【导语】“melon”通过精心收集，向本站投稿了12篇牛津高中英语Unit 2 Sporting events教学设计，以下是小编为大家准备的牛津高中英语Unit 2 Sporting events教学设计，希望对大家有帮助。
- 目录
篇1：牛津高中英语M2U2 Welcome & Reading 教学设计
牛津高中英语M2U2 Welcome & Reading 教学设计
【教学内容】
牛津高中英语 M2U2 Wish you were here (Reading: An anventure in Africa)。
【教学对象】高一学生（Students of Senior 1）
【学情分析】
高一学生通过M2U1 Tales of the unexplained 的学习了解一些世界未解之谜，激发了他们对世界神秘现象及神奇之地进行探索的动机。本单元主要是引导学生在已有知识的基础上，探讨旅行的话题，让他们了解非洲的风土民情。
【教学目标】
1. 知识与能力目标：引导学生在已有知识的基础上层层深入的了解新的话题，以便更好地接收和更深入的理解文本信息。在单元导入时充分激发学生对探险的渴望，在阅读文章时，培养学生运用阅读策略抓文章结构、快读、跳读、细读和归纳总结等多方面的阅读技巧。
2. 过程与方法目标：倡导学生课堂积极参与，合作探究，乐于表达，培养学生通过寻找关键词搜集和归纳信息的能力，小组合作学习的能力以及敢于创新的能力。
3. 情感态度和价值观目标：通过了解世界不同地方的特有风景以及Toby非洲探险的经历，培养学生的美感及探索新事物的兴趣和积极勇敢的探险精神。
【教学重难点】
教学重点：引导学生在已有知识的基础上，了解世界各地风情，尤其是非洲各国家的特有景色以及在此探险的经历，提高学生的阅读能力。
教学难点：文章中关于地名、动物名的专有名词较多、读音较难把握，课文内容承载的信息量较大，如何提高学生快速阅读并理解文章。
【教学方法】
基于任务的教学策略（task-based teaching method）：在教学过程各阶段向学生阐明其任务，让学生通过快速阅读搜寻信息，仔细阅读分析信息，相互合作完成任务。
交际的教学策略(communication teaching): 将课堂交际视为教师与学生，学生与学生之间的交际，激发学生通过所学内容尽可能多的产出。
【教具准备】
多媒体、黑板
【教学步骤】
Step 1. 导入（lead-in）
Greeting
Video show: Enjoy a short video about the beautiful scenery and animals in Africa.
Questions: Do you like travelling?
What is the most existing place you have ever been to?
Enjoy some pictures about some tourist spots around the world.
Questions: Which of these places would you like to visit most? Why?
Why do people travel?
Can you think of any other exciting places to visit? What are they?
设计思路：通过一段简短的非洲沙漠旅行的视频激发学生对本节课话题的学习动机，并向学生发问：你是否也喜欢旅行？让学生一开始上课就产生要表达自己的欲望。然后将本篇文章主人公Toby 描述为给我发邮件介绍其旅行经历的朋友，以让学生帮我识别照片来自哪个国家为由，让学生欣赏各国有代表性的风景，并问学生他们最喜欢的是哪里，还能想到那些想要去旅行的地方，拓宽学生的思路。接下来问学生Have you ever considered going to Africa to take an adventure? 将学生的焦点循序渐进的聚集在本节课的重点非洲探险。
Step 2. 阅读策略（Reading strategy）
Reading strategy: reading an informal letter
Questions: what are the features of a letter？
设计思路：让学生在读前了解本篇文章的文体特点以及阅读此类文章的技巧，以便在正式阅读时更有效获取信息，提高阅读能力。
Step 3. 任务一：快速阅读（Fast reading）
Read the passage quickly underline the place names and then put the following activities in correct order.
_____ travel down the River Nile
_____ ride camels through the Sahara Desert
_____ climb Mount Kilimanjaro in Tanzania
_____ see wild animals in Kenya
_____ take a flight to Morocco
_____ go to the Himalayas
设计思路：培养学生快速寻找特定信息的能力，同时学生在完成这一任务的同时能对整篇文章的主题线索有所把握。
Step 4. 任务二：精读（Careful reading）
1. Read the passage part by part, and underline the information about: Where will they go? What will they do there?
2. Deal with the detailed information in each paragraph:
Para 1: Read and decide whether the statement is true or false.
Toby would spend a few weeks traveling before he goes to university.
Para 2: Read and find out the information about:
Where to start:
Time:
Where to go:
How to go there:
What to take:
How long:
Para 3: Questions: 1.What adventure activity will the writer try?
2. What is white-water rafting like?
3.How to protect himself?
Para 4-5 Fill in the blanks.
Para 6: Questions: What will they do before they climb Mount Kilimanjaro? and why?
3. Traveling route (在地图上展示旅行路线)
设计思路：让学生仔细阅读文章的每一部分，处理相关细节问题，培养学生精读并发现信息的能力，然后在地图上展示非洲探险的整个路线，让学生对文章结构有清晰的思路。
Step 5. 任务三：采访（Interview）
Make students carry out an interview with their partner, one as Toby, the other as a reporter from our school magazine.
The reporter: interview Toby about his travel plan.
Questions: Where will you go first / afterward? How will you go there? What will you do there?What will you take? Is it exciting? Are you going to …?
Toby: say something about the travel plan in Africa.
设计思路：以分角色扮演的采访形式让学生巩固课堂所学的非洲探险的过程，事实上便是让学生以有趣的方式对文章进行复述。
Step 6. 任务四：自由讨论（Free talk）
Use your imagination and give an ending to the letter.
Questions: Do you think climbing the Himalayas is a bit challenging for Toby and Colin? What kinds of difficulties might Toby and Colin experience? Do you think they will overcome all the difficulties?
设计思路：让学生对Toby接下来的探险经历进行预测，让学生通过所学内容掌握描述探险经历的方法和技巧，培养学生口语表达的意识和能力。
Step 7: 任务五：辩论（Debate）
Topic:Adventures such as mountain climbing and white - water rafting can be dangerous. Do you think it is worth risking your life for adventures? Why or why not?
设计思路：引导学生对是否应该探险进行情感态度和价值观的思辨，培养学生辩证的思维方式和积极地生活态度。
Step 8: 课后作业：（Homework）
Finish the exercise of part C2 & part E on page 24-25.
