高一英语教学设计范文（第一篇）

1. 教学目标

1.1 知识技能目标

• 能从文中获取主要信息，如获取What happened to the Native Americans after the arrival of the Europeans? After all those sufferings, did all Native Americans choose to leave the land? How do you know (from the text)?
• 能从文本中加工和处理信息，如What did the Spanish do to the Native Americans in the 16th century?(此问题需提取数个段落的文本信息)
• 能透过信息表层思考人文精神，培养学生的发散性思维与批判性思维，如what do you think of the Native Americans who survived and stayed at CA?

1.2 情感目标

• 学生能通过信息加工后学习移民们的不畏困难、坚持不懈等珍贵品质，并推论出落后就要挨打，少年强则中国强的借鉴意义。

2. 教学重难点

• How do you think of the Native Americans who survived and stayed at CA?
• Do you think language plays an important part in a culture?

3. 教学过程

Step1 Lead-in and Brainstorming (5 mins)

• 导入并揭题：T: As you can see in the title, in this unit, we are going to talk about the USA, a land of diversity. Now how much do you know about this land? Let’s have a look at a map, and try to recognize some famous places.
• 开脑筋：请学生寻找California在地图上的位置。然后教师启发学生联想与移民有关的词汇，同时进行板书。

Step2 Reading (30mins)

1. [意图说明]：
2. 熟悉美国版图上的一些主要地点。
3. 提供一个具象的认识。
4. 教师以The facts about each group of immigrants开头，引导学生阅读并思考。
5. 教学内容：
6. First group (Spanish Immigrants)：
   • 16th century Spanish conquistadors reached the Americas.
   • They brought along many items, including plants, animals, and culture.
   • The indigenous populations were greatly affected, but some remained in California.
7. Second group (English Immigrants)：
   • English settlers brought Spanish settlers with them.
   • Their attitudes towards Native Americans were initially harsh but eventually changed.
8. 教学活动：
9. 提供版图让学生在地图上标注一些关键地点。
10. 读完第一组信息，引导学生思考：为什么西班牙人会征服美国，并带来什么样的负面影响？
11. 读完第二组信息，引导学生思考：英语 settlers如何影响了 indigenous populations？

Step3 Discussion (15mins)

• 教师提问：
• What do you think of the Native Americans who survived and stayed at CA?
  引导学生讨论他们的生存经历和对美国的贡献。
• How do you think the Europeans could have succeeded in making the Native Americans slaves or even kill them?
  引导学生思考欧洲人可能采取的策略，如资源获取、殖民扩张等。

Step4 Active Learning (15mins)

• 以小组形式讨论：
• 你认为移民们是否都快乐？如果不能确定，为什么？
• 如果没有理解内容，能从阅读中推断出一些观点吗？

4. 教学重点句型

• be dying for sth./ be dying on doing sth./ long to do sth./ have an urge to do sth./ think of sth. as important.

5. 高一下册英语教学设计范文2

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高一下册英语教学设计范文2

教学目标

1. 知识技能目标：
2. 能从提供的资料中获取主要信息，如美国各州地图、移民文化、美国的多元文化和语言差异。

3. 培养分析和处理信息的能力，理解历史事件及现象。

4. 情感目标：

5. 通过研究移民的故事，培养爱国情怀，体现多样性与包容性。

教学重难点

1. 如何描述移民们的不畏困难和坚持不懈精神？
2. 如何认识到不同民族之间的区别与联系？

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教学过程

Step1 Lead-in and Brainstorming (5 mins)

• 教师：As you can see, in this unit we will be discussing the USA—a land of diversity. Can anyone tell me where California is on the map? Let’s open up some familiar territory.
• 学生回答，教师引导学生描绘并标注一些关键地点。

Step2 Reading (30mins)

1. 教师：Each pair of students will receive one page of the text with the facts about each group of immigrants on it.
2. 读完第一组信息：“The Spanish Immigrants”：
   • 西班牙人到达美国的方式是通过征服。
   • 他们在美国的负面影响包括对 indigenous population的大量掠夺、资源破坏等。
3. 读完第二组信息：“The English Immigrants”：
   • 英国人与西班牙人一起 settled in the same areas.
   • 英国殖民势力的影响，如殖民地经济的形成。
4. 教师活动：
5. 教师引导学生观察表格内容，思考移民们的动机和行为方式的不同之处。
6. 教学活动：
7. 学生小组讨论，并回答问题：
   • Spanish Immigrants是如何征服美国的？
   • 他们对 indigenous population造成了哪些负面影响？
   • What did the English settlers bring with them?

