào)中英文化的不同思維方式和語(yǔ)言特點(diǎn)。所以，在下學(xué)期，這一課我認(rèn)為需要補(bǔ)上。畢竟，“亡羊補(bǔ)牢，為時(shí)未晚”。 有了這個(gè)基本認(rèn)知后，高一的學(xué)生就要從最基礎(chǔ)的東西學(xué)起，所以即使到了高中，他們實(shí)際上還要補(bǔ)很多學(xué)英語(yǔ)一定要掌握的東西：音標(biāo)，詞類，基本的句子結(jié)構(gòu)。再次從基礎(chǔ)學(xué)起。

1．音標(biāo)：很多學(xué)生，尤其是差生的最大的困難是記不住單詞，記不住單詞是因?yàn)椴粫?huì)讀單詞，不會(huì)讀單詞是因?yàn)椴粫?huì)音標(biāo)。雖然是高一的學(xué)生，但實(shí)際上在我們這樣中等的學(xué)校，中等的學(xué)生里面，沒(méi)有幾個(gè)人完全掌握了音標(biāo)，大部分高一學(xué)生的音標(biāo)水平基本上等于零。所

以，我認(rèn)為，高一的'學(xué)生入學(xué)的第一件大事就是學(xué)音標(biāo)，我們確實(shí)有花時(shí)間去學(xué)習(xí)音標(biāo)，但是只是用了兩三節(jié)課的時(shí)間。目標(biāo)是基本上每人都可以自己獨(dú)立地把書本上大部分的新單詞拼讀出來(lái)。但同時(shí)我們也要知道，音標(biāo)不是一兩節(jié)課就可以教會(huì)學(xué)會(huì)的東西，學(xué)習(xí)音標(biāo)需要在會(huì)讀的基礎(chǔ)上大量地練習(xí)，達(dá)到熟練的程度，達(dá)到一看到音標(biāo)就可以不費(fèi)力地拼讀單詞的程度。

2、單詞：學(xué)會(huì)音標(biāo)后下一步就是大量地記單詞。記單詞是一件很需要下功夫的事，也是一件很辛苦的事，一定要付出努力。但是，怎樣才能夠讓付出的努力有收獲呢？我們可以試著用五個(gè)步驟” ：

1）. 音節(jié)拼讀，準(zhǔn)確讀詞。

2）.拼讀準(zhǔn)確清晰;

3）.自然集中注意;

4）.注意力快速擺動(dòng)轉(zhuǎn)移;

5）.限制聯(lián)想”。

3、詞類：我認(rèn)為高一就要讓學(xué)生學(xué)習(xí)十大詞類，不能等到高三才學(xué)習(xí)，那時(shí)已經(jīng)太晚了。本人很贊同這個(gè)觀點(diǎn)。學(xué)生在學(xué)習(xí)單詞的時(shí)候就要搞清楚單詞的詞性，然后知道什么詞可以放在句子的什么位置，例如，定語(yǔ)的用法和位置，介詞的位置，狀語(yǔ)的位置等。只有把這些詞類的基本用法搞清楚才有可能寫出的句子。反思：本學(xué)期我們沒(méi)有時(shí)間去講詞類，但也從來(lái)沒(méi)想過(guò)在高一就講詞類。所以，我的這個(gè)建議還是很有參考價(jià)值的。高一下學(xué)期可以看看有沒(méi)有時(shí)間去講詞類。

4、句子：有了單詞后，學(xué)生要學(xué)的就是句子結(jié)構(gòu)，也是我們教學(xué)中最重要的地方。沒(méi)有句子，就沒(méi)有文章，就談不上學(xué)習(xí)英語(yǔ)。所以，在高一階段，學(xué)生必須學(xué)習(xí)五種基本句型，而且必須要過(guò)關(guān)。在這方面，我給了我們一點(diǎn)建議。我認(rèn)為，英語(yǔ)的句型簡(jiǎn)化后實(shí)際上只有兩種：be句型和do句型。然后就是把句子擴(kuò)展，把各種句子成分添加到基本句型里面，把各種詞類用在句子里面，從而組合成高級(jí)的句子。反思：我個(gè)人很贊同我的觀點(diǎn)，所以我堅(jiān)持在高

一上學(xué)期必須要教五種基本句型，也建議備課組長(zhǎng)統(tǒng)一要求全級(jí)教授五種基本句型，因?yàn)闆](méi)有正確的基本句子，到后面的從句等高級(jí)句型學(xué)生就很難學(xué)下去。所以，這個(gè)基礎(chǔ)一定要打好。而在本學(xué)期中，雖然我們也教了五種基本句型，但我相信還不是很到位，有的學(xué)生還是沒(méi)有掌握好，所以，句子結(jié)構(gòu)這個(gè)方面也需要在后面的學(xué)習(xí)中不斷地鞏固。