设计思路：让学生课后完成课本配套练习，复习并巩固课堂所学知识。
篇2：牛津高中英语Unit 2 Sporting events教学设计
牛津高中英语unit 2 sporting events教学设计
教 材：牛津高中英语(模块四)高一下学期
文档内容：教学设计—教案
单 元：unit 2 sporting events
板 块：project 2
课堂设计指导思想：
本节课是以听、说、读为主的词汇教学课。通过用我们身边的例子结合词汇的用法来给学生以不同形式的展现。同时在语言点讲解中坚持以复习学过的知识再结合新的讲解相结合，让学生能做到温故而知新。
teaching aims:
1. get students to know the usage of the introduced words.
2. get students to make up sentences with the newly learned words.
3. help students learn how to express one meaning in different forms.
teaching procedures:
step 1 enter
introduce different meanings of the word.
【设计说明】由学生身边的事入手，帮助学生理解词的用法含义。
step 2 require
ask students to express in different ways.
【设计说明】让学生熟悉多种表达能帮助他们提高作文应变能力。
step 3 ensure
introduce several sentences of the new word.
【设计说明】通过翻译，看看学生能否在具体语境中表达。
step 4 invovle
give students some cases to make up sentences.
【设计说明】简单的语境设置，检测学生对语言的把握度。
step 5 control
make a revision of what we have learned about the word, and introduce the same structure of other expression.
【设计说明】举一反三。
step 6 remove
ask students to guess the meanings of the word.
【设计说明】在不同的语境中不同的意思。
step 7 make way for
translation.
【设计说明】给学生进行词组拓展。
step 8 maintain
ask students to guess the meaning of the word in different sentences.
【设计说明】让学生在具体语境中学习语言。
篇3：牛津高中英语模块7 unit3 Grammar 教案教学设计(译林牛津版英语高二)
牛津高中英语教学设计
单 元：Unit 3 The world online
板 块：Grammar and usage
Thoughts on the design:
本节课学生将学会什么是连系动词（系动词），以及连系动词的功能。即：连系动词用于连接主语和表语，说明主语的状态、性质、特征或身份。常见的系动词是be（am/is/are）；除be外，还有appear、seem、look、sound、feel、taste、smell、become、come、get、grow、turn、fall、go、keep、remain、stay、stand、prove 等。练习设计多样，通过操练和运用，突出了在篇章中练习语法结构，训练学生在阅读及其它实际运用中掌握语法知识，提高能力。
Teaching aims:
1. After learning Linking verbs, the students will know about some basic information about linking verbs(words used as linking verbs; function of linking verbs; predicative after linking verbs);
2. After learning Linking verbs, the students will be able to summarize usages of common and important linking verbs;
3. After learning Linking verbs, the students will apply what they’ve learned about linking verbs.
Teaching procedures:
Step 1 Lead-in (PPT4)
Q: What is a linking verb?
A: A linking verb is a word used to connect the subject of a sentence to further information about the state which the subject is in.
[Explanation]
学生英文单词词性不分，所以有必要向学生解释清楚什么是连系动词。为学习其功能、搭配奠定基础。
Step 2 Introduction (PPT5)
Point out the linking verbs
1. I am Zhu Zhenfei.
2. Surfing the Internet is really interesting.
3. We are now in need of English teachers.
4. The question is how to solve the problem.
5. What we want to know is who will give us the lecture next Monday.
6. Your suggestion sounds reasonable.
7. It seems that everyone here knows him quite well.
8. Milk goes bad easily in summer if you do not put it in the fridge.
[Explanation]
让学生试着找出连系动词，初步认识连系动词，感悟其用法。
Step 3 Presentation(PPT6-13)
连系动词（即系动词）用于连接主语和表语，说明主语的状态、性质、特征或身份。常见的系动词是be（am/is/are）。 除了be动词之外还有一些，它们大致可分为四类：appear， seem;look，sound，feel，taste，smell; become，come，get，grow，turn，fall，go; keep，remain， stay,stand,prove
1. appear、seem表示“似乎”
1) She appears/seems all right.
2) Children appear/seem in favour of the Internet.
3) He appears/seems to be friendly to us.
4) They appear/seem to have misunderstood me.
5) It appears/seems that she will win.
6) It appears/seems to me that you are wrong.
比较：
He seems (to be) in his thirties. 他似乎三十多岁了。（与实际相符）
He appears (to be) in his thirties. 他看上去三十多岁。（从外表上看）
2. look, sound, feel, taste, smell 表示“感觉”。
(1) That sounds wonderful, but some people claim that the Internet is a waste of time.
(2) If you always eat fast food, vegetables may not taste delicious to you.
(3) It feels good to sit in front of the TV after a whole day’s hard work.
(4) When he got up on stage, he looked a little nervous.
(5) The air often smells bad in Internet cafes.
3.become , come , get , grow , turn , fall, go 表示 “变化”。
(1) Leaves turn green in spring.
(2) The boy will go mad if you don’t allow him to use the computer.
(3) She fell asleep the moment she got into bed.
(4) Your son has grown much taller.
(5) John gets easily excited when playing computer games.
4. keep, remain, stay, stand , prove 表示 “状态”。
(1) The Internet proved of great value to us during our project.
(2) You shouldn’t keep quiet in a debate.
(3) People stayed silent and listened to us, and applauded at the end.
(4) I believe the Internet remains a positive tool that helps make our lives better.
Usage of “remain”
(1) Peter became a judge but John remained a fisherman.
(2) His knowledge of French remained very weak, because he was not good at
learning languages.
(3) The door remained closed.
(4) You can’t let the room remain like this.
(5) It remains to be proved.
[Explanation]
清楚地分类呈现连系动词，便于学生学习、记忆，为灵活运用连系动词打好基础。
Step 4 Practice (PPT14-15)
Translation (Use linking verbs):
1.那位老人似乎聋了。The old man seems deaf.
2.她显得很健康。 She appears quite well.
3.她没有感觉到足够的安全。She didn't feel safe enough.
4.这个混合物闻起来很难闻。The mixture tasted terrible.
5.我的梦想已实现。 Now my dream has come true.
6.杰克一年年地长高了。Jack grew taller every year.
7. 保持身体健康很重要。 Keeping healthy is of great importance.
8.今天的乡村音乐还是与从前一个样。Country music today remains much the same as before .
[Explanation]
翻译法虽然有点过时，但是能准确反映学生的真实水平。通过翻译各句，巩固所学连系动词的用法。
Step 5 Extension (PPT16)
（一）连系动词的句子变为疑问句，be的正确形式直接提前；否定句时，be后加not。
Mr. William is in the office. → Is Mr. William in the office? → Mr. William is not in the office.
其他连系动词变疑问句或否定句时与实义动词相同。
The language spoken in these places stayed the same .
→Did the language spoken in these places stay the same ?
→The language spoken in these places didn't stay the same .
