人的記憶力會隨著歲月的流逝而衰退，寫作可以彌補記憶的不足，將曾經的人生經歷和感悟記錄下來，也便于保存一份美好的回憶。寫范文的時候需要注意什么呢？有哪些格式需要注意呢？接下來小編就給大家介紹一下優秀的范文該怎么寫，我們一起來看一看吧。

外研版高中英語教學設計 高中英語教學設計英文版篇一

1、知識目標

學生能夠會說、認讀本課對話并能夠使用句型:what are you doing? i’m making a model ship。pa me an egg，please。give me two apples。2、能力目標

引導學生積極運用所學英語進行表達與交流，學生的多元化只能在交際活動中得以以體現和發展 3、情感目標

把語言訓練融入各種情景之中，學生通過體驗，參與活動，學會與他人合作，共同完成學習任務，從而體驗成功，培養對語言學習的興趣。4教學重難點

重點:1)理解并靈活運用句型what are you doing? i’m… 2)兩個祈使句:pa me an egg，please。give me two apples。

難點:knife、sciors、minute的發音。以及長句子:we‘ll go to the lake and try it on the water。5、教具準備

課件、錄音機和磁帶，剪刀，小刀，一頁紙，圖片等 方案設計方法

基于本課的特點和六年級學生好動，好奇，模仿力強，表現欲旺盛等心理特點，我在教法設想和學法指導上堅持以情景話題為核心，以功能、結構為主線，以任務型活動貫穿教學始終，運用直觀教學法，情景教學法，全身反應法等教學方法，幫助學生在視聽說讀唱玩演等饒有趣味活動中，相互合作，體驗參與，自主的、愉快的學習英語，發展能力，維持興趣。力求做到:“開課能激趣，講課蘊情趣，練習有興趣，結束藏意趣” 教案流程 1、warm up(1)greetings師生相互問候，幫助學生自然進入英語學習狀態(2)sing a song and dance: front,back,right ,left 師生共同唱歌跳舞，既活躍課堂氛圍，拉進師生間距離。2、revision 讓學生兩人一組復習第18課的會話，為下一步學習作了鋪墊。3、presentation and drill 1)通過用紙疊船創設情景引出引出句型what am i doing? i’m making a model ship.然后板書，進行操練，通過cai 教學what are you doing? i’m…四幅情景圖分別配上i’m watching tv.i’m listening to the radio.i’m talking to a friend.i’m playing with my doll.讓學生邊看邊聽邊感知，老師在示范并輔以肢體語言，然后讓發音準確的學生小老師教讀。

繼續進行紙疊船創設情景，師說:who can help me? pa me the knife，please。板書新單詞pa、knife。give me two apples。板書新單詞give、sciors。然后板書，進行操練，通過cai 教學展示let‘s practise中的六幅圖，讓學生造句，加深學生對這兩個祈使句的印象。

2)第二步讓學生疊紙船。通過學生用紙疊船創設情景引出句子:can i help you? can it go on the water?看到學生有疊完船的，老師引出:wait a minute。after cla。we‘ll go to the lake and try it on the water。i‘ll show you。通過學生用紙疊船創設情景這樣做也激發了學生的學習興趣，使學生對本科教學任務有清晰地感知，并產生豐富的想象，帶著濃厚的興趣參與本課的教學中。4、聽音，指圖，跟讀對話

充分利用教學資源，培養學生聽和模仿的能力。以課本為載體，落實教學內容 5、practice 1)pair work 同桌操練新授內容并展示，鼓勵學生在真實生活情境中使用所學語言進行交流，培養運用英語的能力。2)sing a song 把what are you doing? i’m … 變成歌曲(曲調同“兩只老虎”)老師先示范唱一遍，然后師生一起唱。以學生耳熟能詳的歌曲，調動學生的積極性，能有效的鞏固教學內容。6、consolidation。

