高中英語(yǔ)新課標(biāo)教學(xué)設(shè)計(jì)模板合集

1、課 題English around the World詞匯課新授課科 目英 語(yǔ)教學(xué)對(duì)象高一年級(jí)提供者課 時(shí)1一、教材內(nèi)容分析本節(jié)課是以學(xué)習(xí)課后詞匯短語(yǔ)用法為主題的一節(jié)課。本節(jié)課所學(xué)的大部分單詞和短語(yǔ)是新課標(biāo)所要求掌握的，而且經(jīng)常會(huì)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(xué)單詞大都是一詞多義，短語(yǔ)所運(yùn)用的結(jié)構(gòu)也變化多端，對(duì)學(xué)生來(lái)說(shuō)，掌握起來(lái)有些困難。二、教學(xué)目標(biāo)（知識(shí)、技能、 情感態(tài)度）知識(shí)目標(biāo)：掌握 because of, come up, command, request, take part in這些單詞拼寫(xiě) 用法，并能運(yùn)用這些單詞短語(yǔ)靈活造句。技能目標(biāo)：提高學(xué)生的總結(jié)能力

2、和自學(xué)能力。情感目標(biāo)：讓學(xué)生對(duì)詞匯學(xué)習(xí)感興趣及構(gòu)建學(xué)習(xí)詞匯的自信。 三、學(xué)習(xí)者特征分析大部分同學(xué)認(rèn)為詞匯課無(wú)聊，對(duì)于詞匯的學(xué)習(xí)沒(méi)有興趣，課上不夠活躍。所以作為老師，應(yīng)在課上設(shè)置各種活動(dòng)，運(yùn)用多種教學(xué)方法，調(diào)動(dòng)學(xué)生積極性。使他們?cè)谟淇斓臍夥罩袑W(xué)到知識(shí)。通過(guò)個(gè)人努力及小組合作能夠完成教學(xué)任務(wù)，達(dá)成教學(xué)目標(biāo)。四、教學(xué)策略選擇與設(shè)計(jì)情景式教學(xué)，舉例教學(xué)，獨(dú)立完成任務(wù)及小組討論合作五、教學(xué)環(huán)境及資源準(zhǔn)備黑板 投影儀 多媒體 錄音機(jī)，學(xué)案六、教學(xué)過(guò)程教學(xué)過(guò)程教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖導(dǎo)入4分鐘向?qū)W生展示音樂(lè)“because of you""because I love you"

3、 在屏幕是展示歌的名字。問(wèn)一些問(wèn)題，例如："Are the music nice?""Both of the name want to show the meaning of '因?yàn)?#39;, Why does one uses because of, and the other uses because ?"欣賞音樂(lè)，放松，觀察討論 ，給出答案。開(kāi)場(chǎng)英文音樂(lè)可將學(xué)生帶入一個(gè)輕松的氛圍中，同時(shí)引出本節(jié)課要將的一個(gè)短語(yǔ)because of與because的辨析。將學(xué)生引入本節(jié)的詞匯學(xué)習(xí)課。跟磁帶讀單詞5分鐘放磁帶 讓學(xué)生大聲朗讀本單元單詞跟著磁帶

4、大聲朗讀本單元單詞能夠準(zhǔn)確掌握單詞發(fā)音，部分學(xué)生可以根據(jù)發(fā)音記憶單詞。 詞匯用法學(xué)習(xí)20分鐘1）對(duì)于一次多意的單詞如come up，base, 我會(huì)給根據(jù)每個(gè)單詞的不同詞性和詞義給學(xué)生展示幾個(gè)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(duì)于多

5、種搭配的單詞，例如command, request, 會(huì)根據(jù)不同搭配和意義列出句子。讓學(xué)生自己通過(guò)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 comm