5、語(yǔ)法：我認(rèn)為，給高中生講語(yǔ)法，不要把他們當(dāng)高中生，要用最簡(jiǎn)單的詞匯，不要出現(xiàn)生詞。他主張的語(yǔ)法教學(xué)法是“道可道，非常道：正反向語(yǔ)法拓展訓(xùn)練——由易到難，由難到易”并且根據(jù)學(xué)生常犯的錯(cuò)誤，我建議“時(shí)態(tài)分離教學(xué)”，“時(shí)”為“過(guò)去、現(xiàn)在、將來(lái)、過(guò)去將來(lái)”；“態(tài)”為“一般、進(jìn)行、完成、完成進(jìn)行”。分開教學(xué)有利于學(xué)生清楚地掌握時(shí)態(tài)。反思：我的說(shuō)法里面，令我們恍然大悟的是要用最簡(jiǎn)單的詞匯教學(xué)生語(yǔ)法。如果單詞的意思又不懂，語(yǔ)法又是新學(xué)的，那么學(xué)生肯定很費(fèi)勁。另外一個(gè)讓我們恍然大悟的是，我提到：我們小時(shí)候?qū)W語(yǔ)文的時(shí)候，都是老師給我們字，我們自己寫詞語(yǔ)，詞組，然后讓我們自己造句；但是反思一下我們現(xiàn)在的英語(yǔ)教學(xué)，我們從來(lái)沒(méi)有給學(xué)生機(jī)會(huì)自己造句。通常我們都是直接給學(xué)生句子，或者是給中文讓學(xué)生翻譯成英文，從來(lái)都沒(méi)有給學(xué)生機(jī)會(huì)造自己的句子。這就有可能降低了學(xué)生的學(xué)習(xí)興趣和學(xué)習(xí)的主動(dòng)性，因?yàn)槔蠋熃o的句子不一定都和他們的生活相關(guān)，會(huì)令學(xué)生覺(jué)得這些英語(yǔ)他們都用不上。當(dāng)然，讓學(xué)生自己造句會(huì)是一個(gè)很費(fèi)時(shí)的過(guò)程，而且老師無(wú)法檢查學(xué)生的句子對(duì)錯(cuò)與否，所以，讓學(xué)生自己造句是一個(gè)很有建設(shè)性的做法，但是需要經(jīng)過(guò)一定時(shí)間對(duì)學(xué)生加以訓(xùn)練。

6.閱讀：閱讀能力是學(xué)生的弱項(xiàng)，主要原因在于詞匯量低，閱讀速度慢，還有就是自身的背景知識(shí)缺乏等原因?qū)е碌拈喿x理解能力低下。針對(duì)初級(jí)階段的學(xué)生，我在講座上給我們介紹了“如何以爬的姿勢(shì)飛行？通過(guò)非機(jī)械性重復(fù)迅速提高閱讀速度”的胡敏的十遍讀書法，具體做法是：第一遍;通篇快速瀏覽，捕捉全文大意。第二遍：總結(jié)形容詞和名詞的搭配。第三遍：總結(jié)動(dòng)詞和名詞的搭配。第四遍：總結(jié)大副詞與動(dòng)詞、形容詞的搭配。第五遍：查找?guī)Ы樵~的短語(yǔ)。第六遍：體會(huì)英文語(yǔ)序，注意英漢對(duì)比。第七遍：研究句子開端，追求表達(dá)變化。第八遍：透析句子之間聯(lián)系，銜接手段。第九遍：把握過(guò)渡手段，

領(lǐng)會(huì)文章布局。第十遍:汲取語(yǔ)言精華，摘錄文章亮點(diǎn)。我個(gè)人認(rèn)為，這種方法只能是在初始階段可以嘗試，因?yàn)樗苜M(fèi)時(shí)。總的來(lái)說(shuō)，要提高學(xué)生的閱讀能力，還是要靠學(xué)生多看多讀多練。正如中文里的一句話，“讀書百遍，其義自見(jiàn)”。我覺(jué)得英文也是這樣，所謂見(jiàn)多識(shí)廣，讀多了，不僅在閱讀速度上有幫助，在文章的理解上也會(huì)有幫助。

以上是我對(duì)英語(yǔ)教學(xué)內(nèi)容的設(shè)計(jì)和反思。我們的教學(xué)對(duì)象——學(xué)生有不同的學(xué)習(xí)基礎(chǔ)，因此首先要將學(xué)生進(jìn)行分層。我尊重學(xué)生的意愿，安排學(xué)生開展自我評(píng)價(jià)，并選擇相應(yīng)的層次。同時(shí)我在教學(xué)過(guò)程中，充分了解學(xué)生的實(shí)際情況，結(jié)合各種測(cè)試手段，將學(xué)生大致分成三個(gè)層次：

A、基礎(chǔ)較差，學(xué)習(xí)積極性不高，成績(jī)欠佳；

B、基礎(chǔ)一般，學(xué)習(xí)比較自覺(jué)，有一定的上進(jìn)心，成績(jī)中等；

C、基礎(chǔ)扎實(shí)，接受能力強(qiáng)，學(xué)習(xí)自覺(jué)，方法正確，成績(jī)優(yōu)秀。

當(dāng)然，學(xué)生的分層是動(dòng)態(tài)的，學(xué)生可以依據(jù)學(xué)業(yè)的變化及時(shí)“升層”和“降層”，使自己始終處于最適合發(fā)展的層次。