（二 ）对连系动词之后表语提问
(1) 形容词, 常用“How”提问 如： The book is interesting . → How is the book ?
(2) 名词, 常用“what”提问 如： My father is a teacher . → What is your father ?
(3) 副词、数词、代词、介词短语、分词、动名词都可以作表语，分别表示不同的含义，提问时，要针对性强。如： The professor is at home . → Where is the professor?
The computer is mine. → Whose computer is it?
Five and six is eleven. → How much is five and six?
(三)动名词（短语）跟在连系动词后 如： My job is looking after the children.
(四)现在分词（短语）跟在连系动词后 如： The film is moving.
(五)过去分词（短语）跟在连系动词后 如： We were moved by the story.
I. 翻译并比较：
(1) 她的工作是教盲人。Her job is teaching the blind.
(2) 许多妇女站在那里。Many women are standing over there.
(3) 窗户被男孩打开了。窗户是开着的。The window was opened by the boy. The door was open but the window was closed.
(4) 我摸了摸桌子。桌子摸上去很冷。I felt the desk and the desk felt cold.
(5) 请看这幅图。看上去很美。Please look at the picture. It looks nice.
(6) 这听起来是个好主意。 请按铃喊他们进来。
It sounds a good idea. Please sound the bell and ask them to come in.
(7) 我在花园里种的植物现在越长越高。
The plant which I grew in my garden is growing higher and higher.
[Explanation]
扩展学生的连系动词其它用法，能帮助学生在英语语言运用中更好地活用连系动词。
Step 6 Consolidation (Summarize the usage of linking verbs)
1. seem：seem (to be) +表语；seem to have done sth；seem to be doing sth.；seem +从句
2. become：become + noun.；become + adj.；become + v-ed/ing
3. grow：grow + adj.；grow to do sth.；grow into (= become)；
It’s growing colder at night now. I grew to like the dog. He has grown into a fine young man.
4. remain：remain + n.；remain + adj.；remain + pron.；remain + v-ed/ing；remain + prep.； remain + to do sth.
[Explanation]
总结常见连系动词，能帮助语法概念模糊的同学或基础较弱的同学真正掌握连系动词的运用。
Step 7 Exercises on Page 41 in the textbook.
1. Answers to Part A (P41)
18 March
Today I feel worn out. This morning, I took part in a debate about the Internet. The Internet is very controversial. It seems very popular with many people, but there are still some people who do not like it at all. They say that it is full of information that can not be trusted, and that it stops people from spending time with their families and friends.
I admire the boy I debated against because he was very skillful. He made some quite reasonable points and gave a good speech. I talked to him after the debate. He seemed tired too. He doesn’t really think the Internet is bad, but he thinks we should pay attention to the problems it can cause. I agreed and told him I felt sure that if we use it in an intelligent manner, the Internet can be a good tool. We were both happy with the outcome of the debate. People stayed silent
and listened to us, and applauded at the end. Mum predicts that I will become quite a good public speaker if I continue to take part in debates. I am hopeful that I will, and I am eager to debate again because today proved very successful!
2. Answers to Part B (P41)
(1)The debate was quite interesting. The debate proved/seemed/appeared/ interesting.
(2) Both speakers were very knowledgeable about the Internet.
Both speakers appeared/seemed very knowledgeable about the Internet.
(3) Now I am certain that information from the Internet cannot be trusted.
Now I feel certain that information from the Internet cannot be trusted.
(4) Both speakers were very calm throughout the debate.
Both speakers stayed/remained very calm throughout the debate.
(5) It was exciting. Everyone was silent until the very end.
It was exciting. Everyone remained/ stayed silent until the very end.
(6)At the end, Zhu Zhenfei was confident that she had won.
At the end, Zhu Zhenfei seemed confident that she had won.
3. Choose the correct.
(1) The cloth that __ smooth and soft __.
A. feels; sells well B. feels; is well sold
C. is felt; sells well D. is felt; sells good
(2) __ delicious, the food was soon sold out.
A. Tasted B. Being tasted C. Tasting D. To taste
(3) Happy birthday, Alice! So you have ___ twenty-one already.
A. become B. turned C. grown D. passed
(4) The pilot asked all the passengers on board to remain ___ as the plane was making a landing.
A. seat B. seating C. seatedD. to be seating
(5) Be careful when you cross this very busy street. If not, you may ___ run over by a car.
A. have B. get C. become D. turn
(6) Your suggestion _____ good.
A. hears B. sounds C. listens to D. listens
(7)The theory that he had stuck _______ true.
A. to proved B. proved C. proving D. to prove
(8)The traffic lights ____ green and I pulled away.
A. came B. went C. got D. grew
(9) What he said caused us _____.
A. to feel frightening B. feel frightened
C. feeling frighten D. to feel frightened
[Explanation]
语篇中运用连系动词、句子改写、单项选择等形式多样的练习，帮助学生形成有效的语法学习策略。
Step 8 Predicative clause（PPT43-55）
概念：放在连系动词后面做表语的从句。
结构：主语 + 连系动词 + 表语从句
常用连系动词：be, look, remain, seem…
引导表语从句的连词：that, whether, when, where, because, why…
1. 引导表语从句的that一般不能省略。The trouble is that I have lost his address.
2. 表语从句通常用whether而不用if 引导。The question is whether we can make good preparations in such a short time.
3. 常见的表语结构有： It looks as if …; The reason is that…; It is because…; That is why…; The fact is/ remains that…
Translate the following sentences:
1) That was what she did this morning.
2) This is why we can’t get the support of the people.
3) The reason why he was late for school is that he missed the early bus.
4) It looks as if it is going to rain.
5) The fact remains that we are behind the other classes.
4. 在表示“建议、劝说、命令、请求”等
名词后面的表语从句中，谓语动词要用虚拟语气(should + 动词原形，should 可省略)。
Translation:
1） My suggestion is that we (should) start early tomorrow.
2） Our request is that we (should) have a good rest to refresh.
3） The order from the headmaster came that we (should) go to school on Saturdays.
Let’s practice!
1. - The mother tries to do everything for her son. --- That’s ______ she is mistaken.
A. where B. wherever C. when D. how
2. - Are you still thinking about yesterday’s games? --- Oh, that’s _______ .
A. What makes me feel excited B. whatever I feel excited
C. how I feel about it D. when I feel excited
3. ______ made the school proud was ______ more than 90% of the students had been admitted to key universities.
A. What, because B. What, that C. That, what, D. That, because
4. Perseverance is a kind of quality- and that’s _____ it take to do anything well.
A. what B. that C. which D. why
5. ______ she couldn’t understand was _____fewer and fewer students showed interest in her lessons.
