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高中英语阅读课教学设计（精选10篇）
作为一名为他人授业解惑的教育工作者，可能需要进行教学设计编写工作，教学设计是对学业业绩问题的解决措施进行策划的过程。优秀的教学设计都具备一些什么特点呢？下面是小编帮大家整理的高中英语阅读课教学设计（精选10篇），欢迎阅读，希望大家能够喜欢。
高中英语阅读课教学设计 1
一、教材分析
本单元的中心话题为Modern Agriculture “现代农业”，其中包括“饮食结构”、“农业生产与环境气候”、“土地利用”等话题。本课是第十九单元第二课时阅读”（Reading）部分，这是一篇科普文章，该文从中国农业的“历史与现状”、“传统农业技术应用及发展”、“现代农业生产”、“农业生产与生态的前景展望”等四方面对中国农业生产进行了介绍。本文语言通俗易懂，说明事物层次分明，以激发学生学习的兴趣和热情，让他们对于中国的农业发展有一个全面的了解，并可以对学生进行农业技术的兴趣培养。
二、学情分析
高一学生英语基础薄弱，词汇量少，语法知识不足，中式英文思维方式严重，复杂句子结构无法理解，进行阅读相当困难。
三、Teaching Contents 教学内容
Unit 19 Modern Agriculture (SEFC Book 1B)
Reading: Modern Agriculture
(全日制普通中学教科书(必修)人教版高一英语(下)第十九单元《现代农业》的阅读部分)
四、Design of Teaching Objectives 教学目标设计
1.Target language 目标语言
Make the students master the following words,phrases and sentence
patterns.(让学生掌握下列单词、短语和句型。)
(1)Important words(重点单词)：
Protection,technique,irragation, import, production, garden, wisdom, pratical, system, condition, soil
(2)Important phrases(重点词组)：
Be harmful to, be friendly to, depend on, stand for,a variety of
(3)Important sentence patterns(重点句型)
a. It is on this arable land that the farmers produce food for the whole
population of China.
b. To make as much use of the land as possible, two or more crops are
planted each year where possible.
2.Ability goals能力目标
Improve the students’ reading ability through reading activities.(通
过系列阅读活动提高学生的阅读理解能力。)
3.Learning ability goals 学能目标
Enable the students to know the development of modern agriculture in
China.
（让学生了解中国现代农业的.发展。）
五、Teaching Important Points(教学重点)
1.Learn the words and phrases listed above.
(学习上列单词和短语。)
2. Enable the students to know the development of modern agriculture
in China.（让学生了解中国现代农业的发展。）
六、Teaching Difficult Points(教学难点)
1.Understand the following sentences correctly.
a. It is on this arable land that the farmers produce food for the whole
population of China.
b. To make as much use of the land as possible, two or more crops are
planted each year where possible.
2.How to help the students understand the passage better.
(怎样帮助学生更好地理解这篇课文)
七、Teaching Methods(教学方法)
1.Task-based method(任务型教学法)
2.Skimming(略读法)
3.Careful reading (细读法)
八、Teaching Aids:(教学辅助手段)
1.A blackboard
2. A projector and a computer for multimedia
九、Teaching procedures (教学过程)
Step I Greeting and leading in (4 minutes)(引入，4分钟)
T:How much do you know about agriculture? Do you often help your parents to do some farming work?
(Let students think about these questions and show their ideas.)
设计目的：激发学生的学习兴趣，让学生主动参与。
Step II Pre-reading (5 minutes)(读前，5分钟)
T:Today we come to the Reading. Before starting our reading part,
let’s look at some pictures in the Pre-reading part on page45 of your textbook.
1.Ask students to classify the pictures in the following way:
Traditional farming (1 3 5)
Agriculture
Modern farming (2 4 6)
Hi-tech farming (7 8)
2.Compare traditional & modern farming, focusing on the advantage & disadvantage of modern farming. Then fill the form. (Show the pictures again)
设计意图：
（1）激活学生已有的信息，使学生具备摄入新知识的心理定势。
（2）激发学生的学习兴趣。
（3）帮助老师引入课文的主题。
Step III. While-reading(17 minutes)(读中，18分钟)
1.Skimming (4 minutes) (跳读，4分钟)
Ask the students to read the passage quickly. While reading, find out
the main ideas of each paragragh (On the screen).
Para.1 Agriculture in general in China
Para.2 Modernization in farming techniques
Para.3 Balance between food production and environment
Para.4 Greenhouse– a solution for the shortage of arable land
Para.5 GM used in Agriculture
Para.6 GM research on tamato
（Show the possible answers on the screen)(将参考答案显示在屏幕上)
学生活动：学生快速浏览课文，了解课文大意。
设计意图：训练学生快速阅读，归纳各段落的中心意思的能力。（Skimming
for the main idea）
2.Scanning (10 minutes)(查读，10分钟)
Get the students to read the text carefully and finish these
exercises ，then ask some students to give the answer.
（1） In China only seven percent of the land is used for farming.This is _____.
A. because farmers don’t need more land to produce food for the whole
population
B. because China needs more and more land to build cities
C. because there are not enough farmers to work on the land
D. because the other land cannot be used for agriculture
（2） Fertilisation is a technique that is used to ______.
A. make poor soil better
B. make wet land drier
C. make dry land better
D. grow vegetables with their roots
in water instead of earth
（3） Modern agriculture means finding ways to _____.
A. increase irrigation and stop using fertilisers
B. stop irrigation and using fertilisers
C. increase production and be friendly to the environment
D. produce the same amount while taking better care of nature
（4） In the sentence “? they are protected from the wind, rain and insects”, “they” means _____.