1，備課的分層

我在每次備課時(shí)都會(huì)認(rèn)真研究教材，研究教學(xué)大綱，查閱相關(guān)資料，收集有用信息。根據(jù)學(xué)生的分層情況，確定不同教學(xué)內(nèi)容的具體目標(biāo)。在知識(shí)點(diǎn)的挖掘上，既要注重培養(yǎng)中等以上學(xué)生的運(yùn)用能力、應(yīng)變能力，也要照顧到英語(yǔ)薄弱學(xué)生的接受能力?？傊?，所設(shè)定的課堂內(nèi)容、練習(xí)層次、問(wèn)題難度都要體現(xiàn)分層教學(xué)的特點(diǎn)。切忌盲目追高或求全。

2，授課的分層

根據(jù)備課要求，我的授課主要著眼于B層中等學(xué)生，實(shí)施中速推進(jìn)，課后輔導(dǎo)兼顧A、C優(yōu)差兩頭，努力為基礎(chǔ)較差的學(xué)生當(dāng)堂達(dá)標(biāo)創(chuàng)造條件。具體做法是：對(duì)C層學(xué)生少講多練，讓他們獨(dú)立學(xué)習(xí)，注重培養(yǎng)其綜合運(yùn)用知識(shí)的能力，提高其解題的技能技巧；對(duì)B層學(xué)生，則實(shí)行精講精練，重視雙基教學(xué)，注重課本上的例題和習(xí)題的處理，著重在掌握基礎(chǔ)知識(shí)和訓(xùn)練基本技能上下功夫；對(duì)A層學(xué)生則要求低，坡度小，放低起點(diǎn)，淺講多練，查漏補(bǔ)缺，弄懂基本概念，掌握必要的基礎(chǔ)知識(shí)和基本技能。課時(shí)進(jìn)度以A、B兩層學(xué)生的水平為標(biāo)準(zhǔn)，上課以

A、B兩層的要求為公共內(nèi)容。課堂提問(wèn)注重層次性，提問(wèn)簡(jiǎn)單的問(wèn)題或直接從課本上可以直接找到答案的問(wèn)題我就優(yōu)先考慮A層學(xué)生，并輔以及時(shí)的表?yè)P(yáng)和鼓勵(lì)，激發(fā)他們的學(xué)習(xí)信心和興趣。偶爾也給點(diǎn)難題，培養(yǎng)他們勇于嘗試的精神。遇到難度較大或語(yǔ)言運(yùn)用能力較強(qiáng)的問(wèn)題時(shí)，可以讓C層學(xué)生充分發(fā)表自己的見(jiàn)解。這樣不同層次的學(xué)生都有參與的機(jī)會(huì)，人人都能體會(huì)到成功的喜悅。在課堂活動(dòng)安排上，機(jī)械性的訓(xùn)練，我優(yōu)先考慮A層同學(xué)，并允許其犯一些錯(cuò)誤，而對(duì)于B、C兩層同學(xué)則提出較高的要求，在其他同學(xué)“知其然”的同時(shí)，他們就應(yīng)該知其“所以然”。一些難度大的練習(xí)活動(dòng)可以把不同層次的學(xué)生交叉安排。比如對(duì)活表演，可以讓不同層次的學(xué)生同臺(tái)表演，可以讓A層學(xué)生選擇臺(tái)詞較少的角色。又如課文的當(dāng)堂復(fù)述，A層學(xué)生可以在一定的提示下或在老師的引導(dǎo)下進(jìn)行，有的甚至可以看書模仿。在知識(shí)點(diǎn)的介紹上，可以通過(guò)板書或口頭提示，讓學(xué)生們清楚哪些是必須當(dāng)堂理解的基礎(chǔ)知識(shí)，哪些是拓寬和延伸，使得聽(tīng)課的學(xué)生都能做到心中有數(shù)，有的放矢。閱讀的訓(xùn)練，A層學(xué)生應(yīng)先要讀懂，達(dá)到一定的速度，細(xì)節(jié)題要有一定的準(zhǔn)確率。C層學(xué)生應(yīng)重視思維的培養(yǎng)，培養(yǎng)更全面、深刻、邏輯地考慮問(wèn)題的能力。

3，練習(xí)和作業(yè)的分層

練習(xí)和作業(yè)是課堂教學(xué)反饋的形式之一。課堂教學(xué)效率要提高，教師就要隨時(shí)掌握學(xué)生的學(xué)習(xí)活動(dòng)情況，及時(shí)幫助學(xué)生克服學(xué)習(xí)過(guò)程中的困難。因此，我在授課過(guò)程中經(jīng)常運(yùn)用練習(xí)對(duì)學(xué)生學(xué)習(xí)進(jìn)行監(jiān)督，發(fā)現(xiàn)問(wèn)題，及時(shí)矯正。在完成課堂練習(xí)時(shí)，有些同學(xué)在四五分鐘時(shí)間。

高中英語(yǔ)教學(xué)設(shè)計(jì)2

一、課程類型：

高三復(fù)習(xí)課

二、教學(xué)目標(biāo)：

一認(rèn)知目標(biāo)

