高一英语选修教学设计范文

高一英语选修教学设计1

教学准备

教学目标

Teaching content: A healthy life

1. Improve the students’ reading ability.

2. Get the students to understand the text fully.

3. To talk about the importance of health and the harmful effects of smoking.

教学重难点

Teaching important and difficult points:

How to help the students understand the text fully.

教学过程

Teaching procedures:

Step 1 Greetings. (Greet the Ss as usual.)

Step 2 Free Talk

1.What do you think is the most important in our life?(Show some pictures on the screen and get the students to answer the following questions：)

2. What is a truly healthy person?

3.What causes health issues?

4.Why do you think some adolescents start smoking?

5.Can you tell me the harmful effects of smoking?

Step 3 Reading

Scanning

1.Go through the first two paragraphs and the last one.And answer the following questions.

1)Who?

2)To whom?

3)Why?

2.Read and find out the main idea of each paragraph.

a.Grandad talks about James’ problem of smoking.

b.The harmful effects of smoking.

c.The life Grandad is living and the importance of his healthy life.

d.Grandad’s advice on stopping smoking.

e.Three different ways of becoming addicted.

Detail reading

1.Read the passage carefully and fill in the blanks.

2.Read the passage carefully and answer the following question.

How to stop smoking?

1)Prepare yourself.

2)Be determined.

3)Break the habit.

4)Relax.

5)Get help if you need.

6)Keep trying.

Step 4 Comprehending practice

Do some multiple choices

1.In what way did the old man try to persuade his grandson to give up smoking?

A. Using scientific theory B. His failure in love

C. His sports activity D. His own experience

2.The phrase “ withdrawl symptoms” in para3 probably means ______.

A. some bad effects of smoking. B. bad temper

C. feeling pain D. the discomfort when stopping smoking.

3.The reason why Grandad stopped smoking were the following EXCEPT that___.

A.his girlfriend didn’t like his bad smell

B.he had to leave the football team

C.he noticed that he became breathless

D.his parents asked him to stop smoking

4.What can we know from the passage?

A.Quitting smoking is very easy.

B.James managed to give up smoking finally.

C.It is difficult to give up smoking, and it needs great determination.

D.James’ grandad lives a healthy and active life because he didn’t become addicted to cigarettes during adolescence.

5.According to the letter, James’ grandad ______.

A.is lonely

B.didn’t give up smoking

C.used to be a member of the school football team

D.gave James some good advice that he thought of

Step 5 Summary (高考链接)

By the way, did you know that this is because you become addicted _1_______ cigarettes in three different ways? First, you can become physically addicted to nicotine,_2_______ is one of the hundreds of chemicals in cigarettes. This means that after a while your body becomes accustomed to _3__________ (have) nicotine in it. So when the drug leaves your body, you get withdrawal symptoms. I remember _4_________(feel) bad -tempered and sometimes even in pain. Secondly, you become addicted through habit. As you know, _5____you do the same thing over and over again, you begin to do _6___automatically. Lastly, you can become 7___________(mental) addicted. I believed I was happier and 8_____________ after having a cigarette, so I began to think that I could only feel good _9________ I smoked. I was addicted in all three ways, so it was very difficult to quit. _10______ I did finally manage.

Step 6 Discussion

What kind of person do you think James’ grandfather is?

Step 7 Proverbs

First wealth is health. —— Emerson 爱默生

(He who has health has hope, and he who has hope has everything.)

课后习题

Homework

1.Try to find some other useful ways to help smokers quit smoking on the Internet.

2.Read the passage again and find out the important words and structures.

高一英语选修教学设计2

教学准备

教学目标

Teaching Aims:

In this class Ss will be able to

① practice skimming and scanning for information needed like what are the two concerns and what are Earth Care’s suggestions.

② Master the phrases such as: put up with, so long as, and so on, make a difference, have no effect on … , by making sentences or by using them into the post er.

