染雾高一英语下册优秀教学设计 篇一
标题：Traveling around the World
教学目标：
1. 学生能够运用所学的词汇和句型，描述不同国家的旅游景点。
2. 学生能够运用所学的语法结构，用英语进行旅行规划和预订。
3. 学生能够通过小组合作，展示自己的旅行计划，并相互提出建议和意见。
教学准备：
1. PPT展示，包括不同国家的旅游景点图片和相关信息。
2. 学生教材和练习册。
教学过程：
Step 1: Warm-up (5 minutes)
教师用PPT展示一些国家的旅游景点图片，引起学生的兴趣并激发他们对旅行的讨论。教师可以提问一些问题，如“你最想去哪个国家旅行？为什么？”等。
Step 2: Presentation (10 minutes)
教师用PPT展示不同国家的旅游景点图片，并给出一些相关信息。教师可以介绍一些国家的特色景点，如埃及的金字塔、法国的埃菲尔铁塔等。同时，教师可以向学生介绍一些重要的词汇和句型，如“attraction”、“famous for”等。
Step 3: Practice (15 minutes)
教师将学生分成小组，让他们选择一个国家进行旅行规划。每个小组需要制定一个旅行计划，包括选择景点、预订酒店和交通工具等。学生可以利用教材和练习册中的相关练习进行实践。教师可以提供一些模板和指导，帮助学生完成任务。
Step 4: Presentation (15 minutes)
每个小组派一名代表向全班展示他们的旅行计划。其他学生可以提出问题和建议，让小组进行修改和完善。教师可以对每个小组的演示进行评估，并给予反馈和建议。
Step 5: Consolidation (5 minutes)
教师总结本课的内容，并提醒学生继续学习相关词汇和句型。教师可以布置一些相关的练习作为课后作业。
高一英语下册优秀教学设计 篇二
标题：Exploring Cultural Differences
教学目标：
1. 学生能够认识并理解不同文化之间的差异。
2. 学生能够运用所学的词汇和句型，描述不同文化的特点和习俗。
3. 学生能够通过小组合作，展示自己对不同文化的理解和观点。
教学准备：
1. PPT展示，包括不同国家的文化图片和相关信息。
2. 学生教材和练习册。
教学过程：
Step 1: Warm-up (5 minutes)
教师用PPT展示一些不同国家的文化图片，引发学生对不同文化的思考和讨论。教师可以提问一些问题，如“你觉得不同国家的人有什么不同的习俗？”等。
Step 2: Presentation (10 minutes)
教师用PPT展示不同国家的文化图片，并给出一些相关信息。教师可以介绍一些国家的传统节日、饮食习俗等。同时，教师可以向学生介绍一些重要的词汇和句型，如“custom”、“tradition”等。
Step 3: Practice (15 minutes)
教师将学生分成小组，让他们选择一个国家进行文化探索。每个小组需要制定一个文化介绍计划，包括介绍该国家的传统节日、饮食习俗等。学生可以利用教材和练习册中的相关练习进行实践。教师可以提供一些模板和指导，帮助学生完成任务。
Step 4: Presentation (15 minutes)
每个小组派一名代表向全班展示他们的文化介绍计划。其他学生可以提出问题和观点，让小组进行修改和完善。教师可以对每个小组的演示进行评估，并给予反馈和建议。
Step 5: Consolidation (5 minutes)
教师总结本课的内容，并提醒学生继续学习相关词汇和句型。教师可以布置一些相关的练习作为课后作业。
高一英语下册优秀教学设计 篇三
教学准备
教学目标
(1)理解文章结构、段落大意、重要信息。
(2)了解新闻报道的文体特征。
(3)培养学生有效的阅读技巧和学习策略。
(4)培养学生勇于面对困境，克服困难，解决问题的情感态度价观。
(5)培养学生成为自主学习的人。
教学重难点
教学目标
(1)理解文章结构、段落大意、重要信息。
(2)了解新闻报道的文体特征。
(3)培养学生有效的阅读技巧和学习策略。
(4)培养学生勇于面对困境，克服困难，解决问题的情感态度价观。
(5)培养学生成为自主学习的人。
教学过程
Step 1 Warming-upand lead-in (5 mins)
(1)图片导入
教师展示国外名校的照片，激发学生对于留学海外的兴趣，以此导入到本课的课题。
T: Morning, class.Before we begin today’s lesson, I’d like to appreciate some pictures with you.