A. greenhouses B. roots
C. vegetables D. tomatoes
（5） In GM “M” stands for “modified”, which means “changed”. What changes is ______.
A. the way in which poor soil is made better
B. the way in which Chinese farmers work on their land
C. the way in which crops develop from seed
D. the way in which farmers take care of the environment
学生活动:认真阅读课文完成任务，然后向全班汇报。
设计意图:训练学生快速查读细节、捕捉信息的能力。
Step Ⅳ Language study(5 minutes)(语言学习 5分钟)
There are some useful words and phrases the studeuts should learn to
Step V Group work (7 minutes)小组讨论(7分钟)
Ask the students to discuss the questions on Page47 in groups to make further understanding of the text. Decide which fruit, vegetables and farm animals you would change. Explain how you would change them and why.
学生活动:学生思考并讨论上述问题，然后向全班同学汇报。
设计意图:帮助学生进行课堂反思，自己学到了些什么知识；
Step Ⅵ Conclusionand Homwork（1 minutes）总结和布置作业 （1分钟）
Make a brief summary about the text and assign the homework.
T: Today, we’ve read the passage about modern Chinese agriculture. We are sure we’ll have healthier and mo delicious food in the near future with the new technology. After class, please read the text once agaim and find the sentences you appreciate most.
十、学生学习活动评价设计
评价方式采用：自评、他评、师评。每个主题活动结束后，学生填写一张评价表，学期做阶段性评价，并把评价结果记入“我的成长足迹”。
十一、Reflection after teaching (教学反思)
本节课在多媒体的辅助下，一方面以直观的图片激发学生学习的兴趣，另一方面以课件形式展示，节约了书写的时间，一节课的时间虽紧凑但却能借助于多媒体安排更多的内容，能更加顺利地完成不同的任务设置。
高中英语阅读课教学设计 2
教学目标
(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学过程
Step 1Warming-up and lead-in (5 mins)
(1)导入
用本单元的阅读文Marty’s story来导入，引出残疾人的话题。
T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?
(He has a raremuscle disease.)
Yes, he’sdisabled.
But is Martyleading a miserable life due to his disability?
(No.)
He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.
(2)揭题
教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。
T: We are lucky tobe able-bodied and study in such a beautiful school.
But every now andthen, I find such students in our school. What are their problems?
(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)
T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?
Do you find itdifficult to walk around in our school with a walking stick?
Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?
(Yes.)
T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?
So in today’slesson, we are going to
1. read asuggestion letter
2. discussproblems with the school facilities
3. write a suggestionletter to the headmaster
2 Reading (15 min)
本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表达)的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一步U(Understanding)。
(1)学习建议信结构。
建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。
T: This is aletter to an architect. What information can we get in this part?
(receiver’s nameand address.)
What’s this partabout?
(sender’s name /signature)
From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.
It is the mostimportant part in a suggestion letter, which is called the body.
(2)通过阅读了解主旨大意。
T：The main body can be divided into three parts. Whatare they?
(1, 2-6, 7)
T: Whats thepurpose of the 1st paragraph?
(To give thearchitect the purpose of writing the letter.)
Whats the purposeof the last paragraph?
(To persuade thearchitect to adopt her suggestions.)
(3)通过阅读学习写建议信策略
建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。
a)数字和斜体的.运用
T: Now, let’s cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?
Why do you thinkthe writer numbered her suggestions and used italics?
(Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)
So when you writea suggestion letter, you should number the suggestions and use italics.
b)具体写建议时要结合问题和解决办法
T: We are going tolearn some more writing strategies of writing suggestions.
How should wewrite suggestions? Let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?
(the lifts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the lifts, this makes them feel they are not as important as othercustomers.)
And what is thesuggested solution?
(It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. )
From this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.
Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.
When you writesuggestions yourselves, don’t forget to write both problems and solutions.
c)运用礼貌用语
T: The thirdwriting strategy is about the the language. Suppose you were the architect,which one of these two statements do you prefer?
(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.
You must thinkabout the needs of disabled customers.
Why? (It soundsmore polite and more acceptable.)
Exactly. When youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.
Now let’s findsome more examples in the text.
(Screen)
It would be handyto have lifts to all parts of the cinema.
It would help tofit sets of earphones to all seats...
So I’d like tosuggest that the seats at the back be placed higher than those at the front …
For disabledcustomers it would be more convenient to place the toilets near…
And if the doorscould be opened outwards, disabled customers would be very happy.
I hope mysuggestions will meet with your approval.
Step 3Discussion(8 min)
小组讨论是USE中的第二部S(Sharing)，分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。
T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:
1. What parts ofour school may cause problems for those with walking difficulty?
2. What are yoursolutions?
Step 4 Writing(15 min)
写作是USE中的第三部E(Expressing)，表达。经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法;通过分享，学生们积累了写作素材;因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。老师在写作后进行必要的指导，指出学生写作中的优点和不足。
Now that we havediscussed the problems and solutions with some school facilities, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use polite forms.
Step 4 Emotionalattitude and values(2 min)
通过本单元Reading和UsingLanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。
In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions or donatingmoney is far from enough. What else should we do?
( Care aboutdetails in their life.
Don’t look down upon them or laugh at them. )
Accept them as one of us,and invite them to join us in avariety of activities.)
高中英语阅读课教学设计 3
教学目标
1.引导学生通过上下文理解生词的含义：
anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out
2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3.帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学重难点
1.引导学生通过上下文理解生词的含义：anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, help out.
