高中英語課堂教學(xué)設(shè)計課件

高中英語課堂教學(xué)設(shè)計$高中英語課堂教學(xué)設(shè)計$1一、高中英語教材設(shè)計理念二、教學(xué)目標(biāo)的設(shè)立三、課堂教學(xué)環(huán)節(jié)四、閱讀教學(xué)文本分析模式五、閱讀、寫作一體化課堂教學(xué)設(shè)計$一、高中英語教材設(shè)計理念$2一、高中英語教材設(shè)計理念$一、高中英語教材設(shè)計理念$3教材編寫理念TopicFunctionsActivitiesStructuresSkills教材編寫理念TopicFunctionsActivities4

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國際視野祖國意識合作精神自信意志動機(jī)興趣情感態(tài)度文化知識文化理解跨文化交際意識和能力文化意識學(xué)習(xí)策略資源策略交際策略調(diào)控策略認(rèn)識策略聽說讀寫語言技能話題功能詞匯語法語音語言知識英語新課程目標(biāo)結(jié)構(gòu)示意圖國際視野祖國意識合作精神自信意志動機(jī)興9

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12二、教學(xué)目標(biāo)的設(shè)立：教學(xué)目標(biāo)描述的準(zhǔn)確性和可及性$二、教學(xué)目標(biāo)的設(shè)立：$13Students'sample:1.1LanguageObjectivesImportantwordsandphrases:injury,anxious,fever,normal,diet,becrazyabout,takeexerciseImportantsentencepatterns:a.WhenZhoukai'smothersawhimheadingtowardsthefrontdoorwithoutajacketon,sheeyedhimanxiously.b.Iamgoingtoplayfootball.c.I'mcrazyaboutfootball.Students'sample:14

1.1LanguageObjectivesLearn

somenewwordsandexpressionstodescribeaplaceintermsof:cityname,districtname,climate,touristattraction,

famousarchitectureandleisurelife.Newwords:

attractive,pretty,gorgeous,harbor,fortunate,

villa,somodernPhrases:putup,high-risebuilding,businessdistrict,shoppingmall,interestingarchitecture,hugeapartmentblock.Sentencepattern:Don’ttheybotheryou?1.1LanguageObjectives15students'sample1.2

AbilityObjectivesEnablestudentstolearntheimportantwordsandphrasesEnablestudentstolearnhowtodescribeapersonEnablestudentstoimprovetheirreadingskillsCollectanddealwithimportantinformationfromapassageDescribeacityformdifferentaspectsinEnglish.HelpstudentstoimprovetheirreadingabilityTrainingstudents'abilityofgetttingusefulinformationfromthetextstudents'sample16

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AbilityObjectivesListening:Listeningforunderstandingwordsandexpressionsdescribingaplace.Speaking:Learntotalkaboutaplacewhereyouliveintermsofits

name,district,climate,touristattraction,

famousarchitectureandleisurelife.Reading:beabletoskimapassageformainideaandscanitforspecificinformationWriting:beabletowriteapassagetodescribeaplaceintermsofits

name,district,climate,touristattraction,

famousarchitectureandleisurelife.1.2AbilityObjectives17students'sample1.3MoralObjectivesGetstudentstoknowtheimportanceofhealthyhabitsHelpstudentstofostertheawarenessoftakingfrequentexerciseandkeepingfitInspirestudentstoloveandrespecttheirteachersHelpstudentstoknowthatdifferentpeoplehavedifferntcharactersandshouldbeunderstandbystudentsstudents'sample181.3MoralObjectivesExperiencecooperativelearning,developstudents’awarenessandskillsofcooperatingwithpartnersinpairworkExperienceanddevelopstudents'feelingofloveandprideoftheirhometown1.3MoralObjectives19

?Teachingmethods:TeachingAids:?20三、課堂教學(xué)環(huán)節(jié)$三、課堂教學(xué)環(huán)節(jié)$21Task-BasedLanguageTeaching(TBLT)

Pre-taskstageWhile-taskstagePost-taskstageTask-BasedLanguageTeaching(22Pre-taskstage

Aims:1.Introducethetopic,wordsandexpressionsneededfortalkingaboutthetopic,andthebackgroundknowledgerelatedtothereadingmaterial.2.Stimulatestudents’interestandexpectationsforreading.Activities:i.e.activitiestofamiliarizestudentswiththecontentinPoint1.Thecontentsneedtobecloselyrelatedtotheissuesinvolvedinstudents’real-lifesituationsandthereadingmaterials.Opportunitiesforlanguage(oral)outputneedtobemaximized.Pre-taskstage23While-taskstage