Step3 Discussion (15mins)

• 教师提问：
• What do you think of the Native Americans who stayed in California?
  引导学生讨论他们的坚韧与适应能力。
• How can we understand their resilience?
  让学生思考移民们的不畏精神如何体现美国的多元文化。

Step4 Active Learning (15mins)

• 学生分组讨论：
• 根据提供的资料，你认为移民们是怎样的？（可以是正面或负面评价）
• 如果不能确定，能从阅读中推断出一些观点吗？

重点句型总结

• What do you think of the Native Americans who survived and stayed at CA?
• How do we understand their resilience?

美国移民历史与多元文化

文章改写

摘要

这篇文章主要讲述了美国的基本常识、加利福尼亚州的历史以及多民族文化的形成。通过对不同种族在加利福尼亚州的生存经历和文化贡献的梳理，作者展现了美国多元文化的特点。

转换内容（原文字母转粗体）

一、 Native Americans

1. What happened to the Native Americans after the arrival of the Europeans?
2. (Thousands were killed or forced into slavery.)
3. Many died from the diseases brought by the Europeans.

二、The Spanish

1. (What did the Spanish do to the Native Americans in the 16th century?)
2. They fought against the native people and took their land.
3. Of the first Spanish to go there, themajorwerstood their lives, not because of their courage but because they were killed by disease.
4. (Whether you know from the text?) (However, some survived these terrible times, and today there are more Native Americans living in CA than in any other state.)
5. So what do you think of the Native Americans who stayed and stayed at CA?
6. (Brave, overcame lots of difficulties, were not be discouraged by setbacks.)

三、Gold miners

1. (What kind of people attracted California after 1848?)
2. People from all over the world.
3. Did they realize their dreams?
4. (No.) What did they do? "Most remained in CA to make a life for themselves despite great hardship."

四、Later arrivals

1. Due to what reason did Chinese people go to CA in the future?

五、The future

转换内容（原文字母转下划线）

教育设计

教学准备

• 教学目标：
• 根据图片提示，能够回答关于美国基本常识的问题。
• 按照线索猜测所学文章的主题，初步了解加利福尼亚州的概况。

• 通过认真阅读文本，能够自己组织语言，准确无误地复述和总结不同种族在加利福尼亚州的历史。

• 知识目标：

• (1) 根据para. 1，回答美国的基本常识问题。
• (2) 按照线索猜测文章主题，初步了解加利福尼亚州的概况。

• (3) 通过详细阅读文本，能够识别不同种族的历史事件和文化贡献。

• 能力目标：

• (1) 通过图片提示，快速阅读并结合教师的指导下，学会提炼要点，并复述或总结文章内容。
• (2) 根据写作任务，完成相关的练习，理解加利福尼亚州多元文化的形成原因。

教学重难点

• 根据图片提示，能够回答关于美国基本常识的问题。
• 按照线索猜测所学文章主题，初步了解加利福尼亚州的概况。

教学过程

1. 导入
   Warming Up (Guessing Game)
   Show a map of the fifty states of the USA and give students some clues to let them guess which state we will learn.

2. Reading

3. Look at this picture. Where is this lady?

4. Detailed Reading

5. Native Americans

   • (1) What’s the topic of this text?
   • (2) Retell it with the help of the given words.
   • (3) How many kinds of people are mentioned in this text?

6. Classroom Exercise/Assignments

7. 课后习题

   1. According to para. 1, what’s the topic of this text?
   2. Retell it with the help of the given words.

8. 课中练习

   1. How many kinds of people are mentioned in this text?

9. 短文填空
   (Please fill in the blanks.)

第6节：问题与答案

课后习题（中文）

1. 继续存在，继续生存___
2. 很多；很多_____
3. 符合自己的理解，把答案写在下面。

课前练习（中文）

1. 继续存在，继续生存或继续存活，这些词语的正确组合是什么？
   (Continue existing, continue survival; these are the correct combinations.)

