高中英语阅读课的教案

1、高中英语阅读课的教案 高中英语阅读课的教案 【篇一：高中英语阅读课教学案例】 teaching procedures 教学过程设计 step1 warming up t: boys and girls, good morning. are you in a good mood today? s: yes! t: im so happy to hear that. what kinds of words can be used to describe the persons emotions. ss: (lost in thought) t:lets enjoy some pictures an

2、d find out some emotional words to describe them. ss: (very interested and excited) t:go through the following words and match them with the correct meaning emotionangry cross a feeling that you experience frustration a feeling when you are prevented from doing what you want curiosityto make somethi

3、ng less difficult simplify (vt.) a strong feeling of wanting to find out about something 设计意图：以阅读材料为依托，在单词教学环节向学生渗透语篇意识，引导学生在语境中理解单词、短语的意义以及用法。在具体的教学中，采用了单词与词义配对、构词法练习，图文并茂猜。 t: would you like to think of some emotional words which can fit the situation. situation 1: this morning when i got to schoo

4、l, my headmaster asked me to her office. she told me i was the only student who had passed the exam and would have a chance to be an exchange student. s1: happiness/excitement situation 2: however, about half an hour later, i was called to the office again and was told that the teacher had made a mi

5、stake! s2:disappointment/frustration t:where can we find happiness in our life? are they really happy? (more pictures for the students to glance through) ss: (heated discussion) t: i cant agree more. such pictures do bring us so much simple happiness. to have happiness is just so easy. 设计意图：从学生的实际出发

6、引导、激发学生的学习兴趣和探究热情，引起学生情感上的共鸣，并自然地导入下一个活动任务。 step2: lead-in t: we can find happiness in all respect in our daily life. what can bring people happiness? do you think there are some things that make everyone happy? what are they? can you guess? ss: (very interested and excited) suggested answers: s1:s2

7、s3s4s5t: good answers! 设计意图：通过向学生们展示许多贴近生活实际的图片，调动学生的求知欲，培养学生积极参与课堂活动的意识。同时设计一些与阅读文章有关联的问题，为下一步的教学活动做铺垫。 step3：read for information t: nice going! you know, miss dinsmore was annoyed with her little gray house. do you want to know what can make miss dinsmore happy? lets read the passage and try to f

8、ill in the chart with information from the reading material. how to make her house more cheerful,she understood it was really cheerful to share happiness with others. 设计意图：训练学生快速略读的阅读技巧，了解文章的大意和主旨，对所读材料的体裁、结构和逻辑关系有一定了解，舍弃文章细节及一切无关紧要内容，培养学生的逻辑推理和判断能力。 step4: read for comprehension t: weve got a gener

9、al idea about the passage. should we try to know more information? lets read the story more carefully and find out the answers to the following questions: 1.can you find a word in the passage with the same meaning of “cheerful”? 2.how did she do to choose the best cheerful house? 3.what puzzled her

10、most with the so many pictures? 4.what did the news refer to? 5.what can be inferred from the underlined part? ss: (in silence) different answers: s1:nice s2:she painted picture after picture. s3:she still couldnt decide which colour would make her house look as cheerful as cheerful can be. s4:dinsm

11、ore painted very well. s5:the secret to happiness is to share it with others. s6:true happiness comes from the mind /as cheerful as cheerful can be 设计意图：把阅读课文作为整体来处理，对文章的内容要点进行了归纳、分析，检查学生对课文中的事实的表层理解，养成良好的阅读习惯，提高阅读技能。本环节难度不高，即便是学困生也能完成此任务。成功给人以最大的满足，产生自豪感，增强学习毅力。同时为提炼文章的主题思想铺路。 step 5: sharing infor

12、mation t: miss dinsmore thought her house was a cheerful house, especially when good friends came to visit her eventually. it was as cheerful as cheerful could be. how can we stay happy ? to figure out the meaning of the happy life, lets complete the following sentences. please discuss it with your

13、deskmate . lets see which group will do best!(with the help of the pictures on the screen) be_while facing difficulties enjoy the f_ take ones c_ in both hands r_ the weaker have w_ and courage have some t_friends s_ more ready to h_ others take exercise to keep h_ learn to s_ be w_ to forgive (let

14、the students exchange opinions about each picture on the screen.) suggested answers: brave,courage,wisdom,smile,healthy,willing,family,respect,true,help,share 设计意图：利用课文所学内容，运用任务教学法对快乐生活作进一步的探讨。相互交流，充分发挥了学生的主观能动性，让学生动起来，让他们自动地投身于语言学习的活动中，使他们能在课堂教学活动中真正有一种学习主人的滋味，有一种成功的渴望和感受。把教学活动变成了真正的交际活动，并将课堂活动推向高潮

15、, 从而提炼出文章的主旨大意。希望通过阅读过程中渗透总分总的思维模式， 引导学生形成条理分明，逻辑清晰的思维习惯，最终促成同样的写作习惯。 step6 ：writing 1. brainstorming t: if you had a friend who was unhappy, how would you try to help him or her? based on the passage, what can we advise our friends to do only to live a happy life? you are to have chances to voice y

16、our opinions to the class. suggested answer: if i had a friend who was unhappy, i will try to be a good listener and understand what has made him or her so upset. offer some advice if necessary. invite him to go outside for a walk or go shopping together to cheer him up。 设计意图：brainstorming为学生完成写作准备，

17、意在激发学生思维密度，实现信息共享，获得更多的新观点和视角，有利于接下来的写作构思。同时渗透德育教学理念。 2.writing story:there was once a beggar who was always happy. the king saw him and wondered why he was so happy because he was so poor. however, the king could have whatever he wanted; yet he himself was not happy at all. t: itsuggested wiriting:

18、 what is happiness? different people have different ideas. some people are rich; they think they are happy. other people have many friends, so they feel happy. still for children, happiness often suggests eating something good or playing with toys. for a stamp collector, stamps bring more delight th

19、an meals. and for a scientist, happiness is a state of mind. as long as one thinks hes 【篇二：新课标下高中英语阅读课的教学设计与反思】 新课标下高中英语阅读课的教学设计与反思 引言 阅读不仅是人们获取信息的重要手段，更是学习英语的主要任务之一，是高考的重中之重。新课标高中英语教学大纲要求在英语教学中，听、说、读、写要进行综合训练，在进一步提高听说能力的同时，侧重培养阅读能力。阅读能力是理解和吸收书面信息的能力，有助于扩大词汇量，丰富语言知识，了解英语国家的社会文化背景。 要指导学生查阅词典，语法等工具书，鼓励学生根据上下文猜测词义，使学生逐渐获得独立阅读的能力。根据这一要求，为了使阅读课能有效的进行，并实现提高学生阅读能力的目的。本文结合多年的教学经验针对在新课标下如何进行高中英语阅读课的教学设计这一问题进行讨论，以引起读者的共鸣。 一目前高中英语阅读课普遍存在的问题： 1、 阅读课依然是以教师为中心的教学模式。尽管在教师的引导下学生积极思考，但教师与学生的一问一答是否真实有效？教师在牵着学生的鼻子走，学生的学习过程还是被动的，学生的思维活动局