2.帮助学生掌握文中一些描述事物和情景的生动手法，从而体会作者的思想情感，把握文章的精髓。
3.帮助学生通过两个故事，对生活在大洋的虎鲸能有更多的了解，同时对虎鲸给予我们人类忠实的帮助产生由衷的感激，从而加强动物保护和环境保护意识。
教学过程
Step1:Lead –in &Warming-up(5mins)
问题导入——教师呈现问题和图片
T: Have you seen plants andanimals that live under the sea? Where did you see them? What’s this? Yes,they’re killer whales. How much do you know about them? I’ll show you a shortvideo.
意图说明：在读前这个环节，通过几个问题，激发学生原有的对海洋生物的知识储备，再展示一些相关的图片，认识一些常见海底动物的英文名称。最后出现虎鲸的形象，以抛出问题What’sthis? How much do you know about them?来引出今天阅读的主角——虎鲸。先播放一段视频——“虎鲸捕猎”的场面。
Step2:Pre-reading (Predicting)(2mins)
T: Now please look at the title“Is Old Tom an old man?” Right, it’s notan old man. It’s the name of a killer whale. Here are two pictures of thekiller whale. Can you guess what happened to him?
意图说明：标题导读是指导英语阅读的重要方法。通过解读题目，观察文中的插图，让学生预测故事的.内容，这样更能激起他们的阅读兴趣。
Step3:While-reading (28mins)
Task 1:Fast-reading(3mins)
What’s the main idea of the passage? Read the passage quickly and completethe following sentences.
The text consists of two ________written by Clancy.They are mainly about how Old Tom helped the whalers ________a whale and savedJames from the _______.
Explain new words:
anecdote: short, usuallyamusing story about a real person or event
意图说明：采用完成句子的形式来给出文章的大意，这样很大程度上降低了难度，可以让更多的学生能够完成，从而产生成就感。
Task 2:Careful-reading(3mins)
Read the first story again and finish the chart.
Fill in the blanks.
意图说明：训练学生寻找细节信息的阅读技能，同时突出本课的生词和短语。要求学生不看书来完成，这样更具有挑战性。
Task 3:Discussing and Speaking(5mins)
Discuss in pairs and answer the following questions.
What’s the relationshipbetween Old Tom and the whalers?
意图说明：活动2的填表活动只是帮助学生对故事主要情节有大概的了解，而这个环节的提问是为了帮助学生进一步读懂文章,对文章有更深的理解和思考，培养他们的批判性思维，使他们能够正确对待动物与人类之间的关系。
Task 4:Read the second story again and finish the chart.(2mins)
Fill in the blanks.
Task 5:Discussing and Speaking(15mins)
Read the second story and answer the following questions:
1. How did Old Tom help James?
2. As far as you know , what other animals everhelp out human beings in history?
意图说明：这里给学生时间去交流他们所知道的动物救人的奇闻轶事，然后请个别小组来汇报讨论结果，与全班同学来分享故事。如果学生知道的不多，教师可让他们阅读以下三个小故事。
(公元前5世纪，古希腊历史学家希罗多德记载过一件奇事：音乐家阿里昂乘船返回希腊时，水手们意欲谋财害命。阿里昂乞求水手们允诺他演奏生平最后一曲。他奏完乐曲就跳入大海，一头海豚游过来驮起这位音乐家，将他送到了伯罗奔尼撒半岛。
有一个车老板赶着马车从山上往山下走，这时辕马的套掉了，老板俯下身想拣起来，没想到穿在身上的棉大衣被压在车轮底下，将人带了下去。在这千钧一发之际，辕马一口将车老板叼起，随着巨大的惯性向山下跑去，一直跑到安全地带，车才慢慢停下来，把人轻轻放下，这时马跑了一身汗。”战兽医师说，“这个老板心地非常善良，平时与马很有感情，从来不打马，这次有难，是马救了他。
” 1999年《哈尔滨晚报》登载了这样一条新闻:黑龙江省阿城市有一个聋哑人，有一天坐在火车道上，当火车路过这里时，怎么鸣叫他也听不见。这时，在路边吃草的一只山羊见到了，它拼命地跑了过来，用角把这个人推出了道轨，而它来不及躲避，不幸壮烈牺牲。)
3. What conclusion can we come to after weshare these stories?
意图说明：通过交流几个动物救人的感人故事，学生会由衷地产生对动物的喜爱和感激之情，会认识到大自然的一切，我们都要感恩，都要爱护，我们与动物要和谐相处，世界才会更美好。
Step4 Languageappreciation(10mins)
意图说明：接下来这个环节是要引导学生学会鉴赏文章中语言的美，这也是本节课的一个重点部分。学生可根据自己的真实想法，给出他们认为写的精彩的句子，以及给他们留下最深印象的场面。
In the first story, which sentences do you thinkbest describe the scene of the whale hunt and the actions of Old Tom? In thesecond story, what scene impresses you most?
在学生各抒己见之后，教师可着重分析以下几个句子。
We ran down to the shore in time to see an enormousanimal opposite us throwing itself out of the water andthen crashing down again.
我们及时赶到岸边，看到对面有一个庞大的动物猛力跃出水面，然后又坠落到水里。
throwing itself out of the water形象地表现了鲸跃出水面的动作。throw的用法很灵活，能表达出丰富的含义。如：
I felt discouraged when he threw cold water on myidea.
他给我的想法泼冷水时，我感到很沮丧。
She threw herself into a chair and began to cry.
她倒在椅子上，哭了起来。
The fire threw hundreds of workers out of work.
大火使几百个工人失业。
…when we approached him, I saw James being firmly held up in the water by Old Tom.