2. 把“我”用英文表达为_。

3. 把“they have come to live in California”翻译成中文，并简单解释一下。

1. 某学生对英语的学习经历

精选改写示例

1. 主题分析：文章主要讲述了某学生的英语学习经历，包括他从中国到英国的过渡过程以及他在英国的生活经历。
2. 结构分析：文章分为四个部分：引言、学习过程、遇到的问题及解决方法、结尾总结。
3. 逻辑分析：文章按照时间顺序展开展述，先描述了学生在回国后的适应经历，再讲述他在英国的学习生活，最后谈到了在英国所遇到的挑战和解决问题的方法，并在结尾部分对他的英语学习态度进行了总结。

2. 英语学习的意义

精选改写示例

1. 主题分析：文章探讨了学习英语对学生个人发展的重要性，强调了语言能力对于国际交流和发展的重要性。
2. 结构分析：文章分为三个部分：引言、学习过程和意义总结。
3. 逻辑分析：文章首先从个人兴趣的角度引入英语学习，然后描述了具体的英语学习过程，最后通过具体案例进一步论证了学习英语对学生个人发展的好处。

3. 英语学习的长期影响

精选改写示例

1. 主题分析：文章主要讲述了学习英语对个人成长和社会发展的长远影响。
2. 结构分析：文章分为三个部分：引言、影响总结和未来展望。
3. 逻辑分析：文章通过具体案例说明了学习英语对个人能力提升和社会关系建立的重要性，同时也提到随着英语在全球范围内的普及，学习英语的必要性和紧迫性更加突出。

4. 英语学习中的挑战与克服

精选改写示例

1. 主题分析：文章主要讲述了学习英语的过程中遇到的问题及其解决方法。
2. 结构分析：文章分为五个部分：引言、困难分享、问题解决、总结感悟和未来展望。
3. 逻辑分析：文章首先从个人经历出发，描述了在英国学习英语时所遇到的一些具体困难，然后分享了解决这些困难的方法，并进一步总结出学习英语的重要性以及对个人发展的好处。

5. 英语学习的积极影响

精选改写示例

1. 主题分析：文章主要讲述了学习英语对学生个人生活和职业发展的积极影响。
2. 结构分析：文章分为三个部分：引言、具体案例分析和总结展望。
3. 逻辑分析：文章首先从个人成长的角度出发，描述了在英国学习英语期间所获得的宝贵经验，并通过具体案例进一步说明了这些经验如何帮助他提高了自己的英语水平。

6. 英语学习对未来的影响

精选改写示例

1. 主题分析：文章主要讲述了学习英语对未来个人职业发展的潜在影响。
2. 结构分析：文章分为三个部分：引言、具体案例分析和总结展望。
3. 逻辑分析：文章首先从个人经历出发，描述了在英国学习英语期间所获得的宝贵经验，并通过具体案例进一步说明了这些经验和对个人职业发展的帮助。

7. 英语学习的意义在于培养语言能力

精选改写示例

1. 主题分析：文章主要讲述了学习英语对学生语言能力提升的重要性以及其在国际交流中的作用。
2. 结构分析：文章分为三个部分：引言、具体案例分析和总结感悟。
3. 逻辑分析：文章首先从个人兴趣的角度出发，描述了为什么选择学习英语，并通过具体的例子说明了英语学习对于个人语言能力提升的重要性。

8. 英语学习需要持续的努力

精选改写示例

1. 主题分析：文章主要讲述了学习英语过程中需要付出的努力和耐心。
2. 结构分析：文章分为三个部分：引言、具体挑战分享和总结感悟。
3. 逻辑分析：文章首先从个人经历出发，描述了在英国学习英语期间所遇到的具体困难，并通过具体的例子说明了这些困难是如何通过努力克服的。

9. 英语学习的重要性

精选改写示例

1. 主题分析：文章主要讲述了学习英语对学生个人和社会发展的深远影响。
2. 结构分析：文章分为三个部分：引言、具体案例和总结展望。
3. 逻辑分析：文章首先从个人成长的角度出发，描述了在英国学习英语期间所获得的宝贵经验，并通过具体的案例进一步说明了这些经验和对个人和社会发展的帮助。