1)、do workbook。進一步鞏固所學知識。

2)、fun time。學習look out!告訴學生注意交通安全。3)、抄寫板書四會內容，檢查學生的書寫以及書寫姿勢。rk 1)listen and repeat。通過回家聽錄音，復習鞏固所學內容。2)小組合作組織一個新對話。高中英語教學設計模板【2】 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，激發創造能力。

三、

這是高三復習階段的一節寫作課。這節書面表達課就從審題謀篇等方面入手來完成教學目的，側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范的模式來完成謀篇審題:在教學中不僅僅強調寫,對于與寫作緊密聯系的聽、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 g up come up with some proverbs for the students to put them into tion is of the first importance in any language learning!practice makes perfect!…

what do you learn from the above proverbs? step tation make it clear to the students the importance of writing in english subject of the college entrance exams and then the goals of this tion 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100左右;2、短文必須包括表中所列要點，可根據內容分段表述;3、可適當增加細節，以使行文連貫;4、參考詞匯:眼界-horizon(或view)。step is analyze the key points and ask the students questions about them.[寫作要點] 1、確定人稱，根據本題要求，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，文章以一般現在時為主，但還可以適當地使用一般將來時，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 discuion show on the whiteboard an excellent writing and sort out the useful fixed patterns after group r practice

外研版高中英語教學設計 高中英語教學設計英文版篇二

1 3 4 5 篇2：高中英語教學設計與反思

高中英語教學設計與反思 1 2 4 5 篇3：高中英語教學設計案例

高中英語教學設計案例 課 題: unit 19 modern agriculture modern agriculture(reading)(senior english for china student’s book 1b)設計教師:熊 瓊

工作單位: 廣西平果縣平果高級中學

聯系電話: *** 一.教材分析

本單元的中心話題為modern agriculture “現代農業”，其中包括“飲食 結構”、“農業生產與環境氣候”、“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，該文從中國農業的“歷史與現狀”、“傳統農業技術應用及發展”、“現代農業生產”、“農業生產與生態的前景展望”等四方面對中國農業生產進行了介紹。本文語言通俗易懂，說明事物層次分明，以激發學生學習的興趣和熱情，讓他們對于中國的農業發展有一個全面的了解，并可以對學生進行農業技術的興趣培養。

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，復雜句子結構無法理解，進行閱讀相當困難。

ng contents 教學內容 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《現代農業》的閱讀部分) of teaching objectives 教學目標設計 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) is on this arable land that the farmers produce food for the whole population of make as much use of the land as poible, two or more crops are planted each year where y 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。)ng ability goals 學能目標 enable the students to know the development of modern agriculture in china.（讓學生了解中國現代農業的發展。）

ng important points(教學重點) the words and phrases listed above.(學習上列單詞和短語。) the students to know the development of modern agriculture in china.（讓學生了解中國現代農業的發展。）

ng difficult points(教學難點)tand the following sentences correctly. is on this arable land that the farmers produce food for the whole population of make as much use of the land as poible, two or more crops are planted each year where to help the students understand the paage better.(怎樣幫助學生更好地理解這篇課文)ng methods(教學方法)-based method(任務型教學法)ng(略讀法)l reading(細讀法)ng aids:(教學輔助手段)1.a blackboard ng 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)let’s look at some pictures in the pre-reading part on page45 of your students to claify the pictures in the following way: traditional farming(1 3 5)agriculture modern farming(2 4 6)hi-tech farming(7 8)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）激發學生的學習興趣。

（3）幫助老師引入課文的主題。step -reading(17 minutes)(讀中，18分鐘)ng(4 minutes)(跳讀，4分鐘)ask the students to read the paage 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 poible 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）

ng (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 is e farmers don’t need more land to produce food for the whole population e china needs more and more land to build cities e there are not enough farmers to work on the land e the other land cannot be used for agriculture（2）fertilisation is a technique that is used to poor soil better wet land drier dry land better vegetables with their roots in water instead of earth（3）modern agriculture means finding ways to se irrigation and stop using fertilisers irrigation and using fertilisers se production and be friendly to the environment e the same amount while taking better care of nature（4）in the sentence “? they are protected from the wind, rain and insects”, “they” means ouses bles es（5）in gm “m” stands for “modified”, which means “changed”.what changes is way in which poor soil is made better way in which chinese farmers work on their land way in which crops develop from seed 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、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 discu the questions on page47 in groups to make further understanding of the which fruit, vegetables and farm animals you would n 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

