高中英語新課標教學設計-模板合集

課 題English around the World詞匯課新授課科 目英 語教學對象高一年級提供者課 時1一、教材內(nèi)容分析本節(jié)課是以學習課后詞匯短語用法為主題的一節(jié)課。本節(jié)課所學的大部分單詞和短語是新課標所要求掌握的，而且經(jīng)常會出現(xiàn)在高考題中，所以掌握本節(jié)課內(nèi)容很重要。又由于本節(jié)課所學單詞大都是一詞多義，短語所運用的結(jié)構也變化多端，對學生來說，掌握起來有些困難。二、教學目標（知識、技能、 情感態(tài)度）知識目標：掌握 because of, come up, command, request, take part in這些單詞拼寫 用法，并能運用這些單詞短語靈活造句。技能目標：提高學生的總結(jié)能力和自學能力。情感目標：讓學生對詞匯學習感興趣及構建學習詞匯的自信。 三、學習者特征分析大部分同學認為詞匯課無聊，對于詞匯的學習沒有興趣，課上不夠活躍。所以作為老師，應在課上設置各種活動，運用多種教學方法，調(diào)動學生積極性。使他們在愉快的氣氛中學到知識。通過個人努力及小組合作能夠完成教學任務，達成教學目標。四、教學策略選擇與設計情景式教學，舉例教學，獨立完成任務及小組討論合作五、教學環(huán)境及資源準備黑板 投影儀 多媒體 錄音機，學案六、教學過程教學過程教師活動學生活動設計意圖導入4分鐘向?qū)W生展示音樂“because of youbecause I love you 在屏幕是展示歌的名字。問一些問題，例如：Are the music nice?Both of the name want to show the meaning of 因為, Why does one uses because of, and the other uses because ?欣賞音樂，放松，觀察討論 ，給出答案。開場英文音樂可將學生帶入一個輕松的氛圍中，同時引出本節(jié)課要將的一個短語because of與because的辨析。將學生引入本節(jié)的詞匯學習課。跟磁帶讀單詞5分鐘放磁帶 讓學生大聲朗讀本單元單詞跟著磁帶大聲朗讀本單元單詞能夠準確掌握單詞發(fā)音，部分學生可以根據(jù)發(fā)音記憶單詞。 詞匯用法學習20分鐘1）對于一次多意的單詞如come up，base, 我會給根據(jù)每個單詞的不同詞性和詞義給學生展示幾個例句。例如1) The children came up to me and showed me the way to the station.2) The sky was dark blue and clear when the moon came up.3) Your question came up at the meeting. 4) Tom came up with a good idea對于多種搭配的單詞，例如command, request, 會根據(jù)不同搭配和意義列出句子。讓學生自己通過觀察，總結(jié)搭配和意思。之后再將這些用法總結(jié)，拓展到suggest, order, require ,advise等表示命令建議要求的單詞用法中.例如:1) The policeman commanded the thief to stop.2) The teacher commanded that he should go out of the classroom.3) The boss commanded that Tom finish the work on time. 4) The commanded is that we should set out at once.5) It is the command that the desk be moved away.6) Tom has a good command of France, so he can communicate with France fluently 觀察例句，翻譯句子，找出句子中同一單詞的不用意思和用法搭配并總結(jié)。并完成相應練習題設置一定語境，理解起來更容易。讓學生自己觀察總結(jié)，記憶會更深刻。同時提高了興趣，鍛煉了學生的觀察句子能力和自主學習能力。鞏固練習10分鐘讓學生根據(jù)本節(jié)課所學內(nèi)容做一些綜合練習題。讓每組派一名同學將答案寫在黑板上。若遇到不同答案，請小組派代表解釋為什么得出這個答案。老師在需要的時候做點撥做一些綜合練習題小組內(nèi)核查答案，并派一名代表將答案寫在黑板上。若有不同答案，派代表給出解釋進一步鞏固所學知識，查漏補缺。作業(yè)布置1分鐘讓學生寫一篇文章，內(nèi)容自定。但需要用上本節(jié)課所學的詞匯寫一篇小短文。但需要用上本節(jié)課所學的詞匯鍛煉學生的寫作能力，同時再次加鞏固所學知識。教學流程圖: 導入詞匯用法學習鞏固練習作業(yè)布置七、 教學設計評價評價內(nèi)容：1. 學習興趣， 學生是否有濃厚的學習興趣。2. 學習態(tài)度，在做題，小組討論，及聽別人講解時是否積極，認真，學習態(tài)度是否端正。3. 所學知識和技能掌握情況。評價方法：1. 自我評價，是學生自己評價，肯定自己的努力，看到自己的不足。2. 互相評價，以小組為單位，組員之間對學習態(tài)度及效果的評價3. 教師評價，學生的自評和互評，都必須與教師的評價結(jié)合起來，教師要在評價 中發(fā)揮主導作用課時教學設計課題主語+謂語（及物動詞）+賓語+賓語補足語&There be 句型用法三維教學目標知識與能力talk about body language: cultural differences and intercultural communication備課時間上課時間過程與方法參看教學過程教學方法Explanation and practice學法指導Individual work,pair work and group work.情感態(tài)度價值觀讓學生了解有聲語言與“體態(tài)語”的對應關系，了解語言意義與行為意義（“體態(tài)語”）在交際中具有同等重要的作用。課型reading教學重點及分析Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.教學難點及突破Enable the students to understand what a certain gesture of the body language means in a given situation.