2022最新2021高中教师的英语教学设计五篇_高中教师的英语教学设计大全.doc

2022最新2021高中教师的英语教学设计五篇_高中教师的英语教学设计大全)Expressing(表达)的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一步U(Understanding)。(1) 学习建议信结构。建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。T: This is aletter to an architect. What information can we get in this part?(receivers nameand address.)Whats this partabout?(senders 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) 通过阅读了解主旨大意。T：The main body can be divided into three parts. Whatare they?(1, 2-6, 7)T: What's thepurpose of the 1st paragraph?(To give thearchitect the purpose of writing the letter.)What's the purposeof the last paragraph?(To persuade thearchitect to adopt her suggestions.)(3) 通过阅读学习写建议信策略建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。a) 数字和斜体的运用T: Now, lets 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) 具体写建议时要结合问题和解决办法T: We are going tolearn some more writing strategies of writing suggestions.How should wewrite suggestions? Lets 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.Lets see two moreexamples. Find out the problems and suggested solutions in these two parts.When you writesuggestions yourselves, dont forget to write both problems and solutions.c) 运用礼貌用语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 lets 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 Id 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 nearAnd if the doorscould be opened outwards, disabled customers would be very happy.I hope mysuggestions will meet with your approval.Step 3Discussion(8 min)小组讨论是USE中的第二部S(Sharing)，分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。T: Now lets comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Lets discuss:1. What parts ofour school may cause problems for those with walking difficulty?2. What are yoursolutions?Step 4 Writing(15 min)写作是USE中的第三部E(Expressing)，表达。经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法;通过分享，学生们积累了写作素材;因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。老师在写作后进行必要的指导，指出学生写作中的优点和不足。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)通过本单元Reading和UsingLanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。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.Dont look down upon them or laugh at them. )Accept them as one of us,and invite them to join us in avariety of activities.)高中教师的英语教学设计2教学准备教学目标知识目标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 to2.Help students to learn about disabilities and life of the disabled.能力目标1.Let students read the passage Marty's Story to develop their reading ability.2.Enable students to know that people with disabilities can also live well.情感目标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.教学重难点教学重点Get students inspired by positive stories of the people with disabilities.教学难点1.Develop students' reading ability.2.Help students understand the difficulties the disabled have to overcome.教学过程?Step 1Warming up1.Warming up by discussingFirst 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 talkingFirst，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 can't 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 Down's Syndrome，which is a mental disability. Some Doun's Syndrome Down's Sufferers have made a good career as actors.?Step 2Pre-readingAsk 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 3Reading1.SkimmingGive 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 informationAsk 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 Marty's leg?A.Because they could cure the disease by cutting it out.B.Because they wanted to use it as a specimen(标本).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：What is Marty's ambition?What is Marty's achievement?What is Marty's hobby?Suggested answers：Marty's ambition is to work for a firm that develops computer software when he grows up.Marty invented a co mputer football game and a big company decided to buy it from him.As 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 Marty's advice in paragraph five.Suggested answers：Don't feel sorry for the disabled.Don't make fun of them.Don't ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.?Step 4Consolidation1.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.Marty's disability has made him more independent.(2)From the passage we can infer that _ .A.Marty asks others to feel sorry for himB.Marty never loses heartC.Marty is afraid of being made fun ofD.Marty will not accept any encouragement because he has grown stronger psychologicallyKeys：(1)C(2)B2.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 5Discussion1.Ask students to discuss the following questions in small groups.(1)How did Marty's 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 Marty's feeling over time：hopefulhopelessstupidnot get annoyedgood/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 6AppreciationAsk students to read two poems for appreciation when facing obstacles in the future.Facing Obstacles (Two poems by Tom Krause)The Heart of the StrongStrong is the heart that knows not the wayof comfort and ease while living each day.Yet continues to believe from the depths of its soulthat the future is destined to silver and gold.Strong is the heart whose yearning is wanedby storms in life filled with heartache and pain.Yet still gives its alleverything that it canin search of a dreamGod's ultimate plan.When there is a victor ywhen battles are wonwhen burdens are lifted and bright shines the sunwhen struggling souls gatherwhere heroes belongthey find in themselvesthe heart of the strong.Carry OnAt times when you feel troubledwhen your happiness is gonelook to the heart within youfor the strength to c arry on.In your heart you will find special virtuessuch as faith and hope and love.These gifts have been sent down to youfrom a power up above.It is faith that keeps the soul searchingfor the joy the heart hopes for.It is lo ve that heals the spiritmaking it stronger than before.And if your heart be brokenif your strength should fade awaythe power of these virtueswill still win out the day.So remember when you are troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.课后习题Homework1.Retell Marty's Story according to the minibiography.2.Surf the Internet to learn more about the life ofdisabled people.高中教师的英语教学设计3教学准备教学目标1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。教学重难点1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out2. 帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。3 帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。教学过程Step1 Lead in &Warming-up(5mins)问题导入教师呈现问题和图片T: Have you seen plants andanimals that live under the sea? Where did you see them? Whats this? Yes,theyre killer whales. How much do you know about them? Ill show you a shortvideo.【意图说明】 在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。最后出现虎鲸的形象，以抛出问题Whatsthis? How much do you know about them?来引出今天阅读的主角虎鲸。先播放一段视频“虎鲸捕猎”的场面。Step2 Pre-reading (Predicting)(2mins)T: Now please look at the title“Is Old Tom an old man?” Right, its notan old man. Its the name of a killer whale. Here are two pictures of thekiller whale. Can you guess what happened to him?【意图说明】标题导读是指导英语阅读的重要方法。通过解读题目，观察文中的插图，让学生预测故事的内容，这样更能激起他们的阅读兴趣。Step3 While-reading (28mins)Task 1 Fast-reading(3mins)Whats 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【意图说明】采用完成句子的形式来给出文章的大意，这样很大程度上降低了难度，可以让更多的学生能够完成，从而产生成就感。Task 2 Careful-reading(3mins)Read the first story again and finish the chart.Fill in the blanks.【意图说明】训练学生寻找细节信息的阅读技能，同时突出本课的生词和短语。要求学生不看书来完成，这样更具有挑战性。Task 3 Discussing and Speaking(5mins)Discuss in pairs and answer the following questions.Whats the relationshipbetween Old Tom and the whalers?【意图说明】活动2的填表活动只是帮助学生对故事主要情节有大概的了解，而这个环节的提问是为了帮助学生进一步读懂文章, 对文章有更深的理解和思考，培养他们的批判性思维，使他们能够正确对待动物与人类之间的关系。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?【意图说明】这里给学生时间去交流他们所知道的动物救人的奇闻轶事，然后请个别小组来汇报讨论结果，与全班同学来分享故事。如果学生知道的不多，教师可让他们阅读以下三个小故事。出国留学网(公元前5世纪，古希腊历史学家希罗多德记载过一件奇事：音乐家阿里昂乘船返回希腊时，水手们意欲谋财害命。阿里昂乞求水手们允诺他演奏生平最后一曲。他奏完乐曲就跳入大海，一头海豚游过来驮起这位音乐家，将他送到了伯罗奔尼撒半岛。有一个车老板赶着马车从山上往山下走，这时辕马的套掉了，老板俯下身想拣起来，没想到穿在身上的棉大衣被压在车轮底下，将人带了下去。在这千钧一发之际，辕马一口将车老板叼起，随着巨大的惯性向山下跑去，一直跑到安全地带，车才慢慢停下来，把人轻轻放下，这时马跑了一身