高中英語新課標教學設計模板合集

1、專業(yè).專注課題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(gòu) 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)

2、能力口自學能力。情感目標：讓學生對詞匯學習感興趣及構(gòu)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

3、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 becauseof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朗讀本單兀單詞能夠準確掌握單詞發(fā)音，部分學5分鐘生可以根據(jù)發(fā)音記憶單詞。1）對于

4、次多息的單詞如come up ,觀察例句，翻譯設語base,我會給根據(jù)每個單詞的不向詞性和句子，找出句子境，理解起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中同一單詞的不用意思和用法搭配并總結(jié)。并完來更容易。讓學生自己觀察總結(jié)，詞匯用法學習20分鐘meeting.4) Tom came up with

5、 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 tim

6、e.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成相應練習題記憶會更深 刻。同時提 圖J興趣， 鍛煉了學生 的觀察句子 能力和自主 學習能力。讓學生根據(jù)本節(jié)課所學內(nèi)容做一些做一些綜合練習進一步鞏固綜合練習題。讓每組派一名同學將題小組內(nèi)核查答所學知識，鞏固答案寫在黑板上。若遇到/、同答案

7、，并派一名代查漏補缺。練習案，請小組派代表解釋為什么得出表將答案寫在黑10分鐘這個答案。老師在需要的時候做點板上。若后不同撥答案，派代表給出解釋讓學生寫一篇文章，內(nèi)容自定。但寫一篇小短文。鍛煉學生的作業(yè)需要用上本節(jié)課所學的詞匯但需要用上本節(jié)寫作能力，布置課所學的詞匯同時再次加1分鐘鞏固所學知識。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(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

8、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:culturaldifferencesandintercultural communication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Individualwork,pairwork andgroupwork.情

9、感態(tài)度價值觀讓學生了解有聲諦言與體態(tài)語” 的對應美東，J解語百意義與 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

10、situation.word完美格式教學過程設計意圖老師指導與學生活動Step I Lead-inThe teacher shows some pictures on screen. Thesepictures are from the Evening Party Celebrating the dancer of the program. Her name is Tai Lihua （邰麗華）coming Lunar New Year of the Rooster of 2005.T: But do you know who she is? Yes, she was the leadingS

11、he 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 veryhard 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 di

12、d 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 shoul

13、d pay more attention to learning body languages.Step II IntroductionT: Now let des some TPR (Total Physical Response) activities together, I hope you will enjoy them and have fun as well.T: Ok. It s time to take up lesson. Please look at the screen. Let s take a look at the following gestures:Gestur

14、eActionMeaning%及A handshak eYouarewelcome.A clap of handCome on; be cheerful.1zA V-shape ofthefore-finge randmiddle fingerMayyousucceed! Or congratulatio ns on your success!lliv rAhalf-close d handwith thumb downI am not in favor of your idea or I have to refuse you.1A wrinkling ofthebrow in thought

15、 or displeasur e or a scowlSheisworried.1s會k1Tearscoming out of hisHe is very sad.1eyes.T E*j 討All smilesonherfaceShe is very happy.WavingTheyareMlttheirhandswavinggoodbye topeoplearound.A handHeisGstretchedoutstoppingatank.forwardwithstrengthjPeople jump with their both hands stretched open in the

16、air.Theyarecheering 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, there stSI a little time left. Let csme toSpeaking Task on Page 67.作業(yè)English weekly1-6課后反思課時教學設計課題Unit 4 Body languageHelp the

17、students learn備課時間知識與howtoexpress能力themselvesin body上課時間language when needed.aIndividual三教學方法work,pair維過程與參看教學過程workand教方法group work.學學法指導Acting out by目imitation標為學生提供了來自不同國情感態(tài)度度、/、同語言義化背景的課 型閱讀價值觀體態(tài)語”及其在父際中的異同和影響的具體例證教學重點及分析a. Teach the students how to understand body language used in different cou

18、ntries 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.教學過程教學劃、節(jié)老師指導與學生活動設計意圖Step I Re

19、visionFree 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 thum

20、b up, shrugging the shoulders, etc.Step n Pre-readingT: Our text is about a special means of communication Body Language. Now please look atthe 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: No

21、w 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 communication. That is, to exchange with others ideas, feelings, information, and so on.T: Perfect! Body language is used anytime and anywhere to convey people s ideas,

22、 feelings, information, and so on and so forth. Next question? Step m While-reading1. ScanningWhile 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

23、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 gr

24、eeting 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)度使學生進一步明

25、確體態(tài)課 型Reading價值觀語”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教學重點及分析The understanding of the poorly-written reading text, especially the relationship awkw ardly built up between“ you ” apeopteolin 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 t

