高中英語新課標教學設計合集

1、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、教材內容分析本節(jié)課是以學習課后詞匯短語用法為主題的T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，而且經常會出現(xiàn)在高考題中，所以掌握本 節(jié)課內容很重要。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 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：提高學生的總結能力口自學能力

2、。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分鐘向學生展小百樂 because of you""because I love you" 在是 展

3、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。開場英文首 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 讀單詞放磁帶讓學生大聲朗讀本單元單詞跟著磁帶大聲

4、朗本單兀單詞能夠準確掌 握單詞發(fā)5分鐘音，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)對千-次多息的單詞如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 themoon came up.3) Your question came up at the meeting.4) Tom came up with a good id

5、ea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，總結搭配和意思。之后再將這些用法總結，拓展到suggest,order, require ,advise等表小命令建議要求的 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

6、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。并完 成相應練習題設語 境，理解起 來更容易。 讓學生自己 觀察總結， 記憶會更深 刻。同時提 圖J興趣， 鍛煉了學生 的觀察句子 能力口自主 學習能力。鞏固 練習10分鐘讓學生根據(jù)

7、本節(jié)課所學內容做一些 綜合練習題。讓每組派一名同學將 答案寫在黑板上。若遇到/、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f 詞匯用法學習 f 鞏固練習 f作業(yè)布置七、教學設計評價評價內容：1 .學習興趣， 學生是否有濃厚的學習興趣。2 .學習態(tài)度，

8、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句型用法維 教 學 目 標知識與 能力talk about body language: cultural differences and intercultural communication

9、備課時間上課時間過程與 方法參看教學過程教學方法Explanationand 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諦言與體態(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Enable the stu

10、dents to understand what a certain gesture of the body language means in a given situation.破教學過程教 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 ar from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005.T: But do you know who sh

11、e 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（K花仙子）by people. You know she is a deaf girl, but she is a wise, diligent, charming anc energetic girl. She studied very hard and got two degrees of bachelors in university. She was

12、 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? S 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 he

13、althy people, sometimes we can use body language to express ourselves. So we should pay more attentic to learning body languages.Step II IntroductionT: Now let ' s do some TPR （Total Physical Response） activ together, I hope you will enjoy them and have fun as well.T: Ok. It ' s time to take

14、 up the lesson. Please look at the sc Let ' ake a look at the following gestures:e；hentiesreen.GestureActionMeaningA handshakeYou arewelcome.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

15、 thumb downI am not in favor of your idea or I ' ll 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 smileson her faceShe is very happy.Wavingtheir handsThey are waving goodbye to people around.A hand st

16、retched out forward with strengthHe is stopping a e to SpeakiPeople jump with their both hands stretched open in the air.They are cheering for the victory.Step m PracticeT: Look at Page 25.What are these people communicating?Step IV Time for FunStep V Role Play (Speaking task on P67)T: Now,

17、there ' s still a little time left. Let' s(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alndividualwork, pairwork andgroup work.學法指導Acting out by i

18、mitation情感態(tài)度 價值觀為學生提供了來自/、同國 度、/、同語言義化背景的 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Ena

19、ble 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 劃、節(jié)老師指導與學生活動設計意圖Step I RevisionFree talk about the topic: the Importance of Body Language. While the student on duty gives the presentation the teacher can simultaneous

20、ly approve his or her performance by using the body language learned or familia to the students such as nodding the head, stretching out th hand with thumb up, shrugging the shoulders, etc.eStep n Pre-readingT: Our text is about a special means of communication Body Language. Now please look at the

21、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 who'd 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 communic

22、ation. That is, to exchange with others ideas, feelings, information, and so on.T: Perfect! Body language is used anytime and anywhere t( convey people s ideas, feelings, information, and so on and so forth. Next question?Step m While-reading1. ScanningWhile reading, please try to divide the whole p

23、assage into several parts and find out the main idea.Summary of body language.Read the text carefully, then decide if the following statements aretrue (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

24、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維 教 學 目 標知識與 能力Enable th

25、e 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 andgroup 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Reading教學重點及分析The understanding of the poorly-written reading text, especially therelationship awkwa

26、rdly built up between“you” and the othertext, who are met by the awkward arrangement of the compilers of thetextbook.ople in the教學難點及突破Let the students know that there is bothbody language.教學過程教學環(huán)節(jié)老師指導與學生活動設計息圖1 Pre-reading1. What is the function of body language?2. How do you find body language in

27、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“Feiowgsi O urwhich tells us more about body language. Now le ts read another passage in the Workbook on P66.

