染雾英文教学设计高中 篇一
Title: Integrating Technology into English Language Teaching in High School
Introduction:
In today's digital age, it is essential to incorporate technology into English language teaching in high schools. By doing so, educators can create engaging and interactive lessons that enhance students' language skills. This article will outline a lesson plan that integrates technology, specifically online resources and multimedia, into a high school English class.
Lesson Plan:
1. Warm-up Activity:
Begin the lesson by showing a short video clip related to the topic of the day. For example, if the theme is "Environmental Issues," show a video on climate change. After watching the video, ask students to discuss in pairs or small groups what they learned and their thoughts on the topic.
2. Online Reading Activity:
Next, introduce an online article or blog post related to the theme. Provide students with the link and ask them to read it individually. Encourage students to use online dictionaries to look up unfamiliar words. After reading, divide students into groups and ask them to summarize the article in their own words. Each group can then share their summaries with the class.
3. Vocabulary Building:
To reinforce the vocabulary from the article, create an interactive word cloud using a free online tool. Input the key vocabulary words from the article, and the tool will generate a visually appealing word cloud. Display the word cloud on the screen and ask students to discuss the meanings and associations of the words. This activity will help students better understand and remember the vocabulary.
4. Multimedia Presentation:
In this step, students will create a multimedia presentation on the topic. Divide students into pairs or small groups and assign them a subtopic related to the theme. For example, if the theme is "Famous Landmarks," the subtopics could be the Great Wall of China, the Eiffel Tower, and the Taj Mahal. Provide students with resources such as images, videos, and audio clips to include in their presentations. Encourage creativity and critical thinking by asking students to include interesting facts and personal reflections.
5. Presentation and Discussion:
Give each group an opportunity to present their multimedia presentation to the class. After each presentation, facilitate a class discussion by asking questions related to the subtopic. Encourage students to ask questions and share their opinions. This activity promotes active participation and allows students to practice their speaking and listening skills.
6. Follow-up Task:
To consolidate learning, assign a follow-up task that students can complete individually or in pairs. This task could be writing a reflection essay, creating a poster, or recording a podcast on the topic. Encourage students to use technology tools such as word processors, graphic design software, or audio recording apps to complete the task.
Conclusion:
By integrating technology into English language teaching in high schools, educators can create dynamic and engaging lessons that enhance students' language skills. The lesson plan outlined in this article demonstrates how online resources and multimedia can be effectively used to promote active learning and foster students' creativity and critical thinking abilities.
英文教学设计高中 篇二
Title: Project-Based Learning in High School English Classrooms
Introduction:
Project-based learning is an effective teaching approach that promotes students' autonomy, collaboration, and critical thinking skills. In high school English classrooms, project-based learning can enhance students' language proficiency and provide them with real-world applications of their English skills. This article will outline a project-based learning unit for a high school English class.
Project-Based Learning Unit:
1. Introduction:
Introduce the project to students by presenting them with an authentic, real-world problem or scenario. For example, if the theme is "Sustainable Living," present students with the challenge of creating a sustainable living guidebook for their community. Explain the purpose of the project and its connection to the English curriculum.
2. Brainstorming and Planning:
In this stage, students will brainstorm ideas and plan their project. Divide students into small groups and ask them to discuss and research different aspects of the topic. Provide them with a graphic organizer or a collaborative online platform where they can record their ideas, research findings, and project plans.
3. Research and Analysis:
Students will conduct research on their chosen subtopics and analyze the information they gather. Encourage students to use a variety of sources such as books, articles, websites, and interviews. Provide guidance on how to evaluate the credibility and reliability of sources. Students should take notes and organize their findings in a structured manner.
4. Product Creation:
In this stage, students will create their project's final product. Depending on the project's objectives and students' preferences, the final product could be a guidebook, a website, a video documentary, or a presentation. Encourage students to use technology tools and multimedia elements to enhance the visual appeal and effectiveness of their final product.