26、here is both positive body language and negative body language.教學過程教學劃、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

27、 OF FALSE3 Further readingT: We have just read a passage entitledFee lingshio)which tells us more about body language. Now let s 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 qu

28、ickly 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 thelast item, doing the arrangement 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

29、not usually physically touch strangers.S10: 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 almost the stronger.512: People shake their hands when meeting to show that they can be trusted.S13: To show respect, people will

30、 touch their heart and mouth when greeting someone./ving O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Individualwork,pairworkandgroup wo

31、rk.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 夠增進對語百交際的感性 認識，為他們在閱讀過程 中上升到對語言交際的理 性認識弗卜基礎0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(gòu)成，其否te形式是notdoingV-ing可以帶賓語或X語構(gòu)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

32、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 swimming,2） -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 mi

33、ne.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(gòu)成主謂關系，所以只能用獨立主格結(jié)構(gòu)，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“ Workingthe land ”Module4 Unit2 Period 5Listeni

34、ng, 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 Or ganic Far

35、ming?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 fa rming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

36、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sam

37、ple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) Getstudentstolistenand unders

38、tand the listening material.2) Getstudentstolearnhow to persuade others by using thefunctional itemsfor persuasion3) Getstudentstolearnto design a poster by advertising thesafety and imporance of eating “ greenfood ” .教學過程Step1. Revision & Lead in before listening1. Ask students to go over what they

39、 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 th

40、e fruit and vegetables thatwe eat today2. Ask students to Listen to the tape for a second time. Decide if the followin g statesments are true or false. Before listening, ask students to go through the fiv e sentences first.( If necessary, write down key words.)(1) Paul thinks that Carrie is not tell

41、ing him the truth.( T )(2) Using chemical fertilizers always makes vegetables empty inside. ( F )(3) Today 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 today vegetables look healthy but in fact are not.( T )3. Show student

42、s 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 tex t is omitted)Step3 Post-listening for consolidationT: What is wrong

43、with the vegetable ? ( showing the cabbage)Ss: The vegetable was grown with chemical fertilizers. Although it is big, it is e mpty 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 l

44、ike to buy?S1: Food grown with natural waste from animals.Ss: green food.Step4. Reading1 . Let 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

45、 water supplies(no)in industrial areas(no)away from industrial areas (yes)many chemical fertilizers (no)no chemical 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)healthy and safe for peop

46、lehealthAdvantages of greenfree of chemical fertilizersfoodgrown away from industrialareasgrown away from dirty watersuppliesProblems about gree n foodnot knowing about the food and how g ood it ismore expensive than other food which i s not so safe3. Ask students to read the passage and underline u

47、seful expressions.教學環(huán)節(jié)教師活動預設學生行為設計意圖Step1.1. Ask students to g學生帶著問題通過記者對農(nóng)民的采Revision &o over what they have l“ Whatis wrong訪，激活學生已有的知Lead inearned in the extensive rwith the vegetabl識。然后，以chemical fabefore listeading by doing an intere?去聽，這種設疑rming 為切入點,給學生eningwiew.導入法能有效激發(fā)看實物，一個長得很大但2. Teacher sh

48、ows a學生的興趣，形成又空心的大白菜，以引起cabbage with a hole in i對學習內(nèi)容知之、學生對聽力的興趣，從而t to the class and ask:好之、樂之的心理自然地引出聽力材料的話Look! What is wrong wit過程，達到激趣樂題 “Whatis wrong with th the vegetable?學最佳狀態(tài)。he vegetable? ”。Step2:While- lis tening1. Ask students to li sten to the tape for the main idea. -The possi ble bad

49、effects of chemi cal 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 th e listening text and

50、and ask them to listen to th e tape for a third time t o check if their answers are right. This time stud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，學生可記卜關鍵 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)，使主要是引導和鼓勵學生積 極利用學習資源

51、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。Step4.Readingents can look at the ma terial and should underli ne the key words, phras es and sentences. (listeni ng text is omitted)1. Let students kno w something about gree n food2. Ask students to s kim the passage on Pag e 15 and tell the advant ages of green food

52、 and problems about green fo od. (by filling in the bla nks)3. . Ask students to read the passage and underline useful expressions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/、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。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

53、書設計Working the land ”Module4 Unit2 Period 5Stepl. RevisionStep2: While- listeningStep3 Post-listening for consolidationVegetablechemical 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(nèi)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。Unit3A Master of Nonverbal HumourThe Second Period ReadingTeaching aims :.Enable 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 laug