当我们靠近他的时候，我看到老汤姆在水中正稳稳地托着詹姆斯。
Step4 Homework
1. Surf the Internet andlearn more about the killer whale and other marine animals.
2. Try to retell the story using your own words.
高中英语阅读课教学设计 4
一、教材分析：
本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：
在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三、教学目标:
1.知识目标:
引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。
2.能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。
3.德育目标：
用含过去分词的句子结构表达思想感情。
四、教学重点:
1.过去分词的用法。
2. 过去分词的运用.
五、教学难点:
1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
2. 过去分词在真实的生活语境中的使用。
六、教学策略:
通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。
七、学习策略:
本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。
八、教学用具：
多媒体辅助（将本课所需要的图片、文字等制成PPT课件）
九、 教学过程：
Step 1 Greeting Step 2 Leading-in
1. Get students to enjoy a story read by a student. While listening to the story, they should keep the underlined sentences in mind and then teacher will check up how many sentences the students remember.
It was snowing and very cold outside. A little girl was walking in the street, selling matches. She didn’t wear any shoes because she . She but nobody bought a single one. She was so cold that she sat in a corner . She lit a match and saw a Christmas tree The and she . She lit another one and saw her grandmother. , her grandmother went away with her .The next day, people 2. Brainstorming
What is the Past Participle? In your opinion, what role does the Past Participle play in the sentences?
设计说明：
1. 教师首先展示安徒生的《卖火柴的小女孩》图片和文本，然后请一位学生有感情的朗读，教师通过多媒体呈现图片和学生的朗读，目的是对学生的视觉和听觉作一个冲撞，吸引学生的注意力，并激发起好奇心。
2.利用新颖和形象的图片导入，让学生边听边记，最后考查学生记住几个过去分词，符合中学生的挑战心理，激发它们的学习热情，从而引出本节课的话题--过去分词。再者通过头脑风暴有利于学生参与教学活动，进行讨论和对话活动，激活学生的知识背景。
Step 3 Discovering the useful structures
1.Find out the Past Participle, and tell what role the Past Participle play in the sentences.
(1) 动词-ed形式作______
*…there were lots of matches
*…saw a Christmas tree *The candles were burning brightly…
(2) 动词-ed形式作______
* She looked very
*…and she seemed
(3) 动词-ed形式作
*…she had her shoes
*…she wished all her matches …
*…she sat in a corner with her legs …
*…people saw the girl …
(4) 过去分词在句中作
*, her grandmother went away with her .
设计说明：
通过叙述式和游戏式，引导学生利用过去分词形式解释所设置的文本信息，借助小组竞赛，实现生生互动、师生互动，将过去分词形式用作定语、表语、宾语补足语、状语的各种结构进行归纳。
2. Brainstorming
Work in pairs to discuss the following questions.
(1) Do you have any puzzles in using The Past Participle?
(2) Do you know the differences between The Past Participle and The Present Participle?
3. Work in pairs to tell what the differences between The Past Participle and The Present Participle.
Read and compare
(1)The gentleman called Chen Kaichi is our intern teacher(实习老师）.
(2)The people sitting behind the classroom are all English teachers.
过去分词与现在分词作定语的区别:过去分词强调动作___________, 现在分词强调动作___________。
(3) I saw her taken out of the classroom.
(4) I saw her coming into the classroom.
过去分词与现在分词作宾补的区别: 二者与宾语逻辑上都是主谓关系, 但过
去分词强调他们之间的___________, 现在分词强调他们之间的_____________
(6) Seen from the top of the hill, the city looks more beautiful to us.
(7) Seeing from the top of the hill, we find the city very beautiful.
过去分词与现在分词作状语的区别：过去分词主句的主语之间是。 而现在分词与主语的.主语之间是。
设计说明：
1、通过文字所描绘的语境，引导学生在运用中掌握过去分词，并共同回顾、归纳过去分词的用法，引导学生自己发现问题、分析问题、解决问题。
2、通过下列文字所描绘的情境，使学生在形象化、真实化的语境中明白过去分词和动词-ing充当定语、宾补、状语的异同。这项操练活动大大训练了学生的发散思维，又锻炼了思维能力与快速反应能力，还加深了对所学语法现象的理解。
Step 4 Practising
How much do you know about “The Past Participle”? Can you use it correctly? Let’s have a try.
（Divide students into four groups and have a competition: each group has two chances to choose the exercise to do .If the answers are correct ,the group will get the points. If the group fail , other groups will have the chance .）
一. 完成句子
2. of show about family is more popular.
二．单选题
1. As is known to us all, traveling is____, but we often feel_____ when we are back from travels.
A. interesting; tiredB. interested; tiring C. interesting; tiring D. interested; tired
2. He found a magazine _____ with the owner’s name_____ on the desk with the back cover _____ off.
A. marking, lying, torn B. marked, lying, torn
C. marked, laid, tearing D. marking, laying, tearing
3.______ the room, the man found the phone______ .
A. Entering; stealingB. Entering; stolen
C. To have entered; being stolenD. Having entered; to be stolen
三．单句改错
1. Having not seen the film, I can’t tell you what I think of it.
2. The men worked for extra hours got an extra pay.
3. Knowing little English, he had trouble making himself understanding.
4. Do you notice the girl dressing a red coat?
5. Giving more time, we could do it much better.
四．用分词结构美化句子
1.发现学生下午昏昏欲睡的样子，老师竭尽所能来激发(arouse)他们的兴趣。 arouse their interest.
用分词结构
the teacher did everything he could to arouse their interest.
2.这本用简易英语写成的书很容易读懂 用分词结构
The book
五．把下面的打乱的词或词组连串成句
a group of students , the teacher, the office, followed, by , entered
Moyan , stood there, surrounding , many , reporters
六．短文填词
country. Now he lives in the countryside. with his wife , he is taking a walk on the path(小路) happy.