28、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, le ts take up the last item, doing the arrangement

29、of the information under the passage on Page 67.58: It can be dangerous to meet people you do not know.59: Many Asian people do not usually physically touch strangers.510: If we show an open hand, it means that we are not holding anything dangerous.511: The right hand is usually used because it is a

30、lmost the stronger. S12: People shake their hands when meeting to show that they can b trusted.S13: To show respect, people will touch their heart and mouth when greeting someone.a作 業(yè)Homework1. Read aloud all the reading texts in this unit.2. Get ready to retell the two reading passages learnt in th

31、is period.課后 反思課時教學設計課題Unit 4 Body language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課 型Grammar上升到對語言交際的理性 認識弗卜基礎。教學 重點 及分 析V-ing形式在句中作定語和狀語是本單兀的學習重點。教學 難點 及突 破V-ing形式在句中作定語和狀語是本單兀的學習重點。教學過程教學

32、劃、節(jié)老師指導與學生活動設計意圖Structure Study一：V-ing 形式由 “do ing ”構成，其否定形式是“not doing -ingV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兀的學習重點。1 .作定語V-ing形式可以單獨充當名詞的前置修飾語，這時后兩種情況。1) -ing形式表示 供彳之用”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 childwor

33、king 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，結果條彳,行為方式或伴隨動作等。Attention Please-ing形式作X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

34、者不構成主謂關系所以只能用獨立主格結構，也就是給現(xiàn)在分詞補充一個主語。）HomeworkDo “ Using Structures “ on Page 64.課后反思教學基本信息課題作者及工作 單位“Workingthe land ” Module4 Unit2 Period 5Listening, reading, speaking and writing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

35、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 “Chemicalor Organ ic 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

36、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。的缺點這節(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 farmin

37、g ”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 ofpersuation ,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 per

38、suation.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 pers uasion3) Get students to

39、learn to design a poster by advertising the safety and imporance of eating “greerfood ” .教學過程Stepl. 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

40、: 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 to day2. Ask students to Listen to the tape for a second time. Decide if the following sta

41、tes ments are true or false. Before listening, ask students to go through the five sentencesfirst.(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) Today' sruit is not a

42、s healthy for people as fruit fifty years ago.( T )(4) Eating more vegetables is good for us.( F )(5) All of today ' 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 t ime to check if their answers are right.

43、This time students can look at the material and sh ould 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 b

44、ig, it is empty inside.T: Why are today ' fsuit 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. Reading1. Let students know s

45、omething 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 ch

46、emical fertilizers(yes)2. Ask 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)教學環(huán) 節(jié)Step1. Revision & Leadin before liste ningStep2: While- listening教師活動?1. Ask students to go over what they have learne d in th

47、e 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 withthe預設學生行為設計意圖學生帶著問題“Whatis wrong wi th 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 學習內容知之、好 之、樂之的心理過 程，達到激趣樂學訪，激活學生已有的知識。然后，以 chemical far ming為切入點,給學生看 實物，一個長得很大但又 空心的大白菜

48、，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“Whatiswith theAdvantages of green fo odhealthy and safe for people ' healthfree of chemical fertilizersgrown away from industrial areasgrown away from dirty water suppliesProblems about green f oodnot knowing about the food and how good it ismore expensive than othe

49、r food which is no t so safe3. Ask students to read the passage and underline useful expressions.Reading1. Ask students to list en to the tape for the mai n idea. -The possible bad effects of chemical fertiliz ers on the fruit and vegeta bles that we eat today2. Ask students to Listen to the tape fo

50、r 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 l istening text and and ask t hem to listen to the tape f or a third time to check if their answers are right. T his time students can loo

51、k at the material and should underline the key words, p hrases and sentences.(liste ning text is omitted)1. Let students know something about green food2. Ask students to ski m the passage on Page 15 and tell the advantages of green food and problems about green food. (by fillin g in the blanks)3. A

52、sk students to read the passage and underline useful expressions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

53、很了解，回答/、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。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 5Stepl. RevisionStep2: While- listeningStep3 Post-listening for consolidationVegetabl

54、echemical fertilizersStep4. Reading學生學習活動評價設計聽力練習中可以解決的問題：讀寫中出現(xiàn)的問題：學習中遇到了哪些難題：通過學習達到的目的：教學反思1、有目的地布置作業(yè)，效果截然不同。2、在教學過程中，教師可以根據(jù)實際教學需要，對教材中不太合適的內容進行替換。3、教師備課還不夠仔細充分。4、要求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。Unit3-A Master of Nonverbal HumourThe Second Period ReadingTeaching aims:.Enabl

55、e students to learn what humor means and what isnonverbal humor.2 .To introduce the life and work of Charlie Chaplin.3 .To introduce the kind of humour we can all laugh at-nonverbal humour4 .To train the students, reading and understanding abilityDifficult points : Find out the main ideas of every p

56、aragraph.Teaching aids: A recorder and a projector, multimediaTeaching procedure :Step 1. Greetings and RevisionCheck homework: ask students to review what we learned in lastperiod.Step 2. Pre-reading通過展示幾幅幽默圖片，使課堂氣氛活躍了起來，一下子調動了學生的積極性，然后順勢導入本課的主人公-Charlie Chaplin)Questions: 1.What do you know about Charlie Chaplin?2.What do you know about his films?Step 3 ReadingTask 1 :find