英语教学设计范文高中【精简6篇】

英语教学设计范文高中 篇一

Title: Using Multimedia Resources in English Language Teaching

With the advancement of technology, incorporating multimedia resources in English language teaching has become increasingly popular in high schools. By utilizing videos, audio clips, and interactive activities, teachers can create engaging and dynamic lessons that cater to different learning styles.

One effective way to use multimedia resources in English language teaching is through video clips. Teachers can show short clips from movies, TV shows, or educational videos to introduce new vocabulary, practice listening comprehension, and stimulate discussion among students. For example, a teacher can show a scene from a popular TV series and ask students to identify the main ideas, key phrases, and cultural references.

In addition to video clips, audio clips can also be used to enhance language learning. Teachers can play recordings of native speakers to improve students' listening and pronunciation skills. By listening to different accents, intonations, and speech patterns, students can develop a better understanding of the English language and improve their overall communication skills.

Furthermore, interactive activities such as online quizzes, games, and virtual simulations can make learning English more fun and engaging for high school students. These activities not only reinforce language concepts but also encourage students to actively participate in the learning process. For example, teachers can create online quizzes on grammar rules, vocabulary words, or reading comprehension exercises to assess students' understanding and provide immediate feedback.

Overall, incorporating multimedia resources in English language teaching can enhance students' language proficiency, critical thinking skills, and cultural awareness. By using a variety of audio, visual, and interactive materials, teachers can create a dynamic and engaging learning environment that motivates students to learn and succeed in their English language studies.

英语教学设计范文高中 篇二

Title: Implementing Project-Based Learning in English Language Teaching

Project-based learning is a student-centered approach that encourages students to work collaboratively on real-world projects to develop their language skills and critical thinking abilities. In high schools, implementing project-based learning in English language teaching can help students apply their language knowledge in meaningful contexts and enhance their overall learning experience.

One way to implement project-based learning in English language teaching is to assign students a research project on a specific topic related to English literature, culture, or history. For example, students can work in groups to research and present a project on a famous English author, a significant historical event, or a cultural tradition. By conducting research, analyzing information, and presenting their findings, students can improve their research skills, critical thinking abilities, and oral communication skills.

Another way to incorporate project-based learning in English language teaching is to assign students a creative writing project. For instance, students can write and perform a short play, a poem, or a story in English. This project not only allows students to practice their writing skills but also encourages them to be creative, imaginative, and expressive in their use of language.

Furthermore, project-based learning can also be used to promote cross-cultural understanding and global awareness among high school students. Teachers can assign students a project that involves researching and presenting on different countries, cultures, or current events around the world. By exploring different perspectives, beliefs, and values, students can develop a greater appreciation for diversity and broaden their understanding of the global community.

In conclusion, project-based learning in English language teaching offers high school students the opportunity to engage in meaningful, collaborative, and authentic learning experiences. By working on real-world projects, students can develop their language skills, critical thinking abilities, and cultural awareness in a supportive and interactive learning environment.

英语教学设计范文高中 篇三

The telephone is one of the most welcome and useful inventions. No wonder more and more families have got to use their own telephones today.

The telephone makes things easy in many ways. Especially, after the mobile telephone appears, communication becomes easier and rapider. To students and people going out for business far away from their homes, the telephone can shorten the distance between them and their families. Thus they will get comfort whenever they are homesick or they run into trouble. With the help of the telephone, people can keep in touch with anyone at any time and in any place for urgent help.

All in all, the telephone is so helpful that we can say that nowadays we can not live without the telephone in our daily life. We will further improve the performance of the telephone so as to create better conditions for its development.

