高考英语教学教案

高考英语教学教案都有哪些？英语借词的词源很广泛。由于曾受到古代法语的影响，英语词汇在一定程度上大致分为日耳曼词源（大部分来自古英语）与拉丁语源（大部分来自法语和拉丁语）。下面是小编为大家带来的高考英语教学教案七篇，希望大家能够喜欢！

高考英语教学教案篇1

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。

高考英语教学教案篇2

1、知识目标

学生能够会说、认读本课对话并能够使用句型：What are you doing? I’m making a model ship。Pass me an egg，please。 Give me two apples。

2、能力目标

引导学生积极运用所学英语进行表达与交流，学生的多元化只能在交际活动中得以以体现和发展

3、情感目标

把语言训练融入各种情景之中，学生通过体验，参与活动，学会与他人合作，共同完成学习任务，从而体验成功，培养对语言学习的兴趣。

4教学重难点

重点:1)理解并灵活运用句型What are you doing? I’m…

2)两个祈使句：Pass me an egg，please。

Give me two apples。

难点：knife、scissors、minute的发音。以及长句子：We‘ll go to the lake and try it on the water。

5、教具准备

课件、录音机和磁带，剪刀，小刀，一页纸，图片等

方案设计方法

基于本课的特点和六年级学生好动，好奇，模仿力强，表现欲旺盛等心理特点，我在教法设想和学法指导上坚持以情景话题为核心，以功能、结构为主线，以任务型活动贯穿教学始终，运用直观教学法，情景教学法，全身反应法等教学方法，帮助学生在视听说读唱玩演等饶有趣味活动中，相互合作，体验参与，自主的、愉快的学习英语，发展能力，维持兴趣。力求做到：“开课能激趣，讲课蕴情趣，练习有兴趣，结束藏意趣”

教案流程

1、 Warm up

(1) Greetings师生相互问候，帮助学生自然进入英语学习状态

(2) Sing a song and dance: Front,back,right ,left

师生共同唱歌跳舞，既活跃课堂氛围，拉进师生间距离。

2、 Revision

让学生两人一组复习第18课的会话，为下一步学习作了铺垫。

3、 Presentation and drill

1)通过用纸叠船创设情景引出引出句型What am I doing? I’m making a model ship. 然后板书，进行操练，通过CAI 教学What are you doing? I’m…四幅情景图分别配上I’m watching TV. I’m listening to the radio. I’m talking to a friend. I’m playing with my doll.让学生边看边听边感知，老师在示范并辅以肢体语言，然后让发音准确的学生小老师教读。

继续进行纸叠船创设情景，师说：Who can help me? Pass me the knife ，please。板书新单词pass 、knife。Give me two apples。 板书新单词give、scissors。然后板书，进行操练，通过CAI 教学展示Let‘s practise中的六幅图，让学生造句，加深学生对这两个祈使句的印象。

2)第二步让学生叠纸船。通过学生用纸叠船创设情景引出句子：Can I help you? Can it go on the water?看到学生有叠完船的，老师引出：Wait a minute 。After class。We‘ll go to the lake and try it on the water。I‘ll show you 。通过学生用纸叠船创设情景这样做也激发了学生的学习兴趣，使学生对本科教学任务有清晰地感知，并产生丰富的想象，带着浓厚的兴趣参与本课的教学中。

4、听音，指图，跟读对话

充分利用教学资源，培养学生听和模仿的能力。以课本为载体，落实教学内容

5、Practice

1)Pair work

同桌操练新授内容并展示，鼓励学生在真实生活情境中使用所学语言进行交流，培养运用英语的能力。

2)Sing a song

把What are you doing? I’m … 变成歌曲(曲调同“两只老虎”)

老师先示范唱一遍，然后师生一起唱。以学生耳熟能详的歌曲，调动学生的积极性，能有效的巩固教学内容。

6、Consolidation。

1)、Do workbook。进一步巩固所学知识。

2)、Fun time。学习Look out!告诉学生注意交通安全。

3)、抄写板书四会内容，检查学生的书写以及书写姿势。

7.Homework

1) Listen and repeat。通过回家听录音，复习巩固所学内容。

2) 小组合作组织一个新对话。

高考英语教学教案篇3

一．教学目标：(Teaching ais)

Finish the exercises n the wrb

1．能力目标：(abilit ai)

a) Enable the students t cand “cands and requests”

b) Thrugh cperative wr find ut crrect answers theselves

2．语言目标：(language ai)

Full understanding f the readings

二．教学重难点(Teaching iprtant pints)

Understanding the ain ideas f the passages

三．教学方法(Teaching ethd)

a. Fast and careful reading

b. Individual, pair r grup wr t finish each tas

c. Discussin

四．教具准备(Teaching aids)

a cputer

五．教学步骤(teaching prcedure)

Step 1.waring up

Step 2: speaing tas (Review cands and requests)

Offer the situatins and tr t ae dialgues with cands and requests

Step 3 :D the “Reading” n P13 and answer questins n it briefl.