6、anded 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(yīng)練習(xí)題設(shè)置一定語(yǔ)境，理解起來(lái)更容易。讓學(xué)生自己觀察總結(jié)，記憶會(huì)更深刻。同時(shí)提高了興趣，鍛煉了學(xué)生的觀察句子能力和自主學(xué)習(xí)能力。鞏固練習(xí)10分鐘讓學(xué)生根據(jù)本節(jié)課所學(xué)內(nèi)容做一些綜合練習(xí)題。讓

7、每組派一名同學(xué)將答案寫(xiě)在黑板上。若遇到不同答案，請(qǐng)小組派代表解釋為什么得出這個(gè)答案。老師在需要的時(shí)候做點(diǎn)撥做一些綜合練習(xí)題小組內(nèi)核查答案，并派一名代表將答案寫(xiě)在黑板上。若有不同答案，派代表給出解釋進(jìn)一步鞏固所學(xué)知識(shí)，查漏補(bǔ)缺。作業(yè)布置1分鐘讓學(xué)生寫(xiě)一篇文章，內(nèi)容自定。但需要用上本節(jié)課所學(xué)的詞匯寫(xiě)一篇小短文。但需要用上本節(jié)課所學(xué)的詞匯鍛煉學(xué)生的寫(xiě)作能力，同時(shí)再次加鞏固所學(xué)知識(shí)。教學(xué)流程圖: 導(dǎo)入詞匯用法學(xué)習(xí)鞏固練習(xí)作業(yè)布置七、 教學(xué)設(shè)計(jì)評(píng)價(jià)評(píng)價(jià)內(nèi)容：1. 學(xué)習(xí)興趣， 學(xué)生是否有濃厚的學(xué)習(xí)興趣。2. 學(xué)習(xí)態(tài)度，在做題，小組討論，及聽(tīng)別人講解時(shí)是否積極，認(rèn)真，學(xué)習(xí)態(tài)度是否端正。3. 所學(xué)知識(shí)和技能掌

8、握情況。評(píng)價(jià)方法：1. 自我評(píng)價(jià)，是學(xué)生自己評(píng)價(jià)，肯定自己的努力，看到自己的不足。2. 互相評(píng)價(jià)，以小組為單位，組員之間對(duì)學(xué)習(xí)態(tài)度及效果的評(píng)價(jià)3. 教師評(píng)價(jià)，學(xué)生的自評(píng)和互評(píng)，都必須與教師的評(píng)價(jià)結(jié)合起來(lái)，教師要在評(píng)價(jià) 中發(fā)揮主導(dǎo)作用課時(shí)教學(xué)設(shè)計(jì)課題主語(yǔ)+謂語(yǔ)（及物動(dòng)詞）+賓語(yǔ)+賓語(yǔ)補(bǔ)足語(yǔ)&There be 句型用法三維教學(xué)目標(biāo)知識(shí)與能力talk about body language: cultural differences and intercultural communication備課時(shí)間上課時(shí)間過(guò)程與方法參看教學(xué)過(guò)程教學(xué)方法Explanation and practice學(xué)法

9、指導(dǎo)Individual work,pair work and group work.情感態(tài)度價(jià)值觀讓學(xué)生了解有聲語(yǔ)言與“體態(tài)語(yǔ)”的對(duì)應(yīng)關(guān)系，了解語(yǔ)言意義與行為意義（“體態(tài)語(yǔ)”）在交際中具有同等重要的作用。課型reading教學(xué)重點(diǎn)及分析Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.教學(xué)難點(diǎn)及突破Enable the students to understand what a certain gesture of the b

10、ody language means in a given situation.教學(xué)過(guò)程教學(xué)環(huán)節(jié)老師指導(dǎo)與學(xué)生活動(dòng)設(shè)計(jì)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

11、. 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

12、. 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

13、 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

14、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 yo

15、u.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

16、 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

17、1-6課后反思課時(shí)教學(xué)設(shè)計(jì)課題Unit 4 Body language三維教學(xué)目標(biāo)知識(shí)與能力Help the students learn how to express themselves in body language when needed.備課時(shí)間上課時(shí)間過(guò)程與方法參看教學(xué)過(guò)程教學(xué)方法aIndividual work, pair work and group work.學(xué)法指導(dǎo)Acting out by imitation情感態(tài)度價(jià)值觀為學(xué)生提供了來(lái)自不同國(guó)度、不同語(yǔ)言文化背景的“體態(tài)語(yǔ)”及其在交際中的異同和影響的具體例證課型閱讀教學(xué)重點(diǎn)及分析a. Teach the student

