高中英语教学设计（第一篇）：
Understanding each other-Reading教案
Teaching aim:Knowledge aim:
Students can master the expressions about cultural differences。
Students will get familiar with the topic of culture and learn how to talk about different cultures and customs。
Ability aims:
Students can master the reading strategy to understand the use of examples。
Students will be able to get the main subject of the conversation through fast reading and the detailed information through detailed reading。
Students can talk about cultural differences in their daily life。
Emotional aim:
Students will learn to respect different cultures and customs。
Students will be more confident in speaking English in public。
Key and difficult points:
Key points:
Students can get the detailed information through careful reading。
Difficult points :
Students can apply the expressions into daily munication。
Students can show respect for different cultures。
Teaching procedures
Step 1: Warming up
Show some pictures of different wedding ceremonies in different countries and ask students to guess the country。
Justification: Attract students’ attention and lead students into the class naturally。
Step 2：Pre-reading
Show the title of the reading passage and ask students to predict what aspects of cultural differences the passage involves。 For example:
T: Dear students， what is the title of our reading passage?
S:。。。
T:Yes。 Correctly。 It’s Cultural Differences。 What kinds of cultural differences do you know?
S:。。。
T: Food， marriage and festival and so on。 Excellent。 You all have a broad knowledge。 Of all these kinds of cultural differences what do you think the passage talks about?
S:。。
T: Good job。 Now let’s read the passage and find out if our prediction is right or not。
Justification : Arouse students’ interest in this lesson by asking them to predict what the passage is mainly about and help students to have a basic understanding of the topic in the reading text。
Step 3：While-reading
1。Global reading
Read the conversation quickly and find out the cultural differences the passage talks about。 Later， ask some volunteers to share their answers。
Justification: Train the skimming ability of students and enable them to get the general idea of the passage as quickly as possible。
2。 Detailed reading
Read the passage carefully with the following questions。
Q1: In the west， when is the polite rime to open a present? Why?
Q2:What surprised Peter about the wedding ceremony in Korea?
Q3: what drink is not permitted in Brunei?
Q4: What kind of food do Brits eat at Bonfire Night?
Justification: Improve students’ reading strategies to find out the detailed information and understand the use of examples。
Step 4：Post-reading
Divide students into groups of four and ask them to have a discussion about cultural difference in 7minutes。 And the discussion should be related to the following questions。
Q1: What do you know about cultures that are different from our own?
Q2: Why do we need to find out about other cultures’ traditions?
Justification: Help students to have a better understanding of cultural differences and improve their speaking abilities。
Step 5：Summary and Homework
1。 Ask students to make a summary of the cultural differences mentioned in the text。
2。 After the class， ask students to write a paragraph about how people can understand each other’s cultures better。
Justification: Consolidate what they have learned in this class and broaden their horizon。
高中英语教学设计（第二篇）：
教学准备
教学目标
1。 经过学生分享自我的旅游经历，用英语进行交流与表达。
2。 经过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3。 经过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点
教学重点：利用阅读技巧，获取文章大意及细节
教学难点：用英语交流并进行简单实践活动旅游需要准备的物品
教学过程
I、Warming Up:
1。 I’d like to share my travelling experience with you， and would you like to share your travelling experience?
2。 The world has many great rivers。 Have you been to these rivers?
设计意图：大部分学生都喜欢旅游，教师谈谈自我旅游的经历，询问学生的旅游经历。列举世界上著名的河流图片，让学生来欣赏认识完美的河流。能有效地调动学生的学习进取性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II。 Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了资料和词汇上的铺垫。
III。 Reading
1。 Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。
2。 Scanning
1)。 Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
设计意图：1。寻找who，what，where，how，why and when等关键信息，让学生把握这类记叙文的阅读要点。2。 根据图表复述，练习学生语言整合与连贯的本事。
2)。 Please use at least three adjectives to describe Wang Wei according to Para2， and give your reasons。
设计意图：研读课文第二段，思考至少3个形容词来描述王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自我观点的信息。
3)。 Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide， please introduce the Mekong River briefly to your audience。
设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的主角，结合示意图向游客介绍湄公河，从而到达复述的目的。
IV。 Group work
Imagine that you are preparing for your own trip down the Mekong。 In your groups of four: choose 5 things that you think are the most useful， and give your reasons why you choose them。
设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。
V。 Summary
What have we learned in this class?
设计思路：引导学生反思本节课主要资料及重难点。
课后习题
Homework
1。 Read the passage as fluently as possible after class。
2。 Preview Learning about Language。
板书
板书设计：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
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