高中英语优秀教学设计(优选6篇)

时间:2014-03-06 09:28:47
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高中英语优秀教学设计 篇一

标题:Using Technology to Enhance English Learning in the Classroom

Introduction:

In this lesson plan, we will explore how technology can be effectively incorporated into the high school English classroom to enhance students' language learning experience. The goal is to engage students in interactive and meaningful activities that promote language acquisition and improve their overall proficiency in English.

Objectives:

1. To introduce and familiarize students with various online resources and tools available for English language learning.

2. To encourage students to actively participate in collaborative activities using technology.

3. To enhance students' reading, writing, listening, and speaking skills through interactive exercises and multimedia materials.

4. To promote critical thinking and creativity through the use of technology in language learning.

Procedure:

1. Warm-up Activity (10 minutes):

- Begin the lesson with a short video clip or an audio recording related to the topic of the day.

- Engage students in a class discussion about the video or audio content, encouraging them to express their thoughts and opinions.

2. Introduction to Online Resources (15 minutes):

- Introduce students to various online platforms and tools that can support their English language learning, such as online dictionaries, grammar websites, and language learning apps.

- Provide a brief demonstration of how to use these resources effectively.

- Assign students a task to explore one of the online resources and share their findings with the class.

3. Collaborative Activities (20 minutes):

- Divide students into pairs or small groups.

- Assign each group a specific task, such as creating a dialogue using new vocabulary words, conducting a virtual interview, or collaborating on a writing project using a shared document.

- Encourage students to use online platforms, such as video conferencing tools or collaborative writing platforms, to complete their tasks.

4. Multimedia Activities (20 minutes):

- Choose a short video or audio clip relevant to the topic being studied.

- Provide students with comprehension questions related to the multimedia material.

- Engage students in a class discussion, encouraging them to analyze the content and express their opinions.

5. Wrap-up Activity (10 minutes):

- Assign a short writing task related to the topic of the day, asking students to reflect on what they have learned.

- Provide feedback on their writing and encourage students to share their thoughts with their peers.

Assessment:

- Evaluate students' participation and engagement during the collaborative activities.

- Assess students' understanding and application of the language through their written reflections.

- Provide constructive feedback to students to help them improve their language skills.

Conclusion:

By integrating technology into the English language classroom, we can create an engaging and interactive learning environment that promotes students' language acquisition and overall proficiency. This lesson plan provides a framework for teachers to effectively incorporate technology into their teaching practices, allowing students to explore online resources, collaborate with their peers, and engage with multimedia materials to enhance their English language learning experience.

高中英语优秀教学设计 篇二

标题:Promoting Cultural Awareness in High School English Classroom

Introduction:

In this lesson plan, we will focus on promoting cultural awareness in the high school English classroom. The goal is to expose students to different cultures, foster empathy and understanding, and enhance their language learning experience by exploring diverse perspectives.

Objectives:

1. To introduce students to different cultures and traditions through literature and multimedia materials.

2. To encourage students to reflect on their own cultural identities and develop empathy towards others.

3. To enhance students' reading, writing, listening, and speaking skills through activities that promote cultural understanding.

4. To promote critical thinking and creativity through the exploration of diverse perspectives in literature and other cultural materials.

Procedure:

1. Warm-up Activity (10 minutes):

- Begin the lesson by asking students to share something unique about their own cultural background.

- Facilitate a class discussion about the importance of cultural diversity and the benefits of understanding different cultures.

2. Introduction to Cultural Literature (15 minutes):

- Introduce students to literary works from different cultures, such as short stories, poems, or excerpts from novels.

- Provide a brief overview of the cultural background and context of the selected literary works.

- Assign students a task to read a short story or a poem from a different culture and share their interpretations with the class.

3. Interactive Discussion (20 minutes):

- Divide students into small groups and assign each group a specific cultural topic or theme.

- Provide guiding questions to facilitate discussions within each group, encouraging students to share their thoughts and perspectives.

- After the group discussions, bring the class together for a whole-class discussion, allowing students to share their insights and reflections.

4. Creative Writing Activity (20 minutes):

- Ask students to choose a cultural topic or theme that interests them.

- Instruct students to write a short story, poem, or personal reflection piece that explores the chosen cultural topic.

- Encourage students to incorporate elements of the culture they are writing about into their creative works.