評價方式采用：自評、他評、師評。每個主題活動結束后，學生填寫一張評價表，學期做階段性評價，并把評價結果記入“我的成長足跡”。

tion after teaching(教學反思)本節課在多媒體的輔助下，一方面以直觀的圖片激發學生學習的興趣，另一方面以課件形式展示，節約了書寫的時間，一節課的時間雖緊湊但卻能借助于多媒體安排更多的內容，能更加順利地完成不同的任務設置skimming(跳讀)和scanning(查讀)，培養學生的閱讀技巧，教會學生更快更準的找到問題的答案和有效的信息。

在活動中主要讓學生獨立完成各項任務，達到了英語閱讀的訓練目的。但是，本堂課也還存在一些不足，需要加以改進： 1.由于本堂課任務多，容量大，導致完成任務時間較緊，在pre-reading部分耗時過多，任務間過渡不夠自然，今后應注意教學步驟間的緊密銜接。2.本節課注重學生閱讀技巧的訓練，在一定程度上培養了他們的閱讀能力，但課文知識內容拓展不夠。3.多媒體的使用雖然帶來了諸多方便，但同時呈現的內容過多，能讓學生記住的東西卻反而少。

外研版高中英語教學設計 高中英語教學設計英文版篇三

教學設計

unit 12 don’t eat in cla.復習班：閆月厚

教學目標： 1.談論規則

2.祈使語氣

3.表示允許

4.能夠用口頭或書面描述規則

教學重點和難點：

重點掌握祈使語氣的用法，包括表示允許的can及其當情態動詞用的 have to do；以及各種可以用在表述規章制度的動詞和句型。難點在于情態動詞的用法，以及祈使句與它的應答。

教學設計： 學習內容 學生活動 教師活動

1.表示規則的句型：

*---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、談論規則。* don’t talk loudly.* do your homework after school!* practice your guitar every day.引導、啟發、教授需學內容。

for permiion, such as: we can do?.we can’t do?.can we do??

*---what are the rules?---well, we can’t arrive late for cla.*---can we listen to music, alex?---we can’t listen to music in the hallways, but we can listen to it outside.2.聽錄音，回答問題。

*---can we eat in the claroom?---no, we can’t.*---can students wear hats in school?---yes, they can.放錄音；啟發、提示問題及答語。

3.閱讀→遷移（讀、寫、文化差異）。

閱讀/認圖標；閱讀信件→根據其信息找出規則→寫出規則。3.引導、提示圖標含義；提示文化差異。

4.用口頭或書面形式描述規則。

4.利用本單元所學祈使語氣的用法，包括表示允許的can及其當情態動詞用的 have to do，根據常識或觀察, 為圖書館、生化實驗室、語音室、機房、健身房、游泳館等公共場所制定規章制度或使用規則。4.檢查學生討論制定規章制度或使用規則情況——句型、短語、動詞形式是否正確；指導并落實學生寫作情況。教學過程設計：

task one:

talk about school rules to “feel” imperatives

goal：get to know about the structure to expre 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 neceary

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 : 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, in groups about the rules for these public places

write down what have been talked about / discued

教學點評與反思：

設計思路：

任務型課程的設計要自始至終體現任務的要求與特點，尤其要確保任務的設計與完成是從簡單重復逐步過渡到真實或接近真實。基于這一要求與特點，本課的四個任務先以談論有關學校各項規章制度為話題，初步感受祈使句，以及如何表達規則；然后聽（通過聽那些能做、哪些不能做的事兒，體會情態動詞can和can’t的用法）、認（通過認圖標，說出規則，并把說出的規則寫下來），最后根據常識或觀察, 為圖書館、生化實驗室、語音室、機房、健身房、游泳館等公共場所制定規章制度或使用規則。這樣，通過完成這一系列任務，既使學生學會了如何描述規章制度，又滲透了對學生的情感教育：通過對公共場所制定規章制度, 培養學生遵守公德、愛護公物的美德。同時，學生還可以學會發散思維，以擴展知識；口頭及書面表達能力也可隨之提高。

