人的记忆力会随着岁月的流逝而衰退，写作可以弥补记忆的不足，将曾经的人生经历和感悟记录下来，也便于保存一份美好的回忆。写范文的时候需要注意什么呢？有哪些格式需要注意呢？接下来小编就给大家介绍一下优秀的范文该怎么写，我们一起来看一看吧。

外研版高中英语教学设计 高中英语教学设计英文版篇一

1、知识目标

学生能够会说、认读本课对话并能够使用句型:what are you doing? i’m making a model ship。pa me an egg，please。give me two apples。2、能力目标

引导学生积极运用所学英语进行表达与交流，学生的多元化只能在交际活动中得以以体现和发展 3、情感目标

把语言训练融入各种情景之中，学生通过体验，参与活动，学会与他人合作，共同完成学习任务，从而体验成功，培养对语言学习的兴趣。4教学重难点

重点:1)理解并灵活运用句型what are you doing? i’m… 2)两个祈使句:pa me an egg，please。give me two apples。

难点:knife、sciors、minute的发音。以及长句子:we‘ll go to the lake and try it on the water。5、教具准备

课件、录音机和磁带，剪刀，小刀，一页纸，图片等 方案设计方法

基于本课的特点和六年级学生好动，好奇，模仿力强，表现欲旺盛等心理特点，我在教法设想和学法指导上坚持以情景话题为核心，以功能、结构为主线，以任务型活动贯穿教学始终，运用直观教学法，情景教学法，全身反应法等教学方法，帮助学生在视听说读唱玩演等饶有趣味活动中，相互合作，体验参与，自主的、愉快的学习英语，发展能力，维持兴趣。力求做到:“开课能激趣，讲课蕴情趣，练习有兴趣，结束藏意趣” 教案流程 1、warm up(1)greetings师生相互问候，帮助学生自然进入英语学习状态(2)sing a song and dance: front,back,right ,left 师生共同唱歌跳舞，既活跃课堂氛围，拉进师生间距离。2、revision 让学生两人一组复习第18课的会话，为下一步学习作了铺垫。3、presentation and drill 1)通过用纸叠船创设情景引出引出句型what am i doing? i’m making a model ship.然后板书，进行操练，通过cai 教学what are you doing? i’m…四幅情景图分别配上i’m watching tv.i’m listening to the radio.i’m talking to a friend.i’m playing with my doll.让学生边看边听边感知，老师在示范并辅以肢体语言，然后让发音准确的学生小老师教读。

继续进行纸叠船创设情景，师说:who can help me? pa me the knife，please。板书新单词pa、knife。give me two apples。板书新单词give、sciors。然后板书，进行操练，通过cai 教学展示let‘s practise中的六幅图，让学生造句，加深学生对这两个祈使句的印象。

2)第二步让学生叠纸船。通过学生用纸叠船创设情景引出句子:can i help you? can it go on the water?看到学生有叠完船的，老师引出:wait a minute。after cla。we‘ll go to the lake and try it on the water。i‘ll show you。通过学生用纸叠船创设情景这样做也激发了学生的学习兴趣，使学生对本科教学任务有清晰地感知，并产生丰富的想象，带着浓厚的兴趣参与本课的教学中。4、听音，指图，跟读对话

充分利用教学资源，培养学生听和模仿的能力。以课本为载体，落实教学内容 5、practice 1)pair work 同桌操练新授内容并展示，鼓励学生在真实生活情境中使用所学语言进行交流，培养运用英语的能力。2)sing a song 把what are you doing? i’m … 变成歌曲(曲调同“两只老虎”)老师先示范唱一遍，然后师生一起唱。以学生耳熟能详的歌曲，调动学生的积极性，能有效的巩固教学内容。6、consolidation。

1)、do workbook。进一步巩固所学知识。

2)、fun time。学习look out!告诉学生注意交通安全。3)、抄写板书四会内容，检查学生的书写以及书写姿势。rk 1)listen and repeat。通过回家听录音，复习巩固所学内容。2)小组合作组织一个新对话。高中英语教学设计模板【2】 一、课程类型: 高三复习课 二、教学目标: 一)认知目标

1.句型和语言点(见教学重点)。

2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。 二)情感目标 利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。三)智力目标

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

三、

这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题:在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。四、教学重点: 1.学会审题和谋篇 2.掌握多样化的表达方式 3.熟练各段中的固定写作套路 五、教学难点:

1.如何帮助学生运用写作策略，促进学生自主写作。 2.使学生了解谋篇的重要性，培养谋篇的能力和习惯。六、教学方法: 1、活动教学法: 2、任务型教学法: 七、教学设计: step 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.暑假即将来临。你班同学讨论了假期计划，提出了不同看法，请根据提示写一篇有关讨论的英语短文，并谈谈你的看法。注意:1、词数100左右;2、短文必须包括表中所列要点，可根据内容分段表述;3、可适当增加细节，以使行文连贯;4、参考词汇:眼界-horizon(或view)。step is analyze the key points and ask the students questions about them.[写作要点] 1、确定人称，根据本题要求，它应是一篇说明文，故用they比较妥当，而不能用i和you，这样文章才更清晰。

