最新高中英語閱讀課的教案

1、高中英語閱讀課的教案【篇一：高中英語閱讀課教學(xué)案例】teaching procedures 教學(xué)過程設(shè)計(jì) 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 so

2、me 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 diffi

3、cult simplify (vt.) a strong feeling of wanting to find out about something 設(shè)計(jì)意圖：以閱讀材料為依托，在單詞教學(xué)環(huán)節(jié)向?qū)W生滲透語篇意識(shí)，引導(dǎo)學(xué)生在語境中理解單詞、短語的意義以及用法。在具體的教學(xué)中，采用了單詞與詞義配對(duì)、構(gòu)詞法練習(xí)，圖文并茂猜。 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 headmas

4、ter 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:dis

5、appointment/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. 設(shè)計(jì)意圖：從學(xué)生的實(shí)際出發(fā)引導(dǎo)、激發(fā)學(xué)生的學(xué)習(xí)興趣和

6、探究熱情，引起學(xué)生情感上的共鳴，并自然地導(dǎo)入下一個(gè)活動(dòng)任務(wù)。 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! 設(shè)計(jì)意圖：通過向?qū)W生們展示許多貼近生活實(shí)際的圖片，調(diào)動(dòng)學(xué)生的求知欲，培養(yǎng)學(xué)生積極參與課堂活動(dòng)的意識(shí)。同時(shí)設(shè)計(jì)一些與閱讀文章有關(guān)聯(lián)的問題，為下一步的教學(xué)活動(dòng)做鋪墊。 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 ch

8、art with information from the reading material.how to make her house more cheerful,she understood it was really cheerful to share happiness with others. 設(shè)計(jì)意圖：訓(xùn)練學(xué)生快速略讀的閱讀技巧，了解文章的大意和主旨，對(duì)所讀材料的體裁、結(jié)構(gòu)和邏輯關(guān)系有一定了解，舍棄文章細(xì)節(jié)及一切無關(guān)緊要內(nèi)容，培養(yǎng)學(xué)生的邏輯推理和判斷能力。 step4: read for comprehension t: weve got a general idea about

9、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 most with the s

10、o 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 ver

11、y 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 設(shè)計(jì)意圖：把閱讀課文作為整體來處理，對(duì)文章的內(nèi)容要點(diǎn)進(jìn)行了歸納、分析，檢查學(xué)生對(duì)課文中的事實(shí)的表層理解，養(yǎng)成良好的閱讀習(xí)慣，提高閱讀技能。本環(huán)節(jié)難度不高，即便是學(xué)困生也能完成此任務(wù)。成功給人以最大的滿足，產(chǎn)生自豪感，增強(qiáng)學(xué)習(xí)毅力。同時(shí)為提煉文章的主題思想鋪路。 step 5: sharing information t: miss

12、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 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 ex

14、change opinions about each picture on the screen.) suggested answers: brave,courage,wisdom,smile,healthy,willing,family,respect,true,help,share 設(shè)計(jì)意圖：利用課文所學(xué)內(nèi)容，運(yùn)用任務(wù)教學(xué)法對(duì)快樂生活作進(jìn)一步的探討。相互交流，充分發(fā)揮了學(xué)生的主觀能動(dòng)性，讓學(xué)生動(dòng)起來，讓他們自動(dòng)地投身于語言學(xué)習(xí)的活動(dòng)中，使他們能在課堂教學(xué)活動(dòng)中真正有一種學(xué)習(xí)主人的滋味，有一種成功的渴望和感受。把教學(xué)活動(dòng)變成了真正的交際活動(dòng)，并將課堂活動(dòng)推向高潮, 從而提煉出文章的主旨大意。

15、希望通過閱讀過程中滲透總分總的思維模式，引導(dǎo)學(xué)生形成條理清楚，邏輯清晰的思維習(xí)慣，最終促成同樣的寫作習(xí)慣。 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

16、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。 設(shè)計(jì)意圖：brainstorming為學(xué)生完成寫作準(zhǔn)備，意在激發(fā)學(xué)生思維密度，實(shí)現(xiàn)信息共

17、享，獲得更多的新觀點(diǎn)和視角，有利于接下來的寫作構(gòu)思。同時(shí)滲透德育教學(xué)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 happine