七．完型填空
I am Robinson Crusoe. I have been alone on the island for two weeks. I don’t know by, but I couldn’t make . The other day, I was see a small house in the . There was nobody there. I am still alone!
1. A. cuted B. cutC. cutting D. to cut
2. A. pastB. passedC. passing D. to pass
3. A. hearing B. understood C. heard D. understanding
4. A. delighted B. disappointed C. interested D. confused
5. A. breakingB. to break C. broken D. break
设计说明：
1.新课程呼唤英语教学回归生活，强调课程从学生的学习兴趣和生活经验出发，因而设计时选择了学生熟悉事物作为话题，引导学生运用目标语言结构。
2.任务型活动：通过学生小组活动、小组竞赛的形式，激发参与学习过程的热情和竞争意识。合作学习活动，学生在活动中运用语言，调动起学生的认知结构和主体意识。教师把语法规则活化为活动，把教学活动活化为交际活动。设分组随机选题竞答游戏活动，激发学生的参与意识和学生的挑战意识。
高中英语阅读课教学设计 5
教学目标
知识目标
1.Get students to learn the useful words and expressions in this unit.
eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to
2.Help students to learn about disabilities and life of the disabled.
能力目标
1.Let students read the passage Martys Story to develop their reading ability.
2.Enable students to know that people with disabilities can also live well.
情感目标
1.By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.
2.Help them understand more about how challenging life can be for the disabled.
3.Develop students sense of cooperative learning.
教学重难点
教学重点
Get students inspired by positive stories of the people with disabilities.
教学难点
1.Develop students reading ability.
2.Help students understand the difficulties the disabled have to overcome.
教学过程
Step 1 Warming up
1.Warming up by discussing
First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.
Do you know any famous people who are disabled?
What difficulties do they have to overcome in daily life?
What have they achieved?
Suggested answers：
Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.
Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.
Helen Keller was deaf and blind，but she was a great writer.
2.Warming up by talking
First，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.
Suggested answers：
Rosalyn is in a wheelchair. She has walking difficulty.
Richard has difficulty with eyesight，so he cant read the questions or write the answers for his college entrance exams.
Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema).
Gao Qiang was born with Downs Syndrome，which is a mental disability. Some Douns Syndrome Downs Sufferers have made a good career as actors.
Step 2 Pre-reading
Ask students to read the short paragraph in Pre-reading carefully and find out the purpose of the website “Family Village”.
Suggested answers：
1.To give ordinary young people with a disability a chance to share their stories with others.
2.To inspire other disabled people.
3.To get non-disabled people to understand more about how challenging life can be for people with disabilities.
Step 3 Reading
1.Skimming
Give students 2 minutes;ask them to read the passage fast to fill in the blanks：
Sum up the main idea of each paragraph：
Paragraph 1：A(n)______ to Marty and his muscle disease.
Paragraph 2：How the disease ______.
Paragraph 3：Marty met a lot of ______ at school.
Paragraph 4：How his life has become ______.
Paragraph 5：The ______ of his disease.
Suggested answers：
Paragraph 1：An introduction to Marty and his muscle disease.
Paragraph 2：How the disease developed/started.
Paragraph 3：Marty met a lot of difficulties at school.
Paragraph 4：How his life has bec ome easier.
Paragraph 5：The advantages of his disease.
2.Scanning for detailed information
Ask students to read the passage carefully to locate the detailed information.
(1)First ask students to read paragraph one and complete the chart below.
(2)Next read paragraphs two and three and choose the best answer.
Why did the doctors cut out a piece of muscle from Martys leg?
A.Because they could cure the disease by cutting it out.
B.Because they wanted to use it as a specimen(标本).
C.Because they w ould transplant(移植) the new muscle.
D.Because they wanted to find out the cause of the disease.
Key：D
(3)Read paragraph four and answer the following questions：
①What is Martys ambition?
②What is Martys achievement?
③What is Martys hobby?
Suggested answers：
①Martys ambition is to work for a firm that develops computer software when he grows up.
②Marty invented a co mputer football game and a big company decided to buy it from him.
③As well as going to the movies and football matc hes with his friends，he spends a lot of time with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.
(4)Ask students to find Martys advice in paragraph five.
Suggested answers：
Dont feel sorry for the disabled.Dont make fun of them.Dont ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.
?Step 4 Consolidation
1.Ask students to read the whole passage and choose the best answers.
(1)Which of the following is false?
A.Although there are a few students who look down upon him，Marty never gets annoyed.
B.Marty leads a meaningful life and does not feel sorry for being disabled.
C.Marty only spends time with his pets and never with his friends.
D.Martys disability has made him more independent.
(2)From the passage we can infer that ______ .
A.Marty asks others to feel sorry for him
B.Marty never loses heart
C.Marty is afraid of being made fun of
D.Marty will not accept any encouragement because he has grown stronger psychologically
Keys：(1)C (2)B
2.Ask students to work together to write a mini biography for Marty according to the text.
3.Discuss in pairs to get the main idea of the passage by filling in the blanks.
Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.
Suggested answers：disabled;sorry;enjoys
?Step 5 Discussion
1.Ask students to discuss the following questions in small groups.
(1)How did Martys feeling changed over time?
(2)What kind of person do you think Marty is?Can you use adjective words to describe him?
Suggested answers：
(1)The change of Martys feeling over time：
hopeful→hopeless→stupid→not get annoyed→good/busy
(2)We can see Marty is optimistic/brave/independent/strong-minded.
2.Show a video of “Qianshou Guanyin” t o the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”
?Step 6 Appreciation
Ask students to read two poems for appreciation when facing obstacles in the future.
