【正文】 但是，本堂課也還存在一些不足，需要加以改進： ，容量大，導(dǎo)致完成任務(wù)時間較緊，在prereading部分耗時過多，任務(wù)間過渡不夠自然，今后應(yīng)注意教學(xué)步驟間的緊密銜接。設(shè)計意圖：訓(xùn)練學(xué)生快速閱讀，歸納各段落的中心意思的能力。) ability goals 學(xué)能目標(biāo) enable the students to know the development of modern agriculture in china.（讓學(xué)生了解中國現(xiàn)代農(nóng)業(yè)的發(fā)展。Step Further practice人們對于學(xué)生網(wǎng)上交友持不同意見。暑假即將來臨。三、教材分析：這是高三復(fù)習(xí)階段的一節(jié)寫作課。3，練習(xí)和作業(yè)的分層練習(xí)和作業(yè)是課堂教學(xué)反饋的形式之一。這樣不同層次的學(xué)生都有參與的機會，人人都能體會到成功的喜悅?？傊?，所設(shè)定的課堂內(nèi)容、練習(xí)層次、問題難度都要體現(xiàn)分層教學(xué)的特點。以上是我對英語教學(xué)內(nèi)容的設(shè)計和反思。第七遍：研究句子開端，追求表達變化。：閱讀能力是學(xué)生的弱項，主要原因在于詞匯量低，閱讀速度慢，還有就是自身的背景知識缺乏等原因?qū)е碌拈喿x理解能力低下。他主張的語法教學(xué)法是“道可道，非常道：正反向語法拓展訓(xùn)練——由易到難，由難到易”并且根據(jù)學(xué)生常犯的錯誤，我建議“時態(tài)分離教學(xué)”，“時”為“過去、現(xiàn)在、將來、過去將來”；“態(tài)”為“一般、進行、完成、完成進行”。所以，在高一階段，學(xué)生必須學(xué)習(xí)五種基本句型，而且必須要過關(guān)。本人很贊同這個觀點。單詞：學(xué)會音標(biāo)后下一步就是大量地記單詞。 有了這個基本認(rèn)知后，高一的學(xué)生就要從最基礎(chǔ)的東西學(xué)起，所以即使到了高中，他們實際上還要補很多學(xué)英語一定要掌握的東西：音標(biāo)，詞類，基本的句子結(jié)構(gòu)。閱讀：學(xué)生的最大問題是閱讀速度太慢，理解能力薄弱。同時，學(xué)生還可以學(xué)會發(fā)散思維，以擴展知識；口頭及書面表達能力也可隨之提高。閱讀/認(rèn)圖標(biāo)；閱讀信件→根據(jù)其信息找出規(guī)則→寫出規(guī)則。同時做一些練習(xí)來幫助學(xué)生直觀地鞏固所學(xué)知識，以便于提高學(xué)生綜合應(yīng)用知識的能力。但在在任務(wù)設(shè)置上，顯得有些多，進度有些快，以后對于新單元的新課應(yīng)稍微放慢速度。Ⅲ.教學(xué)用具：錄音機，課件，英語影音資料。同時在教學(xué)中，注意培養(yǎng)學(xué)生良好性格的形成。左邊： did Zhang Pingyu plan her tour? were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them? 右邊：(1)delight n.＆ one’s delight = to the delight of delight in with /in delight be delighted at /by /with be delighted to do adj.(2)remain vi ＆ linking v remainremaining(adj)remains(n)After the fire ,very little remained of my Much work remained to be I’ll remained to see the end of the In fact ,the work remained The children remained Indian people remain in deep remains of the ancient temple are worth （3）thrill vt.＆ thrilled at /with sth九、教學(xué)反思：。St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid。 difficult points）Help the students identify different kinds of tour and talk about the most interesting place for the tour and master the key words and expressions in the 、教學(xué)方法（Teaching methods）任務(wù)型教學(xué)法（Taskbased teaching method）。WestminsterAbbey。在Reading 部分對The UK有了一定的了解，在此基礎(chǔ)上進一步學(xué)習(xí)關(guān)于英國的一些名勝古跡。Windsor 2: Ask the students to study the structure of the text “Sightseeing in London”. Tower of London Paul’s Cathedral Abbey Ben Palace Show the following.（說明：教師可以借助圖片評說、文化背景介紹和生活體驗等方法導(dǎo)入，激活學(xué)生相關(guān)的知識網(wǎng)絡(luò)，使學(xué)生產(chǎn)生閱讀欲望。因此，在教學(xué)的過程中，我注意到了充分調(diào)動學(xué)生學(xué)習(xí)的積極性，學(xué)生的自信心逐步增強，從而體驗到成功的喜悅。這些問題先由我與學(xué)生做問答示范，再讓學(xué)生進行相互問答練習(xí)。教師要有意識地積極引導(dǎo)學(xué)生以教材上的簡單東西為媒介向他們熟悉的生活發(fā)散開去，大膽地用英語去了解生活中的各類簡單事物，解決生活中的各種簡單事情。 for permission, such as: We can do?.We can’t do?.Can we do??*What are the rules?Well, we can’t arrive late for class.*Can we listen to music, Alex?We can’t listen to music in the hallways, but we can listen to it ，回答問題。教學(xué)過程設(shè)計：Task One:Talk about school rules to “feel” ImperativesGoal：Get to know about the structure to express rulesStep 1: Talk about the school rules they know / rememberStep 2: Look at the picture and read the rules in Section A – 1a, telling the difference between yoursStep 3: Add more rules to your school, which you think necessaryTask Two:Listen and find out what Ss can do and what they cannotGoal: Try to understand the rules by listeningStep 1: Listen to conversations about the activities and find out what students can do and what they cannot doStep 2: Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A(2a / b)Step 3: Listen to conversations about the activities and find out what rules students break→Section A(1b)Step 4: Listen to the different rules that different people have to follow→Section B(2a / b)Task Three:Learn to read the signs for rulesGoal: Learn about the rules by reading the signsStep 1: Learn about the rules by reading the pictures→Section B1Step 2: Learn about the rules by reading the signs→Section B(3 b)Step 3: Talk about the similarities or the differences about the signs between China and abroadTask Four:Write rules for libraries, labs, puterrooms, and swimming pools : Learn to take care of public thingsStep 1:Read the letter →Section B(3 a)Find the rules in the letterWrite them downStep 2:Talk in pairs about the rules for public places, such as libraries, labs, puterrooms, swimming pools, in groups about the rules for these public placesWrite down what have been talked about / discussed教學(xué)點評與反思：設(shè)計思路：任務(wù)型課程的設(shè)計要自始至終體現(xiàn)任務(wù)的要求與特點，尤其要確保任務(wù)的設(shè)計與完成是從簡單重復(fù)逐步過渡到真實或接近真實。第四篇：高中英語教學(xué)設(shè)計高中英語教學(xué)設(shè)計高中英語教學(xué)設(shè)計1，面對基礎(chǔ)差的學(xué)生，我們還是無能為力，效果不明顯。反思：本學(xué)期開學(xué)我們沒有做到的東西就是：沒有去介紹中英文化的不同，尤其是強調(diào)中英文化的不同思維方式和語言特點。學(xué)生入學(xué)的第一件大事就是學(xué)音標(biāo)，我們確實有花時間去學(xué)習(xí)音標(biāo)，但是只是用了兩三節(jié)課的時間。4）.注意力快速擺動轉(zhuǎn)移。高一下學(xué)期可以看看有沒有時間去講詞類。所以，這個基礎(chǔ)一定要打好。通常我們都是直接給學(xué)生句子，或者是給中文讓