18、s 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(xué)難點(diǎn)及突破Enable the students to realize the importance of body language in communication so that little or no mis

19、understanding may occur.教學(xué)過(guò)程教學(xué)環(huán)節(jié)老師指導(dǎo)與學(xué)生活動(dòng)設(shè)計(jì)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 a

20、s 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

21、 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

22、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 dec

23、ide 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 physi

24、cal 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(shí)教學(xué)設(shè)計(jì)課題Unit 4 Body language 三維教學(xué)目標(biāo)知識(shí)與能力Enable the students to know more about body language.備課時(shí)間上課時(shí)間過(guò)程與方法參看教學(xué)過(guò)程教學(xué)方法task-based method, role-play method.學(xué)法指導(dǎo)Individu

25、al work, pair work and group work.情感態(tài)度價(jià)值觀使學(xué)生進(jìn)一步明確“體態(tài)語(yǔ)”對(duì)人們?cè)谌粘＝浑H中了解對(duì)方情感、思想、態(tài)度等方面所起的作用課型Reading教學(xué)重點(diǎn)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 compil

26、ers of the textbook.教學(xué)難點(diǎn)及突破Let the students know that there is both positive body language and negative body language.教學(xué)過(guò)程教學(xué)環(huán)節(jié)老師指導(dǎo)與學(xué)生活動(dòng)設(shè)計(jì)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 feel

27、ings 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

28、 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

29、 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

30、 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(shí)教學(xué)設(shè)計(jì)課題Unit 4 Body language三維教學(xué)目標(biāo)知識(shí)與能力動(dòng)詞-ing用法備課

31、時(shí)間上課時(shí)間過(guò)程與方法參看教學(xué)過(guò)程教學(xué)方法 Individual work, pair work and group work.學(xué)法指導(dǎo)情感態(tài)度價(jià)值觀學(xué)生在聽(tīng)、說(shuō)、做（即表演“體態(tài)語(yǔ)”的動(dòng)作）中能夠增進(jìn)對(duì)語(yǔ)言交際的感性認(rèn)識(shí)，為他們?cè)陂喿x過(guò)程中上升到對(duì)語(yǔ)言交際的理性認(rèn)識(shí)打下基礎(chǔ)。課型Grammar教學(xué)重點(diǎn)及分析V-ing 形式在句中作定語(yǔ)和狀語(yǔ)是本單元的學(xué)習(xí)重點(diǎn)。教學(xué)難點(diǎn)及突破V-ing 形式在句中作定語(yǔ)和狀語(yǔ)是本單元的學(xué)習(xí)重點(diǎn)。教學(xué)過(guò)程教學(xué)環(huán)節(jié)老師指導(dǎo)與學(xué)生活動(dòng)設(shè)計(jì)意圖Structure Study 一: V-ing 形式由 “doing” 構(gòu)成, 其否定形式是 “not doing”, V-

32、ing 可以帶賓語(yǔ)或狀語(yǔ)構(gòu)成 V-ing 短語(yǔ), 沒(méi)有人稱和數(shù)的變化, 但有時(shí)態(tài)和語(yǔ)態(tài)的變化。 V-ing 形式在句中作定語(yǔ)和狀語(yǔ)是本單元的學(xué)習(xí)重點(diǎn)。1. 作定語(yǔ) V-ing 形式可以單獨(dú)充當(dāng)名詞的前置修飾語(yǔ), 這時(shí)有兩種情況。1) -ing形式表示 “供作.之用”的意思, 這類作定語(yǔ)的-ing形式過(guò)去叫動(dòng)名詞。 A swimming pool = a pool for swimming2) -ing形式表示 “.的” 意思, 過(guò)去叫現(xiàn)在分詞 A sleeping child working people -ing形式短語(yǔ)作定語(yǔ)時(shí)一般放在它所修飾的名詞之后, 相當(dāng)于一個(gè)定語(yǔ)從句。如: They

