高中英语阅读课教学设计

阅读是一个综合过程,能力的提高更是一个循序渐进的过程。教师若能结合学生的认知水平,合理、灵活地把上述教学设计运用于阅读课文教学中，以下是yjbys小编跟大家分享的高中英语阅读课的教学设计案例，希望大家喜欢!

　　【高中英语阅读课堂教学设计案例】

Warm-up Task(热身任务)

Goal: Attract Students’ attention immediately through listening task and try to get the main ideas of the news.

Input: Watch and listen to the two pieces of selected news in live.

Aids : Multi-media

◆Activities: (1) Do you still remember what happened to the USA on September 11th? (2) October 7th is also a great day to us Chinese. What’s the news?.

Forms: ( Individuals: Teacher Students );

Layers: Comprehensive Grasp the key words; Tell the main idea of the news.

Ways：Watching, Listening and Speaking

Links: 热身任务中设计视听两则新闻活动为这节课的话题引入起铺垫作用。

　　● Lead-in Task

Goal: Through brainstorming students recall as many resources as possible from which English news comes.

Input:Show Ss some English newspapers. List of famous English newspapers

Aids: English Newspaper;CAI

◆Activities: (1)Where do you usually get the news in your daily life?

(2)What kinds of newspapers can you find ?

(3)Do you know any English newspapers?

(4)Give the right Chinese names to the following:

Famous English Newspapers

The Washington Post; The Boston Globe; The New York Times;

The Times; USA Today; Daily Express; etc.

Forms: Individuals (Teacher Students for activity(1);(2);(3); Pair work for activity(4)

Layers: Comprehensive(simple response)

Ways :Activity (1)—(4) Listening, Looking and Speaking

Links:此项任务与活动设计起承转、导入下步阅读活动作用

(说明：通过学生回答,教师自然引入a special newspaper-China Daily.教师揭示并板书题。Unit 4 Lesson 15 China Daily并设疑：What do you know about it?)

　　●Reading Tasks

Task A： Reading ‘China Daily’ for understanding

Goal A： Students obtain more details from China Daily.

Input： Students are required to read the text.

Aids：CAI, Blackboard, Textbook.

◆Activities：(1)What sections are there in China Daily?

(2)Which section do you like best? Why?

(3)What do you think of advertisements?

(4)What does Sun Yao think of China Daily?

(5)Find out the sentences with the “–ing Form” in Sun Yao’s opinion. Set them into two groups according to the part of speech of the “ –ing forms”. Then find their friends from page20. 4 Practice.

Forms：Individuals (Teacher Students) for activity (1);

For(2), discuss in pairs and report their desk-mate’s interest and reason;

For (3), Discuss in groups of four then report their results

For (4), listen to the last part of the text.

Activity (5) should be two forms: Find our the “—ing Form” individually and finish 4 Practice in pair.

Layers： 理解性: Activity(1)和Draw a family tree with different sections ; 控制性过渡到半控制性：解答(2)至(5)时，学生依照教师设定的任务进行个体、双人、小组活动如：imitate, practice, discuss, produce ideas,　etc.

Ways: Activity (1)--(3)Scanning; Speaking(talking, reporting); (4)--(5) Listening, Speaking and Writing.

Links：阅读过程中的任务与活动是依照阅读能力形成与发展的规律而设计的，这一环节不仅有承上启下之功效，而且为完成‘真实性任务’打下伏笔。

(说明：通过以上学习活动，学生对课文‘China Daily’的内容、版快设计、语言表述等都有一定的认识与了解，也习得了相关的阅读、语言学习策略。链接：Since you have learned China Daily, can you group the topics according to the sections of it?

Task B：Supplementary reading for reading skills

Goal： Review the contents and its’ relevant sections; Fast-reading and word-guessing skills; efficient dictionary application and independent learning strategies.

Input： WB. Page90 Ex.2; Hand out another 2 pieces of news from China Daily and one from internet as worksheets .

Aids：Worksheet、Teaching designs on the screen.

◆Activities：(1)Match the headlines from China Daily with the different types of sections in the family tree on the blackboard.(See Page 90 Ex.2);

(2)Can you guess the meaning of the word downing?

(3)What does the sentence “we have marched for 10 steps, and there are 10 more steps remaining for us to finish” mean?

(4)Can you make up a best title for the second news?

(5) Why did the US start air attacks on the Afghanistan Taliban according to the news?

(6)What do you think the news tries to tell us? ( Find out the supporting ideas or facts for(4)and (5) from the news.)

(7)What’s the function of the news? How to make your news popular, readable and reliable?

(Note: Work sheet omitted here because of the space)

Forms：Individuals for activity(1) (2) (3);Group work for (4); Individual and group work for (5)(6)(7)

Layers：The activity cycle is from comprehensive(阅读新闻)to controlled and half-controlled(根据文章语境，小组活动用自己的'语言回答问题)and to communicative one(借助文章观点、个体的‘图式’以及与他人合作时产生的新思想进行积极与碰撞.。

Ways：Activity (1)Reading and speaking; (2)guessing; (3)skimming and guessing through language context，referring to the dictionary if necessary; (4) summarizing and inferring; (5)(6)discussing and reporting; (7)discussing and debating.

Links：活动承上起下，并按阅读与逻辑思维能力形成序列而设计的。符合语

言学习规律。

(说明：从课文“China Daily”的学习，延伸到取自于(改编的)“China Daily

”中的两则和网络上一则的新闻学习活动，使学生加深了对“中国日报”版块设计及内容安排了解;也使他们认识到获取新闻的渠道、方法和制作要求;阅读过程中的种种活动培养了学生的合作精神，习得了相关的阅读策略如：猜词、归纳、推断等等能力;有助于学生语言综合能力的发展，为学生完成“真实性任务”在语言、内容和形式上打下了基础)

　　●Language-application Task after class

Goal(3) Reinforce what they have learned in this lesson; Work out a project in

English---Fulfill a real task。

Input：Provide Pingzhong Today in Chinese version just for reference.

◆Activities: (1)Finish off WB assignments; (2)Design an English

newspaper“Pingzhong Daily” or “Pingzhong Today”，explain and display it.

Forms：Individuals for (1) ;Group of four for (2)

Layers:Interaction and development