③ become aware of the serious effects of global warming and the importance of saving energy to be environmentally friendly.

④ Summarize the points according to their understanding.

⑤ work together to design a poster by using the suggestions in the article.

教学重难点

Teaching Difficulties:

Students may find it hard to add more suggestions about how to save energy in our daily life and to summarize the points according to those suggestions. Students may not know clear what is a poster and how to design an attractive and persuasive poster in short time.

教学过程

Teaching Procedure:

Step1. Lead-in (individual & collective work)

1. Teacher begins the class by asking: Have you ever seen the movie The Day After Tomorrow? and then let students enjoy a short movie clip with the following two questions:

① What kinds of disasters have you seen in the film?

② Can you guess how they came about (happen)?

2. introduce the topic: global warming. And then have a further question:

①What other disaster will be caused by global warming?

【Designing Purpose】

To arouse students’ interest by watching the movie clip and educe the topic, that is global warming. And then by showing a lot of pictures, make students know and understand the terrible effects of global warming, thus making preparations for promoting environmental protection.

Step2. While Reading (Individual work)

Skimming: Go through the first letter to f ind:

① who is the writer?

② what are his two concerns?

Scanning: Read the second letter and answer the following questions:

① Does Earth Care agree with Ouy ang Guang’s opinion that individuals can have no effect?

② what are Earth Care’s suggestions?

③ Can we carry those suggestions out? Why?

【Designing Purpose】

To help the students grasp the main information of the two letters by skimming and scanning. While stud ents get the answer to question1, ask them to find the supporting sentence : Together, individuals can make a difference. We do not have to put up with pollution. Guess the meanings of the two italicized phrases according to the surroundings and their understanding.

Step3. Post reading (Pair work)

1. Discussion: Make students discuss whether they can find more ways or suggestions about reducing carbon dioxide and saving energy in our daily life.

Suggested ways:

1) Use less hot water 7)Change a light bulb 8)Try car sharing

2) Take a shower instead of a bath

3) Buy fresh food instead of frozen

4) Buy things that are actually in season

5) Eat less high fat food like KFC and Macdonald

6) Clean filters(过滤 器) on your air conditioner.

【Designing Purpose】

To cultivate students to work in pairs and learn to summarize an opinion and share the knowledge of saving energy in daily life. To practice the ability of understanding the meaning of new words and expressions to remove the obstacles in reading.

Step4. learn what is a poster (collective work)

Know what is a poster by giving a simple sample and try to get the structure.

【Designing Purpose】

To know clearly a poster should have a heading, contents and an eye-catching slogan, which will make it easy for students to design an acceptable poster.

Step5. Prepare the poster (individual & group work)

1. Decide our content s:

①Choose and decide five most important suggestions. (individual work)

②Write them down on your paper and try to make them persuasive by using imperative

sentences. (individual work)

③Compare your list with your group members and decide five for your poster. (group

work)

2. Slogan and heading: showing sample posters to help them decide a heading and a slogan for your poster.

【Designing Purpose】

This is the most important part of this writing task. Students will be able to summarize and compose sentences by choosing and organizing what they want to say, thus improving their writing ability and the process of output based on what they have learned in reading part. And by learning some sample posters to help them decide their own heading and slogan.

Step6. produce &show time (group work)

With the heading, slogan and ways, students will not find it difficult to make a poster. What they

Should pay attention is how to illustrate their poster and make it more attractive. And then choose several pairs to represent their posters.

【Designing Purpose】

Making the poster will improve their cognitive capability of the importance of environmental protection and at the same time they can enjoy a sense of achievement in show time. And they make believe that individuals can really make a difference.

课后习题

Homework：

Put their poster up around the school to make more students know about energy saving and global warming. Write a short passage to tell others how to solve the problem of global warming based on the suggestions you have collected and send it in your QQ zone or blog.