18、ss? 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 fo

19、r a scientist, happiness is a state of mind. as long as one thinks hes【篇二：新課標(biāo)下高中英語閱讀課的教學(xué)設(shè)計(jì)與反思】 新課標(biāo)下高中英語閱讀課的教學(xué)設(shè)計(jì)與反思 引言 閱讀不僅是人們獲取信息的重要手段，更是學(xué)習(xí)英語的主要任務(wù)之一，是高考的重中之重。新課標(biāo)高中英語教學(xué)大綱要求在英語教學(xué)中，聽、說、讀、寫要進(jìn)行綜合訓(xùn)練，在進(jìn)一步提高聽說能力的同時(shí)，側(cè)重培養(yǎng)閱讀能力。閱讀能力是理解和吸收書面信息的能力，有助于擴(kuò)大詞匯量，豐富語言知識(shí)，了解英語國家的社會(huì)文化背景。要指導(dǎo)學(xué)生查閱詞典，語法等工具書，鼓勵(lì)學(xué)生根據(jù)上下文猜想詞義，使學(xué)生逐漸

20、獲得獨(dú)立閱讀的能力。根據(jù)這一要求，為了使閱讀課能有效的進(jìn)行，并實(shí)現(xiàn)提高學(xué)生閱讀能力的目的。本文結(jié)合多年的教學(xué)經(jīng)驗(yàn)針對(duì)在新課標(biāo)下如何進(jìn)行高中英語閱讀課的教學(xué)設(shè)計(jì)這一問題進(jìn)行討論，以引起讀者的共鳴。 一目前高中英語閱讀課普遍存在的問題： 1、 閱讀課依然是以教師為中心的教學(xué)模式。盡管在教師的引導(dǎo)下學(xué)生積極思考，但教師與學(xué)生的一問一答是否真實(shí)有效？教師在牽著學(xué)生的鼻子走，學(xué)生的學(xué)習(xí)過程還是被動(dòng)的，學(xué)生的思維活動(dòng)局限在教師設(shè)計(jì)的思維層面里。 2、 閱讀技能沒有得到有效的培養(yǎng)與提高。雖然閱讀能力和技巧的培養(yǎng)在教師設(shè)計(jì)的活動(dòng)中有滲透，但是學(xué)生運(yùn)用這些技能的時(shí)間和時(shí)機(jī)有限，對(duì)于訓(xùn)練閱讀技巧習(xí)題的功能并不了解

21、，無法體會(huì)教師設(shè)計(jì)課堂活動(dòng)的目的與意義，教學(xué)效果并不理想。 3、 學(xué)生個(gè)體差異沒有得到有效照顧。課堂教學(xué)時(shí)間有限，教師很難在照顧每個(gè)學(xué)習(xí)者個(gè)體差異的同時(shí)，圓滿完成教學(xué)任務(wù)。教師往往只能從大局部學(xué)生的學(xué)習(xí)能力方面出發(fā)備課，進(jìn)行教學(xué)設(shè)計(jì)，少局部學(xué)困生的積極性始終得不到照顧，久而久之，他們失去了學(xué)習(xí)興趣。 如何改變閱讀課教學(xué)的現(xiàn)狀，有效進(jìn)行閱讀教學(xué)，解決問題的關(guān)鍵是將課堂真正還給學(xué)生，以學(xué)生為中心，讓課堂成為他們自主學(xué)習(xí)的場(chǎng)所，變成他們自主學(xué)習(xí)結(jié)果展示的舞臺(tái)。 如何構(gòu)建以學(xué)生為中心的課堂，指導(dǎo)學(xué)生進(jìn)行自主學(xué)習(xí)？本人利用book 3，unit 10 american literature中話題的閱讀內(nèi)