二、課后反思：

不足之處：圖標展示得不夠；還可通過圖標滲透中外文化差異。

可取之處：全方位的訓練了學生的聽、說、讀、寫的能力。

教案點評：

本設計采用任務型教學模式，設置四個任務先以談論有關學校各項規章制度為話題，初步感受祈使句，及如何表達規則；然后通過聽，體會情態動詞can和can’t的用法，通過認圖標，說出規則，最后為圖書館、實驗室等公共場所制定規章制度或使用規則。通過完成這一系列任務，既使學生學會了如何描述規章制度，又滲透了對學生的情感教育。

外研版高中英語教學設計 高中英語教學設計英文版篇四

課 題：unit4 earthquakes a night the earth didn’t sleep(reading)(new senior english for china student’s book 1)高中英語教學設計

設計教師：張強

工作單位：興城2高中

聯系電話：***

unit4 earthquake-reading

[teaching design] ng goals（教學目標）: knowledge aims（知識目標）: to get the students to understand the text and complete the task given and to use the knowledge they have learned to communicate with clamates y aims（能力目標）: 1).to develop students’ ability of observation, analysis and imagination in the proce of learning this paage.2).to help students to strengthen their memory and to improve their ability of thinking and comprehension.3).to stimulate students’ nal aims（情感目標）: 1).to get the students know damages earthquakes bring about and the ways to reduce loes 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 ng important points（教學重點）:

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 ng difficult points（教學難點）:

to develop the students’ reading thinking（教學反思）：

the reading paage a night the earth didn’t sleep is the high light of the whole lays emphasis on reading and 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 “” 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 discu the warning signs before an earthquake and enable them to realize these strange signs in order to get ready to avoid unneceary y let the students look at the title a night the earth didn’t sleep and understand the meaning of 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 skim the paage and answer a few questions which are not very difficult to them to arouse their interest in reading intensively, i make the students listen to the tape in the proce of reading so as to achieve the unity of listening and ive reading is spanided into three parts: true or false,fill in the forms and retell the or false examines students’ understanding of the in the forms is a supplement to the right and the paage requests the students to combine with what they wrote in the form, thus can improve students’ oral ile, 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 part of post reading was based on the comprehension of the ts can not only improve their ability of communication ,but also gain knowledge of protecting themselves from various kinds of disasters by discuion and activities can cultivate the students’ patriotic feelings and draw a satisfactory full stop for this ng methods（教學方法）: 1).task-based teaching and learning 2).cooperative learning 3).dicuion

ng procedure（教學過程）：

step 1 leading-in 導入 show some pictures to the r: first let’s get to know the man, who is called is very he is happy, he stays calm and shows us beautiful natural when he gets angry, he becomes a troublemaker and causes many natural 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 can cause great damage to 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 mes two plates move towards and push against each mes they stop for years but at other times they jump and an earthquake is earthquake is the result of the movement of these r: we know china is a country where many earthquakes 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 power of this movement created the himalayas and mount now causes earthquakes in the wenchuan earthquake for example, the indian plate moved northwards and put preure on the eurasian led to the rise of the qinghai-tibet the risen qinghai-tibet plateau moved eastwards and put preure on sichuan last, the wenchuan earthquake an is located on solid rock of the active earthquake belt, which makes the quake spread very was felt in many provinces in china, including shanxi r: usually we can see dark clods in the sky before clouds are a sign of rly, something unusual often happens before an do you think will happen before an earthquake? suggested answers: there are bright lights in the ns are flying and dogs are barking, and pigs and cows are too nervous to jump out of the pond, and mice ran widely out of the well has deep cracks in it and the water in it rises and r: if we can read these signs from nature, it’s very useful for us to make good preparations for the coming .34 years ago, a strong earthquake hit tangshan city and destroyed let’s learn about the terrible to page at the reading paage—a night the earth didn’t 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 title attracts people’s 2 fast reading read the text quickly and try to finish the following words or phrases burst: break open because of preure 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 usele: 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 ons did the tangshan earthquake happen? suggested answers: the earthquake happened at 3:42 am on july 28, many people were killed or injured in the earthquake? suggested answers: more than 400, 000 people were killed or injured in the all hope lost? how did the army help the people there after the earthquake? suggested answers: no, all hope was not army sent 150,000 soldiers to tangshan to help the rescue army organized teams to dig out those who were trapped and to bury the ure of the text the paragraphs in the right column with their headings in the left is one extra heading which you do not the text into 3 parts and find out the time of each 3 careful reading