板书

板书设计：tsunami/ flood/

More suggestions: make full use of paper/ use both sides of paper

reuse water

limit the time of using private cars

send emails instead of cards

use less hot water

always take a shopping bag with you

drive a bicycle but not e-bicycle

高一英语选修教学设计3

教学准备

教学目标

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

energy, light (v.), heat (v.), renewable, non-renewable, fuel, blame, run out

b. 交际用语

Expressing agreement and disagreement

Yes, I agree with you.

Yes, I think so.

I believe that you’ve got it right.

I don’t think so.

I don’t think that’s right.

I’m afraid you are wrong.

2. Ability goals 能力目标

Enable the students to talk about different sources of energy and express their own ideas.

3. Learning ability goals 学能目标

Help the students learn how to give their ideas about the use of energy.

教学重难点

Teaching important points 教学重点

Enable the students to express agreement and disagreement.

Teaching difficult points 教学难点

Enable the students to learn how to express agreement and disagreement.

教学过程

Step ⅠRevision

T: Good morning, everyone.

Ss: Good morning, teacher.

T: Sit down, please. Before class, I’ll check your homework first. Mary, would you read your homework to us?

Check the students’ homework and have a discussion with the students about the mistakes Mary made. Let the students have a clear understanding about the mistakes and then correct them.

Step ⅡWarming up

T: As we all know, we depen d on energy to do many things in our daily life. Some people even say we could do nothing without energy. Can you tell me what we use energy for?

Sa: Energy lights our cities.

Sb: Energy heats our buildings.

Sc: Energy entertains us. With the help of electricity, people have got a lot of fun from watching TV, playing computers and so on.

Sd: There are many other electrical appliances that make our life more convenient and comfortable such as washing machines, microwaves, air conditioners and so on.

Se: Today energy also helps people realize many so-called dreams in the past. For example, people can “fly” from one place to another by plane which runs on energy.

Sf: It’s true. In fact, not only planes but also cars, ships and trains run on energy.

T: Well done. All that you’ve just said is right. So it seems that energy plays a very important role in the modern world. Then where does all the energy come from? Open your books and turn to page 25. Look at the pictures on this page. They may help you find out the answers.

After a while.

T: Who’d like to tell us your answers?

Sg: Wind power.

Sh: Coal power.

T: Right. Is there any difference between them?

Si: Yes. Wind will never run out while coal is a limited source.

T: It’s true. As we know, an energy source is renewable when supplies of it never run out while some supplies， such as coal, will definitely run out one day. Energy of this kind is called non-renewable sources. Please think of as many sources as you can and decide which energy sources on your list are renewable and which are non-renewable.

If necessary, give some words related to the pictures which might be difficult for the students such as oil refinery, hydroelectric power and so on.

The teacher should also collect as much information about different sources of energy as possible and show it to the students in class through a computer. In this way, the students will become more interested in this topic and their knowledge on this aspect will be enlarged.

Sample answers:

Step Ⅲ Listening and Discussing

T: Fromwhat we’ve just talked about, it is clear that energy does a lot of good to us.But every coin has two sides. Is there any negative effect of using energy?

Sa: Yes.People use too much energy which is resulting in an increase in carbon dioxide.That is how the global warming comes about.

Sb: Andmeanwhile it pollutes the environment.

T: It’strue. Many people have realized the problem. Next we’ll do some listeningpractice on this topic. Let’s see what other people think of this issue.

Thestudents are asked to read the questions quickly to find out the listeningpoints first. Then listen to the tape twice and give the correct answers.

T: Nowplease turn to page 31. Let’s do listening. Before you listen to the tape,please read fast the statements in Exercise 1 to find out the listening points.Pay much attention to the key points while listening.

Play thetape for the first time. Help the students get a general understanding aboutthe dialogue. The students listen and try to finish Exercise 1. Play the tapeagain, train the students’ ability to spot specific information and understandthe implication in the dialogue. The students listen and finish Exercise 2.

Severalminutes later.

T：Have you finished the exercises?

Ss: Yes.

