最新高中英语读写课教案

1、高中英语读写课教案【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 and find out som

2、e 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 something less diffic

3、ult 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 school, my headmast

4、er 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 mistake! s2:disa

5、ppointment/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：从学生的实际出发引导、激发学生的学习兴趣和探

6、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:s2s3s4s5t: good

7、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 fill in the cha

8、rt 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 general idea about t

9、he 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 most with the so

10、 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:dinsmore painted very

11、 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 information t: miss d

12、insmore 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 deskmate . lets

13、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 the students exc

14、hange 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, 从而提炼出文章的主旨大意。希

15、望通过阅读过程中渗透总分总的思维模式，引导学生形成条理清楚，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 your opinions to t

16、he 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，意在激发学生思维密度，实现信息共享

17、，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: what is happines

18、s? 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 than meals. and for

19、 a scientist, happiness is a state of mind. as long as one thinks hes【篇二：高中英语听说读写课教案】 高中英语听说读写课教案、反思及评议1 nsefc module 4 unit 2 working the land period 5 listening, reading, speaking and writing 一、教学课型: 听说读写课 二、教材分析 1教材处理 这节课是本单元的第五课时，学生在extensive reading局部已了解了“chemical or organic farming?的有关情况，为本节课的

20、听说读写训练作了铺垫。虽然学生对chemical farming和organic farming有了一定的理解，但是要求他们把相关内容用英语表达出来仍有一定的难度。本节课的目的是让学生通过听、读活动，从语言材料中获取相关的信息，并通过对信息的加工和处理，提高他们的说、写能力。 2教学目标 1develop students listening, reading, speaking and writing ability. 2let students learn some expressions of persuation. 3get students to learn to design a

21、poster by advertising the safety and imporance of eating “green food. 3教学重难点 1) get students to listen and understand the listening material. 2) get students to learn how to persuade others by using the functional items for persuasion 3) get students to learn to design a poster by advertising the sa

22、fety and imporance of eating “green food. 4教学方法 1) task-based teaching and learning 2) cooperative learning 3) discussion 5教具：multi-media project; tape-recorder; cabbage; towel 三、教学设计 (一) 总体思路 1 这节课的目的是提高学生的听说读写综合能力。以一根主线下来，从听 力中chemical farming的缺点到说、读、写局部的green food的优点，从语言的输入到语言的输出。 首先让学生从听力材料中获知 “

23、chemical farming对食物的影响，训练学生的听力能力，提出绿色食品，注重食物平安。然后从阅读材料中获知 “green food的生长环境和好处。接着提供情景，让学生编对话，运用useful expressions of persuation，训练学生的口语表达能力。最后，在写作中，提供sample和三个情景，叫学生设计海报，提高学生的写作能力。 二教学过程 step1. revision leadin before listening 1. ask students to go over what they have learned in the extensive reading

24、 by doing an interwiew. 2. teacher shows a cabbage with a hole in it to the class and ask: look! what is wrong with the vegetable? 设计说明 通过记者对农民的采访，激活学生已有的知识。然后，以chemical farming为切入点，给学生看实物，一个长得很大但又空心的大白菜，以引起学生对听力的兴趣，从而自然地引出听力材料的话题 “what is wrong with the vegetable?。 反思 有目的地布置作业，效果截然不同。由于两组学生课前准备得充分，

25、表现得非常出色，完成了既定目标，也营造了宽松、和谐的教学气氛。尤其是林松泽同学，扮演农民这个角色尤其成功，头围毛巾，手势语丰富，口语流利，声音洪亮，致使全班同学哄堂大笑。另外，学生带着问题 “what is wrong with the vegetable?去听，这种设疑导入法能有效激发学生的兴趣，形成对学习内容知之、好之、乐之的心理过程，到达激趣乐学，学生完全消除了恐惧畏难心理，使他们的心理调整到了最正确状态。 step2: while- listening 1. ask students to listen to the tape for the main idea. -the possi

26、ble bad effects of chemical fertilizers on the fruit and vegetables that we eat today. 设计说明 要求学生听懂大意，了解材料的主要信息。教材是以问答题出现的：what is the main topic of the conversation? 教师觉得听一遍就叫学生答复，难度实在太大，就对教材做了大胆的处理，变为二选一，good effects or bad effects，以降低难度，致使绝大多数学生都能答复。 反思 在教学过程中，教师可以根据实际教学需要，对教材中不太适宜的内容进行替换。教师认为这个听力

