篇一：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: 13737652182
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。
三.Teaching 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)
四.Design of Teaching Objectives 教学目标设计
1.Target 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)
a. It is on this arable land that the farmers produce food for the whole
population of China.
b. To make as much use of the land as possible, two or more crops are
planted each year where possible.
2.Ability 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。)
3.Learning 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。）
五.Teaching Important Points(教学重点)
1.Learn the words and phrases listed above.
(学习上列单词和短语。)
2. 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。）
六.Teaching Difficult Points(教学难点)
1.Understand the following sentences correctly.
a. It is on this arable land that the farmers produce food for the whole
population of China.
b. To make as much use of the land as possible, two or more crops are
planted each year where possible.
2.How to help the students understand the passage better.
(怎样帮助学生更好地理解这篇课文)
七.Teaching Methods(教学方法)
1.Task-based method(任务型教学法)
2.Skimming(略读法)
3.Careful reading (细读法)
八.Teaching Aids:(教学辅助手段)
1.A blackboard
2. A projector and a computer for multimedia
九.Teaching 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)
T:Today we come to the Reading. Before starting our reading part,
let’s look at some pictures in the Pre-reading part on page45 of your textbook.
1.Ask students to classify the pictures in the following way:
Traditional farming (1 3 5)
Agriculture
Modern farming (2 4 6)
Hi-tech farming (7 8)
2.Compare traditional & modern farming, focusing on the advantage & disadvantage of modern farming. Then fill the form. (Show the pictures again)
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 III. While-reading(17 minutes)(读中，18分钟)
1.Skimming (4 minutes) (跳读，4分钟)
Ask the students to read the passage quickly. While 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 possible 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）
2.Scanning (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 farming.This is _____.
A. because farmers don’t need more land to produce food for the whole
population
B. because China needs more and more land to build cities
C. because there are not enough farmers to work on the land
D. because the other land cannot be used for agriculture
（2） Fertilisation is a technique that is used to ______.
A. make poor soil better
B. make wet land drier
C. make dry land better
D. grow vegetables with their roots
in water instead of earth
（3） Modern agriculture means finding ways to _____.
A. increase irrigation and stop using fertilisers
B. stop irrigation and using fertilisers
C. increase production and be friendly to the environment
D. produce the same amount while taking better care of nature
（4） In the sentence “? they are protected from the wind, rain and insects”, “they” means _____.
A. greenhouses B. roots
C. vegetables D. tomatoes
（5） In GM “M” stands for “modified”, which means “changed”. What changes is ______.
A. the way in which poor soil is made better
B. the way in which Chinese farmers work on their land
C. the way in which crops develop from seed
D. the 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 discuss the questions on Page47 in groups to make further understanding of the text. Decide which fruit, vegetables and farm animals you would change. Explain 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）总结和布置作业 （1分钟）
Make a brief summary about the text and assign the homework.
T: Today, we’ve read the passage about modern Chinese agriculture. We are sure we’ll have healthier and mo delicious food in the near future with the new technology. After class, please read the text once agaim and find the sentences you appreciate most.
十一.学生学习活动评价设计
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”。
十二.Reflection 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。
篇二：高中英语教案
Teaching Plan for Book 5
Unit5 First Aid
Reading: First Aid for Burns
白水县尧禾中学 于李娟
教案背景：
《英语》（人教版）必修五是供高中二年级上学期使用，这本教材以培养学生综合运用语言能力为根本，全面准确地体现了新的英语课程标准，必修五教材共有五个单元。每个单元由Warming up, Pre-reading, Reading, Comprehending, Learning About Language, Using Language 这六部分组成。这一课讲的是Reading 部分。 教学课题：
新标准英语（人教版）必修五 Unit5 First Aid中 Reading: First Aid For Burns
教材分析：
新标准英语（人教版）必修五Unit 5 First Aid 是讨论对不同的情况采取什么急救措施。本节课Reading部分：First Aid For Burns陈述皮肤对人体的重要性，然后介绍烧伤的各种起因，三种不同的烧伤程度以及它们所表现出的主要症状和所应采取的急救措施。 教学方法：
任务型教学法、直观演示法、TPR教学法
Teaching Goals:
1. Enable the Ss to get some first aid knowledge.
2. Enable the Ss to learn how to use what they’ve learnt to do first aid
treatment for burns correctly.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
Key Teaching Points:
How to improve the Ss’ reading ability.
Difficult points:
1. How to grasp the main idea of each paragraph / part & each passage.
2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.
Teaching methods:
1. Skimming & scanning methods to make the Ss get a good understanding of the text.
2. Discussion methods to make the Ss understand what they’ve learned in class.
3. Pair work of group to get every student to take part in the teaching-and-learning activities.
4. Competition and role-play method to arouse the Ss’ interest. Teaching aids:
The normal teaching tools
Knowledge aims:
1.Get the students to learn the following useful new words and
expressions in passage: burn, essential, organ, layer, barrier, complex, poison, ray, treatment, liquid, radiation, mild, iron, heal, tissue, electric, swell, swollen, blister, watery, damage, jewellery, squeezing out, over and over again, bandage, in place.
2. Enable the Ss to read and comprehend the text.
Ability aims:
1. Develop the students’reading ability and let them learn different reading skills.
2. Enable the students to master some English expressions and phrases and to know some knowledge of first aid.
Emotional aims:
Enable the students to learn how to give their correct suggestions about first aid when others are in danger.