1、句型和語(yǔ)言點(diǎn)（見(jiàn)教學(xué)重點(diǎn)。

2、用所學(xué)的知識(shí)與伙伴進(jìn)行交流、溝通，學(xué)會(huì)改錯(cuò)、寫作。

二情感目標(biāo)

利用多媒體手段營(yíng)造積極和諧教學(xué)氛圍，使學(xué)生不自覺(jué)地進(jìn)入情景之中，充分調(diào)動(dòng)學(xué)生的思維活動(dòng)和情感體驗(yàn)，引起學(xué)生的共鳴。

三智力目標(biāo)

在運(yùn)用語(yǔ)言的過(guò)程中培養(yǎng)學(xué)生的觀察力、分析力、想象力和自學(xué)能力，幫助學(xué)生加強(qiáng)記憶力，提高思維能力和運(yùn)用英語(yǔ)的綜合能力，激發(fā)創(chuàng)造能力。

三、教材分析：

這是高三復(fù)習(xí)階段的一節(jié)寫作課。這節(jié)書面表達(dá)課就從審題謀篇等方面入手來(lái)完成教學(xué)目的，側(cè)重于引導(dǎo)學(xué)生在把握書面表達(dá)的寫作前準(zhǔn)備即謀篇審題能力，使學(xué)生在動(dòng)手寫作前迅速構(gòu)思按照規(guī)范的模式來(lái)完成謀篇審題：在教學(xué)中不僅僅強(qiáng)調(diào)寫，對(duì)于與寫作緊密聯(lián)系的聽(tīng)、說(shuō)、讀、改錯(cuò)都有兼顧。采用任務(wù)型教學(xué)法和小組合作探究學(xué)習(xí)法，從而激發(fā)學(xué)生的學(xué)習(xí)興趣，同時(shí)也能擴(kuò)大課堂的語(yǔ)料輸入量及學(xué)生的語(yǔ)言輸出量。

四、教學(xué)重點(diǎn)：

1、學(xué)會(huì)審題和謀篇

2、掌握多樣化的表達(dá)方式

3、熟練各段中的固定寫作套路

五、教學(xué)難點(diǎn)：

1、如何幫助學(xué)生運(yùn)用寫作策略，促進(jìn)學(xué)生自主寫作。

2、使學(xué)生了解謀篇的重要性，培養(yǎng)謀篇的`能力和習(xí)慣。

六、教學(xué)方法：

1、活動(dòng)教學(xué)法：

2、任務(wù)型教學(xué)法：

七、教學(xué)設(shè)計(jì)：

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(lái)臨。你班同學(xué)討論了假期計(jì)劃，提出了不同看法，請(qǐng)根據(jù)提示寫一篇有關(guān)討論的英語(yǔ)短文，并談?wù)勀愕目捶ā?/p>

注意：

1、詞數(shù)100左右；

2、短文必須包括表中所列要點(diǎn)，可根據(jù)內(nèi)容分段表述；

3、可適當(dāng)增加細(xì)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(diǎn)]

1、確定人稱，根據(jù)本題要求，它應(yīng)是一篇說(shuō)明文，故用they比較妥當(dāng)，而不能用I和you，這樣文章才更清晰。

2、確定時(shí)態(tài)，文章以一般現(xiàn)在時(shí)為主，但還可以適當(dāng)?shù)厥褂靡话銓?lái)時(shí)，這樣文章會(huì)富于變化，使文章更有色彩。

3、確定要點(diǎn)，注意不能直接把提供的漢語(yǔ)提示進(jìn)行逐條翻譯，要把兩種對(duì)比觀點(diǎn)歸納整理，形成邏輯關(guān)系，最好用兩段分別闡述觀點(diǎn)，這樣文章會(huì)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(duì)于學(xué)生網(wǎng)上交友持不同意見(jiàn)。請(qǐng)你用英語(yǔ)寫一篇關(guān)于學(xué)生網(wǎng)上交友的短文，介紹人們的不同觀點(diǎn)，并表達(dá)自己的看法。

第四篇：高中英語(yǔ)教學(xué)設(shè)計(jì)

3 4 5 篇二：高中英語(yǔ)教學(xué)設(shè)計(jì)與反思

高中英語(yǔ)教學(xué)設(shè)計(jì)與反思 1 2 4 5 篇三：高中英語(yǔ)教學(xué)設(shè)計(jì)案例

高中英語(yǔ)教學(xué)設(shè)計(jì)案例 課 題: unit 19 modern agriculture modern agriculture(reading)(senior english for china student’s book 1b)設(shè)計(jì)教師:熊 瓊

工作單位: 廣西平果縣平果高級(jí)中學(xué)