T: OK,let’s check your answers.

Explainsome difficult points if necessary.

T: Nowread what Professor Chen and Li Bin say. Work in groups. Discuss who you agreewith and give reasons. Use some of the phrases listed in Exercise 2 or anyothers you know.

课后习题

Homework

1. Review the new words and expressions you learned in this class.

2. Preview Reading.

高一英语选修教学设计4

教学准备

教学目标

1. Knowledge objectives

Know that the -ing form can be used as various kinds of adverbials

Understand the differences among “doing”, “having done”, “being done” and “having been done”

2. Ability objectives

Master the usage of the -ing form as adverbials and properly use it in writing

Polish one’s writing with the -ing form as adverbials

3. Emotional objectives

Cultivate teamwork and confidence

Feel free to use English grammar in daily life

教学重难点

教学重点 Understanding four -ing forms used as adverbials and five tips on how to use the -ing form as adverbials

教学难点 Master the usage of the -ing form as adverbials and properly use it in writing

教学过程

Lead-in: Song appreciation

(1) Play the song Take me to your heart before class.

(2) Start the class with a clip of the song sung by the teacher.

(3) Lead the Ss to notice the -ing form used as adverbials in the lyrics.

This is a warming-up step designed to arouse Ss’ enthusiasm and to come to the point.

Step 1: We Choose

Task 1: Observe the -ing form in each sentence and decide what it refers to.

(reason, result, concession, time, manner, condition)

1. Being very rich, he spends as much money as he likes. (reason)

2. Working hard, you’ll surely succeed. (condition)

3. They sat there, waiting for the beginning of the sports meeting. (manner)

4. Walking on the street, he came across a long-lost friend. (time)

5. The polar bear was not careful enough, falling on the icy ground. (result)

6. Not understanding what you are talking about, I still admire you. (concession)

It is intended to remind Ss that the -ing form can be used as various kinds of adverbials. Ask several Ss to answer and, if necessary, interpret the sentences for them with adverbial clauses.

Task 2: Check the words in red and decide their relation with the subject and the predicate. (A. active B. passive C. meanwhile D. before-after)

Laughing and jumping, he left school.

Having finished his homework, he left school.

Being talked about at that time, he left school.

Having been punished, he left school.

First, let Ss choose the correct relation between the -ing form and the subject and that between the -ing form and the predicate in each sentence. Then lead Ss to sum up the differences among “doing”, “having done”, “being done” and “having been done”.

Task 3: Read the sentences aloud and recall the tips.

When the reading is finished, ask Ss how to use the -ing form as adverbials.

It is intended as a transition from “what” to “how” and the second step is naturally introduced.

Step 2: We Change

Task 1: (Group work) Identify the mistakes in the following sentences and change the sentences into correct ones. Discuss your reason.

1. I had a wonderful childhood, travel around the world.

2. When crossed the road, you should be careful.

3. Having not finished his homework, he was punished by his parents.

4. Working hard, your dream will come true.

It is aimed to revise the usage of the -ing form as adverbials. By group discussion, Ss may find it easier to solve the problem. Matters such as non-predicate, relation, conjunction, negative words and logical subject are all involved.

Task 2: (Pair work) Orally change the adverbial clauses or compound sentences into the -ing form as adverbials.

e.g. After we have been informed of Mr. Li’s birthday, we hurried to express our best wishes on the blackboard.

(Notice that only the clause part will be changed: predicate→non-predicate)

Having been informed of Mr. Li’s birthday, we hurried to……

1. Because we hoped to convey our concern for him, we asked Miss Zhu to bring him a card.

2. When we danced together, we felt very excited.

3. Although we had not met him before, we still treated him as an old friend.

4. If you think it over, you will have a good idea.

5. She stood on the stage and played with her hair.

6. He was so humorous that he made us burst into laughter.

It is designed for Ss to put into practice the tips mentioned in the previous task.