Step 4: Finish the “Reading Tas” at p.51 and cplete the fr after it.

Step 5: Grup wr:

As the t su up what cdes and shrt frs f wrds the ften use when the ften chat n the net with thers.

Step 6: chec up their researching result.

Step 7: hewr.

高考英语教学教案篇4

教学准备

教学目标

教学目标 (这部分谢3点，按照USE的目标写)

(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。

教学重难点

教学目标 (这部分谢3点，按照USE的目标写)

(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: What's thepurpose of the 1st paragraph?

(To give thearchitect the purpose of writing the letter.)

What's 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.)

高考英语教学教案篇5

阅读是高中阶段英语教学的重头戏。阅读教学的目的包括两方面：一是让学生学习并掌握一定的语言知识；二是发展一定的技能和策略，培养学生用英语获取和处理信息的能力。阅读是一个语言与思维相互作用的过程。因此，教学设计的好坏对教师的教学效果和对培养学生综合运用语言的能力都会产生很大的影响。

教学设计的目的是获得解决问题的方法，时刻体现“以学生为本”的思想，以开发学生的学习潜能，促进学生的全面发展为最终目的。教师怎样在阅读课上既能突出阅读理解这一中心，又能达到为学生的学习服务的目的呢？下面，谈谈我的一些教学实践情况。

一、精心设计切入点，构建有趣的学习情境

导入是承上启下和温故知新的必然途径，是吸引学生注意力和激发学习兴趣的教学措施，是上好一节课的重要环节。进行导入活动时，教师要根据学生的学习情况、心理特点和阅读材料的内容，设计能激起求知欲的导入。例如，在教学SEFC Book 2 Unit 5的“The Band That Wasn’t”一课时，我们用多媒体图片配以相应的音乐进行导入。通过对这些图片的提问和描述，自然导入新课话题，导入内容与新知识联系紧密。这样学生就会有阅读的兴趣。

二、抓住重点，构建积极探究的学习情境

一篇文章是一个思想连贯的语言整体，既有完整的思想，又有完整的结构。整体呈现课文更有助于提高阅读能力。仍然以“The Band That Wasn’t”一课为例，导入新课后，我们给出导读性理解题。如，

（1）Which two musical bands are mentioned in the passage？

（2）When did “The Monkees ” break up and when did it reunite？

（3）Why was “The Monkees ” successful in the end?

让学生速读全文。理解大意后，我们从语篇结构入手，梳理文章，然后依据其线索，设计内容连贯、主体结构突出的理解题。在阅读理解的过程中，不同层次的阅读测试练习题满足了不同程度学生的需要，极大地调动了全体学生的积极主动性。

三、掌握时机，处理好语言点

生词是阅读中的障碍。有些生词适宜在导入时呈现；有些适宜在阅读后查阅词典；有些可以在阅读中让学生猜测词义。如，本文里的“bread up”一词，我们在阅读中给学生呈现几个相关含义的句子，让学生在观察语言现象的基础后归纳，然后做适量练习加以巩固。

四、展示亮点，构建合作的学习情境

学生已熟悉了语言材料，积累了语言知识。我们不妨就本课相关内容展开讨论。讨论就是交流，它能增进师生之间的了解，有利于及时发现学习中存在的问题，培养学生配合、协作的意识，使学生进行发散性和创造性的思维活动。讨论是对阅读材料学习的延伸，是一种有意义的信息输出过程，是阅读教学环节中的一个重点。在讨论活动设计中，我们要善于挖掘教材中丰富的文化信息和思想内容，所提出的问题不仅可以涉及所学课文的一般事实，同时也肩负起思想教育的功能。如，本文我们设计了这样的讨论题“Do you think Listening to music is good when you are studying？”和“Why or why not？”我们鼓励学生发表自己的见解，为学生创设自由、宽松的讨论氛围，让每个小组组织自己的语言，然后让各组代表发表自己的看法，充分调动学生的参与、合作意识，培养学生的创造性，使其将所学的语言知识转化为语言交际能力。课后让学生把讨论的内容写成书面表达，为本节课画上一个圆满的句号。

高考英语教学教案篇6

第一部分：热身

快速应答：

1.How are you going to school everyday?