A. What, why B. That, why C. What, because D. Why, that
6. The place _____ the bridge is supposed to be built should be _____ the cross-river traffic is the heaviest.
A. which, where B. at which, which
C. at which, where D. which, in which
7. ―Don’t you think it necessary that he ____ to Miami but to New York?
-I agree, but the problem is ____ he has refused to.
A. will not be sent, that B. not be sent, that
C. should not be sent, what D. should not send, what
8. Go and get your coat. It’s ____you left it.
A. which B. whereC. there where D. where there
9. ―I drove to Zhuhai for the air show last week. - Is that ____ you had a few days off?
A. why B. how C. what D. where
10. What the doctors really doubt is ____ my mother will recover from the serious disease soon.
A. that B. how C. where D. what
11. _____ we were worried about was ____ they could manage to control the pollution.
A. That; how B. That; whether C. What; thatD. What; whether
12. _____ Lily will get better soon is ______ her mother is worrying about now.
A. What; what B. Whether; what C. If; that D. What,;that
13. America was _____ was first called “India” by Columbus.
A. that B. whereC. whatD. the place
14.-What are you worrying about when going to the zoo?
―It is _____ there is any chance of being harmed by animals.
A. why B. when C. whetherD. what
[Explanation]
连系动词后搭配很多，表语从句是较难的一种形式，所以认真学习各种引导词连接的表语从句很有必要。
Step 9 Homework(PPT.56)
1. Review what we have learned today
2. Finish Exercises C1 & C2(P120).
[Explanation]
连系动词的用法并不难，但是如果没有足够的练习，即使结构罗列得再清楚，也难以保证学生掌握，所以充足的练习是语法学习的保证。
篇4：牛津高中英语课堂教学实录
《Fit for Life》
Fit for Life
新课标单词
historian n. 历史学家 recipe n. 处方;食谱，菜谱 physician n. 医生，内科医师
bark n. 树皮;(狗)叫，吠 vi. (狗)叫，吠 chemist n. 药剂师;化学家
trial n. 试用;试验;考验 tablet n. 药片;写字板，书写板
standardize vt. 使符合标准，使标准化 best-selling adj. 畅销的
painkiller n. 止痛药，镇痛剂 author n. 作者 heart attack 心脏病发作
thin vt. & vi. (使)变稀，(使)变薄，(使)变淡;(使)变细
block vt. 阻塞，阻挡;妨碍 length n. 长度 contemporary adj. 当代的;同时代的
Scottish adj. 苏格兰的 note vt. 发现，注意到;记录 transparent adj. 透明的
application n. 应用，运用;申请 name vt. 命名，给……取名
unable adj. 不能的，不会的 chemical adj. 化学的 purify vt. 使纯净，净化，提纯
quantity n. 量，数量 widespread adj. 普遍的，普及的，广泛的 lung n. 肺
mass adj. 批量的，大量的，大规模的;群众的，民众的
n. 团，块，堆;较大部分，主体部分;体积，大小，群众，人群
rapidly adv. 迅速地，快速地 powerful adj. 效力大的，强效的
wonder adj. 非凡的，奇妙的，奇特的，神奇的
n. 奇迹，神奇;奇观;惊奇，惊讶
millions of 数百万的，大量的 relief n. 减轻，缓解;轻松，宽慰;救济，救助
potential adj. 潜在的，可能的 enquiry n. 询问，咨询 ward n. 病房
fundamental adj. 基础的，根本的;重要的，至关重要的
handful n. 少数，少量;一把 annual adj. 每年的，一年一次的
arrangement n. 安排;排列 receptionist n. 接待员，招待员
pleasure n. 愉快，快乐;乐事 eyesight n. 视力 adjustable adj. 可调节的
magic adj. 有魔力的，不可思议的，魔术的 needle n. 针 art n. 技艺，技术
sharp-edged adj. 有锋利边缘的 swollen adj. 肿胀的 arrowhead n. 箭头;箭头状物
sharp adj. 锋利的锐利的;尖的;突然的，急转向的;尖刻的，辛辣的;灵敏的，敏锐的
fine adj. 细的，纤细的 point n. 点，位置;尖端;要点;分数
insert vt. 插入;嵌入 symptom n. 症状 function n. 功能，作用
heartbeat n. 心跳 addiction n. 上瘾，沉溺，入迷 overeating n. 过量饮食
relieve vt. 减轻(病痛、忧虑、负担等)，缓解;救济，救助 unclear adj. 不清楚的
课文出现短语
1. keep us healthy 2. open up 3. carry out 4. give up 5. come true 6. figure out
7. go wrong 8. put off 9. put up with 10. make out 11. call back 12. look out for
13. at certain points 14. find out 15. if so 16. recommend doing
17. in contemporary society 18. in large quantities 19. trun into
20. be fundamental to (doing) 21. a disease called malaria 22. look into
23. look down upon 24. put through 25. come up 26. remind sb to do
27. be based on 28. block from doing 29. focus on 30. reduce the risk of
31. try out 32. due to 33. in addition to 34. have an influence on
35. leave behind 36. ask for 37. set up 38. put off
39. take measures to do 40. let … out of 41. be connected with
一.单词应用
根据单词的首字母或汉语意思填写正确单词，注意形式变化。
1. A p____________ is a person who has general skills to treat physical problems.
2. Penicillin was d___________ in the mould that grew on a special transparent jelly.
3. He is the a__________ whose books are best-selling this year.
4. Stoke is a type of serious illness when blood vessels in the brain b_____ suddenly
《Sailing the oceans》
Listening and Speaking
Teaching Aims: 教学目的
1. Review the words and structures in the last period.
2. Finish the listening exercises in this part and improve the students’ listening ability.
3. Talk about sailing.
Teaching Important Points:教学难点
Finish the listening exercises.
Teaching Methods:教学方法
1. Talking method to improve the students’ speaking ability.
2. Listening method to train the students’ listening ability.
3. Pair wok to make every student take an active part in class.
Teaching Aids:教学工具
1. a computer; 2. courseware
Teaching procedures
Step1 Greetings
Greet the whole class as usual.
Step2 Revision
Check the homework exercises.
Step3 Listening
Listen to the tape and ask the students to finish exercise 1—3 on page 19.