Step 3: We Chat

Task 1: Using the correct form of the given verbs, help me to complete the caption of my moment.

Last month, I led my students to join in the oral English competition.

(live) far away from the site, we had to get up early in the morning. (not eat) anything before, I felt hungry. As for the students, though tired, they were still enthusiastic about the coming challenge, (talk and laugh) on the bus. When (arrive) at the site, they were very excited.

(devote) to practicing before, they did a wonderful job in the competition, (bring) glory to our school. As far as I am concerned, (make) great efforts to practice, any of you can also stand out.

It is a revision of the tips mentioned. In addition, it sets an example of how to use the -ing form as adverbials in our daily life.

Task 2: Writing

o Choose a picture to post.

o Write the caption for it.

o Try to use the -ing form as adverbials. (3 minutes)

Ss are asked to choose a picture from five and write the caption for it by using the -ing form as adverbials in 3 minutes. This is to integrate what has been covered and put it into practice.

Task 3: Sharing

o Move around the classroom.

o Share your moment.

o Get “like” or “comment”.

(You may also leave your comment when discovering any grammatical mistake.)

An example is shown to clarify the instruction. Then Ss are given five minutes to share their moments with their classmates. This is a peer proof-reading activity.

Task 4: Presenting

o How many“ likes” have you got?

o What about “comments”?

o Who would like to share with the whole class your moment or the comments you got?

This is for several volunteers to present their works and notice the common mistakes when using the -ing form as adverbials.

Step 4: Summary

Summarize what we have learnt today:

o 6 kinds of adverbials

o 4 forms of -ing

o 5 tips

This is to remind Ss of what they have learnt today.

课后习题

Homework

o Review the usage of the –ing form as adverbials.

(You may refer to a mini-lecture. )

o Polish your caption and share it with your friends.

o Finish exercise 3 - 5 on Page 64 of your exercise book.

The homework is intended to familiarize Ss with the rules of the -ing form used as adverbials and to develop their writing skills.

高一英语选修教学设计5

教学准备

教学目标

教学目标：

1 深入理解课文，分析文章长难句，培养快速阅读、整体理解和写作的能力。

2 通过合作探究，主动质疑，学会概括主旨，分析句子的方法。

3通过学习Sara的故事，培养学生在紧急情况下自救的意识和能力。

4以高度的热情投入学习，享受英语阅读的快乐,在原来基础上有所进步。

教学重难点

教学重点和难点

重点:

1. Let students read the passage and get the main idea and the structure of the passage.

2. Help the students get the detailed information.

2. Get students to discuss and learn how to protect ourselves from disasters.

难点:

1. Develop students’ reading and writing ability.

2. Enable students to learn to how to protect ourselves and keep away from danger.

教学过程

教学过程：

课前环节：Check the answers.

学生活动：核对预习学案答案，自我检查学生预习情况。

【设计意图】核对预习学案答案，检查学生预习情况,把课文中会影响学生阅读理解的绊脚石扫除，为下文深层次的理解打好铺垫。

课堂环节:Lead-in.Enjoy a short video and let students know the danger of flood.

学生活动：关注问题What happened to the lady? 带着问题去观赏。

【设计意图】利用观看网络视频，引起学生自我保护、远离洪水的意识。用视频导入新课，能更好地激发学生学习英语的热情，也能让学生认识到洪水猛兽就在我们身边，加强自我保护意识非常必要，学习自我保护尝试非常重要。

Step1 Fast-reading ：Get main idea .

学生活动：快速整体阅读并找一人到黑板展示答案，每空1分。

The text is a story about______, the mother of James, who was_________ by the flood，although her husband, _______had called to remind her of the danger.

Step2 Get the structure of the text.

学生活动：一人到黑板展示答案，每空2分。Step1&2可以同时进行。

Before the flood: Para1-----

During the flood: Para -----

【设计意图】第一次阅读，让学生快速略读，提高迅速获取信息的技能，从总体上把握文章的主旨大意和篇章结构。

Step3 Careful Reading.