2.Thank you very much for your help.

3.Would mind my opening the window?

4.What day was it yesterday?

5.What's the weather like today?

第二部分：朗读

口语朗读技巧：

1.声调与降调

I have three English books, two Chinese dictionaries and five pens. Do you have a map in your hand? Yes, I do.

2.连读：将前一个单词最后的辅音与后一个单词开头的.元音连在一起朗读。 half an hour ran out of not at all

3.失爆：当相邻两个爆破音在一起时，往往给前面一个爆破音留一个位置，但不

爆破，稍停随即发后面的爆破音，这种现象称为“失爆”。 hot bath the next day a good deal of I don’t believe I don’t know I want to say

朗读练习：

1. A smart housewife was told that there was a kind of stove which would only

consume half of the coal she was burning. She was very excited, and said: "That'll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!"

2.The little boy did not like the look of the barking dog.

"It's all right," said a gentleman, "don't be afraid. Don't you know the proverb: Barking dogs don't bite?"

"Ah, yes," answered the little boy. "I know the proverb, but does the dog know the proverb, too?"

高考英语教学教案篇7

教学准备

教学目标

(1)理解文章结构、段落大意、重要信息。

(2)了解新闻报道的文体特征。

(3)培养学生有效的阅读技巧和学习策略。

(4)培养学生勇于面对困境，克服困难，解决问题的情感态度价观。

(5)培养学生成为自主学习的人。

教学重难点

教学目标

(1)理解文章结构、段落大意、重要信息。

(2)了解新闻报道的文体特征。

(3)培养学生有效的阅读技巧和学习策略。

(4)培养学生勇于面对困境，克服困难，解决问题的情感态度价观。

(5)培养学生成为自主学习的人。

教学过程

Step 1 Warming-upand lead-in (5 mins)

(1)图片导入

教师展示国外名校的照片，激发学生对于留学海外的兴趣，以此导入到本课的课题。

T: Morning, class.Before we begin today’s lesson, I’d like to appreciate some pictures with you.

① Have you seen the building before? It’s theShard, the home to the best offices, restaurants and even the top universityWarwick.

② What is this? It’s a gymnasium ofUniversity of Duke, who has just won the champion of NCAA.

③ What about this? It is the library ofUniversity of Michigan, just like a scene from the Harry Potter Movie.

④ Do you know this university?Yes, it is University of Cambridge. So many beautifulpictures, no wonder many excellent graduates are willing to go abroad forfurther study. They take great pains to realize their dreams, but does beingadmitted mean the end of challenge? Hope this text can give us answers.

(2)检查作业

教师通过作业检查，了解学生通过课前预习对文章的了解程度，帮助学生掌握文章大意，同时也培养学生的阅读策略。

T: Yesterday, youwere asked to preview the text. Now I will check your homework to see if youhave got the basic information. Who is the girl? ( Xie Lei ). Where is she now?( London ) What is she doing there? ( studying ) How long has she been there? (6 months) What is the title of the text? (Keep it up, Xie Lei Chinesestudent fitting in well) What is the general idea of the text? ( It’s about agirl who overcame difficulties and adapte to the new environment.)

Great! All of you have done anexcellent job. You have got the general idea through your preview. Can you findthe phrase similar to “adapt to”on the screen? (fit inwell) If someone overcame difficulties, probably we would say to them …( keepit up). Good! Besides the title, what else can tell us that Xie Lei has fittedin well? ( Her smile ) Yes, and probably from her victory gesture. So we cansee that for a really long passage title and picture can help us to get thegeneral idea quickly.

Step 2 Skimming (10 mins)

找出文章框架结构及段落大意。

教师通过引导学生分析文章结构找出段落大意，从而对文章有了总体的把握，以便于细节阅读的开展。

T：When we read apassage, four aspects are very important: general idea, structure, importantinformation and the writing style. Since you’ve got the general idea, we aregoing to focus on the other three. Please open your book and turn to page 38.