① Have you seen the building before? It’s theShard, the home to the best offices, restaurants and even the top universityWarwick.
② What is this? It’s a gymnasium ofUniversity of Duke, who has just won the champion of NCAA.
③ What about this? It is the library ofUniversity of Michigan, just like a scene f
rom the Harry Potter Movie.
④ Do you know this university?Yes, it is University of Cambridge. So many beautifulpictures, no wonder many excellent graduates are willing to go abroad forfurther study. They take great pains to realize their dreams, but does beingadmitted mean the end of challenge? Hope this text can give us answers.
(2)检查作业
教师通过作业检查，了解学生通过课前预习对文章的了解程度，帮助学生掌握文章大意，同时也培养学生的阅读策略。
T: Yesterday, youwere asked to preview the text. Now I will check your homework to see if youhave got the basic information. Who is the girl? ( Xie Lei ). Where is she now?( London ) What is she doing there? ( studying ) How long has she been there? (6 months) What is the title of the text? (Keep it up, Xie Lei Chinesestudent fitting in well) What is the general idea of the text? ( It’s about agirl who overcame difficulties and adapte to the new environment.)
Great! All of you have done anexcellent job. You have got the general idea through your preview. Can you findthe phrase similar to “adapt to”on the screen? (fit inwell) If someone overcame difficulties, probably we would say to them …( keepit up). Good! Besides the title, what else can tell us that Xie Lei has fittedin well? ( Her smile ) Yes, and probably from her victory gesture. So we cansee that for a really long passage title and picture can help us to get thegeneral idea quickly.
Step 2 Skimming (10 mins)
找出文章框架结构及段落大意。
教师通过引导学生分析文章结构找出段落大意，从而对文章有了总体的把握，以便于细节阅读的开展。
T：When we read apassage, four aspects are very important: general idea, structure, importantinformation and the writing style. Since you’ve got the general idea, we aregoing to focus on the other three. Please open your book and turn to page 38.
Did Xie Lei know that she was goingto face so many difficulties before she studied abroad? ( No )How could you know? (shedidn’t what to expect. )How did she feelthen? ( excited & nervous) So we know that paragraph 1 is about thesituation before she left China. In what order do you think the text isorganized? ( time order) Could you follow the clue to pide the rest of thetext into several parts? You are given five minutes.
Part II is from paragraph 2 toparagraph 5, which is about the situation at the beginning. Part III isparagraph 6&7, which tells us the situation now and future. Do you know whywe should get the structure of a passage? Because when you read a long passage,it is easy for you to forget the information. Once you’ve got the structure,you can get a clear picture of the text so that get the main idea. Now try tofill in the blank to get more information about the text.
Step 3 Careful reading ( 20 min)
细读文章捕捉文章重要信息。
教师引导学生了解文章重要内容，从而深层理解文章所要传递的信息。
T: Now let’s come down to some detailed information. Do you know why a textneed the detail? To make the text vivid and convincing. In order to show howXie Lei overcame the difficulties, what details are needed? ( the difficulties)Yes. ( how she solved it)Yes, thesolution. And to make it convincing, you should tell people what benefit yougot from the situation. So now read the text once again and answer threequestions: 1. what was her problem? Find out the beautiful sentences about herproblem. 2. How did she solve the problem? 3. What benefit did she get from thesituation.