Aims:1.Developacertainreadingskill,e.g.skimming,scanning,predicting,makinginference,andetc.2.Understandtheorganizationofinformationinthereadingpassage(providingcluesofhowtheinfo.isorganized).Activities:i.e.activitiesthatcanhelpwithcomprehensionofthereading(.e.g.tables,charts,drawing,andetc.)While-taskstage24Post-taskstage

Aims:1.Checkcomprehension2.ConsolidatethelanguagelearntbymaximizingopportunitiesforlanguageoutputActivities:i.e.meaningful,problem-solving(oralorwritten)tasksthatcouldcheckstudents’comprehensionofthetextandcaninvolvetheirlanguageusePost-taskstage25Homework:thewritingstage

Aims:1.Consolidatingthelanguagelearnt.2.Generatecreativelanguageuse.Guidedwriting:Theinstructionshouldpriscribeaclearoutcomeandclueofthewriting.Thetopicneedstobecloselyrelatedtotheissuesinvolvedstudents’real-lifesituations;Thelanguageuseshouldnotexcessstudents’proficiencylevel.Homework:thewritingstage26四、閱讀教學(xué)文本分析模式$四、閱讀教學(xué)文本分析模式$27如何設(shè)計檢驗閱讀理解的活動？Answerthefollowingquestion?Trueorfalsestatement?Multiplechoices?Fillintheblanks?.........$如何設(shè)計檢驗閱讀理解的活動？$28ActivitiesExercisesExercise-tasksTasksActivitiesExercisesExercise-t29語言“任務(wù)”應(yīng)具備的特征：任務(wù)中的語言運用必須具備信息溝（參與者之間的信息交換、意見交流或邏輯推理交流），即以意義（而非以語言形式）為中心；完成任務(wù)的過程應(yīng)為學(xué)習(xí)者提供一個具體的運用目標(biāo)語的語境；任務(wù)內(nèi)容應(yīng)和真實生活中的交際情景有較高的相似度；完成任務(wù)的過程應(yīng)至少涉及到一種語言技能的運用（如聽、說、讀、寫）；應(yīng)涉及適度的認(rèn)知活動；應(yīng)有明確的任務(wù)結(jié)果（如完成一小段文章、填寫信息表、或達(dá)成一致的意見等）語言“任務(wù)”應(yīng)具備的特征：30文本分析的五個層次：Level1(literalcomprehension):theanswersareexplicitlyexpressedorbythewordsofthetextitselfLevel2(re-organizationorre-interpretation):puttogetherinformationfromvariouspartsofthetextandre-interpretitLevel3(inferences):considerwhatisimpliedbutnotexplicitlystated.Level4(evaluationorappreciation):makingjudgmentaboutthewriter'sintentionandhowsuccessfuls/hesiinachieveingthepurposeLevel5(personalresponse):thereader'sreactiontothecontentofthetextratherthanthewriter's文本分析的五個層次：31WhoisDaisy?HowdidDaisytraveltodifferentplaces?Howmanypartsarethereinthetext?Canyoufindthemainideaofeachpart?WhyhastheantelopeinTibetbecomeanendangeredspecies?WhatanimaldidDaisymeetinZimbabwe?WasshehappywheninZimbabwe?WhatwasthemonkeydoingwhenDaisysawit?Whatdoesamillipedeinsectcontain?Whyisitimportanttoprotecttherainforest?DoyouknowWWF?whatshouldwedoifwewerevolunteersofWWF?WhoisDaisy?32Whichdoyouprefer,WangWeiorWangKun?Canyougivesomereasons?WhatkindofgirlwasAnne?canyoufindsomeadjectivesdescribinghercharacter?Howdoyoulikeher?Canyouthinkofothermeasurestoprotectendangeredspecies?Whatdoyouthinkofthefoodservedintherestaurants?Whichonewouldyouchoosetoeat?Whichdoyouprefer,WangWei33Thereissomeinformationhiddenbehindthewordsinthetext.Readthemandseewhetheryouagreeornot:Anne'slifewashappy,beautifulandfree.Annedidn'tlovenatureAnnedidn'treallypaymuchattentionton