Did Xie Lei know that she was goingto face so many difficulties before she studied abroad? ( No )How could you know? (shedidn’t what to expect. )How did she feelthen? ( excited & nervous) So we know that paragraph 1 is about thesituation before she left China. In what order do you think the text isorganized? ( time order) Could you follow the clue to divide the rest of thetext into several parts? You are given five minutes.

Part II is from paragraph 2 toparagraph 5, which is about the situation at the beginning. Part III isparagraph 6&7, which tells us the situation now and future. Do you know whywe should get the structure of a passage? Because when you read a long passage,it is easy for you to forget the information. Once you’ve got the structure,you can get a clear picture of the text so that get the main idea. Now try tofill in the blank to get more information about the text.

Step 3 Careful reading ( 20 min)

细读文章捕捉文章重要信息。

教师引导学生了解文章重要内容，从而深层理解文章所要传递的信息。

T: Now let’s come down to some detailed information. Do you know why a textneed the detail? To make the text vivid and convincing. In order to show howXie Lei overcame the difficulties, what details are needed? ( the difficulties)Yes. ( how she solved it)Yes, thesolution. And to make it convincing, you should tell people what benefit yougot from the situation. So now read the text once again and answer threequestions: 1. what was her problem? Find out the beautiful sentences about herproblem. 2. How did she solve the problem? 3. What benefit did she get from thesituation.

What is her trouble in life? (she had to learn almost everything) Have you seen the beautiful sentences abouther trouble? How did she feel then? (feel like a child) What did she do then? (live with a host family, who gave her a lot of advice) advice about what? ( newculture, idiom, and bring comfort to her) Now I would like to show you somesituations and please decide in which situation can Xie Lei turn to her hostfamily and why. (…) In your opinion, what benefit did Xie Lei get from thesituation? (she becomes strong, confident, independent, experienced…)

Great! Let’s look at her trouble instudy. What’s her problem? ( essay ) How did she deal with it this time?(tutor) Her tutor gave her some advice as well. How many pieces of advice? (Four) How could you get the answer so quickly? ( First… Besides… Then… Finally)What benefit did she get? ( Improved her mark and became an autonomous learner)

All of you have done an amazing job! Butdo you know the meaning of an autonomous learner? (自主学习者) Exactly! That is what you have known so far. Now I want you to work inpairs to find out what makes an autonomous learner from Xie Lei’s example. Youhave got three minutes to discuss with your partner.

Now I would like some of you to answer the questions.

You are so great! An autonomous learner should read a lot of texts andanalyze them. They should give their own opinions and explain it by referringto other authors. And finally even contradict them. That’s what we can learnfrom Xie Lei’s experience. We have known so much about Xie Lei and we careabout her feelings all the time. We know that before she left China she was (nervous & excited). When she arrived in England, she met difficulties inlife, which made her feel ( like a baby). And she had trouble in her essay too,so she felt ( numb with shock). How did Xie Lei feel now? ( at home) Why? ( shefits in well) Is she satisfied and gonna stop trying? ( No, she will keep itup) What is her plan next? ( she will keep a balance between study and sociallife).

Step 4 Discussion ( 7 min)

通过对于文章关键字眼的深层理解，进一步巩固所获取信息，同时让学生更加了解成功的意义、途径，从而了解成长的秘诀，成为更成功成自主的学习者。

So far we’veknown all about Xie Lei’s story. In the last sentence, the author says that “she deserves to succeed”. How do you understand the sentence? Why does he usethe word “ deserve” here? Now I would like you to discuss in groups whether youthink Xie Lei deserves to succeeed and why. You have got 5 minutes.

Step 5 Conclusion and homework ( 3 min)

Who are “we” in the lastparagraph? ( reporter) Where can we see the arricle? ( in the column ofeducation in the newspaper) What does “we will follow Xie Lei’s progress” mean?( there will be follow-up report). So you know the writing style of the text is( feature report). At the beginning of the lesson we know that from the titleand picture we can get the general idea of a long passage. Through our studytoday, we know that we can get the structure following a certain clue, get theimportant information from some key words, and know the writing style from thelast or first paragraph. In addition, we also know about Xie Lei’s story. Moreimportantly, we know the importance of being an autonomous learner, which willbenefit us all the time, whether in study or in life. Wish all of you can beautonomous learners and have the confidence and wisdom to face whatever thefuture holds in store.

Today’s homework, please write afollow-up report about Xie Lei. And recite paragrapg 1, 2&6.

板书

板书设计

Keep it up, Xie Lei

Chinese student fitting in well

Problem Solution Benefit

Life strong

Study autonomous learner