教學過程教學環(huán)節(jié)老師指導與學生活動設計意圖 Step I Lead-inThe teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005. T: But do you know who she is? Yes, she was the leading dancer of the program. Her name is Tai Lihua（邰麗華）. She is called a Fairy of Peach blossom(桃花仙子) by people. You know she is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deaf and dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very important part in her life. We are all healthy people, sometimes we can use body language to express ourselves. So we should pay more attention to learning body languages. Step II IntroductionT: Now lets do some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.T: Ok. Its time to take up the lesson. Please look at the screen. Lets take a look at the following gestures:GestureActionMeaningA handshake You are welcome.A clap of handCome on; be cheerful.A V-shape of the fore-finger and middle fingerMay you succeed!Or congratulations on your success!A half-closed hand with thumb downI am not in favor of your idea or Ill have to refuse you.A wrinkling of the brow in thought or displeasure or a scowlShe is worried.Tears coming out of his eyes.He is very sad.All smiles on her faceShe is very happy.Waving their handsThey are waving goodbye to people around.A hand stretched out forward with strengthHe is stopping a tank.People jump with their both hands stretched open in the air.They are cheering for the victory.Step PracticeT: Look at Page 25. What are these people communicating?Step Time for FunStep V Role Play (Speaking task on P67)T: Now, theres still a little time left. Lets come to Speaking Task on Page 67. 作業(yè)English weekly 1-6課后反思課時教學設計課題Unit 4 Body language三維教學目標知識與能力Help the students learn how to express themselves in body language when needed.備課時間上課時間過程與方法參看教學過程教學方法aIndividual work, pair work and group work.學法指導Acting out by imitation情感態(tài)度價值觀為學生提供了來自不同國度、不同語言文化背景的“體態(tài)語”及其在交際中的異同和影響的具體例證課型閱讀教學重點及分析a. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions.教學難點及突破Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.教學過程教學環(huán)節(jié)老師指導與學生活動設計意圖 Step RevisionFree talk about the topic: the Importance of Body Language. While the student on duty gives the presentation, the teacher can simultaneously approve his or her performance by using the body language learned or familiar to the students such as nodding the head, stretching out the hand with thumb up, shrugging the shoulders, etc.Step Pre-readingT: Our text is about a special means of communicationBody Language. Now please look at the screen. And discuss these questions with your partner first. And then some of you will be asked to report your work. Are you clear?After a few minutes.T: Now whod like to answer the first question? Volunteer! S1: Let me try. The purpose of language, of course, is to be used as a tool of communication. That is, to exchange with others ideas, feelings, information, and so on.T: Perfect! Body language is used anytime and anywhere to convey peoples ideas, feelings, information, and so on and so forth. Next question?Step While-reading1. Scanning While reading, please try to divide the whole passage into several parts and find out the main idea.Summary of body language.Read the text carefully, then decide if the following statements are true (T) or false (F). Step IV Post reading1. Is the author of this passage male or female? How do you know ?2.What were the two mistakes that the author noticed? 