聯(lián)系電話: *** 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(gòu)”、“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(shí)閱讀”（reading）部分，這是一篇科普文章，該文從中國(guó)農(nóng)業(yè)的“歷史與現(xiàn)狀”、“傳統(tǒng)農(nóng)業(yè)技術(shù)應(yīng)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(duì)中國(guó)農(nóng)業(yè)生產(chǎn)進(jìn)行了介紹。本文語(yǔ)言通俗易懂，說(shuō)明事物層次分明，以激發(fā)學(xué)生學(xué)習(xí)的興趣和熱情，讓他們對(duì)于中國(guó)的農(nóng)業(yè)發(fā)展有一個(gè)全面的了解，并可以對(duì)學(xué)生進(jìn)行農(nóng)業(yè)技術(shù)的興趣培養(yǎng)。

二、學(xué)情分析

高一學(xué)生英語(yǔ)基礎(chǔ)薄弱，詞匯量少，語(yǔ)法知識(shí)不足，中式英文思維方式嚴(yán)重，復(fù)雜句子結(jié)構(gòu)無(wú)法理解，進(jìn)行閱讀相當(dāng)困難。

三.teaching contents 教學(xué)內(nèi)容 unit 19 modern agriculture(sefc book 1b)reading: modern agriculture(全日制普通中學(xué)教科書(必修)人教版高一英語(yǔ)(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(xué)目標(biāo)設(shè)計(jì) 1.target language 目標(biāo)語(yǔ)言 make the students master the following words,phrases and sentence patterns.(讓學(xué)生掌握下列單詞、短語(yǔ)和句型。)(1)important words(重點(diǎn)單詞)： protection,technique,irragation, import, production, garden, wisdom, pratical, system, condition, soil(2)important phrases(重點(diǎn)詞組)： be harmful to, be friendly to, depend on, stand for,a variety of(3)important sentence patterns(重點(diǎn)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(biāo)

improve the students’ reading ability through reading activities.(通

過(guò)系列閱讀活動(dòng)提高學(xué)生的閱讀理解能力。)3.learning ability goals 學(xué)能目標(biāo) enable the students to know the development of modern agriculture in china.（讓學(xué)生了解中國(guó)現(xiàn)代農(nóng)業(yè)的發(fā)展。）

五.teaching important points(教學(xué)重點(diǎn))1.learn the words and phrases listed above.(學(xué)習(xí)上列單詞和短語(yǔ)。)2.enable the students to know the development of modern agriculture in china.（讓學(xué)生了解中國(guó)現(xiàn)代農(nóng)業(yè)的發(fā)展。）

六.teaching difficult points(教學(xué)難點(diǎn))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(xué)生更好地理解這篇課文)七.teaching methods(教學(xué)方法)1.task-based method(任務(wù)型教學(xué)法)2.skimming(略讀法)3.careful reading(細(xì)讀法)八.teaching aids:(教學(xué)輔助手段)1.a blackboard 九.teaching procedures(教學(xué)過(guò)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(shè)計(jì)目的：激發(fā)學(xué)生的學(xué)習(xí)興趣，讓學(xué)生主動(dòng)參與。step ii pre-reading(5 minutes)(讀前，5分鐘)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)設(shè)計(jì)意圖：（1）激活學(xué)生已有的信息，使學(xué)生具備攝入新知識(shí)的心理定勢(shì)。

（2）激發(fā)學(xué)生的學(xué)習(xí)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（show the possible answers on the screen)(將參考答案顯示在屏幕上)學(xué)生活動(dòng)：學(xué)生快速瀏覽課文，了解課文大意。

設(shè)計(jì)意圖：訓(xùn)練學(xué)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(xué)生活動(dòng):認(rèn)真閱讀課文完成任務(wù)，然后向全班匯報(bào)。設(shè)計(jì)意圖:訓(xùn)練學(xué)生快速查讀細(xì)節(jié)、捕捉信息的能力。step ⅳ language study(5 minutes)(語(yǔ)言學(xué)習(xí)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(xué)生活動(dòng):學(xué)生思考并討論上述問(wèn)題，然后向全班同學(xué)匯報(bào)。

設(shè)計(jì)意圖:幫助學(xué)生進(jìn)行課堂反思，自己學(xué)到了些什么知識(shí)； 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(xué)生學(xué)習(xí)活動(dòng)評(píng)價(jià)設(shè)計(jì)

評(píng)價(jià)方式采用：自評(píng)、他評(píng)、師評(píng)。每個(gè)主題活動(dòng)結(jié)束后，學(xué)生填寫一張?jiān)u價(jià)表，學(xué)期做階段性評(píng)價(jià)，并把評(píng)價(jià)結(jié)果記入“我的成長(zhǎng)足跡”。

十二.reflection after teaching(教學(xué)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(xué)生學(xué)習(xí)的興趣，另一方面以課件形式展示，節(jié)約了書寫的時(shí)間，一節(jié)課的時(shí)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(wù)設(shè)置skimming(跳讀)和scanning(查讀)，培養(yǎng)學(xué)生的閱讀技巧，教會(huì)學(xué)生更快更準(zhǔn)的找到問(wèn)題的答案和有效的信息。