27、材料适用，但问题设计不适合自己的学生，就用自己设计的题目来替换原有的题目，以降低难度，面向全体学生。 2. ask students to listen to the tape for a second time. decide if the following statesments are true or false. before listening, ask students to go through the five sentences first.( if necessary, write down key words.) (1)paul thinks that carrie i

28、s not telling him the truth. ( t ) (2)using chemical fertilizers always makes vegetables empty inside. ( f ) (3)todays fruit is not as healthy for people as fruit fifty years ago.( t ) (4)eating more vegetables is good for us. ( f ) (5)all of todays vegetables look healthy but in fact are not. ( t )

29、 设计说明 先让学生快速浏览5个句子，然后带着任务听录音，以减少听力训练中的盲目性，这是听力教学中常见的教学方法。必要时，学生可记下关键词。另外，考虑到教材中的第四个句子本身就很难理解，作了改动。 反思 学生对前四个句子掌握得很好，答复正确。不过，教师对第五个句子疏忽了，这句话也很难理解，因为从不同的角度去理解，答案会不一样。原先可以把这个句子删掉或替换。教师备课还不够仔细充分。 3. show students the listening text and and ask them to listen to the tape for a third time to check if thei

30、r answers are right. this time students can look at the material and should underline the key words, phrases and sentences. (listening text is omitted) 设计说明 这步主要是引导和鼓励学生积极利用学习资源解决学习中的困难，培养学生的判断能力和自己解决问题的能力。 反思 要求学生听第三遍录音时可以看材料，并划出做题的依据，使学生做到自己问题尽量自己解决，从而增强了自信，提高了能力。【篇三：高中英语阅读课教学设计新案例 5】 高中英语阅读课教学设计案

31、例 高中英语sefc阅读课文具有题材广泛、体裁各样、语言知识丰富等特征，是各单元教学的核心局部，也是培养学生阅读能力的主要渠道。然而，传统的阅读课教学模式常常是单一的自下而上模式，教学方式只是把课文作为单纯向学生传授语法及语言知识的载体，无视了培养学生的阅读速度和理解能力；传统的阅读理解提问方式也常常停留在对所阅读文章的表层理解层次上。那么，如何借助这些课文来提高学生的阅读速度、阅读理解能力和语言水平呢？经过教学实践和不断尝试，笔者发现：不同阅读活动阶段，必须采用不同阅读理解模式以求不同阅读教学目标的实现。下面以sefc book 1a unit 7 earthquakes 单元阅读课为例对这

32、一问题进行探析。 一、firstreading 采用自上而下模式，侧重培养快速阅读理解能力 自上而下的模式是哥德曼goodman1971年提出的阅读理论模式。这一理论反对把阅读看成是对一系列词句的知觉，认为阅读者不必使用全部文本中的提示，他们在文章中挑选和选择足够的信息来作出预测，用他们自己的经验和有关客观世界的知识去验证他们的预测。按这个模式，阅读者在阅读过程中不是逐字、逐句地去理解，而是结合自己的预测，在文章中找出有关的信息，来验证自己的预测。该模式有利有弊，弊在对学生语言根底知识的掌握不利，容易造成学生语言根本功不扎实。然而，由于强调整体篇章理解，在阅读时采取跳跃式搜索、猜想等方法，所以

33、有利于培养学生快速阅读理解能力。 阅读速度的培养是阅读教学中一个重要的任务。目前，中学生阅读能力在速度上与可能到达的指标相比普遍要低几倍，甚至十几倍。随着信息时代的到来，人们急需尽快获取各种信息资料，成倍提高工作效率与学习效果，培养学生的快速阅读理解能力是实施英语素质教育的必然要求。然而，训练学生阅读速度必须建立在学生对文章内容处于陌生状态的根底上，因此，在学生初次接触阅读课文时，应该采用自上而下阅读模式，不失时机地培养他们的快速阅读习惯、快速阅读理解能力。这一阶段的教学设计主要如下： 1、引入题材。可采用设疑悬念、直观导入、故事导入等引入方式。 2、进行快阅。可向学生介绍组读法、察读法、浏读

34、法、略读法、跳读法等快速阅读方法。 3、检测理解。可采用问答题、判断题、选择题、做笔记、填图表等检测形式。附sefc book ia lesson 26 lesson 27 阅读理解问答题： 1) which was the usas strongest earthquakes ? 2) how many people lost their lives and how many people lost their homes in the 1906 earthquake ? 3) how many people lost their lives in the 1989 earthquake?