What is her trouble in life? (she had to learn almost everything) Have you seen the beautiful sentences abouther trouble? How did she feel then? (feel like a child) What did she do then? (live with a host family, who gave her a lot of advice) advice about what? ( newculture, idiom, and bring comfort to her) Now I would like to show you somesituations and please decide in which situation can Xie Lei turn to her hostfamily and why. (…) In your opinion, what benefit did Xie Lei get from thesituation? (she becomes strong, confident, independent, experienced…)
Great! Let’s look at her trouble instudy. What’s her problem? ( essay ) How did she deal with it this time?(tutor) Her tutor gave her some advice as well. How many pieces of advice? (Four) How could you get the answer so quickly? ( First… Besides… Then… Finally)What benefit did she get? ( Improved her mark and became an autonomous learner)
All of you have done an amazing job! Butdo you know the meaning of an autonomous learner? (自主学习者) Exactly! That is what you have known so far. Now I want you to work inpairs to find out what makes an autonomous learner from Xie Lei’s example. Youhave got three minutes to discuss with your partner.
Now I would like some of you to answer the questions.
You are so great! An autonomous learner should read a lot of texts andanalyze them. They should give their own opinions and explain it by referringto other authors. And finally even contradict them. That’s what we can learnfrom Xie Lei’s experience. We have known so much about Xie Lei and we careabout her feelings all the time. We know that before she left China she was (nervous & excited). When she arrived in England, she met difficulties inlife, which made her feel ( like a baby). And she had trouble in her essay too,so she felt ( numb with shock). How did Xie Lei feel now? ( at home) Why? ( shefits in well) Is she satisfied and gonna stop trying? ( No, she will keep itup) What is her plan next? ( she will keep a balance between study and sociallife).
Step 4 Discussion ( 7 min)
通过对于文章关键字眼的深层理解，进一步巩固所获取信息，同时让学生更加了解成功的意义、途径，从而了解成长的秘诀，成为更成功成自主的学习者。
So far we’veknown all about Xie Lei’s story. In the last sentence, the author says that “she deserves to succeed”. How do you understand the sentence? Why does he usethe word “ deserve” here? Now I would like you to discuss in groups whether youthink Xie Lei deserves to succeeed and why. You have got 5 minutes.
Step 5 Conclusion and homework ( 3 min)
Who are “we” in the lastparagraph? ( reporter) Where can we see the arricle? ( in the column ofeducation in the newspaper) What does “we will follow Xie Lei’s progress” mean?( there will be follow-up report). So you know the writing style of the text is( feature report). At the beginning of the lesson we know that from the titleand picture we can get the general idea of a long passage. Through our studytoday, we know that we can get the structure following a certain clue, get theimportant information from some key words, and know the writing style from thelast or first paragraph. In addition, we also know about Xie Lei’s story. Moreimportantly, we know the importance of being an autonomous learner, which willbenefit us all the time, whether in study or in life. Wish all of you can beautonomous learners and have the confidence and wisdom to face whatever thefuture holds in store.
Today’s homework, please write afollow-up report about Xie Lei. And recite paragrapg 1, 2&6.
板书
板书设计
Keep it up, Xie Lei
Chinese student fitting in well
Problem Solution Benefit
Life strong
Study autonomous learner
高一英语下册优秀教学设计 篇四
教学准备
教学目标
三、 教学目标
1.知识技能目标
1)能从文中获取主要信息，如获取What happened to the Native Americans after the arrival of the Europeans? After all those sufferings, did all Native Americans choose to leave the land? How do you know (from the text)? 等直接信息能力;
2)能从文本中加工和处理信息，如What did the Spanish do to the Native Americans in the 16th century?(此问题需提取数个段落的文本信息)
Two groups of immigrants had something in common. What are they? (double choices) Why? (此问题需要学生从文字的表面信息加工处理后方可得到答案)liuxue86.com
3)能透过信息表层思考人文精神，培养学生的发散性思维与批判性思维，如what do you think of the Native Americans who survived and stayed at CA?