5. Multimedia Presentation (15 minutes):

- Ask students to create a multimedia presentation that showcases a specific cultural aspect, such as traditional clothing, music, dance, or cuisine.

- Provide resources and guidelines for creating the presentations.

- Allow students to present their multimedia projects to the class, encouraging them to explain the cultural significance of their chosen topic.

6. Wrap-up Activity (10 minutes):

- Conduct a class reflection on the importance of cultural awareness and understanding.

- Ask students to write a short reflection on what they have learned about different cultures and how it has influenced their own perspectives.

Assessment:

- Evaluate students' participation and engagement during the group discussions and whole-class activities.

- Assess students' understanding of cultural themes and their ability to express their thoughts and ideas through their creative writing and multimedia presentations.

- Provide constructive feedback to students to help them develop their cultural awareness and language skills.

Conclusion:

By promoting cultural awareness in the high school English classroom, we can create a learning environment that fosters empathy, understanding, and respect for diverse cultures. This lesson plan provides a framework for teachers to incorporate cultural literature, interactive discussions, creative writing activities, and multimedia presentations to enhance students' language learning experience while nurturing their appreciation for different cultures.

高中英语优秀教学设计 篇三

  一、 课程类型:

  高三复习课

  二、 教学目标:

  一) 认知目标

  1.句型和语言点(见教学重点)。

  2.用所学的知识与伙伴进行交流、沟通,学会改错、写作。

  二)情感目标

  利用多媒体手段营造积极和谐教学氛围,使学生不自觉地进入情景之中,充分调动学生的思维活动和情感体验,引起学生的共鸣。

  三)智力目标

  在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力,帮 助学生加强记忆力,提高思维能力和运用英语的综合能力,激发创造能力。

  三、 教材分析:

  这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的,侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力,使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题:在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法,从而激发学生的学习兴趣,同时也能扩大课堂的语料输入量及学生的语言输出量。

  四、 教学重点:

  1. 学会审题和谋篇

  2. 掌握多样化的表达方式

  3. 熟练各段中的固定写作套路

  五、 教学难点:

  1. 如何帮助学生运用写作策略,促进学生自主写作。

  2. 使学生了解谋篇的重要性,培养谋篇的能力和习惯。

  六、 教学方法:

  1、活动教学法:

  2、任务型教学法:

  七、 教学设计:

  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.

高中英语优秀教学设计 篇四

  一、教学设计意图

  在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式,使他们通过观察、体验、探究等积极主动的学习方法,充分发挥自己的学习潜能,形成有效的学习策略,提高自主学习的能力;要有利于学生学会运用多种媒体和信息源,拓宽学习渠道并形成具有个性的学习方法和风格。”把信息技术作为英语教学的认知工具和知识载体,围绕英语学科知识进行整合实验,不仅可以扩大英语阅读的“面”和“量”,而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。网络学习是一种学习过程交互化的学习模式。学生带着问题借助网络查询信息,进行信息交流,由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。使教师把信息技术和网络作为自己真正的工具,把信息技术融入学科教学中来。

  二、教学目标设计:

  知识与技能:

  ①掌握快速阅读的方法,熟悉“发表看法,提出建议”的口语技能。

  ②充分利用网络资源,强化学生自主学习的意识,培养学生组织语言、运用语言的能力。

  过程与方法:

  ①培养学生筛选局部和整体信息的能力和独立阅读能力,通过自主学习和协作学习,获取信息和处理信息的能力。

  ②培养学生质疑意识,分析问题、解决问题、综合问题的能力和创造性思维能力。

  情感价值观:

  通过本节课的学习,培养学生的人文和信息素养。

  三、教材内容及重点、难点分析:

  教材内容:

  本课教学内容是新课标《高中英语必修3 Unit 5》,Canada---The True North 与以往接触过的介绍国家的文章相比,本课的内容没有整体介绍加拿大的地理概况和风土人情,而是透过一个旅人的眼睛来看加拿大。相比较而言,这样的课文难度更大。

  教学重点:

  ①对课文内容的整体把握。

  ②学生组织语言、运用语言的能力。

  【重点突破】任务驱动,层层深入。

  利用“任务驱动”方法,使学生利用资源自主探究、解决一系列层层深入的问题。在教学中,教师作为问题的精心设计者和疑难问题的点拨者,培养学生组织语言的能力。

  教学难点:

  ①对课文内容中细节的理解。

  ②对网上各种信息源的比较筛选,及学生易受无关因素的干扰而导致的学习效率问题。

  【难点突破】 设置情境,循序渐进,层层递进。

  设置富有情趣的情境,激发他们的阅读欲望,积极主动地进行自主探究。循序渐进的设计问题 , 激发学生的创造思维,层层深入地引导学生进行自主和协作学习。

  四、教学策略及教法设计:

  【教学策略】

  ①本节课的教学以建构主义学习理论为指导,以学生为中心,以问题为出发点,使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的`过程。教师在教学过程中则适时介入,引导、启发、组织、帮助、促进。

  ②设计创造性思维问题。所谓创造性思维问题即是指有利于学生创造性思维发展的问题。创造性思维问题的设计应遵循这样几个原则:题型具有开放性、解题富有挑战性。

  【教法】:

  ①演示法:把制作的课件、动画等显示给学生看,便于学生对微观知识的把握,并从旧知中获得启迪,从而解决问题。

  ②评价阅读法:将学生通过对材料的收集、整理和内化而形成的学习成果,在全班学生中展示,使学生获得成功的喜悦,从而激发学生的后续学习热情。

  ③任务驱动教学法:将所要学习的新知识隐含在一个或几个问题之中,学生通过对所提的任务进行分析、讨论,并在老师的指导、帮助下找出解决问题的方法,最后通过任务的完成而实现对所学知识的意义建构。

  五、教学过程设计:

  第一步:热身活动:猜单词。

  在这个步骤中,我给出两组前一节课学过的词,分别让两组同学上来猜。所采用的方式类似于《幸运52》:单词是出现在屏幕上的,其中一个同学背对着屏幕,他是猜者;另一个同学则是解释者,他要用英语或辅以动作将单词的意思表现出来。两组同学之间展开竞争,看谁猜得又快又多。这个活动不仅可以复习上节课的内容,更重要的是活跃了课堂气氛,令同学们很快融入课堂氛围。

  第二步:读前活动(一):自由展示。

  在上这一课之前,我给学生布置的预习任务是介绍你最想去的地方。Which country or place would you like to visit most? Why?学生们自由组成小组,上网查找相关资料,然后对所搜集的信息进行整理,最后形成自己的powerpoint展示文件。在课堂上,由本小组的发言代表上来进行展示和介绍。这一环节是这节课的重头戏。

  第三步:读前活动(二):自由交谈。

  给学生提出这样一个问题:如果你有机会去加拿大,你最想看什么?If you have a chance to visit Canada, what would you expect to see there? 先要求他们在小组内讨论,然后再在全班同学面前发言。

  第四步:读前活动(三):小组讨论。

  经过了前面的大量的有关加拿大的信息的冲击,你愿意用哪三个词语来描述加拿大?What three words would you use to describe Canada? Why? 请小组代表发言。

  第五步:加拿大概况综述。

  这一步骤是对上几个步骤的总结,同时也是教师整合并优化了有关加拿大的各种信息所进行的展示。目的是进一步加深同学们对加拿大的了解,对他们所获取的知识进行 梳理,也为下一个步骤展开铺垫。

  第六步:略读课文。(first reading)

  在这个步骤中,我给出了8个问题,让同学们带着这8个问题来阅读课文。读完后回答问题。

  1.Why are the cousins not flying direct to the Atlantic coast?

  2.What is the continent they are crossing?

  3.What is “The True North”?

  4.Why do many people want to live in Vancouver?

  5.What happens at the Calgary Stampede?

  6.Where does wheat grow in Canada?

  7.Why would ship be able to reach the centre of Canada?

  8.Name two natural resources that Canada has.

  第七步:精读课文。(second reading)

  在这个步骤中,我给出了5个跟课文内容有关的句子,让同学们判断正误。如果该句是错的,请给出正确答案。

  1.The girls went to Canada to see their relatives in Montreal.

  2.Danny Lin was going to drive them to Vancouver.

  3.You can cross Canada in less than five days by bicycle.

  4.The girls looked out the windows and saw Native Indians and cowboys.

  5.Thunder Bay is a port city in the south of Canada, near Toronto.