35、4) when the 1906 earthquake happened, how many metres did the pacific plate jump to the north ? 5) how many measures(措施) can we take in order to deal with earthquakes ? 6) what is the big one? 经过一读课文及完成表层信息捕捉问题后，学生对文章有了浅薄的认识，阅读速度也得到训练。然而，阅读包含两个阶段：一是识别文字符号的感性认识阶段；二是理解内容，吸收信息，创造性思维译码的理性认识阶段。因此，二读课文，加深

36、文章的理解就显得尤为必要了。 二、secondreading 采用交互作用模式，侧重培养阅读理解综合能力 阅读的关键在于理解，尤其是深层理解。交互作用模式对提高学生的英语阅读综合能力能起关键的作用。借助形式图式模式，教师可引导学生弄清文章的文体思路，了解各种不同体裁的课文的结构特点。例如教earthquakes 时引导学生归纳出文体思路是accidents- causes - solutions- prediction。借助文章体裁结构帮助理解文章实际上也是一种阅读策略，同时也有助于学生下一阶段完成重建语篇的表达训练。借助内容图式，教师可启发学生寻找或利用文章上下文线索去激活自己大脑中相应的背

37、景知识内容图式。例如教earthquakes时引导学生回忆板块学说plate tectonics相关内容，将文章内容与大脑中的相关信息联系起来有助于学生更深刻理解文章的细节内容、中心思想、作者的写作态度、写作意图及文章的弦外之音。语言图式在阅读理解中起着根底的作用，没有语言图式，内容图式和形式图式就发挥不了作用。教师应结合课文内容提高学生识别文章中词、短语和句子的能力。例如教earthquakes时引导学生理解shook、jumped、stay up等在文章中的意思。这样做，学生读懂文章的能力才会逐步提高，下一阶段进行语言知识的学习和应用才会有根底。总之，综合利用形式图式、内容图式、语言图式来

38、指导二读课文，对提高学生阅读综合能力是必不可少的。这一阶段的教学设计主要如下： 1、细读课文。可采用全文阅读，逐段阅读，合段阅读等阅读方式。 2、检测理解。可采用问答题、判断题、讨论题、选择题等检测形式。 3、阅读析评。可采用学生发言、教师总结或师生一起讨论归纳等双边活动形式。 附sefc book 1a lesson 26 lesson 27阅读理解问答题： 1) what do the first three paragraphs talk about ? 2) what does the writer try to explain in the last paragraph of les

39、son 26 ? 3) what does the writer intend to do in the first paragraph of lesson 27 ? 4) why does the writer mention the big one ? 5) if we compare the 1986 earthquake with the 1989 earthquake,what can we find ? 6) if the 1989 earthquake had happened in the centre of town, what would have happened? 7)

40、 why cant we stop earthquakes ? 8) do you think that san francisco is now in danger ? why ? 9) how does the writer make each paragraph of the two lessons coherent (连贯的) ? 10) what have you learned from the lessons ? 经过二读课文及完成一些深层阅读理解问题后，学生对文章有了深刻的理解，吸收信息或利用所获得信息来分析问题和解决问题的能力也得到培养。阅读吸收信息，吸收是为了表达。因此，教

41、学活动的设计不应只停留在输入的层次上，应该使语言输入听与读和语言输出说与写之间产生一种平衡。运用所学语言知识以及题材信息重建语篇、提高学生语言表达能力势在必行。 三、post-reading 采用自下而上模式，侧重培养知识综合运用能力 自下而上模式是指阅读者在阅读过程中从最小的单位字母和单词从底或下层识别开始，逐步弄懂在顶或上层较大的语言单位短语、分句、句子和语篇的意义。按照这个模式去理解阅读过程，教师在教授阅读课时主要任务就是帮助学生解决语言上的障碍，即弄清词、短语和句子的意义。 由此看来，阅读课教学既是一门阅读课，也是一门语言课。随着学生对课文理解的深化，教师必须提高学生对语言知识的掌握程度。阅读理解的问题，说到底就是语言方面的问题。所以，通过阅读，可以学习语言知识，通过学习语言知识，有助于提高阅读能力。阅读能力与语言学习，两者相辅相成、密切关系；另外，中学英语大纲规定，在英语教学中要努力使根底知识转化为言语技能，并开展成运用英语进行交际的能力。为此，在完成二读课文之后采用自下而上模式深化语言知识的学习与运用那么