How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?
Do you think language plays an important part in a culture? 等。
2.情感目标
学生能通过信息加工后学习移民们的不畏困难、坚持不懈等珍贵品质，并推论出落后就要挨打，少年强则中国强的借鉴意义。
教学重难点
How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?
Do you think language plays an important part in a culture?
教学过程
四、 教学过程
Step1 Lead-in and Brainstorming(5 mins)
1. 导入并揭题
T: As you can see in the title, in this unit, we are going t talk about the USA, a land of persity. Now how much do you know about this land? Let’s have a look at a map, and try to recognize some famous places. Now open your books and turn to page 1. Here is a map of the USA. Please look at it carefully. Try to write on the map the names of the oceans, countries, mountain ranges, lakes rivers and big cities as many as possible.
以竞赛的方式，让学生对美国版图上一些主要地点加以熟悉。
[意图说明] 首先从单元标题入手，引起学生的注意。以竞赛的形式，迅速与班级同学建立联系，活跃课堂气氛，并用版图来促进学生对美国—— a land of persity 形成一个具象的认识。
2. 头脑风暴
先请学生寻找California在地图上的位置。然后教师启发学生联想与immigrate有关的词汇，同时进行板书。
[意图说明] 以头脑风暴的形式，快速激活学生头脑中已有的图式;为导入新课做好准备。并启发学生联想，移民是否都是愉快的、开心的，为阅读文本做好情感上的准备。
Step 2 Reading (30mins)
教师以The facts about each group of immigrants和what inspires us两条主线，引导学生逐步对每一组移民事实进行阅读，获取、加工和处理阅读信息。(下表斜体字部分为问题答案。)
一、Native Americans
1. What happened to the Native Americans after the arrival of the Europeans?
(Thousands were killed or forced into slavery. Many died from the diseases brought by the Europeans.)
2. After all those sufferings, did all Native Americans choose to leave the land?
How do you know (from the text)?
(“However, some survived these terrible times, and today there are more Native Americans living in CA than in any other state.”)
So what do you think of the Native Americans who survived and stayed at CA? (brave, overcame lots of difficulties, were not be discouraged by setbacks)
二、The Spanish
1.What did the Spanish do to the Native Americans in the 16th century?
(They fought against the native people and took their land. Thousands of Native Americans were killed or forced into slavery.)
2. Who were the majority of the first Spanish to go to California in 18th century? (The religious men.)
3. What was their ministry?
(To teach the Catholic religion to the natives.)
4. Which of the following countries has the strongest influence in California?
A. China B. Russia C. Mexico D. Spain
How do you know? /What’s your proof (from the text)?
___________________________________________________________________________________________
(“However, there is still a strong influence in the state. That is why today over 40% of Californians speak Spanish as a first or second language.”) 1. How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?
((By their advanced weapons—guns had long been used in Europe while the Native Americans still lived a primitive live.)
2. What lessons can we draw from this?
(Keeping advanced in science and techonogy matters much!)
3. Why do you think the majority of the first Spanish to go to CA were religious men?
(They wanted to conquer the natives not only by force, but also in mind.)
4. ——“However, there is still a strong Spanish influence in the state. That is why today over 40% of Californians speak Spanish as a first of second language. ”
So do you think language plays an important part in a culture? (Yes.)
Do you support we should learn to speak Fuzhou dialect? Why/why not?
(Open-ended answers)
三、
Gold miners
1.What kind of people were attracted to California after 1848?
People from all over the world.
2.Why did they come here?
To become rich.
3. Did they realize their dreams?
No.
4. Did most of them leave CA? (no.) What did they do?
“ most remained in CA to make a life for themselves despite great hardship.”