10. 英语学习的意义在于培养国际视野

精选改写示例

1. 主题分析：文章主要讲述了学习英语对学生国际视野培养的重要性以及其在当今全球化的背景下尤为重要。
2. 结构分析：文章分为三个部分：引言、具体案例和总结感悟。
3. 逻辑分析：文章首先从个人经历出发，描述了在英国学习英语期间所获得的宝贵经验，并通过具体的案例说明了这些经验和如何帮助他培养了国际视野。

11. 英语学习的意义在于提升自我理解能力

精选改写示例

1. 主题分析：文章主要讲述了学习英语对学生自我理解能力和语言表达能力提升的重要性。
2. 结构分析：文章分为三个部分：引言、具体案例分享和总结感悟。
3. 逻辑分析：文章首先从个人兴趣的角度出发，描述了为什么选择学习英语，并通过具体的例子说明了英语学习对提高个人自我理解能力和语言表达能力的重要性。

12. 英语学习的意义在于培养独立思考能力

精选改写示例

1. 主题分析：文章主要讲述了学习英语对学生独立思考能力和批判性思维能力提升的重要作用。
2. 结构分析：文章分为三个部分：引言、具体案例分享和总结感悟。
3. 逻辑分析：文章首先从个人经历出发，描述了在英国学习英语期间所获得的宝贵经验，并通过具体的案例说明了这些经验和如何帮助他培养了独立思考能力和批判性思维能力。

13. 英语学习的意义在于塑造全面人格

精选改写示例

1. 主题分析：文章主要讲述了学习英语对学生全面人格的塑造过程以及其对个人和社会发展的重要意义。
2. 结构分析：文章分为三个部分：引言、具体案例分享和总结感悟。
3. 逻辑分析：文章首先从个人兴趣的角度出发，描述了为什么选择学习英语，并通过具体的例子说明了英语学习如何塑造了学生的全面人格。

14. 英语学习的意义在于培养终身学习能力

精选改写示例

1. 主题分析：文章主要讲述了学习英语对学生终身学习能力和适应未来挑战的重要性。
2. 结构分析：文章分为三个部分：引言、具体案例分享和总结感悟。
3. 逻辑分析：文章首先从个人经历出发，描述了在英国学习英语期间所获得的宝贵经验，并通过具体的案例说明了这些经验和如何帮助他培养了终身学习能力和适应未来挑战的能力。

15. 英语学习的意义在于提升社交能力

精选改写示例

1. 主题分析：文章主要讲述了学习英语对学生社会交往能力和语言沟通能力提升的重要作用。
2. 结构分析：文章分为三个部分：引言、具体案例分享和总结感悟。
3. 逻辑分析：文章首先从个人经历出发，描述了在英国学习英语期间所获得的宝贵经验，并通过具体的例子说明了这些经验和如何帮助他提升了社交能力。

高一下册英语教学设计范文5

教学准备
教学目标
教学目标
（1）理解文章结构、段落大意、重要信息。（2）了解新闻报道的文体特征。（3）培养学生有效的阅读技巧和学习策略。（4）培养学生成为自主学习的人。（5）培养学生成为善于提问的人。

教学重难点
（1）理解文章结构、段落大意、重要信息。（2）了解新闻报道的文体特征。（3）培养学生的阅读兴趣，提升英语综合运用能力。

教学过程
Step 1 Warming-up and lead-in (5 mins)
教师展示国外名校的照片，激发学生对于留学海外的兴趣，并导入本课的课题：
"High school students living abroad. The girl has been studying in London for six months, but she's not done yet."

T: Morning, class. I’d like to appreciate some pictures with you. What do you think about these buildings? Please look at the photos and tell me what you see. (图片导入)
① Have you seen the building before? It’s the Shoredrop Tower, the home of the best offices, restaurants, and even the top university, University of Warwick.
② What is this? It’s a gymnasium of University of Duke, which won the championship in NCAA last year.
③ What about this? It's the library of University of Michigan, just like a scene from the Harry Potter Movie.
④ Do you know this university? Yes, it’s University of Cambridge, so many beautiful pictures, and many excellent graduates are willing to go abroad for further study. They take great pains to realize their dreams but does being admitted mean the end of challenge? Hope this text can give us answers.