学生活动：仔细阅读，规范书写，小组交流，共同探究。每题3分。

1.Who told Sara to go to her mother’s house and why?

2.Who was in the house with Sara?

3.Why did Sara climb onto the roof of her car?

【设计意图】这三个问题属于细节理解问题，需要学生细致深入地详读课文，这能逐步培养学生的获取具体信息和提取具体信息的能力。通过再次细读文章，想让学生独立思考，小组交流，然后老师指正。老师设疑，学生质疑，通过师生共同探究，达到释疑的目的，同时也锻炼的学生的书面表达和概括能力。

Step4 Enjoy the sentences.

学生活动：合作探究，仔细分析，注重理解，背诵记忆，学以致用。每题5分。

1. If she went to her mother’s house, Tony wouldn’t get his present for days.

解析：if引导的是一个含有 _______ 的 ____ 状语从句

翻译：

2. Sara dressed baby James in warm clothes and collected the things that she would need for hom over the next few days.

分析：Sara发出两个动作：________和________.that引导的是一个______从句，先行词是

__________,在从句中作need的_______语。dress sb in…意思是：__________________

翻译：

3. Using the car seat as a step, she climbed first onto the front of the car and then onto the roof.

“v-ing形式作状语”的情况在文章中(Para2、3、5、6)共出现了六次，你都找到了吗?

[高考连接]:

_________(see)that she was going to sleep,I asked if she’d like that little doll on the bed. (08北京)

【设计意图】本环节通过欣赏句子让学生排除阅读当中所遇到的障碍，让学生更好的去理解这篇文章。同时也为后面进行语法教学做好铺垫，扫除障碍。liuxue86.com

Step5 Discussion

学生活动：集体讨论，小组合作，组长记录，信息共享，主动参与。20分。

1.Do you think Sara did the right thing? Is there anything wrong?

2. What should we do facing the flood?

【设计意图】本环节通过小组讨论合作学习，学生在加深对文中理解的同时，自己的语言表达能力也得到了很大的提升，而且学生相互学习，取长补短，对于加强自身的保护意识非常重要。

Step 6 Writing. 30分

学生活动：态度端正、认真打草、定好人称、选好时态、书写规范、卷面整洁、衔接连贯、过度自然、用好小词、句子通畅、高级句式适当运用、碰到难关学会迂回、认真书写、完美展现。

Use your imagination to invent an ending to the story.

1. 50---60 words.

2. Discuss with your teammates.

3. Write down your opinion.

4. Each group choose the best to show your writing.

【设计意图】本环节旨在通过写作，进一步巩固对文章的理解和运用，尤其是对文章中重点单词、短语和句式的针对训练，以此提高学生的写作能力和自我保护意识。

Step 7 评测练习.

学生活动：仔细审题、认真作答、人称时态、固定搭配、主谓一致。20分。

Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river was(4)_____ higher. He feared that the whole valley would be(5)________.

Tony’s birthday was coming, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood coming. She put her baby on to her backpack. With the help of the car, she(8)________to the roof of the house.

【设计意图】本环节旨在考察学生对课文具体细节信息的理解和重点词汇的运用，同时有意识地向高考题型靠拢，让学生感受语法填空的出题思路和解题技巧。

课后习题

评测练习

短文填空：(20分)

Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river was(4)_____ higher. He feared that the whole valley would be(5)________.

Tony’s birthday was coming, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood coming. She(8) her baby on to her backpack. (9) the help of the car, she(10)________to the roof of the house

评测结果：

通过核实答案，95%的学生得分在16分以上，取得了令人满意的成绩，但个别同学尚存问题。整体效果良好，目标达成度较高。

突出问题：时态问题.

(1)called误用成了call.

(3)rained 误用成了rain.

(4)rising误用成了rose.

(5)flooded误用成了flooding.

(7)reaching误用成了reached.

(10)climbed误用成了climb.