5. Presentation and Evaluation:
Give students an opportunity to present their projects to the class and evaluate their peers' work. Create a rubric that assesses the project's content, language use, creativity, and presentation skills. Encourage students to provide constructive feedback to their peers. This activity promotes collaboration, communication, and critical thinking.
6. Reflection and Self-Assessment:
After the presentations, ask students to reflect on their experience and assess their own learning. Provide them with reflection prompts such as "What did you learn from this project?" and "How did this project enhance your English skills?" Encourage students to write a reflection essay or record a video reflection.
Conclusion:
Project-based learning offers high school English students an opportunity to develop essential language skills while engaging in authentic, meaningful tasks. The project-based learning unit outlined in this article allows students to explore real-world problems, collaborate with peers, conduct research, and create a final product. By implementing project-based learning in high school English classrooms, educators can foster students' autonomy, critical thinking, and creativity.
英文教学设计高中 篇三
英文教学设计模板高中
教学设计是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。下面是英文教学设计模板高中，请参考！
英文教学设计模板高中：Unit 1 Friendship
(1) 课题：Friendship
(2) 教材分析与学生分析： 本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。
(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period：Reading
The third period: Grammar
The forth Period：Listening
The fifth period: Writing
(4)教学目标： ① 知识与技能：Talk about friends
② 过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的`基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善不善交朋友; 5. 朋友的重要性。 ③ 情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。 (5) 教学重点和难点：
词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit
短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in
重点语法项目： 直接引语和间接引语的互相转换
难点：Understand the real meaning of friends and friendship;
Discuss the answers to the questions (Reading);
How to teach the Ss to master the usage of Direct Speech and Indirect
Speech(Statement and Questions).
(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计： 穿插于分课时教学设计中
（10）教学反思或值得改进的地方： 见每个课时最后部分。
Period One：Speaking （Warming Up and Pre-Reading）
Aims
Talk about friends and friendship.
Practise talking about agreement and disagreement.
Step I Revision
Ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. Then give some comments.
T: Now, let's check up your homework for last class. I'd like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.
Step II Warming up
T: / think most of us have some good friends. Do you know why people make friends with one another?
Step III Talking(WB P41)
First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.
T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.
1 Do you agree with her?找教案http://
2 What do you think of people from foreign countries?
Agreement Disagreement
I think so, I don't think so.
I agree. I don't agree
That's correct. Of course not.
That's exactly my opinion. I'm afraid not.
You're quite right. I don't think you are right.
Step IV Speaking(B P6)
First, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.
At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.
T: Friends come in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.
1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will
A. ask him / her to pay back as soon as possible; or you'll end the friendship.
B. ask him / her to pay back if he / she has.
C. tell him / her not to return it.
2. Your friend said your bad words behind you. You will
A. ask him / her to say sorry to you , or you'll stop your friendship.
B. excuse him / her and forget it.
C. ask others to tell him / her that he/she is wrong.
3. You promised to meet your friend at five o'clock but your parents ask you to do homework at home. You will
A. tell him your parents ask you to do homework at home.
B. tell him / her a lie that you are ill.
C. say sorry to him / her and plan to meet him / her another time.
4. You borrowed a bike from your friend, but you had it stolen. You will
A. buy a new one which is the same as his / hers.
B. just tell him / her you had it stolen.
C. say sorry to him/her and buy him/her an old one
After they finish choosing the answers, show the scoring sheet on the screen.
2-5 Afair-weather friend找教案http:// Instructions:
Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You don't help your friends when they have problems. You are always thinking about yourself.
You should care more about your friends. If you continue to be self-centered and don't consider others' feelings, you won't make more friends and keep friendship for long.
6-11 Aschool friend
You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.
12-17 Abest friend
You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot of common benefit. Your friendship is good to both of you. You are mutually beneficial.
18-21 Forever friend
You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.
课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。