  第八步:复述课文(retelling)

  给出课文中的关键词汇,让同学们用自己的话来复述课文。

  Helpful words and expressions

  great scenery

  second largest

  go eastward

  mountains/lakes/forests/rivers

  5,500/from west to east

  here in Vancouver

  surrounded by

  ski/sail

高中英语优秀教学设计 篇五

  一、教材分析:

  本课是结合人教版高中英语教材选修5中有关过去分词的语法内容,进行过去分词的学习,教学中将语法知识的传授和语言基本技能的学习结合到一起,注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法,从而扩大课堂的语言输入量及学生的语言输出量。

  二、学情分析:

  在高一英语学习基础上,学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中,结合学生原有的知识掌握水平,巩固基础强化正确使用语法知识,提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱,运用英语进行交际活动的能力较差,主动学习的动力不够,然而他们学习比较认真,渴求知欲旺盛,思维比较活跃。部分学生的基础较好,能主动配合老师。只有设置使他们感兴趣的活动,因材施教,才能让他们投入到课堂活动中来。

  三、教学目标:

  1.知识目标:

  引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读,分析,理解,综合的能力,教会学生体察语境,结合上下文,符和逻辑推理和合理的想象,结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力,提高思维能力和运用英语的综合能力。

  2.能力目标:

  利用多媒体手段营造积极和谐教学氛围,使学生进入情景之中,充分调动学生的思维活动和情感体验,规范学生运用英语知识准确表达的能力,同时,发展学生综合语言运用的能力,分析问题和解决问题的能力,培养学生自主学习。

  3.德育目标:

  用含过去分词的句子结构表达思想感情。

  四、教学重点:

  1.过去分词的用法.

  2. 过去分词的运用

  五、教学难点:

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

  2. 过去分词在真实的生活语境中的使用。

  六、教学策略:

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

  七、学习策略:

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

高中英语优秀教学设计 篇六

  一、 说教材

  本单元主要是围绕生日展开教学,要求学生掌握十二个月份和序数词的变化,以及日期和生日的表达。我上的是第二课 时 ,在第一课时中,学生已经学习了十二个月份和序数词,本课时主要是要求学生掌握日期的表达,以及能正确说出自己的生日, 能掌握四会句型: When’s your birthday? My birthday is on the… of … What would you like as a birthday present? I’d like …

  二、 说学生

  十二个月份和序数词已经在第一课时学习过,大多数学生掌握良好,但六年级学生在课堂上不爱表现自己,部分学生对于 英语学习缺少兴趣。

  三、 说教法

  1、 游戏教学。兴趣是最好的老师。在复习单词时设计了What’s missing?的游戏,让学生在课的一开始就感受学习的快乐,为进一步的学习做铺垫。

  2、 朗读教学。英语是一门语言,交际是学习的目的,因此,课堂上朗读和运用是必不可少的,教师设计了多种朗读和练习方式,例如:小组朗读,个人朗读,男女对读,同桌讨论等,让学生在有限的课堂时间内得到最多的练习。

  3 任务教学。在巩固句型时,设计了Do a survey 的教学任务。学生在调查时能运用语言,巩固语言知识。

  四、说教学过程

  1. 在课的一开始主要通过Free talk :How many days are there in a week? How many months are there in a year? 引出复习单词, 在复习单词时通过询问Which is the first/second.. month in a year来初步复习一下序数词。接着设计了What’s missing?这个游戏来进一步复习月份,同时也激发了学生学习的积极性。之后引出句型复习: When’s your birthday? My birthday is in…。

  2.通过复习句型When’s your birthday? My birthday is in…。引出我的生日在几月几日,以及Helen 和Jim 的生日,重点掌握序数词,通过总结让学生对序数词的变化有一个整体的了解。在学生掌握序数词的基础上,让学生了解日期的表达,因为学生对于单词还不能默写,所以日期的练习只限于口头讨论和朗读。学生掌握了日期之后让学生说说自己的生日,引出本课的重点句型When’s your birthday? My birthday is on the… of …。 What would you like as a birthday present? I’d like … Present

  这个单词比较难读,是朗读教学的重

  3.通过讨论练习C 部分句型进一步巩固句型,最后设计了Do a survey教学活动,学生在调查时再次巩固句型,并学会了用第三人陈述重点句型。

  4.Assignment。书本上C部分句型图1和图3,从书面上巩固所学的新句型。

高中英语优秀教学设计(优选6篇)

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