高中英语学科教学设计

1、我的教学设计课题： 人教版高中英语选修六Unit 4 教学设计Unit 4 Global Warming Period1 Reading科目 英语教学对象高中二年级学生课时 1提供者张燕慧单位山西省长治市黎城县第一中学校一、教学目标Teaching goals： Knowledge aims: 1. To help the students master the usage of important words, phrases and sentence patterns, especially the attributive clauses. 2. Guide the students to

2、 use these vocabularies and sentence patterns to describe the problem of Global Warming. Ability aims: 1.To develop students four basic skills, especially reading skills, such as skimming, scanning, guessing and concluding; detailed reading, studying reading and appreciation. 2.Guide them to find th

3、e clue of such a style and use these reading skills to collect and deal with information. Meanwhile, encourage them to express their own opinions using the language they learned in the class and cultivate their ability to cooperate with others. Emotional aims: 1.Get the students to know more knowled

4、ge about Global Warming and know how to reduce it. 2. Make them know the importance of protecting our earth.二、教学内容及模块整体分析Analysis of teaching materials:The reading passage is the highlight of this unit. It mainly talks about the biggest environmental problem-Global Warming. By describing the problem

5、 and its causes, students can know more information about the environmental problems and feel responsibility of protecting our earth. So it not only contains the most important words and sentences structures of this unit but also embodies the theme of this whole unit.三、学情分析 经过高一一年的学习，学生初步掌握了略读、跳读等阅读

6、技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。部分学生的英语基础较好，能主动配合老师，愿意开口讲。仍然有部分学生的基础知识较为薄弱，运用英语进行交际活动的能力较差，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；且求知欲旺盛，思维比较活跃。因此，只有设置使他们感兴趣的活动，因材施教，才能让所有学生投入到课堂活动中来。四、教学策略选择与设计Task-based teaching method，group discussion.五、教学重点及难点1.How to improve the studentsreading ability.

7、 2.How to enable the students to know the importance of protecting our earth.六、教学过程教师活动学生活动设计意图Step 1. GreetingsStep 2. Leading-inLead in the class by asking the students a question.Look at the video and answer the question.Arouse students interest.Step 3. Pre-readingAsk students look at the picture

8、s and think about the following questions:(1) How has this come about?(2) What is the greenhouse made of and what is its purpose?( 3)What are Greenhouse gases?(4)What information can you get from this picture?Look at the pictures and discuss with each other about the answers of the questions.Make so

9、me preparations for the reading.Step 4. ReadingThis part consists of three steps:the first reading, the second reading and the last reading. During each step, the teacher make some exercises to help students understand the passage.Read the passage and finish the exercises as required.By doing this,

10、the teacher can help students understand the passage and learn some reading strategies and skills.Step 5. Discussion.Discuss in groups. Do you think global warming is good or bad for us? What can we do to slow it down?Discuss the question in groups and demonstrate the answers.Help students think and

11、 find out some methods to protect the environment and finally form the habit of protecting the environment.七、教学评价设计 本节课是本单元的一节阅读课，所以在学习之后，学生可以自己对自己做一个评价。评价内容主要围绕以下几个方面展开; 1. 通过学习我理解了文章主要要阐述的内容。 2. 通过学习可以对文章的结构以及内容做一个阐述。 3. 通过学习我掌握了（ ）种阅读技巧，如： 4. 通过学习我树立了环境保护的意识，并在以后的生活中做到：八、板书设计Unit 4 Global WarmingThe Earth Is Becoming Warmer-But Does It Matter? Part 1: Introduce the p