1. If you were the gold miner, would you choose to stay there? Why?
(Open-ended answers)
2. What kind of words would you use to describe those gold miners who chose to stay in CA?
(adventurous, persistent, brave, not afraid of difficulties, hard-working…)
四、
Later arrivals
1.Due to what reason did Chinese people go to CA in the 1860s?
The building of the rail network from the west to the east coast.
2. What did Chinese people serve as?
Physical workers/ labor force.
3. What did people from Africa serve as between 1942 and 1945?
Physical workers/ labor force.
4. What attracted the Indians and Pakistanis in the 1970s?
(The computer industry.)
5. What attracted the Jewish people to go to CA by the 1920s?
(The film industry.)
6. Two groups of immigrants had something in common. What are they? (double choices) Why?
A. the Chinese and the Africans
B. the Indians and the Chinese
C. the Indians and the Jewish
D. the Pakistanis and the Africans
(A & C) 1. With so many people from different backgrounds staying together, are there many conflicts mentioned?
(No.)
2. What kind of society do you think this may help to build (with so many different people, but not many conflicts)?
(multicultural, peaceful, harmonious, open, friendly, have great acceptance …)
五、
Most recent arrivals and the future
T of F:
1. People from all over the world still immigrate to CA manily because they are attracted by the climate and Hollywood.
(F. They were attracted by the climate and the lifestyle.)
2. People believe that soon the mix of nationalities will be too great to tell apart the culture between major racial or cultural groups.
( T )
“In most recent decades, California has become _________ to more people from Asia, including Koreans, Cambodians, Vietnamese and Laotians.”
What if the author say “California has become a living place to more people from Asia? Do you think there is any difference between them?
What does the word “home” mean here?
( always give people a sense of belonging, a sense of safety; may have some quarrals but will always get settled; shows the friendly environment /community )
[意图说明] 以问题的形式贯穿整个阅读过程，启发学生查找、获取信息的能力，层层深入，由浅层次的表层信息，过渡到深层次的思维能力训练;学生在教师引导下，对文化交融、人文素养、民族兴衰等问题进行逐层深入的研讨，最终在教师引领下得出结论，加州是一个多文化的社会，这一社会的构建是经过了长期的、汗水与血水交织的斗争，最终能以一个和谐的大熔炉的模式展现在世人面前，都是经过各种族文化共同努力的结果。
Step 3 Post-reading (8mins)
教师组织学生讨论两个话题：
1.Why is California such a multicultural community?
(The state of California is a multicultural community because European, African and Asian peoples have been moving into the state for the last 200 years. It is this mix of peoples with their own customs, culture and food that have given California its multicultural flavour. Problems that might arise include intercultural rivalry or competition, discrimination or misunderstanding. It is to the credit of Californians that such problems do not arise very often.)
2.Do you think it is good to have cultural permeation(渗透)? Why/why not? Try to use at least one example from the text.
(It depends. If a country / a community is strong enough, it’s good to have cultural mixed together, which can bring benefits to each culture; but if it’s not strong enough, it could be a disaster for the original cultural group because it’s hard to keep your own culture. Take the Native Americans for example, they were not strong enough, so they suffered a lot during the process of the culture permeation, i.e, they have to accept things unwillingly or rather, be forced into something miserable. )
学生经过3分钟准备后各抒己见。
[意图说明] 通过阅读中的剖析，学生对加州的移民历史及多文化的形成已了然于心，在读后抛出这两个思考问题，实际是对学生已有的文本输入进行一个有层次的、综合的复习与梳理，帮助学生将所学的阅读信息加工内化为自己的见解，培养学生的发散性思维与批判性思维。
Step 5 Moral education (1min)
教师启发学生，将历史教训转化为今日必做之事，即：Study hard to make our homeland strong, to make our culture strong.
[意图说明] 寓德于教，引导学生思考，作为学生，我们能为我们的祖国，为我们的文化做出哪些贡献?从小做起，从现在做起，少年强则中国强，立志为国努力学习，他日成为栋梁之才!