Facing Obstacles (Two poems by Tom Krause)
The Heart of the Strong
Strong is the heart that knows not the way
of comfort and ease while living each day.
Yet continues to believe from the depths of its soul
that the future is destined to silver and gold.
Strong is the heart whose yearning is waned
by storms in life filled with heartache and pain.
Yet still gives its all—everything that it can
in search of a dream—Gods ultimate plan.
When there is a victor y—when battles are won
when burdens are lifted and bright shines the sun—
when struggling souls gather—where heroes belong—
they find in themselves—the heart of the strong.
Carry On
At times when you feel troubled
when your happiness is gone
look to the heart within you
for the strength to c arry on.
In your heart you will find special virtues
such as faith and hope and love.
These gifts have been sent down to you
from a power up above.
It is faith that keeps the soul searching
for the joy the heart hopes for.
It is lo ve that heals the spirit
making it stronger than before.
And if your heart be broken
if your strength should fade away
the power of these virtues
will still win out the day.
So remember when you are troubled
when your happiness is gone
look to the heart within you
for the strength to carry on.
课后习题
Homework
1.Retell Martys Story according to the minibiography.
2.Surf the Internet to learn more about the life ofdisabled people.
高中英语阅读课教学设计 6
一、教学目标设计：
知识与技能：
①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能，高中英语教学案例。
②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：
①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。
②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。
情感价值观：通过本节课的学习，培养学生的人文和信息素养。
二、教材内容及重点、难点分析：
教材内容：本课教学内容是新课标，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。相比较而言，这样的课文难度更大。
教学重点：
①对课文内容的整体把握。
②学生组织语言、运用语言的能力。
【重点突破】
任务驱动，层层深入。利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。
教学难点：
①对课文内容中细节的理解。
②对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。
【难点突破】
设置情境，循序渐进，层层递进。设置富有情趣的情境，激发他们的阅读欲望，积极主动地进行自主探究。循序渐进的设计问题 , 激发学生的创造思维，层层深入地引导学生进行自主和协作学习。
三、教学策略及教法设计：
【教学策略】：
①本节课的教学以建构主义学习理论为指导，以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。
②设计创造性思维问题。所谓创造性思维问题即是指有利于学生创造性思维发展的问题。创造性思维问题的设计应遵循这样几个原则：题型具有开放性、解题富有挑战性。
【教法】：
①演示法：把制作的课件、动画等显示给学生看，便于学生对微观知识的把握，并从旧知中获得启迪，从而解决问题。
②评价阅读法：将学生通过对材料的收集、整理和内化而形成的学习成果，在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。
③任务驱动教学法：将所要学习的.新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
四、教学过程设计：
第一步：热身活动：猜单词。在这个步骤中，我给出两组前一节课学过的词，分别让两组同学上来猜。所采用的方式类似于《幸运52》：单词是出现在屏幕上的，其中一个同学背对着屏幕，他是猜者;另一个同学则是解释者，他要用英语或辅以动作将单词的意思表现出来。两组同学之间展开竞争，看谁猜得又快又多。这个活动不仅可以复习上节课的内容，更重要的是活跃了课堂气氛，令同学们很快融入课堂氛围。
第二步：读前活动(一)：自由展示。在上这一课之前，我给学生布置的预习任务是介绍你最想去的地方。Which country or place would you like to visit most? Why?学生们自由组成小组，上网查找相关资料，然后对所搜集的信息进行整理，最后形成自己的powerpoint展示文件。在课堂上，由本小组的发言代表上来进行展示和介绍。这一环节是这节课的重头戏。
第三步：读前活动(二)：自由交谈。给学生提出这样一个问题：如果你有机会去加拿大，你最想看什么?If you have a chance to visit Canada, what would you expect to see there? 先要求他们在小组内讨论，然后再在全班同学面前发言.
第四步：读前活动(三)：小组讨论。经过了前面的大量的有关加拿大的信息的冲击，你愿意用哪三个词语来描述加拿大?What three words would you use to describe Canada? Why? 请小组代表发言。
第五步：加拿大概况综述。这一步骤是对上几个步骤的总结，同时也是教师整合并优化了有关加拿大的各种信息所进行的展示。目的是进一步加深同学们对加拿大的了解，对他们所获取的知识进行 梳理，也为下一个步骤展开铺垫。
第六步：掠读课文。(first reading)在这个步骤中，我给出了8个问题，让同学们带着这8个问题来阅读课文。读完后回答问题。
1.Why are the cousins not flying direct to the Atlantic coast?
2.What is the continent they are crossing?
3.What is “The True North”?
4.Why do many people want to live in Vancouver?
5.What happens at the Calgary Stampede?
6.Where does wheat grow in Canada?
7.Why would ship be able to reach the centre of Canada?
8.Name two natural resources that Canada has.
第七步：精读课文。(second reading) 在这个步骤中，我给出了5个跟课文内容有关的句子，让同学们判断正误。如果该句是错的，请给出正确答案。
1.The girls went to Canada to see their relatives in Montreal.
2.Danny Lin was going to drive them to Vancouver.
3.You can cross Canada in less than five days by bicycle.
4.The girls looked out the windows and saw Native Indians and cowboys.
5.Thunder Bay is a port city in the south of Canada, near Toronto.
第八步：复述课文(retelling) 给出课文中的关键词汇，让同学们用自己的话来复述课文。
Helpful words and expressions
great scenery second largest go eastward 5,500/from west to east
here in Vancouver surrounded by ski/sail
第九步：口头作文(oral practice) 设定一个情境，给出一些关键词汇，让同学们模仿课文来编一段对话或一篇短文。
Suppose two of your cyber pals in Canada come to visit Shenzhen and you are meeting them at the airport. While you are driving them home, you are telling them something about China and Shenzhen, just as what Danny Lin said in the text.