Suggested answers:
Answer key for Exercise 1:
maps; stars; clouds; waves; currents; birds
Answer key for Exercise 2;
Sailors from
Sea or Ocean
Skills
Phoenicia
Mediterra?nean
Used the sky to find their way
篇5：牛津高中英语课堂教学实录
《A Christmas Carol》
A Christmas Carol
I. Teaching aims:
1. Learn about Charles Dickens and his works.
2. Talk about social responsibilities.
3. Review the Adverbial.
4. Write a review of a play.
II. Teaching time:
1st Period Speaking
2nd Period Reading
3rd Period Language study
4th Period Extensive reading, Writing
The First Period Speaking
I. Teaching goals:
1. Enable the students to say something about Charles Dickens and his works.
2. Enable the students to learn how to discuss their social responsibilities.
3. Help the students learn to describe social responsibilities by using some key words and expressions.
II. Teaching important points
1. Describe Charles Dickens and his works.
2. Discuss the social responsibilities by using some key words and expressions.
III. Teaching methods
Cooperative learning.
IV. Teaching aids
1. A recorder; 2. A projector and some slides;
3. Multi-functional teaching equipment (CAI).
V. Teaching procedures && ways
Step I Lead In
First show the students a picture of Charles Dickens on the computer, then ask them some questions.
Step II Warming up
The Warming-up exercise makes the students know more about Charles Dickens and the novels that he wrote.
Step III Speaking
Task 1
Ask the students to finish the reading comprehension multiple choices.
Task 2
Discuss the responsibilities of business people towards both their employees and their customers .
Step IV Talking
Ask the students to discuss the two situations in groups of four.
Step V Homework
Ask the students to read the novel A Christmas Carol carefully. Then next class they will be checked.
篇6：牛津高中英语课堂教学实录
love Would you like to go to the cinema?
Step1 Greetings
T:Good afternoon, boys and girls!
Ss: Good afternoon, MrGao! T:How are you?
Ss: I’m fine, Thank you, and you?
T:I’m fine,too.What’s the weather like today? Ss:It’s sunny.
T:Very good.Sit down, please!
设计意图：以学生耳熟能详的英语问候语“Good afternoon.”“How are you?”以及天气等引入课堂,吸引学生的注意力.
Step 2 New words and expressions
The students learn the new words and expressions all by themselves, and help each other, the teacher checks and helps. Now call a student to read them ,the others listen and check..
S1:(reads the new words and expressions)
The teacher teaches the new words and expressions,then the Ss read them and check each other.
设计意图：单词的教学，由学生自已拼读——互相检查帮助——教师检查辅导等方式方法改变原来单一的教师教学生跟着读，容易激发学生的积极性，且掌握得更好。真正地体现学生的自学互帮与老师的导学。
Step 3 resentation
T:Please look at the picture. What’s this in English? Ss:It is a cinema.
T: Very Good. Then would you like to go to the cinema? S2: Yes,I’d like to. S3:That’s a great idea. S4:That’s a good idea. T:What else? S5: Great idea. S6:Good idea. Theteacher takes out another picture and says this is a football match between Num.1 Middle Schooland Num.3 Middle School.They are playing football. Would you like to go to a football match?
S7:It’s a great idea.When is it? T:It’s on Saturday. S8:Let’s go on Saturday.
S9:Let’s go to the football match. S10:It’s a good idea.
T:Excellent! All of you have a good memory. Now all of you make dialogues “Would you like…? Let’s…” with your partners, then act in the front of the classroom.
(Five minutes later)
Call some groups to act out their dialogues.
设计意图：教师抓住现场的教学资源,从教师自身穿的dress入手,问“what colour is my dress?”到学生的衣服，最后到通过desk问答“what colour is it?”,从教师到学生再到物体,充分利用了现场的教学元素,生活化课堂自然生成.] Step4 Match the words with the pictures. six pictures and six words and expressions to the students. Show Work in pairs.
Step5 Listen and read 1. A game
T:Now, please look at our old friend.(Show Jackie Chan’s photo) Hello!
Ss:(huuu)Hello! T:Glad to meet you! Ss:Glad to meet you, too!
T:Listen! I am your friend. You can ask me some questions. Now, you please! S5:What is your name? T:My name is Tony. S6: How old are you? T:I’m one.
S7: what colour is it?
T:Listen! I am a brown bird. S8:Glad to meet you,Tony. T:Nice to meet you, Li Chong.
T:Now I ask questions, and you answer them. What colour am I? LiChong:Brown.
T:Very Good, Li Chong! Come here. You’re the little teacher. Read “brown”,please!
LiChong: (Point to the brown) One two begin, brown, brown
T:Thank you! Who’d like to be the little teacher? Would you like to have a try? (Some students hands up.)Li Chunlin,please.„
设计意图：整个过程,学生都处在教师创设的情境中,围绕“Brown Bird”展开教学.通过让学生提问brown bird到brown bird提问学生,操练了英语基本用语,给学生开口说英语提供了机会。教师还让学生尝试当小老师,带领全班同学一起学习,这既是对该生回答正确的肯定,让优生带动了全班同学，又充分调动了其他学生学习英语的热情. Step4 Presentation and Practice 1.Presentation
T:Let’s watch TV. What is this?
Ss:A butterfly.
T:Yes, it’s a butterfly.Please repeat, a lovely butterfly, a little butterfly.
T:(Show a green and red butterfly)What colour is this butterfly? Helen:It’s green and red.
T:Excellent.You will be the little teacher, come to the front. Helen:One two, begin! It’s green and red. Ss: (Read aloud after Helen) It’s green and red.
(Teacher sticks the green and red butterfly to the blackboard) T:(Show a pink and blue butterfly)What colour is this one? Bob：It’s a pink and blue butterfly.
T:Very good! Thank you. You will be the little teacher.Come here! Bob:One two, begin! It’s a pink and blue. Ss: (Read after Bob.) It’s a pink and blue.
[沿袭了单词brown教学中的little teacher,这种教学方法可谓是策略,对于激发学生的学习积极性较有效果.另外,教师在前部分教学的基础上,加大了难度,出现了butterfly,而且颜色都涉及到了两种.但于前部分内容仍旧环环相扣,循序渐进.课堂向深度,高度发展.] 2.Practice T:Today we will act one btterfly”. and .Read and do the actions after me!
T:OK! I say the words and you do the actions.
Ss:(Do the actions while singing.)
T:Iwant three students to act the butterflies. Any volunteers? Great! Come to the front. You are the lovely butterflies. All students answer my question.
T:What olour is it
Ss:(Doing actions while singing )It’s green and red. It’s pink and blue. It’s brown and yellow blue.
T:Thank you!
[唱歌是学生喜闻乐见的活动形式,教师将此部分内容安排在此处,一方面是与前面所学相挂钩,巩固所学;另一方面是在学生保持了较长时间的注意力之后,让学生得到些许放松,以便以更饱满的情绪进入下一阶段的学习,包括后面的act the butterflies,也是让学生动一动,抖擞抖擞精神.] Step5 Playing a game
T:Let’s play a game. Who wants to be my partner? Mike:Let me have a try.