（2）Check homework
教师通过作业检查，了解学生对文章的预习情况：
- 你是否在阅读《High school students living overseas》？
- 你知道这本书的主要信息吗？
并请学生总结出文章的大意和结构，并根据图片分析各个段落大意。

T: Yesterday, you were asked to preview the text. Now I will check your homework to see if you have got the basic information. Who is the girl? (Xie Lei). Where is she now? (London). What is she doing there? (Studying). How long has she been there? (6 months). What is the title of the text? (Keep it up, Xie Lei student fitting in well). What is the general idea of the text? (It’s about a girl who overcame difficulties and adapts to the new environment.)

Good! All of you have done an excellent job. You have got the basic information through your preview. Please find similar phrases on the screen, like "fit in well." If someone overcomes difficulties, probably we would say to them… (keep it up). Great! Besides the title, what else can tell us that Xie Lei has fit in well? (Her smile). Yes, and probably from her victory gesture. So we can see that for a really long passage, the title and picture can help us to get the general idea quickly.

Step 2 Skimming (10 mins)
找出文章框架结构及段落大意。教师通过引导学生分析文章结构：
- General idea: The girl overcame difficulties and adapted to the new environment.
- Structure: Time order, divided into five parts, with a conclusion.
- Important information: Her problem, how she solved it, benefit from situation, host family, advice on being independent.

（3）Detailed reading (20 min)
仔细阅读文章捕捉文章重要信息。教师引导学生理解以下内容：
T: Now let’s go to some detailed information. Do you know why a text need the detail? To make it vivid and convincing. In order to show how Xie Lei overcame the difficulties, what details are needed? (Her problem, how she solved it, benefit from situation.)

Xie Lei has problem in life: She needs to learn almost everything. But she met difficulty when she arrived at England. How did she feel then? (Feeling like a child). What did she do then? (Lived with host family, who gave her a lot of advice). Advice on what? New culture, idiom, bring comfort to her.

Now I would like to show you some situations and please decide in which situation can Xie Lei turn to her host family and why. (…in London) In your opinion, what benefit did Xie Lei get from the situation? (She became strong, confident, independent, experienced …). Great! Let’s look at her problem, difficulty in life, how she solved it this time, her tutor gave her some advice. How many pieces of advice? Four. How could you get the answer so quickly? (First… besides… then finally). What benefit did she get from the situation? (Improved her mark and became an autonomous learner).

All of you have done an amazing job! But do you know the meaning of an autonomous learner? (自主学习者) Exactly! That is what we can learn from Xie Lei’s experience. We have known so much about Xie Lei, and we care about her feelings all the time. We know that before she left China, she was nervous and excited. When she arrived in England, she met difficulties in life, which made her feel like a baby. And she had trouble with her essay too, so she felt numb with shock.

Now I would like you to read the passage together, discuss your answers. You have got 3 minutes to talk about with your partner.

（4）Group discussion (7 min）
通过对于文章关键字眼的深层理解，进一步巩固所获取信息，并让学生更加了解成功的意义、途径。同时帮助学生理解成长的秘诀成为更成功的学生。
So far we’ve known all about Xie Lei’s story. In the last sentence, the author says that “she deserves to succeed”. How do you understand the sentence? Why does he use the word “distribute” here? Now I would like you to discuss in groups whether you think Xie Lei deserves to succeed and why. You have got 5 minutes.

（5）Conclusion and homework (3 min）
总结全文，并安排下节课作业。教师和学生回顾文章内容，归纳成功经验：
Who are “we” in the last paragraph? ( reporter) Where can we see the article? (in the column of education in the newspaper) What does “we will follow Xie Lei’s progress”? (there will be a follow-up report). So you know the writing style of the text is (feature report). At the beginning of the lesson, we know that from the title and picture, we can get general idea of the long passage. Through our study today, we can get structure following a certain clue, get important information from some key words, and know the writing style from the last or first paragraph.

In addition, we also know about Xie Lei’s story. More importantly, we know the importance of being an autonomous learner, which will benefit us all the time, whether in studying or in life. Wishing all of you can be beautiful learners and have the confidence and wisdom to face whatever future holds.

今天我们要写一篇关于Xie Lei的回信。请写一个下回报道与背信报告。

板书设计
板书设计：
Keep it up, Xie Lei
Chinese student fitting in well
Problem Solution Benefit