Work in groups. You are required to present either a short passage or a short dialogue.
Helpful words and expressions
great scenery third largest go northward from south to north
along the coast theme parks
第十步：作业布置。要求学生将第九步中的口头作文写出来，变成书面作文。
Write down the short passage or the short dialogue that you’ve just worked out.
五、教学反思
本节课是新课标，我将本节课设计为竞赛、导入、个人探究、互动交流、协作探究和讨论及口头作文等九个步骤。我充分发挥自制网络课件的优势，使本节课的内容更加充实，容量更多。既贯通了所要学的知识，又拓展了课外知识，使得本节课学生在学习过程中兴趣更加浓厚 , 积极地自主探究，讨论问题热烈，课堂气氛活跃!
高中英语阅读课教学设计 7
一、教学目标
1、知识目标：学生能够理解并分析指定阅读材料的主题、结构和主要信息。
2、能力目标：提高学生的阅读理解能力、分析能力和批判性思维能力，并培养他们的词汇积累和使用能力。
3、情感目标：激发学生对英语学习的兴趣，增强他们的英语文化意识，培养良好的阅读习惯。
二、教学内容
1、教材：选择一篇适合高中生的英语文章，例如《The Importance of Learning English》或其他主题相关的文章。
2、词汇：文章中的.生词及短语，重点词汇的讲解。
3、重点句型：分析文章中的句型结构，并进行相关语法复习。
三、教学活动
1、导入阶段 (5分钟)
通过提问引导学生思考：“为什么学习英语重要？”引发学生的讨论，激活他们的思维。
2、预读活动 (10分钟)
引导学生浏览文章标题和小节标题，猜测内容，并提出与文章相关的问题。
3、精读阶段 (25分钟)
学生分组阅读文章，各小组负责理解不同部分，总结关键词、主要观点、特定例子。
教师巡视，指导与支持。
4、分析讨论 (15分钟)
各小组分享阅读总结，并探讨文章中的观点和作者意图。
引导学生讨论自己对文章内容的看法，强调批判性思维的重要性。
5、词汇与句型练习 (10分钟)
提出文中生词的练习，设计填空题、匹配题等。
分析文章中的重点句型，通过句型转换练习加深理解。
6、总结与反馈 (5分钟)
教师总结本节课的重点内容，鼓励学生分享自己的收获和建议。
四、评价方式
1、课堂表现：根据学生参与讨论、活动的积极性进行评价。
2、小组成果：根据小组分享的清晰度、逻辑性和分析能力进行评价。
3、作业任务：布置一篇与当天主题相关的短文，让学生写出自己的观点，并运用所学词汇和句型。
五、拓展活动
1、推荐相关的英语书籍或文章，鼓励学生课外阅读。
2、组织一次英语辩论赛，围绕文章主题进行深入探讨。
高中英语阅读课教学设计 8
一、教学目标
1、知识目标
学生能够理解阅读材料中的重点词汇、短语和句型。
学生掌握不同类型阅读题目的解题技巧，如细节理解题、主旨大意题、推理判断题等。
2、能力目标
提高学生的阅读理解能力，包括快速浏览、精读和信息提取的能力。
培养学生的逻辑思维能力和批判性思维能力，能够对阅读内容进行分析和评价。
3、情感目标
激发学生对英语阅读的兴趣，增强学习英语的自信心。
培养学生的跨文化意识，了解不同国家的文化和风俗习惯。
二、教学重难点
1、教学重点
理解阅读材料的主要内容和细节信息。
掌握阅读题目的解题方法。
2、教学难点
对阅读材料中的`长难句进行分析和理解。
培养学生的批判性思维能力，进行深层次的文本分析。
三、教学方法
1、任务型教学法：通过设置不同的任务，引导学生积极参与阅读活动。
2、合作学习法：组织学生进行小组讨论，培养学生的合作意识和交流能力。
3、情景教学法：创设相关的情景，帮助学生更好地理解阅读材料。
四、教学过程
1、导入（Lead-in）
通过展示与阅读主题相关的图片、视频或问题，引起学生的兴趣，导入新课。
例如，展示一幅关于国外旅游的图片，提问学生：“What do you think of traveling abroad? What are the advantages and disadvantages?”