在活動(dòng)中主要讓學(xué)生獨(dú)立完成各項(xiàng)任務(wù)，達(dá)到了英語(yǔ)閱讀的訓(xùn)練目的。但是，本堂課也還存在一些不足，需要加以改進(jìn)： 1.由于本堂課任務(wù)多，容量大，導(dǎo)致完成任務(wù)時(shí)間較緊，在pre-reading部分耗時(shí)過(guò)多，任務(wù)間過(guò)渡不夠自然，今后應(yīng)注意教學(xué)步驟間的緊密銜接。2.本節(jié)課注重學(xué)生閱讀技巧的訓(xùn)練，在一定程度上培養(yǎng)了他們的閱讀能力，但課文知識(shí)內(nèi)容拓展不夠。3.多媒體的使用雖然帶來(lái)了諸多方便，但同時(shí)呈現(xiàn)的內(nèi)容過(guò)多，能讓學(xué)生記住的東西卻反而少。

第五篇：高中英語(yǔ)教學(xué)全英案例

高中英語(yǔ)教學(xué)案例 一． 教材分析

本單元以A healthy life為話題，通過(guò)談?wù)撊藗冏铌P(guān)心的健康問(wèn)題，使學(xué)生認(rèn)識(shí)到吸煙、喝酒、吸毒、不良飲食等對(duì)健康的危害，了解吸煙的危害及怎樣戒煙；通過(guò)閱讀一篇有關(guān)艾滋病的宣傳文章了解一些艾滋病的常識(shí)及如何預(yù)防艾滋病；并學(xué)會(huì)如何就健康問(wèn)題給別人提供一些建議；功能句式要求學(xué)生學(xué)會(huì)如何表達(dá)聚會(huì)中的禮儀和禁忌。通過(guò)單元學(xué)習(xí)，要求學(xué)生意識(shí)到健康的重要性，養(yǎng)成良好的生活習(xí)慣，并學(xué)會(huì)幫助別人解決一些健康問(wèn)題。

1.1 Warming Up列舉了一些年輕人所關(guān)心的健康問(wèn)題，由此引出單元話題。要求學(xué)生列舉出更多類似的健康問(wèn)題，然后在小組和班級(jí)范圍內(nèi)進(jìn)行比較，說(shuō)出哪個(gè)問(wèn)題是最重要的，并列舉出5個(gè)有關(guān)這個(gè)問(wèn)題人們應(yīng)該了解的知識(shí)。

1.2 Pre-reading要求學(xué)生討論5個(gè)與吸煙有關(guān)的問(wèn)題，為后面的Reading做鋪墊。

1.3 Reading是一封爺爺寫給James的建議信，信中談到了吸煙為什么會(huì)上癮、吸煙對(duì)健康的危害并附上了一篇如何戒煙的文章來(lái)幫助James戒煙。

1.4 Comprehending要求學(xué)生討論幾個(gè)與Reading內(nèi)容有關(guān)的問(wèn)題，并根據(jù)Reading的內(nèi)容完成表格。另外還要求學(xué)生用自己的語(yǔ)言簡(jiǎn)要概述一下advice on how to stop smoking。

1.5 Learning about Language包括兩部分：Discovering useful words and expressions是兩個(gè)關(guān)于Reading中的一些詞匯的練習(xí)；Discovering useful structures 是關(guān)于it structure的用法介紹和練習(xí)。1.6 Using Language是一篇關(guān)于HIV / AIDS的宣傳材料，介紹了一些有關(guān)艾滋病病毒和艾滋病的基本知識(shí)以及在生活中如何進(jìn)行預(yù)防。要求學(xué)生能判斷一些相關(guān)陳述的正誤。

1.7 Listening是Tina和Sara之間的一段對(duì)話，要求學(xué)生能聽(tīng)出一些關(guān)鍵詞并完成句子。

1.8 Speaking and Writing包括兩部分：第一部分以參加聚會(huì)時(shí)的禮儀為話題，要求學(xué)生列舉出一些禮貌行為和禁忌行為，并能用一些句式進(jìn)行口語(yǔ)表達(dá)；第二部分要求學(xué)生閱讀一封學(xué)生來(lái)信，然后以指導(dǎo)老師的身份寫一封回信，提供一些戒煙的建議。

