閱讀是一個綜合過程,能力的提高更是一個循序漸進的過程。教師若能結合學生的認知水平,合理、靈活地把上述教學設計運用於閱讀課文教學中，以下是yjbys小編跟大家分享的高中英語閱讀課的教學設計案例，希望大家喜歡!
【高中英語閱讀課堂教學設計案例】
Warm-up Task(熱身任務)
Goal: Attract Students’ attention immediately through listening task and try to get the main ideas of the news.
Input: Watch and listen to the two pieces of selected news in live.
Aids : Multi-media
◆Activities: (1) Do you still remember what happened to the USA on September 11th? (2) October 7th is also a great day to us Chinese. What’s the news?.
Forms: ( Individuals: Teacher Students );
Layers: Comprehensive Grasp the key words; Tell the main idea of the news.
Ways：Watching, Listening and Speaking
Links: 熱身任務中設計視聽兩則新聞活動為這節課的話題引入起鋪墊作用。
● Lead-in Task
Goal: Through brainstorming students recall as many resources as possible from which English news comes.
Input:Show Ss some English newspapers. List of famous English newspapers
Aids: English Newspaper;CAI
◆Activities: (1)Where do you usually get the news in your daily life?
(2)What kinds of newspapers can you find ?
(3)Do you know any English newspapers?
(4)Give the right Chinese names to the following:
Famous English Newspapers
The Washington Post; The Boston Globe; The New York Times;
The Times; USA Today; Daily Express; etc.
Forms: Individuals (Teacher Students for activity(1);(2);(3); Pair work for activity(4)
Layers: Comprehensive(simple response)
Ways :Activity (1)—(4) Listening, Looking and Speaking
Links:此項任務與活動設計起承轉、匯入下步閱讀活動作用
(說明：通過學生回答,教師自然引入a special newspaper-China Daily.教師揭示並板書題。Unit 4 Lesson 15 China Daily並設疑：What do you know about it?)
●Reading Tasks
Task A： Reading ‘China Daily’ for understanding
Goal A： Students obtain more details from China Daily.
Input： Students are required to read the text.
Aids：CAI, Blackboard, Textbook.
◆Activities：(1)What sections are there in China Daily?
(2)Which section do you like best? Why?
(3)What do you think of advertisements?
(4)What does Sun Yao think of China Daily?
(5)Find out the sentences with the “–ing Form” in Sun Yao’s opinion. Set them into two groups according to the part of speech of the “ –ing forms”. Then find their friends from page20. 4 Practice.
Forms：Individuals (Teacher Students) for activity (1);
For(2), discuss in pairs and report their desk-mate’s interest and reason;
For (3), Discuss in groups of four then report their results
For (4), listen to the last part of the text.
Activity (5) should be two forms: Find our the “—ing Form” individually and finish 4 Practice in pair.
Layers： 理解性: Activity(1)和Draw a family tree with different sections ; 控制性過渡到半控制性：解答(2)至(5)時，學生依照教師設定的任務進行個體、雙人、小組活動如：imitate, practice, discuss, produce ideas, etc.
Ways: Activity (1)--(3)Scanning; Speaking(talking, reporting); (4)--(5) Listening, Speaking and Writing.
Links：閱讀過程中的任務與活動是依照閱讀能力形成與發展的規律而設計的，這一環節不僅有承上啟下之功效，而且為完成‘真實性任務’打下伏筆。
(說明：通過以上學習活動，學生對課文‘China Daily’的內容、版快設計、語言表述等都有一定的認識與瞭解，也習得了相關的閱讀、語言學習策略。連結：Since you have learned China Daily, can you group the topics according to the sections of it?
Task B：Supplementary reading for reading skills
Goal： Review the contents and its’ relevant sections; Fast-reading and word-guessing skills; efficient dictionary application and independent learning strategies.
Input： WB. Page90 Ex.2; Hand out another 2 pieces of news from China Daily and one from internet as worksheets .
Aids：Worksheet、Teaching designs on the screen.
◆Activities：(1)Match the headlines from China Daily with the different types of sections in the family tree on the blackboard.(See Page 90 Ex.2);
(2)Can you guess the meaning of the word downing?
(3)What does the sentence “we have marched for 10 steps, and there are 10 more steps remaining for us to finish” mean?
(4)Can you make up a best title for the second news?
(5) Why did the US start air attacks on the Afghanistan Taliban according to the news?
(6)What do you think the news tries to tell us? ( Find out the supporting ideas or facts for(4)and (5) from the news.)
(7)What’s the function of the news? How to make your news popular, readable and reliable?
(Note: Work sheet omitted here because of the space)
Forms：Individuals for activity(1) (2) (3);Group work for (4); Individual and group work for (5)(6)(7)
Layers：The activity cycle is from comprehensive(閱讀新聞)to controlled and half-controlled(根據文章語境，小組活動用自己的'語言回答問題)and to communicative one(藉助文章觀點、個體的‘圖式’以及與他人合作時產生的新思想進行積極與碰撞.。
Ways：Activity (1)Reading and speaking; (2)guessing; (3)skimming and guessing through language context，referring to the dictionary if necessary; (4) summarizing and inferring; (5)(6)discussing and reporting; (7)discussing and debating.
Links：活動承上起下，並按閱讀與邏輯思維能力形成序列而設計的。符合語
言學習規律。
(說明：從課文“China Daily”的學習，延伸到取自於(改編的)“China Daily
”中的兩則和網路上一則的新聞學習活動，使學生加深了對“中國日報”版塊設計及內容安排瞭解;也使他們認識到獲取新聞的渠道、方法和製作要求;閱讀過程中的種種活動培養了學生的合作精神，習得了相關的閱讀策略如：猜詞、歸納、推斷等等能力;有助於學生語言綜合能力的發展，為學生完成“真實性任務”在語言、內容和形式上打下了基礎)
●Language-application Task after class
Goal(3) Reinforce what they have learned in this lesson; Work out a project in
English---Fulfill a real task。
Input：Provide Pingzhong Today in Chinese version just for reference.
◆Activities: (1)Finish off WB assignments; (2)Design an English
newspaper“Pingzhong Daily” or “Pingzhong Today”，explain and display it.
Forms：Individuals for (1) ;Group of four for (2)
Layers:Interaction and development