33、 are visitors coming from several countries. The boy standing there is a classmate of mine.2. 作狀語(yǔ) 可以表示時(shí)間, 原因, 結(jié)果,條件, 行為方式或伴隨動(dòng)作等。Attention Please -ing形式作狀語(yǔ)時(shí), 它的邏輯主語(yǔ)必須與主句的主語(yǔ)是一致的。Time permitting, I will pay a visit to the whole city. (分詞的邏輯主語(yǔ)是time , 而句子的主語(yǔ)是I , 兩者不構(gòu)成主謂關(guān)系, 所以只能用獨(dú)立主格結(jié)構(gòu), 也就是給現(xiàn)在分詞補(bǔ)充一個(gè)主語(yǔ)。)作業(yè)

34、HomeworkDo “Using Structures” on Page 64.課后反思教學(xué)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(xué)指導(dǎo)思想與理論依據(jù)認(rèn)真鉆研新課標(biāo)，樹(shù)立新觀念，探索新教法，以落實(shí)教學(xué)常規(guī)，規(guī)范教學(xué)行為為重點(diǎn)，以大興教科研之風(fēng)，走科教興校之路為抓手，以改革課堂教學(xué)模式，推行先學(xué)后教當(dāng)堂訓(xùn)練為突破口，在學(xué)校教學(xué)計(jì)劃指導(dǎo)下進(jìn)行工作。特別注重提高學(xué)生用英語(yǔ)進(jìn)行思維和表達(dá)的能力。繼續(xù)拓寬學(xué)生的知識(shí)面，全面培養(yǎng)聽(tīng)、說(shuō)、

35、讀、寫(xiě)四會(huì)能力，理解、分析和閱讀的能力，讓學(xué)生盡快適應(yīng)高中學(xué)習(xí)。教材分析這節(jié)課是本單元的第五課時(shí)，學(xué)生在extensive reading部分已了解了“Chemical or Organic Farming?”的有關(guān)情況，為本節(jié)課的聽(tīng)說(shuō)讀寫(xiě)訓(xùn)練作了鋪墊。雖然學(xué)生對(duì)chemical farming和organic farming有了一定的理解，但是要求他們把相關(guān)內(nèi)容用英語(yǔ)表達(dá)出來(lái)仍有一定的難度。本節(jié)課的目的是讓學(xué)生通過(guò)聽(tīng)、讀活動(dòng)，從語(yǔ)言材料中獲取相關(guān)的信息，并通過(guò)對(duì)信息的加工和處理，提高他們的說(shuō)、寫(xiě)能力。學(xué)情分析今年我任教高一（1）班和高一（2）班兩個(gè)班的英語(yǔ)教學(xué)工作。高一(2)班的學(xué)生整體水平

36、還可以，上課基本能配合老師完成各項(xiàng)教學(xué)任務(wù)，學(xué)習(xí)氛圍較濃，但也有一小部分學(xué)生基礎(chǔ)偏差。而高一（1）班的學(xué)生整體上英語(yǔ)普遍偏差，上課雖然認(rèn)真，但是老師要求在課堂上完成的學(xué)習(xí)練習(xí)較難完成。因此在教學(xué)中我根據(jù)兩個(gè)不同的班級(jí)情況準(zhǔn)備采用分層授課和分層布置作業(yè)使每一位學(xué)生得到提高。 這節(jié)課的目的是提高學(xué)生的聽(tīng)說(shuō)讀寫(xiě)綜合能力。以一根主線下來(lái)，從聽(tīng)力中chemical farming的缺點(diǎn)到說(shuō)、讀、寫(xiě)部分的green food的優(yōu)點(diǎn)，從語(yǔ)言的輸入到語(yǔ)言的輸出。首先讓學(xué)生從聽(tīng)力材料中獲知 “Chemical farming”對(duì)食物的影響，訓(xùn)練學(xué)生的聽(tīng)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 “

