高一英语选修教学设计立足此刻，放眼未来，为使今后的工作此项工作取得更大的进步，下面是校订的高一英语选修教学设计5篇，欢迎大家阅读畅谈借鉴，希望大家喜欢，也希望对大家有所能够帮助。
高一英语选修教学设计1教学准备教学目标Teaching content: A healthy life1. 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 ofsmoking.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 Talk1.What do you think is the most important in ourlife?(Show some pictureson 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 ReadingScanning1.Go through the first two paragraphs and the last one.And answer thefollowing 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 reading1.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 practiceDo some multiple choices1.In what way did the old man try to persuade his grandson to give upsmoking?A. Using scientific theoryB. His failure in loveC. His sports activityD. His own experience2.The phrase “ withdrawl symptoms” in para3 probably means ______.A. some bad effects of smoking.B. bad temperC. feeling painD. the discomfort when stopping smoking.3.The reason why Grandad stopped smoking were the following EXCEPTthat___.A.his girlfriend didn’t like his bad smellB.he had to leave the football teamC.he noticed that he became breathlessD.his parents asked him to stop smoking4.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 becomeaddicted to cigarettes during adolescence.5.According to the letter, James’ grandad ______.A.is lonelyB.didn’t give up smokinged to be a member of the school football teamD.gave James some good advice that he thought ofStep 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 tonicotine,_2_______ is one of the hundreds of chemicals in cigarettes. This meansthat after a while your body becomes accustomed to_3__________ (have) nicotinein it. So when the drug leaves your body, you get withdrawal symptoms. Iremember _4_________(feel) bad -tempered and sometimes even in pain. Secondly,you become addicted through habit. As you know, _5____you do the same thing overand over again, you begin to do _6___automatically. Lastly, you can become7___________(mental) addicted. I believed I was happier and 8_____________ afterhaving a cigarette, so I began to think that I could only feel good _9________ Ismoked. I was addicted in all three ways, so it was very difficult to quit._10______ I did finally manage.Step 6 DiscussionWhat kind of person do you think James’ grandfather is?Step 7 ProverbsFirst wealth is health. —— Emerson 爱默生(He who has health has hope, and he who has hope has everything.)课后习题Homework1.Try to find some other useful ways to help smokers quit smoking on theInternet.2.Read the passage again and find out the important words andstructures.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 to① practice skimming and scanning for information needed like what are thetwo concerns and what are Earth Care’s suggestion s.② Master the phrases such as: put up with, so long as, and so on, make adifference, have no effect on … , by making sentences or by using them into thepost er.③ become aware of the serious effects of global warming and the importanceof 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 thearticle.教学重难点Teaching Difficulties:Students may find it hard to add more suggestions about how to save energyin 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 andpersuasive 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 DayAfter Tomorrow? and then let students enjoy a short movieclip with thefollowing 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 furtherquestion:①What other disaster will be caused by global warming?【Designing Purpose】To arouse students’ interest by watching the movie clip and educe thetopic, that is global warming. And then by showing a lot of pictures, makestudents know and understand the terrible effects of global warming, thus makingpreparations 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 canhave 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 byskimming and scanning. While stud ents get the answer to question1, ask them tofind the supporting sentence : Together, individuals can make a difference. Wedo not have to put up with pollution. Guess the meanings of the two italicizedphrases according to the surroundings and their understanding.Step3. Post reading (Pair work)1. Discussion: Make students discuss whether they canfind more ways orsuggestions about reducing carbon dioxide and saving energyin our dailylife.Suggested ways:1) Use less hot water 7)Change a light bulb 8)Try car sharing2) Take a shower instead of a bath3) Buy fresh food instead of frozen4) Buy things that are actually in season5) Eat less high fat food like KFC and Macdonald6) Clean filters(过滤器) on your air conditioner.【Designing Purpose】To cultivate students to work in pairs and learn to summarize an opinionand share the knowledge of saving energy in daily life. To practice the abilityof understanding the meaning of new words and expressions toremove theobstacles in reading.Step4. learn what is a poster (collective work)Know what is a poster by giving a simple sample and try to get thestructure.【Designing Purpose】To know clearly a poster should have a heading, contents and aneye-catching slogan, which will make it easy for students to design anacceptable 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 usingimperativesentences. (individual work)③Compare your list with your group members and decide five for your poster.(groupwork)2. Slogan and heading: showing sample posters to help them decide a headingand a slogan for your poster.【Designing Purpose】This is the most important part of this writing task. Students will be ableto summarize and compose sentences by choosing and organizing what they want tosay, thus improving their writing ability and the process of output based onwhat they have learned in reading part. And by learning some sample posters tohelp 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 tomake a poster. What theyShould pay attention is how to illustrate their poster and make it moreattractive. And then choose several pairs to represent their posters.【Designing Purpose】Making the poster will improve their cognitive capability of the importanceof environmental protection and at the same time they can enjoy a sense ofachievement in show time. And they make believe thatindividuals can really makea difference.课后习题Homework：Put their poster up around the school to make more students know aboutenergy saving and global warming. Write a short passage to tell others how tosolve the problem of global warming based on the suggestions you have collectedand 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 paperreuse waterlimit the time of using private carssend emails instead of cardsuse less hot wateralways take a shopping bag with youdrive a bicycle but not e-bicycle高一英语选修教学设计3教学准备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, runoutb. 交际用语Expressing agreement and disagreementYes, 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 expresstheir own ideas.3. Learning ability goals 学能目标Help the students learn how to give their ideas about the use ofenergy.