1.9 SUMMING UP要求學(xué)生能獨(dú)立對(duì)本單元所學(xué)知識(shí)進(jìn)行總結(jié)和回顧。

1.10 LEARNING TIP是一個(gè)教學(xué)建議，介紹了兩種不同類型的問(wèn)題，即closed questions和open-ended questions，以及如何處理這兩種問(wèn)題。二．教學(xué)步驟 Step ⅠLead-in This step is to lead the Ss to the topic of this unit ― A Healthy Life.T: Recently, I read a report — Healthy China, 2005, which is about ten health issues concerning Chinese people the most in the year 2005.According to your understanding, what a healthy life is like? And can you guess what the ten issues are? Work in pairs and have a discussion.After about 3 minutes.T: OK, who would like to present your discussions? S1: Let me try.In our opinion, a healthy life should include two aspects, physical health and mental health.So a person who lacks either is not a healthy person.We think of several issues that may concern people most, they are: food security, medical service problems, AIDS and effects of environmental pollution on health.T: Good points.Other issues concerning people most are: nutrition and health condition, medical emergency treatment, mental illness, false medical ads, medicine security and birth defects.If you are interested in any of these issues, you may search on the Internet for more information.Now turn to page 17, Warming Up.Here is a list of health issues that concern young people the most.Can you think of other issues that are also important? Work with your partners, and try to make the list longer.A sample list: AIDS and infections, parenting, relationships, food and nutrition, family issues, environmental health, domestic violence, air pollution, cancer, anxiety, birth control, dental health, divorce Let the Ss write the list on the blackboard and have a discussion on the health issues listed.T: Now, look at the issues on the blackboard and the issues listed in the textbook on page 17.Which issue do you think is the most important one? Why? Work in groups and have a discussion.After discussion.T: Which group would like to share your opinions with the class? S1: We think that drug taking is particularly important.As we all know, drug taking does great harm to people’s health;it will gradually kill a person if he gets addicted to it.Buying drug costs a lot of money, so many drug takers sell out their fortune to afford the drug they need.And as a result, many families break up in this way.We also know that our government has to spend a lot of money on drug addicts’ treatment.S2: We think parenting is the most important issue, because many issues arise as a result of bad parenting or lack of care and love.If children grow up in happy and healthy families, they will form good habits and keep away from those bad habits such as using drugs and smoking.S3: Our group takes smoking as the most important issue.The reasons are: smoking does great harm to people’s health, it causes damage to people’s lung and heart;smoking shortens people’s life-span;smoking not only does harm to people who smoke, but also affect the health of people around them, especially their family members.Step Ⅱ Pre-reading T: I agree with you all.All these issues are important and need to be concerned.I am wondering if any of you smoke.Anyone?...OK.It seems nobody in our class smokes, that’s really good.I think you are all clear that smoking is harmful to health.But we know that some adolescents started smoking at very early years.Why do you think they smoke? Discuss in pairs.2 minutes later.T: OK.I’d like two pairs to present your opinions.Volunteer? S4: I think some adolescents smoke because they are not well aware of the harm of smoking.Many adults around them smoke, so they may think it is cool to smoke.So I think it is parents’ duty to tell their kids about the harm of smoking before they get addicted to it.S5: In my opinion, some adolescents smoke because they are falsely influenced by some media such as TV series and movies.So I think public media should give adolescents correct guidance.T: Very good points.Suppose some of them realized the harm of smoking and wanted to stop it.What advice would you give to them? Do you know any scientific ways of stopping smoking? S6: My advice is that let them get interested in some positive hobbies like sports, playing music, reading, playing chess and so on.If they show interest in some activities and they can devote themselves to them, gradually they will keep away from cigarettes and finally quit smoking.Step Ⅲ Reading and Comprehension T: Good advice.Now we are going to read a letter from grandad to James.In this letter, grandad gives James some advice on stopping smoking.Let’s read and see if his advice is similar to yours.5 minutes for you.After 5 minutes.T: OK.Time is up.After reading this letter, what kind of person do you think the grandad is? S7: From his words, I think he is very kind and considerate.He doesn’t give direct advice on stopping smoking.Instead, firstly he tells James how about his present life and what the healthy life means to him;then he relates James’ smoking to his similar experience as a teenager, which implies James that he doesn’t need to worry about it.So I think he is very careful about the way of talking to his grandson about smoking.T: You are right.So suppose you were his grandson, would you love to take his advice? S7: Yes, I would love to be his grandson and take his advice.I would feel confident to give up smoking.T: OK.Now let’s read the letter again and try to find out the answers to the following statements.Show the following on the screen.1.different ways people can become addicted to cigarettes 2.harmful physical effects for smokers 3.effects that a person’s smoking can have on other people 4.effects that smoking can have on sporting performance After the Ss read the letter again, let them give their answers orally and then let them fill in the chart on page 20 with brief phrases and sentences.T: Up to now, we have known how people usually get addicted to cigarettes and harmful effects of smoking on smokers and nonsmokers.But how can people stop smoking? Does James’ grandad tell him how to stop smoking? S8: Yes, he tells James how to stop smoking by sending him some advice he found on the Internet.T: Good.Now, let’s read the article from Internet.And then we will do an oral practice.You will have to work in pairs.Suppose James paid a visit to his grandad, and his grandad told him some advice on how to stop smoking face to face.Let’s act out this situation according to information from the article.A sample dialogue:(J = James;G = grandad)J: Grandad, I really want to give up smoking.I tried hard, but failed.Can you give me some advice on how to stop smoking? G: I am very glad that you have realized the harm of smoking and make up your mind to stop it.Here I have a few suggestions for you.First, make a list of all the benefits you will get from stopping smoking.Second, decide on a day to quit and throw away all your cigarettes at the end of the day before you plan to quit.Third, every time you feel like smoking, reread the list of benefits you wrote.Fourth, develop some other good habits that will keep your mind and hands busy such as going for a walk, cleaning your house and so on.J: What should I do if I feel stressed? G: You can do some deep breathing.You may also learn some relaxation exercises and do them every time you feel stressed.J: Is it a good idea to join a stop-smoking group? G: Yeah, it is also a good way.You can talk to a doctor or chemist if you feel really bad, they would love to help you.The most important thing is to keep trying.Be aware that some have to try several times before they finally stop smoking.So you just try again and I am sure you will succeed finally.Step Ⅳ Text Analysis Ask the Ss to analyze the text on its writing purpose, writing style and main idea.T: After reading the text, who can summarize the main idea of each paragraph? Volunteers? S1: In the first paragraph, the writer tells about the life he is leading and the importance of healthy life.S2: In the second paragraph, the writer leads to the topic of his letter by talking about James’ problem of smoking.S3: The third paragraph introduces the three different ways of becoming addicted.S4: The fourth paragraph is about the harmful effects of smoking.S5: The fifth paragraph is about the writer’s hope for his grandson and his advice on stopping smoking.T: How about the writing style and purpose of the text? S6: This text is in the form of a letter, the purpose is to explain how people get addicted to cigarettes and how smoking affects people’s health.It also provides some advice on how to stop smoking.T: Next, who can summarize the article: How Can I Stop Smoking? A sample summary: Choose a day that is not stressful to quit smoking.Make a list of all the benefits you will get from stopping smoking.Throw away all your cigarettes at the end of the day before you plan to quit.Reread the list of benefits you wrote when you feel like smoking.Develop some other habits like walking, drinking some water, cleaning the house and so on to keep yourself busy.If you feel nervous or stressed, try to do some relaxation exercises like deep breathing.You can stop smoking with a friend or join a group.If you feel really bad, ask a doctor or chemist for help.The most important thing is to keep trying.Don’t feel ashamed if you weaken because some people have to try many times before they finally quit smoking.Never give up and you will succeed.Step V Vocabulary Learning Help the Ss learn some words and phrases in the text.And let them do some practice.Show the following sentences on the screen.1.I think my long and active life must be due to the healthy life I live.2....I became addicted to cigarettes.3....your body becomes accustomed to having nicotine in it...4.You can become mentally addicted.5.But I did finally manage.6.I knew it was time to quit smoking.T: Now let’s deal with some new words and phrases in the text.Look at the first sentence, what does “due to” mean? Can you rewrite the sentence using other words except “due to”? S1: “Due to” here means “because of / owing to”.We may also say: Because of the healthy life I live, I can live long and actively.T: Good.Number two.“Addicted” means “unable to stop taking or using something as a habit”, it is usually followed by “to”.According to this definition, what else can people become addicted to? S2: People can become addicted to drugs, alcohol, sweets and so on.T: You are right.We call those who are unable to stop taking or using sth addicts.So addict here is a noun, indicating a kind of person.Tom, are you a cigarette addict? S3: No, I am not.I am not addicted to cigarettes.T: OK.In sentence 3, which phrase you have learnt can be used to replace “accustomed to”? Anyone? S4: We may use “used to” to replace it.So this sentence can be rewritten as:...your body becomes used to having nicotine in it...T: I’d like one sentence from you by using this phrase.Volunteer? S5: Having stayed in the basement for several minutes, I finally became accustomed to the darkness.T: Next, what is the opposite of “mentally”? S6: Physically.T: “Manage” in sentence 5 can be used in many ways.What does it mean here? S7: Here it refers to “give up smoking”.T: Good.Here it means “succeed in doing sth;cope / deal with sth”.e.g.This is a complicated job, I can’t manage it without any help.Let’s look at the next sentence.We can see “quit” is followed by-ing form.Do you know any other words that can be used in the same way? S8: Yes, for example, stop, start and enjoy.“Quit” here means “stop, give up sth / doing sth”.e.g.My mother quitted her job recently because she feels tired and wants a long vacation.Step Ⅵ Homework 1.Make sentences with the six words and phrases: due to, addicted to, accustomed to, mentally, manage, quit 2.Search on the Internet or other sources for information about how to stop smoking.三．設(shè)計(jì)說(shuō)明