22、容，根據(jù)“以學(xué)生為中心的理論，嘗試進(jìn)行了培養(yǎng)學(xué)生自主學(xué)習(xí)能力的一次探索，結(jié)合上課采取的教學(xué)步驟以及課后反思談?wù)勱P(guān)于閱讀課如何設(shè)計(jì)才能有效提高課堂效率，最終實(shí)現(xiàn)教學(xué)教學(xué)目標(biāo)。 一 課前熱身及新課導(dǎo)入 教師先跟學(xué)生談?wù)撚嘘P(guān)話題，并與本課題相關(guān)的材料，通過提問、討論、表演、視聽欣賞等形式自然地導(dǎo)入話題，作為引領(lǐng)閱讀活動(dòng)的主線。 二 開展閱讀活動(dòng) 一堂閱讀課的活動(dòng)環(huán)節(jié)不止一個(gè)，但每個(gè)環(huán)節(jié)的活動(dòng)情境都要與本課話題有關(guān)，以突出中心，到達(dá)層次閱讀詞語識(shí)別、句法分析、語境知識(shí)等與整體閱讀相結(jié)合。教師在設(shè)計(jì)時(shí)要注意閱讀活動(dòng)步驟之間的過渡自然流暢，給人一氣呵成，渾然一體的感覺。閱讀理解可分為以下幾個(gè)步驟： 1、

23、pre-reading(讀前);2、reading(閱讀);3、post-reading(讀后)。 三 進(jìn)行遷移拓展 這是一個(gè)讓學(xué)生用英語自由表達(dá)觀點(diǎn)、交流思想的真實(shí)交際過程。教師引導(dǎo)學(xué)生談?wù)撆c本課話題有密切聯(lián)系的課外話題，讓學(xué)生用英語各抒己見。可將學(xué)生分成小組，學(xué)生與學(xué)生交談或老師與學(xué)生交談，然后選出各小組代表陳述自己的觀點(diǎn)，以到達(dá)語言輸出的目的。 下面以sefc教材book 3，unit 10 american literature中的reading作為一節(jié)教學(xué)設(shè)計(jì)的課筆者圍繞“a sacrifice for love搜集了一些有關(guān)愛的圖片，聲音素材以及局部文字資料，創(chuàng)造性地使用教材并制作

24、了多媒體課件，以閱讀理解課的形式在一節(jié)課內(nèi)通過不同途徑呈現(xiàn)、輸入課文內(nèi)容，創(chuàng)設(shè)人機(jī)互動(dòng)閱讀活動(dòng)，培養(yǎng)閱讀能力，?！酒焊咧杏⒄Z閱讀教學(xué)目標(biāo)】 高中英語閱讀教學(xué)目標(biāo) 如今社會(huì)對(duì)于英語的要求越來越高，從原先追求聽、寫、讀逐漸延伸到了對(duì)于院的綜合運(yùn)用，從單一化轉(zhuǎn)向多元化開展。我們可從這幾年的高考英語改革初見端倪，例如從原先只是書面的筆試，到如見口試的參加，從根底語法局部的分值減少而閱讀局部的比重增加等等。同時(shí)，伴隨著“新課標(biāo)的提出，英語教學(xué)不僅僅只是圍繞著傳統(tǒng)的語法和詞匯的教學(xué)訓(xùn)練，要全方面地提升學(xué)生的語言綜合運(yùn)用能力，將課堂的主體還給學(xué)生，培養(yǎng)他們英語學(xué)習(xí)的興趣與自主學(xué)習(xí)的能力。對(duì)于閱讀這一方面，那么更傾向于讓學(xué)生通過運(yùn)用不同的閱讀方法有效、快速地獲得有效的信息，從上下文的理解中學(xué)習(xí)單詞、掌握文章大意，而非在文章中尋找細(xì)節(jié)來獲得分?jǐn)?shù)。因此，近些年高考英語閱讀中推斷文章大意、詞匯理解題有所增加而細(xì)節(jié)題 的數(shù)目那么略有下降。面對(duì)這樣的新高求，對(duì)于高中英語閱讀教學(xué)的目標(biāo)也有所改變。 1. 語言知識(shí)目標(biāo) 通過閱讀，學(xué)習(xí)語篇中一至兩個(gè)語言點(diǎn)，在語言運(yùn)用的真實(shí)環(huán)境下，掌握語言點(diǎn)的運(yùn)用。這其中的語言點(diǎn)包含生詞、近義詞的辨析、時(shí)態(tài)、句型的運(yùn)用等。這一目標(biāo)是目前高中英語閱讀課堂的主要教學(xué)目