3. Who seemed to prefer to keep more physical distance from others? Who seemed to prefer closer physical distance ?4. Did any students have similar greeting customs? If so, which ones?作業(yè)Get ready to retell the text in your own words.課后反思課時教學設計課題Unit 4 Body language 三維教學目標知識與能力Enable the students to know more about body language.備課時間上課時間過程與方法參看教學過程教學方法task-based method, role-play method.學法指導Individual work, pair work and group work.情感態(tài)度價值觀使學生進一步明確“體態(tài)語”對人們在日常交際中了解對方情感、思想、態(tài)度等方面所起的作用課型Reading教學重點及分析The understanding of the poorly-written reading text, especially the relationship awkwardly built up between “you” and the other people in the text, who are met by the awkward arrangement of the compilers of the textbook.教學難點及突破Let the students know that there is both positive body language and negative body language.教學過程教學環(huán)節(jié)老師指導與學生活動設計意圖1 Pre-reading1. What is the function of body language?2. How do you find body language in our daily life?3. How can the same body language express different feelings or ideas in different cultures?2 Fast readingTURE OF FALSE3 Further readingT: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now lets read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible. T: Before we come to the end of this period, lets take up the last item, doing the arrangement of the information under the passage on Page 67.S8: It can be dangerous to meet people you do not know.S9: Many Asian people do not usually physically touch strangers.S10: If we show an open hand, it means that we are not holding anything dangerous.S11: The right hand is usually used because it is almost the stronger.S12: People shake their hands when meeting to show that they can be trusted.S13: To show respect, people will touch their heart and mouth when greeting someone.作業(yè)Homework1. Read aloud all the reading texts in this unit.2. Get ready to retell the two reading passages learnt in this period.課后反思課時教學設計課題Unit 4 Body language三維教學目標知識與能力動詞-ing用法備課時間上課時間過程與方法參看教學過程教學方法 Individual work, pair work and group work.學法指導情感態(tài)度價值觀學生在聽、說、做（即表演“體態(tài)語”的動作）中能夠增進對語言交際的感性認識，為他們在閱讀過程中上升到對語言交際的理性認識打下基礎。課型Grammar教學重點及分析V-ing 形式在句中作定語和狀語是本單元的學習重點。教學難點及突破V-ing 形式在句中作定語和狀語是本單元的學習重點。教學過程教學環(huán)節(jié)老師指導與學生活動設計意圖Structure Study 一: V-ing 形式由 “doing” 構成, 其否定形式是 “not doing”, V-ing 可以帶賓語或狀語構成 V-ing 短語, 沒有人稱和數(shù)的變化, 但有時態(tài)和語態(tài)的變化。 V-ing 形式在句中作定語和狀語是本單元的學習重點。1. 作定語 V-ing 形式可以單獨充當名詞的前置修飾語, 這時有兩種情況。1) -ing形式表示 “供作.之用”的意思, 這類作定語的-ing形式過去叫動名詞。 A swimming pool = a pool for swimming2) -ing形式表示 “.的” 意思, 過去叫現(xiàn)在分詞 A sleeping child working people -ing形式短語作定語時一般放在它所修飾的名詞之后, 相當于一個定語從句。如: They are visitors coming from several countries. The boy standing there is a classmate of mine.2. 作狀語 可以表示時間, 原因, 結(jié)果,條件, 行為方式或伴隨動作等。Attention Please -ing形式作狀語時, 它的邏輯主語必須與主句的主語是一致的。