高一英语下册优秀教学设计 篇五
教学准备
教学目标
知识目标
①通过回顾旧知，根据图片提示，能回答关于美国基本常识的问题。
②按照线索猜测所学文章主题，初步了解加利福尼亚州的概况。
③通过认真阅读文本，自己组织语言，准确无误地复述和总结不同种族在加州的简要历史。
能力目标
①通过图片提示，并在教师的指导下，学会提炼要点并复述文章，锻炼自己的表达能力。
②通过完成写作任务总结文章主要内容的方法，明白加利福尼亚州具有多元文化的原因。
情感、态度、价值观目标
通过观看图片和聆听歌曲，对加利福尼亚州的历史有所了解，增强跨文化交际的能力。
教学重难点
根据图片提示，能回答关于美国基本常识的问题。
按照线索猜测所学文章主题，初步了解加利福尼亚州的概况。
教学过程
导入
Warming Up (Guessing Game )
Reading
Look at this picture. Where is this lady?
Question: Do you know anything about America? Here are some questions for you.
Show a map of the fifty states of the USA. Give the students some clues to let them guess which state we will learn.
Task 1 Fast Reading
1. According to para. 1, what’s the topic of this text?
2. Retelling.
3. How many kinds of people are mentioned in this text?
Task 2 Detailed Reading
1. Native Americans
2. TheSpanish (Time VS. Event)
In theearly 16th century
In the 18th century
In1821
In 1846
短文填空
At thattime, California was _____ (rule) by Spain. _______ (Spain) soldiers firstarrived in the early 16th century, _____ they fought against the natives andtook their land. Of the first Spanish to go there, the ________ (major) werereligious men, whose ministry is _______ (teach) the Catholic religion. In1821, Mexico gained its ___________ (independent) In 1846 the US declared war___ Mexico. Mexico was _______ (defeat) and had to give California to the USA.That is ____ today over 40% of Californians still speak Spanish.
3. The Russians and Gold miners
4. Later arrivals and most recent arrivals
5. The future
Task 3 Micro-writing
Why is California such a multiculturalcommunity in the 21st century? Explain in your own words. Write three or four sentences.
课后习题
课前练习
1.继续存在，继续生存 __________________ 9.许多;很多 ____________________________
2.用…办法，借助于 ___________________ 10.与…合作或一起工作____________________
3.习惯于新的生活方式、工作等___________ 11.脱离…而独立 _________________________
4.背靠背 ___________________________ 12.对…宣战 _____________________________
5.坚持;维持;沿袭______________________ 13.在十九世纪早期 _______________________
6.包括;吸收 __________________________ 14. 向…宣战 ____________________________
7.划线;标出…的界限___________________ 15.实现做…的梦想 _______________________
8.申请;请示得到______________________ 16.成了更多亚洲人的家园_________________
课中练习
1. According to para. 1, what’s the topic of this text?
A. The culture of California
B. The history of California
C. the population of California
2. Retell it with the help of the given words.
3rd largest → largest population → distinction → multicultural → attract → customs/languages
3. How many kinds of people are mentioned in this text?
4. Fill in the blanks.
5. 短文填空
At that time, California was _____ (rule) bySpain. _______ (Spain) soldiersfirst arrived in the early 16th century, _____ they fought against the nativesand took their land. Of the first Spanish to go there, the ________ (major)were religious men, whose ministry is _______ (teach) the Catholic religion. In1821,Mexicogained its___________ (independent) In 1846 theUSdeclared war ___Mexico.Mexicowas _______ (defeat)and had to give California to theUSA. That is____ today over 40% of Californians still speak Spanish.
6. Later arrivals and most recent arrivals
7. The future: what will happen in the future?
___ is believed that ___________ the _____ of nationalities will be ____ great _____ there will be ___ distinct major racial or cultural groups, ___ simply a ________ of many races and cultures.