37、green food”的生長(zhǎng)環(huán)境和好處。接著提供情景，讓學(xué)生編對(duì)話，運(yùn)用useful expressions of persuation，訓(xùn)練學(xué)生的口語(yǔ)表達(dá)能力。最后，在寫(xiě)作中，提供sample和三個(gè)情景，叫學(xué)生設(shè)計(jì)海報(bào)，提高學(xué)生的寫(xiě)作能力。教學(xué)目標(biāo)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 advertisi

38、ng the safety and imporance of eating “green food”. 教學(xué)重點(diǎn)和難點(diǎn)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 impora

39、nce of eating “green food”. 教學(xué)過(guò)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- l

40、istening1. 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 stude

41、nts 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)Eatin

42、g 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

43、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

44、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 showin

45、g 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

46、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

47、 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(xué)環(huán)節(jié)教師活動(dòng)預(yù)設(shè)學(xué)生行為 設(shè)計(jì)意圖 Step1. Revision & Leadin before listening Step2: While- listeningStep4. Reading 1. Ask students to go over wha

48、t 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 veg

49、etables 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

50、 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 pro

51、blems about green food. (by filling in the blanks)3Ask students to read the passage and underline useful expressions學(xué)生帶著問(wèn)題“What is wrong with the vegetable?”去聽(tīng)，這種設(shè)疑導(dǎo)入法能有效激發(fā)學(xué)生的興趣，形成對(duì)學(xué)習(xí)內(nèi)容知之、好之、樂(lè)之的心理過(guò)程，達(dá)到激趣樂(lè)學(xué)最佳狀態(tài)。問(wèn)題設(shè)計(jì)不適合自己的學(xué)生，就用自己設(shè)計(jì)的題目來(lái)替換原有的題目，以降低難度，面向全體學(xué)生。學(xué)生快速瀏覽5個(gè)句子，然后帶著任務(wù)聽(tīng)錄音，以減少聽(tīng)力訓(xùn)練中的盲目性，這是聽(tīng)力教學(xué)中常見(jiàn)的教學(xué)

52、方法。必要時(shí)，學(xué)生可記下關(guān)鍵詞。另外，考慮到教材中的第四個(gè)句子本身就很難理解，作了改動(dòng)。學(xué)生聽(tīng)第三遍錄音時(shí)可以看材料，并劃出做題的依據(jù)，使學(xué)生做到自己?jiǎn)栴}盡量自己解決，從而增強(qiáng)了自信，提高了能力。學(xué)生對(duì)綠色食物很感興趣，對(duì)其標(biāo)志以及生長(zhǎng)環(huán)境很了解，回答不但快速并且全部正確。學(xué)生快速閱讀文章，了解綠色食物的advantages和problems，并且要求學(xué)生記住綠色食物的好處，為編對(duì)話做好鋪墊。 通過(guò)記者對(duì)農(nóng)民的采訪，激活學(xué)生已有的知識(shí)。然后，以chemical farming為切入點(diǎn)，給學(xué)生看實(shí)物，一個(gè)長(zhǎng)得很大但又空心的大白菜，以引起學(xué)生對(duì)聽(tīng)力的興趣，從而自然地引出聽(tīng)力材料的話題“What is wrong with the vegetable?”。主要是引導(dǎo)和鼓勵(lì)學(xué)生積極利用學(xué)習(xí)資源解決學(xué)習(xí)中的困難，培養(yǎng)學(xué)生的判斷能力和自己解決問(wèn)題的能力。讓學(xué)生知道綠色食品的標(biāo)志以及綠色食品的生長(zhǎng)環(huán)境板書(shū)設(shè)計(jì)Working the land” Module4 Unit2 Period 5Step1. RevisionStep2: While- listeningSte