listen to the tape and do the following 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) in blanks of the form according to the 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 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 -third of the nation felt : a huge crack which was 8 km long and 30m wide steam burst from holes in the 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: usele great damages everything was the hospitals, 75% of its factories and buildings and 90% of its homes were than 400,000 people were killed or 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 the text according to the 4 post-reading discuion it difficult or easy to predict earthquakes? can we stop earthquakes? shall we do or not do if an earthquake happens? give students some statements and ask them decide which is safe and which is in a small room, such as kitchen or on the out of the tall you haven’t enough time to escape, you may stand close to the inside wall with something covering on the the you stay in the open air, keep off the tall building, and go to the fields without close to the under a piece of heavy will you do if you hear the news that big earthquakes happen in other places? iew work in e you are a newspaper reporter, and the other is a survivor from the tangshan the newspaper reporter is interviewing the act the interview 5 aignment

a summary of the you want to know more about earthquakes, you can search the ider after teaching（教學反思）：

this cla 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 looking at the photos and videos, students had a heated debate related to the earthquakes and this can greatly mobilize the students’ learning ts learned a lot of common sense about the earthquakes as well as some ability to escape during an earthquake in the atmosphere of pleasant 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 dealing with the paage, 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’ spanergent thinking.

外研版高中英語教學設計 高中英語教學設計英文版篇五

即時·吉時

英語組 高婷

講臺上，我，立。講臺下，學生，坐。教室外，陽光，暖。教室內，目光，熾。理想的課堂環境大概就是這樣了。作為新教師，站在正在慢慢熟悉的講臺上，我正努力用輕快地語調講解著習題，而學生們看著題目，跟隨我的思路，一起走在英語世界的寬敞大道上??

閱讀理解。題目已經講解完畢，回頭整理文中出現的重點詞句。看到breakfast，早餐。這個詞，并不在我備課的范圍之內，但靈機一動，決定抓住時機，時刻提醒大家注意基本知識的掌握和回顧復習。

我問道：“what’s the chinese meaning of breakfast?”“早飯！”“早餐！”大家迅速的給出了正確答案。緊接著，我又問道：“and how do we call the meal we have at noon and in the eveing?”“lunch！”“dinner!”“good！”看來大家對基本的日常詞匯掌握的還是很扎實的嘛！每每說道breakfast和lunch這兩個詞，我都會想到另外一個復合詞：brunch。所以，我趁熱打鐵：“if you get up late in the morning, maybe at 10 a.m., the meal you eat is called breakfast or lunch or?”我故意拖長了聲調，提示大家應該還有另一種答案。

這個時候，大概從來沒有遇見過這個問題，大家有些沉默。幾秒鐘后，一個男生大聲說：“還叫breakfast！”我看著他，帶著笑，示意他繼續說下去，給我們解釋一下。男生站起來，略帶尷尬的說：“我十點起來吃早飯，十二點再吃午飯。所以應該還是breakfast。”話音未落，我們所有人，包括他自己，全都心照不宣的笑了。