T:(Throw a ball to Mike) What colour is it? Mike:It’s pink and blue.
T: Very good! I want two other pairs of students to do the game again. Toby:What colour is it? Sandra: It’s orange and black. Frank: What colour is it? Camilla:It’s brown and yellow.
[围绕butterfly,有了师生间,学生间的交流,虽然只是简短的对话,但是却为后面的Free talk做好了准备.] Step6 Free talk The teacher takes out a pen on a student’s desk, and makes a dialogue with the whole class.
T:Hello,every one! Ss:Hello,Mr.Gao!
T:What’s this in English?
(Students take out their school things and make up new dialogues by themselves. At last, Teacher chooses two groups come to the front act their dialogue.)
June: Hello! Lucy: Hello!
June:What’s your name?
Lucy:My name is Lucy.What’s your name? June:My name is June. How old are you? Lucy: I’m one. What colour is it?
June:It’s blue and pink. What colour is it?
Lucy:It’s brown and yellow. What day is it today? June: Monday.OK,bye-bye! Lucy:Bye-bye!
(Teacher asks two more pairs to act out their dialogues.)
[学生英语表达的细胞在此完全得到释放,而且教师引导学生拿出自己的玩具,互编新对话,培养了学生在真实场景中运用英语的能力.在此部分,我们可以看到学生思维的火花得以绽放.] Step7 Magic T:Look,what colour is it? Ss:It’s blue.
T:Look,what colour is it? Ss:It’s yellow.
T: (Mixing the two colours)Look,what colour is it now? Ss:It’s green.
T:How lovely!Listen,blue and yellow is green. Ss:Blue and yellow is green.
T:Now everybody takes out your colour oil pastel. Show me yellow. Ss:Yellow-yellow-yellow.(Read and hands up) T:Show me blue. Ss:Blue-blue-blue. T:Show me red. Ss:Red-red-red.
T:Mix the colours and then find out what you get. Talk with your partner about the colours.
Ss:(Doing the experiment and then have conversations in their group.) T: What do you get from what you did just now?Tell me together. Ss: Red and blue is purple. Red and yellow is orange. T:You’re clever.
Step 8 Everyday English
T:Let’s see what’s on TV. Blue in the face.What is the meaning? Ss:蓝色的脸。
T：脸变成了蓝色说明了什么? Ss:很生气。 T:Yes. Ss: Red.
T:Yes, red.可是在英语中要表示“气得脸发红”，应该怎样说呢? Ss:Blue in the face.
T:That’s right!You should remember it.注意可不要望文生义哟!
T:Time is up.We have to say good bye!
篇7：牛津高中英语课堂教学实录
一、歌曲导入
T：Let's sing a song.The song's name is“Let's play!Let's sing!”
评析：教学热身是英语课堂TPR教学方法的重要形式之一，教师采用歌曲来缓解学生的紧张情绪，建立轻松、和谐、民主的课堂氛围，为进一步的学习奠定了良好的基础。
二、师生问候
T：Class begins!Hello，everyone! Ss：Hello，Miss Chai ! T：How are you today? Ss：We're fine，thank you.
T：What's the weather like today? Ss：It's fine.
评析：简单的问候，可以帮助学生适应英语语感，使学生很自然地进入英语学习状态。
三、新授知识
T：A lovely day，isn't it?I have a piece of good news for you.We're going to visit the zoo.(贴出动物园的图片)Are you happy?
Ss：Yes!
T：Today we'll learn a lesson about the zoo.Please tell me.Which lesson shall we learn? Ss：Lesson 22.
T：OK!Now，let's count from one to twenty-two!
评析：在学生原有知识的基础上，以数字引入，使课题的出示别具特色，自然而不失趣味性。
T：Well，who can tell me what you can find in the zoo? Ss：Cats，dogs，birds...
T：Oh，we'll see so many animals.That's great!Now，please look here.We'll meet many animal friends today.What's this?(出示动物头饰)
S：It's a bird.
T：Oh，yes.This bird is for you!(S1带上头饰) (以下cat，dog，同上)
评析：用学生已经学过的动物引出“What's this?It's...”的新授句型。在运用中明白了句子的含义，也掌握了句子的用法，有一种润物无声的境界!
T：Now，we have three animals，they are our best friends!But look there，there is another friend.She's waiting to meet us.Who's she?(出示大熊猫玩具)
Ss：Da Xiongmao. T：Yes，it's a Da Xiongmao，but in English it's a panda.Now，please say after me，“panda”! T：Look there，I have a beautiful picture.What's this?(贴出大熊猫的图片) Ss：Panda.
T：Yes，but how to spell it?(出示单词卡) Ss：“P-A-N-D-A，panda!” T：Let's sing a song.(师生同唱并拼写，教师指图) T：What's this? Ss：It's a panda. (同法教单词tiger)
评析：运用头饰等教具，将学生喜爱的动物请到课堂上来，使学生产生了浓厚的兴趣，使抽象化的词汇学习具体化，易化了词汇这一教学难点。
T：We met so many animal friends.And would you like to go to the zoo with me?Are you ready?Let's go!OK?
T and Ss：One，two，three，go!(师生同看多媒体影片)
评析：从英语学科的实际特点出发，教者运用电脑多媒体再现课文内容，使学生犹如身临其境，培养了学生的观察能力和语言应用能力，也使课堂焕发出了生命的活力!
T：What did Ann say? Ss：“What's this?”
T：Yes，Ann说“这是什么?”，in English we should say，“What's this?”
T：Now，look at me please.What's this?It's a tiger.What's this?It's a panda.Do you understand?Please say after me.(教师手指教室内戴头饰的学生)
T：Now please point to an animal，ask and answer in pairs.(学生分组练习)
评析：这部分内容是教学的难点，教师通过TPR教学法最大限度地引导学生积极学习的兴趣，使句型操练这一枯燥的演练形式兴趣化。
T：Your pronunciations are fine.Now let's listen to the tape and read after it.(Listen and speak.)
评析：在英语教学中，原声语音的模仿是必不可少的步骤，有利于培养学生优美的语感，为英语的终身学习打下良好的基础。
T：We all like animals，but the zoo isn't the animals hometown.Where is their real hometown?
S：大自然。
T：Yes!Let's look at the animal.OK?(观看多媒体影片) T：Do you like animals? Ss：Yes!
T：The earth belongs to both animals and human beings.We should live peacefully together. We should try to give them a better living environment，and protect them from being hurt.Do you think so?