Time permitting, I will pay a visit to the whole city. (分詞的邏輯主語是time , 而句子的主語是I , 兩者不構成主謂關系, 所以只能用獨立主格結(jié)構, 也就是給現(xiàn)在分詞補充一個主語。)作業(yè)HomeworkDo “Using Structures” on Page 64.課后反思教學基本信息課題“Working the land” Module4 Unit2 Period 5Listening, reading, speaking and writing作者及工作單位謝子健 遵化市第一中學指導思想與理論依據(jù)認真鉆研新課標，樹立新觀念，探索新教法，以落實教學常規(guī)，規(guī)范教學行為為重點，以大興教科研之風，走科教興校之路為抓手，以改革課堂教學模式，推行先學后教當堂訓練為突破口，在學校教學計劃指導下進行工作。特別注重提高學生用英語進行思維和表達的能力。繼續(xù)拓寬學生的知識面，全面培養(yǎng)聽、說、讀、寫四會能力，理解、分析和閱讀的能力，讓學生盡快適應高中學習。教材分析這節(jié)課是本單元的第五課時，學生在extensive reading部分已了解了“Chemical or Organic Farming?”的有關情況，為本節(jié)課的聽說讀寫訓練作了鋪墊。雖然學生對chemical farming和organic farming有了一定的理解，但是要求他們把相關內(nèi)容用英語表達出來仍有一定的難度。本節(jié)課的目的是讓學生通過聽、讀活動，從語言材料中獲取相關的信息，并通過對信息的加工和處理，提高他們的說、寫能力。學情分析今年我任教高一（1）班和高一（2）班兩個班的英語教學工作。高一(2)班的學生整體水平還可以，上課基本能配合老師完成各項教學任務，學習氛圍較濃，但也有一小部分學生基礎偏差。而高一（1）班的學生整體上英語普遍偏差，上課雖然認真，但是老師要求在課堂上完成的學習練習較難完成。因此在教學中我根據(jù)兩個不同的班級情況準備采用分層授課和分層布置作業(yè)使每一位學生得到提高。 這節(jié)課的目的是提高學生的聽說讀寫綜合能力。以一根主線下來，從聽力中chemical farming的缺點到說、讀、寫部分的green food的優(yōu)點，從語言的輸入到語言的輸出。首先讓學生從聽力材料中獲知 “Chemical farming”對食物的影響，訓練學生的聽力能力，提出綠色食品，注重食物安全。然后從閱讀材料中獲知 “green food”的生長環(huán)境和好處。接著提供情景，讓學生編對話，運用useful expressions of persuation，訓練學生的口語表達能力。最后，在寫作中，提供sample和三個情景，叫學生設計海報，提高學生的寫作能力。教學目標1）Develop students listening, reading, speaking and writing ability.2）Let students learn some expressions of persuation.3）Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.教學重點和難點1) Get students to listen and understand the listening material.2) Get students to learn how to persuade others by using the functional items for persuasion3) Get students to learn to design a poster by advertising the safety and imporance of eating “green food”.教學過程Step1. Revision & Leadin before listening1. Ask students to go over what they have learned in the extensive reading by doing an interwiew.2. Teacher shows a cabbage with a hole in it to the class and ask:Look! What is wrong with the vegetable? Step2: While- listening1. Ask students to listen to the tape for the main idea. -The possible bad effects of chemical fertilizers on the fruit and vegetables that we eat today 2. Ask students to Listen to the tape for a second time. Decide if the following statesments are true or false. Before listening, ask students to go through the five sentences first.( If necessary, write down key words.)(1)Paul thinks that Carrie is not telling him the truth. ( T )(2)Using chemical fertilizers always makes vegetables empty inside. ( F )(3)Todays fruit is not as healthy for people as fruit fifty years ago. ( T )(4)Eating more vegetables is good for us. ( F )(5)All of todays vegetables look healthy but in fact are not. ( T )3. Show students the listening text and and ask them to listen to the tape for a third time to check if their answers are right. This time students can look at the material and should underline the key words, phrases and sentences. (listening text is omitted)Step3 Post-listening for consolidationT: What is wrong with the vegetable ? ( showing the cabbage)Ss: The