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 ⅠRevisionT: 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 aboutthe mistakes Mary made. Let the students have a clear understanding about themistakes and then correct them.Step ⅡWarming upT: As we all know, we depen d on energy to do many things in our dailylife. Some people even say we could do nothing without energy. Can you tell mewhat 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 alot of fun from watching TV, playing computers and so on.Sd: There are many other electrical appliances that make our life moreconvenient and comfortable such as washing machines, microwaves, airconditioners and so on.Se: Today energy also helps people realize many so-called dreams in thepast. For example, people can “fly” from one place to another by plane whichruns on energy.Sf: It’s true. In fact, not only planes but also cars, ships and trains runon energy.T: Well done. All that you’ve just said is right. So it seems that energyplays a very important role in the modern world. Then where does all the energycome from? Open your books and turn to page 25. Look at the pictures on thispage. They may help you find out the answers.After a while.T: Who’d like to tell us you r 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 itnever run out while some supplies， such as coal, will definitely run out oneday. Energy of this kind is called non-renewable sources. Please think of asmany sources as you can and decide which energy sources on your list arerenewable and which are non-renewable.If necessary, give some words related to the pictures which might bedifficult for the students such as oil refinery,hydroelectric power and soon.The teacher should also collect as much information about different sourcesof 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 theirknowledge on this aspect will be enlarged.Sample answers:Step Ⅲ Listening and DiscussingT: Fromwhat we’ve just talked about, it is clear that energy does a lot ofgood to us.But every coin has two sides. Is there any negative effect of usingenergy?Sa: Yes.People use too much energy which is resulting in an increase incarbon 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 somelisteningpractice on this topic. Let’s see what other people think of thisissue.Thestudents are asked to read the questions quickly to find out thelisteningpoints first. Then listen to the tape twice and give the correctanswers.T: Nowplease turn to page 31. Let’s do listening. Before you listen to thetape,please read fast the statements in Exercise 1 to find out the listeningpoints.Pay much attention to the key points while listening.Play thetape for the first time. Help the students get a generalunderstanding aboutthe dialogue. The students listen and try to finish Exercise1. Play the tapeagain, train the students’ ability to spot specific informationand understandthe implication in the dialogue. The students listen and finishExercise 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 whoyou agreewith and give reasons. Use some of the phrases listed in Exercise 2 oranyothers you know.课后习题Homework1. 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 objectivesKnow that the -ing form can be used as various kinds of adverbialsUnderstand the differences among “doing”, “having done”, “being done” and“having been done”2. Ability objectivesMaster the usage of the -ing form as adverbials and properly use it inwritingPolish one’s writing with the -ing form as adverbials3. Emotional objectivesCultivate teamwork and confidenceFeel 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 howto use the -ing form as adverbials教学难点 Master the usage of the -ing form as adverbials and properly use it inwriting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 thelyrics.This is a warming-up step designed to arouse Ss’ enthusiasm and to come tothe point.Step 1: We ChooseTask 1: Observe the -ing form in each sentence and decide what it refersto.(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. (c ondition)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 kindsof adverbials. Ask several Ss to answer and, if necessary, interpret thesentences for them with adverbial clauses.Task 2: Check the words in red and decide their relation with the subjectand 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 thesubject and that between the -ing form and the predicate in each sentence. Thenlead 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 asadverbials.It is i ntended as a transition from “what” to “how” and the second step isnaturally introduced.Step 2: We ChangeTask 1: (Group work) Identify the mistakes in the following sentences andchange 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 groupdiscussion, Ss may find it easier to solve the problem. Matters such asnon-predicate, relation, conjunction, negative words and logical subject are allinvolved.Task 2: (Pair work) Orally change the adverbial clauses or compoundsentences into the -ing form as adverbials.e.g. After we have been informed of Mr. Li’s birthday, we hurried toexpress 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 tobring 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 oldfriend.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 theprevious task.Step 3: We ChatTask 1: Using the correct form of the given verbs, help me to complete thecaption 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. (noteat) anything before, I felt hungry. As for the students, though tired, theywere 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 topractice, any of you can also stand out.It is a revision of the tips mentioned. In addition, it sets an example ofhow to use the -ing form as adverbials in our daily life.Task 2: Writingo 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 byusing the -ing form as adverbials in 3 minutes. This is to integrate what hasbeen covered and put it into practice.Task 3: Sharingo Move around the classroom.o Share your moment.o Get “like” or “comment”.(You may also leave your comment when discovering any grammaticalmistake.)An example is shown to clarify the instruction. Then Ss are given fiveminutes to share their moments with their classmates. This is a peerproof-reading activity.Task 4: Presentingo How many“ likes” have you got?o What about “comments”?o Who would like to share with the whole class your moment or the commentsyou got?This is for several volunteers to present their works and notice themistakes when using the -ing form as adverbials.Step 4: SummarySummarize what we have learnt today:o 6 kinds of adverbialso 4 forms of -ingo 5 tipsThis is to remind Ss of what they have learnt today.课后习题Homeworko 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 formused as adverbials and to develop their writing skills.高一法语选修教学设计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。
