英语重点题设计意图范文【优质6篇】

英语重点题设计意图范文 篇一

Title: The Intent behind Designing Key English Questions

Introduction:

English language learning requires a comprehensive understanding of grammar, vocabulary, reading comprehension, and writing skills. To assess students' proficiency in these areas, teachers design key English questions with specific intentions. This article aims to explore the intent behind designing key English questions and how they contribute to effective language learning.

1. Assessing Grammar Proficiency:

One of the primary intentions of designing key English questions is to assess students' grammar proficiency. These questions are carefully crafted to test students' knowledge of verb tenses, sentence structure, subject-verb agreement, and other grammatical concepts. By including a range of grammar-related questions, teachers can evaluate students' understanding of the language's fundamental rules.

2. Evaluating Vocabulary Mastery:

Another important aspect of language learning is vocabulary. Key English questions are designed to assess students' vocabulary mastery by including word definitions, synonyms, antonyms, and fill-in-the-blank exercises. These questions allow teachers to gauge students' ability to comprehend and use a wide range of words, ultimately enhancing their overall language proficiency.

3. Enhancing Reading Comprehension:

Key English questions also play a significant role in evaluating students' reading comprehension skills. Teachers include comprehension passages followed by questions that require students to analyze the text, infer the meaning of words, identify main ideas, and make connections. These questions test students' ability to comprehend and interpret written information, which is crucial for effective communication in English.

4. Developing Writing Skills:

Designing key English questions also serves the purpose of assessing students' writing skills. Teachers include prompts that require students to write essays, letters, or summaries. These questions test students' ability to organize their thoughts, express ideas coherently, and use appropriate grammar and vocabulary. By practicing writing through key English questions, students can develop their written communication skills, which are essential for academic and professional success.

Conclusion:

The intent behind designing key English questions is to assess students' grammar proficiency, evaluate vocabulary mastery, enhance reading comprehension, and develop writing skills. These questions play a crucial role in measuring students' language learning progress and identifying areas for improvement. By incorporating a variety of question types, teachers can provide a comprehensive evaluation of students' language abilities, thereby facilitating effective English language learning.

英语重点题设计意图范文 篇二

Title: The Significance of Key English Questions in Language Learning

Introduction:

Key English questions are carefully designed to assess students' language proficiency in various aspects such as grammar, vocabulary, reading comprehension, and writing skills. This article focuses on the significance of key English questions in language learning and how they contribute to students' overall language development.

1. Identifying Strengths and Weaknesses:

Key English questions provide teachers with valuable insights into students' strengths and weaknesses in different language areas. By analyzing students' performance in these questions, teachers can identify specific areas where students excel and areas that require improvement. This information helps teachers tailor their instruction to meet individual students' needs effectively.

2. Reinforcing Learning:

Key English questions serve as a reinforcement tool for students' language learning. By revisiting and practicing concepts through these questions, students consolidate their understanding of grammar rules, vocabulary usage, and reading comprehension strategies. Consistent practice through key English questions helps students internalize language concepts and apply them in real-life situations.

3. Encouraging Critical Thinking:

The design of key English questions often involves critical thinking skills. These questions require students to analyze information, make connections, draw conclusions, and evaluate arguments. By engaging in such thought-provoking questions, students develop their critical thinking abilities, enabling them to tackle complex language tasks and make informed judgments.

4. Promoting Effective Communication:

Effective communication in English involves not only language skills but also the ability to express ideas clearly and coherently. Key English questions that require students to write essays, summaries, or letters encourage the development of effective communication skills. By practicing writing through these questions, students learn to organize their thoughts, convey meaning accurately, and use appropriate linguistic devices.

Conclusion:

Key English questions play a significant role in language learning by helping teachers identify students' strengths and weaknesses, reinforcing learning, encouraging critical thinking, and promoting effective communication. These questions provide students with the opportunity to practice and apply language skills in a structured manner, ultimately enhancing their overall language proficiency. By incorporating key English questions into their teaching practices, educators can support students' language development and facilitate successful language learning journeys.

英语重点题设计意图范文 篇三

教学目标：

1.能够熟练运用fly , swim ,hop,这三个行为动词的用法。

2.能够根据老师的指令做出相应的动作。

3.能够借助图画理解《Why the Rabbit Has Long Ears》故事大意。

重点难点：

1.能够熟练运用fly , swim ,hop,这三个行为动词的用法。

2.能够借助图画理解《Why the Rabbit Has Long Ears》故事大意。

教具准备：

磁带，简笔画图片

教学过程：

1.在开始复习阶段，通过让学生正确地回答问题来复习Can you____?如果学生回答：“Yes,I can.”时，就让学生来“Show me”在问题横线上加上swim 和hop，利用自己的手势语言来引导学生回答问题。

2.引导学生进行拓展练习Can a _____ ______?然后讨论课本内容。

给学生这个歌谣，进行操练

Birds fly,飞飞飞(做飞的动作)f-l -y;

Fish swim,游游游(做游泳的动作)s-w-i-m

Rabbits hop,跳跳跳(做跳的动作)h-o-p

happened?部分，先引导学生们讨论课本中的图画，

T:Look at Ling Ming, Is he happy?

Ss:No.