我沖他點點頭，請他坐下，繼續引導大家。我轉身在黑板上寫道： 8:00 breakfast 12:00 lunch 學生看著黑板迷茫了幾秒鐘，稍后有幾個理解力不錯的孩子已經有些悟到什么的樣子了。我用另外顏色的粉筆在第一條橫線上寫：10:00。this 2 hours past 8 and 2 hours before is a time in the middle of the times for breakfast and lunch.之前的課堂上，有跟大家簡單的介紹過某些單詞是由兩個單詞復合而來的，有時候是兩個單詞的完全形式，比如timetable，有時候是兩個單詞的部分形式的組合，比如說brunch。

大概是受到這種構詞法的啟發，大家開始議論。突然聽到一個聲音：breakfastlunch！有人在笑，也有人在思考：到底對還是不對呢？

呃??這個說法??思路倒是沒錯，到底要怎么引導到正確的路子上呢？我稍稍的皺了眉。

算是靈機一動吧，我學著電視機里李詠的樣子，身體前傾，表情莊嚴，右手伸向說出這個有些復雜單詞的同學，用期待的眼神看著他，希望他能夠在全班同學面前重復一遍這個偉大的猜想。當我滿懷希望和信心的看著他時，男孩卻有些羞怯和不確定的沖我抱歉的搖頭。

well，要將大家的注意力重新轉移到我身上來啊！我故意把語速放慢，重復著剛才聽到的那個略顯荒唐的單詞：“breakfastlunch??”大家看向我，等待著下一步說明：不會真的是這個看起來神馬道理都沒有的詞兒吧？??這是我從大家臉上讀出的話。

我轉身在黑板上的第二道橫線上寫道：brunch。

當看完最后一個字母的收筆，幾乎全班都恍然大悟的“哦”了一聲。我微笑著看著大家，學生們卻把我鼓勵的微笑看成了狡猾的得意，紛紛說道：老師，這也太那個什么了吧？

這是英語課！中文神馬的怎么又隨口溜出來了？

“recently, having brunch in the west has already been a e sometimes they have to sleep very late and there is no poibility for them to get up at the normal time for they will feel hungry till lunchtime, so brunch comes out.” 聽了我的講解，對于brunch這個詞，大家都有了更進一步的了解，拿起筆在英語報的空白處，記下了這個有趣的新單詞下。

記憶單詞，一直以來都是令學生頭疼的學習項目之一。找不到合適的方法和渠道讓個別學生不得不在聽寫單詞的那個早上，四點半就爬起來“挑燈夜戰”。每每聽到這樣的話，心里真的不是滋味，覺得自己欠了學生的，沒有能教給他們適用的學習方法。所以，在聽了師父以及同組其他老師的課后，對于單詞的記憶和講解有了比以前深刻的認識。首先要給學生樹立一個時時都復習的環境氛圍，不能知識學過了就過了，要時時的提起，溫故才能知新。在課文講授和練習講解時候，遇到熟悉的單詞，順口就提問相關的搭配和用法，既簡潔而且久而久之，學生也能自覺地在遇到熟悉知識時候，舉一反三。

由于高中單詞量要比初中的大得多，所以單純的記憶，對學生來說是有困難的，所以將生單詞拆分為幾個熟悉單詞的做法會更加適合我們學生。構詞法的簡單介紹，前綴、后綴以及復合詞的知識的大概了解，在完成閱讀理解題目時，不會因為太多沒有頭緒的生詞而造成過多的障礙。這對于學生學習和教師教學都是十分有用的方法。

這節課上，通過即時對于基本知識的提問，引申出新的復合詞的學習，對于學生來說是有興趣的，所以記憶的效果也是比較好的。在后面幾次課上，偶爾遇到類似的詞，提問起來，八成左右的孩子都會很快的反應出brunch。對于教師來說，這樣的教授方式也是輕松的，少了硬性的規定，多了些即興的成分。隨時隨地的補充知識，擴展知識，從側面提醒我們的孩子：從生活中學習知識會是有趣的