电话是目前最受欢迎和最有用的发明之一，怪不得越来越多的.人已经使用了自己的电话。

电话在许多方面使事情变得简单，尤其是在移动电话出现以后，通讯变得更加快捷方便。对于那些离家的学生和做生意的人来说，电话缩短了同家人的距离，在此它能蛤想家的人和处在困难中的人一个好的心情。有了电话帮助，人们可以随时随地和任何人联系，寻求紧急帮助。在这种情况下，电话显得尤其重要。

总之，电话是如此有用，以至于如今的日常生活离不开它。我们逐步提高电话功能，为它的发展创造更好的条件。

英语教学设计范文高中 篇四

一、紧扣主题突出重点

动笔之前，针对提示的`文字或图片必须先认真审题，组织内容，构思提纲，理顺思路，切忌偏题，离题，东拉西扯，不得要领，一定要避免累赘繁琐，条理不清，重点不突出的失误。

二、表达正确文字流畅

强调使用课本上学到过的单词、词组、佳句确保文章简洁通顺，切忌使用随便从文曲星或词典上找来的冷僻单词，特别强调的是必须避免使用不规范的中文式表达，受欢迎的作文是用词用句实实在在，朴实无华，清晰流畅的文章。

三、结构规范时态无误

准确判断时态，语态的应用，不能交叉混杂，这部分则能充分反映学生的思维判断能力，分辨清楚正确的时态、语态将为作文润色不少。

四、单词、标点无误

注意单词拼写、标点符号，避免细节上的失误。错拼和自造单词均会对成绩造成不良影响。

作文成绩在高考中起着至关重要的作用。另外，高考作文要求字数为120个以上，笔者认为控制在150字左右为妥，若字数太少会给人一种考生水*低下，草草了事的感觉，而且也无法表达清楚较深层次的思想。

英语教学设计范文高中 篇五

Li Ming and I took part in a wilderness survival program yesterday,which has become an unforgettable experience.

Yesterday morning we wore strong and comfortable shoes,

carried backpacks with the necessities in them and went to the mountain. We climbed a hill. On the top we saw a direction mark, which told us where to go. Down the hill, we came to a river. There were no boats but we had to cross it. Luckily, both of us had learned how to swim. But we shouldn t make our things in the backpacks wet. Seeing a piece of board, I got an idea. We put our backpacks on the board and swam in the water pushing the board. When getting to the other bank, with the compass we found north in which direction we walked half an hour. Finally, we arrived at the campsite. We set up a tent and made a bonfire.

The two of us spent the night in the forest.

We learned to use knowledge gained in classroom training to solve problems. It was quite an experience for both of us, which I ll never forget for the rest of my life.

英语教学设计范文高中 篇六

一、 课程类型：

高三复习课

二、 教学目标：

一) 认知目标

1.句型和语言点(见教学重点)。

2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。

二)情感目标

利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。

三)智力目标

在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮 助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

三、 教材分析：

这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。

四、 教学重点：

1. 学会审题和谋篇

2. 掌握多样化的表达方式

3. 熟练各段中的固定写作套路

五、 教学难点：

1. 如何帮助学生运用写作策略，促进学生自主写作。

2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。

六、 教学方法：

1、活动教学法：

2、任务型教学法：

七、 教学设计：

Step 1. Warming up

Come up with some proverbs for the students to put them into Chinese.

Recitation is of the first importance in any language learning!

Practice makes perfect! …

What do you learn from the above proverbs?

Step 2. Presentation

Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.

Step 3. Exhibition

Show on the whiteboard a writing.

暑假即将来临。你班同学讨论了假期计划，提出了不同看法，请根据提示写一篇有关讨论的英语短文，并谈谈你的看法。

注意：1、词数100左右;

2、短文必须包括表中所列要点，可根据内容分段表述;

3、可适当增加细节，以使行文连贯;

4、参考词汇：眼界—horizon(或view)。

Step 4. Analysis

Analyze the key points and ask the students questions about them.

[写作要点]

1、确定人称，根据本题要求，它应是一篇说明文，故用they比较妥当，而不能用I和you，这样文章才更清晰。

2、确定时态，文章以一般现在时为主，但还可以适当地使用一般将来时，这样文章会富于变化，使文章更有色彩。

3、确定要点，注意不能直接把提供的汉语提示进行逐条翻译，要把两种对比观点归纳整理，形成逻辑关系，最好用两段分别阐述观点，这样文章会更有条理性。

Step 5. Group discussion

Show on the whiteboard an excellent writing and sort out the useful fixed patterns after group discussion.

Step 6. Further practice