2、预习（Pre-reading）
分发阅读材料，让学生快速浏览标题、图片和段落开头句，预测文章内容。
引导学生学习阅读材料中的新词汇和短语，为阅读做好准备。
3、阅读（While-reading）
快速阅读（Skimming）：让学生在规定时间内快速阅读文章，回答一些简单的问题，如文章的主题是什么、主要内容有哪些等。
精读（Intensive reading）：仔细阅读文章，完成细节理解题、主旨大意题、推理判断题等不同类型的阅读题目。教师可以引导学生分析题目类型，讲解解题技巧。
小组讨论（Group discussion）：组织学生进行小组讨论，讨论文章中的难点问题或开放性问题，如 “What can we learn from the article?”“Do you agree with the authors opinion? Why or why not?” 培养学生的批判性思维能力和合作意识。
4、巩固（Post-reading）
总结文章内容：让学生用自己的话总结文章的主要内容和重点信息，锻炼学生的语言表达能力。
拓展活动：根据文章内容，开展拓展活动，如角色扮演、辩论、写作等。例如，可以让学生以小组为单位进行角色扮演，模拟文章中的情景；或者让学生就文章中的某个观点进行辩论，发表自己的看法。
5、作业布置（Homework）
布置课后作业，如完成阅读练习册上的相关题目、写一篇关于阅读主题的短文等。
鼓励学生在课后继续阅读相关的英语文章，提高英语阅读能力。
六、教学反思
在教学过程中，要注意观察学生的反应和表现，及时调整教学方法和进度。课后，要对教学过程进行反思，总结经验教训，为今后的教学提供参考。同时，要关注学生的个体差异，对学习困难的学生给予更多的帮助和指导。
高中英语阅读课教学设计 9
一、教学目标
1.知识与技能：学生能够理解并概括文章大意，识别文章中的关键词汇和短语，掌握并运用相关语法结构。
2.过程与方法：通过预读、精读、讨论、总结等环节，提高学生的阅读策略，如预测、扫读、详读、推断等。
3.情感态度与价值观：激发学生对英语阅读的兴趣，培养跨文化意识，学会尊重不同文化和观点，形成批判性思维习惯。
二、教学内容
1.选择贴近学生生活、具有时代性、文化多样性的阅读材料，如科普文章、新闻报道、文学节选、历史故事等。
2.确保材料难度适中，既有挑战性又能促进学生的阅读自信。
三、教学过程
1. 导入环节（5分钟）
背景介绍：简短介绍文章背景或相关话题，激发学生的兴趣和好奇心。
预测活动：根据标题、插图或第一段内容，让学生预测文章大意，培养学生的预测能力。
2. 预读环节（10分钟）
快速阅读：学生快速浏览全文，识别文章主题和段落大意。
词汇障碍处理：鼓励学生使用上下文猜测词义，教师可适当提供关键词汇的解释。
3. 精读环节（20分钟）
分段精读：选取文章中的关键段落进行细致阅读，教师引导学生关注细节、理解深层含义。
小组讨论：分组讨论文章中的观点、事件或问题，鼓励学生表达自己的看法，培养批判性思维。
语言点讲解：针对文章中出现的重点词汇、短语和语法结构进行讲解和练习。
4. 总结与拓展（10分钟）
文章总结：学生个人或小组总结文章大意，分享学习收获。
拓展活动：设计相关练习题（如阅读理解题、完形填空题、写作题）巩固所学，或引导学生进行角色扮演、辩论等活动，深化理解。
文化对比：如果文章涉及跨文化内容，引导学生进行文化对比，增进对多元文化的理解和尊重。
5. 作业布置
阅读类似主题的文章，撰写读后感或评论。
完成课后练习题，巩固词汇和语法知识。
准备下次课上的'小组讨论话题，促进学生课外自主学习。
四、教学评价
1.过程性评价：观察学生在课堂上的参与度、合作情况、阅读能力提升等。
2.成果性评价：通过作业、测试、小组讨论表现等方式，评估学生对阅读材料的理解程度、语言运用能力和批判性思维能力的发展。
通过这样的教学设计，可以全面提升学生的英语阅读能力和综合素养。
高中英语阅读课教学设计 10
一、教学目标
1.知识与技能：学生能够理解并概括文章主旨大意；识别并解释关键细节和事实；掌握文中出现的重点词汇和短语；运用所学知识解答阅读理解题。
2.过程与方法：通过预读活动激发阅读兴趣；采用略读、寻读等策略快速获取信息；精读分析文章结构、语言特点和作者态度；小组讨论促进深度理解和交流。
3.情感态度与价值观：培养学生对英语阅读的兴趣和习惯；增强跨文化意识，尊重不同文化观点；提升解决问题的能力和批判性思维。
二、教学内容
1.文本选择：根据学生年级水平和兴趣，选择内容丰富、语言地道、结构清晰的文章，可涵盖新闻报道、科普知识、文学作品等多种体裁。
2.重点难点：明确文章中的关键词汇、复杂句型、作者观点及态度等作为教学重点；针对学生的阅读难点，如长难句理解、文化背景知识缺乏等设计解决策略。
三、教学过程设计
1. 导入阶段（5分钟）
活动设计：利用图片、视频、问题讨论等方式引出主题，激发学生对文章的兴趣和好奇心。
目的：营造轻松的学习氛围，为接下来的阅读做好心理准备。
2. 预读阶段（5分钟）
活动设计：展示文章标题、插图、首尾段等，引导学生预测文章内容；介绍文章背景知识。
目的：激活学生已有的知识和经验，为深入理解文章打下基础。
3. 阅读阶段（20分钟）
第一遍阅读（略读）：快速浏览全文，了解文章大意和结构。
第二遍阅读（寻读）：针对具体任务（如找答案、填空）进行针对性阅读。
第三遍阅读（精读）：深入分析文章细节，理解作者观点、态度及语言特点。
4. 理解与讨论（10分钟）
活动设计：小组讨论文章中的关键问题，如主旨大意、细节理解、作者意图等；教师巡回指导，鼓励学生提出不同见解。
目的：促进学生间的交流与合作，深化对文章的理解。
5. 语言点讲解与练习（10分钟）
活动设计：讲解文章中的重点词汇、短语和句型，通过例句、翻译等形式巩固记忆；设计相关练习题进行巩固。
目的：提高学生的语言运用能力。
6. 总结与拓展（5分钟）
活动设计：引导学生总结文章要点，分享学习收获；提供与文章主题相关的拓展阅读材料或任务，鼓励学生课后进一步探索。
目的.：巩固学习成果，拓展学生视野。
四、作业布置
完成与文章相关的阅读理解题或写作任务，如撰写读后感、分析文章中的某一观点等。
五、教学评价
1.通过课堂观察、小组讨论参与度、作业完成情况等多种方式综合评价学生的学习效果。
2.关注学生的个体差异，给予针对性的反馈和指导。
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