vegetable was grown with chemical fertilizers. Although it is big, it is empty inside.T: Why are todays fruit and vegetables not as healthy as they were before?Ss: Because they were grown with chemical fertilizers.T: So what kind of food would you like to buy?S1: Food grown with natural waste from animals. Ss: green food.Step4. Reading1Let students know something about green foodT: This is the symbol of green food. (by showing pictures)In what condition do you think green food grow?dirty air (no)clean water supplies (yes)clean, fresh (yes)dirty water supplies (no)in industrial areas (no)away from industrial areas (yes) many chemical fertilizers (no)no chemical fertilizers (yes)2Ask students to skim the passage on Page 15 and tell the advantages of green food and problems about green food. (by filling in the blanks)Advantages of green foodhealthy and safe for peoples healthfree of chemical fertilizersgrown away from industrial areasgrown away from dirty water suppliesProblems about green foodnot knowing about the food and how good it ismore expensive than other food which is not so safe3Ask students to read the passage and underline useful expressions.教學環(huán)節(jié)教師活動預設學生行為設計意圖Step1. Revision & Leadin before listeningStep2: While- listeningStep4. Reading1. Ask students to go over what they have learned in the extensive reading by doing an interwiew.2. Teacher shows a cabbage with a hole in it to the class and ask:Look! What is wrong with the vegetable? 1. Ask students to listen to the tape for the main idea. -The possible bad effects of chemical fertilizers on the fruit and vegetables that we eat today2. Ask students to Listen to the tape for a second time. Decide if the following statesments are true or false. Before listening, ask students to go through the five sentences first3. Show students the listening text and and ask them to listen to the tape for a third time to check if their answers are right. This time students can look at the material and should underline the key words, phrases and sentences. (listening text is omitted)1Let students know something about green food2Ask students to skim the passage on Page 15 and tell the advantages of green food and problems about green food. (by filling in the blanks)3Ask students to read the passage and underline useful expressions學生帶著問題“What is wrong with the vegetable?”去聽，這種設疑導入法能有效激發(fā)學生的興趣，形成對學習內(nèi)容知之、好之、樂之的心理過程，達到激趣樂學最佳狀態(tài)。問題設計不適合自己的學生，就用自己設計的題目來替換原有的題目，以降低難度，面向全體學生。學生快速瀏覽5個句子，然后帶著任務聽錄音，以減少聽力訓練中的盲目性，這是聽力教學中常見的教學方法。必要時，學生可記下關鍵詞。另外，考慮到教材中的第四個句子本身就很難理解，作了改動。學生聽第三遍錄音時可以看材料，并劃出做題的依據(jù)，使學生做到自己問題盡量自己解決，從而增強了自信，提高了能力。學生對綠色食物很感興趣，對其標志以及生長環(huán)境很了解，回答不但快速并且全部正確。學生快速閱讀文章，了解綠色食物的advantages和problems，并且要求學生記住綠色食物的好處，為編對話做好鋪墊。通過記者對農(nóng)民的采訪，激活學生已有的知識。然后，以chemical farming為切入點，給學生看實物，一個長得很大但又空心的大白菜，以引起學生對聽力的興趣，從而自然地引出聽力材料的話題“What is wrong with the vegetable?”。主要是引導和鼓勵學生積極利用學習資源解決學習中的困難，培養(yǎng)學生的判斷能力和自己解決問題的能力。讓學生知道綠色食品的標志以及綠色食品的生長環(huán)境板書設計Working the land” Module4 Unit2 Period 5Step1. RevisionStep2: While- listeningStep3 Post-lis