Ss：Yes!
T：OK!Let's begin from now on!
T：The time is up.Good-bye，everyone!
评析：结束语将知识性与思想性融为一体，既强调了本课知识的重点，又对学生进行了思想教育，使学生对所学内容有了一个更高层次的认识，使英语教学的目的得以充分的发挥。
篇8：牛津高中英语课堂教学实录
Unit 1 Would you like to go to the cinema?
授课教师：张丽群
授课对象：初一6班学生
授课地点：初一6教室
授课时间：2012-5-15
听课老师：明集初中全体英语教师
Step 1 Greetings
T: Good afternoon, boys and girls!
Ss: Good afternoon, Miss Wang!
T: How are you?
Ss: I’m fine, Thank you, and you?
T: I’m fine, too. What’s the weather like today?
Ss: It’s sunny.
T: Very good. Sit down, please!
设计意图：以学生耳熟能详的英语问候语 “ Good afternoon.” “ How are you?” 以及天气等引入课堂,吸引学生的注意力.
Step 2 New words and expressions
The students learn the new words and expressions all by themselves, and help each other, the teacher checks and helps. Now call a student to read them , the others listen and check..
S1:(reads the new words and expressions)
The teacher teaches the new words and expressions, then the Ss read them and check each other.
设计意图：单词的教学，由学生自已拼读——互相检查帮助——教师检查辅导等方式方法改变原来单一的教师教学生跟着读，容易激发学生的积极性，且掌握得更好。真正地体现学生的自学互帮与老师的导学。
Step 3 Presentation
T: Please look at the picture. What’s this in English?
Ss: It is a cinema.
T: Very Good. Then would you like to go to the cinema?
S2: Yes, I’d like to.
S3: That’s a great idea.
S4: That’s a good idea.
T: What else?
S5: Great idea.
S6: Good idea.
The teacher takes out another picture and says this is a football match between Guqiao Middle School and Yanghe Middle School. They are playing football. Would you like to go to a football match?
S7: It’s a great idea. When is it?
T: It’s on Saturday.
S8: Let’s go on Saturday.
S9: Let’s go to the football match.
S10: It’s a good idea.
T: Excellent! All of you have a good memory. Now all of you make dialogues “Would you like…? Let’s…” with your partners,then act in the front of the classroom.
(Five minutes later)
Call some groups to act out their dialogues.
设计意图：教师抓住现场的教学资源,从教师自身穿的dress入手,问 “ what colour is my dress?” 到学生的衣服，最后到通过desk问答 “ what colour is it?”,从教师到学生再到物体,充分利用了现场的教学元素, 生活化课堂自然生成.]
Step4 Match the words with the pictures.
Show six pictures and six words and expressions to the students. Work in pairs.
Step5 Listen and read
1. A game
T: Now, please look at our old friend. (Show Jackie Chan’s photo)
Hello!
Ss: (huuu) Hello!
T: Glad to meet you!
Ss: Glad to meet you, too!
T: Listen!I am your friend. You can ask me some questions. Now, you please!
S5: What is your name?
T: My name is Tony.
S6: How old are you?
T: I’m one.
S7: what colour is it?
T: Listen! I am a brown bird.
S8: Glad to meet you, Tony.
T: Nice to meet you, Li Chong.
T: Now I ask questions, and you answer them. What colour am I?
Li Chong: Brown.
T: Very Good, Li Chong! Come here. You’re the little teacher. Read “brown”, please!
Li Chong: (Point to the brown) One two begin, brown, brown
T: Thank you! Who’d like to be the little teacher? Would you like to have a try?
(Some students hands up.) Hu Lingli, please.…
设计意图：整个过程,学生都处在教师创设的情境中,围绕 “ Brown Bird”展开教学.通过让学生提问brown bird到brown bird提问学生,操练了英语基本用语, 给学生开口说英语提供了机会。 教师还让学生尝试当小老师,
带领全班同学一起学习,这既是对该生回答正确的肯定, 让优生带动了全班同学，又充分调动了其他学生学习英语的热情.
Step 4 Presentation and Practice
1. Presentation
T: Let’s watch TV. What is this?
Ss: A butterfly.
T: Yes, it’s a butterfly. Please repeat, a lovely butterfly, a little butterfly.
T: (Show a green and red butterfly) What colour is this butterfly?
Helen: It’s green and red.
T: Excellent. You will be the little teacher, come to the front.
Helen: One two, begin! It’s green and red.
Ss: (Read aloud after Helen) It’s green and red.
(Teacher sticks the green and red butterfly to the blackboard)
T: (Show a pink and blue butterfly)What colour is this one?
Bob：It’s a pink and blue butterfly.
T: Very good! Thank you. You will be the little teacher. Come here! Bob: One two, begin! It’s a pink and blue.
Ss: (Read after Bob.) It’s a pink and blue.
(Teacher sticks the pink and blue butterfly to the blackboard. Do the same to the brown and yellow butterfly.)
[沿袭了单词brown教学中的little teacher,这种教学方法可谓是策略,对于激发学生的学习积极性较有效果.另外,教师在前部分教学的基础上,加大了难度,出现了butterfly, 而且颜色都涉及到了两种.但于前部分内容仍旧环环相扣,循序渐进.课堂向深度,高度发展.]
2. Practice
T: Today we will learn a new song: “A butterfly”. Stand up. Read and do the actions after me!
T: OK! I say the words and you do the actions.
Ss: (Do the actions while singing.)
T: I want three students to act the butterflies. Any volunteers? Great! Come to the front. You are the lovely butterflies. All students answer my question.
T: What colour is it?
Ss: (Doing actions while singing )It’s green and red. It’s pink and blue. It’s brown and yellow blue.
T: Thank you!
[唱歌是学生喜闻乐见的活动形式,教师将此部分内容安排在此处,一方面是与前面所学相挂钩,巩固所学;另一方面是在学生保持了较长时间的注意力之后,让学生得到些许放松,以便以更饱满的情绪进入下一阶段的学习,包括后面的act the butterflies,也是让学生动一动,抖擞抖擞精神.]
Step 5 Playing a game
T: Let’s play a game. Who wants to be my partner?
Mike: Let me have a try.
T: (Throw a ball to Mike) What colour is it?
Mike: It’s pink and blue.
T: Very good! I want two other pairs of students to do the game again.Toby: What colour is it?
Sandra: It’s orange and black.
Frank: What colour is it?
Camilla: It’s brown and yellow.
[围绕butterfly,有了师生间,学生间的交流,虽然只是简短的对话,但是却为后面的Free talk做好了准备.]