2、确定时态，文章以一般现在时为主，但还可以适当地使用一般将来时，这样文章会富于变化，使文章更有色彩。

3、确定要点，注意不能直接把提供的汉语提示进行逐条翻译，要把两种对比观点归纳整理，形成逻辑关系，最好用两段分别阐述观点，这样文章会更有条理性。 step discuion show on the whiteboard an excellent writing and sort out the useful fixed patterns after group r practice

外研版高中英语教学设计 高中英语教学设计英文版篇二

1 3 4 5 篇2：高中英语教学设计与反思

高中英语教学设计与反思 1 2 4 5 篇3：高中英语教学设计案例

高中英语教学设计案例 课 题: unit 19 modern agriculture modern agriculture(reading)(senior english for china student’s book 1b)设计教师:熊 琼

工作单位: 广西平果县平果高级中学

联系电话: *** 一.教材分析

本单元的中心话题为modern agriculture “现代农业”，其中包括“饮食 结构”、“农业生产与环境气候”、“土地利用”等话题。本课是第十九单元第二课时阅读”（reading）部分，这是一篇科普文章，该文从中国农业的“历史与现状”、“传统农业技术应用及发展”、“现代农业生产”、“农业生产与生态的前景展望”等四方面对中国农业生产进行了介绍。本文语言通俗易懂，说明事物层次分明，以激发学生学习的兴趣和热情，让他们对于中国的农业发展有一个全面的了解，并可以对学生进行农业技术的兴趣培养。

二、学情分析

高一学生英语基础薄弱，词汇量少，语法知识不足，中式英文思维方式严重，复杂句子结构无法理解，进行阅读相当困难。

ng contents 教学内容 unit 19 modern agriculture(sefc book 1b)reading: modern agriculture(全日制普通中学教科书(必修)人教版高一英语(下)第十九单元《现代农业》的阅读部分) of teaching objectives 教学目标设计 language 目标语言 make the students master the following words,phrases and sentence patterns.(让学生掌握下列单词、短语和句型。)(1)important words(重点单词)： protection,technique,irragation, import, production, garden, wisdom, pratical, system, condition, soil(2)important phrases(重点词组)： be harmful to, be friendly to, depend on, stand for,a variety of(3)important sentence patterns(重点句型) 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能力目标

improve the students’ reading ability through reading activities.(通

过系列阅读活动提高学生的阅读理解能力。)ng ability goals 学能目标 enable the students to know the development of modern agriculture in china.（让学生了解中国现代农业的发展。）

ng important points(教学重点) the words and phrases listed above.(学习上列单词和短语。) the students to know the development of modern agriculture in china.（让学生了解中国现代农业的发展。）

ng difficult points(教学难点)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.(怎样帮助学生更好地理解这篇课文)ng methods(教学方法)-based method(任务型教学法)ng(略读法)l reading(细读法)ng aids:(教学辅助手段)1.a blackboard ng procedures(教学过程)step i greeting and leading in(4 minutes)(引入，4分钟)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.)设计目的：激发学生的学习兴趣，让学生主动参与。step ii pre-reading(5 minutes)(读前，5分钟)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)设计意图：（1）激活学生已有的信息，使学生具备摄入新知识的心理定势。

（2）激发学生的学习兴趣。

（3）帮助老师引入课文的主题。step -reading(17 minutes)(读中，18分钟)ng(4 minutes)(跳读，4分钟)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)(将参考答案显示在屏幕上)学生活动：学生快速浏览课文，了解课文大意。

设计意图：训练学生快速阅读，归纳各段落的中心意思的能力。（skimming for the main idea）

ng (10 minutes)(查读，10分钟)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 学生活动:认真阅读课文完成任务，然后向全班汇报。设计意图:训练学生快速查读细节、捕捉信息的能力。step ⅳ language study(5 minutes)(语言学习5分钟)there are some useful words and phrases the studeuts should learn to step v group work(7 minutes)小组讨论(7分钟)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.学生活动:学生思考并讨论上述问题，然后向全班同学汇报。

设计意图:帮助学生进行课堂反思，自己学到了些什么知识； step ⅵ conclusionand homwork（1 minutes）

总结

评价方式采用：自评、他评、师评。每个主题活动结束后，学生填写一张评价表，学期做阶段性评价，并把评价结果记入“我的成长足迹”。

tion after teaching(教学反思)本节课在多媒体的辅助下，一方面以直观的图片激发学生学习的兴趣，另一方面以课件形式展示，节约了书写的时间，一节课的时间虽紧凑但却能借助于多媒体安排更多的内容，能更加顺利地完成不同的任务设置skimming(跳读)和scanning(查读)，培养学生的阅读技巧，教会学生更快更准的找到问题的答案和有效的信息。