這節(jié)課是閱讀課，主要訓(xùn)練學(xué)生的閱讀能力，兼顧全面訓(xùn)練學(xué)生的聽(tīng)、讀、說(shuō)的能力。四．案例分析與反思

英語(yǔ)閱讀課最重要的是培養(yǎng)學(xué)生的閱讀理解能力，用英語(yǔ)去完成任務(wù)，這節(jié)課達(dá)到了這樣的目的。教學(xué)設(shè)計(jì)挖掘了文章的內(nèi)涵和主旨，使各種有用信息滲透到英語(yǔ)教學(xué)之中；整個(gè)過(guò)程始終貫穿著培養(yǎng)學(xué)生的各方面能力，全方位開發(fā)學(xué)生的潛能。這種教學(xué)設(shè)計(jì)克服傳統(tǒng)的教師講、學(xué)生記的弊病，學(xué)生在教師引導(dǎo)下學(xué)會(huì)思考、學(xué)會(huì)分析、學(xué)會(huì)發(fā)現(xiàn)，學(xué)會(huì)表達(dá)，真正發(fā)揮了學(xué)生的主體作用和教師主導(dǎo)作用。課堂上能做到全面提高學(xué)生的英語(yǔ)能力，通過(guò)師生，生生的交流，合作，探究，取得很好的教學(xué)效果。