Step 6 Free talk
The teacher takes out a pen on a student’s desk, and makes a dialogue with the whole class.
T: Hello, every one!
Ss: Hello, Miss Wang!
T: What’s this in English?
(Students take out their school things and make up new dialogues by themselves. At last, Teacher chooses two groups come to the front act their dialogue.)
June: Hello!
Lucy: Hello!
June: What’s your name?
Lucy: My name is Lucy. What’s your name?
June: My name is June. How old are you?
Lucy: I’m one. What colour is it?
June: It’s blue and pink. What colour is it?
Lucy: It’s brown and yellow. What day is it today?
June: Monday. OK, bye-bye!
Lucy: Bye-bye!
(Teacher asks two more pairs to act out their dialogues.)
[学生英语表达的细胞在此完全得到释放,而且教师引导学生拿出自己的玩具,互编新对话,培养了学生在真实场景中运用英语的能力.在此部分,我们可以看到学生思维的火花得以绽放.]
Step 7 Magic
T: Look, what colour is it?
Ss: It’s blue.
T: Look, what colour is it?
Ss: It’s yellow.
T: (Mixing the two colours) Look, what colour is it now?
Ss: It’s green.
T: How lovely! Listen, blue and yellow is green.
Ss: Blue and yellow is green.
T: Now everybody takes out your colour oil pastel. Show me yellow. Ss: Yellow-yellow-yellow. (Read and hands up)
T: Show me blue.
Ss: Blue-blue-blue.
T: Show me red.
Ss: Red-red-red.
T: Mix the colours and then find out what you get. Talk with your partner about the colours.
Ss: (Doing the experiment and then have conversations in their group.) T: What do you get from what you did just now? Tell me together. Ss: Red and blue is purple. Red and yellow is orange.
T: You’re clever.
Step 8 Everyday English
T: Let’s see what’s on TV. Blue in the face. What is the meaning? Ss: 蓝色的脸。
T：脸变成了蓝色说明了什么?
Ss: 很生气。
T: Yes. 如果中国人很生气，脸变成什么颜色?
Ss: Red.
T: Yes, red. 可是在英语中要表示“气得脸发红”，应该怎样说呢? Ss: Blue in the face.
T: That’s right! You should remember it.注意可不要望文生义哟! T: Time is up. We have to say good bye!
Ss: Bye-bye! Miss Bai. Thank you!
[此部分内容,虽然是课堂的尾声,但却是此课的精彩部分所在.对于本课所学颜色类单词,教师精心设计了一个小活动和一个习惯用语的渗透.一个调色盘的游戏, 艳丽的色彩足以吸引学生的眼球,从英语课堂中培养了学生的艺术细胞;还有从 “ Blue in the face.”形象地告诉学生 “气得脸发红”就用 “Blue in the face”.表达,还告诉了学生不要望文生义.在此,英语课堂已完全突破了教材的限制,但又能立足于课堂,教师独具匠心的设计极为巧妙,值得学习.]
篇9：高中英语优秀教学设计
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
第九步：口头作文(oral practice) 设定一个情境，给出一些关键词汇，让同学们模仿课文来编一段对话或一篇短文。
Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport. While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.
Work in groups. You are required to present either a short passage or a short dialogue.
Helpful words and expressions
great scenery
third largest
go northward
mountains/lakes/forests/rivers
from south to north
here in Shenzhen
along the coast
theme parks
第十步：作业布置。要求学生将第九步中的口头作文写出来，变成书面作文。
Write down the short passage or the short dialogue that you’ve just worked out.
1.优秀案例教学设计模板
2.高中英语教学设计反思
3.教师信息化教学设计模板（优秀）
4.《猫》优秀教学设计
5.花钟优秀教学设计
6.赶海优秀教学设计
7.化学优秀教学设计
8.《雨说》优秀教学设计
9.中彩那天优秀教学设计
10.《中彩那天》优秀教学设计
篇10：高中英语优秀教学设计
教学目标
知识与技能目标
1. Get students to learn some useful new words and expressions in this part.
2. Get students to read the letter.
3. Let students learn the prohibition, warning and permission.
过程与方法目标
1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
2. Enable student s to understand how to give advice.
情感态度与价值观目标
1. Stimulate students’ interests of learning English by reading and acting this play.
2. Develop students’ sense of group cooperation and teamwork.
教学重点
1.state the main idea of each paragraph in own words
2.ways to become addicted to cigarettes
3.the harmful effects of smoking
4. suggestions to quit smoking
教学难点
1. sorting out major idea and minor idea
2. master key words in key sentence
教学过程
→Step 1 Warming up
Show some proverbs on health
1.An apple a day keeps the doctor away.
2.Early to bed and early to rise, makes a man healthy, wealthy and wise.
→Step 2 Skimming
1How many parts does the reading text consist of?
2. Who wrote the letter to whom?
3. How many ways can a man become addicted to smoking?
→Step 3 Scanning
1. The first sentence of the letter shows James granddad______ .
A. lives a healthy life B. is addicted to sitting in the garden
C. has nothing to do at home D. is tired when cycling 20 kilometers
2. From the second paragraph, we can know granddad ______________.
A . never smoked B. likes smoking
C. used to smoke heavily D. still smokes now
→Step 4 Detailed reading
Ask students to discuss the following questions in pairs.(让学生分组讨论，形成书面形式)
1.Different ways people can become addicted to cigarettes.
2. Harmful effects for smokers
吸烟的危害
3.ways to quit smoking
→Step 5 Post reading
Write some advice to persuade smokers to quit smoking
→Step6 Discussion
How to live a healthy life?
→Step 7 Homework
1. write down the suggestions given by granddad
2. try to persuade one to give up smoking
篇11：高中英语优秀教学设计
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，是朗读教学的重点
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。
篇12：高中英语优秀教学设计
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
第九步：口头作文(oral practice) 设定一个情境，给出一些关键词汇，让同学们模仿课文来编一段对话或一篇短文。
Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport. While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.
Work in groups. You are required to present either a short passage or a short dialogue.
Helpful words and expressions
great scenery
third largest
go northward
mountains/lakes/forests/rivers
from south to north
here in Shenzhen
along the coast
theme parks
第十步：作业布置。要求学生将第九步中的口头作文写出来，变成书面作文。
Write down the short passage or the short dialogue that you’ve just worked out.
★ 《牛津高中英语》阅读课教学案例及分析 (译林牛津版英语高二)
★ 牛津高中英语（译林）M2U3 project教案 (译林牛津版英语高一)
★ Unit 7 Angkor Wat(译林牛津版高三英语教案教学设计)
牛津高中英语Unit 2 Sporting events教学设计（共12篇）