在活动中主要让学生独立完成各项任务，达到了英语阅读的训练目的。但是，本堂课也还存在一些不足，需要加以改进： 1.由于本堂课任务多，容量大，导致完成任务时间较紧，在pre-reading部分耗时过多，任务间过渡不够自然，今后应注意教学步骤间的紧密衔接。2.本节课注重学生阅读技巧的训练，在一定程度上培养了他们的阅读能力，但课文知识内容拓展不够。3.多媒体的使用虽然带来了诸多方便，但同时呈现的内容过多，能让学生记住的东西却反而少。

外研版高中英语教学设计 高中英语教学设计英文版篇三

教学设计

unit 12 don’t eat in cla.复习班：闫月厚

教学目标： 1.谈论规则

2.祈使语气

3.表示允许

4.能够用口头或书面描述规则

教学重点和难点：

重点掌握祈使语气的用法，包括表示允许的can及其当情态动词用的 have to do；以及各种可以用在表述规章制度的动词和句型。难点在于情态动词的用法，以及祈使句与它的应答。

教学设计： 学习内容 学生活动 教师活动

1.表示规则的句型：

*---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、谈论规则。* don’t talk loudly.* do your homework after school!* practice your guitar every day.引导、启发、教授需学内容。

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.听录音，回答问题。

*---can we eat in the claroom?---no, we can’t.*---can students wear hats in school?---yes, they can.放录音；启发、提示问题及答语。

3.阅读→迁移（读、写、文化差异）。

阅读/认图标；阅读信件→根据其信息找出规则→写出规则。3.引导、提示图标含义；提示文化差异。

4.用口头或书面形式描述规则。

4.利用本单元所学祈使语气的用法，包括表示允许的can及其当情态动词用的 have to do，根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。4.检查学生讨论制定规章制度或使用规则情况——句型、短语、动词形式是否正确；指导并落实学生写作情况。教学过程设计：

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

教学点评与反思：

设计思路：

任务型课程的设计要自始至终体现任务的要求与特点，尤其要确保任务的设计与完成是从简单重复逐步过渡到真实或接近真实。基于这一要求与特点，本课的四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，以及如何表达规则；然后听（通过听那些能做、哪些不能做的事儿，体会情态动词can和can’t的用法）、认（通过认图标，说出规则，并把说出的规则写下来），最后根据常识或观察, 为图书馆、生化实验室、语音室、机房、健身房、游泳馆等公共场所制定规章制度或使用规则。这样，通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育：通过对公共场所制定规章制度, 培养学生遵守公德、爱护公物的美德。同时，学生还可以学会发散思维，以扩展知识；口头及书面表达能力也可随之提高。

二、课后反思：

不足之处：图标展示得不够；还可通过图标渗透中外文化差异。

可取之处：全方位的训练了学生的听、说、读、写的能力。

教案点评：

本设计采用任务型教学模式，设置四个任务先以谈论有关学校各项规章制度为话题，初步感受祈使句，及如何表达规则；然后通过听，体会情态动词can和can’t的用法，通过认图标，说出规则，最后为图书馆、实验室等公共场所制定规章制度或使用规则。通过完成这一系列任务，既使学生学会了如何描述规章制度，又渗透了对学生的情感教育。

外研版高中英语教学设计 高中英语教学设计英文版篇四

课 题：unit4 earthquakes a night the earth didn’t sleep(reading)(new senior english for china student’s book 1)高中英语教学设计

设计教师：张强

工作单位：兴城2高中

联系电话：***

unit4 earthquake-reading

[teaching design] ng goals（教学目标）: knowledge aims（知识目标）: 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（能力目标）: 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（情感目标）: 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（教学重点）:

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（教学难点）:

to develop the students’ reading thinking（教学反思）：

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（教学方法）: 1).task-based teaching and learning 2).cooperative learning 3).dicuion

ng procedure（教学过程）：

step 1 leading-in 导入 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（教学反思）：

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.