Teaching procedures
Step1. Lead-in
Now you know something about first aid. Kook at the picture on page 33 in Pre-reading part. What has happened to the girl and what can we do? The girl is burned by hot water. Next this class we are going to learn something about First Aid for the Family. Now read the text “First Aid for Burns” on page 34.
Step2. Fast reading
Let the Ss read the passage fast and then find out the answers to the
questions
1. What will the passage be about?
2. What do they tell you about the passage?
3. In which order are these topics covered in the text? Number them from 1 to 5.
____ the three types of burns
____ what to do if someone gets burned
____ the purpose of skin
____ the symptoms of burns
____ how we get burns
(After eight minutes, check the answers)
Step3. Detailed reading
1). Tell if the following statements are true or false:
1. Our skin has three layers.
2. We will never get burned by the sun.
3. Burns are divided into three degrees according to the degree of pain.
4. Third degree burns are the most serious and painful.
5. Put cool water on any burns to cool them.
6. Don’t rub the burns
7. It’s better that you put some butter or oil on burns.
(After three minutes, check the answers)
2). Answer the questions
1. Why should you put cold water on a burn?
2. Why doesn’t a third degree burn hurt?
3. Why do you think clothes and jewellery near burns should be removed?
4. If someone has a third degree burn, why might you see tissue? (After five minutes, check the answers)
3). Read the text again and then find out how many parts there are and the main idea of each part:
Part1. The purpose / function of skin
Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals
Part3. Types of burns: First degree burns, Second degree burns, Third degree burns
Part4. Characteristics of burns
Part5 First aid treatment
3). Finish off Comprehending Ex2&4
Step4. Words competition
Have a competition to check the Ss’ words spelling
Step5. Making a first-aid kit
An activity to let the Ss know what are included in a first-aid-kit
A well-stocked first-aid kit, kept in easy reach, is necessary in every
篇三：人教版高中英语教案
I Teaching Aims:
1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)
2. To encourage Ss to practice, participate, and co-operate in the classroom activities.
3. To get Ss to know something about ? and have a better understanding of the importance of ?. As for teaching approaches, I think ?
II Teaching Approaches
Communicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).
So during this lesson, emphases are to be laid on:
1. Student-centered teaching
2. Task-based learning
3. Activity-based teaching (individual work; pair work; group
work; class work)
III Teaching Aids:
1. a projector
2. a multi-media computer system
They are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.
IV Teaching Procedure
Step 1. Warming-up & lead-in
Activity 1 Free talk (class work)I will invite Ss to answer the following Qs.
Q1: Who do you think looks coolest in our class?Q2: Do you like him/her?
Q3: If so, why? If not, why?
?
Activity 2 Picture-talking /Music-talking (individual work)
Download some pictures/music from the Internet.
Guiding Qs may be:
Q1: Who’s she/he?
Q2: Do you like him/her?
Q3: If so, why? If not, why?
Q4: Do you think he/she is perfect?
?
Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the
topic.
Step 2. Pre-reading
Activity1 Look and guess (class work)
In this activity, Ss are required to look at the title/subtitle and guess what they will
read.
Activity2 Brain-storming (class work)
In this activity, Ss are encouraged to think of as many wo
rds as possible to describe the picture/?
Goal: To develop Ss’ reading skill---predicting and present some new words in the
passage such as ?
Step 3. Reading
Activity 1 Skimming (class work)
Ss are required to go through the whole passage quickly t
o get the general idea and pay special attention to the f
irst or last Para of the article (or the first sentence o
r the last sentence of each Para.)
Goal: To develop Ss’ reading skill --- skimming, that is,
how can we get the general idea of a passage as quickly as possible.
Activity 2 Scanning (group work)
Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form:
Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.Activity 3 Report (class work) Invite some group members to report their work to the who
le class. Goal: To overcome Ss’ shyness and stimulate Ss to speak in public. Activity 4 Further understanding and word study (pair work) Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.) Q1: What does the word “this” in the last Para. but 3 refer to?A. sjkdfkjdk B. klklklkl C. opieporiwp D. jdlkjflkd Q2: What is the Chinese equivalent for the phrase “investing in loss”?A. B. C. D. Q3: The word “flawless” in Line 5 of Para.2 can be replaced by ___ Q4: Which of the following statements is true or not true? ? Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly.Step 4. Post-reading Activity1 Role-play(pair work) Suppose one student is a ? and the other ?. Ss are encouraged to put themselves in the situation and make a face-to-face interview. Activity2 Discussion (Group work) Topics may be : Q1: Do u want to be perfect? Q2: Do u think there is anyone in the world that is perfect?Q3: Look at the subtitle/title “Remind yourself”, remind yourself of what? ? Activity3 Poster-designing/Cartoon-designing/?(group work) Goal: These post-reading activities are intended to devel
op Ss’ creative thinking
and get them to know the importance of ?
Step 5. Homework
Task 1 Write a summary of the passage (about 100 words) (Individual work)
Goal: To spur Ss to consolidate what they have learned.
Task 2 Look up some more information about ? (Individual work)
Encourage Ss to go to the school library or get on the Internet if possible to
consult related English websites on the topic.
Goal: To encourage Ss to study English spontaneously and
independently after class, arouse Ss’ interest in tradit
ional Chinese culture and develop Ss’ culture awareness
and cross-culture communicative skills.
As for my blackboard-design, since time is limited, I’d like
to give a brief
introduction.
Title
Here is the form Here are some new words
for Ss
So much for my presentation. Thank u very much. Bye-bye.
《高中英语教案》出自：百味书屋
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