T:What happened?发生什么事了?示意学生跟读。

Ss跟读What happened?

T:What happened? Li Ming fell in the mud. Look at Jenny and happened?What happened? Is Danny's hat too big or too small?

Ss:Danny's hat is too small.

T:Yes,Danny's hat is too small. Danny's head is stuck. Jenny is helping him.

可能学生支吾不能回答，借助手势姿态使自己的意思更明确并提示学生。然后放录音，让学生跟读。

4.讨论《故事书》中的每一幅图画，指出他们能用英语说出名称的东西。借助这些单词和图片来猜出整个故事的大意。告诉学生他们将听到一篇有关兔子为什么长着长耳朵的有事。然后播放录音，让学生看书跟着听。中间停一次，问学生几个问题以检查他们的理解情况。

What happened to the rabbit ?

Is the rabbit happy?

Who helps the rabbit?

Does the rabbit come out of the mud?

What will happen next?

英语重点题设计意图范文 篇四

一、 课程类型：

高三复习课

二、 教学目标：

一) 认知目标

1.句型和语言点(见教学重点)。

2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。

二)情感目标

利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。

三)智力目标

在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮 助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

三、 教材分析：

这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。

四、 教学重点：

1. 学会审题和谋篇

2. 掌握多样化的表达方式

3. 熟练各段中的固定写作套路

五、 教学难点：

1. 如何帮助学生运用写作策略，促进学生自主写作。

2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。

六、 教学方法：

1、活动教学法：

2、任务型教学法：

七、 教学设计：

Step 1. Warming up

Come up with some proverbs for the students to put them into Chinese.

Recitation is of the first importance in any language learning!

Practice makes perfect! …

What do you learn from the above proverbs?

Step 2. Presentation

Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.

Step 3. Exhibition

Show on the whiteboard a writing.

英语重点题设计意图范文 篇五

标签：音乐 to amy and of

Teaching Procedures

教学过程设计

All the class is set in the TV interview show—Heart Garden made by channel , I pide the class in to three groups as the guests of this TV interview show:Frends of the characte

r, Nutritionists, Psychologists. The teacher play the role of the host Step1 Lead--in

the VCR----Are teens trying to stay slim to an extreme from BBC ,then transpose to our calss,which can lead students to the TV show situation

T: “Good moring ,Ladies and Gentleman! Welcome to Heart Garden made by Channel YOUNG STV .I am the ’s topic is Dying to be thin. There are three groups :Frends of the character, Nutritionists, ’s talk together to slove the problem , let’s see which group can get the most stars accroding to your active you ready? ”

S: “Yes! ”.

T: “First ,let me show you some you know them”

Show students some pop stars’pictures

T: “Whom do you like better, the thin or the fat? How can we become thin?

S: “The thin.”

T: “How can we become thin?Let’s discuss ways of losing weight.”

Suggested answers:

Going on a dietExercising in a gym or other places Receiving surgical treatment(外科治疗)Taking weight-loss pills

T: Do you think eating weight-loss pills is effective and good?”

S: “ No!’

T: “ Good!But the unfortunate thing also happened to our character--Amy .Let’s welcome Amy.”

设计意图：把正堂课虚拟上海生活时尚频道---心灵花园节目的录制现场。让学生有种身临其境的感觉，紧紧抓住学生的好奇心，顺利展开我们的话题。在导入部分简单讨论时下减肥方法给学生热身，让学生初步认识到吃减肥药是不正确的，有害健康的。以此引出今天的话题人物—Amy

Step2: Reading

1th E--mail

T: What happened to Amy? Please read the first e-mail quickly and retell ’t worry ,I’ll give you some hints:

Used to go to the gym ----Now( Take weight-loss pills)--- Why ( be ashamed of?)---- How? (Feel ? )---But Mum said: dangerous and priceless

(In this step ,first ask students to discribe the events step by step and then ask all the class to retell again)

设计意图：运用复述教学方式不仅可以锻炼学生的阅读理解能力对事件有大致的了解,同时让学生自主学习，自己组织语言来表述事件经过给学生语言的替换能力和口头表达能力的锻炼机会

2th E--mail

T: “Good job!In the first e-mail ,we know that Amy took the weight-loss pills and lost 7kg,which let her feel very tired. But then ,what happened? Did she scucess? Listen to the second E-mail, fill in the blanks.”

T:Well done! Since we know the general idea of 2th e—mail ,let’s read it and do T or F ；

is now recovering from a bad cold in hospital.()

Dong donated part of his liver to save Amy’s life. ()

follows doctor’s advice and often goes to the gym. ( )

Amy eats lots of fruit and vegetables. ( )

a slim and attractive figure, we can damage our health. ( )

Answers: FTFTF

设计意图：在处理第二封信时先让学生听录音抓住主来信息来完成填空这不仅可以训练学生的听力而且让学生了解第二封信的主要内容，在此基础上让学生通过朗读对文章细节进行分析完成判断题，训练学生的朗读能力提高语音语调

1th and 2th e--mail

T：“Now that we have read the tow e—mails .Let’s analyse detailly,I think there’re three periods about Amy’s mood, what is her mood in each period”？

Period One (in the first E-mail)

英语重点题设计意图范文 篇六

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。