外研版高中英语教学设计 高中英语教学设计英文版篇五

即时·吉时

英语组 高婷

讲台上，我，立。讲台下，学生，坐。教室外，阳光，暖。教室内，目光，炽。理想的课堂环境大概就是这样了。作为新教师，站在正在慢慢熟悉的讲台上，我正努力用轻快地语调讲解着习题，而学生们看着题目，跟随我的思路，一起走在英语世界的宽敞大道上„„

阅读理解。题目已经讲解完毕，回头整理文中出现的重点词句。看到breakfast，早餐。这个词，并不在我备课的范围之内，但灵机一动，决定抓住时机，时刻提醒大家注意基本知识的掌握和回顾复习。

我问道：“what’s the chinese meaning of breakfast?”“早饭！”“早餐！”大家迅速的给出了正确答案。紧接着，我又问道：“and how do we call the meal we have at noon and in the eveing?”“lunch！”“dinner!”“good！”看来大家对基本的日常词汇掌握的还是很扎实的嘛！每每说道breakfast和lunch这两个词，我都会想到另外一个复合词：brunch。所以，我趁热打铁：“if you get up late in the morning, maybe at 10 a.m., the meal you eat is called breakfast or lunch or„”我故意拖长了声调，提示大家应该还有另一种答案。

这个时候，大概从来没有遇见过这个问题，大家有些沉默。几秒钟后，一个男生大声说：“还叫breakfast！”我看着他，带着笑，示意他继续说下去，给我们解释一下。男生站起来，略带尴尬的说：“我十点起来吃早饭，十二点再吃午饭。所以应该还是breakfast。”话音未落，我们所有人，包括他自己，全都心照不宣的笑了。

我冲他点点头，请他坐下，继续引导大家。我转身在黑板上写道： 8:00 breakfast 12:00 lunch 学生看着黑板迷茫了几秒钟，稍后有几个理解力不错的孩子已经有些悟到什么的样子了。我用另外颜色的粉笔在第一条横线上写：10:00。this 2 hours past 8 and 2 hours before is a time in the middle of the times for breakfast and lunch.之前的课堂上，有跟大家简单的介绍过某些单词是由两个单词复合而来的，有时候是两个单词的完全形式，比如timetable，有时候是两个单词的部分形式的组合，比如说brunch。

大概是受到这种构词法的启发，大家开始议论。突然听到一个声音：breakfastlunch！有人在笑，也有人在思考：到底对还是不对呢？

呃„„这个说法„„思路倒是没错，到底要怎么引导到正确的路子上呢？我稍稍的皱了眉。

算是灵机一动吧，我学着电视机里李咏的样子，身体前倾，表情庄严，右手伸向说出这个有些复杂单词的同学，用期待的眼神看着他，希望他能够在全班同学面前重复一遍这个伟大的猜想。当我满怀希望和信心的看着他时，男孩却有些羞怯和不确定的冲我抱歉的摇头。

well，要将大家的注意力重新转移到我身上来啊！我故意把语速放慢，重复着刚才听到的那个略显荒唐的单词：“breakfastlunch„„”大家看向我，等待着下一步说明：不会真的是这个看起来神马道理都没有的词儿吧？„„这是我从大家脸上读出的话。

我转身在黑板上的第二道横线上写道：brunch。

当看完最后一个字母的收笔，几乎全班都恍然大悟的“哦”了一声。我微笑着看着大家，学生们却把我鼓励的微笑看成了狡猾的得意，纷纷说道：老师，这也太那个什么了吧？

这是英语课！中文神马的怎么又随口溜出来了？

“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.” 听了我的讲解，对于brunch这个词，大家都有了更进一步的了解，拿起笔在英语报的空白处，记下了这个有趣的新单词下。

记忆单词，一直以来都是令学生头疼的学习项目之一。找不到合适的方法和渠道让个别学生不得不在听写单词的那个早上，四点半就爬起来“挑灯夜战”。每每听到这样的话，心里真的不是滋味，觉得自己欠了学生的，没有能教给他们适用的学习方法。所以，在听了师父以及同组其他老师的课后，对于单词的记忆和讲解有了比以前深刻的认识。首先要给学生树立一个时时都复习的环境氛围，不能知识学过了就过了，要时时的提起，温故才能知新。在课文讲授和练习讲解时候，遇到熟悉的单词，顺口就提问相关的搭配和用法，既简洁而且久而久之，学生也能自觉地在遇到熟悉知识时候，举一反三。

由于高中单词量要比初中的大得多，所以单纯的记忆，对学生来说是有困难的，所以将生单词拆分为几个熟悉单词的做法会更加适合我们学生。构词法的简单介绍，前缀、后缀以及复合词的知识的大概了解，在完成阅读理解题目时，不会因为太多没有头绪的生词而造成过多的障碍。这对于学生学习和教师教学都是十分有用的方法。

这节课上，通过即时对于基本知识的提问，引申出新的复合词的学习，对于学生来说是有兴趣的，所以记忆的效果也是比较好的。在后面几次课上，偶尔遇到类似的词，提问起来，八成左右的孩子都会很快的反应出brunch。对于教师来说，这样的教授方式也是轻松的，少了硬性的规定，多了些即兴的成分。随时随地的补充知识，扩展知识，从侧面提醒我们的孩子：从生活中学习知识会是有趣的